Chapter 1

EDU 405 DEVELOPMENT OF EDUCATION IN MALAYSIA: PHILISOPHY AND POLICY

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • INTRODUCTION – A Historical Review • • • • • • • • •

Pre-Independence : Education During the British Occupancy (1824-1957) Education during the Japanese Occupancy (1942-1954) Development of Education in Sabah and Sarawak Post Independence : education During Post-Independence(1957-1970) Educational Development During the Era of New Economic Policy (1971-1990) Educational Development During the Era of National Development Policy Educational Development During the Era of national Vision Policy (2001-2010) Educational Development Plan Educational Development Master Plan (EDMP) 2006-2010

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW •

Informal education in Malaysia began since the Malacca Sultanate.

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For decades, the education in Malaysia went through a series of transformation according to local needs.

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There was no significant change in the provision of education during the occupancy of Portuguese and Dutch.

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However, the arrival of the English in 1786 brought a new era in education for the Malays until it was disrupted by the invasion of the Japanese in 1941.

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After the fall of the Japanese in 1945, the English again played a significant role in the development of education until Malaya achieved its independence from the British on 31st august 1957.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • Since independence, education in Malaysia has undergone tremendous changes and development. • From a diverse and fragmented system of education based upon communal needs, it has evolved into an education system that strives to build a united and resilient in facing challenges and adversity.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • PRE-INDEPENDENCE : EDUCATION DURING THE BRITISH OCCUPANCY ( 1824-1957) •

Prior to attaining independence form the British in 1957, there was an absence of uniformity in the provision of education.

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Each ethnic group established its own school.

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Malay, English, Chinese and Tamil schools used their respective medium of instruction, curricula, books and teachers.

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Children of different ethnic background could only together in English schools.

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Teachers for the Chinese and Tamil schools were brought in form China and India respectively while local Malays were recruited to teach in Malay schools.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • At that time, education was focused on maintaining loyalty towards the country of origin. • As a result, segregation existed among the ethnic groups. • Pre-Independence: Education during British Occupancy (1824-1957) – – – – –

English Schools Malay Schools Religious Schools Chinese Schools Tamil Schools

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • English Schools • The establishment of English schools in Malaya was led by the British government, individuals and Christian missionaries. • The missionaries felt that it was an opportunity to spread Christianity among local. • The curriculum emphasized preparing students for the Cambridge Overseas School Certificate. • Students who obtained good results in the School Certificate examination were given the opportunity to further their education at the diploma level at Kings Edward Medical College VII in Singapore and degree level at University of England.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • Malay Schools • Initially, education among the Malays was informal and mainly focused on A-Quran and religious matter. • The British Government, on the other hand, set up Malay schools to teach Malay children to become better farmers than their parents. • The first Malay school was established in 1855 in Gelugur, Pulau Pinang.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • Religious Schools • Sekolah agama Madrasah or Islamic religious schools were pervasively established to compete with English and Malay schools by Islamic religious figures such as Sheikh Tahir Jalaluddin and Sayid Syeik ahmad Al-Hadi. • These schools had better infrastructure, and were more organized and systematic compared to sekolah pondok. • The establishment of these religious schools provided a sense of security among the Malays that the position of Islam was secured despite the influence of other religions and way of life brought by the English and vernacular schools.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • Religious Schools • However, the aim to build a modern, rationale and progressive Muslim society was not realized as the curriculum lacked emphasis on Mathematics, science and English Language, which were considered as essential subjects to promote mobility amongst a modern Muslim society

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • Chinese Schools • The Chinese was brought to Malaya from mainland China to work at the tin mines in urban manes. • Chinese schools were established and financed by this community until the 1920’s. • The curriculum, textbooks and teachers were brought in from China. • The first Chinese school was set up in Malacca in 1816 by a group of missionaries from London.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • Chinese Schools • The Chinese schools were very much influenced by the reformation movement in mainland China.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • Tamil Schools • The Indians were brought into Malaya to work in estates and plantations.

