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How to bridge the gap through ICT? A general overview of the trends, issues, hopes and
challenges in integrating ICT in teaching and learning in TVET
UNESCO Asia-Pacific Conference on
Education and Training (3-5 August 2015)
Dr. Theresa THANG Tze YianDivisional Director
Educational Design and Technology Division
Institute of Technical Education, Singapore
© Institute of Technical Education 2015
ITE College West (2010)
ITE College Central & HQ
ITE College East
ITE College West
MRT Route
Legend College Development Plan
– Ang Mo Kio Drive (2013)
– Simei Ave (2005)
– Choa Chu Kang Grove (2010)
ITE College East (2005)
ITE College Central & Headquarters (2013)
Institute of Technical Education, SingaporeONE SYSTEM, THREE COLLEGES
Governance and Education Model
ITE College West (2010)
© Institute of Technical Education 2015
“How to bridge the gap through ICT?” The Changing World of Works
randstadau. (11 Jul 2012). The World of Work - Did you know? [Video file]. Retrieved from https://www.youtube.com/watch?v=dV5c5s3bwio
© Institute of Technical Education 2015
Tremendous connectivity
© Institute of Technical Education 2015
Rapid technological advances
Retrieved from http://interestingengineering.com/
© Institute of Technical Education 2015
A new generation of workers
Retrieved from https://www.singaporepsa.com/our-commitment/innovation
© Institute of Technical Education 2015
People will no longer search for job. The jobs will find them via social media and online networks
Competition for global talent
© Institute of Technical Education 2015
What are the changing learning needs for current world of work?
© Institute of Technical Education 2015
Implications for Teaching in TVET
Varis, T. (2011). Policy Brief: ICTs in TVET. UNESCO Institute for Information Technologies in Education
© Institute of Technical Education 2015
Simulation Training - Centre for Healthcare
Passive waiting transforms into active learning in the reflection room
Learner centric, experiential, applied learning
Authentic or simulated learning environment
Teacher’s roles as facilitator and coach; co-learner
© Institute of Technical Education 2015
What are the gaps in current trends of teaching in TVET that cannot address the changing learning needs?
Traditional theory lesson in a class
Teacher demo a skill during Practical lesson
Student trying to do e-learning
Assessments that consist of MCQs for
theory and predictable
sequences for practical
© Institute of Technical Education 2015
What are the key areas of teaching that require some reforms to meet those gaps?
What is worth learning?
How do we know students are
competent and work-ready?
How do students acquire
competence and how do teachers
teach?
Authentic Learning Pedagogy
Authentic Assessment
AuthenticLearning
EnvironmentAlignment
Authentic Curriculum
© Institute of Technical Education 2015
Delivery of ICT-enabled learning to transform TVET
Student collaborating to find a solution to a real world
problem
© Institute of Technical Education 2015
THE SINGAPORE STORYCASE STUDY: INSTITUTE OF TECHNICAL EDUCATION
Key recommendations to ICT Integration into teaching delivery:
1. Strategic Readiness
2. Organizational Readiness
3. Technical Readiness
4. Pedagogical Readiness
5. Operational Readiness
© Institute of Technical Education 2015
ITE’s New Trailblazer Strategic Plan (2015-2019)
Engaging Pedagogy, Empowered Learning
Explore Innovative
Pedagogies
Intensify ICT-
Enabled Learning
ASPIREBetter Choices, Deeper Skills, Multiple Pathsfor students and graduates of Polys and ITE
CET Masterplan 2020Transforming the CET system for
a competitive and career resilient workforce
Committee for ICT-Enabled Learning
Expand Online Learning Opportunities for Students and Lifelong Learners
Strategic ProgrammesP7: Discipline- Specific Pedagogies P8: Authentic and Innovative Learning
Spaces P9: Learning Performance Analytics P10: Enterprise e-Learning Systems &
Delivery
© Institute of Technical Education 2015
An e-education culture throughout
ITE students’ learning journey that
enables all lecturers and students to
stay connected on and off campus;
collaborating with peers, creating
knowledge, managing learning and
monitoring progress
Vision for E-Education
© Institute of Technical Education 2015
© Institute of Technical Education 2015
ICT-Enabled Learning Steering Committee
IELSC
Learning Analytics
Exam Analytics
Academic & Learning Analytics
E-Assessment
Integrated Exam System
Student Administration &
Services
E-Learning For Students
Staff Professional Development
Foundation Modules
BYOD and Use of MyConnexion
System for Enhanced Internship
Recognition of Prior Learning
Online PD for staff
Purpose of IELSCTo oversee, prioritize and synergize the various enterprise level projects to achieve the desired outcome of pervasive ICT-enabled learning among our students
iStudent Upgrade
ePayment
© Institute of Technical Education 2015
Colleges
College WestCollege East
College Central
Off Campus
RestaurantFactoryHospital
© Institute of Technical Education 2015
MyConnexion – Learning Management System
iDe’Lite – Video with Annotation
© Institute of Technical Education 2015
Immersive Panoramic Learning Experience
Service Innovation Centre – Panoramic Screen in Learning Studio
Hands-on learning made safer in this virtual environment.
