Preliminary-Blueprint-Eng

Recommendations

Info

2-3 consistently demonstrated that it is possible to make substantial improvements in student outcomes in as little as six years. It is the Ministry’s intention for Malaysia to join this select list of high performers. Indeed, if Malaysia is able to move from the bottom third to top third of countries on international assessments in 15 years, Malaysia will be one of the fastest-improving systems in the world. equity for All Students The best school systems deliver the best possible education for every student, regardless of ethnicity, geographical location, or socio-economic background. The education system envisioned for Malaysia is one where all students—regardless of who their parents are, or where they study— will be equipped with the tools they need to unlock their own future. The Malaysian school system aspires to halve the socio-economic, urban-rural and gender achievement gaps in student outcomes by 2020. The reduction of the socio-economic and urban-rural gap is expected to also impact corresponding achievement gaps between states and school types. Achieving this reduction would make Malaysia one of the more equitable systems in the world. The education system will actively support social mobility by providing additional support to those who are at a disadvantage, thereby ensuring that a student’s socio-economic background will no longer be the biggest driver of whether or not he or she succeeds in life. The system also aspires to provide access to alternative, attractive pathways to education such as vocational education, to provide opportunities for students of diverse interests and abilities to develop their talents. This push for greater choice and flexibility in the education system is in line with feedback from the National Dialogue. Similarly, it is acknowledged that there are student segments within the school-going population in Malaysia with specific needs who require even more support. To this end, the Ministry will provide greater support and programmes for students with special needs, indigenous and other minority (IOM) groups, as well as “gifted” students, to allow them to achieve their fullest potential. Fostering Unity among Students Since independence, one of Malaysia’s core aspirations as a uniquely diverse nation has been to foster unity. Highly diverse nations that embrace this diversity and prioritise social and systemic inclusiveness exhibit greater unity. International research from the OECD indicates that such greater unity is associated with healthier populations, safer communities, and higher rates of employment. As students spend over a quarter of their time in school from the ages of 7 to 17 (Exhibit 2-2), schools are in a key position to foster unity. Through interacting with individuals from a range of socio-economic, religious and ethnic backgrounds — and learning to understand, accept and embrace differences — a shared set of experiences and aspirations for Malaysia’s future can be built. It is through these shared experiences and aspirations that a common national identity and unity is forged. tiMss and pisa international assessments tiMss is an international assessment based on the Mathematics and Science curricula of schools around the world. It assesses students in Grades 4 (the Malaysian equivalent is Year 4) and 8 (the Malaysian equivalent is Form 2) along two aspects: content such as algebra and geometry, and cognitive skills, namely the thinking processes of knowing, applying, and reasoning. The test was first administered in 1995. Today, over 59 countries participate in the assessment which is conducted every four years. Malaysia has participated in TIMSS since 1999, although only with Form 2 students. pisa, co-ordinated by the OECD, is another widely recognised international assessment. Conducted every three years, PISA aims to evaluate proficiency in Reading, Mathematics, and Science in students aged 15 years old. Its focus is not on curriculum content, but on students’ ability to apply their knowledge in real-world settings. Participant countries extend beyond OECD members, with 74 countries taking part in the most recent assessment in 2009. Malaysia participated for the first time in 2010, as part of the 2009 PISA assessment cycle. Internationally, there are no definitive measures of unity. However, to enable better tracking of progress, the Ministry will launch an annual student survey to assess indicators of unity, including degree of general trust among different ethnic groups, extent of racial and religious tolerance, and social interaction between students of different ethnic groups.
EXHIBIT 2-1 Five system aspirations for the malaysian education system 100% enrolment across all levels Access from preschool to upper secondary by 2020 Malaysia Education <strong>Blueprint</strong> 2013 - 2025 Chapter 2 Vision and Aspirations Top third of countries in international Quality assessments such as PISA and TIMSS in 15 years 50% reduction in achievement gaps Equity (urban-rural, socio-economic, gender) by 2020 Unity Efficiency An education system that gives children shared values and experiences by embracing diversity A system which maximises student outcomes within current budget 2-4
Page 1:
Malaysia Education Blueprint 2013 -
Page 5 and 6:
CHAPTER 1 CONTExT AND
Page 7 and 8:
TION Our education system has been
Page 9 and 10:
Delivering the shifts in achievemen
Page 11 and 12:
Page 13 and 14: Malaysia Education Blueprint 2013 -
Page 15 and 16: CHAPTER 5 TEACHERS AND SCHOOL LEADE
Page 17 and 18: CHAPTER 4 CURRICUlUM AND ASSESSMENT
Page 19: CHAPTER 8 SEQUENCINg THE TRANSfORMA
Page 22 and 23: E-1 executive summary In October 20
Page 24 and 25: E-3 significant and sustained inves
Page 26 and 27: E-5 timss and Pisa international as
Page 28 and 29: E-7 challenges remain in achieving
Page 30 and 31: E-9 aspiratiOns fOr the malaysian e
Page 32 and 33: E-11 shift 1: provide equal access
Page 34 and 35: E-13 shift 3: develop values-driven
Page 36 and 37: E-15 Eleven shifts to transform the
Page 38 and 39: E-17 shift 5: ensure high-performin
Page 40 and 41: E-19 shift 7: leverage ict to scale
Page 42 and 43: E-21 shift 9: partner with parents,
Page 44 and 45: E-23 What Impact Will This Transfor
Page 46 and 47: E-25 EXHIBIT 9 the education transf
Page 48 and 49: E-27 gains will be delivered within
Page 51 and 52: CHAPTER 1 context and
Page 53 and 54: Background to the Blueprint In 1957
Page 55 and 56: in 2010 to 95% by the end of Year 2
Page 57 and 58: ▪ Fieldwork at both urban and rur
Page 59: The Ministry acknowledges how impor
Page 62 and 63: 2-1 2. vision and aspirations Every
Page 66 and 67: 2-5 EXHIBIT 2-2 Time spent by stude
Page 68 and 69: 2-7 ▪ Emotional intelligence: pos
Page 71 and 72: CHAPTER 3 current
Page 73 and 74: EXHIBIT 3-1 Profile of the Malaysia
Page 75 and 76: EXHIBIT 3-3 Educational attainment
Page 77 and 78: EXHIBIT 3-5 Malaysian national exam
Page 79 and 80: Malaysia’s performance in the 200
Page 81 and 82: EXHIBIT 3-12 Comparison of Malaysia
Page 83 and 84: EXHIBIT 3-15 Country performance in
Page 85 and 86: Comparison of results between the T
Page 87 and 88: administration of students’ welfa
Page 89 and 90: EXHIBIT 3-23 Comparison of within-s
Page 91 and 92: EXHIBIT 3-26 Examination results, d
Page 93 and 94: EXHIBIT 3-28 Enrolment rates in dif
Page 95 and 96: In general, there are signs of incr
Page 97 and 98: Which countries Spend the most on e
Page 99: As illustrated in this chapter, Mal
Page 102 and 103: 4-1 4. student learning All educati
Page 104 and 105: 4-3 the Written Curriculum The Mini
Page 106 and 107: 4-5 intensifying support systems fo
Page 108 and 109: 4-7 lANguAge The Ministry will aim
Page 110 and 111: 4-9 EXHIBIT 4-6 English and Bahasa
Page 112 and 113: 4-11 setting the stage for structur
Page 114 and 115:
4-13 the roadmap: Working with comm
Page 116 and 117:
4-15 Centres of Excellence for Indi
Page 118 and 119:
4-17 ▪ Special education schools:
Page 120 and 121:
4-19 special award schools The Mini
Page 122 and 123:
4-21 Johor’s Best Practices -- id
Page 124 and 125:
4-23
Page 127 and 128:
CHAPTER 5 Teachers and
Page 129 and 130:
TEACHERS The Ministry will ensure t
Page 131 and 132:
EXHIBIT 5-4 Breakdown of academic r
Page 133 and 134:
EXHIBIT 5-5 Breakdown of average st
Page 135 and 136:
ole) in 25 years. Nonetheless, this
Page 137 and 138:
e-Guru Video library The Ministry h
Page 139 and 140:
SCHOOl lEADERS The Ministry will en
Page 141 and 142:
Reviews indicate that these trainin
Page 143 and 144:
Establishing a principal residency
Page 145:
Page 148 and 149:
6-1 6. Ministry transformation The
Page 150 and 151:
6-3 EXHIBIT 6-1 selected examples o
Page 152 and 153:
6-5 LinUs case study on strong prog
Page 154 and 155:
6-7 ▪ Federal: The Head Office wi
Page 156 and 157:
6-9 The Ministry will also prioriti
Page 158 and 159:
6-11 The roadmap: maximising studen
Page 160 and 161:
6-13 incorporating outcome-based bu
Page 162 and 163:
6-15 EXHIBIT 6-11 identified gaps i
Page 164 and 165:
6-17 EXHIBIT 6-13 school infrastruc
Page 166 and 167:
6-19 single- and double-session sch
Page 168 and 169:
6-21 One reason usage still appears
Page 170 and 171:
6-23 discussed in Chapter 4, and wi
Page 172 and 173:
6-25
Page 175 and 176:
CHAPTER 7 SyStem
Page 177 and 178:
EXHIBIT 7-1 the Malaysian education
Page 179 and 180:
Preschool education Early Childhood
Page 181 and 182:
EXHIBIT 7-3 Compulsory education po
Page 183 and 184:
partners to improve the industry re
Page 185 and 186:
In addition, there are approximatel
Page 187 and 188:
enhancing the religious education p
Page 189 and 190:
evaluating sports and arts schools
Page 191 and 192:
current system structure to be main
Page 193 and 194:
They will be provided with addition
Page 195 and 196:
education can make a significant di
Page 197 and 198:
launching an engagement toolkit for
Page 199 and 200:
engaging the broader community Scho
Page 201:
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
Page 218 and 219:
G-1 1BestariNet A project to equip
Page 220 and 221:
G-3 IPTS Institut Pengajian Tinggi
Page 222 and 223:
G-5 National dialogue engagement an
Page 224 and 225:
G-7 SK Sekolah Kebangsaan or Nation
Page 228 and 229:
A-1 Appendix i: A Brief History of
Page 230 and 231:
A-3 educatIon develoPment durIng th
Page 232 and 233:
A-5 Appendix ii. Methodology The de
Page 234 and 235:
A-7 analyses conducted By the Pmo T
Page 236 and 237:
A-9 analyses conducted By PuBlIc un
Page 238 and 239:
A-11 roundtable discussions These w
Page 240 and 241:
A-13 Appendix iii: national dialogu
Page 242 and 243:
A-15 Subtopic Example topic raised
Page 244 and 245:
A-17 school quality Subtopic Exampl
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 254 and 255:
Page 256 and 257:
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
show all

Preliminary-Blueprint-Eng

Create successful ePaper yourself

Delete template?

Save as template?