KUANTAN: The sky is the limit for Universiti Malaysia Pahang (UMP). Ranked among the top 800 best universities in the world based on the QS World University Rankings (WUR) 2020, UMP is aiming to become a leader in Technical and Vocational Education and Training (TVET) in the country.
Last year, it emerged as the first local technical and non-research university to receive the prestigious QS 5-star overall rating award.
UMP Vice-Chancellor Professor Dr Wan Azhar Wan Yusoff said the university had become a platform to produce a well-trained technical workforce with skills that catered to the future.
This was attributed to the varsity being part of the Malaysian Technical University Network (MTUN) alongside Universiti Tun Hussein Onn Malaysia, Universiti Teknikal Malaysia Melaka and Universiti Malaysia Perlis.
“UMP is strengthening its high-end TVET and moving forward to emerge as the pinnacle for TVET education. We are moving towards producing a home-grown workforce that caters to the challenges of the Fourth Industrial Revolution,” he said.
“One is not required to be smart, but skilful and multitalented. It is about learning specific skills through repetitive practice on different equipment, machines or systems.
“We want the public, especially parents, to give importance to TVET as some view it as a back-up option for their children. MTUN helps graduates to become more capable at sophisticated tasks, which will be required for the future job market.”
Wan Azhar said UMP would be offering a Bachelor of Engineering Technology (Railway Maintenance) programme to cater to the burgeoning sector.
“As long as there are trains in the country, we will require railway maintenance technologists. We cannot remove these railway infrastructures, so we have to produce a skilled workforce for this sector.”
In a move to bring out the best of TVET, UMP will carry out a minor restructuring exercise in its campuses in Gambang and Pekan next year.
Wan Azhar said the Gambang campus would be renamed the UMP College of Engineering and College of Management and Humanities, while the Pekan campus would be renamed the College of Engineering Technology and College of Computing and Science.
“We have equipment and facilities in Pekan, and this allows our students to be hands-on when it comes to TVET. UMP Pekan will serve as a technology campus and this is part of our efforts to achieve our goals in TVET.”
UMP graduates are able to secure employment with companies that have business links with Germany following an academic collaboration for a postgraduate degree in mechanical engineering and automotive engineering with the Karlsruhe University of Applied Sciences (HsKA).
UMP Chancellor Yang di-Pertuan Agong Al-Sultan Abdullah Ri’ayatuddin Al-Mustafa Billah Shah will be presenting the scrolls to graduates at the 14th UMP convocation today.
A total of 3,778 graduates will receive their scrolls during the two-day ceremony.
The event will be historic as Tan Sri Dr Abi Musa Asaari Mohamed Nor will be proclaimed as UMP’s pro-chancellor, while HeiTech Padu Bhd executive chairman Datuk Seri Mohd Hilmey Mohd Taib will receive an Honorary Doctorate of Philosophy in Information Technology.
TVET Valued Industry Partners (TVET VIP) merujuk kepada pihak industri yang telah memberikan komitmen, kerjasama dan sokongan serta sumbangan dalam pelaksanaan program-program TVET negara. Anugerah TVET Valued Industry Partners (TVET VIP) ini merupakan satu inisiatif daripada JKKPTVET bagi mengiktiraf dan menggalakkan peranan sektor industri yang menyumbang kepada memperkasa bidang Teknikal dan Vokasional (TVET) Negara.
Tarikh Tutup: 30 November 2019 (Sabtu)
Maklumat lanjut dan pertanyaan: Tel: 03-8888 3150 (Ilyas Mohd Nawi) Emel: email@example.com Laman Web JKKPTVET: http://jkkptvet.moe.gov.my
Universiti Malaysia Pahang (UMP) (www.ump.edu.my) has recently partnered with the Asia Centre of Excellence for Smart Technologies (ACES) to cooperate and collaborate on activities in connection with accelerating the adoption of related smart technologies and digital initiatives of the fourth industrial revolution (now popularly referred to as Industry Revolution 4.0, or IR4.0) – especially where it concerns human capital development in the East Coast Economic Region (ECER) of Malaysia, and in Southeast Asia, generally.
