Work-Based Learning: Employer Perspective Towards the Automotive Industry

Kamin, Yusri; Latib, Azlan Abdul; Amin, Nor Fadila Mohd; Saud, Muhammad Sukri; Ahmad, Adnan

doi:10.1166/asl.2018.10995

Cited by 6 publications

(5 citation statements)

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“…[BBW (Industry/Nissan)] For this reason, internship program students change their mindset about the goal, the benefits of participating in internships, have orientation through the preparation of "before and after" activities and have a high awareness of the field. The concept of industrial work unconsciously trains students to masterwork competencies after completing their studies and deciding to return to the industry [49]. Thus, through the experience of implementing WBL, students have consciously mastered the work climate, competence, cognitive attitudes, and values in career development [50].…”

Section: A Activities Pre Wbl-ii As Stated [Gso Ars Bfb Bag Wbw and Bbw]mentioning

confidence: 99%

Industry and Education Practitioners’ Perceptions Regarding the Implementation of Work-Based Learning through Industrial Internship (WBL-II)

Sutiman¹,

Sofyan²,

Arifin³

et al. 2022

IJIET

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The crucial problem in implementing Vocational Education on diplomas in Indonesia is the relevance of competence to industry needs, work culture, and sustainable career development. The industrial internship is one of the programs and subjects organized by Vocational Education to unravel the available chain of problems. However, the fact is that the implementation of industrial internships has not positively impacted students. This study explores industry and education practitioners' perceptions regarding applying work-based learning through an industrial internship for Vocational Education Diploma (VED). Fourteen expert practitioners were involved in data collection through semi-structured interviews. Qualitative data were analyzed thematically using NVivo 12. The findings in this study were grouped into two clusters or themes, namely the role of diploma education and the skills needed by students during internships in the automotive industry. The education sector must understand the mindset, internship orientation, program planning, career path orientation in industry, and mastery of case study competencies. Internship students must master the skills of observing, increasing efficiency, productivity, service functions and access to technology, and optimizing interactions with supervisors. The success of WBL-II is in the mutual interest of stakeholders and is integrated with the higher education curriculum. This study is an input for the professional implementation of WBL-II in the future.

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Section: A Activities Pre Wbl-ii As Stated [Gso Ars Bfb Bag Wbw and Bbw]mentioning

confidence: 99%

Industry and Education Practitioners’ Perceptions Regarding the Implementation of Work-Based Learning through Industrial Internship (WBL-II)

Sutiman¹,

Sofyan²,

Arifin³

et al. 2022

IJIET

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“…It is necessary to have a relevant learning model in order to establish a learning process that is in accordance with the requirements of the industrial world. The Work-Based Learning (WBL) model is an appropriate learning model for this situation because it provides students with real-life work experiences where they can apply academic and technical skills and develop their employability (Becker, 2007), and it has a positive impact on the development of Technical and Vocational Education and Training (TVET) (Anderson & Krathwohl., 2001;Thomas & Thorne, 2009;Uur et al, 2011;Fahad & Irfan, 2016;Kamin et al, 2018). In Indonesia, an educational program known as the Merdeka Belajar Kampus Merdeka (MBKM -Independent Campus, Freedom of Learning) has been launched by Minister of Education and Culture to meet the challenges of the industrial revolution (Yamin & Syahrir, 2020).…”

Section: Introductionmentioning

confidence: 99%

Impact of Work-Based Learning Models in Industry on Student Learning in the Application of Twood Construction

Abdullah,

Silalahi,

Body

et al. 2023

paperASIA

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The learning that occurs in class must be relevant to industry needs, because graduates must have competencies that suit the needs of the world of work and industry. So, efforts are needed to implement a learning model that is in sync with the world of work in industry, one of which is the work-based learning (WBL) model. It was found that there were still gaps in the one-way work-based learning (WBL) model there was no concept model that integrated Merdeka Belajar (MBKM - Merdeka Campus). To overcome these problems, research has been carried out by applying the MBKM model, with the concept of workplace learning (WBL) and in accordance with independent campus government policies and the industrial concept. This research uses a quasi-experimental method. The research sample consisted of students from the wood construction application program who were divided into two groups, namely the Control Group with 13 samples and the Treatment Group with 13 samples, so that the total sample was 26 consisting of students and lecturers from the Faculty of Engineering. The research instrument to measure the implementation of the MBKM-based WBL model in the control group uses the Project Based Learning (PJBL) model using cognitive ability tests and skills tests, as well as observation sheets to measure students' work attitudes. The findings show that when compared with the PJBL model, the learning outcomes of students who use the MBKM WBL model which is relevant to industrial concepts, skills, and attitudes, are much higher.

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“…Indeed, social interaction is a critical component of situated learning because learners become involved in a community-of-practice that embodies certain beliefs and behaviours to be acquired. experiences once the transformation of theory into practice has been taken place [4]. WBL offers plentiful opportunities for learners to acquire diversified skills with the assurance of harmonious relationship between school and world of work.…”

Section: Introductionmentioning

confidence: 99%

Application of Work-Based Learning Model in Technical and Vocational Education: A Systematic Review

Haruna¹,

Kamin²

2019

Edu.sust.Societ

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Technical and Vocational Education and Training (TVET) is envisioned to prepare a workforce which has knowledge of behaviour and skills that could enable them in securing and maintaining their job effectively. Thus, in carrying out the task, two main elements are involved; institution and workplaces. Students receive training in the theory aspect from school and practice in industry. Therefore, relationship between these two elements is essential for the attainment of goals TVET. This study aims to provide a systematic review of published researches on the current practice of Work-based Learning in TVET and to assess the major challenges that affect the relationship between school and workplace with a view to make recommendations for the best practice in future application of WBL in TVET. To achieve this aims, papers were selected in April 2018 with search terms "Work-Based Learning" "Conceptual Model of WBL" "WBL in TVET" and "Implementation of WBL in TVET" from five databases: Scopus, PsycINFO, Springer, Google Scholar, and ScienceDirect.16 research based article were evaluated published from 2000 to 2018. Findings revealed the extent of the implementation of WBL in TVET in tertiary institutions including universities is low. Emphasis was given to some aspects such as Student Industrial Work Experience Scheme (SIWES) leaving other aspects unexploited. These unexploited aspects include cooperative work experience, job shadowing, youth apprenticeship programme, internships among others etc. Factors affecting the implementation of WBL in TVET identified in the reviewed researchers were curriculum defects, poor policy framework, inadequate trained manpower to supervise the proper implementation and lack of WBL learning implementation framework in institution of learning. The findings add to the growing empirical evidence regarding the positive impact of WBL in TVET. Policy makers, educators, and the public can contribute to development of TVET by supporting the incorporation of WBL into standard TVET practices.

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Work-Based Learning: Employer Perspective Towards the Automotive Industry

Cited by 6 publications

References 0 publications

Industry and Education Practitioners’ Perceptions Regarding the Implementation of Work-Based Learning through Industrial Internship (WBL-II)

Industry and Education Practitioners’ Perceptions Regarding the Implementation of Work-Based Learning through Industrial Internship (WBL-II)

Impact of Work-Based Learning Models in Industry on Student Learning in the Application of Twood Construction

Application of Work-Based Learning Model in Technical and Vocational Education: A Systematic Review

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