Employability skills are an especially vital attribute for TVET graduates with regard to career readiness. Nevertheless, many studies have noted the gap between TVET graduates’ employability skills and industry needs. Industries need TVET graduates who possess communication skills, interpersonal skills, critical thinking, problem-solving and entrepreneurial skills. However, studies have often found TVET graduates to have problems communicating effectively and to be lacking in self-confidence. This qualitative study was conducted to identify the employability skills required by industry from the perspective of industry experts themselves. The study established that TVET graduates need social and communication skills, technological literacy, teamwork and leadership skills. Therefore, stakeholders in TVET need to be mindful of these factors to produce TVET graduates who possess employability as required by industry. Simultaneously, the success of this collaboration relies on strategic planning between TVET institutions and industries.

The authors wish to acknowledge that this article substantially draws on material published elsewhere, namely in Halik Bassah, N. A. S. (2022). The issues and challenges of TVET in Malaysia: from the perspective of industry experts. In: TVET@Asia, issue 18, 1-15. Online: https://tvet-online.asia/issue/18/the-issues-and-challenges-of-tvet-in-malaysia-perspective-of-industry-experts/ (retrieved 31.12.2021).

Keywords: Technical vocational education and training (TVET), employability skills, TVET graduates, industry expert.

1        Introduction

Graduates’ employability skills are a concern in the world of higher education as they affect the marketability of graduates. Various authors have offered definitions of the term employability based on their studies. Lankard (1990) defines graduate employability skills as academic competencies, interpersonal skills and other attributes such as personality, a positive attitude and behaviours. A later study by Fugate et al. (2004) defines employability skills as the act of preparing graduates to secure jobs successfully and prove their worth to employers as they progress on their career path – a key factor in securing their positions. Meanwhile, Esa et al. (2006) defines employability skills as communication skills, analytical skills, information management skills, technological literacy, teamwork and leadership skills. A recent study by Kamerade and Paine (2015), meanwhile, asserts that employability skills must involve the individual qualities required by employers. Therefore, Technical and Vocational Education Training (TVET) plays a significant role in providing graduates with the employability skills needed by industry.

A study conducted by the Institute of Labour Market Information and Analysis (ILMIA) in 2018 revealed that there is a need to create an appropriate and relevant education system to produce competitive and resilient TVET graduates. The study found that TVET graduates have weaknesses related to employability skills such as teamwork, adaptability, critical thinking, leadership and communication skills. As such, efforts to empower TVET are seen to be somewhat stunted as TVET graduates are not yet fully equipped with the requisite skills, competitiveness and entrepreneurial characteristics to explore new opportunities which, in turn, can effect a shift from a job-searching landscape to one which creates jobs.

1.1        Employability Skills among TVET Graduates in Malaysia

In Malaysia, TVET is an education programme that aims to produce skilled graduates to meet the current needs of industry. Ashari and Rasul (2014) state that a highly skilled workforce can be achieved through optimising industry’s involvement in the TVET system. Ramlee (2017) also noted that the Malaysian TVET system needs to focus on increasing its attractiveness to prospective students, providers and industry players, in addition to increasing the quality of TVET instructors. Therefore, TVET institutions and industries needs to work together to identify the employability skills needed by TVET graduates (Yusof et al. 2017).

Employability skills are also closely related to career readiness. Lombardi et al. (2012) define career readiness as the knowledge, skills and learning strategies that provide outcomes to individuals including readiness to work, on-the-job training and the impact of workplace behaviour. Meanwhile, Othman and Hasan (2019) define career readiness as the readiness of an individual to venture into a chosen career field. Mat Yazid (2010) emphasises that the graduate job market no longer depends solely on academic excellence, but the quality of employability skills which can affect their marketability. Therefore, it is the responsibility of TVET institutions to ensure that graduates are prepared to enter the field of employment by possessing the relevant skills and employability in their respective fields.

Nevertheless, many studies have identified a gap between the employability skills of graduates and the skills required by the industry. Studies conducted by Mohamed et al. (2007), Mustafa et al. (2010), and Makhbul et al. (2015) found that there are skills gaps or weaknesses related to employability skills. They found that industries need TVET graduates who possess communication skills, interpersonal skills, critical thinking, problem solving and entrepreneurial skills. A study conducted by Makhbul et al. (2015) reported that employers saw a relatively large skills gap related to graduate performance in terms of ethics and values, thinking skills, leadership, decision making and problem solving. Meanwhile, the study of Samad et al. (2019) suggested that more effective TVET curriculum planning could help to improve graduate employability skills to meet the needs of industry.

TVET institutions and industries must nurture mutual understanding through the sharing of knowledge, practices and equipment. According to Aminuddin (2011), and Ashari and Rasul (2014), the success of the TVET ecosystem in Malaysia relies on a few factors such as partnerships and interactions between TVET institutions and industry, especially in creating a TVET curriculum sharing advancements in technology. In other words, TVET in Malaysia must be industry-driven to make it more oriented to the needs of industry.

1.2        Research Question

To understand the employability skills required by industry, it is essential to obtain the perspective of industry. Accurate and in-depth input will help stakeholders to prepare TVET graduates for the needs of industry in the future. This paper focuses on data from industry itself. The research question is: What employability skills do TVET graduates in Malaysia need?

