KUALA BERANG – Mereka pernah gagal dalam Sijil Pelajaran Malaysia (SPM), namun atas usaha dan kegigihan bangkit daripada kegagalan, mereka kini bergaji lebih RM20,000 sebulan.
Malah, lebih membanggakan, ada antara mereka kini mampu membuka perniagaan sendiri dan mewujudkan peluang pekerjaan, selain mampu membeli aset secara tunai dan menghantar ahli keluarga mengerjakan haji dan umrah berkali-kali.
Itu sebahagian kisah dikongsikan tiga Ikon TVET (Latihan Teknikal dan Vokasional) Pembinaan kelahiran Akademi Binaan Malaysia (ABM) Wilayah Timur, di sini yang kini boleh tersenyum dengan kejayaan mereka dalam kerjaya.
Muhammad Faizal Ismail, 35; Mohamad Badiuzaman Ya Abu Bakar, 34; dan Muhammad Qamarul Auji Amran, 32, yang juga bekas pelatih ABM diangkat sebagai Ikon TVET atas kejayaan mereka dalam bidang kemahiran masing-masing pada majlis pelancaran Jelajah TVET Pembinaan Edisi Terengganu oleh Menteri Kerja Raya, Baru Bian, di sini, semalam.
Muhammad Qamarul Auji, dari Kuala Terengganu berkata, kemahirannya dalam bidang perpaipan (jururegah) hasil kursus diikuti di ABM bukan sahaja memberinya peluang memperoleh gaji lumayan, tetapi juga belayar ke seluruh pelosok dunia, selain kini mampu membuka perniagaan sendiri.
“Saya pernah bekerja di Arab Saudi dengan gaji bulanan terakhir RM12,000 sebelum berhenti kerja untuk membuka perniagaan sendiri dalam bidang sama.
“Alhamdulillah dengan apa yang saya miliki, saya mampu membuka peluang pekerjaan dalam bidang perpaipan untuk pelatih TVET lain dan kini syarikat saya sudah mempunyai tiga cawangan iaitu di Kuala Lumpur, Sabah dan Terengganu dengan jumlah kakitangan dan pekerja seramai 80 orang,” katanya ketika ditemui.
Beliau yang sudah berkahwin berkata, dia pernah putus asa dan tidak nampak jalan untuk meneruskan hidup sebelum bertemu peluang menjalani kursus perpaipan di ABM pada 2006.
“Saya bersyukur kerana dapat menggembirakan ibu bapa yang sebelum ini kecewa dengan saya kerana gagal dalam SPM dan tidak dapat melanjutkan pengajian ke universiti seperti ramai rakan lain,” katanya.
Sementara itu, Muhammad Faizal, dari Kuala Terengganu, berkata, kematian bapa pada 2004 memberi tamparan buatnya selepas sekian lama leka dengan kehidupan yang hanya bergantung pada keluarga, selepas gagal menghabiskan persekolahan kerana tidak minat belajar.
“Sebelum kematian bapa, saya hanya meminta wang daripadanya untuk menampung hidup, saya langsung tidak fikir mahu bekerja, sehinggalah bapa meninggal, saya hilang arah.
“Ketika itu terbit rasa kesal dan rasa mahu mengubah hidup serta mahu berbakti pada keluarga terutama ibu, Aishah Mamat, 67, lalu saya mula bekerja membaiki kereta di bengkel milik seorang rakan.
“Kemudian ada rakan mencadangkan saya untuk mengikuti kursus kimpalan di ABM selama dua bulan dan sebaik tamat kursus, bermulalah kehidupan baru buat saya apabila berjaya mendapat pekerjaan bagus di syarikat swasta dengan gaji lumayan,” katanya yang kini bekerja sebagai jurukimpal syarikat minyak dan gas (O&G) di Arab Saudi dengan gaji RM18,000 sebulan.
Dia sebelum ini pernah memperoleh gaji RM27,000 sebulan ketika bekerja dengan syarikat O&G di Miri, Sarawak pada 2016 dan bersyukur kerana dapat membeli kenderaan secara tunai, membaik pulih kediaman keluarganya, membantu kewangan keluarga, selain menghantar ahli keluarga termasuk ibu menunaikan haji dan umrah beberapa kali.
Manakala Mohamad Badiuzaman dari Kemaman berkata, beliau banyak bermain ketika zaman sekolah menyebabkannya gagal dalam SPM dan rasa kesal menyebabkannya sedar untuk mengubah nasib diri dan keluarga.