iCube @CC: 3D VR for Marine Engineering
© Institute of Technical Education 2015
Lecturer ICT Professional Development Framework
5 year transformation
Lecturer:
• Choose Technology• Create & Deliver content• Support self directed
learning
Lecturer supports:
• Learner suggests technology
• Student creates content• Collaborative Learning• Personalized Learning• Reflective Learning• Enhanced Internship
Knowledge Support Knowledge Deepening Knowledge Creation
Equip lecturers with the skills and knowledge to use ICT to help ITE students in these areas
Lecturer Driven Student Driven
© Institute of Technical Education 2015
Flipped Classrooms
Pre lesson tests allow LTs to group students for
differentiated instruction
Students collaborate in pairs or groups to learn
from each other Students do individual activity to check own
understanding
Lecturer provides support and guidance
to students
Output of Knowledge
creation
© Institute of Technical Education 2015
Bring-Your-Own-Device (BYOD)
Lecturer provides constructive feedback
to students
Students create and submit assignments
online
Students collaborate in
group discussions
Lecturer facilitates lessons with
digital resources
Students access learning materials
online
© Institute of Technical Education 2015
One Stop Knowledge Portal & Incidence
Tracking by Support Team
Monitor access to resources
LearnConnex Administrator
Monitor incidents by LTD Support
team
Mantis System
© Institute of Technical Education 2015
Communication & Community Sharing
LearnConnex Newsletter
e-Education Champions
Briefing Session on MyConnexion
Teachers’ Conference: ICT Enabled VTE© Institute of Technical Education 2015
THANK YOU
© Institute of Technical Education 2015
1
2
ACCELERATING HUMAN CAPITAL DEVELOPMENT FOR AN ADVANCED NATION
AMIR BIN OMARDIRECTOR
HUMAN CAPITAL DEVELOPMENT SECTION ECONOMIC PLANNING UNIT, PRIME MINISTER’S DEPARTMENT
3
To achieve high-income status by 2020, Malaysia must shift trajectory to grow GDP by ~5 to 6% p.a. over the next 5 years
US$
3,823
2000
US$
10,060
US$
18,000
2013
15,000
12,000
9,000
3,000
0
18,000
6,000
Minimum HIC
2005200019951990
Malaysia
202020182015
USD (thousand)
2010
2020*
24m
33m
2-3%
3.1
30m
2.1%1.6%
3.23.8
GNI
per capita
Population
Inflation
rate
Exchang
e rate
US$12,61
6US$15,00
0
Minimum level of HIC =
-69%
-63%
-
32%
-19%slower population
growth - productivity
will be engine of
growthExpected to reach
minimum level of high
income economy*
earlier by 2018
* minimum level of HIC GNI per capita USD$ 15,000
Source: Economic Planning Unit
Economic Planning
Unit
4
Productivity through quality human capital will be the foundation to achieve this aspiration
K
L
TFP
20202015201020001990
Assumption:
Industrial restructuring towards
- Capital intensive production
- Moderation in the use of work force
Increase in the usage of high technology,
quality employment as well as capital
efficiency
Contribution of Factor Input to
Potential Output Growth, 1990-2030
Services and manufacturing sector are
the main source of growth
Services
Mining
5%-6%
Agriculture
Manufacturing
2013 2020*
Construction
• Food-based agriculture
• High value-added
goods
• Capital deepening in
industries
• Dynamic
manufacturing with
more K-intensive
industries
• Modern services –
finance, business, ICT,
and manufacturing-
related services
Quality human capital –
skilled , K-workers needed
56%
59%
25%
23%
7%8%
4%
6%
7%5%
* target by 2020
Source: Economic Planning Unit
(CAGR 5.6%)
(CAGR
6.8%)
Economic Planning
