By:
Mohamad Nasri Bin Hj Md Saad
Khairol Azwar Bin Hj Mazin
BACKGROUND TVET IN MALAYSIA
1897 - Discussions on setting up trade schools to prepare Malay boys to
work as mechanics and fitters on the railways
1900 - Government of Selangor engaged several local craftsmen
comprising of a wood-carver, a silversmith, a blacksmith and a tailor, to
teach their crafts to Malay students
1902 – The British colonial government of Malaya was first seen to get
involved in VET when it appointed a Commission
1906 - Treacher Technical School was established by the Public Works
Department of the Federated Malay States to train technical assistants
for the Railways and Public Works Department
1919 - the government set up a committee to review the needs for
technical and industrial education
1926 -Federal Trade School in Kuala Lumpur to provide full-time threeyear courses to train mechanics, fitters, machine workers and other
technicians
BACKGROUND TVET IN MALAYSIA
1931 -The Education Department took over the school called Technical
School, to serve the needs of other public departments apart from the
Public Works Department, as well as business enterprises such as
mines, estates and private firms
1945 – Technical College was established (Upgraded to Universiti
Teknologi Malaysia in 1972)
1956 – Razak Report promoted the policy of establishing a vocational
stream alongside the general secondary school system.
1960 - Rahman Talib Report was published, recommending more
changes to the technical and vocational school system
1979 - Cabinet Report reaffirmed that the country’s upper secondary
education should comprise of both the academic and vocational streams
TVET Providers in Malaysia
Ministry of Education
- TVET is offered in secondary schools called ‘technical’ or ‘vocational’
secondary schools. By 2011, the number of enrolment is 35,759 covering ten
major occupational groupings in 79 Vocational School and 10 Technical
School).
- Ministry of Higher Education
- (TVET is offered in polytechnics and community colleges. In addition,
vocationalisation of higher education is initiated in universities earmarked as
‘technical universities’).
- Ministry of Human Resource and Development
- under which the Department of Skills Development, National Vocational
Training Council (NVTC), Industrial Training Institutes, etc, are placed. The
NVTC is established in 1989 by reorganizing the National Industrial Training
& Certification Boar d set up in 1971. The Council has established 53 trade
standards in a variety of occupational groupings and tested 15,379 candidates
in 1990
TVET Providers in Malaysia
- Ministry of Youth and Sports - under which the National Youth Skills
Institute is placed
- Ministry of Community Development
- State governments (under which institutions such as Terengganu
Advanced Technical Institute (TATI), Skills Training Centres, etc, are
placed).
- Private providers – for example under MARA, there are the Institut
Kemahiran MARA, and Pusat Giat MARA , among others. There is also
the Universiti Kuala Lumpur (UniKL), under which the Germ an -Malaysia
Institute, British-Malaysia Institute, etc, are placed. In addition, there are
institutions such as the YWCA that offers vocational training to the public.
In 2005, there were 21 Industrial Training Institute s (ITI), 14 National
Youth Skills Institutes (NYSI), three Advanced Technology Institutes
(ADTEC), and 162 Pusat Giat MARA ( skills training institutes under the
MARA ). All of these offer a variety of training and vocational-type of
education
