Tag Archives: TVET institutions

MOE’s year of strides

Education Minister Dr Maszlee Malik. NSTP/ROSELA ISMAILBy Rozana SaniRayyan Rafidi – December 26, 2019 @ 11:55am

WITH the year fast drawing to a close, Higher ED looks back at the highlights and events that have shaped and influenced the tertiary education space.

This year, Malaysia took great strides to provide inclusivity and quality education to various levels of the society.

Increased pathways were created for access into education at various higher education institutions (HEIs). There was a keen focus on making tertiary education provide graduates with relevant skills and knowledge that would fit both industry demands and society needs as well as push further the pursuit of knowledge.

These were all drawn up via a clear framework stipulated in the Education Minister’s 2019 Mandate that was unveiled in January where four key directions were cited for higher education ― quality, autonomy, collaboration and internationalisation ― that aimed to bring back credibility to universities.

To achieve quality higher education, research from universities should be aimed at solving society’s problems.NSTP/SHARUL HAFIZ ZAM

Education Minister Dr Maszlee Malik advocated increasing the visibility of academics’ works and nurturing a discourse culture in universities to solve society’s problems and develop the nation as a means to achieve quality higher education.

Ethics and integrity were given emphasis where university publication should reflect the mastery of academicians and be regarded as universal references.

The quality of research grants should be increased to ensure knowledge transfer and translation of great works.

Maszlee announced that student empowerment woud be emphasised through efforts like the abolition of Section 15(1)(c) of the Universities and University Colleges Act 1971.

Students’ Unions would be established to increase students’ decision-making roles. International Islamic University Malaysia was selected as the first university to be the pioneer.

In preparing students to become society’s troubleshooters, *universities must create collaborations with various parties, such as schools, polytechnics and vocational colleges.

To help local communities, public universities could provide training to improve the quality of the teaching and learning process in schools.

To make Malaysia an international education hub, Maszlee said there must be an increase in international students and local universities must establish more campuses abroad through the satellite university method.

For Technical and Vocational Education and Training (TVET), the ministry would continue to improve its institutional capabilities to be on par with other educational pathways.

A harmonised accreditation system with quality assurance would be established to enable student mobility in TVET institutions.

The quality and delivery of TVET programmes would be increased to improve the skills of graduates through an industry-led approach, removing duplication of programmes and resources, increasing cost effectiveness and expanding TVET funding.

Disabled students are among the priority groups given special routes for entry into public universities.. NSTP/AZHAR RAMLI

HAPPENINGS in the tertiary education gradually ramped up from early March prior to the release of SPM and STPM results.

Plans on access, wider pathways for furthering education, autonomy and quality education were generally made good on as the year progressed.

SPECIAL ROUTES

The Education Ministry announced special pathways to public universities for four groups, namely, people with disabilities, athletes, Orang Asli and those in the B40 group in early March.

Students from these priority groups do not have to compete with the mainstream group to pursue their tertiary studies.

In line with the ministry’s Education for All concept, this initiative follows in the footsteps of developed countries in prioritising the admission of athletes into varsities.

Some 51,191 students from B40 group benefited from the special routes to public universities and special training institutes, of which 32,282 made it into public universities.

STUDENT-RUN ELECTION

Also in March, Universiti Malaya made history when its campus election became the first in 50 years to be independently run by students.

It is a testament to students’ capability to uphold democracy and be responsible citizens.

The electoral process was organised by the Campus Election Committee 2019 comprising 19 student leaders who were given the mandate by UM’s vice-chancellor last year with full autonomy.

Improvisations were carried out to benefit students such as coalitions were allowed to be formed and contest under one logo.

The election was conducted in the second semester to familiarise new students with the university environment and their student leaders.

Campus elections at all public universities this year were independently run by students.NSTP/AZIAH AZMEE

PROGRESS ON UEC

Decision on whether to recognise the Unified Examination Certificate (UEC) continues to be a hot issue.

On April 3, Prime Minister Tun Dr Mahathir Mohamad said that only the government could make the decision to recognise the UEC.

The UEC is the unified examination for Independent Chinese Secondary Schools which does not follow the national education system.

