TECHNICAL Vocational Education Training, or TVET, is now flagged as our major skills development agenda, a right move as the country commits to embracing technological innovation and sustainability.
The TVET agenda is not new. However, it has not been a popular option because many see TVET as second class to an academic qualification, with many of the opinion that getting a university degree is more prestigious.
We see evidence of this in many developed economies. Germany has become a leading global technology player because of her investment in TVET and the effective deployment of TVET graduates in their R&D. China, too, is now embarking on a similar strategy.
But to make TVET really work, we must create the right ecosystem. There is much work to do to change the public perception of TVET jobs.
The public, especially parents, must be convinced on the lucrative career potential of TVET graduates. The media can play a key role. We must showcase examples of successful TVET careers in the world.
I see TVET playing a more strategic role as we embark on the circular economy. The subject of circular economy has been mentioned many times in our development plans.
A vibrant TVET ecosystem which bring together all stakeholders can do wonders for the circular economy. It is time we inject more vigor on the circular economy which forms an important component of sustainability.
There is no doubt that TVET plays a crucial role in advancing the circular economy. It equips individuals with practical skills essential for implementing circular economy practices.
This includes training individuals in repairing and maintaining products to extend their lifecycle, reducing the need for new products, providing skills in recycling and upcycling materials to create new products, thus minimising waste, and teaching sustainable manufacturing techniques that use resources more efficiently and reduce environmental impact.
TVET programmes often emphasise problem-solving and innovation, encouraging students to think creatively about resource use and waste reduction. This can lead to training in design thinking to create products that are easier to repair, upgrade, and recycle.
That way we can develop new processes that minimise waste and make better use of resources. There will be new job opportunities in areas such as renewable energy, waste management, and sustainable agriculture.
TVET prepares the workforce for these green jobs by aligning curricula with the needs of the circular economy job market.
TVET also plays a role in raising awareness about the importance of sustainability and circular economy principles. This involves ensuring that sustainability concepts are a core part of education and training programmes.
TVET institutions often collaborate with industries to ensure that training is relevant to current and future market needs.
In the context of the circular economy, this includes working with industry partners to develop standards and best practices for circular economy operations. Students can undertake internships and apprenticeships in companies that are leaders in circular economy practices.
There are challenges that need to be addressed. We need to continuously update curricula to keep pace with the evolving nature of circular economy practices.
We must ensure TVET institutions have the necessary infrastructure and resources to provide high-quality training.
TVET can be instrumental in equipping the workforce with the necessary skills to drive the circular economy.
By focusing on practical, innovative, and sustainable practices, TVET not only enhances individual employability but also contributes significantly to broader environmental and economic goals. – July 16, 2024
Professor Datuk Dr Ahmad Ibrahim is an associate fellow at the Ungku Aziz Centre for Development Studies in Universiti Malaya.
The views expressed are solely of the author and do not necessarily reflect those of Focus Malaysia.
