2. Research Design □ Title : Survey on Demand for Upper Secondary Vocational Education in Asian Countries □ Research Methodology : Internet survey (Google form) : Econometric analysis for international comparative study □ Lead Research Institute : KRIVET (Korea Vocational Competency Research Institute) □ Data Utilization - Government : Develop policies for boosting demand for upper secondary vocational education. - Schools : Make improvement and innovate in curriculum development, career education, and school management. - Building research platform in Asian Countries with various topics in VET for the future. 2. Research Design -39-
2. Research Design □ Planning Stage (KRIVET) (May 1 , 2023 ~ Aug 31, 2023) Sample Design Population, sample size, sampling methods Developing Questionnaire For students, teachers, and parents Review by countries and collect the opinions Research Guidelines Improve understanding of research 2. Research Design □ Sampling Random Selection of Schools School Level, Region Students, Parents, Teachers Target Sampling Number Introduction to Survey □ Participating Countries : Indonesia, Korea, Lao PDR, Malaysia, Myanmar, Philippines, Thailand, Vietnam, etc. -40-
2. Research Design □ Data Analysis (KRIVET) (Nov. 1st 2023 ~ ) Raw data Sharing Sharing raw data among participating countries Data Analysis Analysis format provided by KRIVET Sharing analysis results 2. Research Design □ Survey Stage (Participating Countries) (Sept. 1, 2023 ~ Jan. 2024) Selection and guidance to participating schools Selection of middle schools and vocational high schools Main investigation Monitoring survey Check input data Number of respondents -41-
Area Questions Self-awareness of interest and aptitudes Career concerns, interest and aptitudes, and advancement Economic conditions Household financial situation, tuition, family support, etc. Status of vocational high school Motivation for entering school, trends of entering school, reasons for decrease, etc. COVID Influence Reasons and effects 2. Research Design Area Questions Personal information Gender, age, educational background, etc. Negative perspective and future uncertainty on vocational high school Social stigma, choices, regrets, entrance exams, social perspectives, etc. Information and preparation Sufficient information on VET Individual career counseling Aptitude, counseling with teachers, job information, etc. 2. Research Design -42-
5. Respondents Female Male Adult Student City Rural Thailand 41.7 58.3 30.1 69.9 36.6 63.4 Indonesia 46.9 53.1 18.4 81.6 20.7 79.3 The Philippi nes 42.8 57.3 18.3 81.7 46.3 53.8 Lao PDR 50.8 49.2 21.3 78.7 66.4 33.7 Rep. of Kore a 55.2 44.9 30.9 69.1 42.4 57.6 Malaysia 56.5 43.5 55.3 44.7 39.7 60.3 Myanmar 48.3 51.7 8.0 92.1 0.7 99.3 Total 47.4 52.6 32.5 67.5 38.2 61.8 SEX AGE REGION 4. Principal Component Analysis 3,007 614 973 526 330 1,896 302 0 500 1,000 1,500 2,000 2,500 3,000 3,500 Number of Respondents by Countries Total=7,648 Persons -43-
3. Descriptive Statistics - 10.0 20.0 30.0 40.0 50.0 60.0 70.0 ① very decreased ② decreased ③ maintaining the status quo ④ increased ⑤ very increased middle school students high school students teacher parent 28. What is the recent trend of middle school students' demand for entering Vocational high schools?(Thailand) 3. Descriptive Statistics 28. What is the recent trend of middle school students' demand for entering Vocational high schools? 0 10 20 30 40 50 60 70 Decrease Status Quo Increase Indonesia Thailand The Philippines Myanmar Total Rep. of Korea Malaysia Lao PDR -44-
3. Descriptive Statistics 29. What is the most important reason for the recent decrease in the number of students going to vocational high schools. - 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 Higher Education Social Stigma Declining Population Economic Burden Employment Career Guidance Information Preference Malaysia Thailand The Philippines Rep. of Korea Indonesia Myanmar Total 3. Descriptive Statistics27. Which of the following is the most important reason for entering a vocational high school. 0.0 10.0 20.0 30.0 40.0 50.0 60.0 ① Grades ② Family economic situation ③ Employment possibility ④ University entrance possibility ⑤ Preference Lao PDR Myanmar The Philippines Thailand Total Malaysia Rep. of Korea Indonesia -45-
