0 Key Reforms in Revitalising Technical and Vocational Education and Training (TVET) in Malaysia Dr. Pang Chau Leong Director-General Department of Skills Development Ministry of Human Resources, Malaysia Regional Conference HRD through TVET as a Development Strategy in Asia, 2-3 Aug 2011, Colombo, Sri Lanka
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0
Key Reforms in Revitalising
Technical and Vocational Education and Training (TVET) in Malaysia
Dr. Pang Chau Leong Director-General
Department of Skills Development Ministry of Human Resources, Malaysia
Regional Conference HRD through TVET as a Development Strategy in Asia,
2-3 Aug 2011, Colombo, Sri Lanka
Contents
1
2
3
5
New Demands on TVET
Current TVET Landscape
Re-vitalising the TVET System in Malaysia
CURRENT LANDSCAPE
OF TVET IN MALAYSIA
3
1st.Pillar: Public higher education institutions (Includes polytechnics and community colleges under the Ministry of Higher Education)
2nd.Pillar: Malaysian Skills Certification System (5-tiered skills qualification based on the National Occupational Skills Standards)
5 pillars of education & training in Malaysia
3rd.Pillar: Company-based training (Comes under the Human Resource Development Fund established in 1993 to promote the training of employees)
4th.Pillar: Private higher education institutions (Under the purview of the Private Higher Education Institutions Act 1996, and accredited by the Malaysian Accreditation Agency)
5th.Pillar: Continuing education and training (Caters to the demands of employers, community or society at large for further education, skills upgrading, retraining, career advancement and enrichment).
(World Bank, 2005)
Multiple providers, qualification & curricula create confusion for students and employers
Initiatives under 10th Plan to
harmonize accreditation
across ministries
• Full recognition of SKM
(Malaysian Skills
Certificate)
• Board of Technologists to
provide professional
pathway
Further improvements
planned within TVET system
and with the industry
• Central application system
to be implemented 2011
• Cooperation with industry
through Technical Advisory
Committees
• Active participation of
industrial players through
Industry Lead Bodies
(ILBs) in training and
assessments
BEng Tech
Adv Dip Tech
Polytechnic diploma
Diploma Technology
DLKM
DKM
Sijil Teknologi
SKM 1,2,3 + Sijil Teknologi
SKM 1 & 2
JMTI1
ADTEC2
Private Accredited
Center
ILP3
IKBN5
Private Accredited
Center
IKTBN4
IKM6
GiatMARA9
Universiti Kuala
Lumpur
KKTM6
GMI7
Polytechnics
Community College Technical
and Vocational
School
Certificates
offered MOHR MOYS MORRD MOE MOHE
TVET delivery system (overview)
MOA MOD Public
Works States
CAM
1
MOA Institutes
6
Perhebat Institutes
Agensi Nuklear
1
tbc CIDB
6
States institutes
31
28
7110
88 202
12
1
9
1
1
15
1
4
22
500-600
~1000 TVET institutions in total
‘Skills’ and ‘Vocational & Technical’ are separate sectors with distinct accreditation
Different sectors in the Malaysian Qualification Framework ...
Separate governance of Skills and
Vocational and Technical sector
• Limited coordination and
duplication of responsibilities in
calibrating learning outcomes
• Limited sharing of best practices
Distinct accreditation (DSD and
MQA) raises confusion
• Students and employers unclear
of value/ differentiation among
certificates
• Exacerbates unclear pathway for
further education
Vocational and
Technical Higher education Skills sector
Graduate certificate
Bachelor degree
Diploma
Doctoral degree
Masters degree
Postgraduate dip.
