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IMPACT ASSESSMENT STUDY OF SKILLS COURSES AT MALAYSIA COMMUNITY COLLEGES

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IMPACT ASSESSMENT STUDY OF SKILLS COURSES AT MALAYSIA COMMUNITY COLLEGES. by KAMARUDIN KASIM Department of Community Colleges, MALAYSIA YAHYA DON PhD Northern University of Malaysia International LifeLong Learning Conference 14-15 Nov. 2011 PWTC, KUALA LUMPUR.

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IMPACT ASSESSMENT STUDY OF

SKILLS COURSES AT

MALAYSIA COMMUNITY COLLEGES

by

KAMARUDIN KASIM

Department of Community Colleges, MALAYSIA

YAHYA DON PhD

Northern University of Malaysia

International LifeLong Learning Conference

14-15 Nov. 2011

PWTC, KUALA LUMPUR

introduction

The role of community college is to provide the relevant training and skills acquired for all levels of students.

  • The mision of community college is to become a centre of educational excellence in the fields of technology, business and service industry.
INTRODUCTION
introduction1

The Work-Based Learning (WBL) approach in Teaching and Learning (T&L) process is practiced.

  • National Implementation Task Force (NITF) serves as platform to enhance the role of community college in the development of quality human resource for the country.
  • Provide alternative access and become life long learning hub across all ages, academic achivement and skills for those who are conscious to study.
INTRODUCTION ..
purpose of study

To identify the profile impact of respondents towards life long learning concept at all community colleges in Malaysia from the following aspects:

  • i. Students attitudes towards skill couses offered in community colleges.
  • ii. Students self competence
PURPOSE OF STUDY
research metodology

Qualitative research- application of cross-sectional survey method based on questionnaires.

  • 687 samples were selected from 23 community colleges in West Malaysia.
  • The respondents - final semester course participants who were currently enrolled, and those who have completed short and long term courses in selected community colleges.
RESEARCH METODOLOGY
research instrument

This qualitative research instrument was divided into three sections:

  • A: Demographic information
  • B: Attitudes towards skill courses
  • C: Self-competence
RESEARCH INSTRUMENT
1 impact towards education and career development

Participants’ attitudes towards LLL concept were influenced by course impacts: job employment opportunities for them (88.7%).

  • 95% of respondents reported that they gained benefits from the courses conducted in community colleges.
  • 89.4% respondents agreed that the courses gave them opportunities to customize their own career for the future.
1. IMPACT TOWARDS EDUCATION AND CAREER DEVELOPMENT
1 impact towards education and career development contd

50.5% of respondents attitudes were focused on the skills courses.

  • 82.2% perceived that they did not waste time and money in learning skills courses.
  • 70.3% of respondents did not face difficulties in looking for job employment.
  • Overall, respondents had shown positive perceptions towards LLL in the aspects of job and education development (Mean = 4.02, SD = 0.66).
1. IMPACT TOWARDS EDUCATION AND CAREER DEVELOPMENT ... CONTD
2 attitude change in skills learning

86.5% respondents have reported that LLL skills courses were encouraged by their family.

  • Attitudes towards LLL were influenced by their perceptions towards job status; Respondents perceived that hard skills jobs were more respected by the community (65.7%)
  • Skills courses had contributed for the community welfare (78.6%)
2. ATTITUDE CHANGE IN SKILLS LEARNING
2 attitude change in skills learning contd

The family needed the respondents to be skilled workers (84.4%).

  • Technology played important role in problem solving (83.2%)
  • Respondents agreed that the are capable to succeed in skills disciplines (78.5%)
  • LLL concept in the aspect of “attitude change” - on average, respondents had shown ‘agreed’ (Mean = 3.96, SD = 0.67).
2. ATTITUDE CHANGE IN SKILLS LEARNING .... CONTD
3 the achievement of life long learning lll skills courses

56.4% respondents agreed that deep concentration is important in studying skills courses.

