FACULTY OF TECHNOLOGY MANAGEMENT &

TECHNOPRENUERSHIP (FPTT)

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Mohd Fazli Mohd Sam

THE TRAINING AND RETRAINING NEEDS OF MALAYSIA'S TVET EDUCATORS

Mohd Fazli Mohd Sam; Budi Suprapto; Nadia Nila Sari; Nurul Hasyimah Mohamed; Siti Sarah Mat Isa

Introduction

• Educators at higher education institutions are tasked with much more than just getting students ready for the workforce
• It is not an easy undertaking, though, to improve educator preparation and quality.
• This study discusses whether the instruction they received will result in the highest TVET performance in Malaysia's educational system.
• Specific job-relevant skills, which can increase a worker's suitability for a particular job and therefore increase productivity.

TVET Educators' Training

• In summary, vocational education and training is a learning activity that can lead to effective economic performance and observable economic and social rewards, according to Mensa et al. (2023).
• Malaysia provided training for educators. Technical Educator's Training College was one of the training facilities that offered vocational courses to Malaysian vocational schools in the 1980s and 1990s.
• To gain knowledge and abilities in their fields, they should spend six months in industrial training during the training period.

• However, with certain changes to government policy and other enhancements, there are now more high-quality educators, particularly in TVET.
• Educators who have graduated from training institutions tend to focus more on their talents than the other form of training.
• Educators from colleges have greater expertise in science and technology, therefore what all educators need is retraining that may improve their quality, curriculum content, and approach to teaching and learning.

TVET Educators' Retraining

• Why is retraining necessary?
• The effectiveness of TVET educators is crucial in determining whether parents in Malaysia opt to send their children to Technical Higher Institutions and pursue careers in TVET.
• In Malaysia, TVET educators would require retraining as a result of the 2006 introduction of new assessments for vocational students.
• This will address and evaluate the component of TVET instructors' retraining needs with regard to curriculum development, program design, the type of learning resources used, and stakeholder involvement.

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Instructional Approach and Resources

• Learning Based on Problems (PBL)
• Education Based on Work (WBL)
• Project-based education
• Blended education

Conclusion

• It is crucial to provide training and retraining to cultivate creative TVET educators. implementation of flexible yet cogent educator training programs at various levels, taking into account the high expectations of educators.
• Malaysia should use the new National TVET-Educator Qualification Standards as the benchmarks for evaluating applicants for admission to or discharge from particular educator-training programs.
• Educators must enrol in short-term courses to enhance their skills in order to overcome a shortage of training.