The role of philosophy in linking skills training and the world of work to the marginalized people

Abstract

Due to the economic transformation in order to achieve Malaysia‟s vision to become a successful developed country in the whole Asia region by year 2020, the technical and vocational educator is obligated to deal with concern that quality is built into the „finish product‟ or graduate. The keyword for the „finish product‟ of technical and vocational education and training (TVET) is employment for learners where it leads learners to the theoretical knowledge, practical skills to be acquired, and attitude towards work. The concern towards marginalized people, such as women, individuals with special needs, out-of-school youth, rural and remote populations, indigenous people and the homeless is also important to ensure the effort to move out the nation‟s endeavour from low or middle income trap into a high income economy is achieved. However, many approached to education for works are based on models, and have been shaped by practice rather than philosophic principles. In order to linking the skills training and the world of work, technical and vocational educators must be aware of the philosophies that fulfill both technical and vocational needs and “personal development” as well. It is also important especially to educators or organizations to develop well-defined philosophic principles that will guide, support or create practice in changing workplaces.