The Unified Examination Certificate Task Force, an independent three-man panel appointed by Education Ministry in 2018, updated the NST that it was actively gathering views on this matter from various stakeholders, individuals and entities including associations, political parties, scholars and parents.

As of last month, the task force was reported to be in the midst of finalising the report.

MORE SEATS FOR MATRICULATION

In April, the Education Ministry announced that it was increasing the student intake into the matriculation programme to 40,000 from the present 25,000.

While the quota system, which allocates 90 per cent of seats to Bumiputeras continue to be in place, seats for non-Bumiputeras increased proportionally to 4,000.

Education Minister Dr Maszlee Malik said the system is in line with the matriculation programme’s vision to encourage more Bumiputera’s involvement in the sciences.

HEIGHTENED FOCUS ON TVET

To formulate more relevant policies to implement the TVET agenda according to industry needs, the TVET Empowerment Committee named Maszlee chairperson in May.

Later in August, the committee (JKKPTVET) was formed in line with the government’s hopes to make TVET a mainstream choice, instead of an alternative. The move is expected to help create a skilled workforce by 2030.

GOING UP THE RANKINGS

Twenty Malaysian universities were featured in the QS World University Rankings 2020 released in June.

Produced by global higher education consultancy Quacquarelli Symonds, the list ranks the world’s top 1000 universities.

In its second consecutive year in the top 100, Universiti Malaya made Malaysia proud by climbing up to the 70th position from 87th globally.

In the 200 rank are Universiti Putra Malaysia ― from 202 to 159; Universiti Kebangsaan Malaysia ― 184 to 160; and Universiti Sains Malaysia ― from 207 to 165.

Universiti Teknologi Malaysia climbed from 228 to 217.

UCSI University went from 481 to 442, the highest for a private university in the country.

According to Quacquarelli Symonds, Malaysia’s progressive performance was due to improving results in two key surveys ― Academic Reputation and Employer Reputation.

However, Malaysian universities’ research impact has room for improvement. Only five of Malaysia’s 20 entrants improved their performance in Quacquarelli Symonds’ Citations per Faculty indicator.

UNIVERSITY AUTONOMY

The Education Ministry announced that a new Act would be created to abolish and replace several higher education-related Acts, including the Universities and University Colleges (AUKU) Act 1971 and Private Higher Educational Institutions Act 1996 (Act 555).

According to the ministry, the move was aimed at having a more efficient and sustainable governance and financing structure in efforts to support universities’ academic freedom and autonomy.

Chaired by Maszlee, a meeting was held on June 22 to discuss the policy framework and findings of studies by independent academic researchers.

The abolition of the Acts was in line with the government’s promise to bring back credibility to local universities.

ALTERNATIVE POSTGRAD PATHWAYS

In July, the Malaysian Qualifications Agency revealed that there would soon be alternative pathways to provide opportunities for working adults and undergraduates to have a PhD qualification.

MQA chief executive officer Datuk Dr Rahmah Mohamed said the agency was carrying out an implementation study of the next phase of the Accreditation of Prior Experiential Learning (APEL) programme where work experience could be translated into a masters or doctoral degree, or speed up the process of getting a PhD.

Defined as a systematic process involving identification, documentation and assessment of prior experiential learning, the programme thus far has created access to certificate, diploma, bachelor’s degree and master’s degree study programmes to individuals with working experience but lack or are without proper academic qualifications.

MQA targeted to introduce APEL T-8 and APEL Q next year that would give access to PhD level qualifications. APEL T-8 is an extension of APEL A, which provides higher education opportunities based on a person’s working experience.

APEL Q awards master’s and doctoral level academic qualifications without class attendance.

The purpose of the various initiatives is to ensure there is a growth in the number of postgraduate degree holders, in line with the country’s aspiration of becoming a high-income nation.

REASSESSING COURSES

In September, the Higher Education department shared that it had instructed all universities to identify and reshape their academic programmes to enhance students’ job opportunities and be in line with industry needs.

This led to a confusion among students currently pursuing certain courses and their parents were particularly anxious about the status of the said programmes that would no longer be offered by public universities in the country.

