Now, since GSC admin said this phrase “HELLO. CANNOT.” and popularized by netizens, let’s see what you CANNOT do if you fail SPM.
1. Generally, you are not able to work in any government agency@appointed to any government position as most of it requires a min pass in SPM or equivalent, except for very few positions that only require PMR/PT3 or talents.
2. You CANNOT further your study directly to an MQA accredited diploma program in higher education institutions. However, there are few other options for you to further study, to be shared later.
3. You CANNOT be an air stewardess/steward@cabin crew@flight attendant. As I know, SPM is a MUST. Not sure things have change or not.
4. Your chances of employment in Singapore is at a disadvantage as the government of SG requires a min in SPM or equivalent for employers to hire you at a lower levy. Here are some figures for you (2016 data) If foreign workers account for 25-40% of your company, and if you don’t have SPM, then the levy would be S$700. 10-25% would bring it to S$550, and those below 10% would be S$420. (With SPM, the amount would be cut by S$100, and so on) – according to Verna Ling, a Malaysian’s experience working in Singapore.
How to Overcome it?
1. Well, if you really insist to be in the public sector@government servant, you only have once choice. Resit for whichever paper that you failed in your SPM (usually it is BM or Sejarah). My personal opinion, just forget about it. Be a freelancer, self made entrepreneur or join the private sector. Work harder in the field that you like, it should be more rewarding than being a ‘clean’ government servant.
a) Take up a skills/TVET program that you have interest/good at. Eg. you may like cooking, repairing electronic items at home, heavy interest with cars and it’s mechanics. So naturally, courses that suits you could be culinary, industrial electronics and automotive technicians respectively. You could still have a good career, if not brighter than those academic graduates.
c) With SKM, the world is yours. Not just Singapore, you will be surprised that it’s widely accepted worldwide, by countries like UAE, China, Australia (basically Commonwealth countries)
d) If you don’t intend or have the heart to study now, no problem. You may work for few years first to gain industry experience and when ready to further study, you may take up APEL A examination to gain entry to study Bachelors (21 yeas old and above) or Masters Degree (30 yeas old and above) at selected University.
TVET (technical and vocational education and training) merupakan singkatan bagi Pendidikan dan Latihan Teknikal dan Vokasional. TVET adalah proses pendidikan dan latihan yang mempunyai hala tuju pekerjaan dengan penekanan utama terhadap amalan industri.
Dalam konteks artikel ini, kursus kemahiran/TVET dipersijilkan dengan Sijil Kemahiran Malaysia (SKM) ataupun sijil teknikal yang dianugerahkan oleh institusi latihan tersebut.
5 faktor utama mengapa pelajar belajar kursus kemahiran di pusat latihan kemahiran swasta berbanding awam
1. Pelajar rata-ratanya tidak tahu kewujudan PB Awam tersebut (Berita baik, anda boleh rujuk di laman ni – SILA HUBUNGI Institutsi Kerajaan tersebut sendiri untuk tanya program yang anda minat nak ambil, JANGAN tanya min ya kerana min telah beri senarai tu di bawah. Sila Google/hubungi institusi awam tersebut untuk dapatkan lebih maklumat) 2. PB Awam yang diingini/dipilih tidak menawarkan program yang diminati oleh pelajar 3. PB memilih pelajar tertentu sahaja walaupun pemohon memenuhi kriteria yang telah ditetapkan (ni min sendiri pun tak faham kenapa??) Mungkin ke pasal syarat lulus SPM BM/Sejarah? 4. Pelajar tak tahu beza PB awam dan swasta?? 5. PB swasta di lokasi yang strategik serta mengeluarkan graduan yang lebih berdaya saing
* Untuk 2,3 & 4, jika anda ada bajet/mampu untuk bayar yuran kursus ataupun sanggup ambil pinjaman PTPK (kalau ada kuota), sila isi Borang Permohonan Kursus Kemahiran – Berbayar atau emel kepada admin butiran anda seperti berikut: a. Nama b. Emel & Tel c. Bajet d. Nama program yg diminati (maksimum 3) e. Lokasi kursus yang diingini f. Kelayakan akademik/kemahiran g. Perlu Pinjaman PTPK tak
Berminat untuk menyambung pengajian dalam bidang kemahiran di ILKA melalui permohonan UPU 2020 online? Berikut dikongsikan Senarai ILKA iaitu nama Institusi Latihan Kemahiran Awam Di Malaysia buat panduan pelajar. Empat (4) institusi kemahiran yang digolongkan dalam ILKA adaah Institusi Latihan Kemahiran Belia dan Sukan (ILKBS), Institusi Latihan Jabatan Tenaga Manusia (ILJTM), Bahagian Latihan Kemahiran Pertanian (BLKP) dan Majlis Amanah Rakyat (MARA).