Diploma
Vocational and
Technical
Certificate
Advanced diploma Advanced diploma
L1
Skills Cert 3
Skills Cert 2
Skills Cert 1
Diploma
Advanced Diploma
L2
L3
L4
L5
L6
L7
L8
Certificate
MQ
F
Source: MQA; BCG analysis
Acc
red
itat
ion
DSD-accredited (MOHR)
• Accreditation process
undertaken by DSD, based on
NOSS
MQA-accredited (MOHE)
• Internal quality assurance process, followed by MQA
accreditation
Separate agencies accredit programs
within TVET
Issue - Governance
• More than 20 government agencies
reporting to own ministries
• Lack of coordination between ministries
result in lack of overall understanding of
TVET landscape
• Each state skills training department
reports to a single federal ministry
• Provides clear overview of TVET
landscape
• Increases efficiency
No single authority over TVET landscape in Malaysia
No single body to provide oversight
of TVET landscape
No single body to provide oversight
of TVET landscape Benchmark: Australia – Single
coordinating authority
Benchmark: Australia – Single
coordinating authority
Report to
MOHR
MOYS
MORRD MOHE
Public
Works
Report
to
Australian Qualifications Framework
Report
to
Report
to
Report
to
Report
to
270,000 students enrolled in TVET system (in 2010), 70% in government institutions
Level 1 to 3
(Certificate)
Level 4 & 5
(Diplomas)
JMTI
ADTEC
ILP
Technical Secon-
dary School
Perhebat
Institutes
MOHR MOYS MORRD MOE MOHE MOA MOD Public
Works States
IKTBN
KTBN
Giat-
MARA
IKM
GMI
KKTM
Commu
-nity Colleges
Poly-
technic
CIDB Institutes
States Institutes
3,200
10,800
2,000
Source: EPU, MOHR, MOYS, MOA, MORRD, MOE, MOHE
2,700
10,000
19,000 25,000
17,000
88,000
805
xx
20,000
Private
Total enrolment 2010: ~270,000 students 25,000 at MOE Technical Sec. School + 185,000 at Public & States Inst. + 60,000 in Private
72% 7% 21%
MOA Institutes
700
Private Institutes
~60,000 8,200
# students enrolled in
institutions
Issues faced by main stakeholders
Stakeholders Issues
Employers
▪ There exists a mismatch between the types of training provided and market needs
▪ Private skills training providers face regulatory constraints and long waiting process when setting up institutes
▪ There is a shortage of funding for skills training
▪ Public service has limited access to Malaysian Skills Certificate holders.
Providers
▪ Employers may not be aware of the capabilities of graduates
▪ Many employers do not recognise the certifications due to the highly fragmented landscape today, with multiple ministries and industry issuing different certifications
▪ Students have a poor perception of skills training and view it as an option of last resort
▪ Students (and their parents) lack funding or are unwilling to pay for skills training
Students/ Parents
Source : NKEA Education Lab
NEW DEMANDS ON TVET
IN MALAYSIA
4 Major Thrusts to Transform the Malaysian Economy
1. Refers to clerical, service and technical staff & lower management positions 2. ~71% of jobs are production supervisor, administrative staff and production line leader Source: PEMANDU; BCG analysis
Economic Transformation Programme: 8 National Key Economic Areas (NKEA)
require 1.3 million TVET jobs
1.3 Mn (~41%) of NKEA jobs to be filled by TVET;
top 5 sectors make up 82% of TVET jobs
209 203
101
449
53
132
386350
435
49
229 192 49
114
52 2520274346 21
0
200
400
600
Persons in '000
NKEA
sectors Palm Oil
42
20
CCI
43
23
Oil, Gas
and
Energy
52
Agriculture
75
23
Healthcare2
181
Business
Services
246
Financial
Services
275
Tourism
497
Education1
536
Greater
KL dev.
553
Retail
595
157
Electrical
Eng.
TEVT
Non-TEVT
Incremental
2020 GNI
in RM Bn 108 392 34 67 121 59 35 53 29 131 36 125
13,000
1,500
0
20,000
40,000
60,000
2009 2008 2007 2006 2005 2004
No. of certificates
2003 2002 2001 2000 1999 1998 1997 1996 1995 1994
42,500
35,000
Based on historical trends, it will be challenging for skills training to meet the requirements for a high income economy
• Issuance of skills certificates has
experienced little growth over the
past 5 years despite various
policy recommendations aimed at
increasing its attractiveness
Sharp increase in 2003 due
to the establishment of
PTPK in 2001
SKM 4 and 5 SKM 3 SKM 2 SKM 1
Note: Numbers represent SKMs conferred by both public institutions and JPK accredited private institutions Source: JKMPMI, Feb 2010 / bcq Inception Report
• The number of certificates
awarded for SKM1 and SKM2
has declined and leveled off over
the last 5 years
• Challenge is to now increase
enrolment in SKM 3, 4 & 5
10th MP target
of 50% highly
skilled
workforce by
2020 and ETP
target of 1.3Mn
new TVET
related jobs
unlikely to be
met
CAGR
('05-'09)
CAGR
('05-'09)
0%
-3%
-5%
0%
REVITALISING TVET
IN MALAYSIA
Major initiatives being undertaken
Scaling up
private TVET
training
provision
Re-branding of
the TVET sector
to mainstream
and improve
perception of
TVET
Rationalising
TVET
provisioning to
meet economic
& employment
needs
1
2 3
SkillsMalaysia rebranding announced by Prime Minister of Malaysia, 11 Jan 2011
SkillsMalaysia 2011 Campaign
“SkillsMalaysia aspires to raise public awareness and perception on the significance of skills training as a means to enhance the quality of the Malaysian workforce. Efforts to standardise the quality of training curriculum through rigorous participation of industries; overcome the duplication of training and certification activities; and intensify promotion of skills training will be undertaken to uplift the current competency level of the workforce to a higher level of performance and productivity.”
