Handbook of
High-End TVET
(HETVET@UiTM]
Handbook of High-End TVET (HETVET@UiTM)
First Edition 2020
eISBN: 978-
Publisher:
UNIVERSITI TEKNOLOGI MARA CAWANGAN PERAK
UITM CAWANGAN PERAK
KAMPUS SERI ISKANDAR
32610, BANDAR SERI ISKANDAR
PERAK DARUL RIDZUAN
Content 1
2
Preamble 3
Preface 5
Glossory 6
Purpose 7
Chapter Outline 43
Chapter 1: Introduction 66
Chapter 2: Implementation of HETVET@UiTM 71
Chapter 3: Issues and Challenges 72
Conclusion 73
Acknowledgement
Appendices
Preamble
Prof. Emeritus Datuk Ir. Dr. Mohd Azraai Kassim The government will prioritize on technical and vocational education and training (TVET),
Vice-Chancellor as a method to increase the people’s income, under the Shared Prosperity Vision which
will encompass the 12th and 13th Malaysia Plans, spanning 10 years from 2021 to 2031.
Universiti Teknologi MARA (UiTM) Due to this, Universiti Teknologi MARA (UiTM) has taken a chance in introducing
High–End Technical and Vocational Education and Training (HETVET) as an extension to
the current TVET that has been applied worldwide. UiTM has taken the step forward
towards catering to the needs of the country and the industry, particularly, by developing
such a curriculum that aims to produce quality High-End TVET (HETVET) graduates that
will possess the characteristics that are required by the industry.
HETVET offers an academic programme which aims to produce high quality graduates
that are knowledgeable, highly skilful, critical thinkers as well as compassionate to
others.
This HETVET curriculum will encompass numerous pertinent aspects whereby one significant
aspect focuses on being demand-driven. As a direct result of this HETVET curriculum,
UiTM will be able to ensure the present glaring disparity or the existing gap between the
demands of the Industry 4.0 revolution and the number of TVET graduates is narrowed.
Furthermore, it is crucial to “upskill” the people to be more capable and efficient, and be
able to do more “sophisticated work”. As the income gap between the rich and poor is wide,
increasing the people’s income might help to narrow the gap of both parties. Due to this,
the people’s capacity to become more productive will be improved and they will be trained
to be more capable and efficient. Thus HETVET plays an important role in improving the
skills of workers whereby training must be made a priority.
The cooperation between the education sector and industry partners is highly essential as
the path to reach Industry 4.0 is only possible with digitalization and for that, this requires
quality education that is industry-adaptive and produces skilled human resource. In fact,
there is a need for the courses offered by UiTM to customize training as to address the
skills gap between the system integrator and high end users. The involvement of industries
in developing the curriculum can enhance the quality of HETVET products in the future.
1
Preface
What is the one constant factor in life? Ironically, it is change. Nothing is permanent in
life. Life is all about acquiring the ability to embrace and adapt to the changes affecting
the world. If one fails to acknowledge that change is inevitable, one is doomed for
disaster. However, success is within one's grasp once the said individual has gained
the wisdom to embrace change by preparing himself beforehand. Preparation is key
and this can be realised by gauging the needs of the industry.
TVET is the winds of change affecting higher education. UiTM has taken a bold step
by taking the right step forward in embracing TVET by proposing HETVET. In the past
vocational training was scorned and viewed with utter disdain. Nevertheless, due to
changes in the demand for high-skilled and competent workers TVET has been given
the recognition it rightly deserves in higher education.
With HETVET, UiTM is gearing to completely embrace the changes within the industry
and inadvertently be duly recognised in the global arena. Furthermore, with HETVET
the UiTM graduates will be equipped with the knowledge and necessary skills
demanded by the industry.
Hence, UiTM will produce graduates that are experts in their respective fields and will
be acknowledged as capable of contributing to the prosperity and harmony of our
society and the world.
Prof. Ts. Dr Haji Mohamad Kamal Haji Harun
Deputy Vice-Chancellor (Academic and International)
Universiti Teknologi MARA (UiTM)
2
Glossary
No Terms Description
1 High-End TVET (HETVET) The generic learning outcomes clusters include knowledge and cognitive skills, functional work skills and
and enhance the student’s skill sets in the future/skilled human resource.
