Preliminary-Blueprint-Eng

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Centres of Excellence for Indigenous Pedagogy. To better support
teachers in terms of classroom learning activities, the Ministry will
expand the number of teacher assistants recruited from Orang Asli
communities. The parent engagement toolkit that is being rolled out
to all schools in Malaysia (see Chapter 7 on System Structure for more
information) will also contain specific information for teachers and
principals on working with indigenous and minority communities.
Lastly, to establish accurate performance baselines and goals for all
IOM students, the Ministry will refine the student data collection
processes. This information will be used to inform the development of
further strategies for non-Orang Asli or Penan IOM students.
Wave 2 (2016 to 2020): raising standards
The second wave of reform will be centred on raising learning
outcomes and curricular standards for all IOM students using tailored
interventions. Using enhanced data from improved data management
processes, the Ministry will support JPNs and PPDs in tailoring
interventions and providing need-based assistance for various IOM
communities. During this period, the Ministry will decrease the
number of SK Asli schools in Bands 6 and 7 to zero, and refocus efforts
on boosting the standards of all SK Asli schools. The Ministry will
also pilot and launch ICT education programmes to create interactive,
culturally-relevant content for indigenous students, and improve
access to high-quality learning materials for students located in remote
regions.
The Ministry will also review the KAP curriculum to determine whether
it should be extended from a purely primary school curriculum to
encompass lower secondary education, or even whether it should be
eliminated completely once the basics of literacy and numeracy have
been established. If a decision is made to retain the KAP curriculum,
the Ministry will look into the development of dedicated examination
papers for UPSR that are aligned with KAP curriculum standards.
Image by Yiie, Flickr CC 2.0
Wave 3 (2021 to 2025): Continuing successful practices
The Ministry will evaluate the impact of Waves 1 and 2 and identify
areas for improvements. The most successful practices will continue to
be scaled up nationally.
education for gifted students
As Malaysia becomes a developed economy, grooming top talent
will become increasingly important towards achieving our growth
objectives. Competitive Asian economies, such as Hong Kong,
Singapore, and South Korea, employ education for gifted students as a
driver of human capital development and national innovation. These
countries provide an education for gifted children through a two-step
process. Firstly, the governments identify gifted students, through
measures of aptitude, as well as mathematics and verbal achievement
scores. Next, the students are admitted into specialised programmes at
the preschool, primary, and secondary levels.
There are currently some programmes in Malaysia that cater to
high-performing students in the private and public sector. Within
the public sector, the PERMATApintar National Gifted Programme
conducts School Holiday Camps, a series of science, technology, and
mathematics enrichment programmes for students from Year 3 to
Form 3. There are also dedicated residential schools for high-achieving
students from Forms 4 to 5. However, there are limited centralised
policies for the long-term planning, administration, and evaluation of
the gifted segment.
the roadmap: Developing a national strategy for gifted students
Wave 1 of the reform will focus on building a better understanding of
the needs of gifted children in Malaysia, and designing programmes