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2015/SOM2/HRDWG/EDNET/017 Agenda Item: 4.1.10

Quality TVET in Higher Education: A Case for Malaysia Purpose: Information Submitted by: Malaysia

Human Resources Development Working Group Education Network Meeting Boracay, Philippines 15-16 May 2015

Quality TVET in Higher Education: a case for Malaysia Presented by; Mohd. Saleh Jaafar at

EdNet - HRDWG Network Meeting 14-17 May 2015 Philippines

Content 1. Malaysia Education Blueprint 2. Issues and challenges for TVET 3. Strategies and initiatives

1

Malaysia Education Blueprint

2

Malaysia has significant investment in Higher Education

3

HIGHER EDUCATION IN BRIEF 67,746 Academic Staff (PhD 15,461 - 23%) Enrollment (1,253,501) Public IHLs = 618,180 Private IHLs = 524,350 Polytechnics = 89 503 Community Colleges = 21 468 Total = 1.2 mil

International students Undergraduate level = 80,206 Post-graduate level = 27,812 Total = 107,838

•

• Education Act (Amendment 1996) • National Council On Higher Education Act (1996) Universities and University Colleges Act (Amendment 2012) • Private IHLs Act (1996) (Act 555) • MQA Act (2007)

5 Research Universities 4 MTUN (TVET) 11 Comprehensive Universities 14 HICoE 4

The higher education system in Malaysia has come a long way

10 Years

Substantial increase in

5 Years

ACCESS 70% increase in total tertiary enrolment to 1.1 million students and 36% enrolment in MoE institutions (IPT, KK, Poly)

Rapid improvements in

RESEARCH 3.1x increase in publications from 2007-2012, highest growth rate in the world

4x increase in number of citations from 2005 to 2012

6x increase in Bachelor degree enrolment (1990 to 2010)

10x increase in Master’s and PhD enrolment (1990 to 2010) – now ranked 3rd in ASEAN behind Singapore, Thailand

70% of publications from 2007-12 contributed by 5 Research Universities

11%

yearly growth in number of patents from 2007 to 2011 – Malaysia was 28th in the world in 2011

RM 1.25 billion revenues generated from RUs as solution provider to industries, agencies, NGOs (2007-2012) 5

Malaysian universities ranked in top 200 in several subject areas Modern Languages

Engineering - Chemical Engineering - Civil & Structural

UM

IIUM

Computer Science & Information Systems

UTM

UPM

UM USM

UPM UKM UTP

UTM

UM USM

UM

UKM UPM UTM

USM

Engineering - Electrical & Electronics Engineering – Mechanical, A&M1

UM

UKM UPM UTM

UM USM

Agriculture & Forestry Medicine Pharmacy & Pharmacology

UPM UM UKM UPM

Chemistry Environmental Sciences

UM UKM UM

Materials Science

USM UM

Mathematics

Economics & Econometrics

UM

USM

USM

Geography

Communication & Media Studies

2014 data

UKM UPM USM UTM

USM=28

UPM

 Top 50 in 1  subject area  51‐100 in 10  subject areas  101‐150 in 5  subject areas  151‐200 in 3  subject areas

UKM UPM

USM

UKM USM UM

UPM

Education

USM

Law

UPM UKM UM

UKM UM

Politics & International Studies

UKM Top 151-200

Top 101-150

Top 51-100

Top 50

1 Aeronautical & Manufacturing SOURCE: QS World University Rankings by Subjects 2014

6

SYSTEM ASPIRATION Access

Equity

Quality

Unity

Efficiency

The new higher education system – major changes in a way it operates

NOT to be published without permission of MoE

8

NOT to be published without permission of MoE

9

Malaysia education pathways MOE basic education TVET institutions

Academic pathways and institutions

TVET institutions of other ministries and agencies

MOE higher education TVET institutions

Typical age

Years of schoolin g

Employment

23 22 21

Universities (Bachelors/MS/PhD) MTUN (Diploma, Bachelors of Engineering, Bachelors of Engineering Technology) Other HLI (Diploma/ Advanced Diploma)

20

13

19

12

18

11

17

10

16

9

15

8

14

7

13

6 5 4 3 2 1

12 11 10 9 8 7 6

Form 6 (STPM)

Polytechnics (Diploma/Adva nced Diploma)

Community Colleges (Certificate/ Diploma)

Matriculation

Upper secondary (SPM) ▪ National secondary school; Religious school; Special education school; Technical school; Sports school; Arts school; Private school; Other programme schools (e.g., Fully Residential Schools)

Vocational Colleges (DVM/DKM)

Skill Training Institutes (SKM, DKM, DLKM)

Vocational Colleges (SVM/SKM L2)

Lower secondary (PT3) ▪ National secondary school; Religious school; Special Education school; Sports school; Arts school; Private

