ISSN: 2222-6990
Open access
Malaysian Technical and Vocational Education and Training (TVET) programs have been associated with disparate curriculum for several years. Participating in a compartmentalised curriculum may allow a student to develop deep knowledge in a single field; yet, it frequently secludes students from other disciplines and vital soft skills important for modern jobs, especially those requiring linguistic proficiency. This study investigates the gap between the domain-specific skills of TVET students and their language requirements at Institutes of Higher Learning (IHLs), particularly regarding Final Year Projects (FYPs). The study, including five faculties and guided by an examination of relevant academic handbooks, presents methods for incorporating language skills into FYP activities to enhance both technical expertise and communication ability. The findings revealing a bias from FYPs are expected, as most of them neglect to develop skills in report writing, presentation, and collaboration, favouring technical expertise instead. Combining language training with technical education will provide TVET graduates with technical expertise and the ability to communicate and collaborate effectively, which are crucial skills in the employment market. The document proposes curriculum modifications to promote cross-curricular integration, allowing universities and colleges to adopt a modular pedagogical model rather than a fragmented one, so aligning more effectively with the requisite skill sets of specific fields. Additional study is required to investigate the impact of integration models on student outcomes and employment in diverse academic disciplines.
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