CURRENT HIGHER EDUCATION SCENARIO AND IMPACTS TO

MALAYSIA
Executive Summary
Background
1. Education has been earmarked as one of the key result areas for national transformation. Higher
education has therefore been specifically entrusted with the effort to producing workforce.
Higher education in Malaysia is progressively developing over the decades since its
independence. Higher Learning Institutions (HLIs) are places where knowledge is produced,
reproduced, preserved, systematised, organised and transmitted, so that it becomes universal,
and in turn becomes relevant and of use amongst the society. This befits the roles of HLIs in
contributing to the pursuit for transfer of knowledge to the community.
2. Given the changing economic and social milieus, there have been emerging scenario that
confront higher education (HE). Higher Learning Institutions (HLIs) have increasingly diverted
their resources and attention on graduate employability at the expense of nurturing holistic
individuals and providing resources to empowering social and economic development in a
community.
3. The significant role of higher education in advancing the country has been further strengthened
by the establishment of the Ministry of Higher Education (MOHE) in 2004. The Ministry has
been commissioned to implement plans advancing educational excellence in making Malaysia
an education hub of the region. Education has been identified as a national key result area in the
Government Transformation Plan (PEMANDU) driving efforts towards the direction of the 10th
Malaysia Plan as part of the broader plans in shifting the country towards a knowledge-based
economy the New Economic Model 2010-2020.
4. HE sector has been tasked to become the catalyst of the countries development, hence is
expected to undergo transformation. The transformation of HE is thus the main agenda of the
National Higher Education Strategic Plan (PSPTN), which was launched in August 2007. The
main agenda of the plan is producing graduates who are knowledgeable and competent in their
fields, innovative, multilingual and technology savvy. PSPTN is facilitated by the 7 strategic
thrusts, namely (a) Widening of Access and Increasing Equity; (b) Improving the Quality of
Learning and Teaching; (c) Reinforcing Delivery Systems of the Ministry of Higher Education;
(d) Strengthening of Higher Learning Institutions; (e) Intensifying Internationalisation;
Enhancing Research and Innovation; and (f) Life-long Learning.
5. Of the seven thrusts, the first five are more susceptible to the dynamic change of differing
scenarios, both in the local and international landscape. The scenarios have had, and will
continue to have a bearing on the direction of higher education.
6. This research will address a broad range of HE issues with an emphasis on national strategies,
and at the same time learning from the global HE scenario. The information is required to
understand the changes, and substantiate the development of future model of HE scenario that
corresponds to various variables in the society.
This research
1. This project analyses the current trends and the drivers of the future brought about by sociopolitical, cultural, economical and technological factors. These trends and drivers shape futures
of higher education and affect the role of university, the environment in which universities
operate, and possibly the structure and the way universities will be funded. In planning for
universities, top management must be informed these challenges and the alternative futures that
were emerging in the landscape of higher education. In this report, these global trends and
1

challenges are assessed from the perspective of Malaysia; grounded on local contexts
recognising the progressive development achieved so far and the aims of the new economic
model (NEM); and the social-political diversity and determinism in deriving the alternative
futures in informing the recommendation of preferred futures relevant to Malaysia.
2. The objective of this project is to provide top management with a better understanding of the
factors that drive and challenge higher education in the short and medium term, a greater
insights into the dimension of concerns to enable the discerning emerging issues and alternative
futures for higher education in Malaysia. The information presented in this report is intended to
provide a platform for further discussion and reflection about the future.
Process
1. A team of researchers divided into five groups 1 representing (i) widening access and equity (ii)
research and innovation (iii) teaching and learning (iv) internationalization and (v) lifelong
learning, worked on developing preferred scenarios of higher education proceeded with the
following main phases 2:
a. identify emerging issues and trends,
b. identify key concerns and its implications,
c. collate alternative futures,
d. design preferred futures with narrative commentary, and
e. develop broad strategies for each preferred future
2. The preferred scenarios presented in this report were informed by literature and reports and
developed through a series of roundtable discussions and focus group discussions conducted
with subject matter experts both from higher education and related government agencies,
and the industry (represented by different sectors). Researchers of this project led all
discussions.
Summary of Trends and Concerns
1. The key concerns raised by local stakeholders as well as those reported by independent
organizations (such as the World Bank, OECD, University World News, etc) were clustered into
four themes:
Governance and funding,
Future demand on higher education,
Role of university, and
Innovation in service and delivery design.
2. The four themes guided the generation of alternative futures for higher education in Malaysia
presenting visions for top manager to deliberate on the provision for higher education and the role
of higher education.
About this Report
1. This report aims to provide composed information to decision makers and policy makers who
are engaged in thinking about the future of higher education in Malaysia and those who are
looking to visualize possible futures and scenarios as part of strategy development for the
ministries, agencies and higher education institutions.
2. The main report is structured along these main topics: reasons for scenario planning, trends of
1

