Institutional networking and internationalization has been included as one of the institutional Key Performance Indicators (KPI) in most universities´ blueprints in Malaysia. The “eighth shift”, which is one particular strategy of the Malaysia Education Blueprint (Ministry of Higher Education 2013), specifically demands that internationalization initiatives are to intensify networking and collaboration with international institutions of higher education. For that reason, a networking and internationalization agenda is critically important for Malaysian Technical Universities. This paper discusses the role of networking and internationalization of universities for developing the academic staffs’ competency, focusing on staff mobility, regional collaboration as in the Regional Association for Vocational Teacher Education in Asia (RAVTE) and competencies through professional accreditation. Initially the paper explores the roles of networking and internationalization in the context of Technical and Vocational Education and Training (TVET) and how it has been introduced and practiced in higher education, and then, we discuss how universities’ networking and internationalization contribute to staff mobility, research, and technical skills development.

1 Malaysian Technical Universities Network (MTUN)

In the present era of globalization, technology is another choice for the students to choose besides engineering, pure sciences and social sciences. There are four Technical Universities in Malaysia offering technology programs. The Universities are: Universiti Malaysia Pahang (UMP), Universiti Malaysia Perlis (UNiMAP), Universiti Teknikal Malaysia Melaka (UTeM) and Universiti Tun Hussein Onn Malaysian (UTHM). Among the four universities from the Malaysian Technical University Network, UTHM has been actively involved in supporting the Ministry of Education to train technical and vocational education teachers under the Faculty of Technical and Vocational Education (FTVE). UTHM struggles in the global circle of tough competition in order to maintain capacity and pursue the highest university ranking. Most universities have established systems to ensure academic staff competency, in order to improve the capacity of their workforce. For that reason, institutional networking and internationalization has been included as one of the institutional Key Performance Indicators (KPI), in most universities´ blueprint for higher education in Malaysia (Ministry of Higher Education 2013), and being reflected in the universities´ mission and vision.

“Global Prominence in higher education requires four elements – visibility, recognition, distinction and expansion. To tap these elements, the Ministry will strengthen the promotion, marketing and value proposition of Malaysia’s higher education system; identify ways to increase the enrolment of high calibre international students; and establish stronger ties with the global higher education community.” (Ministry of Higher Education 2015).

In its Malaysia Education Blueprint, the Ministry of Education identified 10 shifts that would be needed to take the Malaysian higher education system to the next level. The “eighth shift” includes the recommendation to intensify networking and collaboration with international higher education institutions worldwide. The networking and internationalization agenda is critically important for Malaysian Technical Universities (MTUN), especially UTHM. Maintaining networking and internationalization is not merely for getting international funds, in order to enable institutional staff to intensify research and publications, or pursuing the best university ranking. It is beyond the students’ mobility and also involves a wider scope and capacity including transfer of knowledge, technology, academic research, and educational resources (UNESCO 2009). An exemplary benchmark of win-win networking and internationalization initiated by UNESCO, was discussed in an International Meeting on Innovation and Excellence in TVET Teacher/Trainer Education in 2004. This is a good benchmark for research and development in the networking and internationalization context. Another specific example that is closer to sharing educational resources was the initiative of the European Union Erasmus program, hosting staff mobility that involved 33 participating countries (British Council 2014).

Although networking and internationalization is good for the university as an education institution in terms of capacity, sharing of educational resources would be beneficial for institutional staff competency. A program such as staff mobility actually fulfils almost all of the key elements of the networking and internationalization objectives. It is during the mobility period, that staff have great opportunities to increase competency and learning through experience. This competency enhancement would improve several areas of skills depending on the focus and objectives of the mobility program (Buenning & Zhao 2006). A mobility program that is focusing more on research and development would increase staff competency on research skills, which has a positive impact on teaching as well.

2 Relationship between internationalization of TVET institutions with their competence development

ASEAN and the East-Asian Summit (EAS) organize internationalisation activities of TVET institutions under an agreement of partnerships among the involved nations. One of the agendas under ASEAN member states (AMS) and EAS has inspired the flexibility of goods, students and workers across the ASEAN regions starting in 2015. This means that the flexibility among TVET staff to be mobile within these countries will also be greater. In TVET institutions, the international flow of staff requires more attention on enhancing the effectiveness of qualifications and skills recognition across regions. Common understanding between the regions needs to be addressed, and this is through the newly developed East Asia Summit Regional TVET Quality Assurance and Qualification Frameworks, and the Mutual Recognition Arrangement (MRA).

The function of this framework is basically to provide a standard alignment in the requirement of what the mobile staff should be able to do in trade services among the regions involved, and standard qualifications that should be addressed as requirements fulfilled by the staff. MRA then will enable the qualifications of professional services suppliers to be mutually recognized by all of these regions; which literally means that staff could use the qualifications to practice their expertise in any of the countries. Despite the advantages however, the development of such framework needs to be rigorously planned, researched and reviewed if the framework is to be implemented. It is the role of AMS and EAS regions to carefully design the development to optimize the advantages that the framework could provide. Two professional bodies – the Professional Regulatory Authority and the Department of Labor and Employment are currently in the process of putting policy measures in place to facilitate MRA implementation in Malaysia. Although still under progress, with this standard framework, regions within the EAS are connected because every qualification that the staff receives will be similarly recognized among the regions. This recognition will not only promote human resource development, but also provides a means for bridging any development gaps, assisting economic development, promoting friendship and mutual understanding among the people in the EAS regions, and of course enhancing regional competitiveness. How does this implementation increase competencies of the staff?

In the context of regional competitiveness, within the Association of South East Asian Nations (ASEAN), the issue of gaining standard recognition and qualifications for staff whose mobility has gained increased prominence in recent years is critical. Added impetus is coming from the plan to move to a common labour market by 2015. “Sending countries” such as Laos and Cambodia are keen to develop their TVET systems and skills recognition arrangements quickly while “receiving” countries such as Singapore, Malaysia and Brunei at the moment already have a range of skills training and recognition systems in place for their own workers. These systems will persist and it remains to be seen how ASEAN workers from elsewhere will be accredited by these receiving countries in the future. Both sending and receiving countries in ASEAN have different motivations but towards a similar goal – to improve skills development and accreditation mechanisms. The sender countries would like to provide more skilled workers who could be employed abroad at appropriate employment levels and wages, as well engaging with international economic development. On the other hand, receiving countries are seeking a greater guarantee of the availability of well-trained workers. Both sending and receiving countries however, apparently will strive to increase the competencies of their workers, since if standard recognitions are to be developed, they must be within the viability of a true common labour market. All of these will depend on how these skills recognition arrangements will emerge and develop.

3 Mobility and flexibility of staffs’ development in TVET

Globalization increases international competitiveness in TVET. The gap in knowledge and ownership of advanced technologies between developing and developed countries has always been large, with developing countries often adopting technologies and solutions innovated elsewhere but lacking the capacity and resources to adapt most of the technologies to the local context. Transfer of technical knowledge through TVET combined with creative skills and career guidance, can raise the innovative capacity of developing countries, allowing them to produce quality technological solutions for their own context and export and to keep up with the developing world. The observed global trend is increasing career mobility and, as such, TVET is no longer merely expected to provide learning opportunities for skills development, but also to enable employees to prove themselves to be flexible in new working environments as a result of their broad individual competence profile. TVET is in a position to enhance human resource development within the context of this shift from a one-job-for-life culture to higher career mobility through focusing on competence development as opposed to just knowledge acquisition.

Competency is identified through knowledge, skills, attitude and other individual characteristics (Srinivasa Rao & Prabitha 2012) and focuses on what is expected of an employee in the workplace, not only technical but also social, rather than just on the knowledge acquisition. In these definitions, TVET – sometimes also known as Vocational Education and Training (VET) or Career and Technical Education (CTE) can be regarded as a means of preparing for occupational fields and effective participation in the world of work (Cinter 2001). It also implies lifelong learning and preparation for responsible citizenship. In its broadest definition, TVET includes technical education, vocational education, vocational training, on-the-job training, or apprenticeship training, delivered in a formal and non-formal learning environment. Table 1 summarizes the TVET-modes of delivery.

