Category Archives: TVET & Vocational Training – Malaysian News

Government emphasises TVET but TVET not a popular education pathway…

A key aspect of the skills mismatch is between academic qualifications and technical and vocational qualifications. Malaysia’s Education Blueprints emphasise technical and vocational education and training (TVET) as essential for the needs of the labour market and economy. However, only 13% of all upper secondary students are pursuing TVET courses, while at the higher education level less than 9% are in polytechnics. It has often been noted that students and their parents regard TVET as an inferior educational pathway, ‘dead end’ and for the academically challenged. But, in fact, according to the School to Work Transition Survey (SWTS), both young job seekers and young workers consider TVET as the most useful qualification for getting a good job—the reasons for the mismatch/misperception need to be addressed. For example, the salary differential could be an important reason; the SWTS found that there is a significant wage differential between TVET graduates and those with other types of hard skills.

Only 1% of all Chinese and 4% of Indian secondary school students are pursuing technical and vocational education as compared to 15% of Bumiputera students. Despite the government’s recognition of technical and vocational education and training (TVET) as critical to meet the demands of industry and contribute to economic growth, TVET is still not attractive as an education pathway choice. A number of reasons have been identified, including the fact that TVET graduates and practitioners are not recognised as professionals and, therefore are not able to demand higher wages and career advancement. Those from such schools also have limited access to higher education institutions (EPU (n.d., pp.9-4 to 9-7). TVET is often negatively perceived as the second or last choice and only ventured into by those who do not have good academic qualifications (Cheong and Lee (2016)).

To get a good job, the most useful qualification is professional… The students were asked about the education or training they consider most useful for getting a good job (Table 2.5).

All students, irrespective of ethnicity, gender or urban-rural location, prioritise professional qualifications. This view is clearly in line with their strong preference for professional occupations.

Overall, technical and vocational skills training is the next most important qualification, after professional qualification, to get a good job – this is striking in that it contrasts sharply with the relatively low attendance in TVET schools noted in Chart 2.3.

The secondary school students appear to be aware of the importance of TVET for the job market but would rather pursue an academic education. Chinese students do not find technical and vocational skills training to be particularly important (this may be linked to their relatively low attendance at TVET schools); they put more emphasis on internships and on-the-job training and also on business management degrees. In fact, all ethnic groups recognise the importance of apprenticeship training and work experience for getting a good job. This very likely reflects their perception that employers want to hire those with work experience and that a major reason why they do not easily get jobs upon completing their education is that they do not have practical experience.

Malaysian youth can pursue an academic pathway to acquire a higher education qualification or they have the option of technical and vocational education and training (TVET) programmes that lead to the award of skills qualification (at certificate-Sijil Kemahiran Malaysia, diploma-Diploma Kemahiran Malaysia or advanced diploma-Diploma Lanjutan Kemahiran Malaysia levels). The TVET programmes are currently offered by various ministries, government agencies and private sector institutions, leading to unintended competition and duplication (MOE (2015, p.4-4)). Currently, there is a perception that TVET qualifications offer fewer attractive career and academic progression, thereby limiting the number of students who apply for such courses. The aim of the government, therefore, is to “move from a higher education system with a primary focus on university education as the sole pathway to success, to one where academic and TVET pathways are equally valued and cultivated” (Ibid., p.E-13. In addition, a TVET Masterplan is currently under study to develop skilled talent to meet the growing and changing demands of industry, promote individual opportunities for career development and ensure that the country has the skilled technical workforce it needs to reach high income status)

To get a good job, they consider TVET the most useful qualification… The job seekers, in particular the Bumiputeras and Others, identify TVET as most useful for getting a good job (Chart 4.20). This is striking when contrasted with the low ranking given to TVET by tertiary students (20% of job seekers as compared to 12% of tertiary students). It is also striking given that less than 5% of the job seekers have such qualifications (as shown earlier in Chart 4.3). The Chinese and Indian job seekers, on the other hand, feel that a professional qualification is most useful. Among all job seekers there is recognition of the usefulness of on-the-job training and apprenticeships; they recognise that work experience often counts in getting a job.

The salary range for new workers

Mean salaries offered for those with TVET qualifications are quite significantly below those for university graduates—which may help to shed light on why TVET qualifications are not popular among the young.

