Interim Report: Enhancing the Quality and Relevance of ...mddb.apec.org/Documents/2013/EC/EC2/13_ec2_020a.pdf · Findings of Qualitative Analysis of OA & NOSS Implementation in Malaysia

___________________________________________________________________________

2013/SOM3/EC/020a Agenda Item: 6

Interim Report: Enhancing the Quality and Relevance of TVET for Current and Future Industry

Needs Phase I

Purpose: Information Submitted by: Malaysia

Second Economic Committee Meeting Medan, Indonesia 29-30 June 2013

E N H A N C I N G Q U A L I T Y & R E L E V A N C E O F T V E T F O R I N D U S T R Y N E E D S

Project No.: S EC 08 12A

ANSSR: Enhancing the Quality and Relevance of Technical and

Vocational Education and Training (TVET) for Current and Future Industry

Needs-Phase 1

INTERIM REPORT

Asia-Pacific Economic Cooperation Secretariat

35 Heng Mui Keng Terrace Singapore 11916

Tel: (65) 6891-9600

Fax: (65) 6891-9690

E-mail: [email protected]

Website: www.apec.org

Draft: 18th

June 2013

mailto:[email protected]://www.apec.org/


i

CONTENTS

1. Introduction 1

1.1 Background of Project 1

1.2 Definition of Technical and Vocational Education and

Training (TEVT)

1

2. Scope of Work 4

3. Objectives of The Project 6

4. Methodology of Applied in Study 8

5. Introduction to Skills Training in Malaysia 10

5.1 Preamble 10

5.2 History of the Department of Skills Development 10

5.3 The National Skills Development Act 2006 (Act 652) 12

5.4 The Malaysia Qualification Framework (MQF) 17

5.5 History of Competency Development In Malaysia 18

5.6 Role of The Industry in OA & NOSS Development as Subject

Matter Expert

17

5.7 Introduction to Occupational Analysis (OA) Development 18

5.8 Introduction to National Occupational Skills Standard (NOSS)

Development

22

6. TEVT System of Selected APEC Economies 25

6.1 Introduction to Vocational and Technical Education in

Singapore

25


Australia

31


Canada

40

7. Findings of Qualitative Analysis of OA & NOSS Implementation in

Malaysia

43

7.1 Occupational Analysis (OA) & National Occupational Skills

Standard (NOSS) Development

43

7.2 Application of Occupational Analysis (OA) &National

Occupational Skills Standard (NOSS)

49

7.3 Project Monitoring & Control Of Occupational Analysis (OA) &

National Occupational Skills Standard (NOSS) Development

50

7.4 Industrial Acceptance of Skills Qualification 50


ii

LIST OF FIGURES & TABLES

Figure 1.0 MQF Higher Education Sector and

Qualification Levels 13

Figure 2.0 TVET Implementation In Malaysia 19

Figure 3.0 Example of Occupational Description 21

Figure 4.0 Example of Quality Assurance 28

Figure 5.0 Example of Qualification Level 29

Figure 6.0 Example of Location of AQF Qualification

types in the Levels Structure 34

Figure 7.0

Example of Scheme Extracted from

UNESCO-IBE (2010). World Data on

Education VII ed. Australia

36

Table 1.0 Sample of OA and OAS 17

Table 2.0 Description of The Competency Profile

Items 30


1

1. INTRODUCTION

1.1 BACKGROUND OF PROJECT

As laid out in the Joint Statement of the 5th APEC Human Resources

Development Ministerial Meeting in September 2010, it is crucial for

economies to address current and future skills shortages by

providing flexible policies and responsive education and skills

development. This project will be helpful to strengthen the

partnership between governments, industry and training

institutions to ens1ure that employer needs are satisfied by the

programmes offered by training skills institutions.1

This project is aimed at assisting Malaysia and other economies to

implement one of the priorities of ANSSR Action Plan which is

related to Upgrading Skills and Capabilities of Existing Workforce

to Address the Needs of Industries. This priority is in-line with APEC

New Strategy on Structural Reform (ANSSR) endorsed by Leaders in

November 2010. As the first step, Malaysia identified that one of

the major issues to be addressed is in enhancing the quality and

relevance of TVET for current and future industry needs.1

1.2 DEFINITION OF TECHNICAL AND VOCATIONAL EDUCATION AND

TRAINING (TVET) TO BE USED IN STUDY

In many economies, Technical and Vocational Education and

Training (TVET) and employment programmes have been gaining

increased attention from policy makers and other stakeholders.

Furthermore, TVET programmes contribute significantly to national

economic development and growth. Implementing TVET

programmes as part of holistic human capital development will

ensure the continuous supply of skilled workforce required in

industries. Thus, developing an effective TVET system will help to

tackle the issues that are being faced by most economies namely

demographic shifts, high youth unemployment and rapid labour

market changes. 1

1 ANSSR S EC 08 12A Project Proposal. May 20131


2

Technical and vocational education is used as a comprehensive

term referring to those aspects of the educational process

involving, in addition to general education, the study of

technologies and related sciences, and the acquisition of practical

skills, attitudes, understanding and knowledge relating to

occupations in various sectors of economic and social life. 2

In this broad definition, TVET refers to a range of learning

experiences which are relevant to the world of work. The learning

experiences may occur in a variety of learning contexts, including

educational institutions and work places. There are vast differences

between the different systems of TVET and their social contexts. In

addition, the increasingly complex demands of globalization, the

social and economical changes have significant implications for

TVET. 2

The field of Technical and Vocational Education and Training, or

TVET, requires both definition and differentiation from other

designations. Throughout the course of history, various terms have

been used to describe elements of the field that are now

conceived as comprising TVET. These include: Apprenticeship

Training, Vocational Education, Technical Education, Technical-

Vocational Education (TVE), Occupational Education (OE),

Vocational Education and Training (VET), Career and Technical

Education (CTE), Workforce Education (WE), Workplace Education

(WE) etc. Several of these terms are commonly used in specific

geographic areas.3

Originally, the direct preparation for work was the main goal of

TVET, and this remains prominent in many developing nations.

However, with the technological revolutions and innovations in

science and technology, during the 20th century, new domains of

knowledge and new disciplines have become important at all

levels of education and training. Further, the upward differentiation

of TVET from first to second level and then to the third level of

education has been an important development of the 20th century

and sets the stage for the 21st century. The current focus is

increasingly upon preparing knowledge workers to meet the

challenges posed during the transition from the Industrial Age to the

Information Age, with its associated post-industrial human resource

requirements and the changing world of work. 3

TVET also refers to "deliberate interventions to bring about learning

which would make people more productive (or simply adequately

productive) in designated areas of economic activity (e.g.,

economic sectors, occupations, specific work tasks). This is the

distinctive purpose of TVET. 2

http://www.unevoc.unesco.org/tvetipedia.0.html?&tx_drwiki_pi1%5Bkeyword%5D=world%20of%20workhttp://www.unevoc.unesco.org/tvetipedia.0.html?&tx_drwiki_pi1%5Bkeyword%5D=TVET%20institutions


3

The most challenging task of TVET is to produce the right-type of

skilled workforce who are able to match the need of the market

demand in a timely manner. The private sector, including the

industry players, education and training institutions, individual

trainers, trade associations, media, employers as well as trainees

need to play their roles to help overcome the issue of quality and

skill mismatch.1

This report is the first of an intended series of studies organized and

sponsored by APEC on select APEC member economies to

increase understanding of TVET in their economies and contribute

to enhancing the quality of TVET in order to be relevant to industry

needs either in the current economical situation or for future needs.


