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VOCATIONALIZATION AT SECONDARY EDUCATION IN MALAYSIAAT SECONDARY EDUCATION IN MALAYSIA
ZANARIAH AHMADMINISTRY EDUCATION OF MALAYSIAMINISTRY EDUCATION OF MALAYSIA4 JULY 2011
CONTENTS
Context of Vocational Education TVET in Malaysia Structure of TVE System
Experiences of Vocationalization at Secondary Education Comprehensive School
New Policies for TVET at High School Level
Comprehensive School Integrated School
New Policies for TVET at High School Level Factors to be Considered
TVET MALAYSIAType of Programme Target Group Implementing Agency
Vocational Education a) students (age 16 – 17 yrs, average achievers in Lower Certificate Education (LCE)
Technical and Vocational Education Division, MOE.School Division, MOE(LCE)
Facility: Secondary Technical Schoolsb) students(age 16 – 17 yrs, at risk students, poor performance in LCE)Facility: Selected Secondary Schools) St d t ( 16 d b ith
School Division, MOEDepartment of Special Education, MOE
c) Students (age 16 yrs and above with disabilities or special needs.Facility: Secondary Schools for special needs students.
Technical Education Students(age 16‐17 yrs, above average achievements in LCE exam.)Facility: Secondary Technical SchoolsFacility : Selected Secondary Schools
Technical and Vocational Education Division, MOESchool Division, MOE
Diploma in Higher Technical and Vocational Education
Youths age 18 to 24yrs old, average achievers in SPMFacility: Polytechnics, Community Colleges
Department for Polytechnic and Community Studies, MOHE
Certificate & Diploma in Higher Technical and Vocational Training
Youths age 18 to 24 yrs old, 6 credits in SPMFacility: Ministries’ institutes/colleges
MOYS, MOHR,MOA,MORRD, CIDB, States
CONTEXT OF VOCATIONAL EDUCATION
Technical & Vocational Education (TVE) system in Malaysia started with Razak Report 1956 and Education Ordinance 1957 Rahman Talib Report and the Education Act 1961 Mahathir Report 1979 Cabinet Memorandums 1995,1998, 1999 (further sustained policies,system,
curriculum and direction) National Education Philosophy
Objective of TVE in MOE To ensure the implementation and advancement of TVE in the country at the To ensure the implementation and advancement of TVE in the country at the
school level To provide opportunities to learners who are technically and vocationally
inclined and to address dropouts To provide TVE access and equity to all learners
STRUCTURE OF TVE SYSTEMLEARNERS’ PATHWAY IN THE TECHNICAL AND VOCATIONAL EDUCATION SYSTEM
(CURRICULUM-ORIENTED)
AgeWorld of Work Year ofSchooling
PostGraduate 21 26Graduate
Degree
Diploma
University & Higher Institution
College 23
24
1617
18
1920
24
25
Diploma
Certificate
Form 6 Matriculation Polytechnic /Community College
HSC
Skills TrainingInstitution
VocationalQualification
University
12
13
18
19
202122
1415
11Technical Vocational
y g
MCE
Skills
MSC
18
9
Lower Secondary
National
10
11
16
17Academic Secondary SchoolTSS
Technical Vocational Skills
Age 7 - 12
Age 13 - 15
MPV
TVE IN MOE, MALAYSIA Primary School Level
- To develop the manipulative, entrepreneurial and self-management capabilities p
- Pre-vocational subject called Living Skills
Lower Secondary Level- Pre-vocational education is further continued & strengthened- Integrated Living Skills
Upper Secondary Level- To develop skills in relevant enterprises for employment, business or pursue
higher level of technical traininga. Technical Secondary Schools (TSS) b. Secondary Academic School (SAS)
TVE IN TSS3 education streams offered in 88 TSS* namely: technical, vocational & skills(* location at urban area)
