Issue 18

Self-reliant learning by implementing work-based and work-related learning approaches

Editorial Issue 18: Self-reliant learning by implementing work-based and work-related learning approaches

by Badaruddin Bin Ibrahim, Sureewan Rajchasom, Georg Spöttl, Annika Behrens

Full issue 18
Whereas the demand for highly qualified personnel is constantly increasing, the lack of adequate and appropriate qualification measures that foster self-reliant learning competence is evident. Additionally, in today’s complex world of work and lean forms of work organization, requirements not only include professional competences but also further dimensions such as social and personal competencies (e.g. teamwork, communication, creativity, problem solving etc.). In order to address these challenges, limiting TVET to theory-based and input-oriented learning is insufficient – rather it needs to be intertwined with experience-based, experiential and informal learning in real work situations.

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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

Hybrid Collaborative Model of Technical-Vocational-Livelihood (TVL) Track in Senior High School in the Philippines

by Cristie Ann L. Jaca, Felino B. Javines Jr.

This paper presents the pilot study of the Hotel and Restaurant Services and the Electro Mechanic Course of the University of San Carlos, Basic Education Department during the academic years 2012-2015. These pilot classes initiated the Senior High School program before its full implementation in June 2016. Mindful of the objective of employment generation as championed by the Philippine government, a collaboration between the University of San Carlos, Basic Education Department, and the Center for Industrial and Technical Enterprise was formed to provide ideal conditions for the pilot study graduates to gain immediate employment.

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Work-orientated learning: The use of case studies in business education from a student’s perspective

by Matthias Pilz, Sarah Heuer

In order to integrate practical and work-orientated teaching-learning concepts into commercial vocational education and training courses, the use of simulations is recommended, especially at full-time vocational schools. In Germany, the use of business case studies has also been discussed and recommended for many years. Against this background, it is surprising that there are hardly any empirical findings on the use and impact of these case studies in German commercial schools. This study, therefore, addresses this research gap and focuses on the student perspective in commercial education in the German vocational education and training system.

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The issues and challenges of TVET in Malaysia: from the perspective of industry experts

by Nur ‘Adnin Syamil Halik Bassah | Issue 18

In Malaysia, industries are an integral part of the TVET (Technical Vocational Education and Training) ecosystem that develops competent graduates who benefit the nation and industry. It is vitally important to understand industry’s perspective of TVET issues in Malaysia, as this will help policymakers to plan effective strategies for competitive TVET. The question is: What are the main issues and challenges facing TVET in Malaysia? A series of in-depth interviews involving 6 industry panels was conducted to investigate the issues and challenges of TVET in Malaysia and to come up with suggestions for improvement.

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Empowering Excel Students Through Missouri Apprenticeships

by Amanda Robins | Issue 18

The Excel Center, through MERS-Goodwill, is a high school for adults that opened in Indiana in 2010. Eight years later, Missouri opened their own Excel Centers in St. Louis, Springfield, and Poplar Bluff. A year after that, Missouri opened a new center in Columbia. These centers were opened to help students 21 and older earn a certified high school diploma. The model these schools follow takes into consideration the barriers related to poverty that often keep adults from acquiring a high school education. Goodwill’s mission is “Changing lives through the power of work.” From the beginning, these centers were designed to help students become employable.

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Art & Design students’ perspectives on work-integrated learning and challenges: a case study of STEP Institute of Art, Design & Management, Pakistan

by Gouhar Pirzada | Issue 18

Educational norms and demands are changing all over the world. The conventional education system is no longer such a popular choice. Students demand an educational system that offers real-time learning and practical applications for the knowledge they acquire. Work-integrated learning is both new and attractive to students. This concept is gaining importance in educational institutes worldwide as it serves the changing needs and expectations of students. This study aims to understand Art & Design students’ perspectives on work-integrated learning. It was conducted at the STEP Institute of Art, Design & Management, Pakistan, where 100 students were selected through purposive sampling. The results of the study suggested that students have a clear understanding of work-integrated learning. Moreover, they highlighted some of the most critical aspects of the integrated learning environments they experienced during their studies. 

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Problem-based Learning (PBL) with embedded design concept to strengthen students’ cognitive activities

by Xuan Tien Vo

In TVET training, it is important to build learners’ capabilities of employing engineering principles and concepts from training to solve engineering problems; using knowledge of engineering science to analyse existing conditions and define requirements and constraints related to solving a problem in a complete and accurate statement. Students should be able to develop their knowledge and skills with new or updated engineering tools to solve an engineering problem. Learning how to use engineering knowledge to solve problems may be key to developing a well-trained labour force through TVET in Vietnam.

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