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

Creating clear career pathways for TVET

TVET & Vocational Training - Malaysian News, , , , , , , , , , , , , , , , , , , , , , ,

FOR the nation to move forward in tandem with the Fourth Industrial Revolution (IR 4.0) and beyond, there is a clear need for a well-trained technical workforce with skill sets that are present- and future-ready as well as future-resilient.

Technical and Vocational Education Training (TVET) programmes have always been seen as the vehicle to prepare aptly-skilled human capital but somehow the general perspective is that they fall short in terms of the level of skills and knowledge needed for the industry to forge ahead.

Graduates who have qualified from TVET institutions previously do not have a clear career pathway to further their studies and secure jobs that are highly technical in nature.

To create more career pathways and opportunities for TVET students, the Education Ministry with the Malaysian Technical University Network (MTUN) comprising four universities — Universiti Tun Hussein Onn Malaysia (UTHM) , Universiti Teknikal Malaysia Melaka (UTeM) , Universiti Malaysia Pahang (UMP) and Universiti Malaysia Perlis (UniMAP) — and the professional body for technologists and technicians, the Malaysia Board of Technologists (MBOT), have collaborated in establishing newly developed Bachelor of Technology Degree (BTech) programmes in specific technology fields.

Some universities have introduced several of the courses last month at the beginning of the 2019/2020 academic year while other universities will make the courses available in September next year.

The curriculum is more practical and flexible to meet the challenges of the IR 4.0.

According to MBOT president Tan Sri Ahmad Zaidee Laidin, BTech programmes in MTUN are articulation programmes for TVET graduates with Diploma Vokasional Malaysia (Malaysian Vocational Diploma/DVM) through Kolej Vokasional (KV); and those with Diploma Kemahiran Malaysia (Diploma in Skills Malaysia / DKM) and Diploma Lanjutan Kemahiran Malaysia (Advanced Diploma Skills Malaysia / DLKM) from institutions under the Department of Skills Development, Ministry of Human Resources (MOHR).

The articulation process entails matching the courses, requirements and coursework at vocational colleges with that at higher education institutions.

“KVs start enrolling students as young as 16, post PMR/PT3 examination towards Diploma Vokasional Malaysia (DVM) through Sijil Vokasional Malaysia (SVM) without SPM. That posed a problem for the graduates should they decide to pursue a Bachelor’s degree and beyond at public universities. Other than that they often face difficulty in transitioning from TVET-based education to an academic-based degree programme,” he explained.

Tan Sri Ahmad Zaidee Laidin

The entry level requirement for BTech programmes in MTUN is not based solely on SPM qualification, Ahmad Zaidee highlighted.

For DVM graduates, most of the candidates have taken the equivalency courses to SPM’s Bahasa Melayu dan Sejarah, namely Bahasa Melayu 1104 as well as Sejarah 1251. For DKM and DLKM graduates, most of the students have taken SPM which already includes Bahasa Melayu and Sejarah.

In any case this nation-building initiative is not met, MTUN has agreed the student can enrol for the courses during their tenure years of BTech studies.

“MBOT through Technicians Act 2015 (Act 768) has established the Technology & Technical Accreditation Council (TTAC). This is a Joint Technical Committee with the Malaysian Qualifications Agency (MQA) to perform accreditation on professional technology and technical programmes. The council has published a Technology & Technical Accreditation Manual 2019 (TTAC MANUAL) for a comprehensive guideline for education providers (EP) to design and develop their programmes in the advanced technological fields,” he said.

UniMAP Academic Management Office dean Professor Dr Anuar Mat Safar said the availability of BTech programmes for DVM and DKM qualification holders is timely.

“It is estimated there are 50,000 students graduating with DVM and DKM every year. With the availability of BTech programmes, these students can obtain Bachelor’s degree-level qualifications as per required to face the challenges of IR 4.0,” he said.

