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3-13 EXHIBIT 3-17 Selected profiles of High Performing Schools in Malaysia 66 schools were awarded HPS status in recognition of their excellence across all aspects of education SK Ulu Lubai, Sarawak SJK(C) Foon Yew (2), Johor SM Sultan Abdul Hamid, Kedah SMK Aminuddin Baki, WP Kuala Lumpur ▪ 100% pass rate in UPSR since 2006 ▪ First rural school in M’sia to achieve HPS status ▪ Consistently a top performer in UPSR ▪ Excellent track record in international academic competitions in Mathematics and Chinese ▪ Consistently achieved a 100% pass rate in SPM ▪ Outstanding performance in co-curricular activities such as orchestra and rugby. ▪ 100% pass rate in SPM for five consecutive years ▪ Excellent record in international sporting events, for example swimming High Performing Schools is an initiative under the NKRA aimed at elevating the quality of schools to world-class standards. Schools awarded HPS status are granted greater operational flexibility to innovate and continue raising the bar. These schools will also support raising standards across the entire system by coaching other schools to improve performance. SOURCE: Fully Residential and Excellent Schools Management Division SK Zainab (2), Kelantan ▪ Consistently a top performer in UPSR ▪ Outstanding performance in co-curricular activities such as taekwondo and public speaking.
Comparison of results between the TIMSS 2007 (Form 2) and PMR 2008 (Form 3) examinations for the same set of schools tested shows that there appears to be a mismatch between the two in terms of the definition of excellence. In consequence, in PMR 2008, 30% of students received an Excellent (A) grade in Mathematics, as compared to just 2% in TIMSS 2007 achieving Advanced levels (Exhibit 3-18). One possible reason for this misalignment of standards is that the national and international assessments have different testing foci. PISA, for example, focuses on questions that test for higherorder thinking skills such as application and reasoning. Malaysia’s national assessments, on the other hand, have a heavier slant towards questions that test for content knowledge. EXHIBIT 3-18 Comparison of TIMSS 2007 results with PMR 2008 Mathematics scores Percent of students 2 80 18 TIMSS 2007 30 58 12 PMR 2008 1 SOURCE: TIMSS 2007; Examination Syndicate Science scores Percent of students 77 TIMSS 2007 1 The distribution of grades illustrated is for schools that participated in TIMSS 2007 3 20 17 72 11 PMR 2008 1 Advanced / A Below Minimum / E Malaysia Education Blueprint 2013 - 2025 Chapter 3 Current Performance Comparison of Cambridge English standards with the SPM English language paper also shows differences in the setting of standards. The SPM English paper (which is not necessarily intended to test native speakers of English) is benchmarked externally to Cambridge’s 1119 paper for native speakers of English, allowing students to obtain a grade under both examination scales. LP and the Cambridge International Examinations set different cut-off grades for SPM English papers. This difference is most stark at the border between pass and fail. Under the Cambridge grading scale, 50% of Form 5 students failed to achieve minimum standards. Under the Malaysian grading scale, approximately 20% of students were deemed to have failed (Exhibit 3-19). EXHIBIT 3-19 Comparison of SPM 2011 English language grades with Cambridge English language grades Percentage of students obtaining each letter grade by international and national assessment scales Percent of students 60 40 20 0 A+ A A- SOURCE: Examination Syndicate B+ B A1 A2 B3 B4 C5 C6 D7 E8 G9 C+ C D E G SPM Cambridge Assessments SPM grade Cambridge grade NOTE: SPM English language assessments are assessed once, but receive two grades per paper based on national and international cut-off points respectively 3-14
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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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Page 36 and 37: E-15 Eleven shifts to transform the
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Page 44 and 45: E-23 What Impact Will This Transfor
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Page 53 and 54: Background to the Blueprint In 1957
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Page 57 and 58: ▪ Fieldwork at both urban and rur
Page 59: The Ministry acknowledges how impor
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Page 73 and 74: EXHIBIT 3-1 Profile of the Malaysia
Page 75 and 76: EXHIBIT 3-3 Educational attainment
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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
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Page 129 and 130: TEACHERS The Ministry will ensure t
Page 131 and 132: EXHIBIT 5-4 Breakdown of academic r
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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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