Employers from the public sector, public listed companies and also private contractors prefer undergraduates from local universities for skilled jobs. Other employers who indicate a preference for TVET graduates in skilled jobs include sole proprietors, private limited companies and especially private contractors. For the low-skilled or manual workers, employers do not have strong educational preferences; where there are preferences it is worth noting that the public sector and public listed companies indicate a preference for TVET graduates.

Overhaul the current TVET system
A plethora of weaknesses has been identified in the current TVET system and solutions proposed with little sustainable impact to date. The establishment by the government of a National Taskforce to reform TVET holds promise of real change—that will happen only if there is a complete structural overhaul of the system to:

– Ensure strategic coordination, importantly, by bringing the diverse and huge number of training providers (over 1,000 public and private TVET institutions) under a single effective governance body that can provide quality assurance for the skill outputs from the different institutions;
– Prioritise a demand-driven approach by ensuring close industry involvement to realistically relate training to workforce needs, including providing incentives for employers to offer WBT;
– Establish a relevant and reliable competency standards and qualifications framework for better matching and to facilitate entry of TVET graduates into universities; and
– Raise the status of TVET, including through gender-sensitive labour market information and career guidance, including introducing role models. A review of salary differentials between TVET graduates and those from other educational streams could also shed light on the issues that need to be addressed.

Source: Excerpts from Khazanah Research Institute (KRI) 2018

TVET institution-industry cooperation vital to ensure matching supply and demand – Dr Mahathir

PUTRAJAYA (July 9): A strong cooperation between the industry and Technical and Vocational Education and Training (TVET) institutions is significantly important to ensure that there will be a matching supply and demand to enable local TVET institutions to offer high technology industry courses based on industry requirements.

Prime Minister Tun Dr Mahathir Mohamad said the government believed that the cooperation would create a new breed of specialist workforce in learning the latest technology that has a spillover effect that would be able to boost economic growth and development of technology in other sectors such as agriculture, construction, health and services.

“The government believes the agenda to empower TVET with the cooperation from the industry players should be the national TVET strategic goals.

“A smart partnership between the industry and TVET institutions will help in the production of quality products and more efficient services,” he said in his keynote address at the TVET Convention here today.

To achieve that, Dr Mahathir called on more industry players to play a more active role in developing the country’s human capital and supporting the national TVET policy, especially by recognising the skills of TVET graduates and sharing their expertise with them.

Dr Mahathir said TVET programmes which involved a joint venture between public TVET institution and multinational company and based on industry needs and requirements, had proven successful with almost 90 per cent of the graduates being able to secure jobs upon graduation.

“That is why public and private TVET industry players should get out of their comfort zones and find more effective solutions.

“One of the approaches is definitely through inter-stakeholder collaboration, especially with the industry,” he said.

The prime minister said TVET would be the game-changer in the government’s efforts to produce highly-skilled local workforce, hence reducing dependency on foreign workers.

He said the government would also strive to enhance Malaysian youth capability in TVET to enable the demands of the high-tech industry to be met by the local workforce.


Dr M urges major industry players to support TVET

PUTRAJAYA: The government has called on Malaysia’s major industry players to support its technical and vocational education and training (TVET) agenda.

Prime Minister Tun Dr Mahathir Mohamad said the government recognises TVET as one of the keys in the country’s aspiration to become a developed nation.

“Graduates from TVET programmes that are joint ventures between public TVET institutions and multinational companies have proven to be successful, where almost 90% of TVET graduates have been able to get a job after graduation.

“Because of this, the major players such as public and private TVET institutes should get out of their comfort zone and find effective solutions.

Dr Mahathir added that producing more skilled manpower would reduce the country’s dependence on foreign workers.

“The government will continue to strive to enhance the capacity of Malaysian youths in TVET to ensure the needs of high technology industries can be met by local workers.

“This will also change the labour market in which the government can prioritise producing more highly skilled jobs that offer high income.

“This is in line with our efforts to attract high quality investments to this country,” said Dr Mahathir.

Later, Dr Mahathir engaged in a dialogue session with chief executives of the industry. Also present was Human Resources Minister M. Kulasegaran.

The theme of the two-day conference is “Human Capital Development to Enhance Future Skills Agenda”.


Tahfiz TVET peluang cerah pelajar tahfiz dapat pekerjaan

Tahfiz TVET peluang cerah pelajar tahfiz dapat pekerjaan

Kementerian Sumber Manusia telah menyiapkan pelan tindakan (blueprint) 2025 di bawah Majlis Pembangunan Kemahiran Kebangsaan yang membabitkan enam kementerian untuk meluaskan lagi projek Latihan Vokasional dan Pendidikan Teknikal (TVET).

