HARD TALK: The MQA–TVET Debate Understanding How We Got Here

Note : Malaysia’s MQA–TVET debate highlights the long-standing divide between academic education and vocational training. Traditionally treated as separate systems, TVET/MLVK has long been stigmatized (only for "SPM 3rd Graders") despite growing industry demand for technical skills, while graduate unemployment remains an issue.

The article argues that Malaysia’s labour market now exposes this imbalance, with shortages in key sectors like automation, semiconductors, and mechatronics. It traces policy developments such as the 11th Malaysia Plan’s push for “parity of esteem” between academic and vocational pathways, and points to institutions like UPNM as examples where academic learning and practical skills can coexist effectively.

This article also recognize the recent proposal by Yang Amat Berhormat Dato' Seri Dr. Zahid Hamidi, the Deputy Prime Minister of Malaysia to have a separate accreditation body for competency based institutions.

It also proposes that future reform may require a unified national framework (such as an NQAA) to better align qualifications with industry needs. The central message is that education reform should focus on real competency and market relevance rather than reinforcing outdated divides between degrees and skills training.

I would also like to extend my highest appreciation to my fellow practitioners, Dr. Norhissam Mustafa, Nik Lukman Nik Yusoff and Nik Hin Wan Ahmad and so many others who have significantly enriched my understanding of this issue over the years.

----------------------- This article reflects my personal observations gathered over decades of studying, writing about, and engaging with issues surrounding education, skills development, and workforce competency. It is not intended to belittle any institution or stakeholder. Having worked across both competency-based and academic environments - including lecturing in higher education on career pathways, professional body recognition, and Continuing Professional Development (CPD) and assisting more than 100 entities to achieve multiple certifications for the last 30 years- my perspective is shaped by long-term exposure to both systems.

1. WHY THE DEBATE MATTERS

The ongoing discussion around integrating TVET and academic qualifications in Malaysia is not new, it is the result of decades of parallel development, policy evolution, and structural separation.

At its core, the debate is not simply about accreditation systems. It is about:

• How we define “qualified”

• How we measure “competence” (I think ISO did a good job on this one)

• How we value different learning pathways

• And ultimately, how we prepare a workforce for a changing economy

To understand the present, we must first understand the past.

2. TWO PARALLEL SYSTEMS

Historically, Malaysia developed two distinct qualification ecosystems that operated independently for many years.

a. The Academic Route (KPM-MQA System)

Under the oversight of the Malaysian Qualifications Agency (Malaysian Qualifications Agency), the academic pathway focused on formal education institutions and degree progression.

This included:

• Diplomas

• Bachelor’s degrees

• Master’s degrees

• PhDs

The emphasis was primarily on:

• Hypothetical knowledge

• Academic outcomes

• Institutional learning environments

In short, it represented the traditional “university model” of education.

b. The Skills and Competency Route (JPK-TVET System)

In parallel, the skills development system evolved under what was formerly MLVK and later the Department of Skills Development Malaysia.

This system focused on Technical and Vocational Education and Training (TVET), including:

• SKM (Malaysian Skills Certificate)

• DKM (Diploma Kemahiran Malaysia)

• DLKM (Advanced Diploma)

• Workplace-based competency certifications

The emphasis was fundamentally different:

• Occupational competence

• Industry-based standards

• Practical performance

• Job readiness

As one practitioner once aptly described it: this was about learning how to work, not just learning about work. (Dr. Norhissam Mustafa)

3. DIVIDED LANDSCAPE

For decades, these two systems developed in silos. (Ironically even today there are still elements of silos)

This created several long-term issues:

• Limited progression pathways from TVET into academic degrees

• Difficulty in comparing qualifications across systems

• Persistent social bias favoring academic degrees

• Employer confusion over equivalency

Despite this, Malaysia simultaneously faced a paradox:

• Graduate unemployment remained an issue

• Yet industries consistently reported shortages of skilled technical workers

This mismatch became increasingly difficult to ignore.

4. MAJLIS LATIHAN VOKASIONAL KEBANGSAAN - AN ALMOST FORGOTTEN HISTORY

Before integration became a policy agenda, the earlier MLVK framework already contained many advanced principles that are now being “rediscovered”.

Its strengths included:

• Open access entry pathways (including non-academic candidates)

• Competency-based assessment rather than exam-centric evaluation

• Recognition of Prior Achievement (APA) and Prior Learning (RPL)

• Strong industry alignment in occupational standards

• Pathways for working adults without formal qualifications

Importantly, it provided a second chance pathway for many individuals who did not thrive in conventional academic systems.

