Elizabeth Lee 19 Sept 2012 MALAYSIA IN THE NEW GLOBAL CONTEXT – REALISING MALAYSIA’S TRUE POTENTIAL “Where For Art Thou, Malaysian Talent – How Business, the Government and the Higher Education Sector can Work Together to Address Malaysia’s Talent Gaps” LEADERSHIP FOUNDATION CEO FORUM 2012
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Elizabeth Lee 19 Sept 2012
MALAYSIA IN THE NEW GLOBAL CONTEXT – REALISING
MALAYSIA’S TRUE POTENTIAL
“Where For Art Thou, Malaysian Talent – How Business, the Government and the Higher Education Sector can
Work Together to Address Malaysia’s Talent Gaps”
LEADERSHIP FOUNDATION
CEO FORUM 2012
The Triple Helix
Reference:
Leydesdorff, Loet, The Triple Helix of University-Industry-Government Relations (February 2012).
Interaction of
the three
helices – an
overlap
Higher
Education (HE)
Business
Government
The Three Helices
1. The Business – demand for talents
2. The Higher Education (HE) – providers of talents
3. The Government – regulatory body/policy maker
The Workforce
Demand for the type of talents has changed with time.
Jobs for less skilled workers are replaced with computer
technologies.
Globalisation & ICT enable greater mobility.
Businesses are gaining the flexibility and mobility to move
wherever the ecosystem is more fertile especially with global
business process outsourcing (BPO) and latest the remote
operations centres (ROC).
Production and transactional jobs were moved to low cost
economy and complex interaction jobs were created1, therefore
different type of skill set as well as competencies are needed.
21st century economy demand for highly-skilled talents – creative,
flexbile and nimble. 1 McKinsey Global Institute (MGI), March 2012, Help Wanted: The Future of
Work in Advanced Economies. A Discussion Paper. McKinsey & Company.
The Gaps = The Disconnections
Higher
Education
(HE)
Business Government
The Gaps – The Disconnections
1. Misperception and Mismatch of expectations
Businesses want job-ready graduates; is it realistic?
Inadequate incentives for businesses to provide well-
structured internship programme.
HEs’ expectation – to produce graduates with the generic
skills that are relevant and adaptable to changing time,
most importantly learning how to learn and have the
skills to apply their knowledge.
The Gaps – The Disconnections
2. Curricula design and pedagogical approach need to be reviewed
Change must happen from early childhood education to
tertiary education so that the cognitive skills are well formed
from day one.
Research-led and vocationally-led teaching approaches.
Active learning and experiential learning.
The Gaps – The Disconnections
3. Better coordination between government agencies and the
businesses to provide more effective data and projection on
the number of talents required in tandem with economic
growth.
Businesses need to feedback to HEs on the type of talents
needed. Businesses/employers must play a more active role
in curricula design.
Students need to be made aware of the demand of the
“outside world”.
The Gaps – The Disconnections
4. Highly regulated and long process of establishing a course
Approximately 1.5 – 2 years to develop and establish a
course.
Implication on currency and relevance of the course that
has been launched.
Timely launch of a required course to meet market needs.
The Gaps – The Disconnections
5. Reduce the outflow of students to overseas HEIs?
The number of Malaysian students studying abroad (2010-
2011)2
• 2010 – 77, 623
• 2011 – 89,686
• 15.5% increase
• In 2011, a total of 27,003 were sponsored students while