Tag Archives: Technical and Vocational Education and Training (TVET)

Malaysian Skills 2.0 a wise and apt move — Sultan Nazrin

IPOH (Dec 3): The launching of the SkillsMalaysia 2.0: SKILL4ALL Towards New Collar Jobs programme, which is the initiative of the Human Resources Ministry, is a wise and timely move, said the Sultan of Perak Sultan Nazrin Shah.

He hoped the move pioneered by the ministry could fortify the development of the best human capital in Technical and Vocational Education and Training (TVET) in line with the challenges of technological changes, hike in global worker migration and world climatic changes.

“It is hoped that the effort can stabilise skills training to support industrial development and technological mastery and subsequently reduce national dependency on technology and skilled manpower from abroad,” he said in his speech at the launching of SkillsMalaysia 2.0: SKILL4ALL Towards New Collar Job at the Ipoh Industrial Training Institute here today.

He said current data proved that TVET graduates could more easily find jobs, when overall 92% of its graduates obtained employments, compared to 30,765 graduates or 59.9 graduates at the first degree level and upwards who had yet to find work a year after graduating.

He said this situation proved that there was a mismatch between the qualifications of the graduates produced by the Institutions of Higher Education with the skills needed by the industry and it must be rectified.

Realising this reality, Sultan Nazrin said the approach and training at TVET institutes should be engineered by introducing the best practices in management, drafting together and designing programmes and training deliveries.

He said focus must be given towards boosting the ability of independent learning with the approach depending on problem-based learning, project based learning and production based learning approaches.

“The learning of this new method will provide the exposure to the students on the real working world. The National Occupational Skills Standard which is the foundation of training curriculum development must be boosted in line with the development of digital technology,” he said.

In addition, Sultan Nazrin said TVET programmes must ensure that trainees were equipped with soft skills encompassing non-academic skills such as positive values, leadership, team work, communication and continuous learning.

He said the aspect of ethics and moral must mandatorily be made important components so that technocrats and skilled workers produced adhered to the principle of trustworthiness, integrity, sincerity, being anti-corruption and not abusing power.

Sultan Nazrin said the employment world would change significantly in the Fourth Industrial Revolution era including, among others, the automation technology minimising the involvement of humans in many job sectors.

He said a study by the World Bank together with agencies under the Human Resources Ministry, Talent Corp and the Institute of Labour Market Information and Analysis in 2018 revealed that 50% of jobs in Malaysia faced a high risk of being automated, while 25% more faced a moderate risk.

He said employers in the Fourth Industrial Revolution era would need workers who had holistic skills encompassing emotional intelligence, analytical thinking, active and wise in decision-making, able to think creatively and critically and had effective communication ability.

“Employments in the future require workers who have social interactive skills, artistic expression, collaborative attitude, empathy and intelligence,” said Sultan Nazrin.

On the term new collar jobs which was introduced by IBM chief executive officer Ginni Rometty at the end of 2016, Sultan Nazrin said it made effort to identify the new types of work that would exist a must.

“New types of technical jobs stress specifically on skills and no longer academic degrees which are general in nature to simultaneously show the tendency of demand for manpower by the industry currently will no longer depend on academic qualification but but more dependent on the skills possessed,” said Sultan Nazrin.

Source: https://www.theedgemarkets.com/

Govt wants parents to erase negative perception against TVET

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 government sees it (TVET) as a necessity. Those who hold diplomas in skills are eligible to continue their education at degree level through Universiti Teknikal Malaysia (MTUN) network project.

“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

Source: Bernama

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.

Submit Your Interest Here

IBM to enhance vocational curriculum at schools

Kuala Lumpur , 19/11/2019 – from left Deputy Secretary General (Strategic Planning) Dato’ Kamel Mohamed, Deputy Minister of Youth and Sports Malaysia Steven Sim, Managing Director IBM Malaysia Catherine Lian and Chairman and CEO of IBM Asia Pacific Harriet Green pose to photographer during the Document Exchange between MoE and IBM in Plaza IBM. Credit to TMR / Pic by Arif Kartono

THE plan to remove the arts and science streams in schools would make Malaysia’s education holistic, allowing educators to develop future-proof graduates for the future job market which is increasingly driven by technology.

