10 Technical Vocational Education Training Pathway …
93
This paper aims to review the related literature in gauging deeper understanding of
the needs and challenges of our autistic youths pertaining to post-secondary TVET
pathways. This is crucial to ensure that they are not sidelined in their pursuit of higher
education.
A. Definition of TVET
TVET is defined as “aspects of the educational process involving, in addition to
general education, the study of technologies and related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupants
in various sectors of economic and social life” [6]. Throughout its development,
numerous terms have been used to illustrate characteristics of TVET which include
apprenticeship training, vocational education, technical education, technical vocational education (TVE), etc. [7]. TVET combines formal, non-formal and casual
educational training that equip learners with the critical skills, knowledge and aptitudes necessary for employment [8]. Besides aptitude and technical knowledge,
greater focus is directed at developing “softer” skills—communication, teamwork
and negotiation. In order to ensure that the society has the accessibility to the continuing learning resources, TVET is offered in both public and private educational
institutions, or through other forms of formal or informal structures.
B. Historical background of TVET in Malaysia
TVET was first established before Malaysia’s independence. The establishment
of technical and vocational schools started with the founding of a Trades School
in Kuala Lumpur in 1926, which aimed at providing trades education to the youths
then. The institution was later opened in Ipoh and Johor Bahru in 1930 with a branch
established in Penang in 1932. Trades schools, through a three-year course, basically
trained students the basics of carpentry, machinery repair works, electrical wiring
and building construction. After independence, a massive emphasis was given by the
government on TVET, as reflected in the First Malaysia Plan 1965–1970 up to the
Tenth Malaysia Plan 2010–2015. Several upper-secondary vocational schools were
founded during the First Malaysia Plan period. These schools mainly function to
supply skilled technicians, craftsmen and artisans for the industrial, agricultural and
commercial sectors [9].
TVET institutions are not restricted to vocational schools only. Several institutions such as the Polytechnics, Industrial Training Institutes (ITI), MARA Vocational
Institutes (IKM), National Youth Development Corps (NYDC) and the Center for
Instructor and Advanced Skills Training (CIAST) also function as providers of technical and vocational education and skills training [10]. In addition, the growth of
foreign investments through transnational businesses in Malaysia also contributed to
the emergence of new methods and technologies in production and a greater demand
of a highly skilled and competent workforce. Consequently, two upper-intermediate
skills training organisations were founded collaboratively with Germany and France,
namely the German Malaysia Institute (GMI) and Malaysia France Institute (MFI)
[10]. Student enrolment in technical and vocational schools had also increased in
93
This paper aims to review the related literature in gauging deeper understanding of
the needs and challenges of our autistic youths pertaining to post-secondary TVET
pathways. This is crucial to ensure that they are not sidelined in their pursuit of higher
education.
A. Definition of TVET
TVET is defined as “aspects of the educational process involving, in addition to
general education, the study of technologies and related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupants
in various sectors of economic and social life” [6]. Throughout its development,
numerous terms have been used to illustrate characteristics of TVET which include
apprenticeship training, vocational education, technical education, technical vocational education (TVE), etc. [7]. TVET combines formal, non-formal and casual
educational training that equip learners with the critical skills, knowledge and aptitudes necessary for employment [8]. Besides aptitude and technical knowledge,
greater focus is directed at developing “softer” skills—communication, teamwork
and negotiation. In order to ensure that the society has the accessibility to the continuing learning resources, TVET is offered in both public and private educational
institutions, or through other forms of formal or informal structures.
B. Historical background of TVET in Malaysia
TVET was first established before Malaysia’s independence. The establishment
of technical and vocational schools started with the founding of a Trades School
in Kuala Lumpur in 1926, which aimed at providing trades education to the youths
then. The institution was later opened in Ipoh and Johor Bahru in 1930 with a branch
established in Penang in 1932. Trades schools, through a three-year course, basically
trained students the basics of carpentry, machinery repair works, electrical wiring
and building construction. After independence, a massive emphasis was given by the
government on TVET, as reflected in the First Malaysia Plan 1965–1970 up to the
Tenth Malaysia Plan 2010–2015. Several upper-secondary vocational schools were
founded during the First Malaysia Plan period. These schools mainly function to
supply skilled technicians, craftsmen and artisans for the industrial, agricultural and
commercial sectors [9].
TVET institutions are not restricted to vocational schools only. Several institutions such as the Polytechnics, Industrial Training Institutes (ITI), MARA Vocational
Institutes (IKM), National Youth Development Corps (NYDC) and the Center for
Instructor and Advanced Skills Training (CIAST) also function as providers of technical and vocational education and skills training [10]. In addition, the growth of
foreign investments through transnational businesses in Malaysia also contributed to
the emergence of new methods and technologies in production and a greater demand
of a highly skilled and competent workforce. Consequently, two upper-intermediate
skills training organisations were founded collaboratively with Germany and France,
namely the German Malaysia Institute (GMI) and Malaysia France Institute (MFI)
[10]. Student enrolment in technical and vocational schools had also increased in