CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION 23March17

CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

CODE OF PRACTICE
FOR

TVET PROGRAMME
ACCREDITATION

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

Malaysian Qualifications Agency
14th Floor, Block B, Menara PKNS-PJ

No. 17, Jalan Yong Shook Lin

46050 Petaling Jaya

Selangor Darul Ehsan

Tel +603-7968 7002
Fax +603-7956 9496
Email [email protected]
Website www.mqa.gov.my

© Malaysian Qualifications Agency 2017
ISBN:
All the Agency’s publications are available on our website: www.mqa.gov.my

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

CONTENTS 6
FOREWORD 7
ABBREVIATIONS 8
INTRODUCTION
SECTION 1 10
QUALITY ASSURANCE PRINCIPLES OF MALAYSIAN QUALIFICATIONS 10
FRAMEWORK 11
1.0 Purpose of Quality Assurance 12
2.0 Governance of Quality Assurance Body
3.0 Quality Assurance Processes 14
4.0 Relationship between Quality Assurance Body and TVET Providers
SECTION 2 16
STANDARDS TVET 16
1.0 INTRODUCTION 17
23
TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET)
CRITERIA AND STANDARDS FOR PROGRAMME ACCREDITATION 27
29
2.0 PROGRAMME DEVELOPMENT AND DELIVERY 29
2.1 Programme Objectives 34
2.2 Programme Learning Outcomes 34
2.3 Programme Development: Process, Content, Structure and 35
Teaching-Learning Methods 36
2.4 Programme Delivery 36
39
3.0 ASSESSMENT OF STUDENT LEARNING
3.1 Competency Based Assessment
3.2 Relationship between Assessment and Learning Outcomes
3.3 Assessment Methods
3.4 Management of Student Assessment

4.0 STUDENT SELECTION AND SUPPORT SERVICES
4.1 Student Selection
4.2 Articulation and Transfer

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

4.3 Student Support Services 39
4.4 Student Representation and Participation 40
4.5 Alumni 40
5.0 TEACHING STAFF 41
5.1 Recruitment and Management 41
5.2 Service and Development 43
6.0 EDUCATIONAL RESOURCES 44
6.1 Physical Facilities 44
6.2 Expertise in Education 45
6.3 Financial Resources 45
7.0 PROGRAMME MANAGEMENT 46
7.1 Governance 46
7.2 Programme Leadership 47
7.3 Administrative Staff 47
7.4 Record Administration 47
8.0 PROGRAMME MONITORING, REVIEW AND CONTINUAL QUALITY 48
IMPROVEMENT
8.1 Mechanisms for Programme Monitoring, Review and Continual 48

Quality Improvement 51
SECTION 3 51
TVET QUALITY ASSURANCE ASSESSMENT PROCESS 53
1.0 PROGRAMME ACCREDITATION 55
57
1.1 Accreditation Process 61
1.2 Submission for Accreditation 61
1.3 The Parties to the Accreditation Process 62
1.4 The Programme Evaluation Process 64
1.5 Decisions on the Programme Accreditation
1.6 Appeal
APPENDIX A: LIST OF PANEL MEMBERS
APPENDIX B: CORE ABILITIES

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

APPENDIX C: APPLICATION FORM 66
APPENDIX D: MQA & DSD SELF-REVIEW REPORT ON QUALITY 96
ASSURANCE PRINCIPLES OF MALAYSIAN QUALIFICATIONS FRAMEWORK
REFERENCES 97
GLOSSARY 98

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

FOREWORD

Refer Appendix A for the list of Panel Members for Standards TVET.

… (to be continued)

Dato’ Prof. Dr. Rujhan Bin Mustafa
Chief Executive Officer
Malaysian Qualifications Agency (MQA)
2017

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

ABBREVIATIONS

1. 3R Reading, Writing and Arithmetic
2. COPPA Code of Practice for Programme Accreditation
3. DKM Malaysian Skills Diploma
4. DLKM Malaysian Skills Advanced Diploma
5. DSD Department of Skills Development
6. ICT Information and Communication Technology
7. JKT Technical Committee
8. JTC Joint Technical Committee
9. MJA Accreditation Committee Meeting
10. MPU General Studies
11. MQA Malaysian Qualifications Agency
12. MQF Malaysian Qualifications Framework
13. MQR Malaysian Qualifications Register
14. ODL Open and Distance Learning
15. POA Panel of Assessor
16. QA Quality Assurance
17. RPL Recognition of Prior Experiential Learning
18. SKM Malaysian Skills Certificate
19. SVM Malaysian Vocational Certificate
20. TVET Technical and Vocational Education and Training

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

INTRODUCTION

This Code of Practice for TVET Programme Accreditation shall be the main guiding
documents in the implementation of the Single Quality Assurance of TVET System. This
publication outlines the principles, assessment and audit processes, minimum standards
and criteria for TVET programmes.

This document is developed by panel of experts in consultation with various public and
private TVET Providers, relevant government agencies, industries and other relevant
TVET stakeholders.

… (to be continued)

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

SECTION 1

Quality Assurance Principles of
Malaysian Qualifications Framework (MQF)

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

1.0 Purpose of Quality Assurance

1.1. Quality assurance is carried out primarily to support the national agenda on
lifelong learning, social development and economic advancement.

2.0 Governance of Quality Assurance Body

2.1 A body implementing quality assurance is an organization that has a mandate
to carry out this function through a written law passed by the Parliament.

2.2 A Quality Assurance Body must have a clear mission in carrying out its
quality assurance function which is supported by established strategic plan
and action. Its organizational structure and management system must
demonstrate a high level of accountability. Its quality assurance system and
standards are formulated with involvement of stakeholders, and are
implemented in a consistent, fair, efficient, transparent and reliable manner. It
ensures its quality assurance decision is made independently without outside
influence and interference.

2.3 A Quality Assurance Body must have sufficient resources, particularly its
human resources, expertise and financial supports to effectively
implementing its quality assurance function.

2.4 A Quality Assurance Body must have a system to continuously review and
improve the effectiveness of its quality assurance activities. This system
includes the involvement of other parties as appropriate.

