TVET in Malaysia

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ueparLmenL of Skllls uevelopmenL
MlnlsLry of Puman 8esources
Malaysla
ConLenLs
• CurrenL 1vL1 Landscape
• new uemands of 1vL1
• 8e-vlLallslng Lhe 1vL1
SysLem ln Malaysla
Current Landscape of TVET
in Malaysia
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• @
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• B
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SysLem
• C
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• D
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Multiple Providers, Qualification & Curricula in Malaysia
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Initiatives under 10th PIan to
harmonize accreditation
across ministries
• Full recognition of SKM
(Malaysian Skills
Certificate)
• Board of Technologists to
provide professional
pathway

Further improvements
pIanned within TVET system
and with the industry
• Central application system
to be implemented 2011
• Cooperation with industry
through Technical Advisory
Committees
• Active participation of
industrial players through
Ìndustry Lead Bodies
(ÌLBs) in training and
assessments
BEng Tech
Adv Dip Tech
PoIytechnic
dipIoma
DipIoma
TechnoIogy
DLKM
DKM
SijiI TeknoIogi
SKM 1,2,3 +
SijiI TeknoIogi
SKM 1 & 2
JMTI
1

ADTEC
2

Private
Accredited
Center
ILP
3

IKBN
5

Private
Accredited
Center
IKTBN
4

IKM
6

GiatMARA
9

Universiti
KuaIa
Lumpur
KKTM
6
GMI
7

PoIytechnics
Community
CoIIege
TechnicaI
and
VocationaI
SchooI
Certificates
offered
MOHR MOYS MORRD MOE MOHE
TVET deIivery system (overview)
MOA MOD
PubIic
Works
States
CAM
1
MOA
Institutes
6
Perhebat
Institutes
Agensi
NukIear
1
!"#
CIDB
6
States
institutes
31
28
71
10

88
202
12
1
9
1
1
15
1
4
22
500-600
~1000 TVET institutions in totaI
‘Skills and Vocational & Technical’ in Malaysia
‘Skills’ and ‘Vocational & Technical’ are
!"#$%$&" !"(&)%! *+&, -+!&+.(& $((%"-+&$&+).
D|fferent sectors |n the Ma|ays|an Çua||f|cat|on Iramework ...


Separate governance of SkiIIs and
VocationaI and TechnicaI sector
• Limited coordination and
duplication of responsibilities in
calibrating learning outcomes
• Limited sharing of best practices

Distinct accreditation (DSD and
MQA) raises confusion
• Students and employers unclear
of value/ differentiation among
certificates
• Exacerbates unclear pathway for
further education
VocationaI and
TechnicaI
Higher education SkiIIs sector
Graduate certificate
Bachelor degree
Diploma
Doctoral degree
Masters degree
Postgraduate dip.
Diploma
Vocational and
Technical
Certificate
Advanced diploma Advanced diploma
L1
Skills Cert 3
Skills Cert 2
Skills Cert 1
Diploma
Advanced Diploma
L2
L3
L4
L5
L6
L7
L8
Certificate
M
Ç
I


Source: MQA; BCG analysis
A
c
c
r
e
d
|
t
a
t
|
o
n

DSD-accred|ted
(MCnk)
• !""#$%&'('&)*
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5633
MÇA-accred|ted
(MCnL)
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Separate agenc|es
accred|t programs
w|th|n 1VL1
Ìssue - Governance
TVET Authority, Landscape in Malaysia
(Issues & Challenge ?....)
















• More than 20 government agencies
reporting to own ministries
• Lack of coordination between ministries
resuIt in Iack of overaII understanding of
TVET Iandscape













• Each state skiIIs training department
reports to a singIe federaI ministry
• Provides cIear overview of TVET
Iandscape
• Increases efficiency
!" $%&'() *+,-".%,/ "0). 1231 (*&4$5*6)
%& 7*(*/$%*
No singIe body to provide oversight
of TVET Iandscape
No singIe body to provide oversight
of TVET Iandscape
Benchmark: Australia – Single
coordinating authority
Benchmark: Australia – Single
coordinating authority
!"#$%& &$
MOHR
MOYS
MORRD MOHE
PubIic
Works
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&$
AustraIian QuaIifications Framework
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&$
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&$
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&$
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Enrollment in TVET Malaysian System (2010), 70% in
Government Institutions



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5/+ !#6#7$ "#8 /+ 9-:*,+4*+' /+&'/'('/-+&
LeveI 1 to 3
(Certificate)
LeveI 4 & 5
(DipIomas)

JMTI
ADTEC

ILP




TechnicaI
Secon-
dary
SchooI


Perhebat
Institutes
MOHR MOYS MORRD MOE MOHE MOA MOD
Public
Works
States

IKTBN
KTBN

Giat-
MARA

IKM

GMI

KKTM

Commu
-nity
CoIIeges


PoIy-
technic

CIDB
Institutes
States
Institutes
3,200
10,800


2,000
Source: EPU, MOHR, MOYS, MOA, MORRD, MOE, MOHE
2,700
10,000
19,000 25,000
17,000
88,000
!"#
xx
20,000
Private
TotaI enroIment 2010: ~270,000 students
25,000 at MOE Technical Sec. School + 185,000 at Public & States Ìnst. + 60,000 in Private
72% 7% 21%
MOA
Institutes

