Tag Archives: TVET

TVET education at ILP for M’sians with SPM

Dr Rosnah presents a memento to Dr Teo.

MIRI: Enrolment into skill and vocational training institutions is for every Malaysian with SPM.

Director Dr Rosnah Muhamad Tahir said this while leading a team of officials from Industrial Training Institute (ILP) Miri on a courtesy call to Miri MP Dr Michael Teo at his service centre here yesterday,

“It is sad to say that the enrolment of Chinese is still low at the moment because of the wrong perception that it is only for Bumiputeras.”

According to Dr Rosnah there are about 20 Chinese students out of 102 students per intake. She hoped Dr Teo would promote and encourage parents to enrol their children into the institute.

Dr Rosnah said; “Technical and Vocational Education and Training (TVET) is education and training which provides knowledge and skills.

“TVET is very important because the government wants to increase skilled workers from 28 to 35 per cent by 2020 and to spur economic growth. It also provides good and bright employment opportunity not only in the state or country as they could go beyond with their skills and experience.”

In this context, she advised SPM school leavers not to think only of starting salary as they must aim to acquire skills and experience required by the industry before getting better pay.

Local companies are also encouraged to hire more locals with skill and experience.

Dr Teo who acknowledged and recognised the importance of having skilled labour said he would appeal for more funding, including employing more lecturers for ILP Miri.

Source: http://www.theborneopost.com

Government to enhance TVET programmes to tackle high youth unemployment

KUALA LUMPUR: The Government will look into ways to enhance Technical and Vocational Education and Training (TVET) programmes to help lower the youth’s unemployment rate, says Youth and Sports Minister Syed Saddiq Syed Abdul Rahman.

“We hope to lower the youth unemployment rate, which is at double-digit now to single-digit. Other countries are able to do so, and we hope to do it and do it better,” he told reporters after the opening ceremony of InvestSmart® Fest 2018.

The minister noted that the employment rate for the graduates of TVET programmes are higher than the graduates from tertiary institutions.

“All these while the focus has been on tertiary education through universities. We should look at TVET,” he said.

According to a report by MIDF research in May, the rising youth unemployment was mainly contributed by the soaring numbers of unemployed graduates, about 204,000, constituting 40.5% of total unemployment.

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

Govt wants experts to coach trainers for vocational scheme

Human Resources Minister M. Kulasegaran at a press conference in Ipoh October 6, 2018. — Picture by Marcus Pheong
Human Resources Minister M. Kulasegaran at a press conference in Ipoh October 6, 2018. — Picture by Marcus Pheong

IPOH, Oct 6 — The government is planning to recruit experts from India and Ukraine to train the trainers of the Technical Vocational Education and Training (TVET) programme, said Human Resources Minister M. Kulasegaran.

Speaking to reporters at the Job Fair at Urban Transformation Centre (UTC) 5.0 here, Kulasegaran said many TVET institutions need to be upgraded, adding that government-to-government approaches would best address this.

“I will be heading to India tomorrow as Prime Minister Tun Dr Mahathir Mohamad instructed me to visit and discuss with the TVET programme in India.

“India has some world experts on aviation, metro techniques, technical matters, artificial intelligence and a few more. We want to bring them here and train our trainers as a collaboration between the two countries,” he said.

Kulasegaran said that he was made to understand that over a million people benefited from India’s vocational training.

He will also visit next month due to the sophistication of their vocational programme.

“The importance of human development cannot be more emphasised than in Ukraine. Their education ministry is only at a regional level, while their TVET programme is at a national level and one of the best-run programmes in the whole world,” he said.

He said that this approach would reduce employers’ dependency on skilled foreign workers.

“When the trainers are equipped with knowledge and experience from experts, they can train the students well and it would allow the students to get accredited certificates.

“So companies do not have to depend on foreign workers and the students who complete the programme can earn a better wage,” he said.

Kulasegaran also urged employees to take up the courses in the TVET programme to upgrade their skills.

“The TVET programme is not only for school leavers. Workers are also eligible to join the programme. Most of the companies are willing to raise the wage provided that the workers have accredited certificates,” he said.

He also said that the ministry is willing to provide financial aid for the workers who wanted to join the TVET programme.

