By: Mohamad Nasri Bin Hj Md Saad Khairol Azwar Bin Hj
Mazin
Slide 2
BACKGROUND TVET IN MALAYSIA 1897 - Discussions on setting up
trade schools to prepare Malay boys to work as mechanics and
fitters on the railways 1900 - Government of Selangor engaged
several local craftsmen comprising of a wood-carver, a silversmith,
a blacksmith and a tailor, to teach their crafts to Malay students
1902 The British colonial government of Malaya was first seen to
get involved in VET when it appointed a Commission 1906 - Treacher
Technical School was established by the Public Works Department of
the Federated Malay States to train technical assistants for the
Railways and Public Works Department 1919 - the government set up a
committee to review the needs for technical and industrial
education 1926 -Federal Trade School in Kuala Lumpur to provide
full-time three- year courses to train mechanics, fitters, machine
workers and other technicians
Slide 3
BACKGROUND TVET IN MALAYSIA 1931 -The Education Department took
over the school called Technical School, to serve the needs of
other public departments apart from the Public Works Department, as
well as business enterprises such as mines, estates and private
firms 1945 Technical College was established (Upgraded to
Universiti Teknologi Malaysia in 1972) 1956 Razak Report promoted
the policy of establishing a vocational stream alongside the
general secondary school system. 1960 - Rahman Talib Report was
published, recommending more changes to the technical and
vocational school system 1979 - Cabinet Report reaffirmed that the
countrys upper secondary education should comprise of both the
academic and vocational streams
Slide 4
TVET Providers in Malaysia Ministry of Education - TVET is
offered in secondary schools called technical or vocational
secondary schools. By 2011, the number of enrolment is 35,759
covering ten major occupational groupings in 79 Vocational School
and 10 Technical School). - Ministry of Higher Education - (TVET is
offered in polytechnics and community colleges. In addition,
vocationalisation of higher education is initiated in universities
earmarked as technical universities). - Ministry of Human Resource
and Development - under which the Department of Skills Development,
National Vocational Training Council (NVTC), Industrial Training
Institutes, etc, are placed. The NVTC is established in 1989 by
reorganizing the National Industrial Training & Certification
Boar d set up in 1971. The Council has established 53 trade
standards in a variety of occupational groupings and tested 15,379
candidates in 1990
Slide 5
TVET Providers in Malaysia - Ministry of Youth and Sports -
under which the National Youth Skills Institute is placed -
Ministry of Community Development - State governments (under which
institutions such as Terengganu Advanced Technical Institute
(TATI), Skills Training Centres, etc, are placed). - Private
providers for example under MARA, there are the Institut Kemahiran
MARA, and Pusat Giat MARA, among others. There is also the
Universiti Kuala Lumpur (UniKL), under which the Germ an -Malaysia
Institute, British-Malaysia Institute, etc, are placed. In
addition, there are institutions such as the YWCA that offers
vocational training to the public. In 2005, there were 21
Industrial Training Institute s (ITI), 14 National Youth Skills
Institutes (NYSI), three Advanced Technology Institutes (ADTEC),
and 162 Pusat Giat MARA ( skills training institutes under the MARA
). All of these offer a variety of training and vocational-type of
education
Slide 6
BPTV (Bahagian Pendidikan Teknik dan Vokasional) DIVISION OF
TECHNICAL AND VOCATIONAL EDUCATION -set up in 1964 - Main objective
is make sure the on going of the management and progress of the
technical; and vocational education -Role of BPTV include,
planning, coordinating, inspecting, monitoring the development of
the technical and vocational education in the primary and secondary
schools in Malaysia
Slide 7
Objectives of BPTV To produce quality technical and vocational
education through: -Coordination of operational, development of
physical facilities and other facilities. -Well planned effective
and organised academic programmes for the students development and
achievement. -Effective management of human resources, financial,
administration and students affairs. - Well planned and on-going
professionalisme for teachers and staff. Vision - The leader of
outstanding Technical and Voactioanl Education. Mission - To
strenghtened the Technical and Vocational Education through quality
programmes
Slide 8
VTE Constraints In Malaysia NoProblemsStrategyVTE System
Changes 1Lack of involvement with the industry Establish a good
relations with relevant industry VTE development in the use of
Information Technology curriculum VTE should also be developed
2Shortage of educators with experience in practical teacher
training industry in the industrial setting in theskills Industrial
Training for teachers in Setting Skills Standard 3Lack of
fundEnhance the management efficiency Development the community
colleges 4Lack of policies in support of VTE office dedicated to
the formation of VTE Support continuing education: non- formal,
expand services Establishment of offices dedicated to VTE
Slide 9
VTE Constraints In Malaysia NoProblemsStrategyVTE System
Changes 5Negative perception to VTE ArticulationEstablishment of
the National Training Center, Agency, Re gulation and Funds
6Negative persecption of the blue- collar employment Promote life
long learning Approach to competency- based application 7Curriculum
is not effective and flexible capacity Improve research and
development capacity Qualifications and certification system
Slide 10
Slide 11
Slide 12
12
Slide 13
VTE TRANSFORMATION IN MALAYSIA The new PTV curriculum involved
two prominent aspects, namely; - PENDIDIKAN ASAS VOKASIONAL/ BASIC
VOCATIONAL EDUCATION (PAV) KOLEJ VOKASIONAL / VOCATIONAL COLLEGE
(KV).
