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Abstract
This study was conducted to build a conceptual framework for evaluating diploma programs in automotive technology in vocational colleges in Malaysia. The researcher used a conceptual framework based on the study's theoretical framework, which focused on the context, input, process, and product (CIPP) evaluation model of Stufflebeam (1971). The findings indicate that this conceptual framework is suitable for use in this study at the next stage and can be adapted by other researchers.
Highlights
The transformation of vocational education is one of the main components of the Ministry of Education's success
This study aims to build a conceptual framework for the evaluation of diploma programs in automotive technology in vocational colleges in Malaysia
The conceptual framework constructed is in line with the model proposed by Stufflebeam, namely the CIPP Evaluation Model
Summary
The transformation of vocational education is one of the main components of the Ministry of Education's success. A transformation in vocational education has been created to achieve that goal (Rakyat, 2011). The branding of vocational secondary schools to Vocational Colleges (VC) began in 2012 with the implementation of the Vocational Education Transformation. VC is a post-secondary vocational education and training institution that implements the Vocational College Standard Curriculum (VCSC) to form a strong, knowledgeable, and highly skilled human capital. CV was developed in the context of the general goal of the national education system to form a strong, knowledgeable, and highly skilled human capital in the field of technical and vocational education and training (TVET). In parallel with efforts undertaken by the Ministry of Education Malaysia (MOE) in tandem with the rapidly changing knowledge and information sector to improve the quality of education in Malaysia (Abu Hassan et al, 2021)
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