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DR ENGR HJ ABDUL RAHMAN AYUB MINISTRY OF EDUCATION MALAYSIA

Implementing Skills Training in the Higher Education Syllabus (VOCATIONAL COLLEGE MODEL). DR ENGR HJ ABDUL RAHMAN AYUB MINISTRY OF EDUCATION MALAYSIA. EXTRACTS FROM TENTH MALAYSIA PLAN REPORT.

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DR ENGR HJ ABDUL RAHMAN AYUB MINISTRY OF EDUCATION MALAYSIA

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  1. Implementing Skills Training in the Higher Education Syllabus (VOCATIONAL COLLEGE MODEL) DR ENGR HJ ABDUL RAHMAN AYUB MINISTRY OF EDUCATION MALAYSIA

  2. EXTRACTS FROM TENTH MALAYSIA PLAN REPORT The foundation of any productive high-income economy lies in a globally competitive, creative and innovative workforce. The Government will focus on efforts to develop non-physical infrastructure, including human capital development such as skills development and strong innovation capabilities. Focus will be given to skills development programmes, R&D activities and venture capital funding geared towards promoting a higher level of innovation in the country. Competition for talent has intensified, many countries particularly developed nations, have adopted comprehensive and open policies in attracting the best talent including Malaysians. A skilled and knowledgeable workforce is the cutting edge of a nation‟s competitiveness. SOURCE: 10th Malaysia Plan

  3. EXTRACTS FROM TENTH MALAYSIA PLAN REPORT In developed countries, technical education and vocational training are the preferred choices for students expecting good career prospects. In Malaysia however, it appears to be the last choice due to perceived limited career opportunities. This misperception has to be changed. Technical and vocational training provides a viable alternative for individuals to realise their full potential. Every year, 100,000 SPM holders or 22 per cent enter the job market without any skills training. To enable them to obtain technical education and vocational training, such facilities will be enhanced. The focus will be to improve the value proposition and attractiveness of technical education and vocational training to prospective student, providers and industries. Currently, only 23 per cent of our workforce is highly skilled. This percentage is much lower compared with other developed countries. We need to improve the composition of highly skilled workers to at least 37 per cent by 2015, to become a developed nation. SOURCE: 10th Malaysia Plan

  4. PEMANDU TENTH MALAYSIA PLAN RECOMMENDATIONS Policy guidelines from the 10th Malaysian Plan Target 40%2 skilled workforce1 by 2020 Improving the Perception of TVET and Attracting More Trainees • …a national media campaign will be developed and rolled-out… • 69 out of 88 technical schools will be converted into vocational schools … six new vocational schools will be established by 2015 ... • 1,031,000 more managers & professionals Upgrading and Harmonising TVET Curriculum Quality in Line with Industry Requirements • …standardize TVET curriculum... • Recognizing and equating various levels of Malaysian Skills Certificate with certifications issued by TVET providers • …a Board of Technologists Malaysia will be established • Malaysia-Japan International Institute of Technology will be established as an independent institute • 1,434,000 more skilled workers Developing Highly Effective Instructors • Highly experienced industry personnel…to become instructors ... • part-time working arrangements will be expanded • …Centre for Instructor and Advanced Skills Training (CIAST) will be expanded.. • A new centre for instructor skills training will be developed to add a further training capacity of 800 instructors each year • 482,000 more semi-skilled workers Streamlining Delivery of TVET • The current funding approach of TVET will be reviewed…provide financial assistance to students to study at Malaysian Skills Certificate Level 3 • The performance rating of TVET institutions will be utilized when making decisions for buying places…in private TVET institutions • A total of RM 150 million will be set aside to train 20,000 school dropouts during the Plan period 1Skilled workforce defined as those with at least SKM 3 certificate, diploma, or degree certification semi-skilled defined as those with at least SKM 1 or 2 certification, while unskilled workers have only SPM ceritification. A 40% target is projected by Ministry of Human Resource, and a 50% target committed to in the 10th Malaysian Plan 2 Target based on MOHR estimates, different from 10th Malaysia Plan published targets of 50% SOURCE: 10th Malaysia Plan

