Module 3 Quiz – Policy and Governance of TVET

Answer all questions. Your score and percentage will be shown automatically.

1. Which of the following is a key national policy guiding TVET development in Malaysia? A. ASEAN Teacher Training Act B. National TVET Transformation Framework C. International Skills Mobility Charter D. Malaysia Digital Blueprint for Schools
2. Which national document promotes social mobility through skills development? A. Shared Prosperity Vision 2030 B. Malaysia Skills Agenda C. Education Act 1996 D. National Talent Blueprint
3. Malaysia’s TVET governance is described as: A. Fully centralised B. Privatised C. Multi-ministerial D. Independent of government
4. The role of the National TVET Council (MTVET) is to: A. Replace all TVET ministries B. Coordinate TVET policies and reduce fragmentation C. Act as a private accreditation body D. Develop school curriculum
5. Which of the following governs skills certification (SKM/DKM/DLKM)? A. Ministry of Finance B. Malaysian Qualifications Agency (MQA) C. Department of Skills Development (DSD/JPK) D. Ministry of Youth and Sports
6. Which body accredits academic-based TVET programmes? A. DSD/JPK B. HRD Corp C. MQA D. MARA
7. Industry Lead Bodies (ILBs) are responsible for: A. Managing student enrolment B. Financing private institutions C. Identifying industry needs and standards D. Approving lecturer salary scales
8. HRD Corp is best known for: A. Accrediting universities B. Managing the National Training Fund C. Regulating public TVET institutions D. Conducting school inspections
9. Which of the following is a characteristic of public TVET institutions? A. Highly profit-driven B. Fully funded by the government C. Free from national accreditation D. Industry-owned
10. Private TVET institutions typically: A. Do not require accreditation B. Are more flexible and industry-linked C. Only offer academic degrees D. Cannot offer skills programmes
11. A key challenge in Malaysia’s TVET governance is: A. Too few ministries involved B. Lack of industry involvement C. Fragmentation across multiple ministries D. Excessive autonomy for instructors
12. Which of the following is NOT a Training Development Organisation (TDO)? A. MQA B. DSD/JPK C. HRD Corp D. Ministry of Finance
13. Policy implementation in TVET requires coordination between: A. Parents and teachers B. Public and private hospitals C. Ministries, TDOs, industry, institutions D. Local councils and town planners
14. Monitoring of TVET programmes is largely done through: A. International examinations B. MQA audits and JPK accreditation C. Online surveys only D. TVET Olympiad competitions
15. A strong TVET management system includes: A. Random teaching schedules B. No curriculum review C. Quality assurance and instructor development D. Reducing workshop hours
16. Curriculum review and CQI in TVET are important to: A. Maintain outdated content B. Ensure relevance to industry needs C. Reduce the number of modules D. Comply with lecturer preferences
17. Public–private partnership (PPP) in TVET helps to: A. Replace lecturers with machines B. Strengthen industry collaboration C. Reduce regulatory compliance D. Increase tuition fees
18. A major purpose of policy monitoring in TVET is to: A. Punish institutions B. Ensure alignment with national goals C. Remove weak students D. Control student behaviour
19. One major weakness caused by multi-ministerial governance is: A. Improved coordination B. Duplication of programmes C. Higher graduate employability D. Stronger funding mechanisms
20. A good indicator of effective policy implementation is: A. Random curriculum changes B. Reduced practical training C. Graduate employability and industry satisfaction D. Removing accreditation audits