Category Archives: TVET & Vocational Training – Malaysian News

Perodua contribute Myvis to Fire Dept, higher-learning institutions

Perodua contribute Myvis to Fire Dept, higher-learning institutionsIN one of its biggest-scale vehicle donations yet, Perodua contributed 50 Myvis to the Perak Fire and Rescue Department as well as 25 higher-learning institutions (HLI) all over the country, to aid them in their research and training.

“We are donating seven current-generation Myvis and 43 previous-generation Myvis to these organisations in the hope that they will be useful in their research, training and education,” said Perodua president and CEO Datuk Aminar Rashid Salleh.

He was speaking at a symbolic handover ceremony held at Perodua’s Sungai Choh headquarters on Friday.

The said 25 HLIs comprise universities as well as vocational, technical, industrial training and youth skills institutes.

“As a People First company, Perodua has always believed in empowering youth through education, as they are Malaysia’s future leaders and future drivers of the local automotive industry.

“Some of our many educational initiatives include the Perodua Eco Challenge and the Perodua Youth Training Programme, which is our longest-running Corporate Responsibility programme, having produced over 630 graduates since 1999,” said Aminar.

This year, Perodua graduated 141 candidates that it had trained in collaboration with the Human Resources Ministry’s Department of Skills Development (JPK) towards receiving Malaysian Skills Certification (SKM) for technical and vocational competence.

Over 70% of them will take on roles at Perodua service and Body & Paint centres across the nation.

“With over a million units sold since its 2005 birth, the Myvi has been Malaysia’s most popular vehicle for the past 13 years. It is therefore the perfect vehicle for local research and training as it is the most accurate representation of a vehicle on Malaysian roads,” Aminar added.


How will Nurul Izzah’s TVET bill help youths?

A commission overseeing all Technical and Vocational Education and Training (TVET) institutes could soon become a reality, thanks to an upcoming private member’s bill by Permatang Pauh MP Nurul Izzah Anwar.

But how will the body – dubbed the Industry Skills Education and Training (ISET) Commission – impact youths who are studying or will study at TVET institutes?

Asked about this in an interview at Parliament on Monday, Nurul Izzah told Malaysiakini that one improvement she hoped to see was for TVET graduates to get adequate wages.

This will be a trickle-down effect stemming from the overall improvement of the TVET programme.

The TVET empowerment committee chairperson said the ISET Commission will, among others, facilitate data sharing between all TVET institutes, many of whom are currently operating in silos.

This will in turn facilitate better matching between TVET programmes and industry needs, for example.

 “If there’s a wonderful report by Mida (Malaysian Investment Development Authority), I’d like to access it so all the TVET institutes can fully utilise it.

“For example, perhaps there’s a plateau in the hospitality field, we don’t have enough hotels for all the graduates (to work in).

“So you can shift into medicine, or telemedicine. Geriatric specialists are especially in need because we have an aging population so maybe the institutes can train them as nurses instead,” she said.

Ensuring better job security

The ISET Commission, she said, will also ensure better job security for TVET graduates and avoid repeats of past situations, such as students from government-run institutes being unable to find employment due to their certificates not being recognised by the Public Service Department (PSD).

 She said the ISET Commission will also work with the Malaysian Qualifications Agency to develop ways to convert TVET programmes into credit hours so graduates can further their studies.

Nurul Izzah also aims to make the ratings of the different TVET institutes public, so that parents and youths can assess which schools are best for them.

“You want to change lives, by having reputable programmes that can allow them to have a better degree of social mobility, and so they can get better pay. This is what we’re about,” she said.

One example that shows how successful TVET can be is Politeknik Mersing’s cybersecurity programme, which the PKR vice-president is especially proud of.

“In Mersing, they have cybersecurity experts that will automatically get a job in Singapore (upon graduation).

“Will I ever look down on cybersecurity graduates in Mersing? Never! Because they know their stuff.

