CONsultant or Consultant? My experience in the TVET sector

Just a quick sharing.

Yesterday, I had a meet up with another ex-public listed company, interested to purchase a TVET/JPK Accredited centre and/or MQA approved college license.

Guess what? A previous CONsultant tried to push them to purchase an MQA approved college license for RM5 million (not a hefty amount provided it has quite a few good programs & with KDN license with clean records). However, when pushed for more details from the potential buyer, the CONsultant started making stories that does not jive, hence the potential buyer has some reservations. When pushed further for process flow, the CONsultant came out with proposing them SKM/DKM via PPT method at a really hefty figure (5 digits/candidate!), without really probing what the customer actually wanted.

Now, I have this challenge to propose to the company on how they can achieve what they want but hey, it’s a good problem to have. If I can help them to achieve what they wanted, I’m sure I’ll be rewarded appropriately (not necessarily handomely though :-P)

Another case happened just last month. Another CONsultant proposed to sell his SLDN training centre (3-4 programs if not mistaken) for RM500K. Not sure what’s so valuable about the license but anyway he managed to convinced the potential buyer (to me, I wouldn’t even pay RM50K for that!). Unfortunately for the CONsultant, he made a very BIG MISTAKE, not sure it’s by choice or it was just plain silly. He asked to be paid in cash, no cheques, no bank accounts transfer, no receipts to be produced. WTF! Where on earth would a buyer agree to this kind of agreement? Even buying fruits for RM2 at fruit stalls along PLUS Hentian are given receipts!

And I really got a shock when a kursus induksi which cost only RM350 (maximum course fees chargeable, in case you are still unaware) was quoted at 6 times more! And because of the CONsultant’s greed (did not pay me & lied saying he wasn’t paid & fooled by the client – despite the client made the inflated payments to him), I had no choice but to go after the client directly for the payment. Well, you should know what’s the ending for the CONsultant.

Moral of the above 2 REAL LIFE stories:

1. Be knowledgable in your area if you really WANT to consult someone on that area, otherwise, be upfront & frank with your client that you’re working with an associate and NEVER pretend that you know everything despite KNOWING NOTHING about it as clients may sometimes be more knowledgable than you in that area if you’re not the EXPERT! You may not be lucky to be able to CON all the way, just like the Malay proverb:
Sepandai-pandai tupai melompat, akhirnya akan jatuh ke tanah juga

2. Be as transparent as possible with your clients, they will appreciate it.

3. GOD will reward you if you work hard & genuinely.

4. DON’t MESS UP with TVET Malaysia@I Smart Educare, we will go after what we’re supposed to get

5. Consultants (individuals or companies) that agrees everything that you requested as easy as ABC, especially without much thinking, should give you an ALARM! Don’t fall into the trap. Probe further on the Consultants past track records, check up for any info on the web (just Google the company or person, if not much web presences or many negative comments about the Consultant, that’s another ALARM!), testimonials and etc.

With that, I hope you will not be the next victim to such CONsultant!

And should you need any advice on TVET matters especially related to JPK/SKM/VTO/Induction course, feel free to call/whatsapp (pls introduce yourself, who you are, what you want to know, in details) or email us at:
012-3123430 or ismarteducare @ gmail.com

Penilaian Pembaharuan Lantikan PPL (2019)

Sukacita pihak CIAST mempelawa mana-mana lantikan Pegawai Pengesah Luaran (PPL) yang akan tamat tempoh pada tahun 2019 dan 2020 untuk memohon menyertai Bengkel Penilaian Pembaharuan PPL Tahun 2019 mengikut zon  seperti jadual di bawah. Maklumat lengkap mengenai bengkel penilaian ini boleh merujuk kepada PANDUAN PENILAIAN PEMBAHARUAN LANTIKAN PEGAWAI PENGESAH LUARAN (PPL)
Bil. Zon Wilayah Tarikh Bengkel Penilaian * Lokasi Bengkel* Tarikh Tutup Permohonan
1 Tengah 1 Feb 2019 (Minggu ke-2) CIAST Shah Alam 18-Jan-19
2 Utara 1 Feb 2019 (Minggu ke-3) CSC ADTEC Taiping, CSC Kepala Batas, UTC Alor Setar, 26-Jan-19
3 Selatan 1 Mac 2019 (Minggu ke-1) CSC ADTEC Melaka, JPK Wilayah Selatan 8-Feb-19
4 Timur 1 Mac 2019 (Minggu ke-3) CSC ILP Marang, CSC ILP Kota Bharu 8-Feb-19
5 Sabah 1 April 2019 (Minggu ke-3) JPK Wilayah Sabah 15-Mac-19
6 Sarawak 1 Jun 2019 (Minggu ke-3) JPK Wilayah Sarawak 03-Mei-19
7 Tengah 2 Julai 2019 (Minggu ke-2) CIAST Shah Alam 31-Mei-19
8 Utara 2 Ogos 2019 (Minggu ke-1) CSC ADTEC Taiping, CSC Kepala Batas, UTC Alor Setar, 05-Jul-19
9 Selatan 2 Ogos 2019 (Minggu ke-3) CSC ADTEC Melaka, JPK Wilayah Selatan 05-Jul-19
10 Timur 2 Sept 2019 (Minggu ke-1) CSC ILP Marang, CSC ILP Kota Bharu 02-Ogos-19
* Tertakluk kepada perubahan

