MBE13603 – Self-Paced Training
Work through each module at your own pace. Read, watch, reflect, then complete the quiz to unlock the next module.
Suggested: Embed an introductory video here (YouTube / recorded lecture).
Example: “Overview of TVET and Education & Training Systems in Malaysia”.
Learning Outcomes
- Explain the concept of Technical and Vocational Education and Training (TVET).
- Differentiate between TVET and academic education pathways.
- Describe the role of TVET in national human capital development.
- Recognise key stakeholders in the TVET ecosystem (government, industry, institutions).
Core Content
- Definition and scope of TVET.
- Global perspectives on TVET vs Malaysian context.
- TVET as part of the education and training system.
- Key stakeholders and their roles (government, industry, community).
Suggested Learning Activities
- Read a short article or policy document on TVET in Malaysia.
- Reflect: “Why is TVET important for Malaysia’s future workforce?”
- Short discussion forum / Padlet: “TVET vs academic – strengths and weaknesses”.
Suggested: Embed a lecture/presentation on CBET principles, CE, PC, and assessment for competence.
Learning Outcomes
- Define Competency-Based Education and Training (CBET).
- Explain the components of CBET (CE, PC, Range of Variables, Evidence).
- Differentiate CBET from traditional content-based training and OBE.
- Describe how CBET is implemented in Malaysian TVET (NOSS, skills certification).
Core Content
- Philosophy and principles of CBET.
- Structure of competencies: Unit, Competency Element (CE), Performance Criteria (PC).
- Evidence requirements and assessment decisions (Competent / Not Yet Competent).
- CBET in Malaysian TVET: NOSS, SKM/DKM/DLKM, industry roles.
Suggested Learning Activities
- Study a sample NOSS document and identify CE and PC.
- Small task: Rewrite a traditional learning outcome into a competency statement.
- Reflect: “What are the advantages and challenges of CBET for lecturers and students?”
Suggested: Embed a lecture video or animated explainer on Malaysia’s TVET policies and governance structure.
Learning Outcomes
- Identify key national policies that shape TVET in Malaysia.
- Describe the multi-ministerial governance structure of TVET.
- Explain the roles of key Training Development Organisations (DSD/JPK, MQA, HRD Corp, ILBs).
- Differentiate between public and private TVET providers.
- Discuss challenges in implementing and monitoring TVET policies.
Core Content
- Malaysia TVET policies (TVET Transformation, SPV2030, ME Blueprint, IR4.0 agenda).
- TVET structure and governance: multi-ministerial system and National TVET Council (MTVET).
- Training Development Organisations and their functions.
- Public vs private TVET institutions.
- Policy implementation, monitoring and CQI in TVET.
Suggested Learning Activities
- Read a short TVET policy brief (e.g., MTVET or MOHE document).
- Mini case: “How does a TVET policy affect one institution you know?”
- Short reflection: “What is one governance challenge you think is critical to solve?”
Start Module 3 Quiz
*Link this button to the Module 3 HTML quiz that already sends marks to Google Sheets.
Suggested: Embed a lecture on TVET curriculum models, OBE, and constructive alignment.
Learning Outcomes
- Explain the main features of curriculum development in TVET.
- Describe Outcome-Based Education (OBE) and its application in TVET.
- Develop clear Course Learning Outcomes (CLOs) for a TVET course.
- Relate CLOs to programme outcomes and national frameworks (MQF/NOSS).
- Propose suitable teaching and assessment strategies for TVET modules.
Core Content
- Curriculum models relevant to TVET.
- OBE principles and structure (PEO, PLO, CLO).
- Writing CLOs and mapping them to MQF/NOSS.
- Constructive alignment: outcomes, teaching activities, assessment.
- Balancing theory, practical and workplace learning in curriculum.
Suggested Learning Activities
- Analyse one TVET curriculum and identify how CLOs, content and assessments are aligned.
- Workshop: Write 3–4 CLOs for a sample TVET course.
- Reflection: “What makes a TVET curriculum industry-relevant?”
Suggested: Embed a session on how TVET institutions are managed: governance, workshops, staff, and industry links.
Learning Outcomes
- Describe the governance structure of a typical TVET institution.
- Explain key aspects of managing workshops, laboratories and learning resources.
- Discuss the role of TVET instructors and their professional development.
- Recognise the importance of industry collaboration in programme delivery.
Core Content
- Institutional governance and leadership in TVET.
- Workshop and lab management (safety, scheduling, equipment).
- Human resource aspects: instructor competency and development.
- Industry linkages, MoUs, workplace learning arrangements.
- Use of digital systems (LMS, SIS, e-portfolio) in management.
Suggested Learning Activities
- Case analysis: strengths and weaknesses in the management of a TVET centre.
- Short interview task: talk to a TVET instructor about their management challenges.
- Reflection: “What management factors most affect student learning in TVET?”
Suggested: Embed a lecture on TVET assessment types, NOSS-based assessment, and quality assurance frameworks.
Learning Outcomes
- Identify different forms of assessment used in TVET (theory, practical, portfolio).
- Explain the role of NOSS, MQA and other bodies in assessment and quality assurance.
- Discuss how CQI (Continuous Quality Improvement) is implemented in TVET programmes.
- Propose strategies to improve assessment quality and fairness.
Core Content
- Assessment types in TVET: written tests, performance tests, projects, portfolios.
- NOSS-based assessment and competency standards.
- MQA quality assurance, programme standards and audits.
- CQI processes using PDCA in TVET.
- Using data (results, employer feedback) for improvement.
Suggested Learning Activities
- Review one assessment instrument and discuss whether it aligns with competencies.
- Small group task: design a simple assessment rubric for a TVET skill task.
- Reflection: “How can we make TVET assessment more authentic and meaningful?”
Start Module 6 Quiz
*Completion of this quiz can be linked to final reflection or project (Module 7).