Associate Professor Dr Anuar Mat Safar

DIFFERENTIATION

The main difference between BTech and conventional degree programmes is that the former were developed based on occupational requirement while the latter are more discipline-based, UTeM vice-chancellor Professor Datuk Wira Dr Raha Abdul Rahim explained.

“In conventional degree, fundamental and technological courses such as mathematics, physics etc are taught separately. In BTech programmes, the focus is for a graduate to perform a task in the work environment, hence fundamental and technological knowledge that is usually taught in different courses are embedded into a course on a particular competency set,” she said.

UTeM vice-chancellor Professor Datuk Wira Dr Raha Abdul Rahim

For example, she illustrated that a BTech Welding programme comprises a course of Welding inspection that combines elements of mathematics, physics, material studies, and local laws accordingly rather than have the subjects taken in separate courses, as with conventional programmes.

UTHM vice-chancellor Professor Datuk Dr Wahid Razzaly, meanwhile, explained that the current delivery or execution of BTech programmes uses the approach of Work Based Learning (WBL) in block released manner. This means the students undergo their studies in two phases: two and a half years at university and another year in the industry.

“The curriculum structure is towards preparing students into industry 4.0 in line with the Program Educational Objective, which is to produce technologist, technopreneur and entrepreneurship.

As such, the success ratio of higher graduate employability is ensured as the students will have a structured WBL courses in the industry itself within a year before they graduate,” he said.

He said another delivery approach via apprenticeship is still in the development progress. The idea is to have workers upgrade their qualifications by studying two days in university and working three days.

COLLABORATION

UMP Center for Academic Innovation & Competitiveness (CAIC) director Associate Professor Dr Mohd Rusllim Mohamed, who is a director of the MBOT Technology and Technical Accreditation Secretariat, observed that MoE and the Ministry of Human Resources have been working closely to ensure the programmes are running accordingly.

“So far, the government has distributed some budget for reskilling and upskilling of existing lecturers, mentoring training for industry workers, and the implementation of a newly developed concept of teaching factory — University Revaluation Teaching Factory (URTF). Here, students are involved in industry production line, thus creating valuable experiential learning even before they graduate,” he said.

He related that MoE has approached the Malaysian German Chamber of Commerce and Industries (MGCCI) to become a strategic partner to BTech’s MTUN, so that the programmes can be further improved to meet the German standards.

“With MGCCI on board, all of its over 400 companies’ partners would be willing to be part of the ministry’s TVET empowerment agenda,” he said.

To improve the quality of teaching and learning based on IR 4.0, Anuar said UniMAP is currently applying to develop a teaching plant through the URTF effort.

“This involves practical sessions of industrial design, engineering design and 3D printing at this teaching plant,” said Anuar.

UniMAP’s Faculty of Engineering Technology has also applied for TVET transfer of technology (TOT) for existing lecturers to further enhance their knowledge and skills.

“The main objective of this TOT is to obtain professional certification for lecturers at the faculty. Some laboratories are also proposed to be turned into industrial laboratories, to enable professional certificates to be issued. Training to obtain a teaching professional certificate has also been proposed as one of the TOT TVET agendas to be implemented after this provision is approved,” he said.

At UTHM, Wahid said nine memoranda of understanding and eight letters of intent with related industries have been signed.

“The University-Industry partnerships include those with Siemens, Acson, Carrier, Festo, HardRock Hotel, NIOSH, Binaan Desjaya and Proton. The approach of BTech programmes is to have 60 per cent work-based learning and 40 per cent theory,” he said.

EXPECTATIONS

Director of UTeM’s Academic Planning and Development Office Associate Professor Dr Muhammad Fahmi Miskon said with a BTech degree in hand, TVET graduates can also request for appropriate and adequate amount of salaries coherent with the skills that they own.

“It is believed that the competition for fresh graduates to get a job has gotten tougher. Hands-on skills, experience and knowledge are what employers look for today,” he said.

