HALAL IN TVET: ROLES OF MALAYSIAN POLYTECHNICS IN

CREATING HALAL COMPETENT HUMAN CAPITAL

Ahmad Sahir Bin Jais

Department of Tourism and Hospitality, Politeknik Merlimau Melaka
Email: a.sahirjais@gmail.com

Abstract

This exploratory paper will focus on the role plays by the Malaysian polytechnics in halal
education in the context of TVET. A review of previous literature highlighted several issues
concerning dietary halal sectors in Malaysia. Dietary halal in Malaysia has gained
prominence exposure lately, due to the heighten awareness among Muslim consumers.
Therefore, this has contributed to a surge in demand for halal food. Growth in halal sub
sectors has a consequent effect with the demand for halal competent human capital
resulting in demands for halal competent human capital by the industries cannot be
matched by the educational institution. Polytechnics has taken up the role with other
academic institution in filling the needs for halal competent workers by offering halal
related courses at diploma level as well as short courses for the local communities. By
doing this, ithas successfully positioned itself as an academic institution that meets the
demands of the industry as the demand for halal competent workers which is expected to
grow significantly due to new legislation introduces by the government, expansion of halal
economy and increase awareness and interest in halal among consumer.

Keywords: Halal in TVET, TVET, Halal, Malaysian Polytechnics

1.0 INTRODUCTION

To seek halal is obligatory to every practicing Muslim. Whenever possible

halal should be seek until a certain condition called “darurah” is necessary.
Not only limited to food, the halal concept applies to other aspect of life, “ad-
Din” but this particular paper will be focusing on the concept of Halalan
Toyyiban, the permissibility of food. Misconception about halal, Even
though is obligatory in Islam, is somewhat disturbing due to the lack of
education, disinformation and plain ignorance.
The terms halal comes from an Arabic words “Halla”, “Yahillu”, “Hillan”
which means to free, to let go, to dissolve or to allow. In Shariah Law
(Islamic Jurisprudence) it can be translated as something that will not
cause the doer any punishment for using it or something that is in line with
the Shariah law(Salleh, Yusuf, & Ahmad, 2012).
Halalan Toyyiban denotes permissibility of things and wholesomeness
according to the tenets and pillar of Islam. Halal rules were prescribed in
The Quran in numerous surahs, essentially cover what could be eaten and
cannot be eaten. Furthermore, the said material must also said to be safe
and does not pose any danger to the ummah. Opposite of halal is Haram or
non-halal. Simply put, it carries the stigma of unlawful, forbidden or
1

prohibited to be consumed under the Shariah law. Between these halal and
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haram, there is a grey area known as syubhah, the terms that represent in
between halal and haram. For something to be called syubhah, it does not
fall clearly under the halal or haram, there questionable and dubious. In
this category, until the status becomes clear, Muslims should avoid
consuming Syubhah food or drinks. The Prophet Muhammad has given a
guideline concerning Syubhah matters.(Akmal Mhd Zain, 2007)

What is Halal is clear. And what is Haram is also clear. And in between
those two is a dubious area in which many people do not know about. So
whoever distanced himself from it, he has acquitted himself (from blame).
And those who fall into it, he has fallen into a state of Haram.
Narrated by Bukhari, Muslim, Abu Daud, Ibn Majah and Darimi
Source:Akmal Mhd Zain, 2007

As per statute and legislative point of view, according to the Malaysian Halal
standards MS1500:2009 guidelines, Halal food mean food and drink and/or
their ingredients permitted under the Shariah law and fulfill the following
conditions:

Figure 1.1: Excerpts from (Department of Standards Malaysia

MS1500:2009, 2009)

