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MALAYSIAN QUANTITY SURVEYING EDUCATION FRAMEWORK Prepared by: Norhanim Zakaria University of Malaya Faculty of the Built Environment Department of Quantity.

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Presentation on theme: "MALAYSIAN QUANTITY SURVEYING EDUCATION FRAMEWORK Prepared by: Norhanim Zakaria University of Malaya Faculty of the Built Environment Department of Quantity."— Presentation transcript:

1 MALAYSIAN QUANTITY SURVEYING EDUCATION FRAMEWORK Prepared by: Norhanim Zakaria University of Malaya Faculty of the Built Environment Department of Quantity Surveying

2 PRESENTATION OUTLINE INTRODUCTION PROBLEM STATEMENT RESEARCH METHOD FINDINGS CONCLUSION

3 INTRODUCTION Malaysian has recently witnessed rapid development in higher education in general and surveying education in particular (Chua, 2000)

4 INTRODUCTION (contd) Due to rapid changes and diversification in both the profession and the construction industry, it has become more important to produce well qualified and competent graduates to meet the challenges and the increasing demand of the profession.

5 INTRODUCTION (contd) Traditionally, quantity surveyors in Malaysia performed the following key roles & function : Provide estimates during the initial stages of the process of construction procurement. Prepare the Bills of Quantities. Describing the materials, workmanship and the quantities required Analyse tender, prepare & analyse cost data & perform contract administration including evaluate interim payments to contractors, assess variations and claims & settle contract accounts

6 PROBLEM STATEMENT In recent years, there has been increasing concern on the quantity surveying graduates joining the profession. There are more complaints from employers on the standard and competencies of surveying graduates. Fingers have been pointed out to the universities for not providing the appropriate curriculum and course content.

7 The problems does not only focused on graduates level of knowledge related to the profession. They have also been complaints on graduates level of soft skills and attitute. PROBLEM STATEMENT (contd)

8 As Quantity Surveying expands and includes an ever-widening scope of services, how will university courses can be structured so that more and more areas of study can be addressed? PROBLEM STATEMENT (contd)

9 Courses can not simply be made longer, instead priorities have to be assigned and the coverage of some material will be reduced or perhaps eliminated entirely, so that new material can be accomodated. PROBLEM STATEMENT (contd)

10 Other than that, how will the higher institutions produce graduates that are equally competent in both heir theoritically knowledge and at the same time have all the qualities and good characteristic. PROBLEM STATEMENT (contd)

11 Some mechanisms has to be devised and implemented so that firms requiring graduates with strong skills can be achieved. PROBLEM STATEMENT (contd)

12 QUANTITY SURVEYING EDUCATION in MALAYSIA Followed by – MARA University of Technology (UiTM) in ST - offered by University of Malaysia (UTM) in 1952 UiTM Bachelor program UTM & UiTM Evolved from old Technical College- Main task to provide skilled man power for the Goverment depts Offering Quantity Surveying program – diploma course. Considered as the premier institutions as far as Quantity Surveying education in Malaysia is concerned UTM began its Bachelor program in 1973

13 In the 1990s Quantity Surveying program became more prominent In Malaysia with setting up of Bachelor of Quantity Surveying programs in : In the 1990s Quantity Surveying program became more prominent In Malaysia with setting up of Bachelor of Quantity Surveying programs in : University of Malaya (UM) University of Malaya (UM) International Islamic University Malaysia (IIUM) International Islamic University Malaysia (IIUM) QUANTITY SURVEYING EDUCATION in MALAYSIA (contd) University of Science Malaysia (USM) University of Science Malaysia (USM)

14 QUANTITY SURVEYING EDUCATION No.Public UniversitiesProgram 1.MARA University of Technology Diploma in Quantity Surveying Bachelor of Quantity Surveying (Honours) 2.University of Technology Malaysia Diploma in Quantity Surveying Bachelor of Quantity Surveying (Honours) 3.University of MalayaBachelor of Quantity Surveying (Honours) 4.University of Science Malaysia Bachelor of Science in Housing, Building and Planning (Quantity Surveying) 5.International Islamic University Malaysia Bachelor of Quantity Surveying (Honours)

