TVET Malaysia - The Way Forward Malaysia - The Way Forward.pdfTVET MALAYSIA – THE WAY FORWARD TVET...
Transcript of TVET Malaysia - The Way Forward Malaysia - The Way Forward.pdfTVET MALAYSIA – THE WAY FORWARD TVET...
Dato’ Amir Bin Omar
TVET Malaysia
- The Way Forward
Secretary General Ministry of Human Resources, Malaysia
Mi n i s t r y o f H u m a n R e s o u r c e s
Secretary-General Ministry of Human Resources
D a t o ’ A m i r b i n O m a r
T o w a r d s E v i d e n c e - B a s e d P o l i c y F o r m u l a t i o n
T VET MALAYSIA – THE WAY FORWARD
TVET Symposium 2019
2 0 t h F e b 2 0 1 9 ( W e d n e s d a y ) P u l l m a n K u c h i n g , S a r a w a k
Organised by: Pusat Pembangunan Kemahiran Sarawak (PPKS)
Experience and Specialisation
Organisation
30 years of experience in the public sector focusing on human capital issues include: • Economic modelling - Economic-wide model on HRD and labour market • Forecasting – demography; labour market; and agriculture sector projection • Demand side HCD planning – labour market analysis
• Involvement in formulation of economic plan documents • Undertake Malaysia Human Capital Development • Formulate TVET Transformation Plan and Game Changer under the Eleventh Malaysia Plan
Economic Planning Unit: - Human Capital
Development - Agriculture Section
Ministry of Human Resources: - Director of Institute of Labour
Market Analysis and Information (ILMIA)
Tel: 03-88865021 Email: [email protected]
Education
Bachelor in Economics & Administration (Rural Economics) University of Malaya, 1986
Post Graduate Diploma in Economics, University of Manchester, United Kingdom,1995
Master of Arts in Economics, University of Manchester, United Kingdom, 1996
Technical assistance on HCD planning : • Sudan - The Long-Term Perspective Plan 2003-2027; • Saudi Arabia - The Long-Term Strategy 2005-2025; • Philippines - Region of Mindanao
Secretary-General Ministry of Human Resources
D a t o ’ A m i r b i n O m a r
- Deputy Secretary-General (Policy & International)
- Secretary-General
3
Essential elements of Malaysia’s development planning : The 4Ps
Development
philosophy Planning
process and mechanism
Monitoring
performance of economic and socio-
economic dimensions
1 2
3 4 Inclusive
policies that evolve
5
Malaysia’s development is guided by several parameters …
Small but very open economy • Malaysia’s GDP is
0.7% of world GDP • Trade is 130% of GDP
Mixed economic system of free enterprise with active government support -
Multi-ethnic society of 3 main ethnic and 2 main indigenous groups in Sabah and Sarawak
A Federation of 13 States and
3 Federal Territories
1
3
4 2
Development targets are not only set in economic terms, but also in socio-economic terms
!
Development Philosophy
Bumiputera : Malays & other
indigenous groups (62%)
Chinese (21%)
Indians (6%)
Other M’sians (1%)
31.7 mn (2016)
Non-citizens
(10%)
the private sector is a full development partner
6
7
A unique affirmative action is adopted to ensure inclusive development : The principle of “Growth with Equity” is applied since 1971
New Economic Policy (1971-1990) target : Redistribute an expanding economic cake by a
ratio of 30 : 40 : 30
1970
Foreigners (RM3.3 bn)
Indians (RM0.06 bn)
Bumiputera (RM0.1 bn)
Chinese (RM1.4 bn)
Others (RM0.3 bn)
2010
Chinese (RM232 bn)
Bumiputera (RM168bn)
Indians (RM14 bn)
Others (RM25 bn)
Foreigners (RM288 bn)
23% 32%
40%
13 % p.a. (x 140)
Value of corporate equity by ethnic group
Despite the reduced share for foreigners, there was a
significant increase in the value of equity due to the expanding
economy, ensuring Malaysia as a still attractive destination for FDI
Only the expanded portion of the economic
cake is re-distributed, no private assets
were nationalised
(Bumiputera) (Foreigners) (Other M’sians)
Many sectors are now liberalised with possible maximum foreign ownership in selected sectors
!
RM726 billion
23% 32%
40%
4% 2%
RM5.2 billion
2%
27%
63%
6.0% 1%
Development Philosophy
The private sector as a full development partner
GOVERNMENT provides the broad thrusts and
directions for the whole economy to ensure the
achievement of socio-economic goals
PRIVATE SECTOR is given the appropriate policy, institutional & infrastructural support e.g. Malaysia Industrial Development Authority (MIDA) - incentives, tax exemptions, advisory services, guidance
MALAYSIA INCORPORATED CONCEPT (1983) A system of cooperation between the government and the private sector
towards achieving mutual progress and shared benefits
Mainly operationalised through
• Deregulation of cumbersome bureaucratic rules and regulations : e.g.
o PEMUDAH - Special Task Force to Facilitate Business
o Malaysia Productivity Corporation - reducing business regulatory burden
o Improvements in delivery system of the public sector
– e-services : Personal income tax payment, renewal of passports and licences, HRMIS, e-
banking
– National Blue Ocean Strategy (NBOS) : Urban/Rural Transformation Centres (one-stop
centre for public services)
• Institutionalised mechanism of engagement with the private sector : Regular dialogues
• Privatization / Public-Private Partnership (PPP) programmes
Malaysia
24/190
World Bank’s ranking on Doing Business, 2018
Development Philosophy
8
• Outline Perspective
Plans (10-year horizon)
• Vision 2020, 1991-2020
• New Economic Model,
2011-2020
• National Transformation,
2021-2050
1 2 3
3 -Tier Planning
Long-term Planning
(> 5 years)
Medium-term Planning
(3-5 years)
Short-term Planning
(1-2 years)
Prepare a long-term framework
Translate long-term framework into policy, strategy, programme, projects and development allocation
Implement policy, strategy, programme, projects and annual budget allocation
• Five-year development
Plans, e.g. Eleventh
Malaysia Plan, 2016-
2020
• Mid-term review of the
five-year Plans
• Annual Budget by the
Ministry of Finance (every
October)
• Annual Report by the
Central Bank of Malaysia
(every March)
Adopt a logical three-tier planning horizon … that allows for continuous monitoring and adjustment
EPU coordinates the preparation of the medium-term development plans
9
Planning Mechanics
11MP: EXTENSIVE ENGAGEMENT WITH STAKEHOLDERS
TWG : Education TWG : Higher Education TWG : Technical &
Vocational Education & Training (TVET) & Lifelong
Learning
TWG : Labour Market
IAPG on Human Capital Development
Focus Groups 1. Pre-College &
Employment, Student Learning, System Structure
2. Quality of Teaching, Teachers and School Leadership
3. Quality of Education and Ministry Transformation
4. Governance and Coordination
Focus Groups 1. IPT capacity analysis 2. Collaboration between HEIs &
Industries 3. R&D and Innovation Capability 4. World Class Higher Education 5. Entrepreneurship Education 6. Effectiveness of Soft Programmes 7. Malaysian Technical University
Network (MTUN) 8. New Curriculum 9. Financing of Higher Education 10. Affirmative Action In Gender In
Higher Education Enrolment 11. Moratorium 12. Teaching Hospitals 13. Knowledge Transfer Programme 14. Internationalisation 15. Quality of Academic Fraternity 16. Good Governance 17. Graduate Employability
Focus Groups 1. Articulation & Content 2. TVET Institutional Capacity 3. Instructor Quality 4. Industry Collaboration 5. Funding & Business Model 6. Promotion and R&D&C 7. Labour Market & Industry 8. Community Development
Focus Groups 1. Population &
Demographics 2. Women Participation In
the Labour Market 3. Wage Structure 4. Labour Productivity 5. Labour Market Regulation 6. Employment Protection 7. Job Creation 8. High-skilled Labour 9. Foreign Workers 10. Public Sector Employment 11. Informal Sector
Chairman : Dep. DG (Human Capital), EPU Secretariat : Director (Human Capital), EPU
Chairman : SG Education Secretariat : Education
Chairman : SG Higher Education Secretariat : Higher Education
Chairman : SG MOHR Secretariat : DSD, MOHR
Chairman : SG MOHR Secretariat : MOHR
IAPG on Human Capital Development • 4 Technical Working Groups • 40 Focus Groups
Note : IAPG = Inter-Agency Planning Group; TWG = Technical Working Group
10
