Since so many people still messaged, called or emailed to ask the same question, over and over again, can I advise you something?
Almost everything you need to obtain with that involves SKM, it would be NOSS dependent. So, please refer to the NOSS directory to: 1. Determine the exact code of the skills program that you intend to offer in your training centre (to be Accredited by Department of Skill Development (DSD) or better known as JPK), 2. Apply to get your Sijil Kemahiran Malaysia (SKM) via PPT or 3. Looking for any SKM programs to study in any of the JPK Accredited Centres.
How To Be A JPK Accredited Centre (to offer SKM/DKM/DLKM certification)?
2. How To Apply for SKM/DKM/DLKM via PPT? a) Self application via www.skkm.gov.my – Download & read MANUAL PENGGUNA PPT 2018 OR b) Learn from a 2 days course – kursus induksi PP-PPT* that’s organised from time to time (average 3 times a year) c) Consultation** – Please contact/whatsapp 012-3123430
* 2020 PP-PPT Induction Course Date: 8-9 Feb Time: 8.30-5pm Venue: ISE Education Sdn Bhd, Kepong Metro Prima, KL Fees: RM350 (includes notes, morning tea break, lunch & certificate from Jabatan Pembangunan Kemahiran (JPK) Maybank 514589385943, ISE Education Sdn Bhd.
So, please read thoroughly before you chat with us asking the same question, thanks.
Berita baik untuk mereka yang mengambil DKM,DLKMsecara “PPT” dan sedang bekerja dalam bidang berkaitan bidang kursus sekurang-kurangnya 2 tahun. Kalau beminat untuk menambah ilmu pengetahuan di peringkat Ijazah Sarjana Muda bidang Teknologi, saya difahamkan pusat APEL sedia utk memproses permohonan anda bagi mengikuti program Sarjana Muda Btech di UTHM. Untuk maklumat lanjut sila hubungi APEL centre UTHM.
Sumber: Dikongsi oleh Prof Madya Dr Razali Hassan, UTHM
Untuk masuk KV, pastikan pelajar tu BETUL2 minat dan betul2 rajin. Bukan ikut kawan.
Di KV, ramai pelajar yg kecundang tengah jalan sebab tak minat dan tak rajin. Sebab:
1. Bila tak minat, jadi malas. 2. Bila malas, kerja x siap dan bertangguh, serta tak boleh nak catch up. 3. Bila kerja x siap, markah PB (Pentaksiran Berterusan, 70% utk matapelajaran vokasional, 30% utk matapelajaran akademik) rendah. Bila tak mencapai tahap minimum, gagal PB. Gagal PB, sia2 je dtg exam akhir, sebab pointer akan gagal jugak.
Pelajar KV bukan automatik dapat diploma. Diorg kena lalui 2 tahun sebagai pelajar SVM (pradiploma atau pelajar sijil), bila lulus dengan minimum 3 kredit (2 kredit Vokasional, 1 kredit lg lulus BM setara SPM), baru ditawarkan ke peringkat DVM (Diploma).
Itu pun, bergantung pada prasyarat program. Ada program yg pelajar wajib lulus Matematik, ada yg wajib lulus BI, baru ditawarkan ke DVM. Da diorg wajib lulus satu kursus khas bernama Core Abilities (CA).
Bermakna utk layak ke DVM, wajib: Lulus matapelajaran vokasional minimum 2 sem (1 sem = 1 kredit) Lulus BM setara SPM Lulus CA Pointer minimum 2.67 Vokasional n 2.00 akademik.
Utk yg nak tau ttg sistem pembelajaran di KV, ok begini.
Pelajar sijil wajib menghadiri sesi PDPC dari jam 8-5 (rehat jam 1), manakala pelajar diploma, jadualnya agak relax kebanyakannya paling lewat akan habis kelas jam 4. Tp ni pun bergantung pada program. Sb setiap program, tak sama jam kredit. Pelajar masih ambil matapelajaran akademik:
Untuk SVM: BM (setara SPM) Sejarah (setara SPM) BI Maths (Teknologi atau Sosial, bergantung pada program) Sains (Teknologi atau Sosial, bergantung pada program) Agama/Moral PJ Core Abilities (mcm pelajar SKM di ILP)
Untuk DVM: Pengajian Am Bahasa Komunikasi (Arab/Mandarin) Matematik (bergantung pada program) Sains (bergantung pada program) BI Dan beberapa matapelajaran lg bergantung pada program yg diambil.
