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TVET to be re-branded to make it more appealing

Education Minister Dr Maszlee Malik at Putrajaya today. Pix by NSTP/Luqman Hakim ZubirBy Hashini Kavishtri Kannan – April 26, 2019 @ 2:54pm

PUTRAJAYA: The Education Ministry is looking into re-branding technical and vocational education and training (TVET) programme.

This also includes the possibility of changing its name to be more appealing, said Dr Maszlee Malik.

The Education ministry said it would undertake efforts to make TVET as a mainstream choice for students, instead of it being viewed as a second option.

“Currently, the stigma among the people is that TVET is a second choice and that they will not succeed if they take up TVET programmes.

“Therefore, the ministry will spearhead initiatives to change the stigma and perception including the possibility of changing of the name of TVET,” he said today.

Maszlee said TVET and vocational training is not something that people looked at highly.

“We have to acknowledge and appreciate that human skills are different from one another, and that there are people who could excel in the field of TVET.

“We, at the ministry are committed to bring up TVET as a top of choice of study,” he told reporters at an event organised by Education Ministry to announce three new initiatives that will be undertaken by community colleges to improve and enhance quality of education in line with the Fourth Industrial Revolution 4.0 (IR 4.0).

The three new initiatives are the ACES, Maker Market and Pondok Perdana.

Maszlee said ACES, an acronym for Apprenticeship, Professional Certification, Entrepreneurship and ‘Sijil Kolej Community’ are four pathways for secondary school leavers to take up TVET programmes at community colleges.

The Maker Market is an initiative taken by these colleges to collaborate with industry players, including Malaysia Digital Economy Corporation Sdn Bhd (MDEC), to create industry ready workers.

“Pondok Perdana, the third initiative, is to empower and value-add the skills of ‘pondok’ students through more structured and organised programmes.

“Through this, community colleges would cater certificate and diploma programmes to these students,” he added.

Also present were Education director-general Datuk Dr Amin Senin and Polytechnic and Community College Education Department director-general Prof Datuk Dr Mohd Ismail Abd Aziz.

Source: https://www.nst.com.my/

Comment: TVET is already an internationally recognised name, what rebranding are you talking about Dr Maszlee?? You think rebranding is just a change of name?
Has the Ministry discussed with the various stakeholders?
Heard from a source saying the name might be changed to
Certificate In Practical Engineering Technology or CIPET!


Pertemuan NGO-NGO TVET dengan Pengurus Besar PTPK


04.02.2019 | PERTEMUAN NGO-NGO TVET DENGAN YBHG. ENCIK MOHD FATHULLAH BIN MUSTAPHA, PENGURUS BESAR (PENGURUSAN), PERBADANAN TABUNG PEMBANGUNAN KEMAHIRAN (PTPK).

Pertemuan adalah mendapatkan penjelasan dan titik penyelesaian bagi isu arahan pekeliling bertarikh 31 Januari 2019 – Ruj: PTPK.P&P.100-3/1 Jld 17 (7) berkenaan Syarat-syarat Baru Permohonan Dana TVET Pinjaman Latihan Kemahiran Skim Pinjaman Lepasan Sekolah Tahun 2019 Bagi Sijil Kemahiran Malaysia Tahap 1, 2 dan 3. Dapatan dari perbinncangan yang dapat saya kongsikan ialah:

01. Tiada lagi kaedah agihan kuota bantuan kepada Penyedia Latihan (PL) sebaliknya peruntukan yang sedia ada perlulah dibida dengan syarat-syarat tertentu.

02. Tahun 2019 adalah menggunapakai pendekatan Industry Driven Funding yang sifatnya menekankan kepada kebolehpekerjaan.

03. Bantuan pinjaman kepada pelatih perlulah akhinya menyediakan pekerjaan yang merubah kehidupan. Ini yang perlu difahami oleh PL.

04. Penilaian melalui pemarkahan yang berbeza-beza apabila PL mampu menyediakan MOA atau MOU atau LOI atau Conditional Letter dari industri berkaitan penempatan pekerjaan kepada pelatih apabila tamat latihan. Walaupun ianya diperdebatkan, namun PTPK menyakini PL mampu membina hubungan dengan industri dan akhirnya manfaat kepada pelatih yang juga merupakan peminjam.

