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Technical and Vocational Education and Training



17 November 2023 | 8.00 am - 1.00 pm

Movenpick Hotel and Convention Centre KLIA, Malaysia

8th Global Higher Education Forum 2023 (GHEF2023)
'Equity Recovery – Higher Education in the Post-Pandemic Era'


  • Early Bird Registration & Payment (deadline):
    15 September 2023
    6 October 2023

  • Normal Registration & Payment (deadline):
    15 October 2023
    30 October 2023



As the GHEF2023 Post-Conference Symposium, the Ministry of Higher Education through the Department of Polytechnic and Community College Education (DPCCE) and Universiti Sains Malaysia through National Higher Education Research Institute (IPPTN) have cooperated in organizing this symposium entitled ‘Pandemic Aftermath: Disability Inclusion and Equitable Quality Education in the TVET Ecosystem’.


Technical and Vocational Education and Training (TVET) programmes are essential to promote the inclusion of people with disabilities and ensure their equal access to higher education and employment opportunities. Nonetheless, the unprecedented COVID-19 pandemic is having a significant impact on the VET sector, people with disabilities (PWD) and equity. Gaps and challenges in the TVET ecosystem for people with disabilities that existed before the pandemic are growing, such as access to facilities, strong prejudices and stereotypes, lack of qualified trainers, certification systems, college dropouts, access to financial support and employment. In a post-pandemic world where disruptive technologies and industry 4.0 intersect, it is crucial to address TVET/ disability issues to ensure equitable and quality education for people with disabilities, thereby increasing their resilience and employability. Higher education paves the way for the restoration of justice. It is therefore important to explore the current situation and future pathways towards inclusion of persons with disabilities and equal and quality education in VET. 

In the post-pandemic world, where disruptive technology and industry 4.0 intersect, discussing TVET-PWD matters is essential to ensuring equitable quality education for disabled people, thereby increasing their resilience and potential for employment. Higher education paves the way toward equity recovery; therefore, it is vital to explore the current landscape and the path ahead for disability inclusion and equitable quality education in TVET.


  • Provide an avenue for stakeholders to share knowledge, progress, deliberate thoughts, and innovative ideas

  • Bring together Malaysian TVET-PWDs stakeholders

  • Propose strategic recommendations to support the equity recovery process of TVET-PWDs




(by invitation)




Research fellow
Korea Research Institute for Vocational Education & Training (KRIVET), EAS (ASEAN+6) TVET Network
South Korea

Group Chief
Human Capital Officer

Deputy Director General (Planning)
Department of Polytechnic and Community College Education Ministry of Higher Education

Politeknik Balik Pulau
Ministry of Higher Education



(by invitation)

A special group discussion is a group where experts or specialists come together to engage in a focused and in-depth conversation on the TVET ecosystems, issues, and challenges. This Expert Roundtable features individuals who are authorities or players in the aforementioned ecosystems, chosen for their insightful knowledge, experience, and expertise related to topics of discussion.


Sub-theme: Increasing Public Awareness in TVET

Increasing public awareness plays an important role in promoting technical and vocational education (TVET) and skills development for people with disabilities. Temperament, stereotypes and misconceptions are often the most important but hidden barriers that people with disabilities face. These beliefs lead to low expectations of their competence and limit access to mainstream skill development programs.  

In many developing countries there is a widespread assumption that people with disabilities, if any, can only find work in the informal economy. As a result, VET institutions tend to exclude people with disabilities or offer only low-skilled courses. Such biased beliefs negatively affect the self-esteem and aspirations of people with disabilities. 

Providing awareness training to policy makers, managers, administrators, teachers, trainers and training center staff is critical to addressing these issues. Educating these stakeholders about the importance of disability inclusion and breaking down preconceptions can create a more supportive and inclusive learning environment. 

In addition, increasing awareness of effective inclusion practices among all trainees is equally important. This promotes understanding and empathy and reduces misunderstandings about what may be perceived as special or unfair. Promoting an inclusive culture in professional education and skills development programs can break down barriers to recruitment and enable people with disabilities to pursue fulfilling careers.

