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In the name of Allah, Most Gracious, Most Merciful
01
The Sustainability of Work-Based Learning (WBL)
for Diploma in Architectural Technology
as a Joint Venture (JV) Programme
at Community Colleges
by
Z U L K E F L E B I N I S M A I LArchitectural Studies Programme Leader/
Head of Research & Development Division
Politeknik Sultan Idris Shah (PSIS)
Sungai Air Tawar, Sabak Bernam
Selangor Darul Ehsan
E-mail: zzulkefle@yahoo.fr
02
03
NATIONAL POLICIES ON TECHNICAL EDUCATION
1
2
3
Cabinet Committee Report, 1979
Goals to develop a united and deciplined society & fulfill
trained labourforce to meet the national development
agenda
Policy to Increase the Supply of Workforce
to enhance the achievement of a ratio of 60 : 40 (the ratio
of science to arts students)
Various Cabinet Memoranda on Technical/Vocational
Schools, Polytechnic and Community Colleges
Education
Overview
MISSION & VISION OF DEPARTMENT OF
POLYTECHNICS & COMMUNITY COLLEGES (DPCCE)
04
DPCCE aspires to become a world class education & training
provider to fulfill the human capital needs of the nation
DPCCE is committed to provide education and training at
Polytechnics & Community Colleges to fulfill the human capital needs
of the nation through strategic management, relevant & dynamic
curricular, effective training & career development
programmes, continuous quality assurance & strong support services
based on the National Education Philosophy
Overview
05
Overview
Industrialized
Building Prefabricated InformationSystem Bathroom Technology(IBS) (IT)
This study fills the gap between
Architecture Education and Building Industry
EDUCATION ARCHITECTURE BUILDING
INDUSTRY
Architecture
Education Towards
Sustainability
The Sustainability of WBL for Diploma in
Architectural Technology as a JV Programme
at Community Colleges
Joint Venture
as a
Potential Solution
Methodology
of
Research
Lesson Learned
and Benefits
Evaluation &
Perception
Diploma in
Architectural
Technology
06
07
Academic Standard for
Architecture explained
architectural studies requires
inquiry and synthesis, and brings
to bear a wide range of
knowledge, understanding the
issues and skills. It involves an
iteration and integration of specific
subject-based knowledge, with
the aim of applying these to a
design project.
Architecture Education
Towards Sustainability
08
DPCCE has initiated a collaborative
programme with the industry aims to
equip students with up-to-date
knowledge and skills. This
initiated, namely WBL, is a form of
pedagogy that blends classroom
instructions with structured real-life
working experience which prepares
students for a competitive edge in
today’s workplace.
Architecture Education
Towards Sustainability
09
Architecture is held to be central
to sustainability. All sustainable
development programs must take
into consideration the local
environmental, economic, and
societal conditions, while
knowledge, issues and skills must
all be addressed in a formal
curriculum that has been
reoriented to address
sustainability (Zulkefle, 2008).
Architecture Education
Towards Sustainability
10
Towards sustainability, the advantages of knowledge-community
should be considered during teaching and learning. It will need
to identify knowledge, issues and skills central to sustainable
development in each of three components – environment,
economy, and society.
Architecture Education
Towards Sustainability
ENVIRONMENT ECONOMY SOCIETY
KNOWLEDGE Technology Training Conflict
ISSUESLow skill and poor
productivity
Method of teaching and
learning
Changing method of
teaching and learning
SKILLS
The ability to produce
students according to
competency standard
The ability to identify the
new and effective
approach in delivering
The ability to think
critically about value added
and its issues
11
Architecture Education
Towards Sustainability
Perform a
concrete job
optimally
Synthesis
between
these approaches
Task based
or Behaviourist
Competence is defined in Webster’s
dictionary as ‘fitness or ability’.
Words given as synonyms or related
terms are ‘capability’, ‘capacity’,
‘efficiency’, ‘proficiency’ and ‘skill’.
Three (3) conceptions of the Nature of Competence
12
Architecture Education
Towards Sustainability
Individual’s
behaviour
Institution
performance
Performance can be defined in terms
of the behaviour of individual displays
at work, and such behaviours must
contribute to an institution’s goal in
order to be considered in the domain
of task performance (Campbell et
al., 1993).
Performance has divided intoTwo (2) sections
Architecture
Education Towards
Sustainability
The Sustainability of WBL for Diploma in
Architectural Technology as a JV Programme
at Community Colleges
Joint Venture
as a
Potential Solution
Methodology
of
Research
Evaluation &
Perception
Diploma in
Architectural
Technology
13
Lesson Learned
and Benefits
Diploma in Architectural
Technology
14
Diploma in Architectural Technology is the skill course to draw
and understanding plans for buildings according to
specifications. The students would understand an extensive
knowledge of building construction before they could
understand the plans. Besides that, the students would flair
for drawing, ability to translate concepts, be able to visualize
three dimensionally object accurately, have good hand
skills, good eyesight, patience, an eye for detail, and be
computer literate (BPPK, 2008).
