Preliminary-Blueprint-Eng

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6-5 LinUs case study on strong programme implementation LINUS programme, launched as part of the Education NKRA, is frequently cited by states, districts, and schools as an example of a policy that has been planned and implemented well. To begin, the Ministry clearly communicated the objectives and targets of the programme to all states and districts. The Ministry also followed up with participants to ensure all parties had a strong grasp of the programme objectives, implementation plan, and other details. Secondly, adequate support systems were built in during the planning phase. For example, full-time literacy and numeracy coaches (FasiLINUS) were appointed at the district level. The number of coaches per district was based on a ratio of 30 schools to every coach—significantly lower than the typical ratio faced by master trainers during the implementation of new programmes (generally there are 2 master trainers per district, regardless of the size of the district). Thirdly, there is detailed, continuous performance tracking down to the individual student level. There are also regular performance dialogues between the school teachers and their designated FasiLINUS, the FasiLINUS and the district leaders, and so forth. While the federal level was designed for top-down policy making, JPNs and PPDs were historically conceived as an administrative arm of the Head Office. This explains both their smaller size and the weighting towards support staff. As the needs of schools have evolved, however, so too has the scope of activities expected of JPNs and PPDs. As the closest Ministry entity to the frontline of schools, PPDs in particular are expected to be very hands-on, providing direct support to schools and managing their performance. The challenge is that this change in role expectations has not been followed by a change in resourcing. For example, there is a real shortage of coaches who can support principals and teachers. In Selangor, just two principal coaches support 900 schools in the state. Unsurprisingly, these coaches are only able to see a third of schools each year at best, and each visit is limited to one day at most. The roadmap: Closing the implementation gap While problems of execution are not unique to Malaysia, the Ministry will actively improve its processes, from the moment when policy is designed, right through to the point when it is rolled out from the federal level down to the states, districts, and schools. The Ministry will also realign its organisation structure with these improved processes. A number of key objectives guided the development of a model for the future state of the Ministry through to 2025. These were the following: ▪ Establishing clear priorities. The Ministry will articulate a clear sense of direction both for itself and the overall education system. This will provide Ministry initiatives with a more coherent longterm focus and instill greater confidence in the education system among stakeholders; ▪ Establishing a nimble, responsive organisation. The Ministry must be able to recognise, diagnose and solve problems purposefully. This will require the design and realignment of the Ministry’s organisational structure and business processes. It will also mean investing deeply in building the capabilities of every Ministry official to enable it to become a learning organisation, capable of continuous improvement. Achieving these changes will enable the Ministry to better carry out its mission in a more costeffective manner; and ▪ Increasing accountability for system performance. The Ministry will move from a predominantly administrative role to one focused on improving system performance. It will ensure that every programme undertaken is linked to clear student outcome targets to ensure that all activity contributes to the system’s improvement. In Wave 1, the Ministry will develop a proposal and secure the approval of the Public Service Department or Jabatan Perkhidmatan Awam (JPA) on how the functions and structure of the federal, state, and district offices will be realigned. During this planning phase, the Ministry will also implement a few interim measures to strengthen the capacities of the JPNs and PPDs. Wave 2 will see the commencement of the full-scale reorganisation, including the streamlining and strengthening of core functions at the federal level. This process will be completed by the end of Wave 2. Wave 3 will see greater decentralisation of the system, as schools receive greater decision-making rights and take on increased accountability for their performance. With the completion of the transformation, the Ministry’s structure will be fundamentally changed (Exhibit 6-4). EXHIBIT 6-4 Proposed transformation of Ministry structure Federal (Head Office) State (JPNs) District (PPDs) CURRENT FUTURE Officers Support staff What will be different? ▪ Greater functional focus in each organisational level ▪ A clear delivery channel from the centre down to schools ▪ Building capacity at the frontline - more officers to be deployed at the PPD level ▪ Progressive increase in decision-making rights, closely linked to greater accountability
EXHIBIT 6-5 Current and future roles of the layers within the ministry Current and future roles of the levels within the Ministry Current Future Policy Development Programme Development Delivery Planning Delivery Provision Evaluation & Feedback Planning & Policy Network & Coordination Federal State District Delivery Provision School � Similar functions. JPN and PPD structures and roles are mirrors of MOE � Overlapping functions. Overlap of functions in multiple levels � Generalised responsibilities. Lack of specialisation within various functions Wave 1 (2013 to 2015): redefining roles and strengthening JPNs and PPds The complexity and breadth of the upcoming transformation requires a fundamental improvement in the Ministry’s capacity and capability to implement policies and programmes. Wave 1 will therefore need to combine long-range planning on what the end-state structure and functions should look like, and short-term measures to bolster the work of the PPDs, which are responsible for accelerating school improvement through systematic, district-led initiatives. developing a clear end-state vision The Ministry will work collaboratively with the central agencies, particularly JPA to clearly articulate what the restructured Ministry should look like. This includes not only the roles, organisational structure and headcount of the federal, state, and district offices but also implementation details on how the transition will occur over the subsequent waves. Relevant parties will agree to a finalised plan by the end of 2013, with implementation commencing in 2014. Policy Development Programme Development Delivery Planning Delivery Provision Evaluation & Feedback Planning & Policy Federal Network & Coordination State refining federal, state, and district roles and responsibilities Malaysia Education <strong>Blueprint</strong> 2013 - 2025 Chapter 6 Ministry Transformation Delivery Provision District School � State as coordinator and administrator. JPN will assume more coordination, procurement and administration work from PPD � District as support partner and monitor. No direct intervention to school from Head Office and JPN; PPD to have greater decision-making power, and to be the main coaching and support partner to principals and teachers � Greater school based management for schools that meet minimum performance criteria State and district roles currently mirror that of the federal itself (Exhibit 6-5). This leads to significant overlap in functions across multiple levels. Occasionally, there are interventions from the Head Office or JPNs directly to schools, bypassing PPDs entirely. The generalised set of responsibilities also leads to a lack of specialisation and focus within the various functions. For example, Quality Assurance officers in PPDs are simultaneously responsible for International Organisation of Standardisation (ISO) qualification in schools, teaching quality of teachers, and coaching for principals. The Ministry will revise existing roles and responsibilities to provide a clear delivery channel from the centre down to individual schools. The proposed new roles and responsibilities will be piloted in 2013 with Kedah and Sabah, in line with the District Transformation Programme and the development of the broader Ministry transformation plan. Once approved by the JPA, roll out will start in 2014. The proposed roles and responsibilities for each level are: 6-6
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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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EXHIBIT 3-12 Comparison of Malaysia
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EXHIBIT 3-15 Country performance in
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Comparison of results between the T
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administration of students’ welfa
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EXHIBIT 3-23 Comparison of within-s
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EXHIBIT 3-26 Examination results, d
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EXHIBIT 3-28 Enrolment rates in dif
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In general, there are signs of incr
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Which countries Spend the most on e
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As illustrated in this chapter, Mal
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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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