2.5 A Quality Assurance Body must have mechanisms for reporting the
implementation of its quality assurance activities which can be accessed by
the public. This includes reporting of any revision of policies, regulations,
standards and quality assurance procedures.

2.6 A Quality Assurance Body collaborates with other competent bodies to
effectively implement its quality assurance activities.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

3.0 Quality Assurance Processes

3.1. The implementation of quality assurance shall be based on the Malaysian
Qualifications Framework

3.2. The objectives and standards established for the purpose of quality
assurance should be clear, measurable and achievable.

3.3. The quality assurance processes and procedures are developed with the
involvement of relevant stakeholders.

3.4. The implementation of quality assurance should cover comprehensively
various aspects of input, process and output in learning, with emphasis on
the quality of learning outcomes and competencies.

3.5. Quality assurance approach comprises of self-assessment by the internal
system of TVET Providers and external verification of quality assurance body.

3.6. The implementation of quality assurance emphasizes on continuous quality
improvement and sustainable quality culture at TVET Providers.

3.7. Internal quality assurance is a key component in the management of TVET
Providers.

3.8. Quality assurance process is carried out by competent reviewers who are
appointed based on a clear set of criteria and free from any conflict of
interest.

3.9. Quality Assurance Body implement periodic assessment and continuous
monitoring on TVET Providers or programs.

3.10.Quality Assurance Body applies appropriate mechanisms to enable the
outcomes of quality assessment are publicly accessible.

3.11.Quality Assurance Body provide clear and transparent mechanisms for
complaints and appeals.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)
4.0 Relationship Between Quality Assurance Body and TVET Providers

4.1 Quality assuring learning is primarily the responsibility of each and every
TVET Providers while the Quality Assurance Body shall function as the
external verifier.

4.2 The role Quality Assurance Body, to certain extent, is to facilitate quality
enhancement of TVET Providers and the programs they offered for the
purpose of meeting the needs of stakeholders.

4.3 Quality Assurance system and its standards are developed in consultation of
TVET Providers.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

SECTION 2

Standards TVET

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

1.0 INTRODUCTION

The most inclusive definition of TVET came about from the functional aspect of TVET that
is comprehensive shaping of talent for the world of work. Comprehensive Educational
Training programmes in the field of technologies and related sciences as well as the
acquisition of practical skills, attitude and knowledge; in preparation and participation for
the world of work and sustainable social and economic development.

In 2015, UNESCO has redefined TVET as ‘comprising of education and training and skills
development relating to a wide range of occupational fields, production, services and
livelihood. TVET as part of lifelong learning can take place at secondary, post-secondary,
tertiary and includes work based learning and continuing training and professional
development that may lead to a qualification. It includes a wide range of skill development
at national and local context. It needs to consider literacy, numeracy skill, transversal
skills and citizen skills which form the integral part of TVET.

The key attributes of TVET, thus can be summarized as:

 Inclusive of education and training processes;
 Comprehensive shaping of talent; and
 Crossing all occupational fields.

In the content of standard development, Learning Outcome becomes the core of the
standard that they are detailed statements describing in explicit terms of what learners /
trainees can perform at the end of the learning or training processes. In developing
systemic learning outcomes for the whole country, Learning Outcomes have to be
comparable with other similar sectors of educational system. It is therefore imperative
that level descriptor of Learning is adhered to when developing learning outcomes.

MQA has established a new framework of Learning Outcomes Domains that comprised
of 5 main areas:

 Knowledge and Understanding (Cognitive Competence);
 Applied Knowledge and Skills (Cognitive and Functional Competence);
 Communication/ ICT and Numeracy Skills (Functional Competence);
 Autonomy, Responsibility and Accountability (Application and Responsibility); and
 Personal Skills and Social Values (Personal and Ethical Competence).

The scope of the standard covers the sectors for Skills and TVET from Level 1 to Level 5
of the MQF. All programmes across all disciplines under the sector of TVET would be
required to comply with the 7 areas of the standard. Programme developers, providers,
assessors and employers would find the standards very useful as a guideline in their
respective areas of responsibilities.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

The seven areas of the Standards include:
 Programme Development and Delivery;
 Assessment of Students Learning;
 Students Selection and Support Services;
 Teaching Staff;
 Educational Resources;
 Programme management; and
 Programme Monitoring, Review and Continual Quality Improvement.

The development of the Standards document is to ensure that the TVET graduates meet
the requirement of industries and professional bodies. It is also expected that the TVET
providers, industries, communities and the Government will collaborate towards achieving
a status of high income nation.
Working Definition
TVET is education and training process that has occupational direction with major
emphasis on industry practices. It aims to produce competent workforce in related
field for socio and economic objectives of the country.
Based on the above definition, the scope of TVET should:

1. be based on recognised occupational standards;
2. contain at least 60% practical component;
3. emphasize on psychomotor;
4. include industrial exposure (Level 1-2, MQF);
5. include industrial training component (Level 3-5, MQF); and
6. include TVET project.
Pending for Blueprint/hala tuju/aspirasi from JPK/Kementerian Sumber Manusia
… (to be continued)

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

2.0 PROGRAMME DEVELOPMENT AND DELIVERY

2.1 Programme Objectives

A programme's objectives and learning outcomes reflect what it wants the
learner to achieve. It is crucial for these objectives and learning outcomes to
be expressed explicitly and be made known to learners and other stakeholders
alike.

Objectives are described in a broad and general statement of learning and
teaching indication, encapsulating the general contents and direction of a
programme.

A clear and appropriate statement of objectives forms an important element in
programme design, quality assurance, and focuses student learning
experiences. A good formulation of objectives enables a clear understanding
of what the programme intends to achieve.

The programme objectives must be consistent with and supportive of, the
vision, mission and goals of the TVET Provider. Following are the suggested
TVET programme objectives for each level:

Level Objectives
1 To provide learners with simple basic knowledge and
understanding, basic skills to carry out simple and highly
routine and repetitive task for work and/or study.
(Basic 3Rs & 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 and skills and attitudes as
well as entrepreneurs 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 directions.

