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 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!
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.
Timbalan Ketua Setiausaha Perancangan Strategik Kementerian Pendidikan, Datuk Kamel Mohamad, berkata program itu merealisasikan agenda pendidikan teknikal dan latihan vokasional (TVET) di negara ini.
“Menerusi inisiatif pemerkasaan TVET ini, graduan DVM, DKM dan DLKM berpeluang untuk melebarkan lagi kemahiran dan pengetahuan mereka.
“Semua penuntut universiti yang mengambil program ini hendaklah turut berusaha mengangkat martabat TVET sebagai aliran pendidikan perdana dengan cara menyumbang kepakaran dan menjadi penyelesai masalah kepada masyarakat apabila tamat pengajian kelak,” katanya.
Beliau berkata demikian pada Majlis Pelancaran Jerayawara dan Promosi Ijazah Sarjana Muda Teknologi di Universiti Tun Hussein Onn Malaysia (UTHM) baru-baru ini.
Yang turut hadir, Naib Canselor UTHM, Prof Datuk Dr Wahid Razzaly dan Timbalan Naib Canselor (Akademik dan Antarabangsa) UTHM merangkap Pengerusi Jawatankuasa Program Ijazah Sarjana Muda Teknologi MTUN, Prof Dr Ismail Abdul Rahman.
Program pengajian baharu itu yang mendapat pengiktirafan Agensi Kelayakan Malaysia (MQA) dan pensijilan badan profesional Lembaga Teknologis Malaysia (MBOT) ini membabitkan 10 jurusan yang menawarkan program berasaskan teknologi.
Antaranya ialah bidang penyejukan dan penyamanan udara, kimpalan, pemesinan, pembinaan bangunan, perkhidmatan makanan, minyak dan gas, penyelenggaraan sistem elektrik, sistem automasi elektronik, automotif serta keselamatan dan kesihatan pekerjaan.
Semua program ini akan mula mengambil pelajar pada September 2020.
Bagi memperkenal program baharu ini, MTUN merancang untuk menjalankan promosi, menyebar luas dan mengukuhkan kerjasama industri sama ada di dalam atau luar negara.
Jerayawara ini juga bertujuan mempromosikan laluan bagi graduan kemahiran di Malaysia ke peringkat universiti menerusi kerjasama MTUN dan pada masa sama memperkenalkan program pengajian tinggi itu kepada wakil institut latihan kemahiran awam dan swasta dan wakil industri.
Selain UTHM, universiti awam yang menganggotai MTUN ialah i Malaysia Perlis (UniMAP), Universiti Teknikal Malaysia Melaka (UTeM) dan Universiti Malaysia Pahang (UMP).
Komen: Selain bidang teknikal, graduan TVET dengan SKM2, SKM3 ataupun DKM juga boleh bakal dapat ijazah pengurusan industri dalam masa yang singkat (9 bulan) dengan program URise yang ditawarkan oleh Universiti Tun Abdul Razak, KL bersama ISE Education Sdn Bhd. Program ini direka khas untuk graduan TVET, jadi jangan bimbang ia terlalu akademik & susah. Pembelajaran blended, atas talian dan bersemuka di Universiti Boleh buat pengeluaran dari KWSP ataupun bayar dengan kad kredit.
Nepalese Education, Science and Technology Minister Giriraj Mani Pokharel reportedly also welcomed Maszlee’s proposal to set up a Malaysian language institution in the South Asian nation to teach BM to Nepalese. ― Picture by Yusof Mat Isa
KUALA LUMPUR, Nov 22 — Nepal plans to introduce Bahasa Melayu (BM) as an elective subject in its schools to equip students with communication skills in the professional setting in Malaysia.
The matter, however, needs further discussion with Nepalese Cabinet and relevant authorities, said Nepalese Education, Science and Technology Minister Giriraj Mani Pokharel when he held a bilateral meeting with Malaysia’s Education Minister Maszlee Malik recently.
Giriraj also welcomed Maszlee’s proposal to set up a Malaysian language institution in the South Asian nation to teach BM to Nepalese.
Speaking to Bernama when met on the sidelines of the World Innovative Summit For Education 2019, held between November 19 to 21 in Doha, Qatar, Maszlee said:
“There are approximately 357,000 Nepali currently working in Malaysia, primarily in the security, manufacturing and hospitality sectors.
“Teaching BM and setting up institutions would be useful when Nepalese seek employment in Malaysia as they would be able to communicate fluently and boost their career.”
