Upskilling and Reskilling the Workforce via Industry Driven Technical and Vocational Education and Training: Strategies to Initiate Industry/Institution Partnership in Malaysia
PDF

Keywords

TVET
Heutagogy
Empowerment Theory
Partnerships
Reskill and Upskill

How to Cite

Gowrie Vinayan, Harikirishanan, D., & Siow May Ling. (2020). Upskilling and Reskilling the Workforce via Industry Driven Technical and Vocational Education and Training: Strategies to Initiate Industry/Institution Partnership in Malaysia. Journal of Economic Info, 7(2), 94-103. https://doi.org/10.31580/jei.v7i2.1438

Abstract

The advent of Industrial Revolutions that swept the region has not spared the Malaysian business landscape.  This has compelled industries to produce highly skilled workforce (Yizit and Yezim Denis, 2018) to promote knowledge-based skills in various sectors in Malaysia. Anticipating this change, the Malaysian Government initiated Technical Vocational Education and Training (TVET) program to address the issue during the early 90’s. However, the current highly pedagogical supply driven TVET system has not addressed the need to effectively upskill and reskill workforce talents to achieve maximum productivity. Hence, this study, which is grounded on empowerment theory, aims to develop mechanisms to skew the path towards industry-driven TVET by adopting heutagogical approaches that promotes lifelong and independent adult learning (Blaschke, 2012). The study will be executed using sequential exploratory design (mixed method) beginning with qualitative followed by a quantitative study by collecting samples via stratified random and proportional sampling technique whereby a framework will be developed to enable Government policymakers an impetus to formulate relevant strategies that forges the collaboration between the industry and academia.

 

https://doi.org/10.31580/jei.v7i2.1438
PDF

References

Abdul-Aziz, A.-R. Jaafar, M., Enshassi, A. and Mohammed Salleh, M-N (2008) ‘Does vocational training meet the construction industry needs in Malaysia? Feedback from ex-trainees of the basic electrical wiring course from one training institution’, Journal of Engineering, Design and Technology, Vol. 6, No. 3, pp. 258–268.

Affero, I. and Hassan, R. (2012) The basis of supervisory practice for vocational education and training. Available at: http://www.malrep.uum.edu.my/rep/Record/my.uthm.eprints.3251 [Accessed on 12th March 2020]

Alred, G., & Garvey, B. (2000). ‘Learning to produce knowledge—the contribution of mentoring’, Mentoring & Tutoring: Partnership in Learning, Vol. 8, pp. 261–272.

Atchoarena, D., & Delluc, A. (2002). Revisiting technical and vocational education in sub-Saharan Africa: An update on trends, innovations and challenges. Retrieved from UNESCO: http://unesdoc.unesco.org/images/0012/001293/129354e.pdf

Bank Negara Malaysia (2013) Malaysia Economic Transformation Programme: KPI- Centric Approach of Results Delivery. Available at: https://www.bnm.gov.my/documents/conference_vol/2013_MyStats/np/Slide_Session%202(A)_Ku%20Kok%20Peng%20(PEMANDU).pdf

Bridgeford, T and Aman., K., (2017) ‘Academy-Industry Relationships and Partnerships - Perspectives for Technical Communicators. Routledge: New York.

Canning, N. (2010). ‘Playing with heutagogy: Exploring strategies to empower mature learners in higher education’, Journal of Further and Higher Education. Vol. 34, No. 1, pp. 59–71.

Chin, C. and Menon, S. (2018). Industry Leaders to Chart TVET’s Path. The Star, Malaysia.

Daily Express (2019). What is TVET?. Available at: http://www.dailyexpress.com.my/interest/278/what-is-tvet-/ [Accessed on: 10 March 2020)

Fornell, C. and Larcker, D. (1981) ‘Evaluating structural equation model with unobservable variables and measurement error’, Journal of Marketing Research. Vol. 18, No. 1, pp. 39-50.

Hase, S. and Kenyon, C. (2007). ‘Heutagogy: a child of complexity theory complexity’, An International Journal of Complexity and Education. Vol. 49, No. 1, pp. 111-118.

Hawley, J. (2006). Public private partnership in vocational education and training: International examples and models. Retrieved from: http://siteresources.worldbank.org/EXTECAREGTOPEDUCATION/Resources/4446071192636551820/Public_Private_Partnerships_in_Vocational_Education_and_Training.pdf

Ismail, A., & Abidin, N. Z. (2014). Issues and challenges of Technical and Vocational Education and Training in Malaysia Towards Human Capital Development. Middle-East Journal of Scientific Research, 19 (Innovation in Multidisciplinary Research and Practice), 7-11.

Johnson, R. K., and Adams, A. V. (2004). Skills development in sub-saharan Africa. Washington, D.C.: The World Bank.

Kazmi, S. (2012). ‘Technical Education’, Pakistan and Gulf Economist. Vol. 31, No. 3, pp. 47 – 48.

