Pub Date : 2023-09-29DOI: 10.30880/jtet.2023.15.03.010
Asem S. Obied
The study aimed to identify the role of resonant leadership in promoting job empowerment among the employees of Palestine Technical University Kadoorie, with different variables: educational qualification, gender, staff, and experiences. The researcher designed a questionnaire addressed to employees consisting of 32 items distributed on four domains: resonant leadership (mindfulness, hope, empathy) and (career empowerment). The study used descriptive method. The sample consisted of 73 employees from PTUK, Ramallah branch, who were chosen randomly. The results showed that the employees' responses were moderately on all domains. The results showed that there are no differences in the employees' point of view according to the educational qualification variable in all domains, and there are differences in the employees' opinions according to the gender variable in the domains of mindfulness, hope, and job empowerment in favor of male. The existence of differences in the opinions of employees, according to the variable of staff, in the domain of hope, empathy, and job empowerment in favour of academic employees. There are differences in the opinions of employees according to their experiences in the domains of (mindfulness and hope (in favour of employees with mindfulness (less than 5 years). The results also showed that there is a statistically significant positive correlation between resonant leadership and job empowerment. The study suggests that senior leaders and employees at PTUK should prioritize the use of resonant leadership to achieve job empowerment. It suggests ways to implement this approach among senior leaders and employees, which can benefit organizations seeking to enhance employee empowerment through effective leadership practices.
{"title":"Resonant Leadership: A Catalyst for Job Empowerment Among Palestine Technical University Kadoorie Employees","authors":"Asem S. Obied","doi":"10.30880/jtet.2023.15.03.010","DOIUrl":"https://doi.org/10.30880/jtet.2023.15.03.010","url":null,"abstract":"The study aimed to identify the role of resonant leadership in promoting job empowerment among the employees of Palestine Technical University Kadoorie, with different variables: educational qualification, gender, staff, and experiences. The researcher designed a questionnaire addressed to employees consisting of 32 items distributed on four domains: resonant leadership (mindfulness, hope, empathy) and (career empowerment). The study used descriptive method. The sample consisted of 73 employees from PTUK, Ramallah branch, who were chosen randomly. The results showed that the employees' responses were moderately on all domains. The results showed that there are no differences in the employees' point of view according to the educational qualification variable in all domains, and there are differences in the employees' opinions according to the gender variable in the domains of mindfulness, hope, and job empowerment in favor of male. The existence of differences in the opinions of employees, according to the variable of staff, in the domain of hope, empathy, and job empowerment in favour of academic employees. There are differences in the opinions of employees according to their experiences in the domains of (mindfulness and hope (in favour of employees with mindfulness (less than 5 years). The results also showed that there is a statistically significant positive correlation between resonant leadership and job empowerment. The study suggests that senior leaders and employees at PTUK should prioritize the use of resonant leadership to achieve job empowerment. It suggests ways to implement this approach among senior leaders and employees, which can benefit organizations seeking to enhance employee empowerment through effective leadership practices.","PeriodicalId":43208,"journal":{"name":"Journal of Technical Education and Training","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.30880/jtet.2023.15.03.013
Andika Bagus Nur Rahma Putra, Sumarli Sumarli, Syarif Suhartadi, Tee Tze Kiong, Anita Dwi Rahmawati
The objectives of this research include (1) developing smart expert system innovation integrated hybrid advisory; and (2) Testing the attractiveness and feasibility of the hybrid advisory integrated smart expert system innovation prototype. The method in this research is in the form of research and development (Re-search and Development). Where the method includes a preliminary study; model design; development of model prototypes; model prototype testing; model prototype revision; validated model prototype results; model prototype experimentation; tested models; and dissemination. all state universities in East Java (students,equipped with lecturers, officials in PT and stakeholders). The research instrument used questionnaires, documents, structured surveys, observations, and in-depth interviews. The results of this study include: (1) the innovations developed have synchronous and asynchronous online guidance features, submit reports and daily assignments, student progress reports, live chat with supervisors and instructors, daily attendance, to review report results; and (2) the Smart Expert System Integrated Hybrid Advisory innovation developed has valid results without revision with an average score of 90.1 (user benefit aspect), an average score of 90.5 (application display aspect), an average score of 93 ,8 (newness of information aspect), average score of 97.6 (content aspect), average score of 90.6 (user-friendliness aspect), average score of 93.8 (competency achievement aspect).
