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Make education system tvet-friendly

PUTRAJAYA: The country ‘lost’ 147,422 students from national schools from 2006 to 2017.

The former deputy director general of Education Datuk Ahmad Tajudin Jab said that the figure constitutes some 30 per cent of students that enrolled in Standard 1 in 2006.

He was concerned about the direction in which the students took upon leaving school as there was a possibility that they would never return to school or pursue higher education.

At the same time, the ministry found low enrolment among Sijil Pelajaran Malaysia (SPM) leavers in Technical and Vocation Education Training (TVET).

The dejection felt upon failing to secure a place in public or private institutes of higher learning may be one of the reasons why some SPM leavers feel that furthering their studies after 11 years of schooling is an exercise in futility.

“How wonderful it would be if we could get those 30 per cent, or at least some of them to enrol in TVET.

“Their interest may not be in academics and TVET could offer a better alternative,” he said when presenting a working paper at a TVET roundtable discussion recently.

The discussion, organised by the National Professors Council (MPN), was chaired by its president cum CEO Prof Datuk Dr Raduan Che Rose and was attended by over 30 participants from institutes of higher education, government departments, parent-teachers associations, employer associations and youth organisations.

Among the major issues identified is the involvement of too many parties in the implementation of TVET in the country.

Identifying the issues

TVET issues have become so widespread that the Pakatan Harapan government had to establish a TVET Empowerment Committee in June and appoint Permatang Pauh MP Nurul Izzah Anwar as its chairperson.

In the Mid-Term Review of the 11th Malaysia Plan (RMK-11) which was tabled recently, Prime Minister Tun Dr Mahathir Mohamad had said that the government was working on improving the capabilities of youth in the field of TVET.

Among the issues plaguing TVET are the overlapping education system, the certification system, the lack of funding and the uncertain future of TVET graduates.

The ministries were the Rural and Regional Development Ministry (KKLW), the Education Ministry (KPM), the Higher Education Ministry (now under the Education Ministry), the Human Resources Ministry, the Youth and Sports Ministry, the Agriculture and Agro-based Industry Ministry, the Works Ministry and the Energy, Green Technology and Water Ministry (KeTTHA).

“Every ministry uses a different model and organises their own programmes. They have their own fields and they don’t share (those models) with the others. If we can promote the idea of a main institution, that would be progress,” said Raduan.

Other situations that also contribute to TVET issues are different curriculums for the same programme, the lack of a standardised certification system and bureaucracy issues when it comes to sharing human resources and equipment.

Standardise tvet

The discussion panel unanimously agreed that remedial measures need to be taken as soon as possible to address the plethora of problems plaguing TVET in this country.

They presented several proposals for the consideration of the government, including placing all TVET institutions under the purview of the Education Ministry.

They also recommended that the ministry be renamed the Ministry of Education and Training.

The national education system should also be revamped to reduce the number of students dropping out due to disinterest in academic learning, in addition to increasing the number of student enrolment in TVET among upper secondary school students at a rate of 30 per cent or a figure equivalent to other countries in the region.

They also recommended that Malaysia study TVET programme models under one ministry as successfully practised in countries like Finland, Germany, Austria, Australia, Singapore, South Korea and Japan.

In Finland, Germany, Austria, Singapore and South Korea have students entering TVET as young as 15 and 16 years old, eventually entering the workforce by age 18 and 19.

The panel also proposed that TVET institutions be consolidated into four institutions namely the Upper Secondary School Industry Apprenticeship (PIMA), the Upper Secondary Vocational Programme (PVMA), vocational college and polytechnic and a higher level TVET centre.

At the moment, there are 1,901 public and private TVET institutions in the nation.

Teaching manpower and accreditation

The discussion panel also proposed for the resolution of the difference in service schemes among TVET teachers.

They called for all TVET teachers who are still under class J (TVET teacher), DV (TVET teacher, DS (Malaysian Technical Universities) and others be switched into the DG scheme (Academic Teacher) or DH (Polytechnic and Community College) through special training at Teacher Education Training Institutes.

This would make it easier to relocate teachers to a certain state or district should there be a shortage of teaching manpower in the area.

It was also recommended that bodies involved in the accreditation of TVET institutions provide a specific approach to combining academic and practical training to eliminate the need for separate accreditation as is the practice today.

On the policy aspect, it was hoped that the government would review policies that could improve the marketability of TVET graduates by making it compulsory for workers in skill sectors to have a TVET certificate.

They also proposed for current workers to undergo competency tests so that they could become certified, as is the practice in Finland.

In addition to that, foreign workers should only be hired for non-supervisory or non-professional positions.

Raduan said it was time for the industry to join the government in the effort of empowering TVET sectors in the country, whether through financial support or strategic partnerships.

“TVET is skill-based and will eventually contribute to the industry.