  5. Going forward, our national economic growth demands an increasingly higher number of TEVT graduates High level estimate of increased capacity of TEVT institutes required Economic growth demands additional ~1.3Mn quality TEVT workers Workers by 2020( in '000) Required graduates by 2020 (in '000) 250 to 300,000 additional graduates or ~50,000 additional capacity per year3 500 449 Highest demand expected in Tourism, Retail and Greater KL 1600 750 400 250 500 500 300 450 209 203 400 140 260 200 1100 30 132 170 30 101 230 100 53 46 43 27 23 20 20 Current graduates at Public institutes Current graduates at Private institutes Optimization & planned expansion in Public2 Total to be delivered by TEVT system1 Remaining supply-demand gap 0 Tourism Retail Edu EE OGE Agri CCI Greater KL dev Health care Business Svcs Fin. Svcs Palm Oil Diploma NKEA sectors Certificate • Closing the gaps will require ~ 50,000 additional seats to be created by 2020 Assumptions: 1.Total to be delivered by TEVT system: graduates required for NKEA (1,330), with 15 to 20% moving to further education + graduates to be delivered for non NKEA sectors based on 2010 data (350,000) and excluding 350,000 diplomas to be produced by universities (public, private and KTAR. – source MOHE). 2. Optimization: additional capacity and redeployment to diplomas at Polytechnics (target: 356,000 diplomas by 2020), planned new institutes at MOHR and MOYS and hypothesis of potential optimization of utilization rate to 100% vs. 80-90% on average today (excl. Polytechnics). .3 Total graduates per year: 25 to 30K, or 50K capacity seats based on average of 2 enrolment years per graduate. Source: Data request from TEVT agencies, Tracer Studies at MOHR, MOYS and Polytechnics, NKEA forecasts, BCG analysis SOURCE: EPU

  6. TEVT by 2015: Performance-based and industry-driven skills training to meet Malaysia's workforce needs Providers TEVT Governance • Institutes: • High graduate employability and instructor quality • Efficient budget management & cost per student • Strong links with industry needs in delivery of quality and number of graduates • Ministries: • Main drivers of institutes' performance • Better governance of TEVT sector • Facilitate performance-based mechanism for TEVT sector • Registration of all TEVT institutions Core Principles Performance-based: institutes accountable for performance Demand-driven: by students and economic needs Industry-led: collaborative development of TEVT sector Clear governance: Better monitoring of performance Industry Students • Able to make fully-informed decisions on choice of education pathway • Sufficient number of TEVT graduates to meet economic demand • Highly employable graduates trained with relevant technical and employability skills • Continuous input into curriculum, content and TEVT framework • Strong collaboration with TEVT providers • Increased employer participation in student-industrial training programs • Option: ownership, management and operation of some TEVT institutes SOURCE: EPU

  7. WHY DO WE NEED VOCATIONAL EDUCATION TRANSFORMATION? THE PRESENT SITUATION OF MOE TVET IN TERMS OF CURRICULLUM, INFRASTRUCTURE, TEACHERS SKILL/TRAINING, INSTITUTION STATUS, INDUSTRIAL COLLABORATION, STUDENT SKILL TRAINING, TEACHING , LEARNING AND ASSESSMENT METHODOLOGIES ETC ARE NOT SUFFICIENT ENOUGH TO PRODUCE HIGHLY SKILLED MAN-POWER AS NEEDED BY THE NATION TOWARDS THE ACHIEVEMENT OF VISION 2020

  8. MAIN OBJECTIVES OF VOCATIONAL COLLEGES - EMPLOYABILITY (INDUSTRY) (70 %) - ENTREPRENUERSHIP (5 %) - ARTICULATION/FURTHER TRAINING (20 %) - PUBLIC SECTOR (5 %)

  9. MOE MAIN AGENDAS FOR VOCATIONAL EDUCATION • VOCATIONAL EDUCATION TRANSFORMATION • STUDENTS EMPLOYABILITY WITH HIGH SKILL AS REQUIRED BY INDUSTRIES • TO MAIN-STREAM THE VOCATIONAL EDUCATION

