Preliminary-Blueprint-Eng

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7-17 the roadmap: improving interaction and integration across all schooling options Addressing these points of homogeneity is critical to fostering unity. It is important to teach the right set of values, attitudes, and behaviours when students are young and still developing their world views and behaviours. Later-stage interventions are unlikely to be as effective. The ultimate objective is for the National schools to be the school of choice such that interactions between students of different socioeconomic, religious and ethnic backgrounds naturally occur in school. These initiatives will be rolled out across all schooling options, including the most ethnically homogeneous ones. When implementing these initiatives, the Government will be respectful of the individual missions and beliefs of each of these school types. These initiatives will also support the holistic education of students. EXHIBIT 7-10 The RIMUP initiative Schools grouped into clusters for combined activities 1 EXAMPLE Cluster Schools A SK, SJK(C), SJK(T) B C D E SK, SJK(C) SK, SJK(T) SJK(C), SJK(T) SMK, SMKA, SMJK 1 Decided at the state level SOURCE: Co-curriculum and Arts Division Activities are grouped under five categories 1 Activities for academic excellence 2 Sports and games 3 Co-curricular activities 4 Community service 5 Activities to enhance patriotism Budget allocation for RIMUP RM million 25.4 Wave 1 (2013 to 2015): establishing foundations 2.4 2007 2011 Wave 1 will focus on developing a better understanding of the current levels of unity. This will assist the Ministry in identifying points within the system requiring assistance, in order to deploy an appropriate intervention. There will also be a focus on addressing immediate concerns regarding the integration of SJK(C)s and SJK(T)s, with a focus on supporting a seamless transition between Chinese language and Tamil mediums of instruction in primary school, on the one hand, and a Bahasa Malaysia medium of instruction in secondary school, on the other. Measuring national unity in the education system In 2014, the Ministry will launch an annual longitudinal survey on unity among a representative cross-sample of the nation’s Year 6 and Form 5 students. This survey will test civic knowledge (such as basic general knowledge on civic affairs in Malaysia), attitudes, and behaviours. The survey will serve several purposes. It will provide a basis for understanding the current level of unity among students as they transition from successive phases of education and into the world of work. This will help the Ministry to identify specific points within the education system requiring intervention, analyse the specific concerns such as a lack of exposure to diversity, and design an appropriate response. Over time, it will also track changes in national unity among students, providing a basis for measuring progress against the aspiration. improving the transition from national-type schools to national secondary schools Ministry recognises the challenge for students switching to Bahasa Malaysia-medium SMKs after attending SJK(C)s and SJK(T)s in Chinese language and Tamil mediums of instruction respectively. Every child should be equipped to succeed in SMKs. This requires raising the Bahasa Malaysia proficiency of SJK(C) and SJK(T) students. As highlighted in Chapter 4, curriculum and assessment standards for Bahasa Malaysia in National-type schools will be raised to be consistent with that of SKs. Currently, the standard of assessment is slightly higher in National schools. Using the same standard ensures that all students passing the UPSR exam are equipped to succeed in an environment where Bahasa Malaysia is the language of instruction. The Ministry will also improve the instructional quality for Bahasa Malaysia classes in National-type schools. Where necessary, additional Bahasa Malaysia teachers will be upskilled to avoid any teacher shortages. The Ministry will introduce more effective, in-school initiatives to help students meet these standards. These programmes will enable students to avoid Remove classes altogether. In Years 1 to 3, weaker students will develop required competencies in basic literacy skills through the LINUS programme. Upon completion of LINUS, students in Years 4 to 6 with weaker proficiency in Bahasa Malaysia will be identified.
They will be provided with additional, after-school classes to improve their Bahasa Malaysia proficiency. More proficient students will not be required to attend these classes. These initiatives will be in place by 2014 with Year 4 students. Wave 2 (2016 to 2020): scaling interventions to foster unity Wave 2 will scale-up a number of existing programmes designed to foster unity. They include a ramp-up in the existing RIMUP programme and a number of curricular and pedagogical innovations. These programmes are grounded on best practices from national and international research on fostering social cohesion and civic behaviour among students. scaling up the riMuP programme The Ministry will extend the RIMUP programme so that every school is able to participate in at least two inter-school activities every year. Schools will be grouped to allow for interaction across different school types, public and private. The Ministry will also review the current set of activities run under the RIMUP programme. Currently, the programme includes a wide scope of activities, including academic enhancement, sports and games, community service, and co-curriculum activities. Research indicates, however, that not all of these activities are necessarily effective at fostering unity. The Ministry will therefore narrow the scope of activities under RIMUP to focus on those activities that are actually proven to be effective at fostering intergroup friendships and stronger ties to the community, such as sports, arts, and community service. strengthening islamic education, Moral education, and civics elements In line with practices in high-performing education systems such as Canada and Singapore, the Ministry will introduce a community service Malaysia Education <strong>Blueprint</strong> 2013 - 2025 Chapter 7 System Structure component to the curriculum of all primary (Years 4 to 6) and secondary schools in Wave 2. Further, completion of the community service component will be a pre-requisite for graduation at the secondary level. The current option being considered is a weekly activity combining students of all ethnicities that runs for four months per year. Performing goal-oriented, team-based activities in diverse groups will foster greater unity among students. Through community service, students will also develop stronger attachments to their local communities. Parents and the broader community will be more explicitly involved in homework assignments, classroom lectures, and community service projects. Community involvement will further reinforce in-classroom learning. The pedagogy for Islamic Education and Moral Education will also be revised to incorporate more role playing, simulations, class discussion, and small group work. Such participatory learning methods are more effective at inculcating good values and reinforcing behaviours than lectures and workbook exercises. Islamic Education curriculum for Muslim-students will include a greater focus on understanding the core values and underlying philosophies of Islam and other main religions in Malaysia. Similarly, for non-Muslim students, Moral Education will include an understanding of the core values of all main religions in Malaysia. The Ministry will also look into having Islamic and Moral Education students share certain classes together when common universal values are taught. strengthening provision of additional language education As discussed in Chapter 4 on student learning, the Ministry will also improve student access to learning an additional language, subject to availability of resources. By 2020, the most popular additional language options such as Chinese language, Tamil, and Arabic will be offered at more schools. In addition, the teaching of additional languages will be integrated into instruction time at both primary and secondary school levels. Larger schools will ideally offer several additional language options while smaller schools will explore leveraging the use of technology to increase the number of additional language options on offer. ending the Peralihan year The remove class programme is expected to end in 2017, when the original Year 4 cohort from 2014 completes primary school. The critical condition for ending the remove class is for National-type schools to match the pass rates of National schools for the Bahasa Malaysia UPSR exam. Wave 3 (2021 to 2025): reviewing schooling options and system structure Wave 3 will see SKs and SMKs emerge as schools of choice for all parents, irrespective of ethnicity or socioeconomic background. The Ministry will continue to monitor levels of interaction and integration across different student groups. Depending on the quality of these outcomes, the Ministry may consider reviewing the range of schooling options to determine if further changes are required to enhance the development of unity. 7-18
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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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ole) in 25 years. Nonetheless, this
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e-Guru Video library The Ministry h
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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 177 and 178: EXHIBIT 7-1 the Malaysian education
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Page 181 and 182: EXHIBIT 7-3 Compulsory education po
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Page 187 and 188: enhancing the religious education p
Page 189 and 190: evaluating sports and arts schools
Page 191: 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
Page 208 and 209: 8-5 EXHIBIT 8-3 the education trans
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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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