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Policies and governance for skills development in the fourth industrial revolution

International Journal of Evaluation and Research in Education (IJERE) · Vol. 15 No. 2 (2026) · hlm. 1079–1090

DOI
10.11591/ijere.v15i2.29177
ISSN
2620-5440, 2252-8822
Terbit
2026-04-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

The fourth industrial revolution (4IR) has intensified policy concerns regarding the capacity of technical and vocational education and training (TVET) systems to support future workforce development. While national strategies increasingly emphasize skills development for industry 4.0, less attention has been paid to the governance mechanisms that shape policy coherence and implementation. This study examines skills governance within Malaysia’s TVET system, focusing on how policy alignment, quality assurance (QA), institutional coordination, and industry engagement influence workforce readiness for the 4IR. Adopting a qualitative approach, data were collected through focus group discussions (FGD) with key stakeholders from government agencies, industry, and TVET institutions, and analyzed thematically. The findings identify four key governance dimensions which are security procedures and policies in managing skills data, QA and standards, collaboration policy between institution and industry, and strengthens curriculum developments. Despite strong policy commitments, fragmented governance arrangements continue to constrain the effectiveness of skills development initiatives. By reframing skills development as a governance challenge, this study contributes to policy futures debates and offers insights for strengthening integrated and future-ready TVET governance frameworks in developing economies undergoing rapid socio technical transformation.

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  • Universitas Syiah Kuala
  • National University of Malaysia
  • Samudra University
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Rekan penulisOrganisasiArtikel bersama
Marlissa OmarAfiliasi tidak diketahui3
Fathiyah Mohd KamaruzamanAfiliasi tidak diketahui2
Chen ZidiAfiliasi tidak diketahui2
Sulastri SulastriUniversitas Syiah Kuala1
JulianaUniversitas Syiah Kuala1
SyahrialUniversitas Syiah Kuala1
Ismi ZatyaSamudra University1
Ahmad Rosli Mohd NorAfiliasi tidak diketahui1
Salleh AmatAfiliasi tidak diketahui1
Jasmi Abu TalibAfiliasi tidak diketahui1
Nurul Atiqah Ab RajiAfiliasi tidak diketahui1
Md Mosharaf HossainAfiliasi tidak diketahui1
Salwa SuradinAfiliasi tidak diketahui1
Roszilah HamidAfiliasi tidak diketahui1
Azrul A. MutalibAfiliasi tidak diketahui1
Mohd Fakhrul Azizie Mohd ZaidAfiliasi tidak diketahui1
Bity Salwana AliasAfiliasi tidak diketahui1
Azlin MoktarAfiliasi tidak diketahui1
Siti Raudhah M. YusopAfiliasi tidak diketahui1
Ruhizan Mohamad YasinAfiliasi tidak diketahui1
Norzaharah Ab HamidAfiliasi tidak diketahui1
Fathiyah Mohd KamaruzamanAfiliasi tidak diketahui1
Hutkemri ZulnaidiAfiliasi tidak diketahui1
Li CaoAfiliasi tidak diketahui1
Nik Norlaili Jamilah Nik OthmanAfiliasi tidak diketahui1
Budiman Mahmud MusthofaAfiliasi tidak diketahui1
Banu Muhammad HaidlirAfiliasi tidak diketahui1
Diaz PranitaAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Policies and governance for skills development in the fourth industrial revolution</dc:title>
	<dc:creator>Saari, Mohd Aizuddin</dc:creator>
	<dc:creator>Jalaludin, Nur Atiqah</dc:creator>
	<dc:creator>Rasul, Mohamad Sattar</dc:creator>
	<dc:creator>Mhd Salim, Mohamad Hidir</dc:creator>
	<dc:creator>Ashari, Zool Hilmi Mohamed</dc:creator>
	<dc:subject xml:lang="en-US">Fourth industrial revolution; policies and governance; skills development; technical and vocational education and training; workforce readiness</dc:subject>
	<dc:description xml:lang="en-US">The fourth industrial revolution (4IR) has intensified policy concerns regarding the capacity of technical and vocational education and training (TVET) systems to support future workforce development. While national strategies increasingly emphasize skills development for industry 4.0, less attention has been paid to the governance mechanisms that shape policy coherence and implementation. This study examines skills governance within Malaysia’s TVET system, focusing on how policy alignment, quality assurance (QA), institutional coordination, and industry engagement influence workforce readiness for the 4IR. Adopting a qualitative approach, data were collected through focus group discussions (FGD) with key stakeholders from government agencies, industry, and TVET institutions, and analyzed thematically. The findings identify four key governance dimensions which are security procedures and policies in managing skills data, QA and standards, collaboration policy between institution and industry, and strengthens curriculum developments. Despite strong policy commitments, fragmented governance arrangements continue to constrain the effectiveness of skills development initiatives. By reframing skills development as a governance challenge, this study contributes to policy futures debates and offers insights for strengthening integrated and future-ready TVET governance frameworks in developing economies undergoing rapid socio technical transformation.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US">Zool Hilmi</dc:contributor>
	<dc:contributor xml:lang="en-US">Department of Skills Development,  Ministry of Human Resources, Malaysia.</dc:contributor>
	<dc:date>2026-04-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US"></dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/29177</dc:identifier>
	<dc:identifier>10.11591/ijere.v15i2.29177</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 15, No 2: April 2026; 1079-1090</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v15i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/29177/15015</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2026 Mohd Aizuddin Saari, Nur Atiqah Jalaludin, Mohamad Sattar Rasul, Mohamad Hidir Mhd Salim, Zool Hilmi Mohamed Ashari</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>