Preliminary-Blueprint-Eng

5-3
There also appears to be differences in perceptions of what constitutes
good quality teaching and learning between schools and the JNJK.
For example, 63% of schools rated themselves as having Good or
Excellent teaching and learning practices, as compared to just 13% by
school inspectors (Exhibit 5-2). Combined, these data points suggest
that more can be done to build a common understanding of what good
teaching looks like, and to prepare teachers to meet that expectation.
EXHIBIT 5-2
Effectiveness of teaching and learning practices as assessed by schools
and JNJK
Percent of total practices observed (2009-2011)
60
40
20
0
Excellent Good Aspiring Satisfactory Poor Very Poor
1 N = 3,352 for 2009; N = 1,552 for 2010; and N = 5,049 for 2011
2 N = 9,859 for 2009; N = 9,849 for 2010; and N = 7,714 for 2011 (excluding secondary schools)
SOURCE: School Inspectorate and Quality Assurance
Selection
School inspection 1
Self-assessment 2
The Malaysian system attracts a large number of applicants for its
teacher trainee programmes. The applicant-to-trainee ratio is as high
as 38 applicants per place, and surpasses that of high-performing
education systems like Singapore, South Korea, Finland (Exhibit
5-3). This is promising as it implies that there is strong interest in the
profession.
EXHIBIT 5-3
Applicant to student ratios for teacher training programmes in
Malaysia and other high-performing education systems
Ratio (2010)
32
KPLI 1
16
PISMP 2
38
Dip (Ed)
IPG IPTA
1 KPLI refers to Kursus Perguruan Lepasan Ijazah, a Post-graduate Teaching Course
2 PISMP refers to Program Ijazah Sarjana Muda Perguruan, a Bachelor of Education programme
SOURCE: Ministry of Education (Malaysia); Ministry of Higher Education (Malaysia); Ministry of Education, Science
and Technology (South Korea); Ministry of Education (Finland); Ministry of Education (Singapore); Press
search
10
B (Ed)
5
South
Korea
6
Singapore
8
Finland
In line with international best practices, applicants are selected based
on a range of factors including attitude, aptitude for teaching, and
personality. The Ministry also sets a minimum academic requirement
for entry into IPGs. For example, the requirement for the Bachelor of
Education programme or Program Ijazah Sarjana Muda Pendidikan
(PISMP) is three distinctions and three credits in the SPM. The
Ministry has also recently started prioritising applicants with a
minimum of seven distinctions. This prioritisation is producing a
fundamental shift in the profile of teacher trainees.
In 2010, 93% of PISMP applicants scored below the minimum
academic requirement, and only 1% of applicants had at least seven
distinctions. In contrast, in 2012, the percentage of applicants scoring
below the requirement had dropped significantly to 38%, while the
percentage of applicants with at least seven distinctions had risen to
9%. More importantly, the prioritisation effort led to 65% of academic
high-performers receiving offers in 2012 as compared to 3% in
2010 (Exhibit 5-4). The Post-graduate Teaching Course or Kursus
Perguruan Lepasan Ijazah (KPLI) has also seen a slight improvement
in intake standards, from 7% of academic high-performers receiving
offers in 2010 to 13% in 2012. These are promising steps towards the
practices of top-performing systems like Finland, Singapore, and South
Korea where only the top 10-30% of students are accepted into teaching.
There are two additional points worth noting. Firstly, there are
sometimes insufficient qualified applicants for specific subjects and
locations. The Ministry is therefore exploring ways to attract highperforming
candidates from a broader range of backgrounds into the
teaching profession. Secondly, at least 50% of each new teacher intake is
trained in programmes run by IPTAs. Comparable data on the academic
results of IPTA teacher trainees was not available.
Pre-service training and ongoing professional
development
Given the age profile of the teaching force and ongoing challenges
in attracting sufficient qualified candidates, training is a particularly
important mechanism for improving the quality of teachers. Preservice
training gives teachers a solid foundation towards making
effective contributions in the classroom from day one. Ongoing
professional development allows teachers to maintain and
enhance their skill set, including staying up-to-date with the latest
developments in pedagogy.
Pre-service training
In 2007, the Ministry raised the minimum pre-service training
qualification from a diploma to a bachelor’s degree for primary
teachers, in line with the existing practice for secondary school
teachers. The Ministry provided allowances for existing teachers to
further their education to deliver on this aspiration. The results are
promising. As of 2010, 31% of primary school teachers had at least a
Bachelor’s degree.
Despite these gains, the Ministry recognises that there is still room for
improvement. In comparison to top-performing education systems,
Malaysia’s pre-service programmes appear to have a limited practical
component in which trainees are able to practice their skills in schools
under the guidance and supervision of an experienced teacher. For