4

2. SCOPE OF PROJECT

As stated in the Terms of Reference for this project, the approach taken

in order to enhance the quality of TVET is by analysing the

development of Occupational Structures (via Occupational Analysis)

and Occupational Standards (via NOSS) that will be the basis of

certification and recognition by the industry.

The three sectors of education in the Malaysian Qualifications

Framework MQF (please refer details of MQF in Chapter 3 of this

report) are as follows:

Skills sector;

Vocational and technical sector; and

Higher education (university) sector.

The Skills Qualification Framework as shown in the first pillar of the MQF

framework reflects the skills qualifications awarded in Malaysia.

Currently the government has set the single certification system thus

allowing the skills certification in is in sync with the vocational &

technical certification system. This relates the usage of the NOSS

(development is under the jurisdiction of the Department of Skills

Development (DSD))

Below is the projects scope of work:

Review current approach of OA & NOSS development process to

obtain best practices on developing OA and NOSS

Consultation with relevant industry representatives and TVET

practitioners involved in OA and NOSS to obtain additional expert

input from industry for the projects success

To conduct comparative analysis on selected APEC economies in

developing OA and NOSS as well as linkages and relevancy towards

industry

The expected outputs of the project as follows:

i. Best Practices on developing OA and NOSS. This will allow accurate

information for improvement and development of the OA and NOSS

in the APEC economies and will help developing members to

evaluate their existing procedures or working process.

ii. Comparative analysis report on selected APEC economies in

developing OA and NOSS as well as its linkages and relevancy


5

towards industry Similarities and differences could also be identified

that would serve as basis for improvement and/ or harmonization

among APEC economies related to developing OA and NOSS.

iii. Provide recommendations in promoting standard methodology on

developing OA and NOSS. The recommendations shall be

presented through a seminar and the report will be distributed to

economy members. This will allow members to enhance their

curriculum development of TVET.

The post project completion is so that the outcomes of this study will

allow APEC members to enhance their curriculum development of

TVET.


6

3. OBJECTIVES OF THE PROJECT

The key objective of the project is to enhance the quality and

relevance of TVET starting from the Needs Analysis process that will

identify industry sectors that have a skilled workforce demand, that

in turn will lead to the Occupational Analysis process, which will then

provide the framework of job titles in a particular industry. Based on

the Occupational Structure that consists of Job Titles, the Job Analysis

process or officially known as the National Occupational Skills

Standards (NOSS) can be conducted.

The main objectives of the project are as below:

i. Undertaking an analysis in order to create recommendations

on improving Occupational Analysis (OA) of critical jobs to be

more forward looking;

Of current development process of OA

Conduct analysis of OA development process in other

selected APEC economies.

Conduct comparative study on OA development

process that is currently being used with other

selected APEC economies

ii. Undertaking an analysis in order to create recommendations

on the process of developing National Occupational Skills

Standard (NOSS) that meet industry requirements;

Conduct analysis of current development process of

NOSS

Conduct analysis of NOSS development process in

other selected APEC economies.

Conduct comparative study on NOSS development

process that is currently being used with other

selected APEC economies

iii. Recommending improvement to the stakeholders in relations

to the national Skill Development and Training (SDT) system to

fulfil the current and future demands of industries with regards

to OA and NOSS development

Propose best practices in developing OA and NOSS.

Present comparative analysis report of selected APEC

economies in developing OA and NOSS as well as its

linkages and relevancy towards industry


7

Provide recommendations in promoting for a

standard methodology on developing OA and NOSS

among APEC economies


8

4. METHODOLOGY APPLIED IN STUDY

Research methodology will be focused on as an assessment of all

available research and data on TVET stakeholders, followed by direct

contact with NOSS & OA developers, government officials and TVET

related experts in the field.

Input acquired in brainstorming sessions, focus group discussions,

interviews and via survey instruments will be conducted with TVET

stakeholders. This study and its conclusions are conducted on a best-

effort basis to help draw a more accurate and comprehensive picture

of TVET among APEC economies.

Below are the phases of research methodology applied:

i. Establish Sub Working Groups such as below:

Working Group Function

PRITEC-APEC

Working Group

To identify the core issues of the

project

Industrial Expert

Working Group

To identify the issues and utilisation of

OA & NOSS by the industry

TVET Training

Centres Working

Group

To identify the issues and utilisation of

OA & NOSS by the TVET Training Centre

APEC Economies

Working Group

To benchmark OA & NOSS

development in other economies

ii. Conduct Workshop Sessions with respective Working Groups (as

stated above) to generate ideas and collect feedback.

iii. Conduct analysis

Various approaches of analysis are used to determine the elements

that are critical to TVET implementation, the approaches are as

below:

a) Quantitative Analysis

Analyse metadata or secondary data relevant to TVET

implementation covering areas such as OA development

that cover the main National Key Economic Areas (NKEA),

volume of NOSS developed and TVET Training Centres running

NOSS programmes.


9

b) Qualitative Analysis

Consists of brainstorming and focus group discussions that will

be initiated through mind mapping sessions to obtain areas of

discussion. These areas of discussion will then be further

discussed in Focus Group Discussion involving TVET

stakeholders such as OA & NOSS facilitators, governing

bodies, industry personnel and TVET training centre personnel.

c) Comparative Analysis (Benchmarking)

Analysis based on benchmarking visit findings will be used to

compare the current practice with more adept techniques

used in other economies. A "benchmark" is a comparative

measurement. It is a standard or point of reference used in

measuring and judging quality or value. "Benchmarking" is the

process of comparison.

The process of continuously comparing and measuring an

organization against business leaders anywhere in the world

to gain information that will help the organization take action

to improve its performance. In practice it is the process of

undertaking benchmarking that generates most benefits

because it challenges current norms.

Benchmarking data can be obtained from international,

regional, and national sources. International organizations are

one source of benchmarking data. In order to develop a

quality and relevant TVET System, a comparative analysis

must be done against other countries in order to measure

whether Malaysias TVET system is at par with other

developing and advanced countries.

The findings will be obtained via a combination of analysis

and observation of the TVET System in each selected APEC

Economy.

d) Situational Analysis

This analysis is used to gauge our TVET system against other

countries, not only to rank our positioning in TVET System

implementation but also to provide the drive to improve the

current TVET system for the betterment of the future

generation workforce.


10

5. INTRODUCTION TO SKILLS TRAINING IN MALAYSIA

5.1 PREAMBLE

The Department of Skills Development (DSD) has served in its capacity

as stakeholder of the Occupational Analysis (OA) and National

Occupational Skills Standard (NOSS) act as the secretariat for the

development of the document. Throughout its history, DSD has

maintained as its primary goal which is the enhancement of

occupational standards in Malaysia.

The development of OA and NOSS are industry-driven. At this current

moment, there is about 2000 NOSS that has been developed by DSD

and by 2015, DSD has targeted to develop 5000 NOSS.

5.2 HISTORY OF THE DEPARTMENT OF SKILLS DEVELOPMENT

National Industrial Trade Testing & Certification Board NITTCB was

established in 1971.

National Vocational Training Council (NVTC) was established

through re-organization of the National Industrial Trade Testing &

Certification Board (NITTCB) on 02 May 1989.