5 To provide learners with advanced knowledge, cognitive,
practical, technical and/or professional skills, with greater
autonomy and higher responsibilities in managing one or more
specialised area of study or work.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

2.2 Programme Learning Outcomes

Learning outcomes are detailed statements described in explicit terms of
learners’ achievement and they are to be assessed upon completion of a

period of study.

The quality of a programme is ultimately assessed by the ability of the learner
to carry out their expected roles and responsibilities in society. This requires
the programme to have a clear statement of the learning outcomes to be
achieved by the learner.

The programme must define the competencies that the student should
demonstrate on the completion of the programme that cover the mastery of
body of knowledge; functional/practical or work competency skills; personal
competency; ethical and social responsibility skills. These learning outcomes
should also cumulatively reflect the five domains of learning outcomes, which
are significant for Malaysia.

Following are the proposed TVET learning outcomes for each level:

Domains Learning Outcomes for Level 1

Knowledge and Demonstrate understanding of simple, factual and basic
Understanding knowledge within a narrow range of knowledge to
(Cognitive address routine and predictable task and work.
Competence)

Applied  Apply knowledge in a well-defined and in the context
of highly routine and predictable task; and
Knowledge and
Demonstrate basic practical skills using a variety of
Skills (Cognitive common tools and materials for very well defined task
and systems.
and Functional 

Competence)

Communication/  Understand and communicate familiar everyday
expressions and simple phrases within a limited range
ICT and of contexts in basic Malay and English; and

Numeracy Skills Has basic digital literacy which is adequate to perform
a given task(s) under supervision.
(Functional

Competence) 

Autonomy,  Work under direct supervision in a highly structured
and supported context as the nature of work is
Responsibility and repetitive and directed; and

Accountability Work in a team and interact with others.

(Application and

Responsibility) 

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

Domains Learning Outcomes for Level 1

Personal Skills  Demonstrate some responsibility of own learning
and Social Values  (awareness of possibility of future learning)
(Personal and (Personal Skills);
Ethical
Competence) Demonstrate to reflect the task(s) undertaken (with
some guidance) (Personal Skill); and

 Be a responsible member of the society (able to
demonstrate general rules of behavior and
responsibility in familiar social, and health, safety and
environmental context) (Ethical/Social Skills).

Domains Learning Outcomes for Level 2

Knowledge and Demonstrate fundamental understanding within a
Understanding significant range of knowledge to address varied and
(Cognitive non-routine task/work.
Competence)

Applied  Apply familiar known solutions to solve predictable

Knowledge and problems in well-defined routine task; and

Skills (Cognitive

and Functional  Recognize and solve problems in a highly familiar

Competence) and well-defined context under supervision.

Communication/  Communicate within a limited range of contexts
ICT and simple and routine tasks requiring a simple and direct

Numeracy Skills exchange of information on familiar and routine

(Functional matters in basic Malay and English language; and

Competence)

 Has basic digital literacy which is adequate to perform

a given task(s) under supervision.

Autonomy,  Work with limited autonomy under substantial support

Responsibility and and general supervision in a structured activity;

Accountability

(Application and  Work in a team and exchanges views, feedbacks with

Responsibility) others; and

 Some work requires individual responsibility and
autonomy for performance.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

Domains Learning Outcomes for Level 2

Personal Skills  Demonstrate some responsibility for learning;
and Social Values 
(Personal and Reflect and assess work and personal actions (for
Ethical  future improvement); and
Competence)
Be a responsible member of society( able to
demonstrate general rules of behavior and
responsibility in familiar social , and health, safety
and environmental context) (Ethical/Social Skills).

Domains Learning Outcomes for Level 3

Knowledge and Demonstrate understanding of basic principles and
Understanding theories, within a broad range of knowledge to address
(Cognitive varied, complex and non-routine task/work.
Competence)

Applied Operate and/or select basic methods, tools, technologies
Knowledge and material and information to address well-defined and
Skills (Cognitive some non-routine problems with in an area of work
and Functional and/or study with supervision.
Competence)

Communication/  Communicate effectively and cogently, orally or in
ICT and writing, ideas, information, problems and solutions
Numeracy Skills individually, or as a team to peers, experts and non-
(Functional experts (range of audience) in Malay and English;
Competence) and

 Use basic digital technology applications to support
study or work (IT skills).

Autonomy,  Take responsibility for, and reflect, self-performance

Responsibility and for scope of activity; and

Accountability

(Application and  Considerable responsibility, autonomy and control or

Responsibility) guidance/supervision of others is often required within

the scope of work and study.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

Domains Learning Outcomes for Level 3

Personal Skills  Demonstrate self-reflection of study performance or
and Social Values  work taking into account social, ethical and health,
(Personal and safety and environment issues (Personal Skills); and
Ethical
Competence) Study with minimal guidance and/or personal
development (Personal Skill).

Domains Learning Outcomes for Level 4

Knowledge and Demonstrate understanding of a broad range of complex
Understanding technical and theoretical knowledge to address well-
(Cognitive defined and non-routine task/work.
Competence)

Applied  Identify, interpret, apply and evaluate general

Knowledge and concept, theory and/or operational principles within

Skills (Cognitive the well-defined context of a subject/ discipline and/or

and Functional work;

Competence)

 Solve problems in common and well defined routine

and occasional non-routine problems with minimal

supervision; and

 Review, make adjustments and supervise related
practices and processes concerning field of
specialisation.

Communication/ Communicate and interact effectively and clearly, orally
ICT and or in writing, ideas, information, problems and solutions
Numeracy Skills individually, or as a team to peers, experts and non-
(Functional experts (range of audience) in in Malay and English.
Competence)

Autonomy,  Demonstrate substantial degree of personal

Responsibility and responsibility and autonomy under broad guidance

Accountability and directions within well-defined and non-routine

(Application and context of study or work activities performed in a wide

Responsibility) variety of contexts;

 Demonstrate supervisory, collaborative skills and
responsibility for work performance of others.
(Management and Leadership skill); and

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

Domains Learning Outcomes for Level 4

 Has professional knowledge and practical skills in
both technical and management to lead a team in
inexperienced environment. (Advanced/Manager
Level).