The outcome in practice was significant. Many graduates from this pathway went on to become:

• Supervisors

• Technicians and specialists

• Workshop managers

• Plant operators

• Entrepreneurs

In some sectors, their earning potential exceeded that of degree holders.

4.1 The Social Stigma Problem

Despite its effectiveness, TVET carried a long-standing stigma.

Vocational studies was once labelled for "SPM Failed Students" or "SPM Grade 3" students (which I once fiercely debated and objected a professional for even saying such a thing)

The perception was often simplified into:

“Good students go to university. Weak students go to vocational school.”

This mindset created a hierarchy of prestige that did not reflect industry reality.

Because in practice, employers were less concerned with academic ranking and more focused on:

• Can the person perform the task?

• Can they operate safely and independently?

• Can they solve real technical problems?

The disconnect between societal perception and industry demand remains one of Malaysia’s most persistent structural challenges.

5. 11TH MALAYSIAN PLAN - THE TURNING POINT

A major policy shift emerged during the 11th Malaysia Plan (2016–2020), which introduced the concept of a unified quality assurance framework for TVET.

Key objectives included:

• Mainstreaming TVET within national education policy

• Improving programme quality assurance

• Enhancing mobility between TVET and academic pathways

• Aligning training with industry needs

• Embedding TVET within the Malaysian Qualifications Framework

This led to closer cooperation between MQA and TVET authorities through joint technical mechanisms and accreditation standards such as COPTPA.

The long-term goal was clear: create a more integrated and transparent qualifications ecosystem.

6. POLICY GOAL : PARITY OF ESTEEM

At the heart of the reform agenda lies one central idea:

Parity of esteem between academic and vocational qualifications

This means:

• A TVET graduate should not be seen as “less than” a university graduate

• Both pathways should allow upward progression

• Skills and academic knowledge should be complementary, not hierarchical

In this model, articulation becomes essential:

SKM → Diploma → Degree → Postgraduate pathways

This concept is now rebranded through:

• Lifelong learning frameworks

• Micro-credentials

• RPL systems

• Flexible academic entry routes

However, it is worth noting that many of these mechanisms already existed in the TVET ecosystem long before they became mainstream academic policy.

7. LABOUR MARKET BITTER REALITY

It would be incomplete to discuss this reform without acknowledging economic pressure.

Malaysia continues to experience:

Persistent shortages in technical sectors

• Welders and machinists

• Mechatronics technicians

• Automation specialists

• Semiconductor operators

• HVAC and maintenance engineers

These roles are increasingly critical in supporting:

• Industrial growth

• Foreign direct investment

• Technology-driven manufacturing

As a result, TVET is no longer viewed as a fallback option but as a strategic economic necessity.

8. ACADEMIA'S QUIET SHIFT TOWARDS COMPETENCY

Interestingly, higher education is now gradually adopting principles long embedded in TVET systems:

• Work-based learning

• Industry placements

• Competency-based evaluation

• Flexible admissions

• Recognition of experiential learning

• Stackable credentials

In many ways, academia is converging toward models that vocational systems have practiced for decades.

9. THE UNDENIABLE SUCCESS STORY OF UNIVERSITI PERTAHANAN NASIONAL MALAYSIA

(I proudly have a UPNM graduate son and now sought highly in the job market)

Long before the current MQA-TVET integration agenda gained momentum, UPNM had already demonstrated that academic qualifications and competency-based training (mostly MLVK-oriented) need not exist in separate worlds. Its model combined degree-level education with professional, leadership, physical, and occupational competencies, producing graduates with clearly defined career pathways.

In many respects, it served as one of the earliest Malaysian example of how knowledge, skills, and employability could be integrated within a single educational ecosystem. While developed specifically for the defence sector, the principles underlying its success mirror many of the objectives now being pursued through broader TVET reforms.

What made the Universiti Pertahanan Nasional Malaysia model distinctive was that it was never purely academic in the conventional university sense. From its early years, UPNM combined:

• Academic education leading to recognised degree qualifications,

• Professional military training and competencies,

• Leadership development,

• Physical fitness and discipline requirements,

• Practical operational skills,

• Direct alignment with employer requirements, particularly the armed forces and defence sector.

