FACULTY OF SCIENCE AND TECHNOLOGY

EBHV 3103
CURRICULUM PLANNING IN TECHNICAL
AND VOCATIONAL EDUCATION

ASSIGNMENT_ANSWER SCHEME

JANUARY SEMESTER 2008

 BAHAGIAN A / PART A

SOALAN / QUESTION Markah / Marks

1. Apprenticeship training was inherited since earliest civilization of mankind. During

that time, young boys were indentured to skilled tradesmen to learn craft. In
Malaysia, apprenticeship is not in the formal national education system.

a) Describe the meaning of apprenticeship system. (3)

Apprenticeship is a system of learning while earning, and "learning by doing."

Just like college, apprenticeships aren’t for everyone. To become an
ironworker, firefighter or electrician takes mettle. Apprentices get up early, take
direction from journeypersons, follow precise safety standards and attend
classes at night. But at the end of their apprenticeship they get a ticket to a
career anywhere they care to go: a journeyperson’s card that is proof of their
skill and experience when they look for work. Not to mention the salary and
benefits that goes with it.

b) You need to prepare an apprenticeship program for schools student. Identify

one skill craft and its qualification for apprenticeship to be successful
implemented. (10)

To be successful as an electrician, the individual must have perseverance,

ambition, and initiative. Like a college education, the successful completion of
an apprenticeship term does not come easily, but is the result of hard work on
the part of the apprentice.

In practically every skilled occupation, more than fundamental knowledge of

arithmetic is essential. The ability to read, write and speak well is beneficial in
any walk of life, but in some apprenticeship occupations it is more important
than in others. In some occupations, individuals seeking an apprenticeship will
be at a decided advantage if they have taken shop courses, have some
knowledge of mechanical drawing, physics, blueprint reading, drafting, higher
mathematics, chemistry, electricity, welding or the like. Physical fitness, a
good sense of balance, eye-hand coordination, color sense, agility, strength,
ability to work at heights and mechanical aptitude are desirable qualifications
in many skilled occupations and one or more of these are essential in others.
Ability to work with others, good personality, and neat appearance are
necessary in most trades, particularly where contact with the public is
involved.

In many skilled occupations, persons with a high school diploma or its

equivalent are preferred. Prospective skilled workers usually like to work with
their hands and to use various tools to build and repair things. They like to
finish things once they have started and don't care how dirty or greasy the job,
so long as they get it done. They enjoy visits to shops and factories and like to
talk to mechanics about the jobs they do and the problems they meet in their
work. In school, they get along well in shop, science, mathematics and
mechanical drawing classes, and enjoy working on practical problems in the
classroom and at home.
c) You need to explain how your propose apprenticeship program will be (15)
implement.

As stated earlier, apprenticeship is a system of learning while earning, and

"learning by doing." The program will combines training on the job with related
and supplemental instruction at school. It is utilized chiefly in the skilled crafts.
Each program operates under apprenticeship training standards agreed to by
labor and/or management in accordance with Federal laws, under which a
person works with a skilled worker and gains on the job skills and "know-how"
and in turn becomes an important part of the occupation and industry. In those
crafts in which management and labor organizations exist, each selects an
equal number of members to serve on the joint apprenticeship committee. The
joint apprenticeship committee determines the standards for training of its
occupation and supervises the training of apprentices.

The training is supervised by Joint Apprenticeship Committee. Training is

"spelled out" in apprenticeship standards developed by the local
apprenticeship committees (and with the assistance of consultants). The
processes of the trade and the number of hours to be spent learning each
process are defined. The period of training is from 1 to 6 years, depending
upon the trade.

Apprentices start at a percentage of the skilled worker's wage and receive

increases at regular intervals. Starting rates are usually 35% to 50%, and
increases are given every six months in most trades.

Apprentices attend classes of related technical instruction, usually in the

public schools. This instruction, supplementing the training on the job, gives
apprentices a comprehensive understanding of the theoretical aspects of their
work. Related instruction is one of the fundamental features of apprenticeship
and has been developed and accepted as standard practice in every trade. In
most cases this means attending classes at night 4 hours each week, for at
least 108 hours a year.

