\

Preface President of MBOT ............................................................................................................. i

Preface Chairman of TTAC ............................................................................................................. ii
Board Members .............................................................................................................................. iii
TTAC Member ................................................................................................................................. iv
Acknowledgement .......................................................................................................................... v
Technology and Technical Accreditation Secretariat (TTAS) .................................................... vi
Contributors .................................................................................................................................. vii
Abbreviation ..................................................................................................................................viii
Technologists and Technicians Act 2015 (Act 768) ...................................................................... 1
Introduction to MBOT ..................................................................................................................... 1
Technology and Technical Accreditation Council (TTAC) ........................................................... 3
Technology & Technical Accreditation Standard 2nd Edition (TVET Sector) Philosophy ......... 3
Accreditation Objectives and Benefits .......................................................................................... 4
Operation Definition ........................................................................................................................ 5
Different Nature of Academic Programme .................................................................................... 5
1.0 Programme Nomenclature .................................................................................................. 7
1.1 Use of the Term ‘Technology’ ............................................................................................. 7
1.2 Level of Programme ............................................................................................................ 7
1.3 Programme Discipline ......................................................................................................... 7
1.4 Programme Specialisation (If any) ..................................................................................... 7
1.5 General Guideline ................................................................................................................ 7
1.6 Academic Programme with Collaboration ......................................................................... 9
2.0 CRITERIA 1: PROGRAMME DESIGN AND DELIVERY ..................................................... 10
2.1 Education Provider Vision and Mission ........................................................................... 10
2.2 Programme Educational Objectives (PEOs) .................................................................... 10
2.3 Programme Relation to TVET provider’s Vision and Mission......................................... 10
2.4 Graduate Attributes ........................................................................................................... 10
2.5 Technology / Technical Services ...................................................................................... 14
2.6 Programme Development, Design and Delivery .............................................................. 14
3.0 CRITERIA 2: STUDENT ASSESSMENT ............................................................................. 18
3.1 Relation between Assessment and PLOs ........................................................................ 18
3.2 Assessment Regulation and Policies ............................................................................... 18
3.3 Assessment Process ......................................................................................................... 18
3.4 Assessment Methods ........................................................................................................ 19
4.0 CRITERIA 3: STUDENT SELECTION AND SUPPORT SERVICES ................................... 20
4.1 Students Selection............................................................................................................. 20
4.2 Articulation Regulations, Credit Transfer and Course Exemption ................................. 21
4.3 Student Support Services and Welfare ............................................................................ 22
5.0 CRITERIA 4: TEACHING AND SUPPORT STAFF ............................................................. 23
5.1 Teaching Staff .................................................................................................................... 23
5.2 Technical Support Staff ..................................................................................................... 25
5.3 Administrative Support Staffs........................................................................................... 25
5.4 Staff Industry Engagement ............................................................................................... 26
5.5 Staff Evaluation and Appraisal ......................................................................................... 26
5.6 TVET Teaching Competency ............................................................................................. 26
6.0 CRITERIA 5: EDUCATIONAL RESOURCES...................................................................... 27
6.1 Physical Educational Facilities ......................................................................................... 27
6.2 Technology/ Technical Services and Innovation ............................................................. 27
6.3 Financial Resources .......................................................................................................... 27
7.0 CRITERIA 6: PROGRAMME MANAGEMENT .................................................................... 28
7.1 Programme Governance ................................................................................................... 28
7.2 Programme Leadership ..................................................................................................... 28
7.3 Records Management........................................................................................................ 28
8.0 CRITERIA 7: QUALITY MANAGEMENT SYSTEM ............................................................. 29
8.1 Quality Assurance ............................................................................................................. 29
8.2 Stakeholder’s Engagement in Programme Review ......................................................... 29
8.3 Monitoring, Review and Evaluation .................................................................................. 29
8.4 Benchmarking .................................................................................................................... 30
8.5 Continual Quality Improvement ........................................................................................ 30
9.0 ACCREDITATION ............................................................................................................... 31
9.1 Accreditation Process ....................................................................................................... 31
9.2 Submitted Document ......................................................................................................... 35
9.3 Accreditation Panel ........................................................................................................... 35
9.4 Appeal Procedures ............................................................................................................ 36
9.5 Revision of Programme ..................................................................................................... 36
9.6 Conflict of Interest ............................................................................................................. 36
9.7 Confidentiality .................................................................................................................... 36
9.8 Expenses ............................................................................................................................ 36
9.9 Publication of Accreditation Status .................................................................................. 36
10.0 STANDARD REVISION ....................................................................................................... 36
References..................................................................................................................................... 37
Appendix........................................................................................................................................ 38
Appendix A .................................................................................................................................... 39
 Preface President of MBOT

Bismillahirrahmanirrahim,

Assalamualaikum Warahmatullahi Wabarakatuh,

Technology plays an important role as a catalyst to drive

economic growth. In parallel with Japan, China, Singapore and
many other developed countries, Malaysia needs local
technology talents that are technology users and local
technology developers towards making Malaysia a high-tech
nation by 2030.

With that being said, the Malaysia Board of Technologists

(MBOT) plays a big role in cultivating local technology talents to
meet the demands of industries, not only through learning
institutions but also at a professional level. MBOT ensures the
quality of programmes in the technology field through the
Technology, and Technical Accreditation Council, emphasising
on industry-based learning to improve talents capability and to
produce highly skilled and a quality workforce in all technology
fields.

The success of MBOT's role in fostering local technology talents

lies in the support, commitment and dedication of all parties
involved. Accordingly, close cooperation between the public and
private sectors, as well as academicians, is a very important in
supporting the MBOT vision and mission to lead Malaysia into
becoming a developed and high-tech nation. I am confident that
MBOT's vision and mission will reform Malaysia and lead our
country out of various existing issues and challenges.

It is hoped that the 2nd Edition of Technology and Technical

Accreditation Council Standard will serve as a guideline to all
learning institutions to empower technology education in the
country.

i
 Preface Chairman of TTAC

Bismillahirrahmanirrahim,

Assalamualaikum Warahmatullahi Wabarakatuh,

The recognition of technology programmes through the

Technology and Technical Accreditation Council (TTAC) is
based on the elements of development, manufacturing, testing,
commissioning, and maintenance in line with the Technologists
and Technician Act 2015. In this regard, it clearly shows the
efforts of the Malaysian Board of Technologists in ensuring the
cultivation of local technology talent starts at the education
provider level.

Future education is moving towards flexible education and

multidisciplinary based. Therefore, the 2nd Edition of
Technology and Technical Accreditation Council Standard
demonstrates TTAC's aspiration towards the future by allowing
education providers to prepare a quality programme in the
technology field. The standard was developed in consultation
with all respective stakeholders from the public and private
sectors as well as academicians and benchmarked to
international standards and practices. The standard aims to
assist education providers in complying with TTAC's quality
assurance of technology programme as preparation for the
registration of Technologists or Technicians towards becoming
Professional Technologists or Certified Technicians.

In this regard, the standard will further drive the country's

aspirations to create a technology-led ecosystem. My hopes
are that the publication of the 2nd Edition of Technology and
Technical Accreditation Council Standard will positively impact
flexible education in the field of technology.

ii
Board Members

iii
TTAC Member

iv
Acknowledgement

v
Technology and Technical Accreditation Secretariat (TTAS)

vi
Contributors

vii
Abbreviation

MBOT - Malaysia Board of Technologists

GT - Graduate Technologists

Ts./P.Tech - Professional Technologists

QT - Qualified Technicians

Tc./C.Tech - Certified Technicians

MQA - Malaysian Qualifications Agency

TTAC - Technology and Technical Accreditation Council

TTAS - Technology and Technical Accreditation Secretariat

TVET - Technical and Vocational Education and Training

MQF - Malaysian Qualifications Framework

AP - Accreditation Panel

PEO - Programme Educational Objective

PLO - Programme Learning Outcomes

CQI - Continuous Quality Improvement

SLT - Student Learning Time

SRR - Self-Review Report

PA - Provisional Accreditation

FA - Full Accreditation

CA - Compliance accreditation

viii
Technologists and Technicians Act 2015 (Act 768)

Technologists and Technicians Act 2015 (Act 768) was passed by the Parliament of Malaysia and
gazetted to take effect on 1 Aug 2015. It was instigated by the Tenth Malaysia Plan (10th MP)
recommendation, which has identified the need to set up a professional body to register and
recognise graduates of skills and technology. In contrast to other professional bodies, Act 768
governs the establishment of Malaysia Board of Technologists (MBOT) to cover both management
& executive levels and executor & support groups, especially technical teams from technicians that
can be recognised as professionals under Act 768. This recognition of technicians as professionals
can subsequently elevate their status.

Introduction to MBOT

As defined by Collins, technology means “methods, systems and devices which result from
scientific knowledge that are being used for practical purposes”. Meanwhile, Oxford defines
technology as “the application of scientific knowledge for practical purposes, especially in industry”.
In a nutshell, based on both definitions, technologists can be viewed as professionals who practise
their knowledge based on the usage of tools and implementation of systems.

MBOT was officially formed in November 2016 as a professional body to award professional
recognition to technologists and technicians. This occurred after the Parliament of Malaysia
gazetted the Technologists and Technicians Act 2015 (Act 768) in 2015. Therefore, it is essential
to recognise the roles and responsibilities of technologists and technicians in Malaysia as the
nation is gearing towards the Fourth Industrial Revolution.

Under Section 21(1) and Section 22(1), a technologist is acknowledged as any individual with a
bachelor's degree that is recognised by MBOT. Concurrently, technicians are acknowledged as
any person with a certificate or relevant qualification recognised by MBOT. Membership
registration was opened by MBOT for technologists and technicians with two categories of entry-
level, namely Graduate Technologist (GT) for bachelor’s degree holders and Qualified Technician
(QT) for advanced diploma, diploma, and skill certificate holders.

Technologists and technicians who register with MBOT will have the opportunity to be recognised
as Professional Technologists or Certified Technicians in accordance with their expertise. Figure
1.0 illustrates MBOT’s continuous pathway for technologists and technicians.

Under Section 19 (Act 768), a Professional Technologist shall be entitled to approve and certify
the manner or conduct of technology services to be carried out and he uses the abbreviated title
“Ts.” or “P.Tech”. Conversely, under Section 20 (Act 768), a Certified Technician shall be entitled
to approve and certify the manner or conduct of technical services to be carried out and he uses
the abbreviated title “Tc.” or “C.Tech”. Both Ts. and Tc. are entitled to use the stamp as determined
by MBOT.

The scope of services for technologists is clarified in Section 16(b), which involves any operations
relating to product development, product manufacturing, product testing, product commissioning
and product maintenance. On the other hand, Section 16(a) outlines the scope of services for

1
technicians which include any operations that relate to product testing, product commissioning,
and product maintenance.

The functions of MBOT are to:

i. To recognise Professional Technologist and Certified Technician as professionals;

ii. To keep and maintain the Register under section 17;
iii. To provide facilities for the promotion of education and training and to hold or cause to be
held, professional development programmes for registered persons to further enhance their
knowledge relating to their professions;
iv. To conduct assessments or to cause assessments to be conducted by an institution
approved by the Board for the purpose of admission to the profession;
v. To determine and regulate the conduct and ethics of the technologist and technician
profession; and
vi. Generally, to carry out all such acts and do all such things as may appear to the Board
necessary to carry out the provisions of this Act.

Figure 1.0. MBOT’s continuous pathway for technologists and technicians

2
Technology and Technical Accreditation Council (TTAC)

Section 6 (2) (g) of Act 768 mentions that MBOT is empowered to set up a council to evaluate the
quality assurance of academic programmes in the 24 fields of technology under the purview of
MBOT. To ensure that the respective academic programmes meet the needs of respective
stakeholders, especially industries with respect to labour supply, MBOT has agreed to set up TTAC
on 13 October 2016 to evaluate the development and deliveries of academic programmes from
Technical and Vocational Education and Training (TVET) provider. Moreover, TTAC acts as a Joint
Technical Committee (JTC) between Malaysian Qualifications Agency (MQA) - MBOT to comply
with the requirements of professional programmes and professional qualifications stipulated under
the Act 679 - MQA Act 2007 Section 50-55.

TTAC members are:

i. Chairman
ii. Representative from MQA
iii. Representative from MBOT
iv. Representative from related Ministry
v. Representative from Learned Society
vi. Representative from Industries
vii. Representatives from Academicians
viii. Any representative to be determined by MBOT

The TTAC term of responsibilities are:

i. Acts as a Joint Technical Committee with MQA in accordance with Section 51 of the Act
679 to coordinate the accreditation process for Technology and Technical programmes.
ii. Approves policies, guidelines and detailed procedures for the accreditation of study
programmes.
iii. Recommends accreditation decisions for study programmes.
iv. Approves the appointment of accreditation panel (AP).
v. Recommends policy changes related to the accreditation of study programmes to MBOT.
vi. Advise on matters related to the accreditation of study programmes.

Technology & Technical Accreditation Standard 2nd Edition (TVET Sector) Philosophy

TVET Sector Standard is a guide for TVET provider in offering TVET provider programmes. The
standard covers a broad spectrum of academic programmes either fully academically inclined
programmes, a mix of academic and practical-oriented programmes or fully practical-oriented
programmes. Furthermore, the TVET Sector Standard represents MBOT’s aspirations to empower
TVET in Malaysia by providing the general guidelines for TVET provider to produce quality and
competent workforces locally or internationally. The standard is prepared by considering the nature
of future education, such as multidisciplinary-based, organic curriculum and flexible education;
therefore, TVET provider has autonomy over designing their programmes to meet stakeholder’s
expectations.