Sila mohon <<DI SINI>>

Nota: Tuan/puan dinasihatkan untuk memilih di zon wilayah yang paling hampir dengan alamat rumah tuan/puan kerana tuntutan TNT adalah tanggungjawab tuan/puan atau agensi tuan/puan sendiri dan bukti penghantaran permohonan tidak sah sebagai pengesahan kehadiran. Keutamaan tawaran akan merujuk kepada kelayakan pemohon dan nombor ID permohonan yang terawal.

NOTA: Kursus Induksi PPL pada 19-20 Jan di Kepong, KL
              Sekiranya dah tamat tempoh (3 tahun dari 2015 & tak pernah dilantik sebagai                  PPL) ataupun ingin sebelum menghadapi bengkel penilaian, ikutilah kursus                      induksi PPL  sekali lagi dengan yuran istimewa (sehingga 50% diskaun).

TVET centre (Pusat Bertauliah JPK) in Selangor & NS for SALE

This is the latest TVET centre for sale on offer (refer to www.jpkmalaysia.com/our-services for complete list)

1. Selangor

Code: MP-060-2/3:2012
Program: Aesthethic (SKM2 & 3)
Fees: Below RM100K o.n.o
Note: No intake since accreditation in 2017

2. NS (IPTS license also available for sale)

Code: FB-025-3:2013 (4 Star)
Program: Corporate Executive Secretaryship
Current students: 12
2018 PTPK quota: 25
AND
Code: EE-320-2:2012
Program: Electrical – Single Phase
Current students: 24
2018 PTPK quota: 20

Rental expiring Jun 2019 (3 lots – RM7,800)
Note: Some liabilities/debts

CALL 012-3123430 or email ismarteducare@gmail.com NOW before it’s gone

Adding value to vocational education

EDUCATION reform in Malaysia has been long overdue and it is undeniable that to be a developed nation, major changes have to be made. Ensuring access to education for all gives us a powerful weapon to reduce and even eliminate poverty.

We must provide marginalised individuals especially those who do not pursue a university degree, access to an alternative means of education that would allow them to work in a theoretically considered and practically competent way.

To achieve this, the government aims to overhaul Technical and Vocational Education Training (TVET).

TVET is a dual vocational training system that promotes competency-based education and training linked to industry needs. TVET students undergo classroom learning and informal learning at workplaces. Graduates are accepted into companies as they are better equipped to cope with the challenges.

As we prepare to face the challenges of Industrial Revolution 4.0, it is especially important for those in the B40 group to uplift themselves through vocational learning. Many are struggling to find jobs within key industries because they lack the required skills and technical expertise.

The government spends RM4.5 billion on TVET courses annually, and programmes are run across seven different ministries.

However, there are some massive challenges that must first be addressed. There is little coordination between these ministries on how the programmes are run and in some cases their functions overlap. For example, the Education Ministry is responsible for community colleges and polytechnics, while the Youth and Sports and the Rural and Rural Development ministries also oversee public training institutions.

TVET has been seen as an unpopular alternative for many students and it has failed to attract the numbers. A report published by the Khazanah Research Institute last month on the “School-to-Work Transition of Young Malaysians” states that only 13% of all upper secondary students are pursuing TVET courses while at the higher education level, less than 9% are in polytechnics. This is in contrast to Germany, Switzerland and even Singapore where more than half of their students end up in TVET instead of universities.

The report also highlighted the negative perception towards TVET with both students and parents regarding it as an “inferior educational pathway, deadend and for the academically challenged”.

The often-cited model for reform is the German dual vocational training system where companies and government vocational schools work in cooperation to produce skilled workers. Vocational training is coordinated and regulated by policies and the qualifications produced are recognised by the state, the economy and society. The German model has resulted in low unemployment rate and it upgrades its continuous training of skilled workers to meet the demands of their economy as it changes over time.

The close social partnership between TVET institutes, the government, private individual industries, employer associations and the relevant chambers of commerce and unions plays a vital role to develop the standards for vocational training in Germany.

Adapting the German model to Malaysia however is easier said than done. One of the biggest differences is the longstanding tradition of vocational training in Germany that has received wide public support. Companies are willing to take part in training students and TVET is generally seen as a recognised qualification.

If we aim to emulate the success of the German model, we must work towards changing the perception of the public towards TVET, and make the system more appealing

TVET graduates in Malaysia are not being recognised as professionals and there is a significant wage problem that needs to be solved to ensure that graduates are not marginalised and continuously left behind. The average maximum salary reported by public sector employers for workers with TVET qualifications is around RM3,000 lower compared to university graduates and only about RM500 more than for school leavers.