Timbalannya, Datuk Mahfuz Omar berkata, program Tahfiz TVET merupakan langkah pertama untuk meluaskan lagi latihan kemahiran kepada anak muda Tahfiz mengikut keperluan industri semasa.

Katanya, kementerian akan bekerjasama dengan Kementerian Pendidikan Malaysia (KPM) untuk merancakkan TVET secara lebih baik dengan elemen Tahfiz yang dibawa.

“Kita sedang dalam memasukkan pelan ini ke dalam Rancangan Malaysia Ke 12 supaya menjadi persiapan untuk kita lebih bersungguh-sungguh menyediakan dana mencukupi terutama dalam menghadapi Industri Revolusi 4.0.

“Saya harap dengan adanya TVET Tahfiz ini, perhubungan dua latar belakang yang berbeza dapat dipertemukan di mana tenaga pengajar tahfiz sedikit sebanyak dapat mempelajari ilmu kemahiran Industri Automasi dan Robotik. Malah guru TVET juga dapat memahami tentang Tahfiz.

“Saya menyeru ibu bapa supaya tidak bimbang untuk hantar anak-anak mereka dalam program TVET Tahfiz ini malah kita harus lihat sebagai salah satu masa depan mereka untuk mendapatkan peluang pekerjaan,”katanya.

Beliau berkata demikian kepada pemberita selepas majlis Perasmian TVET Tahfiz dan Sambutan Aidilfitri Encounter Corridor Training Centre (ECTC), di Galleri Klang Sentral, hari ini.

Datuk Mahfuz Omar beramah mesra dengan pelajar tahfiz dalam majlis yang diadakan hari ini.

Turut hadir, Ketua Pegawai Eksekutif (CEO) Enter Coridor, Ahmad Radzi Yusof; Pengetua Maahad Tahfiz Al Quran Wa As Sunnah (MTAQWA’S), Ahmad Zaki Abdul Latif; dan Ahli Dewan Undangan Negeri (Adun) Meru, Mohd Fakhrulrazi Mohd Mokhtar.

Dalam majlis sama, beliau turut menyokong pendekatan ‘MenTVETkan tahfiz dan menTahfizkan TVET’ sebagai salah satu agenda yang dibawa oleh kerajaan untuk memperkasakan pendidikan Tahfiz.

Katanya, peluang tersebut akan membuka peluang lebih luas kepada pelajar tahfiz menceburi bidang kemahiran yang diiktiraf Jabatan Pembangunan Kemahiran (JPK) tanpa mengabaikan hafazan mereka.

“Saya juga berharap Jabatan Zakat dapat tampil membiayai memberikan dana kepada anak-anak tahfiz untuk program tvet yang sudah tentu akan membentuk pemikiran baru di luar kotak dimana Tahfiz tidak semestinya menjadi imam dan bilal sahaja apabila mereka keluar bekerja kelak,”ujarnya.

Sementara itu, Ahmad Radzi berkata, program TVET Tahfiz sama sekali tidak mengganggu proses pembelajaran dan penghafazan anak-anak Tahfiz.

Malah katanya, program ini dapat memberikan penekanan bersifat ‘serampang dua mata’ membabitkan latihan kemahiran dan menghafaz al-Quran kepada pelajarnya.

“Waktu belajar dan menghafaz mereka tidak akan terganggu. Program hafazan hanya akan berlangsung pada sebelah malam. Manakala program latihan TVET ini bermula jam 8pagi sehingga jam 5 petang.

“Untuk pilot project yang pertama kali di adakan ini, pengambilan pelajar tahfiz untuk sesi pertama latihan TVET seramai 35 orang,”ujarnya.

Program hari ini turut menyaksikan tandatangan memorandum persefahaman antara ECTC dan MTAQWA’S.


Komen: Min cuma ingin tahu, kursus TVET tahfiz ni akan dapat sijil apa nanti?
Pastinya bukan Sijil Kemahiran Malaysia (SKM) kan?
Siapa boleh tolong jawab?

Human Resources Ministry defends TVET fee exemption for Indians

The technical and vocational education training (TVET) for Indian participants at a Johor training centre is being funded by a trust for Indian Malaysians that has been in existence since 2013, says the Human Resources Ministry.

The ministry was responding to criticism that alleged only Indian participants received fee exemptions.