Other than having more students involved in skilled courses, Ahmad Zaidee said it is also very important to get the students to further their studies so that they would be more intellectually improved in many aspects.

“The graduates of these programmes are expected to be employed as soon as they graduate because the programmes are designed to fulfil the needs of the industries.

“The launch of B.Tech programmes in MTUN reflects the government’s commitment in promoting and acknowledging TVET as the driving force in the country’s development. The curriculum is more practical and flexible to meet the challenges of the IR 4.0,” he said.

As the primary professional body for TVET, he said MBOT prepares TVET graduates as technologists and technicians that are readily accepted not just in the local but also the global industry.

“We are establishing our footing in the international arena with other countries via bilateral or multilateral cooperation.

“To date, we have been accepted as provisional signatory for Seoul Accord (multilateral co-accreditation agreement for Information & Computing Technology programmes). MBOT has also taken a proactive step in proposing to pioneer the establishment of APEC Technologists and Technicians Register (ATTR) which is anticipated to be launched next year when Malaysia hosts APEC 2020,” he said.

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

Comment: It’s not just BTech that DVM/DKM/DLKM graduates can pursue, they can also consider EBIM (Executive Bachelor in Industrial Management), an URise bridging program by Universiti Tun Abdul Razak where Technical Leadership and Industrial Revolution 4.0 are the core learning outcomes.

Executive Bachelor in Industrial Management (EBIM), specializing in Leadership, enable skilled personnel to excel into managerial positions with enhancements in managerial core abilities. The course covers the learning in soft-skills of leadership, managerial abilities, business communication and project management.

For SKM1&2 graduates, they are also not forgotten as their pathway would be to Professional Diploma in Industrial Management.

Truly understanding TVET candidates’ situation, SPM is not a pre-requisite, yay! Another exciting part about the program is that it’s a blended learning, means it’s conducted online and face to face classroom.

For more information, kindly email to thonghiwah@urise.edu.my or whatsapp/call 012-3123430.

Youth and Sports Ministry enters agreement with TVET players

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Youth and Sports Minister Syed Saddiq Syed Abdul Rahman speaks during the launch of SKIL'19 skill symposium in Putrajaya October 24, 2019. ― Picture by Shafwan Zaidon
Youth and Sports Minister Syed Saddiq Syed Abdul Rahman speaks during the launch of SKIL’19 skill symposium in Putrajaya October 24, 2019. ― Picture by Shafwan Zaidon
More skilled and high-paying jobs need to be created for TVET graduates, says minister

PUTRAJAYA, Oct 24 — The Youth and Sports Ministry today exchanged Statements of Understandings with five entities aimed at forging stronger cooperation between the public and private sectors in developing the Technical and Vocational Education and Training (TVET) industry.

Witnessed by Youth and Sports Minister Syed Saddiq Abdul Rahman, the statements would see the entities play an active role in increasing career opportunities within the sector by offering spots for education and training, while offering technical advice to the ministry.

Among the signatories were Volvo Malaysia Sdn Bhd, Sapura Secured Technologies Companies, Malaysia Industry Association, the Malaysian Resources Corporation Berhad, with the cooperation of the Malaysian Prison Department.

Syed Saddiq later stressed the importance of offering former juveniles and minor crime offenders a second chance to reassimilate into society, saying one solution would be to retrain and up-skill them in opportunities within the TVET industry.

“For those who have been categorised as Individuals Under Observation, Henry Gurney leavers, we will give them a special route for them to be trained so in the end, despite them having a record, but they would be trained, re-skilled and up-skilled.

Henry Gurney Schools were set up under the Juvenile Courts Act 1947 to care for young offenders and provide formal education and rehabilitation for juvenile inmates.

“In the end they are able to be placed in companies that we share a relationship with for the TVET program,” he said after launching the SKIL 19’ Skills Symposium at the Youth and Sports Ministry Podium hall this morning.