Personal Skills  Demonstrate self-evaluation, of study performance
and Social Values  or work;
(Personal and
Ethical Taking into account - professionally, social, ethical
Competence) and health, safety and environment issues (Personal
Skills); and

 Demonstrate self-direction for learning and
professional/ career growth/ development
entrepreneurial skills.

Domains Learning Outcomes for Level 5

Knowledge and Demonstrate understanding across a significant range of
Understanding theoretical, conceptual and technical knowledge within a
(Cognitive specialized field to address varied and unpredictable
Competence) task/work.

Applied  Apply, interpret, analyse, and evaluate detailed

Knowledge and technical, conceptual and theoretical knowledge and

Skills (Cognitive resolve issues in a broadly defined complex context,

and Functional routine and non-routine or unpredictable

Competence) circumstances; and

 Apply a range of practical skills, essential methods
and procedures to a broad range of complex tasks.

Communication/  Express oneself fluently and spontaneously without
ICT and  much obvious searching for expressions and use
Numeracy Skills language flexibly and effectively for social, academic
(Functional and professional purposes;
Competence)
Produce clear, well-structured, detailed text on
complex subjects, showing controlled use of
organisational patterns, connectors and cohesive
devices in advanced proficiency level of Malay and
English; and

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Domains CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)
Learning Outcomes for Level 5

 Demonstrate the ability to incorporate entrepreneurial
skills in planning daily activities.

Autonomy,  Exercise very substantial degree of autonomy and

Responsibility and often significant responsibility in making judgments/

Accountability decisions towards the management of self, others

(Application and and for the allocation of substantial resources; and

Responsibility)

 Has professional knowledge and practical skills in

both technical and management to lead a team in

inexperienced environment. (Advanced / Manager

Level).

Personal Skills  Demonstrate social, professional, environmental and
and Social Values ethical practice/code values to solve problems (A);
(Personal and and
Ethical
Competence)  Engage in self-directed lifelong learning effectively
and demonstrate entrepreneurial skills (S).

To include global competency.

2.2.1 The programme must be consistent with and supportive of, the vision,
mission and goals of the TVET Provider.

2.2.2 The programme must be considered only after a need assessment has
indicated that there is a need for the programme to be offered. The
TVET Providers must have a formal committee system responsible for
internal and external consultation, feedback, market and occupational
needs analysis and employability projections of the programme in line
with the new emerging areas of technology of the programme.

2.2.3 The programme must define its TVET objectives, learning outcomes,
TVET deliveries which include teaching and learning strategies, and
assessment, and the constructive alignment between them.

2.2.4 The programme learning outcomes must correspond to MQF level
descriptors and MQF learning outcomes domains:
i. Knowledge and Understanding (Cognitive Competence);
ii. Applied Knowledge and Skills (Cognitive and Functional
Competence);
iii. Communication/ ICT and Numeracy Skills (Functional
Competence);

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

iv. Autonomy, Responsibility and Accountability (Application and
Responsibility) and

v. Personal Skills and Social Values (Personal and Ethical
Competence)

2.2.5 Considering the stated learning outcomes, the programme must indicate
the career and further studies options available to the students on
completion of the programme.

2.3 Programme Development: Process, Content, Structure and Teaching-
Learning Methods
Curriculum
2.3.1 The TVET programme must be considered only if occupational
standards, is used as a basis of curriculum development.
2.3.2 The TVET Providers must have autonomy to design the curriculum and
to utilise the allocated resources necessary for its implementation as per
occupational standards requirement.
2.3.3 The TVET Providers must have an appropriate process to develop the
curriculum leading to the approval by the related TVET authority.
2.3.4 The TVET Providers must consult the stakeholders in the development
of the curriculum.
2.3.5 The curriculum must fulfil the requirements of a particular occupational
standard and where applicable professional and industry requirements
as well as good practices in the new emerging field of technology.
2.3.6 There must be activities to enrich student experience, and to foster
personal development and responsibility.
(This standards may not be applicable to ODL programmes and
programmes designed for working-adult learners).

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)
Table 1: Programme Level

Qualification / Student Learning Time Minimum Normal
Level (Hour) Credits Duration
(1 credit = 40
Certificate / (max 8 hours per day – notional 6 months
Level 1 inclusive face to face, non hours) 12 months
face to face, self learning 24 months
Certificate / 15
Level 2 and assessment) 3 years
600 30 1 year
Certificate /
Level 3 1200 60

Diploma / 2400 90
Level 4
3600 40
Advanced
Diploma / 1600

Level 5

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

Table 2: Programme Structure

Qualification / Curriculum Structure Credits Percentage
Level 1-2 (%)

Certificate / 1. Compulsory Modules 7-13
Level 1
(Core Abilities + TVET
Provider’s modules)

2. Discipline Core Modules 13-14 87-93
(70% of which must be
practical oriented)

Certificate / 1. Compulsory Modules 15 100
Level 2 (Core Abilities + TVET 2-4 7-13
Provider’s modules)
26-28 87-93
2. Discipline Core Modules
(70% of which must be
practical oriented)

Certificate / 1. Compulsory Modules 30* 100
Level 3 [Matapelajaran Umum 6-9 10-15
(MPU****)/ Core Abilities +
TVET Provider’s modules] 39-43 65-72
6-12 10-20
2. Discipline Core Modules 60** 100
(70% of which must be
practical oriented)

3. Industrial Training
(3-6 months)

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

Qualification / Curriculum Structure Credits Percentage
Level 9-15 (%)
10-17
Diploma / 1. Compulsory Modules 63 – 73
Level 4 70-81
(MPU****/Core Abilities + 6-12
TVET Provider’s modules) 90*** 9-13
8-11 100
2. Discipline Core Modules 17-26 20-28
(60% of which must be
practical oriented) 6-12 43-65
(including final project*****) 40
15-30
3. Industrial Training 100
(3-6 months)

Advanced 1. Compulsory Modules
Diploma / (MPU****/Core Abilities +
TVET Provider’s modules)
Level 5
2. Discipline Core Modules
(60% of which must be
practical oriented)
(including final project)

3. Industrial Training
(3-6 months)

* For Malaysian Skills Certification System, 15 credits may be completed during
Certificate Level 1 in the same field.