Technical Stream:- students with high achievement in Lower Certificate Education (LCE)- enable students for further education in engineering, commerce and professional g g p
fields to become professional workers
Vocational Stream:- Students who get good to average achievement in LCE- enable students to fulfill the nation needs for semi-professional workforce
Skills Stream:- High vocationally inclined and to enable students to become skilled workers - courses offered in accordance to National Occupational Skills Standard (NOSS)- curriculum developed by Ministry of Human Resource (MOHR)
ADB LOAN FOR TSS DEVELOPMENTScope :1 Construction of schools
ADB1, 20
ADB2, 58ADB5 127
USD (million)1. Construction of schools2. Provision of facilities3. Teachers’ skills up-grading4. Educational Improvement5 Upgrading and expanding ,
ADB3, 68.8ADB5, 127 5. Upgrading and expanding
the Teachers’ Training College
6. Strengthening Equipment Repair CentreADB4,
238.4
Repair Centre7. Strengthening staff
development8. Strenthening TVE
Organization Management
Started in 1981
Organization, Management and Delivery
Started in 1981Ended in 2003
LEARNERS’ PATHWAY IN THE TECHNICAL AND VOCATIONAL EDUCATION SYSTEM (CURRICULUM-ORIENTATED)
Age World of Work Jumlah TahunPersekolahan
Technical Stream Education
VOCATIONALIZATION AT COMPREHENSIVE SCHOOL
Persekolahan
PostGraduate
Degree192021
24
2526
‘SMT’ (Forms 4 – 5)
Core Academic Subjects1. Malay language 2 E li h l
Diploma
Universiti & Institusi PengajianTinggi (IPT)
K l k
KolejUniversiti
2122
23
24
151617
18
2. English language 3. EST 4. Mathematics 5. Islamic / Moral Studies6. History 1. Mechanical Engineering Studies
2 Ci il E i i S di
Certificate
Form 6 M i l i Polytechnic /
STPM
Institusi Latihan
KelayakanVokasional
13 19
202114
y7. Physical & Health Education
Core Elective Subjects8. Engineering Drawing /
Principles of Accounts / Biolog
2. Civil Engineering Studies3. Electrical & Electronics Eng. Studies4. Agrotechnology Studies5. Agricultural Science6. Entrepreneurial StudiesForm 6 Matriculation Polytechnic /
Community College
MCE SKM
Institusi LatihanKemahiran 12 18
19Principles of Accounts / Biology 9. Additional Mathematics10. Physics11. Chemistry12. Elective (Option)
p7. Apparel Studies8. Food management
10
11
16
17Academic Secondary SchoolTSS
Technical Vocational
MCE
Skills
SKM
VS
9Lower Secondary
National Age 7 - 12
Age 13 - 15
LEARNERS’ PATHWAY IN THE TECHNICAL AND VOCATIONAL EDUCATION SYSTEM(CURRICULUM-ORIENTATED)
AgeWorld of Work Years of Schooling
C A d i P i dg
PascaSiswazah
Ijazah192021
24
2526
Core Academic PeriodSubjects1. Malay language 6 2. English language 5
Diploma
Universiti & Institusi Pengajian Tinggi (IPT)
Vocational
KolejUniversiti
2122
23
24
14151617
18
g g g3. Mathematics 54. Islamic / Moral Studies 4/35. History 3 6 Science 5
Certificate
Ting. 6 Matrikulasi Polytechnic /
STPM
Skills Training
Vocational Qualification
13 19
2021146. Science 5
7. Physical & Health Edu. 2Core Vocational Elective8. Vocational Technology 4g Matrikulasi y
Community College
SPM MSC
gInstitution 12 189. Vocational Practice 13
10. Geo. & Voc. Drawing 4
10
11
16
17Sekolah Menengah AkademikTSS
Technical Vocational
SPM
SkillsMPV
ModularCompetency Assessment
10Lower Secondary
National Age 7 - 12
Age 13 - 15
Competency AssessmentModular Certification
Vocational Stream Education at TSSs Vocational Stream Education at TSSs Lampiran 1
Building ConstructionBuilding Construction TechnologyCarpentry & Brick WorkGeometrical & Building DrawingElectrical
CateringCatering TechnologyFood Serving & PreparationCommerceFashion Design & Dress MakingStructureStructure