Source :Department of Standards Malaysia MS1500:2009, 2009

As a follower of Islamic teaching, it is imperative that Muslim’s to observe

the teaching as stated in the Holy Quran and Sunnah. Every Muslim must
have the knowledge and information in relation to halal, as it is one of the
major facet in Islamic teaching. Living in a Muslim country such as
Malaysia, halal food should be easy to find and haram risk should not even
occur. On the contrary, 40 % of its population is non-Muslim; consequently
the risk of haram food is quite alarming. One of the reasons for halal is
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mainly to set a differentiation between Muslim and non-Muslim. Halal

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related issues are most often highlighted in the media, associated with food
and consumer products. Among other, abuses of Halal logo to sell non-halal
food and contamination of non-halal food in consumer products. The scale
of the halal markets domestically and globally is extensive. It is estimated
that the halal market alone in Malaysia is worth around RM 29
billion(Ministry of International Trade and Industry (MITI), 2013). Awareness
for halal food is considerably low among population in Malaysia due to lack
of exposure in the education system, it can be seen through the number of
cases related to hell. As results, the needs for halal food that meet up to the
standards are ever more increasing. The Malaysian government through
Department of Islamic Advancement (JAKIM) and other various ministries
and agencies has come out with halal certification standards. Among others
in the Malaysia Halal standards, dictates that the certification system must
be monitored by a competent and certified staff. This results in the shortage
of manpower in a due to the lack of exposure and inadequate education for
halal from early stages(Khan, 2011; Mahmood Zuhdi Hj Ab. Majid, 2011).
Halal education should be taught and emphasized earlier. It should be done
continuously throughout the education system not only focusing it on the
tertiary level.
In a typical process prior to introducing a new program or course, extensive
research is conducted to ascertain the demand as well as the relevancy of
that particular program. This paper postulates that the roles of polytechnic
in dietary halal TVET activities were being influenced by 3 major factors
which are legislation and policies, economic factors and social awareness &
interest. In order to produce halal competent human capital, polytechnics
rely on the critical area to set apart its program from other, mainly its
curriculum, halal program and industry collaboration.
This paper tries objectively to examine the position of halal in TVET
framework, later to discuss and examine the role of polytechnics in
producing halal competent graduate and finally to seek the significance of
dietary halal in TVET framework holistically.

In order to get the full picture and better understanding on the topic
researched, secondary data from previous and relevant literature will be
used to aggregate a solid foundation on the topic being discussed, which is
the role of polytechnics in TVET framework. Literatures from known and
existing body of knowledge are examined to gather conclusion, furthermore
act as main sources for this research.
Three key areas in term of roles of polytechnics in halal TVET are examined
such as collaboration with industry, setting up halal focus program and
course and developing curriculum that meets industry standards. These
factors are the predictor of producing halal competent graduates.
Furthermore, the push factors that steer halal industry ahead as it is now
were also examined.
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2.0 BACKGROUND
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2.1 Concept of Technical, Vocational Education & Training (TVET)

Technical vocational education & training (TVET) is not a new concept, but
rather a continuity of learning through skills which has been used for ages.
TVET can be simply explained as acquisition of knowledge and skills to the
world of work. Simply put, TVET deals with training of potential human
capital with knowledge and most importantly, skills (UNESCO-UNEVOC).
What set apart TVET with other knowledge base discipline, were that it
emphasized more on the technical acquisition of knowledge, i.e. skills. In
Malaysian context, the TVET framework has been around for quite
sometimes with the introduction of skill training in 1897 for Malay’s to
become railway mechanic (Francis Wong & Ee (1975) in (Leong, 2010). It
then has gone numerous changes to better itself among others the National
Trade Standards in 1970’s, National Occupational Skills Standards (NOSS)
in 1993, National Dual Training System in 2004. The TVET education in
Malaysia is governed under the National Skill Development Act 2006 (ACT
652)(Leong, 2010).

