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

What lies ahead in 2019 for higher education?

(File pix) Diversity and education for all.

WITH Pakatan Harapan’s victory in the May 9 general election last year, the education landscape saw the merging of the Education Ministry, once the caretaker of school-level matters, with the Higher Education Ministry under the leadership of Education Minister Dr Maszlee Malik.

The merger is the platform for the planning, implementation and management of strategies and operations, from pre-school to higher education and lifelong learning in a continuum.

Diversity and education for all is the ministry’s mission as evidenced by the June 2018 intake at public universities, polytechnics, community colleges and public skills training institutions.

Out of the intake of 182,409 post-sijil Pelajaran Malaysia (SPM) candidates, 17,338 places were offered to those from the B40 group, 299 to the disabled, 348 to Orang Asli and 1,225 to sports athletes. The trend of offering education opportunities at the tertiary level is expected to continue.

The education Ministry also pledged to make technical and vocational education and training (TVET) as students’ first choice of studies in the next five years.

Maszlee said TVET empowers every level of society towards equitable development, poverty reduction and economic prosperity.

However, several issues must be addressed, including strengthening the governance of TVET for better management, harmonising rating systems across both private and public TVET institutions, and enhancing the quality and delivery of TVET programmes to improve graduates’ employability.

The Budget 2019 speech revealed that the Education Ministry received the lion’s share with an allocation of RM60.2 billion, emphasising the critical importance of education for the nation’s progress.

The 2019 budget made substantial allocations for scholarships including a RM2.1 billion boost to the MARA education scholarships Programme and RM17.5 million over the next five years to the Malaysia Professional Accountancy centre (MyPAC) to produce more qualified bumiputera accountants.

Yayasan Peneraju Pendidikan Bumiputera received RM210 million for three of its programmes — Program Peneraju Tunas, Program Peneraju Skil (technical and vocational skills programmes) and Program Peneraju Professional (professional certifications in finance and accounting).

To ensure there are funds for those seeking to pursue tertiary studies, the national Higher Education Fund Corporation is reviewing its repayment mechanism.

Its chairman Wan Saiful Wan Jan said the review is expected to take six months before it is presented to the Cabinet for approval. The entity is actively holding meetings with various parties including community leaders, non-governmental organisations and other stakeholders to obtain relevant information and input before the draft is prepared.

With the abolishment of section 15(2)(c) of the universities and university colleges Act 1971 last month, students have the freedom to take part in politics on campus. This will further expose undergraduates to the democratic system and foster active participation in the governance of the country. Starting this year, student unions will be set up to develop students’ ability to manage their affairs on campus and empower them to lead the nation.

(File pix) Rahmah Mohamed, MQA chief executive officer

Enhancing the quality of education

As an education hub, Malaysia is a popular destination for local and international students because of the quality of academic programmes provided by higher education institutions in the country which are accredited by the Malaysian Qualifications Agency (MQA).

MQA chief executive officer Datuk Dr Rahmah Mohamed said its accreditation is widely accepted in Asia, New Zealand, Japan, Australia, United Kingdom and Europe.

“We are recognised as a global brand. If a student graduates from a MQA-accredited programme in Malaysia or a Malaysian institution, they can work in any of these countries,” she added.

For this year, MQA plans to train qualifications officers from countries which require accreditation of programmes such as the Pacific Islands and those emerging from war as well as nations which do not have such agencies.

It will also introduce standards for micro-credentials. Micro-credentialing is the process of earning a micro-credential, which is like a mini degree or certification in a specific topic. To earn a microcredential, you need to complete a certain number of activities, assessments or projects related to the topic “We are looking at enabling individuals to earn credits from short courses organised by higher education institutions, accumulating those credits and ending up with a diploma or degree,” added Rahmah.

“In today’s environment, universities cannot work on their own but need to collaborate. If they subscribe to the same set of standards, a course offered by X University for example can be recognised by University Y.

“And University Y can then offer another set of courses to help students accumulate more credits.

“MQA is always looking for academic products that can contribute to the adult environment. Micro-credentials help students learn and earn on they go.”

Micro-cedentials can be offered by both public and private institutions as long as they subscribe to MQA standards.

