Category Archives: TVET & Vocational Training – Malaysian News

Make TVET accessible to the economically disadvantaged

I LAUD Human Resources Minister M. Kulasegaran’s call on small and medium enterprises to hire those with technical and vocational educational training (TVET). Globalisa­tion has made TVET more relevant as employers’ appetites for skilled workforce increase.

But as someone who’s been in the TVET business for the past 23 years, I think the government should not look at promoting TVET in isolation, eg building more training institutes or raising enrolment there. There’s a whole ecosystem that goes into lifting TVET education in Malaysia to the next level.

Firstly, most of those who enrol for technical and vocational courses are not academically-inclined, including a sizable chunk from the lower income group. While many enrol in publicly-funded institutions, where the fees are very cheap, if not free, a large number fall through the cracks. They cannot afford to enrol in privately-run TVET programmes, which is a waste.

Many private TVET providers offer quality programmes, some of which are mapped to international accreditation such as City and Guilds in London. And it does not cost a bomb to enrol a student there, given the immense economic returns upon the students’ successful completion of these programmes.

Transportation costs is also a problem. Eventually, many drop out and end up working in places like fast-food chains or as despatch riders.

Tackling the problem is not difficult. The government or MPs can assist their constituents with transportation costs, such as sponsoring the Rapid My100 or My50 passes. Providing, or working together with GLCs to provide, meal allowances can also go a long way in ensuring these students do not quit midway.

Any costs in making TVET more accessible to the economically disadvantaged is negligible when weighed against the economic returns.

DAMIEN LIM BENG HOOI
Taman Puteri Puchong, Selangor

Source: https://www.thestar.com.my

Comment: There are few reasons why many students do not enroll in public institutions, despite very minimal fees or free. Top 3 reasons (from surveys in few TVET groups in FB)

1. Most are unaware that these public institutions exist – Good news is that admin has compiled a list here)
2. Public TVET institutions that’s near the student’s home does not offer the courses  that they are interested with (Fill up form here to enquire about the course that may possibly available to you)
3. Private TVET institutions are located in strategic locations & producing graduates with possibly dual/multiple certifications as well as strong industry network (employment) 

TVET curriculum to simulate actual workplace, says Kula

PETALING JAYA: The Technical and Vocational Education Training (TVET) curriculum will soon simulate actual workplace situations.

These learning modules, which look to better prepare students for the working world, will be embedded into the curriculum.

Human Resources Minister M. Kulasegaran (pic) said the modules, known as “Problem, Project, Production”, are intended to engage students with real world tasks.

These are some of the measures that will be implemented soon, he said, to strengthen and improve the TVET delivery implementation.

His speech text was read by human resources department planning and research division director Junita Mohamed Ali during the Malaysian TVET Forum 2019.

On Jan 20, StarEdu reported that a new national framework sets out to level the playing field between academics and TVET, offering students more career options for their future.

“TVET is a branch of education that cannot be overlooked by any government.

“Chief among (these measures) is to elevate the quality of TVET programmes as well as TVET instructors; it is essential for instructors, public or private, to gain industrial experience so as to ensure they will be kept abreast with technology,” said Kulasegaran.

“The plan also includes continued funding under the Skills Development Fund (SDF) for TVET students who pursue high demand programmes by industries.

“Existing SDF loan mechanism for employee upskilling and reskilling will be revamped to increase the number of recipients through a cost-sharing arrangement with the industry.

“It’s important for the industry to be deeply involved in the financing aspect of TVET.”

To further strengthen TVET delivery, Kulasegaran said TVET training institutions will need to embrace and integrate the 11 important pillars of the fourth Industrial Revolution in their training, such as Cloud Computing, Cybersecurity and Augmented Reality.

Source: https://www.thestar.com.my

Comment: Am not sure how would be the funds from SDF/PTPK be allocated but going at the current rate, looks like many private TVET institutions that depended heavily on the funding to recruit students would be closing soon.

So if you intend to set up at TVET centre, do your research properly, think what kind of students that you want to have & don’t just think about making money from their tuition fees, ensure they have bright prospects to get into employment with decent pay and your business will surely be sustainable & maybe even flourish when majority are suffering at thinking how to get loans from SDF/PTPK.

BERJAYA TVET College inks MoA with DMC Training (Digital Marketing)

BERJAYA TVET College and DMC Training signed a memorandum of agreement recently on their strategic partnership to create additional Technical Vocational Education and Training (TVET) programmes for students.