“Kegagalan lalu membuatkan saya mahu bangkit dan tidak terus leka. Alhamdulillah sekarang saya memperoleh gaji RM18,000 sebulan dan dapat membantu keluarga, selain berpeluang ke banyak negara untuk bekerja termasuk China, Hong Kong, Myanmar, Amerika Syarikat dan Dubai,” katanya yang sudah berkahwin.
Increase TVET certificate holders from 79,200 to 144,000, which will result in 40% of the 360,000 students per annum.
Transform unskilled labour contribution of the labour force into skilled labour contribution of the labour force by reducing the current unskilled labour from 225,600 i.e. 62.8% of all students per annum to 36,000 i.e. 10% of all students per annum.
Create opportunities for students and adult learners to acquire skills, knowledge and values for employability and lifelong learning.
Develop and continuously revise training standards, skillstraining and the certification system.
ACTION PLAN
1. Rebrand TVET to be an attractive learning choice by producing a dedicated brand guideline.
2. Enhance the quality of programmes to improve graduate and foreign employability, by enabling industry professionals to lead curriculum development.
3. Implement 0% Corporate tax and 0% VAT on TVET education. Corporate tax and VAT rates to be guaranteed for the next 25 years to aid building private TVET universities.
4. Introduce new TVET courses after evaluating those available in India, Germany and Malaysia to match job market demand.
5. Build a fully equipped TVET Centre in each district, with qualified lecturers for all NVQ certification levels, to increase TVET certificate holders from 79,200 to 144,000 which will result in 40% of the total 360,000 students per annum.
6. Upgrade existing technical education centres in collaboration with world-class institutions.
7. Introduce short courses in the TVET curriculum based on 4 hours, 6 hours, 12 hours, 20 hours, one day, one week and one month.
8. Introduce additional TVET courses in logistics stream catering to the job market demand.
9. Increase the number of TVET courses available for women.
a. Courses in office management, computer operator, programming assistant, tour and travel assistant, etc.
b. In addition, introduce short courses (1 to 2 weeks) in hair care, facials, nail art and sewing garments.
10. Introduce ‘Train the Trainer’ courses for TVET instructors to enhance their skills.
11. Ensure availability of free online language courses to all citizens.
12. Implement an online skill assessment portal for individuals to assess their current skill levels and to identify areas for improvement.
13. Implement a job bank where unemployed citizens are geo-tagged and directed to jobs matching their skills. This would also monitor new students until they have been employed.
14. Initiate a dedicated plan on district-wise job creation.
a. Tourism related jobs. Training courses for tour guides, retail, homestay operations, beach club operations, bartenders, waiters and receptionists, etc.
b. Hotel sector job creation through online hospitality courses.
c. Training videos for homestay hotel operators.
d. Nursing training courses.
e. Provide funds to conduct courses on handloom, traditional crafts and handicrafts, etc.
15. Launch a dedicated website for TVET students with information on:
a. Technical colleges available in the area.
b. Courses available based on location.
c. Career guidance.
d. Job availability in the area.
e. Video-based TVET course learning.
f. Video-based personal and soft-skill development with grooming tips.
16. Increase intake of students in nursing colleges.
Source: Based on Sri Lankan’s business leader Dhammika Perera’s recently revealed ‘Economic Growth Strategy and Action Plan to increase GDP Per Capita from $ 4,000 to $ 12,000’
Courses at universities must keep abreast with market developments and waves of change. -NSTP/Muhd Asyraf Sawal.By Rozana Sani – October 16, 2019 @ 5:17pm
A recent news article citing a list of programmes to be dropped at public universities has raised concern among many quarters.
Students currently pursuing courses involved and their parents were particularly anxious about the status of the said programmes that will no longer be offered by public universities in the country.
Higher Education director-general Datin Paduka Dr Siti Hamisah Tapsir was quoted as saying that the department has asked all universities to identify and reshape their academic programmes to enhance students’ job opportunities and be in line with industry needs.
The idea behind the move is essentially to revise strategically and systematically what are currently offered at universities to keep abreast with change and market developments or risk stagnation.
Malaysian Institute of Accountants (MIA) chief executive officer Dr Nurmazilah Mahzan.
As one of the industry voices — Malaysian Institute of Accountants (MIA) chief executive officer Dr Nurmazilah Mahzan ― puts it: “If universities offer courses that are not in demand by industry, there will be a mismatch between demand and supply of labour; this in turn could affect graduate employability and, ultimately, overall economic and social sustainability and wellbeing.”
She said courses offered at universities should be periodically reviewed, revised or improved where possible to produce marketable graduates who can contribute to business, economic and social development.
So how are public universities reacting to this directive and how are they going about the selection process?
CONTINUOUS EXERCISE
Curriculum review and reassessing of programme offerings are the norm among public universities, said spokespersons approached by Higher ED.
