Tag Archives: Department of Skills Development

Overhaul of TVET programmes in the works

PETALING JAYA: The Education Ministry wants to reform the Technical and Vocational Education and Training (TVET) programmes in the country, says its director-general Datuk Dr Amin Senin.

Amin said that this was why several TVET programmes were halted for a while to give time for the Malaysian Qualifications Agency and Department of Skills Develop­ment to evaluate its curriculum to ensure TVET meets the quality benchmark set by the government and industrial needs.

“The claims made by some that certain TVET programmes have been discontinued are false.

“The ministry only wants to ensure certification and industry standards are met and used as reference in terms of marketability, improving skills, and in making curriculum improvements,” he said in a statement yesterday.

Dr Amin said that the ministry started the Vocational Education Transformation programme in 2012 to create an opportunity for students, who are interested in technical and vocational subjects to gain education to meet the country’s industrial needs.

This, he said, meant that the ministry needed to ensure that the programmes provided by institutions involved were of high quality and based on the coordination of operational policies, development of physical infrastructure and the provision of facilities, and the continuous development of professionalism for teachers and officers.

“After seven years of the programmes being introduced, it is high time that the programmes offered gave importance to a higher standard of education, in line with (the government’s) wishes of producing trainees of the highest quality,” he said.

He added that steps taken to make the programmes better were taken in line with views from stakeholders, including the National Union of the Teaching Profession (NUTP).

“The majority of stakeholders are supportive of the ministry’s wishes to make relevant improvements for the benefit of students and the country,” he added.

He said that the steps to improve the programmes, offered by vocational colleges, were taken after having had discussions with stakeholders since May 2018.

Source: https://www.thestar.com.my

TVET, a stepchild no more

Students of Politeknik Ungku Omar get hands on training on automotive engineering at the workshop at their campus in Ipoh.

Students of Politeknik Ungku Omar get hands on training on automotive engineering at the workshop at their campus in Ipoh.

A framework has been proposed to address the long-standing problems of our TVET system

A NEW framework for technical and vocational training is in the pipelines.

If approved, the proposal will see a more streamlined, effective, and industry-relevant, Technical and Vocational Education Training (TVET) system.

Proposed by the National TVET Movement to the Economic Planning Unit last month, the framework aims to address the country’s ailing TVET system.

“Our focus is on upper secondary school students. We want to create a TVET champion.

TVET students being trained to be industry-ready. — File photo

TVET students being trained to be industry-ready. — File photo

“We want students to have better access to choices between academics and something more hands-on like TVET. This is what’s happening in other countries,” said Ahmad Tajudin, who recently retired as the Education Ministry deputy director-general.

Among those part of the Movement are the Federation of Human Resources Ministry’s Department of Skills Development (JPK) Accredited Centres (FeMac), National Council of Professors, and the National Parent-Teacher Associations’ Vocational and Technical Consultative Council.

For too long, TVET has been the “troubled stepchild” of the education system, he said.

This framework tackles long-standing problems like the:

> Overlapping of programmes and certifications;

> Misguided focus on post-secondary TVET students instead of upper secondary students;

> Existence of multiple accreditation bodies and agencies implementing TVET;

> High operations cost resulting from the many ministries involved;

> Weak policies; and

> Private TVET providers being treated as competitors.

“All TVET institutions should be streamlined, rationalised, and consolidated, under the Education Ministry.

“This ensures that teachers and trainers are better taken care of under one scheme of service. And, there won’t be a need to close down any institutions if all facilities and resources are under one roof,” he said, adding that it would also be more cost effective for the Government while ensuring smoother communication between the industry and institutions.

Other reforms proposed by the Movement include:

> Reducing existing certifications to an important few;

> Having a single accreditation body for TVET;

> Establishing two educational pathways for students to choose from;

> Allowing industries to take the lead;

> Enhancing TVET apprenticeship programmes based on models from other developed countries; and

> Formulating policies and legislations to enhance careers in TVET.

Greater emphasis, and an overview, of TVET implementation is needed, Ahmad Tajudin said.

There should be training provisions to facilitate contributions from private TVET providers, and there must be closer collaboration between the industry and these providers.

“Our TVET system needs stronger institutional coordination, and greater transparency among the multiple public agencies.

“TVET restructuring is a small part of a holistic solution, but it’s a start to the reform,” he said, adding that strong political will from the Government was crucial to ensure the country’s TVET success.

Education Minister Dr Maszlee Malik said the Government would continue enhancing the capabilities of TVET institutions and systems to remain competitive and meet industry demands.

Speaking during his annual new year address in Serdang on Monday, he said the ministry would implement a harmonised accreditation and quality assurance system to enable student mobility in TVET institutions, which includes the Malaysian Technical University Network (MTUN).