The instruction includes such subjects as safety laws and regulations,

mathematics, drafting, blueprint reading and other sciences connected with
the trade. In class apprentices learn the theories of their trade; each day on the
job they learn its practice, under the supervision of skilled workers, instruction
in the use of the tools of the trade is also given apprentices early in their
training; in most trades they are not allowed to use any power-driven
machinery until well advanced in their training. Apprentices are usually
required to furnish their own hand tools.

Coordinators of apprenticeship and field representatives are employed to

supervise the training of apprentices in a given trade or area, process
apprentice applications, keep records of progress, and the like. Industry
coordinators visit establishments to determine on-the-job progress of
apprentices, seek new apprenticeship openings, and discuss problems with
apprentices, supervisors and employers.

Each apprentice signs an apprentice agreement either with a JAC or an

individual employer. Upon successful completion of training, they are issued a
"Certificate of Completion" by the Ministry of Education and Ministry of Human
Resources.
d) To make sure, your apprenticeship proposal is clear to others, you need to
state each step should be taken by potential candidate of the program.
(12)

1. Select an occupation for which you have an aptitude or some previous

experience and the physical ability to perform.
2. Find out if you meet the minimum qualifications for that occupation.
3. Decide whether you can work under the required job conditions, some
of which may be hazardous, dirty, uncomfortable or otherwise
unpleasant.
4. Apply for an apprenticeship either directly to an employer in the
occupations, the JAC, the Ministry of Education, or the Ministry of
Human Resources.
5. Take aptitude or other tests where required.
6. If the apprenticeship committee has a waiting list of applicants,
determine whether or not you are sufficiently interested in the
occupation to wait for an opening, or whether you should seek other
employment.
 BAHAGIAN B / PART B

ARAHAN / INSTRUCTIONS

Jawab SEMUA soalan.

Answer ALL questions.

SOALAN / QUESTION Markah / Marks

1. Current and future workplace require new and different skills of all workers including
not only job-specific skills but also transferable, generic skills that will help them to
acquire further education and training throughout their careers. Among step taken by
the Ministry of Education is integration of academic and vocational subjects. You
need to analyze approaches that were implemented in schools and identify FOUR
common themes of that integration. (20)

Integration was implemented through:

Offering of technical and vocational subjects

School-to-Work program
MPV program
Technical Preparation (Contextual learning)

Four common themes of that integration are:

i. Richer, better sequenced curricula that enhance academic and generic

skills needed by all workers.
ii. Facilitative instruction (rather than didactic) that motivates students to
learn and provides them with a practical and applied understanding of
the world.
iii. Increased collaboration and coordination among academic and
vocational teachers to create a more unified schooling experience.
iv. More attention to the skills and knowledge students need to transition
effectively from school to work and college.
2. The Technical Education Department, Ministry of Education have received many
inquiries about the availability of an agricultural mechanics program. No schools offer
such program. To determine whether or not to start such a program, The Deputy
Director General, Technical Education Department has asked you to give him
information about this vocational area. You have been given RM700.00 to conduct
the need analysis. You need to prepare a simple proposal of need analysis that
includes below information:

a) Evaluation scope (15)

Evaluation scope

What programme is to be evaluated?

Agricultural mechanics

Who wants to know about the programme?

Deputy Director General

What decisions will be based on the evaluation?

Whether or not to start an agricultural mechanics

What information must be given to the audience?

Supply of and demand for agricultural mechanics

Pool of qualified students
Programme goals, activities and required resources

What is/are the objective(s) of the evaluation?

To determine the need for an agricultural mechanics programme

To determine if the school has sufficient resources to implement such a

programme

b) Program description (15)

Appropriate documents will be reviewed to determine program goals,

activities and required resources. Existing resources will also be assessed to
determine if they are compatible with program requirements.

c) Budget (10)

A total of RM700.00 has been set aside for evaluation. Personnel expenses
will be RM270.00. Test items will cost RM30.00 and communications
RM400.00.