This created a form of outcome-based education where employability was embedded into the system from the beginning. I often quoted "UPNM - 100 students = 100 workforce placements" reflected the fact that UPNM graduates were being trained for clearly defined occupational roles rather than entering a general labour market and hoping to find employment.

In many ways, UPNM demonstrated several concepts that later became central to TVET reforms:

• Industry (or employer) driven curriculum,

• Competency-based assessment alongside academic achievement,

• Work-readiness upon graduation.

• Structured career pathways.

• Integration of knowledge, skills, and professional attributes.

One could argue that UPNM in the earlier days have implemented of what policymakers today call "holistic graduate development" producing graduates who possess both academic qualifications and demonstrable competencies.

However, there is a distinction. UPNM's model was once built around the needs of the defence sector, where the employer, training provider, and competency standards are closely aligned.

The MQA-TVET integration agenda attempts to apply similar principles across a much broader ecosystem involving manufacturing, construction, aerospace, semiconductors, automation, logistics, healthcare, and many other industries.

Therefore, while UPNM may not have been the direct precursor to MQA-TVET integration, it can certainly be viewed as one of Malaysia's earliest and most successful examples of combining academic qualifications with competency-based professional training in a single educational framework.

The Universiti Pertahanan Nasional Malaysia system nowadays is not strictly a “military pipeline only” institution. There are lecturers (both military and civilian) who comes from both academic and competency background. While it is rooted in defence education and military-style training, cadets (students) typically have a structured pathway where they may:

• Continue into military service upon graduation, or

• Transition into civilian careers in the open job market

That dual-pathway structure is important because it changes how we interpret the model. It is not simply an employer-bound training system, but rather a hybrid framework that combines:

• Academic qualifications (degree-level education),

• Structured discipline and leadership training,

• Competency-based preparation

• Career flexibility at graduation

In that sense, UPNM becomes even more relevant in my broader argument about MQA–TVET integration.

So if any party were to say, “It’s unfair to compare UPNM with other universities,” I would suggest they reconsider after reading this article. Such a view, in my opinion, is more of an excuse than a valid argument. This is not about belittling any institution, but about encouraging genuine and meaningful improvement"

10. THE CURRENT PROBLEM IN INTEGRATION

Let's talk sense

Despite policy intent, integration remains contested.

a) Concerns from critics:

• TVET may become overly academic

• Increased administrative and accreditation burden

• Reduced emphasis on hands-on training

• Over-standardisation of practical skills

b) Concerns from supporters:

• TVET deserves equal recognition

• Career pathways should remain open

• International comparability improves mobility

• Social perception of vocational education improves

Both perspectives are valid. The challenge lies in balance.

11. THE DEBATE CONTINUES

Recent policy discussions, including proposals in 2026 by Deputy Prime Minister Ahmad Zahid Hamidi (one of the leaders who really understands this issue), to establish a dedicated TVET accreditation body, reflect that Malaysia is still actively refining its approach to skills governance.

(I personally support this idea of having a separate accreditation body)

The reasoning behind such proposals is rooted in long-standing structural considerations:

• The Malaysian Qualifications Agency (MQA) primarily governs academic qualifications

• The Department of Skills Development (JPK) oversees skills certification

• TVET, by its nature, operates in a competency-driven environment that may require a more specialised accreditation structure

This has reopened an important national question:

• Should TVET remain integrated within a unified qualifications framework alongside academic education?

• Or should it operate under a more autonomous, industry-focused accreditation system to better reflect its competency-based nature?

The discussion is therefore not merely administrative. It reflects deeper concerns about:

• Maintaining academic quality assurance

• Preserving industry-driven competency standards

• Ensuring coherence within the Malaysian Qualifications Framework

• And balancing flexibility with credibility in skills recognition

Ultimately, the debate signals that Malaysia is still actively negotiating the optimal structure for aligning education, training, and labour market needs in a rapidly evolving economy.

A thought :

Malaysia may benefit from a unified National Qualifications and Accreditation Authority (NQAA) that consolidates governance of academic accreditation, TVET competency certification, and accreditation of awarding/certification bodies under a single umbrella framework.

Rather than operating in parallel silos (MQA for academic programmes, JPK for skills certification, and fragmented oversight of awarding bodies), a unified structure would allow Malaysia to implement a vertically integrated qualifications system.