There is genuine concern about the ability of the system to address the employability of young Malaysians and their marketability and adaptability to meet the demands of a rapidly changing labour market, especially with the onset of Industrial Revolution 4.0. The point about outdated TVET syllabus was recently highlighted by the National Union of the Teaching Profession and the National Parent-Teacher Associations’ Vocational and Technical Consultative Council.

To tackle this issue, reforms must concentrate on institutionalising vocational training to include setting strategic plans and mechanisms that would allow for continuous research and changes to make the system constantly relevant to meet the demands of industry. The government must work with key industry players to institutionalise their role within the framework of an evolving TVET system.

Among the suggested reforms by former TVET special taskforce head Nurul Izzah Anwar includes establishing an Industry Skills Education and Training Commission to facilitate data sharing between all TVET institutes, coordinate TVET programmes with industry needs, and oversee job security and more meaningful wages for TVET graduates.

She had suggested a ratings system for different TVET institutes, which would allow parents and students to assess which schools are best for them.

Hopefully these measures will push us closer towards achieving a sustainable vocational training system that will rival university-level education.

Source: www.thesundaily.com

What lies ahead in 2019 for higher education?

(File pix) Diversity and education for all.

WITH Pakatan Harapan’s victory in the May 9 general election last year, the education landscape saw the merging of the Education Ministry, once the caretaker of school-level matters, with the Higher Education Ministry under the leadership of Education Minister Dr Maszlee Malik.

The merger is the platform for the planning, implementation and management of strategies and operations, from pre-school to higher education and lifelong learning in a continuum.

Diversity and education for all is the ministry’s mission as evidenced by the June 2018 intake at public universities, polytechnics, community colleges and public skills training institutions.

Out of the intake of 182,409 post-sijil Pelajaran Malaysia (SPM) candidates, 17,338 places were offered to those from the B40 group, 299 to the disabled, 348 to Orang Asli and 1,225 to sports athletes. The trend of offering education opportunities at the tertiary level is expected to continue.

The education Ministry also pledged to make technical and vocational education and training (TVET) as students’ first choice of studies in the next five years.

Maszlee said TVET empowers every level of society towards equitable development, poverty reduction and economic prosperity.

However, several issues must be addressed, including strengthening the governance of TVET for better management, harmonising rating systems across both private and public TVET institutions, and enhancing the quality and delivery of TVET programmes to improve graduates’ employability.

The Budget 2019 speech revealed that the Education Ministry received the lion’s share with an allocation of RM60.2 billion, emphasising the critical importance of education for the nation’s progress.

The 2019 budget made substantial allocations for scholarships including a RM2.1 billion boost to the MARA education scholarships Programme and RM17.5 million over the next five years to the Malaysia Professional Accountancy centre (MyPAC) to produce more qualified bumiputera accountants.

Yayasan Peneraju Pendidikan Bumiputera received RM210 million for three of its programmes — Program Peneraju Tunas, Program Peneraju Skil (technical and vocational skills programmes) and Program Peneraju Professional (professional certifications in finance and accounting).

To ensure there are funds for those seeking to pursue tertiary studies, the national Higher Education Fund Corporation is reviewing its repayment mechanism.

Its chairman Wan Saiful Wan Jan said the review is expected to take six months before it is presented to the Cabinet for approval. The entity is actively holding meetings with various parties including community leaders, non-governmental organisations and other stakeholders to obtain relevant information and input before the draft is prepared.

With the abolishment of section 15(2)(c) of the universities and university colleges Act 1971 last month, students have the freedom to take part in politics on campus. This will further expose undergraduates to the democratic system and foster active participation in the governance of the country. Starting this year, student unions will be set up to develop students’ ability to manage their affairs on campus and empower them to lead the nation.

(File pix) Rahmah Mohamed, MQA chief executive officer

Enhancing the quality of education

As an education hub, Malaysia is a popular destination for local and international students because of the quality of academic programmes provided by higher education institutions in the country which are accredited by the Malaysian Qualifications Agency (MQA).

MQA chief executive officer Datuk Dr Rahmah Mohamed said its accreditation is widely accepted in Asia, New Zealand, Japan, Australia, United Kingdom and Europe.

“We are recognised as a global brand. If a student graduates from a MQA-accredited programme in Malaysia or a Malaysian institution, they can work in any of these countries,” she added.

For this year, MQA plans to train qualifications officers from countries which require accreditation of programmes such as the Pacific Islands and those emerging from war as well as nations which do not have such agencies.

It will also introduce standards for micro-credentials. Micro-credentialing is the process of earning a micro-credential, which is like a mini degree or certification in a specific topic. To earn a microcredential, you need to complete a certain number of activities, assessments or projects related to the topic “We are looking at enabling individuals to earn credits from short courses organised by higher education institutions, accumulating those credits and ending up with a diploma or degree,” added Rahmah.