• Technical education mainly refers to theoretical vocational preparation of students for jobs involving applied science and modern technology. It emphasizes the understanding of basic principles of science and mathematics and their practical applications, rather than the actual attainment of proficiency in manual skills as it is the case with vocational education. The goal of technical education is to prepare graduates for occupations that are classified above the skilled crafts but below the scientific or engineering professions.
• Vocational education and training prepares learners for jobs that are based in manual or practical activities, traditionally non-theoretical and totally related to a specific trade, occupation or vocation, hence the term, in which the learner participates.

Table 1:    Modes of TVET delivery (World Bank 2014)

Professional development of staff means to upgrade all those skills required to execute a task of TVET staff in transferring knowledge, expanding networking and improving their competency in a particular area. It means that staff maintains, improves and broadens their knowledge and skills to develop their required competencies (Powar 2004). The mobility of the internalization process provides different scenarios based on sharing knowledge and experience. TVET is in the position to contribute to global development, participation and cooperation. TVET systems allow a broad participation of people, who can develop relevant competences, if it is adapting to the changing needs of the local, national and global labor market and economic sectors.

Flexibility in training delivery and strengthening qualifications through international recognition need to be planned to ensure academic staff are competent up to international standard. This includes, for example, creating a framework for recognizing prior learning, establishing clear pathways for re-entry into the education system, developing a national credit system to enable accumulation of modular credits over time, and stipulating clear criteria for recognizing prior experience.

4 Competency based skills needed

The education sector’s success in addressing the challenges of globalization will help a country to produce internationally competitive and competent human resources. According to Sharma (2008) human resources are the assets of a country required to achieve national competitiveness. Human resource development (HRD) plays an important role in achieving sustainable development. It is a process of increasing the knowledge, skills and competences of the people in a society. Competencies are identified through knowledge, skill, attitude and other individual characteristics (Srinivasa & Pratibha 2012). Competencies acquired show an individual’s strengths so that the organization will know their value and capability in their job performance. To develop competencies, the mapping of an organization’s goals and workers skills should be identified. According to (Srinivasa & Prabitha 2012) competency mapping in organizations should have specific support and assessment; provide methods to enhance workers competences and demonstrate what type of skills and knowledge are required to improve competencies. Competency programs should be developed to increase the quality of human capital in TVET. The characteristics of competency programs are the following: competency are carefully selected; integrate theory and skills; detail training material; methods of instruction and learning should be self-paced and flexible training (Anane 2013).

Issues and challenges in the Tenth Malaysia Plan, 2011-2015 focused on uncoordinated governance of TVET and fragmentation resulting from technology competency gaps among instructors. Mainstreaming and broadening access to quality TVET addressed industry needs for skilled workers. These efforts increased the number of school leavers pursuing TVET from 25% in 2010 to 36% in 2013 (Economic Planning Unit 2015). Even though TVET mainstream is moving towards a successful field, issues and challenges in competency gaps among instructors persist. Fig. 1 shows issues and challenges faced in TVET sectors in Malaysia. These highlighted issues will be seriously focused in the Eleventh Malaysia Plan, 2016-2020).

Figure 1: Malaysia TVET issues and challenges

The Eleventh Malaysia Plan 2016-2020 will focus on several initiatives to harmonize delivery of TVET towards economic development and demand driven by industry to ensure a quality skilled workforce. Competencies are needed in TVET graduates to increase the employability rate within 6 months after graduation. The Economic Transformation Programme (ETP), suggests Malaysia will require an increase of 625,000 TVET enrolments by the year 2025. However, there is an undersupply of TVET workers in some key areas. Further, TVET is seen as a less attractive pathway than university education, thereby limiting the number of students, particularly high-performing ones, who apply for such courses. Malaysia needs to move from a higher education system with a primary focus on university education as the sole pathway to success, to one where academic and TVET pathways are equally valued. To achieve these outcomes, UTHM must intensify industry involvement and partnerships, streamline qualifications, improve coordination across the regional countries and their Ministries and, with other TVET providers, enhance TVET enrolments. Key initiatives include:

• Collaboration with industry to support industry-matching curriculum design and proposed new delivery models through partnership.
• Improvement in coordination across the countries and Ministries of various TVET providers to eliminate duplication of programmes and resources, enable greater specialization in areas of expertise, and improve cost efficiency; and
• Coordination with other countries and ministries supported by various agencies, in offering TVET programmes to streamline the international qualification framework and ensure alignment with major industry associations, and pursue international accreditations for TVET programmes.

5 Conclusion

The impact of networking and internationalization can only be seen positively, especially with regard to the standards and quality of programs offered, if all partners in the Asian countries show their commitment and are proactive. Proposals and commitment should be accepted with understanding and be accepted by all parties. These opportunities can be achieved and implemented in 2015, when Malaysia will lead the Asian community. A new work environment, new resources, a new social environment, new ideas, and new research fellows and colleagues would provide different context in doing this research. On the other hand, the mobility program that is focusing on skills training for a particular timeframe, staff mobility, staff and student exchange, consultancy through MoU and MoA signing and further collaboration could enhance their technical skills and learning new technologies used by the hosting country. UTHM can be seen potentially to lead several activities and projects to ensure close collaboration among local and international parties from various countries to obtain an advantage.  

References

Anane, C. A., (2013). Competency Based Training: Quality Delivery for Technical and Vocational Education and Training (TVET) Institutions. In: Educational Research International. Vol. 2, No. 2, 117-127.

British Council (2014). Erasmus+ Staff mobility. Online: http://www.britishcouncil.org/study-work-create/opportunity/work-volunteer/erasmus-staffmobility (retrieved 14.07.2014).

Buenning, F. & Zhao, Z. (2006). TVET Teacher Education on the Threshold of Internationalisation. Germany: Internationale Weiterbildung und Entwicklung GmbH.

Cinter (2001). Modernization in Vocational Eduation and Training in the Latin American and the Caribbean Region. Montevideo.

Economic Planning Unit (2015).Transforming Technical and Vocational Education and Training to Meet Industry Demand. Online: http://www.epu.gov.my (retrieved 13.06.2015).

Ministry of Higher Education (2013). Pelan Strategik PengajianTinggi Negara. Online: http://www.moe.gov.my/userfiles/file/PPP/Preliminary-Blueprint-Eng.pdf (retrieved 14.07.2014).

Powar, K. B. (2004). Internalization of Higher Education: An Aspects of India’s Foreign Relations. New Delhi: Gyan Publishing House.

Sharma, K. D. (2008). Regional Accreditation: Mechanism for Cross-Border Mobility for TVET Graduates. Online: http://202.4.7.101/files/2008.05.30.cpp.dhameja.regional.accreditation.cross_border.mobility.tvet.paper.pdf (retrieved 14.07.2014).

Srinivasa Rao, K. & Prabitha, S. (2012). Competency Based Human Resource Development Mechanism: A Case Study of NTPC.In: International Journal of Organization Behaviour & Management Perspectives, Vol. 1, No. 2, 165-169.

UNESCO (2009). Internationalization, regionalization and globalization. Online: http://www.unesco.org/en/the-2009-world-conference-on-higher-education/sub-themes/internationalization-regionalization-and-globalization/ (retrieved 14.07.2014).

World Bank (2014). TVET Issues and Debates, World Bank Institute. Online: http://info.worldbank.org/etools/docs/library/243625/bTVET%20Issues%20and%20debates.pdf (retrieved 18.3.2015).

Citation

Hassan, R., Masek, A., & Mohamad, M. M. (2015). The role of networking and internationalization of technical universities in academic staff competence development. In: TVET@Asia, issue 5, 1-9. Online: http://www.tvet-online.asia/issue5/hassan_etal_tvet5.pdf (retrieved 23.7.2015).