3. Descriptive Statistics30. Recently, the number of students entering Vocational high schools has been decreasing, so what is the most important thing to overcome this. - 5.0 10.0 15.0 20.0 25.0 30.0 35.0 Rep. of Korea Thailand Malaysia The Philippines Indonesia Lao PDR Myanmar total 3. Descriptive Statistics - 5.0 10.0 15.0 20.0 25.0 30.0 35.0 declining population college education Low social awareness Economic burden Uncertain employment Lack of career guidance Lack of sufficient information students' preference middle school students high school students teacher parents 29. What is the most important reason for the recent decrease in the number of students going to Vocational high schools.(Thailand) -46-
3. Descriptive Statistics 31. What do you think about the demand for Vocational high schools due to COVID19. 0 10 20 30 40 50 60 Very Decreased Decreased Status Quo Increased Very Increased Rep. of Korea Thailand Myanmar The Philippines Malaysia Indonesia Lao PDR Total 3. Descriptive Statistics - 5.0 10.0 15.0 20.0 25.0 30.0 Low image Quality of VET Scholorship Employment opportunity Career guidance Information on VET University Entrance middle school students high school students teacher parents 30. Recently, the number of students entering Vocational high schools has been decreasing, so what is the most important thing to overcome this.(Thailand) -47-
3. Descriptive Statistics 32. What is the most important reason for the decrease in demand for Vocational high schools due to COVID-19. - 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 Employment Less Practice Tuition Commuting Work University Entrance Myanmar Thailand Malaysia Lao PDR Rep. of Korea The Philippines Indonesia Total 3. Descriptive Statistics - 10.0 20.0 30.0 40.0 50.0 60.0 ① very decreased ② decreased ③ maintaining the status quo ④ increased ⑤ very increased middle school students high school students teacher parents 31. What do you think about the demand for Vocational high schools due to COVID19.(Thailand) -48-
4. Principal Component Analysis Principal component analysis is a versatile statistical method for reducing a cases-by-variables data table to its essential features, called principal components Q1 Q5 Q2 Q3 C1 Q4 Q10 Q7 Q8 C2 Q11 Q15 Q12 Q13 C1 - 5.0 10.0 15.0 20.0 25.0 30.0 Less Practice Employment Tuition Commuting Work University Entrance middle school students high school students teacher parents 3. Descriptive Statistics 32. What is the most important reason for the decrease in demand for Vocational high schools due to COVID-19.(Thailand) -49-
4. Principal Component Analysis <Procedure> •Step 1: Prepare raw data. •Step 2: Mean Centering/ Normalize data. •Step 3: Compute the covariance matrix. •Step 4: Compute eigen vectors of the covariance matrix. •Step 5: Compute the explained variance and select N components. •Step 6: Transform Data using eigen vectors. 4. Principal Component Analysis <Measurement of respondents’ opinion on upper Secondary Vocation Education > When middle school students consider entering a Vocational high school, please indicate the degree that you agree with the following description on a 5-point scale.(Q1~Q26) ① Very disagree ② Somewhat disagree ③ Neither agree nor disagree ④ Somewhat agree ⑤ Very agree Q1. I'm worried about the bad image of Vocational high schools. Q2. I don't have a wide range of choices to choose a Vocational high school or department in my living area. …. Q26. 26. Even if I graduate from a Vocational high school, my income is not getting higher. -50-
4. Principal Component Analysis •Step 5: Compute the explained variance and select N components. 4. Principal Component Analysis Reliability Test(Cronbach's alpha) -51-
4. Principal Component Analysis • gen fac5=(Q1+Q2+Q3+Q4+Q5+Q6+Q7)/7 //Social stigma on VET • gen fac2=(Q8+Q9+Q10+Q11+Q12)/5 //Sufficient information on VET • gen fac1=(Q13+Q14+Q15+Q16+Q17+Q18+Q19+Q20)/8 //Career guidance at middle school • gen fac3=(Q21+Q22+Q23+Q24)/4 //Economic burden for studying at VET • gen fac4=(Q25+Q26)/2 //Employability of VET graduates • gen fac=(fac1+fac2+fac3+fac4+fac5) /5 4. Principal Component Analysis Step 6: Transform Data using eigen vectors -52-
