2,364 pelajar tahfiz daftar program TVET sejak 2023

From 2023 to 2025, a total of 2,364 students registered for various skill-based training programs in Technical and Vocational Educational and Training (TVET) institutions, according to Deputy Prime Minister Zahid Hamidi. The National TVET Council chairperson reported that 900 students were successful in obtaining the Standard National Skills Certificate (NOSS) certification.

In response to an inquiry from Ahmad Saad @ Yahya (PN-Pokok Sena) regarding the progress and challenges of TVET implementation, Zahid clarified that the NOSS certification includes 609 students at Level 3, 285 students at Level 4, and 6 students at Level 5.

The Ministry of Human Resources is expanding TVET programs for Islamic huffaz by adding courses at four Technology Acceleration Colleges (TAC) in Selangor, Kepala Batas, Kuala Lumpur, and Jerantut starting 2024. This initiative has led to 375 full-time instructors participating in full-time technical and diploma NOSS courses at these institutions up to August 31.

Under the Ministry's initiative, a total of 1,165 students have taken part in TVET programs, including short-term courses and modular training up to the degree level since the introduction of the Professional Huffaz Program at the University of Kuala Lumpur in 2016. The program has since been expanded to TVETMara, GiatMara, Institute of Higher Skills for the Disabled, Kedah Community College, and Rural Community College, in addition to supporting the delivery of academic preparatory and mobile training units to huffaz institutions through the cooperation of the Ministry of Islamic Development Malaysia.

Under the Ministry of Higher Education, the implementation of TVET programs is managed through the Techno-Huffaz Program at polytechnics and lifelong learning approach in community colleges. By October 2026, a total of 1,216 huffaz will be participating in TVET programs at community colleges, including 1,196 students through 89 standalone Micro-Credentials courses and 20 students through professional skill courses.

The main challenges identified include differences in academic qualification standards and digital proficiency among students, skill schedule coordination with memorization, and the limited availability of adequate facilities and qualified instructors in rural areas. The government will continue to strengthen cooperation between ministries, agencies, and industry through flexible and modular course offerings to ensure that training remains relevant to the current job market and produces balanced professional huffaz in terms of religious knowledge, technical skills, and employability.