Partnerships vital for TVET to grow

(File pix) Dr Maszlee Malik (centre) speaking with industry representatives at the National Industry Dialogue 2018 in Putrajaya recently. Pix by NSTP/Rosela Ismail

INDUSTRIES should work together with Technical and Vocational Education and Training (TVET) institutions, such as polytechnics, community colleges and vocational schools, to build a new education system.

In a dialogue entitled “Building a brighter talent through TVET”, speakers from the Malaysia Retail Chain Association (MRCA), MMC Corporation Bhd, Malaysian Federation Employers (MEF), International Business Machines Corporation (IBM), and Polytechnic and Community College Education Department (DPCCE) of the Education Ministry concurred that expanding public-private partnerships is crucial in creating a pathway for students to take up TVET courses.

The industry’s role is to provide apprenticeship, while TVET institutions concentrate on teaching and training.

MRCA deputy secretary-general Datuk Bruce Lim Aun Choong said the retail industry should focus on the digital economy and invest in people and technology.

“The success stories are always in startups, which promote entrepreneurship and increase employment. In this new digital economy, TVET graduates can make money if they have the entrepreneur’s mindset.

“For example, they can go into franchising or the food truck business. If two hours of selling food and beverages can generate income, that is good enough.

“They can take pride in ownership and encourage more graduates to join them, thus creating job opportunities.”

He said with around half a million companies in the country, there were lots of job opportunities for fresh TVET graduates.

“I think the retail industry is the best fit. Now is the best time for graduates to join the industry.

“We don’t want anyone who is only capable of serving coffee at the workplace, or a researcher with a PhD, but we need someone with skills to do more than those.”

Instead of blaming polytechnics and community colleges for failure to produce enough TVET graduates, Lim suggested finding ways to get companies to change that mindset.

“If only industry players have the ability to look for ways to grow, then the retail industry would not need to hire foreign workers,” he said.

MMC Corporation Group chief financial officer Mohd Shahar Yope said collaboration between the industry and TVET institutions were important because they ensured a constant supply of manpower.

“At MMC, for example, we help TVET students join the industry. In Johor, we contribute machines to Politeknik Ibrahim Sultan. Students learn how to operate them so that once they graduate, they are familiar with the technology.

“We should also do away with the perception that TVET graduates are just ‘second’ choice compared with their university counterparts.

“For us, TVET graduates are skilled workers entrusted to manage and operate machinery worth millions of ringgit. In fact, with their know-how, they can work anywhere.”

Shahar said it was high time for TVET graduates to be accorded the recognition they deserved, so top school leavers would be encouraged to pursue a TVET education.

Meanwhile, MEF council member Zulkifly Abdul Rahman asked how the industry could mould its future talent.

“Which TVET institution will assist us? How do we create the value in terms of competency? The federation can update TVET institutions with the latest industry demand.

“Many companies already have interns. We understand the budget limitations, but if necessary, these companies can share the cost of training trainees.”

Zulkifly said TVET graduates deserved good wages as other graduates.

“The industry needs to review their salary and start profiling trainees on what they want. These will motivate them to come to work as they enjoy doing what they do.

“Another important thing that TVET graduates need to have is communication skills as they need to present themselves well.”

IBM Client Innovation Centre manager Mohamad Asri Ahmad said information technology companies needed employees who could design, think and deliver, and not just troubleshoot when computers break down.

He said up-scaling TVET education was an essential preparation for Industry 4.0.

“It is all about transforming the TVET system and making it the first choice among school leavers.”

DPCEE senior director (academic) Zainab Ahmad said it was time to change the perception on TVET education.

“We want to introduce the culture of research and development to the younger generation, and this is what we need to embrace,” she said.

“Our door is always open for any collaboration and partnership that you want to extend to us. All institutions, including polytechnics and community colleges, need to reach out to the industry.

“We should keep the networking growing, more so with the help of the alumni. We have many graduates venturing into businesses and they have become job creators for their juniors,” said Zainab.