This paper highlights some of the initiatives undertaken by Malaysia in addressing social and economic challenges via TVET programmes in general and through TVET agency – industry collaborative efforts in particular. A brief description of the TVET programmes operated by the various agencies in Malaysia is to be presented, followed by examples of collaboration initiatives undertaken at the various levels of the TVET system. The issues and challenges encountered in their implementations are identified as factors that must be addressed to ensure the sustainability of future TVET collaborations.

1 Introduction

Addressing diversity lies at the core of the Malaysia Education System and was mandated into the National Education Master Plan 2006-2010 to the effect that the development of the Malaysian Education System is to be based on four major spearheads promoting education- for-all. These are namely, access to education, equity in education, quality in education and efficiency and effectiveness in educational management (Ministry of Education 2006). The measures implemented in providing education for all include enforcing the compulsory primary education policy in 2003 (Education Act 1996, 29A, 2006), the fee-free schooling policy begun in 2008, and the provision of a wide choice of programmes to meet the needs of diverse learners.

Technical and vocational education and training (TVET) is a branch of education introduced into the mainstream education system and recently transformed in line with government initiatives designed to promote access, equity, quality of education all ultimately aimed at developing the necessary local workforce in possession of the necessary skills and competences for achieving the high income nation status by 2020 (Mohd Zain 2008). The term TVET as used in Malaysia is synonymous with the term technical and vocational education as frequently used by the United Nations Educational, Scientific and Cultural Organisation (UNESCO). The definition of TVET is similar to the definition of TVE used by UNESCO that refers to “… those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life.” (UNESCO 2005, 7). According to UNESCO (2005), the aspect that set TVET apart from other forms of education and training has to do with its emphasis on work productivity. In all TVET programmes, emphasis on work productivity is always of central importance and in some cases, is the sole aim of the education and training.

One of the TVET goals in Malaysia is to ensure the learning needs of all its young people and adults are met through equitable access to appropriate learning and life-skills programmes in. This is in line with one of the six goals of Education for All (EFA) within the Dakar Framework for Action that was established at the World Education Forum in Dakar, 2000. The normal academic practice in secondary schools tends to favour learners with high mathematical, verbal and analytical skills and is far less geared to learners with spatial and kinesthetic aptitudes. Hence the availability of TVET programmes in schools provides greater opportunities for diverse learners who would normally have been left behind during secondary education. Focusing on vocation in TVET provides a pathway for those who show a strong inclination towards early vocational pursuits.

2 TVET providers and programmes in Malaysia

In Malaysia, TVET is provided in schools and training institutions by various ministries, such as the Ministry of Education (MoE) ; the Ministry of Higher Education (MoHE) provides TVET in polytechnics and community colleges and in some technical universities; the Ministry of Human Resource provides TVET in skills training institutes; the Ministry of Youth and Sports provides TVET in their National Youth Skills Institutes (Mohd Zain 2008) and lastly the Ministry of Rural and Entrepreneurial Development and the Ministry of Women, Family and Community Development also provides TVET programmes.

Under the above various ministries TVET agencies target different groups of participants and vocational sectors for their TVET programmes but at times they may overlap in their implementations. While TVET programmes provided by the MoE and MoHE focus on further education and training to ensure better career opportunities, TVET programmes run by other ministries lay their major emphasis on workforce productivity. As a result the different agencies under these ministries provide different entry points to TVET access. The Ministry of Youth and Sports, for instance, provides programmes preparing young people with basic TVET skills for their future life also geared to life-long learning so their target group ranges from 18 to 40-year-olds. Notably, most of the participants of these TVET programmes are among unemployed youth. However, the Ministry of Women, Family and Community Development, focuses on programmes providing basic household management and home-science skills to teenagers and single parents. By contrast with the Ministry of Women, Family and Community Development, the programmes under the Ministry of Human Resources is not particularly gender-oriented and aims at preparing trainees to be skilled workers and their target groups consist largely of school leavers.

In summary, there are a number of ministries and agencies providing TVET to meet the diverse needs of the people. As this but a brief paper, only TVET programmes and collaborations undertaken by agencies directly under the MoE and the MoHE come under its scrutiny.

3 TVET under the Malaysian Education System

As TVET is part of the education system in Malaysia, a brief outline of the Malaysian Education system is provided here to provide a better understand of the provisions for TVET under the MoE and MoHE.

3.1 Malaysian Education System

As mentioned above the Malaysian education system is under the purview of two ministries; the MoE – responsible for pre-school, primary and secondary education, and the MoHE responsible for tertiary education. Malaysians receive 12 years of schooling including one year of pre-school, six years of primary school and five years of secondary school as shown in Table 1. Primary education is compulsory for all children under the amended Education Act and its enforcement commenced in 2003 (Education Act 1996, Section 29A).

School pupils are assessed at various times during their education to gauge their educational achievement. In year six primary school pupils, sit the standard examination; the Ujian Penilaian Sekolah Rendah (UPSR) which is to assess their educational attainment the six years of primary education. Primary school leavers go on to do three years of lower secondary education before they sit for the next standard examination, the Penilaian Menengah Rendah (PMR) in their third year of their secondary education (Table 1). These grades in the PMR are used to assess upper secondary education placement. Under the Malaysian Education System, TVET is offered starting in upper secondary education, at the age of 16 and onwards. In general, the MoE provides TVET programmes in schools whereas the MoHE provides TVET in community colleges, polytechnics and specialised technical universities.

Table 1: The Structure of the Education System in Malaysia 

*SPM: Sijil Pelajaran Malaysia (‘O’ Level equivalent); used for selection towards Diploma programme
*STP: Sijil Tinggi Pelajaran Malaysia (‘A’ Level equivalent); used in selection towards Degree programmes

Of the total primary school student population, only 77% would enrol for upper secondary education with the remainder not completing 12 years of schooling (MoE 2010). Here TVET stepped in as an element in the government initiatives for increasing participation in upper secondary education.

3.2 TVET programmes

To repeat, TVET programmes are offered by the MoE and the MoHE. Under the existing education system of the MoE, TVET is offered from the commencement of upper secondary education. However, recently a vocational transformation programme was approved giving students the opportunity to enrol in TVET courses earlier. Fifteen secondary schools offered basics vocational education as part of the pilot project in 2012. The vocational transformation programme also involves an introduction of a third stream – a skills stream – at upper secondary education level. Hence, three TVET streams are offered at upper secondary school these are the technical stream, vocational stream and skills stream. Pupils obtaining excellent PMR grades are eligible to enrol in the technical stream programmes. The programmes’ aim is to prepare students for further education and in becoming future professionals. Those obtaining good PMR results are permitted to enrol in the vocational stream programmes. These programmes aim to prepare students for further education and to become semi-skilled professionals. Finally, those not suited for the other two streams are to be encouraged to enrol in the skills stream programmes designed to produce a skilled workforce and provide a platform for further skills-training in skills-training institutes.

Based on statistics carried out in 2010, compared to the rest of the world, enrolment in TVET programmes in Malaysia, was relatively low (approximately 15%) whereas the average of countries involved in the Organization of Economic co-operation and Development (OECD) was 44% (Fletcher 2012). This low enrolment is a cause for concern and is at the core of the vocational education transformation programme focusing on increasing TVET enrolment in schools as a means to provide a diversity of learners (as mentioned in a speech given by the Deputy Prime Minister on January 6th 2012 at an event to mark the launching of the vocational education transformation programme). TVET participation in other countries has been associated with greater number of pupils completing their secondary education (Yoo Jeung Joy Nam 2009) and is expected to make a significant contribution to combatting the high drop out rate in Malaysia (MoE 2010). Greater provisions have been made for further vocational education and skills-training pathways.

The vocational education transformation plan has also been undertaken to prepare the necessary workforce to assist in the country’s economic transformation plan. Under the vocational transformation programmes, students are exposed to vocational education earlier; starting at year 1 in lower secondary education rather than only at upper secondary school level. The programmes are shown in Table 2. Upon completion of lower secondary TVET education, students can further their studies at vocational colleges run by the MoE, public skills-training institutes run by the other ministries, or at private skills-training institutes.

