Contents Introduction
The government of Malaysia has noted that, given the increasing importance of Technical TVET there is the need to promote and be actively involved in the development of its programs. Investment in the education and training could assist in the shortage of skilled workers in Malaysia for long term. Therefore, the reforms of the education and training system will strengthen and improve the effectiveness of the program in an increasingly competitive global economy in a way that responds to rapid growth in new technologies worldwide. This endeavor might prevent bottlenecks of skills in the industrial and manufacturing sectors, which could slow down the economy. According to Tang [13] developing countries embrace the new dynamics of higher education that pay particular attention to quality assurance. Importantly, they need to be pioneers in adapting quality assurance processes to new needs. Tang [13] also describes approaches for higher education in the twenty-first century, which might provide models for developed countries that can be adapted for similar challenges in developing countries. The automotive industry in Malaysia was established in the mid-1980s to improve the level of industrialisation in the country. The industrialisation process is part of Malaysia’s aim to be a developed country by 2020. Thus, the automotive industry strategically harnessed resources from the western and Japanese automotive industries to produce Malaysia’s own car in the large-scale manufacturing sector. It is considered one of the most important industries for the manufacturing sector. Wad and Govindaraju [15] state that ‘the Malaysian automotive industry changed significantly during 1967–1999, moving through the prescribed sequences based on shifting business alliances between foreign and local private and states actors’ (p.10). The development of the national car industry and the involvement of various carmakers that have partnerships with the local industry significantly contribute to Malaysia competitiveness.
Australia’s first locally produced car, the Holden, appeared on the road in 1948 and was made by the US-based Australian company General Motors (GM). At present, Australia has four automotive manufacturers based in South Australia and Victoria: GM Holden, Ford, Toyota and Mitsubishi [8]. Domestic production was around 336,000 in 2007, higher than in the 1980s and 1990s [5]. Singh et al. [12] revealed that the performance of the Australian car has been relatively solid historically; it has transformed the industry into a profitable and competitive producer of cars and components. The government’s trade policy declares a focus on new market negotiations as well as ‘reforms to improve productivity and competitiveness behind the border’ [5]. Through free trade agreements (FTAs), the government aims to improve access to overseas markets, which will create more employment opportunities in the domestic and international automotive sector. Sharing automotive technology internationally will result in competitive prices. In the long term, these strategies provide benefits to car dealerships, automotive services and repairs, spare parts and components. However, local economic pressure on many automotive manufacturers makes it difficult to be globally competitive in automotive technology. The effects of the free market economy, including the impetus for inventing new technology with competitive prices, will be the focus of car markers. Recently, high technology, computerized engineering, lower fuel consumption, low-emission vehicles and environmental sustainability have been taken into account in new car innovation. Manufacturing Skills Australia [8] states that the ‘technology improvement continually demands changes to equipment and work practice’ (p. 9). Hence, the service and repair sector will experience advances in technology.
This raises the question of how a country can keep up with those technologies if the education and training system does not network with the industry, and how the workforce can enhance new skills needed in the industry. The components of vehicles are becoming increasingly electronic and computerized with complex safety features [8], which significantly affect the workforce skills needed and requires higher-level diagnostic and electrical skills for these technologically advanced vehicles. Thus, the equipment and skill requirements for advanced technologies should be tackled at training institutions. The Department of Innovation, Industry, Science and Research [6] indicated that government initiatives would be funded to ‘the level of assistance to 6.2 billion AUD between 2008 and 2021’, contingent on the Australia automotive industry becoming more economically and environmentally sustainable by 2020 (p. 6).
The direction for the future for Australia’s automotive industry is to sustain employment and create job opportunities in greener technology. The increased demand to work with the technical complexity of recent automotive technology must be the focus of the relevant education and training institutions. The appropriateness of the education and training will be uncertain if the workforce is not re-skilled to meet changing industry demand.
