MALAYSIA’S education system must move towards a demand-driven model that better reflects industry needs if Sabah is to build the skilled workforce required to support its expanding energy sector, said delegates at the 13th Sabah Oil, Gas and Energy Conference (SOGCE) 2026 here, recently.
In a plenary session, themed Building an Energy-Skilled Sabah: Talent, Tvet, Certification and Workforce Transition, moderated by Semarak Training Founder and Chief Executive Officer Faiz Latip.
The discussion brought together representatives from higher education, TalentCorp Malaysia and the Malaysia Petroleum Resources Corporation (MPRC) to examine how education, Technical and Vocational Education and Training (Tvet), certification and industry collaboration can strengthen Sabah’s future workforce.
Leading the education perspective, North Borneo University College Vice Chancellor Professor Dato’ Dr Azimuddin Bahari, said talent development must remain the foundation of any effort to redesign Malaysia’s education system.
“The rapid transformation taking place across the energy industry means universities can no longer develop academic programmes independently without continuous engagement with employers,” he said.
Instead, he said, higher education institutions must work alongside industry and government to ensure graduates possess the competencies needed in an increasingly digital and technology-driven economy.
Azimuddin said the New Industrial Master Plan 2030 identifies talent development as one of Malaysia’s strategic priorities, making it essential for universities to align their academic offerings with national industrial aspirations.
“Education providers should shift away from a traditional supply-driven model, where programmes are developed based largely on institutional capacity, towards one driven by actual labour market demand.
“The programmes offered by universities must reflect the needs of industry because the ultimate objective is to ensure graduates are employable and able to contribute immediately to the workforce,” he said.
He noted that although Malaysia has a large number of higher education institutions, producing graduates alone would not solve industry shortages unless programmes are continuously updated to meet changing workforce requirements.
Azimuddin said stronger collaboration among government, industry and education providers would help reduce the long-standing mismatch between graduate qualifications and employer expectations.
He cited Germany’s dual education system as an example of successful collaboration, where students divide their time between classroom learning and structured workplace training.
The model, he said, enables students to acquire practical industry experience while completing their studies, allowing employers to develop graduates with skills directly aligned to workplace requirements.
Azimuddin said similar approaches adopted in several European countries demonstrate the value of integrating academic learning with hands-on industry exposure throughout a student’s education.
He also proposed expanding project-based learning, allowing students to participate in industry projects lasting several months to strengthen both technical knowledge and practical problem-solving skills.
Another priority, he said, is the establishment of stronger industry advisory committees to ensure employers play a direct role in shaping university curricula, competency standards and programme reviews.
Such partnerships would allow universities to respond more quickly to technological developments rather than reviewing programmes only after significant changes have already taken place.
Azimuddin emphasisedthat technical knowledge alone is no longer sufficient, saying employers increasingly seek graduates with communication skills, teamwork, leadership, professionalism and adaptability.
He said these attributes are best developed through closer interaction between universities and industry rather than through classroom instruction alone.
The discussion also highlighted the growing importance of Tvet in supporting Sabah’s future energy workforce, particularly as new technologies reshape traditional occupations.
“Tvet institutions and universities should complement rather than compete with one another by providing multiple pathways into high-skilled employment,” Azimuddin said.
Looking further upstream, he expressed concern over the country’s Stem pipeline, noting that relatively few students continue into science-related streams despite growing demand for engineers, technologists and other highly skilled professionals.
“Building the future workforce cannot begin at university level alone but must start in primary and secondary schools by encouraging greater interest in science, technology, engineering and mathematics,” he said.
Teachers, he said, play a critical role in making Stem subjects engaging and inspiring students to pursue careers in technical and scientific fields.
Throughout the discussion, Faiz observed that education reform must keep pace with industry transformation, noting that technological change is occurring far more rapidly than in previous decades.
“Closer collaboration between universities, employers and government agencies would ensure academic programmes remain relevant as workforce requirements continue to evolve,” he added.
Azimuddin concluded that preparing Sabah’s future energy workforce requires sustained cooperation across the entire education ecosystem, from schools and universities to industry and policymakers.
“Developing talent should remain a long-term national commitment if Sabah is to realise its ambition of becoming a leading energy hub while providing meaningful employment opportunities for future generations,” he said.