National Skills Development Act (Act 652) or NASDA was

approved by the Parliament on June 29th 2006 and enforced on

the 1st. September 2006

The name of NVTC was changed to JABATAN PEMBANGUNAN

KEMAHIRAN (JPK) or Department of Skills Development (DSD)

The main purpose of DSD is to formulate, coordinate and

promote strategies and implementation of skills training in

Malaysia

5.3 THE NATIONAL SKILLS DEVELOPMENT ACT 2006 (ACT 652)

The National Skills Development Act 2006 (Act 652) came into effect on

1st September 2006 after it was officially gazetted on 29th June 2006,

with the following mandate:-

An Act to promote, through skills training, the development and

improvement of a persons abilities, which are needed for vocation;

and to provide for other matters connected therewith. (Malaysia,

2006b: 7).


11

The Act 652 is perhaps the most significant development because for

the first time in the history of skills training in Malaysia, a national

legislation has been enacted solely and exclusively for skills training and

development. In addition, the meaning and scope of skills training

which has been clarified and more importantly, given a statutory

interpretation can be used to distinguish it from other components of

countrys national education and training system?

The Act provides for the establishment, review, variation and use of

National Occupational Skills Standards (NOSS), which till then has never

been covered in any national legislation. Thus, it can be said that NOSS

has finally come of age after about thirteen years (that is, since 1973)

of existence in Malaysia - that it has finally been given a statutory

standing and position in the countrys education and training system.

The Act 652 also provides for the implementation of a Malaysian Skills

Certification System, leading to the award of five levels of national skills

qualification, namely Malaysian Skills Certificate Level 1, 2 and 3;

Malaysian Skills Diploma; and Malaysian Skills Advanced Diploma.

The National Occupational Skills Standard (NOSS) is a Standard

established under Part IV of the National Skills Development Act 2006

[Act 652]. Over the years, the development of occupational skills

standards in Malaysia has experienced many more changes until it

reached a major milestone with the enactment of the National Skills

Development Act 2006 on June 29, 2006 (Malaysia, 2006).

Under the new Act, for the first time ever, NOSS development in the

country has been provided for by the countrys legislative framework.

The Act contains provisions specifically for the establishment of NOSS

(Section 20), its review and variation (Section 21) as well as the use of

NOSS for curriculum development, assessment and certification

(Section 22). In Malaysia, skills training based on NOSS is today offered

by a wide variety of public and private training institutions.

The NOSS is currently supported by various development plans, policies

and National Acts such as the Malaysian Budget 2011, NASDA 2006

(Act 652), and the Economic Transformation Programme , to name a

few. The DSD has also taken the initiative to introduce the Industrial

Linked Bodies that are involved in ensuring the NOSS is developed in

tandem with the respective industrys standards and requirements. This

move will also forge more relationships between the DSD and the

industry to enable double certification with cooperative Licensing

Bodies.


12

5.4 THE MALAYSIA QUALIFICATION FRAMEWORK (MQF)

The Malaysia Qualification Framework (MQF) refers to the policy

framework that satisfies both the national and international recognised

qualifications. It comprises of titles and guidelines, together with

principles and protocols covering articulation and issuance of

qualifications and statements of attainment. Elements of qualification

framework indicate the achievement for each qualification title. It will

also provide progression routes for all the graduates in the respective

occupational fields. The three sectors of education in the Malaysian

Qualifications Framework are as follows:

Skills sector;

Vocational and technical sector; and

Higher education (university) sector.

The Skills Qualification Framework as shown in the first pillar of the MQF

framework reflects the skills qualifications awarded in Malaysia. It will

serve as an instrument that develops and classifies qualifications based

on a set of criteria that are approved nationally and is at par with

international good practices at the level of learning attained by the

learners.

http://www.unevoc.unesco.org/tvetipedia.0.html?&tx_drwiki_pi1%5bkeyword%5d=Qualification%20Frameworkhttp://www.unevoc.unesco.org/tvetipedia.0.html?&tx_drwiki_pi1%5bkeyword%5d=Qualification%20Frameworkhttp://www.unevoc.unesco.org/tvetipedia.0.html?&tx_drwiki_pi1%5bkeyword%5d=qualification%20frameworkhttp://www.unevoc.unesco.org/tvetipedia.0.html?&tx_drwiki_pi1%5bkeyword%5d=qualification%20framework


13

The levels of qualifications can be seen in Figure 1

MQF Sectors

Levels Skills Vocational

and Technical Higher Education

Lifelong

Learning

8

Doctoral Degree

Ac

cre

dita

tio

n o

f P

rio

r Exp

erie

ntia

l Le

arn

ing

(A

PEL)

7

Masters Degree

Postgraduate

Certificate &

Diploma

6

Bachelors Degree

Graduate

Certificate &

Diploma

5 Advanced

Diploma

Advanced

Diploma Advanced Diploma

4 Diploma Diploma Diploma

3 Skills Certificate 3

Vocational

& Technical

Certificate

Certificate



Figure 1.0: MQF Higher Education Sectors & Qualifications Levels

Source: Malaysian Qualifications Agency


14

Below is a guideline of each NOSS Level as defined by the Department of

Skills Development, Ministry of Human Resources, Malaysia.

Malaysia Skills Certificate Level 1: Competent in performing a range of

varied work activities, most of

which are routine and predictable.

Malaysia Skills Certificate Level 2: Competent in performing a significant

range of varied work activities,

performed in a variety of contexts.

Some of the activities are non-routine

and required individual responsibility

and autonomy.

Malaysia Skills Certificate Level 3: Competent in performing a broad

range of varied work activities,

performed in a variety of contexts, most

of which are complex and non-routine.

There is considerable responsibility and

autonomy and control or guidance of

others is often required.

Malaysia Skills Diploma Level 4: Competent in performing a broad

range of complex technical or

professional work activities performed

in a wide variety of contexts and with a

substantial degree of personal

responsibility and autonomy.

Responsibility for the work of others and

allocation of resources is often present.

Malaysia Skills Advanced Competent in applying a

Diploma Level 5: significant range of fundamental

principles and complex techniques

across a wide of contexts. Very

substantial and often unpredictable

variety personal autonomy and often

significant responsibility for the work of

others and for the allocation of

substantial resources features strongly,

as do personal accountabilities and

analysis, diagnosis, planning, execution

and evaluation


15

5.5 HISTORY OF COMPETENCY STANDARD DEVELOPMENT IN

MALAYSIA

The history of Competency Standard development in Malaysia has

started since the 1990s with the adoption of the DACUM approach

that originated in Ohio State University.

A group of Malaysians comprising mainly of Government officers

involved in TVET studied the DACUM approach in Humber College,

Canada and brought back the approach for the NOSS. The concept

of DACUM is the use of job titles as the basis of Job Analysis that result in

Duty and Tasks.

In 2005, Malaysia introduced the National Dual Training System (NDTS)

based on the German Dual Training Approach. This approach uses the

work process methodology.

In 2010, DSD merged the above approaches to improve the National

Occupational Skills Standards (NOSS) development methodology and

at the same time adopted the Work Function Analysis Approach used

in Australia and the UK.

The adoption of all three approaches has been named the DESCUM

methodology.


16

The Development of Standard & Curriculum (DESCUM) is a modified

DACUM methodology as proposed by the Expert Working Group

(EWG). It is a modified DACUM methodology that is applicable

throughout the NOSS development phase. DESCUM is considered as a

modified DACUM approach because it allows the facilitator to obtain

information using sources and methods other than expert panel input.

Below is a list of the DESCUM methodology:

a) Literature Review

b) Solicit A Curriculum (SACUM)

c) Compile A Curriculum (CACUM)

d) Observation

e) Brainstorming Session`


17

5.6 ROLE OF THE INDUSTRY IN OA & NOSS DEVELOPMENT AS

SUBJECT MATTER EXPERTS

The industries are directly in OA & NOSS Development and

function as the following personnel:

Subject Matter Experts

Validation Panel

Subject matter experts and human resources manager are the

panel experts that are involved in the development of the OA.