2        Literature Review

There has been a long-standing discussion on the employability skills gap between industry and graduate competencies. According to Rehman and Mehmood (2014), there is a gap between industry requirements and the quality of graduates produced by learning institutions. The crucial employability skills needed by industry include problem solving, critical thinking, the ability to communicate effectively and to work in a team. Rao and Sivasree (2015) support this statement by stating that industry needs individuals who possess good employability skills. Employees are actually an industrial asset, as individual attributes affect the success or failure of the operation in the respective industry.

As a developing country, Malaysia is actively empowering the TVET system to meet the needs of numerous industries. However, TVET institutions in Malaysia still face the issue of bridging the employability skills gap as required by industry. A study conducted by Esa et al. (2013) found that career readiness among TVET graduates is low and that they had difficulty communicating effectively. Kee et al. (2018) found that most TVET graduates in Malaysia possess technical skills, but their employability is hindered by weak social skills relating to communication, low self-esteem, and poor adaptability in the workplace. In order to produce competitive and holistic TVET graduates, immediate initiatives need to be taken to bridge the gaps.

3        Methodology

This study applied qualitative research methods to collect data via a semi-structured interview protocol. According to Hammarberg et al. (2016), qualitative research methods are applied to answer questions about meaning, experience and perspective from the standpoint of the participants. Therefore, this study uses an informational qualitative approach to share the experience and understand the perspective of industry experts on the employability skills TVET graduates need in Malaysia.

3.1        Participants

Six participants are involved in this study, selected on the basis of three criteria:

• Minimum of 10 years working in any related industry
• Experienced in supervising and managing skilled workers
• In possession of academic qualifications or professional certifications in their fields of industry

3.2        Instruments

In order to gather the information and data needed, a semi-structured interview protocol was developed to assist the in-depth interview sessions with the participants. According to Adams (2015), a semi-structured interview employs a blend of closed and open-ended questions, often accompanied by follow-up why or how questions to seek out the independent thoughts of each participant.

The interview questions focused on the employability skills industries expect of TVET graduates in Malaysia, in no particular sequence. According to Castillo-Montoya (2016), this method allows the researcher to develop the interview session based on the responses given by participants. It also gives the researcher the opportunity to create new questions spontaneously to obtain more information from the participants.

The interview protocols were validated by two academic experts with PhD qualifications from a local university.

3.3        Procedure of Data Collection

Participants in this study were selected by the human resources departments of their respective organisations based on the above criteria. The six participants were contacted via email. Interviews were conducted via Google Meet. All interview sessions were recorded. Prior written consent was obtained from the participants.

3.4        Procedure of Data Analysis

The data analysis of this study takes the form of thematic analysis with the following procedures: Firstly, all interviews were transcribed and participants were asked to verify the transcripts before the researcher began analysing the data. Secondly, information was coded to the data that related to employability skills needed by TVET graduates. All of the codes were categorised into several themes. The process was carried out with the help of ATLAS.ti version 8 software. Finally, researchers prepared a set of expert consent forms to validate the emergent themes derived from the data.

3.5        Validity and Reliability of the Study

According to Cohen (1960), the reliability of qualitative data in the form of interviews must be evaluated by two or more independent experts. Cohen also introduces the Cohen Kappa Index analysis for assessing the reliability of qualitative data and to find the degree of alignment of the analysis unit with the emergent themes. The findings and themes of this study have thus been validated by three qualitative experts in the field of TVET with a score of 0.94 (very high) in the Cohen Kappa Index analysis.

4        Findings

In identifying the employability skills needed for TVET graduates in Malaysia, four themes emerged from the data collected. These are shown in Figure 1:

4.1        Profile of Participants

Six industry experts from various backgrounds were interviewed. Three of the participants are from international companies and three from local companies. All of the industry experts meet the criteria set by the researcher, such as having a minimum of ten years of experience in supervising and managing staff and having academic qualifications or professional certification in their field. To protect participants’ anonymity, pseudonyms were used to illustrate the profile of industry experts:

Table 1: Profile of Industry Experts

4.2        Social and Communication Skills

Social and communication skills are among the employability skills needed by TVET graduates in Malaysia. In the interviews, the industry experts revealed that most TVET graduates in Malaysia possess satisfactory technical expertise. Their weaknesses become apparent in oral communication skills.

“I can see that most TVET graduates possess good technical skills, but are quite weak when they have to interact with customers. They seem confused and don’t know how to communicate effectively.” (Mr. Iqbal)

Apart from being technically competent, TVET graduates are expected to interact well with their colleagues. In other words, they are expected to have effective social skills:

“Academic qualifications alone can’t guarantee a place for TVET graduates. They must be able to get along and socialise well, especially with their co-workers.” (Mr. Hamka)

“In the world of fashion, we need to socialise well. We need competent employees, but they must also be able to impress customers with their speaking abilities. Plus we need them to be presentable at all times. Not only in their appearance but also regarding their oral skills. Body language and facial expressions are also important in attracting customers and profitable prospects.” (Mrs. Zahraa)

Beyond expecting good informal communication skills, the industry experts also want TVET graduates to have good presentation skills:

“As a member in an R&D team, presentation is unavoidable. We must present our findings and results to upper management. Most TVET graduates in our team lack self-confidence when it comes to presentation. Sometimes it is because of a language barrier, but mostly they just don’t have the skills. So, for me… it is crucial for them to develop these presentation skills. These abilities carry considerable weight in evaluating their achievements.” (Mr. Hamka)

