Issue 15

TVET research as a central factor for the development of TVET systems

Editorial Issue 15: TVET research as a central factor for the development of TVET systems

by Sven Schulte, Niwat Moonpa, Chee Sern Lai, Siriphorn Schlattmann

Full issue 15
VET research is an essential factor in the development of TVET systems. Research provides information and advice on TVET policy depending on the needs, focusses and research areas. In addition, TVET research contributes to innovation and the transfer of knowledge in cooperation with TVET practitioners. TVET research always has to take the changes in work and the analysis and design of vocational education and training as well as qualification and learning processes into consideration. Thus, TVET research aims to contribute to the further development of the vocational education and training system.

Despite the relevance of TVET for social and economic development worldwide, the international TVET research community is at the beginning and still has much potential for development. International TVET research also presents itself to be an interdisciplinary approach and addresses a wide range of issues and development tasks at various levels.

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About TVET@Asia

TVET@Asia is an open content online journal for scientists and practitioners in the field of Technical and Vocational Education and Training (TVET) and Vocational Teacher Education (VTE) in the East and Southeast- Asian region.

Its main purpose is to provide access to peer reviewed papers and thus to enhance the dissemination of relevant content and the initiation of open discussions within the TVET community.

Learn more about TVET@Asia

Vocational Pedagogy Approaches Framework for Malaysian Engineering TVET Teachers

by Ming Foong Lee, Tze Kiong Tee, Marina Ibrahim Mukhtar, Jailani Md Yunos, Maizam Alias

Vocational Colleges (VC) play an important role in producing a skilled and semi-skilled workforce in Malaysia. Consequently, TVET teachers must master the occupational skills required to deliver the contents of the lesson to create a harmonious and effective learning environment which enhances the quality of TVET graduates. Thus, this study was conducted to explore the practice of vocational pedagogies among the engineering TVET teachers. The vocational pedagogy approaches in this study consisted of (1) the dominant use of teaching and learning strategies (UNESCO-UNEVOC 2014), (2) the dominant practice of vocational pedagogical decisions (UNESCO-UNEVOC 2014), and (3) the dominant activities and web apps used to achieve the goal of learning outcomes (Padagogy Wheel 4.1 by Carrington 2015). A cross-sectional survey was employed as research design for this study by utilizing a set of questionnaires.

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Analysis and Determination of Program Learning Outcome (PLO) Based on Work Process for Bio-fuel Industry: A Case Study of Biological Engineering Students

by Sureewan Rajchasom, Kanyaporn Chaiwong, Kitjanat Tangjitnusorn

Program learning outcomes (PLO) are the skills, competencies, and concepts students should be able to articulate, put into action, or utilize (theoretically or pragmatically) after the completion of a degree or certificate. This work was conducted to develop the program-learning outcome (PLO) of biological engineering students for the bio-fuel industry. The study focused on a palm oil company and was carried out in cooperation with Rajamangala University of Technology Lanna (RMUTL). The PLO design was based on the work process to meet company requirements. The study began by understanding the palm oil process, analyzing the work program by determining the required abilities and skills in each section or department. Next, the investigated data was validated with company team members, including a technician, engineer, supervisor manager and the CEO.

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An Employability Framework for Vocational Education and Training Graduates in India: Insights from government VET institutes in Mumbai

by Samiksha Neroorkar, Perumula Gopinath | Issue 15

The demand for skilled workers in the Indian labor market and the current focus of the Indian government on skills development require Vocational Education and Training (VET) institutes to produce highly employable graduates. However, due to the incongruence between the central and state governments, training institutes and industry, there is little clarity on the concept and components of employability and the factors that can effectively enhance the employability of VET graduates.

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Relationship between Soft Skills and Engineering Graduates’ Employability at UTHM

by Wan Hanim Nadrah Binti Wan Muda, Puteri Nur Izazi Binti Burhanuddin, Mohd Hafizul Hanif Bin Ramlee, Fazlinda Binti Ab Halim | Issue 15

The study focuses on identifying the relationship between the level of soft skills and the employability of the graduates at UTHM. As there were some problems such as lack of soft skills (interpersonal skills and critical thinking) among the technical students, employers began to doubt their skills and qualifications. This study identified the level of soft skills and the graduates’ employability from 254 respondents. Respondents were given a questionnaire to answer. Overall, the findings indicate that the level of soft skills and employability are high among engineering graduates. The findings also reveal that there is a very low level relationship between soft skills and a graduate’s employability. In conclusion, engineering graduates have sufficient capacity for soft skills and these skills can be polished and enhanced during learning sessions through a variety of activities organized by the faculty and the university.

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Effect of including global TVET worldview in TIMT (TVET Institute Management Training) on vocational institute management in Pakistan

by Gouhar Pirzada | Issue 15

Since January 2017, the TVET Sector Support Program (TVET SSP) has entered a new phase to support the Government of Pakistan in enhancing access, equity, relevance and quality in skills development. In terms of content, TVET SSP is being implemented through four cross-sectoral intervention areas: 1) Policy and Governance, 2) Private Sector Participation in TVET, 3) Capacity Building of TVET Personnel/Human Resource Development (HRD), and 4) Implementation of Reformed TVET. The majority of TVET institutes in Pakistan are currently managed under traditional TVET management philosophy.

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