4. Principal Component Analysis Indonesia Thailand Phillipine s LaoPDR Korea Malaysia Career Guidance 0.226*** 0.220*** 0.242*** 0.220*** 0.221** * 0.276*** Information 0.275*** 0.247*** 0.255*** 0.242*** 0.246** * 0.341*** Economic Burden 0.219*** 0.240*** 0.232*** 0.235*** 0.227** * Employability 0.211*** 0.215*** 0.205*** 0.196*** 0.229** * 0.304*** sex(Male=1) -0.00279 -0.0023 -0.0171* 0.00167 0.00343 0.00846 _Icat_1(Student=1) 0.0495** 0.0186* -0.022 - 0.0555** 0.00015 8 0 region(City=1) 0.00462 0.00316 0.00476 -0.00749 -0.0291* -0.00706 Score(Middle=1) 0.00551 -0.00419 0.0386** * 0.0331* -0.00687 0.0421*** Score(Low=1) -0.000935 -0.00065 0.0745** 0.03 -0.0141 0 Status(Middle=1) -0.00303 0.0161 0.0163 0.0153 0.0574* * 0.0292 Status(Low=1) -0.0116 0.00864 0.00729 0.0192 0.045 0.0367 _cons 0.163*** 0.215*** 0.171*** 0.351*** 0.182** * 0.100*** N 614 3007 973 526 330 848 r2 0.968 0.974 0.972 0.968 0.973 0.964 F 1662.2 10150.6 2979.1 1407.1 1050.2 2771.1 ll 611.5 2854.7 828.6 515.2 276.9 497.3 4. Principal Component Analysis 2.00 2.20 2.40 2.60 2.80 3.00 3.20 3.40 3.60 Career Guidance Information Economic Burden Employability Social Stigma Total Malaysia Indonesia Rep. of Korea The Philippines Thailand Lao PDR Total -53-
4. Principal Component Analysis Indonesia Thailand Philippines Lao PDR Korea Malaysia Career Guidance 0.226*** 0.220*** 0.242*** 0.220*** 0.221*** 0.276*** Information 0.275*** 0.247*** 0.255*** 0.242*** 0.246*** 0.341*** Economic Burden 0.219*** 0.240*** 0.232*** 0.235*** 0.227*** Employability 0.211*** 0.215*** 0.205*** 0.196*** 0.229*** 0.304*** sex(Male=1) -0.00279 -0.0023 -0.0171* 0.00167 0.00343 0.00846 Category(Student =1) 0.0495** 0.0186* -0.022 -0.0555** 0.000158 0 Region(City=1) 0.00462 0.00316 0.00476 -0.00749 -0.0291* -0.00706 Score(Middle=1) 0.00551 -0.00419 0.0386*** 0.0331* -0.00687 0.0421*** Score(Low=1) -0.000935 -0.00065 0.0745** 0.03 -0.0141 0 Status(Middle=1) -0.00303 0.0161 0.0163 0.0153 0.0574** 0.0292 Status(Lower=1) -0.0116 0.00864 0.00729 0.0192 0.045 0.0367 _cons 0.163*** 0.215*** 0.171*** 0.351*** 0.182*** 0.100*** N 614 3007 973 526 330 848 r2 0.968 0.974 0.972 0.968 0.973 0.964 F 1662.2 10150.6 2979.1 1407.1 1050.2 2771.1 ll 611.5 2854.7 828.6 515.2 276.9 497.3 t statistics in parentheses *p<0.05, ** p<0.01, *** p<0.001 Standardized Regression(Dependent Var.=Factor Score Average) 4. Principal Component Analysis Total Career Gu idance Informati on Economic Burden Employab ility Social Sti gma Total 1 Career Guidance 0.7917 1 Information 0.8106 0.6646 1 Economic Burden 0.7725 0.4735 0.4778 1 Employability 0.7764 0.4728 0.462 0.5578 1 Social Stigma 0.7417 0.4908 0.5646 0.5014 0.43 1 -54-
5. Summary and Policy Implications what is the most important thing to overcome recent decreasing demands for vocational high school Employment Opportunity : Myanmar, Lao PDR, Indonesia Quality of VET : Myanmar, Philippines The influence from Covid-19 Decrease the most important reason for the decrease in demand for Vocational high schools due to COVID-19 employment opportunity, less practice, tuition fee. 5. Summary and Policy Implications Demand for upper secondary VET Decrease : Malaysia, Lao PDR Increase : Myanmar Reason for studying at upper secondary VET Employment Opportunity : Indonesia, Korea, Malaysia Preference : Korea, Myanmar, Thailand Reason for the recent demand decrease for upper secondary VET Demand for Higher Education : Myanmar, Indonesia, Korea Social Stigma : Myanmar, Korea, Malaysia -55-
5. Summary and Policy Implications In order to succeed and revitalize upper secondary VET, VET itself should be constantly upgraded, at the same time providing sufficient information about VET to students and parents and helping them make correct judgments. 5. Summary and Policy Implications From the PCA, the most important reason for the recent decrease for upper secondary VET is “enough information on upper secondary VET “ VET needs to constantly update its departments and skills in line with the changing industry. Unlike general education, students and parents judge and have preconceived notions about VET based on past information, not current information -56-
Thank you! -57-
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Demand for Secondary Vocational Education in Laos Ms. Tammany Phommachak (Department of Research and Curriculum Development, Vocational Education Development Institute) -59-
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01 Introduction & context Table of contents Vocational high schools & Technical college in Laos 02 Data collection and Results Sample size & target group and Summary result of data collecting 03 Interpretation Sharing interpretation and insights with TVET experience 04 Recommendations Recommendations to TVET institutes and ministry officers 2 Demand for Secondary Vocational Education in Laos 1 Vocational Education Development Institute, Ministry of education and sports of LAO PDR -61-
