Introduction to Technical and Vocational Education
TOPIC PAGES
Abstract
Introduction to Malaysia
Technical And Vocational Education System In Malaysia
History Technical and vocational education system in Malaysia
The technical and vocational education system in Malaysia
Education Development Plan Technical and vocational education
Introduction of Technical and Vocational Education System in Russia
History of Vocational Education in Russia
Vocational Education System in Russia
Comparison of Technical and Vocational Education System Between Malaysia
and Russia
Conclusion
References
Abstract
progress in the world of education of a country develops in line with the development of the country. Internal education’s role is essential in developing a country, and various efforts have been made to create the education system. Technical Education and Vocational Training (TEVT) serves not only as a channel to process and produce local skilled manpower but also as the engine of national development. However, TEVT is often mistaken for the last field of choice in continuing education. In fulfilling the desire to improve the value chain’s economy to become a high-income economy, Malaysia must increase enrollment in TEVT and enhance the quality of training as a whole. If these changes are not made immediately, the country is feared to be globally incompetent and will continue to lag.
Keywords: Technical and Vocational
INTRODUCTION TO TECHNICAL AND VOCATIONAL EDUCATION
This technical and vocational education is considered increasingly important because it is related to the country’s economic development pattern. The development of world economic growth has had a significant impact on the demand for human resources, especially on the professional, skilled and semi-skilled workforce. The focus of a country’s development today is more towards industry and manufacturing, so technical and vocational education needs to provide a form of education and training system that aligns with the needs of the industry and the current market. The workforce required in today’s industrial society is an efficient and professional workforce, open-minded to receive and review information and knowledge and make adjustments quickly.
Vocational is an organization’s effort to create knowledgeable, skilled students and their preparation to become skilled workers one day (Laugho & Lillis, 1988). Vocational education helps students prepare for careers that require expertise in specific technical areas. In contrast to the technical stream that helps students prepare for further education, the vocational stream is more career-oriented “(Preliminary Report of the Malaysian Education Development Plan 2013-2025). “Technical and vocational education as an aspect of the educational process that involves in addition to education, learning about technology and related sciences as well as acquiring technical skills, attitudes, understanding and knowledge related to employment in various sectors of the economy and social life” -The United Nations Educational, Scientific and Cultural Organization (UNESCO). Technical education is the education of any form of knowledge in the way of practical preparation, theory at all levels in various fields of production and services while vocational education is part of technical education specially designed to prepare students for a particular field of work (Wan Zulkhairi et al., 2011).
This assignment is a comparative report of the country’s Vocational and Technical Education between Malaysia and Russia. The purpose of this report is to analyze information on Vocational and Technical Education in general and determine the similarities and differences of Vocational and Technical Education of two Asian countries, namely Southeast Asia (Malaysia) and North Asia (Russia). The author chose Malaysia because I want to know more about the Vocational and Technical Education System in Malaysia as a developing country. The author decides Russia as a country of comparison because it is one of the largest countries in the continent of Asia, namely north Asia and Russia is also one of the most influential countries in the world and Russia has an attractive technical and vocational education structure known as Professional and Professional Lyceum Schools. The author’s report covers the Vocational and Technical Education System in the countries that the author chooses, namely Malaysia and Russia. The author will also make a comparison of several things about Vocational and Technical Education in these two countries.
Introduction to Malaysia
Malaysia is a constitutional monarchy located in Southeast Asia consisting of thirteen states and three federal territories. Malaysia is one of the pioneering countries of ASEAN. Malaysia has an area of about a square 330434km square km, the language used in Malaysia is Malay and Malaysia have achieved independence on August 31, 1957. Malaysia has a multi-ethnic and multicultural. are ethnic Malays, with the minority Chinese, Indians and indigenous people. Islam as the official religion in this country, the constitution gives freedom of religion to non-Muslims. The head of state is the elected king known as the Yang di-Pertuan Agong, and the head of government is the Prime Minister. Malaysia is a relatively open and industrial oriented market economy.
History Technical and vocational education system in Malaysia
In Malaysia, the technical and vocational education system started in line with the development of the industry in Malaysia at that time, which required many skilled workers. The first moment of the existence of vocational public education in Malaysia was with the establishment of the Trade School (School of Commerce) for carpentry education in 1926 in Kuala Lumpur. After the Trade School was well-received, the school was expanded to Ipoh in 1930, Johor Bharu in 1931 and Penang in 1932 (Zakaria, 1988). Most of these school leavers will work in government or western-owned companies (Koh, 1967).