This would not remove functional differentiation, but instead reorganise it into specialised divisions under one governance authority:

• Academic Accreditation Division

• Competency & TVET Certification Division

• Certification Body Accreditation Division

• Standards Alignment Division

The objective is not centralisation for its own sake, but coherence ensuring that academic learning, occupational competence, and industry certification standards are mutually recognised within a single national qualifications ecosystem.

12. THE IRONY OF HISTORY

There is a historical irony worth noting:

Countries such as Germany, Switzerland, Austria, and Japan have long treated vocational education as equal in status to academic education.

When I was working with a leading British construction firm in 1991 as Engineering Assistant/Secretary, several English engineers and managers recognised elements of the City & Guilds UK vocational background in my profile. This was further reinforced in 1996 when a Japanese construction company appointed me as HR Manager, partly in recognition of my vocational-based certification, and immediately tasked me with sourcing competent welders based on skills competency rather than purely academic qualifications. These experiences reinforced my understanding that both British and Japanese industry cultures place strong value on vocational competence and proven workplace capability.

Malaysia is now moving in a similar direction but after decades of prioritising academic pathways as the dominant success model.

In doing so, we are not inventing something new. We are rediscovering something that already works elsewhere.

13. KEY LESSON - KEEP EXPERTISE AT THE CENTRE

One critical lesson emerges from this entire discussion:

There was a time when certain politicians tried to manage MQA-TVET but they failed miserably.

Education and TVET institutions should not become extensions of political appointments.

Managing accreditation systems, qualifications frameworks, curriculum standards, and skills development requires specialised expertise and years of practical experience.

They require:

• Technical expertise

• Industry experience

• Policy depth

• Long-term institutional memory

Without this, even well-designed systems risk becoming bureaucratic rather than functional.

15. My Final Reflection

The objective of Malaysia’s qualification reform has never been simply about addressing unemployment statistics.

It is about building a unified, flexible, and credible national education architecture.

However, the real challenge is not structural alignment alone, it must ensure that:

• TVET remains industry-led, not academically over-engineered

• Academic pathways remain relevant to labour market realities

• Both systems retain their strengths without diluting each other

If this balance is achieved, Malaysia will not only reform its education system, it will redefine how talent is developed for the future economy.

THE REALITY OF SOME SOCIAL-MEDIA PLATFORMS

Some social media platforms tend to flag or restrict content very quickly based on specific keywords or phrases, often without fully understanding the context of the post. This is usually driven by automated AI moderation systems, which much like chatbots can sometimes misinterpret intent and produce unfair or inaccurate enforcement decisions.

From my perspective, I do not usually engage in disputes over such actions. If an account is restricted or closed, I accept it and move on, as there are always alternative platforms available. I also consistently ensure that my content complies with applicable laws and guidelines, and I am fully aware of the boundaries involved.

• AI-based moderation can lead to false positives due to lack of contextual understanding,,
• Automated systems may over-prioritise keyword detection over intent,
• Appeals processes exist, but outcomes can still be inconsistent
• Heavy reliance on automation can reduce nuanced human judgment
• Different platforms apply varying standards and enforcement thresholds

This is why AI systems need further improvement, they require more comprehensive data and more advanced algorithms, along with a degree of human-like or contextual understanding, to better distinguish what should be flagged and what should not.

MY THREADS ACCOUNT IS CURRENTLY UNAVAILABE

Please be informed that my Threads account is currently unavailable. I will continue posting on Instagram and other social media platforms. Thank you for your support.

BEHIND THE LENS - THE CHAOS OF A COMPROMISED CALL CENTER

On the surface, "..............Private Limited" appeared to be a legitimate business operating from a prestigious corporate tower in ............. Security guards manned the entrance, employees mingled during breaks, and rows of agents worked at their computers. Behind that professional facade, however, was a scam operation posing as Amazon/Alexa technical support and defrauding victims of millions of dollars.

The scheme exploited users searching online for help setting up smart-home devices. Fake error messages redirected victims to phone numbers and chat agents who convinced them to grant remote access to their computers.

Agents fabricated security threats and pressured victims into paying hundreds or even thousands of dollars for worthless protection services.

Recovered data revealed one particularly disturbing case in which an elderly victim was instructed to write a physical check on camera and mail it to a shell company (layered money-laundering in another country)

The operation began to unravel when an agent connected to a honeypot virtual machine created by cyber-vigilante ........ Without realizing it, the scammer exposed the company's internal network. Using weak security practices and simple password-guessing techniques, the cyber-vigilante gained access to the office CCTV system, providing live visibility across the entire floor.

