SKILLS training institutes and providers are ready for online learning to be their ‘new normal’.
On April 13, public and private technical and vocational education and training (TVET) providers were given the green light to conduct their training and theory courses online due to the movement control order (MCO).
TVET action committee chairman Nordin Abdul Malek said the guideline is important as it provides direction on implementing programmes that are mainly practical in nature, via e-learning.
“Our hands-on programmes make up 70% of the syllabus.
“We hope this guideline, although only applicable during the MCO, will be used as a benchmark for relevant agencies within the sector to recognise the rigorous training process our students’ go through.”
E-learning, he said, allows skills training institutes and providers to adapt to the assessment of students by external examiners.
“It should be part of our training system even after the pandemic blows over.
“The Human Resources Ministry department of skills development (JPK) should formally implement this system as internationally, institutes are starting to recognise e-learning for skills training, ” he said, adding that many local providers have the facilities to conduct online learning with platforms like Whatsapp, Zoom and Skype.
Nordin believes e-training should be the ‘new normal’ in Malaysia’s skills training system.
We must act now and see how we can best utilise e-learning in TVET, he said.
Describing virtual education as a teaching methodology for tomorrow, he said e-learning management, teaching and assessment, must however, be improved.
“Related agencies too should consider e-learning as part of the entire training process, ” he said, noting that at least 90% of courses like IT, programming, management systems and administrative management, can be done online.
After the guideline was issued, Nordin said a survey was conducted among private skills training institutes on how they ran their courses online.
“We found that most of them do not have issues conducting online learning and training, and that their students are comfortable with this method as they are accustomed to using gadgets and social media.
“For them, it’s new and fun, ” he said, adding that these institutes recorded an improved e-learning participation rate, with at least 75% of their students joining the sessions.
The guideline is a good initiative, Federation of JPK Accredited Centres (FeMac) president P. Sailanathan said, as it ensures that there will be no serious disruption to learning.
This, he said, is a good time for skills training institutes to embark on technological changes.
“Students are more tech savvy these days. Online learning provides room for freedom on how students want to learn.
“Skills training institutes must ensure that online classes are attractive enough to capture their students’ attention. Going digital is the way forward”
Change, he said, is inevitable with the fourth industrial revolution and we must adapt or risk losing out.
ALL theory and practical components of TVET can be conducted online if they meet the Performance Criteria and Assessment Criteria, Human Resources Ministry department of skills development (JPK) director-general Zaihan Shukri said.
These criteria which are listed in a guideline, he said, involve safety, attitude and application of equipment aspects as set out in the National Occupational Skills Standards.
Home-based skills teaching and training must:
> ensure that the teaching and learning processes are carried out as planned in a safe environment.
> be effectively implemented during the MCO period by the institutes’ management.
> be a collaborative effort between parents or guardians and the institutes to ensure the continuity of students’ training and learning despite them not attending classes.
> be conducted on the training institutes’ premises after the MCO, if it is not carried out via e-learning.
> involve appropriate learning methods based on the capabilities and readiness of the trainees; using easily accessible communication and application platforms.
Must read till the end on the comment section if you seriously consider the TVET pathway or: 1. Already a TVET graduate with SKM/SVM/DKM/DVM 2. Has been working in a particular TVET/skills industry for more than 3 years.
SPM school leavers must know what they want to become one day, what programmes to pursue, and what qualifications are needed to get into the programmes.
WITH Sijil Pelajaran Malaysia (SPM) results expected to be announced next month, school leavers should begin planning their future and start looking at study options.
There is no lack of choice in terms of programmes at public and private higher-learning institutions that cater to hands-on students and the academically-inclined.
Education Ministry Higher Education Department deputy director-general Professor Datuk Dr Mohd Saleh Jaafar said there are many options for SPM school leavers.
“They include certificate courses, foundation studies, matriculation and diploma programmes at private and public universities, colleges, polytechnics, community colleges and skills training institutes.
“Others include degrees offered by the Malaysian Institutes of Teaching Education (IPGM),” he said.
“There is also Form 6, where school leavers can enter university after sitting for Sijil Tinggi Persekolahan Malaysia (STPM).”
He said each option has its own merits.
“School leavers, either with SPM or STPM (or equivalent) qualification, must have in-depth discussion with their parents, family members, their counselling teachers and seniors, perhaps, to gain information and gauge which option is best.
“They must take into account their own interest and what the future holds,” he said.
Chen Ai Koon, a counselor at SMK Seri Serdang in Seri Kembangan, Selangor, said there are basically two pathways after SPM.
