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TITLE

TOWARDS TRANSFORMATION OF

VOCATIONAL EDUCATION IN

AMPANGAN VOCATIONAL SCHOOL,

SEREMBAN, MALAYSIA

COUNTRY

MALAYSIA

AUTHOR

HASNI BIN DOLMAT

DATE

26 JANUARY 2011



ABSTRACT

Ampangan Vocational Secondary School, Seremban (SMVAS) is one of thevocational schools in Malaysia that is found to fulfill the requirements for semi-skilled and skilled workers in various industry sectors. In the beginning of theschool operation, SMVAS was supported and assisted by several organizationslike The World Bank, Commonwealth Nations Organization (through Colombo

Plan Programme) and Asian Development Bank (ADB). Students of SMVAScomprised of two streams i.e. vocational stream and skill stream. Other than thecore vocational subjects learned by vocational stream students, they also learnedacademic subjects like The Malay Language, Mathematics, Science and Englishto enable them to sit for the SPM examination. For skill stream students, theylearned Level 1 and Level 2 Malaysia Certificate of Skill (SKM) organized by theDepartment of Skill Development, Human Resource Ministry of Malaysia. In theera of globalization and modern world, the endeavour to push Malaysia towardsa modern and fully developed nation is very challenging. Malaysia needs at least50% composition of skilled workers in various sectors of industries which is oneof the typical traits of many developed countries in the world. To achieve this

target,The Ministry of Education has embarked a special transformationprogramme for vocational and technical education. To support thetransformation process, SMVAS has also embarked special add-on programmesto consolidate the existing school programmes. One of the programmes is calledSchool Enterprise (SE). This SE programme is an approach of applyingstudents’ knowledge and skills with the working environment in order to producecreative, innovative, productive, competitive and independent individuals.

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PROFILE AND HISTORY OF AMPANGAN VOCATIONAL SECONDARYSCHOOL

In the 60s, the agriculture field has been the backbone of developing Malaysia,but towards early 70s the nation has progressed to become a developed country

with the industrial field as the main element of development. To overcome thesignificant shortage of manpower in the industrial field at that time, vocationalschools were built by the Ministry of Education to cater to this need. One of thesevocational schools is Ampangan Vocational Secondary School, Seremban(SMVAS) which was established on 3rd April 1972.

The World Bank has provided aids and technical assistance during the initialperiod of vocational schools advancement. At its beginning stage of establishingSMVAS, staffs and students of SMVAS had to temporarily share the schoolbuilding of KGV II Secondary School (Seri Ampangan Secondary School) due to

a delay in completing the school building. Students were taught only theoreticalsubjects, technical drawings and academic subjects because there were noworkshops in this school. Students who were offered a place in the hostel had touse empty class rooms as their temporary lodging. In the beginning only studentswho failed their LCE examination were accepted into SMVAS. College graduatesfrom Technical Teachers Training College and several voluntary teachers fromJapan (JOVC) were hired to teach in the vocational studies. SMVAS was built ona land area of approximately 12 hectares, about 7 km from the Seremban townNegeri Sembilan. It is located beside Tuanku Jaafar Technical Secondary Schooland Seri Ampangan Secondary School.

HISTORICAL DEVELOPMENT

The school building was completed and began operating in June 1972. Thebuilding consisted of classes, technical drawing rooms, offices, 6 workshops of different courses, a principal house and 4 houses for staffs, besides a hostel for boys that can accommodate 160 students, a dining hall and a football field.

In the initial stage 140 students were offered vocational courses in BuildingConstructions (16 students), Automotives (24 students), Welding and MetalFabrication (10 students), Electronics (12 students), Commerce Course A –English Stream (20 students) and Commerce Course B – Malay Stream (21students).

