The first article, JOBURG MAHUYU, focusing on Zimbabwe, critically examines the impact of equity, inclusiveness, and the digital divide on AI adoption in TVET institutions. Drawing on mixed methods research, the study highlights significant disparities in infrastructural readiness between urban and marginalised institutions. The findings demonstrate that AI adoption risks reinforcing existing inequities unless systemic infrastructure gaps, and socio-economic disparities are addressed proactively. The article calls for national AI strategies, strengthened digital literacy, and sustained public–private collaboration.

The second contribution, SONAL NAKAR & LOUISE MISSELKE, shifts attention to leadership responses in England and Australia. Framed through uncertainty reduction theory – a framework that explains how actors seek stability in ambiguous environments – the study explores how VET leaders interpret and manage AI adoption amid workforce pressures, heavy workloads, and sectoral status challenges. Interestingly, AI implementation often emerges as a crisis-driven innovation rather than a top-down policy directive. The research illustrates how leaders balance informal experimentation with regulatory compliance, facilitating intergenerational knowledge exchange while navigating organisational risk cultures. It underscores that technological transformation is inseparable from structural and workforce realities.

Complementing the leadership lens, the third article, TOOCHUKWU COLLINS NWAKILE, CHIAMAKA FRANCISCA IZUAKOR, CHRISTIAN BASIL OMEH & DANIEL UCHENNA CHUKWU, presents a multi-dimensional assessment of TVET educators’ readiness for AI-supported instruction. Based on a large-scale survey, the study reveals moderate AI readiness and digital literacy, but strong pedagogical adaptability and positive attitudes towards AI. The interrelated nature of competencies suggests the emergence of a “readiness ecosystem.” Nevertheless, the limited engagement with advanced AI-enabled instructional practices indicates the need for systematic professional development and institutional integration frameworks.

The fourth article, ADELINE Y.S. GOH & SUMARDI H.A. HAMID, turns to Brunei and examines how adult educators—including those in TVET—currently understand, use, and evaluate AI in their professional practice. Based on survey data, the study shows a generally positive orientation towards AI, particularly regarding its usefulness for teaching, assessment, and administration. At the same time, it highlights important gaps in confidence, ethical awareness, and access to structured professional development. By proposing a multi-layered strategy for strengthening AI competence within a broader digital competence framework, the article positions educators not merely as adopters of technology, but as critical practitioners who mediate between AI, pedagogy, equity, and learner agency.

Expanding the conversation into creative disciplines, the fifth article, GOUHAR PIRZADA, investigates the integration of AI into Art and Design TVET curricula in Pakistan. Through expert focus group discussions, the study identifies both promising opportunities—such as fostering hybrid technical-creative skill sets—and significant challenges, including ethical considerations and curriculum revision. The findings reinforce the importance of proactive curriculum design, clearly defined learning outcomes, and continuous educator upskilling to ensure that TVET remains relevant to the evolving digital economy.

Finally, the sixth article, TS NORZARINA BINTI HAMIZAN, ZAHABAR BIN MOHD SALIM & TS WAN ASMAWI BIN WAN SHARIFF, introduces an innovative vision of an AI-enhanced virtual reality (VR) machine workshop for CNC machining training. By aligning AI and immersive technologies with Industry 4.0 demands, the study illustrates how emerging technologies can transform practical skills training environments, bridging the gap between simulation and industrial practice. Such initiatives demonstrate the potential of AI not only as a support tool but as an integral component of next-generation TVET ecosystems.

Taken together, these contributions reveal a striking contrast: while some contexts struggle with basic digital infrastructure and equitable access, others experiment with immersive and AI-oriented training environments aligned with Industry 4.0. AI integration in TVET therefore does not follow a single trajectory of progress; it represents a differentiated and uneven transformation shaped by national, institutional, and socio-economic conditions. This multidimensional landscape encompasses infrastructure and equity, leadership and organisational culture, educator competencies, professional learning, curriculum reform, and technological innovation. Ensuring that such transformation remains inclusive and ethically grounded requires deliberate and context-sensitive strategies rather than technological enthusiasm alone. As TVET continues to play a central role in workforce development and sustainable economic growth across Asia and beyond, it is imperative that stakeholders move beyond reactive adoption towards strategic, evidence-based transformation. We hope that this issue encourages critical engagement with AI in TVET—not as an inevitable technological destiny, but as a domain of strategic choice, ethical responsibility, and collective design.

The Editors of Issue 26:

Chee Sern Lai, Julia Fecke, Nopadon Maneetien, & Risfendra

This issue of TVET@Asia includes innovative approaches to vocational didactics in construction technology, wood technology, color technology, and interior design.

One significant contribution to this discourse comes from TAWANDA CHINENGUNDU (University of Pretoria), who conducts an in-depth analysis of the South African Construction and Technology Curriculum and Assessment Policy Statement. This study assesses how well the curriculum’s vocational didactics components align with industry expectations, ultimately evaluating their effectiveness in preparing students for employment within the construction sector. Through a thorough document analysis that includes curriculum policy statements, relevant educational frameworks, and industrial standards, the findings reveal that while the curriculum is well structured with a logical progression from simple to complex subject matter—covering essential areas such as materials, equipment, safety protocols, and sustainable practices—it notably lacks practical training opportunities. The study emphasizes that enhancing practical components within the curriculum is crucial for better equipping students to face real-world challenges. Furthermore, it highlights the limited content on digital tools necessary for modern construction technologies. As a result, it recommends the continuous review and enhancement of curricula to ensure alignment with evolving industry needs.