“That’s how you change perception (of TVET). You get meaningful wages through programmes that the industry recognises. It’s a no-brainer,” she said.

Biting the bullet

She stressed that TVET can also help revolutionise other sectors, including agriculture and even traditional sectors in rural areas.

“How about the Orang Asli children in rural areas? They also want jobs, they want opportunities to live in their villages but yet have a meaningful wage.

“So it’s not just about the fourth industrial revolution, but how the Internet helps them achieve their outcome for their traditional sectors,” she said.All this requires strong political will to see changes through, she said.

For example, the government and under-performing TVET institutes must “bite the bullet” and make improvements.

Institutes that don’t improve or don’t fulfill conditions required by the commission will run the risk of being shut down.

Nurul Izzah’s ISET Commission bill is expected to be tabled soon.

Once tabled, it will be up to either the Education or Human Resources Ministries to adopt the bill so that it can be debated in the Dewan Rakyat.

TVET lecturers to go for industrial training for hands-on experience

Human Resources Minister M. Kulasegaran. Pic by NSTP/ASYRAF HAMZAH

KUALA LUMPUR: Technical and Vocational Education and Training (TVET) lecturers will need to undergo industrial training after working hours to improve their skills.

Human Resources Minister M. Kulasegaran said this is part of the ministry’s efforts to boost and ensure that lecturers have the necessary skills to teach in their respective fields.

He said at the moment, some lecturers are lacking in terms of hands-on experience and expertise.

“I am puzzled that many of our lecturers do not have the specific skills needed and even if they have, many are academically-inclined and are not hands-on.

“I and (Human Resources) deputy minister have decided for these lecturers need to enroll for industrial training after their office hours (so they) can obtain the expertise required for them to teach well,” he said.

Kulasegaran said this during committee-stage wrapping-up speech on the Supply Bill 2019 for his ministry at the Dewan Rakyat today.

He said another issue was the logistical problem, which included the isolated and far-off locations of TVET institutions.

“As an example, I visited a technical institute at Padang Serai recently.

“The location is far from industrial areas and its (future) direction (future) is unclear. This is making it difficult for our children to study there.” Kulasegaran said.


Comment: It may be good idea but devil is in the details.
Does this only apply to public TVET institutions or including the private sector?
If it is also COMPULSORY for private TVET lecturers/instructors/assessors, who would bear the cost of industrial training?
And what if the TVET lecturers/instructors/assessors are already very experienced in the industry, say >10 years (that qualify them to be registered as Pakar Industri Negara) and then absorbed into the institutions? Would they need to go through this as well?
And the current process of becoming a certified assessor/skill trainer with a VTO qualification (Pegawai Penilai-PP) is making it hard for those with working experience/currently working as they are required to fulfill a 6 months full time internship – how many can afford to have a 6 months leave & not having income during that period? Worse, some employers don’t allow them, means they have to quit their current job & yet unsure of future job prospect?? Hope Jabatan Pembangunan Kemahiran (JPK) can really look into this matter.

KTYS to start PW2 programme next year

Kota Kinabalu: Kolej Teknikal Yayasan Sabah (KTYS) will introduce the Single Phase Wiring With Certification Endorsement (PW2) programme starting next year.

KTYS Deputy Chief Executive Officer Waky Taim said the programme is open for working adults on a part time basis at the technical campus.

“Applicants must be Malaysian, aged 18 years and above and have completed Form Five with two years of working experience in related field (electrical).

“Applicants must also submit their resume and for those with SKM (Sijil Kemahiran Malaysia) Level 2 or 3, they need to have only one year of working experience.

“The programme would be conducted in six months,” he told a press conference at the KTYS campus in Sembulan, here, Saturday.

According to Waky, the PW2 qualification from Suruhanjaya Tenaga is a competency certificate recognised by the Government.

