Success factors: higher education, right skills and knowledge

Young people are aware that career success is only possible if they pursue higher studies and are armed with the right skills and knowledge.

AS the demand for highly skilled and knowledgeable workers intensifies in the knowledge-based economy, so does the demand for higher education.

Indeed, higher education plays an increasingly significant role in this dynamic and integrated world economy.

There is much evidence in research literature that show the positive correlation between higher education and economic development.

In addition, pursuing higher education is seen as an important pathway to career success. However, as tertiary studies become more accessible to the masses, there are concerns on the value of higher education.

Based on the classification of the Education Ministry, the higher education sector in Malaysia consists primarily of universities, university colleges, colleges, polytechnics and community colleges.

An online survey was conducted recently where 298 respondents participated. More than 80% of the respondents were students in public and private higher education institutions in Malaysia while the rest were random respondents.

The data from this survey was collected through the UTAR (Universiti Tunku Abdul Rahman) Opinion Poll (http://poll.utar.edu.my/), an online platform developed by the varsity to collect public opinion on current issues, particularly issues faced by youth in the country.

Seeking jobs

The survey revealed that the two reason for pursuing a university or college education were to get a decent job and earn a higher salary.

The value of higher education in providing access to improved jobs, better earnings and career prospects is an important driving force for people to invest in higher education.

Other important values of higher education as highlighted in the survey include promoting social mobility and gaining self-fulfilment.

In the survey, when respondents were asked about what kind of knowledge should be emphasised and delivered by higher education, students and non-student respondents gave somewhat different feedback.

Student respondents placed great emphasis on the provision of professional knowledge that would prepare them with the information and knowledge required for a professional career while career-related knowledge came in second.

For non-student respondents (consisting of respondents working in different professions and 67% of them have a degree), they are of the opinion that higher education should firstly prepare students for good citizenship and to be well-versed in general knowledge.

This was then followed by the preparation for a professional career and a job.

The survey also revealed that vocational or technical knowledge to prepare students with technical skills has not been seen as a priority for higher education.

Due to the burgeoning number of higher education institutions, particularly private higher education institutions in the country since the introduction of the Private Higher Educational Institutions Act in 1996, higher education has changed from a social institution to an industry and is increasingly perceived as a profit-making industry.

About 75% of the respondents felt that higher education was becoming “commercialised” and profit-oriented, thus creating the varying standards of higher education institutions, and the programmes offered in the country.

The diverse quality has somehow contributed to the diminishing value of a higher education degree.

It has also led to the distorting job market signalling effect of an academic degree in the employment market.

Hence, more efforts in screening and filtering are required during recruitment to help employers hire the right candidate with the relevant requirements.

In order to ensure the quality of higher education in the country, it is crucial for the authorities to develop a reliable and effective mechanism to closely monitor and assess the quality of teaching and learning in higher education institutions in Malaysia.

“Too-examination oriented” is the general perception of the respondents (78.3%t) on the current higher education system in Malaysia.

This is associated with the feedback that higher education institutions should provide more practical training opportunities and industry exposure to students.

The curriculum design should consider incorporating innovative teaching and learning methods. This would include problem-based learning, project-based assignments, case studies or experiential learning, rather than the traditional lecture-based method.

Internship is found to be an effective way for students to gain hands-on learning experience.

Non-student respondents were asked to give comments and their perception on the performance of students in the higher education institutions.

The majority of them (80.6%) felt that our students are lacking in international exposure.

It would be a disadvantage if we are not preparing our students and equipping them with global competence skills to compete in the global economy.

International internships.

Many universities around the world, particularly universities in Europe and North America, have incorporated into their curriculum at least one semester of study abroad or international internships.

Compared to these universities, we are lagging behind in this aspect.

Higher education institutions in Malaysia should participate more actively in internationalisation initiatives, particularly international student exchange programmes to provide students the opportunity to acquire global experience during their studies.

Another major comment is related to students’ lack of good communication skills.

In fact, this is not a new finding. We often read reports or hear comments about the inadequacies of our students in communication skills.