Kenayathulla, H.A., Ahmad, N.A. and Idris A.R. (2019). ‘Gaps between competence, and importance of employability skills: evidence from Malaysia’, Higher Education and Development, Vol. 13, No. 2, pp. 90-112.

Kram, K. E. (1983). ‘Phases of the mentor relationship’, Academy of Management Journal, Vol. 26, No. 4, pp. 608–625.

Krauss, S., Collura, J., Zeldin, S., Ortega, A., Abdullah, H. and Sulaiman, A. (2014). ‘Youth-adult partnership: exploring contribution to empowerment, agency and community connection in Malaysian youth programs’, Journal of Youth and Adolescence. Vol. 43, No. 9, pp. 1550-1562.

Mandviwalla, M., Fadem. B., Goul. M., Michael. G., (2015). ‘Achieving academic-industry collaboration with departmental advisory boards’, Quarterly Executive. Vol. 14, No. 1, pp. 17-37.

Maton, K. I. (2008). ‘Empowering community settings: Agents of individual development, community betterment, and positive social change’, American Journal of Community Psychology, Vol. 41, 4–21.

Middleton, J., & Demsky, T. (1988). World Bank investment in vocational education and training. Washington, DC.

MOF (2015). “Eleventh Malaysian Plan, 2016–2020”, Ministry of Finance. Available at: https://www.pmo.gov.my/dokumenattached/speech/files/RMK11_Speech.pdf

Mustafa, Z. (2018). Boost to TVET, The New Straits Times Publications, Kuala Lumpur (November 21, 2018).

OECD (2010)., Reviews of Vocational Education and Training - Learning for Jobs, OECD, Paris.

Perkins, D. and Zimmerman, M. (1995). ‘Empowerment theory, research and application’, American Journal of Community Psychology. Vol. 23, No. 5, pp. 569-579.

Raihan, A. (2014). ‘Collaboration between TVET institutions and industries in Bangladesh to enhance employability skills’, International Journal of Engineering and Technical Research. Vol. 2, No. 10, pp. 50-55.

Randil, C., Jayasiri, G., Perera, C., Siriwardana, C., Liyanage, C. Hetiarachchi, S. ad Haigh, R. (2018). ‘Need for strong university-industry partnerships: A case study in Sri Lanka’, MATEC Web of Conferences, Vol. 229, No. 1, pp 1-9.

Snowden, M. and Halsall, J. (2016). ‘Self-determined approach to learning: A social science perspective’, Cogent Education. Vol. 3, No. 1, pp. 1-10.

Staples, L. (1993). Consumer empowerment in the Massachusetts mental health system: A comparison of attitudes, perceptions, and opinions within and between provider groups. Unpublished doctoral dissertation, Boston University.

Stuart, J.D. (2012). ‘An examination of factors in adapting a technical and vocational education and training programme within South Africa’, Human Resource Development International, Vol. 15 No. 2, pp. 249-257.

Surendran, S. (2018). Government steps up efforts to reform TVET in Malaysia, The Edge Daily, Malaysia

Taylor, A. (2006). ‘The challenge of partnership in school-to-work transition’, Journal of Vocational Education and Training. Vol. 58, No. 3, pp. 319-336.

Tessaring, M. and Wannan, J. (2004). Vocational education and training – Key to the future. Luxembourg: European Centre for the Development of Vocational Training.

The Borneo Post (2019). Government wants Parents to erase negative perception against TVET. Available at: http://heborneopost.com/2019/11/25/govt-wants-parents-to-erase-negative-perception-against-tvet/ [Accessed on 20th March 2020]

The Star (2019). Thanks, but 5.9 Billion not enough for TVET. Available at: https://www.thestar.com.my/news/nation/2019/10/12/thanks-but-rm59bil-not-enough-for-tvet [Accessed on 10th March 2020]

Tilak, J. B. G. (2001). ‘Building human capital in East Asia: What others Can Learn’. (Working Paper No 22717). Retrieved from World Bank: http://siteresources.worldbank.org/ WBI/Resources/wbi37166.pdf.

Tuuli, M.M. (2011). ‘Empowerment and control dynamics in project teams: A multilevel examination of the antecedents and job performance consequences’, Journal of International Real Estate and Construction Studies, Vol. 1, No. 1, pp. 93-94.

Van Horn, C. E. and Fichtner, A. R. (2003). ‘An evaluation of state-subsidized, firm-based training: The workforce development partnership program’, International Journal of Manpower. Vol. 24, No. 1, pp. 97-110.

Wilkinson, A. (1998). ‘Empowerment: theory and practice’, Personnel Review, Vol. 27, No. 1, pp. 40–56.

World Bank (1991). Vocational and Technical Education and Training: A World Bank Policy Paper, The World Bank, Washington, DC.

Yamada, S., & Matsuda, N. (2007). Vocational and industrial human resource development through TVET in Africa: Changing assistance environments and human resource demand (2006 JICA Visiting Fellow Research Report). Retrieved from Japan International Cooperation Agency: http://www.jica.go.jp/english/publications/reports/study/topical/tvet/pdf/tvet_1.pdf

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.