** For Malaysian Skills Certification System, 30 credits may be completed during
Certificate Level 1 and 2 in the same field.

*** For Malaysian Skills Certification System, 60 credits may be completed during
Certificate Level 1, 2 and 3 in the same field.

**** MPU as prescribed by the Ministry of Higher Education Malaysia (MOHE):
Certificate 6-9 credits, Diploma 8-11 credits and Advanced Diploma 8-11 credits.
Information on MPU is available on the MOHE’s website. Refer Appendix B for
information on ‘Core Abilities’.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

***** Final project and industrial training are two major components in the curriculum
structure which contribute to the process of developing and maintaining one's skill to
an agreed standard of proficiency. Followings are the explanations:

Final Project
The final project will require students to be creative, resourceful and systematic in
planning, implementing and evaluating their project through various phases. The
objectives of the final project are to allow students to demonstrate a wide range of
skills and foster integration of materials learned during their course of study, develop
conceptual, communication, teamwork as well as other generic skills required for
successful professional and working life.

Industrial Training
Industry exposure in the related occupational area with an organisation provides the
opportunity for students to apply what they have learnt in their course of study and
to engage with the vocation/ profession to which they aspire in a realistic work
environment. Students learn about the skills set required, industry demands and
also work ethics. They are trained to be job-ready, thus enhancing their
employability.

2.4 Programme Delivery

2.4.1 The TVET Providers must take responsibility to ensure the effective
delivery of programme learning outcomes.

2.4.2 Students must be provided with, and briefed on current information
about (among others) the objectives, structure, outline, schedule, credit
value, learning outcomes, and methods of assessment of the
programme at the commencement of their studies.

2.4.3 The programme must have an appropriate full-time coordinator and a
team of TVET staff (e.g., a programme committee) with adequate
authority for the effective delivery of the programme.

2.4.4 The TVET Providers must provide students with a conducive learning
and training environment.

(This standard must be read together with standard 6.1.1 in ‘6.0
Educational Resources’ - page 43.)

2.4.5 The TVET providers must encourage innovation in TVET delivery and
assessment such as work based learning, problem based learning,
blended learning, online learning, apprenticeship, project based etc.

2.4.6 The TVET Providers must obtain feedback from stakeholders to
improve the delivery of the programme outcomes.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)
2.4.7 The TVET providers must always engage with industries to enhance

TVET delivery.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

3.0 ASSESSMENT OF STUDENT LEARNING

Student assessment is a crucial aspect of quality assurance because it drives
student learning. It is one of the most important measures to show the achievement
of learning outcomes. The result of assessment is also the basis in awarding
qualifications. Hence, methods of student assessment have to be clear, consistent,
effective, reliable and in line with current practices and must clearly support the
achievement of learning outcomes.

Since TVET is more practical in nature and oriented towards the world of work, its
assessment methods need to confirm that an individual can satisfactorily perform a
specific skill or competency according to standards set by industry.

As such, learning outcomes in TVET cannot be adequately measured through
traditional means such as paper examination. Instead, more importance is given to
finding suitable means to demonstrate TVET learners’ capacity to competently carry
out assigned tasks in the workplace.

3.1 Competency Based Assessment

Competency-based assessment is not a set of examinations but rather it is the
basis for certification of competency. It is carried out as a process in order to
collect evidence about the performance and knowledge of a person with
respect to an occupational competency standard.

Some of the characteristics of competency-based assessment are:

 It is based on standards that describe the expected level of job competency.
 Standards include criteria that provide details of what are consider a good

job.
 The assessment is individual; there is no comparison among candidate.
 It provides a judgement to confirm whether the candidate is: competent or

not yet competent.
 It is done, preferably, in real working situations.
 It includes the recognition of acquired competencies as a result of job

experience known as the “Recognition of Prior Learning (RPL)”.
 It is a tool for the orientation of subsequent learning of the candidate; as

such, it plays an important role in the development of skills and abilities of
those assessed.
 It is the basis for the certification of job competency of the candidate.

The assessment of competencies places emphasis on actual performance that
is based on specified criteria.TVET assessment methods will depend on the
specific requirements of each course/ module, structure, level of study and
learning/competency outcomes.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)
However, as a general guide, the following must be considered:
1) The usage of summative and formative assessments;
2) Knowledge and understanding (the cognitive domain) should be assessed

through written, oral or other suitable means but practical skills should be
assessed by practical evaluation such as laboratory, workshop, computer-
based simulation and project work;
3) For courses/ modules requiring significant practical skills, a pass in practical
evaluation is compulsory. (A pass implies that the examiner, using an
appropriate assessment tool, is satisfied that the candidiate has met the
learning outcomes of the particular course/module); and
4) TVET providers are encouraged to use a variety of methods and tools
appropriate for measuring the learning outcomes.
5) TVET providers must involve industries in the assessment process to
ensure assessment is aligned with industry requirements.

30

The various aspects and suggested methods of assessment a

Level Type of Assessment (%) Focus of
Assessment (%)
Certificate /
Level 1 Continuous Summative Theory Practica
10-30 70-90
70-100 0-30

Certificate / 70-100 0-30 10-30 70-90
Level 2

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

are as shown in the following table:

Assessment Suggested Suggested/Appropriate
Criteria Assessment Assessors

Methods

al

 Knowledge  Observations  TVET Providers

 Practical Skills  Demonstrations  Industry

 Functional Skills  Presentation  External verifiers

 Personal and  Practical appointed by

ethical skills assessment programme owners/

 Written tests accreditation bodies

 Portfolio/log book

 Laboratory

reports

 Interview/ Oral

test

 Project

 Knowledge  Observations  TVET Providers
 Practical Skills  Demonstrations  Industry
 Functional Skills  Presentation  External verifiers
 Personal and  Practical
appointed by
ethical skills assessment programme owners/
 Written tests accreditation bodies
 Portfolio/log book
 Laboratory

reports
 Interview/ Oral

test
 Project

31

Level Type of Assessment (%) Focus of
Assessment (%)
Certificate /
Level 3 Continuous Summative Theory Practica
20-30 70-80
70-100 0-30