Unit
5
HCD planning approach – covers both demand and supply
Education & training
Labour market issues• Wage structure
• Managing Foreign
Workers
• Job Creation
• LMI
• Labour regulation
(employment insurance)
Economy
Job creation
Population
Labour
force
quantity & quality
Matching the right supply of labour based on industry demand
States
Regional
corridors
industries
Training
providers
Economic Planning
Unit
6
Education sector - an important enabler in producing quality human capital to support economic growth
3rd 4th2nd 5th 6th 7th 8th 9th 10th
Razak Report
1956
Education
Ordinan 1957
Rahman Talib
Report &
Education Act
1961
Cabinet
Report
1979
New Primary School
Curriculum (KBSR) 1983
Integrated Primary School
Curriculum (KBSR) 1993
National Education Philosophy 1988
1st
Education
Blueprint - 2025
Private Higher Education
Institution Act 1996,National Higher Education
Fund Corporation Act
(PTPTN) 1997
1&2
Share to total DE (Development Expenditure) National Council on Higher
Education Act 1996
HRDF PTPK
SLDN
26%19%
20%
14%
Merger of
MOE & MOHE
The amount allocated for
education was 3.8% GDP
(2011) and the figure was
higher than OECD countries’
average of 3.4%
7,7605,8124,840
2,15276339131,062
43,29543,729
20,185
DE (RM mil)
PFI &
2015
8% 8%
16%
7%
10%13%
RMK 1-10
The landscape of education and training in HCD – allocation & development
Higher
Education
Blueprint -
2025
Economic Planning
Unit
7
Eleventh Malaysia Plan 2016-2020 :
summary focus on accelerating human capital development for an advanced nation
Improving Labour
Market Efficiency To
Accelerate Economic
Growth
Tranforming
TEVT to meet
industry
demand
Strengthening
lifelong learning
for skills
enhancement
Improving the quality
of education for better
student outcomes &
institutional
excellence
Economic Planning
Unit
8
TEVT as catalyst in producing high skilled workers
• More than 60% of job creation under Eleventh Plan require TEVT related qualification
in skilled and semi-skilled jobs categories
• Global trends towards enhancing and recognising TEVT
161k intake in 2013
Accreditation agencies
(MQA, MoE & DSD,
MoHR)
No specialisation
Star rating for private
TEVT institutions
registered with DSD,
MoHR
Limited recognition &
low premium
225k intake by 2020
Single governance body
(Academic & TEVT)
Institutions to specialise in
niche area and creation of
Centre for Excellence
Unified rating system for
Public and Private TEVT
Wider recognition & better
premium establishment of
MBOT
Improving perceptions and
intake of SPM leavers to
TEVT
Identifying TEVT governance
Specialisation of TEVT
institutions
Assessment in institutions
performance
RecognisingTEVT
qualifications
As is To beHow
Economic Planning
Unit
9
TVET Progression in Malaysia
Two public TVET institutions were established in Malaysia in 1964. Currently, more than 500 public
TVET institutions provide multiple programmes at all levels of education
Economic Planning
Unit
10
Human capital as key driver
to transform Malaysia as
high income & inclusive
economy
TEVT to produce human capital skills required by
the economy & support migration of economic
sectors towards knowledge intensive activities
Malaysia as a high
income nation by
2020.
Transforming TEVT to Meet Industry Demand Economic Planning
Unit
11
Science, technology and innovation as key factors contributing to economic growth
• Information and communication technologies (ICT) at the heart of economic
changes for rapid technological progress and productivity growth.
