SISTEM JAMINAN KUALITI TUNGGAL
JABATAN PEMBANGUNAN KEMAHIRAN
KEMENTERIAN SUMBER MANUSIA
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AREA 7: AREA 1 :
PROGRAMME PROGRAMME
MONITORING, DEVELOPMENT &
REVIEW & DELIVERY
CONTINUAL
QUALITY
IMPROVEMENT
AREA 6: AREA 2 :
PROGRAMME ASSESSMENT OF
MANAGEMENT STUDENT LEARNING
AREA 3:
AREA 5:
STUDENT
EDUCATIONAL
SELECTION &
RESOURCES
SUPPORT SERVICES
AREA 4:
TEACHING STAFF
COP:TPA
TVET is education and training process that has occupational
direction with major emphasis on industry practices. It aims to
produce competent workforce in related fields for socio and
economic objectives of the country.
The scope of TVET should:
1. be based on recognised occupational/industry
standards/practices;
2. contain 60% - 70% practical component;
3. emphasise on psychomotor skills;
4. include industrial exposure (Level 1–2, MQF);
5. include industrial training component (Level 3–5, MQF); and
6. include TVET project(s).
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Standard 1.3.1:
The TVET programme must be considered only if occupational/ industry
standards, is used as a basis of curriculum development.
Definition of Occupational Standards:
Standards which are certified, recognised and endorsed by MQA and DSD
to be used as a benchmark in determining individual’s performance in a
specific field/discipline. The Standards underlined the expectation of
achievement and the amount of knowledge and skills required to perform
effectively as described by the industry. National Occupational Skills
Standards (NOSS) is one of the recognised Occupational Standards.
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AREA 1 :
PROGRAMME DEVELOPMENT
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Level Objectives
1 To provide learners with simple basic knowledge and understanding,
and basic skills to carry out simple, highly routine and repetitive tasks
for work and/or study.
(Basic 3Rs and literacy)
2 To provide learners with introductory knowledge, basic skills and
competencies to progress in their studies and/or work.
3 To provide learners with fundamental, theoretical and/or
technical/operational knowledge, skills and attitudes as well as
entrepreneurial skills for further study and/or work.
4 To provide learners with broad knowledge, technical and/or non-
technical skills relevant to an area of study and/or work with moderate
autonomy and responsibilities, with some level of creativity and
management skills subject to broad guidance and direction.
5 To provide learners with advanced knowledge as well as cognitive,
practical, technical and/or professional skills, with greater autonomy
and higher responsibilities in managing one or more specialised area
of study or work. 6
The learning outcomes domains of MQF 2.0 comprises five main
areas:
1. Knowledge and Understanding;
2. Cognitive Skills;
3. Functional Work Skills with a focus on practical skills, interpersonal
skills, communication skills, digital skills, numeracy skills, and
leadership, autonomy and responsibility;
4. Personal and Entrepreneurial Skills; and
5. Ethics and Professionalism.
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Student Learning Time (Hour)
(max 8 hours per day – Minimum Credits
Qualification / Normal
inclusive of face-to-face, non- (1 credit = 40
Level Duration
face-to-face, self-learning and notional hours)
assessment)
Certificate /
600 15 6 months
Level 1
Certificate /
1200 30* 12 months
Level 2
Certificate / 24 months
2400 60**
Level 3 (2 years)
Diploma /
3600 90*** 3 years
Level 4
Advanced
Diploma / 1600 40 1 year
Level 5
* 15 credits may be completed during Certificate Level 1 in the same field;
