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highest level where the need to produce more highly skilled,
professional, and qualified educators in the relevant sectors to produce
first-class human capital. High-quality education will produce human
capital, productive workforce, and develop more efficient educational
institutions (Mohiddin, 2021). Thus, education waqf becomes one of
the long-term instruments that can improve the country's educational
standards (Dahlan et al., 2016).

The Malaysian government under the Ministry of Education has
restructured the Technical and Vocational Education System (TVET).
This is aimed at meeting the needs and further achieving the country's
aspiration of improving the skills of the community as well as
expanding the marketability of TVET graduates, thus becoming the
main goal of the Malaysian government (Kechik, 2011). However, the
problems faced are the financial allocation and lack of funding to
complete the infrastructure to meet the achievements of TVET and
the needs of the industry. The study, conducted by Hayati et al. (2021),
which found that polytechnic students are only satisfied with
laboratory facilities, resource centres and Islamic Centres, but for the
facilities of lecture rooms, lecture halls, co-curricular workshops,
cafeterias, Student Lodging (Kamsis) and other basic facilities are at a
moderate level and overall, the findings show that polytechnics offer
poor facilities as a higher education institution.

PROBLEM STATEMENT
Hayati et al. (2021), which examines students' perceptions of
polytechnic physical facilities, found that although polytechnic
students are satisfied with laboratory facilities, resource centers, and
Islamic Centers, they are only modestly satisfied with facilities for
lecture halls, co-curricular workshops, cafeteria, accommodation
(Kamsis), and other basic amenities. Overall, the findings showed that
polytechnics provide poor facilities. Among the waqf projects carried

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