A Comparison of the Work-based Learning Models and Implementation in Training Institutions

Ismail, Syamhanim; Mohamad, Mimi Mohaffyza; Omar, Norasyikin; Heong, Yee Mei; Kiong, Tee Tze

doi:10.1016/j.sbspro.2015.08.153

Cited by 19 publications

(13 citation statements)

References 6 publications

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“…The implementation of WBL provides benefits for students, the industry where it is hosted, and higher education institutions. Among them: students have applied academic and technical learning, developed work competencies, built a relationship between education and work, explored career paths, were oriented to post-graduate job choices, and became accustomed to positive things, attitudes, and work relationships, building networks professionals for future work, and received recognition in the form of industrial certificates [9], [26], [28], [30], [31]. The benefits obtained from the industry are the production of potential, skilled, and highly motivated prospective employees, reducing training costs, providing career development opportunities, building meaningful relationships, and increasing human resource capacity [32].…”

Section: A Work-based Learning (Wbl)mentioning

confidence: 99%

Industry and Education Practitioners’ Perceptions Regarding the Implementation of Work-Based Learning through Industrial Internship (WBL-II)

Sutiman¹,

Sofyan²,

Arifin³

et al. 2022

IJIET

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The crucial problem in implementing Vocational Education on diplomas in Indonesia is the relevance of competence to industry needs, work culture, and sustainable career development. The industrial internship is one of the programs and subjects organized by Vocational Education to unravel the available chain of problems. However, the fact is that the implementation of industrial internships has not positively impacted students. This study explores industry and education practitioners' perceptions regarding applying work-based learning through an industrial internship for Vocational Education Diploma (VED). Fourteen expert practitioners were involved in data collection through semi-structured interviews. Qualitative data were analyzed thematically using NVivo 12. The findings in this study were grouped into two clusters or themes, namely the role of diploma education and the skills needed by students during internships in the automotive industry. The education sector must understand the mindset, internship orientation, program planning, career path orientation in industry, and mastery of case study competencies. Internship students must master the skills of observing, increasing efficiency, productivity, service functions and access to technology, and optimizing interactions with supervisors. The success of WBL-II is in the mutual interest of stakeholders and is integrated with the higher education curriculum. This study is an input for the professional implementation of WBL-II in the future.

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Section: A Work-based Learning (Wbl)mentioning

confidence: 99%

Industry and Education Practitioners’ Perceptions Regarding the Implementation of Work-Based Learning through Industrial Internship (WBL-II)

Sutiman¹,

Sofyan²,

Arifin³

et al. 2022

IJIET

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“…Research by Ismail et al also found that there was an increase in cognitive, affective and skills in students who learn directly from the workplace. Discovering the concept of Work Based Learning Arizona where Work Based Learning must involve three zones, namely the involvement of students, educational institutions and the industrial world [18]. Other research also suggests that Work Based Learning is effective in improving the work skills of vocational education graduates in Europe so that government support is needed in implementing this policy by providing policies to learning provider institutions [19].…”

Section: Resultsmentioning

confidence: 99%

Implementation of Work Based Learning as an Effort to Increase Student Competence in Vocational Midwifery Education

Marlina¹,

Gumayesty²,

Raviola³

et al. 2019

Proceedings of the International Conference of CELSciTech 2019 - Social Sciences and Humanities Track (ICCELST-SS 2019)

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Work Based Learning is a learning model that presents students directly in the workplace to gain direct work experience and improve psychomotor aspects. This study aims to examine the application of work based learning model learning in diploma III midwifery students at STIKes Hang Tuah Pekanbaru. The research method is Quasy Experiment with group work based learning model learning and group simulation learning model with phantom in the laboratory for pregnancy examination material especially Leopold I-IV practice. Students in each study group consist of 25 people, a work based learning model using an internship approach for 1 month with a duration of 3 hours in the workplace. The success of the study was assessed from the improvement of cognitive, affective and psychomotor aspects that were prepared in accordance with the competency assessment guidelines for midwifery graduates. The results obtained that learning with a work based learning model using the internship approach is more effective in increasing the realm of cognition and affective and significantly increasing the psychomotor domain based on the results of statistical analysis when compared with simulation learning methods using phantom in the laboratory. Therefore a written policy is needed to be able to use and apply a work based learning model internally in the study of STIKes Hang Tuah Pekanbaru midwifery programs.

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“…Conceptualization of WBL legitimately underpins discipline-based learning that shapes the premise of higher and skilled based training. It additionally proposes work learning that happens in a more extensive and basically transdisciplinary or post-disciplinary system that can fuse disciplinary learning [2]. Work-based learning is one of the learning structures that has been drilled most particularly in developed nations of the world and meets towards the theory of constructivism.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Brodie and Irving [1] affirmed that TVE emphasizes skills, knowledge and attitudinal acquisition for improved productivity and selfreliance through expertise in areas such as Electrical Technology among others. Electrical Technology Education (ETE), according to Ismail, Mohamad [2], is a programme of instruction that equips students with in-depth understandings of electrical and electronic knowledge and skills through the integration of theoretical and practical courses. Electrical Technology as described by Monroe Career and Technical Institute [3] is a form of education that prepares individuals to apply technical knowledge and skills necessary to install, operate, maintain and repair electricallyenergized residential, commercial and industrial systems.…”

Section: Introductionmentioning

confidence: 99%

Functional Approaches for Applying Work-based Learning into Electrical and Electronic Technology Education in Nigeria

Haruna¹,

Kamin²,

Buntat³

et al. 2019

IJEAT

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The study examined functional approaches for applying work-based learning (WBL) into Electrical and Electronic Technology (EET) in northwest Nigeria. Survey research design was adopted to carry out the study. Random sampling technique was used to select two tertiary institutions offering Electrical and Electronic Technology. The entire 32 lecturers of EET from the two tertiary institutions and 64 supervisors of registered Electrical Technology firms in the two states making a total of 96 respondents were used for the study. Data were obtained using structured 48-item questionnaire titled ‘Functional Approaches for Applying Work-based Learning Questionnaire (FAAWBLQ)’. Data collected were analyzed using descriptive statistics such as frequency, percentages and mean ratings. In interpreting the results, work-based learning experience with percentage score of 50% and above were interpreted as ‘Practiced’ while those with less than 50% were interpreted as ‘Not Practiced’. Using 2.50 as the cut-off point, items with mean values of 2.50 and above were interpreted as ‘Agreed’. The results of the study showed that only 2 out of the 17 identified work-based learning components were practiced for skill acquisition in Electrical Technology in Northwest Nigeria. In addition, the study identified administrative, school-industry and resource inputs approach for effective application of WBL that will guarantee skill acquisition in Northwest Nigeria. The study recommended policies to strengthen a dynamic and robust WBL in technical and vocation education (TVE) in Nigeria and that work-based learning framework in Nigeria be carefully developed and overseen by Industrial Training Unit (ITU) of education sector to coordinate the synergy between training institutions and industry for improved skill acquisition of the teaming Nigerian youths.

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A Comparison of the Work-based Learning Models and Implementation in Training Institutions

Cited by 19 publications

References 6 publications

Industry and Education Practitioners’ Perceptions Regarding the Implementation of Work-Based Learning through Industrial Internship (WBL-II)

Industry and Education Practitioners’ Perceptions Regarding the Implementation of Work-Based Learning through Industrial Internship (WBL-II)

Implementation of Work Based Learning as an Effort to Increase Student Competence in Vocational Midwifery Education

Functional Approaches for Applying Work-based Learning into Electrical and Electronic Technology Education in Nigeria

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