Handbook of High-End TVET (HETVET@UiTM) small file compress

Model 1: HETVET Academic Programme

Level Curriculum Structure Credit Percentage (%)
Diploma / Level 4 9-15 10-17
Compulsory Modules
(MPU****/Core Abilities + 70-81

TVET Provider’s 9-13
modules)

CHAPTER : 2 Discipline Core Modules 63-75
(60% of which must be
6-12
practical oriented) Total Credits 90***
(including final TVET

project)

Industrial Training (3-6
months)

(Source: Code of Practice For TVET Programme Accreditation MQA, 2019)

Table 1: Curriculum Structure for TVET qualification based on COPTPA

48

Model 1: HETVET Academic Programme

Academic Staff Qualification

Malaysian Skills Advanced OR Degree with 1 year of CHAPTER : 2
Diploma (DLKM) working experience in

with 1 year of working related field
experiencein related field

And And

Certification of Teaching Competency

(Source: Code of Practice For TVET Programme Accreditation MQA, 2019)

51 49

Model 1: HETVET Academic Programme

Items Diploma Bachelor Degree
(Level 4 MQF) (Level 6 MQF)
Student Learning Time, SLT-based Credit Hours HETVET@UiTM HETVET@UiTM

Studies Duration Minimum 90 credits Minimum 120 credits
Discipline Core Modules
1. Practical Work Skills- Component Minimum 2 years Minimum 3 years
2. Knowledge and Understanding Component
3. Cognitive Skills Component Minimum 60% Minimum 50% CHAPTER : 2
Minimum 20% Minimum 20%
Minimum 20% Minimum 30%

- (including Final Year-Project, & Industrial
Training related to field of study)

Industrial Training 4-12 credits 4-12 credits

Compulsory Modules The remaining credit The remaining credit
(MPU courses / EP compulsory courses / Core
Abilities and others.

Table 2: Proposed programme structure for HETVET@UiTM (minimum requirement) 50

Model 1: HETVET Academic Programme

50-60% 15-20% 15-20%

Practical Interpersonal Ethic /
Skill Skill professionalism

20-40% 3 20-30% 11 15-20% CHAPTER : 2
10
Cognitive 2 4 Communications Entrepreneurship
Skill / Problem 5

Solving

1Knowledge & Digital 6 9 Personal-values,
Skill 7 8 self-development /
understanding autonomous
15-20% LL learner
20-30%
15-20%

Numeracy Leadership
Skill &

Responsibliy

15-20% 15-20%

Proposed % courses by the core program courses that support each MQF V2 development

51

CHAPTER : 2 Model 2: Professional-based HETVET

The concept of this model is to offer several HETVET
skill/competency courses based on the legal requirements or

professional bodies.

These courses will be embedded in the existing structure of
the programme curriculum. Students will be given module/course

exemption and are only required to sit for exam/interview to
obtain the certificate of competence which is registered under

the related professional bodies or certain acts.

The course content is based on the module and the
legal requirements or professional bodies.

The implementation of this model is done through the
collaboration with professional bodies.

52

Model 2: Professional-based HETVET Courses

Level Curriculum Structure Credit

Diploma in Estate Real Estate Agency I&II Compulsory Course.
Management (REM212 & REM252) To obtain qualification as Registered
Real Estate Consultant under the
[Board of Valuers, Appraisers,
Estate Agents & Property Malaysian Estate Agency
Managers (BOVAVEA)] Standard (MEAS)

Valuers, Appraisers, Estate Agent CHAPTER : 2
Act 1981 (Act 242) & Rules.

Property Management Compulsory Course.
(REM317) To obtain qualification as Registered

Real Estate Manager under the
Strata Management Act 2017

(Amended).

Table 3 : Example of the Programmes, Courses and its Objectives

53

Model 2: Professional-based HETVET Courses

Programme Course Objective

Diploma in Taxation I (TAX 267), Compulsory Course.
Information System Accounting Information To obtain qualification certificate as Tax
System Audit (EUD 349) Agent, Auditor, Assistant Auditor under the
Malaysian Institute of Accounting (MIA) /
CHAPTER : 2 Bachelor of Engineering (Hons) Power Electronics
Electrical Electronic Engineering (EPO510), Electrical Accounting Standard/Companies Act
Machines and Drives 2016/Business Law.

