Intipati transformasi pendidikan vokasional adalah satu perubahan kepada budaya pendidikan vokasional. Industry pembuatan yang kukuh memerlukan sisteem pendidikan vokasional yang kuat, manakala system pendidikan vokasional yang kuat memerlukan budaya pendidikan vokasional yang padu. Justeru itu, pendidikan vokasional Malaysia akan berubah kepada “pendidikan vokasional 4.0”, ianya perlu ‘dilahirkan semula’. Revolusi ‘budaya pendidikan vokasional’ dimanifestasi kepada 3 aspek utama:

• • • Dari segi konsep, pendidikan vokasional bukan sahaja ‘tulang belakag’ bag pembangunan industri perkhidmatan, tetapi ianya juga adalah sebahagian daripada industry itu sendiri. ‘Pendidikan Vokasional 4.0’ adalah berbeza daripada pendidikan vokasional 1.0, 2.0 dan 3.0. jika ‘Pendidikan Vokasional 1.0’ mengetengahkan kualiti profesional tradisional dalam kerjaya, maka ‘Pendidikan Vokasional 2.0’ mengetengahkan pengkhususan berdasarkan bidangbidang khusus dan pendidikan asas. ‘Pendidikan Vokasional 3.0’ pula mengetengahkan kualiti profesional yang berorientasikan tanggungjawab dalam tindakan-tindakan yang dibuat, maka ‘Pendidikan Vokasional 4.0’ akan mengetengahkan proses kualiti profesional dan proses pengembangan kualiti profesional yang berorientasikan pengalaman dan saintifik dalam dunia kerja digital. Menurut Dr. Gert Zinke, Institut Pendidikan Vokasional Persekutuan, yang mempercayai ‘Pendidikan Vokasional 4.0’ adalah satu visi yang memerlukan perubahan, termasuklah pemahaman dalam kerjaya masa depan, merekabentuk dang pengajaran kepada pendidikan vokasional, proses pengajaran, kelayakan kendiri, pendidikan dan sumber rujukan serta lain-lain [1].

• • • Untuk mencapai sesuatu ‘integrasi’ bagi sekolah-perusahaan yang sebenar, dengan sekadar hanya statik dalam tahap ‘kerjsama’, ‘Industri 4.0’ telah mencetuskan pelbagai perubahan, dan pelarasan perlu dibuat mengikut kelayakan terhadap peralatan kerja, bahan-bahan kerja serta organisasi kerja tersebut. Ia dapat dilihat bahawa dunia pekerjaan industry digital memerlukankebolehan profesional yang baharu. Sebaliknya, ia juga memerlukan kepakaran berdasarkan teknologi maklumat atau mekatronik dalam sebilangan industri, dan ini memerlukan kapasiti kerja mengikut system data yang kompleks. Pada masa yang sama, terdapat lima penanda aras yang dapat meningkatkan syarat kelayakan ‘Industri 4.0’ bagi pekerja-pekerja teknikal, iaitu, kerjasama yang komprehensif dan informasi telus, automasi sistem pengeluaran, pengurusan diri dan membuat keputusan berorientasikan objek, komunikasi digital dan interaksi fungsi-fungsi pengurusan, serta penggunaan pekerja secara fleksibel.

• • • Untuk bertindak, kita mesti bersungguh untuk menerapkan sistem pendidikan vokasional dengan karakter Malaysia itu sendiri, seperti kegigihan, keusahawanan dan inovasi. ‘Industri 4.0’ adalah satu revolusi dalam bentuk pekerjaan. Sama seperti automasi dan digital mengubah pengeluaran dan produk kita, tujuannya adalah untuk mewujudkan model pengeluaran produk yang sangat fleksibel dan pintar dalam digital produk dan perkhidmatan secara khas serta menghasilkan pekerja yang intensif [2]. Keperluan ini semkalin lama semakin meningkat. Produk pintar adalah salah satu ciri utama ‘Industri 4.0’. Ciri-ciri utamanya adalah terletak pada bakat, perkhidmatan, data, produk, peranti dan ruang yang pintar. Maka dengan itu, profesion pendidikan vokasional bergerak maju kea rah informasi pintar sebagai teras. Yang kedua, adalah untuk membentuk gabungan struktur profesional yang menggabungkan rekabentuk, pembuatan dan perkhidmatan oleh digital pintar. Sebagai contoh, kawalan dan penyelenggaraan mesin dan peralatan tradisional dapat menggabungkan sejumlah jenis perkhidmatan dalam bidang IT dan sains seperti teknologi komunikasi, sains computer, perniagaan, pengurusan dan bidang profesional kejuruteraan. Bidang pengetahuan dalam aspek-aspek lain juga akan digabungkan dan membentuk satu corak latihan bakat profesional.

