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A-13 Appendix iii: national dialogue Feedback Feedback from the rakyat via the National Dialogue was critical in the development of the Blueprint. The Ministry has carefully considered all concerns and suggestions received through the multiple sources. This appendix lists some of the frequent and consistent topics the rakyat raised and maps exactly how the Ministry commits to addressing them. The Ministry received a large sample of responses from a wide crosssection of society through the National Dialogue. In total, the Ministry received more than 7,000 responses across different channels. Responses came in from all relevant stakeholders including students, teachers, principals, parents, as well as special interest groups, politicians, and the private sector. The rakyat firmly believes in the urgent need for the education review. Of the more than 3,000 people surveyed at the townhalls, 42% believe the time is right for a review of our education system, while 56% believe a review is long overdue. sources of raKyat resPonses The 16 townhalls and three online channels reached out to the general public across all walks of life and from all parts of Malaysia. Close to 87% of the responses came from townhalls. Teachers and principals contributed 51% of responses, members of the public voiced 28%, PIBG members provided 13%, NGOs expressed 7%, students and politicians collectively articulated 2% (Exhibit III-1). The responses came from a mix of ethnicities, with the Bumiputera community comprising 73% , the Chinese community providing 14%, and the Indian community contributing 12% of responses (Exhibit III-1), while the remaining 1% came from other communities. The profile of the respondents was comparable to the profile of the attendees (refer to Appendix II for details on attendee profile). Exhibit iii-1 Townhall response profile Occupational profile of those who provided responses PIBG 15 General members of public NGOs Others1 2 9 23 51 Teachers and principals Ethnic profile of those who provided responses Indian Others 12 1 Chinese 14 73 Malay and Bumiputera 1 Other occupational profiles refer to students (1% of total respondents) and politicians (1% of total respondents) SOURCE: Project Management Office, Ministry of Education The 20 roundtables engaged in greater detail with specific stakeholder and interest groups (refer to Appendix II for details on which groups were engaged with), and these sessions provided more nuanced perspectives from these stakeholders. Direct feedback from students themselves was also gathered through school visits and workshops in Johor. Finally, the submission of memoranda by individuals, organisations, and institutions provided the Ministry with solid, detailed written perspectives and recommendations from important stakeholders and subject matter experts. This feedback was highly informative and critical in the development of the Blueprint. maP of natIonal dIalogue feedBacK to mInIstry commItments The National Dialogue provided an opportunity for the rakyat to voice their opinions, provide constructive criticism, and suggest solutions to the issues facing the Malaysian education system. The feedback can be broadly grouped into four categories: ▪ Aspirations: Many of the aspirations raised were in line with existing policies, but the level of interest in this area suggests that more needs to be done to address them. The most recurring feedback was for the Ministry to focus on improving quality, equity, and unity in the near-term. Promisingly, close to 73% of the approximately 3,000 people answering the exit surveys believed that the Malaysian education system can achieve international standards in the future; ▪ Teachers: Participants from all walks of life consistently and frequently discussed the need to raise the quality of teachers, particularly in terms of teacher support and performance management. While the topic was most frequently explored by teachers themselves, this matter was also raised by principals, students, and parents alike; ▪ School quality: There was also extensive feedback on how to improve school quality. Most of the feedback was on ensuring that schools would provide a learning environment that would be more conducive for teaching and learning; and ▪ Student learning: Respondents articulated a desire for a more relevant curriculum, and better language proficiency and communication abilities for our students, to lay the foundations for students’ success in the 21 st century. The Ministry is committed to taking action on the feedback it has received. The tables that follow provide a clear mapping of that commitment. They illustrate some of the specific comments and suggestions raised, and provide a brief explanation of how the Ministry will address these issues. A deeper understanding of the context and specifics of the initiatives can be found by referring to the chapters listed in this Blueprint.
aspirations Subtopic Example topic raised in the National Dialogue Quality The education system should produce competent students who can compete internationally. The education system should develop students holistically (in line with the National Education Philosophy). The education system should inculcate a strong moral foundation in students. The education system should better prepare students for entry into the job market. The Ministry should enhance vocational education and increase the number of vocational education schools to improve student pathway options. The Ministry should give more attention to religious schools. Ministry response/action Reference The Ministry shares this aspiration and aims to move Malaysia from the bottom third of countries on international assessments to the top third. Many of the Blueprint’s initiatives are directly aimed at making this goal a reality, from improving teachers’ pedagogical skills to upgrading existing curriculum and assessments to international benchmarks. All Ministry policies will remain anchored to the National Education Philosophy. To that end, the Blueprint moves beyond a traditional focus on content knowledge and cognitive skills to include 21 st century elements of leadership, ethics and spirituality, with a strong sense of national identity. For example, the Ministry will include a compulsory community service component to foster unity among students. The Ministry will also continue to require all students to participate in at least 1 sport, 1 club, and 1 uniformed body. The Ministry will continue to provide Islamic Education to all Muslim students and Moral Education to all other students. The Ministry will refine the curriculum for these two subjects to include a broader study of the main religions in Malaysia, while the pedagogy will be improved to encourage greater understanding and belief in the values taught in these classes. The Ministry will revise the existing curriculum and assessments to incorporate the 21 st century skills required for today’s job market. The Ministry is also upgrading the quality of its specialised education pathways (for example, technical and vocational education) to ensure that they are industry-relevant and recognised. The Ministry has already launched the Vocational Transformation Plan to increase the quality of vocational education and increase the number of seats offered (including at the lower secondary level). The Ministry aims to provide a quality religious and secular education across all national religious schools such as SMKA, in line with the National Education Philosophy. The national religious curriculum is being continuously upgraded to provide quality instruction across all national schools. In order to ensure a high standard of religious education across all religious schools, the Ministry is also providing financial assistance to governmentaided religious schools and will continue to offer similar assistance to private religious schools (subject to conversion in status to government-aided religious schools). In the medium-term, the Ministry will also explore options to increase the number of places available at religious schools to meet growing demand. Malaysia Education Blueprint 2013 - 2025 Appendix III: National Dialogue Feedback Chapter 2 for aspirations, Chapter 5 for initiatives on teachers, Chapter 4 for initiatives on curriculum and assessments. Chapter 2 for aspirations, Chapter 4 for including holistic elements in student learning. Chapters 4 and 7 Chapter 7 Chapter 7 Chapter 7 A-14
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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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In addition, there are approximatel
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enhancing the religious education p
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