The industry can play their role by sponsoring TVET students and absorbing them intro the workforce upon graduation,” he said.

Source:  Bernama, 4th Nov 2018

Hoping for higher allocation for TVET, athletes in Budget 2019, says youth minister


Greater focus on Technical and Vocational Education and Training (TVET), development of athletes and ways to reduce unemployment would likely be featured in the upcoming 2019 budget.

The Youth and Sports Ministry is already planning to reduce unemployment among youths to a single digit.

Its Minister Syed Saddiq Syed Abdul Rahman said there are many things on the ministry’s wishlist, but two specific items remain high on the agenda.

“In summary, I feel like there are needs to focus on allocation towards education which involves TVET and not merely tertiary education.

“I have brought this up to the Finance Ministry many times that the allocation for TVET must be enforced while the education and training itself must be industry-driven,” he said at the InvestSmart Fest 2018 in Kuala Lumpur last Friday.

He said TVET graduates of the Youth and Sports Skills Training Institute has an employment rate higher than 90%.

“Clearly, TVET is a training that makes graduates even more employable than those with a bachelor’s degree. The only thing left is to reinforce the training itself so that more people can join TVET,” he said.

He said by reinforcing education and training, the country can help youths from the bottom 40% households.

“We must also have an allocation to address the rate of youth unemployment. There must be an effort by all ministries to curb the issue and to reduce the rate of unemployment among youths to a single digit,” he said.

Some figures suggest youth unemployment rate stood at 10.85% last year, despite headline unemployment rate being 3.3%.

The Malaysian Reserve previously reported the high youth unemployment rate is backed by discriminating employers who prefer to hire foreign workers, as well as the increase in the number of graduates entering the job market.

Syed Saddiq said he would also like some allocation to be channelled for sportsmen and para-athletes.

“A higher allocation for sports is also required which is very important for both our athletes and paraathletes,” he said.

Meanwhile, InvestSmart Fest 2018 is an investor education initiative by the Securities Commission Malaysia (SC) aimed to promote awareness and knowledge on the Malaysian capital market to youth.

SC chairman Tan Sri Ranjit Ajit Singh said the SC has developed a mobile application game to introduce the foundation of capital market concepts to tech-savvy users.

“There is a perception that capital markets are intimidating or dry. We want to shift the perception and make learning more fun and enjoyable,” he said.

According to the Asian Institute of Finance, investments are not a priority for millennials, with only 41% out of 1,000 respondents say they diversify their investments and only 23% would invest more than 20% of their monthly income, while another 40% invest less than 10%.

Source: The Malaysian Reserve

TVET education at ILP for M’sians with SPM

Dr Rosnah presents a memento to Dr Teo.

MIRI: Enrolment into skill and vocational training institutions is for every Malaysian with SPM.

Director Dr Rosnah Muhamad Tahir said this while leading a team of officials from Industrial Training Institute (ILP) Miri on a courtesy call to Miri MP Dr Michael Teo at his service centre here yesterday,

“It is sad to say that the enrolment of Chinese is still low at the moment because of the wrong perception that it is only for Bumiputeras.”

According to Dr Rosnah there are about 20 Chinese students out of 102 students per intake. She hoped Dr Teo would promote and encourage parents to enrol their children into the institute.

Dr Rosnah said; “Technical and Vocational Education and Training (TVET) is education and training which provides knowledge and skills.

“TVET is very important because the government wants to increase skilled workers from 28 to 35 per cent by 2020 and to spur economic growth. It also provides good and bright employment opportunity not only in the state or country as they could go beyond with their skills and experience.”

In this context, she advised SPM school leavers not to think only of starting salary as they must aim to acquire skills and experience required by the industry before getting better pay.

Local companies are also encouraged to hire more locals with skill and experience.

Dr Teo who acknowledged and recognised the importance of having skilled labour said he would appeal for more funding, including employing more lecturers for ILP Miri.



TVET boys

Low pay. Dirty work. No prestige. Uneducated. Not interesting. Useless. These are some of the perceived characteristics associated with vocational students in Malaysia. For many of us, we have been told that our life depends on our academic grades. Coz if we fail, we’re doomed, right?

Our ears bleed from hearing our elders emphasise way too much on the academic science stream as the ultimate path to success! We’re also raised to think that vocational education is an option for school dropouts, non-academically inclined students and slow learners. Well… Thanks to this stigma, the system receives a generally low enrolment of students.

Now, there are calls for a collaboration in transforming the system and making it a first choice. With the establishment of a committee to prep Malaysia for the 4th Industrial Revolution, committee head Nurul Izzah is studying reform reports and having discussions with the relevant ministries.

Put your hands together for… TVET reforms!! Image from NST.

