Polytechnic Work Based Learning Process †Free Samples to Students

Question: Discuss about the Polytechnic Work Based Learning Process. Answer: Introduction: Work based learning can be understood as a transformation of education within institutions to carriers. This includes institutional along with industrial learning along with generating an integrated experience for the undergraduates. Generally, work based learning is a learning process which employs workplace as a medium in order to transfer learning. Students belonging to polytechnic field are deemed to lean at the institutional and industrial education in order to accomplish their courses through employing work based learning method (Fauzi, Bundu Tahmir, 2016). The current paper will also focus on the work based learning models used within advanced diploma courses within the polytechnic courses. Work based learning is among the learning approaches which is implemented internationally and converges in the direction of constructivism theory that serves as dynamic and active form of learning which slowly develops all through an individuals lifetime. Work based learning is suitable to be employed within tertiary education and can be implemented in vocational and technical education. However, this is not suitable for programs that belong to academic disciplines like economics and business sciences. Work based learning method encompasses learning combination within an educational institution along with the work place and the paper intends to discuss several models that can be used in making this method successful (Fauzi Tahmir, 2016). Work based learning in polytechnic industry not just benefited the industry and the university but has also put a positive effect on the learning and teaching culture. Work based learning can facilitate in improving innovation and productivity of a company along with increasing opportunities for career development. It can also facilitate students and learners regarding maturity of adulthood by ensuring development of social experiences within the company. Work based learning implementation in polytechnic sector can focus on improving motivation and critical thinking of students along with addressing the gap among the practice and theory that can improve opportunities for future development of curriculum. Work based learning also has the capability of enhancing an organizations innovation and productivity with employability of graduates within the workplace (Gendreau, 2015). For this reason, work based learning includes the strengths from industrial sector along with training institut ion. The industry therefore is capable to provide the experience along with recent technological amenities. In addition higher education institutions are deemed to have strengths within learning and teaching service and in the form of recognition from professional bodies. Hence, with implementation of work based learning in polytechnic sector it is easier to develop graduates those have skills and address the needs of the workforce and industry (Hadi, Agustriyana Subagiyo, 2017). Problem statement Numerous concerns are dealt with that keeps on taking place in work based learning implementation. Such concerns are associated with the provision of facilities and human resources, program implementation concern, concern associated with implementation of learning goals, learning outcome of students along with concerns associated with requirements of students (Jiang, Zhong Liang, 2014). The Quality Assurance Agency for Higher Education has also put forward certain concerns and challenges regarding implementation of effective work based learning. This encompass management between higher education companies and sector, triangular association among the higher education companies, students and industry program along with curriculum and program development supported by needs of students and industry. Issues are also observed regarding teaching and learning delivery within the workplace along with analysis of learning outcomes of students along with program efficiency. Work based learning implemented within a community polytechnic college revealed that the mentors or the instructors within the industry are incapable to motivate students for they did not have enough understanding regarding the aspects learned by students and is not aware of the support methods which might be used in order to support students. Another research carried out by Johnson and Amiraly, (2015) revealed that polytechnic learning based industrial mentors and instructors did not use effective learning and did not have enough awareness about students along with unsystematic student analysis. They also failed to explain cooperation and commitment for successful work based learning. The effectiveness of wok based learning implementation in polytechnic was investigated that revealed industrial mentors and instructors are not aware of WBL and the related roles within the program. For this reason, industrial instructors and mentors must understand and identify their roles for guiding and using work based learning. Additionally, industrial instructors should have enough knowledge concerning their organizations with which they are associated and are capable share such knowledge with students (Laxman, 2013). Purpose of study The purpose of this paper is to recognize the strengths and weaknesses of work based learning implemented within the Polytechnic sector relied on perspectives and experiences faced by the instructors (Leary et al., 2013). The current research will also recognize likely improvements that can be implemented in order to make sure regarding efficient work based learning. Considering the purpose of the study and in order to maintain efficient teaching practices, it is suggested that the teachers or instructors must plan all their teaching conducts along with developing teaching techniques and strategies, implement process of teaching along with analyzing the efficiency of learning and teaching. Moreover, will also suggest that an efficient instructor should be capable to develop several teaching styles and manage students discipline in order to supervise the learning surrounding (Lorca Elices, 2017). Focus must also be on encouraging the co-curricular activities outside the formal learni ng and teaching. Considering the research purpose, a teacher must act as a guide, a planner and a facilitator and the major function of the student must be involved within the learning activities. For such reasons, the purpose of the study is to explain that polytechnic students readiness and experience serves as a vital factor that can impact the advancement of individuals knowledge. For this reason, the study will explain that in order to improve industrial trainers or instructors competency, the work based learning coordinators in polytechnic field must provide proper