By: Mohamad Nasri Bin Hj Md Saad Khairol Azwar Bin Hj Mazin

BACKGROUND TVET IN MALAYSIA 1897 - Discussions on setting up trade schools to prepare Malay boys to work as mechanics and fitters on the railways 1900 - Government of Selangor engaged several local craftsmen comprising of a wood-carver, a silversmith, a blacksmith and a tailor, to teach their crafts to Malay students 1902 The British colonial government of Malaya was first seen to get involved in VET when it appointed a Commission 1906 - Treacher Technical School was established by the Public Works Department of the Federated Malay States to train technical assistants for the Railways and Public Works Department 1919 - the government set up a committee to review the needs for technical and industrial education 1926 -Federal Trade School in Kuala Lumpur to provide full-time three- year courses to train mechanics, fitters, machine workers and other technicians

BACKGROUND TVET IN MALAYSIA 1931 -The Education Department took over the school called Technical School, to serve the needs of other public departments apart from the Public Works Department, as well as business enterprises such as mines, estates and private firms 1945 Technical College was established (Upgraded to Universiti Teknologi Malaysia in 1972) 1956 Razak Report promoted the policy of establishing a vocational stream alongside the general secondary school system. 1960 - Rahman Talib Report was published, recommending more changes to the technical and vocational school system 1979 - Cabinet Report reaffirmed that the countrys upper secondary education should comprise of both the academic and vocational streams

TVET Providers in Malaysia Ministry of Education - TVET is offered in secondary schools called technical or vocational secondary schools. By 2011, the number of enrolment is 35,759 covering ten major occupational groupings in 79 Vocational School and 10 Technical School). - Ministry of Higher Education - (TVET is offered in polytechnics and community colleges. In addition, vocationalisation of higher education is initiated in universities earmarked as technical universities). - Ministry of Human Resource and Development - under which the Department of Skills Development, National Vocational Training Council (NVTC), Industrial Training Institutes, etc, are placed. The NVTC is established in 1989 by reorganizing the National Industrial Training & Certification Boar d set up in 1971. The Council has established 53 trade standards in a variety of occupational groupings and tested 15,379 candidates in 1990

TVET Providers in Malaysia - Ministry of Youth and Sports - under which the National Youth Skills Institute is placed - Ministry of Community Development - State governments (under which institutions such as Terengganu Advanced Technical Institute (TATI), Skills Training Centres, etc, are placed). - Private providers for example under MARA, there are the Institut Kemahiran MARA, and Pusat Giat MARA, among others. There is also the Universiti Kuala Lumpur (UniKL), under which the Germ an -Malaysia Institute, British-Malaysia Institute, etc, are placed. In addition, there are institutions such as the YWCA that offers vocational training to the public. In 2005, there were 21 Industrial Training Institute s (ITI), 14 National Youth Skills Institutes (NYSI), three Advanced Technology Institutes (ADTEC), and 162 Pusat Giat MARA ( skills training institutes under the MARA ). All of these offer a variety of training and vocational-type of education

BPTV (Bahagian Pendidikan Teknik dan Vokasional) DIVISION OF TECHNICAL AND VOCATIONAL EDUCATION -set up in 1964 - Main objective is make sure the on going of the management and progress of the technical; and vocational education -Role of BPTV include, planning, coordinating, inspecting, monitoring the development of the technical and vocational education in the primary and secondary schools in Malaysia

Objectives of BPTV To produce quality technical and vocational education through: -Coordination of operational, development of physical facilities and other facilities. -Well planned effective and organised academic programmes for the students development and achievement. -Effective management of human resources, financial, administration and students affairs. - Well planned and on-going professionalisme for teachers and staff. Vision - The leader of outstanding Technical and Voactioanl Education. Mission - To strenghtened the Technical and Vocational Education through quality programmes

VTE Constraints In Malaysia NoProblemsStrategyVTE System Changes 1Lack of involvement with the industry Establish a good relations with relevant industry VTE development in the use of Information Technology curriculum VTE should also be developed 2Shortage of educators with experience in practical teacher training industry in the industrial setting in theskills Industrial Training for teachers in Setting Skills Standard 3Lack of fundEnhance the management efficiency Development the community colleges 4Lack of policies in support of VTE office dedicated to the formation of VTE Support continuing education: non- formal, expand services Establishment of offices dedicated to VTE

VTE Constraints In Malaysia NoProblemsStrategyVTE System Changes 5Negative perception to VTE ArticulationEstablishment of the National Training Center, Agency, Re gulation and Funds 6Negative persecption of the blue- collar employment Promote life long learning Approach to competency- based application 7Curriculum is not effective and flexible capacity Improve research and development capacity Qualifications and certification system

VTE TRANSFORMATION IN MALAYSIA The new PTV curriculum involved two prominent aspects, namely; - PENDIDIKAN ASAS VOKASIONAL/ BASIC VOCATIONAL EDUCATION (PAV) KOLEJ VOKASIONAL / VOCATIONAL COLLEGE (KV).

