1 - ILO

MAL/7U/001
Technical Report 1
THE ESTABLISHHENT AND DEVELOPMENT OF THE
TECHNICAL UNIT OF THE NATIONAL INDUSTRIAL
TRAINING AND TRADE CERTIFICATION BOARD
MALAYSIA
THE ORGANISATION AND OPERATION OF THE NATIONAL
TRADE STANDARDS, TRADE TESTING AND CERTIFICATION SYSTEM
Report prepared for
the Government of Malaysia
by
the International Labour Organisation
acting as Executing Agency for
the United Nations Development Programme
UNITED NATIONS DEVELOPMENT
PROGRAMME
INTERNATIONAL LABOUR ORGANISATION
Geneva 1976
CONF.IDEET.IA.L
42009
E-1528-2TC:33
l£BLE_OF_cgm!iIs
ESS§
UZSfifiSCIIfiJi
I.
II.
III.
•
•
sUflftiBI_a£_£ 1 E2IliGS_ANB_ascfiaaME&2IQfiS
3
TECHHICAI,_BACKgRppD
4
wSSS-ACCOBPtlSIJSfi
••
Standard s e t t i n g
;
5
5
Standards committee composition
5
S e l e c t i o n of standards
5
Functioning of committees
6
Trade t e s t s e t t i n g and design
7
The s e t t i n g of t r a d e t e s t s
7
T e s t i n g and marking
8
Test format and procedure
9
The e v a l u a t i o n of t e s t r e s u l t s and the feedback of information
10
Additional related a c t i v i t i e s
11
The t e s t i n g of a p p r e n t i c e s
The o v e r - a l l development of t r a d e s t a n d a r d s , t e s t i n g and c e r t i f i c a t i o n
system
11
11
General
11
Syllabi
11
Collaboration:
IV.
1
d i s s e m i n a t i o n of information
12
£QJiCJ,DSI01}£_iJJD_RECg{iaEJi241IONS
13
Trade s t a n d a r d s
13
Testing
13
Certification
14
Staffing of the Technical Unit
14
General
15
Apprent i c e s h i p
15
The o v e r - a l l r e s u l t s t o date of t e s t i n g and c e r t i f i c a t i o n
15
Publicity
16
kUUZS
I.
Organisation chart and functions of the Technical Unit
17
IIA.
Standard setting, testing and certification activities
22
IIB.
List of national trade standards and syllabi
23
E-1528-2TC:33
Page
III. NITTCB Technical Dnit staff and ILO expert staff
IV. Trade standards format
V. Typical trade test paper and marking scheme
VI. Motor vehicle mechanic basic grade test
VII. Intermediate level test
VIII. Details of trade tests held
IX. Related activities
24
25
34
39
50
72
75
X. NITTCB syllabus - refrigeration and air-conditioning mechanic, basic
grade
76
XI. NITTCB syllabus - refrigeration and air-conditioning mechanic, intermediate grade
92
E-1528-2TC-.33
INTRODUCTION
1.
This project was established to develop a facet of the work involved in
a
preceding UNDP/ILO-assisted project* designed to establish national trade
standards, trade testing and certification processes and to develop instructor
training.
In early 1972, the National Industrial Training and Trade Certification
Board (NITTCB), under the Ministry of Labour and Manpower, had begun operations
directed toward the co-ordination and rationalisation of industrial trade training
as a key factor in the development of manpower resources.
The Board's technical
needs were then furnished by the Training Service of the Ministry and two standing
technical committees, the Central Trade Standards and Testing Committee (CTSCT) and
the Central Apprenticeship Committee (CAS), which operated through tripartite ad hoc
committees in preparing the national standards.
2.
In May 1973, the then Prime Minister directed all agencies concerned
vith industrial vocational training to adapt their training programmes to meet the
standards established by the NITTCB. The NITTCB's own role was to change from a
deliberative to an action-oriented one and it was to become a separate entity within
the Ministry with its own technical and administrative resources.
3.
The NITTCB Technical Unit was established in April 1974 to service the
Board in achieving its objectives and implementing its functions. Its organisation
chart and the functions of its main sections appear as Annex I, which includes the
list of job descriptions approved by the Government for the Technical Unit posts.
4.
Initially, the only technical staff consisted
of
three
senior
instructors seconded from the Industrial Training Institute at Kuala Lumpur and it
was recognised that both this nucleus and the additional staff to be recruited would
need assistance and guidance during the formative period. Further UNDP assistance
was therefore sought.
>
5.
The purpose of this project is to assist in establishing and developing
the Technical Unit of the NITTCB, in order to give the Board an effective full-time
technical secretariat.
With a multiplicity of training agencies functioning
throughout the country, standards and systems vary widely. The Technical Unit will
assist all training agencies in adapting their programmes to meet the national
standards.
6.
The project was to further assist the NITTCB in stimulating and
providing industrial training to meet the needs of the economy and of individuals,
making maximum use of training resources.
The mobility of labour and maximum
opportunity for on-going industrial training for individuals was to be promoted by
establishing and maintaining realistic industrial trade standards.
7.
Within this framework, the immediate objectives called for continuous
in-service training for the staff of the Technical Unit, and assistance to it in
establishing liaison between sources of labour market information and training.
A
method for assessing: the needs of industry and manpower and the facilities available
and required for training was called for.
8.
The existing pilot scheme of trade testing and certification was to be
expanded and additional trade standards developed.
Seminars and workshops for
industrial trainers, examiners and technical administration personnel were to be
conducted.
A mechanism for formulating and reviewing training standards, syllabi
and course materials would be established.
Criteria for evaluating training
programmes would be set up, along with a system for "feedback" of training and test
results data to training agencies. Schemes would be implemented to ensure the
collection and dissemination of industrial training information. A modular approach
to trade instructor, industrial training officer and industrial supervisor training
was to be developed. In-plant training activities of the various training agencies
would be correlated, making maximum use of existing resources and available trained
personnel, fortified by the structuring of the training of additional in-plant
trainers.
Finally, an evaluation would be made of the national apprentice training
programme with respect to its relevance to Malaysia today, to be followed by such
recommendations for its modification as appeared desirable.
1
MAL/69/521 - "Industrial
1969 to 31 March 1974.
E-1528-2:33
and trade instructor training programme".
August
- 2 -
9.
This report is directly concerned with that part of the project
activities which comes under the trades standards, testing and certification
section, and concentrates on:
(i)
(ii)
(iii)
(iv)
the continued development of trade standards;
the setting of trade
national basis;
tests
and
development
the evaluation of test results and feedback
training agencies after trade testing;
of
of
trade
testing
information
the establishment of a Technical Unit and organisation
maintain and expand activities listed under (i) and (ii).
on
to
network
a
the
to
Acknowledgments
10.
The Director-General of the ILO wishes to express his thanks to all the
Government officials, the representatives of industry and the employer and employee
organisations for the outstanding support and co-operation they have so generously
lent the project.
E-1528- 2:33
- 3 I. SUflliiLEX-QiLEINDI N£S_ J ^ N J L O C Q M M I N D A T I O J S
11.
During the life of the project, significant quantitative achievements
have been made in developing trade standards, testing and certification.
12.
Outstanding in this development have been the support and co-operation
forthcoming from representatives of industry, from which panels for trade standards
setting and examiners for testing and marking have been drawn.
on
13.
Industry and workers, including those whose training has been achieved
the job, are accepting the standards and seeking certification through testing.
14.
graduates
industry.
Trade testing will continue to increase with the increasing numbers of
from training agencies and with the growing numbers of applicants from
15.
Understaffing in the Technical Unit of the NITTCB still limits it in the
extent of what it can accomplish.
16.
The Board is now involved in testing and certification
from all training agencies, industry and apprenticeship.
for
candidates
17.
All training agencies now support the industry-defined standards and
have geared their training to meet the standards, with the exception of the
vocational schools.
18.
The following recommendations are made:
(a)
The training agencies which demonstrate the ability to consistently
achieve
good test results should be, on meeting certain conditions, accredited to
conduct their own tests.
(b)
A gauge room for checking certain test pieces should be set up on the premises
of the Technical Unit.
(c)
For many workers with broad bases of skills who need apply only a limited
number of in-depth skills in their jobs, trade standards and tests at the
basic level could be used, but with certification geared to progressive
testing in line with training modules of employable skills.
(d)
For those candidates for testing who, having learned their trades on the job,
have no knowledge of theory and/or whose jobs may not require certain skills,
training should be offered along modular lines. Existing facilities can be
used during school recesses, evenings and weekends.
(e)
In order to best serve workers and industry, and in view of the Technical
Unit's limited resources, it is necessary to restrict the production of
standards to those for which there is a firm need. Similarly, the Technical
Unit should confine itself to the on-going activities of standard setting,
testing, certification and curriculum development.
(f)
The problem of recruitment of technical staff for the Technical Unit may be
solved by finding staff from the training agencies for seconding to the Unit
on two-year cycles. They should be persons whose qualifications meet the job
descriptions.
(g)
Increased publicity for testing must be accompanied by growth in the
organisation and staff of the Technical Unit, otherwise the demand for
training will overwhelm the present resources of the Unit.
(h)
Heretofore, certificates have been awarded in an annual ceremony.
In order
that successful candidates may more guickly reap the material benefits of
certification, successful candidates should be notified within a week of
completing the test. The formal ceremonies might be discontinued.
To eliminate confusion with regard to certification of apprentices, the
training agency might issue its own certificates, but any apprentices who wish
to do so may go on to take the NITTCB test as well.
(i)
(j)
The role of the vocational schools should be defined and, if possible, they
should be accredited for NITTCB theory tests, with arrangements being made to
intensify the education and to round out the apprentices' skill training.
- 4 II. TECHNICAL BACKGROUND
19.
The NITTCB was established in December 1971 and
establishing
national
trade
standards and developing
certification process based upon such standards.
made responsible
a skill testing
for
and
20.
When the current project began, trade standards had been prepared for 17
trades and a pilot testing programme had been carried out involving a total of 384
candidates in 7 trades at 7 different centres, standard setting, testing and
certification activities are listed in Annex IIA.
Annex IIB lists the related
national trade standards and syllabi.
21.
The above activities had been undertaken by a small unit of three
technical co-ordinators recruited from the instructional staff of the Industrial
Training Institute of the Ministry of Labour and Manpower, with ILO assistance under
Project MAL 69/521, and were located with and directly responsible to the Training
Service of the Ministry of Labour and Manpower.
22.
The present project came into being following a decision of the Prime
Minister to have the NITTCB become an action-oriented body with its own technical
unit. The Technical Unit of the Board, consisting of the three original technical
co-ordinators seconded to it, became operational on 1 April 1974 - the commencement
date of the project. The up-to-date roster of NITTCB Technical Unit staff and ILO
expert staff is listed in Annex III.
E-1528-2:33
- 5-
III.
WOR£_A£CQli£I1£§aED
standard setting
Standards.committee,composition
23.
In reviewing standards already set and in formulating new ones, it was
accepted that it was the responsibility of industry to objectively define its
current skill requirements, and in a Malaysian context. The main objective of the
training agencies would be that of training students to meet these requirements.
21.
In reviewing and formulating new trade standards, it was found that
ideal standards committee should:
(i)
(ii)
(iii)
(iv)
the
consist of approximately 12 members, all drawn from industry;
include members representative of the public sector, private sector
the trade unions;
and
include, as well, direct nominations of suitable people known to the
Technical Unit in addition to nominees of employers' organisations and
trade unions;
represent both large and small organisations, management and
workers.
shop-floor
25.
Where standard-setting committees were formulated in line with the
stated ideal composition, the cross-section of representation and the ensuing
exchange of ideas were reflected in the high quality of standards produced.
26.
When committees were formed which deviated from the ideal,
were unsuccessful, as seen below:
the
results
(i)
In one committee where members were not exclusively drawn from industry
and representatives from training agencies were involved, the standards
produced reflected what the agencies were teaching rather than what
industry required. Those standards had subsequently to be redrafted.
(ii)
In three cases where pressure was applied in order to achieve quantity,
as opposed to quality, the number of committee menbers was restricted
and consequently discussions limited, with the result that omissions and
errors subsequently became apparent.
Selection of standards
27.
The bases for selecting trades for which national
set have not been constant.
standards
have
been
(i)
Where the basis for selection was an apprenticeable trade for which
training was offered by the Ministry of Labour and Manpower, candidates
subsequently appeared for the related tests.
(ii)
Trades selected for which training was offered by training agencies
other than the Ministry of Labour and Manpower resulted in a demand for
related tests and the introduction of some standards
pertaining
primarily to female occupations, i.e. tailoring and dressmaking.
(iii)
Pressure was applied to introduce standards where no evidence of need
was substantiated.
A case in point is the standard for commercial
driver; no applications have been received for the related tests.
(iv)
Suspect manpower projections and inspired guesses where the underlying
motive was to produce quantities of standards led to the selection of
trades for which tests have not yet been requested. While it may be too
early to pronounce on the value of these standards, it remains doubtful.
E-1528-2:33
- 6 -
Functioning of committees
28.
It was originally planned that each standard-setting committee would be
chaired by a member of the CTSTC* so that, when the committee reported back to the
CTSTC, its chairman would be present to clarify any doubts and explain any seeming
ambiguities.
In fact, the practice was unsuccessful because the CTSTC-nominated
chairman often did not feel able or obliged to assume the duty, and this resulted in
delays and cancellations of standard-setting committee meetings.
29.
A subsequent approach was to appoint the chairman of the CTSTC, namely
the Director-General of the Ministry of Labour and Manpower, as the chairman of all
standard-setting committees.
This was not completely satisfactory since the
cultural background tends to inhibit joint consultation with those in authority, and
to restrain the informality which encourages involvement in the necessary debate and
discussion.
30.
The third approach proved the most successful,
promoting
total
involvement in an informal atmosphere, and is the one currently in use. It involved
the training and then the naming of a member of the Technical Unit as chairman at
the initial meetings; then, as the abilities of the various members became apparent
in the course of subsequent meetings, the chairmanship was handed over to the most
suitable one.
31.
Three differing methods have been utilised
committees on their task with differing results:
to
launch
standard-setting
(i)
Initially, the committees were given a general briefing on their tasks
by a member of the Technical Unit and then allowed to formulate their
own approaches. This proved unsuccessful and time consuming, as members
were hesitant to initiate proposals.
(ii)
Following the failure of (i), it was believed that members would be more
comfortable if they were provided with a working draft prepared by a
trade "expert" and which they were requested to modify. The drawback to
this method, however, was that the expert felt the need to protect and
justify his proposals;
discussions were stifled, and members were
reluctant to criticise and suggest changes.
(iii)
The successful system, which has now become standard practice, involved
the anonymous preparation of a draft which deliberately included
controversial items and incorrect statements;
further, no foreign
expert thus defends the proposals. This approach has resulted in lively
debate and argument, with members most eager to contribute.
32.
The time, frequency and duration of standard-setting committee
were subjected to experimentation which led to the following conclusions:
(i)
(ii)
(iii)
meetings
Meetings are best scheduled for early morning and not on Mondays and
Fridays which appear to be key days in industry. The early morning
start overcomes the difficulty members face in leaving their places of
work once they arrive and become involved.
It is preferable to hold meetings weekly in order
and interest.
to
maintain
tension
Meetings restricted to a maximum of three hours produce the best
results; those of longer duration tend to become counter-productive.
3 3.
Throughout the trade standard-setting programme, it has been possible to
obtain the wholehearted co-operation of industry even though no payments are made to
committee members, when personal contacts have been established by Technical Unit
members and reliance not placed on formal letter writing.
34.
The Technical Unit was responsible for providing revised drafts for each
meeting and decisions were arrived at not by vote, but by talking out problems and
through compromise. The time committees required for finalising their proposals for
1
The Central Trade Standards and Testing Committee (CTSTC) was a standing
committee of the Board to which all ad hoc standard-setting committees were
responsible; the committees reported to the CTSTC or were replaced by a standard
technical committee.
£-1528-2:33
- 7the standards varied with differing trades and ranged from 10 to 30 meetings of 2 to
3 hours' duration each.
35.
The format, designed by-the expert, for all trade standards has been
standardised and appears in Annex IV. Although the format is not mandatory, each
trade to date has been divided into the three grades shown.
36.
The important feature of the trade standards is the stress on practical
performance and this is emphasised in the preface to the practical reguirements. In
all cases, the criterion for passing the practical exercises is perfection and
indicated by "must_be_able_to". The "must" is omitted in connection with theory and
only the words "to know" are used.
37.
Two standards have been revised during the project; provision exists for
all standards to be reviewed at the end of two years of use or when errors are
discovered or technological developments demand change.
l£§de_test_settin^an^_ design
38.