Table 2: Structure of vocational education in lower secondary school
(5% participation anticipated)

3.3 Vocational colleges

Beginning in 2012, 15 vocational schools took part in a pilot project on vocational colleges. Programmes at vocational colleges are four year programmes offered to students who have completed basic vocational education at lower secondary education. The curriculum consists of a high practical component (70%) combined with a 30% theoretical component. By 2013, all vocational schools are to be transformed into vocational colleges (Utusan online, October 14, 2012). Upon completion of the vocational colleges programmes students are awarded the Skills Certificate Level 4 by the Skill Development Department under the Ministry of Human Resources. They will be awarded the Diploma by the Ministry of Education. Successful graduates will also receive certification from the relevant industries. Such multiple recognition provides the graduates with better job prospects. Those wishing to further their studies, may enrol in higher TVET institutions under the various ministries as well as private TVET higher institutions.

4 TVET under the MoHE

TVET programmes under the MoHE are offered in technical universities, polytechnics and community colleges. Graduates from these programmes are awarded Degrees, Advanced Diplomas and Diplomas related to the various disciplines. A summary of the TVET programmes and related awards under the MoHE and the MoE are shown in Table 3. To enhance post-secondary TVET the Polytechnic Transformation Plan was undertaken in 2010 (MoHE 2010). Here greater opportunities for pursuing higher education in TVET was created by establishing three premier polytechnics with the mandate of offering Advanced Diploma programmes in the related disciplines.

Table 3: TVET programmes and related awards under the Malaysian Education system

5 Collaboration initiatives undertaken at the various levels of the TVET system

Collaboration initiatives are taken on by TVET agencies for various reasons. Of the most emphasized collaboration objectives feature; the improvement of research capacities and commercialization potentials (as undertaken by TVET institutions under the MoHE), the improvement of technical skills, to reduce demand and supply mismatch, the enhancing of employability skills, and the promotion of knowledge transfer between institutions and the community. The TVET agency-industry collaborations discussed in this paper are limited to those taken on by agencies under the two ministries responsible for education in Malaysia (i.e. the MoE and the MoHE). Table 4 provides a brief summary of some of the established collaboration programmes taking place involving institutions under the two ministries.

Table 4: TVET agency-industry collaborative efforts

5.1 Industry PhD

The industry PhD programme launched in 2010 is a collaboration programme agreed between the MoHE and industry. It is part of the existing MyBrain15 programme targeting 60,000 PhD holders by 2023 (MoHE 2011). The Industry PhD programme has invited professionals from industry to take on industry-based research to promote innovations leading to increased competitiveness of Malaysia. The programme has been offered in full-time registration mode only. Five hundred Industry PhD grants are allocated in total with 100 participations targeted for 2011 (MoHE 2011). For each industry PhD candidate, a maximum of RM 50,000.00 has been allocated by the MoHE for supervision, tuition, training, examination, and thesis fees. Expenses for research activities are expected to be provided by the participating industry. In 2011, 97 industry PhD applications were approved, which good for the starting programme with the 2011 target set at only 100 PhDs.

Success in the implementation of the programme required a number of players; a university representative, human resource personnel from industry, industry staff to undertake the PhD research and a MoHE representative. Thus, a memorandum of understanding was signed between the participating industry and the university to confirm both parties’ commitment in the collaboration.

The quick response by the universities in preparing the implementations of the Industry PhD programmes guidelines was vastly helpful in expediting the process of the Industry PhD application. Roles taken on by industry and university for the industry PhD implementations have been specified in the university guidelines. Each PhD candidate is supervised by at least two supervisors, one from the industry where the candidate works and one from the University at which the candidate is registered. The associated industry takes responsibility for identifying the industry supervisor and the university for issuing the appointment letter. Research topics are suggested by the industry concerned for the research to be carried out must be in their business area. The industry supervisor oversees the research as it is carried out in industry. The university supervisor has to meet the PhD candidate for supervision at the workplace as well as in the university as agreed in a schedule acceptable to both industry and university. The industry is responsible for providing research materials and equipment for the candidate. Assessment of research progress is the responsibility of both supervisors in ensuring the research work undertaken is meeting the needs of the industry and satisfying the requirements of the associated doctoral degree. In other words, the University is responsible for ensuring the quality of the candidate’s research meets the doctoral requirements while the industry is responsible for ensuring their own industry needs are met. The cost of the industry PhD is taken on by the Ministry of Higher Education allocating a maximum of RM 50,000 per candidate for tuition, training, examination, and thesis fees while the industry provides research materials and equipment. Within the university itself, the roles of different departments such as the postgraduate centre and faculties are spelled out carefully to ensure the programme’s smooth implementation. Further details on the implementation mechanism can be gleaned from the guidelines of two universities, the Universiti Tun Hussein Onn Malaysia (available at http://ps.uthm.edu.my/v1/downloads/Upload/koleksiphdindustri.pdf) and the Universiti Teknologi Malaysia (available at http://www.sps.utm.my/phdindustri/Slide_PhD_Industri.pdf).

As it is a new initiative, those implementing the industry PhD face some novel challenges. The challenges identified during implementation that need to be addressed concern industry commitment and readiness of participants. Informal discussions revealed candidates saying they were often called upon to take on added responsibilities not directly related to their PhD programme, duties they felt undermined their capacity to focus on their target research project. This is possibly caused by is a lack of appreciations among employers of the great commitment candidates must dedicate to completing their planned research projects. The problem can be alleviated, to a degree, if universities obtain a better understanding of the working of the industry they are dealing so they could assist their PhD candidate in deciding what are viable and win-win research projects. There was concern by a low number of applicants for programmes that to be improved by better promotional exercises to industries and improved networking between academia and industries to create a better understanding of each other’s needs and how they can be met through the industry PhD programmes.

According to Lukas and Andrews (n.d.) the successful implementation of any collaboration can be condensed into four key factors: clarify the purpose; let form follow function, involve the right people and get it in writing. Based on these key factors, three key factors apply to industry PhD programme success: documented facilitative mechanism (get it in writing), common understanding and acceptance of what constitute an industry PhD (clarity of purpose) and industry-wise university supervisors (involve the right people).

Documentation of the facilitative mechanism such as on-site supervision by industry supervisors and visits by university supervisors are essential. Emphasizing on-site supervision rather than “at-university supervision” ensures the candidate is not away from his workstation often. Ordinary PhD students are expected to see their supervisors frequently, sometimes once a week at the early stage of their candidature. This is certainly not beneficial to an industry PhD candidate as frequent absence usually delays their research progress. The documentation will facilitate ease of movement by university supervisors. Common understanding and acceptance of what constitute an industry PhD will result in a more committed industry. Committed industry is highly crucial as it ensures necessary support is given to the candidate and promotes focus on the research at hand. High commitment results in the necessary materials and equipment being made available at the right time, in the right quantity and quality without the burden of lengthy red tape procedures. Committed industry minimizes unrelated work assignments that could distract the candidate from their research. Lastly, industry-wise university supervisor is a key factor in the successful implementation of the industry PhD. The industry-wise university supervisor can be seen as the “bridge” in the industry-university working relationship. The supervisor is in the position to strike a balance between the requirements of the doctoral degree award and industry needs and ensure the candidate is not torn between the two as the meeting point in the industry needs and doctoral requirements may have to be negotiated sometimes. Supervisors failing to see the “other side” and insist on their University requirements may be only jeopardizing the candidate’s success . The industry-wise university supervisors importance here is crucial. Finally, although important, the key factors alone do not necessarily guarantee successful completion of the industry PhD as other factors may be in play. Moreover, these factors only apply under the assumption that the candidate is willing to commit and able to carry out research work.

