Professional Documents
Culture Documents
OF SKILL TRAINING IN
MALAYSIA
AZIZI BIN HAMID
RUSHAZILA BTE AMIR NORDIN
SALWANI BTE DAUD
CHAPTER 1
ABSTRACT
ABSTRACT
VET earliest appearance in the form of traditional handicraft training almost 120
years ago, and craft and trade skills training about a century ago
post-First World War years, apprenticeship training had already made its presence
achieved largely through the Razak Report in 1956, the Rahman Talib Report in
1960 and the Cabinet (Mahathir) Report of 1979
during the 1970s, occupational skills standards named National Trade Standards
but yet known as National Occupational Skills Standards (NOSS) on 1993
ABSTRACT
enactment of the National Skills Development Act 2006 [Act 652] (NASDA) on
June 29, 2006
national legislation has been enacted directly for skills training and
development in Malaysia through NASDA
CHAPTER 2
EARLY DEVELOPMENTS
OF VET IN MALAYSIA
1897 set up trade school to prepare Malay boys work as mechanics and fitters
on the railways
1902 Malayan Art School (Perak) under the patronage of its Sultan, providing
training for weaving, embroidery, wood-carving, silversmiths work, pottery and
mat-making
1906 - Treacher Technical School was established by the Public Works Department
to train technical assistants for the Railways and Public Works Department (closed
at First World War and reopened 1918)
1919 - government set up a committee to review the needs for technical and industrial
education
1926 - Federal Trade School in Kuala Lumpur was opened to provide full-time three-year courses
to train mechanics, fitters, machine workers and other technicians (student capacity fifteen to
twenty per year and primarily served the needs of Public Works Department)
1931 - The Education Department took over then was 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.
Later, it also took in private students leading towards Technological Certificates awarded by the City and Guilds
Institute of London
Later, three other trade schools were built in Penang, Ipoh and Singapore to prepare apprentices as artisans in trades
such as mechanics, plumbers, fitters, electricians and blacksmith
1956 - The study led to a report known as the Razak Report which recommended
a unified education system for all Malayans. Reports recommendation that
technical education and training be organised into three levels namely :
technical colleges (for those who had completed a full (five years) secondary education)
technical institutes (for those who had completed three years of secondary education and who
seek employment as techniciansand)
trade schools (for those who had completed a primary school education especially in rural areas
proposed that the majority (up to 70 percent) of pupils be given the opportunity in post-primary schools
to acquire manual skills whilst preparing for the Lower Certificate of Education examinations that is at the
end of three years of secondary education
noted that there were only eight rural trade schools
junior technical (trade) schools were converted to secondary trade schools which, in turn, were converted
in 1968 to secondary vocational schools
1969 - the total enrollment in vocational and technical schools was 3,786 compared with the
total secondary school enrollment of 468,816
1979 - Deputy Prime Minister, Dr. Mahathir Mohamed, was formed Cabinet Report reaffirmed
that the countrys upper secondary education should comprise of both the academic and
vocational streams
CHAPTER 3
SHAPING OF THE
MALAYSIAN SKILLS
TRAINING SYSTEM
skills training had emerged as a visible and distinct component of Malaysias education and
training system by the late 1970s
Ahmad (2003) observed Malaysian VET system was dominated by three different pathways
namely:-
higher education (Professional and managerial personnel such as engineers, architects, and surveyors)
technical and vocational education (Supervisory personnel such as technical assistants and supervisors)
Rashid & Nasir (2003) highlighted that the mainstream secondary school system comprised of
three different pathways :
Tertiary or higher education in universities and other higher educational institutions (academic pathways)
Technical and vocational education undertaken largely in the formal school system under the Ministry of Education
(technical and vocational education stream)
Post-secondary technical and vocational education and training (skills training stream)
The Basic Study on Designing a Dual training Scheme in Malaysia undertaken from 1997 to 1999 by a
large team of German consultants described the Malaysian VET system was made up of three
subsystems :
1st subsystem: technical education and vocational training in schools of the Ministry of Education
had a choice of several educational or vocational avenues such as colleges, universities, polytechnics, Teacher training, Various skills training
programmes and Direct entry into the employment market
2nd subsystem : technical and vocational training which did not come under the purview of the Ministry of Education (Ministry of
Human Resources, Ministry of Youth and Sports, and MARA) as well as private training institutions
The qualifications involved were mainly the Malaysian Skills Certificate Levels 1 to 3, diploma for Level 4, and advanced diploma/degree for
Level 5
3rd subsystem : The standardisation and certification of occupational skills based on NOSS and Certification System
It started with a three-level skill certification system (basic, intermediate and advanced)
1992, a new 5-level skills qualification framework was introduced, followed by the adoption of an accreditation approach in 1993.