Themed “Living Skills in the 21st Century: TVET Empowerment”, the National Industry Dialogue 2018, held recently at Putrajaya International Convention Centre, was launched by Education Minister Dr Maszlee Malik.

Present was DPCCE director-general Professor Datuk Dr Mohd Ismail Abd Aziz.

Maszlee said TVET education played a huge role in the development of a highly skilled workforce.

He said the government must strive to provide education and training that were in line with global standards.

All this, he said, was to ensure that young Malaysians could find fulfilling jobs and remain competitive.

“The ministry has started the crucial work of creating clear articulation for TVET education in secondary schools, polytechnics and technical universities.

“This is to ensure that students can further their studies in TVET education, or they can work first and return to upgrade themselves later.”

Maszlee said the government planned to conduct a major mapping exercise to ensure that TVET programmes met standards set by the industry and accreditation bodies.

“Most importantly, we are keen to create more smart partnerships and develop stronger platforms for industrial collaborations, including public-private partnerships to ensure the sharing of knowledge, facilities and technology.”

TVET programmes in the country are offered at certificate, diploma and degree levels by seven ministries. There are 36 polytechnics and 102 community colleges nationwide.

Source: https://www.nst.com.my

Little interest in TVET

THERE is something that ails in the way we deliver our technical and vocational education and training (TVET). Experts say that for a country to be a developed nation, it must arm its human capital with the skills that are needed by industry. But TVET seems to be less loved than it should be.

According to Khazanah Research Institute’s (KRI) The School-to-Work Transition of Young Malaysians (SWTS) survey, only 13 per cent signed up for the pathway. At the polytechnics stage, TVET kindles even less love: the take-up rate was only nine per cent. A majority—68 per cent who pursued post-secondary school education — found TVET to be not an education pathway of choice.

There are reasons aplenty for our young ones to feel this way. Firstly, TVET graduates are not recognised as professionals. This has a huge impact on the graduates’ future: they are not able to command as good a salary as their academically-inclined former schoolmates do.

While employers are quick to complain about our graduates not being skilled, they rather employ foreign workers who understandably settle for less pay. Not out of choice, though. They are less expensive because the perks that our local workers will rightfully demand are mostly denied them. Non-governmental organisations and media reports have often highlighted their laments.

TVET grads also have little to no access to higher education institutions should they decide to pursue post-TVET education. There is also a national prejudice that crosses ethnic lines: TVET is seen as the last choice for people who have no academic qualifications. Only one per cent of all Chinese and four per cent of Indian secondary students found TVET worth pursuing.

As for Bumiputeras, the take-up rate was 15 per cent. The Fourth Industrial Revolution (4IR) will prove this prejudice wrong, but 4IR seems to be slow in arriving at our shores. Also, the prejudice is too deep-seated for it to vanish as quickly as we would wish it to.

But Malaysia is not without a cure, as KRI suggests in its SWTS. As expected, Germany points the way with its dual training system. KRI puts it thus: “The dual system is highly recognised worldwide due to its combination of theory and practice embedded in a real-life work environment, enabling young people to make the transition from the world of education to the world of work.” The dual system is no accident; a lot of thought and planning has gone into making it work. It is often touted as a panacea for youth unemployment. We must do the same to make TVET an education path of choice for our youth. Mere tweaking of the existing system will just result in a fillip for TVET; what it requires is salvation. According to one estimate, there are close to 1,000 providers of technical and vocational training and education, and many of them are facing issues of financing and recognition. If Malaysia paid enough attention to governance, quality and industry partnership as Germany does, our TVET may just be the path of choice for our youth.

Source: www.nst.com.my

Understanding our youths

Report finds there’s a need to focus on soft skills and the ability of students to learn new skills

TODAY’S youths represent the country’s best educated generation, yet they face many challenges transitioning from school-to-work.