5.2 Research, innovations and commercialization

Optimizing research capabilities is one of the goals of collaborations in the higher education sector. Thus, the collaborators here are mainly institutions of higher learning with some participation from research institutions and industries. In the institution-institution collaboration, sharing of resources such as research equipment and expertise are prevalent. A typical collaboration is a research project undertaken by technical experts of two or three universities. Recently, industry participation has been greatly encouraged in any research projects undertaken by universities. In the case of the Malaysian Technical Universities Network Centre of Excellence grant scheme (MTUN CoE Research Grant scheme), for instance, each proposal for the application of a grant must include collaborators from industries as well as the institutional collaborators. The institution-industry collaborations are expected to enhance research capabilities on both sides, improve productivity and increase commercialization potentials of products generated from the research projects.

In other words, while institution-institution collaboration generally aims at increasing knowledge and human capital development, while institution-industry collaboration has additional goals; increasing intellectual property rights, promoting problem-solving in industries to increase productivity and to increase the commercialization potentials of university research products.

To promote institution-industry collaboration, organizational support is provided via centre for research and centre for university-industry relations. As a consequence, many memorandums of understanding have been signed between institutions and industry as an indicator of willingness to collaborate although an equal number of activities has not actually materialized. In general, the institution-institution collaboration was found to be more successful compared to the institution industry collaborations. Several factors have been highlighted that contribute to the less prevalent occurrence of institution-industry collaborations on research and innovations but one in particular has cropped up most significantly; the mismatch of emphasis – this occurs as universities emphasize on knowledge acquisition and human capital development while industries tend to emphasize more on profit taking. A study may be necessary to find better ways of improving the success of this mode of collaborations.

5.3 Industrial training and internships for students

Industrial training is a collaboration between institutions of higher learning and industries which permits students to be attached to industries. This training is part of the pre-employment skills development process (using the three pillars skills development framework in Yoo Jeung Joy Nam 2009). All technical programmes undergraduates in universities and polytechnics have to undergo 3-6 months of industrial trainings in industries. To support the industrial training programmes, a large industry is a necessity. In 2010 alone, for example, 5000 companies were involved in the training of 7800 community college students. For the time they are occupied in industries, the industries are expected to provide them with suitable tasks preparing them for work as well as future learning. The outcomes anticipated are improved technical skills and soft skills.

The success in supporting learning experience of these collaborations depends highly on suitable matches between the students’ field of studies and the industry field. Students tend to prefer living near their home during the industrial attachment period to reduce living costs but suitable industries may not be available at these locations. Some industries are reluctant to give challenging work to trainees resulting in students being “undertrained” technically and socially. Institutions too are facing a challenge in finding suitable industries.

In general the programmes have been rather successful as the number of students securing work after graduations as a result of their trainings are quite high. Students returning to universities or polytechnics after the industrial trainings often feel more confident in their ability to learn and undertake vocational-related tasks. Students feel industrial training provides them with the “reality experience” they can link to the theoretical knowledge that Universities or polytechnics exposed them to. Research indicates these industrial trainings do actually improve students’ soft skills as expected (Osman et al. 2008).

5.4 Work-Based learning programmes 

Work-based learning programmes were first introduced in 2007 in four community colleges under the MoE, via four programmes; hotel and catering, electrical technology, computer technology and automotive technology. Four industry sectors participated in the programmes: automotive, electrical electronics, computer technology and the hotel and catering sector. The main aim of the programme was to enhance employability potential of graduates by promoting their soft skills, technical and vocational skills. The WBL curriculum were co-developed by the colleges and related industries.

The programmes were found to be successful in terms of developing students’ soft skills related to creative and critical thinking (Alias & Abd Hadi 2011) as well as knowledge (Kamin, Cartledge & Simkin 2010 ) and problem-solving skills (Wan Mohamed & Omar 2010). In addition to the WBL benefits to students’, Kamin, Cartledge & Simkin (2010) it was found there were other benefits such as improved facilities through industry donations and teachers’ knowledge and skills improvement. Despite its potential benefits, the WBL faces several hurdles in terms of students’ logistics. Sadly, the WBL programmes were kept on hold in 2010 due to the change of stewardship when the MoE was split up into two ministries the MoE and the MoHE 2010. This involved the restructuring of existing management at the existing colleges by the MoHE where they had been run previously by the MoE.

Due to their past success, WBL programmes are to be resumed in 2013 (Md. Noor 2013). However, past implementations have highlighted areas that need to be looked into to increase the WBL success potential. Among these, the most urgent relates to the welfare of the individual trainees who face many logistical challenges during the WBL phase of their training. These difficulties can be resolved through better management of work placements as suggested by Kamin, Cartledge & Simkin (2010).

5.5 Traineeship programmes

Traineeship programmes representing school-industry collaboration were introduced into the vocational education system in 2012 and offered to those interested with parental consent. The programmes involve upper secondary school students to work in industry two days a week as part of their pre-skills development process. These traineeship programmes are only offered to students in the skills stream. Several initiatives have been taken by the MoE and the individual school to ensure traineeship programme success. The MoE signed a memorandum of understanding with Shell Malaysia, for instance, in which Shell Malaysia contributes US$32,000 annually over a period of five years to provide students with specialist welding training (Cicerello 2012). In another successful example, an individual school, namely the Kluang Vocational College, signed an agreement with Liebherr Appliances Sdn Bhd in Kluang to provide job training for the college students. As well as providing workshop facilities, training materials and products, the company is also adopting the college as a centre of excellence for training its workers (Bahari 2012). According to the principal of the college Bahari, the company is committed to the extent by which it is prepared to make jobs available to the college graduates in 2015.

Despite some success stories, hurdles are still to be overcome in implementing the traineeship programmes. First and foremost, decisions by the host industry to take in trainees from schools and colleges have to be based upon a consensus agreed upon between school, industry and parents. Challenges arrive here from the lack of working policies in guiding the implementation of the traineeships. Hence, industry feels quite apprehensive in taking on these very young trainees (some can be as young as 14) into their workplace. Some industries are reluctant to accept students that have yet to become skilled. Thus, to invite better participation from industries, the government has improved the Human Resource Development Fund given to participating industries in which industry can claim up to 100% of training related expenditure (Lembaga Pembangunan Pelaburan Malaysia 2012).

5.6 Basics of financial management

Some knowledge of financial management is vital to ensure students can manage their financial needs when they secure employment. To prepare students for real working life, it is imperative they are exposed to financial management issues. Aware of this need, the MoE is collaborating with the Employee Provident Fund to raise awareness among vocational school students of the employees’ and employers’ rights and responsibilities. These programmes which will be officially launched next January in 15 vocational colleges and have been designed to educate future Malaysian workers on the importance of financial planning post-retirement even before entering the world of work (New Straits Times 2012).

6 Conclusion

Collaborations between TVET agencies and industries are occurring at various levels of the education sector in Malaysia and pre-employment skills-development forms the main collaboration objective across all levels of education while research and innovation serve as a second main objective in the higher TVET sectors. Benefits are observed on both sides although there are issues to contend with of various forms. Issues relating to the sustainability of the collaboration initiatives are mainly the continuity of governance, a better understanding of multiple collaborators’ needs and ensuring commitment in collaborative programmes. Despite the challenges facing collaboration efforts, ensuring successful working collaboration is vital as they are essential for meeting the diverse needs of the education and industry sectors. Successful collaboration can be achieved with the right environment and supportive organizational structure; a win-win partnership towards mutual benefits for both sides and the right people prepared to undertake new responsibilities collaborations so often require. It is these factors that call out for attention in ensuring future collaborative undertakings.

References

Alias, M. & Abdul Hadi, B. B. (2011). The relationship between creative and critical thinking styles and academic achievement among post secondary vocational students. In: Malaysian Education Dean’s Council Journal, vol. 8, June issue, 64-74.

Bahari, M. S. (2012). Pengoperasian Kolej Vokasional – Suatu Perkongsian. A Lecture given at the Seminar dan Pameran Aplikasi Teknologi Dalam PTV 2012, 13 June 2012, Universiti Tun Hussein Onn Malaysia.

Cicerello, T. (2012). Malaysia: Overhaul in vocational training. In: Borneo Post, January 22, 2012. Online: http://www.theborneopost.com/2012/01/22/malaysia-overhaul-in-vocational-training (retrieved 10.3.2013).

