Malaysia
Malaysia
Education
ForAll
All
Education For
End Decade
Review
Report
End
Decade
Review
2000-2015
Report 2000-2015
FOREWARD
PREFACE
ii
MESSAGE
iii
ACKNOWLEDGEMENT
iv
CONTENTS
LIST OF FIGURES
vii
LIST OF TABLES
ix
ACRONYMS
EXECUTIVE SUMMARY
xiii
1 Introduction
1.1
Development Context
1.2
The National Education System
1.3
1.4
1.5
11
2 Tracking Progress
13
2.1
14
2.1.1
Analysis of the Goal
20
26
2.1.3
Conclusions and Way Forward
26
2.2
28
2.2.1
Analysis of the Goal
32
37
2.2.3
Conclusions and Way Forward
38
2.3
39
GOAL 3: Learning and Life Skills for Young People and Adults
2.3.1
Analysis of the Goal
43
47
47
2.4
GOAL 4: Adult Literacy
48
2.4.1
Analysis of the Goal
52
54
2.4.3
Conclusions and Way Forward
55
2.5
GOAL 5: Gender Equality
56
2.5.1
Analysis of the Goal
58
61
2.5.3
Conclusions and Way Forward
62
2.6
63
2.6.1
Analysis of the Goal
67
72
2.6.3
Conclusions and way forward
73
75
3.1
Assessment of EFA Strategies
76
3.2
77
3.3
78
79
4.1
4.2
80
Developments
80
4.3
81
85
5.1
86
5.2
86
References
89
Editorial 93
vi
LIST OF FIGURES
Figure 1.1
Figure 2.1
20
Figure 2.4
Figure 2.5
2010-2013
Figure 2.6
Figure 2.7
Figure 2.8
Figure 2.9
21
22
22
23
24
24
25
25
Figure 2.12
Figure 2.13
Figure 2.14
Figure 2.15
Figure 2.16
32
33
33
34
35
36
36
vii
Figure 2.17
Figure 2.19
Figure 2.20
Figure 2.21
Figure 2.22
National Literacy Rate
Figure 2.23
Figure 2.24
Figure 2.26
Figure 2.27
Figure 2.28
Figure 2.29
Figure 2.30
46
52
54
58
59
59
60
61
61
67
68
69
Figure 2.35
viii
46
45
44
Classes, 2001-2013
Figure 2.31
37
69
70
72
LIST OF TABLES
Table 1.1
Table 2.1
4
71
Selected Initiatives
83
ix
ACRONYMS
AEP
AKEPT
ASD
ASEAN
BKT
CCC
CPD
CRC
DoS
Department of Statistics
DVM
ECC
ECCE
EPU
ETP
GER
GIR
GNP
GoM
Government of Malaysia
GPI
HKL
HLI
HOTS
HPS
IAB
I-KEUNITA
I-KIT
IKM
ILKA
ILKS
INFRA
IPG
JAIN
JAKOA
JKMM
JNJK
JPN
JPNIN
JTM
Department of Manpower
JVEP
KAP
Orang Asli and Penan Curriculum (Kurikulum untuk Orang Asli dan Penan)
KBSR
KEDAP
KEDAP by MoE
KEMAS
KKTM
KSSR
KTW1M
KV
Vocational College
KWAPM
LAMP
LCE
LEADS
LFS
LINUS
MARA
MID
MoD
Ministry of Defence
MoE
Ministry of Education
MoH
Ministry of Health
MoHE
MoHR
MoRRD
MoW
Ministry of Works
MoWFCD
MoYS
MP
Malaysia Plan
MPPVK
NEM
NGO
Non-Governmental Organisation
NKEA
NKRA
NPCS
NPE
NPW
NVP
OECD
OKU
OPP
xi
PADU
PCR
PDK
PEMANDU
PERMATA
PGDE
PI1M
PIBG
PISA
PLF
PMR
PPD
PPP
PT3
PTR
PTV
QIS
SBJK
SBT
SDH
School in Hospital
SEIP
SEN
SES
SIP
SISC+
SKPM
SME
SPM
TFM
TIMSS
UPSI
UPSR
xii
Executive Summary
Executive Summary
Malaysia has made great progress in education on many fronts including increased access to preschool education and secondary education, as well as expanded opportunities to pursue postsecondary and tertiary education. Measures taken to address inequities in the system, including
special programmes for the indigenous population, support programmes for poor students, and
the focus on narrowing the gap between rural and urban populations by upgrading and expanding
educational facilities and deployment of more qualified teachers, have produced tangible results.
However, the performance on national exams with significant variations across states as well as
within states suggests that there are still some issues related to equal access to quality education.
Other education sector challenges that Malaysia has been facing and still has to tackle include:
First, is the difficult task of reaching the remaining few percentages of children who, for different
reasons, never enrol or drop out before completing basic education. Further analysis will be needed
to identify who these children are, whether they are poor, immigrants, or belonging to the indigenous
population.
Second, is the establishment of procedures for early detection of children with special educational
needs and the provision of early intervention to ensure that these children will have the same
opportunity to succeed as other children.
Third, and perhaps the most difficult task is to address emerging challenges to improve the quality
of education beyond 2015. Although the complexity of the concept of quality education cannot by
any means be captured by a single measure, based on the unfavourable outcomes on international
achievement tests such as TIMSS and PISA, there is a need for the Malaysian education system
to realign its curriculum with its assessment system in order to ensure effective implementation and
assessment of Higher Order Thinking Skills (HOTS).