本研究的目标包括:(1)开发智能专家系统创新集成混合咨询;(2)验证混合咨询集成智能专家系统创新原型的吸引力和可行性。本研究的方法是以研究与发展(Re-search and development)的形式。如果该方法包括初步研究;模型设计;模型原型的开发;模型样机测试;模型原型修正;验证模型原型结果;模型样机实验;测试模型;和传播。东爪哇的所有州立大学(学生，配备讲师，PT官员和利益相关者)。研究工具采用问卷调查、文献、结构化调查、观察和深度访谈。本研究的结果包括:(1)所开发的创新具有同步和异步在线指导功能，提交报告和每日作业，学生进度报告，与主管和教师实时聊天，每日出勤，审查报告结果;(2)所开发的智能专家系统集成混合咨询创新成果未经修改，在用户效益方面平均得分为90.1分，在应用显示方面平均得分为90.5分，在信息新颖性方面平均得分为93,8分，在内容方面平均得分为97.6分，在用户友好性方面平均得分为90.6分，在能力成就方面平均得分为93.8分。
{"title":"Synchronisation Model of Campus-Industry Partnership Through Smart Expert System Hybrid Advisory for Industrial Internship Students and Teaching Assistance in the Era of Independent Learning","authors":"Andika Bagus Nur Rahma Putra, Sumarli Sumarli, Syarif Suhartadi, Tee Tze Kiong, Anita Dwi Rahmawati","doi":"10.30880/jtet.2023.15.03.013","DOIUrl":"https://doi.org/10.30880/jtet.2023.15.03.013","url":null,"abstract":"The objectives of this research include (1) developing smart expert system innovation integrated hybrid advisory; and (2) Testing the attractiveness and feasibility of the hybrid advisory integrated smart expert system innovation prototype. The method in this research is in the form of research and development (Re-search and Development). Where the method includes a preliminary study; model design; development of model prototypes; model prototype testing; model prototype revision; validated model prototype results; model prototype experimentation; tested models; and dissemination. all state universities in East Java (students,equipped with lecturers, officials in PT and stakeholders). The research instrument used questionnaires, documents, structured surveys, observations, and in-depth interviews. The results of this study include: (1) the innovations developed have synchronous and asynchronous online guidance features, submit reports and daily assignments, student progress reports, live chat with supervisors and instructors, daily attendance, to review report results; and (2) the Smart Expert System Integrated Hybrid Advisory innovation developed has valid results without revision with an average score of 90.1 (user benefit aspect), an average score of 90.5 (application display aspect), an average score of 93 ,8 (newness of information aspect), average score of 97.6 (content aspect), average score of 90.6 (user-friendliness aspect), average score of 93.8 (competency achievement aspect).","PeriodicalId":43208,"journal":{"name":"Journal of Technical Education and Training","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.30880/jtet.2023.15.03.003
Uğur Saklangıç, Bülent Mertoğlu
The use of virtual reality applications, which entered our lives with the concept of Industry 4.0, in training contributed to increasing the security awareness of individuals and indirectly to developing security culture studies. Obviously, the maximum efficiency that can be obtained in Occupational Health and Safety studies will occur due to behavioural changes in employees. For this reason, it should be ensured that the safety perceptions of the employees are kept at the highest level with appropriate and continuous training. In recent Occupational Health and Safety studies, the importance of developing technology has caused these studies to evolve in a different direction. The study's main purpose in this context is to evaluate whether the fire training given with virtual reality applications contributes to the development of fire safety skills and raising awareness in individuals. This study aims to reveal the teaching of basic fire safety skills to vocational and technical students and academicians at universities, their fire preparedness and their common behaviour in fire situations by using fire extinguishing systems through virtual reality and fire simulation. In the study, 47 questions including one group pre-test post-test, 31 prepared for the scale and 6 interview questions, one of the experimental methods consisting of 10 multiple-choice questions, the scale and face-to-face interviews were conducted. Participants were able to moderately to completely control events in terms of heredity, adaptation/containment, and sensory attachment; In terms of interface quality, it has been determined that they can control events between none and moderate. There is no significant difference between the presence levels and sub-dimensions of the participants in terms of age factor. It can be said that the training with virtual reality is effective in improving the success of the participants in fire training. After the study, it was determined that 38 out of 40 participants increased their success in fire protection subjects. It will be ensured that the fire training given in Turkey will be given more efficiently and effectively by using technological infrastructures. With the feedback received from this study, the existing virtual reality application improvement and virtual reality applications that are planned to be developed will be studied.
