The increasing demand for skilled labor in the construction industry necessitates a robust evaluation mechanism for on-the-job training (OJT) programs within vocational education systems. In Malaysia, vocational colleges play a pivotal role in equipping construction technology students with industry-relevant competencies. However, the absence of a standardized and analytically grounded framework for assessing OJT components and competency constructs limits the effectiveness of training outcomes. This study develops a conceptual framework integrating competency-based education principles, Rasch measurement theory, and Bloom’s taxonomy to systematically evaluate OJT structures in Malaysian vocational colleges. The research adopts a qualitative analytical methodology grounded in existing literature and policy documents to identify core constructs, elements, and performance indicators. The proposed framework emphasizes alignment between industrial expectations, curriculum standards, and assessment practices. Findings reveal critical gaps in current evaluation systems, particularly in competency validation, assessment reliability, and integration of generic skills. The study contributes a structured, scalable model for enhancing OJT effectiveness and provides implications for curriculum designers, policymakers, and educators in vocational training systems.

On-the-Job Training, Competency-Based Education, Construction Technology, Vocational Colleges

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