The effectiveness of curriculum assessment in technical and vocational education is fundamental to preparing students for real-world challenges. In Malaysia, the Malaysian Vocational Diploma Program (DVM) is governed by the Bahagian Pendidikan dan Latihan Teknikal Vokasional (BPLTV) under the Ministry of Education. This conceptual article explores the strategic collaboration between BPLTV officers, external assessors, subject-matter experts (SMEs), and the curriculum development panel in enhancing the effectiveness of curriculum assessment. Anchored in collaborative governance and constructive alignment theories, the study develops a framework that promotes coherent, industry-relevant, and quality-assured curriculum assessment processes. The article concludes with policy implications and recommendations for sustainable collaborative practices in vocational education.
Abd Samad, N., Tuan Ahmad, T. A., Ismail, A., Amiruddin, M. H., & Mohd Nor, S. N. F. (2017). Kerangka Pembelajaran Berasaskan Proses Kerja Kurikulum Standard Kolej Vokasional (KSKV) Diploma Vokasional Malaysia. Online Journal for TVET Practitioners, 2(2).
Ahmad, N. A. (2023). Learning management system acceptance factors for TVET institutions in Malaysia. TEM Journal, 12, 1156–1165.
Amdan, M. A. B., Janius, N., Saidin, M. S. B., & Kasdiah, M. A. H. B. (2025). Impact of Artificial Intelligence in TVET and STEM Education among Higher Learning Students in Malaysia. Journal of Research in Mathematics, Science, and Technology Education, 2(1), 1–14. https://doi.org/10.70232/jrmste.v2i1.15
Amin, S. M., Suhaimi, S. S. A., & Nazuri, N. S. (2023). The Present and Future of Malaysian Technical and Vocational Education and Training (TVET). International Journal of Academic Research in Business & Social Sciences, 13(18), 107–117. https://doi.org/10.6007/ijarbss/v13-i18/19952
Ansell, C., & Gash, A. (2008). Collaborative governance in theory and practice. Journal of Public Administration Research and Theory, 18(4), 543–571.
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364.
Cai, J., & Kosaka, M. (2025). Conceptualizing Technical and Vocational Education and Training as a Service through Service-Dominant Logic. Sage Open, 15(1). https://doi.org/10.1177/21582440241240847
Cedefop. (2015). Stronger VET for Better Lives: Cedefop’s Monitoring Report on Vocational Education and Training Policies 2010–14. Luxembourg: Publications Office.
Cheong, K. C., Lee, H.-A., Singaravelloo, K., & Noh, A. (2016). Technical and Vocational Education and Training in Malaysia: From Policy to Implementation. Routledge.
Jobir, T. M. (2024). The implementation of inclusive education in TVET institutions: A systematic review. International Journal of Vocational Education and Training Research, 10(2), 70–78.
Kamaruzaman, M. F. (2024). Challenges in TVET Education in Higher Learning Institutions. International Journal of Academic Research in Business & Social Sciences, 14(9), 813–824.
Mukhter, M. S., Yunus, J. N., & Yuet, F. K. C. (2022). Conceptual Framework for Evaluation of Diploma Program in Automotive Technology in Vocational Colleges in Malaysia. International Journal of Academic Research in Business & Social Sciences, 12(1), 1904–1910.
Ngatiman, N., Ahmad, M. S., & Yusuf, B. N. (2023). Reforming Technical and Vocational Education in the IR4.0 Era. Journal of Malaysian Education, 48(1), 12–22.
Peter, D., Peter, M., & Peter, P. (2025). Mapping the landscape of TVET education: A global bibliometric analysis. Asian Education and Development Studies. https://doi.org/10.1108/AEDS-07-2024-0141
Suhana, B., Abdul Rahim, Z., Iqbal, M. S., & Ibrahim, N. (2025). TVET Education for Community Education 5.0 in Malaysia. Semarak International Journal of Innovation in Learning and Education, 4(1), 27–41.
Tam, M. (2014). Outcomes-based approach to quality assessment and curriculum improvement in higher education. Quality Assurance in Education, 22(2), 158–168.
Uslu, A. (2024). Value of technical and vocational higher education in the labor market: Comparative perspectives from Middle Eastern countries. Vocation Technology & Education, 1(4), 1–12.
Yang, X., & Wu, W. (2024). Advancing digital transformation in TVET through international cooperation: Approaches by the UNESCO Chair. Vocational & Technical Education.
Ye, J. H. (2025). Sustainability of Technical and Vocational Education and Training (TVET) along with Vocational Psychology. Behavioral Sciences, 15(1), 859.
Oh, Z. J., Kamarudin, M. A. I., & Sulaiman, N. (2025). Strategic Collaboration between BPLTV Officers, External Assessors, Subject-Matter Experts, and the Curriculum Development Panel in Strengthening the Effectiveness of Curriculum Assessment for the Malaysian Vocational Diploma Program. International Journal of Academic Research in Business and Social Sciences, 15(10), 822-827.
Copyright: © 2025 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