In extending trade testing from a limited pilot scheme in
national scheme during the project lifetime, it was established that:
(i)
(ii)
(iii)
all tests should cover as comprehensively as possible all
in the relevant trade standards;
1973
items
to
a
listed
tests should always be presented in such a way as to ensure the complete
understanding of the candidate under testing;
practical tests should, where possible, for the sake of
interest, result in the production of a useful product.
economy
and
39.
Objective number (i) has been achieved to a large degree and without any
major problems. Problems initially arose with practical tests in objective (ii)
because, in a country where orthographic projection drawings are little used in
industry, test candidates had difficulty in visualising three dimensionally.
This
difficulty is compounded by the fact that even simple tests,.such as shuttering for
concrete formwork, may necessitate relatively complex drawings to illustrate what is
required. The solution arrived at for basic-level tests has been the provision of
pictorial views in addition to orthographic projection drawings, and the provision
wherever possible of complete models of the task required. In the case of theory
tests both at basic level, which is an oral test, and in the written examinations
for intermediate level, it is standard practice to use two languages - both English
and Bahasa Malay: students have the option of using either one.
HO.
In striving to attain objective (iii), useful products have been
produced during tests for such trades as cabinet making and joinery, but this is not
practicable in trades such as bricklaying and plumbing. In machining and turning
tests, it was arranged for testing to centre upon a common replacement part used in
the cigarette manufacturing industry. A manufacturer was found who was prepared to
supply material free in return for the end product. This idea has not succeeded to
date because of the poor quality of test pieces obtained, but should becoae viable
with improvements in training and better materials.
The setting of, trade tests
41.
Trade test panels have been formed for each trade for which standards
have been set.
The panels include, but are not confined to, members of the
standard-setting committees and §.11 members are from industry. By including persons
responsible for the standard setting in the trade test panels, the philosophy
governing the standards becomes implicit in the implementation stage. Members of
the trade test panels are responsible, with guidance from the Technical Unit, for
submitting draft test questions which are subsequently scrutinised and debated by
the panels. When the panels are satisfied with the scope and quality of the
questions, the Technical Onit presents them professionally. During the project
lifetime, 26 practical tests and 28 theory tests have been formulated in this
manner.
Before any test is given to candidates, it is performed by the member of
the test panel responsible for that test so that realistic time norms are
established and problems anticipated.
E-1528-2:33
- 8 -
42.
Pilot tests conducted prior to the project resulted in
following norms in marking tests:
(i)
(ii)
determining
Candidates taking similar tests in differing geographical
differing examiners, should be assessed on the same bases.
areas,
the
with
Any certificate issued following testing must signify that the holder
has
unqualifiedly demonstrated his ability to perform the tasks
specified in the relevant trade standard.
43.
The earlier pilot tests had been conducted on an ad hoc basis and
disparities in assessment by differing examiners noted. Every effort has been made
during this project to eliminate this problem and the procedures described below
have been developed and adopted.
(i)
Each test panel nominates a chief examiner drawn from industry.
(ii)
Chief examiners are present when test panels responsible for formulating
the test questions discuss the marking scheme.
Each examiner then
receives training in examination duties from the staff of the Technical
Unit.
(iii)
Irrespective of geographical location, the appointed chief examiners
were present at the initial tests conducted in every trade in 1974.
These examiners were supported by, and in charge of, examiners who had
been, wherever possible, recruited locally and who had been thoroughly
briefed by the staff of the Technical Unit. This "on-the-job" training
of examiners by the chief examiner and the Technical Dnit resulted in
the validation of more than 200 examiners spread over 22 trades in
differing geographical areas.
(iv)
Additional chief examiners were recruited to meet the increase in
testing and ease the burden on the initially appointed chief examiners.
These examiners1 were recruited from among ordinary examiners who had
demonstrated the ability to control and organise testing.
44.
The validity of certificates issued is ensured since all tests are
criteria-referenced, the standards being the criteria.
No attempt is made to
compare the performances of different candidates, each candidate's test performance
being related to the performance called for in the trade standards. A typical trade
test paper and marking scheme forms Annex V.
45.
All marking has been made as objective as possible and unique to the
Malaysian practical testing system are the distinctions made in marking critical and
non-critical items.
All practical tests contain critical items and non-critical
items, as illustrated below.
(a)
Motor vehicle test - basic level (as set out in Annex VI)
Critical items:
the starting of an engine after fault finding and/or adjustment;
the setting of spark plug gaps within given limits;
the setting of tappets within given limits.
Non-critical items:
filing sguare and flat;
giving verbal reports on the condition of components.
» All the additional chief examiners were from the Kuala Lumpur area. This was
to ensure their ability to attend frequent panel meetings convened by the technical
unit.
£-1528-2:33
- 9(b)
Ei§£t£iciansJ[._test_^_^a§ic_level
C£iti£al_it§is:
-
correct polarity;
correct earthing.
Non-critical items:
neatness of cleating;
wiring length.
46.
All critical items are so indicated in the test questions and brought to
the attention of candidates. These critical items are rigidly assessed as being
"acceptable" or "unacceptable" whilst non-critical items are marked conventionally
on a three-point scale. TO be successful, candidatesfflusthave all critical items
assessed as "acceptable" and obtain 50 per.cent of the total marks possible for the
non-critical items.
Test format and procedure
47.
For theory tests, two formats have been established: one for the oral
tests at basic level and one for the written tests at intermediate level. For the
oral tests, lists of guestions have been developed and grouped into sections with
answers provided. The oral examiner is trained to promote an informal atmosphere to
eliminate nervous tension during the oral examination and to:
(i)
(ii)
ask each candidate a fixed number of questions from each
exercising his own discretion as to the choice of questions;
section,
conduct the test in either Malay or English according to the candidate's
preference and to word his questions in a
way
which
ensures
understanding.
All tests at intermediate level consist of objective
questions which are primarily of the multiple-choice type.
An example
of the intermediate test is presented in Annex VII.
48.
Tests have been prepared at basic level for all trades (excepting that
of commercial driver, for which there is no demand) for which standards have been
approved, and for 12 trades at intermediate level.
49.
The Technical Unit organised many debates with representatives of the
training agencies, members of the standard-setting committees and examiners to
define the policy regarding the importance of the time factor in practical testing.
Following these discussions, the chief examiner was authorised to exceed the time
limit stipulated in the basic-level test paper.
In awarding
extra
time,
consideration is given to the existing test facilities, the availability of tools
and equipment and evidence that the candidates, given extra time, have the ability
to complete the test successfully. During the latter part of the project there has
been, however, a growing demand for a more rigid approach to the tine factor since
it is felt that realistic time norms for all tests have now been established based
on experience, and the fact that the facilities, equipment and training have in most
centres been geared to meet the test requirements.
50.
A^l tests have been conducted over weekends. Even with the extension of
testing, this was found possible and enabled examiners from industry to participate
with a minimum of interference to normal training in training institutes or to production when the tests were held in industrial establishments.
51.
Even though payments to examiners for
travel,
subsistence
and
examination duties have been minimal, it has not inhibited the recruitment of
examiners at any level, as evidenced by the fact that senior executives and company
directors have lent their services at many tests.
52.
The details of trade
tabulated in Annex VIII.
E-1528-2:33
tests
held,
locations
and
numbers
tested
are
- 10 -
yhe .evaluation of test results ^nd
the feedback of information
53.
The
the Technical
delays in the
certificates to
1973 pilot tests revealed deficiencies in
Unit, test panels and training agencies.
marking of test pieces, in ratifying
successful candidates.
information feedback
to
There were also excessive
results and in issuing
54.
To counteract the problems which emerged during
following measures were taken:
the
pilot
tests,
the
(i)
All examiners were made responsible for writing a report on the tests
they supervised.
The report was to include comments on organisation,
facilities, general strengths and weaknesses, and recommendations.
(ii)
Training agencies were encouraged to ensure that their instructors
were
present when the tests were conducted. They were allowed to move freely
among their students whilst tests were being conducted to personally
observe strengths and weaknesses. A dialogue was organised among
the
Technical Unit staff, 6 chief examiners and 28 staff of the major
training organisations to exchange ideas, cite problems and
propose
solutions.
(iii)
Test marking was speeded up and, wherever possible, decentralised to the
actual test centre;
only certain specimens were brought back tc
headquarters for subsequent trade test panel examination. The convening
of trade test panels to approve results and arbitrate on borderline
cases was expedited. While this has brought a significant improvement,
delays still occurred in issuing results and awarding certificates
since:
(a)
the final approval of results was vested in the Board, which meets
infrequently - at most four times a year;
(b)
for publicity purposes, all certificates were being issued at an
annual ceremony presided over by the Minister of Labour and
Manpower.
55.
In 1975, the system was again reviewed
which are currently in operation, introduced:
(i)
(ii)
and
the chief examiners issue a comprehensive
tests they are responsible for;
the
following
confidential
a member of the Technical Unit, who is present
written confidential reports on examiners;
at
all
procedures,
report
on
all
tests,
submits
(iii)
instructors are encouraged to attend and witness all tests that their
own students undertake, but are subject to the control of the Technical
Unit staff who are present to prevent interference with the actual
testing and marking process;
(iv)
all tests, with the exception of those involving fitting, turning and
machining, are marked on the spot by the examiners and the results known
within hours after the tests are completed;
(v)
immediately following the marking, a dialogue takes place between
appropriate training staff, examiners and Technical Unit staff;
the
(vi)
test pieces for fitting, turning and machining are of relatively
small
size and are returned to Kuala Lumpur for testing in an industrial
establishment; the results from such tests are available within two
weeks;
(vii)
successful candidates are notified immediately after both the trade test
panels and the CTSTC have approved the results;
however, two
month
delays in notification still occur.
E-1528-2:33
- 11 -
Additional related activities
The testing of apprentices
56.
The Technical Unit has conducted annual tests for apprentices completing
a four-year apprentice training conducted by the Ministry of Labour and Manpower.
This is referred to in Annex VII under "Related activities".
57.
These tests, which reguire the setting up of special panels and the
setting, on average, of 45 different test papers covering 15 trades, have occupied
the entire technical staff of the trade testing section for a minimum of two months
per year.
58.
Representations have been made to investigate the apprentice testing
system which, since it is at variance with the national standards, trade testing and
certification
system, results in overlapping and confusion, and demands an
inordinate amount of time for minimal numbers of candidates from an overtaxed,
understaffed Technical Unit.
21i§_.2Igr;all_deveio£fient_of_tfee_t£ade
§£aada£S§i-£^tiaa_a&i_£SEiifi£ati2a_si§iM
Ssaetai
59.
During the life of the project, even with the shortage of staff,
significant quantitative achievements have been made, as set forth in Annex II.
60.
Qualitative growth and recognition is illustrated by the fact that there
has been, and is, a demand from private candidates (who are under no compulsion to
do so) for the standard certification tests and their numbers have grown from zero
to 343 during the project.
61.
Significant changes in attitude have occurred, generated by
and effective implementation, as illustrated in the following examples:
persuasion
(i)
Two large companies in the private sector, namely the Dunlop Rubber
Company and the Malaysian Tobacco Company, have encouraged their
employees to take the tests, offered facilities and equipment for
testing, and financially rewarded successful employees.
(ii)
The national training agency (MARA), with a large degree of autonomy,
has changed its attitude of aloofness to one of wholehearted support, to
the mutual benefit of both entities.
(iii)
Two agencies* which are setting up or expanding training facilities have
sought the advice and assistance of the standards, testing
and
certification section and plan to co-operate in common areas, aligning
their training to meet the requirements of the NITTCB.
syllabi
62.
Syllabi have been developed for all standards promulgated, following the
standard format as illustrated in Annexes X and XI.
Those for basic and
intermediate grades for refrigeration and air-conditioning mechanics appear as
Annexes VIII and IX. The syllabi have been established by committees consisting of:
instructors, as representatives of the training agencies;
representatives from the standard-setting committees, to
thought and clarify doubts regarding depth of subject;
give
continuity
of
members of the Technical Unit.
63.
It is not mandatory for training agencies to follow an established
syllabus, which allows latitude for experimentation and course enrichment by
individual training institutes.
1
The Agro Industrial Training Complex Kuala Pilah - joint venture between the
National Onion of Plantation Workers, the State Government and the Lutheran Church.
The National Electricity Board - a ONDP/ILO-assisted project.
E-1528-2:33
- 12 -
Collaborations
of. information
dissemination
64.
A limited survey on the employment status of certificate holders was
made by the Technical Unit. Although its validity was questioned by a subsequent
project tripartite review, it gave rise to recommendations regarding methods of
promoting a greater understanding of the NITTCB and its activities from which the
following action resulted. In collaboration with the National Film Unit of the
Ministry of Information, a trailer film depicting the activities of the public
training institutions and the role of the NITTCB in the national trade standards,
trade testing and certification programme has been produced and shown on TV.
Production of a feature film is under active consideration. The Honourable Minister
of Labour and Manpower has held discussions with senior management personnel of the
industrial sector to obtain their co-operation in the employment of NITTCB
certificate holders.
65.
The Technical Unit has carried out a limited programme of visits to
industries for discussions with personnel and production managers regarding the
national industrial training programme and the trained resources available through
the trade testing programme.
66.
The Technical Unit has contacted organisations such as the Malaysian
Institute of Management, the Federation of Malaysian Manufacturers, the National
Productivity Council and the Malaysian Employers' Consultative Assocation and
persuaded them to disseminate information through their circulars to their members,
and requested permission for technical staff to participate in any seminars
arranged.
67.
The Technical Unit has established contact with the Directors of Labour
in each State in order to compile and maintain a catalogue of industries, for use in
circulating the NITTCB Newsletter and publicising NITTCB activities.
68.
The Technical Unit has commenced a series of monthly meetings of the
senior officials of the Technical Unit and other department heads of the Ministry of
Labour and Manpower to identify problems associated with the employment of certificate holders and to formulate remedial action.
E-1528-2:33
- 13 -
IV.
CONCLDS3[ONS,..&fiS_RgC0MMEBD&TIOMS
T£&il£_§£§!la.§ESl§
69.
Trade standards
have been successfully
established
by
Malaysia and
have set
recognised
goals of achievement
for the
development of all-round craftsmen in the traditional t r a d e s .
industry
in
training and
70.
The very selection of trades for which s t a n d a r d s are set is of
utmost
importance, and experience
has proven that standards developed on the basis of
recognised
needs have been
supported
while those developed
without
adeguate
supporting
evidence of need
have not been utilised.
Since the resources of the
Technical Unit are limited and the production of trade standards is time consulting,
it is strongly. recopmepdeg that only those standards be produced for which a firm
demand and subseguent support have been established.
71.
The standards in their present form allow for a degree of flexibility in
that the individual tradesman is free to take tests in different trades at differing
levels. There is in Malaysia, however, a demand for persons with a relatively broad
base of skills but a limited number of in-depth s k i l l s . Trade s t a n d a r d s and
tests
at basic level could be utilised for the broad-based training, but it_is_rec.gmmended
that subseguent certification be geared to progressive testing in line with training
modules of employable
skills, and that
the issue of certificates be geared to
presenting individual skill p r o f i l e s .
Testing
72.
The practice by which industry controls the setting and marking
of
all
tests
has proved viable, and the voluntary co-operation of all sectors of industry
has been outstanding. Even though a large cadre of trade examiners has been
built
up, it is recommended that a continual recruitment of examiners be carried out in
order to. provide a good geographical and ethnic spread and to distribute
equitably
the demands made on industrial organisations.
73.
Trade testing at basic level will continue to increase with the i n c r e a s e
in the numbers of people being trained by the training agencies and in the growth in
the number of applicants from industry. Even so, the present system
will
remain
viable,
provided
that training agencies which demonstrate
a capability
to
consistently a c h i e v e good test results are accredited
for conducting their
own
tests.
7t».
It is recommended that the following
implementing accreditation be applied:
requirements
and
procedures
for
(a)
a training section or department should have achieved and maintained an 80 per
cent pass rate over a series of three consecutive tests;
(b)
an accredited training section or department should then be allowed to conduct
its own testing programme which could be either based on progressive tests
or
end tests;
(c)
the NITTCB would award certificates to students whom accredited agencies judge
have met the standards;
(d)
control should s t i l l remain with the NITTCB, which would retain i t s right
to
impose its own tests at any time in order to ensure that the standards are
being maintained by the accredited training agency.
75.
In addition to maintaining
the validity
of the present
system,
accreditation
would promote a healthy competition among d e p a r t m e n t s of an institute
and between developing institutes and a g e n c i e s , thus reducing the cost of
testing.
(E2t§:
Inherent in the system of accreditation is a need for the Technical Unit to
provide an advisory service on designing and conducting progressive and end
tests.)
7 6.
