LIFE AND CAREER SKILLS AMONG TVET STUDENTS IN
POLYTECHNICS IN MALAYSIA
by
NURHANIM SAADAH BINTI ABDULLAH
Thesis submitted in fulfillment of the requirement
for the degree of
Doctor of Education (Educational Technology & Multimedia)
February 2016
ii
ACKNOWLEDGEMENT
Alhamdulillah, I praise for the greatness of ALLAH s.w.t that never stop helping me
through my journey. He is the Almighty that gives me this journey and grant me to
walk through this journey with His bless and generosity.
First of all, I would like to express my greatest gratitude to my beloved supervisor
Associate Professor Dr. Azidah bt Abu Ziden for her support, inspiration and
knowledge sharing throughout my journey. She never gave up upon me and always
positive in educating and providing opportunities for developing my personality as a
real educator. I would never gone this far without her help and support. Her
constructive comments have made me understand the way to write a better piece of
intellectual writing until today. Thank you Allah for choosing her to be my supervisor.
I will always respect her wholeheartedly.
I am very grateful to have known Associate Professor Dr. Nordin Abdul Razak, who
is always passionate in teaching me statistics until I thoroughly understand the concept
in choosing appropriate statistical approach in a specific research. Thank you again for
your never ending support in helping me in many ways that only Allah can repay your
kindness. I am very lucky to have known you throughout this journey. Not forgetting
Dr. Rozniza Zaharudin for her time and constructive comments as a wonderful panel
in helping making my writing clearer and precise. Thank you very much for your
constructive comments. Thank you again for taking the responsibility to be my panel
throughout this journey.
iii
Thank you also to Ministry of Higher Education Malaysia and University Tun Hussein
Onn Malaysia for supporting me getting my way to the highest level of education for
me that I cannot imagine how big the support is. Thank you also to Department of
Polytechnic Education Malaysia for giving the approval to conduct the study in
polytechnics throughout Malaysia.
There is no word to express my love and gratitude to my beloved family especially to
my husband, Mohd Ismail bin Abd Aziz, my parents, Haji Abdullah bin Abdul
Rahman and Hjh Ruhanah binti Abdul Ghani and my whole family for sharing my ups
and downs through this journey. You are the best gift that Allah have given me. Thank
you for not giving up on me and all your prayers for me, I really cannot repay them
back my whole life.
Finally, without my dearest friends support, I would not be here too. Thank you to all
my friends. Thank you for everything you have done to me.
iv
TABLE OF CONTENTS
ACKNOWLEDGEMENT ii
TABLE OF CONTENTS iv
LIST OF TABLES ix
LIST OF FIGURES xiii
LIST OF ABBREVIATIONS xiv
LIST OF APPENDICES xv
ABSTRAK xvi
ABSTRACT xviii
CHAPTER 1 - INTRODUCTION
1.1 Introduction 1
1.2 Background of the Study 3
1.3 Problem Statements 9
1.4 Research Objectives 14
1.5 Research Questions 15
1.6 Research Hypotheses 17
1.7 Significant of the Study 19
1.8 Limitation of the Study 21
1.9 Operational Definitions 22
1.10 Summary 25
CHAPTER 2 - LITERATURE REVIEW
2.1 Introduction 26
2.2 Technical and Vocational Education and Training (TVET) 27
v
2.2.1 Technical and Vocational Education and Training (TVET)
in Malaysia
28
2.2.2 Types of polytechnics in Malaysia 29
2.3 Previous research 31
2.3.1 Research on Skills in World of Work: Issues on Skill Gaps 31
2.4 Employability Skills 32
2.5 21st Century Skills 34
2.5.1 Research on 21st Century Skills 34
2.6 Overview of 21st Century Learners and Environment 36
2.7 TVET towards 21st century skills: Current Issues 36
2.8 Frameworks of 21st Century Skills 40
2.9 Instruments to Measure 21st Century Skills 43
2.10 Framing the Theoretical Framework 44
2.10.1 Theories and Models 47
2.10.2 Pedagogical Paradigm Shift 47
2.10.3 The New Learning Paradigm 50
2.10.4 21st Century Life and Career skills Elements in The
Partnership of 21st Century Skills
51
2.10.5 The Life and Career Skills Domain in The New Learning
Paradigm
55
2.11 Theoretical framework 57
2.12 Summary 58
CHAPTER 3 - RESEARCH METHODOLOGY
3.1 Introduction 59
3.2 Research Design 59
3.3 Population and Sampling 60
3.3.1 Selection of sample 60
vi
3.3.2 Sampling strategy 61
3.3.3 Determination of Sample Size 62
3.4 Research Instrument and Validation 67
3.4.1 Questionnaire Development 67
3.4.2 Questionnaire Design 68
3.4.3 Validity and Reliability of Instrument 69
3.5 Research Procedure 70
3.6 Pilot Study 71
3.7 Data Analysis Method 73
3.8 Research Framework 74
3.9 Summary 76
CHAPTER 4 - ANALYSIS AND FINDINGS
4.1 Introduction 77
4.2 Demographic Profile of Respondents 77
4.3 Life and Career Skills and its Elements 83
4.4 Life and Career Skills among TVET Students in different types of
Polytechnics in Malaysia
85
4.5 Comparison between the Life and Career Skills among TVET
Students based on Different Types of Polytechnics in Malaysia
87
4.5.1 Comparison between the Flexibility and Adaptability Skills
among TVET Students based on Different Types of
Polytechnics in Malaysia
88
4.5.2 Comparison between the Initiative and Self-direction Skills
among TVET Students based on Different Types of
Polytechnics in Malaysia
90
4.5.3 Comparison between the Social and Cross-cultural Skills
among TVET Students based on Different Types of
Polytechnics in Malaysia
91
vii
4.5.4 Comparison between the Productivity and Accountability
Skills among TVET Students based on Different Types of
Polytechnics in Malaysia
93
4.5.5 Comparison between the Responsibility and Leadership
Skills among TVET Students Based on Different Types of
Polytechnics in Malaysia
94
4.6 Comparison between the Life and Career Skills among TVET
Students in Polytechnics Based on Student Gender
96
4.6.1 Comparison between the Flexibility and Adaptability
Skills among TVET Students in Polytechnics Based on
Student Gender
97
4.6.2 Comparison between the Initiative and Self-direction Skills
among TVET Students in Polytechnics Based on Student
Gender
98
4.6.3 Comparison between the Social and Cross-cultural Skills
among TVET Students in Polytechnics Based on Student
Gender
100
4.6.4 Comparison between the Productivity and Accountability
Skills among TVET Students in Polytechnics Based on
Student Gender
101
4.6.5 Comparison between the Responsibility and Leadership
Skills among TVET Students in Polytechnics Based on
Student Gender
102
4.7 Comparison between the Life and Career Skills among TVET
Students in Polytechnics Based on Different Courses under
Different Department enrolled by students
103
4.7.1 Comparison between the Flexibility and Adaptability
Skills among TVET Students in Polytechnics Based on
Different Courses under different departments enrolled by
students
104
4.7.2 Comparison between the Initiative and Self-direction Skills
among TVET Students in Polytechnics Based on Different
Courses under different departments enrolled by students
107
4.7.3 Comparison between the Social and Cross-cultural Skills
among TVET Students in Polytechnics Based on Different
Courses under enrolled by students
110
4.7.4 Comparison between the Productivity and Accountability
Skills among TVET Students in Polytechnics Based on
112
viii
Different Courses under different departments enrolled by
students
4.7.5 Comparison between the Responsibility and Leadership
Skills among TVET Students in Polytechnics Based on
Different Courses under different departments enrolled by
students
114
4.8 Summary of Findings 117
4.9 Summary 128
CHAPTER 5 - DISCUSSIONS AND CONCLUSION
5.1 Introduction 129
5.2 Summary of the Study 129
5.3 Discussion of Main Findings 132
5.3.1 Research Question 1 132
5.3.2 Research Question 2 134
5.3.3 Research Question 3 135
5.3.4 Research Question 4 136
5.4 Contributions of the Study 137
5.5 Recommendations for Future Studies 139
5.6 Conclusion of the Study 140
5.7 Summary 141
REFERENCES 142
APPENDICES
ix
LIST OF TABLES
Table 2.1 Name of Conventional Polytechnics in Malaysia 30
Table 2.2 Summary of the difference of 20th century and 21st century 35
Table 2.3 Anomalies, Strategies, and Changes in TVE system to
improve TVE
38
Table 2.4 Identified 21st century skills for strengthening TVET
teachers and students
40
Table 2.5 Summary of paradigms of learning before 21st century 49