Syed Saddiq said this and other efforts would be part of his ministry’s two pronged program, MyFuture Youth and MyFuture Youth Plus, aimed at offering reactive programs for former offenders, and proactive programs for youth who are classified within the risky category.

“For those who are in danger of falling into the group of high risk youths, we will put them through an early intervention program with special routes into TVET programmes.

“There will be long and short courses, and in the end they will be offered a job,” he explained.

He also mentioned the importance of the government’s willingness to accept former offenders into the public service, saying such steps have been brought to the attention of the Cabinet.

The Muar MP also revealed amendments to public service requirements are currently being worked out by the Chief Secretary that will see a leeway be added to consider former offenders to enter the civil service.

“This is important because if we see for those who have been jailed before, and those from Henry Gurney, about 50 to 60 per cent are youth, and a majority of them have committed minor crimes.

“But, because they don’t have targeted assistance, and if we forget or sideline them, they will go back into the community and society where their family also does not take them seriously, and not have a job, no direction in their life.

“If we (the government) are also not willing to help out, in the end they will reoffend and reenter into the same system,” he said.

Syed Saddiq stressed on the importance of breaking their cycle of crime and to offer them a second chance to assimilate back into and be a useful member of a developing society.

Additionally, the minister also added how the negative and derogatory perception towards the TVET industry should stop, and instead instil the culture of treating them as equals on par with graduates from public universities.

“If we see in Germany, the youth there are educated from a young age to understand that TVET is on par with those from public universities.

“In Malaysia, we have to instil this culture into the hearts and minds of the youth, and also the parents, as this is important to ensure that TVET will always be one of the most important growth sectors in the new Malaysia.

“But realising that dream would be impossible without the close cooperation between industry players,” he added.

Source: https://www.malaymail.com & https://www.staronline.com

Comment: Despite facts & figures showing that TVET graduates have high employability (Eg 83% for Kolej Vokasional graduates), it will still take very long time for the society to change their negative perception towards TVET.

Well, why is that so? Among them, not limited to:

1. Most of the those that took up TVET courses are because they are academically poor & have no where to go (minority do have good academic grades too)
2. TVET jobs are generally low paying, especially in the initial years.
However, with recognised certification, experience & good communication + people skills, income can reach 5 figures, eg like chefs, underwater welder, piping expert (O&G industry) or operating own business like dressmaking, hairdressing & beauty salon, automotive workshops.
3. Lack of coordination between TVET institutions and industry on industrial needs also produced mismatch skills of TVET graduates, hence lower pay.

Solutions?

1. It’s ok if you, as a TVET graduate that doesn’t have SPM or fared poorly in academics, you’re now given a second chance to further to University for tertiary studies.
You may either pursue technical (Bachelor of Technology with Malaysian Technical University Network) or management related (Professional Diploma or Executive Bachelor) qualifications.
2. If you’re in the TVET industry without proper certification, you should consider to get your skills recognised via the Pengiktirafan Pencapaian Terdahulu (PPT/RPEL).
3. If you’re planning to study TVET courses, advisable to register at those that offers recognised certification like Sijil Kemahiran Malaysia (SKM), which are also warmly welcomed in many foreign countries for employment.

Korean polytechnics ready to help Malaysia develop TVET

TVET & Vocational Training - International News, ,


Korean polytechnics are looking forward to work with Malaysia to further develop technical and vocational education and training (TVET). — NSTP Archive
Audrey Dermawan

By Audrey DermawanOctober 23, 2019 @ 2:56pm

INCHEON: Korean polytechnics are looking forward to work with Malaysia to further develop technical and vocational education and training (TVET).

Korea Polytechnics Education and Training Bureau director-general Cho Sung Hwan said they were ready to help establish TVET schools in Malaysia or develop the system in line with the Industrial Revolution 4.0 (IR4.0), among others.

“We have formed a global network with Malaysia’s Department of Polytechnic Education since May 2017.