The first is the pursuit of professional careers like medicine, accounting, engineering and architecture. Second is for those who are keen on skills-based jobs.
The first pathway, she said, provides a faster route to getting a degree, which involves taking up pre-university programmes like matriculation, foundation studies or Form 6. The second is the technical and vocational education and training – TVET pathway, which involves taking up certificate and diploma courses.
“The main aim of a diploma programme is to produce a semi-professional workforce.
“A diploma gives an opportunity for SPM school leavers who did not qualify for pre-university studies to be trained for the working world.
“However, if the diploma student can prove that he or she is able to excel in studies, he or she will have the opportunity to continue to a bachelor’s degree. It is important to note that this is not an automatic process.”
To decide on the pathway, Chen said SPM school leavers must know what they want to become one day, what programmes to pursue, and what qualifications are needed to get into the programmes.
Saleh said when choosing between a public and private university, both have their own strengths and specialties.
“The quality of universities can be seen in the QS World University Rankings and local MyQuest Rating.
“Students should choose their programmes wisely by looking into the prospective university’s QS World ranking and MyQuest Rating scores. The quality of programmes should be a key factor.
“In addition, students should consider their financial ability to ensure that they are not burdened with problems during studies and after graduation.”
Saleh said tuition fees at public universities are subsidised by the government to help students obtain high-quality education at a low cost.
There are also sponsorships provided by government agencies, such as the Public Service Department and Education Ministry scholarship department.
“Besides those, private entities like Yayasan Tenaga National, Petronas, Telekom Malaysia and Bank Negara Malaysia also offer their own scholarships.
“This initiative will help poor, deserving students obtain a higher education,” he said.
On the prospects of SPM school leavers enrolling directly in higher education institutions, Saleh said looking at the past three years’ trend, there is a better success rate.
“A total of 50.1 per cent of eligible SPM candidates were offered a seat in the 2017/2018 academic session. This percentage increased to 86.5 in the 2018/2019 academic session.
“However, for the 2019/2020 academic session, only 69.09 per cent were offered places in certificate, foundation and diploma programmes at public universities, polytechnics, community colleges and skills training institutes,” he said.
This year, with the implementation of the “Single-window, single-offer” concept — where matriculation and places for the Bachelor of Education (PISMP) at IPGM will also be offered via UPUOnline — the university enrollment of SPM school leavers is expected to increase.
For 2020, I am expecting to see higher demand for TVET programmes since the government is focusing on initiatives that produce highly-skilled workers to cater to the Fourth Industrial Revolution.
This is the time for school leavers to grab the opportunities. Choose what is best for you. Don’t close your door to TVET pathway.
Education Ministry Higher Education Department deputy director-general Professor Datuk Dr Mohd Saleh Jaafar
To assist students in making their choices, Higher ED will be running an in-depth series on choices after SPM over the coming weeks. Don’t miss it!
Comment: Based on the mid-term review of 11th Malaysia Plan, Graduate employability rate for higher education has improved steadily over the years from 76.1% in 2015 to 79.1% in 2017. Nevertheless, feedback from industry highlighted that graduates lacked problem-solving and communication skills. Moreover, the percentage of graduates employed in the semi-skilled job category increased from 28.2% in 2015 to 35.2% in 2017 implying a mismatch and underemployment.
PUTRAJAYA: Penawaran program pengajian Pendidikan Teknikal dan Latihan Vokasional (TVET) akan dikaji dan dijajarkan semula mengikut kehendak industri bagi menyediakan graduan berdasarkan bidang tumpuan ekonomi mengikut wilayah atau lokaliti yang dikenal pasti dalam Wawasan Kemakmuran Bersama (WKB) 2030.
Perdana Menteri, Tun Dr Mahathir Mohamad yang juga pemangku Menteri Pendidikan berkata, selari dengan Wawasan Kemakmuran Bersama, TVET dijadikan sebagai antara pemboleh daya yang dapat menyumbang ke arah pembentukan negara membangun yang makmur dan inklusif.
Bagi tahun 2020, katanya Kementerian Pendidikan (KPM) dan semua kementerian penyedia TVET yang lain akan memberi penekanan terhadap pelaksanaan Peta Strategi Pemerkasaan TVET yang telah dihasilkan oleh Jawatankuasa Kabinet Pemerkasaan TVET.
Ia bagi menghasilkan graduan TVET yang seimbang, holistik dan berciri keusahawanan seterusnya menjadi pekerja berkemahiran tinggi yang menyumbang terhadap produktiviti dan pertumbuhan ekonomi negara, katanya.