Major economic reforms evolved in line with external development
1960s & 1970s Commodity Diversification
1980s Industrialisation
1990s Increased Connectivity
2000s Services-based Economy
Economic Reform Diversification of agriculture & mining commodities
Major global shift More global demand for commodities
Major Outcome • Rapid rise of industrial
commodities • Crude palm oil : 39% (1960) to
83% (1979) of total agriculture
Economic Reform Industrialisation • Investment Act : Promotion of
private investment • Attracted FDI
Major global shift Plaza Accord : Japanese firms investing abroad
Major Outcome
• Substantial increase in FDI : RM2
bn (1980) to RM14.8 bn (1999)
• Enhanced physical infrastructure:
Road coverage 26,000 km (1980)
to 65,091 km (1999)
• More internet users (per 100
people) : 0.001 (1992) to 12.3
(1999)
Economic Reform Improve infrastructure and Increase connectivity • North-South Highway • Digital infrastructure (MSC)
Major global shift Rise of global value chain by multinational companies (MNCs)
Economic Reform Services sector enabler • Financial sector reforms • High speed broadband
Major global shifts • China’s integration with the
world • High commodity prices
Major Outcome • Rising share of services
sector to GDP : 49% (2000) to 54% (2015)
Policy Evolution
12
Phases of Industrial Development in Malaysia
8.8 (1970)
12.9 (1980)
18.9 (1990)
19.8 (1991)
25.3 (2000)
26.0 (2006) 23.4
(2010) 23.0
(2016)
'70 '73 '76 '79 '82 '85 '88 '91 '94 '97 '00 '03 '06 '09 '12 '15
Manufacturing Sector (% to GDP)
Average Growth of Manufacturing Sector (% p.a.)
• 1971-1980 : 11.7
• 1981-1990 : 10.1
• 1991-2000 : 10.3
• 2001-2010 : 3.9
• 2011-2016 : 4.8
Before 1957 :
Pre-Independence
• Laissez faire
• Focus on exports
of primary
commodities (tin
and rubber)
1957-1967 :
First Phase of
Import
Substitution
Strategy
• Diversify
economy,
reduce imports
and generate
employment
1968-1980 :
First Phase of Export-
Oriented Strategy
• Diversify
manufacturing base,
create linkages and
increase
employment
• Emphasize labour-
intensive industries
of E&E and textiles
for exports
1981 to 1995 :
• Second Phase of Import
Substitution Strategy
– Create linkages within the
manufacturing sector
– Reduce imports of intermediate
and capital goods
– Import substitution based on
heavy industry
Structural break in 1987,
manufacturing surpasses agriculture
sector
• Second Phase of Export-Oriented
Strategy
– Boost competitiveness
– Resource-based industries
1996 onwards
• Focus on knowledge-based
economy : Capital-intensive
industries, higher-paying jobs,
higher-skill talent
• Multi-media Super Corridor,
1996 : Global hub for ICT and
multimedia innovation,
operation and services
• Liberalisation of the trade and
investment
Manufacturing peaked in 2006,
major export contributor
• Services Sector Blueprint, 2015
‘57 ‘67
Before 1957 1957 - 1967 1968 - 1980 1981 - 1995 1996 onwards
Year
Policy Evolution
13
Resource-based industries made up
51% of manufacturing sector in 2016
Malaysian Economic Performance
Real GDP, CPI (% p.a.), Unemployment (%)
402
9,552
1,085
26,438
0
10
20
30
40
1970 1980 1990 2000 2010 2017
US$ (current prices)
GNI per capita (US$)
Sustainable real GDP growth with low inflation and full employment
1 2 Income per capita has expanded over 20 times since 1970 – Malaysia is now a middle-upper income country; top 25 percentile
Development Record
Note: World Bank per capita income threshold for a high-income country = USD12,235 (2016)
-1.1 (1985)
-7.4 (1998)
-1.5 (2009)
5.9
3.7
3.4
-8-6-4-202468
1012141618
'71 '75 '80 '85 '90 '95 '00 '05 '10 '15
GDP
GDP, 1972-2016 (% p.a.) • World: 3.1 • Advanced countries: 2.6 • Developing countries : 2.8 • Emerging markets: 4.7
Malaysia, 1971-2017 • GDP : 6.2 • Inflation : 3.7 • Full employment since 1992
14
‘17
% of Total Household Income
2 Average monthly household income has increased
1
RM in current prices
A more prosperous society … Increasing income shares of the bottom and middle 40% groups
National • T20 • M40 • B40
9.6 8.3
10.2 12.0
2010-2016 (% p.a.)
Development Record
15
2,848
6,502
16,088
0
3,000
6,000
9,000
12,000
15,000
18,000
'70 '79 '89 '99 '09 '16
B40 M40 T20
T20/B40 Ratio
9.7 9.3 6.9 7.2 6.9 5.6
1970 1979 1989 1999 2009 2016
11.5 11.9 14.5 14.0 14.3 16.4
32.8 32.7 35.5 35.5
36.1 37.4
55.7 55.5
50.0 50.5
49.6 46.2
B40 M40 T20
Component 2000 2016 Point Change, 2000-2016
Economic Well-being 100 127 27
• Transport 100 135 35
• Income & Distribution 100 134 34
• Communications 100 130 30
• Education 100 128 28
• Working Life 100 124 24
Social Well-being 100 120 20
• Housing 100 137 37
• Leisure 100 132 32
• Public Safety 100 131 31
• Social Participation 100 125 25
• Governance 100 124 24
• Culture 100 109 9
• Health 100 108 8
• Environment 100 102 2
• Family 100 97 -3
Softer aspect of Development : Malaysia Well-Being Index 2000-2016
Index
Economic well-being improved faster than social well-being …
• MWI measures the impact of socio-economic
development on Malaysians’ well-being
• 14 components and 68 indicators
− Economic (5 components)
− Social (9 components)
… but there areas of concerns which are being addressed by remedial programmes
Development Record
16
100
105
110
115
120
125
130
135
'00'01'02'03'04'05'06'07'08'09'10'11'12'13'14'15'16
MWBI
Exports 2017
(RM935 bn) 29.2
24.2
3.8
10.2 2.2
9.9
20.5
International Relations : Adopt the Philosophy of “prosper thy neighbour”
Very active in trade arrangements … Mega Free
Trade Areas
(FTAs)
Association of
South-East Asia
Nations (ASEAN)
Bilateral
FTAs
• General
Agreement on
Tariff and
Trade (GATT):
1957
• Member of
World Trade
Organization
(WTO): 1995
• (Trans-Pacific
Partnership
Agreement
PPA): 2016
• CPTPP
• ASEAN FTA
(1992)
• ASEAN - China
(2004)
• ASEAN - S.Korea
(2006)
• ASEAN - Japan
(2008)
• ASEAN - India
(2009)
• ASEAN -
Australia- New
Zealand (2009)
• Japan (2005)
• Pakistan (2007)
• New Zealand
(2009)
• Chile (2010)
• India (2011)
• Australia (2012)
• Turkey (2015)
... With diversified trade partners
East Asia 53.4%
ASEAN
West Asia
EU-28
Africa
North America
North East Asia
Others
Note : The size of Malaysia’s external trade is 131% of its GDP in 2017
Development Record
17
A competitive nation … Malaysia is considered one of the most competitive nations …
Global Competitiveness Report, 2017-2018
… and still an attractive destination for foreign direct investment
0
5
10
15
20
25
30
35
40
'90'92'94'96'98'00'02'04'06'08'10'12'14'16
Foreign Direct Investment (RM billion)
Source: UNCTAD Note : 2016-2017 ranking in brackets Source: World Economic Forum
Score
Development Record
4.8 5.3 5.8
26 (26) South Korea23 (25) Malaysia
10 (10) Finland9 (8) Japan
8 (7) United…7 (6) Sweden
6 (9) Hong Kong5 (5) Germany
4 (4) Netherlands3 (2) Singapore
2 (3) United States1 (1) Switzerland
2017-2018 (137 nations)
Malaysia 23/137
18
01
05
02
03 07
08
04 06
Malaysia’s Development
Lessons
Formulate own core development philosophy, policies and plans, which are
pragmatic and flexible
Peaceful coexistence among ethnic or social groups and
close cooperation among ethnically-based political parties
Any political solution to inter-group conflicts, through some formula of power- and
wealth-sharing, has to be viable and enduring
Effective macroeconomic management by the public sector, supported by a dynamic private sector, and facilitated by an open and resilient economy
Necessary government intervention in the market place to ensure a fairer distribution of opportunities and incomes among all racial and social groups
Continuous investment in human capital development: Hardworking and trainable labour force
Strong governments and leaders committed to
national interests over a sustained period of time
Two-pronged poverty eradication strategy : expansion of the economy
and government-run affirmative action programs targeted to the poor
Socio-political dimension
Socio-economic dimension
Development Record
19
Multidimensional Goals, 2018-2020 Targets are pursued together with qualitative aspects through the respective pillars
Growth growth at
4.5-5.5% p.a.