He added that the programme is also a prelude to a contractor’s licence in wiring work in government or private projects. The programme is jointly conducted with the Sabah Electrical Association (Pes) which will help the college to introduce it to the public.

Pes President Leslie Jong Vui Kee said they would assist the college to introduce the PW2 programme to its.

For more information about the programme, contact KTYS marketing office at 088-239810/239637/238024 or check its website at or Facebook: Kolej Teknikal Yayasan Sabah.

Also present atthe press conference were KTYS Deputy Dean Azura Illyani, KTYS Head of Electrical Programme Albert Bajuri and KTYS Registrar Nor Arfiah Ampong as well as Pes committee members. – Cynthia D Baga


Improve communication skills, graduates told

Prof Muhammad Sukri (right) receiving a token of appreciation from a representative of Universitas Muhammadiyah Palu, Indonesia, at the conference.

Prof Muhammad Sukri (right) receiving a token of appreciation from a representative of Universitas Muhammadiyah Palu, Indonesia, at the conference.

JOHOR BARU: Technical Vocational Education and Training (TVET) graduates are urged to enhance their communication skills in order for them to excel in the industry.

Universiti Teknologi Malaysia (UTM) Faculty of Social Science and Humanities dean, Prof Dr Muhammad Sukri Saud, said one of the main factors for Industrial Revolution 4.0 (IR4.0) to run smoothly was overcoming the language barrier.

“Malaysia has no issues in providing qualified skilled workers because we have been slowly moving toward IR4.0 for the past few years but our main concern now is more on communication matters.

“We do not want our graduates to only know about machinery and systems here but also venture abroad to gain valuable experience,” he said.

He said local TVET graduates were now the number one resource that investors look for before expanding their businesses locally.

“Our students employability rate is high, with many offered jobs right after graduating.

“One of the things that UTM does is send students for language classes to enable them to better convey or gain knowledge in the industry,” he said after officiating the 3rd TVET International Conference here.

Prof Muhammad Sukri said the conference was an important platform to share data on studies and research on TVET with industries and learning institutions.

“Previously, all findings and research can only be accessed and understood by the researchers and academicians but now we want to change this.

“We want not only the public but all relevant parties involved in TVET to know about the latest findings in the industry so that they can benefit from it as well as implement it in the industry,” he said.

The conference was jointly organised by Universiti Pendidikan Sultan Idris, TVET Malaysia Association, BINUS University, Indonesia, Universitas Muhammadiyah Palu, Indonesia, Universitas Muhammadiyah Purwokerto, Indonesia and Rajamangala Technology University Thanyaburi, Thailand.


Plans for licence to teach for technologists and technicians

ALOR GAJAH: Those who wish to teach in the Technical and Vocational Education and Training (TVET) sector may be required to obtain a licence first from the Malaysia Board of Technologies (MBOT).

MBOT is the professional body that gives professional recognition to technologists and technicians in the country.

Universiti Tun Hussein Onn Malaysia (UTHM) Centre of Excellence for TVET (CoE-TVET) principal researcher Associate Prof Dr Razali Hassan said such a requirement will become a reality if MBOT agreed to recognise the Malaysia TVET Educator Standard being developed by CoE-TVET.

He said the TVET Educator Standard will be the assessment tool in evaluating and recognising competency of future TVET educators before they are allowed to teach.

“We hope to discuss with MBOT to recognise the standard.

“After that, those who want to teach TVET must meet the requirements of the standard in order to obtain the licence from the board to teach TVET subjects,” he said during a forum at the National Seminar of TVET Transformation 2018 at Dewan Canselor, Universiti Teknikal Malaysia Melaka (UTeM) here.

The one-day seminar was organised by UTeM’s Institute of Technology Management and Entrepreneurship and was opened by the university’s assistant vice-chancellor (Development and Facility Management) Prof Dr Mohd Ridzuan Nordin.

Razali said the Malaysia TVET Educator Standard has three main components, namely Personal Traits and Social Competency; Teaching and Learning Methodology Competency; and Technical Competency.