The expert panel will structure the occupational title based on

the definition of leveling provided by JPK.

Whereas, subject matter experts are involved in the

development of the NOSS will be asked to explain and

brainstorm on their respective areas in relation to the document

title. This in turn will be used as input for the content of the NOSS

document. The following are the criteria of expert panel

members for each document.

Criteria of OA Expert Panel:

a) Experienced in management of personnel in the industry.

b) Will be able to represent and elaborate on their respective

sectors/areas.

c) Has insight on the requirements and emerging trends of the

industry

Criteria of NOSS Expert Panel:

a) Will be able to represent and elaborate on their respective

sectors/areas.

b) Has the same designation as the NOSS title.

c) Has more than 10 years experience in the respective

area/NOSS title.

Validation panel are responsible for the endorsement of OA &

NOSS documents and deliverables where they will evaluate

these documents according to their area of expertise. Industry

experts are also invited to evaluate other activities such as

accreditation of new TVET training centres, Apprenticeship

programs and student evaluation.


18

5.7 INTRODUCTION TO OCCUPATIONAL ANALYSIS (OA)

DEVELOPMENT

An Occupational Analysis (OA) is a process to identify job titles

and levels for skilled workers needed in the industry sector. The

OA will identify sectors, sub-sectors, job areas and job titles for a

particular industry in the form of Occupational Structure (OS).

Job scopes of each job title will be detailed out in the

Occupational Description (OD) where each job title will be

identified according to its level as defined in the Malaysian

Occupational Skills Qualification Framework (MOSQF) level

descriptor.4

The Occupational Analysis process is a preliminary stage for

National Occupational Skills Standard (NOSS) development in

which the identified job titles and job areas will be used as a

basic reference. It requires inputs from all parties especially

industry players, statutory bodies, training institutions among

others. 4

An occupational analysis is used to:

Create descriptions for new or emerging occupational

areas.

Update existing job descriptions.

Identify new technology competencies.

Update existing academic programs.

The figure 2.0 shows the significance of OA for NOSS and policy

development for skills training in Malaysia. It depicts the

sequence of the TVET implementation that has been currently

practised in Malaysia which includes identifying the

occupational structure, development of occupational standard,

implementation and certification of a trainee as a k-worker in the

relevant industry

2

.

4 Department of Skills Development. Occupational Analysis Guidelines.2012.


19

Figure 2.0: TVET Implementation in Malaysia


20

The Occupational Structure can be further analysed to produce

its Occupational Area Structure (OAS) through Occupational

Area Analysis (OAA). The objective of the OAA is to identify

areas which have similar competencies among the job titles. The

outcome of the OAA is the merging of job titles/ areas

(horizontally) and/ or levels (vertically) within the sectors. This will

eventually result in multi-skilling and multi-tasking due to common

competencies among job titles/ areas and/ or levels. 4

These OAS will be taken into consideration to be developed into

NOSS areas. Therefore the process of merging and shrinking must

be done with keeping in mind of the mechanisms of training and

certification based on the NOSS. Ultimately, we are able to

produce multi-skilling and multi-tasking workers required by the

industry in line with the high income economy policy.

Nevertheless, in certain cases, due to the requirement of industry

or regulations, merging is not necessarily required.

Table 1.0: Sample of OA and OAS

Source: Printing Industry Occupational Analysis. 2012

Area

Printing Industry

Computer

to Film

(CTF)

Computer to

Plate (CTP)

Computer to

Press (CTP)

Comp

uter to

Film

(CTF)

Compute

r to Plate

(CTP)

Compute

r to Press

(CTP)

Level OS OAS

3 Pre-Press Production Supervisor*

Pre-Press Production

(Operation, Supervision and

Control)

2

Computer

to Film

(Pre-Press

Technician)*

Computer to

Plate

(Pre-Press

Technician)*

Computer to

Press

(Pre-Press

Technician)*

Pre-Press Production

(Operation)

1

Computer

to Film

(Pre-Press

Operator)*

Computer to

Plate

(Pre-Press

Operator)*

Computer to

Press

(Pre-Press

Operator)*

Embedded to L2


21

INSTALLATION & MAINTENANCE

TRANSMISSION SERVICES ASSISTANT ENGINEER*

LEVEL 4

A Transmission Services Assistant Engineer is designated to carry out set up of

transmission services, perform test plans (regression tests, test of new features,

acceptance of new nodes or parts), handle changes in the live network, operate the

transmission network, maintain the transmission network, carry out network

restoration and perform network performance enhancement.

A Transmission Services Assistant Engineer will be able to:

1. carry out set up of transmission services;

2. improve network functionality to the satisfaction of the customer;

3. perform test plans (regression tests, test of new features, acceptance of new

nodes or parts);

4. handle changes in the live network, including the definition of command lines

based on planning, consolidation, performance and debriefing of changes;

5. prepare report on actual network performance;

6. operate and maintain the transmission network; and

7. carry out network restoration or network performance enhancement.

Notes:

* Critical Job Title

To describe the Occupational Description clearly, the statement must

consist of a Verb, Object and Qualifier. The rationale of determining

the description attributes is to facilitate NOSS development especially

in job and competency analysis.

Figure 3.0: Example of Occupational Description


22

5.8 INTRODUCTION TO NATIONAL OCCUPATIONAL SKILLS STANDARD

(NOSS) DEVELOPMENT

The National Occupational Skills Standard (NOSS) outlines the minimum

requirement of knowledge and ability in terms of competencies to

perform roles and functions of an expert worker according to their

profession. The NOSS is used as a reference for the industry, career

path of a skilled worker and for training purposes. It is a performance

specification expected of competent personnel who are qualified for

the profession in an occupational area. It reflects the occupational

structure for each level and the career path of the occupation. 53

The term National Occupational Skills Standards (NOSS) was first

introduced following the decision of the National Vocational Training

Council, [Majlis Latihan Vokasional Kebangsaan, MLVK (currently

known as the Department of Skills Development)] at its meeting on

December 9, 1992 to agree to several measures that sought to

improve the national vocational training and certification system in

Malaysia.

The decision led to the implementation of two major policy thrusts:

The first was to adopt the accreditation approach in the

implementation of the national skills certification system; and

The second, was to enhance the competency-based training

approach in the countrys training system.

Consequently, a new framework and methodology was adopted for

developing the skills standards which would provide the basis for

accreditation. These standards became known as the NOSS.

The NOSS consists of competency units identified by industrial experts

and practitioners, comprising of knowledge, skills, attitude, and

employability skills required in the related occupation. The NOSS

structure enables the individual/personnel to comply with industrial

requirements and become a multi-skilled worker.

The criteria of the NOSS document are listed as below:-

5 Department of Skills Development. National Occupational Skills Standards Guidelines. 2012


23

i) Based on job requirement; ii) According to career path as in industrial practice; and iii) Prepared by industrial experts and skill workers.

The NOSS document can be used by training centres to conduct

training by converting it into training manual documents such as

Written Instructional Material (WIM) and Assessments as outlined by the

Competency Based Training (CBT) methodology.

This is to ensure a candidate that has undergone training, as required

by this NOSS, will be able to perform every competency of the job

area efficiently and competently. With the current shortage of skilled

workers in the industry, the needs for structured training are essential.

