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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