Contoh ABSTRAK
2
First Technical and Vocational Education International Seminar 2014 (TVEIS 2014) PENDIDIKAN BERASASKAN PROSES PEKERJAAN (WPBL) KOLEJ VOKASIONAL MALAYSIA Tuan Aidil Khairuddin bin Tuan Abdullah, Fakulti Pendidikan Teknikal dan Vokasional, Universiti Tun Hussein Onn Malaysia. Haji Mohd Noor bin Hashim, Fakulti Pendidikan Teknikal dan Vokasional, Universiti Tun Hussein Onn Malaysia. [email protected] a , [email protected] b ABSTRACT The emphasis is of vocational system at upper secondary education level is more on acquiring generic skills that will stand vocational school leavers in good stead when they enter employment or more advanced vocational education than on acquiring high levels of technical competence in specific skills. However, we were dissapointed to see vocational school leavers entering the labour market being treated equally to their counterparts who are nonvocational leavers and lack the necessary work knowledge that is valued by employers. This phenomena raises the question of whether our TVET delivery systems are able to meet the enormous demands to train and retrain knowledge workers quickly enough and with the required workplace skills adaptability to meet the challenge of knowledge-based, market-driven economies. Faced with such a predicament, the Malaysian government embarked on a programme to turn Malaysia into a fully developed knowledge-based economy through post-15 years Vocational Colleges delivery system. WPBL are the tools of how workers learn to investigate and work their world around them and to construct meaningful concepts, so it’s essential for workers to have a good understanding of these skills. However, identifying and defining the WPBL skills is not always a simple task. Vocational preparation programmes of Vocational Colleges should play their role more on educating mature citizens rather than simply narrowing into learnable occupational skills. The fundamental concept of WPBL is ‘active’ learning that knowledges are used directly in the performance at work, and is typically constructed by workers when they are solving problems in the workplace. This paper suggests the importance of work process knowledge applicable for Vocational Colleges programmes in Malaysia. Penekanan sistem pendidikan vokasional pada peringkat sekolah menenegah atas lebih tertumpu ke arah memberikan kemahiran generik yang dianggap akan membuka peluang lebih cerah kepada lepasa sekolah vokasional untuk menyambung pengajian atau menceburi pasaran kerja berasakan kemahiran yang dimiliki. Bagaimanapun adalah mengecewakan apabila layanan yang diterima oleh lepasan sekolah vokasional kurang diendahkan, dan diberikan layan sama seperti mereka yang tanpa asas kemahiran proses pekerjaan yang dihargai oleh majikan. Fenomena ini menimbulkan persoalan adakah sistem 1
-
Upload
aidil-abdullah -
Category
Documents
-
view
53 -
download
0
description
contoh abstrak yang masih dalam pembikinan. sesuai untuk yang baru belajar buat abstrak. Kalau salah mohon tunjukkan..
Transcript of Contoh ABSTRAK
First Technical and Vocational Education International Seminar 2014 (TVEIS 2014)
PENDIDIKAN BERASASKAN PROSES PEKERJAAN (WPBL)KOLEJ VOKASIONAL MALAYSIA
Tuan Aidil Khairuddin bin Tuan Abdullah,Fakulti Pendidikan Teknikal dan Vokasional,
Universiti Tun Hussein Onn Malaysia.
Haji Mohd Noor bin Hashim, Fakulti Pendidikan Teknikal dan Vokasional,
Universiti Tun Hussein Onn Malaysia.
[email protected] a , [email protected] b
ABSTRACTThe emphasis is of vocational system at upper secondary education level is more on acquiring generic skills that will stand vocational school leavers in good stead when they enter employment or more advanced vocational education than on acquiring high levels of technical competence in specific skills. However, we were dissapointed to see vocational school leavers entering the labour market being treated equally to their counterparts who are nonvocational leavers and lack the necessary work knowledge that is valued by employers. This phenomena raises the question of whether our TVET delivery systems are able to meet the enormous demands to train and retrain knowledge workers quickly enough and with the required workplace skills adaptability to meet the challenge of knowledge-based, market-driven economies. Faced with such a predicament, the Malaysian government embarked on a programme to turn Malaysia into a fully developed knowledge-based economy through post-15 years Vocational Colleges delivery system.
WPBL are the tools of how workers learn to investigate and work their world around them and to construct meaningful concepts, so it’s essential for workers to have a good understanding of these skills. However, identifying and defining the WPBL skills is not always a simple task. Vocational preparation programmes of Vocational Colleges should play their role more on educating mature citizens rather than simply narrowing into learnable occupational skills. The fundamental concept of WPBL is ‘active’ learning that knowledges are used directly in the performance at work, and is typically constructed by workers when they are solving problems in the workplace. This paper suggests the importance of work process knowledge applicable for Vocational Colleges programmes in Malaysia.
Penekanan sistem pendidikan vokasional pada peringkat sekolah menenegah atas lebih tertumpu ke arah memberikan kemahiran generik yang dianggap akan membuka peluang lebih cerah kepada lepasa sekolah vokasional untuk menyambung pengajian atau menceburi pasaran kerja berasakan kemahiran yang dimiliki. Bagaimanapun adalah mengecewakan apabila layanan yang diterima oleh lepasan sekolah vokasional kurang diendahkan, dan diberikan layan sama seperti mereka yang tanpa asas kemahiran proses pekerjaan yang dihargai oleh majikan. Fenomena ini menimbulkan persoalan adakah sistem penyamopaian TVET kita mampu menepati kehendak untuk melatih dan melatih semula pekerja berpengetahuan sama pantas dengan kebolehan adaptasi kemahiran di tempat pekerjaan , bagi memenuhi cabaran ekonomi berasakan pengetahuan dan pasaran. Berasaskan cabaran ini, kerajaan Malaysia telah merancang untuk menjelmakan Malaysia ke arah negara berekonomi maju berasaskan sistem penyampaian Kolej Vokasional untuk remaja pasca 15 tahun.
PBPK (WPBL) adalah alat bagaimana pekerja mengkaji dan bekerja mengiikut kehendak dunia pekerjaannya dengan membina konstruk bermakna, supaya ia diperlukan oleh pekerja dalam memahami semua kemahiran pekerjaan ini.Bagaimana tugas mengecam dan menjelaskan kemahiran WPBL tidak semestinya mudah. Progarm persediaan vokasional pada peringkat Kolej Vokasional sepatutnya turut mendidik bakal pekerja pada usia pasaca 15 tahun sebagai warga matang, bukan setakat menjurus kepada jurusan kemahiran yang boleh dipelajari. Konsep asas WPBL adalah pembelajaran aktif sewaktu pekerja menyelesaikan masalah dalam rutin pekerjaan harian. Kertas ini mencadangkan keperluan melihat kepada kepenting pengetahuan proses perkerjaan yang boleh digunapakai untuk program Kolej Vokasional di Malaysia.
1
First Technical and Vocational Education International Seminar 2014 (TVEIS 2014)
Pendidikan Teknikal dan Vokasional (PTV) di dunia ini telah bermula sejak zaman perindustrian lagi
Keywords: Pembelajaran Berasaskan Proses Pekerjaan (WPBL), Kolej Vokasional, Pendidikan dan Latihan Teknik dan Vokasional (TVET).
References:Nicholas Boreham, Renan Samurcay and Martin Fischer (eds) (2002) Work Process Knowledge,
London: Routledge.
2
