Emeritus Prof. Dr.Jailani Md Yunos


Universiti tun Hussein onn Malaysia


EB, Issue 1, Issue 2, Issue 15

Field of expertise/main research projects:
Teacher Education and Training, Curriculum and Development in TVET, Management and Leadership in TVET, Education for Sustainable Development (ESD) , Competency-based Assessment, Employability Skills/Generic Skills/Soft Skills,/Key Skills, Accreditation of Prior and Experiential Learning (APEL)/Recognition of Prior Learning (RPL), Dual Training System (DTS)

Articles byJailani Md Yunos

Vocational Pedagogy Approaches Framework for Malaysian Engineering TVET Teachers

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

Editorial Issue 1: Collaboration in TVET

Editorial Issue 1: Collaboration in TVET

Full issue 1
In view of the immense importance technical and vocational education and training (TVET) holds for social and economic development, one can simply never underestimate the significance of the collaboration between all stakeholders at all levels in this process. Learners can only be introduced into their professional community of practice during their education and training phase when given the opportunity to learn at authentic, real workplaces in close contact to their future peers. For several years workplace learning has been high on the TVET agenda in many countries worldwide, not only serving the learners but also the companies, by giving them the inestimably valuable opportunity to become acquainted with their future employees in advance of actually hiring them and in addition being able to shape both their education and training. In determining what should be learnt, in terms of developing curricula, a share of that input must come from the corporate sector, for one of the significant roles of TVET is to prepare a skilled workforce for the economy. Vocational teachers must have access to the world of work simply to be able to find out what it is that their students should learn in the here and now.

An extensive model for implementing APEL and quality assurance in TVET teacher training system for South East Asia

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.

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