ISSUES AND ACCESS OF TVETGRADUATE EMPLOYABILITY

UMP PresentationJun 2016

MTU- TVET 2016 Symposium

1. A. Ismail and R. Hassan (2013). Issues and Challenges of Technical andVocational Education & Training in Malaysia for Knowledge Worker Driven,National Conference on Engineering Technology 2013 (NCET 2013).

2. IEM Employment Survey 2014 Report, JURUTERA, March 2016.

3. PwC – EPU Workshop: Study on the Demand and Supply of HumanCapital Requirements on TVET, April and May 2016

4. Pra-Simposium MTU- TVET 2016, UTHM, 12 May 2016

5. Bengkel Pelaksanaan Inisiatif Lonjakan 4: Graduan TVET Berkualiti PelanPendidikan Malaysia 2015 – 2025 (Pendidikan Tinggi) Bagi MTUN, May2016

Sources and References

Graduate Employability = Employed graduates + graduates pursuing further study

GLOSSARY

4 MTUN institutions with TVET programmes acrredited by MQA (Level 6 programmes )

Klasifikasi Standard Perindustrian Malaysia 2000 (MSIC 2000 danMSIC 2008) ialah satu klasifikasi bagi semua aktiviti ekonomi di Malaysia.

Access: the ability, right, or permission to approach, enter, speak with, or use; admittance

MSIC Sub Sector No of Programmes %

Education 2 0.1%

Arts, entertainment and recreation 2 0.1%

Real estate activities 2 0.1%

Water supply; sewage, waste management & remediation 3 0.2%

Mining and qaurrying 5 0.3%

Transportation and storage 5 0.3%

Human health and social work activities 6 0.3%

Financial and insurance/takaful activities 7 0.4%

Agriculture, forestry and fishing 27 1.4%

Administration and support service activities 55 2.9%

Other service activities 75 3.9%

Accommodation and food and beverages 76 4.0%

Electricity, gas, steam and airconditioning supply 128 6.7%

Construction 165 8.6%

Information and communication 228 11.9%

Wholesale and retail trade, repair of motor vehicles 276 14.4%

Manufacturing 391 20.4%

Professional, scientific and technical activities 466 24.3%

Total 1919 100%

MSIC TVET No of Programmes (PwC-EPU)

NKEAThe 12 National Key Economic Areas (NKEAs) comprise selected sectors of economic opportunity for the private sector which will drive Malaysia towards high-income status and global competitiveness. While Malaysia already has a competitive advantage in some sectors and the potential to carve a niche in others, the NKEAs underscore Malaysia’s targeted approach to achieving sustainable economic growth.

The implementation of NKEAs is overseen by the relevant Ministry /Ministries, which coordinate, monitor and track the progress of the sectors. To realise private sector-driven growth, each NKEA offers private sector involvement and investment opportunities through Entry Point Projects (EPPs).

© ILO / Marcel Crozet

Technical and Vocational Education and Training

(TVET) that is concerned with the acquisition of

knowledge and skills for the world of work.

Apprenticeship Training

Workforce Education (WE)

Workplace Education (WE)

Occupational Education (OE)

Technical-Vocational Education (TVE)

Career and Technical Education (CTE)

Vocational Education and Training (VET)

Vocational Education, Technical Education

Professional and Vocational Education (PVE)

What is TVET?

UNESCO

The economy will require a larger workforce. Although labor demand and supply have been growing annually at 2% however, 12 National Key Economic Areas (NKEAs) are expected to create up to an additional 3.3 million jobs by 2020. Approximately 1.3 million (40%) will be TEVT-related

A. Ismail and R. Hassan (2013)

ISSUES AND ACCESS OF TVETGRADUATE EMPLOYABILITY

Pra Simposium MTU-TVET

1. Accreditation of Programme and Registration of TVET Graduates, which professional bodies?

2. Starting salary of fresh gaduates in public and private sectors?3. Industry acceptance of TVET graduates4. Familiarity of MQA panel about TVET OBE and curriculum5. Poor perception of the public6. Industrial driven curriculum/programme vs university

readiness to collaborate.7. Not all TVET graduates have the right ASK (Attitude, Skills and

Knowledge)8. Salary and position not compatible with qualification9. Not all programmes designed in accordance to NKEA.

IEM Employment Survey 2014 Report By Standing Committee on Welfare & Service Matters

Key pointsAverage annual remuneration of engineers had increased by 27.3 % from RM 90,744 in 2008 to RM 115,500 in 2014 with male engineers commanded a higher annual income than female engineers.

PwC Interim Report on Study on the Demand and Supply of Human Capital Requirements on TVET 2016

Key takeaways• Employability Outcomes - Only 45 % of graduates are pursuing employment in a field

related to their studies• Graduate Salaries - 33 % earned less than RM 1000 per month• Supply vs Demand: 223,000 vs 116,000 in 2014. • Top 3 under supply sub-sectors are:

(1) Accommodation ,and food and beverage services(2) Wholesale and retail trade, repair of motor vehicles and motorcycles(3) Construction

• Top 3 oversupply sub-sectors are:(1) Professional, scientific and technical activities(2) Financial, insurance and takaful activities(3) Manufacturing

• 59 % of employers do not face challenges in filling up vacant TVET occupations due to hiring of non-TVET graduates to fill TVET occupations

• 68 % employers feel that quality of technical skills of workers filling TVET occupations is average and below.

• 66 % of the industry players felt that more collaboration between industry and institutions is needed to improve the quality of TVET graduates

SUMMARY OF ISSUES AND ACCESS OF TVET GRADUATE EMPLOYABILITY

• TVET in Malaysia seems to be the last resort for less qualifiedstudents for academic options. This perception has beenaggravated by the lower academic requirements stipulated foradmission into TVET programs and the limited prospects forfurther educational and professional development of TVET

graduates.• The societal stigma of TVET has also been created by the

impression that the primary objective of VET is to cater forschool drop-outs, rather than as an important strategy to trainskilled workers for the employment market and for sustainablelivelihoods.

• TVET - based qualifications and careers are still poorlyperceived/recognized in the workplace. Many employers do notrecognize the certification due to the highly fragmentedlandscape, with many ministries and agencies issuingcertifications.

ISSUES AND ACCESS OF TVET GRADUATE EMPLOYABILITY

PROPOSED RESOLUTIONS TO ISSUES AND ACCESS OF TVET GRADUATE

EMPLOYABILITY

LONJAKAN 4: GRADUAN TVET BERKUALITI

STRATEGI A:Kurikulum berlandaskan industri

STRATEGI B:Struktur tadbir urus yang bersepadu

dan terselaras

STRATEGI C:Penjajaran kelayakan

STRATEGI D:Penjenamaan semula TVET

THANK YOU