The NOSS describes best practices by bringing together skills,

knowledge and attitude values. National Occupational Standards are

valuable tools to be used as benchmarks for qualifications as well as for

defining roles at work, staff recruitment, supervision and appraisal.

Usage of NOSS including:-

a) Staff and volunteers can use National Occupational Standards

to:

Measure their performance, knowledge and understanding

against a nationally agreed checklist.

Identify where they need to develop their skills, knowledge and

understanding.

Help them decide what skills, knowledge and understanding

they will need to progress their career.

b) HR staff and line managers can use National Occupational

Standards to:

Design fair and transparent recruitment and selection

procedures.

Design job descriptions, advertisements and interview questions.

Design induction programmes and information packs.

Carry out appraisals.

Identify individual or team learning needs.

Help with strategic planning.

Develop resources that are benchmarked to nationally

recognised best practice.

Contribute evidence to the organisations quality systems.

c) Training providers can use National Occupational Standards to:

Make training programmes more relevant to peoples needs.


24

Provide clear goals for structured learning.

Design tailored training packages and assesses relevance and

effectiveness of courses.

Define the learning outcomes.

The NOSS comprises of the following:

a) Standard Practice (SP)

The Standard Practice (SP) is a section of the NOSS document that

indicates a career path guideline for a particular profession.

b) Standard Content (SC)

Competency Profile Chart (CPC)

Competency Profile (CP)

c) Curriculum of Competency Unit (CoCU)

The NOSS comprises of two main sections, the first section consists of the

Job Profile Chart and Competency Profile which is the section of the

document that describes the Competency Standard, whilst the second

section consists of the Curriculum of Competency Unit (CoCU), this is the

Curriculum part of the document.

This document describes the elements of the Curriculum of Competency

Unit (CoCU) details and how it must be delivered and assessed. The

Development of the CoCU is a further breakdown of all components of

competencies. The CoCU shall be prepared in the standard format and

layout. It will be used as a guide by trainers or module developers in

developing their training materials including:-

Written Instructional Materials (WIM)

Assessment Materials

Learn & Work Assignment (LWA)


25

6. TVET SYSTEMS OF SELECTED APEC ECONOMIES

The next phase of the project is to conduct benchmarking activities and

produce a comparative study on the analysis done. Below are the

preliminary findings obtained from literature review:

6.1 INTRODUCTION TO VOCATIONAL AND TECHNICAL EDUCATION IN

SINGAPORE

Singapore had recognised the need for vocational training as an

avenue for employment. In 1960, a Commission of Inquiry into

Vocational and Technical Education in Singapore was set up. It

recommended establishing a 2-year secondary vocational

education stream in schools for poorer performers.

By the late 1960s, there was a shortage of industrial skills. A ministerial

level National Industrial Training Council (NITC) was formed in 1968 to

address the issue. A Technical Education Department was created

within the Ministry of Education. Technical assistance was sought

through the Colombo Plan and the United Nations. In 1969, an

industrial training system replaced the secondary vocational

education stream. Nine vocational institutes were created between

1969 and 1971. 7

In 1973, the Industrial Training Board (ITB) was established to oversee

the development of industrial training. One of its achievements was

to establish national certification systems - National Skills Standards

and the Public Trade Test system.7

By mid 1970s, Singapore achieved full employment, and had to shift

its focus to increasing manpower productivity. There was also

concern that school leavers did not take up vocational training. At

the same time, the Adult Education Board (AEB, established in 1960)

has shifted from general academic education towards commercial

courses and pre-vocational training. In 1979, the AEB and ITB were

merged to form the Vocational and Industrial Training Board (VITB).

The Council on Professional and Technical Education was formed to

strategise measures to help manpower meet the demands of a new

economic strategy that was technology intensive.7

7 Introduction to Vocational and Technical Education, National Library Singapore

8 Singapore Workforce Skills Qualification System: An Introduction. Workforce Development Agency

(WDA)

http://libguides.nl.sg/


26

By the end of the 1980s, employment figures showed that VITB

graduates with secondary school education were preferred. The

government thus decided to provide students with at least ten years

of general education before they proceed to technical education.

VITB was upgraded and converted to a post-secondary institution,

the Institute of Technical Education (ITE). A $300 million budget was

allocated to build, rebuild or extensively upgrade the existing ten

technical institutes in Singapore.9

Singapore has always placed strong emphasis on technical and

vocational education and training, or TVET in short. Over the past 5

decades, TVET has played a key role in Singapores economic and

social development, providing Singaporeans with the skills needed to

secure good jobs and upgrade Singapores economy.

TVET motivates people to continue their education, and acquire the

skills that make them job-ready for a high-technology globalised

economy. Through TVET, working adults also have more avenues for

continuing education and skills upgrading. This opens up more

opportunities for meaningful and good jobs, and helps to ensure

lifelong employability as technology and jobs evolve.

Today, close to two-thirds of each graduating secondary school

cohort progress on to one of our TVET institutions over 40% enter our

Polytechnics, while about a quarter enroll in the Institute of Technical

Education, or ITE for short. Upon completing their studies, nine out of

ten TVET graduates gain employment within six months of

graduation. 92% of employers also affirmed that TVET graduates

possess not just the requisite skills, but also good work attitudes.

This has helped to keep Singapores unemployment rate low, relative

to other parts of the world. In 2011, the average unemployment rate

of residents aged 15 to 24 in Singapore was 6.7%. In comparison, the

global unemployment rate was 12.6%, almost double the rate in

Singapore. Unemployment in Singapore was also lower than most

advanced Western and East Asian economies, including the United

States (17%), the United Kingdom (21%), Germany (8.5%), Hong Kong

(9.3%), South Korea (9.6%) and Taiwan (13%).

Singapore's vocational and technical education has gained much

international recognition for its effective training and whole person

development. Today, Institute of Technical Education (ITE)

accreditated courses have been conducted overseas, and ITE has

provided consultancy services to countries setting up their own

vocational schools.


27

In 2007, ITE was conferred the international IBM Innovations in

Transforming Government Award (organized by the Ash Institute of

Harvard University), in recognition of its transformation of VTE in

Singapore as "the world's most transformative government

programme", which has "profound impact on citizens' lives" and a

"model programme" with potential for global replication.

The Singapore Workforce Skills Qualifications (WSQ)

The Singapore Workforce Skills Qualifications (WSQ) is a national

credentialing system. It trains, develops, assesses and recognises

individuals for the key competencies that companies look for in

potential employees. 8

Based on standards developed by the Singapore Workforce

Development Agency (WDA) and various industry partners, WSQ

ensures workers acquire skills needed by employers at the

workplace. With clear progression pathways, workers can also use

WSQ to upgrade their skills and advance in their careers. The quality

of WSQ is assured by WDA, from the development of competency

standards, accreditation of training providers to the award of its

qualifications.

WSQ is based on national standards developed by WDA in

collaboration with various industries comprising industry sectoral

frameworks which serve to:

Professionalise the industry, particularly where recognition of

Continuing Education and Training (CET) qualifications are

lacking

Improve labour mobility allowing companies in growing

industries to easily recruit workers with the necessary skills whilst

improving opportunities for workers to enter these industries.