“In today’s environment, universities cannot work on their own but need to collaborate. If they subscribe to the same set of standards, a course offered by X University for example can be recognised by University Y.

“And University Y can then offer another set of courses to help students accumulate more credits.

“MQA is always looking for academic products that can contribute to the adult environment. Micro-credentials help students learn and earn on they go.”

Micro-cedentials can be offered by both public and private institutions as long as they subscribe to MQA standards.

“We are targeting to have the standards in place within the first quarter of this year followed by a roadshow. I foresee the implementation of micro-credentials will be rolled out six months later.”

The Accreditation of Prior Experiential Learning – Qualification (APEL Q) is in the pipeline.

“APEL Q is still at the study stage. A person who has 20 years of work experience will sit a test and his portfolio will be assessed to determine an award of up to a master’s degree, without having to attend classes.”

MQA will conduct a pilot project after carrying out a feasibility study.

“When we roll it out, we will be the most advanced in Asia in terms of such qualifications.”

MQA believes there is a need to enhance the qualification of working adults without the need to be physically at university.

“We need to contribute to the advancement of the country and, to do this, we need to evolve and improve our stature in academics and education.

So, this is what MQA is striving for.”

Focus on skills

More often than not, SPM school-leavers who are not academically inclined are at a loss after getting their exam results.

Their results may not be up to mark to enable them to continue their studies at conventional higher education institutions and they may not even have an interest in academic pursuit. Without training and education, they may not have the skills for a bright future in the working world.

The Education Ministry’s Technical and Vocational Education Division encourages those who are not academically-inclined to pursue TVET as early as 16 years of age.

Division director Zainuren Mohd Nor sees 2019 as the year to strengthen and empower TVET.

The division runs three programmes: Kolej Vokasional (KV), Program Vokasional Menengah Atas (PVMA) and Perantisan Industri Menengah Atas (PIMA).

“The aim of KVs is to produce skilled workers who meet industry need or become entrepreneurs,” he said.

The aim is to get 70 per cent of its graduates employed, 20 per cent to continue studies and the remaining to become entrepreneurs.

“We have signed 775 memoranda of understanding for on-the-job training with the industry. We collaborate with the industry to produce students with skills required by the Industry Revolution 4.0 (IR4.0). We also partner with TVET colleges from, for example, Korea, China and Italy to gain exposure,” he added.

“Diploma Vokasional Malaysia graduates with a 3.5 CGPA can opt for higher studies. Or they can gain work experience and then opt for APEL Q.

“Budding entrepreneurs can enrol in the School Enterprise programme. They can set up their businesses during studies with the help of Companies Commission of Malaysia and relevant cooperatives.”

KV graduates are awarded the diploma as well as Malaysia Skills certificate. Some 96.7 per cent of the 2017 cohort are employed. As of Press time, the statistics for 2018 were unavailable.

As demand for places at vocational colleges is overwhelming, those who opt for TVET education can do so by joining the PVMA programme at day schools. They will be awarded two certificates — SPM and Malaysian Skills Certificate.

“They sit for only three SPM papers — Bahasa Malaysia, English and History — which qualify them to apply for places at vocational institutions.

They will also be awarded the Malaysia Skills Certificate Level 2 which certifies them as partially skilled and they can gain employment or become entrepreneurs.”

Last year, 269 schools ran PVMA programmes with an increase to 350 this year.“PIMA offers potential school dropouts a chance to learn and earn. They are in school for two days to learn SPM Bahasa Malaysia, English and History, and spend three days working in the industry. Some 116 schools were involved in 2018 while the number is increased to 200 this year.”

Students will be awarded a SPM certificate as well as a letter of testimony from employers.

The State Education Department and the District Education Office select the schools which carry out this programme subject to the availability of the industry in the vicinity of the school. Students, who are selected by school counsellors, get an allowance from the industry and will be monitored by it.

In the Sistem Latihan Dual Nasional programme, students learn at school for six months and attend industry training for another six months.

“I urge society to change its perception of TVET and encourage more industry players to partner with us to develop TVET.

“We want the industry to provide student placements, taking on a corporate social responsibility approach. The industry can provide facilities and equipment to ensure training is in line with IR4.0.

“Students too need to change their mindset from just being an employee to that of an entrepreneur.”

(File pix) Raja Azura Raja Mahayuddin


Scholarships

The allocation of RM17.5 million over the next five years to MyPAC will go towards its target to produce 600 Bumiputera professional accountants, said its chief executive officer Datuk Zaiton Mohd Hassan.

There are plans to boost Bumiputera education through sponsorship programmes, including collaborating with institutions which provide scholarships specifically for Bumiputeras, particularly students from B40 families, to pursue professional accountancy qualifications.

MyPAC was established in 2015, in collaboration with Yayasan Peneraju, to increase the number of certified Bumiputera accountants.

It aims to create the opportunity and provide the ecosystem for those with the capability and ambition to obtain a professional accountancy qualification.

