Vocational Colleges Curricula: A Comparative Study between Malaysia and Nigeria

Halliru Shuaibu Halliru Shuaibu,Yusri Kamin Yusri Kamin,Siti Hajar Mohd Amin Siti Hajar Mohd Amin,Sarimah Ismail Sarimah Ismail

doi:10.34256/ajir1949

Halliru Shuaibu Halliru Shuaibu, Yusri Kamin Yusri Kamin + Show 2 more

Open Access

https://doi.org/10.34256/ajir1949

Copy DOI

Abstract

The aims of Vocational Colleges (VCs) are to give training and impart necessary skills leading to the production of craftsmen who will be enterprising and self-reliant. Many developing countries face the problem of unemployment among graduates; this may not be far from curricula modules mismatching job requirements. The scenario of low participation of private sector in skills development of graduates exists in Nigeria as a result of which the needs of local industries is not met. The objective of this paper is to compare the curriculum framework, courses/subjects-matter, aims, modes of transaction, and evaluation strategies in VCs in Malaysia and Nigeria. The methodology used in this study involved gathering previous studies on comparative analysis in education through Google Scholar, Science Direct, and JSTOR. Related Procedia were also retrieved from Elsevier. Literatures show that students have to adapt with 21st century knowledge, skills, innovative practice and competence as key points to job creation and wealth generation. The findings of this paper show that the curriculum structures in VCs in Malaysia are more updated than in Nigeria. However, curricula in VCs in Malaysia and Nigeria still need some improvements in entrepreneurship skills. This is necessary for effective transmission of knowledge and skills from school to work environment in the 21st century.

Highlights

There are 80 Vocational Colleges (VCs) in Malaysia offering two types of programs, namely: Malaysian Vocational Diploma (MVD)and Ministry of Education (MoE)Apprenticeship Programme
For the MoE Apprenticeship programme, the use of National Dual Training System (NDTS) model from the Ministry of Development Department was modified according to the print of the Ministry of Education Malaysia to be awarded Malaysian skills certificate [3]
The programmes offered at VC are targeting 70% of graduates to the job market, 20% of students will continue their study and another 10% will become entrepreneurs as mention in Vocational Education Transformation (VET) [2]

Summary

Introduction

There are 80 Vocational Colleges (VCs) in Malaysia offering two types of programs, namely: Malaysian Vocational Diploma (MVD)and Ministry of Education (MoE)Apprenticeship Programme. Four types of certificates are given to graduates, viz: MVD, Malaysian Skills Certificate; Malaysian Vocational. This programme is offered to student after they finish their lower secondary school examination (age 16 years old), with the aim of nurturing their skills. For the MoE Apprenticeship programme, the use of National Dual Training System (NDTS) model from the Ministry of Development Department was modified according to the print of the Ministry of Education Malaysia to be awarded Malaysian skills certificate (level 1-3) [3]. The programmes offered at VC are targeting 70% of graduates to the job market, 20% of students will continue their study and another 10% will become entrepreneurs as mention in Vocational Education Transformation (VET) [2]

Methods

Discussion

Conclusion