Policy dialogue, research and innovation

Draft education integration policy framework

MIPN’s proposed Dasar dan Polisi Integrasi Pendidikan Negara (DPIPN) connects secondary education, higher education and skills centres.

Draft for discussion: This is MIPN’s consultation framework, not an adopted government policy. The measures below are proposals for further development.

The framework seeks an inclusive education system that responds to industry needs and contributes to national human capital development. It promotes continuity between learning stages, flexible routes into further study and work, and cooperation across education sectors.

Educators, employers and community representatives can contribute perspectives on learning barriers, workforce needs and practical improvements.

Five policy objectives

  • Connect academic education, Technical and Vocational Education and Training (TVET), and industry skills into more continuous learning pathways.
  • Provide flexible transitions between academic and skills-based education.
  • Encourage lifelong learning across all parts of society.
  • Improve graduate employability by aligning learning with industry needs.
  • Strengthen research and innovation across secondary schools, higher education institutions and skills centres.

Five guiding principles

Inclusivity

Quality education should be accessible regardless of a person’s social or economic background.

Continuity

Smoother transitions between education levels should help individuals continue developing their skills.

Flexibility

Learners should have access to academic, technical, vocational and workplace training routes.

Collaboration

Government, industry and education institutions should work together to shape relevant learning opportunities.

Industry relevance

Curricula should respond to labour-market requirements and technological developments.

Proposed implementation strategies

4.1 Curriculum and syllabus coordination

  • Coordinate curricula across secondary schools, skills centres and higher education institutions.
  • Integrate technical skills into academic learning.
  • Develop flexible pathways for learners moving from academic study to skills training, or in the other direction.

4.2 Recognition and accreditation

  • Propose a credit recognition system for formal learning, non-formal learning and work experience.
  • Seek recognition of TVET qualifications on an equivalent footing with academic qualifications, subject to the relevant recognition requirements.
  • Support the development of credible certificates with national and international relevance.

4.3 Stronger TVET and skills education

  • Explore incentives that encourage students to join TVET and industry training programmes.
  • Improve training facilities and equipment at skills centres.
  • Encourage employers to offer training and certification opportunities for their workers.

4.4 Lifelong learning

  • Develop flexible education programmes for working adults who wish to improve their skills.
  • Promote digital learning and online courses.
  • Propose dedicated funding to help lower-income B40 households access skills training.

4.5 Industry and private-sector cooperation

  • Expand industry training that gives learners experience in real workplaces.
  • Explore incentive schemes for companies that support learning and training.
  • Propose innovation and research hubs linking industry with education institutions.

Credit transfer, qualification equivalence and certificate recognition would require assessment and approval by the relevant institutions and authorities. This draft does not establish MIPN as an awarding or accreditation body, or confirm recognition for any programme.

Monitoring and evaluation

  • Establish regular monitoring to review implementation and identify issues.
  • Conduct periodic impact studies to assess the effectiveness of education integration.
  • Strengthen cooperation with international bodies to support improvements in the education system.

The intended outcome is a more flexible, high-quality education ecosystem that meets industry and labour-market needs, supports sustainable development and strengthens international competitiveness.

Discuss the draft with MIPN