When the person in charge later connected a laptop to the compromised network, hundreds of sensitive files were extracted. These included clear-text passwords, identification documents, addresses, and the full legal names of employees and senior management.

Armed with extensive evidence, the cyber-vigilante coordinated with service providers to disable access keys, report payment channels, and disrupt the scammers' online operations. In a dramatic moment, the vigilante contacted the office directly, addressing agents by their real names and instructing them to look at the cameras above them.

The resulting panic was captured on CCTV. Staff rushed to cover cameras, while executives reportedly began destroying laptops and attempting to conceal evidence. All recovered records, financial information, and identifying documents were subsequently handed to international law-enforcement authorities.

The events inside that ............. office exposed the hidden infrastructure behind global cybercrime and demonstrated how poor security, operational complacency, and determined investigation can bring even sophisticated scam operations into the spotlight.

Email Spoofing and Fake Webmail Alerts - Don’t Get Tricked

(Seeing an IP/Mac Address geolocated to .n..a does NOT confirm the attacker is actually there)

I receive an email as a classic phishing attempt using email spoofing. It is designed to look like it came from a legitimate service (cPanel/webmail), but the real goal is to steal your login credentials.

1) How spoofing/phishing works

Attackers can:

a) Fake the “From” name to look like a trusted system (e.g. “Webmail”, “cPanel”, bank, etc.)

b) Design emails that mimic real login pages

c) Create urgency like “Your account will be disabled”

d) Push users to click a button like “Update Webmail”

Even if the email looks real, the actual sender and website can be completely unrelated to the real domain.

2) Red flags

a) Suspicious link domain: dmsneb dot com 

b) Urgent warning: “You may lose access if no action is taken”

c) Generic greeting and branding

d) Fake login/update button

3) Dangerous link (DO NOT CLICK)

How to protect yourself

a) Never click login/update links from emails like this

b) Always check the actual domain before entering credentials

c) Use direct login (type the website manually)

d) Enable SPF, DKIM, and DMARC protections on domains (for admins)

e) Report and delete suspicious emails immediately

Legitimate services will never force urgent “verification” via random links in email. Always verify through the official website or admin portal.

SIAPA YANG SALAH DALAM ISU KEBANJIRAN WARGA ASING

Kita sering marah kepada pendatang asing, tetapi hakikatnya kenapa mereka begitu ramai di Malaysia? Siapa yang sebenarnya menjemput atau membuka ruang kepada kehadiran mereka? Kita perlu menerima kenyataan bahawa selagi ekonomi kita bergantung kepada tenaga kerja murah, industri akan terus memerlukan pekerja asing.

Kita juga mudah marah kepada pendatang asing, sedangkan dalam kalangan rakyat sendiri turut berlaku jenayah. Malah ada juga laporan yang menunjukkan segelintir daripada kita bertindak menganiaya mereka, termasuk keluarga mereka seperti isteri dan anak perempuan mereka.

Selain itu, kita marah kepada pendatang asing, tetapi pada masa yang sama ramai dalam kalangan kita tidak sanggup bekerja di bawah terik matahari di tapak pembinaan, atau merasa malu untuk berniaga sayur dan ikan di tepi jalan walaupun lesen disediakan oleh pihak berkuasa. Bahkan ada yang melakukannya tetapi berasa dirinya “lebih tinggi”, lalu memandang rendah kepada pendatang asing. Akhirnya, apabila melihat mereka bekerja keras, kita pula mudah rasa marah.

Bukanlah saya sokong kebanjiran warga asing, tetapi pada masa yang sama kita juga perlu muhasabah dan mengubah sikap sendiri.

Bila kita tidak sanggup kerja mengutip sampah, buruh pembinaan, pekerja kilang - maka mereka tentunya ambil peluang dan kuasai bidang-bidang ini. Bila kita marahkan mereka, memanglah mereka akan naik lemak dan melaung-laung hak mereka.

Kita yang salah, membiarkan mereka berkembang biak.

Kita marah pihak berkuasa - memanglah undang-undang dan penguatkuasaan perlu lebih tegas - pihak berkuasa ada lakukan kerja (bukan semuanya yang ambil rasuah), bukan setiap minit, setiap jam, tengok posting viral atau setiap kali ada panggilan masuk. Bila lambat sikit, kita mengamuk.

