2nd International TT-TVET EU-Asia-Link Project 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 AND VOCATIONAL 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 with respect to Teacher Training and Instructor Training. There is a clear distinction in the Malaysian Qualification Framework on the issues of skill training and technical and vocational training. Three main standards for teacher training are discussed and evaluated, namely the National Vocational Training 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.

Introduction The introduction of Qualification Framework in Malaysia and elsewhere around the world has somewhat spark off discussions into the basics of curriculum. The question of standard, transparency and traceability of learning or training to some extent has some impact on the methodology adopted by curriculum developers. This initiative may exhibit international credit transfer, facilitation of exchanges of students and lecturers, development of international co-operation, development of TVET professional capacity and 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 provide adequate confidence that quality is being maintained and enhanced and the services and products meet the specified quality standards. Malaysian educational and training has a qualification framework, standard and criteria which are aggressively assessed by a panel of experts and practitioners on the running programmes. While not neglecting the educational processes, the whole process of programme assessment is more inclined to what is the outcome of 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, social responsibility and entrepreneurship. Academics therefore are also expected to know more than just teaching. Standard The Ministry of Higher Education evolved a bottom-up approach of developing a framework 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 the programmes according to the Malaysian Qualification Framework (MQF) which basically has 4 qualification descriptors (Level, Characteristics, Discipline, and Credit / students learning load). A skill certificates level 1 and PhD programmes alike have to subscribe to the guidelines provided in MQF. Other levels of qualifications are developing their own under the auspicious of the Malaysian Qualification Agency (MQA). The current standards being used in Malaysia with respect to Teacher Training and Instructor Training. There is a clear distinction in the Malaysian Qualification Framework on the issues of skill training and technical and vocational training. Three main standards for teacher training are discussed and evaluated, namely the National Vocational Training 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 that includes prospects for advance production and building up high potential knowledge at the intermediate level of qualification. Knowledge workers, being highly skilled individuals who also have hands-on experience are expected to play an important role in modernizing production and in an innovation (Jailani, 2004)

In order to have an excellence worker, TVET teaching level and institutions level need to put on concentration for both skills and academic standards. It has to provide and prepare TVET learning process to the certain standard and support it. The standard for the skills is in the process of development but it does provide a skeletal standard for an Accredited Centre in the provision of training. This development standard comprises of 9 main areas; (refer table: Standards for Accredited Centers for MLVK Programmes) TABLE 1: STANDARDS FOR ACCREDITED CENTRES FOR MLVK PROGRAMMES

Objective: To provide the basis for a nationally & internationally consistent, high quality National Skills Certification delivery system Area Criteria 1 Systems for quality training and Systems in place to plan for and provide quality training assessment 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 Compliance with legislation and Identify relevant legislation regulatory requirements Requirement for policies and procedures to meet any industry legislative or regulatory requirements specific to its scope Obtain relevant insurance cover 3 Effective financial management Financial management policies procedures Annual certified accounts Can request audited financial statements 4 Effective administrative and Systems for the accurate and current students records records management Up-to-date records on staff trainers and assessors procedures Storage of student records for 30 years 5 Access and equity and client AC applies access and equity principles information advice and support services to help clients identify and achieve service desired outcomes Policies and procedures Student information 6 The competence of AC staff Procedures for recruitment, induction and ongoing development Specified competencies required from NOSS I-031-3 Trainers and assessors must have required competencies 7 AC Assessments All assessments, including APA, must meet NOSS Assessments are valid, reliable, fair and flexible Must provide APA opportunities for clients Develop and deliver training programs to meet client needs ACs must validate assessment strategies Programs must meet the requirements of NOSS Accurate and approved Accurately represent the services provided Only accredited programs on scope

8 Learning and assessment strategies 9 Ethical marketing and advertising

(Source: MLVK, 2005)