The then Higher Education department director general Datuk Dr Siti Hamisah Tapsir highlighted that the idea behind the move was essentially to revise strategically and systematically courses currently offered at universities to keep abreast of change and market developments or risk stagnation.

International Islamic University Malaysia was selected as the first university to establish a Students’ Union to increase students’ decision-making role.NSTP/SALHANI IBRAHIM

BUDGET 2020

To level up human capital in the country, Finance Minister Lim Guan Eng, when tabling Budget 2020 in Parliament in October, announced an allocation of RM64.1 billion in 2020 for education ― reflecting the government’s commitment to provide quality education at different stages of life for the rakyat.

From the sum, a whopping RM5.9 billion is dedicated to mainstreaming TVET which include, among others, funding to strengthen the synergies between the public and private sectors through increased allocation for State Skills Development Centres and Public Skills Training Institutions as well as expanding pathways for TVET graduates to pursue further studies and secure jobs.

To encourage adult learning, Lim said the Employees Provident Fund will be allowed to facilitate the withdrawal for qualifications attained at certificate level, especially for accredited programmes that are in line with the nation’s IR4.0 aspirations.

The withdrawal scheme will include members’ parents and spouse.

A RM20 million allocation will be made available to be matched by another RM20 million from the Human Resource Development Fund towards having working adults take up professional certification examinations in fields relating to IR4.0.

Emphasis on learning opportunities under MARA and Yayasan Peneraju Pendidikan Bumiputera for low-income and rural bumiputeras through education institutions such as Kolej GIATMARA and Universiti Kuala Lumpur will be continued with an allocation of RM1.3 billion for education institutions under MARA for 2020, with a further RM2 billion allocated for student loans, benefiting 50,000 students. In addition, RM192 million is also allocated for professional certification programmes under Yayasan Peneraju.

To drive economic growth in the digital era, the government encourages the provision of technology scholarships, training and upskilling for digital skills for communities in need through the concept of Digital Social Responsibility (DSR).

DSR is the commitment by businesses to contribute to digital economic development while improving the digital skills of the future workforce.

Enhancing the research and development framework was also cited as a key strategy to drive economic growth in the new economy.

For that, Lim announced that the government will allocate RM30 million for R&D matching grants for collaborations with industry and academia to develop higher value-added downstream use of palm oil, specifically tocotrienol in pharmaceuticals and bio-jet fuel.

“To promote commercialisation of R&D from the public sector, research universities, beginning with UM, will establish a one-stop Innovation Office to transform intellectual property into commercially exploitable opportunities,” said Lim.

STUDY PATHWAYS

In November, the Education Ministry announced the replacement of the science/arts streaming system in upper secondary into a system where students can choose from 89 elective subjects grouped in two packages: STEM (Science, Technology, Engineering and Maths), and Arts and Humanities under the new Secondary Schools’ Standard Curriculum (Upper Secondary) or KSSM Menengah Atas.

This will give students a taste of what they might pursue at tertiary education level and maybe even get a headstart in their desired future careers.

In a briefing, Education Ministry deputy director-general (policies and development) Dr Habibah Abdul Rahim advised students to pick their subjects wisely because it paves the way for their future.

She added that the students can change subjects midway through schooling but noted that it will not be an easy feat because there will be a lot of catching up to do.

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

Comment: * University Tun Abdul Razak (UniRazak), an IPTS, has signed an MOU with ISE Education Sdn Bhd, a JPK accredited institute for VTO & induction course programmes, to provide an unique pathway for TVET/SKM/DKM graduates & experienced TVET personnels to further studies in UniRazak, even without SPM.

The executive URise program (Professional Diploma & Executive Bachelor):

1. Acts as a bridging program to matriculate TVET/SKM/DKM graduates to university.
2. Provides an opportunity for TVET/SKM/DKM graduates to enhance career, especially to managerial position with better leadership skills.
3. Elevates social status of TVET/SKM/DKM graduates and experienced skills personnels
.

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.

