Equip all schools with Tvet facilities — KGBS

Ahmad Malie

SIBU: Sarawak Bumiputera Teachers Union (KGBS) has suggested that all schools be equipped with technical and vocational education training (Tvet) learning facilities.

KGBS president Ahmad Malie believes this is a step in the right direction to intensify learning based on Tvet.

“In that way, learning on Tvet will be known and eventually exposed to all students in the country’s education system.

“Therefore, KGBS is always ready to give holistic view to help the government through Education Ministry (KPM) to strengthen the learning of Tvet in the country’s education system and become the first choice among students in time to come,” he added yesterday.

Ahmad was asked to comment on Chief Minister Datuk Patinggi Abang Johari Tun Openg’s recent statement that the state-owned University College of Technology Sarawak (UCTS) was set up to meet the demand of Sarawak’s industrialisation programme which needs some 500,000 technical workers in the next 12 years to become an industrialised state.

Abang Johari had said this in his speech during the opening of UCTS’ inaugural Sarawak Innovation and Technology Exhibition 2018 (Saintex’18) last Thursday.

According to Abang Johari, in the past, TVET was not given much emphasis compared to the mainstream education system which focused on academic excellence. For example, only eight per cent of secondary schools in Malaysia are involved in Tvet, which is low compared to advanced countries like Germany and Switzerland, where almost 60 per cent are in Tvet. In Singapore, 75 per cent of its secondary schools are in Tvet.

On this, Ahmad said: “KGBS has stated its support since the beginning when KPM stressed on the implementation of Tvet in Malaysia’s education system.

“KGBS is always supportive of government’s efforts to focus on Tvet learning which was stressed upon by UCTS recently.

“In this regard, KGBS urged that such effort to strengthen Tvet be expedited by setting up the educational institution anywhere in our country.”

http://www.theborneopost.com

Lebih 80 peratus pengasuh berdaftar tiada kelayakan KAP

Lebih 80 peratus pengasuh berdaftar tiada kelayakan KAP
TIMBALAN Perdana Menteri, Datuk Seri Dr Wan Azizah Wan Ismail menyampaikan ucapan pada Majlis Perasmian Hari Taska 2018 di Putrajaya, hari ini. – Foto BERNAMA
PUTRAJAYA: Seramai 13,700 pengasuh berdaftar di taska seluruh negara tidak mempunyai kelayakan minumum Kursus Asuhan Permata (KAP).

Timbalan Perdana Menteri, Datuk Seri Dr Wan Azizah Wan Ismail berkata, jumlah itu merangkumi 80.19 peratus daripada sejumlah 16,873 pengasuh yang direkodkan.

“Berdasarkan rekod Jabatan Kebajikan Masyarakat (JKM), data terkumpul sehingga Jun 2018, jumlah pengasuh bagi kanak-kanak berusia 0 hingga 4 tahun di Taska adalah seramai 16,873 orang.

“Daripada jumlah ini, 3,173 orang atau 18.81 peratus pengasuh mempunyai kelayakan minimum iaitu lulus KAP, selebihnya 13,700 atau 80.19 peratus pengasuh masih tidak memenuhi kelayakan ini,” katanya semasa berucap melancarkan Sambutan Hari Taska Peringkat Kebangsaan 2018 di IoI City Mall di sini hari ini.

Beliau yang juga Menteri Wanita dan Pembangunan Keluarga menambah, industri pengasuhan pada ketika ini menghadapi masalah kekurangan pengasuh berdaftar.

Pada masa sama, kekurangan pengasuh yang berkelayakan memberi implikasi kepada jumlah taska yang berdaftar.

Katanya lagi, sekiranya 50 peratus daripada 2.3 juta kanak-kanak berusia 0 hingga 4 tahun di negara ini memerlukan taska, maka Malaysia perlu menyediakan kira-kira 38,333 taska.

Bagaimanapun, angka itu jauh berbeza dengan sejumlah 4,302 taska berdaftar ketika ini.

“Bilangan ini menunjukkan kekurangan yang amat jelas dari aspek keperluan dan ketersediaan taska di negara kita. Kekurangan bilangan pengasuh berkelayakan dan bilangan taska berdaftar akan memberi implikasi terhadap jaminan kualiti dan keselamatan anak-anak kita,” tambahnya lagi.

Sumber: http://www.astroawani.com

Mimos to revise govt’s tech training curriculum

Nurul Izzah said the government will hold a townhall session to discuss the TVET masterplan and the budget for it soon. — Picture by Hari Anggara
Nurul Izzah said the government will hold a townhall session to discuss the TVET masterplan and the budget for it soon. — Picture by Hari Anggara

KUALA LUMPUR, Aug 9 — Tech research and development agency Mimos Berhad has been put in charge of improving the government’s Technical and Vocational Education and Training (TVET) programme.

Nurul Izzah Anwar, who heads the government’s TVET task force, said there is an urgent need to enhance the curriculum for Malaysia to remain competitive in the era of Industry 4.0.

“The need for strengthening and transforming TVET has been evident globally in recent years due to the new and more challenging demands from industry, as more nations began opening up and embracing the Fourth Industrial Revolution, in particular, Industry 4.0,” she said in her speech during a seminar on the subject at Mimos’ headquarters here.