3
A quality educational programme should have a proper curriculum structure, learning processes
and proven assessment mechanisms to ensure that all intended outcomes and
technology/technical services are met. A good quality programme should produce graduates who
can uphold their professional dignity and reputation as well as execute their professional skills to
the best of their ability with integrity so as to safeguard public interest in matters of safety and
health. In an effort to maintain the highest quality of graduates, the system employed by any TVET
provider should ensure the implementation of good quality assurance throughout the educational
processes. Continuous quality improvement (CQI) should become a part of the culture for
programme sustainability and keep up-to-date with real-life technology advancement.

Accreditation Objectives and Benefits

Quality assurance is an open-ended process, whereby all parties involved are accountable.
Therefore, it is vital for MBOT to continuously review its quality assurance practices in order to
ensure their relevancy, reliability, adaptability and efficiency in respond to the progressively
changing higher education environment. Accreditation is a status or an achievement as a result of
the quality assessment exercises conducted by MBOT with the objective to ensure that the
programmes offered by TVET provider will meet the minimum requirement of technology-based
education. Besides, accreditation will ensure that graduates for the accredited programmes comply
with attributes required as professionals in the fields. There are two levels of programme
accreditations, namely provisional accreditation (PA) and full accreditation (FA).

The main objective of PA is to validate the minimum requirements for TVET provider to conduct a
programme in relation to the seven criteria of assessment, particularly the programme curriculum
framework. Meanwhile, an accreditation visit may be conducted in order to verify the evidence of
planning on how the programme will be conducted and preparedness of the institution concerning
academic facilities (lecture hall, laboratory, online system etc.) and other support facilities (library,
clinic, sport and recreation, substantial room). This is to ensure that all academic programmes
justify the needs and expectation of respective stakeholders.

Meanwhile, the primary purpose of the FA process is to ensure that a programme meets the
requirements as stipulated in the standard, which is in line with the accreditation criteria outlined
by the MBOT and MQA. This is to comply with expected graduate attributes in accordance with
the educational level of Malaysian Qualifications Framework (MQF). FA evaluation is carried out
by APs appointed by the TTAC to represent subject matter experts in the respective fields.

All programmes accredited by MBOT will be recognised as a professional programme that can be
referred to Malaysian Qualifications Register (MQR), and thus complies with MQF and MBOT
requirements. Therefore, upon graduation the graduate can automatically apply to be registered
as GT or QT.

Amongst others, the benefits of an accredited academic programme are:

i. The Public Service Department utilises the accreditation status to verify the requirements in
public services recruitment.

4
ii. Accreditation is used by professional bodies such as MBOT to register graduates as graduate
members for further assessment and be recognised as professionals (Ts. and Tc.) as
specified in Act 768.
iii. Students in the accredited programmes are eligible for loans or funding from various
organisations, for example, the National Higher Education Fund (PTPTN) or Majlis Amanah
Rakyat (MARA).
iv. Conferment of degree at higher institutions is legitimate and the attainment of credit transfer
is permissible although the conclusive decision depends on the corresponding institution.
v. Graduates may gain employment in the public sector. Apart from that, employers in the
private sector acknowledge accredited programmes in selecting graduates for recruitment.
vi. Institutions may franchise their accredited programmes to other institutions, subject to
definite conditions.

Operation Definition

In general, the operational definition for technology are as follows:

i. Cutting-edge machinery or equipment or technique.

ii. Created from the systematic application of scientific and technical knowledge for practical
purposes, including but not limited to modernisation, miniaturisation, integration, and
computerisation of electronic, hydraulic, pneumatic, laser, mechanical, robotics, nuclear,
chemical, telecommunication and other technological applications.
iii. Enhance productivity or way of life in areas, including but not limited to manufacturing,
communications, medicine, bioengineering and commerce

Programme criteria for TVET offered by TVET provider are:

i. Structured learning or exercise.

ii. Student’s exposure to high technology usage.
iii. Produces highly skilled, competent and competitive graduates.

Different Nature of Academic Programme

The MQF has been benchmarked against the main qualifications framework worldwide, such as
those of England, Wales and Northern Ireland, Australia, New Zealand and Europe, as well as the
United Nations Educational, Scientific and Cultural Organisation (UNESCO) framework. Therefore,
as a professional body established under the Act 768, MBOT accepts it as the basis to
acknowledge the approved academic qualifications and levels as indicated in the MQF.

As stated in the MQF, “Qualifications are certificates, diplomas or degrees that are awarded by any
competent authority, having affirmed that one has been successful in completing the study at the
determined standard and has satisfied the determined level of achievement and can take on a role,
duty, or work”. Qualifications indicate positive achievement of learning outcomes, not as
compensation due to failure or coincidence”. Moreover, MQF has determined the eight levels of
education pathways that link qualifications systematically through a minimum student learning time
(SLT) and credit hours system as well as the general expectations of learning outcomes.

5
MBOT acknowledges the interest of TVET provider in introducing a hybrid programme, consisting
of a discipline-based and technology elements in its curriculum structure. Based on the above
mentioned MQF qualifications and levels, it should be noted that MBOT would uphold the facts of
pre-determined national education system. Therefore, there are no differences in qualifications
between the programmes that provide pure discipline-based curriculum, hybrid discipline-based
and technology curriculum or pure technology-based curriculum. For that reason, all stakeholders
should accept that no substandard treatment must be allowed for various implementations in
curriculum structure since the qualifications and levels are already pre-determined by the MQF.

MBOT caters different implementations of the curriculum structures meant for the different job
scopes. Therefore, a programme should emphasise on the use of advanced machinery, equipment
or techniques in structured learning methodology to produce highly skilled and competent
graduates of the latest technologies and who are adaptable to new and emerging technologies.
The programmes should emphasise fundamental knowledge of science and mathematics for pure
discipline-based programmes. As the approach to the programme mainly focuses on theoretical
elements, it is expected that students will develop a solid fundamental knowledge of science and
mathematics in a way that they would build their expertise in the design and development of
products, processes or systems that may enhance the living standards, productivity and quality of
life.

Hybrid discipline-based and technology programmes require the application of scientific and
fundamental knowledge and methods within the discipline, combined with technical skills to support
discipline-based activities. Students are exposed to almost similar courses to those of the pure
discipline-based programme. However, a different emphasis will be given to the distribution of
theories and technical skills. The approach is typically application-oriented but contains slightly
fewer theoretical elements as compared to the pure discipline-based counterparts.

Finally, pure technology-based programmes emphasise on applying scientific knowledge and

methods for practical purposes in specified industries. The nature of such a programme is expected
to be geared towards product development, product manufacturing, product testing, product
commissioning and product maintenance. Students are exposed to the theories and technical skills
to perform technology/technical services tasks in related sectors. The theoretical components can
either be separated or embedded within specific courses. Typically, this type of programme is
application-oriented, emphasising techniques to execute profession-based technology.

6
1.0 Programme Nomenclature

1.1 Use of the Term ‘Technology’

The term ‘technology’ or ‘applied science’ shall be used in the programme nomenclature. An
exception is given to educational programme with nomenclature that reflect technology itself or has
been widely used, for example, ‘Computer Science’, ‘Renewable Energy’, ‘Cyber Security’,
‘Material Science’, etc.

Programmes utilising the terms ‘discipline-based & technology’ in the programme nomenclature
under the field of MBOT provision may apply to MBOT for the programme accreditation, subject to
compliance with the requirements specified by MBOT.

The programmes which are classified within the pure-discipline-based programme or that use
terms other than ‘technology’ in the programme nomenclature, can apply to MBOT for the
programme accreditation, subject to compliance with the requirements specified by MBOT.

1.2 Level of Programme

The level of programme refers to the level of an educational programme offered by TVET provider
based on MQF.

1.3 Programme Discipline

The programme discipline refers to the general area of educational programmes that reflect locally,
internationally or work professions.

1.4 Programme Specialisation (If any)

The programme specialisation refers to the sub-fields of the educational programme.

1.5 General Guideline

i. The title of a particular programme must consider the requirement of professional or

employment for the specific title and/or descriptors.
ii. Nomenclature can be based on broad-based or specialisation, depending on the
preferences of TVET provider based on the stakeholders’ input.
iii. TVET provider’s name should not be part of the programme nomenclature.
iv. Programme nomenclature at MQF Level 6 in Malay, it is preferable to use Sarjana Muda
instead of ‘Bachelor’ or Ijazah.
v. The term Kepujian or Honours can only be used for educational programmes at MQF Level
6.
vi. The broad-based programmes with a single major should comprise a minimum of 70% of
technology field-based or technology competency-based, as shown in the Table 1.0.

7
 Table 1.0. Examples of programme nomenclature

MBOT
Technology Competency-
Technology Technology Field-based
based
Field
Information and Bachelor of Computer Science Bachelor of Artificial Intelligence
Computing Technology
Technology
(IT) Bachelor of Information Bachelor of Web Development
System Technology

Bachelor of Computer Science Bachelor of Applied Science in

(Data Analytics) Data Analytics

Diploma in Information Diploma in Network Technology

Technology

Diploma in Software Diploma in Software Testing

Engineering Technology

Certificate in Computer Certificate in Network Technology

Science

Manufacturing Bachelor of Manufacturing Bachelor of Machining

and Industrial Technology Technology
Technology
(ME) Bachelor of Mechatronics Bachelor of Robotics Technology
Technology

Diploma in Mechanical Diploma in Metal Fabrication

Technology Technology

Certificate in Mechatronics Certificate in Welding Technology

Technology

Automotive Diploma in Automotive Diploma in Automotive

Technology (AT) Technology Bodyworks Technology

Electrical and Bachelor of Electrical Bachelor of Electrical Systems

Electronic Technology Maintenance Technology
Technology
(EE) Diploma in Electronics Diploma in Autotronics
Technology Technology

Food Technology Bachelor of Food Science and Bachelor of Technology in Food

(FT) Technology Services

Diploma in Food Technology Diploma in Food Processing

Technology

Chemical Bachelor of Chemical Bachelor of Chemical Technology

Technology (CM) Technology in Physical Testing

Healthcare and Diploma in Biomedical Diploma in Medical Laboratory

Medical Technology Technology
Technology

8
 (HM)

Agro-based Bachelor of Applied Science Bachelor of Technology in

Technology (AF) (Agrotechnology) Precision Agriculture

1.5.1 Programmes with specialisation should comprise 25%—30% of the specialisation courses
and the specialisation fields should be mentioned in bracket. For example, Bachelor of
Science in Computer Science (Software Development).

1.5.2 Programmes with double-major disciplines should comprise 50% of each component and
should use the term “and” to indicate the double-major discipline. For example; Bachelor of
Materials and Manufacturing Technology with Honours.

1.5.3 Programmes with major-minor discipline should comprise 25%—30% of the second
discipline and should use the term ‘“with” to indicate the major-minor discipline. For
example; Bachelor of Computer Science with Maritime Informatics (Honours).

1.6 Academic Programme with Collaboration

For collaboration programmes, TVET provider should not use “in collaboration with” or in Malay
dengan kerjasama in the programme nomenclature. The term should be stated in the academic
transcript.

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9
REQUIREMENTS AND ACCREDITATION CRITERIA

2.0 CRITERIA 1: PROGRAMME DESIGN AND DELIVERY

2.1 Education Provider Vision and Mission

Programmes applying for accreditation through MBOT shall clearly state the TVET provider’s vision
and mission. The purpose of having this clear vision and mission is to specify TVET provider’s
strategies and objectives to position itself in providing the best education and training.

2.2 Programme Educational Objectives (PEOs)

PEOs are broad statements which describes what graduates will ultimately become in their career
after graduation. The PEOs are the specific goals of a programme and should align with TVET
provider’s vision and mission.

Establishing PEOs shall demonstrate the interest of programme stakeholders. Therefore, to ensure
the effectiveness of PEOs, TVET provider shall have a clear key performance indicator for each
PEO, which is agreed upon through proper consultation with the representative stakeholders.

This is crucial to ensure that the programme can produce technologists or technicians who meet
the stakeholders' expectations.

The programmes shall demonstrate a mechanism to monitor and evaluate the PEOs attainment.
Attainment of outcomes can be measured through direct or indirect measurements. Direct
measurement can be conducted through direct information gathered from graduates, whereas
indirect measurement can be conducted through surveys on graduate attainment to stakeholders.

2.3 Programme Relation to TVET provider’s Vision and Mission

Programmes which are applying for technology/technical accreditation shall have a statement that
illustrates their consistency with the TVET provider’s vision and mission. This statement is vital to
ensure that the programmes sustainability is in line with TVET provider’s strategic move.

2.4 Graduate Attributes

The programmes shall have well-documented graduate attributes to describe the abilities that
students should portray upon accomplishment of the programme, which covers knowledge and
attitudes that the future technologist/technician will achieve after completing the programme.

The graduate attributes reflect the commonly known Programme Learning Outcomes (PLOs) which
become the minimal intended targets of student competencies.

The programmes shall demonstrate mechanisms to monitor and evaluate the PLOs attainment.
Attainment of PLOs can be conducted through direct measurement of constructively aligned
courses to the outcomes.

10
Table 2.0 shows the expected generic graduate attributes for students to attain at the end of the
programme to become a GT or QT with respect to the latest MQF.