Deputy Youth and Sports Minister Steven Sim Chee Keong said today’s world requires holistic talents and the separation between arts and science education may not be suitable in producing human capital for future demand.

“The removal of ‘false dichotomy’ between arts and science stream will eventually encourage people to think more holistically in terms of education because the real world does not operate that way — as if you are an art or science person separately. I think the job market of today and the future would need somebody that is trained more holistically,” Sim said after witnessing the launch of the Pathways in Technology Early College High Schools (P-TECH) programme in Malaysia by IBM Malaysia Sdn Bhd in Kuala Lumpur yesterday.

Sim said the government is committed to making the technical and vocational education training (TVET) and science, technology, engineering and mathematics (STEM) education as mainstreams evidently through the increased budget from RM5.7 billion for TVET last year, to RM5.9 billion in Budget 2020.

Meanwhile, the Education Ministry (MoE) deputy secretary general for strategic planning Datuk Kamel Mohamad, who presented the document exchange with IBM on the P-TECH programme, said TVET should not be viewed as a “second class” education compared to any other academic curriculum.

Kamel said TVET in Malaysia is also aspired to nurture human skills among students for them to be better at engaging the community besides its core agenda to build technical skills.

The P-TECH programme by IBM is designed to enhance vocational curriculum at schools through mentorship, site visits, internships and few others.

Established in 2011 by IBM in partnership with educators, P-TECH has been introduced in 24 countries including the US, Australia, New Zealand, Morocco, Taiwan, Korea and Singapore.

In Malaysia, IBM begins pilot P-TECH programmes with Sekolah Menengah Vokasional (SMV) Sepang and SMV Sungai Buloh in Selangor.

IBM Singapore and Malaysia corporate social responsibility leader Sarah Ong said the P-TECH education will commence with 60 students for approximately five years.

IBM collaborated with Malaysia Digital Economy Corp as a strategic partner in the programme.

At IBM, we are acutely aware of the urgent need for technical skills in many countries and P-TECH is very much in line with the needs of Malaysian employers. IBM AsiaPacific CEO and chairman Harriet Green said.

Source: https://themalaysianreserve.com/

Comment: It is another great industry collaboration with the educational institution and this one is even better as it starts from secondary level.

UMP to lead in TVET education

KUANTAN: The sky is the limit for Universiti Malaysia Pahang (UMP). Ranked among the top 800 best universities in the world based on the QS World University Rankings (WUR) 2020, UMP is aiming to become a leader in Technical and Vocational Education and Training (TVET) in the country.

Last year, it emerged as the first local technical and non-research university to receive the prestigious QS 5-star overall rating award.

UMP Vice-Chancellor Professor Dr Wan Azhar Wan Yusoff said the university had become a platform to produce a well-trained technical workforce with skills that catered to the future.

This was attributed to the varsity being part of the Malaysian Technical University Network (MTUN) alongside Universiti Tun Hussein Onn Malaysia, Universiti Teknikal Malaysia Melaka and Universiti Malaysia Perlis.

“UMP is strengthening its high-end TVET and moving forward to emerge as the pinnacle for TVET education. We are moving towards producing a home-grown workforce that caters to the challenges of the Fourth Industrial Revolution,” he said.

“One is not required to be smart, but skilful and multitalented. It is about learning specific skills through repetitive practice on different equipment, machines or systems.

“We want the public, especially parents, to give importance to TVET as some view it as a back-up option for their children. MTUN helps graduates to become more capable at sophisticated tasks, which will be required for the future job market.”

Wan Azhar said UMP would be offering a Bachelor of Engineering Technology (Railway Maintenance) programme to cater to the burgeoning sector.

“As long as there are trains in the country, we will require railway maintenance technologists. We cannot remove these railway infrastructures, so we have to produce a skilled workforce for this sector.”

Dr Wan Azhar Wan Yusoff

In a move to bring out the best of TVET, UMP will carry out a minor restructuring exercise in its campuses in Gambang and Pekan next year.

Wan Azhar said the Gambang campus would be renamed the UMP College of Engineering and College of Management and Humanities, while the Pekan campus would be renamed the College of Engineering Technology and College of Computing and Science.