Table 2.6 Example of every element in each domain the New Learning
Paradigm
51
Table 2.7 Summary of ways to teach life and career skills to students 56
Table 3.1 Sample size according to the chosen stratification using
Krejcie and Morgan (1970)
63
Table 3.2 List of polytechnics chosen for sampling procedure 65
Table 3.3 Six-point Likert scale format style format (Oppenheim,
1992)
69
Table 3.4 Summary of Reliability Test from the Pilot Study Data 72
Table 3.5 Research questions and data analysis method 73
Table 4.1 Total respondent according to Types and Names of
Polytechnics
78
Table 4.2 Demographic profile of students 79
Table 4.3 Distribution of respondents from various departments based
on type of polytechnic
81
Table 4.4 Respondents’ reasons to choose polytechnic 82
Table 4.5 Main elements and sub-elements of Life and Career Skills 83
Table 4.6 Mean value and standard deviation for life and career skills
elements
84
Table 4.7 Mean score of Life and career skills based on types of
polytechnics
85
Table 4.8 Descriptive Table for Flexibility and Adaptability skills 88
x
Table 4.9 Test of Homogeneity of Variances for Flexibility and
Adaptability skills
89
Table 4.10 ANOVA Table for Flexibility and Adaptability variable 89
Table 4.11 Post-hoc test using Tukey HSD for Flexibility and
Adaptability skills variable
89
Table 4.12 Descriptive Table for Initiative and self-direction skills 90
Table 4.13 Test of Homogeneity of Variances for Initiative and Self-
direction skills
90
Table 4.14 ANOVA Table variable Initiative and Self-direction skills 90
Table 4.15 Descriptive Table for Social Cultural Skills 92
Table 4.16 Test of Homogeneity of Variances for Social and Cross-
cultural skills
92
Table 4.17 ANOVA Table for Social and Cross-cultural skills 92
Table 4.18 Descriptive table for Productivity and Accountability skills 93
Table 4.19 Test of Homogeneity of Variances for Productivity and
Accountability skills
93
Table 4.20 ANOVA Table for Productivity and Accountability skills 94
Table 4.21 Descriptives Table for Responsibility and Leadership skills 95
Table 4.22 Test of Homogeneity of Variances for Responsibility and
Leadership skills
95
Table 4.23 ANOVA Table for Responsibility and Leadership skills 95
Table 4.24 Mean score of Gender for Flexibility and Adaptability skills 97
Table 4.25 Independent Samples Test for Flexibility and Adaptability
skills
98
Table 4.26 Means score of Gender for Initiative and Self-direction skills 99
Table 4.27 Independent Samples Test for Initiative and Self-direction
skills
99
Table 4.28 Mean score of Gender for Social and Cross-cultural skills 100
Table 4.29 Independent Samples Test for Social and Cross-cultural
skills
100
xi
Table 4.30 Mean score of Gender on Productivity and Accountability
skills
101
Table 4.31 Independent Samples Test for Productivity and
Accountability skills
101
Table 4.32 Mean score of Gender on Responsibility and Leadership
skills
102
Table 4.33 Independent Samples Test for Responsibility and Leadership
skills
103
Table 4.34 Descriptives table for Flexibility and Adaptability skills 105
Table 4.35 Test of Homogeneity of Variances for Flexibility and
Adaptability skills
105
Table 4.36 ANOVA table for Flexibility and Adaptability skills 105
Table 4.37 Post-hoc test using Tukey HSD for Flexibility and
Adaptability skills
106
Table 4.38 Descriptives table for Initiative and Self-direction skills 107
Table 4.39 Test of Homogeneity of Variances for Initiative and Self-
direction skills
108
Table 4.40 ANOVA table for Initiative and Self-direction skills 108
Table 4.41 Robust test of Equality means for Initiative and Self-
direction Skills
108
Table 4.42 Post-hoc test using Tamhane Multiple Comparison for
Initiative and Self-direction skills
109
Table 4.43 Descriptives table for cross-cultural skills among TVET
students
110
Table 4.44 Test of Homogeneity of Variances for Social and Cross-
cultural skills
110
Table 4.45 ANOVA table for Social and Cross-cultural skills 111
Table 4.46 Post-hoc test uding TUkey HSD for social and cross-cultural
skills
111
Table 4.47 Descriptive table for productivity and accountability among
TVET students
113
Table 4.48 Test of Homogeneity of Variances for Productivity and
Accountability skills
113
xii
Table 4.49 ANOVA table for Productivity and Accountability skills 113
Table 4.50 Robust Test of Equality of means for Productivity and
Accountability
113
Table 4.51 Descriptives table for Responsibility and Leadership skills 114
Table 4.52 Test of Homogeneity of Variances for Responsibility and
Leadership skills
115
Table 4.53 ANOVA table for Responsibility and Leadership skills 115
Table 4.54 Robust Test of Equality of means for Responsibility and
Leadership skills
115
Table 4.55 Post-hoc test using Tamhane Multiple Comparisons for
Responsibility and Leadership skills
116
Table 4.56 Summary of Analysis and Findings for Research Question
One
120
Table 4.57 Summary Table of Analysis and Findings for Research
Question Two
121
Table 4.58 Summary Table of Analysis and Findings for Research
Question Three
123
Table 4.59 Summary Table of Analysis and Findings for Research
Question Four
125
Table 5.1 Research Questions and Hypotheses 131
xiii
LIST OF FIGURES
Figure 2.1 Malaysian Qualification Framework 28
Figure 2.2 21st century skills and support system (The partnership of
21st century skills)
42
Figure 2.3 Life and Career skills in the Partnership of 21st Century
skills
52
Figure 3.1 Sampling Design 66
Figure 3.2 Research framework of this study 75
Figure 4.1 Mean score of Life and Career skills elements for three types
of polytechnics
86
xiv
LIST OF ABBREVIATIONS
LCS - Life and Career Skills
F&A - Flexibility and Adaptability
I&SD - Initiative and Self-direction
S&CC - Social and Cross-cultural
P&A - Productivity and Accountability
R&L - Responsibility and Leadership
EE - Electrical Engineering Department
ME - Mechanical Engineering Department
CE - Civil Engineering Department
COMM - Department of Commerce
TH - Tourism and Hospitality Department
xv
LIST OF APPENDICES
APPENDIX A - Instrument Content Validation
APPENDIX B - Finalized Questionnaire For Survey
APPENDIX C - Letter of Authorization to Undertake Research
APPENDIX D - Letter of Authorization from Department of Polytechnic
Education
xvi
KEMAHIRAN KEHIDUPAN DAN KERJAYA DALAM KALANGAN
PELAJAR TVET DI POLITEKNIK DI MALAYSIA
ABSTRAK
Pengangguran merupakan salah satu masalah yang dihadapi oleh pelbagai negara.
Jurang antara kemahiran yang diperlukan oleh majikan dan kemahiran yang dimiliki
oleh graduan adalah salah satu faktor pengangguran. Majikan pada masa kini ingin
mendapatkan pekerja yang memiliki kemahiran yang sesuai untuk diambil bekerja.
Kemahiran Kehidupan dan Kerjaya adalah penting untuk pembelajaran dan kerjaya di
abad ke-21. Kemahiran ini adalah penting bagi kerjaya di dalam Negara mahupun
antarabangsa. Bagi konteks dalam negara, politeknik adalah salah satu institusi
pendidikan teknikal, vokasional dan latihan (PTV) utama di Malaysia yang bertujuan
untuk melahirkan tenaga kerja untuk memenuhi keperluan industri. Oleh itu, kajian ini
bertujuan untuk mengkaji kemahiran kehidupan dan kerjaya di kalangan pelajar TVET
di institusi politeknik di Malaysia. Kajian ini menggunakan pendekatan kajian
kuantitatif. Data dikumpulkan dengan menggunakan satu set soal selidik yang
dibangunkan berdasarkan objektif kajian dan kajian literature. Seramai 821 pelajar
diploma daripada tiga jenis politeknik (Premier, Konvensional dan Metro) telah dipilih
dengan menggunakan kaedah persampelan tidak berkadaran. Elemen kemahiran
kehidupan dan kerjaya yang dikaji adalah kemahiran fleksibiliti dan kemahiran
kebolehsuaian, kemahiran inisiatif dan kemahiran kendiri, kemahiran sosial dan silang
budaya, kemahiran produktiviti dan akauntabiliti, dan kemahiran kepimpinan dan
pertanggungjawaban. Data yang dikumpul dianalisis dengan menggunakan statistik
deskriptif dan statistik inferensi yang melibatkan ujian-t dan ANOVA menggunakan
IBM SPSS versi 21.Kajian ini juga membandingkan kemahiran kehidupan dan kerjaya
xvii
pelajar terhadap jenis politeknik, jantina pelajar dan program yang diikuti oleh
pelajardi pelbagai jabatan. Dapatan kajian menunjukkan terdapat perbezaan yang
signifikan antara jenis politeknik, jantina pelajar dan kursus yang diikuti oleh pelajar
terhadap kemahiran kehidupan dan kerjaya.