(EPO554) Compulsory Course.
To register as Professional Engineer under
Section 10(2) of the Registration of Engineers

Act 1967 (Revised 2015).

Diploma in Building Surveying Building Condition Compulsory Course.
Assessment (BCA) (BSR To obtain the Registered Building Surveyor
(RBS) Certificate under Royal Institution of
205 & BSR 255)
Surveyors Malaysia (RISM).

Bachelor of Civil Engineering Reinforced Concrete Compulsory Course.
Design (ECS559) To register as Professional Engineer under
Section 10(2) of the Registration of Engineers

Act 1967 (Revised 2015).

Table 4 : Example of the Programmes, Courses and its Objectives

54

Model 3: Standard Skill-based HETVET Courses CHAPTER : 2

The programme has looked into the relevancy of HETVET based
on the National and International Standard Skills requirements such as the
standards development, the processes and the operational policies relevant

to the specific needs of the industry.
Several courses in the programme have to refer to the
National Occupational Skills Standard (NOSS), which was
established by the Department of Skills Development under
the Ministry of Human Resources. This is intended to achieve a
minimum specification of standard performance in work skills and
competence when carrying out a function in the workplace.
HETVET also includes Malaysian Skills Diploma (DKM), Malaysia
Skills Certificate (SKM) (Level 1, 2,3 & 4), Training Institute under
specific fields such as MATAC (Malaysian Textile and Apparel Centre),
and MTMA (Malaysian Textile Manufacturers Association) or any
certificate relevant to the programme offered

by the Malaysian Industries.
It can be implemented by adding or introducing new courses which are

not offered in current curriculum structure of the programme
based on the National and International Standard Skills requirements
Students will be given module/course exemption by the related organisation
and only required to sit for an exam/interview to get the competency certificate
registered under the said standard. The courses can also be offered after

graduation or during semester break as enhancement courses.

55

Model 3: Standard Skill-based HETVET Courses

Programme Course Objective

Diploma in Interior Design MS 134:2007- Latex emulsion paint for Added value courses for
exterior and interior use – specification certification purposes
MS 2383:2011- Prefinished/prepainted sheet
CHAPTER : 2 metal products for Interior/exterior building
applications - performance requirements

MS ISO 24502:2012 Ergonomics -
Accessible design - Specification of age-
related luminance contrast for coloured light

Diploma in Information System Association of Chartered Certified Accoun- Added value courses for
tants Practising Certificate (ACCA PC), Inter- Certificate as Tax Agent,
Auditors, and Assistant
national Standards of Auditing (ISA);
Accounting Information System Auditing, Auditor.
Financial Reporting, Taxation, Company Law

Table 5 : Example of the Programmes, Courses and its Objectives

56

Model 3: Standard Skill-based HETVET Courses

Programme Course Objective

Diploma in Fashion Design Programmes on Quality and Productivity Added value courses for
Improvement, Sales and Retail Merchandising certification purposes in
under Malaysian Textile and Apparel Centre
(MATAC), Centre for Instructor and Advanced specific area

Skill Training (CIAST) and Malaysian Skills CHAPTER : 2
Diploma/Certificate (SKM 1,2,3 & 4)

Table 6 : Example of the Programmes, Courses and its Objectives

57

Model 3: Standard Skill-based HETVET Courses

CHAPTER : 2 Courses Designation

Occupational Safety and Health Act SHO
Noise Assessor
Energy Commission Act Hygience Tech I
National Measurement System Act
Hygience II
Trade Description Act CIMAH Assessor
Environmental Quality Act CHRA assessor
Accounting Standard/Companies Act 2016 /
Business Law/Income Tax Act 1967 Responsible Person (OB LPG)
Wireman
Pesticides Act
Energy Auditor

Calibration Tech

Halal Executive

Scheduled waste manager

Tax Agent, Auditor, Assistant Auditor

Pesticides worker
Pesticides manager

Table 7 : Example of the Courses and Designation

58

Model 4: Industrial-based HETVET Courses CHAPTER : 2

This model offers HETVET skills courses based
on industry demands. It focuses on the basic approach

in the academic programme which will be
professionally reflected in both local and

international levels.

The faculty or Pengurus Utama (PU) needs to propose
industrial-based courses that serve as an additional
skill course which complements as well as offer
added value knowledge and skills to the students
based on the industry demands.