Permohonan kemasukan ke ILKA dibuat dalam 2 kali setahun iaitu sesi Januari dan Jun/ Julai. Kursus pengajian yang ditawarkan adalah untuk Program bertaraf Sijil dan Diploma yang berbentuk kemahiran mengikut bidang tertentu.
Kursus Kemahiran di Institusi Latihan Kemahiran Awam (ILKA)
Berikut dikongsikan senarai ILKA yang terdapat di Malaysia. Klik link yang diberi untuk mendapatkan maklumat lanjut seperti nama dan alamat institusi, kursus yang ditawarkan serta panduan memohon.
Senarai ILKA Di Malaysia
Berikut adalah senarai Institusi Latihan Kemahiran Awam (ILKA) yang terdapat di Malaysia untuk mereka yang berhajat menyambung pengajian kemahiran peringkat Sijil dan Diploma.
i) Institusi Latihan Kemahiran Belia dan Sukan (ILKBS)
Bahagian Pembangunan Kemahiran Belia (BPKB) melalui Institusi Latihan Kemahiran Belia dan Sukan (ILKBS) menawarkan latihan amali serta praktikal bagi menyediakan golongan belia dengan kemahiran-kemahiran yang diperlukan untuk terus menyertai kerjaya terpilih setelah tamat pengajian.
ILKBS dibahagiakan kepada IKBN, IKTBN dan AKBG
Kursus kemahiran sepenuh masa di Institut Kemahiran Belia Negara (IKTBN/IKBN)
Kursus Bina Insan (kepimpinan, keusahawanan, disiplin) kepada belia
Kemahiran Jangka Pendek khas yang disesuaikan kepada belia
Kursus Kemahiran di institusi swasta (program tajaan pelatih)
ii) Institusi Latihan Jabatan Tenaga Manusia (ILJTM) : Senarai ILKA
JTM diwujudkan untuk melahirkan tenaga mahir negara dari peringkat sijil latihan hinggalah Diploma Lanjutan dalam pelbagai bidang kursus kemahiran. Oleh kerana dengan perubahan teknologi yang begitu pesat dan keperluan tenaga kerja mahir yang mendesak, maka JTM telah menubuhkan beberapa institusi latihan diseluruh negara.
Semoga perkongsian Senarai ILKA Institusi Latihan Kemahiran Awam Di Malaysia (dan juga TVET) boleh dijadikan panduan buat pelajar yang ingin menyambung pengajian di sini. Selamat membuat permohonan kemasukan melalui UPU online dan secara terus ke ILKA yang berkaitan mengikut tarik yang diumumkan.
Must read till the end on the comment section if you seriously consider the TVET pathway or: 1. Already a TVET graduate with SKM/SVM/DKM/DVM 2. Has been working in a particular TVET/skills industry for more than 3 years.
SPM school leavers must know what they want to become one day, what programmes to pursue, and what qualifications are needed to get into the programmes.
WITH Sijil Pelajaran Malaysia (SPM) results expected to be announced next month, school leavers should begin planning their future and start looking at study options.
There is no lack of choice in terms of programmes at public and private higher-learning institutions that cater to hands-on students and the academically-inclined.
Education Ministry Higher Education Department deputy director-general Professor Datuk Dr Mohd Saleh Jaafar said there are many options for SPM school leavers.
“They include certificate courses, foundation studies, matriculation and diploma programmes at private and public universities, colleges, polytechnics, community colleges and skills training institutes.
“Others include degrees offered by the Malaysian Institutes of Teaching Education (IPGM),” he said.
