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7-1 7. System structure The Malaysian education system continuously strives to ensure every child receives the right set of educational opportunities at the right time—from cradle to career. In so doing, a number of structural shifts in the system structure will be required. This chapter investigates structural considerations for the Malaysian education system and how to match practices from high-performing education systems in order to deliver better outcomes. It will discuss expanding access to preschool so all have an equal head start to learning, along with other shifts to the phases of education. The system will also develop the flexibility to provide students with the educational pathways best-suited to their individual talents, interests, and learning styles. Finally, it will shift from being school-based, to a learning system that incorporates parents and the broader community in order to ensure that every student enjoys the most conducive and effective learning environment possible. The Ministry aims to help all children discover their own gifts, to make the most of these talents, and to put these children on the path towards achieving their full potential. This will require ensuring every child receives an equal headstart regardless of their background, has access to the right set of education opportunities, and learns in the most conducive environment. These approaches in education will help children develop the skills that they will need for the 21 st century. This will help train young Malaysians who will ask questions and look for answers, and who are willing to think in new ways, design new solutions, and create new opportunities. Phases and duration of education The Ministry will ensure that every child has an equal head start to education, regardless of his or her ethnicity, socio-economic status, or geographical location. The Ministry will achieve this goal by increasing enrolments to ensure universal access in the preschool, primary, lower secondary, and upper secondary phases of education. Measures undertaken will include: ▪ Ensuring phases and duration of education are in line with practices in high-performing education systems; ▪ Expanding access and enrolment in preschools; and ▪ Adopting more targeted, needs-based financial aid and other forms of assistance to address issue of unenrolled children and students at-risk of dropping out.
EXHIBIT 7-1 the Malaysian education Journey The Malaysian Education Journey PRE- SCHOOL 1 YEAR 5+ years old ABC Preschool 6+-11+ years old Academic ▪ National school ▪ National-type Chinese school ▪ National-type Tamil school ▪ Special Education school ▪ Religious school ▪ Other programme schools (e.g., Special Model school) PRIMARY 6 YEARS Primary School Evaluation Test (UPSR) embedded with schoolbased assessment LOWER SECONDARY 12+-14+ years old Academic ▪ National secondary school ▪ Religious school ▪ Special Education school ▪ Sports school ▪ Arts school ▪ Other programme schools (e.g., K9 Comprehensive Model) Vocational ▪ PAV Programme 3 YEARS Lower Secondary Assessment (PMR) Replaced by Schoolbased Assessment in 2014 Malaysian Skills Certificate (Level 1 & 2) UPPER SECONDARY 15+-16+ years old Academic ▪ National Secondary school ▪ Religious school ▪ Special Education school ▪ Technical school ▪ Sports school ▪ Arts school ▪ Other programme schools (e.g., Full boarding schools) Vocational ▪ Vocational college ▪ ILKA, ILKS 1-2 YEARS Malaysian Certificate of Education (SPM) Malaysia Education <strong>Blueprint</strong> 2013 - 2025 Chapter 7 System Structure POST-SECONDARY & TERTIARY 17+ years old onwards Academic Malaysia Higher Edu Certificate (STPM) Matriculation Malaysia Higher Religious Certificate (STAM) Teacher training institute Community College and Polytechnic Vocational ▪ Vocational college ▪ ILKA, ILKS, TEVT 1-6 YEARS Institute of Higher Education Malaysian Skills Diploma (DKM) / Malaysian Vocational Diploma (DVM) / industrial certificates according to courses WORK WORK 7-2
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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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4-3 the Written Curriculum The Mini
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4-5 intensifying support systems fo
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4-7 lANguAge The Ministry will aim
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4-9 EXHIBIT 4-6 English and Bahasa
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4-11 setting the stage for structur
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4-13 the roadmap: Working with comm
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4-15 Centres of Excellence for Indi
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4-17 ▪ Special education schools:
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4-19 special award schools The Mini
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4-21 Johor’s Best Practices -- id
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4-23
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Page 148 and 149: 6-1 6. Ministry transformation The
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Page 204 and 205: 8-1 8. Delivering the roadmap The M
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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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