Based at the Cybercentre in Pahang Technology Park (PTP), ACES is an initiative between ECER Development Council (ECERDC) and Germany’s TUM International GmbH – a networking of government agencies, industry players and academic institutions – to boost technical and vocational education and training (TVET), as well as to enhance smart technology skills, training and consultancy, specifically in the digitalization and automation processes under IR4.0.
TUM International is essentially the subsidiary of Technical University of Munich (TUM), Germany’s top-ranking university based on the ‘QS World University Ranking’ and one of the best universities in Europe.
It is well regarded as a leading provider for the development, coordination and operation of integrated science and industry clusters as well as technology transfer and talent management programmes with international partners from research, politics and industry.
Leveraging TUM International’s experience and expertise, ECERDC will be collaborating to provide technical blueprints and roadmap, trainings, certifications, as well as advisory and consulting works for the introduction and upscaling of technology in various fields within the private and public sector for IR4.0, as well as other innovative and smart technologies.
The tripartite collaboration, sealed vide a Memorandum of Understanding (MoU) in Germany on October 17, 2019, saw UMP Vice-Chancellor, Professor Ir. Dr. Wan Azhar Wan Yusoff signed on behalf of the university, whilst Chief Executive Officers (CEO) Baidzawi Che Mat and Daniel Gottschald represented ECERDC and TUM International, respectively.
Present to witness the MoU was Malaysia Minister of Education, Dr. Maszlee Malik, who was on official working visit to Germany.
FOR the nation to move forward in tandem with the Fourth Industrial Revolution (IR 4.0) and beyond, there is a clear need for a well-trained technical workforce with skill sets that are present- and future-ready as well as future-resilient.
Technical and Vocational Education Training (TVET) programmes have always been seen as the vehicle to prepare aptly-skilled human capital but somehow the general perspective is that they fall short in terms of the level of skills and knowledge needed for the industry to forge ahead.
Graduates who have qualified from TVET institutions previously do not have a clear career pathway to further their studies and secure jobs that are highly technical in nature.
To create more career pathways and opportunities for TVET students, the Education Ministry with the Malaysian Technical University Network (MTUN) comprising four universities — Universiti Tun Hussein Onn Malaysia (UTHM) , Universiti Teknikal Malaysia Melaka (UTeM) , Universiti Malaysia Pahang (UMP) and Universiti Malaysia Perlis (UniMAP) — and the professional body for technologists and technicians, the Malaysia Board of Technologists (MBOT), have collaborated in establishing newly developed Bachelor of Technology Degree (BTech) programmes in specific technology fields.
Some universities have introduced several of the courses last month at the beginning of the 2019/2020 academic year while other universities will make the courses available in September next year.
The articulation process entails matching the courses, requirements and coursework at vocational colleges with that at higher education institutions.
“KVs start enrolling students as young as 16, post PMR/PT3 examination towards Diploma Vokasional Malaysia (DVM) through Sijil Vokasional Malaysia (SVM) without SPM. That posed a problem for the graduates should they decide to pursue a Bachelor’s degree and beyond at public universities. Other than that they often face difficulty in transitioning from TVET-based education to an academic-based degree programme,” he explained.
The entry level requirement for BTech programmes in MTUN is not based solely on SPM qualification, Ahmad Zaidee highlighted.
For DVM graduates, most of the candidates have taken the equivalency courses to SPM’s Bahasa Melayu dan Sejarah, namely Bahasa Melayu 1104 as well as Sejarah 1251. For DKM and DLKM graduates, most of the students have taken SPM which already includes Bahasa Melayu and Sejarah.
In any case this nation-building initiative is not met, MTUN has agreed the student can enrol for the courses during their tenure years of BTech studies.
