INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
Analyzing External Drivers of Early Education TVET Adoption in  
Malaysia: Implications for Vocational Education Policy and Practice  
Haslinda Musa1*, Abdul Rahim Abdullah2, Nur Zafirah A Khadar3, Mohd Nasar Othman4, Fadhlur  
Rahim Azmi5  
1Faculty of Technology Management & Technopreneurship (FPTT) Universiti Teknikal Malaysia  
Melaka, Hang Tuah Jaya, 75350 Taman Tasik Utama, Melaka, alaysia  
2Faculty of Electrical Engineering (FKE) Universiti Teknikal Malaysia Melaka, Hang Tuah Jaya, 75350  
Taman Tasik Utama, Melaka, Malaysia  
3Erada Solutions Sdn Bhd 44-1, Jalan TU 2, 75450 Ayer Keroh, Melak  
4NMS Legacy Sdn Bhd Lot 2890 E, Losong Panglima Perang, 21000 Kuala Terengganu, Malaysia  
5UiTM Cawangan Melaka Kampus Bandaraya Melaka Jalan Hang Tuah, Melaka 75300, Malaysia  
*Corresponding Author  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000792  
Received: 02 November 2025; Accepted: 10 November 2025; Published: 24 November 2025  
ABSTRACT  
In most developed countries, Technical and Vocational Education and Training (TVET) system is considered as  
one of the key factors in promoting industrial growth through the development of a competent and skilled  
workforce. With the increasing importance of early education in preparing young learners for their future careers,  
TVET programs have gained attention for their potential to provide practical skills and knowledge to children at  
an early stage. This study aims to investigate the external factors that influence the adoption of Technical and  
Vocational Education and Training (TVET) in early education in Malaysia. Understanding external factors and  
their perceptions of TVET adoption is critical to designing effective educational strategies and facilitating their  
successful implementation. This study uses a quantitative survey as the research method. Higher education  
participants, parents and teachers in Malacca, Malaysia will be selected as the sample to participate in this study.  
The results of the study will provide insight into the factors that contribute to the acceptance or resistance to  
early education TVET in Malaysia. Thus, it is expected that this study will provide upcoming academic scholars  
with a reliable and accurate grasp of TVET early education. By understanding the external factors, policy makers  
can design targeted interventions and strategies to effectively promote the adoption of TVET programs.  
Keywords: Vocational Education and Training (TVET), Educational Policy and Practice, Vocational Skills  
Development, Workforce Development and Training, Entrepreneurship and Digital Competence, Early  
Education and Child Development, Educational Research Methods, Socio-Economic Impact Studies  
INTRODUCTION  
TVET, which stands for Technical and Vocational Education and Training, was created to fulfill the rising  
demand for highly qualified professionals that possess a variety of advanced skills (Ruzita Md. Yusoff, et al.,  
2020). Since TVET can solve a range of issues, including poverty, unemployment, and the demand for  
employees with a variety of talents, it is presently attracting more attention than traditional higher education  
(Marope, P. T. M., 2022). Jane et al. claim that TVET is a sort of education that gives students the know-how  
and abilities they require to thrive in the labor market after graduation. The growth of TVET in Malaysia’s  
educational system is consistent with the growth of TVET worldwide. Even while the labor market is improving,  
high rates of youth unemployment continue to be a major worry (Kaprawi, N., Rasi, et al., 2022). Recent studies  
also emphasize the role of digital competence and entrepreneurial orientation in shaping TVET students'  
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entrepreneurial intention, which highlights TVET's potential to prepare job-ready graduates for the modern  
economy (Triyono et al., 2023).  
Graduates had a higher rate of unemployment than those with secondary, primary, or no formal education,  
according to the Department of Statistics Malaysia and the Economic Review 2019 of the Ministry of Finance  
Malaysia (Hanapi, Z. & Nordin, M. S., 2022). According to study, many graduates lacked the necessary  
knowledge, talents, and skills (Zaharah Che Isa & Nurulwahida Azid, 2021). Experts contend that one of the  
causes of this is that our graduates have not kept pace with the quick advancements in technology. To finalize  
the process of becoming a developed country, Malaysia needs top-tier human resources through TVET priority  
areas (Aizuddin Saari et al., 2021). However, many ASEAN nations’ TVET programmes are of poor quality  
(Ating, M., 2022). Hence, this study is embarked to examine the external factors influencing the adoption of  
early education TVET in Malaysia.  