Technical Education in Malaysia and Australia
TVET is a unique program that provides approaches to education that are theoretically and practically different to other education systems. The TVET education structure is integrated with specific skills for people who are interested in the occupational field. The learning processes are designed to be appropriate for the industry setting that focuses on practical skills and work-related problems.
As a training institution, the focus is to train the trainees to meet the industry requirements. Therefore, liaison with the industry plays a crucial role in terms of knowledge and skills acquisition. With the evolution of technology, training institutions should be responsive to industry needs, especially in training a qualified and highly skilled workforce. To produce a quality workforce, courses and programs must align with technology development at the industry site. For example, training institutes should follow current industry practice and be aware of the technological changes in the industry and in the wider community.
The recent scenario is gradually improving across disciplines. The better programs in TVET are focusing to coordinate their outcomes to be equivalent with other fields of professional development. The new paradigm aspires to change the skeptical views on TVET from being a second-class education to producing specialist trade people. Involvement from the Ministry of Education (MOE) and the Ministry of Higher Education (MOHE) helps to promote an improved set of infrastructure and facilities, to improve the quality of courses and programs, to increase the skills of the students who commence and their qualified trainers, and to improve the rate of industry participation [16]. Therefore, the study is designed as a comparative study between TAFE institutes in Australia and community colleges in Malaysia in order to improve and develop the quality and quantity of technicians in the automotive industry in the labor work forces in Australia and Malaysia.
A. Objectives of the Study
The main objective of the study is to:
Identify the extent to which the knowledge and skills acquired by the students is relevant to the needs of the automotive industry
Determine the perception of the students on the condition of teaching and learning in their various institutions
Determine the perception of the students’ on the whether the facilities provided by the institutions are in line with the needs of the industry
B. Research Questions
To what extent is the knowledge and skills acquired by the students relevant to the needs of the automotive industry?
What are the perceptions of the students on the condition of teaching and learning in their various institutions?
How are the facilities provided by the institutions in line with the needs of the industry?
Research Methodology
The research methodology describes the procedures involved in carrying out the study which are discussed under relevant sub-headings below:
A. Research Design
Descriptive survey research design was utilized for data collection in this study, which involves the use of questionnaire to determine the opinion and responses of the students. The study focuses on the students studying Diploma Certificate in Automotive Engineering. In Malaysia two community colleges were involved in the study located close to automotive manufacturer (Proton Training Centre) in Peninsular Malaysia. In the Australian context, two TAFE institutes involved in the study, the institutes are located in the state of Victoria. Most of the vehicle assembly and big-branded auto companies in Australia are located in Victoria. Victoria is also a major provider of education and training.
B. Sample and Sampling Technique
The sample populations in this study were students studying diploma in automotive engineering courses. In this study, the strategy of selecting the sample was ‘purposive sampling’ [1], [4], [11], which is defined as the researcher deciding what needs to be known by groups and/or individuals, and setting out to find people who are available and willing to participate in providing the information by virtue of their knowledge or experience. Elder [7] asserted that ‘purposive or judgmental sampling is in some way ‘representative’ of the population of interest without sampling at random’ (p. 6). In Kepala Batas Community College (northern part of Malaysia) and Kuala Terengganu Community College (east coast of Malaysia) 60 students were selected. In Box Hill TAFE Institute and Kangan Batman TAFE Institute, Richmond campus Australia 53 students were selected making a total of 113 respondents for the study.
C. Instrumentation
A structured questionnaire developed by the researcher was the instrument utilized for data collection in this study, the instrument comprised statements that elicits responses from the respondents based on their perception on the relevance of diploma certificate in automotive engineering to the industry. The data obtained from the questionnaire were coded and processed using SPSS, version 17. The data were then translated into summary form and cross-tabulated in tables using descriptive statistics such as frequency count and percentages to indicate the level of agreements with the statements in the questionnaire. The response rating scale are categorized into three three scales, ranging from low (L) to medium (M) and high (H). To determine the validity of the instrument, three experts in TVET for face and content validity critically examined the items. Cronbach Alpha coefficient was used in determining the reliability of the instrument. Cronbach’s Alpha coefficient was used to ascertain the extent of homogeneity of the items in the questionnaire. Cronbach’s Alpha is generally the most appropriate type of reliability for quantitative instrument (questionnaires) in which there is a range of possible answers for each item [9]. The reliability co-efficient stood at 0.89; which was considered high enough for the use of the instrument.
