Technical and Vocational Education

A circular economy can be achieved by the efficient use of materials across different industries and sectors. In the manufacturing sectors, practicing material efficiency is one of the effective strategies to reduce material usage and solid waste generation. However, due to many unknown factors, such as key drivers to enhance material efficiency, most of the time, manufacturers are practicing at the minimum level of material saving. This study aims to examine the key drivers of material efficiency among electrical and electronic (E&E) companies to fulfill the aims of sustainable manufacturing. The data collection and synthesis were conducted using semi-structured interviews and an analytical hierarchy process survey. In this study, thirteen key drivers were found. Five internal drivers and eight external drivers with different priorities were found to influence E&E companies in the practice of material efficiency strategies. In addition, the drivers’ implications to different practi...

Education for Sustainable Development (ESD) is recognized internationally as an essential tool to achieve sustainable development. Its importance is seen in the establishment of United Nations Decade of Education for Sustainable Development (UNDESD) from year 2005 to 2014. It has been stressed by many scholars that integrating sustainable development concepts into curriculum being the most effective ways of increasing effectiveness of ESD. Despite the vision of UNDESD is to integrate ESD in all levels and all sectors of education in all countries, the impact of ESD in higher education can be seen significantly. It is because the graduates are not only to acquire knowledge and skills in the higher education for the needs of employment, however, they will bring further effect to the future on their decision making and global responsibility. Therefore, it is important to determine the characteristic of sustainability curriculum in higher education, so that it can be a guidance to aid t...

Kajian ini bertujuan untuk mengenalpasti tahap kepuasan kerja guru-guru teknikal dan vokasional di Sekolah-sekolah Menengah Teknik di Negeri Johor Darul Takzim dalam lima dimensi pekerjaan iaitu keadaan pekerjaan pada masa sekarang, gaji, peluang kenaikan pangkat, penyeliaan, dan rakan sekerja. Kajian ini juga dijalankan untuk mengenalpasti pengaruh faktor demografi guru-guru teknikal dan vokasional terhadap kepuasan kerja dalam lima dimensi pekerjaan. Selain itu, kajian ini juga bertujuan untuk mengenalpasti tahap kepentingan lima dimensi dalam pekerjaan mengikut susunan keutamaan. Sampel yang terlibat dalam kajian ini adalah seramai 326 orang guru-guru teknikal dan vokasional dari 10 buah Sekolah Menengah Teknik di Negeri Johor. Kajian ini dijalankan menerusi pendekatan kuantitatif di mana data dikumpul melalui soal selidik Job Descriptive Index (JDI). Darjah kebolehpercayaan bagi instrumen JDI yang digunakan ialah 0.8982. Secara keseluruhannya guru-guru teknikal dan vokasional ad...

... overwhelming finding was the predominance of collaborative or collegial activity among the participants. ... at least one such collaborative activity was rated in the lecturer's top four ... activities is almost double that of individual-oriented methods of professional development in that ...

... Other chapters portray what teacher professionalism and teachers' professional lives look like in practice, in the daily working lives of teachers themselves. The movement for teacher professionalism, professional standards ...

... The newer “organism” model of the organisation focuses on the creativity of the people, and Binney and ... with and gain the interest of the teaching and research people in each division, toembed sustainable development materials in their own courses and projects. ...

... 377 ISSN 0969-594X printed/ISSN 1465-329X online/99/030377-13 Ó 1999 Taylor & Francis Ltd ... outcomes and assessment criteria, combined with a greater empha-sis on formative feedback, self-and peer-assessment, and standardised ... Students' Perceptions of Assessment ...

... professional development 37; Applications in organizations 39; Action learning in higher education 45; A ... Judith Hunt, Chair of the London Health Observatory, consultant and executive coach; Dr Barbara ... To Tom Bourner for our continuing association over the years to mull over ...

Pembelajaran secara mudah alih atau lebih dikenali sebagai M-pembelajaran menyebabkan perubahan terhadap paradigma pendidikan. Namun begitu, timbul persoalan sama ada pensyarah politeknik telah bersedia untuk menggunakan pendekatan M-pembelajaran dalam proses pengajaran dan pembelajaran sekiranya dilaksanakan kelak. Kajian ini dilakukan bertujuan untuk mengkaji kesediaan pensyarah politeknik menggunakan pendekatan M-pembelajaran dalam pengajaran dan pembelajaran dari aspek pengetahuan, sikap dan kemahiran serta mengkaji. hubungan di antara ketiga-tiga aspek yang dikaji. Seramai 134 orang pensyarah yang terdiri daripada pensyarah dari tiga (3) buah Politeknik di Negeri Johor dipilih sebagai responden kajian. Politeknik yang terlibat dalam kajian ini adalah Politeknik Ibrahim Sultan (PIS), Politeknik Mersing, Johor (PMJ) dan Politeknik Metro Johor Bahru (PMJB). Pendekatan tinjauan deskriptif dan inferensi menggunakan instrumen soal selidik telah digunakan dalam kajian ini untuk mendap...