{"title":"The Effect of Fire Training Given with Virtual Reality Applications on Individual Awareness","authors":"Uğur Saklangıç, Bülent Mertoğlu","doi":"10.30880/jtet.2023.15.03.003","DOIUrl":"https://doi.org/10.30880/jtet.2023.15.03.003","url":null,"abstract":"The use of virtual reality applications, which entered our lives with the concept of Industry 4.0, in training contributed to increasing the security awareness of individuals and indirectly to developing security culture studies. Obviously, the maximum efficiency that can be obtained in Occupational Health and Safety studies will occur due to behavioural changes in employees. For this reason, it should be ensured that the safety perceptions of the employees are kept at the highest level with appropriate and continuous training. In recent Occupational Health and Safety studies, the importance of developing technology has caused these studies to evolve in a different direction. The study's main purpose in this context is to evaluate whether the fire training given with virtual reality applications contributes to the development of fire safety skills and raising awareness in individuals. This study aims to reveal the teaching of basic fire safety skills to vocational and technical students and academicians at universities, their fire preparedness and their common behaviour in fire situations by using fire extinguishing systems through virtual reality and fire simulation. In the study, 47 questions including one group pre-test post-test, 31 prepared for the scale and 6 interview questions, one of the experimental methods consisting of 10 multiple-choice questions, the scale and face-to-face interviews were conducted. Participants were able to moderately to completely control events in terms of heredity, adaptation/containment, and sensory attachment; In terms of interface quality, it has been determined that they can control events between none and moderate. There is no significant difference between the presence levels and sub-dimensions of the participants in terms of age factor. It can be said that the training with virtual reality is effective in improving the success of the participants in fire training. After the study, it was determined that 38 out of 40 participants increased their success in fire protection subjects. It will be ensured that the fire training given in Turkey will be given more efficiently and effectively by using technological infrastructures. With the feedback received from this study, the existing virtual reality application improvement and virtual reality applications that are planned to be developed will be studied.","PeriodicalId":43208,"journal":{"name":"Journal of Technical Education and Training","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Leaving no one behind is the central transformative promise of the 2030 Agenda of Sustainable Development Goals (SDGs). In Malaysia, the formation of the All-Party Parliamentary Group Malaysia on the Sustainable Development Goals (APPGM-SDG) by the Malaysian Parliament has made it possible to localise this SDGs’ transformative agenda. Therefore, this paper attempts to discuss the effectiveness of programs conducted by solution providers in the Northern region in managing and conducting projects, the impact of the projects on the beneficiaries, the alignment and mapping of the impact evaluations of the solution providers with the SDG goals and APPGM-SDG modules,and identification of issues and recommended solutions to the projects in the Northern region. Twenty-three (23) APPGM-SDGs projects were implemented from 2021 to 2022, consisting of various programs, mainly entrepreneurship, environment, research and education. As a bipartisan initiative to localise SDG goals in Parliamentary constituencies in Malaysia, it is crucial to analyse the impact of its implementation. Hence, this study has conducted an impact evaluation analysis from October 2022 until January 2023 in seven (7) constituencies in Kedah, Penang and Perak. Using four (4) dimensions of impact analysis framework, which are psychology and knowledge, skills, network, and system of these projects on the beneficiaries to determine the effectiveness of each project. This study has collected data from document analysis, focus group discussion and site-visit to the twenty-three (23) projects in the Northern Region. The findings indicate the programmes were well-implemented and beneficiaries managed to learn new skills and strengthen their networks.
