ISSUES AND CHALLENGES IMPLEMENTATION OF BASIC VOCATIONAL

EDUCATION (PENDIDIKAN ASAS VOKASIONAL/ PAV) IN MALAYSIA

by:
Faridah Mariani Johari,
fmj13_edu023@student.usm.my
School of Education,
Universiti Sains Malaysia, Penang
Hairul Nizam Ismail
hairul@usm.my
School of Education,
Universiti Sains Malaysia, Penang
Zainudin Isa
zainudin@usm.my
School of Education,
Universiti Sains Malaysia, Penang
ABSTRACT
This concept paper discusses various issues related to new subjects in secondary school is
known as the Basic Vocational Education (PAV) were implemented in 2013. PAV is a
competency-based education (CBE), which includes the implementation of teaching and
learning and assessment based skills. Thus, the main focus of this paper is to analyze the
issues and challenges to the implementation of PAV from aspects of the preparation and
training of teachers, teaching and learning, the provision of resources, materials and
equipment, and system evaluation and assessment. It is hoped that this paper will extend the
concept of perspective and understanding of the various issues related to the
implementation of PAV in secondary schools common in this country.
Keywords: PAV, issues and challenges
INTRODUCTION
Technical and Vocational Education (TVE) plays an extremely challenging in this century
with the expansion of the current wave of transformation. Field PTV has great
responsibility to realize the various educational transformation policies set by the Ministry
of Education (MOE) toward producing quality human capital needed for economic
development. In a presentation to the 9th Malaysia Plan (9MP), the government has shown
its commitment to increase the capacity and effectiveness of training a highly skilled
workforce to increase public training institutions, adding further courses in technical fields.
Until the end of the 9MP, the delivery system of Technical Education and Vocational
Training (TVET) continues to give priority to produce quality human capital needed for
economic development (Abdullah Ahmad Badawi, 2006).
The transformation of vocational education is an effort to engineer (reengineering)
existing vocational education system to built a new system of vocational education can
contribute to the transformation agenda of Malaysia as a high income country (MOE,
2011). Among the goals of the transformation of vocational education, which was launched

by the Deputy Prime Minister is creating a new vocational education system is driven by
the human resources that are responsive to government initiatives and collaborate with
industry to innovate teaching and learning (T&L) that is capable of producing a skilled
workforce and entrepreneurs. In addition, a skilled workforce and competitive
entrepreneurs, have recognized qualifications and skills, professional character and
accepted in the workplace (Asnul, Nor Fadila, Ruhizan & Ramlee, 2012).
MOE has opened up opportunities for students who tend, talented and interested in
Vocational Education through PAV program. According to Ahmad Tajudin (2012, January
4) that the implementation of PAV coincide with the government's desire to create a more
highly skilled young energy since not all students are inclined toward a more academicoriented examinations. This is in line with the announcement by Deputy Prime Minister Tan
Sri Muhyiddin Yassin that this transformation promises approve up to Diploma level as a
shortcut through the creation Vocational College (Kolej Vokasional / KV) after Form Three.
Students are first exposed basic vocational subjects and can choose majors skills as early as
the age of 13 while in Form 1 (Alimuddin, 2011; & Iwani & Mohamad Nur Hisham, 2012).
Transformation of Vocational Education has the potential to attract more outstanding
students entering this course. If education is to guarantee good employment opportunities
and income level higher for the students, then of course the parents are encouraging their
children to take this opportunity provided. All this is done for the sake of global human
capital with a high degree of competitiveness and skill (Mohamad Rizal, 2011).
BACKGROUND PAV
MOE has decided to PAV introduced to students as early as Form 1, through the Vocational
Education Transformation in place of Vocational Subjects (Mata Pelajaran Vokasional /
MPV) which is being implemented in Form 4 and Form 5 secondary schools. PAV has
implemented a pilot began in 2012 for students in Form 1 in 15 secondary schools based on
certain criteria. In 2013, a total of 135 schools were selected MOE to implement fully PAV
(MOE, 2012).
Year/ school
New School
Existing
Bil. Sekolah