She said there was an urgent need for more skilled technicians in the electrical, telecommunications, design sectors and elsewhere.

But she added that they needed to be trained to compete against the automation and artificial intelligence.

She also said the government will hold a townhall session to discuss the TVET masterplan and the budget for it soon, but did not provide a date.

She said TVET has a budget of RM180 million this year, through the Skilled Development Fund Corp Masterplan, a reduction compared to the RM300 million allocated last year.

Source: https://www.malaymail.com

Nurul Izzah mahu status rahsia dokumen TVET digugurkan

WAWANCARA | Akta Rahsia Rasmi (OSA) telah digunakan untuk menyembunyikan fakta yang boleh menjejaskan reputasi pentadbiran BN, seperti yang dapat dilihat pada laporan audit 1MDB sebelum ini.

Satu lagi dokumen yang diletakkan bawah akta itu adalah berhubung program pendidikan teknik, vokasional dan latihan (TVET) – usaha kerajaan dulu yang bertujuan melahirkan pekerja berkemahiran di kalangan mereka yang tidak cenderung kepada akademik.

Akhir bulan lalu, anggota parlimen Permatang Pauh Nurul Izzah Anwar dilantik sebagai pengerusi Jawatankuasa Pemerkasaan TVET.

Beliau kini mempunyai akses terhadap dokumen rahsia – yang turut ditunjukkan kepada Malaysiakini – berhubung pencapaian pusat TVET berdasarkan wawancara dengan orang awam dan institusi swasta.

“Apa yang mengejutkan dan kontroversi adalah mereka membuat senarai kedudukan institusi TVET berdasarkan produktiviti mereka.

“Tiada siapa yang mahu dikenali sebagai paling tidak produktif, lemah kerana tidak menghasilkan graduan yang baik, tetapi kita ada data itu.

“Baik untuk rakyat Malaysia tahu perkara ini. Apakah anda tidak mahu tahu institusi Mara mana yang berjalan dengan baik, yang menghasilkan pekerja industri yang cemerlang? Hak kita untuk tahu dan kita tak boleh sembunyikannya,” katanya ketika wawancara bersama Malaysiakini minggu lalu.

Dokumen itu masih berstatus rahsia tetapi Nurul Izzah berkata akan berusaha agar ia dibuka.

Beliau menegaskan ia bukan untuk mengecam kumpulan tertentu yang tidak menunjukkan pencapaian yang baik, tetapi sebagai langkah ke depan.

“Kita perlu tahu kedudukan sekarang baru kita dapat melangkah ke depan untuk mungkin menyusun semula matlamat mereka atau mengadakan kerjasama yang lebih baik dengan industri, atau mungkin menswastakan mereka.

“Ada banyak pilihan yang saya akan kemukakan berdasarkan kajian kemapanan,” katanya.

Terdapat sekurang-kurangnya 1,300 institusi TVET di seluruh negara. Program itu bawah skop pelbagai kementerian antaranya Sumber Manusia, Pendidikan, Belia dan Sukan, Pembangunan Luar Bandar dan Wilayah, Kerja Raya serta Pertanian dan Industri Asas Tani.

Berikut adalah wawancara lanjut Malaysiakini dengan Nurul Izzah berhubung isu ini.

Malaysiakini: Salah satu isu terbesar TVET adalah persepsi ia untuk mereka yang tidak bagus dalam pelajaran. Bagaimana anda mahu baiki persepsi itu?

Nurul Izzah: Pertamanya untuk mengubah persepsi ia perlu bermula dengan diri anda sendiri, bermula dengan apa yang pemimpin boleh lakukan. Jadi pada tiga minggu pertama ketika kita mengumpul maklum balas, saya cuba yang terbaik untuk melawat dan berhubung dengan pusat TVET yang cemerlang, dan ada banyak pusat yang sedemikian.

Ketika saya di Mersing, jelas mereka memang cemerlang. Mereka mengeluarkan pakar keselamatan siber. Apa yang bagus adalah permintaan terhadap mereka memang tinggi kerana memenuhi standard industri. Apabila ia berlaku, akan ada kewujudan bersama yang baik antara graduan yang dikeluarkan pusat itu dengan keperluan industri.

Jadi bagi saya, apa yang penting adalah untuk menonjolkan wira tak didendang ini. Kisah kejayaan anak tempatan perlu diangkat dan itulah perancangan saya.

Pada masa sama, jika anda ingin ubah persepsi, mahu gaji yang lebih baik, anda perlu buat beberapa langkah dan keputusan sukar. Ini bermakna, untuk sesetengah pusat yang tidak berjalan dengan baik, peranan mereka perlu dilihat semula, perubahan sistemik dan struktural perlu dilakukan.

Jika anda lihat laporan sebelum ini oleh PricewaterhouseCoopers, Boston Consulting, dan juga PEMANDU, mereka berterus-terang terhadap beberapa keputusan yang telah menghalang kemajuan TVET dan ia membawa kepada masalah dan keadaannya pada masa ini.

Saya mahu sintesiskan semua laporan ini termasuk dengan yang dikeluarkan Kementerian Sumber Manusia, serta daripada perbincangan kita sendiri, dalam satu laman web yang mengumpul semua dapatan ini.