TVET provider shall publish the PLOs to all stakeholders and consider designing the programmes
with adequate assessments so that it will be transparent in meeting the stakeholders’ expectation.
Evidence of stakeholders’ involvement shall be provided in generating the PLOs programme.

Table 2.0 Indicates students’ generic graduate attributes for GT and QT upon completion of
programme.

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11
 Table 2.0. Students’ generic graduate attributes upon completion of programme
Domain Graduate Technologist Qualified Technician
Bachelor’s degree Advanced Diploma Diploma Certificate
PLO1 - Knowledge Applies technology fundamental Possesses relevant technology Possesses relevant technology Possesses technology
(Cognitive Domain) knowledge to broadly define fundamentals knowledge on fundamentals knowledge on fundamentals basic knowledge
procedures, processes, systems, extended well-defined well-defined procedures and on routine procedures and
and methodologies in the field of procedures and practices in the practices in the field of study. practices in the field of study.
study. field of study.

PLO2 - Practical Proposes and employs current Proposes and employs current Proposes and employs current Proposes and employs current
Skills/Modern Tool tools and techniques to resolve tools and techniques to resolve tools and techniques to resolve tools and techniques to resolve
Usage/ Digital Skills broadly defined / *complex extended well-defined well-defined problems. routine problems.
(Psychomotor Domain) problems. problems.
PLO3 - Analytical, Critical Demonstrates analytical and Establishes investigative and Establishes investigative and Establishes basic investigative
Thinking, Design critical thinking abilities to design significant thinking abilities to significant thinking abilities to and significant thinking abilities
Thinking and Scientific and provides a solution for resolve extended well-defined resolve well-defined problems to resolve routine problems in
Approach / Numeracy broadly defined / *complex problems in the field of study. in the field of study. the field of study.
Skills problems in the field of study.
(Cognitive Domain)
PLO4 - Communication Communicates effectively and Communicates and explains in Communicates and explains Communicates and describes
Skills flexibly in oral and written detail a wide range of viewpoints clearly several viewpoints for simple tasks within familiar areas
(Affective Domain) language for social, academic, for social, academic, and social, academic and and the immediate needs.
and professional purposes. professional purposes. professional purposes.
PLO5 - Social Illustrates the understanding of Illustrates the understanding of Illustrates the understanding of Illustrates the understanding of
Responsibility in Society corresponding issues related to issues related to society and issues related to society and issues related to society and the
and Technologist the society and subsequent subsequent responsibilities subsequent responsibilities subsequent responsibilities
Community responsibilities to the broadly appropriate to the extended appropriate to the well-defined appropriate to the routine
(Affective Domain) defined technology practices. well-defined technology technology practices. technology practices.
practices.

12
PLO6 - Lifelong Learning Acknowledges the requirement Acknowledges the requirement Acknowledges the requirement Acknowledge the requirement of
and Information of professional establishment of career establishment and to of career establishment and to career establishment and to
Management / Personal and to employ independent employ independent continuing employ independent continuing employ continuing learning.
Skills continuing learning in specialist learning in specialised learning in specialised
(Affective Domain) technology. technical knowledge. technical knowledge.

PLO7 - Technopreneurial Illustrates consciousness of Illustrates consciousness of Illustrates consciousness of Illustrate a consciousness of
and Management Skills management and management and management and management and
(Affective Domain) technopreneurial routine in real technopreneurial routine in real technopreneurial routine in real technopreneurial routine from a
perspective. perspective. perspective. real perspective.
PLO8 - Ethics and Illustrates ethical awareness and Illustrates ethical awareness and Illustrates ethical awareness and Illustrate ethical awareness and
Professionalism professionalism. professionalism. professionalism. professionalism.
(Affective Domain)
PLO9 - Teamwork and Illustrates leadership character, Illustrates leadership character Illustrates leadership character Illustrate leadership character
Leadership mentoring and works efficiently and works efficiently in diverse and works efficiently in diverse and work efficiently in a
(Affective Domain) in diverse teams. technical teams. technical teams. technical team.

* For Bachelor’s degree programme in Information and Communication Technology, Cyber Security Technology and Art Design and Creative
Multimedia Technology only, the programme shall emphasise Complex Problem (CP) and Complex Activity (CA) in teaching and learning practices.
1) Complex Problem has some or all of the following characteristics:
CP1: Various parameters involving wide-ranging issues.
CP2: Depth of analysis of the problem with no obvious solution.
CP3: In-depth knowledge of the field of study.
CP4: Involves infrequently encountered issues.
CP5: Uncommon requirement beyond standard practice.

2) Complex Activity has some or all of the following characteristics:

CA1: diverse resources (people, money, equipment, materials, information, and technologies).
CA2: Considering solutions for different parameters.
CA3: Involves creativity and innovation in providing a solution.
CA4: Sustainable solution.

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2.5 Technology / Technical Services

Section 16 of the Act 768 states that the MBOT shall determine the Technology and Technical
Services provisions under the MBOT. Table 3.0 outlines the key services that need to be covered
within each programme.

It is required for bachelor’s degree programmes at MQF Level 6, respectively, denoting the
minimum criteria of GT, to address five technology services. Meanwhile, programmes at MQF
Level 3, Level 4 and Level 5, which signify the minimum criteria of QT, shall address three technical
services. The respective requirement is stipulated in Table 3.0.

Table 3.0. Key services of programme

Technology / Technical Services

Technologist Technician

1. Development N/A

2. Manufacturing N/A

3. Testing 1. Testing

4. Commissioning 2. Commissioning

5. Maintenance 3. Maintenance

The technology and technical services listed in Table 3.0 serve as a guide for TVET provider to
provide the best competency and skills training with respect to the specific field of technology and
technical services. The services are expected to be included in the curriculum design. However,
TVET provider has flexibility to modify the curriculum with strong evidence and justification,
particularly regarding technology advances and coverage of the services supported by authorised
core industries/agencies. Nevertheless, MBOT reserves the right to advise TVET provider and
make changes where appropriate. (Appendix A).

2.6 Programme Development, Design and Delivery

The Programme development shall effectively develop the following processes:

i. Market survey and analysis

Needs analysis shall be carried out through surveys and data analytics from respective
agencies to ensure that the programme meets the stakeholders' demands for programme
sustainability.

ii. Engagement with stakeholders

Evidence of stakeholder's involvement in curriculum design, delivery and assessment are
required to ensure that the programme meets the stakeholders’ expectations and to
continuously improve the key aspects of programme.

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 iii. Programme design and delivery
TVET programmes seeking accreditation shall establish a clear process in designing,
reviewing and evaluating the programme structure. Programme shall ensure that the
content and structure are continually kept abreast with the most current technological
advances, professional practices and international best practices in the field, including the
needs of stakeholders.

It is also important for TVET provider to consider, design and offer programmes which
correspond to future-ready jobs.

The programme shall ensure that the learning outcomes, delivery and assessment are
constructively aligned.

The programme shall adopt appropriate teaching and learning methods to ensure achievement of
the programme PLOs. The programme should demonstrate a proper engagement between
educators and students to ensure students are responsible for their own learning.

Prior to conducting the programme and throughout the programme delivery, TVET provider shall
ensure adequate resources for student placement to guarantee the programme achievement
PLOs.

TVET Programme Structure

The programmes shall be offered in industry mode, which is in the form of cooperative studies or
apprenticeship, adopting work-based learning approach that complies with the minimum
requirement of a programme structure for technologist/technician with regard to the MQF levels as
shown in Table 4.0. A programme is considered as an industry mode if a minimum 20% of the total
credits is offered through real-life work experience courses. In industry mode, students are placed
in industries during their study period and are expected to learn through real industry activities.
This is to expose students to real industrial practice, including the managerial/supervisory, safety,
legal and ethical aspects at work.

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15
 Table 4.0. Minimum requirement of a programme structure of technologist / technician with
respect to the MQF levels

Bachelor Advanced
Diploma Certificate
Degree Diploma
Items (MQF Level (MQF Level
(MQF Level (MQF Level
4) 3)
6) 5)

Minimum Total Graduating

Minimum 120 Minimum 40 Minimum 90 Minimum 60
Credit**

Minimum 3 Minimum 1 Minimum 2 Minimum 1 ¼

Studies Duration
years year years years
Technology Component

Consists of Common Core,

Discipline Core, Final Year
Project, Industrial Training Minimum 92 Minimum 25 Minimum 73 Minimum 45
related to the field of study credits credits credits credits

*Industrial training can be

replaced with other
technology components.

General Component

Consists of MPU courses, Remaining Remaining Remaining Remaining

TVET Provider Compulsory credit credit credit credit
courses, and others.

Theory/Knowledge-based
Minimum Minimum Minimum Minimum
● Technology Component
40% 30% 30% 20%
only
● Face-to-face SLT

Practical/Modern Tool
Usage-based
Minimum Minimum Minimum Minimum
● Technology Component 50% 60% 60% 70%
only
● Face-to-face SLT

++ A programme which combines components of “Discipline & Technology” in its programme nomenclature is expected
to have higher minimum total graduating credit as compared to a programme with “Technology” component only.

16
The programme shall consist of the curriculum components as stipulated in Table 5.

Table 5.0. Required curriculum components

Curriculum components MQF Level

Final year project Compulsory for MQF Level 4 and Level 6

Mini project (stand-alone Highly encouraged for MQF Level 3 and Level
or embedded) 5

Mutual agreement shall be made between TVET provider and industry partners in the programme
delivery.

Programmes that adopt WBL approach shall ensure that the SLT is based on effective learning
time (ELT) for related courses.

Students shall be provided with, and briefed on, current information about (amongst others) the
objectives, structure, outline, schedule, credit value, learning outcomes, methods of programme
assessment, relevant academic policies, regulations and guidelines, empowering students to
navigate their academic journey effectively, make informed decisions, including adhere to
established standards.

The programme shall adopt appropriate teaching and learning methods to ensure achievement of
the programme PLOs. The programme shall ensure adequate resources are established to
guarantee the achievement of programme PLOs, as well as to provide a conducive learning
environment which nurtures scholarly, creative and professional development.

The final year project and mini project aim to develop students’ capacity for independent analyses
and judgements. While running the project, students are expected to use the latest and relevant
techniques and tools practised in the industry. The project report can be made in the form of
individual-based or collaborated-based. For collaborated project reports, TVET provider is
expected to evaluate individual performance to justify outcome attainment through the project.

The programme shall cover the theoretical or practical component of courses embedded in the
curriculum structure of programmes. The programme shall involve a team of instructors, which
comprise a mentor from the industry and a visiting lecturer/supervisor from the university for
teaching and learning activities, including evaluation and assessment during student attachment
at the industry.

It is permitted for the TVET provider opting for the industrial mode to conduct theoretical learning
instructions and assessments weekly or block modules for the students before undergoing real
industrial activities. However, this must also include students’ welfare and learning processes in
achieving the intended learning outcomes.

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3.0 CRITERIA 2: STUDENT ASSESSMENT

The assessment indicates various methods or tools used in evaluating, measuring and
documenting the students' academic readiness, skill acquisition, learning progress or educational
requirements. The assessments may be classified into two types: Continuous assessment and
final assessment. The final assessment shall be evaluated individually.

3.1 Relation between Assessment and PLOs

The assessment alignment to PLOs shall be appropriately implemented.

3.2 Assessment Regulation and Policies

The TVET provider shall clearly define the regulations & policies of assessments, such as the
mechanisms to provide feedback on the student achievement and performance, management of
the final examination processes, including but not limited to vetting and moderation, input from an
external advisor, strong room regulations, grading systems, appeal mechanisms, endorsement of
results as well as attainment of learning outcomes, academic regulation handbook, records
reporting student assessments, and student performance feedback.

3.3 Assessment Process

TVET provider shall have appropriate process of designing, implementing, evaluating and
reviewing the assessment methods as displayed in Figure 2.0. The process shall involve respective
internal and external stakeholders. TVET provider shall have mechanisms to review the
assessment methods, such as appointment of respective committees, data collection, analysis and
documentation processes.

Figure 2.0. Assessment Development Process

18
The principles of constructive alignment shall be adhered in defining learning outcomes and
aligning outcomes with assessments, teaching strategies and learning activities.

3.4 Assessment Methods

The assessment methods shall signify progress as well as the final evaluation of each course.
Combination of multiple evaluation approaches shall indicate accomplishment of the learning
outcomes.

For any group activities, the number of students per group shall not exceed five students. Fairness
mechanism should be in place for any group activities to encourage individual learning.

Programme assessment methods shall confirm that an individual can satisfactorily perform a
specific skill or competency in accordance with standards set by the industry. Assessment of
learning outcome cannot be adequately measured through traditional means such as paper
examination. Instead, more emphasis should be given in finding suitable means to demonstrate
learners’ capacity to carry out assigned tasks competently in the workplace.

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19
4.0 CRITERIA 3: STUDENT SELECTION AND SUPPORT SERVICES

Policies and procedures on student selection and appeals shall be established and made
accessible to stakeholders.

For PA, TVET provider shall plan to provide access to student support services, both on campus
and at workplace, including counselling, career advice, healthcare and students’ welfare. In order
to assist the students’ life on campus and establish self-character development, facilities such as
hostels, cafeteria, CCTV, sport and recreational centres, health centres, student centres, and
transportation, should be satisfactory.

For FA, TVET provider shall ensure access to student support services, both on campus and at
the workplace.