“There is also Form 6, where school leavers can enter university after sitting for Sijil Tinggi Persekolahan Malaysia (STPM).”
He said each option has its own merits.
“School leavers, either with SPM or STPM (or equivalent) qualification, must have in-depth discussion with their parents, family members, their counselling teachers and seniors, perhaps, to gain information and gauge which option is best.
“They must take into account their own interest and what the future holds,” he said.
Chen Ai Koon, a counselor at SMK Seri Serdang in Seri Kembangan, Selangor, said there are basically two pathways after SPM.
The first is the pursuit of professional careers like medicine, accounting, engineering and architecture. Second is for those who are keen on skills-based jobs.
The first pathway, she said, provides a faster route to getting a degree, which involves taking up pre-university programmes like matriculation, foundation studies or Form 6. The second is the technical and vocational education and training – TVET pathway, which involves taking up certificate and diploma courses.
“The main aim of a diploma programme is to produce a semi-professional workforce.
“A diploma gives an opportunity for SPM school leavers who did not qualify for pre-university studies to be trained for the working world.
“However, if the diploma student can prove that he or she is able to excel in studies, he or she will have the opportunity to continue to a bachelor’s degree. It is important to note that this is not an automatic process.”
To decide on the pathway, Chen said SPM school leavers must know what they want to become one day, what programmes to pursue, and what qualifications are needed to get into the programmes.
Saleh said when choosing between a public and private university, both have their own strengths and specialties.
“The quality of universities can be seen in the QS World University Rankings and local MyQuest Rating.
“Students should choose their programmes wisely by looking into the prospective university’s QS World ranking and MyQuest Rating scores. The quality of programmes should be a key factor.
“In addition, students should consider their financial ability to ensure that they are not burdened with problems during studies and after graduation.”
Saleh said tuition fees at public universities are subsidised by the government to help students obtain high-quality education at a low cost.
There are also sponsorships provided by government agencies, such as the Public Service Department and Education Ministry scholarship department.
“Besides those, private entities like Yayasan Tenaga National, Petronas, Telekom Malaysia and Bank Negara Malaysia also offer their own scholarships.
“This initiative will help poor, deserving students obtain a higher education,” he said.
On the prospects of SPM school leavers enrolling directly in higher education institutions, Saleh said looking at the past three years’ trend, there is a better success rate.
“A total of 50.1 per cent of eligible SPM candidates were offered a seat in the 2017/2018 academic session. This percentage increased to 86.5 in the 2018/2019 academic session.
“However, for the 2019/2020 academic session, only 69.09 per cent were offered places in certificate, foundation and diploma programmes at public universities, polytechnics, community colleges and skills training institutes,” he said.
This year, with the implementation of the “Single-window, single-offer” concept — where matriculation and places for the Bachelor of Education (PISMP) at IPGM will also be offered via UPUOnline — the university enrollment of SPM school leavers is expected to increase.
For 2020, I am expecting to see higher demand for TVET programmes since the government is focusing on initiatives that produce highly-skilled workers to cater to the Fourth Industrial Revolution.
This is the time for school leavers to grab the opportunities. Choose what is best for you. Don’t close your door to TVET pathway.
Education Ministry Higher Education Department deputy director-general Professor Datuk Dr Mohd Saleh Jaafar
To assist students in making their choices, Higher ED will be running an in-depth series on choices after SPM over the coming weeks. Don’t miss it!
Comment: Based on the mid-term review of 11th Malaysia Plan, Graduate employability rate for higher education has improved steadily over the years from 76.1% in 2015 to 79.1% in 2017. Nevertheless, feedback from industry highlighted that graduates lacked problem-solving and communication skills. Moreover, the percentage of graduates employed in the semi-skilled job category increased from 28.2% in 2015 to 35.2% in 2017 implying a mismatch and underemployment.
VOLKSWAGEN is a EUR235.8 billion (US$278 billion) automotive giant that has a finger on the pulse of the customer, the market, and its employees.
Accelerating into the digital-first era with connected and intelligent cars such as the latest edition of the Golf — a car that has been in production for more than four decades and has delighted more than 35 million customers — Volkswagen has a knack for reinventing itself.