Fourth, the centralised education system in Malaysia and the high administrative cost takes up a
large part of the operational budget. The higher expenditure has expanded access to education in
the country resulting in a marked increase in student enrolment in primary education. However, the
quality of education, as reflected in the PISA scores does not compare well with other countries in
the ASEAN region. Since the government of Malaysias (GoM) spending on education is already
large with a significant 22 percent of the total federal budget and 4 percent of GDP, indicating a
strong commitment to education, it does not leave much leeway to further increase in the education
budget.
Fifth, the provision of equitable access to quality education is still a concern since the achievement
gaps between rural and urban areas, and socio economic backgrounds have not been eliminated.
The same applies to gender, where equity in terms of parity in primary education has been reached,
xiv
but girls are now performing better than boys when it comes to performance on test scores, and
transition to secondary, post-secondary and tertiary education. In addition, the tendency for boys to
drop out is higher than girls.
In response to these challenges the GoM has initiated a number of new and innovative initiatives
operationalised in the 10th Malaysia Plan (MP), and in the Government Transformation Programme
(GTP) and Economic Transformation Programme (ETP). Quality and outcome-based initiatives
have become more prominent, in line with the objectives of the GTP and the NKRA for education.
Increased importance has been given to investments in pre-school, bilingualism and English literacy
screening, along with efforts in making teaching a career of choice. School-based management has
been strengthened including recruitment and training of principals, and head teachers. Continuous
effort in supporting top performing schools and assisting under-achieving schools to improve has
also been part of the quality improvement package during the last few years.
The Education Blueprint (2013-2025), which is mainly forward looking beyond the 2015 EFA, outlines
the changes and activities to be implemented in three waves; while the initiatives under the first wave
are on-going, the second and third waves are forward looking, but build on the implementation
of current activities. Focus will be on improving access to education, raising standards with more
emphasis on Higher Order Thinking Skills (HOTS), closing achievement gaps, promoting unity among
students, and maximising system efficiency. Raising teacher quality, improved infrastructure for
schools in rural areas and improved access to quality education for children will be further enhanced.
xv
Introduction
1 INTRODUCTION
period 2000-2013.
Kuching 3.
Indicators).
Country Facts).
and refugees.
Labuan).
Process
based
on
democratic
principles
entailing
the NKRA.
The
foreign investment.
national
development
plans
ncluding
1971-1990
1991-2000
2001-2010
2011-2020
Pre-NEP
New Economic
Policy (NEP) OPP1
National Development
Policy (NDP) OPP2
Second Malaysia
Plan (2MP)(1971-75)
Sixth Malaysia
Plan (6MP)(1991-95)
Framework
a.
b.
c.
d.
e.
f.
with
Framework,
the
while
National
the
(Act 685)
Development
strategies
g.
and
iii.
a.
b.
i.
Education Policies
c.
a.
d.
Plan 2001-2010
e.
b.
c.
Children 2009
f.
ii.
g.
1.2
education as a result.
the
education:
of Form 6
education
sector
in
Malaysia
has
education5.
of education.
Source: Note that the population estimates are based on live birth, which makes the enrolment rate different
from those published in the Global Monitoring Report, which are based on the projections made by the UNITED
NATION Population Division (UNPD).
POST SECONDARY
(FORM 6, MATRICULATION)
WORLD OF WORK
GRADUATE PROGRAMME
WORLD OF WORK
Bridging
PRESCHOOL (1 YEAR)
PRIMARY (6 YEARS)
STPM/STAM/SM
19
18
PT3
SPM
15
14
13
UPSR
17
16
12
11
10
9
8
7
6
5
Age
Source: MoE
DIPLOMA
DIPLOMA
CERTIFICATES
PRIVATE
VOCATIONAL
COLLEGE
DIPLOMA
VOCATIONAL COLLEGE
CERTIFICATES
CERTIFICATES
OTHER AGENCIES
FOR EXAMPLE
MIN. OF HUMAN
RESOURCE
MoE
VOCATIONAL
COLLEGE
ILKA
ILKAS
BASIC VOCATIONAL
EDUCATION
and assessment.
children.
compared to girls.
Learning
The
challenges
strategies
employed
highlighted
to
above
address
and
the
other
education of an international
standard
2. Ensure every child is proficient
in Bahasa Malaysia and English
language and is encouraged to learn
an additional language
3. Develop values-driven Malaysians
4. Transform teaching into the
profession of choice
5. Ensure high-performing school
leaders in every school
6. Empower JPNs, PPDs, and schools
to customise solutions based on
Plan
(2001-2010),
existing
facilities
were
need
7. Leverage ICT to scale up quality
learning across Malaysia
8. Transform Ministry delivery
capabilities and capacity
9. Partner with parents, community and
private sector at scale
10. Maximise student outcomes for every
ringgit
11. Increase transparency for direct
public accountability
10
The
for
promoting
gender
neutral
classroom
Malaysia
Finally, the issue of external efficiency, including
11
12
Tracking Process
TRACKING PROGRESS
articulated
in
various
national
policy
taking
into
consideration
all
14
development.
The
Early
Childhood
Care
and
health.
