Category Archives: TVET & Vocational Training – International News

Govt plans to introduce paternity leave for private sector, says deputy minister

Datuk Mahfuz Omar said an amendment to the Employment Act 1955 is being prepared and will be submitted to the Cabinet before it is tabled in Parliament. ― Picture by Miera Zulyana
Datuk Mahfuz Omar said an amendment to the Employment Act 1955 is being prepared and will be submitted to the Cabinet before it is tabled in Parliament. ― Picture by Miera Zulyana

KUALA LUMPUR, June 20 — The Human Resource Ministry plans to introduce a three-day paternity leave for the private sector, in response to requests from NGOs and private sector unions, Deputy Minister Datuk Mahfuz Omar said today.

He said an amendment to the Employment Act 1955 is being prepared and will be submitted to the Cabinet before it is tabled in Parliament.

“We have held discussions with the National Labour Advisory Council and representatives of trade unions and employers on the matter,” he told a press conference after a Clients Day programme of the Skills Development Fund Corporation (PTPK) and the launch of a ‘Pay and Win’ promotion, here.

Mahfuz said the amendment to the act also involved increasing the maternity leave from 60 days to 90 as was being implemented in the public service.

Pertubuhan Pertolongan Wanita (WAO) had called for a seven-day paternity leave in the private sector, as enjoyed by the male employees in the public sector.

Meanwhile, Mahfuz urged the over 300,000 PTPK borrowers to repay their loans which he said had accumulated to over RM1.2 billion since 2001.

He said PTPK is offering incentives to the tune of RM40,000 to the borrowers who repay under the ‘Pay and Win’ promotion between July 1 and September 30.


Report: Nearly one-third of manufacturing workers have a bachelor’s

Photo for illustration purpose only

Dive Brief:

  • About one-third of manufacturing workers holds a bachelor’s degree in 2016, up from only 8% in 1970, according to a new report from Georgetown University’s Center on Education and the Workforce. Meanwhile, the share of workers with a high school degree or less shrunk from 79% to 43% over the same time period. 
  • Manufacturing employs about 12.6 million workers, down from a high of nearly 20 million in 1979. Automation has displaced millions of workers and taken over many routine tasks, causing more manufacturing positions to require or degree or credential. 
  • The center projects that the sector will shed 2% of its workers with a high school diploma or less by 2027. There will be 200,000 fewer “good jobs” — or those that make at least $35,000 — for those with bachelor’s degrees, but 300,000 more good jobs for workers with middle skills.  

When it comes to evaluating mass notification solutions, where should you start? First, it is important to understand the technology, what it can do for your organization and how it works.

Dive Insight:

The research further supports two well-documented trends: the dramatic narrowing of the job market in manufacturing and the growing need for postsecondary training for industry jobs – particularly through associate degrees and credentials.

However, even the number of good manufacturing jobs available to workers without a bachelor’s degree has been dwindling, from 7.2 million in 1991 to 4.8 million in 2016. Meanwhile, middle-skill jobs, or those where workers have more than a high school education but less than a bachelor’s degree, account for some of the biggest growth in the sector. For example, the number of associate degree-holders with good manufacturing jobs grew to 1 million in 2016.

The center notes that nondegree credentials also boost the chances that manufacturing workers will get a good job, regardless of their level of education. Having a certification or license, for example, improves the chances that workers with a high school diploma will find a good manufacturing job by 18 percentage points.

Many have lauded credentials a way to quickly upskill workers for the ever-changing needs of the job market. And indeed, research from the Lumina Foundation and the Strada Education Network found that those with nondegree credentials are more likely to report having a full-time job than those without credentials.  

As such, the credential marketplace have been growing, with even soft skills on offer at some universities. There’s also been a growing call for universities to embed certifications within their degree programs. That way, the thinking goes, colleges can keep their curriculum current and give students proof of in-demand skills before they graduate. 

The Lumina Foundation has found value in the approach but notes that such efforts haven’t been closely monitored for their effect on labor market outcomes. It may, however, prove to be one way for colleges to better meet the needs of U.S. employers, who often voice their difficulty with finding skilled workers.


Comment: Likewise, technical and vocational graduates or commonly known as TVET in Malaysia, should pursue a Bachelor or Masters degree in order to be able to scale higher in their career or business. It’s no more a dream for TVET graduates, despite not having SPM or poor SPM results, to further their studies beyond Diploma (whether it’s Diploma Kemahiran Malaysia (DKM) or Diploma Vokasional Malaysia (DVM)).

There are now 5 public technical universities that’s officially accepting TVET diploma holders.
Many may not be aware that some private universities have also been accepting these TVET diploma holders (without or with poor SPM results) but soon (perhaps another month or so), an official announcement would be made to provide a second chance to these group of technically inclined graduates who may not excel academically.