for 2018-2020
Labour productivity increases
to RM88,450 in 2020
GNI per capita increase to
RM47,720 in 2020
Compensation of employees (CE) )
to GDP increase to 38% in 2020
Mean monthly household income increase to
RM8,960 in 2020
Malaysian Wellbeing Index to increase by
1.7% p.a. for 2018-2020
… with reduced development gap between states
… with shrinking productivity gap between industries
… with narrowing income gap between states and higher purchasing power of the rakyat
… with increased CE for agriculture and services sectors
… with faster and sustainable increase for B40 household income
… with greater balance between social and economic aspects
Pillar III: Pursuing
Balanced Regional Development
Pillar VI: Strengthening
Economic Growth
Pillar II: Enhancing Inclusive Development and Wellbeing
Pillar IV: Empowering
Human Capital
Pillar II: Enhancing Inclusive
Development and Wellbeing
Pillar II: Enhancing
Inclusive Development and Wellbeing
Pillar III: Pursuing Balanced Regional Development
20
Labour Market
• Low creation in skilled jobs category
• Reliance on low-skilled foreign workers
• Youth unemployment
• Graduate underemploy-ment
• Low female labour force participation rate
TVET
• Different accreditation bodies
• Overlapping programmes
• Lack of recognition of TVET graduates/ practitioners as professional
• Issues on quality instructors
Lifelong Learning
• Fragmented programmes
• PSMB Act 2001 is not comprehensive and covers limited sectors
• Limited accessibility due to lack of information, promotion & industry involvement
Education
Basic Education
• Enrolment rate below national target
• Lower student performance in TIMSS & PISA
• Dilapidated schools in rural areas
Higher Education
• Issues on quality of graduates
• R&D&I - uncoordinated & fragmented
• Governance - financial sustainability of public universities
Pillar IV : Human Capital - Issues and Challenges
22
Pillar IV: Empowering Human Capital
Strategy A1 Strategy A2
Strategy A3 Strategy A4
Generating skilled jobs
Raising salaries & wages
Enhancing management of foreign workers
Improving labour market conditions
Raising quality of education
Prioritising quality over quantity of TVET
Strategy C1
Strategy C2 Strategy C3
Developing industry relevant skills
Strategy D1
Promoting contributions of society & industry
Strategy D2
Increasing female participation in the labour force
Strategy B2
Strengthening workers’ rights
Strategy B1 PRIORITY
AREA A
PRIORITY AREA B
PRIORITY AREA C
PRIORITY AREA D
Reforming the labour market
Improving labour efficiency & productivity
Enhancing access to quality education & training
Fostering stronger industry-academia linkages
Improving education for all
23
Pillar IV : Selected Targets, 2020
National labour productivity
growth 2018-2020
Malaysia aims to be at least on par with the
international average in PISA & TIMSS assessment
Compensation of Employees to GDP
Monthly median wage Reviewing labour laws: Employment Act 1955, Trade Union Act 1959 and
Industrial Relations Act 1967
Student enrolment for preschool and secondary level
Intake of SPM leavers into TVET programmes
2 universities in the top 100 of the QS World University
Rankings
TVET graduates employed within 6 months of
graduation
Enhancing access to quality education & training
Fostering greater industry- academia linkages
Reforming the labour market Improving labour efficiency
& productivity
2.9% 38.0% RM
2,400 At par with
international standards
At par with internationa
l average
Universal enrolment
(≥95%)
225,000 2 in Top 100
85.0%
Revised Target Original Target New Target
24
Impact of Industrial Revolution 4.0
Source:
The Global Risks Report 2017 (World Economic Forum, 2017)
The Future of Jobs Report (World Economic Forum, 2018)
Routine, repetitive, predictive
work being displaced by
automation and algorithm
01 WORK
New technologies are enabling
workplace innovations
02 WORKPLACE
The nature of the contract
between employer and employee
is changing
03 WORKFORCE
Effects of IR 4.0 in production and employment Changes in geography of production, distribution and value chains, employment types
• 50% automation will lead to some reduction in their full-time
workforce by 2022
• 38% expect to extend their workforce to new productivity- enhancing
roles.
• 25% expect automation to lead to creation of new roles in
organisations
• 75 million jobs estimated to increase by 2022
• 59% employers expected to modify on their composition of value chain
• 50% expect to modify geographic base of operations
• 74% will prioritise the availability of skilled local talent
• 1.74 million jobs may be displaced by a shift in the division
of labour between man and machine
38
The Critical Occupations List (COL) is an evidence-based list of occupations in Malaysia that reflects the most sought-after and
hard-to-fill occupations by industry in order to identify skills imbalances across the Malaysian economy.
Identifying Talent Demand Challenge through the Critical Occupations List
Source: Critical Skills Monitoring Committee
Higher Costs Lower Output
Reduced
Competitiveness
Below capacity long-term performance
Constrained Investment
Lower wages
Lower Job
satisfaction
Lower job security
Limited career prospects
Lower returns to
human capital
Investment
Lower
productivity
Slower economic
performance
EMPLOYERS EMPLOYEES THE ECONOMY
The list can be used to coordinate policy interventions related to higher education and TVET, upskilling, scholarship, and immigration.
43
NOTE: Occupation classification is based on Malaysian Standard Classification of Occupations (MASCO) 2013.