Introduction The Lao PDR is facing the phenomenon of social decline, especially dropping out of school and not continuing to study at a vocational or higher education level. This group of students decided not to continue their studies to work abroad, such as Thailand, Korea and Japan. Ministry of Labor and Social Welfare, reported that the number of workers going to work in Thailand in 2022 is 51,652 people and is likely to increase every year (Department of Planning and Cooperation, 2022). 4 Introduction & context 01 Introduction 3 -62-
6 Apart from MoES and MoLSW, there are 11 ministries as well as other organizations providing TVET, including: Ministry of Public Health (University of Health Science and twelve Schools for Nurses) Ministry of Finance (Three training institutes) Ministry of Agriculture and Forestry (five specialized training institutes) Ministry of Information and Culture (five training institutes) Ministry of Justice (three training institutes) Bank of Lao (one training institute) Lao Women’s Union (three training centres) Lao Revolutionary Youth Federation (ten training centres) Other providers of TVET Lao PDR’s context 5 TEVT System in LAO PDR Based on the TVET Law Formal TVET- Education. Non-Formal TVET- Education. Integrated TVET- Training. TVET Structure Certificate level: C1, C2,C3 Diploma level Higher Diploma level -63-
Population and sample sizes The study aims to collect responses from a diverse sample of 400 participants, consisting of: ● Students ● Teachers ● Parents Students cover general school and vocational high school students 8 No. Type of sample Sample size 1 Middle and high school students 150 2 Vocational high school and technical college students 150 3 Teachers 50 4 Parents 50 Data collection Google form Online survey Respondents answer the question through Google form Data collecting Request letter sent to general and vocational high schools Officail letter Students bring the online survey form for their parents Parents 7 -64-
Results Summarize the survey results of general information for middle school students, high school students, teachers, and parents The survey results cover social perspectives, admission information, personal career counseling, self-awareness of interests and aptitudes, and economic conditions General information Demand for Secondary Vocational Education in Laos 10 Key factors to increase and decrease Summarize the significant reasons for the recent decline in the enrollment of students in vocational high schools and identify the most crucial factor to overcome it. Results 9 -65-
Respondents 12 529 132;25% 282;55% 67;13% Total respondents Middle school students Vocational high school Teachers 45;9% Parents General information 11 -66-
14 75% 13% 12% Go to school get a job don't know Plan after graduating from schools 1% 96% 3% upper middle lower Household economic level 1% 82% 17% upper middle lower 4% 16% 80% upper middle lower Career Decision 37% 45% 18% Decided Undecided Don't Know 33% 55% 11% Decided Undecided Don't Know 57% 34% 9% Go to school get a job don't know General information 13 N=132 Middle school students n % N=282 High school students n % Gender Gender Female 80 61% Female 12 6 45% Male 52 39% Male 15 6 55% Grade Grade Grade 1 13 11% Grade 5 16 3 58% Grade 2 - - Grade 6 59 21% Grade 3 14 12% Grade 7 60 21% Grade 4 90 77% Age Age 13 years old 13 3% 16 years old 49 17% 14 years old 55 11% 17 years old 50 18% 15 years old 24 5% 19 years old 54 19% N=67 Teachers n % N=45 Parents n % Gender Gender Female 32 48% Female 29 64% Male 35 52% Male 16 36% Age Age 35 years old 9 13% 38 years old 4 9% 38 years old 6 9% 40 years old 5 11% 39 years old 6 9% 44 years old 7 16% Academic background Academic background high school graduates 5 8% Middle school graduates or lower 3 7% college graduates 50 75% high school graduates 21 47% MD or Ph.D 12 18% college graduates 18 40% MD or Ph.D. 3 7% -67-
Social Perspective and Uncertainty about Vocational High School Very disagree Somewhat disagree Neither agree nor disagree Somewhat agree Very agree Don't Know I'm worried about the bad image of Vocational high schools 6% 8% 59% 21% 7% 0% I don't have a wide range of choices to choose a Vocational high school or department in my living area. 4% 10% 48% 29% 9% 0% I'm worried that I won't regret it after going to a Vocational high school. 2% 4% 37% 32% 25% 0% The entrance exam for Vocational high school is difficult. 6% 10% 57% 21% 6% 0% I'm worried that I might be considered a person who failed to enter a general high school. 11% 14% 48% 21% 6% 0% I'm worried if I can study properly in a Vocational high school. 6% 8% 51% 28% 7% 0% Vocational high schools are not very helpful in entering university. 11% 21% 47% 16% 6% 0% 16 Demand for Secondary Vocational Education in Laos 15 -68-