{"title":"Assessing The Impacts of Community-Based Technical Education and Training Projects in Northern Malaysia","authors":"Sharifah Syahirah, Syamsul Fozy Osman, Norfarahin Amat @ Adnin, Nurul Rashidah Mohamed Roseli","doi":"10.30880/jtet.2023.15.03.020","DOIUrl":"https://doi.org/10.30880/jtet.2023.15.03.020","url":null,"abstract":"Leaving no one behind is the central transformative promise of the 2030 Agenda of Sustainable Development Goals (SDGs). In Malaysia, the formation of the All-Party Parliamentary Group Malaysia on the Sustainable Development Goals (APPGM-SDG) by the Malaysian Parliament has made it possible to localise this SDGs’ transformative agenda. Therefore, this paper attempts to discuss the effectiveness of programs conducted by solution providers in the Northern region in managing and conducting projects, the impact of the projects on the beneficiaries, the alignment and mapping of the impact evaluations of the solution providers with the SDG goals and APPGM-SDG modules,and identification of issues and recommended solutions to the projects in the Northern region. Twenty-three (23) APPGM-SDGs projects were implemented from 2021 to 2022, consisting of various programs, mainly entrepreneurship, environment, research and education. As a bipartisan initiative to localise SDG goals in Parliamentary constituencies in Malaysia, it is crucial to analyse the impact of its implementation. Hence, this study has conducted an impact evaluation analysis from October 2022 until January 2023 in seven (7) constituencies in Kedah, Penang and Perak. Using four (4) dimensions of impact analysis framework, which are psychology and knowledge, skills, network, and system of these projects on the beneficiaries to determine the effectiveness of each project. This study has collected data from document analysis, focus group discussion and site-visit to the twenty-three (23) projects in the Northern Region. The findings indicate the programmes were well-implemented and beneficiaries managed to learn new skills and strengthen their networks.","PeriodicalId":43208,"journal":{"name":"Journal of Technical Education and Training","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135297708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.30880/jtet.2023.15.03.004
Abubakar Ibrahim Muhammad, Yusri Kamin, Nur Husna Abd. Wahid, Kamalularifin Subari, Nornazira Suhairom, Muhammad Sukri Saud, Suyitno Suyitno
One of the challenges of technical education in Sub-Saharan Africa, including Nigeria, is the lack of an appropriate entrepreneurial framework for the content of the technical college curriculum. The purpose of this study was to explore the managerial entrepreneurial competencies for technical college programs in Nigeria. This study was guided by a qualitative approach through document analysis and semi-structured interviews with 15 participants selected purposively and 11 Journal Articles were analysed. The empirical findings from semi-structured interviews confirm the theoretical findings in document analysis. This study found several managerial entrepreneurial competencies in document analysis and interviews, eventually analysed thematically. Themes include Business planning, Decision-making, Technical know-how, Interpersonal relationships and Communication. The study analysed only 11 documents and conducted 15 interviews, so the conclusions drawn from these sources depend on the authenticity of the information provided by the participants. The findings of the study indicate that managerial entrepreneurial competencies are worthy of inclusion in the technical college curriculum in Nigeria. Therefore, it is recommended that the curriculum needs to be reviewed to ensure that it meets the educational changes such as global trends and 21st-century education policies which now become a worldwide phenomenon.