Knowledge and understanding skills Systematic understanding of facts, ideas, information, principles, concepts, theories, model, technical and
2 managerial knowledge, regulations, law, numeracy, practical knowledge, tools to use, process, procedure
3 Cognitive skills and system.
Thinking/intellectual capabilities and the ability to apply knowledge and skills. The capacity to develop
4 Functional work skills levels of intellectual skills progressively begins from understanding, critical, creative, innovative thinking,
5 Practical skills assessment, applying, analyzing, problem solving as well as synthesizing to create new ideas, solutions,
6 Competency strategies or new practices.
7 Discipline Core Modules -
8 Compulsory Modules sonal skills, communication skills, digital skills, numeracy skills, leadership, autonomy and responsibility,
9 Core Abilities personal and entrepreneurial skills, ethics and professionalism.
10 Final Year Project Operational skills applicable in command employment/working environment ie planning, organizational
skills, selection of tools, material, technology methods and procedures, physical movement, coordination
and use of the motor-skills areas.
The individual’s ability to use, apply and demonstrate a group of related awareness, knowledge, skills and
attitudes in order to perform tasks and duties successfully and which can be measured against well-accept-
ed standards (levels) required in employment as well as assessed against provided evidences at work
location.
A module which is described as either compulsory or core is a module which must be taken by all the
students on that programme of study.
Essential workplace skills or broad common abilities that cut across occupational and academic title.
3
Glossary
No Terms Description
11 Industrial Training A period of time within the programme when students are placed conventionally in the industry to
12 Mata Pelajaran Umum (MPU) experience the real industrial practice/work environment) and enhance soft skills (including the technical,
managerial, safety, legal and ethical aspects of work). The term ‘Industrial Training’ is used interchangeably
with Internship and Industrial Attachment.
knowledge in preparation for life in modern society. It comprises the understanding of noble values,
history and responsibility in society, mastery of soft skills and expansion of Malaysia-based knowledge.
13 Occupational/Industry Standards/National and -
International requirement tion of achievement and the amount of knowledge and skills required to perform efeectively as described
by the industry. The National Occupational Skills Standard (NOSS) is one of the recognized Occupation-
al/Industry Standards.
14 Standard Skill based Standard Skill based on requirements national and international standard skills ie MS (Malaysian
Standards) requirements such as the standards development, the processes and operational policies
15 Professional-based performance in work skills and competency when carrying out a function in the workplace.
16 Industrial-based
17 Student Learning Time A period of time that a learner should spend on the learning-teaching activities for a given credit which
18 Credit Hours comprises guided learning, independent learning and assessment.
19 Course A quantitative measurement that represents that learning volume or the academic load to achieve the
respective learning outcomes.
A unit of teaching and learning also referred as module or subject that forms the building block of a
well as assessment methods that support the attainment of the learning outcomes.
4
Purpose
This handbook serves as a guide and source of reference on the implementation of HETVET@UiTM. This handbook
is not prescriptive or exclusive in nature but focusses on the practice of redesigning a curriculum, enhancing the
teaching and learning (T & L) process and improving the present academic programme to become more
demand-driven. Furthermore, this handbook fulfills the needs and objectives of UiTM and is the result of desk
research (literature review), and also research on the current industry as well as the best practice of numerous countries
which include Japan, Korea, Singapore, U.S, Vietnam, and Indonesia. In addition, the contents of this handbook
include the introduction, definition, glossary, issues and challenges as well as the recommended implementation
model of HETVET@UiTM.
UiTM will continuously strive to become an institute of tertiary education that is aligned with the policy of implementing
TVET whilst at the same time fulfilling one of the important objectives of the country which is developing the available
human capital.
Source & guide to Exercise by
explain the upgrading the
programmes
implementation of
HETVET offered
As a reference in Implementation Recommendations
restructuring the method of & implementation
model of HETVET
curriculum the education
5
Chapter Outline
Chapter 1 Chapter 2 Chapter 3
This chapter provides the This third chapter includes The final chapter
introduction of the four development includes the issues and
challenges that are faced
HETVET which will be models regarding HETVET in the implementation of
implemented to meet the in Malaysia which are;
HETVET, besides the
current needs of the Model 1 : summary of making it a
industry. Also, it provides HETVET Academic reality in today’s world.
Programme
details on the three (3) Model 2 :
pillars of HETVET Professional-based
which are; HETVET
Model 3 :
1. Knowledge and Standard Skill-based
Cognitive Skills; HETVET Courses
Model 4 :
2. Highly-Skills, Creative Industrial-based
and Innovative; HETVET Courses
3. Capable to Perform.
6
Chapter 1: Introduction
7
Chapter 1 : Introduction
CHAPTER : 1 This chapter provides the introduction of HETVET which will be implemented to meet the current
needs of the industry. Also, it provides details on the three (3) pillars of HETVET which are;
1. Knowledge and Cognitive Skills;
2. Highly-Skills Creative and Innovative;
3. Capable to Perform.
1 2 3
Knowledge and Highly-Skills Capable to
Cognitive Skills Creative and Perform
Innovative
HETVET
8
What is TVET?
