Tag Archives: Technical and Vocational Education and Training (TVET)

TVETi – Sijil Pengajaran TVET Yang Meluaskan Peluang Mengajar Anda

Kursus Induksi PP-PPD/PP-PPT/PPL, VTO/I-031-3:2014, , , , , , , , , ,

TVETi (TVET Instruction)

TVETi adalah singkatan kepada TVET Instruction atau dalam Bahasa Malaysia dikenali sebagai Pengajaran TVET.

Kod NOSSnya adalah P853-002-4:2021, Tahap 4@Diploma Kemahiran Malaysia bidang Pengajaran TVET.

Pengajar TVET adalah individu yang mampu menjalankan latihan berkaitan pekerjaan yang berkesan untuk membantu belia dan dewasa dalam pembelajaran sepanjang hayat, latihan pekerjaan dan pembangunan kemahiran. Mereka terlatih secara teknikal, mahir dalam trend industri dan amalan terbaik serta kecekapan dalam menunjukkan kualiti latihan yang berprestasi tinggi
untuk dunia pekerjaan. Dalam konteks Malaysia, pengajar kemahiran adala seorang yang bertanggungjawab untuk latihan kemahiran dengan membimbing, menyelia dan menilai keupayaan pelatih untuk mengasimilasikan aspek teori dan praktikal latihan (The Commissioner of Law Revision Malaysia, 2006).

Secara ringkasnya, pengajar TVET adalah kunci pemboleh (key enabler) yang menentukan kemahiran tenaga kerja masa depan (UNESCO-UNEVOC, 2020).

Secara amnya, pengajar TVET Malaysia ditetapkan untuk melatih secara formal dan tidak formal pembelajaran di institusi berasaskan latihan@Pusat Bertauliah JPK untuk beberapa kementerian persekutuan yang memiliki, membiayai dan mengendalikan sektor awam TVET, termasuk, tetapi tidak terhad kepada:

a) Kementerian Sumber Manusia: Institut Latihan Perindustrian (ILP), Lanjutan Pusat Latihan Teknologi Tinggi (ADTEC), Institut Teknikal Jepun-Malaysia (JMTI) dan Pusat Latihan Pengajar dan Kemahiran Lanjutan (CIAST);
b) Kementerian Belia dan Sukan: Institut Kemahiran Belia Negara (IKBN), Institut Kemahiran Tinggi Belia Negara IKTBN, Akademi Kemahiran Belia Golf (AKBG);
c) Kementerian Pertanian dan Industri Makanan: Institut Pertanian, Institut
Perikanan dan Institut Veterinar;
d) Kementerian Kemajuan Luar Bandar dan Wilayah: Kolej Kemahiran Tinggi Mara (KKTM), Institut Kemahiran Mara (IKM), MARA-Japan Industrial Institut
(MJII), GIATMARA;
e) Kementerian Pelancongan dan Kebudayaan: Institut Latihan Pelancongan;
f) Kementerian Kerja- Akademi Binaan Malaysia dan
g) Kementerian Pertahanan: Institut Perhebat.

Selain itu, agensi awam lain seperti Bahagian Pendidikan dan Latihan Teknikal Vokasional (BPLTV), Kementerian Pendidikan; Politeknik dan Komuniti
Kolej, Rangkaian Universiti Teknikal Malaysia (MTUN); Kementerian Pendidikan Tinggi dan juga institut latihan swasta turut menyumbang persediaan sedemikian untuk TVET dan pembangunan modal insan untuk mempercepatkan pertumbuhan ekonomi. Memandangkan TVET memainkan peranan penting dalam pembangunan ekonomi negara, Kerangka Kelayakan Malaysia (MQF) dibangunkan untuk menyelaras dan memantau kemajuan TVET  untuk memenuhi permintaan industri dan membantu peranan dan fungsi pengajar TVET di negara ini.

Jabatan Pembangunan Kemahiran (JPK), Kementerian Sumber Manusia dan Agensi Kelayakan Malaysia (MQA) adalah agensi/kementerian yang mengharmonikan dan mengukuhkan tadbir urus dan institusi mekanisma untuk pelaksanaan TVET dalam berkaitan akreditasi dan jaminan kualiti dalam tiga tonggak utama laluan TVET seperti yang digambarkan dalam rajah di bawah.

MQF 2.0
Kerangka Kelayakan Malaysia / Malaysian Qualification Framework 2.0 (Malaysian Qualification Agency, 2020)

Rasional Pembangunan NOSS TVETi

Ini adalah semakan NOSS untuk Operasi Latihan Vokasional Tahap 3 (I-031-
3:2014) dan Pelaksanaan Pendidikan & Latihan Vokasional Tahap 4 (I-031-
4:2014) atau Eksekutif Latihan Vokasional Tahap 4 (I-031-4).

Rasional untuk pembangunan NOSS Pengajaran TVET adalah berdasarkan amalan sebenar daripada maklum balas pemain industri yang mendapati NOSS VTO sedia ada harus mempertimbangkan intervensi terkini dalam pelaksanaan latihan. Dengan cadangan Keusangan Operasi Latihan Vokasional (VTO) Tahap 3, JPK mempertimbangkan untuk menaik taraf kepada TVETi – Pengajaran TVET Tahap 4 berdasarkan garis panduan sedia ada. panduan sedia ada.

NOSS ini dibangunkan sebagai pelengkap kepada NOSS sedia ada untuk melengkapkan personel dengan kaedah dan teknik pengajaran. Dengan permintaan semasa yang luas dalam pelbagai aktiviti kerja teknikal dan profesional yang kompleks seperti platform eLearning, pekerjaan semasa memerlukan pelbagai konteks dengan tanggungjawab peribadi dan autonomi yang besar. 

