THE DEVELOPMENET OF TRANSNATIONAL STANDARDS FOR TEACHER TRAINING FOR TECHNICAL AND VOCATIONAL...

7/31/2019 THE DEVELOPMENET OF TRANSNATIONAL STANDARDS FOR TEACHER TRAINING FOR TECHNICAL AND VOCATIONAL

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2nd International TT-TVET EU-Asia-LinkProject Meeting

VEDC Malang, Indonesia

THE DEVELOPMENET OF TRANSNATIONAL STANDARDS FOR TEACHER

TRAINING FOR TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING WITH

MULTIDISPLINARY AND INDUSTRIAL ORIENTATION

PAPER 3(STAGE III)

(CURRENT STANDARDS FOR TEACHER TRAINING FOR TECHNICAL ANDVOCATIONAL EDUCATION AND TRAINING IN MALAYSIA)

Prof. Dr. Jailani Bin Md. Yunos,

Assoc. Prof.Dr.Wan Mohd Rashid Bin. Wan Ahmad,Assoc.Prof.Dr. Noraini Binti Kaprawi,

Assoc.Prof.Dr.Wahid Bin Razally

Kolej Universiti Teknologi Tun Hussein Onn (KUiTTHO), Malaysia.

Abstract

This paper presented the current standards that being used in Malaysia withrespect to Teacher Training and Instructor Training. There is a clear distinction in

the Malaysian Qualification Framework on the issues of skill training and technicaland vocational training.

Three main standards for teacher training are discussed and evaluated, namelythe National Vocational Training Council (NVTC), Technical and VocationalTeacher Training (KUiTTHO), and other training agencies.

This paper maps the criteria within different standards and as well as thecompetencies / learning outcomes that describes the products / trainee.


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Introduction

The introduction of Qualification Framework in Malaysia and elsewhere around the worldhas somewhat spark off discussions into the basics of curriculum. The question ofstandard, transparency and traceability of learning or training to some extent has someimpact on the methodology adopted by curriculum developers. This initiative may exhibitinternational credit transfer, facilitation of exchanges of students and lecturers,development of international co-operation, development of TVET professional capacityand development of TVET role in the regional innovation system (Lei & Rauner, 2004)

Malaysia Quality Framework

Quality Assurance comprises all planned and systematic actions necessary to provideadequate confidence that quality is being maintained and enhanced and the servicesand products meet the specified quality standards. Malaysian educational and traininghas a qualification framework, standard and criteria which are aggressively assessed bya panel of experts and practitioners on the running programmes. While not neglecting

the educational processes, the whole process of programme assessment is moreinclined to what is the outcomeof the programme. More to the focus of the learners,academic has to have measurable outcomes of knowledge, skills, intellectuality,communication, information management, ethics and professionalism, socialresponsibility and entrepreneurship. Academics therefore are also expected to knowmore than just teaching.

Standard

The Ministry of Higher Education evolved a bottom-up approach of developing aframework since April 2002 that span across the academic and professional, TVET,skills, and lifelong learning which duly accepted by the CVC in 2005. Focusing on the

degree programmes, all disciplines are expected to design, develop and implement theprogrammes according to the Malaysian Qualification Framework (MQF) which basicallyhas 4 qualification descriptors (Level, Characteristics, Discipline, and Credit / studentslearning load). A skill certificates level 1 and PhD programmes alike have to subscribe tothe guidelines provided in MQF. Other levels of qualifications are developing their ownunder the auspicious of the Malaysian Qualification Agency (MQA).

The current standards being used in Malaysia with respect to Teacher Training andInstructor Training. There is a clear distinction in the Malaysian Qualification Frameworkon the issues of skill training and technical and vocational training. Three main standardsfor teacher training are discussed and evaluated, namely the National VocationalTraining Council (NVTC), Technical and Vocational Teacher Training (KUiTTHO), and

other training agencies.

This paper maps the criteria within different standards and as well as the competencies /learning outcomes that describes the products / trainee.