Universiti Malaysia Kelantan (UMK) vice-chancellor Professor Dr Noor Azizi Ismail pointed out that the process started in 2017 when a team of professors were assigned to study the relevancy of programmes offered by local higher education institutions (HEIs).
“At universities, we have a Board of Studies which sits down before any programmes are offered and we are required to review all programmes every three to five years. But now because things change so fast, I would recommend a review be done every three years,” he said.
Universiti Malaysia Kelantan (UMK) vice-chancellor Professor Dr Noor Azizi Ismail.
At UMK, Noor Azizi said the engagement and involvement of the industry in the development and updating of programmes is key, apart from data from various analyses.
All decisions have to go through the Senate, Board of Directors, the Malaysia Qualification Agencies (MQA), Industry Advisory Panels (IAP) and the Education Ministry.
“Relevance in the context of past, current and future scenario, particularly in the context of IR4.0, are looked at. Data such as demand for the programmes, graduate employability (GE), future demands, national interest and so forth, as well as input from various agencies/industries are also taken into consideration,” he said.
As a result of the discussions carried out by UMK, for example, low value programmes that are important for nation-building such as history and heritage were suggested to be combined with other programmes such as history with law, and heritage with information technology (IT).
“Programmes with low GE such as very specialised science programmes like maths can be combined with economics and physics with computer science to make them more applied and relevant.
“Even Islamic programmes are embedded with science and technology such as biotech to make graduates ready for the halal industry. Based on the findings, we are taking the necessary action,” he said.
Engagement with industry leaders is crucial for the development of university programmes. Seen here is Tony Fernandes, chief executive officer of Air Asia Group at an executive talk held in Universiti Sultan Zainal Abidin. – NSTP/Ghazali Kori
Universiti Malaysia Terengganu (UMT) deputy vice-chancellor (Academic & International) Professor Dr Noor Azuan Abu Osman said when any curriculum review is done, apart from benchmarking with similar top programmes, market survey, report from industry as external reviewer, needs of stakeholders and the current requirements in the related field are the compulsory parameters set by the Department of Higher Education (JPT).
“From the analyses, we will decide either to change the programme to industry mode as regulated by JPT, to fully overhaul the curriculum, or to hold its offer for the next intake of students. The decision is made by the Senate of UMT, upon thorough evaluation by MQA before it is endorsed by JPT,” he said.
Universiti Teknologi Mara (UiTM), meanwhile, stated that it takes a number of factors into consideration in addressing or identifying whether a course (or a set of courses) is irrelevant to current industry needs.
“The decision to cease the offering of a programme is not taken lightly and various factors are considered. One example of this exercise is with the development of the Academic Program Competitive Index (IDSPA), a mechanism to measure the relevance and sustainability of an academic programme,” said UiTM deputy vice-chancellor (Academic and International) Professor Dr Mohamad Kamal Harun.
Among the parameters measured by IDSPA are graduate employability, the popularity of the programmes, student enrolment, trends and needs of the programme(s) and the demand of the programmes based on data of the national and global workforce.
UiTM deputy vice-chancellor (Academic and International) Professor Dr Mohamad Kamal Harun.
Mohamad Kamal said the index indicates the possibility of whether a programme needs to be rebranded or cease to be offered. The justification for a programme to be deemed irrelevant is carefully negotiated and reviewed.
The deleted programmes at UiTM may be rebranded, replaced or combined with new relevant programmes, said Mohamad Kamal.
“The need to enhance the programmes is a priority in ensuring that the programme and its graduates remain relevant to the industry and society. The university is also moving towards the re-designing of academic programmes by creating programmes that are transdisciplinary or hybrid in nature. This is a strategy that is most relevant to current industrial trends and global needs.
Meanwhile, Universiti Putra Malaysia (UPM) deputy vice-chancellor (Academic and International) Professor Dr M. Iqbal Saripan said that having a couple of programmes dropped from a university is not “a big thing”.
“Universities, especially public universities, must be dynamic and we are responding to the needs of the industry and global shift. The decision to drop any programme is based on the study of the current market needs and indicators such as the popularity of the programmes and the graduate employability, as well as the sustainability of the programmes,” he said.
In the case of UPM dropping two programmes ― Bachelor of Education (Primary School Education and Master in Water Management ― the decision was made last year due to the low number of enrolment for Primary School Education studies. There are no students currently enrolled.
For water management, the decision is to phase it out totally.
The right programmes need to be offered to ensure graduate employability. -NSTP/Danial Saad
“The bachelor’s degree was a one-off programme and not sustainable to keep. We offer the Master of Water Engineering to cater to students interested to study water-related courses,” he said.
