Sustainable Development Elements in the Vocational-Subjects Coursework of the Malaysian Secondary-School Curriculum

Ruhizan Mohammad Yasin, Asnul Dahar Minghat, Saemah Rahman

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Developing a high-quality education system in Malaysia is among the country's top priorities. The architects of this system are focused on developing human capital that is experienced, skilled, progressive and exhibits high moral and ethical values. The Education Development Master Plan 2006 to 2010, adopted by the Malaysian Ministry of Education, introduced 22 electives for Vocational Subjects (VS) in the secondary-school curriculum to help students develop vocational skills that will prepare them for skilled and semi-skilled work after they have completed school. It is hoped that the use of these skills will expedite the economic development of Malaysia. This study identifies the key elements that support the sustainability of VSs in secondary schools in Malaysia based on the strategies outlined by the International Centre for Technical and Vocational Education and Training, an organisation based in Bonn, Germany. The study which used methods developed by the Delphi group was undertaken with 12 experts in the field of technical vocational education. An interview and questionnaire were used and. The findings revealed 16 elements that contributed to the framework. These elements are creativity, innovation, networks and partnerships, staff development programmes, teaching methods, generic skills, industrial relations and internships, counselling, entrepreneurship, information and communication technology skills, interest, recognition, knowledge, competency-based training, articulation and the commitment of management. Researchers argue that all these elements are necessary for the sustainability of the subject which further will enhance sustainable development efforts nationally and globally.

Original languageEnglish
Pages (from-to)388-392
Number of pages5
JournalResearch Journal of Applied Sciences
Volume8
Issue number8
DOIs
Publication statusPublished - 2013

Fingerprint

Curricula
Sustainable development
education
Education
Malaysia
Industrial relations
economic development
Teaching
Innovation
Students
Germany
Economics
students
Communication
communication

Keywords

  • Delphi study
  • Malaysian school curriculum
  • Study
  • Sustainability education
  • Vocational education

ASJC Scopus subject areas

  • General
  • Engineering(all)

Cite this

Sustainable Development Elements in the Vocational-Subjects Coursework of the Malaysian Secondary-School Curriculum. / Mohammad Yasin, Ruhizan; Minghat, Asnul Dahar; Rahman, Saemah.

In: Research Journal of Applied Sciences, Vol. 8, No. 8, 2013, p. 388-392.

Research output: Contribution to journalArticle

@article{b180938dfaa541209c29db052ee9fb57,
title = "Sustainable Development Elements in the Vocational-Subjects Coursework of the Malaysian Secondary-School Curriculum",
abstract = "Developing a high-quality education system in Malaysia is among the country's top priorities. The architects of this system are focused on developing human capital that is experienced, skilled, progressive and exhibits high moral and ethical values. The Education Development Master Plan 2006 to 2010, adopted by the Malaysian Ministry of Education, introduced 22 electives for Vocational Subjects (VS) in the secondary-school curriculum to help students develop vocational skills that will prepare them for skilled and semi-skilled work after they have completed school. It is hoped that the use of these skills will expedite the economic development of Malaysia. This study identifies the key elements that support the sustainability of VSs in secondary schools in Malaysia based on the strategies outlined by the International Centre for Technical and Vocational Education and Training, an organisation based in Bonn, Germany. The study which used methods developed by the Delphi group was undertaken with 12 experts in the field of technical vocational education. An interview and questionnaire were used and. The findings revealed 16 elements that contributed to the framework. These elements are creativity, innovation, networks and partnerships, staff development programmes, teaching methods, generic skills, industrial relations and internships, counselling, entrepreneurship, information and communication technology skills, interest, recognition, knowledge, competency-based training, articulation and the commitment of management. Researchers argue that all these elements are necessary for the sustainability of the subject which further will enhance sustainable development efforts nationally and globally.",
keywords = "Delphi study, Malaysian school curriculum, Study, Sustainability education, Vocational education",
author = "{Mohammad Yasin}, Ruhizan and Minghat, {Asnul Dahar} and Saemah Rahman",
year = "2013",
doi = "10.3923/rjasci.2013.388.392",
language = "English",
volume = "8",
pages = "388--392",
journal = "Research Journal of Applied Sciences",
issn = "1815-932X",
publisher = "Medwell Publishing",
number = "8",

}

TY - JOUR

T1 - Sustainable Development Elements in the Vocational-Subjects Coursework of the Malaysian Secondary-School Curriculum

AU - Mohammad Yasin, Ruhizan

AU - Minghat, Asnul Dahar

AU - Rahman, Saemah

PY - 2013

Y1 - 2013

N2 - Developing a high-quality education system in Malaysia is among the country's top priorities. The architects of this system are focused on developing human capital that is experienced, skilled, progressive and exhibits high moral and ethical values. The Education Development Master Plan 2006 to 2010, adopted by the Malaysian Ministry of Education, introduced 22 electives for Vocational Subjects (VS) in the secondary-school curriculum to help students develop vocational skills that will prepare them for skilled and semi-skilled work after they have completed school. It is hoped that the use of these skills will expedite the economic development of Malaysia. This study identifies the key elements that support the sustainability of VSs in secondary schools in Malaysia based on the strategies outlined by the International Centre for Technical and Vocational Education and Training, an organisation based in Bonn, Germany. The study which used methods developed by the Delphi group was undertaken with 12 experts in the field of technical vocational education. An interview and questionnaire were used and. The findings revealed 16 elements that contributed to the framework. These elements are creativity, innovation, networks and partnerships, staff development programmes, teaching methods, generic skills, industrial relations and internships, counselling, entrepreneurship, information and communication technology skills, interest, recognition, knowledge, competency-based training, articulation and the commitment of management. Researchers argue that all these elements are necessary for the sustainability of the subject which further will enhance sustainable development efforts nationally and globally.

AB - Developing a high-quality education system in Malaysia is among the country's top priorities. The architects of this system are focused on developing human capital that is experienced, skilled, progressive and exhibits high moral and ethical values. The Education Development Master Plan 2006 to 2010, adopted by the Malaysian Ministry of Education, introduced 22 electives for Vocational Subjects (VS) in the secondary-school curriculum to help students develop vocational skills that will prepare them for skilled and semi-skilled work after they have completed school. It is hoped that the use of these skills will expedite the economic development of Malaysia. This study identifies the key elements that support the sustainability of VSs in secondary schools in Malaysia based on the strategies outlined by the International Centre for Technical and Vocational Education and Training, an organisation based in Bonn, Germany. The study which used methods developed by the Delphi group was undertaken with 12 experts in the field of technical vocational education. An interview and questionnaire were used and. The findings revealed 16 elements that contributed to the framework. These elements are creativity, innovation, networks and partnerships, staff development programmes, teaching methods, generic skills, industrial relations and internships, counselling, entrepreneurship, information and communication technology skills, interest, recognition, knowledge, competency-based training, articulation and the commitment of management. Researchers argue that all these elements are necessary for the sustainability of the subject which further will enhance sustainable development efforts nationally and globally.

KW - Delphi study

KW - Malaysian school curriculum

KW - Study

KW - Sustainability education

KW - Vocational education

UR - http://www.scopus.com/inward/record.url?scp=84890515260&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84890515260&partnerID=8YFLogxK

U2 - 10.3923/rjasci.2013.388.392

DO - 10.3923/rjasci.2013.388.392

M3 - Article

AN - SCOPUS:84890515260

VL - 8

SP - 388

EP - 392

JO - Research Journal of Applied Sciences

JF - Research Journal of Applied Sciences

SN - 1815-932X

IS - 8

ER -