Selagi kita masih bergantung kepada tenaga kerja murah, realitinya kehadiran pekerja asing akan terus menjadi sebahagian daripada sistem ekonomi. Dalam masa yang sama, kita tidak boleh menafikan bahawa isu ini juga berkait dengan peluang kerja, pilihan kerjaya, dan kesediaan kita sendiri untuk melakukan kerja-kerja yang lebih mencabar atau kurang diminati.

Public Infrastructure Safety: The Hidden Risk of Stray Voltage

A recent viral incident from Gombak highlights a critical safety hazard - a student suffered a severe electric shock simply by touching a public metal pole during rainy weather. Bystanders attempting a rescue were also shocked, indicating the adjacent metal guardrail network became energized.

While wet conditions vastly increase shock severity, the core message must be absolute - public metal infrastructure should never be touched, even when perfectly dry. A faulted system is a live hazard 24/7. Dry skin merely offers a deceptive layer of resistance that standard mains voltage (230V) can still easily overcome.

For engineering, HSE, and asset management professionals, this is a stark reminder that rigorous quality control and clear hazard communication are mandatory, not optional.

1) Why Infrastructure Fails

a) Insulation Degradation: Traffic vibrations, age, or subpar installation chafe internal cabling, bringing live conductors into direct contact with the metal chassis.

b) The Moisture Catalyst: Rainwater mixed with road grime lowers contact resistance, creating an immediate path to ground. However, the system remains energized and hazardous rain or shine.

c) Structural Continuity: When an energized pole is bolted to a continuous metal guardrail, the entire linear barrier becomes live, trapping victims and rescuers alike.

2) Shifting to Proactive Asset Governance

a) Mandatory Warning Signage: Public assets housing electrical wiring must feature permanent, weather-resistant hazard symbols. A small, clear universal sign serves as a vital behavioral nudge to avoid contact at all times.

b) Routine Earth Resistance Testing: Regular loop impedance and RCD/ELCB functionality checks must be strictly enforced.

c) Defensive Design: Ensuring physical isolation between electrical poles and public pedestrian guardrails.

Public safety is the ultimate metric of engineering integrity. Let's look beyond the plant floor and into the design, communication standards, and maintenance of everyday infrastructure.

COMMON MISUNDERSTANDING IN ACCOUNTING (Business Acc 101)

1) "Profit means cash is available."

Many business owners see a profit in their financial statements and assume they have plenty of cash. Unfortunately, profit and cash are not the same thing.

Example A company completes a project worth RM500,000 and issues an invoice to the client. - Revenue recorded: RM500,000 - Expenses incurred: RM350,000 - Accounting profit: RM150,000 The owner sees a profit of RM150,000 and believes the business is doing well. However: - The client has not yet paid the RM500,000 invoice. - Suppliers and workers must still be paid immediately. - The company only has RM20,000 in its bank account. Despite showing a healthy profit, the company may struggle to pay salaries, suppliers, EPF, SOCSO, taxes, or loan instalments. This situation is very common in construction, consulting, manufacturing, and project-based businesses. The Correct Solution Manage both: Profitability (Income Statement) - Are we making money? - Is the project profitable? Cash Flow (Cash Flow Statement) - When will money actually enter the bank? - Can we meet upcoming obligations? Practical actions include: - Monitor debtor collection closely. - Set credit limits and payment terms. - Prepare monthly cash flow forecasts. - Avoid relying solely on profit figures. - Track Accounts Receivable (AR) ageing reports. - Negotiate better payment schedules with clients and suppliers. Real-World Lesson Many companies do not fail because they are unprofitable. They fail because they run out of cash. As the saying goes: "Profit is an opinion, cash is a fact." A business can survive temporarily without profit, but it cannot survive without cash to pay its bills. Other common accounting misunderstandings include: - Revenue is not the same as cash received. - Assets are not expenses. - A growing business is not always a healthy business. - Depreciation is a real cost even though no cash leaves the bank at that moment. - Paying off a loan principal is not an expense in the Income Statement. - High sales do not necessarily mean high profits. - The balance sheet is just as important as the profit and loss statement.

For SMEs and contractors, the "profit equals cash" misunderstanding is probably the most expensive accounting mistake and one of the leading causes of business failure.

How Job Descriptions Identify Training Needs - Returning to Basics

Training exists in many forms. Beyond these, organizations also use training to enhance job performance and overall capability.