The new Golf even boasts of “swarm intelligence”; In the world of automobiles, the capability is born when connected cars communicate with one another to avoid collision and share information.
To ensure that the company is able to produce and service such new-age vehicles in a sustainable fashion for the foreseeable future, Volkswagen has transformed its vocational training program.
“Today, the world of work, technologies and forms of cooperation are changing faster than ever before, said Volkswagen Board Member for Human Resources Gunnar Kilian.
“That is why we are aligning our vocational training with foresight, because we are convinced that specialists with first-rate qualifications are one of the foundations for technological top performance and sustainable commercial success in the digital age, too.”
The company’s stakeholders involved in its educational initiatives realized that vocational trainees and students on dual study programs are highly motivated and a positive asset for every technical department — and therefore, feel that the technical departments must give them even greater opportunities.
“In this age of digitalization, we must once and for all bring together vocational training, professional development and skills acquisition under one roof with a consistent approach,” commented another stakeholder.
In the press release announcing the improvement, Head of the Volkswagen Group Academy Ralph Linde revealed that new technologies and digital media play an important role in the company’s vocational training.
According to Linde, Volkswagen’s instructors serve as learning guides and use a variety of methods to support the needs of its vocational trainees.
“This is how we train skilled, committed, and team-oriented specialists and encourage them to engage in continuous learning.”
According to the company, trainees have an opportunity to not only learn about cutting-edge technologies that the automaker is using in its cars but also have an opportunity to use the company’s in-house platforms, augmented reality systems, and other training facilities that use iPads and QR codes.
Volkswagen has a massive workforce with thousands of workers across the globe. Upgrading its vocational and other training programs will definitely help it stay ahead of the competition as cars go digital and customers demand for new-age, digital-first services and solutions.
Watch the video at Astro Awani‘s FB Page on Shared Prosperity Vision
Prime Minister Tun Dr Mahathir Mohamad said the move was important to “upskill” the people to be more capable and efficient, and be able to do more “sophisticated work”. – NSTP/MOHD FADLI HAMZAH
PUTRAJAYA: The government will place priority on technical and vocational education and training (TVET), in efforts to increase the people’s income, under the Shared Prosperity Vision.
Prime Minister Tun Dr Mahathir Mohamad said the move was important to “upskill” the people to be more capable and efficient, and be able to do more “sophisticated work”.
“The income gap between the rich and poor is too wide so we need to increase the people’s income.
“But we don’t want to do this by just increasing wages but (we want) to improve their capacity so that they are more productive, and give them training so that they are more capable and efficient.
“For example, we are already in the aerospace industry, and even some parts of airplane engines assembly are being done in Malaysia.” he said this after chairing a special cabinet meeting on the Shared Prosperity Vision here, yesterday.
Dr Mahathir said the cabinet has agreed that TVET played an important role in improving the skills of workers and that training must be made a priority.
“Our (2020) Budget would prioritise such areas. If there is not enough money for all, we would have to lessen the budget for other areas with lesser priority,” he added.
Dr Mahathir said the government would also give focus to poorer states, reducing wealth disparities from richer states.
He listed Kelantan, Perlis and Kedah as among the three poorest states in Malaysia.
“Another gap is between the urban and rural areas, where those living in urban areas are richer than those staying in the rural areas.
“So a programme must be created to increase the income of those living in the rural areas,” Dr Mahathir added.
In explaining further, Economic Affairs Minister Datuk Seri Mohamed Azmin Ali said the government would apply the spirit of shared prosperity in the 2020 Budget, and prioritise sectors such as TVET and skills training.
“This will be given consideration by the Finance Ministry to be refined in the 2020 Budget.”
The Shared Prosperity Vision was announced by Dr Mahathir at the tabling of the mid-term review of the 11th Malaysia Plan in October 2018 in Parliament.
Its framework was also explained by the prime minister in his May 9 speech earlier this year in conjunction with Pakatan Harapan’s one year in government.
The Shared Prosperity Vision will encompass the 12th and 13th Malaysia Plans, spanning 10 years from 2021 to 2031.
