Republic of the Philippines

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES

COLLEGE OF INDUSTRIAL EDUCATION
Graduate Program

LYNDY G. PANTAO
Program: Ed.D. - IEM
Course: IE602 Comparative Industrial Education
Professor: Dr. Apollo Portez
Semester: Second Semester
School Year: 2023-2024
Date: June 10, 2024

Reflection
Reporter 5: Julie Anne Fatalla
Malaysia and Laos

When comparing the technical vocational education and training (TVET) systems

of Malaysia and Laos, it is evident that the two countries differ greatly in terms of their

methodologies, infrastructure, obstacles, and accomplishments. An outline of each

nation's TVET management is provided below:

1. Government Support and Policy Framework. Malaysia has a strong government

support to TVET through different policies and substantial investments. The 11th

Malaysia Plan and the National TVET Master Plan outline clear strategies for

enhancing TVET, emphasizing skills development in line with industry needs.

Laos is in the process of developing a policy framework for TVET. Government

support is growing, but policies are still evolving. The TVET Development Plan

(2016-2020) was a significant step, focusing on increasing access and improving

quality.
2. Infrastructure and Institutions. With a large number of institutions, such as training

centers, polytechnics, and vocational colleges, Malaysia has a well-developed

TVET infrastructure. The country has successful collaborations between the

government and private sector, ensuring that TVET programs are relevant to

current industry demands. There are less TVET institutions in Laos than in

Malaysia. There is a dearth of contemporary facilities and equipment in many

institutions, and the infrastructure is less developed. TVET facilities are often

concentrated in urban areas, limiting access for students in rural regions.

3. Curriculum and Training. Malaysia has a curriculum that is frequently updated to

match industry needs, integrating modern technology and practical skills. TVET

certifications in Malaysia are nationally recognized and aligned with international

standards. The TVET curriculum in Laos often focuses on basic and traditional

skills, with limited incorporation of advanced technologies. There is a significant

need for more qualified TVET teachers and trainers.

4. Challenges. Despite its progress, many people still perceive Technical and

Vocational Education and Training (TVET) as a less respectable alternative when

compared to academic education ensuring constant alignment with rapidly

changing industry needs remains a challenge. Limited financial resources hinder

the development of TVET infrastructure and the acquisition of modern equipment

in Laos ensuring the quality and relevance of TVET programs to meet market

needs is a significant challenge.

 In summary, Malaysia has a more advanced and well-supported TVET system

compared to Laos, which is still in the developmental stage with significant room for

improvement in infrastructure, curriculum, and overall quality.