“We have equipment and facilities in Pekan, and this allows our students to be hands-on when it comes to TVET. UMP Pekan will serve as a technology campus and this is part of our efforts to achieve our goals in TVET.”

Wan Azhar said UMP’s Graduate Employability was ranked at 96 per cent, which was well above the 80 per cent benchmark set by the Education Ministry.

UMP graduates are able to secure employment with companies that have business links with Germany following an academic collaboration for a postgraduate degree in mechanical engineering and automotive engineering with the Karlsruhe University of Applied Sciences (HsKA).

UMP Chancellor Yang di-Pertuan Agong Al-Sultan Abdullah Ri’ayatuddin Al-Mustafa Billah Shah will be presenting the scrolls to graduates at the 14th UMP convocation today.

A total of 3,778 graduates will receive their scrolls during the two-day ceremony.

The event will be historic as Tan Sri Dr Abi Musa Asaari Mohamed Nor will be proclaimed as UMP’s pro-chancellor, while HeiTech Padu Bhd executive chairman Datuk Seri Mohd Hilmey Mohd Taib will receive an Honorary Doctorate of Philosophy in Information Technology.

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

Comment: You may read here on what other Bachelor of Technology that other MTUN has to offer.

Boosting of TVET education and human capital development in the East Coast, Malaysia

Universiti Malaysia Pahang (UMP) (www.ump.edu.my) has recently partnered with the Asia Centre of Excellence for Smart Technologies (ACES) to cooperate and collaborate on activities in connection with accelerating the adoption of related smart technologies and digital initiatives of the fourth industrial revolution (now popularly referred to as Industry Revolution 4.0, or IR4.0) – especially where it concerns human capital development in the East Coast Economic Region (ECER) of Malaysia, and in Southeast Asia, generally.

Based at the Cybercentre in Pahang Technology Park (PTP), ACES is an initiative between ECER Development Council (ECERDC) and Germany’s TUM International GmbH – a networking of government agencies, industry players and academic institutions – to boost technical and vocational education and training (TVET), as well as to enhance smart technology skills, training and consultancy, specifically in the digitalization and automation processes under IR4.0.

TUM International is essentially the subsidiary of Technical University of Munich (TUM), Germany’s top-ranking university based on the ‘QS World University Ranking’ and one of the best universities in Europe.

It is well regarded as a leading provider for the development, coordination and operation of integrated science and industry clusters as well as technology transfer and talent management programmes with international partners from research, politics and industry.

Leveraging TUM International’s experience and expertise, ECERDC will be collaborating to provide technical blueprints and roadmap, trainings, certifications, as well as advisory and consulting works for the introduction and upscaling of technology in various fields within the private and public sector for IR4.0, as well as other innovative and smart technologies.

The tripartite collaboration, sealed vide a Memorandum of Understanding (MoU) in Germany on October 17, 2019, saw UMP Vice-Chancellor, Professor Ir. Dr. Wan Azhar Wan Yusoff signed on behalf of the university, whilst Chief Executive Officers (CEO) Baidzawi Che Mat and Daniel Gottschald represented ECERDC and TUM International, respectively.

Present to witness the MoU was Malaysia Minister of Education, Dr. Maszlee Malik, who was on official working visit to Germany.

*Credit to UMP Pekan Review

Creating clear career pathways for TVET

FOR the nation to move forward in tandem with the Fourth Industrial Revolution (IR 4.0) and beyond, there is a clear need for a well-trained technical workforce with skill sets that are present- and future-ready as well as future-resilient.

Technical and Vocational Education Training (TVET) programmes have always been seen as the vehicle to prepare aptly-skilled human capital but somehow the general perspective is that they fall short in terms of the level of skills and knowledge needed for the industry to forge ahead.

Graduates who have qualified from TVET institutions previously do not have a clear career pathway to further their studies and secure jobs that are highly technical in nature.

To create more career pathways and opportunities for TVET students, the Education Ministry with the Malaysian Technical University Network (MTUN) comprising four universities — Universiti Tun Hussein Onn Malaysia (UTHM) , Universiti Teknikal Malaysia Melaka (UTeM) , Universiti Malaysia Pahang (UMP) and Universiti Malaysia Perlis (UniMAP) — and the professional body for technologists and technicians, the Malaysia Board of Technologists (MBOT), have collaborated in establishing newly developed Bachelor of Technology Degree (BTech) programmes in specific technology fields.