Development
(MoWFCD),
Goal 1
While
government
several
ministries
and
Ministers Department.
PERMATA Negara.
15
Quality
These
offers a one-off RM119,000, consisting of a startup grant (RM55,000) and an operational grant
Following
the
adoption
Childhood
Care
of 2008,
and
of
the
Early
Development
Policy
Workplace
Childcare
Centres
are
The
Department.
Department
of
National
Unity
and
16
children.
Education
17
Perpaduan
Preschool
Curriculum.
JPNIN
learning materials.
Training was
and
assurance.
(RM1,000
18
per
year
and
maximum
of
preschool
educators,
and
in
quality
Primary
Education
Schools
and
Special
received
conversion
members
allocations
after
the
from
various
ministries,
NGOs
It is a national
It is to enhance
19
2.1.1
graphs.
Enrolment
60000
40000
20000
2010
2011
2012
2013
Home Based
na
na
776
2268
Community
97
280
494
718
Work
981
1351
2671
3196
10178
16487
39321
54295
Institution
na = Not Available
Source : KEMAS, JPNIN, PERMATA, JAKOA, Private
20
the
constitute
providers.
the
institution-based
majority
of
ECCE
centres
service
Figure 2.2 Total Number and Percent of Trained Child Minders by Type of Childcare: 2010-2013
20,000
100
90
80
Percentage
60
10,000
50
40
30
Child minders
15,000
70
5,000
20
10
0
0
2010
2011
2012
2013
Institution
Work
Community
Home Based
21
Figure 2.3 Number and Percentage of Children Enrolled (GER) in Preschool Education by Type
of Provider (Public/Private) for Selected Years: 2001, 2005, 2010-2013
83.3
1,000,000
74.4
72.9
59.6
800,000
76.0
90
80
70
46.2
50
40
400,000
GER
Enrolment
60
600,000
30
20
200,000
10
0
0
2000
2005
2010
Public
2011
Private
2012
2013
GER
Figure 2.4 Percentage of Children Enrolled (GER) in Preschool Education by State for Selected
Years: 2001, 2005, and 2013
LABUAN
WP KUALA LUMPUR
TERENGGANU
SELANGOR
SARAWAK
SABAH
PULAU PINANG
PERLIS
GER 2013
PERAK
PAHANG
GER 2005
NEGERI SEMBILAN
GER 2001
MELAKA
KELANTAN
KEDAH
JOHOR
0
20
40
60
80
22
100
120
140
Figure 2.5 Number of Children with Special Needs by Type of Disability Enrolled in Preschool
Education, for Selected Years: 2005, 2010-2013
1,000
Enrolment
800
600
400
200
0
2005
Learning Disabilities
2010
2011
Visually Impaired
2012
Hearing Impaired
2013
Total
Source : MoE
23
Figure 2.6 Number of Indigenous Children Enrolled in Preschool Education for Selected Years:
2010-2013
20,000
Enrolment
15,000
10,000
5,000
0
2010
2011
Sarawak
Sabah
2012
2013
Peninsular Malaysia
Total
Malaysia.
Figure 2.7 Number and Percentage of New Entrants to Grade 1 with ECCE Experience, for
600,000
47.0
74.6
93.3
93.6
93.9
93.5
100
90
500,000
80
Enrolment
60
300,000
50
40
200,000
30
20
100,000
10
0
0
2000
2005
2010
2011
24
2012
2013
Percentage
70
400,000
Figure 2.8 Number of Trained ECCE Teachers and Percentage of Trained ECCE Teachers for
Selected Years: 2000, 2005, 2010-20137
92.8
92.6
50,000
99.8
98.8
98.6
100
90
80
40,000
70
Teachers
Percentage
60
30,000
50
40
20,000
30
20
10,000
10
0
0
2000
2005
2010
2011
2012
Figure 2.9 Number of ECCE Teachers and PTR for Selected Years: 2000, 2005, 2010-2013
50,000
35
45,000
30
25
35,000
30,000
20
25,000
15
20,000
15,000
PTR
Enrolment
40,000
10
10,000
5,000
0
2000
2005
2010
2011
2012
2013
Note that the data for 2000 and 2005 do not include MoE teachers.
25
Despite
the
coordinating
setting-up
bodies,
of
such
several
as
the
it difficult to plan.
(Figure 2.9).
Although,
MoE
and
MoWFCD
have
2.1.2
Challenges
operated
institutions
are
registered.
MoWFCD
guidelines.
childcare
The
accessibility
Achieving
the
92
to
quality
preschool
percent
development.
coming in at 82 percent.
2.1.3
26
the
disadvantaged
children
including
between
Increase
the
coordination
degree
as
public-private
effort.
in
the
established
programme
for
all
childcare
27
28
outlined below.
background,
location
and
The
education
system
in
Malaysia
has
29
implementation.
The School in Hospital (SDH) is a joint initiative between the Ministry of Education (MoE),
Ministry of Health Malaysia (MoH) and Yayasan Nurul Yaqeen (YNY) an NGO, for students
who are in hospitals allowing them to continue their education in a flexible, conducive, and
engaging environment.