05. Cuma PKPB kekal menolak syarat dokumen berkenaan tidak membenarkan di tandatangani oleh PENGURUS SUMBER MANUSIA. Dokumen perlu ditandatangi oleh Pemilik atau Pengurusan Tertinggi. PKPB melihat syarat ini sesuatu yang “bikin lawak”. Dalam persekitaran perniagaan semasa, telah berlaku perubahan amalan pengurusan sumber manusia yang dahulunya hanya berperanan sebagai pusat khidmat dan sokongan untuk organisasi. Kini, ia lebih daripada sekadar memproses gaji dan pengambilan pekerja baharu. Dalam dunia moden, seorang pengurus sumber manusia memegang beberapa portfolio: rakan niaga, agen perubahan; pentadbir dan pembela para pekerja. Merujuk kepada beberapa kenalan HR Manager, terdapat 3 tugas teras seorang HR iaitu
a. A Line Function,
b. A Coordinative Function
c. Staff Functions [Assist and Advise]

06. PKPB menyokong perlunya Nilai tambah (Added Value) atau Dual Certification di dalam latihan perijilan kemahiran sedia ada. Di dalam hal ini, PKPB mengesyorkan agar Industry Lead Body (ILB) yang dilantik Jabatan Pembangunan kemahiran (JPK) di beri kuasa mengeluarkan sijil tambahan kompetensi berdasarkan industri masing-masing. Menghakupayakan ILB melalui persijilan kepada pelatih akan senang di kawal kualitinya berbading persijilan antarabangsa yang lain.

07. Masih lagi dengan Nilai Tambah (Added Value), PTPK perlu melihat mana-mana PL yang ada program pembangunan belia melalui kemahiran insaniah/softskills hendaklah juga diberi pemarkahan yang baik.

08. PL yang melaksanakan single-tier DKM / DLKM tiada penetapan bilangan peruntukan.

09. Pembidaan bagi peruntukan pinjaman untuk SKM 1-3 tidak melihat kepada kapasiti JPK semata-mata sebaliknya kepada kemampuan PL memenuhi syarat yang ditetapkan.

Apa pun, PKPB melihat sudah sampai masanya semua pihak mengubah cara berfikir dan bekerja dalam menyantuni atau membantu membina anak muda hari ini untuk masa depan negara yang hebat. Isu ini masiih panas dan proses rundingan msih berjalan.

Turut hadir dalam pertemuan ini selain PKPB ialah Persekutuan Pusat-Pusat Bertauliah JPK Swasta Malaysia (FEMAC). Gabungan ILKS Bumiputera (GILKSB). Gabungan ILKS India Malaysia (GAPKIM). Gabungan Pusat-Pusat Kemahiran Swasta Terengganu (GAKENT) dan Tan Sri Zainal Rampak, Tokoh TVET.

Kredit:
RIZAN HASSAN
06.02.2019

PERMOHONAN PERUNTUKAN DANA TVET PINJAMAN LATIHAN KEMAHIRAN SKIM PINJAMAN LEPASAN SEKOLAH 2019 BAGI SKM 1,2&3

Ada yang kata syarat ketat, ada yang kata tak ketat mana pun.
Apapun, bacalah pekeliling di bawah dan fikirkanlah cara kreatif untuk mengatasi halangan yang anda lalui.

PERMOHONAN PERUNTUKAN DANA TVET PINJAMAN LATIHAN KEMAHIRAN SKIM PINJAMAN LEPASAN SEKOLAH TAHUN 2019

PS: Kalau dah tak tahan lagi, jual la lesen PB anda sementara ia masih ada sedikit nilai (sebenarnya dah tak banyak nilai pun sekarang terutamanya hanya jika bergantung kepada PTPK untuk pelajar membiayai latihan mereka di PB anda)

Industry players to play larger role in TVET education, training

Employers and workers in technical vocational education and training (TVET) will play a larger role in the country as the Technical Education and Skills Development Authority (TESDA) moves to strengthen its partnership with them for a more effective and efficient implementation of its training programs and other services.

This was after TESDA Director General, Secretary Isidro S. Lapeña, signed the “Implementing Guidelines on the Establishment of Institutional Arrangements with Industry Boards or Industry Associations”.

TESDA Director General, Secretary Isidro S. Lapeña (TESDA / MANILA BULLETIN)

TESDA Director General, Secretary Isidro S. Lapeña
(TESDA / MANILA BULLETIN)

The guidelines aim to “recognize Industry Boards (IBs) or Industry Associations (IAs) as partners in the delivery of TVET programs or services”.

