Inclusivity key factor in tackling skilled labour gap in construction
WITH Malaysia aiming to achieve developed nation status, a crucial step in that direction is tackling its skilled labour shortage, such as in the construction industry.
In line with this goal is the need to ensure inclusivity, say stakeholders.
According to statistics from the Department of Social Welfare Malaysia, a total of 637,537 individuals were registered as persons with disabilities as of Jan 31 last year. Of the number, over 50% were of working age.
Universiti Kebangsaan Malaysia (UKM) Faculty of Education academic Dr Marlissa Omar said there is considerable potential for these special needs individuals to work in construction-related jobs.
“Roles can be adapted to fit their skills, such as quality control or project documentation, and assistive technologies can make tasks more accessible,” she told StarEdu.
The UKM STEM Enculturation Research Centre senior lecturer added that creating an inclusive work environment can harness these individuals’ unique talents and perspectives.
“Tailored training and support programmes can aid their transition into the workforce.
“Integrating special needs individuals not only supports diversity and inclusion, but also helps address labour shortages, contributing positively to both the industry and society,” she asserted.
Based on TalentCorp’s Critical Occupations List 2022/2023, a total of 315 critical occupations were identified in the construction industry. Of these, half (50%) were from the professional group, followed by technicians and associate professionals at 20%, managers at 16%, and craft and related trades workers at 10%, indicating a shortage of workers across varying skill levels.
Marlissa
Marlissa said a strategic approach involving multiple stakeholders is essential to mitigate the impacts of the labour shortage, such as aligning special needs students’ strengths and interests with suitable educational and career pathways.
“Begin by assessing the students’ abilities, focusing on roles within construction that match their capabilities, such as construction management, architecture, or specific trades like carpentry and electrical work,” she said.
Stressing the importance of vocational training programmes that offer hands-on experience and industry-recognised certifications, she said these can significantly enhance employability.
She advised special needs students and their parents to ensure that their chosen educational institutions provide robust support services and access to necessary assistive technologies to facilitate learning.
“Engaging with industry professionals through mentorship programmes, internships and apprenticeships is also essential. These experiences provide practical, real-world insights and help students understand the demands of the construction field.
“Additionally, prioritise courses that include comprehensive training on workplace safety, as this is critical in construction,” she shared, adding that they can also explore available funding options, scholarships and resources from the government and non-governmental organisations to support their educational journey.
“By combining these strategies, special needs students can successfully prepare for and thrive in construction careers,” she said.
As a technical and vocational education and training (TVET) provider, the Education Ministry offers several programmes, including a vocational programme for special needs students, said Zulkernai Fauzi.
The ministry’s Technical Vocational Education and Training Division director said the four vocational special education secondary schools under its purview are specifically catered for these students to pursue TVET programmes, including construction.
“We produce students in line with the country’s current TVET needs.
“We believe that every student has potential, including students with special needs who are given the opportunity to follow these programmes,” he said.
He added that students who pursue programmes at the ministry’s vocational colleges after completing Form Three will graduate with two certificates – the Malaysian Vocational Certificate and the Malaysian Skills Certificate Level 3 – after two years.
Currently, the ministry has 86 vocational colleges, with 81 offering programmes up to the diploma level.
Weighing in, Universiti Putra Malaysia (UPM) Faculty of Engineering academic Dr Aidi Hizami Ales@Alias said ensuring inclusive growth by making training programmes accessible to individuals from diverse backgrounds is crucial for building a resilient and adaptable workforce.
“This inclusivity will help ensure that the benefits of technological advancements are widely shared,” said the UPM Department of Civil Engineering senior lecturer.
Pull factors
To attract a diverse pool of students to the construction industry, Aidi Hizami suggested showcasing the integration of new technologies in awareness campaigns that highlight career opportunities, stability and potential for advancement within the sector.
“Emphasising the use of digital tools like building information modelling (BIM), virtual reality and drones can inspire students to pursue careers in construction, knowing they will be working in a dynamic and technologically advanced field,” he offered.
Another strategy, added the UPM-Bentley BIM Digital Advancement Lab head, is introducing microcredentials, which offer flexible, targeted learning opportunities that allow students to acquire specific skills and competencies in a short period.
“By providing microcredentials in areas such as BIM, project management and sustainable construction practices, educational institutions can offer students a more accessible pathway to enter the construction industry.
“These credentials can be particularly appealing to Sijil Pelajaran Malaysia school-leavers who may be looking for quick, practical ways to enhance their employability and enter the workforce,” he said.
Marlissa added that it is important to highlight the positive changes and opportunities within the field to address perceptions that construction jobs are dirty, dangerous and difficult.
“Modern construction sites prioritise safety with stringent protocols, regular training, and the use of personal protective equipment.
“Advances in technology, such as automation, drones and BIM, have made many tasks safer and less physically demanding, showcasing a more modern and innovative side of construction work.
“Additionally, there are various roles within the construction industry that are not labour-intensive, such as project management, planning, design and administration, which offer cleaner and safer work environments,” she said.
She added that specialised trades that provide structured and skill-based tasks may be more suitable for special needs individuals.
She also suggested emphasising to students and their parents the career growth potential, stability and fulfilment that come from contributing to community infrastructure.
“Inform them about accessible training programmes and supportive employers that ensure special needs employees can work safely and effectively, addressing their concerns and opening doors to new opportunities,” she said.
On enhancing expertise, practices and employability in the construction sector, Aidi Hizami said it is important to ensure students and current employees receive hands-on training and exposure to real-world construction projects.
“The increased adoption of automation, robotics and advanced technologies, such as artificial intelligence, the Internet of things and three-dimensional printing, is reshaping the global construction industry.
“Professionals in this industry will need to acquire skills and continuously upskill in these technologies to remain competitive and meet industry demands,” he said.
“Fostering generic skills such as critical thinking, problem-solving and communication through experiential learning approaches can also better prepare students to navigate complex professional environments,” he added.
Citing the Engineering Accreditation Council and the Board of Engineers Malaysia, he said these organisations are instrumental in promoting technological adoption and improving the skill levels of construction professionals.
He also pointed to government initiatives involving the Public Works Department and the Construction Industry Development Board (CIDB) Malaysia, which conduct seminars, workshops and training sessions for construction players.
As the construction industry in Malaysia is expected to witness a shift towards sustainable construction practices, driven by environmental concerns and regulatory requirements, Aidi Hizami said professionals in the industry will also need to possess knowledge of green building principles, sustainable materials, and energy-efficient designs.
Emphasis on green skills
“With the growing demand for green buildings, educational institutions must equip students with knowledge and skills in environmental, social and governance principles. Key steps include integrating green skills into the curriculum, emphasising projectbased and interdisciplinary learning, utilising advanced technologies, encouraging research and innovation, and building industry partnerships. Educators also need to stay updated on sustainability practices through continuous professional development.”– Aidi Hizami
Tips for school-leavers
“First, students need to research their options. They should identify industries in our country that offer broader opportunities for gaining experience and career advancement. They can explore programmes related to construction, including disciplines like civil engineering, architecture and project management, and choose one that aligns with their interests and career goals. Consider factors such as the curriculum, faculty expertise, facilities and industry partnerships when selecting an institution. It is also important to check programme accreditation and certification. Ensure that courses are recognised by professional bodies like the Malaysian Qualifications Agency and the Malaysian Board of Technologists. Accreditation ensures the programme meets standards and enhances credibility in the job market. Additionally, students should pursue industry certificates through part-time courses or holiday classes to add value to their learning. The right course should match industry needs, helping students gain relevant skills in the dynamic field of construction.” – Zulkernai