“MBOT through Technicians Act 2015 (Act 768) has established the Technology & Technical Accreditation Council (TTAC). This is a Joint Technical Committee with the Malaysian Qualifications Agency (MQA) to perform accreditation on professional technology and technical programmes. The council has published a Technology & Technical Accreditation Manual 2019 (TTAC MANUAL) for a comprehensive guideline for education providers (EP) to design and develop their programmes in the advanced technological fields,” he said.
UniMAP Academic Management Office dean Professor Dr Anuar Mat Safar said the availability of BTech programmes for DVM and DKM qualification holders is timely.
“It is estimated there are 50,000 students graduating with DVM and DKM every year. With the availability of BTech programmes, these students can obtain Bachelor’s degree-level qualifications as per required to face the challenges of IR 4.0,” he said.
The main difference between BTech and conventional degree programmes is that the former were developed based on occupational requirement while the latter are more discipline-based, UTeM vice-chancellor Professor Datuk Wira Dr Raha Abdul Rahim explained.
“In conventional degree, fundamental and technological courses such as mathematics, physics etc are taught separately. In BTech programmes, the focus is for a graduate to perform a task in the work environment, hence fundamental and technological knowledge that is usually taught in different courses are embedded into a course on a particular competency set,” she said.
For example, she illustrated that a BTech Welding programme comprises a course of Welding inspection that combines elements of mathematics, physics, material studies, and local laws accordingly rather than have the subjects taken in separate courses, as with conventional programmes.
UTHM vice-chancellor Professor Datuk Dr Wahid Razzaly, meanwhile, explained that the current delivery or execution of BTech programmes uses the approach of Work Based Learning (WBL) in block released manner. This means the students undergo their studies in two phases: two and a half years at university and another year in the industry.
“The curriculum structure is towards preparing students into industry 4.0 in line with the Program Educational Objective, which is to produce technologist, technopreneur and entrepreneurship.
As such, the success ratio of higher graduate employability is ensured as the students will have a structured WBL courses in the industry itself within a year before they graduate,” he said.
He said another delivery approach via apprenticeship is still in the development progress. The idea is to have workers upgrade their qualifications by studying two days in university and working three days.
UMP Center for Academic Innovation & Competitiveness (CAIC) director Associate Professor Dr Mohd Rusllim Mohamed, who is a director of the MBOT Technology and Technical Accreditation Secretariat, observed that MoE and the Ministry of Human Resources have been working closely to ensure the programmes are running accordingly.
“So far, the government has distributed some budget for reskilling and upskilling of existing lecturers, mentoring training for industry workers, and the implementation of a newly developed concept of teaching factory — University Revaluation Teaching Factory (URTF). Here, students are involved in industry production line, thus creating valuable experiential learning even before they graduate,” he said.
He related that MoE has approached the Malaysian German Chamber of Commerce and Industries (MGCCI) to become a strategic partner to BTech’s MTUN, so that the programmes can be further improved to meet the German standards.
“With MGCCI on board, all of its over 400 companies’ partners would be willing to be part of the ministry’s TVET empowerment agenda,” he said.
To improve the quality of teaching and learning based on IR 4.0, Anuar said UniMAP is currently applying to develop a teaching plant through the URTF effort.
“This involves practical sessions of industrial design, engineering design and 3D printing at this teaching plant,” said Anuar.
UniMAP’s Faculty of Engineering Technology has also applied for TVET transfer of technology (TOT) for existing lecturers to further enhance their knowledge and skills.
“The main objective of this TOT is to obtain professional certification for lecturers at the faculty. Some laboratories are also proposed to be turned into industrial laboratories, to enable professional certificates to be issued. Training to obtain a teaching professional certificate has also been proposed as one of the TOT TVET agendas to be implemented after this provision is approved,” he said.
At UTHM, Wahid said nine memoranda of understanding and eight letters of intent with related industries have been signed.
“The University-Industry partnerships include those with Siemens, Acson, Carrier, Festo, HardRock Hotel, NIOSH, Binaan Desjaya and Proton. The approach of BTech programmes is to have 60 per cent work-based learning and 40 per cent theory,” he said.