Maszlee said both leaders also discussed on enhancing and improving Technical and Vocational Education and Training (TVET) studies in Nepal.
“Nepalese minister was impressed with our German Dual Training System for TVET and for them, it would be useful.
“This is because Nepal wants to produce skilful Nepalese workers to work abroad with better pay and a TVET certification,” he said.
Maszlee said Nepal was also looking for opportunities to send their students to pursue post-graduate studies in Malaysia, and to collaborate with Malaysian universities.
Giriraj also extended an invitation to Maszlee to visit Nepal in conjunction with the Visit Nepal 2020, and to attend the Artificial Intelligence Conference in Kathmandu next year.
TVET Influencer merupakan individu sama ada adiwira TVET atau selebriti yang menjadi idola dan role model kepada belia dalam bidang TVET.
KRITERIA TVET INFLUENCER Permohonan adalah terbuka kepada seluruh warganegara Malaysia berusia 18 tahun ke atas yang mempunyai pengalaman dalam bidang berkaitan TVET.
KATEGORI
Kategori Selebriti
Adiwira TVET
Wang Tunai dan Sijil Pengiktirafan untuk TVET Influencer yang dipilih.
Tarikh Tutup: 30 November 2019 (Sabtu)
Maklumat lanjut dan pertanyaan: Tel: 03-8888 3150 (Agalita Joseph) Emel: jkkptvet@moe.gov.my Laman Web JKKPTVET: http://jkkptvet.moe.gov.my
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.
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.
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.
KUALA BERANG – Mereka pernah gagal dalam Sijil Pelajaran Malaysia (SPM), namun atas usaha dan kegigihan bangkit daripada kegagalan, mereka kini bergaji lebih RM20,000 sebulan.
Malah, lebih membanggakan, ada antara mereka kini mampu membuka perniagaan sendiri dan mewujudkan peluang pekerjaan, selain mampu membeli aset secara tunai dan menghantar ahli keluarga mengerjakan haji dan umrah berkali-kali.
Itu sebahagian kisah dikongsikan tiga Ikon TVET (Latihan Teknikal dan Vokasional) Pembinaan kelahiran Akademi Binaan Malaysia (ABM) Wilayah Timur, di sini yang kini boleh tersenyum dengan kejayaan mereka dalam kerjaya.
Muhammad Faizal Ismail, 35; Mohamad Badiuzaman Ya Abu Bakar, 34; dan Muhammad Qamarul Auji Amran, 32, yang juga bekas pelatih ABM diangkat sebagai Ikon TVET atas kejayaan mereka dalam bidang kemahiran masing-masing pada majlis pelancaran Jelajah TVET Pembinaan Edisi Terengganu oleh Menteri Kerja Raya, Baru Bian, di sini, semalam.
Muhammad Qamarul Auji, dari Kuala Terengganu berkata, kemahirannya dalam bidang perpaipan (jururegah) hasil kursus diikuti di ABM bukan sahaja memberinya peluang memperoleh gaji lumayan, tetapi juga belayar ke seluruh pelosok dunia, selain kini mampu membuka perniagaan sendiri.
“Saya pernah bekerja di Arab Saudi dengan gaji bulanan terakhir RM12,000 sebelum berhenti kerja untuk membuka perniagaan sendiri dalam bidang sama.
“Alhamdulillah dengan apa yang saya miliki, saya mampu membuka peluang pekerjaan dalam bidang perpaipan untuk pelatih TVET lain dan kini syarikat saya sudah mempunyai tiga cawangan iaitu di Kuala Lumpur, Sabah dan Terengganu dengan jumlah kakitangan dan pekerja seramai 80 orang,” katanya ketika ditemui.
Beliau yang sudah berkahwin berkata, dia pernah putus asa dan tidak nampak jalan untuk meneruskan hidup sebelum bertemu peluang menjalani kursus perpaipan di ABM pada 2006.
“Saya bersyukur kerana dapat menggembirakan ibu bapa yang sebelum ini kecewa dengan saya kerana gagal dalam SPM dan tidak dapat melanjutkan pengajian ke universiti seperti ramai rakan lain,” katanya.
Sementara itu, Muhammad Faizal, dari Kuala Terengganu, berkata, kematian bapa pada 2004 memberi tamparan buatnya selepas sekian lama leka dengan kehidupan yang hanya bergantung pada keluarga, selepas gagal menghabiskan persekolahan kerana tidak minat belajar.