In TVET higher education institutions, skill-based disciplines including technical and commercial services  
courses that have been modified to be in line with the national development plan are the focus of orientation. In  
Germany, where 60 to 70 percent of pupils opt to attend vocational schools, TVET is often recognized as one of  
the most useful components of the educational system. To strengthen education, particularly TVET, South  
Korea, Singapore, and China are all stepping up their efforts (Danial, J., and Mohamed, S., 2022). As a result,  
the Republic of Korea transformed quickly from a country ripped apart by war to a major economic force in the  
world (Mohd Jalil Ahmad et al., 2022). Similarly, the assessment of professional competencies in TVET  
programs, such as engine tune-up injection systems, is crucial for improving technical training outcomes and  
aligning with workforce needs (Nurtanto et al., 2020).  
Malaysia must restructure its economy and reach its objective of being a developed nation, and this requires  
having human resources that are of high quality and capability. To prepare future workers for a market economy  
that was more diversified and dynamic, this form of training was undertaken (Sharifah Kamaliah et al., 2022).  
TVET is essential for a developing country like Malaysia to create the human capital required to become a  
developed country (Zoharah Omar et al., 2022). According to Zoharah et al., TVET can help those with low  
educational attainment to better access decent jobs and higher-paying positions, helping them escape poverty  
and social marginalization while also obtaining more social respect. Furthermore, addressing gaps in teacher  
competency standards in TVET can strengthen vocational education outcomes and support long-term economic  
goals (Estriyanto et al., 2017).  
Technical and Vocational Education and Training (TVET) plays a vital role in developing a skilled and  
competent workforce to meet the growing demands of modern industries. In recent years, attention has expanded  
toward integrating TVET principles into early education, referred to as Early Education TVET, which focuses  
on introducing foundational vocational and technical skills to children aged approximately 5 to 12 years old.  
This approach aims to foster early awareness of practical skills, creativity, and problem-solving abilities while  
nurturing interest in technology and entrepreneurship from a young age. Early Education TVET emphasizes the  
development of digital, cognitive, and soft skills, equipping learners with essential competencies for lifelong  
learning and future employability. In Malaysia, the introduction of early TVET aligns with national goals to  
enhance human capital and strengthen workforce readiness in line with the Fourth Industrial Revolution (IR 4.0).  
However, challenges remain in achieving consistent adoption across schools and institutions. In this study, the  
term “adoption” refers to the acceptance, integration, and implementation of TVET concepts within early  
education systems through policy initiatives, curriculum adaptation, and parental support. Understanding these  
external factors particularly government policy, industry participation, and market demand is crucial for  
advancing Malaysia’s educational agenda and fostering sustainable socio-economic growth (Korhonen et al.,  
2020).  
Review of Related Studies  
Recent studies on Technical and Vocational Education and Training (TVET) have increasingly emphasized its  
critical role in developing skilled human capital and supporting national economic transformation. In Malaysia,  
TVET has been recognized as a key driver of workforce readiness and employability, particularly in addressing  
skill mismatches between graduates and labor market demands (Karim & Mustapha, 2022). However, most  
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existing studies focus on higher education and post-secondary levels, while limited attention has been given to  
early-stage TVET, especially within primary or foundational education. This creates a significant research gap  
in understanding how early vocational exposure can influence long-term skill development and career  
orientation.  
Internationally, studies have explored TVET curriculum responsiveness and its alignment with labor market  
needs. Cabreros (2023) that the success of TVET programs largely depends on how effectively they integrate  
current market skills and industry standards into the curriculum. Similarly, Triyono et al. (2023) highlighted that  
digital competence and entrepreneurial orientation are emerging as key learning outcomes in modern TVET,  
reflecting the growing importance of technological literacy in the workforce. While these studies provide  
valuable insights into curriculum design and skill readiness, they primarily address post-secondary TVET  
contexts and overlook the potential of early education in instilling foundational technical and problem-solving  
abilities.  
Within the Malaysian context, Hasim et al. (2022) emphasized the role of “Higher TVET” in aligning national  
curricula with international standards but noted the lack of vertical integration from early to tertiary education.  
Furthermore, Zulkarnain and Yasin (2023) identified motivational and perception-based barriers that hinder  
student participation in TVET programs, suggesting that early exposure could help change negative societal  
attitudes toward vocational learning. Despite these contributions, empirical evidence on how external factors  
such as government policies, industry participation, and market demand affect the early adoption of TVET  
remains limited.  