Some universities have introduced several of the courses last month at the beginning of the 2019/2020 academic year while other universities will make the courses available in September next year.

The curriculum is more practical and flexible to meet the challenges of the IR 4.0.

According to MBOT president Tan Sri Ahmad Zaidee Laidin, BTech programmes in MTUN are articulation programmes for TVET graduates with Diploma Vokasional Malaysia (Malaysian Vocational Diploma/DVM) through Kolej Vokasional (KV); and those with Diploma Kemahiran Malaysia (Diploma in Skills Malaysia / DKM) and Diploma Lanjutan Kemahiran Malaysia (Advanced Diploma Skills Malaysia / DLKM) from institutions under the Department of Skills Development, Ministry of Human Resources (MOHR).

The articulation process entails matching the courses, requirements and coursework at vocational colleges with that at higher education institutions.

“KVs start enrolling students as young as 16, post PMR/PT3 examination towards Diploma Vokasional Malaysia (DVM) through Sijil Vokasional Malaysia (SVM) without SPM. That posed a problem for the graduates should they decide to pursue a Bachelor’s degree and beyond at public universities. Other than that they often face difficulty in transitioning from TVET-based education to an academic-based degree programme,” he explained.

Tan Sri Ahmad Zaidee Laidin

The entry level requirement for BTech programmes in MTUN is not based solely on SPM qualification, Ahmad Zaidee highlighted.

For DVM graduates, most of the candidates have taken the equivalency courses to SPM’s Bahasa Melayu dan Sejarah, namely Bahasa Melayu 1104 as well as Sejarah 1251. For DKM and DLKM graduates, most of the students have taken SPM which already includes Bahasa Melayu and Sejarah.

In any case this nation-building initiative is not met, MTUN has agreed the student can enrol for the courses during their tenure years of BTech studies.

“MBOT through Technicians Act 2015 (Act 768) has established the Technology & Technical Accreditation Council (TTAC). This is a Joint Technical Committee with the Malaysian Qualifications Agency (MQA) to perform accreditation on professional technology and technical programmes. The council has published a Technology & Technical Accreditation Manual 2019 (TTAC MANUAL) for a comprehensive guideline for education providers (EP) to design and develop their programmes in the advanced technological fields,” he said.

UniMAP Academic Management Office dean Professor Dr Anuar Mat Safar said the availability of BTech programmes for DVM and DKM qualification holders is timely.

“It is estimated there are 50,000 students graduating with DVM and DKM every year. With the availability of BTech programmes, these students can obtain Bachelor’s degree-level qualifications as per required to face the challenges of IR 4.0,” he said.

Associate Professor Dr Anuar Mat Safar

DIFFERENTIATION

The main difference between BTech and conventional degree programmes is that the former were developed based on occupational requirement while the latter are more discipline-based, UTeM vice-chancellor Professor Datuk Wira Dr Raha Abdul Rahim explained.

“In conventional degree, fundamental and technological courses such as mathematics, physics etc are taught separately. In BTech programmes, the focus is for a graduate to perform a task in the work environment, hence fundamental and technological knowledge that is usually taught in different courses are embedded into a course on a particular competency set,” she said.

UTeM vice-chancellor Professor Datuk Wira Dr Raha Abdul Rahim

For example, she illustrated that a BTech Welding programme comprises a course of Welding inspection that combines elements of mathematics, physics, material studies, and local laws accordingly rather than have the subjects taken in separate courses, as with conventional programmes.

UTHM vice-chancellor Professor Datuk Dr Wahid Razzaly, meanwhile, explained that the current delivery or execution of BTech programmes uses the approach of Work Based Learning (WBL) in block released manner. This means the students undergo their studies in two phases: two and a half years at university and another year in the industry.

“The curriculum structure is towards preparing students into industry 4.0 in line with the Program Educational Objective, which is to produce technologist, technopreneur and entrepreneurship.