“We hope that we can offer more assistance to your country,” he told the New Straits Times during a visit to the Korean Polytechnics Incheon campus here.

The visit was part of a one-day internship programme under the 2019 Kwanhun-KPF Press Fellowship in Seoul.

The NST had been selected to represent Malaysia in the month-long fellowship this year.

Journalists from Brunei, Cambodia, India, Myanmar, Mongolia, the Philippines and Vietnam also participated in the programme.

Prime Minister Tun Dr Mahathir Mohamad had often stressed that TVET must be a top national priority.

He had also said that TVET was a game changer in the government’s efforts to produce a more highly-skilled local workforce.

Elaborating, Korean Polytechnics Industrial Partnership Department director/professor Ahn Jongbok said: “We are always ready to help Malaysia”.

He said they organised annual international technology volunteer programmes where their students would visit Malaysian colleges to share Korea’s technical skills.

He added that they were also looking into developing language exchange programmes between the two countries.

“It is good if we can be of help to your country to further develop TVET,” he added.

Meanwhile, Cho said to change the perception that TVET was associated with “low pay and dirty work”, the Korean polytechnics had been focusing more on IR4.0 compared to fundamental industries like they did in the 1960s.

In the past five decades, Korean polytechnics have trained over 66,000 students, promising an 85.8 per cent employment rate upon graduation.

They have 35 campuses throughout South Korea along with a high school and two training centres.

Besides Malaysia, it also has a network with other Southeast Asian countries such as Singapore, Thailand, the Philippines, Vietnam and Cambodia.

It has also worked with France, Germany, the United States, the United Kingdom and Australia.

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

‘TVET worker certification will boost salaries’

TVET & Vocational Training - Malaysian News, , , , , ,
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.

certification of TVET workers- Datuk Shamsuddin Bardin

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.”

He said although there was a guideline by the Human Resources Ministry on the starting pay for 200-skills-based job released in 2020, many employers had been paying their workers based on the market rate.

Shamsuddin also said the industry faced issues on skills mismatch and the need to re-skill and up-skill employees.

“This is why companies were not prepared to follow the ministry’s guidelines. Furthermore, it is not compulsory for them to do so,” he said.

“Take, for example, the automotive repair industry. Some technical and vocational education and training (TVET) institutions use carburetors to teach their students.

“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.

“It will give workers more opportunity to earn better wages, which uplifts the Bottom 40 income group by 2030 as envisioned in the Shared Prosperity Vision 2030.”

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.

Source: www.nst.com.my

MIER: Flexibility needed in Malaysia’s education system for shared prosperity

TVET & Vocational Training - Malaysian News, ,
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
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.

“This is where we have to shift, there must be flexibility in the system, right up to the university, and university shouldn’t allow those who pass A-levels or STPM (to enter), they can enter at another level, either diploma level, or by work experience with certificates,” said Kamal.

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

Source: https://www.malaymail.com

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.

TVET graduates, especially DKM and DVM holders from Kolej Vokasional can also now further their study at the Malaysian Technical University Network (MTUN) in Bachelor of Technology for certain programs, with the 1st intake in Sept 2019.

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


TVET graduates employability on the rise

TVET & Vocational Training - Malaysian News,

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.

Source: www.nst.com.my

Certification-level training for Drone Piloting on the way

SKM JPK, TVET & Vocational Training - Malaysian News, , , , , , , ,

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.

The Department of Skills Development under the Ministry of Human Resources recently launched the Malaysia National Occupational Skills Standards (NOSS) for the piloting of Remotely Operated Vehicle (ROV) or Unmanned Aerial Vehicle (UAV), popularly referred to as ‘Drones’’.

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?