In a statement today, the ministry said the exemptions are for diploma and certificate courses, and added that it is also working to expand the exemption to the B40 group and Orang Asli participants.

Earlier today, Parti Bumiputera Perkasa Malaysia (Putra) highlighted that some parents who sent their children to the Industrial Training Institution in Johor had vented their frustration over Indian students being purportedly exempted from paying fees.

In a statement, the party accused the Human Resources Ministry of abusing its power and misusing public funds for race-based purposes.

The Human Resources Ministry said, meanwhile, that RM5 million was allocated in Budget 2019 to encourage up to 2,000 Indian youths to choose TVET courses.

As of July 1, some 356 Indian youths had enrolled in short-term courses, and the ministry is expecting 218 more to enrol in diploma and certificate courses for the July 2019 session.

The ministry pointed out that this is not the first time an initiative for Indian youths has been implemented.

It said the Youth and Sports Ministry allocated RM11.6 million from 2013 to 2015 for a TVET initiative which involved 671 Indian students.


Comment: All communities should not be left out in the opportunity for education in Malaysia, especially the B40 group. There are certain extremist group in social media & NGO that’s trying to create hatred among the Malays towards other races in Malaysia, as well as portraying that the current PH government is incapable by specifically targeting some Ministers.
DO NOT MIX education with race & politics!

Lepasan TVET digalak sambung pengajian

Lepasan TVET digalak sambung pengajian
Universiti Malaysia Kelantan (UMK) menjadi universiti kelima yang menerima lepasan pelajar Diploma Institusi Latihan Jabatan Tenaga Manusia (ILJTM).

KOTA BHARU: Lepasan diploma program Pendidikan Teknikal dan Latihan Vokasional (TVET) digalakkan menyambung pengajian kemahiran ke peringkat sarjana muda yang ditawarkan universiti tempatan.

Timbalan Menteri Sumber Manusia Datuk Mahfuz Omar berkata pelbagai universiti tempatan kini menawarkan pengajian ijazah yang bersesuaian melalui kerjasama dengan Jabatan Tenaga Manusia (JTM) dalam usaha memperkasa TVET.

“Universiti Malaysia Kelantan (UMK) menjadi universiti kelima yang menerima lepasan pelajar Diploma Institusi Latihan Jabatan Tenaga Manusia (ILJTM).

“Sebelum ini, tawaran pengajian Ijazah ini dijalankan di bawah rangkaian Universiti Teknologi Malaysia dengan gabungan empat universiti iaitu Universiti Malaysia Perlis (UniMAP), Universiti Teknikal Malaysia Melaka (UTeM), Universiti Tun Hussein Onn Malaysia (UTHM) dan Universiti Malaysia Pahang (UMP),” katanya ketika ditemui pada majlis menandatangani Perjanjian Persefahaman (MoU) antara UMK dan JTM di UMK Kampus Bachok di sini hari ini.

Mahfuz menyaksikan pemeteraian MoU itu yang ditandatangani Ketua Pengarah Jabatan Tenaga Manusia, Datuk Muhd Khair Razman Mohamed Annuar dan Naib Canselor UMK, Prof Dr Noor Azizi Ismail.

MoU selama tiga tahun itu bermatlamat untuk membolehkan graduan diploma melanjutkan pengajian ke peringkat lebih tinggi.

Katanya, penawaran itu antara lain memberi peluang kepada pelajar kemahiran mendapat pekerjaan yang lebih baik dengan pendapatan yang lebih tinggi.

“Kerjasama sebegini membentuk semula keyakinan ibu bapa terhadap bidang TVET, kalau dulu tidak berapa yakin dengan pendidikan bidang kemahiran, kini pelajar boleh sambung pengajian hingga ke peringkat ijazah sarjana muda.

“Cuma kita mahu graduan TVET ini mencipta peluang pekerjaan baru atau mencipta produk,” katanya.

Beliau berkata, kerjasama bagi tempoh tiga tahun itu juga merangkumi kerjasama kedua-dua pihak dalam perkongsian teoritikal, teknikal dan praktikal dalam bidang teknik dan vokasional.

“Antara bidang pengajian yang jadi tumpuan kita pula di bidang pemasaran internet, sebab mahu memenuhi keperluan industri dalam menghadapi arus Gelombang Revolusi Perindustrian Keempat (IR 4.0).

