2nd International TT-TVET EU-Asia-Link project Meeting ... · PDF file2nd International...

2nd International TT-TVET EU-Asia-Link project Meeting, VEDC Malang

System of Technical & Vocational Education & Training in Malaysia (TVET)

by

Prof. Dr. Jailani Bin Md. Yunos,

Assoc.Prof.Dr.Wan Mohd Rashid Bin. Wan Ahmad,

Assoc.Prof.Dr. Noraini Binti Kaprawi,

Assoc.Prof.Dr.Wahid Bin Razally

Kolej Universiti Teknologi Tun Hussein Onn (KUiTTHO), Malaysia.

Introduction

In Malaysia, the Technical & Vocational Education and Training (TVET) system are

offered by both public institutions and private providers. Technical and vocational education has

evolved from very basic skill training to one which encompasses high cognitive knowledge

involving the applications of mathematics and the sciences. There are five levels of qualifications

which is Certificate, Diploma, Bachelor, Masters and Doctoral. Each level may be further

subdivided according to the nature or purpose of the qualification. The table below shows the

levels of education in the Technical & Vocational Education and Training (TVET) system.

Technical and vocational education programmess at the upper secondary school level

conducted by the Ministry of Education have taken a broad-based and non-terminal approach.

The education system allows the opportunity for technical and vocational students to progress to

tertiary education level and acquire a Certificate, Diploma or a Bachelor’s degree qualification.

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Table 1: Technical & Vocational Education & Training Level & Provider in Malaysia

Level of Study

Certificate Diploma First Degree Masters PhD

Government:

Ministry of Higher

Education

CC, Poly

Poly , UC , U

UC, U

UC , U

UC , U

Ministry of Human

Resource

ITI , CIAST,

JMIT,

ADTEC

Ministry of Youth

and Sports

IKBN , IKBTN

Majlis Amanah

Rakyat

IKM , KKTM, GMI

BMI, MFI, MSI

MIAT

Private

UNiKL , KLIUC

MMU , UTP

UNITEN , UNISEL

Limkokwing

UNiKL, KLIUC

MMU , UTP

UNITEN , UNISEL

Limkokwing

CC = Community College

Poly = Polytechnic

UC = University College

U = University

IKM = Institut Kemahiran Mara

KKTM = Kolej Kemahiran Tinggi Mara

ITI = Industrial Training Institute

CIAST = The centre for Instructor and Advanced Skill Training

JMIT = The Japan-Malaysia Technical Institute

ADTEC = Advanced Technological Training Centre

IKBN = Institut Kemahiran Belia Negara

IKBTN = Institut Kemahiran Belia Tinggi Negara

GMI = German - Malaysian Institute

BMI = British - Malaysian Institute

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MFI = Malaysia France Institute

MSI = Malaysia Spanish Institute

MIAT = Malaysian Institute of Aviation Technology

UNiKL = University Kuala Lumpur

KLIUC = Kuala Lumpur Infrastructure University College

MMU = Multimedia University

UTP = University Teknologi Petronas

UNITEN = Universiti Tenaga Nasional

UNISEL = Universiti Industri Selangor

Limkokwing = Limkokwing Universiti College Of Creative Technology

According to the Economic Planning Unit (2006), Ninth Malaysia Plan, at the post-

secondary level, there are 20 government funded Polytechnics and 34 Community Colleges

administered directly by the Technical and Vocational Education Division of the Ministry of Higher

Education. The education is conducted in such a manner that it leads to the award of a certificate

and diploma qualifications. Meanwhile, at the tertiary level, there are 6 technical university

colleges that have been established by the government to cater to the increasing demand for

higher technical education.

Besides Community Colleges, Polytechnic and universities, some Government Ministries

also carry out training activities at the technician/sub-professional and craft levels for school

leavers. They include the Ministry of Human Resources, the Ministry of Youth and Sports, Majlis

Amanah Rakyat and other government agencies for specific need.

On the private front, at the tertiary level, there are University Kuala Lumpur (UNiKL) and

Kuala Lumpur Infrastructure University College (KLIUC) and many established private higher

educational institutions offering higher technical courses leading to the award of diploma and

degree.

Malaysia Qualification Framework (MQF)

In Malaysia, a unified system of qualifications was designed offered on a national basis

by all educational and training institutions which include colleges, universities, vocational

institutions, professional organizations and other higher educational institutions in both the public

and private sector as well as workplace training and life long learning experiences. This unified

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system qualifications was known as Malaysia Qualification Framework (MQF). It was presented

to the National Higher Education Council (MPTN) by the Quality Assurance Division in November

2002 and been approved by November 2003.