Comment: Not sure how the government is going to prioritise the TVET sector. As Tun M mentioned that if budget is insufficient for all, then it has to be channeled to the priority sectors. So I would assume that more funds are to be allocated to the sector, such as more funds to PTPK to loan students, especially from the B40, which are mainly from rural areas & also the urban poor. Hopefully this would then enhance this group’s earning capability and reduce the income gap. For the benefit/knowledge of those outside TVET industry, insufficient PTPK loan in the past 1-2 years has caused many students (esp B40 group) that is interested to pursue TVET courses unable to continue their studies at private & government TVET institutions. This has an economic & social impact:
1. Economic Effect on TVET institutions – With the limited quota provided to TVET institutions, especially the private ones, many has folded up or ready for sale as they couldn’t sustain the business due to over-reliance on loan to recruit students.
Effect on TVET trainers & supporting staffs – These trainers who have SKM in their field and Vocational Training Operation (especially those that do not have industry experience but fresh from TVET institutions like CIAST) would probably be now jobless or work in non-related field that pays them nothing more than a SPM school leaver’s qualification.
Effect on students – As the students who may not even have SPM or poor SPM results, they have no where to upgrade themselves or learn a skills to uplift their economic livelihood.
2. Social Since the students are not able to further their studies, they may have high probability of being unemployed or worse still, involved in petty crimes, become Mat Rempit, drug addicts, gangsterism and other illegal activities.
A key aspect of the skills mismatch is between academic qualifications and technical and vocational qualifications. Malaysia’s Education Blueprints emphasise technical and vocational education and training (TVET) as essential for the needs of the labour market and economy. However, only 13% of all upper secondary students are pursuing TVET courses, while at the higher education level less than 9% are in 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. But, in fact, according to the School to Work Transition Survey (SWTS), both young job seekers and young workers consider TVET as the most useful qualification for getting a good job—the reasons for the mismatch/misperception need to be addressed. For example, the salary differential could be an important reason; the SWTS found that there is a significant wage differential between TVET graduates and those with other types of hard skills.
Only 1% of all Chinese and 4% of Indian secondary school students are pursuing technical and vocational education as compared to 15% of Bumiputera students. Despite the government’s recognition of technical and vocational education and training (TVET) as critical to meet the demands of industry and contribute to economic growth, TVET is still not attractive as an education pathway choice. A number of reasons have been identified, including the fact that TVET graduates and practitioners are not recognised as professionals and, therefore are not able to demand higher wages and career advancement. Those from such schools also have limited access to higher education institutions (EPU (n.d., pp.9-4 to 9-7). TVET is often negatively perceived as the second or last choice and only ventured into by those who do not have good academic qualifications (Cheong and Lee (2016)).
To get a good job, the most useful qualification is professional… The students were asked about the education or training they consider most useful for getting a good job (Table 2.5).
All students, irrespective of ethnicity, gender or urban-rural location, prioritise professional qualifications. This view is clearly in line with their strong preference for professional occupations.
Overall, technical and vocational skills training is the next most important qualification, after professional qualification, to get a good job – this is striking in that it contrasts sharply with the relatively low attendance in TVET schools noted in Chart 2.3.
The secondary school students appear to be aware of the importance of TVET for the job market but would rather pursue an academic education. Chinese students do not find technical and vocational skills training to be particularly important (this may be linked to their relatively low attendance at TVET schools); they put more emphasis on internships and on-the-job training and also on business management degrees. In fact, all ethnic groups recognise the importance of apprenticeship training and work experience for getting a good job. This very likely reflects their perception that employers want to hire those with work experience and that a major reason why they do not easily get jobs upon completing their education is that they do not have practical experience.