Technical and Vocational Education and Training CHAPTER : 1
(TVET) in Malaysia has its evolution – from a Trades
School in Kuala Lumpur in 1926 (as cited Rasul et al.
2015), then has been transformed to what we acknowledge
it now in the higher education system (Figure 1.1).
Ultimately, this programme is aimed at preparing young ‘‘The aim of the Ministry is to be the main provider for
people with the knowledge and skills required in various TVET education , to instil the necessary skills among
industries, particularly those driving Malaysia’s the students to meet the needs of the industries,
economic transformation besides enhancing the career of the graduates.
(Figure 1.2).
The United Nations Organisation for Education, Figure 1.1: MOE plays a major role in providing TVET programmes and
Science and Cultural (UNESCO) recognises TVET as infrastructures in Malaysia
additional knowledge and skills acquired in whatever
fields relating to occupations in various sectors of
economics and social life. To this extent, in TVET,
young people have the opportunities to acquire an
interest in knowledge and skills from basic to advanced
levels across a wide range of institutional and work
settings.
Furthermore, TVET becomes an important educational tool
in empowering human resources as needed in the
present world’s industrial revolution.
Hence, upon realising this scenario UiTM undertakes Figure 1.2: The Main Framework of TVET4.0 @ MOE (2018-2025)
the responsibility to develop High-End TVET (HETVET)
programmes to complement the existing TVET courses
in the market.
9
CHAPTER : 1 Next… What Is High-End TVET (HETVET)?
HETVET aims to produce professionals that are not
only competent but also highly skilled and most
importantly possess the necessary expertise based
on their respective fields.
HETVET is a learning process and High-End TVET HETVET graduates also possess
training that is geared for the working creative and innovative thinking skills
(HETVET) which will enable them to solve any
world with a firm emphasis on unforeseen problems at the workplace.
industrial practice.
10
HETVET Definition
Knowledge Functional Professional CHAPTER : 1
and cognitive work skills training /
High Skill /
skills Practical
The generic learning outcomes clusters include knowledge and cognitive
skills, functional work skills and specific industry-appropriate competencies.
Skills related to produce a professional, highly competent workforce and
enhance the student’s skill sets in the future/skilled human resource.
11
TVET VS HETVET
TVET HETVET
CHAPTER : 1 Professional
Training / High
VS Skill / Practical
Knowledge Practical
Skill
Knowledge Functional
and Cognitive Work Skill
Skill
“Aspects of educational processes other than Generic learning outcomes includes cognitive
general education that involve learning in related knowledge and practical skills, creative and innovative
fields of technology and science, as well as practical thinking skills, able to be functional and skilled at the
skills training, attitude, understanding, and job
knowledge in various sectors of the economy and same time, and possess working ability to meet
industrial quality and requirements. These skills are
social life ”(UNESCO) intended to enhance students' skills in producing
professional, knowledgeable and highly skilled
human capital to meet current and future needs.
HETVET graduates also possess that enable them to
solve any problem at work.
12
Mission of HETVET@UiTM
Mission of UiTM has taken the step forward towards catering to the needs CHAPTER : 1
HETVET@UiTM of the country and the industry, particularly, by developing such
a curriculum that aims to produce quality High-End TVET
Produce quality High-End TVET (HETVET) graduates that will possess the characteristics that
(HETVET) graduates that will are required by the industry. This HETVET program will encompass
numerous pertinent aspects whereby one significant aspect
possess the focuses on being demand-driven. As a direct result of this
characteristics that are required HETVET program, UiTM will be able to ensure to tackle the
problem of the present glaring disparity or the existing gap
by the industry. between the demands of the I.R 4.0 industry and the number of
TVET graduates is narrowed.
13
CHAPTER : 1 Objective of HETVET@UiTM
To produce graduates with broad knowledge,
technical and/or non-technical skills relevant
to an area of work with moderate autonomy
and responsibilities.
Objectives of To produce graduates with some level of
HETVET@UiTM creativity and management skills subject to
broad guidance and direction.
To produce graduates who are able to
compete with others and stay abreast with
current needs and changes in the industry
and the world.
