ACKNOWLEDGEMENT

I thank all who in one way or another contributed in the completion of this coursework
First, I give thanks to God for protection and ability to do work. I am so grateful being chosen
to be one of the students in technical education teacher institute campus (IPTEK).
Besides, the deep thanks to the lecturers in language department, the librarians, and
other workers in campus. My special and heartily thanks to my WAJ 3031 English Language
Proficiency II lecture which is Madam Zaritha binti Salleh, who always encouraged and
directed me. Her challenges brought this work towards a completion. It is with her
supervision that this work came into existence. For any faults I take full responsibility.
Other than that, I thank my fellow classmates in 2 PISMP RBT, Sherly Jewinly, the
person who in charge of this subject, and Rose Amani binti Rahim with Salinda binti Said for
the stimulating discussions, for the sleepless nights we were working together before
deadlines. Also I thank my friends in this campus. Besides that, I would like to thank my
parents Phang Joon Foong and Eu Hee Choo, who always stay beside for supporting me
spiritually and physically throughout my life.
Last but not the least; I would like to give thanks to my informants. Their names
cannot be disclosed, but I want to acknowledge and appreciate their help and transparency
during this coursework was done. Their information has helped me complete this
coursework.

INTRODUCTION

English is a national wide language which needed for every country to grow their
economic by communicating using English language. Besides that, Language proficiency
carries out definition which able to read standard newspaper items addressed to the general
reader, routine correspondence, reports, and technical materials in the individual's special
field and also means the ability to use the language fluently and accurately on all levels
pertinent to professional needs.
In WAJ 3022 English Language Proficiency 1, we have received a coursework which
related to our major course, RBT (Reka Bentuk dan Teknologi). Related to that, I have
chosen a topic that is called TEVT whereby it strongly connected with the course. TEVT is
Technical and vocational education which broadly defined as Education which is mainly to
lead participants to acquire the practical skills, know-how and understanding, and necessary
for employment in a particular occupation, trade or group of occupations (Atchoarena, D &
Delluc, A 2001). Apart from that, TVET means Technical and Vocational Education and
Training (TVET) where it concerned with the acquisition of knowledge and skills for the world
of work. Throughout the course of history, various terms have been used to describe
elements of the field that are now conceived as comprising TVET. Both of this connected
because RBT is the basic for TEVT which RBT will be studied by younger age student
whereby they were just in primary school.

RELATIONSHIP BETWEEN TEVT AND RBT

In RBT, most of it was mentioned and teach about hands-on skills. Besides that,
in RBT it mostly likes dual training system which has the same characteristics with the
compliment of TEVT in National Dual Training System (NDTS). Apart from that, as to be
a future teacher, this course or those skills can determine about the students interest in
the other words the strong part of them whether they are side in academic or technics
and skills. According to the Malaysia Education Blueprint 2013-2025 Preliminary Report,
TEVT is defined as Vocational education prepares students for career requiring
expertise in a specific set of techniques. These careers range from technical or
vocational skills like carpentry to positions in engineering and other occupations. In
contrast to the technical stream which prepares students for further education, the
vocation stream is more career oriented.
Roles of TEVT
In TEVT, which can simplify said as future RBT; contain many of roles and
inquiries. Due to the philosopher Bennell, P 1999, the role of TVET in furnishing skills
required to improve productivity, raise income levels and improve access to employment
opportunities has been widely recognized. Developments in the last three decades have
made the role of TVET more decisive; the globalization process, technological change,
and increased competition due to trade liberalization necessitates requirements of higher
skills and productivity among workers in both modern sector firms and Micro and Small
Enterprises (MSE). Skills development encompasses a broad range of core skills
(entrepreneurial, communication, financial and leadership) so that individuals are
equipped for productive activities and employment opportunities (wage employment,
self-employment and income generation activities).
Besides, the skills development is important for economic growth, poverty
alleviation, youth and womens empowerment and social inclusion. Nevertheless, the
role of TVET is absent to a large extent in most policy documents. This gap is
particularly puzzling; Governments and donor countries consistently emphasize the
need for concerted efforts to build the human assets of the poor. Yet TVET is accorded
limited importance in donor financing schemes and discussions since the late 80s
(Bennell P 1999). Several countries; developed and developing, such as Italy, Brazil,
China, Sweden and Japan have given more recognition to TVET through adequate
3

