Msc Malaysia Status 4.0 MSC MALAYSIA STATUS 2.0

What are the main drivers of Iskandar Project TVET 4.0 program?

To begin with, Iskandar Project TVET 4.0 is an entirely new scheme which is structured on three main core issues; Automation, Entrepreneurship and Apprenticeship. TVET 4.0 is built from the ground up and is heavily reliant on the emergence of Industry 4.0 practices in industries. It is therefore future proofed for the next twenty years. As everyone is trying to ride on automation, so will TVET 4.0 and together with artificial intelligence and entrepreneurship, TVET 4.0 as espoused by Iskandar Project will ride the digital revolution to produce workers that are miles apart from the traditional technical and vocational training that the market has to offer.

The theme drivers:

Automation/Artificial Intelligence

The world, in an effort to bring about efficiency is going to totally subscribe to everything automatic. We are going to encounter automation with almost every branch of business from now onwards; everything that we can think of including even the arts. With automation, we have to include artificial intelligence so as to drive it. From now onwards, machines will be programed to work seamlessly without human control. And to support it, robots will take the place of humans to make things happen. But with the widespread use of robots, will humans become jobless? Maybe and maybe not. There will be plenty of jobs, new jobs. Jobs about manning robots, and jobs about how to program robots to work in a way that is both efficient and fast.

So we will have to train our workers to think about automation. We will first of all put them in an environment of automation. Then we will train them to think creatively as they will be primarily problem solvers. But how do they know what problems exist. For that, we will need industry players who will know what problems to tackle. To be sure, there are a lot of problems but we will have to focus on industry problems, not from text books written by academics that are out of tune most of the time with the industrial demands. And what about artificial intelligence (AI)? Well, if you need everything to run on automation, you will need to have artificial intelligence. And our future workers must at least know the fundamentals of AI, and better still to be able to code it.

Not to be left out is the way our future workers go about learning how to solve problems. We might think that industry players are good at solving problems but in reality they are not. You will need motivation. You will need lead thinkers. It is a natural tendency in our work environment for people to depend on others to do the dirty jobs. And coming out with an untested idea is a dirty job because there will be dire repercussion if the idea does not work, right. Finger pointing and corporate skulduggery is ever present. Fortunately it is easier to train young workers to take up challenge than relying on veteran workers to pioneer new grounds!

An important part of Iskandar Project TVET 4.0 is the use of real-time artificial intelligence feedback system in their training. This is made possible with the integration of an AI module which also tracks the pupil's learning in real time. Together with a constantly updated data base system, the AI module is capable of machine learning on the pupil's ability to understand course work and thus also able to feed appropriate contents generated with artificial intelligence to all stake holders including pupils, teachers and industry players. Thus we have pupils, teachers and industry players a huge market oriented data base which will make them authorities in their chosen fields. This feedback AI system is the first of its kind to help create a single field of thought among the pupils, teachers and industry players. It will also help pioneer becoming real competitive in the global market.

Apprenticeship

Apprenticeship is the gist of useful training and it must be emphasised that without it, we will only train workers who does not fit into the realm of Industry 4.0. We also cannot depend on academics to structure the apprenticeship course because they are mostly out of tune with industry. For that, we will rely heavily on experienced industry players who is more market oriented than others and who will decide on the course structure as well as becoming future employers of trained workers. In this way, we will not have the blame game where institutions become the butt of the joke that they often blindly train unsuitable workers. With the industry players leading the role in structuring the course, there will be less wastage on scarce resources.

Entrepreneurship

The new thinking is that governments should not be made to shoulder job creation for her citizens. All over the world, politics dictate that the government of the day becomes the sole prime job creation. Unfortunately, most governments fail to live up to their promise because they normally fail to read the future of industry trends, what more with the coming of Industrial Revolution 4.0. Governments are now forced to tackle how to automate management processes and they really have a hard time to motivate their industries to move towards automation as funds are in short supply. Added to this problem is that most of their educational systems belonged to the last century; there is a government onus to just churn out as many academic cert holders as possible without nary a though as to whether these cert holders can fit into a ever changing system.

TVET 4.0 as espoused by Iskandar Project would like to emphasise on the creation of next generation of entrepreneurs whose ideal would be first as an entrepreneur and thence as a suitable worker for Industry 4.0 realm. Enterprising attitude must be cultured into the minds of pupils so that they will pioneer new forms of business as they are fortunate enough to learn about automation and robotics. And when it comes to entrepreneurship, it must be emphasised that it cannot be learnt;it has to be inspired. For this element, TVET 4.0 will encourage entrepreneurs to give their part of the success story such that pupils will be inspired to become businessmen. As the world moves seriously into turning everything to run on automation, there would be whole new sectors of servicing that must support automation, robotics and IoT. When machines fail, as they are wont to from time to time, you will need humans to service it. Thus the whole scenario of business will change and hopefully, TVET 4.0 will be there to help out in the creation of suitable field workers or entrepreneurs. There is indeed a whole new game where Industrial Revolution 4.0 is concerned, some of which we can foresee and some of it we cannot even thought about. How will future people buy their stuffs? How will they transport themselves? Hopefully, TVET 4.0 will help address these problems as it is designed to envision and solve problems.

We are all well accustomed to the idea of the academic institutions not churning out suitable workers but with the new TVET 4.0, this wasteful journey will be averted because now the industry players will be a part of the vehicle that churns out appropriately trained workers. With real time tracking about the performance of the pupils, and also the appropriate type of education, TVET 4.0 will go a long way to revolutionise vocational training. And TVET 4.0 should be considered as a life-long training because it is able to track what we learn and do even after we have left the workforce. And last but not the least, TVET 4.0 will follow us and inform us what best to do because it also track what is happening in the world in real-time. TVET 4.0 is another mini-revolution from Industrial Revolution 4.0.