xviii
LIFE AND CAREER SKILLS AMONG TVET STUDENTS IN
POLYTECHNICS IN MALAYSIA
ABSTRACT
Unemployment is one of the problems faced by many countries. A gap between the
skills required by employers and the skills possessed by graduates are one of the factors
of unemployment. Employers nowadays seek for employees who possess appropriate
skills to be employed. Life and career skills are essential to both learning and work in
the 21st century. It is important both in the local and international careers. As in local
context, polytechnics are one of the main technical and vocational education and
training (TVET) institutions in Malaysia that aiming to produce workforce to meet
industrial needs. Therefore, this study aims to investigate the life and career skills
among TVET students in polytechnic institutions in Malaysia. This study uses
quantitative survey approach. Data were collected using a set of questionnaire
developed based on the research objectives and literature review. A total of 821
diploma students from three types of polytechnics (Premier, conventional and METrO)
were selected using disproportionate sampling method. The elements of 21st century
life and career skills investigated were namely flexibility and adaptability, initiative
and self-direction, social and cross-cultural skills, productivity and accountability and
leadership and responsibility. Data gathered were analysed using descriptive statistics
and inferential statistics involving t-test and ANOVA using IBM SPSS version 21.
This study also compared the students’ life and career skills against types of
polytechnics, students’ gender and courses enrolled in different departments. Findings
shows that there were significant difference between types of polytechnics, students’
gender and different courses enrolled by the students on the life and career skills.
1
CHAPTER 1
INTRODUCTION
1.1 Introduction
The need for appropriate characteristics of human resources are one of the big issues
in the uncertain and fast changing environment (Ministry of Higher Education
Malaysia, 2012) especially in the rapid development of the country. Preparing skillful
and competence workforce is important for the development of the country. This is the
role of the higher education institutions and therefore in producing workforce for the
future, higher educational institutions need to recognize these issues since they are the
agent of providing human resource of the future (N. M. Triki, 2010).
To encounter the challenges especially, our future human resource are
supposed to be nurtured with 21st century skills especially the life and career skills.
Janet, Kimberly and Ken (2010) emphasized that students should be groomed for
careers by incorporating 21st century skills and career as well as technical education
into the entire system. Students should be exposed to academic skills or the
employability and technical knowledge and skills that are equally valued in creative
and innovative society. Therefore, several frameworks have been developed to
incorporate elements of career and life skills as a very important element for 21st
century skills. 21st century skills are defined as the set of skills students need to succeed
in learning, work and life in this in this century, which comprise of a variety of skills,
including learning and innovation skills, digital literacy skills and life and career skills
(Trilling & Fadel, 2009).
Some of the 21st century skills frameworks are proposed by the Partnership for
21st century skills (P21), En Gauge, Assessment and Teaching of 21st Century Skills
2
(ATCS), National Educational Technology Standards (NETS), and the Organization
for Economic Co-operation and Development (OECD). These frameworks provide
common skills such as collaboration, communication, ICT literacy, creativity, critical
thinking, problem solving and social or cultural competencies including citizenship.
However, the framework proposed by the Partnership for 21st century provides a very
detailed specification of the life and career skills and has been indicated as one of the
important skills by Ministry of Higher Education in the National Graduate
Employability Blueprint 2012-2017. Therefore, this study focused on the life and
career skills proposed by the Partnership for 21st century skills (P21).
Life and career skills have several components such as flexibility and
adaptability, initiative and self-direction, social and cross-cultural skills, productivity
and accountability, and leadership and responsibility. The issue here is whether the
students gain these skills during their studies in higher education institutions,
especially in Technical and Vocational Education and Training (TVET) institution
such as Malaysian polytechnic institutions.
In Malaysia, there are many levels of education, namely primary, secondary
and also tertiary education. Polytechnic education is one of the tertiary education that
highlight TVET to the community. Holding to the vision of the polytechnic education
that is “to be Malaysian’s main provider of innovative human capital through
transformational education and training for the global workforce by 2015” (Jabatan
Pengajian Politeknik, 2013b), it shows that polytechnic play important role in
preparing students with appropriate education towards providing future workforce for
the country. Therefore, this study is aimed at investigating the 21st century life and
career skills of TVET students in polytechnics and investigate the extent of life and
career skills being implemented in the polytechnic education.
3
1.2 Background of the Study
The global economic growth and the rapid development of nations impacted the
educational institutions of the world. As the development occurs, education systems
too are moving towards 21st century skills development where there are increasing
needs for educators and students to survive in this era. The 21st century skills are
crucial to many educational fields and many countries had streamlined their
educational systems towards 21st century skills. There are a number of reports and
studies regarding 21st century skills emphasized on 21st century skills. These reports
and studies emphasize the importance of 21st century skills that need to be nurtured in
education in order to produce graduates who are ready to be workers of tomorrow
(Bybee & Fuchs, 2006; Janet, Kimberly, & Ken, 2010).
In transforming Malaysian educational systems for the 21st century, Ministry
of Education Malaysia plays the role in preparing educators, learners, schools, higher
educational institution towards first class mentality which is the main aim of The
National Higher Education Strategic Plan (NHESP) and the first class mentality
workers is characterized as a of human capital that can meet the needs of individual,
family, community, nation and the world (Ministry of Higher Education, 2012).
Therefore, educational institutions should recognize the important aim of the Ministry
of Education Malaysia in order to produce semi-skilled and highly skilled workforce.
Technical and Vocational Education and Training (TVET) worldwide also has taken
steps to produce a high quality skilled workforce for the future. This is not exceptional
for the TVET in Malaysia and 21st century skills are being looked into for that
particular reason (Aring, 2011; Bybee & Fuchs, 2006; Daniel & Hultin, 2002; Kechik,
2011; Nwogu, 2011; Ministry of Higher Education, 2012).
4
Worldwide reports regarding 21st century skills were looking at the issue of
developing competent workforce for the future and they are pointing to education
systems, particularly at the higher education institutions since they are the providers
of the human capital. Higher education institution held important roles and
responsibilities to prepare students to be workforce for the future especially in
surviving the dynamic economic environment (N. M. Triki, 2010). As for TVET, to
prepare for 21st century skills, all parties involved in the organization must look at the
history behind technical and vocational education to create a better future for the
direction of TVET in the 21st century.
There are many researches, studies and conferences related to transforming
TVET for 21st century education being done worldwide. The topics raised revolved
around the problems and issues faced by TVET institutions such as appropriate skills
required to produce successful graduates, the transformation of education, suitable
TVET programs, employability, and workforce to fit global market. Dason, Hamzah
and Udin (2010) have reviewed the paths gone through by TVE in Malaysia. Some of
the major problems faced by TVET in Malaysia, including lack of engagement with
related industries, lack of educators who have experience in the industries, lack of
funds and policy to support TVE, negative impression in TVE, and curriculum is not
effective and flexible were the major problems being discussed
Theoretical knowledge alone is insufficient for individuals to be able to
become competent or proficient in hands-on skills (Bridgstock, 2009; Winch, 2013).
In general, the most practical work in real working environment is different from the
theories learnt. Industries demand for skilled workers that can master not only theories
alone, but importantly workers that can master practical work as well (Kayan, Hamzah,
& Udin, 2010). In addition, instructors will be seen as a leader when they are able to
5
produce skilled employees for the relevant industries (Kayan et al., 2010). Thus it is
the role of TVET institutions to develop the manpower needed by the industries.
Further studies concern with transforming TVET towards 21st century. The
main concern is the challenges faced by students and teachers in the 21st century
education. Hassan (2010) suggested that the great challenge to the TVET should be
addressed is to ensure to achieve developed nation status in 2020. It can be seen that
the foundation of vocational education in Malaysia has been built up to enable
educators to plan and move towards the goal. However, the challenge in the coming
years, especially in the economic crisis facing the country, vocational educator should
have the competitive and sensitive to the changes occurring around it (Hassan, 2010).
This shows that TVET are facing great challenge in moving towards 21st century
because of the dynamic economic growth. To overcome these challenges, previous
studies and reports regarding TVET also have appointed several appropriate 21st
century skills that focused on strengthening TVET. The skills comprised of
accountability and adaptability, communication skills, creativity and intellectual
curiosity, critical thinking and systems thinking, information and media literacy skills,
and interpersonal and collaborative skills, flexibility, lifelong learning, practical skills,
and employability (Hassan, 2010; Maclean & Pavlova, 2011; Wang, 2012b).