Diploma / 50-100 0-50 30-40 60-70
Level 4

Advanced 50-100 0-50 30-40 60
Diploma / Level 5
(maximum

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

Assessment Suggested Suggested/Appropriate
Criteria Assessment Assessors

Methods

al

 Knowledge  Observations  TVET Providers

 Practical Skills  Demonstrations  Industry

 Functional Skills  Presentation  External verifiers

 Personal and  Practical appointed by

ethical skills assessment programme owners/

 Written tests accreditation bodies

 Portfolio/log book

 Laboratory

reports

 Interview/ Oral

test

 Project

 Knowledge  Observations  TVET Providers
 Practical Skills  Demonstrations  Industry
 Functional Skills  Presentation  Professional bodies
 Personal and  Practical  External verifiers

ethical skills assessment appointed by
 Written tests programme owners/
 Portfolio/log book accreditation bodies
 Laboratory

reports
 Interview/ Oral

test
 Project

 Knowledge  Observations  TVET Providers
m)  Practical Skills  Demonstrations  Industry
 Presentation  Professional bodies
 Functional Skills  Practical  External verifiers
 Personal and
assessment appointed by
ethical skills  Written tests programme owners/
 Portfolio/log book accreditation bodies
32  Laboratory

Level Type of Assessment (%) Focus of
Continuous Summative Assessment (%)

Theory Practica

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

Assessment Suggested Suggested/Appropriate
Criteria Assessment Assessors

Methods

al
reports

 Interview/ Oral
test

 Project

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

3.2 Relationship between Assessment and Learning Outcomes
3.2.1 Assessment principles, methods and practices must be aligned to the
achievement of learning outcomes of the programme, consistent with the
levels defined in the MQF.
3.2.2 The alignment between assessment and the achievement of learning
outcomes in the programme must be systematically and regularly
reviewed to ensure its effectiveness.
3.2.3 Assessment methods to measure the practical skills (psychomotor
domain) need to be aligned with the competency level to ensure
achievement of prescribed skills.
3.2.4 Assessment methods to measure the functional, personal and ethical
skills need to be aligned with the competency level to ensure achievement
of learning outcomes

3.3 Assessment Methods
3.3.1 The frequency, methods, and criteria of student assessment -- including
the grading system and appeal policies - must be documented and
communicated to students on the commencement of the programme.
3.3.2 There must be a variety of methods and tools that are appropriate for the
assessment of learning outcomes and competencies.
3.3.3 There must be mechanisms to ensure, and to periodically review, the
validity, reliability, currency and fairness of the assessment methods.
3.3.4 Changes to student assessment methods must follow established
procedures and regulations and be communicated to the student prior to
their implementation.
3.3.5 TVET providers must establish a clear policy on grading system and
passing mark based on the courses/ modules, discipline and level of
study.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)
3.4 Management of Student Assessment

3.4.1 The department/TVET Providers and its academic staff must have
adequate level of autonomyin the management of student assessment.
(This standard may not be applicable to certain programmes’
arrangement.)

3.4.2 There must be mechanisms to ensure the security of assessment
documents and records.

3.4.3 The assessment results must be communicated to students before the
commencement of a new semester to facilitate progression decision.

3.4.4 The department/TVET Providers must have appropriate guidelines and
mechanisms for students to appeal against their course results.

3.4.5 The department/TVET Providers must periodically review the
management of student assessment and act on the findings of the review.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

4.0 STUDENT SELECTION AND SUPPORT SERVICES

In general, admission to a programme must comply with the prevailing policies of the
Ministry of Higher Education Malaysia (MOHE). There are varying views on the best
method of student selection. Whatever the method used, the Higher Education
Provider (HEP) must be able to defend its consistency. The number of students to be
admitted to the Programme is determined by the capacity of the HEP and the number
of qualified applicants. HEP admission and retention policies must not be
compromised for the sole purpose of maintaining a desired enrolment. If an HEP
operates geographically separated campuses or if the Programme is a collaborative
one, the selection and assignment of all students must be consistent with national
policies.

Working experience - Years of experience that a person gains while working in a
specific field or occupation.

4.1 Student Selection

4.1.1 The programme must have clear criteria and processes for student
selection (including that of transfer students) and these must be consistent
with the applicable requirements.

a) Programme by Level

Programme by Level is where a student registered and assessed at
any certain entry level to substantiate competencies. After the
student has been verified to achieve the stated competencies at
that level, he/she can proceed to the next level according to the
standard structure.

Table 3: Entry Requirement for Programme by Level

MQF Level Minimum Entry Requirement

1 Has reading, writing and arithmetic skills.

2 Has reading, writing and arithmetic skills; and

Possess Certificate Level 1 or equivalent of the
same field.

3 Minimum age of 16 years old with reading,
writing and arithmetic skills; and

Possess Certificate Level 2 or equivalent of the
same field.
4 Minimum age of 18 years old; and

Possess Certificate Level 3 or equivalent of the
same field; and

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

MQF Level Minimum Entry Requirement

1 year of working experience.

5 Minimum age of 19 years old; and

Possess Diploma Level 4 or equivalent of the
same field.

Table 4: Age Requirement for Programme by Level

MQF Level Minimum Age

3 16
4 18
5 19

b) Single Tier Programme

Single Tier programme is a combination of two, three or four
programme levels whereby students graduate at the highest level
of the training pathway.

Certificate Level 3 and 4

The candidates must:
i. possess reading, writing and arithmetic skills; and
ii. fulfill the requirement of specific industry standards.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

Table 5: Entry Requirement for Single Tier Programme

MQF Level Minimum Entry Requirement

3 Minimum age of 16 years old with reading, writing
and arithmetic skills.

4 Entry from Schooling Certificate
SPM 3 Credit; OR
SVM (equivalent to SPM 3 Credit)*; OR
UEC with Grade B in three subjects; OR
O-Level with Grade C in three subjects; OR
STPM with minimum Grade C (NGMP 2.0) in one
subject; OR
STAM (Maqbul); OR
Other equivalent qualifications.

