The document discusses Malaysia's technical and vocational education and training (TVET) initiatives aimed at enhancing employability and aligning skills with industry needs. It highlights the transformation of vocational schools into colleges, the development of instructors, and the necessity for lifelong learning amidst a growing demand for TVET-related skills. Challenges facing the TVET system, such as curriculum quality and effective training delivery, along with successful initiatives like the LINK project for welding trainees, are addressed.

1. SHARING MALAYSIA EXPERIENCES
ZANARIAH AHMAD | Technical & Vocational Education Division| Ministry of Education
OECD Southeast Asia Regional Policy Network on Education and Skills
"Better Connecting the Skills System to the World of Work”
Employment and Skills Strategies in Southeast Asia (ESSSA) and GIZ/ RECOTVET Policy Dialogue
7-8 October, 2015
Sokha Angkor Resort, Siem Reap, Cambodia
7th Annual Expert Meeting of the Initiative on Employment
and Skills Strategies in Southeast Asia (ESSSA)

2. TVET AGENDA
Chapter 5
DEVELOPING AND
RETAINING A FIRST-
WORLD TALENT BASE
Chapter 5
ACCELERATING HUMAN
CAPITAL DEVELOPMENT
FOR AN ADVANCED NATION
 REVAMPING THE EDUCATION SYSTEM TO SIGNIFICANTLY
RAISE STUDENT OUTCOMES
 RAISING THE SKILLS OF MALAYSIANS TO INCREASE
EMPLOYABILITY
 Mainstreaming and Broadening Access to Quality
Technical Education and Vocational Training
 Vocational Education Transformation
 Improving the Perception of TEVT and Attracting
More Trainees
 Developing Highly Effective Instructors
 Upgrading and Harmonising TEVT Curriculum Quality
in Line with Industry Requirements
 Streamlining Delivery of TEVT
60% of the 1.5 million jobs that will
be created will require TVET-related
skills
 Creating More Jobs and Maintaining Full Employment
 Improving Legislations and Institutions to Transform the
Labour Market
 Mainstreaming and Broadening Access to Quality TVET
Programmes
 Upskilling the Workforce Through Lifelong Learning
Improving Education Delivery Through
Better Access and Quality

3. TVET PROGRESSION IN MALAYSIA
Ministries oversee
public TVET
institutions
A big shift in the TVET
delivery was the conversion
of vocational schools into
Vocational Colleges, under
MoE for post-lower
secondary students (as early
as 16 years old) and
graduate with a diploma.

4. TVET ISSUES AND CHALLENGES
This has been attributed
as one of the reasons
that have hindered the
effectiveness of
training in meeting
industry requirements
MQA
DSD

5. PROGRAMME ASSESSMENT BY BCG
Technical Teaching College

6. MALAYSIAN QUALIFICATION FRAMEWORK
MQA - Malaysian Qualifications Agency
DSD - Department of Skills Development

8. Vocational College Standard Curriculum (VCSC)
complies :
i. National Occupational Skills Standard; and
ii. Malaysian Qualifications Agency
INDUSTRY-BASED CURRICULUM
Vocational Colleges
Skilled Workers (Skills Level 4)
Further Study
Entrepreneur/ Technopreneur
(accredited by Department of Skills Development )

9. Dual National Training System
(DNTS)
Malaysia Skills Certificate (MSC)

10. TEACHING PROFESSION IN PUBLIC SECTOR
APPOINTED BY
THE EDUCATION SERVICES COMMISSIONER,
MALAYSIA
CRITERIA
 DEGREE IN EDUCATION
OR
 DEGREE IN RELATED FIELD; AND
 DIPLOMA IN EDUCATION

11. TVET PERSONNEL DEVELOPMENT
PLANNING BY MOE
• TVET Teacher • TVET Leader
In-service training
 Upskilling
- Public/Private Training
Institutions (Minimum Skills - Level 4)
- industry
- international certification
 Industrial attachment
Pre-service Requirement
 Minimum Skills Level 4
 Minimum 3 years industrial experience
 Opened Market
Proposed Requirement
 Certified Vocational Training Manager
 Business Minded
 Proactive
 Innovative and creative
by the year 2020

12. CERTIFICATION BY INDUSTRY
• LINK PROJECT
[Industrial Training for Welder]
Award Received: ‘CEO HSSE & Special Performance Awards’
Welding activities by trainees of Link Project
In 1990, 3 teachers were trained by Sarawak Shell Bhd in
the field of Arc Welding [ Theory and Practical ] for a period of 6
months in the Training Centre in Shell Lutong, Miri.
The LINK PROJECT course has been operating for nearly 25 years.
The first intake began in 1991. Since then, the LINK PROJECT has
produced 958 welders in the field of oil and gas industry. Ninety
percent [90%] of the trainees succeeded in obtaining jobs
overseas and locally in the oil and gas industry. The
remaining ten percent [10%] were attached to other fields
including the field of business.
The syllabus used was prepared by Shell, Sarawak with a few
adjustments in accordance to current needs. Emphasis was on -
Practical : 70% and Theory : 30%

13. CERTIFICATION BY PROFESSIONAL BODY

14. EXPECTATIONS
Exchange on
technical
expertise &
technologies
Conduct
international
networking
platforms
Create and
expand common
standard to
facilitate
movement of
talents
Sharing best
practices on
governance and
administrative of
TVET
Research on
TVET
Regional
exchange of
students for
industry
practical
Quality of TVET
Leadership