Source: Citizen Journalist Malaysia

NST Leader: TVET – Big room for improvement

TVET & Vocational Training - Malaysian News, , , , , ,
(File pix) Only 13 per cent of all upper secondary students are pursuing TVET courses, while merely nine per cent are doing them at polytechnics. Pix by NSTP/Aizuddin SaadBy New Straits Times – June 11, 2019 @ 12:01am

THE world of technical and vocational education and training (TVET) is one of paradoxes and other mind bogglers.

Five thousand TVET and science places are waiting to be filled, yet there are no takers. Puzzlingly, too, TVET grad employability is a very high 95 per cent versus tertiary institution grad employability of an average of 80 per cent.

This the parents and students do not know, says Education Minister Dr Maszlee Malik. Little wonder, only 13 per cent of all upper secondary students are pursuing TVET courses, while merely nine per cent are doing them at polytechnics.

A 2018 report by Khazanah Research Institute (KRI) on The School-To-Work Transition of Young Malaysians lends support to the minister’s claim.

The report quotes job seekers as saying TVET to be the most useful qualification for getting a good job. Yet — here comes another mind boggler — TVET is not a popular education pathway. As Maszlee says, there may need to be a deeper analysis. We agree.

Perhaps, the problem may not be in TVET itself, but in everything associated with it. This maze must be untangled. Consider this.

There are more than 1,000 public and private TVET institutions — 565 public institutions under six ministries and 600 private institutions.

This causes a plethora of problems, says the KRI report. One such is a lack of strategic coordination. This should have been to some extent solved by the Malaysia Board of Technologies — a governance and certification body — launched on Nov 17, 2016. But fragmentation continues. The puzzle thickens.

“Low wages” appear to be standing in the way of TVET, too. To Maszlee, this is a perception problem. It may very well be. And can be solved with some generous dose of awareness.

Remuneration is based on TVET skills acquired and as the skills are upgraded along with the experience gained, salary tends to move up.

But there is hope yet. Maszlee says a cabinet-level committee is hard at work consolidating resources as well as synchronising efforts to ensure stronger branding, more effective governance, funding and accreditation structures to make TVET a primary choice for students.

We will hold our horses until the more “sexy” TVET arrives. Part of this reform involves making the TVET industry responsive, according to deputy director-general at the Education Ministry’s Polytechnic and Community College Education Department, Dr Mohammad Naim Yaakub.

The idea is, he says, to make supply match demand by way of artificial intelligence and big data. This has been the experience of many European countries. European countries have skewed their skills development policy towards encouraging such a match.

KRI sees competency-based training as critical to TVET reform. This allows for the design of practical, demand-driven courses for industry needs.

Competency-based TVET uses short modular courses geared to market industry demand, enabling students to enter the market with a defined set of skills.

Modular courses also come with additional advantages: they promote lifelong learning and are less time-intensive. The rest of the world is heading towards short “nano degrees”. We should too.

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Riot dismisses claims that TVET problematic, not systematic

TVET, a relevant choice

Source: www.nst.com.my/opinion/leaders/2019

Comment: Again, would like to point out that one factor that maybe left out is the fact that current Sijil Kemahiran Malaysia (SKM) & Diploma Kemahiran Malaysia (DKM) holders are facing stumbling block in furthering their study to higher education due to SPM qualification issues, ie passing BM & History and/or with 3 credits as per required by MQA.

Chinese independent secondary school students can train at 32 institutes and get certificates, says HR minister

TVET & Vocational Training - Malaysian News, , , , , , ,
Human Resource Minister M. Kulasegaran speaks to reporters at a press conference in Subang Jaya January 18, 2019. ― Picture by Hari Anggara
Human Resource Minister M. Kulasegaran speaks to reporters at a press conference in Subang Jaya January 18, 2019. ― Picture by Hari Anggara

KUALA LUMPUR, May 23 — Technical and vocational stream students in Chinese independent secondary schools (CIS) may join training programmes at the 32 training institutes under the Manpower Department and receive the Malaysia Skills Certificates.

