The global skills mismatch

FOR too long, HR experts around the world have been debating what to do about the pressing skills gap issue.

We are now at a stage where our HR profession needs to take the lead before this issue becomes a full-blown crisis.

About half of employers across the world are reporting difficulties in filling a variety of roles, with the fields of skilled trades and engineering high on the danger list.

Almost two-thirds of children starting school today will work in roles that have not yet been invented. —
Almost two-thirds of children starting school today will work in roles that have not yet been invented. —

The problems are not confined to entry-level roles by any means; the skills that many of us will have developed earlier in our careers can become obsolete a few years later. In highly technical roles, learned skills can have a lifespan of just two-and-a half years.

OECD data shows around a third of the global labour force, over a billion people, had the wrong skills needed for their particular jobs. The estimated cost is an annual GDP loss of US$5trillion (RM21.25trillion), bigger than the size of Germany GDP.

As a knowledge-based company, the necessity to have constant access to the right Science, Technology, Engineering and Mathematics (STEM) skills made us come up with a solution: a talent ecosystem that is interconnected and ensures there is a constant supply of talent by nurturing skills as early as the kindergarten and developing those skills throughout school, university and during careers with the company.

However, as we and other emerging market corporations seek to become truly global players, such a talent ecosystem does not automatically ensure that we have the right type of culturally aware staff with an international mindset helping us expand effectively on a global scale.

Against this background, we need a global solution by which we share best practices on how to tackle the skills gap.

One solution could be a “human-centred” approach by which we as HR professionals ensure that nobody is left behind in the Industrial Revolution 4.0.

By human-centred, we mean putting the individual first, tailoring talent and skills development to personal needs of students and employees.

For a human-centred talent development system to work, there should be a set of guiding principles or a framework in place adopted by employers, governments and educational institutions as best practice.

We recently together with our partners identified five such principles which could be summed up as follows:

Skills of the future (everyone should be equipped with future proof basic skills – including cognitive, social, cultural and digital);

Self-sustainability (everyone has the right to follow a unique and individual career path during their entire professional development);

Skills liquidity (information on job vacancies should be easily accessible around the world; employees hired only on skills and experience, regardless of education, gender, race, social status or physical health);

Labour market transparency (labour mobility, flexible and remote ‘virtual’ employment should be available to all, regardless of current place of residence) and

Diversity of values (the workplace and working conditions should support the professional and personal development of each employee, regardless of their values and beliefs).

Not a single company, not a single state, not even the largest one in the world can change the labour market culture on its own.

That is why we believe that such a framework of human-centred principles is a good starting point for bringing about change in the way we see talent and skills development in the workplace.

Let’s start this change today before it’s too late.


Chief HR Officer



‘Young people unprepared for digital transformation’

(From left) Ooi, Salika, Tan, Amran and Wong at the panel discussion held at INTI’s Subang campus. — AZHAR MAHFOF/The StarTHE local talent pool may be unprepared to be part of the digitally evolving workforce although the country is heading towards the fourth industrial revolution (IR4.0).

A recent International Data Corporation (IDC) whitepaper suggests that existing and future talents are unable to appreciate the significance of digital transformation and its impact on future jobs and competencies in a digitally-enabled workforce.

The study, a collaboration with INTI International University and Colleges, is based on a survey of more than 560 respondents, including students, graduates and parents.

INTI acting chief executive Tan Lin Nah said the study was unique in that it spoke about talents’ perceptions of IR4.0, rather than government and industry experts.

“The findings are a wake-up call that while technological change is taking shape in the country, young people are yet to keep up with its impact on their future.

“It shows that both education and industry still have much to do in building our talent pipelines to be globally competitive in an IR4.0 world,” she said.

While IR4.0 has been a buzzword over the past three years, more than half (63%) of student and graduate respondents were unable to articulate what it entailed.

A total of 54% of parents surveyed admitted they lack a clear definition and ability to discuss IR4.0 and its relevance to organisational transformation.

A panel discussion on the study, however, agreed that the issue was not about whether talents could precisely define IR4.0, but stressed the importance of inculcating the emerging workforce with a combination of skills, critical and design thinking abilities as well as technological skill sets built for the future.