As such, the success ratio of higher graduate employability is ensured as the students will have a structured WBL courses in the industry itself within a year before they graduate,” he said.

He said another delivery approach via apprenticeship is still in the development progress. The idea is to have workers upgrade their qualifications by studying two days in university and working three days.

COLLABORATION

UMP Center for Academic Innovation & Competitiveness (CAIC) director Associate Professor Dr Mohd Rusllim Mohamed, who is a director of the MBOT Technology and Technical Accreditation Secretariat, observed that MoE and the Ministry of Human Resources have been working closely to ensure the programmes are running accordingly.

“So far, the government has distributed some budget for reskilling and upskilling of existing lecturers, mentoring training for industry workers, and the implementation of a newly developed concept of teaching factory — University Revaluation Teaching Factory (URTF). Here, students are involved in industry production line, thus creating valuable experiential learning even before they graduate,” he said.

He related that MoE has approached the Malaysian German Chamber of Commerce and Industries (MGCCI) to become a strategic partner to BTech’s MTUN, so that the programmes can be further improved to meet the German standards.

“With MGCCI on board, all of its over 400 companies’ partners would be willing to be part of the ministry’s TVET empowerment agenda,” he said.

To improve the quality of teaching and learning based on IR 4.0, Anuar said UniMAP is currently applying to develop a teaching plant through the URTF effort.

“This involves practical sessions of industrial design, engineering design and 3D printing at this teaching plant,” said Anuar.

UniMAP’s Faculty of Engineering Technology has also applied for TVET transfer of technology (TOT) for existing lecturers to further enhance their knowledge and skills.

“The main objective of this TOT is to obtain professional certification for lecturers at the faculty. Some laboratories are also proposed to be turned into industrial laboratories, to enable professional certificates to be issued. Training to obtain a teaching professional certificate has also been proposed as one of the TOT TVET agendas to be implemented after this provision is approved,” he said.

At UTHM, Wahid said nine memoranda of understanding and eight letters of intent with related industries have been signed.

“The University-Industry partnerships include those with Siemens, Acson, Carrier, Festo, HardRock Hotel, NIOSH, Binaan Desjaya and Proton. The approach of BTech programmes is to have 60 per cent work-based learning and 40 per cent theory,” he said.

EXPECTATIONS

Director of UTeM’s Academic Planning and Development Office Associate Professor Dr Muhammad Fahmi Miskon said with a BTech degree in hand, TVET graduates can also request for appropriate and adequate amount of salaries coherent with the skills that they own.

“It is believed that the competition for fresh graduates to get a job has gotten tougher. Hands-on skills, experience and knowledge are what employers look for today,” he said.

Other than having more students involved in skilled courses, Ahmad Zaidee said it is also very important to get the students to further their studies so that they would be more intellectually improved in many aspects.

“The graduates of these programmes are expected to be employed as soon as they graduate because the programmes are designed to fulfil the needs of the industries.

“The launch of B.Tech programmes in MTUN reflects the government’s commitment in promoting and acknowledging TVET as the driving force in the country’s development. The curriculum is more practical and flexible to meet the challenges of the IR 4.0,” he said.

As the primary professional body for TVET, he said MBOT prepares TVET graduates as technologists and technicians that are readily accepted not just in the local but also the global industry.

“We are establishing our footing in the international arena with other countries via bilateral or multilateral cooperation.

“To date, we have been accepted as provisional signatory for Seoul Accord (multilateral co-accreditation agreement for Information & Computing Technology programmes). MBOT has also taken a proactive step in proposing to pioneer the establishment of APEC Technologists and Technicians Register (ATTR) which is anticipated to be launched next year when Malaysia hosts APEC 2020,” he said.

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

Comment: It’s not just BTech that DVM/DKM/DLKM graduates can pursue, they can also consider EBIM (Executive Bachelor in Industrial Management), an URise bridging program by Universiti Tun Abdul Razak where Technical Leadership and Industrial Revolution 4.0 are the core learning outcomes.

Executive Bachelor in Industrial Management (EBIM), specializing in Leadership, enable skilled personnel to excel into managerial positions with enhancements in managerial core abilities. The course covers the learning in soft-skills of leadership, managerial abilities, business communication and project management.

