fapeca member report: malaysia overseas … · as the national vocational training council (mlvk)....

FAPECA MEMBER REPORT: MALAYSIA

OVERSEAS SKILLS MAPPING PROJECT

AUGUST 2008

FINAL REPORT

Overseas Skills Mapping Project FAPECA Member Report - Malaysia

© 2008 NECA

All rights reserved. The content of this report represents our interpretation and analysis of information

gathered from various sources, but is not guaranteed as to accuracy or completeness. Reproduction or

disclosure in whole or in part to other parties, by any means whatsoever, shall be made only upon the

written and express consent of the Department of Education, Employment and Workplace Relations

and NECA.

This report has been produced with the assistance of funding from the Department of Education,

Employment and Workplace Relations through the National Skills Shortages Strategy. However the

views expressed in the report do not necessarily represent the views of the Minister for Education,

Employment and Workplace Relations.

It should also be noted that this report was compiled over an eighteen month period with the extensive

assistance of a range of agencies, including government, industry and non-government, both within

Australia and in each country or territory. Their support for the project is appreciated. The information

outlined is presented as correct at the time of publication but this area is ever changing due to

continual shifts in public policy and government and industry practices. In some cases not all

information was available, or in some cases the latest information was used in circumstances where

changes were projected by industry or government agencies. As such, it is important to contact each

government to validate the data in the future.

Overseas Skills Mapping Project FAPECA Member Report - Malaysia Oct 2007

NECA PRESIDENT‟S MESSAGE

NECA took on the challenge of providing leadership on behalf of our industry for examining the

emerging skills shortages and increased labour mobility being experienced across the Asia Pacific

region in mid 2006. Such a comprehensive comparison across a range of countries on one important

qualification had never been undertaken by industry in the trades and vocational education and

training sector before.

Many sceptics warned us that it would be a very difficult exercise and they were right. The key to our

success has been the involvement and leadership by industry through the regional industry peak

bodies: the Federation of Asian and Pacific Electrical Contracting Associations (FAPECA) and the

ASEAN Federation of Electrical Engineering Contractors (AFEEC). I thank both organizations and in

particular their member organizations for the thousands of hours they have each contributed to making

the collection of reports and this final summary possible.

It is also important to clarify why NECA was so keen to undertake such a momentous task. The

primary motivation is not about increasing skilled migration in Australia, although the movement of

skilled people around our region is increasing and this will assist in providing a potential framework

to facilitate movement. It has the main goal of lifting the standard and skills acquisition of all workers

across the region and attempting to secure an agreement on the skill set it requires to be an electrician

in any participating country. It also recognises that all jurisdictions have some regulatory

arrangements which significantly differ and these need to be acquired by any worker entering that

labour market and operating in our industry. We hope that FAPECA and AFEEC can go the next step

and agree on the precise competency or skills framework based on this work.

We also insisted on examining each country‟s or territory‟s education and training systems and

structures, including quality assurance mechanisms, to determine the extent we can assess, form an

industry perspective, that we were comparing qualifications on a level playing field. We did not take

the view that Australia‟s system was the benchmark as we discovered some of our regulations and

arrangements have flaws as well.

Indeed we also found that training in each country is an ever changing environment.

We would also like to thank a series of relevant Federal Government Ministers across political parties

that have supported this work and the enormous contribution that a large number of staff of the

Department of Education, Employment and Workplace Relations, including those based in some of

the participating countries or territories, played in achieving the result we did.

I commend this report to you and am confident that when the future direction of skills development is

placed firmly in the hands of industry in partnership with governments, regulators and training

providers, we can achieve the goal of skilling our region to meet the challenges ahead.

Neville Palmer

President NECA Australia


CONTENTS

1. INTRODUCTION .......................................................................................................... 6

2. QUALIFICATIONS FRAMEWORK .......................................................................... 7

Is there a structured, national qualifications framework in place? ....................................... 7 Is the qualifications framework linked to a national training strategy? ............................... 7 What are the key objectives of the qualifications framework? ............................................ 7 Were employers and industry consulted during the development of the qualifications

framework? .......................................................................................................................... 8 Is education and training regulated by government legislation, government bodies? ......... 8 Are there national standards for training and assessment, registration of training

organisations and registering bodies? .................................................................................. 8 What are the levels of qualifications covered by the framework? Are there guidelines for

qualifications? .................................................................................................................... 10 Are there national registers for qualifications? .................................................................. 11 Are statements of attainment (or equivalent) awarded for the partial completion of a

qualification?...................................................................................................................... 11 Is the qualifications framework linked to the apprenticeship system?............................... 11 Does the qualifications framework allow for the recognition of prior learning (or

equivalent)? ........................................................................................................................ 11 Does the qualifications framework allow for the recognition of qualifications awarded by

other countries? .................................................................................................................. 12 Does the qualifications framework incorporate pathways or cross sectoral linkages

(articulation arrangements)? .............................................................................................. 12 How are qualifications accredited? Is this the role of government accreditation authorities?

........................................................................................................................................... 12 How do clients choose their training provider? ................................................................. 13

3. QUALITY ASSURANCE............................................................................................ 14

Is there a formal quality assurance system in place? Does the system operate on a national

level? Is there a national body that oversees all quality assurance activities (e.g. council or

committee)?........................................................................................................................ 14 Have national standards/quality indicators been set?......................................................... 14 Are there quality assurance processes in place for qualifications, training organisations,

schools? .............................................................................................................................. 14 What are the audit arrangements in place? ........................................................................ 14 What are the registration/accreditation arrangements in place? ........................................ 15 Have evidence requirements been set? .............................................................................. 15 Are best practice and benchmarking activities encouraged and rewarded (e.g. training

awards)? ............................................................................................................................. 16

4. EMPLOYER/INDUSTRY INPUT INTO TRAINING SYSTEM ........................... 17

Were employers and industry consulted during the development of the national training

system? ............................................................................................................................... 17 How do employers and industry provide input into the vocational education and training

system on an ongoing basis? .............................................................................................. 17 Are there formal communication channels between industry and the key stakeholders in

the training system? ........................................................................................................... 18 Is industry specific information compiled on a regular basis to provide input into training

strategies? ........................................................................................................................... 18


5. TRAINING PRODUCTS AND MATERIALS ......................................................... 20

Are training products and materials developed nationally? ............................................... 20 What is the process for developing training products and materials? ................................ 20 Are training products and materials reviewed on a regular basis? Is there ongoing

maintenance of qualifications? If so, who is responsible for undertaking these activities?21 Are there national standards surrounding the development of training products and

materials? ........................................................................................................................... 21 How are support materials and resources developed? ....................................................... 21 Are training products and materials included on a national database/register, are they

available online etc? ........................................................................................................... 22

6. ROLE OF REGULATORS ......................................................................................... 23

Has the government legislated to regulate who can undertake electrical installation work?