“Kesemua pihak terbabit perlu memastikan wawasan TVET yang diterajui industri bagi mengurangkan permasalahan ketidaksesuaian kemahiran, kebergantungan kepada buruh asing dan akhirnya menghasilkan graduan TVET yang memenuhi keperluan industri dapat kita capai,” katanya pada majlis amanat dan aspirasi bersama warga Kementerian Pendidikan di sini, hari ini.
Dalam pada itu, Dr Mahathir berkata bagi menyediakan murid mengharungi Revolusi Industri Keempat, KPM akan memastikan peningkatan pendidikan Sains, Teknologi, Kejuruteraan dan Matematik (STEM) dari pelbagai segi.
Peningkatan itu termasuklah bilangan murid yang mengambil mata pelajaran STEM, kemahiran penyampaian guru, aktiviti kolaboratif bersama pihak industri dan penglibatan ibu bapa dalam memupuk minat murid untuk mengambil STEM, katanya.
“Untuk menarik lebih ramai murid menyertai bidang STEM, mulai tahun ini, kementerian telah menyediakan lebih banyak opsyen untuk murid memilih mata pelajaran elektif di bawah pakej STEM selain sastera dan kemanusiaan,” katanya.
Dr Mahathir berkata Pelantar Pembelajaran Digital Kementerian yang dibangunkan pada 1 Julai 2019 akan terus digiat dan dimantapkan tahun ini sebagai pemangkin pengajaran dan pembelajaran digital dalam kalangan guru dan murid melalui kebolehcapaian bahan yang lebih mudah dan meluas.
“Kandungan kurikulum juga dirangka merangkumi elemen-elemen seperti Objek Rangkaian Internet (IoT), pengekodan, robotik dan data raya atau big data dalam mata pelajaran di sekolah rendah dan menengah untuk menarik minat murid dan memudahkan penguasaan ilmu yang hendak disampaikan,” katanya.
REALISING the indispensable role of Technical and Vocational Education and Training (TVET) skills to meet labour market demands, Yayasan Sime Darby (YSD) has extended its provision for the YSD Skill Enrichment Programme.
This is in line with the ongoing reform in the TVET sector which focuses on equipping the youth with employable skills in Malaysia.
Through YSD’s collaborations with its TVET partners, the fields of vocational study opportunities offered under the programme are broadened to support more Science, Technology, Engineering, and Mathematics (STEM) and creative arts courses.
Since 2012, the foundation has been awarding scholarships and bursaries worth over RM34 million to more than 1,300 students under this category.
“With the YSD Skill Enrichment Programme launched today, YSD’s annual allocation for TVET bursaries has increased more than 10-fold from 35 to 400, and we remain focused on assisting needy students,” he said last Wednesday.
Tunku Imran added that it was reported that currently, almost 90 per cent of TVET graduates have been able to get a job after graduation. With the support of the foundation’s TVET partners, YSD intends to push the number higher.
The event also saw YSD hosting its annual Scholarship Award Ceremony with the foundation awarding over RM21 million worth of various scholarships and bursaries to 584 deserving individuals, a majority of which are from underprivileged households.
In line with the government’s agenda to enhance TVET skills among Malaysian youth and recognising TVET as one of the keys to fulfil the country’s aspiration to become a developed nation, YSD is working with four strategic partners: The Department of Polytechnic and Community College Education under the Education Ministry, Sime Darby Industrial Academy, Ramsay Sime Darby Healthcare College and KRU Academy.
Under YSD Special Needs Bursary Programme (undergraduate and diploma bursaries for persons with disabilities), 29 recipients received more than RM1.04 million.
The YSD Special Support Bursary programme (undergraduate and diploma bursaries for students with monthly household income of RM4,000 and below) saw 216 recipients with bursaries worth RM7.56 million.
39 students with outstanding academic achievement and strong leadership qualities were awarded excellence scholarships worth RM4.75 million to pursue pre-university, undergraduate and postgraduate studies at universities in Malaysia, United Kingdom and China.
YSD also celebrated individuals with compelling stories who have weathered many challenges to beat the odds. Among the YSD scholars celebrated this year are individuals with compelling stories who have weathered many challenges to beat the odds. One of them is YSD’s TVET scholar Muhammad Afiq Aminuddin, who was awarded the YSD Role Model Award 2020. .
Afiq, 29, who hailed from a single-parent B40 household in Penang completed his Certificate in Heavy Equipment from Sime Darby Industrial Academy in 2011. He worked at Sime Darby Industrial – Tractors Malaysia as a mechanic and electrician in heavy equipment maintenance and is now an accomplished field mechanic for Baker Hughes, an international energy technology company.
