2nd International TT-TVET EU-Asia-Link project Meeting, VEDC Malang

System of Technical & Vocational Education & Training in Malaysia (TVET)

by
Prof. Dr. Jailani Bin Md. Yunos,
Assoc.Prof.Dr.Wan Mohd Rashid Bin. Wan Ahmad,
Assoc.Prof.Dr. Noraini Binti Kaprawi,
Assoc.Prof.Dr.Wahid Bin Razally
Kolej Universiti Teknologi Tun Hussein Onn (KUiTTHO), Malaysia.

Introduction

In Malaysia, the Technical & Vocational Education and Training (TVET) system are
offered by both public institutions and private providers. Technical and vocational education has
evolved from very basic skill training to one which encompasses high cognitive knowledge
involving the applications of mathematics and the sciences. There are five levels of qualifications
which is Certificate, Diploma, Bachelor, Masters and Doctoral. Each level may be further
subdivided according to the nature or purpose of the qualification. The table below shows the
levels of education in the Technical & Vocational Education and Training (TVET) system.

Technical and vocational education programmess at the upper secondary school level
conducted by the Ministry of Education have taken a broad-based and non-terminal approach.
The education system allows the opportunity for technical and vocational students to progress to
tertiary education level and acquire a Certificate, Diploma or a Bachelors degree qualification.

2nd International TT-TVET EU-Asia-Link project Meeting, VEDC Malang

Table 1: Technical & Vocational Education & Training Level & Provider in Malaysia
Level of
Study

Government:

Certificate

Diploma

First Degree

Masters

PhD

CC, Poly

Poly , UC , U

UC, U

UC , U

UC , U

UNiKL , KLIUC

UNiKL, KLIUC

MMU , UTP

MMU , UTP

Ministry of Higher
Education
Ministry of Human

ITI , CIAST,

Resource

JMIT,
ADTEC

Ministry of Youth
and Sports

IKBN , IKBTN

Majlis Amanah

IKM , KKTM, GMI

Rakyat

BMI, MFI, MSI

MIAT

Private

UNITEN , UNISEL UNITEN , UNISEL

Limkokwing

Limkokwing

CC

= Community College

Poly

= Polytechnic

UC

= University College

= University

IKM

= Institut Kemahiran Mara

KKTM

= Kolej Kemahiran Tinggi Mara

ITI

= Industrial Training Institute

CIAST

= The centre for Instructor and Advanced Skill Training

JMIT

= The Japan-Malaysia Technical Institute

ADTEC

= Advanced Technological Training Centre

IKBN

= Institut Kemahiran Belia Negara

IKBTN

= Institut Kemahiran Belia Tinggi Negara

GMI

= German - Malaysian Institute

BMI

= British - Malaysian Institute

2nd International TT-TVET EU-Asia-Link project Meeting, VEDC Malang

MFI

= Malaysia France Institute

MSI

= Malaysia Spanish Institute

MIAT

= Malaysian Institute of Aviation Technology

UNiKL

= University Kuala Lumpur

KLIUC

= Kuala Lumpur Infrastructure University College

MMU

= Multimedia University

UTP

= University Teknologi Petronas

UNITEN

= Universiti Tenaga Nasional

UNISEL

= Universiti Industri Selangor

Limkokwing

= Limkokwing Universiti College Of Creative Technology

According to the Economic Planning Unit (2006), Ninth Malaysia Plan, at the postsecondary level, there are 20 government funded Polytechnics and 34 Community Colleges
administered directly by the Technical and Vocational Education Division of the Ministry of Higher
Education. The education is conducted in such a manner that it leads to the award of a certificate
and diploma qualifications. Meanwhile, at the tertiary level, there are 6 technical university
colleges that have been established by the government to cater to the increasing demand for
higher technical education.
Besides Community Colleges, Polytechnic and universities, some Government Ministries
also carry out training activities at the technician/sub-professional and craft levels for school
leavers. They include the Ministry of Human Resources, the Ministry of Youth and Sports, Majlis
Amanah Rakyat and other government agencies for specific need.
On the private front, at the tertiary level, there are University Kuala Lumpur (UNiKL) and
Kuala Lumpur Infrastructure University College (KLIUC) and many established private higher
educational institutions offering higher technical courses leading to the award of diploma and
degree.