An MQF secures the standards of qualifications and reinforce policies on quality

assurance; which ensures accuracy and consistency of nomenclature of qualifications; supports

flexible education by providing typical learning pathways and recognizing prior learning (RPL);

encourages partnerships between public and private sector, links non degree with undergraduate

and postgraduate levels; encourages parity of esteem among academic, professional and

vocational qualifications; establishes a common currency for credit accumulation and transfer;

provides clear and accessible public information; facilitates, where applicable, the presentation of

the intended outcomes of qualifications in forms that enable professional bodies to gauge their

contribution to professional formation and articulates links with qualifications from other countries.

Public confidence in academic standards and recognition of qualifications require public

understanding of the achievements represented by all qualifications in education and training and

the consistent use of the qualification titles. Parents, prospective students, employers, schools

and educational institutions, the government and others want to be assured that qualifications

bearing similar titles represent similar levels of achievement and that there is international

comparability of standards to facilitate student and graduate mobility.

In developing the single interconnected structure, nationally endorsed criteria for naming,

positioning and linking all qualifications are necessary. The “architecture” of the MQF requires

understanding of its foundation, principally expressed as competency standards or learning

outcomes, the volume of academic load expressed as credits in terms of total student effort to

achieve the learning outcomes, the purpose and character of the qualification and consistency of

nomenclature. Based on these criteria the MQF is composed of the Certificate (vocational and

higher education), Diploma and Advanced Diploma, Bachelor (Hons), Masters, PhD and earned

higher doctorates and “conversion” awards named Graduate Certificate and Diploma and

Postgraduate Certificate and Diploma.

The MQF will help make clear the range of qualifications offered in Malaysia, how these

relate to each other, and what they offer for learners and employers. It will show the range of

entry and exit points and the opportunities for progression and the transfer of credit from a

range of learning; it will facilitate the development of flexible and innovative programmes of

learning to meet a range of requirements and is sufficiently flexible to accommodate new kinds of

qualification that may arise from time to time.

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The MQF also provides transparent criteria and standards of all qualifications to ensure

accuracy and consistency of nomenclature, reinforce policies on quality assurance, recognize

lifelong learning efforts, continuing professional development and workplace training, unify

qualifications awarded by providers operating under different Acts or mechanisms within or

outside the formal education system, including e-learning, encourage partnerships between

public and private sectors, link non degree with undergraduate and postgraduate qualifications,

provide typical learning pathways in support of flexible education, encourage parity of academic,

professional and vocational qualifications and facilitate the articulation of equivalency of

qualifications from other countries.

Table 1 shows the three principal elements of the MQF which is qualifications, providers

and the educational sectors in which the qualifications are awarded. By uniting these three

elements, the MQF encourages partnerships between public and private sector and among non

degree, undergraduate and postgraduate levels as well encouraging parity of esteem among

academic, professional and vocational qualifications. A qualification is a public certification by an

accredited provider that indicates a person has successfully completed a specified set of learning

outcomes with a particular purpose and at a particular level, which are properly assessed and

quality assured. It marks the achievement of positively-defined outcomes – not as compensation

for failure or by default.

There are three educational sectors in which qualifications are awarded (Table 2). The

first sector is skills sector, which provides training in skills that are technical and industry related.

The skills are cumulatively attained through progressive stepwise training. Beginning from the

level of semi skills, the training continues progressively to skilled production right up to

supervisory, executive and managerial functions. The competencies are 30% theoretical and 70

% practical based.

The second sector is vocational, technical and professional sector, which provides

education that, covers a wider range of competencies and responsibilities with a vocation or

occupation as the endpoint. The education enables a person to practise or to be licensed in

specific occupations or vocations such as technician, real estate agent, registered financial

planner, unit trust agent, police inspector, health inspector and so on. Some qualifications may

have significant autonomy in professional judgment.

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The last sector is academic and professional sector that provides intellectually

challenging knowledge, skills and attitudes that enables a person to assume responsibilities with

significant autonomy in professional judgment.

Table 1: MALAYSIAN QUALIFICATIONS FRAMEWORK

Workplace training, continuing professional development (CPD) Life long learning (RPL), Provider

University Post secondary Schools, Polytechnic and Colleges licensing authorities,

Professional institutions

Educational

sector

Level

ACADEMIC & PROFESSIONAL SKILLS TECHNICAL, VOCATIONAL & PROFESSIONAL

SKM* 1

SKM 2

CERTIFICATE

SKM 3^

Technician Certificate

and other occupational

certificates

Certification/

licensing for practice

DKM# Diploma (Technical,

vocational, professional

etc)

DIPLOMA

Matriculation,

STPM, STAM,

Foundation or

pre-university

Certificate

DLKM# Adv. Diploma

(technology etc)

Certification/


Bachelor(Hons) BACHELOR

Graduate Certificate & Diploma

Certification/


Masters (research,

coursework, professional,

combination)

