BY MS CYNTHIA ALING
FOR SPM school leavers, the pressing question is, “What’s next after SPM?” With the recent release of SPM results, students must consider their next steps towards higher education. To pursue a degree, students must first complete a pre-university programme.
Common pathways include continuing in Form 6, enrolling in A-levels, or undertaking a foundation programme. These options provide the necessary academic preparation to enter a degree programme.
The option of going through the diploma pathway to degree is hardly to be heard off due to diploma has always been associated with vocational training rather than academic competence.
This idea has reinforced the notion that diploma is for students who are not academically inclined. Higher education is often equated with success and social status. This biasness contributes to the stigma that diplomas are seen as a less desirable educational path compared to other pre-university programmes.
Furthermore, with societal pressures and expectations from parents and peers, diploma is stigmatised as a second choice for those who are unable to pursue other pre-university programmes.
Apart from that, the messaging from schools and higher institutions when marketing diploma influence the public perception as they emphasise diploma as “alternative pathways”, which unintentionally suggest inferiority.
All these discourage students from pursuing diploma programmes despite the fact that a diploma often leads to quicker entry into workforce and practical skill acquisition.
What is Diploma?
A diploma is generally perceived as a higher qualification than other pre-university programmes, often equivalent to the first year of a degree programme.
Diploma programmes require more in-depth, specialised knowledge, providing students with a more focused set of skills tailored to specific industries.
The curriculum of a diploma programme covers a broader range of subjects and emphasises practical application, making it more rigorous and demanding.
Despite the intensity, diploma programmes equip students with job-ready skills through practical training, preparing them effectively for immediate entry into the workforce.
Why diploma?
Diplomas combine theoretical learning with hands-on training, serving as a targeted education option for entering the workforce. They also act as a pathway to further education, such aspursuing a degree. Diplomas offer versatility by complementing other fields of interest in undergraduate courses.
For example, Design Diploma graduates can enhance their qualifications by pairing their diploma with undergraduate business courses. This approach allows individuals to acquire dual skill sets, distinguishing diploma programmes from pre-university programmes.
The workforce landscape is undergoing significant changes in line with industrial evolution. There is a growing demand for skills, and organisations are adopting skills-based hiring practices. Diplomas are more career-oriented, focusing on practical, hands-on skills that directly apply to specific industries or careers.
This makes graduates more job-ready. Diploma graduates specialise in a particular field or trade, possessing in-depth knowledge and expertise that set them apart from students with more general pre-university qualifications.
Additionally, diploma programmes often include internships or practical projects, providing students with real-world experience that attracts employers.
Education, Innovation, and Talent Development Minister Datuk Seri Roland Sagah emphasised the need for a more productive, effective, skilled and high-tech workforce. Generating skilled employees is crucial in the rapidly expanding workforce market, and job-skills training plays a vital role in this effort.
LinkedIn’s “Future of Talent” report reveals that organisations are shifting their focus to assess candidates based on skills rather than traditional qualifiers like education or experience. The report also highlights that an increasing number of companies in Malaysia prioritise candidates with skills over conventional qualifications. This approach helps address critical skill gaps and benefits from a more diverse and adaptable workforce.
Unemployment among graduates is a persistent issue in Malaysia. Skills gaps, where graduates lack workplace skills or required experience, contribute to this problem.
Employers seek well-prepared graduates, and the specialised skills provided by diploma programmes enable individuals to become job-ready sooner, potentially reducing unemployment due to skills gaps.
Marketability of graduates is now measured not only by academic achievements but also by a balance with skills, including technical and vocational training, to align with the demands of the Industrial Revolution (IR 4.0). Diploma programmes, integrating theoretical and practical skills, significantly enhance graduate employability by equipping students with job-ready skills tailored to specific industries.
Diploma programmes prioritise practical, hands-on training and career readiness, distinguishing them from more theoretical academic programmes. They develop fundamental skills directly applicable to industry demands, particularly in the context of IR 4.0. While students in traditional academic settings focus on theoretical knowledge, diploma students engage in real-world challenges and gain practical experience for immediate entry into the workforce. Thus, a diploma is not just a qualification but a direct pathway to a career equipped with necessary skills for success.
Changing the narrative surrounding diplomas and reducing the associated stigma is crucial. Diplomas offer a valuable alternative to pre-university programmes, providing a blend of theoretical and practical skills that prepare students for the workforce.
Raising awareness about the benefits of diploma programmes is essential as we move towards a skills-based economy, where skills are the new currency in the future job market. These programmes equip students with job-ready skills tailored to industry needs, enhancing their employability and meeting the demands of IR 4.0.
- Cynthia Aling is from the School of Design and Arts Faculty of Business, Design and Arts, Swinburne University of Technology Sarawak Campus
The views expressed here are those of the writer and do not necessarily represent the views of the Sarawak Tribune.