In another compelling study conducted by JERALD HONDONGA (Tshwane University of Technology, South Africa), ABIA MUTUMBWA (Zimbabwe Open University, Zimbabwe), MABLE KELEBOGILE KGOSI (Tshwane University of Technology, South Africa), the focus shifts to Zimbabwean educators’ experiences in delivering construction technology subjects at school level. The paper explores various vocational didactic methods teachers employ to facilitate learners’ smooth transition into the labor market or into further training after graduation. By systematically reviewing curriculum documents spanning decades—from post-independence policies until today—the study identifies two distinct phases in vocational didactics, which initially emphasized craft skills acquisition post-independence but later pivoted towards inclusive vocational skills development aimed at addressing socio-economic challenges after 1990. Findings suggest that while early approaches nurtured positive attitudes toward manual work through skill development for production lines, contemporary strategies have shifted towards equipping students with higher-level technical skills suited for self-employment opportunities. The paper argues for continued evolution in vocational didactics tailored to meet sustainable skill set requirements necessary for green jobs—a critical aspect as industries increasingly seek environmentally responsible practices.

Lastly, an insightful exploration into community-based development (CBD) is presented by LAILA HANIFAH, ERNA KRISNANTO, AGARA GAPUTRA (Universitas Pendidikan Indonesia) through their examination of Indonesia‘s Bantuan Stimulan Perumahan Swadaya (BSPS) program aimed at improving housing quality among low-income communities using ferrocement technology solutions. This research underscores how active community engagement plays a pivotal role in empowering individuals through practical learning processes facilitated via localized programs tailored directly towards their specific needs—demonstrating not only potential benefits associated with enhanced living conditions but also fostering essential skill sets required for independently applying innovative building techniques like ferrocement layering amongst local populations.

The effectiveness of management within TVET colleges is critically examined by MOKABA MOKGATLE (University of South Africa), MPHO DICHABA (Department of ABET and Youth Development, University of South Africa), Matome Malale (Department of ABET and Youth Development, University of South Africa) through a study investigating how Post-School Education and Training (PSET) policy impacts institutional performance in Gauteng province, South Africa. Despite existing policies intended to enhance throughput rates among TVET colleges—aligning with national goals outlined in frameworks such as the National Development Plan 2030—the research reveals persistent low completion rates, raising questions about managerial success within these institutions. This investigation uncovers significant gaps related to guideline formulation by governing bodies like DHET (Department of Higher Education and Training) by employing qualitative methodologies that capture the principals’ perspectives on factors influencing management efficacy. The absence of clearly defined determinants for management success poses considerable challenges; thus, this paper advocates for developing comprehensive improvement models based on respondents’ insights while recommending avenues for future research to address these systemic issues.

Another innovative approach emerges from SAMAILA HAMZA, JAMILU MUSTAPHA CHEDI, and HARUNA ANGULU (Abubakar Tafawa Balewa University Bauchi), who investigate how integrating green process skills into Nigeria‘s construction technology sector can foster economic growth and development while promoting sustainability initiatives. Utilizing an exploratory mixed-methods framework combining qualitative interviews with stakeholders across technical colleges and quantitative analyses via structural equation modeling techniques allows researchers to derive critical insights and validate a comprehensive model explicitly designed around green process competencies essential within today’s construction landscape. Key areas identified include information-sharing strategies alongside coordination skills necessary among various actors involved, from educators imparting knowledge through curricula adjustments aligned with emerging technologies to actual practitioners implementing these principles onsite effectively during project execution phases.

The Editors of Issue 24:

Alexandra Bach, Lai Chee Sern, Agus Setiawan, & Thomas Schröder

The papers in this issue of TVET@Asia provide insights into different countries’ approaches to achieving excellence in technical and vocational education and training. The authors contribute to highlighting best practice examples from their respective countries and regions by also highlighting the relevance of TVET research and the role of TVET teachers and trainers for excellence.

VI HOANG DANG and THANH THUY NGUYEN (Ho Chi Minh University of Technology and Education) explore the relationship between TVET providers and industry in Vietnam using an explanatory sequential design. Working with 162 manufacturing company managers, 36 selected managers, 18 TVET providing managers, 6 policymakers and 7 association representatives in Vietnam, they identified a significant need for a skilled workforce in industries and a mismatch with regard to the involvement of stakeholders in the skills development process. The findings pointed towards the significant role that localities should play in strengthening the public-private partnership model through the engagement of local authorities and community members.

HASAN CAGLAYAN DUNDAR from the University of Ankara Yildirim Beyazit examines the critical role of TVET training centres in decreasing Turkey’s high NEET (Not in Employment, Education, or Training) for young people. He found that TVET training centres play a key role in fostering a skilled workforce to boost economic growth. The paper advocates the holistic transformation of centres and the comprehensive system in order to reduce NEET rates.

J. MANUEL GALVIN ARRIBAS (European Training Foundation, Italy) discusses the importance of networking for vocational excellence, particularly in the context of addressing challenges such as climate change, demographic trends, and skills shortages. The European Training Foundation’s Network for Excellence is highlighted as an example of international networking on VET excellence. The article also emphasizes the strategic objective of vocational excellence in European member states and the need for innovative policy reforms. Additionally, it mentions the importance of vocational excellence in countries such as North Macedonia, Serbia, Turkey, and Moldova, among others.