Tapi kena tahu juga, yg SEMUA pelajar DIWAJIBKAN untuk terlibat dlm SEMUA aktiviti kolej, tanpa mengira SVM atau DVM. Yuran PIBG, dan asrama pun tiada perbezaan utk pelajar SVM atau DVM.
Kurikulum di KV tak sama dengan SMK. Kami tak guna buku teks sekolah, melainkan BM n Sejarah. Contohnya Akaun, pelajar bukan diajar prisip, tp pelajar terus didedahkan dgn cara utk buat kitaran perakaunan terus. Daripada proses kutip dokumen (pelajar akan pegang dokumen), pemfailan, hinggalah tutup akaun. Dan di peringkat diploma, pelajar akan belajar cara mengaudit akaun yg diorg dh buat tu.
Pelajar KV jugak kena sangat2 rajin. Sebab mcm sy sebut kat atas, diorg ada PB. PB ni diuji dlm kelas, amali n teori. Soalan2 yg digubal dipantau oleh pegawai dari Lembaga Peperiksaan sendiri dari semasa ke semasa. Jd tiada alasan kata KV tak diiktiraf. Pelajar yg kerap tak hadir, akan ketinggalan banyak benda, terutamanya ujian PB. Bila tertinggal, maka gagallah dia.
DVM pulak, syarat2 mcm dekat UA applied di sini. Cthnya kehadiran minimum 80%. Lulus LI. Dan sebagainya.
Selain dari tu, kena tau juga, walaupun pelajar KV dah boleh masuk IPTA, tp sasaran KV adalah utk menghasilkan 70% graduan BEKERJA, bukan utk sambung degree terus. Kalau nak sambung study, kami akan sarankan pelajar utk sambung SKM 4 n 5 berbanding degree, sebab degree lebih kepada teori, berbanding SKM, kurikulumnya lebih sepadan dengan pelajar KV.
Pelajar KV TIADA SPM. Tapi mereka WAJIB ambil BM dan Sejarah Setara SPM yg mana, dua subjek ni boleh digunapakai utk pelajar KV memohon utk bekerja dlm sektor awam menggantikan SPM (ada pekelilingnya). Yg ni, pelajar KV ramai ambil mudah. Sangat ramai pelajar KV gagal dlm dua matapelajaran ni, secara tak langsung, menggagalkan mereka dari sambung ke peringkat DVM jugak.
Tp untuk makluman jugak, SEMUA soalan Penilaian Akhir (final exam) yg diadakan pada setiap hujung semester, adalah dikelola oleh Lembaga Peperiksaan sendiri. Penggubal soalan dan Pemeriksa adalah yg pegawai dilantik oleh LP. Bukan cikgu sendiri yg buat soalan. Even result pelajar pun dikeluarkan oleh LP. Bukan bawah kolej. Yg menentukan pelajar lulus atau gagal, layak ke peringkat DVM pun, LP. Kolej tiada kuasa dlm bab ni.
(Please refer to latest update by KPM. According to some KV teachers, students now can continue their studies in IPTA).
Sumber: Dikongsi oleh seorang guru KV di FB Sila rujuk dengan Kementerian Pendidikan Malaysia untuk maklumat lanjut dan terkini untuk segala pertanyaan tentang KV sebab min bukan pakar dalam sektor ni ya.
KUALA LUMPUR: Universiti Tun Abdul Razak (Unirazak) is looking to offer new programmes to cater for the needs of the Industrial Revolution 4.0 (4IR).
Vice-Chancellor Professor Datin Dr Samsinar Md Sidin said it would introduce the new programmes to ensure that students were prepared for the industry’s demands.
She hoped that Unirazak would be the first private university to cater for the 4IR.
“We will offer programmes that prepare our graduates to be a future-ready generation, hence we are looking not just within Malaysia but also to what is happening around the world.
“It is not just about programmes, but also the teaching and learning techniques, as well as skills.
“In order to achieve that, we have to be dynamic in terms of how we do things and I hope Unirazak would be able to do that for their students, as well as for the nation,” she said at the university’s 19th convocation here.