Among the initiatives, the Ministry of Education wants to work more closely with the UK to provide English language training to STEM and vocational teachers. But actually…

What in the world is the problemo with our vocational education?

Many problems. Before we get to them, first… it’s formally known as TVET, and this is how UNESCO defines it:

“Technical and vocational education and training (TVET) is understood as comprising education, training and skills development relating to a wide range of occupational fields, production, services and livelihoods.” – UNESCO’s definition of TVET.

TVET is usually referred to as education for “blue collar” jobs, which involves more handy work (like technicians, plumbers, hairstylists, chefs, farmers etc) than a “white collar” job.

Ooohh, that’s why they’re called “white collar” and “blue collar”. Image from The Conversation.

Here’s how it works. If a 15-year-old student wants to pursue something hands-on after PT3, s/he can go to a vocational college to get a SKM (instead of SPM) in the first 3 levels and then proceed to a diploma or advanced diploma in either a vocational college, community college, polytechnic or a university (can choose public or private). SPM leavers can also walk the same path – just opt for a vocational tertiary institution. If you want to find out more, click on this link.

Berjaya University is one of the places to consider for a TVET course. Image from The Sun Daily.

It generally uses different forms of learning (formal, non-formal and informal) to facilitate a well-rounded transition into the job market. When it comes to education, we all get excited seeing the word “well-rounded”, right? But then, why does our current TVET system seem so unpopular here?

For starters, TVET Journal and Professor Dr Ramlee Mustapha of Universiti Pendidikan Sultan Idris (UPSI) said that some characteristics of TVET schools could be improved. Like getting better infrastructure and equipmentTeaching approaches need to be more interactive and digital, especially for millennial students.

The education system and labour laws must also be more flexible and responsive to our country’s economic goals. And since the whole point of vocational education is to prepare students for employment, it’s super important that schools buddy up with potential employers. Imagine a 20-year-old graduate with sound mechanical skills going STRAIGHT into companies like Proton or Western Digital, without having to search and apply from scratch.

On top of this, Nurul Izzah said that tertiary education and TVET systems are so out of sync. Despite a government funding of about RM4.5billion on TVET, it is not running at full capacity, according to the Human Resource (HR) Ministry. This is where the collaboration and coordination between the TVET Committee and relevant ministries become significant.

Our TVET system can relate to this octopus. Image from Cartoon Stock.

Still not convinced? Then…

Let us tell you why our TVET needs a makeover

TVET needs to be integrated into mainstream education since [an article by the New Strait Times (NST) said that] TVET provides highly skilled human resources which will boost our country’s economy and enable it to become a “high-income nation”. A journal article by Margarita Pavlova (definitely a human being, not a drink or dessert) also said that TVET is “a tool for productivity enhancement and poverty reduction” in the Asia-Pacific.

But for Malaysia to truly prosper in the long term, the elephant on the couch- sorry, in the room needs to be addressed: youth unemployment and employability. Yes, we’re emphasising on jobless freshies. Malaysian Industrial Development Finance (MIDF) said that youth unemployment rate remains frustratingly high at roughly 204,000 due to the demand and supply mismatch of skills.

Repeat after us: “TVET increases employability”. Image from MOHE Editorial.

A senior researcher at Malaysian Institute of Economic Research (MIER) explained how young adults end up jobless. They are more likely to be job hunting either because they’re fresh grads or changing jobs. But, job vacancies don’t match-match with the skill sets freshies have but instead ask for more experienced candidates. Moreover, Azeem Abu Bakar of the Organisation for National Empowerment (ONE) pointed out the need for grads to adapt to the tech evolution of the job market by learning new types of skills.

Great tractor skills but isn’t he too young for this? Image from Giphy.

We came across some success stories of TVET graduates who proved the naysayers wrong (if you want, you can read them in detail here and here). If there is one thing these grads can agree on, it’s that TVET has prepped them up for the real world.

“TVET helped me advance in my career and created healthy competitionbetween me and my male colleagues. The training is also important to produce skilled workers that the country lacks.” – said Nur Izzati Athirah, who is pursuing underwater welding, a male-dominated profession.

Nur Izzati Athirah looks so cool when prepping for work. Image from The Star.

Hold up! Don’t get too excited. It has some disadvantages too (in other countries as far as data brings us). American Leaf Group’s Classroom claimed that TVET grads face lower lifetime earnings (despite a high earning potential) and specific fields of study (which limits flexibility in learning further on the job and adjusting to newer tech). Career Ride also said that TVET programmes are not widely recognised and have higher costs for lab-related stuff.