He assured that students currently enrolled in programmes that are being phased out will not have their qualifications affected as the qualifications are accredited by MQA.
“The degree will still be recognised,” he said.
The same goes for students of Universiti Malaysia Perlis (UniMAP), as in other public universities, said its vice-chancellor Professor Dr R. Badlishah Ahmad.
“The decision to drop a programme is not an easy one. Once a programme is dropped, current students still have to complete the whole programme and will graduate. The university will not force students to change their programmes,” he said.
IN THE PIPELINE
According to Universiti Malaya (UM) deputy vice-chancellor (Academic and International) Professor Dr Kamila Ghazali, rather than discussing which programmes will cease to be offered, it would be more productive to talk about the effective new programmes in the revamp.
“We are currently in the process of ensuring that every UM graduate will be technologically-savvy and equipped with various life skills from personal financial literacy to analytics and even artificial intelligence. We call this new initiative Student Holistic Empowerment.
“In this initiative, students will choose courses, as part of their electives, from four subject clusters ― Thinking Matters: Mind & Intellect; Emotional, Physical and Spiritual Intelligence: Heart, Body & Soul; Technology/Artificial Intelligence and Data Analytics: i-Techie; and Global Issues and Community Sustainability: Making the World a Better Place.
“This change is timely and will ensure that every graduate of UM is the best that any employer can find. This is our responsibility to our students,” she said.
She emphasised that the Student Holistic Empowerment subject clusters offered with every undergraduate programme will make every programme offered starting in 2020 essentially a new and improved one.
At UMT, programmes are being consolidated into lesser number of new programmes with more generic names according to the National Education Code (NEC), but with higher number of specialisation of study area that give students more options to choose from.
“The new programmes that we have in the pipeline are Bachelor of Mechanical Engineering Technology (Naval Architecture), Bachelor of Maritime Operation Management, Bachelor of Nanophysics, Bachelor of Data Analytics, Master in Tropical Biodiversity and Master in Tropical Marine Environment,” said Noor Azuan.
At UiTM, there are a number of new programmes in the pipeline ― Bachelor of Science (Hons) Eco-Technology and Bachelor of Creative Motion Design (Hons), and Diploma in Digital Audio Production, to name a few.
“The programmes are very much designed to be hybrid in nature, industry-based and relevant to the demands of IR4.0 and beyond,” said Mohamad Kamal.
UMK is set to offer two new programmes ― Bachelor of Accounting and a Bachelor of IT.
Noor Azizi said while there are similar courses, UMK’s differentiation this time is the designing and content of the courses are done together with close industry input and involvement and are meant to cater to real industry needs.
As part of the Malaysia Technical University Network (MTUN) which carries the Technical and Vocational Education Training (TVET) agenda, UniMAP is increasing the number of Bachelor of Technology (B.Tech) programmes.
The programmes in the pipeline are Bachelor of Technology in Automotive with Honours; Bachelor of Technology in Welding with Honours; Bachelor of Technology in Industrial Machining with Honours; and Bachelor of Technology in Building Construction with Honours.
“These programmes are crucial to facilitate students from vocational certification as opposed to Matriculation and STPM qualifications. As MoE has highlighted that UniMAP should offer programmes to cater for vocational and skilled qualification students, therefore, sufficient B.Tech programmes are crucial to be offered by all MTUN universities,” said R. Badlishah.
Universiti Teknikal Malaysia Melaka (UTeM) ― another MTUN university ― in a statement to Higher ED said new programmes that are in the pipeline include Bachelor of Technology in the Internet of Things (IOT), Telecommunication (focusing on 5G technology), Cloud Computing and E-Sports. The new programmes are jointly developed with industry leaders in the respective field.
INDUSTRY SAYS
To get insights into what the industry needs and demands, Nurmazilah said it is vital for universities to engage with industry and also professional and regulatory bodies for inputs, updates and direction.
As technology is a key disruptive force, it is vital that academics and universities embrace technology via engagement and advocacy.
“For example, in the context of accounting, while the basics of accounting such as manual double entries form the initial technical foundation, it is equally important that graduates be exposed to critical thinking and analysis as well as IT-related skills such as data analytics.
“Graduates would then be able to use these skills in the workplace to corroborate data and derive conclusions based on their organisation’s financial data and results.
“In addition, graduates must also be trained to understand and interpret accounting standards as they are principle based in nature.
“This requires good command of language as accountants have to be versatile on the application of accounting standards and not merely memorise the standards without proper understanding and thought processes,” she said.
Another example she gave relates to an organisation’s financial ratios.
