Competency-Based Assessment (CBA) has emerged as a fundamental mechanism for evaluating skill acquisition in Technical and Vocational Education and Training (TVET), particularly within internship programs that bridge academic learning and workplace practice. However, inconsistencies in implementation, assessment reliability, and contextual adaptability across countries remain significant challenges. This study proposes an integrated evaluation model designed to assess the effectiveness of competency-based evaluation systems in TVET internship programs, with a comparative focus on Indonesia and Laos. Drawing exclusively on established literature, the study synthesizes theoretical constructs of competency-based education, quality assurance frameworks, and work-integrated learning assessment practices. The research develops a multi-dimensional evaluation model incorporating criteria such as assessment validity, industry alignment, assessor reliability, and learner performance outcomes. The methodology adopts a conceptual modeling approach supported by comparative analytical techniques. Findings indicate that while both countries demonstrate alignment with competency-based frameworks, disparities exist in standardization, assessor training, and integration with industry needs. The proposed model provides a structured mechanism for improving assessment consistency and effectiveness across diverse TVET systems. The study contributes to the advancement of cross-national evaluation frameworks and offers practical implications for policymakers, educators, and industry stakeholders. Furthermore, it aligns with global quality assurance priorities emphasized in international TVET development agendas (UNESCO, 2017).

The increasing demand for competency-based assessment in Technical and Vocational Education and Training (TVET) has necessitated the adoption of innovative digital solutions such as e-portfolio systems. In the context of Malaysian Skills Certification (MSC), traditional assessment mechanisms face challenges related to scalability, transparency, and evidence-based validation of competencies. This study proposes a conceptual framework for designing an integrated e-portfolio system aimed at enhancing the effectiveness, reliability, and accessibility of certification processes. Drawing upon existing literature on e-portfolio adoption, competency assessment, and digital learning environments, the framework incorporates pedagogical, technological, and assessment dimensions. The study employs a conceptual research design grounded in synthesis of empirical and theoretical works, identifying critical components such as user-centered architecture, competency mapping, reflective learning integration, and system interoperability. The findings highlight that a well-structured e-portfolio system can significantly improve learner engagement, facilitate continuous assessment, and support recognition of prior learning (RPL). The proposed model contributes to both academic and practical domains by offering a scalable architecture aligned with national qualification standards. Limitations include dependency on digital literacy and infrastructural readiness. Future research is recommended to empirically validate the framework and explore machine learning integration for automated competency evaluation.

Technology-Enabled Active Learning (TEAL) has emerged as a transformative pedagogical approach that integrates digital tools with collaborative and inquiry-based learning strategies to enhance student engagement and knowledge construction. Despite its growing adoption, the evaluation of TEAL effectiveness remains fragmented and often lacks methodological rigor, particularly in assessing subjective learning outcomes across diverse evaluators. This study proposes a quantitative evaluation framework that integrates Fleiss’ Kappa inter-rater reliability analysis to systematically assess TEAL implementation and effectiveness. The framework operationalizes key constructs such as student engagement, collaborative learning dynamics, instructional design quality, and technological integration. By employing multi-rater assessment and statistical agreement measures, the proposed model ensures objectivity, consistency, and replicability in TEAL evaluation. The methodology is grounded in established educational theories and supported by empirical insights from existing literature. Findings indicate that incorporating inter-rater reliability enhances the validity of TEAL assessment and provides actionable insights for educators and policymakers. The study contributes a robust analytical model for educational evaluation and highlights the importance of structured assessment mechanisms in technology-integrated learning environments.

The increasing emphasis on Technical and Vocational Education and Training (TVET) as a driver of economic development has elevated the importance of entrepreneurship education in producing competent and employable graduates. Despite extensive implementation of entrepreneurship training programmes, the absence of a unified analytical model limits the systematic evaluation of their effectiveness. This study develops an integrated model to assess how entrepreneurship training programmes influence competency development and employability outcomes among TVET graduates. Grounded in entrepreneurship theory, human capital theory, and competency-based education frameworks, the model synthesizes key constructs including entrepreneurial skills, self-efficacy, experiential learning, and institutional support mechanisms. The methodology adopts a conceptual-analytical approach supported by structural modeling principles such as PLS-SEM to illustrate relationships among variables. Findings indicate that programme effectiveness is significantly mediated by experiential learning design, supervisory support, and psychological constructs such as self-efficacy. The study contributes a multidimensional evaluation framework applicable to policy makers and educational institutions, while highlighting limitations in measurement standardization and contextual variability. The research offers strategic recommendations for optimizing entrepreneurship training to enhance both competency acquisition and graduate employability in TVET systems.