“We are targeting to have the standards in place within the first quarter of this year followed by a roadshow. I foresee the implementation of micro-credentials will be rolled out six months later.”

The Accreditation of Prior Experiential Learning – Qualification (APEL Q) is in the pipeline.

“APEL Q is still at the study stage. A person who has 20 years of work experience will sit a test and his portfolio will be assessed to determine an award of up to a master’s degree, without having to attend classes.”

MQA will conduct a pilot project after carrying out a feasibility study.

“When we roll it out, we will be the most advanced in Asia in terms of such qualifications.”

MQA believes there is a need to enhance the qualification of working adults without the need to be physically at university.

“We need to contribute to the advancement of the country and, to do this, we need to evolve and improve our stature in academics and education.

So, this is what MQA is striving for.”

Focus on skills

More often than not, SPM school-leavers who are not academically inclined are at a loss after getting their exam results.

Their results may not be up to mark to enable them to continue their studies at conventional higher education institutions and they may not even have an interest in academic pursuit. Without training and education, they may not have the skills for a bright future in the working world.

The Education Ministry’s Technical and Vocational Education Division encourages those who are not academically-inclined to pursue TVET as early as 16 years of age.

Division director Zainuren Mohd Nor sees 2019 as the year to strengthen and empower TVET.

The division runs three programmes: Kolej Vokasional (KV), Program Vokasional Menengah Atas (PVMA) and Perantisan Industri Menengah Atas (PIMA).

“The aim of KVs is to produce skilled workers who meet industry need or become entrepreneurs,” he said.

The aim is to get 70 per cent of its graduates employed, 20 per cent to continue studies and the remaining to become entrepreneurs.

“We have signed 775 memoranda of understanding for on-the-job training with the industry. We collaborate with the industry to produce students with skills required by the Industry Revolution 4.0 (IR4.0). We also partner with TVET colleges from, for example, Korea, China and Italy to gain exposure,” he added.

“Diploma Vokasional Malaysia graduates with a 3.5 CGPA can opt for higher studies. Or they can gain work experience and then opt for APEL Q.

“Budding entrepreneurs can enrol in the School Enterprise programme. They can set up their businesses during studies with the help of Companies Commission of Malaysia and relevant cooperatives.”

KV graduates are awarded the diploma as well as Malaysia Skills certificate. Some 96.7 per cent of the 2017 cohort are employed. As of Press time, the statistics for 2018 were unavailable.

As demand for places at vocational colleges is overwhelming, those who opt for TVET education can do so by joining the PVMA programme at day schools. They will be awarded two certificates — SPM and Malaysian Skills Certificate.

“They sit for only three SPM papers — Bahasa Malaysia, English and History — which qualify them to apply for places at vocational institutions.

They will also be awarded the Malaysia Skills Certificate Level 2 which certifies them as partially skilled and they can gain employment or become entrepreneurs.”

Last year, 269 schools ran PVMA programmes with an increase to 350 this year.“PIMA offers potential school dropouts a chance to learn and earn. They are in school for two days to learn SPM Bahasa Malaysia, English and History, and spend three days working in the industry. Some 116 schools were involved in 2018 while the number is increased to 200 this year.”

Students will be awarded a SPM certificate as well as a letter of testimony from employers.

The State Education Department and the District Education Office select the schools which carry out this programme subject to the availability of the industry in the vicinity of the school. Students, who are selected by school counsellors, get an allowance from the industry and will be monitored by it.

In the Sistem Latihan Dual Nasional programme, students learn at school for six months and attend industry training for another six months.

“I urge society to change its perception of TVET and encourage more industry players to partner with us to develop TVET.

“We want the industry to provide student placements, taking on a corporate social responsibility approach. The industry can provide facilities and equipment to ensure training is in line with IR4.0.

“Students too need to change their mindset from just being an employee to that of an entrepreneur.”

(File pix) Raja Azura Raja Mahayuddin


The allocation of RM17.5 million over the next five years to MyPAC will go towards its target to produce 600 Bumiputera professional accountants, said its chief executive officer Datuk Zaiton Mohd Hassan.