While YNY provides the necessary apparatus and learning tools such as laptops, interactive
software and other additional reading materials, MoH is responsible for providing and allocating
space for classes, and MoE provides teachers and learning materials such as textbooks and
internet access. SDH programme began on 4 July 2011 at Kuala Lumpur Hospital (HKL),
Ampang Hospital and Serdang Hospital as a pilot test for two years. Currently there are eight
SDH.
30
their
elsewhere.
secondary
education
School
for
Street
Children
(SBJK):
Initiative.
In
31
children.
2.2.1
Education
Children:
for
Undocumented
Figure 2.10 Gross Intake Rate (GIR) in Primary Education for Selected Years: 2000, 2005 and
2010-2013
100
25,000
98.1
20,000
15,000
98
97.0
96.7
95.8
GIR
30,000
96.1
96
95.2
10,000
94
5,000
92
0
2000
2005
2010
2011
2012
2013
undocumented children.
Note that the number of children not entering school, as well as subsequent analysis of out of school children,
is derived from taking the difference between total no. of school age population minus total enrolment.
32
Figure 2.11 Percentage of Children Enrolled in Primary Education and Secondary Education
(GER), and Number of Out of School Children for Selected Years: 2000, 2005 and 2010-2013
600,000
96.2
96.1
95.6
95.9
96
400,000
93.0
93.1
300,000
91.7
200,000
93.5
94.0
91.4
94
GER
500,000
98
96.6
96.4
92
90
100,000
88
0
2000
Out of Primary School
2005
2010
2011
2012
2013
Figure 2.12 Number of Out of Primary School Age Children by State for Selected Years: 2001,
2007, and 2012
120,000
100,000
80,000
60,000
40,000
20,000
0
-20,000
-40,000
2001
2007
2012
33
Figure 2.13 Percentage of Students Surviving to Grade 6, and School Dropouts for Selected
Cohorts: 1995-2000, 2000-2005, 20052010, 2006-2011, 2007-2012 and 2008-2013 Cohorts
20,000
100
Dropouts
16,000
99.2
99
98.7
98.1
12,000
8,000
98
97.0
96.9
Survival Rate
99.1
97
4,000
96
95
2000
2005
2010
2011
2012
2013
Source: MoE
34
Figure 2.14 Transition Rate to Lower Secondary Education for Selected Years: 2000, 2005 and
2010-2013
97.4
50,000
96.3
96.5
97.1
93.7
94
30,000
92
20,000
90.1
Ttansition Rate
96
40,000
Dropouts
98
90
10,000
88
86
0
2000
2005
2010
2011
2012
2013
Source: MoE
indigenous
programmes
communities
with
Dropout Prevention Initiatives for Malaysian Indigenous Orang Asli Children, published in the International
Journal on School Disaffection, 2011.
35
Figure 2.15 Number of Children Who Enter and Abandon School before Grade 6 by State:
2001-2006 and 2008-2013 Cohorts
8,000
6,000
Dropouts
4,000
2,000
0
-2,000
-4,000
2001-2006 Cohort
2008-2013 Cohort
Source: MoE
Figure 2.16 Number of Students in Education Support Programmes, Targeting Poor Students
for Selected Years: 2006, and 2010-2013
1,500,000
Number of Students
1,000,000
500,000
0
2006
KWAPM
2010
2011
Tuition Aid Scheme
2012
2013
36
2.2.2
Challenges
The
various
strategies
and
initiatives
support
the
are limited.
programmes
is
substantial;
The data
RM Millions
3,000
2,000
1,000
0
2005
General f or All Students
2010
Poor Students
2011
Special Needs Students
2012
2013
37
essential.
households.
38
Basic
Skills,
which
comprise
literacy,
Practical
or
contextual
skills,
which
Living
skills
orientation
and
mobility,
realisation
development
of
plans
Malaysias
hinges
ambitious
upon
the
39
a) technical education
adult
b) vocational education
education
including
lifelong
learning
c) skills training
to Achieve Goal 3
40
Five Strategies
II
Five Initiatives
Vocational education
transformation
Vocational education
institution
transformation
Five Initiatives
Collaboration with
industries
Vocational education
assessment
transformation
Vocational education
organisation
The
Vocational
Education
Transformation
PAV)
upper
secondary
vocational
education
Kebangsaan (MPPVK)
41
actions:
relevant
4. Facilitating
industry
acceptance
and
training
processes
are
42
in
both
marketable.
formal
and
non-
Resources
1964,
(MoHR),
established
in
various programmes.
2.3.1
building
including
personal
and
programmes
skills
for
development
leadership
and
The
community.
national
transformation
framework
43
55.6
55.0
55.8
55.5
55.2
50
Percentage
40
30
24.9
20
10
20.6
17.6
14.5
5.6
24.5
23.5
19.2
4.6
24.4
16.9
3.7
3.2
16.8
3.1
0
2000
2005
No F ormal Education
Source: DoS
Source: OECD Education Statistics.