BPTV (Bahagian Pendidikan Teknik
dan Vokasional)
DIVISION OF TECHNICAL AND VOCATIONAL EDUCATION
-set up in 1964
- Main objective is make sure the on going of the
management and progress of the technical; and vocational
education
-Role of BPTV include, planning, coordinating, inspecting,
monitoring the development of the technical and vocational
education in the primary and secondary schools in Malaysia
Objectives of BPTV
To produce quality technical and vocational education through:
-Coordination of operational, development of physical facilities and
other facilities.
-Well planned effective and organised academic programmes for the
students development and achievement.
-Effective management of human resources, financial, administration
and students affairs.
- Well planned and on-going professionalisme for teachers and staff.
Vision - The leader of outstanding Technical and Voactioanl
Education.
Mission - To strenghtened the Technical and Vocational Education
through quality programmes
VTE Constraints In Malaysia
No
Problems
Strategy
VTE System Changes
1
Lack of involvement with Establish a good
the industry
relations with relevant
industry
VTE development in the use
of Information Technology
curriculum VTE should also
be developed
2
Shortage
Industrial Training for
teachers in
of educators with
experience in practical
teacher training industry
in the industrial setting in
theskills
Setting Skills Standard
3
Lack of fund
Development the community
colleges
4
Lack of policies in
support of VTE office
dedicated to
the formation of VTE
Enhance
the management
efficiency
Support continuing
education: nonformal, expand services
Establishment of offices
dedicated to VTE
VTE Constraints In Malaysia
No
Problems
5 Negative perception to
VTE
6
7
Negative persecption
of the bluecollar employment
Curriculum is not
effective and
flexible capacity
Strategy
Articulation
Promote life
long learning
VTE System Changes
Establishment of the
National
Training Center, Agency, Re
gulation and Funds
Approach to competencybased application
Improve research and
development capacity
Qualifications and
certification system
12
VTE TRANSFORMATION IN MALAYSIA
 The new PTV curriculum involved two prominent
aspects, namely;
-
PENDIDIKAN ASAS VOKASIONAL/
BASIC VOCATIONAL EDUCATION
(PAV)
KOLEJ VOKASIONAL /
VOCATIONAL COLLEGE
(KV).
VTE TRANSFORMATION IN MALAYSIA
(PAV)
In an attempt to enhance the quality of vocational education under the
Vocational Transformation Plan, the Ministry of Education has instigated Basic
Vocational Education (PAV) pioneer project in 15 secondary schools
The Basic Vocational Education (PAV) will replace the vocational subject which
is currently being taught in daily schools. It will be offered to the secondary
school students, as early as form one until form three which cater the need for
those who are keen on vocational training
In this aspect, the Basic Vocational Education (PAV) will be execute gradually
for four consecutive years in selected schools in line with the Vocational
Education Transformation
VTE TRANSFORMATION IN MALAYSIA
(PAV)
Form one students who are in the Basic Vocational
Education (PAV) stream will undergo vocational education
and are allowed to choose one specific course when the
following year.
Expected to complete the SKM level one or two during the
third year of secondary school.
Consequently, those students are able to pursue their study
at Vocational College or to any government or private
technical institution
* SKM – Sijil Kemahiran Malaysia ( Malaysian Skills Certificate) provided by Human Resource Ministry
