10 Technical Vocational Education Training Pathway …
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self-reliance is highlighted by Hussain and Maarof (2017) [14]. The re-orientation is
implemented through programmes that enhanced and expounded on the children’s
knowledge and living skills, namely Job Coach and The Southeast Asia Ministers
of Education Organisation Regional Center for Special Education (SEAMEO SEN).
The Job Coach programme is a national level project, a collaboration between the
Ministry of Women, Family and Community Development of Malaysia and Japan
International Agency (JICA) and the Job Coach Network Malaysia which was formed
in 2006 [15]. TVET is offered by various institutions globally.
In Kenya, TVET training is conducted in TVET institutions in the North Rift
Region. In Malaysia, there are boarding vocational schools for special needs
students and also some secondary schools and training centres run by organisations. The Brunei Ministry of Education, under its Special Education Unit, has been
implementing pre-vocational programmes in their secondary schools since 1999.
The programme consisted of development of language and communication skills,
personal management and social skills, development of practical knowledge, workrelated skills and work-attachment experience. This programme is one of the examples of TVET programmes which are school-based and supported by the Ministry
of Education [16].
A study by Adhikari (2018) found that disabled learners in Nepal who joined
the typical vocational training faced some difficulties such as insufficient access
to the facility [17]. The learners with visual impairments and those with hearing
deficits often faced difficulty in following their instructors although they did not
have similar problems in understanding the subject matter taught in the mainstream
classrooms. Despite having supportive instructors, the learners with disabilities also
found socialising and forming friendships a daunting social skill. The study also
indicates that the existing inclusion practices were insufficient to resolve the needs
of the disabled people. Nevertheless, the needs of differently abled people are more
conveniently tackled by the inclusion system.
In another study that shows how technical and vocational education and training
programmes in four East African countries successfully include intellectually and
mentally challenged people, Ikenna et al. (2018) found three interrelated elements to
the challenges and pathways to inclusion [18]. The challenges of inclusion may be
culturally influenced such as debilitating perceptions towards mentally ill persons.
Omission from primary school, inflexible curricula and unqualified teachers and
vague guidelines are among the structural challenges to inclusion. Such inclusive
practices for mentally disabled people in technical and vocational education and
training programmes are thus severely hindered by culture and structure. Ikenna
et al. thus suggested for pathways be made for a stronger policy with less rigid
curricula, enhanced teacher training and more positive attitudes towards the practice
of inclusion.
The purpose of establishing the TVET systems was to accommodate the nation’s
demands for vocational-based education besides bolstering the citizens’ personal,
social, civic and economic growth. Siwela (2017) posits that TVET could help
provide disabled people with intermediate to high-level skills that would help create
autonomous lifelong learners and set a basis for their higher education and assist their
95
self-reliance is highlighted by Hussain and Maarof (2017) [14]. The re-orientation is
implemented through programmes that enhanced and expounded on the children’s
knowledge and living skills, namely Job Coach and The Southeast Asia Ministers
of Education Organisation Regional Center for Special Education (SEAMEO SEN).
The Job Coach programme is a national level project, a collaboration between the
Ministry of Women, Family and Community Development of Malaysia and Japan
International Agency (JICA) and the Job Coach Network Malaysia which was formed
in 2006 [15]. TVET is offered by various institutions globally.
In Kenya, TVET training is conducted in TVET institutions in the North Rift
Region. In Malaysia, there are boarding vocational schools for special needs
students and also some secondary schools and training centres run by organisations. The Brunei Ministry of Education, under its Special Education Unit, has been
implementing pre-vocational programmes in their secondary schools since 1999.
The programme consisted of development of language and communication skills,
personal management and social skills, development of practical knowledge, workrelated skills and work-attachment experience. This programme is one of the examples of TVET programmes which are school-based and supported by the Ministry
of Education [16].
A study by Adhikari (2018) found that disabled learners in Nepal who joined
the typical vocational training faced some difficulties such as insufficient access
to the facility [17]. The learners with visual impairments and those with hearing
deficits often faced difficulty in following their instructors although they did not
have similar problems in understanding the subject matter taught in the mainstream
classrooms. Despite having supportive instructors, the learners with disabilities also
found socialising and forming friendships a daunting social skill. The study also
indicates that the existing inclusion practices were insufficient to resolve the needs
of the disabled people. Nevertheless, the needs of differently abled people are more
conveniently tackled by the inclusion system.
In another study that shows how technical and vocational education and training
programmes in four East African countries successfully include intellectually and
mentally challenged people, Ikenna et al. (2018) found three interrelated elements to
the challenges and pathways to inclusion [18]. The challenges of inclusion may be
culturally influenced such as debilitating perceptions towards mentally ill persons.
Omission from primary school, inflexible curricula and unqualified teachers and
vague guidelines are among the structural challenges to inclusion. Such inclusive
practices for mentally disabled people in technical and vocational education and
training programmes are thus severely hindered by culture and structure. Ikenna
et al. thus suggested for pathways be made for a stronger policy with less rigid
curricula, enhanced teacher training and more positive attitudes towards the practice
of inclusion.
The purpose of establishing the TVET systems was to accommodate the nation’s
demands for vocational-based education besides bolstering the citizens’ personal,
social, civic and economic growth. Siwela (2017) posits that TVET could help
provide disabled people with intermediate to high-level skills that would help create
autonomous lifelong learners and set a basis for their higher education and assist their