Malaysian youth can pursue an academic pathway to acquire a higher education qualification or they have the option of technical and vocational education and training (TVET) programmes that lead to the award of skills qualification (at certificate-Sijil Kemahiran Malaysia, diploma-Diploma Kemahiran Malaysia or advanced diploma-Diploma Lanjutan Kemahiran Malaysia levels). The TVET programmes are currently offered by various ministries, government agencies and private sector institutions, leading to unintended competition and duplication (MOE (2015, p.4-4)). Currently, there is a perception that TVET qualifications offer fewer attractive career and academic progression, thereby limiting the number of students who apply for such courses. The aim of the government, therefore, is to “move from a higher education system with a primary focus on university education as the sole pathway to success, to one where academic and TVET pathways are equally valued and cultivated” (Ibid., p.E-13. In addition, a TVET Masterplan is currently under study to develop skilled talent to meet the growing and changing demands of industry, promote individual opportunities for career development and ensure that the country has the skilled technical workforce it needs to reach high income status)
To get a good job, they consider TVET the most useful qualification… The job seekers, in particular the Bumiputeras and Others, identify TVET as most useful for getting a good job (Chart 4.20). This is striking when contrasted with the low ranking given to TVET by tertiary students (20% of job seekers as compared to 12% of tertiary students). It is also striking given that less than 5% of the job seekers have such qualifications (as shown earlier in Chart 4.3). The Chinese and Indian job seekers, on the other hand, feel that a professional qualification is most useful. Among all job seekers there is recognition of the usefulness of on-the-job training and apprenticeships; they recognise that work experience often counts in getting a job.
The salary range for new workers
Mean salaries offered for those with TVET qualifications are quite significantly below those for university graduates—which may help to shed light on why TVET qualifications are not popular among the young.
Employers from the public sector, public listed companies and also private contractors prefer undergraduates from local universities for skilled jobs. Other employers who indicate a preference for TVET graduates in skilled jobs include sole proprietors, private limited companies and especially private contractors. For the low-skilled or manual workers, employers do not have strong educational preferences; where there are preferences it is worth noting that the public sector and public listed companies indicate a preference for TVET graduates.
Overhaul the current TVET system A plethora of weaknesses has been identified in the current TVET system and solutions proposed with little sustainable impact to date. The establishment by the government of a National Taskforce to reform TVET holds promise of real change—that will happen only if there is a complete structural overhaul of the system to:
– Ensure strategic coordination, importantly, by bringing the diverse and huge number of training providers (over 1,000 public and private TVET institutions) under a single effective governance body that can provide quality assurance for the skill outputs from the different institutions; – Prioritise a demand-driven approach by ensuring close industry involvement to realistically relate training to workforce needs, including providing incentives for employers to offer WBT; – Establish a relevant and reliable competency standards and qualifications framework for better matching and to facilitate entry of TVET graduates into universities; and – Raise the status of TVET, including through gender-sensitive labour market information and career guidance, including introducing role models. A review of salary differentials between TVET graduates and those from other educational streams could also shed light on the issues that need to be addressed.
Source: Excerpts from Khazanah Research Institute (KRI) 2018
KOTA KINABALU: Montfort Youth Training Centre (MYTC) will be introducing a new skill training course for youths with the implementation of its pilot Oil Palm Plantation Conductorship course.The new course, which will be rolled out in July 2019 at its campus in Kinarut, is carried out in partnership with the Malaysian Estate Owners Association (MEOA), MYTC said in a statement.MEOA and its members, including their affiliate from Sarawak Oil Palm Plantation Owners Association (SAPPOA), will provide the initial leadership, knowledge sharing, along with a start-up funding of RM200,000. This is part of the association’s social responsibility contribution towards human resource development, the centre added.
Other companies such as IJM Plantations Berhad and Eurostar Tractors will also be rendering local technical and training support.MYTC noted in 2018, Sabah and Sarawak had a total of 3.1 million hectares of oil palm planted area and covers over 53 per cent of total oil palm planted area in Malaysia. It also noted that there is a dire requirement for quality and skilled local human resource for this sector which has contributed significantly to the annual GDP. “In this sector, there are many employment opportunities throughout its supply chain ranging from working in the upstream sector involving estates and mills to the downstream activities, and also the spin-off service providers. In this context, the Youth-in-Need should not be left out,” MYTC said.The course aims to generate skilled workforce who can contribute to the pursuit and improvement of best practices in the oil palm industry. MYTC also aims to forge partnerships with other relevant industry stakeholders through sharing of expertise and knowledge. It also welcomes sponsorship and monetary contribution.It believes that the plantation course is also very relevant as many of the less privileged youth especially from the rural interior areas in Sabah and Sarawak are very likely to be exposed to the grass-root agricultural activities. With their acquired new skill and know-hows, the youth can be gainfully employed in the many plantation companies throughout Malaysia and/or returning to their homes to be future entrepreneurs and good stewards of their lands.