But it’s not clear if the same applies to the career prospects of TVET graduates here. Malaysian Trades Union Congress (MTUC) president Datuk Abdul Halim Mansor said that there was NO DATA on the number of employed Malaysian TVET graduates as of 2017 and their salary scale. No wonder it was so hard to find data supporting these claims of disadvantages for Malaysian TVET grads. *facepalm*


Actually right… other countries depend on TVET kids for success lor

Former Deputy Education Minister Datuk Chong Sin Woon said that the percentage of Malaysian students in TVET are pathetically lower than that of some countries. According to him, we only have 8% of our secondary students in TVET. Germany? 60%! Let’s see how it works.

Germany practices a dual vocational education system which emerged from the Vocational Training Act to ensure that every industry had enough talent for a modern Germany. Why dual? Simply because it has two components: apprenticeshipand theory classes.

So, the students get the best of both worlds! They have technical know-how AND hands-on experience. If that’s not great enough, the theoretical classes don’t neglect some academic subjects like German, English and social studies, which cuts out the previously mentioned disadvantage of specificity.

A glimpse of the practical part. Image from Young Germany.

Because of its pros, its graduates are highly employable. No wonder the Germans find it socially acceptable to pursue TVET.

“In Germany, people studying TVET would go on to become PhD holders, but it is not the same here,” said HR Minister Kulasegaran.

Of course, despite a few technical issues, its success couldn’t be possible without a well-coordinated TVET system. And because it’s so good, the German TVET system is evident in some places including Malaysia (via the German-Malaysian Institute) and Slovakia.

As for an Asian example…

Singapore pulak has been implementing TVET since its merdeka in 1965. Our fun-sized neighbour houses vocational universities like Nanyang Polytechnic (NYP), Singapore Polytechnic International (SPI) and Institute of Technical Education (ITE).

Waaahhhh… Image from The Nation.

ITE’s former CEO Dr Law Song Seng‘s case study on Singapore’s TVET policies brings us through the literary museum of Singapore’s 5-decade history with TVET, consisting of three phases:

  • labour-intensive economy (1960s-1970s): Expanded the education system to meet the needs of industrialisation.
  • capital-intensive economy (1980s-1990s): Involved economic restructuring when the Singaporean govt decided to set a minimum of 10 years of general education for everyone, so TVET became a post-secondary education option.
  • knowledge-intensive economy (2000s): Built a globalised, knowledge-driven economy by working on making itself an education hub.
Look at how Singapore's GDP has grown over the past 5 decades! Screenshot from The World Bank.

Look at how Singapore’s GDP has grown over the past 5 decades! Screenshot from The World Bank.

Right now, WorldSkills and SkillsFuture are major initiatives in promoting TVET in Singapore. WorldSkills is the “global hubfor skills excellence” while SkillsFuture is a national movement to encourage Singaporeans to continuously develop their skills. If TVET grads want to gain career opportunities related to their field of study, they can participate in the SkillsFuture Earn and Learn Programme, a work-learn programme.


So, how about we jump on the bandwagon?

If you still insist on bashing TVET kawkaw, then these two things (as claimed by Datuk Chong Sin Woon) might probably convert your mindset to favour TVET: starting salary and employment prospects. It turns out that TVET freshies earn between RM2,000 and RM5,000 monthly, which isn’t so different from what uni freshies earn. TVET grads are also in high demand by employers and not limited to certain industries.

By the way, the salary range mentioned is probably applicable to minority industry (or maybe even none, common, RM5K for freshies??

“They are highly sought after by industries – 90% of the cohort in our TVET(technical and vocational education and training) who graduated last year are already employed. Vocational and technical graduates don’t just end up opening beauty salons or bakeries, many of them work for multinational companies like Boeing.” – said Chong.

Or maybe General Electric? Image from the New Strait Times.

Chill, guys. We’re not badmouthing mainstream education but we wanna tell y’all that TVET is not as bad as you’d think. There’s hope for TVET here if proper reforms are made to fix its current issues. We’re not alone in this as other places like Bangladesh, countries in the Pacific region as well as countries in Latin America and The Caribbean are also trying to reform their TVET systems.

TVET can actually make Malaysia great again like our advanced counterparts since it makes employees more employable with skills that match job requirements and familiarity with the working environment, hence boosting the country’s productivity and curbing youth unemployment.

With that in mind, maybe it’s time to stop making fun of that one relative who is pursuing a vocational course, eh?


Taiwan promotes vocational and technical education for overseas compatriot students

Wu Hsin-hsing (吳新興), Chairman of the Overseas Chinese Affairs Committee, pictured above. (By Central News Agency)

TAIPEI (Taiwan News) – To commemorate Taiwan President Tsai Ing-wen’s second year in office, chief of the Overseas Community Affairs Council (OCAC) is looking back at the achievements of the education projects made for the overseas compatriot students from the Southeast Asian countries under President Tsai Ing-wen’s New Southbound Policy.