D. Scope of the Study
This research compares student preparations to meet the automotive industry’s needs through a comparative study between TAFE in Australia and community colleges in Malaysia. The investigation primarily focuses on the curriculum of diploma-level programs, the implementation of the programs and the teaching and learning processes in the institutions. The limitation of this study is the focus on automotive programs in isolation. Two institutions in Malaysia and two institutions in Victoria, Australia have been used.
Results
The data collected for the study was analyzed based on the research question and were presented in the following tables below: Research Question 1: To what extent is the knowledge and skills acquired by the students relevant to the needs of the automotive industry?
The result presented in Table 1 reveals the similarities and differences in students’ views on the extent the knowledge and skills acquired by the students is relevant to the needs of the automotive industry. The differences in the program run in the two countries brought about diverse perspectives from both countries. The responses from Malaysian students was more positive than that of the Australian students. Common opinion was found in the views of practical skills as a crucial part of a technicians’ profile in the automotive industry, and that students all wish to aquire more experience in developing practical skills. Similarly, students from both countries commented that they should be more engaged in diagnostic and problem-solving activities. The difference between the two contexts on this point was that Malaysians were interested in learning how to use the technologies (the diagnostic tools) while Australians were more focused on the interpretation of the live data generated from these technologies. Data from the surveys indicates different levels of agreement on student expectations when engaging with modern technologies; particularly diagnostic tools, updated equipment and electronic and hybrid technologies. However, students from both countries consistently revealed that neither the staff nor the equipment at the training institutes reflected current best practice in the automotive industry. Research Question 2: What are the perceptions of the students on the condition of teaching and learning in their various institutions?
Table 2 indicates the opinion of the students on the condition of teaching and learning in their various institutions. Overall, the research findings continue the trend in this section, with the Malaysian students returning a more positive perspective than the Australian cohort. Matters of difference, particularly of context, required thoughtful balance in the analysis of the data. More precisely, consideration of the alternate training systems (including pedagogy and curriculum) must include a detailed examination of stakeholder needs: in this case, the needs of the learner.
The quantitative results indicated that the Malaysian students were positive about their exposure to training for a customer-centered approach, meeting demands of the workplace, gaining self-confidence in their activities, being able to work with interactive materials, and providing opportunities to explore the latest technologies. In contrast, the Australian responses showed a broad disagreement with the statements, except on gaining self-confidence through engaging in activities such as problem-solving, which returned a positive result. In addressing this research question, the recurring theme of an expectation that lecturers be up-to-date in their knowledge and skills was reflected by both cohorts. Another recurring theme in the perception of the vocational credibility of trainers was a direct relationship to the amount and recency of their industry experience. Research Question 3: How are the facilities provided by the institutions in line with the needs of the industry?
The result presented in Table 3 reveals the similarities and differences in the students’ views on how the facilities provided by the institutions in line with the needs of the industry. Overall, the results of in the Table shows that Malaysian and Australian students are reasonably positive about the facilities provided at their training institutions. The majority of students were in agreement that the equipment and tools in the institutional settings were suitable for teaching the fundamentals of automotive engineering. Australian students are of the view that the equipment should be updated and new technologies taught. This was underpinned by the fact that in the apprenticeship model, the cohorts were distributed across a diverse range of training and employment settings that required them to work as individuals. In the Malaysian context, particularly at the community colleges, equipment and tools are provided for group tasks rather than for individual training. In addition, the community colleges need to update their technologies to a level commensurate with that of the work-based learning program to better replicate the real-world working environment. Differences were also noted between the TAFE institutes and the community colleges. These differences included class sizes, workshop setups and the breadth of their training facilities. One key advantage of the Australian cohort is that being more widely distributed within industry settings they learn a broader range of automotive technology than the Malaysian students, who may be restricted to a single manufacturer’s range of technologies. Both student cohorts revealed the issues of facilities based on their experience and training institutions. Most of the students agreed that the training facilities were sufficient for the basis of their work as mechanics and automotive engineers, but reported a universal criticism of dated technologies and equipment that are not keeping up with current expectations in the automotive industry, regardless of the economic context.