The programmes will be offered for BERJAYA TVET’s March 2019 intake.

The 12-month programme is BERJAYA TVET Colleges’ first official certified training programme in Digital Marketing. DMC Training will lead the coursework in Digital Marketing with the support of BERJAYA TVET College including the four months internship placement.

“Upon completion of this programme, students will receive dual certification from both organisations, enhancing job employability in the current digital era or become digital entrepreneurs,” said Kanendran T Arulrajah, president of BERJAYA TVET College.

“To be successful in digitizing businesses, we must have the right talent to execute digital business strategies. With the Digital Marketing certification, BERJAYA TVET College sees DMC Training as the right strategic partner to work together with in achieving our goals of growing more professional digital marketers,” said Mae Ho Seok Khen, chief executive officer of BERJAYA TVET College.

This initiative is aligned with the vision of the new Malaysian government in strengthening the nation’s digital infrastructure and helping young entrepreneurs and small businesses develop and grow.

“We are honoured to have been selected by BERJAYA TVET College for this partnership. Besides contributing our training experience in the Digital Marketing Certification programme, we will also be providing career placement for students graduating from this programme.

“This is part of DMC Training’s initiative in helping school leavers start off on the right career path in Digital Marketing,” said Charles Gregory, chief executive officer and founder of DMC Training.

Source: https://www.thesundaily.my

Overhaul of TVET programmes in the works

PETALING JAYA: The Education Ministry wants to reform the Technical and Vocational Education and Training (TVET) programmes in the country, says its director-general Datuk Dr Amin Senin.

Amin said that this was why several TVET programmes were halted for a while to give time for the Malaysian Qualifications Agency and Department of Skills Develop­ment to evaluate its curriculum to ensure TVET meets the quality benchmark set by the government and industrial needs.

“The claims made by some that certain TVET programmes have been discontinued are false.

“The ministry only wants to ensure certification and industry standards are met and used as reference in terms of marketability, improving skills, and in making curriculum improvements,” he said in a statement yesterday.

Dr Amin said that the ministry started the Vocational Education Transformation programme in 2012 to create an opportunity for students, who are interested in technical and vocational subjects to gain education to meet the country’s industrial needs.

This, he said, meant that the ministry needed to ensure that the programmes provided by institutions involved were of high quality and based on the coordination of operational policies, development of physical infrastructure and the provision of facilities, and the continuous development of professionalism for teachers and officers.

“After seven years of the programmes being introduced, it is high time that the programmes offered gave importance to a higher standard of education, in line with (the government’s) wishes of producing trainees of the highest quality,” he said.

He added that steps taken to make the programmes better were taken in line with views from stakeholders, including the National Union of the Teaching Profession (NUTP).

“The majority of stakeholders are supportive of the ministry’s wishes to make relevant improvements for the benefit of students and the country,” he added.

He said that the steps to improve the programmes, offered by vocational colleges, were taken after having had discussions with stakeholders since May 2018.

Source: https://www.thestar.com.my

Bringing back credibility to tertiary education

‘For universities to be relevant, excellent and effective, a high level of quality must be achieved in various aspects, and this can be done through having academics who are more visible with works that are used by the community,’ – DR MASZLEE MALIK, Education Minister

Many will find higher education a challenging world as it is here that students will get to know their real selves, the destination of the journey they are taking in life and the means of getting there.

Hence why the Education Ministry finds it crucial to bring back credibility to public universities and higher education through improved quality and emphasis on values as the core of education.

Education Minister Dr Maszlee Malik, in delivering his 2019 mandate titled “Education for All” last week, said the ministry has underlined four key directions for higher education – quality, autonomy, collaboration and internationalisation.

“University is an open intellectual field. It is there that theoretical debates, lively and open discourse, as well as the sharing of knowledge take place.

“For universities to be relevant, excellent and effective, a high level of quality must be achieved in various aspects, and this can be done through having academics who are more visible with works that are used by the community. We encourage universities to nurture the culture of having dialogues, debates, discourse and other intellectual programmes that will provide solutions to society’s problems and develop the nation,” he said.

Ethics is another important aspect that has to be focused on, he said.

“Bad work ethics, plagiarism, and academic bullying must cease. Integrity will not be compromised. Publication of article that has no quality should be exterminated. Publication should reflect the mastery of intellectuals in their respective fields and be regarded as universal reference within the field,” he said.