These guidelines also aim to “engage the direct participation of employers and workers in the design and implementation of work related to technical education and skills development”.

“The establishment of institutional arrangements with IBs or IAs shall encourage active participation of various concerned industries in providing relevant technical education and skills development opportunities, being direct participants in and immediate beneficiaries of a trained and skilled workforce,” explained Lapeña.

The industry sectors primarily include those that are considered by the agency to be Key Employment Generators (KEGs) such as Construction, Tourism, Agri-business, Wholesale and Retail, Health and Wellness and Automotive/Transport.

The IBs and IAs that will be recognized to represent their respective sectors will serve as the “conduit” of the industry in the design and implementation of projects, programs, and activities in TVET of TESDA.

Part of their responsibilities will include giving TESDA recommendations in the conceptualization and execution of skills development schemes, skills standardization, and certification, as well as to entice industries and employers to participate in these activities.

The IBs and IAs will likewise assist in the development of competency standards, curriculum, sectoral skills plans, and assessment tools.

These groups will also take part in the promotion and implementation of various TVET activities towards quality skills development including the conduct of skills competitions.

Initially, a Secretariat will be established to give administrative and technical support to the IBs and IAs. The Secretariat will be composed of staff from TESDA’s Partnerships and Linkages Office (PLO), Qualifications Standards Office (QSO), National Institute for Technical Education and Skills Development (NITESD), Planning Office (PO) and Certification Office (CO).

The TESDA PLO will allocate a budget of P100,000 for each IB or IA for preliminary related activities such as the conduct of meetings, conferences and the production of promotional materials.

The recognition of IBs/IAs is covered in Republic Act 7796 (TESDA Law) and its Implementing Rules and Regulations (IRR) which allow for the establishment of institutional arrangements with bodies or associations such as industry boards that may support TESDA in the fulfillment of its objectives.

Source: https://news.mb.com.ph

Comment: Whether it’s Malaysia, Philippines, African countries or any other developed countries, the TVET institutions has to work closely with the IB/IA (in Malaysia it’s known as ILB – Industrial Lead Body) so that graduates produced are able to meet the respective industry’s needs.

 

 

CONsultant or Consultant? My experience in the TVET sector

Just a quick sharing.

Yesterday, I had a meet up with another ex-public listed company, interested to purchase a TVET/JPK Accredited centre and/or MQA approved college license.

Guess what? A previous CONsultant tried to push them to purchase an MQA approved college license for RM5 million (not a hefty amount provided it has quite a few good programs & with KDN license with clean records). However, when pushed for more details from the potential buyer, the CONsultant started making stories that does not jive, hence the potential buyer has some reservations. When pushed further for process flow, the CONsultant came out with proposing them SKM/DKM via PPT method at a really hefty figure (5 digits/candidate!), without really probing what the customer actually wanted.

Now, I have this challenge to propose to the company on how they can achieve what they want but hey, it’s a good problem to have. If I can help them to achieve what they wanted, I’m sure I’ll be rewarded appropriately (not necessarily handomely though :-P)

Another case happened just last month. Another CONsultant proposed to sell his SLDN training centre (3-4 programs if not mistaken) for RM500K. Not sure what’s so valuable about the license but anyway he managed to convinced the potential buyer (to me, I wouldn’t even pay RM50K for that!). Unfortunately for the CONsultant, he made a very BIG MISTAKE, not sure it’s by choice or it was just plain silly. He asked to be paid in cash, no cheques, no bank accounts transfer, no receipts to be produced. WTF! Where on earth would a buyer agree to this kind of agreement? Even buying fruits for RM2 at fruit stalls along PLUS Hentian are given receipts!

And I really got a shock when a kursus induksi which cost only RM350 (maximum course fees chargeable, in case you are still unaware) was quoted at 6 times more! And because of the CONsultant’s greed (did not pay me & lied saying he wasn’t paid & fooled by the client – despite the client made the inflated payments to him), I had no choice but to go after the client directly for the payment. Well, you should know what’s the ending for the CONsultant.

