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A-17 school quality Subtopic Example topic raised in the National Dialogue Class size The Ministry should enforce smaller class sizes in schools to improve student outcomes. Student discipline The Ministry should give more attention to student discipline. ICT The Ministry should improve ICT facilities in all schools. Infrastructure The Ministry should convert all double-session schools to single-session schools to improve student outcomes. Performance management The Ministry should ensure schools have sufficient allocation for infrastructure maintenance. The Ministry should review KPIs to measure student performance. Current KPIs focus too much on academic results and examinations rather the more important issues of plummeting quality of education. Ministry response/action Reference Research shows that factors like class size have less impact on the quality of student outcomes versus factors like teacher quality. As such, the Ministry will be maintaining the current policy threshold of a maximum of 35 students per class. The focus for the Ministry will be on improving conditions in the 11% of schools with class sizes of more than 35 students. The new school, district, and state dashboards to be rolled out in 2013 include a metric on disciplinary performance, which will be a focus area for school performance management The Ministry is rolling out 1BestariNet, a 4G network and virtual learning environment to all 10,000 schools by mid- 2013. It will also look into increasing the number of computers in schools, and providing adequate training to teachers and schools to ensure that ICT can be embedded into day-to-day teaching and learning activities. The Ministry analysed performance of students in both single- and double-session schools and found student outcomes to be comparable on multiple dimensions: academic, co-curricular, and student discipline. A significant number of schools today are double-session schools, and there are significant cost implications on converting all these schools. As such, the Ministry will review school needs on a case-by-case basis to determine if concerns of overcrowding are best addressed by conversion, or if other measures such as the provision of additional classrooms may be more appropriate. The Ministry will continually review and provide an annual school maintenance budget moving forward. The Ministry has developed a comprehensive set of KPIs that have an increased focus on critical inputs that affect student outcomes, like number of hours teachers spend on teaching and learning and participation in co-curricular activities. It will also continue to benchmark performance of the entire system against international standards such as TIMMS and PISA, to ensure comparability with other school systems. Chapter 6 Chapter 4 Chapter 6 Chapter 6 Chapter 6 Chapter 6 for revising Ministry KPIs, Chapter 4 for revising curriculum and examinations
Subtopic Example topic raised in the National Dialogue Performance management The Ministry should set up an Independent Inspection Commission to evaluate key areas of overall quality of education in schools, e.g. (i) student achievement; (ii) quality of teaching; (iii) quality of leadership and school management; and (iv) student behaviour and their general safety. Funding The Ministry should provide differentiated levels of funding to schools based on their needs. School autonomy The Ministry should offer schools greater autonomy in initiating school policy changes, appointing school heads and teachers, and tailoring subjects according to students’ needs. Ministry response/action Reference Within the Ministry, JNJK is responsible for evaluating school quality on a comprehensive set of dimensions (leadership, organisational management, curriculum management, cocurricular activities, sports and student affairs, teaching and learning, and holistic student development). The Ministry is also looking into strengthening the JNJK by streamlining its scope of responsibilities, enhancing capabilities and capacity, as well as increasing its independence. The Ministry is empowering states and districts to allocate discretionary funding (such as for maintenance) to schools as they deem fit. The Ministry is also investing additional resources in the lowest performing schools (for example, full-time teacher and principal coaches, travel allowances for students in rural schools). In line with the practices of other high-performing systems such as Singapore, the Ministry believes that the level of autonomy a school receives should be based on its current performance level and improvement trajectory. In the first wave of reform, only a small set of high-performing schools are expected to qualify for greater decision rights over budget and curriculum. Most schools will still require high levels of support and close monitoring from the Ministry to meet national standards. In the medium to long term, however, the Ministry expects that most schools will enjoy greater decision rights. Malaysia Education <strong>Blueprint</strong> 2013 - 2025 Appendix III: National Dialogue Feedback Chapter 6 Chapter 4 Chapter 4 A-18
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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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current system structure to be main
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