The WSQ system is designed to be a practical, accessible and

affordable launching pad for individuals to take charge of their own

careers and advancement. It is also a powerful business tool for

employers to access and maintain a skilled workforce as it enhances

their competitive edge and advancing their businesses. 8

Key features of WSQ:

An occupational and competency-based system, designed to

build industry-specific capabilities

Both singular and flexible training modules, with the option to

implement as-is, or build up to full qualifications


28

Assessment and certification are based on ability to

demonstrate the industry's required capabilities

Accessible to all workers and professionals

Recognises prior learning, such as work experience and

credentials

Qualifications and certifications are based on Industry-agreed

standards

WSQ qualifications are comparable to credentials issued by

international and local awarding bodies

WSQ is underpinned by a strong quality assurance framework.

From developing competency standards, to accrediting training

providers to awarding WSQ qualifications, stringent criteria are

applied to ensure best standards and delivery. A structured and

efficient system has been established to help build a strong

training infrastructure that supports Singapore's workforce

development.

Figure 4.0: Example of Quality Assurance

Source: Singapore Workforce Development Agency

WDA believes in making WSQ practical and flexible to help

Singapore's workforce grow and develop.

WSQ does this by allowing trainees to do bite-sized training modules

at their own pace. Upon completion of each module, they will be

awarded a Statement of Attainment (SOA). After obtaining the


29

required number of SOAs they will then be awarded the WSQ

qualification, which comes with a certificate, full transcript and the

WSQ badge.

The different levels of WSQ qualifications are as follows:

Figure 6.0 : Example of different levels of WSQ qualifications

Source: Singapore Workforce Development Agency

There are 33 Singapore Workforce Skills Qualifications (WSQ)

frameworks, which are all recognised by the industries.

An Industry Skills and Training Council have been established for

each framework to help drive the development and validation of

skills standards, assessment strategies and training curriculum for the

industry.

Each council, represented by key industry partners that include

employers, industry associations, training organisations and unions,

draws up:

i. An industry competency map, which captures the type of

skills needed in the industry. These are classified as:

Employability skills

Occupational skills and knowledge

Industry skills and knowledge

ii. Competency standards and curriculum: The competency

standards list the skills, knowledge and attitudes needed to

perform a job task and describe the acceptable levels of


30

performance. The resulting curriculum guides the design of

the training programmes and assessment plans

iii. Qualifications to reflect the acquired skills and lay the

foundation for career-based training, upgrading pathways

and skills recognition. The skills standards and training

modules are organised into seven levels of nationally-

recognised qualifications, ranging from Certificate to

Graduate Diploma.

WSQ frameworks develop skills in two different aspects: foundational

and industry-specific.

Foundational skills comprise a range of skills, knowledge and

attributes that help every individual improve his/her employability.

These skills enable workers to better adapt to new job demands and

a changing work environment. Foundational skills are portable across

all industries.

The Singapore Workforce Skills Qualifications (WSQ) industry

frameworks cover skills that equip individuals with the know-how to

perform specific jobs well. Industry players, training institutions and

unions work together in the Industry Skills and Training Councils (ISTC)

to identify the skills required in the industry and to develop the

industry-specific WSQ. The ISTC also reviews the learning outcomes to

ensure the framework remains current and relevant.

Skills Development Levy Act 1979

Under the Skills Development Levy (SDL) Act 1979, it is a statutory

requirement for employers to make SDL contributions for employees

who fall within the salary ceiling for levy contributions.With effect

from 1 October 2008, SDL contribution is payable by employers for all

employees up to the first $4,500 of gross monthly remuneration at the

rate of 0.25% or $2, whichever is higher.

The SDL collections are credited to the Skills Development Fund

(SDF). Under the administration of the Singapore Workforce

Development Agency (WDA), the Fund provides various incentive

schemes to companies to upgrade the skills of their employees.


31

6.2 INTRODUCTION TO VOCATIONAL AND TECHNICAL EDUCATION IN

AUSTRALIA

The Australian education system provides primary, secondary and

tertiary education.

School Education (Primary and Secondary)

School education is similar across all of Australia with only minor

variations between states and territories. School education (primary

and secondary) is compulsory between the ages of six and sixteen

(Year 1 to Year 9 or 10). School education is 13 years and divided

into:

Primary school - Runs for seven or eight years, starting at

Kindergarten/Preparatory through to Year 6 or 7.

Secondary school - Runs for three or four years, from Years 7 to 10

or 8 to 10.

Senior secondary school - Runs for two years, Years 11 and 12.

Tertiary education includes both higher education (including

universities) and vocational education and training (VET).

a) Australian Qualifications Framework

The Australian education system is distinguished from many other

countries by the Australian Qualifications Framework (AQF). The

AQF was established in 1995 and is a national policy that covers

qualifications from the tertiary education sector (higher

education and vocational education and training) in addition to

the school-leaving certificate; the Senior Secondary Certificate

of Education.9

The AQF has 10 levels and links school, vocational and university

education qualifications into one national system. This allows

students to move easily from one level of study to the next, and

from one institution to another, as long as students satisfy student

visa requirements. It allows for choice and flexibility in career

planning. All qualifications in the AQF help prepare students for

both further study and working life.

If students are studying an AQF qualification, they can be sure

that their institution is Government-authorised and nationally

accredited, and that the degree or other AQF qualification will

be genuine.

http://www.aqf.edu.au/AbouttheAQF/AQFQualifications/tabid/98/Default.aspx


32

The institutions are linked across the country and across the

world, which makes it easy to move throughout the education

system between courses or institutions and formal agreement

and recognition frameworks mean every step of the path will

contribute to their future no matter what they study or career

goals are. 9

The AQF was first introduced in 1995 to underpin the national

system of qualifications in Australia encompassing higher

education, vocational education and training and schools. 9

The users of the AQF span each education and training sector:

schools, vocational education and training and higher

education and include the accrediting authorities and institutions

providing education and training. The many AQF stakeholders

include industry and its representative bodies, unions,

professional associations and licensing authorities and

governments. Ultimately students, graduates and employers,

both Australian and international, benefit from the quality

qualifications that are built on the requirements of the AQF. 94

In Australia, education and training is a shared responsibility of all

Commonwealth, State and Territory governments. Education,

training and employment ministers collectively own and are

responsible for the AQF.

In 2011, under the leadership of the AQF Council, the AQF was

revised to ensure that qualification outcomes remain relevant

and nationally consistent, continue to support flexible

qualifications linkages and pathways and enable national and

international portability and comparability of qualifications.

At this time, education, training and employment ministers

approved the revisions to the AQF and re-confirmed that it is

Australias national qualifications policy and its importance in

underpinning confidence in Australias education and training

system.

The objectives of the AQF are to provide a contemporary and

flexible framework that:

9 Australian Education System


33

Accommodates the diversity of purposes of Australian

education and training now and into the future

Contributes to national economic performance by supporting

contemporary, relevant and nationally consistent qualification

outcomes which build confidence in qualifications

Supports the development and maintenance of pathways

which provide access to qualifications and assist people to

move easily and readily between different education and

training sectors and between those sectors and the labour

market

Supports individuals lifelong learning goals by providing the

basis for individuals to progress through education and training

and gain recognition for their prior learning and experiences

Underpins national regulatory and quality assurance

arrangements for education and training

Supports and enhances the national and international mobility

of graduates and workers through increased recognition of the

value and comparability of Australian qualifications

Enables the alignment of the AQF with international

qualifications frameworks.


34

Figure 6.0 : Example of Location of AQF qualification types in the levels structure


35

Figure 8.0 : Example of Location of AQF qualification types in the levels structure (Continued)


36

Figure 7.0 : Example of Scheme extracted from UNESCO-IBE (2010).