Entry from Certificate Level 3

SKM Level 3 MQF in related field; OR

Certificate Level 3 MQF in related field with
minimum CGPA of 2.00.

AND one year of working experience in related
field.

5 DKM Level 4 MQF in related field; OR

Diploma Level 4 MQF in related field with
minimum CGPA of 2.00.

* Reference is made to the:
i. referencing criteria by Lembaga Peperiksaan Malaysia as
stated in the letter dated 28 March 2016; and
ii. media statement by the Ministry of Higher Education
Malaysia dated 23 March 2016.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

4.1.2 The criteria and processes of student selection must be transparent and
objective.

4.1.3 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 standards in ‘5.0 Teaching
Staff’ - page 40 and standards in ‘6.0 Educational Resources’- page 43.)

4.1.4 There must be a clear policy and appropriate mechanisms for appeal on
student selection.

4.1.5 The department/TVET Providers must offer appropriate developmental or
remedial support to assist students who are in need.

4.2 Articulation and Transfer

4.2.1 The TVET Providers must have well-defined policies and mechanisms to
facilitate student transfer within and between institutions as well as cross-
border.

4.2.2 The TVET Providers must ensure that the incoming transfer students have
the capacity to successfully follow the programme. To address the
competency gap, the TVET Providers may conduct entry assessment or
bridging programme / intensive class.

4.3 Student Support Services

4.3.1 Students must have access to appropriate and adequate support services,
such as physical, social, financial, recreational and online facilities,
academic and non-academic counselling and health services.

4.3.2 There must be a designated administrative unit, with a prominent
organisational status in the TVET Providers, responsible for planning and
implementing student support services staffed by individuals who have
appropriate experience.

4.3.3 An effective induction to the programme must be available to new
students with special attention given to out of state and international
students as well as students with special needs.

4.3.4 Academic, non-academic and career counselling must be provided by
adequate and qualified staff.

4.3.5 There must be mechanisms that actively identify and assist students who
are in need of training, spiritual, psychological and social support.

4.3.6 The TVET Providers must have clearly defined and documented
processes and procedures in handling student disciplinary cases.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

4.3.7 There must be an effective mechanism for students to voice their
grievances and seek resolution on training and non-training matters.

4.3.8 Student support services must be evaluated regularly to ensure their
adequacy, effectiveness and safety.

4.4 Student Representation and Participation
4.4.1 There must be well-disseminated policies and processes for active
student engagement especially in areas that affect their interest and
welfare.
4.4.2 There must be adequate student representation and organisation.
4.4.3 Student must be facilitated to develop linkages with external stakeholders
and to participate in activities to gain managerial, entrepreneurial,
innovative and leadership skills in preparation for the workplace.
4.4.4 Student activities and organisations must be facilitated to participate in
activities that encourage character building, inculcate lifelong learning, a
sense of belonging, responsibility, intercultural values and promote active
citizenship.

4.5 Alumni
4.5.1 The TVET Providers must encourage the alumni to play a role in the
development, review and continuous improvement of the programme and
in preparing the students for their professional future through linkages with
industry and the professions.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

5.0 TEACHING STAFF

The quality of the teaching staff is one of the most important components in assuring
the quality of Higher Education and thus every effort must be made to establish proper
and effective recruitment, service, development and appraisal policies that are
conducive to staff productivity.

It is important that every programme has appropriately qualified and sufficient number
of teaching staff. The numbers recruited have to be adequate for, and appropriate to,
the needs of the programmes.

5.1 Recruitment and Management

5.1.1 The TVET Providers must have a clearly defined plan for its teaching
manpower needs consistent with institutional policies and programme
requirements.

5.1.2 TVET Providers must have a clear and documented teaching staff
recruitment policy where the criteria for selection are based primarily on
academic merit and industry experience.

Below are the qualifications of teaching staff for TVET programmes for all
levels of study as visualised in the MQF:

Qualification / Qualifications of Teaching Staff
Level

Certificate / SKM Level 3 in the relevant field; OR
Level 1 Certificate Level 3 in the relevant field; OR

Diploma in the relevant field.

AND certification of teaching competency.

Certificate / SKM Level 3 in the relevant field; OR
Level 2 Certificate Level 3 in the relevant field; OR

Diploma in the relevant field.

AND certification of teaching competency.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

Qualification / Qualifications of Teaching Staff
Level

Certificate / DKM in the relevant field; OR
Level 3 Diploma in the relevant field.

AND certification of teaching competency.

Diploma / DLKM in the relevant field with one year of related
Level 4 working experience; OR

Bachelor’s Degree in the relevant field with one year
of related working experience.

AND certification of teaching competency.

Advanced DLKM in the relevant field with two years of related
Diploma / working experience; OR
Level 5
Bachelor’s Degree in the relevant field with two years
of related working experience.

AND certification of teaching competency.

For professional programmes, the qualifications of teaching staff will be
determined by the respective professional bodies.

Teaching staff / industry experts who do not fulfill the minimum / specific
qualification but possess more than five years of related working
experience may be considered. The TVET providers may acknowledge
and recognise the candidate’s related experience, knowledge from
previous enrolled courses, peer review and others.

5.1.3 The staff–student ratio for the TVET programme is maximum 1:25.

5.1.4 All teaching staff shall be appointed by TVET Providers in advance when
applying for accreditation.

5.1.5 The TVET Providers must have adequate full time teaching staff
responsible for implementing the programme. The full time teaching staff
should achieve at least 60%.
(This standard must be read together with the “Guidelines to Good
Practices: Academic Staff”.)

5.1.6 The policy of the TVET Providers must reflect an equitable distribution of
responsibilities among the teaching staff.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

5.1.7 Recognition and reward through promotion, salary increment or other
remuneration must be based on clear and transparent policies and
procedures.

5.1.8 The TVET Providers must be guided by considerations which are in line
with national policy and international good practices in teaching
appointment and promotion exercise.