Oleh itu, NOSS TVETi yang dicadangkan adalah untuk meningkatkan kecekapan semasa sehingga standard yang lebih tinggi dan panel pembangunan NOSS telah sebulat suara bersetuju untuk menetapkan TVETi di Peringkat Diploma dan memerlukan internship di Pusat Bertauliah JPK.

Apa kaitan TVETi dengan Anda?

Kelayakan sebagai Pegawai Penilai (PP)* – Mengajar dan Menilai di Pusat Bertauliah JPK, awam ataupun swasta.

* Anda juga perlu sijil induksi PP-PPD-PPB dan Sijil Kemahiran Malaysia (SKM) dalam program berkaitan

Ruang PP, No. 5: DKM TVETi menggantikan VTO (namun, yang ada sijil VTO masih boleh dilantik sebagai PP buat masa ini)

Bagaimana Nak Ambil Kursus TVETi? (Sepenuh Masa)

Tempoh pelaksanaan kursus ini adalah selama 9 bulan menggunapakai NOSS Pengajaran TVET (P853-002-4:2021) sebagai garis panduan asas. Pelaksanaan kursus adalah 3 bulan teori (Metodologi) di CIAST dan 6 bulan latihan internship di Institut Latihan Kemahiran Awam atau Swasta. Pelajar yang tamat pengajian dengan jayanya akan dianugerahkan DIPLOMA PENGAJARAN TVET (TVET I) TAHAP 4  daripada Jabatan Pembangunan Kemahiran (JPK).

Boleh mohon di laman Web CIAST (www.ciast.gov.my) ; atau https://permohonan.ciast.gov.my/calon/application.jsp

Sebarang pertanyaan sila email ke pengambilan@ciast.gov.my atau hubungi Unit Pengambilan Pelajar di talian 03-55438225/8226/8295

Jika anda di Sarawak, boleh mohon di sini. 

Syarat Permohonan

  • Warganegara Malaysia berumur 20 – 35 tahun pada tahun semasa
  • Lulus dalam SPM atau SPMV dengan lulus matapelajaran Bahasa Malaysia dan Sejarah (bagi calon SPM Tahun 2013 dan ke atas)
  • Mempunyai sekurang- kurangnya Sijil Kemahiran Malaysia (SKM Tahap 3); atau Diploma Kemahiran Malaysia (DKM); atau Diploma Lanjutan Kemahiran Malaysia (DLKM) dalam bidang NOSS yang berkaitan

TVETi Melalui PPT (Pengalaman Mengajar)

Sekiranya anda:

1. Berumur 20 tahun ke atas; 
2. Ada pengalaman mengajar bidang kemahiran >5 tahun;
3. LULUS SPM/SPMV 

Anda boleh ikuti kursus INTENSIF TVETi 5 hari di CIAST sahaja (RM600).
Namun, masih perlu bangunkan portfolio dan mohon melalui www.myspike.my dengan bayaran yuran permohonan kepada JPK sebanyak RM500 sahaja.

TVETi - Bengkel Pembangunan Portfolio

Dah ada Sijil VTO - Macam Mana Nak Mohon?

Ralat: 2c. CU4 Digital Training Implementation (Rujuk Work Activities TVETi di bawah)
TVETi CU1-2
TVETi CU3-6

Sekiranya anda sudah lama tidak membangunkan WIM, pengetahuan/kemahiran untuk C02 (WA3&4) dan/atau C04 (Digital Training Implementation) tidak kukuh, anda digalakkan untuk ikuti kursus TVETi Top Up yang mengajar anda 2 C0 tersebut supaya anda lebih bersedia untuk menghadapi Penilaian Amali TVETi nanti.

TVETi Top Up Class
MOHON SEKARANG!
Black Pink Concert in Malaysia - Born Pink 2023

Blackpink Concert in Malaysia: A Showcase of TVET Skills

TVET & Vocational Training - Malaysian News, , , , ,
Black Pink Concert in Malaysia - Born Pink 2023
Image credit: Live Nation

Blackpink, the world-famous K-pop girl group, is holding a  concert in Malaysia tonight at Bukit Jalil stadium, expected to thrill thousands of fans with their catchy songs, dazzling choreography, and stunning visuals. But behind the glitz and glamour of the stage, there’s also a story of how TVET (Technical and Vocational Education and Training) played a crucial role in making the concert a success. In this article, we’ll explore how TVET skills are essential in the entertainment industry and how Malaysia is investing in TVET to empower its youth and boost its economy.

First, let’s look at some facts about Blackpink and their concert in Malaysia. Blackpink is a South Korean girl group formed in 2016, consisting of four members: Jisoo, Jennie, Rosé, and Lisa. They have gained worldwide popularity with their catchy songs such as “Kill This Love,” “How You Like That,” and “DDU-DU DDU-DU,” as well as their unique fashion and dance style. In January 2019, they became the first K-pop girl group to perform at Coachella, a music festival in the US. Their concert in Malaysia, held on February 23, 2019, at Malawati Indoor Stadium, Shah Alam, was part of their “In Your Area” world tour, which also included other Asian cities such as Bangkok, Jakarta, and Hong Kong.