Polytechnic under the Ministry of Education has played an important role in

producing semi-skilled workers in TVET discipline. First opened up in 1969
in Ipoh, as Politeknik Ungku Omar, it has expanded into 27 polytechnics
nationwide offering course at certificate and diploma level, in engineering,
business, information technology, arts and hospitality (Hamed, Wahab,
Zakaria, & Jasmi, 2015). Currently the emphasize on TVET education is
somewhat lacking in comparison with the pure academic field (Zain, 2008).
TVET provider in Malaysia consist of government and private agencies,
which almost 90 % offers course in engineering, technical related field. The
government through various ministries such as Ministry of Education,
Ministry of human resources development, ministry of youth and sports,
ministry of rural and regional development and state government offers
TVET at multitude of institution such as technical universities,
polytechnics, National youth Skills Institute, GiatMARA and others (Hamed
et al., 2015; Yunos, Ahmad, Kaprawi, & Razally, 2012; Zain, 2008).

2.2 Dietary Halal in TVET and Educational Framework

The concept of mainstream education refers to the concept of togetherness

in achieving national educational philosophies and to accommodate
national interest, registered with the Education Act as well as the necessary
rules observed in the national education system, whether partially or as a
whole.
The formal Malaysian education system can be divided into a few levels and
stream. Stream refers to the medium of language used; meanwhile level
refers to the extent of the education.
4

The Malaysian education system is quite unique due to its multitude of

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stream whereby the primary education is divided according to vernacular.

Nevertheless, schools are bound to the national curriculum standards and
only differ in terms of the instructional language. This stream system also
applied in the secondary level. The third level is tertiary level. At this
juncture the students can choose whatever vocation they prefer.
The new Primary School Curriculum Standard (KSSR) has little or no
emphasis at all towards halal subjects. If there is any element what so ever,
it is being done indirectly and at a level whereby no further explanation or
discussion is given. For an example, in Primary one Islamic education
syllabus only focus on the building and strengthening of faith as well as
Quran literacy. Halal content are not being taught directly and only being
discussed briefly in manners related topics.

Figure 1.2: Halal in Malaysia’s Education System Framework

Sources: Data from Islamic Education for KBSM Curriculum Specification Sheets in (Jais,
2014)

Inthe secondary level, a review of the Islamic education syllabus shows that
one aspect of halal food is being taught, during Form 4 which covers the
topic of slaughtering. The syllabuses were divided to three level learning
progresses. This is the only topics that specifically address the halal topic
directly throughout 5 year period in secondary school system (Ministry of
Education (MOE), 2014). Figure 1.2 illustrates the pathway of halal
education in the mainstream education. As discussed previously, halal is
only taught at a selected juncture in the curriculum. There are significant
gaps between halal being taught in secondary level and tertiary education.
The gaps between students continue their education at tertiary level also
quite significant where the gaps of their last known formal education in
halal could extend up to 4 years. For those not continuing their academics
in halal vocations, this is their final formal education in relation to halal.

These gaps, in a long run would undermine the interest of the student to
pursue halal vocation seriously. Exposures on halal are minimal as being
5

shown in illustration. There are two specific moments and point where halal
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 being formally taught, although at insufficient levels. It is good to note that,
during Form 4, the students are taught about halal slaughtering.
Exposure on halal is only being taught extensively during tertiary level
where students can choose their own vocation and specialized in their
favorite fields. Table 2 shows the extent of halal education at the tertiary
level. Some universities have been proactive in halal studies by setting up
dedicated halal research Centre and programs.

Leading the forefront of halal research and education in Malaysia the Halal
Product Research Institute (IPPH) set up under Universiti Putra Malaysia
(UPM). It offers courses at a post - graduate level in halal product and
management as well as research and innovation, short course, consultation
in halal production and management. Other universities that follow the foot
step of UPM’s IPPH were Islamic international university (UIA) (International
Institute of Halal Research and Training - INHART), National University of
Islamic Science Malaysia (USIM) Institute of Halal Research and
Management - IHRAM), Universiti Teknologi Mara (UiTM) - Halal Food and
Research Center), Universiti Teknologi Malaysia (UTM) - Halal Informatics
Research Centre (Holistic),(Ahmad, Fazullah, Borham, & Hashim, 2011;
Mohammad Aiat Jamaludin, Ramli, Latif, & Bahli, 2010).In order to produce
a competent and knowledgeable workforce in halal, academic course which
specializes in halal were also introduced; an institution such as Malaysian
Polytechnics, UiTM and UTM offers courses from diploma, undergraduate
and postgraduate level.