........................................................................................................................................... 23 What are the licensing and registration arrangements? Is there an electrical regulatory

authority responsible for all licensing? .............................................................................. 23 Are the requirements for licensing the same on a national level? ...................................... 23 Is licensing integrated into the VET system? ..................................................................... 23 Is there an industry approved final „capstone‟ assessment required for registration?........ 23 What are the standards utilised for electrical licensing? .................................................... 24 Are there any arrangements in place for mutual recognition of occupational licences? .... 24

7. ELECTRICAL SKILLS AND COMPETENCIES ................................................... 24

Introduction.........................................................................................................................24

Wireman/Chargeman...........................................................................................................24

Wireman/Chargeman Competency Table...........................................................................26

Electrical Technician...........................................................................................................27

Electrical Technician Competency Table............................................................................29

Appendix1: Electrical Occupation Level Structure.............................................................32

8. CONCLUSION ............................................................................................................ 33


1. INTRODUCTION

The aim of the Overseas Skills Mapping Project is to work with the Federation of Asian

Pacific Electrical Contractors Associations (FAPECA) members to identify existing skills

development frameworks in the electrotechnology industry in a range of countries with

potential to strengthen alignment between these frameworks and the Australian

Qualifications Framework (AQF). The project will work with ten FAPECA countries

including Australia. These countries include the Philippines, Malaysia, Singapore, Hong

Kong, Indonesia, Thailand, Taiwan, Korea and New Zealand. The project will:

explore the potential for the skills of overseas workers to be recognised against

Australia‟s national training system qualifications and competencies to enhance the

prospects of them electing to work in Australia;

compare other important elements of a national training system from an employers

perspective;

identify gaps and strategies to address these gaps, either onshore or offshore; and

provide intelligence and data to assist in the continuous improvement of the relevant

Australian Training Packages, courses, and support materials to better reflect

international standards and requirements.

This country report will form the basis of a comparative analysis across all ten countries by

providing information on the following points:

qualifications framework

quality assurance processes

employer/industry input and engagement in the training system

development of training products and materials

role of regulators

In addition, an assessment of the competencies and/or curriculum for the two qualifications

selected for this project will be undertaken by technical consultants.

The final stage of the NECA Overseas Skills Mapping Project will be the development of a

common set of competencies across the region which all of the industry agree upon.


2. QUALIFICATIONS FRAMEWORK

Is there a structured, national qualifications framework in place?

Malaysia has a structured, national qualifications framework in place, the National Skills

Qualification Framework, which was introduced in 1993. The National Skills Qualification

Framework adopted a new 5 level certification system, replacing the prevailing 3 tiered

(Basic, Intermediate and Advanced) skill certification system.

The National Skills Qualification Framework is administered and maintained by the

Department of Skills Development (Jabatan Pembangunan Kemahiran), formerly known

as the National Vocational Training Council (MLVK). The Department of Skills

Development was established after a Cabinet Committee on Training in 1991 urged the

National Vocational Training Council to review its skills training system and the new

framework was introduced as a result.

Is the qualifications framework linked to a national training strategy?

The Department of Skills Development, one of the agencies under the Human Resource

Ministry, is responsible for the coordination and control of skills training as well as career

development in skills training, in line with the implementation of the National Skills

Development Act, 652 (2006), introduced in September 2006. The National Skills

Qualification Framework is linked to the national training strategy which is defined by the

National Skills Development Act.

What are the key objectives of the qualifications framework?

The policy changes were fundamentally geared towards improving the quality and

productivity of the country's skilled workforce, thus enhancing the competitive position of

the Malaysian economy at large. The changes also sought to co-ordinate more effectively the

diverse skill training activities carried out by both the public and private sectors in the

country, and to gear them towards meeting the actual needs of the Malaysian industry. The

key objectives of this new system include:

To reinforce the adoption of Competency-Based Education/Learning (CBE/L)

principles in the skill training system in Malaysia; and

To make the National Skill Certification System in Malaysia more flexible, accessible

and user-friendly.

The National Skills Qualification Framework is comprised of the following:

National Occupational Skill Standards (NOSS): a specification of the competencies

expected of a skilled worker who is gainfully employed in Malaysia for an

occupational area and level.

Accreditation: In the National Skill Certification System, accreditation is defined as:

"A procedure in which the Department of Skills Development evaluates and approves

an organisation as an „Accredited Centre‟ for undertaking training and assessment

leading to the award of the Malaysian Skill Certificates. This ensures that Accredited

Centres offer, administer and maintain the quality of the Malaysian Skill Certificates

for specific jobs covered by National Occupational Skill Standards (NOSS).


Malaysian Skill Certificates (Sijil KemahIsiran Malaysia, SKM): Malaysian Skill

Certificates (SKM) are skills qualifications that are awarded by the Malaysian

Government, through the Department of Skills Development. Malaysian Skill

Certificates are awarded in order to recognise the important role that skilled persons

play in Malaysian society today. By placing emphasis on the achievement of outcomes

(competencies) based on actual workplace requirements, the National Skill

Certification System is also geared to produce competent and better qualified skilled

workers for the Malaysian industry.

With the National Qualifications Framework, the Department of Skills Development seeks to

ensure that skills training programmes are benchmarked against actual workplace

requirements, as required in the competency-based training approach, by developing

National Occupational Skill Standards (NOSS).

Were employers and industry consulted during the development of the

qualifications framework?

Employers and industry were consulted during the development of the qualifications

framework. When the review of the training system was undertaken, one of the Ministry of

Human Resources‟ main objectives was to ensure that skill training activities carried out by

both the public and private sectors in the country met the actual needs of the Malaysian

industry. Extensive industry consultation was therefore required to ensure that this objective

was achieved.

Is education and training regulated by government legislation, government

bodies?

