Role of Malaysia TVET teachers’ training institutions toward industry and education 4.0

Abstract

One of the areas that has received renewed attention in the Education 2030 agenda is the Technical and Vocational Education and Training (TVET) and skills development. Under the TVET and skills development, the importance of technologies has been highlighted, whereby it has been noted that, ‘in addition to providing wider access to TVET, ICT has enormous potential to enable innovative pedagogy that makes educational experiences more authentic and relevant to workplace needs’. In order to ensure effective participation in the global massive technology development, the implementation of education according to priority directions is essential. In Malaysia, the development of hands-on things should be able to cope with the market need which now relies more on Information and Communication Technology (ICT), automation and Internet of Things (IoT). Therefore, the purpose of this review is to investigate current strategy of Malaysian TVET teachers training institutions and to identify the drivers to move forward. To achieve the agenda, the strategy and understanding of the drivers became an urgent initiative today. It is an integral component that enables institutions to be adaptable and ready to ‘produce new ideas, to transform old ones, to combine and codify information into.