4.3        Technology Literacy

Apart from possessing technical expertise in their particular field, TVET graduates are expected to be technologically literate. According to industry experts, TVET graduates with computer skills and technological proficiency will find it easier to get a job:

“In today’s technological era, TVET graduates must know how to use computers. A lot of equipment has been digitised and it requires tech savvy people to work on it.” (Mr. Habieb)

“In addition to having technical skills, TVET graduates must be proficient in using computer software for documentation, reporting and filing. It will be easier for them to get hired if they have these skills.” (Mr. Hamka)

“Based on my experience, most TVET graduates are competent when it comes to hands-on work… I have no doubt of that. However, I find that many of them are not computer literate and struggle to use basic Windows Office for documentation. In my opinion, they must have basic computer skills to be relevant to the job market.” (Mrs. Deena)

4.4        Teamwork

Apart from communication and technology skills, TVET graduates are also expected to have an aptitude for teamwork. Industry experts see teamwork as an important characteristic for the success of an organisation. Productivity in industry is closely related to effective teamwork:

“Teamwork is absolutely essential for a company to achieve its targets. Without good teamwork, a company can collapse at any time. We need frequent discussion and ensure we move together as a team. Only then can we achieve our goal.”(Mr. Iqbal)

In many industries, all departments are interrelated and important to different processes. Therefore, effective communication and teamwork must be practised every day by team members:

“Teamwork is important in the HVAC industry. We have many departments such as R&D, assembly, electronics and marketing. Each of these departments is very important, each demanding different expertise. Therefore, this industry only needs those who can tolerate and are able to work with others.” (Mr. Hamka)

“The culinary field requires members to cooperate and tolerate each other. This industry has strict targets, which need to be completed within a set time frame. The environment in the kitchen requires planning to ensure that we can achieve this target.” (Mr. Izzaz)

4.5        Leadership

The fourth area of employability skills required by TVET graduates in Malaysia is leadership. According to the industry experts, leadership is a vital management function that helps to direct an organisation’s resources to improve efficiency and to achieve its goals. As for TVET graduates, those with leadership skills will have better prospects for promotion. Beyond career advancement, leadership is integral to directing a team towards its goal:

“Many TVET graduates are shy and don’t want to stand out. If they remain shy, it will be difficult for them to be promoted or given better opportunities. The industry is always in need of backup in leadership. These skills are a must for all TVET graduates.”(Mr. Habieb)

“In every organisation, good and efficient leadership is necessary. One of the most important functions of a good leader is to provide a vision for the organisation. At the same time, a good leader must act as a problem solver and motivator. Therefore, TVET graduates who want to work in industry must be able to lead their teams in the future.” (Mr. Iqbal)

5        Discussion

One of the key findings of the data is that employability skills needed for TVET graduates in Malaysia include social and communication skills. Industry experts think that TVET graduates must have good social and communication skills. These skills must be learned directly and indirectly at campus level. This is consistent with a study conducted by Noorazman et al. (2017) that suggests the implementation of more programmes and activities to develop graduates’ skills to socialise and communicate during their studies. Meanwhile, research conducted by Dwiyanti et al. (2021) recommends that TVET students who want to work in the logistics industry should develop their social and communication skills such as negotiating, oral communication, presentation, and critical thinking. The industry experts also revealed that poor communication skills among TVET graduates may hamper the success of an organisation. This finding is consistent with research conducted by Krishnan et al. (2019) that noted that weak communication skills among TVET graduates will affect their performance in dealing with customers.

The second area of employability skills needed by TVET graduates in Malaysia is technological literacy. Industry experts stated that, along with the current advancement of technology and the 4.0 industry revolution, TVET graduates need to acquire technological knowledge, including basic computer skills. This is reflected in research by Esa et al. (2006) which states that TVET graduates should be technologically literate and proficient in information management skills, teamwork and leadership to be competitive in the job market.

Teamwork and leadership are also identified as essential employability skills for TVET graduates in Malaysia. The industry experts emphasised that teamwork is a significant attribute in achieving a company’s goals. At the same time, they claimed that most TVET graduates lack self-confidence in a leadership sense. A study conducted by Makhbul et al. (2015) found that a relatively large skill gap was expressed by employers in relation to graduate performance in terms of ethics and values, thinking skills, leadership, decision making and problem solving. Research by Mohamed et al. (2007) found that TVET graduates with excellent employability skills, such as the ability to work with minimal supervision, who are technologically and computer literate, and have leadership skills, are more likely to get hired by industry. Consequently, it is the responsibility of TVET institutions and TVET graduates themselves to foster and prepare the employability requirements of industry: social and communication skills, technological literacy, teamwork, and leadership.