Examples of Critical Occupations List (COL) 2017/2018
Source: Critical Occupations List (COL) 2017/2018, Critical Skills Monitoring Committee
Managers Professionals Technicians and Associate Professionals
Managing Director and Chief Executives Director, Chief Executive Officer, General Manager
Finance Manager Account Manager, Risk Modelling Manager, Audit and Risk Management Manager
Policy and Planning Manager Strategic Planning Manager, Corporate Planning Manager, Project Planning Manager
Research and Development Manager Research and Development Manager, Product Development Manager
Manufacturing Manager Manufacturing Factory Manager, Production and Operation Manager, Production Manager-Food Processing
Chemist Chemist (Research and Development), Chemist (Quality Control)
Accountant Auditing Accountant, Accountant, Tax Accountant, Tax Consultant, Auditor, Payroll Analyst
Research and Development Professional Research and Development Executive
Financial Analyst Financial Analyst, Credit Risk Management
Software Developer Software Design Engineer, Software Engineer (.Net), Software Developer, SAP Application Developer, Data Visualisation Developer
Computer Network and Systems Technician Network Support Technician, System Security & Application ICT Technician
Mechanical Engineering Technician Mechanical Engineering Technician, Industrial Machinery and Tools Technician
Electrical Engineering Technicians Electrical Engineering Technician; Electrical Supervisor; Electrical Technician
Aircraft Technicians Aircraft Technician; Aviation Maintenance Technician; Aircraft Maintenance Technician (Airframes); Aircraft Maintenance Technician (Engines)
Manufacturing Supervisors Manufacturing Supervisor; Production Supervisor; Compounding Supervisor; Plywood Inspection Supervisor; Manufacturing Area Co-ordinator; Quality Control Inspector
44
54
CURRENT SUPPLY PIPELINE OF GRADUATE FROM IPTA Number of IHEs Graduates (Output) By Field of Study for Year 2008 to 2020
55
CURRENT SUPPLY PIPELINE OF GRADUATE FROM IPTA Number of IHEs Graduates (Output) By Field of Study for Year 2008 to 2020
Continued…..
Employment estimates by Major Occupational Level (‘000 Persons) (2010 – 2030)
MASCO Description 2011 2015 2020 2025 2030
Engineering 140,516 161,244 179,944 191,725 202,417
2141 - Industrial and Production Engineers 14,109 11,313 12,625 13,803 15,017
2142 - Civil Engineers 34,977 36,765 41,029 41,435 42,745
2143 - Environmental Engineers 244 141 157 172 187
2144 - Mechanical Engineers 27,678 26,037 29,057 32,081 35,074
2145 - Chemical Engineers 4,928 6,046 6,747 7,250 7,435
2146 - Mining Engineers, Metallurgists and Related Professionals 1,607 6,398 7,140 8,523 9,389
2149 - Engineering Professionals Not Elsewhere Classified 10,550 14,274 15,929 16,936 17,670
2151 - Electrical Engineers 12,062 21,584 24,087 26,364 27,731
2152 - Electronic Engineers 30,482 35,159 39,237 40,817 42,418
2153 - Telecommunications Engineers 3,879 3,527 3,936 4,346 4,751
216 Architecs, Planners, Surveyors And Designers 52,346 54,264 46,007 46,651 47,355
2165 Surveyor 12,848 20,061 18,415 18,881 19,290
Architect 10,980 12,880 11,549 12,533 14,067
2161 - Building Architects 9,408 10,150 9,101 10,297 11,537
2162 - Landscape Architects 1,572 2,730 1,929 2,236 2,530
221 Medical Doctor 30,011 35,460 42,897 44,106 45,907
225 Veterinarian 777 825 621 646 676
23 Teacher 599,915 686,721 759,430 776,520 801,595
241 Financial Professional 118,217 164,260 208,450 214,093 225,428
2411 Accountant 88,557 109,537 103,888 100,527 101,797
2261 Dentist 2,930 3,692 3,793 3,895 3,995
25 ICT Expert 38,408 65,973 124,223 119,866 129,809
251 - Software And Applications Developers And Analysts 28,502 41,716 50,902 52,542 55,115
252 - Database And Network Professionals 9,906 24,257 73,321 67,324 74,694
Employment estimates by Major Occupational Level (‘000 Persons) (2010 – 2030) (cont’d)…
MASCO Description 2011 2015 2020 2025 2030
261 Legal Professionals 24,722 25,949 24,137 24,669 24,821
2611 Lawyer 18,462 21,453 19,939 20,941 21,194
311 Technician 363,725 289,635 205,505 230,214 255,941
3111 - Chemical And Physical Science Technicians 18,461 17,995 14,358 15,853 17,417
3112 - Civil Engineering Technicians 112,888 33,785 19,068 22,647 26,510
3113 - Electrical Engineering Technicians 64,049 62,573 46,269 52,349 58,653
3114 - Electronics Engineering Technicians 24,680 26,534 19,788 22,170 24,478
3115 - Mechanical Engineering Technicians 97,793 96,606 71,390 79,207 87,451
3116 - Chemical Engineering Technicians 4,849 6,599 3,863 4,478 5,067
3117 - Mining And Metallurgical Technicians 1,463 3,420 2,410 2,726 3,055
3118 - Draughtspersons 23,166 31,549 20,260 22,478 24,818
3119 - Physical And Engineering Science Technicians Not Elsewhere Classified 16,376 10,574 8,099 8,304 8,492
Issues on equality, salary gap Wages
Lagging productivity level Productivity
Unregistered employers & employees, unprotected by law
Dependency on low skilled foreign labour
Skill gap, insufficient high income job
Impact of Foreign workers
Skilled workers
Informal Sector
Unemployment issue, graduate unemployment, drop-out Youth
Time based / overqualified Occupational Mismatch
Lack of legal provision - ie woman participation in workforce Protection Act
Promote market efficiency and harmonious industrial relations, focusing on ease of doing business
Labour Market Regulations
TVET refers to the programme designed mainly to prepare students with skills for entry into a particular occupation or trade (or class of occupations or trades) (UNESCO, 2014).
The World Bank in its article ‘Investing in People’s Knowledge and Skills to Promote Development’, 2011, highlighted ‘…..growth, development, and poverty reduction depend on the knowledge and skills that people acquire, not the number of years that they sit in a classroom’.
TVET graduates are in better position to meet the jobs demand
TVET graduates are in better position to command high income jobs
More future jobs in TVET related occupations
Global changing trends for TVET
INTRODUCTION
60
1986 GIATMARA
Pekan, and 2 other institutions under MARA, to
cater skills training for the
less academically inclined students.
1969 Ungku Omar
Polytechnic under MoE, to provide TVET training.
1999 MTUN consists of
4 public universities to provide higher education for
TVET
1968 IKM Jasin
under MARA, to provide skills
training
1983 CIAST
commissioned under the
ASEAN HRD Project in
collaboration with MoHR, for
training of TVET
instructors.
1998 JMTI under
MoHR, cooperation
between Malaysia- Japan to provide TVET
training for industry
2004 Kolej
Pertanian Bukit Tangga
under MoA, to provide skills
training in agriculture.
1964 IKBN Dusun Tua
under MoYS, to provide skills training.
ILP Kuala Lumpur under MoHR, to provide skills training.
2000 UniKL MiAT under MARA,
to provide TVET training for higher education
ADTEC Batu Pahat under MoHR, to provide high-skilled TVET training.
Kolej Kemahiran Tinggi MARA Pasir Mas under MARA, to provide high-skilled TVET training.
2012 Vocational
College, under MoE to
provide TVET training for post-lower secondary students.