4.1 Students Selection

The programme shall have minimum student entry requirement as follows:

Certificate in Technology or equivalent (MQF Level 3) - At least one of the followings:

i. Pass Skills Certificate MQF Level 2
ii. Pass SPM or equivalent with a minimum one credit in any subject
iii. Pass SPM or enrol bridging programme for students without SPM (with approval of
respective ministry only)
iv. APEL A as prescribed by MQA
v. Other recognised qualifications or equivalent.

Diploma in Technology or equivalent (MQF Level 4) - At least one of the followings:

i. Pass Certificate MQF Level 3 with a minimum CGPA 2.00 or equivalent
ii. Pass SPM or equivalent with a minimum of three credits in any subject
iii. Pass a minimum of one semester pre-diploma programme with SPM or equivalent with a
minimum of three credits in any subject
iv. Pass STPM or equivalent with a minimum Grade C (CGPA 2.00) in any subject
v. Pass STAM (Grade Maqbul) or equivalent
vi. APEL A as prescribed by MQA
vii. Other recognised qualifications or equivalent.

Advanced Diploma in Technology or equivalent (MQF Level 5) - At least one of the

followings:
i. Pass Diploma MQF Level 4 with a minimum CGPA of 2.00 or equivalent
ii. Other recognised qualifications or equivalent.

Bachelor of Technology or equivalent (MQF Level 6) - At least one of the followings:

i. Pass Diploma MQF Level 4 with a minimum CGPA of 2.00 or equivalent
ii. Pass Advanced Diploma MQF Level 5 with a minimum CGPA of 2.00 or equivalent
Pass STPM or equivalent with a minimum Grade C (CGPA 2.00) in two subjects
iii. Pass Matriculation/ Foundation with a minimum CGPA of 2.00 or equivalent
iv. Pass STAM (Grade Jayyid), or its equivalent
v. APEL A as prescribed by MQA

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 vi. Other recognised qualifications or equivalent.

Student selection shall comply with the stipulated minimum entry requirements for the
programme.

4.2 Articulation Regulations, Credit Transfer and Course Exemption

The programme shall have well-defined policies, regulations and processes of articulation
practices, credit transfers and course exemptions. Policies, regulations, and processes should be
established and accessible to stakeholders.

4.2.1 Student transfer

TVET provider shall have well-defined policies and mechanisms to facilitate students’
mobility which may include student transfer within and between institutions. Related
policies and mechanisms should be accessible to the stakeholders. TVET provider shall
ensure that the inbound students have the capacity to follow the programme structure
successfully.

4.2.2 Credit Transfer

i. Credit transfer can be implemented in two categories as follows:

a. Vertical – credit transfer from a lower to a higher qualification level.

b. Horizontal – credit transfer from the same qualification level, such as from
certificate to certificate/diploma to diploma/bachelor’s degree to bachelor’s
degree.

ii. Credit transfer must be based on course mapping shall be as follows:

a. Passing grade – minimum Grade C; and

b. Course curriculum similarity – at least 80% of course content or outcomes, and
c. Credit value – equivalent to credit currency of respective countries (if
applicable) and
d. Credit transfer courses must be accredited or recognised programmes from
authorised bodies in the respective countries (if applicable).

iii. Vertical credit transfer policy is based on the following situations:

a. A maximum of 30% credit transfer from certificate to diploma level is allowed.

b. A maximum of 30% credit transfer from a diploma to a bachelor's degree is
allowed. Presuming that the programme curricula have been designed (home-
grown or through formal collaboration partners) to ensure continuity, coherence,
and completeness from diploma to bachelor’s degree. In that case, the
maximum credit transfer allowed is 50% or, subject to the latest National Credit
Transfer Policy.
c. A maximum of 50% credit transfer from advanced diploma qualification (with
diploma qualification) or equivalent to bachelor’s degree is allowed.

21
 d. Credit transfer from a higher (e.g., bachelor’s degree) to a lower qualification
level (e.g., diploma) is not allowed.

iv. Horizontal credit transfer policy is based on the following situations:

a. Credit transfer is allowed for a student who wants to change to another

programme in the same field. If the change is within the same TVET provider,
there is no credit transfer limit, but it is subjected to the established credit
transfer requirement. On the other hand, if the change is at a different TVET
provider, the percentage of the credit transfer is subjected to one semester of
student’s residential requirement.
b. Credit transfer (including compulsory courses) is not allowed for a student that
has failed in the programme of study and plans to pursue the study in other
programme at the same level of academic qualification.
c. Credit transfer is allowed to students that discontinue the programme and plan
to resume their studies in another TVET provider at the same qualification level.
d. Credit transfer is not allowed for students that failed their studies and want to
resume their studies but in another TVET provider at the same qualification
level.

4.3 Student Support Services and Welfare

TVET provider shall ensure that student welfare is well taken care of during industrial attachment.

Student support services and student welfare shall be supported with adequate and qualified
administrative personnel. Provided support services should be supervised and benchmarked
against other similar institutions, whereby essential strategies should be established to boost the
quality of services.

4.3.1 Student Representative

TVET provider shall have well-defined regulations and processes for students to establish
the representative organisation.

Established student representative organisations shall function well to provide essential

managerial and leadership experiences and character-building amongst students.

4.3.2 Alumni

TVET provider shall have active linkages with alumni to support the development, review
and continually improve the programme. The programme should have access to an
updated alumni registry containing information related to their latest employment,
continuing study, and professional activities.

22
5.0 CRITERIA 4: TEACHING AND SUPPORT STAFF

TVET provider shall have adequate and qualified teaching, technical and administrative staff.

5.1 Teaching Staff

5.1.1 Qualification

TVET provider shall have a recruitment policy, criteria and other related processes for
teaching staff as outlined in Table 6. The recruitment process has to ensure that the fields
of expertise of the teaching staff are relevant to the programme offered.

Table 6.0. Qualification requirements of teaching staff

Qualification/ Qualifications of Teaching Staff

MQF Level
Certificate/ MQF Level 3 MQF Level 4 TVET diploma in the relevant fields; or

MQF Level 4 diploma in the relevant fields with one

year of related industrial experience; and

TVET teaching competency.

Diploma/ MQF Level 4 MQF Level 5 TVET advanced diploma in the relevant
fields; or

MQF Level 5 advanced diploma in the relevant

fields with two years of related industrial experience;
or

MQF Level 6 TVET bachelor’s degree in the relevant

fields; or

MQF Level 6 bachelor’s degree in the relevant field

with one year of related industrial experience; and

TVET teaching competency.

23
 Advanced Diploma/ MQF MQF Level 5 TVET advanced diploma in the relevant
Level 5 field with one year of related industrial experience; or

MQF Level 5 advanced diploma in the relevant fields

with two years of related industrial experience; or

MQF Level 6 TVET bachelor’s degree in the relevant

field; or

MQF Level 6 bachelor’s degree in the relevant field

with two years of related industrial experience;

and TVET teaching competency.

Bachelor’s Degree / MQF For theoretical component:
Level 6 MQF Level 7 master’s degree in the relevant fields;
and

For practical component:

MQF Level 6 TVET bachelor’s degree in the relevant
fields with one year of related industrial experience;
or

MQF Level 6 bachelor’s degree in the relevant fields

with two years of related industrial experience; and

TVET teaching competency.

TVET provider shall appoint industry mentors to assist students with experiential learning
in the industry. TVET provider shall train the industry mentors to ensure quality teaching
and learning activities are established.

5.1.2 Professional Qualification

TVET provider shall ensure all qualified teaching staff register as GT or QT. At least one
teaching staff of the programme shall be a Ts. or Tc. If this is not met, TVET provider shall
show effort towards complying with these criteria.

5.1.3 Training and Industrial Experience

TVET provider shall ensure teaching staff keep abreast with latest practices by
accumulating at least one- month industrial activities in every two years.

5.1.4 Technology and Technical Services

A clear policy and mechanism on teaching staff involved in technology/technical services

shall be in place.

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5.1.5 Staff Student Ratio

Staff to student ratio is an essential component in effort to produce competent graduates.

To start a programme, it shall have the minimum full-time staff in relevant fields as follows:

i. For bachelor’s degree programmes, the staff-to-student ratio shall be at least 1:20
with a minimum of six full-time teaching staff in the field of programme
ii. For advanced diploma programmes, staff-to-student ratio shall be at least 1:20 with
a minimum of two full-time teaching staff in the programme field.
iii. For diploma programmes, staff-to-student ratio shall be at least 1:20 with a minimum
of four full-time teaching staff in the programme field.
iv. For certificate MQF Level 3 programmes, the staff-to-student ratio shall be at least
1:20 with a minimum of three full-time teaching staff in the programme field.

For the full-time and part-time staff ratio, at least 60% of the teaching staff is full-time.

5.2 Technical Support Staff

The technical support staff are classified as staff who are not directly involved in teaching the
students. Alternatively, they assist the teaching staff during teaching and learning activities to
ensure effective delivery.

5.2.1 Qualification

TVET provider shall have a recruitment policy and criteria for the technical support staff.
The qualification of the support staff should be relevant to the intended job specifications.

5.2.2 Continuous Professional Development

All qualified technical support staff in the programme should register as QT. If this is not
met, TVET provider must plan for the technical support staff to attend and complete proper
competency training relevant to the job scope.

TVET provider must have a continuous professional development scheme to ensure the
staff keep up-to-date with the latest practices.

5.2.3 Adequacy of Technical Support Staff

Each teaching facility shall be adequately staffed to enable its intended function and
compliance with safety requirements.

5.3 Administrative Support Staffs

TVET provider shall allocate a sufficient number of administrative support staff for the
programme.

25
5.3.1 Qualification

TVET provider shall have a recruitment policy and criteria for administrative support staff.
The qualification of the support staff should be relevant to the intended job specifications.

5.4 Staff Industry Engagement

TVET provider shall provide a clear guideline for encouraging industry engagement amongst the
teaching and technical support staff. TVET provider shall have a continuous industry engagement
to ensure teaching and learning activities are industry relevant.

5.5 Staff Evaluation and Appraisal

TVET provider shall have an assessment system for staff annual evaluation and appraisal. TVET
provider shall have a mechanism for students to evaluate the quality of teaching and learning
activities.

5.6 TVET Teaching Competency

All teaching staff shall have appropriate competency for teaching practical-oriented courses
within the programme. TVET teaching competency can be obtained through internal or external
structured training.

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26
6.0 CRITERIA 5: EDUCATIONAL RESOURCES

Educational resource refers to physical facilities and financial resources to support the delivery
of programme and technology/ technical services. The programme shall have sufficient and
appropriate educational resources to ensure its effective delivery.

It is essential that students utilise and benefit from the educational resources made available.
TVET provider shall ensure that safety factors are considered in the educational resources
planning and operation. TVET provider shall also ensure that environmental, sustainability,
cultural, professional, ethical and legal factors are considered in the planning and operation of
educational resources.

6.1 Physical Educational Facilities

The physical facility is the infrastructure in which teaching and learning activities take place. This
includes, but is not limited to, classrooms, workshops, laboratories, libraries, internet connections,
software, and relevant equipment with regular maintenance. The programme shall ensure the
quality, availability, relevancy and utilisation of facility.

Adequate and suitable experimental and practical facilities shall be accessible since technology
programmes acquire substantial practice-oriented learning. This is to ensure that the students
experience practice-oriented learning. TVET provider is allowed to arrange the physical facilities
with external parties or to arrange the scheduling to ensure the adequacy of physical facilities for
teaching and learning activities.

6.2 Technology/ Technical Services and Innovation

TVET provider shall have adequate facilities and resources to encourage staff in providing
technology/technical services to community and industry.

6.3 Financial Resources

Financial resources include all funds to conduct the programme. The programme shall
demonstrate financial viability and sustainability for the operation and maintenance of
programme.

27
7.0 CRITERIA 6: PROGRAMME MANAGEMENT

Programme management controls the programme resources, including staff, finances and
facilities, in order to achieve its objectives. Programme management requires good governance,
inspiring leadership and detailed record management while adopting a professional, ethical work
culture that seeks continuous improvement and emphasises safety, environmental and
sustainability factors.

7.1 Programme Governance

Governance refers to structure, policies and procedures designed to ensure accountability,

transparency, responsiveness, stability, equity and inclusiveness, empowerment, and broad-
based participation.

The programme shall have a governance structure supported by staff or committees that include
industry partners to perform various functions. Policies and procedures shall be established,
published, and implemented.

7.2 Programme Leadership

TVET provider shall appoint qualified and dedicated leaders in related fields to provide directions
and manage resources to ensure the programme stays aligned with its mission, identity, and the
stakeholders’ requirements.

7.3 Records Management

Records management refers to a set of activities for efficient monitoring of the creation,
distribution, usage, maintenance and disposal of recorded information declared as
documentation of the programme activities and transactions.

TVET provider shall maintain students’ records related to their admission, performance,
completion and graduation as well as preserve them for future reference. TVET provider shall
maintain a proper record of staff academic qualification, appointment, training, appraisal and
other related documents.

28
8.0 CRITERIA 7: QUALITY MANAGEMENT SYSTEM

Elements of the quality management system include governance and institutional support,
stakeholders’ involvement, curriculum review, as well as facilities planning and management.

8.1 Quality Assurance

TVET provider shall establish structure and processes to manage the programme quality
assurance

8.1.1 Governance Support

TVET provider shall establish a dedicated unit or committee to oversee and coordinate
quality assurance deliverables through shared responsibility, accountability, consistency,
and transparency in assuring the programme quality.