• The development and growth of Tamil schools was thus closely linked to the opening of rubber estates in Penang, Malacca and Johore. • The textbooks and teachers were brought in from India while the curriculum was adapted from the Indian curriculum.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DURING THE JAPANESE OCCUPANCY (1942-1945) • Malaya was occupied by the Japanese from 1941-1945. • The Japanese army continued the vernacular schools but added the Japanese language into the curriculum. • The Japanese establish the Nippon-Go school which emphasized on the culture and values of the Japanese. • There were no clear educational objectives during the occupation, merely as a tool to assist the Japanese administer the country.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • DEVELOPMENT OF EDUCATION IN SABAH AND SARAWAK • The British government did not give due emphasis on the development or vernacular schools for the native of Sabah and Sarawak. • Efforts to build schools in remote areas were initiated by the Christian missionaries. • Before 20th century, schools that taught the Quran was established by Muslims from Bajau, Sulu, Illanum and various etchnics.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • DEVELOPMENT OF EDUCATION IN SABAH AND SARAWAK • The Wood Head Report (1955) recommended that emphasis be made on the: • importance of primary education • need to improve primary and secondary education • provision for primary and secondary education • need to establish a teaching service in North Borneo

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • POST INDEPENDENCE : EDUCATION DURING POST-INDEPENCE ( 1957-1970) •

Prior to independence, there was awareness amongst the leaders and the locals need to replace the education system for all.

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This awareness resulted in the Razak Report 1956.

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The Education Committee Report 1956 establish an education system that incorporated national characteristics and guaranteed a place in schools for all children regardless of their ethnic or religion.

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The education policies as outlined in the Razak Report were the foundation in the formulation of a national education system that placed high emphasis on national unity.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • POST INDEPENDENCE : EDUCATION DURING POST-INDEPENCE ( 1957-1970) •

In 1960, a Review Committee looked into the implementation of recommendations made by the Razak Report.

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The findings of this committee, known as the Rahman Talib report, confirmed the educational policy in the Razak report and its general acceptance by the public.

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The recommendations of these two reports became the integral components of the Education Act 1961.

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In January 1976, the Act was extended to Sabah and sarawak, which had been incorporated into the formation of Malaysia in 1963.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • POST INDEPENDENCE : EDUCATION DURING POST-INDEPENCE ( 1957-1970) •

The most important challenges facing the new nation after independence were unity and democratization of education.

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The process of consolidating the diverse school systems into a cohesive national education system, with the national language as the main medium of instruction, was initiated.

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In 1957, all existing primary schools were converted to national and nationaltype schools.

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Malay medium primary schools were renamed national schools.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • POST INDEPENDENCE : EDUCATION DURING POST-INDEPENCE ( 1957-1970) • English, Chinese and Tamil schools became national-type primary schools. • Whilst Malay was the medium of instruction in national schools. • English and the vernacular languages were the medium of instruction in nation-type schools. • The national language was made a compulsory subject in there nationaltype schools.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • POST INDEPENDENCE : EDUCATION DURING POST-INDEPENCE ( 1957-1970) •

The English national-type schools were converted into national schools in stages beginning 1968, with the implementation of five subject taught in the Malay language for Year One to Year Three pupils.

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English and Chinese secondary schools were converted to national-type secondary schools.

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These schools became fully or partially assisted schools.

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Private Chinese Schools that opted to become government-aided schools were termed as Conforming schools.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • POST INDEPENDENCE : EDUCATION DURING POST-INDEPENCE ( 1957-1970) •

In 1958, Malay medium secondary education classes started as an annex in English secondary schools.

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In 1962, school fees were abolished in all fully assisted primary schools.

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Free primary education was made available to all children regardless of their ethnic or religion.