The ministry will also increase the quality of research grants to ensure that knowledge transfer will occur, encourage translation of great works and the research will establish results that will resolve current community and national problems in a substantial manner. Lecturers who have been awarded research grants are encouraged to guide and finance their post-graduate candidates by appointing them as research assistants.

“For lecturers promotion, we will start moving towards using a big data-based system with artificial intelligence that will accommodate all efforts and contributions from lecturers to determine auto-promotion eligibility. The requirement to fill endless forms will cease,” he said.

The library will be a broad and borderless repository of knowledge and the communication system between libraries at all universities and access to external publications be improved.

“We are aiming to have public universities and the higher education sector be referred to by the global community. The process of internationalisation includes the effort to increase the number of foreign students coming to Malaysia to study in line with the vision of making Malaysia an international education hub, and building more branches of local universities abroad through the satellite university method,” he said.

To increase autonomy at universities, the ministry will reassess the key performance indicators (KPIs) of each faculty and repeal the one-size-fits-all KPIs. Universities will be divided into clusters to create synergy and collaboration to no longer move alone. Autonomy is given to universities and their clusters to determine their respective KPIs.

Empowering students at higher education institutions had been and would continue to be given emphasis, said Maszlee.

Dr Maszlee Malik speaking at the Education Minister’s Mandate 2019 ceremony in Universiti Putra Malaysia. PIC BY ROSELA ISMAIL

Among the first attempts was the abolition of Section 15(1)(c) of the Universities and University Colleges Act 1971, which restricts the involvement of students in political activities on campus. This cancellation is in line with the government’s intention to lower voters’ age limit to 18 years.

“In addition, through continuous collaboration with the administrators of public universities in the country, we are working to create a Students’ Union, which has long been buried in the history of the country. Through the union, students will have more roles, opportunities and responsibilities in the decision-making process at each university,” he said.

The third direction – collaboration – will see the ecosystem of intellectuals be made more vibrant.

“This can be done through a mentor-mentee relationship between senior professors and new lecturers to realise more schools of thoughts in their respective fields. In this case, the universities should not be alienated from the reality of life. To prepare our students to become public intellectuals to handle tasks as society’s troubleshooters, universities must create collaborations with all the appropriate parties, such as schools, polytechnics and vocational colleges. A lot can be done by public universities to help local communities, including giving training to improve the quality of the teaching and learning process in schools,” said Maszlee.

In addition, universities also need to collaborate with other parties to create endowment from the waqf and zakat institution, as well as alumni.

“Use tax incentives to activate financial endowment through alumni. The alumni of the public universities are also asked to return to their alma mater to help out as is the case with international leading universities,” Maszlee urged.

A more drastic and comprehensive internationalisation effort will be mobilised, he said.

“Most importantly, academics of the public university should be referred to internationally in their respective fields and no longer just be jaguh kampung. High-quality work must be produced and translated, and the process of translation must be actively executed; rebranding and marketing must be organised more effectively at the global level. We also need to increase the mobility of professors and staff outside the country as well as have more academics from overseas visiting and serving in our country,” he said.

As for TVET (Technical and Vocational Education and Training), he said the ministry would continue to improve institutional capabilities and systems of TVET to remain competitive and meet market expectations.

“The ministry will implement a harmonised accreditation system with quality assurance for enabling student mobility in TVET institutions, including those in the Malaysian Technical University Network (MTUN).

“MTUN should also be moving towards the Fachhochschule system in Germany and measured with the production of technical graduates and the resolution of technical issues, and not merely producing publications.

“We will improve the quality and delivery of TVET programmes to improve the skills of graduates through an industry-led approach, eliminating duplication of programmes and resource, increasing cost effectiveness, and expanding TVET funding to increase enrolment,” said Maszlee.

“At the same time, the ministry is in the process of resolving the issue of recognising qualification from vocational colleges that will allow them to have equal opportunity to pursue higher education.

“This requires that vocational colleges be placed parallel with the other institutions of TVET to be in line with the industry’s direction,” he said.

Polytechnics and community colleges will also not be left out from reformation efforts to be carried out this year.

“Networking and joint ventures between the two institutions with the industry, particularly big and renowned companies, is a priority to ensure the marketability of graduates in technical fields.

“The alignment between MTUN and polytechnics is aimed to ensure opportunities for polytechnic graduates to continue their education. Polytechnics and community colleges has also opened up opportunities for the tahfiz students to equip themselves with the skills for a career in life,” he said.

Maszlee said the ministry was serious in making TVET on a par with other choices; not a second or an alternative option.