6        Conclusion

This study has emphasised the employability skills needed for TVET graduates in Malaysia from the perspective of industry experts. The experience and findings of industry experts enabled the researcher to identify employability skills needed for TVET graduates in Malaysia. The findings identify four main employability skills needed, namely social and communications skills, technological literacy, teamwork and leadership. In the future, the findings of this study can be used by TVET institutions and TVET graduates themselves to prepare themselves with the necessary skills. The findings of this study are also in line with current studies by Ali et al. (2018) and Samad et al. (2019) who note that TVET graduates in Malaysia are required to have traits such as communication skills, decision-making skills, responsibility, integrity, punctuality, the ability to work in groups, adaptability and flexibility in most situations. Fundamentally, strategic collaboration with industry is essential to ensure that TVET institutions can supply quality skilled workers to all industries. It is abundantly clear that industry involvement in providing such information is crucial to TVET institutions and TVET graduates themselves. This will promote an effective and competitive TVET ecosystem in Malaysia. Subsequently, initiatives such as strategic collaborations between TVET institutions and industries need to be supported by implementing traineeships or workplace-based training programmes to develop TVET graduates’ employability skills. It is believed that such programmes can provide exposure related to the authentic situation of working in industry.

Acknowledgements

The authors would like to thank all of the industry experts involved in this research. Thanks also to the Tabung Biasiswa Pendidikan Anak-anak Syarikat Negeri Selangor (TBPAAS) who sponsored this research and the Faculty of Management and Economics, Universiti Pendidikan Sultan Idris, where the authors study and work.

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In Malaysia, industries are an integral part of the TVET (Technical Vocational Education and Training) ecosystem that develops competent graduates who benefit the nation and industry. It is vitally important to understand industry’s perspective of TVET issues in Malaysia, as this will help policymakers to plan effective strategies for competitive TVET. The question is: What are the main issues and challenges facing TVET in Malaysia? A series of in-depth interviews involving 6 industry panels was conducted to investigate the issues and challenges of TVET in Malaysia and to come up with suggestions for improvement. The findings identified the main issues and challenges in Malaysia as being the governance of TVET, soft skills of graduates, competencies of teaching staff and perceptions towards TVET. Results, presented qualitatively, suggested that strategic industry collaboration, harmonious TVET governance, improving the qualifications of the teaching staff, refining the competency assessment system and TVET promotional programmes could improve the TVET sector in Malaysia. Strategic plans and reforms can thus be effectively introduced for future skills development in order to meet the needs of industry, thereby contributing to the development of the nation. 

Keywords: technical vocational education and training (TVET), TVET governance, TVET graduates, TVET teaching staff, perceptions towards TVET 

1. Introduction 

As a developing country, Malaysia is actively empowering the TVET system to meet the needs of various industries. However, Malaysia still faces challenges in establishing TVET as the main option for education in the country. According to Noorazman et al. (2017), there are still many issues that need to be addressed in TVET towards achieving Vision 2020 and the Malaysian Education Development Plan 2013-2025. In 2012, the Ministry of Education noted that the challenge of Malaysia’s TVET goes beyond producing quality human capital in sufficient numbers. It is also important to achieve the country’s vision in 2020 by providing 1.6 million people qualified for the labour market through TVET. According to Ramlee (2017) issues related to TVET include: negative perception of TVET, governance body, TVET framework, competency of teaching staff, job mismatch, not driven by industry, limited allocation and uncompetitive salary for TVET graduates. 

To ensure that Malaysia implements TVET effectively, the ministry that administers TVET needs to create a sustainable ecosystem in tandem with industry. The success of the TVET ecosystem depends on close cooperation and industry-driven initiatives, encompassing technology and knowledge sharing, practical experience, intensive training of instructors and industrial training of students (Aminuddin 2011). At the same time, skills institutions and industry need to align common goals, based on sharing knowledge, learning and intensifying collaboration. The success of this collaboration depends on the strategic and tactical approaches made by skills institutions and industry as joint venture partners (Ashari & Rasul 2014).  

There is no doubt that a collaborative network of skills institutions and industries will need to demonstrate that it is of mutual benefit. Various programmes can result in a win-win situation for both parties, such as research or research studies, staff participation, student training, student placement and other relevant forms of collaboration (Liew et al. 2012). A more efficient TVET ecosystem must involve industry to a significant extent. 

2. The Need for Industry Collaboration 

In Malaysia, there are various kinds of collaboration between skills institutions and industries which permits students to be attached to industries. Placements include job training as part of the pre-employment skills development process. Furthermore, all technical undergraduates in universities and polytechnics in Malaysia have to undergo 3 to 6 months of industrial training Hence, industry support in providing job training to TVET graduates is crucial to ensuring their employability. 

According to Alias and Hassan (2013), in 2010 alone, 5,000 companies trained up 7,800 community college students. A large number of industries need to open up opportunities to provide job training for undergraduates. During job training, industries are expected to provide them with suitable tasks, which prepare them for work as well as offering future learning. Anticipated outcomes for students are improved technical skills and soft skills.  

In previous research conducted by Osman et al. (2008), universities and polytechnics students in Malaysia revealed that industrial training made them feel more confident in their ability to learn and undertake vocational-related tasks. Training in industry gave them “real-life experience” (ibid.) they could link to the theoretical knowledge acquired in universities or polytechnics. Industrial training really does seem to improve students’ soft skills as expected.  

Challenges related to TVET from the perspective of industry are less easy to determine. Understanding how industry sees TVET in Malaysia will help skills institutions to prepare their students for the demands of industrial placements. Awareness of the issues or problems that industry might anticipate will help students to be better prepared for employment. As such, this paper aims to investigate industry’s observations with regard to TVET in Malaysia. The research question is: what are the main issues or challenges of TVET in Malaysia? 