14
Why HETVET@UiTM CHAPTER : 1
1. Responding to the Government Focus & Policies
Supportive "Wawasan Kemakmuran Bersama 2030"
The structure of the programme
curriculum aims to create a
workforce that is skilled,
highly-educated and
knowledgeable.
15
CHAPTER : 1 Why HETVET@UiTM
The 4th Spike in Malaysia Education
2015-2025 Development Plan
16
Why HETVET@UiTM CHAPTER : 1
2. Aligning with Global Changes and Destructive Technologies
Malaysia is not excluded and must face rapid
global and technological changes, as the rest of
the world, following the 4th Industrial Revolution.
Consequently, the education system is undergoing
fundamental changes to meet the volatile
needs of this wave of change.
The Industry 4.0 revolution has impacted every
dimension of industry and brought forth numerous
improvements in the field of technology. As a
result, this has led to intense competition while
at the same time enhanced the quality of life.
By acquiring the necessary skills and technology
to meet the needs of the 4th Industrial Revolution,
UiTM will be the champions and pioneers in
this new frontier of HETVET.
17
Why HETVET@UiTM
CHAPTER : 1 The Higher Education Ministry had 19 public universities UiTM has stepped forward to develop a curriculum and
drop 38 ‘irrelevant’ programmes which were found to be a new approach in realising the education and training
obsolete or irrelevant due to poor demand for such jobs in based on IR 4.0 to meet the needs of a demand-driven
the industry. It was reported that the importance of ensuring education system. Thus playing a significant role in the
all academic courses offered in public universities fulfilled teaching and learning process that is in line with the 4th
the requirements of the industry and were relevant while Industrial Revolution.
also ensuring ample job opportunities for future graduates.
With the advent of Industrial Revolution 4.0, she said there It is in parallel to Education 5.0@ UiTM – it is nurturing the
was an urgent need for universities to offer such academic UiTM brand of millennials – young enthusiastic, diligent,
programmes that are in demand and relevant to the industry. highly principled, and progressive thinkers who are
Due to these factors, all universities are required to identify consistently learning and mindful of the current state and
and mould their academic programmes in line with the also the future.
needs of the industry. Thus, UiTM aims to cater to the urgent
need of producing HETVET graduates that are able to fulfil
the demands of the industry while developing the economy
of the country in the process.
18
Why HETVET@UiTM CHAPTER : 1
UiTM is prepared to be the
pioneer in introducing HETVET to
ensure Malaysia becomes a
developed nation and able to
compete in the international
arena.
19
Why HETVET@UiTM
CHAPTER : 1
The following are some of the initiatives
proposed by the Ministry of International
Trade and Industry:
Boosting the support for TVET and STEM
programmes through the increase in funding
for vocational education and training
programmes.
Integrating theory and I.R 4.0 practical
application into the tertiary curricula as
well as structuring industrial placement
opportunities.
Source : Industry 4WRD: NATIONAL POLICY ON INDUSTRY 4.0, MITI 2018
20
Why HETVET@UiTM CHAPTER : 1
3. Aligning with UiTM Strategic Plan 2025
The UiTM 2025 Strategic Plan was launched by the
Chairman of the Board,
Datuk Seri Syed Zainal Abidin Syed Mohamed Tahir on
23rd of January, 2020.
The launching of the plan was in line with the vision of the government in
producing high-quality graduates.
The objectives of the UiTM 2025 Strategic Plan include the following:
- To offer academic programmes that cater to the needs of the industry,
boost national development as well as the global front.
- To produce well-rounded graduates with entrepreneurial skills that will
enable them to compete at the international level.
21
Why HETVET@UiTM
4. Aligning with UiTM Vice Chancellor’s Mandate
CHAPTER : 1 Second Item of Core Strategy 1: The 7th element of UiTM Excellence
Quality Education in UiTM Vice Initiative in UiTM Vice Chancellor’s
Chancellor’s 2020 Mandate 2019 Mandate
Aiming 25% of academic programme (diploma) which are HIGH-End TVET
-oriented to be recognised by MBOT
22
Why HETVET@UiTM CHAPTER : 1
5. Accommodating the Industrial Needs
One of the current challenges that occur in the industrial sector is a mismatch of the provided skills which could not
meet the needs of the current industry (Figure 1.3). This has an adverse effect on the number of unemployed graduates
which keeps on increasing. Moreover, this also causes the influx of foreign labour in semi or higher labour skilled industry.