‘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

Dr M: TVET to be prioritised to enhance people’s income

Watch the video at Astro Awani‘s FB Page on Shared Prosperity Vision

Prime Minister Tun Dr Mahathir Mohamad said the move was important to “upskill” the people to be more capable and efficient, and be able to do more “sophisticated work”. – NSTP/MOHD FADLI HAMZAH


PUTRAJAYA: The government will place priority on technical and vocational education and training (TVET), in efforts to increase the people’s income, under the Shared Prosperity Vision.

Prime Minister Tun Dr Mahathir Mohamad said the move was important to “upskill” the people to be more capable and efficient, and be able to do more “sophisticated work”.

“The income gap between the rich and poor is too wide so we need to increase the people’s income.

“But we don’t want to do this by just increasing wages but (we want) to improve their capacity so that they are more productive, and give them training so that they are more capable and efficient.

“For example, we are already in the aerospace industry, and even some parts of airplane engines assembly are being done in Malaysia.” he said this after chairing a special cabinet meeting on the Shared Prosperity Vision here, yesterday.

Dr Mahathir said the cabinet has agreed that TVET played an important role in improving the skills of workers and that training must be made a priority.

“Our (2020) Budget would prioritise such areas. If there is not enough money for all, we would have to lessen the budget for other areas with lesser priority,” he added.

Dr Mahathir said the government would also give focus to poorer states, reducing wealth disparities from richer states.

He listed Kelantan, Perlis and Kedah as among the three poorest states in Malaysia.

“Another gap is between the urban and rural areas, where those living in urban areas are richer than those staying in the rural areas.

“So a programme must be created to increase the income of those living in the rural areas,” Dr Mahathir added.

In explaining further, Economic Affairs Minister Datuk Seri Mohamed Azmin Ali said the government would apply the spirit of shared prosperity in the 2020 Budget, and prioritise sectors such as TVET and skills training.

“This will be given consideration by the Finance Ministry to be refined in the 2020 Budget.”

The Shared Prosperity Vision was announced by Dr Mahathir at the tabling of the mid-term review of the 11th Malaysia Plan in October 2018 in Parliament.

Its framework was also explained by the prime minister in his May 9 speech earlier this year in conjunction with Pakatan Harapan’s one year in government.

The Shared Prosperity Vision will encompass the 12th and 13th Malaysia Plans, spanning 10 years from 2021 to 2031.

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

Comment: Not sure how the government is going to prioritise the TVET sector. As Tun M mentioned that if budget is insufficient for all, then it has to be channeled to the priority sectors. So I would assume that more funds are to be allocated to the sector, such as more funds to PTPK to loan students, especially from the B40, which are mainly from rural areas & also the urban poor. Hopefully this would then enhance this group’s earning capability and reduce the income gap.

For the benefit/knowledge of those outside TVET industry, insufficient PTPK loan in the past 1-2 years has caused many students (esp B40 group) that is interested to pursue
TVET courses unable to continue their studies at private & government TVET institutions.

This has an economic & social impact:


1. Economic
Effect on TVET institutions – With the limited quota provided to TVET institutions, especially the private ones, many has folded up or
ready for sale as they couldn’t sustain the business due to over-reliance on loan to recruit students.

Effect on TVET trainers & supporting staffs – These trainers who have SKM in their field and
Vocational Training Operation (especially those that do not have industry experience but fresh from TVET institutions like CIAST) would probably be now jobless or work in non-related field that pays them nothing more than a SPM school leaver’s qualification.

Effect on students – As the students who may not even have SPM or poor SPM results, they have no where to upgrade themselves or learn a skills to uplift their economic livelihood.

2. Social
Since the students are not able to further their studies, they may have high probability of being unemployed or worse still, involved in petty crimes, become Mat Rempit, drug addicts, gangsterism and other illegal activities.

TVET institution-industry cooperation vital to ensure matching supply and demand – Dr Mahathir

PUTRAJAYA (July 9): A strong cooperation between the industry and Technical and Vocational Education and Training (TVET) institutions is significantly important to ensure that there will be a matching supply and demand to enable local TVET institutions to offer high technology industry courses based on industry requirements.

