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6-7 ▪ Federal: The Head Office will retain its functions of policy-setting and macro-planning; ▪ States: JPNs will focus on coordination and delivery planning, providing the vital link between policy development and on-theground implementation. They will customise implementation of programmes and initiatives based on the different needs and segmentation of districts within their state. They will be responsible for monitoring the progress of each PPD and encouraging collaboration and sharing of best practices across districts. Additionally, they will manage stakeholders at the federal level and within the state to coordinate resources in order to have greater impact. ▪ Districts: In line with the District Transformation Programme, PPDs will act as support partner and monitors to schools. Critically, this requires that PPDs have the capability to analyse school data, diagnose underlying problems, and design differentiated support for schools. PPDs will also assist schools in engaging parents and the broader community to maximise the impact of delivery provision. Most importantly, PPDs will be the primary communication channel to schools, integrating all directives from the federal or state offices and reducing bureaucratic confusion and gridlock. The Ministry will streamline and clarify decision-making rights between the federal, state, district, and school levels based on these new roles and responsibilities. This will include granting JPNs and PPDs greater decision-making rights in selected areas such as principal deployment (Exhibit 6-6). For example, previously, all requests for transfers of principals required final approval at the federal level. Under the new system, PPDs will be allowed to approve transfers within a district and JPNs may approve in-state transfers across districts, while the Head Office will retain the right to approve transfers between states. These enhanced decision-making rights will be balanced by greater accountability at the JPN and PPD level for performance to ensure delivery of targets. EXHIBIT 6-6 Example of realigned decision rights after Wave 1 Key Decision Principal Deployment Teacher Deployment SISC+ Deployment SiPartners+ Deployment Decision Authority Federal JPN PPD Across States (All Grades) Across States (All Grades including GCs) Across Districts (All Grades) Across Districts (All Grades including GCs) Within District (All Grades) Within District (All Grades including GCs) Across States Across Districts Within District Across States Across Districts Within District strengthening JPN and PPd leadership Having the right set of leaders is critical to any successful change. The process of organisational transformation will require respected leaders who are capable of driving the process and winning credibility and support from all stakeholders. In parallel with the development of the broader Ministry transformation plan, the Ministry will start taking measures to strengthen the leadership of the JPNs and PPDs. It will do so by evaluating the performance of existing JPN and PPD leaders against a set of leadership competencies. (Clear rubrics will be developed for each required leadership competency to enable objective assessments). Leaders will be grouped into high-, medium-, and under-performing groups, with those in the medium- and under-performing groups provided with tailored capability-building support to further develop their leadership abilities. By the end of 2013, all JPN and PPD leaders will have been assessed and upskilled. Current JPN and PPD leaders who are unable to demonstrate improvement despite the extra support may be redeployed to other positions upon evaluation. deploying full-time sisC+ and siPartners+ Another measure that will need to be taken in parallel with the development of the broader Ministry transformation plan is the selection and deployment of full-time teacher and principal coaches (SISC+ and SiPartners+, respectively) at the PPD level. As noted previously in Chapters 4 and 5, coaches are currently part-time positions, leading to inconsistent and insufficient coverage of schools. By creating full-time positions at the PPD level, coaches will be able to specialise in mentoring, and can develop stronger relationships with their teachers and principals. The level of support provided by the SISC+ and SiPartners+ will be differentiated based on the school’s performance band. These coaches will be appointed from various sources within the education system: Guru Cemerlang, Pengetua Cemerlang, IAB or IPG officers, existing FasiLINUS, and JPN and PPD officers. More than 450 SISC+ (with an initial focus on Bahasa Malaysia, English language, and Mathematics) and SiPartners+ coaches are expected to be deployed by January 2013 to support the pilot District Transformation Programmes in Kedah and Sabah. By 2015 almost 2,500 SISC+ and SiPartners+ are expected to be deployed to all districts nationwide. enhancing performance management and capability building for all JPN and PPd officers To help JPN and PPD officers adjust to these enhanced functions, the Ministry will clearly articulate expectations on how the day-today activities of these offices and officers will change. For example, to reflect their shift from a more administrative role towards more planning and coordination, JPN Directors will be expected to spend 20% of their time on planning activities such as setting clear goals for their districts, 30% on coordination, 30% on monitoring and troubleshooting, and only 20% on administrative duties. These priorities will be cascaded appropriately throughout the organisation across all levels. PPDs will also receive similar guidance for their shift towards supporting and sharing best practices with schools.