In terms of education, the OCAC has encouraged students to come to Taiwan for training and education. The number of  overseas compatriot students coming to Taiwan has increased from 700+ to more than 1,000, in two years, and the students’ country of origin has also gradually expanded.

In an interview with the Central News Agency (CNA), Wu Hsin-hsing (吳新興), the chairman of OCAC, said that over the past two years, the Taiwanese government has relaxed the number of schools participating in the “3+4 Overseas Compatriot Students’ Technical and Vocational Training Courses,” and has actively enrolled students from Southeast Asian countries, and the results have been remarkable.

The students of the “3+4 Overseas Compatriot Students’ Technical and Vocational Training Courses” come to Taiwan to study in vocational high schools for 3 years. After graduation, they continue their studies for 4 years at technical colleges.

According to OCAC data, in 2016, there were only five participating schools and 754 overseas compatriot students studying in the program. In 2017, there were 12 schools participating with 1034 overseas compatriot students, and this year, the numbers have increased to 13 schools with 1,531 enrolled students.

Not only has the number of overseas compatriot vocational school students increased, but also the number of countries from which they have come. Wu said that a majority have been coming from Vietnam and Malaysia, and now, more students are also coming from Indonesia, Burma, and other countries.

He said that in the future, the OCAC will continue to expand the reach of this program and hope to recruit more Chinese-ethnic students of different nationalities by communicating with overseas compatriot parents and promote the services provided for overseas compatriot students.

Wu pointed out that in addition to the “3+4 Overseas Compatriot Students’ Technical and Vocational Training Courses,” the OCAC also promotes youth technology courses for overseas compatriot students, overseas compatriot graduates and workers, and students who have come to Taiwan to study at two-year technical and vocational programs. The graduation certificate issued by the OCAC helps the overseas compatriots start their own businesses after returning home

According to OCAC data, in 2016, Overseas Youth Vocational Training Classes had 1,179  students distributed among 17 schools and in 2017 the number increased to 1,380 attending 21 schools.

With regard to the advantages of overseas students coming to study in Taiwan, Wu said that quality of vocational senior high schools and higher education in Taiwan is slightly better than Southeast Asian countries, including teachers and equipment.

At the same time, Taiwan and Southeast Asian countries are culturally similar. So the overseas compatriot students are able to integrate quickly into Taiwan’s society, including Taiwan’s freedom and democracy among the advantages.

Wu conveys that the OCAC provides tuition subsidies to overseas students who are studying at Taiwan. Overseas compatriot students can also work part-time up to 20 hours per week, alleviating the financial burdens of studying abroad.

Additionally, the Overseas Credit Guarantee Fund (OCGFund) can provide a loan of NT$80,000 to overseas students who need assistance when they arrive in Taiwan, and then repay them in installments.

In order to attract more overseas compatriots to Taiwan, Wu mentions that the OCAC also discussed with related ministries and councils to relax the conditions under which the overseas compatriot students can remain in Taiwan after graduation.

He said that the draft of the “New Economic Immigration Law” planned by the Cabinet includes this modification. Those who graduate from vocational high school and receive their certification will be able to stay in Taiwan to look for a job, which will help increase Taiwan’s middle-level technical manpower.


TVET Malaysia: 5 Reasons to Consider Technical and Vocational Education and Training

TVET Malaysia: 5 Reasons to Consider Technical and Vocational Education and Training

Planning for your career is tough. There are a thousand and one things to consider. From the cost of education, your interests, job satisfaction, pay and managing social expectations; this is not an easy undertaking. Thankfully, there are many career paths and one compelling route is Technical and Vocational Education and Training or TVET for short.

According to UNESCO, TVET is:

“those aspects of the educational process involving,

  • in addition to general education,
  • the study of technologies and related sciences and
  • the acquisition of practical skills, attitudes, understanding, and knowledge relating to occupation in various sectors of economic life.”

Technical and Vocational Education and Training consists of

  • “apprenticeship training,
  • vocational education,
  • technical education,
  • technical-vocational education,
  • occupational education,
  • vocational education and training,
  • professional and vocational education,
  • career and technical education,
  • workforce education,
  • workplace education, and others.”

Going into TVET will equip you with the practical skills that will transform you into a skilled worker ready for the real world. Increasingly, it has become more apparent that academic qualifications are not the be all end of career paths as seen with the oversupply of fresh graduates in Malaysia. However, the million RM question is this. Should you be considering TVET? Read on to let us make the case!

*Disclaimer: as choosing a career and education is an important life decision, we urge you to do more research after reading this primer.

  1. 1. Proposed Raising of Minimum Wage of Local Skilled Workers by the Govt

Kim Kardashian Money
Image Credit:

According to The Star and other news outlets, the Govt plans to raise the minimum wage for local skilled workers to RM3,500 up from RM1,200 — achieving parity with skilled foreign workers. This is part of the plan to eventually raise this amount to RM5,000 by 2030. This proposal was put forward by Deputy Prime Minister Datuk Seri Dr. Ahmad Zahaid Hamidi along with other efforts to meet the demand for skilled workers who underwent TVET training.