The panel, held at INTI’s Subang campus, was titled “Graduate Readiness vs Industry Advancement Towards IR4.0: Can Graduates Hack it in Tomorrow’s Digital Future?”

It comprised Tan, IDC Asia Pacific research manager Jensen Ooi, PwC Malaysia human capital executive director Salika Suksuwan, Maybank innovation head Amran Hassan and Human Resources Development Fund Malaysia research and development department research unit head Wong Chan Wai.

“There is a gap in skill sets between universities and employers’ needs, but universities can’t equip graduates with all the skills they need.

“The industry does play a role in upskilling and reskilling talents as there are skills that can only be acquired when in an organisation,” said Wong.

Tan concurred that IR4.0 as a term has been “bandied around” but the truth of the matter was whether “you know or don’t, you’re already living it.”

A question that came up was, how do we teach for jobs that aren’t here yet, for tech that hasn’t been introduced yet?

“There’s space for technical skills, but the focus should be on the ability to think through problems and solve them using whatever tools we have – such as ICT – and use it in the most practical way.”

Salika also elaborated on the need for talents to be equipped with soft skills, including adaptability, a growth mindset and agility to embrace change and learning.

“It has to be a combination of human and digital skills. The hard or technical skills are not as vital, although still necessary,” she said.

Meanwhile, Amran offered a different opinion as he stressed the need for technical specialisation.

“It is impossible for universities to produce ‘ready-made’ graduates.

“To prepare students for today’s workplace, they need to understand that being a generalist is no longer possible and that they need focus on technical skills.

“For example, deep skills in technology, finance or accounting and really understanding it will allow them to later disrupt the industry with technology.”


Comment: Much has always been said about graduates not ready for the industry, due to various reasons like out of date syllabus, equipments, insufficient hands-on time etc. Models like training institutions collaborating with industry where students are trained theoretically at institutions & remaining hours at the industry’s workplace (SLDN) is a great way to train students which are industry ready. One of the successful example implementing SLDN is 7-Eleven.

Another model that’s under explored is teaching factory, where even the theoretical portion is conducted at workplace/factory. Of course, this would need major commitment from the industry and someone has to enlightened them the cost benefits of investing in such a model, where they do not need to spend time & resources to re-train graduates if they are from the conventional model (graduate 100% from training institutions/universities)

Another example of a successful model (100% employability as claimed by the College) is Peninsula College’s Jom! Bekerja Sambil Belajar (JBSB) Programme, which gives students the opportunity to work part-time at PKT Logistics Group’s warehouse, finance and human resources departments.

Daikin lahir 3,000 juruteknik

SUNGAI BULOH: Daikin Malaysia Sdn Bhd (Daikin Malaysia) menyasarkan untuk melatih seramai 3,000 juruteknik melalui pelaksanaan program pembangunan sumber manusianya iaitu Air-Conditioner Certified Technician (ACCT) menjelang 2020.

Program yang dijalinkan melalui kerjasama Jabatan Tenaga Manusia (JTM) itu bertujuan bagi meningkatkan kemahiran dan kecekapan juruteknik dalam industri penyejukbekuan dan penyaman udara.

Ketua Pegawai Operasi Daikin Malaysia, Ooi Cheng Suan berkata, pelaburan terhadap sumber manusia adalah penting bagi syarikat di samping pelaburan terhadap kemudahan dan fasiliti tempat latihan.

Menurutnya, Daikin Malaysia mengamalkan falsafah Pengurusan Individu Berpusat (PCM) iaitu satu prinsip kepimpinan yang mempercayai kumulatif pembangunan setiap individu dalam sesebuah syarikat adalah asas kepada pembangunan bagi syarikat terbabit.

“Kami percaya usaha untuk memperkenalkan program ini adalah wajar bagi menaik taraf kualiti servis dalam industri terutama untuk pengguna jenama Daikin,” katanya pada majlis menandatangani memorandum perjanjian (MoA) dengan JTM di sini, semalam.

Hadir sama adalah Menteri Sumber Manusia, M Kulasegaran, Timbalan Ketua Setiausaha Kementerian Sumber Manusia, Datuk Muhd Khair Razman Mohamed Anuar, Ketua Pengarah JTM, Sutekno Ahmad Belon dan Ketua Eksekutif Pembangunan Sumber Manusia Bhd (PSMB), Elanjelian Venugopal.

