1 Cognitive, Psychomotor and Affective Domain Conceptual Framework Validity and Reliability in TVET Fashion Program Curriculum Norulaini Mohd Ramly¹, Nazlina Shaari² {ainieyramly@gmail.com¹, nazlinashaari@upm.edu.my²} Design and Visual Communication Department, Politeknik Ibrahim Sultan¹, Faculty Design and Architecture, Universiti Putra Malaysia² Abstract. The TVET fashion programme is one of the courses that provides Sijil Pelajaran Malaysia (SPM) graduates with apparel creation and production skills. The objective of this study was to find out about the effectiveness of three main domains in teaching and learning on the conceptual framework produced for the use of TVET Fashion Program curriculum in Community Colleges. Among the study methods used were observation, Kawakita Jiro method, and questionnaire instrument validation by field experts for acquiring and compiling study data. The quantitative research method was used to collect data, which was then analyzed using the Statistical Package for Social Sciences, or SPSS. A TVET fashion programme conceptual framework will be developed by the end of this study to serve as a guideline and reference source for future fashion programme curriculum development. As a result, the course aligns with the government's vision of graduates who are skilled, critical, and innovative enough to meet the nation's skilled manpower needs in the industry sector. Keywords: TVET Fashion Programme, Teaching and Learning, Effectiveness of Key Domains, Conceptual Frame Work 1 Introduction In Malaysia, training, vocational, and technical programmes, or TVET, are becoming increasingly popular. Without a doubt, the TVET fashion programme is one of the most popular courses among Malaysian youth of both genders. In accordance with globalization, knowledge- based economies, technological advancements, and global workforce mobility, the course was introduced to meet industry needs while contributing to economic growth. By enabling an industry-led approach, TVET is critical to providing the skilled human capital required by industry, particularly to support the economic sector's transition to knowledge-based activities, in line with the goal of becoming a developed nation by 2020 [1]. The objective of this study is to assist lecturers in forming the components of conceptual framework based on three main domains namely cognitive, psychomotor, and affective or CPA in the production of manual pattern drafting. According to Anderson, L.W [2], skills should focus on several key aspects like skill (psychomotor), knowledge (cognitive), and attitudes (affective). The combination of the three main domains consisting of CPA in practical classes producing clothing patterns is a very important behavior in this skill-oriented learning [3]. DESIGN-DECODED 2021, August 24-25, Kedah, Malaysia Copyright © 2022 EAI DOI 10.4108/eai.24-8-2021.2315269