Source: https://www.nst.com.my

Kulasegaran: Join TVET to increase chance of getting hired at SMEs

Human Resources Minister M. Kulasegaran (centre) speaks to reporters during a visit to TalentCorp’s office in Kota Damansara January 23, 2019. — Picture by Ahmad Zamzahuri
Human Resources Minister M. Kulasegaran (centre) speaks to reporters during a visit to TalentCorp’s office in Kota Damansara January 23, 2019. — Picture by Ahmad Zamzahuri
PETALING JAYA, Jan 23 — Small businesses will be more willing to take in graduates if they have undergone technical and vocational education and training (TVET), Human Resources Minister M. Kulasegaran said today.

He said since TVET in Malaysia is already paid for by the government, it was the best option for youths to arm themselves with skills.

“Furthermore parents should also encourage their children to study in TVET. That way SMEs would be more willing to absorb them when they eventually join the workforce,” Kulasegaran said during a visit to TalentCorp Malaysia’s office.

He was responding to PKR vice-president Rafizi Ramli’s advice to the government to assist youths in finding jobs at small and medium enterprises (SMEs).

In a post on his blog yesterday, Rafizi said he also believed the government can help to increase the marketability of youths without having to spend “a single cent”.

Source: https://sg.news.yahoo.com

Comment: Most, except for a minority few programs (like aesthethics), esp at Kolej Vokasional, have great facilities…but not the trainers. Was made to understand by the Verifiers for those programs that the trainers are not well versed with the program (to the extent of not being able to identify & use the right equipment for certain treatment….all due to the supplier who supplied the wrong equipment. This bring me to speculate whether there’s element of corruption/kickbacks, causing the supplier to supply cheap, irrelevant equipments at a much inflated price, just like in the past where a simple screw driver may cost 100X more than the market price!)

Hope the PH gov able to put a stop to all these corrupt practices, it’s draining our tax payer’s money & producing sub par quality of graduates.

Malaysian education NGO gets support from Sharjah Ruler

KUALA LUMPUR: Dignity for Children Foundation (DFCF), a Kuala Lumpur-based educational NGO, which has been educating and training urban poor children and young refugees in the Malaysian capital has inaugurated its first wholly-owned and privately-held learning centre, and named it ‘The Big Heart’.

This expansion of Dignity’s flagship project, the Urban Youth Education Village, follows from the Dhs500,000 they acquired as the winner of the 2018 edition of the Sharjah International Award for Refugee Advocacy and Support (SIARA), which is organised annually by the Sharjah-based humanitarian organisation, The Big Heart Foundation (TBHF), in collaboration with United Nations High Commissioner for Refugees (UNHCR)

SIARA was launched by His Highness Sheikh Dr. Sultan bin Mohamed Al Qasimi, Supreme Council Member and Ruler of Sharjah, and his wife, Her Highness Sheikha Jawaher bint Mohammed Al Qasimi, Chairperson of TBHF and UNHCR Eminent Advocate for Refugee Children, three years ago to recognise outstanding efforts and initiatives that improve the lives of millions of individuals and families who have been displaced from their homes due to a natural disaster or war in Asia and MENA region.

The Sharjah Ruler also donated an additional USD1 million to Dignity Foundation at the SIARA awarding ceremony last year, to boost their pioneering efforts in offering quality education and vocational training to hundreds of underprivileged families in the Sentul area and beyond to break the cycle of poverty and build respectable lives for themselves.

The building features six classrooms for up to 95 high school students in the 16-18 years age group, and is part of the learning centre, which already caters to 1,751 students. It also includes the main offices, the school restaurant, a bakery and meeting rooms.

Mariam Al Hammadi, Director of TBHF, said: “At TBHF, we seek to support refugees and disadvantaged people from around the world, through our collaborations with international organisations and foundations dedicated to serving the humanitarian needs of refugees and the internally displaced. We are dedicated to enhancing the efficiency and impact of the support provided to the less fortunate by supporting the efforts of organisations like Dignity. We are delighted to see their remarkable achievements and wish them continued success.”

“According to the UNHCR, there are more than 163,000 refugees in Malaysia, including 43,000 children. All these children need a solid education, if they were to have a future of dignity and success. Her Highness Sheikha Jawaher Al Qasimi has always believed that supporting refugees and building a better future for them starts with a good education – an ambition we are furthering through our support to Dignity. This new achievement highlights Sharjah’s growing international humanitarian role, as a centre for education, in line with its designation as Cultural Capital of the UAE,” Hammadi added.