{"title":"Managerial Entrepreneurial Competencies Framework for Technical College Programs: Concept and Relevance","authors":"Abubakar Ibrahim Muhammad, Yusri Kamin, Nur Husna Abd. Wahid, Kamalularifin Subari, Nornazira Suhairom, Muhammad Sukri Saud, Suyitno Suyitno","doi":"10.30880/jtet.2023.15.03.004","DOIUrl":"https://doi.org/10.30880/jtet.2023.15.03.004","url":null,"abstract":"One of the challenges of technical education in Sub-Saharan Africa, including Nigeria, is the lack of an appropriate entrepreneurial framework for the content of the technical college curriculum. The purpose of this study was to explore the managerial entrepreneurial competencies for technical college programs in Nigeria. This study was guided by a qualitative approach through document analysis and semi-structured interviews with 15 participants selected purposively and 11 Journal Articles were analysed. The empirical findings from semi-structured interviews confirm the theoretical findings in document analysis. This study found several managerial entrepreneurial competencies in document analysis and interviews, eventually analysed thematically. Themes include Business planning, Decision-making, Technical know-how, Interpersonal relationships and Communication. The study analysed only 11 documents and conducted 15 interviews, so the conclusions drawn from these sources depend on the authenticity of the information provided by the participants. The findings of the study indicate that managerial entrepreneurial competencies are worthy of inclusion in the technical college curriculum in Nigeria. Therefore, it is recommended that the curriculum needs to be reviewed to ensure that it meets the educational changes such as global trends and 21st-century education policies which now become a worldwide phenomenon.","PeriodicalId":43208,"journal":{"name":"Journal of Technical Education and Training","volume":"47 26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.30880/jtet.2023.15.03.021
Siti Rozaini Ahmad, Nurulhuda Isa, Annie Liaw, Muhammad Luqman Nazari, Nor Paezah Abdullah, Mohd Husaini Rani, Anizana Ahmad, Abd Qayyum Abd Rahman, Anitawati Mohd Lokman
In the contemporary landscape of education, fostering graduates' employability has emerged as a vital concern for educational institutions and policy makers, particularly within the framework of Sustainable Development Goal 4 (SDG4) and Sustainable Development Goal 8 (SDG8). This paper delves into the employability dynamics of graduates from the PERDA-TECH program, a Technical and Vocational Education and Training (TVET) initiative operating under the auspices of the Penang Regional Development Authority (PERDA). In the quest for a competitive edge within the workforce, TVET programs hold the promise of cultivating a skilled labor pool that aligns with the workforce demands, thus bolstering economic growth (SDG8). However, a comprehensive analysis of the graduate employability facets is indispensable to address the nuanced requirements of the job market. Existing studies have outlined seven pivotal employability skills, encompassing interpersonal skills, critical thinking, self-improvement, resourcefulness, ICT proficiency, fundamental aptitudes, and information literacy. Additionally, employers place premium emphasis on attributes such as social acumen, management proficiencies, creative thinking, problem-solving capabilities, and critical analysis. Aligned with these imperatives, the PERDA-TECH Malaysia Skills Training Programme seeks to equip graduates with competencies tailored to amplify their employability prospects. Nonetheless, the insights from the PERDA 2020 Outcome Assessment report reveala gapin the comprehensive understanding of graduate feedback and employability determinants. This study endeavors to bridge this gap by methodically examining the factors influencing graduates' employability within the PERDA-TECH program.Employing a quantitative approach, the study encompassed survey responses from 226 graduates. The findings unveiled a noteworthy 71.3% (162 graduates) employed, 21.2% (48 graduates) pursuing further education, and 7.1% (16 graduates) currently unemployed. Encouragingly, a significant proportion of graduates secure employment within six months of graduation, substantiating the program's efficacy in catering to market needs (SDG8). The factors influencing employability were dissected into three categories: graduate attributes, learning outcomes, and market dynamics. This holistic analysis enhances the alignment of the program's objectives with SDG4's emphasis on quality education and SDG8's pursuit of decent work and economic growth.This study underscores the symbiotic relationship between relevant and skill-centered education, graduates' market readiness, and sustainable economic development. As a result, it contributes not only to the advancement of knowledge but also to the realization of SDG4 and SDG8, enlivening the overarching mission of fostering inclusive education and propelling economic progress.
