Competency-based assessment in technical and vocational education and training depends on personnel who can design appropriate assessment tasks, judge evidence, verify assessment quality, and maintain current occupational competence. This study identifies professional-development priorities for personnel involved in assessment and verification within Malaysia's Skills Certification System (SPKM) and Sistem Latihan Program Bertauliah (SLaPB). A qualitative policy and standards analysis was conducted using the READ approach. Eight authoritative sources issued or maintained by Malaysian TVET authorities were purposively selected, with one supplementary attachment set. Forty-one clause- or section-level evidence units were extracted, descriptively coded, and compared across sources. Four priorities were identified: competency-based assessment design and evidence judgement; verification and assessment quality assurance; formal role preparation and verified professional competence; and continuous professional enhancement with industrial currency. Cross-document synthesis further identified a staged role-readiness architecture comprising entry eligibility and induction, role-specific assessment and verification practice, continuing professional and industrial currency, and periodic renewal of professional recognition. The findings provide a policy-grounded basis for professional-development planning in SPKM/SLaPB while remaining distinct from an empirically validated competency framework.
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