Strengthening Competency Assessment in TVET SEAMEO VOCTECH Strengthening Competency Assessment in TVET Title Bruneis TVET and its competencybased assessment Country ID: 642604
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BRUNEI
Darussalam
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Strengthening
Competency
Assessment in TVET
SEAMEO VOCTECH
‘
Strengthening Competency Assessment in TVET
’Title: Brunei’s TVET and its competency-based assessmentCountry: Brunei DarussalamHajah Siti Fatheiyah Binti Haji MenudinEducation OfficerSultan Bolkiah Vocational SchoolInstitute of Brunei Technical EducationDate: 18th-30th August 2014
[
[Slide2
BRUNEI
Darussalam
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Strengthening
Competency
Assessment in TVET
Population= 413,000 people
A
newly industrialized country
Immense petroleum and natural gas fields Fifth-richest nation in the world Second-highest Human Development Index in ASEANSlide3
BRUNEI
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Strengthening
Competency
Assessment in TVET
E
ducation
+ Youth = Brunei’s economic growth & development“Investment in human resources can raise human capital. The special nature of human capital is that it will never be obsolete or reduced even when used, different from other capital. So education has to be viewed seriously, not only by educators but by every individual, because it is a question of national survival and the future” [National Day, 23rd February 2003]Slide4
BRUNEI
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Strengthening
Competency
Assessment in TVET
1985- Bilingual
Education
Policy- 7 (pre school and primary)-
3 (lower secondary)- 2 (upper secondary)- 2 (pre-university or TVET)
One public examination (end of primary education) and three (end of lower and upper secondary and tertiary level)Slide5
BRUNEI
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Strengthening
Competency
Assessment in TVET
PRE-SCHOOL LEVEL
PRIMARY LEVEL
SECONDARY LEVEL
General Secondary Education
Applied Secondary EducationSpecialised Education4) Special Education NeedsPOST-SECONDARY LEVEL1) Sixth Form2) Vocational and Technical EducationTERTIARY LEVEL1)
Universiti Brunei Darussalam (UBD)2) Sultan Sharif Ali Islamic University (UNISSA)3)
Institut
Teknologi
Brunei (ITB)
4) Seri Begawan Religious Teachers University College (KUPUSB)Slide6
BRUNEI
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Strengthening
Competency
Assessment in TVET
Brunei’s Technical and Vocational Education and Training (TVET)
Brunei’s
economic and social progression has been greatly influenced by the provision of Brunei’s technical and vocational education and
training
It is also verified to be a gratifying channel for students regarding their further education and employmentSlide7
BRUNEI
Darussalam
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Strengthening
Competency
Assessment in TVET
Brunei’s Technical and Vocational Education and Training’s courses
48 Diploma courses, 22 courses in Skill Certificate 3 (SC3), 24 courses in Skill Certificate 2 (SC2) and 3 courses in Apprenticeship Training
Scheme
Aircraft
Information TechnologyEngineering Hospitality and Tourism Construction Geomatics Interior Design Planning & Development Cosmetology Machining Business Food Processing
Fish Husbandry
Crop Production
Horticulture Science
Aquaculture
Veterinary Science
Pharmacy
Automotive
Two Grade ‘E’s (GCE O-Level) =
Skill Certificate 2
Two Grade ‘C’s and two Grade ‘E’s (GCE O-Level) =
Skill Certificate 3
Minimum of 4 ‘O’s (GCE O-Level) =
Diploma
ENTRY REQUIREMENTSSlide8
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Strengthening
Competency
Assessment in TVET
New courses in Brunei’s Technical and Vocational Education and Training
EDPMO
(Energy Department, Prime Minister’s Office
)
+ Ministry of Education +Oil and gas industry =HNTec, NTec and ISQ programmes[Developing students’ skills to be fully equipped to enter oil and gas industry]ENERGYINDUSTRY
COMPETENCY FRAMEWORK (EICF) Slide9
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Strengthening
Competency
Assessment in TVET
3-Tier Qualification System
Parallel with international standards
Students would be able to graduate faster
Possess higher level of competency, skills and knowledge before becoming skilled workers, technologists and professionals
Duration from Skill Certificate 2 to Diploma = 4 YEARS(1 year in Skill Certificate 2, 1 year in Skill Certificate 3 and 2 years in Diploma)Slide10
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Strengthening
Competency
Assessment in TVET
“…. I have also consented for the Institute of Brunei Technical Education Order 2013, Technical and Vocational Education Transformation White Paper, Brunei Darussalam Technical Education Upgrading Plan 2013-2018. Through this transformation, students will acquire skills, knowledge and other values for lifelong learning and training …”
Titah
of His Majesty the Sultan
dan
Yang Di-Pertuan of Brunei DarussalamIsra’ dan Mi’raj ceremony27 Rejab 1435 / 27 May 2014Slide11
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Strengthening
Competency
Assessment in TVET
Ministry of Education began to execute a series of reformation in Brunei’s TVET system:
C
ooperation between technical institutions with private
sectors (course delivery and assessment) More industry-based training for students Industry professionals as teaching staffs Establishments of two regional mega campuses by 2020
