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4-21 Johor’s Best Practices -- identifying the right things and doing them Well Johor is one of the better performing states in Malaysia at the primary level. In 2010, it ranked second in the country, behind WP Putrajaya, on the UPSR examinations. While it dropped in rankings in 2011, the difference between the states that jumped ahead of it was a marginal 0.3 to 2.0 percentage points. Nonetheless, Johor continues to have one of the lowest variances in student performance in UPSR across its PPD. What is impressive is that Johor has made the journey from Bottom 5 to one of the top states in the country in the span of just five years. Johor’s success can first and foremost be credited to the strength of its leaders at the State and District level, particularly three successive State Education Heads driving its transformation programme. 1. Clarity of shared vision. At the start of Johor’s reform journey, the JPN leadership started rallying districts together around the share vision of “Johor Top 5”. This was both simple to understand, and compelling in its level of ambition (as Johor was starting from the bottom 5 in the national examination rankings). Five years later, this shared vision remains on the lips of all officers, principals, teachers and even parents. Without prompting, they would offer this refrain as a succinct articulation of what the state was constantly striving for. 2. Prioritisation of programmes to focus on academic outcomes. During the initial roll-out of the Johor Top 5 strategy, there was pressure from stakeholders – both within and outside the State Education Department – to broaden its focus. The JPN leadership however held firm on the grounds that schools could not afford to spread themselves too thinly, and that improving academic outcomes would have a positive knock on effect on the other issues facing the system (e.g. discipline). This commitment to delivering on a small handful of priorities remains a hallmark of the Johor story. 3. strong performance culture anchored on data. Johor started using its online-based performance reporting system (Headcount) in 2006 which tracks data to the student level. The system collects student examination results (down to each subject question) from every state and national assessment. At the school level the principal will have a performance discussion with the school’s teachers to understand why the students may have failed or succeeded in meeting their targets. Critically, the focus is on identifying the appropriate remedial action to support students (for example, extra classes after schools). A similar performance dialogue is then held between the district head and school principals, and the JPN head and district heads. Rankings are communicated in a timely manner to all districts and schools. 4. Phased professional development targeted at districts and school leaders. In parallel with the roll out of the Headcount system, the JPN also rolled out a professional development programme targeted at principals, deputy principals and district officers. The programme started with the fundamentals of instructional leadership so that the principals and districts would be equipped to develop solutions to the challenges they were identifying with the Headcount data. The state continued to focus all professional development on the topic of instructional leadership for 2 to 3 years until all school leaders and officers had a strong grasp on the topic, before rolling out a new programme on change leadership. 5. Prescription to ensure a minimum standard of good practices. The State prescribes a number of different programmes to create a certain degree of uniformity in practice. This includes: 1) Plan J, which sets out the number and difficulty level of homework questions for each lesson, differentiated by the student’s abilities, and 2) a Minimum adequate syllabus that teachers can use for academically weaker students 6. differentiated interventions based on performance. This is not only evident at the school level, where streaming and tailored drills are common practices, but also at the system level, where school clusters of different performance bands receive different types of support from the district and state. For example, Band 4 and 5 schools are coached on improving teaching and learning practices, while Band 3 schools are coached on improving school management. Within schools, each school is required to create at least three differentiated tiers of student ability – good, average and poor. This manifests as groupings such as Bintang, Sinar and Harapan, for example. Each group applies a differentiated programme, be it in the approach taken to teaching and learning in the classroom, or the attention students get from their teachers, or in the intensity and pace of the drills given to the students. PPDs adopt schools and give more focus to underperforming schools Johor’s officials are quick to point out that the system is not doing anything particularly new or difficult. What differentiates it from the other states is the rigour and discipline with which every action is followed through. It has ingrained in its system a performance culture that is centred around data and clear evidence, a strong grasp of the notion of differentiated interventions based on ability, and an atmosphere of collaboration in which the stronger districts, schools and teachers help support the weaker ones.