Muhammad Firdaus Abu Hassan, 29, the recipient of YSD Inspirational Award 2020, has proven that success is not beyond reach despite disability and poverty. Being completely blind since the age of 14, he remained ambitious and tenacious in chasing his goals.
He graduated with a Bachelor of Arts in Anthropology & Sociology, and then a Master of Professional Counselling, both with flying colours. His life story was documented and analysed in a postgraduate study to understand the development of resilience in the underprivileged.
Education has been the main thrust of YSD since its inception in 1982 to offer wisdom, expertise and assistance at all levels of education to promote and advance what people believe they can achieve, especially the underprivileged. To date, YSD has committed over RM289.7 million for scholarships and bursaries, benefitting a total of 4,441 students from diverse backgrounds.
KUALA LUMPUR, Jan 18 — Empowering Technical and Vocational Education Training (TVET) by developing a more relevant new policy in implementing TVET’s agenda in line with industry needs was part of the Ministry of Human Resources’s plan throughout 2019.
This was outlined in the Ministry of Human Resource’s 2019 achievement report to strengthen the various sectors under the ministry led by M. Kulasegaran, while also committed to championing the rights of workers in the country.
Touching on issues related to workers including skills upgrading, TVET education, security, law and others in the 32-page report card, the Ministry of Human Resources is committed towards improving every aspect in line with fulfilling the promises contained in the Pakatan Harapan’s manifesto.
According to Kulasegaran, the new system is responsible for accrediting TVET programmes offered by public and private TVET institutions based on the Second Edition Of The Malaysia Qualification Framework (MQF 2.0) which was approved at the MQA Council Meeting in December 2017.
“To date, there are 42 NOSS related to IR 4.0 as a result of TVET’s National Master Plan Development Study towards a developed nation and the direction until 2030 will be used by policy makers in the process of reforming TVET implementation in Malaysia,” he said. The efforts to empower the TVET field did not stop there when the ministry took the initiative to expand its field of study by signing a memorandum of understanding (MOU) with Private Secondary School (SUWA) on May 23, 2019 at Kolej Universiti New Era in Kajang.
“The collaboration between the two entities led to the ministry’s involvement in allowing SUWA students to attend training programmes at 32 Department of Human Resource Training Institutes (ILJTM) and enabling the ministry to consider loan applications or scholarships to eligible students for further study in TVET programmes, Vocational Training Officers (VTO) and so on,” he said. — Bernama
WITH the year fast drawing to a close, Higher ED looks back at the highlights and events that have shaped and influenced the tertiary education space.
This year, Malaysia took great strides to provide inclusivity and quality education to various levels of the society.
Increased pathways were created for access into education at various higher education institutions (HEIs). There was a keen focus on making tertiary education provide graduates with relevant skills and knowledge that would fit both industry demands and society needs as well as push further the pursuit of knowledge.
These were all drawn up via a clear framework stipulated in the Education Minister’s 2019 Mandate that was unveiled in January where four key directions were cited for higher education ― quality, autonomy, collaboration and internationalisation ― that aimed to bring back credibility to universities.
In preparing students to become society’s troubleshooters, *universities must create collaborations with various parties, such as schools, polytechnics and vocational colleges.
For Technical and Vocational Education and Training (TVET), the ministry would continue to improve its institutional capabilities to be on par with other educational pathways.
A harmonised accreditation system with quality assurance would be established to enable student mobility in TVET institutions.
The quality and delivery of TVET programmes would be increased to improve the skills of graduates through an industry-led approach, removing duplication of programmes and resources, increasing cost-effectiveness and expanding TVET funding.
Plans on access, wider pathways for furthering education, autonomy and quality education were generally made good on as the year progressed.
The Education Ministry announced special pathways to public universities for four groups, namely, people with disabilities, athletes, Orang Asli and those in the B40 group in early March.
Students from these priority groups do not have to compete with the mainstream group to pursue their tertiary studies.
In line with the ministry’s Education for All concept, this initiative follows in the footsteps of developed countries in prioritising the admission of athletes into varsities.
Some 51,191 students from B40 group benefited from the special routes to public universities and special training institutes, of which 32,282 made it into public universities.
HEIGHTENED FOCUS ON TVET
To formulate more relevant policies to implement the TVET agenda according to industry needs, the TVET Empowerment Committee named Maszlee chairperson in May.
In July, the Malaysian Qualifications Agency revealed that there would soon be alternative pathways to provide opportunities for working adults and undergraduates to have a PhD qualification.
MQA chief executive officer Datuk Dr Rahmah Mohamed said the agency was carrying out an implementation study of the next phase of the Accreditation of Prior Experiential Learning (APEL) programme where work experience could be translated into a masters or doctoral degree, or speed up the process of getting a PhD.