The marking of test pieces is now efficient since, with the exception of
fitting and metal machining test pieces, they are all marked in
situ under
the
supervision and security
of the Technical Unit immediately after the tests are
E-1528-2:33
-Incompleted. The fitting and metal machining test pieces are currently marked in
industry outside the security control of the Technical Unit; it_is_therefore
r.ecomjnended that the proposal made by the expert and agreed to in principle by "the
Director of the Technical Unit regarding the setting up of a gauge room for checking
such test pieces on its own premises be implemented.
Certification
77.
It is essential that candidates who pass the basic tests receive
notification of the results at the earliest possible date, since a large majority of
them are job seekers and the immediate possession of a pass certificate would be
advantageous in finding employment. To ensure this, it.is .recommended that:
(a)
the Director of the Technical Unit be authorised to forward to successful
candidates an official result notification valid for one month within one week
of the test's being completed;
(b)
official certificates be issued to successful candidates within one
the test completion.
month
of
During
the life of the project, there has been a growing demand from workers in
industry, many of whom have had no formal training but who have learned their skills
"on the job", to take the certification tests. Private candidates who have taken
the tests number 343 to date, and with increasing
publicity this demand ir
increasing. The pass rate for such candidates is 40 per cent.
78.
This motivating of people to improve themselves by updating and
broadening
their skills, thus giving them greater mobility in the labour market, is
most encouraging. Many of them face certain problems, i.e.:
(i)
Some skills needed for passing the tests have not been acquired because,
at their particular place of employment, certain skills may not be
reguired, nor the relevant equipment available.
(ii)
Particularly in the great majority of small companies, there is no
training structure so that employees who may be efficient in the skills
of their trade will not have been exposed to the related theory.
There are no facilities to remedy this at present apart from a few
whose standards are suspect and under no control.
private
schools
79.
It is recommended that, for these people, the standards be broken down
into modules of training; and it_is_further_recommended that these training modules
be offered at the existing 13 vocational schools, which are eguipped for engineering
and building courses, and the 10 training institutes, which are currently
training
students for NITTCB tests. The classes would be held in the evenings on a part-time
basis and during
school vacations.
This is feasible, as the vocational schools
operate for only 38 weeks a year and the training institutes for approximately
44
weeks.
No evening courses are currently held, nor does training now take place on
the two-day weekends. The costly capital equipment could thus be utilised more, and
instructors could be a blend of normal staff on overtime
plus specialists from
industry.
Staffing of.the.Technical Unit
80.
The failure to recruit and phase in technical staff with the appropriate
background and experience for the Technical Unit has inhibited development and may
impair the progress already made.
The qualifications called for in the Project
Document for co-ordinators have not always been respected in recruiting; 8 of the
11 technical staff recruited in April 1975 have, after receiving a basic training in
the duties of the Technical Unit, resigned because their job responsibilities did
not match their abilities, training and aspirations.
The net gain in technical
staff at the operational level during the life of the project has only been three.
Based on experience and the existing situation, it_is_recommended that:
(a)
in the short term, the Unit should confine itself to on-going activities,
namely standard setting, testing, certification and curriculum development;
E-1528-2:33
- 15 -
(b)
staff recruiting should be based on two categories:
(i)
(ii)
permanent staff appointments consisting of persons matching, as near
possible, the original job description;
as
staff from the training agencies seconded to the Technical Unit on a
two-year cycle.
This would provide an immediate response to technical
staff deficiencies and promote a cross-fertilization of understanding
between the Technical Unit of the Board and the training agencies.
General
Apprenticeship
81.
The Board i s now involved in two forms of testing and certification:
(a)
one is geared to the national trade standards for which
training agencies and from industry are eligible;
candidates
from
§11
(b)
the other is geared exclusively to apprenticeship, which lies within the
purview of the training department of the Ministry of Labour and Manpower.
82.
This uncorrelated dual certification by the NITTCB causes confusion
among employers and misunderstandings with other training agencies. To rectify this
situation, it is recommended that:
(a)
the agency conducting apprentice training issue its own certificate
relating
to the successful completion of an apprentice course; this is in line with
the right of all other training agencies to offer internal c e r t i f i c a t e s ;
(b)
apprentices w h o want to obtain a n NITTCB certificate take the same test and be
subject to the same criteria as candidates from industry and other training
agencies.
The over-all results to date of
!§§!ios_a.a£_£§££i£i£&Ii2a
83.
The practice by which industry representatives define the standards
setting and mark the tests have proved viable and is now well supported by all the
training agencies. The catalytic effect on training is evidenced in the improved
results at training agencies which, with one exception, have been able to gear their
training to meet the standards.
84.
The exception is that of the vocational schools, which have been
to do sc because:
unable
(a)
the role of the vocational schools has not been clearly defined;
(b)
the schools attempt to cater to both students who will proceed
further
academically . and to those who will enter industry equipped with a particular
range of basic skills;
(c)
the standard course in the vocational schools is of two y e a r s ' duration and
the established examination to which, primarily, tuition is geared is the
vocational schools certificate. The examination for this certificate, unlike
the NITTCB certificate, is norm-referenced (the normal curve of distribution
is used to determine success) and its award is dependent on both academic and
broad skill attainment.
85.
A series of discussions is currently taking place between members of the
Board and vocational education authorities to establish the common elements which
exist between NITTCB tests and vocational school examinations, in order to discover
what modifications are required in the system of training and subsequently to equip
some
vocational school students to successfully take the national standard
certificate tests.
86.
It_is recommended that every effort be made to define objectively
the
role of the vocational schools and that consideration be given to the two following
alternative suggestions:
E-1528-2:33
- 16 -
(a)
After the first year, in which all students take the same course, two streams
should be formed:
one would be predominantly academic and technical and
geared to a further polytechnic-type of education, and the other predominantly
craft-based, geared to preparation for NITTCB certification; or alternatively
(b)
if the present system is to be continued, provisions might be made for the
schools' accreditation for NITTCB theory tests and arrangements made for a
short "topping-off" skill training course in industrial training institutes.
Thus, students with the aptitude and inclination to become craftsmen could
take NITTCB certification tests.
Publicity,
87.
Although there is evidence
that
NITTCB
standards,
tests
and
certification are becoming widely recognised by industry throughout Malaysia, many
employers and employees are still uninformed about their existence.
88.
Advertisements appear regularly in newspapers;
a one-minute trailer
dealing with standards, testing, certification and training courses is broadcast
nightly on the national television network. This was designed by the Technical
Dnit, which is now negotiating a feature film.
89.
While it is important that the scheme should be national in all
respects, it is also important that a growth in its recognition and subsequent
growth in demand be matched by a growth in the organisation and staff of the
Technical Unit.
With the present limited staffing, there is a danger that any
increase in publicity will bring an overwhelming demand for testing.
It is
recommended that this consideration be given weight when formulating policy
governing future publicity.
E-1528-2-.33
- 17
-
ANNEX I
ORGANISATION CHART AND FUNCTIONS
Of I'lffi l'JWHNmAL UHl'I1
Minister of Labour and Manpower
NITTCB
Ex officio
Chairman
.Secretary-General, Ministry of
Labour and Manpower
X
LIAISON-NACIT
and
Co-ordinating Committee of
Officials on Employment
and Training
Ad Hoc Support
Committees
Director
-Ex officio Executive Secretary
to the NITTCB
Deputy Director (Technical)
X
Syllabi and
Training Stds.
Trade Standard
and Testing
Technical Advice
and Support
Evaluation and
D o cument at i on
Head of Section
Head of Section
Head of Section
Head of Section
Executive
Officer
1
General Administration
1
2
1
2
1
1
Clerk Grade I
Clerks Grade III
Stenographer
Typists
Driver
Office Boy
Technical Administrative
Support
4 Clerks Grade III
1 Stenographer
3 Typists
1 Office Boy
Technical Resources Unit
16 Training Co-ordinators
(4 Special Grade)
(12 Time Scale)
1 Draughtsman
- 18 -
JOB DESCRIPTIONS - NATIONAL STAFF
TRAINING STANDARDS AND SYLLABI
Head of section
Responsible for the development of training standards, syllabi, curricula and
course manuals, in conformity with the trade standards established.
Principal duties include direction, control and continuity of:
(i
The development of training syllabi and training standards in collaboration with the appropriate ad hoc committees.
(ii
The development of curricula and methodology by means of specialist
working groups.
(iii
The development of instructional manuals and course training aids.
(iv
(v
(vi
The preparation of standard syllabi for approved specialised training
programmes.
The evaluation and reviewing of training standards, syllabi, etc.
Training of staff of the technical resource section.
Qualifications required
(a)
City and Guilds Technician qualification or equivalent;
(b)
specialised training in a major trade group (e.g. metal trades, electrical
trades, building trades);
(c)
training and experience in instructional techniques;
(d)
experience in trade analysis, syllabi construction and curriculum development;
(e)
ability to control staff, explain ideas clearly and concisely in Bahasa
Malaysia and English and participate in a team-approach-orientated system.
TRADE STANDARDS AND TESTING
Head of section
Responsible for the development and management of the trade standards and
testing unit.
Principal duties include the following:
(i
(ii
(iii
(iv
(v
(vi
(vii
(viii
(ix
the time based activity programming, direction control and continuity of
the trade standards and testing unit;
the development of trade standards in collaboration with ad hoc committees;
the design and development of trade tests;
the organising of trade testing centres;
the administering, conducting and invigilating of trade tests;
the assessment of trade tests;
the initiation of study groups in the field of trade testing;
acting as investigating officer relative to trade test results appeals;
the training of the technical resource section.
- 19 -
Qualifications required
(a)
City and Guilds Technician qualification or equivalent;
(b)
specialised training in a major trade group (e.g. metal trades, electrical
trades, building trades);
(c)
training and experience in instructional techniques;
(d)
experience in committee working, the setting of trade standards and the
design and implementation of trade testing;
(e)
ability to control staff, explain ideas clearly and concisely in Bahasa
Malaysia and English and participate in a team-approach-orientated system.
TECHNICAL ADVICE AND SUPPORT
Head of section
Responsible for the development and management of the technical advice and
support (skills promotion) unit:
Principal duties
(i)
The provision'of investigation and consultancy services to ascertain
trade standards and certification needs and to make recommendations
concerning the appropriate form and organisation of training in various
industrial sectors; resulting from these investigations, which will
include an examination of the apprenticeship system, to provide data to
assist the appropriate committees of the Board.
(ii)
Advising and assisting industry in the development of in-plant training
programmes, including the preparation of appropriate modules of training,
participation in the training of trainees and in the initial organisation
and implementation of programmes, arranging for interchange of ideas and
experience through regular meetings of in-plant trainers, and seeking the
co-operation.of training agencies and industrial enterprises in providing
specialised instruction.
(iii)
Examining the needs for instructors in differing specialisations and at
different levels, evaluating the current venues and systems of instructor
training and preparing recommendations for the future training of instructors and for a scheme for certification.
(iv)
(v)
The assessment of the facilities and resources of training agencies and
establishments and the making of specific recommendations for bringing
these into line with the requirements of the national training standards.
Training of staff of the technical advice and support unit.
Qualifications required: •
(a.) City and Guilds Technician qualification or equivalent.
(b)
Specialised training in a major trade group (e.g. metal trades, electrical
trades, building trades).
(c)
Training and experience in instructional techniques.
(d)
Experience as a training officer or in the field of work study and with a
good working knowledge of training equipment and aids.
(e)
Ability to control staff, explain ideas clearly and concisely in Bahasa
Malaysia and English and participate in a team-approach-orientated system.
- 20 -
STATISTICAL EVALUATION AND DOCUMENTATION
Head of section
Responsible for the development and management of the statistical evaluation
and documentation unit.
Principal duties:
(i
(ii
(iii
(iv
(v
(vi
(vii
Advise on data collection and sampling methods.
The classification and tabulation of standards testing and training
data and assistance in the analysis of data.
The derivation and measuring of norms for comparing and interpreting
test results.
The collection, documentation and presentation of trends in other parts
of the world relative to trade testing.
The conducting of research to provide the Board and Secretariat with
desired statistical data.
The initiation of the effective graphic presentation of facts and figures,
The training of staff of the technical resource section.
Qualifications required
(a)
HSC minimum or equivalent;
(b)
specialised training in the statistical/measurement field;
(c)
work experience in the field of statistical analysis and interpretation;
(d)
ability to control staff, explain ideas clearly and concisely in Bahasa
Malaysia and English and participate in a team-approach-oriented system.
SIXTEEN TRAINING OFFICERS - TECHNICAL RESOURCE UNIT
(1)
Training officers will not be assigned to specific units but will be grouped
together in a technical resource unit and allocated to operational units
according to demand.
(2)
It is important that the training officers recruited possess differing backgrounds, relative to trade specialisation and experience, in order that collectively they represent a pool of expertise covering a wide spectrum of the
training and testing field.
(3)
At the same time the group approach and interchange indicated above will
emphasise in the functions of the unit the essential inter-relationship of
the work of the three sections and will develop in the officers concerned a
capacity to look at the training standards, syllabi, testing, certification,
inspection and evaluation materials and processes as an integrated whole.
(4)
When the total demand of operational units exceeds the supply of the technical
resource unit the deputy director will determine priorities.
Principal duties will include:
(i)
The implementation of policy in connection with:
(a)
the development of syllabi, training standards and curricula;
(b)
the setting of standards and the design and conducting of trade
tests;
- 21 -
(c)
(ii)
inspection and control of technical activities.carried out by or on
behalf of the Board.
...
The compilation of technical reports as required.
Qualifications required
(a)
Minimum of City and Guilds Final Craft qualification or equivalent;
(b) specialised training in trade areas as follows:
(c)
(d)
2 technical officers - fitting and machining
1
foundry
2
- electrical
1
- electronics
2
- automotive
1
- building
1
1
- woodworking
2
- plumbing
1
- welding and sheet metal
2
- printing
with specialisation in work study
(method study
or work measurement)
industrial and/or instructional
experience
in the individual area of
specialisation;
ability to work both independently and as a team member and to explain ideas
clearly and concisely preferably in both Bahasa Malaysia and English.
Note.
If and when, as anticipated, the NITTCB is called upon to widen its
responsibilities to include other occupations e.g. rural, clerical, tailoring,
the Deputy Director will make recommendations to the Board concerning the
appropriate increases in or modifications to the sta'ffing of this unit.
- 22 -
ANNEX IIA
STANDARD SETTING, TESTING AND
CERTIFICATION ACTIVITIES
Activity
Prior to the
project
During the
project
17
6
Standards in preparation
NIL
6
Standards revised
NIL
2
Number of practical tests designed
7
26
Number of trades in which tests
were conducted at the basic level
7
22
Number of trades in which tests
were conducted at the intermediate level
NIL
8
Number tested at the basic level
384
3 300 1
Number tested at the intermediate
level
NIL
180 1
Standards set
Number of different geographically
located test centres used
12
27
Number of examiners trained and
utilised,
30
200 1
Number of industrial personnel
involved in trade test committees
-
200 1
Number of meetings held of trade
test panels and standard-setting
committees
-
150 1
1
Approximations, as 1975 test series not yet completed.
- 23 -
ANNEX IIB
LIST OF NATIONAI TRADE STANDARDS AND SYLLABI
ESTABLISHED BY THE NITTCB
GROUP A - AUTOMOTIVE TRADES
A.l.
A.2.
Motor Vehicle Mechanic
Earth Moving Equipment and Const. Machinery Mechanic
A.3.
Commercial Drivers
GROUP B - BUILDING TRADES
B.l.
B.2.
Bricklayer and Mason
Plumber (Domestic)
GROUP C - WOODWORKING TRADES
C.l.
C.2.
Carpenter and Joiner
Cabinet Maker - (Basic Grade)
GROUP D D.l.
D.2.
D.3.
ELECTRICAL TRADES
Refrigeration and Air-Conditioning Mechanic
Electrician (Domestic and Industrial)
Radio and T.V. Mechanic
GROUP E - MECHANICAL TRADES
E.l.
E.2.
E.3.
E.4.
E.5.
E.6.
E.7.
General Mechanic - Fitter
Turner
General Machinist - Miller
General Machinist - Grinder
Welder - Gas
Welder - Electric Arc
Sheet Metal Worker (Tin Smith)
GROUP F - PRINTING TRADES
F.l.
F.2.
F.3.
F.4.
Hand Compositor
Machine Compositor - Linbtype/lntertype Operator
Pressman - Flat Bed Letterpress
Bookbinder
GROUP G - CLOTHING TRADES
G.l.
G.2.
Tailoring and Cutting
Dressmaking
24
ANNEX
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- 25 -
ANNEX IV
TRADE STANDARDS FORMAT
NATIONAL INDUSTRIAL TRADE STANDARDS, TRADE TESTING
AND CERTIFICATION
GENERAL REGULATIONS
NOTES
1. The Trade Standards result from the co-operation and involvement of representatives of industry, working in trade committees, and are directly related to
the skills, equipment, tools and materials in common use, in Malaysia, at the
present time.
