Preliminary-Blueprint-Eng

engaging the broader community
Schools will also reach out to their broader communities to collaborate
on improving student learning. This collaboration will include
activities that are student-centred (potentially including initiatives
such as mentorship programmes, student trips, job shadowing),
school-centred (including sponsorship of school equipment and
materials, classroom assistance), and community-centred (such as
community service, student performances). These initiatives will be
important across all schools, but will be particularly critical in underprivileged
communities.
To assist schools in developing individualised community engagement
plans, the Ministry will equip schools with a reference set of local and
international best practices to strengthen engagement, such as adult
literacy classes. The Ministry will closely monitor the development and
delivery of these plans. Schools will drive this engagement process in
the early stages of the initiative. However, PIBGs will increasingly plan
and manage engagements with the broader community.
refinements to trust schools
By 2020, the Ministry expects a total of 90 Trust Schools to be in
operation throughout the country. This expansion will accommodate
example of private-sector innovation in
malaysian education: teach for malaysia
Based on the highly successful Teach for All programmes such
as Teach for America in the United States of America, Teach
First in the United Kingdom, and Teach for India in India, the
Teach for Malaysia (TFM) programme is aimed at attracting
high-performing young graduates into the teaching profession.
Established in late 2010 with the support of numerous
corporate sponsors, the TFM programme works with the
Ministry to place TFM fellows in high-need schools in two-year
placements. TFM fellows are provided coaching and support
during their placements, while simultaneously working towards
a professional qualification in teaching. The pioneer group,
comprising of 50 fellows, were placed in 17 schools in Kuala
Lumpur, Selangor, and Negeri Sembilan.
Malaysia Education Blueprint 2013 - 2025
Chapter 7 System Structure
a more diverse set of school sponsors in addition to Yayasan AMIR
—including private businesses, community organisations, and alumni
bodies—as well as a more diverse set of schools. The Ministry sees
particular promise in expanding the coverage of the trust school
network to include under-performing schools (Band 6 or 7, or
otherwise showing a declining performance in student outcomes),
schools catering to groups with specific needs such as indigenous
and other minority groups, students with special needs, and rural
and under-enrolled schools. The Ministry will make continuous
adjustments to the OMA to support this greater diversity in sponsors
and schooling options in the Trust School programme.
Wave 3 (2021 to 2025): encouraging greater
private-sector innovations
In Wave 3, the learning system will be firmly established, with parents,
communities, and the private sector all acting as strong partners
in education. In this period, the Ministry will focus on introducing
additional innovations to build on past progress.
establishing trust schools as a test bed for innovation
The Ministry expects 500 Trust Schools to be in operation by 2025
(representing approximately 5% of all public schools). The Trust
School system will build on previous initiatives to act as a continuing
test bed for innovations in teaching and learning practices that can
then be institutionalised and applied throughout the entire education
system for the benefit of all students.
supporting private sector offtake of specialised education
programmes
The Ministry also recognises that not all school types may be equally
popular with potential sponsors and will look into developing
alternative methods of contracting specialised education services.
This could be particularly relevant for improving education provision
to more disadvantaged communities such as indigenous and other
minority groups, students with special needs, and rural schools. It
could also be extended to other forms of specialist schools such as
gifted sports, and arts schools.
For example, Hong Kong established the Hong Kong Academy for
Gifted Education (HKAGE) to serve the gifted top 2% in the territory.
HKAGE provides out-of-school enrichment programmes for students,
as well as advice to teachers and parents. It was established as a nonprofit
company in order to provide the independence and flexibility
needed to serve this niche group. Nevertheless, HKAGE receives most
of its funding from the Hong Kong government, as well as from private
sources.
exploring continuing innovations in parental, community, and
private sector involvement
The Ministry will continue to explore other areas in which private
sector partners could drive substantive benefits to student outcomes.
Potential areas include engaging media partners for education
campaigns and public service announcement initiatives, and
collaborating with large retailers for literacy campaigns.
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