A total of 215 graduates from faculties of Bank Rakyat School of Business and Entrepreneurship, Tun Abdul Razak School of Government and Graduate School of Business received their graduation scrolls.
The ceremony was officiated by Chancellor Tun Ahmad Sarji Abdul Hamid, who presented the scrolls to the graduates.
When asked if the university was prepared to embrace the Science, Technology, Engineering, Arts and Mathematics programme, Samsinar said Unirazak was working closely with industries to obtain new content to include in its curriculum.
“We want these industry experts to come and teach our students as they are willing to learn beyond their programmes.”
Ahmad Sarji, in his speech, said the Fourth Industrial Revolution had been changing the world. He said Artificial intelligence, robotics, Big Data and the Internet of Things would collectively impact jobs and industries in the future.
“Unirazak has developed an Education 4.0 experience for students through the Unirazak Online Experience, better known as UROX, that rides on the Canvas System.
“This was introduced this year to all students and faculty members with the objective to expand teaching and learning at the university,” he said.
Comment: Do you know that Unirazak would soon have an URise program offering Professional Diploma in Industrial Management (ProDip) & Executive Bachelor in Industrial Management (EBIM) that’s been created specially for TVET graduates? It aims to: 1) Bridge TVET graduates to an MQA accredited Bachelor’s Degree or Masters Degree 2) Advance TVET graduates in their career with a Bachelor’s Degree, where most do not have a chance if they don’t have SPM with 3 credits, MQA Diploma or Diploma Kemahiran Malaysia (DKM). 3) Elevate TVET graduates’ social status.
Masih ramai yang keliru, apa beza tenaga pengajar dan Pegawai Penilai di Pusat Bertauliah JPK.
Tenaga pengajar – Pemegang sijil kemahiran/diploma/ijazah dalam bidang NOSS berkenaan, walaupun tiada sijil VTO. Boleh mengajar tapi TAK BOLEH MENILAI (tandatangan portfolio calon program SKM/DKM/DLKM)
Pegawai Penilai – Mengikut Akta 652 (NASDA) Standard 6 : Pengajar Kemahiran mestilah memiliki sekurang-kurangnya SKM bidang Pengajar Vokasional yang diiktiraf oleh Jabatan Pembangunan Kemahiran, Kementerian Sumber Manusia. Boleh mengajar DAN MENILAI/TANDATANGAN portfolio calon program SKM/DKM/DLKM.
KUALA LUMPUR: The negative perception that Technical and Vocational Education and Training (TVET) is a second choice for weak students compared to conventional academic field should be eliminated by parents, said Deputy Human Resources Minister, Datuk Mahfuz Omar (pix).
He said parents should place more confidence and support on their children taking TVET as this field is capable of producing the local manpower needed by the industry and nation to face Industrial Revolution 4.0 (IR4.0).
“The move is seen as giving confidence to the people in TVET,” he told a question and answer session at Dewan Rakyat here today.
Mahfuz was replying to a supplementary question by Datuk Seri Ismail Abd Muttalib (BN-Maran) on the statistics of TVET student intake which is still low compared to developed countries such as Germany, Holland and Australia and wanted to know what are the measures taken towards empowering the field.
To empower TVET, Mahfuz said via a 2025 plan under the National Skills Development Council which involved six ministries, his ministry is also focusing on TVET Tahfiz programme as the first step to extend skills training to young Tahfiz students.
“We want to ensure Tahfiz students also have a future to enter the employment sector,” he said.
Mahfuz said he had held a meeting with Kedah State Islamic Religious Council recently which was attended by 70 Tahfiz centre representatives to discuss the government’s plan for Tahfiz TVET
Comment: Besides technical bachelors (Bachelor of Technology), TVET graduates with SKM2, SKM3 or DKM will also have a chance to obtain an executive bachelor in industrial management in a much shorter time frame (9 months) under the URise program that’s being offered by Universiti Tun Abdul Razak, KL together with ISE Education Sdn Bhd. URise program has been specially designed for TVET graduates, hence need not worry that it’s too academic & tough. Blended learning is implemented (online & offline learning at the University) to move with times. *KWSP withdrawal can be done, on top of other payment options like credit card & the latest e-wallets.
