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7-11 Private education options in malaysia In 2011, approximately 3% or 145,000 of students aged 7 to 17 were enrolled in private schools. The four major categories of schools are: Private schools. This category refers to the approximately 130 primary and secondary schools that teach the national curriculum for at least the six core subjects identified in the 1996 Education Act. These schools also tend to offer more enrichment activities like drama, music, art, and foreign languages. 18% of Malaysian students attending private schools are enrolled in this category of schools, making it the second largest type in the market. International schools. These are primary and secondary schools that use international curriculum such as the British, American, Australian, Canadian, or International Baccalaureate programmes. Unlike the other categories of private schools discussed here, international schools largely source their teachers from abroad. In terms of enrolment, data as of 30 June 2011 shows that 18% of Malaysian students in private education options are enrolled in international schools nationwide. International schools are also one of the subsectors identified under the National Key Economic Areas (NKEA) to drive the economic growth of the nation. religious schools. 14% of private school students are enrolled in this category of school, with over 350 schools nationwide in 2011. These schools may or may not teach the national curriculum with an intensive focus on Islamic education. In contrast to other private schools, religious schools are also more affordable as most of them are conventionally run as non-profits and are usually founded by individuals, companies, or Islamic organisations. Independent chinese schools. These schools currently enrol 46% of the 145,000 students in private schools today. There are 60 schools nationwide, each managed by the school leadership and a Board of Trustees, with funds raised from student fees and philanthropic contributions. These schools use Chinese language as the main medium of instruction, and teach a curriculum developed by Dong Jiao Zong benchmarked against systems such as those used in Taiwan and <strong>Eng</strong>land. The schools prepare students for a standardised examination known as the Unified Examination Certificate (at Year 6 of secondary school), although many schools also prepare their students for the SPM in parallel. EXHIBIT 7-8 Growth rate of enrolment in private schools by type % (2007 – 2011) 26 International 14 Primary religious 1 Private secondary and primary schools following the national curriculum SOURCE: Malaysia Educational Statistics, 2011 13 Secondary religious Finally, the Ministry will also launch a promotional campaign to create awareness of the different education pathways, and their flexibility. The campaign will use radio, television, newspaper articles, online portals, roadshows, and other channels. The campaign will run from 2013 through to the end of 2015. supporting the Vocational transformation Plan With the expected growth in enrolment, the Vocational Transformation Plan will require more than 220,000 practicum placements by 2020. The Ministry will enhance collaboration with industry partners to provide OTJ training for students, encouraging potential partners to participate with incentives for potential partners to participate, such as tax breaks and priority access to graduates for recruiting. These partnerships will be formalised in a new Memorandum of Understanding (MoU) to be signed between the Ministry of Education and industry partners. 40% of public KVs are to have MoUs with top feeder industries by 2015 (11 MoUs). Industry partner outreach efforts will also focus on top feeder industries for vocational students (Exhibit 7-9). Meanwhile, processing time for selection of industry partners will be reduced from an average of 36 weeks to 15 weeks. In line with the NKRA, the Ministry will continue to collaborate with the private sector to provide cost-efficient solutions to vocational education. Partnering with private vocational colleges will quickly increase the number of places and range of courses available in the vocational system to meet the growth in demand in a cost-efficient manner. To guarantee quality, private KVs will be required to meet stringent criteria. These include prior experience in providing target courses that are not already available in the national system, such as aircraft maintenance and mechatronics. They will also be required to guarantee provision of a practical training component. The Ministry will select and appoint two private providers, with offtake agreements to send a set number of students to study at the private institution to be in place by the end of 2012. This will increase to 10 offtake agreements with private partners by 2014. 5 Independent Chinese 3 Secondary 1 -2 Primary 1 1% for national schools
