Work-Based Learning Conceptual Framework for Effective Incorporation of Soft Skills Among Students of Vocational and Technical Institutions

Gimba Dogara,Yusri Bin Kamin,Muhammad Sukri Bin Saud

doi:10.1109/access.2020.3040043

Gimba Dogara, Yusri Bin Kamin + Show 1 more

Open Access

https://doi.org/10.1109/access.2020.3040043

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Abstract

The importance of soft skills has been recognized in most fields, hence, various companies make judgments on work and success evaluation based largely on employees’ soft skills. Work-Based Learning (WBL), as an educational approach, can harness students’ potential in soft skills. This investigation aimed to generate a conceptual framework for WBL to effectively integrate soft skills among students in technical colleges. A sample of 268 technical teachers was drawn from a population of 302 technical teachers from 22 public technical colleges within the study area using a stratified random sampling methodology based on the complex heterogeneity of the population. The study adopted structural equation modeling (SEM) to determine the nexus underlying the model, using analysis of moment of structures (AMOS) version 20. The study results discovered WBL preparation (planning and designing), supervision, and evaluation each have a positive impact on soft skill development among technical college students. By way of recommendation based on the study findings, the government should formulate and implement suitable policies to enhance planning and designing in WBL programmes, particularly, to address the needs of students for adequate incorporation of soft skills at technical colleges. Technical teachers could employ the WBL-recognized elements in integrating workplace experiences to successfully promote students’ soft skills at technical colleges.

Highlights

Soft skills have been known to be key in advancing graduates' employability [1]
Objectives of the Study Given the graduates’ inadequate soft skills and the indiscriminate application of inappropriate teaching methods concerning the high rate of unemployment; it would be beneficial to critically investigate the perception of technical teachers on the components of Work-Based Learning (WBL) considered suitable for fostering soft skill, and explore the implications for the development of a WBL conceptual framework to effectively incorporate soft competencies among students of technical colleges
Current economic trends, challenges of the labour market for scholastically discharged young adults, loss of social community ties, and inadequate social means among many students have increased youth risk of disengagement from work. These drifts have challenged technical institutions to engage in lively teaching methods that could guarantee adequate integration of relevant skills among students

Summary

Introduction

Soft skills have been known to be key in advancing graduates' employability [1]. Soft skills are defined as all skills that are not firmly related to a specific job but are essential in whatever role they play, as they mainly contribute to relationships and effectiveness among people working in an organization [2, 3]. Soft skills are especially important as they make graduates effective in both personal and professional life, they are essential for a candidate pursuing any sort of job. The acquisition of solely technical skills in the graduates’ fields was found to be inadequate for graduates to gain jobs and to be effective at work [5, 6].

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