Table 1: Projected School offering PAV until 2020

2012 2013 2014 2015 2016 2017 2018
15
135
110
110
110
110
110
0
15
150
260
370
480
590
15
150
260
370
480
590
700

2019
110
700
810

2020
110
810
920

By 2020, a total of 82,800 students targeted in PAV involving 2,760 classrooms and
920 schools as in Table 1 above. MOE plans to offer PAV to all MPV schools staggered
financial ability, equipment procurement and development. It is the hope and purpose of
each of the new curriculum introduced are expected to have a positive impact on the
education system. However, it's not easy, it involves a variety of factors related to such
students, teachers, infrastructure, equipment, materials, budget allocation and management
and others (Nurulhuda & John, 2008).
PAV intention is to keep students in the school system through vocational oriented
education. Ministry of Education believes that all students have the potential to be polished
and each of them must be given the opportunity to show their abilities. According to Widad
and Syed Hadzir (1996), students are expected to have a variety of theoretical knowledge as
well as the ability to apply knowledge and skills at home and in their daily lives.

Consequently, teachers should give more emphasis PAV in increasing the level of
confidence the next PAV students develop their talents.
ISSUES AND CHALLENGES
Education Development Master Plan 2006 - 2010 states the issues and challenges for the
implementation of educational programs is less cohesion between the various programs that
lead to the effectiveness of an educational program cannot be measured accurately and
comprehensively. In addition, stakeholders have limited information and have a less clear
about the needs, problems, procedures and mechanisms to channel aid (MOE, 2006). On 24
November 2008, Dato' Hj. Yusoff Harun, Director of Technical Education, Ministry of
Education, presented a paper in the seminar on PTV problem is the lack of involvement of
the industry, a shortage of teachers who have industry experience, lack of funds, lack of
policy in supporting PTV, PTV negative picture, picture negative to blue-collar jobs and the
curriculum is not effective and less flexible (Azila, Rohana & Amirmuddin, 2010). Among
the issues and challenges raised here is as follows :
1. The Challenge 1: Preparation and Teacher Training PAV sufficient
The main challenge is to get enough instructors, qualified and experienced staff to
effectively implement PAV. Without the involvement and support of the teachers, all
planning education provided may be abandoned so soon. Teachers are conducive to the
educational system, implementing policies, and curriculum goals outlined by the
government. Thus, teaching is a significant aspect to guarantee glory of a nation. Teachers
make headway in determining the standard, quality and effectiveness of the education
system. Thus, no doubt in discussing the importance of education, the teacher plays a key
role in disseminating knowledge and skills in formal education (Saedah & Mohammed
Sani, 2012).
There are still schools that implement the PAV program, run by new teachers who had
been teaching for less than five years. This is a major challenge to them to ensure that the
program can be implemented properly and systematically. Most experienced teachers to
implement programs to better MPV. In addition, it was found that teachers have a higher
professional qualification has shown excellent pedagogical competence. For example they
do not rely heavily on materials supplied instead of using their own reference materials and
apply the learning approach in teaching (Curriculum Development Center, 2003).
Orientation is figured PAV implementation 'competency based training' (CBT) and modular
systems. Therefore, teachers who operate the program should certainly have the skills to
master the techniques of CBT and effective implementation of the modular system.
When viewed from the aspect of teacher preparation, the teachers are always fully
engaged with PAV program should be based on the area of specialization at the
undergraduate level in line with CBT. However, the recruitment of teachers at the Institute
of Education (ITE) does not offer specialized subjects as offered in the PAV program.
Technical teachers trained at the Institute of Teacher Education Malaysia (IPGMs),
specialization is Design and Technology (RBT) and the Life Skills offered in five IPG (IPG
Kampus Teknik, IPG Kampus Batu Pahat, IPG Kampus Temenggong Ibrahim, Johor Bahru,
IPG Kampus Sultan Mizan, Besut, IPG Kampus Perlis) throughout Malaysia (Malaysian
Institute of Teacher Education, 2013).
The teachers trained technical level public universities such as Universiti Teknologi
Malaysia (UTM), Universiti Putra Malaysia (UPM), Universiti Tun Hussein Onn Malaysia
(UTHM) and Universiti Kebangsaan Malaysia (UKM), is providing technical teachers for