Source: www.malaymail.com

Degree level studies for TVET diploma holders

Deputy Energy, Technology, Science, Climate Change and Environment Minister Isnaraissah Munirah Majilis (fifth from left) with Malaysia Board of Technologists (MBOT) president Tan Sri Ahmad Zaidee Laidin (fourth from left) and Deputy Human Resources Minister Datuk Mahfuz Omar in a group picture to commemorate the signing of the memorandum of understanding between MBOT and the Technology Expert Panel in Putrajaya.
Pix by Ahmad Irham Mohd Noor

TECHNICAL and Vocational Education and Training (TVET) diploma holders will soon have the opportunity to study at the bachelor’s degree level in four universities under the Malaysian Technical University Network (MTUN), creating better career opportunities for their future.

This follows the exchange of 21 memoranda of understanding (MoUs) between the Malaysia Board of Technologists (MBOT) with the Technology Expert Panel (TEP), a strategic alliance between three sectors, namely government agencies, industry and the academia, under the purview of the Human Resource Ministry, Energy, Technology, Science, Climate Change and Environment Ministry, and Education Ministry, in Putrajaya last week.

Deputy Human Resources Minister Datuk Mahfuz Omar said the initiative will look at existing gaps that TVET graduates face in terms of qualifications to enable them to further their studies at Universiti Tun Hussein Onn Malaysia, Universiti Teknikal Malaysia Melaka, Universiti Malaysia Pahang and Universiti Malaysia Perlis.

“What seems to be the problem for most TVET diploma holders is that they don’t have the necessary Sijil Pelajaran Malaysia credits required by MTUN for entry. We hope to prepare students at TVET colleges with the necessary requirements before they apply to enter MTUN universities,” he said.

However, Mahfuz said, even if TVET diploma holders did not further their studies at universities, they will have the advantage of being recognised as professional technologists and certified technicians.

“We must explore collaborations with international bodies so that our TVET graduates will not only have certificates from Malaysia but also be internationally certified.

That way, they can either work abroad or gain better positions when foreign investors come to Malaysia through recognition accorded,” he added.

MBOT, the professional body that gives professional recognition to technologists and technicians in related technology and technical fields, has already embarked on the articulation process to enable TVET diploma holders to bridge the gap towards the bachelor’s degree level education, said its president, Tan Sri Ahmad Zaidee Laidin.

“The process entails matching the courses, requirements and coursework at vocational colleges with that at higher education institutions. This will ensure that courses the students complete will not have to be repeated at the institution to which they are transferring”, said Zaidee.

He said MBOT has signed an MoU with Education Ministry’s Malaysian Qualifications Agency to facilitate the process for the MTUN initiative.

“On the private higher education side, UniKL is already working with MBOT to facilitate entry of technologists and technicians into their degree courses,” he said.

Mahfuz said in supporting the country’s aspiration towards Industrial Revolution 4.0, MBOT is seen as a dynamic and flexible professional body and most relevant platform to leverage expertise and skills from various areas of technology under its wings.

“This advance technological elements are pervasively embedded into the TVET curricular right up to the technological practicing provision, to add value to the various booming industrial sectors in Malaysia,” he said.

At the MoU exchange, among the TEP panel members that were represented were CyberSecurity Malaysia, DRB-Hicom University of Automotive Malaysia. Allied Aeronautics Training Centre Sdn Bhd, Mara Corporation, the Chartered Institute of Logistics and Transport and Federation of Malaysian Skills Development Centres.

Also present was Deputy Energy, Technology, Science, Climate Change and Environment Minister Isnaraissah Munirah Majilis.

Source: https://www.nst.com.my

Honda Malaysia collaborates with Education Ministry to enhance technical and vocational training

Honda Malaysia (HM) today signed a certificate of collaboration (CoC) with the Department of Polytechnic and Community College Education (DPCCE), Ministry of Education (MoE), paving the way for Honda’s training modules to be incorporated into selected automotive syllabi.

The CoC recognises HM’s strategic collaboration with polytechnics and colleges for students to be equipped with industry-ready technical and soft skills. The company will be collaborating with 17 community colleges from nine states in Malaysia with more polytechnics and colleges expected to be added into the list in the near future.

This initiative also supports the government’s focus on Technical Vocational Education and Training (TVET) towards developing more skilled and certified technicians in Malaysia through high quality training.

“Honda Malaysia has recorded outstanding sales increase by 112% in the past five years and this concurrently increases our service intake by 51% over the same period. This leads us to expand our dealership network nationwide, which now stands at 97 outlets to provide easier access for all our customers. Hence, this initiative is very timely as we are able to have more skilled technicians to cater to our increasing customers,” said Honda Malaysia MD and CEO Toichi Ishiyama.

