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7-19 learning systeM: Parents, coMMunity, and PriVate sector The Ministry will ensure that parents, the community, and the private sector are fully engaged as partners in education. The focus is to harness the comparative advantages of the different parties to deliver quality education in an integrated, effective, and efficient manner. Measures undertaken will include: ▪ Raising awareness among parents and communities of their role in their children’s education; As noted in Chapter 3, only 27% of a child’s waking time between the ages of 7-17 is spent in school. With the majority of their waking time spent at home and as part of the greater community, children also EXHIBIT 7-11 What What is is a “learning learning system”? system? EDUCATIONAL ENVIRONMENTS COMMUNITY TECHNOLOGY FRIENDS WORLDVIEW FAMILY CRITICAL ONLINE THINKING PEERS THEORIES BOOKS ENVIRONMENT FILMS REFLECTIVE LIFE EXPERIENCES SOCIAL INTERACTION Learning systems recognise that learning happens beyond the school walls and can occur at home and in the community. School must create a conducive environment for a positive school-parent-community working relationship. ▪ Providing guidance to schools to drive the engagement process; ▪ Linking financial assistance for poor students to improved parental engagement; ▪ Empowering PIBGs to play a greater role in supporting parental and community engagement; and ▪ Scaling up Trust Schools and other areas for private sector involvement. learn beyond school walls. While teachers and schools undoubtedly play a critical role in child development, there is a growing body of evidence that parental and community involvement in a child’s School – parents collaboration: ▪ to have a shared responsibility between parents and teachers to ensure quality learning for students ▪ to increase parents’ awareness in assisting student learning ▪ to develop parents’ role as partners with schools in improving their children’s outcome School – community collaboration: ▪ to tap volunteer organisations in the community that can provide an array of services and benefits to the local school ▪ to get students involved with community organisations and their projects while learning valuable lessons in the process
education can make a significant difference in learning outcomes. To ensure that a student’s entire environment is conducive to learning, the Ministry is shifting its focus from schools to building broader learning systems (Exhibit 7-11). current levels of parental and community engagement in education International evidence from PISA 2009+ indicates that, while parental interest in their child’s education is an important first step, the biggest factor driving student performance is how parents spend their time with their child at home. Based on the data, the OECD recently concluded: “The good news is that it does not require a Ph.D. or unlimited hours for parents to make a difference. In fact, many parentchild activities that are associated with better reading performance among students involve relatively little time and no specialised knowledge. What these activities do demand, though, is genuine interest and active engagement.” The OECD shows, for example, that students whose parents reported that they read a book with their child “every day or almost every day” EXHIBIT 7-12 Parental support at the beginning of primary school Parental support at the beginning of primary school Malaysia Education <strong>Blueprint</strong> 2013 - 2025 Chapter 7 System Structure or “once or twice a week” during the first year of primary school had higher scores in PISA 2009+ than students whose parents reported that they read a book with their child “never or almost never” or only “once or twice a month” (Exhibit 7-12). Importantly, this holds true regardless of whether the family is low, middle, or high income. There is already a high level of baseline involvement among Malaysian parents. 2011 survey of 1,800 Malaysians nationwide conducted by the Minister of Education’s Office found that 60% of parents report spending some time every day helping their children with their homework. 50% say that they spend some time every day talking with their children about school. These are all factors that are associated with better student reading performance in school. The key now is to ensure these practices happen in every household, making families crucial partners in improving children’s learning outcomes. PISA score point difference between students whose parents often (weekly or daily) “read books” with the student and those whose parents did not 80 60 40 20 0 -20 Croatia Portugal Italy Panama Chile South Denmark Hungary Qatar Germany New Korea Zealand PISA score point difference between students whose parents often (weekly or daily) “talk about what they had done” and those whose parents did not 80 60 40 20 0 -20 Croatia Hong South Macao- Portugal Hungary New Chile Italy Panama Qatar Kong- China Korea China Zealand SOURCE: OECD, PISA 2009+ Database Before accounting for socio-economic background After accounting for socio-economic background “Many parent-child activities that are associated with better reading performance among students involve relatively little time and no specialised knowledge.” PISA OECD (2011) 7-20
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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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Reviews indicate that these trainin
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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 and 192: current system structure to be main
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Page 208 and 209: 8-5 EXHIBIT 8-3 the education trans
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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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