Launched on Wednesday, the Khazanah Research Institute (KRI) “school-to-work transition survey” (SWTS) found that education and training institutions aren’t producing graduates employers want.

Bosses prefer soft skills and work experience above academic or professional qualifications that are emphasised by schools and varsities. And, the supply of young workers with Technical and Vocational Education and Training (TVET), and STEM (Science, Technology, Engineering and Mathematics) qualifications, is far short of employer demands.

There’s a need to focus on soft skills and the ability of students to learn new skills, she said.

“There must be more work-based learning,” she said, adding that to promote STEM, policy makers could make these subjects more attractive and widely available to students from a young age; equip and train teachers well; and integrate STEM with Arts subjects (STEAM) to enhance student understanding and application of the sciences.

From the end of 2017 to early this year, education and labour market information on Malaysians aged between 15 and 29 was collected from some 24,000 students, job seekers, workers, and employers.

Here’s an excerpt of the SWTS report on youths in upper secondary and tertiary education.

STEM isn’t popular

TVET is not a popular education pathway, and neither is STEM. Only a third of all upper secondary students are taking science subjects and another 44% additional mathematics, and only 32% of all tertiary students are enrolled for STEM courses. Although girls greatly outnumbered boys in tertiary education, a higher proportion of total males than total females are registered for STEM subjects. The proportion of students taking STEM subjects is the highest for international and private schools. Surprisingly, the proportion of students in religious schools enrolled in science subjects and additional maths is higher than students of other national schools. Two-fifths of tertiary students are working towards degrees in social sciences, business, or law.

Students choose their own courses

Contrary to common perception that courses students take up is decided upon by their parents or school, some 80% say they make their own choices. But almost all receive advice on the education or training they need to get a ‘good job’.

Aspirations and job expectations

Girls are more driven than boys. They give greater importance to a clear career path, with good promotion prospects and success at work. Boys value good family life more. The main sector students prefer is education. The girls, especially, prefer professional occupations like teachers, engineers, and medical and health professionals. Few want to do the work of their parents, namely, in agriculture, forestry, fishing, and manufacturing. It’s more important to the boys to have interesting jobs and high income. They’re less concerned about job security.

All students prioritise professional qualifications. Upper secondary students are aware of the importance of TVET but would rather pursue academic education. They also identify communication skills as the most important competency for getting a job. They expect greater opportunities because of the Internet of Things (IoT). The majority want to further their education or training, with girls being more academically inclined.

Youth in tertiary education

There are 15% more girls than boys in upper secondary education. The gender imbalance increases in the transition from upper secondary to tertiary level. The growing cohort of boys who either leave school early or with low education attainment, is worrying. Almost half of all students are in private tertiary institutions. Their main funding sources are loans and their parents.

There’s a clear generational improvement in educational levels. Their preferred employment sectors are education, finance and insurance, health and social work, and IT-related work. Job preferences shift between upper secondary and tertiary level of education. Tertiary students aren’t as keen on public sector work and have a higher preference of starting their own business compared to upper secondary youth. The most likely reason is that young men and women tend to have clearer choices linked to their field of study in higher education and would be more aware of labour market opportunities.

Work-life balance is the most important characteristic of a job they would want. The job must be interesting, not just secure. And to get a good job, they do not consider tertiary academic qualifications adequate. They rate communication skills and creative and

Source: https://www.thestar.com.my/news/education/2018/12/16

Despite heavy TVET promotion, group says syllabus yet to move with the times

PKPB secretary-general Mohammad Rizan Hassan said the current TVET programmes lagged far behind. — Reuters pic
PKPB secretary-general Mohammad Rizan Hassan said the current TVET programmes lagged far behind. — Reuters pic

KUALA LUMPUR, Dec 13 — The technical and vocational education training (TVET) programme requires an urgent update to arm graduates with the required skills for employment, the National Association of Skilled Workers (PKPB) said today.

Its secretary-general Mohammad Rizan Hassan, in responding to a survey that found government vocational programme undervalued both by students and parents, said the current TVET programmes lagged far behind.

