INGENIEUR
Higher Learning Institutions
Ministry of Education, 2014
Each dot represents one Higher Learning Institution in Malaysia
20
410
Public Universities
Private
Colleges
91
70
Private
Universities
Community
Colleges
34
33
Private University
Colleges
14
Polytechnics
Dato’ Seri Zaini acknowledges the many
challenges in enhancing TVET. Foremost is
the bias against TVET as it is perceived as less
valuable than an academic qualification. As
such, one of MEB’s strategies is to ‘re-brand’
this form of education to reduce the negative
Education Blueprint 2015 - 2025 (Higher Educ
perception and make it a careerMalaysia
choice.
In this Shift 4 Quality TVET Gra
area, MOE encourages collaboration with NGOs
and professional associations.
Looking at the big picture, the MEB outlines
four strategies to improve TVET education,
namely:
Strategy A: Enhancing industry-led curriculum
MOE’s TVET providers will engage industries
to facilitate the process of upgrading current
programmes and making them more relevant.
This includes developing more well qualified
Students and Academic staff
trainers with appropriate industrial experience and
The TVET landscape in Malaysia is diverse with multiple private and public sector
institutions. The current capacity for TVET students in public institutions is abo
1.2 million
0.1 million
certification.
TVET providers across different ministeries and agencies. The Ministry aims to
230,000 and more than 50% are provided by the Ministry’s own polytechnics,
Higher Institutions
Centres of Excellence
(HICoE)
Where we ar
Ministry of Education, 2014
Each dot represents
1,000 students
International
students
TOTAL INTERNATIONAL
STUDENTS
TOTAL STUDENT
ENROLMENT
Public Universities
Represents 500
Academics
PhD holders
Private Universities, University
Collegesqualifications
and Colleges
graduates whose
ACADEMICS
ensure
that it develops quality TVET
meet national
community colleges and vocational colleges. This percentage does not include th
(33,199)
ACADEMICS
Strategy Malaysian
B: Creating
integrated and co(24,476) This will require
and international frameworks and satisfy industry expectations.
Technical Universities (MTUN) and other higher learning institution
ordinated
governance
structure
addressing several challenges in the TVET sector.
(HLIs) that provide diploma and degree level TVET programmes.
MOE will improve
the governance of the TVET
The qualifications for academic and vocational education sectors (programmes o
institutions
within
its
purview
by setting
upare currently accredited b
by
universities,
polytechnics,
and community
colleges)
In 2013, 321,000 students from a total cohort of 429,000 post-SPM (Sijil Pel