  10. VOCATIONAL EDUCATION TRANSFORMATION STRATEGIC PLAN VISION Vocational Education: The Best Path to Excellence Career STRATEGIC INITIATIVES PLAN PARAMETER ENABLER FIVE STRATEGIC INITIATIVES MISSION • Vision 2020 • 1Malaysia • ETP • GTP • 10th MP • International best • practices • Strategic alliance • (industries/private) • Organization • Human resources • Infrastructure • Technology • Legal Providing an innovative vocational education and training to meet the needs of individuals, communities, industries and the country. MISSION VISION CORE VALUES CURRENT VOCATIONAL EDUCATION

  11. STRATEGIC ACTION PLAN Action 1: To implement Junior Vocational Education (JVE) Programme Action 2: To implement Vocational College curriculum. To develop a vocational education curriculum that can produce skilled human capital ready for employment and able to further their education at higher level. • Initiative 1: Transformation of • vocational education curriculum. S1 Action 3: To set up Junior Vocational Education (JVE) Programme Action 4: To establish MOE Vocational College (VC) Action 5: To establish Other Public Agencies Vocational Colleges. To develop vocational education institutions that can produce skilled human capitalready for employment and able to further their education at higher level. . S2 • Initiative 2: Transformation of • vocational education institution. To intensify collaboration efforts with strategic partners in order to expand access, to ensure a quality vocational education and to increase the employability level of the vocational education graduates. S3 Action 6: To establish Private Vocational College through the Private Finance Initiatives. Action 7: To set up a Vocational Education Advisory Council. • Initiative 3: • Collaboration with industries. To provide an assessment mechanism leading towards accreditation & recognition S4 • Initiative 4: • Transformation of vocational • education assessment . Action 8.: To implement assessment based on vocational standard competencies. To enhance / increase the capability of MOE vocational education organization. S5 Action 9: To set up a Technical and Vocational Education Sector. • Initiative 5: • Transformation of vocational • education organization. Action 10. To strengthen vocational education human resources through training. Action 11: To strengthen vocational education human resources through an improved Vocational Education scheme.

  12. MKPI No.-5: Increase enrolment of vocational students 2010 2011 2012 2013 2014 2015 Peratus 4.32 4.65 5.42 7.51 11.93 20.08

  13. Vocational College Education of Choice Enhancement of Existing Curriculum Existing curriculum upgraded with on the Job Training Introduction of New Curriculum New Curriculum to meet the present industry needs Building of New Vocational Colleges New Vocational Schools built with the improved concept Refurbishment of Existing Schools Existing Vocational Schools are renovated to incorporate the improved concept Enhancement Methods Immediate Action Immediate Action Long Term Action Critical Elements Enhanced or Holistic Curriculum Industry-led /aligned Programmes Trained Teachers/ Skilled Instructors from open market Improved Branding Upgraded Facilities Enhancement of the vocational education system

  14. MALAYSIA QUALIFICATION FRAMEWORK MBOT will enhance the career path of TEVT graduates Designation Skills (SAC – Technical & Non Technical) Vocational and Technical (TAC – Polytechnic, Community College, Dublin Accord) Higher Learning Institutions (ETAC – Sydney Accord) MQF Level 8 NA NA Doctorate Principal Technologist / Executive Doctorate 7 NA NA Masters Senior Technologist / Executive NA NA Bachelors 6 Technologist / Executive Advanced Diploma Senior Technician 5 Advanced Diploma Advanced Diploma 4 Diploma Diploma Technician Diploma 3 Skills Certificate 3 Junior Technician Vocational & Technical Certificate Skills Certificate 2 Senior Operator 2 VOCATIONAL COLLEGE PROGRAMME 1 Skills Certificate 1 Operator

  15. VOCATIONAL COLLEGE PROGRAMME

  16. IMPLEMENTION OF SKILL SYLLABUS IN VOCATIONAL COLLEGE PROGRAMMES VocationalSyllabus is based on industry accepted curricullum (NOSS, C&G, TWI, LCCI, etc) Collaboration with industries Production Based Education and Training School Enterprise On Job Training Practical 70 %, Theory 30 %