Categorization of groups in accordance to the National Higher Education Strategic Plan (PSPTN) 2007-2020.
Phases of scenario development adopted for this project has been informed by models suggested in Six Pillars: futures
thinking for transformation (Inayatullah 2008) and Futures for Higher Education, analyzing trends (Universities UK
2012)

higher education, key concerns of higher education, alternative futures of higher education,
preferred futures of higher education, each supplemented with four scenarios illustrated with
narratives, namely: best, worst, business as usual, and outliers; and a three-phase broad
strategies for each preferred futures.
3. In terms of the research method, the information gathering involves the initiatives to determine
the root causes for the successes and failures for an HE plan. Diagnostic models are used to
determine organization, group, and individual-level issues.
4. The above points drive to a number of questions that address two main scopes of the study i.e:
(a) PSPTN and HE Scenarios; and (b) Implications of those Scenarios on HE in Malaysia.
Findings

By and large, our country has made huge orchestrated investment in producing competent
workforce for the country. DEA shows the country is 92.6 effective, thus more need to be done
to optimize the investment made. The relevance of PSPTN in the context of Malaysian HE
scenario, on whether PSPTN was developed to meet the needs of the country in the future was
assessed. (i.e whether PSPTN could drive change to cope with the demands and the dynamics
for the futures of higher education). The main findings of the research, presented based on the
research objectives are presented in the following summary.

1. 1 On teaching and Learning

The research has investigated the extent to which the NHESP has strategised the way to
strengthen T&L aspects, which is a core thrust that supports the process to produce
competent workforce for the country. The shift of focus in T&L is on enriching students
experience while they are enrolled as students of HLI. The focus is on student learning as
opposed to teacher teaching or known as student-centred learning. The aim is for them to
acquire knowledge, skills, abilities, and other desired competencies through (outcomes of
learning) various processes of Teaching and Learning (T&L).

T&L should thus focus on outcome-based education that promote the acquisition of the
expected competencies. This, for one, require instructors among academics to be adequately
trained so that they would optimise the time they spend with students to nurture OBE among
them.

Among the identified issues are:

a. Lecturers or academics hard work in teaching is not accordingly acknowledged, causing
many academics to treat teaching as less important set of jobs than research work.
b. Lecturers are also expected to drill students on study skill of other soft skills, while in
actual facts they are of general education or domains which should have been attained by
the students when they were at primary and secondary schools.
c. PSPTN has not indicated whether the element of outreach or link with pre-university
education is included in the plan. Thus it is necessary especially when the current
Malaysia Education Development Plan encompasses the full spectrums of education
continuum.
d. Besides OBE as the main aim of HE education, the other focus is on the T&L processes
which emphasise on the instructional methods and learning aids. The former concerns
academics teaching competencies while the latter concerns the availability and
functions of advanced information-communication technologies in aiding students to
learn thus equipping them with desired KSAOs. Advancement in both teaching and
learning processes is expected to expedite the achievement of the expected OBE.
e. Many academics are not aware, of the various instructional methods and many
academics (and only them) are expected to prepare e-learning materials, or operate e3

learning session. Not many of them are savvy for this cause. They are to cover so many
areas the hard-skills (content) and soft-skill (employability) while at the same time
having to deliver other academic expectations and discharge administrative duties.