• ICT to enhance competetiveness in in the knowledge economy
• Producing graduates with 21st century skills and knowledge
78
77
74
74
67
67
66
64
64
64
63
Critical thinking/problem solving
Information technology application
Teamwork/collaboration
Handling diversity
Leadership
Oral communication
Professionlism/work ethics
Ethics/social responsibility
Written communication
Lifelong learning/Self direction
Foreign language
Skills most employers expect to become more important
%
Source:Gerald, C.D. 2009. Defining 21st century education. Education Week..USA.
Economic Planning
Unit
12
Information and Communication Technologies (ICT) will continue to
be enhanced & integrated to improve efficency, speed & effectiveness
Transforming TVET by enabling industry led approach
Establish a Single
System for
Accreditation
Harmonise TVET
Institutions Rating
Systems to Improve
Comparability
ELEVENTH MALAYSIA PLAN, 2016 – 2020:
Branding & promotion
Recognising
Technologists as
Professionals
Clearer Education
Pathways for TVET
Expanding Accessibility
to Higher Education
Enable Industry-led
Programmes
Strengthen TVET
Curriculum
Eliminate Low Impact
Programme
Optimise Resources
Develop High Quality
Instructors
Strategy 1:
Strengthening the
Governance of TVET
Strategy 2:
Enhancing TVET
Programme Quality and
Delivery
Strategy 3: Enhancing
TVET
Economic Planning
Unit
13
Human capital development strategies for 11th MP will emphasise on getting more insight from industry through…
GOVERNMENT
Industry Centre of
Excellence (ICoE)
Industry Lead
Councils
ACADEMIAINDUSTRY
Professionals Bodies
Chamber of Commerce
- Key industry
- Industry in regional/
corridor development
- NKEAs
- IPTA/S
- ILKA/S
University-led
growth –
Technopolis
Cluster -
UMP- Construction
- Automotive
- ICT
- E&E
- Biotech
- O&G (UTM)
- W/retail (UUM)
- Tourism (SEGi
University)
- Healthcare (UMPerlis)
Majlis Pembangunan
Modal Insan Negara
Related
Ministries/Agencies
Improvement in collaboration mechanism
Intelligent Partnership
Among EPU/ DOSM/ MOHR-
ILMIA to further improve LMI
through dedicated taskforce
Regular engagement with
industries
• Industrial engagement – identifying
sector & occupational labour demand
(September 2013)
This strategies will need MOE active
involvement, as the major talent supply for the
nation, in reshaping education policy with the
market requirements
Economic Planning
Unit
14
…and ILMIA as centre for LMI data warehouse (demand - supply) and analytics
Robust workforce
analytical solution
that can help
minimize the supply-
demand gap
Critical skills gap
Talent retention
Job creation
Quality of supply –employability
Quantity of supply
Competition for intake
Supply side issuesDemand side issues
Outcome
Progression towards analytical capabilities:
• Reengineering analytical capabilities align
with complex LM information and dynamism
• Powered ILMIA to be Labour Market
Information Analytics Centre of Excellence
Effective LMI dissemination and data
communication
• Accessible and friendly information – such as
“workforce dashboard” – tools require
periodically updated data to be shared by all
relevant government agencies
• Assist government, researchers, firms &
public in decision making decision/policy
formulation
Manpower planning at the national level…
Private sector Public sector Ministries/
agencies
Planning Coordination MonitoringEPU’s Role
Ministries/ agencies
Role
• Identify labour supply and manpower requirements
• Provide information for HCD policy formulation at national level
• Coordinate planning function at national level
• Coordinate HCD policies• Coordinate programmes for
human capital supply
• Monitoring HCD policies and project/programmeimplementation
• Monitoring HCD policy implementation
• Monitor labourmarket operation in private sector
• Provide skills training to fulfill industries requirements
• HCD public sector planning
• Coordinate and monitor HCD at agencies level
• Provide training to fulfill public sector requirements
• Provide skills training
• Provide inputs and information regarding education and training
MOEMOHR MITIMOHEPSD
DOS
Source: Surat Pekeliling Am JPM Bil.2/1986Notes: Min of Human Resources (MOHR); Public Service Department (PSD); Min of Education (MOE); Min of Higher Education (MOHE); Min of International Trade and Industry (MITI); Department of Statistics (DOS)
A comprehensive system of
• Collection;
• Analysis;
• Policy formulation; and
• Dissemination of LMI.
