Ini adalah makluman terkini (belum diwawarkan secara rasmi oleh CIAST lagi) tapi bolehlah buat persiapan awal.
Prosedur pengeluaran sijil induksi mungkin bakal dicetak oleh calon sendiri melalui www.skkm.gov.my. Jadi semua calon WAJIB daftar di www.skkm.gov.my & semak keputusan serta cetak sijil sendiri kemudian. Mohon maaf atas segala kesulitan yang mungkin timbul dengan prosedur baru ini.
Nota: Ini melibatkan semua sijil yang masih tertunggak sejak persaraan Ketua Pengarah yang lalu pada bulan Mac 2019. Jika anda belum ikuti salah satu induksi PP-PPD-PPB, PP-PPT atau PPL, bolehlah rujuk jadual induksi 2019 disini.
This is the latest update (not officially announced in CIAST website yet) and you should be prepared for it earlier.
Highly possible NEW procedure of cert printing: You may need to print your own cert via www.skkm.gov.my later when their (JPK/CIAST) system is ready (estimated another 1-2 months again). So YOU MUST register yourself at www.skkm.gov.my coz they may not be printing out cert anymore. Sorry for inconveniences caused (on behalf of CIAST/JPK)
Note: This affects all outstanding certs since the retirement of the previous JPK Director General in March 2019. If you have not attended either PP-PPD-PPB, PP-PPT or PPL induction course, you may refer to 2019 induction course schedule here to plan your schedule.
KUALA LUMPUR (Aug 1): The Malaysian Technical University Network (MTUN) and Siemens Malaysia have inked a landmark collaboration that is set to prepare university graduates for the eventual world of systems integration.
MTUN and Siemens signed a letter of intent today as a symbolic significance that is meant to be a precursor to the memorandum of understanding agreement to be inked later in October.
In a statement today, Siemens said following this letter of intent, a new degree program called the Bachelor of Technology (Hons) Degree in Industrial Electronic Automation will be launched, with the first intake of students to be enrolled on Sept 1.
MTUN is an umbrella network of four universities, namely Universiti Malaysia Perlis (UniMAP), Universiti Tun Hussein Onn Malaysia (UTHM), Universiti Teknikal Malaysia Melaka (UTeM), and Universiti Malaysia Pahang (UMP).
Siemens said ths collaboration is divided into two phases, with the first phase of student enrolment undertaken by UniMAP and UTHM as official pioneers to the start of the course.
It said UniMAP and UTHM will have 30 students each for this September intake, while Phase 2 will follow suit at a later stage for the two other institutions, namely UTeM and UMP.
This industry-education partnership for both MTUN and Siemens marks the first-of-its-kind cooperation that is rare even within the sector, embedding industrial training and software learning into the academic curriculum throughout the student’s degree over 3½ years.
It will see Siemens’ Total Integrated Automation modules being taught across the different disciplines for the syllabus which has been co-developed between Siemens Malaysia and the respective university.
During this time, industrial training will be provided for 1½ years and the two remaining years will be for classroom learning.
Upon graduation, students will be able to earn not just their Honors degree from a locally accredited university but also a professional certification from Siemens as qualified and versatile system integrators.
Siemens Malaysia senior vice president and head of digital industries Adam Yee said the launch of the Bachelor’s degree program is a further extension of the firm’s continuous efforts to its existing Siemens Innovation and Resources Training Center (SITRAIN) program that has already produced many skilled graduates for the technical and vocational education and training (TVET) pipeline sustainability, and reaffirms Siemens as the nation’s preferred technology and education partner for TVET and industry 4.0.
Meanwhile, UniMAP Faculty of Engineering Technology (Electronic Department) lecturer Ahmad Nasir Che Rosli said this collaboration with Siemens Malaysia will open up opportunities for MTUN students to undergo industrial attachment with Siemens partners and customers.
“The involvement of industries in developing the Bachelor of Technology curriculum has been very encouraging. In fact, MTUN has always engaged with the industries right from the start of the development process. Our practice is to have a series of workshops and meetings organized together, be it at MTUN level or the university level itself,” he said.
Source: www.theedgemarkets.coms
Comments: This is indeed a first of it’s kind and hopefully, more TVET industries would collaborate with TVET institutions, government or private, whether at certificate (SKM), diploma level (DKM) or advanced diploma (DLKM)
Continuous efforts in strengthening technical and vocational education and training (TVET) has yielded success, according to the Malaysia Education Blueprint 2013-2025 Annual Report 2018. — NSTP/ASWADI ALIAS.By Sarah Rahim, Hana Naz Harun – July 29, 2019 @ 7:34pm
KUALA LUMPUR: Continuous efforts in strengthening technical and vocational education and training (TVET) has yielded success, according to the Malaysia Education Blueprint 2013-2025 Annual Report 2018.