HM will be incorporating the Maintenance Technician and Repair Technician modules based on Honda’s internal global training programme into selected automotive courses. Students will receive comprehensive training which includes a six-month attachment at Honda dealerships. The training will boost students’ after-sales knowledge and provide them with industry experience and a foundation for future employment.

Students also stand a chance to be official Honda technicians or service personnel upon training and assessment. HM is targeting to receive 120 graduates per year from participating polytechnics and colleges through this collaboration.

Source: https://paultan.org

Maszlee: Chinese firms want to sponsor TVET students

PETALING JAYA: There will be more TVET scholarship and training opportunities for Malaysian students in education institutions and companies in China, says Education Minister Dr Maszlee Malik (pic).

Chinese companies which met him and Education Ministry representatives expressed interest in preparing Malaysians who graduated from technical and vocational education and training to face the challenging international industry.

Dr Maszlee recently visited China where he delivered a speech during the opening of the China-Malaysia TVET forum.

“Some offered scholarships to Malaysian students for training in China,” he said in a statement yesterday.

“It is understood that Sany Group plans to work with the Kedah state government to develop a heavy machinery industrial plant,” said Dr Maszlee, adding this would provide practical training opportunities to 20 students.

He said ZTE Education Management Ltd agreed to offer 300 scholarships for Malaysians to study in TVET institutions in China.

ZTE Education also aims to help increase the current number of 1,300 students from China pursuing their higher education at the Malaysian Technical University.

The Education Minister is also considering a suggestion from ZTE Education to open a China-Malaysia Institute in Politeknik Sultan Salahuddin Abdul Aziz Shah and Universiti Teknikal Malaysia.

“Founder of GreenPacket Bhd, Puan Chan Cheong, wants to support the establishment of an artificial intelligence technology centre and big data analytics in Malaysian polytechnics,” he said.

Dr Maszlee is confident that this development will mark a new chapter in Malaysian TVET education.

PS: This is not exactly a new thing as Chinese education institutions, especially the academic sector, has been offering scholarship to overseas students, including Malaysians as part of the One Belt initiative.

On hand we also have one offer from a Beijing institute offering mid wivery course for free (3 mths). If you’re interested, kindly contact 012-3123430 (Melvin)

Source: https://www.thestar.com.my/news/nation/2018/09/22/maszlee-chinese-firms-want-to-sponsor-tvet-students/#sFcRf7rgwzqZz4Qx.99

Kementerian tutup pusat tauliah swasta?

Nordin Abdul Malek

Nordin Abdul Malek

IPOH – Kementerian Sumber Manusia dilihat seolah-oleh mahu menutup semua pusat latihan kemahiran bertauliah swasta dengan memberikan pelbagai tekanan kepada pengusahanya.

Pengerusi Gabungan Institut Latihan Kemahiran Swasta Bumiputera (GILBKS), Nordin Abdul Malek berkata, dianggarkan sebanyak 600 pusat latihan ini bakal gulung tikar selepas kementerian mengenakan pelbagai syarat baharu yang ketat.

Menurutnya, malah ada peraturan yang ditetapkan itu langsung tidak masuk akal.

“Sejak PH memerintah, terdapat banyak pekeliling bersifat tidak mesra perniagaan dengan mengeluarkan pelbagai pekeliling yang merumitkan lagi perjalanan latihan seperti penamatan program lulus bersyarat mulai Januari 2019 dan pembekuan permohonan penyedia latihan pegawai pengajar vokasional (VTO) yang boleh menjejaskan usaha pusat latihan untuk mematuhi pentauliahan Pusat Bertauliah Swasta (PBS).

“Terbaharu pula, Perbadanan Tabung Pembangunan Kemahiran (PTPK) mengenakan syarat tambahan yang dianggap tidak munasabah iaitu mewajibkan semua PBS mendapatkan surat jaminan majikan bagi setiap pelatih untuk mendapat pekerjaan sebaik sahaja tamat latihan,” katanya dalam kenyataan media kepada Sinar Harian.

Beliau berkata, banyak pihak melihat arahan itu pelik kerana tiada negara di dunia yang meminta institusi pendidikan untuk menyediakan dokumen jaminan pekerjaan daripada majikan kepada pelajar mereka.