There are plans to boost Bumiputera education through sponsorship programmes, including collaborating with institutions which provide scholarships specifically for Bumiputeras, particularly students from B40 families, to pursue professional accountancy qualifications.

MyPAC was established in 2015, in collaboration with Yayasan Peneraju, to increase the number of certified Bumiputera accountants.

It aims to create the opportunity and provide the ecosystem for those with the capability and ambition to obtain a professional accountancy qualification.

Through the scholarship programmes, the number of graduates has risen from only two in 2015 to 141 last year, with 2,154 full-time scholars, and 2,654 current scholars.

Nor Dalina Abdullah, one of the earliest recipients of MyPAC scholarship, said she got to know of MyPAC in 2015, which allowed her to complete her ACCA examinations in the same year.

“The scholarship provided me with the means to continue my ACCA education. Its support was instrumental in my passing the examinations,” said Nor Dalina, who works as an analyst at Baker Hughes, a General Electric Company. Her role requires her to interact with her colleagues of different rank, including those in other countries.

“As a founding member of MyPAC Accountants Club, I hope to contribute back especially to MyPAC’s Outreach programme to inspire potential candidates in the fulfilling career as a professional accountant,” she added.

Meanwhile, Muhammad Shafiq Mohd Yusof, Muhammad Hakimie Mat Hat Hassan and Ahmad Fauzee Mohd Hassan attribute their success to Yayasan Peneraju’s three key thrusts—Peneraju Tunas, Peneraju Skil and Peneraju Profesional programmes.

Muhammad Shafiq, from a B40 family in Perak, pursued studies at a private university with aid from Yayasan Peneraju, and he works at a multinational corporation with an average salary of above RM5,000 a month. Muhammad Hakimie, from Terengganu, is trained and certified as a welder, with a salary of RM9,000 while Ahmad Fauzee, who is pursuing the ACCA qualification, ranked first in the world for a subject he took as part of the professional certification syllabus.

Yayasan Peneraju chief executive Raja Azura Raja Mahayuddin said a structured scholarship and development programme allows individuals to further studies without financial worries.

“Yayasan Peneraju is thankful for the government’s trust in its efforts in empowering the education of youth especially those from lower income households.

“We are committed to strengthening the Bumiputera community in response to the government’s call to sustain and empower education and human capital.”

As at December 2018, the foundation has helped 23,000 people benefit from education, TVET training (and employment) and professional certification funding and development programmes.

With an allocation of RM210 million under the 2019 Budget, the foundation will be offering more than 7,000 new opportunities this year, including focus of existing programmes on certifications in technology-related fields, professional accreditation programmes for accounting and finance, and a new initiative — Khaira Ummah — for those from religious and tahfiz schools.

There is also the Super High-Income Programme to increase the number of Bumiputeras who earn a monthly income of RM20,000 in specialised and niche fields.

The foundation will focus on target groups — 1,500 youths from challenging socio-economic background with average-to-excellent academic results (Peneraju Tunas); 4,000 dropouts, non-academically-inclined, unemployed youths and low skilled/semi-skilled workforce (Peneraju Skil); as well as 1,600 new and existing workforce including SPM and university graduates, who are aspiring to be specialists (Peneraju Profesional).

Out of the 1,600, it will groom 1,000 professional accountants, chartered financial analysts and financial risk managers annually.

A new programme, Peneraju Tunas Kendiri, which provides opportunities for the disabled, will be introduced this year.

Khaira Ummah will start with two programmes — Huffaz Pintar (SPM fast track) and Huffaz Skil.

“We want to open up career pathways to these group of students through academic courses and technical and vocational education or even to those who aspire to be professionals.”

The Health Ministry has an allocation of RM250 million worth of scholarships for medical doctors, paramedics (including medical assistants), nurses and medical students.

Some 40 per cent RM100 million) is allocated for 1,100 doctors per year (compared to 1,000 in the previous years) to pursue master’s degree in various disciplines.

The ministry spokesperson said about 12,000 medical college students will attend basic paramedic courses and 9,000 nurses will continue post-basic nursing programmes.