If you want to know more about the opportunity available for you to pursue a Bachelor or Masters Degree as a TVET graduate, you may APPLY HERE

UNESCO Strategy for Technical and Vocational Education and Training (TVET) 2016-2021

The strategy aims to:

1. Support the efforts of Member States to enhance the relevance of their TVET systems and to equip all youth and adults with the skills required for employment, decent work, entrepreneurship and lifelong learning, and
2. Contribute to the implementation of the 2030 Agenda for Sustainable Development as a whole.

Infographic – tvet-strategy


EU to provide 205m euro to boost edu sector

Bangladesh and the European Union sign a financing agreement to implement the Human Capital Development Programme 2021 (HCDP-21) at Economic Relations Division of the finance ministry in Dhaka on Tuesday. Photo: CollectedThe European Union will provide 205 million euro to Bangladesh for the development of the country’s education sector.

An agreement was signed in this regard to implement the Human Capital Development Programme 2021 (HCDP-21) at the Economic Relations Division (ERD) office in the city on Tuesday, according to a press release.

It said 150 million euro will be spent for primary education, 50 million euro for Technical and Vocational Education and Training (TVET) and five million euro for technical assistance in four years.

The EU-funded programme aims to provide quality education and training to Bangladesh’s young population, the media release added.

HCDP-21 supports Bangladesh to progress towards the achievement of the 2030 Agenda and the Sustainable Development Goals, in particular Goal 4 on quality education.

EU ambassador Rensje Teerink said continued investment in quality primary education and establishment of a sustainable TVET system is critical to enhance employment opportunities as the working population is anticipated to increase by 21 million people over the next decade.

“The goal is to use the potential of the demographic dividend and contribute significantly to inclusive growth and poverty reduction,” said the EU ambassador.

“The EU contribution is meant to support education policy improvements and system strengthening with a specific focus on primary education and TVET.”

The ERD secretary Monowar Ahmed said, “We are looking forward to further strengthening our solid partnership with one of our key donors and together making an important contribution to reaching the Sustainable Development Goals (SDGs) by 2030.”

It will promote the implementation of long-term sustainable education policies towards a lifelong learning approach, bringing together primary education and TVET, the release said.

Under the EU supports and other development partners, the primary and mass education ministry is implementing Bangladesh’s National Primary Education Programme (PEDP4), putting special emphasis on the following key targets: quality education through better trained teachers and revised curricula, including learning materials, increased enrolment of out-of-school children into the formal education system and equal access.

TVET, the EU programme with the education ministry, aims at contributing to the establishment of a sustainable and comprehensive TVET system and increasing the number of certified teachers, the enrolment rate of TVET students and degrees recognition through a National Qualification Framework.

HCDP21 additionally seeks reinforcing planning and monitoring capabilities of the partners’ institutions.

Bangladesh has made commendable progress over the past decades in human development, including in the education sector, with near universal access to primary education and gender equity at the primary and secondary education levels.

Basic education and a skilled and capable workforce are a precondition for inclusive growth, key for Bangladesh to become a middle-income country.


Comment: Why Bangladesh? Why not India, Pakistan or any other South East Asian countries? Anyone can help to chip in?

Programme launched for TVET master trainers

Islamabad: With skill development being one of our top priority items, we are striving to mobilise our youth and provide them with a conducive learning environment to enable them to explore their abilities and skills and benefit from them for earning a better livelihood.

This was stated by minister for federal education and professional training Shafqat Mahmood while addressing the launching ceremony of ‘Training of Master Trainers Programme’ under the auspices of the National Vocational and Technical Training Commission here on Monday as part of the ongoing reforms in technical education and vocational training sector of Pakistan.

The organisers said under the programme, a national pool of master trainers from various trades would be trained and certified according to the globally recognised international training and assessment courses.

The training will be delivered by the Melbourne Polytechnic Institute, Australia and Institute of Tourism, Hospitality Management, Pakistan with the collaboration of the NAVTTC and TVET SSP.

The structure of these courses has been specifically designed by the Australian Government Department of Education and Training, as per the identified international TVET sectors training needs and requirements. It is also in line with international best practice for competency-based training.

As many as 120 Master Trainers will be given certificates as per the Australian Competency Based Training & Assessment Framework. It will help build the national capacity to further support Pakistan’s National Vocational Qualifications Framework (NVQF). The master trainers completing this internationally recognised training will be from various demand-oriented trades. These MTs will then further disseminate training to TVET trainers under a cascading model approach.


Comment: Malaysia is highly respected by the other ASEAN country members in this respect. We had few G to G Masters Training done.
So if you want to learn how to implement TVET program or train your Master Trainers in your country (ASEAN, Middle East…), check us out


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.