A simple but powerful concept developed in 1995 by me and Japanese counterparts summarizes :

Training Needs Analysis (TNA):

Expected Ability minus Current Ability = Training Needs

Although simple in expression, its application requires alignment across key elements such as Job Descriptions (JD), Roles & Responsibilities (R&A), Standard Operating Procedures (SOPs), and Job Safety Analysis (JSA).

In practice, these elements are often managed in silos, leading to misalignment.

Recruitment requirements may not fully reflect actual job roles, interview expectations may differ from the documented JD, and JDs themselves may drift from the original role intent over time. Similarly, safety requirements in JSA may not be fully embedded into competency expectations within the JD. These gaps create confusion when determining real training needs.

Going Back to the Basics

The true purpose of TNA is to use the JD as the primary reference point to define:

- What the employee is expected to do (required competencies)

- What the employee can currently do (existing competencies)

- What competencies are missing (gaps)

Training should focus on closing these gaps, rather than repeating already competent skills except for refresher courses or legally mandated certifications or for CPD purposes.

This alignment is critical for performance management. When JD expectations and actual job execution are not aligned, performance evaluations become inconsistent or misleading. Poorly derived training needs can lead to misaligned KPIs and KRAs, ineffective training investment, employee frustration due to unclear expectations, and uneven competency development across departments.

Many organizations also complicate the system by introducing overlapping frameworks such as Balanced Scorecards, departmental objectives, performance management systems, and competency frameworks. While useful individually, they often create confusion when not integrated with the JD and real work execution.

Ultimately, the Job Description should remain the central anchor for competency and training development. When properly aligned with actual job execution, it enables accurate training identification, effective performance evaluation, clear role expectations, and sustainable workforce development.

Simplicity in principle leads to clarity in execution provided all systems are properly integrated rather than operating in isolation.

HACKING AND SCAMS

 1) Red Flags: How Some People Misuse Service Requests

Over time, I have noticed several warning signs when receiving service requests online:

a) Genuine enquiries from prospects are often followed by a connection request or a direct private message (PM). Requests without any follow-up interaction may warrant closer scrutiny.

b) Profiles with no photo, limited information, or incomplete details should be approached with caution. While not always fraudulent, such profiles can sometimes be associated with scams or fake accounts.

c) Some requests appear highly professional at first glance. However, upon closer reading, there may be tell-tale signs of AI-generated content, where the wording feels generic, overly polished, or lacks specific context relevant to the enquiry.

d) Some individuals attempt to impersonate professionals by using similar names, locations, credentials, or even creating near-identical duplicate profiles. In some cases, there are also fake company accounts created using the names or identities of legitimate organisations.

Another habit I recommend is regularly checking the "Who Viewed Your Profile" section. If the viewer is someone within your existing network or professional circle, the interaction is generally lower risk. However, if the profile belongs to someone entirely outside your network, take a few moments to review their profile carefully.

On several occasions, I have come across profiles with unusual characteristics, inconsistent information, or other indicators that raised concerns. When such red flags appear, I do not hesitate to block the profile as a precautionary measure.

As someone involved in cybersecurity and risk management, I have learned that vigilance is often the first line of defence. Trust is important, but verification is equally essential. 2) Possible Scam masquerading as TNG E-Wallet

If you receive a WhatsApp message claiming that TNG eWallet is giving away RM100 as an anniversary reward and asking users to click a link to claim it. Do not click on it

Please be cautious. The website link appears suspicious and does not look like an official TNG eWallet domain (6f6fv dot top). Hackers/scammers often use fake reward offers to collect personal information, passwords, banking details, or OTP codes.

Another concern is that some links may request permission, trigger automated sharing, or compromise your account. In some cases, simply clicking or interacting with the link can result in the same message being forwarded to your contacts, WhatsApp groups, or social media accounts without you immediately realizing it. You may not see it happening, but others may receive messages that appear to come from you.

Before clicking any link:

- Verify it through official channels.

- Check the website domain carefully.

- Never share your OTP, passwords, or banking details.

- If an offer sounds too good to be true, verify it first.

Please help protect your family, friends, and colleagues by verifying messages before forwarding them. Stay alert and stay safe online.

Rohingya Status in Malaysia: A Complex Humanitarian and Enforcement Challenge

The Rohingya situation in Malaysia is a long-standing humanitarian and immigration issue shaped by conflict in Myanmar, statelessness, and domestic legal constraints. Many Rohingyas fled severe persecution and entered Malaysia seeking safety. However, Malaysia is not a signatory to the 1951 Refugee Convention, meaning refugees are not formally recognised under national law, even though many are registered with the UNHCR, the UN Refugee Agency.