3. Methodology 

This study will use qualitative methodology in the process of obtaining input to be used as research findings. Creswell (2012) defines qualitative research as a process of inquiry into the direction of understanding based on the data collection methods used when reviewing a social problem. This study employs an interpretive qualitative approach and uses an inductive approach to understand the context of various industries from the experiences of the experts involved in training interns and fresh graduates. Data has been collected through in-depth interviews and social interactions with industry experts to determine their observations, knowledge, experience and opinions on TVET issues and challenges in Malaysia. According to Merriam and Tisdell (2015), the experts’ range of experience and knowledge would provide rich insights into the need to improve the quality of education.  

3.1 Participants 

he participants involved in this study were experts from various industries in Malaysia and were identified based on the following criteria: 

1. A minimum of 10 years working experience in a particular industry 
2. In possession of a diploma or degree or professional certification in related industry
3. Experience of supervising interns or fresh graduates

3.2 Instruments 

Semi-structured interview protocols were constructed to guide the in-depth sessions with industry experts. According to Montoya (2016), questions in a semi-structured interview allow participants to respond flexibly. The largest part of the interview was guided by a list of questions related to TVET issues and challenges in Malaysia. Neither the exact wording nor the sequence of the questions was determined ahead of time. This format, according to Montoya (2016), allows the researcher to respond to views as they evolve during the course of an interview, giving space for new ideas on the topics discussed. At the same time, it gives the researcher scope to construct new questions spontaneously to ensure the richness of the data. Interview protocols were validated by two experts with PhD qualifications; educational policy and education management at higher learning institutions.  

3.3 Data Collection Procedure 

Participants in this study were identified by the human resources departments of their respective organizations based on the criteria as suggested. All six participants were then contacted via email to arrange one-to-one interviews through Google Meet. With their consent, all of the interviews were recorded. Semi-structured interview protocols were used as a reference to guide the process of the interview sessions and ensure that participants provided unbiased and independent opinions. 

3.4 Data Analysis 

Thematic analysis was used to evaluate the data gleaned from interviews. All of the interviews were transcribed and coded to identify the main issues and challenges facing TVET in Malaysia, along with suggestions and potential solutions. Respondents were asked to verify the transcripts before researchers began compiling, coding and categorising the data to obtain the theme of the study. Data was then categorised according to the emerging theme. 

Having processed all of the data and identified the emergent themes, researchers prepared a set of expert consent forms. Cohen (1960) has introduced a method for determining the reliability of qualitative data in the form of interviews in which the procedure indicates that there are two (or more) evaluators independently categorising unit samples and determining the level, importance, and stability of their consent sampling. The Cohen Kappa Index analysis was performed to find the degree of alignment of the analysis unit with the constructed theme. In this study, three qualitative experts in the field of TVET were appointed to be the evaluators of the constructed themes. 

4. Findings 

In investigating the main issues of TVET in Malaysia, four themes emerged from the data: (i) the governance of TVET, (ii) graduates’ soft-skills (iii) the competencies of teaching staff (iv) perception towards TVET.  

4.1 Profile of Participants 

Six industry experts, each from a different specialist field, were interviewed, three from international companies and three from local ones. All experts had at least five years of experience supervising fresh graduates and interns. Four of the experts had previously participated in TVET town hall sessions on several occasions., Pseudonyms were used to safeguard participants’ anonymity.  

Table 1: Profile of Industry Experts 

4.2 Governance of TVET 

The governance of TVET was one of the themes to emerge from the interviews with the experts. With eight ministries administering TVET in Malaysia, resources are not deployed as effectively as they might be. Furthermore, different certifications also pose a problem to determining the standard of TVET graduates.

4.2.1 Ministry Administering TVET 

Uncoordinated TVET governance is the biggest problem in Malaysian TVET programmes. This is due to the fact that different ministries implement TVET for various levels of education. The problem is exacerbated when there are no major ministries administering TVET. For instance:  

“I think we have a problem in terms of TVET coordination. Who is actually administering TVET now? The Ministry of Education claims themselves. After that, the Ministry of Human Resources also said so. This is very confusing.” (Mr Hazwan) 

The involvement of multiple ministries in TVET is problematic, as the same courses are on offer, but with different certifications and accreditations. Mr. Mohamed noted a similar problem: 

“If we look at Malaysia, there are seven or eight Ministries that administering TVET. The two largest ministries are the Ministry of Education and the Ministry of Human Resources. The problem that arises from this situation is that, not only are there certification differences for the same course. But almost all of these ministries offer the same skills courses.” (Mr Mohamed) 

Mr. Mohamed added that he did not see any specific ministry with overall responsibility for TVET: 

“When there are too many ministries running TVET, there are too many certifications. I see no single entity or ministry that specifically runs TVET in Malaysia.” (Mr. Mohamed)  

Additionally, this overlap of governing ministries has left the direction of TVET blurred: 

“I can see overlap and unclear division of responsibilities due to the involvement of several ministries in the delivery of TVET programmes in this country. So our TVET cannot move forward… we are stuck here. TVET needs to be led by one ministry.” (Mr. Faiz) 

The problem of too many ministries administering TVET has also led to inefficient management of resources. This is true of financial resources and expertise, for example: 