Personal career counseling Very disagree Somewhat disagree Neither agree nor disagree Somewhat agree Very agree Don't Know Middle school does not properly grasp the aptitude of students suitable for the career of Vocational high school. 7% 14% 40% 29% 9% 0% There is not enough time to share concerns with teachers in middle school about the career of Vocational high schools 8% 12% 42% 29% 9% 0% Job information provided by middle school is not very helpful. 15% 15% 43% 18% 9% 0% Information on Vocational high schools provided by middle school is not very helpful. 15% 21% 40% 17% 7% 0% 18 Admission information and preparation methods Very disagree Somewhat disagree Neither agree nor disagree Somewhat agree Very agree Don't Know I don't know much information about Vocational high schools 8% 15% 42% 23% 11% 0% There are not many ways to know about Vocational high schools 6% 17% 45% 23% 9% 0% There is a lack of information necessary to select Vocational high schools and departments that are well employed. 8% 13% 41% 25% 11% 0% There is a lack of information on whether you can go to college after graduating from a Vocational high school. 8% 15% 45% 24% 8% 0% I don't know what I can learn from the department of Vocational high school and what certificates I can get. 7% 13% 40% 29% 10% 0% Middle school does not sufficiently support entering Vocational high schools. 12% 17% 39% 22% 10% 0% Middle school is negative about entering Vocational high school. 20% 21% 39% 15% 6% 0% 17 -69-
Economic Conditions Very disagree Somewhat disagree Neither agree nor disagree Somewhat agree Very agree Don't Know It is difficult to enter high school due to economic circumstances. 4% 9% 34% 30% 23% 0% After graduating from middle school, I have to get a job and support my family. 6% 13% 31% 25% 25% 0% Vocational high school tuition is burdensome 5% 9% 46% 26% 14% 0% Employment is unclear after graduating from Vocational high school. 4% 12% 39% 29% 16% 0% Even if I graduate from a Vocational high school, my income is not getting higher. 10% 19% 40% 23% 8% 0% 20 Self-awareness of interest and aptitude Very disagree Somewhat disagree Neither agree nor disagree Somewhat agree Very agree Don't Know I don't have enough time to think about my career path in middle school 8% 14% 46% 24% 9% 0% In middle school, students don't understand about their interest and aptitude. 4% 12% 39% 33% 12% 0% In middle school, Students go to Vocational high schools according to their academic grades. 8% 15% 36% 29% 12% 0% 19 -70-
Reason for entering a Vocational high school Family economic situation 18% Employment posibility 14% Preference 28% University entrance posibility 16% 22 1% 1% 3% 5% 13% 14% 16% 18% 28% 0% 5% 10% 15% 20% 25% 30% School name value Commuting distance etc Recommendations from one's neighbors Grades Employment possibility University entrance possibility Family economic situation Preference Key factors to increase and decrease of vocational high school students 21 -71-
Key factors to overcome the challenge for increase number of vocational students 24 2% 2% 7% 9% 14% 16% 19% 29% 0% 5% 10% 15% 20% 25% 30% 35% Providing sufficient information on Vocational high schools other Providing sufficient career guidance in middle school Improvement of low image of Vocational high school Improving the Quality of Vocational High School Education Support for Vocational High School Students to Go to University Expansion of Student Scholarships for Vocational High School Expansion of employment opportunities for graduates of Vocational high schools Reason for the recent decrease in the number of students 23 35 64 43 146 105 18 11 76 28 7% 12% 8% 28% 20% 3% 2% 14% 5% shortage of students due to a declining population parents' growing enthusiasm for college education Low social awareness of Vocational high schools Economic burden of attending Vocational high school Uncertain employment after graduating from Vocational high school Lack of adequate career guidance in middle school Lack of sufficient information on Vocational high schools a decline in students' preference for Vocational high schools other n % -72-