The launch of Limkokwing TVET International, a TVET Malaysia Training Centre at Limkokwing University.MOHD SAHAR MISNI/The Star

The launch of Limkokwing TVET International, a TVET Malaysia Training Centre at Limkokwing University.MOHD SAHAR MISNI/The Star

MTUN, he said, should move in the direction of Fachhochschule – Germany’s tertiary education institution specialising in topical areas.

MTUN, he added, shouldn’t be evaluated solely based on publications, but also on the ability of the graduates produced to solve technical issues.

He said the ministry plans to increase the quality and delivery of TVET by enabling the industry to lead the curriculum development, avoid overlapping of programmes and resources, improve cost effectiveness, and widen the funding to increase enrolment.

He said the ministry was also in the midst of addressing recognition issues involving controversial vocational colleges.

He assured polytechnics and community colleges that they wouldn’t be sidelined in the reform process.

“To ensure the employability of our graduates, closer collaboration between these institutions and the industry – especially with the big players – will be prioritised,” he said, adding that these were part of the ministry’s efforts in making sure that TVET, polytechnics, vocational colleges, and community colleges, are no longer seen as second choice options.

In June last year, Dr Maszlee appointed Lembah Pantai MP Nurul Izzah Anwar to chair a special TVET task force.

The duties of the task force, said Dr Maszlee, was to conduct research across all ministries that provide TVET education and training, and recommend how the country’s TVET system can be improved. This includes a review of TVET education and training laws, and the possibility of a TVET commission.

However, the TVET industry was left reeling following Nurul Izzah’s resignation as PKR vice president on Dec 17, and her decision to no longer serve the federal government in any capacity.

“We’ll continue advocating for a sustainable and effective TVET implementation,” said Ahmad Tajudin.

Source: www.thestar.com.my

Comment: It’s good that the Ministry has identified the weaknesses & looking to implement the reforms (personally, I see that our TVET sector would soar to much greater heights compared to now, if reforms are implemented effectively & correctly).

But I have a doubt whether they would reform this particular weakness – Private TVET providers being treated as competitors.

It seems that there are plans to gradually “KILL” the private TVET providers based on their proposed plans (hearsay, so take it with a pinch of salt).


These include but not limited to:

1) Closing all TVET providers that are 2 stars and below after the impending 2019 star rating process (as early as March 2019). It generally affects the smaller private TVET providers who has very limited resources (manpower & finances) vs the public TVET institutions.
2) Closing/revoke Vocational Training Operation (VTO) programme of any private TVET institutions that has does not meet a min of 4 stars and above for that particular programme. Eventually, it would be just offered by the multiple satellite campuses of CIAST, nationwide,
3) Restrict the organising of the JPK’s various induction courses (PP-PPD-PPB, PP-PPT, PPL) to only  CIAST satellite campuses, nationwide.
4) and BEYOND – perhaps you can comment if you think what they are doing/planning to do is gonna KILL the private TVET providers.

PVMA programme put on ice

PETALING JAYA: Some 5,504 students are left in a bind after finis­hing school last year.

They had enrolled in the Pendidikan Vokasional Menengah Atas (PVMA) programme at their schools to receive Technical Voca­tional Education and Training (TVET) and were supposed to be awarded with two certificates — the Sijil Pelajaran Malaysia (SPM) and Malaysian Skills Certificate (SKM).

Unfortunately, 208 out of 269 national schools offering the PVMA programme have yet to be acc­re­­di­ted as SKM training centres to run it.

National Union of the Teaching Profession (NUTP) secretary-general Harry Tan (pic) told The Star that the PVMA programme was put on hold by the Education Ministry in February due to the matter.

“These schools are not recognised by the Department of Skills Development under the Human Resources Ministry because the teachers appointed to deliver the programme are unqualified,” he said in the interview.

A Human Resources Ministry guideline states that qualified teac­hers must have SKM qualification in the relevant programmes to assess the students’ programmes under Levels One and Two.

Currently, many of the teachers are SKM Level Two holders.

Tan said the equipment in the schools also do not comply with the regulations set by the Department of Skills Development.

Describing the situation as unfair towards affected students, Tan said those who have graduated from the programme are skilled and qualified but do not possess the paper qualifications.

Department of Skills Develop­ment director-general Nidzam Kamarul­zaman said schools must adhere to criteria before implementing SKM programmes.

“We also have a standard code of practice for schools to comply with.

“There are many elements involved, including having qualified instructors and trained teachers, meeting the requirements of our National Occupational Skills Standard and having a compound that is legal and safe for students.

“Serious consideration was not given towards the preparation of these schools (to run the programme),” he added.

Nidzam said the affected schools have since reached out to the department.