8.1.2 Institutional Support and Resources

TVET provider shall ensure available support and resources (including system, staff,
financial and infrastructure) are adequate to support quality assurance activities.

8.2 Stakeholder’s Engagement in Programme Review

Feedback from stakeholders, including students, alumni, employers, professional bodies and
teaching staff, shall be obtained to continuously improve the programme quality.

8.2.1 Programme advisory committee

TVET provider shall have a monitoring and review programme advisory committee with
representatives from the industry and academia related to the programme. One of the
industry advisors and one of the academic advisors shall be a Ts. or Tc. registered under
MBOT.

8.2.2 Student Representatives

Student representation enables students to provide feedback to improve the programme

quality.

8.3 Monitoring, Review and Evaluation

Programmes shall continually be monitored, reviewed, and evaluated, including TVET provider’s
governance, institutional processes, curriculum structure, teaching and learning activities, as well
as student and graduate outcomes attainment.

8.3.1 Examination Committee

The Examination Committee shall periodically monitor, evaluate, review student

performance as well as outcome attainment.

29
8.4 Benchmarking

The programme shall conduct benchmarking in searching, learning, adapting, and implementing
the best practices with other reputable institutions to ensure a comparable programme quality.

8.5 Continual Quality Improvement

The programme shall regularly and systematically be assessed and evaluated for CQI.

TVET provider shall provide appropriate evidence of the following activities for CQI:

i. Periodic analysis on programme educational objective achievement

ii. Periodic analysis on student outcome attainment
iii. Periodic departmental analysis on teaching and learning activities
iv. Periodic analysis of students’ feedback on teaching and learning activities
v. A comprehensive review of curriculum at least once every programme cycle
vi. Quality evaluation by an external assessor at least once every two years
vii. Quality evaluation by the programme advisory committee at least once every two years.

TVET provider shall take remedial actions by continually improving the following:

i. Programme design and delivery

ii. Student assessment
iii. Student selection and support services
iv. Teaching and support staff
v. Educational resources
vi. Programme management
vii. Quality management system.

30
9.0 ACCREDITATION

Programme accreditation is carried out through three types of evaluation, namely PA, FA and
compliance accreditation (CA). Each type has a different quality focus, depending on the state of
development, delivery and progression of programme.

i. PA emphasises the curriculum design and the programme delivery preparatory

arrangements. The PA process is conducted through the desktop audit However, MBOT
reserves the right to make an accreditation visit if the condition requires.
ii. FA evaluation is conducted through evidence-based and verifies the actual delivery of
programme and the availability of support systems during the programme implementation.
FA is granted to a programme that has gone through PA or entered a new FA cycle. The
FA process is conducted through an accreditation visit to the respective TVET provider.
iii. CA focuses on compliance with the specific requirements specified by MBOT upon
approval of FA within the same accreditation cycle. CA can be divided into two categories,
i.e., continuing accreditation and extending accreditation. Both accreditations are granted
to the programme that has been accorded the FA and applicable for extension of the
accreditation period in the same cycle, respectively, in accordance with the state of
compliance of conditions stipulated by MBOT based on previous evaluation. The CA
process is conducted through the desktop audit or accreditation visit, depending on the
required condition.

9.1 Accreditation Process

MQA is responsible for the accreditation process of PA while MBOT is responsible for FA and
CA. The process starts with submission of accreditation documents to MQA by TVET provider for
PA and FA. Panels for PA, FA and CA are appointed in accordance with the respective MBOT
fields. MBOT will recommend PA panel to MQA for appointment. Meanwhile, MBOT is
responsible for appointing the FA panel. The CA documents must be submitted directly to MBOT,
which subsequently appoint the CA panel.

The evaluation of the programme quality for PA, FA and CA will be carried out based on provided
evidence. TVET provider is responsible for providing evidence in evaluating the programme
planning and implementation. Based on the evaluation, TVET provider will be informed of the
findings and officially notified by MBOT of TVET provider’s opportunity to rebut the AP’s findings
before making recommendations to MBOT. Table 7.0 shows the results of accreditation.

Table 7.0. Results of accreditation

Accreditation Process

MBOT submits recommendations to MQA for approval. then, the result will
PA be notified by MQA to TVET provider. Upon approval, MBOT will receive
a copy for accreditation record and is then published in MBOT website.

MBOT submits results to MQA. Then, the result will be notified by MQA to
FA & CA TVET provider. The result will finally be registered in the Malaysian
Qualifications Register (MQR) and is then published in MBOT website.

31
9.1.1 Provisional Accreditation

TVET provider requires to submit the Self-Review Report (SRR) 01 to MQA.

9.1.2 Full Accreditation and Compliance Accreditation

TVET provider shall submit the SRR02 to MBOT through MQA in six months prior to the
first student cohort of programme completion.

For CA, TVET provider shall submit the application not later than six months before the
date of the accreditation approval letter ends.

Meanwhile, for New Cycle accreditation, TVET provider shall submit the application six
months prior to expiry of the initially approved FA period for the accreditation cycle.

Based on the evaluation made by AP, TVET provider shall make remedial actions to meet
the requirements for improvement. MBOT will decide an accreditation period based on
the improvement made.

MBOT decides the FA period, a maximum of six years, depending on the quality
implementation of the programme.

For programmes approved with five years of accreditation, TVET provider may apply for
an SRR03 to extend the accreditation period for one year to complete the FA cycle. For
programmes approved with one year - four years of accreditation, TVET provider may
apply for a SRR04 to continue additional years of accreditation for completing the FA
cycle. SRR03 and SRR04 must be submitted to MBOT. Otherwise, TVET provider may
opt to apply for a new cycle of FA by submitting a new SRR02.

For Deferment Accreditation, SRR05 must be directly submitted to MBOT within six
months subjected to MBOT discretion. Failure to do so may result in the accreditation
being rejected or revoked.

TVET provider may appeal for the denied accreditation result to MBOT for the attention of
the Appeal Committee. The Appeal Committee will review and propose recommendations
to MBOT for the final decision.

Pre- Accreditation Visit

Prior to the accreditation visit, MBOT will review the pre-assessment report made by APs
and may request additional documents to be prepared by TVET provider before the visit.
TVET provider may provide additional documents and information within a specified
period before the visit.

32
 Accreditation Visit

For FA (including evaluation for new cycle accreditation), the primary objective of the
accreditation visit is to verify the evidence is in accordance with the statement claimed by
the TVET provider in the SRR02 and additional provided documents as proof of the quality
of services within the programme. A visit may also verify a qualitative evaluation of factors
that are not clearly documented in written form, including facilities inspection.

CA is to verify the improvements made by TVET provider based on the requirements

imposed by MBOT through previous evaluation. Table 8.0 shows the schedule of FA visit,
while Table 9.0 shows the schedule for CA visit.

Table 8.0. The FA schedule for accreditation visit

Day 1

Time Activity

8.30 am – 8.45 am Coordination meeting with secretariat and AP

Briefing by TVET provider on the background of TVET provider and

8.45 am – 9.30 am
involved programmes

Visit to facilities, such as library/resource centre, laboratories,

9.30 am – 11.30 am workshops related to the programme and lecture halls, including a
meeting with responsible officers

11.30 am – 1.00 pm Document review by AP with programme leader

1.00 pm – 2.00 pm Break

2.00 pm – 3.30 pm Document review by AP with programme leader

3.30 pm – 4.15 pm Group meeting with students and AP

4.15 pm – 5.00 pm Meeting of student representative council with AP

5.00 pm End

Day 2

Time Activity

8.30 am – 9.00 am Coordination meeting with secretariat and AP

Meeting of teaching staff with AP and review of course portfolios,

9.00 am – 10.00 am
examination papers and answer sheets

10.00 am – 10.30 am Online meeting of industry mentors with AP

10.30 am – 11.30 am Meeting of programme leader with AP

Triangulation session with the head of quality assurance unit and

11.30 am – 12.30 pm
top management (allocation, planning, quality monitoring)

33
12.30 pm – 1.00 pm Coordination meeting with secretariat and AP

1.00 pm – 2.00 pm Break

2.00 pm – 3.30 pm Preparation assessment report (individual) by AP

3.30 pm – 4.30 pm Closing meeting with programme (two-way communication)

4.30 pm – 5.00 pm Closing meeting with TVET provider (one-way communication)

5.00 pm End

Table 9.0. The CA schedule for accreditation visit

Time Activity

8.30 am – 9.00 am Coordination meeting with secretariat and AP

9.00 am – 11.00 am Document review by AP

Meeting with relevant parties (if necessary) example: programme

11.00 am – 12.00 pm coordinators, academic staff, student affairs department, dean, and
department heads

Visit to facilities, such as library/resource centre, laboratories,

12.00 pm – 1.00 pm workshops related to the programme and lecture halls, including
meeting with responsible officers

1.00 pm – 2.00 pm Break

Coordination meeting with secretariat and AP

2.00 pm – 3.00 pm
Preparation assessment report by AP

3.00 pm – 4.00 pm Closing meeting with programme (two-way communication)

4.00 pm – 5.00 pm Closing meeting with TVET provider (one-way communication)

5.00 pm End

Exit Meeting

It is expected to have two exit meetings during the accreditation visit, namely exit meetings
at the programme level and TVET provider level.

Exit meeting at the programme level is intended for AP to give insight findings of the
accreditation visit based on findings. The purpose of the meeting is to give chance for AP
to verify the findings with the programme leader as well as for programme leader to give
final feedback for any highlighted concerns by the AP and may provide new evidence
which may change the outcomes. This is a two-way communication of both parties to
deliberate the outcomes.

34
 Exit meeting at TVET provider level is conducted in a one-way communication method for
the Chairman of AP to give a brief on finding to TVET provider top management for their
information of the accreditation visit.

Post- Accreditation Visit

At the end of the visit, the APs will make recommendations through a formal report to
MBOT. The AP should not engage with TVET provider personally after a visit; any
additional document after a visit is unacceptable.

9.2 Submitted Document

All documents provided for the accreditation process is verified by all respective level
management within the TVET provider. Programme management is accountable for all the
information and document provided in the accreditation process.

Any false information provided by TVET provider in any form which misleads during the
accreditation process commits an offence and shall be liable for any claim subject to the
applicable law.

TVET provider are required to submit the SRR based on the accreditation type as indicated in
Table 10.0.

Table 10.0. Type of accreditation and SRR

No Accreditation SRR

1 Provisional Accreditation SRR01

2 Full Accreditation SRR02

3 Extending Accreditation SRR03

4 Continuing Accreditation SRR04

5 Deferment Accreditation SRR05

6 Curriculum Review SRR06

7 Dual Degree / Offshore SRR07

9.3 Accreditation Panel

AP are appointed by the MBOT to represent the MBOT as an independent person to conduct an
evidence-based evaluation of the programme quality management practised by TVET provider
accordingly.

The main task of the AP is to verify that the policies and standards are in agreement with the
programme delivery. Verification involves the assessment of the quality assurance procedure
efficiencies. The AP evaluate the execution of these procedures in relation to the accomplishment
of the expected programme learning outcomes.

35
Members of the AP are nominated, depending on the type, level and discipline of the programme
to be assessed, as well as the availability, suitability, expertise, experience and neutrality of the
prospective panel members.

9.4 Appeal Procedures

TVET provider may appeal to MBOT for the denied accreditation result to review the decision in
two weeks of the official result.

Depending on the Appeal Committee's decision, TVET provider may be required to bear all the
expenses if applicable. Furthermore, TVET provider may be required to submit new documents
or information to support the application.

9.5 Revision of Programme

All programmes are required to undergo CQI within the programme to keep abreast of
technological advances. For any changes less than 30%, TVET provider is required to inform
MBOT. However, for more than 30% of changes, TVET provider needs to get approval from
MBOT for the changes. Failure to do so may result in accreditation being revoked.

9.6 Conflict of Interest

All parties are believed to perform their task professionally. Any possible conflicts of interest
concerning the accreditation process must be informed to MBOT. Failure to do so may result in
legal liability and MBOT is not responsible for negligence of the parties involved.

9.7 Confidentiality

All information provided throughout the accreditation process is confidential and classified. All
parties involved in the process are required to maintain confidentiality unless a written permission
is obtained from relevant parties. Failure to do so may result in legal liability and MBOT is not
responsible for negligence of the parties involved.

9.8 Expenses

All accreditation expenses will be borne by TVET provider accordingly. MBOT always practices
the ethical values with integrity.

9.9 Publication of Accreditation Status

All accreditation results will be informed to TVET provider in writing. All accreditation results are
available and accessible to the public in MQR or MBOT portal. TVET provider is required to
ensure all the information displayed in MQR or MBOT is consistent in both portals.

10.0 STANDARD REVISION

MBOT reserves the right to make any amendments to the standard at any time. Any recent
amendments will be communicated to all TVET provider prior to enforcement.