Most importantly, the industry needs workers who are knowledgeable and skilled in specific subjects, besides possessing
a complete set of the necessary skills.
Thus employee preparedness is becoming a crisis. Nonetheless, the education sector has the potential to lead us out
of that crisis.
This scenario opens the opportunity for HETVET to produce graduates tailored-made to the industry needs. At the
same time, UiTM shall also prepare graduates to be innovators and job creators. The industries are impacting the way
higher education is evolving. Success involves a deep strategic focus on re-training, hiring of different types of talent,
and understanding the new nature of work..." (Scott McDonald, CEO, OLIVER WYMAN)
(Source : Kajian Pembangunan Pelan Induk Kebangsaan Latihan Teknikal dan Vokasional (TVET)
ke Arah Negara Maju dan Halatuju Sehingga Tahun 2050, ILMIA.2018)
Figure 1.3: Demand-supply gap for TVET graduates in various sectors in Malaysia
23
CHAPTER : 1 Why HETVET@UiTM
Based on a recent study by Price Waterhouse & Cooper (2018), the demand for TVET graduates in 2015 was 6.6
million and by the year 2030, the expected demand is 7.98 million. However, both TVET institutions be it public or
private only produced 142,000 TVET graduates in 2015 and is expected to only produce 188,000 TVET graduates
in the year 2030. Clearly, there is a huge gap between the demand for TVET graduates and the actual number of
such graduates being produced annually.
Therefore, it is imperative that our country ensures there is adequate supply of TVET graduates to meet the
demands of the industry while reducing the need for foreign workers. In order to produce such graduates, there is
a crucial need to devise and develop a suitable programme that specifically caters for TVET or TVET-based.
24
Constructive Ideas of HETVET@UiTM CHAPTER : 1
In line with the mission and vision, UiTM
undertakes the responsibility of nurturing the
Bumiputras to meet the future challenges
ahead.
As such, UiTM can no longer afford not to
change, but willing to evolve and construct a
new way of educating individuals thus securing
not only job sustainability but students' futures
as well.
HETVET@UiTM is about strengthening TVET
that is well- aligned with the MOE’s vision via
three (3) pillars of programme construction:
1. Knowledge and Cognitive Skills;
2. Highly-Skilled, creative and Innovative;
3. Capable to Perform.
25
The Three-Pillars of HETVET@UiTM Conceptual Framework
Knowledge and Cognitive Skills
P1 Equipped with knowledge and cognitive skills as well as having the
ability to resolve numerous work-related problems in industry &
organization.
CHAPTER : 1 Global Marketable
and Employable
HETVET Graduates
P2 Knowledge and P3
Cognitive Skills
Highly-Skilled, Creative and Capable to perform
Innovative Dynamic & Agile Industrial
Curriculum trained-based Capable graduates that can
Highly-skilled, creative and fulfill the demands of the
innovative thinkers that are able Value educators industry while displaying a
to solve problems and increase sense of professionalism and
the level of productivity of the Highly-Skilled, Industry-fit Capable to quality in various aspects
Creative and graduates perform such as technical, spiritual,
organisation. Innovative character and competency.
Moral and ethical values need to be inculcated among HETVET graduates along with these three core disciplines in order to produce
intellectually, spiritually, emotionally and emotionally balanced holistic graduates in line with the National Education Philosophy.
Therefore, the Education 5.0 element that focuses on the conceptual value of Manners and Trust (Adab dan Amanah) should serve
as the fundamental basis of HETVET graduates.
26
Attributes for 3 Pillars of HETVET@UiTM CHAPTER : 1
Pillar 1 : Attributes of Knowledge and Cognitive Skills
A HETVET graduate is able to apply systematic
understanding of a broad range of complex technical and
theoretical knowledge and skills to undertake varied,
complex context, routine and non-routine or unpredictable
circumstances in providing excellence services to related
organizations.
A HETVET graduate possesses the ability to be analyse
critical issues and problems to provide scientific and
practical solutions that will benefit all parties concerned.
A HETVET graduate reflects consciousness of
management and also displays technopreneurship.
27
CHAPTER : 1 Attributes for 3 Pillars of HETVET@UiTM
Pillar 2 : Attributes of Highly-Skills, Creative and Innovative
a) Possess functional work skills
A HETVET graduate is able to apply a range of practical skills, essential
tools, methods and procedures to a broad range of complex tasks/work.
A HETVET graduate possesses the technical skills required by IR 4.0
and the industry.
A HETVET graduate is willing to acquire numerous other
technical skills that are relevant to the industry.