Education Minister Dr Maszlee Malik said the significant achievements include an increase in TVET graduates’ employability from 12,803 in 2017 to 13,740 last year (2018).
Since helming the ministry, various initiatives were introduced to make TVET a career pathway of choice among students.
The initiatives include having a TVET Empowerment Committee to develop a new policy relevant to industrial needs, apprenticeship, professional certification, entrepreneurship and community college certification pathways.
The ministry also collaborates with industry players, Malaysia Digital Economy Corporation Sdn Bhd, as well as Pondok Perdana to empower and value-add the skills of ‘pondok’ students through structured and organised programmes.
Maszlee was presenting the annual report at Sasana Kijang. Also present was Deputy Education Minister Teo Nie Ching.
He also said the pioneer Zero Dropouts programme had reduced the percentage of dropouts by 26.1 per cent for secondary students and 25.6 per cent for primary students.
“Perlis succeeded in getting 100 per cent dropouts to enrol back in schools from August to November last year,” he said.
Among other highlights include a jump in national pre-school enrolment from 84.3 per cent in 2017 to 85.4 per cent last year.
Maszlee also said the number of schools which had excelled in incorporating the Higher Order Thinking Skills rose from 13 in 2017 to 189 last year.
Despite the achievements, Maszlee said there were still overall improvements that were needed.
He said the ministry still faced various challenges on culture, monitoring and resolution, and the ability to effectively engage stakeholders.
“In my opinion, these challenges are the main cause as to why some of the initiatives have been interrupted or stopped.”
Maszlee also said the ministry was looking into the blueprint to ensure of its relevance.
“We have the same vision and mission, but we need to drastically improve our execution,” he said, adding that the National Education Policy Review Committee had found after a six-month evaluation that although the blueprint was still relevant, there were several bold changes that needed to be carried out.
“It is not the time yet to reveal the details of the suggestions by the committee but the basic concept would include realigning the grading approach based on age or single education pathway,” he said, adding that a complete report was expected to be ready by year end.
School leavers with the ambition of becoming professional drone pilots can soon take a course on Drone Piloting under a vocational programme at colleges and polytechnics around the country.
With the launch of this standard, vocational and private educational institutions can now offer Drone Piloting courses under the Technical and Vocational Education and Training (TVET) programme and be awarded the SKM (Sijil Kemahiran Malaysia) or a Malaysia Skills Certificate.
At the moment, several private organisations have been offering courses in various aspects of drone operation; for mapping, facilities inspection, progress report (for property developers and construction projects), film and drama production, news, the acquisition of aerial footage and photographs.
These courses last from two days (for basic operation of a drone) to a few days covering the various aspects of drone piloting for specific purposes such as mapping.
Before the launch of the NOSS Standard, formal government-recognised certification for drone piloting courses were not available for the aspiring pilot.
As the usage of drones expands, beyond a hobby to industrial use, the need for trained pilots who have gone through structured instructions based on an accepted and recognised national standards, become increasingly pressing.
Especially now that the word ‘drone’ appears in the media daily from all over the world; both negative and positive news.
But it is always the negative aspects that capture the public’s imagination and it is up to the industry to dispel negativity and myths that surround drones.
One positive effort is the adoption of formalised training for drone operators; people who not only know how to operate them safely within the limitations of each type of craft but who are also aware of the legal and regulatory requirements in the operation of drones.
Sometime in 2017, Malaysia Unmanned Drones Activist Society (MUDAS), a non-governmental organisation devoted to the development and advancement of drones in the country, initiated discussions with the Department of Skills Development or Jabatan Pembangunan Kemahiran (JPK) to develop a formal curriculum for the training of drone pilots under the vocational programmes of the many polytechnics and colleges spread throughout the country.
MUDAS is a non-governmental organisation devoted to the development and advancement of drones in the country.