Although this may or may not come to pass, it is clear that skilled workers are in high demand in Malaysia. This effort along with others shows that the Government is committed to making this a viable career path, This is in large part due to the demand for skilled workers and the shortage in supply of skilled workers.

  1. Malaysia Needs More Skilled Workers

Skilled Workers PVET
Image Credit: Fancycrave |

In a meeting with the press, Malaysian Chinese Association president Datuk Seri Liow Tiong Lai called for the training  of more skilled workers that would allow Malaysia to be competitive in a variety of industries. Currently, Malaysia is facing a labor crunch in the logistics, manufacturing and agriculture industries. These industries had to resort to finding foreign workers to fill this gap. The stats back this up as well.

Compared to other developed countries, skilled workers in Malaysia consisted of only 28% of the local workforce, compared to 43% in developed countries. It is clear that there is a demand for local skilled workers that need to be filled in Malaysia. For a country to develop and progress; having skilled workers from TVET institutes are as important if not more important as having tertiary graduates.

  1. New Jobs Created in Malaysia Will Require Skilled Workers With TVET

Carpenter at work
Image Credit: Fancycrave |

In addition, The Sun Daily reported that out of the 1.5 million jobs that the government is targeting to create by 2020, an estimated 60% will require someone with a TVET education. This comment was made by Human Resource Minister Datuk Seri Richard Riot Jaem.

Moreover, he added that people who underwent TVET training could access a myriad of employment opportunities as business people and digital technopreneurs. Clearly, the government is behind this initiative, raising the validity of embarking on TVET and becoming a skilled worker as a career path.

  1. TVET Careers Are Promising And Rewarding

Engineers at work PVET
Image Credit: Pixabay |

This point is subjective but we believe that it rings true for many. Not everyone is academically inclined or well suited for tertiary education.

A TVET education is great if you fulfill these criteria:

  1. You may prefer a more hands-on approach to learning that takes place outside the classroom.
  2. You already have an ideal career or some industry you would like to work in.
  3. You may feel that studying too much is waste of time and you would like to start work and soon as possible.
  4. You would like to learn practical things in the real world.

Most of these courses will allow you to work and study giving you a higher degree of freedom. TVET will allow you to do all these things and more.

  1. Tertiary Education Is Expensive And Not Suited for Everyone

University Stress
Image Credit: Pixabay |

Let’s face it, university education is not for everyone. If the thought of the SPM gives you PTSD, pursuing an alternate career path may be better for you. Furthermore, studying in university is not cheap at all. An article by The New Straits Times in 2017 showed that tuition fees in the country cost an average of RM38,000 a year.

This puts a huge strain on the parents who send their children to the university as it may cost as much as half their salaries to send their children there. This fee does not include daily expenses and often many parents take up loans to send their children to university. In contrast, TVET programs are often cheaper, take less time, more flexible and offer good career prospects as well.

We hope that reading this article will provide you useful information about your future career and educational prospects. Do let us know in the comments if there is any more useful information about this topic!


Kursus Induksi PPL bulan Feb (1 sesi sahaja di Malaysia bulan Februari)

Siapa yang patut hadir?
a) Calon Pegawai Pengesah Luaran
b) Calon Pegawai Pengesah luaran SLDN
c) PP-PPT yang ingin dilantik sebagai PPL-PPT
d) Individu yang terlibat dengan pengendalian Pusat Bertauliah
Kenapa perlu hadir?
a) Memenuhi syarat untuk menjadi PPL
b)Memahami tugas dan tanggungjawab PPL

a) 18 tahun ke atas
b) Warganegara Malaysia atau PR
c) Telah lulus kursus induksi PP-PPD

Faedah kursus kepada peserta

Berpengetahuan mengenai Pentauliahan Persijilan melalui konsep Persijilan & Sistem Latihan Dual Nasioan (SLDN).
Peningkatan kelayakan personel untuk pembangunan kerjaya
Dapat menyediakan panduan & motivasi kepada masyarakat dan organisasi dalam aspek pembangunan & penilaian Pusat Bertauliah.