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The entrance examination into the secondary school, the Malaysia Secondary School examination was abolished in 1964 and the universal education was extended from six to nine years in Peninsular Malaysia

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • POST INDEPENDENCE : EDUCATION DURING POST-INDEPENCE ( 1957-1970) • This examination was abolished in Sarawak in 1974 and in Sabah in 1977.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • POST INDEPENDENCE : EDUCATION DURING POST-INDEPENCE ( 1957-1970) • List of Important Education Committee Reports – – – – – – – –

Barnes Report 1950 Fenn-Wu report 1950 Razak Report 1951 Rahman Talib Report 1960 Higher Education Committee Report 1967 Dropout Report 1973 Cabinet Committee Report 1979 Cabinet Committee report on Training 1991

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATIONAL DEVELPOMENT DURING THE ERA OF NEW ECONOMIC POLICY (1971-1990) •

Social and economic issues shaped the development of education from 1971 to 1990.

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This was the period of New Economic policy (NEP) that is a socio-economic policy to achieve national unity and development.

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The NEP brought about significant changes in the national education system.

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All pupils follow the same curriculum and sit for same examinations.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATIONAL DEVELPOMENT DURING THE ERA OF NEW ECONOMIC POLICY (1971-1990) •

Science and technical subjects were offered at the secondary level to produce skilled workforce in the areas of science and technology.

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The provision of education, which was more focused in urban centers, was extended to rural areas.

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More schools were built in the rural areas hence providing greater access for rural children, especially the economically disadvantaged.

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In 1974, a Cabinet Committee was formed to study the implementation of the national education system.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATIONAL DEVELPOMENT DURING THE ERA OF NEW ECONOMIC POLICY (1971-1990) • The focus of this committee was to ensure that the education system was able to produce citizens who are united, progressive, disciplined and talented in diverse fields as required to achieve the national mission. • As a result the New Integrated Primary School Curriculum (KBSR) was formulated in 1983 and the New Integrated Secondary School Curriculum (KBSM) in 1989.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATIONAL DEVELOPMENT DURING THE ERA NATIONAL DEVELOPMENT POLICY (1991-2000) •

Drastic changes in education took place with the vast development of ICT hasten the globalization era.

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In concurrence with the demands of globalization and the information and technology era, Vision 2020 was launched by Tun Dr Mahathir Mohamad in 1991 to aspire Malaysians towards achieving the status of a developed nation by the year 2020.

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The 1961 Education Act was replaced with the 1996 Education Act, which one of the major amendments made was to include preschool into National Education System.

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The enactment of the 1996 Private Higher Education act was also amended to allow the establishments of more private higher education.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATIONAL DEVELOPMENT DURING THE ERA NATIONAL DEVELOPMENT POLICY (19912000) • The acts are – –

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1996 National Higher Education Council Act – to allow the establishment of a council that will determine the policy and manage development of higher education. 1996 National Accreditation Board Act – quality assurance, especially for the private higher education programmes. 1996 University and College University Act (Amendment)– grants more financial and management autonomy to public universities. 1996 National Higher Education Fund Cooperation Act – provides student loans and funds in order to increase access to the higher education.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATIONAL DEVELOPMENT DURING THE ERA NATIONAL DEVELOPMENT POLICY (19912000) • Measures were also taken to improve leadership qualities amongst school heads and administrators which Institut Aminuddin Baki (IAB) was entrusted with the task to provide leadership and management training .

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CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DEVELOPMENT DURING THE ERA OF NATIONAL VISION POLICY (2001-2010) •

Globalization, liberalization and the vast development of ICT has influenced the development of the national education system.

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The challenge for the nation is to produce human capitals that are knowledgeable, competent and globally competitive .

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The National Education policy was formulated based on the education Ordinance of 1957 which was later amended through the Razak Report (1956), the Rahman Talib Report (1960) and the Cabinet Committee Report (1979).