MASTER

Postgrad Certificate &

Diploma

Certification/


PhD DOCTORAL

Higher doctorate e.g DLitt,

DSc, DEng

Certification/


* Malaysian Skill Certificate (SKM) ^ May include proposed K-worker certificate # Diploma and Advance Diploma in Skills

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Table 2: MQF Qualification

LEVEL SKILL SECTOR TECHNICAL & VOCATIONAL SECTOR

LIFE LONG LEARNING EDUCATION SECTOR

ACADEMIC & PROFESSIONAL SECTOR

8 Doctoral Doctoral

7 Diploma & Certificate Post Graduates

Master Degree

6

Diploma & Certificate Graduates

Degree

5 Advance Diploma (General Degree)

Advance Diploma (General Degree)

PPPT

4 Diploma Diploma PPPT

3 Skill Certificate 3 Certificate PPPT

2 Skill Certificate 2 PPPT

1 Skill Certificate 1

PPPT

From Figure 1, in Malaysia, formal technical and vocational education starts at the upper

secondary level, although at the lower secondary level students are introduced to pre-vocational

education called ‘living skills’. At the upper secondary level, technical schools provide a two-year

certificate in two streams: technical and vocational. The former provides a technical education

programme with emphasis on science and mathematics whereas the latter offers more practical

vocational courses for occupations in industry and business. In both streams approximately half

of the courses consist of the general core subjects (languages, mathematics, religion and

history), while technical education is also an integral part of general education; subjects such as

commerce, principles of accounts, agricultural science, home economics, engineering drawing

and engineering technology are also offered at general academic schools.

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Pengiktirafan Pembelajaran Terdahulu PPPT / A

PEL

Figure 1: Proposed Educational Pathways in Malaysia

Skill training in Malaysia has still been encouraged in the Ninth Malaysian Plan in

recognition of the need to improve human resources for economic growth. Under this programme,

post-secondary technical and vocational education is provided by community colleges, public

polytechnics, skill training centers and universities, as well as private colleges. Since 2001

community colleges have also been established to provide post-secondary technical training

opportunities to school leavers, and provide training through short-term courses to meet

community needs. Polytechnics produce a trained work-force at semi-professional level in various

areas of engineering, commerce and services, and offer 2-year certificate and 3-year diploma

courses to senior secondary school graduates in business, engineering, architecture and

construction.

Diploma Lanjutan

Sijil & Diploma Pasca Siswazah

Postgraduate Professional

Awards Fellow

Master Craftsmanship

STPM/ STAM

Matrikulasi Asas

Ph.D & Kedoktoran

Sarjana Profesional (4 Thn) Sarjana: Penyelidikan, Kursus, Gabungan

Sijil & Diploma Siswazah

Sarjana Muda (kepujian) (3-5 Thn)

Diploma Lanjutan

Sijil 3 Sijil 2 Sijil 1

Diploma Kemahiran

Diploma Teknikal & Vokasional

Technical & Vocational Certificate

4

12 3

5 6

7

8

SPM & Lain-lain

kelayakan diiktiraf

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National Vocational Training Council (NVTC)

The NVTC was established to formulate, promote, and coordinate industrial and

vocational training strategy and programs in keeping pace with Malaysia’s technological and

economic development demands. Some of the functions of the Council are: (1) to assess skill

needs, (2) develop the National Occupational Skills Standard, (3) implement the national skills

certification program, and (4) promote skills training and skill-based careers. MLVK has made

two major changes namely the adoption of a new 5-level National Skills Qualification Framework

(which is the Malaysian Skills Certification Level 1-5) to address the shortfall of vocational and

skills training development in the country and the introduction of a new Accreditation Approach.

The SKM has expanded rapidly since its inception in 1993. It has resulted in the approval of

about 1,700 training centers accredited by NVTC as of 2002 with total of 6,813 programs

accredited. The policy reform undertaken by the NVTC or better known as MLVK is geared

towards improving the quality and productivity of Malaysia’s skilled workforce, having more

effective coordination of vocational training activities, and working towards meeting the actual

needs of Malaysian industries.

The SKM Qualification Framework

The 1991 Cabinet report on training has resulted in the introduction of SKM qualification

which is based on the National Occupational Skills Standards (NOSS). Each candidate for the

certification is assessed to determine the fulfillment of the needs as specified by NOSS. With the

implementation of SKM, new opportunities are opened for school leavers to be gainfully

employed. The SKM also give opportunities for workers who prior to this do not have qualification

to show despite having years of experience. This is made possible because one of the routes to

obtain SKM is the accreditation of prior achievement. Through this route candidates’ experiences

are assessed and verified and they can be awarded SKM if they meet the requirements

stipulated. It is the hope of the Government that by having SKM, a large fraction of school leavers

will be productive and motivated workers who will contribute to the national development. Based

on the proposed educational pathways by MQF (Figure 1), graduates with Malaysian Skill

Certificate will be able to pursue their studies at any higher education institution and obtained the

Bachelor degrees (Table 3). Thus, no limit has been set for graduates with skill certificates.