Now, let’s see how TVET skills are involved in the making of such a high-profile concert. TVET refers to education and training that focuses on acquiring practical skills and knowledge for a specific job or career, usually in the technical, mechanical, electrical, or service sectors. In the entertainment industry, TVET skills are essential for various roles, such as sound and lighting technicians, stagehands, carpenters, electricians, riggers, camera operators, makeup artists, costume designers, and many others. Without TVET-trained professionals, it would be impossible to set up and run a concert of Blackpink’s scale and complexity.

For example, the stage design and construction require TVET skills such as welding, carpentry, and metalworking. The lighting and sound systems involve TVET skills such as electrical engineering, audiovisual technology, and digital programming. The visual effects and pyrotechnics involve TVET skills such as 3D animation, motion graphics, and special effects. The logistics and security involve TVET skills such as crowd management, first aid, and emergency response. All these skills require not only technical knowledge but also creativity, teamwork, and problem-solving abilities, which are also taught in TVET programs.

Therefore, it’s no surprise that Malaysia, like many other countries, is investing in TVET to develop its human capital and competitiveness. The Malaysian government has set a target of achieving 50% TVET enrolment among secondary school leavers by 2025, up from the current 38%. It has also established various TVET institutions and programs, such as the National Dual Training System (NDTS) or commonly known as Sistem Latihan Dual Nasional (SLDN), the Malaysia Technical University Network (MTUN), and the Skills Development Fund Corporation (SDC), to provide training and certification for TVET skills. Furthermore, Malaysia has hosted various international events and competitions, such as the ASEAN Skills Competition and the National TVET Youth Skills Day, to showcase its TVET excellence and innovation.

National Dual Training System (NDTS) Logo

In conclusion, the Blackpink concert in Malaysia is not only a testament to the group’s talent and popularity but also to the TVET skills and efforts behind the scenes. By highlighting the importance of TVET skills in the entertainment industry, we can inspire more young people to pursue TVET careers and contribute to the growth of their countries’ economies.

Pekerjaan 3D – Sekadar Penjenamaan Semula Mencukupi?

TVET & Vocational Training - Malaysian News, TVETjob, ,
Pekerjaan 3D
Pekerjaan 3D
Pekerjaan 3D

Pekerjaan 3D - Apa tu?

Pekerjaan 3D dalam Bahasa Inggeris bermakna kerja yang:
Dirty (kotor)
Dangerous (bahaya)
Difficult (sukar)
Ada juga yang kata Demeaning (rendahkan maruah).

Transformasi pekerjaan 3D telah disarankan sejak 2016 lagi. Namun, keingingan politik untuk mengubah perkara ini masih kekurangan lagi.

Walaupun negara mengalami situasi pengangguran yang agak teruk akibat pandemik Covid-19, namun rakyat tempatan masih tidak begitu minat dengan mengambil pekerjaan berbahaya, kotor dan sukar (3D).

Pengamal industri percaya bahawa penjenamaan semula pekerjaan ini mungkin membantu menarik rakyat  tempatan untuk kerja di sektor ini. Namun, dari kaji selidik di kumpulan Facebook TVET Malaysia dan Group SKM pula menunjukkan gaji yang setimpal/lebih tinggi dan persekitaran kerja/tempat tinggal yang lebih baik lebih dialu-alukan atau faktor penting untuk menarik mereka terlibat dalam sektor pekerjaan 3D. 

Presiden Persekutuan Majikan Malaysia,  Datuk Dr Syed Hussain Syed Husman berkata, pekerjaan 3D sekarang kebanyakannya dilakukan oleh pekerja asing. Ia dielakkan oleh rakyat tempatan kerana stigma dan presepsi umum negatif dari masyarakat.

Beliau percaya penjenamaan semula pekerjaan ini boleh menjadikan ia lebih menarik kepada rakyat tempatan dan pada masa yang sama, mengurangkan kebergantungan kepada pekerja asing.

Pekerjaan 3D - Penjenamaan Semula

Contohnya, pemungut sampah boleh dijenamakan semula sebagai “sekutu kebersihan”, tukang kebun boleh dipanggil “sekutu landskap”, dan pemandu bas serta pengawal keselamatan boleh dikenali sebagai “kapten bas” dan “polis bantuan”.

Apa lagi nama glamour yang anda dapat fikirkan? Mari kongsi pendapat anda.

Pekerjaan 3D - Gaji Yang Setimpal

Selain penjenamaan semula, banyak faktor lain yang mungkin lebih kritikal supaya dapat menarik minat rakyat tempatan kerja.

Faktor gaji juga diakui sebagai salah satu faktor utama dan terpenting oleh Setiausaha Agung Persatuan SME Malaysia, CS Chin & Presiden Majlis Belia Malaysia, Mohd Izzat Afifi Abdul Hamid.

Mohd Izzat memetik situasi di mana rakyat Malaysia lebih suka bekerja dalam industri kolar biru di Singapura di mana masa kerja yang panjang dan kerja yang sukar tetapi gaji boleh mencecah sehingga lima kali ganda gaji yang akan mereka terima di Malaysia.

“Seperti yang kita tahu, kos sara hidup semakin meningkat dan ia akan terus meningkat. Jika gaji kekal tidak berubah bagi kebanyakan orang, ia adalah isu untuk golongan muda. Majikan mesti mempertimbangkan untuk menaikkan gaji dan pakej keseluruhan mereka untuk terus menarik anak muda tempatan bekerja dengan mereka,” katanya.

