Training and Retraining: A case of TVET Teachers in Malaysia

Abstract

Malaysia is a fast-developing country that needs skilled workforce to support its industrial growth. To meet this needs, it has established many training centers. There are around 194 technical-vocational schools in the country. They provide training for secondary school students. The TVET in Malaysia started with the implementation of the Razak Report 1956 and the Education Ordinance 1957. Other reports and education memorandums were also issued to support the TVET in the country. Although the theoretical debate on curriculum continues, it has been generally agreed that it should be seen as a plan for instruction, which should include a set of goals and objectives, and a plan for teaching. It consists of a statement of aims and objectives of content in terms of theoretical knowledge, practical skills to be required, attitude towards work and necessary support materials to be used in its presentation. Improvement of the curriculum is regarded as a core component of TVET. It is the goal of teachers to improve their skills and knowledge in order to produce good quality TVET. Many of teaching staff who were employed possessed necessary technical skills but non had more opportunity to undertake professional training. This shortage mainly affected technical education teachers. Most teachers are hired directly after they graduate from university or college. They do not have industrial experience. Many experienced and qualified individuals are not willing to be teachers due to the unattractive salary scheme. This paper aims to analyze the various issues affecting the TVET teachers in Malaysia. This process involves developing a curriculum, designing a program, and working with school leaders. It is usually carried out in collaboration with other organizations. Retraining is a process that involves acquiring a new skill or upgrading an existing one. The performance of teacher in TVET is important to make the Technical School in Malaysia is the selected school for parents to send their children and choose the TVET field as a career path. This paper aims to discuss the various factors that affect the quality of teaching in TVET and how these can be improved. It also explores the various strategies that can be utilized to overcome these issues.