There are a variety of master’s degree programmes in medicine and health, including Science/Clinical, Research, Education and Public Health at local universities.

In Malaysia, a master’s degree in medicine and healthcare is a stepping stone to a career in medicine (as a doctor) or an alternative career in another aspect of the field.


Looking forward, Raja Azura applauded the government’s efforts in equipping the nation’s future generations with quality education.

The challenge is keeping up with technological advancements and embracing IR4.0 so as not to be left behind.

“Employers’ expectations of employees have moved towards technology-savvy communication skills, which in turn, require tertiary institutions to impart such abilities to students.

“I am hopeful that the higher education can prepare future generations to face IR4.0, which will impact all economies, industries and society at its core.

“It may very well challenge fundamental ideas about what it means to be human as it is slowly blurring the line between the physical, digital and biological, and changing the way we interact with emerging digital technology such as artificial intelligence, analytics and the Internet of Things.”

Raja Azura lauds the spirit of learnability and resilience.

“This is the desire and ability to quickly grow and adapt to remain relevant as people who are willing to learn will be agile and are versatile. They will also rank higher on the employability scale in today’s dynamic world.”

Zaiton of MyPAC hopes universities will encourage Bachelor in Accountancy graduates to pursue professional accountancy qualifications as they are only required to pass four ACCA papers, for example.

Source: www.nst.com.my

1) What’s the point that the programs are accredited by MQA, recognised by many countries in the world but many of the local graduates are unemployed, mainly due to poor command of English language & the syllabus is so out of date and not relevant to the industry (same problem with TVET education system as well, most TVET institutions don’t produce graduates that matches the industry’s needs)

2) Introducing micro-credentials in the academic world is a great idea, it’s similar to TVET’s system where students/candidates can just go for certain Competency Units (CU) and upon obtaining all CU in that particular program, they can be awarded a Malaysian Skill Certificate (MSC) or more well known as Sijil Kemahiran Malaysia (SKM)

3) Accreditation of Prior Experiential Learning – Qualification (APEL Q) is another great system that allows experienced workers that didn’t go through formal education to obtain their Diploma, Degree, Masters or even PhD. However, devils is in the details. It maybe subject to manipulation by certain parties for quick & easy profit.
APEL Q is just like Pengiktirafan Pencapaian Terdahulu (PPT) in our TVET context. Unfortunately, I’ve received feedbacks on how some of these candidates (with the help of CONnsultants created fake evidences & managed to obtain their SKM certificate via the PPT method.
Besides that, can you imagine someone that has >10 SKM qualifications under his/her belt? And it can be so diverse from each other, eg having SKM in aesthetic, hairdressing, massage, aromatherapy, make-up (this group can be quite related to each other) AND culinary, office management and GOD knows what else!
Last heard the Department of Skill Development (DSD or better known as JPK) is checking on this & will take action. Haizz, always after nasi sudah jadi bubur.

4) Diploma Vokasional Malaysia graduates with a 3.5 CGPA can opt for higher studies
– What about Diploma Kemahiran Malaysia (DKM) & Diploma Lanjutan Kemahiran Malaysia (DLKM) graduates from the TVET stream? My understanding is that thus far, only graduates from selected programs like engineering based programs can further study to selected public local higher institutions (IPTA) which are collectively known as MTUN (Malaysian Technical University Network)

5) With the increase of more & more PVMA, private TVET providers are advised not to run the same program as these PVMA’s, especially if you’re tartgeting the same group of students (mainly the B40). Many private TVET providers are already crying for help due to lower number of students registration from this group of students, coupled with the dwindling funding/financing by Perbadanan Tabung Pembangunan Kemahiran (PTPK)



Time for reforms of TVET to narrow inequality in education, says economist

TVET students showing their automative engineering skills. There is a need for the training syllabus to prepare students for future jobs. (Bernama pic)

PETALING JAYA: There are new challenges in the labour market which would require talents who are not necessarily good academically, says an economist.

But Fatimah Kari of Universiti Malaya said Malaysian employers were still heavily dependent on paper qualifications in the recruitment process.

She said many failed to exploit talents and skills among students who don’t perform well academically.

This emphasis on grades has led to a cycle of economic and educational inequality.