Skills and Academic

Malaysias vision 2020 aims at a sustainable and high quality economic development thatincludes prospects for advance production and building up high potential knowledge at theintermediate level of qualification. Knowledge workers, being highly skilled individuals whoalso have hands-on experience are expected to play an important role in modernizingproduction and in an innovation (Jailani, 2004)

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In order to have an excellence worker, TVET teaching level and institutions level need toput on concentration for both skills and academic standards. It has to provide andprepare TVET learning process to the certain standard and support it. The standard forthe skills is in the process of development but it does provide a skeletal standard for anAccredited Centre in the provision of training. This development standard comprises of9 main areas; (refer table: Standards for Accredited Centers for MLVK Programmes)

TABLE 1: STANDARDS FOR ACCREDITED CENTRES FOR MLVK PROGRAMMES

Area Criteria

1 Systems in place to plan for and provide quality training

Policies and procedures

Internal audit across all Accredited Centers (ACs) operations

Acting on complaints

Using stakeholder and client feedback and satisfaction data as

basis for improvement

2 Identify relevant legislation

Requirement for policies and procedures to meet any industry

legislative or regulatory requirements specific to its scope

Obtain relevant insurance cover

3 Financial management policies

Annual certified accounts

Can request audited financial statements4 Systems for the accurate and current students records

Up-to-date records on staff trainers and assessors

Storage of student records for 30 years

5 AC applies access and equity principles information advice

and support services to help clients identify and achieve

desired outcomes

Policies and procedures

Student information

6 Procedures for recruitment, induction and ongoing

development

Specified competencies required from NOSS I-031-3

Trainers and assessors must have required competencies

7 All assessments, including APA, must meet NOSS

Assessments are valid, reliable, fair and flexible

Must provide APA opportunities for clients

8 Develop and deliver training programs to meet client needs

ACs must validate assessment strategies

Programs must meet the requirements of NOSS

9 Accurate and approved

Accurately represent the services provided

Only accredited programs on scope

Ethical marketing and

advertising

Learning and assessment

strategies

AC Assessments

The competence of AC staff

Systems for quality training and

assessment

Objective: To provide the basis for a nationally & internationally consistent, high quality

National Skills Certification delivery system

Access and equity and client

service

Effective administrative and

records management

procedures

Effective financial management

procedures

Compliance with legislation and

regulatory requirements

(Source: MLVK, 2005)

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For the academic based training, its provide a comprehensive but flexible standard for aninstitution in the provision of education and it is also comprises of 9 main areas ofStandard which are (MoE, 2004)

1. Vision, mission and learning outcomes.2. Design of the educational programmes and teaching-learning methodologies.3. student assessment4. student selection and support system5. academic staff6. educational resources7. programme evaluation8. leadership and governance, and9. Continuous quality improvement.

(Refer: QAA standards for Malaysia Degree Table for detail explanation).

TABLE 2: QAA STANDARDS FOR MALAYSIA DEGREE

No. AREA CRITERIA

1.1 Statements Of Vision, Mission And EducationalGoals

1.2 Participation In The Formulation Of The Vision,Mission And Goals

1.3 Academic Autonomy

1 VISION, MISSION ANDLEARNING OBJECTIVES

1.4 Educational / Learning Outcomes2.1 Educational / Learning Outcomes2.2 Scientific Method2.3 Curriculum Method2.4 Ethics and Humanities2.5 Management of the Programme

2 PROGRAMME DESIGNAND TEACHING-LEARNINGAPPROACHES

2.6 Linkages with External Stakeholders3.1 Assessment of Methods3.2 Relationship between Assessment and Learning3 ASSESSMENT OF

STUDENTS 3.3 Management of Student Assessment4.1 Admission Policy and Selection4.2 Student Intake4.3 Transfer Student4.4 Student Support Counseling

4 STUDENT

4.5 Student Representation5.1 Recruitment policy5 ACADEMIC POLICY5.2 Service Policy and Staff Development6.1 Physical Facilities

6.2 Information and Communication Technology6.3 Research and Development6.4 Educational Expertise6.5 Educational Exchanges

6 EDUCATIONALRESOURCES

6.6 Educational Budget and Resource Allocation7.1 Mechanisms For Programme Evaluation7.2 Teacher and Student Feedback7.3 Student Performance7

