First of all, congratulations to YB Nurul Izzah Anwar for the appointment as the Head of TVET Committees in Malaysia. This is in conjunction with the press statement made by the Minister of Education of Malaysia on 21st June 2018, YB Dr. Maszlee Malik. TVET stands for Technical and Vocational Education and Training. Prior to this announcement, TVET is always referred to the agenda under the Ministry of Human Resources of Malaysia whilst the implementation of its training and education curricula had been carried out by various ministries including Ministry of Education, Ministry of Youth and Sports, Ministry of Agriculture, Ministry of Higher Education, Ministry of Rural Development, and Ministry of Tourism and Culture.
Apart from the political arrangements and the domestic issues on this matter, I would like to make a brief comparison on the ministerial and administration agencies that had made this movement practical in other countries. This post is intended to be deliberated from the viewpoints of intellectuality and feasibility of this policy that had already been delivered by various countries in the world and occasionally share their political, economic, and social growth conferences between each other.
Prior to this post, I had already made a post on the TVET and Its Landscape in Malaysia annotating the different functions and roles between the major ministries that are participating in this movement. I have also briefly quoting major skills qualification frameworks within the ASEAN countries in another blog post. Please feel free to revisit those posts if you are kind of lost on why I am highlighting this issue for this entry.
Every movement, policy and decision made are usually based on tremendous study and research within the specific thematic work and previous work deliverables. The decision of putting the skills qualification administration and management under the Ministry of Human Resources (MoHR) Malaysia had also its share on its inception. Perhaps, in analogy we can take from the viewpoint of a production-based company or organisation. Every organisation has its human resources department. This department is responsible to ensure that its employees are keep updated with the latest technology and skills equipment so that the quality of work and the quantity of production can match the demand from the clients. The employees, in this case, are in reference to those working in the production line with the positions of operators, and even up to the supervisory level. Hence, the rationale on why the movement of TVET in Malaysia was originally foreseen by the MoHR.
As time passes by, these employees demanded that they should also be given the opportunities to further their studies to a higher level qualification. From skills-based to academic endeavour. These workers requested that the academic-based agencies should recognise their abilities in the skills that they have displayed and contributed so that they would also be qualified for a higher degree programmes from prestigious higher learning institutions. This had triggered the mismatch between the skills qualification certification with the admission requirements by the universities decision makers.
The above figure is showing the Ministerial Comparison of TVET Administration Between Malaysia with the Rest of the World including the ASEAN countries and major developed countries. The choices of administering ministries are from both of Ministry of Education and Ministry of Labour (which is also similar to MoHR). Each has her own reason on why such specific agency was chosen over another. There are also countries that have distinct agencies that manage and administer TVET movement without much dependent on their main ministries.
From the diagram, it is learned that most countries believe that it is best that TVET is under the administration of Ministry of Education. Only third countries like Cambodia, Laos, Myanmar, Vietnam and including Malaysia had decided that MoHR is much suitable . As an additional information, European Countries have their own governing agency that manages the TVET movement which is known as CEDEFOP (stands for European Centre for the Development of Vocational Training). Among participating countries under the administration of CEDEFOP include Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, and United Kingdom . On the other hand, countries like Japan which is very much well-known for its high-skilled workers and disciplined people had also decided that its best for TVET to be foreseen by their Ministry of Education, Culture, Sports, Science and Technology .
Personally, I am looking forward to the positive changes that might be brought upon by the Government of Malaysia on issues pertaining TVET and its relevancy, qualifications and prospects either locally or internationally. Each action has its strengths and weaknesses. Might as well that we study the background and history of a policy made to project a better outcome and lower the setbacks that we have encountered in the past.
All the best for all TVET practitioners.
 ILO, URL: http://www.ilo.org/wcmsp5/groups/public/—asia/—ro-bangkok/—sro-bangkok/documents/publication/wcms_310231.pdf
 CEDEFOP, URL: http://www.cedefop.europa.eu/en/publications-and-resources
 THE CHANGING STATUS OF VOCATIONAL HIGHER EDUCATION IN CONTEMPORARY JAPAN AND THE REPUBLIC OF KOREA, URL: http://unesdoc.unesco.org/images/0018/001868/186837e.pdf
 City & Guilds
 US Skills Training
 DSD, MoHR