TVET Reforms and Outcomes in Malaysia and Korea (2010-2025)

Ulaimi Yahya; Hooi Peng Lim; Muhammad Mustapha

Authors

Ulaimi Yahya Deputy Director-General (Planning) Office, Department of Polytechnic and Community College Education 62100, Putrajaya, Malaysia
Hooi Peng Lim Department of Mechanical Engineering, Politeknik Ibrahim Sultan, KM 10 Jalan Kong Kong, 81700 Pasir Gudang, Johor, Malaysia
Muhammad Mustapha Department of Mechanical Engineering, Politeknik Ibrahim Sultan, KM 10 Jalan Kong Kong, 81700 Pasir Gudang, Johor, Malaysia

Keywords:

Reforms in TVET, development of curriculum, industry collaboration, graduate employability, industry revolution 4.0 and transformation in digital

Abstract

The Technical and Vocational Education and Training (TVET) systems in Malaysia and Korea have transformed in response to the demands of the global economy, industrial growth, and educational policy reforms from 2010 to 2025. This study aims to review how TVET reforms in four key fields, including the development of curriculum, performance of students, engagement of industry, and global standards’ compliance in these two countries. Malaysia has spent significant financial resources to safeguard its TVET programs in line with its national economic policies through the Eleventh and Twelfth Malaysia Plans. The importance of technical skills in securing a job placement and the essence of lifelong learning are outlined in the Malaysia Education Blueprint 2013–2025. Whilst Korea modernises its TVET system through the implementation of the Meister High Schools and the Work-Learning Dual System. Young people are believed to be able to more easily secure jobs and adapt to a technology-driven industry through this shift in the TVET system. As a result of the TVET reforms, both countries have advanced TVET education through different approaches. Malaysia focuses on inclusion and capacity development, whereas Korea prioritises elevating industrial integration and competitiveness. To comply with the international standards established by organisations such as the United Nations Educational, Scientific and Cultural Organisation (UNESCO), the UNEVOC Network (UNESCO-UNEVOC), and the Organisation for Economic Co-operation and Development (OECD), academic institutions in Malaysia and Korea have developed strong collaborations with their local industry partners. The challenges never cease when it comes to the concerns of the community perceptions of TVET and unbiased access to these educational opportunities, despite having improvements in student learning outcomes, for example, the job placements and technical skills in both countries. Therefore, this review article recommends several approaches to overcome the aforementioned challenges, including opportunities for collaboration, the integration of digital transformation into TVET, and the incorporation of policies to achieve the objectives associated with Industry Revolution 4.0. The results are intended as guidance for all stakeholders to improve the versatility and efficacy of TVET systems in Malaysia and Korea.

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