Director of UTeM’s Academic Planning and Development Office Associate Professor Dr Muhammad Fahmi Miskon said with a BTech degree in hand, TVET graduates can also request for appropriate and adequate amount of salaries coherent with the skills that they own.
“It is believed that the competition for fresh graduates to get a job has gotten tougher. Hands-on skills, experience and knowledge are what employers look for today,” he said.
Other than having more students involved in skilled courses, Ahmad Zaidee said it is also very important to get the students to further their studies so that they would be more intellectually improved in many aspects.
“The graduates of these programmes are expected to be employed as soon as they graduate because the programmes are designed to fulfil the needs of the industries.
“The launch of B.Tech programmes in MTUN reflects the government’s commitment in promoting and acknowledging TVET as the driving force in the country’s development. The curriculum is more practical and flexible to meet the challenges of the IR 4.0,” he said.
As the primary professional body for TVET, he said MBOT prepares TVET graduates as technologists and technicians that are readily accepted not just in the local but also the global industry.
“We are establishing our footing in the international arena with other countries via bilateral or multilateral cooperation.
“To date, we have been accepted as provisional signatory for Seoul Accord (multilateral co-accreditation agreement for Information & Computing Technology programmes). MBOT has also taken a proactive step in proposing to pioneer the establishment of APEC Technologists and Technicians Register (ATTR) which is anticipated to be launched next year when Malaysia hosts APEC 2020,” he said.
Comment: It’s not just BTech that DVM/DKM/DLKM graduates can pursue, they can also consider EBIM (Executive Bachelor in Industrial Management), an URise bridging program by Universiti Tun Abdul Razak where Technical Leadership and Industrial Revolution 4.0 are the core learning outcomes.
Executive Bachelor in Industrial Management (EBIM), specializing in Leadership, enable skilled personnel to excel into managerial positions with enhancements in managerial core abilities. The course covers the learning in soft-skills of leadership, managerial abilities, business communication and project management.
For SKM1&2 graduates, they are also not forgotten as their pathway would be to Professional Diploma in Industrial Management.
Truly understanding TVET candidates’ situation, SPM is not a pre-requisite, yay! Another exciting part about the program is that it’s a blended learning, means it’s conducted online and face to face classroom.
For more information, kindly email to firstname.lastname@example.org or whatsapp/call 012-3123430.
VOLKSWAGEN is a EUR235.8 billion (US$278 billion) automotive giant that has a finger on the pulse of the customer, the market, and its employees.
Accelerating into the digital-first era with connected and intelligent cars such as the latest edition of the Golf — a car that has been in production for more than four decades and has delighted more than 35 million customers — Volkswagen has a knack for reinventing itself.
The new Golf even boasts of “swarm intelligence”; In the world of automobiles, the capability is born when connected cars communicate with one another to avoid collision and share information.
To ensure that the company is able to produce and service such new-age vehicles in a sustainable fashion for the foreseeable future, Volkswagen has transformed its vocational training program.
“Today, the world of work, technologies and forms of cooperation are changing faster than ever before, said Volkswagen Board Member for Human Resources Gunnar Kilian.
“That is why we are aligning our vocational training with foresight, because we are convinced that specialists with first-rate qualifications are one of the foundations for technological top performance and sustainable commercial success in the digital age, too.”
The company’s stakeholders involved in its educational initiatives realized that vocational trainees and students on dual study programs are highly motivated and a positive asset for every technical department — and therefore, feel that the technical departments must give them even greater opportunities.
“In this age of digitalization, we must once and for all bring together vocational training, professional development and skills acquisition under one roof with a consistent approach,” commented another stakeholder.
In the press release announcing the improvement, Head of the Volkswagen Group Academy Ralph Linde revealed that new technologies and digital media play an important role in the company’s vocational training.
According to Linde, Volkswagen’s instructors serve as learning guides and use a variety of methods to support the needs of its vocational trainees.
“This is how we train skilled, committed, and team-oriented specialists and encourage them to engage in continuous learning.”