This will develop the students’ competence at providing
suggestions and utilising suitable tools and techniques

to identify and solve the respective work-related
problems. The related courses can also be offered

after graduation or during semester break as
enhancement courses.

59

Model 4: Industrial-based HETVET Courses

Programme Course Objective

Diploma Information System UBS COMPUTERISED To obtain the UBS Computerised Accounting
ACCOUNTING (UCCI) (UCCI) certificate which allows the students
Computerised Accounting
to stand out in a competitive job market.
course. UBS Accounting Software is one of the
mostly used and popular accountancy
CHAPTER : 2 software by companies and industries in
Malaysia. Most companies require UBS
certificate as a criterion to apply for jobs.

Table 8 : Example of the Programmes, Courses and Objectives

60

Model 4: Industrial-based HETVET Courses

Programme Course Objective

Diploma in Computer Aided Drawing - Autodesk Added value courses
Building Surveying
Building Information
Modelling - Autodesk

Computerised Maintenance Management
System Cworks Sdn Bhd

Air-conditioning Services training– AC Consultant CHAPTER : 2

Destructive & Non-Destructive Test SIRIM /
IKRAM

Green Card – CIDB Holdings

QLASSIC– CIDB Holdings

Table 9 : Example of the Programmes, Courses and Objectives

61

Model 4: Industrial-based HETVET Courses

Programme Course Objective
Added value courses
Diploma in Occupational Safety and Health (Green Card) –
Quantity Surveying CIDB (2-day course)

Safety and Health Officers (2-day course)

Computer-Aided Measurement

CHAPTER : 2

Table 10 : Example of the Programmes, Courses and Objectives

62

Model 4: Industrial-based HETVET Courses

Programme Course Objective
Diploma in Interior Design CADD Course (03)
To obtain Autodesk and Adobe certificates
(Photoshop & Illustrator)

Diploma in AutoCad To obtain AutoCad certificate in design
Estate Management skills of building and floor plan.
CHAPTER : 2

Table 11 : Example of the Programmes, Courses and Objectives

63

Model 4: Industrial-based HETVET Courses

Programme Course Objective

Diploma in Interior Design CADD course To obtain Autodesk and
Adobe certificates (Photoshop

& Illustrator)

Diploma in Landscape CIDB Green Card 1-day Course -
collaboration with CiDB
CHAPTER : 2
Planting and maintenance of trees 3-day Protection for green card
course - collaboration with the National holders at construction sites.
Landscape Department

Table 12 : Example of the Programmes, Courses and Objectives

64

Model 4: Industrial-based HETVET Courses

Programme Course Objective

Diploma in Landscape Tree Pruning Course To acquire more knowledge
Tree Health Care a 1-day Course -Malay- on plant management and
sia Society of Arborist
maintenance.

Diploma in Science Fibre Optic Course in To obtain a certificate CHAPTER : 2
collaboration with PESDC recognised by industries.
Fibre Optic is widely used by
Huawei, TM, Maxis and

others. Malaysian Skills
Certificate (Level 1,2&3) will
increase the employability

prospects of students.

Table 13 : Example of the Programmes, Courses and Objectives

65

Chapter 3: Issues and Challenges

66

Chapter 3 : Issues and Challenges

This chapter provides an overview of the issues and challenges that we have to face in the
implementation of HETVET, besides the summary of making it a reality in today’s world.

Issues ImpHleEmTeVnEtaTtion
Challenges
CHAPTER : 3

67

Chapter 4 : Issues and Challenges

Source Curriculum and multiplicity of
provision, certification, standard

Mindset, poor perception and
recognition of TVET

Space and equipment Issue and Shortage of technical
Challenges teaching staff

CHAPTER : 3 Curriculum quality Scheme of service for lecturers
Dependence on foreign workers Human capital

68

Chapter 4 : Issues and Challenges CHAPTER : 3

Curriculum and multiplicity of provision, certification, standard
Varies systems applied by TVET providers often resulted in
overlapping of courses and institutions

Mindset, poor perception and recognition of TVET

Parents – TVET programs are not providing enough vertical mobility for the
graduates to progress

Workplace – Many employers do not recognise the certification due to highly
fragmented landscape, with many ministries and agencies issuing
certification