Saya gembira apabila kabinet (berpandangan) laporan saya akan dibawa ke tahap itu, tetapi untuk langkah seterusnya kita juga perlu ingatkan semua kementerian tentang apa yang perlu dilakukan.

Malaysiakini: Adakah anda merancang untuk mengubah pemikiran ibu bapa – gred yang bagus adalah segalanya?

Nurul Izzah: Gred yang bagus penting. Sebagai ibu saya tak mahu jadi hipokrit dan berkata saya tak kisah jika anak saya tidak cemerlang dalam pelajaran.

Tetapi setiap anak adalah istimewa dan anda perlu berikan peluang kedua. Setiap mereka ada kelebihan tersendiri. Mereka mungkin tidak dapat menyerap sebahagian pelajaran secara automatik, tetapi tidak bermakna walau dengan usaha mereka tetap tidak akan berjaya.

Tetapi yang penting bagaimana sebuah kementerian dapat menaikkan TVET jika institusi anda sendiri tidak mengeluarkan sijil yang diterima industri dan pihak akreditasi lain? Jadi perkara ini perlu dilihat.

Saya seorang graduan tetapi tidak akan dapat faham. Misalnya ketika saya menggunakan penerbangan MAS, dalam pesawat baru Airbus, tandas tiba-tiba tidak berfungsi. Dan pramugari sibuk mencari juruteknik untuk membaikinya.

Kenapa? Kerana jurutera seperti saya tidak akan dapat membaiki apa yang perlu dibaiki. Jadi bagi saya, ia satu peringatan kecil bahawa anda mengeluarkan pekerja yang berguna, efektif untuk industri dan negara.

Tetapi jika anda biarkan masalah seperti kemahiran yang tidak sesuai atau gaji yang rendah berterusan, tidak ramai yang akan berminat. Dalam fikiran ibu bapa, “Saya banyak mengeluarkan belanja untuk ijazah TVET ini tetapi anak saya tiada pekerjaan yang baik, sijil pun tidak diiktiraf”.

Ini adalah masalah yang perlu dibaiki dulu sebelum kita dapat menjadikan TVET lebih baik atau di tahap sama dengan pemegang ijazah.

Malaysiakini: Apakah yang anda mungkin akan bentangkan dalam laporan kepada kabinet?

Nurul Izzah: Saya perlu siapkannya dalam masa setahun. Untuk tiga bulan pertama, kita akhirnya berjaya mendapatkan dokumen OSA. Ia benar-benar membantu kami untuk memberikan respons yang lebih mendalam. Saya sudah gariskan banyak program dan acara.

Sekian lama saya tertumpu kepada pemegang ijazah dang graduan, kemudian saya lihat dalam sistem tidak formal, ada setengah juta anak muda yang tidak berada bawah sistem pendidikan formal. Jadi bagaimana?

Anda dapat lihat ramai di kalangan mereka yang benar-benar bergantung kepada TVET. Ia mengejutkan dan menyedarkan saya bahawa inilah jalannya. Malah di United Kingdom dan Jerman, kerjaya ini adalah sesuatu yang dibanggakan. Anda memberi kepakaran kepada juruteknik.

Kita perlu mula berusaha agar sistem, ijazah dan imbuhannya menepati jangkaan.

Sumber: Malaysiakini.com

Aide: HR Ministry may work with foreign vocational schools

The Human Resources Ministry may collaborate with foreign institutes of higher learning on Technical, Vocational Education and Training (TVET), Cheong Chee Khin, political secretary to the human resources minister, said today. — Picture by Farhan Najib
The Human Resources Ministry may collaborate with foreign institutes of higher learning on Technical, Vocational Education and Training (TVET), Cheong Chee Khin, political secretary to the human resources minister, said today. — Picture by Farhan Najib

IPOH, July 26 — The Human Resources Ministry is considering collaborating with foreign institutes of higher learning on Technical, Vocational Education and Training (TVET), said an aide to the minister.

Cheong Chee Khin, political secretary to Human Resources Minister M. Kulasegaran, said this would help attract more people to opt for vocational training

“TVET education has been given less attention in Malaysia than mainstream academic education. Countries like Germany and Singapore start TVET as early as lower secondary school so eventually they can converge into tertiary education,” he said.

He was speaking to reporters here today at the Industrial Training Institute (ILP) during which he called for more people to sign up for the institute’s courses.

“There will be daily interviews from now until July 31 to get qualified students to sign up for the courses,” he said.

Ipoh ILP director Jamil Yahya, who was also present, said the courses are open to those between 18 and 35 years of age.

“If you are recently retrenched, take the opportunity to re-skill yourself,” he said.

To qualify for consideration, Jamil said applicants need only to have passed Bahasa Melayu, Mathematics, History and one additional SPM-level subject.

“On top of that, we will pay a RM100 monthly allowance to successful applicants,” he said, adding that food and lodging are provided for successful students.

“Other than the RM750 for the uniform, students need not pay a single cent to study,” he said, adding that students who are unable to pay for the uniform upon registration are allowed to pay by instalments.

He said there are two intakes annually: January and July.

“There are eight courses to choose from,” he said, adding that all the institute’s graduates are gainfully employed.

“We provide training that is compatible for the industry,” he said.

