Malaysia eyes 40% vocational training in higher education

Malaysia's higher education system is poised for a significant overhaul, with experts advocating for a curriculum shift that integrates 30-40% of vocational training, industrial internships, and practical learning into degree programs. Currently, most degree programs comprise 120 credit hours, and the proposed revision seeks to dedicate a substantial portion of these to Technical and Vocational Education and Training (TVET) and hands-on experience.

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If a degree program usually has 120 credit hours, we need to add by making 30 to 40 percent of the total elements of TVET and practical training for added skills and practical experience.

Professor Datuk Dr. Azizul Halim Yahya, a higher education expert, emphasized the necessity of this revision to align academic qualifications with the practical skills required by the job market. He argued that this approach would ensure graduates are not only academically qualified but also possess the necessary competencies to enter the workforce. "If a degree program usually has 120 credit hours, we need to add by making 30 to 40 percent of the total elements of TVET and practical training for added skills and practical experience," he stated.

Azizul Halim also suggested that public universities should embrace the TVET concept, highlighting its effectiveness in fostering self-reliance and practical skills among graduates. He further called for the Malaysian Qualifications Agency (MQA) to play a proactive role in ensuring that curricula across both public and private higher education institutions meet industry demands. He urged MQA to move beyond outdated ideals and adapt to the rapid pace of change in the modern era, stating, "MQA cannot be with old idealism because today's world moves fast."

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MQA cannot be with old idealism because today's world moves fast.

Furthermore, the expert stressed the importance of elevating TVET institutions to be on par with public universities in terms of recognition, societal respect, and educational and career opportunities. This move aims to challenge the prevailing perception that academic education at universities is superior to TVET. Azizul Halim clarified that TVET is not a pathway for academically weaker students but a distinct educational route that combines knowledge with practical skills, enabling students to become independent and competent professionals.

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TVET is not a pathway for academically weaker students but a distinct educational route that combines knowledge with practical skills.