Sharmila LakshmanDepartment of Ethics

School of Social SciencesFiji National University

Educators who engage in Ethics curriculumdesign and implementation for technicalprograms are confronted by many challenges.This includes achieving the curriculumoutcomes to balancing the needs of theindustries. There is growing concern andrecognition of a “gap” between knowledge andskills acquired through education and trainingand those needed by industries.

Transversal Skill

Contribution towards expanding the knowledgebase on transversal competency and focuses onthe implementation of ethics in TVET. Itexplores ways in which transversalcompetencies are integrated and assessed inCertificate level ethics course in TVET and inparticular:

1. Analyzes the current status of teaching and assessing of ethics education in TVET

2. Highlights recommended and 3. Identifies challenges and provides

recommendations.

To document our attempt in bridging the “gap” between knowledge and skills acquired through ethics education and training and those needed

by industries.

I. What are the current trends in approaches ofimplementation and modes of integration of ethicscurriculum?

II. What types of pedagogies are being implemented inthe teaching of transversal skills in the currentethics course?

III. What type of assessment is being used to evaluatestudents’ transversal skills in ethics course?

IV. What are the proven pedagogical and assessmentapproaches recommended in teaching transversalskills?

V. What will be the challenges of these recommendedpedagogy and assessment for FNU?

(a) (a)Analytical approach

(b) (b)Holistic approach

• Specific Subject

• Cross Subject

• Extra-Curricular

Approaches to implementing transversal competencies

Modes of integration

Experiences created blends theory and practice

Create awareness and enhance ethical knowledge

Knowledge that is developed is transferred into a right, fair and just action

Use of high- cognitive level activities

Short Test

Role play

Portfolio

Biggs & Tang (2007)”fill-up-tanks model”

Biggs & Tang (2007)“just-in-time learning”

“fill-up-the-tanks model” where knowledge is built up first, the application of that knowledge second.

teaching and learning activities beyond formal teacher directed situations

Situated work activities (Billet, 2004)

Workplace learning( Onstenk, Jeroen &Blokhuis, Franck,2007)

Work based learning ( Biggs& Tang 2007)

Work integrated learning ( Choy and Delahaye,2011)

Increased cost Additional adaptation time for both teachers

and students Teachers have to leave their comfort zone of

frontal instruction Students have to learn to adapt to new learning

environments Fairness and validity of the assessment

methods Teacher preparedness Appropriate attainment goals

This study therefore concludes that to ensurethe development of well-rounded ethicalgraduates, transversal skills need to bedeveloped along with generic and specializedskills.

The study substantiates that successful workbased learning meets the needs of individualsand their workplace but calls for more researchto understand the dynamics and ways toapproach learning partnerships between FijiNational University and industries in Fiji.

A research on the impact of the ethics course on TVET students.

A comparative study on the approach to ethics education that will best help bridge the gap in Fiji situation.

A curriculum mapping across program level to institutional level and between institutional level to industry level to compare the intended goals and objective.

An analysis of students understanding and perspective of the content, pedagogy and assessment.

A study evaluating lectures and program coordinators views and perceptions.

A study on industries views and perceptions is also needed.

Biggs, J., &Tang, C. (2007.) Constructive Alignment in action. In Teaching for Quality Learning in University (pp.284-387). University of Michigan, McGraw-Hill.

Brandenburg, D. and Ellinger, A. (2003) The future: just-in-time learning expectations and potential implications for human resource development, Advances in Developing Human Resources, 5, 3: 308–20.

Billet, S. (2004) Workplace participatory practices – conceptualizing workplace as learning environments, The Journal of Workplace Learning, 16, 4: 312–24.

Choo, S., Sawch, D. & Villanueva, A. 2012. Educating for Twenty-first Century Global Capacities:

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OECD. 2005. The Definition and Selection of Key Competencies [Executive Summary]. Available online at: http://www.oecd.org/dataoecd/47/61/35070367.pdf

Pimple, Kenneth D. 2002. “Six domains of research ethics: A heuristic framework for the responsible conduct of research.”Science and Engineering Ethics 8:191-205 http://poynter.indiana.edu/index.php/download_file

UNESCO. 2014. Transversal Skills in Technical and Vocational Education and Training (TVET): Focus on Pedagogies and Assessment in the Asia-http://www.unescobkk.org/resources/e-library/publications/article/transferable-skills-in-technical-and-vocational-education-and-training-tvet-policy-implications/