Application Of Work-Based Learning Model In Technical And Vocational Education: A Systematic Review

Rabiu Harun and Yusri bin Kamin ()
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Rabiu Harun: Department of Technical and Engineering Education, School of Education, Universiti Teknologi Malaysia, Johor Bahru
Yusri bin Kamin: Department of Technical and Engineering Education, School of Education, Universiti Teknologi Malaysia, Johor Bahru

Education, Sustainability & Society (ESS), 2019, vol. 2, issue 4, 01-04

Abstract: Technical and Vocational Education and Training (TVET) is envisioned to prepare a workforce which has knowledge of behaviour and skills that could enable them in securing and maintaining their job effectively. Thus, in carrying out the task, two main elements are involved; institution and workplaces. Students receive training in the theory aspect from school and practice in industry. Therefore, relationship between these two elements is essential for the attainment of goals TVET. This study aims to provide a systematic review of published researches on the current practice of Work-based Learning in TVET and to assess the major challenges that affect the relationship between school and workplace with a view to make recommendations for the best practice in future application of WBL in TVET. To achieve this aims, papers were selected in April 2018 with search terms “Work-Based Learning” “Conceptual Model of WBL” “WBL in TVET” and “Implementation of WBL in TVET” from five databases: Scopus, PsycINFO, Springer, Google Scholar, and ScienceDirect.16 research based article were evaluated published from 2000 to 2018. Findings revealed the extent of the implementation of WBL in TVET in tertiary institutions including universities is low. Emphasis was given to some aspects such as Student Industrial Work Experience Scheme (SIWES) leaving other aspects unexploited. These unexploited aspects include cooperative work experience, job shadowing, youth apprenticeship programme, internships among others etc. Factors affecting the implementation of WBL in TVET identified in the reviewed researchers were curriculum defects, poor policy framework, inadequate trained manpower to supervise the proper implementation and lack of WBL learning implementation framework in institution of learning. The findings add to the growing empirical evidence regarding the positive impact of WBL in TVET. Policy makers, educators, and the public can contribute to development of TVET by supporting the incorporation of WBL into standard TVET practices.

Keywords: Work-based Learning; Systematic Review; Technical and Vocational Education and Training (search for similar items in EconPapers)
Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:zib:zbness:v:2:y:2019:i:4:p:01-04

DOI: 10.26480/ess.04.2019.01.04

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