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HALAL IN TVET: ROLES OF MALAYSIAN POLYTECHNICS IN CREATING HALAL COMPETENT HUMAN CAPITAL

Ahmad Sahir Bin Jais

Department of Tourism and Hospitality, Politeknik Merlimau Melaka Email: a.sahirjais@gmail.com

Abstract

This exploratory paper will focus on the role plays by the Malaysian polytechnics in halal education in the context of TVET. A review of previous literature highlighted several issues

concerning dietary halal sectors in Malaysia. Dietary halal in Malaysia has gained

prominence exposure lately, due to the heighten awareness among Muslim consumers.

Therefore, this has contributed to a surge in demand for halal food. Growth in halal sub

sectors has a consequent effect with the demand for halal competent human capital resulting in demands for halal competent human capital by the industries cannot be

matched by the educational institution. Polytechnics has taken up the role with other

academic institution in filling the needs for halal competent workers by offering halal

related courses at diploma level as well as short courses for the local communities. By

doing this, ithas successfully positioned itself as an academic institution that meets the

demands of the industry as the demand for halal competent workers which is expected to grow significantly due to new legislation introduces by the government, expansion of halal

economy and increase awareness and interest in halal among consumer. Keywords: Halal in TVET, TVET, Halal, Malaysian Polytechnics

1.0 INTRODUCTION

To seek halal is obligatory to every practicing Muslim. Whenever possible halal should be seek until a certain condition called “darurah” is necessary.

Not only limited to food, the halal concept applies to other aspect of life, “ad-Din” but this particular paper will be focusing on the concept of Halalan

Toyyiban, the permissibility of food. Misconception about halal, Even though is obligatory in Islam, is somewhat disturbing due to the lack of education, disinformation and plain ignorance.

The terms halal comes from an Arabic words “Halla”, “Yahillu”, “Hillan” which means to free, to let go, to dissolve or to allow. In Shariah Law (Islamic Jurisprudence) it can be translated as something that will not

cause the doer any punishment for using it or something that is in line with the Shariah law(Salleh, Yusuf, & Ahmad, 2012).

Halalan Toyyiban denotes permissibility of things and wholesomeness according to the tenets and pillar of Islam. Halal rules were prescribed in The Quran in numerous surahs, essentially cover what could be eaten and

cannot be eaten. Furthermore, the said material must also said to be safe and does not pose any danger to the ummah. Opposite of halal is Haram or

non-halal. Simply put, it carries the stigma of unlawful, forbidden or prohibited to be consumed under the Shariah law. Between these halal and haram, there is a grey area known as syubhah, the terms that represent in

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between halal and haram. For something to be called syubhah, it does not fall clearly under the halal or haram, there questionable and dubious. In

this category, until the status becomes clear, Muslims should avoid consuming Syubhah food or drinks. The Prophet Muhammad has given a

guideline concerning Syubhah matters.(Akmal Mhd Zain, 2007) What is Halal is clear. And what is Haram is also clear. And in between

those two is a dubious area in which many people do not know about. So whoever distanced himself from it, he has acquitted himself (from blame). And those who fall into it, he has fallen into a state of Haram.

Narrated by Bukhari, Muslim, Abu Daud, Ibn Majah and Darimi Source:Akmal Mhd Zain, 2007

As per statute and legislative point of view, according to the Malaysian Halal standards MS1500:2009 guidelines, Halal food mean food and drink and/or their ingredients permitted under the Shariah law and fulfill the following

conditions: Figure 1.1: Excerpts from (Department of Standards Malaysia

MS1500:2009, 2009)

Source :Department of Standards Malaysia MS1500:2009, 2009

As a follower of Islamic teaching, it is imperative that Muslim’s to observe the teaching as stated in the Holy Quran and Sunnah. Every Muslim must

have the knowledge and information in relation to halal, as it is one of the major facet in Islamic teaching. Living in a Muslim country such as

Malaysia, halal food should be easy to find and haram risk should not even occur. On the contrary, 40 % of its population is non-Muslim; consequently the risk of haram food is quite alarming. One of the reasons for halal is

mainly to set a differentiation between Muslim and non-Muslim. Halal related issues are most often highlighted in the media, associated with food