Satu lagi contoh yang kita selalu nampak adalah penghantar makanan melalui pelbagai apps. Nama tak glamour tetapi difahamkan gaji bulanan boleh mencecah RM5,000 kalau rajin kerja. Angka ni adalah dari kaji selidik sebuat Pusat Bertauliah JPK di Melaka yang ingin menawarkan kursus Certified Production Technician yang ditaja kepada lepasan Diploma tetapi tidak menerima sambutan hangat kerana penghantar makanan yang ditemubual berkata dia lebih minat dengan kerjanya sekarang kerana gaji yang agak lumayan, berbanding dengan gaji di kilang.

Lepasan diploma bidang kejuruteraan? Ikutilah kursus ni untuk masa depan yang lebih cerah dan stabil

Bayaran gaji juga perlu dikaji semula mengikut keperluan kemahiran sesuatu bidang supaya setimpal dengan pekerjaan yang ditawarkan dan kelayakan atau kemahiran yang dimiliki.

Pada masa ini, pekerja tidak berminat untuk mendapatkan pensijilan kemahiran kerana pensijilan tersebut tidak dikaitkan dengan gaji dan mereka yang berada di bahagian bawah spektrum biasanya dibayar gaji minimum. Pembezaan gaji antara pekerja tempatan dan pekerja asing hendaklah berdasarkan kemahiran yang diperakui. Dengan kemahiran yang diperakui dan gaji yang lebih tinggi, pekerja tempatan akan tertarik untuk melaksanakan pekerjaan 3D yang dijenamakan semula.

Contohnya sekiranya anda ada kemahiran + Sijil Kemahiran Malaysia Tahap 3, gaji patutnya setimpal dengan kelayakan yang dimiliki. Sekurang-kurangnya ikut Panduan Gaji 2020 (untuk kemahiran yang terpilih). Namun, masih banyak majikan tidak memberikan apa-apa nilai untuk sijil berkenaan.

Dengan penetapan gaji minimum RM1,500 yang baru berkuatkuasa 1 Mei 2022 ini, dicadangkan Panduan Gaji 2020 patut dikaji semula supaya ia sesuai dengan keadaan semasa.

Pekerjaan 3D - Persekitaran Kerja

Pekerjaan 3D mempunyai waktu kerja yang panjang dan di sinilah pekerja tempatan merasakan tidak berbaloi. Mereka lebih suka mengambil pekerjaan lain. Dan pilihannya tidak kurang juga.

Kekurangan tenaga kerja tempatan untuk pekerjaan 3D juga berlaku kerana masyarakat melihat sektor 3D sebagai kotor dan berbahaya.

Faktor ini menyebabkan rakyat tempatan berkira-kira untuk bekerja dalam sektor 3D walaupun pekerjaan itu tidaklah seteruk sangkaan mereka.

Contohnya, pekerjaan memetik kelapa sawit dan menoreh getah bukanlah berbahaya sehingga boleh mendatangkan maut.

Begitu juga kerja-kerja pembinaan, perladangan dan perkilangan. Ia tidak digemari kerana keadaan tempat kerja yang tidak selesa, panas dan kotor.

Kesimpulan

Majikan haruslah sentiasa melakukan penambahbaikan serta meningkatkan tahap keselamatan bagi mengurangkan risiko kemalangan di tempat kerja. Majikan juga harus menyediakan persekitaran kerja serta tempat tinggal (sekiranya berkenaan) yang lebih selesa dan bersih supaya dapat menarik minat pekerja tempatan terlibat dengan pekerjaan 3D ini.

Usaha kerajaan dengan penubuhan Pusat Sehenti MYFutureJobs adalah satu inisiatif yang bagus. Tujuannya untuk memperkasakan kerjasama antara Sistem Insurans Pekerjaan (SIP) PERKESO dengan Institusi/Agensi dalam memperluaskan penyampaian perkhidmatan dalam membantu golongan pencari kerja yang memerlukan bantuan perkhidmatan pekerjaan di seluruh Malaysia untuk mendaftar dan mencari perkerjaan melalui portal MYFutureJobs disamping menyediakan program perkhidmatan pekerjaan yang komprehensif, intensif dan inklusif dengan kendalian Pegawai Perkhidmatan Pekerjaan PERKESO Negeri dengan bantuan pegawai/pengurus agensi berkenaan yang terlatih.

Matlamat Pusat Sehenti MYFutureJobs adalah untuk mewujudkan kerjasama antara SIP PERKESO dengan Kementerian Luar Bandar (KPLB) melalui Pusat Komuniti Desa (PKD), Suruhanjaya Komunikasi dan Multimedia Malaysia melalui Pusat Internet Komuniti (PIK), Kolej Poly-Tech Mara (KPTM) dan lain-lain agensi bagi membantu golongan pencari kerja mendaftar dalam portal MYFutureJobs dengan menggunakan kemudahan-kemudahan yang sedia ada untuk mencari pekerjaan.

TVET/skills training goes online – Way Forward

SKM JPK, TVET & Vocational Training - Malaysian News, , , , ,
Developing Leadership Skills via Online Learning

SKILLS training institutes and providers are ready for online learning to be their ‘new normal’.

On April 13, public and private technical and vocational education and training (TVET) providers were given the green light to conduct their training and theory courses online due to the movement control order (MCO).

TVET action committee chairman Nordin Abdul Malek said the guideline is important as it provides direction on implementing programmes that are mainly practical in nature, via e-learning.

“Our hands-on programmes make up 70% of the syllabus.

“Without a guideline, it will be difficult for us to adhere to the systems and standards of the National Occupational Skills Standards (NOSS).

“We hope this guideline, although only applicable during the MCO, will be used as a benchmark for relevant agencies within the sector to recognise the rigorous training process our students’ go through.”

E-learning, he said, allows skills training institutes and providers to adapt to the assessment of students by external examiners.