Centre of development of occupational skills standards and is expected to be highly relevant and responsive to industry’s
demands
Cater
less academic school leavers with varied talents, interest and
capabilities
With
the collaborations with industry, TVET is expected
to
enhance the level of human capital
development
NEW TVET SYSTEMSlide12
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Strengthening
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Assessment in TVET
Assessment is gathering proof and making conclusion regarding students’ accomplishment in accordance with expected learning
outcomes
=
Brunei’s TVET’s
fundamental constituent Provision of information about students’ acquisition of skills and knowledge Detection of students’ competency degree Clarification on knowledge implementation Provision of certificatesCURRENT PRACTICESlide13
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Strengthening
Competency
Assessment in TVET
Being competent
=
possess skill, knowledge, experience and attitude
Competency-based assessment
= pulling together evidences and judgments alongside industry’s competency standards (transformation from stagnant work performance to variable contexts of knowledge and skills)Fostering cogitative and meta-cogitative skills like inventing, reflecting, interpreting, assessing, analyzing, problem-solving and hypothesizing (much needed in employment market)Aspects in competency-based assessments: Instructions from learning objectives (measurable and observable) and its alignment with national standards of workplace Criterion-referenced evaluation system (corresponding with curriculum’s objectives) Students’ skill mastery records
(for students to
monitor their skill acquisition)Slide14
Brunei’s TVET uses several means of collecting verification that enable an assessor in judging on students’ competency level
This offers flexibility and best suited to examine various competencies
The method needs to be complimenting, pertinent and compliant with courses’ objectives and industry standards
Industry tasks’ simulation should be executed=
knowledge on
expected tasks that need to be done
(for example; in industry)
T
o determine that competency assessment tools are
genuine
, representative
and sufficient=Compilation of knowledge, skills, attitudes and performance (not just based on end of semesters’ results and performance)BRUNEIDarussalam ---------
Strengthening Competency
Assessment in
TVETSlide15
Brunei’s TVET assessments are based on the units that students are undertaking in their courses:
Units with Credit Value of:
less than 10 =
2 assessments
10 and 15 =
3 assessments
20 =
4 assessments
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Assignment front sheet
=
to integrate vocational and Life Skills using one specific assignment, to state marking criteria and to promote students’ sense of independence
Practical-based courses are based with structured assignments/projects
‘Essential’
units
= numbers of assignments and projects, (building specialist skills and real-world work tests)For some programmes, a minimum number assignment is specified thoroughly
But, it is recommendable for instructors to go further (constructing numbers of assignments under one assignment component=INTEGRATED ASSIGNMENT)
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INTERATED ASSIGNMENTS
Diploma in Business (Entrepreneurship)
‘Business Project’
(conduct business operations for 4-6 months)
‘Business Event Management’
(plan big-scale business-based events)
Business operation= 50% of Business Project’s assessment
Business Event Management’s plan construction= 60 % of BEM assessment
This integrated assessment process requires the combination of two or more units from a course
BRUNEI
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Strengthening
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Assessment in
TVET
Assessment’s construction gradually becomes more complex as programmes are progressing
=
demanding for students’ independent input
This can be simulated by matching industry’s common circumstances with assignmentsFOR EXAMPLEAn assignment could be expecting students to establish a fictional company (overlooking the company from its set-up until its maturity stage)Brunei’s TVET is aiming to develop sufficient level of competency in self-reliance, independence, adaptability, self-awareness, problem-solving skills and self-management (shaping students’ skills in realistic and relevant context to industry’s workforce)Various assessments tools are used to give students a chance to implement independent thought, to plan and organize their works and to face new situations at workplaceFor example, allowing students to experience roles in a simulated work situation and being able to apply skills from their programmes to workplaceSlide19
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Strengthening
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Assessment in
TVET
I
nternal and external verifiers
External moderators
= give suggestions for assessments’ amendments to paper setters/instructors= monitor assessments’ practice, planning and procedures as well as giving constructive feedback to schools’ curriculum= ensure that courses’ planning, delivery, execution and assessments can maintain the competency standards
O
verlook and assure the quality of Brunei’s TVET assessmentsSlide20
RUBRICS
S
tudents’ performance level (during presentations/project demonstrations) can be assessed against industry’s designed standards