Nordin berkata, GILKSB turut menerima rungutan daripada PBS dan pihak-pihak berkepentingan bahawa dana Perbadanan Pembangunan Sumber Manusia Berhad (PSMB) gagal berfungsi sehingga menjejaskan pelbagai bayaran berkaitan.

Malah katanya, pengagihan kuota pinjaman pelatih baru-baru ini menimbulkan persoalan kerana kegagalan kementerian sendiri untuk merancang latihan mengikut sektor yang berpotensi tinggi seperti penerbangan, pertanian dan automasi gagal dibiayai kerana isu-isu bersifat birokrasi.

“Kerajaan harus ingat bahawa usaha menutup 600 PBS ini akan menyebabkan akses latihan semakin menguncup kerana tidak semua keperluan latihan mampu dilaksanakan sendiri oleh kerajaan.

“Malah negara kehilangan tenaga perkhidmatan kemahiran sektor swasta seperti tenaga pengajar berkemahiran dan berpengalaman, peluang pekerjaan kepada puluhan ribu pekerja sektor PBS serta impak nilai ekonomi berganda, kesan kewujudan sesebuah PBS di sesuatu kawasan,” katanya.

Nordin berkata, pihaknya berpandangan kelemahan itu berpunca daripada  kepimpinan kementerian yang tidak berpengalaman dalam bidang berkaitan dan tidak mesra pelanggan.

Katanya, sehingga kini tiada pertemuan serius diadakan antara persatuan-persatuan dan pemilik-pemilik PBS dengan menteri, mahupun timbalan menteri.

Beliau berkata, pihaknya akan menggerakkan usaha menyedarkan semua pihak terhadap kepincangan pelaksanaan pendidikan kemahiran dan vokasional (TVET) dari peringkat sekolah, PBS hinggalah peringkat IPT bersama-sama gabungan persatuan-persatuan berkaitan seluruh negara supaya isu-isu TVET yang semakin parah diselesaikan segera.

Sumber: Sinar Harian, Nasional – 13/9/18

Set up one stop centre for TVET program graduates: Nurul Izzah

Nurul Izzah Anwar

KOTA KINABALU: Chairman of the Technical and Vocational Education Training Empowerment Committee (JKPTVET) Nurul Izzah Anwar has suggested that a one-stop centre for TVET graduates be set up.

She said that the centre would become a place for TVET graduates to seek various information on fulfilling the needs of industry players in the market.

“With the setting up of the one-stop centre, TVET graduates would know where they can get the needs of the industry within one channel which would eventually offer them a high income.

“We can make plans but the implementation stage would determine the level of success of the TVET,” she told reporters after becoming a moderator at the town hall session at the Dewan Rafflesia Politeknik Kota Kinabalu, here today.

The session was being held for the first time and the Sabah zone was chosen as the pioneer for the JKPTVET program with the theme “TVET empowerment for nation building”.

Also present was the Director-General of the Polytechnic and Community College Department of the Education Ministry, Prof Datuk Dr Mohd Ismail Abd Aziz.

Commenting further, Nurul Izzah said it was also hoped that the Sabah Economic Development and Investment Authority (Sedia) would steer the centre particularly for TVET graduates in the state.

Meanwhile, Nurul Izzah said in order to achieve the objective of empowering the TVET, it was the role of everyone including the media to report on the success of TVET graduates to change public perception on the program. – Bernama

 

 

VOCATIONAL EDUCATION BROUGHT MUCH SUCCESS TO GERMANY… SO WHY ISN’T IT WORKING FOR MALAYSIA?

TVET boys

Low pay. Dirty work. No prestige. Uneducated. Not interesting. Useless. These are some of the perceived characteristics associated with vocational students in Malaysia. For many of us, we have been told that our life depends on our academic grades. Coz if we fail, we’re doomed, right?

Our ears bleed from hearing our elders emphasise way too much on the academic science stream as the ultimate path to success! We’re also raised to think that vocational education is an option for school dropouts, non-academically inclined students and slow learners. Well… Thanks to this stigma, the system receives a generally low enrolment of students.

Now, there are calls for a collaboration in transforming the system and making it a first choice. With the establishment of a committee to prep Malaysia for the 4th Industrial Revolution, committee head Nurul Izzah is studying reform reports and having discussions with the relevant ministries.

Put your hands together for… TVET reforms!! Image from NST.