“It should be part of our training system even after the pandemic blows over.

“The Human Resources Ministry department of skills development (JPK) should formally implement this system as internationally, institutes are starting to recognise e-learning for skills training, ” he said, adding that many local providers have the facilities to conduct online learning with platforms like Whatsapp, Zoom and Skype.

Nordin believes e-training should be the ‘new normal’ in Malaysia’s skills training system.

We must act now and see how we can best utilise e-learning in TVET, he said.

Describing virtual education as a teaching methodology for tomorrow, he said e-learning management, teaching and assessment, must however, be improved.

“Related agencies too should consider e-learning as part of the entire training process, ” he said, noting that at least 90% of courses like IT, programming, management systems and administrative management, can be done online.

After the guideline was issued, Nordin said a survey was conducted among private skills training institutes on how they ran their courses online.

“We found that most of them do not have issues conducting online learning and training, and that their students are comfortable with this method as they are accustomed to using gadgets and social media.

“For them, it’s new and fun, ” he said, adding that these institutes recorded an improved e-learning participation rate, with at least 75% of their students joining the sessions.

The guideline is a good initiative, Federation of JPK Accredited Centres (FeMac) president P. Sailanathan said, as it ensures that there will be no serious disruption to learning.

This, he said, is a good time for skills training institutes to embark on technological changes.

“Students are more tech savvy these days. Online learning provides room for freedom on how students want to learn.

“Skills training institutes must ensure that online classes are attractive enough to capture their students’ attention. Going digital is the way forward”

Change, he said, is inevitable with the fourth industrial revolution and we must adapt or risk losing out.

ALL theory and practical components of TVET can be conducted online if they meet the Performance Criteria and Assessment Criteria, Human Resources Ministry department of skills development (JPK) director-general Zaihan Shukri said.

These criteria which are listed in a guideline, he said, involve safety, attitude and application of equipment aspects as set out in the National Occupational Skills Standards.

Home-based skills teaching and training must:

> ensure that the teaching and learning processes are carried out as planned in a safe environment.

> be effectively implemented during the MCO period by the institutes’ management.

> be a collaborative effort between parents or guardians and the institutes to ensure the continuity of students’ training and learning despite them not attending classes.

> be conducted on the training institutes’ premises after the MCO, if it is not carried out via e-learning.

> involve appropriate learning methods based on the capabilities and readiness of the trainees; using easily accessible communication and application platforms.

Source: TheStar.com.my

Charting your pathway after SPM (Especially TVET)

TVET/Skills courses, , , , , , , , ,

Pathway After SPM - Academic or TVET?

What is your pathway after SPM? Whether academic or TVET, as a SPM school leaver, you must know what you want to become one day, what programmes to pursue, and what qualifications are needed to get into the programmes.

WITH Sijil Pelajaran Malaysia (SPM) just finished, you should begin planning your future and start looking at study options.

There is no lack of choice in terms of programmes at public and private higher-learning institutions that cater to you, whether hands-on or if you’re academically-inclined.

Education Ministry Higher Education Department deputy director-general Professor Datuk Dr Mohd Saleh Jaafar said there are many options for SPM school leavers like you.

“They include certificate courses, foundation studies, matriculation, diploma programmes & TVET courses at private and public universities, colleges, polytechnics, community colleges and skills training institutes.

“Others include degrees offered by the Malaysian Institutes of Teaching Education (IPGM),” he said.

“There is also Form 6, where school leavers can enter university after sitting for Sijil Tinggi Persekolahan Malaysia (STPM).”

He said each option has its own merits.

“School leavers like you, either with SPM or STPM (or equivalent) qualification, must have in-depth discussion with your parents, family members, counselling teachers and seniors, perhaps, to gain information and gauge which option is best.

“You must take into account your own interest and what the future holds,” he said.

Chen Ai Koon, a counselor at SMK Seri Serdang in Seri Kembangan, Selangor, said there are basically two pathways after SPM.

The first is the pursuit of professional careers like medicine, accounting, engineering and architecture. Second is for those who are keen on skills-based jobs.

The first pathway after SPM, she said,  involves taking up pre-university programmes like matriculation, foundation studies or Form 6.

The second is the technical and vocational education and training – TVET pathway, which involves taking up certificate and diploma courses that offers Sijil Kemahiran/Diploma Kemahiran Malaysia, which are also MQA recognized.

“The main aim of a diploma programme is to produce a semi-professional workforce.

“A diploma gives an opportunity for SPM school leavers like you who did not qualify for pre-university studies to be trained for the working world.

“However, if you can prove that you are able to excel in studies, you will have the opportunity to continue to a bachelor’s degree. It is important to note that this is not an automatic process.”

To decide on the pathway, Chen said SPM you must know what you want to become one day, what programmes to pursue, and what qualifications are needed to get into the programmes.

Saleh said when choosing between a public and private university, both have their own strengths and specialties.

“The quality of universities can be seen in the QS World University Rankings and local MyQuest Rating.

“You should choose your programmes wisely by looking into the prospective university’s QS World ranking and MyQuest Rating scores. The quality of programmes should be a key factor.

“In addition, you should consider your financial ability to ensure that you are not burdened with problems during studies and after graduation.”

Saleh said tuition fees at public universities are subsidised by the government to help students obtain high-quality education at a low cost.

There are also sponsorships provided by government agencies, such as the Public Service Department and Education Ministry scholarship department.

“Besides those, private entities like Yayasan Tenaga National, Petronas, Telekom Malaysia and Bank Negara Malaysia also offer their own scholarships.