SOLEIMAN PAKSERESHT (Bu-Ali Sina University) has written an article on improving coordination between stakeholders of the TVET system in Iran. The article discusses the history of governance regimes in Iran’s TVET system, and the challenges faced by the High Council in coordinating the formal, informal, and non-formal subsystems of skills training. The article analyzes the core model of coordination underpinned in the Comprehensive System of Technical and Vocational Education and Training Act (CSTVET) and embodied in the High Council structure and functions. The author uses the evaluation framework provided by the ILO and UNESCO in 2018 to identify ways of improving coordination between stakeholders of the TVET system in Iran.

The main focus of the paper written by MERVI JANSSON and ANNA LAGER (Omnia Education Partnerships, Finland) is concerning a research-based model that analyses vocational excellence. In general, the model developed by Jansson and Lager is composed of horizontal and vertical dimensions of vocational excellence. In specific, the horizontal dimension comprises infrastructure, human resources, pedagogical landscape, systems and processes and stakeholder collaboration, whereas the vertical dimension emphasizes innovation, greening and digitalisation. The authors assert that TVET providers must consider the influence of vertical components on the horizontal components in order to achieve vocational excellence. In short, the TVET excellence model serves as a framework and guideline to TVET practitioners to achieve vocational excellence through continuous improvement and collaboration between public and private sectors at both national and international levels.

SONGHEANG AI and VORN TIM (Southeast Asian Ministers of Education Organization Regional Centre for Technical Education Development (SEAMEO TED)) conducted a study to identify the core elements of instructional practices. The survey involved 87 instructors from a training institute in Cambodia and a set of questionnaires was used for data collection. In their study, Ai and Tim discovered that teaching methodologies, curriculum and training programs, content knowledge, and instructional materials and equipment are the major factors that contribute to effective instructional practices. The authors suggested that those identified components should taken into consideration for the purpose of instructors’ professional development.

The Editors of Issue 21
Lai Chee Sern, Niwat Moonpa, Tee Tze Kiong, & Songheang Ai

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

TVET 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.

The current issues stresses the importance of an international established community and discipline of TVET research. The main task of this research discipline is based on analyzing the situation of the TVET system within the country in order to come to evidence-based conclusions for development processes and reform steps. Malaysia is one example in the ASEAN-region for the impact and success of an established TVET research discipline for the enhancement of their education system (especially for TVET). The following topics can be identified as central challenges for TVET research: first, the methodological-empirical approaches of vocational training research; second, the integration of the results into the advisory services for vocational training policy and finally the establishment of corresponding research competences and structures within and outside the universities. As an interdisciplinary approach, VET research is thus active at various levels, from the macro-level (e.g. conducting and shaping the VET system), the meso level (e.g. the organization of VET courses and institutions) and the micro level (e.g. the analysis and design of education and learning processes).

The present 15^th Issue of TVET@Asia links to some of the conference’s major topics. It comprises five excellent papers addressing a range of the most relevant topics regarding various approaches to TVET research as a central condition for the development of international TVET systems. These papers offer different theoretical settings of work-based learning, concepts of trainings for specific target groups and various approaches of evaluating the current developments of enhancing the TVET system within the countries. The following authors and topics present the potentials of TVET research:

LEE MING FOONG, TEE TZE KIONG, MARINA IBRAHIM MUKHTAR, JAILANI MD YUNOS and MAIZAM ALIAS (Universiti Tun Hussein Onn Malaysia, Malaysia) are exploring the practice of vocational pedagogies among the engineering TVET teachers in Malaysia. By using a cross-sectional survey, the paper describes different teaching strategies of engineering TVET teachers when conducting the teaching and learning session for theory, practical and drawing. Based on the findings, a framework was developed to provide basic vocation pedagogy approaches among Malaysian engineering TVET teachers.

SUREEWAN RAJCHASOM, KANYAPORN CHAIWONG and KITJANAT TANGJITNUSORN (Rajmangala University of Technology Lanna) put the focus of research on the determination of Program Learning Outcomes (PLOs) based on the Work Process learning concept in the field of bio-fuel industry. Specifically, the authors conducted a case study in which a total of 13 students were involved in work-integrated learning program under the program of Bachelor Degree in Agricultural and Biological Engineering. The PLOs were formulated in accordance to the manufacturing processes of a palm oil company. The case study has identified six PLOs that fulfill the ability and skills required in the entire work process, such as maintenance management, engineering design, and engineering problem solving.

SAMIKSHA NEROORKAR & PERUMULA GOPINATH (Tata Institute of Social Sciences) are clarifying on the concept and components of employability and the factors that can effectively enhance the employability of vocational graduates in India. The paper describes a conceptual framework to understand and analyze the employability of Indian vocational graduates. By using qualitative data collection, which includes interviews, focus group discussions, questionnaires and anecdotal data logs, the framework for employability suitable for Indian VET graduates was developed. This framework consists of four components – individual factors, personal circumstances, external factors and institutional factors.  

WAN HANIM NADRAH BINTI WAN MUDA, PUTERI NUR IZAZI BINTI BURHANUDDIN, MOHD HAFIZUL HANIF BIN RAMLEE, and FAZLINDA BINTI AB HALIM (Universiti Tun Hussein Onn Malaysia, Malaysia) are describing a study that is focusing on identifying the relationship between the level of soft skills and the employability of the graduates at the Universiti Tun Hussein Onn Malaysia. The paper addresses the challenge of describing employability, which consists not only by academic or occupational skills, but also includes (even more for the country and target group mentioned in the paper) soft or social skills. By applying a quantitative questionnaire, the authors are examining the relationship between soft skills and employability among the UTHM engineering graduates. The findings show and interpret different social skills and their statistical correlation to the concept of employability. Finally, the conclusion shows how the issue of reaching employability by developing soft skills by university courses explains the behavior and objectives of engineering graduates.