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To promote unity amongst the Malaysians, the education system was extended to 11 years of schooling with Malay language as the medium instruction, a uniformed national curriculum and a standardized national assessment.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DEVELOPMENT DURING THE ERA OF NATIONAL VISION POLICY (2001-2010) • Developing competency and efficiency amongst leaders, teachers and education officers was also an important agenda during the period of time. • Empowerment and learning organization concept were widely instilled and encouraged. • Allocations were made to promote continuous human resource development.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DEVELOPMENT DURING THE ERA OF NATIONAL VISION POLICY (2001-2010) •

Education Legislation Education Ordinance, 1952 Education Ordinance, 1957 Education Art, 1961 National Language Act 1963/67 Universities and Colleges Act 1971 Ungku Omar Polytechnic Act 1974 Malaysia’s examination Council Act Education act, 1996 Private Higher Education Institution Act Universities and Colleges Act(Amendment) 1996 National Acreditation Board Act 1996 National Higher Education Fund Board National Council on Higher Education MARA Institution of Technology Act(Amendment) 2000 National Higher Education Finance Board (Amendment) 2000 Educational Act (Amendment) 2002-Section 29A Education Regulations(Compulsory Education) 2002

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DEVELOPMENT PLAN 2001-2010 •

The Education Blueprint.

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The Education Development Plan for Malaysia (2001-2010) also referred to as the Blueprint takes into account the goals and the aspirations of the National Vision Policy to build a resilient nation, encourage the creation of a just society, maintain sustainable economic growth, develop global competitiveness, build a knowledge-based economy (K-economy), strengthen human resource development and maintain sustainable environmental development.

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The Blueprint aims to ensure that all citizens have the opportunity to twelve years of education in terms of access, equity and quality.

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The Blueprint focuses on the development of pre-school, primary, secondary and tertiary education which will be strengthened through the development of support programmes, funding, management and integration of information and communication technology(ICT).

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DEVELOPMENT PLAN 2001-2010 •

The Education Blueprint.

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The Education Development Plan for Malaysia (2001-2010) also referred to as the Blueprint takes into account the goals and the aspirations of the National Vision Policy to build a resilient nation, encourage the creation of a just society, maintain sustainable economic growth, develop global competitiveness, build a knowledge-based economy (K-economy), strengthen human resource development and maintain sustainable environmental development.

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The Blueprint aims to ensure that all citizens have the opportunity to twelve years of education in terms of access, equity and quality.

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The Blueprint focuses on the development of pre-school, primary, secondary and tertiary education which will be strengthened through the development of support programmes, funding, management and integration of information and communication technology(ICT).

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DEVELOPMENT MASTER PLAN (EDMP) 2006-2010 • The Education Development Master Plan (EDMP) was launched on 16 January 2007 to promote the education agenda under the 9th Malaysian Plan (9MP).

• The EDMP outline six thrusts that mirror the objectives of the National Mission. • The aim of the EDMP is to provide quality education for all.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DEVELOPMENT MASTER PLAN (EDMP) 2006-2010 • To ensure this goal is achieved, two main approaches have been identified under the Ninth Malaysia Plan –

Complete tasks specified under the previous five –year plan, ensure access to education for all and to provide equal opportunities for all students.

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Further develop the potential of schools in their respective clusters of educational institutions, enabling teachers and students to promote the schools and the national education system at the international level

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DEVELOPMENT MASTER PLAN (EDMP) 2006-2010 • The EDMPD strategic thrusts Six strategic thrusts have been identified to strengthen education system – – – – – –

First Thrust : Nation Building Second Thrust : Developing Human Capital Third Thrust : Strengthening the National School Fourth Thrust : Bridging the education Gap Fifth Thrust : Elevating the Teaching Profession Six Thrust : Accelerating Excellence of Educational Institutions

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DEVELOPMENT MASTER PLAN (EDMP) 2006-2010 • First thrust : Nation Building •

The MOE aspires to produce citizens who passes local, global and patriotic, who value and treasure the cultural heritage and arts from the formative school years.