Legal Status and Registration Framework

In Malaysia, Rohingyas are generally treated as undocumented migrants unless they hold UNHCR documentation or "Dokumen Pendaftaran Pelarian" (DPP) under the Ministry of Home Affairs, Malaysia. The DPP serves as a local identification mechanism for administrative tracking.

However, neither UNHCR cards nor DPP grants legal permission to work, long-term residence, or full labour protections.

Enforcement is carried out by Immigration Department of Malaysia, often supported by auxiliary bodies such as RELA Corps Malaysia.

Operations at construction sites, markets, and settlements frequently result in arrests of undocumented migrants, including Rohingyas.

Employment Restrictions and Root Causes

A major structural issue is the lack of legal work pathways for refugees. As they are not permitted to work legally, many rely on informal or low-paid jobs in construction, cleaning, and small trade.

This creates exposure to exploitation, unsafe conditions, and constant enforcement risk. At the same time, Malaysia’s demand for low-cost labour sustains an informal migrant workforce ecosystem.

Document Misuse and Public Concerns

Authorities have reported cases of fake or misused identity documents, including UNHCR cards, often linked to trafficking or syndicate activities.

While some criminal cases involving undocumented migrants are reported, these are individual incidents and should not be generalised to the entire Rohingya community, many of whom live in hardship with limited access to education, healthcare, and legal employment.

Government Approach and Key Challenges

Malaysia’s approach balances enforcement with humanitarian coordination:

continued immigration enforcement, cooperation with UNHCR for registration, use of DPP for identification, and case-by-case handling of detention or removal.

However, challenges persist due to the gap between humanitarian needs and legal framework, labour market dependence on informal workers, and document fraud risks.

Overall, the Rohingya issue remains a difficult balance between humanitarian responsibility and strict immigration control within Malaysia’s current legal and policy framework

(Never underestimate an old man who appear to pretend like he's an idiot)

Please revise the YouTube advertisement that suggests people who do not learn AI will be left behind in employment. At the same time, it is important not to underestimate Microsoft Excel, as it is capable of handling complex calculations where even AI can sometimes make errors. For someone who has experience using multiple AI applications and has also lived through two different technological eras, I can say from experience that I understand both perspectives.

Later someone challenge me to provide an example. CHALLENGE ACCEPTED!! :

One common example is multi-layered engineering or financial spreadsheets with interdependent formulas, lookup tables, conditional logic, and iterative calculations.

For instance, in a construction project cash flow model:

• Multiple worksheets are linked together,
• Progress claims are calculated based on work completed,
• Retention sums, liquidated damages, variations, taxes, escalation factors, and currency conversions are applied,
• Formulas may contain nested IF, INDEX-MATCH, XLOOKUP, SUMPRODUCT, and array functions,
• Circular references may be intentionally used with iterative calculations.

An AI can often:

• Misinterpret the logic flow between worksheets
• Miss hidden cells, named ranges, or indirect references
• Suggest formulas that appear correct but produce inaccurate results.
• Fail to detect that a small formula change affects dozens of downstream calculations.

A simpler but famous example is: =SUMPRODUCT((A2:A100="Approved")*(B2:B100>50000)*(C2:C100)) Many AI systems can explain what the formula does, but when asked to recreate a more complex version involving multiple criteria, date ranges, exclusions, and dynamic arrays, they sometimes generate formulas with subtle errors that return incorrect totals. In engineering, AI also struggles with spreadsheets that combine: - Structural load calculations, - Reinforcement schedules, - Hydraulic flow computations, - Pump sizing calculations, - Earthwork volume balancing, where the spreadsheet creator has embedded years of domain knowledge into the formulas. A fair statement would be: AI is an excellent assistant for spreadsheet development and troubleshooting, but it is not infallible. Complex Excel models built by experienced engineers, accountants, analysts, and project controllers often contain layers of business and technical logic that AI may misunderstand or oversimplify, leading to calculation errors if its outputs are not independently verified. This is why many professionals view AI as a productivity tool rather than a replacement for expertise. Excel remains one of the most powerful analytical tools ever created, particularly in the hands of someone who understands both the formulas and the underlying subject matter.

 

(Never underestimate an old man who appear to pretend like he's an idiot)