Cadangan garis panduan pelaksanaan Program School Enterprise dalam kursus teknologi pembinaan di Kolej Vokasional
The purpose of this study is to observe the implementation of the School Enterprise (SE) programme that comprised in Construction Technology course at Vocational Colleges in terms of its capabilities, implementation methods and challenges that faced during the implementation. There are three aspects...
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| Format: | Thesis |
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2013
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| Summary: | The purpose of this study is to observe the implementation of the School Enterprise (SE) programme that comprised in Construction Technology course at Vocational Colleges in terms of its capabilities, implementation methods and challenges that faced during the implementation. There are three aspects of abilities that were studied in this research which are the teachers’ skills, curriculum and training facilities. Meanwhile, there are five aspects studied to determine the method of implementation which are the delivery strategy, management, external cooperation, financing and evaluation. The findings were used to form guidelines for the SE programme. This research was accomplished with the combination of quantitative (questionnaires) and qualitative (semi-structure interviews) methods in the data collection process. The respondents are consists of 70 Construction Technology teachers that implement the SE programme at 7 Vocational Colleges. A pilot study on the use of questionnaires showed a high degree of reliability of Cronbach Alpha which is 0.96. The quantitative data obtained was analysed descriptively using the percentage and mean. T-Test analysis was used to determine differences of teachers’ skills capability based on the aspect of business experience. The significant level was set at 0.05. The results showed that the implementation capability of the SE was at a moderate level. Student-centered approach and direct production activities through training activities on based products have been used. The external collaborations are more focused on sharing of information and expertise compared to joint venture productions. In terms of management, SE activities are monitored by a special committee. It emphasizes more in transparency, especially the financial management. Meanwhile, the SE activities are generated by the combination of several sources of funding. However, it is still inadequate. The evaluation was conducted based on the criteria outlined in the objectives of the training modules. The findings of these studies showed that there was no significant difference in the ability of teachers' skills based on experience in business. There were several challenges identified on the SE implementation namely, the additional workloads, time constraints, lack of clear guidelines, lack of funding, incomparable quality product with the external market, the limited workshop space and lack of experience in the actual production. |
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