2. The Trade Standards herein relate to occupations mentioned in the Malaysian
Dictionary of Occupational Classifications unless otherwise stated.
3.
level.
The Trade Standards referred to relate specifically to workers at craft
4. All the Trade Standards are set out in a standard form and for each grade
performance requirements, knowledge requirements and tools and equipment to be used
are listed.
5. All Trade Standards will be subject to a periodic review and modified as
required.
6. Certificates will be awarded, for each grade, to candidates who successfully pass the requisite qualifying trade test.
INDUSTRIAL TRADE CERTIFICATION GRADES
1. For each trade, unless otherwise specified, there are three grades.
They are:
(i)
(ii)
(iii)
The Basic Grade;
The Intermediate Grade;
The Advanced Grade.
2. The Basic Grade relates to the level of knowledge and skill of a beginning
craftsman.
This level should be attainable by graduates of approved training
courses or those who have had a minimum of 2 years "on-the-job" experience.
3. The Advanced Grade is based on the highest level of a craftsman, in that
trade, in industry.
4. The Intermediate Grade falls approximately midway between the Advanced
Grade and the Basic Grade.
.THE FORMAT OF TRADE CERTIFICATION TESTS
1. For all grades, of certification there will be practical skill tests and
related knowledge tests .-•
2.
All tests will be based on the Industrial Trade Standards.
3. Candidates taking higher tests are expected to know items required for the
lower tests, e.g., a candidate for Advanced Grade must be able to fulfil all the .
- 26 -
requirements for the Basic Grade, the Intermediate Srade^and the Advanced Grade.
Tests will reflect this requirement.
4. The duration of practical tests will vary according to trade and according
to the certification grade.
5. For the Basic Grade the related knowledge test will be oral.
test questions will he related to the following three sections:
(a)
safety;
(b)
tools and equipment - identification and selection;
(c)
the practical test given.
The oral
6. There will be written tests, based on objective-type questions, for both
Intermediate and Advanced Grades, in addition to oral questions which may be asked.
7. The emphasis in all certification tests will be on objectivity and the
requirements of industry.
ENTRANCE CRITERIA FOR TRADE
CERTIFICATION TESTS'
1. There is no stipulated educational qualification but it may be difficult
for candidates with a poor background of education to pass a Certificate Trade Test
in the higher grades.
2.
Basic Grade candidates must:
(a)
be over 17 years of age;
ing establishment; and
(b)
(i)
(ii)
3.
or be over 15 years of age if in an approved train-
have a minimum of two years' "on-the-job" trade experience;
have completed the minimum requirements of the Basic Grade Syllabus in an
approved training course.
Intermediate Grade candidates must:
(a)
possess the Basic Grade Certificate;
(b)
(i)
(ii)
4.
or
and
have had a minimum of 2 years' subsequent "on-the-job" trade experience;
or
have completed the minimum requirements of the Intermediate Grade Syllabus
in an approved training course.
Advanced Grade candidates must:
(a)
be over 21 years
of age;
and
(b)
possess an Intermediate Grade Certificate;
(r)
have had a minimum of 2 years' subsequent "on-the-job" trade experience.
and
5. Candidates possessing the necessary skill and qualifications can apply for
trade tests in more than one trade.
APPLICATIONS TO TAKE TRADE CERTIFICATION TESTS
1. Candidates for tests and certification should be nominated by respective
employers using the official application form obtainable from:
Setiausaha Kerja,
Lembaga Latihan Perindustrian dan
Persijilan Ketukangan Kebangsaan,
Bangunan Campbell Komplek (Tkt.18),
Jalan Campbell, Kuala Lumpur 01-09.
- 27 -
2. The principals of approved training institutes will be considered as equivalent to employers for candidates applying for the tests.
3. Candidates who are not currently in employment but are otherwise eligible
can also apply to sit for tests provided they are able to produce evidence that
they can meet the entrance criteria.
4. In cases where individuals are refused nomination by their employers they
will be allowed to appeal to the Board.
Entry fees
Details concerning entry fees for the trade certification tests, will be as
prescribed by the Board from time to time.
The conducting of tests
1. All tests will be conducted by personnel approved by the National Industrial
Training and Trade Certification Board and the Board will possess the right to send
its own representative(s) to observe and inspect any tests being carried out on its
behalf.
2. There will not be a fixed schedule for holding tests.
tests will depend on the demand and the facilities available.
The frequency of
The marking of tests
1.
basis.
All oral and written tests will be assessed on a conventional mark-awarding
i
2. Parts of practical tests may be assessed on a conventional mark-awarding
basis but certain skills,, considered critical to a particular level, will be marked
either "acceptable" of "unacceptable".
Candidates giving an unacceptable performance in one of these critical skills will automatically fail the complete test..
Candidates failing tests
1. Candidates who take a test and fail, will be eligible to sit for a further
test after a period of six.months.
2. Candidates who fail a test may re-sit for the next test by showing the
result slip without obtaining a further endorsement from the employer and/or
principal.
3. If a candidate fails in theory only referment will be given.
Referment
will not stop a candiate progressing timewise to the next level but the candidate
must pass the theory test prior to taking a trade certification test for the next
level.
Grace period
1. In order to allow experienced, skilled workers, already established in and
recognised by industry, to enter the Trade Certification Scheme a grace period of
2 years' duration, dating from the conducting of the first test for the Basic Grade
Certificate in each individual certifiable trade, will be given.2. Specifically affected are established craft workers attaining the age of
19 during the grace period together with those candidates over the age of 19 on the
date of the conducting of the first test for the Basic Grade Certificate in each
certifiable trade.
3. Candidates affected by the grace period will be allowed to take either the
intermediate certificate test or the final certificate test provided that they fulfil the conditions relative to training and "on-the-job" trade experience.
- 28 -
4. To take the Intermediate Grade Certification Test a grace period candidate
must have had a minimum of four years "on-the-job" trade experience or have completed
a recognised training course plus having had a minimum of two years of "on-the-job"
trade experience.
5. To take the Advanced Grade Certification Test a grace period candidate must
be at least 21 years of age and have had either:
(a)
a minimum of five years "on-the-job" trade experience;
or
(b)
have completed a recognised training course plus having had a minimum of three
years of "on-the-job" trade experience.
6. A candidate failing an Intermediate Grade test will be allowed one re-sit.
A candidate failing the re-sit will have to enter the scheme at the Basic Grade
level.
7. A candidate failing once an Advanced Grade test will have to sit for the
Intermediate Grade test.
29 -
NITTCB/CTSTC 43 (7)
7th August, 1974
NATIONAL INDUSTRIAL TRADE STANDARDS
TURNER
BASIC GRADE
Performance;
Must be able to: •
1.
Use measuring and testing equipment, e.g. rules, feeler gauges, dial test
indicators, etc.
2.
Use vernier calipers and micrometers in Imperial and Metric graduations and
convert readings with the use of conversion charts.
3.
Mark out from a simple sketch/drawing.
4.
Distinguish, use and maintain hand cutting tools.
5.
Pile flat and square to an accuracy of +.005" (0.125 m m ) .
6.
Identify cast iron, steel, copper, brass and aluminium.-
7.
Operate bench and pillar-type drilling machines for centring, drilling and
countersinking.
8.
Perform machining operations on mild steel and cast iron.
9.
Operate a lathe to centre drill, drill, bore, ream,.counterbore and countersink holes.
10.
Set up work in a four-jaw chuck, between chuck and centre,- and between centres
to perform plain and step turning to minimum limits of +0.002" (0.05 mm) on
diameters and + 0.005" (0.125 mm) on lengths.
11.
Rough, finish and regrind high-speed steel cutting tools for roughing, finishing, chamfering and thread-cutting operations.
Grind twist drills.
12.
Cut external and internal "V" threads using taps and dies.
13.
Set up for and cut single start external "V" threads to supplied gauge.
14.
Perform knurling operations.
Tools and equipment:
Steel rules
Internal, external and
odd-rleg calipers
Vernier calipers
Vernier depth gauge
Peeler gauge
Vice and work bench
Hack saws
Pile and file brush (card)
Hammers and mallets
Cold chisels and punches
Drills, taps dies and reamers
Thread gauge
Dial test indicator •
External and internal micrometers
Scribers, dividers
Engineering and combination squares
Surface table or plate
Surface gauge and V-blocks
Angle plate
Drilling machine
Lathe machines
Plain milling machine
Shaping machine
Lathe Cutting tools (tool bits)
Tool holders
Knurling tool
Grinders' (Pedestal or bench)
Grinding wheel dresser
Plug and snap gauges
- 30 -
Plus any allied equipment required to carry out .job functions listed
satisfactorilyJ
To know:
1.
Safety precautions - personal and equipment.
2.
Good housekeeping - storing and routine maintenance of tools and equipment.
3.
The care, application and reasons for using different types of measuring
instruments such as steel rules, vernier calipers, micrometers etc.
4.
How to use conversion charts
5.
The common uses of cast iron, steel, brass, copper and aluminium.
6.
The different types of lathe and shaping cutting tools (including twist drills)
and the relevant cutting angles, such as rake angle, front, end and side
clearances etc.
7.
The different types of tool holders and the correct height setting of tools.
8.
The types of hand tools and their uses.
9.
The basic operations performed on lathe, drilling, shaping, milling and
grinding machines.
Imperial/Metric.
10.
The factors which influence cutting speeds and feeds.
11.
The different types of taps and dies, and the meaning and uses of the following:
BSW, BSF, BSP and BA.
12.
The main types of cutting oils and coolants and their purposes.
13.
How to read lubrication charts and the reasons for and the importance of using
correct lubrication.
14.
The meaning of limits, tolerances and allowances.
15.
How lathe, shaping and milling machines are described, their principal parts
and accessories.
16.
The uses of, and be able to identify, all work holding equipment applicable to
the performance items.
17.
How to interpret simple drawing symbols including surface finishing symbols.
- 31 INTERMEDIATE GRAIE
TURNER
Performance;
Must be able t o i
1.
Uso p r e c i s i o n measuring i n s t r u m e n t s , such as i n t e r n a l micrometer,
v e r n i o r depth gauge, v e r n i e r p r o t r a c t o r e t c .
2.
V?ork t o a d e t a i l drawing i n Imperial and m e t r i c measurements.
3.
Perform t u r n i n g and thread c u t t i n g o p e r a t i o n s involving the use of
f i x e d and t r a v e l l i n g s t e a d i e s , and p a r t i n g
4.
off.
Set up and machine jobs which involve the use of a face p l a t e and
balance w e i g h t s .
5.
Perform t u r n i n g operation?] t o minimum l i m i t s of £ 0 . 0 0 1 " (0.025 mm)
..
.
0.002" (0.05 mm)
, .,
on d i a m e t e r s , + Q ___ v
' o n depths.
6.
Cut s i n g l e s t a r t square and acme t h r e a d s , i n t e r n a l and e x t e r n a l , both
r i g h t and l o f t hand, t o supplied gauges.
7.
Cut double s t a r t "V" t h r e a d s e x t e r n a l l y both r i g h t and l e f t hand t o
supplied gauges.
8.
Sot up t o m a i n t a i n c o n c e n t r i c i t y within an accuracy of 0.002"
(0.05 mm), on second o p e r a t i o n s u s i n g a Dial Test I n d i c a t o r .
9.
Porform turning- o p e r a t i o n s on s t a i n l e s s o t e o l , a l l o y s t e e l ,
aluminium and b r a s s .
10.
0omonstrato economic metal removal during t u r n i n g o p e r a t i o n s .
11.
Turn t a p e r s by u s i n g t a p e r t u r n i n g attachment, swiveling the compound
r e s t , o f f - s o t t i n g the t a i l s t o c k , t o supplied. t a p e r p l u g and r i n g gauges...
12.
Use tungsten carbide t u r n i n g t o o l s .
13.
Carry out minor r e p a i r s and adjustments t o l a t h e s .
14.
Perform wheol d r e s s i n g , on p e d e s t a l or bench g r i n d e r s .
Plus as l i s t e d i n the Basic Grade
Tools and Equipment:
As l i s t e d i n the Basic Grade plus any a l l i e d equipment r o q u i r e d t o
oarry out job funotions l i s t e d
satisfactorily.
- 32 jCnow:
1. The different types of gauges e.g. radius, plug, ring, snap, taper,
thread, caliper and drill.
2. The different types of holding devices and machine chucks in
common use,
3. The typos of thread forms, thread chasers and their uses. The terms
such as, T.P.I., lead, pitch, major dia., core dia., depth of thread.
4. How to cut "V" threads using the offset method.
5. The different types of lathe machines and their uses and the operations
commonly performed.
6. The different types of screws, bolts, studs, nut and locking devices
and their uses.
7. The effects of common steel alloys on machinability.
8. Common cutting tool materials and shapes e.g. high speed steel and
tungsten carbide.
9. The methods of grinding cutting angles of H.3.S. and tungsten carbide
lathe tools for different types of materials and the use of ohip
breakers.
10. The methods of adjusting and the preventative maintenance carried
out on lathes and related equipment.
11.
Calculations relevant to screw cutting and taper trxning,
12. The equipment used for dressing grinding wheels.
Plus as listed in the Basic Grade.
TUKNER
Must bo able tot
1. Set up and perform eocontrlo turning.
2.
Cut hellxQB e.g. oil grooves etc.
3. Perform freo hand turning operations e.g. trunnion balls and sockets
and intrioate shapes to templates.
4.
Out external and internal single and multiple start threads.
5«
Set up and operate capstan and/or turret lathes,
6.
Set up and operate a oylindrioal grinding attaohment.
/. Perform prooioion turning and boring operations to an aoourooy of
±•0005" (0.0125 mm).
8. Bore blind holes.
9.
Interpret comprehensive machine drawings.
tools and BgulmQirt
AB l i s t e d in the Basio Grade plus any a l l i e d equipment required t o
oarry out job functions l i s t e d satisfactorily.
To Khowi
1. Methods of chooklng oooontric throw.
2. Methods of helix outting.
3. The methods of setting up non oylindrioal work pieces.
4. The methods of outting multiple start threads.
5. The calculations of oompound gear trains for helicals and multiple
start thread cutting,
6. The main features of, and equipment used on, oapstan and turret
lathes (inoluding roller boxes and die hoads),
7. The uses and limitation of cylindrical grinding attachment.
8. The methods of outting taper threads.
9. The interpretation of comprehensive working drawings.
10. The mothodB of outting slots and serrations on lathes.
11. The basio properties of materials which effect turning operations.
Plus as 3 jstad In the Banjo and Intermediate Grades.
- 34 -
ANNEX V
TYPICAL TRADE TEST PAPER AND MARKING SCHEME
NATIONAL INDUSTRIAL TRAINING AND TRADE CERTIFICATION BOARD
TRADE TEST
BASIC GRADE
TRADE:
TURNER
SUBJECT:
PRACTICAL
DATE:
Write your index number here:
INSTRUCTIONS TO CANDIDATES
The test consists of two questions and the time allowed is approximately five
hours.
You are allowed 10 minutes before the starting time to study the drawing and
plan your work procedure.
No candidates should begin the test until instructed to do so by the examiner.
At the end of the test the examiner will instruct you on how to label your
test piece.
No second supply of material is allowed.
If you make a mistake carry on with
your test piece keeping as close to the required dimensions as possible,
If in doubt about any point ask the examiner.
Candidates are required to return this question paper to the examiner on
completion of the practical test.
35 -
- 36 -
QUESTION No. 1
Material:
Tools and
Equipment:
One piece of mild steel 2 3/4" dia.'x 2".
Centre lathe with all normal attachments and accessories.
A number of unground HSS toolbits.
Drills, reamers, boring
tools and measuring equipment as required.
Assignment:
Using the supplied material machine the Separator Boss to the
given drawing.
Note:
(i)
Give particular attention to the critical items.
(ii)
The examiner will, during this test, assess your ability
to grind lathe tools correctly.
(iii)
The Separator Boss is to be tool finished all over.
No
emery paper is to be used and a file can only be used
for removing sharp edges.
(iv)
The thread is to be cut to suit the supplied 3/4" BSW
nut.
QUESTION No. 2
Tools:
An assortment of turning tools or models of turning tools.
Assignment:
At the examiner's discretion you will have to:
(i)
(ii)
Identify different tools.
Select tools suitable for different operations and
materials.
- 37 >w
LEMBAOA LATIHAN PERINDUSTRIAN DAN PERSUILAN KETUKANCAN KEBANOSAAN
TURNER - PRACTICAL
MARKING SCHEME - BASIC GRADE
Index No. of Candidate:
Date:
Test Reference:
SEPARATOR BOSS
QUESTION NO. 1
Acceptable
Unacceptable
Critical Items 2.095 - 0.002 Diameter
1.000 - 0.002 Diameter
0.087 - 0.005 Depth
j
.