A HETVET graduate is able to communicate clearly, both orally and in
writing, ideas, information, problems and solutions, to others including
peers, experts and non-experts.
A HETVET graduate is able to interact effectively, individually or as
member of a team with supervisors, peers and subordinates.
A HETVET graduate is able to apply a range of digital
applications to support study/work as well as to seek and process data
related to work or study.
A HETVET graduate is able to demonstrate skills to use and interpret
routine and complex numerical and graphical/visual data.
A HETVET graduate is able to perform work with significant degree of
personal responsibility and autonomy under broad guidance and
direction on well-defined and non-routine study/work activities
performed in a variety of contexts.
A HETVET graduate is able to lead the team with varying degrees of
autonomy within various level of organization.
28
6 CHAPTER : 1
Attributes for 3 Pillars of HETVET@UiTM
Pillar 2 : Attributes of Highly-Skills, Creative and Innovative
b) Possess soft skills
A HETVET graduate is able to portray confidently an enthusiasm for
independent learning, intellectual and self-development for career.
A HETVET graduate is able to display a creativity in entrepreneurship.
A HETVET is able to give a positive impact to society by creating new
methods and technology for the benefit of the community.
A HETVET graduate is able to identify ethical issues, make decision ethically,
and act professionally within various levels of agencies and organizations
c) Display Innovative
A HETVET graduate can stand out for their mastery of efficient strategies to
address new problems in work place and solve it successfully
d) Think Creatively
A HETVET graduate uses a wide range of idea creation techniques (such
as brainstorming). Elaborates, refines, analyses and evaluates his own
ideas in order to improve and maximize creative efforts
e) Work Creatively with Others
A HETVET graduate demonstrates inventiveness in work and understand
the real world limits to adopting new ideas
f) Implement Innovations
A HETVET graduate act on creative ideas to make a tangible and useful
contribution to the field in which the innovation will occur
g) Mindful of innovation and changes in the industry
A HETVET is alert to the volatile changes and needs required by the
industry and able to make innovations that will be beneficial to all
concerned
29
CHAPTER : 1 Attributes for 3 Pillars of HETVET@UiTM
Pillar 3 : Attributes of Capable to Perform
Capable to Perform
A HETVET graduate that meet the market’s
expectations and close the demand-supply gap.
(Global Marketable and Employable Graduates)
A HETVET graduate has the consciousness and
the abilities to address crisis in transformative ways
A HETVET graduate is decisive but is not afraid to
be flexible and adapt to any unforeseen challenges
when necessary
A HETVET is diligent while willing to go against the
grain and not afraid to stand out from the crowd in
terms of presenting new ideas
30
HETVET ATTRIBUTE MAPPING
vs
DOMAINS/CLUSTERS OF LEARNING OUTCOMES MQF V2.0
Pillar Attribute MQF V 2.0
A HETVET graduate is able to apply systematic Knowledge and Understanding CHAPTER : 1
understanding of a broad range of complex
technical and theoretical knowledge and skills
to undertake varied, complex context, routine
and non-routine or unpredictable circumstances
in providing excellence services to related
organizations
Knowledge and A HETVET graduate possesses the ability to be
Cognitive Skills analyse critical issues and problems to provide
scientific and practical solutions that will benefit
Cognitive skills
all parties concerned
A HETVET graduate reflects consciousness of Cognitive skills
management and also displays
technopreneurship
31
HETVET ATTRIBUTE MAPPING
vs
DOMAINS/CLUSTERS OF LEARNING OUTCOMES MQF V2.0
Pillar Attribute MQF V 2.0
CHAPTER : 1
Highly-Skills, Possess A HETVET graduate is able to apply a range of
Creative and functional practical skills, essential tools, methods and
Innovative work skills procedures to a broad range of complex
tasks/work
Practical skills
A HETVET graduate possesses the technical skills
required by IR 4.0 and the industry.
