Malaysian Teachers & Education

Proceedings of the 1stUPI International Conference on Technical and Vocational Education and Training Bandung, Indonesia, 10-11 November 2010 570 Transformational of Malaysian's Polytechnic into University College in 2015: Issues and Challenges for Malaysian Technical and Vocational Education Sahul Hamed Abd. Wahab1 , Mohd Amin Zakaria2 , Mohd Ali Jasmi3 Politeknik Johor Bahru 81700 Pasir Gudang Johor Malaysia. sahul@polijb.edu.my, mohd_amin_zakaria@yahoo.com, matali_jasmie@yahoo.com Abstract Malaysian Polytechnic has been operated for almost 41 years. It was established by the Ministry of Education with the help of UNESCO in 1969. The amount of RM24.5 million is used to fund the pioneer of Politeknik Ungku Omar located in Ipoh, Perak from the United Nations Development Program (UNDP). At present, Malaysia have developed 27 polytechnic at all over states in engineering, agriculture, commerce, hospitality and design courses with 60,840 students in 2009 to 87,440 students in 2012. The Department of Polytechnic Education is committed to provide quality, efficient and customer-friendly services to the highest level of objectivity, confidentiality, integrity and professionalism. Their main purpose is to breaking boundaries for the creation of transformative and creative learning environment for an innovation-led economy and to be Malaysia's number one provider of innovative human capital through transformational education and training for the global workforce by 2015. The objective of this paper is to analyze the issues related on transformational of conventional polytechnic towards students, lecturers, stakeholders, communities, and workforce and skill development in lifelong learning. In addition, to study new courses aligned with development of new technology and currents trend of employment has take into consideration. Finally, a basic frame work of a new dimension for University College based on technical and vocational training is discussed at the end of this p

blended learning is the thoughtful integration of classroom face-to-face learning experiences with online learning experiences. There is considerable intuitive appeal to the concept of integrating the strengths of synchronous (face-to-face) and asynchronous (text-based Internet) learning activities. At the same time, there is considerable complexity in its implementation with the challenge of virtually limitless design possibilities and applicability to so many contexts. To begin, it is important to distinguish blended learning from other forms of learning that incorporate online opportunities. First, blended learning is distinguished from that of enhanced classroom or fully online learning experiences (see Fig. 1). However, it is not clear as to how much, or how little, online learning is inherent to blended learning. In fact, this is only a rough, indirect measure that may be misleading. The real test of blended learning is the effective integration of the two main components (face-to-face and Internet technology) such that we are not just adding on to the existing dominant approach or method. This holds true whether it be a face-to-face or a fully Internet-based learning experience. A blended learning design represents a significant departure from either of these approaches. It represents a fundamental reconceptualization and reorganization of the teaching and learning dynamic, starting with various specific contextual needs and contingencies (e.g., discipline, developmental level, and resources). In this respect, no two blended learning designs are identical. This introduces the great complexity of blended learning.

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