THERE must be a mindset change if Malaysia wants to align technical and vocational education and training (TVET) with the highly sought-after career paths often associated with academic degrees, experts say.
This follows the release of the Financial Industry Collective Outreach (Finco) TVET in Malaysia: Perceptions vs Reality report in September, which cites the lack of family support as among the top reasons youths do not pursue TVET (see infographic).
Pointing to the finding, Universiti Tun Hussein Onn Malaysia Faculty of Technical and Vocational Education Prof Dr Razali Hassan said this is why it is important for policy reforms and institutional efforts to be accompanied by a shift in family narratives.
“Parents influence educational decisions more than advertisements.
“Changing narratives requires parent-targeted engagement, including testimonials from TVET graduates, media storytelling that highlights economic and career success from TVET backgrounds, and community-level dialogue that frequently shows how technical careers drive national development.
“Policy reforms create structure, but family support creates motivation and social legitimacy,” he said, adding that both aspects play a key role in influencing TVET uptake.
Prof RazaliFinco chief executive officer Clare Walker said a national campaign that highlights the diversity of TVET pathways and improves both public awareness and the brand image of TVET could prove effective.
The report, she said, suggests that a social media campaign leveraging the positive experiences and success of TVET graduates could be an effective tool to improve the sector’s visibility, especially when the content is informative and engaging.
Concurring, Prof Razali said social media influencers and digital storytelling can humanise TVET by showcasing real-world success, creativity and innovation in technical careers.
“Social media influencers can amplify narratives of skilled youth as innovators, not blue-collar workers.
Walker“Digital campaigns can modernise the image of TVET, linking it with technology, entrepreneurship and future-ready skills,” he said, adding that this approach turns perception change into a community movement rather than a policy message.
He also noted that career guidance, alumni success stories, professional recognition and industry-linked showcases can help enhance the visibility of, and opportunities available to, TVET graduates.
Breaking the bias
Another finding from the Finco report shows that 66% of employers want the skills that TVET diploma holders possess, yet 33% still perceive those without degrees as less capable of learning new skills (see infographic).
Walker said this stems from lingering biases, where some employers associate non-degree qualifications with lower adaptability or limited career growth potential, despite evidence that TVET graduates possess specialised, in-demand skills essential to Malaysia’s growing industries.
To bridge this gap and ensure that TVET graduates’ specialised skills are fully recognised and valued, she emphasised the importance of structured industry attachments and joint curriculum design between TVET institutions and employers.
“With employers’ input in curriculum design, TVET institutions can better equip graduates with skills and knowledge that are more closely aligned with evolving industry needs.
“This close collaboration could build employers’ confidence in the capabilities of TVET graduates and increase the value placed on work-ready technical expertise and abilities over paper qualifications,” she said.
Syed HussainIn addition, the report highlights that those with greater exposure to TVET think more positively of such talents, particularly in terms of the relevance of their skills to the job market.
Malaysian Employers Federation president Datuk Dr Syed Hussain Syed Husman said the finding underscores a significant perception gap that Malaysia must urgently address.
“The gap reflects not a lack of value in TVET, but rather limited public understanding of its real-world outcomes and career potential,” he said.
He noted that the perception gap stems from several interconnected factors: cultural bias towards academic pathways, insufficient visibility of TVET success stories, lack of exposure to modern TVET industries, and fragmented communication between government, education and industry.
“Malaysia must adopt a national-level perception reform strategy that involves employers, educators and policymakers working together to promote TVET as a respected and aspirational career pathway,” he said.
Syed Hussain proposed stronger employer-TVET partnerships that showcase real career outcomes through open days, factory visits and mentorship programmes; media campaigns that spotlight TVET graduates who have advanced into technical leadership roles; and career guidance initiatives that integrate TVET awareness into secondary schools.
“Employers play a pivotal role in shaping perception.
“More industry involvement in curriculum design, certification development and public–private initiatives will reinforce TVET’s market relevance and visibility.
“Sharing labour market data that shows TVET’s contribution to productivity and employability will also help change public sentiment,” he said.
He stressed that closing the perception gap requires authentic engagement and sustained visibility rather than policy slogans.
“When employers, educators and government collaborate to present TVET as a modern, innovative and respected career pathway, young Malaysians and their families will view it as a first-choice option rather than an alternative,” he said.
Hands-on experience
My TVET training made me job-ready by preparing me to think, adapt and perform in real work situations from the start. Unlike traditional classroom learning, our lessons were built around hands-on projects, teamwork, and problem-solving tasks that mirror what happens in the industry. For example, instead of just reading about technical systems, we worked directly with the equipment, learning how to troubleshoot, repair, and maintain it safely and efficiently. To employers who say degree holders learn faster, I’d say this: TVET graduates don’t just learn,we do. We’re trained to apply knowledge on the spot, find solutions under pressure, and deliver results. Our learning curve in the workplace is often shorter because we’ve already experienced real job scenarios during our training.
Ian Chan Chun Kiat, culinary arts graduate, 24
TVET training really prepared me for the real world because most of the things we learnt were practical. We didn’t just focus on theory; we also did a lot of technical drawing and used software such as AutoCAD. During my training and internship, I was already exposed to how things work on-site and how to communicate with contractors and supervisors. TVET graduates learn fast because we’re already used to solving problems. We may not have the same academic background as degree holders, but we have the skills and a mindset to adapt quickly and work efficiently.
Idris Abdul Majid, construction technology graduate, 23
As a TVET graduate working as a site supervisor, I bring valuable practical experience to the job. I started as a general worker during my studies, which gave me a strong understanding of site procedures, real challenges, and effective, cost-efficient problem-solving. These skills also help me guide general workers and subcontractors more effectively. TVET graduates like us are highly skilled in hands-on work. While engineers may focus more on documentation and planning, we excel in field execution. That said, we are also capable of adapting to office tasks. To all fellow TVET graduates: take every opportunity, keep learning, and never limit yourself. We are driven by the pursuit of knowledge, experienceence and skill.
Mary Anne Dalubatan, construction technology graduate, 21