Shortage of technical teaching staff
Most of the staff who are recruited directly after university and college
studies are assessed based on their academic qualifications without

any emphasis on their skill

Scheme of service for lecturer
Educators need to be responsive to any changes in the industry in

order to produce highly qualified graduates

69

CHAPTER : 3 Chapter 4 : Issues and Challenges

Human capital
Malaysia need dependent on highly skilled human capital in produce

the high-income human capital and labour

Dependence on foreign workers
Influx of unskilled foreign workers, will reflects the low technology

Curriculum quality
Curriculum structure of the program needs to be redesigned according

to COPTA or MBOT or HE-TVET@UiTM requirements

Space and equipment
Institutions engaged in training and skills in TVET should be equipped

with the latest infrastructure and equipment facilities

Source
Large financial allocations are required by institutions to provides the

infrastructure as well as high-tech equipment

70

Conclusion

In the final analysis, it is indeed an achievable feat and noble endeavour to produce HETVET graduates
but it requires the concerted effort of all parties involved to attain the desired outcome to invest in
human capital and produce quality HETVET graduates that fulfil the demands of the Industrial
Revolution 4.0. With the appropriate curriculum and training that fulfils the requirements of the
industry and most importantly Industrial Revolution 4.0, it is indeed feasible to produce quality
HETVET graduates for the country. Hence, HETVET will not merely spur economic growth and
propel the country to greater excellence while fulfilling the volatile demands of the industry but more
significantly, it will cultivate or develop the vast potential of the nation’s greatest and treasured
asset—the people of the nation.

The TVET stream has not been positively received by the young generation. Moreover, students are
less motivated to invest in the TVET stream as they have been told that it will not secure employment.

However, HETVET@UiTM will provide the knowledgeable and skilled human capital
the industry needs, especially to support the economic sector's transition towards
knowledge-based activities in collabration with the industries, in line with its aspirations to
become a developed nation by 2020. It is imperative that the education and training being provided
cater to the needs of the industry which include equipping the graduates with the necessary digital
skills to enable them to remain relevant in the 21st century and the 4th Industrial Revolution.

71

Writers Acknowledgement
Thuraiya Mohd
Noor Aileen Ibrahim Contributors
Ahmad Nazib Alias Mohamad Kamal Harun
Zubainun Mohamed Zabidi Md Yusof Hamid
Zainuddin Md Nor Norhayati Baharun
Suraya Masrom Shahanum MD Shah
Nadira Ahzahar Wan Abdul Rahim Wan Mohd Isa
Azian Tahir Syamsul Nor Azlan Mohamad
Mohd Fadzil Abdul Rashid Wan Aida Wan Yahaya
Jurina Jaafar
Graphics Designer Noraini Seman
Muhammad Fikri Saidi Othman Programme Coordinators UiTM Perak Branch
Muhammad Nor Razin Mhd Nor Respondent from the industry
Ahmad Sofiyuddin Mohd Shuib Students and lecturers of UiTM Perak Branch
Azlan Zainal
Anwar Fikri Abdullah
Nur Akma Halili

Chief Editor
Thuraiya Mohd

Editors
Noor Aileen Ibrahim
Mahfuzah Rafek
Norasyikin Abdul Malik
Nurul Munirah Azamri
Nurhidha Irawaty Kasmaruddin

72

Appendix A

Benchmarking
TVET Implementation in Malaysia and other Countries

Country/University Approach Strategy
Germany
Apprentice Apprentices are trained by employees in the related
Training System working field for 3-4 days per week and taught the
theories for 1-2 days in a week.

Certificates are given by the industry once they have
graduated.

Students are given allowance/paycheck.

The industry is involved in the curriculum improvement
process.

The industry provides funding.

Provide consultation.

Examination management matters.

Table 1: TVET Implementation in Malaysia and other Countries

73

Country/University Approach Strategy
Singapore
World Skills Collaboration between university, polytechnic, and
Programme industry.
Training programmes and certifications of the latest
Singapore field and skills which are required by the global
Cooperation industry.
Programme (SCP) Catered for diploma and degree students.
Sponsored by the government.

Offer national programmes that can be implemented
in any university and polytechnic. The programmes
are sponsored by the government and industry.
Provide many technical programmes for the officers
that are involved in the decision-making process of
TVET education whether the university, polytechnic,
ITE, or industry.