He said the development of the standard was in its final stage and will be implemented for all TVET educators once CoE-TVET received the required allocation.

Meanwhile, Prof Mohd Ridzuan, in his opening speech, said the Malaysian Technical University Network (MTUN) which consists of UTeM, Universiti Malaysia Perlis (UniMAP), UTHM and Universiti Malaysia Pahang (UMP) has drafted initiatives to elevate and empower the transformation agenda of the country’s TVET education.

He said one of the initiatives was the establishment of the Malaysia Research Institute for Vocational Education and Training (MyRIVET) which serves as a one-stop centre in conducting professional certificate programme training for all TVET institutions in the country.

“If South Korea is proud of the Korea Research Institute for Vocational Education and Training (KRIVET), one day Malaysia can be proud of MyRIVET’s existence,” he said.


Sapura Energy Berhad Named Among Top Malaysian Companies for TVET Grads

A Special Report by Malaysian Global Business Forum

KUALA LUMPUR, MalaysiaNov. 22, 2018 /PRNewswire/ — Graduates of Malaysia’s Technical and Vocational Education and Training (TVET) programme continues to benefit from continuous support from one of Malaysia’s leading Exploration and Production (E&P) company, the Sapura Energy Berhad (SEB).

SEB, under the leadership of its chief executive officer (CEO) Tan Sri Shahril Shamsuddin, is a dedicated supporter of TVET programme as evident in the numerous TVET graduates the company employed in the oil and gas services that made up its team of highly skilled multinational workforce of over 13,000 people in more than 20 countries.

Sapura Energy joined the league of many Malaysian-based multinational that employs local TVET graduates in line with the country aim to move up the ladder in becoming a high-income nation.

SEB has actively been involved in taking in TVET graduates to join its league of skilled highly paid work as seen it its recent employment drive for TVET in September this year at Kolej Kemahiran Tinggi MARA in Kemaman, Terengganu.

Among the job SEB offered were in Structure Fabrication, Piping Fabrication, Mechanical, Welding, Rigging, Scaffolding, Blasting Painting, Construction and Quality, all which offers thousand of ringgit in monthly salary for TVET graduates.

SEB dedication in employing highly-skilled and technically capable TVET graduates is in line with its image as an entrepreneurially-led, technically competent and trusted global oil and gas company.

Fifty-nine percent of SEB employees are aged between 31 and 45 years old, while 21 per cent are between 20 and 30 years old, while the remaining 20 percent are those aged over 45 years old.

It employs 35 nationalities, with 70 percent of the workforce are male an 30 percent women, 18 percent of its management are held by women, while 29 percent of the skilled workforce (combinations of technical and professional expertise such as engineers, accounts, managers and HR executive) are women.

According to the Education Ministry’s Malaysia Education Blueprint (Higher Education), there will be an increase in demand for an additional 1.3 million Technical and Vocational Education and Training (TVET) workers by 2020 in the 12 National Key Economic Areas identified under the government’s Economic Transformation Programme.

Under the 2019 Budget, the government through Finance Minister Lim Guan Eng has set up a RM30 million TVET fund to create a more competitive environment as well as training programmes to fulfil industry need.

TVET programmes in the country are offered at certificate, diploma and degree levels by seven ministries that include the Education Ministry, which offers the most TVET programmes to the highest number of students.

It is estimated that 98,000 students sign up yearly to enrol in TVET programmes at 34 polytechnic institutions in the nation.

An estimated 1.5 million jobs are expected by 2020, of which 60 per cent will require TVET skills, an employment sector where SEB sits.

The government has also decided that there is a need to lessen the nation’s dependency on foreign workers and this opens up even more opportunities to TVET graduates.

TVET offers a rich array of programmes in many fields including automotive, culinary arts, electronics, engineering, entrepreneurship and journalism. It involves learning in class and hands-on training, which provide knowledge and skills for employment.