** 30 credits may be completed during Certificate Level 1 and 2 in the same field;
and
*** 60 credits may be completed during Certificate Level 1, 2 and 3 in the same field.
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Qualification / Percentage
Curriculum Structure Credits
Level (%)
Certificate / 1. Compulsory Modules 1–2 7–13
Level 1 (Core Abilities/ Social Skills and Values +
TVET Provider’s modules)
2. Discipline Core Modules 13–14 87–93
(70% of which must be practical oriented
including Industrial Exposure)
15 100
Certificate / 1. Compulsory Modules 2–4 7–13
Level 2 (Core Abilities/ Social Skills and Values +
TVET Provider’s modules)
2. Discipline Core Modules 26–28 87–93
(70% of which must be practical oriented
including Industrial Exposure)
30 100
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Qualification / Percentage
Curriculum Structure Credits
Level (%)
Certificate / 1. Compulsory Modules 6–9 10–15
Level 3 (General Studies [MPU]/ Core Abilities/
Social Skills and Values + TVET Provider’s
modules)
2. Discipline Core Modules 39–48 65–80
(70% of which must be practical
oriented)
3. Industrial Training (3–6 months) 6-12 10-20
60 100
Diploma / 1. Compulsory Modules 9–15 10–17
Level 4 (MPU/ Core Abilities/ Social Skills and
Values + TVET Provider’s modules)
2. Discipline Core Modules 63–75 70–83
(60% of which must be practical oriented
including final project)
3. Industrial Training (6 months) 12 13
90 100
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Qualification / Percentage
Curriculum Structure Credits
Level (%)
Advanced 1. Compulsory Modules 8-11 20-28
Diploma / (General Studies [MPU]/ Core Abilities/
Level 5 Social Skills and Values + TVET Provider’s
modules)
2. Discipline Core Modules 17-26 43–65
(60% of which must be practical oriented
including final project)
3. Industrial Training (6 months) 12 30
40 100
MPU as prescribed by the Ministry of Higher Education Malaysia (MOHE):
i. 6–9 credits for Certificate Level 3;
ii. 8–11 credits for Diploma Level 4; and
iii. 8–11 credits for Advanced Diploma Level 5.
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AREA 2 :
ASSESSMENT OF
STUDENT LEARNING
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Characteristics of competency-based assessment are:
standards of job competency
include criteria on a good job
assessment is individual; no comparison among candidates
judgement on competency
real working situations
includes Recognition of Prior Learning (RPL)
tool for orientation of subsequent learning
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FOCUS OF SUGGESTED SUGGESTED/
TYPE OF ASSESSMENT ASSESSMENT
ASSESSMENT ASSESSMENT APPROPRIATE
LEVEL CRITERIA
(%) METHODS ASSESSORS
(%)
Continuous Summative Theory Practical
Certificate / 70-100 0-30 10-30 70-90 Knowledge Observations TVET Providers
Level 1 Practical Skills Demonstrations Industry
Functional Skills Presentation External verifiers
Personal and Practical appointed by
ethical skills assessment programme
Written tests owners/
Portfolio/log book accreditation
Laboratory reports bodies
Interview/ Oral test
Project
Certificate / 70-100 0-30 10-30 70-90 Knowledge Observations TVET Providers
Level 2 Practical Skills Demonstrations Industry
Functional Skills Presentation External verifiers
Personal and Practical appointed by
ethical skills assessment programme
Written tests owners/
Portfolio/log book accreditation
Laboratory reports bodies
Interview/ Oral test
Project
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SUGGESTED SUGGESTED/
TYPE OF ASSESSMENT FOCUS OF ASSESSMENT
ASSESSMENT APPROPRIATE
LEVEL (%) ASSESSMENT (%) CRITERIA
METHODS ASSESSORS
Continuous Summative Theory Practical
Certificate 70-100 0-30 20-30 70-80 Knowledge Observations TVET Providers
/ Practical Skills Demonstrations Industry
Level 3 Functional Skills Presentation External verifiers
Personal and Practical assessment appointed by
Written tests
ethical skills programme
Portfolio/log book
owners/
Laboratory reports
Interview/ Oral test
accreditation
Project bodies
Diploma / 50-100 0-50 30-40 60-70 Knowledge Observations TVET Providers
Level 4 Practical Skills Demonstrations Industry
Functional Skills Presentation Professional bodies
Personal and Practical assessment External verifiers
Written tests
ethical skills appointed by
Portfolio/log book
programme
Laboratory reports
Interview/ Oral test
owners/
Project accreditation
bodies
Advanced 50-100 0-50 30-40 60-70 Knowledge Observations TVET Providers
Diploma / Practical Skills Demonstrations Industry
Level 5 Functional Skills Presentation Professional bodies
Personal and Practical assessment External verifiers
Written tests
ethical skills appointed by
Portfolio/log book
programme
Laboratory reports
Interview/ Oral test
owners/
Project accreditation
bodies 15
AREA 3:
STUDENT ARTICULATION
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3.1.1 The eligibility to enter the MQF Level 6 TVET Bachelor’s Degree programme
is based on the suitability of the field of the TVET programme at MQF Level
4 or MQF Level 5.