36
References

Technology and Technical Accreditation, Malaysia Board of Technologist (2019)

Technology and Technical Accreditation (TTAC) Manual, Malaysia

Ministry of Higher Education

MOHE (2009 - 2020). Kompilasi Dasar Jaminan Kualiti Pendidikan Tinggi 2009-2020 (Edisi
Ketiga)
JPT KPT (2018). Garis Panduan Pembangunan Program Akademik Universiti Awam (UA) Edisi
Kedua

Malaysian Qualifications Agency

MQA (2018). Code of Practice for Programme Accreditation, Second Edition
MQA (2018). Malaysian Qualifications Framework – MQF 2nd Edition
MQA (2019). Code of. Practice for TVET Programme Accreditation

Department of Skills Development, Ministry of Human Resources

JPK (2011). Kod Amalan Pentauliahan Program Kemahiran (KAPPK) Malaysia
Ministry of Education (2015). Malaysia Education Blueprint 2015-2025 (Higher Education)

Accreditation Agency Specialised in Accrediting Degree Programs in Engineering,

Informatics, the Natural Sciences and Mathematics
ASIIN (2015). Criteria for the Accreditation of Degree Programmes – ASIIN Quality Seal
(Engineering, Informatics, Architecture, Natural Sciences, Mathematics, individually and in
combination with other Subject Areas, ASIIN Germany

Accreditation Board for Engineering Education of Korea

ABEEK (2015). Criteria For Accrediting Engineering Programs (KEC2015)

Australian Computer Society

ACS (2016). Professional Level and Advanced Professional Level Programs

Accreditation Board for Engineering and Technology

ABET (2018). 2019-2020 Criteria for Accrediting Programs

American Society for Engineering Education

ASEE (2017). Schall, S. O. Engineering the accreditation process. American Society for
Engineering Education. Paper ID#20279

United Nations Educational, Scientific and Cultural Organisation

UNESCO (2015), “Level-setting and recognition of learning outcomes: The use of level
descriptors in the twenty-first century”, UNESCO, Paris.

Association for Computing Machinery

ACM (2021). IS2020 A Competency Model for Undergraduate Programs in Information Systems

37
Appendix

Appendix A - Expected Technology and technical competencies for the 24 MBOT technology
fields

(The rest of this page is intentionally left blank)

38
 Appendix A

The following are the standard technology and technical competencies for the 24 MBOT technology fields:

1. Biotechnology Technology Profiles

Biotechnology is the use of living system to develop, modify or make products which consist of healthcare, agriculture and industrial or manufacturing.

Technology Expected Technical

Technology Fields Expected Technology Competency Technical Profiles
Profiles Competency
BIOTECHNOLOGY Development ● Cell culture / tissue culture
● Screening and selection
● Natural Chemistry
● Sequencing and cloning
● Experimental design
● Bioethics and Biosafety
NOT APPLICABLE
Manufacturing ● Any competency related to
fermentation/ breeding/ extraction/
biomolecular
● Proof of concept/ prototype
● Process of product registration and
certification

Testing ● Bioanalytical testing including cell/ Testing ● Bioanalytical testing including

tissue viability, product efficacy, cell/ tissue viability, product
product effectiveness, contamination efficacy, product effectiveness,
testing contamination testing
● Test selection and planning ● Data collection

Commissioning ● Commissioning planning Commissioning ● Verification & calibration

● Process scale-up ● Instrument operation
● Technology transfer ● Reporting
● Verification & Calibration

Maintenance ● Planning of maintenance schedule Maintenance ● Maintenance process

39
 ● Data analysis and improvement ● Reporting
planning for product maintenance

2. Chemical Technology Profiles

Chemical technology is the use of or organic or inorganic material to develop, modify, service, produce or manufacture which consists of chemical
commodity and specialty/fine chemical or analytical services.

Technology Expected Technical

Technology Fields Expected Technology Competency Technical Profiles
Profiles Competency
CHEMICAL Development ● Planning and implementation
TECHNOLOGY ● Experimental design and optimisation
● Process improvement
● Safety (OSHA)
● Proof of concept/Prototype NOT APPLICABLE

Manufacturing ● Quality control (product, process,

plant - manufacturing)
● Quality approach concept

Testing ● Data analysis Testing ● Standard measurement

● Test selection and planning ● Standard testing
● Testing procedure ● Data collection
● Diagnosis procedure ● Standard diagnostic

Commissioning ● Calibration, verification, and validation Commissioning ● Standard operating procedure

● Commissioning planning ● Installation
● Handover planning/process (checklist) ● Reporting

Maintenance ● Planning of operating schedule Maintenance ● Verification techniques

● Operation and maintenance planning ● Shut down and start-up
● Operation and maintenance checklist ● Perform maintenance task
● Maintenance reporting ● Pre/post for operation
● Improvement planning for product ● Complete service report
maintenance

40
 3. Food Technology Profiles
Food Technology is the application of science and technology related to principles and techniques that involve physical, chemical, and microbiological
aspects in the processes of manufacturing, processing, preservation, packaging, distribution, bioprocess, and safety for safe food production and
human consumption.

Technology Expected Technical

Technology Fields Expected Technology Competency Technical Profiles
Profiles Competency
FOOD Development ● Apply “Design Thinking”
TECHNOLOGY concept/element/approach
- perform idea generation and
selection
- design and determine proof of
concept
- develop prototype
- determine basic product
characteristics (sensory
evaluation, packaging, storage /
shelf life, Physico-chemical NOT APPLICABLE
testing)
- perform market testing
● Perform and analyse feasibility study

Manufacturing ● Plan, designed and monitor unit

operation (process, plant layout,
machinery)
● Perform pilot scale testing
● Able to plan and run the
manufacturing process during actual
practice

Testing ● Plan, analyse and interpret Physico- Testing ● Perform Physico-chemical

chemical testing, microbiological testing, microbiological testing,
testing and sensory evaluation and sensory evaluation

41
 Commissioning ● Plan and determine raw material and Commissioning ● Perform and monitor raw
packaging specification, processing material and packaging
parameters, product specification, specification, processing
quality control, quality assurance, parameters, product
packaging design and labelling specification, quality control
and quality assurance

Maintenance ● Determine and establish the control Maintenance ● Execute and monitor the
of operation through standard control of operation through
operating procedure standard operating procedure
● Establish and manage food safety ● Perform and monitor food
program / management system safety program / management
(GMP, HACCP, food security, etc.) system (GMP, HACCP, food
security, etc.)

4. Agro-Based Technology Profiles

Application of technology which involves in production, services and postharvest handling related to agriculture

Technology Expected Technical

Technology Fields Expected Technology Competency Technical Profiles
Profiles Competency
AGRO-BASED Development ● Problem identification
TECHNOLOGY ● Propose solution
● Experimental design
● Risk analysis
NOT APPLICABLE
Manufacturing ● Configure of concept/prototype/
system
● Proof of concept/prototype/system
● Quality approach concept

Testing ● Test selection and planning Testing ● Carry out standard testing
● Testing procedure ● Carry out standard diagnosis
● Diagnosis procedure

42
 ● Verification and calibration ● Collect data from fields trials
(sampling/measurements/lab
test)

Commissioning ● Commissioning planning Commissioning ● Carry out commissioning task

● Handing over planning/process ● Reporting

Maintenance ● Planning of maintenance schedule Maintenance ● Perform maintenance task

● Maintenance process ● Pre/post for maintenance
● Planning of improvement for operation
product maintenance ● Complete service/maintenance
report

5. Automotive Technology Profiles

Automotive Technology is an application, method and process of automotive industry which involves design, development, manufacturing, marketing,
maintenance, and servicing.

Technology Expected Technical

Technology Fields Expected Technology Competency Technical Profiles
Profiles Competency
AUTOMOTIVE Development ● Concept generation and selection
TECHNOLOGY ● Sketching
● Drawing
● Modelling
● Feature List and Engineering Bill of
Material (eBOM) selection NOT APPLICABLE
● Vehicle architecture

Manufacturing ● Geometry, dimensioning, tolerance

● Fabricate/prototype
● Manufacturing Bill of Material
(mBOM) Selection

Testing ● Test selection and planning Testing ● Standard testing

(procedure) ● Data collection

43
 ● Testing procedure ● Standard diagnostic
● Diagnosis procedure

Commissioning ● Commissioning planning (site) Commissioning ● Installation

● Handover report ● Reporting

Maintenance ● Plan maintenance schedule Maintenance ● Perform maintenance

● Maintenance process (checklist) ● Reporting
● Analysis and improvement planning

6. Aerospace and Aviation Technology Profiles

Aerospace covers the industrial activities that relate to design, development, manufacturing, construction, maintenance & disposal of aircraft,
spacecraft, missiles and rockets. Aviation covers the industrial activities that relate to operations of aircrafts and its supporting functions.

Technology Expected Technical

Technology Fields Expected Technology Competency Technical Profiles
Profiles Competency
AEROSPACE AND Development ● Project management
AVIATION ● Product design and Computer Aided
TECHNOLOGY Design (CAD)
● Product Life Cycle Management
(PLM)
● Stress analysis
● Fatigue and Damaged Tolerance
(F&DT)
● Tooling design NOT APPLICABLE
● Material familiarisation

Manufacturing ● Computer-Aided Design and

Manufacturing (CAD/CAM)
● Process control
● Production planning
● System Integration
● Quality assurance and inspection

44
 Testing ● Assembly, Integration and Testing Testing ● Assembly, Integration and
(AIT) Testing (AIT)
● Non-Destructive Testing (NDT) ● Non-Destructive Test (NDT)

Commissioning ● Commissioning Planning (Site) Commissioning ● Installation

● Handover planning/process ● Reporting
(checklist)

Maintenance ● Equipment maintenance Maintenance ● Equipment maintenance

● Tooling maintenance ● Tooling maintenance
● Facility maintenance ● Facility maintenance

7. Transportation and Logistic Technology Profiles

Transportation and Logistic Technology is a method and technique to carry or move people or goods by various modes using land, sea and air.

Technology Expected Technical

Technology Fields Expected Technology Competency Technical Profiles
Profiles Competency
TRANSPORTATION Development ● Concept generation and selection
AND LOGISTIC ● Risk identification
TECHNOLOGY ● Sketching & modelling
● Cost and benefit analysis
● Feasibility study (transport
environmental impact assessment) NOT APPLICABLE
● Electronic data interchange (EDI)
● Technical documentation

Manufacturing ● Prototyping
● Proof of concept
● Fabrication

Testing ● Test selection and planning Testing ● Standard testing

(procedure) ● Data collection
● Audit and quality control ● Standard diagnostic
● Verification

45
 ● Diagnostics and troubleshooting
● Risk analysis

Commissioning ● Commissioning Planning Commissioning ● Installation

● Handover planning/process ● Reporting
● Risk assessment

Maintenance ● Preventive maintenance schedule Maintenance ● Perform maintenance

● Corrective maintenance ● Evaluation & reporting
● Maintenance process (checklist)
● Analysis & Improvement planning

8. Maritime Technology Profiles

Maritime Technology involves the technique and method used in operation, maintenance, manufacturing, navigation and control systems of ships
and related marine vessels, including technology and technique used in ports, oil rigs and other marine facilities.

Technology Technical Expected Technical

Technology Fields Expected Technology Competency
Profiles Profiles Competency
MARITIME Development ● Select new/existing
TECHNOLOGY processes/equipment/tools of marine vessel
construction/repair
● Carry out standard procedures involving the
design, operations, and maintenance of a
marine vessel
● Apply rules/regulations during the NOT APPLICABLE
development process

Manufacturing ● Construct prototype/model vessels

according to the ship construction method
● Perform marine vessel construction/ship
repair activities

Testing ● Prepare testing procedure as per Testing ● Perform testing per

specification/manual specification

46
 ● Conduct failure analyses, document results, ● Record testing data
and recommend corrective actions

Commissioning ● Prepare plan and procedure for Commissioning ● Install systems and
commissioning/decommissioning equipment
● Prepare commissioning/decommissioning ● Conduct operation of
report system and equipment
for commissioning

Maintenance ● Plan operations and maintenance of marine Maintenance ● Perform maintenance per
vessel equipment/system schedule
● Propose solution based on maintenance ● Diagnose maintenance
issues issues

9. Information and Communication Technology Profiles

Information and Communication Technology is the field of expertise that involve hardware, software, data and computer network to create the
technology to improve quality of life.