“Sebelum kematian bapa, saya hanya meminta wang daripadanya untuk menampung hidup, saya langsung tidak fikir mahu bekerja, sehinggalah bapa meninggal, saya hilang arah.
“Ketika itu terbit rasa kesal dan rasa mahu mengubah hidup serta mahu berbakti pada keluarga terutama ibu, Aishah Mamat, 67, lalu saya mula bekerja membaiki kereta di bengkel milik seorang rakan.
“Kemudian ada rakan mencadangkan saya untuk mengikuti kursus kimpalan di ABM selama dua bulan dan sebaik tamat kursus, bermulalah kehidupan baru buat saya apabila berjaya mendapat pekerjaan bagus di syarikat swasta dengan gaji lumayan,” katanya yang kini bekerja sebagai jurukimpal syarikat minyak dan gas (O&G) di Arab Saudi dengan gaji RM18,000 sebulan.
Dia sebelum ini pernah memperoleh gaji RM27,000 sebulan ketika bekerja dengan syarikat O&G di Miri, Sarawak pada 2016 dan bersyukur kerana dapat membeli kenderaan secara tunai, membaik pulih kediaman keluarganya, membantu kewangan keluarga, selain menghantar ahli keluarga termasuk ibu menunaikan haji dan umrah beberapa kali.
Manakala Mohamad Badiuzaman dari Kemaman berkata, beliau banyak bermain ketika zaman sekolah menyebabkannya gagal dalam SPM dan rasa kesal menyebabkannya sedar untuk mengubah nasib diri dan keluarga.
“Kegagalan lalu membuatkan saya mahu bangkit dan tidak terus leka. Alhamdulillah sekarang saya memperoleh gaji RM18,000 sebulan dan dapat membantu keluarga, selain berpeluang ke banyak negara untuk bekerja termasuk China, Hong Kong, Myanmar, Amerika Syarikat dan Dubai,” katanya yang sudah berkahwin.
Education Minister Dr Maszlee Malik (3rd-right) presents a certificate to Human Resource Minister M. Kulasegaran (centre) and others who are part of the National Technical and Vocational Education and Training (TVET) Coordinating Body in Putrajaya. – NSTP
PUTRAJAYA: A National Technical and Vocational Education and Training (TVET) Coordinating Body will be established to combine various sectors into a single system.
Education Minister Dr Maszlee Malik said the body will be established to make sure that TVET, in the future, will be seen as a single entity.
“This is in line with the government’s hopes to make TVET a mainstream choice, instead of an alternative,” he said at the launch of the National TVET Campaign, here, today.
Also present at the event was Human Resources Minister M. Kulasegaran.
Maszlee said the establishment of the body and its objectives will be announced later.
He said the establishment of the body was among five cores of TVET revolution which will help create a skilled workforce by 2030.
“We will be focusing on a financial model to make sure funds are sufficient for TVET, the Shared Ownership Model, strengthening TVET Certification and a National Singular TVET Brand,” he said.
He said the five cores were the way forward and they will provide solutions to all issues pertaining to TVET.
“Among the issues are accreditation, lack of facilities and the TVET system. We are confident that all these problems can be addressed.”
Maszlee said that in order for TVET to be further empowered, a change of mindset was needed.
“We have to involve more industries to strengthen dual-training programmes. We need to shift from industry participation to industry partnership before it can eventually become an industry-led TVET,” he said.
On Aug 14, the Technical and Vocational Education and Training Empowerment Cabinet Committee (JKKPTVET) was set up as the government’s commitment to strengthen coordination and cooperation between ministries and stakeholders in the TVET system.
JKKPTVET comprised eight ministers, namely human resources, youth and sports, works, rural development, entrepreneur development, agriculture and agro-based industry, domestic trade and consumer affairs and education.
Present were JKKPTVET technical chairman Tan Sri Soh Thian Lai and Human Resources Minister M. Kula Segaran. Soh said based on surveys, the main issues and challenges for TVET education included community perception, where people saw it as having limited job opportunities.
“TVET providers also operate in silos, resulting in overlapping courses and creating confusion for students and employers.”
“It is the government’s policy to raise the level of skilled workforce to 35 per cent by 2020. To do so, we need to increase TVET student enrolment to 225,000 by 2020.”
The committee has held six townhalls, five workshops and numerous engagements to strategise the way forward for TVET.
“Based on a series of townhalls, engagements and sessions to support the TVET Empowerment Plan, 20 strategies and 15 recommendations have been proposed based on five pillars, namely governance, funding, industry, quality and branding,”
He also said some industry-led TVET collaborations remain as models for cooperation between the ministry and industry.