KUALA LUMPUR, Nov 22 — Nepal plans to introduce Bahasa Melayu (BM) as an elective subject in its schools to equip students with communication skills in the professional setting in Malaysia.
The matter, however, needs further discussion with Nepalese Cabinet and relevant authorities, said Nepalese Education, Science and Technology Minister Giriraj Mani Pokharel when he held a bilateral meeting with Malaysia’s Education Minister Maszlee Malik recently.
Giriraj also welcomed Maszlee’s proposal to set up a Malaysian language institution in the South Asian nation to teach BM to Nepalese.
Speaking to Bernama when met on the sidelines of the World Innovative Summit For Education 2019, held between November 19 to 21 in Doha, Qatar, Maszlee said:
“There are approximately 357,000 Nepali currently working in Malaysia, primarily in the security, manufacturing and hospitality sectors.
“Teaching BM and setting up institutions would be useful when Nepalese seek employment in Malaysia as they would be able to communicate fluently and boost their career.”
Maszlee said both leaders also discussed on enhancing and improving Technical and Vocational Education and Training (TVET) studies in Nepal.
“Nepalese minister was impressed with our German Dual Training System for TVET and for them, it would be useful.
“This is because Nepal wants to produce skilful Nepalese workers to work abroad with better pay and a TVET certification,” he said.
Maszlee said Nepal was also looking for opportunities to send their students to pursue post-graduate studies in Malaysia, and to collaborate with Malaysian universities.
Giriraj also extended an invitation to Maszlee to visit Nepal in conjunction with the Visit Nepal 2020, and to attend the Artificial Intelligence Conference in Kathmandu next year.
RM1.8million (20,000 sf premise) Programs: 11 programs but only 5 active Foundation in science Diploma in accounting Diploma in criminal forensics Diploma in business management Diploma in policing investigation
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RM5 million (1 IPTS + 2 JPK license/locations)
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More listings required as there are quite a number of enquiries.
PUTRAJAYA, Oct 24 — The Youth and Sports Ministry today exchanged Statements of Understandings with five entities aimed at forging stronger cooperation between the public and private sectors in developing the Technical and Vocational Education and Training (TVET) industry.
Witnessed by Youth and Sports Minister Syed Saddiq Abdul Rahman, the statements would see the entities play an active role in increasing career opportunities within the sector by offering spots for education and training, while offering technical advice to the ministry.
Among the signatories were Volvo Malaysia Sdn Bhd, Sapura Secured Technologies Companies, Malaysia Industry Association, the Malaysian Resources Corporation Berhad, with the cooperation of the Malaysian Prison Department.
Syed Saddiq later stressed the importance of offering former juveniles and minor crime offenders a second chance to reassimilate into society, saying one solution would be to retrain and up-skill them in opportunities within the TVET industry.
“For those who have been categorised as Individuals Under Observation, Henry Gurney leavers, we will give them a special route for them to be trained so in the end, despite them having a record, but they would be trained, re-skilled and up-skilled.
Henry Gurney Schools were set up under the Juvenile Courts Act 1947 to care for young offenders and provide formal education and rehabilitation for juvenile inmates.
“In the end they are able to be placed in companies that we share a relationship with for the TVET program,” he said after launching the SKIL 19’ Skills Symposium at the Youth and Sports Ministry Podium hall this morning.
Syed Saddiq said this and other efforts would be part of his ministry’s two pronged program, MyFuture Youth and MyFuture Youth Plus, aimed at offering reactive programs for former offenders, and proactive programs for youth who are classified within the risky category.
“For those who are in danger of falling into the group of high risk youths, we will put them through an early intervention program with special routes into TVET programmes.
“There will be long and short courses, and in the end they will be offered a job,” he explained.
He also mentioned the importance of the government’s willingness to accept former offenders into the public service, saying such steps have been brought to the attention of the Cabinet.
The Muar MP also revealed amendments to public service requirements are currently being worked out by the Chief Secretary that will see a leeway be added to consider former offenders to enter the civil service.
“This is important because if we see for those who have been jailed before, and those from Henry Gurney, about 50 to 60 per cent are youth, and a majority of them have committed minor crimes.