Through the scholarship programmes, the number of graduates has risen from only two in 2015 to 141 last year, with 2,154 full-time scholars, and 2,654 current scholars.

Nor Dalina Abdullah, one of the earliest recipients of MyPAC scholarship, said she got to know of MyPAC in 2015, which allowed her to complete her ACCA examinations in the same year.

“The scholarship provided me with the means to continue my ACCA education. Its support was instrumental in my passing the examinations,” said Nor Dalina, who works as an analyst at Baker Hughes, a General Electric Company. Her role requires her to interact with her colleagues of different rank, including those in other countries.

“As a founding member of MyPAC Accountants Club, I hope to contribute back especially to MyPAC’s Outreach programme to inspire potential candidates in the fulfilling career as a professional accountant,” she added.

Meanwhile, Muhammad Shafiq Mohd Yusof, Muhammad Hakimie Mat Hat Hassan and Ahmad Fauzee Mohd Hassan attribute their success to Yayasan Peneraju’s three key thrusts—Peneraju Tunas, Peneraju Skil and Peneraju Profesional programmes.

Muhammad Shafiq, from a B40 family in Perak, pursued studies at a private university with aid from Yayasan Peneraju, and he works at a multinational corporation with an average salary of above RM5,000 a month. Muhammad Hakimie, from Terengganu, is trained and certified as a welder, with a salary of RM9,000 while Ahmad Fauzee, who is pursuing the ACCA qualification, ranked first in the world for a subject he took as part of the professional certification syllabus.

Yayasan Peneraju chief executive Raja Azura Raja Mahayuddin said a structured scholarship and development programme allows individuals to further studies without financial worries.

“Yayasan Peneraju is thankful for the government’s trust in its efforts in empowering the education of youth especially those from lower income households.

“We are committed to strengthening the Bumiputera community in response to the government’s call to sustain and empower education and human capital.”

As at December 2018, the foundation has helped 23,000 people benefit from education, TVET training (and employment) and professional certification funding and development programmes.

With an allocation of RM210 million under the 2019 Budget, the foundation will be offering more than 7,000 new opportunities this year, including focus of existing programmes on certifications in technology-related fields, professional accreditation programmes for accounting and finance, and a new initiative — Khaira Ummah — for those from religious and tahfiz schools.

There is also the Super High-Income Programme to increase the number of Bumiputeras who earn a monthly income of RM20,000 in specialised and niche fields.

The foundation will focus on target groups — 1,500 youths from challenging socio-economic background with average-to-excellent academic results (Peneraju Tunas); 4,000 dropouts, non-academically-inclined, unemployed youths and low skilled/semi-skilled workforce (Peneraju Skil); as well as 1,600 new and existing workforce including SPM and university graduates, who are aspiring to be specialists (Peneraju Profesional).

Out of the 1,600, it will groom 1,000 professional accountants, chartered financial analysts and financial risk managers annually.

A new programme, Peneraju Tunas Kendiri, which provides opportunities for the disabled, will be introduced this year.

Khaira Ummah will start with two programmes — Huffaz Pintar (SPM fast track) and Huffaz Skil.

“We want to open up career pathways to these group of students through academic courses and technical and vocational education or even to those who aspire to be professionals.”

The Health Ministry has an allocation of RM250 million worth of scholarships for medical doctors, paramedics (including medical assistants), nurses and medical students.

Some 40 per cent RM100 million) is allocated for 1,100 doctors per year (compared to 1,000 in the previous years) to pursue master’s degree in various disciplines.

The ministry spokesperson said about 12,000 medical college students will attend basic paramedic courses and 9,000 nurses will continue post-basic nursing programmes.

There are a variety of master’s degree programmes in medicine and health, including Science/Clinical, Research, Education and Public Health at local universities.

In Malaysia, a master’s degree in medicine and healthcare is a stepping stone to a career in medicine (as a doctor) or an alternative career in another aspect of the field.

Resilience

Looking forward, Raja Azura applauded the government’s efforts in equipping the nation’s future generations with quality education.

The challenge is keeping up with technological advancements and embracing IR4.0 so as not to be left behind.

“Employers’ expectations of employees have moved towards technology-savvy communication skills, which in turn, require tertiary institutions to impart such abilities to students.

“I am hopeful that the higher education can prepare future generations to face IR4.0, which will impact all economies, industries and society at its core.

“It may very well challenge fundamental ideas about what it means to be human as it is slowly blurring the line between the physical, digital and biological, and changing the way we interact with emerging digital technology such as artificial intelligence, analytics and the Internet of Things.”

Raja Azura lauds the spirit of learnability and resilience.

“This is the desire and ability to quickly grow and adapt to remain relevant as people who are willing to learn will be agile and are versatile. They will also rank higher on the employability scale in today’s dynamic world.”

Zaiton of MyPAC hopes universities will encourage Bachelor in Accountancy graduates to pursue professional accountancy qualifications as they are only required to pass four ACCA papers, for example.