•
*
0.750 - 0.005 Width
2.500 - 0.005 Width (Filed)
.
0.500 - 0.001 Bore
RESULT:
PASS/FAIL
I f ma Marked Conventionally
For dimensional accuracy marks should b e : Full marks i f within the tolerance.
Half marks i f h a l f the tolerance outside the tolerance.
No marks i f more than h a l f the tolerance outside the tolerance.
Marks p o s s i b l e
Method of holding t o ensure concentricity
k
2
0
3/1*" BSW thread form
1*
2
0
3A" BSW thread mating
k
2
0
R e a l i s t i c c u t t i n g speeds and feeds
k
2
0
Surface f i n i s h (other than reamed hole & thread)
2
1
0
Surface f i n i s h - reamed hole
2
1
0
Surface f i n i s h - thread
2
1
0
v^
38
Diameters
Lengths
2 5/8"
2
1
0
3A". (thread)
2
1
0
25/32" counterbore
2
1
0
1/U"
2
1
0
1"
2
1
0
1/8'' (counterbore)
2
1
0
1/2" (reamed hole)
2
1
0
1/8" x 1/16" (thread undercut)
2
1
0
Correct spacing
U
2
0
3/10" diameter
2
1
0
Drilled holes
Possible
Total
Achieved
1*2
PASS/FAIL
QUESTION NO. 2
Grinding of roughing tools
k
2
0
Grinding of finishing tools
k
2
0
Grinding of form tools (threading & undercut)
6
3
0
Grinding of boring tools
2
1
0
Possible
16
PASS/FAIL
Achieved
39 ANNEX VI
LEMBAGA LATIHAN PERINDUSTRIAN DAN PERSIJILAN KETUKANOAN KEBANGSAAH
MOTOR VEHICLE MECHAKICAL - PRACTICAL
MARKING SCHEME .- BASIC GRADE
Index No. of Candidate:
1
Date:
Test Reference:
CRITICAL ITEMS
QUESTION NO. 1
Det_ail
i)
Acceptable
Unacceptable
Tappet clearances-
a) inlet valves
(+ 0.001 in.)
b) exhaust valves
ii) Fixing of contact points
iii) Gap setting (C.B.Points)
X
(+0.001 in.)
iv) Srark Plug Gaps (k plugs)
v) Reviring of distributor cap
vi) Starting up engine
vii) Adjustment of mixture strength
viii) Adjustment of idling speed
RESULT: PASS/FAIL
- 40
MOTOR VEHICLE MECHANICS (BASIC GRADE) PRACTICAL
INDEX NO:
QUESTION NO. 3
CRITICAL ITEMS
Details
Acceptable
Unacceptable
i) Functioning of master pump
Items conventionally assessed
2
1
0
i) Dismantling of master pump
ii) Verbal report on condition of piston
iii)
'"'
''
"
"
" rubber cup
iv)
"
"
'"
'
'' check valve
v)
"
i-
H
..•
.
vi)
"
•''
,;
"
S
pring
:
' master pump body
yii) Assembling of master pump
Total possible marks
11*
Marks allocated
RESULT: PASS/FAIL
- 41 -
MOTOR VEHICLE MECHANICS (BASIC GRADE) PRACTICAL
INDEX NO:
QUESTION NO. h
Detail
i) Serviceability of battery (High rate
discharge tester/hydrometer)
ii)
Correct connection of battery terminals to
charger/series connections.
Acceptable
Unacceptable
•
RESULT;
•
PASS/FAIL
REMARKS:
QUESTION NO: 2
Detail
Acceptable
Unacceptable
i) Maximum diameter of cylinder bore
(+ O..O01 in.)
ii) Minimum diameter of cylinder bore
RESULT:
PASS/FAIL
- 42 -
MOTOR VEHICLE MECHANICS (BASIC GRADE) PRACTICAL
INDEX NO:
QUESTION NO. 5
CRITICAL ITEM
Detail
Acceptable
Adjustment of wheel bearing
Unacceptable
]
•
Items conventionally assessed.
2
1
0
i) Jacking up (safety)
ii) Wheel bearing play
iii) Removing of wheel
iv) Removing of brake drum and hub
v)
Verbal report on condition of bearing
vi)
Repack wheel bearing
vii)
Fixing back of wheel
—
viii)
—
—
Lowerine back of vehicle
Total possible marks
16
Marks allocated
Deductions for unsafe working
Maximum deduction = lj
Total marks obtained
Note:
Passing Marks
Remarks:
RESULT-
PASS/FAIL
•
• '
—
- 43 ^
MOTOR VEHICLE MECHANICS (BASIC GRADE) PRACTICAL
INDEX NO:
QUESTION NO. 6
CRITICAL ITEMS
Acceptable
Details
i)
Unacceptable
Squareness of vehicle vith screen
ii) Area of concentrated light
Items conventionally assessed
2
i)
1
0
Marking of lamp centres + 1/8 in
ii) Height of lamp centres from ground + 1/8 in
iii) Distance for setting + , ,, .
- I/a in.
T o t a l p o s s i b l e marks
Marks ;:T]ocated
= 6
•
RESULT:
Remarks:
PASS/FAIL
- 44 W
LEMBAGA LATIHAN PERINDUSTRIAN DAN PERSIJILAN KETUKANGAN KEBANGSAAN
UJIAN KETUKANGAN
PERINGKAT ASAS
KETUKANGAN:
MEKANIK KENDERAAN MOTOR
PERKARA:
UJIAN AMALI
TARIKH:
Tulis angka giliran di sini«
ARAHAN-ARAHAN UNTUK CALUN-CALUN
1.
2.
3.
4.
5.
6.
7.
8.
Ujian ini mengandungi 7 soalan dan masa yang dibenarkan ialah
lebih kurang 6j jam.
Kamu dibenarkan 10 minit sebelum masa dimulakan untuk memahatni
lukisan dan merancangkan untuk membuatnya.
Calun-calun tidak dibenarkan memulakan ujiannya sehingga mendapat
arahan dari Pemeriksa.
Diakhir ujian Pemeriksa akan menunjukkan cara untuk membuat nama
tanda di atas ujian kamu itu,
Pemberian barang-barang yang kedua tidak akan dibenarkan. Jika
kamu membuat kesalahan, teruskan juga kerja itu dengan mengikut
ukuran yang hampir seberapa yang boleh.
Soalan-soalan yang 'item'nya bertanda asterisk (*) , adalah -tLtem'
yang diwajibkan, jika didapati ada'item' yang salah, anda akan
gagal keseluruhan ujian itu.
Jika ada apa-apa kemuskilan bertanyalah kepada Pemeriksa.
Calun-calun dikehendaki memulangkan kertas soalan ini kepada
Pemeriksa sesudah selesai ujian.
INSTRUCTIONS TO CANDIDATES
1.
2.
3,.
4.
5.
6.
7.
8.
The test consists of 7 questions and the time allowed is
approximately 6j hours.
You are allowed 10 minutes before the starting time to study the
drawing and plan your work procedure.
No candidates should begin the test until instructed to do so by
the Examiner.
At the end of the test the Examiner will instruct you on how to
label your test piece.
No second supply of material is allowed. If you make a mistake
carry on with your test piece keeping as close to the required
dimensions as possible.
Questions that contain items that are marked with an asterisk (*)
are critical items, and if you get any of these items wrong you
will fail the complete test,
If in doubt about any point ask the Examiner.
Candidates are required to return this question paper to the
Examiner on the completion of the practical test.
- 45 -
SEMUA soalan adalah diwajibkan, calun-calun yang
gagal satu daripada soalan-soalan ini akan dikira
gagal keseluruhan ujian. Untuk lulus Soalan No.7
calun-calun mestilah dapat sekurang-kurangnya 50%
dari markah penuhnya.
ALL questions are compulsory, and to pass question
No.7 candidate must at least obtain 501 of the total
possible marks.
Masa 1 jam 30 minit.
Inj in petrol yang berkeadaan baik.
Sebagai yang diperlukan.
a)
Buka penutup jempelang, palam pencucuh
dan alat sesentuh.
b)
Betulkan tappet clearance, alat sesentuh
dan kelegaan palam pencucuh mengikut arahan.C*)
Pasangkan semula palam pencucuh.
Pasangkan semula penutup jempalang.
Hidupkan inj in, laraskan kelajuan pepura
(idling speed) dan tenaga campuran
(mixture strength).(*)
c)
d)
e)
Semua kelegaan mestilah diantara - 0.001 in.
Time 1 hour 30 minutes.
Petrol engine in good working condition,
As required.
a)
Remove the rocker cover, spark plugs and
contact points.
b) Adjust tappet clearances, contact points
and spark plugs gaps according to instructions.(
c) Refit spark plugs.
d) Replace rocker cover.
e) Start engine and adjust mixture strength
and idling speed of engine. (*)
All gaps must be within - 0.001 in.
•- 4 6 -
SOALAN NO: 2
Masa 30 minit.
Alatan:
Satu bongkah selinder
Perkakas:
a)
b)
Cylinder bore measuring gauge
Inside micrometer
Tugas:
a)
b)
Sukat ukuran pada satu cylinder bore.
Beri bacaan maksima dan mänima garis pusat.(*)
Nota:
Bacaan yang diberi mestilah diantara -0.001 in.
QUESTION NO: 2
Time 30 minutes.
Equipment:
Cylinder block
Tools:
a)
b)
Cylinder bore measuring gauge.
Inside micrometer.
Assignment:
a)
b)
Measure one cylinder bore.
Give the maximum and minimum diameter.(*)
Note:
Reading given must within -, 0.001 in.
SOALAN NO: 3
Masa 1 jam.
Alatan:
Satu brake master cylinder.
Perkakas:
Sebagai yang diperlukan.
Tugas:
a)
b)
c)
Buka semua bahagiannya.
Aturkan di atas meja, pereksa dan beri
lapuran di atas keadaannya.
Pasang semula dan periksa.
QUESTION NO: 3
Time 1 hour.
Equipment:
Brake masteT cylinder.
Tools:
As required.
Assignment:
a)
b)
c)
Open up all the parts.
Lay on the table, ins]
inspect and report on
the condition.
Reassemble and check.
- 47 -
Masa 30 minit.
a)
b)
c)
d)
e)
Bateri
Bateri charger
Hydrometer
High rate discharge tester
Jumper cable dengan kelip buaya
Sabagai yang diperlukan.
Uji atau sambongkan bateri mengikut
arahan. (*)
Time 30 minutes.
a)
b)
c)
d)
e)
Batteries
Battery charger
Hydrometer
High rate discharge tester
Jumper cable with crocodile clips
As required.
Test or connect the batteries according
to instructions.(*)
Masa 30 minit.
Trolley jack dan sebuah motokar dengan
dun wheel bearing depan yang dilonggarkan.
Sebagai yang dikehendaki.
a)
b)
c)
d)
'Jack up' satu roda, pereksa dan keluarkan
wheel bearing yang dihadapan.
Pereksa keadaannya dan 'repack' semula.
Betulkan wheel bearing itu.(*)
Pasangkan semula roda.
Time 30 minutes.
Trolley jack and a motor car with 2 front
wheel bearings loosened.
As required.
a)
b)
c)
d)
Jack up one wheel, check and remove the
front wheel bearing.
Check the condition and repack.
Adjust the wheel bearing.(*)
Refit the wheel and lower the jack.
- 48 SOALAN NO; 6
Masa 30 minit,
Alatan;
Sebuah motokar dengan lampu depan yang
boleh dihidupkan.
'Beam setter' dan/atau sekerin.
Perkakas;
Sebagai yang diperlukan.
Tugas:
Fokas lampu depan dengan menggunakan
saraa ada 'beam setter' atau pun sekerin
(layar).» (Rajah 1 menunjukkan butir-butir
yang perlu digunakan, jika setting dengan
menggunakan sekerin (layar)).
QUESTION NO: 6
Time 30 minutes.
Equipment:
A vehicle with head lamps working.
Beam setter and/or screen.
Tools:
As required.
Assignment:
Focus the head lamps by using either the
beam setter or the screen.* (Fig. 1 shows
details to be used if setting is carried
out using the screen).
Centre line
of vehicle
Distance between
lamp centres
Area of concentrated
light
Height of lamp
centres from
ground
a) Hadapan kenderaan mestilah 'square'*
dengan sekerin.
Front of vehicle to be square with screen.
b) Kenderaan mestilah dimuatkan (loaded) dan
ditempatkan di tempat yang rata.
Vehicle to be loaded and standing on
level ground.
c) Jarak untuk setting ialah 25 kaki (7.4 m)
Distance for setting 25 feet (7.4 m ) .
d)
Tinggi cahaya pusat lampu di atas sekerin
mestilah sama dengan tinggi pusat kepala
lampu yang diukur dari permukaan bumi,
Height of lamp centres from ground equal
to the centre height of the lamps on the
vehicle measured from the ground.
e)
Jarak antara pusat-pusat cahaya lampu mesti
-lah sama dengan jarak antara pusat-pusat
kepala lampuThe distance apart of the light centres
should be equal to the distance separating
the centres of the head lajaps,
- 49 -
SOALAN NO: 7
Masa 1 jam.
Alatan:
Sebagai yang disediakan,
Perkakas:
Sebagai yang diperlukan.
Tugas;
i)
ii)
Kikir kedua-dua muka hingga rata dan
segiempat sama sebagai yang dirajahkan
(Muka A dan B ) .
Tanda, bentuk, gerudi dan tap sebagai
dirajahkan.
QUESTION NO: 7
Time 1 hour.
Equipment:
As provided.
Tools:
As required.
Assignment:
i)
ii)
File flat and square two faces as indicated
on the drawing (Faces A and B) .
Mark, form, drill and tap to drawing.
1/2"
3/8" BSF
TOLERANCES
MATERIAL SUPPLIED
1 off 2" x li" x }"
Decimal dimensions - .015"
Fractional dimensions + 1/
ANNEX VII
- 50 -
E.l.
INT.
LEMBAGA LATIHAN PERINDUSTRIAN DAN PERSIJILAN KETUKANGAN KBBANG&.AN
UJIAN KETUKANGAN
PERINGKAT PERTENGAHAN
KETUKANGAN:
MEKANIK AM
PERKARA:
UJIAN TIORI
TARIKH:
Tulis Angka Giliran Anda disini
Write your Index Number here ~'"~" No.
ARAHAN-ARAHAN UNTUK CALUN-CALUN
INSTRUCTIONS TO CANDIDATES
1.
Jawab seberapa banyak soalan yang bolih.
Attempt as many questions as possible.
2.
Kertas ini mempunyai 2 bahagian, A dan B.
The paper is divided into 2 sections, A and B.
3.
Semua jawapan anda mestilah dibuat diatas kertas soalan ini.
All answers should be made on the question papers.
4.
Masa yang diberikan ialah 3
Time allowed is 3 hours.
5.
Jika kamu mempunyai apa-apa kemuskilan, bertanyalah
kepada Pengawas ujian.
If in doubt about any point ask the invigilator.
6.
Anda hanya dibenarkan meninggalkan bilik ujian selepas
1{ jam ujian dimulakan.
You are allowed to leave the room only 1\ hours after
commencing the test.
jam.
- 51 -
BAHAGIAN A
SECTION A
Bacalah penerangan ini dengan teliti
Read these instructions carefully.
(i) Bahagian ini mcmpunyai soalan-soalan objektif mcngandongi
pllihan jawapan-jawapan yang bcrtanda (a), (b) , (c) atau (d)
llanya sa tu jawapan sahaju yang bctul.
This section contains objective questions with alternative
answers marked (a), (b), (c) or Cd). Only one G r those
alternatives is correct.