Hence NHESP should look into introducing several measures, which may include the efforts
to
a. improve the T&L infrastructure,
b. develop the competencies of academics on various instructional methods, and use of
technology.
c. design specific jobs in academe that focus on developing e-learning materials and
handling e-learning facilities.

a. Summary of findings for the Teaching and Learning thrust

Relevance

Gap

a. Malaysias strategy, in this regards, is consistent to that of developed

countries but Malaysia focuses more on Proportion of international students
(C1) instead of the broader population (measured by Tertiary enrolment
rates, O6).
b. There have been various initiative to shift traditional teacher-centered
approach to student-centered approach, evident in the implementation of
Outcome Based Education (OBE). The orientation on learning must take
precedence over the focus on assessment, hence the implementation of
School Based Assessment (PBS) must be viewed as essential initiative to
improve learning.
c. various initiatives have been taken to change, improve, and develop the
quality of teaching and learning process at HLI. HE has introduced holistic
programmes that produce highly competent graduate. Their learning process
was enriched by various techniques, coverage of content, and other workrelated experiences as well. Academics use innovative delivery of curricula,
while HLIs design and implements dynamic and relevant curriculum; and
pedagogy.
d. Academics were made to undergo enrichment programmes in order to
enable them to demonstrate high professionalism and competence in their
ability to teach. In addition, the use of English in teaching and learning was
encouraged.
e. The Malaysian Qualifications Framework has also been set up to benchmark
the quality of higher education, evident with the implementation of
SETARA (Rating System for Higher Learning Institutions in Malaysia) to
measure the performance of undergraduate teaching and learning in Public
HLIs. Another rating system My QUEST (Malaysian Quality Evaluation
System for Private Colleges) was used to evaluate private colleges
Malaysia is identified as weak in terms of its productivity in teaching and
learning, it is only 33.11% efficient. This is to say that, Malaysia is
generating only 33.11% of its teaching capacity. it could boost current
teaching outcomes up to 76.89% higher without requiring additional
allocation on the inputs. page6
Lack of Students perspectives taken into consideration when
implementing plans, strategies, or policies in improving the quality of
teaching and learning in HLIs
The number of students and the extent of logistic quality influence the
success of student-centered learning, hence the implementation of the
OBE.
4

Best Practices

Way Forward

OBE implementation is primarily applied to hard science or vocational

courses such as Engineering, and found to be effective. It effectiveness in
other fields or disciplines is yet to be identified.
Web-Based-Learning (WBL) and e-learning policies have not been widely
implemented.
The usage of LMS in learning is not comprehensive in the sense that it
only covers the mechanical aspects of learning.
lack of exposure about new and latest T&L technologies which can be
adapted to facilitate learning.
lack of incentives to motivate academics in continuing to incorporate latest
technologies in e-learning.
lack of structured training programmes to train academics in adopting new
T&L approaches, or utilizing e-learning technologies.
rigid curricula which may inhibit lecturers from delivering the course
content with their instinctive flair and creativity
Quality Assurance
Research and teaching are increasingly disconnected
a. Japan, Australia and Netherlands. The degree of strength those countries
make excellent role models for Malaysia is 77.9% for Japan, 11.53% for
Australia and 10.57% for Netherlands.
b. Example: Australia- vocational and education training (VET) is provided at
the general secondary and tertiary education levels, and employees are wellengaged in the system.
For effective teaching and learning processes, there must be
a. strategies to retain and attract top talents in the academic field. There is an
urgent need for higher level of recognition towards quality of teaching
among lecturers, instead of overemphasizing on publication.
b. good provision and maintenance of high quality infrastructures, information
technology infrastructures
c. Standard guidelines to formulate a comprehensive e-learning policy that can
be adapted by all local HLIs.
d. enhancement of broadband facilities
e. good link and synergy between the insights gained from research and
content of courses, aimed to support the development of broad-based
thinking in our graduates.
f. demand-driven, with business-like curriculum, teaching and learning
delivery methods

2.0 In terms of Life-long learning, it was found that PSPTN has implemented more efforts to
increase the rate of educated/competent workforce in the country .
Relevance

Gap

In 2007, only 25% of Malaysian workers were highly skilled and 70% of the
Malaysian workforce completed secondary education level. The public
expenditure on education amounted to 4.5% of the nation GDP.
Low number of highly skilled workforce that not all were able to complete
secondary education, more efforts should be put in place in order to increase
the number of competent workforce in the country.
The government aim to increase the number of adult learners so that by
2020, 33% of the workforce will have tertiary education.
The concept, definition, and terminologies related to lifelong learning have
brought about different understanding to different people. These confusions
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could limit the scope and purposes of lifelong learning.