2001 Community
College under MoE, to provide TVET training and lifelong learning
Akademi Binaan Malaysia under CIDB, MoW for skills training in construction
1992 GMi under MARA, to
provide high-skilled TVET
training. 1
96
0’s
19
90
’s
20
00
’s
2017 TVET Malaysia to be leads by
MoHR and rebrand as
TVET Malaysia
TVET IN MALAYSIA
61
2018 TVET
Empowerment Committee
announced by MOE
Degree in Engineering Technology (Level 6)
Advanced Diploma and Diploma in Technology
(Level 4 & 5)
Malaysian Skills Diploma
and Diploma in Technology
(Level 4)
Malaysian Skills Certificate (Level1-3)
and Certificate of Technology
(Level 3)
Japan-Malaysia Technical Institute (JMTI)
Advance Training Institute Centre
(ADTEC)
Institut Latihan Perindustrian
(ILP)
Institut Kemahiran
Belia Negara (IKBN)
Federation of Private
Accredited Centre (FEMAC)
Institut Kemahiran Belia Tinggi
Negara (IKTBN)
Institut Kemahiran
MARA (IKM)
Giat MARA
University Kuala
Lumpur (UniKL)
Kolej Kemahiran
Tinggi MARA (KKTM)
German- Malaysia Institute
(GMI)
Polytechnics
Community Colleges
Vocational Colleges
MoHR MoYS MoRD MoE MoA MoD MoW States
National Agriculture
Training Council (NATC)
Institutes
15
Perhebat Institutes
1 CIDB (Akademi
Binaan Malaysia)
6
Federation of Malaysian
Skill Development
Center (FMSDC)
12
36
102
81
231
14
1
11
13
8
13
1 8
24
684
Malaysian Technical University Network (MTUN)
4
Malaysian Advanced Skills Diploma
and Advanced Diploma in
Technology (Level 5)
CIAST
1
TVET PROVIDERS IN MALAYSIA
More than 1,000 institutions offering TVET, 55% are public institutes offering similar programmes with varying qualities.
62
CURRENT STRUCTURE OF TVET PROVIDERS
MOHR
Level 1 – 3 / Certificate
Level 6 & above / Degree
Level 4 & 5 / Diploma &
Higher Diploma
IKBN
JMTI
ADTEC
ILP
COMM. COLL
GMI
UNIKL
ABM
IKTBN
IKM
KKTM POLYTECH
MTUN
VC
MORD Other
Ministries
CIAST
GIATMARA
NATC
QUALIFICATION
MINISTRY
TVET INSTITUTIONS
MOYS MOE
63
Access to TVET are divided into two, Institution-based training
and Industry-based training
Institution-based training Industry-based training Skills
Training
Continuation of studies for
secondary school leavers and
workers enrolled in public or private
training institutions for formal
training based on training curriculum
Expansion of access to TVET and
certification for workers through
various programmes such as National
Dual Training System (NDTS) and
Accreditation of Prior Achievement
(APA);
Malaysian Skills Certificates Level 1, 2 or 3; Malaysian Skills Diploma (Level 4); or Malaysian Skills Advanced Diploma (Level 5).
Certificates Diploma and Advanced Diploma; Degree and higher
64
MQF sectors reflect historical governance
"Skills" and "Vocational & Technical" separate sectors with distinct accreditation
"Skills" and "Vocational & Technical"
separate sectors with distinct accreditation
...
... resulting in
inefficiencies
and confusion
Separate governance
of Skills and
Vocational and
Technical sector does
not encourage
collaboration
• Limited
coordination and
duplication of
responsibilities in
calibrating learning
outcomes
• Limited sharing of
best practice
Distinct accreditation
(DSD and MQA)
raises confusion
• Students and
employers unclear
of value/
differentiation
among certificates
• Exacerbates
pathway for further
education
Vocational and
Technical
MOHE
Higher
education
MOHE
Skills sector
MOHR
Graduate certificate
Bachelor degree
Diploma
Doctoral degree
Masters degree
Postgraduate dip.
Diploma
Vocational and
Technical Certificate
Advanced diploma Advanced diploma
L
1
Skills Cert 3
Skills Cert 2
Skills Cert 1
Diploma
Advanced Diploma
L
2
L
3
L
4
L
5
L
6
L
7
L
8
Certificate
Fra
mew
ork
1. Certificates in higher education sector currently in the process of being phased out. Certificates can either be skills-based or knowledge-based Source: MQA; BCG analysis
Accre
dit
ati
on
DSD-accredited
• Accreditation
process
undertaken
by DSD,
based on
NOSS
MQA-
accredited
• Internal
quality
assurance
process,
followed by
MQA
accreditation
Separate
agencies
accredit
programs within
TEVT
TVET
65
Scholarship
• PSD / MARA
• Private Companies
Study Loan
• National Higher Educational Fund (PTPTN)
• Skills Development Fund Corporation (PTPK)
ST
UD
EN
T
Buying Places
• Government buy space in private
training institution (highly
demanded and not being offer by
Public Institutions) IN
ST
ITU
TIO
N
FUNDING
67
Funding model for TVET can be divided into two methods
namely, tertiary education and pre-employment / in-service.
Tertiary education Pre-employment and In-service
The Skills Development
Fund
Human Resources
Development Fund Tax Exemption
The SDF is managed by the Skills Development Fund Corporation which was established through the Skills Development Fund Act 2004 (Act 640)
Established in 2000 to provide financial assistance in the form of loans to trainees, particularly to school-leavers undergoing training programmes under the Malaysian Skills Certification System
Establish through enactment of the Human Resources Development Act in 1992, and establishment of Human Resource Development Fund (HRDF)
Imposition of a levy on employers in services and manufacturing industry sectors to be collected into the HRDF as a central pool of training fund.
All employers who have contributed to the levy are eligible to apply for training grants or financial assistance for the purpose of undertaking employees training.
The fund aims to enhance private industry role in the provision of training to increase the supply of trained workforce in the country.
Human resource development (HRD) paid under PSMB is classified as allowable expenses for tax purpose and considered as an expense incurred in the production of gross income
68
FUNDING STRUCTURE OF TVET
No. Ministry Agency No. of Inst.
Funding Accrd. Agency
Level of Comp.
Fees Total Capacity
1. MOHR ILP 24 OE JPK 1-3 FREE 15,000
2. JMTI 1 PTPK JPK 4-5 >RM6,000 1,000
3. ADTEC 8 PTPK JPK 4-5 >RM6,000 5,000
4. CIAST 1 OE JPK 5-6 FREE 1,000
5. KPLB IKM 14 OE JPK 1-3 FREE 10,000
6. KKTM 11 OE JPK 4-5 FREE 5,000
7. GIATMARA 231 OE JPK 1-3 FREE 25,000
8. GMI 1 MARA / PTPTN MQA 4-5 >RM30,000 2,000
9. UNIKL 13 MARA / PTPTN MQA 5-6 >RM30,000 25,000
10. KBS IKBN 13 OE JPK 1-3 FREE 10,000
11. IKTBN 8 PTPK JPK 4-5 >RM5,000 6,000
12. MOE KK 102 OE MQA 1-3 FREE 20,000
13. Politeknik 36 PTPTN MQA 4-6 >RM2,000 90,000
14. MTUN 4 PTPTN MQA 5-7 >RM10,000 15,000
15. KV 81 OE JPK 1-4 FREE 50,000
16. MOA Kolej Pertanian
15 OE JPK 1-4 FREE 2,000
17. KKR ABM 6 CIDB JPK / CIDB 1-3 FREE 3,000
Total 569 285,000 ILP – Industri Latihan Perindustrian JMTI – Japan-Malaysia Institute ADTEC – Pusat Latihan Teknologi Tinggi CIAST – Pusat Latihan Pengajar dan Kemahiran Lanjutan
IKM – Institut Kemahiran MARA KKTM – Kolej Kemahiran Tinggi MARA GMI – German-Malaysian Insitute UNIKL – Universiti Kuala Lumpur MTUN – Malaysian Technical University Network
IKBN – Institut Kemahiran Belia Negara IKTBN – Institut Kemahiran Tinggi Belia Negara KV – Kolej Vokasional KK – Kolej Komuniti ABM – Akademi Binaan Malaysia, CIDB
69
ELEVENTH MALAYSIA PLAN
2016-2020
TRANSFORMING TVET TO MEET INDUSTRY DEMAND
70
EMPOWERING HUMAN CAPITAL
THROUGH TECHNICAL AND VOCATIONAL
EDUCATION AND TRAINING (TVET)
71
STRATEGIC THRUST 3 Main strategies and selected outcomes
Improving labour
market efficiency
to accelerate
economic growth
Transforming
TVET to meet
industry demand
Strengthening
lifelong learning
for skills
enhancement
Improving the quality
of education for better
student outcomes and
institutional excellence
Game Changer
3.7% Labour productivity growth rate per annum
40% Compensation of employees to GDP in 2020
RM2,500 Monthly median wage in 2020
60% of the 1.5 million jobs that will be created during the Eleventh Plan will require TVET-related skills
225,000 Intake of SPM leavers to TVET programmes
58% Increase in number of employees that will benefit from expansion of the HRDF act
To be at least at par
with the international
average in TIMSS and
PISA assessments
100% Student enrolment from preschool to upper secondary
Top 100 2 universities in Top 100 of the QS World University Rankings
Accelerating human capital development for
an advanced nation.