“When there are too many TVET institutions offering the same courses, I can see that government cannot provide the best equipment due to limited financial resources. They can’t train all of the instructors up to professional levels. So, the current number of expert instructors cannot be accommodated to all institutions.” (Mrs Suria) 

4.2.2 Accreditation Body and Certification of TVET 

Accreditation bodies that recognise TVET certification in Malaysia are also seen as uncoordinated with the existence of two accreditation bodies, namely the Malaysian Qualifications Agency (MQA) and the Department of Skills Development (DSD). Although the courses offered are the same, there are differences in certification accreditation for the courses because the TVET institutions are under different ministries: 

“I think TVET certification is a bit chaotic. There is TVET certification under MQA, and also under DSD. Here at Community College, the certification is under MQA. But many other colleges offer similar courses with certification from DSD.” (Mr. Saiful) 

When there are differences in accreditation, issues related to TVET standards also arise. One participant expressed disappointment in being unable to see a bright future for TVET due to these discrepancies in accreditation: 

“I see a lot of institutes that run TVET in Malaysia. Polytechnics, ILP, IKBN, Mara College, community college, vocational college, private institutions, they all run TVET… running the same courses. That doesn’t mean they can’t do TVET, but we have to coordinate all this. When there are too many, we don’t even know how to set TVET standards. The institutes I mentioned, they are all under different ministries. So where do we really want to take our TVET?” (Mr. Naim) 

Duplication of TVET courses and programmes was also seen as a challenge to the TVET system. Focused TVET institutions would improve the TVET system in Malaysia: 

“Malaysia is facing the following challenge to the TVET system which is… duplication of TVET programmes offered by several ministries, with little differentiation and sometimes with no difference at all! I wonder if a TVET institution can run a particular course. There must be more focus to produce the best product.”(Mr. Faiz) 

4.3 Graduates’ Soft-skills 

TVET graduates’ competencies need to be balanced between technical skills and soft skills. Both are benchmarks of graduates’ marketability to the world of work. However, there are several issues related to these soft skills, including social and communication skills, technology skills, teamwork and leadership. 

4.3.1 Social and Communication Skills 

According to the participants, TVET graduates have good technical skills. However, they lack good communication skills, especially when dealing with customers or clients: 

“These TVET students… I see that they are only taught hard skills. Their ability to interact, to communicate is very weak. For me, their technical competency is acceptable, but when they are interacting with the boss or with customers, their communication skills (and public relations)… are weak, their body language is inappropriate. You can’t play with your mobile phone when you go for lunch with clients!” (Mr. Hazwan) 

Aside from academic qualifications, industry respondents expect their employees to have good social skills and to be able to mingle well with others: 

“We need our employees to be more than good academics. We want them to have good social skills, to be able to carry themselves, mix with other people, and get along well.” (Mr. Mohamed) 

Apart from communicating informally, the ability to communicate formally such as making presentations is also a skill that TVET graduates need: 

“Some TVET graduates lack (oral) presentation skills, they just read what is written on screen. We want them to be able to deliver information effectively.” (Mrs Suria) 

4.3.2 Technology Skills  

n addition to skills in their respective fields, TVET graduates need to have additional packages such as computer literacy and technology skills. Graduates need to master these skills in order to make themselves relevant to the market:  

“Now is the age of technology. Much of our equipment is advanced and digitalised, requiring technological skills. Sometimes we have to do programming, so we need all those skills.” (Mr. Faiz) 

There are other soft skills which may need to be developed relating to technical communications. TVET graduates are expected to have good computer literacy, to be capable of data entry, data management and other processes: 

“TVET students must have extra skills, especially computer skills. These computer skills are necessary for documentation, recording and filing. We sometimes need to use computers to control production systems. The ability to use multiple applications is also necessary.” (Mr. Mohamed) 

These skills are related to technical communication and are necessary for tasks such as reporting and communicating accurately. Most new TVET graduates lack technological skills in computers and data management. There is a need for computer courses for TVET students. 

“We have to admit that many TVET graduates are very weak in the use of computers. They are not even capable of using basic Office Windows. They need computer classes to prepare them for entering the workplace.” (Mrs Suria) 

4.3.3 Teamwork 

Teamwork was an emergent theme from the data. The industry experts considered communications within the team as essential in order to achieve company goals. Failing to convey exact messages to their team might slow down productivity and increase miscommunication. Therefore, each employee is accountable to other team members: 

“Teamwork is very important in achieving set goals. I think the college should create a special syllabus or module to improve the communication skills of TVET graduates. It’s crucial to have good teamwork while working with us. They need to learn how to work in groups effectively.”(Mr. Hazwan) 

As departments or units are interconnected, team communication in their regular jobs is seen as vital by all of the experts. The team ethic presents a challenge to most TVET graduates: 

“In the HVAC industry, teamwork is very important. If you prefer working individually, this industry is not for you. I want TVET graduates who enter the industry to be able to communicate as a group. We can’t accept losses just because there are team members who can’t work together.” (Mr. Mohamed) 

Teamwork is especially important to achieve common goals in the hospitality field: 

“From what I see, communication skills are very important. This includes strong teamwork. Industries like ours need strong communication to achieve daily targets. Teamwork is a priority in the hospitality and culinary fields.” (Mr. Naim) 

4.3.4 Leadership Skills 

Leadership skills are significant in preparing graduates for employability. This is another theme to emerge from the analysis. For instance, technicians, mechanics or foremen in the automotive industry will not remain in the same position until the end of their careers. As their years of service increase, they gain more experience, explore different areas and can be promoted to higher levels: 

“I see a lot of intern TVET students here who are quite introverted. They don’t want to stand out. As they become more senior, they may have the opportunity to be promoted, but only if they have developed good leadership skills. Everyone starts at the bottom, but it shouldn’t end there.”(Mr. Hazwan) 

Career advancement opportunities in the industry are open to those with leadership qualities. Therefore, industry expects TVET graduates to have the ability to lead a team in order to achieve company goals. 

