Issues, Challenges, and Suggestions for Empowering Technical Vocational Education and Training Education during the COVID-19 Pandemic in Malaysia

Abstract

Technical Vocational Education and Training (TVET) is one of the critical drivers in the transformation of Malaysia's education system and contributes towards economic growth. It works to develop and equip individuals with current technical skills based on industry demand. Many issues faced by the government in the way to strengthen the field of Technical and Vocational Education and became worse when the outbreak of COVID-19 pandemic changed the way of delivering education from conventional methods to e-learning. Hence, the main thrust of this review paper is to highlight the issues of TVET education and challenges TVET education faced during the COVID-19 pandemic. For the findings, articles related with issues and challenges in TVET education during pandemic outbreak are chosen from SCOPUS, WOS and ERIC databases. The results have reported that lack of student motivation and career counselling, stigma towards TVET education, lecturer's competency and inadequacies of infrastructure resources in TVET are issues that happen in TVET education throughout the years while internet connectivity problem, learning platform, content of curriculum and assessment, the readiness of trainers and trainees for e-learning have been discussed as challenges of TVET education during COVID-19 pandemic.

The Dark Side of the Online Learning for Hotel Recreation: The Students Voice on the Perspectives and Challenges

“…These findings are consistent with previous research on online learning challenges, such as Ilias et al (2020), who stated that an unstable Internet connection and insufficient data capacity are two major challenges that contribute to issues related to online learning, and Mut et al (2020), who stated that Internet speed and quota had an impact on e-learning effectiveness. Furthermore, one of the challenges from this study, which was also observed in a prior study by Yeap et al (2021), was videos and online learning preparation. This issue demonstrates that to conduct online learning or hybrid/blended learning, instructors must devote more time and effort to developing interactive activities that use low Internet bandwidth.…”

Exploring the Experiences of TVET College Educators Regarding Virtual Learning During COVID-19 in South Africa

“…Nevertheless, research indicate that TVET colleges face several challenges resulting from various forms of change that have occurred in the sector over the past decades (Kraak, Paterson, & Boka, 2016). Furthermore, TVET colleges find it difficult to migrate to virtual learning because they focus more on practical skills and work-learning (Yeap, Suhaimi, & Nasir, 2021) This implies that the adapting to change has been a great challenge in the TVET sector. More importantly in situations where TVET college do not have online teaching and learning plartform in place prior to the covid-19 pandemic (Hondonga, Chinengundu, & Maphosa, 2021).…”

“…This was narrated by Ms. E and B respectively "the institution tries to do some short training where online learning platform was explained", and "Immediately the President announced the national lockdown, decision was made to replace traditional classroom to virtual classroom by the college management and little or no form of training could be provided within that period". This finding suggests that training is necessary to ensure a smooth transition to virtual learning because some TVET educators may lack the pedagogical knowledge, skills, and competencies required to facilitate virtual learning (Yeap, Suhaimi, & Nasir, 2021). The literature attests that educators' prior exposure to virtual learning, technological knowledge, pedagogical knowledge, and the support system influence their level of participation in virtual learning platforms (Lie et al, 2020).…”

“…The literature attests that educators' prior exposure to virtual learning, technological knowledge, pedagogical knowledge, and the support system influence their level of participation in virtual learning platforms (Lie et al, 2020). Furthermore, educators' involvement in professional trainings creates opportunities for them to collaborate with peers and outside organizations in creating interactive and effective pedagogy that can be used on virtual platforms (Yeap, Suhaimi, & Nasir, 2021). Thus, Cheok, Wong, Ayub, and Mahmud (2017, p. 30) recommend that "room to experiment, to make mistakes, to try again and finally learn must be made part of the school culture if change is expected".…”

Technical Vocational Education and Training (TVET) as a Means to Empower Secondary School Learners from Low Socioeconomic Backgrounds

“…This dire need is because the traditional kind of learning, which Okocha (2009, p. 83) called the "grammar type of education", is no longer sufficient to face the individual and economic challenges trending worldwide. According to Yeap, Suhaimi and Nasir (2021), vocational education empowers students for the world of work better than just academic education. Agreeably, the kind of education that is attuned to both theoretical and practical skills acquisition that TVET represents should be prioritised.…”