Prime Minister Tun Dr Mahathir Mohamad said the government believed that the cooperation would create a new breed of specialist workforce in learning the latest technology that has a spillover effect that would be able to boost economic growth and development of technology in other sectors such as agriculture, construction, health and services.

“The government believes the agenda to empower TVET with the cooperation from the industry players should be the national TVET strategic goals.

“A smart partnership between the industry and TVET institutions will help in the production of quality products and more efficient services,” he said in his keynote address at the TVET Convention here today.

To achieve that, Dr Mahathir called on more industry players to play a more active role in developing the country’s human capital and supporting the national TVET policy, especially by recognising the skills of TVET graduates and sharing their expertise with them.

Dr Mahathir said TVET programmes which involved a joint venture between public TVET institution and multinational company and based on industry needs and requirements, had proven successful with almost 90 per cent of the graduates being able to secure jobs upon graduation.

“That is why public and private TVET industry players should get out of their comfort zones and find more effective solutions.

“One of the approaches is definitely through inter-stakeholder collaboration, especially with the industry,” he said.

The prime minister said TVET would be the game-changer in the government’s efforts to produce highly-skilled local workforce, hence reducing dependency on foreign workers.

He said the government would also strive to enhance Malaysian youth capability in TVET to enable the demands of the high-tech industry to be met by the local workforce.

Source: www.theedgemarkets.com

Manpower Dept aims to produce more skilled workers

Picture for representation only

SHAH ALAM: The Manpower Department aims to produce more skilled workers than its present 28%.

“We need to reach the target of 35% by 2020,“ said its director-general, Datuk Muhd Khair Razman Mohamed Annuar.

He believes they will be able to meet the target through their Technical and Vocational Education and Training (TVET) programmes.

Muhd Khair said, currently they were in smart partnerships with private entities which conducts TVET programmes.

“Presently, there are 565 TVET public institutions under six ministries, while the private entities have over 600 institutions,“ he told theSun today after attending the Monfort Boys Town’s graduation ceremony.

“This is why the partnership with private TVET institutions is important. In order to produce a bigger percentage of skilled workers, it is vital for both private and public TVET institutions to work closely with us.

“Though TVET focuses on the technical, electronic, electrical, civil engineering, ICT, but we will diversify to hospitality courses soon, because it is a platform that nurtures the interest of the youth.

“In the long term, we want graduates to become entrepreneurs, where they can apply for funding from the skilled development corporate fund when they have undergone the programmes and obtained a certificate,“ he said.

He added that even after the graduates are working, they can upgrade their skills through the institutions recognised by the department.

“We have 32 institutions under the Manpower Department – the industrial training institutes, the Japan Technical Institute in Penang, and advanced technologies centres, which besides running full-time courses, also organise short courses to cater for working adults. Our institutions are open to 11pm.”

Muhd Khair said TVET graduates are equally competent as compared with other graduates from various colleges and universities.

Source: https://www.thesundaily.my

Manpower Dept aims to produce more skilled workers


ELLY FAZANIZA
 /26 MAY 2019 / 22:16 H.

Picture for representation only

SHAH ALAM: The Manpower Department aims to produce more skilled workers than its present 28%.

“We need to reach the target of 35% by 2020,“ said its director-general, Datuk Muhd Khair Razman Mohamed Annuar.

He believes they will be able to meet the target through their Technical and Vocational Education and Training (TVET) programmes.

Muhd Khair said, currently they were in smart partnerships with private entities which conducts TVET programmes.

“Presently, there are 565 TVET public institutions under six ministries, while the private entities have over 600 institutions,“ he told theSun today after attending the Monfort Boys Town’s graduation ceremony.

“This is why the partnership with private TVET institutions is important. In order to produce a bigger percentage of skilled workers, it is vital for both private and public TVET institutions to work closely with us.

“Though TVET focuses on the technical, electronic, electrical, civil engineering, ICT, but we will diversify to hospitality courses soon, because it is a platform that nurtures the interest of the youth.

“In the long term, we want graduates to become entrepreneurs, where they can apply for funding from the skilled development corporate fund when they have undergone the programmes and obtained a certificate,“ he said.