GOUHAR PIRZADA (STEP Skills Development Foundation, Pakistan) is evaluating the progress and effect of a TVET Sector Support Program in Pakistan, focusing on a capacity-building by establishing a training for Human Resource Managers and TVET School principals. The paper describes a research study in order to identify success factors for the training and furthermore to analyze the impact of global trends (UNESCO Sustainable Development Goals) to the learning content/concept of the training. The results lead to recommendations for the policy level to enhance the approach and the learning effects of the training. The results of the questionnaire used for the evaluation are indicating further needs for connecting the global perspectives (although they are acknowledged as very important) with regional demands for training. The interesting discussion shows how the author is recommending further steps for researching the learning effects and the level of acceptance of this training in more details.

All together, the papers are focusing on the countries of Thailand, Malaysia, India, and Pakistan so far. Thus, Issue 15 is showing some best-practices of TVET research activities that could be a starting point for further activities and for exchange of knowledge and experience through the well-established TVET@Asia community!

A very big thank you to all contributors – wishing you all great reading pleasure!

The editors of Issue 15
Sven Schulte, Niwat Moonpa, Lai Chee Sern, and Siriphorn Phalasoon

Citation

Schulte, S., Moonpa, N., Sern, L., & Phalasoon, S. (2020). Editorial Issue 15: TVET research as a central factor for the development of TVET systems. In: TVET@Asia, issue 15, 1-3. Online: http://www.tvet-online.asia/issue15/editorial_schulte_etal_tvet15.pdf (retrieved 30.06.2020).

Accreditation of Prior Experiential Learning (APEL) is a relatively new concept in the Malaysian Higher Education system (HEIs) and in South East Asia in general, although widely known and practiced in other countries such as South Africa, Australia and America. Implementing APEL in higher education system could help prepare human capital better particularly for the preparation of teachers in the technical and vocational sector. The paper is based on a study conducted under the auspices of the Regional Cooperation Platform (RCP) aiming to develop an APEL model to steer a systematic adoption of APEL in higher education and increase the number of Technical and Vocational Education Training (TVET)-teachers that have acquired strong practical skills in the world of work.

In the process, the study will assess the quality assurance of existing practices in APEL for TVET teacher training (TVET-TT) among the participating RCP partner countries including Malaysia. This research is mainly a qualitative study involving multiple methods such as document analysis, thematic analysis and focus group discussion. Document analysis was conducted to identify the gap in current practices by comparing the similarities and differences in existing APEL practices in other countries. Thematic analysis was carried out on data gathered from interviews of officers from the Open University Malaysia and the Malaysia Qualification Agency for the purpose of identifying the APEL practices within Malaysia. The analysis findings indicate no quality assurance as such is yet in place. However APEL has been officially recognized in the system although it has not been widely implemented. The draft of an APEL model was proposed taking into account existing global practices and a series of focus group discussions were carried out to refine the draft in terms of verifying and validating the final model. The focus group discussions involved research counterparts from Indonesia, Laos, Cambodia and experts from the Wawasan Open University representing Malaysia. Upon completion of the validation process, a general model based on the APEL process was developed. This model has significant implications on the training provisions and quality of TVET teachers as it will attract more industry-experienced candidates to enrol in TVET teacher preparation programmes.  In a nutshell, this model can provide general guiding principles for implementing APEL into a TVET system and provide guidelines for putting quality assurance in place. Nonetheless, a degree of fine-tunings may be required for application in certain countries.

1 Introduction

The concept of recognition of prior learning (RPL) is relatively new in Malaysia and has only been implemented to a limited degree in Vocational Education and Training sector under the Department of Skills Development by the launching of the Recognition of Prior Achievement (RPA) model in 1996. Since then, RPL has gained increasing attention and importance as demand has grown for certifications of the existing skilled workforce and the accreditation of diverse academic qualifications for applicants competing for higher education places. At the moment approximately Malaysia has 60,000 uncertified workers whose competencies derived prior work achievement are yet to be assessed and recognized (Ministry of Human Resource, 2009). The lack of certification for its skilled workforce has economic implications on Malaysia leading to greater dependence on foreign workers and less favourable perception by foreign investors. As a part of the Malaysian government’s efforts to provide direction and support in providing a sustainable and evolving system for the recognition of prior learning and prior experiential acquisition, the Malaysian Qualification Agency (MQA) drafted a national policy proposal on RPL; dubbed the Accreditation of Prior Experiential Learning (APEL) in Malaysia – Policy Consideration. The policy is designed to give guidance to education providers, in particular the Malaysian tertiary, higher education and training institutions, and put into place the correct mechanism for implementing APEL and its associated quality assurance measures. However, this draft has yet to be formalized and institutionalized due to the demand for a more TVET friendly model. To this end research questions were developed to shape APEL into a mould that would better embrace TVET.

The pertinent information required led to the following research questions:

1. What is the current status of APEL practices?
2. What are the similarities and of APEL practices?
3. What essential characteristics are required within the process and assessment of APEL practices for admission and advanced standing?
4. What is the extensive APEL Model for TVET-TT programmed regarding process and assessment?