In 2007, the participation rate to HLIs (public and private) is 36%. More
than half of potential students were unable to enroll to HLIs due to
constraints such as money constraint, mobility constraint, or preference to
work.
Only recently public HLIs are concentrating their efforts to promote
education to working adults.
o Public HLIs is limited in their ability in providing flexibility such as
time, scheduling and study duration to working adults.
o The number of public HLIs is not enough to cater to the increasing
demand of higher education which includes working adults.
o The location of public HLIs makes it difficult for working adults to
attend them.
o The flexibility needed by the working adults to further/continue their
education is currently being provided mostly by private HLIs.
o Lower entry qualifications.
o Flexible time scheduling, study duration, and study path
Downside of private HLIs in providing education in the high tuition fees.
Structural challenges in local HLIs such as institutional policies which are
not adult-learners friendly, lack of academic and administrative support are
seen as obstacles to the implementation of lifelong learning.
Most local HLIs award credentials based on formal learning only. Not all
local HLIs are implementing the concept of Recognition of Prior Learning
(RPL).
Lack of coordination and management at national level in terms of
enculturation of lifelong learning. There are no existing measurements to
assess local HLIs programmes
in facilitating and promoting lifelong
learning.
Access to tertiary education is insufficient compared to the demands of the
society and nation. Diversified geographical feature of the country is seen to
obstruct the accessibility of higher education.
Adult learners of 21st century are deemed to have attitudinal challenge of
maintaining concentration. Local HLIs need to devise their education
programmes which can be adapted by working adults
Access of adults to HLIs is seen to be enjoyed by those from higher
economic status or have families who are well educated.
Discriminatory practices of many financial aid programs hinder most adult
learners from getting financial support.
Existence of e-learning policies among local HLIs is at a moderately low
level. There are inconsistencies and lack of coordination in the management
of technical resources and expertise in the usage of web-based learning
(WBL) in local HLIs.
Limited bandwidths, technical difficulties, and charge for internet
connection service.
immediate need to educate marginalized local community with the
appropriate digital content and updating the nations ICT infrastructure for
easier access of information and subscription to cyber learning.
Number of mentally and/or physically challenged people in public HLIs is
very small compared to the total number registered with the Department of
Social Welfare. Implementation of lifelong learning for this group of people
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is still at infancy stage.

Local HLIs education programmes should be able to develop and facilitate
self-directed learning readiness among adult learners.
Malaysia is identified as weak in terms of its productivity in teaching and
learning, it is only 33.11% efficient. This is to say that, Malaysia is
generating only 33.11% of its teaching capacity. it could boost current
teaching outcomes up to 76.89% higher without requiring additional
allocation on the inputs.

Best Practices

c. Japan, Australia and Netherlands. The degree of strength those countries

make excellent role models for Malaysia is 77.9% for Japan, 11.53% for
Australia and 10.57% for Netherlands.
d. Example: The best role model for Malaysia to become a fully efficient
country is Bulgaria due to its closer resemblance in operating scale to
Malaysia. Bulgaria concerns on both variables but more on creating
supportive learning environment. This includes both its citizen acquiring
qualification at learning institutions via full-time and part-time modes of
study.
e. Example: To tackle the exclusion of young people, the Finish Youth
Guarantee was launched in 2013. It offers everyone under the age of 25 as
well as recent graduates under 30, a job, on the job training, a study place or
rehibilitation within 3 months of becoming unemployed. Its intention is to
prevent young people from being excluded from society.

Way Forward

For effective Life Long Learning, there must be

Government strategies initiatives to improve the supportive environment for
lifelong learning including the implementation of lifelong learning agenda
through the Blueprint on Enculturation of Lifelong Learning for Malaysia
2011-2020.
Increase of allocation for developing non-physical infrastructure, including
human capital development.
Mainstreaming Technical Education and Vocational Training to provide
alternatives of higher education for potential students.
Provision of quality, lifelong, and relevant education (government funded or
non-government funded) to the mentally and/or physically challenged group
of people (inclusive of adult education) for working people.