PPDs will be able to use the NKRA performance bands and school performance against these common KPIs to target resources where they are most needed. At the end of each year, the top five most improved PPDs nationwide will be recognised for their efforts. This new set of KPIs will be piloted in Sabah and Kedah from January 2013 and rolled out nationwide by the end of 2013. The Ministry will continuously monitor their usefulness to informing the school improvement process, and make adjustments as required. The Ministry will also review the current calculation methodology for the NKRA performance bands to determine if further refinements are required. Providing support where it is most needed PPDs will build off centrally-administered policy to develop interventions targeted to the specific contexts of schools. JPNs will provide the necessary resources and support for the execution of these initiatives. An example of an issue that benefits from the additional flexibility is student attendance. Student attendance tends to have a broad range of root causes that are often context-specific. For example, poor access, parental attitudes, or an unattractive school environment may be reducing school attendance. The strategy employed has to vary with the root cause in order to be effective—a transport solution where access is poor, home visits by teachers to parents who do not understand the importance of schooling, and maintaining a beautiful school compound to increase physical attractiveness schools. In these situations, the PPDs are best positioned to determine the best course of action, and should have the freedom and resources to do so. monitoring, problem solving, and taking action The Ministry, JPNs, PPDs, principals, and teachers will conduct regular performance dialogues to ensure that schools, districts, and states are on track to achieve their targets. The performance dialogues are characterised by the use of granular performance data to identify both strengths and weaknesses, followed by immediate revisions to the implementation plan to ensure issues are solved. These performance dialogues are expected to be held at least twice a year (Exhibit 4-11). EXHIBIT 4-11 Performance dialogue cycle Based on good practice example: Johor Track performance to granular level, e.g. Headcount system tracks performance of each student by subject for each examination Performance tracking Providing focused support where best served, e.g. more frequent monitoring in specific subjects identified as problem areas Focused resource deployment Gap analysis Virtuous performance cycle Execution Action plan and program development Execution prioritises meaningful programmess that directly relate to student outcomes and/or identified problem areas Study of data to find root cause of underperformance, e.g. to level of school, subject, teacher and student Clear and targeted plan of action to close achievement gaps, e.g. tailored and administered directly to target groups Wave 2 (2016 to 2020): increasing operational flexibility for JPNs, PPDs and schools Malaysia Education <strong>Blueprint</strong> 2013 - 2025 Chapter 4 Student Learning Having strengthened state and district management capabilities and significantly reduced Bands 6 and 7 schools, the Ministry will look into ways to give state, district, and school leadership greater independence. At the state and district level, the Ministry will look into providing these offices with greater operational flexibility over budget allocation and personnel deployment. Further, in line with the roll-out of KSSR and KSSM, the Ministry will change existing regulations to give schools greater flexibility over curriculum timetabling, as long as they are able to deliver the learning and content standards expected. Wave 3 (2021 to 2025): scaling up decision rights Based on learnings from Waves 1 and 2, the Ministry will continue to review the types of decision rights accorded to JPNs, PPDs and schools. The expectation is that at this stage, most if not all schools would be ready for greater school-based management and autonomy. Additionally, the Ministry will start exploring the introduction of new infrastructure that will facilitate more autonomous learning both at the school and student level. This could include introducing video-conferencing facilities to facilitate twinning programmes with schools in other countries, tablet computers for students to reduce reliance on traditional textbooks, and faster internet connectivity (see Chapter 6 on Ministry transformation for further information). 4-22
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Malaysia Education Blueprint 2013 -
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CHAPTER 1 CONTExT AND
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TION Our education system has been
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Delivering the shifts in achievemen
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CHAPTER 5 TEACHERS AND SCHOOL LEADE
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CHAPTER 4 CURRICUlUM AND ASSESSMENT
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CHAPTER 8 SEQUENCINg THE TRANSfORMA
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E-1 executive summary In October 20
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E-3 significant and sustained inves
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E-5 timss and Pisa international as
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E-7 challenges remain in achieving
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E-9 aspiratiOns fOr the malaysian e
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E-11 shift 1: provide equal access
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E-13 shift 3: develop values-driven
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E-15 Eleven shifts to transform the
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E-17 shift 5: ensure high-performin
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E-19 shift 7: leverage ict to scale
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E-21 shift 9: partner with parents,
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E-23 What Impact Will This Transfor
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E-25 EXHIBIT 9 the education transf
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E-27 gains will be delivered within
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CHAPTER 1 context and
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Background to the Blueprint In 1957
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in 2010 to 95% by the end of Year 2
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▪ Fieldwork at both urban and rur
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The Ministry acknowledges how impor
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2-1 2. vision and aspirations Every
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2-3 consistently demonstrated that
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2-5 EXHIBIT 2-2 Time spent by stude
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2-7 ▪ Emotional intelligence: pos
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Page 73 and 74: EXHIBIT 3-1 Profile of the Malaysia
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6-25
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CHAPTER 7 SyStem
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EXHIBIT 7-1 the Malaysian education
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Preschool education Early Childhood
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EXHIBIT 7-3 Compulsory education po
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partners to improve the industry re
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In addition, there are approximatel
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enhancing the religious education p
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evaluating sports and arts schools
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current system structure to be main
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They will be provided with addition
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education can make a significant di
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launching an engagement toolkit for
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engaging the broader community Scho
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8-1 8. Delivering the roadmap The M
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8-3 Sequencing the tranSformation T
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8-5 EXHIBIT 8-3 the education trans
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8-7 ▪ Enhanced practicum in vocat
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8-9 Delivering Differently A well-c
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8-11 getting StarteD The first year
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G-1 1BestariNet A project to equip
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G-3 IPTS Institut Pengajian Tinggi
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G-5 National dialogue engagement an
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G-7 SK Sekolah Kebangsaan or Nation
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A-1 Appendix i: A Brief History of
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A-3 educatIon develoPment durIng th
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A-5 Appendix ii. Methodology The de
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A-7 analyses conducted By the Pmo T
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A-9 analyses conducted By PuBlIc un
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A-11 roundtable discussions These w
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A-13 Appendix iii: national dialogu
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A-15 Subtopic Example topic raised
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A-17 school quality Subtopic Exampl
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A-19 student learning Subtopic Exam
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A-21 Exhibit iV-1 the universal sca
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A-23 Exhibit V-2 PiSA PISA a A samp
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A-25 Exhibit V-4 PiSA PISA a sample
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A-31 Exhibit V-10 PiSA PISA a sampl
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A-33 Exhibit V-12 PiSA PISA a sampl
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A-35 the education transformation w
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A-37 Appendix Vii: GTp 2.0 educatio
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