1 4 3 2
*TVET as catalyst in producing high skilled workers
Source: Ministry of Economic Affairs
WHERE WE ARE & WHERE WE WANT TO GO
TVET IN ELEVENTH MALAYSIA PLAN: WAY FORWARD
Pathways of SPM leavers (2010)
Pathways of SPM leavers (2013)
(54%)
(36%)
(10%)
SPM
leav
ers
20
13
45
7k
247K
164K
46K
Diploma/Matriculation
/Pre University
Technical and
Vocational Education
and Training
Labour Market
TVET
(52%)
(25%)
(23%)
SPM
leav
ers
20
10
4
52
k
237K
113K
102K
Diploma/Matriculation
/Pre University
Technical and
Vocational Education
and Training
Labour Market
TVET
72
Pathways of SPM leavers (2020)
(50%)
(45%)
(5%)
SPM
leav
ers
20
13
45
7k
250K
225K
25K
Diploma/Matriculation
/Pre University
Technical and
Vocational Education
and Training
Labour Market
TVET
Source: Ministry of Economic Affairs
Game Changers 4: Transformation of Technical Education and Vocational Training (TVET)
New Dimension
Improve perception and enrolment SPM leavers to the TVET stream
TO-BE AS-IS
Strengthening TVET Governance
Strengthening the effectiveness of TVET delivery
Strengthening the effectiveness of TVET delivery
SPM leavers 2013 (456,000 students) • Tertiary education (academics):
54% • Tertiary education (TVET): 36% • Working: 10%
SPM leavers SPM Pathway 2020 (~500,000 students) • Tertiary education (academics): : 50% • Tertiary education (TVET) : 45% • Working : 5%
• Governance and accreditation under two different agencies
• Industrial co-operation by TVET institutions
• Establishment of Human Capital Council • Establishment of TVET's single governance
system • Establishment of Industry Skills Committee
• No specialization of public TVET institutions.
• There is no performance rating method for public TVET institutions. There is only a star rating program for private TVET institutions registered with DSD, MOHR.
• Specializing in institutional areas and the establishment of the Center for Excellence
• Integrated Rating System for public and private TVET institutions
• Limited industry acceptance, no special body recognizes Technologist career from among TVET graduates.
• Technologists recognition through the establishment of the Malaysia Board of Technologists
73 Source: Ministry of Economic Affairs
KEY STRATEGIES
Game Changers 4: Transformation of Technical Education and Vocational Training
Pe
rce
pti
on
Go
vern
ance
De
live
ry
Qu
alif
icat
ion
74
• Highlights the TVET flow as an optional career
• TVET accreditation standardization
• Strengthen funding for TVET
• Establishing Human Capital Council (MMI)
• Establish TVET 's single governance system
• Establishing Industry Skills Committee (JKI)
• Introducing TVET institution specialization
• Introducing the Integrated Rating System for public and private TVET institutions
• Build quality TVET instructors
• Established Malaysian Board of Technologist to recognize Technologist's career as a professional and administering behavior and ethics as well as providing guidance for career development
Source: Ministry of Economic Affairs
75
EMPOWERING HUMAN CAPITAL
THROUGH TECHNICAL AND VOCATIONAL
EDUCATION AND TRAINING (TVET)
11TH MP : MID TERM REVIEW
Part I: Past Performance on Human Capital, 2016-2017
225,0
00
Improving labour market efficiency to accelerate economic growth
3.7%
Transforming TVET to meet
industry
demand
National labour productivity growth
3.7% 40.0%
36.7%
RM 1,890
Compensation of Employees to GDP in 2017
169,242
Intake of SPM leavers into TVET programmes in 2017
RM 2,500
Strengthening lifelong
learning for skills
enhancement
Improving the quality of education for better student outcomes and
institutional excellence
Increase in number of employees benefitted from expansion of the
PSMB Act, 2001 in 2017
Malaysia aims to be at least on par with the international average in
TIMSS and PISA assessment
Student enrolment from preschool to secondary level in 2017
Top
100 1
university
in Top 200
2 universities in the top 100 of the QS World University Rankings
58.0% 20.7%
National score increased
but below international
average
100%
90.9%
(preschool)
91.3% (secondary)
Original target Performance
2016-2020 2020 2020 2020
2020 2020 2020 2020
Monthly median wage in 2017
Focus Area B
Focus Area D Focus Area C
Focus Area A
Selected Outcomes and Performance:
76
11TH MP : MID TERM REVIEW
Source: Ministry of Economic Affairs
Part I: Past Performance on TVET, 2016-2017 Selected Outcomes and Performance:
Focus Area
Key Results, 2016-2017
TVET Student intake • Intake increased: 163,269 (2016) to 169,242 (2017) TVET Governance • Harmonised accreditation system developed & incorporated into the revised Malaysian
Qualifications Framework Quality and delivery of TVET programmes • Flexible training approach implemented modular courses & short-term training • National Dual Training System benefitted 20,975 trainees including 8,054 youth under
Special NDTS (2017) • TVET institutions offered specialised programmes in niche areas • TVET Graduate Tracer Study System developed & expanded to all TVET institutions • Contestable funding & matching grant to promote industry-based training programmes Quality Instructors • Instructors with Vocational Instructor Certification increased from 3,063 (2015) to 5,868
(2017) • eProfiling system registered more than 20,000 instructors (2017) • Industrial Attachment Training programme benefitted 217 instructors (2017) Rebranding TVET • TVET Malaysia launched in 2017 to streamline TVET initiatives • Establishment of Malaysia Board of Technologists to recognise technologists and TVET
practitioners
Transforming TVET to Meet Industry Demand
B
Key Results, 2016-2017
77
11TH MP : MID TERM REVIEW
Source: Ministry of Economic Affairs
78 78 SULIT
• Reviewing TVET programme offerings
o Eliminate low impact programme, focus on high employability programme
o Rationalise TVET institutions towards optimising existing TVET facilities
• Implementing harmonise accreditation system
o Implement Code of Practice for TVET Programme Accreditation under MQF
• Strengthening TVET as a preferred education pathway
o Provide better pathway to pursue higher education
Prioritising Quality Over Quantity of TVET