3.0 In terms of research and innovation, it was found that

On whether research and innovation initiatives of NHESP has prepared Malaysia to face the
future, the issues identified in this research have strongly suggested that the investment of fund,
the provision of resources, the allocation of opportunities to conduct research and innovation
must result in significant return of investment to both the academe and community.

Though the emphasis in Malaysia has been on Research and Innovation, a number of issues
have been identified.
a. Less research output than the investment or resources provided to researchers.
b. Research has received higher level of emphases than the emphasis on the basic role
of HE, i.e. teaching.

c.
d.

Brain drain among experienced researchers from research universities to overseas

universities or newer university for higher perquisites the latter offered.
Subjects researched by scholars are more connected to their expertise but may not be
relevant to the countrys need.

Thus, the strategies must be strengthened and plans of action must be made more realistic so as
to promote (1) genuinely impactful research outcomes; and (2) economically beneficial
products.
Strategies and action plans must be to judiciously orchestrated and implemented so as to ensure
genuine benefit to the country, to be reflected by the production of useful or commercial
innovation which could be benefited by many.
Many countries have been found to regard essential core business of HE as interrelated and
this is pre-requisite to the development of supportive and productive HE environment, which in
turn yield higher productivity for the country. Among the measures to be taken, such as that
being taken by more efficient countries are:
a. Emphasise on proper implementation of policy and regulation environment;
b. Treat expenditure for HE and expenditure on R&D in HE as a percentage of GDP;
c. Improve the core-businesses of HLI, (e.g effective teaching; and genuinely impactful
research)
d. Substantiate internationalization agenda to focus more on turning Malaysia system to
be of international standards; and
e. Publish impactful journal articles.

2.2 Summary of findings for the research and innovation

Relevance

a. Malaysias strategy is to make research and innovation serving as the tool

for industries; to offer solutions in todays increasingly challenging society.
Five universities in have been awarded the research university status with
additional funding for R&D and commercialization of research.

Gap

Best Practice

The target to increase the number of researchers, scientists and engineers

(RSE) at a ratio of 50 RSEs per 10,000 workforces has not been achieved.
Passion and dedication towards research has not been part of academic
culture, but job requirement
collaboration between industries and HLIs are still weak,
Inadequate funding for research or to improve R&D products
(commercialization of R&D efforts)
Research and teaching are increasingly disconnected
Indonesia, Bulgaria, Slovenia, Ukraine and Thai.
Malaysia has been identified as only 92.60% efficient. This is to say that,
at the current consumption levels of inputs, Malaysia is producing 92.60%
of its maximum capacity or feasible productivity. In other words, using the
currently available inputs, Malaysia could boost its productivity by 7.4%
without the need for extra allocation on the inputs. This is quantified based
on the observed performance of countries having equivalent operating
scales to Malaysia. These numerical strengths could also be used to
determine the exact levels of outputs Malaysia should be producing to be
regarded as fully efficient.
Example: In Canada, Ontarios Early Researcher Awards (ERA)
programme is one of the provisions set out by the Ministry of Economic
8

Development and Innovation to support innovation with a view to moving

increasingly towards a knowledge-based economy. To achieve this,
Ontario must attract the best and brightest innovators and researchers from
around the world, keep home-grown talent within the country and seize
opportunities for global leadership. The ERA programme encourages
applications from all disciplines taught at universities, colleges, research
hospitals and research institutes, including the Social Sciences, Arts and
Humanities, which are essential components of a creative, knowledgebased economy. The ERA programme helps promising, recently-appointed
Ontario-based researchers build their research teams of undergraduates,
graduate students, post-doctoral fellows, research assistants, associates, and
technicians.
Way Forward

For effective research and innovation, there must be

a. strategies to retain and attract top scholars in various academic fields.
b. Efforts to explore new areas of research that can sustain a nation's
competitive advantage over others.
c. efforts to encourage pioneer-mindset among researchers; encourage
innovative research in line with the requirements of the nation; translate
findings to products or platforms that can be commercialized; and enrich the
knowledge repository of the country.
d. urgent need for higher level of involvement among academics in genuinely
beneficial research, instead of conducting discipline based or interestbased research.
e. Efforts to serve the local society and advance the country
f. Mechanism for good provision and maintenance of high quality
infrastructures, information technology infrastructures
g. Geared towards making all research and scholarship in Higher Learning
Institutions to enhance the quality of undergraduate and postgraduate
teaching.
h. University-based academic research is focused on humanities and social
sciences, two fields valued for maintaining national culture. Academics
continue to conduct research, but teaching is their primary objective, and
research, a welcome by-product.