For his part, Elisha Satvinder, Co-founder and Chairman of Dignity for Children Foundation, expressed his appreciation to the Sharjah Ruler and Her Highness Sheikha Jawaher, Wife of His Highness, as well as TBHF, for their resolute support to humanitarian initiatives, globally.

He said: “Our vision matches the one held by Sharjah and TBHF – to enable disadvantaged people to live with dignity and hope. Thanks to their generous support, we can give these communities access to a decent education and skills training, giving them hope for brighter and financially independent futures.”

The inaugural ceremony organised by Dignity Foundation was attended by a TBHF volunteering delegation comprising senior officials and a host of 23 young volunteers from the emirate’s youth entities like FUNN, Sharjah Girl Guides (SGG), Sajaya Young Ladies of Sharjah, Sharjah Youth, Sharjah Police Headquarters and Victoria International School.

Dignity for Children Foundation is a charity organisation established in 1998 by Elisha Satvinder and his wife Petrina, after discovering many underprivileged families in the Sentul area, Malaysia. It began to reach out to the community through home improvement services, grocery distribution, arrangement of free medical check-ups, to name a few. Believing that quality education is the key to breaking the cycle of poverty, they consolidated their efforts by focusing solely on education to attract students of all ages to their tuition classes.

Many DFCF graduates have received private scholarships for their postgraduate studies, and some have joined the UNHCR as translators or developmental workers in their local communities.

Source: http://gulftoday.ae

Mida partners Muehlbauer to enhance vocational training

By RAHIMI YUNUS / Pic By ISMAIL CHE RUS

Malaysian Investment Development Authority (Mida) has partnered Muehlbauer Technologies Sdn Bhd to boost cooperation between academic institutions and industry players to enhance vocational training.

Under the partnership, the Germany-based machine manufacturer contributed RM200,000 worth of automation integrated system to four higher-learning institutions, namely Universiti Malaysia Pahang, Universiti Teknikal Malaysia Melaka, Universiti Tun Hussein Onn Malaysia and the German-Malaysian Institute (GMI).

The system, known as the Beckhoff mock-up, was presented to each university, inclusive of 40 hours of training and support, which entails image or vision processing technology or other advancements based on the institutions’ needs.

“We are pleased that more and more companies are responding positively to our call for narrowing the gap between the latest practical know-how of the industry and university syllabus.

“We continue to encourage companies to invest in talent and technology to improve productivity and capability, and become future-proof,” Mida CEO Datuk Azman Mahmud (picture) said at the equipment handover ceremony in Kuala Lumpur yesterday.

Azman said the partnership between industry players, particularly multinationals and higher learning institutions, is important for Malaysia to grow its technology capability towards the Industry 4.0.

Students in mechatronics engineering are expected to gain early exposure on the Beckhoff system that is used in industries related to mechanical, electrical, programming, instrumentation and vision technology.

Source: https://themalaysianreserve.com

TVET, a stepchild no more

Students of Politeknik Ungku Omar get hands on training on automotive engineering at the workshop at their campus in Ipoh.

Students of Politeknik Ungku Omar get hands on training on automotive engineering at the workshop at their campus in Ipoh.

A framework has been proposed to address the long-standing problems of our TVET system

A NEW framework for technical and vocational training is in the pipelines.

If approved, the proposal will see a more streamlined, effective, and industry-relevant, Technical and Vocational Education Training (TVET) system.

Proposed by the National TVET Movement to the Economic Planning Unit last month, the framework aims to address the country’s ailing TVET system.

“Our focus is on upper secondary school students. We want to create a TVET champion.

TVET students being trained to be industry-ready. — File photo

TVET students being trained to be industry-ready. — File photo

“We want students to have better access to choices between academics and something more hands-on like TVET. This is what’s happening in other countries,” said Ahmad Tajudin, who recently retired as the Education Ministry deputy director-general.

Among those part of the Movement are the Federation of Human Resources Ministry’s Department of Skills Development (JPK) Accredited Centres (FeMac), National Council of Professors, and the National Parent-Teacher Associations’ Vocational and Technical Consultative Council.

For too long, TVET has been the “troubled stepchild” of the education system, he said.

This framework tackles long-standing problems like the:

> Overlapping of programmes and certifications;

> Misguided focus on post-secondary TVET students instead of upper secondary students;

> Existence of multiple accreditation bodies and agencies implementing TVET;

> High operations cost resulting from the many ministries involved;

> Weak policies; and

> Private TVET providers being treated as competitors.