“In the past, students were tasked with computing or crunching the numbers, rather than the interpretation of financial results which is a higher value-added skill.
“For graduates to be relevant in a world inundated with data which can be crunched by machines, they have to be trained to understand and interpret the results using tools such as analytics.
“This will enable them to provide the necessary value-added analysis and advisory in their organisations, making them relevant and indispensable,” she said.
Ganesh Kumar Bangah, chairman of the National Tech Association of Malaysia, said the main challenge that the IT industry often faces is not being able to find a candidate who fits into the technical roles they look for.
National Tech Association of Malaysia chairman Ganesh Kumar Bangah.
“There is often a mismatch between what we need and what the public university produces in their graduates. Their learning syllabus does not fit the requirements of today or tomorrow. This leads to the industry having to source for talents from private universities that have adopted a more current or up-to-date programmes for students,” he said.
One of the immediate areas that can be addressed is for public universities to take part in industry projects, and include representatives of the industry to co-teach the students. Universities can also opt to partner MNCs or any of the tech companies like some private colleges are already doing.
“While we understand the constraints of universities on policies etc, these policies need to change to accommodate the needs of today’s demands. Even the government is now moving into Industry Revolution 4.0 (IR4.0), the graduates will need to prepare themselves well.
“They can only do this if they get the right programmes, skills and training from the universities to become employable. Not only should students be academically ready but their social skills should also be improved, which covers their ability to speak and converse with people, be socially-inclined and can converse confidentially on various topics, too,” he concluded.
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.”
“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.
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.
MIER chairman Tan Sri Kamal Salih said other than English, being able to think, talk and communicate is critical especially in industry 4.0 that requires a lot of technology. — Picture by Yusof Mat Isa
KUALA LUMPUR, Oct 4 — In relation to the Shared Prosperity Vision 2030, Prime Minister, Tun Dr Mahathir Mohamed had outlined that there would be an emphasis on skills development as well as technical and vocational education and training (TVET).
The Malaysian Institute of Economic Research’s (MIER) chairman Tan Sri Kamal Salih in concurring with Dr Mahathir said the future called for workers with knowledge and skills and this meant there has to be flexibility in our education system.
“We really want to go forward, the Shared Prosperity Vision 2030 requires skills more than general education.
He cited the German dual education system, which Malaysia could benchmark against, where one could be a university student and work in the industry for a while, come back, and complete one’s degree.
“So you gain experience, you know the business world, you know the world of work, even before you graduate, therefore you can direct your reading, and your studies, to learn on what you like, learn from what you do in the industry, during your training,” he said.
He also pointed out Malaysian students’ lack of proficiency in English has been quite critical.
Kamal said other than English, being able to think, talk and communicate is critical especially in industry 4.0 that requires a lot of technology.
“You need to have knowledge. Future work is knowledge-intensive, the 3D jobs — difficult, dangerous, dirty jobs — will eventually be taken over by robots, either in air or in water, or in surface, to detonate bombs, they can fly and sprint, spray the fields and so on, maybe even one day catch fish,” he said.
He said human skills were needed for cognitive thinking, designing, rearranging, executing things and making decisions as well as communication and substance.
“If there is good communication, they’re on the internet, and the coverage is up to the rural areas, women can work from home, and if the home is in a rural area, women don’t have to come to the office, they can look after the children,” he said pointing out women need not drop out of employment to take care of their families.
Kamal Salih said one could work any time because the real-world economy is 24 hours, it’s on the internet. — Bernama
Comment: Many may not be aware that there’s already pathway for non SPM credit holders but with working experience, still can pursue higher education. I’m referring to the genuine local public or local universities (MQA approved programs), not those dubious or outright fake overseas online degrees.
Very soon, there will be a bridging program that caters specifically to TVET graduates with SKM & DKM to obtain a professional diploma or executive degree (minimum 20 years and above) to an IPTS in Klang Valley. Stay tune to this website for further updates or you may email to tvetuni [at] gmail.com with the following info:
1. Name 2. Contact 3. Address 4. SKM/DKM in which program & what level
Dah baca dan masih tak faham? Ikutilah taklimat SKM-PPT yang dianjurkan oleh setiap pejabat Wilayah JPK secara PERCUMA – Persediaan kepada calon mengambil SKM-PPT.
Diadakan setiap HARI SELASA MINGGU PERTAMA setiap bulan.
Kalau dah baca Panduan, dah ikuti Taklimat PERCUMA dan masih tak faham ataupun takda masa nak buat sendiri, BAYAR lor – dapatkan khidmat runding dari min 😀
Bergantung kepada perkhidmatan apa yang diperlukan, kosnya dari beratus hingga ribu, setiap Tahap.