This study builds upon the existing literature by focusing on the external drivers influencing the adoption of  
Early Education TVET in Malaysia, an area that remains underexplored. By examining the interaction between  
policy initiatives, industrial collaboration, and market expectations, this research extends prior findings to a  
younger educational cohort. In doing so, it contributes a new dimension to TVET scholarship by proposing that  
early intervention can foster lifelong technical interest, reduce later skill mismatches, and strengthen Malaysia’s  
human capital development in alignment with Industry 4.0 priorities.  
Scope and Significance of Study  
The scope of this study on the uptake of early education Technical and Vocational Education and Training  
(TVET) is to identify the outside forces that affect the uptake of such initiatives. The goal of the study is to  
provide light on the elements that help or impede the adoption of early education TVET and their effects on the  
promotion, acceptability, and success of these initiatives. The study will primarily examine the external factors  
related to government policy, industry participation and market demand. To comprehend the significance of  
these characteristics and the consequences for the acceptance of early education TVET, they will be examined  
within the Malaysian context.  
To obtain information and insights into the outside variables impacting the adoption of early education TVET in  
Malaysia, the research would comprise a thorough literature review. It is crucial to highlight that this study does  
not include a thorough examination of internal elements found in educational institutions, such as the design of  
the curriculum, the qualifications of the teachers, or the motivations of the students. The fundamental goal of  
this study is to comprehend the external impacts on the adoption of early education TVET in Malaysia, even  
though these internal elements may interact with the external aspects.  
The scope of the study is limited to the Malaysian context and does not extensively compare or contrast the  
adoption of early education TVET across different countries. However, to educate and improve the findings in  
the Malaysian context, it may be useful to rely on global trends and best practices. To help policymakers,  
educators, industry stakeholders, and parents make well-informed decisions, engage stakeholders, and develop  
strategies to promote and enhance the adoption and effectiveness of early education TVET programmes in  
Malaysia, this study's focus has been narrowed to the external factors influencing the adoption of early education  
TVET in Malaysia.  
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This study focuses on examining the external factors influencing the adoption of Early Education TVET in  
Malaysia. The research emphasizes how government policy, industry involvement, and market demand affect  
the acceptance and implementation of TVET programs at the early education level. The scope of the study is  
confined to the Malaysian context, particularly within the state of Malacca, which represents a diverse  
educational and socio-economic environment suitable for analyzing early adoption trends. The study defines  
“adoption” as the process by which educational institutions, policymakers, and parents accept and integrate  
TVET elements into early learning systems. It excludes internal institutional factors such as curriculum design  
or teacher qualifications to maintain focus on external influences. The significance of this research lies in its  
potential to provide policymakers, educators, and industry stakeholders with evidence-based insights to  
strengthen collaboration, improve program effectiveness, and support Malaysia’s national agenda for developing  
a future-ready, skilled generation. By identifying key external drivers, this study contributes to the broader  
understanding of how early vocational exposure can enhance students’ preparedness for lifelong learning and  
employability.  
LITERATURE REVIEW  
Dependent Variable  
In Malaysia, TVET is designed to increase skilled human capital via the delivery of high-quality instruction and  
training that is in line with market demands and offers resources for future study or entrepreneurial endeavors.  
The 11th Malaysian Development Plan 2016–2020 (11MP), which outlines the main drivers of the Malaysian  
TVET strategy, calls for strengthening lifelong learning for skill enhancement, transforming TVET to meet  
industry demand, and improving the educational system's quality for better student outcomes and institutional  
excellence.  
TVET is an important factor in job placement since it meets the requirements of both individuals and businesses.  
TVET is a form of education that gets students ready for jobs that need a certain set of competences. The National  
Youth Skills Institute (IKBN) under the Ministry of Youth and Sports, Mara High Skills College (KKTM) under  
the Ministry of Urban and Regional Development, Community Colleges under the Ministry of Education  
Malaysia, and several other TVET providers under the Ministries of Education and Agriculture are among  
Malaysia's public TVET providers. Malaysia's Ministry of Education has categorized TVET institutes into two  
levels: basic and high. The centers for basic skills education (SMT) are the Technical High School and  
Vocational College. The government offers higher education facilities such polytechnics, community colleges,  
and public skills training organizations (ILKA).  
