ENHANCING QUALITY TVET GRADUATES THROUGH THREE INTEGRATED CURRICULUM MODELS – THE DPCCE EXPERIENCE

Abstract

This paper reports the initiative by the Curriculum Division (CD), Department of Polytechnic & Community College Education (DPCCE), Ministry of Higher Education Malaysia (MoHE) in introducing the integrated curriculum in Malaysian polytechnics and community colleges to enhance the quality of its graduates. The objective of this paper is to introduce 3 Integrated Curriculum Models, based on the Conceive-Design- Implement-Operate (CDIO) education framework that could be used by lecturers to integrate courses in polytechnics, community colleges and other higher educational institutions, to ensure students’ efficient attainment of technical and generic learning outcomes. The 3 integrated curriculum models described in this paper are: i) the Intra-programme Integrated Curriculum Model (IntraIC), ii) the Inter-programme Integrated Curriculum Model (InterIC), and iii) the Inter-institution Integrated Curriculum Model (3IC). The IntraIC dan InterIC models described in this paper have been implemented in 17 degree and diploma programmes in polytechnics; while the 3IC model, is a new integrated curriculum model which is recommended for future collaborative use between polytechnics and community colleges. The engagement with industry and community when doing integrated curriculum projects have enhanced lecturers’ and students' teamwork, communication, creative, and critical thinking skills. Likewise, the reduced Students Learning Time (SLT) and focused workload, improved students’ learning outcomes and quality of work.