74

Country/University Approach Strategy
Singapore
Skills Future Include national programmes that can be imple-
Initiative mented by any university and polytechnic. The pro-
grammes are sponsored by the government and
industry.

Include many programmes such as:

Pre-employment education and training (PET)
TVET programme is prepared and every student is
profiled.
Work-study
These programmes are offered by several universi-
ties such as National University of Singapore (NUS),
the Nanyang Technological University (NTU), Singa-
pore Institute of Technology (SIT), and Singapore
University of Social Sciences (SUSS). These univer-
sities collaborate with more that 20 industries such
as AIA and Hewlett-Packard.

75

Country/University Approach Strategy
More than 10 universities including two industri-
Vietnam Vocational and al-based universities that were recently established
Technical Education in Hanoi and Ho Chi Minh City, offer courses on
technology. Eight of the universities offer TVET pro-
Project – Formal grammes.
TVET System Collaborations between the universities and enter-
prises for practical training.
Flexible curriculum that fulfils the needs of recent
industrial expertise.
Identifying the existing skills for the planning of train-
ing and curriculum.
The establishment of training colleges by the indus-
try and industrial business is to provide training for
the students and manage the industrial training
sites.
Encouraging companies to let the students to under-
go industrial training for a longer period.
Human resource planning involves having human
resource staff from the industry in university or
college to guide the students on matters relating to
employability.
Providing training for the tutors and lecturers.
Improvement of teaching infrastructure and techni-
cal learning.

76

Country/University Approach Strategy

Vietnam Vietnam–Singapore Vietnam–Singapore Vocational College
Technical Training Collaboration between universities and companies.
Centre (VSTTC) The programme includes 60% to 70% of practical
training from the total courses offered. Meanwhile,
other courses are academic literacy courses.

Vietnam–Germany Collaboration between university, FDI and domestic
Training Centre, companies.
University of Industrial training for the students at the FDI compa-
ny and domestic company.
Technical Education Training is also provided for the trainers.
There are companies that contribute training equip-
ment to colleges. For example, Toyota had contribut-
ed maintenance training equipment.

77

Country/University Approach Strategy
Indonesia
There are TVET stream is offered at polytechnics, institutes,
two streams and academic colleges at D1(Diploma Level 1),
of education: D2(Diploma Level 2), and D3(Diploma Level 3)
1) TVET stream levels.
2) Combination of
normal and Normal and TVET education stream is offered in
TVET education. certain universities at Degree, Master, and PhD
levels.

All teachers of the TVET stream must possess a
complete certificate according to the National Stan-
dards Board (BSNP) criteria.

Teacher Training Institute is a training centre for the
trainers that are in certain universities that offer
TVET combination stream.

Improving the approach thus involving more partici-
pation from the industry to fund and provide training.

78

Country/University Approach Strategy

Japan Intensive/Specific Semnongakko has been implemented for quite
Training at some time. Initially, the universities offered many
two-stream track courses that consist of university
professional training learning track and TVET track from Semmongakko.
colleges
The lecturers teaching at Semnongakko possess
(Senmongakko) vast experience in the industry and receive more
attractive incentives and better pay grade.

Presently, many of the two-stream track have been
transformed to one track that merges both courses
in university and TVET.

Now, the status of Senmongakko training colleges
have been changed to university and categorised as
Profesonal Graduate Schools (Senmonshoku
Daigakuin).

The government of Japan has instructed the univer-
sity to equip their PhD students with management
skills and other skills that are required by the indus-
try, and obtain various skills from different fields.

79

Country/University Approach Strategy
Japan
Progress Report It is a computerised information system that is used
on Generic to evaluate general skills of the university students
(commonly the degree level).
Skills (PROG)
Most universities conduct the PROG test on their
students.

The system was developed by Kawaijuku, an edu-
cational institution, and RIASEC, a company that
focuses on career development programme.

PROG measures the students’ general skills accord-
ing to different literacies like information collection,
information analysis, problem identification, problem
solving, effective communication, and ability to exe-
cute decision. Some universities like the Kyoto Uni-
versity provides special programme for their
students and staff including the mentors and super-
visors that are related to the industrial, business,
and management fields.

80

Country/University Approach Strategy

The United States Academic and The academic content (theory) is combined with
of America Vocational courses on skills.
Education Coordination of both curriculum.
Integration of final year project.
Integration Model Occupational High
Occupational Cluster

81

Country/University Approach Strategy
The curriculum is suited with industrial requirements
Korea “Employment First, based on the agreement made with certain industry.
College Later” The trainers or lecturers are among the people from
System the industry.

