The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
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Malaysia presentation - Standardisation in TVET and the role of the Private sector
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
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 )
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%