The development of an assesment framework for vocational education taining programmes in the noss based training system (NBTS) and the national dual training system (NDTS)
There are two skills training systems in Malaysia, namely NOSS Based Training System (NBTS) and National Dual Training System (NDTS). Although both systems have different training and assessment approaches, both systems produce national skilled workers with the same certification known as the Mal...
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| Format: | Thesis |
| Language: | English English English |
| Published: |
2016
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| Subjects: | |
| Online Access: | http://eprints.uthm.edu.my/368/1/24p%20RUMINAH%20MUHAMMAD%20ZAIN.pdf http://eprints.uthm.edu.my/368/2/RUMINAH%20MUHAMMAD%20ZAIN%20COPYRIGHT%20DECLARATION.pdf http://eprints.uthm.edu.my/368/3/RUMINAH%20MUHAMMAD%20ZAIN%20WATERMARK.pdf |
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| Summary: | There are two skills training systems in Malaysia, namely NOSS Based Training
System (NBTS) and National Dual Training System (NDTS). Although both systems
have different training and assessment approaches, both systems produce national
skilled workers with the same certification known as the Malaysian Skills Certificate
(MSC). In order to manage and monitor both systems concurrently, a standardised
assessment system need to be in place to ensure that the training given is efficient
and effective in producing competent and employable k-workers. Therefore, the
objective of the study was to develop a comprehensive assessment framework for
both skill training systems as guidance to those personnel who are involved in
conducting skill training. This study used mixed method mode approach and utilised
structured interview, questionnaire and mapping table from document analysis as
data collection instruments to gather information on the dimension of assessment.
The sample of the study constituted 269 personnel from accredited centers and
agencies which conduct NDTS or/and NBTS approaches. Several statistical
techniques were used to analyse the data: descriptive statistics (frequency, mean,
standard deviation and percentage) was used to explain the respondents
profile; Exploratory Factor Analysis (EFA) was used to determine the dimension of
the assessment framework and this was validated by Parallel Analysis (PA) and the
Minimum Average Partial (MAP) test; descriptive from the EFA was used to
develop a model of assessment framework and this model was validated by the use
of Structural Equation Modeling (SEM). There were three outcomes from the study.
Firstly, both systems NBTS and NDTS were considered similar although some of the
sub dimensions were not. From this finding, a common assessment framework was
developed for NBTS and NDTS approaches with special treatment for the
differences. Secondly, six dimensions of assessment framework were identified, and
finally an assessment framework for both systems was developed. The developed
assessment framework will ensure whether the quality of assessment in the
accredited center achieves the international skill standard. |
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