Maszlee said he hoped that TVET institutions would work together with universities and innovation agencies to introduce new technology to re-map the institutions according to industry demand.
The National TVET campaign, which runs until November, will include the search of TVET Valued Industry Partners (VIP) and TVET Influencers. There will also be a competition for the national TVET logo and slogan.
The ministry has set seven strategies to achieve these goals.
“The first strategy is to change from ‘train and place’ to ‘place and train’ educational concept; while the second one is to introduce a co-ownership model between the government and industries for equipment technologies, expertise and innovation.
“The third strategy is to establish an industry-based centre of excellence (CoE), while the fourth strategy is about introducing the TVET Valued Industry Partners (TVET VIP) to encourage industries to empower TVET.”
The remaining three strategies involve mobilising flat mobility of expertise to ensure coordination between industries and TVET institutes; creating employment oppurtunities and a level wage to make sure TVET graduates are paid well with good career prospects; and to set up Industry-led Competency Certification Bodies.
Comment: Hopefully, TVET Coordinating Body would finally be able to streamline everything into a single system. Else, it will just be another futile effort. Sad to say, Malaysia has many great blueprints & policies, but when it comes to implementation, really sucks. That’s why countries like South Korea that used to be on par with us during the 70’s are now much more advanced that us and countries that used to be behind us like Vietnam is fast catching up & gonna overtake us soon if we don’t buck up!
Prime Minister Tun Dr Mahathir Mohamad’s promise that technical and vocational education and training (TVET) will be prioritised to reskill the workforce. (NSTP/AHMAD IRHAM MOHD NOOR)
The Association for Community and Dialogue welcomes Prime Minister Tun Dr Mahathir Mohamad’s promise that technical and vocational education and training (TVET) will be prioritised to reskill the workforce.
Dr Mahathir said the poor were too poor compared with the rich and there was a need to increase their income, but not just by increasing their salaries.
The abilities and skills of our workers needs to be improved to become more productive. TVET will lead us to this goal.
The Human Resources and Education Ministries have a major role to play in information dissemination, especially to the Bottom 40 per cent (B40) group.
For our workforce to reskill and upskill themselves, a strategy to disseminate information to youth and workers is vital.
The International Labour Organisation’s Human Resources Development Convention says there is a need for continuous dissemination of employment information to ensure that information and guidance are available to children, young persons and adults, including programmes for disabled people.
This information and guidance shall cover the choice of an occupation, vocational training and related educational opportunities, employment situation and employment prospects, promotion prospects, conditions of work, safety and hygiene at work, and other aspects of working life.
The information and guidance shall be supplemented by information on collective agreements and of the rights and obligations of all concerned under labour law.
The convention builds awareness about rights of workers to human development, in relation to vocational training as well as rights under the labour law.
In Malaysia, it is vital that information on human resources development policies, skills training, labour and industrial laws are disseminated to the B40 group to encourage them to attend TVET education and learn about the importance of being aware of laws governing employment.
Parliamentarians, assemblymen and local councillors should disseminate information to the B40 group.
The government should reach out to opposition parliamentarians in this effort.
RONALD BENJAMIN Secretary, Association for Community and Dialogue
Source: www.nst.com.my/opinion
Comment: It’s not just the awareness, there are also other critical factors that’s affecting the uptake of TVET courses among the students. What the public is not aware is that there are many students, especially B40 group, could not pursue TVET education due to lack of financing from PTPK (this affects many private providers and directly affects the livelihood of the TVET lecturers, who are mainly in the B40 group as well. Though public TVET institutions provide courses Free or at minimal fees, there are other challenges as well.
PUTRAJAYA – Kementerian Pendidikan mahu bidang Pendidikan dan Latihan Teknikal dan Vokasional (TVET Malaysia) dijadikan pilihan utama @ TVET Pendidikan Utama dan bukan lagi sebagai cabang alternatif. Menteri Pendidikan, Dr Maszlee Malik, berkata, beliau juga mahu TVET Malaysia dilihat sebagai suatu entiti tunggal yang besar dan seragam, tidak terpecah-pecah dan sekali gus berkongsi suatu sistem kuat serta menyeluruh.
“Semua tindakan telah kita lakukan khususnya, menubuhkan Badan Penyelaras TVET Negara yang sekali gus menyatukan TVET Malaysia di bawah satu bumbung dan sistem tunggal yang lebih berdaya saing.