L – R: Khairul Arriffin Aziz, CEO AECA Solutions William Alvisse, MUDAS Executive Secretary Mohd Noor Rahim, MUDAS Deputy Chairman, Hj Zaid bin Mat San, Deputy Director Curriculum Unit, NOSS (Photo by Haidar Abu Bakar)
The NGO has been in the forefront of promoting dialogue with government agencies that are involved in regulating and controlling the nation’s airspace, the Civil Aviation Authority of Malaysia (CAAM), the Jabatan Ukur dan Pemetaan Negara (JUPEM), the survey and mapping department, which has traditionally been the authority overseeing aerial photography, especially mapping because of its implications on national security, and other organisations that have direct and indirect interests in the operation of ‘drones’.
“MUDAS initiated contact with JPK in late 2017 to moot the idea of drone pilot training under the National Occupational Skills Standard (NOSS) programme,” said Executive Secretary William Alvisse.
“In mid-2018 an expert panel was formed comprising of representatives from CAAM, Jupem and MCMC (Malaysian Communications and Multimedia Commission) to create the current Curriculum,” Alvisse added.
Husni Faiz, a graduate of Electrical Power Engineering and a full-time pilot under BIP Studio and drone piloting trainer welcomes the NOSS Standards.
Husni Faiz, professional drone pilot and trainer
“It’s vital for those intending to be professional drone pilots undergo formal training such as the structure that is recommended in the NOSS standard.
“While recreational flyers may not need the entire course structure, it would be a good idea if parts or modules of that could be offered to training companies to train the hobbyists and recreational flyers,” he added.
Husni also trains pilots under his Akufly Academy.
“Having the NOSS training standard is good for the industry, said Kamarul A Muhamed, CEO of the Aerodyne Group.
Kamarul A Muhamed CEO Aerodyne Group
Aerodyne operates in 11 countries and is regarded as the premier drone services company, providing integrated managed solutions for the petroleum, civil engineering and facilities industry.
It employs 300 people, 1/3rd of whom are drone pilots.
“A structured drone piloting course will increase the level of competence and will lead to better safety and quality of operations,” he added.
Currently, Aerodyne trains its local pilots locally and in-house following the structure set by training schools in the UK and Australia where some of their pilots and trainers have been trained. The company then structure their training based on the training syllabus of these schools.
The Aerodyne pilots operating in their international markets are trained at authorised training schools for certifications should this be available in that particular country.
As a renowned global drone services company, recruitment isn’t an issue with many would-be pilots clamouring to join the group.
“The challenge, however, is in getting good technical pilots with the right mentality for enterprise-level work,” Kamarul said.
Kamarul lists technical ability, having a global mindset, the ability to communicate well and good and diligent in report writing, and problem-solving skills as the key factors he looks for in a candidate.
Drone Academy Asia provides training for drone operators and its graduates receive a “globally recognised DJI certificate”.
A representative of the academy said that they believe a formalised course structure is needed for the industry and that they are studying the NOSS standard and framework.
Located at the Cyberjaya Innovation Hub, Drone Academy offers courses in Aerial Mapping and Surveying, Precise Aerial Mapping and a Human Resource Development Fund (HRDF) claimable Professional Drone Operator course.
The idea for a structured course, leading to certification is to produce well trained and competent workforce to meet the requirements of drone service companies to handle flights for mapping, facilities and structure monitoring, agriculture to name just three areas where drones are being increasingly used.
“There are two levels, Level 2 and 3 with 1,200 hours and 1,300 hours of training respectively,” said Alvisse.
“Upon completion of the training, candidates will be awarded an SKM (Sijil Kemahiran Malaysia) certificate,” Alvisse added.
“Just a word of caution though,” Kamarul said.
“In the long term drone piloting will be limited in requirements as the industry moves into pilotless autonomous operation.”
Which will then necessitate an overhaul of the training syllabus?
MALACCA: The Human Resources Ministry intends to establish a Technical Education and Vocational Training (TVET) integrated city which brings together universities, industries and innovation generating centres to uphold the future of TVET.
Deputy Human Resources Minister Datuk Mahfuz Omar said the city would probably be built in Tanjung Malim, Perak on land owned by the ministry comprising an area of 24.28ha but the development of the city depends on the success of the programme or initiative implemented by the Malaysian Technical University Network (MTUN).
“The suggestion includes the construction of a new TVET university proposed to the Human Resource Minister and he responded positively as it is a positive initiative besides the ministry has vacant land in Tanjung Malim.
“I think the location is suitable because there is Proton, Sultan Idris Education University and it can be a great city from the academic, technical and industrial aspects,” he told reporters after launching a strategic technology programme at MTUN here, today.
Also present was Department of Skills Development deputy director-general Suimi Abdul Majid and Universiti Teknikal Malaysia Melaka (UTeM) vice-chancellor Prof Dr Raha Abdul Rahim.