3.1.2 Students are advised to remain at the TVET route up to MQF Level 4 or
MQF Level 5 before pursuing their studies in the MQF Level 6 Bachelor’s
Degree programme.
3.1.3 In principles, SPM or equivalent qualifications is not a requirement for
student who follow TVET route which is designed without going through
SPM or equivalent.
3.1.4 TVET Providers is required to set the entry requirements and conduct
appropriate screening and guidance programmes based on students'
achievements, areas and programme designs to assist students in
completing their studies. The TVET providers is encouraged to design an
academic or TVET programme that provides a seamless path for TVET
graduates.
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3.1.5 Credit transfer and bridging programmes may be implemented by TVET
Providers based on suitability.
3.1.6 TVET graduates may progress to suitable MQF Level 7 Masters subject to
fulfilling the entry requirements as stated below:
i. possess an MQF Level 6 Bachelor’s Degree; or
ii. possess the MQA Level 7 Accreditation of Prior Experiential Learning
(APEL) certification.
3.1.7 TVET graduates with an MQF Level 7 Masters qualification may further their
studies to the relevant MQF Level 8 Doctorate programme.
3.1.8 Students may proceed to any relevant TVET programme at any level of
qualification using the prior learning/achievement recognition
implemented by MQA and DSD.
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3.1.9 The TVET Quality Assurance Joint Technical Committee (JTC) will
continuously monitor and revise the effectiveness of TVET articulation
implementation and ensure its relevancy and currency.
The JTC is responsible for ensuring the articulation principles are in line with
the current development of higher education within and outside the
country to stay relevant.
3.1.10 The criteria and processes of student selection must be transparent and
objective.
3.1.11 Student enrolment must comply with/be related to the capacity of the
department/TVET Providers to effectively deliver the programme. (This
standard must be read together with the standards in ‘4.0 Teaching Staff’
and ‘5.0 Educational Resources’.)
3.1.12 There must be a clear policy and appropriate mechanisms for appeal on
student selection.
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3.1.13 The department/TVET Providers must offer appropriate developmental or
remedial support to assist students who are in need.
3.1.14 The TVET Providers must ensure that the incoming transfer students have
the capacity to follow the programme successfully. To address the
competency gap, the TVET Providers may conduct entry assessment or
bridging programmes/intensive classes.
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3.2 Student Support
Services
3.3 Student
Representation and
Participation
3.4 Alumni
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AREA 4:
TEACHING STAFF
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Qualification/MQF Level Qualifications of Teaching Staff
Certificate/ MQF Level 3 TVET Certificate in the relevant field; OR
TVET L1
MQF Level 3 Certificate in the relevant field; OR
MQF Level 4 TVET Diploma in the relevant field; OR
MQF Level 4 Diploma in the relevant field.
Certificate/ AND certification of teaching competency.
TVET L2
Certificate/ MQF Level 4 TVET Diploma in the relevant field; OR
TVET L3
MQF Level 4 Diploma in the relevant field.
AND certification of teaching competency.
Definition of Teaching Competency:
A recognition of one’s ability in potraying required teaching skills for a subject matter.
Examples are Vocational Training Operation (VTO), Kursus Pegawai Latihan Vokasional, Sijil
Latihan Mengajar TM 001, IPG, Ikhtisas and Sijil Perguruan KPLI.
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Qualification/MQF Level Qualifications of Teaching Staff
Diploma/ TVET L4 MQF Level 5 TVET Advanced Diploma in the relevant field; OR
MQF Level 5 Advanced Diploma in the relevant field; OR
Bachelor’s Degree in the relevant field with 1 year of related
industrial experience.
AND certification of teaching competency.
Advanced Diploma/ MQF Level 5 TVET Advanced Diploma in the relevant field; OR
TVET L5
MQF Level 5 Advanced Diploma in the relevant field; OR
Bachelor’s Degree in the relevant field with 2 years of related
industrial experience.
AND certification of teaching competency.
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4.1.4 The industrial experience must be significant to the
Discipline Core Modules (functional) of the taught
programme.