Tenth Malaysia Plan (10MP) 2011-2015)
10
11
44
2010
Primary
2011
Secondary
Tertiary
2012
Figure 2.19 Enrolment and Gross Enrolment Ratio (GER) in TVET (Upper Secondary
14.5
14.7
14.7
14.1
16
14
10.9
12
10
100,000
GER
Enrolment
150,000
13.9
6
50,000
4
2
0
2000
2005
2010
2011
2012
2013
Source: MoE
45
Figure 2.20 Enrolment Distribution of Post-Secondary TVET by Programme Year: 2000, 2005,
and 2010-2013
Enrolment
300,000
250,000
200,000
150,000
100,000
50,000
0
2000
2005
2010
2011
2012
2013
69314
48929
49231
50701
51013
39805
MoE Polytechnic
52500
73834
87751
89292
92148
89503
na
9929
18180
16233
22380
21468
na
na
282
1103
1013
1090
Ministry of Defense
116
304
na
150
149
na
4009
16570
14021
14526
16481
17578
na
na
8738
8784
10138
10994
4982
10771
21371
22358
9852
10287
na
1489
4491
5315
4195
4874
409
9743
21473
19574
15670
17891
5755
18061
15121
12572
8596
15858
137085
189630
240659
240608
231635
229348
na = Not Available
Source: MoE, MoD, MoRRD, MoW, MoHR
Figure 2.21 Number and Distribution of Post-Secondary TVET Centres by Programme Year:
2000, 2005, 2010-2013
700
600
500
400
300
200
100
0
Ministry Of
Def ence
Ministry Of
Ministry Of
(Armed
Education
Ministry Of
Education
Ministry Of
(Vocational
Education
Forces
(Technical
Education
(Community
Apprentice
College &
(Polytechnic)
Matriculation
Trade
Technical
College)
College)
School)
School AFATS)
Ministry Of
Human
Resources
(Manpower
Department
Training
Institute)
Ministry of
Ministry of Ministry Of
Ministry Of
Rural and
Rural and
Work
Youth and
Regional
Regional (Construction
Sports
Development Development Industry
(National
(MARA
(MARA
Development
Youth Skills
Skills
Higher Skills
Board Institute)
Institute)
College)
CIDB)
Private
Institute
TOTAL
2000
2005
87
20
36
27
15
12
369
576
2010
90
27
69
32
20
12
327
596
2011
88
30
75
32
20
12
10
243
520
2012
88
32
82
32
20
13
10
269
556
2013
89
32
86
32
20
13
10
255
547
na = Not Available
Source: MoE, MoD, MoRRD, MoW, MoHR
The Quality of TVET
46
skilled workers.
13
The
the programmes.
TVET
Transformation
Programme,
Challenges
programmes.
hindrances
towards
the
acceptance
and
expansion of TVET.
2.3.3
World Bank (2009b), Malaysia Productivity and Investment Climate Assessment Update, World Bank, Poverty
Reduction and Economic Management Sector Unit East Asia and Pacific Region, Report No. 49137-MY,
Washington DC.
13
Pang, Chao Leong (2010), Skills development in the workplace in Malaysia, background paper for ILO/
SKILLS AP/Japan Regional Technical Workshop and Study Programme on Skills Training in the Workplace
Overseas Vocational Training Association, Chiba, Japan, 1-5 February.
12
47
48
to
the
interviewed
However,
while
efforts
to
The
maximum of 75 days
MoRRD
through
the
Department
of
v.
49
1. The
Education
Functional
Literacy
The establishment of the Village Information Centre (MID) or Medan Infodesa equipped
with ICT infrastructure by MoRRD is a further effort to bridge the digital gap between the rural
and urban population. Among the services provided at the MID are basic ICT skills training,
computer and internet services, computer printing, website services, computer repair and
upgrade workshops. The 213 MIDs were transformed to small Rural Transformation Centres
(RTC) in 2012 to diversify its services as a one-stop centre for the rural community.
The 1Malaysia Internet Centre and the 1Malaysia Wireless Village - The Universal
50
2.6 million.
KEDAP-KPM
programme,
JAKOA has
programme,
called
the
KEDAP-
51
programme.
2.4.1
96
Percentage
94
92
90
88
86
2000
2001
2002
2003
2004
2005
2006
Source: DoS
52
2007
2008
2009
2010
Achievement
2011
2012
2013
2014
2015
Malaysia,
Sarawak
and
53
2.4.2
Challenges
Enrolment
80,000
60,000
40,000
20,000
0
2001
2002
2003
KEMAS PLF
2004
2005
2006
KEMAS LEADS
2007
MoE KEDAP
2008
2009
2010
2011
2012
2013
KEDAP-JAKOA (OUTREACH)
programmes.
as the proxy.
54
2.4.3
the
possibility
of
joining
mainstream
also
encourage
higher
attendance
in
with teachers.
55
a) To
ensure
equitable
sharing
in
the
56
parity
in
primary
and
secondary
to achieve Goal 5
engineering
in
based
home-economics,
courses
in
commerce,
upper
and
57
2.5.1
Figure 2.24 Gender Parity Index for: Youth Literacy (15-24) and Adult Literacy (15+) for
Selected Years: 2000, 2005, and 2010-2012
1.02
1.00
1.00
1.00
1.00
1.01
1.00
0.98
GPI
0.94
0.92
0.96
0.96
0.95
0.96
0.93
0.92
0.90
0.88
0.86
2000
2005
Adult Literacy
2010
2011
2012
Youth Literacy
Source: DoS
58
been achieved.