The present situation of early education TVET in Malaysia is described in this section. The government's  
activities and strategies for encouraging young people to enroll in TVET programmes are covered in this article.  
Additionally, it looks at the value of early education TVET in bridging the skills gap in the workforce and  
preparing young students for future jobs. The section emphasizes the need for more investigation into external  
factors and early education TVET in Malaysia.  
Independent Variable  
This section explores the external factors that influence the adoption of TVET programs, specifically in the  
context of early education in Malaysia. It examines factors such as government policy, market demands and  
industry participation. The section reviews the relationship between these external factors influencing the  
adoption of early education TVET in Malaysia. Government policy, industry participation and market demand  
are important factors that influence the adoption of early education TVET in Malaysia.  
Government Policy  
Over the past few years, TVET has expanded throughout the organization (Tazifuzin et al., 2021). The current  
analysis emphasizes the critical role that TVET plays in the Malaysian economy, where the industrial sector  
accounts for 36% of the labour force and ranks as the second-largest contributor to GDP at 37.8%. TVET  
education and development in Malaysia has grown to include more than 500 institutions operated by several  
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ministries since its beginning more than 40 years ago (Mohd Jalil Ahmad et al., 2022). A technologically  
sophisticated, internationally competitive, well-respected, and prosperous nation is what Malaysian TVET  
education aims to create.  
In addition, the Malaysian government launched ACET 2015 with the creation of eight main goals designed to  
prepare the TVET sector to meet market needs and be able to address challenges of the twenty-first century. The  
Malaysian government is steadfastly committed to improving the TVET system throughout the nation. A  
significant progress was also demonstrated by mainstreaming TVET education and improving graduate study  
competency so that it is marketable in the Tenth Malaysia Plan (10MP) for the period of 2011-2015. The National  
Education Blueprint of Malaysia's Ministry of Higher Education places a strong emphasis on creating graduates  
who are global, holistic, entrepreneurial, and lifelong learners (Hasim, A.S. et al, 2022). As a result, the strategy  
equalizes TVET courses at Malaysian technical institutions with ordinary engineering programmes by  
developing the "higher TVET" (HTVET) track.  
To increase chances for Malaysians and reduce dependency on foreign labor, one million new employments had  
been created by 2020 (Kamin, Y., & Ahmad, A, 2022). The usage of TVET-related skills and productivity was  
required for more than half (60 percent) of the 1.5 million new roles, and as a result, salaries increased.  
Employers must hire much more skilled workers who can meet industry expectations based on current and future  
demands because of this trend (Viji Ramamuruthy et al., 2021). As part of the Twelve Malaysia Plan, the  
government has created a National Technical Education and Vocational Training Empowerment Agenda to aid  
in the development of skilled employees. Additionally, there has been a rise in business and academic  
cooperation and the creation of a single platform for TVET supply and demand.  
Industry Participation  
Even while industry participation in the TVET system is essential, getting their support is challenging because  
it's still unclear what advantages both sides may receive. To give students the essential industry experience  
through internships, apprenticeships, on-the-job training, and other programmes, every TVET center is eager to  
establish strategic collaborations with businesses. These activities are essential for helping students develop the  
physical and mental skills necessary to be job ready. However, there are a finite amount of mutually beneficial  
services that business may get from TVET institutions.  
The On-the-Job Training (OJT) initiative for TVET students is now Malaysia's most significant industry  
contribution to addressing training centers’ demands, notably for graduates from regional TVET institutions.  
Because they need considerable industrial involvement in the development and upgrading of their programmes  
for them to be marketable, their contributions fall short of what TVET institutions had hoped for. Due of the  
absence of mutual interest that TVET institutions may provide to potential industrial partners, the current  
industrial cooperation with TVET centers tends to be one-sided.  
Market Demands  
The unemployment rate among higher education graduates increased, from 17.43% in 2010 to 30.67% in 2014,  
according to the Department of Statistics Malaysia (DSM). Six months after they finished their studies, over  
55,000 graduates were still without a job in 2016, according to the Higher Education Minister. From 2011 to  
2015, the proportion of graduates without jobs stayed the same. According to the Ministry of Education's  
Graduate Trace report, graduates were having trouble finding employment six months after earning their degrees.  
