Empowering Indigenous Youth: A Multidimensional Conceptual Framework of TVET Capabilities in Malaysia

Abstract

Technical and Vocational Education and Training (TVET) serve as a strategic catalyst for Malaysia’s aspiration to become a high-income nation. Despite aggressive policy interventions, the participation and completion rates among the Orang Asli (indigenous) youth remain disproportionately low, signaling a persistent systemic gap. Current educational models predominantly adopt a "one-size-fits-all" approach, often neglecting the complex socio-cultural and environmental dynamics unique to marginalised communities. This paper proposes a robust conceptual framework that synthesises Amartya Sen’s Capability Approach with Matachi’s Capacity Development Model. By shifting the focus from mere economic output to holistic empowerment, the framework identifies critical conversion factors across three interconnected levels: individual readiness, organisational support, and institutional environment. This multidimensional lens explores how personal agency, culturally responsive pedagogy, and inclusive policy frameworks facilitate the transformation of vocational resources into real opportunities (capabilities) and meaningful socio-economic outcomes (functioning). The proposed framework offers a novel theoretical contribution to indigenous education literature and provides a strategic roadmap for policymakers to design TVET programs that are not only accessible but also culturally resonant with the Orang Asli community.