For details, visit www.ilpipoh.gov.my

Source: MalayMail.com

Funding for technical, vocational training to be reviewed

Nurul Izzah speaks during a press conference at Institut Jantung Negara, Kuala Lumpur July 25, 2018. — Picture by Shafwan Zaidon
Nurul Izzah speaks during a press conference at Institut Jantung Negara, Kuala Lumpur July 25, 2018. — Picture by Shafwan Zaidon

KUALA LUMPUR, July 25 —Newly-appointed Technical and Vocational Education and Training (TVET) chairman Nurul Izzah Anwar said she will look into reviewing the allocations for the programme following misappropriation of funds from the Skills Development Fund Corporation (PTPK).

She said she would look into TVET inclusively and bring forward problems that have arisen from the administration of the previous government.

“My mandate is to holistically look (into TVET), and I will definitely bring forward several problems with the PTPK fund,” she said.

“This includes allocations from the fund that have been halted or severely cut due to the ongoing investigations into the misappropriation by the political secretary of the former Human Resource minister.”

In September 2017, the Malaysian Anti-Corruption Commission detained the 61-year-old political secretary for allegedly misappropriating RM40 million channeled through PTPK.

The Permatang Pauh MP added that such misappropriation had to be stopped so that TVET institutions would be able to run well for the sake of those who truly needed it.

“We are now responsible for what the past government left behind, including the misappropriation,” she said.

“Whether we like it or not, we have to restore the function of the TVET institutions so that the children of tomorrow, especially those from the lower income groups will succeed.”

“TVET has strong potential to be on par with other TVET programmes in the world, like that in Germany.”

Nurul Izzah was speaking at the Programme MyHeart initiative spearheaded by Yayasan MyPrihatin and the Institut Jantung Negara Foundation today.

The programme is in its third year and a memorandum of understanding was signed between the two foundations to raise RM50,000 by March 2019 for children under 17-years-old who need financial assistance.

Source: MalayMail.com

From TVET in Industry 4.0 to reshaping of our perception of education

LETTER | It was a timely decision for Education Minister Dr Maszlee Malik to appoint Permatang Pauh MP Nurul Izzah Anwar as the chairperson for a newly formed Technical and Vocational Education and Training (TVET) Empowerment Committee.

So far, TVET in Malaysia has been given much less attention than mainstream academic education system. It has been run under seven ministries – the Education, Higher Education, Human Resources, Public Works, Agriculture and Agro-based Industries, Rural and Regional Development, and Youth and Sports Ministries.

There have been so many ministries involved in TVET, with an allocation of RM 4.9 billion in 2018 for the TVET Master Plan, but merely seven percent of school leavers eventually join TVET programmes.

There is an undersupply in 10 out of 12 key economic areas, while only 70 percent of vacancies in TVET are being filled up.

It is acknowledged that there has been a severe lack of coordination between the respective ministries and departments whose functions are overlapping, and some are redundant.

Streamlining TVET

There is a study underway by the Human Resources and Economic Affairs Ministries to combine all TVET into a single agency and a single ministry. TVET should be an integrated part of the education system where education is to nurture productive and competitive workforce.

This is certainly a wise and timely move to elevate the country’s economy effectively towards industrial revolution 4.0 through an effective education system. The combination of automated assembly line, the internet of things and artificial intelligence, requires highly-skilled workers highly proficient in ICT. It will also lessen our dependency on labour, especially migrant workers, while elevating our workers’ competitiveness and earning powers.

Even though there has been a positive decrease of up to 75 percent in the dropout rate from the year 2000 to 2013, youth (15 to 24) unemployment rate remains high compared to other age groups. Even if they are employed, whether they possess adequate skills affects their level of income and self-esteem.

According to Education Ministry statistics, the number of students who dropped out before completing their primary education was 3,920 students in 2013, or one percent of the total primary school student population. The number of those who do not continue to finish their secondary school is 14,396 or three percent of the student population.

In other words, we have about 20,000 non-skilled youth entering the job market, who are at worst unemployed or at best get to work as non-skilled workers at the lowest wage spectrum.

According to a Statistics Department survey in 2015, when the national unemployment figure was at 3.1 percent, the unemployment rate among youths was about 10.7 percent (15. percent for the age group 15-19; 9.3 percent for the age group 20-24) ,which is three times the national average, or make 60.8 percent of the total unemployed workforce.

This is due to their lack of education attainment, work experience and vocational skills.

Better opportunities

In 2015, of the 405,000 youths with tertiary education, 24 percent were unemployed six months after their graduation, as compared to the fact that only 9.8 percent out of 2.162 million youths without tertiary education were unemployed. 54 percent of graduates who were employed earned less than RM 2,000 a month.

On the other hand, the starting salary of vocational and technical graduates at between RM 2,000 and RM 5,000 a month is even slightly higher than university graduates. 90 percent of TVET graduates (technical and vocational education and training) are employed within a year after their graduation, and their unemployment rate is lower than the university graduates’.

Two questions have been raised as to whether what university graduates learn are mostly irresponsive to demands of the job market, and hence leads to a higher unemployment rate among them, and whether workers without tertiary education do not have quality jobs and wages to lift up their standards of living.