Selain MoA, Daikin Malaysia turut menandatangani memorandum persefahaman dengan JTM dan Pembangunan Sumber Manusia Bhd (PSMB) bagi menyediakan yuran penyertaan program yang berjumlah hanya RM190 berbanding RM900 jumlah yuran asal berikutan pemberian subsidi yang diberikan kepada bakal pelatih.

Program yang menyediakan kursus pemasangan penyaman udara secara teori dan praktikal itu akan diadakan selama tiga hari membabitkan dua hari teori dan sehari (ujian) di Institut Latihan Perindustrian (ILP) dan Pusat Latihan Teknologi Tinggi (ADTEC) seluruh negara.


Komen: Kerjasama industri & pusat latihan awam sebegini memang patut dipuji, digalakkan & dijadikan contoh kepada industri/syarikat swasta yang lain. Dalam penyediaan Rancangan Malaysia ke-12 (RMK 12), kumpulan fokus TVET juga berpendapat latihan praktikal/industri yang diterajui oleh industri atau bertempat di kilang/premis industri adalah amat penting dan lebih berhasil berbanding dengan latihan sekadar di institusi latihan sahaja.

More TVET graduates needed – Dr Khair

Dr Khair hitting a gong to officiate the event, witnessed by Jamaliah (right) and others.

KUCHING: Malaysia needs to enrol more students for Technical and Vocational Education and Training (TVET) in stages, said Malaysia Education Service Commission chairman Tan Sri Dr Khair Mohamad Yusof.

He said he would like to see the number of students increase from 175,000 in 2017 to 231,000 in 2020, which is about 24.2 per cent, to meet the needs as under the 11th Malaysia plan, 60 per cent of 1.5 million jobs created require TVET.

He added that this is necessary to face the wave of Industrial Revolution 4.0 which has started globally.

“Ironically, we are still deficient in this aspect as 80 per cent of the workforce here has SPM qualification and only 25 per cent are highly skilled. Thus, under the 11th Malaysia Plan, the government targets to increase the highly skilled manpower to 35 per cent by 2020,” he said at the second session of the Politeknik Kuching 27th graduation at the campus yesterday.

He added that TVET will give opportunity to students to further their studies in skills field up to university level and this will contribute towards the government’s goal of making Malaysia a high income and developed country.

He said Politeknik Malaysia has been recognised as a skills education institution that can give SPM school leavers better career opportunities.

Meanwhile, Politeknik Kuching director Jamaliah Ahmad said that Politeknik Kuching graduates have high marketability, which is on the rise annually.

“In 2017 it was 92.1 per cent, then it was 97.2 per cent and 97.9 per cent last year. Few of the graduates also decided to further their studies in universities locally and abroad.”

People used to have the perception that graduates produced by polytechnics and community colleges are fit for blue collar jobs like working as labourers, with low salaries.

This perception is not true, she said, as with the Industrial Revolution 4.0, polytechnic graduates are able to use the knowledge they gained in the industries.

She noted that the enrolment for female students is almost equal to male students, showing that TVET opportunities are not just limited to one gender.

She added that this year, 9,171 school leavers applied to enter Politeknik Kuching but the institution could only offer places to 1,080 students.

“This indicates that youths and parents have come to realise that TVET is very important, in line with the government’s effort to make TVET a mainstream education,” she said.

The graduation ceremony continues today with two sessions.


Degree programme for TVET diploma holders

(From left) Siemens German senior director of foreign sales automation factory Sascha Maenni and Siemens senior vice president and head of digital industries Adam Yee at the Letter of Intent signing ceremony with UniMAP deputy vice-chancellor (Academic and International) Professor Dr Rezuwan Kamaruddin (second from right) and UniMAP dean, Faculty of Engineering Technology Associate Professor Dr Abu Hassan Abdullah (right).By MURNATI ABU KARIM – August 7, 2019 @ 9:57am

Technical and Vocational Education and Training (TVET) diploma holders can now pursue their studies in a new bachelor’s degree programme at four universities under the Malaysian Technical University Network (MTUN).