{"title":"Enhancing Employability and Empowerment: Unveiling Factors within PERDA-TECH for Sustainable Development","authors":"Siti Rozaini Ahmad, Nurulhuda Isa, Annie Liaw, Muhammad Luqman Nazari, Nor Paezah Abdullah, Mohd Husaini Rani, Anizana Ahmad, Abd Qayyum Abd Rahman, Anitawati Mohd Lokman","doi":"10.30880/jtet.2023.15.03.021","DOIUrl":"https://doi.org/10.30880/jtet.2023.15.03.021","url":null,"abstract":"In the contemporary landscape of education, fostering graduates' employability has emerged as a vital concern for educational institutions and policy makers, particularly within the framework of Sustainable Development Goal 4 (SDG4) and Sustainable Development Goal 8 (SDG8). This paper delves into the employability dynamics of graduates from the PERDA-TECH program, a Technical and Vocational Education and Training (TVET) initiative operating under the auspices of the Penang Regional Development Authority (PERDA). In the quest for a competitive edge within the workforce, TVET programs hold the promise of cultivating a skilled labor pool that aligns with the workforce demands, thus bolstering economic growth (SDG8). However, a comprehensive analysis of the graduate employability facets is indispensable to address the nuanced requirements of the job market. Existing studies have outlined seven pivotal employability skills, encompassing interpersonal skills, critical thinking, self-improvement, resourcefulness, ICT proficiency, fundamental aptitudes, and information literacy. Additionally, employers place premium emphasis on attributes such as social acumen, management proficiencies, creative thinking, problem-solving capabilities, and critical analysis. Aligned with these imperatives, the PERDA-TECH Malaysia Skills Training Programme seeks to equip graduates with competencies tailored to amplify their employability prospects. Nonetheless, the insights from the PERDA 2020 Outcome Assessment report reveala gapin the comprehensive understanding of graduate feedback and employability determinants. This study endeavors to bridge this gap by methodically examining the factors influencing graduates' employability within the PERDA-TECH program.Employing a quantitative approach, the study encompassed survey responses from 226 graduates. The findings unveiled a noteworthy 71.3% (162 graduates) employed, 21.2% (48 graduates) pursuing further education, and 7.1% (16 graduates) currently unemployed. Encouragingly, a significant proportion of graduates secure employment within six months of graduation, substantiating the program's efficacy in catering to market needs (SDG8). The factors influencing employability were dissected into three categories: graduate attributes, learning outcomes, and market dynamics. This holistic analysis enhances the alignment of the program's objectives with SDG4's emphasis on quality education and SDG8's pursuit of decent work and economic growth.This study underscores the symbiotic relationship between relevant and skill-centered education, graduates' market readiness, and sustainable economic development. As a result, it contributes not only to the advancement of knowledge but also to the realization of SDG4 and SDG8, enlivening the overarching mission of fostering inclusive education and propelling economic progress.","PeriodicalId":43208,"journal":{"name":"Journal of Technical Education and Training","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.30880/jtet.2023.15.03.015
Suriani Ngatiman, Tajularipin Sulaiman, Kai Yan Wong
The advent of the industrial revolution 4.0 (IR4.0) impacted the national industry andthe need to provide a highly skilled and competitive workforce. However, the previous study on the implementation of IR4.0 in vocational collegesin Malaysia is still unsatisfactory. Previous studies have also focused on Technical Education and Vocational Training (TVET) at the higher education. Therefore, this study conducted to explore the challenges towards the implementation of the IR4.0 element in the Vocational College (VC) curriculum. VC offers education skills certificate and diploma level to secondary school students. VC needs to be prepared to face this phenomenon in providing national human resources. The study employsqualitative design using in depth semi structured interview method guided by the interview protocol. Seven participants who met the sampling criteria were involved in this study. The Interview recording systematically managed and translated verbatim as interview transcripts. Then a thematic analysis performed using ATLAS.ti software (version 8) to construct appropriate codes, categories and themes to answer the research questions. The results of the interviews found five main challenges identified on the implementation of the IR4.0 element in the VC curriculum; curriculum review, providing teaching workforce, providing infrastructure, industry relations and engaging in education. Overall findings indicate the need for a revisit of the VC curriculum to implement the IR4.0 element and has implications to implement in providing a national workforce that meets the needs of the industrial demand. This study expected useful to Bahagian Pendidikan dan Latihan Teknikal Vokasional(BPLTV) in strengthening the Vocational Education Transformation agenda through the implementation of VC curriculum revisit by considering the challenges of IR4.0 implementation from various angles discussed to ensure students' knowledge and skills meet IR4.0 requirements to contribute to national development.