2 Background of research

Malaysia is revamping its vocational education system by transforming existing vocational schools into vocational colleges in order to produce highly competent and competitive manpower (Ministry of Education 2011). This implies that TVET is no longer a side-lined alternative but a main stream issue in education. This transformation however, has created a great demand for TVET teachers to be equipped with a high level of practical vocational skills.  Formal skills training for vocational teachers requires an enormous amount of  time and cost, and this process cannot meet the urgent demand to provide the necessary number of skilled teachers in the very near future. In the light such demand, the need to accredit the existing workforce in possession of the appropriate skills but lacking academic qualification is essential for enabling such personnel to join the TVET teacher training programmes in Universities. However good this idea sounds, no action has actually been taken to award official accreditation to prior experience and implement accreditation of prior experiential learning (APEL) in the teacher training system up to the present.

The Malaysian Skills Certificates and Diploma in Technology awarded by the Department of Skills Development under the Ministry of Human Resource Malaysia are not currently being recognized as legitimate entry qualifications into most universities under the Ministry of Higher Education. Thus, the very people in possession of the necessary skills required by TVET teachers cannot enter the system crying out for them in face of the absence of a formalized APEL model. Beyond TVET teacher training a limited implementation of APEL is implemented by the Open University system (due to its open entry system), a few public and private training institutions under auspices of the Ministry of Human Resources Malaysia. Where APEL has been implemented in public universities, it is limited to a specific faculty that is not involved in TVET. Where research has been carried out the findings suggest a persisting lack of awareness, clarity about the nature, value and purpose of APEL and institutional bureaucracy and inexperience. Furthermore the situation suffers from an absence of expertise in assessment of experiential learning, all of which remain constraining factors for widespread implementation of APEL- in Malaysia (Kaprawi, Razzaly, & Raja 2010). While APEL implementation is in the process of maturing in Malaysia, an important question that has to be dealt with most urgently concerns to what extent a guarantee can exist safely confirming that institutions are capable of offering a quality assured APEL programme. Its (albeit limited) implementation of APEL still contains the outstanding issue that quality assurance is issue to be dealt with. Most significant is the urgent need to assess the quality assurance of existing practices on APEL for TVET teacher training (TVET-TT) in Malaysia in particular and in South-East Asian countries in general. It is generally considered that some South East Asian countries could well be at a similar developmental stage as Malaysia, but others may have advanced further in implementing APEL and its quality assurance. Thus, experience and expert sharing with these countries is crucial in setting up a benchmark for APEL of TVET-TT in this region.

3 Methodology

This research incorporates qualitative design and specifically implements the case study method. The case study approach was chosen for the purpose of gathering multiple perspectives and resources to render as complete as possible an explanation of the APEL process. Furthermore, the case study model can also be used as descriptive research for observing the individual or group as a whole. To explore the phenomena of the study, documentation, interview and focus group were utilized. The research aim is to assess the existing APEL TVET-TT practices of the participating RCP partner countries including Malaysia to develop a model for implementing APEL and developing quality assurance methods.

3.1  Data gathering methods

Data was gathered use three methods: document analysis, interviews and focus group discussion.

i.   Document analysis

Documents analysis was conducted to identify the gaps in APEL practices of the countries participating as well as nations across the globe. Journal articles, conference papers, and research reports from South Africa, Australia and North America were used as main materials for document analysis. A first draft of an APEL model based on the document analysis was developed for further discussion.

ii. Interview

Semi structured interviews were conducted accompanied by two APEL experts of Open University Malaysia and the Malaysian Qualification Agency to obtain details on APEL implementation in Malaysia. These two experts were chosen as they were from institutions where APEL is already in operation. The essence of the interviews focused on the status of APEL implementation in the country and the challenges faced in its implementation. The interviews provide support for improving the draft model and in identifying gaps in existing practices revealed by comparison with the model.

iii. Focus group discussion

Focus group research can often produce data rarely to be obtained from individual interviewing and observation. For this reason focus group discussion is a powerful tool for obtaining informative knowledge and insights (Kamberelis & Dimitriadis 2011). Three focus group discussions were conducted throughout the project. Two focus group discussions, involving members from participating countries (Malaysia, Thailand and Vietnam), were carried out for the purpose of drafting and finalizing the APEL model. The other discussion was executed for validatation of the Malaysian APEL model by experts from several local universities which were: Universiti Putra Malaysia (UPM), UTHM, Universiti Teknologi Malaysia (UTM)-Space, University of Malaya (UM), Universiti Kebangsaan Malaysia (UKM), Wawasan open University (WOU), Universiti Sains Malaysia (USM), Universiti Teknologi Mara (UiTM) and Universiti Perguruan Sultan Ibrahim (UPSI).  The focus group discussion helped strengthen the generic model considered feasible for use in Malaysia. It is quite possible that this model is appropriate for other countries wishing to implement or strengthen their APEL system.

3.2  Participants

The study was conducted with participants from three countries: Malaysia, Thailand and Vietnam all of which are RCP members. Laos, Indonesia, and Cambodia were also invited to share their knowledge and experiences for this research. These countries are, to a reasonable extent, quite representative of the varying scenario of APEL implementation in TVET-TT for South East Asia.

The purposive sampling was used to select members from six RCP countries as participants. The research subjects were the experts in the related field. The selected experts all have vast experience in dealing with APEL process in their institutions. The participants invited to the project work at the Open University, Open University Malaysia (OUM) and Malaysian Qualification Agency (MQA).