Interpretation No impact on the demand among secondary vocational students Quite disagree No significant impact on the demand among secondary vocational students Neutral Significant impact on the demand among secondary vocational students Quite agree 3rd 1st 26 2nd 25 Household Economic Level Everage household economic level of Laos is in the middle levels that can not cover the living cost and tuition fee in vocational schools Career decision Middle school students not ready to make a decision about the career only high school students Plan after graduating from schools Middle school students, being younger, approach studying differently than high school students, who are more inclined to go straight into finding a job 01 02 03 Interpretation Key information of General part: -73-
Most influential factor for declining to enter vocational school in Laos based on TVET experience 28 Economic condition Students worry about living cost more than tuition fees Family Their family usually has plan for their students Study feild Insufficient information of study field in vocational schools Job opportunity and Revenue Social perspective believe that vocational students difficult to get job and low revenue 27 Social Perspective and Uncertainty about Vocational High School In Laos most of Social perspective not really care about the ucertainty of vocational school Admission information and preparation methods Insufficient information provide by the vocational Institute and related organization Economic Conditions Most of respondents are still concerned about post-graduation job opportunities and low income, while express less worry about tuition fees Personal career counseling The advice provided by teachers is still insufficient to effectively encourage and support decision-making for entering vocational schools 01 02 04 03 Interpretation Key information of Demand for Secondary Vocational Education in Laos: -74-
To increase the demand of vocational students in Laos Socail perspective Promoting a favorable image of vocational education, and showcasing successful examples of vocational students Admission information Create admission information agency to provide more information of departments and admission process Career opportunity Ensure employment outcome with reasonable revenue and promote alignment with labor market needs across various study fields Economic Conditions Part-time job and internship paid for vocational students 01 02 03 04 30 Recommendations 29 -75-
CREDITS: This presentation template was created by Slidesgo, and includes icons by Flaticon and infographics & images by Freepik 31 Thank you Do you have any questions? [email protected] +856 20 5600 9323 Vocational Education Development Institute Vatnak village, Sisatanak District Lao-Thai Road Website: https://laovedi.com/ -76-
Demand for Tertiary Vocational Education in Asian Countries: A Malaysian Case Ms. Riam Chau Mai (Director of Research & Development DPCC Ministry of Higher Education Malaysia) -77-
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TECHNICAL AND VOCATIONAL EDUCATION TRAINING (TVET) EDUCATION PATHWAY (BASIC VOCATIONAL EDUCATION) DEMAND FOR TECHNICAL VOCATIONAL EDUCATION TRAINING (TVET) IN ASIAN COUNTRIES MALAYSIA CASE PERSPECTIVES FROM: ⮚STUDENT ⮚EDUCATOR ⮚PARENT DR RIAM CHAU MAI DIRECTOR RESEARCH & INNOVATION CENTER POLYTECHNIC and COMMUNITY COLLEGE EDUCATION MINISTRY of HIGHER EDUCATION, MALAYSIA -79-
Student 848 (44.7%) Educator 852 (44.9%) Parent 196 (10.3%) Respondents 1896 (100%) 438 (44.7%) 410 (48.3%) 292 (34.3%) 560 (65.7%) 94 (48%) 102(52%) Gender Institusion Polytechnic Community College TVET School Academic School 296 (34.9%) 355 (41.9%) 98 (11.6%) 99 (11.7%) Polytechnic Community College TVET School Academic School 472 (55.4%) 220 (25.8%) 92(10.8%) 68 (8%) Polytechnic Community College TVET School Academic School 28 (14.3%) 11 (5.6%) 71(36.2%) 86 (43.9%) School Location City Area 482 (56.8%) Rural Area 366(43.2%) City Area 516 (60.6%) Rural Area 336 (39.4%) City Area 145 (74%) Rural Area 51 (26%) Upper Middle Lower 41 (4.8%) 227 (26.8%) 580 (68.4%) Upper Middle Lower 42(21.4 %) 80 (40.8%) 74 (37.8%) High School Graduates College/University graduates MD or Ph.D 14(1.6%) 347 (40.7%) 491 (57.6%) Middle School Graduates or Lower College/University graduates MD or Ph.D 48(24.5%) 70 (35.7%) 25(12.8%) High School Graduates 53(27%) Academic background Academic background Age 16-54 Age 19-70 Age 11*-60 DATA COLLECTION: 5 – 17 Jan 2024 GENERAL INFORMATION UNCLEAR DATA ANALYSIS & RESULTS GENERAL INFORMATION -80-