C2
Priority Area C - Enhancing Access to Quality Education and Training
Initiatives Strategy
PART II: NEW PRIORITIES AND EMPHASES, 2018-2020
78
11TH MP : MID TERM REVIEW
Source: Ministry of Economic Affairs
Developing Industry-Relevant Skills
79 79 SULIT
• Enhancing industry-based programmes o Modular courses & flexible training programmes o Contestable fund & matching grant o National Dual Training System o Apprenticeship
• Increasing employability of TVET graduates o TVET Graduate Tracer Study o Entrepreneurial module will be strengthened as compulsory
component o Industrial Attachment Training (LSI) programme for instructors
• Recognising technologists as professionals o MBOT
D1
Priority Area D - Fostering Stronger Industry Academia Linkages
Initiatives Strategy
PART II: NEW PRIORITIES AND EMPHASES, 2018-2020
79 Source: Ministry of Economic Affairs
GOVERNANCE MTR , 11th MP
IAPG : THRUST 3 Chairman: Deputy Director General (Human Capital), EPU
Secretariat : EPU
TWG Labour Market
Chairman: MOHR Secretariat:MOHR
Focus Group 1 Governance
Head: MQA and DSD
Focus Group 2 TVET
Programmes
Head: DSD (MOHR)
Focus Group 3 Rebranding
Head: JPPKK (MOE)
TWG LLL Chairman: MOHR
and MOE Secretariat:
MOHR and MOE
TWG TVET Chairman: MOHR Secretariat:MOHR
TWG EDUCATION
Chairman: MOE Secretariat:
MOE
TWG EDUCATION Chairman: MOE Secretariat:MOE
Note : The appointment of the Head of each TWG is in line with the appointment of BFU chairman as decided on 23 February 2016 and subsequent meeting 4 March 2016
80 Source: Ministry of Economic Affairs
CURRENT STATUS OF TVET
81
EMPOWERING HUMAN CAPITAL
THROUGH TECHNICAL AND VOCATIONAL
EDUCATION AND TRAINING (TVET)
Revised MQF framework for accreditation of TVET, towards one single track and create national accreditation for TVET
"Skills" and "Vocational & Technical" separate sectors with distinct
accreditation
Existing MQF
82
1
The current fragmented TVET sector will be consolidated through the establishment of a single system adopted by both MQA and DSD to facilitate better coordination and monitoring of the TVET sector. The new system will accredit TVET programmes offered by both public and private TVET institutions based on the revised Malaysian Qualifications Framework (MQF). This in turn will allow mobility of students between and among all TVET institutions.
83
ESTABLISHING A SINGLE SYSTEM FOR
ACCREDITATION
Umur 21thn + APEL (tiada pendidikan
formal)
TVET T1
SIJIL T3
DIPLOMA T4
DIP LANJUTAN T5
SARJANA MUDA T6
KEDOKTORAN T8
KERJAYA@18thn
Umur 18.5thn + TVET T3
KER
JAY
A
Umur 30thn + (STPM/DIPLOMA/ setara) + APEL
Umur 30thn + (STPM/DIPLOMA/setara) + APEL
Umur 18.5thn + SIJIL T3/ setara
Umur 21.5thn + DIP LANJUTAN T5/ setara
SARJANA MUDA
SARJANA
Umur 20thn + TVET T4
Umur 17thn + TVET T2
PENAMBAHBAIKAN LALUAN PENDIDIKAN TVET
TVET T1
Umur 20.5thn + DIP T4/setara
(SPM + 1 KR /setara)
Umur tamat 21.5thn
Umur tamat 20thn
Umur tamat 22.5thn (dengan
Pindah Kredit) 24thn (APEL)
SARJANA T7
84
+ 3 KR + 1 KR
STPM/ setara
SPM/ setara
(SPM/setara)
Umur 18.5thn
(SPM + 1 KR /setara)
(SPM + 1 KR /setara)
Umur tamat 21.5thn
Umur tamat 20.5thn
Umur 20thn + APEL (tiada pendidikan
formal)
Umur 19thn + APEL (tiada pendidikan
formal)
Umur tamat 23thn
TVET T5
TVET T4
TVET T3
Umur 17thn
TVET T2
A B Tiada ketetapan
umur
Program Single Tier TVET T3 (Kandungan program = TVET T1 + TVET T2 + TVET T3) Program Single Tier TVET T4 (Kandungan program = TVET T1 + TVET T2 + TVET T3 + TVET T4)
A
B Laluan Akademik
Laluan kemasukan menggunakan SPM/setara dan STPM/setara
Laluan kemasukan Single Tier ke TVET T3 dan TVET T4
Laluan TVET
Laluan APEL
PETUNJUK:
85
Cabinet Meeting on 06 June 2018, YAB Prime Minister has proposed that the Ministry of Economic Affairs with the Manpower Ministry provide a Memorandum of the Cabinet to coordinate the functions of skill training institutions under various ministries to avoid overlapping of scope and functions.
The Education Minister has announced the establishment of the TVET Empowerment Committee under the KPM chaired by MP Permatang Pauh, YB Puan Nurul Izzah Anwar on 21 June 2018.
Cabinet Meeting on 26 October 2018, has approved that the TVET Empowerment Committee under KPM, chaired by YB Puan Nurul Izzah Anwar, is mandated to conduct a study on the strengthening and upgrading of TVET; and KPM and KTM are jointly managed to the TVET Empowerment Committee.
CABINET MEETING DECISION 2
TVET RATING SYSTEM
86
3
INPUT
• Leadership and Governance
• Resources and Physics • PB capacity
PROCCESS
•Curriculum •Curriculum Design
and Training Presentation • Implementation of
Training and Assessment •Exercise facilities
and equipment •Safety Workshop /
Lab •Quality
Improvement Training •Program
Management
OUTPUT
• Feedback of trainers
• Recognition of Certified Centers / Coaches
• Strategic Relations / Collaboration
• Job Matching • Graduate Tracer
Study
Input 30%
Proccess
30%
Output 40%
11MP focuses on strengthening TVET governance for better management through - a) Establishing a single accreditation system; and b) To harmonize the institutional rating system to improve compatibility.
DSD’s STAR
RATING SYSTEM
Kajian Pembangunan Pelan Induk
Kebangsaan Latihan Teknikal Dan
Vokasional (TVET) Ke Arah Negara Maju
Study aims to cover the following aspects:
i. Develop a holistic Masterplan for TVET in Malaysia.
ii. Evaluation of TVET programmes offered for 2017 based on the eight (8) indicators (e.g. salary, employability, etc.).
iii. Develop a framework for optimal programme mix for public TVET Institution and Industry that takes into consideration demand and supply skills match and programme performance, including recommendations on rationalising or bringing in new programmes. This includes designing new modular programmes to meet Industry demands.
iv. Propose a funding model for TVET Institutions.
v. Develop TVET programme assessment framework based on a set of identified outcome based indicators.
vi. Propose a practical model for increasing efficiency of managing TVET programme offerings to encourage more effective operations and reduce costs at the TVET Institution level.