Education and training is regulated by government legislation, the 'National Skills

Development Act 2006' (NASDA) or 'Akta Pembangunan Kemahiran Kebangsaan 2006'.

The National Skills Development Act 2006 was gazetted on 29th June 2006 and duly

recognized as Act 652. The Act came into effect on 1st September 2006.

National Skills Development Regulations 2006 was approved by the Honourable Minister of

Human Resources on 1st September and this regulation was enforced on 31st December

2006. Regulations under Act 652 were formulated with the objective of improving the

implementation of Malaysian Skills Certification. To ensure smooth implementation, the

Department of Skills (DSD) has introduced a number of guidelines.

Are there national standards for training and assessment, registration of

training organisations and registering bodies?

Training and Assessment

Malaysia has developed national standards for training and assessment. The Department of

Skills Development seeks to ensure that skills training programmes are benchmarked against

actual workplace requirements.

The National Occupational Skill Standards (NOSS) stipulate the required competency level

expected of a skilled employee who is employed in Malaysia in a specific trade. NOSS also

defines the level of employment and the path required to achieve the stated competency

level.


Main features of NOSS

Based on job specifications;

Conforming to career structure in the related job; and

Prepared by experts from the related industry and skilled workers who are actually in

service.

NOSS Usage

In a training environment:

Preparation of training and learning materials;

Analysis of training needs; and

Evaluation.

In a working environment:

Recruitment of workers;

Counselling;

Employees work appraisal;

Responsibility lists; and

Career development.

Training Organisations - Malaysian Skills Certification Accredited Centres

Accredited centres refer to the providers of training courses duly approved by the

Department of Skills Development to carry out skill training and offer Malaysian Skills

Certification for specific field and level of skills based on National Occupational Skills

Standard (NOSS). There are five categories of Accredited Centres:

1. Public Accredited Centres (K)

2. Private Accredited Centres (L)

3. Industrial Accredited Centres (I)

4. Association Accredited Centres (P)

5. NDT Accredited Centres (NDT)

Candidates may refer to the List of Accredited Centres provided on the Department of Skills

Development website to get further information on Accredited Centres and the latest skills

training programmes certified by the Department of Skills Development.

Accredited training providers are required to follow national guidelines, including:

Guides to and Regulations on Malaysia Skills Accreditation 2005 dated 2 February,

2005;

Guides to the Implementation of Assessment System dated 28 November, 2006;

Guides to the Implementation of National Competency Standard (NCS) - Core

Abilities, dated 9 March, 2007; and

Manual on Industrial Training (DKM/DLKM) dated 9 March, 2007.

The National Dual Training System (NDTS) requires interested companies, training

institutes and apprentices to register with the Department of Skills Development.


What are the levels of qualifications covered by the framework? Are there

guidelines for qualifications?

The Malaysian Skills Certification was introduced by the Department of Skills Development

in 1993 and is made up of five levels as follows:

1. Malaysian Skills Certificate (SKM) Level 1



4. Malaysian Skills Diploma (DKM) Level 4

5. Malaysian Skills Advanced Diploma (DLKM) Level 5

Level Description

Level 1: Competent in performing a range of varied activities, most of which are routine

and predictable..

Level 2: Competent in performing a significant range of varied work activities, some of the

activities are non-routine and require individual responsibility and autonomy.

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, autonomy and control or guidance of others is often

required.

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. Responsible for the work of others and

allocation of resources is often present.

Level 5: Competent in applying a range of fundamental principles and complex techniques

across a wide and often unpredictable variety of contexts. Very substantial

personal autonomy and often significant responsibility for the work of others and

for the allocation of substantial resources feature strongly, as do personal

accountabilities for analysis and diagnosis, design, planning, execution and

evaluation.

The Malaysian Skills Certification is implemented based on the National Occupational Skills

Standard (NOSS) where every candidate is assessed and certified to meet the requirements of

NOSS before being awarded the Malaysian Skills Certification. The NOSS package

comprises: standard practice, standard content, a training manual and an internship manual,

therefore providing clear guidelines for each qualification.

There are three ways of earning the Malaysian Skills Certification:

1. Accreditation through recognised training institutions: By going through training

programmes at the Department of Skills Development Accredited Training Centres for

a specific field and level of study that has been accredited.

2. Accreditation through industry (National Dual Training System): By way of

apprenticeship conducted within an industry and at public skills training institution.

3. Prior Achievement Accreditation: Earning Malaysian Skills Certification by virtue of

past experience (employment or training) without the need to sit for any tests.

Candidates, however, are required to furnish proof of competency for assessment by

Evaluating Officers and verified by External Verification Officers appointed by the

Department of Skills Development.


Are there national registers for qualifications?

Qualifications, National Occupation Skills Standards (NOSS), National Occupational Core

Curriculum (NOCC) and training programmes are registered with the Department of Skills

Development. They are available for download from the Department of Skills Development

website (www.nvtc.gov.my) as well as the Training Malaysia website

(www.trainingmalaysia.com).

Are statements of attainment (or equivalent) awarded for the partial completion

of a qualification?

A Certificate of Achievement is awarded to a candidate/trainee who has partially completed

certain duties or tasks stated in the NOSS.

Is the qualifications framework linked to the apprenticeship system?

Malaysia implemented a formal apprenticeship system in 2005, the National Dual Training

System (NDTS). NDTS was introduced for the purpose of providing skilled manpower

resources to the country, through a comprehensive training approach and using the latest

available technology that meets the prevailing demands from industries.

Applying the NDTS approach can minimize the production of skilled manpower that does

not meet up with current needs of industries. This system also exposes actual working

situations to apprentices.

NDTS is a training concept whereby the training is carried out at two sites, at the industry

which may take up about 70% to 80% of the training duration, while the remaining 20% to

30% will be at the training institution. This method of approach will be decided concurrently

between experts from the industry and the training institutions where they will both decide

whether to adopt the day release method or the block release method.

Initially, the NDTS was only available for a limited number of industries, however the type

of NDTS skills training offered will be increased from year to year to meet prevailing

requirements.

Training programmes delivered under the NDTS are based on the National Occupation Skills

Standards (NOSS) and the National Occupational Core Curriculum (NOCC). All

programmes must be registered and approved by the Department of Skills Development for

recognition and the apprentice/trainee/worker must also be registered with the Department of

Skills Development.

Does the qualifications framework allow for the recognition of prior learning

(or equivalent)?

