1Re Veveeor~t-Of A Curriculum Framework For The

National Dual Training System CNDTSJ In Malaysia

MOHD YUSOFF ABU BAHAR GEORG SPOTTL WAHID RAZZALY

2014

CONTENTS LIST OF TABLES LIST OF FIGURES LIST OF ABBREVIATIONS LIST OF APPENDICES ACKNOWLEDGEMENT PREFACE

CHAPTER 1 INTRODUCTION 1 .1 1.2 1.3 1.4 1.5

Background Statement of the problem Purpose and scope of the study Significance of the study Summary

CONTENTS

CHAPTER 2 SCIENTIFIC RELEVANCE, RESEARCH QUESTIONS AND RESEARCH THEORETICAL FRAMEWORK 2.1 Introduction 2.2

2.3

2.4

2.5

Scientific relevance to curriculum development 2.2.1 Competences and the principle of science 2.2.2 Competency development and principle of personality 2.2 .3 Work process knowledge and situation principle Central research questions 2 .3 .1 Research question 1 2 .3 .. 2 Research question 2 2 .3 .3 Research question 3 2 .3 .4 Research question 4 2 .3 .5 Research question 5 Research theoretical framework 2.4.1 Preparation phase 2.4.2 Realisation phase 2 .4.3 Transfer Phase Summary

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IX

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XIII

1 1 5 6 7 8

11

11 11 13 13 13 14 14 15 16 17 17 18 20 20 20 21

CHAPTER 3 CONCEPTUAL AND THEORETICAL CURRICULUM DEVELPOPMENT 23 OF DUAL TRAINING 3.1 Introduction 23 3.2 Work process-based learning and requirements for curriculum development in 24

dual training 3.2.1 Requirements for curriculum development 24 3.2 .2 The Importance of learning at workplace 25 3.2.3 The advantages of learning at workplace 26

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The Development of a Curriculum Framework for the National Dual Training System (NOTS) in Malaysia

3.3

3.4

3.5

3.6

3.7 3 .8

The dual training curriculum development approaches 3.3.1 The curriculum development evolution 3.3.2 The Vocational Curriculum Development Approaches 3.3.3 The participative curriculum development 3.3.4 The work process-oriented curriculum development 3.3.5 Outcome synopsis of approaches analyses The application of theory on human learning and development of competence 3.4.1 The theory on human learning and development in regard to dual

training system 3.4.2 Application of the theories Other considerations in curriculum development 3.5.1 The setting up of working team 3.5.2 The Influencing Factors Analysis The work process analysis procedure 3.6.1 Implementing the sector analysis 3.6.2 Conducting the case study 3.6.3 Carrying out the work process analysis 3 .6.4 Uti I ising expert-ski lied-worker-workshop The curricular works Summary

CHAPTER 4 RESEARCH METHODOLOGY AND PLANNING 4.1 Introduction 4.2 Research design

4.2. 1 Paradigm of research 4.2.2 Strategy of enquiry 4.2.3 Research method 4.2.4 Characteristics of Qualitative Research · 4.2 .5 Research design of the study

4.3 Planning of the research ~.3.1 Dissection of the research enquiry 4.3 .2 lnvestig<;ition guideline 4.3.3 Data collection plan

4.4 Methods of data collection 4.4.1 Interviews 4.4.2 Identification of sampling for interviews 4.4.3 Selection and categorisation of interviewees 4.4.4 Observation 4.4.5 Document Review 4.4.6 Field notes 4.4.7 Researcher's role and potential issue 4.4.8 Research assumption

4.5 Data analysis and interpretation 4.6 Validation of finding 4.7 Summary

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29 29 31 32 33 35 35

36

41 43 44 45 52 52 53 54 54 57 59

61 61 61 62 65 66 67 69 70 70 71 72 72 73 75 77 80 82 84 85 86 86 89 90

CHAPTER 5 ANALYSIS AND FINDING - THE CURRENT PRACTICE OF THE NDTS 93 CURRICULUM DEVELOPMENT 5.1 Introduction 93 5.2 The NOTS philosophy from the respondents' points of view 93

5.2.1 The Concept of the N DTS 94 5.2 .2 The Objective of the NOTS 95

5.3 Planning and approach of the NOTS curriculum development 97 5.3.1 Curriculum development guidelines 97 5.3.2 Establishmentof curriculum development panel 99 5.3.3 Involvement of overseas consultants 100

5.4 Components of the NOTS curriculum 101 5.4.1 Training occupation 101 5.4.2 Occupational profile 102 5.4.3 Occupational core work process 103 5.4.4 Description of core work process 105 5.4.5 Detailing of core work process 106 5.4.6 Programme structure 108