3.3 On internationalization of higher education

The study has assessed the extent to which the internationalisation thrust has brought positive
impact or outcome for the country to face the future. The study found that internationalisation of
HE has been defined mostly by the provision of opportunities for students of other countries to
pursue HE in Malaysia. This is attained by the admission of more international students at
public HE.

A number of issues have been identified

a. The aims of internationalization focus on bringing international demographic
characteristic as opposed to the quality of HE system.
b. Many perceive it as money generating means while in actuality it goes beyond the
presence of international community in the countrys academe.
9

In actuality, Internationalisation thrust should concern more on quality of resources, core

businesses and services which are of international standards, and benefits.

The presence of international students and academics could help improve and develop the HE
environment in Malaysia, particularly when their presence
d. helps local students to experience international learning environment right at home.
e. augments the use of English as lingua franca
f. facilitates or promotes the transfer of knowledge
g. increases cultural understanding among students of various nationalities important
for future geopolitics (soft power concept).

The internationalisation agenda has to address the impact of treaty, protocols or trade
agreement with other countries or economic block such as GATS, IPPA etc. Hence, among
the measures to be taken
a. The core of internationalisation, thus must be strengthened by refocusing the agenda
of substantiating the resource, enriching the products with higher quality.
b. All international agenda must be made to the benefit of the country, and reduce the
risk of losing resource (via brain drain etc.).
c. An aspect that PSPTN should take into account is the role of Malaysian students
studying abroad in contributing back to the country. They are being sponsored and
managed by the government, and should be an important segment of the PSPTN
agenda.

3.2 Summary of findings for the Internationalisation

Relevance

Gap

The internationalisation of the higher education sector is a high priority for

the Ministry of Education (MOE), with the target of top global ranking and
150,000 international students by 2015.
Output and outcome from HEIs (publication, employment, citation, etc) are
used to rank countrys competitiveness globally, and influence foreign
investors investment decision.
International/regional education hub is a source of foreign exchange and
income.
International R&I collaborations catalysed knowledge transfer and sharing
accelerate economic growth.
Lack of diverse definition in defining internationalisation of Higher
Education whereby internationalisation is restricted to international
activities conducted by local HEIs.
Balance curriculum which inculcates local and global dimensions and
values are retricted.
Neo-Confucian models continue to prevent the adoption of a newer model
of learning such as problem-based learning.
Concerns of international students toward the quality of academic and nonacademic curricula, supervision quality, security, and accommodation.
Challenges when enrolling international students to local HLIs include: i.
Constraints and barriers, ii. Quality of internationalisation policies and
practices, iii. Recognition of credits and study period abroad, iv.
Recognition of foreign diplomas and degrees, v. Inequality in access, vi.
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The private revolution

a. Private HEIs are unable to compete with bigger market because of the
absence of standardized international framework and exposure, hence
excluded from Asian and world rankings.
b. Link between national interest and nation-building which upholds social
justice and national security in the internationalization agenda is lacking.
The balance between global and national demands is vague.
The quality and efficiency of Malaysias HLIs are being questioned as there
is a significant amount of unemployed graduates.
NHESP has not included the aims of enhancing graduate employability
through the internationalization agenda.
There is a sense of protectionism that obstructs the recruitment of
international academicians. This practice would hinder transfer of
knowledge and cross-border research and development.
Best Practices

Way Forward

Whereas Bulgaria and Indonesia have focused more on Research and

Internationalisation,
9 countries that have been identified as fully efficient; namely Australia,
Canada, Indonesia, Japan, Korea, Netherlands, New Zealand, United
Kingdom and United States. Hence, only 20% of those countries are
identified to be operating at their optimal productivity levels. Among them,
Japan is the best because it has been identified as important (with at least
10% degree of influence) efficient peers for 29 countries and less significant
efficient peers for 4 countries.