Malaysian varsity takes over Ugandan institute

Hand over. The Minister of State for Higher

Hand over. The Minister of State for Higher Education, Mr John Chrysostom Muyingo (second right), 2nd Deputy Prime Minister and Minister for East African Affairs Kirunda Kivejinja (right), and other officials tour Namataba Technical Institute in Mukono District after handing it over to Limkokwing University of Malaysia yesterday. PHOTO BY DAMALIE MUKHAYE

By Damali Mukhaye
Kampala. Limkokwing University of Malaysia has taken over the government-owned Namataba Technical Institute in Mukono District.

The Malaysian creative technology university will offer technology courses to students.
Handing over the institute to the Malaysian officials at Namataba campus yesterday, the Uganda’s Minister of State for Higher Education, Mr John Chrysostom Muyingo, said the current courses offered at the institute have been phased out. He represented the Minister of Education, Ms Janet Museveni.

The courses include automotive vehicles, construction, welding and fabrication.
Mr Muyingo said the students who have been offering the two-year certificate vocational courses at the institute completed their examinations last Friday and the Education ministry did not admit fresh students last year.

He said the new management of Limkokwing University will take over the institute effective next academic year 2019/2010.
“The Ministry of Education last year signed a memorandum of understanding with Limkokwing University to establish a campus in Uganda. Namataba Technical Institute was selected to host the campus which will provide our students with skills training. We are optimistic that this university will bring her international expertise as a contribution towards the development of high technology and innovative training programmes to drive us towards our Vision 2020,” said Ms Museveni in a speech read for her by Mr Muyingo.

“As government, we attach great importance to the teaching of practical skills and we therefore agreed to collaborate with this university in a public-private-partnership to increase the opportunities of Uganda in gaining access to Limkokwing TVET-oriented courses without having to leave Uganda,” she added.

The Senior President of Limkokwing University, Ms Dato’ Gail Phung, said the university will be the first of its kind in East Africa and will see students from Uganda and the region acquire international degrees and certificates that will enable them compete for jobs worldwide.
“We are set to offer industrial courses which are relevant to Uganda’s economy with high digital technology and with this partnership, we are going to empower the youth of Uganda,” Ms Phung said.

Mr Muyingo and the Malaysian delegation immediately left for State House to meet First Lady and Education Minister, Ms Museveni, for further discussions on tuition charges and other technical considerations before Limkokwing University takes over the institute.
The institute’s principal, Mr Ronald Muwambu, said their 17 teaching and five non-teaching staff will leave to pave way for the new administration.

He said he handed over their staff list to the Ministry of Education for redeployment.
The Mukono Resident District Commissioner, Mr Fred Bamwine, urged government to fulfil its pledge to the local people of giving out sponsorship to the less privileged and reducing tuition charges earlier agreed since they are the host of the new university.


Comment: Wonder would Limkokwing University of Malaysia be offering our own Malaysian Skill Certificate, Diploma & Advance Diploma Skill Certificate (SKM/DKM/DLKM)? Or it has no relation to our Department of Skill Development (DSD/JPK) at all?

Deputy PMs call for stronger Vietnam-Malaysia strategic partnership

NDO/VNA – Deputy Prime Minister and Foreign Minister Pham Binh Minh held talks with his Malaysian counterpart Wan Azizah Wan Ismail, who is on an official visit to Vietnam, in Hanoi on October 26.

The two sides said amid changes in the Asia-Pacific region, including ASEAN, that bring about both opportunities and challenges, the two countries should enhance their strategic partnership in a more substantive manner for the sake of the two peoples and for peace, cooperation and prosperous development in the region and the world.

The Deputy PMs applauded the breakthroughs in the strategic partnership over the last five years since its establishment, noting close-knit political ties, substantive economic cooperation, and expanding relations in other fields like defence-security, education-training, labour, culture, and people-to-people exchange.

They agreed to increase mutual visits at all levels between the countries’ Parties, Governments, States, Parliaments and people. Both sides also agreed to continue implementing bilateral cooperation mechanisms effectively and discuss to have a unanimous stance on regional and international issues of shared concern.

Vietnam and Malaysia will keep tightening economic links and promoting bilateral trade to US$15 billion or higher by 2020, the officials said, stressing the need to boost dialogue between their Governments and businesses.

They affirmed the determination to remove obstacles and create optimum conditions for Vietnamese and Malaysian firms to seek investment and business chances, especially in new sectors that apply technology and have high added value like digital economy, clean energy, hi-tech agriculture, infrastructure development and logistics.

They also talks ways to step up cooperation in other fields such as culture, tourism and sea-related areas.

Deputy PM Ismail said the Malaysian Government will further provide favourable conditions for Vietnamese who are living, studying and working in the country. She also agreed to strengthen bilateral ties in labour and vocational training.