PS: Bagi mereka yang dah ada SKM, berpengalaman 10 tahun ke atas (atau kurang tapi bidang baru/kritikal) dan minat jadi Pegawai Penilai kaedah PPT (PP-PPT), bolehlah ikuti kursus induksi PP-PPT minggu ni, 12-13 Okt di ISE Education Sdn Bhd, Keopng Metro Prima.
Education Minister Dr Maszlee Malik (3rd-right) presents a certificate to Human Resource Minister M. Kulasegaran (centre) and others who are part of the National Technical and Vocational Education and Training (TVET) Coordinating Body in Putrajaya. – NSTP
PUTRAJAYA: A National Technical and Vocational Education and Training (TVET) Coordinating Body will be established to combine various sectors into a single system.
Education Minister Dr Maszlee Malik said the body will be established to make sure that TVET, in the future, will be seen as a single entity.
“This is in line with the government’s hopes to make TVET a mainstream choice, instead of an alternative,” he said at the launch of the National TVET Campaign, here, today.
Also present at the event was Human Resources Minister M. Kulasegaran.
Maszlee said the establishment of the body and its objectives will be announced later.
He said the establishment of the body was among five cores of TVET revolution which will help create a skilled workforce by 2030.
“We will be focusing on a financial model to make sure funds are sufficient for TVET, the Shared Ownership Model, strengthening TVET Certification and a National Singular TVET Brand,” he said.
He said the five cores were the way forward and they will provide solutions to all issues pertaining to TVET.
“Among the issues are accreditation, lack of facilities and the TVET system. We are confident that all these problems can be addressed.”
Maszlee said that in order for TVET to be further empowered, a change of mindset was needed.
“We have to involve more industries to strengthen dual-training programmes. We need to shift from industry participation to industry partnership before it can eventually become an industry-led TVET,” he said.
On Aug 14, the Technical and Vocational Education and Training Empowerment Cabinet Committee (JKKPTVET) was set up as the government’s commitment to strengthen coordination and cooperation between ministries and stakeholders in the TVET system.
JKKPTVET comprised eight ministers, namely human resources, youth and sports, works, rural development, entrepreneur development, agriculture and agro-based industry, domestic trade and consumer affairs and education.
Present were JKKPTVET technical chairman Tan Sri Soh Thian Lai and Human Resources Minister M. Kula Segaran. Soh said based on surveys, the main issues and challenges for TVET education included community perception, where people saw it as having limited job opportunities.
“TVET providers also operate in silos, resulting in overlapping courses and creating confusion for students and employers.”
“It is the government’s policy to raise the level of skilled workforce to 35 per cent by 2020. To do so, we need to increase TVET student enrolment to 225,000 by 2020.”
The committee has held six townhalls, five workshops and numerous engagements to strategise the way forward for TVET.
“Based on a series of townhalls, engagements and sessions to support the TVET Empowerment Plan, 20 strategies and 15 recommendations have been proposed based on five pillars, namely governance, funding, industry, quality and branding,”
He also said some industry-led TVET collaborations remain as models for cooperation between the ministry and industry.
Maszlee said he hoped that TVET institutions would work together with universities and innovation agencies to introduce new technology to re-map the institutions according to industry demand.
The National TVET campaign, which runs until November, will include the search of TVET Valued Industry Partners (VIP) and TVET Influencers. There will also be a competition for the national TVET logo and slogan.
The ministry has set seven strategies to achieve these goals.
“The first strategy is to change from ‘train and place’ to ‘place and train’ educational concept; while the second one is to introduce a co-ownership model between the government and industries for equipment technologies, expertise and innovation.
“The third strategy is to establish an industry-based centre of excellence (CoE), while the fourth strategy is about introducing the TVET Valued Industry Partners (TVET VIP) to encourage industries to empower TVET.”
The remaining three strategies involve mobilising flat mobility of expertise to ensure coordination between industries and TVET institutes; creating employment oppurtunities and a level wage to make sure TVET graduates are paid well with good career prospects; and to set up Industry-led Competency Certification Bodies.
Comment: Hopefully, TVET Coordinating Body would finally be able to streamline everything into a single system. Else, it will just be another futile effort. Sad to say, Malaysia has many great blueprints & policies, but when it comes to implementation, really sucks. That’s why countries like South Korea that used to be on par with us during the 70’s are now much more advanced that us and countries that used to be behind us like Vietnam is fast catching up & gonna overtake us soon if we don’t buck up!