Technology Expected Technology Technical Expected Technical

Technology Fields
Profiles Competency Profiles Competency
INFORMATION Development ● Prepare appropriate project plan
AND ● Analyse project requirement
COMMUNICATION ● Design appropriate solution
TECHNOLOGY NOT APPLICABLE
Manufacturing ● Select appropriate tools/
equipment/hardware/software
● Implement proposed design
● Integrate related modules/tasks

Testing ● Identify appropriate test tools Testing ● Perform test plan

● Prepare test plan ● Produce testing results
● Evaluate testing results

Commissioning ● Organise project delivery Commissioning ● Install & configure project

47
 ● Evaluate user acceptance testing ● Perform user acceptance
testing

Maintenance ● Propose an appropriate type of Maintenance ● Perform appropriate

maintenance maintenance
● Design a business continuity plan ● Execute performance
(BCP) evaluation
● Organise performance evaluation ● Implement project change
● Manage project change

9.1 For Information & Computing Technology, there are five major discipline areas and TVET provider should map courses to the following
knowledge area of competencies.

a) Core Knowledge Area of Competencies

Core Knowledge Area of Competencies Certificate Diploma Bachelor

Computer Architecture / / /

Database Fundamentals / / /

Basic Mathematics / NA NA

Network & Data Communication / / /

Operating System / / /

Programming Fundamentals / / /

Cyber Security Fundamentals / / NA

48
 System Analysis and Design Fundamentals / / /

Statistics and Probability NA / NA

Ethics in Computing NA / NA

Discrete Mathematics NA / NA

Calculus & Algebra NA / NA

b) Major Discipline Knowledge Area of Competencies

i) Information Technology

Knowledge Area of Competencies Certificate Diploma Bachelor

Cyber Security NA / /

Global Professional Practice NA / /

Information Management NA / /

Integrated Systems Technology / / /

Networking / / /

Platform Technologies NA / /

Cloud Computing NA / /

49
 Discrete Structure NA / /

System Paradigms / / /

Software Fundamentals NA / /

User Experience Design / / /

Web and Mobile Systems / / /

ii) Information System

Knowledge Area of Competencies Certificate Diploma Bachelor

Foundational IS / / /

Data / Information Management NA / /

IT Infrastructure / / /

Secure Computing NA / /

Systems Analysis & Design NA / /

Application development / programming / / /

IS Management & Strategy / / /

Ethics, Sustainability, Use and Implications for

/ / /
society

50
 IS Project Management / / /

iii) Computer Science

Knowledge Area of Competencies Certificate Diploma Bachelor

Algorithms and Complexity NA / /

Architecture and Organization / / /

Computational Science NA NA /

Discrete Structures NA / /

Graphics and Visualization NA NA /

Human-Computer Interaction / / /

Information Assurance and Security NA NA /

Information Management NA NA /

Intelligent Systems NA / /

Networking and Communication NA / /

Operating Systems NA NA /

Platform-based Development NA / /

51
 Knowledge Area of Competencies Certificate Diploma Bachelor

Parallel and Distributed Computing NA / /

Programming Languages / / /

Software Development Fundamentals / / /

Software Engineering NA NA /

Systems Fundamentals NA / /

Social Issues and Professional Practice NA NA /

iv) Software Engineering

Knowledge Area of Competencies Certificate Diploma Bachelor

Software Requirements / / /

Software Design / / /

Software Construction NA NA /

Software Testing / / /

Software Sustainment NA NA /

52
 Knowledge Area of Competencies Certificate Diploma Bachelor

Software Process and Life Cycle / / /

Software Systems Engineering NA NA /

Software Quality / / /

Software Security / / /

Software Safety / / /

Software Measurement NA NA /

Project Management / / /

Behavioural Attributes / / /

v) Data Science

Knowledge Area of Competencies Certificate Diploma Bachelor

Discrete Structure (DS) NA NA /

Analysis and Presentation (AP) NA NA /

Artificial Intelligence (AI) NA NA /

53
 Knowledge Area of Competencies Certificate Diploma Bachelor

Big Data Systems (BDS) NA NA /

Computing and Computer Fundamentals (CCF) NA NA /

Data Acquisition, Management, and Governance

NA NA /
(DG)

Data Mining (DM) NA NA /

Data Privacy, Security, Integrity, and Analysis for

NA NA /
Security (DPSIA)

Machine Learning (ML) NA NA /

Professionalism (PR) NA NA /

Programming, Data Structures, and Algorithms

NA NA /
(PDA)

Software Development and Maintenance (SDM) NA NA /

54
10. Cyber Security Technology Profiles
Cyber Security Technology is an applied body of knowledge in the process, practice, design, and technique to protect information, data and networks
in preserving the CIA (Confidentiality, Integrity and Availability).

Technology Technology Technical Expected Technical

Expected Technology Competency
Fields Profiles Profiles Competency
CYBER Development ● Describe cryptography concepts
SECURITY ● Apply data integrity
TECHNOLOGY ● Apply fundamental design principles including least
privilege, open design, and abstraction
● Describe security requirements and their role in the
design
● Identify vulnerabilities of system components
● Design systems, architecture, models, and
standards
● Apply holistic approach NOT APPLICABLE
● Implement personal data privacy and security

Manufacturing ● Identify component lifecycle

● Apply secure component design principles
● Analyse supply chain management security
● Implement physical and software component
interfaces
● Apply access control
● Reverse engineering

Testing ● Implement static and dynamic testing Testing ● Perform static and
● Implement system and security testing dynamic testing
● Perform system and
security testing

Commissioning ● Propose information storage security Commissioning ● Installation and

● Propose configuration management configurations
● Determine connection and transmission attacks

55
 ● Monitoring ● Prepare system
● Educate awareness and understanding Documentation
● Implement risk management
● Describe governance and policy
● Describe laws, ethics, and compliance
● Implement strategy and planning
● Discuss common criteria for certification

Maintenance ● Implement end-to-end secure communications Maintenance ● Deploy patching and

● Implementation issues software update
● Apply ethics, especially in development, testing and ● Perform maintenance
vulnerability disclosure ● Prepare maintenance
● Propose security policy report
● Implement a business continuity plan & disaster
recovery
● Describe cybercrime
● Describe cyber law, ethics, and policy
● Describe social engineering
● Perform digital forensics
● Propose identity management
● Develop patching
● Perform security audit
● Vulnerability assessment
● Penetration testing

56
10.1 For Cyber Security Technology fields, TVET provider should map courses to the following knowledge area of competencies.

a) Core Knowledge Area of Competencies

Knowledge Area of Competencies Certificate Diploma Bachelor

Computer Architecture / / /

Database Fundamentals / / /

Basic Mathematics / NA NA

Network & Data Communication / / /

Operating System / / /

Programming Fundamentals / / /

Cybersecurity Fundamentals / / NA

System Analysis and Design Fundamentals / / /

Statistics and Probability NA / NA

Ethics in Computing NA / NA

Discrete Mathematics NA / NA

Calculus & Algebra NA / NA

57
b) Major Discipline Knowledge Area of Competencies

Knowledge Area of Competencies Certificate Diploma Bachelor

Data Security / / /

Software Security / / /

Component Security / / /

Connection Security / / /

System Security / / /

Human Security / / /

Organizational Security / / /

Societal Security / / /

58
 11. Art Design and Creative Multimedia Technology Profiles
Art Design and Creative Multimedia Technology involve the process, technique, and application of technology to produce creative content.

Technology Expected Technical

Technology Fields Expected Technology Competency Technical Profiles
Profiles Competency
ART DESIGN AND Development ● Identify issues and gaps
CREATIVE ● Conduct user and design
MULTIMEDIA research
TECHNOLOGY ● Plan design process
● Design sketching and storyboard
NOT APPLICABLE
● Produce
drawings/illustrations/low-fidelity
prototype/high-fidelity
prototype/mock-ups

Manufacturing ● Development actual production

Testing ● Apply post-production techniques Testing ● Apply post-production
● Prepare critiques techniques
● Prepare test plans ● Prepare critiques
● Conduct user testing and ● Prepare test plans
evaluation ● Conduct user testing and
● Apply visual enhancement evaluation
(editing, grading, 3D lighting, ● Apply visual enhancement
compositing) (editing, grading, 3D
● Create audio design (mixing, lighting, compositing)
mastering) ● Create audio design
● Perform rendering (mixing, mastering)
● Perform rendering
Commissioning ● Organise product delivery Commissioning ● Organise product delivery
● Conduct exhibition ● Conduct exhibition
Maintenance ● Plan CQI Maintenance ● Plan CQI
● Prepare product reviews ● Prepare product reviews

59
11.1 For Art Design & Creative Multimedia Technology
fields, TVET provider should map courses to the following knowledge area of competencies.

a) Core Knowledge Area of Competencies

Knowledge Area of Competencies Certificate Diploma Bachelor

Database Fundamentals / / /

Programming Fundamentals / / /

System Analysis and Design Fundamentals / / /

b) Major Discipline Knowledge Area of Competencies

Knowledge Area of Competencies Certificate Diploma Bachelor

Animation / / /

Education Technology NA NA /

Games Development NA / /

Intermedia Advertising / / /

Sonic / Audio Design / / /

Cinematics NA / /

60
 Knowledge Area of Competencies Certificate Diploma Bachelor

New Media Art / / NA

Web & Mobile Content Design / / /

Immersive & Interactive Media / / /

Spatial Design / / /

Simulation Design NA / /

12. Electrical and Electronics Technology Profiles

Electrical and Electronic Technology involves the process, technique, and application of any electrical and electronic-related works.

Technology Technical Expected Technical

Technology Fields Expected Technology Competency
Profiles Profiles Competency
ELECTRICAL AND Development ● Perform benchmarking/reverse
ELECTRONICS engineering/value engineering/
TECHNOLOGY literature review
● Drawing/modelling/schematic
drawing/layout development
● Prototyping/verification/proof of
concept (POC)
● Translate and handle technical NOT APPLICABLE
documentation/specification
● Select appropriate tools/equipment/
hardware/software
● Perform relevant process/
interconnection/encapsulation/syste
m development and
analysis/material selection

61
 ● Assess efficiency/performance

Manufacturing ● Data collection/monitoring/reporting

● Data analysis/process
improvement/ electrical and
electronics geometry,
dimensioning, tolerance
● Fabricate device/tools/components/
circuit/module/systems
Testing ● Perform test selection and planning Testing ● Perform standard testing
(procedure) ● Perform data collection
● Testing/analyses (electrical/failure/
material/reliability/life cycle) ● Perform standard
diagnostic/ troubleshooting
● Diagnose/verify/troubleshoot
(diagnostic more to the system,
troubleshoot more to focused
component)
Commissioning ● Plan commissioning process Commissioning ● Perform installation
(product/ site/equipment/tools) ● Perform test run
● Prepare test run procedure ● Prepare standard report
● Prepare handover planning/process
(checklist/document)
Maintenance ● Plan a predictive maintenance Maintenance ● Perform routine
schedule maintenance
● Prepare failure mode and effect ● Perform failure mode and
analysis (FMEA)/out-of-control effect analysis (FMEA)/ -
action plan (OCAP) process of-control action plan
(checklist) (OCAP) process (checklist)
● Analyse standard maintenance ● Prepare standard
report maintenance report

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 13. Telecommunications and Broadcasting Technology Profiles
Telecommunication and Broadcasting Technology involves process to develop, install, testing, commissioning, operate and maintain of system prior
to content delivery including acquisition, production, transmission, contribution, distribution information through variety media platform.

Technology Expected Technical

Technology Fields Expected Technology Competency Technical Profiles
Profiles Competency
TELECOMMUNICA Development ● Concept generation and
TIONS AND selection
BROADCASTING ● System and schematic drawing
TECHNOLOGY ● Modelling
● Proof of concept (POC)
● Prototyping NOT APPLICABLE
● Technical documentation
Manufacturing ● Industrial design and
manufacturing/fabrication
● System Integration/Installation/
Configuration
Testing ● Test selection and planning Testing ● Standard testing procedure
(procedure) ● Data collection
● Testing ● Standard system
● Diagnostic and troubleshoot diagnostic
(Diagnostic on the system, ● verification
troubleshoot on focused ● Standard compliance
component)
● Verification
● Standard compliance
Commissioning ● Commissioning planning (site) Commissioning ● Technical reporting
● Handover planning/process ● System commissioning
(checklist) /handover execution
● Technical report
Maintenance ● Planned maintenance schedule Maintenance ● Execute maintenance
● Maintenance process (checklist) (preventive & condition
based)

64
 ● Detail analysis & improvement ● Problem-solving &
planning diagnose issues/faults.
● Technical reporting ● Technical reporting

14. Manufacturing and Industrial Technology Profiles

Manufacturing and Industrial Technology involves the design and development, planning process, method and technique of producing a component
or product or an assembly of components, quality control and product risk analysis.

Technology Expected Technical

Technology Fields Expected Technology Competency Technical Profiles
Profiles Competency
MANUFACTURING Development ● Product drafting and specification
AND INDUSTRIAL ● Sketching
TECHNOLOGY ● Drawing
● Modelling
● Analyse finite element analysis
(FEA)
● Prototype
● Perform material selection
● Plant layout design
● Simulation and modelling -
operation design
Manufacturing ● Geometry, dimensioning and NOT APPLICABLE
tolerance
● Manufacturing process
● Quality control
● Production instruction
● Production planning and control
● risk Assessment
● Optimization/design for
excellence (DFX)/design for
manufacturing (DFM)
● Automation/industry 4
technologies

65
 ● Quality system
● Manufacturing execution system
● Production management
technology
● Operation system
Testing ● Quality assurance Testing ● Standard testing
● Testing procedure ● Data collection
● Production standard ● Standard diagnostic
● Product life cycle
● Reliability
Commissioning ● Commissioning planning (site) Commissioning ● Installation
● Handover planning/process ● Reporting
(checklist)
Maintenance ● Plan maintenance schedule Maintenance ● Performance
● Maintenance process (checklist) maintenance
● Analysis and improvement ● Reporting
planning
● Predictive maintenance

15. Green Technology Profiles

Green Technology involves the development and application of products, equipment systems and techniques used to conserve the natural
environment and resources, which mitigate the negative impact of human activities.

Technology Expected Technical

Technology Fields Expected Technology Competency Technical Profiles
Profiles Competency
GREEN Development ● Concept generation and selection
TECHNOLOGY ● Benchmarking NOT APPLICABLE
Manufacturing ● Prototyping/fabrication
Testing ● Develop procedure Testing ● Standard testing
● Testing ● Data collection
● Diagnosis procedure ● Standard diagnostic
● Inspection on installation

66
 Commissioning ● Commissioning planning (site) Commissioning ● Installation and auditing
● Handover planning/process ● Reporting
(checklist)
● Verification of report
Maintenance ● Plan maintenance schedule Maintenance ● Performance
● Maintenance process maintenance
● Analysis and improvement ● Reporting
planning

16. Building and Construction Technology Profiles

Building and Construction Technology involves the ability to analyse, synthesise and evaluate development, construction and asset management
factors in order to produce efficient and effective technical solutions which satisfy performance, production and procurement criteria.