VTE TRANSFORMATION IN MALAYSIA (PAV) In an attempt to enhance the quality of vocational education under the Vocational Transformation Plan, the Ministry of Education has instigated Basic Vocational Education (PAV) pioneer project in 15 secondary schools The Basic Vocational Education (PAV) will replace the vocational subject which is currently being taught in daily schools. It will be offered to the secondary school students, as early as form one until form three which cater the need for those who are keen on vocational training In this aspect, the Basic Vocational Education (PAV) will be execute gradually for four consecutive years in selected schools in line with the Vocational Education Transformation

VTE TRANSFORMATION IN MALAYSIA (PAV) * SKM Sijil Kemahiran Malaysia ( Malaysian Skills Certificate) provided by Human Resource Ministry Form one students who are in the Basic Vocational Education (PAV) stream will undergo vocational education and are allowed to choose one specific course when the following year. Expected to complete the SKM level one or two during the third year of secondary school. Consequently, those students are able to pursue their study at Vocational College or to any government or private technical institution

PAV KOMUNIKASI STREAMING FORM 1 (PRE-VOCATIONAL) SKM LEVEL 1 SELF CONFIDENT VOCATIONAL TECHNOLOGY PAV CONCEPT KEMAHIRAN EKONOMI RUMAH TANGGA 15. Dress Maker 16. Penyediaan Makanan 17. Facial 18. Childs Care 19. Food Processing ARTS AND CULTURE 20. Contemporary Music CRAFT SKILLS 21. Wood Crafting INFORMATION AND TECHNOLOGY SKILLS 22. Computer Graphic 23. Multimedia Production TINGKATAN 2 SKM LEVEL 2 SKM LEVEL 1 TINGKATAN 3 PRE-VOCATIONAL Technical Skills Agricultural Skills Arts and Culture Craft Skills Information Technology Ekonomi Rumah Tangga

PILOT PROJECT IN PAV NoSchoolKursusClassStudent 1 SMK Arau, Arau, PerlisDress Making 130 2 SMK Simpang Kuala, Alor Setar, KedahFurniture Maker 130 3 SMK Datuk Haji Mohd Nor Ahmad Gelugor, Pulau Pinang Motorcycle Servicing 130 4 SMK Trolak Selatan, TrolakAutomotive 130 5 SMK Sungai Rawang,Sepang, SelangorPlantation 130 6 SMK Dato Sedia Raja, Rembau, NSRefrigeration And Air Conditioning 130 7 SMK Seri Pengkalan,Alor GajahDress Making 130 8 SMK Datok Menteri,Batu Pahat, JohorFurniture Maker 130 9 SMK Bukit Goh, Kuantan, PahangFood Preparation / Bakery 130 10 SMK Saujana, Setiu, TerengganuAquaculture 130 11 SMK Kubang Kerian 2,Kota BharuFood Preparation / Bakery 130 12 SMK Beaufort,Beaufort, SabahFood Preparation / Bakery 130 13 SMK Belaga, Belaga, SarawakElectrical Wiring 130 14 SMK Setiawangsa,Kuala LumpurInterior Design 130 15 SMK Taman Perumahan Bedaun Wilayah Persekutuan Labuan Visual Dan Animation 130

VTE TRANSFORMATION IN MALAYSIA (KV) The Vocational College Curriculum encompasses 2 components which comprise 70 percents skills and 30 percents theory to uphold the Nation Education Philosophy. The curriculum will refer to the National Occupational Skill Standard (NOSS), SKM and any form of accreditation endorsed by the industry On their fourth year, students have already obtained Vocational College Diploma which is equivalent to Malaysia Skill Diploma (DPM) level 4.

VTE TRANSFORMATION IN MALAYSIA (KV) In an attempt to bring up vocational education, private sectors are encourage to show their support in ensuring the accomplishment of this transformation by providing skilled work labour as lecturer and trainer at Vocational College In such a way, students are well equipped with the latest information on industry which is deemed essential for further career development.