Slide 14
VTE TRANSFORMATION IN MALAYSIA (PAV) In an attempt to enhance
the quality of vocational education under the Vocational
Transformation Plan, the Ministry of Education has instigated Basic
Vocational Education (PAV) pioneer project in 15 secondary schools
The Basic Vocational Education (PAV) will replace the vocational
subject which is currently being taught in daily schools. It will
be offered to the secondary school students, as early as form one
until form three which cater the need for those who are keen on
vocational training In this aspect, the Basic Vocational Education
(PAV) will be execute gradually for four consecutive years in
selected schools in line with the Vocational Education
Transformation
Slide 15
VTE TRANSFORMATION IN MALAYSIA (PAV) * SKM Sijil Kemahiran
Malaysia ( Malaysian Skills Certificate) provided by Human Resource
Ministry Form one students who are in the Basic Vocational
Education (PAV) stream will undergo vocational education and are
allowed to choose one specific course when the following year.
Expected to complete the SKM level one or two during the third year
of secondary school. Consequently, those students are able to
pursue their study at Vocational College or to any government or
private technical institution
Slide 16
PAV KOMUNIKASI STREAMING FORM 1 (PRE-VOCATIONAL) SKM LEVEL 1
SELF CONFIDENT VOCATIONAL TECHNOLOGY PAV CONCEPT KEMAHIRAN EKONOMI
RUMAH TANGGA 15. Dress Maker 16. Penyediaan Makanan 17. Facial 18.
Childs Care 19. Food Processing ARTS AND CULTURE 20. Contemporary
Music CRAFT SKILLS 21. Wood Crafting INFORMATION AND TECHNOLOGY
SKILLS 22. Computer Graphic 23. Multimedia Production TINGKATAN 2
SKM LEVEL 2 SKM LEVEL 1 TINGKATAN 3 PRE-VOCATIONAL Technical Skills
Agricultural Skills Arts and Culture Craft Skills Information
Technology Ekonomi Rumah Tangga
Slide 17
PILOT PROJECT IN PAV NoSchoolKursusClassStudent 1 SMK Arau,
Arau, PerlisDress Making 130 2 SMK Simpang Kuala, Alor Setar,
KedahFurniture Maker 130 3 SMK Datuk Haji Mohd Nor Ahmad Gelugor,
Pulau Pinang Motorcycle Servicing 130 4 SMK Trolak Selatan,
TrolakAutomotive 130 5 SMK Sungai Rawang,Sepang, SelangorPlantation
130 6 SMK Dato Sedia Raja, Rembau, NSRefrigeration And Air
Conditioning 130 7 SMK Seri Pengkalan,Alor GajahDress Making 130 8
SMK Datok Menteri,Batu Pahat, JohorFurniture Maker 130 9 SMK Bukit
Goh, Kuantan, PahangFood Preparation / Bakery 130 10 SMK Saujana,
Setiu, TerengganuAquaculture 130 11 SMK Kubang Kerian 2,Kota
BharuFood Preparation / Bakery 130 12 SMK Beaufort,Beaufort,
SabahFood Preparation / Bakery 130 13 SMK Belaga, Belaga,
SarawakElectrical Wiring 130 14 SMK Setiawangsa,Kuala
LumpurInterior Design 130 15 SMK Taman Perumahan Bedaun Wilayah
Persekutuan Labuan Visual Dan Animation 130
Slide 18
VTE TRANSFORMATION IN MALAYSIA (KV) The Vocational College
Curriculum encompasses 2 components which comprise 70 percents
skills and 30 percents theory to uphold the Nation Education
Philosophy. The curriculum will refer to the National Occupational
Skill Standard (NOSS), SKM and any form of accreditation endorsed
by the industry On their fourth year, students have already
obtained Vocational College Diploma which is equivalent to Malaysia
Skill Diploma (DPM) level 4.