The Bachelor of Technology (Hons) Degree in Industrial Electronic Automation was introduced at the Letter of Intent (LoI) signing ceremony between Siemens Malaysia and MTUN — Universiti Malaysia Perlis (UniMAP), Universiti Tun Hussein Onn Malaysia (UTHM), Universiti Teknikal Malaysia Melaka (UTeM) and Universiti Malaysia Pahang (UMP) recently.

The LoI is a precursor to the Memorandum of Understanding (MoU) that will be signed later in October.

UniMAP deputy vice-chancellor (Academic and International) Professor Dr Rezuwan Kamaruddin said that the degree programme will provide a path for TVET diploma holders to gain higher academic recognition.

“This is also a platform to produce a highly competent workforce and enhance the students’ skill sets in the future,” he said.ADVERTISING

Siemens Malaysia senior vice president and head of digital industries Adam Yee said that the new degree aims to produce fresh graduates specialised in the roles of system integration.

“It is a truly one-of-a-kind industry-academia collaboration in which the graduates will not only receive their Honours degree certificates but also a professional training qualification from Siemens, which will greatly aid in employment opportunities and careers within different organisations and the industry.

“We will ensure that the resources and training provided are fully sufficient and sustainable so that the universities can do their best in the course delivery,” he said.

According to Yee, in order for the industry to support education, the cooperation with partners in the education sector is highly essential.

“The road to Industry 4.0 is only possible with digitalisation and for that, this requires quality education that is industry-adaptive and skilled human resource.

“In fact, this Bachelor’s degree course is an extension of yet another initiative from our original SITRAIN – Digital Industry Academy programme, which was first launched in 2012 when we realise the need to customise training in order to address existing skills gap between the system integrator and end users.

“Being a strong supporter of TVET as a mandatory criterion in the industry infrastructure, we have also established our Siemens Innovative and Resources Training Centre (SIRTC) which encompasses several labs that have been developed for the Industrial Revolution 4.0,” he added.

The degree programme will see Siemens’ Total Integrated Automation modules being taught across different disciplines as the syllabus has been co-developed between Siemens Malaysia and the universities.

UTHM deputy vice-chancellor (Academic and International) Professor Dr Ismail Abdul Rahman said that there will also be a two-way Training of Trainers to further reinforce the curriculum.

“Siemens will help to train our lecturer in terms of practical knowledge. At the same time, our lecturers will also provide trainings for Siemens in pedagogical area to ease the process of teaching and learning,” he continued.

UniMAP Faculty of Engineering Technology (Electronic Department) lecturer Ahmad Nasir Che Rosli who has been involved in jointly devising and curating this new programme said this collaboration will open up opportunities for the MTUN students to undergo Industrial Attachment with Siemens partners and customers.

“The involvement of industries in developing the curriculum has been very encouraging. We will have a series of workshop and meeting be it at MTUN level or the university level itself,” he said.

Also present at the LoI signing ceremony were representatives from MTUN.

UniMAP and UTHM will be welcoming their new intake of students for this programme on September 1 while UTeM and UMP will follow thereafter.


Comments: It’s not just Bachelor of Technology (Hons), TVET or SKM graduates can soon be able to further their qualifications & enable them to rise beyond just a technician, to be in the management level (manager, senior manager, director etc) with management related diploma & degree.
You may explore your options here & express your interest by filling up the form if you’re interested to know further.

Prosedur baru pengeluaran sijil induksi PP-PPD-PPB, PP-PPT, PPL

Ini adalah makluman terkini (belum diwawarkan secara rasmi oleh CIAST lagi) tapi bolehlah buat persiapan awal.

Prosedur pengeluaran sijil induksi mungkin bakal dicetak oleh calon sendiri melalui Jadi semua calon WAJIB daftar di & semak keputusan serta cetak sijil sendiri kemudian.
Mohon maaf atas segala kesulitan yang mungkin timbul dengan prosedur baru ini.

Nota: Ini melibatkan semua sijil yang masih tertunggak sejak persaraan Ketua Pengarah yang lalu pada bulan Mac 2019.
Jika anda belum ikuti salah satu induksi PP-PPD-PPB, PP-PPT atau PPL, bolehlah rujuk jadual induksi 2019 disini.

