The rapid advancement of digital technologies and the evolving demands of the labour market have triggered transformative changes in the education and training landscape. In the era of cutting-edge technologies and digitalisation, traditional industry processes have been revolutionised, giving rise to new occupational profiles. Consequently, young talents entering the workforce need new competencies to cope with the infusion of rapid changes in technology. To address this, the integration of digital technologies in Technical and Vocational Education and Training (TVET) plays (...) a pivotal role in preparing individuals for Industry 4.0. The recent COVID-19 pandemic has further accelerated online and remote learning adoption, underscoring the imperative of digitalisation in TVET. The objective of this study is to identify strategies for technical TVET instructors to select content that is Industry 4.0 fit and can be implemented in TVET settings. Supported by evidence-based experts' recommendations, this study delves into instructional design strategies to enhance the quality of TVET in shaping Industry 4.0 ready talents. Developed through the consensus collective consensus, the model takes shape through the Nominal Group Technique (NGT) and Interpretive Structural Modelling (ISM) approach and involves nine experts, with each having more than ten years of experience in mechanical and manufacturing-related diploma programmes from both public and private TVET institutes in Malaysia. These experts have a wealth of experience and bring diverse perspectives, contributing from varied portfolios, which include curriculum development, assessment, media, industry advisor to institute, teacher training, and management. The findings revealed six prioritised strategies to be focused on. These strategies converged into three themes: industry-relevant work process-oriented, bite-size and flexible, as well as focus on the higher cognitive domain. The study offers a practical solution and reference for TVET practitioners in selecting content to ensure the talents are Industry 4.0-ready. (shrink)

Journal of Human Values, Volume 28, Issue 1, Page 29-43, January 2022. The COVID-19 crisis has revealed a need for rethinking approaches to education and livelihoods. Education in its present dispensation does not provide equitable access to children from marginalized segments of the population. It also suffers from deficits in the areas of social and emotional skills, over-emphasis on the three Rs, language used as a medium of instruction, and excessive competition for scoring marks, among others. There is very low (...) uptake of vocational education. The National Education Policy 2020 tries to address some of these issues and plans on closer integration of vocational education with the school framework. High unemployment rates of educated youth, along with underemployment due to skill mismatch, show poor school-to-work transition and underscore the importance of TVET for youth in the future. Skill already exists in the economy in informal knowledge systems which are largely undocumented and thus not acknowledged in the formal system. These need to be combined with Western-centric knowledge systems so that the imbalance between formally educated/trained workers and informally trained workers is redressed. There is also a need to bring back the joy of learning, as Tagore’s experimentation with education has demonstrated. (shrink)