This paper discusses in general about the background of the Orang Asli community in Peninsular Malaysia, the rights of the Orang Asli and the challenges the Orang Asli community have to face in sustaining indigenous tourism in Peninsular Malaysia. There are three Orang Asli ethnic groups in Peninsular Malaysia which are the Senoi, the Proto-Malay and the Negrito. Each Orang Asli ethnic group is divided into several tribes. Each clan or tribe inhabits the states of Peninsular Malaysia with its own culture and unique way of life. Thus this paper will discuss about the profile of the Orang Asli's community in Peninsular Malaysia from the perspective of the background and challenges of the Orang Asli in Peninsular Malaysia.
The Education Development Plan of Malaysia (Higher Education) carry the nation's aspiration to empower the technical and vocational education and training (TVET) in Malaysia. The emphasis on the development of high quality TVET graduates demands teachers and instructors of TVET who are highly knowledgeable and skilled. Thus, the emphasis on the quality of TVET teachers' education training of Faculty of Technical and Vocational Education (FTVE), Sultan Idris Education University (UPSI) has become an interesting issue that needs exploration. To evaluate the effectiveness of the education graduates, a quantitative survey research design using the Stuffelbeam evaluation model was carried out. The samples were FTVE graduates that have been placed in secondary schools and vocational colleges all over Malaysia. A total of 111 respondents have answered the questionnaire. The research findings showed that the level of professional knowledge, skills and practice were high. However, parallel to the concept of continuous improvement, the elements that are at the level of moderate will be evaluated for improvement. These research findings were expected to give some information to policy maker in TVET Teachers Training Provider to increase the quality of TVET graduates in UPSI specifically and Malaysia in general in order to uphold the aspiration to become a developed nation by 2020.
Several challenges have been found to develop and sustain collaboration between industries and vocational institutions, including funds, misunderstanding of objectives, policy limitation, and bureaucracy. This paper systematically reviewed five journals regarding the issues in collaboration between industries and vocational institutions, then identified a possible solution to improve that collaboration. A meta-analysis reviewed conducted on five related journals and research papers concerning cooperative relations vocational institutions with industries published within five years of this paper being produced from Emerald, EBSCOhost, ProQuest, and Sage Publication database sources. This study also found that collaboration between industries and vocational training centers can be improved if the government provides a clear policy to enhance mutual understanding between both parties. This approach can be used as a reference for Vocational institutions to strengthen the quality of vocational graduates by turning them into job-ready workers.
Graduates' employability plays a significant role in justifying the effectiveness of the technical and vocational education system (TVE). This issue has been debated among scholars for a long time and this concept has gained significant attention from organizational administrators as well as academicians. This study aims to understand more deeply about the dimensions of graduates' employability skills and it impact on graduates as workers and organizations. In-depth study has been carried out by analysing previous literature related to TVE, graduates' employability skills and training and development. This study incorporates a number of skills dimensions that are able to develop robust employability skills among graduates such as skill applications, self-efficacy, metacognition, entrepreneurial skills and soft skills. In this regard, it is a priority for the TVE system to equip graduates with the ability to apply skills, enhance self-efficacy skills, metacognition, entrepreneurial skills and soft skills so that graduates have the skills required by the organization to enhance graduates' employability. This study also summarizes the dimensions of employability skills from the perspective of the organization and TVE through the development of a model of graduates' employability. This model can be used by organizations and TVEs to identify and define key skills in graduates' employability skills.
The Electronic Hardware Repair and Maintenance Course (EHRM) is one of vocational courses at Malaysian Vocational Colleges which have theoretical concepts that students find difficult to understand. Thus, implementation of technological teaching aids (TA) has been expected to help teachers better explain the theoretical concept in this course. The purpose of this study was to identify the various teaching aids applied in EHRM learning sessions as well as to study the usage level of technological teaching aids. This quantitative study was conducted using the questionnaire as the research instrument, the data were analysed descriptively then were reported in percentage and mean. The samples of the study involved 360 students and 106 teachers in the field of Electronic Technology at Malaysian vocational colleges. The findings show that the most widely technological teaching aids used by the Malaysian Vocational college teachers in EHRM classes are radios, televisions, computers and LCD projectors. However, this study found that the use of online material, such as websites, in the EHRM Course is still at low level. This study also indicates that the overall usage of teaching aids in EHRM classes is still at moderate level. Based on the outcome of the study, teaching and learning of EHRM course in Malaysian vocational colleges have been suggested to increase the level of technological teaching aids usage, especially by utilising online-based learning resources to make class sessions more interesting as well as enhancing the student learning outcomes.
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