The MYTC plantation conductorship course emphasises on both the knowledge and practical skills needed in the field of supervision in plantation. Trainees will learn supervisory role, safety practices, distribution of materials to the fields, suitability of correct equipment and machinery to be used; appropriate supervision of workers to ensure production standards are achieved, provide work schedule and generate daily reports and progress of works. In addition, basic motor vehicle mechanics and shielded metal arc welding will also be incorporated for them for an appreciation of the machineries and workshop practices in plantation.To fortify the coursework, the trainees will also undergo field work trainings as well as industry practical attachment training in the plantation. They will also be nurtured in basic communication in English language, arithmetic and computer knowledge over the two years programme.Graduating trainees from the course can apply for Plantation Field Conductor posts. Potential and opportunities to be promoted and progress beyond staff to executive level are possible.Thye centre announced that eligible youth are encouraged to apply. They must be between18 to 20 years with priority accorded to those who are orphaned, from poor and large families particularly from the rural and interiors areas of Sabah and Sarawak. SPM leavers, as well as youth who did not complete their formal primary and secondary school education but are interested in the course are also encouraged to apply. Interested youth are to contact MYTC (www.montfortsabah.org) for more information and to submit their application forms accordingly.The two-year course which covers full training and boarding will be provided free for the eligible and selected trainees. However, MYTC said parents/ guardian/sponsors are encouraged to contribute a minimum monthly sum towards the trainees’ food subsidy based on their affordability.Currently, MYTC conducts four skills training courses over two-year residential care programmes, namely in Motor Mechanic, Shielded Metal Arc Welding, Refrigeration & Air-conditioning Mechanic and Furniture Making. The birth of the Oil Palm Plantation Conductorship will be its fifth (5th) skill training programme.
SEREMBAN: Technical and vocational education and training (TVET), which emphasises skills, is a good option for furthering studies, said Human Resources Minister M Kula Segaran.
He said this was in line with the country’s aim to produce more skilled workers as currently the percentage of skilled workers stood at only 28% when the target by 2020 is 35%.
“Skills training is very important and the country’s progress depends on it.
“I hope our young will pick TVET as the first choice. Parents should not solely be looking at sending their children to universities because TVET is no less important,” he told reporters after attending a “Human resource ministry with the people” event in Rantau here today.
He also said involvement of the Chinese and Indian communities in TVET was rather lukewarm, standing at 1% and 5% respectively, and that the ministry was intensifying efforts to encourage higher participation from them as well as the Orang Asli community.
He added it was easy for TVET students to get jobs after completing their courses, citing the take-up rate now stood at 94%.
On other matters, Kula said the ministry held “Meet-the-Customer” sessions at its headquarters in Putrajaya every Tuesday from 8am to 10am, whereby not only top ministry officials would be present but he himself.
In conjunction with the progamme, the minister also made a walkabout at the new market in Rantau town.
Comment: If you are interested to pursue TVET education but do not know where to find these institutions, fill up your details here
KOTA KINABALU: University College Yayasan Sabah (UCSF) received a RM2 million allocation from the Implementation Coordination Unit (ICU) of the Prime Minister’s Department for its skills training programmes in the State. ICU Director-General Datuk Zolkopli Dahalan said the allocation was included in the 11th Malaysia Plan (RMK11) and his department fully supported UCSF’s efforts to attract the younger generation, especially those side-lined by mainstream education, to receive skills training which would enable them to earn a living and contribute to the economic development of the State and country.“If the programme shows a good outcome, then it may be continued in the next Malaysia Plan. This kind of training is good and I can see some of the work of trainees have already achieved international standards, so this work is something to be proud of and should be continued.” He said this to reporters after officiating the closing ceremony of the Borneo Art Newcomers (Banco) 2019, here, Thursday.