“But, because they don’t have targeted assistance, and if we forget or sideline them, they will go back into the community and society where their family also does not take them seriously, and not have a job, no direction in their life.
“If we (the government) are also not willing to help out, in the end they will reoffend and reenter into the same system,” he said.
Syed Saddiq stressed on the importance of breaking their cycle of crime and to offer them a second chance to assimilate back into and be a useful member of a developing society.
Additionally, the minister also added how the negative and derogatory perception towards the TVET industry should stop, and instead instil the culture of treating them as equals on par with graduates from public universities.
“If we see in Germany, the youth there are educated from a young age to understand that TVET is on par with those from public universities.
“In Malaysia, we have to instil this culture into the hearts and minds of the youth, and also the parents, as this is important to ensure that TVET will always be one of the most important growth sectors in the new Malaysia.
“But realising that dream would be impossible without the close cooperation between industry players,” he added.
1. Most of the those that took up TVET courses are because they are academically poor & have no where to go (minority do have good academic grades too) 2. TVET jobs are generally low paying, especially in the initial years. However, with recognised certification, experience & good communication + people skills, income can reach 5 figures, eg like chefs, underwater welder, piping expert (O&G industry) or operating own business like dressmaking, hairdressing & beauty salon, automotive workshops. 3. Lack of coordination between TVET institutions and industry on industrial needs also produced mismatch skills of TVET graduates, hence lower pay.
Helping skilled workers secure certification will boost their chances of getting a better salary throughout their career.
Malaysian Employers Federation (MEF) executive director Datuk Shamsuddin Bardan said youths working in the technical and vocational field should not worry about their starting pay as it would be reviewed over time and upon the confirmation of their job.
“The rate of review can be between RM100 and RM500, usually after six months.”
“Malaysia practises a seniority-based wage system with yearly increment. Some developed countries adopted a rate for job payscale. They are paid based on their skills, regardless of seniority,” Shamsuddin said.
He said in Malaysia, employees had honed their skills through work exposure and experience, but even after 15 to 20 years of service, they did not get themselves certified, hence their stagnant wages.
He said this would open workers to exploitation by companies.
“Getting certification would be beneficial for them if they want to quit their job and work at another company.”
“However, there are now electronic fuel injection engines, hybrid cars and electric cars in the market.”
Because of this, he said, institutions needed to upgrade their equipment and teaching methods by working with the private sector.
He added that in the long run, there was a need to look at the whole situation and advocate a skills-based service system, where the skills that employees had would be evaluated by encouraging them to get a certification.
“Their employees’ pay should be based on their skill-level on top of observing the minimum wage,” he said.
Federation of Malaysian Manufacturers chief executive officer Dr Yeoh Oon Tean said it was important that TVET students enrolled for courses that led to a recognised certification of their skills and offered them a pathway to upgrade themselves in terms of wages and standard of living.
He said the issue faced by employers was a lack of coordination between TVET institutions and industry on industrial needs.
“A wide variation in (education) standards may lead to the continuity of poor public perception of TVET education.
There is a need for a streamlined qualification system that ensures a minimum standard is met and strengthens the confidence of employers and TVET students.”
He said initiatives taken by the TVET Empowerment Cabinet Committee were a positive way to address issues.
Among the initiatives include the establishment of a coordinating and enforcement agency to address the issue of fragmentation of TVET implementation, which cuts across ministries.
“The agency would ensure standardisation of training and qualifications, quality assurance, qualification portability, recognition of prior learning and greater cost effectiveness in the use of resources. It should uplift the status of TVET graduates as skilled craftsman to promote it.”
He said other initiatives could ensure greater industry collaborations in TVET by strengthening public-private partnerships to improve employability and produce industry-ready graduates.
“Industries need to engage in more apprenticeship, internship and work-based learning programmes to prepare students for the working environment. It needs to start early to prevent skills mismatch.”
Yeoh said as long as there was no uniformity in standards and quality, the industry could not be forced to follow a wage guide, which would be determined by the highest level of standards and quality of a qualification.
He said there was a need to address the public’s opinion of the TVET field being less prestigious than a professional qualification.
The ways to do this, Yeoh said, included introducing TVET into the school curriculum as early as primary level; promoting it as a mainstream education rather than for less academically-inclined students, and having trainers with industrial and operational experience.