Slide 19
VTE TRANSFORMATION IN MALAYSIA (KV) In an attempt to bring up
vocational education, private sectors are encourage to show their
support in ensuring the accomplishment of this transformation by
providing skilled work labour as lecturer and trainer at Vocational
College In such a way, students are well equipped with the latest
information on industry which is deemed essential for further
career development.
Slide 20
SPM Technical Programme (2 years) Vocational Certificate
Programme Vokasional (4 years) Training Institute BEFORE
TRANSFORMATION OF MALAYSIA VOCTECH FUTURE WORLD OF WORK PRIMARY
LOWER SECONDARY (3 years) Universitiy WORLD OF WORK Higher
Vocatonal Training Institute Menengah Atas (2 years) Program Skill
Training (2-4 years) Kolej Voctech MTUN, Politeknik, UniKL, JMTI,
TATIUC dan Kolej Teknikal Private POLYTECHNIC SKM SMT (10 buah)
Kolej Matrikulasi/ STPM PRIMARY LOWER SECONDARY (3 years)
University UPPER SECONDARY (2 years) Matrics STPM Technical (2
years) Vocational ( 2 years) Skills (2 years) SMV SPM SKM SMT MPV
Kolej Voctech Kolej Vokasional (78 buah)
NEW CURRICULUM IN KV No. StreamingCourses 1Mechanical and
Manufacturing Engineering Industrial Machining Welding Technology
Automotive Technology Air-Conditioning Technology Motorcycle
Technology 2.Civil Engineering Construction Technology Timber
Processing & Manufacturing Building Technology (Building
Services & Maintenance) 3.Electric and Electronic Engineering
Electric Electronics Communication Mechatronics 4.Information and
Telecommunication Technlogy Computer Programming Information
Technology Support System and Networking Graphic Designer
Multimedia Creative
Slide 23
NEW CURRICULUM IN KV No. StreamingCourses 5. Agrotechnology
Agroindustry (Plant) Agroindustry (Animal) Plantation technology
Landscape Horticulture Biotechnology 66 Bussines and Finance
Bussines Administration Administrative Management Technology
Finance / Banking Insurance Retailing 7. Hospitality and Tourism
ourism Culinary Bakery Fashion and Dress Making Childrens and Youth
Care SPA and Wellness Facial Arts 8. Maritime Engineering Marine
(Ship Maintenance) Ship Building
Slide 24
NEW CURRICULUM IN KV No. StreamingCourses 9.Arts and Cultural
Support System Event Management 10.Transportation Aircraft
Maintenance Train Maintenance 11.Health Science Medical Lab
Technology Physiotherapy Environmental Health Occupational Safety
and Health
Slide 25
ICT IN MALAYSIA EDUCATION SYSTEM
Slide 26
BACKGROUND Major Policies Development Malaysia s Vision 2020
policy was formulated in 1991 to ensure the transformation of
Malaysia into becoming a fully developed nation in her own mould by
the year 2020 To spearhead the move towards achieving the Vision
2020, Malaysia embarked upon the launching of its Multimedia Super
Corridor (MSC) in 1996
Slide 27
BACKGROUND The government announced in the Eight Malaysia Plan
the need to reengineer the country s education system and align it
with its Vision 2020 The main focus of the plan was on the
development of preschool, primary, secondary and tertiary education
levels which will be strengthen through the development of support
programmes, funding management and integration of information and
communication technology (ICT)
Slide 28
BACKGROUND The plan contained six main thrusts: To build a
Malaysian nation. To develop human capital. To empower national
schools. To bridge the education gap To enhance the status of the
teaching profession. To upgrade the excellence of educational
institutions.
Slide 29
Major ICT In Education Initiatives 1.ICT FOR ALL STUDENTS TO
BRIDGE THE DIGITAL DIVIDE BETWEEN SCHOOLS A. THE SMART SCHOOL
PROJECT - 1999-2002 - Piloted in 88 schools - 2002- 2005 making all
school smart - 2005-2010 consolidation and stabilization B.
COMPUTER LABORATORIES Under this project, which began in 1999,
computer laboratories were constructed on alarge scale in schools.
Up till May 2009, more than 6,000 schools were equipped with
computer labs. The laboratories are equipped with basic ICT
facilities such as PCs, Local Network, printers and servers.
Slide 30
Major ICT In Education Initiatives ICT FOR ALL STUDENTS TO
BRIDGE THE DIGITAL DIVIDE BETWEEN SCHOOLS C. SCHOOLNET: -Provides
broadband internet access to all schools with the aim of bridging
the digital divide between pupils in urban, rural and remote areas,
To enable schools to get connected internally and globally,
internet connection is provided via The SchoolNet project. Access
with 1Mb/s are provided in 9654 locations. By 2010 internet access
with 4Mbps would be available in 579 locations.