Berpeluang menjadi Tenaga pakar Industri Negara (DPIN)
Persijilan yang diiktiraf oleh pihak Awam & Swasta

Faedah kursus kepada organisasi

-Mempunyai aset dalam aspek jaminan mutu pentauliahan Pusat Bertauliah
-Mempunyai personel yang berkelayakan & diiktiraf
Kualiti Pusat Bertauliah dan daya saing dapat ditingkatkan

Untuk pengesahan tempat anda, sila isi borang permohonan yg boleh dimuat turun dari sini, kemudian emel kembali bersama slip bayaran ke

Butiran Bank: I Smart Educare, Maybank 514589203020
Yuran: RM350 + 10 (caj pengeposan sijil)

Kursus lain:
1) VTO: Mac/April 18 di Kepong, Miri & Ipoh
2) Induksi PP-PPD pada 3-4 Mac 18 di Kepong
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Vocational education and training sector is still missing out on government funding: report

There is a stark difference between schools, VET and higher education spending in Australia, according to our research published today.

The Mitchell Institute’s 2017 report shows that while spending on schools and higher education continues to grow, vocational education and training (VET) expenditure is going in the opposite direction. We are spending less on VET now than we were a decade ago, in real terms.

The chart below shows the trends in expenditure over an 11-year period to 2015-16. This analysis uses 2005-06 as the base index year. Indexing enables comparison of change over time from a common starting point, which is 100 here. So, an increase from 100 to 102 would represent a 2% increase. All expenditure values are in 2015-16 dollars, converted to real terms using a GDP deflator.

This analysis was done using Australian Bureau of Statistics (ABS) data. While more detailed data are available for each education sector through different collections, the ABS applies the same method for estimating expenditure for each sector. This makes it the best means of making a comparison across schools, VET and higher education.

The figures include all expenditure by government entities – meaning by governments (to both public and private education providers) and also by public schools, TAFEs and universities. This gives us an approximate picture of where the dollars are flowing, and how this is changing over time.

What’s important here is the increasing disparity in expenditure growth between the sectors, particularly between VET and higher education.

VET missing out

This comparison confirms widespread concerns about VET going backwards. Expenditure in 2015-16 was 4.7% below the level in 2005-06.

This tells a worrying story about quality vocational education and training not being a priority for governments.

Key growth employment areas like aged care, early childhood education and hospitality rely on vocational training for skilled workers. Building up vocationally qualified workers in the growing service and caring industries will be essential, particularly as employment in the manufacturing sector declines.

Universities going from strength to strength

Higher education has followed a very different path. Spending has grown by 53% over the 11 years from 2005-06.

These figures include spending on more than just teaching and learning and universities have other significant sources of revenue, including international students.

Even so, it is clear that governments, and Australians collectively, are prioritising spending on university education over vocational training.

Early years catching up

This is the second time preschool has been included in this overview of education expenditure.

The chart below compares growth in expenditure on preschool, alongside the other education sectors over the same 11-year period.

Although coming off a much lower base, preschool spending grew rapidly following the National Partnership Agreement on Universal Access to Early Childhood Education in 2009. This growth reflects a growing awareness of the importance of the early years among governments.

This comparison shows where we are focusing our education resources as a nation.

These diverging patterns of expenditure across the education sectors reflect our longstanding fragmented approach to policy and funding, particularly at the tertiary level.

Under current policy settings, it is not hard to imagine the already considerable discrepancy between VET expenditure and higher education and school expenditure continuing to grow.

This report, the fourth in the series, should prompt government to consider a more strategic approach to distributing resources across the education sector.

The uneven approach between VET and higher education in particular reflects an ongoing failure to conceive of the two as part of a single tertiary education system.

This blindspot continues to act as a barrier to the creation of the responsive, integrated education and training system many are arguing is needed to sustain economic growth in a changing world.


Comment: Malaysia should be applauded for going the other way round but then, leakages are still rampant. Recent swindled fund of RM40 million from PTPK is a very good example. It has caused the private providers to have a very hard time recruiting students due to very low quota for funding

Preparing Malaysians for the work of the future

The integration of on-the-job training and lifelong learning into TVET curriculum can ensure that graduates are job-ready, yet adaptable to changing skills requirements.

“WHAT do you want to be when you grow up?” This is one question we have all been asked at one point in our lives, whether the answer requires a 350-word essay or just one-word, usually referring to a job.

How does one answer this same question today with automation taking place and the fact that many jobs of the future do not exist yet?

A good example is social media jobs. It is hard to imagine a high-paying social media job a decade ago and this same job may be completely transformed in the near future, if it still exists at all.

Over one-third of skills that are considered important in today’s workforce will probably have changed five years from now based on research by the World Economic Forum (WEF). The young people today will need a portfolio of skills and capabilities to navigate the complex world of work in the future.

In fact, a report by Deloitte University Press on “Re-imagining Higher Education” predicts that 50 per cent of the content in an undergraduate degree will be obsolete within five years due to the impact of digital transformation.

While we talk about the future of work — which jobs will disappear and which will remain — we also need to shift the focus to understand the skills and capabilities in demand.

Another WEF report, The Future of Jobs, identified complex problem solving, critical thinking and creativity as the top three skills out of 10 that workers will need in 2020.