At the talks, the Deputy PMs exchanged views on regional and global matters of common concern. They said amid the current regional situation, the two countries should maintain consultation on issues relevant to regional security and strategies and coordinate to help build a united ASEAN, successfully realise the ASEAN Community Vision 2025, enhance the bloc’s centrality in the regional architecture, and bring into play its role in the settlement of strategic issues in the region.

They affirmed the resolve to work closely together to reinforce regional economic connectivity, particularly within the framework of ASEAN, the Asia-Pacific Economic Cooperation (APEC), the Asia-Europe Meeting (ASEM), and the Comprehensive and Progressive Agreement for Trans-Pacific Partnership (CPTPP).

Malaysia pledged to support Vietnam’s holding of the ASEAN Chair in 2020. Meanwhile, the Vietnamese side also committed support and close coordination when Malaysia hosts APEC events the same year.


Adapt or die – future proofing TVET colleges for a rapidly changing world

Adapt or die – future proofing TVET colleges for a rapidly changing world

Adapt or die – future proofing TVET colleges for a rapidly changing world.







In the face of the 4th industrial revolution and quickly evolving technology, unless South African TVET colleges, develop a technology plan, they will be irrelevant.

These challenging words by Myles Thies, Director of Digital Learning Services, Eiffel Corp at the IVETA conference 2018 held in Cape Town last week. Within the theme of the conference, “Making Technical and Vocational Education Training the First Choice’, Thies urged leaders in the sector to develop plans around technology to ensure they remain relevant in the current education and training environment which is already facing some significant headwinds

“Artificial Intelligence is going to revolutionise the job market and with TVETS being an essential part of education in South Africa, it’s vital for them to develop digital teaching strategies that meet the challenges,” said Thies.

“Over 800 000 students are enrolled at 50 TVET colleges on 264 campuses around the country and it’s imperative these students remain relevant. Graduates already face an uphill battle to find employment so they have to exit their courses with the ability to adapt to a changing work environment as quickly as possible,” he added.

While the 4th industrial revolution will potentially affect jobs, new jobs will replace traditional jobs and these will require a different skill set. TVET colleges will need to improve their way of imparting skills to students.

“Future learning is micro- and blended-learning and curriculums will be online. The workplace will be transformed and digital will be utilized to reskill staff.”

“Aritifical Intelligence (AI) bots recently beat humans at the video game Dota 2. That’s a big deal, because their victory required teamwork and collaboration – a huge milestone in advancing artificial intelligence,” said Thies.

Although the AI bots played 183 years worth of the games before winning they did this and learned strategies quickly. Humans can’t hope to match this type of capability.

Robot automation is projected to take 800 million jobs by 2030. It’s estimated that the half-life of a job skill is about five years (every five years, that skill is about half as valuable as it was before).

Skilled workers thus need to get ahead of that decline in value.
Thies warned workers will be outpaced by AI and automation and the pace of innovation may be faster than the ability of workers to reskill.

With 35% of all jobs in South Africa, almost 5.7 million, currently at risk of total digital automation within a mere seven years, the country could see a crippling effect compounded by a fragile economy and growing unemployment.

TVETS also face competition in the form of international institutions offering digital education.
“Blended is the new black,” said Thies, “students and workers are seeking out programmes that combine localised face-to-face delivery with blended learning delivery options. Those institutions that get this mix right, with the right amount of quality and recognition, will have a winning recipe. Those institutions that fail to innovate delivery options will see a reduction in applications over time.

“The inclusion of technology for distribution and facilitation at a high level of quality is key, otherwise students will go elsewhere.”

Thies posed the questions – how will South Africa cope considering the massive challenges already faced in terms of skills, productivity and education? What do TVETS have to start doing now to be ready for the coming changes and challenges?

According to Thies, there are very few quick fix’s, but he suggests:

1. Investment in technology
Making a serious and conscientious investment in technology is only one small part of the solution. Educator skills and capability to facilitate and impart skills in the technology-dominated space has to be prioritised at every level. Continuous individual professional development and reskilling in digital teaching and assessment practices is essential.

Establishing a supportive technology and innovation ecosystem for all participants in the learning continuum.

2. Adaption
TVETS need to be adaptable in coping with technology and the new environment. Learners are seeking out new modes of learning based on their current use of technology, but educators are not at the level of digital teaching and learning to meet them, thereby forcing the TVET student to remain in a face-to-face teaching environment. Insittutions need to embrace mobility.

3. Responsive
The ability and speed of adaptation must be robust enough to cope with the increasing pace of innovation. Teacher & lecturer skills are not keeping pace with innovation and capabilities.

Learners are more discerning and competition for TVET learners will be fierce (TVETS already play second fiddle to universities in SA.The TVET sector is trying to change this). Academic, facilitation and administrative quality has to be agile and flexible. Lecturers should be rewarded and recognised for digital teaching innovation. Baseline standards for digital teaching & learning that embrace course design and content standards are essential as well.