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and consumer products. Among other, abuses of Halal logo to sell non-halal food and contamination of non-halal food in consumer products. The scale

of the halal markets domestically and globally is extensive. It is estimated that the halal market alone in Malaysia is worth around RM 29

billion(Ministry of International Trade and Industry (MITI), 2013). Awareness for halal food is considerably low among population in Malaysia due to lack of exposure in the education system, it can be seen through the number of

cases related to hell. As results, the needs for halal food that meet up to the standards are ever more increasing. The Malaysian government through Department of Islamic Advancement (JAKIM) and other various ministries

and agencies has come out with halal certification standards. Among others in the Malaysia Halal standards, dictates that the certification system must

be monitored by a competent and certified staff. This results in the shortage of manpower in a due to the lack of exposure and inadequate education for halal from early stages(Khan, 2011; Mahmood Zuhdi Hj Ab. Majid, 2011).

Halal education should be taught and emphasized earlier. It should be done continuously throughout the education system not only focusing it on the

tertiary level. In a typical process prior to introducing a new program or course, extensive research is conducted to ascertain the demand as well as the relevancy of

that particular program. This paper postulates that the roles of polytechnic in dietary halal TVET activities were being influenced by 3 major factors which are legislation and policies, economic factors and social awareness &

interest. In order to produce halal competent human capital, polytechnics rely on the critical area to set apart its program from other, mainly its

curriculum, halal program and industry collaboration. This paper tries objectively to examine the position of halal in TVET framework, later to discuss and examine the role of polytechnics in

producing halal competent graduate and finally to seek the significance of dietary halal in TVET framework holistically.

In order to get the full picture and better understanding on the topic researched, secondary data from previous and relevant literature will be

used to aggregate a solid foundation on the topic being discussed, which is the role of polytechnics in TVET framework. Literatures from known and existing body of knowledge are examined to gather conclusion, furthermore

act as main sources for this research. Three key areas in term of roles of polytechnics in halal TVET are examined

such as collaboration with industry, setting up halal focus program and course and developing curriculum that meets industry standards. These factors are the predictor of producing halal competent graduates.

Furthermore, the push factors that steer halal industry ahead as it is now were also examined.

2.0 BACKGROUND

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2.1 Concept of Technical, Vocational Education & Training (TVET)

Technical vocational education & training (TVET) is not a new concept, but rather a continuity of learning through skills which has been used for ages.

TVET can be simply explained as acquisition of knowledge and skills to the world of work. Simply put, TVET deals with training of potential human

capital with knowledge and most importantly, skills (UNESCO-UNEVOC). What set apart TVET with other knowledge base discipline, were that it emphasized more on the technical acquisition of knowledge, i.e. skills. In

Malaysian context, the TVET framework has been around for quite sometimes with the introduction of skill training in 1897 for Malay’s to become railway mechanic (Francis Wong & Ee (1975) in (Leong, 2010). It

then has gone numerous changes to better itself among others the National Trade Standards in 1970’s, National Occupational Skills Standards (NOSS)

in 1993, National Dual Training System in 2004. The TVET education in Malaysia is governed under the National Skill Development Act 2006 (ACT 652)(Leong, 2010).

Polytechnic under the Ministry of Education has played an important role in

producing semi-skilled workers in TVET discipline. First opened up in 1969 in Ipoh, as Politeknik Ungku Omar, it has expanded into 27 polytechnics

nationwide offering course at certificate and diploma level, in engineering, business, information technology, arts and hospitality (Hamed, Wahab, Zakaria, & Jasmi, 2015). Currently the emphasize on TVET education is

somewhat lacking in comparison with the pure academic field (Zain, 2008). TVET provider in Malaysia consist of government and private agencies,

which almost 90 % offers course in engineering, technical related field. The government through various ministries such as Ministry of Education, Ministry of human resources development, ministry of youth and sports,

ministry of rural and regional development and state government offers TVET at multitude of institution such as technical universities, polytechnics, National youth Skills Institute, GiatMARA and others (Hamed

et al., 2015; Yunos, Ahmad, Kaprawi, & Razally, 2012; Zain, 2008).

2.2 Dietary Halal in TVET and Educational Framework The concept of mainstream education refers to the concept of togetherness

in achieving national educational philosophies and to accommodate national interest, registered with the Education Act as well as the necessary rules observed in the national education system, whether partially or as a

whole. The formal Malaysian education system can be divided into a few levels and

stream. Stream refers to the medium of language used; meanwhile level refers to the extent of the education. The Malaysian education system is quite unique due to its multitude of

stream whereby the primary education is divided according to vernacular.