Among the initiatives, the Ministry of Education wants to work more closely with the UK to provide English language training to STEM and vocational teachers. But actually…

What in the world is the problemo with our vocational education?

Many problems. Before we get to them, first… it’s formally known as TVET, and this is how UNESCO defines it:

“Technical and vocational education and training (TVET) is understood as comprising education, training and skills development relating to a wide range of occupational fields, production, services and livelihoods.” – UNESCO’s definition of TVET.

TVET is usually referred to as education for “blue collar” jobs, which involves more handy work (like technicians, plumbers, hairstylists, chefs, farmers etc) than a “white collar” job.

Ooohh, that’s why they’re called “white collar” and “blue collar”. Image from The Conversation.

Here’s how it works. If a 15-year-old student wants to pursue something hands-on after PT3, s/he can go to a vocational college to get a SKM (instead of SPM) in the first 3 levels and then proceed to a diploma or advanced diploma in either a vocational college, community college, polytechnic or a university (can choose public or private). SPM leavers can also walk the same path – just opt for a vocational tertiary institution. If you want to find out more, click on this link.

Berjaya University is one of the places to consider for a TVET course. Image from The Sun Daily.

It generally uses different forms of learning (formal, non-formal and informal) to facilitate a well-rounded transition into the job market. When it comes to education, we all get excited seeing the word “well-rounded”, right? But then, why does our current TVET system seem so unpopular here?

For starters, TVET Journal and Professor Dr Ramlee Mustapha of Universiti Pendidikan Sultan Idris (UPSI) said that some characteristics of TVET schools could be improved. Like getting better infrastructure and equipmentTeaching approaches need to be more interactive and digital, especially for millennial students.

The education system and labour laws must also be more flexible and responsive to our country’s economic goals. And since the whole point of vocational education is to prepare students for employment, it’s super important that schools buddy up with potential employers. Imagine a 20-year-old graduate with sound mechanical skills going STRAIGHT into companies like Proton or Western Digital, without having to search and apply from scratch.

On top of this, Nurul Izzah said that tertiary education and TVET systems are so out of sync. Despite a government funding of about RM4.5billion on TVET, it is not running at full capacity, according to the Human Resource (HR) Ministry. This is where the collaboration and coordination between the TVET Committee and relevant ministries become significant.

Our TVET system can relate to this octopus. Image from Cartoon Stock.

Still not convinced? Then…

Let us tell you why our TVET needs a makeover

TVET needs to be integrated into mainstream education since [an article by the New Strait Times (NST) said that] TVET provides highly skilled human resources which will boost our country’s economy and enable it to become a “high-income nation”. A journal article by Margarita Pavlova (definitely a human being, not a drink or dessert) also said that TVET is “a tool for productivity enhancement and poverty reduction” in the Asia-Pacific.

But for Malaysia to truly prosper in the long term, the elephant on the couch- sorry, in the room needs to be addressed: youth unemployment and employability. Yes, we’re emphasising on jobless freshies. Malaysian Industrial Development Finance (MIDF) said that youth unemployment rate remains frustratingly high at roughly 204,000 due to the demand and supply mismatch of skills.

Repeat after us: “TVET increases employability”. Image from MOHE Editorial.

A senior researcher at Malaysian Institute of Economic Research (MIER) explained how young adults end up jobless. They are more likely to be job hunting either because they’re fresh grads or changing jobs. But, job vacancies don’t match-match with the skill sets freshies have but instead ask for more experienced candidates. Moreover, Azeem Abu Bakar of the Organisation for National Empowerment (ONE) pointed out the need for grads to adapt to the tech evolution of the job market by learning new types of skills.

Great tractor skills but isn’t he too young for this? Image from Giphy.

We came across some success stories of TVET graduates who proved the naysayers wrong (if you want, you can read them in detail here and here). If there is one thing these grads can agree on, it’s that TVET has prepped them up for the real world.

“TVET helped me advance in my career and created healthy competitionbetween me and my male colleagues. The training is also important to produce skilled workers that the country lacks.” – said Nur Izzati Athirah, who is pursuing underwater welding, a male-dominated profession.

Nur Izzati Athirah looks so cool when prepping for work. Image from The Star.

Hold up! Don’t get too excited. It has some disadvantages too (in other countries as far as data brings us). American Leaf Group’s Classroom claimed that TVET grads face lower lifetime earnings (despite a high earning potential) and specific fields of study (which limits flexibility in learning further on the job and adjusting to newer tech). Career Ride also said that TVET programmes are not widely recognised and have higher costs for lab-related stuff.