“If the kids get higher grades, they’ll have more access to tertiary education opportunities,” she told FMT in a recent interview, adding however that those in rural and indigenous communities in Sabah and Sarawak were still left behind.

Fatimah said she supported recent calls for reforms of the Technical and Vocational Education and Training (TVET), long considered an alternative stream for students who do not perform well academically.

Fatimah said a factor in ensuring economic equality in the country was access and affordability of education.

She said rich parents could provide better opportunities for their children.

Fatimah Kari

Citing a government-funded study on rural education conducted in Kemaman, Terengganu, Fatimah said it was found that children in rural areas have their own unique talents that the present labour market fails to exploit.

“Yet, they are the same students who are not going to make it in SPM examinations. I don’t think they would be able to get the A’s and B’s that the existing system prizes so much,” she said.

“Eventually, these children will be another generation which will fall below the poverty line, within poor families, and the inequality in our country will just continue.”

Fatimah acknowledged that there is an emerging trend where companies are becoming more flexible when in evaluating one’s skills.

She said future jobs would be very different.

“We are hoping these changes will narrow the inequality gap,” she said.

She urged the government to set up mechanisms to encourage the trend, saying TVET could be excellent in narrowing the gap.

She said TVET should take into account the inequality and differences in education that were dependent on variables such as parent affordability and access to institutions.

“But having TVET by itself and expecting it to function on its own is not going to work either,” she added.

Fatimah said TVET should not be seen as a “last resort” option for those who are academically poor.

Instead, it should be placed on par with other lines of education.

She said one shortcoming of TVET is the limited accessibility to training centres.

“It is very difficult for poor families because the location of where they can go for TVET is very far away.”

Considering the current target being poor families with limited transportation, most people cannot afford the long travel or accommodation, she said.

“Then, we will be back to the cycle where education is only for those who can afford it,” she said.

Fatimah suggested that TVET be offered in conventional schools, as the facilities were already in place.

“What’s wrong with that?” she asked.

“You don’t need to build another huge infrastructure, because a school has all the infrastructure they would need. It has the staff, teachers, halls and labs. All that is left to do is to offer the appropriate syllabus,” she said.

Fatimah does not agree with having a standard syllabus across all facilities, but instead recommended localising the syllabus to reflect the economic activities.

“The profile of the local economy must be reflected in the TVET syllabus offered in the training centres,” she said.

Giving an example of Semporna in Sabah, which is famous for its tourism industry, she said the TVET offered in a centre there should consist of skills related to tourism and hospitality.

He said TVET students would then be guaranteed a job that suits the local economy.

Source: https://www.freemalaysiatoday.com.

Little interest in TVET

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

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

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

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

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

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

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

Source: www.nst.com.my

Understanding our youths

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

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

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

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

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

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

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

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

STEM isn’t popular

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

Students choose their own courses

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

Aspirations and job expectations

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

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

Youth in tertiary education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Source: www.nst.com.my

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

Plans for licence to teach for technologists and technicians

ALOR GAJAH: Those who wish to teach in the Technical and Vocational Education and Training (TVET) sector may be required to obtain a licence first from the Malaysia Board of Technologies (MBOT).

MBOT is the professional body that gives professional recognition to technologists and technicians in the country.

Universiti Tun Hussein Onn Malaysia (UTHM) Centre of Excellence for TVET (CoE-TVET) principal researcher Associate Prof Dr Razali Hassan said such a requirement will become a reality if MBOT agreed to recognise the Malaysia TVET Educator Standard being developed by CoE-TVET.

He said the TVET Educator Standard will be the assessment tool in evaluating and recognising competency of future TVET educators before they are allowed to teach.

“We hope to discuss with MBOT to recognise the standard.

“After that, those who want to teach TVET must meet the requirements of the standard in order to obtain the licence from the board to teach TVET subjects,” he said during a forum at the National Seminar of TVET Transformation 2018 at Dewan Canselor, Universiti Teknikal Malaysia Melaka (UTeM) here.

The one-day seminar was organised by UTeM’s Institute of Technology Management and Entrepreneurship and was opened by the university’s assistant vice-chancellor (Development and Facility Management) Prof Dr Mohd Ridzuan Nordin.