15 QUANTITY SURVEYING EDUCATION No.Private InstitutionProgram 1.Kolej Inti (Sarawak) Diploma in Quantity Surveying 2.Kolej Bersatu Sarawak Diploma in Quantity Surveying 3.Institut Teknologi Pertama Diploma in Quantity Surveying 4.Institut Teknologi Suria Diploma in Quantity Surveying 5.Institut Teknologi Binaan YPJ Diploma in Quantity Surveying 6.Institut Eksekutif Diploma in Quantity Surveying 7.Kolej ITJ Diploma in Quantity Surveying 8.Kolej Universiti Teknologi Antarabangsa Twintech Diploma in Quantity Surveying & Bachelor of Quantity Surveying (Hons) 9.Institut Teknologi Imperia Bachelor of Science in Building Economics & Quantity Surveying 10.Universiti Tunku Abdul Rahman Bachelor of Science (Hons) Quantity Surveying 11.Stamford College Diploma in Quantity Surveying 12.Taylors College Diploma in Quantity Surveying 13.IUCTT Diploma in Quantity Surveying 14.School of Technology Certificate in Technology (Quantity Surveying)

16 OBJECTIVES 1.Identify the employers expectations on graduates level of skills 2. Identify the employers expectations on graduates level of knowledge 3. Exploring the employers views on industrial training 4. Analysing the relevancy of QS curricular to the industry The main objective of this study was to determine the QS curricular offered by the higher institutions of learning in Malaysia to what the industry needs.

17 RESEARCH METHODOLOGY METHODOLOGY Conference Papers Conference Papers Journals FIELD STUDY Published Reported Published Reported LITERATURE REVIEW LITERATURE REVIEW Textbooks Newspaper Magazines Questionnaires

18 RESEARCH METHODOLOGY RESPONDENTS (KLANG VALLEY) Quantity Surveyor Quantity SurveyorFirms 150 Forms Questionnaires

19 RESPONDENT RATE Questionnaire s sent out Returned completed Not returnedResponse level %

20 RESPONDENT

21 FINDINGS : Employers Expectation on Graduates Level of Skills Ranking(Variables) SkillsMean 1.Commitment Initiative Independent Attitude Level of Spoken and Written English Social and Communication Skill Negotiation Skill Leadership Presentation Skill Crisis Management3.82

22 FINDINGS : Employers Expectation on Graduates Level of Knowledge Ranking(Variables) KnowledgeMean 1.Measurement English for Professionals Communications4.21 3Proficiency Skills in English Understanding Working Drawing Construction Technology Analysis of Price Estimating Professionals Practice and Contractual Procedures3.94 9English for Academic Communication Design Cost Evaluation Structure Construction and Building Economics Data Analysis Construction Law3.59

23 FINDINGS : THE IMPORTANCE OF INDUSTRIAL TRAINING

24 FINDINGS : INDUSTRIAL TRAINING (Duration)

25 FINDINGS : INDUSTRIAL TRAINING (TIME FRAME)

26 FINDINGS : RELEVANCE OF QS CURRICULAR

27 CONCLUSION 1.Identify the employers expectations on graduates level of skills 2. Identify the employers expectations on graduates level of knowledge 3. Exploring the employers views on industrial training 4. Analysing the relevancy of QS curricular to the industry The main objective of this study was to determine the QS curricular offered by the higher institutions of learning in Malaysia to what the industry needs.

28 1.Most respondents required graduates entering their firms to have all the skills mentioned with commitment, initiative to work & independent attitude were the highest ranks. 2. Of 9 areas, employer placed less important on negotiation skills,leadership, presentation skill & crisis management-can be built up later through working practice & maturity. 3.In terms of graduates level of knowledge, measurement is the highest requirement of graduates. CONCLUSION (contd)

29 4. All respondents agreed-industrial training is needed during the course of study & is highly beneficial to graduates. 5. Most appropriate duration for industrial training – 3 to 6 months & the ideal time frame to provide industrial training – between semester % of respondents perceived the courses offered are up-to-date with the industry 7.58% of the respondents rated the relevancy of the course offered are 50% to 70%. CONCLUSION (contd)

30 THANK YOU University of Malaya Faculty of the Built Environment Department of Quantity Surveying


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