Leadership Styles and Challenges in Technical and Vocational Education and Training (TVET) Institutions

2024-07-26T12:01:55+08:00

In the Industrial Revolution 4.0 (IR 4.0) era, leadership has been acknowledged as vital in Technical and Vocational Education and Training (TVET) institutions to produce holistic human capital and highly skilled future talent. Therefore, TVET institutions' leaders must become great leaders in order to train and develop future leaders and adapt to new technologies and global challenges. TVET leaders can practice various leadership styles to achieve organisational goals. A systematic literature review was conducted to investigate the leadership styles and challenges in TVET institutions. 21 research articles from multiple digital sources have been selected for this study to analyse the leadership in TVET. The findings of this study pointed out different leadership styles such as Transformational Leadership, Distributed Leadership, and Innovative Leadership. This paper also highlighted the leadership challenges faced by the TVET leaders in this IR 4.0 era such as change management, disruptive technology, and stakeholder collaboration. These findings are then proposed as a framework for developing TVET leaders’ professional competency in the IR 4.0 era.

Technology Transfer of Face Recognition to Strengthen Community Management for People with Disabilities

2024-10-24T15:36:02+08:00

Technology transfer to the community may improve social and economic development in an area while also hastening the process of technology adoption and use. As a result, the Pusat Pemulihan Dalam Komuniti (PPDK) Air Putih in Balik Pulau, Penang, has received the technology transfer project namely “An Advanced Face Recognition Technology” (i-FRAS 2.0) from Politeknik Balik Pulau (PBU). PPDK is a training and rehabilitation centre for children with the status Persons with Disabilities (OKU), which is supervised by the Jabatan Kebajikan Masyarakat (JKM). The problem faced is that PPDK officers record the attendance of OKU trainees in a conventional way, which is to write records in a logbook. This attendance record is also reported manually to the JKM officer for monthly allowance payment to each trainee. Attendance recording and generating reports like this is quite time-consuming, and PPDK officers have limited staff. Therefore, this study investigates the effectiveness of face recognition technology to record the attendance of OKU trainees and to identify the feedback from PPDK management of this technology transfer project. Ten PPDK staff who utilised this system were provided with User Experience Questionnaires (UEQ). An interview was also carried out with PPDK’s supervisor regarding the technology transfer of i-FRAS 2.0. The findings of the study show that the task of recording the attendance of trainees is time-saving. The transfer of face recognition technology through the i-FRAS 2.0 system was well organised, increased productivity, and eased the management of PPDK trainees. Future studies can examine the effectiveness of improved face recognition systems using the Raspberry Pi microprocessor.

Politeknik & Kolej Komuniti Journal of Social Sciences and Humanities

Leadership Styles and Challenges in Technical and Vocational Education and Training (TVET) Institutions

Technology Transfer of Face Recognition to Strengthen Community Management for People with Disabilities