TVET students are equipped with specific skills in a specific field. Early exposure to practical and on-the-job-training ready them for the workplace.

With a renewed focus and direction given by Prime Minister Tun Dr Mahathir Mohamad to fulfil the national agenda of Vision 2020, TVET education strives to provide a skilled Malaysian workforce which can benefit the industry.

#News #MGBF #Positive # ShahrilShamsuddin

Media Contact:

Ms. Yin Fang

SOURCE: Malaysia Global Business Forum

Ignorance a bar to promoting TVET

LETTER | The National Council of Professors (MPN) ought to be lauded for its noble efforts in lending a hand to elevate human capital in the country.

A proposed framework for the national Technical Vocational Education and Training (TVET) was presented by the National TVET Movement (Gerakan TVET Nasional) on Nov 13 to a large number of representatives from many industries.

The session was held at its Putrajaya Balai Ilmuan and entitled “Jemputan Bagi Menghadiri Sesi Pembentangan Cadangan Kerangka Pendidikan Teknikal Dan Vokasional (TVET) Nasional”.

But the word “Latihan” or training was missing. Was it the case of professors emphasising the importance of education and ignoring training or was it just an oversight?

The movement correctly identified the main setback of TVET in Malaysia as due to fragmentation as it is under the purview of seven ministries and many more government agencies, working mostly in silos and lacking coordination.

The creation of many ministries and posts for civil servants naturally led to the initiation of many projects that require funding for those involved resulting in Malaysia having one of the largest numbers of ministries, agencies and civil servants compared to population size.

Shrinking from seven ministries to one would minimise overlapping, reducing the government’s total budget on TVET or increasing training without additional funding, giving more bang for the buck. Hence, the movement was excited with what a top-down approach could bring.

Representatives of various industries voiced their concerns after the presentation, one of which was the public’s poor perception of TVET as many were concerned with the public perception of weak students being placed in vocational schools.

There was a consensus that TVET should be rebranded, but it would be a mistake to think a brand could be developed through sloganeering. It is critical to recognise that the issue goes very deep, starting with fundamentals and not just on TVET per se.

For example, if parents or students were to be asked why they chose to study in a college or university, they would give a superficial answer by saying that a diploma or degree is needed for their future, apart from the fact they need to work to support their family or themselves.

Many Malaysians seem oblivious to the huge number of unemployed or underemployed graduates in the market, with many unable or struggling to service their Perbadanan Tabung Pendidikan Tinggi Nasional (PTPTN) study loans.

If they are truly interested in carving a career, they should learn how to perform well in a particular job, but general courses approved by the Malaysian Qualification Agency (MQA) are largely academic, with little relevance to the job market.

Those who pursue licensed professions such as doctors, accountants, architects, engineers and lawyers have a much better chance of success in their careers than those enrolled in easier general studies, with one of the favourites being tourism and hospitality programmes.

These students were told the tourism industry is very wide and offers them huge opportunities, but most undergraduates have no career plans and upon graduation would apply for any vacancy available in the tourism sector or other industries.

During the interview or upon starting work, they would begin to realise they were not trained to perform well in any job. They may have studied a course but had learned very little of what is required in the workplace, made worse by spoon-feeding and plagiarism.

Most of them are let down by their poor attitude and weak communication skills, which are much more important than academic qualifications or repetitive job experience. Apart from being able to communicate well in the language of customers and suppliers, interacting well with colleagues and bosses is also necessary to win over confidence.

TVET students, in general, may be weaker in interpersonal communication skills but graduates with diplomas or degrees are not much better. With that being the case, at least a TVET graduate has the skill to get some physical work done but an academic graduate may produce nothing.

As such, a bottom-up approach is just as important as a top-down one. Students and parents must be asked and guided on the reason for schooling or tertiary education, and not blindly follow the norm which has not been a success story for many.