It is not so much of a language barrier, but more related to the capability to express and deliver one’s idea and messages clearly and correctly.

Interestingly, when student respondents were asked to reveal what skills they acquired in university or college, communication skills topped the list as the skills most acquired.

This is something that needs further investigation.

The higher education system is undergoing dramatic changes due to many underlying factors, particularly technology innovation, emergence of knowledge economy, shifting demographics and globalisation.

The role and value of higher education has somehow changed as well.

It is important for us to review the best practices to prepare students to succeed in the increasingly dynamic world and to produce the “right” knowledge workers for society.

This article sheds light on some of the issues in Malaysian higher education as perceived by students and general respondents.

By Prof Cheng Ming Yu The Star/Asia News Network

The writer is a Professor at the Department of Economics, Faculty of Accountancy and Management at Universiti Tunku Abdul Rahman. This is the final article in a series of STEM for life-themed articles published in our pullout.

Related posts:

Stem education for life to reach new heights- Part 1

It is necessary for the nation to embrace Stem education in order to reach new heights. IT is imperative that schools and educational …

Rightways Technologies: STEM Education for life, part 2

IN our previous article (Stem education for life to reach new heights) we talked about the engineering feats of the 20th century, what STEM (Science, Technology, Engineering and Mathematics) stands for and some ways to...

Stem education for life to reach new heights

STEM Education for life, part 2

The second part of the series looks at the part STEM has to play in ensuring a better future for all Malaysians.

IN our previous article (Stem education for life to reach new heights)  we talked about the engineering feats of the 20th century, what STEM (Science, Technology, Engineering and Mathematics) stands for and some ways to promote STEM among students. In this article, we will talk about the importance of STEM education for key professions and for the future of the nation.

In 2007, 30% of the total tertiary education-age population in Malaysia was enrolled in tertiary education. In 1999 it was 23%. Malaysia targets that by 2020, this total will increase to 50% and out of that 60% will be in STEM. To meet this target, ground work has to start now.

Currently, it is estimated that about 37% of secondary school students are in the Science stream. It is worrying if there is a decline in the number of students enrolling in the Science stream.

If our country is to move forward to compete with the rest of the world and to be sustainable in the future, we need more scientists, mathematicians, engineers and technologists to manage our natural resources and to look into renewable resources for future growth and sustainability. More talents and more qualified manpower are required to drive the country.

The United States Department of Commerce in the 2013 article STEM: Good Jobs Now and for the Future (www.esa.doc.gov) stated that “STEM workers drive our nation’s innovation and competitiveness by generating new ideas, new companies and new industries. However, US businesses frequently voice concerns over the supply and availability of STEM workers. Over the past 10 years, growth in STEM jobs was three times as fast as growth in non-STEM jobs.” Perhaps this is an indication of a trend that could eventually affect Malaysia as well.

According to an employment website survey in August 2013 based on a year’s data that among the top 10 highest paid jobs in Malaysia, most tend to be technical or science based. At the executive level, those who specialised in medicine, engineering, finance and information technology (IT) generally earned above-average salaries, while those at managerial levels and higher who received better compensations were in the fields of IT, science and engineering.

It was also reported that, out of the top 10 best paying jobs for fresh graduates, seven of the jobs are STEM related (doctors, engineering/IT, geophysics, aviation, actuarial science, IT software, financial services).

Perhaps, with this knowledge in mind, students in schools could be informed to pursue STEM subjects and venture into tertiary education in STEM-related fields of study. Most students in secondary schools have little idea of what to pursue at tertiary level and little knowledge of what career path to take. Perhaps with the knowledge of possible successful careers and pathways in STEM, students could make informed decisions on what subjects to take and that would lead them to more visible outcomes.

Most students have the view that mathematics and science subjects are more technical and difficult subjects to learn and score in exams. Hence, they shy away from choosing the Science stream and this may prevent them from choosing a career in STEM-related fields.