Human Resource Minister M. Kula Segaran said the ministry would also offer the vocational training officer (VTO) course to technical and vocational education and training (TVET) trainers from schools that meet the terms and conditions set by the Skills Development Department.

“The ministry may allow students from schools under Dong Zong to attend training programmes at 23 industrial training institutes (ITI), eight advanced technology training centres (ADTEC) and a Japanese-Malaysian technical institute through an aptitude test.

“The ministry can also award the Level 3 Malaysia skills certificate and Level 4 Malaysia skills diploma to TVET trainers via recognition of prior achievements,” he told reporters after the signing of a memorandum of understanding (MoU) between the ministry and Dong Zong in Kajang near here.

He said the ministry would also consider applications for loans or scholarships to eligible students to further their studies in TVET, VTO and other programmes.

Kula Segaran said the move to provide opportunities for CIS was important to fill the lack of non-Malay participation in TVET institutions, as well as to meet labour market needs.

Meanwhile, Dong Zong chairman Tan Tai Kim said TVET education began in 1987 at CIS and presently, 19 such schools were offering the programme involving 2,046 students.

“But the students faced a setback as the vocational certificates were not recognised, so with the signing of the MoU, the students are hopeful of pursuing their ambition,” he said.

Besides allowing the students to continue their studies at the manpower department’s training institutes, the MoU would also help Dong Zong gear the CIS towards recognition as registered training centres under the skills development department.

Kula Segaran said a proposal for all ITIs to stay open until 11 pm for the public to attend classes and continue their studies in TVET after office hours and on weekends and public holidays, was being studied. — Bernama

FMM urges govt to expedite set up of TVET Commission

TVET & Vocational Training - Malaysian News, ,

Vocational trainees at Gamuda IBS Banting learn and practise skills relevant to an increasingly modernising construction sector that is adopting Industry 4.0 way of doing business. NSTP photo by SADDAM YUSOFFBy Ooi Tee Ching – May 4, 2019 @ 12:28pm

KUALA LUMPUR: Federation of Malaysian Manufacturers (FMM) president Datuk Soh Thian Lai urges the government to expedite the set up of the special commission to address fragmentation of TVET implementation, which currently cuts across seven ministries.

In a recent statement, Soh said many in the industry including FMM has been asking the government, for many years, to set up a single enforcement body to coordinate the implement Technical and Vocational Education and Training (TVET) in the country.

The TVET Empowerment Committee’s recommendation to set up a TVET Commission is a long awaited decision and has received positive feedback from stakeholders in the series of Town Hall sessions held nationwide.

With this TVET Commission, Soh said the National Blueprint for TVET can be implemented effectively to support industrial transformation of Malaysia’s economy towards a developed nation.

If the proposed TVET Commission has joint oversight by the Ministry of Education and Ministry of Human Resources, Soh said it would facilitate seamless transition of support programmes and policies from schools to working adults.

There is an urgent need to standardise training and qualifications, quality assurance, qualification portability, recognition of prior learning, and greater cost effectiveness in the use of resources.

“The funding of TVET institutions must be based on performance and aligned to market demand to mandate collaboration with the industry,” added the FMM president, who is also TVET Empowerment Committee chairman.

More than 60 per cent of jobs that will be created during the 11th Malaysia Plan (2016 to 2020) and the incoming 12th Malaysia Plan (2021 to 2025) is projected to require more TVET-related skills.

Therefore, it is necessary to upskill and reskill the current workforce, and reinforce lifelong learning to continually acquire new and emerging skills required by new technologies such as the Fourth Industrial Revolution.

Soh stressed TVET success requires strengthening of public-private partnership between the skills training institutes and industry, at every step of the value chain, to ensure employability of the TVET graduates.

Back in December 2018, Permatang Pauh MP Nurul Izzah Anwar announced she will table a private member’s bill to establish a commission that will streamline and oversee all TVET institutes nationwide.

Source: www.nst.com.my