“This initiative will help poor, deserving students obtain a higher education,” he said.

On the prospects of SPM school leavers enrolling directly in higher education institutions, Saleh said looking at the past three years’ trend, there is a better success rate.

“A total of 50.1 per cent of eligible SPM candidates were offered a seat in the 2017/2018 academic session. This percentage increased to 86.5 in the 2018/2019 academic session.

“However, for the 2019/2020 academic session, only 69.09 per cent were offered places in certificate, foundation and diploma programmes at public universities, polytechnics, community colleges and skills training institutes,” he said.

For 2020, I am expecting to see higher demand for TVET programmes since the government is focusing on initiatives that produce highly-skilled workers to cater to the Fourth Industrial Revolution.

This is the time for school leavers to grab the opportunities. Choose what is best for you. Don’t close your door to TVET pathway.

EDUCATION MINISTRY HIGHER EDUCATION DEPARTMENT DEPUTY DIRECTOR-GENERAL PROFESSOR DATUK DR MOHD SALEH JAAFAR

TVET pathway

Source: https://www.nst.com.my/education (Edited)


Comment:

Based on the mid-term review of 11th Malaysia Plan, Graduate employability rate for higher education has improved steadily over the years from 76.1% in 2015 to 79.1% in 2017. Nevertheless, feedback from industry highlighted that graduates lacked problem-solving and communication skills. Moreover, the percentage of graduates employed in the semi-skilled job category increased from 28.2% in 2015 to 35.2% in 2017 implying a mismatch and underemployment.

That could mean that there’s more demand for TVET graduates going forward and if you/your child is non-academically inclined, do not force yourself/them to go towards higher education which is of academic-oriented. Instead, consider TVET pathway – polytechnics, community colleges, public and private skill training institutes.

 

This image has an empty alt attribute; its file name is Register-Gif.gifRegister for your child/your interest for a TVET course / skills course, whether you have >3 or no/less than 3 credits in your SPM. If you are totally not interested in academic based programs, this is for you!

 

 

And later on, you/they can always pursue a diploma or degree after working.
And if you’re in the private sector, there’s now a faster & easier way to pursue a (professional) diploma or (executive) degree if you are a TVET graduate with SKM/DKM qualification, even without SPM!

Register your interest for a professional diploma or executive degree from a private local university if you only have SKM/SVM/DKM/DVM qualifications. Even if no formal qualifications but has >3 years of industrial experience, you are encouraged to apply.

Malaysian Skills 2.0 a wise and apt move — Sultan Nazrin

TVET & Vocational Training - Malaysian News, ,

IPOH (Dec 3): The launching of the SkillsMalaysia 2.0: SKILL4ALL Towards New Collar Jobs programme, which is the initiative of the Human Resources Ministry, is a wise and timely move, said the Sultan of Perak Sultan Nazrin Shah.

He hoped the move pioneered by the ministry could fortify the development of the best human capital in Technical and Vocational Education and Training (TVET) in line with the challenges of technological changes, hike in global worker migration and world climatic changes.

“It is hoped that the effort can stabilise skills training to support industrial development and technological mastery and subsequently reduce national dependency on technology and skilled manpower from abroad,” he said in his speech at the launching of SkillsMalaysia 2.0: SKILL4ALL Towards New Collar Job at the Ipoh Industrial Training Institute here today.

He said current data proved that TVET graduates could more easily find jobs, when overall 92% of its graduates obtained employments, compared to 30,765 graduates or 59.9 graduates at the first degree level and upwards who had yet to find work a year after graduating.

He said this situation proved that there was a mismatch between the qualifications of the graduates produced by the Institutions of Higher Education with the skills needed by the industry and it must be rectified.

Realising this reality, Sultan Nazrin said the approach and training at TVET institutes should be engineered by introducing the best practices in management, drafting together and designing programmes and training deliveries.

He said focus must be given towards boosting the ability of independent learning with the approach depending on problem-based learning, project based learning and production based learning approaches.

“The learning of this new method will provide the exposure to the students on the real working world. The National Occupational Skills Standard which is the foundation of training curriculum development must be boosted in line with the development of digital technology,” he said.

In addition, Sultan Nazrin said TVET programmes must ensure that trainees were equipped with soft skills encompassing non-academic skills such as positive values, leadership, team work, communication and continuous learning.

He said the aspect of ethics and moral must mandatorily be made important components so that technocrats and skilled workers produced adhered to the principle of trustworthiness, integrity, sincerity, being anti-corruption and not abusing power.

Sultan Nazrin said the employment world would change significantly in the Fourth Industrial Revolution era including, among others, the automation technology minimising the involvement of humans in many job sectors.

He said a study by the World Bank together with agencies under the Human Resources Ministry, Talent Corp and the Institute of Labour Market Information and Analysis in 2018 revealed that 50% of jobs in Malaysia faced a high risk of being automated, while 25% more faced a moderate risk.

He said employers in the Fourth Industrial Revolution era would need workers who had holistic skills encompassing emotional intelligence, analytical thinking, active and wise in decision-making, able to think creatively and critically and had effective communication ability.

“Employments in the future require workers who have social interactive skills, artistic expression, collaborative attitude, empathy and intelligence,” said Sultan Nazrin.

On the term new collar jobs which was introduced by IBM chief executive officer Ginni Rometty at the end of 2016, Sultan Nazrin said it made effort to identify the new types of work that would exist a must.

“New types of technical jobs stress specifically on skills and no longer academic degrees which are general in nature to simultaneously show the tendency of demand for manpower by the industry currently will no longer depend on academic qualification but but more dependent on the skills possessed,” said Sultan Nazrin.

