马来西亚技术教育与职业培训体系的发展及其面临的挑战
The Development of TVET System in Malaysia and Its Challenges Ahead

张运华 CHANG Yun Fah
Tun Tan Cheng Lok Centre for Social and Policy Studies, Universiti Tunku Abdul Rahman, Malaysia and Centre for Malaysian Chinese Studies（马来西亚拉曼大学敦陈祯禄社会与政策研究中心暨华社研究中心学术董事）。
E-mail: [email protected]

马来西亚华人研究学刊，第21期，2018年，页1-42
Journal of Malaysian Chinese Studies, Volume 21, 2018: 1-42

摘要

本文讨论了自1870年以来马来西亚技术教育与职业培训（简称技职教育）体系的发展和现状，并强调了它所面临的一些挑战。马来西亚技职教育的历史可以分为三个阶段，即1870年至1952年的英国殖民阶段，1952年至1978年的独立前后阶段，以及1979年至2010年的工业化阶段。每个技职教育阶段都有其不同的特点，目的和参与对象。目前，所有技职教育院校皆由七个政府部门所管辖或运作，其中三个部门即人力资源部，教育部和乡村发展部下属的玛拉机构则个别提供不同的认证系统。然而，基于各种因素，公立技职教育院校不受非马来人的青睐。除了华文独立中学的技职班外，马来西亚华社也向台湾和中国寻求技职教育机会。马来西亚政府自2010年以来推出了一些转型计划，并拨出巨额预算来改善技职教育系统。然而，本文指出了我国政府在技职教育方面依然面对着许多严峻的挑战，如各种技职教育系统之间缺乏协调性，技职教育的种族分割和两极化趋势，以及技能与职能不匹配现象等问题。

关键词：马来西亚、技职教育体系、技术教育、职业培训

Abstract

This paper discusses the development and current landscape of TVET system in Malaysia since 1870 and highlights some challenges it faces. The history of Malaysian TVET can be divided into three phrases, namely the British colonial stage from 1870 to 1952, the Post-Independent stage from 1952 to 1978, and the Industrialization stage from 1979 to 2010. Each stage of TVET development has its own different characteristics, purposes and targeted participants. Currently, the TVET institutions are administrated by seven ministries with three different certification systems from the Ministry of Human Resources, Ministry of Education, and MARA under the Ministry of Rural Development. However, the public TVET institutions are not in favoured by the non-Malays due to various reasons. Besides the TVET classes in Chinese Independent High Schools, the Chinese community has also sought for the TVET opportunities from Taiwan and China. Since 2010, the government launched a few transformation plans and allocated huge budgets to enhance the TVET systems in Malaysia. Nevertheless, issues such as uncoordinated TVET systems, racial segmentation and polarization, and mismatched of skills-jobs remain the critical challenges for the Malaysian government.

Keywords: Malaysia, TVET system, Technical Education, Vocational Training

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