Aring (2011) revealed major issues that being raised regarding youth
development in TVET which first highlighted young peoples’ biggest concern are
access to jobs and physical security. Second, young people are afraid of being
unemployed because of their lacking of skills that are valued in global and local
economic which will lead to problems to economic growth, jobs and income. Third,
perception of the term vocational in different language and culture, where vocational
tends to have negative connotations. This issue also supported by Dason, Hamzah, &
6
Udin (2010) which also highlighted that some people show negative impression for
TVET and to blue collar jobs. Fourth, collaboration between industries and education
that little history of collaboration among employers or between employers and
education in most developing countries. This is supported by Triki (2010). Finally,
Aring (2011) suggested that which also supported by Dason et. al. (2010) highlighted
that the curricular are often out of date, narrow, not effective and not flexible.
Furthermore, skills standards that reflect the industrial sector’s current and future skill
needs was not available between industries and education sectors. These issues of
workforce of today and in the past should not be taken easily since the economic
growth and demands are ever changing (Judy & D'Amico, 1997; Ministry of Higher
Education Malaysia, 2012).
As one way to address the issues mentioned earlier, Ministry of Higher
Education has adopted a study done by (Mohamad & Hamzah, 2011) regarding the
Generic Student Attributes (GSA). There are four attributes that students should have;
Academic attributes, Personality Management attributes, Exploration attributes and
finally Connectivity attributes. These four attributes have their own elements. The
Academic attributed consist of four elements that are academic performance, good
degree classification, college experiences and job knowledge on the discipline of
study. The Personality Management attributes comprise of positive attitude,
responsibility, adaptability, leadership, and altruism as the elements of the attribute.
Imaginative, innovative and critical and creative thinking are the elements for the
Exploration attributes. The Connectivity attributes is the final attributes that consist of
four elements of attributes which are communication, technology integration, team-
working and commercial awareness. The ministry has adopted the attributes as
Employability Attributes Framework (EAF) in the National Graduate Employability
7
Blueprint 2012-2017 (Ministry of Higher Education Malaysia, 2012). The blueprint
recommends that the graduate employability attribute are important for all graduates
to secure and should be nurtured and developed across the higher learning institutions
experience (Ministry of Higher Education Malaysia, 2012).
All the matters being discussed has shown the way to the importance of
applying 21st century skills in order to produce workers of the 21st century. The
students attribute shows the indication that 21st century skills are needed in producing
competent workforce. 21st century skills are commonly being discussed especially in
educational institutions. The rationale for formulating 21st century skills has been
summarized based on Dede’s (2010) comparison between the 20th century and 21st
century skills.
There are similarities and differences living in 20th and 21st century. The
similarities of these two centuries lies in the capabilities people need for work,
citizenship, and self-actualization. However, the difference lies in the emergence of
every sophisticated information and communication technologies, and knowledge
communicated in schools. In the 21st century, ICT is widely being used and people
take advantage of this technology to do their works for example using technologies to
help completing task faster. As oppose to 20th century, people do most of the work
themselves. Learning in the 21st century is by building contextual skills that is unique
to millennium work and citizenship which is different in the learning in the 20th century
(Dede, 2010).
With the concern of career and life education preparation for the 21st century,
Janet et al. (2010) reported that by integrating 21st century skills and technical
education into education system can prepare students for college and careers.
Moreover, the report stressed some challenges for the education including skills
8
shortages and high need for applied skills. The skills being mentioned needed for
applied skills has been translated into percentage of requirement were; critical thinking
or problem solving (92%), ethics or social responsibility (71%), professionalism or
work ethic (70%), creativity or innovation (69%) and lifelong learning or self-direction
(64%). As being concerned, life and career skills seems to be important to students’
development. Thus, this has proved the importance of integrating 21st century skills in
education system to nurture the life and career skills towards students in facing global
market by the time they graduated from their education institution.
There are several 21st century skills framework being developed by several
organizations in order to educate people regarding 21st century skills. Even though the
frameworks are from different organization, there are still common element that being
stressed by each of the 21st century skills frameworks and one of the major elements
is work and life skills other than ICT literacy skills. This study focused on the
framework from the Partnership of 21st century skills specifically in the life and career
skills. The brief specification of every elements of the life and career skills in the P21
framework of 21st century skills are as follows (Partnership for 21st century skills,
2009):
1. Flexibility and Adaptability: the features of elements are adapt to change and
be flexible
2. Initiative and Self-direction: the features of elements are Manage goals and
time, Work independently and Be self-directed learners
3. Social and cross-cultural skills: the features of elements are Interact effectively
with others and Work effectively in diverse teams
4. Productivity and accountability: the features of elements are Manage projects
and Produce results
9
5. Leadership and responsibility: the features of elements are Guide and lead
others and Be responsible to others.
After analyzing all the matters discussed, this study focused on the 21st century life
and career skills as these skills are important to be embedded into students’ learning
process. This is to help the graduates to survive being workforce of 21st century in the
dynamic economic environment.
In the big picture, it involves Malaysian economy that is open economy which
comprises of foreign direct investment and export growth (Ministry of Higher
Education Malaysia, 2012). This shows the ever changing demand conditions that need
to be recognised by the institution of higher learning since they are the one that will
produce graduates with high rates of employability which is actually facing with
several important issues to overcome.
1.3 Problem Statements
Unemployment is one of the problem faced by many countries. The International
Labour Organization reported that there were about 6.67% unemployment rate in
United States, 5.24% in Germany, 7.3% in United Kingdom and 5.72% in Australia.
Meanwhile in Malaysia, the unemployment rate was about 3.22%. This report was
based on unemployment rate in 2014 (International Labour Organization, 2014).
According to Department of Statistics Malaysia, the unemployment rate in Malaysia
has increased 0.3 percent in October 2014 compared to September the same year. This
percentage involved 378,200 labour force that were unemployed during the Labour
Force Survey conducted by Department of Statistics Malaysia (The Office of Chief
Statistician Malaysia, 2014). The report define ‘labour force’ as people aged between
10
15 to 64 years and are either employed or unemployed during the survey being
conducted and the ‘unemployment rate’ as the proportion of unemployed population
to the total population in labour force which measures the percentage of unemployed
population in the labour force (The Office of Chief Statistician Malaysia, 2014).
Furthermore, report of tracer study done by Department of Polytechnic
Education Malaysia in 2012 shows that there were 23.7 percent which are 6,500 from
27,424 polytechnic graduates were still unemployed after their of graduation. In 2011,
the percentage of unemployment graduates was 29 percent which involved 7,998
graduates from 27,600 graduates that responds to the survey (Pusat Penyelidikan dan
Pembangunan Politeknik, 2012; Pusat Penyelidikan dan Pembangunan Politeknik,
2013).The unemployment issue may due to important factors such as the readiness of
the graduates to enter working environment and lack of skills to face the challenges in
the working life (Janet et al., 2010; Pauw, Oosthuizen, & van Der Westhuizen, 2008).
The global economic recession also affected the unemployment rate (Wu, 2011). This
issue cannot be ignored because graduates are the human workforce and the core
innovative and productive towards making Malaysia as a country with high-income
economy (Hanapi & Nordin, 2014).
Graduates are having tough time to get job or to be employed. A study by
Hamzah, Mohamed, and Abdullah, (2012) found that employers are very choosy and
they want graduates that are ready to work. Ready to work or work readiness is referred
as possession of skills, knowledge, attitudes, and commercial understanding that will
enable new graduates to make productive contributions to organizational objectives
(Archer & Davison, 2008). As for the scenario in Malaysia with its vision to become
a developed country by year 2020, Malaysia has practiced open economy that stressed
11
on foreign direct investment and export growth. Due to the open economy, getting a
job is more challenging for the graduates.
Many employers claimed that graduates are lacking of skills for work. Knight
and Yorke (2004) stressed that graduates now are lacking of technical knowledge and
generic skills that are importantly needed by employers to encounter the challenges in
business (Knight & Yorke, 2004). Examples of generic skills are creative thinking
skill, teamwork skill, oral communication skill, decision making (Awang, 2010; A.
Ibrahim, Mohamed, & Moubark, 2009), ability to manage workloads and knowledge
of current issues (A. A. Ibrahim et al., 2009). Some of the major problems that being
reported in the National Graduate Employability Blueprint 2012-2017 (Ministry of
Higher Education Malaysia, 2012) are skills that do not match, unable to solve
problem and lack of skill knowledge. This shows that educational institution need to
seriously recognize the problem in enhancing the skills of their students (N. M. Triki,
2010). To be precise, academic qualification is not the only criterion in recruiting new
employees considered by the employer. This unsolved problem need special attention
from educational institution. Thus educational institution need to recognize the
problem and equip their students with more than just high academic performance but
also skills to prepare and survive for work.