“Students are studying ‘history in technology’ instead of the latest technology,” he said in a statement.

“This is because the training given at vocational institutions (ILK) are still based on old technology.”

Yesterday, Khazanah Research Institute released its school-to-work transition survey (SWTS) that found TVET to be undervalued despite the strong demand for vocational and technical graduates both in the private and public sectors.

Data gathered by the survey showed a prevalent misconception about TVET being an inferior educational pathway, and that its graduates continue to be underpaid even in the civil service, data that strongly pointed to disconnect policies.

PKPB, on the other hand, said the perception that TVET graduates get quick employment is inaccurate.

Mohammad said TVET graduates are forced to compete for skilled jobs with upskilled migrant workers, which drives salaries lower.

“They are also affected by the influx of migrant workers,” he said.

“In the end, their pay is ultimately hurt,” he added.

The SWTS, held between late 2017 to earlier this year, polled over 27,000 students, job seekers, young workers and employers.

Source: www.malaymail.com

Survey: Multinationals offer the lowest starting wage, public sector and listed companies the most

Khazanah staff, Hazwanie Abdullah, poses with Khazanah's 'School to Work Transition Survey Report' in Kuala Lumpur December 12, 2018. — Picture by Miera Zulyana
Khazanah staff, Hazwanie Abdullah, poses with Khazanah’s ‘School to Work Transition Survey Report’ in Kuala Lumpur December 12, 2018. — Picture by Miera Zulyana

KUALA LUMPUR, Dec 12 — Malaysia-based multinational companies offer the lowest starting salaries, a far cry from that offered by the civil service, a survey conducted by Khazanah Research Institute (KRI) found.

Salary data compiled for the School To Work Transition Survey (SWTS) showed that the maximum median income offered by multinationals to a postgraduate is RM1,250, a meagre sum when put next to popular views about the kind of pay expected from foreign companies.

The quantum is similar to that offered to undergraduates or those with, a qualification considered to be inferior to university degrees, KRI said.

That is over RM4,000 less than the starting pay offered by the civil service or government agencies and RM600 less by public-listed companies.

The SWTS also found that even the starting salary offered by small family-run enterprises was higher, at RM450 more.

This may partially explain why civil service jobs are the main choice for employment for most young job seekers, KRI said in its report that aims to give policymakers, employers and job seekers a better picture of the labour market.

“Public sector agencies offer the highest salaries for each educational level — this would partly explain why it is the preferred employment sector for young people,” the report said.

The finding, which KRI described as “unexpected”, underscores the deeper structural problem beleaguering the job market today.

Supply of graduates now far exceeds demand and employers continue their preference for cheap labour as skills and requirements are mostly mismatched thanks to an education policy that over-emphasises paper qualifications.

This problem is best captured in the large salary gap offered to fresh job seekers with different sets of skills within the civil service itself, namely in the low pay offered to applicants with TVET qualifications, skills heavily promoted as useful even by the government.

The SWTS showed that TVET graduates are paid RM3,000 less than those with a degree and just RM500 more than for school leavers, who tend to take up most of the low-skilled manual jobs.

Malaysia-based multinational companies offer the lowest starting salaries, a far cry from that offered by the civil service. — Reuters pic
Malaysia-based multinational companies offer the lowest starting salaries, a far cry from that offered by the civil service. — Reuters pic

Despite publicity promoting vocational training as a gateway to good jobs, TVET qualification is still seen as inferior and better-suited for low-paying jobs.

KRI noted parents or students continue to shun vocational training, only to learn later that most employers value TVET skills today. Only 13 per cent of all upper secondary students are pursuing technical or vocational courses at the secondary level, and just 9 per cent at polytechnics.

“It has often been noted that students and their parents regard TVET as an inferior educational pathway, ‘dead end’ and for the academically challenged,” the report said.

“But, in fact, the SWTS found that both young job seekers and young workers consider TVET as the most useful qualification for getting a good job the salary differential could be an important reason.”