For SKM1&2 graduates, they are also not forgotten as their pathway would be to Professional Diploma in Industrial Management.

Truly understanding TVET candidates’ situation, SPM is not a pre-requisite, yay! Another exciting part about the program is that it’s a blended learning, means it’s conducted online and face to face classroom.

For more information, kindly email to thonghiwah@urise.edu.my or whatsapp/call 012-3123430.

Youth and Sports Ministry enters agreement with TVET players

Youth and Sports Minister Syed Saddiq Syed Abdul Rahman speaks during the launch of SKIL'19 skill symposium in Putrajaya October 24, 2019. ― Picture by Shafwan Zaidon
Youth and Sports Minister Syed Saddiq Syed Abdul Rahman speaks during the launch of SKIL’19 skill symposium in Putrajaya October 24, 2019. ― Picture by Shafwan Zaidon
More skilled and high-paying jobs need to be created for TVET graduates, says minister

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.

Source: https://www.malaymail.com & https://www.staronline.com

Comment: Despite facts & figures showing that TVET graduates have high employability (Eg 83% for Kolej Vokasional graduates), it will still take very long time for the society to change their negative perception towards TVET.

Well, why is that so? Among them, not limited to:

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.

Solutions?

1. It’s ok if you, as a TVET graduate that doesn’t have SPM or fared poorly in academics, you’re now given a second chance to further to University for tertiary studies.
You may either pursue technical (Bachelor of Technology with Malaysian Technical University Network) or management related (Professional Diploma or Executive Bachelor) qualifications.
2. If you’re in the TVET industry without proper certification, you should consider to get your skills recognised via the Pengiktirafan Pencapaian Terdahulu (PPT/RPEL).
3. If you’re planning to study TVET courses, advisable to register at those that offers recognised certification like Sijil Kemahiran Malaysia (SKM), which are also warmly welcomed in many foreign countries for employment.

Korean polytechnics ready to help Malaysia develop TVET


Korean polytechnics are looking forward to work with Malaysia to further develop technical and vocational education and training (TVET). — NSTP Archive
Audrey Dermawan

By Audrey DermawanOctober 23, 2019 @ 2:56pm

INCHEON: Korean polytechnics are looking forward to work with Malaysia to further develop technical and vocational education and training (TVET).

Korea Polytechnics Education and Training Bureau director-general Cho Sung Hwan said they were ready to help establish TVET schools in Malaysia or develop the system in line with the Industrial Revolution 4.0 (IR4.0), among others.

“We have formed a global network with Malaysia’s Department of Polytechnic Education since May 2017.

“We hope that we can offer more assistance to your country,” he told the New Straits Times during a visit to the Korean Polytechnics Incheon campus here.

The visit was part of a one-day internship programme under the 2019 Kwanhun-KPF Press Fellowship in Seoul.

The NST had been selected to represent Malaysia in the month-long fellowship this year.

Journalists from Brunei, Cambodia, India, Myanmar, Mongolia, the Philippines and Vietnam also participated in the programme.

Prime Minister Tun Dr Mahathir Mohamad had often stressed that TVET must be a top national priority.

He had also said that TVET was a game changer in the government’s efforts to produce a more highly-skilled local workforce.

Elaborating, Korean Polytechnics Industrial Partnership Department director/professor Ahn Jongbok said: “We are always ready to help Malaysia”.

He said they organised annual international technology volunteer programmes where their students would visit Malaysian colleges to share Korea’s technical skills.

He added that they were also looking into developing language exchange programmes between the two countries.

“It is good if we can be of help to your country to further develop TVET,” he added.

Meanwhile, Cho said to change the perception that TVET was associated with “low pay and dirty work”, the Korean polytechnics had been focusing more on IR4.0 compared to fundamental industries like they did in the 1960s.

In the past five decades, Korean polytechnics have trained over 66,000 students, promising an 85.8 per cent employment rate upon graduation.

They have 35 campuses throughout South Korea along with a high school and two training centres.

Besides Malaysia, it also has a network with other Southeast Asian countries such as Singapore, Thailand, the Philippines, Vietnam and Cambodia.

It has also worked with France, Germany, the United States, the United Kingdom and Australia.