Defined as a systematic process involving identification, documentation and assessment of prior experiential learning, the programme thus far has created access to certificate, diploma, bachelor’s degree and master’s degree study programmes to individuals with working experience but lack or are without proper academic qualifications.
MQA targeted to introduce APEL T-8 and APEL Q next year that would give access to PhD level qualifications. APEL T-8 is an extension of APEL A, which provides higher education opportunities based on a person’s working experience.
APEL Q awards master’s and doctoral level academic qualifications without class attendance.
The purpose of the various initiatives is to ensure there is a growth in the number of postgraduate degree holders, in line with the country’s aspiration of becoming a high-income nation.
To level up human capital in the country, Finance Minister Lim Guan Eng, when tabling Budget 2020 in Parliament in October, announced an allocation of RM64.1 billion in 2020 for education ― reflecting the government’s commitment to provide quality education at different stages of life for the rakyat.
From the sum, a whopping RM5.9 billion is dedicated to mainstreaming TVET which include, among others, funding to strengthen the synergies between the public and private sectors through increased allocation for State Skills Development Centres and Public Skills Training Institutions as well as expanding pathways for TVET graduates to pursue further studies and secure jobs.
To encourage adult learning, Lim said the Employees Provident Fund will be allowed to facilitate the withdrawal for qualifications attained at certificate level, especially for accredited programmes that are in line with the nation’s IR4.0 aspirations.
The withdrawal scheme will include members’ parents and spouse.
A RM20 million allocation will be made available to be matched by another RM20 million from the Human Resource Development Fund towards having working adults take up professional certification examinations in fields relating to IR4.0.
Emphasis on learning opportunities under MARA and Yayasan Peneraju Pendidikan Bumiputera for low-income and rural bumiputeras through education institutions such as Kolej GIATMARA and Universiti Kuala Lumpur will be continued with an allocation of RM1.3 billion for education institutions under MARA for 2020, with a further RM2 billion allocated for student loans, benefiting 50,000 students. In addition, RM192 million is also allocated for professional certification programmes under Yayasan Peneraju.
To drive economic growth in the digital era, the government encourages the provision of technology scholarships, training and upskilling for digital skills for communities in need through the concept of Digital Social Responsibility (DSR).
DSR is the commitment by businesses to contribute to digital economic development while improving the digital skills of the future workforce.
Enhancing the research and development framework was also cited as a key strategy to drive economic growth in the new economy.
For that, Lim announced that the government will allocate RM30 million for R&D matching grants for collaborations with industry and academia to develop higher value-added downstream use of palm oil, specifically tocotrienol in pharmaceuticals and bio-jet fuel.
“To promote commercialisation of R&D from the public sector, research universities, beginning with UM, will establish a one-stop Innovation Office to transform intellectual property into commercially exploitable opportunities,” said Lim.
In November, the Education Ministry announced the replacement of the science/arts streaming system in upper secondary into a system where students can choose from 89 elective subjects grouped in two packages: STEM (Science, Technology, Engineering and Maths), and Arts and Humanities under the new Secondary Schools’ Standard Curriculum (Upper Secondary) or KSSM Menengah Atas.
This will give students a taste of what they might pursue at tertiary education level and maybe even get a headstart in their desired future careers.
In a briefing, Education Ministry deputy director-general (policies and development) Dr Habibah Abdul Rahim advised students to pick their subjects wisely because it paves the way for their future.
She added that the students can change subjects midway through schooling but noted that it will not be an easy feat because there will be a lot of catching up to do.
1. Acts as a bridging program to matriculate TVET/SKM/DKM graduates to university. 2. Provides an opportunity for TVET/SKM/DKM graduates to enhance career, especially to a managerial position with better leadership skills. 3. Elevates social status of TVET/SKM/DKM graduates and experienced skills personnel.
Untuk masuk KV, pastikan pelajar tu BETUL2 minat dan betul2 rajin. Bukan ikut kawan.
Di KV, ramai pelajar yg kecundang tengah jalan sebab tak minat dan tak rajin. Sebab:
1. Bila tak minat, jadi malas. 2. Bila malas, kerja x siap dan bertangguh, serta tak boleh nak catch up. 3. Bila kerja x siap, markah PB (Pentaksiran Berterusan, 70% utk matapelajaran vokasional, 30% utk matapelajaran akademik) rendah. Bila tak mencapai tahap minimum, gagal PB. Gagal PB, sia2 je dtg exam akhir, sebab pointer akan gagal jugak.