But it’s not clear if the same applies to the career prospects of TVET graduates here. Malaysian Trades Union Congress (MTUC) president Datuk Abdul Halim Mansor said that there was NO DATA on the number of employed Malaysian TVET graduates as of 2017 and their salary scale. No wonder it was so hard to find data supporting these claims of disadvantages for Malaysian TVET grads. *facepalm*

 

Actually right… other countries depend on TVET kids for success lor

Former Deputy Education Minister Datuk Chong Sin Woon said that the percentage of Malaysian students in TVET are pathetically lower than that of some countries. According to him, we only have 8% of our secondary students in TVET. Germany? 60%! Let’s see how it works.

Germany practices a dual vocational education system which emerged from the Vocational Training Act to ensure that every industry had enough talent for a modern Germany. Why dual? Simply because it has two components: apprenticeshipand theory classes.

So, the students get the best of both worlds! They have technical know-how AND hands-on experience. If that’s not great enough, the theoretical classes don’t neglect some academic subjects like German, English and social studies, which cuts out the previously mentioned disadvantage of specificity.

A glimpse of the practical part. Image from Young Germany.

Because of its pros, its graduates are highly employable. No wonder the Germans find it socially acceptable to pursue TVET.

“In Germany, people studying TVET would go on to become PhD holders, but it is not the same here,” said HR Minister Kulasegaran.

Of course, despite a few technical issues, its success couldn’t be possible without a well-coordinated TVET system. And because it’s so good, the German TVET system is evident in some places including Malaysia (via the German-Malaysian Institute) and Slovakia.

As for an Asian example…

Singapore pulak has been implementing TVET since its merdeka in 1965. Our fun-sized neighbour houses vocational universities like Nanyang Polytechnic (NYP), Singapore Polytechnic International (SPI) and Institute of Technical Education (ITE).

Waaahhhh… Image from The Nation.

ITE’s former CEO Dr Law Song Seng‘s case study on Singapore’s TVET policies brings us through the literary museum of Singapore’s 5-decade history with TVET, consisting of three phases:

  • labour-intensive economy (1960s-1970s): Expanded the education system to meet the needs of industrialisation.
  • capital-intensive economy (1980s-1990s): Involved economic restructuring when the Singaporean govt decided to set a minimum of 10 years of general education for everyone, so TVET became a post-secondary education option.
  • knowledge-intensive economy (2000s): Built a globalised, knowledge-driven economy by working on making itself an education hub.
Look at how Singapore's GDP has grown over the past 5 decades! Screenshot from The World Bank.

Look at how Singapore’s GDP has grown over the past 5 decades! Screenshot from The World Bank.

Right now, WorldSkills and SkillsFuture are major initiatives in promoting TVET in Singapore. WorldSkills is the “global hubfor skills excellence” while SkillsFuture is a national movement to encourage Singaporeans to continuously develop their skills. If TVET grads want to gain career opportunities related to their field of study, they can participate in the SkillsFuture Earn and Learn Programme, a work-learn programme.

 

So, how about we jump on the bandwagon?

If you still insist on bashing TVET kawkaw, then these two things (as claimed by Datuk Chong Sin Woon) might probably convert your mindset to favour TVET: starting salary and employment prospects. It turns out that TVET freshies earn between RM2,000 and RM5,000 monthly, which isn’t so different from what uni freshies earn. TVET grads are also in high demand by employers and not limited to certain industries.

By the way, the salary range mentioned is probably applicable to minority industry (or maybe even none, common, RM5K for freshies??

“They are highly sought after by industries – 90% of the cohort in our TVET(technical and vocational education and training) who graduated last year are already employed. Vocational and technical graduates don’t just end up opening beauty salons or bakeries, many of them work for multinational companies like Boeing.” – said Chong.

Or maybe General Electric? Image from the New Strait Times.

Chill, guys. We’re not badmouthing mainstream education but we wanna tell y’all that TVET is not as bad as you’d think. There’s hope for TVET here if proper reforms are made to fix its current issues. We’re not alone in this as other places like Bangladesh, countries in the Pacific region as well as countries in Latin America and The Caribbean are also trying to reform their TVET systems.

