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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


88

4.5.2 Comparison between the Initiative and Self-direction Skills



90

4.5.3 Comparison between the Social and Cross-cultural Skills



91

vii

4.5.4 Comparison between the Productivity and Accountability

Skills among TVET Students based on Different Types of


93

4.5.5 Comparison between the Responsibility and Leadership

Skills among TVET Students Based on Different Types of


94


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


among TVET Students in Polytechnics Based on Student

Gender

98


among TVET Students in Polytechnics Based on Student

Gender

100



Student Gender

101



Student Gender

102


Students in Polytechnics Based on Different Courses under

Different Department enrolled by students

103

4.7.1 Comparison between the Flexibility and Adaptability


Different Courses under different departments enrolled by

students

104


among TVET Students in Polytechnics Based on Different

Courses under different departments enrolled by students

107


among TVET Students in Polytechnics Based on Different

Courses under enrolled by students

110



112

viii


students




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




5.4 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


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


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


Question Three

123


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:




Leadership skills) between male and female polytechnic students




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


2(c) Is there any difference between the Social and Cross-cultural skills


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


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


16

3(c) Is there any difference between Social and Cross-cultural skills


3(d) Is there any t difference between Productivity and Accountability skills


3(e) Is there any difference between Responsibility and Leadership skills


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



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



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


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


H01e: There is no significant difference between the Responsibility and

Leadership skills possessed by the students in different types of


18



by male and female polytechnic students.


Adaptability skills possessed by male and female polytechnic students.


direction skills possessed by male and female polytechnic students.


skills possessed by male and female polytechnic students.


Accountability skills possessed by male and female polytechnic

students.


Leadership skills possessed by male and female polytechnic students.



by students enrolled in different courses in polytechnics.


Adaptability skills possessed by students enrolled in different courses

under different departments in polytechnics.

19


direction skills possessed by students enrolled in different courses



skills possessed by students enrolled in different courses under different

departments in polytechnics.


Accountability skills possessed by students enrolled in different

courses under different departments in polytechnics.


Leadership skills possessed by students enrolled in different courses


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

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