Besides the importance of academic and civic requirements, our education has to be more demand-driven and socially oriented. A high degree of social partnership between public and private sectors has to be sought if tertiary education is made relevant to the socioeconomic development.

Despite these facts, only eight percent of our secondary students are in TVET, which is low compared to advanced countries like Germany and Switzerland, where almost 60 percent of their students are in TVET. In Singapore, as much as 75 percent of secondary students end up in TVET, and only a minor fraction (25 percent) end up in universities.

More importantly, Singapore has geared its country for Industry 4.0 for decades. Accordingly, as a vital strategy to always stay ahead of its neighbours in order to maintain its economic relevance and competitiveness in the world economy, Singapore has long undergone a meticulous pathway charted for Industry 4.0.

According to International Federation of Robotics Report 2017, Singapore is currently ranked number 2 in the world in terms of robotic density –that is, 488 industrial robotic arms per 10,000 workers according to the International Federation of Robotics.

Like Germany, Singaporeans could start TVET as early as lower secondary school, and TVET students could eventually converge into tertiary education in an education system that advocates learning process as a life-long matter. TVET has even been a debatable issue in Singapore to be started as early as the upper primary school level.

TVET qualifications are made as equivalent as academic qualifications in South Korea. Its marketability depends heavily on the demands of the job market, especially since South Korea has been the world number 1 since 2010 for the highest industrial robotic density-that is, 631 robotic arms per 10,000 workers, reflecting its leading role in industry 4.0.

According to Bank Negara’s Economic Development Report 2017, Malaysia has an industrial robotic density of only 34 per 10,000 workers that is even lower than the Asian average of 63 per 10,000 workers, and our industrial robot density is only five percent that of South Korea’s.

Race to the bottom

There are significantly adverse trends in the country’s economic development which is heading for a more regressive labour-intensive and migrant-worker-dependence direction at the expense of the local workers’ competitiveness, productivity and earning capacity.

Firstly, in the last 15 years, the high skilled jobs’ ratio has decreased from 45 percent to 37 percent while low skilled jobs’ ratio has increased from 8 percent to 16 percent. Secondly, the most alarming trend is that 81.5 percent out of the new jobs created have gone to the foreigners, while university graduates unemployment rate has gone up yearly. There has apparently been a mismatch between the education system and the job market.

To solve the adversity in our future economic development, we need a paradigm shift from the conventional labour-intensive and migrant worker-dependent economy to a newly high-skilled and digital-proficient local workforce. The answer to it is the dire need for a highly ICT-digital-proficiency oriented TVET system.

Even though only 9.43 percent of South Korean secondary students take up vocational courses, its tertiary education enrolment rate is as high as 93.18 percent, of which 22.82 percent students engaged in vocational education at the tertiary level. Moreover, 90 percent of South Koran youth commanded a minimal level of digital literacy.

In Germany, apprenticeships in TVET, starting as early as upper secondary school at age 15, expose the apprentices to real industrial working situations. Being protected by a youth employment legislations, apprentices spend 70 percent working in real industries with paid wages and 30 percent in formal classroom education. Almost all German TVET apprentices would be re-hired by their original industries after completion of their apprenticeship.

The close social partnership between TVET institutes, public sector, private individual industries, and the relevant chambers of commerce and guilds play a vital role to make it an effective mechanism for TVET in the 4th Industrial Revolution.

Industry 4.0 involves not only automation and big data exchange in manufacturing technologies, but also includes cyber-physical systems, the internet of things, cloud computing and cognitive computing. It requires not only high skilled workers, but also a workforce with high ICT and digital proficiency.

Therefore, TVET has to be made first choice for some best students, revamping the traditional thinking of TVET as merely the choice for less capable students and academic drop-outs, in order to meet future societal and technology challenges.

The role of industry

Complaints have also been made by TVET educators themselves that Malaysian graduates do not get the deserved wages and job opportunities. This requires an open attitude from educators, and the relevant ministries and TVET institutes to work closely with private industrialists, chambers of commerce and guilds who keep afresh with the latest industrial development and market demands all the time.

Industries have to be made more willing to provide early starting point for apprenticeship as social partners or stakeholders in the process of upscale our TVET as the essential preparation for industry 4.0.

The TVET Committee is vital in institutionalise coordination between too many federal ministries undertaking TVET with the private sector and relevant guilds. For the TVET Committee to be more effective, its chairperson could be upgraded to the level of a cabinet co-minister, who coordinates all ministries, state governments, private industrialists, civil society involved in TVET and streamlines all forms of TVET and their accreditations.

Many public TVET institutions have become underutilised or unutilised where buildings are built and left astray. TVET has to be planned according to the socioeconomic demands.

Franchises of public institutions certification to non-profitable industry guilds initiated training programs are feasible to maximise utilisation of public funding and facilities. This social partnership and franchising of TVET programs is termed as “socialisation” of our education system.

Nonetheless, promoting TVET in industry 4.0 involves “democraticisation” of our education system by which the federal government needs to decentralise and share powers of administering education system including TVET with state and local governments, who know the local demands better.

State and local governments could coordinate between the chambers of commerce, guilds of various artisanship with our education system especially TVET institutes, which in turn has to be tailored according to a tripartite relation between international trends, national aspirations and local demands.