Slide 31
Major ICT In Education Initiatives ICT FOR ALL STUDENTS TO
BRIDGE THE DIGITAL DIVIDE BETWEEN SCHOOLS
Slide 32
D.WEBTV -
http://eduwebtv.com/v2/home/http://eduwebtv.com/v2/home/ On demand
video streaming of educational content were made available to users
via theEduwebTV initiative. Users can download educational contents
via eight channels, viz;news, academic, interviews, magazine,
curriculum, live, interactive and guideline. The content videos can
be downloaded anywhere, anytime as long as internet connection is
available. Major ICT In Education Initiatives ICT FOR ALL STUDENTS
TO BRIDGE THE DIGITAL DIVIDE BETWEEN SCHOOLS
Slide 33
E. SCHOOL ACCESS CENTRES (SAC): These centres are cyber caf
with a difference. It created a perfect setting for self access,
self-directed and self-paced learning. With the School Access
Centres, students can use computers even after school hours
especially in accessing the internet and doing collaborative
projects. Computer access centres have been installed in 3029
schools since 2006 with 70% rural schools and 30% urban schools
distribution This project will: Enhance the acculturation of ICT
into the learning process Reduce the computer-child ratio Increase
pupil-computer contact hours Major ICT In Education Initiatives ICT
FOR ALL STUDENTS TO BRIDGE THE DIGITAL DIVIDE BETWEEN SCHOOLS
Slide 34
F. TRANSFORMING ALL THE SCHOOLS TO SMART SCHOOLS As a strategy
to turn all the schools smart and further reduce the digital divide
between the schools and improving access and equity to ICT, the
Government is leveraging and synergizing on the various ICT
initiatives explained above into one effort. The making school
smart programme is a logical continuation to the pilot smart school
initiative. It is the third wave of the Smart School Implementation
Plan Major ICT In Education Initiatives ICT FOR ALL STUDENTS TO
BRIDGE THE DIGITAL DIVIDE BETWEEN SCHOOLS
Slide 35
Major ICT In Education Initiatives F. TRANSFORMING ALL THE
SCHOOLS TO SMART SCHOOLS As a strategy to turn all the schools
smart and further reduce the digital divide between the schools and
improving access and equity to ICT, the Government is leveraging
and synergizing on the various ICT initiatives explained above into
one effort. The making school smart programme is a logical
continuation to the pilot smart school initiative. It is the third
wave of the Smart School Implementation Plan
Slide 36
Major ICT In Education Initiatives 2. ICT AS A TEACHING AND
LEARNING TOOL - The Ministry had produced a variety of teaching and
learning materials ranging from audio CD, video CDs, interactive CD
ROMs, web-based multimedia contents as well as providing access to
on line teaching and learning materials. A total of 3778 titles of
teaching and learning materials have been produced and dispersed to
schools from 1999 2008. - Teachers and students had access to an
array of ICT tools at their disposal such as electronic
presentation, word processing,spreadsheets applications; electronic
publishing. With the internet, they had access to web editing
facilities; emails; electronic forums; chats; external electronic
resources; and databases.
Slide 37
3) ICT AS A PRODUCTIVITY TOOL Legacy systems have been the
backbone of the gathering system such as: Educational Management
Information System (EMIS), Students Information System (Sistem
Maklumat Murid SMM), Students Discipline System(Sistem Salahlaku
dan Disiplin Murid SSDM) Textbook Loans Management Systems
(SISTEKS), School time table systems, and various other systems
either procured by the states or district education departments or
built by the schools themselves Smart School Management System
(SSMS) was built as a comprehensive system encompassing 10 school
management functions into 32 modules. Web School Management System
(WSMS) in 2006. This would be augmented with the Learning
Management System (LMS) to enable schools to use the digital
teaching and learning materials already available. Major ICT In
Education Initiatives
Slide 38
MOE with MAMPU (The Malaysia Administrative Modernisation and
Management Planning Unit ) piloted Open Source Learning Management
System (LMS) using Moodle in 3 schools begin August 2004. Start
with 50 Schools in 2009, Each School has been provided with: 20 PCs
for student 1 Server for Moodle 1 Printer 1 Scanner Networking
Major ICT In Education Initiatives ( ICT AS A PRODUCTIVITY
TOOL)
Slide 39
National Broadband Initiatives 1SKMM through Universal Service
Provision (USP)) prepared a million 1 MALAYSIA NETBOOK to eligible
student in 2011.
Slide 40
CONCLUSION Technical and Vocational Education has become the
basis to develop individual potential as exhorted in the mission of
the Ministry of Education Malaysia's education system to develop
world-class quality and to develop individual potential and meet
the national aspirations.