TVET Teacher Professional Competency Framework in Industry 4.0 Era

Jafar, Dayangku Suraya Awang; Saud, Muhammad; Hamid, Mohd Zolkifli Abd; Suhairom, Nornazira; Hisham, Mohd Hizwan Mohd; Zaid, Yasmin Hanafi

doi:10.13189/ujer.2020.080534

Cited by 26 publications

(26 citation statements)

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“…Competent professional TVET educators are urged to have a balance of technical and non-technical competency to remain relevant (Jafar et al, 2020;Abdullah et al, 2019). Jafar et al (2020) highlighted the importance of professional competencies constructs, to increase educator's performance, specifically during the industrial revolution 4.0 era. Not just that, personal attributes, motive, physical and mental endurance of the TVET educators should also be combined.…”

Section: Imbalance Of Technical and Non-technical Competencymentioning

confidence: 99%

“…Not just that, personal attributes, motive, physical and mental endurance of the TVET educators should also be combined. The technical competency that was important comprises instructional design in planning, delivery, evaluation, classroom management, inspiring and facilitating student, student's career development, technology application as well as a deep understanding of subject matter play an important aspect to TVET education (Jafar et al, 2020).…”

Section: Imbalance Of Technical and Non-technical Competencymentioning

confidence: 99%

“…While, non-technical competencies or generic, or soft skills should always be strengthened and balanced in line with essential skills and professionalism (Jafar et al, 2020). This is even more important during technological advancement, the provision of new sets of skills for lifelong learning has become the essential skill for TVET educator's career development (Abdullah et al, 2019).…”

Section: Imbalance Of Technical and Non-technical Competencymentioning

confidence: 99%

“…This part discusses TVET educator that lack in self-concept, self-development, self-control, and self-confidence in improving their job performance. Jafar et al (2020) characterize the concept with a desire to build one's own life and as one of the ways to develop a TVET educator's profession. Through teaching experience, TVET educators should be more detailed and have a clear motive so that their desire for professional self-development can be more successful (Jafar et al, 2020).…”

Section: Lack Of Self-concept and Confidence In Improving Performancementioning

confidence: 99%

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What Else Matters? Competency of Malaysian Educators in Technical and Vocational Education: A Scoping Review

Saipudin¹,

Suhairom²

2021

Oj-TP

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This article reported up-to-date studies on competencies issues of TVET educators from Malaysia’s institutions. Various electronic databases were used and through systematic selection, 12 scientific articles were identified. The findings of the identified studies were organized by five emerging key matters (1) imbalance of technical and non-technical competency; (2) lack of practical skills training and work experience; (3) issue of greening TVET; (4) lack of self-concept and self-confidence in improving performance; and (5) lack of pedagogical approach for social and humanity competency. This review indicates that these five key matters about competency apply to the current norm of Malaysian TVET educators across all ages. Thus, the review concludes by suggesting educators to progressively increase their knowledge and skills through theoretical and practical training and real experiences acquired from home and abroad. This will enhance their competencies in line with the national and international core standards, that aim to produce skilled, knowledgeable, and high-quality workforces in various TVET industries.

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Section: Imbalance Of Technical and Non-technical Competencymentioning

confidence: 99%

Section: Imbalance Of Technical and Non-technical Competencymentioning

confidence: 99%

Section: Imbalance Of Technical and Non-technical Competencymentioning

confidence: 99%

Section: Lack Of Self-concept and Confidence In Improving Performancementioning

confidence: 99%

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What Else Matters? Competency of Malaysian Educators in Technical and Vocational Education: A Scoping Review

Saipudin¹,

Suhairom²

2021

Oj-TP

Self Cite

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“…The Industrial Revolution 4.0 requires a vocational education curriculum to adapt to real competencies and conditions in the workplace [2], [7]- [9]. This of course makes educators in the vocational education environment have to be able to develop their competencies and skills in order to fulfill the competence of graduates [4], [10]. One method of developing student competence is to determine learning strategies [11]- [14].…”

Section: Introductionmentioning

confidence: 99%

Development of Mobile Learning Media (MLM) to Enchance Students’ Understanding of CNC Programming Subjects

2020

IJATCSE

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This study aims to develop Mobile Learning Media (MLM) technology-based learning in learning programming of Computer Numerical Control (CNC) in vocational high schools. This development is important to improve student competence to be ready for work. Product development design uses the ADDIE technique which includes the stages of analysis, design, development, implementation and evaluation. The application of product development was carried out by using an experimental trial method with a random control group pretest-postest design. The number of research respondents are 120 students with 60 students in the experimental class and 60 students in the control class. Research data includes data on students' learning outcomes and interview data with students after the application of the use of mobile learning which has been developed. Analysis of research data used descriptive statistical techniques and independent sample T-test by using SPSS 2.0 software. The results showed that the use of MLM can facilitate students to learn anywhere and anytime. MLM in CNC learning can provide real learning on how the CNC program is run, so that it can increase students' motivation and learning achievement. MLM supports students' independent learning and makes students become more confident in mastering their competencies, so that teachers can do a variety of jobs easily.

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