Preliminary-Blueprint-Eng

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5-5 example, in the KPLI, approximately 20% of the credit hours are allocated to practicum. In contrast, top-performing teacher education programmes at the National Institute of Education in Singapore and the Melbourne Graduate School of Education in Australia allocate around 40% of the course time to this component. Ongoing professional development The results from Malaysia’s participation in the Teaching and Learning International Survey (TALIS) suggest that participation in professional development activities has been very good. Over 90% of teachers report that they spend approximately 10 days each year on professional development, which is more than the Ministry-mandated requirement of seven days per year. This training spans the spectrum of self-study and off-site workshops to school-based coaching activities such as classroom observations and lesson planning. These findings demonstrate that Malaysian teachers are strongly committed to selfimprovement. reform in teacher training In 2008, all 27 IPGs were brought under one central management to standardise quality. Firstly, the curriculum and qualifications were upgraded, from a three-year diploma to a five–and-a-half year foundation and degree programme. Similarly, the post-grade programme curriculum and qualification was upgraded from a certificate to a diploma. The selection criteria for lecturers were also enhanced to ensure more lecturers held a Masters or Ph.D. qualification. Finally, an induction programme was introduced in 2012 to build the capabilities of new lecturers. The reforms are gaining traction. As of 2010, 31% of primary school teachers had at least a Bachelor’s degree. Out of the 3,947 IPGM lecturers in 2012, 308 hold a Ph.D., and 3,057 hold a Masters degree. The first lecturer induction training programme was held in March 2012 across six states (Kedah, Terengganu, Perak, Malacca, Sabah, and Sarawak) and had 503 participants in total. The aspiration is to raise the percentage of school-based professional development activities, such as peer observations and lesson planning, from its current level of 16% today. This is based on international research which demonstrates that on-site training grounded in what actually happens in the classroom is more effective than offsite training programmes. Focus groups of Malaysian teachers also reported that they find it most useful when their subject head or principal observes them in action, as it enables them to receive direct insight into how they should improve their classroom practices. Placement During pre-service training, teachers specialise in a subject known as their “option.” This is to ensure they have sufficient content knowledge and understanding to teach the subject effectively. The Ministry aims to place teachers by option but is not always able to do so due to unavoidable circumstances. This has led to a situation wherein teachers teach subjects in which they were not specifically trained, and for which they may not be adequately skilled. In 2011, for example, approximately 6,000 primary school Bahasa Malaysia teachers were assigned to teach other subjects as there were more teachers than available positions. Working conditions The Ministry examined several dimensions that directly affect the teaching experience: the availability of adequate working spaces for teachers, average class size and student-teacher ratio, total working hours, and types of activities teachers take on. Each of these dimensions will be considered in turn in this section, except for the discussion on the quality of school infrastructure which can be found in Chapter 6. Average class size and student-teacher ratio 92% of primary schools and 88% of secondary schools have class sizes of less than 35 students, in line with the current guideline for maximum class size (Exhibit 5-5). This implies that the majority of teachers work with class sizes that are within the targeted threshold, and in schools where the student-teacher ratio is at or below the OECD average of 16:1. Schools with class sizes larger than 35 students tend to be popular, urban schools. Working hours and distribution of work A teachers’ role encompasses many activities. In Malaysia, it is expected that teachers not only spend time on instructional activities such as lesson planning, classroom teaching, and grading homework, but also on tasks such as running co-curricular activities, attending or facilitating professional development activities, and engaging parents and the community. Further, teachers are also expected to engage in administrative duties related to teaching and learning such as filling out student report cards and tracking student attendance in class. Malaysian teachers have raised serious concerns about the long work hours, and the range of activities expected of them. A 2011 Ministry survey of 7,853 teachers found that they report working anywhere between 40 and 80 hours per week, with an average of 57 hours. It is worth noting that other surveys of teacher workloads have found
EXHIBIT 5-5 Breakdown of average student-teacher ratio and class size for primary and secondary schools Distribution of average class size and student-teacher ratio at primary level 2011 N = 7,6561 % schools Average class size Average studentteacher ratio Distribution of average class size and student-teacher ratio at secondary level 2011 N = 2,170 1 % schools Average class size Average studentteacher ratio SOURCE: EMIS database 12.2 < 10 3 0.2 9.9 10-15 10.6 15-20 18.6 20-25 23.9 25-30 16.8 30-35 5.8 35-40 1.3 40-45 0.5 45-50 6 8 10 13 15 19 20 23 19 0.1 2.8 15.4 40.6 < 10 10-15 15-20 20-25 25-30 30-35 35-40 40-45 45-50 >50 3 1 Excludes 163 schools in the system with incomplete data 28.8 9.7 ~8% ~12% 5 8 10 13 15 17 18 17 14 1.7 x% 0.4 Malaysia Education <strong>Blueprint</strong> 2013 - 2025 Chapter 5 Teachers and School Leaders Schools with an average class-size of > 35 students 0.2 >50 0.2 5-6
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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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CHAPTER 3 current
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EXHIBIT 3-1 Profile of the Malaysia
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EXHIBIT 3-3 Educational attainment
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EXHIBIT 3-5 Malaysian national exam
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Malaysia’s performance in the 200
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Page 102 and 103: 4-1 4. student learning All educati
Page 104 and 105: 4-3 the Written Curriculum The Mini
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Page 110 and 111: 4-9 EXHIBIT 4-6 English and Bahasa
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Page 120 and 121: 4-19 special award schools The Mini
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Page 139 and 140: SCHOOl lEADERS The Ministry will en
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Page 148 and 149: 6-1 6. Ministry transformation The
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Page 177 and 178: EXHIBIT 7-1 the Malaysian education
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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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