Articulation as a sustainability elements for technical and vocational education in secondary daily schools: an analysis of Delphi study

• Main Authors: Minghat, Asnul Dahar, M. Yasin, Ruhizan, Saud, Muhammad Sukri, Kamin, Yusri, Subari, Kamalularifin
• Format: Conference or Workshop Item
• Published: 2015
• Subjects: LB Theory and practice of education
• Online Access: http://eprints.utm.my/id/eprint/60797/; https://www.openeducationeuropa.eu/en/events/intcess15-2nd-international-conference-education-and-social-sciences
• Institution: Universiti Teknologi Malaysia

The development of a high quality education system in Malaysia is among the country's priorities. It is focused on the development of a human capital that is experienced, skilled, progressive and exhibits high moral and ethical values. The Education Development Master Plan (EDMP) 2006-2010 adopted by the Ministry of Education introduced 22 elective Vocational Subjects (VS) to the secondary school curriculum in order to develop vocational skills that would prepare students for skilled and semi-skilled work after school to underpin the economic development of the country. This study is to identify the key elements which support the sustainability of Vocational Subjects in secondary schools in Malaysia based on the strategies outlined by the International Centre for Technical and Vocational Education and Training (UNEVOC) based in Bonn, Germany. Twelve panels of experts in the field of Technical and Vocational Education in Malaysia have been involved in a study involving four rounds Dephi study. In the first round of interviews were carried out on a panel of experts based on the interview protocol. The results of interviews conducted found that articulation is one of the elements for the sustainability of VS in secondary schools. Subsequently, a questionnaire was developed with an expert panel through the second round Delphi study to the fourth round.