Education Act 1996 (2006). Online: http://www.agc.gov.my/Akta/Vol.%2011/Act%20550.pdf (retrieved 12.4.2013).

Fletcher, N. (2012). Ramai pekerja mahir diperlukan kata Len Talif. In:  Borneo Post, April 13, 2012. Online: http://www.theborneopost.com/2012/04/13/ramai-pekerja-mahir-diperlukan-kata-len-talif/ (retrieved 10.3.2013).

Lembaga Pembangunan Pelaburan Malaysia (2012). Tenaga Kerja Industri. Online: http://www.mida.gov.my/bm/index.php?page=pembangunan-tenaga-manusia (retrieved 22.2.2013). 

Lukas, C. & Andrews, R. (n.d). Four keys to collaboration success. Copyright Fieldstone Alliance. Online: http://www.fieldstonealliance.org/client/articles/Article-4_Key_Collab_Success.cfm (retrieved 18.3.2013).

Md. Noor, A. (2013). Perutusan Tahun Baharu 2013 Ketua Pengarah Jabatan Pengajian Kolej Komuniti. 30 January 2013, Putra Jaya International Conference Centre (PICC).

Ministry of Education (2010). Malaysian Educational Statistics 2010. Putrajaya: Ministry of Education. ISSN 1228-6757.

Kamin, Y., Cartledge, D., & Simkin, K. (2010). Work-based learning in Malaysia’s Community Colleges: Perceptions from Students, Lecturers, Training Partners and Employers. Online: http://www.voced.edu.au/content/ngv43617 (retrieved 12.4.2013).

Ministry of Education (2006). National Education Master Plan 2006-2010, Chapter 6.

Ministry of Higher Education (2011). MyBrain15. Online:  https://payloan.mohe.gov.my/MyBrain15/index2.php (retrieved 10.3.2013).

Mohd Zain, Z. (2008). TVET in Malaysia. Online:  http://dspace.unimap.edu.my/dspace/bitstream/123456789/7186/1/TVET%20in%20Malaysia.pdf (retrieved 12.4.2013).

New Straits Times (2012). Honing job skills of vocational students. 6 Nov. 2012, page 11 column 5.

Osman, S. A., Omar, M. Z., Kofli, N.T., Mat, K., Darus Z. M., & Rahman, M. N. A. (2008). The importance of Industrial Training: Students’ Perception in Civil Engineering Sector. Proceedings of the 7th WSEAS International Conference on Education and Educational Technology (EDU’08).

Speech by the Deputy Prime Minister on January 06 2012 at the launching of the vocational education transformation plan.

Speech by the Minister of Higher Education on the 25 April 2011 at the launching ceremony of the inovasi@MoHE.

UNESCO (2005). Revised Recommendation Concerning Technical and Vocational Education (2001). In: Normative instruments concerning Technical and Vocational Education, UNESCO, 2005, 7. Online: http://unesdoc.unesco.org/images/0014/001406/140603e.pdf  (retrieved 20.4.2013).

Utusan online (2011). Sistem baru pendidikan vokasional. 10 September 2011. Online:  http://www.utusan.com.my/utusan/info.asp?y=2011&dt=0910&pub=Utusan_Malaysia&sec=Dalam_Negeri&pg=dn_02.htm (retrieved 10.3.2013).

Wan Mohamed, W. A. & Omar, B. (2010). Developing problem solving skills for lifelong learning through work-based learning among community college students. In: Journal of Technical Education and Training (JTET), Vol. 2, 1, June 2010. Online: http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/viewFile/288/168 (retrieved 20.4.2013).

World Education Forum (2000). Education for All: Meeting our collective commitments. Online: http://www.unesco.org/education/wef/en-conf/dakframeng.shtm (retrieved 12.4.2013).

Yoo Jeung Joy Nam (2009). Pre-Employment Skills Development Strategies in the OECD. SP DISCUSSION PAPER NO. 0923. November 2009.

Citation

Alias, M. & Hassan, R. (2013). TVET agency-industry collaborations: addressing diversity. In: TVET@Asia, issue 1, 1-14. Online: http://www.tvet-online.asia/issue1/alias_hassan_tvet1.pdf (retrieved 30.5.2013).

Petrochemical drilling operations consists of the most complicated and complex activities specifically from the perspective of occupational safety and health of drilling crew and labour. Because of the involvement of state of the art electrical and mechanical equipment in drilling operations most of the untrained drilling crew are facing critical and life threatening injuries during the handling of high-tech equipments worldwide. Improper and insufficient methods and approaches for the estimation and reorganization of onshore and offshore drilling operations and its associated activities are one of the main reasons for hazardous events and accidents. Therefore, this paper emphasizes and proposes an effective mix-method approach for the identification of hazardous activities and potential hazards for Malaysian, Saudi Arabian and Pakistani onshore and offshore drilling sites by adopting a sequential explanatory research design approach. The outcome from this hazard determination approach will guide and provide reference to other petrochemical and hands-on industries, including the technical and vocational training sector which is focused on the work integrated learning (WIL). This research will involve the identification of risk factors quantitatively (Survey instrument) and qualitatively (What-If Analysis methodology). According to the overall findings, all drilling operations at onshore and offshore extraction sites are moderately hazardous in all the targeted industries that are associated with safety, ergonomic, chemical and environmental hazards. In this study, challenges which have been faced during data gathering are also indicated as a guide for new industrial researchers to develop sufficient strategies to overcome issues related to the selection of appropriate respondents, data collection approval and instrument validation.

Keywords: Hazard identification, Explanatory research design, Occupational health and safety, Drilling operation, Oil and gas.

1 Introduction

Oil and Gas production and extraction industries play an important role in the development and prosperity of national economy (Thomson & Boey 2015). But at the same time the nature of oil and gas extraction jobs at onshore and offshore domains are full of occupational health risks and dangers (Meng 2016). Every year hundreds of oil and gas drilling labourers have died and thousands have been critically injured due to the negligence and the lack of implementation of safety and health regulations and preventive measures (Elsom & Webb 2016). Major accidents which occasionally happen at onshore and offshore drilling operation are due to a myriad of circumstances: huge and uncontrollable fire at the petrochemical sites, falling from height at rig floor, contact with radioactive materials, skin infections due to silica, lung cancer due to inhalation of mercury fumes, and contact with drilling fluids and chemicals (Utvik & Jahre-Nilsen 2016).

There is also a significant gap in sufficient and effective hazard identification approaches and hazard assessment methodologies (Amir 2016). Therefore, in this paper researchers have proposed a new hazard identification methodology with possible challenges for hazard identification at Malaysian, Pakistani and Saudi Arabian onshore and offshore oil and gas drilling industries to reduce the probability of accidents and hazardous incidents in an appropriate and effective way. Similarly this study will also enhance the work integrated learning (WIL) approach for hazard identification and training activities which may effectively help industries to train oil and gas drilling crews and safety officers thereby reducing the potential hazards prior to the actual operation.

2 Problem Statement

Oil and gas drilling processes, which begin with rig assembling and generally end up on well control monitoring operations, are full of uncertainty and safety and health risks (Bennear 2015). A complete drilling process consists on seven onshore and nine offshore operations such as rig assembling, well drilling, tripping, casing and cementing, equipment maintenance, well control, H₂S monitoring, marine operation and helicopter operation. According to occupational health and safety association report 2010-2013, oil and gas drilling operations are eight times more dangerous than construction and general industries (Retzer 2015). Due to the life threatening injuries and accidents oil and gas productivity is also decreased (Retzer 2015). Oil and gas industries spend huge amounts of their budget on the safety of their exploration workers, but due to the unpredictable occupational and environmental hazards many strategies become unsuccessful and insufficient. Similarly, other physical and hands-on working professionals also have major concerns with health and safety prevention through proper and systematic evaluation of potential hazards. This is especially so in the technical and vocational education field (Koo 2012). As shown by previous researchers and industrial analysts, industries should implement multiple approaches for the estimation of potential hazards and event identification using well-planned methodologies based on field experts’ opinion from different industries and regions (Hillier 2015).