508 92 248 59.9 10.8 29.2 0 100 200 300 400 500 600 Decided Undecided Don’t Know CAREER DECISION Percentage(%) Frequency 199 442 188 16 3 23.5 52.1 22.2 1.9 0.4 0 50 100 150 200 250 300 350 400 450 500 Excellence Good Moderate Weak Very Weak School Test Score Frequency Percentage(%) 564 204 66.5 24.1 80 9.4 0 100 200 300 400 500 600 Further education Get a job Undecided Plan After Graduate Frequency Percentage(%) Respondents 848 44 124 46 581 5.5 15.6 5.8 73.1 0 100 200 300 400 500 600 700 Form 4 Form 5 Form 6 etc Student Grade Frequency Percentage(%) STUDENTS DEMAND FOR SECONDARY VOCATIONAL EDUCATION ❑ SOCIAL PERSPECTIVE AND UNCERTAINTY ABOUT TVET INSTITUTION ❑ ADMISSION INFORMATION AND PREPARATION METHODS ❑ PERSONAL CAREER COUNSELING ❑ SELF-AWARENESS OF INTEREST AND APTITUDE ❑ ECONOMIC CONDITIONS ❑ STATUS OF TVET INSTITUTION ENTRANCE STUDENTS THEME -81-
TVET INSTITUTION SOCIAL PERSPECTIVE AND UNCERTAINTY SURVEY VERY DISAGREE % SOMEWHAT DISAGREE % NEITHER AGREE NOR DISAGREE % SOMEWHAT AGREE % VERY AGREE % I do have a bad perception of TVET institutions 38.3 32.2 19.0 8.0 2.5 There are no wide range of choices for a TVET institution in my area 9.0 22.2 33.6 27.7 7.5 I'm worried that I will regret it after going to a TVET Institution 25.2 38.2 25.9 9.4 1.2 Admission requirements to TVET institutions are difficult 20.0 34.6 32.9 10.7 1.8 I'm worried that I might be considered a person who failed to enter a university 26.2 34.7 22.1 13.8 3.3 I'm worried that I can't study properly in a TVET Institution 18.3 34.0 25.1 18.9 3.8 TVET institutions qualification does not support my entry into universities 23.7 36.1 30.3 8.0 1.9 STUDENTS 9 273 510 56 1.1 32.2 60.1 6.6 0 100 200 300 400 500 600 Form 6 University (Public/Private) TVET Institution Not interested in further study FURTHER Higher Institution Percentage(%) Frequency 690 158 81.4 18.6 0 200 400 600 800 Yes No University Entrance Plan Percentage(%) Frequency STUDENTS Respondents 848 -82-
CAREER COUNSELING SURVEY VERY DISAGREE % SOMEWHAT DISAGREE % NEITHER AGREE NOR DISAGREE % SOMEWHA T AGREE % VERY AGREE % School does not properly grasp the aptitude of students suitable for the career on TVET. 15.3 33.3 32.7 13.9 4.8 There is not enough time to share the career prospects of TVET institutions with teachers 12.6 31.4 34.0 18.4 3.7 The job information provided by the school is not very helpful 13.8 32.2 34.2 15.9 3.9 Information about TVET Institutions provided by schools is not very helpful 13.0 33.8 34.8 14.6 3.8 STUDENTS ADMISSION INFORMATION AND PREPARATION METHODS SURVEY VERY DISAGREE % SOMEWHAT DISAGREE % NEITHER AGREE NOR DISAGREE % SOMEWHAT AGREE % VERY AGREE % I don’t have much information about TVET Institution 13.1 33.8 25.0 23.9 4.1 Access to information about TVET institutions is limited 15.7 32.1 25.9 22.9 3.4 There is a lack of information to choose a suitable TVET institution and program/field that promises job opportunities 12.5 29.1 31.3 22.1 5.1 Lack of information about opportunities to continue studying at university after graduating from a TVET institution 13.0 27.5 30.2 23.7 5.7 I am unaware of what I will be learning at the TVET institution and the certificate that I will obtain 16.7 36.0 24.8 18.6 3.9 Insufficient information from my school to facilitate the application process for TVET institutions 15.2 32.4 27.9 17.9 6.5 A negative perception towards TVET institutions is prevalent among the school community TVET institutions qualification does not support my entry into universities 12.9 26.5 38.0 17.5 5.2 STUDENTS -83-
ECONOMIC CONDITIONS SURVEY VERY DISAGREE % SOMEWHAT DISAGREE % NEITHER AGREE NOR DISAGREE % SOMEWHAT AGREE % VERY AGREE % It is difficult to pursue higher education due to challenging economic conditions 4.0 14.4 22.5 39.5 19.6 After graduating from secondary school, I need to get a job and support my family 5.0 17.1 32.5 33.4 12.0 TVET fees are burdensome 15.9 27.7 43.2 10.6 2.6 Career opportunities after graduating from a TVET institution are unclear 13.6 31.4 41.5 11.8 1.8 Even if I graduate from a TVET, my income is not getting higher 8.4 22.2 58.6 9.1 1.8 STUDENTS SELF-AWARENESS OF INTEREST AND APTITUDE SURVEY VERY DISAGREE % SOMEWHAT DISAGREE % NEITHER AGREE NOR DISAGREE % SOMEWHAT AGREE % VERY AGREE % I didn't have enough time to think about my career path at school 17.8 38.0 22.2 18.5 4.8 I am not sure and don’t understand my interests and abilities/talent 17.8 29.4 22.5 23.8 6.5 STUDENT S -84-
