{
  "id": 4995769,
  "title": "ADI: A new pathway beyond traditional education",
  "url": "https://urgent.news/2026/09/02/adi-a-new-pathway-beyond-traditional-education",
  "topic": "world",
  "section": "World",
  "published": "2026-09-02T02:43:19.000Z",
  "source": {
    "name": "New Straits Times",
    "slug": "new-straits-times",
    "url": "https://www.nst.com.my/news/nation/2026/09/1524006/adi-new-pathway-beyond-traditional-education"
  },
  "original_language": "en",
  "account": "KUALA LUMPUR: Education should not stop at the school gate, and it does not need to commence or conclude in a university lecture hall. For Malaysians who began their careers immediately after secondary school, or those who left formal education years ago, the Academy in Industry (ADI) programme offers a route to ongoing learning, income generation, and recognized qualifications concurrently. Dr Anuar Ahmad, deputy director of Universiti Kebangsaan Malaysia's (UKM) Institute for Inclusive Development and Advancement of Malaysia, hailed ADI as a success story that illustrates a shift in how education should be conceived. ADI, in my view, represents a success story. It exemplifies how we can expand access to education. Recognizing that every student and child possesses unique interests, talents, and potential, we must acknowledge diverse learning preferences and strengths, Anuar emphasized. ADI challenges the notion that education is confined to schools or universities, addressing the issue of educational access gaps. Workplaces, companies, and organizations can also function as recognized learning environments with proper accreditation frameworks, Anuar added. The government could formally acknowledge these entities as learning spaces, with workplace training potentially recognized through credit transfers or part-time studies, enabling participants to advance their education while employed. This approach empowers them to acquire skills while earning an income sooner than students who dedicate several years to university before entering the workforce. Bridging the education-industry gap, Anuar highlighted ADI's role in narrowing the disconnect between classroom learning and workplace demands. Participants immerse themselves in the industry, gaining firsthand experience of its strengths, weaknesses, and challenges. They continuously refine their knowledge and skills aligned with industry requirements, differing from traditional models where students spend four years at university, only to discover industry practices diverge significantly from their academic training. UKM Faculty of Education lecturer Dr Hasnah Toran regarded ADI as timely, especially for youths unable to take the SPM exams due to economic factors. Many youths face challenges related to their family's financial situation, and extended periods of aimlessness often lead to engagement in unsavory activities. For those without SPM qualifications or whose results hinder university entry, ADI provides a valuable alternative, Hasnah affirmed. Conventional schooling may not suit everyone, as young individuals possess varying strengths and aspirations. The education system typically expects all students to pursue higher education, but this may not align with everyone's aptitudes. ADI, however, equips youths with job-relevant skills, offering a dual advantage for those from lower socioeconomic backgrounds by providing both education and income. ADI could transform SPM leavers compelled to work due to financial constraints. These young individuals often leave education behind upon entering the workforce, forgoing further qualifications and advancement opportunities. Programs like ADI allow them to earn an income while acquiring education and skills. While initial salaries may match those of SPM leavers, Anuar contended that ADI can enhance long-term earning potential. In ten years, these participants might surpass graduates who commence working post-university, boasting higher wages, refined skills, in-depth industry knowledge, and extensive work experience. Anuar emphasized the future of education lies in facilitating simultaneous study and work, with relevant ministries and accreditation bodies, such as the Malaysian Qualifications Agency (MQA), collaborating to recognize and support these models, ensuring young people receive opportunities to commence employment earlier while continuing their education, enhancing skills, and attaining recognized qualifications.",
  "summary": "KUALA LUMPUR: Education need not end at the school gate, and it does not have to begin or end in a university lecture hall.",
  "key_points": [
    "ADI offers ongoing learning, income, and qualifications for Malaysians.",
    "ADI exemplifies expanding access to diverse learning preferences.",
    "ADI aligns education with industry demands, enhancing long-term earning potential."
  ],
  "editors_take": null,
  "illustration": null,
  "coverage": {
    "outlets": 1,
    "also_reported_by": []
  },
  "ai_generated": true,
  "disclaimer": "Summaries, key points and the editor’s take are written by software from other outlets’ reporting and may contain errors — always check the linked original."
}