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3-5 QUAlITy Of EDUCATION While national examination results indicate that student performance has been improving steadily, it is also imperative that Malaysia compares its education system against international benchmarks. This is to ensure that Malaysia is keeping pace with international educational development. Malaysia’s performance in TIMSS indicates that student performance has fallen from 1999 to 2007. The results of the 2009+ PISA also showed that Malaysia ranked in the bottom third of 74 participating countries, below the international and OECD average. The Ministry believes it is important to further evaluate the outcomes of these assessments to understand any shortfalls in standards. The quality of an education system encompasses multiple dimensions. The assessment of quality in this chapter focuses largely on the intellectual dimension of academic student outcomes, with the benefit of available and measurable data. It is acknowledged that the numbers alone tell only one side of the story. There are other critical aspects vital to the quality of education such as a student’s spiritual, emotional, and physical development. Nonetheless, children who are unable to master core intellectual skills such as literacy and numeracy, as well as higher-order thinking, will be less likely to succeed in today’s rapidly changing economy and globalised society. peer groups used in this chapter Throughout this chapter, three different peer groups have been used in making comparisons between Malaysia and other education systems. While it has not always been possible to get information for each country in every comparison, the constituents of all the category groups (in terms of countries) have been kept constant throughout (Exhibit 3-4). Where OECD or international averages have been available, these have also been included in the comparison groups. Top-performing Asian systems such as South Korea, Japan, Hong Kong, and Singapore Southeast Asian neighbours such as Indonesia, Thailand, and Singapore Comparable GDP per capita countries (Purchasing Power Parity (PPP)-adjusted) such as Romania, Mexico, and Chile Student performance in national examinations has consistently improved each year. However, in this day and age, internal comparisons are no longer enough to ensure competitiveness on the world stage. Over the past two decades, international assessments have emerged as a way of directly comparing the quality of educational outcomes across different countries and across systems. These assessments concentrate on Mathematics, Science, and Reading, and include an examination of the cognitive skills involved in their effective application. While they paint an incomplete picture of schooling outcomes, they offer insight into the real strengths and weaknesses of important areas of education, including the use of essential skills such as analytical reasoning, application, and capacity for continued learning. In this regard, they provide useful perspectives on Malaysia’s student performance relative to other systems. To gain an understanding of how Malaysia’s students fare, the results of the country’s participation in two major international assessments were examined: TIMSS and PISA. Student performance in national examinations is improving Malaysian students’ performance in the three national examinations (UPSR, PMR, and SPM) has shown fairly constant and even improving outcomes. Two common measures used to assess outcomes are the school Grade Point Average or Gred Purata Sekolah (GPS) and percentage of students achieving passing and excellent grades. From 2004, both these measures have shown an improving trend in terms of absolute values across all three national examinations (Exhibit 3-5). EXHIBIT 3-4 Profile of peer countries Number of Number of Number of GDP per schools students teachers capita (unit) (‘000) (‘000) (PPP-adjusted) Malaysia ASEAN peers 10,000 5,400 410 14,591 Indonesia 256,460 45,746 2,748 4,325 Thailand 35,865 10,936 628 8,554 Singapore Asian Tigers 356 511 30 57,936 South Korea 19,974 7,602 469 29,004 Hong Kong 1,105 781 52 46,503 Japan 37,581 14,887 1,050 33,753 Comparable GDP per capita Mexico 241,184 29,854 1,454 14,498 Chile 10,052 3,059 170 15,732 Romania 6,439 2,735 199 14,287 Note: Education data for basic through pre-tertiary (2010 or latest year available) SOURCE: Ministry of Education; Department of Statistics; World Bank
EXHIBIT 3-5 Malaysian national examination results (2000-2011) Papers graded as pass in national assessments 92 1 Percent of papers graded 90 88 86 84 82 80 78 76 74 72 70 2000 01 02 03 04 05 06 07 08 09 10 2011 SOURCE: Examination Syndicate 30 25 20 15 10 5 UPSR PMR Papers graded as an A in national assessments Percent of papers graded 35 SPM 0 2000 01 02 03 04 05 06 07 08 09 10 2011 1 In UPSR, failing grades are D and E. In PMR, the failing grade is E. In SPM, the failing grade is G9. Note: Data for SPM 2003 is not available and is interpolated The national examination results appear to show absolute improvement in grades over time in the core subjects of Bahasa Malaysia, English, Mathematics, and Science, though there are significant differences in performance in each subject (Exhibit 3-6). Students perform better in Bahasa Malaysia than in English language at all levels. For example, 9% of students failed Bahasa Malaysia in SPM 2011, as compared to 23% for English language. At the other end of the spectrum, 30% of students received an excellent grade in Bahasa Malaysia, as compared to 16% in English language. EXHIBIT 3-6 Comparison of performance in core subjects (2011) UPSR 1 Percent of all papers 45 44 11 Bahasa Malaysia 24 64 12 Science 37 50 13 Mathematics 18 55 26 English language PMR Percent of all papers 26 26 30 68 68 62 6 Bahasa Malaysia 6 Science Excellent Average Fail 1 Weighted average of UPSR results by subject for SK, SJK(C) and