Technology Expected Technical

Technology Fields Expected Technology Competency Technical Profiles
Profiles Competency
BUILDING AND Development ● Drawings and survey
CONSTRUCTION ● Feasibility
TECHNOLOGY ● Estimating and scheduling
● Specifications and contractual
Documentation
● Authority requirement
Manufacturing ● Risk identification and monitoring NOT APPLICABLE
and safety
● Project management (work
scheduling and reporting,
procurement and coordination of
labour and equipment)
● Inspection and supervision
Testing ● Perform equipment selection Testing ● Standard testing
● Testing planning and operations
management ● Data collection and
● Testing equipment operations reporting

67
 ● Standards and specifications ● Supervision and
compliance inspection
● Perform verification
Commissioning ● Management, supervision, and Commissioning ● Supervision on
Inspection Commissioning
● Comply with standards & ● Inspection of Installation
specifications ● Reporting
Maintenance ● Defect liability period Maintenance ● Defect liability period
● Maintenance scheduling and ● Perform maintenance
operations ● Reporting
● Analysis and improvement
planning

17. Resource Based, Survey & Geomatics Technology

Resource Based, Survey & Geomatics Technology is art of science which involves application and technique to identify, measure, utilise and to
sustain natural resources based on information process or spatially referenced data.

Technology Expected Technical

Technology Fields Expected Technology Competency Technical Profiles
Profiles Competency
RESOURCE Development ● Concept Generation and
BASED, SURVEY & Selection
GEOMATICS ● Analyses and Design
TECHNOLOGY ● Modelling
NOT APPLICABLE
Manufacturing ● Geometry, dimensioning,
tolerance
● Process output

Testing ● Test selection and planning Testing ● Standard testing

(procedure) ● Data collection
● Testing procedure
● Calibration ● Instrument calibration

68
 Commissioning ● Commissioning planning (site) Commissioning ● Installation
● Handover planning/process ● Reporting
(checklist) ● Drawing
● Management, supervision, and ● Technical report
inspection
● Validation

Maintenance ● Planned Maintenance Schedule Maintenance ● Perform maintenance

● Maintenance process (checklist) ● Reporting
● Analysis & Improvement planning ● Standard monitoring

18. Atmospheric Science and Environmental Technology Profiles

Atmospheric Science and Environment Technology is the study, technique, process, and application of related components in the physics and
chemistry of the earth through clean technology that minimizes environmental impact in product development, manufacturing, commissioning,
testing, operation, and maintenance for the preservation of the earth (atmosphere) and environment, in promoting sustainable, low carbon and
resilience development, excluding other MBOT's specific field of technology

Technology Expected Technical

Technology Fields Expected Technology Competency Technical Profiles
Profiles Competency
ATMOSPHERIC Development ● Identification and evaluation
SCIENCE AND ● Prevention and Control
ENVIRONMENTAL ● Regulations
TECHNOLOGY ● Basic programming and applied
● Contract law
Manufacturing ● Management (work schedule,
reporting, procurement, NOT APPLICABLE
coordination of labour and
equipment)
● Supply chain
● Project management tools
● Computer-aided drawing (CAD)
software competence

69
 Testing ● Equipment selection Testing ● Equipment inspection
● Testing planning and and maintenance
management ● Laboratory & field
● Testing equipment operations standard testing
● Regulatory compliance ● Data collection
● Verifications ● Regulatory compliance
● Install equipment, machines,
wiring or programs
● Relate quality management
system/ ISO
Commissioning ● Management, supervision, and Commissioning ● Installation
inspection ● Reporting
● Regulatory compliance
Maintenance ● Maintenance scheduling and Maintenance ● Perform maintenance
operations – IoT Sensor ● Reporting
● Data (big data) analytic
● Performance-based monitoring
● Smart technology, remote
monitoring

19. Marine Technology Profiles

Marine Technology involves processes and techniques used in studying, conserving, exploring, protecting and intervening in the marine
environment.

Technology Technology Expected Technical

Expected Technology Competency Technical Profiles
Fields Profiles Competency
MARINE Development ● Enabling the introduction and
TECHNOLOGY exploring new and advancing
technology and other relevant NOT APPLICABLE
developments.
● Identify constraints and exploit
opportunities for the development

70
 and transfer of technology within
own chosen field
● Conceptualizing process of
marine structure equipment or
system
● Proof of concept (model testing or
simulation)
● Carry out standard procedures
involving the implementation,
monitoring, and reporting of
experimental operations
● Develop appropriate
recommendations (i.e., taking
account of cost, quality, safety,
reliability, appearance, fitness for
purpose and environmental
impact)
● Compliance with industry-
standard or rules/regulations
Manufacturing ● Marine equipment manufacturing
& fabrication
● Risk assessment and quality
control monitoring
● Processes and production of
substances/chemicals/additives/et
c., specifically for marine
application
Testing ● Validating of design input of Testing ● Perform tests per
equipment specification
● Performance as per ● Calibrations
specification/manual ● Troubleshooting
● Physical scaled-model testing and ● Data collection
simulations

71
 ● Data analysis and reporting ● Reporting &
documentation of results
Commissioning ● Prepare protocol or SOP of Commissioning ● Preparation for
completed marine structure, Commissioning of
equipment, and applications system and equipment
● Compliance with specification ● Installation of systems
(maker/owner/authority) ● Reporting and
● Integration and installation of Documentation of trials
marine systems protocol
Maintenance ● Managing operations and Maintenance ● Perform maintenance per
maintenance of assets and schedule
system ● Inventory of spares
● Survey and inspection, ● Reporting and
troubleshooting documentation of
● Diagnosis and analysis of maintenance.
maintenance issues ● Technical
● Develop and evaluate continuous recommendations for
improvement systems upgrading/improvements

20. Oil and Gas Technology Profiles

Oil and Gas Technology involves the technology, process and technique used and implemented in the petroleum exploration and production,
petroleum transportation (pipeline system), petroleum product manufacturing and energy production.

Technology Technology Technical Expected Technical

Expected Technology Competency
Fields Profiles Profiles Competency
OIL AND GAS Development ● Apply project management and scheduling
TECHNOLOGY ● Perform total life cycle cost analysis
● Apply new/existing technologies and their NOT APPLICABLE
applicability to project needs

72
Manufacturing ● Comply with technical specifications and
drawings, code, and standard/statutory
requirement/ HSE requirement
● Implement quality assurance and quality
control
● Apply continuous improvement process to
increase efficiency
Testing ● Prepare test selection, planning and Testing ● Execute and monitor
diagnostic procedure testing
● Evaluate and analyse test result ● Perform standard
● Conduct failure analyses, document diagnostic
results, and recommend corrective actions. ● Record testing data
Commissioning ● Prepare plan and procedures for Commissioning ● Comply with
commissioning commissioning
● Analyse user/site acceptance test data task/job method
● Prepare commissioning report statement and
procedure
● Perform user
acceptance testing
(Data collection)
● Perform site
monitoring
Maintenance ● Prepare inspection and maintenance Maintenance ● Perform inspection
schedules and work plans and maintenance
● Perform troubleshooting of equipment task
performance deterioration/failure ● Perform basic
● Identify obsolescence/decommissioning of troubleshooting
equipment
● Provide site report and recommendation

73
21. Nuclear and Radiological Technology Profiles
Nuclear and Radiological Technology involves the techniques, skills, methods, and processes used in the peaceful application of ionizing radiation
in the consumer products, food and agriculture, industry, medicine and scientific research, transport, and water resources and the environment.

Technology Technology Expected Technical

Expected Technology Competency Technical Profiles
Fields Profiles Competency
NUCLEAR AND Development ● Identify, detect, and understand
RADIOLOGICAL system or plant failure
TECHNOLOGY ● Perform measurement and
analysis
● Prepare technical specifications,
Drawing and schematic diagram
● Identify and understand
regulatory requirement
● Compliance with safety NOT APPLICABLE
guidelines
● Conduct technology
development and advancement

Manufacturing ● GMP/ standard compliance

● Fabricate/ prototyping
● Prepare technical specifications,
characterization of product
properties

Testing ● Techniques/ method selection Testing ● Perform checklist

and planning ● Prepare equipment and
● Develop procedure/protocol with apparatus
compliance with safety ● Data collection
● Develop checklist ● Adherence to safety
● Data evaluation, interpretation, procedures
decision making and reporting
● Conduct troubleshooting and
diagnosis

74
 Commissioning ● Develop operation manual Commissioning ● Operation
● Develop emergency ● Reporting
preparedness and response ● Adherence to safety
● Evaluate and revise the procedures
effectiveness of the
commissioning and emergency
plan
● Identify risk and environmental
impact
● Conduct safety culture activities

Maintenance ● Develop maintenance schedule Maintenance ● Perform maintenance

and checklist with checklist
● Data analysis, reporting and ● Reporting
improvement planning ● Adherence to safety
● Conduct safety culture activities procedures

22. Material Science Technology Profiles

Material Technology involves materials selection methods or techniques used to synthesize, produce and/or process materials to obtain the
required properties for intended technical and technology services.

Technology Technology Expected Technical

Expected Technology Competency Technical Profiles
Fields Profiles Competency
MATERIAL Development ● Materials development
SCIENCE ● Materials selection
TECHNOLOGY ● Technical drawing
● Simulation and modelling
NOT APPLICABLE
Manufacturing ● Metrology
● Synthesis and/or fabrication
and/or processing
Testing ● Test selection and experimental Testing ● Standard testing
design ● Data collection

75
 ● Testing procedures including ● Standard diagnostic
automation ● Perform inspection
● Failure analysis and root-cause ● Materials asset integrity
analysis
● Results interpretation
● Materials asset integrity
Commissioning ● Commissioning planning Commissioning ● Installation
● Handover planning/ process ● Reporting
(checklist)
● Mitigation plan
Maintenance ● Planned maintenance schedule Maintenance ● Perform maintenance
● Analysis and improvement ● Reporting
planning ● Perform standard
● Predictive/preventive/unplanned monitoring
maintenance
● Reverse engineering
● Condition-based monitoring

23. Nano Technology Profiles

Nano Technology is a technology performed on a nanometer scale (1nm to 100nm) that involves design, prototyping, production, characterization,
and application of structures, devices and systems in various industrial sector by controlling shape, size and functionality at nanometer scale.

Technology Technology Expected Technical

Expected Technology Competency Technical Profiles
Fields Profiles Competency
NANO Development ● Molecular modelling
TECHNOLOGY ● Nanostructure analysis and
characterisation
● Process flow: design –
synthesis - characterise- NOT APPLICABLE
application of nanostructured
materials
Manufacturing ● Bottom-up, and top-down
synthesis

76
 ● Nanofabrication/nanodevice
prototyping
Testing ● Nano imaging (nanoscopy) Testing ● Nano imaging
● Spectroscopy (nanoscopy)
● Safety and regulation ● Spectroscopy
(nanotoxicity) ● Safety and
regulation
(nanotoxicity)
Commissioning ● Functional validation on Commissioning ● Functional
nanotechnology application validation on
● Enabling nanotechnology nanotechnology
application application
Maintenance ● Nanomaterial deterioration Maintenance ● Stability testing
testing
● Stability testing

24. Health and Medical Technology Profiles

Health and Medical Technology is involved in the technical development and technical management of Medical Equipment, Medical ICT, and
Healthcare Facilities.

Technology Technology Expected Technical

Expected Technology Competency Technical Profiles
Fields Profiles Competency
HEALTH AND Development ● Technology Planning
MEDICAL - Specification
TECHNOLOGY - Layout
- Site Preparation
- Mobilization
- Storage NOT APPLICABLE
● Technology Acquisition
● Technology Development
- Prototyping
- Testing
- Clinical Trial

77
 ● Safety, Standard and
Accreditation
● Regulatory Compliance

Manufacturing ● Production & assembly planning

and management
● Modification and refurbishment
● Quality assurance and control
● Labelling and packaging
● Safety, standards, and
accreditation
● Regulatory compliance
Testing ● Verification of technical Testing ● Verification of technical
specifications specifications
● Visual inspection ● Visual inspection
● Performance test ● Performance test
● Safety test ● Safety test
● Compliance report ● Compliance report
● Regulatory compliance ● Regulatory compliance
Commissioning ● Licensing of equipment Commissioning ● Licensing of equipment
● Licensing of facility ● Licensing of facility
● User and technical training ● User and technical training
● Systems Integration ● Systems Integration
● Acceptance ● Acceptance
● Estimated life ● Estimated life
span/obsolescence span/obsolescence
● Regulatory compliance ● Regulatory compliance

78
Maintenance ● Equipment/system operation Maintenance ● Equipment/system operation
and technical specifications and technical specifications
● Asset & inventory management ● Asset & inventory
● Warranty management management
● Schedule maintenance ● Warranty management
● Unscheduled maintenance ● Schedule maintenance
● Calibration ● Unscheduled maintenance
● Routine inspection ● Calibration
● Predictive maintenance ● Routine inspection
● Spare-part management ● Predictive maintenance
● Service contract management ● Spare-part management
● Safety, standards, and ● Service contract
accreditation management
● Adverse event investigation and ● Safety, standards, and
reporting accreditation
● Quality assurance and risk ● Adverse event investigation
management and reporting
● Recall, decommissioning and ● Quality assurance and risk
disposal management
● Regulatory compliance ● Recall, decommissioning and
disposal
● Regulatory compliance

79
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