4.1.5 Teaching staff/industry experts who do not fulfil the
minimum/specified qualification but possess more than five
(5) years of accumulated related industrial experience
may be considered. However, certification of teaching
competency is still a compulsory requirement. TVET
Providers may acknowledge and recognise the
candidate’s related experience, knowledge from
previously enrolled courses, peer review and others.
4.1.7 The maximum staff-student ratio for the TVET programme is
1:25.
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4.1.9 TVET Providers must have adequate full-time teaching staff
responsible for implementing the programme. The full-time
teaching staff should form at least 60% of the total staff.
4.1.13TVET Providers must have collaboration with industry and/or
stakeholders to provide for the involvement of professionals
and practitioners in order to enhance the teaching and
learning of the programme.
4.2.6 TVET Providers must require all the in-service teaching staff
to participate in staff industrial attachment for a cumulative
period of one month in every two years.
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AREA 5:
EDUCATIONAL
RESOURCES
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5.1 Physical Facilities
• 5.1.2 TVET Providers may contract up to 40% of the
equipment and facilities required for the delivery of
the programme with suitable partners.
5.2 Expertise in Education
5.3 Financial Resources
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AREA 6:
PROGRAMME
MANAGEMENT
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6.1 Governance
6.2 Programme Leadership
6.3 Administrative Staff
6.4 Records Administration
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PROGRAMME
MONITORING, REVIEW
AND CONTINUAL
QUALITY
IMPROVEMENT
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7.1.1 TVET Providers must have clear policies and appropriate mechanisms for
regular monitoring and review of the programme.
7.1.2 TVET Providers must have a dedicated unit or personnel responsible for
internal quality assurance (QA).
7.1.3 TVET Providers must have a mechanism for continuous monitoring and
reviewing of the programme to ensure its currency and relevancy.
7.1.4 TVET Providers’ review system must constructively engage the stakeholders
including the alumni and employers as well as the external expertise,
whose views are taken into consideration.
7.1.5 TVET Providers must make the programme review report accessible to
stakeholders in order to seek their views.
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7.1.6 Various aspects of student performance, progression and attrition must be
analysed for the purpose of continual quality improvement by TVET
Providers.
7.1.7 TVET Providers must have a monitoring and review committee with
representatives from the industries/academia related to the programme.
7.1.8 The findings of a programme review must be presented to the top
management of TVET Providers for its attention and further action.
7.1.9 There must be a link between the quality assurance processes and the
achievement of the institutional purpose.
7.1.10 TVET providers must establish assessment instruments/tools/equipment with
the involvement of the industry to assess their graduate students.
7.1.11 There must be an indicator to measure the industry’s satisfaction with the
quality of TVET graduates for the purpose of employability.
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TVET LEARNING OUTCOMES QUALITY ASSURANCE PRINCIPLES OF TVET CURRICULUM AND DELIVERY
MALAYSIAN QUALIFICATIONS
MQF five clusters of learning FRAMEWORK (MQF) 60% - 70% practical components
outcomes: Quality assurance (QA) is carried including industry exposure and
i. Knowledge and out primarily to support the attachments
Understanding; national agenda on lifelong
ii. Cognitive Skills; learning, social development and
iii. Functional Work Skills with a economic advancement
focus on: + 6 principles on Governance FACILITIES
a. Practical Skills + 11 principles on QA processes may contract up to 40% of the
b. Interpersonal Skills + 4 principles on relationship equipments and facilities
c. Communication Skills between the QA Body and TVET required for the delivery of the
d. Digital Skills Providers programme with suitable
e. Numeracy Skills
partners
f. Leadership, Autonomy and STUDENT ASSESSMENT
Responsibility
iv. Personal and Entrepreneurial up to 100% continuous
Skills; and assessment
up to 90% practical assessment QA TVET COORDINATION
v. Ethics and Professionalism
(subjected to level of studies Joint Technical Committee to
requirement) coordinate Policies
establishment of TVET Pool of
TEACHING STAFF ENTRY REQUIREMENT
Assessors
must be certified teaching TVET Articulation can be registered in the
competencies TVET Level 4 MQF can progress Malaysian Qualifications
+ industry experience to Bachelor Register (MQR)
in-service – one month encourage to remain in the
industrial attachment for every TVET pathway till diploma for
two years maximum benefit
TVET providers to design
programme - provide seamless 34
articulation
