Criteria for Sustainable Curriculum of TVET Teacher Education Programme in Malaysia

Abstract

The purpose of a Teacher Education programme is to produce quality teachers, especially teachers that can perform the task of teaching effectively and deliver the purpose of the National Education Philosophy, consequently leading to a sustainable TVET Teacher Education programme. One aspect that contributes to the sustainability of a programme is the curriculum. The curriculum has to be able to react with the changes took place in the workplace especially for a developing country like Malaysia. Hence, this study was carried out to explore the criteria for the sustainable curriculum of TVET Teacher Education programmes in Malaysia. A qualitative research approach was used for this study, and semi-structured interviews were conducted with 10 experts. Utilising this approach allowed the researcher to focus on experts' knowledge and experiences based on the issues explored. Data were analysed using thematic analysis with pencil and paper, while Microsoft Excel was used as a tool for data keeping. The study identified five main criteria for sustainability which includes i) specialization; ii) work-based design; iii) dynamic; iv) interactive teaching and learning, and v) international syllabus. It is expected that the outcome of this study will contribute towards the sustainability of TVET Teacher Education programmes in Malaysia thus improving the quality of TVET graduates to achieve the national goal of becoming a high-income nation.

Bibliometric analysis and science mapping of global scientific publications on technical vocational education training (TVET)

“…, 2015; Yunos et al. , 2019a, b), including the quality of teaching and pedagogical offered by an institution (Yunos et al. , 2019a).…”

“…The green curriculum development is also one of the essential implementations in a TVET programme (Hasan et al. , 2017) and the transition of curriculum and industry for employable demand (Yunos et al. , 2019b; Teane, 2021).…”

“…Thus, most of the studies related to "curriculum" focus on curriculum development (Albashiry et al, 2015;Yunos et al, 2019a, b), including the quality of teaching and pedagogical offered by an institution (Yunos et al, 2019a). The green curriculum development is also one of the essential implementations in a TVET programme (Hasan et al, 2017) and the transition of curriculum and industry for employable demand (Yunos et al, 2019b;Teane, 2021). For example, Teane (2021) states that TVET programmes promote a dual assessment throughout the course, which yields the technical knowledge and employability outcomes that will meet industrial needs.…”

A Comparison of Form 2 English Curriculum Change in Malaysian Secondary Schools

“…According to Yunos et al (2019), one aspect that concerns the sustainability of a programme is the curriculum. It must be in place to respond to changes in the workplace, especially for a developing country such as Malaysia.…”