The Skills Certificate Unit within the Department of Skills Development is responsible for

Prior Achievement Accreditation (PAA), Malaysia‟s system of recognition of prior learning.

The functions of the Skills Certificate Unit include:

Implementing Certification System by Prior Achievement Accreditation (PAA) for

skilled employees, including among others:


- Processing applications for Prior Achievement Accreditation (PAA).

- Organising appointments and PAA assignments to implement skill evaluation

process by PAA method.

- Organising the appointment and assignment of External Verifiers (EV) to

implement verification/certification duties on skills assessment by PAA method.

Does the qualifications framework allow for the recognition of qualifications

awarded by other countries?

The Skills Certificate Unit within the Department of Skills Development is responsible for

the recognition of qualifications awarded by other countries.

Its role is to evaluate and certify skills of foreign workers who have been employed in

Malaysia for five years and intend to extend their work permits. This includes:

Processing the applications of Foreign Workers Skills Certificate;

Managing the appointment of Assessment Officers who are to conduct the evaluation

of skills competencies of foreign workers;

Organising visits for the evaluation of the foreign workers' skill competencies; and

Managing the release of evaluation results and Foreign Workers Skills Certificates.

The Skills Certificate Unit is also responsible for coordinating the process of induction

courses for foreign workers abroad. All foreigners must undergo an induction course in their

country before obtaining employment visas by the Immigration Department of Malaysia.

The Ministry of Human Resources appointed the Department of Skill Development to

develop and monitor this programme, including:

Processing applications for Foreign Workers Induction Courses at the country of origin

through the Malaysian Training Provider (MTP);

Coordinating sets of questions meant for foreign workers induction courses tests;

Certifying the results of tests conducted by MTP on the foreign workers induction

courses; and

Handling of applications for the issuance of Certificate of Eligibility certificates.

Does the qualifications framework incorporate pathways or cross sectoral

linkages (articulation arrangements)?

The national skill qualification framework provides individuals with a career development

path which promotes upward mobility and lifelong learning, incorporating pathways as

stipulated by NOSS (level 1 to 5).

How are qualifications accredited? Is this the role of government accreditation

authorities?

The Accreditation Unit within the Department of Skills Development, Ministry of Human

Resources, is responsible for the accreditation of qualifications.

The Accreditation Unit operates the Malaysian Certification System (MOSQ) by monitoring

the implementation of skills training. Its functions include:


Arranging for EVO verification visits;

Ensuring that the quality standards at Accredited Centres are not breached (personnel,

equipment and learning materials); and

Updating all information on accreditation system.

In addition, the Accreditation Unit is responsible for the handling of registration and

issuance of certificates by accreditation, tests and Prior Achievements Accreditation (PAA).

The Accreditation Unit is also responsible for the handling and managing of National Skills

Tests for Accredited Centres, including:

Organising the registration of candidates for SKM NDT Tests;

Organising meetings for NDT Test Panels;

Arranging for the appointment of Duty Officers for NDT Tests;

Implementing SKM NDT Tests; and

Organising for the printing and delivery of certificates, wallet card, result slips.

The Accreditation Unit provides advisory and information services. It also carries out

promotional activities relating to the administration of the certification process for

applicants, public and private training institutions, industries and the general public.

How do clients choose their training provider?

Clients can obtain a list of training providers and available programmes on the Training

Malaysia website (www.trainingmalaysia.com) or from the Department of Skills

Development (www.nvtc.gov.my). This enables potential candidates to choose their training

provider from the list of available institutes for the particular area of study, and they can

obtain information from advertisements or the website of the accredited training centre. Once

a choice has been made, clients approach the training provider directly and enrol.


3. QUALITY ASSURANCE

Is there a formal quality assurance system in place? Does the system operate on

a national level? Is there a national body that oversees all quality assurance

activities (e.g. council or committee)?

Malaysia has established a formal quality assurance system which operates on a national

level. It was established in order to ensure the integrity and effectiveness of all education and

training activities and is administered and maintained by the Department of Skills

Development, Ministry of Human Resources.

Different divisions within the Department of Skills Development coordinate and certify

different aspects of the quality assurance system as opposed to having one business unit

responsible for all quality assurance activities. The Department‟s Council oversees all

activities, including those related to quality assurance.

Have national standards/quality indicators been set?

Quality standards have been set for different aspects of Malaysia‟s Technical and Vocational

Education and Training (TVET) system and are integrated into each particular area. These

standards are developed and managed by the Department of Skills Development.

Are there quality assurance processes in place for qualifications, training

organisations, schools?

Malaysia has quality assurance processes in place for qualifications, skills standards, core

curriculum and training organisations. These include:

Standards for the development of National Occupation Skills Standard (NOSS);

Standards for the development of National Occupational Core Curriculum (NOCC);

Standards for the National Skill Certification System, including the accreditation of

training organisations and the awarding of Malaysian Skill Certificates (SKM);

Standards for the National Dual Training System (NDTS) – these relate to the quality

of training and assessment, training content complying with the curriculum approved

by the Department of Skills Development and evidence of competencies being verified

by an external verifier (PPL).

What are the audit arrangements in place?

There are two categories of audits of training organisations undertaken by the Department of

Skills Development (DSD). Firstly prior to approval, DSD checks the documents submitted

by the training organisation and then a team of experts will visit the training provider to

check their premises and facilities including equipment, instructors, training materials etc.

Secondly during the period of accreditation, the external auditor will carry-out verification

three times per batch and the audit teams will carry-out an inspection of the premises,

facilities and verify the level of instructors‟ competency.


What are the registration/accreditation arrangements in place?

The Manpower Resource Management Division within the Department of Skills

Development is responsible for the management of accredited training centres.

Accreditation is a procedure where the Department of Skills Development, as a certifying

authority, recognises an organisation as an Accredited Centre to enable the centre to offer

Malaysian Skill Certificates (SKM) for specific field and skills level. With the accreditation,

the Accredited Centre may offer training courses and carry out evaluation for Malaysian

Skill Certificates (SKM), include issuing certificates to any individual. Such accreditation is

valid for a period of three to five years.

The functions of the Manpower Resources Management Division include the following:

Recognising an organisation as an Accredited Centre:

Handling of applications for recognition as Accredited Centres;

Handling of matters pertaining to renewal of certification of Accredited Centres;

Expanding training programmes developed by Accredited Centres; and

Providing advisory services to Accredited Centres.