According to the company, trainees have an opportunity to not only learn about cutting-edge technologies that the automaker is using in its cars but also have an opportunity to use the company’s in-house platforms, augmented reality systems, and other training facilities that use iPads and QR codes.
Volkswagen has a massive workforce with thousands of workers across the globe. Upgrading its vocational and other training programs will definitely help it stay ahead of the competition as cars go digital and customers demand for new-age, digital-first services and solutions.
PUTRAJAYA, Oct 24 — The Youth and Sports Ministry today exchanged Statements of Understandings with five entities aimed at forging stronger cooperation between the public and private sectors in developing the Technical and Vocational Education and Training (TVET) industry.
Witnessed by Youth and Sports Minister Syed Saddiq Abdul Rahman, the statements would see the entities play an active role in increasing career opportunities within the sector by offering spots for education and training, while offering technical advice to the ministry.
Among the signatories were Volvo Malaysia Sdn Bhd, Sapura Secured Technologies Companies, Malaysia Industry Association, the Malaysian Resources Corporation Berhad, with the cooperation of the Malaysian Prison Department.
Syed Saddiq later stressed the importance of offering former juveniles and minor crime offenders a second chance to reassimilate into society, saying one solution would be to retrain and up-skill them in opportunities within the TVET industry.
“For those who have been categorised as Individuals Under Observation, Henry Gurney leavers, we will give them a special route for them to be trained so in the end, despite them having a record, but they would be trained, re-skilled and up-skilled.
Henry Gurney Schools were set up under the Juvenile Courts Act 1947 to care for young offenders and provide formal education and rehabilitation for juvenile inmates.
“In the end they are able to be placed in companies that we share a relationship with for the TVET program,” he said after launching the SKIL 19’ Skills Symposium at the Youth and Sports Ministry Podium hall this morning.
Syed Saddiq said this and other efforts would be part of his ministry’s two pronged program, MyFuture Youth and MyFuture Youth Plus, aimed at offering reactive programs for former offenders, and proactive programs for youth who are classified within the risky category.
“For those who are in danger of falling into the group of high risk youths, we will put them through an early intervention program with special routes into TVET programmes.
“There will be long and short courses, and in the end they will be offered a job,” he explained.
He also mentioned the importance of the government’s willingness to accept former offenders into the public service, saying such steps have been brought to the attention of the Cabinet.
The Muar MP also revealed amendments to public service requirements are currently being worked out by the Chief Secretary that will see a leeway be added to consider former offenders to enter the civil service.
“This is important because if we see for those who have been jailed before, and those from Henry Gurney, about 50 to 60 per cent are youth, and a majority of them have committed minor crimes.
“But, because they don’t have targeted assistance, and if we forget or sideline them, they will go back into the community and society where their family also does not take them seriously, and not have a job, no direction in their life.
“If we (the government) are also not willing to help out, in the end they will reoffend and reenter into the same system,” he said.
Syed Saddiq stressed on the importance of breaking their cycle of crime and to offer them a second chance to assimilate back into and be a useful member of a developing society.
Additionally, the minister also added how the negative and derogatory perception towards the TVET industry should stop, and instead instil the culture of treating them as equals on par with graduates from public universities.
“If we see in Germany, the youth there are educated from a young age to understand that TVET is on par with those from public universities.
“In Malaysia, we have to instil this culture into the hearts and minds of the youth, and also the parents, as this is important to ensure that TVET will always be one of the most important growth sectors in the new Malaysia.
“But realising that dream would be impossible without the close cooperation between industry players,” he added.
1. Most of the those that took up TVET courses are because they are academically poor & have no where to go (minority do have good academic grades too) 2. TVET jobs are generally low paying, especially in the initial years. However, with recognised certification, experience & good communication + people skills, income can reach 5 figures, eg like chefs, underwater welder, piping expert (O&G industry) or operating own business like dressmaking, hairdressing & beauty salon, automotive workshops. 3. Lack of coordination between TVET institutions and industry on industrial needs also produced mismatch skills of TVET graduates, hence lower pay.