TABLE 1:Government, government link and private entities that offerhalal

related courses through specialization in higher education

LEVEL/ PROGRAMME/
INSTITUTION AGENCIES
COURSES
Universiti Putra Halal Product Research  Post Graduate course
Malaysia (UPM) Institute (IPPH)  Short Course
 Halal research and
Consultation

International Islamic International Institute Of  Post Graduate course

university (UIA) Halal Research And Training  Short Course
(INHART)  Halal research and
Consultation

National University Institute Of Halal Research  Halal Training

of Islamic Sciences And Management (IHRAM)  Product analyzing
Malaysia (USIM) services

Universiti Teknologi Halal Food And Research  Consultation

Mara Center  Workshop and
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seminar
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 Research and
 development
Faculty Of Applied Sciences
 Diploma in Halal
Management

Universiti Teknologi Halal Informatics Research  Research on halal

Malaysia Centre (HOLISTICS) logistic and halal
data

Faculty Of Islamic Civilization

 Postgraduate Level
 Master in Halal
Science
 Doctor of Philosophy
(Fiqh Science and
technology)
 Executive Diploma in
Halal Science
Management and
entrepreneurship

Politeknik Malaysia Department of Tourism and  Diploma Level

Hospitality  Diploma in
Foodservice (Halal
practices)
 (Recognized by HDC
on par with the Halal
Executives Diploma)
& Diploma in Hotel
and Catering
Management
(imbedded in Halal
Practice Course).

Halal Development  Short Courses

Corporation (HDC)  Program Go Halal!
For Students
 Halal Awareness
Program
 Halal Auditing
Courses
 Halal Executive
Diploma Programs

Melaka Industrial Halal Management and  Diploma Level

Skill Development Research Academy (HAMRA)  Halal executive
Centre (MISDEC) diploma

Kolej Universiti Islam  Diploma Level

Melaka (KUIM)  Halal Executives
diploma
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Kolej UNITI  Diploma level

 Diploma Pengurusan
 Halal
Sources: Ahmad et al., 2011; Jais, 2014; Mohammad Aiat Jamaludin et al., 2010

There are also government link entities that provide educational programs
on halal, both at informal, formal and professional level. HDC for an
example is a privatize agency under the Ministry of International Trade and
Industry (MITI) that were set up to promote and help with the setting up of
halal industry in Malaysia. Among its educational programs target both the
industry as well as the public. Go Halal! Programs for an example are
targeted to students from primary level to tertiary level. They also provide
industry orientated halal awareness and auditing course at their
headquarters in Kuala Lumpur. HDC were also among the first institution
that offers a Halal executive diploma in conjunction with other institutions.
From the table above it is noticeable that only a few TVET institution that
offers specialization or imbedded in the program, in dietary halal discipline.

