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Malaysia’s education crisis - can TVET help?
Kee-Cheok Cheong1, Kiong-Hock Lee2.
Realisation of Vision 2020, that is, to become a high-income country by 2020,
requires Malaysia to move up the production value chain, away from the current low-cost
labour model that relies heavily on imported workers. Education’s role in producing the
human capital needed is crucial. Unfortunately, despite heavy allocations for education,
the quality of education leaves much to be desired. Technical and vocational education
and training, an important part of the education system have so far played a minor role
in the education system. This is a missed opportunity, given that a systems approach
to workforce development can have a salutary impact. Despite improvements over the
past decade, several weaknesses have hobbled technical and vocational education and
training, preventing it from playing a supportive role to academic education. The lack
of coordination among key stakeholders is a major problem. Yet Malaysia’s neighbour,
Singapore, boasts a vocational training system that has won high praise. At the centre
of the Singapore’s system is the Tripartite Alliance, which brings together the key
stakeholders, namely the Government, employers, and the workforce. In drawing lessons
to overcome deficiencies in vocational training, Malaysia does not have to look far.
Affiliation:
- University of Malaya, Malaysia
- University of Malaya, Malaysia
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Indexation |
Indexed by |
MyJurnal (2019) |
H-Index
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0 |
Immediacy Index
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0.000 |
Rank |
0 |
Indexed by |
Scopus (SCImago Journal Rankings 2016) |
Impact Factor
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- |
Rank |
Q3 (Economics, Econometrics and Finance (miscellaneous)) |
Additional Information |
0.203 (SJR) |
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