The advent of Industrial Revolutions that swept the region has not spared the Malaysian business landscape.  This has compelled industries to produce highly skilled workforce (Yizit and Yezim Denis, 2018) to promote knowledge-based skills in various sectors in Malaysia. Anticipating this change, the Malaysian Government initiated Technical Vocational Education and Training (TVET) program to address the issue during the early 90’s. However, the current highly pedagogical supply driven TVET system has not addressed the need to effectively upskill and reskill workforce talents to achieve maximum productivity. Hence, this study, which is grounded on empowerment theory, aims to develop mechanisms to skew the path towards industry-driven TVET by adopting heutagogical approaches that promotes lifelong and independent adult learning (Blaschke, 2012). The study will be executed using sequential exploratory design (mixed method) beginning with qualitative followed by a quantitative study by collecting samples via stratified random and proportional sampling technique whereby a framework will be developed to enable Government policymakers an impetus to formulate relevant strategies that forges the collaboration between the industry and academia.

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Heutagogy a term which describes self-determined learning with principles deeply engrained in andragogy has recently gained popularity as a learning technique due to limited attention for a period of time. The core principle of heutagogical teaching and learning technique is to encourage learners to be self-determined and is grounded upon the development of learner’s individual capability with the primary goal of grooming learners to gracefully survive the complexities of the rapidly globalizing economies. The renewed attention towards heutagogy is partly due to the advancement of technology. With the learner-centric design, technological advancement greatly supports the heutagogical approach by sustaining the expansion of learner generated subject. Therefore, this article collates crucial commentaries and opinions from various scholars in the field. This article is built grounded on various relevant literatures and thoroughly defines the intriguing concept of heutagogy and andragogy to a certain extent. This article offers a foundation for further discussions and impactful research into heutagogy as an emerging learning technique and a theory which would revolutionize the education system while nurturing life-long and mature learners who are academically and professionally prepared for the rapidly globalizing economy.