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7-9 Vocational transformation Plan The Ministry has developed a Vocational Transformation Plan (Exhibit 7-7) to strengthen the training of skilled graduates. It comprises two components, as follows: Basic Vocational education (PAV) In 2012, the Ministry of Education piloted an alternative vocational track for lower secondary education (ages 13-15) in 15 schools. This programme will allow students to achieve a basic vocational certification: level 2 of the Malaysian Skills Certificate or Sijil Kemahiran Malaysia (SKM) at the earlier age of 15, compared to 17 previously. The earlier age intake is in line with other global systems such as Austria and Germany, both considered strong vocational educational systems. The Ministry is introducing a new combined curriculum, with 70% vocational skills training, and 30% academic education. Full roll-out is expected in 2013. EXHIBIT 7-7 Vocational transformation plan Vocational transformation plan STPM SPM PMR Matriculation Polytechnic and skills institute Upper Secondary (2 years) WORLD OF WORK Institution of Higher Education WORLD OF WORK Diploma certificate MOE Vocational college (KV) Vocational College Diploma certificate Other Ministries Lower Secondary (3 years) UPSR Primary Education (6 years) The Ministry is also enhancing the existing upper secondary vocational education programme by transforming Vocational Secondary Schools, or Sekolah Menengah Vokasional (SMV) into KVs. These colleges will offer a revamped curriculum and diplomalevel accreditation, the Vocational Diploma of Malaysia, or Diploma Vokasional Malaysia (DVM). This will be recognised for credit under the national standards as established by MOHE. The new diploma curriculum comprises 70% practical skills training and 30% general academic education (similar to PAV). The curriculum also includes a 7-month long practicum placement. Various industry partners were consulted to ensure alignment with industry standards and practices. Diploma certificate Private sector Private STI Public STI Junior vocational education
In addition, there are approximately 350 private religious schools (1% of total primary and secondary enrolment). These schools may or may not teach the national religious curriculum. Most of these schools are small, rural, and under-resourced (sekolah agama rakyat persendirian or sekolah pondok). However, there are a growing number of urban private religious schools (sekolah agama swasta) that closely resemble international schools. More and more parents are interested in sending their children to SMKA, as demonstrated by the fact that it is one of the fastestgrowing schooling options in Malaysian education. However, 50% of applications are rejected due to limited places. sports and arts education pathways Sports and arts specialist schools at the secondary level are critical to nurturing and developing the nation’s young talents. These schools support the development of world-renowned athletes and artists by ensuring the availability of facilities, specialist coaching, and other essential services. There are currently three sports and two arts schools in operation. Students receive a broad-based education, including in academics. In addition to developing their sporting or artistic talents, students are required to follow the same curriculum and sit for the same examinations as their peers in public schools. The intent is for them to develop their full potential across all dimensions. special needs education As detailed in Chapter 4 on student learning, the Ministry recognises the importance of providing education suited for children with special learning needs due to disabilities. Current programmes are, however, hampered by a shortage of qualified teachers, the lack of a tailored curriculum and assessments, and insufficient facilities. education for gifted students As discussed in Chapter 4 on student learning, Malaysia already has a number of education programmes for gifted students in place, such as PERMATApintar. However, public resources for gifted education remains limited and an opportunity exists to scale up opportunities. Post-secondary options The Ministry is committed to ensuring that all students in postsecondary education will receive qualifications in line with international standards. Currently, students completing SPM have several post-secondary choices: STPM, STAM, matriculation, foundation programmes or private sector alternatives. There are many private sector qualifications available. The most popular include the IB diploma, A-Levels, South Australian Matriculation, the American Degree Programme, and Canadian Pre-University. Among public sector options, the STPM is recognised by many universities overseas while the matriculation programme is currently only accepted for admission into public universities in Malaysia. Private sector options There are a number of private sector options available to parents. In fact, the private sector outstrips the public sector in terms of growth, although the public sector is almost 40 times larger (Exhibit 7-8). Malaysia Education <strong>Blueprint</strong> 2013 - 2025 Chapter 7 System Structure Recent developments such as relaxing restrictions for international school enrolment of local students are expected to further accelerate growth in local students enrolled in the private sector. the roadmap: creating multiple education pathways The Ministry will ensure that the education system features a number of different pathways to cater to a broad spectrum of student interests and abilities. These pathways will be viable and attractive, providing students with meaningful learning opportunities tailored to developing the specific skills and knowledge required for that specific pathway. In addition, each education pathway will be well-integrated with the labour market, providing students with a clear route to their chosen professions. These pathways will also be inclusive and accessible to all students, including those with special needs. Wave 1 (2013 to 2015): strengthening vocational education Developing the vocational pathway is a key priority. The Ministry recognises the magnitude of the effort ahead to overhaul the current vocational pathway. The Ministry is investing additional resources in the Vocational Transformation Plan to ensure that it can deliver on aspirations. The Ministry will also begin to develop and pilot interventions in other pathways to support improvements in areas such as religious education and for groups with specific needs. improving awareness and guidance on education pathways and careers in schools Counselling and guidance teachers can help students chart their path through the education system and subsequent career choices. However, this role is often deprioritised amidst the other roles teachers may play, such as enforcing discipline and teaching other subjects. Teachers are consequently not always equipped to play this role. Moving forward, the Ministry will increase the prioritisation for career counselling amidst counselling and guidance teachers’ other roles. The Ministry will focus on strengthening the counselling programmes designed to provide students with guidance on academic pathways and careers. By the end of 2013, the Ministry will include guidance and counselling services as part of the secondary school timetable. The Ministry will also train all career counselling and guidance teachers to ensure they have the knowledge and tools to guide students effectively, including students with special education needs. By 2015, 35% of all lower secondary students will have worked on developing individualised education pathway and career profiles. These profiles will record each student’s interests, academic history, and other achievements—all designed to help the student in making critical choices regarding his or her education during the crucial lower secondary phase. The Ministry will also produce a single comprehensive handbook on academic and career pathways. This will be used by students, parents, and school counsellors to guide and supplement decision-making from Year 6 onwards. Handbooks will be produced and distributed by the end of 2013. 7-10
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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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CHAPTER 5 Teachers and
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TEACHERS The Ministry will ensure t
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EXHIBIT 5-4 Breakdown of academic r
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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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