Assessment rubrics highlight limited focus on communication skills in technical education, suggesting curriculum improvements.
Final-Year Projects (FYPs) within Malaysian TVET programs primarily focus on developing technical skills in students, but overlook the importance of vital communication skills for workplace preparedness. In this paper, FYP assessment rubrics from UTeM are analysed and found to give slight emphasis on language ability, specifically writing and presentation skills. This paper identifies gaps and recommends cross-curricular integration strategies that align with CEFR and IR 4.0 requirements. The integration of communication into FYPs, achieved through transforming rubrics, inter-faculty cooperation, and incorporating industry feedback, can lead to more comprehensive graduate development and improved employability success in Malaysia's evolving technical education context.
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Husin et al. (2025) studied this question.
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