“Industry definitely needs great teamwork. We need to work together. But how do we have a great team? It is because we have a great leader who can solve problems immediately and work smartly as a team. Being a great industry worker requires not only technical skills, but essential leadership skills. Most fresh graduates do not yet have these leadership skills. But I am sure it can be taught indirectly during the course of their studies. It will benefit them in the future.” (Mr. Faiz) 

4.4 The competencies of teaching staff 

Competent TVET teaching staff need to demonstrate professionalism, be knowledgeable, skilled, have a wide social network, and have a good personality. In Malaysia, TVET instructors are primarily concerned with teaching, learning and training, as well as the organisation, management, development, delivery and assessment of the educational curriculum (Ismail et al. 2018). It was noted that TVET educators in this country are often engaged in providing input on training courses. They are also expected to be involved in research and innovation while monitoring students’ progress. Meanwhile, the findings from the industry experts showed that the competencies of teaching staff is considered a major TVET problem. The competency of TVET teaching staff should extend beyond their own field to include other skills such as teaching methods and management skills. 

4.4.1 Technical Skills 

killed instructors in their respective fields are the most important asset in the success of the TVET agenda in Malaysia. According to Ismail et al. (2018), technical skills and innovation components are crucial parts of TVET training which focuses on the specifics occupational area of the TVET Educator. As educators experience theoretical and practical sessions in diverse ways, the emphasis on technical aspect is vital. TVET teaching staff are thus required to possess technical qualifications up to a professional level and be competent in industry practices. However, there are some issues related to the competency of the teaching staff: 

“Among the problems that can be seen is the competency of the teaching staff. The teaching staff has to be competent in terms of his or her technical skills, teaching skills, and also management skills. They must be qualified to teach and recognized as professional. They must have the ability to do the troubleshooting and repairing as is the practice in the industry. But we have a big doubt about this.” (Mr Mohamed) 

“There is a competency problem related to the skills of TVET instructors. Okay, when we talk about teaching staff, they should be hands-on… but most of them are not hands-on. They only know and teach what is in the book. It’s not all, but most of them.” (Mr Naim) 

4.4.2 Teaching Methods 

The competency of teaching staff also implies that they are able to convey technical knowledge to students efficiently. Ismail et al. (2018) define teaching, learning and training components of TVET educators in Malaysia as the pedagogical and subject-based methodological knowledge and skills according to the requirements of the professional and accreditation bodies. This requires a comprehensive understanding of instructive and methodological tools which meet the particular teaching circumstances according to the requirements of the core curriculum. Therefore, TVET teaching staff should have certified qualifications to teach and deploy methods which are both compelling and effective, ensuring that learning objectives can be achieved. This encourages the application of efficacious qualification strategies and self-evaluation to guarantee the understanding of teaching concepts, teaching plans and their implementation.  ved. 

“It’s just like… I’m not questioning, but I’m wondering to what extent the instructor teaches. Are they really well trained or they are just getting short teaching training? The reason is, when interns students come to us, they don’t seem to understand what they have learned before. So I think the instructors need to know how to deliver well. Of course they have to be knowledgeable in their field, right?” (Mrs Suria) 

“We have to train these people to be effective in front of students. That’s another big challenge for TVET instructors. They must possess effective teaching techniques and this is not easy because knowledge is conveyed theoretically and practically. Perhaps most TVET instructors have no problem imparting knowledge theoretically, but I see them having trouble in delivering practical modules.” (Mr Saiful) 

4.5 Perception towards TVET 

Malaysians generally have a negative perception towards the TVET education system. Many previous studies have found that people in this country often consider TVET as the last option to continue their studies. It is also seen as catering to those who are less outstanding academically. One participant stated that most Malaysians discriminate against TVET by labelling it as a second choice or last resort. Talented students also feel hesitant to pursue their studies in TVET. This makes TVET difficult to be empowered.  

“Another problem with TVET that I see is that most Malaysians consider TVET as the second choice. So, because they think it is a second option, many talented students do not want to enrol in TVET. Because they will feel inferior with the choice. So, that’s what we need to change, Malaysians must make TVET the main choice of education. We cannot discriminate against TVET. If this continues, we can’t take Malaysia’s TVET any further. “(Mr Faiz) 

“People in Malaysia often consider TVET for those who have dropped out. That’s a big misunderstanding. Supposedly, TVET is considered as another option for education, rather than the second option. Malaysians must understand that conventional education or TVET is the same standard. But when Malaysians think that TVET is designed for low achievers, then that is totally wrong.” (Mr Saiful) 

Most of the challenges highlighted by the industry experts are related to the low image of TVET among Malaysians. Negative perceptions linked to TVET underpin a mindset of second class education for low achievement students. 