5.1.9 The TVET Providers must have collaboration with industry and / or
stakeholders to provide for the involvement of professionals and
practitioners in order to enhance teaching and learning of the programme.

5.2 Service and Development

5.2.1 The TVET Providers must have policies addressing matters related to
service, development and appraisal of the teaching staff.

5.2.2 The teaching staff must be given sufficient autonomy to focus on their
respective areas of expertise.

5.2.3 The TVET Providers must have clear policies and procedures in handling
disciplinary cases involving the teaching staff, and on conflict of interest,
particularly in the area of professional conduct, private practice, multiple
employment, and consultancy services.

5.2.4 The TVET Providers must have mechanisms and processes for periodic
student evaluation of the teaching staff for purposes of quality
improvement.

5.2.5 The TVET Providers must have a development programme for teaching
staff and continuous professional enhancement.

5.2.6 The TVET Providers must provide opportunities for teaching staff to
participate in professional, training and other relevant activities, national
and international and, to obtain professional qualifications to enhance
teaching-learning experience.

5.2.7 The TVET Providers must encourage and facilitate its teaching staff to
play an active role in community engagement activities.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

6.0 EDUCATIONAL RESOURCES

Adequate educational resources are necessary to support the teaching and learning
activities of a programme. These include all the required academic and instructional
expertise, physical facilities, information and communication technologies, research
facilities, and finance.

The physical facilities of a programme are largely guided by the needs of the specific
fields of study. Where appropriate, research facilities may be included as part of
educational resources because a research-active environment improves the quality of
higher education. Sufficient and recent resources are to be allocated to support and
sustain research.

It is important for the resources and services to be relevant, accessible, available and
fully utilised by the students. These considerations must be taken into account in
evaluating the effectiveness of educational resources.

6.1 Physical Facilities

6.1.1 The programme must have sufficient and appropriate physical facilities
and training resources at the commencement of the programme to ensure
its effective delivery including facilities for practical-based programmes
and for those with special needs.

6.1.2 The TEVT provider may contract up to 40% of the equipments and
facilities required for the delivery of the programme with suitable partners.

6.1.3 The physical facilities and training resources of the provider and, where
applicable, the collaborating partners, must comply with the relevant laws
and regulations.

6.1.4 The library or resource centre must have adequate and up-to-date
conventional and/or digital reference materials, computers and internet
access.

6.1.5 The training resources, services and facilities must be periodically
reviewed and improved upon to maintain their quality and appropriateness
for current education and training.

6.1.6 The TVET providers must allocate adequate funds to carry out scheduled
maintenance of all facilities and equipments including their replacement or
upgrading.

6.1.7 The TVET Providers must have adequate facilities and resources to
encourage research and support innovation.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)
6.2 Expertise in Education

6.2.1 The TVET Providers must utilise training experts (especially those with
expertise in pedagogy and assessment methods) in the planning of its
programmes and in the development of new teaching and assessment
methods.

6.3 Financial Resources
6.3.1 The TVET Providers must have clear procedures to ensure effective
financial planning and efficient use of resources.
6.3.2 The TVET providers must have adequate funds to carry out all training
and education activities required to achieve the learning outcomes.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

7.0 PROGRAMME MANAGEMENT

There are many ways of administering a TVET institution and the methods of
management differ between TVET providers. Nevertheless, governance that reflects
the leadership of a TVET organisation must emphasise excellence and scholarship. It
is crucial that the leadership provides clear guidelines and direction, builds
relationships amongst the different constituents based on collegiality and
transparency, manages finances and other resources with accountability, forge
partnerships with significant stakeholders in training delivery and consultancy and
dedicates itself to training and scholarly endeavours. Whilst formalised arrangements
can protect these relationships, they are best developed by a culture of reciprocity,
mutuality and open communication.

7.1 Governance

7.1.1 The TVET Providers must clarify its structure and function, and the
relationships between them, and these must be communicated to all
parties involved based on the principles of responsibility, accountability
and transparency.

7.1.2 The TVET Providers must have policies, procedures and mechanisms for
regular reviewing and updating of its structures, functions, strategies and
core activities to ensure continuous quality improvement.

7.1.3 The academic board/committee of the department/TVET Providers must
be an active policy-making body with an adequate degree of autonomy.

7.1.4 Mechanisms to ensure functional integration and comparability of
educational quality must be established for programmes conducted in
campuses or partner institutions/ industries that are geographically
separated.

7.1.5 The TVET Providers must have a formal committee system responsible
for internal and external consultation, feedback; market needs analysis
and employability projections of the programme.

(This standard must be read together with standards 2.2.2 and 2.3.2 in
‘2.0 Programme Development and Delivery’ - pages 14 and 15.)

7.1.6 The governance of the department/TVET Providers must involve the
participation of, and the consultation with, academic staff, students and
external stakeholders.

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CODE OF PRACTICE FOR TVET PROGRAMME ACCREDITATION (Draft)

7.2 Programme Leadership
7.2.1 The criteria for the appointment and the responsibilities of the TVET
programme leader must be clearly stated.
7.2.2 The leadership of the programme must be held by those with appropriate
qualifications and experience, and with sufficient authority for curriculum
design, delivery and review in line with the criteria developed.
7.2.3 There must be mechanisms and processes to allow for communication
between the programme and the leadership on matters such as staff
recruitment and training, student admission, allocation of resources and
decision making processes.

7.3 Administrative Staff
7.3.1 The TVET Providers must have sufficient number of qualified
administrative staff with TVET experience to support the implementation
of the programme and related activities.
7.3.2 The TVET Providers must conduct regular performance review of the
administrative staff of the programme.

7.3.3 The TVET Providers must have an appropriate training scheme for the
advancement of the administrative staff as well as to fulfil the specific
needs of the programme.

7.4 Records Administration
7.4.1 The TVET Providers must have appropriate policies and practices
concerning the nature, content and security of student and academic staff
records.
7.4.2 The TVET Providers must implement policies on the rights of individual
privacy and the confidentiality of records.
7.4.3 The TVET Providers must continuously review policies on the security of
records including the increased use of electronic technologies and safety
systems.

47