Source: www.nst.com.my

Comments: 
1) What’s the point that the programs are accredited by MQA, recognised by many countries in the world but many of the local graduates are unemployed, mainly due to poor command of English language & the syllabus is so out of date and not relevant to the industry (same problem with TVET education system as well, most TVET institutions don’t produce graduates that matches the industry’s needs)

2) Introducing micro-credentials in the academic world is a great idea, it’s similar to TVET’s system where students/candidates can just go for certain Competency Units (CU) and upon obtaining all CU in that particular program, they can be awarded a Malaysian Skill Certificate (MSC) or more well known as Sijil Kemahiran Malaysia (SKM)

3) Accreditation of Prior Experiential Learning – Qualification (APEL Q) is another great system that allows experienced workers that didn’t go through formal education to obtain their Diploma, Degree, Masters or even PhD. However, devils is in the details. It maybe subject to manipulation by certain parties for quick & easy profit.
APEL Q is just like Pengiktirafan Pencapaian Terdahulu (PPT) in our TVET context. Unfortunately, I’ve received feedbacks on how some of these candidates (with the help of CONnsultants created fake evidences & managed to obtain their SKM certificate via the PPT method.
Besides that, can you imagine someone that has >10 SKM qualifications under his/her belt? And it can be so diverse from each other, eg having SKM in aesthetic, hairdressing, massage, aromatherapy, make-up (this group can be quite related to each other) AND culinary, office management and GOD knows what else!
Last heard the Department of Skill Development (DSD or better known as JPK) is checking on this & will take action. Haizz, always after nasi sudah jadi bubur.

4) Diploma Vokasional Malaysia graduates with a 3.5 CGPA can opt for higher studies
– What about Diploma Kemahiran Malaysia (DKM) & Diploma Lanjutan Kemahiran Malaysia (DLKM) graduates from the TVET stream? My understanding is that thus far, only graduates from selected programs like engineering based programs can further study to selected public local higher institutions (IPTA) which are collectively known as MTUN (Malaysian Technical University Network)

5) With the increase of more & more PVMA, private TVET providers are advised not to run the same program as these PVMA’s, especially if you’re tartgeting the same group of students (mainly the B40). Many private TVET providers are already crying for help due to lower number of students registration from this group of students, coupled with the dwindling funding/financing by Perbadanan Tabung Pembangunan Kemahiran (PTPK)

 

 

Time for reforms of TVET to narrow inequality in education, says economist

TVET students showing their automative engineering skills. There is a need for the training syllabus to prepare students for future jobs. (Bernama pic)

PETALING JAYA: There are new challenges in the labour market which would require talents who are not necessarily good academically, says an economist.

But Fatimah Kari of Universiti Malaya said Malaysian employers were still heavily dependent on paper qualifications in the recruitment process.

She said many failed to exploit talents and skills among students who don’t perform well academically.

This emphasis on grades has led to a cycle of economic and educational inequality.

“If the kids get higher grades, they’ll have more access to tertiary education opportunities,” she told FMT in a recent interview, adding however that those in rural and indigenous communities in Sabah and Sarawak were still left behind.

Fatimah said she supported recent calls for reforms of the Technical and Vocational Education and Training (TVET), long considered an alternative stream for students who do not perform well academically.

Fatimah said a factor in ensuring economic equality in the country was access and affordability of education.

She said rich parents could provide better opportunities for their children.

Fatimah Kari

Citing a government-funded study on rural education conducted in Kemaman, Terengganu, Fatimah said it was found that children in rural areas have their own unique talents that the present labour market fails to exploit.

“Yet, they are the same students who are not going to make it in SPM examinations. I don’t think they would be able to get the A’s and B’s that the existing system prizes so much,” she said.

“Eventually, these children will be another generation which will fall below the poverty line, within poor families, and the inequality in our country will just continue.”

Fatimah acknowledged that there is an emerging trend where companies are becoming more flexible when in evaluating one’s skills.

She said future jobs would be very different.

“We are hoping these changes will narrow the inequality gap,” she said.

She urged the government to set up mechanisms to encourage the trend, saying TVET could be excellent in narrowing the gap.

She said TVET should take into account the inequality and differences in education that were dependent on variables such as parent affordability and access to institutions.

“But having TVET by itself and expecting it to function on its own is not going to work either,” she added.

Fatimah said TVET should not be seen as a “last resort” option for those who are academically poor.

Instead, it should be placed on par with other lines of education.

She said one shortcoming of TVET is the limited accessibility to training centres.

“It is very difficult for poor families because the location of where they can go for TVET is very far away.”

Considering the current target being poor families with limited transportation, most people cannot afford the long travel or accommodation, she said.

“Then, we will be back to the cycle where education is only for those who can afford it,” she said.

Fatimah suggested that TVET be offered in conventional schools, as the facilities were already in place.

“What’s wrong with that?” she asked.

“You don’t need to build another huge infrastructure, because a school has all the infrastructure they would need. It has the staff, teachers, halls and labs. All that is left to do is to offer the appropriate syllabus,” she said.