According to the Ministry of Education's Graduate Tracer research, even a year after graduation, over 60% of  
graduates are still without a job. Employees are required to stay current on global economics due to the constantly  
shifting employment market and rapid technological advancement. As a result, it is crucial to make sure that  
graduates possess employability abilities that are highly desired by the present business.  
The employability skills underlined in the MQF (Jamaludin et al., 2019) (Malaysian Qualifications Agency  
(MQA), 2017) are determined to be applicable to the present industry contexts, according to research by  
Jamaludin, Alias, DeWitt, Kenayathulla, and Abdul Razzaq. Employers from a variety of industries priorities  
fundamental abilities, thinking skills, personal traits, workplace competencies, and entrepreneurial skills,  
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according to practically all the studies that were chosen. The success of a nation's socioeconomic growth depends  
heavily on the availability of skilled human resources that have been prepared in accordance with market  
demand. In addition to having a crucial part in the development of the individual, the technical and vocational  
education and training (TVET) sector is widely regarded as being crucial for national development worldwide.  
Theoretical Framework  
This study is grounded in three key theoretical perspectives that collectively explain the factors influencing the  
adoption of early education Technical and Vocational Education and Training (TVET) in Malaysia the Diffusion  
of Innovation Theory, the Human Capital Theory, and the Stakeholder Theory.  
The Diffusion of Innovation Theory developed by Rogers (2003) provides the foundation for understanding how  
new educational practices, such as early education TVET, are introduced and adopted within a social system.  
According to this theory, innovation adoption depends on factors such as perceived benefits, compatibility with  
existing values, simplicity, and observability. In the context of this study, the theory helps explain how schools,  
educators, and parents decide to adopt early TVET programs when they perceive clear advantages in improving  
children’s skill development and employability potential. Government communication policies and media  
exposure also act as external “drivers” that accelerate diffusion across educational institutions.  
The Human Capital Theory supports the notion that education and training are crucial investments that enhance  
individuals’ productivity and contribute to national economic growth. This theory emphasizes that early  
exposure to vocational and technical skills builds the foundation for lifelong learning and skill acquisition, which  
are vital in preparing Malaysia’s future workforce. Early Education TVET contributes to human capital  
formation by equipping learners with practical, digital, and cognitive competencies aligned with future job  
demands. This aligns with Malaysia’s broader agenda to enhance employability and reduce youth unemployment  
through skill-based education pathways.  
Finally, the Stakeholder Theory emphasizes that effective educational implementation requires collaboration  
among multiple actors—government agencies, industry partners, educators, and parents. In the context of this  
study, stakeholder involvement is central to understanding how external support systems influence the adoption  
of early education TVET. Industry partnerships ensure curriculum relevance, government policies provide  
structural support, and parental attitudes influence acceptance at the community level. Together, these  
stakeholders shape the ecosystem necessary for successful adoption and sustainability of TVET initiatives at the  
early education stage.  
By integrating these three theories, this study establishes a comprehensive framework that links innovation  
diffusion, human capital development, and stakeholder collaboration. This theoretical foundation supports the  
analysis of external factors affecting the adoption of early education TVET and offers valuable insights for policy  
formulation, educational reform, and industry engagement.  
Research Design  
The research design outlines the framework used to address the research objectives and guide the overall process  
of data collection and analysis. This study adopted an explanatory quantitative research design, which was  
appropriate for examining the relationship between external factors and the adoption of early education TVET  
in Malaysia. A stratified random sampling method was employed to ensure that participants were proportionally  
represented across key groups, including higher education participants, teachers, and parents. This approach  
improved representativeness and minimized sampling bias. The data collection instrument was a structured  
questionnaire, which underwent pilot testing to ensure clarity and reliability. The internal consistency of the  
instrument was verified using Cronbach’s alpha, achieving values above 0.70, indicating acceptable reliability.  
Content validation was carried out by subject-matter experts in TVET and educational research. This design  
allowed for a systematic exploration of the correlation between government policy, industry participation, and  
market demand in influencing early education TVET adoption, providing a reliable foundation for empirical  
interpretation and policy recommendations.  
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Figure 1: The Research Model in This Study  
FINDINGS AND OBSERVATIONS  
Demographic Analysis  
Based on Figure 2, the pie chart shows the frequency and percentage of respondents’ gender. There were 85  
female respondents out of 57% of the 150 respondents. In comparison, 43% of the 150 respondents were 65 male  
respondents. Based on these results of Microsoft Form, the researcher can conclude that there are more female  
respondents than male respondents in this research.  