DEMAND FOR SECONDARY VOCATIONAL EDUCATION (EDUCATORS) ❑ SOCIAL PERSPECTIVE AND UNCERTAINTY ABOUT TVET INSTITUTION ❑ ADMISSION INFORMATION AND PREPARATION METHODS ❑ PERSONAL CAREER COUNSELING ❑ SELF-AWARENESS OF INTEREST AND APTITUDE ❑ ECONOMIC CONDITIONS ❑ STATUS OF TVET INSTITUTION ENTRANCE ❑ COVID INFLUENCE EDUCATORS & PARENTS THEME TVET INSTITUTION ENTRANCE GRADES FAMILY ECONOMIC SITUATION EMPLOYMENT POSSIBILITY OPPORTUNITY TO FURTHER STUDY AT UNIVERSITY PREFERENCE RECOMMENDATIONS FROM ONE'S NEIGHBORS SCHOOL NAME VALUE COMMUTING DISTANCE ETC 9.9 9.1 35.0 10.5 32.3 0.2 0.8 1.3 0.8 Reason for entering the TVET institution STUDENTS -85-
ADMISSION INFORMATION AND PREPARATION METHODS SURVEY VERY DISAGREE SOMEWHAT DISAGREE NEITHER AGREE NOR DISAGREE SOMEWHAT AGREE VERY AGREE EDUCATORS (%) PARENTS (%) EDUCATORS (%) PARENTS (%) EDUCATORS (%) PARENTS (%) EDUCATORS (%) PARENTS (%) EDUCATORS (%) PARENTS (%) Students not sure much on information about TVET Institution 7.2 9.2 22.3 32.7 15.7 14.3 46.4 36.2 8.5 7.7 Access to information about TVET institutions is limited 11.2 11.2 36.7 29.1 12.7 12.2 33.8 39.8 5.6 7.7 There is a lack of information to choose a suitable TVET institution and program/field that promises job opportunities 8.8 9.2 33.1 29.1 10.0 8.2 39.9 43.9 8.2 9.7 Lack of information about opportunities to continue studying at university after students graduate from a TVET institution 8.5 9.7 35.4 24.5 8.9 13.3 38.3 38.8 8.9 13.8 A negative perspective towards TVET institutions is prevalent among the school community 5.9 6.6 27.7 33.7 23.8 27.6 35.0 27 7.6 5.1 EDUCATORS & PARENTS SOCIAL PERSPECTIVE AND UNCERTAINTY ABOUT TVET INSTITUTION SURVEY VERY DISAGREE SOMEWHAT DISAGREE NEITHER AGREE NOR DISAGREE SOMEWHAT AGREE VERY AGREE EDUCATORS (%) PARENTS (%) EDUCATORS (%) PARENTS (%) EDUCATORS (%) PARENTS (%) EDUCATORS (%) PARENTS (%) EDUCATORS (%) PARENTS (%) I do have a bad perception of TVET institutions 62.2 52 28.4 30.6 3.1 5.7 2.8 5.6 3.5 6.6 Students do not have many options to choose a TVET Institution near where the student lives 27.9 12.2 39.8 34.7 10.6 18.9 18.2 28.6 3.5 5.6 Admission requirements to TVET institutions are difficult 35.8 10.7 52.1 50.5 7.3 22.4 4.1 14.3 0.7 2.0 EDUCATORS & PARENTS -86-
INTEREST AND APTITUDE SELF-AWARENESS SURVEY VERY DISAGREE SOMEWHAT DISAGREE NEITHER AGREE NOR DISAGREE SOMEWHAT AGREE VERY AGREE Students not sure and don’t understand their interests and abilities/talent 1.3 6.8 12.2 63.1 16.5 Students enrolled into TVET according to their academic grades 1.2 6.5 9.9 68.3 14.2 EDUCATORS & PARENTS CAREER COUNSELING SURVEY VERY DISAGREE SOMEWHAT DISAGREE NEITHER AGREE NOR DISAGREE SOMEWHAT AGREE VERY AGREE EDUCATORS (%) PARENTS (%) EDUCATORS (%) PARENTS (%) EDUCATORS (%) PARENTS (%) EDUCATORS (%) PARENTS (%) EDUCATORS (%) PARENTS (%) School does not properly grasp the aptitude of students suitable for the career on TVET 5.5 22.7 27.9 34.9 9.0 There is not enough time to share the career prospects of TVET institutions with students 7.7 36.0 21.2 31.3 3.6 The job information provided by the school is not very helpful to students 5.8 5.6 22.7 30.1 30.4 24.5 35.4 33.2 5.8 6.6 Information on TVET provided by middle school is not very helpful 5.1 29.6 25.5 33.7 6.1 EDUCATORS EDUCATORS & PARENTS -87-
TVET INSTITUTION ENTRANCE Reason for entering TVET institution: GRADES FAMILY ECONOMIC SITUATION EMPLOYMENT POSSIBILITY OPPORTUNITY TO FURTHER STUDY AT UNIVERSITY PREFERENCE RECOMMENDATIONS FROM ONE’S NEIGHBOURS SCHOOL NAME VALUE COMMUTING DISTANCE ETC EDUCATORS (%) 15.0 5.5 42.3 6.8 23.4 1.4 2.2 2.5 0.9 PARENTS (%) 3.6 3.1 54.6 4.1 29.1 0.5 1.5 2.0 1.5 Middle school students' enrollment in TVET institutions: VERY DECREASED DECREASED MAINTAINING THE STATUS QUO INCREASED VERY INCREASED EDUCATORS (%) 7.9 49.3 20.8 21.4 0.7 PARENTS (%) 6.1 30.1 23.5 35.2 5.1 EDUCATORS & PARENTS ECONOMIC CONDITIONS SURVEY VERY DISAGREE SOMEWHAT DISAGREE NEITHER AGREE NOR DISAGREE SOMEWHAT AGREE VERY AGREE EDUCATORS (%) PARENTS (%) EDUCATORS (%) PARENTS (%) EDUCATORS (%) PARENTS (%) EDUCATORS (%) PARENTS (%) EDUCATORS (%) PARENTS (%) It is difficult for students to pursue higher education due to challenging economic conditions 2.9 5.1 19.7 27.6 12.2 16.3 50.2 38.3 14.9 12.8 TVET fees are burdensome 23.4 9.2 50.0 41.3 16.1 39.3 9.2 7.7 1.4 2.6 Career opportunities after graduating from a TVET institution are unclear 14.7 6.6 50.7 36.7 10.9 25.5 20.9 25.5 2.8 5.6 After graduating from a TVET institution income is not getting higher 6.1 34.7 46.9 10.2 2.0 EDUCATORS & PARENTS -88-