3.0 ROLES OF POLYTECHNICS IN TVET EDUCATION IN RELATION

TO CREATE HALAL COMPETENT WORKFORCE

3.1 Factor Affecting the Growth of Halal Industries

The growth of halal industries domestically can be contributed to several

factors which are introduction of new Laws and legislation pertaining halal,
Growth of halal sub economic sector and heightened social awareness and
interest in halal.
Domestically, Halal related laws were put under the purview of the Domestic
Trade, Consumerism and Cooperative (KPDNKK) through the Trade
Description Act 1972 (TDA 1972). Even though there are laws pertaining
halal existed, the scope of the jurisdiction are somewhat lacking.
Consequently, private halal logos were issued indiscriminately as well as
self-declaration of halal. In 2011, the TDA 1972 were amended and reviewed
unto The Trade Description Act 2011 (TDA 2011) which gave much more
power for enforcement as well as strict usage for halal logo and certification.
Among other, TDA 2011 dictates that only JAKIM and State Religious
Islamic Council are entitled to issues halal certification. This drove business
owner that used private halal certification to crossover for halal certification
under JAKIM. As part of the certification process, certain requirements were
enforced such as appointing halal executive or creating halal committee.
This in turn led to the surge of halal competent workforce in later years.
Apart from that, the halal sub economic sectors were booming with the
opening of overseas, regional and domestic market. The halal trades were
estimated to be worth RM 29 billion globally (Evans & Evans, 2012; Khan,
2011; Saleh & Ndubisi, 2006). Major market includes the Middle East and
newly opened up market in central Asia as well as majority of Organization
8

of Islamic Countries members. The growth in the halal economy requires

Page
again, competent workforce that could match up and uphold the halal
integrity system in order to penetrate all of these markets.
Consumer awareness and interest on halal subject are greatly increased, be
it the food sector, banking and retail(Mahmood Zuhdi Hj Ab. Majid, 2011).
This increase in awareness and interest is due to the proliferations of
information technology and religious education among Muslim consumers.
Muslim consumer’s purchase choices are determined by halal factor and it
is proven from researches that have been conducted (Aziz & Vui, 2012;
Borzooei & Asgari, 2013; Mohammad Aizat Jamaludin, Ramli, Latif, Mat, &
Rahman, n.d.; Nasir & Chiew, 2010).

3.2 Fostering Polytechnic-Halal Industry Collaboration

In the early stages of introducing halal programs in the polytechnics,

collaborative efforts are seeks from respective industry player in the halal
industry. Start from early on, Polytechnics through the Department of
Polytechnics Education (DPE) has strategically collaborated with the Halal
Development Corporation (HDC) by offering a joint programme Halal
executive Diploma. Apart from that,HDC strive to continuously helping the
polytechnic in maintaining a high degree of halal training in the program.
Refresher courses were also conducted by HDC to ensure lecturers in
polytechnics are aware in the changes in the halal industry.
In recent event, in order to give polytechnics students a competitive
advantage, a letter of collaboration was sign between Politeknik Merlimau
and Kewpie Malaysia Sdn. Bhd, a leading manufacturer in food and
consumer product from Japan. Their Malaysian operation located in Melaka
Halal Hub in Merlimau and producing halal certified product, notably their
world famous brand of Mayonnaise. These collaborative efforts are to ensure
that students will get valuable input as well as a proper and structured
training in halal management during their industrial training.
The levels of industrial collaboration differ since it is dictated with the effort
of that respective polytechnic. For instance, Politeknik Metro Kuantan has
been active with their industrial collaboration since they’re the first
polytechnic that offers this course. They have been actively collaborated
with Zenith Hotel Kuantan, a five start rated hotel which has halal
recognized outlet. They also ties collaboration with Rocana Hotel Kuantan, a
three star hotel. Scope of this collaboration includes curriculum advisor as
well as providing place for student’s attachment.
Industry participation was also sought during the initial process of setting
up halal program, courses and curriculum in polytechnics. Industry
participation is vital to ensure that the programs offered were relevant and
meet the industry standards.
9