Figure 2.25 Gender Parity Index for GER in ECCE, Primary and Secondary: 2000, 2005, 2010-
2013
1.12
1.07
1.08
1.06
1.07
1.04
GPI
1.04
1.00
1.00
0.96
1.07
1.06
1.00
1.01
1.01
1.01
2010
2011
1.07
1.06
1.04
1.04
1.00
1.00
2012
2013
0.95
0.92
0.88
2000
2005
Source : MoE, Private, KEMAS, Perpaduan, JAIN, ABIM, SRAN, SRAR, SMAN, SMAR
Figure 2.26 Gender Parity Index for Survival Rate to Grade 6 and Transition Rate from Primary
to Lower Secondary Education for Selected Years: 2000, 2005, 2010-2013
1.03
1.03
1.02
GPI
1
0.99
1.01
1.01
1.01
0.99
1.00
1.00
1.01 1.01
1.00
1.01
1.01
0.99
0.98
0.97
0.96
2000
2005
GPI Survival Rate to Grade 6
2010
2011
2012
2013
Source : MoE
59
the period.
Figure 2.27 Gender Parity Index: Percentage of Students with Competency Level in Lower
Secondary Evaluation (PMR) and Malaysia Certificate of Education (SPM) 2013
Source : MoE
60
Figure 2.28 Percentage of Female Students in Secondary Education TVET: 2000, 2005, 2010
2013
38
80000
36.8
70000
37
36
35
50000
34
40000
30000
31.9
32.6
31.3
31.4
33
31.9
32
Percentage
Enrolment
60000
31
20000
30
10000
29
28
0
2000
2005
2010
2011
2012
2013
Source : MoE
performance.
2.5.2
Challenges
Figure 2.29 Percentage of Female Teachers, Principals and School Heads, in Primary,
% Female Teachers
80
50
40
60
30
40
20
20
10
0
2000
2005
2010
2011
2012
2013
Source : MoE
61
lower
performance
will
require
males.
62
puts
the
importance
of
quality
i.
63
ii.
Curriculum development
were
v.
equipped
with
computers.
Quarters
Curriculum
Preschool
Development:
Curriculum,
As
which
mentioned
was
made
The Early Intervention Class for Reading and Writing (KIA2M), and Literacy and Numeracy
Screening (LINUS) 1.0 (Bahasa Malaysia Literacy and Numeracy) and 2.0 (Bahasa Malaysia
Literacy, Numeracy and English Literacy). Since 2006, the GoM ensures that all children must
acquire the basic 3R skills regardless of their background. The KIA2M is an intensive class to
teach writing and reading skills for Grade 1 and remedial classes for pupils who have difficulties
in acquiring the basic reading and writing skills. In year 2010, the KIA2M programme was
replaced by the LINUS programme.
LINUS Programme is one of the four areas under the NKRA which aims for every child in
the mainstream to be able to master the literacy and numeracy skills as they complete their
lower primary education. With LINUS 1.0, remedial support was provided for Bahasa Malaysia
literacy and numeracy. In 2013, LINUS 2.0 English literacy was added to the programme. To
facilitate the running of LINUS a professional assistant called FASILINUS is stationed at every
District Education Office or Pejabat Pendidikan Daerah (PPD) and monitored by the schools
Inspectorate and Quality Assurance or Jemaah Nazir dan Jaminan Kualiti (JNJK).
The implementation of LINUS shows encouraging success when BM literacy improved from 87
percent to 98 percent and numeracy increased from 76 percent to 99 percent for the first cohort. For
literacy skills, students should be able to read, write and understand words and simple sentences
and apply the knowledge in their learning and daily communication by the end of Grade 3.
64
rather
than
academic
and
cognitive
accomplishment.
Quality
assurance,
and
Developing effective school leaders: With
a view to transform Malaysia into a high
performing school system, the MoE has taken
steps to improve school management by
developing effective school leaders. Apart from
providing training to school leaders, the MoE
has developed an assessment instrument for
effective leadership, called SKPM Standard
1 - Leadership and Direction to support the
evaluation and impact of an effective principal.
Based on the performance score in 2013, out
of 257 school leaders, 110 were found to be
excellent, 108 promising, 32 satisfactory, and 7
unsatisfactory.
Upgrading of teachers qualifications: In an
Improvement
Specialist
Coaches
(SISC+)
65
Other Initiatives:
Teach for Malaysia: Teach for Malaysia Programme (TFM) is one of MoEs efforts to recruit
outstanding graduates and young professionals from local and foreign universities as teachers.
Teach For Malaysia was implemented by the MoE and Aminuddin Baki Institute (IAB) was
given the mandate as the implementing agency at MoE level in cooperation with Teach For
Malaysia Foundation or Yayasan Teach For Malaysia (YTFM) to plan, implement and coordinate
development and management of TFM programme. From 2012 to 2015, 370 TFM participants
will be selected for this programme. TFM candidates will be selected through various stages of
interviews, personality and skills assessment that will be focused on leadership and academic
excellence. From the training aspect, candidates who have been selected will undergo a preplacement course for eight weeks in IAB. Then, they will be posted to the selected school
for two years and will undergo a periodic training in IAB. The TFM candidates who meet the
requirement will be awarded a Post Graduate Diploma in Education (PGDE). TFM participants
will lead students towards significant and measurable academic achievement. TFM participants
will teach in 15 schools that have truancy problems and low-performing students, where English
is not widely spoken. This directly relates to schools with low performance in English where
the students are unable to read, write or communicate in the language. TFM participants have
started teaching full-time in secondary schools in Kuala Lumpur, Selangor and Negeri Sembilan
from January 2012 to December 2013 where most parents are from the low income group.