Malaysia Qualification Framework (MQF)

In Malaysia, a unified system of qualifications was designed offered on a national basis

by all educational and training institutions which include colleges, universities, vocational
institutions, professional organizations and other higher educational institutions in both the public
and private sector as well as workplace training and life long learning experiences. This unified

2nd International TT-TVET EU-Asia-Link project Meeting, VEDC Malang

system qualifications was known as Malaysia Qualification Framework (MQF). It was presented
to the National Higher Education Council (MPTN) by the Quality Assurance Division in November
2002 and been approved by November 2003.
An MQF secures the standards of qualifications and reinforce policies on quality
assurance; which ensures accuracy and consistency of nomenclature of qualifications; supports
flexible education by providing typical learning pathways and recognizing prior learning (RPL);
encourages partnerships between public and private sector, links non degree with undergraduate
and postgraduate levels; encourages parity of esteem among academic, professional and
vocational qualifications; establishes a common currency for credit accumulation and transfer;
provides clear and accessible public information; facilitates, where applicable, the presentation of
the intended outcomes of qualifications in forms that enable professional bodies to gauge their
contribution to professional formation and articulates links with qualifications from other countries.
Public confidence in academic standards and recognition of qualifications require public
understanding of the achievements represented by all qualifications in education and training and
the consistent use of the qualification titles. Parents, prospective students, employers, schools
and educational institutions, the government and others want to be assured that qualifications
bearing similar titles represent similar levels of achievement and that there is international
comparability of standards to facilitate student and graduate mobility.
In developing the single interconnected structure, nationally endorsed criteria for naming,
positioning and linking all qualifications are necessary. The architecture of the MQF requires
understanding of its foundation, principally expressed as competency standards or learning
outcomes, the volume of academic load expressed as credits in terms of total student effort to
achieve the learning outcomes, the purpose and character of the qualification and consistency of
nomenclature. Based on these criteria the MQF is composed of the Certificate (vocational and
higher education), Diploma and Advanced Diploma, Bachelor (Hons), Masters, PhD and earned
higher doctorates and conversion awards named Graduate Certificate and Diploma and
Postgraduate Certificate and Diploma.
The MQF will help make clear the range of qualifications offered in Malaysia, how these
relate to each other, and what they offer for learners and employers. It will show the range of
entry and exit points and the opportunities for progression and the transfer of credit from a
range of learning; it will facilitate the development of flexible and innovative programmes of
learning to meet a range of requirements and is sufficiently flexible to accommodate new kinds of
qualification that may arise from time to time.

2nd International TT-TVET EU-Asia-Link project Meeting, VEDC Malang

The MQF also provides transparent criteria and standards of all qualifications to ensure
accuracy and consistency of nomenclature, reinforce policies on quality assurance, recognize
lifelong learning efforts, continuing professional development and workplace training, unify
qualifications awarded by providers operating under different Acts or mechanisms within or
outside the formal education system, including e-learning, encourage partnerships between
public and private sectors, link non degree with undergraduate and postgraduate qualifications,
provide typical learning pathways in support of flexible education, encourage parity of academic,
professional and vocational qualifications and facilitate the articulation of equivalency of
qualifications from other countries.

Table 1 shows the three principal elements of the MQF which is qualifications, providers
and the educational sectors in which the qualifications are awarded. By uniting these three
elements, the MQF encourages partnerships between public and private sector and among non
degree, undergraduate and postgraduate levels as well encouraging parity of esteem among
academic, professional and vocational qualifications. A qualification is a public certification by an
accredited provider that indicates a person has successfully completed a specified set of learning
outcomes with a particular purpose and at a particular level, which are properly assessed and
quality assured. It marks the achievement of positively-defined outcomes not as compensation
for failure or by default.