Commenting further, Mahfuz said the TVET integrated city was one of the ministry’s efforts to increase parents’ confidence to send their children to pursue TVET courses as well as guaranteeing a better future for graduates of the field.
Source: Bernama
Comment: Another infrastructure project? Why waste more money to build a new TVET university? The money can be better used for so many things, among them are: 1. Incentivisze the industry to collaborate with existing public TVET universities & skills training institutions that the 7 Ministries has in existence. 2. Create digital & off-line campaigns targeted at youths from both the urban & rural areas 3. Enhance the trainers teaching capability 4. Revise many outdated curriculum, in line with the digital & IR4.0 movement.
There are so much more that could be done instead of just wasting more money to build more infrastructure. Anyway, that’s just admin’s humble opinion, what say you?
A key aspect of the skills mismatch is between academic qualifications and technical and vocational qualifications. Malaysia’s Education Blueprints emphasise technical and vocational education and training (TVET) as essential for the needs of the labour market and economy. However, only 13% of all upper secondary students are pursuing TVET courses, while at the higher education level less than 9% are in polytechnics. It has often been noted that students and their parents regard TVET as an inferior educational pathway, ‘dead end’ and for the academically challenged. But, in fact, according to the School to Work Transition Survey (SWTS), both young job seekers and young workers consider TVET as the most useful qualification for getting a good job—the reasons for the mismatch/misperception need to be addressed. For example, the salary differential could be an important reason; the SWTS found that there is a significant wage differential between TVET graduates and those with other types of hard skills.
Only 1% of all Chinese and 4% of Indian secondary school students are pursuing technical and vocational education as compared to 15% of Bumiputera students. Despite the government’s recognition of technical and vocational education and training (TVET) as critical to meet the demands of industry and contribute to economic growth, TVET is still not attractive as an education pathway choice. A number of reasons have been identified, including the fact that TVET graduates and practitioners are not recognised as professionals and, therefore are not able to demand higher wages and career advancement. Those from such schools also have limited access to higher education institutions (EPU (n.d., pp.9-4 to 9-7). TVET is often negatively perceived as the second or last choice and only ventured into by those who do not have good academic qualifications (Cheong and Lee (2016)).
To get a good job, the most useful qualification is professional… The students were asked about the education or training they consider most useful for getting a good job (Table 2.5).
All students, irrespective of ethnicity, gender or urban-rural location, prioritise professional qualifications. This view is clearly in line with their strong preference for professional occupations.
Overall, technical and vocational skills training is the next most important qualification, after professional qualification, to get a good job – this is striking in that it contrasts sharply with the relatively low attendance in TVET schools noted in Chart 2.3.
The secondary school students appear to be aware of the importance of TVET for the job market but would rather pursue an academic education. Chinese students do not find technical and vocational skills training to be particularly important (this may be linked to their relatively low attendance at TVET schools); they put more emphasis on internships and on-the-job training and also on business management degrees. In fact, all ethnic groups recognise the importance of apprenticeship training and work experience for getting a good job. This very likely reflects their perception that employers want to hire those with work experience and that a major reason why they do not easily get jobs upon completing their education is that they do not have practical experience.
Malaysian youth can pursue an academic pathway to acquire a higher education qualification or they have the option of technical and vocational education and training (TVET) programmes that lead to the award of skills qualification (at certificate-Sijil Kemahiran Malaysia, diploma-Diploma Kemahiran Malaysia or advanced diploma-Diploma Lanjutan Kemahiran Malaysia levels). The TVET programmes are currently offered by various ministries, government agencies and private sector institutions, leading to unintended competition and duplication (MOE (2015, p.4-4)). Currently, there is a perception that TVET qualifications offer fewer attractive career and academic progression, thereby limiting the number of students who apply for such courses. The aim of the government, therefore, is to “move from a higher education system with a primary focus on university education as the sole pathway to success, to one where academic and TVET pathways are equally valued and cultivated” (Ibid., p.E-13. In addition, a TVET Masterplan is currently under study to develop skilled talent to meet the growing and changing demands of industry, promote individual opportunities for career development and ensure that the country has the skilled technical workforce it needs to reach high income status)
To get a good job, they consider TVET the most useful qualification… The job seekers, in particular the Bumiputeras and Others, identify TVET as most useful for getting a good job (Chart 4.20). This is striking when contrasted with the low ranking given to TVET by tertiary students (20% of job seekers as compared to 12% of tertiary students). It is also striking given that less than 5% of the job seekers have such qualifications (as shown earlier in Chart 4.3). The Chinese and Indian job seekers, on the other hand, feel that a professional qualification is most useful. Among all job seekers there is recognition of the usefulness of on-the-job training and apprenticeships; they recognise that work experience often counts in getting a job.