Apart from studying the curriculum decided by MQA, students should be encouraged to learn about life skills and develop an interest in a particular field. Anyone who is passionate and given a chance to learn would excel in his chosen field, with or without paper qualification.

Political will is also needed for TVET to make a quantum leap in Malaysia. The federal government should decide and announce a time frame for skilled jobs such as electricians, mechanics, plumbers etc. to be certified and licensed.

This will give added impetus in raising the competency and income of skilled workers and attract more Malaysians to these jobs long dominated by low-skilled foreign workers. Highly skilled Malaysians also have the option to work in foreign countries and enjoy a 10 time higher income.

Apart from making TVET sexy and appealing to school leavers, it is equally important to upskill and reskill the existing workforce. But first, the definition of “skilled workers” in Malaysia need to be revised.

It is laughable if workers with a general degree are classified as skilled workers just to reach the target of 35 percent skilled workers in our country by 2020. Unless one’s standard is very low, it is obvious that a high percentage of Malaysians, including graduates with general degrees, are unskilled and unproductive, especially office staff.

Therefore, TVET should be an open modular concept for both apprentices and current practitioners. A career path should also be chartered and displayed to show that anyone starting as an apprentice can reach the top of his career in the corporate world or be a successful businessperson with the right training and determination.

The chart could also illustrate that many blue-collar jobs are paid much more than normal white-collar jobs. In fact, you don’t have to look far. We have a shortage of good trailer drivers although they easily earn RM5,000 to RM8,000 monthly.

It cost about RM1,665 to obtain a heavy vehicle and goods driving licence, this even lower by taking up the MyLesen Goods Driving Licence (GDL) programme conducted by the RTD and the Driving Institute and Association of Malaysia Hauliers (AMH).Yet we have several hundred thousand unemployed and underemployed graduates that earn much less, with many spending large sums of money from their parents or study loans and not making any effort to earn higher incomes.

The main challenge for promoting TVET to be on par with academic programmes is the ignorance and mindset of both parents and students. Ultimately, success in any career depends largely on learning on the job every day, and less on studying for a TVET or degree programme.

The views expressed here are those of the author/contributor and do not necessarily represent the views of Malaysiakini.

Boost to TVET

(File pix) The automotive industry is one of the sectors with openings for TVET graduates. Pix by Owee Ah Chun

ACCORDING to the Education Ministry’s Malaysia Education Blueprint (Higher Education), there will be an increase in demand for an additional 1.3 million Technical and Vocational Education and Training (TVET) workers by 2020 in the 12 National Key Economic Areas identified under the government’s Economic Transformation Programme.

Under the 2019 Budget, the government will set up a TVET fund to create a more competitive environment as well as training programmes to fulfil industry need. Finance Minister Lim Guan Eng, who made the announcement in parliament, saidRM30 million has been allocated to this fund.

TVET programmes in the country are offered at certificate, diploma and degree levels by seven ministries that include the Education Ministry, which offers the most TVET programmes to the highest number of students.

Presently, qualifications for academic (higher education) and vocational education offered by universities, polytechnics and community colleges under the ministry are accredited by the Malaysian Qualifications Agency (MQA), whereas programmes offered by skills training institutions are accredited by the Department for Skill Development of the Human Resources Ministry.

With a renewed focus and direction given by Prime Minister Tun Dr Mahathir Mohamad to fulfil the national agenda of Vision 2020, TVET education strives to provide a skilled Malaysian workforce which can benefit the industry.

It is estimated that 98,000 students sign up yearly to enrol in TVET programmes at 34 polytechnic institutions in the nation.

While the allocated sum for the fund was lauded by TVET providers such as polytechnics, community colleges and technical and vocational colleges as well as industry players, they also expressed their concerns.

Polytechnic and Community College Education Department senior director Zainab Ahmad stressed that the TVET fund is not enough to leverage on.