There are three educational sectors in which qualifications are awarded (Table 2). The
first sector is skills sector, which provides training in skills that are technical and industry related.
The skills are cumulatively attained through progressive stepwise training. Beginning from the
level of semi skills, the training continues progressively to skilled production right up to
supervisory, executive and managerial functions. The competencies are 30% theoretical and 70
% practical based.

The second sector is vocational, technical and professional sector, which provides
education that, covers a wider range of competencies and responsibilities with a vocation or
occupation as the endpoint. The education enables a person to practise or to be licensed in
specific occupations or vocations such as technician, real estate agent, registered financial
planner, unit trust agent, police inspector, health inspector and so on. Some qualifications may
have significant autonomy in professional judgment.

2nd International TT-TVET EU-Asia-Link project Meeting, VEDC Malang

The last sector is academic and professional sector that provides intellectually
challenging knowledge, skills and attitudes that enables a person to assume responsibilities with
significant autonomy in professional judgment.

Table 1: MALAYSIAN QUALIFICATIONS FRAMEWORK

Provider

Workplace training, continuing professional development (CPD) Life long learning (RPL),
University

Post secondary Schools, Polytechnic and Colleges

licensing
authorities,
Professional
institutions

Educational

ACADEMIC &

PROFESSIONAL

SKILLS

TECHNICAL, VOCATIONAL & PROFESSIONAL

SKM* 1

Technician Certificate
and other occupational

Certification/

certificates

licensing for practice

Diploma (Technical,
vocational, professional

Certification/

etc)

licensing for practice

sector
Level
CERTIFICATE

Matriculation,
STPM, STAM,
Foundation or
pre-university
Certificate

SKM 2
SKM 3^
DKM#

DIPLOMA

DLKM#
BACHELOR

Bachelor(Hons)

Adv. Diploma
(technology etc)
Certification/

Graduate Certificate & Diploma

licensing for practice
MASTER

Masters (research,

Certification/

coursework, professional,
combination)

licensing for practice

Postgrad Certificate &

Diploma
DOCTORAL

PhD

Certification/

Higher doctorate e.g DLitt,

DSc, DEng

Malaysian Skill Certificate (SKM)

^
May
#

include proposed K-worker certificate

Diploma and Advance Diploma in Skills

licensing for practice

2nd International TT-TVET EU-Asia-Link project Meeting, VEDC Malang

Table 2: MQF Qualification

LEVEL SKILL SECTOR

TECHNICAL &

LIFE LONG LEARNING

ACADEMIC &

VOCATIONAL SECTOR

EDUCATION SECTOR

PROFESSIONAL SECTOR

Doctoral

Diploma & Certificate

Post Graduates

Diploma & Certificate

Graduates

Advance Diploma Advance Diploma

(General Degree) (General Degree)
Diploma

Doctoral
Master Degree
Degree

PPPT

Diploma

PPPT

Skill Certificate 3 Certificate

PPPT

Skill Certificate 2

PPPT

Skill Certificate 1

PPPT

From Figure 1, in Malaysia, formal technical and vocational education starts at the upper
secondary level, although at the lower secondary level students are introduced to pre-vocational
education called living skills. At the upper secondary level, technical schools provide a two-year
certificate in two streams: technical and vocational. The former provides a technical education
programme with emphasis on science and mathematics whereas the latter offers more practical
vocational courses for occupations in industry and business. In both streams approximately half
of the courses consist of the general core subjects (languages, mathematics, religion and
history), while technical education is also an integral part of general education; subjects such as
commerce, principles of accounts, agricultural science, home economics, engineering drawing
and engineering technology are also offered at general academic schools.