Fatimah does not agree with having a standard syllabus across all facilities, but instead recommended localising the syllabus to reflect the economic activities.

“The profile of the local economy must be reflected in the TVET syllabus offered in the training centres,” she said.

Giving an example of Semporna in Sabah, which is famous for its tourism industry, she said the TVET offered in a centre there should consist of skills related to tourism and hospitality.

He said TVET students would then be guaranteed a job that suits the local economy.

Source: https://www.freemalaysiatoday.com.

Pengambilan pekerja bidang IT, minyak dan gas meningkat

Pengambilan pekerja dalam bidang perkhidmatan teknologi maklumat (IT), telekomunikasi/Internet dan industri minyak dan gas (O&G) meningkat dalam enam bulan lalu. – Foto hiasan

KUALA LUMPUR: Penyedia perkhidmatan teknologi maklumat (IT), telekomunikasi/Internet dan industri minyak dan gas (O&G) masing-masing mencatat pertumbuhan kukuh sebanyak 35 peratus dan 16 peratus dalam tempoh enam bulan lalu dari segi pengambilan pekerja secara dalam talian.

Ketua Pegawai Eksekutif Monster.Com bagi Asia-Pasifik dan Timur Tengah, Abhijeet Mukherjee, berkata berdasarkan Indeks Pekerjaan Monster, sektor perkhidmatan pelanggan mencatatkan pertumbuhan enam peratus tahun ke tahun dalam pengambilan, diikuti perisian, perkakasan, profesional telekomukasi, yang menambah tiga peratus.

“Sektor IT dan O&G adalah dua daripada sembilan industri yang memperlihatkan pertumbuhan. Kedua-dua sektor ini menunjukkan pertumbuhan kukuh masing-masing sebanyak 28 peratus dan 16 peratus,” katanya dalam satu kenyataan.

Bagaimanapun, sektor lain seperti perbankan, perkhidmatan kewangan dan industri insurans (BFSI) mencatatkan penurunan 12 peratus, manakala permintaan untuk profesional jualan dan pembangunan perniagaan turut merosot pada asas 10 peratus tahun ke tahun pada November.

Pengambilan secara dalam talian dalam industri BFSI di Malaysia mengalami penurunan selama 11 bulan sejak awal tahun ini.

“Menurut firma penyelidikan, ketidaktentuan dasar makro selepas pilihan raya mewujudkan kelembapan kesan terhadap pertumbuhan sektor perbankan, dan penganalisis turut menjangkakan pertumbuhan pendapatan teras juga rendah tahun ini.

“Sektor kewangan yang sebelum ini didorong oleh keputusan manusia dan pembuat keputusan, kini semakin berubah, susulan kemunculan teknologi baharu, khususnya automasi pintar,” katanya.

Beliau berkata bank perlu memberi tumpuan dengan mengambil pekerja yang pakar dalam teknologi tertentu.

“Membangunkan strategi bakat yang menangani latihan semula secara menyeluruh, mengenal pasti kemahiran dan kepakaran yang diperlukan untuk bersaing pada masa depan, selain menarik, mengekalkan bakat yang tepat sangat penting dalam sektor ini,” katanya.

Sumber: https://www.bharian.com.my

Komen: Bidang IT ni agak meluas, jadi sebelum anda menawarkan program TVET/kursus vokasional bidang IT, kajilah dulu keperluan industri. Begitu juga dengan bidang O&G.

PINDAAN PEMAKLUMAN BERKAITAN PEMANSUHAN PELAKSANAAN KELULUSAN PENTAULIAHAN PROGRAM SECARA BERSYARAT DI BAWAH SISTEM PERSIJILAN KEMAHIRAN MALAYSIA MULAI 1 JANUARI 2019

Ruj     :        JPK/702/1/10 JLD 14 (36)

Tarikh :        18 Disember 2018

Adalah dimaklumkan bahawa Jabatan telah mengkaji semula keputusan pemansuhan pelaksanaan kelulusan pentauliahan program secara bersyarat di bawah Sistem Persijilan Kemahiran Malaysia mulai 1 Januari 2019 yang telah dihebahkan melalui arahan pentadbiran (No. Rujukan : JPK/702/1/10 JLD 14 (18) bertarikh 30 Julai 2018.

Selaras dengan ini, Jabatan telah memutuskan supaya tiada lagi kelulusan pentauliahan program secara bersyarat akan dikeluarkan mulai 1 Januari 2019, kecuali untuk dua (2) keadaan berikut :

  1. Pentauliahan program bagi NOSS / NCS baharu; dan
  2. Pentauliahan pembaharuan program untuk menyelesaikan pelatih sedia ada sahaja.

Sehubungan itu, selain dua keadaan di atas, Penyedia Latihan Kemahiran / Pusat Bertauliah hendaklah mematuhi semua kriteria pentauliahan program kerana tiada lagi kelulusan secara bersyarat akan diberikan selepas tarikh kuatkuasa.