  17. PROGRAM KOLEJ VOKASIONAL (KV) VOCATIONAL COLLEGE (VC) CURRICULUM CLUSTER OF VC PROGRAMME ENTREPRENEURSHIP, EMPLOYABILITY SKILLS, ON JOB TRAINING, AUTHENTIC ASSESSMENT PROPOSED VC COURSES CIVIL ENG TECH ACADEMIC MODULE ELECTRIC & ELECTRONIC ENG. TECH. ELECTRIC MALAY LANGUAGE (BAHASA MELAYU) ELECTRONIC MECH. & MANUFACTURING ENG. TECH. TELECOMMUNICATION ENLISH LANGUAGE ICT MECHATRONIC COMMERCIAL LANGUAGES –MANDARIN & ARABIC BUSINESS VC HOSPITALITY TOURISM HISTORY AGRO TECHNOLOGY BAKERY & CONFECTIONARY MARINE ENG. TECH. GENERAL MATHEMATICS FASHION & DRESS MAKING ARTS & CULTURAL SUPPORT SYSTEM PRODUCTION BASED EDUCATION (PBE), CENTRE OF EXCELLENCE (COE) SCIENCES CHILD DEV. & SERVICES TRANSPORTATION ISLAMIC /MORAL STUDIES CULINARY ARTS HEALTH SCIENCES COSMETOLOGY & WELLNESS 30% 70%

  18. STRENGTHENING VOCATIONAL CURRICULUM • VC DIPLOMA • VC CERTIFICATE • PROFESSIONAL CERT. • INDUSTRIAL CERT. • M’SIA SKILLS CERT. Q AUTHENTIC TRAINING & ASSESSMENT CURRICULUM • ACADEMIC (30%) • VOCATIONAL SKILLS (70%) • Packaged together • EMPLOYABILITY SKILLS • ON-THE-JOB TRAINING • ENTREPRENEURSHIP Theory & practical at industry. Vocational College Collaboration MOE-MTIB –LY Furniture SCHOOL ENTERPRISE & PRODUCTION-BASED EDUCATION PUBLIC-PRIVATE PARTNERSHIP STANDARD • CONTRACT FARMING • SERVICING • MANUFACTURING • ASSEMBLING • COMPLYING WITH : • NATIONAL EDUCATION • PHILOSOPHY • PROFESSIONAL STANDARD • INDUSTRY STANDARD • NATIONAL OCCUPATIONAL • SKILLS • STANDARD (NOSS) • BEST PRACTICES • PRIVATE VOCATIONAL COLLEGE THROUGH PFI • BUYING PLACES • CENTRE OF EXCELLENCE • ( Technology transfer through smart • partnership ) • COURSES OFFERED BASED ON ECONOMIC CORRIDOR REGION • City & Guilds (C&G) • Computer Technology Industry Associate (CompTIA) • Microsoft Certified IT Professional (MCITP) • ACCA / LCCI

  19. WORLD OF WORK INSTITUTES OF HIGHER EDUCATION VOCATIONAL INSTITUTES OF HIGHER LEARNING WORLD OF WORK INSTITUSIVOKASIONAL POLYTECHNIC & TECHNICAL INSTITUTES Bridging Diploma Certificate MoE (EDUCATION ACT 1996) VOCATIONAL COLLEGE Diploma Certificate OTHER MINISTRIES PUBLIC SKILLS TRAINING INSTITUTIONS Diploma Certificate PRIVATE VOCATIONAL COLLEGE MATRICULATION HSC SPM HIGHER SECONDARY (2 YEARS) 60% (2020) PMR LOWER SECONDARY (3 YEARS) JUNIOR VOCATIONAL EDUCATION SKM 2 SKM 1 5% 95% UPSR PRIMARY EDUCATION (6 YEARS)

  20. VOCATIONAL COLLEGE FIELD OF STUDY

  21. MEMORANDUM OF UNDERSTANDING (MoU)

  22. THANK YOU TERIMA KASIH

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