“Secara ringkasnya, reformasi TVET akan berpaksikan lima tonggak utama, iaitu menubuhkan Badan Penyelaras TVET Negara, memberi tumpuan kepada kecukupan modal pembiayaan, membangunkan modal pemilikan bersama.
“Ini termasuk juga memperkasakan persijilan TVET (Industri) dan menjenamakan TVET dengan nama baharu TVET Kebangsaan Tunggal,” katanya.
Belia berkata demikian dalam ucapannya sempena Sesi Dialog Kementerian Bersama Industri untuk Memperkasakan TVET.
Turut hadir pada sesi dialog itu, Menteri Sumber Manusia, M Kulasegaran; Presiden Persekutuan Majikan-majikan Malaysia (MEF), Tan Sri Azman Shah Haron dan Pengerusi Teknikal Jawatankuasa Kabinet Pemerkasaan TVET, Tan Sri Datuk Soh Thian Lai.
Turut terlibat 40 wakil organisasi dalam kalangan persatuan perdagangan dan industri, perniagaan dan pembekal perkhidmatan TVET.
Kata Maszlee, Rancangan Malaysia ke-11 (RMK11) secara spesifik telah menyatakan bahawa TVET adalah pemacu perubahan di mana kerajaan mensasarkan 35 peratus pekerja mahir dapat dihasilkan menjelang 2020.
“Kemahiran profesional ini haris diangkat sebagai pendidikan dan kerjaya pilihan utama.
“Usaha kerajaan untuk merealisasikan aspirasi tersebut melibatkan sistem akreditasi yang diharmonikan dengan jaminan kualiti bagi membolehkan mobiliti pelajar antara institusi TVET merentas kementerian,” katanya.
Beliau berkata, setiap institusi pendidikan dan latihan TVET perlu bekerjasama dengan universiti serta agensi inovasi untuk memperkenalkan teknologi baharu yang boleh dimanfaatkan industri.
“Usaha ini secara tidak langsung dapat meningkatkan permintaan industri terhadap graduan TVET. Selain sejajarkan hala tuju institusi TVET dengan keperluan industri, terutamanya dalam menuju Revolusi Industri 4.0,”katanya.
Sementara itu, mengulas mengenai majlis yang dianjurkan, Maszlee berkata, Jawatankuasa Kabinet Pemerkasaan TVET melancarkan Kempen TVET Kebangsaan yang membabitkan pelancaran logo dan slogan, pencarian TVET Influencer dan Anugerah TVET Valued Industry Partners (VIP).
Kempen ini berlangsung sehingga bulan November ini adalah salah satu strategi utama bagi memperkasakan TVET di Malaysia @ menjadikan TVET Pendidikan Utama,” katanya.
Beliau berkata, reformasi TVET menerima lima tonggak yang akan diwujudkan di bawah komuniti teknikal, iaitu pentadbiran, kualiti, industri, kewangan dan pengurusan.
“Lepasan TVET juga akan dipertingkatkan dengan teknologi dan kemahiran terkini bagi meningkatkan produktiviti, seterusnya mengurangkan kebergantungan kepada pekerja asing,” katanya ketika berucap di Sesi Dialog, Memperkasa TVET, Kementerian bersama Industri.
Tambah beliau, kementerian juga akan memberikan kira-kira 70 peratus tempoh latihan dalam sektor industri dan perkilangan kepada pelatih.
“Setelah tamat latihan, pelatih berpeluang memperoleh gaji yang lebih tinggi kerana telahpun didedahkan dengan budaya kerja dan mempunyai pengalaman,” katanya.
Tujuh strategi untuk Pembangunan Aliran TVET Negara
Mengubah konsep pendidikan tradisional daripada train and place kepada place and train.
Perkenalkan Co-Ownership Model antara kerajaan dan industri untuk peralatan, teknologi, kepakaran dan inovasi.
Excellence (CoE) agar wujud Wujudkan Industry-Based Centre of penyelarasan antara semua institusi TVET untuk mengoptimumkan sumber dan dana kerajaan.
Flat mobility of expertise iaitu untuk memastikan wujudnya penyelarasan antara industri dan pusat pendidikan TVET.
Employment Opportunities and Wage Level untuk memastikan graduan TVET mendapat gaji lumayan, serta memperoleh laluan kerjaya yang jelas dan terjamin.
Industry Led Competency Certification Bodies (Model German Dual Vocational Training). Pengiktirafan ini akan diterajui oleh industri untuk mengelakkan pertindihan.