For the academic based training, its provide a comprehensive but flexible standard for an institution in the provision of education and it is also comprises of 9 main areas of Standard which are (MoE, 2004) 1. Vision, mission and learning outcomes. 2. Design of the educational programmes and teaching-learning methodologies. 3. student assessment 4. student selection and support system 5. academic staff 6. educational resources 7. programme evaluation 8. leadership and governance, and 9. 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 1 VISION, MISSION AND LEARNING OBJECTIVES 1.2 1.3 1.4 2.1 2.2 2.3 2.4 2.5 2.6 3.1 3.2 3.3 4.1 4.2 4.3 4.4 4.5 5.1 5.2 6.1 6.2 6.3 6.4 6.5 6.6 7.1 7.2 7.3 7.4 8.1 8.2 8.3 8.4 9.1

PROGRAMME DESIGN AND TEACHING-LEARNING APPROACHES

ASSESSMENT OF STUDENTS

STUDENT

ACADEMIC POLICY

EDUCATIONAL RESOURCES

PROGRAMME MONITORING,EVALUATION AND IMPROVEMENT LEADERSHIP AND GOVERNANCE CONTINUAL QUALITY IMPROVEMENT

8 9

Statements Of Vision, Mission And Educational Goals Participation In The Formulation Of The Vision, Mission And Goals Academic Autonomy Educational / Learning Outcomes Educational / Learning Outcomes Scientific Method Curriculum Method Ethics and Humanities Management of the Programme Linkages with External Stakeholders Assessment of Methods Relationship between Assessment and Learning Management of Student Assessment Admission Policy and Selection Student Intake Transfer Student Student Support Counseling Student Representation Recruitment policy Service Policy and Staff Development Physical Facilities Information and Communication Technology Research and Development Educational Expertise Educational Exchanges Educational Budget and Resource Allocation Mechanisms For Programme Evaluation Teacher and Student Feedback Student Performance Involvement of Stakeholders Governance Leadership Administrative staff and Management Interaction with External Sectors Continual Quality Improvement

Product This Product is referring to the trainer/trainers and it provides on what a trainer will be able to do at the end of the training programme. There is a clear distinction between these levels of Training Officers (III), Executive (IV) and Manager (V) as an example in MLVK Job Specification; (a) Expert Vocational Training Officer Delivers the theory and practice in their related discipline at different vocational levels. He / she apply concepts, theories and operational methods pertaining to their own discipline and develop learning resources to support learning. In particular he / she; i) ii) iii) iv) v) vi) vii) viii) ix) x) (b) Acquires the knowledge and skills for teaching and training Fully aware of the structure and requirements in their own discipline Plans, prepares and delivers lessons in accordance to the prescribed curriculum Delivers lesson in their own discipline and supervise trainees work Prepares assignments and evaluates performance of trainees Develops instructional learning material and training aids to support learning activities. Maintains equipment and facilities for learning and training activities Plans and organizes on-the-job training and industrial visit for the trainees Participate in staff meetings, educational conferences and workshops Supervises trainees and supporting staff activities.

Expert Vocational Training Executive Plans, organizes and coordinates training curriculum, staff development, clerical and auxiliary services in the training center / institution. In particular he / she: i) ii) iii) iv) v) vi) vii) viii) ix) x) xi) xii) xiii) xiv) xv) xvi) Determine training program to be instituted by the centre Conduct Training Needs Analysis at departmental level Plans, organizes, direct and coordinates activities of subordinates Administer clerical activities concerning trainees admission and records Executes provision of supplies and equipment and other auxiliary services required for program delivery Maintains good relationship with other educational establishment, health, welfare, employment services and professional bodies Maintain good relationship and partnership with industry Organizes on-the-job training / placement and evaluates trainees performances Plans and implements evaluation system, complies and analyzes evaluation evidence Maintains standard of discipline, general behavior and cleanliness in the center/institute Evaluates adequacy and relevancy of training facilities Supervises curriculum and co curriculum development activities Plans and organizes professional development programs for the staff Plans and coordinates the teaching operations and training schedules Ensure occupational safety and health requirements Plans and organizes maintenance activities