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The desire to build a nation can be achieved by strengthening the Malay language, improving students’ discipline, fully implementing the Student Integration Plan for Unity (RIMUP) including co-curricular and sport activities to develop the identity and by cultivating positive tarits and courtesy among students.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DEVELOPMENT MASTER PLAN (EDMP) 2006-2010 • First thrust : Nation Building • Focus and implementation strategies – – – –

Strengthening the national language as the basis for unity and knowledge Strengthening unity and national integration Cultivating love for arts, heritage and national culture Promoting a clear understanding of Islam Hadhari

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DEVELOPMENT MASTER PLAN (EDMP) 2006-2010 • Second thrust : Developing Human Capital • The MOE focuses on the development of positive value systems, discipline and character building • •

This thrust aspires to produce students competent in science and technology, innovative, creative and marketable. The MOE will provide a holistic assessment and evaluation system, mould students’ discipline and emphasis on cleanliness, health and safety.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DEVELOPMENT MASTER PLAN (EDMP) 2006-2010 • Second thrust : Developing Human Capital • Focus and implementation strategies – – – – – – – – –

Providing more education choices for parents and students Enhancing capacity and mastery of knowledge Developing skills and students’ personality Strengthening evaluation and assessment system to become more holistic Enhancing co-curriculum and sports programmes Strengthening students’ discipline Enhancing disciplinary complaint system service Strengthening curriculum Enhancing MOE’s smart partnership with various agencies

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DEVELOPMENT MASTER PLAN (EDMP) 2006-2010 • Third thrust : Strengthening the National School • The MOE aims to strengthen the national schools (primary and secondary) as the “school of choice’ •

In this regard, national school will be equipped with sufficient and quality education facilities including clean water, electricity supply and ICT infrastructure.

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These schools will have sufficient trained teachers according to options as well as adequate numbers of supporting staff.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DEVELOPMENT MASTER PLAN (EDMP) 2006-2010 • Third thrust : Strengthening the National School • Focus and implementation strategies – – – – – – –

Strengthening the leadership of the principal/head and quality of teachers Reinforcing the school culture Reinforcing the developing curriculum Reinforcing co-curriculum and sport system Improving the support system Improving academic performance of the National Schools Improving the infrastructure and performance of National Schools

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DEVELOPMENT MASTER PLAN (EDMP) 2006-2010 • Fourth thrust : Bridging the education Gap • The MOE aims to bridge the education gap in terms of the provision of physical and non-physical amenities, students’ achievements and drop-out rate. •

Hence, the MOE will continue to develop infrastructure and educational facilities especially in the rural areas of Sabah and Sarawak.

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These schools will provided with the required infrastructure under the Ninth Malaysia Plan .

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DEVELOPMENT MASTER PLAN (EDMP) 2006-2010 • Fourth thrust : Bridging the education Gap • The MOE will also increase aid for poor students with special needs and minority group, bridge the digital gap and emplace trained teachers according to subject specializations in rural and remote areas.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DEVELOPMENT MASTER PLAN (EDMP) 2006-2010 • Fourth thrust : Bridging the education Gap • Focus and implementation strategies – – – –

Developing infrastructure and educational facilities in rural and remote areas Increasing the participation rate and reducing the risks of drop-out Increasing the number of trained teachers according to options in remote areas Improving the distribution systems of the support programme for poor students, students with special needs and students from minority groups.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DEVELOPMENT MASTER PLAN (EDMP) 2006-2010 • Fifth thrust : Elevating the Teaching Profession •

Efforts to elevate the teaching profession are aimed at making it a respected profession in line with the responsibility of moulding future generations.

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The MOE has upgraded teacher training colleges to teacher education institutes to raise the qualification of teachers to degree level.