The abolition of examinations to enter secondary schools in 1960 was an increase in the demand for technical and vocational education schools at the secondary level (Rahman Talib Report, 1960). Finally, in 1965, comprehensive education was introduced. All students will receive general education and vocational emphasis on industry, commerce, agriculture, or household Science (Ministry of Education, 1990). Thus in 1967, the Vocational Secondary School replaced the Trade School and the Inland Supplementary School (Kem. Education, 1975). In 1995 vocational education in Malaysia was merged with technical schools and adopted the name Technical and Vocational Schools.
The technical and vocational education system in Malaysia
The goal of National Education is to provide human resources to meet the needs and progress of the country and offer educational opportunities to all Malaysians. The Technical and Vocational Education Policy aims to strengthen and enhance the Technical and Vocational education system to create technical education-oriented students and meet the national workforce’s needs.
The government and the private sector conduct technical and vocational education in Malaysia. The government implements formal technical and vocational education programs through its agencies, namely the Ministry of Education, the Ministry of Human Resources, the Ministry of Youth and Sports, and MARA. Ministry of Education Malaysia (MOE) for Technical Secondary Schools and Vocational Secondary Schools (SMT / V) throughout Malaysia. Private training agencies such as Federal Technology Institute, Employee Technology Institute, TAFE (Seremban), and Jaya Diri Institute Of Technology, which runs courses at various levels to meet their own needs. The Ministry of Education is responsible for conducting technical and vocational education at the upper secondary level through Technical Secondary Schools and Vocational Secondary Schools. The choice of streams between academic and technical and vocational education starts in Form 4. For technical and vocational education streams, there are two types of streams, namely the Technical education stream and Vocational stream. Figure 1 shows, in general, the structure of the technical and vocational education system in Malaysia.
Figure 1: Structure of Technical and Vocational Education System in Malaysia
The two-year SPVM course is offered to students who pass the PMR who choose the vocational field. Students in this stream will undergo skills training to sit for the Malaysian Skills Examination (SKM), the National Vocational Training Council (MLVK), at the basic level at the end of the first the intermediate level in the second year. They will attend the two-year training at vocational schools that offer the course. In this course, there is also a component “On Job Training,” where they are required to undergo training to work in the relevant factory or industry for three months.
Education Development Plan Technical and vocational education
In 2013 the Ministry of Education developed the Vocational Transformation Plan 2013 -20125 to strengthen skilled graduates’ training. This plan contains two components: Vocational Basic Education (PAV) and Vocational College (KV). For Basic Vocational Education (PAV), the Ministry of Education has conducted alternative route programs for vocational education at the lower secondary level (ages 13-15 years) in 15 schools. This program allows students to obtain a basic vocational certificate: Level 2 Sijil Kemahiran Malaysia (SKM) at a younger age, which is 15 years compared to 17 years previously. The Ministry of Education introduced a new combined curriculum, namely 70% vocational skills training and 30% academic education. The Ministry of Education has also improved the existing upper secondary vocational education program by converting Vocational Secondary Schools (SMV) to Vocational Colleges (KV). The college offers a restructured curriculum and diploma accreditation through the Malaysian Vocational Diploma (DVM). This diploma is recognized for obtaining credit under the national standard introduced by the Ministry of Higher Education. The new diploma curriculum contains 70% practical skills training and 30% general academic education (similar to PAV). The curriculum also involves seven months of practicum placement. Various industry partners are consulted to ensure consistency with industry standards and practices. Figure 2 shows the Vocational Transformation Plan.
Figure 2 shows the Vocational Transformation Plan.
TECHNICAL AND VOCATIONAL EDUCATION SYSTEM IN RUSSIA
Introduction
The Russian Federation / Russia is a country that stretches widely in eastern Europe and northern Asia. With an area of 17,075,400 km², Russia is the largest country in the world. Russia (formerly the Soviet Union) is a country in Eastern and Northern Europe. The country was formally annexed to the Soviet Union, but after the Soviet Union breakup, Russia inherited the largest territory from the Soviet Union. The country once embraced communism when it joined the Soviet Union. However, it used to be an Adi Daya country other than the United States, which was one of the strongest countries thanks to good Human Resources. Demand for human needs is increasing, which causes the need for a vocational education system to be increasingly in demand. As the demand for skilled and semi-skilled workforce increased, a new model of vocational education was formed.