Razali said the Malaysia TVET Educator Standard has three main components, namely Personal Traits and Social Competency; Teaching and Learning Methodology Competency; and Technical Competency.

He said the development of the standard was in its final stage and will be implemented for all TVET educators once CoE-TVET received the required allocation.

Meanwhile, Prof Mohd Ridzuan, in his opening speech, said the Malaysian Technical University Network (MTUN) which consists of UTeM, Universiti Malaysia Perlis (UniMAP), UTHM and Universiti Malaysia Pahang (UMP) has drafted initiatives to elevate and empower the transformation agenda of the country’s TVET education.

He said one of the initiatives was the establishment of the Malaysia Research Institute for Vocational Education and Training (MyRIVET) which serves as a one-stop centre in conducting professional certificate programme training for all TVET institutions in the country.

“If South Korea is proud of the Korea Research Institute for Vocational Education and Training (KRIVET), one day Malaysia can be proud of MyRIVET’s existence,” he said.

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

Sapura Energy Berhad Named Among Top Malaysian Companies for TVET Grads

A Special Report by Malaysian Global Business Forum

KUALA LUMPUR, MalaysiaNov. 22, 2018 /PRNewswire/ — Graduates of Malaysia’s Technical and Vocational Education and Training (TVET) programme continues to benefit from continuous support from one of Malaysia’s leading Exploration and Production (E&P) company, the Sapura Energy Berhad (SEB).

SEB, under the leadership of its chief executive officer (CEO) Tan Sri Shahril Shamsuddin, is a dedicated supporter of TVET programme as evident in the numerous TVET graduates the company employed in the oil and gas services that made up its team of highly skilled multinational workforce of over 13,000 people in more than 20 countries.

Sapura Energy joined the league of many Malaysian-based multinational that employs local TVET graduates in line with the country aim to move up the ladder in becoming a high-income nation.

SEB has actively been involved in taking in TVET graduates to join its league of skilled highly paid work as seen it its recent employment drive for TVET in September this year at Kolej Kemahiran Tinggi MARA in Kemaman, Terengganu.

Among the job SEB offered were in Structure Fabrication, Piping Fabrication, Mechanical, Welding, Rigging, Scaffolding, Blasting Painting, Construction and Quality, all which offers thousand of ringgit in monthly salary for TVET graduates.

SEB dedication in employing highly-skilled and technically capable TVET graduates is in line with its image as an entrepreneurially-led, technically competent and trusted global oil and gas company.

Fifty-nine percent of SEB employees are aged between 31 and 45 years old, while 21 per cent are between 20 and 30 years old, while the remaining 20 percent are those aged over 45 years old.

It employs 35 nationalities, with 70 percent of the workforce are male an 30 percent women, 18 percent of its management are held by women, while 29 percent of the skilled workforce (combinations of technical and professional expertise such as engineers, accounts, managers and HR executive) are women.

According to the Education Ministry’s Malaysia Education Blueprint (Higher Education), there will be an increase in demand for an additional 1.3 million Technical and Vocational Education and Training (TVET) workers by 2020 in the 12 National Key Economic Areas identified under the government’s Economic Transformation Programme.

Under the 2019 Budget, the government through Finance Minister Lim Guan Eng has set up a RM30 million TVET fund to create a more competitive environment as well as training programmes to fulfil industry need.

TVET programmes in the country are offered at certificate, diploma and degree levels by seven ministries that include the Education Ministry, which offers the most TVET programmes to the highest number of students.

It is estimated that 98,000 students sign up yearly to enrol in TVET programmes at 34 polytechnic institutions in the nation.

An estimated 1.5 million jobs are expected by 2020, of which 60 per cent will require TVET skills, an employment sector where SEB sits.

The government has also decided that there is a need to lessen the nation’s dependency on foreign workers and this opens up even more opportunities to TVET graduates.

TVET offers a rich array of programmes in many fields including automotive, culinary arts, electronics, engineering, entrepreneurship and journalism. It involves learning in class and hands-on training, which provide knowledge and skills for employment.

