TVE 5000: History and Principles of

Technical and Vocational Education

THE FUTURE DIRECTION

OF TECHNICAL
AND VOCATIONAL
EDUCATION
INTRODUCTION
Over the last century, machines have replaced workers in many tasks. On balance,
technology has created more jobs than it has displaced (Frey and Rahbari 2016).

However, in this emerging economies, new technologies, digitization, automation, and

other trends like Industry 4.0 result in a constantly changing demand for sophisticated
skills. In this environment, there are often students and job seekers who could
potentially fill skills gaps but face significant challenges in identifying job
opportunities and the skills needed to obtain them.

The vocational schools, training centers, and public institutions that are responsible
for preparing the workforce to fill skills gaps often face similar challenges in terms of
deploying attention and resources towards filling those gaps.

Therefore, the future direction of TVET should be discussed thoroughly to plan the
best framework that can guide educators and students to cater with the job and skills
demand in 10 to 20 years ahead.
PROBLEM STATEMENT
The country’s job market demand in the next decade will shift from
traditional labour to high-paying jobs that require  technological
skills. Therefore, jobs related  to cyber security, big data, data
protection, artificial intelligence and robotics will see a huge surge
in demand. However, there is  a massive talent shortage and job
mismatches in these areas as the local education system does not
cater to the existing demand, hence the need for the jobs to be
outsourced. (Malay Mail, 2019). In addition, increasingly rapid
technological changes are pressuring workers to develop skills and
competencies that differ substantially from the knowledge and
abilities required in past. These emerging and evolving conditions
pose difficult challenges for secondary career and technical
educators and other workforce development professionals. (J.W.
Rojewski and R. B. Hill, 2017)
Past VS Future
Jobs were usually available for those who
were looking for work.
Work was stable and predictable
Job skills and expectation were clear
Boundaries of work were standardized
long term employment
Provided with extra benefits
Work was accomplished while developing
and nuturing personal networks of friends
and colleagues
Difficult to identify a clear route to work
success
Tasks once simplified to increase human
output are now analyzed and programmed
for robot to do
Frequent position changes
Uncertainty and insecurity
Difficult to identify specific technical skills
that people need to be competent
Short-term projects that can involve
workers situated anywhere in the world
Time period for technical skills to remain
relevant will be shorter
Post secondary education will be necessity
THE PHILOSOPHIES IN
TVET EDUCATION
JAY W. ROJEWSKI
CHARLES PROSSER
The major goal of school was not individual fulfilment but meeting the
country's labour needs.
TVET was organized and rigidly sequenced, an emphasis was placed on
hands-on instruction delivered by people with extensive experience, &
program funding and administration occured via a system that was
physically and conceptually separate and distinct from academic education.

JOHN DEWEY
The principle goal of public education was to meet individual needs
for personal fulfilment and preparation for life. This required that all
students receive vocational education, be taught how to solve
problems and have individual differences equalized.
 PHILOSOPHIES
FOR TVET
Ch
ara
cu
rri cter
bu cul ize
sin um d b
se
pa ess/ , ins y se
Wi rat ind tru qu
rce e f us cto en
tia
ns rom try- rs
ki
& r e ne
lo
Sc
ac
ad la ted d ee rga
em niz
ott
i e x
xte
n
ed
,1
99 c ed peri siv
5) uc en e
ati ce
on .S

1999)
(Sa yste
rke m
Ess
es
-
ent
ial
ism

Pra
gm
pr a
ior t
thi kn
is
nk ow
p in
m
ro g ,
l3d
Ch blem lear ge (M
ara
cte
-so nin i
lvin g is ller,
riz g c o 19
ed an n s 85
Pragmatism (reconstructionist strand)

by dh tru , 19
an igh cte 96
em er df )
ph ord rom
as
is o er
n
stance against injustice and inequity in work issues (Miller & Gregson,
Proactive rather than perpetuating existing workplace practices. Adopts a
A Curriculum