“TVET bukan hanya kemahiran teknikal tapi kita juga seiringkan kemahiran lain seperti sektor pertanian yang kita pertingkatkan menggunakan teknologi semasa sebab itu kita juga mahu kementerian lain seperti Kementerian Perdagangan Antarabangsa dan Industri (MITI) untuk bawa pelaburan yang boleh mengguna pakai kemahiran yang dimilik pelajar TVET,” katanya.



Sekarang dah ada  5 Universiti tempatan (IPTA) yang menerima graduan diploma TVET secara rasmi.
Namun, ramai lagi yang tidak tahu bahawa sesetengah Universiti Swasta (IPTS) juga menerima lepasan sijil/diploma TVET (tanpa atau dengan keputusan SPM yang lemah).

Sabar, akan ada pengumuman rasmi dalam masa terdekat (mungkin dalam masa sebulan dua ni), untuk memberi peluang kedua untuk anda yang berkecenderungan teknikal dan tidak menyerlah secara akademik. 

Jika anda ingin tahu tentang peluang yang ada untuk anda sambung ke Ijazah Bachelor atau Masters sebagai seorang graduan TVET, anda boleh MOHON SINI

TAR UC to produce talent for railway industry

Tunku Abdul Rahman University College (TAR UC) Board of Governors chairman Datuk Seri Liow Tiong Lai encourages more students to enter the science stream in school so they can take up engineering and technical courses.

He said this after witnessing the signing ceremony of MoUs and MoA between the college and four China-based companies on Thursday.


Comment: If you are not so academically inclined and interested to further your study in rail related subjects, you may exlore Malaysian Rail Academy

Malaysian Railway Academy (MyRA) offers a wide range of training, education and development programs for KTMB employees and any other interested parties in the field of technical and non-technical areas including rail-related subjects.

We provide rail-related training such as train operations, rolling stock maintenance, permanent way management and maintenance, and signalling system. Training methodology for most training programs include modified lecture, group discussions, observations, practical sessions and on-job training.

Source: MyRA FB Page

NST Leader: TVET – Big room for improvement

(File pix) Only 13 per cent of all upper secondary students are pursuing TVET courses, while merely nine per cent are doing them at polytechnics. Pix by NSTP/Aizuddin SaadBy New Straits Times – June 11, 2019 @ 12:01am

THE world of technical and vocational education and training (TVET) is one of paradoxes and other mind bogglers.

Five thousand TVET and science places are waiting to be filled, yet there are no takers. Puzzlingly, too, TVET grad employability is a very high 95 per cent versus tertiary institution grad employability of an average of 80 per cent.

This the parents and students do not know, says Education Minister Dr Maszlee Malik. Little wonder, only 13 per cent of all upper secondary students are pursuing TVET courses, while merely nine per cent are doing them at polytechnics.

A 2018 report by Khazanah Research Institute (KRI) on The School-To-Work Transition of Young Malaysians lends support to the minister’s claim.

The report quotes job seekers as saying TVET to be the most useful qualification for getting a good job. Yet — here comes another mind boggler — TVET is not a popular education pathway. As Maszlee says, there may need to be a deeper analysis. We agree.

Perhaps, the problem may not be in TVET itself, but in everything associated with it. This maze must be untangled. Consider this.

There are more than 1,000 public and private TVET institutions — 565 public institutions under six ministries and 600 private institutions.

This causes a plethora of problems, says the KRI report. One such is a lack of strategic coordination. This should have been to some extent solved by the Malaysia Board of Technologies — a governance and certification body — launched on Nov 17, 2016. But fragmentation continues. The puzzle thickens.

“Low wages” appear to be standing in the way of TVET, too. To Maszlee, this is a perception problem. It may very well be. And can be solved with some generous dose of awareness.

Remuneration is based on TVET skills acquired and as the skills are upgraded along with the experience gained, salary tends to move up.

But there is hope yet. Maszlee says a cabinet-level committee is hard at work consolidating resources as well as synchronising efforts to ensure stronger branding, more effective governance, funding and accreditation structures to make TVET a primary choice for students.

We will hold our horses until the more “sexy” TVET arrives. Part of this reform involves making the TVET industry responsive, according to deputy director-general at the Education Ministry’s Polytechnic and Community College Education Department, Dr Mohammad Naim Yaakub.

The idea is, he says, to make supply match demand by way of artificial intelligence and big data. This has been the experience of many European countries. European countries have skewed their skills development policy towards encouraging such a match.

KRI sees competency-based training as critical to TVET reform. This allows for the design of practical, demand-driven courses for industry needs.

