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A-3 educatIon develoPment durIng the era of natIonal develoPment PolIcy (1991 to 2000) Drastic changes in education took place in the last decade of the 20th century. The vast development of ICT hasten the globalisation era. In concurrence with the demands of globalisation and the information and technology era, Vision 2020 was launched by Dato’ Seri Dr. Mahathir Mohamad in 1991 to aspire Malaysians towards achieving the status of a developed nation by the year 2020. Accordingly, the Ministry outlined an education system to realise the vision. Education legislation was amended in order to be relevant to current needs. The Education Act 1961 was replaced with the Education Act 1996. One of the major amendments made was to include preschool into the National Education System. The enactment of the Private Higher Education Act 1996 was also amended to allow the establishments of more private higher education institutes. The Ministry formulated four new acts to encourage a more systematic development of higher education. The acts are: ▪ National Council on Higher Education Act 1996 - to allow the establishment of a council that will determine the policy and manage development of higher education. ▪ Universities and College Act (Amendment) 1996 - grants more financial and management autonomy to public universities. ▪ National Accreditation Board Act 1996 - quality assurance, especially for the private higher education programmes. ▪ National Higher Education Fund Corporation Act 1996 - provides student loans and funds in order to increase access to higher education. One of the major moves at this time was to increase access to higher education by setting up more public universities, college universities, matriculation colleges, community colleges, private colleges and universities as well as branch campus of overseas universities. Maktab Perguruan Sultan Idris was upgraded to Universiti Pendidikan Sultan Idris (UPSI) in 1997. The Malaysian Teaching Diploma Programme was also introduced to replace the Teaching Certificate Programme for pre-service teachers at Teachers Colleges. Measures were also taken to improve leadership qualities amongst school heads. Institut Aminuddin Baki (IAB) was entrusted with the task to provide leadership and management training to school leaders and administrators. Another significant change was the introduction of the open concept for Sijil Pelajaran Malaysia (SPM) and Sijil Tinggi Persekolahan Malaysia (STPM) examinations in 2000. educatIon develoPment durIng the era of natIonal vIsIon PolIcy (2001 to 2010) Globalisation, liberalisation and the vast development of ICT continued to influenced the development of the national education system. The challenge for the nation was to produce knowledgeable, competent and globally competitive human capital. The National Education Policy was formulated based on the Education Ordinance of 1957 which was later amended through the Razak Report (1956), the Rahman Talib Report (1960) and the Cabinet Committee Report (1979). The education policy was further strengtened through the legislation and amendment of the following acts (See Exhibit I-2). Exhibit i-2 1 2 3 4 5 Education Ordinance, 1952 Education Ordinance, 1957 Education Act, 1961 National Language Act 1963 / 67 (Revised - 1971) Education Act, 1996 Education Acts Steps were taken to provide quality infrastructure as well as to increase the number of education facilities in all education institutions, as an effort to accommodate the increase in student enrolment. Developing competency and efficiency amongst leaders, teachers and education officers was also an important agenda during this period of time. Empowerment and learning organisation concepts were widely instilled and encouraged. Allocations were made to promote continuous human resource development. Programmes such as in service training on developing management, leadership and research skills were carried out at all levels of the Ministry as an effort to implement a competent and efficient education management system capable of providing quality and relevant education to the nation.
