Preliminary-Blueprint-Eng

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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
esearch, stakeholder interviews on the ground, and consolidated analysis. The Blueprint draws on findings from the final report published in April 2012. analyses conducted By world BanK The World Bank was commissioned in the first quarter of 2010 to undertake a full review of public expenditure (the Public Expenditure Review) in Malaysia. Within the scope of the World Bank study, the Ministry of Education’s expenditure and organisation were examined. The Ministry’s Project Taskforce has used the World Bank’s research as the basis for the diagnostic of the Ministry’s financial systems and processes and its organisational structure. The analyses from the World Bank were compared against the findings of the Ministry to identify inconsistencies or discrepancies. natIonal dIalogue The National Dialogue was launched in April 2012, to gather feedback and input from the rakyat on the education system. Input was gathered in a variety of formats to ensure the feedback gathered was inclusive and robust, including through public townhalls, submitted in written form as memoranda, closed door roundtable discussions and online forums. Suggestions raised were carefully considered and incorporated into the initiatives developed for the Blueprint (refer to Appendix III for more details). townhall meetings Townhall meetings were the primary mode for gathering open feedback on a large, broad scale. These were held across all fourteen states to ensure that people from all parts of Malaysia had the opportunity to raise their views. The Panel established for the dialogues and roundtable discussions comprised twelve experts in education and related fields. Panel members and secretariat included the following: ▪ Tan Sri Dato’ Dr. Wan Mohd. Zahid Mohd. Noordin, National Dialogue Panel Chair, Chairman of Universiti Teknologi MARA, Ex-Director General of the Ministry of Education ▪ Prof. Datuk Dr. Shamsul Amri Baharuddin, Founding Director, Institute of Ethnic Studies (KITA), UKM ▪ Tan Sri Alimuddin Mohd. Dom, Director of Malaysian Teachers Foundation, Ex-Director General of the Ministry of Education ▪ Tan Sri Dato’ Sulaiman Mahbob, Ex-Chairman of Malaysian Investment Development Authority (MIDA) ▪ Datuk Kamal D.E. Quadra, Director of the Sabah Foundation College ▪ Dato’ Dr. Asariah Mior Shaharudin, Ex-Deputy Director General of Teacher Professional Development, Ministry of Education ▪ Dato’ Dr. Sidek Baba, Education Professor, International Islamic University Malaysia ▪ Prof Dr. Sivamurugan Pandian, Deputy Dean of Research and Postgraduate, Universiti Sains Malaysia Malaysia Education Blueprint 2013 - 2025 Appendix II. Methodology ▪ Prof Teo Kok Seong, Deputy Director, Institute of The Malay World and Civilization ▪ Dr. Zahri Aziz, Ex-Deputy Director General of School Operations, Ministry of Education ▪ Dr. Zulwali Kifli Merawi, Deputy Director of Educational Services Bureau, Sarawak Islamic Council ▪ Agnes Maria Sam, General Manager of Policy Initiative, Talent Corporation Malaysia Bhd. ▪ Dzulhijah Sukarno (Secretariat) ▪ Dr. A’ Azmi Saahri (Secretariat) Feedback was collected from live verbal discussions and also through written exit survey forms. A total of 16 townhalls were held, with almost 12,000 people participating. The attendees were diverse in ethnicity (79% Bumiputeras, 15% Chinese and 6% Indians). Approximately 66% were teachers, 18% were PIBG members and 16% were members of the general public. Date Venue Attendance 29 April 2012 Putrajaya 1,868 6 May 2012 Taiping, Perak 558 12 May 2012 Alor Setar, Kedah 725 19 May 2012 Kota Kinabalu, Sabah 625 19 May 2012 Tawau, Sabah 765 20 May 2012 Labuan 879 26 May 2012 Kuching, Sarawak 524 27 May 2012 Miri, Sarawak 812 3 June 2012 Melaka, Melaka 527 3 June 2012 Seremban, Negeri Sembilan 426 9 June 2012 Shah Alam, Selangor 709 17 June 2012 Penang 526 23 June 2012 Kuantan, Pahang 530 23 June 2012 Kota Bahru, Kelantan 912 30 June 2012 Terengganu 425 14 July 2012 Johor Bahru, Johor 999 A-10
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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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Preschool education Early Childhood
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EXHIBIT 7-3 Compulsory education po
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partners to improve the industry re
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Page 189 and 190: evaluating sports and arts schools
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Page 201: Malaysia Education Blueprint 2013 -
Page 204 and 205: 8-1 8. Delivering the roadmap The M
Page 206 and 207: 8-3 Sequencing the tranSformation T
Page 208 and 209: 8-5 EXHIBIT 8-3 the education trans
Page 210 and 211: 8-7 ▪ Enhanced practicum in vocat
Page 212 and 213: 8-9 Delivering Differently A well-c
Page 214 and 215: 8-11 getting StarteD The first year
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Page 224 and 225: G-7 SK Sekolah Kebangsaan or Nation
Page 228 and 229: A-1 Appendix i: A Brief History of
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Page 232 and 233: A-5 Appendix ii. Methodology The de
Page 234 and 235: A-7 analyses conducted By the Pmo T
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Page 240 and 241: A-13 Appendix iii: national dialogu
Page 242 and 243: A-15 Subtopic Example topic raised
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Page 246 and 247: A-19 student learning Subtopic Exam
Page 248 and 249: A-21 Exhibit iV-1 the universal sca
Page 250 and 251: A-23 Exhibit V-2 PiSA PISA a A samp
Page 252 and 253: A-25 Exhibit V-4 PiSA PISA a sample
Page 258 and 259: A-31 Exhibit V-10 PiSA PISA a sampl
Page 260 and 261: A-33 Exhibit V-12 PiSA PISA a sampl
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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