“Public TVET institutions are not rich organisations. Year after year, we are doing more with less budget allocation, spending more on operations and development.

“It is for us to come up with new curricula to stay relevant to cater to industry demand. However, we also need up-to-date and top-notch equipment, facilities and machineries for the students. Sometimes, we don’t have enough for maintenance or even our day-to-day operational costs,” she said.

“With the TVET fund, we need to allocate for training programmes as well as teaching and learning at 36 polytechnics and 102 community colleges nationwide.

“But we have the passion to nurture our students,” she added.

The department is aware that the industry must come first, hence it sets curricula that meet MQA requirements.

“MQA is an international accreditation agency equal to those in Australia, the United Kingdom and New Zealand.”

Kolej Vokasional Ekonomi Rumah Tangga (ERT) Setapak director Nor A’idah Johari is hopeful that vocational colleges will also get an allocation from the fund.

“We have 90 vocational colleges throughout the country including Sabah and Sarawak. We need to value add our facilities and infrastructure.

“At ERT Setapak, we are focused on upgrading our industrial kitchen and sewing machines so that students will experience the real world environment similar to hotels and the fashion industry.

“For example, our aim is one fashion student, one machine so that they know the tools of their trade,” said Nor A’idah.

University Teknologi Malaysia Corporate Fellow (UTM-Malaysia Petroleum Resources Corporation) Institute for Oil and Gas Adjunct Professor Zulkifli Abd Rani said as the government has a vision to create a 60 per cent TVET workforce by 2020 in line with the country’s aspirations to emerge as a developed nation, a dedicated and right funding is essential.

“The TVET fund is timely as without a dedicated fund, nothing will move effectively and efficiently.

In addition, the management of the fund must be given the utmost attention by all parties involved in TVET enhancement,” added Zulkifli.

Zulkifli, who is Techno Diverge Link Sdn Bhd managing director, said the acronym TVET also stands for Towards Victory in Educational Transformation—the reform of the TVET education system in line with the aspiration of the New Malaysia government.

“We need to ensure that 20 per cent is spent on planning and 80 per cent on execution with 100 per cent commitment on follow-up correction and proactive enhancement.

“Some may argue that the RM30 million allocation for the TVET fund is not enough. But it is an opportunity to work together smartly as one team with common objectives to come up with the desired programmes to meet TVET deliverables with the allocated fund.

“It is better than nothing. We need to ensure the right integration and seamless interface between various key ministries involved in TVET programmes under the purview of the newly set up TVET Coordination Committee led by Nurul Izzah Anwar. Professional members representing regulators from the government, academicians from polytechnics/universities, industry technocrats and consultants as well as non-governmental organisations representatives must be brought in,” added Zulkifli.

Apart from the restructuring and transformation of TVET training programmes, key stakeholders such as the government, polytechnics and the industry need to align and chart the way forward on areas of priority for the courses.

“This is to produce competent and highly skilled graduates to meet industry demand. In my view as a technocrat, the key relevant industries in the current landscape and future prospects which are extremely important to the nation are oil and gas, renewable energy, construction, manufacturing of electrical and electronics products, automotive, aviation, plantation, culinary and hotel management.”


The landscape of the industry has changed rapidly and tremendously over the last few years.

The industry needs highly skilled TVET graduates with leadership qualities and a good command of English.

Zulkifli said: “The overall framework on restructuring and transforming TVET training programmes needs to be revisited to reflect the current landscape of key relevant industries.

“The programmes need to address the country’s dependency on foreign workers especially in the skilled job categories.

“We must also recognise the shift of the industry from labour-intensive to knowledge-and-innovation-based-economic activities. TVET institutions must be equipped with the state-of-the-art technologies to expose both lecturers and students to the real world.

“TVET institutions must assist the industry in identifying training that suits its requirements. The collaboration must focus on regular site visits and specific duration of industrial hands-on training, for example.”