From the perspective of curricular, employers claimed that graduates are not
ready to work seriously due to unclear path of career during their studies. Reports and
studies regarding employers perspectives on graduates advised that educational
institution especially higher education to make more clear effort in developing the
skills needed in many types of employment (Archer & Davison, 2008; Casner-Lotto
& Barrington, 2006;J. Lim, Chong, Khairul, & Mohd, 2005). The reports were focused
on the employers view in recruiting new entrants. One of the biggest concern
12
questioned in the report was whether the graduates are ready for work. The
consequence from not being clear of their working path, the graduates may not be
ready to work in the real working environment. Furthermore, these reports also
emphasizes skills that new entrants need to succeed in the workplace and the most
cited by the employers were professionalism or work ethic, oral and written
communications, teamwork and collaboration and critical thinking and problem
solving. Correspondingly, the Partnership of 21st century skills (2009), stressed that
complex life and working environment in this 21st century need more than just thinking
skills and content knowledge (The partnership for 21st century skills, 2009). In
addition, Charles Kivunja (2014) stressed that in order to prepare student to be job
ready with 21st century skills, paradigm shift is needed to change the curriculum,
teaching and learning assessment. The use technology also important so that students
can be more productive, creative citizen and workers in the knowledge economy in the
21st century (Charles Kivunja, 2014).
In addition to understand the real situation, the researcher have made an initial
interview with two polytechnic students that was doing internship order to get the
student’s overview of the skills gained throughout the learning process in the
polytechnic. From the interview, the students reported that in the beginning, they are
not given the task that are related to their field. This has made them feel a bit frustrated
when they only have to do unrelated task such as photo copying documents and other
simple tasks. They admitted that their supervisors do not want them to interfere with
the company works.
Moreover, in order to seek the view of employers, an initial interview was
conducted towards an engineer who was responsible to supervise polytechnic
internship students for his company. From his point of view based in experience,
13
internship students have to strive for their own tasks. This was to test the student’s
ability to communicate and be active during the period of training. However, not many
students were able to start the communication and just wait for the orders from their
supervisors. Another important point stressed was students cannot relate their learning
to real life working situations. The students are having problem relating and
understanding the theories, then applying them to the real working environment. He
also suggested that educational institution should nurture important skills together with
academic performance. The important skills mentioned were communication skills,
creative thinking, problem solving, being independent and flexible when working
individually or in a team.
Hence, it is the role of the higher education institution such as polytechnics in
preparing the students with the life and career skills in order to help them to survive
the global economic in this 21st century. Although research on 21st century skills has
been increasing in number, and reports has been published many years, the studies
reviewed were focused on information media (Arsad, Osman, & Soh, 2011; J. Voogt,
2003) and technology skills and learning and innovation skills (Abdullah & Osman,
2010).
Therefore in such situations, it is important to investigate whether the life and
career skills are being embedded by the higher education institutions especially in the
technical and vocational education since it provides semi-skilled and skilled workforce
to compete in the global labor market. This study added on the body of knowledge and
fill in the gap in the importance of 21st century life and career skills to be embedded in
education for future workforce.
14
1.4 Research Objectives
The aim of this study is to profile the life and career skills among TVET diploma
students in three different types of polytechnics in Malaysia namely Premier
polytechnic Conventional and METrO polytechnic. The main objectives of this study
are as follows:
1. To examine the level of life and career skills possessed by the students in
different types of polytechnics (Premier, Conventional and METrO) in
Malaysia.
2. To investigate the differences of life and career skills (a. Flexibility and
Adaptability skills; b. Initiative and Self-direction skills; c. Social and Cross-
cultural skills; d. Productivity and Accountability; e. Responsibility and
Leadership skills) as perceived by the polytechnic students in different types
of polytechnics in Malaysia:
3. To investigate the differences of life and career skills (a. Flexibility and
Adaptability skills; b. Initiative and Self-direction skills; c. Social and Cross-
cultural skills; d. Productivity and Accountability; e. Responsibility and
Leadership skills) between male and female polytechnic students
4. To investigate the differences of life and career skills (a. Flexibility and
Adaptability skills; b. Initiative and Self-direction skills; c. Social and Cross-
cultural skills; d. Productivity and Accountability; e. Responsibility and
Leadership skills) among students in different departments in polytechnics
15
1.5 Research Questions
To conduct this study, four research questions were developed as follows:
1. To what extent does the life and career skills possessed by the students in
different types of polytechnics in Malaysia?
2. Is there any difference between the life and career skills possessed by the
students in different types of polytechnics in Malaysia?
2(a) Is there any difference between the Flexibility and Adaptability skills
possessed by the students in different types of polytechnics?
2(b) Is there any difference between the Initiative and Self-direction skills
possessed by the students in different types of polytechnics?
2(c) Is there any difference between the Social and Cross-cultural skills
possessed by the students in different types of polytechnics?
2(d) Is there any difference between the Productivity and Accountability
skills possessed by the students in different types of polytechnics?
2(e) Is there any difference between the Responsibility and Leadership skills
possessed by the students in different types of polytechnics?
3. Is there any difference between life and career skills possessed by male and
female polytechnic students?
3(a) Is there any difference between Flexibility and Adaptability skills
possessed by male and female polytechnic students?
3(b) Is there any difference between Initiative and Self-direction skills
possessed by male and female polytechnic students?
16
3(c) Is there any difference between Social and Cross-cultural skills
possessed by male and female polytechnic students?
3(d) Is there any t difference between Productivity and Accountability skills
possessed by male and female polytechnic students?
3(e) Is there any difference between Responsibility and Leadership skills
possessed by male and female polytechnic students?
4. Is there any difference of life and career skills among TVET students enrolled
in different courses under different departments in polytechnics?
4(a) Is there any difference of Flexibility and Adaptability skills among
TVET students enrolled in different courses under different
departments in polytechnics?
4(b) Is there any difference of Initiative and Self-direction skills among
TVET students enrolled in different courses under different
departments in polytechnics?
4(c) Is there any difference of Social and Cross-cultural skills among TVET
students enrolled in different courses under different departments in
polytechnics?
4(d) Is there any difference of Productivity and Accountability skills among
TVET students enrolled in different courses under different
departments in polytechnics?
4(e) Is there any difference of Responsibility and Leadership skills among
TVET students in different courses under different departments in
polytechnics?
17
1.6 Research Hypotheses
In order to answer the research questions, several hypothesis were determined:
Hypotheses to address RQ2
H01: There is no significant difference between the life and career skills possessed
by the students in different types of polytechnics in Malaysia.
H01a: There is no significant difference between the Flexibility and
Adaptability skills possessed by the students in different types of
polytechnics in Malaysia.
H01b: There is no significant difference between the Initiative and Self-
direction skills possessed by the students in different types of
polytechnics in Malaysia.
H01c: There is no significant difference between the Social and Cross-cultural
skills possessed by the students in different types of polytechnics in
Malaysia.
H01d: There is no significant difference between the Productivity and
Accountability skills possessed by the students in different types of
polytechnics in Malaysia.
H01e: There is no significant difference between the Responsibility and
Leadership skills possessed by the students in different types of
polytechnics in Malaysia.
18
Hypotheses to address RQ3
H02: There is no significant difference between the life and career skills possessed
by male and female polytechnic students.
H02a: There is no significant difference between the Flexibility and
Adaptability skills possessed by male and female polytechnic students.
H02b: There is no significant difference between the Initiative and Self-
direction skills possessed by male and female polytechnic students.
H02c: There is no significant difference between the Social and Cross-cultural
skills possessed by male and female polytechnic students.
H02d: There is no significant difference between the Productivity and
Accountability skills possessed by male and female polytechnic
students.
H02e: There is no significant difference between the Responsibility and
Leadership skills possessed by male and female polytechnic students.
Hypotheses to address RQ4
H03: There is no significant difference between the life and career skills possessed
by students enrolled in different courses in polytechnics.
H03a: There is no significant difference between the Flexibility and
Adaptability skills possessed by students enrolled in different courses
under different departments in polytechnics.
19
H03b: There is no significant difference between the Initiative and Self-
direction skills possessed by students enrolled in different courses
under different departments in polytechnics.
H03c: There is no significant difference between the Social and Cross-cultural
skills possessed by students enrolled in different courses under different
departments in polytechnics.
H03d: There is no significant difference between the Productivity and
Accountability skills possessed by students enrolled in different
courses under different departments in polytechnics.
