Higher Technical and Vocational Education and Training Programmes and Its Impact on the Libyan Manufacturing Industry

Triki, Nuri M.

doi:10.20533/licej.2040.2589.2013.0183

Cited by 7 publications

(10 citation statements)

References 1 publication

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“…As work effectively in diverse teams, actions that show the features are i) respect cultural differences and work effectively with people from a range of social and cultural backgrounds, ii) respond openmindedly to different ideas and values, and iii) leverage social and cultural differences to create new ideas and increase both innovation and quality of work (The Partnership for 21st Century Skills, 2009). Trilling and Fadel (2009) stressing that social and cultural skills are the skills that every student needs to possess since the world of work does not limit the location of places in the 21st-century era. Technology can make many countries or region to collaborate and make things happen.…”

Section: The Level Of Life and Career Skills Possessed By The Studentmentioning

confidence: 99%

“…Some of the major problems that are reported in the National Graduate Employability Blueprint 2012-2017 (Ministry of Higher Education Malaysia, 2012) are skills that do not match, unable to solve the problem, and lack of skill knowledge. This shows that educational institutions need to seriously recognize the problem in enhancing the skills of their students (Triki, 2010). To be precise, academic qualification is not the only criterion in recruiting new employees considered by the employer.…”

mentioning

confidence: 99%

“…21st-century skills are defined as the set of skills students need to succeed in learning, work, and life in this century which comprise a variety of skills including learning and innovation skills, digital literacy skills, and life and career skills (Trilling & Fadel, 2009). It is a 'must-have' skills as it emphasizes what students can do with knowledge rather than units of knowledge they have (Silva, 2008).…”

mentioning

confidence: 99%

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Life and Career Skills among Technical and Vocational Education and Training (TVET) Students in Vocational Colleges

Abdullah¹,

Sumarwati

Aziz

2020

Oj-TP

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Unemployment is one of the problems faced by many countries. The International Labour Organization reported that there was about 6.67% unemployment rate in the United States, 5.24% in Germany, 7.3% in the United Kingdom, and 5.72% in Australia. Meanwhile in Malaysia, the unemployment rate was about 3.22%. This report was based on the unemployment rate in 2014 (International Labour Organization, 2014). According to the Department of Statistics Malaysia, the unemployment rate in Malaysia has increased by 17.1 percent, which is 610.5 thousand as compared to 521.3 thousand in the same month in 2019. The unemployment rate in March 2020 increased to 3.9 percent (The Office of Chief Statistician Malaysia, 2020). The report shows that labour force as people aged between 15 to 64 years, and

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Section: The Level Of Life and Career Skills Possessed By The Studentmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Life and Career Skills among Technical and Vocational Education and Training (TVET) Students in Vocational Colleges

Abdullah¹,

Sumarwati

Aziz

2020

Oj-TP

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“…According to Tansen, [12] it has been difficult for various nations across the world to make provision for quality training that can bring about such transformation. Triki, [13] however, asserted that there is a need to make a link between institutions and industries. Invariably, this is translated into a need to consider the inclusion of non-technical skills into the curriculum of technical and vocational education.…”

Section: Issn: 2252-8822 mentioning

confidence: 99%

The non-technical skills needed by graduates of technical colleges in metalwork technology

F¹,

Latib²,

Samari³

et al. 2019

IJERE

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This studycentered on the views of the professionals about the non-technical skills considered crucial as recruitment prerequisite among graduates of metalwork technology from technical and vocational institutions in Nigeria. It will also examine the possibility of integrating these skills into the curriculum. The study made use of the survey research design. One research question guided the study. The population for the study comprised metalwork technology professionals in Ogun State, Southwestern Nigeria. A 36-item questionnaire was the instrument used for data collection. The instrument was validated by experts from the University of Lagos (UNILAG). The reliability of the instrument was determined using Cronbach Alpha and the reliability index which stood at 0.79. The data collected were analysed using mean statistic and standard deviation. The study revealed that professionals placed great importance on communication skills, problem-solving skills, teamwork skills and self-management qualities among others, as important recruitment prerequisite among graduates of metalwork technology from technical and vocational institutions in Nigeria. The study concludes with the suggestions that non-technical skills should be integrated into the curriculum particularly in the field of metalwork technology in technical colleges. Students should be familiar with the employers’ recruitment criteria while they are still in schools in order to equip them with the necessary skills needed for employment.

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“…The preparation of a skilful and competent workforce is essential for educational development in Malaysia. Thus, to produce a futuristic workforce in higher educational system, there must be adequate cognizance of agents required in providing human resources for impending purposes [1]. The teachers must possess 21 st century skills to be considered as being ready for Malaysian educational system in this 4 th industrial revolution era.…”

Section: Introductionmentioning

confidence: 99%

Using e-Portfolio to Develop IMT Skills among Trainee Teachers in a Malaysian University

Ziden¹,

Rahman²,

Amzah³

et al. 2020

ujer

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Trainee teachers in Malaysia are encountering new development in the open market that requires skills of the 21 st century. This study thus investigated the skills of information, media and technology (IMT) among trainee teachers at a Malaysian university by exploring e-portfolio at Mahara@USM to improve IMT skills in the 21 st century. This study involved a quantitative method, which utilised questionnaires as a research instrument for data gathering activities. Also, a total of 265 trainee teachers were involved in this research for a seven-week intervention study. Using both descriptive and inferential statistics, this research data was analysed. In addition, the inferential statistics introduced in this study data analysis are t-test and ANOVA. These research findings have shown that trainee teachers possess the necessary IMT skills to prepare an e-portfolio. However, the findings of this research have shown that there is a significant difference in media literacy skills among trainee teachers from various majors. Trainee teachers and majors had no sign of information literacy skills in this enquiry. Additionally, there were no signs of information and communication technology skills among the trainee teachers and majors. This study contributes to the existing literature on 21 st century IMT skills for trainee teachers. This research fills the gap that exists due to global changes in IMT capabilities in the need for a pedagogical paradigm shift.

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Higher Technical and Vocational Education and Training Programmes and Its Impact on the Libyan Manufacturing Industry

Abstract: Abstract

Cited by 7 publications

References 1 publication

Life and Career Skills among Technical and Vocational Education and Training (TVET) Students in Vocational Colleges

Life and Career Skills among Technical and Vocational Education and Training (TVET) Students in Vocational Colleges

The non-technical skills needed by graduates of technical colleges in metalwork technology

Using e-Portfolio to Develop IMT Skills among Trainee Teachers in a Malaysian University

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