Discussion
In both Malaysia and Australia, the training institutions have accredited certificates and diplomas from government boards; for example, the Australian Qualification Framework (AQF) and the Malaysian Qualification Assurance (MQA), which are nationally, recognized qualifications. However, the aim and objective of TVET at Diploma Certificate level is to improve and develop quality when preparing highly skilled technicians to meet industry requirements, the training institutions must provide their students with practical learning experiences in the workplace. Notably, the importance of curriculum design should be integrated into a knowledge-based industry and best practice in the automotive industry to ensure the trainees can fulfil the demands of the various automotive industries. Australian and Malaysian students thought that their training institutions were improving their training for the present and the future of the automotive industry. The requirements of the industry must be taken into account for the development of future programs. Prior studies have noted the importance of VET programs in encompassing robust responses to industry needs Organization for Economic Co-operation and Development [10].
Malaysia and Australia are similar in terms of their training system, structures, staff, facilities and resources. Their major emphases are on practical orientation and involvement with industries. The use of updated technology is seen as essential to ensure that the training meets the requirement of industry and matches the technological changes in the automotive industry. Their focus is to develop human capital, especially technicians or a highly skilled workforce that is closer to the standard of industry requirements. They are aware there is considerable room for improvement to ensure that the training they provide meets the requirement of industry, organizations and individuals. Despite these basic similarities, there are structural differences between the programs run by the community colleges in Malaysia and the TAFE institutes in Australia. In Malaysia, the government sets up the system centrally. However, in Australia, the structure is less centralized because the programm are based on state TAFE boards, and it is deemed important to lessen federal control to ensure the programs cater for local needs. The Malaysian training system is built on Work-based learning (WBL) collaboration with local automotive manufacturers. Government policies have control over the development of the curriculum for the polytechnics, community colleges and other organizations, with the involvement of local automotive industries. This is implemented as a national curriculum used for the WBL programs between the community colleges and local industry-based automotive manufacturers.
There are different kinds of approaches in both countries. The Australian trainees expected to obtain the required knowledge and skills, especially in interpreting data. The Malaysian trainees preferred to study the operation of the diagnostic tools. Within the workplace environment, they expected to achieve higher levels of skills and capabilities in operating the diagnostic machines and data analysis. Remarkably, the Australian trainees’ thinking was more advanced, particularly in maximizing their understanding of the means to solve a problem by using computer-generated data. Trainees need to feel confident of their ability to solve problems in cars.
The Malaysian training institutions should reduce the number of students per class and provide more spaces for training. Interestingly, in Australia, it was revealed that in training institutions, ideally the size should be smaller in practical sessions (probably 10 students) with two trainers available during each practical workshop. This would provide more opportunity and encouragement for students in their learning processes, especially in performing more tasks and developing more confidence in refining their practical skills.
While most students in both countries agreed to a certain extent that their training emphasized practical skills, some students disagreed. This negative response from the students should be considered for future program design, because education and training are more generally focussed with an emphasis on the majority rather than minority groups of people in industries. There are some advantages and disadvantages with the program design, depending on whether it is broad or specific. This study indicates that the training in Malaysia was biased toward one local car manufacturer, who effectively had the advantage of technological advancement over others in the automotive industry. Similar to [14] and [15], this evidence is preferred to protection by the government. In Australia, it was revealed that the training is well structured, with broad contact with automotive industries throughout the apprenticeship programs. However the students’ expectations were not met in terms of the development of their personal skills. The training institutions were not seen as contemporary and were using technologies five years behind the automotive industry. Training institutions need more modern technology, both at TAFE institutes and community colleges, through a close and accessible arrangement of training within the industry.