Managing the National Dual Training System (NDTS) training providers:

Monitoring the companies providing NDTS training;

Supervising the service quality of system consultants; and

Providing advisory services to training providers.

Conducting research on the supply of skilled manpower:

Conducting studies on the provision (supply) of skilled manpower;

Analyse the study reports from R&D pertaining to requirements (demand) for skilled

manpower;

Preparing study reports on the supply of skilled manpower for the central agency;

Preparing statistical returns and projections on the supply of skilled manpower; and

Preparing annual returns on the supply of skilled manpower.

Implementing promotion and monitoring public/international relations:

Coordinating training activities at state level;

Managing and supervising Accredited Centre associations/organisations at various

levels;

Coordinating DSD's relations with international organisations;

Dealing in matters pertaining to relations with universities and institutions of higher

learning; and

Promoting all of DSD's activities.

Have evidence requirements been set?

The Manpower Resource Management Division within the Department of Skills

Development has developed a series of guides and checklists to assist accredited training

centres with the accreditation process. These guides indicate the type of evidence required

for training centres to become accredited or maintain accreditation.

These guides and checklists include:


Guide to Malaysian Skills Accreditation 2006;

Guides to and Regulations on Malaysia Skills Accreditation 2005;

Guides to the Implementation of Assessment System 2006;

Guides to the Implementation of National Competency Standard (NCS) - Core

Abilities 2007;

Manual on Industrial Training (DKM/DLKM) 2007;

Checklist for application as a DSD accredited centre;

Checklist for application of new programme accreditation (additional programmes);

and

Checklist for application of accreditation renewal.

Are best practice and benchmarking activities encouraged and rewarded (e.g.

training awards)?

The Department of Skills Development, through its Accreditation Unit, organises skills

competitions for trainees and instructors on both a national and international level. This

highlights best practice in particular industries. The winners of the National Skills

Competitions are eligible to participate in the Asean Skills Competition (ASC) and World

Skills Competition (WSC) sponsored by the Government. The winners also receive a

financial reward, skills certificate SKM 3/DKM/DLKM and are appointed as either an

„expert‟ or an „expert trainer‟.


4. EMPLOYER/INDUSTRY INPUT INTO TRAINING

SYSTEM

Were employers and industry consulted during the development of the national

training system?

Malaysia undertook a review of its skills training system in 1991 and employers and industry

were consulted extensively in order to ensure that the new system was attuned to the needs

of industry. In addition, the National Occupational Skills Standard (NOSS) was developed

with the direct participation of industry experts and practitioners, ensuring that graduates

meet the workplace competency requirements expected by the Malaysian industry.

How do employers and industry provide input into the vocational education and

training system on an ongoing basis?

In order to ensure that the Department of Skills Development meets the needs of industry, its

Council membership, appointed by the Minister of Human Resources, represents a

partnership of both the public and private sectors. The Council comprises the following:

The Secretary-General of the Ministry of Human Resources as Chairman;

10 government representatives;

10 representatives from the private sector and industry; and

2 additional members, who in the opinion of the Minister, are able to contribute to the

Council.

In addition, industry advisory arrangements have been established through the Expertise

Development Division within the Department of Skills Development. Information compiled

by this division is utilised to provide input into the VET system, the development of

qualifications, quality assurance arrangements, skills needs etc.

The Expertise Development Division is responsible for the compiling of a data base known

as DPIN, comprising experts in all the various industries as well as instructors. The Division

is also responsible for the improvement of the experts and trainers by giving them skills

enhancement training and other related courses.

The Expertise Development Division also ensures that training provided by public and

private training institutions is in line with current technological progress. A total of 20 Skills

Development Advisory Committees (SDAC) representing 20 industrial groups have been

formed to provide advisory services to the Department of Skills Development to enable it to

properly execute the role as the coordinator between training institutions and the industrial

sector. SDAC is an advisor to SDS in matters pertaining to current technological progress in

industries which are to be applied in the coordination training process carried out at training

institutions.

The Coordination Unit is responsible for coordinating the relations between the industrial

sector, as the end user, and training institutions.

All of these industry advisory arrangements allow input into the vocational education and

training system on an ongoing basis.


Are there formal communication channels between industry and the key

stakeholders in the training system?

The establishment of the Department of Skills Development Council has resulted in a

permanent, formal communication channel between industry and the key stakeholders in the

training system.

The functions of the Council include:

to continuously recommend the current and future needs of skilled and semiskilled

manpower resources;

to perceive and assess the current vocational training programmes and their operations

by public training institutions so as to ascertain that they are being implemented in

accordance with the priorities and needs of vocational trainings and also to recommend

for appropriate revisions and amendments thereto;

to evaluate and determine the requirements for the development of existing training

programmes or to develop new training programmes for public training institutions

that carry out vocational training;

to advise the government on matters pertaining to the suitability of vocational training

programmes proposed by public training agencies, with vocational training

requirements and priorities;

to assist and encourage the development of training programmes at plants;

to legislate the national occupational standards and compile the training syllabus;

to manage and implement the programme for national competency tests and

certification;

to assist trainers in the updating of their knowledge on the industry's technological

developments; and

to conduct and encourage studies and research on vocational training in general or on

specific fields and to publish the findings and analysis of such research and studies.

Is industry specific information compiled on a regular basis to provide input

into training strategies?

The Planning and Research Division within the Department of Skills Development compiles

industry specific and other relevant training information to provide input into training

strategies. This division is broken down into the planning unit and the research unit. The

functions of each of these units are outlined below.

Planning Unit

This Unit is responsible for the planning and development of the National Skills Training

programmes in the public and private sectors. Among the Unit's tasks are:

Formulating the policy and strategy for National Skills Training to be in line with

technological developments, skills and training requirements in accordance with

government policies such as the Malaysian Plan and the Long Term Plans;

Preparing a development plan for the National Skills Training which is in line with the

requirements of the economic sector;

Monitoring the implementation of the National Skills Training policy;

Planning for the implementation of projects funded by foreign organisations/nations

including foreign technical aids;

Advising the government and related industries on matters pertaining to skills training;

and


Assuming the role as a secretariat for the enactment of an act and NASDA regulations

to safeguard the quality standard of labours' skills and competencies.