Example: Bologna process- designed to ensure comparability in the

standards and quality of higher education qualifications across countries.

Efforts to encourage Glocal curriculum, imbued with intercultural and

social values.
Efforts to encourage curriculum supporting multi lingual to support
multinational corporations which are becoming more diverse in workforce
and international activities.
Efforts to elevate international diplomacy through education; i.e research,
PG programmes, mobility programmes as means for the creation of
networks, collaborations and trades
Global branding through niche areas should be accelerated
Encourage collaboration between local and international professional bodies
in deciding on standardization of curriculum/credit transfer.
To develop knowledge networks (especially on a universitys niche areas)
that have a global reach by working across disciplines, organizations,
institutions and industries.
To liberalize the recruitment of international scholars.
To manage perception of local with regards to foreign students attributes.

g.
h.
i.

j.
k.

4.1 On Access and Equity

The emphasis in the Malaysian HE should not be on certain thrusts but on the identified core
businesses which have primary roles, and can create more impacts on the country at a
particular context. For instance, there is high need to focus on teaching more than on
research for Malaysia needs for more competent workforce who are instrumental in realising
11

the countrys knowledge-based economy. Hence, widening access thrust of NHESP needs
reassessment and improvement.
Nevertheless a number of pressing issues have been identified.
a. Gender: More female student enrolment in HLI mainly due to them being
meritoriously higher in HLI admission requirement.
b. Finance: More qualified students didnt pursue HE studies for financial problems.
They may opt for earning activities more than for studies in order to help meet familys
need. They are not sure of any later employment if they were to pursue HE, which
would also require them to serve HE financial loan. Nevertheless there are rich people
who can afford to fund their children to private HE but choose to enroll at public HLIs
c. Socio-cultural: People from rural areas may not have the right attitude toward the
importance of HE. The values that people from an ethnic group hold may also shape
their view on the importance of HE.

a. Summary of findings for the Internationalisation thrust

Relevance
The need for widening access and equity to education (specifically higher
education) is due to factors such as population growth and urbanization.
Gender Related Equality: in Malaysia the number of female students
enrollment to HLIs (public and private) was higher compared to male
students.
Income related equality: Low-income background may deter the academic,
social and cultural preparation for HLIs atmosphere.
Region and Sociocultural related equity; Minorities groups which are
commonly associated with limited access to education, health services, and
infrastructures. Minorities can be defined through their economic status,
cultural affiliations, political tendencies, ethnicities, and language spoken
Intense competition among universities/colleges in terms of student
recruitment deters access.
Malaysia focus on providing HE to both its citizen and international
students. This includes acquiring qualification at learning institutions via
full-time and part-time modes of study. All benchmark countries for
Malaysia are found to give the greatest emphasis on only 1 cohort of
students at a time when Malaysia is instead targeting concurrently
Proportion of international students (C1) and Tertiary enrolment rates (O6).
Gap
The huge gap between demand and supply of students wanting to pursue
their tertiary education raised a number of challenges for education
providers.
Failure of both public and private Higher Learning Institutions to admit
students because of their failure to meet admission criteria. Poor academic
performance both at the SPM and STPM examinations which lead them to
drop-out from the tertiary education.
Traditional assessments process (paper qualifications and grades) to HLIs
can be seen as counter-productive to the initiatives of lifelong learning .
Working adults need flexibility in terms of entry qualification to HLIs while
taking into consideration the working experience that they have
accumulated.
Although many approval procedures have been streamlined and simplified
by LAN and JPS, there are still a number of bureaucratic red tapes that
PHLIs have to face and these have delayed the programmes from being
12

Best Practices

offered. For example, it takes longer time to get approval to run

professional courses since its approval requires clearance from both the
National Accreditation Board and the Professional Body concerned for life
long learning.
Students Inadequate financing. Many qualified students are being denied
places in PHLIs because of inadequate financing.
Preference for enrollment into public higher institution with many
preferring to wait for the second or third intake into IPTA rather than
enrolling into private Higher Learning Institutions.
Many school leavers prefer to seek employment to support their familys
income.
Inconsistency and inflexibility of admission criteria to private colleges and
universities.
Lack of international recognition of our (home grown) MQA accredited
programmes and qualifications.
Lack of Government soft loans to education providers to improve their
physical building and to purchase equipment and construct labs, and
facilities.
Japan, Australia, Denmark

Way Forward

Example: The European Access Network encourages wider access to higher

education for those who are currently under-represented, whether due to
gender, ethnic origin, nationality, age, disability, family background,
vocational training, geographic location, or earlier educational disadvantage.

