Self-design Project Based Learning: Alternative Learning in Vocational Education

Abstract

The purpose of this study was to obtain a self-design project based learning model as an alternative model to improve students skills. The design-based research and descriptive analyticwas implemented using interview, Focus Group Discussion (FGD), observation and document analysis. An interview was implemented to explore the basic orientation regarding product design, FGD was utilized to obtain the characteristics of the learning modelthatadoptedthe project-based learning (PBL) and work-based learning (WBL) involving expert participants from industry practitioners, vocational school teachers (mechanical engineering) and representative from professional certification bodies. An observation was to evaluate the competency standard involved the industry partner, and document analysis was to finalize the suitability of competencies that meet the standard. The result; this study suggests an integrative composition of materials that may applicable to guide and improve students’ learning;comprises of teaching and learning guidance in the integrative composition materials that might be able to make learning industrial nuance. The concept of vocational education is expected to produce competence graduateswhomeet the demand from industry. An application of this model provides an opportunity for students to gain experience as an industrial workers, as well as to grasp the actualcompetencies needed in the workplace.

Importance of Digital Skills for Competitive Labour Force – Challenges in Work-Based Learning in Latvia

“…Using a skills bank for work-based learning (Hatfield, 2007) is new and innovative approach for vocational education where importance of attitude towards tasks as well as good level of digital skills are noticed and stressed. Researchers have analysed also findings and practical usability of self-design project based learning, considered as an alternative and successful learning model for vocational education (Hamdani & Suherman, 2021) as well as the development of mapping tool for the workbased learning activities (Lemanski & Overton, 2016). Researchers have analysed how work-based learning influences and changes leadership on different levels (Raelin, 2011) identifying important factors for supporting leadership development.…”