Competency-based TVET uses short modular courses geared to market industry demand, enabling students to enter the market with a defined set of skills.

Modular courses also come with additional advantages: they promote lifelong learning and are less time-intensive. The rest of the world is heading towards short “nano degrees”. We should too.


Riot dismisses claims that TVET problematic, not systematic

TVET, a relevant choice


Comment: Again, would like to point out that one factor that maybe left out is the fact that current Sijil Kemahiran Malaysia (SKM) & Diploma Kemahiran Malaysia (DKM) holders are facing stumbling block in furthering their study to higher education due to SPM qualification issues, ie passing BM & History and/or with 3 credits as per required by MQA.

Look at bigger picture, says Maszlee

Photo for representation only

KUALA LUMPUR: MORE than 5,000 technical and vocational education and training (TVET) courses and science courses offered by universities, polytechnics and technical universities have not been taken up.

Although those courses have greater job prospects, students are not enrolling in those classes.

They include sustainability science, applied plant science, forest resource technology, product development technology, natural resources science, agribusiness, applied physics, industrial chemical technology and business engineering.

Since 2017, 1,251 courses in public universities have been suspended or cancelled. This number is almost 30 per cent of the total courses offered in public universities.

“Maybe it’s not ‘sexy’ enough, but students don’t understand that those courses allow them to be employed even before they graduate,” said Education Minister Dr Maszlee Malik in an interview with the New Straits Times Press.

He cited the cybersecurity course offered by Politeknik Mersing, where students could gain employment even before graduating.

“But when it comes to TVET courses, people do not understand as it is a term that explains everything under the sun, and it may be too vast.

Kolej Vokasional Setapak fashion students staging a show in Cheras, Kuala Lumpur, recently. FILE PIC

“What I like to emphasise is that there are jobs available in those courses.”

He also said the number of non-Bumiputera students enrolling in polytechnics and technical institutions was very low, and many were focused on entering matriculation and public universities.

“It’s (matriculation) not the only path. We have Form Six, polytechnics, diploma studies and the Teachers’ Education Institute, which do not have any quota. So now, we want others to look at the bigger picture.”

However, Maszlee said there were weaknesses in the ministry’s steps to disseminate information and guide people through the options. In April, he had said the ministry was looking into rebranding TVET programmes, and this included the possibility of changing its name to a more appealing one.

He said the ministry would make TVET a mainstream education choice for students because they viewed it only as a second option and believed it might not help them much in the future.


Comment: Poor public perception aside, I think following are few other issues:
1. The Education Ministry & Human Resource Ministry has not been promoting enough about TVET courses & it’s future & more importantly, effectively.
2. If I’m not mistaken, entrance requirements to these universities, polytechnics and technical universities still requires a pass in SPM BM & History or 3 credits. This actually deprives many SKM or DKM holders who may not qualify academically but yet they are the ones that are inclined to further their study in these technical courses.

Manpower Dept aims to produce more skilled workers

Picture for representation only

SHAH ALAM: The Manpower Department aims to produce more skilled workers than its present 28%.

“We need to reach the target of 35% by 2020,“ said its director-general, Datuk Muhd Khair Razman Mohamed Annuar.

He believes they will be able to meet the target through their Technical and Vocational Education and Training (TVET) programmes.

Muhd Khair said, currently they were in smart partnerships with private entities which conducts TVET programmes.

“Presently, there are 565 TVET public institutions under six ministries, while the private entities have over 600 institutions,“ he told theSun today after attending the Monfort Boys Town’s graduation ceremony.

“This is why the partnership with private TVET institutions is important. In order to produce a bigger percentage of skilled workers, it is vital for both private and public TVET institutions to work closely with us.

“Though TVET focuses on the technical, electronic, electrical, civil engineering, ICT, but we will diversify to hospitality courses soon, because it is a platform that nurtures the interest of the youth.

“In the long term, we want graduates to become entrepreneurs, where they can apply for funding from the skilled development corporate fund when they have undergone the programmes and obtained a certificate,“ he said.

He added that even after the graduates are working, they can upgrade their skills through the institutions recognised by the department.

“We have 32 institutions under the Manpower Department – the industrial training institutes, the Japan Technical Institute in Penang, and advanced technologies centres, which besides running full-time courses, also organise short courses to cater for working adults. Our institutions are open to 11pm.”

Muhd Khair said TVET graduates are equally competent as compared with other graduates from various colleges and universities.