Source: https://www.theedgemarkets.com/

Govt wants parents to erase negative perception against TVET

TVET & Vocational Training - Malaysian News, TVET/Skills courses, TVETuni, , , , , , , ,
erase negative perception against TVET
You or your child may not perform well academically but
“WHO YOU CHOOSE TO BE” will make you who you are ― Soothsayer (character from KungFu Panda)

KUALA LUMPUR: Deputy Human Resources Minister, Datuk Mahfuz Omar wants parents to erase negative perceptions against Technical and Vocational Education and Training (TVET) as a second choice for weak students compared to conventional academic field.

He said parents should place more confidence and support on their children taking TVET as this field is capable of producing the local manpower needed by the industry and nation to face Industrial Revolution 4.0 (IR4.0).

“The government sees it (TVET) as a necessity. Those who hold diplomas in skills are eligible to continue their education at degree level through Universiti Teknikal Malaysia (MTUN) network project.

“The move is seen as giving confidence to the people in TVET,” he told a question and answer session at Dewan Rakyat here today.

Mahfuz was replying to a supplementary question by Datuk Seri Ismail Abd Muttalib (BN-Maran) on the statistics of TVET student intake which is still low compared to developed countries such as Germany, Holland and Australia and wanted to know what are the measures taken towards empowering the field.

To empower TVET, Mahfuz said via a 2025 plan under the National Skills Development Council which involved six ministries, his ministry is also focusing on TVET Tahfiz programme as the first step to extend skills training to young Tahfiz students.

“We want to ensure Tahfiz students also have a future to enter the employment sector,” he said.

Mahfuz said he had held a meeting with Kedah State Islamic Religious Council recently which was attended by 70 Tahfiz centre representatives to discuss the government’s plan for Tahfiz TVET

Source: Bernama

Comment:

There are many opportunities ahead for TVET graduates, whether it’s a guaranteed lifeskill to earn a living, establishing a business from the skills acquired & polished through valuable industry experience or furthering study to higher education institutions.

So, what are you waiting for? Find a suitable TVET institution that offers the course that can fulfill your dream!

Apply Now GIF by SMAC - Find & Share on GIPHY

Besides technical bachelors (Bachelor of Technology), TVET graduates with SKM2, SKM3 or DKM will also have a chance to obtain an executive bachelor in industrial management in a much shorter time frame (9 months) under the URise program that’s being offered by Universiti Tun Abdul Razak, KL together with ISE Education Sdn Bhd.
URise program has been specially designed for TVET graduates, hence need not worry that it’s too academic & tough.
Blended learning is implemented (online & offline learning at the University) to move with times.
*KWSP withdrawal can be done, on top of other payment options like credit card & the latest e-wallets.

Submit Your Interest Here for Executive Degree post SKM/DKM

IBM to enhance vocational curriculum at schools

Kursus Induksi PP-PPD/PP-PPT/PPL, , , , ,
Kuala Lumpur , 19/11/2019 – from left Deputy Secretary General (Strategic Planning) Dato’ Kamel Mohamed, Deputy Minister of Youth and Sports Malaysia Steven Sim, Managing Director IBM Malaysia Catherine Lian and Chairman and CEO of IBM Asia Pacific Harriet Green pose to photographer during the Document Exchange between MoE and IBM in Plaza IBM. Credit to TMR / Pic by Arif Kartono

THE plan to remove the arts and science streams in schools would make Malaysia’s education holistic, allowing educators to develop future-proof graduates for the future job market which is increasingly driven by technology.

Deputy Youth and Sports Minister Steven Sim Chee Keong said today’s world requires holistic talents and the separation between arts and science education may not be suitable in producing human capital for future demand.

“The removal of ‘false dichotomy’ between arts and science stream will eventually encourage people to think more holistically in terms of education because the real world does not operate that way — as if you are an art or science person separately. I think the job market of today and the future would need somebody that is trained more holistically,” Sim said after witnessing the launch of the Pathways in Technology Early College High Schools (P-TECH) programme in Malaysia by IBM Malaysia Sdn Bhd in Kuala Lumpur yesterday.

Sim said the government is committed to making the technical and vocational education training (TVET) and science, technology, engineering and mathematics (STEM) education as mainstreams evidently through the increased budget from RM5.7 billion for TVET last year, to RM5.9 billion in Budget 2020.

Meanwhile, the Education Ministry (MoE) deputy secretary general for strategic planning Datuk Kamel Mohamad, who presented the document exchange with IBM on the P-TECH programme, said TVET should not be viewed as a “second class” education compared to any other academic curriculum.

Kamel said TVET in Malaysia is also aspired to nurture human skills among students for them to be better at engaging the community besides its core agenda to build technical skills.

The P-TECH programme by IBM is designed to enhance vocational curriculum at schools through mentorship, site visits, internships and few others.

Established in 2011 by IBM in partnership with educators, P-TECH has been introduced in 24 countries including the US, Australia, New Zealand, Morocco, Taiwan, Korea and Singapore.

In Malaysia, IBM begins pilot P-TECH programmes with Sekolah Menengah Vokasional (SMV) Sepang and SMV Sungai Buloh in Selangor.

IBM Singapore and Malaysia corporate social responsibility leader Sarah Ong said the P-TECH education will commence with 60 students for approximately five years.

IBM collaborated with Malaysia Digital Economy Corp as a strategic partner in the programme.

