Abstract
The advent of Industrial Revolutions that swept the region has not spared the Malaysian business landscape. This has compelled industries to produce highly skilled workforce (Yizit and Yezim Denis, 2018) to promote knowledge-based skills in various sectors in Malaysia. Anticipating this change, the Malaysian Government initiated Technical Vocational Education and Training (TVET) program to address the issue during the early 90’s. However, the current highly pedagogical supply driven TVET system has not addressed the need to effectively upskill and reskill workforce talents to achieve maximum productivity. Hence, this study, which is grounded on empowerment theory, aims to develop mechanisms to skew the path towards industry-driven TVET by adopting heutagogical approaches that promotes lifelong and independent adult learning (Blaschke, 2012). The study will be executed using sequential exploratory design (mixed method) beginning with qualitative followed by a quantitative study by collecting samples via stratified random and proportional sampling technique whereby a framework will be developed to enable Government policymakers an impetus to formulate relevant strategies that forges the collaboration between the industry and academia. 
Highlights
The Malaysian government has been persistently devoted to developing vocational training institutes since post-independence years (Abdul Aziz et al, 2008). Kenayathulla et al (2019) stressed that while striving to achieve the status of a developed nation, Malaysia is in need to restructure and re-evaluate its human resources to ensure that workers are highly skilled due to the constant changes of the business landscape and requirements of jobs
This study, which is grounded on empowerment theory, aims to Keywords: Technical Vocational Education and Training (TVET); Heutagogy; Empowerment Theory; Partnerships; Reskill and Upskill
It takes on a myriad of forms and policies from one nation to another because, the role of TVET is molded by historical, fiscal environment, cultural and social factors that influence how TVET systems functions based on the populations that it serves (Stuart, 2012)
Summary
The Malaysian government has been persistently devoted to developing vocational training institutes since post-independence years (Abdul Aziz et al, 2008). Kenayathulla et al (2019) stressed that while striving to achieve the status of a developed nation, Malaysia is in need to restructure and re-evaluate its human resources to ensure that workers are highly skilled due to the constant changes of the business landscape and requirements of jobs. There is a necessity to expand student enrolment in TVET in order to support the government’s demand to produce medium and high-skilled workforce under the Malaysian Economic. Only 25% of the workforce has graduated from the said program (11th Malaysian Plan, 2016-2020) and the objective is to achieve 35% enrolment to the program to be at par with academic and professional graduates (MoF, 2015). TVET is paramount in national skills and capacity building. It takes on a myriad of forms and policies from one nation to another because, the role of TVET is molded by historical, fiscal environment, cultural and social factors that influence how TVET systems functions based on the populations that it serves (Stuart, 2012). World Bank (1991) suggests the reasons that TVET serves as a precursor to raising income level through employment for those who are unemployed while reducing or banishing poverty altogether
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