education development Plan (2001-2010) The Education Development Plan (EDP) took into account the goals and aspirations of the National Vision Policy to build a resilient nation, encourage the creation of a just society, maintain sustainable economic growth, develop global competitiveness, build a knowledge-based economy (K-economy), strengthen human resource development and maintain sustainable environmental development. EDP aimed to ensure that all citizens had the opportunity to twelve years of education in terms of access, equity and quality. The Ministry also outlined goals and strategies to further develop the potential of individuals in a holistic and integrated manner so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced in line with the NEP. The plan was inclusive of strategies to nurture creativity and innovativeness amongst students; enhance learning cultures; develop a science and technology culture; encourage life-long learning; and to provide an efficient, effective and quality education system. The EDP focused on the development of pre-school, primary, secondary and tertiary education which were strengthened through the development of support programmes, funding, management and integration of information and communication technology (ICT). The EDP was used as a framework for preparing action plans for education development, which encompassed the expansion and strengthening of existing programmes as well as the replacements of non-relevant programmes with new programmes that are more realistic to current and future needs. The EDP was developed based on four thrusts: (i) increase access to education; (ii) increase equity in education, (iii) increase quality of education, and (iv) increase the competency and efficiency level of the educational management. To implement the programmes in the <strong>Blueprint</strong>, the Federal Government continuously increased funds allocation to the Ministry. The Ministry constantly encouraged NGOs, the private sectors and individuals to provide financial support, and offered competitive fees to international students studying in Malaysian schools or education institutes. The private sector’s involvement in tertiary education was very encouraging. Smart partnerships, incentives, twinning programmes and cost-sharing in training and Research and Development (R&D) helped the Government towards achieving its educational goals. education development master Plan (2006- 2010) The Education Development Master Plan (EDMP) was launched in January 2007 to promote the education agenda under the Ninth Malaysian Plan (9MP). THE EDMP outlines six thrusts that mirror the objectives of the National Mission. These thrusts are: nation building, developing human capital, strengthening the national school, bridging the education gap, elevating the teaching profession and accelerating excellence of educational institutions. The Ministry developed the EDMP 2006-2010 as a comprehensive education planning document based on three main aspects i.e. infrastructure, content and human resource. Malaysia Education <strong>Blueprint</strong> 2013 - 2025 Appendix I: Overview of Major Education Reports and Policies The aim of the EDMP was to provide quality education for all. To ensure this goal is achieved, two main approaches were identified under the Ninth Malaysia Plan: ▪ Complete tasks specified under the previous five-year plan, ensure access to education for all and to provide equal opportunities for all students. ▪ Further develop the potential of schools in their respective clusters of educational institutions, enabling teachers and students to promote the schools and the national education system at the international level. educatIon develoPment through the natIonal Key result areas, 2010-2012 In 2010, the Government launched the NKRAs under the GTP. Under this programme, the Government focused on four initiatives to widen access to quality education: ▪ Increase pre-school enrolment: Research shows that the first five years are the most critical to a child’s development. As such, the NKRA targeted an increase in enrolment of students in preschool, particularly in rural areas, from 67% to 87% by 2012; ▪ Ensure Literacy in Bahasa Malaysia and Numeracy (LINUS): LINUS was set out to ensure that every child would be able to acquire basic literacy and numeracy skills after three years of mainstream primary education by the end of 2012, from a starting base of approximately 80% in 2009; ▪ Develop High-Performing Schools (HPS): The HPS proposed to develop 100 outstanding schools by 2012 that are at par with global standards. Status as a HPS will afford the school greater operational flexibility in their efforts to improve student outcomes; and ▪ Introduce the New Deal (Bai’ah) for principals: A performance incentive programme called the New Deal For Principals that both rewards schools that have made significant gains in short time frames, and schools that have sustained high levels of performance, was introduced to encourage school leaders to significantly improve outcomes. In two years of implementation, the NKRA education programme has achieved exceptional results in improving access, particularly at preschool level, and improving the quality of the education system, for example through increasing basic literacy and numeracy. The outlook appears encouraging for the targets set out in NKRA to further attain improvement in education. A-4
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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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6-13 incorporating outcome-based bu
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6-15 EXHIBIT 6-11 identified gaps i
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6-17 EXHIBIT 6-13 school infrastruc
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6-19 single- and double-session sch
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6-21 One reason usage still appears
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6-23 discussed in Chapter 4, and wi
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6-25
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CHAPTER 7 SyStem
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EXHIBIT 7-1 the Malaysian education
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Page 262 and 263: A-35 the education transformation w
Page 264 and 265: A-37 Appendix Vii: GTp 2.0 educatio
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