TVET can actually make Malaysia great again like our advanced counterparts since it makes employees more employable with skills that match job requirements and familiarity with the working environment, hence boosting the country’s productivity and curbing youth unemployment.

With that in mind, maybe it’s time to stop making fun of that one relative who is pursuing a vocational course, eh?

Source: https://cilisos.my/

Adapt or die – future proofing TVET colleges for a rapidly changing world

Adapt or die – future proofing TVET colleges for a rapidly changing world

Adapt or die – future proofing TVET colleges for a rapidly changing world.

 

 

 

 

 

 

In the face of the 4th industrial revolution and quickly evolving technology, unless South African TVET colleges, develop a technology plan, they will be irrelevant.

These challenging words by Myles Thies, Director of Digital Learning Services, Eiffel Corp at the IVETA conference 2018 held in Cape Town last week. Within the theme of the conference, “Making Technical and Vocational Education Training the First Choice’, Thies urged leaders in the sector to develop plans around technology to ensure they remain relevant in the current education and training environment which is already facing some significant headwinds

“Artificial Intelligence is going to revolutionise the job market and with TVETS being an essential part of education in South Africa, it’s vital for them to develop digital teaching strategies that meet the challenges,” said Thies.

“Over 800 000 students are enrolled at 50 TVET colleges on 264 campuses around the country and it’s imperative these students remain relevant. Graduates already face an uphill battle to find employment so they have to exit their courses with the ability to adapt to a changing work environment as quickly as possible,” he added.

While the 4th industrial revolution will potentially affect jobs, new jobs will replace traditional jobs and these will require a different skill set. TVET colleges will need to improve their way of imparting skills to students.

“Future learning is micro- and blended-learning and curriculums will be online. The workplace will be transformed and digital will be utilized to reskill staff.”

“Aritifical Intelligence (AI) bots recently beat humans at the video game Dota 2. That’s a big deal, because their victory required teamwork and collaboration – a huge milestone in advancing artificial intelligence,” said Thies.

Although the AI bots played 183 years worth of the games before winning they did this and learned strategies quickly. Humans can’t hope to match this type of capability.

Robot automation is projected to take 800 million jobs by 2030. It’s estimated that the half-life of a job skill is about five years (every five years, that skill is about half as valuable as it was before).

Skilled workers thus need to get ahead of that decline in value.
Thies warned workers will be outpaced by AI and automation and the pace of innovation may be faster than the ability of workers to reskill.

With 35% of all jobs in South Africa, almost 5.7 million, currently at risk of total digital automation within a mere seven years, the country could see a crippling effect compounded by a fragile economy and growing unemployment.

TVETS also face competition in the form of international institutions offering digital education.
“Blended is the new black,” said Thies, “students and workers are seeking out programmes that combine localised face-to-face delivery with blended learning delivery options. Those institutions that get this mix right, with the right amount of quality and recognition, will have a winning recipe. Those institutions that fail to innovate delivery options will see a reduction in applications over time.

“The inclusion of technology for distribution and facilitation at a high level of quality is key, otherwise students will go elsewhere.”

Thies posed the questions – how will South Africa cope considering the massive challenges already faced in terms of skills, productivity and education? What do TVETS have to start doing now to be ready for the coming changes and challenges?

According to Thies, there are very few quick fix’s, but he suggests:

1. Investment in technology
Making a serious and conscientious investment in technology is only one small part of the solution. Educator skills and capability to facilitate and impart skills in the technology-dominated space has to be prioritised at every level. Continuous individual professional development and reskilling in digital teaching and assessment practices is essential.

Establishing a supportive technology and innovation ecosystem for all participants in the learning continuum.

2. Adaption
TVETS need to be adaptable in coping with technology and the new environment. Learners are seeking out new modes of learning based on their current use of technology, but educators are not at the level of digital teaching and learning to meet them, thereby forcing the TVET student to remain in a face-to-face teaching environment. Insittutions need to embrace mobility.

3. Responsive
The ability and speed of adaptation must be robust enough to cope with the increasing pace of innovation. Teacher & lecturer skills are not keeping pace with innovation and capabilities.

4.Quality
Learners are more discerning and competition for TVET learners will be fierce (TVETS already play second fiddle to universities in SA.The TVET sector is trying to change this). Academic, facilitation and administrative quality has to be agile and flexible. Lecturers should be rewarded and recognised for digital teaching innovation. Baseline standards for digital teaching & learning that embrace course design and content standards are essential as well.