DESIGNING THE COMPETENCY FRAMEWORK FOR THE VOCATIONAL SCHOOL

I am involved to help my school to start a collaborative effort with the Education Ministry to offer vocational program in aircraft maintenance.

I was looking for the curriculum literature applicable to the vocational school project. Unfortunately, no ready- made solution was found in the internet.

The suggestion below is based on my working experience in helping to build the competency framework for an airline and the related education and training that I had gone through. It lacks a thorough research, both primary and secondary, and no attempt was made to validate the proposal.

1. THE END IN MIND

This is the intended kind of people that we want to mould or ‘create’. The school will shape the students through various interventions, policy and procedure, training and classes to make him or her to be the intended ideal workers. I am using the term HE or HIM with the understanding that it is for MALE and FEMALE.

a. He will take safety as the ultimate objective.

b. He will make compliant to work process a second nature.

c. He will build a linear thinking, as opposed to marketeers with diverse and diverge lines of thought.

d. He will have the basic skill and basic aviation skill and the intended clusters of skills.

2. THE CONCEPTUAL FRAME

NOT INCLUDED (COPY RIGHT)

3. CONTENTS

a. Basic Engineering – year 1

i. Safety practices – dress, hair, protective equipments, the housekeeping. etc

ii. Basic tools and application

iii. Basic measuring techniques

iv. Filing, sawing, drilling, hammering

v. Welding, soldering, brazing

vi. Basic electrical skill – commercial method to join wires, electrical measuring equipment.

vii. Basic computer technical skills – disassemble and assembly of computer

b. Aviation Skill - year 2.

i. Specific tools for aviation

ii. Aviation simple test equipment.

iii. Safety in Aviation

iv. Measuring precision and accuracy

v. Disassemble and assembly of car engine

c. YEAR 3

i. Aviation standard of soldering, and electrical connection

ii. Fibre optic connection and terminations

iii. Sheet metal work

iv. Engine practical

v. Hydraulic components, pumps and actuators

vi. Electrical generator , motor assembly

vii. Various electric motor, 3 phase, split phase, series, shunt etc.

viii. Digital technique

4. IMPLEMENTATION METHOD

a. The intended safety, procedure compliance and the thinking process need to be drilled in from the first day.

b. Leading by example is required, the instructors and leaders have to walk the talks.

c. Looking at the conceptual frame, we can implement the basic engineering skills first.

To be developed

5. ASSESSMENT PRINCIPLES --TBA

We may include machinery work on lathe and milling machines, but I think it is unlikely that the students need to use it. The A and B license will rely on the support from the machine shops.

There is a chance that the A licensed will find job at the machine shops