school needs secondary Technical / Vocational College, Polytechnic and Community

College Education (MOE, 2006; & Ahmad Razali, Mohd Yusof Jamaludin & 2012). The
issue of teachers' become the hottest issue presented by the trainees to the MOE. Although
the education system has suffered various teachers' development but is still an issue of
concern. This is because the placement of teachers is seen as not in accordance with the
requirements subject but according to the projections set by the State Education
Department, respectively. Sometimes it happens mismatch in teacher placement, placement
is not an option to teach in areas cause these teachers have low motivation and need moral
support higher (Abdul Rasid, Mohd Yusof, Ahmad Rizal, Zaid Mohamad, Jamaludin &
Madiha, 2010).
According MPV Implementation Evaluation Report (2003), the implementation of
Phase 1 of 8 MPV should be reviewed in particular aspects of the curriculum, teacher
training, and the provision of support staffs. The question is essentially whether the training
provided by the MOE adequate and meet the needs of the implementation of PAV in
secondary school while MPV program should be reviewed? Do not program this MPV has
an impact on the implementation of PAV? This is because the PAV program is implemented
at the school where MPV is still going to use existing resources, including infrastructure
facilities.
The challenge for teachers in education now extends to equip themselves with
information and communication technology skills, discipline and deal with social, effective
school management, the community hopes and so much more. Therefore, the teacher
should be a very strong-willed people who struggle and ready to adapt themselves to the
changes so fast nowadays (Saedah & Mohammed Sani, 2012). The question is whether
teachers are implementing PAV Tech is quite competent in dealing with these challenges?
2. Challenges 2: Teaching and Learning Process PAV
Education is the process and activities aimed that can lead to changes in an
individual. In modern times, teachers are responsible for educating and producing
behavioral changes on the self. Teachers must understand the idea of changing it completely
and carefully strategize to ensure the successful implementation of change (Yahya &
Lailinanita, 2011). Teaching social skills and social values (non-cognitive skills) should be
applied to students in addition to the existing curriculum, so they are obviously the
integration of technical assignments in addition to practical work to enable them to make
expectations about future career as advocated by Ramlee and Rohana (2013). Through
teaching strategies, students are encouraged to understand, discover, analyze, synthesize the
issues or challenges (Krathwohl, 2002).
Vocational education teachers need to focus on PAV program. This is because,
according to an official report from the World Bank and UNESCO-UNEVOV, find
vocational teachers in developing countries, particularly in the Southeast Asian region,
often do not meet the demands of the working world. Those poor pedagogical skills for
knowledge transfer process, the more effective the student world. Therefore, most of the
students learning to be passive, does not help in improving the efficiency of
professionalism (Dadang Kurnia & Ilhamdaniah, 2013). This is consistent with the view
Derek Cheung (2001); and Zohar, Degani and Vaaknin (2001) noted that many attempts at
educational change have failed because of the aspect of the content of the subject taught,
teaching strategies in the classroom and in the mastery of skills among teachers technology
tools that do not reach the proper level.