trainings along with courses from them (Majid, 2017). This research also has a purpose of explain that while implementation of work based learning, learning and teaching serves as a major aspect that must be taken into consideration along with the development and placement of qualified students within the industry. In addition, the polytechnic training institutions and employers must consider employing a selection process of students those fall fit within the criteria in industrial placement (Maki, 2015). The research objectives those are to be addressed through completion of the current research are explained under: RO1: To recognize the association among Career DevelopmentLearningand graduates'employability within Polytechnic Malaysia. RO2: To recognize the association among Workplace Simulations and graduates'employability within Polytechnic Malaysia. RO3: To explain the association among Service Learning and graduates'employability within Polytechnic Malaysia. RO4: To explain the association among Internshipand graduates'employability within Polytechnic Malaysia. Research questions The study research questions those are to be answered after completion of this research are explained under: RQ1: What is the association among Career DevelopmentLearningand graduates'employability in Polytechnic Malaysia? RQ2: What is the association among Company/workplace Simulations and graduates'employability within Polytechnic Malaysia? RQ3: What is the association among Service Learning and graduates'employability within Polytechnic Malaysia? RQ4: What is the association among Internshipand graduates'employability within Polytechnic Malaysia? A conceptual framework has been developed in understanding the relationship among the dependent variable that is graduates employability in polytechnic Malaysia and the independent variables including career development learning, workplace simulations, internship and service learning (Mokhtar Husain, 2015). Career Development Learning: Career development learning is focused on facilitating students to acquire concepts, knowledge, attitudes and skills that ca equip them in managing their careers in a better manner which includes their lifelong progression in work and learning. Such learning is focused on facilitating the higher education staff in clearly recognizing the relationship of career development learning along with the strategies developed for improving the employability of students (Oliveira, 2017). This learning is focused on staff those are responsible in curriculum design and for staff in teaching departments and careers services that are accountable for curriculum components delivery associated with career development learning. Workplace Simulations: Simulations are identical to real situations, systems and processes that can take place within an organization. The power concerning a simulation is that this offers a risk free surrounding within which a learner can investigate and make decisions along with making mistakes in absence of any actual consequences (Shek et al., 2015). Learners can be placed on the organizational environment that they recognize and needs to observe along with making decisions in consideration to certain circumstances explained in certain scenarios. Service Learning: Service learning can be understood as an educational approach which combines learning objectives with community service for offering a pragmatic and progressive experience of learning along with addressing the societal requirements. This learning serves as a teaching or learning strategy which integrates constructive community service with proper instruction along with reflection that can improve learning experience, teach civic responsibilities along with improving communities (Thamrin, 2017). Service learning serves as a process of making community students involved in certain societal activities along with facilitated means for applying experience to their personal and academic development. Internship: An internship can be understood as job training for the white collar and professional careers. Internships concerning professional careers are identical in ways nut not as regular as apprenticeships for professions. Internships are deemed to provide students with increasing opportunity to work within their desired job position (Wurdinger Qureshi, 2015). The students start learning the way their course of study applies within the real world along with developing a valuable experience which makes them better suitable candidates for a particular job after completing graduation. Graduates Employability in Polytechnic Malaysia: The employability rates for Malaysian graduates are observed to get increased by 1.1 percentage point to 77.2 percentages in the current year. This indicates an improvement in the employability rate of the graduates from Malaysian higher learning institutions over the previous five years and recorded a boost of 2.8 percentage points (Yilmaz et al., 2014). Moreover, technical and vocational education training graduates experienced a gradual increase in employability in the recent year with technical universities in Malaysia indicating a high graduate employability rate of 87.1 percentages in consideration to polytechnic and community college. Model of Poly-technique work-based learning The figure below illustrates the work based learning course structure that includes both guided lesson within Proton Training Center that is guided by teachers belonging to the industry along with aspects taught within the classroom for around 25% to 75% of the on-job training in organizations. Considering the model it can be said that the work based learning program must include aspects of coordinated lass and organizational learning along with coordination of academic along with occupational-technical curriculum with the assessment system (Zuman, 2013). In the recent scenario, three polytechnic are observed to use work based learning in their Malaysia based advanced diploma courses that includes Polytechnic Ungku Omar, Polytechnic Sultan Salahuddin Abdul Aziz Shah and Polytechnic Sultan Azlan Shah. This work based learning approach is deemed to be identical to a collaborative concept. Such program is developed for the students in the community colleges that are generally relied on guided lessons which include theory lessons within which they have to take up regular lessons for five days every month. This focuses on recapitulating certain intermediate understanding regarding automotive along with lessons on advanced portion technology level (Jiang, Zhong Liang, 2014). This model also illustrates the relationships among the industrial institutions and such industry explains the relationship among the industry along with vocational and technical education institution system. Institutions serve as the major source for new workers in distinct employment