H03e: There is no significant difference between the Responsibility and
Leadership skills possessed by students enrolled in different courses
under different departments in polytechnics.
1.7 Significant of the Study
The study is important because the findings can help the Department of Polytechnic
Education and the Ministry of Education Malaysia to formulate strategies enhancing
the production of competent graduates that will be the future workforce, which is
serious in the sense that producing 21st century workforce are considered important by
many countries to excel in global market in the dynamic economical environments. As
being mentioned earlier, this study is important for because of the reasons followed:
1. The literature of this study focuses on the issues faced by the employers
regarding graduates entering working environment that shows the situations of
workforce in Malaysia in the 21st century global economy. This can be the
proof that importance of cooperation between TVET institution and industries
20
is crucial. They should realize their important roles to help producing
competent workforce which will at the end contribute to win-win situation
between educational institutions and industries.
2. The outcome of this study can be benefited as a guide in order to understand
the issues in preparing TVET students with appropriate skills that is important
that will contribute to the country’s development as mentioned in Vision 2020.
3. This study also may give some ideas and insight to other researchers to further
dig the importance of life and career skills and resolve the issues of workforce
of the future. Researchers can understand that there are gaps between what
students should gain as their preparation to enter working world and what their
educational institutions provide to them.
In addition, this study is in line with the National Higher Education Strategic Plan
(NHESP) that consist of 23 critical agenda projects (CAPs). This was discussed further
in the introduction of the next chapter.
As for the relationship between 21st century Life and Career skills can be seen
specifically through the Generic Student Attributes (GSA) in Graduate Employability
CAPs. The justification of the significance of this study can be viewed by
understanding the missions and visions of the above mentioned critical development
project of Malaysian government. This shows the connection of 21st century life and
career skills towards Vision 2020 through the visions of every level of the country’s
development. Consequently, this study is premised on the fact of the country's
development, and improvement of higher education specifically technical and
vocational education and training (TVET) to produce students who have life and career
skills and later to success as workforce of the 21st century in the dynamic global
21
economic environment. In order to produce 21st century workforce, this study profiles
the life and career skills of polytechnic students in Malaysia as to proof that Malaysian
graduates have the potential to survive the 21st century dynamic working environments
that fits the needs of employers and lessen the negative issues of workforce.
1.8 Limitation of the Study
This study is focusing on and limited to 21st century life and career skills of TVET
students specifically in polytechnics that offers Diploma programs. There are some
limitations to be addressed in order to conduct this study. The limitation can be
summarised as follows:
1. Population used in this study is limited to TVET students who enrolled for
diploma programs offered by the three types of polytechnics in Malaysia
namely premiere, conventional and METrO polytechnics.
2. The data collected were based on a questionnaire developed in this study
that measures life and career skills. The instrument was verified by the
experts regarding the validity and was piloted to verify the reliability before
the actual distribution was performed.
3. The New Learning Paradigm (C Kivunja, 2014) was used to support this
study where the theory focused on job readiness with 21st century skills.
The formulation of the learning paradigm is JR21CS = f(TCS + LIS + CLS
+ DLS) which means Job Readiness with 21st century skills (JR21CS) is
equal to the total function of Traditional Core Skills (TCS), Learning and
Innovation skills (LIS), Career and Life skills (CLS) and Digital Literacy
skills (DLS). However, this study concentrate only on Career and Life
skills.
22
4. The biggest limitation is the research findings are subjected truly on the
answers of the respondents that cannot be controlled even though the
answers given are differ from their real feelings.
1.9 Operational Definitions
This study focus on the life and career skills which comprises of five main variables
namely (1) Flexibility and Adaptability skills, (2) Initiative and Self-direction skills
(3) Social and Cross-cultural skills, (4) Productivity and Accountability skills and (5)
Responsibility and Leadership skills. The operational definition of the variables are as
follows.
Flexibility and Adaptability skills
Flexibility and adaptability skills have two main skills namely (i) Being Flexible and
(ii) Adapting to Change.
Being flexible is operationalized as the extent to which the polytechnic students
are confident to act effectively upon criticism, feedbacks, diverse opinions and views
by others in order to reach agreed solutions particularly in multi-cultural environments.
Adapting to Change is operationalized as the extent to which the polytechnic
students perceived they are able to demonstrate the ability to adapt to changing
environments including varied roles, jobs responsibilities, information and still can
work even in uncertain priorities and unexpected situations without complaining, and
quickly adjust to the new situations.
23
Initiative and Self-direction skills
This variable consist of three main skills namely (i) Manage Goals and Time, (2) Work
Independently, and (3) Be Self-Directed Learners.
Manage Goals and Time is operationalized as the extent to which the
polytechnic students perceived they are able to demonstrate their ability to set
reasonable short term and long term goals with specific criteria along with the
strategies to meet the goals in particularly dealing with time and managing workloads
effectively.
Work Independently is operationalized as the extent to which the polytechnic
students perceived they are able to demonstrate the ability to complete tasks without
direct observation by others in order to be highly self-reliant.
Meanwhile, Be Self-Directed Learners is operationalized as the extent to which
the polytechnic students perceived they are able to start or begin to learn new ideas,
concepts, processes and applications involving efficiency and effectiveness in order to
complete tasks as a commitment in lifelong learning process.
Social and Cross-cultural skills
Social and Cross-cultural skills comprise of two main skills namely (i) Interact
effectively with others and (ii) Work effectively in diverse teams.
Interact effectively with others is operationalized as the extent to which the
polytechnic students perceived they are able to interact effectively with people that
they work with or come in contact with, and other than their environments including
virtual community.
24
Work effectively in diverse teams is operationalized as the extent to which the
polytechnic students perceived they are able to work collaboratively with people in
diverse cultures, religious, beliefs and lifestyles in respect and trust.
Productivity and Accountability Skills
Productivity and Accountability Skills comprise of two main skills namely (i) Manage
projects and (ii) Produce results.
Manage projects is operationalized as the extent to which the polytechnic
students perceived they are able to demonstrate managerial skills including setting and
meeting goals even in uncertain situations that involves pressures and competitiveness
in order to achieve intended results.
Meanwhile Produce results is operationalized as the extent to which the
polytechnic students perceived they are able to demonstrate extra attributes related to
producing high quality products comprise of etiquette, time and project management,
participation, reliability, collaborate and cooperate, respect, and accountable for results
throughout the students commitment in their studies in polytechnic.
Responsibility and Leadership Skills
This final variable comprise of two main skills namely (i) Guide and lead others and
(ii) Responsible to others.
Guide and lead others is operationalized as the extent to which the polytechnic
students perceived they are able to demonstrate leadership skills among colleagues
including using interpersonal skills to influence the behaviors and actions of other
people throughout their studies in polytechnic as a practice to enter the world of work.
142
REFERENCES
Archer, W., Davison, J., Brown, R., & Herrmann, K. (2008). Graduate employability :
the views of employers. Council for Industry and Higher Education. Retrieved
from
https://scholar.google.com/scholar?hl=en&q=Graduate+employability%3A+Th
e+views+of+employers&btnG=&as_sdt=1%2C5&as_sdtp=#1
Aring, M. (2011). Technical and Vocational Education and Training: A Study of
Promising Models in International Development. United States.
Awang, H. (2010). Kesan pembelajaran berasaskan masalah terhadap penguasaan
kemahiran generik dan pencapaian akademik pelajar di Politeknik Malaysia.
Retrieved from http://eprints.uthm.edu.my/3929/
Boyatzis, R. E. (2008). Competencies in the 21st century. Journal of Management
Development, 27(1), 5–12. doi:10.1108/02621710810840730
Bridgstock, R. (2009). The graduate attributes we’ve overlooked: Enhancing graduate
employability through career management skills. Higher Education Research &
Development. Retrieved from
http://www.tandfonline.com/doi/abs/10.1080/07294360802444347
Buntat, Y., Jabor, M. K., Saud, M. S., Mansor, S. M. S. S., & Mustaffa, N. H. (2013).
Employability Skills Element’s: Difference Perspective Between Teaching Staff
and Employers Industrial in Malaysia. Procedia - Social and Behavioral
Sciences, 93(1990), 1531–1535. doi:10.1016/j.sbspro.2013.10.077
Bybee, R. W., & Fuchs, B. (2006). Preparing the 21st century workforce: A new
reform in science and technology education. Journal of Research in Science
Teaching, 43(4), 349–352.
Chong, J., & Khairi, M. (2005). Perception of Employers Towards the Generic Skills
of Working Polytechnic Graduates of Malaysia. In Proceedings of the 2005
Regional Conference on Engineering Education (pp. 337–342). Retrieved from
http://tree.utm.my/wp-content/uploads/2013/02/OAE-Johnson-Lim-Soon-
Chong-Mohd.-Khairul-Anuwar-Mohd.-Khairi_ok.pdf
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education.