CONCEPTUAL
Instruction & Delivery Option
FRAMEWORK
FOR TVET Student Assessment

by
JAY W. ROJEWSKI Clientele
2009

Program Evaluation
 Curriculum

Integration of Articulation of Connections

academic and career secondary and post- between school and
and technical secondary the world of work
education programmes
INSTRUCTION/ Every teaching approach requires new methods of

DELIVERY OPTION pedagogy to accomodate teacher's emerging roles

 Student Assessment

AUTHENTIC OR PERFORMANCE-BASED ASSESSMENT

Three fundamental goals:
reforming curriculum and instruction
improving teacher morale and performance
strengthening student commitment and capacity for self monitoring

Options for conducting authentic assessment as portfolios, exhibitions, checklists, simulations, essays,
demonstrating or performances, interviews and oral presentations

Rubrics and scoring devices are used to establish benchmarks for documenting progress and provide a
framework for ensuring consistency (Kerka, 1995)
 CLIENTELE

World skills required in 21st century include higher-order thinking skills (reasoning, decision-making,
problem-solving), flexibility, interpersonal skills and technology literacy. In addition, many jobs now require
some type of post-secondary education for entry level.

TVET programmes serve several primary functions ranging from integrated academics instruction to tech-
prep to job preparation for employment-bound and educationally disadvantaged youth.
 PROGRAM
EVALUATION
FOUR CORE INDICATORS TO ANALYSIS OF PROGRAM
EVALUATE STUDENT
PERFORMANCE A variety of information should be
collected from multiple sources using
a) academic and vocational achievement multiple methods.
b) programme completion
c) successful transition from school to
post-secondary education and/or
employment
d) accessibility and equity
A
FRAMEWORK Career Navigation
FOR 21ST
CENTURY CTE
Work Ethic
by
JAY W. ROJEWSKI &
ROGER B. HILL
Innovation
2017
CAREER NAVIGATION
Including career awareness (K-5), career exploration (6-
12), career planning (8-12), career engagement (12+)
learn about various aspects of career such as
knowledge about types of work available, workplace
demands, & assessing one's self as a worker.
identifying personal interests and abilities and
preparation needed to achieve work-related goals
curriculum need to emphasize problem-solving
strategies and coping behavior & technical skills
development.
Collaborate with stakeholders to align workforce &
academic curriculum with the emerging nature of work.
Topics such as career decision-making, skill retraining &
job seeking should be taught as workforce preparation.
Jobs trend in the next 10 to 15 years will be
distributed in school as a guideline for
students in choosing to further their studies
after graduating from high school
The list will help parents and children to
prepare themselves as the Fourth Industrial
Revolution is approaching and requires
certain sectors of employment that have
technical skills.
(Malay Mail, 2019)
 WORK ETHIC
Communication and collaboration skills are
interpersonal skills that need special attention for
future employment demands.

Workers who are dependable, perceptive, honest,

appreciative, conscientious, likeable, enthusiastic, and
show initiative have always been favored in the
workplace.
INNOVATION
Work in this new era has become a team-oriented and project-based
enterprise.
Education program should encourage innovation and creativity
Program should present patterns of behavior found in successful
innovative companies to students through multimedia materials and
readings.
Teachers should bring in guest speakers & other outside resources to
expose students to entrepreneurship and creative design processes.
Internships and work-based learning can and should help educate
students on what innovative environments exist and how they
operate.
SUMMARY
In summary, problems such as job mismatches and skill
shortages can be overcome by intergrating the framework
and improving the curriculum in TVET as discussed earlier.
Educators has responsibilities to provide more general
knowledge about the workforce, offer career awareness and
career exploration, nurture high-order thinking skill
development and support students in making initial decisions
about their career goals and plan post secondary activities to
achieve those goals. We shall begin to redefine goals,
curriculum, instruction, practice and communication using the
strands framework which are career navigation, work ethic
and innovation.