The early staffs comprised of 28 people, namely, 20 teachers, 6 gardeners, alaboratory attendant and a security guard. The co-curricular activities could notbe run in full swing because of shortage in sports equipment and improper condition of the school field. The progression in academic was slow due to many

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factors such as, lack of teaching aids, machineries, reading materials in thevocational studies and the students’ level of achievement. In 1973, the first batchof 198 SMVAS students sat for SPMV examination. In 1976, The Refrigeratingand Air Conditioning Course was introduced and was conducted in a section of the Electronics workshop. Two college graduates from the Technical Teachers

Training College were appointed to teach the course. With the increasingnumbers of teachers and staffs in the following year, curriculum and co-curricular activities were able to be carried out efficiently. Workshops were fully equippedwith vocational teaching equipment. Most of these equipment were supplied bythe Canadian government under the Colombo Plan.

As the enrolment of the students increased, the school administration had toapply 2 extra blocks of hostel for boys and an additional dining hall. In 1979 theschool prayer hall (surau) was built, where 85% of the construction of the surauinvolved a collaborative effort from school administration, teachers and students.The total costs of the construction of the surau were sponsored from donations

by students, teachers and individuals.

Then, in 1983 the school received an allocation under the 11th Asian Bank LoanPlan for the construction of Machine Shop (ABM) workshop, Electronicworkshop, Vehicle Painting workshop and Electrical workshop. In the same year,short term courses were also introduced and students who failed in the LCEexamination were offered Electrical, ABM and Electronic courses. Thesestudents were required to sit for LLPPKK examination under the Ministry of Labour (now SKM under Skill Development Department (JPK), Human ResourceMinistry). Prior to this, short term six month courses were already carried out for

students under the Bintulu Plan. There were also two advanced courses,Painting and Repairing Vehicle Body and Vehicle Servicing Courses, beingintroduced in this school. Students enrolled in these courses were SPVM schoolleavers. Next, under the 3rd World Bank Loan Plan, the school has receivedallocation to build a two storey block for classes, two teacher’s quarters, toupgrade old workshops and to build additional school buildings which include anew building for Refrigerating and Air Conditioning and Machine Shop (ABM)courses, plus a building which have a computer room and a science laboratory.

ACADEMIC

In the beginning, students studying in the Vocational Stream in SMVAS learnt 5core academic subjects which include The Malay Language, English Language,Science, Mathematics, Religious Knowledge / Moral Education and 3 vocationalsubjects (Technology, Practical and Technical Drawing). Changes were thenmade by adding the History subject and forming a modular system for thevocational subjects.The SPVM results from 1973 till 1984 were rather disappointing. This was due to students’ background factor as well as the

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minimum entry qualification that have been implemented. Nevertheless, with theexistence of a revised Vocational Secondary School Curriculum, the SPM(V)results showed marked improvement from 76.8% in 1988 to 82.70% in 1992. TheAverage School Grade (GPS) continuously progressed since then.

On the other hand, students in the Skill Stream were mainly low academicachievers. The students in this stream were to learnt the Skill Syllabus in order toobtain the Malaysian Skill Certificate (SKM) was issued by the Skill DevelopmentDepartment (JPK), Ministry of Human Resource. The students were expected tosit for Level 1 and Level 2 SKM Certificates within their two years studies inSMVAS.

Generally, SMVAS leavers have secured jobs in the private sectors, legal bodiesand in the government sectors. Although many of these school leavers workedas technicians in the industrial sector, there were also among them who have

succeeded in becoming engineers, managers and administrative officers in thevarious industrial sectors in our country. A fraction of these students were alsoinvolved in businesses and small industries. Looking at the needs of blue collar workers in the various industries, The Ministry of Education, Malaysia has latelyincreased the intake of students into Vocational Schools.

CO-CURRICULUM

The co-curricular activities in SMVAS are divided into 3 sections i.e Sports andGames, Uniform Bodies and Clubs and Societies. The main Uniform Bodies in

school include The Police Cadet, The Fire Brigade Cadet, School Youth Cadet(KRS), Civil Defense Cadet, The Red Cresent Society and The ScoutMovements. Apart from the Academic–Based Clubs, there are also Vocational-Based Clubs such as The Invention and Innovation Club, The Robotic Club andso forth. Among the popular sports and games in SMVAS are football, rugby,badminton and netball.