These changes will be supported by a new performance evaluation process linked to achievement of key results and required competencies. This evaluation system will be cascaded at every level throughout JPNs and PPDs. As an example of the new performance measures, JPN and PPD leaders will be evaluated based on the performance of their state or district against a set of pre-agreed targets and their demonstrated leadership competencies. These targets will be customised to account for the different starting points and conditions in each state and district. Comparable processes will be put in place for all officers. To help officers and support staff meet these new competencies and targets, the Ministry is committed to providing an improved set of CPD programmes. It may also mean including sponsorship or loans for Ministry officers to obtain bachelors, masters, and doctoral degrees, where appropriate. reconciling data collection and management systems to establish a solid platform for decision-making The Ministry will link system data (covering both operations and financial data) to obtain clearer, timelier insight into performance. Currently, financial and operational data are not linked and remain scattered across multiple platforms, such as the Modified Budgeting System (MBS), EMIS, and e-Procurement (e-Perolehan). Creating a single, integrated dashboard will provide the Ministry with the relevant, timely information required to enable quick analyses of performance along key measures down to the level of individual schools. The Ministry will use 1BestariNet as its central platform for consolidating all data. This will entail identifying the key datasets (at the student, school, and system levels) that the system leaders require in making critical decisions, assessing the present database’s ability to meet these requirements and augmenting them as need be, and training database staff to ensure that they are capable of providing the required data entry and data synthesis services. The Ministry will also agree with key stakeholders on a unified method for distributing information on a regular basis. The goal is to ensure easy and timely access to data to inform decision-making at all levels. Wave 2 (2016 to 2020): implementing widescale reorganisation of the ministry The Ministry will further empower the JPNs and PPDs to shift towards a more streamlined organisation in line with international best practices. This requires streamlining the federal level while further increasing decision-making power and accountability in the JPNs and PPDs. The intent is to produce a model that replicates functions to ensure direction, but with clearly differentiated roles at different levels. strengthening core functions, streamlining roles at the federal level The Ministry will focus on strengthening its central functions, starting with the divisions of BPPDP, BPK, BPG, LP, and JNJK. These five divisions were prioritised as they are core to the planning (BPPDP), curriculum development (BPK), teacher education (BPG) and quality Malaysia Education Blueprint 2013 - 2025 Chapter 6 Ministry Transformation control processes (LP and JNJK) of the Ministry. One measure being considered for these divisions is the delegation of greater decisionmaking power by setting them up as independent bodies or centres of excellence. Once these divisions have been strengthened, the Ministry will turn its attention to other divisions such as the Technical and Vocational Education Division or Bahagian Pendidikan Teknik dan Vokasional (BPTV) and Special Education Division or Bahagian Pendidikan Khas (BPKhas) that will need to be further strengthened to deliver the Blueprint initiatives under their jurisdiction. rationalising functions at the Ministry : school inspections and quality assurance School inspections are critical to the quality assurance and control process of any education system. In Malaysia, this function is delivered by the JNJK. The JNJK currently conducts 2,500 inspections per year. These range from fully comprehensive inspections to targeted inspections that are made in response to complaints from parents. However, these inspections only cover a small percentage of Malaysia’s schools each year, with over one third of schools not having been inspected since 2005. The Ministry will review the current inspection process to determine how the existing review model can be streamlined in order to ensure that every school is inspected at least once every three years. It will also look into the current recruitment process to ensure that the JNJK is able to recruit a sufficient cadre of highly experienced teachers and principals to the role of inspectors. Finally, it will consider the possibility of establishing the inspectorate as an independent entity to provide it with greater operational flexibility and freedom in its reporting. 6-8
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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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4-1 4. student learning All educati
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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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