Preliminary-Blueprint-Eng

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A-15 Subtopic Example topic raised in the National Dialogue Equity The Ministry should ensure that students from low-income families are able to meet basic literacy standards in primary school. The Ministry should have clear and committed policy directions for inclusive provisions for special education to ensure that students with special needs are not left behind. The Ministry should have a specific policy for Orang Asli and other minority group students that tailors educational experiences to suit their cultural norms and practices, and addresses their poor academic results and high dropout rates. Unity The education system should cater to all Malaysians, and there should be unity in diversity. The education system should offer a combined Moral Education class for Muslims and non- Muslims. Ministry response/action Reference The Ministry will expand the LINUS programme to ensure that all students, regardless of socio-economic background, achieve basic literacy (in Bahasa Malaysia and <strong>Eng</strong>lish) and numeracy after three years of primary schooling. The Ministry is also expanding access to preschool education for students from low-income families including through the provision of targeted financial aid. The Ministry is committed to raising the quality of all special education programmes, and to expanding the proportion of students in inclusive education programmes in mainstream schools (versus those in separate classrooms or schools). The Ministry has launched a dedicated action plan for Orang Asli and other minority group students. The plan includes the introduction of an intensive literacy intervention programme for Orang Asli and other minority group students in Year 1 to catch “at risk” students early, the establishment of a research centre to develop curriculum and pedagogy specially tailored to Orang Asli and other minority communities, and the implementation of professional development courses to prepare teachers to teach in Orang Asli schools. The Ministry will continue to encourage appreciation for Malaysia’s diversity in all students. The Ministry will extend RIMUP to all schools. RIMUP pairs two different types of schools (for example, a National school with a National-type Chinese school) to conduct co-curricular activities together, such as sports, music, and community service. This is in line with international research findings that performing group-based, task-oriented activities together is one of the most effective ways of encouraging students to form inter-group friendships. The Ministry will embed a joint community service element for all students (both Muslims and non-Muslims) to encourage greater inter-group friendships and appreciation for the broader community. Chapter 4 for expansion of LINUS, Chapter 7 for expansion of preschool education Chapter 4 Chapter 4 Chapter 7 Chapter 7
teachers Subtopic Example topic raised in the National Dialogue Quality The Ministry should raise the profile of the teaching profession to make it a profession of choice and ensure a high standard of quality. Focus The Ministry should ensure that teachers spend more time on teaching activities and less time on non-teaching activities, and should employ non-teaching staff for administrative work. Training The Ministry should provide teachers with continuous professional development and inculcate a culture of continuous learning and improvement among teachers to attain world-class teaching standards. Performance management The Ministry should improve the teacher evaluation system, and link it to performance in order to raise the quality of our teachers. The Ministry should give teachers recognition for taking the time and effort to gain a higher qualification (such as a Masters or Ph.D.). The Ministry should base teacher allowances on their roles and responsibilities. The Ministry should improve residential facilities for teachers in rural areas. Malaysia Education <strong>Blueprint</strong> 2013 - 2025 Appendix III: National Dialogue Feedback Ministry response/action Reference The Ministry will revitalise the teaching profession by: (i) raising the bar for entry; (ii) increasing investment in continuous professional development and teacher support; (iii) enabling fast-track progression based on competency and performance, not tenure; (iv) enforcing redeployment to non-teaching roles or voluntary exit of consistently under-performing teachers; and (v) formalising different career tracks based on teachers’ skills and interests. The Ministry will reduce teachers’ administrative burden by streamlining existing data collection and integrating management information systems to eliminate duplicate requests and to simplify the data entry process. The Ministry will also gradually redeploy some teachers into dedicated support, data management and analyst roles. As described above, the Ministry will enhance continuous professional development by developing its portfolio of training programmes to explicitly link training to competency requirements. The Ministry is also focusing on school-based training and coaching such as the deployment of full-time SISC+ for teachers in Band 5, 6, and 7 schools. The Ministry is developing a single instrument that clearly articulates the competencies expected of teachers, particularly with regard to teaching and learning. This instrument will be used during the annual evaluation, replacing all existing instruments. The Ministry is also committed to moving to a competency- and performance-based progression system, instead of one based primarily on tenure. The Ministry is refining the existing career pathway and progression system, and will take into consideration the competencies yielded by higher qualifications. The Ministry will review salaries and allowances on an ongoing basis to ensure fair compensation corresponding to workload, competency levels and student outcomes achieved. The welfare of teachers is an important focus area for the Ministry. The Ministry will first upgrade basic infrastructure facilities for all schools such as water and electricity supply, and ensuring structural safety. Once this has been achieved, the Ministry will focus on baseline infrastructure improvements, which includes improvements to residential facilities. Chapter 5 Chapter 5 Chapter 5 Chapter 5 Chapter 5 Chapter 5 Chapter 6 A-16
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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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evaluating sports and arts schools
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