TVET Teachers: An Endangered Species or Professional
Innovation Agents?
Mohd Ihsanuddin Jamhari
MP111416
Technical
and vocational education is the one of professional education which is contain
of the general and skill education which is able to archive the market labour
need. In this article, Philipp and Felix (2007), want to expose the international
perspective on teacher and lecturer in technical and vocational education. In
this book, the author included eleven perspective base on the country which is
include Brazil, China, Denmark, France, Germany, Japan, Norway, Russia, Turkey,
UK and USA.
Based on all the topic they have
several context in organizing Technical and Vocational Education. It is include
the setup of the educational institution, their status in the country, division
of work, future of the student, structure of education, teachers delivery and
their challenge in Technical and Vocational Education. Even they have a
different thought of the educational system of education, the paradox
perception is still the same all over the country. The community assume the
educator of Technical and Vocational education was not the high status role in
job and as seen as the two or third choice of job even the job of the teacher
or trainer mostly to supporting skill development in the workforce. The social
also think that the trainer and teacher of vocational education as the
semi-professional job to choose.
In setting up the institution of the
Technical and Vocational Education they have four model that involve based on
the country. For first model, Japan regularly used this model which is they
have a different part of education and employment system. The educational
system of Technical and Education in Japan is more focus on the teaching and
developing their skill while employment system more to provide the training and
job based on the student independently. In this model also seen the gap between
the school and labour market they have school to work transaction to prepare
the student for ready to employed by the labour. For the second model which is
used by UK and mostly Europe country is like the first model, but the
difference of the model is they have no gap between the labour and educational
part. The main problem of this model is the most of the student is unemployable
because of lack of preparation of the work environment. Even most of the
institution not collaborate with labour market so the student will needed to
search their job by it self. The third model is the systematic program which is
involve the collaboration of work and school institution it self. In this
model, it is focus on school to work system which is used for the labour take
the school student as their apprentice trough the training given. So it will
give opportunity for student to establish the relationship in their training.
This model mostly used in Denmark and Germany. The last model is the most
benefited for student training. It is because the student will guaranties to
get the job after the program because of the fully collaborated with school and
labour market. So the rate of unemployed student is low rather than other
model.
In this book also we can find the
different of the type of institution that provided in the Technical and
Vocational Education. For example in Japan and USA, they have several choices
for the student to choose the program. Because of that, the student more
flexible to involve with the Technical and Vocational program that provided by
mostly private sector. While in Norway they only have one uniform institution
to provide the secondary school for Vocational Education Training. In Germany,
they have a full time vocational school and part time vocational school. So the
student will get a manage their time to finish their courses. In Denmark and
Brazil they have Vocational College and labour market institution that provide
on job based training so the student will be employed after the program.
So from the book we can see that
they have several type of school environment and different system of school or
institution in the Technical and Vocational Education. As we can see, in
Malaysia still have the same problem with other country which is the social
perception of the education. As we can see, most of the parent of the student
think that the Vocational education is a low and second class standard of
education. Even this Vocational sector is most challenging and most skilful
work to have archive. More than that, in Malaysia they have no specific model
based on the system of education. Most of private sector provided the gap
between work and training. So even the trainer of the program have difficult to
get a job after the training. The system of training provider in Technical and
Vocational education in Malaysia also does not centralize. So the level
certificate of the training is not a same as the other institution training. It
will give a difficult for the student or trainer to get a job after the
program. So the rate unemployment student will rise and also can make the
institution more untrusted. I hope the environment of Technical and Vocational
Education could be improve to provided the best educational in providing the
skilled worker the future for Malaysia to be a technological country.
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