Prime Minister Tun Dr Mahathir Mohamad’s promise that technical and vocational education and training (TVET) will be prioritised to reskill the workforce. (NSTP/AHMAD IRHAM MOHD NOOR)
The Association for Community and Dialogue welcomes Prime Minister Tun Dr Mahathir Mohamad’s promise that technical and vocational education and training (TVET) will be prioritised to reskill the workforce.
Dr Mahathir said the poor were too poor compared with the rich and there was a need to increase their income, but not just by increasing their salaries.
The abilities and skills of our workers needs to be improved to become more productive. TVET will lead us to this goal.
The Human Resources and Education Ministries have a major role to play in information dissemination, especially to the Bottom 40 per cent (B40) group.
For our workforce to reskill and upskill themselves, a strategy to disseminate information to youth and workers is vital.
The International Labour Organisation’s Human Resources Development Convention says there is a need for continuous dissemination of employment information to ensure that information and guidance are available to children, young persons and adults, including programmes for disabled people.
This information and guidance shall cover the choice of an occupation, vocational training and related educational opportunities, employment situation and employment prospects, promotion prospects, conditions of work, safety and hygiene at work, and other aspects of working life.
The information and guidance shall be supplemented by information on collective agreements and of the rights and obligations of all concerned under labour law.
The convention builds awareness about rights of workers to human development, in relation to vocational training as well as rights under the labour law.
In Malaysia, it is vital that information on human resources development policies, skills training, labour and industrial laws are disseminated to the B40 group to encourage them to attend TVET education and learn about the importance of being aware of laws governing employment.
Parliamentarians, assemblymen and local councillors should disseminate information to the B40 group.
The government should reach out to opposition parliamentarians in this effort.
RONALD BENJAMIN Secretary, Association for Community and Dialogue
Source: www.nst.com.my/opinion
Comment: It’s not just the awareness, there are also other critical factors that’s affecting the uptake of TVET courses among the students. What the public is not aware is that there are many students, especially B40 group, could not pursue TVET education due to lack of financing from PTPK (this affects many private providers and directly affects the livelihood of the TVET lecturers, who are mainly in the B40 group as well. Though public TVET institutions provide courses Free or at minimal fees, there are other challenges as well.
PUTRAJAYA – Kementerian Pendidikan mahu bidang Pendidikan dan Latihan Teknikal dan Vokasional (TVET Malaysia) dijadikan pilihan utama @ TVET Pendidikan Utama dan bukan lagi sebagai cabang alternatif. Menteri Pendidikan, Dr Maszlee Malik, berkata, beliau juga mahu TVET Malaysia dilihat sebagai suatu entiti tunggal yang besar dan seragam, tidak terpecah-pecah dan sekali gus berkongsi suatu sistem kuat serta menyeluruh.
“Semua tindakan telah kita lakukan khususnya, menubuhkan Badan Penyelaras TVET Negara yang sekali gus menyatukan TVET Malaysia di bawah satu bumbung dan sistem tunggal yang lebih berdaya saing.
“Secara ringkasnya, reformasi TVET akan berpaksikan lima tonggak utama, iaitu menubuhkan Badan Penyelaras TVET Negara, memberi tumpuan kepada kecukupan modal pembiayaan, membangunkan modal pemilikan bersama.
“Ini termasuk juga memperkasakan persijilan TVET (Industri) dan menjenamakan TVET dengan nama baharu TVET Kebangsaan Tunggal,” katanya.
Belia berkata demikian dalam ucapannya sempena Sesi Dialog Kementerian Bersama Industri untuk Memperkasakan TVET.
Turut hadir pada sesi dialog itu, Menteri Sumber Manusia, M Kulasegaran; Presiden Persekutuan Majikan-majikan Malaysia (MEF), Tan Sri Azman Shah Haron dan Pengerusi Teknikal Jawatankuasa Kabinet Pemerkasaan TVET, Tan Sri Datuk Soh Thian Lai.
Turut terlibat 40 wakil organisasi dalam kalangan persatuan perdagangan dan industri, perniagaan dan pembekal perkhidmatan TVET.
Kata Maszlee, Rancangan Malaysia ke-11 (RMK11) secara spesifik telah menyatakan bahawa TVET adalah pemacu perubahan di mana kerajaan mensasarkan 35 peratus pekerja mahir dapat dihasilkan menjelang 2020.
“Kemahiran profesional ini haris diangkat sebagai pendidikan dan kerjaya pilihan utama.
“Usaha kerajaan untuk merealisasikan aspirasi tersebut melibatkan sistem akreditasi yang diharmonikan dengan jaminan kualiti bagi membolehkan mobiliti pelajar antara institusi TVET merentas kementerian,” katanya.
Beliau berkata, setiap institusi pendidikan dan latihan TVET perlu bekerjasama dengan universiti serta agensi inovasi untuk memperkenalkan teknologi baharu yang boleh dimanfaatkan industri.
