Say the words Vocational School to Asian parents and they will look at you horrified as if you have insulted them and their child.

Though Vocational schools have had just as long a history as college or university education in Malaysia, it has always suffered the stigma of being akin to the ‘step-child' of a university education. It has unfairly earned a reputation for being the kind of education for rebellious youth or those who are ‘no good' at school.

To put it bluntly, it is seen as a ‘trade' school, where young people learn skills to be carpenters, auto mechanics, hairdressers and so on.

This is far from the reality in some of the most developed countries in the world, which say such schools have been the ‘backbone' of their thriving economies.

Vocational training backbone of European economies

In Northern European countries, 40 to 70 percent of students opt for vocational education over a college-prep curriculum. In Finland, 43 percent of students choose vocational training.

In Switzerland, even though university education is free, the vast majority of students opt for a vocational training instead. About two-thirds of 15 and 16 year olds who finish nine years of obligatory schooling choose to continue their education through Vocational Education and Training (VET).

So far, this approach has been very successful: less than 3% of Switzerland's young people are unemployed, the lowest rate among 30 industrialised countries belonging to the Organization for Economic Co-operation and Development. (As a comparison, that rate is over 12% in the U.S and 22% in the EU).

Germany's dual system of vocational education and training (VET) has been a major factor in its economic success and inventiveness. About 60 percent of German high school graduates choose vocational over academic education.

It has only a 7.8 percent youth unemployment rate, the lowest in Europe. Its holistic approach, high quality and world-class reputation has made the German dual system itself an export success.

Across the board, from bakers and car mechanics to carpenters and violin-makers, about 90 percent of apprentices successfully complete their training, according to government figures.

The apprenticeships vary in length, between two and three-and-a-half years. The average training allowance is 680 euros a month (approximately US$900), and about half of the apprentices stay on in the company that trained them.

Malaysia needs 3.3 million skilled workers in next 10 years

Malaysia has to produce at least 3.3 million skilled workers in the next 10 years to meet our development needs.

Last year, the Government launched our own VET Programme - a holistic approach to upgrade and modernise the system. In essence, it upgrades vocational schools to college status - removing the ‘stigma' and making it a more attractive option to parents and young people alike.

This is bearing fruit as the Government says 126,000 students had applied to enter vocational colleges as their ‘first choice' since the launch of the vocational transformation programme two years ago.

The average enrolment of upper secondary students in technical and vocational courses in Malaysia was about 10%, compared to the average 44% enrolment of students from the Organisation of Economic Co-operation and Development (OECD) countries.

World-class mindset and skills crucial for high-income economy

The parallel system that we are now implementing is a timely and attractive option for millions of young Malaysians.

Not everyone wants or can afford a four-year university education. Millions of young people fall through the cracks because they are not ‘academically-inclined'. Though they may be highly intelligent and creative, they are not keen on a university education.

With estimates that 46% of jobs created by 2020 will require vocational certificates or diplomas, the Government's emphasis is timely.

However, we must ensure that we don't get caught up in producing the numbers and not the quality we need. Whether it is vocational or university education is ultimately not the most important measure of high quality talent.

The 400,000 educators we have must also be on board. They must be world class, keeping abreast of the latest developments, get more actively involved in industry projects and set high standards for the quality of their students' work.

They must know where we are heading and the kind of talent we need to be competitive in an increasingly competitive global market.

Without this crucial element, we may just be going around in circles. We will only create ripples on the surface without any real deep change.