Skills development for employability (TVET) in higher education: issues and challenges

Maclean, Rupert 馬敬言; Pavlova, Margarita

doi:10.1080/17516234.2011.630226

Cited by 12 publications

(11 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to Maclean and Pavlova (2011), "on the epistemological level there is a basis for developing close relationships between higher education and vocational education" (p. 325). At the launch of the Bradley Review of Higher Education, the then Deputy Prime Minister of Australia, Julia Gillard, called for a bridge between the two sectors of vocational and higher education (Gillard, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…The readings (Hager 2000;Hager & Laurent, 1990;Maclean & Pavlova, 2011;Symes, 2000;Pardy & Seddon, 2011) were chosen in part to facilitate student knowledge and engagement in the observation and reflection aspects of the study. Asking questions of what they observe then assists them in the process of constructing knowledge.…”

Section: The Context Of the Studymentioning

confidence: 99%

“…Perhaps the only difference is cultural and/or political, as suggested by Symes (2000) and Maclean and Pavlova (2011). By implication then, the question might be asked, is doing a Diploma of Education an example of vocational training or of higher education?…”

Section: Vocational and Higher Education Are Interwovenmentioning

confidence: 99%

See 2 more Smart Citations

Experiencing the Outdoors

Robertson¹,

Lawrence²,

Heath³

2015

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

Section: The Context Of the Studymentioning

confidence: 99%

See 1 more Smart Citation

Experiencing the Outdoors

Robertson¹,

Lawrence²,

Heath³

2015

View full text Add to dashboard Cite

“…Past reviews and reports in regards to TVET likewise have delegated a few proper 21st century skills that concentrated on reinforcing TVET. The skills contained responsibility and versatility, relational abilities, imagination and scholarly interest, basic considering and frameworks considering, data and media proficiency skills, and relational and community skills, adaptability, deep rooted learning, viable abilities, and employability (Hassan et al, 2011;Maclean & Pavlova, 2011;Wang, 2012).…”

Section: Introductionmentioning

confidence: 99%

Employability Skills for Hospitality Students in Malaysia

Ahmad¹,

Kenayathulla²,

Idris³

2017

MOJEM

View full text Add to dashboard Cite

Malaysia needs high skilled workforce to support growth of the industry. With dynamically changing job market and progressive technological change, employees are expected to keep abreast of global economics. In the process of achieving the status of developed nation by the year 2020, Malaysia needs to restructure its workforce to ensure that middle level workers are highly skilled. Current job environment demands multi-task and skills. Thus, university graduates must be prepared to meet the demand especially in the hospitality industry. The purpose of this study is to identify the level of employability skills in the hospitality field. This research applied quantitative methodology. The respondents consist of final year students in bakery and culinary programme. Stratified sampling was used to select students in hospitality programs from 22 vocational colleges in Malaysia. Questionnaires were distributed to 841 students in five regions which are Central, South, North, East and East Malaysia (Sarawak) in Malaysia. Descriptive analysis was used to analyse the quantitative data. The results showed that the level of hospitality employability skills among vocational students in Malaysia were at high level of competence (93.2%). The research has brought meaningful implications for hospitality vocational students, employers and policy makers.

show abstract

“…Vocationalisation can include such elements as the transparent vocational orientation of the school culture, the introduction and clear valuing of practical and/or vocational subjects, industry visits, vocational guidance, and applied ways of teaching general educational subjects to achieve a higher rate of successful transitions to work, training or higher education (Lauglo and Maclean 2005;Maclean and Pavlova 2011;Lee et al 2016). In the case of secondary education, within an international context, vocationalised secondary education refers to a curriculum which remains overwhelmingly general or 'academic' in nature, but which includes vocational or practical subjects as a minor portion of the students' timetable during the secondary school course (Lauglo and Maclean 2005).…”

mentioning

confidence: 99%