Pelajar KV bukan automatik dapat diploma. Diorg kena lalui 2 tahun sebagai pelajar SVM (pradiploma atau pelajar sijil), bila lulus dengan minimum 3 kredit (2 kredit Vokasional, 1 kredit lg lulus BM setara SPM), baru ditawarkan ke peringkat DVM (Diploma).
Itu pun, bergantung pada prasyarat program. Ada program yg pelajar wajib lulus Matematik, ada yg wajib lulus BI, baru ditawarkan ke DVM. Da diorg wajib lulus satu kursus khas bernama Core Abilities (CA).
Bermakna utk layak ke DVM, wajib: Lulus matapelajaran vokasional minimum 2 sem (1 sem = 1 kredit) Lulus BM setara SPM Lulus CA Pointer minimum 2.67 Vokasional n 2.00 akademik.
Utk yg nak tau ttg sistem pembelajaran di KV, ok begini.
Pelajar sijil wajib menghadiri sesi PDPC dari jam 8-5 (rehat jam 1), manakala pelajar diploma, jadualnya agak relax kebanyakannya paling lewat akan habis kelas jam 4. Tp ni pun bergantung pada program. Sb setiap program, tak sama jam kredit. Pelajar masih ambil matapelajaran akademik:
Untuk SVM: BM (setara SPM) Sejarah (setara SPM) BI Maths (Teknologi atau Sosial, bergantung pada program) Sains (Teknologi atau Sosial, bergantung pada program) Agama/Moral PJ Core Abilities (mcm pelajar SKM di ILP)
Untuk DVM: Pengajian Am Bahasa Komunikasi (Arab/Mandarin) Matematik (bergantung pada program) Sains (bergantung pada program) BI Dan beberapa matapelajaran lg bergantung pada program yg diambil.
Tapi kena tahu juga, yg SEMUA pelajar DIWAJIBKAN untuk terlibat dlm SEMUA aktiviti kolej, tanpa mengira SVM atau DVM. Yuran PIBG, dan asrama pun tiada perbezaan utk pelajar SVM atau DVM.
Kurikulum di KV tak sama dengan SMK. Kami tak guna buku teks sekolah, melainkan BM n Sejarah. Contohnya Akaun, pelajar bukan diajar prisip, tp pelajar terus didedahkan dgn cara utk buat kitaran perakaunan terus. Daripada proses kutip dokumen (pelajar akan pegang dokumen), pemfailan, hinggalah tutup akaun. Dan di peringkat diploma, pelajar akan belajar cara mengaudit akaun yg diorg dh buat tu.
Pelajar KV jugak kena sangat2 rajin. Sebab mcm sy sebut kat atas, diorg ada PB. PB ni diuji dlm kelas, amali n teori. Soalan2 yg digubal dipantau oleh pegawai dari Lembaga Peperiksaan sendiri dari semasa ke semasa. Jd tiada alasan kata KV tak diiktiraf. Pelajar yg kerap tak hadir, akan ketinggalan banyak benda, terutamanya ujian PB. Bila tertinggal, maka gagallah dia.
DVM pulak, syarat2 mcm dekat UA applied di sini. Cthnya kehadiran minimum 80%. Lulus LI. Dan sebagainya.
Selain dari tu, kena tau juga, walaupun pelajar KV dah boleh masuk IPTA, tp sasaran KV adalah utk menghasilkan 70% graduan BEKERJA, bukan utk sambung degree terus. Kalau nak sambung study, kami akan sarankan pelajar utk sambung SKM 4 n 5 berbanding degree, sebab degree lebih kepada teori, berbanding SKM, kurikulumnya lebih sepadan dengan pelajar KV.
Pelajar KV TIADA SPM. Tapi mereka WAJIB ambil BM dan Sejarah Setara SPM yg mana, dua subjek ni boleh digunapakai utk pelajar KV memohon utk bekerja dlm sektor awam menggantikan SPM (ada pekelilingnya). Yg ni, pelajar KV ramai ambil mudah. Sangat ramai pelajar KV gagal dlm dua matapelajaran ni, secara tak langsung, menggagalkan mereka dari sambung ke peringkat DVM jugak.
Tp untuk makluman jugak, SEMUA soalan Penilaian Akhir (final exam) yg diadakan pada setiap hujung semester, adalah dikelola oleh Lembaga Peperiksaan sendiri. Penggubal soalan dan Pemeriksa adalah yg pegawai dilantik oleh LP. Bukan cikgu sendiri yg buat soalan. Even result pelajar pun dikeluarkan oleh LP. Bukan bawah kolej. Yg menentukan pelajar lulus atau gagal, layak ke peringkat DVM pun, LP. Kolej tiada kuasa dlm bab ni.