Open University Malaysia (OUM) is one of the private higher education institutions in Malaysia given the mandate to implement an open entry system by the government for the purpose of lifelong learning education. This system permits the OUM to enrol students with more flexible entry requirements. Thus, APEL is used for entry purposes as well as advanced stages of the OUM syllabus. Wawasan Open University (WOU) is also one of the key APEL players in Malaysia permitting students to enrol at WOU through APEL process.

MQA is the main government body managing APEL implementation in the country. The agency is responsible for standardizing the APEL process and acting as a reference centre for higher education institutions in Malaysia. MQA awards individuals that pass the APEL application with APEL certificate. This certificate is to act as a license for enrolment of the individuals for any HEIs with low academic qualification. However, it is important to note that MQA does not provide any places for the applicants in the HEIs. The HEIs decide whether they accept the individuals with APEL certificate or not based on their policy and requirements.

3.3 Research procedure

In thematic analysis, the data was obtained through an interview with two respondents of the Open University Malaysia and Malaysia Qualification Agency.  The interview took place in two different settings with the same thematic questions at respective institutions. The data was transcribed and analysed in terms of the current situation of APEL implementation.

Concurrently, document analysis was conducted to determine the gaps based on the similarities and differences of APEL practices of the countries participating. The journal articles, conference papers, research reports, and other relevant reading materials were thoroughly analysed and interpreted. The findings from both thematic analysis and document analysis were utilized to create a theoretical draft of an APEL model. The model was distributed to the participating countries which were then all requested to provide feedback on the model.

To support the findings from the interviews and gap analysis, three rounds of focus group discussions were developed. The first round of focus group discussion involved experts from local educational institutions and members of participating countries such as Vietnam, Laos, Indonesia, and Cambodia. The discussion of the APEL model was conducted at the Universiti Tun Hussein Onn Malaysia (UTHM). Several methods of discussions were implemented to refine the definition of the APEL process model from different perspectives in line with the respective needs and educational policy. The methods comprised brainstorming, dialogue sessions and debate between the representatives of the countries participating.

After two months analysing the data from the first round of focus group discussions, the second round of focus group discussion was carried out. At this point, the main purpose of the focus group discussion was to obtain a consensus from the local universities’ practitioners on the first draft of APEL model. The result found that awareness of APEL among the local universities had increased and they were willing to share their views on APEL to improve the first draft. One major difference during this round was the how detailed characteristics of the APEL model for the Malaysian APEL process model were developed.

The final round of focus group discussions were conducted in Kuala Terengganu to obtain validation for the extensive model to be used by the participating countries. It was attended by the representatives of the participating member countries. Several models (e.g. Malaysia APEL model and Vietnam APEL model) were compared and integrated to form the finalized APEL model. Figure 1 shows the flow of the research process.

Figure 1:  Flow of the Research Process

4 Data analysis

There are many existing methods for the analysis of data for creating a qualitative method. In this research, the data was obtained using two qualitative methods: document analysis and thematic analysis. The methods were used to answer all the research questions.

To answer the first research question, both methods were used. Document analysis was used to obtain the status of APEL practices from the participating countries and thematic analysis was used to get the status of APEL practice in Malaysia.

For the second and third research questions document analysis was used. These were the APEL policies of various higher education institutions around the world.

For the last two research questions, answers were provided by document analysis and focus group discussion. The focus group discussions were carried out during a workshop on APEL held by the research team. The focus group discussion participants were the representative of several Asian higher education institutions and experts from Malaysia. The focus group discussions arrived at a consensus for the APEL theoretical model and created a validated model for the use in Malaysia and partners countries too. Table 1 shows the analysis plan for each research question.

Table 1: Analysis plan for research question.

5 Findings and discussion

The findings emanated from the data analysis and results from document analysis, interviews (thematic analysis) and focus group discussion. The findings will be analysed and explained in sequence to answer the research question and draw the conclusions from the research.

5.1  What is the current status of APEL practices?

• APEL in South Africa can be seen as a means for making up for the unfair discrimination in education, training and employment opportunities that dogged their past. It is a tool for the implementation of the reconstruction and development programme. As a result APEL is extremely well developed and has been utilised  for the development of human capital development in South Africa.
• In Australia, APEL implementation and practices are long and well established. The concept is in line with the use of learning contracts in work-based higher education that provides a channel for recognizing prior working experiences as criteria for university programmes admission and advanced ranking.
• APEL is widely practiced in North America to recognize and accredit the learner’s prior experiential learning. However, the implementation of APEL is decentralized and based on states and educational institutions. Similarly, the APEL is essentially directed at university programmes admission and credit transfer for advocating lifelong learning.
• Likewise, APEL in Europe is well in place. The development of APEL is in line with the Bologna Declaration of 2001 that recognized the need for accreditation of prior experiential learning. APEL has been successfully applied in various disciplines including teacher training in vocational education making higher education more accessible and attractive.
• The status of APEL implementation varies between Asian countries. APEL practices have already been established in Thailand. However, policy in Thailand does not allow the implementation for APEL in TVET-TT as the APEL system has been established for other disciplines. APEL is also practiced in Indonesia to a certain extent for TVET-TT. Vietnam, Laos and Cambodia do not implement APEL in their system.
• Regarding Malaysia, APEL has been well implemented in some private universities for admission and advanced studies. In public universities, however, the concept of APEL is applied but limited to university programme admission.