5.5 The NOTS curriculum development process 109 5.5.1 Analysis of work process 109 5.5.2 Detailing of core work process 112 5.5.3 Development of occupational core curriculum 114 5.5.4 Sequencing of work tasks 115

5.6 Summary 118

CHAPTER 6 CRITICAL EVALUATION OF THE NDTS CURRICULUM 121 DEVELOPMENT IN MALAYSIA IN THE CONTEXT OF GLOBAL PRACTICE 6.1 Introduction 121 6.2 Application of concept of the dual training system 122 6.3 Preparation phase of the curriculum development 122

6.3.1 Establishment of working team 123 6.3.2 Consideration of the influencing factor 124

6.4 Application of work process-based curriculum development 126 6.4.1 Sector analysis 126 6.4.2 Case study 127 6.4.3 Work process analysis 128 6.4.4 Expert-skilled worker workshop 129

6.5 Application of theory of learning in the NOTS curriculum development 130 6.5 .1 Knowledge of working team about the theories 131 6.5.2 Structuring of core task 132 6.5.3 Impact on the NOTS curriculum development 132

6.6 Summary 132

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The Development of a Curriculum Framework for the National Dual Training System (NOTS) in Malaysia

CHAPTER 7 SUGGESTION FOR IMPROVEMENT AND OPTIMISATION OF THE 135 NOTS CURRICULUM DEVELOPMENT 7.1 7.2

7.3 7.4

7.5 7.6

7.7

7.8

7.9 7.10 7.11

Introduction Establishment of working team 7.2.1 Appointment of member 7.2 .2 Appointment of facilitator Establishment of rapport with industries Identification of influencing factors 7.4.1 Economic sector 7.4.2 Training sector 7.4.3 rarget group Proper execution of work process study Other affirmative suggestions . 7.6.1 The curriculum development period 7.6.2 Monitoring and surveillance Curriculum development framework 7. 7 .1 Preparation 7.7.2 Curriculum content development 7.7.3 Curricular works Comparative Analysis 7.8.1 Setting up of working team 7.8.2 Promoting industrial relation 7.8.3 Analysing affecting factor 7.8.4 Executing work process analysis 7.8.5 Carrying out curricular work Optimising the NOTS curriculum development Validating the findings Summary

135 135 136 137 138 141 141 141 142 143 144 144 144 144 145 145 147 147 147 147 148 148 149 149 150 151

CHAPTER 8 SUMMARY OF RESEARCH, CONCLUSION AND RECOMMENDATION 155 8.1 Introduction 155 8.2 -Summary of the study 155 8.3 Summary of result 156 8.4 Conclusion i'60

8.4.1 The conflict over development approach between the NOCC and 161

8.5

8.6

NOSS 8.4.2 The curriculum was developed by unqualified persons 8.4.3 The influencing factors was not considered in the curriculum

development 8.4.4 The work process analysis was not properly carried out Recommendation 8.5 .1 The curriculum developers should be of qualified persons 8.5.2 The establishment of rapport with industries 8.5.3 The deliberation of influencing f~ctors in the curriculum development

process 8.5.4 The implementation of proper work process analysis 8.5.5 The full utilisation of the proposed framework for the NOTS curriculum

development Suggestion for future study

References Appendices Vita '

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162 162

162 162 163 164 164

165 166

166

169 177 191

LIST OF TABLES

Table 3.1: Arguments for and against learning at the workplace 27

Table 3.2: Trends for learning at the workplace 28

Table 3.3: Typical core work processes for car mechatronics 57

Table 4.1: Quantitative and qualitative methods procedure 67

Table 4.2 : Affirmation of pro.posed study to qualitative research characteristics 68

Table 4.3: Data collection plan 71

Table 5.1 : List of core work process for automotive mechatronics 109

Table 5.2: Details of core work process 112

Table 5.3: Occupational core curriculum 115

Table 7 .1: Commonality and difference of curriculum development practice 149

Table 7 .2: Overall result of the feedback 150

LIST OF FIGURES

Figure 1.1 : Types of skills mismatch 2

Figure 2 .3: Research theoretical framework for the study 19

Figure 3.1: The increase of repair manuals 25

Figure 3.2: Possible interplay between the economic and training sectors 46

Figure 3.3 : Assessing real labour supply 48

Figure 3.4: Structure of vocational curricula contents 55

Figure 3.5: Three dimensions of work and learning 58

Figure 4.1: Planned data coding and categorisation 88

Figure 5.1: Determining the sequence of occupational core curricula 11 7

Figure 7.1: Possible linkages between the economic and training sectors 142

Figure 7.2: The new NOTS curriculum development framework 146

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