Electrical TechnologyInstallaltion & Electrical ControlsGeometrical & Electrical DrawingElectronicsElectronics TechnologyRadio & Television ServiceContentContent
Technology of Dress MakingTheory of Dress MakingCommerceCosmetologyCosmetologyBeauty Culture & Hairdressing
Academic 55%Vocational 45%
Radio & Television ServiceGeometrical & Electronics DrawingMachine Workshop PracticeMachine Workshop TechnologyFitting and Machine WorkGeometrical & Machine DrawingWelding & Metal Fabrication
ContentContentCore Academic PeriodSubjects1. Malay language 6 2. English language 5
y gCommerceChildcareChildcareChildcare & GuidanceCommerceBakery & ConfectioneryWelding & Metal Fabrication
Welding & Metal Fabrication TechnologyWeldingGeometrical & Metal Fabrication DrawingAutomotiveAutomotive Technology
g g g3. Mathematics 54. Islamic / Moral Studies 4/35. History 3 6. Science 57 Physical & Health Edu 2
Bakery & ConfectioneryBakery & Confectionery TechnologyBread & PatisseriesCommerceOrnamental Horticulture & LandscapingCrop ProductionOrnamental Horticulture & Landscaping Automotive Technology
Vehicle Service & RepairGeometrical & Automotive DrawingRefrigeration & Air-conditioningRefrigeration & Air-conditioning Technology Ai diti i W k
7. Physical & Health Edu. 2Core Vocational Elective8. Vocational Technology 49. Vocational Practice 1310. Geo. & Voc. Drawing 4
Ornamental Horticulture & Landscaping Livestock ProductionFarm MachineryCrop ProductionFarm Machinery Livestock ProductionF M g t 11Air-conditioning Works
Geometrical & Air-conditioning DrawingBusiness ManagementPrinciples of Accounts Basic Technology ProcessingCommerce
Farm ManagementCrop ProductionFarm ManagementLivestock Production
LEARNERS’ PATHWAY IN THE TECHNICAL AND VOCATIONAL EDUCATION SYSTEM
(CURRICULUM-ORIENTATED)AgeWorld of Work Years of
Schoolingg
PascaSiswazah
Ijazah192021
24
2526
‘‘Malaysian Skills CertificateMalaysian Skills Certificate’’
1.1. ElectricianElectrician2.2. Radio & TV Electronics Radio & TV Electronics
Diploma
University & Institution of Higher Learning
Vocational
KolejUniversiti
2122
23
24
14151617
18
2.2. Radio & TV Electronics Radio & TV Electronics Technology Mechanic Technology Mechanic
3.3. Lathe Operation MachinistLathe Operation Machinist4.4. Arc WelderArc Welder5.5. Motor Vehicle MechanicMotor Vehicle Mechanic
Sijil
Form 6 M t ik l i Politeknik/
HSC
Skill Training
VocationalQualification
13 19
2021145.5. Motor Vehicle MechanicMotor Vehicle Mechanic
6.6. Furniture Maker / PlumberFurniture Maker / Plumber7.7. Refrigeration & AirRefrigeration & Air--conditioning conditioning
MechanicMechanic8.8. Agricultural MechanicAgricultural MechanicMatrikulasi Kolej Komuniti
SPM MSC
gInstitution 12 18
8.8. Agricultural MechanicAgricultural Mechanic9.9. CoCo--waiter waiter 10.10. Ladies Garment DesignerLadies Garment Designer11.11. BeauticianBeautician
10
11
16
17Academic Secondary SchoolTSS
Technical Vocational
SPM
Skills
MSC
MPV
12Lower Secondary
National Umur 7 - 12
Umur 13 - 15
V
Stream No. of TSS Technical 18Technical, Vocational & Skills 70
88
Enrolment in Technical Schools
60 00070,000 80,000 90,000
from 2007 to 2010
10,000 20,000 30,000 40,000 50,000 60,000
-2007 2008 2009 2010 2015
2007 2008 2009 2010 2015
Highly demand in vocational and skills
TRACER STUDY
Stream Working Further Study
Not Working Status
Technical 7 2% 89 1% 0 03% AchieveTechnical 7.2% 89.1% 0.03% Achieve Objective
Vocational 18.3 % 71.2 % 0.05 % Above target
Skills 60.2 % 15.7 % 0.01 % Achieve Objective
TVE IN SAS
TVE subjects are offered in the Secondary Academic Schools:TVE subjects are offered in the Secondary Academic Schools:technical and vocational subjects