5.2  The similarities and/or differences between APEL practices

The similarities and/or differences are based on document analysis. The initial difference is in the terminologies used. There are various international terminologies for APEL such as Prior Learning Assessment (PLA), Prior Learning Assessment and Recognition (PLAR), Accreditation of Prior Learning (APL) and Recognition of Prior Learning (RPL). In Malaysia, the term APEL is used and denotes a systematic process that involves the identification, documentation and assessment of prior experiential learning to determine the extent to which an individual has achieved the desired learning outcomes for access to a study programme and/or awards of credit (MQA 2009).

The second difference lies in the number of activities and the types of activities at each stage. The pre-assessment stages include pre-entry, initial contact, pre-screening, pre-application counselling, learning identification and application for APEL itself. Most of the activities in pre-assessment stages involve; i) initial contact with the candidate i.e. an institution, to create awareness of APEL via marketing, ii) advise and mentor the candidate on APEL procedure and iii) pre-screening the candidate’s viability and identify credits and units that can be claimed or awarded. At the assessment stage, the activities are i) mentoring and advising the candidate to build on the evidence through specific methods provided by the advisor, ii) assessment evidence provided by the course subject-matter expert, iii) verify the authenticity of evidence, iv) appeal process and provide feedback on assessment and the final awarding of the credit or certificate to the successful candidate based on the institution-determined policy.  The process continued to the post-assessment stage consisting of recording the data, post APEL counselling and training.

Most of the institutions practiced similar activities whereas at the pre-assessment stages initial contact was carried out (see Table 2). Candidates contacted the institution to obtain clear information on APEL policy and procedure before making application. Learning identification is also carried out in most institutions to ensure candidates apply for the appropriate study programme that accepted APEL entry or credit transfer.  At this point the institution may have its own rules and policy on how much credit can be awarded by APEL (EUCEN 2007).

At the assessment stage, preparation for assessment was carried out in many institutions as it was felt that it could provide guidance to candidates to carry out the assessment method. In this case, explanation has to be provided on methods for gathering evidence and the types of evidence that prove a candidate’s competence (Venter 1999). Cohen et al. (1993) point out that candidates must be encouraged to describe the experience in which learning took place. The advisor must also advise candidates on how the prior learning may contribute to particular qualification. Feedback is carried out in only a few institutions such as SAQA, MQA, UNISA, MQA (Malaysia), OUM, NQV and FETAC.  The purpose of the feedback stage was to notify the result to candidate either through post or email.  

In the post assessment stage, recording has become one of the important procedures in many institutions. Results were recorded according to the university information system requirements. In Australia, recording took place according to credit points or credit banks. The credit bank is a system allowing students to store credits for later use (Cohen et al. 1993). The records are also used to notify the faculty of the credit granted for APEL. In the meantime, post counselling was only considered in certain institutions such as UNISA, Australian University, Staffordshire University, NYATANGA and National Vocational Qualification. The purpose of the process was to counsel the learner on possible future career options. If the candidate did not obtain his/her credit via the traditional academic route, special attention was given to the study techniques and advice to enable the learner to learn within the institution (Venter 1999).

5.3  The Extensive APEL Model

An extensive model of APEL explains the process of APEL application for TVET-TT. This model can be used as a referral model for all participating countries. Table 3 illustrates the description details of the APEL process model from the pre-assessment stage, assessment stage, award and post-assessment stage.  The extensive process model consists of four main stages: Pre-assessment, Assessment, Award, and Post–assessment stage. The pre-assessment stage prescribes the activities to be undertaken by institutions and applicants to determine eligibility for initiation of APEL application. The assessment stage determines the suitability of an application for a specific programme. If eligibility is determined, the applicant is then be awarded an APEL certificate at the award stage; recording of application results and counselling takes place at the post-assessment stage

Table 2: The Extensive APEL Process Model for TVET-TT Programme

Assessment is a critical aspect of APEL thus details of the assessment components are further described in Table 4. Table 4 illustrates the extensive assessment components and gives a detailed description of how assessment is to be made, including the characteristics of advisors and assessors, assessment methods and criteria, certification and appeal.  The advisors play a very important role in the assessment process. For instance, one of the advisor’s responsibilities is to assist candidates in identifying learning outcomes associated with the experience and identify areas where claims can be formulated. However, to give effective advice and guidance, the advisor must have a good understanding of what needs to be demonstrated to meet the learning outcomes of the programme. Hence, the advisor must be confident he or she can provide advice on the types of evidence appropriate especially when demonstrating learning through experience (EUCEN 2007).

Assessment methods appropriate for APEL assessment as proposed by participants and knowledge gained from document analysis are the challenge test and portfolio. The challenge test can be prescribed in many forms such as test, demonstration and site visits. According to Algonquin (2007) the challenge test is a method of assessment administrated by the faculty to measure an individual’s learning achievement regarding the course learning requirements. It measures learning demonstrated via written and non- written evaluation whereas the portfolio is a document presented formally that describes the learning achievement of prior experience, links the learning to specific college course learning requirements and shows validation or proof via third party documentation and other forms of evidence. 

In conjunction with the chosen assessment methods, the portfolio enables articulation of learning from the learner’s perspective as learner’s experience and it is the most comprehensive tool available for the assessment of prior learning. Hence portfolio development engages the applicant in a process of self-review before beginning a programme of study thus enabling a process of self-discovery achieving self-esteem via affirmation of personal competence, development of academic skill and establishing a theoretical and practical understanding of the learning process. The two assessment instruments discussed have also been individually used by OUM, where candidates are assessed using either the challenge test or portfolio (Yick 2012).

