A Green Skills Framework for TVET Curricula
Adib Farhan Zaime1, Noor Mala Othman2, Lai Chee Sern3, Azman Hasan4, Salina Md. Said5
1Adib Farhan Zaime, Department of Engineering Education, Faculty of Technical and Vocational Education, University Tun Hussein Onn Malaysia, Parit Raja, Johor, Malaysia.
2Noor Mala Othman*, Department of Engineering Education, Faculty of Technical and Vocational Education, University Tun Hussein Onn Malaysia, Parit Raja, Johor, Malaysia.
3Lai Chee Sern, Head Department of Research , Innovation and Consultancy, Malaysia Research Institute for Vocational Education and Training, Parit Raja, Johor, Malaysia.
4Azman Hasan, Department of Engineering Education, Faculty of Technical and Vocational Education, University Tun Hussein Onn Malaysia, Parit Raja, Johor, Malaysia.
5Salina Md. Said, Department of Engineering Education, Faculty of Technical and Vocational Education, University Tun Hussein Onn Malaysia, Parit Raja, Johor, Malaysia.
Manuscript received on December 16, 2019. | Revised Manuscript received on December 24, 2019. | Manuscript published on January 10, 2020. | PP: 2532-2534 | Volume-9 Issue-3, January 2020. | Retrieval Number: B7276129219/2020©BEIESP | DOI: 10.35940/ijitee.B7276.019320
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Knowledge, technical skills, and generic skills are quite a synonym in TVET curriculum, but apart from that, the industries are starting look for the manpower with competent in green skills. Besides, the green skills an alternative way to cultivate awareness on environmental and to protect and conserve the environment from climate change and pollution in order to stimulate sustainable development. This article aimed at exploring out the impact of the environmental policies on job opportunities; the domains and elements of green skills which required in green industries; the mismatch of domains and elements green skills between industries and institutions; and the green skills framework for TVET curricula. An exploratory sequential design is used in this study which consists of two-phases. Respectively, the first phase 11 experts in environmental aspect or green practice involve in order to get the consensus and Delphi technique apply, and 200 TVET academicians involve in the second phase. The data from this study is useful in order to reduce knowledge gaps and as the tools in order to revise the existing curricula framework due to the change of skill requirements.
Keywords: Green Skills, Environmental, Exploratory Sequential Design.
Scope of the Article: Environmental Engineering