PAV

school; Other programme schools (e.g., K9 Comprehensive Model)

Primary (UPSR) ▪ National school; National-type Chinese school; National-type Tamil school; Special Education school; Religious school; Private school; Other programme schools (e.g., Special Model school)

Pre-school

PAV = Pendidikan Asas Vokasional SVM = Sijil Vokasional Malaysia SPM = Sijil Pelajaran Malaysia

SKM = Sijil Kemahiran Malaysia DKM = Diploma Kemahiran Malaysia DLKM = Diploma Lanjutan Kemahiran Malaysia

STPM = Sijil Tinggi Pelajaran Malaysia DVM = Diploma Vokasional Malaysia MTUN = Malaysian Technical University Network

UPSR = Ujian Penilaian Sekolah Rendah PT3 = Penilaian Tahap 3

SOURCE: PEMANDU-PADU TVET Lab, July 2014

10

Issues and challenges 1

Duplication & Pathways

• Pathways are not clear – articulation for professional and further education • Duplicated courses

3

Trainers

• 15% of programmes taught by teachers with no competency certificates • 0.4% only with SKM 4 and above • 2,311 teachers to be trained within 2 years

2

Curriculum

• Development takes long time • Not responsive to industry • Supply driven

4

Resources – Capacity & Machineries

• Demand vs capacity • Budget strains for additional machinery & workshops

11

Case for change

Align & Integrate TVET Delivery For Quality Graduates

2

3

4

Demand-driven programs/cours es to improve employability prospects

Reduced burden of resource allocation on the Government

Strengthen collaboration and partnership with industry

1 Reduced complexity to students & industry employers

Policy, Governance & Articulation Curriculum & Accreditation Resources (Budget, Facilities & Quality Trainers) Industry Linkages 12

Examples of initiatives Ensuring sustainability – forging stronger linkages with industry From having separate goals…

To working collaboratively towards a common vision Employable graduates in high value, high demand and high skilled jobs

Polytechnics

Community Colleges

Industry

Industry

Centralised Governanc e within MOE

Government Governme nt Agencies

Vocation al Colleges

Other Higher Ed. Institutio ns

• Contributes expertise, and equipment • Receives industryready talent

• Provides funding • Achieves national requirements on development of skilled talent for high income nation

Institutions

• Provides facilities and manpower • Receives industry relevant teaching expertise and equipment

Operationalising Demand-Driven PPP Quick Win: Integrated Collaboration via Regional facilitator for companies that are expanding, new and in pipeline • Provides manpower requirements: • Headcounts, skillsets & recruitment timelines • Factory completion at the end of 2015 • Support TVET institutions: • Apprenticeship • Promotion and hiring

Provides facilitation: • Organize engagement sessions between Hershey's and TVET institutions • Coordinate and track progress • Intervene & problem-solve when necessary

Provides talent supply: • Promote courses to potential students • Partner with Hershey’s on training requirements, apprenticeship and placements for students • Implement skills training programmes • Ensure quality training delivery • Share and coordinate amongst TVET institutions

Dual Vocational Training (SLDN) structure to drive TVET quality

Theory Institution (Classroom)

20% - 30% SLDN Trainer

Training contract between organization and TVET students Organization Coordinator

Institute Coordinator

SLDN Trainer: • To train apprentices in technical areas such as the use of machines and hand tools (theoretical) • To train apprentices in non-technical areas such as safety, etc. SLDN Institute Coordinator: • Coordinate and manage apprentices and instructors • Ensures that training is executed as planned

Apprenticeship Organization (Workplace)

70% - 80%

SLDN Coach

SLDN Coach: • To train an apprentice in technical, methodology of learning skills and social value in the industry SLDN Organization Coordinator: • Coordinate and manage apprentices and coaches in the industry. • Ensure NOSS requirements are achieved.

APPROVED! For trainees For organizations For organizations

Training allowance for trainees

MBOT will enhance the career path of TEVT graduates MQF Level

Skills (SAC – Technical & Non Technical)

Higher Learning Institutions (ETAC – Sydney Accord)

8

NA

Doctorate

7

NA

Masters

6

NA

Bachelors

Designation Principal Technologist /  Executive Senior Technologist /  Executive Technologist / Executive

5

Advanced Diploma

4

Diploma

Senior Engineering  Assistant  Engineering Assistant

3

Technician

2

Senior Operator

1

Operator

10 SHIFTS

1

Quality TVET Graduates Increase capacity, quality and levels

Enrolment 2012

250K

2

3

5

6

7

8

9

10

4

New Increase IndustryCollaborative enrolment led Models curriculum 2.5X

Enrolment 2025

650K

[email protected] www.moe.gov.my

NOT to be published without permission of MoE

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