Concept Paper: EVALUATION, MONITORING AND SUPERVISION IN TVET SYSTEM

EVALUATION, MONITORING AND SUPERVISION IN TVET SYSTEM

Jabatan Pendidikan Teknik dan Kejuruteraan, Fakulti Pendidikan,

Universiti Teknologi Malaysia, 2012

Mohd Ihsanuddin Jamhari, Abdul Rahman Hakimi and Dr. Amirmudin Udin

1.           INTRODUCTION

In passing through our life, we are often faced to a test, and measurement in all situations that require us to make a judgment or decision. Good rationales are required to be a guideline in order to make us choose the best decision. This decision making can be access by doing the monitoring and evaluation process. This article will discuss about the monitoring and evaluation of technical and vocational education training (TVET) in Malaysia. Some results and challenges of monitoring and evaluation process of TVET Malaysia context will be presented and discussed later. This document can be used by the Malaysia TVET providers to improve their quality and productivity.

Supervision is the process that involves both evaluation and monitoring process that is used as the guidance for improving and upgrading individual professionalism which is the most important part to keep the organisation to keep their quality into the high expected level that they need. It also like the production in the factory that every product have to check and assure it have pass the Quality Assurance to make sure the product is able trough the markets need. So as the teacher, if the learning outcome through the student is not able to archive what the labour or social need, it will assume that the production of the teacher have failed and cannot be able to use. So the role of supervisee of the supervision process is like a Quality Assurance in the factory which is needed to make sure the teaching process is being able to produce a good and quality of the student.

According Bernard and Goodyear (2004) supervision is defined as the professional relationship that involve both senior and junior member of a profession which is involve several process of improving the junior teaching skill. The process involve evaluative, monitoring the quality services, guidance to guide the junior and lastly serve to enhance the junior skill teaching skill. Supervision also has been viewed as formative process that focuses on directing, controlling, or intimidating individual and also encourages professional growth and development for improving high quality classroom performance (Sullivan and Glanz, 2000). Other than that according Kochhar (2005), supervision also involve activities which are primarily and directly concerned with studying and improving the conditions of improving and growth their supervisee.

So from the several thought of people above we can see that the supervision is the one of process in the evaluation and monitoring part which is can defined as improving or to keep the quality  of the teacher by using directing, controlling and also involve support for the teacher growth to keep professionalism of the teacher. In the TVET (Technical and Vocational Education and Training) the supervision is one of the part of developing occupational standard by improving instructional of the programme progress. In the other hand, the curriculum of the programme is the most important aspect that need to focus because it will be the base component in the technical and vocational which is more focus on the skill work and theoretical learning that different with the other courses that more focus only theory and concept.

Figure 16.1: Outcome-based Organization of TVET System

From Figure 16.1, we can see how the outcome of the TVET system related with each other in the organization which is important to produce the quality student to archive the labour market needs. From the rotation form of the TVET system of education, we can see that the occupation standard part as the monitoring part for private sector to seek their skill worker base on the skill need for their field. Then the Occupation assessment and Certification part is the one of the evaluation part which is to provide available certificate that can be used for student to archive the market needs.  So TVET delivery part which is every TVET institution involve in delivery and gain most of the aspect that need for the market need is the most important part because it is main process that need to be complete with more efficiently. Without these parts, labour market will be in the problem able state because of lack of skill worker they need. So, the TVET delivery part is the most important part in their need but the institute need to follow what the labour want. For support market need, helping hand is needed to be the guidance in their curriculum and to be able to keep their training will be accorded to the market needs. This is the part which is supervision involve to improving the training courses.

2.             DEFINITION OF MONITORING AND EVALUATION IN TVET

According to Eva C. et al (2011) evaluation in TVET is an assessment of an ongoing or completed development intervention. The evaluation process is to analyse the opportunities, strengthens, weaknesses, and treats about the programs or intervention. The evaluation should be as systematic and covers the objectives, rationale, design, implementation and results of the intervention. These elements can determine how far the intervention will achieve the objectives, effectiveness, impact and sustainability. The evaluation process mostly involved of the higher staff members and stakeholders. In the other words, the evaluation is the process which the administration  determines  if the  program  or  system  is  achieving  the  objectives or not. If the program does not achieve the goals, the evaluation process will provide feedback in order to improve the program outcomes. The evaluation process requires the strategic planning as a guideline. This strategic planning covers the whole industry systems and departments. But the strategic plan does not elaborate each department’s duty.