2nd International TT-TVET EU-Asia-Link project Meeting, VEDC Malang

Pengiktirafan Pembelajaran Terdahulu PPPT / APEL

Sijil & Diploma Pasca

Siswazah
Postgraduate Professional
Awards
Fellow
Master Craftsmanship

Sijil & Diploma

Diploma
Lanjutan

Diploma
Lanjutan

Diploma
Kemahiran

Siswazah

Diploma Teknikal
& Vokasional

Sijil 3
Sijil 2
Sijil 1

Technical &
Vocational
Certificate

SPM &
L
a
i
n
l
a
i
n
k
e
l
a
y
a
k
a
n
d
i
i
k
t
i
r
a
f

Figure 1: Proposed Educational Pathways in

Malaysia

Skill training in Malaysia has still been encouraged in the Ninth

Malaysian Plan in recognition of the need to improve human resources for
economic growth. Under this programme, post-secondary technical and
vocational

education

is

provided

by

community

colleges,

public

polytechnics, skill training centers and universities, as well as private

colleges. Since 2001 community colleges have also been established to
provide post-secondary technical training opportunities to school leavers,
and provide training through short-term courses to meet community needs.
Polytechnics produce a trained work-force at semi-professional level in
various areas of engineering, commerce and services, and offer 2-year
certificate and 3-year diploma courses to senior secondary school
graduates in business, engineering, architecture and construction.

2nd International TT-TVET EU-Asia-Link project Meeting, VEDC Malang

National Vocational Training Council (NVTC)
The NVTC was established to formulate, promote, and coordinate industrial and
vocational training strategy and programs in keeping pace with Malaysias technological and
economic development demands. Some of the functions of the Council are: (1) to assess skill
needs, (2) develop the National Occupational Skills Standard, (3) implement the national skills
certification program, and (4) promote skills training and skill-based careers. MLVK has made two
major changes namely the adoption of a new 5-level National Skills Qualification Framework
(which is the Malaysian Skills Certification Level 1-5) to address the shortfall of vocational and
skills training development in the country and the introduction of a new Accreditation Approach.
The SKM has expanded rapidly since its inception in 1993. It has resulted in the approval of
about 1,700 training centers accredited by NVTC as of 2002 with total of 6,813 programs
accredited. The policy reform undertaken by the NVTC or better known as MLVK is geared
towards improving the quality and productivity of Malaysias skilled workforce, having more
effective coordination of vocational training activities, and working towards meeting the actual
needs of Malaysian industries.

The SKM Qualification Framework

The 1991 Cabinet report on training has resulted in the introduction of SKM qualification
which is based on the National Occupational Skills Standards (NOSS). Each candidate for the
certification is assessed to determine the fulfillment of the needs as specified by NOSS. With the
implementation of SKM, new opportunities are opened for school leavers to be gainfully
employed. The SKM also give opportunities for workers who prior to this do not have qualification
to show despite having years of experience. This is made possible because one of the routes to
obtain SKM is the accreditation of prior achievement. Through this route candidates experiences
are assessed and verified and they can be awarded SKM if they meet the requirements
stipulated. It is the hope of the Government that by having SKM, a large fraction of school leavers
will be productive and motivated workers who will contribute to the national development. Based
on the proposed educational pathways by MQF (Figure 1), graduates with Malaysian Skill
Certificate will be able to pursue their studies at any higher education institution and obtained the
Bachelor degrees (Table 3). Thus, no limit has been set for graduates with skill certificates.

2nd International TT-TVET EU-Asia-Link project Meeting, VEDC Malang

Therefore, SKM Qualification Framework:
1. provides alternative and equally attractive career development path parallels with the
academic based certification;
2. promotes lifelong learning and upward mobility for skilled workers especially those who
are already in the business;
3. produces highly competent, highly qualified and highly skilled workers;
4. adds value to the existing vocational and academic programs so that graduates are more
marketable;
5. provides common platform for trainees from both public and privately run programs to
obtain the same standard of qualification;
6. enhances the corporate image of training institutions; and
7. enhances the status of skilled workers in the country.