Education. doi:10.1111/j.1467-8527.2007.00388_4.x
Cox, S., & King, D. (2006). Skill sets: an approach to embed employability in course
design. Education + Training, 48(4), 262–274.
doi:10.1108/00400910610671933
Daniel, J., & Hultin, G. (2002). Technical and vocational education and training:
towards the 21st century: UNESCO and ILO Recommendations. Retrieved from
http://www.voced.edu.au/node/36549
Daniels, J., & Brooker, J. (2014). Student identity development in higher education:
implications for graduate attributes and work-readiness. Educational Research,
143
56(1), 65–76. doi:10.1080/00131881.2013.874157
Dason, A. B., Hamzah, R. B., & Udin, A. Bin. (2010a). Hala Tuju Pendidikan Teknik
dan Vokasional ke arah Memartabatkan Falsafah Pendidikan Negara. Edupress.
Dason, A. B., Hamzah, R. B., & Udin, A. Bin. (2010b). Hala Tuju Pendidikan Teknik
dan Vokasional ke arah Memartabatkan Falsafah Pendidikan Negara. Edupress.
Dede, C. (2010). Comparing frameworks for 21st century skills. 21St Century Skills,
51–76.
Fong, L. L., Sidhu, G. K., & Fook, C. Y. (2014). Exploring 21st Century Skills among
Postgraduates in Malaysia. Procedia - Social and Behavioral Sciences, 123, 130–
138. doi:10.1016/j.sbspro.2014.01.1406
Gut, D. (2011). Integrating 21st century skills into the curriculum. Bringing Schools
into the 21st Century. Retrieved from
http://link.springer.com/chapter/10.1007/978-94-007-0268-4_7
Hanapi, Z., & Nordin, M. S. (2014). Unemployment among Malaysia Graduates:
Graduates’Attributes, Lecturers’ Competency and Quality of Education.
Procedia - Social and Behavioral Sciences, 112, 1056–1063.
doi:10.1016/j.sbspro.2014.01.1269
Hassan, R. (2010). Strenghtening technical and vocational education (TVET)-
producing innovative TVET teachers for 21st century students.
Eprints.uthm.edu.my. Retrieved from http://eprints.uthm.edu.my/3243/
Husain, M., Mustapha, R., Mohamad, Malik, S. A., & Mokhtar, S. . (2014). Persepsi
Pensyarah Kejuruteraan Terhadap Tahap Kemahiran Empolyability Pelajar
Kejuruteraan Institusi Teknikal: Satu Kajian Kes. First Technical and Vocational
Education International Seminar 2014 (TVEIS 2014). Retrieved from
http://www.researchgate.net/profile/Mohd_Yusof_Husain/publication/26733145
4_Persepsi_Pensyarah_Kejuruteraan_Terhadap_Tahap_Kemahiran_Employabil
ity_Pelajar_Kejuruteraan_Institusi_Teknikal__Satu_Kajian_Kes/links/544bb50
e0cf24b5d6c408e3d.pdf
Husain, M. Y., Rasul, M. S., Mustapha, R., Malik, S. a., & Rauf, R. A. A. (2013).
Tahap kemahiran employability pelajar kejuruteraan dari perspektif majikan.
Jurnal Teknologi (Sciences and Engineering), 62(1), 31–39.
doi:10.11113/jt.v62.1372
Ibrahim, A., Mohamed, A., & Moubark, A. (2009). Status kebolehpasaran graduan
kejuruteraan elektrik, elektronik dan sistem, UKM. Kertas Seminar Pendidikan
Kejuruteraan Kongres Pengajaran Dan Alam Bina (PeKA’09).
Ibrahim, M. Z., Rahman, M. N. A., & Yasin, R. M. (2012). Assessing Students
Perceptions of Service Quality in Technical Educational and Vocational Training
(TEVT) Institution in Malaysia. International Conference on Teaching and
Learning in Higher Education in Conjunction with Regional Conference on
Engineering Education and Research in Higher Education, 56(0), 272–283.
doi:http://dx.doi.org/10.1016/j.sbspro.2012.09.655
144
International Labour Organization. (2014). Where is the unemployment rate the
highest in 2014? Retrieved from http://www.ilo.org/global/research/global-
reports/global-employment-trends/2014/WCMS_233936/lang--en/index.htm
Jabatan Pengajian Politeknik. (2014a). Informasi Politeknik Edisi Oktober 2014.
Kementerian Pendidikan Malaysia. Putrajaya. Retrieved from
http://www.politeknik.gov.my/index.php/mengenai-kami/berita-dan-
hebahan/muat-turun?limit=20&limitstart=0
Jabatan Pengajian Politeknik. (2014b). Portal Bahagian Pengambilan Pelajar, Jabatan
Pengajian Politeknik. Retrieved January 30, 2016, from
http://www.politeknik.edu.my/portalbpp/index.asp?pg=program&kat=dp
Janet, B. B., Kimberly, A. G., & Ken, K. (2010). Up to the Challenge: The Role of
Career and Technical Education and 21st Century Skills in College and Career
Readiness. U. S.: Career Technical Education Consortium and Partnership for
21st Century Skills.
Kang, M., Heo, H., Jo, I., Shin, J., & Seo, J. (2010). Developing an Educational
Performance Indicator for New Millennium Learners. Journal of Research on
Technology in Education, 43(2), 157–170.
doi:10.1080/15391523.2010.10782567
Kechik1, A. A. (2011). Reformasi Dalam TVET: Perubahan Masa Hadapan. Journal
of Edupres, 1, 336–341.
Kementerian Pengajian Tinggi Malaysia. (2012). The National Graduate
Employability Blueprint 2012-2017.
Kivunja, C. (2014). Do You Want Your Students to Be Job-Ready with 21st Century
Skills? Change Pedagogies: A Pedagogical Paradigm Shift from Vygotskyian
Social Constructivism to Critical Thinking, Problem Solving and Siemens’
Digital Connectivism. International Journal of Higher Education, 3(3), 81–91.
doi:10.5430/ijhe.v3n3p81
Kivunja, C. (2014). Teaching students to learn and to work well with 21st century
skills: unpacking the career and life skills domain of the new learning paradigm.
International Journal of Higher Education. doi:10.5430/ijhe.v4n1p1
Krejcie, R. V, & Morgan, D. W. (1970). Determining sample size for research
activities. Education and Psychological Measurement, 30, 607–610.
doi:10.1177/001316447003000308
Laerd Dissertation. (2012). Stratified random sampling. Retrieved January 19, 2015,
from http://dissertation.laerd.com/stratified-random-sampling.php
Levin, D., Ben-Jacob, T., & Ben-Jacob, M. (2000). The learning environment of the
21st century. AACE Journal, 1(13), 8–12. Retrieved from
http://www.editlib.org/p/8056/
Lim, C. (2007). Penyelidikan pendidikan: Pendekatan kuantitatif dan kualitatif.
McGraw-Hill Education.
145
Lim, J., Chong, S., Khairul, M., & Mohd, A. (2005). Perception of Employers Towards
the Generic Skills of Working Polytechnic Graduates of Malaysia. Proceedings
of the 2005 Regional Conference on Engineering Education, 337–342.
Maclean, R., & Pavlova, M. (2011). Skills development for employability (TVET) in
higher education: issues and challenges. Journal of Asian Public Policy, 4(3),
321–330. doi:10.1080/17516234.2011.630226
Majumdar, S. (2012). New challenges in Technical Vocational Education and Training
(TVET) teacher education. Retrieved June 24, 2015, from
http://www.unescobkk.org/education/ict/online-resources/databases/ict-in-
education-database/item/article/new-challenges-in-technical-vocational-
education-and-training-tvet-teacher-education/
Malaysian Qualification Agency. (2011). Kerangka Kelayakan Malaysia. Retrieved
June 24, 2015, from http://www.mqa.gov.my/portal2012/default/bm/mqf.cfm
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4),
370.
Mason, G., Williams, G., & Cranmer, S. (2009). Employability skills initiatives in
higher education:what effects do they have on graduate Labour market
outcomes?, (December 2014), 37–41. doi:10.1080/09645290802028315
Mclachlan, K. (2012). A case study of 21st Century Skills Programs and Practices.
Ministry of Education Malaysia. (2015). Malaysia Education Blueprint 2015-2025.
Retrieved from http://www.moe.gov.my/cms/upload_files/files/Poster HEB
Bahasa Inggeris(1).pdf
Ministry of Higher Education. (2012). The National Higher Education Strategic Plan.