Meanwhile, according to Eva C. et al (2011), the monitoring process is defined as the routine collection, analysis and use of information about an ongoing development intervention. The monitoring process is to provide the indications of the extent of progress and achievement. It uses the operational plan as a reference and is usually carried out by individuals and organisations directly involved in the development intervention. The operational plan is a plan or document that only focus on the certain activity for certain department. This plan elaborate about the daily work and what the department’s members should do regularly. As well as the strategic plan, this operational plan included the department’s objectives, rationale, design, implementation, and results.

The effective of TVET is depends on the effectiveness of monitoring and evaluating of learning programmes. According to Peter F. & Dave M. (1991), since 2 decades ago, there has been a development of the performance indicators to assess the efficiency and effectiveness of TVET. Rogers and Badham in Peter F. & Dave M. (1991) suggest that at its best the monitoring and evaluation process should cover:

1.      Identify specific target areas for development

2.      Indicate the level of achievement sought in relation to specific targets

3.      Indicate the timescale in which particular outcomes are to be achieved

4.     Make the evaluation parameters explicit and agreed so that key personnel understand clearly what is required

5.      Provide reliable data on which to base decisions for forward planning

6.      Reduce managers’ dependence on information which is essentially impressionistic and/or of an ad hoc nature.

These suggestions must be worked continuously and as a cycle of planning, implementation and review of certain projects. These suggestions are also shared by the County of Avon Evaluation Project which stated that:

1.      Evaluation should be treated as an integral and essential element throughout the process of course planning, delivery and review

2.      Evaluation is best undertaken by those most closely involved in the delivery of provision

3.      Effective evaluation requires a systematic organized approach

3.           PURPOSES OF MONITORING AND EVALUATION IN TVET

There are many purposes of monitoring and evaluation can be listed down but different people have different ideas. Eva C. et al (2011) give some suggestion on the purposes of the monitoring and evaluation in TVET. By doing the monitoring and evaluation, we can make sure that the intervention or TVET programs will achieve the goals with the best way without wasting too much time, money, and energy. Let say if we run a TVET program but we never do the monitoring and evaluation process for the program, the program will be hardly to achieve the main objectives while the program’s members vague about what they should do.

Next, the monitoring and evaluation of TVET can provide the empirical evidence. This empirical evidence can be used by the stakeholders or TVET members as a guideline to run the project. The empirical evidence is very important for them because it can show and prove the best way to achieve the programs goals. It is also can minimize the usage of time, money, and energy besides to increase the productivity.

And the best thing of doing the monitoring and evaluation on TVET program is, it will appropriately involve all members of an organisation. When all members of the organisation involved, they can share the ideas and responsibility of the programs. Furthermore, they will learn the lesson from the past experience so that their expertise will be increased. From this the TVET program will be increased their quality and productivity.

4.           PURPOSES OS SUPERVISION

           

In supervision context, they have several purpose supervision in the TVET system. It is including the instructor and the institution. This supervision concept is being used to make sure the institution is according the flow of the objective of the TVET teacher and trainer development which is:

1.      Considering the competence profile and framework that may be appropriate for TVET teachers and trainers.

2.      Optimizing pre-service TVET teacher and trainer education

3.      Enhancing the continuing professional development of TVET teacher and trainer

(UNESCO, 2012)

            To make sure the objective of the TVET system to archive the high quality standard, they have two main purpose of supervision is needed. One is the teacher improvement purpose and the other one is non-teacher improvement purpose which is more to institution purpose.