On the other hand, local industries already provide existent machineries and facilities for apprenticeship while the institutes could cut down its expenditures on setting up, but concentrating on teaching theories to the apprentices and training the trainers about on-job teaching.

TVET for Industry 4.0 forces us to review seriously about how our industries would run. While there is a high number of illegal foreign workers (1.7 million) and a marked proportion of semi-skilled local workforce, about half (54 percent) of female productive-age population actually work.

The currently inactive but potential women workforce well surpasses the number of foreign workers and could fulfil the need of our job market. The solution is to provide more welfares such as nurseries and on-job TVET.

The solution to stagnant economic performance and over-dependence on foreign workers is to “socialise” and “democraticise” our education system including targeting 60 percent youth in TVET, of which 40 percent would be female as in advanced countries like in Germany, South Korea and Taiwan, in order to achieve not only a targeted 80 percent women to be in the national workforce, but also be as competitive as their male counterparts.

The issue is not only about TVET alone. but the powers-that-be need to revamp their own perception of what ‘education’ means, which has been conventionally interpreted as the major tool to maintain the social status quo and train the future generation to be living ‘robots’ listening to the commands of their ‘owners’ – and, in recent decades, for cronyists close to them as a means to get kickbacks from construction projects of TVET institutes – than the noble intention to making our workforce prepared for the new challenge of Industry 4.0.

To promote TVET, we have to begin with reshaping our perception and policy towards education, which is not a privilege for some to profiteer, but as a birthright for all Malaysians to be equitably competitive, regardless of gender, race, religion and creeds, in an increasingly challenging world economy.


DR BOO CHENG HAU is the former state assemblyperson for Skudai.

The views expressed here are those of the author/contributor and do not necessarily represent the views of Malaysiakini (source of article)

Lepas Kursus Induksi PP-PPD minggu ni, anda layak ikuti induksi PPL pula

Siapa yang patut hadir?
a) Calon Pegawai Pengesah Luaran
b) Calon Pegawai Pengesah Luaran SLDN
c) PP-PPT yang ingin dilantik sebagai PPL-PPT
d) Individu yang terlibat dengan pengendalian Pusat Bertauliah

Kenapa perlu hadir?
a) Memenuhi syarat untuk menjadi PPL
b)Memahami tugas dan tanggungjawab PPL

Syarat
a) 18 tahun ke atas
b) Warganegara Malaysia atau PR
c) Telah lulus kursus induksi PP-PPD

Faedah kursus kepada peserta

Berpengetahuan mengenai Pentauliahan Persijilan melalui konsep Persijilan & Sistem Latihan Dual Nasioan (SLDN).
Peningkatan kelayakan personel untuk pembangunan kerjaya
Dapat menyediakan panduan & motivasi kepada masyarakat dan organisasi dalam aspek pembangunan & penilaian Pusat Bertauliah.

Berpeluang menjadi Tenaga pakar Industri Negara (DPIN)
Persijilan yang diiktiraf oleh pihak Awam & Swasta

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-Mempunyai aset dalam aspek jaminan mutu pentauliahan Pusat Bertauliah
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Kualiti Pusat Bertauliah dan daya saing dapat ditingkatkan

Untuk pengesahan tempat anda, sila isi borang permohonan yg boleh dimuat turun dari sini, kemudian emel kembali bersama slip bayaran ke ismarteducare@gmail.com.

Butiran Bank: ISE Education Sdn Bhd,  Maybank 514589385943
Yuran: RM350 + 10 (caj pengeposan sijil)

Kursus lain:
1) Induksi PP-PPT pada 11-12 Ogos 18 di Kepong
2) VTO: Sept atau Oktober 18 di Kepong & Miri

Peluang Mengikuti Kursus Induksi PP-PPD-PPB di Universiti

 Ingin menubuhkan Pusat Bertauliah JPK@menawarkan sijil SKM kepada pelajar anda?
 Ingin dilantik sebagai pengajar@Pegawai Penilai (PP), Pegawai Pengesah Dalaman (PPD) ataupun Pengurus Pusat Bertauliah (PPB)?
 Ingin dilantik sebagai Pegawai Pengesah Luaran (PPL)? Kursus induksi ni adalah pra-syaratnya

🌈 Semua ni boleh tercapai dengan mengikuti kursus induksi PP-PPD pada:

Tarikh: 28-29 Julai
Masa: 8.30-5pm
Tempat: UniKL MIAT, Sepang
Yuran kursus – RM350 (termasuk nota, minum pagi & makan tengah hari, sijil dari JPK)
BONUS: Tip peperiksaan akan diberi!

📌 Muat turun borang dari sini- http://jpkmalaysia.com/borang-permohonan-induksi-vto/.