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Nevertheless, schools are bound to the national curriculum standards and only differ in terms of the instructional language. This stream system also

applied in the secondary level. The third level is tertiary level. At this juncture the students can choose whatever vocation they prefer.

The new Primary School Curriculum Standard (KSSR) has little or no emphasis at all towards halal subjects. If there is any element what so ever, it is being done indirectly and at a level whereby no further explanation or

discussion is given. For an example, in Primary one Islamic education syllabus only focus on the building and strengthening of faith as well as Quran literacy. Halal content are not being taught directly and only being

discussed briefly in manners related topics.

Figure 1.2: Halal in Malaysia’s Education System Framework

Sources: Data from Islamic Education for KBSM Curriculum Specification Sheets in (Jais,

2014)

Inthe secondary level, a review of the Islamic education syllabus shows that one aspect of halal food is being taught, during Form 4 which covers the

topic of slaughtering. The syllabuses were divided to three level learning progresses. This is the only topics that specifically address the halal topic directly throughout 5 year period in secondary school system (Ministry of

Education (MOE), 2014). Figure 1.2 illustrates the pathway of halal education in the mainstream education. As discussed previously, halal is

only taught at a selected juncture in the curriculum. There are significant gaps between halal being taught in secondary level and tertiary education. The gaps between students continue their education at tertiary level also

quite significant where the gaps of their last known formal education in halal could extend up to 4 years. For those not continuing their academics in halal vocations, this is their final formal education in relation to halal.

These gaps, in a long run would undermine the interest of the student to

pursue halal vocation seriously. Exposures on halal are minimal as being shown in illustration. There are two specific moments and point where halal

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being formally taught, although at insufficient levels. It is good to note that, during Form 4, the students are taught about halal slaughtering.

Exposure on halal is only being taught extensively during tertiary level where students can choose their own vocation and specialized in their

favorite fields. Table 2 shows the extent of halal education at the tertiary level. Some universities have been proactive in halal studies by setting up dedicated halal research Centre and programs.

Leading the forefront of halal research and education in Malaysia the Halal Product Research Institute (IPPH) set up under Universiti Putra Malaysia

(UPM). It offers courses at a post - graduate level in halal product and management as well as research and innovation, short course, consultation

in halal production and management. Other universities that follow the foot step of UPM’s IPPH were Islamic international university (UIA) (International Institute of Halal Research and Training - INHART), National University of

Islamic Science Malaysia (USIM) Institute of Halal Research and Management - IHRAM), Universiti Teknologi Mara (UiTM) - Halal Food and

Research Center), Universiti Teknologi Malaysia (UTM) - Halal Informatics Research Centre (Holistic),(Ahmad, Fazullah, Borham, & Hashim, 2011; Mohammad Aiat Jamaludin, Ramli, Latif, & Bahli, 2010).In order to produce

a competent and knowledgeable workforce in halal, academic course which specializes in halal were also introduced; an institution such as Malaysian Polytechnics, UiTM and UTM offers courses from diploma, undergraduate

and postgraduate level.

TABLE 1:Government, government link and private entities that offerhalal related courses through specialization in higher education

INSTITUTION AGENCIES LEVEL/ PROGRAMME/

COURSES

Universiti Putra

Malaysia (UPM)

Halal Product Research

Institute (IPPH)

Post Graduate course

Short Course

Halal research and Consultation

International Islamic

university (UIA)

International Institute Of

Halal Research And Training

(INHART)

Post Graduate course

Short Course

Halal research and Consultation

National University

of Islamic Sciences

Malaysia (USIM)

Institute Of Halal Research

And Management (IHRAM)

Halal Training

Product analyzing services

Universiti Teknologi

Mara

Halal Food And Research

Center

Consultation

Workshop and seminar

Research and

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Faculty Of Applied Sciences

development

Diploma in Halal Management

Universiti Teknologi

Malaysia

Halal Informatics Research

Centre (HOLISTICS)

Faculty Of Islamic Civilization

Research on halal logistic and halal

data

Postgraduate Level

Master in Halal Science

Doctor of Philosophy (Fiqh Science and technology)

Executive Diploma in Halal Science

Management and

entrepreneurship

Politeknik Malaysia Department of Tourism and Hospitality

Diploma Level

Diploma in Foodservice (Halal practices)

(Recognized by HDC on par with the Halal

Executives Diploma)

& Diploma in Hotel

and Catering

Management (imbedded in Halal

Practice Course).