History of Vocational Education in Russia
The education system in Russia changed after the Soviet era, where children began formal education at the age of seven and graduated from high school. The October 1917 revolution was introduced, and it was the basis for changes in the vocational-technical education system. Subsequently, in 1918 vocational education required 15-year-olds to 17-year-olds working in enterprises and institutions. Most schools have been replaced by a network of vocational-technical courses aimed at providing vocational training for youth. In 1920 this vocational education was made compulsory for all workers between the ages of 18 and 40 to develop technical skills among workers and meet the industry’s demands. In the 1920s, Glavprofobr developed a model of educational programs. In schools, between 60 and 65 percent of the classrooms have been set aside for practical training and 35 to 40 percent for theoretical teaching.
The 1960s saw a new change in which vocational-technical training was combined between practical and general education. In the 70s, the network of vocational-technical secondary schools continued to grow, among which were the Technical Education Committee of the Council of Ministers of the USSR Ministerial Training in National Economic Skilled Workers (1966), Skill Training in Vocational Technical Education Institutions (1969), Enhancing Vocational -technical System (1972), Union of Republic of Public Education (1973), and Measures for the General Improvement of Vocational-Technical, Special Secondary and Higher Education (1973) as a system of interaction between countries, workers and businesses.
Figure 3: Structure of Technical and Vocational Education System in Russia
Vocational Education Program in Russia
Vocational education in Russia is an early stage of professional education aimed at skilled training workers based on general education. Vocational training for a particular job may be based on general (complete) general education. A total of 3,911 educational institutions, some of which are private, with the registration of 1,694,000 students offering courses in vocational education in Russia. Admission to vocational educational institutions usually does not require an entrance examination (ministry of education and science of the Russian federation 2020).
Two types of vocational education can be distinguished education in Russia, namely Professional Schools and Professional Lyceum. The first type of vocational education offered by vocational education institutions is called Professional Schools. In these institutions, educational programs are aimed at obtaining professional qualifications and especially include subjects for professional training. The duration of this education program is 1 to 2.5 years, after the completion of basic general education (nine years program) After passing the final confirmation of the State, Professional School graduates are awarded a Diploma which gives them the right to practice the profession. Such a diploma also provides the holder with the right to pursue higher education at a non-university level (Russia education 2020).
The second type of vocational education offered by vocational education institutions is called Professional Lyceum. In this institution, educational programs, in addition to the professional education component, also include the general education component (tenth and eleventh-grade education programs). Upon passing the final State confirmation, Lyceum Professional graduates are awarded a diploma that gives them the right to practice the profession and shows that they have received a secondary (complete) general education. The period of study at the Lyceum Professional is at least three years, after completing basic general education (nine-year program) and 1 to 1.5 years, after completing secondary general education (eleven-year program). Upon completion of basic education, students have two options: whether they want to continue to achieve their backward or vocational education level.
The Vocational School provides a Diploma level vocational education system with four years of education. At this stage, students are given a curriculum aimed at the job training component. At this level of education, students are awarded non-degree certificates at the Diploma level. And after completing this education, students can enter the world of work or further their studies to a higher level, if desired. Changes in vocational education are the result of changes in the Russian national economy, taking steps to meet the needs of workers in the industry. The Russian government has played an essential role in the implementation of this vocational education. Among the roles that have been played is research in vocational education, formulating vocational education standards, and identifying similarities between diplomas in vocational education in foreign countries and Russia.
COMPARISON OF TECHNICAL AND VOCATIONAL EDUCATION SYSTEM BETWEEN MALAYSIA AND RUSSIA
The technical and vocational education system in each country is unique according to its development and history. Through the results of the readings and references that have been made, there are similarities and differences in the vocational and technical education system between the two countries, namely Malaysia and Russia, the differences are too significant because Malaysia is a Southeast Asian country and Russia is a North Asian country.
