Demand-supply Mismatch in TVET Academic Programmes: What Is It and What Should It Be?

Abstract

Over the years, public and private higher education institutions in Malaysia haveconsistently produced many graduates. However, the employment rate among local fresh graduates remains low. Therefore, this study aims to clarify the demand-supply mismatch of the programmes offered by Malaysian Polytechnic Technical Vocational Education and Training (TVET) based on the perspectives of the employers, top management, lecturers, and students. This study adopted a semi-structured interview as the data collection method and utilised a purposive sampling method in approaching the respondents. This study conducted a thematic analysis using the ATLAS.ti 9 software. The findings of this study relating to the demand-supply mismatch can be classified into three, which are: i) the mismatch between industry demand and TVET programme supply; ii) the mismatch between student demand and TVET programme supply; and iii) the mismatch between institution readiness and TVET programme supply. Following these findings, this study proposed a realignment of the TVET programme by taking into consideration all stakeholders’ necessities. As a result, the demand-supply will be balanced, thus increasing the employability of the local graduates. It is beneficial for future research to employ an appropriate framework of alignment when examining TVET academic programmes, taking into account the needs of all stakeholders to guarantee that TVET programmes remain relevant.

Implementing communication technologies to enhance learning efficiency at a technical vocational education and training college in Cape Town

“…The TVET sector is under constant strain to meet labour demands. Some of the identified challenges associated with the TVET sector include labour-market mismatch, negative employer perception [22,50] and negative societal perceptions of the TVET sector, which creates the misconception that the pathway is for weak learners [3,50]. Subsequently, the resulting output of learner inefficiency is still felt in its three facets: skill, knowledge, and competence.…”

“…The concept of instructional time has attracted less attention, particularly within the TVET sector in South Africa, yet learning efficiency is impacted. The common issues perceived to affect learning efficiency and supposedly given more attention include funding [48], poor relationships between labour markets and the programmes [22], articulation issues [31], poor industry experience for the lecturers [33] and mismatch of learners and programmes [39]. Observations in South Africa have shown disruptions in learning each year due to different socio, political, and economic challenges but still get less attention.…”

The Present and Future of Malaysian Technical and Vocational Education and Training (TVET)

“…On the other hand, due to the mechanisms involved in bureaucracy, upgrading the curriculum can be a slow and laborious process. The vocational and technical education and training (TVET) programmes that are now being offered in Malaysia are primarily driven by supply, and there is still a dearth of job placement assistance (Ibrahim & Nashir, 2022). As a result, educational institutions have failed to utilise the feedback provided by previous trainees regarding the calibre of their training programs, there by missing out on opportunities to enhance their curricula and training offerings.…”

Pedagogical Capital Strategies for Civil Technology Skills-Based Activities

“…A fair argument is that the views of Yamada et al are not new in the vocational education sector. This can be hinged on studies, such as that of Rodzalan et al (2022) looking at TVET skills gaps in the electrical and electronic industries, along with Ibrahim and Nashir (2022) focusing on demand-supply mismatch in TVET learning programs, these scholars echo Yamada's sentiments. It is for this reason that we are premised on the view that little has been done to understand why teachers teach the way they do.…”