Preliminary-Blueprint-Eng

administration of students’ welfare, curricular and co-curricular
activities, teaching and learning, and student outcomes. For the last
dimension, the schools consider both academic and non-academic
outcomes including co-curricular participation and the attitudes,
behaviours, and moral values demonstrated by students at school. This
dimension is graded on a 15 point scale, with 15 being the best rating
possible. Overall, the results of this self-assessment are fairly positive:
76% of primary schools rated themselves at 10 points or higher on this
dimension, as compared to 44% at the secondary level. Only 1% of
primary and secondary schools reported a rating of less than 5 points.
Targeted school inspections found that discipline is not
a major issue
JNJK conducts targeted inspections each year on specific issues that
are of concern to the Minister of Education. In 2011, one of these
targeted inspections looked at the issue of student discipline in 51
schools nationwide (75% of which were primary schools).
Two elements were examined: student discipline during lessons
(for example, the degree to which students followed their teacher’s
instructions) and their behaviour outside of the classroom. On a scale
of 1 to 6, with 1 being Very Weak, and 6 being Excellent, the JNJK
inspectors rated overall student discipline at level 4, otherwise known
as having “potential to improve.” There were no discernible differences
across urban and rural primary schools. However, urban secondary
schools were found to have more issues regarding discipline, and
were, on average, rated at level 3 (Satisfactory) as compared to rural
secondary schools which were rated at level 4. Specifically, students
at urban secondary schools were found to be less likely to take care of
school property, to have lower self-confidence, to be less likely to assist
their peers, or to act in a polite and respectful manner.
Percentage of students involved in disciplinary cases is
generally low
Currently, every school is required to report the number of students
involved in disciplinary cases each year. These cases range from minor
issues like tardiness, to serious ones such as criminal activity. Based on
this data, only a very small percentage of students, 2%, posed discipline
problems for their schools.
Combined, these three data points suggest that schools are providing
for the holistic development of students at a level that is, at least,
satisfactory. As with all things, however, there is always room for
improvement. Accordingly, the JNJK inspectors pointed to the need
for schools to balance the students’ academic and non-academic
experiences. The recommendation was for schools to closely monitor
students’ holistic development and provide students with the
appropriate support as required (for example, counselling services and
a sufficiently broad range of co-curricular activities to address different
student interests).
feedback from the national Dialogue
Malaysia Education Blueprint 2013 - 2025
Chapter 3 Current Performance
Image by y Azmil77, Flickr CC 2.0
During the National Dialogue, the Ministry consulted with almost
12,000 members of the general public in addition to specific
stakeholder groups. Malaysians from all walks of life highlighted
the importance of raising the quality of the education system.
Three critical factors were identified by participants (listed in
order of frequency of citation):
▪ Teacher quality: Teachers, parents, and students alike
spoke extensively on the need to enhance the quality
of teachers. Specific aspects touched upon included
administrative burden, training, performance management,
and remuneration;
▪ School quality: Specific aspects highlighted for improvement
include providing a better learning environment in terms of
infrastructure but also student discipline. Participants also
suggested enablers to achieve those improvements (e.g.,
renewed performance management, greater school-based
management; and
▪ Student learning: Participants expressed a desire for a more
relevant curriculum and better language proficiency and
communication abilities for students.
More details on points raised during the National Dialogue can
be found in Appendix III.
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