Although active listening is considered a core skill today, the report said that it will completely disappear from being an important skill at the workplace. Instead, emotional intelligence is said to become one of the top skills needed by all in the future.

Linear careers, where the path begins with the choices you made in the subjects you studied at university before entering the world of work, will be far less common. There is a strong need to constructively engage employers in changing the education system in the years to come.

The allocation of RM4.9 billion for TVET (technical and vocational education training) institutions in the 2018 Budget is definitely more necessary now than ever before to prepare for the work of the future.

Malaysia plans to have 35 per cent of skilled workforce by 2020 to achieve a high-income nation status. The government has also set a goal to increase the country’s percentage of skilled workers to 45 per cent by 2030. It is about time the country upgrades its TVET system.

If there is one thing that TVET can do is that it could provide a means of tackling unemployment. Vocational education tends to result in a faster transition into the workplace and countries that place greater emphasis on TVET have been successful in maintaining low youth unemployment rates.

However, a negative social bias has often prevented young people from enrolling in TVET. Although vocational subjects are more varied, they are often poorly understood.

Many people associate vocational track programmes with low academic performance, poor quality provision and blocked future pathways that do not lead to higher education. Young people and parents shun vocational education, which they regard as a “second-choice” education option.

Academic subjects are valued more highly than vocational ones. Medicine, law and engineering are seen as career options with huge earnings potential. Several academic studies also caution against specialising vocational subjects at a young age because they are more specific and directly related to particular occupations.

For TVET to be valued as the equal of academic education, further education providers should not be overlooked.

The integration of on-the-job training and lifelong learning into TVET curriculum can ensure that graduates are job-ready yet adaptable to changing skills requirements. The funding is necessary so that TVET institutions can upgrade learning environments and invest in professional development. In return, it can raise teaching quality by increasing the qualification levels of the instructors and making pedagogical training obligatory.

Finland is one example of TVET success — a result of external and internal policy shifts — that we can learn from. The country’s systematic efforts since 2000 to upgrade the quality and status of TVET has lead to an increased percentage of application for the programmes from the Finnish youth.

TVET institutions in this country received the same basic and development funding as general education institutions. The curriculum has been restructured to include the national core curriculum required for access to university, as well as strong on-the-job training and lifelong learning components. TVET students are allowed to progress to further studies at university or applied sciences level.

Many parents’ worst nightmare is seeing their child aimlessly chasing dream without achieving anything. It is time that we should retire asking the young ones on what they want to be when they grow up.

Instead, we should provide accurate information and exposure to where future jobs will exist, including the skills to craft and navigate their careers.

It looks like learning and adapting will become more apparent in the future of workforce. As more students will find themselves doing work that does not exist, we should prepare them intellectually, socially and emotionally to continuously adapt to changes.



Manyin: Stop stigmatising vocational education

Manyin presents a trophy and certificate to a student. At left is Kuching Vocational College director Ng Fook Yin. — Photo by Chimon Upon

KUCHING: Vocational education should not be stigmatised as an option for dropouts because skilled workers are key to steering Malaysia towards developed nation status.

Minister of Education, Science and Technological Research Dato Sri Michael Manyin Jawong stressed that parents should instead motivate their children to go for vocational training.

According to him, as early as the 1970s, vocational education became stigmatised as the option for dropouts who failed to excel in public examinations.

“At that time, people thought that you’re there because you’re a dropout, so vocational school was not very popular. Our education system is academic-centric and does not emphasise skills training,” he said during the Kuching Vocational College’s awards presentation ceremony yesterday.

“This is why today we are so far behind in terms of skilled workers compared to other developed nations.” Manyin said Malaysia only has a 7 per cent skilled workforce at present compared to South Korea’s 96 per cent, Germany at 80 per cent, the United States at 75 per cent, and China at 45 per cent.

“Malaysia has only 7 per cent, so how do we compete with the world? So we don’t talk about the 4.0 industrial revolution. We are now still at 2.0 industrial stage,” he lamented.

Manyin pointed out that in the next five to 10 years, about 80 per cent of jobs would be science- and engineering- or skills-based.

He also quoted a projection that 1.5 million jobs in Malaysia would require skills training by 2020.

“Our education system is too exam-oriented and in Malaysia, people are embarrassed to tell others that ‘I’m a plumber’ or ‘I’m an electrician’. In Germany, they don’t ask you what degree you have, but what skills you have,” he added.

He stressed that with the right training, skilled workers could even earn more than those in other sectors.

“Get the correct training and you will be the future of Malaysia. When we reach 4.0 industrial revolution, those with degree qualifications might not be able to get jobs but with specific skills, you will be competitive and employable.

Let vocational training be the first choice for our boys and girls. Tell the world that you have skills, that you can be more productive than others,” he said.