Professional Documents
Culture Documents
Dr. Paryono
SEAMEO VOCTECH Regional Centre (Seconded from Universitas Negeri Malang)
Quotes
“Each year Rolls-Royce plc receives more than 11,000
applications from well qualified, bright graduates wishing to
join the company, as well as many applications for its Modern
Apprentice and undergraduate schemes. What makes the
difference is an applicant’s ability to demonstrate what are
now widely referred to as key skills, such as working as a
member of a team, communication and interpersonal skills,
problem solving, and planning and taking responsibility for
one’s own learning and development. These are the skills that
differentiate the great from the good. They enable new
recruits to settle quickly into the world of work, to make an
early contribution to our company, and to ensure that they
remain equipped to meet the ever-changing challenges and
opportunities of a career with a successful business like Rolls-
Royce plc.” Operations Training Manager, Coca Cola
Enterprises
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Quotes (contd.)
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Background
Transferable skills are crucial skills comprising among others are (1) Self-
Management, (2) Planning and Organising, (3) Communication, (4)
Working with Others, (5) Problem Solving, (6) Initiative and Enterprise, (7)
Applying Numeracy, Design and Technology Skills, and (8) Learning (Brunei
country report, 2014).
These skills are applicable and transferable in different vocational and
social environment.
Transferable skills are the very important skills sought after by employers from
their job applicants. These skills are perceived as must have skills and more
crucial than the technical skills. (Husain et al., 2010, SEAMEO Secretariat
representative’s speech during the workshop, 2014).
The importance of transferable skills, especially in the 21st century was not
only for working but also for personal growth and quality of life (Vickers,
VTCT, UK, 2014).
There are challenges in imparting these skills to students, including the
suitable ways for monitoring and assessing the skills.
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Bases of the paper
Country reports from Brunei Darussalam, Indonesia, Malaysia, Philippines,
Thailand, and Vietnam.
Workshop co-organised by SEAMEO VOCTECH and UNESCO Bangkok on
the Integration of Transferable Skills in TVET Curriculum,
Teaching‐Learning, and Assessment in Bangkok, 13-14 March 2014. This is
part of the project on ENHANCING RESEARCH NETWORK THROUGH
COLLABORATIVE RESEARCH ON TRANSFERABLE SKILLS IN SIX SELECTED
SOUTHEAST ASIAN COUNTRIES funded by UK‐SEA Partnership Fund.
Participants of the workshop: 24 participants representing
the six (6) Southeast Asian countries: Brunei Darussalam, Indonesia, Malaysia,
the Philippines, Thailand, and Vietnam (9 researchers, and 3 representatives
from SEAMEO VOCTECH)
The United Kingdom (3 representatives) was represented by two experts on life
skills from the Vocational and Technical Charitable Trust (VTCT), a UK
Certification Body and also one from the British Council.
UNESCO Bangkok (3 representatives)
Pearson, FTI, QLF, and RTI (4 representatives)
SEAMEO Secretariat (1) and the Brunei Embassy in Thailand (1)
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Various definitions
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Components in TS*
8 Components + Attitudes and Values
Self-Management Balance
Planning and Organising Care and Concern
Competition
Communication Cooperation
Working with others Empathy
Problem solving Independence
Integrity
Initiative and enterprise Mutual Respect
Applying Numeracy, Design and Patriotism
Technology Skills Piety
Self-Confidence
Learning
Self-esteem
Self-reliance
Sensitivity
Tolerance
Vigilance
*Brunei country report
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Project activities
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Outputs of the project
Output 1:
The report can be downloaded from
www.voctech.org/publications
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The Integration of TS in TVET
Curriculum in 6 SEA countries
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Output 2a: Model of
Integration of TS in Curriculum
Multiple Assessors
Multiple Effective learning
Measurement tools and teaching
(Learner-centred, Integration in Teaching
Multiple evidence
experiential learning, & Assessment
problem-based
How to learning, project-
based learning,
Community/ acknowledge authentic teaching & Generic
Student Needs A
the skills? learning)
P
How do Contextualized P
Students Learn? R
Mapping O
Partial A
Integration C
TVET How do students Collecting
H
learn? Evidences
C Full Integration
U
R Goals & Set of
Integration Process Evaluation
R Indicator Transferable
I Skills
C Monitoring
U Teaching Guideliness
What should
L students master?