3.3 Creating Halal Focused Program and Courses in Polytechnics

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 There are currently two halal related course offered in Malaysian
Polytechnic which is Diploma in Foodservice ( Halal Practice) and Diploma
in hotel and Diploma in Hotel and Catering Management. Prior to these two
programs, Malaysian polytechnics with the assistance of Halal Development
Corporation (HDC), offers a Halal Executive Diploma under the auspice of
Graduate Employability Programs in 2010 in Sultan Ahmad Shah
Polytechnics (POLISAS). However this program only last for one year before
being taken out due to unfortunate circumstances.
Diploma in Hotel and Catering Management programme only embedded a
certain halal related courses in its curriculum. The Halal practice courses
were introduced in 2011 with the introduction of new Diploma in Hotel and
Catering Management curriculum structure. Prior to 2011, there are none.
The additions of halal practice course in the new curriculum were made
after realizing the needs and potential of halal in TVET education.
In line with the polytechnic transformation programs, new programs are
offered to satisfy the needs of the industry as well as to make polytechnics
more relevant in the educational field. Halal specific programs, such as
Diploma in Foodservice (Halal Practices) were introduced. Currently these
courses were only offered in Politeknik Metro Kuantan (PMKU), Politeknik
Merlimau Melaka (PMM) and Politeknik Tuanku Syed Sirrajuddin Perlis
(PTSS).

TABLE 2: Polytechnics that offers Diploma in Foodservice (Halal Practices)

INSTITUTION PROGRAMS NUMBER OF STUDENT
Politeknik Metro Kuantan Diploma in Foodservice 111
(PMKU) (Halal Practices)
Politeknik Merlimau Diploma in Foodservice 150
Melaka (PMM) (Halal Practices)
Politeknik Tuanku Syed Diploma in Foodservice 11
Sirrajuddin Perlis (PTSS). (Halal Practices)

Source: Data Collected from respective Polytechnics in April 2014

All other programs under the auspice of hospitality and tourism field has at
least one halal related courses offered, whether as a common core or as an
elective subject. By designing these highly sought after course, polytechnics
have become the pioneer in producing halal competent workforce.

3.4 Development of Halal Curriculum that matched Industry Requirement

In order to be relevant in the academic world, polytechnic has embarked on

a transformation program. The polytechnic transformation programmes
were the continuity and extent of the National Higher Education Action Plan
2011 – 2015, as well as The Polytechnic Transformation Program. Table 3
10

(a) and 3 (b) show the number of halal specific/related course offered under
Diploma of Foodservice (Halal) and Diploma in Hotel and Catering
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Management. The curriculums were designed to prepare graduates with

ample skill and knowledge to be halal competent workforce. For example
one of the requirements need by the industry were skilled in the process of
halal certification process, halal system monitoring and other related skills.
All these skills could be learned through various course offered such as
Halal standards, Food Law and legal aspect and halal food production. All
these vital skill are imbedded in the curriculum. To make sure that the
graduates are competent, evaluation for these courses with reflects at the
competency level of the students. Traditional paper based test is part of the
evaluation, apart from other evaluation such as industrial observation,
keystone project, fieldwork. All these evaluation are design to produce
highly competent graduates in accordance with the philosophy of outcome
base education (OBE).
Competency assessment and enrichment are done by multitude of
assessment such as formal test, quiz, case study, industrial observation as
well as practical auditing

TABLE 3 (a):Halal specific/related courses offered in Diploma in foodservice

(Halal)
No. Courses Credit hours
1 Islamic Education 2
2 Hospitality and tourism in Islam 2
3 Islamic Civilization 2
4 Fundamentals of Halal and Halal food industry 3
5 Halal Food production 3
6 Muslim Friendly and Hospitality Practice 2
7 Food Law and Legal Aspect 3
8 Halal Standard 3
9 Industrial Training at Halal Certified Institution 10
Total Credit Hours/Cumulative Credit Hours 30
% of Halal specific Credit Hours /Cumulative Credit hours 31 %

TABLE 3 (b):Halal specific/related courses imbedded in Diploma in Hotel

and Catering Management
No. Courses Credit hours
1 Halal Practice 2
Total Credit Hours/Cumulative Credit Hours 2
% of Halal specific Credit Hours /Cumulative Credit hours 2%
Sources: Diploma in Foodservice (Halal Practice) and Diploma in Hotel & Catering
Curriculum Structure (Jabatan Pengajian Politeknik, 2010a, 2010b, 2012).