Kesimpulannya, promosi Industri 4.0 secara global telah memberi misi bersejarah untuk merubah perkembangan pendidikan vokasional yang mempu melatih pekerja-pekerja yang berkualiti dan berkemahiran.

Ir. Dr. Goh Hui Hwang
Pengasas
IPM Group

Rujukan:
[1] Zinke, Gert (2018),‘Vocational Education and Training 4.0 – results and core message for changes in skilled worker requirements from occupational screening’, Forum 1 ： Vocational Education and Training 4.0 – initial and continuing training in the digital age ，June 8, 2018, Federal Institute for Vocational Education and Training (BIBB), Germany: No publisher.
[2] Ustundag, Alp and Cevikcan, Emre (2017), Industry 4.0: Managing The Digital Transformation, Cham, Switzerland: Springer.

**This Malay translation is for reference only. If the meaning of the Malay translation is inconsistent with the original English version, the original English version shall prevail.

Artikel dalam format PDF »

The post Intipati Transformasi Pendidikan Vokasional dari Perspektif Industri 4.0 appeared first on IPM.

The essence of vocational education transformation is the transformation of vocational education culture. A strong manufacturing industry needs a strong vocational education system, while a strong vocational education system is rooted in a strong vocational education culture. Therefore, if Malaysia’s vocational education is to be transformed into a true “vocational education 4.0”, it needs to be ‘reborn’. The revolution of ‘vocational education culture’ is mainly manifested in three aspects:

1. In terms of concept, vocational education is not only the ‘supporter’ for the development of the service industry, but also a part of the industry itself. ‘Vocational Education 4.0’ is different from vocational education 1.0, 2.0 and 3.0. If ‘Vocational Education 1.0’ emphasizes the traditional professional quality of career, then ‘Vocational Education 2.0’ emphasizes specialization based on specialized field and basic education. ‘Vocational Education 3.0’ emphasizes the process-oriented professional quality in independent and responsible actions, then ‘Vocational Education 4.0’ emphasizes the experience-oriented and scientifically oriented development of professional quality in the digital work world according to Dr. Gert Zinke, the Federal Institute for Vocational Education, who believes that ‘Vocational Education 4.0’ is a vision that needs changes, including an understanding of future careers, designing and teaching of vocational education, teaching processes, personnel qualifications, educational and teaching resources, etc [1].
2. To achieve the ‘integration’ of true school-enterprise integration, rather than just staying at the level of “cooperation”. ‘Industry 4.0’ has triggered a wide range of changes, and changes in work equipment, work objects and work organizations require adjustments to the corresponding qualifications. It can be seen that the working world of the digital industry requires new professional capabilities. On the other hand, it needs expertise based on information technology or mechatronics in a certain industry, and it needs work capacity based on a complex data system environment.At the same time, there are also five indicators that increase the qualification requirements of ‘Industry 4.0’ for technical workers such as comprehensive integration and information transparency, automation of production systems, self-management and object-oriented decision-making, digital communication and interaction management functions, and the flexibility of employee use [2].
3. In action, we must persist in fostering a vocational education system with Malaysia characteristics such as perseverance, perseverance, public entrepreneurship, and innovation. ‘Industry 4.0’ is a revolution in the form of work. Just as automation and digital change our production and products, the goal is to create a highly flexible and intelligent production model of personalized and digital products and services, and to intelligentize employees [2]. The requirements are getting higher and higher. Intelligentization is one of the core characteristics of “’Industry 4.0’. The core features of this intelligence are embodied in intelligent talents, intelligent services, intelligent data, intelligent products, smart devices, and smart spaces. Therefore, the profession of vocational education is moving towards intelligence with information as the core. The second is to form a composite professional structure that integrates design, production and service caused by digital intelligence. For example, the traditional machinery and equipment control and maintenance profession in the manufacturing field began to compress, adding a number of integrated services, IT and science fields, such professionals will be engineering disciplines, communication technology, computer science, trade and management. The knowledge of other aspects will be integrated and form a composite professional talent training pattern.

In a nutshell, the promotion of Industry 4.0 on a global scale has given the historical mission of transforming development to the vocational education that undertakes the training of high-quality workers and skilled and skilled personnel.

Ir. Dr. Goh Hui Hwang
Founder
IPM Group

References:

[1] Zinke, Gert (2018),‘Vocational Education and Training 4.0 – results and core message for changes in skilled worker requirements from occupational screening’, Forum 1 ：Vocational Education and Training 4.0 – initial and continuing training in the digital age， June 8, 2018, Federal Institute for Vocational Education and Training (BIBB), Germany: No publisher.

[2] Ustundag, Alp and Cevikcan, Emre (2017), Industry 4.0: Managing The Digital Transformation, Cham, Switzerland: Springer.

 View  Article in PDF »

The post The Essence of Vocational Education Transformation From The Perspective of Industry 4.0 appeared first on IPM.