Technical Subjects-MOE has introduced 6 technical subjects to fully residential schools, religious national secondary schools and SAS- 1600 schools throughout Malaysia (rural and sub-urban areas)
-Vocational subjects- students who are vocationaaly inclined - 22 vocational subjects
816 h l t l d b b - 816 schools at rural and sub-urban areas
LALUAN PELAJAR DALAM SISTEM PENDIDIKAN TEKNIKAL & VOKASIONAL (ORIENTASI KURIKULUM)
UmurAlam Pekerjaan Jumlah TahunPersekolahan
VOCATIONALIZATION AT INTEGRATED SCHOOL
PascaSiswazah
Ijazah192021
24
2526
Technical Subjects
Vocational Subject:1. Domestic Construction 2. Furniture Making 3. Signage Design 4 El i l A li S i i
Diploma
Universiti & Institusi Pengajian Tinggi (IPT)
Kelayakan
KolejUniversiti
2122
23
24
14151617
181. Engineering Drawing2. Engineering Technology3. Accounting Prinsciple4. Commerce
4. Electrical Appliances Servicing 5. Dress Making 6. Catering and Commis7. Landscape and Nursery8. Crop Production 9 Food Processing
Sijil
Ting. 6 Mat ik lasi Politeknik/
STPM
Institusi Latihan
KelayakanVokasional
13 19
2021145. Agriculture Science
6. Home Economics
9. Food Processing 10. Aquaculture and Recreational Pets11. Multimedia Production12. Digital Graphic13. Domestic Wiring 14. Automotive Servicing g Matrikulasi Kolej Komuniti
SPM SKM
Kemahiran 12 1815. Refrigeration and Air‐Conditioning16. Childcare and Guidance 17. Interior Design 18. Cosmetology and Hairdressing 19. Domestic Plumbing20 G d A W ldi
10
11
16
17Sekolah Menengah AkademikSMT
Teknikal Vokasional
SPM
KemahiranMPVAcademic Secondary School VSTS
20. Gas and Arc Welding 21. Motorcycle Servicing22. Geriatrics Care Services
16Menengah Rendah
Kebangsaan Umur 7 - 12
Umur 13 - 15
NEW POLICIES FOR TVE AT HIGH SCHOOLNEW POLICIES FOR TVE AT HIGH SCHOOLLEVEL
1. National Policy to achieve vision 2020 as a developed country.2. Widen opportunities for vocational education and address the pp
problem of dropouts.3. Strengthening the TVE curriculum.4. Improving links with industry players and professional bodies.5 Strengthening the concept of School Enterprise based on Production5. Strengthening the concept of School Enterprise based on Production-
Based Education 6. Forming links with local and foreign institutions of higher
institutions.7. Promote prospect in TVE.
GOVERNMENT’S PLAN TOWARDS ACHIEVING HIGH INCOME AND ADVANCE NATION
Meeting Workforce Demands Increase Role of Technical Vocational Education Training (TVET)
HighHighIncomeIncome
Meeting Workforce Demands Increase Role of Technical Vocational Education Training (TVET)
100 000
Enrolment in Vocational Schools from 2000 to 2005
Rakyat
Achieve through
-20,000 40,000 60,000 80,000
100,000
100% increaseTargets US$15,000 - 20,000 per capita by 2020
yQuality of
Life Inclusiveness Sustainability
Predicted Change
2007 2008 2009 2010 2015
TVET
Enables all communities to f ll b fit
Meets present needs without
i i
• NEM: Increase the gross national income (GNI) per x
Current Students in 2010 34,000
No. of students estimated in 2015 80,000
Predicted Change
• The government aims to double the number of
> 100% increase
fully benefit from the wealth of the country
compromising future generations
g ( ) pcapita from RM23,700 in 2009 to more than RM48,000 in 2020
•ETP: 3.3 million new jobs will be created by 2020 through focusing on the NKEAs
x The government aims to double the number of students enrolled in Vocational Education
• The number of TVET schools available is only 3.9% or 88 schools of total number of secondary schools in the country
• Currently only 23% of Malaysia’s total workforce are skilled. The country needs to increase it to 37% by 2020.