(ii) Untuk menjawab soalan, buat satu bulatan mengelilingi
huruf dikotak yan^ anda fikirkan jawapannya betul seperti
dibawah: Answer each question by drawing a ring around the letter in
the box corresponding to the answers that you consider to
bo correct, as shown:a
(b)
c
d
(iii) Jika anda membuat bulatan lebih dari satu huruf didalam
kotak jawapan, tidak ada markah akan diberikan. Jika anda
hendak menukarkan jawapan anda, pangkahkan huruf yang telah
dibulatkan dan buat satu bulatan dihuruf yang lain seperti:
If more than one letter is ringed, no marks will be given
for your answer. You may amend your answer by putting a
cross through the letter previously ringed and ringing
another letter thus :
i~nw
©
Lifting chains should not be used if they have
Rantai pengangkat tidak sepatutnya digunakan jika
a.
any
damaged links/ada sambongan yang rosak
b.
been oiled or greased/berminyak atau bergeris
c.
become rusty/berkarat
d.
identification tags in place/tek pengenalan masih
terlekat dirantai
a b
c
d
(1)
- 52 -
I'~ a workmate is found apparently electrocuted you should
first
Jika rakan pekerja didapati terkena karan anda terlebih
dahulu mestilah
a.
apply artificial respiration/
melakukan 'artificial respiration*
b.
make sure the current is disconnected/
putuskan arus karan
c.
wait until help arrives/
menanti hingga pertolongan tiba
d.
move him immediately/pindahkan dia sertamerta
(1)
Slings that are not in use should be
Andohan-andohan yang tidak digunakan sepatutnya
a.
left on the crane hook/dibiarkan dicangkok kerin
b.
stored away in a locker/disimpan didalam gerobok
c.
coiled neatly in the gangway/digelang dengan cermat
di 'gangway'
d.
secured to the last component used/
terikat pada komponan yang akhir digunakan
(1)
A full face mask should be used when electric arc welding
to protect the eyes and face from
Pelitup muka penoh mestilah dipakai apabila membuat
kimpalan arka letrik untuk mengelakkrri muka dan mata daripada
a.
molten metal splashes/percikan logam yang cair
b.
ultra violet rays/sinaran ultra violet
c.
excessive heat/kepanasan yang berlebihan
d.
dengerous fumes/wasap yang merbahaya
(1)
- 53 Gloves should always be worn when
Sarong tangan mesti dipakai apabila
;i.
operating a lathe/menjalankan mesin larik
b.
using a cold chisel/menggunakan 'cold chisel'
c.
marking out castings/menanda 'castings'
d.
handling materials with sharp edges/
mengendalikan barang-barang yang bertepi tajam
a
b
e
(1)
d
The gear wheels connecting machine drives must always be
Giar besar yang menyambongkan pemacu mesin mestilah selalu
a.
guarded/mempunyai pengadang
b.
keyed on/terkunci
c.
colour coded
d.
securely fastened/terikat dengan kemas
a
b
c
d
(1)
For safety when 'off-hand' grinding,the tool rest should be
Untuk monjaga keselamatan apabila mencanai 'off-hand',
pengalas alat mestilah
a.
as near the wheels possible/seberapa bolih rapat
dengan roda pencanai
b.
at an angle to the wheel/diletakkan sendeng dengan
roda pencanai
c., well clear of the wheel/jauh daripada roda pencanai
d.
square to the wheel/bersudnt tepat dengan roda pencanai
a
b
c
d
(1)
An acetylene cylinder can be recognised by
Tabong asitilin bolih dikenali dengan
its black colouring/warna hitamnya
its convex base/bahagian bawahnya cembong
the left hand thread fittings/pasangan benang sebelah
kiri
the metal from which it is made/Jenis logam yang
mana tabong ini dibuat
a
b
c
d
(1)
- 54 The type of limit gauge used for checking the SO mm
dimension shown is a
Jenis 'limit gauge' yang sesuai untuk menentukan ukuran
50 mm yang dirajahkan ialah
a.
plug gauge
b.
pin gauge
c.
snap gauge
d.
ring gauge
50mnr
a
b
c
d
(1)
A type of screw thread with a 60 included angle is a
Jenis benang sekeru yang bersudut 60° ialah
a.
British standard pipe thread
b.
Whitworth thread
c.
B.A. thread
d.
1.50 metric thread .
a
b
e
d
(10
To check within 0.01 mm the most suitable instrument would be
Untuk menentukan ukuran dalam lingkongan 0.01 mm, alat
yang paling sesuai ialah
a.
rule/pembaris
b.
dial gauge/tolok dail
c.
callipers/angkup
d.
trammels
(1)
The 'Go' end of a double ended plug gauge is made longer
than the 'No Go' end because it
Plug gauge berhujong dua, mempunyai bahagian 'HO lebih
panjang daripada bahagian 'No Go' kerana
a.
b.
c.
d.
will wear with constant use/mudah haus apabila selalu
digunakan
i s e a s i e r to make/mudah dibuat
i s e a s i e r to handle/senang digunakan
must go i n t o the hole over the f u l l l e n g t h / m e s t i masuk
lubang dengan sepenoh patijangnya.
a
b
e
d
(1)
- 55 -
To receive, a socket-head cap-screw the hole must be
Untuk menerima kepala socket sekeru timbul (cap-screw)
lubangnya mestilah
a.
countersunk
b.
counterbored
c.
spotfaced
d.
chamfered
a
b
e
(1)
d
A castellated nut is normally locked by using a
Nut kota selalunya dikunci dengan menggunakan
a.
split pin/cemat belah
b.
tab washer/sesendal caping
c.
spring washer/sesendal anjal
d.
nylon insert/selitan nylon
a
b
e
(1)
d
Greater locking power is obtained by
Kuasa pengunci yang lebeh kuat boleh didapati dengan
a.
a course thread/benang kasar
b.
a whitworth thread/benang whitworth
c,
a metric thread/benang metric
d,
a fine thread/benang halus
a
b
c
d
(1)
A certain metal is dull grey in colour, has a rough hard
skin, produces short black chips when machined and crumbles
when hammered at red heat, It Is
Satu jenis logam yang berwarna kclabu asap, mompunyai selaput
knras yang kasar, mengeluarknn serpeh hitam yang pendek
apabila dimosinkan dan relai upabila ditukul semasa panas
morah, Itu ialnh
a. mild steol/keluli lembut
b. rust iron/bosi tuangan
c. wrought iron/bosi tempawnn
d. high carbon stoel/keluli borkarban tinggi
a
b
c
d
(1)
- 56 Steel is annealed in order to
Keluli disepoh untuk
a.
soften it/melembutkannya
b.
toughen it/menegapkannya
c.
temper it/membajakannya
d.
harden it/mengeraskannya
a b
c
d
CD
c d
(1)
Which metal cannot be forged
Logam yang mana tidak boleh ditempa
a.
wrought iron/besi tempawan
b.
copper/tembaga
c.
cast iron/besi tuangan
d.
mild steel/keluli lembut
a b
The basic difference between irons and steels is their
Perbezaan asas diantara bor.i. dan keluli ialah
a.
hardness/kekerasan
b.
carbon content/kandongan karban
c.
malleability/ketempaan
d.
ductility/kemuluran
a
b
c
d
CD
Which coolant is most suitable when cutting aluminium.
'Coolant' yang manakah yang sesuai apabila memotong
aluminium.
a. water/air
b.
soluble oil/minyak berlarut
c.
kerosene/kerosin
d.
soap solution/larutan sabun
a
b
c
d
(1]
- 57 -
Which coolant would you use when machining mild steel
'Coolant' yang manakah digunakan apabila memesin keluli
lembut
a.
kerosene/kerosin
b.
soap solution/larutan sabun
c.
soluble oil/minyak berlarut
d.
water/air
a l b
c
d
(1)
A. mild steel shaft rotates in a bush. The best of the
following materials to use for the bush would be
Lubong keluli lembut berputar dalam bush. Daripada bahanbahan yang tersebut dibawah, yang mana satukah yang sesuai
digunakan untuk membuat bush itu.
a.
cast iron/besi tuangan
b.
high carbon steel/ke?.uli terVarban tinggi
c.
low carbon steel/keluli berkarban rendah
d.
medium carbon steel/keluli berkarban sederhana
a
b
e
d
(1)
The width of the tip of a standard screwdriver should
be chosen so that it is
Lebar hujong standard screwsriver mestilah dipileh
supaya ianya
a.
a little smaller than the length of the bottom of the
screw slot/
pendek sedikit dari panjang lobangalur sekeru disebelah
bawah
b.
a little greater than the length of the screw slot/
panjang sedikit dari lobangalor sekeru
c.
equal to the length of the screw slot/
sama panjang dengan lobangalur sekeru
d.
half the length of the bottom of the screw slot/
setengah dari panjang lobangalor sekeru dibelah bawah
a
b
'c
d
(1)
- 58 24.
A hacksaw blade being used to cut a large mild steel
shaft may require tightening in its frame if
Mata gergaji besi digunakan untuk memotong lubong keluli
lembut yang besar perlu diketatkan dalam rangkanya jikalau
a.
some teeth break out/setengah gigi-giginya patah
b.
the blade flexes sideways/matanya belengkong
c.
the blade dulls quickly/matanya tumpul dengan cepat
d.
the blade gets hot/matanya menjadi panas
a
25.
c
d
(1)
Cross peen is a term used when referring to
Perkataan 'cross peen' ada sangkutannya dengan
a.
a special chisel/pahat khas
b.
a. way of suing a file/cara untuk 'suing' kikir
c.
a type of hammer/jenis tukul
d.
a fitting a dowel/merapatkan tanggam pasak
a
26.
b
b
c
d
CD
To allow very small portions of metal to be removed from
the surface the working end of a flat scraper should be
ground to have a cross-section as shown in
Untuk membuang sebahagian kecil logam dari permukaannya,
hujong pengikis rata mestilah dicanai untuk mendapatkan
muka keratan lintang yang ditunjukkan dalam rajah
a. C
b. £ = — — 3
(1)
27.
For rough scraping mild steel, a flat scraper should
have a cutting angle as shown in
Untuk kerja mengikis yang kasar akan keluli lembut,
pengikis rata mestilah mempunyai sudut keratan seperti
ditunjukkan dirajah',
1
a.
[":
CD
- 59 -
28.
To prevent the formation of ridges when scraping, the
directions of successive scrapings should be as indicated
by the arrows A and B in sketch
Untuk menahan susunan perabong apabila mengikis, arah-arah
mengikis mestilah mengikut anak panah A dan B seperti
dalam rajah.
b.
a
29.
c
(1)
The cutting edges of scrapers are tempered harder than
the teeth of files
Mata pengikis dibaja lebih keras daripada gigi-gigi kikir
a.
so that the cutting edges will be less brittle than the
files teeth/supaya matanya kurang rapoh daripada
gigi-gigi kikir.
b.
because the cutting edges of scrapers can be resharpened/
sebab mata pengikis boleh diasah lagi
c.
because the cutting edges of scrapers are not subject
to impact and shock to the same extent as the teeth
of files/sebab mata pengikis tidak kena hentaman
seperti mana gigi-gigi kikir.
a
30.
b
b
r
U)
To rough down a 100 mm x 75 mm surface on a piece of mild
steel, the most suitable of the three files listed below
would be
Untuk mengikir secara kasar akan sekeping keluli lembut
berukuran 100 mm x 75 mm satu dari tiga kikir yang
tersebut dibawah yang paling sesuai digunakan ialah
a.
a new 12™ flat bastard file/
kikir bastard rata, 12" yang baharu
b.
a partly worn 12" flat bastard file/
kikir bastard rata, 12" yang sudah haus
c.
a partly worn 12" flat second cut file/
kikir 'second cut' rata, 12" yang sudah haus
a
b
c
(1)
- 60 -
10
The best position to have your feet when cross filing
a flat surface is shown by diagram .
Kedudukan kaki anda yang paling sesuai apabila 'cross
filing' permukaan yang rata adalah ditunjukkan didalam rajah
(a)
(b)
(0
a
b
c
(1)
The correct grip for your left hand when you are engaged
in heavy filing is shown in diagram
Apabila melakukan 'heavy filing', cara cengkaman
tangan kiri anda yang betul adalah ditunjukkan dirajah
a.
b.
a
b
c
(1)
- 61 33.
When a twist drill is going to break through a piece of
metal you should
Apabila gerudi piuh hampir-hampir menembusi sekeping
logam, anda sepatutnya
a.
increase the feed pressure/menambahkan tekanan bekalan
b.
increase the speed/menambahkan laju
c.
decrease the speed/mengurangkan laju
d.
decrease the feed pressure/mengurangkan tekanan bekalan
a
34.
a.
hand feed/bekalan tangan
b.
power feed/bekalan kuasa
c.
automatic control/kawalan otomatik
d.
a radial arm/lengan jejarian
d
(1)
b
c
d
(1)
Hand reamers can be distinguished from machine reamers
because they have
Pelulas tangan berbeza dengan pelulas mesin sebab
ianya mempunyai
a.
longer tapered teeth/gigi tirus yang iebeh panjang
b.
a greater number of teeth/lebeh jumlah gigi
c
helical teeth/gigi helik
d.
unequally spaced teeth/ruangan gigi yang tidak sama
a
36.
c
A sensitive drilling machine has
Mesyen gerudi peka mempunyai
a
35.
b
b
e
d
(1)
As compared with a 30 mm diameter drill, a 15 mm diameter
drill should be run at
Berbanding dengan gerudi 30 mm, gerudi 15 mm mesti
dijalankan dengan
a.
half the speed/setengah laju
b.
the same speed/sama laju
c.
twice the speed/dua kali laju
d.
thft square of the speed/gandadua laju
a
b
e
d
(1)
- 62 -'
37.
A drill point which is ground with one lip shorter than
the other
Mata gerudi yang dicanai dengan satu bibirnya pendek
dari yang lain
a.
will not cut at all/tidak akan memotcng langsong
b.
will drill a hole having i:he same diameter as the drill/.
boleh menggerudikan lubang dengan garispusat yang
sama dengan gerudi
c.
will drill a hole having a smaller diameter than the drill/
boleh menggerudikan lubang dengan garispusat lebih
kecil dari gerudi
d.
will drill ahole having a larger diameter than the drill/
boleh menggerudikan lubang dengan garispusat lebih
besar dari gerudi
a
38.
c
d
(1)
The principal function of the coating in the electrode is
Fungsi utama lapisan (coating) pada letrod ialah
a.
to flux away any impurities present on the surface
being welded/
mengurat dayakan segala bendasing terdapat dipermukaan
yang telah dikimpalkan
b.
to keep the electrode clean and prevent it from rust/
menjaga kebersehan letrod dan mengelakkannya dari berkarat
c.
to give a bright light to enable the welders to see/
untuk memberi cahaya terang supaya pengimpal dapat melihat
d.
to prevent undercutting/untuk inengelakkan 'undercutting'
a
39.
b
b
c
d
(1)
Sweating a joint is
Membuat 'sweating' satu sambongan ialah satu
a.
a soft soldering process/'proses pateri lembut
b.
a hard soldering process/proses pateri keras
c.
a brazing process/proses brazing
d.
a riveting process/proses riveting
a
b
c
d
(1)
- 63 -
40.
For welding 1.5 mm plate, using oxy-acetylene the technique
to be used would be
Untuk mengimpal pellt 1.5 mm dengan okai-asitilin, cara
yang digunakan ialah
a.
r.Lghtward/menghala. ke kanan
b.
leftward/menghala ke kiri
c.
downward/menghala ke bawah
d.
technique has no effect on the weld/
cara-cara tersebut tidak memberi apa-apa kesan pada kimpalan
a
41
b
c
d
(1)
Lack of penetration in an oxy-acetylene welded joint would
be caused by
Kurangnya ketelusan dalam sambongan yang dikimpal dengan
oksi asit.tlin adalah disebabkan
a.
too large a nozzle/muncongnya terlalu besar
b.
too great a gas pressure/tekanan gas terlalu kuat
c.
too small a nozzle/muncongnya terlalu kecil
d.
too thin a filler rod/filler rod terlalu nipis
a
42.
b
c
d
(1)
Fittings for oxygen cylinders are
Pemasangan di tabong oxygen adalah
a.
coloured maroon and have LA'.,
b.
coloured maroon and have R.H. threads
c.
coloured black and have L.H. threads
d.
coloured black and have R.H. threads
threads
1 »1b I C 1 d
(1)
- 64 -
43.
The weld symbol for a square butt joint is
Simbol kimpal untuk tanggam temu empatsegi sama ialah
b.
V
d.
v
n
a
44.
e
(1)
d
A shaft diameter is to be machined to 60.00 ' 1 n mm. The
tolerance is
03 mm.
Garispusat lubong hendak dimesin hingga 60.00 +_",„
Haterima ialah
a.
0.03 mm
b.
0.07 mm
c.
0 .10 mm
d.
0.13 mm
a
45.
b
b
e
d
(1)
A metric micrometer has a spindle with a thread pitch of
Jangkahalus metric mempunyai sepindal dengan jarak benang
a.
1 mm
b.
.5 mm
c.
2 mm
d.
.75 mm
a
b
c
d
(1)
- 65 -
46.
The underside of cast iron surface plates are heavily
ribbed to
Pemukaan sebelnh hnwnh pnda pelit bcsi tuangan di 'ribbed'
sopcnohnya supnyn
47.
a.
present distortion/adakah erutan
b.
make them lighter/ringan
c.
provide suitable mounting points/memberi lekapan yang
sesuai
d.
save material during casting/menjimatkan bahan apabila
meleborkan
What is the reading shown in the diagram
Apakah ukuran yang ditunjukkan dalam rajah ini
4
0
5
ss
u
(1)
6
S 10 15 20 25 30 35 40 45 60
(2)
48.
What is the reading shown in the diagram
Apakah ukuran yang ditunjukkan dalam rajah ini
p-.._ • XT
0
-45
r:.: r - 40
~ ~ 35
-^=J0
P
ft'
(2)
- 66 -
49.