“Usaha ini secara tidak langsung dapat meningkatkan permintaan industri terhadap graduan TVET. Selain sejajarkan hala tuju institusi TVET dengan keperluan industri, terutamanya dalam menuju Revolusi Industri 4.0,”katanya.
Sementara itu, mengulas mengenai majlis yang dianjurkan, Maszlee berkata, Jawatankuasa Kabinet Pemerkasaan TVET melancarkan Kempen TVET Kebangsaan yang membabitkan pelancaran logo dan slogan, pencarian TVET Influencer dan Anugerah TVET Valued Industry Partners (VIP).
Kempen ini berlangsung sehingga bulan November ini adalah salah satu strategi utama bagi memperkasakan TVET di Malaysia @ menjadikan TVET Pendidikan Utama,” katanya.
Beliau berkata, reformasi TVET menerima lima tonggak yang akan diwujudkan di bawah komuniti teknikal, iaitu pentadbiran, kualiti, industri, kewangan dan pengurusan.
“Lepasan TVET juga akan dipertingkatkan dengan teknologi dan kemahiran terkini bagi meningkatkan produktiviti, seterusnya mengurangkan kebergantungan kepada pekerja asing,” katanya ketika berucap di Sesi Dialog, Memperkasa TVET, Kementerian bersama Industri.
Tambah beliau, kementerian juga akan memberikan kira-kira 70 peratus tempoh latihan dalam sektor industri dan perkilangan kepada pelatih.
“Setelah tamat latihan, pelatih berpeluang memperoleh gaji yang lebih tinggi kerana telahpun didedahkan dengan budaya kerja dan mempunyai pengalaman,” katanya.
Tujuh strategi untuk Pembangunan Aliran TVET Negara
Mengubah konsep pendidikan tradisional daripada train and place kepada place and train.
Perkenalkan Co-Ownership Model antara kerajaan dan industri untuk peralatan, teknologi, kepakaran dan inovasi.
Excellence (CoE) agar wujud Wujudkan Industry-Based Centre of penyelarasan antara semua institusi TVET untuk mengoptimumkan sumber dan dana kerajaan.
Flat mobility of expertise iaitu untuk memastikan wujudnya penyelarasan antara industri dan pusat pendidikan TVET.
Employment Opportunities and Wage Level untuk memastikan graduan TVET mendapat gaji lumayan, serta memperoleh laluan kerjaya yang jelas dan terjamin.
Industry Led Competency Certification Bodies (Model German Dual Vocational Training). Pengiktirafan ini akan diterajui oleh industri untuk mengelakkan pertindihan.
The Manpower Department under MOHR signed a Memorandum of Understanding (MoU) with the China Education Association for International Exchange (CEAIE) during the 2019 China-ASEAN Vocational Education Exhibition and Forum.
The MoU will be a concrete platform for both countries to share knowledge and expertise through the exchange programmes. Considering China’s rapid advancement particularly in IR4.0 technologies, Malaysia hope to learn and tap on China’s technologies; especially in areas which China has distinct advantages.
Minister of Human Resources M Kula Segaran who was present explained that one major challenge was meeting the requirement of new technologies associated with the Fourth Industrial Revolution (IR4.0), as well as embedding the TVET curriculum with soft skills relevant to IR4.0. The Ministry aspires to train the future skilled workforce that are competent in technologies associated with the Fourth Industrial Revolution (IR4).
Some of the key technologies that are frequently associated with IR4 are Artificial Intelligence (A.I), robotics, Internet of Things (IoT), and additive manufacturing or 3D printing. Considering China’s rapid advancement particularly in IR4 technologies, it makes sense for Malaysia to learn from China in some of the areas that China has a distinct advantage.
Underlining the importance of International collaboration, the Minister also said ASEAN and China could work together to uplift the standard and quality of TVET education through the sharing of best practices, expertise, knowledge and joint research.
Even within ASEAN, we should come up with a common standard as a regional benchmark to harmonise TVET education.
He said MoHR puts a strong emphasis on the importance of international cooperation in TVET either at bilateral or multilateral levels. We recognize the importance of having China as a strategic partner in TVET.
The ministry also values the engagement and support of all the key stakeholders for making TVET a success story that will yield great benefits for Malaysia and any international collaborators.
Prepared by: Ministry of Human Resources 25 September 2019
Comment: It’s not only the Germans or Americans that we learn IR4.0 from, advanced Asian countries like Japan & China are equally strong in these areas. It’s good that our country is open to collaborate with any countries that are more advanced than us in these areas.
.jpg)