World Data on Education VII ed. Australia


37

b) TVET mission, legislation and national policy or strategy

The Australian TVET system in managed by a number of

governmental and independent agencies which work

within the National Skills Framework (NSF). The National Skills

Framework sets out the national training system's

requirements for quality and national consistency in terms

of qualifications and the delivery of training. The NSF

applies nationally and has been endorsed by the Standing

Committee on Tertiary Education, Skills and Employment

(SCOTESE), which comprises the Australian and State and

Territory Ministers with relevant responsibilities.

The Framework is made up of three components - the VET

quality framework (formerly the AQTF), the Australian

Qualifications Framework (AQF) and Training Packages.

The VET Quality Framework (which replaces the

Australian Quality Training Framework (AQTF)) is the

national set of standards which assures nationally

consistent, high-quality training and assessment

services for the clients of Australias vocational

education and training system.

The Australian Qualifications Framework (AQF) is the

national policy for regulated qualifications in Australian

education and training. It incorporates qualifications

from each education and training sector into a single

comprehensive national qualifications framework.

Training Packages are a set of nationally endorsed

standards and qualifications used to recognise and

assess the skills and knowledge people need to

perform effectively in the workplace. They consist of

three components - entry requirements, assessment

guidelines and competency standards. Training

Packages define what competencies need to be

achieved and can be used by training providers to

develop teaching and assessment strategies meeting

the needs of learners in a given industry. Training

Packages are developed by the Industry Skills Councils

(ISCs) through consultation with industry stakeholders;

are consequently endorsed by the National Skills

Standards Council (NSSC) and finally listed in an official

register by the National Training Information Service

(now Training.gov.au). To become a Registered

Training Organisation (RTO), training providers seek

registration through the Australian Skills Quality Agency

(ASQA) or state-based registration bodies in some

jurisdictions.


38

c) Legislative Instruments

A number of state and territory laws regulate different

aspects of TVET in Australia. The most fundamental laws are

listed below.

The National Agreement for Skills and Workforce

Development 2012 identifies the long term objectives of

the Commonwealth and State and Territory Governments

in the areas of skills and workforce development, and

recognises the interest of all governments in ensuring the

skills of the Australian people are developed and utilised in

the economy.

The National Partnership Agreement on Skills Reform 2012

aims to improve outcomes in vocational education and

training (VET), through the Commonwealth and State and

Territory Governments working together to achieve those

outcomes. This could include integration of innovative new

technologies and delivery modes to deliver greater

responsiveness to the needs of students and foster

improved engagement with industry.

The National Vocational Education and Training Regulator

Act 2011 established the TVET regulating body (Australian

Skills Quality Authority). The Skills Australia Amendment

(Australian Workforce and Productivity Agency) Bill 2012

amends the Skills Australia Act 2008 and establishes the

Australian Workforce and Productivity Agency, which has

replaced Skills Australia from 1 July 2012. The Agency

engages directly with industry on workforce development

issues and addresses sectoral and regional industry needs.

The Skilling Australias Workforce Act 2005 (amended in

2010) links state and territory funding to a set of goals and

conditions for training outcomes.

The Skilling Australias Workforce (Repeal and Transitional

Provision) Act 2005 provides transitional arrangements for

transferring responsibilities held by Australian Training

Authority (which was repealed by the same Act) to the

Department of Education, Employment and Workplace

Relations.


39

Furthermore, territory laws supplement the existing legal

framework for TVET:

Australian Capital Territory: Training and Tertiary

Education Act 2003

New South Wales: Vocational and Training Act 2005 and

Vocational Education and Training (Commonwealth

Powers) Act 2010

Northern Territory: Northern Territory Employment and

Training Act

Queensland: Vocational Education, Training and

Employment Act & Regulation 2000

South Australia: Training and Skills Development Act 2008

Tasmania: Tasmanian Vocational Education and

Training Act 1994 & Tasmanian

Qualifications Authority Act 2003

Victoria: Education and Training Reform Amendment

(Skills) Act 2010

Western Australia: Vocational Education and Training

Act 1996.

The Australian Qualifications Framework (AQF) is the

national policy for regulated qualifications in Australian

education and training. It incorporates the qualifications

from each education and training sector into a single

comprehensive national


40

6.3 INTRODUCTION TO VOCATIONAL AND TECHNICAL

EDUCATION IN CANADA

National Occupational Standards are the competencies an

individual is required to perform successfully in a particular

occupation. They are comprised of a set of statements

describing the standard acceptable skills and knowledge

requirements of professionals. NOS are considered the

benchmarks against which people of a particular profession

measure their level of performance and competency.10

All of Canadas NOS are compiled using a methodology that

relies heavily on broad-based input from professionals in the

field. Using this bottom-up approach, in conjunction with the

guidance of senior experts, this ensures the standards are of

the highest quality and relevance creating an accurate

depiction of current and emerging competencies.

National Occupational Standards depict competencies in the

form of statements, which assumes they have already been

demonstrated by the professional measuring his or herself

against it. NOS may consist of 3 different types of competency

statements:

Core Knowledge Competencies describe a body of

knowledge that a professional needs to have in order to

perform successfully;

Transferable Competencies build off of core knowledge

and describe behaviors or soft skills that contribute to the

successful performance of technical work; and

Technical Competencies are statements describing the

ability to perform a task or a series of activities that

together produce a measurable result.

5

10 Canadian International Development Agency Background Paper


41

All of Canadas NOS follow a rigorous methodology for

development that is designed to engage professionals at

every step of the process:

Step 1: Define & Document

Work with senior advisors to create a clear definition for the

occupation. Once the occupation is defined in terms of

responsibility and scope, Canada consults existing literature

and works with professionals to document competencies

needed to be successful.

Step 2: Verify

Conduct a series of national focus groups to verify the

accuracy and validity of competency statements.

Step 3: Survey

Launch a national online survey asking professionals to rate the

importance of each competency statement relative to their

own areas of specialization. The competency statements and

rating are then arranged into competency profiles for each

main area.

Step 4: Validate

Conduct a final series of national focus groups to validate the

newly created competency profiles. This ensures that ratings

assigned to each statement accurately measure each area of

specialization.

How often are the National Occupational Standards

updated?

National Occupational Standards are updated approximately

every 5 years to ensure they remain reflective of emerging

areas in an ever-changing industry.


42

In addition to being used as a guide for hiring practices, National

Occupational Standards are used to inform employment models;

educate students about environmental professions; aid professionals

to meet the standards of their profession; and to develop training

curricula. In some cases, NOS may even be used by organizations for

inform pay grades for employees.

Related Legislation

a) Technical and Vocational Training Assistance Act 1960 (TVTA Act)

The 1960 Act is significant for four reasons. First, it created funding

for post-secondary technical institutions. Second, it built new

secondary schools at no cost to municipal governments. Third, it

significantly changed the composition of Ontario secondary

schools. Last but not least, for the first time since Confederation,

federal money was made available to assist with secondary

schools in the provinces specifically related to the promotion of

technical and vocational education.

b) National Training Act 1982

The 1982 Act has been to ensure a qualified Canadian labour

force. The evolving Canadian economy and the changing world

of work have required a federal role varying from passive

financing to direct training involvement. An examination of

current and future demographic and employment trends,

altered demand patterns, changing technology, new challenges

of employment and unemployment, and a narrowing global

community; in Federal reports and papers indicates that a

comprehensive, cooperative human resource strategy is

essential to Canadian economic health and international

competitiveness.


