Developing the knowledge-based human resources that support the implementation of the National Dual Training System (NDTS): evaluation of TVET teacher's competency at MARA Training Institutions
Development in the world of technical and vocational education and training (TVET) on an ongoing basis is a challenge to the profession of the TVET-teachers to maintain their performance. The ability of teachers to identify the competencies required by their profession is very critical to enable...
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| Format: | Thesis |
| Language: | English English English |
| Published: |
2015
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| Subjects: | |
| Online Access: | http://eprints.uthm.edu.my/1573/2/MAHAZANI%20ALI%20COPYRIGHT%20DECLARATION.pdf http://eprints.uthm.edu.my/1573/1/24p%20MAHAZANI%20ALI.pdf http://eprints.uthm.edu.my/1573/3/MAHAZANI%20ALI%20WATERMARK.pdf |
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| Summary: | Development in the world of technical and vocational education and training (TVET)
on an ongoing basis is a challenge to the profession of the TVET-teachers to
maintain their performance. The ability of teachers to identify the competencies
required by their profession is very critical to enable them to make improvements in
teaching and learning. For a broader perspective the competency needs of the labour
market have to be matched by those developed within the vocational learning
processes. Consequently, this study has focused on developing and validating the
new empirical based TVET-teacher competency profile and evaluating teacher’s
competency. This study combines both quantitative and qualitative research
methodology that was designed to answer all the research questions. The new
empirical based competency profile development and TVET-teacher evaluation was
based upon an instructional design model. In addition, a modified Delphi technique
has also been adopted throughout the process. Initially, 98 elements of competencies
were listed by expert panel and rated by TVET institutions as important. Then,
analysis using manual and statistical procedure found that 112 elements of
competencies have emerged from seventeen (17) clusters of competencies. Prior to
that, using the preliminary TVET-teacher competency profile, the level of TVETteacher
competencies was found to be Proficient and the finding of 112 elements of
competencies with 17 clusters was finally used to develop the new empirical based
competency profile for MARA TVET-teacher. Mean score analysis of teacher
competencies found that there were gaps in teacher competencies between MARA
institutions (IKM) and other TVET institutions, where MARA-teacher was
significantly better than other TVET teacher. ANOVA and t-test analysis showed
that there were significant differences between teacher competencies among all
TVET institutions in Malaysia. On the other hand, the study showed that teacher’s
age, grade and year of experience are not significant predictors for TVET-teacher
competency. In the context of mastering the competency, the study also found that
three competencies are classified as most difficult or challenging, twelve
competencies are classified as should be improved, and eight competencies are
classified as needed to be trained. Lastly, to make NDTS implementation a reality
for MARA the new empirical based competency profile and the framework for
career development and training pathway were established. This Framework would
serve as a significant tool to develop the knowledge based human resources needed.
This will ensure that TVET-teachers at MARA are trained to be knowledgeable,
competent, and professional and become a pedagogical leader on an ongoing basis
towards a world class TVET-education system. |
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