87
4
Draft for discussion
TVET Masterplan: Technical and Vocational Education and Training Towards Developed Nation
Snapshot of TVET landscape in Malaysia National presence
7 Ministries overseeing TVET
Public TVET Institutions 556
142,000 TVET
graduates in 2015 and expected to
increase to 188,000 by 2030
5776 TVET
programmes offered
Managed by 17 agencies
Accreditation bodies; MQA and JPK
Source: Based on 2017 JPK Self-audit Data
Private TVET Institutions
692
Majority of graduates are from Manufacturing, ICT and Professional sub-sectors
RM 5.7 Bn. spent on OE while RM 314 Mill. was spent on DE in 2017
The increasing impact of Industry 4.0 is hinting towards the demand for new initiatives in curriculum development for TVET in the near future
The following are 8 emerging technologies that matter the most, which will drive Industry 4.0
Source: Tech breakthroughs megatrend: How to prepare for its impact (PwC, 2016)
Blockchain
Distributed electronic ledger that uses software algorithms to record and confirm transactions with reliability and anonymity
3D Printing
Additive manufacturing techniques use to create 3D objects based on digital models by layering or ‘printing’ successive layers of material. Relies on innovative ‘inks’
including plastic, metal, glass and wood
Internet of Things
Network of objects embedded with sensors, network connectivity and compute
capability, that can collect and exchange data over the internet
Virtual Reality
Computer generated simulation of a 3-dimensional image or a complete
environment, within a defined and contained space
Artificial Intelligence
Software algorithms that are capable of performing tasks that normally require
human intelligence
Augmented Reality
Addition of information or visuals to the physical world to improve user experience
for a task or product
Drones
Air- or water-based devices and vehicles that fly or move without an on-board human pilot
Robots
Electro-mechanical or virtual agents that automate or assist human activities,
autonomously
Some of the skills required to meet these technological changes are…
Big Data skills
Automation Skills
Coding Skills
Supply Chain
Digitisation abilities
Business acumen
TVET institutions need to prepare their graduates with the right
skillsets to not only meet industry requirements but also focus on
emerging skills required as a result of Industry 4.0
The vision for TVET should focus on greater collaboration with industries, TVET institutions and TVET students, to drive better outcomes for all
Increased relevance of TVET in Malaysia
• Individuals know that taking a particular TVET course will set them up to get a job. • Individuals know that taking a particular qualification will be valued by employers. • Pupils and parents value the vocational route because employers have championed it and told them how much
they value it.
• Employers come together to create the talent pool of the future: large and small enterprise, regional and national.
• Their needs are captured and ongoing dialogues are maintained.
• Learning and training happens like it does at work – collaboratively, using technology, and cross-subject projects and assessment.
Ongoing dialogue with employers
Greater input and involvement from industry
• Industry is more directly involved in influencing the skills needs and training requirements of the future.
• There will be ongoing constructive dialogues with clear outcomes.
• A long term view is projected to ensure the approach adopted is future fit.
The Current
State
• Fragemented TVET ecosystem leading to multiple issues which
require systemic change
Skills
Operations
Financials
Mismatch in skills required by Industry and what Institutions are producing
• 65% of public TVET instructors have less than 3
months of industry attachment
• 27% having little to no experience prior to teaching
• Majority of industry players highlighted the TVET
curriculum is not in line with latest industry trends
Limited coordination & fragmented TVET system
• 7 Ministries, 17 Agencies overseeing more than 556
public TVET Institutions. Different Institutions offering
overlapping programmes in close proximity
• Disjointed learning pathways between JPK and MQA
• Lack of standardised performance measurement
criteria & local comparative benchmark data across
TVET Institutions
• Inconsistent graduate tracer study and operational data
captured across TVET institutions. No independent
body to verify accuracy of data captured
A funding model that does not drive the right outcomes
• 95% of public TVET Institutions revenue is derived
from uncontested Government funding
• Public institutions’ budgets are based on historical
costs and does not incentivize intended outcomes
• Complex and multi-levelled; 8 Ministries and 17
agencies responsible for overseeing funding for
public TVET institutions
Quality
TVET graduates are perceived to be average at best & earning low wages
• 92% of TVET graduates are able to obtain employment after graduating.
• However, approximately 70% of TVET graduates earn less than RM 1,500
• Majority of industry players highlighted TVET graduates lack technical skills, soft skills and work attitude
93
• Several recommendations are currently being developed to address the issues identified. The
following are 4 key recommendations to which we believe will drive systemic change in the TVET
ecosystem
Note: Other recommendations are detailed out in the TVET Masterplan which is currently being developed
94
Sustainable funding mechanisms and operating
model
Recommendation 1
Streamline governance at Ministerial level
Recommendation 2
Development of a funding matrix as a guideline for fund
allocation decisions:
(performance-based funding, contestable funding)
Shared infrastructure/asset model with industry and
across Institutions
Enabled collaboration between Institutions, industry and
government agencies (Spokes) at a localised level –
spearheaded by capable and high-quality TVET
Institutions (Hubs)
Interim state: Centralised governing body (ie. TVET Council)
Ideal state: TVET to be governed by the minimum number of Ministries required (based on target groups
and mandates)
Clear roles & responsibilities for all stakeholders involved (Ministry, Associations, Academia, Industry
Bodies etc.)
Independent Enforcement Entity to oversee enforcement, monitoring and quality assurance of TVET
programmes and Institutions
95
Harmonise learning pathways
Recommendation 3
Enhance curriculum design, review and delivery
Recommendation 4
Unified quality assurance standards for TVET, adhered to
by JPK and MQA
Seamless articulation between TVET and higher
education
Comprehensive credit transfer between TVET and general
academic stream
Industry-led and demand-driven curriculum
Expanding work-based learning and apprenticeship models
Upskilling and professionalizing TVET instructors
Modern delivery methods via digital means
Open feedback mechanism from the public including industry, students and parents
96
6. Work esteem and Branding of TVET
• Implement guidelines to prohibit negative descriptions of TVET in marketing and general public communication materials
• Launch Nation wide campaign to promote TVET occupations (rather than institutions and skill sets)
• Equip career counsellors, teachers and school management with informative materials pertaining to TVET
• Official recognition of selected high-value TVET occupations
2. Harmonised and Seamless Learning Pathways
• Unified quality assurance standards for TVET, jointly developed by JPK and MQA
• Improved articulation between TVET and higher education
• Comprehensive credit transfers between TVET and higher education / academic stream
• Expand TVET qualifications to MQF levels 6 - 8
Prime Minister’s Department
Independent Enforcement Entity
Ministries responsible for TVET
Communities
1. Robust and Effective Governance
• Interim state: Centralised governing body e.g. TVET Council
• Ideal state: TVET to be governed by the minimum number of Ministries based on target groups and mandates
• Clear roles & responsibilities for all stakeholders involved (Ministry, Academia, Industry Bodies)
• Independent Enforcement Entity to oversee monitoring and quality assurance of TVET programmes and training institutions
3. Sustainable Outcome Based Funding
• Develop a funding matrix as guideline for fund allocation decisions: (performance-based funding, contestable funding)
• Expand use of trainee loans/income contingent loans
• Review training fee policies and cost allocation methodologies
• Review current incentive packages to incentivise desired behaviour (e.g. tax deductions)
5. Efficient and Productive Operating Model
• Enable collaboration between training institutions, industry and government agencies at localised level via a hub and spoke model – spearheaded by capable and high-quality TVET institutions
• Shared infrastructure/asset model with industry and across training institutions
TVET Council
MQA, JPK
TVET Agencies
Public TVET Institutions Private TVET Institutions
4. World Class Quality of Learning
• Enhance curriculum design mechanism
• Enhance curriculum delivery mechanism
• Enhance curriculum review mechanism
• Develop an Integrated Education Management Information System
Initiatives to propel Malaysia to achieve its aspirations for TVET
Industry
97
Conclusion
TVET is a Game Changer... only if we do it Right Strategy, Execution & Enforcement
Government Institutions Industry
Game changer to
transform Malaysia into
a high-income nation
whilst strengthening the
civil society
Provide workforce with
the competencies and
skills needed for a
diverse & expanding
market economy
Provide highly-skilled
human capital & a
progressive life-long
learning workforce
Address present &
future demand-supply
gap & skills gap focusing
on high-priority sectors