Halal Development

Corporation (HDC)

Short Courses

Program Go Halal! For Students

Halal Awareness Program

Halal Auditing Courses

Halal Executive Diploma Programs

Melaka Industrial

Skill Development

Centre (MISDEC)

Halal Management and

Research Academy (HAMRA) Diploma Level

Halal executive diploma

Kolej Universiti Islam

Melaka (KUIM)

Diploma Level

Halal Executives diploma

Kolej UNITI Diploma level

Diploma Pengurusan

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Halal

Sources: Ahmad et al., 2011; Jais, 2014; Mohammad Aiat Jamaludin et al., 2010

There are also government link entities that provide educational programs

on halal, both at informal, formal and professional level. HDC for an example is a privatize agency under the Ministry of International Trade and Industry (MITI) that were set up to promote and help with the setting up of

halal industry in Malaysia. Among its educational programs target both the industry as well as the public. Go Halal! Programs for an example are targeted to students from primary level to tertiary level. They also provide

industry orientated halal awareness and auditing course at their headquarters in Kuala Lumpur. HDC were also among the first institution

that offers a Halal executive diploma in conjunction with other institutions. From the table above it is noticeable that only a few TVET institution that offers specialization or imbedded in the program, in dietary halal discipline.

3.0 ROLES OF POLYTECHNICS IN TVET EDUCATION IN RELATION

TO CREATE HALAL COMPETENT WORKFORCE

3.1 Factor Affecting the Growth of Halal Industries

The growth of halal industries domestically can be contributed to several factors which are introduction of new Laws and legislation pertaining halal,

Growth of halal sub economic sector and heightened social awareness and interest in halal.

Domestically, Halal related laws were put under the purview of the Domestic Trade, Consumerism and Cooperative (KPDNKK) through the Trade Description Act 1972 (TDA 1972). Even though there are laws pertaining

halal existed, the scope of the jurisdiction are somewhat lacking. Consequently, private halal logos were issued indiscriminately as well as

self-declaration of halal. In 2011, the TDA 1972 were amended and reviewed unto The Trade Description Act 2011 (TDA 2011) which gave much more power for enforcement as well as strict usage for halal logo and certification.

Among other, TDA 2011 dictates that only JAKIM and State Religious Islamic Council are entitled to issues halal certification. This drove business owner that used private halal certification to crossover for halal certification

under JAKIM. As part of the certification process, certain requirements were enforced such as appointing halal executive or creating halal committee.

This in turn led to the surge of halal competent workforce in later years. Apart from that, the halal sub economic sectors were booming with the opening of overseas, regional and domestic market. The halal trades were

estimated to be worth RM 29 billion globally (Evans & Evans, 2012; Khan, 2011; Saleh & Ndubisi, 2006). Major market includes the Middle East and

newly opened up market in central Asia as well as majority of Organization of Islamic Countries members. The growth in the halal economy requires

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again, competent workforce that could match up and uphold the halal integrity system in order to penetrate all of these markets.

Consumer awareness and interest on halal subject are greatly increased, be it the food sector, banking and retail(Mahmood Zuhdi Hj Ab. Majid, 2011).

This increase in awareness and interest is due to the proliferations of information technology and religious education among Muslim consumers. Muslim consumer’s purchase choices are determined by halal factor and it

is proven from researches that have been conducted (Aziz & Vui, 2012; Borzooei & Asgari, 2013; Mohammad Aizat Jamaludin, Ramli, Latif, Mat, & Rahman, n.d.; Nasir & Chiew, 2010).

3.2 Fostering Polytechnic-Halal Industry Collaboration

In the early stages of introducing halal programs in the polytechnics, collaborative efforts are seeks from respective industry player in the halal

industry. Start from early on, Polytechnics through the Department of Polytechnics Education (DPE) has strategically collaborated with the Halal

Development Corporation (HDC) by offering a joint programme Halal executive Diploma. Apart from that,HDC strive to continuously helping the polytechnic in maintaining a high degree of halal training in the program.