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The MOE will also improve the systems for teacher selection, services, placements and welfare.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DEVELOPMENT MASTER PLAN (EDMP) 2006-2010 • Fifth thrust : Elevating the Teaching Profession • Focus and implementation strategies – – – – –

Implementing a stringent selection system for teacher candidates Strengthening teacher training Strengthening the teacher career Improving the working environment and wellbeing of teachers Strengthening human resource planning and management

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DEVELOPMENT MASTER PLAN (EDMP) 2006-2010 • Sixth thrust : Accelerating Excellence of education Institutions •

The efforts to accelerate excellence in educational institutions is planned through the establishment of cluster schools based on their niche in academic, cocurricular and sport activities.

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Selected schools in these cluster will be benchmarked and showcased at the international level in line with efforts to develop a quality and worl-class education system.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • EDUCATION DEVELOPMENT MASTER PLAN (EDMP) 2006-2010 • Sixth thrust : Accelerating Excellence of education Institutions • Focus and implementation strategies – – – – – – –

Ensuring strong and effective leadership Selecting capable and highly skilled teachers and trainers Allowing greater autonomy to schools Creating a system of accountability Setting standards and benchmarks that are exemplary for developing and develop countries Strengthening Malaysia as a hub for educational excellence Initiating changes and innovations

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • MALAYSIA EDUCATION BLUEPRINT 2013-2025 •

The National Education Blueprint was launched with comprehensive review by Ministry of Education in October 2011.

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This decision was made in the context of rising international education standards, the Government’s aspiration of better preparing Malaysia’s children for the needs of 21st century, and increases public and parental expectations of education policy.

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Selected schools in these cluster will be benchmarked and showcased at the international level in line with efforts to develop a quality and world-class education system.

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This preliminary education Blueprint is the result of extensive research and public engagement carried out by the Ministry of Education.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • MALAYSIA EDUCATION BLUEPRINT 2013-2025 •

The Blueprint was developed with three objectives –

Understanding the current performance and challenges of the Malaysian education system, with focus on improving, access to education, raising standards (quality), closing achievement gaps (equality), promoting unity amongst students and maximizing system efficiency.

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Establishing a clear vision and aspirations for individual students and the education system as a whole over the next 13 years.

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Outlining a comprehensive transformation programme for the system, including key changes to the Ministry which will allow to meet new demands and rising expectations and to ignite and support overall civil service transformation.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • MALAYSIA EDUCATION BLUEPRINT 2013-2025 •

Eleven Shifts to Transform the System are – – – – – – – – – – –

Provide equal access to quality education of an international standard Ensure every child is proficient in Bahasa Malaysia and English Language Develop value-driven Malaysian Transform Teaching into the profession choice Ensure high-performing school leaders in every school Empower JPNs, PPDs and Schools to compromise solutions based on need Leverage ICT to scale up quality learning across Malaysia Transformation Ministry delivery capabilities and capacity Partner with parents, community and private sector at scale Maximize students outcomes for every ringgit Increase transparency for direct public accountability

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • MALAYSIA EDUCATION BLUEPRINT 2013-2025 

Provide equal access to quality education of an international standard      

Benchmark the learning of language, Mathematics and Science to international standards. Launch new secondary (KSSM) and revised Primary Curriculum(KSSR) in 2007. Revamp examination and assessment to increase focus on testing higher-order thinking skills by 2016. Raise quality of preschools and push to 100% enrolment by 2020. Move from 6-11 years of compulsory schooling, starting at age 6+, supported by retention initiatives and job-ready vocational training. Increase investment in physical and teaching resources for students with special needs.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • MALAYSIA EDUCATION BLUEPRINT 2013-2025 

Ensure every child is proficient in Bahasa Malaysia and English Language 

Introduce a common Bahasa Malaysia curriculum at the primary level, with earlier intensive remedial support for students that struggle to allow for removal of peralihan class.

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Expand the LINUS programme to include English language literacy.

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Upskill English language teachers and expand opportunities to greater exposure to English language.

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Encourage every child to learn an additional language by 2005

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • MALAYSIA EDUCATION BLUEPRINT 2013-2025 

Develop value-driven Malaysian 

Strengthen civics elements by making community service a pre-requisite to graduation by 2017.