18
THE CURRENT DELIVERY SYSTEMMalaysia Workforce Profile Reasons for Unemployment
30 34
4 4 3 4
9 11 14 16
70%
80%
90%
100%Malaysian Workforce Profile
Tertiary
Post
Malaysia Workforce Profile Reasons for Unemployment
27
2322 21 20
30 34 34 35
20%
30%
40%
50%
60%
70% Postsecondary
Uppersecondary
Lowersecondary
P i
7 5 5 4
27 24 23 21
0%
10%
20%
1998 2001 2004 2007
Primary
None
• 80% or 8 million of Malaysia’s workforce is educated up to M’sia Educn Cert. (MCE) level only
• ~100,000 or 22% of Malaysian students in 2009100,000 or 22% of Malaysian students in 2009 enter the workforce directly after achieving MCE • 43,057 students graduate from TVET are not
workforce ready. Their entry level salary is at RM800 to RM1,000 per month.
Private sector is needed to accelerate government’s initiative in achieving a high income and advance nation
19
Bridging the education achievement gap for Malaysians of all backgrounds and income groups and
EDUCATION EDUCATION -- KPI KPI
Aspiration
g g g p y g g pimproving human capital resulting in: ▪ Holistic and quality education for all Malaysians▪ Increased teacher quality in all aspects▪ Increase in education performance levels in global ranking and benchmarks
Increase 20% preschool participation rates by the end of 2012
All normal child will be able to acquire basic literacy and numeracy skills after 3 years of primary education by 2012
Increase 20% preschool participation rates by the end of 2012
Develop 100 high performance schools including trust schools by the end of 2012.
New –deal” through performance–based assessment to evaluate schools heads by 2010by 2010.
All schools receive 24 hours electric power supply by the end 2011
Increase enrolment rate by 100% in Vocational and Skills Stream by the end of 2015
20
p pp y y
0
MKPI MKPI –– No.5 No.5
120000
14000016.5%
00 115,
000 13
4,00
0
80000
100000
14.5% 14.5%14.5%
14.5%
67,0
00
76,0
00
87,8
00 98,6
20000
40000
60000
MPVSMT/SMV
0
20000
2010 20112010 2011 2012 2013 2014 2015
70816
70816
70816
73823
73823
76823No. of SAS
No. of TSS
1 Constr ction of ne Vocational Schools
STRATEGY TO INCREASE ENROLMENTSTRATEGY TO INCREASE ENROLMENT
1 Construction of new Vocational Schools
2 Conversion of Technical to Vocational Schools‐ Reduce technical schools whilst focusing more on vocational & skills stream‐10 technical schools and 78 vocational schools
3 Conversion Academic Schools to Vocational Schools.‐To optimize resources
4 Increase involvement of private sectors in TVET. ‐Private vocational schools ‐ public‐private partnership
5 Introduce Junior Vocational Education at the academic schools.‐Introduce to students as early as form 1 (lower secondary level)‐ Strengthen the basic skills and character building base on interest & capabilities‐ Alternative to students who have keen interest in skills‐ Reduce school dropouts
COMPONENTArticulation of skills training to
60%
80%
100%
Kemahiran Vokasional
45%
67%67%
9%
COMPONENT
MSC2MSC1
higher vocational institutions
Vocational Skills
0%
20%
40%Teknologi VokasionalJati Diri
29%
46% 4%4%
9%
JVEJVE
MSC1PRE‐VOC
29%
Vocational Technology
Self‐Esteem
F F 2 F 3
MSC : Malaysia Skills Certificate
T1 T2 T3
COLLABORATIONCOLLABORATIONACCESS, EQUITY & QUALITY
IMPLEMENTATIONIMPLEMENTATION
Vocational Skills
Vocational Technology Self‐Esteem
Form 3: MSC2Form 2: MSC1Form 1: Pre‐vocational
Form 1 Form 2 Form 3
GIATMARA SDN. BHD (GM)• Sharing Resources• Double Certification (Academic –MOE, Skills – GM)• Articulation – skills training, vocational institutions• Industrial Exposure• Entrepreneurship ProgrammeC
Academic Schools Form 1 up to Form 3 Vocational skills consist of : ‐ Technical, ‐ Agriculture‐ Home scienceCommerce
Entrepreneurship*
* Across the board (curriculum)• Courses :‐Motorcycle Technology, ‐ Desktop Publishing Artist‐ Fashion & Dress Making, ‐ Cuisine & Commis‐ Cosmetology & Beauty Terapy‐ Hairdressing
‐ Commerce‐ Culture & arts‐ Craft
Vocational Technology‐ Science‐Mathematics‐ ICT
Complying with the UNESCO’s EDUCATION FOR ALL concept, MOE Hairdressing
Self‐Esteem‐ BahasaMalaysia, ‐ English for Communication‐ Islamic Studies/ Moral‐ History
expands its programme through collaboration with public agencies.