Table 3: SKM Framework

Qualification awarded

Levels of the SKM Qualification

Competencies achieved

Level
5 (Malaysian
Advance Diploma

Skills

possession of the necessary competence so as to be able to

apply a significant range of fundamental principles and
complex techniques across a wide and often unpredictable
variety of contexts

Level
4 (Malaysian
Diploma)

Skill

Competent in performing a broad range of complex technical

or professional work with a substantial degree of personal
responsibility and autonomy

Level 3

Competencies in performing a broad range of varied work

activities that are performed in a variety of contexts, most of
which are complex non-routine

Level 2

Competent in performing a significant range of varied work

activities that are being performed in a variety of contexts.
Some are non-routine, requiring individual responsibility and
autonomy

Level 1

Competent in performing a range of various job/tasks that

are mostly routine and predictable

The National Dual Training Scheme

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2nd International TT-TVET EU-Asia-Link project Meeting, VEDC Malang

The National Dual Training Scheme (NDTS) was approved for implementation by the
Cabinet in May 2004 and placed under NVTC as implementor. Trainees in this training scheme
will spend 70%-80% of their time in industries or workplace and the other 20%-30% in training
institutions under various government ministries and agencies and practical training is conducted
at companies (multinationals, large SMEs and government-linked companies). The training will be
for a period of four semesters. The scheme is implemented in two approaches. It is either done
through a Day-release approach where trainees spend 3-4 days per week at workplace and 1-2
days at training institution. Another approach is a Block approach whereby trainees spend 3-4
months at workplace and 1-2 months at training institution. Trainees are given monthly allowance
by the employers. On the other hand, employers are given reimbursement from Human Resource
Development Fund or tax incentive

Besides the dual training scheme, training institutions are encouraged to collaborate with
industries to enhance the effectiveness of their training programs. This approach is a combination
of work-based training and attendance of part-time vocational training. For this purpose many
vocational and technical training institutes are offering part-time programs for technical
employees with relevant working experiences. The focus of this system is hands-on training at
the workplace whereas the training institution provides the theoretical foundations. By acquiring
work-related experiences, a school leaver with Sijil Pelajaran Malaysia can be trained to be a
certified skilled worker to meet the needs of industries.

Conclusion
One of the greatest challenges facing all countries today is the need to develop a
knowledgeable and skilled workforce to support the nations economy. With the globalisation era
and the consequent rapid changes in tecnology and workplace requirements, countries like
Malaysia require a flexible and competence workfoece that is adaptive to change (Thomas
George, 2006). This requirement is leading to a demand on the skills delivery system, which is
particularly the roles and responsibilities of technical and vocational education and training
(TVET) teachers or trainers. With the situation needed, the TVET teachers or trainers should deal
with various of levels target groups, new learning approaches and tools that will produced the key
thrust in Ninth Malaysia Plan, 2006-2010 which is the development of human capital (Figure 2).
With the sharp focus in producing skilled labour-force, each level of target workers in Malaysia
should be provided with different needs of teacher training.

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2nd International TT-TVET EU-Asia-Link project Meeting, VEDC Malang

Different skill level,

different needs for teacher
training

Engineering
Skills
Technologist

L5

L4
L3

Technical Skills
High Skills

Semiskills

L2

L1

Unskills

Skill Level

Figure 2: Needs of Technical & Vocational Education and Training Teacher or Trainer

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2nd International TT-TVET EU-Asia-Link project Meeting, VEDC Malang

References:
http://www.trainingmalaysia.com.- System of Technical & Vokational-Technical & Vokational
Training in Malaysia (TVET). htm.
Asian Development Bank (2004).Improving Technical Education and Vocational Training
Strategies for Asia , http://www.adb.org/Publications.
Economic Planning Unit (2006), Ninth Malaysia Plan.
Mohan Perera et. al (2003),

Teaching environmental issues in technical and

vocational schools in Asia, UNESCO, Paris, France N. S. Tiwana and Neelima Jerath,
PSCST, Chandigarh, India Punjab State Council for Science and Technology
Chandigarh, India
Thomas George (2006), Training for Trainers: A mAlysian Perspective. International
Conference on Technical And Vocational Education and Training 22-23 August 2006,
The Hyatt Regency Hotel, Johor Bharu.
Zakaria Kasa and Ab. Rahim Bakar (2006), Vocational and Technical Education and Career
Development: Malaysian Perspectives.

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