{"title":"The Challenges of Implementing Industrial Revolution 4.0 Elements in TVET","authors":"Suriani Ngatiman, Tajularipin Sulaiman, Kai Yan Wong","doi":"10.30880/jtet.2023.15.03.015","DOIUrl":"https://doi.org/10.30880/jtet.2023.15.03.015","url":null,"abstract":"The advent of the industrial revolution 4.0 (IR4.0) impacted the national industry andthe need to provide a highly skilled and competitive workforce. However, the previous study on the implementation of IR4.0 in vocational collegesin Malaysia is still unsatisfactory. Previous studies have also focused on Technical Education and Vocational Training (TVET) at the higher education. Therefore, this study conducted to explore the challenges towards the implementation of the IR4.0 element in the Vocational College (VC) curriculum. VC offers education skills certificate and diploma level to secondary school students. VC needs to be prepared to face this phenomenon in providing national human resources. The study employsqualitative design using in depth semi structured interview method guided by the interview protocol. Seven participants who met the sampling criteria were involved in this study. The Interview recording systematically managed and translated verbatim as interview transcripts. Then a thematic analysis performed using ATLAS.ti software (version 8) to construct appropriate codes, categories and themes to answer the research questions. The results of the interviews found five main challenges identified on the implementation of the IR4.0 element in the VC curriculum; curriculum review, providing teaching workforce, providing infrastructure, industry relations and engaging in education. Overall findings indicate the need for a revisit of the VC curriculum to implement the IR4.0 element and has implications to implement in providing a national workforce that meets the needs of the industrial demand. This study expected useful to Bahagian Pendidikan dan Latihan Teknikal Vokasional(BPLTV) in strengthening the Vocational Education Transformation agenda through the implementation of VC curriculum revisit by considering the challenges of IR4.0 implementation from various angles discussed to ensure students' knowledge and skills meet IR4.0 requirements to contribute to national development.","PeriodicalId":43208,"journal":{"name":"Journal of Technical Education and Training","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135297718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.30880/jtet.2023.15.03.007
Zaleha Endot, Rahimah Jamaluddin
Teacher readiness is necessary in the teaching and learning process, especially when a new curriculum is introduced. This study was conducted to identify the factors that influence the readiness of teachers in teaching Design and Technology (RBT) in the new Primary School Standard Curriculum (KSSR). The factors studied included self-efficacy, intrinsic motivation, ICT skills, and support training, which were the independent variables, and teacher readiness was the dependent variable. This descriptive quantitative survey involved 368 RBT teachers teaching Year 4 KSSR students in Peninsular Malaysia. Cluster and simple random sampling were used to select the sample of this study. The research instrument consisted of a set of questionnaires that contained 114 items adapted from previous research. A pilot study was conducted with a Cronbach’s Alpha value of 0.95. Study data were analyzed using Statistical Package for the Social Sciences (SPSS) software. The results of the study show that the overall mean for teachers’ readiness in teaching RBT is high. The findings showed that the overall mean for the aspect of reasoning knowledge was 3.82 (SP = .57) and SBA skills were 3.92 (SP = .58). Findings give the impression that the respondents have high reasoning knowledge and PBS skills. It was also found that the mean value for the aspect of SBA skills is higher than the reasoning knowledge. The regression analysis results show that all four factors significantly contribute to teacher readiness at 40.4 %. In conclusion, the findings of this study give the impression that the factors influencing teacher readiness are important in the formulation of a new curriculum. This study provides guidance to policy makers and curriculum planners especially for Ministry of Education Malaysia (KPM) on the aspect of teacher readiness when introducing new subjects.
教师准备在教学过程中是必要的，特别是在引入新课程时。本研究旨在探讨新小学标准课程(KSSR)中教师对设计与技术(RBT)教学准备的影响因素。自变量为自我效能感、内在动机、ICT技能和支持培训，因变量为教师准备程度。本描述性定量调查涉及马来西亚半岛368名教授KSSR四年级学生的RBT教师。本研究的样本选择采用整群抽样和简单随机抽样。研究工具包括一套调查问卷，其中包含114个项目，改编自以往的研究。进行初步研究，Cronbach 's Alpha值为0.95。研究数据采用SPSS (Statistical Package for Social Sciences)软件进行分析。研究结果表明，教师在RBT教学中的准备程度总体均值较高。结果显示，学生在推理知识方面的平均得分为3.82 (SP = 0.57)，在SBA技能方面的平均得分为3.92 (SP = 0.58)。调查结果给人的印象是，受访者具有较高的推理知识和PBS技能。研究还发现，学生在SBA技能方面的平均值高于推理知识方面。回归分析结果显示，这四个因素对教师准备的影响显著，达到40.4%。总之，本研究的结果给人的印象是，影响教师准备的因素在新课程的制定中是重要的。本研究为政策制定者和课程规划者提供了指导，特别是马来西亚教育部(KPM)在引入新科目时的教师准备方面。
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Pub Date : 2023-09-29DOI: 10.30880/jtet.2023.15.03.017
Muhammad Rahimi Hasan, Muhamad Azwan Abd Rahman, Eko Prayitno Joko