The purpose of this study is to explore the practice of giving teachers in teaching and learning (PdP) Islamic education preschool. Preschool is the level of early childhood in Malaysia following the curriculum provided by the Ministry of education (MOE). These are the primary education in an effort to educate the younger generation successor race so as to have the knowledge, moral and have a strong resilience. A total of four study participants are selected based on criteria, which taught Islamic Education Curriculum Standard National preschool (KSPK), attend courses organised by KPM, teaching the subjects of Islamic Education Preschool for more than three years, and be prepared and agreed on a voluntary basis for observed, interviewed, and analysed documents. Data for the qualitative study collected through triangulasi between the techniques of observation data, interviews, and analysis of documents. The data collected was subsequently analyzed using Nvivo software version 11. The...

Accreditation of Prior Experimental Learning (APEL) is relatively a new concept in Malaysia higher education institutions although it has been broadly practiced and well recognized in several countries across the globe such as South Africa, Australia and America. Due to its under exposure in Malaysia, a research has been done in order to get a better understanding of how APEL should be implemented in Malaysia specifically on teacher training. The aim of this research is to assess the quality assurance of existing practices on APEL for TVET teacher training (TVET-TT) among the participating RCP partner countries including Malaysia. This research is mainly a qualitative study involving several methods which are document analysis, thematic analysis and focus group discussion. The document analysis was conducted to identify the gap practices based on the similarities and differences in the APEL practices anlong the participating countries. For the thematic analysis, interviews with officers from the Open University Malaysia and the Malaysia Qualification Agency had been carried out to identify the APEL practice within the context of Malaysia. Apart from that, several focus group discussions were conducted to validate the APEL framework involving Wawasan Open University representing Malaysia as well as from research counterparts and several ASEAN co~mtriesn amely Indonesia, Laos and Cambodia. Based on the findings from the above-mentioned analyses, a general framework on APEL process was created. The APEL framework developed was a generic and therefore, the participating countries will modify according to their needs and policy. This newly developed APEL framework has significant implications on the TVET teaching training programs from the aspect of acquisitions teacl~ersw ith industrial ready skills and shortens of the training durations. In the nutshell, this APEL framework can be used as a guideline or reference for the iinplenlentation of APEL, however, some modifications are still required to fine-tune this general fraillework for better implementation in the future. Where there has been research, the findings suggest that there is still a lack of awareness, clarity about the nature, value and purpose of RPL and institutional bureaucracy and inexperience, and the absence of expertise in assessment of experiential learning remain constraining factors for widespread implementation of APEL-RPL in Malaysia (Kaprawi, Razzaly, Raja (2010). While APEL-RPL implementation is in the process of maturing in Malaysia, an important question that needs to be dealt with urgently, is 'what guarantees are there that institutions are offering a quality assured programme of APEL. With its implementation of APEL-RPL, be it limited; thus quality assurance remaitls an issue to be dealt with. Of particular importance, there is an urgency to assess the quality assurance of existing practices on APEL for TVET teacher training (TVET-TT) in participating countries. It is believed that while some participating RCP member countries may be in similar developn~ental stage as Malaysia, some may have advanced further in implementing RPL and its quality assurance. Thus, experience and expert sharing with participating RCP member countries is crucial in setting up a benchmark APEL of TVET-TT for Malaysia and similar participating members.

Two students can achieve the same performance in the test, but with different levels of mental effort in learning phase. Thus, the combination of mental effort and performance can determine the efficiency of learning where high efficiency is associated with high performance with low mental effort, while low performance with high mental effort in learning is considered to be of low efficiency. A true experimental study with pre-test post-test design was conducted to investigate the effect of Example-Problem-Based Learning (EPBL) in Circuit Theory teaching and learning on Malaysian first year vocational diploma-level students' performance and mental effort as well as the efficiency. The experiment was carried out for eight weeks with 38 students. The EPBL was used in the experimental group, while the existing teaching method based on Teacher-Centered Learning (TCL) is maintained for the control group. The students have completed the Circuit Theory Performance Test and the 9-Point ...

In line with the ADTEC efforts to improve their TVE delivery system, a study was undertaken to test the effectiveness of Example-Problem-Based Learning (EPBL) teaching methods on the student's achievement performance and mental effort. An experimental with pre-test and post-test design was carry out on 38 vocational students of the Diploma in Mechatronics Technology (DEM) course, who attended the Circuit Theory modules (DEM1313) in their first semester at two ADTEC. The study included a control group to compare the validity of the findings. EPBL teaching methods have been implemented to treatment group for 8 weeks, whereas the existing teaching method based Teacher-Centred Learning (TCL) is maintained for the control group. The students have completed the achievement performance test and scale of mental effort. The data were analysed using MANCOVA and independent sample t-test procedures, and results were obtained. The results show that students' achievement performance in t...

In the domain of Electrical Circuit Analysis, the main goal of the experiment was to investigate a hypothesis that Example-Problem-Based Learning (EPBL) would lead to better transfer performance than Traditional Learning (TL) approach; this applied specifically to near-transfer and far-transfer scale, which required less mental effort to complete the test activities. The participants were vocational diploma-level students who were novices in completing the given tasks. As a means of data collection, 10-items open-ended achievement test was applied as a post-test; both scales had 5 items each. A sufficient reliability value was obtained (Cronbach's Alpha): 0.688. Meanwhile, the reliability of nine-point mental effort rating scale showed a reliability coefficient (Cronbach's Alpha) of 0.859. It was hypothesised and confirmed that EPBL would lead to lower cognitive load during completion of the test activities, and higher learning outcomes on the far-transfer scale than TL appr...