Preliminary-Blueprint-Eng

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7-3 Malaysia has achieved notable success in education. As highlighted in Chapter 3, near-universal enrolment in the primary and lower secondary phases and the rapid expansion in preschool and upper secondary enrolment is laudable. However, as the system moves to prepare students for the demands of the 21 st century, the education system must bring structural elements in line with international best practices. Phases of education There are five phases of education primarily overseen by the Ministry: preschool, primary, lower secondary, upper secondary, and postsecondary (Exhibit 7-1). Tertiary education mostly falls under MOHE’s purview, with exceptions such as the PISMP and KPLI, which are provided by the Ministry and other government agencies. Malaysian students in the national system have 12 to 13 years of formal schooling prior to entering tertiary education (excluding preschool education). The extra year of schooling depends on the type of postsecondary or pre-university programme chosen. Students who take the two-year STPM (equivalent to A-levels qualifications) or its religious alternative, the STAM, require 13 years to complete their studies. Students who take the Matriculation programme require 12 years. Students with special needs also have the option of an additional two years to complete their schooling. This 13-year timeframe to STPM completion is comparable to other developed systems, with many education systems achieving A-Levels standards in 13 years, such as England and Scotland. As the experiences of Hong Kong and Singapore (Exhibit 7-2) illustrate, it is also possible to complete an A-Levels equivalent programme in 12 years. To achieve this, Hong Kong removed their O-Levels equivalent examination to create learning time for students. In Singapore, around 30% of students in the normal academic stream still take five years, instead of four years, to reach A-Levels equivalent qualifications. Malaysia provides an equivalent total number of instructional hours across the primary, secondary, and post-secondary phases of education when compared to other education systems (Exhibit 7-2). This implies that the current system provides sufficient time for Malaysian students to learn and grow holistically, comparable to high-performing education systems. Formal schooling in Malaysia begins with entry into primary school at the age of 6+ years. This starting age of 6+ for primary education is in line with many high-performing education systems, such as in Singapore and Ontario (Canada). In fact, Finland (one of the best performing systems in international assessments) begins primary school at the age of 7+. At present, only primary education is compulsory. Over the years, Malaysia has relied on other initiatives to increase enrolment. This includes informational campaigns for parents and financial assistance for families. As noted in Chapter 3, these initiatives have been highly successful in increasing access to education. Enrolment in each phase has increased steadily over time with near-universal enrolment in public and private schools at the primary and lower secondary levels (96% and 91% respectively in 2011). Enrolment in upper secondary education has also increased dramatically over the years—increasing from 45% in the 1980s to about 82% in 2011. However, more needs to be done to enroll the 5-10% hardest-to-reach population.
Preschool education Early Childhood Care and Education (ECCE) programmes are divided into preschools for children aged 4+ to 5+ years old and daycare centres for younger children. ECCE plays a vital role in a child’s psychological and intellectual development. The Ministry is targeting universal enrolment in preschool for 5+ year old children, in order to provide all children with an equal head start through access to preschool. Research evidence from the OECD (2011) links preschool education to increased lifetime earnings and other beneficial life outcomes. As students from low-income families are less likely to have attended preschool, they will enter primary school without the advantages of the preschool education that their more affluent peers enjoyed. In order to promote greater equity, the Ministry is already investing heavily in encouraging preschool enrolment as part of the Education NKRA. EXHIBIT 7-2 Malaysia Education Blueprint 2013 - 2025 Chapter 7 System Structure As noted in Chapter 3, there has been rapid expansion of preschool education over the decades. As of the end of 2011, around 77% of children aged 4+ to 5+ are enrolled in some form of preschool education. This amounts to approximately 733,000 children enrolled in almost 40,000 classes. The target is to drive enrolments to 92% in registered preschools by 2015. This translates to an additional 3,500 classes required to accommodate almost 71,000 new children by 2015. By 2020, the Government expects universal preschool enrolment with approximately 900,000 students enrolled in preschools across the country. the roadmap: Matching high-performing education systems The Ministry remains committed to ensuring the structure of the Malaysian education system is in line with the practices of high- comparison of total hours of instruction between education systems Comparison of total hours of instruction between education systems Hours of instruction Commonwealth, A-level type systems Commonwealth, other systems Noncommonwealth, systems Hong Kong 5,985 6,080 12,065 Singapore 4,497 England 5,130 4,750 1,900 11,780 Scotland 5,985 3,800 1,900 11,685 Malaysia 5,555 5,122 1,537 12,214 New Zealand 6,234 4,952 11,186 NSW 4,902 6,089 10,991 Ontario 7,821 3,910 11,731 Shanghai 5,586 4,750 8,322 Finland 6,327 2,138 8,465 Primary Secondary Pre-Tertiary Years 2,442 12,525 13,072 Taiwan 5,760 7,776 13,536 SOURCE: Education Bureau (Hong Kong); Ministry of Education (Singapore); Department for Education (UK); Ministry of Education (Malaysia); Department of Education & Training (NSW); Education Bureau (Shanghai); Ministry of Education & Culture (Finland); Ministry of Education (Ontario); Ministry of Education (Taiwan); OECD 12 12 13 13 13 13 12 12 12 12 12 7-4
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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
Page 127 and 128: CHAPTER 5 Teachers and
Page 129 and 130: TEACHERS The Ministry will ensure t
Page 131 and 132: EXHIBIT 5-4 Breakdown of academic r
Page 133 and 134: EXHIBIT 5-5 Breakdown of average st
Page 135 and 136: ole) in 25 years. Nonetheless, this
Page 137 and 138: e-Guru Video library The Ministry h
Page 139 and 140: SCHOOl lEADERS The Ministry will en
Page 141 and 142: Reviews indicate that these trainin
Page 143 and 144: Establishing a principal residency
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Page 148 and 149: 6-1 6. Ministry transformation The
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Page 158 and 159: 6-11 The roadmap: maximising studen
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Page 175 and 176: CHAPTER 7 SyStem
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Page 183 and 184: partners to improve the industry re
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Page 187 and 188: enhancing the religious education p
Page 189 and 190: evaluating sports and arts schools
Page 191 and 192: current system structure to be main
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Page 197 and 198: launching an engagement toolkit for
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Page 204 and 205: 8-1 8. Delivering the roadmap The M
Page 206 and 207: 8-3 Sequencing the tranSformation T
Page 208 and 209: 8-5 EXHIBIT 8-3 the education trans
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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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