In Sabah, five solution projects under the auspices of All-Party Parliamentary Group Malaysia on Sustainable Development Goals (APPGM-SDG) were related to the ‘Goal 5 Achieve gender equality and empower all women and girls. One of the main aspects evaluated towards solution providers and beneficiaries is ‘gender dimension’. Hence, this article underlinesthree research objectives. Firstly, to identify gender-driven issues faced by the women in their community. Secondly, to demonstrate the strategies executed by solution providers in collaboration with beneficiaries’groups. Thirdly, to analyze the impacts of the solution projects by utilizing four aspects: (i) deep (personal), (ii) clear (skills),(iii) wide (network), and (iv) high (system) as a measuring tool. In terms of research methodology, this study utilizesqualitative approach in data collection and analysis comprised of (i) observation, (ii) focus group discussion (FGD), and (iii) document analysis. Based on the analysis, three main findings were obtained in line with the objectives of this study. Firstly, main issues were based on local community experiences in education, household economy and health. Despitethat, most of the issues require a national and global solution framework for the betterment of their community. Secondly, good synergy between solution providers (expertise and networks) and beneficiaries’groups (local wisdom and motivation) is ‘the key tosuccessesfor solution projects. Thirdly, assessment on four aspects ofthis study showsthe beneficiaries groups have been empowered through knowledge, skills,and networks. The most significant findings arethat the beneficiaries’groups established a system—as a registered and licensed groups on their own and as a part of the larger groups to ensure their sustainability—thus, ensuring ‘leave no woman behind.
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The aimof the research is to verify the effectiveness of the dual education in modern educational institutions. The research involved the following methods: testing method (Self-Attitude Test) and methods of studying self-assessment through the ranking procedure; the peer-review method; Human Volitional Qualities Questionnaire; Student’s t-test and the Kolmogorov-Smirnov test; Spearman's Rank correlation coefficient; Survey Response Rate calculation. Students expressed the greatest satisfaction with such aspects as the relationship with the tutor (0.84), tutor’s objectivity in work evaluation (0.91), safe working environment (0.92), individual workplace (0.89). There were 58% of respondents who favoured dual education compared to traditional education. A group of experts who studied academic performance noted the advantage of the flipped classroom-based model. The level of special competencies in the control group was 4.5 units, while it was 4.9 units in the experimental group. The results of the study showed the high efficiency of dual education based on the flipped classroom model. The research identified a more effective implementation model. This model shows significant positive results, both in the context of higher education and vocational education. Future research should be aimed at finding an effective model for implementing the dual system in vocational education. Also, it is necessary to study the effectiveness of such innovations in modern realities.
{"title":"Dual Education Models in Modern Educational Institutions","authors":"Olha Kravchenko, Halyna Shpynta, Oksana Nikolaienko, Svitlana Dovbenko, Oksana Diachok","doi":"10.30880/jtet.2023.15.03.023","DOIUrl":"https://doi.org/10.30880/jtet.2023.15.03.023","url":null,"abstract":"The aimof the research is to verify the effectiveness of the dual education in modern educational institutions. The research involved the following methods: testing method (Self-Attitude Test) and methods of studying self-assessment through the ranking procedure; the peer-review method; Human Volitional Qualities Questionnaire; Student’s t-test and the Kolmogorov-Smirnov test; Spearman's Rank correlation coefficient; Survey Response Rate calculation. Students expressed the greatest satisfaction with such aspects as the relationship with the tutor (0.84), tutor’s objectivity in work evaluation (0.91), safe working environment (0.92), individual workplace (0.89). There were 58% of respondents who favoured dual education compared to traditional education. A group of experts who studied academic performance noted the advantage of the flipped classroom-based model. The level of special competencies in the control group was 4.5 units, while it was 4.9 units in the experimental group. The results of the study showed the high efficiency of dual education based on the flipped classroom model. The research identified a more effective implementation model. This model shows significant positive results, both in the context of higher education and vocational education. Future research should be aimed at finding an effective model for implementing the dual system in vocational education. Also, it is necessary to study the effectiveness of such innovations in modern realities.","PeriodicalId":43208,"journal":{"name":"Journal of Technical Education and Training","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135297529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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