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3-21 Indeed, it is likely that socio-economic factors, in terms of the composition of the student body, contribute to many of the other achievement gaps discussed previously—especially in terms of location and school type (but not gender). That being said, the impact of socio-economic status on student outcomes is less significant in Malaysia than in other systems around the world. For example, only 10% of the Malaysian variance between schools in the PISA 2009+ assessment can be explained by socio-economic factors, as compared to the OECD average of 55%, which indicates a far larger gap in most other countries. This is good news for Malaysia, as it shows that our education system is on its way to being truly equitable. Gap in student performance persists between private and public schools Private schools using the national curriculum present yet another gap in equity as they score about 6% higher than public schools at SPM. While some of this achievement gap may be due to a better learning environment, it is probable that much of it is due to the self-selecting nature of these schools, which skews them towards a student population that is more economically advantaged. Although enrolment in private schools using the national curriculum currently accounts for only 1% of total student numbers, enrolment is increasing as average household income levels rise. BUIlDING UNITy THROUGH EDUCATION Malaysia’s unique diversity—ethnic, religious, and cultural —has always been its greatest strength, and its greatest challenge. As Malaysia increasingly finds itself in a world where differences can divide, it has never been more important for Malaysians to forge a Malaysian identity and to embrace our diverse heritage. As a shared space for all Malaysians, schools have a unique potential to be a place to foster unity. The challenge is that to date, the system has struggled to measure unity in a systematic manner. The best available data suggests that student and teacher diversity in National schools has decreased, although there is still a fair degree of interactivity across ethnicities inside and outside the classroom. Unity, a vital component in Malaysia’s truly unique social context, is a key factor in realising a society of balanced and harmonious individuals as envisioned in the National Education Philosophy. To that end, the Ministry has taken a range of actions, from ensuring that all ethnicities are fairly represented in the teaching materials used in schools, to organising school-based programmes explicitly focused on building unity. The critical question, however, is how unity can be measured. This section considers several possible measures to paint a picture of where the system stands. Student enrolment in the overall public education system remains broadly reflective of national demographics. However, there are specific schooling options that have homogenous environments (Exhibit 3-28). For example, primary school students across all options are in highly homogeneous environments. The challenge is that these homogeneous environments make it less likely for students to receive exposure to students of different cultures and ethnic groups, and thus less likely to develop the respect for diversity critical for unity. However, there is some convergence in secondary school. Most students from the various primary schools enrol in a single secondary school format—the SMK. Nevertheless, some students still receive limited exposure to diversity—for example, a child who transfers from a SJK(C) to an independent Chinese school or that moves from an SK to a National religious secondary school or Sekolah Menengah Kebangsaan Agama (SMKA). In addition, there is a small but growing minority of students that leave the public education system and enrol in private schools, and therefore move beyond the Ministry’s sphere of influence. Range of schooling options creating ethnically homogeneous environments It is important that the nation’s diversity is reflected in our schools, so as to give Malaysian children the opportunity to live with and learn from fellow Malaysians of every ethnicity, religion, and culture. Accordingly, one data point considered as a gauge of unity at school level is enrolment trends in SKs, SJK(C)s, and SJK(T)s.
EXHIBIT 3-28 Enrolment rates in different school types As of 30 June 2011 PRIMARY SECONDARY 1 National Education System National [SK] National [SMK] (SMK) 74% National 2 Nat’l Type Chinese [SJK(C)] 21% SOURCE: Malaysia Education Statistics (2011) 88% Nat’l Type Tamil [SKJ(T)] 3% Govtaided religious [SABK] Govtaided religious [SABK] Special education 4% 3%
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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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Page 53 and 54: Background to the Blueprint In 1957
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Page 73 and 74: EXHIBIT 3-1 Profile of the Malaysia
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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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