Diploma in Architectural
Technology
15
The graduates will have knowledge, skill and attitude that will
allow them to make tangible contributions and meet new
technical challenges. The graduate will continuously enhance
their knowledge and skills for adaptable to a new changes at
the workplace. As a team member, the graduates will also
communicate effectively and interact responsibly with
colleagues, clients, employers and society. In addition, they
will possess good ethical values and entrepreneurial
awareness to commercialize their skills (BPPK, 2008).
Diploma in Architectural
Technology
16
Careers in architectural and construction
industry require a huge amount of
scientific knowledge and technical
experiences. Upon completion of this
programme, the graduates will acquire
wide knowledge and skills in their field of
studies. Hence, they can venture
successfully in the following careers such
as draughtsperson, CADD
operator, graphic illustrator, building
technician, site supervisor, contractor etc.
Diploma in Architectural
Technology
17
Architecture
Education Towards
Sustainability
The Sustainability of WBL for Diploma in
Architectural Technology as a JV Programme
at Community Colleges
Joint Venture
as a
Potential Solution
Methodology
of
Research
Lesson Learned
and Benefits
Evaluation &
Perception
Diploma in
Architectural
Technology
18
JV as a
Potential Solution
19
The objectives for JVs include:
Promote
Interactions &
Cooperation
Act as conduit for
the Advancement
Explore, expand
& share
knowledge, experienc
e & expertise
Encourage
Growth &
Advancement Encourage growth
and expansion
JV as a
Potential Solution
20
In architectural studies and construction industries, JV
between institutions and firms is important to determine the
successful of the efforts towards sustainability of the
architecture education. The arrangement will bring various
parties to joint forces and work together as a team. It also
involves closer integration and recognition that each party has
something the other needs. Each JV entities will benefit from
each other and contributes towards achieving the objectives.
JV will be an alternative to help the DPCCE encourage more
companies to venture into WBL.
Architecture
Education Towards
Sustainability
The Sustainability of WBL for Diploma in
Architectural Technology as a JV Programme
at Community Colleges
Joint Venture
as a
Potential Solution
Methodology
of
Research
Lesson Learned
and Benefits
Evaluation &
Perception
Diploma in
Architectural
Technology
21
Methodology of
Research
22
A series of observation and
informal discussions as well as
semi-structured interview with
Architects, Lecturers at
Community Colleges, Officers
at Curriculum Development and
Evaluation Division of DPCCE
and students were conducted.
Consequently the following self
evaluation are formed
Architecture
Education Towards
Sustainability
The Sustainability of WBL for Diploma in
Architectural Technology as a JV Programme
at Community Colleges
Joint Venture
as a
Potential Solution
Methodology
of
Research
Lesson Learned
and Benefits
Evaluation &
Perception
Diploma in
Architectural
Technology
23
Evaluation &
Perception
24
The Advantages of JV Concept
has also
strengthened
the partnership
with practice
the students
expose about
50% towards the
real on-job
training
offers a good
measure of
control over
what students do
report writing
has improve the
quality of student
in report-writing
the curriculum
have improved
student
motivation
during WBL
report describing
work experience
is a valuable
learning
outcome
Evaluation &
Perception
25
Students’ Performance in WBL
students of
Community
Colleges good in
draughtsmanship!
grades of the
students are
near the worth of
the scale of
grade
Evaluation &
Perception
26
Studies Course in WBL
architect cannot start too soon in
inculcating the broad concept of
an architectural training
Can I do this kind of thing
earlier on in my WBL?
Evaluation &
Perception
27
Actual Workplace Activities
form of joint courses in
Construction Technology, Interior
Design or Landscape Architecture
allied to the built environment
curriculum should be
improved towards health and
safety before its
implementation
Architecture
Education Towards
Sustainability
The Sustainability of WBL for Diploma in
Architectural Technology as a JV Programme
at Community Colleges
Joint Venture
as a
Potential Solution
Methodology
of
Research
Lesson Learned
and Benefits
Evaluation &
Perception
Diploma in
Architectural
Technology
28
Lessons Learned
and Benefits
29
By combining WBL within the academic structure of Diploma in
Architectural Technology, a better quality of integration is
achieved between practical training and more formal academic
studies.
By acting as the tutor to a group of students, each member of staff
involved has a direct hands-on contribution to make to student
learning when the student is away from the department. The
adoption of distance-learning procedures (notably e-mail) enables
students to keep in touch with their tutor and thereby to resolve
issues that require tutor-guidance and input.
Lessons Learned
and Benefits
30
The written reports that students submit at the
end of their studies have raised the quality of
student work related to WBL. In addition, the
students’ work is preserved in the
departmental library where it can be consulted
and serves as a guide to other students when
they are planning their own work-experience
Curriculum and teaching and learning procedures in polytechnics
should be revised towards closer working relationships with the
architectural practices who participate in WBL scheme.
THANK YOU
&wassalam
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