Figure 2: Gender of Respondent  
Based on Figure 3, the pie chart shows the frequency and percentage of respondents’ ages. The highest  
percentage among the respondents is 37%, representing 55 respondents from 18 to 24 years old. The second  
highest percentage is 27% representing 40 respondents from 25 to 34 years old. The third highest percentage is  
21% representing 32 respondents from 35 to 44 years old. The fourth highest percentage is 11% representing 17  
respondents from 45 to 54 years old. The lowest percentage is 4% representing 6 respondents from 55 years old  
and above. The researchers set the age at 18 and above because it is believed that this age group has reached a  
certain level of cognitive maturity and life experience. Respondents in this age group are more likely to form  
their own opinions about education, career aspirations and the relevance of vocational training to their lives.  
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Figure 3: Age of Respondents  
Based on Figure 4, the pie chart shows the frequency and percentage of respondents' ethnicity. In this study,  
most of the respondents were Malay including 86 respondents (57%). Next, 47 out of 150 respondents were  
Chinese respondents (31%). Then comes Indian respondents with 10% (15 respondents). Finally, the lowest  
category represents other respondents with 1% (2 respondents). Understanding the racial and ethnic composition  
of the respondents contributes to the study's commitment to diversity and inclusion. This information helps  
ensure that the study captures a representative sample of the population and understands the perspectives of  
individuals from diverse racial and ethnic backgrounds.  
Figure 4: Race of Respondents  
Figure 5 shows that the marital status of most of the respondents was single a total of 75 (50%). Secondly, 46%  
were married, comprising 69 persons. Lastly, the percentage and frequency of divorced and widowed people is  
the same as the number of people, which is 2% and 3 people. Marital status is an important component of an  
individual's socio-demographic characteristics. Knowing the marital status of respondents can provide  
contextual information about their life stage, their responsibilities, and their potential perspectives on education,  
especially when the study involves adult learners or parents making decisions about their children's education.  
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Figure 5: Marial Status of Respondents  
Based on Figure 6, the highest number of respondents were higher education participants, with a total of 64  
higher education participants (43%) answering this questionnaire. Secondly, a total of 63 parents answered this  
questionnaire out of 150 respondents, accounting for 42%. Finally, a total of 23 teachers (15%) answered the  
questionnaire. The researcher restricted the respondents to higher education participants, parents, and teachers.  
This is to ensure that respondents are directly exposed to or involved in educational settings, particularly TVET  
settings. These groups are likely to have first-hand experiences, views and insights relevant to the adoption of  
TVET in early years education.  
Figure 6: Respondent Types  
According to the Figure 7, the respondents whose occupation is employment are the highest. A total of 96 people  
filled out the questionnaire, accounting for 64%. The second highest number is unemployment, with 33 people  
(22%). The third highest number was housewives, with 11 people (7%) answering the questionnaire. Finally, a  
total of 10 people whose occupation was other respondents answered the questionnaire. Understanding  
respondents' occupations can help researchers explore the relationship between an individual's current  
employment status or role and their choices about early education and vocational training.  
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Figure 7: Occupation of Respondents  
According to the Figure 8, 136 out of 150 respondents know what TVET is, accounting for 91%. Then, 14  
people, accounting for 9%, do not know what TVET is. This question helped the researcher to measure the  
respondents' basic knowledge of TVET. Once there is a lack of knowledge among the respondents, the researcher  
needs to communicate this to promote understanding.  
Figure 8: Do you know what TVET is  
Pearson's correlation analysis  
Pearson's correlation analysis is an accurate quantitative method for determining the strength of the linear  
correlation between groups of continuous variables used in this study. The linear relationship between  
independent variable and dependent variable can be demonstrated by the proximity of the relationship to an exact  
straight line. Also, the direction of the linear relationship can be seen as a pattern of their increase or decrease.  
Table 1: Pearson Correlation Analysis  
Variable  
Government Industry  
Market  
Adoption of Early Sig.  