Likewise, previous researchers also indicated the need for sufficient and appropriate approaches for the reorganization of potential hazardous activities and associated hazards to reduce the possibility of accidents and sever injuries (Russo 2015). Consequently, focus of this research is to provide a grounded methodology for the identification of potential hazards and activities for onshore and offshore drilling operation among Malaysian, Saudi Arabian and Pakistani oil and gas industries. Similarly the outcome of this research can also be useful for assessing the risk and hazards in other technical and vocational industries and educational institutes for the protection of trainee students or workers in an effective and reliable way.

3  Research Objectives

The main objectives of this proposed research are:

1. Identification of potential hazardous drilling activities among on- and offshore oil and gas industries in Malaysia, Pakistan and Saud Arabia.
2. Recognition of potential hazards associated with hazardous activities among on- and offshore oil and gas industries in Malaysia, Pakistan and Saud Arabia.

Similarly, the aim of this research is to seek answers to the following research questions reflected in the abovementioned research objectives:

1. What are the hazardous drilling activities among on and offshore oil and gas industries in Malaysia, Pakistan and Saud Arabia?
2. What are the most potential hazards associated with hazardous activities among on- and offshore oil and gas industries in Malaysia, Pakistan and Saud Arabia?

4 Proposed Methodology

Plenty of preparation should be done to produce a best quality research study in order to ensure all plans can be done in an orderly and systematic manner (Jacson 2015). To implement this study, the following parts are discussed in terms of study design, sample size, study instrument development, research approach and data analysis strategies.

4.1  Research Design

In this study researchers have adopted the sequential explanatory research method for the identification of hazardous activities and potential hazards associated with oil and gas drilling operation in order to obtain maximum information from the data to answer and justify research questions. Both quantitative and qualitative results have been analyzed separately to answer the research questions (RQ1 and RQ2) as shown in figure 1 [adopted and modified from Creswell (2015).]

Likewise, qualitative data (Semi Structured Interviews) were collected and analyzed in the second of the sequence which helped to explain and elaborate the quantitative (questionnaire) results which were obtained in the first phase. Then, the corresponding findings are compared in order to expand the understanding of the research to determine if there are similarities and differences. The qualitative data and their analysis refine and explain those statistical results by exploring participants’ views in more depth and detail (Creswell 2015).

4.2 Development of Research Instruments

A proper study instrument or measuring instrument is essential to achieve the objectives of the study (Salimin 2015). In this study a survey instrument was used for identifying the hazardous activities and their associated potential hazards at on and offshore oil and gas drilling operation as shown in figure 2.

This study instrument has been developed based on the latest literature review and on standard oil and gas drilling operations for all items. The contents of the survey questionnaire were validated by health and safety professionals and experts. The survey instrument has been divided in to three major sections:

−     Section 1: Demographic Information (Industry Origin, Drilling Domain, Experience, Designation)

−     Section 2: Drilling Operations (Seven (7) Onshore Operations and Nine (9) offshore Operations).

−     Section 3: Open-Ended Question (Respondents Opinion on Most Hazardous Drilling Operation and their associated potential Hazards)

4.3  Sampling

The research sample for this study was a group of randomly selected health and safety experts and drilling crews from major onshore and offshore oil and gas industries from Malaysian, Saudi Arabian and Pakistani. These three countries and industries are chosen for data collection because of the variety of environmental aspects and different international safety Acts and Regulations e.g National Institute of Safety and Health (NIOSH).

For the quantitative study 240 respondents were chosen to answer the questionnaire for identifying the hazardous drilling activities and their associated hazards. For the qualitative study, three health and safety experts from each industry were selected for in-depth interview using a ‘what-if-analysis’ approach. Details are shown in Table 1.

Table 1: Respondent of the study

4.4 Qualitative Research Approach

For the identification of risky activities and potential hazards associated with those activities researchers adopted a qualitative approach (What-if Analysis) to extract meaningful and detailed information through in-depth semi-structured interviews from health and safety experts. What-If Analysis is an effective method for determining hazard controls by asking questions on the basis of potential hazards, for making judgments regarding the acceptability of those risks, and determining a recommended action for those risks as judged by field experts (Dix & Murray 2015). Because of the nature of this hazard identification technique researchers are required to identify the associated hazards related to on and offshore drilling activities prior to appropriate controls.

With reference to recognition of hazardous activities and associated potential hazards a thematic analysis approach with tabular representation has been used for interpreting the findings of all drilling operations. The main themes have been developed on the bases of the characteristics of hazards at both drilling domains. Whereas, sub themes for each activity have been sorted on the bases of indicated hazards as determined by experts from Malaysian, Saudi Arabian and Pakistani oil and gas industry (See Figure 3).

4.5  Data Analysis

The gathered data was analyzed quantitatively and qualitatively by using the SPSS 22 both for the descriptive statistical techniques and the thematic analysis approach as used in qualitative research modeling.

Mean and standard deviation scores (see below) were used as analysis tools to determine the level of hazardousness of identified hazardous activities and potential hazards among on- and offshore oil and gas industries for drilling operation. As per Nardi (2015), the descriptive analysis (Mean and Percentage) is an often used process for the purpose of survey research. In this study data analysis was proceeded on the basis of  the study questions shown in Table 2.

Table 2: Data Analysis Approach

5  Potential Challenges

Data collection is one of the most challenging and time consuming job that prevents researchers from completing their research (e.g. project report, dissertation) on time. Based on the nature of this research, data was gathered from multiple industries from different region and faced several challenges in the data collection process which are explained below.

5.1 Selection of appropriate respondents

One of the main challenges during data collection process is the selection of appropriate respondents for research (Salkind 2005). In this study, the initial challenge for the researchers was to sort out the most appropriate respondents from targeted on- and offshore oil and gas industries based on their field expertise and experience. Respondents to the proposed quantitative part of research were drilling crew members, derrickmen, and tool pushers. Likewise, for the quantitative study all respondents were well experienced and knowledgeable skilled workers in the field of occupational safety of drilling operations: safety manager, officer, and supervisor. Table 3 shows the details of respondents’ designation.

Table 3: Respondents Designation

5.2  Approaching for approval

Similarly, another challenge during data gathering was approaching and getting permission from potential respondents and experts from targeted industries. But in this project researchers have not accrued any confidential information from industries because researchers used their own research instrument for quantitative and qualitative data collection. However, the approval process for conducting research took some time depending on the availability of field experts and targeted respondents.

5.3 Validation of Instrument

Likewise, one of the major tasks before finalizing data collection is the validation of research instrument from experts of that particular field. In data collection, validity of the instrument and data are important considerations, which a researcher should pay attention to (Salkind 2005). In this study the validation of the instrument was challenging due to the busy schedule of proposed experts from industry. Researchers have personally contacted experts  by phone and email and requested feedback and suggestions for the content validation of the research instrument from their perspective.

6  Results and Findings

6.1 Quantitative Findings and Analysis

For the justification and answer of the first research question, a table of specifications was adapted from Landlell 1997 as guide to measure the appropriateness level of mean range of hazardous drilling operations at on- and offshore oil and industries in Malaysia, Saudi Arabia and Pakistan. This level as produced according to the range specified in Table 4.

Table 4: Mean Ranges for Risk Level Categories

The overall results of first objective and research question as shown in Table 5 and Figure 4, indicate that the respondents believe that rig assembling operation is considered as a hazardous process in on- and offshore drilling. The respective mean values illustrate that offshore rig assembling operation are more hazardous than those onshore. The highest mean is reported for Pakistan offshore oil and gas operation with mean score of 3.7 for offshore rig assembling operation.

Similarly, for well drilling operation the overall results also indicate that the range of mean scores of the targeted countries are within the moderate range of mean score. Pakistani onshore well drilling operation mean score (3.42) is highest among rest countries but is at a moderate level of the mean range. For the tripping operation data shown in Table 5 and Figure 4, indicate that the drilling crew from the Pakistani on and offshore industry considered tripping operation as more hazardous when compared to Malaysia and Saudi Arabia. Pakistani respondents have mean score 3.57 at offshore and 3.38 at onshore, both of which are in the moderate range.