  • 64.1% respondents agreed that skills courses are innovative and 52.8% respondents have fun in producing new invention.
  • Skills manpower must be creative (56%) and creative thinking was one of the strengths to be mastered (58.4%).
3. THE ACHIEVEMENT OF LIFE LONG LEARNING (LLL) (Skills Courses)
3 the achievement of life long learning lll skills courses contd

52.8% respondents were happy to produce the projects with the skills they received (58.4%) and 58.4% reported that the skills have encouraged them to be more creative.

  • 55.2% respondents perceived that skills courses have contributed to the nation development.
  • Overal impact towards the achievement in LLL was positive (Mean = 3.94, SD = 0.67).
3. THE ACHIEVEMENT OF LIFE LONG LEARNING (LLL) (Skills Courses) ... CONTD
4 reinforcement impact of the course

61.6% respondents agreed that skills in Fashion and Tailoring courses helped them to be skilled workers and successful entrepreneur.

  • Automotive (46%), Hotel & Catering (64.3%), Electrical (44%), Beauty and Hairdressing (54.7%), Graphic dan Multimedia (40.9%), Information Technology and Computer (58.7%), and Hospitality & Tourism (50.5%).
  • Impact of LLL towards strengthening contents of skills courses was moderate (Mean = 3.32)
4. REINFORCEMENT IMPACT OF THE COURSE
5 impact of attitude towards job work and life long learning

Impact of attitude towards job was high (Mean = 3.82);

  • 88.5% or respondents agreed that group learning was better than individual learning;
  • 85.4% agreed that problems at workplace will be solved with several methods;
  • 81.7% agreed that problem solvings were more democratic (openness) while 55.1% reported that they knew what are the job scope of skilled workers.
5. IMPACT OF ATTITUDE TOWARDS JOB/work AND LIFE LONG LEARNING
5 impact of attitude towards job work and life long learning contd

The aspect of group learning was not fun and the repondents had shown moderate impact (Mean = 2.97).

  • Attitude towards LLL was positive (Mean = 3.67, SD = 0.79).
  • Respondents had given an “uncertainty” status regarding their enjoyment in group working before and after the course

(Mean = 2.85).

5. IMPACT OF ATTITUDE TOWARDS JOB/work AND LIFE LONG LEARNING ... CONTD
6 self competence

Respondents are happy with the current living status (54.4%);

  • They will not surrender in their life (48.4%);
  • They believe that hard working will solve many problems and will lead to the future success (53.5%);
  • The respondents were positive in receiving feedback regarding their work outcome (52.5%);
6. SELF- COMPETENCE
6 self competence1

Respondents always refer to the skills they learned in college whenever they face problems at workplace (51.4%);

  • Respondents will refer to successful friends to seek for advice and instruction in the work (47.1%).
  • Overal, impact of LLL from the aspect of self-competence was positive (Mean = 3.60, SD = 0.83).
6. SELF-COMPETENCE
discussion and recommendation

Respondents were confident that the courses they studied at community colleges will expose them to job employment (88%),

  • Respondents were confidents that their courses will return remarkable income (77%)
  • Respondents were confidents that they will have no difficulties to look for jobs after leaving college (70.3%).
Discussion AND RECOMMENDATION
discussion and recommendation1

Respondents were confident that the courses in community colleges helped them to be respected, be able to contribute to the community, and are potentially be more successful in the future.

  • LIFELONG LEARNING: Increase in achievement regarding the learning skills (Mean = 3.94).
  • Self-Competence: happy with the current life status; did not feel frustrate, self-confidence and possessed higher determination to work harder after graduating from college.
DISCUSSION AND RECOMMENDATION
conclusion

The reinforcement of Lifelong Learning from the aspects of attitude and interest should be given priority to enhance self reliance and confidence among community college graduates

  • To minimise social loafing(absenteeism) problems among college community students.
  • Collaborative networking between community colleges and skills training institutions should be extended to enhance job opportunities and students confidence levels.
CONCLUSION
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