What is the reading shown in the diagram
Apakah ukuran yanj; ditunjukkan dalam rajah ini
2
3
4
II11/Mill
O
S
W
«
»
5
6
»
(2)
50.
When used as a measuring tool calipers are
Apabila Angkup digunakan sebagai alat mengukur, hendaklah
a.
first set to scale size/mula-mula set mengikut
ukuran sekil
b.
adjusted to the size of the job/sesuaikan kepada
saiz yang dikehendakki
c.
set to micrometer size/set kepada saiz jangkahalus
d.
set with a gauge/set dengan tolok
a
b
e
d
(1)
- 67 SECTION B
BAHAGIAN
B
Jawab semua soalan dengan mengisi perkataan atau perkataanperkataan yang sesuai didalam ruang yang disediakan.
Answer all questions by inserting correct word or words
in the spaces provided.
(a)
Give two reasons why plain bearings are often used
in preference to ball and roller bearings.
Beri dua sebab mengapa 'plain bearings' selalu digunakan dari ball dan roller bearing.
i)
;
(2)
il)
(2)
(b)
Give three advantages of ball and roller bearings
over plain bearings.
Beri tiga faedah mengapa ball dan roller bearings
lebih baik dari plain bearings.
i)
(2)
ID
(2)
iii)
;
(c)
(2)
What equipment would you use to extract a ball
race from a fixed shaft.
Apakah perkakas yang anda gunakan untuk mencabut
'ball race' dari lubong tetap.
(2)
..«^.*s>Br>.»t
6§
(a) Show by making a simple sketch two types of
foundation bolts.
Tunjukkan dengan rajah dua jenis 'foundation bolts'.
(4)
(b) Give three factors upon which the size and nature
of a machine's foundation depends.
Beri tiga faktor yangmana saiz dan keadaan asas mesin
bergantong.
i)
(2)
:
ii)
lii)
(2)
;
(2)
(c) Write down three advantages of using rubber mounts
for lathes in preference to grouting.
Tuliskan tiga kebaikan menggunakan lekapan diperbuat
daripada getah daripada menggunakan turapan (grouting)
untuk mesin larik.
i)
;
(2)
ii)
(2)
iii)
(2)
69 -
3.
(a)
For each of the sketches shown stage what operation
is beinp, carried out and the equipment being used.
Dalam tinp-tiap rajah yang ditunjukkan dibawah, apakah kendalian yang dilakukan dan alat perkakas yang
digunakan .
/
Operation
Kendalian
(1)
Equipment
Perkakas
(1)
(ii)
Operation
Kendalian
(1)
Equipment
Perkakas
(1)
(ill)
Operation
Kendalian
(1)
Equipment
Perkakas
(1)
70 -
(a)
Name the four methods of taper turning shown:
Namakan cmpat cara 'taper turning' yang ditunjukkan:
(i)
(!%)'
s
^
^
(ii)
ah)
(iii)
(H)
(iv)
(1%)
(b)
State why shaping tools are usually of a heavier
section than lathe tools.
Nyatakan mengapa alat pembentok mempunyai muka keratnn
yang lebih besar (heavier section) daripada alatalat mesin larik.
(3)
- 71 -
w
(c)
A shaping tool used for finishing is often shaped
as shown in the sketch. Explain why.
M a t pembent.ok yang digunakan untuk kemasan selalunya
clibentuk sepertirrana didalam rajah ini. Terangkan
mengapa.
(4)
72
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- 74 -
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- 75 -
ANNEX IX
RELATED ACTIVITIES
Activity
Syllabi set to match the
standards
Training manuals developed
geared to the standards
Prior to the
project
5
Nil
Luring the
project
18
3
in preparation
Publicity
Newsletters
Nil
3
Seminars
Nil
4
Television films
Nil
1
Certificate awarding ceremonies
Nil
5
Survey relating to the employment
of certificate holders
Nil
I1
Apprenticeship examinations
Number of candidates
Number of trades
Previously organised by the Training Service of the
Ministry of Labour
and Manpower
405
19
The validity of this survey is questioned in a subsequent tripartite review
since it was conducted in a period of recession.
Staffing
Staff
Technical co-ordinators
Section heads
Prior to the
project
End of
project
3
6
Nil
3
ANNEX X
- 76 -
V
N.I.T.T.C.B.
SYLLABUS
for the
REFRIGERATION AND AIR-CONDITIONING MECHANIC
BASIC GRADE
SUMMARY OF SYLLABUS
I.
II.
TRADE ORIENTATION
IV.
V.
VI.
VII.
VIII.
78
BASIC METAL WORK
A. Measure and check workpieces with basic measuring
tools.
B. Cut, file and grind metal to required shapes and
dimensions.
C. Drill and thread workpieces;remove broken
screws/studs
D. Regrind hand tools
III.
Page
79
80
81
81
BASIC REFRIGERATION
A. Operate and adjust basic refrigeration trainer
B. Fabricate copper tubing and iron pipe projects
C. Service basic refrigeration systems.
82
83
85
BASIC REFRIGERATION ELECTRICAL SYSTEMS
A. Connect electrical circuits, measure their values,
and test basic refrigeration electrical circuits.
B. Inspect, test and connect single phase motors.
86
87
CONVENTIONAL REFRIGERATION SYSTEM
A. Service conventional refrigeration system
88
DOMESTIC REFRIGERATION AND FREEZERS
A. Install, inspect and test refrigerators and
freezers.
B. Service domestic refrigerators and freezers.
89
89
DOMESTIC AIR-CONDITIONING SYSTEMS
A. Install window air-conditioning units.
B. Service window air-conditioning units.
90
9Q
COMMERCIAL REFRIGERATION SYSTEMS
A. Service commercial refrigeration systems
91
R 5.9.75
- 77 F O R E W O R D
The NITTCB syllabus which follows is the result of collaboration
between MARA, the Ministries of Culture, Youth and Sports, Education,
and Labour and Manpower, and training officers from the private sector.
The syllabus reflects the training programme recommended to
cover the requirements for reaching the relevant Trade Standard determined
by the NITTCB and should be read in conjunction with that document. It is
to be noted that the time needed to cover the syllabus will vary according
to the aptitude, academic level and industrial experience of the trainees,
to the workshop facilities and workplaces available, to whether the course
is intended to be a terminal one or as the first stage of an ongoing
process, e.g. as in apprenticeship, to whether the curriculum covers one or
more trade subjects, and above all to the percentage of training time that
is to be devoted to practical work.
In translating the syllabus into a training programme or course
of study, therefore, the above considerations will determine how much of
the related theory listed will be taught at each stage, and to what depth.
This will vary from a simple statement or demonstration of the theoretical
point to a careful analysis of the principle and its implications in practice:
for example the properties of the various metals used in the occupation.
Similarly with calculations and trade drawing, the syllabus indicates only
those items considered essential to do, or to understand, the job in hand,
and makes no reference to practice in calculations or in drawing. All the
emphasis is on the practical skills.
The criterion for determining the time to be allotted to workshop
activities is of course the time needed to acquire the skills involved.
Since the major emphasis in the Trade Test is upon practical skills rather
than theory it will obviously be necessary to devote the maximum time
possible to workshop practice, which in turn pre-supposes sufficient
equipment and workplaces and the instructional staff to make the best use
of these.
Although presented as a logical sequence of instructional
content, this syllabus is not intended to dictate the order of instructional
topics, nor does it indicate the methodology to be used. These will be
influenced by practical considerations, but it is suggested that because
of this, particular care should be taken to ensure that the training is
based upon sound pedagogical principles. For example, for nil theoretical
content, even if it is not always possible to handle this in the ideal form
of "shop talks' as the need arises, the practical relevance of the topic
or exercise will be explicitly established, such stimuli as judiciously
chosen and carefully organised industrial visits will be provided for4,
individual or group project work will be encouraged; when possible training
'exercises' will lead, cumulatively, to the production of a useful endproduct .
Specific reference is made early in the syllabus to safety.
It is expected that while particular attention to safety factors will
be given at the beginning of the course there will be continual reference
to safe working practice throughout.
This syllabus, like those for the other two grades and for all
trade areas, will be subject to an ongoing process of continuous evaluation
and review based upon feedback from industry and from training institutions,
together with the results of trade testing by the NITTCB.
NOTE:
The numbers placed at the right of both left and right-hand columns
are references to the appropriate items in the Trade Standard.
-78 -
REFRIGERATION AND AIR-CONDITIONING MECHANIC
BASIC GRADE
I.
TRADE ORIENTATION
Related Technology/Knowledge
Jobs, Operations, Skills
The nature and scope of the
work of a refrigeration/airconditioning mechanic.
1. Orientation to job and
training.
Job opportunities in the
industry.
Overview of the training programme, including reference
to Intermediate & Advanced
courses.
Methods of evaluating trainees
progress and achievement.
The Trade Standard and Trade
Tests.
2. Identify workshop arrangements, tools and equipment.
General workshop rules and
regulations, including reference to relevant national regulations.
Good housekeeping.
2
3. Safety precautions:
1
1
1
j
Identify workshop hazards
e.g. at the bench; when
using machines; lifting;
falling objects; compressed
air; welding equipment;
electrical equipment; fire
risks; fume risks.
2
Care and maintenance of tools
and equipment.
2
Safety rules and regulations.
First Aid, stressing resuscitation and treatment of
burns.
1
- 79 -
V
II.
BASIC METAL WORK
Note:
A.
Basic metalwork skills are grouped here for
convenience. It is important, when conducting
the training programme to avoid giving bench
work a disproportionate time. Trainees should
be introduced to the skills and practised in
them where they are relevant in maintenance work.
Measure and check workpieces with basic measuring
tools.
———^——————
Related Technology/Knowledge
Jobs, Operations, Skills
1. Measure and check with
steel rules, external and
internal calipers, trisquares and protractors to
a degree of accuracy consistent with the equipment
and with the job.
The care and use of basic
measuring tools.
Measuring accuracy obtainable.
Units of linear measurement;
the use of imperial/metric
conversion charts.
2
2. Read and interpret measurement data on simple workshop diagrams and sketches.
Introduction to workshop
sketches, diagrams and drawings
as they appear in workshop
manuals.
i
- 80 -
B. Cut, file and grind metal to required shapes and
dimensions*
Jobs, Operations, Skills
Related Technology/Knowledge
1. Identify metals and alloys
commonly used in the refrigeration and air-conditioning industry.
Simple description of these
metals and alloys and their
uses in the industry.
1
2. Prepare surfaces for layout
and marking; ii-.ntify layout
and marking tools and mark
prepared surfaces.
Layout and marking tools;
methods of laying out and
marking work.
2
2
Operation and maintenance of
portable, bench or pedestal
grinder.
3. Rough shape metal using
grinder.
2
i+. File workpiece to specified
shape and dimension and to
eliminate burrs etc.
Safety precautions.
Vices and other appropriate
clamping fixtures.
Files and their applications.
2
2
5. Cut metal to specified dimensions with snips , hacksaws or chisels.
Selection of appropriate tools
Types, care and uses of snips
hacksaws and chisels.
Types of hammers and their
uses.
3
2
- 81 -
C. Drill and thread workpieces '•> remove broken screws/studs
Jobs, Operations, Skills
Related Technology/Knowledge
Types of hand and power drills
and drilling machines (bench,
pillar and portable).
1. Operate hand drills and
drilling machines.
Essential features, uses,
maintenance and operation.
Types of drill bits and their
uses.
2
Selection of appropriate drill
-(Note relationship to tap
sizes) and drilling speeds
and feeds.
„
2. Ream holes as necessary
Selection and use of appropriate reamers.
3. Tap holes according to specifications.
Types of taps and their uses.
Metric and imperial thread
standards.
4. Remove broken screw or bolt.
Selection and use of broken
screw extractor.
Causes of broken screws and
studs.
2
5. Cut new bolts and studs 2
according to specifications.
Methods of avoiding broken
screws.
Types of dies
and their uses.
Standard types of bolts and
nuts plus various types of
washer and locking device e.g.
split pin.
D. Regrind hand tools
1. Regrind hand tools: e.g.
chisels, punches, dividers
drills and screwdrivers.
2
Safety precaution.
Prevention of loss of hardening.
Proper angles of ground edges
2
- 82 -
III.
BASIC REFRIGERATION
A. Operate and adjust basic refrigeration trainer*.
Jobs , Operations, Skills
1. Operate trainer and trace
refrigeration cycle.
Related Technology/Knowledge
Theory and operation of compression refrigeration cycle.
Interpretation of basic refrigeration system diagrams.
Function of major sub assemblies
of refrigeration system,
Heat and heat flow.
Sensible and latent heat, the
British Thermal Unit (Btu) and
refrigeration tonnage.
Imperial and metric systems of
pressure measurement and conversion formulae and charts.
Centigrade and fahrenheit
temperature scales. Conversion
formulae and charts. Absolute
temperatures.
2. Select, use, and maintain
Types, selection, care, and use
tools of the trade as speof these tools.
cified in the Trade Standard
Safety precautions.
2
3. Identify refrigeration of
fittings and tubing.
1
Types, sizes, and applications
of refrigeration tubing,fittings
and threads.
Fluid flow and pressure drop.
*"Baaic refrigeration trainer* signifies a linked visual display
of the components of the refrigeration cycle. It may be a
specially constructed series of components or a standard
refrigerator or air conditioner opened up to show the components.
- 83 -
B. Fabricate copper tubing and iron pipe projects (up to
maximum diameter of 1 inch).
Jobs, Operations, Skills
Related Technology/Knowledge
1. Flare, swage, cut, bend, and Selection, function and care
pinch off copper tubings.
of tube benders, flaring and
swaging tools, tube cutters,
pinch off tools.
Fabrication procedures.
Calculations relating to
bending.
1
2. Solder copper tubing and
sheet metal.
Work
and age hardening
of copper tubing; annealing
Application and strength of
solder joints.
Types and uses of soldering
tools.
Types, characteristics and
selection of solder and fluxes.
14,15
Cleaning sur^acR before soldering; safety requirements.
5
The different types of cleaning
equipment and cleaning agent
in common use.
16
Proper application and strength
of brazed joints.
3. Braze copper tubing and
mild steel.
5
Brief description and functions
of oxy-acetylene and LPG brazing
equipment.
Selection of proper tips,assembly
procedures and connecting of
gauges and lines.
Selection of gas pressures.
Types of oxy-acetylene flames.
Cleaning and preparing
metal for brazing.
Types and application of brazing rods and fluxes.
Safety requirements.
4. Lay out and construct
simple tubing projects.
3
Procedure of laying out projects
from workshop sketches, diagrams
or drawings.
Bending equipment, procedures and
allowances.
- 84 -
5. Cut
and thread iron pipe.
3
Selection, function and care
of pipe threaders, cutters
and pipe vices.
Types and uses of pipe
fittings.
13.
Types of threads and their
uses.
6. Lay out and construct
simple iron pipe projects.
3
Drawing and layout procedure.
- 85 -
C. Service basic refrigeration systems.
Jobs, Operations, Skills
Related Technology/Knowledge
1. Select and identify refrigerants.
6
2. Transfer refrigerants from
one container to another.
Nature, characteristics, and
applications of common refrigerants .
Identification procedures by
colour code and pressure.
7
Types of containers and their
application.
Pressure relief valves and
safety plugs.
Safe filling levels.
Use of gravity and heat differential in transferring refrigerants.
Safety precautions.
7
3. Connect gauges and determine proper operating
conditions.
9
Types of gauges.
6
Gauge and absolute pressures,
vacuums.
Pressure-temperature relationships of refrigerants and the
use of relevant charts.
Function of gauge manifold. 7
Signifiance of abnormal pressures.
Purpose of evacuating and purU. Evacuate, purge, charge,
and leak check refrigeration ging.
system.
Non condensible gasses and
their effect.
Moisture problems. Freeze outs,
corrosion, sludge, and copper
10
plating.
Charging methods. Charging by
weight, volume, frost back,
and pressure temperature relationships.
8
Common causes and locations of
leaks. Methods of leak checking including soap bubble,
water immersion, halide torch,
electronic indicator, dye indicators, and vacuum gauge.
Methods of increasing volume
of leaking to aid detection eg.
heating, vibration, increasing
pressure, etc.
7
- 86 -
Vw
IV.
BASIC REFRIGERATION
ELECTRICAL SYSTEMS
A. Connect electrical circuits, measure their values,
and test basic refrigeration electrical circuits.
Related Technology/Knowledge
Jobs, Operations, Skills
1. Measure, splice and solder
wire conductors.
Types and sizes of wire cables
and fuses used and their
selection.
11
Insulation requirements for
cables.
11
5
13
Types of solder and flux, and
their applications.
1U
2. Construct basic electric
circuits, in series and
parallel.
