Vocational Education and Training in Malaysia

Abstract

From Vision 2020 to Shared Prosperity Vision 2030, buzzwords – such as economic prosperity, creativity, inclusivity, social well-being, and sustainability – have become the milestones for Malaysian development. Technical and Vocational Education and Training (TVET) is a crucial system to achieve such visions due to its close link to economic productivity. The accessibility to TVET programs in Malaysia is reaching democratic equality. However, special needs and at-risk youth still face formidable tasks to participate in specialized TVET programs and obtain decent employment. Few TVET graduates have become iconic business leaders and successful technopreneurs. The relevancy of TVET curricula is always an issue for school-based TVET programs. Lack of advanced industry-driven TVET curricula is making graduates ill-prepared for future work. The conventional TVET program is still widespread in Malaysia, so the trainees’ preparedness for Industrial Revolution 4.0 (IR 4.0) is lacking. Hence, Malaysian workforce competitiveness is rated low on Artificial Intelligence (AI) talents and infrastructure. Competency and outcome-based assessments are implemented to ensure the trainees and workers achieve mastery of the required skills. However, the salary of Malaysian TVET graduates is relatively low compared to other OECD countries. Monitored by the National TVET council, the fluidity of TVET systems with proper articulation among ministries is still a challenge.