enhancing the religious education pathway The Ministry is committed to providing high-quality religious education—providing students with the knowledge and skills to succeed in the labour market while upholding Islamic values. The Ministry will continue to develop and promote the Higher Islamic Education or Pelajaran Pendidikan Islam Tinggi. Students are not taught exclusively religious subjects and can choose to specialise in one of three available streams: arts and religion, science and religion, and technical/vocational and religion. All streams provide the choice of core religious subjects such as the Al-Quran and Al-Sunnah, Syariah Islamiyah Education, Tasawwur Islam and Higher Arabic language. In addition, the Ministry will continue to improve the international recognition of its religious education qualifications. Currently, students in SABK may sit for the Arabic-medium STAM. STAM is considered equivalent to STPM as a post-secondary qualification. EXHIBIT 7-9 Iskandar Malaysia - Johor Logistic and Transportation Manufacturing ▪ Marine Services Technology (existing infrastructure, ▪ Global Logistics and Supply equipment & facilities) Chain technology Information Technology ▪ Computer System Technology ▪ Data Base and Programming Needs ▪ Network Support Service ▪ Game/Simulation/Animation Audio/Video Effects Agriculture ▪ Agricultural Biotechnology ▪ Agricultural Products Processing Tourism ▪ Sports Tourism (Golf) Malaysia Education <strong>Blueprint</strong> 2013 - 2025 Chapter 7 System Structure Moving forward, the Ministry will extend the availability of STAM to other religious schools such as SMKA. The Ministry will also market STAM as the standard for advanced Islamic religious education in schools throughout Southeast Asia. The Ministry will also maintain support to SABKs and investigate opportunities to make funding to SABKs equivalent to other government religious schools. In the meantime, the Ministry will proceed with the ongoing process of raising standards at private religious schools by offering assistance in the form of funding, curriculum, training, and personnel. Providing for students with special needs and gifted children As highlighted in Chapter 4 in greater detail, the Ministry will focus on improving its tailored educational opportunities for students with special needs due to physical and learning disabilities, as well as gifted Potential target industries for collaboration with vocational schools Potential target industries for collaboration with vocational schools North Corridor Economic Region (NCER) – Kedah, Perak, Perlis, Penang Information Technology ▪ Computer System Technology ▪ Data Base and Programming Needs ▪ Support Service Network ▪ Telecommunication Technology Agriculture ▪ Nursery Management ▪ Agricultural Biotechnology, ▪ Agriculture Product Processing ▪ Aquaculture Tourism ▪ Medical Tourism ▪ Agro Tourism Greater KL/Klang Valley Transport and Logistics ▪ Global Logistics and Supply Chain Technology ▪ Locomotive Technology Health Science ▪ Medical Laboratory Technology ▪ Environmental Health Finance ▪ Banking ▪ Insurance Tourism ▪ Medical Tourism ▪ Sports Tourism (Golf) East Corridor Economic Region (ECER) – Kelantan, Terengganu, Pahang Renewable Oil, Gas and Power ▪ Solar Energy Technology ▪ Energy and Power Technology Agriculture ▪ Nursery Management ▪ Agricultural Biotechnology, ▪ Agricultural Products Processing (Halal) ▪ Livestock Products Processing (Halal) Transport and Logistics ▪ Aircraft Maintenance ▪ Avionic Technology Sabah Development Corridor (SDC) Renewable Oil, Gas and Power ▪ Solar Energy Technology ▪ Energy and Power Technology Marketing and Sales ▪ Marketing ▪ Retailing Management Manufacturing ▪ Electric and Equipment Technology Tourism ▪ Medical Tourism ▪ Agro Tourism Sarawak Corridor of Renewable Energy (SCORE) Renewable Oil, Gas and Power ▪ Solar Energy Technology ▪ Energy technology and Power Transport and Logistics ▪ Global Logistics and Supply Chain Technology ▪ Marine Services Technology Tourism ▪ Medical Tourism ▪ Agro Tourism Agriculture and Fishery ▪ Nursery Management ▪ Agricultural Biotechnology ▪ Aquaculture ▪ Industry Avian 7-12
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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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EXHIBIT 5-5 Breakdown of average st
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Page 139 and 140: SCHOOl lEADERS The Ministry will en
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Page 148 and 149: 6-1 6. Ministry transformation The
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Page 162 and 163: 6-15 EXHIBIT 6-11 identified gaps i
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Page 177 and 178: EXHIBIT 7-1 the Malaysian education
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Page 181 and 182: EXHIBIT 7-3 Compulsory education po
Page 183 and 184: partners to improve the industry re
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Page 189 and 190: evaluating sports and arts schools
Page 191 and 192: current system structure to be main
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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
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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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