Refresher courses were also conducted by HDC to ensure lecturers in polytechnics are aware in the changes in the halal industry. In recent event, in order to give polytechnics students a competitive

advantage, a letter of collaboration was sign between Politeknik Merlimau and Kewpie Malaysia Sdn. Bhd, a leading manufacturer in food and

consumer product from Japan. Their Malaysian operation located in Melaka Halal Hub in Merlimau and producing halal certified product, notably their world famous brand of Mayonnaise. These collaborative efforts are to ensure

that students will get valuable input as well as a proper and structured training in halal management during their industrial training. The levels of industrial collaboration differ since it is dictated with the effort

of that respective polytechnic. For instance, Politeknik Metro Kuantan has been active with their industrial collaboration since they’re the first

polytechnic that offers this course. They have been actively collaborated with Zenith Hotel Kuantan, a five start rated hotel which has halal recognized outlet. They also ties collaboration with Rocana Hotel Kuantan, a

three star hotel. Scope of this collaboration includes curriculum advisor as well as providing place for student’s attachment.

Industry participation was also sought during the initial process of setting up halal program, courses and curriculum in polytechnics. Industry participation is vital to ensure that the programs offered were relevant and

meet the industry standards.

3.3 Creating Halal Focused Program and Courses in Polytechnics

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There are currently two halal related course offered in Malaysian Polytechnic which is Diploma in Foodservice ( Halal Practice) and Diploma

in hotel and Diploma in Hotel and Catering Management. Prior to these two programs, Malaysian polytechnics with the assistance of Halal Development

Corporation (HDC), offers a Halal Executive Diploma under the auspice of Graduate Employability Programs in 2010 in Sultan Ahmad Shah Polytechnics (POLISAS). However this program only last for one year before

being taken out due to unfortunate circumstances. Diploma in Hotel and Catering Management programme only embedded a certain halal related courses in its curriculum. The Halal practice courses

were introduced in 2011 with the introduction of new Diploma in Hotel and Catering Management curriculum structure. Prior to 2011, there are none.

The additions of halal practice course in the new curriculum were made after realizing the needs and potential of halal in TVET education. In line with the polytechnic transformation programs, new programs are

offered to satisfy the needs of the industry as well as to make polytechnics more relevant in the educational field. Halal specific programs, such as

Diploma in Foodservice (Halal Practices) were introduced. Currently these courses were only offered in Politeknik Metro Kuantan (PMKU), Politeknik Merlimau Melaka (PMM) and Politeknik Tuanku Syed Sirrajuddin Perlis

(PTSS). TABLE 2: Polytechnics that offers Diploma in Foodservice (Halal Practices)

INSTITUTION PROGRAMS NUMBER OF STUDENT

Politeknik Metro Kuantan

(PMKU)

Diploma in Foodservice

(Halal Practices)

111

Politeknik Merlimau Melaka (PMM)

Diploma in Foodservice (Halal Practices)

150

Politeknik Tuanku Syed

Sirrajuddin Perlis (PTSS).

Diploma in Foodservice

(Halal Practices)

11

Source: Data Collected from respective Polytechnics in April 2014

All other programs under the auspice of hospitality and tourism field has at least one halal related courses offered, whether as a common core or as an

elective subject. By designing these highly sought after course, polytechnics have become the pioneer in producing halal competent workforce.

3.4 Development of Halal Curriculum that matched Industry Requirement

In order to be relevant in the academic world, polytechnic has embarked on a transformation program. The polytechnic transformation programmes

were the continuity and extent of the National Higher Education Action Plan 2011 – 2015, as well as The Polytechnic Transformation Program. Table 3 (a) and 3 (b) show the number of halal specific/related course offered under

Diploma of Foodservice (Halal) and Diploma in Hotel and Catering Management. The curriculums were designed to prepare graduates with

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ample skill and knowledge to be halal competent workforce. For example one of the requirements need by the industry were skilled in the process of

halal certification process, halal system monitoring and other related skills. All these skills could be learned through various course offered such as

Halal standards, Food Law and legal aspect and halal food production. All these vital skill are imbedded in the curriculum. To make sure that the graduates are competent, evaluation for these courses with reflects at the

competency level of the students. Traditional paper based test is part of the evaluation, apart from other evaluation such as industrial observation, keystone project, fieldwork. All these evaluation are design to produce

highly competent graduates in accordance with the philosophy of outcome base education (OBE).