Sub-theme: Building TVET Workforce Capacity

Training courses for trainers and evaluators should include a specific module on disability inclusion. The module should focus on promoting inclusive delivery and assessment methods and stressing the importance of an individualized approach when working with people with disabilities. Additionally, training should include disability etiquette and disability-sensitive communication to improve trainers' ability to interact respectfully and effectively with learners with disabilities.  

The module should be accessible to trainers and instructors, whether they are old or new. Existing trainers should incorporate it into their continuing or refresher training programs. The purpose of this is to ensure that they are in line with best practices and are well-informed about disability-inclusive teaching and assessment methods. The module should be included in the initial training program for new trainers and instructors to allow them to start their careers with a strong foundation in disability inclusion.

It is expected that a comprehensive training that addresses disability-related aspects for trainers and evaluators will improve their ability to create inclusive learning environments. By promoting a more inclusive approach to TVET and skills development, this will improve learning experiences for all learners, including those with disabilities.

Sub-theme: Strengthening Active Collaboration with Stakeholders

Collaborating with a variety of agencies and organizations is expected to boost the persons with disabilities employability and eventually make a significant contribution to TVET and skills development education. By working together, these entities can create a more inclusive and supportive environment for individuals with disabilities who are looking for vocational training and employment opportunities.

  • Special Education School: Schools that serve individuals with disabilities can play an active role in encouraging their students to take vocational training courses. They have the ability to provide valuable career guidance by helping students identify courses that align with their interests and abilities, leading to a smoother transition into the workforce.
  • Inclusive Training Center: Specialized training center for people with disabilities can serve as knowledge hubs for mainstream TVET centers. Their role includes providing advice on best practices for disability inclusion and providing support as needed, while also fostering a collaborative and supportive network.
  • Employment Services: Employment services are crucial in helping individuals with disabilities find suitable training agencies and vocational programs. They are capable of providing career guidance and recommending suitable training opportunities to applicants.
  • Organizations of Persons with Disabilities: TVET programs can be encouraged and advised to apply by advocacy and support organizations for individuals with disabilities. They can also offer valuable insights on how to ensure disability inclusion in the training environment.
  • Strategic Alliances with Employers: In order to create a well-rounded and effective TVET system, it is essential to collaborate with both public and private sector employers, as well as employers' organizations. TVET agencies are able to design courses that match labor market requirements by collaborating, facilitating on-the-job training, apprenticeships, work experiences, and ultimately securing job opportunities for program graduates.

Through these collaborative efforts, TVET and skills courses that allow people with disabilities to access training and find meaningful employment, leading to greater independence and inclusion in society, can be developed.

Sub-theme: Raising TVET Ecosystem for PWD

The inclusion of Persons with Disabilities (PWD) in the Technical and Vocational Education and Training (TVET) ecosystem is of utmost importance to promote equality, empowerment, and social inclusion. Creating an inclusive TVET system ensures that individuals with disabilities have equal access to education, skills development, and employment opportunities.

Some key aspects of promoting inclusion for PWD in the TVET ecosystem are accessible infrastructure, curriculum adaptation, qualified staff and training, career counselling and guidance, partnerships and collaboration, financial support, monitoring and evaluation.

By implementing these measures, the TVET ecosystem can foster an inclusive environment where individuals with disabilities have equal opportunities to acquire valuable skills, find gainful employment, and contribute meaningfully to society. Inclusive TVET systems not only benefit individuals with disabilities but also contribute to the overall growth and development of communities and economies.


Download the TVET Symposium "Pandemic Aftermath: Disability Inclusion and Equitable Quality Education in TVET Ecosystem"
brochure here.


Ms. Siti Zubaidah Binti Ibrahim
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Ms. Rozanna binti Sa'ari
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Ms. Noraini Binti Mohamad Yusof
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04 - 653 5763