This is the latest update (not officially announced in CIAST website yet) and you should be prepared for it earlier.

Highly possible NEW procedure of cert printing: You may need to print your own cert via later when their (JPK/CIAST) system is ready (estimated another 1-2 months again).
So YOU MUST register yourself at coz they may not be printing out cert anymore.
Sorry for inconveniences caused (on behalf of CIAST/JPK)

Note: This affects all outstanding certs since the retirement of the previous JPK Director General in March 2019.
If you have not attended either PP-PPD-PPB, PP-PPT or PPL induction course, you may refer to 2019 induction course schedule here to plan your schedule.

Malaysian Technical University Network, Siemens team up to launch new degree program

KUALA LUMPUR (Aug 1): The Malaysian Technical University Network (MTUN) and Siemens Malaysia have inked a landmark collaboration that is set to prepare university graduates for the eventual world of systems integration.

MTUN and Siemens signed a letter of intent today as a symbolic significance that is meant to be a precursor to the memorandum of understanding agreement to be inked later in October.

In a statement today, Siemens said following this letter of intent, a new degree program called the Bachelor of Technology (Hons) Degree in Industrial Electronic Automation will be launched, with the first intake of students to be enrolled on Sept 1.Advertisement

MTUN is an umbrella network of four universities, namely Universiti Malaysia Perlis (UniMAP), Universiti Tun Hussein Onn Malaysia (UTHM), Universiti Teknikal Malaysia Melaka (UTeM), and Universiti Malaysia Pahang (UMP).

Siemens said ths collaboration is divided into two phases, with the first phase of student enrolment undertaken by UniMAP and UTHM as official pioneers to the start of the course.

It said UniMAP and UTHM will have 30 students each for this September intake, while Phase 2 will follow suit at a later stage for the two other institutions, namely UTeM and UMP.

This industry-education partnership for both MTUN and Siemens marks the first-of-its-kind cooperation that is rare even within the sector, embedding industrial training and software learning into the academic curriculum throughout the student’s degree over 3½ years.

It will see Siemens’ Total Integrated Automation modules being taught across the different disciplines for the syllabus which has been co-developed between Siemens Malaysia and the respective university.

During this time, industrial training will be provided for 1½ years and the two remaining years will be for classroom learning.

Upon graduation, students will be able to earn not just their Honors degree from a locally accredited university but also a professional certification from Siemens as qualified and versatile system integrators.

Siemens Malaysia senior vice president and head of digital industries Adam Yee said the launch of the Bachelor’s degree program is a further extension of the firm’s continuous efforts to its existing Siemens Innovation and Resources Training Center (SITRAIN) program that has already produced many skilled graduates for the technical and vocational education and training (TVET) pipeline sustainability, and reaffirms Siemens as the nation’s preferred technology and education partner for TVET and industry 4.0.

Meanwhile, UniMAP Faculty of Engineering Technology (Electronic Department) lecturer Ahmad Nasir Che Rosli said this collaboration with Siemens Malaysia will open up opportunities for MTUN students to undergo industrial attachment with Siemens partners and customers.

“The involvement of industries in developing the Bachelor of Technology curriculum has been very encouraging. In fact, MTUN has always engaged with the industries right from the start of the development process. Our practice is to have a series of workshops and meetings organized together, be it at MTUN level or the university level itself,” he said.

Source: www.theedgemarkets.coms

Comments: This is indeed a first of it’s kind and hopefully, more TVET industries would collaborate with TVET institutions, government or private, whether at certificate (SKM), diploma level (DKM) or advanced diploma (DLKM)

TVET graduates employability on the rise

Continuous efforts in strengthening technical and vocational education and training (TVET) has yielded success, according to the Malaysia Education Blueprint 2013-2025 Annual Report 2018. — NSTP/ASWADI ALIAS.By Sarah RahimHana Naz Harun – July 29, 2019 @ 7:34pm

KUALA LUMPUR: Continuous efforts in strengthening technical and vocational education and training (TVET) has yielded success, according to the Malaysia Education Blueprint 2013-2025 Annual Report 2018.

Education Minister Dr Maszlee Malik said the significant achievements include an increase in TVET graduates’ employability from 12,803 in 2017 to 13,740 last year (2018).

