Education development qualifications for National Certificates I and

Education is a must for individual considering the problems, trends and innovations in educational system. (Padolina, 2004). Taking into consideration the global environment, people view education not only a way of developing people’s skills but also a way of preparing our students to be globally competitive. If the schools were able to produce quality graduates it will redound on the quality of work they will provide in their respective workplace. The academic track provides for a continuum toward preparation for higher tertiary education and skills development qualifications for National Certificates I and II (NC I and NC II). While public-private partnerships have long been in existence, industry- academe linkages and partnership are essentially weak if not non-existent in many of our academic institutions and need to be strengthened and made part of local socio-economic development. Participation of local government units as well as local private industry and businesses in enhancing educational programs of academic institutions located within the locality is a crucial step in closely watching the local manpower supply and demand requirements (A Gateway to Global Competitiveness, Hi-TechLink, June, 2013, Vol. 2, No. 001). This track also invests primarily on skills that can gain you requisite COCs (Certificates of Competency) and NCs (National Certifications) which would be essential when looking for better career opportunities in agriculture, electronics, and trade. This is also important when applying abroad where the skills you gain would prepare you as you join the workforce. Technical and vocational education system in Malaysia has undergone many changes since its inception. Start from 2013 a total of 79 secondary vocational schools have been upgraded to a fully Vocational College compared to only 10 schools in 2012 (MOE, 2011). Transformation of vocational education is to achieve developed country status by 2020. Highlighted element is toward employability as well as soft skills, vocational skills, entrepreneurship, industry experience, vocational theory and skills to master several business languages as well as English, Mandarin and Arabic. However, there are still 10 schools that still maintained the status as the Technical School. New vocational education will emphasize the technical or practical industry practices and reduce academic composition (MOE, 2009). Vocational competency standards will be adopted widely in Vocational College to replace the Modular Certification System. Students will be awarded the Diploma in Vocational after four years of the course. The purpose of the vocational competency standard is to produce workforce with (i) possess vocational skills, knowledgeable, self-esteem and accredited (ii) versed and adhere to industry standards and employability needs and (iii) are recognized and accepted by Higher Learning Institutions inside and outside the country (MOE, 2009). Standard format for curriculum consists of three components: content standards, the standard of learning (learning standards) and achievement criteria (performance criteria). Content standards are specific statements about what students should know and can do in a school period covers the knowledge, skills and values. Learning standards is a setting criterion or indicators of quality of learning and achievement can be measured for each of the content standards and achievement criteria are statements that specializes what should be assessed and the required level of performance (MOE, 2009). The level of student competence is measured by Standards Reference consists of standards of performance (academic), and competencies (vocational). The purpose of performance standards is the process of obtaining information about the extent to which students know, understand and can do or have mastered what they have learned based on statements in accordance with performance standards established performance levels as envisaged in the document. Competency standard is a process of obtaining information about the extent to which students have competence on an assignment in accordance with a predetermined level of competency (knowledge, skills and values) as intended (MOE, 2011).

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