Kuala Lumpur: 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.
According to BERNAMA News Agency, 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 limited access to quality education, language barriers, budget constraints, and the absence of infrastructure conducive to learning. By putting an emphasis on the development of skills that are closely aligned with the requirements of the market, TVET offers these individuals a realistic course of action. This alignment not only promotes employability but also encourages self-sufficiency and entrepreneurialism, both of which are vital for reducing poverty and inequality.
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 TVET and STEM courses are being prioritised. There are several challenges that the TVET system in Malaysia must overcome to achieve genuine inclusion. A significant obstacle that needs to be addressed is the quality and relevance of the training provided. Many TVET institutes lack the necessary resources to offer opportunities for further education or secure employment. This issue is compounded by a scarcity of knowledgeable trainers experienced in meeting the requirements of underrepresented groups.
Moreover, there is frequently a lack of strategic linkages between the formal, non-formal, and informal sectors, inhibiting the possibility for students to receive real-world experience and job placements. This makes it more difficult for students to gain employment. When compared to other nations, the percentage of students enrolling in TVET in Malaysia is very low. Only 6.1 per cent of young people were enrolled in 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 interconnected techniques. Firstly, there is a need for novel approaches to delivery that cater to a wide range of educational requirements, such as those of individuals with disabilities, refugees, and migrants. This can be achieved through the creation of individualised training programmes and the implementation of technological tools to enhance educational experiences. Secondly, promoting gender equality within TVET is crucial to ensure that both men and women have equal opportunities to acquire skills and gain employment.
It is possible for 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 serves all members of society requires the joint efforts of diverse stakeholders, guided by initiatives such as those of UNESCO-UNEVOC, to construct a truly inclusive and equitable future for Malaysia.