OUR DELIVERY SYSTEM
Value Proposition
CustomerProductInfrastructure
Value Proposition Well-rounded students State of the art facilities
Industry aligned programme Strong industry links
Trained and qualified instructors
CustomerProductInfrastructure
Teachers•Competent teachers from open market
•Retraining of present teachers
Target Students•Students who are vocationally inclined
Industry Alignment•Each college to offer a specific set of programmes depending on locationRet a g o p ese t teac e s
•Improve teachers employability•English proficiency •Entrepreneurship
Building and Facilities
Programme OfferingsVocational Education• Services• Manufacturing
locationDistribution Channels
•Nationawide colleges•Class room teaching, practical work
•Job placement at various •Upgraded classrooms, labs, workshops and facilities
•Upgraded equipments/facilities
Curriculum
g• Agriculture• Construction• Transport• Health Science• Arts and Culture
•Job placement at various partnering employers
Marketing•Media campaigns
•Industry aligned curriculum•Incorporates English, entrepreneurial and soft skills
•Mandarin or Arabic language•School Enterprise, Production
Arts and Culture
• Industry training•Entrepreneurial and soft skills modules
•Linkage with international
•Parents-Teachers Asscn (PTA) and alumni
p ,based Education
Industry Links• Tie ups with industry
Linkage with international TVET institutions
24
EDGE OVER CURRENT OFFERINGS
Future TVET Colleges
Current TVET
Schools
Components that shapes an employable students
Soft Skils
English
Vocational English,
Mandarin, Arabic
Soft Skills
Entre-preneurial
Skills
Vocational Theory
Industry
Arabic
EmployableStudents
Experience
Entrepreneur-shipVocational
Theory
Vocational Skills
IndustryExperience
None Complete
Legend
p
25
FACTORS TO BE CONSIDERED1. National Policy and Government Support
- what do you want to be in 10 or 20 years time?- government will steer the direction & must give full support
2. Resources Trained teachers or skilled instructors from open market Facilities are costly
3. Dynamic Curriculum Enhanced or holistic curriculum Complying with industrial needs
4. Industry involvement On-the-job training Sharing resources
5. Improved Branding- TVE as education of choice
6. Developing multi-skilling students
26
p g g Employable and marketable students Creative and innovative students
7. Gaining international accreditation for the courses offered
• VC CERTIFICATE
STRENGTHENING TVE
• VC CERTIFICATE• PROFESSIONAL CERT.• INDUSTRIAL CERT.• M’SIA SKILLS CERT.
CURRICULUMCURRICULUMAUTHENTIC TRAINING & AUTHENTIC TRAINING & ASSESSMENTASSESSMENT
• ACADEMIC • VOCATIONAL SKILLS• EMPLOYABILITY SKILLS• ON‐THE‐JOB TRAINING
Theory & practical at industry.