“We have been conducting meetings with them to correct the situation and we are targeting to solve the matter by next year,” he added.

An official from the ministry’s Technical and Vocational Education Division said a budget is set aside every year to be disbursed gradually to schools to buy necessary equipment.

“To resolve the equipment shortage issue, we began disbursing this year’s allocation last year, to speed up the process of accrediting these schools as approved training centres to run the PVMA.

He said the programme was temporarily suspended to allow the division to fully equip these schools before it resumes while schools that are already accredited are conducting the programme as per normal.

On the lack of trained SKM teachers, he said the division has begun the training process to tackle the issue.

While training takes only three months to complete, the official said due to the high number of teachers involved, it takes up to two years to complete.

Human Resources Minister M. Kulasegaran said earlier this month that the ministry plans to standardise and park all the vocational skills training centres under one ministry to eliminate redundancy.

Some skills training centres currently fall under the purview of the Education and Youth and Sports Ministries.

Tan said the 5,504 students are being asked by the Human Resources Ministry to sit for an assessment known as the Recognition of Prior Achievement (RPA or Pengiktirafan Pencapaian Terdahulu), that formally recognises their existing skills and enables them to pursue further studies in other TVET institutions.

Education Ministry officials said a special task force was set up at the end of last year between the ministry and the Department of Skills Development at the national level to resolve this issue.

The ministry, added the officials, set up an internal taskforce in January this year and a state-level taskforce to facilitate accreditation issues on the ground.

The affected students will complete the assessment between July and August this year and gain a Level Two SKM certificate by the end of the year.

By the end of 2018, students are expected to be certified with a SKM Level Two.

Source: https://www.thestar.com.my/news/nation/2018/06/21/pvma-programme-put-on-ice-5504-students-affected-by-education-ministrys-move/#AD9IV6CbohJcAluA.99

National Dual Training System (NDTS) / Sistem Latihan Dual Nasional (SLDN)

NDTS is an industry-oriented training program that combines workplace and institutional training.

School leavers or existing workers who meet the criteria can be offered as apprentices by a sponsoring company to undergo training.

A contract is signed between the company and the apprentices prior to the training. Apprentices are given certain amount of allowance throughout the training by the company and are obliged to work with the company upon completion if they are offered employment.

The hands-on training is conducted continuously and the apprentice is expected to get through the assessment as well as the final test which will be conducted at the end of the training programme. Successful apprentices will be awarded with the national skills qualification by Department of Skills Development (DSD).

SUMMARY

Participating in NDTS is an appropriate decision for every enterprise to make, in order to ensure that apprentices are trained to become k-workers for the development of human capital to steer Malaysia to become a developed nation by the year 2020.

With NDTS in place, Malaysia’s growth is well on its way towards an industry driven skilled workforce development approach. The opportunity to be a part of NDTS not only enhances corporate performance, but also represents a commitment to investment in human resources.

All companies and business enterprises are welcomed to participate and implement the NDTS. The system is established for company interest and benefit.

Department of Skills Development as the coordinating body will provide assistance and guidance to ensure that company can participate in the system.

For more info, please visit official DSD Website: www.dsd.gov.my

 

Time Frame The duration is based on the scope and level of certification
Practical-theory ratio 70 – 80 % Practical training in real work situations
30 – 20 % Related theory classes at training centers
Delivery Method Day Release System
-For example for a four-day practical training in companies, followed by one day class theory at training center.
Block Release System ( if necessary)
-For example 3-4 months, followed by practical training1-4 weeks of class-related theories.
Trainer SPM and / or employees working and selected by the company. The Company is not obligated to offer employment after completion of training
Training Allowance
(If training is carried out in 2 years )
Semester 1 – RM 350.00 Monthly
Semester 2 – RM 400.00 Monthly
Semester 3 – RM 450.00 Monthly
Semester 4 – RM 500.00 Monthly
Awarding Qualifications Certificate K-workers, equivalent to SKM Level 3 qualification or DKM (Level 4) or DLKM (Level 5) approved by the DSD and related employer organizations.

The NDTS with its industry oriented training concept is deemed superior to institutional-based training because:

i.        Minimize mismatch (quality and quantity) between the companies’ requirement and skilled workforce development through demand-driven orientation.

ii.        Training is based on work process approach under actual work conditions

iii.        The need for continuous technological advancement.

iv.        Minimize dependence on foreign workers.

v.        Increase the speed of  transferring technology by providing training in actual working environment

vi.        Inculcates positive training culture in companies, especially in SMEs.

