Vocational Colleges (VC) play an important role in producing a skilled and semi-skilled workforce in Malaysia. Consequently, TVET teachers must master the occupational skills required to deliver the contents of the lesson to create a harmonious and effective learning environment which enhances the quality of TVET graduates. Thus, this study was conducted to explore the practice of vocational pedagogies among the engineering TVET teachers. The vocational pedagogy approaches in this study consisted of (1) the dominant use of teaching and learning strategies (UNESCO-UNEVOC 2014), (2) the dominant practice of vocational pedagogical decisions (UNESCO-UNEVOC 2014), and (3) the dominant activities and web apps used to achieve the goal of learning outcomes (Padagogy Wheel 4.1 by Carrington 2015). A cross-sectional survey was employed as research design for this study by utilizing a set of questionnaires.

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Accreditation of Prior Experiential Learning (APEL) is a relatively new concept in the Malaysian Higher Education system (HEIs) and in South East Asia in general, although widely known and practiced in other countries such as South Africa, Australia and America. Implementing APEL in higher education system could help prepare human capital better particularly for the preparation of teachers in the technical and vocational sector. The paper is based on a study conducted under the auspices of the Regional Cooperation Platform (RCP) aiming to develop an APEL model to steer a systematic adoption of APEL in higher education and increase the number of Technical and Vocational Education Training (TVET)-teachers that have acquired strong practical skills in the world of work.

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This paper highlights some of the initiatives undertaken by Malaysia in addressing social and economic challenges via TVET programmes in general and through TVET agency – industry collaborative efforts in particular. A brief description of the TVET programmes operated by the various agencies in Malaysia is to be presented, followed by examples of collaboration initiatives undertaken at the various levels of the TVET system. The issues and challenges encountered in their implementations are identified as factors that must be addressed to ensure the sustainability of future TVET collaborations.

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The current pre-service training undertaken by Technical and Vocational Education and Training (TVET) teachers in higher learning institutions cannot be expected to provide adequate occupational skills. Thus further additional training is necessary to raise the vocational competence of TVET teachers. The purpose of this article is to discuss the current provisions for further training under the Malaysian Ministry of Education’s (MoE) TVET system. The discussion presented in this article is one of the outputs of a Regional Cooperation Platform (RCP) project that evaluates the curriculum for further training in occupational skills for vocational teachers with a particular focus on the field of metal cutting. Document analysis, focus group discussions and interviews were conducted to gather data for this project.

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