funding. As a result, students get exposed to vocational training and to a culture of

scientific investigation and application at an early age.
Other than that, TEVT is being ascribed a central role in the discussion about
implementation of sustainable development and green economy, as it prepares people
to consider environmental and sustainability aspects for appropriate application in their
professional practice. By now, manifold concepts, measures and activities have been
developed and implemented in other to integrate environmental and resource protection
or requirements of sustainable development into TVET.
On-the-job training can help produce skills and competencies that may enhance
a companys profitability and operability. Businesses are well placed as they know and
understand the requirements and needs of its business industry. Creation of a pool of
technical talent in various business industries to support the national, regional and global
market needs will diffuses in business. Apart from that, this can be link to the various
economic industries in Malaysia are encouraged to implement TEVT. In Figure 3 below,
taken from the Blueprint, are specific listings by target industries, showing opportunities
where TEVT initiatives may be set-up.

As the conclusion, TEVT have a lot of benefits and the promotion of technical and
vocational education and training for industrialisation, economic development, wealth
creation and poverty eradication demands policies and strategies that address the crosscutting issues of quality and relevance of training, employability, collaboration between
training institutions and employers, accreditation of training providers (in the formal, nonformal and informal sectors), assessment, certification, internal and external quality
assurance of training programmes, funding, and instructor training. This calls for a TVET
system that is competency-based and employment led, with proficiency testing of
learners and trainees as proof of competence. TVET should also be seen and
acknowledged by all stakeholders as a valid passport to a well-paid job or selfemployment or higher education and not as an alternative educational opportunity fit
only for early school leavers, the less academically endowed or the poor.

STUDENTS REFLECTION

First of all I would like to thank GOD for let this coursework done successfully,
besides, thousands of thanks for our lecturer Madam Siti Zaritha, and my fellow
friends. Apart from that, my parent whom I will never forget for their last longer
spiritually, mentally, and physically support.
During I finish this coursework; there were lots of barriers such as not enough
for reference and I cannot manage my time well and clearly. Due to this two
problems, I can feels that complete a coursework is not a simply work to do. It needs
a lot of time to think and managing the time well especially during this assignments
week. It is because; there is a mountain of assignment needed to be done in one
time in d date of submission. Therefore, I decided to manage my time using
timetable method, so I can complete the assignment before the date of submission.
Besides that, for reference, I have asked a lot of question with my lecturer and
friends to broad my thinking skills toward this coursework.
Thence, I have learned how to manage time perfectly, and know more about
TEVT. Since before this, I have no idea what is TEVT actually, but once I read the
article about this topic, its broad my mind and makes me think wider and makes me
want to write about this topic. So, without this coursework, I am sure that I would not
know about TEVT even a single thing. Hence, I really appreciate for existence of this
coursework.
For suggestions, I would like request for more reference books from library
because it is really important for the person or student like us. Apart from that, I also
would like recommend for the internet connection which always gains problems to
students by showing line limited or does not function anyway.
As conclusion, this coursework is very important for students like me to learn
more about our major courses region so that we can answer the question from
student from next day.

Bibliography

African Press Organization (December, 18th 2008). Kenya / US$ 37 million

AfDB Loan in Support of
Technical, Industrial, Vocational and Entrepreneurship Training. Nairobi,
Kenya
Altinyelkien K, H. (2004) Technical and Vocational Training in Developing
Countries
Atchoerena, D. Delluc, A. (2001) Revisiting Technical and Vocational
Education in Sub - Saharan Africa: an
update on trends innovations and challenges. Paris
Bennell, P. (1999) Learning to Change: Skills Development among the
vulnerable and socially Excluded in
Developing Countries, Employment and Training. Geneva
Geert, P. (2008) Evaluation of the TVET Policy and Practice of ICCO, Woord
En Daad and Edukans