SPM Technical Programme (2 years) Vocational Certificate Programme Vokasional (4 years) Training Institute BEFORE TRANSFORMATION OF MALAYSIA VOCTECH FUTURE WORLD OF WORK PRIMARY LOWER SECONDARY (3 years) Universitiy WORLD OF WORK Higher Vocatonal Training Institute Menengah Atas (2 years) Program Skill Training (2-4 years) Kolej Voctech MTUN, Politeknik, UniKL, JMTI, TATIUC dan Kolej Teknikal Private POLYTECHNIC SKM SMT (10 buah) Kolej Matrikulasi/ STPM PRIMARY LOWER SECONDARY (3 years) University UPPER SECONDARY (2 years) Matrics STPM Technical (2 years) Vocational ( 2 years) Skills (2 years) SMV SPM SKM SMT MPV Kolej Voctech Kolej Vokasional (78 buah)

WORKS UPSR SPM 60% (2020) 95% 5% SKM 2 SKM 1 PMR SKM 4 SKM 3 SKM 2 SKM 1 Bridging

NEW CURRICULUM IN KV No. StreamingCourses 1Mechanical and Manufacturing Engineering Industrial Machining Welding Technology Automotive Technology Air-Conditioning Technology Motorcycle Technology 2.Civil Engineering Construction Technology Timber Processing & Manufacturing Building Technology (Building Services & Maintenance) 3.Electric and Electronic Engineering Electric Electronics Communication Mechatronics 4.Information and Telecommunication Technlogy Computer Programming Information Technology Support System and Networking Graphic Designer Multimedia Creative

NEW CURRICULUM IN KV No. StreamingCourses 5. Agrotechnology Agroindustry (Plant) Agroindustry (Animal) Plantation technology Landscape Horticulture Biotechnology 66 Bussines and Finance Bussines Administration Administrative Management Technology Finance / Banking Insurance Retailing 7. Hospitality and Tourism ourism Culinary Bakery Fashion and Dress Making Childrens and Youth Care SPA and Wellness Facial Arts 8. Maritime Engineering Marine (Ship Maintenance) Ship Building

NEW CURRICULUM IN KV No. StreamingCourses 9.Arts and Cultural Support System Event Management 10.Transportation Aircraft Maintenance Train Maintenance 11.Health Science Medical Lab Technology Physiotherapy Environmental Health Occupational Safety and Health

ICT IN MALAYSIA EDUCATION SYSTEM

BACKGROUND Major Policies Development Malaysia s Vision 2020 policy was formulated in 1991 to ensure the transformation of Malaysia into becoming a fully developed nation in her own mould by the year 2020 To spearhead the move towards achieving the Vision 2020, Malaysia embarked upon the launching of its Multimedia Super Corridor (MSC) in 1996

BACKGROUND The government announced in the Eight Malaysia Plan the need to reengineer the country s education system and align it with its Vision 2020 The main focus of the plan was on the development of preschool, primary, secondary and tertiary education levels which will be strengthen through the development of support programmes, funding management and integration of information and communication technology (ICT)

BACKGROUND The plan contained six main thrusts: To build a Malaysian nation. To develop human capital. To empower national schools. To bridge the education gap To enhance the status of the teaching profession. To upgrade the excellence of educational institutions.

Major ICT In Education Initiatives 1.ICT FOR ALL STUDENTS TO BRIDGE THE DIGITAL DIVIDE BETWEEN SCHOOLS A. THE SMART SCHOOL PROJECT - 1999-2002 - Piloted in 88 schools - 2002- 2005 making all school smart - 2005-2010 consolidation and stabilization B. COMPUTER LABORATORIES Under this project, which began in 1999, computer laboratories were constructed on alarge scale in schools. Up till May 2009, more than 6,000 schools were equipped with computer labs. The laboratories are equipped with basic ICT facilities such as PCs, Local Network, printers and servers.

Major ICT In Education Initiatives ICT FOR ALL STUDENTS TO BRIDGE THE DIGITAL DIVIDE BETWEEN SCHOOLS C. SCHOOLNET: -Provides broadband internet access to all schools with the aim of bridging the digital divide between pupils in urban, rural and remote areas, To enable schools to get connected internally and globally, internet connection is provided via The SchoolNet project. Access with 1Mb/s are provided in 9654 locations. By 2010 internet access with 4Mbps would be available in 579 locations.