SJK(T) 2 Chemistry is generally taken by science stream students while general science is generally taken by arts stream students SOURCE: Examination Syndicate Mathematics 8 18 60 21 English language SPM Percent of all papers 19 19 75 6 Chemistry 2 74 8 Science 30 32 61 9 Bahasa Malaysia 49 20 Mathematics 16 61 23 English language national examinations Malaysia Education Blueprint 2013 - 2025 Chapter 3 Current Performance Assessment is an intrinsic part of the teaching and learning process. The Examination Syndicate or Lembaga Peperiksaan (LP) currently conducts three national examinations at the end of primary, lower secondary, and upper secondary education. ▪ UPSR: An examination designed as an internal national qualification to mark the completion of primary school. The subjects tested in UPSR include Bahasa Malaysia, English language, Mathematics, and Science for students in SKs. Students at National-type primary schools also sit for Mandarin, Chinese or Tamil language; ▪ PMR: Similar to the UPSR, the PMR is an internal national qualification taken by Form 3 students at the end of lower secondary school. Subjects tested include Bahasa Malaysia, English language, Mathematics, Science, Geography, History, Living Skills, Islamic Education, and Moral Education. A number of optional subjects are also available for examination, such as Mandarin, Tamil, and Arabic. The PMR will be replaced with a school-based assessment system in 2014; and ▪ SPM: The SPM is the national examination taken by all Form 5 students at the end of secondary school. It is deliberately benchmarked and internationally recognised as equivalent to the O-Levels. The examination involves a combination of compulsory subjects: Bahasa Malaysia, English language, Islamic Education (for Muslim students), Moral Studies (for non-Muslim students), History, Mathematics, and Science. There is also a wide number of elective subjects across the fields of Arts and Health, Information and Communication Technology, Languages and Literature, Technical and Vocational, Science and Mathematics, Social Sciences and Religion. In addition to the examinations set by LP, the Malaysian Examinations Council or Majlis Peperiksaan Malaysia (MPM), also under the Ministry, administers the Malaysian Higher School Certificate or Sijil Tinggi Persekolahan Malaysia (STPM) and Malaysian Religious Higher Certificate or Sijil Tinggi Agama Malaysia (STAM) for post-secondary education. 3-6
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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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Page 44 and 45: E-23 What Impact Will This Transfor
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Page 51 and 52: CHAPTER 1 context and
Page 53 and 54: Background to the Blueprint In 1957
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Page 57 and 58: ▪ Fieldwork at both urban and rur
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Page 73 and 74: EXHIBIT 3-1 Profile of the Malaysia
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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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They will be provided with addition
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education can make a significant di
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launching an engagement toolkit for
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engaging the broader community Scho
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8-1 8. Delivering the roadmap The M
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8-3 Sequencing the tranSformation T
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8-5 EXHIBIT 8-3 the education trans
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8-7 ▪ Enhanced practicum in vocat
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8-9 Delivering Differently A well-c
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8-11 getting StarteD The first year
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G-1 1BestariNet A project to equip
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G-3 IPTS Institut Pengajian Tinggi
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G-5 National dialogue engagement an
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G-7 SK Sekolah Kebangsaan or Nation
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A-1 Appendix i: A Brief History of
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A-3 educatIon develoPment durIng th
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A-5 Appendix ii. Methodology The de
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A-7 analyses conducted By the Pmo T
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A-9 analyses conducted By PuBlIc un
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A-11 roundtable discussions These w
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A-13 Appendix iii: national dialogu
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A-15 Subtopic Example topic raised
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A-17 school quality Subtopic Exampl
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A-19 student learning Subtopic Exam
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A-21 Exhibit iV-1 the universal sca
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A-23 Exhibit V-2 PiSA PISA a A samp
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A-25 Exhibit V-4 PiSA PISA a sample
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A-31 Exhibit V-10 PiSA PISA a sampl
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A-33 Exhibit V-12 PiSA PISA a sampl
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A-35 the education transformation w
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A-37 Appendix Vii: GTp 2.0 educatio
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