Work-Based Learning Outcomes in TVET: Findings from the Exit Survey of Bachelor of Technology in Electrical System Maintenance

Ts. Dr. Sulaiman bin Sabikan, Ts. Dr. Ahmad Zubir bin Jamil, Ts. Zaihasraf bin Zakaria, Mohd Yunos bin Ali,, Dr. Nur Ezyanie Binti Safie, and Ts. Asri Bin Din
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Ts. Dr. Sulaiman bin Sabikan: Technology Department, Faculty of Electrical Technology & Engineering (FTKE), University Technical Malaysia Melaka (UTeM
Ts. Dr. Ahmad Zubir bin Jamil: Technology Department, Faculty of Electrical Technology & Engineering (FTKE), University Technical Malaysia Melaka (UTeM
Ts. Zaihasraf bin Zakaria: Technology Department, Faculty of Electrical Technology & Engineering (FTKE), University Technical Malaysia Melaka (UTeM
Mohd Yunos bin Ali,: Technology Department, Faculty of Electrical Technology & Engineering (FTKE), University Technical Malaysia Melaka (UTeM
Dr. Nur Ezyanie Binti Safie,: Technology Department, Faculty of Electrical Technology & Engineering (FTKE), University Technical Malaysia Melaka (UTeM
Ts. Asri Bin Din: Technology Department, Faculty of Electrical Technology & Engineering (FTKE), University Technical Malaysia Melaka (UTeM

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 8, 5681-5693

Abstract: Work-Based Learning (WBL) is a key component of Technical and Vocational Education and Training (TVET), bridging the gap between academic learning and industry expectations. This study examines the implementation of WBL in the Bachelor of Technology in Electrical Maintenance System (BELS) at Universiti Teknikal Malaysia Melaka (UTeM) and its impact on student employability and competency development. A quantitative exit survey of 29 final-year students, who completed one year (52 weeks) of WBL at 18 companies, revealed that 51.7% received job offers, with 10.3% officially accepting employment. Additionally, 55% of students received allowances between RM801–RM1000. Self-assessments of Program Learning Outcomes (PLOs) showed strong competency attainment, with PLO8 (Professionalism) and PLO2 (Technology Application) ranking highest, while PLO7 (Management and Technopreneurship) was rated lowest, indicating a need for curriculum enhancement. This study highlights the importance of exit surveys in complementing iPO (Integrated Program Outcomes) attainment, as they provide direct insights into student industry readiness, employability, and curriculum effectiveness beyond academic assessments. The findings emphasize the need for stronger industry engagement, refined assessment methods, and business-related training to enhance WBL effectiveness in TVET education.

Date: 2025
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