TVET students are equipped with specific skills in a specific field. Early exposure to practical and on-the-job-training ready them for the workplace.

With a renewed focus and direction given by Prime Minister Tun Dr Mahathir Mohamad to fulfil the national agenda of Vision 2020, TVET education strives to provide a skilled Malaysian workforce which can benefit the industry.

#News #MGBF #Positive # ShahrilShamsuddin

Media Contact:

Ms. Yin Fang

SOURCE: Malaysia Global Business Forum

Mapping for TVET to meet industry, professional standards

Education Minister Dr Maszlee Malik delivers a speech during the National Industrial Dialogue Launching Ceremony 2018 at the Putrajaya International Convention Centre on Nov 15, 2018. — Bernama

PUTRAJAYA: The government plans to conduct a major mapping exercise on Malaysia’s Technical and Vocational Education and Training (TVET) programmes to enable it to meet the industry standards and standards set by professional accreditation bodies.

Education Minister Dr Maszlee Malik said the exercise would ensure that the graduates could “hit the workplace running”.

“TVET is the ministry’s key priority as it plays a major role in the development of a highly-skilled workforce and the government will continuously strive to provide education and training that is in line with global industry standards.

“All of this is to ensure that young Malaysians from all walks of life find employment in fulfilling jobs and that they are competitive in the global job market,” he said in his speech at the National Industry Dialogue 2018, Living Skills in the 21st Century: TVET Empowerment, here, today.

Maszlee also said that the government’s goal was to ensure that technical and vocational schools would be at par with other streams so that they were a primary choice amongst students.

He said the TVET committee led by Permatang Pauh Member of Parliament, Nurul Izzah Anwar would conduct research across all six ministries that provide TVET education and training and make recommendations on how to improve Malaysia’s TVET system.

“This includes a review of our current laws in TVET education and training as well as the idea of setting up a TVET Commission,” he added. — Bernama


Budget focus of Human Resources Ministry on TVET

Human Resources Minister M. Kulasegaran.

IPOH: The focus of the Human Resources Ministry’s budget will be on Technical and Vocational Education and Training (TVET) to meet the demands for future human capital.

“We need to empower institutions at this crucial stage to produce the future workforce,” its minister M. Kulasegaran said after attending a meeting with NGOs, Tamil School activitists, PTA and school representatives, here today.

“I am specifically pleased that the budget included the concern for developing future jobs as part of the advent of the Fourth Industrial Revolution, as the world moves towards automation and demands for a highly skilled work force.

“Without a doubt we need to embrace technology and automation if we want to remain competitive and the 2019 Budget will be address these issues.”

Kulasegaran also welcomed the double tax deduction for private sector companies that support the development of human capital, especially through TVET.

“The ministry will collaborate with the private sector to ensure senior citizens who want to work following the inclusion of new tax incentives to hire them,” he said.

“It is a relief to the B40 groups as the government will continue and improve the living assistance to them by providing more targeted assistance.

“Through the Human Resources Development Fund, the government will implement apprenticeship and graduate enhancement programme for employability.”

Kulasegaran said this is meant to provide skills to school-leavers and to increase the marketability of graduates.


Vocational training needs one authority, says minister

KAJANG: A single authority is needed to oversee the coordination of the Technical and Vocational Education and Training (TVET) programme, said Permatang Pauh MP Nurul Izzah Anwar.

Nurul Izzah, who is Technical and Vocational Education and Training (TVET) task force chairman, said she proposed for a TVET commission to be set up in Parlia­ment and for the Department of Skills Development (DSD) to be more empowered.

This is to ensure that DSD can compel any TVET institution under any ministry to meet the stipulated requirements or face closure.

“If you don’t have a single authority or regulatory body, you will never get anywhere,” she said at the Empowering Women Summit 2018 at Universiti Tenaga Nasional here yesterday.

This comes after reports that the TVET landscape was fragmented, with programmes offered by agencies under different ministries, state skills development centres and private institutions.

She said there was also a need to standardise qualifications of TVET graduates.

“We even have two different bodies (of certification), the Malaysian Qualifications Agency for academic qualifications and DSD for TVET graduates.”

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