The salary range for new workers
Mean salaries offered for those with TVET qualifications are quite significantly below those for university graduates—which may help to shed light on why TVET qualifications are not popular among the young.
Employers from the public sector, public listed companies and also private contractors prefer undergraduates from local universities for skilled jobs. Other employers who indicate a preference for TVET graduates in skilled jobs include sole proprietors, private limited companies and especially private contractors. For the low-skilled or manual workers, employers do not have strong educational preferences; where there are preferences it is worth noting that the public sector and public listed companies indicate a preference for TVET graduates.
Overhaul the current TVET system A plethora of weaknesses has been identified in the current TVET system and solutions proposed with little sustainable impact to date. The establishment by the government of a National Taskforce to reform TVET holds promise of real change—that will happen only if there is a complete structural overhaul of the system to:
– Ensure strategic coordination, importantly, by bringing the diverse and huge number of training providers (over 1,000 public and private TVET institutions) under a single effective governance body that can provide quality assurance for the skill outputs from the different institutions; – Prioritise a demand-driven approach by ensuring close industry involvement to realistically relate training to workforce needs, including providing incentives for employers to offer WBT; – Establish a relevant and reliable competency standards and qualifications framework for better matching and to facilitate entry of TVET graduates into universities; and – Raise the status of TVET, including through gender-sensitive labour market information and career guidance, including introducing role models. A review of salary differentials between TVET graduates and those from other educational streams could also shed light on the issues that need to be addressed.
Source: Excerpts from Khazanah Research Institute (KRI) 2018
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.
PUTRAJAYA: The government has called on Malaysia’s major industry players to support its technical and vocational education and training (TVET) agenda.
Prime Minister Tun Dr Mahathir Mohamad said the government recognises TVET as one of the keys in the country’s aspiration to become a developed nation.
“Graduates from TVET programmes that are joint ventures between public TVET institutions and multinational companies have proven to be successful, where almost 90% of TVET graduates have been able to get a job after graduation.
“Because of this, the major players such as public and private TVET institutes should get out of their comfort zone and find effective solutions.
Dr Mahathir added that producing more skilled manpower would reduce the country’s dependence on foreign workers.
“The government will continue to strive to enhance the capacity of Malaysian youths in TVET to ensure the needs of high technology industries can be met by local workers.
“This will also change the labour market in which the government can prioritise producing more highly skilled jobs that offer high income.
“This is in line with our efforts to attract high quality investments to this country,” said Dr Mahathir.
Later, Dr Mahathir engaged in a dialogue session with chief executives of the industry. Also present was Human Resources Minister M. Kulasegaran.
The theme of the two-day conference is “Human Capital Development to Enhance Future Skills Agenda”.
Kementerian Sumber Manusia telah menyiapkan pelan tindakan (blueprint) 2025 di bawah Majlis Pembangunan Kemahiran Kebangsaan yang membabitkan enam kementerian untuk meluaskan lagi projek Latihan Vokasional dan Pendidikan Teknikal (TVET).
Timbalannya, Datuk Mahfuz Omar berkata, program Tahfiz TVET merupakan langkah pertama untuk meluaskan lagi latihan kemahiran kepada anak muda Tahfiz mengikut keperluan industri semasa.
Katanya, kementerian akan bekerjasama dengan Kementerian Pendidikan Malaysia (KPM) untuk merancakkan TVET secara lebih baik dengan elemen Tahfiz yang dibawa.
“Kita sedang dalam memasukkan pelan ini ke dalam Rancangan Malaysia Ke 12 supaya menjadi persiapan untuk kita lebih bersungguh-sungguh menyediakan dana mencukupi terutama dalam menghadapi Industri Revolusi 4.0.
“Saya harap dengan adanya TVET Tahfiz ini, perhubungan dua latar belakang yang berbeza dapat dipertemukan di mana tenaga pengajar tahfiz sedikit sebanyak dapat mempelajari ilmu kemahiran Industri Automasi dan Robotik. Malah guru TVET juga dapat memahami tentang Tahfiz.
