Preliminary-Blueprint-Eng

A-9
analyses conducted By
PuBlIc unIversItIes
Six public universities were tasked by the Ministry to undertake
academic research in eight key areas to contribute to the Blueprint.
Each university was assigned individual research questions, and
independently determined relevant methods to meet the needs of
respective areas of research. The research areas and highlights of their
methodology are outlined below:
universiti Putra malaysia
Research focus: Effectiveness of management and administration
from Ministry down to schools. Primary focus of the research was
on the perception of Ministry officials and the PIBG towards the
management and administration of schools.
Sources and methodology: An opinion/perception survey was
completed by multiple stakeholders including 105 Ministry officers, 60
JPN officers from six states, with equal representation from each state
and across urban/rural regions, 660 school leaders and teachers from
representative nationwide sample across different types of schools, and
60 PIBG heads.
In total, 945 questionnaires were distributed, with a response rate of
86.5% (817 responses).
universiti Kebangsaan malaysia
Research focus: The extent to which the objectives, content, teaching,
and examination of the curriculum meet the intent of the National
Education Philosophy.
Sources and methodology: Literature analyses, interviews, and surveys
were conducted across a number of stakeholders. The approximately
470 respondents included teachers, lecturers, officers, industry,
parents, and graduates across six zones in Malaysia.
universiti Pendidikan sultan Idris
Research focus: Universiti Pendidikan Sultan Idris (UPSI) was
commissioned to review two areas:
▪ The extent to which the infrastructure provided by the Ministry,
including schools, IPGs, and access centres, meets the needs of
students and teachers; and
▪ The overall quality of human resources in terms of recruitment,
performance management, professional development,
compensation, and appropriate distribution of workload.
Sources and methodology:
▪ For the infrastructure component: surveys were conducted
that collected responses from approximately 1,200 teachers and
principals, 160 Institute of Teacher Education (IPG) heads and
lecturers, and 160 access centre personnel. Focus groups were
also run across geographical zones: North, South, Central, East
Peninsular plus Sabah and Sarawak; and
▪ For the human resource component: a survey was conducted
that encompassed preschools through to Ministry level with over
7,000 respondents from a total of 10,200 surveys distributed.
universiti sains malaysia
Research focus: Structure and school types in the Malaysian
education system and school types since independence and their
relevance today.
Sources and methodology: A broad literature review was conducted
and supplemented by interviews with educational experts, Ministry
officers, school leaders, and other stakeholders such as education
groups or organisations.
universiti malaya
Research focus: Impact of seven major education policies and 72
sub-policies implemented between 1957 to 2011.
Sources and methodology: A survey of teachers, school leaders, district
and state officers, Ministry officers, and university lecturers across
eight states was conducted. Of the 7,200 surveys distributed, nearly
5,500 responses were received.
higher education leadership academy
(aKePt), ministry of higher education
Research focus: Quality of teaching and learning processes
in the classroom, particularly as they pertain to the development of
higher-order thinking skills (for example, creativity and problemsolving).
Sources and methodology: 125 lessons were observed in 41 schools
across six states.
Joint research: universiti malaya and uPsI
Research focus: Quality of teachers and school leaders in the
system including quality of training (pre and in-service), and an
understanding of what needs to be done to improve the quality of
teachers and school leaders.
Sources and methodology: Interviews were conducted with a total
of 133 individuals including 17 primary school principals, 41 primary
school teachers, 10 secondary school principals, 32 secondary school
teachers, 10 lecturers, seven tokoh pendidikan, and 16 members of
society. Additionally, approximately 300 graduates from IPG and IPTA
were asked to fill in a survey about the quality of teacher training.
analyses conducted By
unesco
In December 2011, UNESCO was formally commissioned to review
Malaysia’s education system including Planning and Management
across five policy domains:
▪ Curriculum development;
▪ Information and Communication Technology in Education;
▪ Teacher education;
▪ Technical and vocational education and training (TVET); and
▪ Assessment and examination.
In brief, UNESCO’s methodology comprised four components: a review
of the National Background Report compiled by the Ministry, desktop