Issues in Malaysia TVET throughout the year | |
Lack of student motivation and career counselling | There are three factors which are intrinsic, extrinsic and altruistic motivations will influence students to choose a TVET curriculum as their higher education after secondary school |
Stigma towards TVET education | Parents and community are the most influential factors that affect students’ motivation in pursuing TVET programs. |
Lecturer’s competency and inadequacies of infrastructure resources | Shortage of qualified teaching staff and skills in technical and vocational caused incompetence in teaching methods and classroom management, not interested in assigned subjects among lecturers |
Challenges in Malaysia TVET during outbreak COVID-19 pandemic | |
Institutes’ readiness to the new norm learning | It is difficult to migrate into online learning as TVET curriculum focuses more on practical skills and work readiness. Some practical skills cannot be done at home as some specific tools and equipment only provided by the institutions |
Instructors’ readiness to the new norm learning | Due to the pandemic COVID-19 outbreak, all education institutions must be closed to prevent widespread among students. This ad hoc response dramatically changes the teaching method and adapt with new norm teaching quickly. However, most instructors lack skills in e-learning usage and integrating ICTs in teaching pedagogy |
Students’ readiness to the new norm learning | Most students face problem with limited internet connectivity, remote training skills and lack of digital tools due to low socio-economics background. Besides, low motivation due to burnout from online learning also affected the collaboration in assessment and assignment among students |