LMIS
Labour Market FrameworkWorkforce Dashboard: Easy-to-retrieve and easy-to-read format for a quick snapshot of the country’s labour market situation
Requirement:Labour Market
Information/Indicators
• Traditional and forward-looking labour indicators e.g. demand-supply of human capital, time-to-fill, job creation, sector critical skills, salary & wages, etc.
• Dashboard outputs can be used to prepare reports and analysis on labour market
i. Economic Censusii. Labour Force Surveyiii. Establishment Surveyiv. National Employment
Return (NER)v. Studies and Research
(e.g. Sector Studies, Wage, Corridor, Skills)
vi. Research work by other organisations
Data Source DashboardInformation and
Analysis
Outcomes
• Better insights into labour market issues
• Framework for determining supply and demand
• Further Initiatives for research on labour market issues
• Pilot through WB Project: Excel
• Subsequent stage: Interactive Graphic Interface
ILMIA Portal-Dashboard:• Core indicator• NKEA• Jobs• Salaries & Wages• Sector LMI• State LMI• Forward Looking• Interactive Chart
www.ilmia.gov.my
-Link to website of EPU,
DOS, PEMANDU, Talent
Corp, Bank Negara, MIDA
• Once LMIDW is completed, it will be an important data source for the dashboard
• The existing functionality ofLMIDW can be used to develop the graphic interface of the dashboard work prepared by WB
Number and characteristics of employed,unemployed and underemployed, includingthose in the informal economy and thoserelating to disabled workers
Income from employment, hours work
Number and characteristics of unfilled jobvacancies
Number and characteristics of migrants labour
Details of training needs of the economicallyactive population
Number and characteristics of graduate
Social dialogue and industrial relation – tradeunion membership, membership of employer’sgroup, collective agreements, industrialdisputes
Breaches of labour law
Social security
Labour productivity, labour cost
Occupational injuries and diseases
Consumer prices and household expenditure
Labour Statistics (LS) in Malaysia
• Population censuses and
household-based sample
surveys
• Establishment censuses
and sample surveys
• Compilations from
administrative records
Sources Of Labour Statistics
Development of LMI Dashboard
ILMIA has developed the Dashboard and launched it on 12 Dec 2013.
The LMI Dashboard covers information on :
MOVING FORWARD & RECOMMENDATIONS
1. Useful set of historical and forward looking LMIs .- use the 18 KILM of the ILO, mostly historical LMIs- on the basis of current and database to be developed, agree on priority forward
looking LMIs
2. Consolidate all labour market databases into a central warehouse to facilitateresearch and analysis
3. Outreach to all stakeholders on usefulness of LMIs and obtain feedback to streamline contents of Dashboard.
4. Utilise an appropriate channel for the effective dissemination of the Dashboard, research and analysis of labour market trends and issues.
5. Strive to make the Dashboard and the associated LMIs as key components and foundation for a revamped human capital planning framework.
6. Accelerate the capability building of ILMIA and leverage best practices and operatingmodel. i.e World Bank, ILO, JILPT, Korea, UKCES.
The development of comprehensive LMI will help Malaysia in formulating
constructive policy towards achieving high income nation.
The development and enhancement of LMI Dashboard will bridge the gap
between demand and supply in the labour market
Human capital development for increasing the workers’ competencies in
Malaysia can be achieved through capacity building.
The continuous updating system capabilities will be able to fulfill the need of
various groups
Continuous engagement and collaboration between various ministries,
agencies and private organisations through workshops, seminars and other
means to ensure the dashboard can meet the expectations of every
individuals.
Provide adequate and technically competent staffs, and improve capacity
building to ensure they remain competent in LMI field.
AMIR BIN OMARDIRECTOR
HUMAN CAPITAL DEVELOPMENT SECTION ECONOMIC PLANNING UNIT, PRIME MINISTER’S DEPARTMENT
www.epu.gov.my
Economic Planning Unit, Prime Minister’s Department
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