He added that even after the graduates are working, they can upgrade their skills through the institutions recognised by the department.

“We have 32 institutions under the Manpower Department – the industrial training institutes, the Japan Technical Institute in Penang, and advanced technologies centres, which besides running full-time courses, also organise short courses to cater for working adults. Our institutions are open to 11pm.”

Muhd Khair said TVET graduates are equally competent as compared with other graduates from various colleges and universities.

Source: https://www.thesundaily.my

Make TVET first choice #TVETjob




Kulasegaran (centre) witnessing the exchange of documents between Lim (in dark jacket) and Muhd Khair at the Ann Joo company plant in Prai, Penang.

Kulasegaran (centre) witnessing the exchange of documents between Lim (in dark jacket) and Muhd Khair at the Ann Joo company plant in Prai, Penang.

THE technical and vocational education training (TVET) should be the first choice among the students to further their studies as the days of the academic studies are over, said Human Resources Minister M. Kulasegaran.

“Let us take the worst scenario. Ten years ago, parents sent their children to study medicine and now, quite a number are found to be jobless for nearly two years.

“Whereas, students who graduated with TVET are met with jobs waiting for them at the door step.

“These students will be easily absorbed anyway, as the job opportunities and wages are better after completing their studies,” he said.

Kulasegaran said parents were starting to realise that studies in skills fields had more potential unlike academic studies, as the demand for skilled jobs were high and jobs were available instantly upon competition of the courses.

“You would be surprised that many of the TVET students are working in the Middle-East and Singapore, earning lucrative salaries of between RM30,000 and RM50,000 per month based on their skills.

“We are also in the process of discussion with Japan to have tie-ups between their TVET universities and Malaysian colleges.”

Kulasegaran was speaking to reporters after witnessing the signing of a Memorandum of Understanding (MoU) between the Manpower Department (JTM) and Yayasan Jasa Ann Joo.

JTM was represented by its director-general Datuk Muhd Khair Razman Mohamed Annuar while Yayasan Jasa Ann Joo was represented by Ann Joo Group executive director Datuk Lawrence Lim Aun Chuan.

The signing ceremony was held at the Ann Joo Steel Berhad, Prai last Thursday.

Kulasegaran said among the key areas of cooperation in the MoU were apprenticeship opportunities and scholarships for TVET students at 32 TVET institutions under JTM, including temporary placements or industry attachment.

He said forging partnerships between public TVET institutions and the industries were pivotal for the development of TVET in the country to enable graduates to meet the needs and demand of the industry and to have first-hand working experiences.

Lim said through Yayasan Jasa Ann Joo, scholarships would be offered to qualified students of the Manpower Department Training Institution (ILJTM), and job opportunities would be offered to them upon completing their studies.

“We have not finalised how many students will be offered the scholarships, as we are in the midst of identifying them,” he added.

Meanwhile, Kulasegaran urged more local companies to emulate the efforts by Ann Joo Steel Berhad and Yayasan Jasa Ann Joo in establishing partnerships with TVET training providers, especially among the local small-and-medium enterprises.

He also praised Ann Joo for employing 85% local workers and had given priority to hire local talents.

Source: www.thestar.com.my

Comment: Besides the steel industry, there are currently 2 big chains that are looking for TVET graduates in the respective fields:

1. Retail
2. Service industry – restaurants (Stewarding Operations, F&B etc)

If you think you qualify, kindly email your resume to tvetjob@gmail.com

TVET, a stepchild no more

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

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

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

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

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

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

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

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

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

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

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

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

This framework tackles long-standing problems like the:

> Overlapping of programmes and certifications;

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

> Existence of multiple accreditation bodies and agencies implementing TVET;

> High operations cost resulting from the many ministries involved;

> Weak policies; and

> Private TVET providers being treated as competitors.

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

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

Other reforms proposed by the Movement include:

> Reducing existing certifications to an important few;

> Having a single accreditation body for TVET;

> Establishing two educational pathways for students to choose from;

> Allowing industries to take the lead;

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

> Formulating policies and legislations to enhance careers in TVET.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Source: www.thestar.com.my

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

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

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


These include but not limited to:

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