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Enhance Islamic and Moral education with greater focus on core values and underlying philosophies of major religions by 2017.

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Develop students holistically by reinforcing requirement to participate in 1 sport, 1 Club and 1 uniformed Body.

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Enhance and expand RIMUP from 2016 to facilitate interaction across school types, ethnicities and socio-economic groups.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • MALAYSIA EDUCATION BLUEPRINT 2013-2025 

Transform Teaching into the profession of choice      

Raise entry bar for teachers from 2013 to be amongst top 30% of graduate. Upgrade the quality and personalization of CPD from 2013 with greater emphasis on school-based training. Focus teachers on their core function of teaching from 2013 by reducing administration burdens. Implement competency and performance based career progression by 2016. Enhance pathways for teachers into leadership, master teaching and subject specialist roles by 2016. Peer-led culture of excellence and certification process by 2025.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • MALAYSIA EDUCATION BLUEPRINT 2013-2025 

Ensure high-performing school leaders in every school 

Competency-based selection criteria and enhanced succession planning processes for principals from 2013.

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New principal Career Package rolled-out in waves from 2013, with greater support, greater operational flexibility for school improvement, curriculum and co-curricular planning and sharper accountability for improving student outcomes

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • MALAYSIA EDUCATION BLUEPRINT 2013-2025 

Empower JPNs, PPDs and Schools to compromise solutions based on need 

Accelerate school improvement through systematic, district-led programmes in all states by 2014.

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Allow greater school-based management and autonomy, including greater operational flexibility over budget allocation and curriculum implementation, starting with the best performing and most improved schools.

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Ensure 100% of schools meet basic infrastructure requirements by 2015, starting with Sabah and Sarawak .

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • MALAYSIA EDUCATION BLUEPRINT 2013-2025 

Leverage ICT to scale up quality learning across Malaysia 

Provide internet access and virtual learning environment via 1BestariNet for all 10,000 schools by 2013.

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Augment online best practice content starting with a video library of best teachers delivering lessons in critical subjects in 2013.

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Maximize use of ICT for distance and self-paced learning to expand capacity and allow for more customized learning.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • MALAYSIA EDUCATION BLUEPRINT 2013-2025 

Transformation Ministry delivery capabilities and capacity 

Empower JPNs and PPDs through greater decision making power over budget and personnel while also holding the accauntable for common KPIs from 2013.

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Deploy almost 2,500 more personnel from Head Office and JPNs to PPDs to better support schools by 2014.

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Strengthen leadership capabilities in pivotal 150-200 leadership roles from 2013.

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Strengthen key central functions and rationalize structure of Ministry from 2016.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • MALAYSIA EDUCATION BLUEPRINT 2013-2025 

Partner with parents, community and private sector at scale 

Equip every parents to support their child’s learning via a parent engagement toolkit and online access to their child’s in-school progress (SAPS system).

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Invite every PIBG/PTA to provide input on contextualization of curriculum and teacher quality from 2016.

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Expand Trust school model to 500 schools by 2025 by including alumni groups and NGOs as potential sponsors.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • MALAYSIA EDUCATION BLUEPRINT 2013-2025 

Maximize student outcomes for every ringgit 

Link every programme to clear student outcomes and annually rationalize programmes that have low impact: align to government’s overall shift towards outcome-based budgeting.

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Capture efficiency opportunities, with funding reallocated to the most critical areas such as teacher training and up skilling.

CHAPTER 1: EDUCATION IN MALAYSIA: A HISTORICAL REVIEW • MALAYSIA EDUCATION BLUEPRINT 2013-2025 

Increase transparency for direct public accountability 

Publish an annual public report on progress against Blueprint targets and initiatives, starting for the year 2013.

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Conduct comprehensive stock takes in 2015, 2020 and 2025 to ensure. Blueprint remains relevant by incorporating stakeholder feedback and accounting for an ever evolving external environment.