International Conference on Technical
Vocational Education and Training
2015, Penang
TVET
SOARING
HIGHER
AHMAD FAIZAL MOHD ZAIN
Universiti Sains Islam Malaysia
WALKING THE TALK
History of TVET in Malaysia
Accreditation Bodies
International TVET (Country Profiles)
International TVET: The Pathways
TVET Malaysia:
Where Are We?
The Hurdles
Way Forward
Soaring Higher
Conclusion
tech·ni·cal
ˈteknək(ə)l/
adjective
adjective: technical
1. of or relating to a particular subject, art, or craft, or its
techniques.
synonyms:specialist, specialized, scientific; Morecomplex,
complicated, esoteric
2. of, involving, or concerned with applied and industrial
sciences.
synonyms:practical, scientific, technological, high-tech "an
important technical achievement"
vo·ca·tion
vōˈkāSH(ə)n/
noun: vocation; plural noun: vocations
1. a strong feeling of suitability for a particular career or occupation.
"not all of us have a vocation to be nurses or doctors"
synonyms:
calling, life's work, mission, purpose, function; More
profession, occupation, career, job, employment, trade, craft,
business, line, line of work, métier
2. a person's employment or main occupation, especially regarded as
particularly worthy and requiring great dedication.
a trade or profession.
Hugh Low Street, Ipoh 1930
HISTORY OF TVET IN
MALAYSIA
Treacher Institute
Mountbatten road, 1960
HISTORY OF TVET IN
MALAYSIA
TVET Institutions
● Industrial Training Institutes (ITI),
● Polytechnics, MARA Vocational Institutes
● National Youth Development Corps (NYDC)
● Center for Instructor and Advanced Skill
Training (CIAST)
● German Malaysia Institute (GMI)
● Malaysia France Institute (MFI)
HISTORY OF TVET IN
MALAYSIA
Standards
●
●
●
1971: Establishment of National Industrial Training
and Trade Certification Board (NITTCB)
2007 - todate: Department of Skills Development,
MoHR
Standards Used:
○ Previously: National Trade Skill Standard
(NTSS)
○ Currently: National Occupational Skills
Standard (NOSS)
In Retrospect
Current
Scenario: TVET
in Malaysia
9:00 am
Population : 28 million
No. of schools: 9,987
No. of schools with Vocational Subjects: 860
No. of students: 5 million
Students per cohort: 500,000
Vocational Education in school system : MOE
Vocational Training post-secondary: 7 ministries
Vocational Schools: 70
Vocational education
transformation strategic plan
FIVE strategic initiatives
● Transformation of vocational
education curriculum
● Transformation of vocational
education institution.
● Collaboration with
industries.
● Transformation of vocational
education assessment
● Transformation of vocational
education organization
Transformation
Initiatives
TVET and Linked Institutions
Higher secondary
Junior educational institution
Lower secondary
TVET and Linked Institutions
Institute of higher education
Vocational institutes of higher
learning/ Malaysia Technical
University
Vocational institutions
INTERNATIONAL
TVET
(COUNTRY
PROFILES)
Mission
Establishing stronger links between the dual
vocational education and training system and
institutes of higher education
Improving integration into vocational training through
basic skills and permeability
Establishing national coverage of branch-specific
regional initial and continuing training centres
Strategy
High investment in and development of lifelong
education
Facilitate the transition from school to initial TVET
Recognition of non-formal and informal learning.
GERMANY
Setting up National qualifications framework in
accordance with the European qualifications
framework for lifelong learning (EQF)
Mission
To assist youth and adults to attain the
qualifications needed for private and public
sector employment
To promote citizenship and to enable
individuals to fully engage in social life
Strategy
The development of apprenticeship and
vocational training programmes
Reduce the number of school dropouts to less
than 9.5%
FRANCE
Set up networks to allow early school dropouts
to re-enter the education and TVET system.
Mission
To promote education about work, for work,
or education through work.
Strategy
Promotes links between secondary and
postsecondary vocational programmes
To increase college access, quality
USA
Developing the academic and technical
skills of students, at secondary and
postsecondary levels
Mission
To actively engage in the country’s knowledgebased economy.
To provide students with high-quality learning
opportunities and the required skills to enter the
labour market.
Aligned to the needs of the labour market for
the different populations and age groups
Strategy
Learn Canada 2020
CANADA
Policies are often linked to cross-ministry
strategies, poverty-reduction strategies, or
specific skills-development strategies
Mission
To provide quality educational services in order
to prepare individuals with skills to participate
productively in the labour market, and have a
high sense of social responsibility and civic
values.
Strategy
Education Sector Programme 2013-2018
(Programa Sectorial de Educacion
Improve the quality and relevance of higher
secondary education and training for the world
of worK
Ensure that education and training is inclusive
MEXICO
Encourage science and technology education
Mission
To integrate workplace needs into formal
education and training to create a competitive
workforce
Strategy
Improve the use and retention of skills to
transform work and workplaces
Increase employer and worker awareness of
their skills needs
Influence the supply of skills through a more
responsive education and training system
NEW ZEALAND
Develop a unified approach to defining,
valuing and measuring skills
Mission
Development of nation-building knowledge and
the training of technicians, skilled workers and
proficient individuals with practical knowledge so
that they can contribute to state and nationbuilding endeavours
Strategy
The decentralisation of responsibilities under
pre-existing ministries
Content reform and preventive lifelong learning
Skills development
The creation of a credit system
MYANMAR
Mission
To offer TVET in the medium- and short-term, to
expand the Vocational Orientation (VO) services
To strengthen the Life Skills Program (LSP) in
schools at all levels
Strategy
Ensuring equitable access to TVET;
Improving the quality and efficiency of TVET;
Developing institutional structure of TVET and
building capacity for TVET staff.
CAMBODIA
International
TVET: The
Pathway
THE
PATHWAY
Focused On:
Youth Employment
Green The Green Economy
More Efficient Labour Market
THE
PATHWAY
Focused On:
Holistic view of what skills are for
Promote lifelong learning, inclusiveness
Renewed focus on entrepreneurial skills
TVET MALAYSIA: Where Are We?
Issues To Be Addressed
Governance
Fragmented TVET Delivery
Lack of Recognition and Competency
Gap Between Instructor
TVET MALAYSIA: The Hurdles
Overcoming Hurdles
KEEPING ALOFT
KEEP SEARCHING
FORECAST AHEAD
The Way Forward
TVET and Skills
Development for Rural Area
Work Based Learning
Standard Terminology and
Nomenclature
TVET MALAYSIA: Soaring
Higher
Qualification and
Accreditation Bodies
Sydney Accords
Dublin Accords
Soaring Higher
The Eleventh Malaysia Plan
Harmonization: Eliminate Silo
Rebranding TVET
CONCLUSION
How Do You As TVET Institutions
Evaluate Yourself ?
Where Do You Think You Are At The Moment ?
What Actions Is Required To Soar Higher And Mapping It
To The Eleventh Malaysia Plan By Looking At Where The
International TVET Is Moving?
Thank You
Acknowledgements:
Assoc. Prof. Dr. Yazrina Yahya
Universiti Kebangsaan Malaysia
MySkill Cluster co-Researcher