A HETVET graduate is willing to acquire numerous
other technical skills that are relevant to the
industry
32
HETVET ATTRIBUTE MAPPING
vs
DOMAINS/CLUSTERS OF LEARNING OUTCOMES MQF V2.0
Pillar Attribute MQF V 2.0
A HETVET graduate is able to communicate clearly, both Interpersonal and CHAPTER : 1
orally and in writing, ideas, information, problems and communication
solutions, to others including peers, experts and non-experts Skill
A HETVET graduate is able to interact effectively, individually
or as member of a team with supervisors, peers
and subordinates
Highly-Skills, Possess A HETVET graduate is able to apply a range of digital Digital and
Creative and functional applications to support study/work as well as to seek and Numeracy Skill
Innovative work skills
process data related to work or study
A HETVET graduate is able to demonstrate skills to use and
interpret routine and complex numerical and graphical/
visual data
A HETVET graduate is able to perform work with significant Leadership,
degree of personal responsibility and autonomy under broad autonomy and
responsibility Skill
guidance and direction on well-defined and non-routine
study/work activities performed in a variety of contexts
A HETVET graduate is able to lead the team with varying
degrees of autonomy within various level of organization
33
HETVET ATTRIBUTE MAPPING
vs
DOMAINS/CLUSTERS OF LEARNING OUTCOMES MQF V2.0
Pillar Attribute MQF V 2.0
CHAPTER : 1 A HETVET graduate is able to potray confidently Personal skill
an enthusiasm for independent learning,
intelectual and self-development for carreer
Highly-Skills, A HETVET graduate is able to display a creativity Entrepreneurial skill
Creative and in entrepreneurship
Innovative Leadership, autonomy and
A HETVET graduate is able to give a positive responsibility
impact to society by creating new methods
Ethics and professionalism
and technology for the benefit of the
community
A HETVET graduate is able to identify ethical
issues, make decision ethically, and act
professionally within various levels of
agencies and organizations
34
35
HETVET ATTRIBUTE MAPPING
vs
DOMAINS/CLUSTERS OF LEARNING OUTCOMES MQF V2.0
Pillar Attribute MQF V 2.0
CHAPTER : 1 A HETVET graduate that meet the market’s expectations
and close the demand-supply gap (Global Marketable and
Employable Graduates)
Capable to A HETVET graduate has the consciousness and the abilities to Cognitive skills
Perform address crisis in transformative ways Practical skills
A HETVET graduate is decisive but is not afraid to be flexible
and adapt to any unforeseen challenges when necessary
A HETVET graduate is diligent while willing to go against the
grain and not afraid to stand out from the crowd in terms of
presenting new ideas
36
Outcomes of HETVET@UiTM CHAPTER : 1
37
The Development Model Of HETVET@UiTM
CHAPTER : 1 01 02
Model 1: Model 2:
HETVET Academic Professional-based
Programme HETVET
HETVET@UiTM
Model
Model 3: Model 4:
Standard Skill-based Industrial-based
HETVET Courses
HETVET Courses
04
03
38
HETVET@UiTM Implementation Model
01MODEL HETVET ACADEMIC PROGRAMME CHAPTER : 1
Redesign an academic programme curriculum by
implementing HETVET or offer a new HETVET
academic programme.
The Faculty will redesign an academic programme OR offer a new
HETVET academic programme based on the proposed programme
structure for HETVET (adapt from Code of Practice for TVET
Programme Accreditation (COPTPA) and Technology and Technical
Accreditation Council Malaysia Board of Technology (MBOT)).
39
HETVET@UiTM Implementation Model
CHAPTER : 1 The model offers several TVET The students will be given
Skill/Competency courses that are based module/course exemption by the
on the legal needs or requirements from related professional body and will only
the professional body. These courses will have to sit for examination/interview to
be integrated in the existing structure of obtain a Competency Certification that is
registered under the professional body or
the programme curriculum.
certain acts.
02MODEL PROFESSIONAL-BASED HETVET
Embedded in the existing structure of the programme
curriculum through the collaboration with professional bodies.
The course content is based on the module The implementation of the model can be
as well as the legal need or requirement realised through collaboration or
by the involved professional body. cooperation with the involved
professional bodies.
40
HETVET@UiTM Implementation Model
03MODEL STANDARD SKILL-BASED HETVET COURSES CHAPTER : 1
Adding or introducing new courses which are unavailable from
the current curriculum structure of the programme based on
requirements national and international standard skills
.
The model offers HETVET courses that are The implementation that is based on this
based on the requirements national and model is done by adding or
international standard skills that are related
to the requirements of specific industry. introducing new courses which have not
been offered in the existing structure of the
programme curriculum.
Referring to the National Occupational The students will be given module/course
Skills Standard (NOSS) and the exemption by the involved organization and
only need to sit for an examination/interview to
Department of Skill Development under obtain the Competency Certification that is
the Ministry of Human Resource. The
model is intended to achieve a registered under the respective outlined
minimum specification of standard standards.
performance in working skills and
efficiency when carrying out The related courses can also be offered
tasks at the workplace. after the students have graduated or
during their semester break as
enhancement courses.