fields along with employer that has right in accessing product education and activity by certain product issued by the graduates (Fauzi, Bundu Tahmir, 2016). The model also indicates that there is an association among the institution system along with the industry which produces numerous workers and graduates those have certain skills and knowledge required by the present industry. The industry can consider attaining advantages if certain education implemented by the organization is aligned properly with technological advancements. It is also revealed that the association between industry and institutional system serves as a major factor in vocational or technical education. Considering the quality of technical graduates developed by the institute, it is deemed to address the demands and criteria of the industry (Mokhtar Husain, 2015). For this reason, a two-way association among the industry and the institution is vital as it has mutual advantages for the two parties, specifically in developing a K-worker that is knowledgeable and addresses the industrial needs. Significance of study From analyzing the economic development of Malaysia it has been observed that work based learning serves as a major factor of Malaysian technological advancement for offering skilled and semi-skilled employees for several sectors affecting the economic development along with removing poverty in the nation. In addition, labor market turns out to be highly predictable, rapidly changing and increasingly competitive (Fauzi, Bundu Tahmir, 2016). In addition, some fresh graduates are dealing with obscurity in finding suitable job. For this reason, it is significant to focus on certain impacts of graduates' unemployment on growth of economy andin the direction of graduates themselves. It can be understood that both unemployment and underemployment has resulted in negative impact that is increasing burglary and armed robbery along with psychological and financial stress. For this reason, it is deemed to be significant for students to attain necessary education in career developmentlearningf or attaining a better chance in securing occupations after attaining which they will be satisfied and successful (Mokhtar Husain, 2015). Considering the Malaysian economy the paper has considered it significant to attain learning regarding the skills of students those are able to conduct tasks along with accepting responsibility for the job in which they are hired (Fauzi Tahmir, 2016). Moreover, the research will also consider the significance of realizing the quality of polytechnics program in consideration to the development process along with investigating effect of programs in economic development area. Moreover, the researcher also considers it to be significant to reveal the effect of eradication in decreasing poverty along with employment opportunities within Malaysia. Considering the negative impact that is resulting out of unemployment and underemployment, the current research considers it significant to learn the performance factors of work based learning programs of identical capability in different nations (Mokhtar Husain, 2015). The paper will also suggest improvement areas in consideration to the findi ngs for future program developments. Limitations of study Despite certain implications of the research, it has some limitations that need to be addressed in the future research. One of the limitations consider that the research wilt reveal that the instructors are likely to cooperate in making sure of the work based learning success and in such scenario financial rewards will not be considered as vital aspect in work based learning implementation (Fauzi Tahmir, 2016). Another limitation is that the research should have considered characteristics of work based learning trainers and instructors in the academic qualification with knowledge of work based subjects, increased experience in polytechnic industry, increased interest in learning and teaching along with analyzing the awareness of work based learning implementation responsibility. Another limitation is due to the time constraints the research has only considered respondents from the Northern region of polytechnic Malaysia (Mokhtar Husain, 2015). To gather more reliable data, the rese arch should have considered gathering responses from participants all across Malaysia that could have been highly useful in realizing the strengths and weaknesses of work based learning implemented within the Polytechnic sector relied on perspectives and experiences faced by the instructors. Definitions of certain common terms that are used in the research are mentioned under: Work Based Learning: Work based learning can be defined as an educational process which offers students with real life work experiences in which they can apply technical along with academic capabilities along with developing employability skills (Mokhtar Husain, 2015). Work based learning concept is observed to remain within practice for decades and is served as an integral part of technical and career education process. Work based learning experiences take place within a work setting basically from the employers worksite (Leary et al., 2013). Certain work based learning activities are coordinated with school based conducts that attempts to show students the reason for their learning. Work Related Learning: Work related learning can be defined as learning activities that can be coordinated with academic programmers that can be vocational or non-vocational (Jiang, Zhong Liang, 2014). This learning process includes work placements and experiences in the company, industry mentoring system, job shadowing within the workplace, role plays, and simulations ad case studies along with professional skills modules. There are five principles of work related learning that are developed to offer a benchmark for effective practice and guide staff in preparing new programmers and modules (Leary et al., 2013). Service Learning: This can be defined as learning and teaching strategy which integrates a constructive community service with reflection and instruction for enriching the learning experience, teaching civic responsibility along with straitening communities. Service learning offers opportunities to students in advancing their civic engagement capabilities. Through working with the community members students can be capable to enhance the group, interpersonal and organizational capabilities. They can also attain vital experience working along with different members within the community (Jiang, Zhong Liang, 2014). Service learning can be defined as a philosophy along with a model for community advancement which is employed as an instructional strategy to address content standards along with learning goals. References Fauzi, A., Bundu, P., Tahmir, S. (2016). 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