Equation
The similarity of the technical and vocational education system between Russia and Malaysia is centralized and controlled by the government. In Malaysia, the Technical and Vocational Education Division (BPTV) is controlled by the Ministry of Education Malaysia to determine the implementation and progress of technical and vocational education continuously in the country. This technical and vocational education system is more organized and regulated by the government according to what is planned. The government plays a huge role in ensuring the success of this education system and ensuring that the employment generated meets industrial demand. The national education system, especially technical and vocational education in supplying a capable and skilled workforce (Nurul Nadya et al., 2011). In contrast, the Education system in Russia is provided by the state and regulated by the Ministry of Federal Education, which regulates their education in the jurisdiction that takes place within the framework of federal law.
Malaysia and Russia have the same goals and objectives of the technical and vocational education system which is to focus on the current development of the country towards industrialization and manufacturing, so technical and vocational education must provide a form of education and training system in line with the needs of industry and current market. Vocational education is part of technical lessons specially designed to prepare students for a particular field of employment (Wan Zulkhairi et al., 2011).
Both Malaysia and Russia have similarities in terms of private agency involvement in technical and vocational education. In line with the current industrial needs are based on high technology and information technology, then the government and the private sector work together. The purpose of this cooperation is to make a comprehensive plan to create a competitive education system so that it can meet the needs of a country.
Differences
Vocational education in Russia has been divided into several parts, namely primary vocational education, secondary vocational education, higher vocational education, postgraduate vocational education and additional/special vocational education. This vocational education system is implemented either in educational institutions, family education, individual education, continuing education or a combination of one or all of these forms. Vocational and technical education in Malaysia is at the lower secondary, upper secondary and tertiary levels. Vocational skills education in Malaysia also offers students with special needs (MBK).
Technical and vocational education in Malaysia begins as early as form 1 (lower secondary) in the age range of 13 to 15 years, where students are exposed to Basic Vocational Education (PAV). Different situation in Russia where their students are exposed to Technical and Vocational Education at the age of 16 that is after nine years of general education. After nine years in general studies, students will continue their education to Professional Schools for 1 to 2.5 years before entering Lyceum Professional education for at least three years.
In Malaysia, at the Upper Secondary level, the students involved are between 16 and 17 years old. Technical and vocational education offers students three different streams. Among the streams offered are technical streams in Technical Secondary Schools (SMT), vocational streams in Vocational Colleges (KV) and skills training. Meanwhile, in Russia, two types of vocational education are divided into two, namely Professional Schools and Lyceum Professionals. Courses learned in technical secondary schools are more to theories, and less to skills work. This is in contrast to the Russian countries where schools in Russia provide a Diploma level vocational education system with education for four years, starting at the age of 15 – 16 years. At this stage, students are given a curriculum aimed at the job training component. At this level of education, students are awarded non-degree certificates at the Diploma level. And after completing this education, students can immediately enter the workforce equivalent to Vocational School graduates or can continue to higher education. Basic higher education or so-called Bakalavr is a Master level education in Russia, taken in about four years starting at the age of 17. Undergraduate / Bachelor). Upon obtaining a Baccalaureate degree, students are allowed to enter the Magistrate program or continue their study within the Diploma Specialist program’s framework.
Conclusion
Both countries between Malaysia and Russia need skilled and skilled workers in ensuring economic and industrial development need their own technical and vocational education system to achieve their goals. Russia and Malaysia are two different countries in terms of social – culture, beliefs and geography, but in terms of educational goals are the same, although different in terms of educational structure. Ahmad (2003), in his writing, has found that the technical and vocational education system in Malaysia and the training system (TEVT) has evolved over time and developed in three different directions, namely higher education, technical and vocational education, and even skills training. However, the educational achievements of TVET Malaysia are still far behind compared to other developed countries. Russia is seen to be more advanced compared to Malaysia in terms of an educational structure where students are awarded certificates or diplomas at an early age compared to Malaysia. However, in 2013, the vocational transformation plan was implemented by the Malaysian government. This is a big change in vocational education where students are given many opportunities and directions to higher levels. The effect is that many skilled workers in Malaysia appear as early as young. This is in line with other developing countries in the world as implemented by Russia today. For Malaysia, the comparative study of education is something important because we can learn how a country can develop, and it must exist because its education system is also developed.