CAPACITY BUILDING FOR IN-SERVICE TEACHERS IN INTEGRATED SPECIAL EDUCATION PROGRAMS (PPKI): ADVANCING IMPLEMENTATION OF SPECIFIC VOCATIONAL SKILLS (SVS)

Abstract

This study investigates the capacity building of in-service teachers in Malaysia’s Integrated Special Education Program (PPKI), with a particular focus on the implementation of Specific Vocational Skills (SVS) aimed at enhancing the employability and independence of students with special educational needs (SEN). The study is situated within the broader educational reform that marks the shift from a school integrated-based curriculum to a competency-based curriculum, which places greater emphasis on both basic and specific vocational skills tailored to students’ functional capacities. While this shift is aligned with global inclusive education goals, its successful implementation depends heavily on the preparedness and capabilities of educators. Utilizing a qualitative design with series of focus group discussions using semi-structured group interview protocols and thematic analysis, the study uncovers educators lived experiences, attitudes, and professional development needs. Findings suggest that teacher self-efficacy, institutional support, and collaborative professional learning are critical to successful SVS integration. By exploring teachers’ training needs analysis, this study aims to pinpoint gaps in educator competencies and propose targeted professional development initiatives. Ultimately, the findings aim to inform strategies that enhance teacher effectiveness, ensuring that vocational training within PPKI programs is aligned with labor market demands and facilitates meaningful societal participation for students with disabilities. The study concludes with recommendations for policy, training, and cross-sectoral collaboration to optimize vocational training within PPKI and support inclusive, competency-based education in line with Malaysia’s educational reforms.