Research Unit

This Unit studies and analyses the nations' requirement for skilled manpower and the types

of skill preferred. Among the activities carried out are:

Conducting studies and research on the impact of existing skill training programmes

with a view to reinforce future programmes;

Conducting research to benchmark the National Training System with those of foreign

systems;

Publicising research findings to specific agencies/divisions for their actions and general

reference;

Conducting research and evaluation on skill training curriculum to ensure its

effectiveness and relevance to industrial needs;

Developing the Skilled Manpower Research Institute (IPSMM); and

Publicising research findings, analyses and assessment for general reference.


5. TRAINING PRODUCTS AND MATERIALS

Are training products and materials developed nationally?

The Department of Skills Development has a Learning Materials Unit which is responsible

for developing training products and materials for use on a national level. This unit is part of

the National Occupation Skills Standard (NOSS) Division.

The fast pace of technological advancement requires a concise approach to training

programme development. The skills and competencies trained for must be job or process

specific to meet the companies‟ production and quality goals. This can only be achieved

through the active participation of business and industry from the beginning of the National

Occupational Skills Standard (NOSS) development process.

What is the process for developing training products and materials?

The National Occupation Skills Standard (NOSS) Division within the Department of Skills

Development oversees the development of training products and materials. The NOSS

Division comprises the standards development unit, the learning materials unit and the

National Occupational Core Curriculum (NOCC) Unit

Standards Development Unit:

Plans and develops National Occupational Skills Standard (NOSS) as a document that

determines the skill standard which has to be acquired by a skilled worker for all

sectors of industries;

Develops career paths for skilled and professional manpower resources;

Plans and provides facilitation services in the development of teaching and learning

materials for the requirements of all training institutions; and

Revises NOSS for it to be abreast with current technological developments.

Learning Materials Unit:

Develops Training Manuals and Internship Manuals as learning documents at all

Department of Skills Development Accredited Centres; and

Develops Training Guidelines for each NOSS that has been completed. This is used as

a training guideline for all DSD Accredited Centres.

National Occupational Core Curriculum Unit (NOCC):

National Occupational Core Curriculum (NOCC) outlines the training framework that has to

be implemented at industries and training institutions which encompasses theoretical and

practical training that is in sync with technological progress for the production of workers.

NOCC usage:

Applied during the process of teaching and learning;

Used as the basis in the preparation of training materials and requirements;

Applied as a standard in determining the achievement level and skill quality of an

apprentice in the implementation of NDTS; and

Used as the main reference source in the preparation of Learning Assignments and

Work Assignments.


The National Occupational Core Curriculum (NOCC) Unit:

Develops NOCC for all fields by coordinating workshops involving the industrial

experts and institutional instructors with a view to specify objectives, lesson

requirements of institutions as well as workplace requirements; and

Develops Learning & Work Assignment (LWA) as a document for appraisal

questionnaire, knowledge assessment criteria, knowledge and skill assessment criteria

which will be utilised at institutions and industries by coordinating workshops which

involve industrial experts as well as instructors in training institutions.

Are training products and materials reviewed on a regular basis? Is there

ongoing maintenance of qualifications? If so, who is responsible for undertaking

these activities?

The Department of Skills Development is responsible for reviewing training products and

materials as required and does this collaboratively with industry. When National Occupation

Skills Standard (NOSS) or National Occupational Core Curriculum (NOCC) are developed

or reviewed, they are validated by a related industrial expert/practitioner as well as panels

(such as Skills Advisory Committee, Chambers and Associations). The final NOSS/NOCC

document is presented to the Department of Skills Development for approval.

Any maintenance of National Occupation Skills Standards (NOSS), National Occupational

Core Curriculum (NOCC) or qualifications is also undertaken by the Department of Skills

Development in consultation with industry experts and associations in a similar manner to

the review process.

Are there national standards surrounding the development of training products

and materials?

The “National Occupational Skills Standard (NOSS) Development Guide” sets out the

requirements and process for developing National Occupational Skills Standards. A NOSS

can then be used as a guideline for developing training curriculum/syllabus, training

materials/learning resources, and determining tools/equipment and materials.

There are also guidelines for the development process of National Occupational Core

Curriculum (NOCC). The NOCC is developed by the industry for specific training

occupations. NOCC can be used in the teaching and coaching process, used as a basis to

prepare teaching materials, used as a standard for levels of achievement and skills quality of

the apprentices under NDTS, and as a reference for the preparation of Learn and Work

Assignments (LWA).

How are support materials and resources developed?

Support materials and resources are developed by training institutes as required using the

resources and standards developed by the Department of Skills Development‟s NOSS

Division (including the Standards Development Unit, Learning Materials Unit and the

NOCC Unit).


Are training products and materials included on a national database/register,

are they available online?

Training products and materials are available on the Department of Skills Development

website (www.nvtc.gov.my). Both the National Occupational Skills Standards (NOSS) and

the National Occupational Core Curriculum are available for download.

Training programmes are available for download from the Training Malaysia website

(www.trainingmalaysia.com).


6. ROLE OF REGULATORS

Has the government legislated to regulate who can undertake electrical

installation work?

The Energy Commission was established under the Energy Commission Act 2001 on 1st

May 2001 and became fully operational on 2nd January 2002. The Energy Commission Act

stipulates who can undertake electrical work.

What are the licensing and registration arrangements? Is there an electrical

regulatory authority responsible for all licensing?

The Energy Commission is the authority responsible for administering all matters regarding

the registration and certification of competent electrical personnel in Malaysia. In

accordance to the power prescribed under the energy laws and regulations, the Energy

Commission undertakes the following activities:

Licensing

Certification

Competency

Quality of Service

Safety Standard

Registration and Installation

Registration of Appliances

Registration of Contractors

Enforcement and Monitoring

Complaints handling

Only certified competent personnel can undertake the following activities:

Wiring and installation of electrical equipment for both residential and industrial

sectors by contractors;

Operation of all electrical apparatus used in a plant for the purpose of generation,

transmission and distribution of electricity; and

Maintenance on electrical equipment.

Are the requirements for licensing the same on a national level?

The requirements for licensing are the same throughout Malaysia.

Is licensing integrated into the VET system?

Licensing is integrated into the VET system as indirectly, part of the licensing syllabus is

covered in the training programme.

Is there an industry approved final ‘capstone’ assessment required for

registration?

There is no final „capstone‟ assessment required for registration.