41
HETVET@UiTM Implementation Model
CHAPTER : 1 04MODEL INDUSTRIAL-BASED HETVET COURSES
Propose industrial-based courses that serve as an additional skill
course which compliments as well as offers added value knowledge
and skills to the students based on the industry demands
To prepare HETVET course based This model will also enhance the
on the industrial needs where the students’ ability to give opinion and utilise
programme discipline refers to the basic suitable tools, machines and techniques in
approach in academic programme which
will reflect on the local and international order to identify and solve problems
related to the respective fields
level of professionalism. of expertise.
Faculty or Pengurus Utama (PU) needs to offer courses The courses are offered after
(which are not included in the programme’s study plan) by graduation or during the
collaborating with the industries, centers for skills, registered semester break as
bodies to ensure that the information on technology can be applied enhancement courses.
in the study fields designed based on HETVET. It also serves as an
additional course that will equip students with skills suited to the
demands of the industry that will give them added value
and an edge over their competition.
42
Chapter 2:
Implementation of HETVET@UiTM
43
Chapter 2 : Implementation of HETVET@UiTM
This chapter provides an overview of the Development Model of HETVET in Malaysia which
include the following:
CHAPTER : 2 Model Model HETVET Academic Programme
HETVET@UiTM
01 Redesign an academic programme curriculum by implementing
HETVET or offer a new HETVET academic programme.
Model
Professional-based HETVET
02
Embedded in the existing structure of the programme curriculum.
Model Through the collaboration with professional bodies.
03 Standard Skill-based HETVET Courses
Adding or introducing new courses which are unavailable from
the current curriculum structure of the programme based on
Malaysian Standards requirements.
Model Industrial-based HETVET Courses
04 Propose industrial-based courses that serve as an
additional skill course which complements as well as offers
added value knowledge and skills to the students based on
the industry demands.
44
HETVET @ UiTM MODEL
01MODEL 02MODEL PROFESSIONAL- 03MODEL STANDARD SKILL- 04MODEL INDUSTRIAL-
HETVET ACADEMIC BASED BASED BASED
Re-designing the curriculum Re-designing the curriculum Fulfilling the curriculum Fulfilling the curriculum
course structure based on the course structure based on structure structure
needs of programme structure Manual TTAC / MBOT MODEL 1 MODEL 1
standard: (Technology-based)
Component Diploma Degree OR AND AND
(Level 4) (Level 6)
1.Knowledge and Min: 90 Credit Min: 120 Professional bodies’ programme Offering at least TWO (2) or Offering at least TWO (2) or CHAPTER : 2
Understanding MORE courses (≤ 5 courses)
Component 20% Credit standard that is recognised by MORE courses (≤ 5 courses) based on the needs of industrial
2.Cognitive Skills
Component 20% 20% the Malaysian government based on the National Occupa- skills, recognised by
Practical Work MDEC, PIKOM, MTIB etc.
Skills Component 60% 30% (Akta 679), JPA & Akta MQA 2007 tional Standard (NOSS) that is
50% recognised by the Department of
AND/OR Skills Development
AND Offering several skill/competency skillAsN. D/OR OR
Fulfilling the requirement of courses for course module
Malaysian Qualification Frame- Offering the courses that fulfill Programme Study Mode is based
work (MQF) and Programme exemption by the recognised the needs and outcomes of the on Industry
professional bodies/organisa- Standard Operation Procedure
standard based on field 2u1i/2u2i/3u1i
tions.
OR
Designing new programme based
on curriculum structure Code of
Practice for TVET Programme
Accreditation (COPTPA)
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Model 1: HETVET Academic Programme
Faculty or Pengurus Utama (PU) should either redesign an academic programme curriculum
by implementing HETVET or offer a new HETVET academic programme. The programme
will be design based on the Code of Practice for TVET Programme Accreditation (COPTPA)
OR Proposed Programme Structure for HETVET@UiTM.
CHAPTER : 2
Handbook of
High-End TVET
(HETVET@UiTM]
46
Model 1: HETVET Academic Programme
CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (COPTPA)
SCOPE Emphasis on recognised
occupational/Industry standard.
01
SCOPE Emphasis on practical CHAPTER : 2
components.
02
CODE OF PRACTICE SCOPE Emphasis on psychomotor
FOR TVET PROGRAMME skills.
03
ACCREDITATION
(COPTPA)
SCOPE Emphasis on exposure to
industrial training.
04
47