“Saya menyeru ibu bapa supaya tidak bimbang untuk hantar anak-anak mereka dalam program TVET Tahfiz ini malah kita harus lihat sebagai salah satu masa depan mereka untuk mendapatkan peluang pekerjaan,”katanya.
Beliau berkata demikian kepada pemberita selepas majlis Perasmian TVET Tahfiz dan Sambutan Aidilfitri Encounter Corridor Training Centre (ECTC), di Galleri Klang Sentral, hari ini.
Datuk Mahfuz Omar beramah mesra dengan pelajar tahfiz dalam majlis yang diadakan hari ini.
Turut hadir, Ketua Pegawai Eksekutif (CEO) Enter Coridor, Ahmad Radzi Yusof; Pengetua Maahad Tahfiz Al Quran Wa As Sunnah (MTAQWA’S), Ahmad Zaki Abdul Latif; dan Ahli Dewan Undangan Negeri (Adun) Meru, Mohd Fakhrulrazi Mohd Mokhtar.
Dalam majlis sama, beliau turut menyokong pendekatan ‘MenTVETkan tahfiz dan menTahfizkan TVET’ sebagai salah satu agenda yang dibawa oleh kerajaan untuk memperkasakan pendidikan Tahfiz.
Katanya, peluang tersebut akan membuka peluang lebih luas kepada pelajar tahfiz menceburi bidang kemahiran yang diiktiraf Jabatan Pembangunan Kemahiran (JPK) tanpa mengabaikan hafazan mereka.
“Saya juga berharap Jabatan Zakat dapat tampil membiayai memberikan dana kepada anak-anak tahfiz untuk program tvet yang sudah tentu akan membentuk pemikiran baru di luar kotak dimana Tahfiz tidak semestinya menjadi imam dan bilal sahaja apabila mereka keluar bekerja kelak,”ujarnya.
Sementara itu, Ahmad Radzi berkata, program TVET Tahfiz sama sekali tidak mengganggu proses pembelajaran dan penghafazan anak-anak Tahfiz.
Malah katanya, program ini dapat memberikan penekanan bersifat ‘serampang dua mata’ membabitkan latihan kemahiran dan menghafaz al-Quran kepada pelajarnya.
“Waktu belajar dan menghafaz mereka tidak akan terganggu. Program hafazan hanya akan berlangsung pada sebelah malam. Manakala program latihan TVET ini bermula jam 8pagi sehingga jam 5 petang.
“Untuk pilot project yang pertama kali di adakan ini, pengambilan pelajar tahfiz untuk sesi pertama latihan TVET seramai 35 orang,”ujarnya.
Program hari ini turut menyaksikan tandatangan memorandum persefahaman antara ECTC dan MTAQWA’S.
Komen: Min cuma ingin tahu, kursus TVET tahfiz ni akan dapat sijil apa nanti? Pastinya bukan Sijil Kemahiran Malaysia (SKM) kan? Siapa boleh tolong jawab?
The technical and vocational education training (TVET) for Indian participants at a Johor training centre is being funded by a trust for Indian Malaysians that has been in existence since 2013, says the Human Resources Ministry.
The ministry was responding to criticism that alleged only Indian participants received fee exemptions.
In a statement today, the ministry said the exemptions are for diploma and certificate courses, and added that it is also working to expand the exemption to the B40 group and Orang Asli participants.
Earlier today, Parti Bumiputera Perkasa Malaysia (Putra) highlighted that some parents who sent their children to the Industrial Training Institution in Johor had vented their frustration over Indian students being purportedly exempted from paying fees.
In a statement, the party accused the Human Resources Ministry of abusing its power and misusing public funds for race-based purposes.
The Human Resources Ministry said, meanwhile, that RM5 million was allocated in Budget 2019 to encourage up to 2,000 Indian youths to choose TVET courses.
As of July 1, some 356 Indian youths had enrolled in short-term courses, and the ministry is expecting 218 more to enrol in diploma and certificate courses for the July 2019 session.
The ministry pointed out that this is not the first time an initiative for Indian youths has been implemented.
It said the Youth and Sports Ministry allocated RM11.6 million from 2013 to 2015 for a TVET initiative which involved 671 Indian students.
Source: www.malaysiakini.com
Comment: All communities should not be left out in the opportunity for education in Malaysia, especially the B40 group. There are certain extremist group in social media & NGO that’s trying to create hatred among the Malays towards other races in Malaysia, as well as portraying that the current PH government is incapable by specifically targeting some Ministers. DO NOT MIX education with race & politics!