(c)

Expert Vocational Training Manager Is a professional who has the qualifications, skills and experiences in the vocational area and management of training. He / she possess a broad understanding of training and assessment to plan, organize and design the required curriculum. He / she are responsible of managing training and personnel in his / her area of responsibility. He / she is required to ensure that training is carried out as schedule in-line with the curriculum developed and meets the quality assurance requirements and the policy and direction as stipulated by the organization and the stakeholders. In particular he / she: i) ii) iii) iv) v) vi) vii) viii) ix) x) xi) xii) xiii) xiv) xv) xvi) xvii) xviii) xix) xx) Conduct Training Needs Analysis at organizational level Develops, manages and promotes training Manages changes and influences workplace culture Supervises, supports and develops subordinates Exercises leadership at workplace Enforces rules and regulations as stipulated by the organization Plans, organizes and develops training programs Plans, organizes and ensures development of training curriculum is implemented Plans, organizes and prepares budget for training and professional developments Plans, organizes and prepares schedule for equipment maintenance and refurbishment Develops professional development programs for subordinates Enforces safety & health and security rules and regulations Provides feedback to the management on present and future directions Enforces disciplines of subordinates and trainees Enhances and develops improvement strategies Develops mechanism to carry-out compliance audit Performs managerial responsibilities and work closely with stakeholders Ensures adequacy and relevancy of training facilities Designs contemporary teaching and learning resources 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 their respective learning outcomes. There are at least 8 learning outcomes for every programme which are; 1. 2. 3. 4. 5. 6. 7. 8. Mastery of body of knowledge Practical skills Social accountability Ethics, shared values & professionalism Scientific method, critical thinking & problem solving Communication skills & team work Information management & life long learning Entrepreneurship

As an example for KUiTTHO Bachelor TVE Programme; the Faculty of Technical Education applies this framework in the curriculum development of its undergraduate and master programmes in. Our experience tells that a programme in needs to have at least these criteria to be well accepted by the customers and stakeholders and in compliance with the MQF. 1. 2. 3. 4. 5. 6. 7. 8. Analysis of training and stakeholders requirement. Alignment of Vision, Mission and Outcomes Flexible and focus. Dynamic and integrative curriculum Learners centered Assessment for learning Continual improvement Compliance to a standard

Which Standards and Competencies? In order to have the standards and recognize the competencies for teachers/trainers, the Hyatt Meeting on the 22nd August 2006 which has attended by stakeholders from both main components of TVET recognises that: 1. There is a structural difference that separates the skills, tvet, and academic qualifications. 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.

Malaysian Perspective of Standard Development Framework

PhD

PhD

Master

Master

Level

Skills Manager

TV Education 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 manpower development and the strategy is shall play a role in strategizing the efforts of the Group by identifying the gap of employees competencies and thereafter planning training and development has list down some competencies for the Training Institutions of the trainers 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 on the following competencies.

Conclusion As the conclusion, while the development of educational and training programme changes with times and demands, the basic philosophical arguments prevail. The common 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 seminar on Cross Border Education Daniel (2006) proposed that any mode of education should have similar standards for accreditation. The standards for TT-TVET should consider the differences between the skills (NVTC) and the tve (Polytechnic & Community Colleges) and Education (KUiTTHO) and the standards should consider the different level of qualifications.

References Azaruddin, Naza Experience, Paper resented on the International Conference Technical and Vocational Education and Training (ICTVET) 2006, 22-23 August 2006 at Hyatt Regency Hotel Johor Bahru Malaysia Daniel, John.(2006). Higher Education: Towards a Borderless Community. Seminar on Borderless Education. Putrajaya, Malaysia Jailani Mohd Yunos (2004). Documentation from the meeting: UNESCO International Meeting on Innovation and Excellence in TVET Teacher /Trainer Education Ministry of Education. (2004). Code of Practice: Quality Assurance in Public Universities of 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