43

7. FINDINGS OF QUALITATIVE ANALYSIS OF OA & NOSS

IMPLEMENTATION IN MALAYSIA

The findings in this chapter were obtained through focus group discussions

and brainstorming sessions with Working Group Members that have been

conducted with various participants representing the Department of Skills

Development officers (DSD), OA & NOSS development facilitators, OA &

NOSS development contractors, industry representatives, TVET training

centres such as DSD Accredited Centres and personnel under the Ministry

of Education.

The findings obtained have been divided into 4 main areas, which are:

a) Occupational Analysis (OA) & National Occupational Skills Standard

(NOSS) Development

Discussed best practices and issues on development methodology that

are critical in producing an OA & NOSS document that is responsive and

in line with Industrial needs

b) Application of Occupational Analysis (OA) & National Occupational

Skills Standard (NOSS)

Discussed best practices and issues regarding the application of OA &

NOSS in TVET training centres and impact on certification

c) Project Monitoring & Control of Occupational Analysis (OA) & National

Occupational Skills Standard (NOSS) Development

Discussed best practices and issues regarding the importance of

efficient project monitoring and control starting from the pre tendering

process until project completion is discussed

d) Industrial Acceptance of Skills Qualification

Discusses how the industry has accepted skills qualifications and the

usage of the OA & NOSS, including the role of the industry in other areas

of skills development such as training, assessment, and accreditation


44

7.1 OCCUPATIONAL ANALYSIS (OA) & NATIONAL OCCUPATIONAL SKILLS

STANDARD (NOSS) DEVELOPMENT

i. Facilitators

Many may argue that the skills of a facilitator may make or break the

process of developing the OA & NOSS documents. However there

are several factors that may determine the quality of the facilitators

and their facilitation skills.

One of the main determinants is their level and control of language,

specifically English as the main language used in NOSS development.

This is due to the semantics used in these documents that may allow

the continuity and easier translation of the content from the OA,

NOSS right to Instructional Manuals. This skill can be acquired through

a structured and comprehensive training process. Before pursuing

facilitation training, the candidate may have to fulfill certain

requirements such as experience in the TVET Education System and

possess a high level of language proficiency.

The training conducted for facilitators is currently considered to be

adequate, however the Industrial Placement for the training of the

facilitators is considered by experienced facilitators to be insufficient

due to the short time frame and not enough exposure to real life

facilitation situations. Facilitators must also be trained to carry out

comprehensive literature study and research prior to development. It

is the role of the facilitator to be resourceful and equipped with

knowledge on national policies, occupational classifications and

such. They must also be adept at handling development panel issues

and attitude.

ii. Subject matter experts

Subject matter experts are the panel experts that are involved in the

development of the OA and NOSS. The expert panel will be asked to

explain their respective job scope and responsibilities in relation to

the document title. This in turn will be used as input for the content of

the OA and NOSS.

However, there are instances where the inaccurate selection of a

panel has lead to the mismatch of expertise in regard to content.

Their level of language proficiency either verbally or in written form

may affect the process of formulating the name of the sectors, job


45

titles, competencies and activity statements. The panel may also

face difficulty in explaining their job scope to the facilitator.

Depending on the type of industry, especially those in niche or highly

production dependent industries such as Oil & Gas or manufacturing

industries, panel members might have minimal opportunity to

participate in the development workshops due to work

commitments. This may also effect the overall development process

due to inconsistency of panel input. The minimum number of expert

panel members at each NOSS development session is 8 people or

more, whereas OA Development sessions require the sufficient

number of panel members that can represent the different sectors in

the industry.

The Subject Matter Experts attitude and commitment also plays a

crucial part in ensuring a conducive environment for document

development. However, by offering a certain allowance to be given

to panel experts, this may increase their commitment and good will

to join the development sessions. The amount given should also be

analysed to justify that the amount is suitable to be given.

iii. Development Guidelines

Recommendations have been made to enhance the consistency

and cohesiveness of the guidelines. One of the matters is regarding

the definition and method of writing the OA/NOSS elements that

leads to the misinterpretation of elements such as:

Sectors or job areas in an Occupational Structure

Naming and leveling of job titles

Performance criteria in the NOSS

Assessment criteria in the NOSS

Competency Unit descriptor in the NOSS

Another critical issue regarding the NOSS format stems from not

conducting enough sampling starting from the process of converting

the content in the Curriculum of Competency Unit (CoCu) to the

Instructional Manuals to be used at the training centres, including the

migration process from previous NOSS usage to newly reviewed

NOSS. The guidelines for these scenarios are not available, therefore

limiting the usage of the new NOSS.

The process of document validation influences the outcome of the

document where facilitators have to amend the documents

according to the evaluation panel recommendations and

suggestions. However, not all evaluation panel members are fully


46

informed of the document and the scope of evaluation such as

semantics and formatting. This can be lessened by providing a more

structured platform of appointing suitable evaluation panel members

and providing them with a guideline of evaluation items.

iv. Continuity from OA & NOSS

The importance of determining job areas in OA/NOSS development

requires the continuity of the confirmation process from OA to NOSS

development. Any changes in the OA structure will result in a

mismatch of the NOSS title development. To ensure continual and

accurate input of Occupational Analysis has to be confirmed by

expert panels from the industry.

v. Sector/ area segregation

Sector and area segregation may vary between industrial

requirements and practice compared to the Occupational Structure

as defined by DSD. When determining the segregation the needs of

the industry and standardization of the Occupational Structure must

be harmonized.

vi. Occupational Area Analysis (OAA)

Most job titles that carry the same job responsibility will determine the

occupational area structure through the process of shrinking and

merging. The tendency of the facilitator to misinterpret the job scope

will result in improper shrinking and merging thus resulting in producing

competency unit which are not suitable to the job area. The sample

table below specifies the conditions that require proper shrinking and

merging.


47

Table 3.0 Examples Shrinking & Merging

Area Stainless Steel Construction

Level OS OAS

Level 3 Stainless steel Constructor Stainless Steel Construction

Level 2 Stainless Steel Fabricator Stainless Steel Fabrication

Level 1 Stainless Steel Installer Stainless Steel Installation

Area Printing

Level OS OAS

Level 3 Printing Supervisor Printing Production

Level 2 Printing Technician Embedded to L3

Level 1 Printing Operator Embedded to L3

Area

Printing Industry

Computer to

Film (CTF)

Comput

er to

Plate

(CTP)

Computer to

Press (CTP)

Compute

r to Film

(CTF)

Computer

to Plate

(CTP)

Computer

to Press

(CTP)

Level OS OAS

3 Pre-Press Production Supervisor* Pre-Press Production (Operation,

Supervision and Control)

2

Computer

to Film

(Pre-Press

Technician

)*

Computer

to Plate

(Pre-Press

Technician)

*

Computer to

Press

(Pre-Press

Technician)*

Pre-Press Production (Operation)

1

Computer

to Film

(Pre-Press

Operator)*

Computer

to Plate

(Pre-Press

Operator)*

Computer to

Press

(Pre-Press

Operator)*

Embedded to L2


48

vii. Levelling

The OA specifies the competency requirement for a particular level,

which follows the Blooms Taxonomy structure. It specifies the

competency requirement to be performed for that particular level

rather than their designation. Each level also specifies the criteria to

fulfill that competency. It should be functional rather than based on

designation. The competency levels must also not be confused with

educational levels.

viii. Job Analysis

The new NOSS development process requires three phases of

development, phase I to determine the competency profile chart

that comprises the core competency unit and elective competency

unit. To produce this CPC, different approaches have been adopted.

In analysing the job, the process job analysis has to be done.

The analysis analyses the main function/duty/task. These tasks are

then clustered to produce the skills set to create