ACKNOWLEDGEMENT

I thank all who in one way or another contributed in the completion of this coursework

First, I give thanks to God for protection and ability to do work. I am so grateful being chosen

to be one of the students in technical education teacher institute campus (IPTEK).

Besides, the deep thanks to the lecturers in language department, the librarians, and

other workers in campus. My special and heartily thanks to my WAJ 3031 English Language

Proficiency II lecture which is Madam Zaritha binti Salleh, who always encouraged and

directed me. Her challenges brought this work towards a completion. It is with her

supervision that this work came into existence. For any faults I take full responsibility.

Other than that, I thank my fellow classmates in 2 PISMP RBT, Sherly Jewinly, the

person who in charge of this subject, and Rose Amani binti Rahim with Salinda binti Said for

the stimulating discussions, for the sleepless nights we were working together before

deadlines. Also I thank my friends in this campus. Besides that, I would like to thank my

parents Phang Joon Foong and Eu Hee Choo, who always stay beside for supporting me

spiritually and physically throughout my life.

Last but not the least; I would like to give thanks to my informants. Their names

cannot be disclosed, but I want to acknowledge and appreciate their help and transparency

during this coursework was done. Their information has helped me complete this

coursework.

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INTRODUCTION

English is a national wide language which needed for every country to grow their

economic by communicating using English language. Besides that, Language proficiency

carries out definition which able to read standard newspaper items addressed to the general

reader, routine correspondence, reports, and technical materials in the individual's special

field and also means the ability to use the language fluently and accurately on all levels

pertinent to professional needs.

In WAJ 3022 English Language Proficiency 1, we have received a coursework which

related to our major course, RBT (Reka Bentuk dan Teknologi). Related to that, I have

chosen a topic that is called TEVT whereby it strongly connected with the course. TEVT is

Technical and vocational education which broadly defined as “Education which is mainly to

lead participants to acquire the practical skills, know-how and understanding, and necessary

for employment in a particular occupation, trade or group of occupations (Atchoarena, D &

Delluc, A 2001). Apart from that, TVET means Technical and Vocational Education and

Training (TVET) where it concerned with the acquisition of knowledge and skills for the world

of work. Throughout the course of history, various terms have been used to describe

elements of the field that are now conceived as comprising TVET. Both of this connected

because RBT is the basic for TEVT which RBT will be studied by younger age student

whereby they were just in primary school.

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RELATIONSHIP BETWEEN TEVT AND RBT

In RBT, most of it was mentioned and teach about ‘hands-on’ skills. Besides that,

in RBT it mostly likes dual training system which has the same characteristics with the

compliment of TEVT in National Dual Training System (NDTS). Apart from that, as to be

a future teacher, this course or those skills can determine about the student’s interest in

the other words the strong part of them whether they are side in academic or technics

and skills. According to the Malaysia Education Blueprint 2013-2025 Preliminary Report,

TEVT is defined as “Vocational education prepares students for career requiring

expertise in a specific set of techniques. These careers range from technical or

vocational skills like carpentry to positions in engineering and other occupations. In

contrast to the technical stream which prepares students for further education, the

vocation stream is more career oriented.”

Roles of TEVT

In TEVT, which can simplify said as future RBT; contain many of roles and

inquiries. Due to the philosopher Bennell, P 1999, the role of TVET in furnishing skills

required to improve productivity, raise income levels and improve access to employment

opportunities has been widely recognized. Developments in the last three decades have

made the role of TVET more decisive; the globalization process, technological change,

and increased competition due to trade liberalization necessitates requirements of higher

skills and productivity among workers in both modern sector firms and Micro and Small

Enterprises (MSE). Skills development encompasses a broad range of core skills

(entrepreneurial, communication, financial and leadership) so that individuals are

equipped for productive activities and employment opportunities (wage employment,

self-employment and income generation activities).