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Therefore, SKM Qualification Framework:

1. provides alternative and equally attractive career development path parallels with the

academic –based certification;

2. promotes lifelong learning and upward mobility for skilled workers especially those

who are already in the business;

3. produces highly competent, highly qualified and highly skilled workers;

4. adds value to the existing vocational and academic programs so that graduates are

more marketable;

5. provides common platform for trainees from both public and privately run programs to

obtain the same standard of qualification;

6. enhances the corporate image of training institutions; and

7. enhances the status of skilled workers in the country.

Table 3: SKM Framework Qualification awarded Levels of the SKM Qualification

Competencies achieved

Level 5 (Malaysian Skills Advance Diploma

possession of the necessary competence so as to be able to apply a significant range of fundamental principles and complex techniques across a wide and often unpredictable variety of contexts

Level 4 (Malaysian Skill Diploma)

Competent in performing a broad range of complex technical or professional work with a substantial degree of personal responsibility and autonomy

Level 3 Competencies in performing a broad range of varied work activities that are performed in a variety of contexts, most of which are complex non-routine

Level 2 Competent in performing a significant range of varied work activities that are being performed in a variety of contexts. Some are non-routine, requiring individual responsibility and autonomy

Level 1 Competent in performing a range of various job/tasks that are mostly routine and predictable

The National Dual Training Scheme

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The National Dual Training Scheme (NDTS) was approved for implementation by the

Cabinet in May 2004 and placed under NVTC as implementor. Trainees in this training scheme

will spend 70%-80% of their time in industries or workplace and the other 20%-30% in training

institutions under various government ministries and agencies and practical training is conducted

at companies (multinationals, large SMEs and government-linked companies). The training will

be for a period of four semesters. The scheme is implemented in two approaches. It is either

done through a Day-release approach where trainees spend 3-4 days per week at workplace

and 1-2 days at training institution. Another approach is a Block approach whereby trainees

spend 3-4 months at workplace and 1-2 months at training institution. Trainees are given monthly

allowance by the employers. On the other hand, employers are given reimbursement from

Human Resource Development Fund or tax incentive

Besides the dual training scheme, training institutions are encouraged to collaborate with

industries to enhance the effectiveness of their training programs. This approach is a combination

of work-based training and attendance of part-time vocational training. For this purpose many

vocational and technical training institutes are offering part-time programs for technical

employees with relevant working experiences. The focus of this system is hands-on training at

the workplace whereas the training institution provides the theoretical foundations. By acquiring

work-related experiences, a school leaver with Sijil Pelajaran Malaysia can be trained to be a

certified skilled worker to meet the needs of industries.

Conclusion One of the greatest challenges facing all countries today is the need to develop a

knowledgeable and skilled workforce to support the nation’s economy. With the globalisation era

and the consequent rapid changes in tecnology and workplace requirements, countries like

Malaysia require a flexible and competence workfoece that is adaptive to change (Thomas

George, 2006). This requirement is leading to a demand on the skills delivery system, which is

particularly the roles and responsibilities of technical and vocational education and training

(TVET) teachers or trainers. With the situation needed, the TVET teachers or trainers should deal

with various of levels target groups, new learning approaches and tools that will produced the key

thrust in Ninth Malaysia Plan, 2006-2010 which is the development of human capital (Figure 2).

With the sharp focus in producing skilled labour-force, each level of target workers in Malaysia

should be provided with different needs of teacher training.

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12

Skill Level

Technical Skills

Technologist

Unskills

Semiskills

High Skills

L5 L4 L3 L2 L1

Engineering Skills

Different skill level, different needs for teacher training

Figure 2: Needs of Technical & Vocational Education and Training Teacher or Trainer


References:

http://www.trainingmalaysia.com.- System of Technical & Vokational-Technical & Vokational

Training in Malaysia (TVET). htm.

Asian Development Bank (2004).Improving Technical Education and Vocational Training

Strategies for Asia , http://www.adb.org/Publications.

Economic Planning Unit (2006), Ninth Malaysia Plan.

Mohan Perera et. al (2003), Teaching environmental issues in technical and

vocational schools in Asia, UNESCO, Paris, France N. S. Tiwana and Neelima Jerath,

PSCST, Chandigarh, India Punjab State Council for Science and Technology

Chandigarh, India

Thomas George (2006), Training for Trainers: A mAlysian Perspective. International

Conference on Technical And Vocational Education and Training 22-23 August 2006,

The Hyatt Regency Hotel, Johor Bharu.

Zakaria Kasa and Ab. Rahim Bakar (2006), Vocational and Technical Education and Career

Development: Malaysian Perspectives.

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http://www.adb.org/Publications

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