PAV-oriented programs 'competency based education' and modular system to ensure

that students are able to master a good job before moving on to a new task. According to
Hamdan, Hanipah and Saprin (2004 ) states that teachers need to strategize in advance of
implementing the T&L process is implemented to allow a teacher to ensure that the learning
objectives are met, teachers need to be better prepared with the rules, reference materials,
student activities and teachers can make schedule enough time for the lessons. But in
conventional teaching methods are no longer suitable as the objectives introduced PAV is to
create the workforce of the semi- skilled and skilled workers to meet the needs of the
country. So PAV teacher should always improve the quality and professionalism of teachers
to equip themselves with a variety of generic skills and vocational skills by applying the
latest technologies (Dadang Kurnia & Ilhamdaniah, 2013).
Dadang Kurnia and Ilhamdaniah, (2013) have raised an issue about which teachers of
technical and vocational teachers do not have the knowledge and skills up-to-date with
developments in the industrial world. This is exacerbated by the lack of critical
vulnerabilities and exposures update industry knowledge and skills among teachers. The
question is how knowledge and skills can be enhanced if their teachers only have the
capacity for knowledge and limited skills? To what extent these teachers as a supporter and
a reformer in education ready to meet these challenges? Here is suggested that teachers of
technical and vocational involved with this particular PAV program should use cyberspace
to get information all the time, seamless and very well serve as a healthy culture. The move
is in line with efforts to improve the knowledge and skills of teachers to guide students
through self -directed learning (self-directed), the ability to move on their own (selfDocumentation), and acquisition of learning resources on its own (self-accessed) to
optimize the process learning. According Gunnink and Bernhardt (2002) and Nor Lisa
(2012) stated that TVE curriculum is designed to engage students in critical thinking and
problem solving skills to analyze and solve engineering problems for friends and
community.
3. Challenges 3: Preparation Resources, Materials and Equipment PAV
PAV is not only focused on theory but learning involves practical activities. Practical
activities carried out in the workshop / special rooms for equipment and facilities available
to help the process of practical (Nor Azeanie & Supli Effendi, 2010). PAV needs a
conducive learning environment and complete with utensils and workshop / special rooms.
School administrators and teachers need to make sure the workshop PAV / special rooms
are conducive and safe during the T&L process occurs.
Azizi and Jesmin (2008), equipment and physical facilities is an important factor to
be considered and maintained as best as possible. If a center did not have the physical skills
to complete, will also influence the effectiveness of programs is carried out. The
effectiveness of the program was delayed or interrupted because of the environment and the
atmosphere is comfortable and disorganized. Thus the importance of aspects of the facilities
in the learning process has a major role to ensure effectiveness. Workshop equipment
including hand and machine tools found in workshops or laboratories that have a shelf life.
Workshop and equipment is an important element in the T&L oriented skills training
mainly doing practical work (Siti Atiqah, 2008). It is consistent with the view Nurasyikin
and Norja Khairayarani, (2011) that the workshop is well managed and systematically helps
the T&L. It is compatible with the work of nature and practices done in the workshop is a
key component in the T&L.

In addition to the equipment and infrastructure workshop, materials play an important