(Please refer to latest update by KPM. According to some KV teachers, students now can continue their studies in IPTA).
Sumber: Dikongsi oleh seorang guru KV di FB Sila rujuk dengan Kementerian Pendidikan Malaysia untuk maklumat lanjut dan terkini untuk segala pertanyaan tentang KV sebab min bukan pakar dalam sektor ni ya.
PUTRAJAYA: Sejajar usaha melahirkan pekerja berkemahiran tinggi, Kementerian Sumber Manusia mencadangkan pemberian insentif kepada pekerja tempatan yang mahu menambah kemahiran menerusi Latihan Pendidikan Teknikal dan Vokasional (TVET).
Kertas kerja bagi pemberian insentif khas berkenaan sedang disediakan kementerian sebelum dibentangkan kepada Kabinet.
Menteri Sumber Manusia, M Kulasegaran, berkata pihaknya mengambil contoh Singapura dan beberapa negara lain yang memberikan setiap pekerja insentif dalam lingkungan RM500 sebulan jika mereka mendalami bidang kemahiran.
“Saya memberi contoh, anda bekerja sebagai pemberita, hendak sambung belajar kemahiran lain selepas waktu kerja, bolehlah pergi belajar.
“Mungkin tiada wang untuk bayar yuran, jadi kita sediakan insentif dari institusi tertentu atau daripada sumbangan anda (pekerja) kepada Tabung Pembangunan Sumber Manusia (HRDF), jadi kita gunakan dana itu,” katanya dalam satu temubual dengan BH di pejabatnya di sini, pada Selasa.
Kulasegaran percaya pemberian insentif itu antara langkah mencapai sasaran kerajaan dalam Wawasan Kemakmuran Bersama (WKB) bagi melahirkan 35 peratus pekerja berkemahiran tinggi menjelang 2030.
“Sekarang pekerja berkemahiran dalam negara ada dalam lingkungan 28 peratus, dan ini masih jauh berbanding sasaran itu.
“Kalau banding dengan negara maju seperti Singapura, mereka mempunyai kadar 55 peratus pekerja berkemahiran.
“Jadi, kenapa kita perlu ada pekerja berkemahiran, sebabnya dengan ada kemahiran gaji diperoleh lumayan, produktiviti akan tinggi dan meningkatkan mobiliti dalam memperkasa pekerja.
“Ini yang kita sedang difikirkan apa yang boleh kerajaan lakukan supaya setiap pekerja tempatan dalam negara boleh dapatkan kemahiran dan TVET memainkan peranan itu,’ katanya.
Selain itu, katanya, pemikiran baharu perlu diterapkan supaya pelajar menjadikan bidang TVET sebagai pilihan pertama untuk melanjutkan pelajaran.
“Malah bagi kementerian sendiri, di institusi latihan sedia ada kita mempunyai 16,000 penuntut bidang kemahiran tahun lalu dan jumlah ini meningkat kepada 18,000 penuntut tahun ini.
“Dengan trend ini, kita yakin tidak ada masalah untuk mencapai sasaran 23,000 penuntut TVET tahun hadapan.
“Kalau kita lihat negara maju seperti Switzerland, Jerman, Korea Selatan, Taiwan dan Jepun, di sana selepas menamatkan pelajaran, 60 peratus golongan mudanya melanjutkan pengajian dalam TVET dan bukannya akademik. Walaupun akademik mustahak, tapi bezanya sekarang perlu ada sokongan dengan TVET,” katanya.
Sehubungan itu, katanya kerajaan menyeru ibu bapa lebih memahami perubahan semasa berbanding zaman dahulu yang lebih memberi tumpuan kepada akademik dan menjadikan TVET pilihan kedua atau terakhir.
Tambahnya, kementerian juga akan turun padang ke segenap pelusuk, termasuk kampung dan pedalaman bagi bertemu generasi muda dan mereka yang sudah berusia bagi menerangkan kelebihan bidang TVET.
Sambutan HPTN bertemakan ‘Profesion Bidang Teknikal Teras Kemakmuran Bersama’ buat julung kali itu sebagai tanda penghargaan dan pengiktirafan atas jasa disumbangkan profesion teknikal dalam landskap pembangunan negara.
Pelancaran Sambutan HPTN 2019 dimulakan dengan ucapan aluan oleh YB Tuan Baru Bian, dan seterusnya dirasmikan secara rakaman video oleh Perdana Menteri, Tun Dr Mahathir Mohamad.