Moral of the above 2 REAL LIFE stories:

1. Be knowledgable in your area if you really WANT to consult someone on that area, otherwise, be upfront & frank with your client that you’re working with an associate and NEVER pretend that you know everything despite KNOWING NOTHING about it as clients may sometimes be more knowledgable than you in that area if you’re not the EXPERT! You may not be lucky to be able to CON all the way, just like the Malay proverb:
Sepandai-pandai tupai melompat, akhirnya akan jatuh ke tanah juga

2. Be as transparent as possible with your clients, they will appreciate it.

3. GOD will reward you if you work hard & genuinely.

4. DON’t MESS UP with TVET Malaysia@I Smart Educare, we will go after what we’re supposed to get

5. Consultants (individuals or companies) that agrees everything that you requested as easy as ABC, especially without much thinking, should give you an ALARM! Don’t fall into the trap. Probe further on the Consultants past track records, check up for any info on the web (just Google the company or person, if not much web presences or many negative comments about the Consultant, that’s another ALARM!), testimonials and etc.

With that, I hope you will not be the next victim to such CONsultant!

And should you need any advice on TVET matters especially related to JPK/SKM/VTO/Induction course, feel free to call/whatsapp (pls introduce yourself, who you are, what you want to know, in details) or email us at:
012-3123430 or ismarteducare @ gmail.com

Penilaian Pembaharuan Lantikan PPL (2019)

Sukacita pihak CIAST mempelawa mana-mana lantikan Pegawai Pengesah Luaran (PPL) yang akan tamat tempoh pada tahun 2019 dan 2020 untuk memohon menyertai Bengkel Penilaian Pembaharuan PPL Tahun 2019 mengikut zon  seperti jadual di bawah. Maklumat lengkap mengenai bengkel penilaian ini boleh merujuk kepada PANDUAN PENILAIAN PEMBAHARUAN LANTIKAN PEGAWAI PENGESAH LUARAN (PPL)
Bil. Zon Wilayah Tarikh Bengkel Penilaian * Lokasi Bengkel* Tarikh Tutup Permohonan
1 Tengah 1 Feb 2019 (Minggu ke-2) CIAST Shah Alam 18-Jan-19
2 Utara 1 Feb 2019 (Minggu ke-3) CSC ADTEC Taiping, CSC Kepala Batas, UTC Alor Setar, 26-Jan-19
3 Selatan 1 Mac 2019 (Minggu ke-1) CSC ADTEC Melaka, JPK Wilayah Selatan 8-Feb-19
4 Timur 1 Mac 2019 (Minggu ke-3) CSC ILP Marang, CSC ILP Kota Bharu 8-Feb-19
5 Sabah 1 April 2019 (Minggu ke-3) JPK Wilayah Sabah 15-Mac-19
6 Sarawak 1 Jun 2019 (Minggu ke-3) JPK Wilayah Sarawak 03-Mei-19
7 Tengah 2 Julai 2019 (Minggu ke-2) CIAST Shah Alam 31-Mei-19
8 Utara 2 Ogos 2019 (Minggu ke-1) CSC ADTEC Taiping, CSC Kepala Batas, UTC Alor Setar, 05-Jul-19
9 Selatan 2 Ogos 2019 (Minggu ke-3) CSC ADTEC Melaka, JPK Wilayah Selatan 05-Jul-19
10 Timur 2 Sept 2019 (Minggu ke-1) CSC ILP Marang, CSC ILP Kota Bharu 02-Ogos-19
* Tertakluk kepada perubahan

Sila mohon <<DI SINI>>

Nota: Tuan/puan dinasihatkan untuk memilih di zon wilayah yang paling hampir dengan alamat rumah tuan/puan kerana tuntutan TNT adalah tanggungjawab tuan/puan atau agensi tuan/puan sendiri dan bukti penghantaran permohonan tidak sah sebagai pengesahan kehadiran. Keutamaan tawaran akan merujuk kepada kelayakan pemohon dan nombor ID permohonan yang terawal.

NOTA: Kursus Induksi PPL pada 19-20 Jan di Kepong, KL
              Sekiranya dah tamat tempoh (3 tahun dari 2015 & tak pernah dilantik sebagai                  PPL) ataupun ingin sebelum menghadapi bengkel penilaian, ikutilah kursus                      induksi PPL  sekali lagi dengan yuran istimewa (sehingga 50% diskaun).

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

By NUR HAZIQAH A MALEK / Pic By ISMAIL CHE RUS

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.

Source: http://www.theborneopost.com

VOCATIONAL EDUCATION BROUGHT MUCH SUCCESS TO GERMANY… SO WHY ISN’T IT WORKING FOR MALAYSIA?

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?

Source: https://cilisos.my/