(2- N  
Policy Participation Demand Education TVET  
tailed)  
< .001  
< .001  
Government Policy 1  
0.655  
1
0.637  
0.783  
0.629  
0.768  
150  
Industry  
0.655  
150  
Participation  
Market Demand  
0.637  
0.783  
0.768  
1
0.755  
1
< .001  
< .001  
150  
150  
Adoption of Early 0.629  
Education TVET  
0.755  
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Table 1 shows the statistical significance of the relationship between the independent variables and early  
education TVET adoption. First, government policy has considerable predictive power of p<.001, r=0.629,  
n=150, which means that it is a strong indicator of early education TVET adoption. Second, industry  
participation has a significant value of p<.001, r=0.768, n=150, indicating that it is one of the significant  
predictors of early education TVET adoption. In addition, the significant value of p<.001, r=0.755, n=150 for  
market demand indicates that it significantly influences early education TVET adoption.  
Regression Analysis  
According to Sykes (1993), regression analysis is a mathematical tool used to examine the correlation between  
dependent and independent variables. Researchers can use this type of analysis to determine the causal  
relationship between a variable and other variable. The method chosen for this survey is linear regression  
analysis.  
Table 2: Model Summary  
Model  
R
R
Adjusted Std. Error of the R Square F  
df1  
df2  
Sig.  
F
Square R Square Estimate  
Change  
Change  
Change  
1
0.814  
0.662 0.655 0.44698  
0.662  
95.48  
3
146 < .001  
According to the Table 2, the r value is 0.814, which means that there is a relationship between the dependent  
variables and independent variables. Next, the r-squared value is 0.662, which means that the three independent  
variables account for 0.662 of the variation in the dependent variable. This could also explain that there is a 62%  
variance in the adoption rate of TVET Early Education, which could be influenced by factors such as government  
policies, industry participation, and market demand.  
Table 3. Regression Coefficients Predicting Early Education TVET Adoption  
Predictor  
Unstandardized Std.  
Standardized  
Beta (β)  
t
Sig. (p) 95% CI 95% CI  
(Lower) (Upper)  
B
Error  
(Constant)  
0.512  
0.286  
0.374  
0.081  
0.052  
0.049  
-
6.32  
5.5  
< .001  
< .001  
< .001  
0.353  
0.184  
0.277  
0.671  
0.388  
0.471  
Government Policy  
0.289  
0.425  
Industry  
7.63  
Participation  
Market Demand  
0.298  
0.051  
0.361  
6.12  
< .001  
0.201  
0.395  
Table 3 presents the regression coefficients for the predictors of early education TVET adoption in Malaysia.  
The results indicate that all three independent variables government policy, industry participation, and market  
demand significantly and positively influence the adoption of early education TVET programs. The constant  
value (B = 0.512, p < .001) represents the baseline level of adoption when all other predictors are held constant.  
Government policy (B = 0.286, β = 0.289, p < .001) shows a significant positive effect, suggesting that stronger  
policy support and government initiatives contribute to greater adoption of TVET in early education. Industry  
participation (B = 0.374, β = 0.425, p < .001) has the strongest influence among the predictors, indicating that  
active collaboration between industries and educational institutions plays a crucial role in promoting TVET  
programs.  
Market demand (B = 0.298, β = 0.361, p < .001) also contributes positively, meaning that as labor market needs  
for skilled workers increase, the adoption of early education TVET becomes more likely. The t-values, which  
range from 5.5 to 7.63, further confirm that all predictors significantly contribute to the model, and the 95%  
confidence intervals do not cross zero, reinforcing the reliability of these results. Overall, the findings suggest  
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that effective policy implementation, strong industry engagement, and growing market needs collectively  
enhance the adoption and success of early education TVET in Malaysia.  
DISCUSSION  
The first objective of this study is to identify the level of government policies influence mass choice the adoption  
of early education TVET in Malaysia. For this purpose, Pearson correlation analysis was used and the results are  
presented in Table 4.5. In this study, the p-value of government policy information is p=0.32, which is lower  
than 0.05, and the t-value is 2.169, which is higher than 1.96. Therefore, H1 is accepted. There is a significant  
positive correlation between government policies and adoption of early education TVET. The results of this  
study are supported by earlier investigations. According to Zetti et al. (2023), government support for  
information dissemination can have a significant impact on TVET programs. Then, according to Zetty et al.  
(2023) also, government communication policies can increase public awareness of TVET.  