What are the standards utilised for electrical licensing?

For household electrical equipment, the Safety Electrical Department of the Energy

Commission (ST) has determined 31 category items as mandatory for Certificate of

Approval. Details of the standard can be found on ST‟s website (www.st.gov.my).

For electrical installations, the Safety Electrical Department of the Energy Commission (ST)

promotes the following standards:

a) MS IEC 60364, Electrical Installations of Buildings

b) MS 1936: 2006, Electrical Installations of Buildings – Guide to MS IEC 60364

c) MS 1979: 2007, Electrical Installations of Buildings – Code of Practice

Are there any arrangements in place for mutual recognition of occupational

licences?

At this point in time, there is no mutual recognition of occupational licences in place. Only

Malaysian citizens can be certified, with foreigners only being able to be certified for a

restricted period.

7. ELECTRICAL SKILLS AND COMPETENCIES

Malaysia - Competency Overview

Introduction

Electrical installation work is carried out by three distinct occupations under the Malaysian

National Occupation Skill Standard (NOSS). All occupations have multiple skill levels

incorporated within their structure. The occupations Wireman (C020-1/2), Chargeman

(C030-1/2/3) and Electrical Technician (C-051–1/2/3) are based against workplace

competency standards and encompass both an underpinning knowledge and workplace skill

component.

Wireman/Chargeman

The Wireman occupation has Level 1 (C020-1) and Level 2 (C020-2) stages within its

structure. Progression through the structure is sequential and based on progressive

acquirement of relevant skills and knowledge. (See Appendix 1)

The Chargeman occupation has Level 1 (C030-1), Level 2 (C030-2) and Level 3 (C030-3)

stages within its structure. Progression through the structure is sequential and based on

progressive acquirement of relevant skills and knowledge. (See Appendix 1)

These two occupations are grouped on a common set of competencies and it can be seen

from the table below that the Chargeman has an extended knowledge and skill requirement

in installation and inspection of electrical installations.


Occupational definition: Wireman:

A wireman interprets, estimates materials, installs, commissions and maintains an electrical

installation.

In particular he/she:

1. Reads blueprints.

2. Prepares schematic diagrams.

3. Makes estimates.

4. Verifies all equipment and materials to be used in the installation.

5. Installs equipment and conductors to specification.

6. Performs commissioning test on the installation.

7. Performs diagnostic tests for the remedial of defective accessories and circuits.

8. Maintains the installation for serviceability.

9. Recommends measures to improve the efficiency of the equipment.

10. Maintains accurate records of the installation.

11. Supervise the workers.

12. Fulfils the administrative reporting requirements.

Occupational definition: Electrical Chargeman.

An electrical chargeman performs technical tasks connected with electrical engineering

services, as well as planning new installation, acquiring of equipment, operation,

maintenance and repair of electrical equipment, facilities and distribution system.

In particular he:

13. Provides technical assistance connected with installation and development of

electrical equipment, facilities and distribution system.

14. Design and prepare blueprints/circuit diagrams of electrical installation and circuitry

according to the specification given.

15. Prepares detailed estimates of quantity and costs of materials and labour required for

manufacture and installation according to the specification given.

16. Provides technical supervision of the manufacture, installation, utilisation,

maintenance and repair of electrical system and equipment to ensure satisfactory

performance and compliance with specification and regulation.

17. Applies technical knowledge of electrical engineering principles and practice in

order to identify and solve problems arising in the course of their work.

18. Performs related tasks.

19. Supervise other workers.


Wireman/Chargeman Competency Table

Wireman Chargeman – Low

Voltage

Duty

01 Apply Safety Practice

02 Perform Metal Work

03 Read Interpret and

Design Construction

Drawings

04 Prepare Estimates

05 Install Wiring Works

06 Use Measuring

Protection Instrument

07 Terminal and Joint

Electrical Conductors

08 Test and Commission

Installations

09 Trace and Rectify

Faults

10 Commission

Electrical Apparatus

11 Maintain Installation

12 Inspect Installation

13 Operate Installation

14 Supervise Electrical

Works

(No 12 duty for

Wireman)

15 Install Underground

Cables

16 Install Low Tension

Overhead Lines

17 Install AC Machines

18 Install DC Machines


Electrical Technician

The Electrical Technician occupation has Level 1 (C051-1), Level 2 (C051-2) and Level 3

(C051-3) stages within its structure. Progression through the structure is sequential and based

on progressive acquirement of relevant skills and knowledge. This occupation has provision

to progress to level 4 and 5 within the NOSS structure but these levels are not covered within

the scope of this project. (See Appendix 1)

LEVEL 1

Occupational Definition: Junior Electrical Technician:

A Junior Electrical Technician is designated to:

Is designated to perform; single phase surface wiring, concealed wiring, conduit wiring,

trunking work, fitting & accessories.

Performs fault findings, repairs, testing and assist Electrical Technician in all electrical

installation & maintenance works.

In particulars he / she;

1. Performs domestic wiring

2. Performs electrical testing

3. Performs troubleshooting works.

4. Performs Single Phase drawing.

LEVEL 2

Occupational Definition: Electrical Technician:

An Electrical Technician:

Is designated to perform; 3 phase surface wiring, concealed wiring, conduit wiring, trunking

works, fitting & accessories.

Performs fault finding, repairs, testing, cabling works, motor services & installation and

earthing system installation works.

He also assists Senior Electrical Technician in all electrical installation and maintenance

works.

In particulars he / she:

1. Performs Industrial wiring.


3. Performs 3 Phase drawings.

4. Performs 3 Phase electrical testing.

5. Performs electrical maintenance works.


LEVEL 3

Occupational Definition: Senior Electrical Technician:

A Senior Electrical Technician:

Is designated to perform; LV electrical power distribution, machinery installation and

maintenance of motor, generator, transformer etc.

Also installs & maintains street lighting, supervises subordinates and assists Assistant

Engineer in installation & maintenance of electrical works.