UNIMAP Offer TVET 21 Engineering Programmes (High End TVET)
UNIKL (MFI ,GMI) programmes Collaborate with Korea (sharing expertise)

Collaboration Ensuring the lecturers possess experience in the
with the industry industry.
Long practical training (6-8 months)
The lab equipment is provided according to the
needs of the industry.
Experts from the industry provide training at the
universities.
Certification from the industry for some courses.

82

Appendix B -
-
Collaboration Structures
-
The collaboration between industries and UiTM is very significant to ensure that the courses offered by UiTM match
the demands of the industries.
The collaboration with the industries is based on the proposed model.

Teaching Industrial involvement at the institution in numerous fields.
Factory

Apprenticeship Apprenticeship is a programme of structured education and training which formally combines and
alternates learning in the workplace/industry with learning at an education and training centre.

Work-based An educational strategy that provides students with real-life work experiences where they can apply the academic and technical
learning (WBL) skills to increase their employability prospects. It is a series of educational courses which integrates the university curriculum
with the workplace to create a different learning paradigm. WBL aims at creating a win-win situation where the needs of the
Learn and earn learners and the requirements of the industry for skilled and talented employees are met.

Learning while getting paid. This is obtained through the collaboration with industries where students
are exposed to industrial practices and also provided with an allowance.

Industry Industry on campus where space and labs are provided by the industry. Students gain industrial experience on
education centre campus whereby the industry conducts its work process on UiTM premises. This allows students to experience
real industrial environment at their own campus.
First Year
Industry Experience Fyle provides an internship experience at an early stage and to eventually complete the right/actual
experience from the industry in the final stage.
(FyIe)
ICoE will be led by an anchor company which provides manpower projection (executive & non-executive levels)
Industry Centre as well as specify skills and criteria with the assistance of their eco system’s manpower. University plays its role
of Excellence by providing experts/specialists and infra training as well as students from internal or other higher learning institutes.

(iCOE)

CEO @ faculty To intensify the participation from the industrial sector as part of the system of higher education
through the sharing of experiences and expertise from industry leaders.

83

Appendix C

Mapping of HETVET@UiTM Attributes with Malaysian Qualifications Framework (2nd Edition) Learning Outcome Domains

PILLAR Summary of CLUSTER 1: CLUSTER 3: FUNCTIONAL WORK SKILLS CLUSTER 4: -
Learners’ Profile Knowledge and Personal and
PILLAR 1: Understanding CLUSTER 2: Prac�cal skills Interpersonal and Digital and Leadership, entrepreneurial CLUSTER 5:
KNOWLEDGE & Cogni�ve skills Numeracy Skills Ethics and
COGNITIVE Communica�on Autonomy and skills Professionalism
SKILLS Skills Responsibility

Learners will have a A HETVET graduate A HETVET graduate
possesses the ability
broad knowledge of is able to apply to be analyze cri�cal
issues and problems
the general theories, systema�c to provide scien�fic
and prac�cal
principles and understanding of a solu�ons that will
benefit all par�es
demonstrate skills in broad range of concerned.

a focused area of complex technical A HETVET graduate
reflect
study/discipline and theore�cal consciousness of
management and
enabling them to knowledge and skills also displays -
technopreneurship.
undertake to undertake varied,

specialized work complex context,

leading to a career rou�ne and non-

path in technical, rou�ne or

professional or unpredictable

management fields. circumstances in

providing excellence

services to related

organiza�ons.

PILLAR 2: Learners have (1) Display Innova�ve Possess func�onal A HETVET graduate is
significant theore�cal work skills.
HIGHLY-SKILLS, and technical A HETVET graduate can able to
CREATIVE AND knowledge. Can stand out for their
INNOVATIVE deal with complex mastery of efficient communicate clearly,
situa�ons at work and strategies to address
show an ability to new problems in work A HETVET graduate is both orally and in
understand and place and solve it
comply with, successfully. able to apply a range wri�ng, ideas,
organiza�onal and
professional of prac�cal skills, informa�on,
demands.
essen�al tools, problems and

methods and solu�ons, to others

procedures to abroad including peers,

range of complex experts and non-

tasks/work. experts.