Table 3: The extensive APEL Process Model on Assessment for TVET-TT Programme

Upon meeting all the requirements of the assessment successfully, the applicant is awarded the APEL certificate, however should they fail an appeal process is in place that they may resort to.

6 Perspectives toward regional implementation of APEL in VTE

6.1  Conclusions

The findings of this research provide an overview of the process in developing a model valid for use in a real situation. In general, APEL has been well implemented in the education system and policy on several continents i.e. Africa, Australia, Europe and North America. However, in Asia the implementation of the APEL process is still developing. The implementation of APEL in education is a relatively new system based on recent findings. Therefore, an appropriate model of APEL, may help other institutions to implement APEL in a systematic and efficient way. Though there is still much work to be done, this research is valuable as it is pioneer research in the development of the APEL system in the Malaysian Higher Education system. The outcomes from this research can be a source of guidance for future research in the area. Needless to say, many other intrinsic and extrinsic outcomes have been generated by the research process. Thus, the area covered by this research may help in finding alternative ways fir developing TVET and increase the quality of TVET’s product in general.

Based on the findings, an extensive APEL model for the TVET-TT programme in process and assessment has been developed. The APEL model is used for university programme admission and advanced ranking. The process model comprised four stages: pre-assessment, assessment, award and assessment. The APEL assessment model, consists of eight components comprising of advisor, assessor, coordination, assessment method, portfolio, interview, challenge test and assessment

6.2  Recommendation

Based on the implications of this study, a number of recommendations have been found useful for future research plans. Before rolling out a research on APEL, steps should be taken to ensure that the concept is well understood by the research member. Research leaders may choose suitable and related members or give a brief explanation of APEL to members before the research begins. This may help in reducing times and confusion between the members and provide a more rigid and directed outcome from the discussion.

The limitations of the research discussed here can provide opportunities for future research. Firstly, the research methods used were mainly of the qualitative paradigm with a small number of respondents, thus preventing us from making statements for generalization. If quantitative data collection methods such as questionnaires were implemented, we could provide solutions to cope with the difficulties and challenges in APEL implementation. This can help to provide insights into how widespread certain issues are regarding APEL implementation and give valuable help for suggestions regarding the APEL model. For future research, a mixed method approach on the same topic should be carried out to get a bigger picture on the situation. To this purpose different groups of samples should be assigned to provide data for the research.

Secondly, our research only focuses on the APEL model that represents but a small part of the bigger APEL process. The scope of this research does not include other critical stages of the APEL process such as the assessment and appeal. Due to this limitation, findings from this study only represent ‘half the picture’. The study of the individual stages provides an opportunity for future research in experiential learning. Here researchers can focus on specific stages, such as the pre assessment, assessment or post assessment stage. Research should also focus on the policies of APEL implementation rather than the process itself. Investigating this issue will prove quite fruitful and help reveal the other half of the picture.

References

Cohen. R., Flowers, R., McDonald, R., & Schaafsma, H. (1993). Learning from Experience Counths. Recognition of Prior Learning in Australian Universities. University of Technology, Sydney. 55.

EUCEN (2007). BeFlex+ Recognition of Prior Learning (RPL). Online: http://www.eucen.eu/BeFlexPlus/TrainingMaterials/08_RPL.pdf (retrieved 23.3.2013).

Kamberelis, G. & Dimitriadis, G. (2011). Focus Group: Contingent Articulations of Pedagogy, Politics and Inquiry. In Lincoln, Y.S. & Denzin, N. K (eds.).The discipline and practice of Qualitative Research. The SAGE Handbook of Qualitative Research. SAGE Publication: Singapore.

Kaprawi, N. (2011). Leveraging Accreditation of Prior Experiential Learning (APEL) For Human Capital Development. Malaysia: UTHM.

Kaprawi, N., Razzaly, W., & Raja, N. (2010). Model for Recognition of Prior Learning for Technical Programmes in Malaysia. Proceedings of the third Regional Conference on Engineering Education and Research in Higher Education (RCEE & RHEd), 7-9 June 2010, Kuching, Sarawak.

Lincoln, Y. S. & Denzin, N. K. (2011). The discipline and practice of Qualitative Research.The SAGE Handbook of Qualitative Research. SAGE Publication: Singapore.

Malaysian Qualification Agency (2013). Accreditation of Prior Experiential Learning. Online: http://www.mqa.gov.my/  (retrieved 10.3.2013).

Ministry of Education, Malaysia (2011). Strategic Interim Plan, Kementerian Pelajaran Malaysia 2011-2020. Online: http://www.moe.gov.my/userfiles/file/Pelan%20Strategik%20Interim%20KPM%202011-2020.pdf   (retrieved 10.3.2013).

Ministry of Human Resource (2009). Department of Skills Development: Presentation for Induction Seminar of Assessment Officers – Recognition of Prior Learning (PP-PPT), Malaysia Skill Certification.

Venter, A.  (1999). A Model for Recognition of Prior Learning in Higher Education Institutions in South Africa. Degree Paper Report. Rand Afrikaans University.

Yick, L. K. S., Fadzil, M., & Singh, H. K. D. (2011). MyAPEL: Towards Recognition of Prior Learning at Open University Malaysia: Open University Malaysia.

Citation

Jailani, M.Y. et al. (2013). An extensive model for implementing APEL and quality assurance in TVET teacher training system for South East Asia. In: TVET@Asia, issue 2, 1-17. Online: http://www.tvet-online.asia/issue2/jailani_etal_tvet2.pdf (retrieved 30.12.2013).