PAV CONCEPT
TECHNICAL SKILLS
1. Arc Welding
PRE-VOCATIONAL
2. Gas Welding
3. Furniture Maker
SELF
Technical Skills
CONFIDENT
Arts and Culture
PAVSkills
Craft
VOCATIONAL
TECHNOLOGY
Information
Technology
Ekonomi Rumah
Tangga
5. Plumbing
STREAMING
KOMUNIKASI
Agricultural Skills
4. Buliding
6. Refgiration and Air
Conditioning
KEMAHIRAN EKONOMI
RUMAH TANGGA
15. Dress Maker
16. Penyediaan Makanan
17. Facial
18. Childs Care
19. Food Processing
ARTS AND CULTURE
7. Electrical Wiring
20. Contemporary Music
8. Electronic Audio Visual
CRAFT SKILLS
9. Motorcycle Service
21. Wood Crafting
10. Automotive
INFORMATION AND
TECHNOLOGY SKILLS
11. Interior Design
22. Computer Graphic
12. Signcraft
23. Multimedia Production
AGRICULTURAL SKILLS
13. Aquaculture
14. Plantation
FORM 1 (PRE-VOCATIONAL)
TINGKATAN 2
TINGKATAN 3
SKM LEVEL 1
SKM LEVEL 2
SKM LEVEL 1
PILOT PROJECT IN PAV
No
School
1
SMK Arau, Arau, Perlis
2
SMK Simpang Kuala, Alor Setar, Kedah
3
SMK Datuk Haji Mohd Nor Ahmad
Gelugor, Pulau Pinang
4
SMK Trolak Selatan , Trolak
5
SMK Sungai Rawang,Sepang, Selangor
6
SMK Dato’ Sedia Raja, Rembau, NS
7
SMK Seri Pengkalan,Alor Gajah
8
SMK Datok Menteri ,Batu Pahat, Johor
9
Kursus
Class Student
Dress Making
1
30
Furniture Maker
1
30
Motorcycle Servicing
1
30
Automotive
1
30
Plantation
1
30
Refrigeration And Air Conditioning
1
30
Dress Making
1
30
Furniture Maker
1
30
SMK Bukit Goh, Kuantan, Pahang
Food Preparation / Bakery
1
30
10
SMK Saujana, Setiu, Terengganu
Aquaculture
1
30
11
SMK Kubang Kerian 2,Kota Bharu
Food Preparation / Bakery
1
30
12
SMK Beaufort,Beaufort, Sabah
Food Preparation / Bakery
1
30
13
SMK Belaga, Belaga, Sarawak
Electrical Wiring
1
30
14
SMK Setiawangsa,Kuala Lumpur
Interior Design
1
30
15
SMK Taman Perumahan Bedaun
Wilayah Persekutuan Labuan
Visual Dan Animation
1
30
VTE TRANSFORMATION IN MALAYSIA
(KV)
The Vocational College Curriculum encompasses 2 components which
comprise 70 percents skills and 30 percents theory to uphold the Nation
Education Philosophy.
The curriculum will refer to the National Occupational Skill Standard
(NOSS), SKM and any form of accreditation endorsed by the industry
On their fourth year, students have already obtained Vocational College
Diploma which is equivalent to Malaysia Skill Diploma (DPM) level 4.
VTE TRANSFORMATION IN MALAYSIA
(KV)
In an attempt to bring up vocational education, private
sectors are encourage to show their support in ensuring the
accomplishment of this transformation by providing
skilled work labour as lecturer and trainer at Vocational
College
In such a way, students are well equipped with the latest
information on industry which is deemed essential for
further career development.
TRANSFORMATION OF MALAYSIA VOCTECH
BEFORE
FUTURE
WORLD OF WORK
Training
Institute
Matrics
STPM
Kolej Matrikulasi/
STPM
SMT
SPM
UPPER SECONDARY
(2 years)
Technical
MPV
(2 years)
SMV
SPM
SKM
Vocational
Skills
( 2 years) (2 years)
Higher
Vocatonal
Training
Institute
WORLD
OF WORK
University
POLYTECHNIC
MTUN,
Politeknik, UniKL,
JMTI, TATIUC dan
Kolej Teknikal Private
Universitiy
Menengah Atas
(2 years)
SMT
(10 buah)
Kolej Vokasional
Kolej
Kolej
Voctech
(78 buah)Voctech
Vocational
SKM
SPM
Certificate
Technical
Program
Programme ProgrammeSkill Training
Vokasional
(2 years)
(2-4 years)
(4 years)
LOWER SECONDARY
(3 years)
LOWER SECONDARY
(3 years)
PRIMARY
PRIMARY
WORKS
WORKS
SKM
4
Bridging
SKM
3
SPM
SKM
2
SKM 1
60%
(2020)
PMR
UPSR
SKM 2
SKM 1
95%
5%
NEW CURRICULUM IN KV
No
.
Streaming
Courses
1
Mechanical and
Manufacturing
Engineering