Since helming the ministry, various initiatives were introduced to make TVET a career pathway of choice among students.

The initiatives include having a TVET Empowerment Committee to develop a new policy relevant to industrial needs, apprenticeship, professional certification, entrepreneurship and community college certification pathways.

The ministry also collaborates with industry players, Malaysia Digital Economy Corporation Sdn Bhd, as well as Pondok Perdana to empower and value-add the skills of ‘pondok’ students through structured and organised programmes.

Maszlee was presenting the annual report at Sasana Kijang. Also present was Deputy Education Minister Teo Nie Ching.

He also said the pioneer Zero Dropouts programme had reduced the percentage of dropouts by 26.1 per cent for secondary students and 25.6 per cent for primary students.

“Perlis succeeded in getting 100 per cent dropouts to enrol back in schools from August to November last year,” he said.

Among other highlights include a jump in national pre-school enrolment from 84.3 per cent in 2017 to 85.4 per cent last year.

Maszlee also said the number of schools which had excelled in incorporating the Higher Order Thinking Skills rose from 13 in 2017 to 189 last year.

Despite the achievements, Maszlee said there were still overall improvements that were needed.

He said the ministry still faced various challenges on culture, monitoring and resolution, and the ability to effectively engage stakeholders.

“In my opinion, these challenges are the main cause as to why some of the initiatives have been interrupted or stopped.”

Maszlee also said the ministry was looking into the blueprint to ensure of its relevance.

“We have the same vision and mission, but we need to drastically improve our execution,” he said, adding that the National Education Policy Review Committee had found after a six-month evaluation that although the blueprint was still relevant, there were several bold changes that needed to be carried out.

“It is not the time yet to reveal the details of the suggestions by the committee but the basic concept would include realigning the grading approach based on age or single education pathway,” he said, adding that a complete report was expected to be ready by year end.


Certification-level training for Drone Piloting on the way

School leavers with the ambition of becoming professional drone pilots can soon take a course on Drone Piloting under a vocational programme at colleges and polytechnics around the country.

The Department of Skills Development under the Ministry of Human Resources recently launched the Malaysia National Occupational Skills Standards (NOSS) for the piloting of Remotely Operated Vehicle (ROV) or Unmanned Aerial Vehicle (UAV), popularly referred to as ‘Drones’’.

With the launch of this standard,  vocational and private educational institutions can now offer Drone Piloting courses under the Technical and Vocational Education and Training (TVET) programme and be awarded the SKM (Sijil Kemahiran Malaysia) or a Malaysia Skills Certificate

At the moment, several private organisations have been offering courses in various aspects of drone operation; for mapping, facilities inspection, progress report (for property developers and construction projects), film and drama production, news, the acquisition of aerial footage and photographs.

These courses last from two days (for basic operation of a drone) to a few days covering the various aspects of drone piloting for specific purposes such as mapping.

Before the launch of the NOSS Standard, formal government-recognised certification for drone piloting courses were not available for the aspiring pilot.

As the usage of drones expands, beyond a hobby to industrial use, the need for trained pilots who have gone through structured instructions based on an accepted and recognised national standards, become increasingly pressing.  

Especially now that the word ‘drone’ appears in the media daily from all over the world; both negative and positive news.

But it is always the negative aspects that capture the public’s imagination and it is up to the industry to dispel negativity and myths that surround drones.

One positive effort is the adoption of formalised training for drone operators; people who not only know how to operate them safely within the limitations of each type of craft but who are also aware of the legal and regulatory requirements in the operation of drones.

Sometime in 2017, Malaysia Unmanned Drones Activist Society (MUDAS), a non-governmental organisation devoted to the development and advancement of drones in the country, initiated discussions with the Department of Skills Development or Jabatan Pembangunan Kemahiran (JPK) to develop a formal curriculum for the training of drone pilots under the vocational programmes of the many polytechnics and colleges spread throughout the country.

MUDAS is a non-governmental organisation devoted to the development and advancement of drones in the country.

