By Ahmad Nizam Che Kasim

TVET, which stands for Technical and Vocational Education and Training, plays a key role in Malaysia, not only in terms of enhancing the outcomes of the labour market, but also in terms of fostering social integration and mobility for communities who are marginalised.

By providing individuals with the information and skills essential to make the transition from precarious livelihoods and informal employment settings to formal employment and decent work, technical and vocational education and training (TVET) assists individuals in making the transition. This leads to an improvement in the quality of life of individuals and contributes to the expansion of the economy of the nation as a whole.

Importance of TVET for Marginalised Communities

Disadvantaged groups in Malaysia, such as those living in rural areas, families with poor incomes, persons with disabilities and ethnic minorities, sometimes face significant challenges when it comes to obtaining an education and finding work.

Some examples of these hurdles include the limited access to quality education, the difficulty associated with language, the limitations imposed by the budget and the absence of infrastructure that is conducive to learning.

By putting an emphasis on the development of skills that are closely aligned with the requirements of the market, technical and vocational education and training (TVET) offers these persons a course of action that is realistic.

Not only does this alignment promote employability, but it also encourages self-sufficiency and entrepreneurialism, both of which are vital for reducing poverty and inequality. Moreover, it improves employability.

Challenges in TVET Access and Quality

The goal is to increase the proportion of highly skilled workers to over 4.5 per cent by the year 2030, and initiatives that aim to improve local student enrolment in technical vocational education and training (TVET) and STEM courses are being prioritised.

There are a number of challenges that the Technical and Vocational Education and Training (TVET) system in Malaysia must overcome in order to achieve genuine inclusion.

A significant obstacle that needs to be conquered is the issue of the training that is provided, both in terms of its quality and its relevance. Many technical and vocational education and training (TVET) institutes do not possess the necessary resources to be able to offer opportunities for further education or secure employment.

This issue is made even more severe by the fact that there is a scarcity of knowledgeable trainers who have prior expertise in the field of meeting the requirements of groups who are underrepresented.

Moreover, there is frequently a lack of strategic linkages between the formal, non-formal and informal sectors, which inhibits the possibility for students to receive real-world experience and job placements. This is a problem since it makes it more difficult for students to gain employment.

Building an Inclusive TVET Ecosystem

When compared to other nations, the percentage of students enrolling in technical and vocational education and training (TVET) in Malaysia is very low. Only 6.1 per cent of young people were enrolled in technical and vocational education and training (TVET) institutes in 2022, which is significantly lower than the percentages of 23.8 per cent in Singapore, 14.2 per cent in South Korea, and 12.8 per cent in Indonesia.

The development of an inclusive TVET ecosystem in Malaysia requires a number of different techniques that are interconnected. To begin, there is a requirement for novel approaches to delivery that are capable of catering to a wide range of educational requirements, such as those of individuals with disabilities, refugees, and migrants.

The creation of individualised training programmes and the implementation of technological tools to improve educational experiences are two ways in which this objective might be accomplished.

Secondly, it is of the utmost importance to promote gender equality within the field of technical and vocational education and training (TVET) because this ensures that both men and women have equal opportunity to acquire skills and gain employment.

It is possible for technical and vocational education and training (TVET) to equip individuals with the skills necessary for gainful employment and social mobility if barriers to entry are removed and high-quality, relevant training is ensured.

Building a TVET ecosystem that really serves all members of society and creating an inclusive and equitable future for Malaysia requires the joint efforts of diverse stakeholders, guided by initiatives such as those of UNESCO-UNEVOC. This is vital in order to construct a truly inclusive and equitable future for Malaysia.

-- BERNAMA

Ahmad Nizam Che Kasim is a lecturer with the Faculty of Business and Communication, Universiti Malaysia Perlis.