2.
Civil Engineering



3.
Electric and Electronic
Engineering




4.
Information and
Telecommunication
Technlogy





Industrial Machining
Welding Technology
Automotive Technology
Air-Conditioning Technology
Motorcycle Technology
Construction Technology
Timber Processing & Manufacturing
Building Technology (Building Services &
Maintenance)
Electric
Electronics
Communication
Mechatronics
Computer Programming
Information Technology
Support System and Networking
Graphic Designer
Multimedia Creative
NEW CURRICULUM IN KV
No
.
Streaming
Courses
5.
Agrotechnology





6
Bussines and Finance





7.
Hospitality and Tourism







8.
Maritime Engineering


Agroindustry (Plant)
Agroindustry (Animal)
Plantation technology
Landscape Horticulture
Biotechnology
Bussines Administration
Administrative Management Technology
Finance / Banking
Insurance
Retailing
ourism
Culinary
Bakery
Fashion and Dress Making
Children’s and Youth Care
SPA and Wellness
Facial Arts
Marine (Ship Maintenance)
Ship Building
NEW CURRICULUM IN KV
No
.
Streaming
Courses
9.
Arts and Cultural
Support System

Event Management
10.
Transportation


Aircraft Maintenance
Train Maintenance
11.
Health Science




Medical Lab Technology
Physiotherapy
Environmental Health
Occupational Safety and Health
ICT IN MALAYSIA
EDUCATION SYSTEM
BACKGROUND
 Major Policies Development Malaysia‟s Vision 2020
policy was formulated in 1991 to ensure the
transformation of Malaysia into becoming a fully
developed nation in her own mould by the year 2020
 To spearhead the move towards achieving the Vision
2020, Malaysia embarked upon the launching of its
Multimedia Super Corridor (MSC) in 1996
BACKGROUND
 The government announced in the Eight Malaysia Plan
the need to reengineer the country‟s education system
and align it with its Vision 2020
 The main focus of the plan was on the development of
preschool, primary, secondary and tertiary education
levels which will be strengthen through the
development of support programmes, funding
management and integration of information and
communication technology (ICT)
BACKGROUND
 The plan contained six main thrusts:
To build a Malaysian nation.
To develop human capital.
To empower national schools.
To bridge the education gap
To enhance the status of the teaching profession.
To upgrade the excellence of educational institutions.
Major ICT In Education Initiatives
 1.ICT FOR ALL STUDENTS TO BRIDGE THE DIGITAL
DIVIDE BETWEEN SCHOOLS


A. THE SMART SCHOOL PROJECT
1999-2002 - Piloted in 88 schools
2002- 2005 making all school smart
2005-2010 consolidation and stabilization
B. COMPUTER LABORATORIES
Under this project, which began in 1999, computer
laboratories were constructed on alarge scale in schools. Up
till May 2009, more than 6,000 schools were equipped with
computer labs. The laboratories are equipped with basic
ICT facilities such as PCs, Local Network, printers and
servers.
Major ICT In Education Initiatives
ICT FOR ALL STUDENTS TO BRIDGE THE DIGITAL DIVIDE BETWEEN SCHOOLS
 C. SCHOOLNET:
-Provides broadband internet access to all schools with
the aim of bridging the digital divide between pupils
in urban, rural and remote areas, To enable schools to
get connected internally and globally, internet
connection is provided via The SchoolNet project.
Access with 1Mb/s are provided in 9654 locations. By
2010 internet access with 4Mbps would be available in
579 locations.
Major ICT In Education Initiatives
ICT FOR ALL STUDENTS TO BRIDGE THE DIGITAL DIVIDE BETWEEN SCHOOLS
Major ICT In Education Initiatives
ICT FOR ALL STUDENTS TO BRIDGE THE DIGITAL DIVIDE BETWEEN SCHOOLS
 D.WEBTV - http://eduwebtv.com/v2/home/
 On demand video streaming of educational content
were made available to users via theEduwebTV
initiative. Users can download educational contents
via eight channels, viz;news, academic, interviews,
magazine, curriculum, live, interactive and guideline.
The content videos can be downloaded anywhere,
anytime as long as internet connection is available.
Major ICT In Education Initiatives
ICT FOR ALL STUDENTS TO BRIDGE THE DIGITAL DIVIDE BETWEEN SCHOOLS
 E. SCHOOL ACCESS CENTRES (SAC):
These centres are cyber café with a difference. It created a perfect
setting for self access, self-directed and self-paced learning. With the
School Access Centres, students can use computers even after school
hours especially in accessing the internet and doing collaborative
projects. Computer access centres have been installed in 3029 schools
since 2006 with 70% rural schools and 30% urban schools distribution
 This project will:
Enhance the acculturation of ICT into the learning process
Reduce the computer-child ratio
Increase pupil-computer contact hours