PROGRAMMEMONITORING,EVALUATIONAND IMPROVEMENT 7.4 Involvement of Stakeholders

8.1 Governance8.2 Leadership8.3 Administrative staff and Management8

LEADERSHIP ANDGOVERNANCE

8.4 Interaction with External Sectors9 CONTINUAL QUALITY

IMPROVEMENT9.1 Continual Quality Improvement

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Product

This Product is referring to the trainer/trainers and it provides on what a trainer will beable to do at the end of the training programme. There is a clear distinction betweenthese levels of Training Officers (III), Executive (IV) and Manager (V) as an example inMLVK Job Specification;

(a) Expert Vocational Training OfficerDelivers the theory and practice in their related discipline at different vocationallevels. He / she apply concepts, theories and operational methods pertaining totheir own discipline and develop learning resources to support learning.

In particular he / she;

i) Acquires the knowledge and skills for teaching and trainingii) Fully aware of the structure and requirements in their own disciplineiii) Plans, prepares and delivers lessons in accordance to the prescribed

curriculumiv) Delivers lesson in their own discipline and supervise trainees workv) Prepares assignments and evaluates performance of traineesvi) Develops instructional learning material and training aids to support

learning activities.vii) Maintains equipment and facilities for learning and training activitiesviii) Plans and organizes on-the-job training and industrial visit for the traineesix) Participate in staff meetings, educational conferences and workshopsx) Supervises trainees and supporting staff activities.

(b) Expert Vocational Training ExecutivePlans, organizes and coordinates training curriculum, staff development, clerical

and auxiliary services in the training center / institution.

In particular he / she:

i) Determine training program to be instituted by the centreii) Conduct Training Needs Analysis at departmental leveliii) Plans, organizes, direct and coordinates activities of subordinatesiv) Administer clerical activities concerning trainees admission and recordsv) Executes provision of supplies and equipment and other auxiliary services

required for program deliveryvi) Maintains good relationship with other educational establishment, health,

welfare, employment services and professional bodies

vii) Maintain good relationship and partnership with industryviii) Organizes on-the-job training / placement and evaluates trainees

performancesix) Plans and implements evaluation system, complies and analyzes

evaluation evidencex) Maintains standard of discipline, general behavior and cleanliness in the

center/institutexi) Evaluates adequacy and relevancy of training facilitiesxii) Supervises curriculum and co curriculum development activitiesxiii) Plans and organizes professional development programs for the staffxiv) Plans and coordinates the teaching operations and training schedulesxv) Ensure occupational safety and health requirementsxvi) Plans and organizes maintenance activities

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(c) Expert Vocational Training ManagerIs a professional who has the qualifications, skills and experiences in thevocational area and management of training. He / she possess a broadunderstanding of training and assessment to plan, organize and design therequired curriculum. He / she are responsible of managing training and personnelin his / her area of responsibility. He / she is required to ensure that training iscarried out as schedule in-line with the curriculum developed and meets thequality assurance requirements and the policy and direction as stipulated by theorganization and the stakeholders.

In particular he / she:

i) Conduct Training Needs Analysis at organizational levelii) Develops, manages and promotes trainingiii) Manages changes and influences workplace cultureiv) Supervises, supports and develops subordinatesv) Exercises leadership at workplace

vi) Enforces rules and regulations as stipulated by the organizationvii) Plans, organizes and develops training programsviii) Plans, organizes and ensures development of training curriculum is

implementedix) Plans, organizes and prepares budget for training and professional

developmentsx) Plans, organizes and prepares schedule for equipment maintenance and

refurbishmentxi) Develops professional development programs for subordinatesxii) Enforces safety & health and security rules and regulationsxiii) Provides feedback to the management on present and future directionsxiv) Enforces disciplines of subordinates and trainees

xv) Enhances and develops improvement strategiesxvi) Develops mechanism to carry-out compliance auditxvii) Performs managerial responsibilities and work closely with stakeholdersxviii) Ensures adequacy and relevancy of training facilitiesxix) Designs contemporary teaching and learning resourcesxx) Strategize promotional and marketing activities

(Source: MLVK, 2005)

Learning Outcomes

Learning Outcomes provide a guideline what a student will be able to do at the end of

the programme. There is a clear distinction between level of education and theirrespective learning outcomes. There are at least 8 learning outcomes for everyprogramme which are;

1. Mastery of body of knowledge2. Practical skills3. Social accountability4. Ethics, shared values & professionalism5. Scientific method, critical thinking & problem solving6. Communication skills & team work7. Information management & life long learning8. Entrepreneurship

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As an example for KUiTTHO Bachelor TVE Programme; the Faculty of TechnicalEducation applies this framework in the curriculum development of its undergraduateand master programmes in. Our experience tells that a programme in needs to have atleast these criteria to be well accepted by the customers and stakeholders and incompliance with the MQF.