However, if learning is made more practical, fun, methodical and interesting with key fundamental concepts of STEM introduced even from primary school and slowly built up to secondary school, more students would enjoy learning STEM subjects and perhaps perform better in them in lower secondary. This would make the transition into the Science stream easier at Form Four. The grooming of a potential pool of talent has to start from school right up to tertiary level. It might be too late trying to encourage more students into STEM-related studies at tertiary level and by then there might also be too few in the pool to select the best talents from.

STEM education should perhaps be elevated as a national priority, considering the implications for the future. With this in mind, the ASEAN Academy of Engineering and Technology (AAET), Universiti Tunku Abdul Rahman (Utar), the Malaysian Industry Group for High Technology (MIGHT), the Institution of Engineers Malaysia (IEM), and the National Science Centre (NSC) came together to organise the Kuala Lumpur Engineering Science Fair 2014 (KLESF).

The inaugural fair was held in April 2014 and the event, which will be held annually, aims to promote STEM and serve as a decisive step to arrest the declining interest among school students in STEM. KLESF brought together a community of stakeholders, research and education communities, professionals and industry partners to support the Government’s Science to Action (S2A) programme to promote science and technology as the key drivers of innovation, research, development and enterprise for the nation.

KLESF 2014 attracted more than 100 government schools and more than 50,000 visitors comprising mostly school children and teachers.

In tandem with KLESF is the Utar School Mentorship Programme, in which Utar academics work with school teachers in selected needy schools, sponsoring equipment and working with students on hands-on science-based projects, which were showcased during KLESF. The students, in this mentorship programme, learnt to make mini robots and conducted scientific experiments, highlighting the fun aspects of learning Science.

The waves of technological revolutions that happened from the 18th to the 20th century resulted in super highways, integrated multimedia networks, speedy transportation, automation and super crops with bountiful harvests. If we think of the next century and the future to come, a lot needs to be done now.

We now have about seven billion people on earth. The global population could reach nine billion by the year 2050. In 2010, 3.5 billion (50.5%) lived in cities and more are moving into cities each day. This means fewer and fewer people work in farms, growing food that we need, and more infrastructure is needed in the cities to support the growing population. Healthier food, clean water, well-planned housing and clean air are required for better-quality life in the cities.

The level of urbanisation is rising throughout the world resulting in more pollution, depletion of natural resources, global warming and the increasing need to source clean water. Problems are getting more complex and the challenges are greater. The world needs a great pool of talented people especially scientists, architects, engineers and more STEM-based qualified professionals to help with new inventions, seek solutions, soothe this expanding world and solve current and impending environmental problems. Most of all, these talents need to look into renewable energies for the future as our natural resources are being depleted and wasted.

Therefore, it is imperative to keep our youths and students in schools interested in STEM; for our teachers to find more interesting ways of teaching STEM subjects; our parents to encourage their children to discover the wonders of science and for our government to look into policies that promote STEM education and develop a curriculum that will encompass the nation’s future needs.

Contributed by Prof Dr Lee Sze Wei

The writer, an AAET Fellow, is the vice-president of Research and Development and Commercialisation, Universiti Tunku Abdul Rahman (Utar).  

 Prof Ir Dr Lee Sze Wei
Vice President, R&D and Commercialisation
UTAR

Prof. Dr. Lee Sze Wei was born in Malaysia in 1970. He obtained BEng (Hons) in Electronics and Optoelectronics, MPhil., and PhD from University of Manchester Institute of Science and Technology, UK in 1995, 1996, and 1998 respectively. He was in Multimedia University, from 1999 to 2008 before joining Universiti Tunku Abdul Rahman (UTAR) in Oct 2008. He is currently the Vice President (Research, Development and Commercialisation) and of UTAR. He specializes in telecommunication engineering. He has been involved in various industry-university collaborative research projects and providing training programmes to the industry aimed at updating and upgrading the knowledge and skill of technologists and engineers in the industry. http://crest.my/v2/prof-lee-sze-wei/

Related posts:

Stem education for life to reach new heights- Part 1

It is necessary for the nation to embrace Stem education in order to reach new heights. IT is imperative that schools and educational ...

 

 It pays to be stern 

 Hats off to a strict father