Charting the way forward: Technical & Vocational Education for Chinese Youths in Malaysia

By Dr. Gan Siowck Lee

 Preamble 

First, there is a need to make a distinction between technical and vocational education. Technical education refers to the preparation of students for jobs involving applied science and modern technology. It emphasizes the understanding and practical application of basic principles of science and mathematics, rather than the attainment of proficiency in manual skills that is properly the concern of vocational education. The goal of technical education is to prepare people for occupations that are classified above the skilled crafts (from vocational education) but below the scientific or engineering professions (from more academic tertiary institutions). In short, technical education produces mid-level technical workforce or technicians, while vocational education produces craftsmen or artisans whose jobs are based on manual or practical activities, related to a specific trade or vocation.  

In the Malaysian context, students who exit from high schools (at SPM level) may opt for technical education. Depending on their subsequent performance and attained formal qualifications, there is a progression path for further education to obtain higher degrees as technical professionals. However, vocational education as defined above, usually target students who exit earlier from high schools (probably PMR?) or even primary schools. There is usually no progression path to further or higher education.    

Some suggestions 

My suggestions are based on the assumption that the main objectives of this symposium (as per  your article in Nanyang) are:

1.     To find ways of encouraging Chinese youths to attend government technical & vocational schools (funded by taxpayers’ money!) for effective participation in the nation’s industrial development.

2.     To increase the participation of Chinese youths in technical & vocational education from the current 3% to a projected 25% or more.

3.     To identify ways of integrating the various efforts and expertise of the Chinese community (especially in vocational training e.g. apprenticeship) into the government vocational education scheme.     

I don’t know how much data/info you already have about the state of technical & vocational education within the Chinese community. I don’t have much info myself, except the perception (from observations and hearsay) that the Chinese youths are generally NOT interested to attend government technical & vocational schools. (Many choose to learn their skills through apprenticeship.) Do we have enough data or info to strategize to get a fair share of the cake i.e. getting Chinese youths trained in the government technical & vocational schools? If not, I propose that the symposium focus its discussion on coming out with an action plan for the following:  　

1.     Obtain data/info about government technical & vocational education: how many schools, where, courses offered, duration, student intake policies (quota?), staff profile, medium of instruction etc. Compile and disseminate relevant info in schools through pamphlets, talks, and counseling. 

2.     Obtain information about school leavers & drop-outs at various stages, and compile list. Identify potential drop-outs and compile list. Disseminate info about technical & vocational education to them, organize talks and provide counseling. 

3.     Do a survey with these students to find out reasons for early exit or drop-out (before SPM or at primary schools), identify their interests in vocations, their perceived difficulties/problems related to government technical & vocational schools. 

4.     Set up centers (in schools or communities) to assist students in their application for entry into government technical & vocational schools,  monitor and follow up with regard to eventual intake/admission. 

5.     Monitor students’ progress in the government technical & vocational schools and provide assistance and counseling as and when necessary, to arrest and prevent early exit or dropout.

6.     Conduct extensive interviews with Chinese youths who have attended and successfully graduated from government technical & vocational schools, engage or involve them in promotion campaigns, or make video recording of such “success stories” to use as promotional materials in schools, community centers etc.

 7.   Engage the various associations (of people in various industries) to help identify expertise and vocational skills that can and should be passed on through more formalized channels of training, rather than mere apprenticeship. 

8.     Strategize towards integrating the expertise and skills identified in (7) above into the government technical and vocational education scheme to attract more Chinese youths to participate.

Conclusion

One of the anticipated outcomes from this symposium should and would be a viable and workable action plan. This plan may need to be initiated, co-ordinated or even implemented by 华社研究中心 with the assistance of MCA’s deputy education minister Dr. 魏家祥。A special operational unit has to be set up to carry out the plan, taking into consideration the need to source for funds.  

(Written on 26 May as a response to Mr. Tan Chin Gim, prior to the symposium on 29 May 2011. Chinese version will be made available shortly....)