SIS3002

SCIENTIFIC AND TECHNOLOGICAL

Human Capital Development :
Malaysia
 MALAYSIA CHALLENGES IN SKILLED HUMAN
CAPITAL DEVELOPMENT
1. Science education- well structured education system
2. Supply and demand of skilled workforce
• Skills mismatch where education institutions emphasize
academic and professional qualifications while employers
priorities soft skills and work experience
• Low take up rate from Science, Technology, Engineering
and Mathematics with 32% enrolment
 

Malaysia. 2021. Malaysian Science, Technology and Innovation Indicators Report 2020
  

1. Networking
2. Brain drain
• The United Nations Department of Economics and Social Affair (UNDESA) report in
2020 shows that the number of Malaysian diaspora is 1.86 million. The main
destination countries for the Malaysian diaspora are Singapore, Bangladesh,
Australia, the United Kingdom, the United States of America, and Brunei
Darussalam.
3. Public attitudes towards science and technology
• the low enrolments in the subject among students: nature of science are too
abstract to understand (56.1%), Science subjects are difficult (49.1%), and limited
career options in the field (41.5%)
 
 
• Malaysia has put high investment  on programs that could
enhance our human capital skills:
• Increase intake of students at the tertiary education institutions
• Malaysia attending higher education rose dramatically from 4% in 1980 to
7% in 1990, 26% in 2000, 37% in 2010 and 43% in 2020 (The World Bank,
https://data.worldbank.org/indicator/SE.TER.ENRR?locations=MY)
• Allocate huge funding for educational purposes
• Underline skills development programs - Ministry Of Human Resources
(Institut Latihan Jabatan Tenaga Manusia, Majlis Latihan Vokasional
Kebangsaan, etc)
Addressing the shortage

• Practical training
• Continuous learning process
• Creating science and technology awareness and interest among the public
• Creating innovative culture
• Promoting effective interactions
 Human Capital
Development: Future
Strategy
 
 
 
 
 
• 10th Malaysia Plan (2011-2015)
• 11th Malaysia Plan (2016-2020)
• National Policy on Science, Technology and Innovation
(2013-2020)
• Malaysia Education Blueprint (2013-2025) (preschool to
post-secondary education)
• Malaysia Education Blueprint (2015-2025) (Higher
education)
• Talent Roadmap 2020
 
 
10th Malaysia Plan (2011-2015)

• Creating more jobs and maintaining full employment

• Broadening access to quality Technical and Vocational Training Education
(TVET) programs
• Intake in TVET programs 164,000 in 2013
• Upskilling the workforce through lifelong learning
• Improving education quality
• Preschool enrolment
• Academic staff with PhD in public universities
 
11th Malaysia Plan (2016-2020)
• Improving labor market efficiency to accelerate economic growth
• Minimizing mismatch
• Industry Skill Committee (ISC) – to gather information on the requirement of industry.
Chaired by Ministry of International Trade and Industry

• Industry Centres of Excellence (ICoE)

• Academia-Industry Graduate Development Centres (in universities)

• Transforming TVET to meet industry demand

• Strengthening lifelong learning for skill enhancement
• Improving the quality of education for better student outcomes and
institutional excellence
12th Malaysia Plan (2021-2025)

• Developing Future-Ready Talent - to meet the changing skills required by

industry
• Raising the Quality of Education
• Strengthening collaboration between industry and academia.
• Enhancing TVET Programme
• Leveraging Emerging Technology
• Strengthening TVET through Digital Learning
• Optimising Digital Learning Ecosystem
 
 
National Policy on Science, Technology
and Innovation (2013-2020)
• Mission – advancing and mainstreaming STI at all levels and in all sectors
• Six thrusts
• Advancing scientific and social research, development and commercialization
• Developing, harnessing and intensifying talent
• Energizing industries
• Transforming STI governance
• Promoting and sensitizing STI
• Enhancing strategic international alliances
Developing, harnessing and intensifying
talent
• Malaysia needs to nurture, develop and retain a strong and committed
talent pool to drive the STI agenda
• 8 policy measures have been underlined
1.
  Increase the ratio of researchers per 10,000 workforce to at least 70 by 2020
2. Develop  higher  order  cognitive,  analytical,  creative  and  innovative skills among school
children, tertiary level students and teachers
3. Introduce  new  innovative  skills  in  the  work  force  to  advance  the nation’s STI
capabilities
4. Intensify STI’s Brain Gain and Brain Circulation
5. Enhance  talent  management  system  to  track  supply  and  demand  of skilled human
capital in STI
6. Develop  a  dynamic career  path  for  researchers  in  public research institutes (PRIs) and
institutions of higher learning (IHLs)
7. Promote  and  enhance  meaningful,  effective  and  equitable female participation in STI at
all levels and in all sectors
8. Increase   skilled   and   competent   technical   workforce   to   manage, operate and
maintain highly specialized equipment and infrastructure
References

• Barry Bozemana and Vincent Mangematin. 2004. Editor’s introduction: building and deploying
scientific and technical human capital, Research Policy, Vol. 33, Issue 4, Pages 565-568
• Ingham, J. 2006. Strategic Human Capital Management: Creating Value through People. Butterworth
Heinemann.
• Malaysia. 2021. Malaysian Science, Technology and Innovation Indicators Report 2020. Ministry of
Science, Technology & Innovation (MOSTI)

• Norhaiza Ishak, Uchenna C. Eze, and Lew Sook Ling. 2010. Integrating Knowledge Management and
Human Resource Management for Sustainable Performance, Journal of Organizational Knowledge
Management, Vol. 2010, DOI: 10.5171/2010.322246
• Subanidja, S. & Rajasa, A., 2016. Human Capital Development Strategy for Superior Organizational
Performance. International Journal of Advanced Research, Vol. 4, Issue 6, 257-260

• http://etp.pemandu.gov.my/About_ETP-@-Overview_of_ETP.aspx