Performance
or
scores using
contracts).
Performance
Development
Development
Programme
Programme
66
2.6.1
Figures
achievements
2.30
and
in
2.31
the
show
primary
students
and
lower
Figure 2.30 Primary School Achievement Test (UPSR) for Selected Years: 2000, 2005, and
70
600,000
60
500,000
Percentage
50
400,000
40
300,000
30
200,000
20
Candidates
2010-2013
100,000
10
0
2000
2005
2010
2011
2012
2013
Number of Candidates
Source : MoE
67
Figure 2.31 Lower Secondary Evaluation (PMR) for Selected Years: 2000, 2005, and
2010-2013
80
500,000
70
Percentage
50
300,000
40
200,000
30
20
Candidates
400,000
60
100,000
10
0
0
2000
Number of Candidates
2005
2010
2011
2012
2013
Number of Candidates With Minimum Competency Level
% of Candidates With Minimum Competency Level
Source : MoE
underserved areas.
Economic
Cooperation
Development
68
Figure 2.32 PTR in Public Primary and Secondary Schools for Selected Years: 2000, 2005,
2010-2013
20
19
17.7
16
16.4 16.2
13 13.4
12.6 13.1
2010
2011
13.1
12
13.1
PTR
12
12.3
8
4
0
2000
2005
2012
2013
Source : MoE
Figure 2.33 PCR in Public Primary Schools by State for Selected Years: 2000, 2005,
and 2013
70
60
50
PCR
40
30
20
10
0
PCR 2000
PCR 2005
PCR 2013
Source : MoE
Kepimpinan
Pengajian Tinggi
(AKEPT)
at
69
14
Figure 2.34 Number and Percentage of Certified Teachers in Public Primary Schools for
Selected Years: 2000, 2005, and 2010-2013
100
97.8
96.1
95.4
96
96.4
96.6
94
220,000
180,000
92
91.9
Teachers
Percentage
98
260,000
140,000
90
88
100,000
2000
2005
Certif ied Teachers
2010
2011
All Teachers
2012
2013
Source : MoE
70
Table 2.1 Evolution of Teacher Salaries for Graduate and Non-Graduate School Teachers 2005
and 2013
2005
N O N -G R A D U A T E
T E AC H E R S
G R ADU AT E
T E AC H E R S
ST AR T I NG P AY
R M 1125
R M 1474
S A L A R Y A F T E R 10 Y R S S E R V I C E
R M 1591
R M 2593
41.4%
75.9%
R M 2429
R M 5023
115.9%
240.8%
N O N -G R A D U A T E
T E AC H E R S
G R ADU AT E
T E AC H E R S
ST AR T I NG P AY
R M 1588
R M 1917
S A L A R Y A F T E R 10 Y R S S E R V I C E
R M 3038
R M 5871
91.3%
206.3%
R M 4469
R M 8828
181.4%
360.5%
% I N C R E A S E I N S A L A R Y A F T E R 10
YR S SE R VIC E
SAL AR Y AT R E T I R E M E N T
% A T R E T I R E M E N T c om pa r ed to
ST AR T I NG SAL AR Y
2013
% I N C R E A S E I N S A L A R Y A F T E R 10
YR S SE R VIC E
SAL AR Y AT R E T I R E M E NT
% A T R E T I R E M E N T c om pa r ed to
ST AR T I NG SAL AR Y
Source : MoE
2.35).
16
16
Not shown here, if the allocation to the MoHE is also included, the total public expenditure on education is
around 21-23 percent of the total federal spending. The lowest percentage for which data is available was
observed in 2005, when 14.2 percent of the federal budget was allocated to the education sector.
71
Figure 2.35 Federal Spending on Education as Proportion of Total Federal Spending and
as Percentage to GDP
250,000
20
18
15.9
14.2
200,000
16.7
16
18
16
12
100,000
10
50,000
3.1
3.8
Percenatge
RM Millions
14
150,000
4
2
0
2000
2005
2010
2011
2012
2.6.2
Challenges
72
2.6.3
and
with
evaluation
functions,
along
elsewhere.
73
in all preschools.
best practices.
3.1
skilled graduates.
ii.
76
3.2.
Enabling/Constraining Factors
Enabling Factors
multiple platforms.
programmes
Constraining Factors
Implementation
constraints
between
administrative
17
obligations
77
(SKPM)
is
used
for
quality
Best Practices:
knowledge
initiatives
3.3
The
LINUS
Programme
which
has
Practices
Lessons Learned:
strengthened
Transformation
with
beyond
the
EFA
indicator
framework
78
strategic
Programme,
partners
with
to
ensure
4.1
Challenges
while
educational
bearing
on
the
future
4.2
Socio-economic Developments
80
growth.
be carried out in three waves, the first one is ongoing while the second and third waves refer to
yet cost-efficient.
this review).
increasing
4.3
transparency,
and
parental
curriculum.
challenges
have
been
addressed
in
the
Consequently,
the
national
agenda.
by the industry.
81
and
knowledge-acquisition.
Strengthening
the
English
Language
effective.