Major ICT In Education Initiatives ICT FOR ALL STUDENTS TO BRIDGE THE DIGITAL DIVIDE BETWEEN SCHOOLS

D.WEBTV - http://eduwebtv.com/v2/home/http://eduwebtv.com/v2/home/ On demand video streaming of educational content were made available to users via theEduwebTV initiative. Users can download educational contents via eight channels, viz;news, academic, interviews, magazine, curriculum, live, interactive and guideline. The content videos can be downloaded anywhere, anytime as long as internet connection is available. Major ICT In Education Initiatives ICT FOR ALL STUDENTS TO BRIDGE THE DIGITAL DIVIDE BETWEEN SCHOOLS

E. SCHOOL ACCESS CENTRES (SAC): These centres are cyber caf with a difference. It created a perfect setting for self access, self-directed and self-paced learning. With the School Access Centres, students can use computers even after school hours especially in accessing the internet and doing collaborative projects. Computer access centres have been installed in 3029 schools since 2006 with 70% rural schools and 30% urban schools distribution This project will: Enhance the acculturation of ICT into the learning process Reduce the computer-child ratio Increase pupil-computer contact hours Major ICT In Education Initiatives ICT FOR ALL STUDENTS TO BRIDGE THE DIGITAL DIVIDE BETWEEN SCHOOLS

F. TRANSFORMING ALL THE SCHOOLS TO SMART SCHOOLS As a strategy to turn all the schools smart and further reduce the digital divide between the schools and improving access and equity to ICT, the Government is leveraging and synergizing on the various ICT initiatives explained above into one effort. The making school smart programme is a logical continuation to the pilot smart school initiative. It is the third wave of the Smart School Implementation Plan Major ICT In Education Initiatives ICT FOR ALL STUDENTS TO BRIDGE THE DIGITAL DIVIDE BETWEEN SCHOOLS

Major ICT In Education Initiatives F. TRANSFORMING ALL THE SCHOOLS TO SMART SCHOOLS As a strategy to turn all the schools smart and further reduce the digital divide between the schools and improving access and equity to ICT, the Government is leveraging and synergizing on the various ICT initiatives explained above into one effort. The making school smart programme is a logical continuation to the pilot smart school initiative. It is the third wave of the Smart School Implementation Plan

Major ICT In Education Initiatives 2. ICT AS A TEACHING AND LEARNING TOOL - The Ministry had produced a variety of teaching and learning materials ranging from audio CD, video CDs, interactive CD ROMs, web-based multimedia contents as well as providing access to on line teaching and learning materials. A total of 3778 titles of teaching and learning materials have been produced and dispersed to schools from 1999 2008. - Teachers and students had access to an array of ICT tools at their disposal such as electronic presentation, word processing,spreadsheets applications; electronic publishing. With the internet, they had access to web editing facilities; emails; electronic forums; chats; external electronic resources; and databases.

3) ICT AS A PRODUCTIVITY TOOL Legacy systems have been the backbone of the gathering system such as: Educational Management Information System (EMIS), Students Information System (Sistem Maklumat Murid SMM), Students Discipline System(Sistem Salahlaku dan Disiplin Murid SSDM) Textbook Loans Management Systems (SISTEKS), School time table systems, and various other systems either procured by the states or district education departments or built by the schools themselves Smart School Management System (SSMS) was built as a comprehensive system encompassing 10 school management functions into 32 modules. Web School Management System (WSMS) in 2006. This would be augmented with the Learning Management System (LMS) to enable schools to use the digital teaching and learning materials already available. Major ICT In Education Initiatives

MOE with MAMPU (The Malaysia Administrative Modernisation and Management Planning Unit ) piloted Open Source Learning Management System (LMS) using Moodle in 3 schools begin August 2004. Start with 50 Schools in 2009, Each School has been provided with: 20 PCs for student 1 Server for Moodle 1 Printer 1 Scanner Networking Major ICT In Education Initiatives ( ICT AS A PRODUCTIVITY TOOL)

National Broadband Initiatives 1SKMM through Universal Service Provision (USP)) prepared a million 1 MALAYSIA NETBOOK to eligible student in 2011.

CONCLUSION Technical and Vocational Education has become the basis to develop individual potential as exhorted in the mission of the Ministry of Education Malaysia's education system to develop world-class quality and to develop individual potential and meet the national aspirations.

Documents

By: Mohamad Nasri Bin Hj Md Saad Khairol Azwar Bin Hj Mazin