700
Private
Institutes
~60,000
8,200
# students enrolled in
institutions
Main Stakeholders
Issues & Challenge ?...
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▪ !"#$# '( * ("2$)*4# 23 3:/6'/4 32$ (7'99( )$*'/'/4
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8'4$./"
Source : NKEA Education Lab
G*H .*1-,8+ (, =I7=
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Four (4) Major Thrusts to Transform the
Malaysian Economy
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1. Refers to clerical, service and technical staff & lower management positions 2. ~71% of jobs are production supervisor, administrative staff and production line leader
Source: PEMANDU; BCG analysis
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1.3 Mn (~41%) of NKEA jobs to be fiIIed by TVET;
top 5 sectors make up 82% of TVET jobs
209
203
101
449
53
132
386
350
435
49
229
192
49
114
52
25
20
27
43 46
21
0
200
400
600
Persons in '000
NKEA
sectors Palm Oil
42
20
CCÌ
43
23
Oil, Gas
and
Energy
52
Agriculture
75
23
Healthcare
2

181
Business
Services
246
Financial
Services
275
Tourism
497
Education
1

536
Greater
KL dev.
553
Retail
595
157
Electrical
Eng.
TEVT
Non-TEVT
IncrementaI
2020 GNI
in RM Bn
108 392 34 67 121 59 35 53 29 131 36 125
Economic Transformation Programme (ETP):
Eight (8) National Key Economic Areas (NKEA)
- Requires 1.3 million TVET jobs
K*/#2-$#+#,3 =I7=
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Major Initiatives Being Undertaken
!"#$% '(')'")'*+, -+'(. /(0+%)"1+(

ScaIing up
private TVET
training
provision
Re-branding of
the TVET sector
to mainstream
and improve
perception of
TVET


RationaIising
TVET
provisioning to
meet economic
& empIoyment
needs

1
2
3
ReBranding TVET by
SkillsMalaysia®
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SkillsMalaysia 2011 Campaign




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productivity.”




Scaling-up Private Skills Training Provision
(EPP5; NKEA Education)
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!"##$% '(") "*+,-./012
EmpIoyers
Students
Key Initiatives
▪ Market SkiIIsMaIaysia internationaIIy to attract foreign students to enrol
into Malaysian TVET systems
▪ Review and simpIify reguIation to allow international students to enter
skills training programmes
▪ Buying pIaces from private skills training providers to utilise excess
capacity
Assist providers in
attracting students
7
▪ Allow academically qualified and experienced industry personnel to fast-
track to become TVET instructors
Increase the number
of quaIified
instructors
6
Conduct awareness
campaign
4
▪ Roll out “SkiIIsMaIaysia” branding for all initiatives to promote skills
training
▪ Increase demand side funding (PTPK) to increase access to skills
training
▪ Increase avaiIabiIity of HRDF funds for up-skilling of workforce
Increase avaiIabiIity
of demand-side
funding
3
▪ ArticuIate professionaI pathway for TVET by allowing Malaysian Skills
Certificate holders to progress to selected degree programs
▪ Review the SKM evaIuation system to enable ease of pathway
articuIation
ArticuIate
professionaI
pathway
5
▪ Appoint Industry Lead Body (ILB) for each skills sector to guide
development of TVET in Malaysia
Promoting cIoser
Iinks with industry
1
▪ Harmonise accreditation across Ministries, industries, and private skills
training providers by expanding JPK’s role as the single accreditation body
▪ EstabIish Board of TechnoIogists to regulate, monitor and accredit all
TVET programs
Harmonise skiII
training by
reguIatory reform
2
Providers
10
th
Malaysian Plan: TVET is Critical
(Source: 10
th
Malaysian Plan)
!"#$ &'(')*+' ,('-. /01/ +* 23+#+2'(
(SOURCE: 10th Malaysia Plan)


40%
2
skiIIed
workforce
1
by
2020
Target
Improving the Perception of TVET and Attracting More Trainees
▪ A national media campaign to be developed and rolled-out…
▪ Transformation of vocational schools system
1,031,000 more
managers &
professionaIs
▪ Standardize TVET curriculum
▪ Recognizing SKM as single TVET certification
▪ A Board of Technologists Malaysia will be established
▪ Malaysia-Japan Ìnternational Ìnstitute of Technology will be established
Upgrading &Harmonising TVET CurricuIum QuaIity in Line with Industry Requirements
1,434,000 more
skiIIed workers
▪ Highly experienced industry personnel to become instructors ...
▪ Part-time working arrangements will be expanded
▪ Centre for Ìnstructor and Advanced Skills Training (CÌAST) will be expanded.
▪ A new CÌAST to be established to add a further training capacity of 800
instructors each year
DeveIoping HighIy Effective Instructors
482,000 more
semi-skiIIed
workers
▪ The current funding approach of TVET will be reviewed to provide financial assistance to students
to study at SKM Level 3
▪ The performance rating of TVET institutions will be utilized when making decisions for buying
places in private TVET institutions
▪ RM150 million to train 20,000 school dropouts using the NDTS approach
StreamIining DeIivery of TVET
PoIicy GuideIines from the 10th MaIaysian PIan
Thanks
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ueparLmenL of Skllls uevelopmenL
MlnlsLry of Puman 8esources
Malaysla

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