Launch of SkillsMalaysia promotion campaign by the Dep. Prime Minister, 5 May 2011
Rationalising TVET offerings will require harmonising courses across multiple qualifications systems
Issues identified Issues identified
Multiple qualification
systems
• Institutions not taking into
account offerings in the
broader system
Supply weighted towards
lower-level courses
• Inappropriate for future
requirements of the
Malaysian economy
Overlapping courses and
institutions
• Delivery capabilities lack
scale
• Prevailing system confusing
to navigate and regulate
Key next steps / way forward Key next steps / way forward
Clearly articulate skills and
vocational / technical qualification
system
Rationalize
qualification
systems
c
b
a
Review levels of course offering to
target industry needs
• Build coherent approach for
certificates and diplomas to match
job levels required by employers
Rationalise delivery of course
offering and reduce duplication
• Between ministries
• Between institutions
Rationalize
course
offerings
Scaling-up private skills training provision (EPP5, NKEA Education)
Employers
Students
Key Initiatives
▪ Market SkillsMalaysia internationally to attract foreign students to enrol
into Malaysian TVET systems
▪ Review and simplify regulation to allow international students to enter
skills training programmes
▪ Buying places from private skills training providers to utilise excess
capacity
Assist providers in attracting students 7
▪ Allow academically qualified and experienced industry personnel to fast-
track to become TVET instructors
Increase the number of qualified instructors
6
Conduct awareness campaign 4
▪ Roll out “SkillsMalaysia” branding for all initiatives to promote skills
training
▪ Increase demand side funding (PTPK) to increase access to skills
training
▪ Increase availability of HRDF funds for up-skilling of workforce
Increase availability of demand-side
funding 3
▪ Articulate professional pathway for TVET by allowing Malaysian Skills
Certificate holders to progress to selected degree programs
▪ Review the SKM evaluation system to enable ease of pathway
articulation
Articulate professional
pathway
5
▪ Appoint Industry Lead Body (ILB) for each skills sector to guide
development of TVET in Malaysia Promoting closer links with industry
1
▪ Harmonise accreditation across Ministries, industries, and private skills
training providers by expanding JPK’s role as the single accreditation body
▪ Establish Board of Technologists to regulate, monitor and accredit all
TVET programs
Harmonise skill training by
regulatory reform 2
Providers
10th Malaysia Plan: TVET is critical
(SOURCE: 10th Malaysia Plan)
40%2 skilled
workforce1 by
2020
Target
Improving the Perception of TVET and Attracting More Trainees
▪ A national media campaign to be developed and rolled-out…
▪ Transformation of vocational schools system
1,031,000 more
managers &
professionals ▪ Standardize TVET curriculum
▪ Recognizing SKM as single TVET certification
▪ A Board of Technologists Malaysia will be established
▪ Malaysia-Japan International Institute of Technology will be established
Upgrading &Harmonising TVET Curriculum Quality in Line with Industry Requirements
1,434,000 more
skilled workers
▪ 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 CIAST to be established to add a further training capacity of 800
instructors each year
Developing Highly Effective Instructors
482,000 more
semi-skilled
workers
▪ The current funding approach of TVET will be reviewed to provide financial assistance to students
to study at SKM Level 3
▪ The performance rating of TVET institutions will be utilized when making decisions for buying
places in private TVET institutions
▪ RM150 million to train 20,000 school dropouts using the NDTS approach
Streamlining Delivery of TVET
Policy Guidelines from the 10th Malaysian Plan
Conclusions • Malaysia aspires to move up the value chain to become a high income economy. A skilled
workforce is critical to achieving this goal. Consequently, it is important to increase the enrolment in TVET and raise the overall quality.
• With the introduction of ETP, demand is expected to outgrow supply. By 2020, additional 3.3 Mn jobs will be created, of which 1.3 Mn will be TVET qualified. Issues faced by key stakeholders need to be addressed:
– Students: TVET is currently not a mainstream education option and typically not a viable alternative to entering the workforce as it does not provide clear educational and professional pathways
– TVET providers: Highly fragmented landscape with numerous providers from various ministries resulting in multiple qualifications systems and non-uniform curricula standards
– Employers: Lack of recognition for TVET qualifications from employers / industry players
• A comprehensive set of initiatives is being developed to fill these shortfalls:
– Rebranding TVET to mainstream & improve perception of TVET – Rationalize & streamline the TVET sector including provision, operating model
and funding structure – Scale up private skills training provision