Likewise, for hole cementing and casing operation, respondents from Malaysian on and offshore sites consider it the more hazardous operation when compared to  Saudi Arabia and Pakistan, with means of 3.36 for onshore and 3.45 for offshore: both means are in the moderate level (Fig. 4). As per overall result of first objective, it has identified that Drilling equipment maintenance operation overall show means in the moderate category for on- and offshore drilling processes. While Malaysian onshore drilling crews considered equipment maintenance activity as slightly more hazardous than Saudi Arabian and Pakistani respondents of this study, which carry moderate level of mean range which is 3.44. In the context of well control operations results indicate means scores of each group is within the moderate category. However, Pakistani onshore drilling crew consider it more hazardous (3.58) than the other operators.

Correspondingly, hydrogen sulphide and chemical monitoring operations are also indicated as one of the moderately hazardous operations during on- and offshore drilling. Those operations are associated with chemical and safety hazards in all targeted industries. The mean based on responses from Saudi Arabian offshore drilling crew and health and safety officers is highest (3.52) followed by Malaysia and then Pakistan.

According to results, respondents from Saudi Arabian offshore industry considered marine operation more hazardous (mean 3.54) when compared to responses from Malaysia and Pakistan. Finally, helicopter operations are considered more hazardous by the Malaysian offshore oil and gas respondents than those of their colleagues from Saudi Arabia and Pakistan. However, the mean score for each respondent group was in the moderate category.

Table 5: Quantitative Results of Hazardous Drilling Operation

6.2 Qualitative Findings and Analysis

In this study, qualitative data analysis and “what if” analysis risk assessment approach has been adapted for semi structured interviews. In the qualitative research section every respondent (Drilling Safety Professionals) was assigned a confidential code number for recognizing the industry and country based on their designation during data analysis and interpretation, as shown in Table 6.

Table 6: Respondent of Study

The following discussion refers to data outlined in Table 7. The qualitative findings for rig assembling operation respondents have indicated safety and ergonomic hazards as a major cause of injuries. Although, for well drilling operation participants of in-depth interview have highlighted chemical and safety hazards as most potential hazards in all targeted industries. Whereas, safety hazards have been reported as one of the major cause of accidents during tripping activities. Similarly, chemical and safety hazards have considered as potential risk in hole-cementing and H₂S and chemical operations. From the feedback of participants in the targeted oil and gas drilling industries well control and equipment maintenance operation suggest safety and ergonomic hazards as life-threatening and cause of major injuries. Qualitative respondents have a point of agreement on safety and environmental hazards as major causes of injuries during offshore drilling during marine and helicopter operations as shown in table 7.

Table 7: Qualitative Results of Potential Hazards

7 Conclusion

In terms of overall findings, oil and gas drilling operations at onshore and offshore drilling operations are moderately risky and potentially hazardous for labour involved in extraction process due to the unpredicted hazards (Safety, Chemical, Ergonomic and Environmental) at Malaysian, Pakistani and Saudi Arabian sites. Similarly, insufficient and one-dimensional methods for the recognition of hazardous activities and potential hazards are also one of the major causes of inadequate and unsafe events in physical and hands-on jobs. Therefore, in this paper researchers have focused on the development of an effective and multi-dimensional method for the identification of onshore and offshore hazardous drilling activities and associated hazards by adopting sequential exploratory research for multiple extraction industries from different origins. These findings and methodology also can be used for reference and implemented for the identification of any risk factor and hazard in any oil and gas and general industry settings for reducing the probability of life threatening events and hazards.

8 Future Recommendation for Work Integrated Learning Intended for Occupational Safety in TVET

The implementation of occupational health and safety standards in all manufacturing, production and educational industries should be the first and main priority of employers. Nowadays occupational health and safety related studies are highly encouraged by technical and vocational education & training (TVET) stakeholders and industrial experts for managing safe and comfortable working environment during hazardous jobs. Also, in the TVET sector work integrated learning approaches for occupational safety and health training activities are considered as an indispensable issue for consideration prior to commence any practical and hands on industrial task for the sake of protection of technical and non-technical staffs at industry or educational institutes.

Similarly, in this study the main targeted population is physical workers who perform hands on drilling operation. Consequently, proposed research methodology of this paper also can be used for assessment of level of hazardousness for technical and vocational hands on training activities in a sufficient way. Whereas, these hazardous risk and hazard identification approaches will assist drilling workers and safety officials to carry out this particular strategy prior to all drilling operations for onsite zero accident commitment.

References

Amir-Heidari, P., Maknoon, R., Taheri, B., & Bazyari, M. (2016). Identification of strategies to reduce accidents and losses in drilling industry by comprehensive HSE risk assessment – A case study in Iranian drilling industry. Journal of Loss Prevention in the Process Industries, 44, 405-413.

Bennear, L. S. (2015). Offshore Oil and Gas Drilling: A Review of Regulatory Regimes in the United States, United Kingdom, and Norway. Review of Environmental Economics and Policy.

Creswell, J. W. (2015). Revisiting mixed methods and advancing scientific practices. In: The Oxford handbook of multimethod and mixed methods research inquiry.

Dix, K. & Murray, K. (2015). Right-Sizing Your Risk Assessment Approach for Efficiency & Effectiveness. In: ASSE Professional Development Conference and Exposition. American Society of Safety Engineers.

Elsom, D. M. & Webb, J. D. (2016).

Hillier, A., Imtiaz, S., Khan, F., & Thodi, P. (2015, May). Risk-Based Evaluation of Subsea Pipeline Leak Detection Technologies. In: ASME 2015 34th International Conference on Ocean, Offshore and Arctic Engineering (pp. V05BT04A051-V05BT04A051). American Society of Mechanical Engineers.

Industry: Recent Trends and New Details. In: ASSE Professional Development Conference and Exposition. American Society of Safety Engineers.

Jackson, S. L. (2015). Research methods and statistics: A critical thinking approach. Cengage Learning.

Koo, K. E. (2012). Integration of Behaviour-Based Safety Programme into Engineering Laboratories and Workshops Conceptually. International Education Studies, 5(2), 88.

Landell K. (1997). Management by Menu. London: Wiley and Sons Inc.

Meng, Q. (2016). The spatiotemporal characteristics of environmental hazards caused by offshore oil and gas operations in the Gulf of Mexico. Science of The Total Environment,565, 663-671.

Nardi, P. M. (2015). Doing survey research. Routledge.

Retzer, K., Hill, R., Mason, K., & Ridl, S. (2015). Fatalities in the US Oil and Gas Extraction.

Russo, A. (2015). The Importance of Continuous Improvement in Occupational Health and Safety Management and Regulation in the Oil and Gas Industry. Franklin Business & Law Journal, 2015(3).

Salimin, N., Jani, J., Shahril, M. I., & Elumalai, G. (2015). Validity and Reliability of Comprehensive Assessment Instruments for Handball and Badminton Games in Physical Education. Asian Social Science, 11(23), 12.

Salkind, N.J. (2005). Exploring Research. 6^th edition.

Thomson, E. & Boey, A. (2015). The role of oil and gas in China’s energy strategy: an overview. Asia Pacific Business Review, 21(1), 10-25.

Utvik, T. I. R. & Jahre-Nilsen, C. (2016). The Importance of Early Identification of Safety and Sustainability Related Risks in Arctic Oil and Gas Operations. InSPE International Conference and Exhibition on Health, Safety, Security, Environment, and Social Responsibility. Society of Petroleum Engineers.

Citation

Hassan, R., Asad, M.M, Soomro, Q.M & Sherwani, F.(2017). Determination of Occupational Hazards associated with TVET Activities in the Oil and Gas Industries. In: TVET@ Asia, Issue 9. Online: http://www.tvet-online.asia/issue9/razali_etal_tvet9.pdf (retrieved 30.06.2017).