The second objective of this study is to examine the level of industry participation in shaping the adoption of  
early education TVET in Malaysia. From Table 4.5, it shows that the p-value of government policy information  
is p<0.001, which is lower than 0.05, and the t-value is 4.897, which is higher than 1.96. Therefore, H2 is  
accepted. There is a significant positive correlation between industry participation and early education TVET  
adoption. These results are consistent with an earlier study by Sohimi et al. (2022). Industry participation enables  
TVET institutions to overcome the skill gap between TVET institutions and industry and produce competent  
graduates for their respective fields. The need for knowledge sharing between research institutions and industry  
is becoming increasingly evident. These institutions also need to be motivated to collaborate with industry to  
improve teaching and learning, access funding, enhance reputation, and gain access to industry experience data  
(Sohimi et al., 2019).  
The third objective of this study was to examine the level of the role of market demand in shaping the adoption  
of early education TVET in Malaysia. Table 4.5 shows that the p-value of government policy information is  
p<0.001, which is lower than 0.05, and the t-value is 4.380, which is higher than 1.96. Therefore, H3 is accepted.  
There is a significant positive correlation between market demand and adoption of TVET in early education.  
These results are consistent with Stephen's earlier study (2023). TVET positively impacts productive graduates  
with skills needed for labor market demand. TVET theory education and training that students should be familiar  
with can only have a positive and significant effect on producing good graduates if labor market information is  
incorporated into the system. According to Yadessa et al. (2021), it is stated that labor market needs should be  
the primary focus of TVET. TVET is important for the development of a skilled workforce that meets the needs  
of the labor market.  
RECOMMENDATIONS  
This study highlights the significant influence of government policy, industry participation, and market demand  
on the adoption of early education TVET in Malaysia. Based on the findings, several recommendations are  
proposed to strengthen future initiatives and enhance early TVET implementation.  
From a policy perspective, the government should align early education curricula with national TVET standards  
to ensure coherence across all educational levels. Policies should prioritize early exposure to technical and  
vocational skills while integrating 21st-century competencies such as digital literacy, creativity, and problem-  
solving. In addition, sustainable funding models should be developed to support infrastructure, teacher training,  
and learning materials for early TVET programs. These efforts would help bridge policy gaps between early  
education and secondary-level vocational training.  
In terms of implementation strategies, stronger collaboration between educational institutions and industries is  
crucial. Schools and local industries can establish partnerships through apprenticeship programs, project-based  
learning, and short-term skill workshops for children. Such initiatives would help young learners connect  
theoretical knowledge with real-world applications and foster early interest in technical fields. Furthermore,  
periodic monitoring and evaluation mechanisms should be introduced to ensure that implementation aligns with  
policy objectives and responds to emerging labor market needs.  
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For stakeholder-specific engagement, educators should receive continuous professional development to integrate  
TVET-based learning methods into their teaching practices. Parents should be actively involved through  
awareness campaigns that highlight the long-term benefits of vocational education and dispel misconceptions  
that TVET is only for low academic achievers. Curriculum developers should collaborate with industry experts  
to design age-appropriate, hands-on learning modules that reflect real industry practices. Finally, policymakers  
and researchers should work together to create a national framework for early education TVET that is inclusive,  
practical, and responsive to Malaysia’s socio-economic goals.  
By combining policy alignment, strategic collaboration, and stakeholder engagement, Malaysia can enhance the  
adoption and sustainability of early education TVET. These recommendations aim to prepare a future generation  
of learners who are skilled, adaptable, and ready to meet the demands of a rapidly changing global economy.  
CONCLUSION  
This study aimed to examine the external factors influencing the adoption of early education TVET in Malaysia,  
focusing on government policy, industry participation, and market demand. The analysis, based on responses  
from 150 participants in Malacca, revealed that all three factors significantly and positively influenced TVET  
adoption. These findings highlight the importance of aligning educational policy, industrial collaboration, and  
labor market needs to support early vocational training initiatives. Although the current study provides valuable  
insights, future research with a larger and more geographically diverse sample would help validate and  
strengthen the findings. Overall, the study contributes to understanding how external forces drive the adoption  
of early education TVET and offers practical implications for policymakers and educators aiming to strengthen  
Malaysia’s human capital development.  
ACKNOWLEDGMENT  
This research was made possible through the valuable contributions and support of all participants and  
stakeholders. The author gratefully acknowledges the assistance and constructive input provided by supervisors  
and reviewers. Special appreciation is extended to all collaborators for their role in facilitating the study and  
ensuring its successful completion.  
Conflict of Interest  
Authors declare that there is no conflict of interests regarding the publication of the paper.  
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