Curriculum Changes in Vocational Colleges: Effects and Improvement Suggestions for Effective Implementation

Abstract

Industry-based curriculum in the context of vocational colleges is constantly changing to meet current industry needs. This process of change undoubtedly has a positive effect on the implementation of effective teaching and learning. However, this process also poses challenges in implementation, especially among lecturers. Therefore, this paper discusses curriculum changes in the context of Vocational Colleges by focusing on the effects and suggestions for improvement on effective curriculum implementation practices. In short, the level of readiness of lecturers in facing curriculum changes becomes a question and the ability of vocational colleges as study centers to face changes also becomes a big challenge to effective curriculum implementation. In addition, the workload of lecturers increases with the task of managing accreditation and recognition of professional bodies. Furthermore, the lecturer's skill level is still at a moderate level which is at least level three of the Malaysian Skills Certificate. Among the advantages of KV curriculum changes is the development of the latest curriculum according to industry progress and the graduates produced by KV also have the latest knowledge and skills according to industry requirements. In addition, KV lecturers are also always able to improve their skills and knowledge in line with curriculum changes. However, there is also a weakness in the result of curriculum change, which is when it involves vulnerable groups who resist change, where lecturers will feel pressured by changes that are too frequent. Therefore, several strategies are proposed to improve the effect of curriculum changes such as creating special staff for accreditation management and rearranging the division of KV lecturers' duties so that lecturers can face any changes effectively. In conclusion, curriculum changes will have positive and negative effects on all parties, especially lecturers as change agents.