Preliminary-Blueprint-Eng

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3-27 Higher spending has translated to better student outcomes in terms of access, but not necessarily in terms of quality In order to determine how to best utilise the Ministry’s resources, it is important to examine the return on investment (ROI) in the current education system, particularly in relation to other countries. As a developing country, Malaysia has invested significant resources into building additional infrastructure, particularly in rural areas and the interior of Sabah and Sarawak, and increasing the size of the teaching force to enable the expansion of access to education. This spending has successfully translated to almost universal access to primary education, and significant improvement in access to secondary education. However, there remain large areas for improvement in moving forward, particularly with regard to quality. Higher levels of spending are not necessarily correlated with better outcomes (Exhibit 3-16). The United States of America, for example, spends more than USD10,000 per student, but EXHIBIT 3-35 Correlation between wealth and student performance on PISA 2009+ Average result against GDP for participant countries PISA 2009+ PISA reading 2009+ Average score 550 525 500 475 450 425 400 Indonesia 0 5 Thailand 10 Australia New Zealand Belgium Iceland Netherlands Poland Estonia France Germany US Norway Ireland Hungary Taiwan UK Sweden Portugal Slovenia Italy Denmark Switzerland Slovak Republic Greece Austria Luxembourg Turkey Israel Spain Czech Republic Chile Countries in this region perform worse than expected, given GDP Mexico Malaysia 1 1 GDP per capita PPP-adjusted (2005 constant prices) based on 2010 data SOURCE: PISA 2009+; Global Insight 15 20 25 Korea performs almost two bands lower than a system like Shanghai which only spends between USD4,000-5,000 per student. Malaysia’s performance lags behind other countries making similar or lower levels of expenditure. Education systems that are making lower investments per pupil, such as those of Thailand and Chile, are nonetheless achieving student outcomes that are either comparable to or better than Malaysia’s. This suggests that while a certain threshold of spending is required, it is more important that money is put towards the right factors in order to ensure success. Additionally, given the country’s wealth, Malaysia’s performance is lower than expected. International evidence indicates that there is a strong positive correlation between a country’s GDP per capita and PISA scores (Exhibit 3-35). However, Malaysia appears to be underperforming when compared against other countries with a similar GDP per capita. 30 Finland Japan Canada Countries in this region perform better than expected, given GDP Hong Kong Singapore 35 40 45 50 85 GDP per capita Equivalent Thousands USD converted using PPPs
As illustrated in this chapter, Malaysia has performed well on access with nearuniversal enrolment at the primary level and relatively high levels of participation at the secondary level. On quality, there appears to be a mismatch between results of national examinations and international assessments which could be due to differences in standards, or in a misalignment in what assessments test for—content knowledge versus the ability to apply that knowledge. In terms of educational equity, socio-economic status is still the most significant driver of variance in student outcomes, despite the government’s concerted investment in financial support for students from low-income families. The best available data on unity suggests that student and teacher diversity in SKs is decreasing, although the level of interaction across ethnicities remains robust. Finally, high Malaysia Education <strong>Blueprint</strong> 2013 - 2025 Chapter 3 Current Performance levels of spending have not yielded as much impact as desired, which calls for a renewed commitment to ensuring that the nation’s funds are efficiently used. Looking ahead, it is important to understand what drives these outcomes so that the Malaysian education system can scale up its successes, and reduce, if not eliminate, its areas of shortfall. Over the course of the development of the <strong>Blueprint</strong>, it is clear that the National Education Philosophy and many of the system’s existing policies remain as relevant today as when they were first designed. The challenge has been in the implementation of these policies. Accordingly, the next four chapters delve deeper into the more important factors that drive or inhibit student learning and, most importantly, develop solutions to address these concerns. 3-28
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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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E-21 shift 9: partner with parents,
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E-23 What Impact Will This Transfor
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E-25 EXHIBIT 9 the education transf
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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
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Page 66 and 67: 2-5 EXHIBIT 2-2 Time spent by stude
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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
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Page 81 and 82: EXHIBIT 3-12 Comparison of Malaysia
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Page 85 and 86: Comparison of results between the T
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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: Which countries Spend the most on e
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:
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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: Malaysia Education Blueprint 2013 -
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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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