L – R: Khairul Arriffin Aziz, CEO AECA Solutions William Alvisse, MUDAS Executive Secretary Mohd Noor Rahim, MUDAS Deputy Chairman, Hj Zaid bin Mat San, Deputy Director Curriculum Unit, NOSS 
(Photo by Haidar Abu Bakar)

The NGO has been in the forefront of promoting dialogue with government agencies that are involved in regulating and controlling the nation’s airspace, the Civil Aviation Authority of Malaysia (CAAM), the Jabatan Ukur dan Pemetaan Negara (JUPEM), the survey and mapping department, which has traditionally been the authority overseeing aerial photography, especially mapping because of its implications on national security, and other organisations that have direct and indirect interests in the operation of ‘drones’.

“MUDAS initiated contact with JPK in late 2017 to moot the idea of drone pilot training under the National Occupational Skills Standard (NOSS) programme,” said Executive Secretary William Alvisse.

“In mid-2018 an expert panel was formed comprising of representatives from  CAAM, Jupem and MCMC (Malaysian Communications and Multimedia Commission) to create the current Curriculum,” Alvisse added.

Husni Faiz, a graduate of Electrical Power Engineering and a full-time pilot under BIP Studio and drone piloting trainer welcomes the NOSS Standards.

Husni Faiz, professional drone pilot and trainer

“It’s vital for those intending to be professional drone pilots undergo formal training such as the structure that is recommended in the NOSS standard.

“While recreational flyers may not need the entire course structure, it would be a good idea if parts or modules of that could be offered to training companies to train the hobbyists and recreational flyers,”  he added.

Husni also trains pilots under his Akufly Academy.

“Having the NOSS training standard is good for the industry, said Kamarul A Muhamed, CEO of the Aerodyne Group.

Kamarul A Muhamed CEO Aerodyne Group

Aerodyne operates in 11 countries and is regarded as the premier drone services company, providing integrated managed solutions for the petroleum, civil engineering and facilities industry.

It employs 300 people, 1/3rd of whom are drone pilots.

“A structured drone piloting course will increase the level of competence and will lead to better safety and quality of operations,” he added.

Currently, Aerodyne trains its local pilots locally and in-house following the structure set by training schools in the UK and Australia where some of their pilots and trainers have been trained. The company then structure their training based on the training syllabus of these schools.

The Aerodyne pilots operating in their international markets are trained at authorised training schools for certifications should this be available in that particular country.

As a renowned global drone services company, recruitment isn’t an issue with many would-be pilots clamouring to join the group.

“The challenge, however, is in getting good technical pilots with the right mentality for enterprise-level work,” Kamarul said.

Kamarul lists technical ability, having a global mindset, the ability to communicate well and good and diligent in report writing, and problem-solving skills as the key factors he looks for in a candidate.

Drone Academy Asia provides training for drone operators and its graduates receive a “globally recognised DJI certificate”.

A representative of the academy said that they believe a formalised course structure is needed for the industry and that they are studying the NOSS standard and framework.

Located at the Cyberjaya Innovation Hub, Drone Academy offers courses in Aerial Mapping and Surveying, Precise Aerial Mapping and a Human Resource Development Fund (HRDF) claimable Professional Drone Operator course. 

The idea for a structured course, leading to certification is to produce well trained and competent workforce to meet the requirements of drone service companies to handle flights for mapping, facilities and structure monitoring, agriculture to name just three areas where drones are being increasingly used.

“There are two levels, Level 2 and 3 with 1,200 hours and 1,300 hours of training respectively,” said Alvisse.

“Upon completion of the training, candidates will be awarded an SKM (Sijil Kemahiran Malaysia) certificate,” Alvisse added. 

“Just a word of caution though,” Kamarul said.

“In the long term drone piloting will be limited in requirements as the industry moves into pilotless autonomous operation.”

Which will then necessitate an overhaul of the training syllabus?

Source: Citizen Journalist Malaysia

TVET/JPK centres for sales (new listing) – Selangor

Photo Credit: NegativeSpace

Yes, if you’ve been looking for a JPK licence (Pusat Bertauliah JPK) to buy, now is your opportunity especially since it’s in Selangor (can’t transfer to other state).
It comes with PTPK quota!! And I can guarantee you it’s really worth the price.

Call 012-3123430 or email us at ismarteducare [at] gmail [dot] com
NOW should you be looking to run either aesthethic, corporate secretaryship AND computer networking.