82
Benchmark learning
of languages, Science
and Mathematics to
international
standards
Implement
competency and
performance-based
career progression by
2016
Focus teachers on
their core function of
teaching from 2013
Develop a peer-led
culture of excellence
and certification
process by 2025
Make English
Language SPM paper
a compulsory pass
and expand
opportunities for
greater exposure to
the language
Transform
Teaching into a
Profession of
Choice
Move from 6 to 11
years of compulsory
schooling
Increase investment
in physical and
teaching resources for
students with specific
needs
Strengthen STEM
education
Launch revised
Primary (KSSR) and
Secondary (KSSM)
Curriculum 2017
Provide Equal
Access to Quality
Education of an
International
Standard
Enhance selection
criteria and
succession planning
process for principals
from 2013
Ensure High
Performing School
Leaders in Every
School
Ensure all
Government and
government-aided
schools receive
equitable financial
support
Ensure 100% of
schools meet basic
infrastructure
requirements by
2015, starting with
Sabah and Sarawak
Accelerate school
improvement through
systematic,
district-led
programmes rolled
out across all states
by 2014
Empower JPNs,
PPDs, and Schools
to Customise
Solutions Based on
Need
Augment online
content to share best
practices starting
with a video library of
the best teachers
delivering lessons in
Science, Mathematics,
Bahasa Malaysia and
English language
Provide internet
access and virtual
learning environment
via 1BestariNet for
all 10,000 schools
Leverage ICT to
Scale Up Quality
Learning Across
Malaysia
Table 4.1 Summary of the Education Transformation Programme with Selected Initiatives
Strengthen
leadership
capabilities in
150-200 pivotal
leadership positions
from 2013
Transform Ministry
Delivery
Capabilities and
Capacity
Partner with
Parents,
Community, and
Private Sector at
Scale
Publish an annual
public report on
progress against
Blueprint targets and
initiatives starting
from the year 2013
Conduct
comprehensive
stock-takes in 2015,
2020 and 2025
Link every
programme to clear
student outcomes and
annually rationalise
programmes that
have low impact
Capture efficiency
opportunities, with
funding reallocated to
the most critical areas
such as teacher
training and
upskilling
Increase
Maximise Student
Outcomes for Every Transparency for
Direct Public
Ringgit
Accountability
83
Conclusions And
Recommendations
5.1
and Conclusions
Malaysian men.
5.2
Development
Continued
focus
on
the
marginalised
delivery.
86
involved.
programmes.
programmes
implemented
by
different
place.
an accreditation body.
87
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Editorial
Ministry of Education
Research Division,
Ministry of Education
Board of Editors
94
Editors
Dr Zaini bt Ahmad
Assistant Director, Educational Planning
and Research Division,
Ministry of Education
Mr Hisham b. Rahmat
Assistant Director, Educational Planning
and Research Division,
Ministry of Education
95
96
Dr Annelie Strath
Chairman
Chairman
Chairman
Ministry of Education
Ministry of Education
Ministry of Education
Ministry of Education
97
Ministry of Education
Ministry of Education
Ministry of Education
Education Division,
Ministry of Education
Mr Zanal b. Dirin
Chief Inspectorate,
Chief Inspectroate,
Federal Inspectorate of Schools,
Ministry of Education
98
Member
Member
Member
Ministry of Finance
Mr Amiruddin b. Ariffin
Member
Member
Mr Azlan b. Osman
Member
Member
Department of Statistics
Member
Ministry of Health
Member
GIATMARA Malaysia
Chairman
Ministry of Education
Chairman
Ministry of Education
99
Chairman
Ministry of Education
Chairman
Ministry of Education
Chairman
Mr Shamsuddin b. Jamil
Ms Indera Popatal
100
Mr Hamidun b. Abdullah
Mr Azman b. Kosenan
UNICEF Malaysia
Mr Othman b. Saad
Mr Adzahari b. Mohamad
Mr Asri b. Salleh
Ms Jeyawathi Pererea
and Education
101
Ms Evellin Ling
ECCE Council
PERMATA Negara
Chairman
Ministry of Education
Chairman
Ministry of Education
Chairman
Ministry of Education
Chairman
Mr Mahli b. Rosli
102
Dr Jafri b. Abu
Mr Suratno b. Parmin
Mr Suhaimi b. Sapari
Mr Gerald Kochappan
Mr Zakaria b. Adam
103
Mr Asrul b. Ali
Chairman
Education Division,
Ministry of Education
104
Chairman
Mr Roseazalee b. Hashim
Mr Saifulnizal b. Sabian
Mr Khairuddin b. Khalid
105
Ms Roslawiah bt.Mustafa
Mr Yuslafadzly b. Amran
106
Mr Mahadi b. Hamzah
Chairman
107
Mr.Suhaimi b. Sapari
Mr Ishak b. Muhamad
108
Chairman
Chairman
109
Ms Rona Chandran
Department of Statistics
Chairman
Chief Inspector,
Inspectorate and
Quality Assurance Division,
Ministry of Education
Chairman
Chief Inspector,
Inspectorate and Quality
Assurance Division,
Ministry of Education
110
Ms Mary Thomas
Ms Rohani bt Mohammad
111
Mr Gerald Kochappan
112
UNICEF Malaysia
Chairman
Chairman
Dr Zaharian b. Zainuddim
Ms Sahara Ahmad
113
Nasaruddin
Division, MoE
Department of Statistics
Department of Statistics
Department of Statistics
114