tvet research as an enabler of human capital development:...
TRANSCRIPT
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TVET Research as an Enabler of Human Capital Development: Sharing
of Experience from MalaysiaProf. Dr. Maizam Alias
ICIEVE 2019
Bandung Indonesia
26 November 2019
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Overview
• Introduction to UTHM
•TVET system in Malaysia
•Understanding research in TVET
•Key success factors
• Summary
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TVET system in MalaysiaTechnical Universities (MTUN)
Diploma, Advanced Diploma, BTech,
MEng., PhD
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What is TVET?
• Education and training process that has occupational direction with major emphasis on industry practices.
• It aims to produce competent work force in related fields for socio and economic objectives of the country.• (Malaysian Qualification Framework)
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What is TVET continues…
•TVET programmes• based on recognised occupational/industry
standards;
• contain 60%-70% practical component;
• emphasis on psychomotor skills;
• include industrial exposure
• include industrial training component
• Include TVET project(s) – technical, socio-technical, social project• Malaysian Qualification Framework
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What is TVET continues…
• Cluster of learning outcomes
• i. Knowledge and Understanding;
• ii. Cognitive Skills;
• iii. Functional Work Skills with a focus on:• Practical Skills, Interpersonal Skills, Communication Skills, Digital
Skills, Numeracy Skills, Leadership, Autonomy and Responsibility
• iv. Personal and Entrepreneurial Skills;
• v. Ethics and Professionalism
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TVET in the 11th Malaysia Plan (2016-2020)
60% of the 1.5 million jobs created require TVET-related skills
Gradual increase in annual TVET intake 164,000 (2013) to 225,000 (in 2020), total enrolment of 655,000.
TVET to be transformed; shift towards industry-led programmes
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Issues and challenges in TVET
•uncoordinated governance
• fragmented delivery
• lack of recognition for technologists
•competency gaps among instructors
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Propelling TVET forward
• Special committee-Technical and Vocational Education and Training Empowerment Cabinet Committee (JKKPTVET)
• Five pillars
• Governance
• Financing
• Industry
• Quality
• Branding
• Technical and Vocational Education and Training (TVET) Empowerment Committee (Sunday Sep. 19 2019, Star Online at https://www.thestar.com.my/news/education/2019/09/08/moving-tvet-forward#WTJ36M0K2fMWjUvu.99)
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What is the role of research in TVET?
•Helps in decision makings• Reducing the range of uncertainty in policy
formulation
• Adjusting the course of policy implementation –• evaluating implementation
• assessing the impact of new policy
• Addressing gaps between actual and TVET goals
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Domains of TVET research
Advancing
teaching and
learning
Predict &
control events
in society
(Social science
research)
Meeting work
place needs
(technical and
social)
Education
research
TVET
research
TVET
research
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Research process
Research
Problem
Research
Methodology
(Methods)
Achievement
of research
purpose
dictates
validates
Research
purpose
leads to
Conducts by
researchers who
have specialised
knowledge
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What are the challenges in TVET research?
• naturalistic settings - threats to the validity of the study (loss of subjects, selection bias, historical events or maturation’ (Black, 1999)).
• less control over samples (people)
•Need to draw on different research and theoretical paradigms (e.g. learning theory, motivation theory)
• Requires social science research skills
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Examples of TVET research
• A small study of an educational / training intervention at institutions or workplace – new tools; new method
• Evaluate existing educational / training activities or curriculum change
• Evaluate a large-scale national initiatives • impact of recognition of prior experience
• implementation of the National Dual Training System.