Demand for TVET graduates is proportionally high in the private sector among sole proprietors, private limited companies and particularly private contractors, the SWTS showed.

Even for low-skilled or manual jobs, public listed companies and the civil service indicated a preference for TVET graduates.

Yet only government agencies have offered TVET graduates the highest starting pay, at a median maximum of RM4,052 followed by private contractors at RM1,700.

The difference in salaries offered in other enterprises categorised in the report — private limited companies, family business, sole proprietorship, public listed and multinational companies — are more or less around the RM200 median average.

All this points to a disconnect and skewed labour market that is overcrowded with job seekers who mostly have skills that are low in demand, resulting in high graduate unemployment, KRI said.

“The shortage is not in terms of numbers but mismatch is evident employers rate soft skills and work experience above the academic and professional qualifications that are emphasised by Malaysian education and training institutions,” the report noted.

The SWTS, conducted at the end of 2017 and beginning of 2018, was intended to collect education and labour market information on youth, defined as ages between 15 to 29.

The survey was based on five structured, mainly pre-coded questionnaires targeting youth in upper secondary schools, in tertiary education, young job seekers, young workers and employers.

Source: www.malaymail.com

Perodua contribute Myvis to Fire Dept, higher-learning institutions

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

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

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

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

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

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

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

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

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

Source: https://www.thesundaily.my

Kursus Induksi PP-PPD & PPL Dis 18 & Jan 19 (Alor Setar & KL)

Salam kemahiran,

Tak kira anda ingin dilantik sebagai PP, PPD, PPB ataupun PPL, kursus induksi PP-PPD adalah WAJIB untuk semua.

Siapa yang diwajibkan untuk menghadiri dan mempunyai sijil Kursus Induksi PP-PPD-PPB ?

  1. Pegawai Penilai (PP) – Individu yang akan menjadi Pegawai Penilai (tenaga pengajar) di kolej / pusat latihan kemahiran swata dan kerajaan.
    Mesti ada sijil induksi PP-PPD, SKM3 & VTO
  2. Pegawai Pengesah Dalaman (PPD) – Individu yang akan menjadi Pegawai Pengesah Dalaman (penyelia tenaga pengajar) di kolej / pusat latihan kemahiran swasta dan kerajaaan.
    Mesti ada sijil induksi PP-PPD & SKM3
  3. Pengurus Pusat Bertauliah (PPB) – Individu yang akan menjadi Pengurus Pusat Bertauliah (pengurus) di kolej / pusat latihan kemahiran swasta dan kerajaan.
    Cuma perlu lulus induksi PP-PPD
  4. Pegawai Pengesah Luaran – Individu yang ingin menjadi Pegawai Pengesah Luaran (penyelia luar) untuk Persijilan Kemahiran Malaysia.
    Perlu lulus induksi PP-PPD & induksi PPL

TAK PERLU SPM!

Berikut adalah tarikh untuk pelbagai kursus induksi yang akan datang di Kedah/KL Dis/Jan2019

PP-PPD
Tarikh: 21-22 Dis 2018
Tempat: Alor Setar, Kedah

Tarikh: 12-13 Jan 2019
Tempat: I Smart Educare, Kepong

PPL (Mesti lulus induksi PP-PPD dulu)
Tarikh: 19-20 Jan 2019
Tempat: I Smart Educare, Kepong

Jadual 2019 & butiran lanjut di –http://jpkmalaysia.com/our-services
Muat turun Borang Permohonan KIP-01


How will Nurul Izzah’s TVET bill help youths?

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

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

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

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

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

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

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

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

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

Ensuring better job security

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

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

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

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

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

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

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

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

Biting the bullet

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

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

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

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

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

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

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

https://m.malaysiakini.com

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.

Source: https://www.monitor.co.ug

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?

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

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

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

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

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

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

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

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

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

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

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

Source: www.nst.com.my

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