 “We know that in Malaysia, TVET is considered a less prestigious choice of study than the academic stream. Many Malaysians thought that TVET was a last resort for those who are not interested in academics. The worst part is, this perception leads to minimal students’ enrolment in TVET training programmes. This will definitely hamper the development of further TVET activities in collaboration with various industries. As a result, I think this could result in a shortage of skilled labour for this country.” (Mrs Suria) 

“When Malaysians underestimate TVET, I clearly can see some serious problems have arisen. The first one is student enrolment will decrease, then standard for industry acceptance will also be low. The consequence is, this will make the employment of TVET graduates less attractive than academic graduates.” (Mr. Hazwan) 

5. Discussion 

One of the key findings from the study is uncoordinated TVET governance. With two accreditation bodies, namely the Malaysian Qualifications Agency (MQA) and the Department of Skills Development (DSD), there is a governance stalemate which presents a major challenge to TVET implementation. The TVET pathway is unclear, lacking a standard certification system to assess the competencies of TVET graduates in polytechnics, IKBN, ILP, Community Colleges and so on (Kee & Kiong 2016). The establishment of a special committee to decide on a single certification for TVET in Malaysia could guarantee the standards and quality of TVET. 

Another key finding from the data is the lack of soft skills among TVET graduates. This needs to be addressed quickly. Industry experts identified poor social and communications skills among TVET graduates and interns. Graduates with superior soft skills such as the ability to work on their own with minimal supervision, who are technologically adept and possess leadership qualities, who can easily adapt to the environment and have intellectual skills, are more likely to find a job in a shorter period of time (Azah et al. 2007). More activities to develop graduates’ soft skills should therefore be implemented at campus level (Osman et al. 2008). 

Similar research by Dwiyanti et al. (2021) suggested that students who aim to work in the logistics industry should develop their soft skills accordingly: negotiating skills, managing stress, presentation skills, critical thinking skills, time management, oral communication, teamwork, the ability to prioritise and to be comfortable with change (Wagner 2020 in Dwiyanti 2021). In the article, it was noted that most of the skills needed by TVET graduates in Indonesia are soft skills that cannot be prepared in a short space of time, therefore TVET institutions must optimise collaboration between logistics industries with technological solutions for learning activities. 

According to industry experts, social skills are also significant for TVET graduates. The experts highlighted that poor social skills resulted in poor customer service. This is consistent with the findings of Krishnan et al. (2019) which showed that graduates’ poor communication skills affected their quality in handling customers. Good social skills and public relations skills in dealing with customers are absolutely vital and will be beneficial to the company. The experts also suggested refining competency assessments for TVET graduates to take a more holistic view of their real talents.  

The next key finding from the data is the competencies of teaching staff. As for Malaysia, the 4th shift of Malaysia Education Blueprint 2015-2025 (Higher Education) is an initiative to produce quality TVET teaching staff who can prepare quality graduates. In Malaysia, TVET teaching staff are sometimes called trainers, instructors or educators. Hanapi et al. (2015) stated that inefficient teaching staff is one of the factors contributing to TVET student unemployment in Malaysia. Mahazani (2015) stated that competence in communication, pedagogical knowledge, and teaching methods affects the quality of TVET instructors in skills training institutions in Malaysia. In order to make TVET the main educational option in Malaysia, teaching staff – whose function it is to impart knowledge or know-how to students or trainees – must have technical skills with professional certification and possess excellent teaching methods. 

The last key finding is Malaysians’ perception towards TVET. According to Mohd et al. (2015), TVET is often misunderstood as the last option in continuing studies. This stigma probably occurs because the national education system has long placed too much emphasis on academic achievement, rather than enhancing the potential and value of individuals. Perception of TVET becomes more negative when the path to the tertiary level for TVET graduates is unclear. This makes Malaysians feel that TVET is less of an education system and more akin to practical skills training. Therefore, the experts suggest that TVET promotional programmes should be held on an ongoing basis to build awareness of the importance of TVET to the economy and national development. 

6. Conclusion 

This study has highlighted TVET issues and the challenges that need to be tackled through industry experts’ perspective. Their experience of accommodating TVET students and graduates as interns and employees will help to produce better quality graduates in the future. Essentially, collaboration with industry is not just about providing employment opportunities, but is a key factor in providing quality skilled workers. In order to achieve an effective and competitive TVET ecosystem, industry involvement in addressing the real issues and challenges of TVET in Malaysia is imperative. 

To conclude, issues such as the governance of TVET must be addressed swiftly in order to standardise TVET in Malaysia. Simultaneously, the refinement of TVET governance will inevitably have a positive impact and improve perceptions of TVET. Subsequently, TVET institutions must work closely together with industries by implementing attachment programmes such as traineeships and train the trainers to develop graduates’ soft skills whilst enhancing the competencies of teaching staff in strategic industry collaborations. 

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CITATION:

Halik Bassah, N. A. S. (2022). The issues and challenges of TVET in Malaysia: from the perspective of industry experts. In: TVET@Asia, issue 18, 1-15. Online: http://tvet-online.asia/issue/18/the-issues-and-challenges-of-tvet-in-malaysia-perspective-of-industry-experts/ (retrieved 31.12.2021).