Search Results for
"Vocational education"

University graduates are expected to become agents of change and enhance positive transformation in knowledge, skills, behavior, and character. In this context, the individuals must work in line with their competencies, interests, and talents. This research aimed to design an internship learning model that enhances graduates’ work readiness, specifically in terms of mental health, independence, and efficiency, by developing knowledge, skills, attitudes, and positive character traits. A Research and Development method was adopted using experimental, observational, interview, and assessment methods. The trial was conducted on a sample of 200 students from the vocational School of Universitas Muhammadiyah Surakarta [UMS]. Meanwhile, the internship learning model was implemented using 100 students each in an experimental and control group. The results showed that the internship model: industry and technopreneurship consisting of three stages, namely pre-immersion, immersion, and post-immersion, was valid and reliable in equipping graduates with the mental resilience and independence skills required to be effective in the workplace. The hypothesis that internship model in industry and technopreneurship could improve students’ knowledge, skills, and practical behavior toward a progressive transformation to meet the challenges of Society 5.0 was confirmed. As a recommendation, a model should be adopted to cultivate graduates capable of addressing societal challenges and social issues arising from technological integration, while preparing for greater professional responsibilities in the future. © The Authors.

This article compares the changing role of the state in initial vocational education and training (VET) in Germany and Denmark. Scholars have argued that collectivist VET systems face a stark choice between erosion through dualization or state take-over that crowds out decentralized cooperation by firms. Yet, recent work suggests that the state can revitalize the traditional firm-based system of VET through so-called state ‘orchestration’ and soft measures promoting inclusive training. Comparing Germany to Denmark, we argue that there is a second path to revitalization when the state acts as an ‘arranger’, more heavily involved in the provision and governance of VET, and using it for second-chance education. Unlike orchestration, arrangement is only possible where the state itself has achieved some independent capacity in training. We trace this divergence to small policy choices in the 1970s that have had large downstream effects on state capacity and power relations with business. © 2025 The Author(s) 2024. Published by Oxford University Press and the Society for the Advancement of Socio-Economics. All rights reserved.

Technology integration in technical and vocational education has gained attention as educators seek innovative methods to enhance learning effectiveness. This study investigates the effectiveness of integrating Mobile Simulation-Based Learning (MSBL) with traditional hands-on laboratory instruction in enhancing students' learning performance in basic electronics. A quasi-experimental mixed-methods approach with a pretest-posttest control group design was employed, involving 40 higher education students. Learning performance was assessed using researcher-developed multiple-choice tests, while semi-structured interviews captured students’ perceptions. Results indicated significant improvement in learning outcomes for both groups; however, the experimental group showed a notably greater increase in scores (mean gain = 9.10) compared to the control group (mean gain = 6.85). This suggests that MSBL uniquely facilitates deeper conceptual understanding and practical skill acquisition due to its accessibility, interactive nature, and seamless integration with physical laboratory experiences. Students reported increased flexibility, enhanced metacognitive awareness, and a smoother transition between theoretical and practical learning environments. Practically, this study underscores the scalability and effectiveness of MSBL compared to traditional digital tools, offering institutions a more adaptable and cost-effective approach to delivering technical education. The findings recommend systematic MSBL integration into TVET curricula and specialized instructor training for optimal implementation, ultimately improving students' competency and industry readiness. © 2025, Penerbit UTHM. All rights reserved.

The Fourth Industrial Revolution (IR4.0) era of artificial intelligence, characterised by the digitization of technology, has revolutionised organisations worldwide, including corporate organizations. This shift has resulted in the emergence of a workforce with enhanced skills and competencies. This study aims to pinpoint the essential elements of IR4.0 talent domains that students from top technical and vocational education and Training (TVET) providers require for their Work-Based Learning (WBL) programmes. Consistent with the IR4.0 National Policy of Malaysia, this study contributes to the current workforce preparedness that could handle the challenges and opportunities of the revolution, consistent with Malaysia's IR4.0 National Policy. Qualitative data was collected through semi-structured interviews with 6 academic and 5 industry experts. The data were analysed through theme analysis and reliability analysis using Fleiss’s Kappa analysis. The study identified 21 key components across four domains: cognitive skills (6 components), operational work skills (5 components), individual skills (7 components), and professionalism (3 components). All of this simply emphasises the importance of acquiring IR4.0 competencies in TVET programmes, particularly through work-based learning, for TVET graduates to have the competencies needed in practice and the mindset towards success within the current context of industry, as well as to contribute to future talent readiness. © 2025, Penerbit UTHM. All rights reserved.

Technical and vocational education and Training (TVET) faces a pressing need to adapt its curriculum to the demands of Industry 4.0, particularly in product design. While creativity is recognized as a crucial skill, there remains a gap in the literature regarding validating instruments for measuring scientific creativity in this context. This study aims to address this gap by developing and validating an instrument to measure scientific creativity by integrating scientific knowledge and imagination in product design for TVET teachers in Malaysia. The instrument was then subjected to content validation by eight experts. The item content validity index (I-CVI) and the scale content validity index (S-CVI) were used to determine content validity. Findings indicate strong content validity for both constructs and scientific creativity with high levels of agreement among experts. The item’s content validity index (I-CVI) ranged from 0.99 to 0.96 and the scale content validity index (S-CVI/AV) for each construct was 0.99 for the scientific knowledge construct, and 0.96 for the imagination construct. This range is valid and appropriate for developing the instruments. However, some items required refinement to enhance content validity further. This study contributes to the literature by providing a reliable instrument developed to the specific needs of TVET teachers in Malaysia, thereby filling a critical gap in the assessment of scientific creativity in product design. © 2025, Penerbit UTHM. All rights reserved.

Technical and vocational education and Training (TVET) plays a crucial role in equipping students with the skills necessary for industry-specific careers, yet there remains a gap in the alignment between TVET matriculation choices and subsequent university program enrollment. This misalignment may lead to challenges in students' academic progression and career outcomes. The aim of this study is to critically assess the factors influencing the alignment between TVET students' matriculation choices and their enrollment in university programs, with a focus on understanding students' perceptions and experiences. The research adopts a quantitative approach, utilizing a survey method to collect data from a stratified random considering the population of 3500 population a sample of 347 polytechnic students from Malaysian Technical University Network (MTUN) institutions specifically UTHM, was dawn using krejcie and morgan table. The sample was divided into two batches to ensure representation across various stages of their academic programs. The primary data collection instrument was a structured questionnaire, which included Likert scale items to assess students' views on assessment, curriculum implementation, and their alignment with industry requirements. Data was analyzed using descriptive and inferential statistical techniques, including t-tests and ANOVA. The findings reveal significant differences in student perceptions based on demographic and institutional factors, highlighting gaps in curriculum design and assessment practices. These findings suggest that misalignment between TVET programs and university curricula affects students' academic and career outcomes. The study concludes that addressing these gaps through improved curriculum design, better assessment practices, and stronger industry linkages is essential for enhancing the effectiveness of TVET education and supporting sustainable student success in the workforce. © 2025, Penerbit UTHM. All rights reserved.