• Systemic literature reviews
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Key success factors for TVET research
1. Knowledgeable and skilled researchers
2. Clear research focus • Alignment between TVET research and country
goals
3. Financial support
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Key success factor 1: Quality Researchers
TVET Teachers
PhD students
Industry
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Teacher researchers
New demands
on workers,
teaching
demands
New challenges
to teachers -
prepare workers
TVET research -
decision making
Motivated by:
Experienced problem - knowledge from classroom and industry
experience
Top down – contract research
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Teacher progression to TVET researcher
Teacher
Effective
teacher
Scholarly
teacher
Scholarship
of teaching
and
learning
TVET
researcher
Teach as
taught
Conducts and
publish
research
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TVET teacher researchers (in progress)
Ideal• Possess occupational (job
task) competence (experienced)
• Pedagogical content knowledge
• Posses knowledge on research methods in education /technical research
Reality• Have limited work
experience
• Limited knowledge of Pedagogical content knowledge
• Need to upgrade knowledge on research methods in education /technical research
Need developmental support
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PhD students researchers
Opportunities
(Scholarhips),
Personal factors
Respond to
opportunities
TVET researcher
(with
supervisors)
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PhD researchers (in progress)
Ideal• Motivated to conduct
research
• Occupational (job task) competence –knowledge, skills and attitudes
• Have teaching experience
• Have research knowledge ad skills
Reality• Other motivations
• Many have no work experience (e.g. engineering degree without work experience)
• Some have no teaching experience
• Limited (no) research knowledge and skills
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Key success factor 2: Clear research focus
• Ensuring alignment between TVET research country goals
Mapping of multiple goals
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Example of research in TVET
• Competency gaps among instructors
• Generate quantitative and qualitative data on competency gaps
• Identify possible reasons for gaps• Policy on TVET
• Instructor preparations curriculum
• etc
• Propose, implement and evaluate solutions
Potential
research
focus
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Sources of potential research focus: An example
• From Call for proposals by government agency
• Call for knowledge sharing by government agency• Example: Indonesia development forum (2019) Call for
Submissions https://indonesiadevelopmentforum.com/2019/call-for-submissions/theme/2-reforming-the-vocational-education-and-training-tvet-system-for-future-jobs
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Potentials Topics to focus research on
1. Designing TVET curricula that will prepare the next generation for the nature of the future workforce;
2. Strategies to incentivize workers to undertake training;
3. Innovations in teaching and learning tools, including using technology to support better teaching and learning;
4. Strategies for improving apprenticeships and certification;
5. Successful TVET systems from other countries that can be adapted to the National context.
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Potentials Research questions
• Pressing issues and challenges in engineering and TVET
1. Matching demand and supply between training institutions and industry
2. gender inequity – why are there very small percentages of women in engineering and TVET and how can it addressed?
3. Green construction/manufacturing – what are the opportunities available and how can they be addressed?
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Key success factor 3: Financial support
• Malaysian Ministry of Education
• Malaysian Ministry of Science, Technology and Innovation
• L'Oréal-UNESCO for Women in Science National Fellowship
• Malaysian Communications and Multimedia Commission (MCMC)
• Newton-Ungku Omar Fund (NUOF)
• University grants for post graduate studies ect
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Current practice in academic research (involving grants)
• External grants (university practice)• prepare proposal
• Submit for evaluation (internal)
• Accept/reject
• Submit for evaluation (external)
• Accept/reject
• Conduct research, report progress
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Summary
• TVET research is essential in ensuring TVET goals and nation goals for human capital development are achieved
• Development of competent TVET researchers who can integrate knowledge from diverse disciplines is essential
• Financial support is one of the key elements in the successful conduct of TVET reserch
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References
• Alias, M. (2017). Teknik Menulis Cadangan Penyelidikan dalam Pendidikan Teknik dan Vokasional . Kuala Lumpur: Dewan Bahasa dan Pustaka
• Alias, M and Williams, B. (2011) Strategic Pathways to Engineering Education Research: case study of a top-down initiative. Proceedings of the Research in Engineering Education Symposium 2011 - Madrid
• American Educational Research Association (AERA) what is education research? Accessed on July 23, 2019, from http://www.aera.net/About-AERA/What-is-Education-Research
• Budget 2020: RM5.9 billion for TVET programmes, (The Sun Daily, 12 October 2019) https://www.thesundaily.my/local/budget-2020-rm5-9-billion-for-tvet-programmes-EC1477574
• Ismail, Khuzainey & Nopiah, Z & Rasul, Md. Mustaun & Leong, P. (2017). Malaysian teachers’ competency in technical vocational education and training: A review. 59-64. 10.1201/9781315166568-15.
• Lauglo, J. (2006). Research on TVET Policy Making in Research for TVET Policy Development
• Smiths, J. (September 2019) The biggest challenges facing the engineering sector. Prospects. Retrieved from https://www.prospects.ac.uk/jobs-and-work-experience/job-sectors/engineering-and-manufacturing/the-biggest-challenges-facing-the-engineering-sector
• Star Online (Sunday Sep. 19 2019). Technical and Vocational Education and Training (TVET) Empowerment Committee (at https://www.thestar.com.my/news/education/2019/09/08/moving-tvet-forward#WTJ36M0K2fMWjUvu.99)
• Streveler, R., Borrego, M. and Smith, K.A. 2007. Moving from the “Scholarship of Teaching and Learning” to “Educational Research:” An Example from Engineering. Silver Anniversary Edition of To Improve the Academy, Vol. 25, 139-149.
• The Mutiprofessional Faculty Development Team, NHS (2012) what is educational research. Accessed on July 23, 2019, https://faculty.londondeanery.ac.uk/e-learning/introduction-to-educational-research/what-is-educational-research
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Thank You