In particulars he / she:

1. Performs electrical Installation.

2. Performs electrical maintenance.


4. Performs supervisory function.


Electrical Technician Competency Table

Junior

Electrical

Technician

(Level 1)

Electrical

Technician

(Level 2)

Senior

Electrical

Technician

(Level 3)

DESIGN ELECTRICAL DRAWING

Perform Single Phase

Layout Drawing


Single Line Drawing


Wiring Drawing

Perform Three Phase

Layout Draw

Perform Three Phase

Single Line Drawing

Perform Three Phase

Wiring Drawing

PERFORM DOMESTIC WIRING

Carry-Out Single Phase

Surface Wiring


Concealed Wiring


Conduit Wiring


Trunking Wiring

Install Distribution Board

Install Domestic Earthing

System

PERFORM INDUSTRIAL WIRING

Install Direct Current

Motors

Carry-Out Three Phase

Concealed Wiring


Conduit Wiring


Cable Tray / Trunking

Wiring

Carry Out Ducting

Installation

Carry Out Motor Central

Wiring

Install Three Phase

Distribution Board

Install Industrial Earthing

System


PERFORM ELECTRICAL INSTALLATION

Install Cable Riser

Install Cable Tray

Install Cable Ducting

Lay Low Voltage

Underground Cable

Install Sub-Switch Board

Install Low Voltage

Generator

Install Low Voltage

Motor Control Centre

PERFORM ELECTRICAL TESTING

Carry Out Single Phase

Continuity Test


Polarity Test


Insulation Test


Earthing Test


Residual Current Circuit

Breaker Test


Loop Test

Carry Out Three Phase

Continuity Test


Insulation Test


Residual Current Circuit

Breaker Test


Sequence Test


PERFORM TROUBLESHOOTING WORKS

Troubleshoot Single

Phase Wiring / Fitting

Fault

Troubleshoot Single

Phase Appliance /

Machinery Fault

Troubleshoot Three Phase

Wiring/Fitting Fault

Troubleshoot Three Phase

Appliance / Machinery

Fault

Troubleshoot Control

System Fault

Troubleshoot LV

Underground Cable Fault

PERFORM ELECTRICAL MAINTENANCE

Maintain DC System

Maintain Electrical

Installation

Carry Out Preventive

Maintenance On

Connection Termination

Carry Out Preventive

Maintenance On

Machinery Load

Maintain Fire Alarm

Electrical System

Maintain Air

Conditioning Electrical

System

PERFORM SUPERVISORY FUNCTIONS

Schedule Sub-Ordinates

Activities

Carry Out Distribution

Conduct Unit Meeting

Prepare Unit Budget

Prepare Staff Appraisal

Monitor Log Book On

Work Activities

Prepare Accident Report


APPENDIX 1:

Electrical Occupation Level Structure

Source: Kemaskini pada : 02 Januari 2008. www.dsd.gov.my


8. CONCLUSION

In the late 1980s, rapid economic growth in Malaysia led to an acute shortage of skilled

manpower, especially in the manufacturing sector. The skill shortage worsened into the

1990s, leading to the establishment of the Cabinet Committee on Training. In its Final

Report published in 1991, the Cabinet Committee recommended sixteen broad policy

directions in order to reform and strengthen the training delivery system. The proposed

measures are grouped under three main policy objectives:

Improving the responsiveness of public training to market demands;

Expanding the role of the private sector; and

Strengthening linkages between training and technological changes.

This review resulted in the introduction of the National Skills Qualification Framework in

1993. The new framework adopted a new 5 level certification system, replacing the

prevailing 3 tiered (Basic, Intermediate and Advanced) skill certification system and was

administered and maintained by the National Vocational Training Council (MLVK). MLVK

was set up in 1989 to promote and coordinate a skills training strategy and programme to

facilitate Malaysia‟s technological and economic development needs. However, after the

review, the National Vocational Training Council became known as the Department of Skills

Development (DSD).

The mission of the Department of Skills Development is to develop skilled and competitive

manpower resources. Its vision is to be a world class leader in skills development of

manpower resources. Its functions include:

Assess training requirements;

Develop, approve and revise the National Skills Standard;

Implement the national training certification programmes;

Promote skills training systems;

Assist and enhance skills proficiency of individuals; and

Guide learning/research programmes related to skills training.

The policy changes were fundamentally geared towards improving the quality and

productivity of the country's skilled workforce, thus enhancing the competitive position of

the Malaysian economy at large. The changes also sought to co-ordinate more effectively the

diverse skill training activities carried out by both the public and private sectors in the

country, and to gear them towards meeting the actual needs of the Malaysian industry. The

basic thrusts of the reforms were:

To reinforce the adoption of Competency-Based Education/Learning (CBE/L)

principles in the skill training system in Malaysia; and

To make the National Skill Certification System in Malaysia more flexible, accessible

and user-friendly.

The fundamental elements of Malaysia‟s Technical Vocational Education and Training

(TVET) system are:

National Occupational Skill Standards (NOSS)

NOSS is defined as 'a specification of the competencies expected of a skilled worker who is

gainfully employed in Malaysia for an occupational area and level'.


National Occupational Core Curriculum (NOCC)

National Occupational Core Curriculum (NOCC) outlines the training framework that has to

be implemented at industries and training institutions which encompasses theoretical and

practical training that is in sync with technological progress for the production of workers.

Accreditation

In the National Skill Certification System, accreditation is defined as: "A procedure in which

the Department of Skills Development evaluates and approves an organisation as an

“Accredited Centre” for undertaking training and assessment leading to the award of the

Malaysian Skill Certificates." This aims to ensuring that Accredited Centres offer, administer

and maintain the quality of the Malaysian Skill Certificates for specific jobs covered by

National Occupational Skill Standards (NOSS).

Malaysian Skill Certificates (Sijil KemahIsiran Malaysia, SKM)

Malaysian Skill Certificates (Sijil KemahIsiran Malaysia, SKM) are skills qualifications that

are awarded by the Malaysian Government, through the Department of Skills Development,

under the Ministry of Human Resources. Malaysian Skill Certificates are awarded in order to

recognize the important role that skilled persons play in Malaysian society today. By placing

emphasis on the achievement of outcomes (competencies) based on actual workplace

requirements, the National Skill Certification System is also geared to produce competent

and better qualified skilled workers for the Malaysian industry.

National Dual Training System (NDTS)

The National Dual Training System (NDTS) is the latest training approach to be introduced

in Malaysia. The training system involves close collaboration between industries and

training institutes, thus providing enhancement to training activities and resolving the issue

of skilled workers being produced but not meeting the needs of the industries. The NDTS

involves training on and off the job.

fapeca member report: malaysia overseas … · as the national vocational training council (mlvk)....

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