📌 Lepas isi borang, emel bersama slip bayaran (butiran bank untuk bayaran juga ada di pautan yg diberikan)

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SYARAT TAMBAHAN PENTAULIAHAN BAGI PROGRAM KEMAHIRAN AREA PENGASUHAN DAN PENDIDIKAN AWAL KANAK-KANAK 2018

  1. PENDAHULUAN

 

Syarat Tambahan Pentauliahan Pusat Bertauliah Bagi Program Kemahiran Area Pengasuhan dan Pendidikan Awal Kanak-Kanak (selepas ini dirujuk sebagai “Syarat ini” bertujuan menetapkan keperluan pelaksanaan Sistem Persijilan Kemahiran Malaysia melalui Pusat Bertauliah (PB).  Syarat ini adalah merupakan kuasa untuk mengenakan syarat pentauliahan yang ditetapkan oleh Ketua Pengarah Pembangunan Kemahiran di bawah Seksyen 28 Akta Pembangunan Kemahiran Kebangsaan 2006 [Akta 652] dan hendaklah dibaca bersama dengan panduan yang sedang berkuatkuasa seperti berikut:

 

  • Akta Pembangunan Kemahiran Kebangsaan 2006 [Akta 652];
  • Akta Taman Asuhan Kanak-Kanak 1984 (Akta 308), Jabatan Kebajikan Masyarakat [Akta 308];
  • Akta Kanak- Kanak 2001 (Pindaan) 2016
  • Panduan Pelaksanaan dan Syarat Pentauliahan Pusat Bertauliah di Bawah Sistem Persijilan Kemahiran Malaysia Berasaskan Standard Kemahiran Pekerjaan Kebangsaan 2012;
  • Panduan Pelaksanaan dan Syarat Pentauliahan Program Latihan Kemahiran Bagi Persijilan Tahap Tunggal Melalui Sistem Pentauliahan Di Bawah Sistem Persijilan Kemahiran Malaysia 2015;
  • Panduan Pelaksanaan Sistem Penilaian;
  • Panduan Pendaftaran Pelatih Sistem Persijilan Kemahiran Malaysia Melalui Sistem Pentauliahan; dan
  • Mana-mana peraturan dan panduan yang berkuatkuasa.

 

 

  1. TAFSIRAN

 

“Dokumen” ertinya apa-apa dokumen perundangan secara bertulis di antara PB dan Pihak TASKA seperti dokumen MoA bagi membenarkan pelatih menjalankan latihan amali, peniliaian dan menggunakan TEM di TASKA ;

 

“Latihan Kemahiran” ertinya aktiviti yang berasaskan kerja dan berorientasikan industri yang bertujuan untuk mengadakan pengetahuan, kemahiran dan sikap yang dikehendaki bagi pelaksanaan sesuatu tugas atau kerja dengan berkesan dan cekap, dan termasuklah latihan ulang kaji, lanjutan, pengemaskinian dan  khusus yang berkaitan dengan kerja;

 

Pemilik Premis” ertinya pemilik berdaftar atau mana-mana orang yang mempunyai kuasa yang sah di sisi undang-undang ke atas Premis TASKA;

 

 “Program Latihan” ertinya suatu kumpulan aktiviti latihan dan penilaian, dan hasil pembelajaran bagi suatu pekerjaan tertentu;

 

“Taman Asuhan Kanak-Kanak Berdaftar” (TASKA) ertinya suatu taman asuhan kanak-kanak yang berdaftar di bawah Seksyen 7 Akta 308;

 

Tools, Equipment dan Material (TEM) ertinya senarai peralatan, kelengkapan dan bahan yang perlu digunakan untuk melengkapkan unit kompetensi (CU) di dalam Standard;

 

 

  1. KRITERIA PENTAULIAHAN TAMBAHAN

 

  • Syarat Pelatih

                    PB hendaklah memastikan syarat pengambilan pelatih                             dipatuhi seperti berikut;

  1. berumur 17 tahun pada tahun semasa;
  2. warganegara Malaysia;
  3. sihat fizikal dan mental; dan
  4. apa-apa syarat tambahan yang ditetapkan oleh PB jika berkaitan.

 

  • Premis Latihan  
  1. Mana-mana Penyedia Latihan Kemahiran (PLK) yang hendak memohon pentauliahan bagi area Pengasuhan Dan Pendidikan Awal Kanak-Kanak hendaklah :
    1. Memiliki TASKA yang telah mendapat perakuan pendaftaran Jabatan Kebajikan Masyarakat di bawah Akta 308; atau
    2. Mewujudkan kerjasama dengan mana-mana TASKA yang telah mendapat perakuan Jabatan Kebajikan Masyarakat di bawah Akta 308; dan
  • Memastikan lokasi TASKA tidak melebihi 25 kilometer dari premis PB.
  1. Mempunyai sekurang-kurangnya 18 orang kanak-kanak di bawah usia 4 tahun.

 