Major ICT In Education Initiatives
ICT FOR ALL STUDENTS TO BRIDGE THE DIGITAL DIVIDE BETWEEN SCHOOLS
 F. TRANSFORMING ALL THE SCHOOLS TO
SMART SCHOOLS
As a strategy to turn all the schools smart and
further reduce the digital divide between the
schools and improving access and equity to ICT,
the Government is leveraging and synergizing on
the various ICT initiatives explained above into
one effort. The making school smart programme is
a logical continuation to the pilot smart school
initiative. It is the third wave of the Smart School
Implementation Plan

Major ICT In Education Initiatives
 F. TRANSFORMING ALL THE SCHOOLS TO
SMART SCHOOLS
As a strategy to turn all the schools smart and
further reduce the digital divide between the
schools and improving access and equity to ICT,
the Government is leveraging and synergizing on
the various ICT initiatives explained above into
one effort. The making school smart programme is
a logical continuation to the pilot smart school
initiative. It is the third wave of the Smart School
Implementation Plan

Major ICT In Education Initiatives
2. ICT AS A TEACHING AND LEARNING TOOL
- The Ministry had produced a variety of teaching and
learning materials ranging from audio CD, video CDs,
interactive CD ROMs, web-based multimedia contents as
well as providing access to on line teaching and learning
materials. A total of 3778 titles of teaching and learning
materials have been produced and dispersed to schools
from 1999 – 2008.
- Teachers and students had access to an array of ICT tools
at their disposal such as electronic presentation, word
processing,spreadsheets applications; electronic
publishing. With the internet, they had access to web
editing facilities; emails; electronic forums; chats; external
electronic resources; and databases.
Major ICT In Education Initiatives
 3) ICT AS A PRODUCTIVITY TOOL
Legacy systems have been the backbone of the gathering system such as:
 Educational Management Information System (EMIS),
 Students Information System (Sistem Maklumat Murid – SMM),
 Students Discipline System(Sistem Salahlaku dan Disiplin Murid – SSDM)
 Textbook Loans Management Systems (SISTEKS),
 School time table systems, and various other systems either procured by the
states or district education departments or built by the schools themselves
 Smart School Management System (SSMS) was built as a comprehensive
system encompassing 10 school management functions into 32 modules.
 Web School Management System (WSMS) in 2006. This would be augmented
with the Learning Management System (LMS) to enable schools to use the
digital teaching and learning materials already available.
Major ICT In Education Initiatives
(ICT AS A PRODUCTIVITY TOOL)
 MOE with MAMPU (The Malaysia Administrative Modernisation and
Management Planning Unit ) piloted Open Source Learning Management
System (LMS) using Moodle in 3 schools begin August 2004.
 Start with 50 Schools in 2009, Each School has been provided with:
 20 PC’s for student
 1 Server for Moodle
 1 Printer
 1 Scanner
 Networking
National Broadband Initiatives
1
SKMM through ’Universal Service Provision’ (USP)) prepared a million “1
MALAYSIA NETBOOK” to eligible student in 2011.
CONCLUSION
Technical and Vocational Education has become the
basis to develop individual potential as exhorted in the
mission of the Ministry of Education Malaysia's
education system to develop world-class quality and to
develop individual potential and meet the national
aspirations.