Di dalam ucapannya beliau berkata, pekerja bidang teknikal perlu dilengkapkan dengan kemahiran terkini secara ‘upgrade’ dan ‘upscaling’ berdasarkan perkembangan teknologi dan keperluan industri masa hadapan. Menurut beliau lagi, ia selaras dengan perkembangan global terkini, khususnya Revolusi Industri 4.0 (IR4.0) berpaksikan kepada teknologi terkini yang menyasarkan persekitaran industri, ekonomi dan kehidupan lebih pantas, pintar dan dinamik.
Kejayaan sesebuah negara tidak akan dapat dicapai tanpa adanya sumber tenaga kerja terlatih, kompetitif dan mempunyai kepakaran dan keupayaan terkini. Beliau berkata, negara maju seperti Jepun, Amerika Syarikat dan Jerman menekankan pendidikan Sains, Teknologi, Kejuruteraan dan Matematik (STEM) serta Pendidikan dan Latihan Teknikal dan Vokasional (TVET) sebagai agenda utama pendidikan untuk menghasilkan lebih ramai profesion teknikal.
Katanya lagi, Malaysia juga tidak ketinggalan dalam memastikan STEM dan TVET diutamakan. Menurutnya, di negara maju profesion teknikal memberikan sumbangan besar kepada pembangunan negara, sebagai contoh tujuh daripada 10 syarikat terbesar negara di Jerman bernilai Euro 170 bilion adalah berasaskan teknikal seperti ICT, telekomunikasi dan automotif. Negara maju berkenaan sentiasa menekankan inovasi dan penghasilan teknologi terkini, sehingga menjadi antara negara paling banyak mendaftar paten antarabangsa.
Di antara aktiviti yang telah berlangsung sepanjang hari pertama Sambutan HPTN 2019 adalah seperti berikut:
He hoped the move pioneered by the ministry could fortify the development of the best human capital in Technical and Vocational Education and Training (TVET) in line with the challenges of technological changes, hike in global worker migration and world climatic changes.
“It is hoped that the effort can stabilise skills training to support industrial development and technological mastery and subsequently reduce national dependency on technology and skilled manpower from abroad,” he said in his speech at the launching of SkillsMalaysia 2.0: SKILL4ALL Towards New Collar Job at the Ipoh Industrial Training Institute here today.
He said current data proved that TVET graduates could more easily find jobs, when overall 92% of its graduates obtained employments, compared to 30,765 graduates or 59.9 graduates at the first degree level and upwards who had yet to find work a year after graduating.
He said this situation proved that there was a mismatch between the qualifications of the graduates produced by the Institutions of Higher Education with the skills needed by the industry and it must be rectified.
Realising this reality, Sultan Nazrin said the approach and training at TVET institutes should be engineered by introducing the best practices in management, drafting together and designing programmes and training deliveries.
He said focus must be given towards boosting the ability of independent learning with the approach depending on problem-based learning, project based learning and production based learning approaches.
“The learning of this new method will provide the exposure to the students on the real working world. The National Occupational Skills Standard which is the foundation of training curriculum development must be boosted in line with the development of digital technology,” he said.
In addition, Sultan Nazrin said TVET programmes must ensure that trainees were equipped with soft skills encompassing non-academic skills such as positive values, leadership, team work, communication and continuous learning.
He said the aspect of ethics and moral must mandatorily be made important components so that technocrats and skilled workers produced adhered to the principle of trustworthiness, integrity, sincerity, being anti-corruption and not abusing power.
Sultan Nazrin said the employment world would change significantly in the Fourth Industrial Revolution era including, among others, the automation technology minimising the involvement of humans in many job sectors.
He said a study by the World Bank together with agencies under the Human Resources Ministry, Talent Corp and the Institute of Labour Market Information and Analysis in 2018 revealed that 50% of jobs in Malaysia faced a high risk of being automated, while 25% more faced a moderate risk.
He said employers in the Fourth Industrial Revolution era would need workers who had holistic skills encompassing emotional intelligence, analytical thinking, active and wise in decision-making, able to think creatively and critically and had effective communication ability.
“Employments in the future require workers who have social interactive skills, artistic expression, collaborative attitude, empathy and intelligence,” said Sultan Nazrin.
On the term new collar jobs which was introduced by IBM chief executive officer Ginni Rometty at the end of 2016, Sultan Nazrin said it made effort to identify the new types of work that would exist a must.
“New types of technical jobs stress specifically on skills and no longer academic degrees which are general in nature to simultaneously show the tendency of demand for manpower by the industry currently will no longer depend on academic qualification but but more dependent on the skills possessed,” said Sultan Nazrin.