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

‘TVET worker certification will boost salaries’

Technical and vocational education and training institutions need to upgrade their equipment and teaching methods by working with the private sector.

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.”

“We have the Recognition of Prior Learning. If we get employees certified, we can link these certified skills to wages.”

He said although there was a guideline by the Human Resources Ministry on the starting pay for 160-skills-based job released in 2016, many employers had been paying their workers based on the market rate.

Shamsuddin also said the industry faced issues on skills mismatch and the need to re-skill and up-skill employees.

“This is why companies were not prepared to follow the ministry’s guidelines. Furthermore, it is not compulsory for them to do so,” he said.

“Take, for example, the automotive repair industry. Some technical and vocational education and training (TVET) institutions use carburetors to teach their students.

“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.

“It will give workers more opportunity to earn better wages, which uplifts the Bottom 40 income group by 2030 as envisioned in the Shared Prosperity Vision 2030.”

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.

Source: www.nst.com.my

MIER: Flexibility needed in Malaysia’s education system for shared prosperity

MIER chairman Tan Sri Kamal Salih said other than English, being able to think, talk and communicate is critical especially in industry 4.0 that requires a lot of technology. — Picture by Yusof Mat Isa
MIER chairman Tan Sri Kamal Salih said other than English, being able to think, talk and communicate is critical especially in industry 4.0 that requires a lot of technology. — Picture by Yusof Mat Isa

KUALA LUMPUR, Oct 4 — In relation to the Shared Prosperity Vision 2030, Prime Minister, Tun Dr Mahathir Mohamed had outlined that there would be an emphasis on skills development as well as technical and vocational education and training (TVET).

The Malaysian Institute of Economic Research’s (MIER) chairman Tan Sri Kamal Salih in concurring with Dr Mahathir said the future called for workers with knowledge and skills and this meant there has to be flexibility in our education system.  

“We really want to go forward, the Shared Prosperity Vision 2030 requires skills more than general education.

“This is where we have to shift, there must be flexibility in the system, right up to the university, and university shouldn’t allow those who pass A-levels or STPM (to enter), they can enter at another level, either diploma level, or by work experience with certificates,” said Kamal.

He cited the German dual education system, which Malaysia could benchmark against, where one could be a university student and work in the industry for a while, come back, and complete one’s degree.

“So you gain experience, you know the business world, you know the world of work, even before you graduate, therefore you can direct your reading, and your studies, to learn on what you like, learn from what you do in the industry, during your training,” he said.

He also pointed out Malaysian students’ lack of proficiency in English has been quite critical.

Kamal said other than English, being able to think, talk and communicate is critical especially in industry 4.0 that requires a lot of technology.

“You need to have knowledge. Future work is knowledge-intensive, the 3D jobs — difficult, dangerous, dirty jobs — will eventually be taken over by robots, either in air or in water, or in surface, to detonate bombs, they can fly and sprint, spray the fields and so on, maybe even one day catch fish,” he said.

He said human skills were needed for cognitive thinking, designing, rearranging, executing things and making decisions as well as communication and substance.

“If there is good communication, they’re on the internet, and the coverage is up to the rural areas, women can work from home, and if the home is in a rural area, women don’t have to come to the office, they can look after the children,” he said pointing out women need not drop out of employment to take care of their families.

Kamal Salih said one could work any time because the real-world economy is 24 hours, it’s on the internet. — Bernama

Source: https://www.malaymail.com

Comment: Many may not be aware that there’s already pathway for non SPM credit holders but with working experience, still can pursue higher education. I’m referring to the genuine local public or local universities (MQA approved programs), not those dubious or outright fake overseas online degrees.

TVET graduates, especially DKM and DVM holders from Kolej Vokasional can also now
further their study at the Malaysian Technical University Network (MTUN) in Bachelor of Technology for certain programs, with the 1st intake in Sept 2019.

Very soon, there will be a bridging program that caters specifically to TVET graduates with SKM & DKM to obtain a professional diploma or executive degree (minimum 20 years and above) to an IPTS in Klang Valley.
Stay tune to this website for further updates or you may email to tvetuni [at] gmail.com with the following info:

1. Name
2. Contact
3. Address
4. SKM/DKM in which program & what level