Students from both countries revealed that their trainers were not up-to-date with current practices, to varying extents, but they provided different responses based on their experience in the training institutions. From the interview sessions, it was revealed that some of the Australian trainers lack knowledge of recent practices, since they have been left behind by the changes in the industry. In Malaysia, it was revealed that the trainers have poor practical skills because they lack industry experience. Only a few of the Malaysian trainers have majored in the automotive field, and 10 per cent are from the automotive industry. Best practice in the automotive industry seems under-emphasized at the Malaysian training institutions. This deficiency on the part of the trainers should be corrected, or at least better managed, especially by attempts to hire trainers with the appropriate qualifications required for teaching within the training system. These are significant challenges related to modern technologies that students are expected to learn in the workplace [2], [3].
Facilities are an important part of technical and vocational education or training systems. Facilities are defined as learning spaces associated with training equipment in the training institution, such as general classrooms, workshops, computer equipment, machines and other related resources. This study found that most of the students in both countries had certain expectations prior to entering the workplace environment, particularly in terms of dealing with a new demand in the automotive industry. This study found that the facilities at the training institutes are general and rely on out-dated technology. Training institutions do not provide enough exposure to modern technology. They should support industry requirements to ensure the technology applications are standardized and based on current requirements. On the other hand, students always enroll with high expectations of what they can perform with specific skills, such as using diagnostic tools in the workplace environment. This results in disappointment when their expectations were not met in the hands-on training.
Conclusion
Most of the students from both countries pointed out that they were not exposed to enough practical work at the TAFE institutes and community colleges. In these settings they expected to be developing advanced practical skills, particularly techniques and procedures in handling diagnostic tools and interpreting live data. They also expected some exposure to the latest in automobile and associated technologies. However, both countries’ data reflected that the practical equipment was out-dated at their training institutions. The results of the study further revealed that the teaching and learning processes were based on teacher-centered approaches in Malaysia. However, the Australian students expected more interaction during the teaching and learning. Both groups of students agreed that activities such as group work, discussion and presentation were well established at the training institutions. On the facilities at the training institutions in terms of their equipment, tools and workshop settings in the light of how well they replicate the workplace environment. The students from both countries agreed that the institutions were adequate for developing fundamental skills, but that the technology is out-dated. They expected their institutions to incorporate newer technology as well as provide updated equipment to ensure relevance with the current technology available in the automotive industry.
Recommendations
Based on the findings of the study the following recommendations were made:
Training institutions should upgrade their training facilities with new equipment similar to that in the workplace, or provide commensurate levels of computer simulation. Appropriate collaborative sponsorship programs across the automotive industry extending the engagement of the student with current equipment, techniques and procedures from the workplace may more readily achieve this. Such a program would require current single-manufacturer arrangements to be extended to other companies.
TVET, in the Ministry of higher education (MOHE), could advocate a broad range of industry participation opportunities to encourage a range of manufacturers to be involved in preparing highly skilled workers for their industry. This would include collaborative programs with training institutions to equip colleges and students with the most up-to-date knowledge and skills required for work in the global economy. The automotive industry (particularly manufacturers) must be open to share and distribute information. This would include the provision of equipment and components to training providers; for example, engines, electronic systems, and computer control systems. This would ensure that training resources were up to date with workplace norms. Alongside the provision of equipment, a return-to-industry program for institutionally based lecturers/teachers/trainers should be negotiated. Technician level training programmers could be better structured as ‘sandwich’ courses. If this is not possible, the existing industry work placement requirement should be extended to ensure that student needs meet with employer’s expectations of knowledge and skills. This would permit better institution–industry collaboration, along with more extended periods of work placement in the real-life working environment.
ACKNOWLEDGMENTS
The authors would like to thank the Research Management Centre (RMC) at Universiti Teknologi Malaysia (UTM) for funding this project under grant number PY/2018/02903: Q.J130000.21A2.04E40.