At a forum and dialogue session titled Building a Brighter Talent through TVET at the one-day National Industry Dialogue 2018: Living Skills in the 21st Century: TVET Empowerment, Zainab added: “At the Polytechnic and Community College Education Department, we try our best to take care of all the institutions under us — after all ‘poly’ connotes ‘many’ and there’s the ‘community’.

“We are at the crossroads of the old and new TVET mindsets.

“In addition to industry demand, we also have to cater to parents’ wants for their children. Society and the industry have high expectations of TVET institutions.

“And the companies may want the graduates to work for them until they retire but we have to consider their’ career development too. That’s why we also provide for a pathway to higher learning.”

The retail sector is a good area for vocational graduates.

“If they dream big, they may own their own businesses one day. The younger generation is IT-savvy and this gives them the chance to work on the Internet of Things open source networking so the country can go global.

“The majority of lecturers in polytechnics are from the engineering and technology fields. We also have a strong foundation in electronics and electrical and mechanical engineering to embrace the Fourth Industrial Revolution.


The transformation of vocational education, which began in 2013, has spurred the trend in the education scene in the country. This transformation has promulgated a shortcut for students to get their diploma qualification at vocational colleges after they finish Form Three.

Indeed the expansion of the vocational stream in the education system has been practised in many countries as the number of students gets bigger in line with technological advancement and economic demands of a particular country.

TVET also aims to produce a labour force competent in certain areas, hence internationalisation is one of the platforms to expose students and lecturers to the development of TVET abroad.

Nor A’idah said TVET students compete on the international stage and TVET institutions partner with industries and foreign universities to gain exposure.

Recently a delegation from vocational colleges went to China to look into internationalisation programmes.

“We visited colleges in Beijing that offer technical courses similar to our vocational programmes in Malaysia.

“The visit also opens up an opportunity for students to learn about living and learning abroad through dialogue sessions with the Malaysian Students Association in Beijing during the campus tour,” she added.

The visit was also designed to look at pedagogical practices of Malay Language Studies at Beijing Foreign Studies University.

“Students and lecturers also explored the learning environment and the use of technology and equipment at schools that offer skill-based courses in Beijing.

“With the exposure, lecturers are able to implement improvement to existing programmes in their respective colleges. China is also known for its product marketing activities with a practical strategy and this indirectly provides students a sense of entrepreneurship.”


FMM supports establishment of TVET special commission

Datuk Soh Thian Lai

LUMPUR: The setting up of a special commission on technical and vocational education and training (TVET) will rationalise and optimise funding and resources to minimise duplication of programmes among TVET institutions.

Federation of Malaysian Manufacturers (FMM) President Datuk Soh Thian Lai said the federation supported the formation of a single agency to coordinate the implementation of TVET in country and the TVET Empowerment Committee’s recommendation was an appropriate decision.

He said the government should expedite the establishment of the special commission to address fragmentation of TVET implementation, which currently cuts across seven ministries.

“The single champion agency should ensure standardisation of training and qualifications, quality assurance, qualification portability, recognition of prior learning, and greater cost effectiveness in the use of resources

“The funding of TVET institutions must be based on performance and aligned to market demand to mandate collaboration with the industry,” Soh said in a statement today.

The FMM president said it was also necessary to upskill and reskill the current workforce, and reinforce lifelong learning to continually acquire new and emerging skills required by new technologies such as the Fourth Industrial Revolution.

“TVET training institutions need to be able to offer upskilling and reskilling programmes in order to produce highly-skilled and digital-proficient workers to support the industrial transformation of the economy,” he said.

Loh said the commission should also uplift the status of TVET graduates as skilled craftsmen and promote TVET as a viable education and career of choice to students and parents.

“TVET should be introduced into the school curriculum as early as the primary level to nurture interest and uplift the status of technical and vocational qualifications as vital in strengthening the supply of skills and ensuring a competent workforce,” he added.

Source: Bernama