13
Electrical symbols and simple
electrical circuits, and the
interpretation of wiring
diagrams.
11
3. Measure resistance, voltage
and current using ohmmeter,
voltmeter, ammeter, wattmeter and megger.
Principles of electricity and
of electrical measurement.
Selection, care and uses of
electrical test instruments
and interpretation of resultant
information.
2
Circuit testing procedures.
Safety procedures, both personal and equipment.
1
13
4. Apply above testing proceIntroduction to fault location
dures to basic refrigeration procedures.
electrical circuits.
13
11,12
- 87 -
B. Inspect, test and connect single phase motors
Related Technology/Knowledge
Jobs, Operations, Skills
1. Remove, inspect, install,
connect and test single
phase motors.
Importance and methods of
marking wiring before removal.
13
Wiring requirements and regulations , eg. Earth, line, and
neutral wires. Fuse ratings.
Voltage and amperage requirements and causes of excess
consumption.
11,12
Methods of motor alignment and
its importance.
Identification of worn or overheated bearings.
2. Carry out routine maintenance of single phase
motor.
13
Maintenance check
lists.
Necessity for and frequency
of routine motor maintenance.
Cleaning methods.
Lubricants, lubrication requirements , and danger of overlubrication.
17
- 88 -
CONVENTIONAL REFRIGERATION SYSTEMS
A.
Service conventional refrigerator
Related Technology/Knowledge
Jobs, Operations, Skills
1. Inspect refrigeration
compressors.
10
2. Clean and straighten condenser and evaporator fins.
12
Types and application of compressors.
Function of parts.
Common types of
compressor failure, e.g. oil leakage,
wear, noise, and loss of efficiency.
4,5,6
Types and functions of air-cooled
condenser.
Causes and effects of restricted
air flow.
Types and functions of evaporators.
Effects of frost accumulation on
evaporators.
Meaning of the terms "saturated" and
"superheated" refrigerant vapour.
Meaning of the term "supercooled"
liquid
3. Evacuate system and test (
for leaks.
10
Use of the system compressor and the
vacuum pump for evacuation.
Reason for multiple evacuation.
Time required for evacuation.
4. Charge, and purge refrigeration system, and test for
operation.
10
Method of charging with liquid.
Method of charging with vapour.
5. Pump down conventional
systems.
Function and operation of compressor
service valves.
Use of valve packing wrenches.
10
Safety precautions.
8
Importance of leaving positive pressure
in system after pumpdown.
Hydrostatic pressure and safety
precautions.
6. Remove and replace drive
belts, and tension them
correctly.
Belt construction and selection.
Tensioning requirements.
14
7. Add oil to the compressor.
10
Causes of belt failure.
Compressor lubrication system.
Types and applications of refrigerant oils.
Determination of proper oil level.
Causes of oil loss, oil failure,
and contamination.
17
- 89 -
DOMESTIC REFRIGERATORS AMD FREEZERS
A.
Install, inspect and test refrigerators and freezers
Related Technology/Knowledge
Jobs, Operations, Skills .
1. Install and inspect domestic
refrigerators and freezers.
Types, design- features, and layout
of domestic refrigerators and
freezers.
5
Types and safe use of handling
equipment.
8
Requirements for food storage.
Requirements relating to noise,
levelling, wattage, cabinet
ventilation and clearances and
gasket fit.
B.
10
Service domestic refrigerators and freezers
1. Evacuate systems.
10
Construction and application of
vacuum pumps.
Determination of pressures
under vacuums using different
vacuum gauges.
6
Dangers of using hermetic compressors for evacuating.
2. Clean condenser and cabinet
12
Cleaning materials.
Elimination of odours.
3. Charge and leak test
systems.
Types and functions of service
valve kits.
Methods of attaching charging
lines.
Function of charging stand.
Refrigerant charges.
Common types and locations of
leaks.
Handling precautions.
Model and serial numbers.
9, 10
4. Remove and install complete
systems.*
5. Adjust temperature control.
Function of temperature control.
Control settings.
Determination of cabinet temperatures.
6. Replace relay.
Simplified function of relay.
Note:
16
8
These three items not included in Basic test (see Intermediate),
but instructor may include if time permits.
- 90 -
VII.
DOMESTIC AIR-CONDITIONING SYSTEMS
A.
Install window air-conditioning units.
Related Technology/Knowledge
Jobs, Operations, Skills
1. Install and inspect window
air-conditioning units.
•
8
Purpose of air-conditioning.
Comfort levels of temperature,
air circulation, and humidity.
Design features, layout, and
operation of window airconditioners.
4, 5, 6
levelling for proper drainage.
Air circulation requirements
to condenser.
Elimination of excess noise.
Manufacturers requirements and
check out procedures.
Elimination of air infiltration.
B.
10
Service window air-conditioning units
,
. 11
Types and purpose of filters.
Frequency of cleaning requires.
Cleaning agents.
16
2. Clean and straighten condenser and evaporator fins.
12
Frequency of cleaning required.
Cleaning equipment, agents and
procedures.
16
3. Install and remove charging
lines; pinch off and braze.
8
Selection of charging tees and
valves.
Location of charging and evacuating
lines.
Function of schraeder valves.
10
Effect of moisture on evacuation
time requirements.
1. Clean and replace air
filters.
4. Evacuate and purge system.
5. Charge and leak test.
Oil spray as indication of leaks.
Proper operating pressures.
Common locations of leaks.
Effects of adding wrong refrigerant.
Determination of proper refrigerant
charge.
Use of amperage to help
charging procedures.
Safety precautions.
Results of overcharging and
undercharging.
6. Replace relay.*
Simplified function of relay.
x
Note:
Not covered in basic test, but instructor may wish to include
if time permits.
- 91 -
VIII.
COMMERCIAL SYSTEMS
A.
Service commercial refrigerations and freezers.
Related Technology/Knowledge
Jobs, Operations, Skills
10
Types and purposes of commercial
systems.
Function of system components and
accessories.
Significance of excess chilling at
drier filter, liquid line, or suction
line.
Significance of excess heat at motor,
compressor, condenser, or receiver.
Interpretation of sounds at motor,
compressor, evaporator, and metering
device.
Charging through
or lowof
side.
Determination
of high
efficiency
system.
Determination of refrigerant level
using sight glass, sound of TXV; or
heat line on receiver,
Common leak locations.
Result of overcharging and
undercharging.
10
Method of adding oil at compressor
suction service valve and oil
filler plug.
Method of adding oil under pressure,
Function of oil separator.
Function of oil return loops,
10
Foaming and slugging.
Safety precautions.
1. Inspect commercial systems.
10
2. Charge and leak test.
3. Add oil to system.
4. Pump down system.
5.
Adjust high and low
pressure control.M
Note:
Meaning of "cut out", "cut in",
and "differential".
Temperature requirements for
commercial systems.
Common settings including
defrost cycle.
This item not covered in basic test, but instructor may wish to
include if time permits.
AlfflEX XI
- 92 -
N I TT C B
1
SYLLABUS
for the
REFRIGERATION & AIR-CONDITIONING MECHANIC
I n t e r m e d i a t e Grade
SUMMARY OF SYLLABUS
Page
I.
II.
III.
IV.
V.
VI.
INSTALLATION, TESTING AND ADJUSTMENT
94
ELECTRIC MOTORS
95
SERVICING, MAINTENANCE AND REPAIRS
A.
Condensers and evaporators
B.
Dehydrators, capillary tubes and f i l t e r s
96
97
C.
Hermetic units
98
CONTROLS AND DEFROST SYSTEMS
99
POST-SERVICING STAPT-UP AND TEST-RUN
1 0
°
BASIC WELDING
A.
Prepare and and cut materials.
*-0*-
B.
Basic arc welding (in f l a t position)
101
C.
Basic gas welding (in f l a t p o s i t i o n ) .
102
- 93 F O R W A R D
This NITTCB syllubus, reflecting the Intermediate Grade.Trade
Standard, is the result of active collaboration between the national
governmental training agencies concerned with craft training, assisted
by training officers from the private sector.
Like the syllabi for
the Basic and Advanced grades, it will be subject to an on-going process of continuous evaluation and review based upon feedback from
industry and from training institutions, together with the results
of trade testing by the NITTCB.
In interpreting the syllabus, and in working out the training
programme* based upon it, the same considerations apply as are set out
in the Basic Grnde syllabus.
It is to be noted, however, that although
the primo emphasis is still upon the practical trade skills, the Trade
Test at this level includes written answers to objective typo questions.
Attention is also drawn to the provision in the Regulations
that the Intermediate Grade test may include questions and exercises
based on the Basic Grade syllabus; it may, therefore, be found desirable
to include in the Intermediate Course some recapitulation or practice
in Basic skills.
It is anticipated that many if not tho majority of the candidates for Intermediate tests will be oraftsmen alroady omployed in
industry and that many training agencies will offer up-grading courses
specifically designed to prepare these candidates for the Test.
In
such circumstances, it is of course expected that this full syllabus
will not be followed, but that a judicious selection based on the needs
of the individual trainees will be made.
NOTE:-
(1)
Constant emphasis should bo placed, as in the Basic
Grade, upon
SAFETY rules and regulations, safe
working procedures and first aid.
(2)
The numbers placed at the right of both loft and
right-hand columns are roforence to the appropriate
items in the Trade Standard.
- 94 -
I.
INSTALLATION, TESTING AND ADJUSTMENT
Jobs, Operations, Skills
Related Technology/Knowledge
1. Install, test.and adjust
Construction, capacity and functioning
refrigerators, freezers and
of the various types and sizes.
window air conditioners. .
Considerations involved in locating
7
equipment to best advantage.
1.2
Installation, testing and adjustment
procedures, including checking of
supply voltage and starting and
running amperages.
3
The use of service manuals and
i
spare parts catalogues; ordering
|
parts by name and number.
i
Reading of line and exploded
drawings, and application in ordering
parts and in assembly.
2. Install, test and adjust package
air conditioning units (air-
Construction, functioning and applications
of various types of package air
i
cooled up to 3 h.p.).
conditioning units, including
7
reference to ducting.
Interpretation and application of
wiring and schematic diagrams.
The measurement and recording of air
conditions i.e. temperature, humidity,
velocity, volume;instruments used,
including velometer, manometer, sling
psychrometer.
Imperial and metric unit of measurement
of temperature, pressure etc. and use
of convision tables.
2,3
- 95 II.
ELECTRIC MOTORS (up t o 3 h . p . )
Jobs, Operations, Skills
Related Technology/Knowledge
1. Identify the parts of single and
three phase motors.
Types, applications and operation of
single phase motors, including split
9
phase, capacitor start, capacitor
start - capacitor run, permanent
capacitor, shaded pole, and 2 speed
blower motors.
Types, applications and operation of
three phase motors.
Methods of identifying correct
stator connections.
2. Connect starters to motors and
correct the direction of rotation
Typea and applications of starters
uaed and their working principles,
if required.
8,9
Reasons for and method of reversing
direction of rotation.
Types of connections used in 3 phase
motors and why the different types
are used.
6
Safety precautions and safe' working
procedures,
i. Maintain motors; trace and rectify
simple faults e.g. failure of
Testing insulation and continuity of
stator circuit.
centrifugal switch.
9
Types of capacitors used and methods
of testing for serviceability.
Common faults and their remedies,
using charts and check lists.
6
'». Remove, check, install and connect
Types and working principles of
timers, relays, overload switches
protective devices.
and other control and protective
Common causes and signs of failure.
devices.
8
Types of instruments used for testing
6
- 96 III.
SERVICING, MAINTENANCE AND REPAIRS
A.
Condensers and evaporators
Related Technology/Knowledge
Jobs, Operations, Skills
1. Check, remove, and repair or
Types and construction of air cooled
replace condensers.
condensers.
2,3
Advantages and disadvantages of aircooled and water-cooled condensers.
Manufacturers' recommendations
regarding service and maintenance
procedures for air-cooled condensers,
5
Types, causes, and indications of
failure.
Tast procedures for pressure and air
volume.
j
Leak repair methods including fin
type condensers.
How to remedy blower faults.
Mechanical and chemical cleaning
methods.
2. Check, remove and repair or
replace evaporators.
Types, construction, and function of
evaporators.
2,3
Types, cause?, and indications of
failure.
Test procedures.
Leak repair methods with emphasis
upon difficulties and limitations
for aluminium and copper evaporators.
How to remedy blower faults.
Mechanical and chemical cleaning
methods. '
- 97 -
v^
B.
Dehydrators, capillary tubes and filters
Jobs., Operations, Skills
Related Technology/Knowledge
1. Check, romove, and replace
Functions and layout of capillary
capillary tub«3.
tubes.
h
Types, causes, and symptoms of
failure.
Selection of replacement capillary
tubes, and effects of variations in
size and length.
Test procedures and instruments
including the detection of restrictions and partial restrictions
(choking).
Methods of repair by flushing or
cutting out restrictions.
2. Check, remove, and replace
Types and functions of dehydrators
dehydrators and filters.
and filters.
k
Location in refrigeration systems.
Types, causes, and symptoms of
failure.
Origin of contaminants (solids,
moisture, acids, wax, and sludge).
Application of dehydrators in
cleaning up burnouts.
Selection of replacements.
Chemical dehydrants and anti-freeze
preparations.
- 98 -
C.
Hermetic units
Jobs, Operations, Skills
Related Technology/Knowledge
Types, c h a r a c t e r i s t i c s , applications
and functioning of hermetic and
semi-hermetic u n i t s ; variation in
r e f r i g e r a t o r s , freezers, window a i r conditioners and package u n i t s ,
1. Check, remove and replace
hermetic u n i t s .
6
Procedure for isolating faults
(a) external
(b) internal
Manufacturers' recommendations
concerning replacements.
Precautions when replacing
particularly when the unit i3 only
part of the whole system e.g.
hermetic compressors,
Evacuating, recharging and t e s t i n g
after replacement.
5
- 99 -
IV.
CONTROL AMU 'DEFROST SYSTEM!
Related Technology/Knowledge
Jobs, Operations, 3kill3
1. Check, remove replace and adjust
temperature ;mii pressure controls.
5
Typos and functioning of
temperature and pressure controls.
Moaning of range, cut out, cut in,
differential (hi/jh aide/low side).
Typos, causes and indications of
failure.
Test methods and instruments.
Control settings and adjustments.
Selection of replacement controls,
Irecautions in installation.
4
2. Chock adjustment of all standard
Nature and functioning of standard
controls on refrigerations,
controls io. fan motor speed, time
proezers, window air~conditionero
delay, thermostatic expansion valve
and package units (up to 3 h.p.)
(TXV), solenoid valve, defrost.
7
Typos, causes and indications of
failure.
Test procedures and instruments.
3,4
- 100 -
V.
POST-SERVICING START-UP AND TEST-RUN
Jotis, Operations, Skill3
1..Start-up refrigerator, freezer
and air-conditioning system
Related Technology/Knowledge
Pre-siart check lists and instruments
required.
after servicing.
Test-run check lists and instruments
required.
•
i
I
>
*
->
- 101 -
VI.
BASIC WELDING
Note: The welding required is of a very elementary nature and
involves the welding of single items such as mild steel
brackets.
A.
Pro pare and cut materials.
Jobs, Operations, Skills
Related Technology /Knowledge
1. Prepare materials for components
Procedures and techniques of
of.simple fabrications e.g.
preparation work, including
brackets,
selection of appropriate thickness,
10
allowances in marking out for
bands, notches, joints.
2. Bend and/or assemble as
Precautions in bending.
necessary.
The applications ,and advantages and
disadvantages of welding as
10
compared with bolting, rivetting,
soldering, brazing.
B.
Basic arc welding (in flat position)
1. Set up arc welding equipment.
The applications and relative
advantages and disadvantages of gas
and arc welding.
Brief description of and functions
of arc welding equipment; including
reference to portable AC equipment.
Safety precautions in arc welding.
Assembly procedures.
10
2. Select electrode, sot current,
7
Typos (e.g. AC and DC), sizes and
current ratings of electrodes.
Effects produced by defective flux
coatings.
Operating procedures and techniques
e.g. angle of electrode, speed of
travel and arc length.
10
7
- 102 -
Jobs, Operations, Skills
Related Technology /Knowledge
3. Make fusion beads and butt, lap
Operating procedures and techniques
for, and applications of the
and fillet welds.
different joints.
7
10
4. Weld prepared fabrication
Use of jigs and holding devices.
components using the appropriate
Characteristics of a good weld
joints.
10
7
C. Basic gas welding (in f l a t position)
•
•
•
.
i
•
•
i i
i i i
•
1. Set up gas welding equipment
As for Basic III B(3)
2. Make fusion beads, straight runs,
Plate preparation and assembly,
and lap, butt and fillet welds.
sequence of operations, use and
method of tacking.
7
The charactcristies of a good
weld.
4
^