“All TVET institutions should be streamlined, rationalised, and consolidated, under the Education Ministry.

“This ensures that teachers and trainers are better taken care of under one scheme of service. And, there won’t be a need to close down any institutions if all facilities and resources are under one roof,” he said, adding that it would also be more cost effective for the Government while ensuring smoother communication between the industry and institutions.

Other reforms proposed by the Movement include:

> Reducing existing certifications to an important few;

> Having a single accreditation body for TVET;

> Establishing two educational pathways for students to choose from;

> Allowing industries to take the lead;

> Enhancing TVET apprenticeship programmes based on models from other developed countries; and

> Formulating policies and legislations to enhance careers in TVET.

Greater emphasis, and an overview, of TVET implementation is needed, Ahmad Tajudin said.

There should be training provisions to facilitate contributions from private TVET providers, and there must be closer collaboration between the industry and these providers.

“Our TVET system needs stronger institutional coordination, and greater transparency among the multiple public agencies.

“TVET restructuring is a small part of a holistic solution, but it’s a start to the reform,” he said, adding that strong political will from the Government was crucial to ensure the country’s TVET success.

Education Minister Dr Maszlee Malik said the Government would continue enhancing the capabilities of TVET institutions and systems to remain competitive and meet industry demands.

Speaking during his annual new year address in Serdang on Monday, he said the ministry would implement a harmonised accreditation and quality assurance system to enable student mobility in TVET institutions, which includes the Malaysian Technical University Network (MTUN).

The launch of Limkokwing TVET International, a TVET Malaysia Training Centre at Limkokwing University.MOHD SAHAR MISNI/The Star

The launch of Limkokwing TVET International, a TVET Malaysia Training Centre at Limkokwing University.MOHD SAHAR MISNI/The Star

MTUN, he said, should move in the direction of Fachhochschule – Germany’s tertiary education institution specialising in topical areas.

MTUN, he added, shouldn’t be evaluated solely based on publications, but also on the ability of the graduates produced to solve technical issues.

He said the ministry plans to increase the quality and delivery of TVET by enabling the industry to lead the curriculum development, avoid overlapping of programmes and resources, improve cost effectiveness, and widen the funding to increase enrolment.

He said the ministry was also in the midst of addressing recognition issues involving controversial vocational colleges.

He assured polytechnics and community colleges that they wouldn’t be sidelined in the reform process.

“To ensure the employability of our graduates, closer collaboration between these institutions and the industry – especially with the big players – will be prioritised,” he said, adding that these were part of the ministry’s efforts in making sure that TVET, polytechnics, vocational colleges, and community colleges, are no longer seen as second choice options.

In June last year, Dr Maszlee appointed Lembah Pantai MP Nurul Izzah Anwar to chair a special TVET task force.

The duties of the task force, said Dr Maszlee, was to conduct research across all ministries that provide TVET education and training, and recommend how the country’s TVET system can be improved. This includes a review of TVET education and training laws, and the possibility of a TVET commission.

However, the TVET industry was left reeling following Nurul Izzah’s resignation as PKR vice president on Dec 17, and her decision to no longer serve the federal government in any capacity.

“We’ll continue advocating for a sustainable and effective TVET implementation,” said Ahmad Tajudin.

Source: www.thestar.com.my

Comment: It’s good that the Ministry has identified the weaknesses & looking to implement the reforms (personally, I see that our TVET sector would soar to much greater heights compared to now, if reforms are implemented effectively & correctly).

But I have a doubt whether they would reform this particular weakness – Private TVET providers being treated as competitors.

It seems that there are plans to gradually “KILL” the private TVET providers based on their proposed plans (hearsay, so take it with a pinch of salt).


These include but not limited to:

1) Closing all TVET providers that are 2 stars and below after the impending 2019 star rating process (as early as March 2019). It generally affects the smaller private TVET providers who has very limited resources (manpower & finances) vs the public TVET institutions.
2) Closing/revoke Vocational Training Operation (VTO) programme of any private TVET institutions that has does not meet a min of 4 stars and above for that particular programme. Eventually, it would be just offered by the multiple satellite campuses of CIAST, nationwide,
3) Restrict the organising of the JPK’s various induction courses (PP-PPD-PPB, PP-PPT, PPL) to only  CIAST satellite campuses, nationwide.
4) and BEYOND – perhaps you can comment if you think what they are doing/planning to do is gonna KILL the private TVET providers.

Adding value to vocational education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Source: www.thesundaily.com