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8-7 ▪ Enhanced practicum in vocational programmes through greater private sector collaboration: The Ministry is working with the industry to implement industry recognised curriculum in its vocational colleges. A key component of this curriculum is practicum placements to provide students with relevant work experience. ▪ Ministry transformation beginning with best leaders placed in pivotal JPN and PPD positions: The Ministry is redefining the roles of the JPN and PPD. Instead of being predominantly administrative managers, the JPN and PPD will be empowered to provide direct (and tailored) support to schools. With this redefinition of roles, the Ministry will deploy capable employees to the critical positions of JPN and PPD leaders. Wave 2 (2016 to 2020): accelerate system improvement The focus during this phase will be to accelerate the pace of improvement by consolidating gains made during the first wave, and addressing each of the fundamental levers that underpin the execution ability of the Ministry. To this end, improvements will be made in the following areas during this period: ▪ Enhance teacher coaching and support: The Ministry will further strengthen the CPD programmes offered, allow for further individualisation of CPD plans, and improve the delivery of both academic and non-academic components of the curriculum. ▪ Competency and performance-based progression, enhanced career pathways and improved pre-service training rolledout: The Ministry will launch a revised pre-service teacher education curriculum in IPGs that better reflects the new competencies expected of teachers. It will also discuss with MOHE incorporating similar curriculum at IPTAs. It will roll out faster progression based fully on merit and competency rather than tenure and an integrated professional development system linked to performance management. Enhanced pathways will be developed to allow teachers to progress based on interests and skills. Teachers who consistently underperform, despite concerted support, will be redeployed to other school-based functions such as data or discipline management. ▪ New secondary and revised primary curriculum rolled out: The Ministry will roll out the new KSSM, and an updated KSSR, in 2017. This curriculum will still stress student-centred and differentiated teaching, but have a greater emphasis on problembased and project-based work, a streamlined set of subjects or themes, and formative assessments. The new curriculum will also support an accelerated learning pathway for high-performing students to complete the SPM in four rather than five years and the UPSR in five rather than six years. Additionally, clear learning standards will be laid out so that students and parents understand the progress expected within each year of schooling. ▪ Peralihan class ended, options for increased English language exposure piloted and additional language provision strengthened: The peralihan class, which provided remedial support for students struggling in Bahasa Malaysia will be stopped, with the expectation that students will receive remedial support at an earlier stage. Next, the Ministry will explore introducing options to promote increased English language exposure such as expanding the compulsory English Literature component in secondary schools. Once the Ministry has strengthened the standards of Bahasa Malaysia and English language in the current school system, it will look into ways to encourage the learning of additional languages. For example, it will train and deploy more Chinese, Tamil and Arabic language teachers to primary and secondary schools. ▪ ICT innovations: With the basics in place the Ministry will start to explore how innovations, particularly relating to distance and self-paced learning could be used to expand access to high quality teaching regardless of a student’s location or skill level. ▪ Enhanced programmes for groups with specific needs: Groups such as Indigenous and other Minority Groups (IOM), gifted and talented students, and special needs students frequently have needs that are not sufficiently catered to in the mainstream system. During Wave 2, the Ministry will roll out an accelerated learning pathway option for high-performing students, and a gifted and talented programme for the top 1% of every student cohort. The Ministry will also strengthen existing programmes for special needs
and IOM students by investing additional physical and teaching resources to allow for an expansion of places and greater tailoring of support to the contexts of these specific student groups. ▪ Strengthened core divisions, PPD and JPN roles, and restructured Ministry to improve Ministry delivery: Building upon Wave 1 and the redefined PPD and JPN roles, core divisions of the Ministry, namely BPPDP, BPK, BPG, JNJK and LP will be strengthened. The overall organisation will also be restructured to eliminate silos and shift more personnel to the JPN and PPD offices which provide frontline support to schools. Wave 3 (2021 to 2025): move towards excellence with increased operational flexibility The focus of the third wave is on accelerating the performance improvement trajectory of Malaysia’s education system, moving it into the top third world-wide, and starting to embark on the journey to excellence. To this end, this phase will focus on increasing schoolbased management and cultivating a peer-led culture of professional excellence, capable of innovating and taking achievements to greater heights by ensuring the following: ▪ Greater school-based management and autonomy on issues related to curriculum implementation and budget allocation for any school that meets a minimum performance criteria. Teachers and all school leaders should fully utilise the flexibility accorded to them. For Malaysia Education Blueprint 2013 - 2025 Chapter 8 Delivering the Roadmap teachers, this includes flexibility over professional issues related to curriculum timetabling and lesson organisation, pedagogical approaches and school-based assessment. For school leaders, this includes flexibility on instructional leadership matters such as school improvement, curriculum and co-curriculum planning, and administrative leadership matters such as allocation of school funds; ▪ The creation of a peer-led culture of professional excellence wherein teachers mentor and inspire one another, share best practices and hold their peers accountable for meeting professional standards. The Ministry may also consider setting up a certification scheme that is linked to the mastery of teacher competencies set out in Wave 1; ▪ Innovations that successfully raise Bahasa Malaysia and English language proficiency are scaled up and provision of additional languages expanded; ▪ Nationally roll out ICT innovations and programmes for groups with specific needs to continuously raise learning standards; ▪ New career pathways and progression based on competencies and performance rolled out for all Ministry officials to strengthen and institutionalise Ministry transformation; and ▪ School structure reviewed to determine if further optimisation of pathways and schooling options are necessary. 8-8
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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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Establishing a principal residency
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6-1 6. Ministry transformation The
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6-3 EXHIBIT 6-1 selected examples o
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6-5 LinUs case study on strong prog
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6-7 ▪ Federal: The Head Office wi
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6-9 The Ministry will also prioriti
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6-11 The roadmap: maximising studen
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Page 177 and 178: EXHIBIT 7-1 the Malaysian education
Page 179 and 180: Preschool education Early Childhood
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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
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Page 208 and 209: 8-5 EXHIBIT 8-3 the education trans
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Page 214 and 215: 8-11 getting StarteD The first year
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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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