Ampangan Vocational Secondary School received its grand acknowledgementwhen its Stamps and Philatelly Club successfully engraved the school name inThe Malaysian Book of Records by producing the longest stamp in Malaysia in2001. In sports, the school is glorified with achievements in the national level by

becoming champion in the MSSM Boxing Competition in 2005. The Rugby teammade the school proud by being champions for three consecutive years (2006-2008) in The KAT Competition, and the several champions attained in the districtas well as state levels in Negeri Sembilan.

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SCHOOL ORGANISATION AND ADMINISTRATION

Since 1972, a total number of 8 principlas have served Ampangan VocationalSecondary School. These principlas include Mr George Emmanuel (1972-1977),Mr Mohd Dom bin Mohd Yunus (1977-1979), Mr Madhu Sudhan Dey (1980-

19993), Encik Othman bin Daud (1996-1999), Mrs Linda Toh (2000-2003), PuanHjh Rokiah bt Ismail (2004-2008) and the present principal, Mr Hasni bin Dolmat.

In the school organization, The Principal of SMVAS is assisted by 3 Senior Assistants ( Senior Assistant in Academic, Senior Assistant in Students’ Affair and Senior Assistant in Co-Curriculum) as the top leaders in the schoolmanagement. The three Senior Assistants are assisted by their respective Headsof Department. The Senior Assistant in Academic is assisted by 5 senior subjectteachers (GKMP) namely, GKMP of Human and Social Studies, GKMP of Mathematics and Science, GKMP of Languages, GKMP of Vocational Studiesand GKMP of Skill. The Senior Assistant in Students’ Affair is assisted by the

Management Committee Members while the Senior Assistant in Co-Curriculum isassisted by the Heads of the School Co-Curriculum Management CommitteeMembers.

SCHOOL VISION

To make Ampangan Vocational Secondary School a Vocational Educational andSkilled Institution of excellence.

SCHOOL MISSION

1. To improve performance in vocational education and skill throughquality and effective education.

2. To instill School Enterprise culture among students by inculcatingentrepreneurship values and practices.

3. To produce honorable human beings by instilling moral values.

4. To enhance conducive, healthy and save physical environment.

5. To established industrial and conferential relationship between theschool and firms and Vocational Educational and Skilled Institution.

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ISSUES, CHALLENGES, AND FUTURE SMVAS DIRECTIONS

Strong Demand For Semi-Skilled And Skilled Workers Across MultipleIndustries

In Malaysia today the need for semi-skilled and skilled workers seems verycritical. This pressing need requires the government to take significant steps toprepare the humanpower needed through institutions that can offer skill trainingin particular areas. One of the steps taken by the government to fulfill the needfor semi skilled and skilled workers is through vocational schools’ programmethat can offer courses that meet present market demand. Statistics released byMinistry of Human Resources (Figure 1) indicates the fields which alreadysuffering significant labour shortage and cannot cope the future demand of labour requirements.

Figure 2 : Labour shortage and future demand of labour requirements

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To Become A Developed Nation, Skill Workers Composition Must BeIncreased

One of the significant traits that can be seen in developed nations around theworld is that they have almost the same percentages of semi-skilled and skilled

labour compositions. Figure 2 clearly shows the percentages of semi-skilled andskilled workers in these country which achieved almost half or exceeded morethan half of the overall workers in these particular countries. In comparison toMalaysia, the statistics released in 2008 clearly shows that Malaysia only has25% skilled workers and 24.4% semi-skilled workers. This scenario must becorrected if Malaysia want to achieve the status of a truly developed nation. TheMinistry of Education of Malaysia through its transformation educationprogrammes is embarking steps to ensure these objectives can be attained inproducing semi-skilled and skilled worker.