Besides, the skills development is important for economic growth, poverty

alleviation, youth and women’s empowerment and social inclusion. Nevertheless, the

role of TVET is absent to a large extent in most policy documents. This gap is

particularly ‘puzzling’; Governments and donor countries consistently emphasize the

need for concerted efforts to build the human assets of the poor. Yet TVET is accorded

limited importance in donor financing schemes and discussions since the late 80s’

(Bennell P 1999). Several countries; developed and developing, such as Italy, Brazil,

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China, Sweden and Japan have given more recognition to TVET through adequate

funding. As a result, students get exposed to vocational training and to a culture of

scientific investigation and application at an early age.

Other than that, TEVT is being ascribed a central role in the discussion about

implementation of sustainable development and green economy, as it prepares people

to consider environmental and sustainability aspects for appropriate application in their

professional practice. By now, manifold concepts, measures and activities have been

developed and implemented in other to integrate environmental and resource protection

or requirements of sustainable development into TVET.

On-the-job training can help produce skills and competencies that may enhance

a company’s profitability and operability. Businesses are well placed as they know and

understand the requirements and needs of its business industry. Creation of a pool of

technical talent in various business industries to support the national, regional and global

market needs will diffuses in business. Apart from that, this can be link to the various

economic industries in Malaysia are encouraged to implement TEVT. In Figure 3 below,

taken from the Blueprint, are specific listings by target industries, showing opportunities

where TEVT initiatives may be set-up.

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As the conclusion, TEVT have a lot of benefits and the promotion of technical and

vocational education and training for industrialisation, economic development, wealth

creation and poverty eradication demands policies and strategies that address the cross-

cutting issues of quality and relevance of training, employability, collaboration between

training institutions and employers, accreditation of training providers (in the formal, non-

formal and informal sectors), assessment, certification, internal and external quality

assurance of training programmes, funding, and instructor training. This calls for a TVET

system that is competency-based and employment led, with proficiency testing of

learners and trainees as proof of competence. TVET should also be seen and

acknowledged by all stakeholders as a valid passport to a well-paid job or self-

employment or higher education and not as an alternative educational opportunity fit

only for early school leavers, the less academically endowed or the poor.

 

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STUDENT’S REFLECTION

First of all I would like to thank GOD for let this coursework done successfully,

besides, thousands of thanks for our lecturer Madam Siti Zaritha, and my fellow

friends. Apart from that, my parent whom I will never forget for their last longer

spiritually, mentally, and physically support.

During I finish this coursework; there were lots of barriers such as not enough

for reference and I cannot manage my time well and clearly. Due to this two

problems, I can feels that complete a coursework is not a simply work to do. It needs

a lot of time to think and managing the time well especially during this assignment’s

week. It is because; there is a mountain of assignment needed to be done in one

time in d date of submission. Therefore, I decided to manage my time using

timetable method, so I can complete the assignment before the date of submission.

Besides that, for reference, I have asked a lot of question with my lecturer and

friends to broad my thinking skills toward this coursework.

Thence, I have learned how to manage time perfectly, and know more about

TEVT. Since before this, I have no idea what is TEVT actually, but once I read the

article about this topic, its broad my mind and makes me think wider and makes me

want to write about this topic. So, without this coursework, I am sure that I would not

know about TEVT even a single thing. Hence, I really appreciate for existence of this

coursework.

For suggestions, I would like request for more reference books from library

because it is really important for the person or student like us. Apart from that, I also

would like recommend for the internet connection which always gains problems to

students by showing ‘line limited’ or does not function anyway.

As conclusion, this coursework is very important for students like me to learn

more about our major courses region so that we can answer the question from

student from next day.

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Bibliography

African Press Organization (December, 18th 2008). Kenya / US$ 37 million AfDB Loan in Support of

Technical, Industrial, Vocational and Entrepreneurship Training. Nairobi, Kenya

Altinyelkien K, H. (2004) Technical and Vocational Training in Developing Countries

Atchoerena, D. Delluc, A. (2001) Revisiting Technical and Vocational Education in Sub - Saharan Africa: an

update on trends innovations and challenges. Paris

Bennell, P. (1999) Learning to Change: Skills Development among the vulnerable and socially Excluded in

Developing Countries, Employment and Training. Geneva

Geert, P. (2008) Evaluation of the TVET Policy and Practice of ICCO, Woord En Daad and Edukans

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