The accreditation of training centres and their training courses was conducted by the NVTC
Strategic Review of Technical Education and Skills Training (TEST) in Malaysia was
undertaken by Australian consultants during 1998-1999 period confirmed that :
vocational education under MOE was one major component of the Malaysian public sector VET system
training conducted by the MOHR, MYS and MARA using NOSS as a basis, formed the other major component
of the national system
2005 - study undertaken on behalf the World Bank categorised Malaysias TVET system
into five main pillars including a NOSS-based training system :
includes polytechnics and community colleges under the Ministry of Higher Education
Includes training institutions under the Ministry of Human Resources, Ministry of Entrepreneurial Development and
Ministry of Youth & Sports
largely under the purview of the Private Higher Education Institutions Act 1996
CHAPTER 4
LEGISLATIONS
CONCERNING SKILLS
TRAINING
2.
3.
4.
5.
takes a very broad view of education that clearly encompasses all forms
of training including skills, specialised, job-based and continuing training
training;
Specialised
Training
Such
effect on 1st September 2006 after it was officially gazetted on 29th June 2006
meaning and scope of skills training has been clarified and more importantly
CHAPTER 5
INTRODUCTION AND
PROVISIONING OF SKILLS
TRAINING BASED ON NOSS
to
determine the trades for which testing is to be carried out for purposes of common
certification; and
To
establish, apply and review standards for certification at various levels of performance.
(ibid: 79)
National
Trade Standards for the Basic, Intermediate and Advanced grades had been
approved by the CTSTC for three trade skills areas, namely Motor Vehicle Mechanic,
Refrigeration and Air-conditioning Mechanic; and Earth-moving Equipment and
Constructional Machinery Mechanic (ibid:79)
to
to
2007 - a total of 1,151 different training institutions have been accredited to offer 6,575 training
programmes based on NOSS, of which 363 centres are administered by public agencies and authorities,
whilst the remaining 788 are privately run
accredited centres (478 accredited programmes) come under the Ministry of Human Resources;
165
centres (744 programmes) under the Ministry of Entrepreneur and Cooperative Development;
15
66
10
centres (31 programmes) under the Ministry of Agriculture and Agro-based Industries;
16
15
centres (25 programmes) under the Ministry of Rural and Regional Development;
centres (8 programmes) under the Ministry of Family, Women and Community Development;
42
CHAPTER 6
CHANGING DEMANDS:
INTRODUCTION OF THE
NATIONAL DUAL TRAINING
SYSTEM
CHANGING DEMANDS:
INTRODUCTION OF THE NATIONAL
DUAL TRAINING SYSTEM
new
19
May 2004 - to implement the National Dual Training System (NDTS) commencing in 2005 to
produce 31,500 skilled workers by 2010
Dual
Training System Project (DSP) which was formulated with the purpose of strengthening
technical education and vocational training in Malaysia by incorporating the dual training system
practiced in Germany
two-year
training programme carried out at two learning environments, namely 70-80 percent in
workplaces and the remaining 20-30 percent in selected training institutions
National
Occupational Core Curriculum (NOCC) was introduced as the basis for training and
assessment
NOCC
is a new form of training documentation and it differs from training resources used in the
existing NOSS based training because its development has been premised on the work process
orientation
END
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