Percetakan Nasional Berhad, Kuala Lumpur, 2012. doi:10.1037/e566372006-001
Muchinsky, P. (2006). Psychology applied to work: An introduction to industrial and
organizational psychology. Retrieved from
https://books.google.com/books?hl=en&lr=&id=hZOV0-
1quO0C&oi=fnd&pg=PR7&dq=psychology+applied+to+work&ots=QI34Iz6ku
e&sig=8IY99Q0XTXeo0i7lBrzx_oZX3-I
Nwogu, P. O. (2011). Vocational Technical Education and Training for Self-Reliance:
Towards National Development. Mediterranean Journal of Social Sciences, 2(5),
55–58.
OECD. (2013). The Skills Needed for the 21st Century. Retrieved from
http://skills.oecd.org/documents/SkillsOutlook_2013_Chapter1.pdf
the Office of Chief Statistician Malaysia Department of Statistics, M. (2014). Siaran
Bulanan Monthly Release Perangkaan Tenaga Buruh , Malaysia , November
2013, (November 2014), 5.
Osman, K., Soh, T. M. T., & Arsad, N. M. (2010). Development and validation of the
Malaysian 21st century skills instrument (M-21CSI) for science students.
146
Procedia - Social and Behavioral Sciences, 9, 599–603.
doi:10.1016/j.sbspro.2010.12.204
Partnership for 21st Century. (2008). 21st Century Skills, Education &
Competitiveness: A Resource and Policy Guide. Retrieved from
http://wieettassessment.pbworks.com/f/21stCenturySkillsEducationandCompetit
ivenessGuide.pdf
Pauw, K., Oosthuizen, M., & van Der Westhuizen, C. (2008). Graduate unemployment
in the face of skills shortages: A labour market paradox. South African Journal of
Economics, 76(1), 45–57.
Pengenalan Politeknik METrO. (2013). Retrieved July 4, 2014, from
http://www.pmtg.edu.my/index.php/menu-infopmtg/menu-polymetro
Pool, L. D., & Sewell, P. (2007). The key to employability: developing a practical
model of graduate employability. Education + Training, 49(4), 277–289.
doi:10.1108/00400910710754435
Pusat Penyelidikan dan Pembangunan Politeknik Jabatan. (2012). Laporan Kajian
Pengesanan Graduan Politeknik 2011. Putrajaya.
Pusat Penyelidikan dan Pembangunan Politeknik Jabatan. (2013). Laporan Kajian
Pengesanan Graduan Politeknik 2012.
Quek, A.-H. (2005). Learning for the workplace: a case study in graduate employees’
generic competencies. Journal of Workplace Learning, 17(4), 231–242.
doi:10.1108/13665620510597185
Rahmat, M., Ahmad, K., Idris, S., & Zainal, N. F. A. (2012). Relationship between
Employability and Graduates’ Skill. Procedia - Social and Behavioral Sciences,
59(2011), 591–597. doi:10.1016/j.sbspro.2012.09.318
Robinson, J. (2000). What are employability skills. The Workplace, 1(3), 1–3.
Retrieved from
http://www.fremont.k12.ca.us/cms/lib04/CA01000848/Centricity/Domain/189/e
mployability-skills.pdf
Robles, M. M. (2012). Executive Perceptions of the Top 10 Soft Skills Needed in
Today’s Workplace. Business Communication Quarterly, 75(4), 453–465.
doi:10.1177/1080569912460400
Ruiz-Primo, M. (2009). Towards a framework for assessing 21st century science skills.
… and the Development of 21st Century …. Retrieved from
http://sites.nationalacademies.org/dbasse/cs/groups/dbassesite/documents/webp
age/dbasse_072612.pdf
Rus, R. C., Yasin, R. M., & Rasul, M. S. (2014). From Zero to Hero : Becoming an
Employable Knowledge Worker ( k-worker ) in Malaysia. TVED@Asia, (3), 1–
16.
Salleh, A., Abdul, M., Hasan, I., & Husain, M. (2013). KEMAHIRAN
147
EMPLOYABILITY PELAJAR KEJURUTERAAN DARI PERSPEKTIF
PENSYARAH. PUO Kolokium Oktober 2013. Retrieved from
http://www.researchgate.net/profile/Mohd_Yusof_Husain/publication/26263959
2_KEMAHIRAN_EMPLOYABILITY_PELAJAR_KEJURUTERAAN_DARI
_PERSPEKTIF_PENSYARAH/links/0deec53853dede81ea000000.pdf
Sekaran, U. (2006). Research methods for business: A skill building approach. John
Wiley & Sons. Retrieved from
https://scholar.google.com/scholar?q=Research+methods+for+business%3A+A
+skill+building+approach+&btnG=&hl=en&as_sdt=0%2C5#0
Shury, J., Winterbotham, M., Davies, B., Oldfield, K., Spilsbury, M., & Constable, S.
(2010). National Employer Skills Survey for England 2009: Key findings report.
Policy. Retrieved from http://www.ukces.org.uk/tags/report/national-employer-
skills-survey-for-england-2009-key-findings-report
Silva, E. (2008). Measuring skills for the 21st century. Education Sector Reports, 11.
Singh, G., & Singh, S. (2008). Malaysian graduates’ employability skills. UNITAR E-
Journal. Retrieved from
http://scholar.google.com.my/scholar_url?url=http://www.teo-
education.com/teophotos/albums/userpics/GurvinderMalaysianGraduate_1.pdf
&hl=en&sa=T&oi=ggp&ct=res&cd=0&ei=ss-
0VLeGD8qXqgHusoEQ&scisig=AAGBfm19Nv8HZxT2lGFRtvf18a0tbFX5iQ
&nossl=1&ws=1280x587
The Partnership for 21st Century Skills. (2009). Life and Career Skills. Retrieved June
16, 2015, from http://www.p21.org/about-us/p21-framework/266-life-and-
career-skills
Triki, N., Gupta, N., & Rafik, T. (2012). A critical evaluation into the role of the
Libyan technical and vocational education in providing the skills required by the
national manufacturing industry. EDULEARN12 Proceedings, 5582–5590.
Triki, N. M. M. (2010). A critical assessment of the technical and vocational education
and training programme for the Libyan chemical industry. Edinburgh Napier
University. Retrieved from http://researchrepository.napier.ac.uk/4280/
Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times.
Jossey-Bass. John Wiley & Sons. Retrieved from
http://www.hrdcentral.com/21st-century-skills-learning-for-life-in-our-
times.html/
UNESCO. (2013). UNESCO-UNEVOC Shanghai Update: follow-up on the Third
International TVET Congress. Retrieved from
http://www.unevoc.unesco.org/print.php?q=Shanghai+Update%3A+follow-
up+on+the+Third+International+TVET+Congress
UNESCO, & ILO. (2002). Technical and Vocational Education and Training for the
Twenty-first Century: UNESCO Reccomendation. Retrieved from
http://unesdoc.unesco.org/images/0012/001260/126050e.pdf
148
Unevoc-Unesco. (2006). What is TVET? Unevoc-Unesco. Retrieved from
http://www.unevoc.unesco.org/go.php?q=What+is+TVET
Voogt, J., & Roblin, N. (2010). 21st century skills. Discussienota. Zoetermeer: The
Netherlands: Kennisnet. Retrieved from
http://development.todosmedia.com/klassetheater/wp-
content/uploads/2015/04/discussie-nota-21_st_century_skills-.pdf
Wang, Y. (2012a). Education in a Changing World: Flexibility, Skills and
Employability. Report (Vol. 69104).
Wang, Y. (2012b). Education in a Changing World: Flexibility, Skills, and
Employability. Washington, DC: Human Development Network, World Bank.
Winch, C. (2013). The attractiveness of TVET. Revisiting Global Trends in TVET:
Reflections on Theory and Practice, 86.
Wu, C. C. (2011). High graduate unemployment rate and Taiwanese undergraduate
education. International Journal of Educational Development, 31(3), 303–310.
Zaharim, A., & Yusoff, Y. (2008). Employers’ perceptions and expectation toward
engineering graduates: A study case. Proceedings of the 6th WSEAS International
Conference on Engineering Education.
Zaharim, A., Yusoff, Y., Omar, M. Z., & Mohamed, A. (2009). Perceptions and
Expectation Toward Engineering Graduates by Employers : A Malaysian Study
Case. Advances in Engineering Education, 6(9), 296–305.
Zakaria, H. A. Bin. (2012). Education Development and Reformation in the Malaysian
Education system: Challenges in the New Millenium. SOUTHEAST ASIAN
JOURNAL OF EDUCATION, 1(1).