taklimat pengarah bptv 20062010

8/7/2019 Taklimat Pengarah BPTV 20062010

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TC\~Me~t~f7M d.;

. 6k~ ~(e


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Comprehensive Education (9 years) Bahasa ibunda (Finnish atauSwedish ) dan literature,

bahasa kedua, bahasa asing, peng ajian environmen, pendidikan kesihatan, agama atau moral, sejarah, pengajian sosial,

matematik, fizik , kimia, b io logi,-. geografi, pendidikan jasmani, music, visual art, kraf home economics dan kaunseling.

General Upper Secondary Education (3 years) Bahasa ibunda (Finnish atau

Swedish) dan literature, ba ha sa k ed u a, bahasa asing, en vironment dan sains pen didikan kes ihata n , agama atau moral, sejarah,

matematik,_. falsafah psik ologi ka jian so sfa l seni pe nd id ika n jasmani,

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"i9~18 I No. of schools I Comprehensive schools 3,953General upper secondary school 441VOCTECH EDUCATION

Available at 70 SMVrr Available at 177 vocational Colleges2 Two-year program (voc 45%) Three year program (voc 75%)3 NoOJT Include OJT every year (Total20 credit)4 Preparation for further study Preparation for job market and further studylater5 I SPM qualification I Jobspecific qualification (industryrecognized)6 I Enrolment 10% I 41% enrolment (statistic 2007)

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6/18/2010

No. Malaysia Finland1. Nat ional Education and Training

Committee2. National Co-ordination Group for

Education and Training

11 I Independent expert bodyNone

13 1773120

5.2 millions

No. of institutions Vocational collegesPolytechnicsUniversities

Population


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Tourism, Catering and HomeEconomics Department1. Vocational Qualification in Catering

Study Programme in Catering and Customer ServicesService Organiser2. Vocational Quali fication in Hotel and Restaurant Services

Study Programme in Restaurant Meal ProductionRestaurant Cook3. Vocational Qualification in Hotel and Restaurant Services, English teaching

Study Programme in Restaurant Meal ProductionRestaurant Cook4. Vocational Qualification in Food Production

Study Programme in BakingBaker-confectioner5. Vocational Qualification in the Tourism IndustryStudy Programme in Tourism Sales and Information ServicesTravel Counsellor

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Culture Department1. Vocational Qualification in Crafts and Design

Study Programme in Handicraf t Design and Product ionStudy Programme in Text iles and Clo th ing Design and ProductionStudy Programme in Environmental Design and Construct ion

Artisan

2. Vocational Qualification in Visual ExpressionStudy Programme in Visual Expression

3. Vocational Qualification in HairdressingStudy Programme in Hairdressing

Hairdresser

6 /18 /2 010


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Electrical EngineeringDepartment1. Vocational Qualification in Electrical Engineering

Study Programme inAutomation Technology and MaintenanceAutomation Assembler

Study Programme in Electronics and Telecommunicat ions TechnologyElectronics Assembler

Study Programme in Electrical Engineering and Energy Technology.Electrician

2. Vocational Qualification in Metalwork and MachineryStudy Programme in Manufacturing Technology

Precision Mechanic

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6/18/2010

Sistem semester lebih mudah dipraktikkan jika dimansuhkan UPSR danPMR~~~4~!t~~~fn~Y~~mp!~t~la~fh~:l~lmgr~~r.~]!fiTi~~%~~i~~t~

5 Pentaksiran yang berbeza bagi pendidikan vokasional. Suatu badanpakar dibentuk untuk tujuan pensiji lan vokasional

6 I Bidang(skop) pendidikan vokasional diperluaskan yang meliputi sukan,kesihatan, seni, cul ture, sumber asli, dll

8 I Penggunaan buku teks dikaji semula7 I Decentralization kepada PPD dicadangkan secara terkawal

9 IPenjenamaan SMV kepada Kolej Pendidikan Profesional dan SMTkepada Kolej Pendidikan Teknikal10 IProgram attachment guru akademik dan guru vokasional di Finland

untuk jangka masa 2 bulan

II


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Ciri voctech Indonesia

1.Concept of Teachinq Factory: School asfactory producing commercial products2. Machine Building: School manufactureindustrial CNC machine3.School have permanent production employee4. All SMKa are day schools5. Education is not free

6 I Other features

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6/18/2010

COMPARISON MALAYSIA-THAILAND~.~\.:~~~~~!:~-:~~~f:~~il~V~j(~j,_!r~~'-~,"':~

F t ~ e n je19181716151413 .12 !111098765

THAILAND

Ciri voctech Thailand


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6/18/2010

COMPARISON MALAYSIA-KOREA1 > 1 ' : ~ ' :;~~~~~(>~J~Y)Y;:t~l~\~t{~


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COMPARISON MALAYSIA-FRANCE

r t u ~ e n ie1918171615141312111098765

FRANCE

( Ciri voctech France.