At IBM, we are acutely aware of the urgent need for technical skills in many countries and P-TECH is very much in line with the needs of Malaysian employers. IBM AsiaPacific CEO and chairman Harriet Green said.

Source: https://themalaysianreserve.com/

Comment: It is another great industry collaboration with the educational institution and this one is even better as it starts from secondary level.

UMP to lead in TVET education

TVET & Vocational Training - Malaysian News, TVETuni, ,

KUANTAN: The sky is the limit for Universiti Malaysia Pahang (UMP). Ranked among the top 800 best universities in the world based on the QS World University Rankings (WUR) 2020, UMP is aiming to become a leader in Technical and Vocational Education and Training (TVET) in the country.

Last year, it emerged as the first local technical and non-research university to receive the prestigious QS 5-star overall rating award.

UMP Vice-Chancellor Professor Dr Wan Azhar Wan Yusoff said the university had become a platform to produce a well-trained technical workforce with skills that catered to the future.

This was attributed to the varsity being part of the Malaysian Technical University Network (MTUN) alongside Universiti Tun Hussein Onn Malaysia, Universiti Teknikal Malaysia Melaka and Universiti Malaysia Perlis.

“UMP is strengthening its high-end TVET and moving forward to emerge as the pinnacle for TVET education. We are moving towards producing a home-grown workforce that caters to the challenges of the Fourth Industrial Revolution,” he said.

“One is not required to be smart, but skilful and multitalented. It is about learning specific skills through repetitive practice on different equipment, machines or systems.

“We want the public, especially parents, to give importance to TVET as some view it as a back-up option for their children. MTUN helps graduates to become more capable at sophisticated tasks, which will be required for the future job market.”

Wan Azhar said UMP would be offering a Bachelor of Engineering Technology (Railway Maintenance) programme to cater to the burgeoning sector.

“As long as there are trains in the country, we will require railway maintenance technologists. We cannot remove these railway infrastructures, so we have to produce a skilled workforce for this sector.”

Dr Wan Azhar Wan Yusoff

In a move to bring out the best of TVET, UMP will carry out a minor restructuring exercise in its campuses in Gambang and Pekan next year.

Wan Azhar said the Gambang campus would be renamed the UMP College of Engineering and College of Management and Humanities, while the Pekan campus would be renamed the College of Engineering Technology and College of Computing and Science.

“We have equipment and facilities in Pekan, and this allows our students to be hands-on when it comes to TVET. UMP Pekan will serve as a technology campus and this is part of our efforts to achieve our goals in TVET.”

Wan Azhar said UMP’s Graduate Employability was ranked at 96 per cent, which was well above the 80 per cent benchmark set by the Education Ministry.

UMP graduates are able to secure employment with companies that have business links with Germany following an academic collaboration for a postgraduate degree in mechanical engineering and automotive engineering with the Karlsruhe University of Applied Sciences (HsKA).

UMP Chancellor Yang di-Pertuan Agong Al-Sultan Abdullah Ri’ayatuddin Al-Mustafa Billah Shah will be presenting the scrolls to graduates at the 14th UMP convocation today.

A total of 3,778 graduates will receive their scrolls during the two-day ceremony.

The event will be historic as Tan Sri Dr Abi Musa Asaari Mohamed Nor will be proclaimed as UMP’s pro-chancellor, while HeiTech Padu Bhd executive chairman Datuk Seri Mohd Hilmey Mohd Taib will receive an Honorary Doctorate of Philosophy in Information Technology.

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

Comment: You may read here on what other Bachelor of Technology that other MTUN has to offer.

Boosting of TVET education and human capital development in the East Coast, Malaysia

TVET & Vocational Training - Malaysian News, ,

Universiti Malaysia Pahang (UMP) (www.ump.edu.my) has recently partnered with the Asia Centre of Excellence for Smart Technologies (ACES) to cooperate and collaborate on activities in connection with accelerating the adoption of related smart technologies and digital initiatives of the fourth industrial revolution (now popularly referred to as Industry Revolution 4.0, or IR4.0) – especially where it concerns human capital development in the East Coast Economic Region (ECER) of Malaysia, and in Southeast Asia, generally.

Based at the Cybercentre in Pahang Technology Park (PTP), ACES is an initiative between ECER Development Council (ECERDC) and Germany’s TUM International GmbH – a networking of government agencies, industry players and academic institutions – to boost technical and vocational education and training (TVET), as well as to enhance smart technology skills, training and consultancy, specifically in the digitalization and automation processes under IR4.0.

TUM International is essentially the subsidiary of Technical University of Munich (TUM), Germany’s top-ranking university based on the ‘QS World University Ranking’ and one of the best universities in Europe.

It is well regarded as a leading provider for the development, coordination and operation of integrated science and industry clusters as well as technology transfer and talent management programmes with international partners from research, politics and industry.

Leveraging TUM International’s experience and expertise, ECERDC will be collaborating to provide technical blueprints and roadmap, trainings, certifications, as well as advisory and consulting works for the introduction and upscaling of technology in various fields within the private and public sector for IR4.0, as well as other innovative and smart technologies.

The tripartite collaboration, sealed vide a Memorandum of Understanding (MoU) in Germany on October 17, 2019, saw UMP Vice-Chancellor, Professor Ir. Dr. Wan Azhar Wan Yusoff signed on behalf of the university, whilst Chief Executive Officers (CEO) Baidzawi Che Mat and Daniel Gottschald represented ECERDC and TUM International, respectively.

Present to witness the MoU was Malaysia Minister of Education, Dr. Maszlee Malik, who was on official working visit to Germany.

*Credit to UMP Pekan Review