  1. Bagi perkara a(ii), PLK/PB hendaklah menyediakan Memorandum Perjanjian (MoA) dengan pihak TASKA yang berkenaan. PB hendaklah menyediakan salinan asal dokumen yang lengkap seperti berikut;
  1. Dimatikan setem;
  2. Tempoh perjanjian selama 3 tahun;
  • Maklumat lengkap pusat bertauliah yang ditauliahkan termasuk nama, kod dan alamat lengkap pusat bertauliah, nombor telefon, nombor faksimili, emel dan lain-lain jika perlu;
  1. Butiran lengkap pengusaha dan alamat lengkap TASKA termasuk nombor telefon, nombor faksimili, emel dan lain-lain.
  2. Obligasi pihak-pihak termasuklah membenarkan pegawai JPK, personel pentauliahan dan panel yang dilantik oleh JPK memasuki TASKA untuk membuat pemeriksaan, pemantauan dan penilaian.
  3. Mengandungi jadual pelaksanaan latihan kemahiran dan penilaian yang lengkap dan telah dipersetujui oleh pengusaha kedua-dua pihak.
  • PB boleh menggunakan kelengkapan dan kemudahan di TASKA untuk tujuan program latihan.
  • PB dan TASKA hendaklah bertanggungjawab ke atas kebajikan serta keselamatan pihak-pihak yang terlibat sepanjang sesi latihan kemahiran dilaksanakan di TASKA.
  1. Mana-mana pihak yang ingin menamatkan MoA hendaklah mengeluarkan notis dalam tempoh tiga (3) bulan sebelum penamatan berkuatkuasa;
  2. MoA akan terbatal sekiranya tempoh pentauliahan tamat;
  3. TASKA tersebut hendaklah mempunyai sekurang-kurangnya satu (1) tahun baki sewaan dari tarikh permohonan;
  • Dokumen hendaklah diperbaharui sekurang-kurangnya tiga (3) bulan sebelum tarikh tamat perjanjian;
  • Pihak TASKA hendaklah membenarkan Pegawai Pengesahan Luaran (PPL) melaksanakan verifikasi penilaian akhir di TASKA.
  • Pegawai yang diberi kuasa oleh KPPK boleh mengadakan pemeriksaan di bawah seksyen 38 Akta 652 ke TASKA untuk memastikan kesahihan latihan kemahiran dan penilaian dijalankan.
  1. Dokumen hendaklah ditandatangani oleh pemilik TASKA, pusat bertauliah dan saksi bagi kedua-dua pihak dan lengkap dengan Nama, Nombor Kad Pengenalan dan tarikh ditandatangani dihadapan Pesuruhjaya Sumpah.
  • PB hendaklah mengemukakan sesalinan dokumen MoA yang lengkap kepada JPK.

 

  1. Kemudahan dan peralatan yang disediakan di TASKA hendaklah memenuhi keperluan CU (Competency Unit) dalam NOSS yang berkenaan bagi tujuan latihan dan penilaian.

 

 

  • Kriteria Pegawai Penilai (PP)

 

  1. Bagi PP yang memiliki SKM program bertauliah CC-011-3/4/5:2012 atau program NOSS sebelumnya hendaklah mempunyai Sijil Kursus Asuhan dan Didikan Awal Kanak-Kanak PERMATA (KAP) atau Kursus Asas Asuhan Kanak-Kanak (KAAK), JKM.
  2. Nisbah PP dengan pelatih adalah 2:25.

 

 

  1. PERANAN DAN TANGGUNGJAWAB

 

PB hendaklah:-

  1. menyediakan jadual lengkap pelaksanaan latihan berstruktur yang merangkumi pelaksanaan latihan dan penilaian di premis latihan dan TASKA yang telah dipersetujui di antara PB dan pihak TASKA serta diluluskan JPK.
  2. memastikan pelatih dan Personel Pentauliahan dibenarkan memasuki TASKA untuk tujuan latihan dan penilaian mengikut jadual latihan yang  telah dipersetujui.
  3. memastikan pelatih, PP dan PPD melaksanakan latihan amali dan penilaian di TASKA mengikut jadual latihan dan tempoh masa yang ditetapkan dalam jadual program latihan.
  4. menyediakan kemudahan pengangkutan kepada pelatih dari premis latihan yang ditauliahkan ke TASKA bagi tujuan pogram latihan kemahiran.
  5. memastikan kebajikan dan keselamatan pelatih dan personel pentauliahan semasa menjalankan latihan kemahiran di TASKA.
  6. menyediakan perlindungan insuran kepada pelatih yang menjalankan latihan kemahiran.

 

 

  1. PELAKSANAAN LATIHAN

 

  • PB hendaklah memastikan pelatih telah menguasai teknik penerimaan, tatarias (grooming), penyediaan pemakanan, aktiviti penjagaan rutin harian, aktiviti menidurkan dan merehatkan dan penyerahan kanak-kanak kepada penjaga sebelum latihan amali dilaksanakan di TASKA.
  • Latihan bagi perkara 4.1 hendaklah dijalankan sekurang-kurangnya 300 jam di premis latihan PB.
  • PB hendaklah memastikan Pengurusan TASKA telah mendapat persetujuan bertulis dari ibubapa terlebih dahulu sebelum latihan amali dijalankan di TASKA.
  • PB dibenarkan untuk melaksanakan penilaian prestasi di TASKA bagi menilai CU yang berkaitan.
  • PB hendaklah memastikan latihan dilaksanakan berdasarkan kepada jadual pelaksanaan latihan kemahiran dan penilaian di TASKA.

 

 

  1. PEMAKAIAN

 

Syarat ini terpakai bagi semua program NOSS di bawah Area Pengasuhan Dan Pendidikan Awal Kanak-Kanak.

 

 

  1. TARIKH KUATKUASA

 

Syarat Tambahan Pentauliahan Pusat Bertauliah Bagi Program Kemahiran Area Pengasuhan Dan Pendidikan Awal Kanak-Kanak ini berkuatkuasa pada 1 Jun 2018.

 

 

Ketua Pengarah Pembangunan Kemahiran

Jabatan Pembangunan Kemahiran