Assessment
U Instructors
-Transferable Relevancies Accreditation
M Strategies/
Skills
methods
-Technical and Support System
Vocational Skills Contents
-Industry Context Competencies in Competencies in Competencies in
Learning Course/program Time/schedule
and Experience Understanding Dealing with work
Capacity to learn, self and others environment Students
problem solving, Integrity, Flexibility,
willingness to take a Learning
team Dealing with pressure, Facilities
chance, work/building, Work ethic,
innovation & communication Positive attitude, Environment
creativity, and public Time management,
critical personality, speaking, Decision making
self reliance and confidence, mutual ability,
independence, respect and Pro-activeness,
Self evaluating, tolerance, Leadership,
self control, sensitivity, Negotiation skill.
self directed, vigilance,
self disciplines piety, emphaty,
pioness
CONTINUOUS DEVELOPMENT
Sources: Adapted from Robinson, N. & Vickers, S. (2014) &
Paryono, et al. (2014) Figure 7.4. A Proposed Model of Integrating Transferable Skills in TVET Curriculum.
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Mapping Components of transferable
skills in various occupations and the
suggested level for a skilled worker
C BT C C
TS Component Group 1 Group 2 Group 3 Group 4
Communication 2 3 3 1
Numeracy 3 1 3 3
ICT Skills 1 1 2 1
Patriotism - 1 2 1
Teamwork 3 2 3 2
Integrity 3 2 3 2
Safety Awareness 3 3 3 3
Self-presentation 1 3 2 1
Planning 2 3 3 3
Entrepreneurship 2 1 2 2
Leadership
TVET
Negotiation Skills
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Output 2b: Model of Integration
of TS in Teaching-Learning
At the
school
level
More focus
on student’s
A process to
performance
track the
learning
progress and
A process to
whole
acknowledge students
programme
Competencies in Understanding
who meet the standard
Self and Others requirement of
competencies
School/Institution/
Stakeholder Support By
awardin
g bodies
(UK)
Figure 7.7. A Proposed Model of Integrating Transferable Skills in TVET Teaching and Learning.
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Transferable Skills (TS)
Assessment and certification
Indonesia Malaysia Vietnam Brunei Philippines Thailand
Types of Involved other The TS subjects Using holistic Approaches 1. Assessed using
evaluation: parties: faculty are evaluated assessments, such employed: authentic
members, co- according to as a rubric. Other 1. TESDA (Technical assessment
1.Formative
curriculum, the general instruments used Education and through
and
instructors or regulations of in assessments Skill Development various tools.
2.Summative.
coaches. the school and are observations Authority) 2. Assessed and
university and & presentations. certification. reported at
Transferable Assessing TS involve
depending on During internship, 2. Criterion- faculty level.
skills are assessment rubric
the nature of TS are assessed referenced 3. Measured,
assessed to measure
the subjects. by industry. The assessments evaluated,
continuously. students’ TS, The
student will get (checklist, rubrics, and reported
student will receive
the certificate of etc). mostly for
grades at the end
achievement 3. Authentic certification.
of the semester
with descriptive assessment/perfor
(based on their
results. mance test.
achievements).
4. Teacher
observation and
feedback.
5. Client satisfaction
survey.
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Output 2c: Model of Integration
of TS in Student Assessment
MONITORING
At the Definition:
An evaluation process that
school concerns on the whole
level programme and processes
Key Points:
ASSESSMENT Performed by: mapping,
recognizing individual learning
plans and recording
Plan Plan
Plan SUMMATIVE ACCREDITATION
By Definition:
Do Do Do awardin A process to certify/
Review Review Review g bodies acknowledge the
(UK) competency &
credibility of students
based on standard
requirement
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Findings
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Findings
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Conclusions and
recommendations
Integration of TS in Curriculum:
It is advisable that TVET curriculum is more self-directed and
reflecting active development of competencies in work
projects (UNESCO, 2013).
Adopting a “mapping approach” using descriptors at
different levels (1 to 4, e.g. UK example) may be a suitable
way of integrating them in TVET curriculum and assessment.
Even though some of the member countries have adopted
various relevant approaches to teaching transferable skills,
such as learner-centred, PBL, inquiry-based, reflective learning
real life situation/workplace practice etc. the discrepancy
was still wide and implementation was still an issue. Some were
still superficial and lacking of meaningful implementation.
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Conclusions and
recommendations (contd.)
Integration of TS in Teaching-Learning process, echoing from UNESCO (2013)
recommendations:
The idea that teachers should act as the role model is important
considering that some of the transferable skills are better inculcated
through examples than through traditional teaching. This is in line with
UNESCO stating that transferable skills should not be taught using
traditional teaching style but through consultative and more learner-
centred.
“Teachers need to be passionate, enthusiastic, knowledgeable,
approachable and well organised in order to: (a) communicate to
learners the importance of generic skills in the workplace; (b) help learners
to acquire such generic skills; and (c) ensure that learners are then
capable of transferring these skills to new contexts.” (p. 10).
The adoption of vocation-specific projects, work-related tasks, and
facilitated under real working conditions are some of the important
approaches that teachers must consider.
Holistic and authentic assessment are advisable.
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Thank you
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