This expert meeting of the ESSSA initiative will provide a unique opportunity to share international experience in addressing the issue of skills mismatch as a way to contribute to more inclusive growth and good quality job creation across Southeast Asian countries.

1. IMPLEMENTATION CONCEPT AND FACTOR
LOCAL APPROACHES TO SKILLS MISMATCHES
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Dr Mohd Yusoff Abu Bakar Department of Skills Development Ministry of Human Resources, Malaysia
6th Expert Meeting of the Employment and Skills Strategies in Southeast Asia
Bangkok 17-18 September 2014

2. DSD as coordinating agency
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Industry/ Employers
•Employment
DSD
•NOSS Development
•National Skills Certification
•Co-ordination
•Promotion
Training Centres
•Training
•Delivery
Training
Needs
Based on NOSS
Trained workforce
Qualified, competent
workforce

3. Develop National Occupational Skills Standards (NOSS) in line with industry needs, as basis for skilled workforce training, qualification and employment.
Accredit skills training providers, and certify trainees and experienced workers under the Malaysian National Skills Certification System.
Develop competent vocational instructors and mobilise experts & practitioners.
Promote skills training through the SkillsMalaysia brand, which aims to change negative perception towards vocational skills in Malaysia.
DSD’s roles to support the agenda of mainstreaming skills training…
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4. Accredited Training Centre
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•An accredited centre is a skills training provider either an institute or a workplace approved by DSD to conduct skills training programs and offers Malaysian Skills Certificate in specific areas and skills levels based on NOSS
Definition
•National Occupational Skills Standard (NOSS)
Assessment
•SKM Level 1,2,3
•DKM Level 4 (Diploma)
•DLKM Level 5 (Advanced Diploma)
•PC (Statement of Achievement)
Certification

5. Overeducation
To have completed more years of education than the current job requires.
Undereducation
To have completed fewer years of education than the current job requires.
Overqualification
To hold a higher qualification than the current job requires.
Underqualification
To hold a lower qualification than the current job requires.
Overskilling
To be unable to fully use one’s skills and abilities in the current job.
Underskilling
To lack the skills and abilities necessary to perform the current job to acceptable standards.
Skill shortage
Demand for a particular type of skill exceeds the supply of available people with that skill.
Skill surplus
The supply of people with a particular skill exceeds the demand for it.
Skill gap
The level of skills of the person employed is less than that required to perform the job adequately or the type of skill does not match the requirements of the job.
Economic skills
obsolescence
Skills previously used in a job are no longer required or are less important.
Physical (technical)
obsolescence
Physical or mental skills and abilities deteriorate due to atrophy or wear and tear.
Vertical mismatch
The level of education or skills is less or more than the required level of education or skills.
Horizontal
mismatch
The level of education or skills matches job requirements, but the type of education or skills is inappropriate for the current job.
Crowding out/
bumping down
Better qualified workers are hired to do jobs that less qualified workers could also do, thus replacing (crowding out) less qualified workers from traditional employment possibilities for their level of skill.
Bumping down refers to this process working from top to bottom, pushing less qualified workers to even lower level jobs. At the extreme some lower level workers may become unemployed.
Types of skills mismatch
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6. Dual Training System
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•Industry- oriented training consists of:
•70-80% practical at workplace / industry
•20-30% theory at training centre
Concept
•Day-Release: 4-5 days @ workplace, 1-2 days @ training centre
•Block-Release: 4-5 months @ workplace, 1-2 months @ training centre
Delivery Method
•Based on National Occupational Skills Standard (NOSS),
•NDTS Curriculum or
•Other curriculum approved by DSD
Training Content
•Continuous assessment
•Final exam
Assessment
•Allowance for apprentice
•Single tax deduction or HRDF reimbursement for company
Incentives

7. -Imparts knowledge and skills in tehnical areas theoretically - Teaches and trains apprentice in non- tehnical areas e.g. safety practices
-Coordinates and manages apprentice and trainer - Manages training process and implementation according to plan
-Trains apperantice hands-on skills on actual works - Monitors and supervises apprentice activity
-Coordinates and manages apprentice and coach
-Manages training process and implementation according to plan
WORKPLACE
PRACTICE
PUSAT LATIHAN THEORY
TRAINER
COORDINATOR
COACH
COORDINATOR
DUAL TRAINING
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8. Company
Coach
Coordinator
RATIO
Coach to Apprentice is 1: 5
DUAL TRAINING
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9. Training Centre
Perantis
5
Trainer
Coordinator
Perantis
4
Perantis
1
Perantis
2
Perantis
3
Perantis
17
Perantis
15
Perantis
9
Perantis
7
Perantis
6
Perantis
14
Perantis
13
Perantis
8
Perantis
16
Perantis
11
Perantis
18
Perantis
19
Perantis
20
Perantis
10
Perantis
1
Perantis
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RATIO
Trainer to Apprentice is 1: 20
DUAL TRAINING
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Company
Company
Coach
Coordinator

10. ROLES OF A PARTICIPATING COMPANY
Prepares training guides
Provide log books
Equips necessary equipment according to standard
Appoints a coach
Exposes and trains apprentices the actual works at the company
Conducts assessment according to standard
ROLES OF A COLLABORATING TRANING CENTRE
Prepares course of study
Provide an achievement record
Equips necessary facilities and equipment according to standard
Appoints a trainer
Teaches and trains apprentices the theoretical knowledge and skills
Conducts assessment according to standard
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