role in ensuring the T&L activities can run smoothly and effectively. The system is based
on the learning of Task Based PAV. This is a challenge for teachers because every
assignment is in a subject is based on a task that requires adequate materials. This will pose
some problems in terms of financial management because some of them do not have
experience in making business purchases. They will be faced with the problem of getting
suppliers and make an offer lower prices for the goods to be purchased to ensure that all
requirements are met for the T&L materials (Sarimah & Farawahida, 2010).
4. The Challenge 4: System Evaluation and Assessment PAV
Education plays an important role in developing human capital with self-esteem,
competent, noble, knowledgeable and highly skilled. Human capital is able to think
creatively and critically, solve problems and have skilled endurance and the ability to face
the challenges of global change over time (Noor Azreen, 2011). Effect of changes in the
new curriculum, leading to increased training in educational institutions. MOE should
provide a space for teachers to enhance professionalism in addition to enhancing the skills
and experience in implementing the new assessment system. Significant changes in the
assessment PAV without SPM showed another innovation in education. Therefore, the
assessment must be continuous for the T&L to ensure that each student understands and
interprets the requirements of the assignment. Through this assessment can not only
evaluate the student's progress, but the process of building a holistic human capital (Reeves,
2000; Noor Azreen & Solomon, 2012; & Ramli Rashidi, 2013).
The question here is whether the teachers conduct assessments of learning
(assessment of learning) or assessment for learning (assessment for learning) to assess
students' skills PAV? In this case, according to ARG (1999) and Black and Wiliam (1998),
assessment in schools should be practiced for two main purposes, namely give grades and
reporting to determine the status of student learning and to promote learning as assessment
for learning. Competent assessment system implemented more flexible, and capable of
enhancing the individual nature of student learning (Mohamad Azhar & Shahrir, 2007).
And evaluation system implemented in PAV using four methods of assessment such as
School Assessment (PS), Assessment Center (PP), Assessment of Physical Activity, Sport
and Co-curricular (PAJSK) and Psychometric Assessment (Ppsi) require commitment and
responsibility for ensuring the implementation of have the high reliability and validity. This
is consistent with the view Widad, (1998), which states that a wise teacher to implement the
teaching something worthwhile and can brighten the future of students with the
opportunities. Teachers as mentors or models capable of influencing attitudes towards their
academic performance. Can teachers who are currently implementing PAV well?
Isaacson (1999) in Mohamad Azhar and Shahrir (2007) noted that a large number of
teachers do not make full use of assessment information during the T&L process to monitor
student learning, evaluate the effectiveness of various teaching methods and as a guide for
making decisions about teaching. This is consistent with the view of Abu Bakar Nordin
(1986); and Airasian (2000), the implication is that poor students continue to remain or
continue aside, teaching weaknesses are not corrected and the teachers are more inclined to
put the blame on the shoulders of students solely on the results less satisfactory. This
resulted in the development of appraisal practice teaching the test culture (teaching exams)
than teaching to the test (teach to the exam). This culture if continued could have negative
implications where the outcome is a fake or not as a result of the preparatory activities of
unethical (Gallagher, 1998).

The question here is, does PAV teachers have adequate preparation on the physical,
mental, intellectual and vocational skills to ensure the implementation of this PAV achieve
the objectives set by the MOE? PAV teachers should be competent in implementing and
managing the school assessment document consisting of Competency Standards
Assessment Document (DPSK) and Document Item Sample Assessment Competency
Standards (DICPSK). This document is an instrument for measuring the competence and
skill levels of students. Are the teachers PAV is able to conduct this task as effectively as
possible in order to meet the demands of the Malaysian Examination Board? This is
consistent with the view Begum and Farooqui (2008) states that the assessment system
should be handled by teachers who are knowledgeable and skilled to perform in school.
Teachers who lack skills to cope with the constraints to assess students, and will give a bad
impact on student achievement.
There are a number of proposals relating to the implementation of school-based
academic supervisor should be given the responsibility to oversee the implementation of
this assessment. Principals should meet and review the record of each teacher in each term
as well as set up a committee to monitor the records. Principals have to make a meeting
with the parents and guardians after the end of each term and attempt to resolve the
complaint given by the parents. In addition, the guidance and counseling can be introduced
to provide opportunities for teachers and students who are having problems in the
implementation of the new assessment system (Begum & Farooqui, 2008).
CONCLUSION
This concept paper is expected to provide a basic understanding of Technical and
Vocational Education system to help enhance the effectiveness of the implementation of a
technical and vocational programs. Clearly, the implementation of PAV in the nature of
hands-on play an important role in education reform to students who are less academically
oriented education Technical and Vocational Education at the core of developing individual
potential towards world-class aspiration of Malaysia. In order to enhance the effectiveness
of be done with, put some suggestions for improvement of teacher education facilities,
materials, equipment and infrastructure to take action against all those involved in its
implementation. It is hoped that all teachers as implementers to contribute energy, creativity
and commitment to the success of this program. Next to mainstream Vocational and
Technical Education for providing skilled and semi- skilled knowledge workers to achieve
status and high income people by 2015.
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