Justeru, hebahan yang telah dikeluarkan melalui rujukan JPK/702/1/10 Jld. 14 (18) bertarikh 30 Julai 2018 adalah terbatal.

Sekian dimaklumkan. Terima kasih.

“BERKHIDMAT UNTUK NEGARA”

“Pekerja Berkemahiran Peneraju Kecemerlangan Negara”

Ketua Pengarah
Jabatan Pembangunan Kemahiran
Kementerian Sumber Manusia

Sumber: www.dsd.gov.my

Syllabus is outdated, say teachers

KUALA LUMPUR: Teachers have voiced their concern that technical and vocational graduates will end up unemployed unless the syllabus is made more relevant.

Feedback from Technical and Vocational Education Training (TVET) teachers was that the syllabus is outdated, said National Union of the Teaching Profession (NUTP) secretary-general Harry Tan.

He cited the case of a company, which is on the Forbes Global 2000 List, that had approached NUTP to help identify students they could train, and later hire.

As it turned out, the company could not hire existing TVET graduates because they would not have been able to operate the latest machines.

“This is a major player in the construction industry and their feedback is that our TVET syllabus is obsolete.

“They want students with the know-how and they’re willing to train them,” he said in an interview.

Tan also called for a “solid” TVET policy to be in place fast.

NUTP, he said, had identified 20 students to be trained by the China company but this had been hampered by red tape.

“It’s been almost six months since the company mooted its proposal,” he said.

“The government must get its act together. There are too many ministries involved.”

Currently, seven ministries are overseeing TVET.

(A coordination committee has been approved by the Cabinet to coordinate TVET activities between the ministries. Separately, a TVET task force formerly headed by Nurul Izzah Anwar has suggested that a special commission coordinate the TVET implementation be set up.)

National Parent-Teacher Associations’ Vocational and Technical Consultative Council vice-chairman Abul Nasir also spoke of “outdated” TVET syllabus.

Whatever changes that have been made, he said, were insignificant in the grander scheme of things.

“TVET should be 70% machine using and practical training, and 30% for theory, where the 30% must come from the industry.

“Students need the machines to train but at this point in time, it isn’t happening because there is no sync between the vocational colleges and training institutes with the industry,” he said.

He also stressed that incentives are vital for tie-ups between TVET institutes and the industry.

Echoing feedback from teachers on outdated syllabus, National TVET Movement secretary-general Nordin Abdul Malek attributed this to poor planning.

“Not only in terms of facilities and technology, but other factors like soft skills and employment trends are not planned out well,” he said.

On Nov 16, Education Minister Dr Maszlee Malik said TVET was given emphasis during the Mid-Term review of the 11th Malaysia Plan 2016-2020 and Budget 2019.

https://www.thestar.com.my

Industry leaders to chart TVET’s path

Deft fingers: Girls learning tailoring at a TVET class.

Deft fingers: Girls learning tailoring at a TVET class.

PETALING JAYA: Leaders of Malaysian industries are working with the government to develop a skills standard and syllabus that are of international quality, says Department of Skills Development director-general Nidzam Kamarulzaman.

These industry players, known as Industry Lead Bodies (ILB), want to help ensure Malaysia’s TVET is on par with developed nations like Australia and Canada, he said.

“In the next two years, over 30 major TVET (Technical and Vocational Education Training) ILBs will come together to create their own skills standards based on the practices of developed countries,” he said.

He said they would work together to capitalise on their strengths as leading companies in their respective fields, and come up with a syllabus for TVET training centres under the skills department.

In many developed countries, he said, industries take the lead in developing their own skills standards and syllabus for technical and vocational education.

“They assist the government departments in doing so because they are the experts, they would know better,” he said in an interview.

Some of the companies involved, according to Nidzam, are Malaysia Digital Economy Corporation, Malaysian Plastics Manufacturers Association and the Malaysian Association of Hotels.

Nidzam also urged local industries to play a bigger role.

“Come forward to assist the government to overcome prevalent mismatches in skills gap. There is only so much we can do ourselves,” he said.

Since TVET training institutes serve to provide skilled manpower as required by the industry, the industry players should thus visit these institutes and identify the problems, and then work on it with the government.

“They can contribute their expertise and resources, such as sharing equipment and keeping institutes updated on what is relevant to their current needs, rather than having centres blindly churn out graduates, leading to duplication of programmes, oversupply of graduates and mismatch in skills, among other problems.

“This way, we work towards producing graduates according to market needs,” he said.

Nidzam said training agencies under the skills department that prescribe to the System Persijilan Kemahiran Malaysia (SPKM) are guided by industry-set standards known as the National Occupational Skills Standard (NOSS).

The SPKM oversees the accreditation and certification of skills training institutes.

He said NOSS is regularly reviewed by the skills department, based on technological changes.

Some of the agencies involved include Institut Latihan Perindustrian, Giat Mara, Federation of JPK Accredited Centres and Institut Kemahiran Tinggi Belia Negara.

Source: https://www.thestar.com.my