Asked whether similar programmes can be set up in other parts of the country, Zolkopli agreed and said he also welcomed other states to implement similar training programmes for school students not able to pursue their education to a higher level.“Of course, there are also side-lined youths in other states. But it is up to those respective states to take the effort to provide the opportunity for similar skills training for their youths so they can also improve their standard of living,” he said.
A total of 70 trainees under the Sabah Native Special Programme 2018, who completed their visual arts, visual art sculptures and botanical batik creative arts short-term courses, also received their course certificate. UCSF Vice-Chancellor Dr Mohamed Haleem Mohamed Razi, in his speech, said UCSF hoped the course can be continued and expanded to reach out to more youths in the State where he said such training will assist and expand the talents and skills of youth trainees in line with the Government’s efforts to develop the State.
Comment: Every now and then, we see news of funds going to public TVET colleges or in this case, University College. What about the private sector? How much is the allocation from PTPK?? Is it enough for the private TVET colleges & institutes? We will all know by end of the month but I highly suspect, it’s not gonna be enough, many of them either got to downsize, cease operation or if they want to survive, got to think creatively how to pull through this tough period.
There has been a lot of talk of the new Malaysian Technical and Vocational Education and Training (TVET) Roadmap.
However, there are plenty of unanswered questions in relation to the direction of TVET, although these programmes benefit the B40 the most.
Firstly, there is no single body in charge and TVET courses are provided by a couple of ministries.
This has resulted in different standards set by each of these ministries, although the human resources minister is supposed to head this.
Secondly, what skills are expected of a TVET graduate? Currently, students enrolled in the Sijil Kemahiran Malaysia (SKM) programme largely comprise of very low achievers at school. Some are hardly able to read and write.
With the development of technology and the coming of Industry 4.0, the industry expects graduates with innovative and higher-order thinking skills.
But school-leavers with these skills do not consider TVET as a study option and go on to take up degree courses.
These conflicting issues need to be addressed before students are counselled to take up TVET courses, so they are clear on their expectations.
Next, it is getting very difficult to promote TVET courses to school-leavers because they perceive TVET courses lead to low-level and lowly-paid jobs — those equated with cheap foreign labour.
The government needs to address this perception. Teachers also need to be educated on these possible high-paying jobs.
Having addressed the above, the next biggest issue is the demand for skilled workers. We understand that there are more than two million foreign workers who are either semi-skilled or unskilled working in this country.
So, what is the policy on the dependence on foreign workers and the subsequent replacement with a more locally-skilled workforce?
Assuming these two million foreign labourers are to be replaced with local TVET graduates over the next 10 years, wouldn’t that mean about 200,000 TVET students have to be trained annually? How are we going to do this?
Currently, skills training is provided by both the public and private institutions. It is very important that the government makes clear the role of the private sector in meeting the demand for training.
The survival, sustainability and investments by private skills training institutions greatly depends on a clear policy by the government.
Due to neglected funding, quite a number of private training institutions have ceased operations. Surely the human resources minister must realise that without proper funding, it is virtually impossible for the B40 lower-income populace to afford education.
The private training institutions have the capacity to meet the training needs of half the above demand. But the question is the funding.
It is a known fact that the majority of students who enrol in these skills programmes belong to the B40 group and would be heavily dependent on the funding.
The government needs to allocate the required funds or loans to cater for the underprivileged.
In conclusion, the TVET curriculum needs to be relooked to meet emerging technological changes.
Developing local human capital should take precedence in meeting the industry demands rather than being overly dependent on foreign labour.
To make this happen, the quota system of funding must cease, thus enabling all qualified students to pursue skills courses. This should be taken as a national agenda.
If this is not addressed, we will have to face the consequences of national socio-economic problems, thus affecting the future growth of the country.
Assoc Prof Elajsolan Mohan is the president of the National Association of Private Educational Institutions (Napei).
Comment: Yes, I agree that the private institutions be given more, if not equal funding vs government institutions. However, things are not moving that way, thus far. Perhaps, it’s also time that private institutions be more creative in packaging their education but must be careful in not going against the Act 652 (National Skills Development Act).
I’ve seen how some of these private institutions done in a way that benefit the students, industry & themselves! So, students, if you have problem getting into public institutions or having financial constraints with your fees but yet interested with skills courses, fill up the form here.