For diploma in Foodservice (Halal Practice), emphasis is given on halal

related course content which ultimately focuses on creating a halal
competent human capital. A review on the curriculum structure indicates
that the core halal content comprises of 31 % of the total credit hours
11

equivalent to 960 hours, for lecturing and class during the whole program.
In addition to the total hours during industrial training which accumulates
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another 800 hours (Estimation based upon 25 day/month x 8 hours/day).

If the program is implemented correctly and effectively, program learning
outcome for halal education would certainly be achieved.Enrichment for this
curriculum is done by sending those students to a halal certified business
entity and through close industrial linkages with the industries. The halal
industry seeks those who havethis competency in halal (Halalfocus.net,
2011). By doing this, a polytechnic has closed the gaps between supply and
demand for halal competent workers.

4.0 DISCUSSION

If we look at the larger TVET education framework in Malaysia, emphasized

on halal education as a sub discipline in almost nonexistence. Some HEI
offers halal at a professional level, often at undergraduate and postgraduate
level. This leaves a gaping hole in the supply of halal competent workers, at
low and supervisory level. Even with the supply of halal competent
workforce at managerial level, it is often not enough to meet the demand of
the industry(Timan, 2011). Halal education could be positioned at any of the
education institution under Malaysian TVET framework, preferably
institution that could offer it at certificate and diploma level.
Whether holistically polytechnic will produce Halal competent workforce is
yet to be ascertain empirically, due to the lack of studies on the subject
matter, but strong conclusion can be made from the studies of the role and
function of polytechnics. Through its strong and comprehensive curriculum
and courses, which accommodates the needs of the industry, it is theorized
that polytechnics could achieved its goals in producing a halal competent
workforce. Comprehensive and thorough curriculum could lead to a
competent graduates (Kuppan, 2008; Yahaya, 2001). Industry participation
is sought when designing curriculum as well as giving feedback during
implementation stages.
This industry collaboration is a strong indicator that these programs would
yield a satisfying result. Acknowledgement from industry player such as
HDC, by giving certification of equivalencies between Halal Executive
Programs and Diploma in Foodservice (Halal practice) is a good indicator of
that.
Polytechnics play a critical role in bridging the gaps of manpower with the
demands of the industry. Most industry player requires skilled human
capital at the middle or low level, as opposed to managerial and executive
level.(even though there are Halal executive position requires by JAKIM for
halal certification, the academic requirement are not emphasized but at
least to have some training in halal system). In reference to table 2, there
are various HEI that offer halal course and program but at undergraduate
and postgraduate level, and most of this graduate will enter the job market
as managers and executives. And there seems to be lacking of manpower
12

and halal competent workforce at supervisory and middle management.

These are the person who make and runs the daily operation of business
Page
entities. Having frontlines that are competent makes huge differences in
running a smooth operation.
Another factor that should be emphasized when including Halal in the TVET
framework is the demand for halal competent workforce. Increase in the
demand for halal competent workforce are contributed primarily by
legislation and law pertaining to halal (Jais, 2014). Demand over the years
has results in the shortage of man power, to a point where key industry
player need to source their manpower from abroad(Khan, 2011; Timan,
2011).

CONCLUSION

The role of polytechnics in producing halal competent workforce cannot be

denied. It filled a gap of producing halal competent workforce at the middle
and supervisory level, whereby the demand for this position is huge as
compared to managerial position. In a larger TVET Framework, halal should
be included or at least imbedded as part of the TVET structure since the
demands for halal competent workforce are in demand.

REFERENCE

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In Universities : A Way Forward To Manage Halal Introduction to
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Akmal Mhd Zain. (2007). Halal dan Haram Dalam Kehidupan. Kuala
Lumpur: Al-Hidayah Publication.

Aziz, Y. A., & Vui, C. N. (2012). The Role Of Halal Awareness And Halal
Certification In Influencing Non-Muslims’ Purchase Intention. In 3rd
International Conference on Business and Economics Research( 3rd
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Borzooei, M., & Asgari, M. (2013). The Halal brand personality and its effect
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0c10.pdf
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