1. Analysis of training and stakeholders requirement.2. Alignment of Vision, Mission and Outcomes3. Flexible and focus.4. Dynamic and integrative curriculum5. Learners centered6. Assessment for learning7. Continual improvement8. Compliance to a standard

Which Standards and Competencies?

In order to have the standards and recognize the competencies for teachers/trainers, theHyatt Meeting on the 22nd August 2006 which has attended by stakeholders from bothmain components of TVET recognises that:

1. There is a structural difference that separates the skills, tvet, and academicqualifications.

2. The articulation between these bands is yet to be strengthened.3. There has been little discussion between key players of each band on the issue

of standards and competencies.Therefore the meeting proposes that:

1. The standards for TT-TVET should consider the differences between the skills(NVTC) and the tve (Polytechnic & Community Colleges) and Education(KUiTTHO).

2. The standards provide requirements at different levels of qualifications.3. The mapping of standards to be carried out before the process of competencies

/ learning outcomes can be carried out.

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Malaysian Perspective of Standard Development Framework

PhD PhD

Master Master

Level Skills TV Education

Manager Degree

Executive

Diploma

Instructor

Common Competencies

Other Training Institution Competency: Example Naza Kia Academy

Naza Academy with the motto to ensure continued and sustained growth in manpowerdevelopment and the strategy is shall play a role in strategizing the efforts of the Groupby identifying the gap of employees competencies and thereafter planning training anddevelopment has list down some competencies for the Training Institutions of thetrainers which are ;

Leadership Skills Training Methodology and Pedagogy Accuracy Team work Team work Presentation Skills Presentation Skills Communication Skills Communication Skills

Analysis Quality Control Quality Control Cost Consciousness Cost Consciousness Problem Solving & Decision Making Problem Solving Planning, Control & Scheduling Planning, Scheduling Accountability Creative Thinking Creative Thinking Product Knowledge Product Knowledge Technical Competencies for Vehicles Systems

In order to have teachers/trainers to be competence, they need to be trained based onthe following competencies.

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Conclusion

As the conclusion, while the development of educational and training programme

changes with times and demands, the basic philosophical arguments prevail. Thecommon competencies for teachers/trainers need to be recognized in order to meet the

gap for the skills and Tve education. Already transnational in nature, in a recent seminaron Cross Border Education Daniel (2006) proposed that any mode of education should

have similar standards for accreditation. The standards for TT-TVET should consider thedifferences between the skills (NVTC) and the tve (Polytechnic & Community Colleges)and Education (KUiTTHO) and the standards should consider the different level ofqualifications.

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References

Azaruddin, Naza Experience, Paper resented on the International Conference Technicaland Vocational Education and Training (ICTVET) 2006, 22-23 August 2006 at HyattRegency Hotel Johor Bahru Malaysia

Daniel, John.(2006). Higher Education: Towards a Borderless Community. Seminar onBorderless Education. Putrajaya, Malaysia

Jailani Mohd Yunos (2004). Documentation from the meeting: UNESCO InternationalMeeting on Innovation and Excellence in TVET Teacher /Trainer Education

Ministry of Education. (2004). Code of Practice: Quality Assurance in Public Universitiesof Malaysia. Quality Assurance Division: Kuala Lumpur.

Sun Lei, Felix Rauner, Joachim Dittrich, Nikitas Patiniotis, David Wilson, Zhao Zhiqun.(2004). Proposal for an international standard framework curriculum for Master Degree in

TVET; UNESCO International Meeting on Innovation and Excellence Teacher Education:The Scientific Organising Group; Bremen, Germany

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