Competency assessment and enrichment are done by multitude of assessment such as formal test, quiz, case study, industrial observation as well as practical auditing

TABLE 3 (a):Halal specific/related courses offered in Diploma in foodservice

(Halal) No. Courses Credit hours

1 Islamic Education 2

2 Hospitality and tourism in Islam 2

3 Islamic Civilization 2

4 Fundamentals of Halal and Halal food industry 3 5 Halal Food production 3

6 Muslim Friendly and Hospitality Practice 2

7 Food Law and Legal Aspect 3

8 Halal Standard 3

9 Industrial Training at Halal Certified Institution 10

Total Credit Hours/Cumulative Credit Hours 30

% of Halal specific Credit Hours /Cumulative Credit hours 31 %

TABLE 3 (b):Halal specific/related courses imbedded in Diploma in Hotel

and Catering Management No. Courses Credit hours

1 Halal Practice 2

Total Credit Hours/Cumulative Credit Hours 2

% of Halal specific Credit Hours /Cumulative Credit hours 2 %

Sources: Diploma in Foodservice (Halal Practice) and Diploma in Hotel & Catering

Curriculum Structure (Jabatan Pengajian Politeknik, 2010a, 2010b, 2012).

For diploma in Foodservice (Halal Practice), emphasis is given on halal

related course content which ultimately focuses on creating a halal competent human capital. A review on the curriculum structure indicates that the core halal content comprises of 31 % of the total credit hours

equivalent to 960 hours, for lecturing and class during the whole program. In addition to the total hours during industrial training which accumulates

another 800 hours (Estimation based upon 25 day/month x 8 hours/day).

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If the program is implemented correctly and effectively, program learning outcome for halal education would certainly be achieved.Enrichment for this

curriculum is done by sending those students to a halal certified business entity and through close industrial linkages with the industries. The halal

industry seeks those who havethis competency in halal (Halalfocus.net, 2011). By doing this, a polytechnic has closed the gaps between supply and demand for halal competent workers.

4.0 DISCUSSION

If we look at the larger TVET education framework in Malaysia, emphasized on halal education as a sub discipline in almost nonexistence. Some HEI

offers halal at a professional level, often at undergraduate and postgraduate level. This leaves a gaping hole in the supply of halal competent workers, at low and supervisory level. Even with the supply of halal competent

workforce at managerial level, it is often not enough to meet the demand of the industry(Timan, 2011). Halal education could be positioned at any of the

education institution under Malaysian TVET framework, preferably institution that could offer it at certificate and diploma level. Whether holistically polytechnic will produce Halal competent workforce is

yet to be ascertain empirically, due to the lack of studies on the subject matter, but strong conclusion can be made from the studies of the role and function of polytechnics. Through its strong and comprehensive curriculum

and courses, which accommodates the needs of the industry, it is theorized that polytechnics could achieved its goals in producing a halal competent

workforce. Comprehensive and thorough curriculum could lead to a competent graduates (Kuppan, 2008; Yahaya, 2001). Industry participation is sought when designing curriculum as well as giving feedback during

implementation stages. This industry collaboration is a strong indicator that these programs would yield a satisfying result. Acknowledgement from industry player such as

HDC, by giving certification of equivalencies between Halal Executive Programs and Diploma in Foodservice (Halal practice) is a good indicator of

that. Polytechnics play a critical role in bridging the gaps of manpower with the demands of the industry. Most industry player requires skilled human

capital at the middle or low level, as opposed to managerial and executive level.(even though there are Halal executive position requires by JAKIM for

halal certification, the academic requirement are not emphasized but at least to have some training in halal system). In reference to table 2, there are various HEI that offer halal course and program but at undergraduate

and postgraduate level, and most of this graduate will enter the job market as managers and executives. And there seems to be lacking of manpower and halal competent workforce at supervisory and middle management.

These are the person who make and runs the daily operation of business

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entities. Having frontlines that are competent makes huge differences in running a smooth operation.

Another factor that should be emphasized when including Halal in the TVET framework is the demand for halal competent workforce. Increase in the

demand for halal competent workforce are contributed primarily by legislation and law pertaining to halal (Jais, 2014). Demand over the years has results in the shortage of man power, to a point where key industry

player need to source their manpower from abroad(Khan, 2011; Timan, 2011).

CONCLUSION

The role of polytechnics in producing halal competent workforce cannot be denied. It filled a gap of producing halal competent workforce at the middle and supervisory level, whereby the demand for this position is huge as

compared to managerial position. In a larger TVET Framework, halal should be included or at least imbedded as part of the TVET structure since the demands for halal competent workforce are in demand.

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