V
arious characteristics of performances can also be assessed
Hence, a
ssessors can define students’ level of performance and competence in a more objective way
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Strengthening
Competency Assessment in TVETSlide21
LIFE SKILLS
To p
repare TVET students with a set of generic skills in becoming efficient industry workers
H
as been reviewed in order to match it with the National Education System for the 21
st
Century’s goals
Compulsory
for students to pass to be entitled for an award
M
onitored to ensure its effectiveness in meeting industry standards
A
ssesses competencies level that can be used by various stakeholdersBRUNEIDarussalam ---------
Strengthening Competency
Assessment in
TVETSlide22
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Strengthening
Competency
Assessment in
TVETSlide23
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Strengthening
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Assessment in
TVET
Life Skills are marked using a checklist that reflects the competency level with clear descriptions of each level
criteria-focused descriptors = Skills Areas (SA), Performance Objectives (PO), Enabling Objectives (EO) and Performance Standards (PS)
Assessed Life Skills, hence, completion of tasks (students’ competency)Slide24
ePortfolio
I
mportant tool for the Life Skill assessment
T
o teach students on how to be competent in understanding their skills and abilities
S
tudents start documenting
their
ePortfolio
at the beginning of their programmes, where they have to record their life objectives in linked with their courses
They will be assessing the skills that they learned during their programmesBRUNEIDarussalam ---------Strengthening Competency Assessment in TVETSlide25
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Strengthening
Competency
Assessment in
TVETSlide26
Brunei’s TVET students will be assessed on:
Assessment of each unit
ePortfolio
Students’ performance during Supervised Work Attachment (SWA) (assessed by supervisors)
Concrete evidences by students
Marks from industry’s supervisors are vital = students’ ability in displaying sound work habits
BRUNEI
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Strengthening
Competency Assessment in TVETSlide27
Major Issues and Challenges in Brunei’s TVET assessments
BRUNEI
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Strengthening
Competency
Assessment in
TVET
T
he differences on how various TVET institutions are implementing and interpreting the given guideline
= Examples; quality of assessment papers from one department/school to another, difficulties in matching assessment guidelines and curriculumContinuously updating Brunei’s TVET guideline and checking TVET schools on how they are interpreting the guidelineLack of tools, equipments, resources, teaching and learning materials= Impact the quality of TVET’s learning and teaching process
For example; if an institution lacks updated tools and equipments for practical-based programmes like machining, students will not know how to use those equipments, once they are going out to employment
Hence, they cannot be considered as knowledgeable enough to be placed in industrySlide28
Major Issues and Challenges in Brunei’s TVET assessments
C
ooperating more with private companies =
improve the relevancy of Brunei’s TVET academic and assessment system to industry’s needs
C
ollaborating with
various industries like
entrepreneurship, ICT, construction, design, cosmetology, fishery, agriculture
F
or example; teachers and assessors from industries or assessments that are constructed industry experts
Then,
students can be more guaranteed to be more competent to be in those industriesBRUNEIDarussalam ---------Strengthening Competency
Assessment in TVETSlide29
Future Directions of Brunei’s TVET competency-based assessments
Brunei’s TVET is still under the process of implementing Quality Management System= Brunei’s seven TVET institutions will be executing the system
Brunei’s new TVET system=
VALID
+
RELIABLE
Ensuring the acceptance of students’ certificates or diplomas by various bodies; public and private sectors
Positioning Brunei’s TVET assessments as high-quality and relevant and applicable to industry standards
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Strengthening Competency Assessment in TVETHigh numbers of Brunei’s TVET instructors are required to participate in local and international training sessions and industrial attachmentP
rovide Brunei’s TVET instructors more relevant and appropriate skills in teaching and providing assessments that can boost students’ level of competency and reliabilitySlide30
Future Directions of Brunei’s TVET competency-based assessments
High numbers of Brunei’s TVET instructors are required to participate in local and international training sessions and industrial attachment
P
rovide Brunei’s TVET instructors more relevant and appropriate skills in teaching and providing assessments that can boost students’ level of competency and reliabilit
y
BRUNEI
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Strengthening
Competency
Assessment in TVETThese plans demand full dedication and thorough planning from various bodies (like government and industry)Nonetheless, Brunei’s TVET believes that this method is tremendously efficient, motivating and rewarding for TVET students as its assessments are flexible, capable of development and can be in line with the rapidly-changing industry