Collaboration MOE‐MTIB –LY Furniture
• ON‐THE‐JOB TRAINING• ENTREPRENEURSHIP
STANDARDSTANDARDSCHOOL ENTERPRISE & SCHOOL ENTERPRISE & PRODUCTIONPRODUCTION‐‐BASEDBASED EDUCATIONEDUCATION
COMPLYING WITH :• NATIONAL EDUCATION PHILOSOPHY
PUBLICPUBLIC--PRIVATE PRIVATE PARTNERSHIPPARTNERSHIP
• PRIVATE VOCATIONAL COLLEGE THROUGH PFI
• CONTRACT FARMING • SERVICING NATIONAL EDUCATION PHILOSOPHY
• PROFESSIONAL STANDARD• INDUSTRY STANDARD• NATIONAL OCCUPATIONAL SKILLS STANDARD (NOSS)
• BEST PRACTICES
THROUGH PFI• BUYING PLACES• CENTRE OF EXCELLENCE ( Technology transfer through smart partnership )
• COURSES OFFERED BASED ON ECONOMIC CORRIDOR REGION • City & Guilds (C&G)
SERVICING• MANUFACTURING• ASSEMBLING
• Computer Technology Industry Associate (CompTIA)• Microsoft Certified IT Professional (MCITP)• ACCA / LCCI
FACTORS TO BE CONSIDEREDVocational College
Education of Choice
B ildi f R f bi h t f E h t f ods
I t d ti f Building of New Vocational
CollegesNew Vocational Schools built with the improved
Refurbishment of Existing Schools
Existing Vocational Schools are renovated to incorporate
the improved concept
Enhancement of Existing
CurriculumExisting curriculum
upgraded with on the Job T i inc
emen
t M
etho Introduction of
New Curriculum
New Curriculum to meet the present industry
concept the improved conceptTraining
Critical ElementsCritical Elements
Enh
an
Immediate Action Long Term ActionImmediate Action
needs
Critical ElementsCritical ElementsEnhanced or Holistic
CurriculumIndustry-led /aligned
Programmes
Trained Teachers/ Skilled Instructors from open
market
Improved Branding Upgraded Facilities
Enhancement of the vocational education system29
OUR COLLEGE WILL MEET ECONOMIC CORRIDORS REQUIREMENTS
East Corridor Economic Region (ECER) –
Kelantan, Terengganu, Pahang
North Corridor Economic Region (NCER) - Kedah,
Oil, Gas and PetrochemicalManufacturing (Agro-based, food, halal products, Rubber and Plastics/Polymer, Automotive) High-technology Agriculture
Region (NCER) Kedah, Perak, Perlis, Penang
AgricultureElectrical and Electronics ManufacturingMedical Tourism Sabah Development
Corridor (SDC)
Johor RegionAgricultureElectrical and Electronics
Corridor (SDC)Tourism & LogisticsAgricultureAgrotechnologyManufacturingTrade & Investment
Electrical and Electronics ManufacturingFood ProcessingIskandar Malaysia Region –Petrochemical Manufacturing, Logistics and Marine Services
Sarawak Corridor of Renewable Energy Marine Services Renewable Energy
(SCORE)Manufacturing (Aluminium, Glass, Steel, Timber)Oil-based & Palm OilFishing and AquacultureM i E gi i gMarine EngineeringTourism
30
GENERAL POLICIES & DIRECTIVE FOR MOEAllAll•Every child is entitled to a quality education irrespective of one’s socio-economic status•Minority children such as those of aboriginal origin, ethnic groups from remote and isolated areas of Sabah and SarawakDevelopment of knowledge factorDevelopment of knowledge factor•Aspiration to acquire knowledge in line with the development of a K-economyBalanced individuals•In terms of physical, emotional, spiritual and intellectual development•Participation in co-curricular activitiesParticipation in co curricular activitiesSpecial education•Creation of special integration programs for students with disabilities and special needs.. Workforce that is resilient and competitive•Production of employable educated outputProduction of employable educated outputLifelong education•A constant motivational push to continuously improve on one’s educational levelTeacher professionalism•Creation of a teaching workforce that is competent with content and pedagogical knowledgeCreation of a teaching workforce that is competent with content and pedagogical knowledge•Increase number of graduate teachers in primary schools•Creation of “competent teachers”•Human capitalManagerial effectivenessManagerial effectiveness•Creation of “super-principal ship” positions•Succession planning - staff developmentQuality assurance•Role of the Inspectorate Division