6118/2010


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COMPARISON MALAYSIA - SINGAPORE~ .' : . ~~ ': '~ : 4 :~;~~:~J4~:V '~~i~\-, , ~,~. :

r t u ~ e n iA e1918171615141312111098765

SINGAPORE

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6/18/2010

COMPARISON MALAYSIA-AUSTRALIA4 " ,,;", ._ ~, .~~~!i~'r!://~~l~~,_''-.-:' "

r s t U d e O t l~1918171615141312111098765

AUSTRALIA


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6/18/2010

FutureTRANSFORMATION OF MALAYSIA VOCTECH

~~L ~ ~'I~~:I:--~;:~it4~~~~~t~1r~~ -' --_:~

f , ~ e n 1e1918171615141312111098765


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F1NNISH NATIONALBOA.RD OF EiDUCATIQN

General Objectives of VocationalEducation and Training knowledge and skills necessary for vocationalcompetence and (selt-jemployment

.~ _=_.~"::> -.- -~ .~ 7:> support for personal growth and citizenship k~-ledge and skills needed in further studies

affdin life-long ~ng

Foreducation and learning


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FINNISH NATIONALBOARD OF EIDUCATIONFinnish Education System

1

9 (10)

*) Also provided in the form of apprenticeship training

For education and learning


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., FINNISH NATIONALVOARD OF EIDUCATIONThree types of competence-basedqualificationsVocational qualifications indicate competence to enterem ploym ent in the fie ld ..Further vocational qualifications in dic ate th evocational skills required of skilled w orker in the field .Specialist vocational qualifications ind icate acommand of the m ost dem anding tasks in the field .

For educgtion and learning


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~FINNISH NATIONALBOARD OF EIDUCATION

COMPETENCEBASED QUALIFICATIONSNumber of titles of qualifications (2008)Sectors

Ii' .t:: I i ,I ;':!' ' ,lTotal

Natural Resources Sector 45Technology and Transport Sector 171Business and Administration Sector 22Tourism, Catering and HomeEconomics Sector 23Health and Social Services Sector

'"' I Leisure and Physical Education ' 1~~~ik~~YIf,!qjt l6 '~!fft~~eJ"~~IiI I!II1li. l\a '"f;l"''''''''~J;t1J._~jj,~.~;W~1tt~'l~~L~.~).tJ~!of~~)~"'_ k* _.~ - 'j. ,. ..l h~ W '~'~~~\~~P~f , 32-Culture Sector ;w~ii~~~i~r~~~_J" 58Humanistic and Educational Sector li l l l~ I'~'l l l l.; : 6Natural Sciences Sector (j~i~~!'~~~~\it~~~~!~;


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~FINNISH NATIONALBOARD OF EiDUCATIQN

Design, assessment, validation and recognition of competences Ilearning outcomes in Finland National qualification requirements defined by the FNBE Qualifications divided into units Units composed on basis of functions in working life. Preparation of VQs done in tripartite expert groups.

Skills demonstrations or competence-based examinations Assessment of all units based on qualitative criteria and achieved learning outcome. Assessors: on-the-job-instructors, teachers and student's self assessment. Assessment criteria of each unit at three levels.

Recognition of prior learning is regulated by VET Act and Degree since.2006 Recognition is based on learning outcomes - not on learning time. VET provider decides on the recognition of (prior) learning - competent institutions! Theory and practice (KSC) are expressed, studied and assessed together within thesame unit and there is a common (one) mark in the certificate.

For educatio:n and learning


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FINNISH MATIONAlBOA.RD OF EIDUCATIOM

National Requirements (3 yearsl120 credits) for each vocational qualificationat upper secondary level (2008)


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FINNISH NATIONALBOARD OF EIDUCATION

Finnish NQF levelsNQFi"level, , 0,t ;" 1 'r : c , ~.

~ f - - . \. '. l " " ;

L e v e l 3

L e v e l 4

L e v e l 5

L e v e l 6

Level?L e v e l 8

Qualifications\ ,~~~ ~ - . - - " : - : . . -:: - - \ ,~ , , : - ~ :. ....~ -~~:..;R~~'""~>" : - ,: -. :N . ' '- " ~t,t-;O::,,::-.:::rt.z..;j'"t~::'j~~7':~Q~:w~?r;~?S:{;J~~%:'f~~~.lRf~~~~:?:V~~"fm.~J.r~!E.~~~~rr._r--:=~~~~~:~~!.~"":~~~~Y-4~.~i'

taklimat pengarah bptv 20062010

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