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Our Sustainability Goals

We at MEGA JATI ACADEMY is fully aware and in line with the UNESCO-UNIVOC’s aspiration towards sustainable goal as part of our commitment and target whilst delivering our corporate obligations as mentioned below:

The Sustainable Development Goals (SDGs) were formally accepted by the United Nations in September 2015 as a global framework for achieving an integrated sustainable development model for 2030 among Member States. Several of the SDG targets can be achieved through quality education (SDG 4), gender equality (SDG 5), industry, innovation and infrastructure (SDG 9) and partnerships for the goal (SDG 17)

Technical and vocational education and training (TVET) is critical in addressing knowledge and skills challenges to achieving the SDGs. More importantly, TVET can transmit the right mindset and attitude among trainees and the future workforce through well-designed education and training programs. However, the right policies and skills strategies need to be strengthened to maximize its impact.



MEGA JATI ACADEMY recognizes several challenges to reaching the SDGs and climate-related plans of action:

  • Lack of awareness about sustainability

  • Shortages in skills resulting in unmet labour market demands

  • Outdated competencies and qualifications

  • Lack of recognition and assessment mechanisms for skills acquired through non-formal and informal learning

  • Lack of targeted engagement of key actors including youth, community and business owners


Introduction: Mega Jati Academy is committed to providing high-quality certification programs for construction personnel while incorporating Sustainable Development Goals (SDGs) and Environmental, Social, and Governance (ESG) principles. Our approach aims to not only enhance the skills and knowledge of construction professionals but also contribute to a more sustainable and responsible construction industry.


The TVET sector must not only ensure that its curricula and standards are in line with today’s green skills needs, but it must also reflect these changes in the pedagogical strategies used, which must be underpinned by attitudinal changes in learners, trainers and communities.

Traditional instruction methods – such as lecture-driven delivery – are inadequate to equip learners with the required competencies. UNESCO (2006) highlights some of the considerations that should be factored in when developing pedagogical strategies to teach about sustainable development, including:

  • Interdisciplinary and holistic.
    Learning for sustainable development should be embedded in the whole curriculum and should be interdisciplinary 

  • Critical thinking and problem solving.
    Teaching about sustainable development should harness students’ critical thinking and problem-solving skills

  • Values-driven.
    Teaching about sustainable development should make clear the shared values and principles underpinning it g
    lobal issues, and should be taught in the language most common to learners

  • Multi-method.
    Pedagogical strategies should try to incorporate multiple methods so as to be able to cater to different learning styles

  • Participatory decision-making.
    Learners should actively participate in decisions that affect their education and training

  • Applicability.
    Pedagogical strategies should try to offer learning experiences that are applicable to work and life

  • Locally relevant.
    Topics should focus on local and global issues, and should be taught in the language most common to learners


We are focusing on what we can do to participate in SDG at our very best. Keep in pace with the National’s agenda in SDG through then very much honoured to be involved in world’s Sustainable Goals through below important agenda:

All of our programs runs under its own Qualification Frameworks namely Construction Skills Qualification Frameworks (CSQF) by the Construction Industry Development Board Malaysia (CIDB), a Regulatory Agency under Malaysian Law and also has been approved under European Qualification Frameworks (EQF) as back to back to ensure the quality at the best locally and also internationally.


Our programs are equally offers for all who meet the minimum entry requirements and there is no discrimination for everyone to reach for our programs as long as having a sufficient knowledge since all our programs is designed for adult’s learner by Recognition of Past Learning Experience assessment methods.


We have developed our own Learning Management System (LMS), where all learning materials is shared, fully assess 24/7 with thousands of references related to subject matter. The assessment frameworks also is industrial driven with comprehensive process in offering the best experience for our clients.


MEGA JATI ACADEMY established more than 20 partnerships since 2019 across industries, delivering partner, endorser, academic institutions, Associations not only in ASEAN region and as well as the international through continuous and persistence approach in escalate our program to the world’s market

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Our CEO, Adj. Prof. Ir. Dr. M. Arkam CM is a Registered Electrical Energy Manager (REEM) with Energy Commission Malaysia since 2015 and ensuring the efficient management of electrical energy consumption in our network offices is his passion. Meanwhile our Senior General Manager, Zahafarina Mohd Zaki is a first degree graduate in Environmental Engineering program from local public university trained to be particular in environmental issues with regards of our office operations sustainability.


Adj. Prof. Ir. Dr. M. Arkam CM

Ms. Nur Zahafarina Mohd Zaki

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