Figure 2 : Human Resource Based On The Major Working Group (%) 2008

SMVAS PLANS TO STRENGTHEN VOCATIONAL EDUCATION

To support transformation in vocational education being implemented by Ministryof Education of Malaysia, SMVAS has implemented many add-on programmes tostrengthen the transformation process in school. Among the programmes are :

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1. Set up special committee on Industrial Relations

2. To have close / ongoing relationship with industrial organizations or

institutions.

3. Implementation of Traineeship Program for SMVAS students

4. To build networking with the public and private institutions of higher

learning

5. Implementation of School Enterprise Programme (SE) for SMVAS

students

6. Implementaions of 5S Programme in the workshops and school

7. To expand the usage of ICT in vocational education

8. To implement “In House Professional Development”

9. Set up special committee to enhance quality services in school

10. Implementation of MS ISO 9001: 2008 processes

SMVAS SCHOOL ENTERPRISE PROGRAMME

SMVAS has launched a programme known as ‘School Enterprise’ (SE) on 3 rd

August 2009. SE programme is an approach of applying students’ knowledgeand skills with the working environment in order to produce creative, innovative,productive, competitive and independent individuals. The SE programme

launching ceremony was officiated by Tn. Hj Ahmad Tajudin bin Jab the Director of Technical and Vocational Education Department, Ministry of EducationMalaysia.

The objective of this programme is to instil students’ interest and motivation inorder to understand the technical and vocational education. The combination of academic education and skills practice is an inter-grated knowledge which helpsstudents to develop a close relationship with the community and therefore helpthe community to generate their economy. This can contribute towards a morequality work and generate the income of the people in this country.

A case study by UNESCO UNEVOC (International Project on Technical andVocational Education) towards some developed and developing countries suchas Germany, China, India, Indonesia, Papua New Guinea, Algeria, Kenya,Ghana, Cuba and Costa Rica, entitled “School Enterprise: Combining VocationalLearning with Production” by Madhu Singh, had shown that there is a relationbetween technical and vocational education with the working world. In hisspeech, Tn. Hj. Ahmad Tajudin said that SE element has become one of the six

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strategies to strengthen Technical and Vocational Education in Malaysia. Theyare:

i. to increase the enrolment of the vocational and skill streams intechnical schools

ii. to strengthen the technical and vocational education curriculum

iii. to build up a close relation between industry sectors andprofessional bodies

iv. to create and boost School Enterprise based on Production BasedEducation

v. to build up the relationship with local and foreign private or publicuniversities

vi. to build up skill streams in secondary schools beginning the 10 th

Malaysian Plan

The aims of implementing SE programme are:

i. to build up students’ knowledge, skill and interest towards teachingand learning

ii. to boost students’ learning motivation

iii. to expose students to the working world

iv. to expose students to business world

v. to develop good relationship with industries through ‘win-win’concept

vi. as a source of school income

vii. to produce quality products by students

viii. to carry out business activities between the school and localcommunity

Generally, SE programme is implemented to achieve the following goals:-

i. to strengthen technical and vocational education governed byMinistry of Education

ii. to create a recognized school identity

iii. to produce skilled entrepreneur (technopreneur ) among students

iv. to establish good relationship and partnership between the schooland the government or private agencies

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technology and innovations. Vocational and skill students in this school has beenthought with contemporary technology needed by industry today. Apart form that,SMVAS students was also equipped with entrepreneurial skills, so that they cansurvive in future challenging environments.

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REFERENCES :

1. Info BPTV - Technical and Vocational Education Division, Ministry of Education, Malaysia, 2010

2.Ahmad Tajudin bin Jab, 2008. Professional Development For Vocationaland Skill Teachers, BPTV

3. Ahmad Tajudin bin Jab, 2010. Ucap Aluan Untuk Warga SMT dan SMT,BPTV

4. Barth,R. 1990. Improving School From Within : Teachers, Parents, andProncipals Can Make The Difference. Harvard University Press

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