-

84

Appendix C

Mapping of HETVET@UiTM Attributes with Malaysian Qualifications Framework (2nd Edition) Learning Outcome Domains

Summary of CLUSTER 1: CLUSTER 3: FUNCTIONAL WORK SKILLS CLUSTER 4: -
Learners’ Profile Knowledge and Personal and
PILLAR CLUSTER 2: Prac�cal skills Interpersonal and Digital and Leadership, entrepreneurial CLUSTER 5:
Learners have Understanding Cogni�ve skills Numeracy Skills Ethics and
PILLAR 2: significant theore�cal Communica�on Autonomy and skills Professionalism
HIGHLY-SKILLS, and technical Skills Responsibility
CREATIVE AND knowledge. Can
INNOVATIVE deal with complex (2) Think Crea�vely A HETVET graduate A HETVET graduate is A HETVET graduate is A HETVET graduate is A HETVET graduate is A HETVET graduate is
situa�ons at work and able to interact able to apply a range able to perform work
show an ability to possesses the effec�vely, of digital applica�ons with significant able to portray able to iden�fy ethical
understand and individually or as degree of personal
comply with, A HETVET graduate technical skills member of a team to responsibility and confidently an issues,
organiza�onal and with supervisors, support study/work autonomy under
professional uses a wide range of required by IR 4.0 and as well as to seek and broad guidance and enthusiasm for make decision
demands. peers and process data related direc�on on well-
idea crea�on the industry. to work or study. defined and non- independent ethically, and act
subordinates. rou�ne study/work
techniques (such as ac�vi�es performed learning, intellectual professionally within
in a variety of
brainstorming). A HETVET graduate is contexts. and self- various levels of
willing to acquire development for age-ncies
Elaborates, numerous other A HETVET graduate is and
technical skills that able to lead the team
refines, analyses and are relevant to the with varying degrees career. organiza�ons.
of autonomy within
evaluates his own industry. A HETVET graduate is various level of
organiza�on.
ideas in order to able to A HETVET

improve and demonstrate skills to graduate is able to

maximize crea�ve use and interpret display a

efforts. rou�ne and complex crea�vity in

(3) Work Crea�vely numerical and entrepreneurship.
with Others
graphical/visual

data.

A HETVET

graduate

demonstrates

inven�veness in A HETVET graduate is

work and understand able to give posi�ve

the real work limits impact to society by

to adop�ng new crea�ng new

ideas. methods and

(4) Implement technology for the
Innova�ons
benefit of the

community.

A HETVET graduate
act on crea�ve ideas
to make a tangible
and useful
contribu�on to the
field in which the
innova�on will occur.

-

85

Appendix C

Mapping of HETVET@UiTM Attributes with Malaysian Qualifications Framework (2nd Edition) Learning Outcome Domains

Summary of CLUSTER 1: CLUSTER 3: FUNCTIONAL WORK SKILLS CLUSTER 4: -
Learners’ Profile Knowledge and Personal and
PILLAR CLUSTER 2: Prac�cal skills Interpersonal and Digital and Leadership, entrepreneurial CLUSTER 5:
Learners have Understanding Cogni�ve skills Numeracy Skills Ethics and
significant theore�cal Communica�on Autonomy and skills Professionalism
and technical Skills Responsibility
knowledge. Can
deal with complex (5) Mindful of
situa�ons at work and innova�on and
show an ability to changes in the
understand and industry
comply with,
organiza�onal and A HETVET graduate is -
professional alert to the vola�le
demands. changes and needs
required by the
industry and able to
make innova�ons
that will be beneficial
to all concerned.

PILLAR 3: Learners will have a A HETVET graduate A HETVET graduate
has the
CAPABLE TO commitment for that meet the consciousness and
PERFORM the abili�es to
appropriate ethical market's address crisis in
transforma�ve ways
behavior and express expecta�ons and
A HETVET graduate
an apprecia�on of close the demand- is decisive but is not
afraid to be flexible
na�onal aspira�ons supply gap (Global and adapt to any
unforeseen
within global Marketable and challenges when
necessary.
perspec�ves. Employable

Graduates)

A HETVET graduate is
diligent while willing
to go against the grain
and not afraid to
stand out from the
crowd in terms of
presen�ng new ideas.

.

-

86

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