Source: www.dsd.gov.my

Free higher education for all, Pakatan pledges in alternative budget

Pakatan Harapan said free education is imperative to address a lack of critical thinking skills desired by employers among graduates hunting for jobs. — Picture by Choo Choy MayPakatan Harapan said free education is imperative to address a lack of critical thinking skills desired by employers among graduates hunting for jobs. — Picture by Choo Choy MayKUALA LUMPUR, October 25 — Tertiary education will be free to everyone within 10 years if the Pakatan Harapan (PH) pact succeeds in taking control of Putrajaya in the next elections.

The federal Opposition pact made the pledge in its alternative Budget 2018 today, saying such a policy was possibly as it would conduct “a full audit and study on cost, wastage and corruption factors in all public universities”.

“Pakatan Harapan believes in free public education for all. The provision of free public university education is an ideal that we must achieve within 10 years of taking over government.

“Further, we need to help our graduates increase their employability and wages. To do this, Pakatan Harapan will place greater emphasis on Technical and Vocational Education and Training (TVET),” it said.

The Opposition alliance of PKR, DAP, Parti Amanah Negara and Parti Pribumi Bersatu Malaysia said free education is imperative to address a lack of critical thinking skills desired by employers among graduates hunting for jobs.

PH also said it would also expand the Penang government’s German Dual Vocational Training (GDVT), launched in 2015, into a nationwide programme.

It said that while the ruling Barisan Nasional administration’s Education Blueprint has identified TVET as a priority area, there are few resources for apprentice programmes.

“Under this programme, host companies are given funding to conduct on-the-job training for selected TVET students who can then go on to obtain jobs in the same companies or the same sector,” it added.

Source: Malaymailonline

Comment: Much that I laud PH’s pledge in its alternative Budget 2018 for free higher education in 10 years time should they come into power but saying that there are limited resources for apprentice programmes are not true. The government has allocated & spent quite a lot (I don’t have the figure but I can feel it as an industry player) to implement the National Dual Training System (NDTS) via the Department of Skills Development, Ministry of Human Resources. Nevertheless, it could have been better if leakages/corruption were to be minimized.

So, what’s NDTS & why NDTS? Well, that deserve another post 🙂

AVOID BEING FOOLED BY COLLEGES IN MALAYSIA!

Well, this was shared by one of my friend in the IPTS.

“Don’t get fooled by fake promises and offers, especially 2016 SPM Leavers and their parents!.

Misleading information such as Bantuan Kementerian Sumber Manusia, Peluang Ke Pengajian Tinggi, Diploma Kerajaan are very viral since the release of SPM results yesterday.

Please verify with the relevant authorities or consultants before making any decision. What you should know before choosing a college? Check for this basic 5 points as listed below!

1. Check whether they are registered with Ministry of Higher Education! There are some irresponsible parties offering diplomas and skills certificate without the approval from MOHE or DSD. There are cases of non genuine courses offered to the public under the name of Professional Diploma and Executive Certificate. So please stay alert folks.

2. Minimum entry requirement for a diploma programme which is accredited by MQA differs depending on the field of the programme. Exp:- Any hospitality related courses requires the candidates to obtain a pass in their SPM with minimum 3 credits. Skills certificates such as SKM requires a minimum age of 16 to enroll. So when it said Diploma, check for this details. If it is stated that minimum age of 16 and 3M as the requirements, it is Skills Certificate programme under the Department of Skills Development.
For the listing of DSD (or JPK in BM) Accredited Training Providers & their programmes, kindly search here

3. Are the courses fully accredited or still under provisional accreditation? You can check this by simply looking at their course code. Full accreditation will have the alphabet beginning with A*** and Provisional Accreditation will reflect PA at the beginning of the code. What is the meaning? PA is given to any new course that is approved by MQA to be offered in the institution. The college or institution need to be accessed again after 2 years of provisional period by MQA. If MQA feels that the college has met the minimum requirements and programme standard, the college will be given Full Accreditation. It is something like from a ‘P’ to Full driving license process.

4. Know your sponsor or financial assistance providers:-
PTPTN – provide loan for IPTA & IPTS programmes
PTPK – provide loan for JPK programmes

5. Compare the course structure!
Please ensure that relevant subjects are offered in the programme. Evaluate whether the subjects offered are industry based or competent. It is good to have a balance study of 50% theory and 50% practical. Rather that choosing Diploma in Business Management, consider joining Diploma in Baking Science or Diploma in Culinary or Diploma in Entrepreneurship. For an example:-

Course offered at MIB College:

Diploma in Baking Science & Technology. Apart from baking and food related subjects, the students are required to take subjects like Economics, Accounting, Marketing, Human Resource Management, Operations Management, Financial Management, Cost Accounting, Business Maths and many more!

So try putting yourself in the employers shoes and ask yourself. Do you prefer baking graduate or business graduate? Do you prefer students with merely paper based qualification or equipped with some hands on practical skills?

Remember! One of the reason for unemployment is lack of industrial competency of the graduates.