4.1.            Teachers Supervision Purpose

            According to Patrick and Leornard (2012), Ani (2007) have state the several purpose of supervision of the teacher which is :

1.      Ensuring that teachers perform their assigned function effectively

2.      Ensuring that teachers are capable of carrying out their teaching responsibilities

3.      Ensuring that new teachers receive training to enable them function effectively on the job

4.      Ensuring that teachers are given assistance whenever there is need

5.      Providing professional information to the teachers

6.      Guiding teachers to the sources of instructional materials

7.      Providing technical assistance to the teachers especially in the areas of teaching methods and the use of instructional materials

8.      Ensuring that discipline is maintained during classroom instruction

9.      Helping or suggesting how to improve on the performance of incompetent teachers

10.  Providing an enabling environment to discover teachers with special abilities and qualities

While From Gebhard and Chamberlin (2000), state that the responsible of supervisor should be give an idea to the teacher the best way to deliver their teaching. Because they have many several environment and situation, there are no “best” ways of teaching. So the supervisor should be discuss their problem and found out the best solution to improving their teaching style according the environment of the class.

From the several idea of the supervision purpose, we can see that supervision for the teacher is a process that to ensure the teacher keep their profession on the track which is in their teaching process, the learner will fully understand and able to use their learning process in their real word. It is very important part in the TVET system of education because in the training, the participant should master the skills that have being taught in the course. So in the end, when the participants finish their course they will be able to adapt all the real word environment of the technical skill.

4.2.            Institution Supervision purpose

            Supervision is not only focus on the trainer and teachers, but the institution also need to supervise to keep support teaching material and to make sure the courses the student attend be able to keep following the market need. From Ani (2007), the purpose of the institution supervision is to ensure proper material and supply for the teaching process. For example, the institution should need to used proper machine or component that being used in the real world. So the student will not awkward using tool in the industry. Supervision for institution also need to ensure the quality of the instruction is maintained and up to date because the real world of technical and vocational skill have lots of upgrading and newest skill to keep their production more accurate and have high quality. Other than, supervision in the institution also need to provide the feedback to educational planner on the need for curriculum improvement or changes. In this part, the TVET institution need take it as the priority of the curriculum need. It is because the feedback from the student will give the institution an idea how to improve their teaching method and social need while attend in the institution. While the feedback from the labour can improve the education need in the labour so the curriculum in the institution will keep growth and followed the current state of technology.

5.             MONITORING AND EVALUATION OF TVET IN MALAYSIA

As we had discussed above the monitoring is a process that involve of collecting data by the observation and it runs routine and continuously. There are many researchers that had done monitoring and evaluating of TVET in Malaysia. According to Zuraidah M. Z. (2008), the most organisations which are doing monitoring and evaluation on this area are TVET providers. These TVET providers play the main role in monitoring and evaluating the TVET in Malaysia because they will produce the skilled workers that can handle the rapidly changing world of work. Furthermore, the status of skilled workers on Malaysia will determine the achievement of future nation because the foreign investors will look at the skills and technical competencies of the local workforce. Below are the TVET providers in Malaysia by according to Zuraidah M. Z. (2008).

1.      Ministry of Education (TVET is offered in secondary schools called ‘technical’ or ‘vocational’ secondary schools)

2.      Ministry of Higher Education (TVET is offered in polytechnics and community colleges. In addition, vocational of higher education is initiated in universities earmarked as ‘technical universities’)

3.      Ministry of Human Resource and Development (under which the Department of Skills Development, National Vocational Training Council (NVTC), Industrial Training Institutes, etc, are placed.

4.      Ministry of Youth and Sports (under which the National Youth Skills Institute is placed).

5.      Ministry of Community Development.

6.      State governments (under which institutions such as Terengganu Advanced Technical Institute (TATI), Skills Training Centres, etc, are placed).

7.      Private providers – for example under MARA, there are the Institut Kemahiran MARA, and Pusat Giat MARA, among others.

8.      There is also the Universiti Kuala Lumpur (UniKL), under which the German-Malaysia Institute, British-Malaysia Institute, etc, are placed.

Referring to the listed above we know that there so many TVET providers in Malaysia. These providers provide a variety field of skilled workers to fulfil the labour market need. Because of too much skilled labour forces had been produced, Malaysia government faced the problem of unemployment which is mostly consisting of fresh graduates. According to Ministry of statistics Malaysia, the unemployment rate in Malaysia is increasing since 2001. The unemployment of skilled workers will lead to many other problems and wasting of manpower.

