Career Transition Practice from Student Development Aspect: Best Practices in the Implementation of Special Skills Certificate Program in Malaysian Community College

Abstract

For every human being, career is essential in ensuring a better quality of life. This similarly applies to disabled people who are born with disabilities, be it physical, visual, sensory, intellectual or any other disabilities that make them face various challenges to ensure that they are able to obtain career opportunities appropriate to their abilities. This situation led to the need to conduct a study aimed at exploring the best practices in the transition practice to career in terms of student development, especially students with disabilities from the perspective of lecturers at Selayang Community College who are involved in teaching the Special Skills Certificate Program. Qualitative approach with case study design was used in this research. The researcher used the in-depth interview method using semi structural interview questions to collect data. For the purpose of selecting respondents, the researcher used a purposive sampling technique involving three lecturers. The findings show that elements such as the teaching of living skills, careerrelated teaching and working experience are among the best practices that need to be applied effectively in the implementation of a career transition so that these special need students are adequately equipped to go to work. At the end of the research, researchers also suggested several other approaches for further research in the area of career transition.

The Implementation of Industrial Training for Students with a Disability: The Role of Adaptability in Enhancing Their Workplace Well-Being

“…As for future studies, the researcher suggests that the practice of career transition among students with special needs be not only seen from the perspective of the practical approach (in terms of student development) but also be viewed in depth from other aspects like student-focused planning, family involvement, inter-agency collaboration and program structure to ensure an effective career transition program amongst students with special needs in the country (Ardzulyna et al, 2018). Whereas for the students themselves, it is recommended they should strive to be able to survive as a more independent person and be more adaptable and flexible in the workplace.…”

“…Industrial training programs enable SES to learn at school and at the same time gain hands-on experience in building positive attitudes and potential in the transition career field (Mercer, C. D., Mercer & Pullen, 2011;Norfishah, 2016). In Malaysia, researchers have agreed that industrial training for students with disabilities should be emphasised even at school level, especially in education programs that provide skills such as career transition programs (Ardzulyna et al, 2018). Thus, it is vital to have job placement services where SES are selected to attend industrial training in companies (Cheong & Sharifah Zainiyah, 2013).…”

“…Apart from career development, vocational training is a very critical experience for SES. The Malaysian Plan of Action for People with Disabilities 2016-2022, proposed by the Ministry of Women, Family and Community Development (2016), targeted to further increase the number of existing special need students attending the existing career transition program by 10 percent (Ardzulyna, Aznan, Abd Rahim & Hui Min, 2018). Yet, there were also organisations that claim there was a lack of support and attention in initiating and creating employment support systems for SES.…”

“…Yet, there were also organisations that claim there was a lack of support and attention in initiating and creating employment support systems for SES. Ardzulyna et al (2018) have suggested that the practice of career transition amongst students with special needs should not only seen from the perspective of a practical approach (in terms of student development), but also be viewed in-depth from other perspectives such as student-focused planning, family involvement, inter-agency collaboration and program structure, to ensure an effective career transition program among students with special needs in Malaysia. In Malaysian education scope, the Special Education Integrated Program (PPKI) implemented the Special Education Secondary School Curriculum Standard [KSSMPK] in 2017, which was added to the Upper Secondary Industry Apprenticeship program [PIMA]. The combination of these programs is helpful in enhancing SES's workplace adaptability.…”