6.             CHALLENGES OF TVET IN MALAYSIA

Supply Demand Mismatch

As we had discussed above about the unemployment of fresh graduates, TVET in Malaysia faced the problems of mismatch of supply demand, which in part contribute to unfilled employment vacancies in the industry (Star Education, 31 August, 08). Pillai (1994) suggest that the TVET providers should be linking to the industry and limit their students’ enrolment by regarding to market demand.

Status of TVET

According to Zuraidah (2008), there is too much attention and resources are given to ‘academic’ rather than vocational education. This is not good because technical and vocational education should be skills and training oriented. If this field too focus on academic, the students may very good in theoretical but they may not good on developing their hands on skills.

Non-Homogeneous Participation of Ethnic Groups

Another issue faced by Malaysia is that of comparative participation of all ethnic groups in TVET. Malaysia being of multiethnic composition, it is imperative that every ethnic group is fairly represented in this arena. Thiruselvam (2006) reported that Indian youths make up less than 3% of the total intake to TVET places offered in the country. To-date, there has been no academic examination as to why this happens.

7.             CHALLENGE OF THE SUPERVISON

           

In the supervision process they still have a problem and challenge occur while undergoing the supervisory practice in the institution. It is because the supervisory process involve dual side of practice which is collaborate to improving the quality of institution which is supervisor for teacher or trainer need to guidance and support to improve their instruction while supervision for institution need to support the educational system, as well as social and market need.

According to Peter (2011), one of the challenges of the supervision process is knowledge and experience. It is because from Glickman, Gordon and Ross-Gorddon (2004) think that supervision should possess some working knowledge and skills to be able to provide the necessary assistance, guidance and support service to teachers for improving classroom practice. While Holland (2004) believes that supervisors must offer offers their supervisee evidence of improving their teaching style, knowledge and skill in making the decisions about instruction, and credentials in form of certificate evidence. This challenge mostly occurs to the young and senior instructor or teacher. The issue for the young instructor or teacher occur when the supervisee is to directive. Because of the lack of experience, most of supervisor will fully direct their junior in conducting their teaching style. So the young teacher or instructor will not have opportunities to give fresh idea and opinion to improving concept of the teaching style base on the environment. But for experience instructor or teacher, if the supervisor using directive supervision, it can make the morale of experience teacher keep down and will be lack of confident.

The other challenge of the supervision process is their training that being taught by their supervisor. It is prove that in research study by Oduro (2008) which is 75 percent of the participant report that they have received a little or no training in leadership training in their profession while 72 percent said they have a training but only in one day. So from the research we can see that most of the supervisor not fully teaching their supervisee to keep their profession growth. Because of lack of teaching skill to the supervisee, the rotational process will keep looping even when the supervisee become a supervisor. Because it will effect the teaching style. So the improving of the institution will be limited and cannot be improved.

8.             RECOMMENDATION

           

To create a fully successful in the supervision, supervisor need to fully understand of the educational process and the function of the supervisory function. If the supervisor do not understand the function of the supervision, it will make the objective of the process more difficult to archive.

Figure 16.2: Education Process Model (Clark and Olumese, 2011)

Based on the figure 16.2, we can see that the function of supervision mostly covered all the aspect of the teaching and learning process. So the supervisor will be able to develop teacher and instructor by using specific instructional activities that suitable to the learners.

Figure 16.3: Concept of teaching based on Aiayi Lee (2005)

The supervision also need to be flexible with the situation of the supervisee and not too directive. Figure 16.3 show how the both directive and non directive supervisor needed to involve to keep the supervision process is suitable with the teacher need for their profession.

9.                  CONCLUSION

            The TVET system of education is one of most challenging educator. It have a lot of challenge through the real world of work which is needed to product the skill full people for archive labour market need. Then it will affect the growth of the economics of the country. So the supervision function is needed to keep it growth and produce the professional citizen of the country. Then it will archive the Malaysia Planning 10 (Rancangan Malaysia ke-10) which is to produce the worldwide human capital citizen.

            Other than that, not only of the teacher or instructor need to improve. Supervisor also need to be improve to make sure the function of supervision have archived then it also can leads not only for the teacher profession but it also can improved student outcome. Then the supervisor need to overcome their barrier in supervisory process. If the supervisor cannot overcome their challenge, so the junior will become same as he or she did in their process of teaching

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