For effective widening access, there must be;

International recognition of home-grown programme and MQA accredited
programmes with the introduction of a National Qualifications Framework
(NQF).
Made available for PHLIs to brand name their products overseas.
Adoption of reciprocal recognition of national qualifications as done by
many countries.
The introduction of a National Qualifications Framework (NQF) to help
towards getting international recognition of our qualifications.
Reviewing or increasing the National Higher Education Fund provides study
loans to students.
Enhancing colleges ability to make available and provide conducive learning
environment such as proper infrastructure, facilities, teaching staffs etc.
Government should consider providing soft loans to education providers to
improve their physical building and to purchase equipment and construct
labs, and facilities.

Observation
In the context national development, NHESP has been sufficiently developed for it has covered
essential thrust that lead to develop, and produce workforce for the country. The plan has
developed HLIs competitiveness to meet current and future challenges (e.g., governance,
financing, managerial issues and quality).

The strategies and actions plans outlined by NHESP are relevant because they focus on the core
business of higher education; (i) teaching and learning; (ii) Life long learning; (iii) research and
publication; (iv) access and equity; and (iv) internationalization.
13

Based on above findings, the researchers chart the alternative futures for Malaysia HE scenario.
HE scenarios refer to consistent and coherent descriptions of alternative hypothetical futures
that reflect different perspectives on past, present, and future developments of HE. They help
policy makers to chart the future of HE by outlining strategic and action plans which would
lead to changes, improvement and development of HE service, beyond the existing framework
and paradigm.
The alternative model of Malaysian HE features the following characteristics
a. enhanced congruence between organizational structure, process, strategy, people,
and culture;
b. up-to-date creative HE-related solutions; and
c. competent capacity/workforce for HE sector

Based on the findings, a number of suggestions on the way forward for higher education in
Malaysia were outlined. The suggestions can be categorized into three set of interventions; (a)
Human process interventions; (b) Techno-structuralinterventions; and (c) Human resource for
institutional development interventions.

The human process interventions are aimed at maximizing or enhancing the effective
performance of HE in training and development of citizen/workforce via various programmes,
and mode of studies. The interventions, among other things, deal the dynamic nature of students
or prospective students. The aim is to make them more effective workforce who are ready to
advance the world of work, and efficient in accomplishing tasks.

Based on the findings, a number of suggestions on the way forward for higher education in
Malaysia were outlined. The suggestions can be categorized into three set of interventions; (a)
Human process interventions; (b) Techno-structuralinterventions; and (c) Human resource for
institutional development interventions

The Way Forward

The human process interventions are aimed at maximizing or enhancing the effective
performance of HE in training and development of citizen/workforce via various programmes,
and mode of studies. The interventions, among other things, deal the dynamic nature of students
or prospective students. The aim is to make them more effective workforce who are ready to
advance the world of work, and efficient in accomplishing tasks.

14

Table 1.1: Summary of the way forward across the five scenarios vis a vis the five thrust of
NHESP. Human process interventions (interpersonal & macro level interventions)
Thrust

Scenario
Teaching
and
Learning

Life long
Learning

Research
and
Inovation

Broad-Based Or
MultiDisciplinary
Education
To strengthen the
roles of lecturer
from teaching to
facilitating
learning
processes, thus
supporting the
implementation of
student-centered
methods of
delivery.
To provide
various
opportunities or
tracks for students
to enrol for
courses from
different
disciplines or
HLIs.

UniversityIndustry
Collaboration;

The Virtual
University;

Ala-Carte
Programmes;

Autonomou
s University

To nurture
leading edge of
knowledge, and
produce
competent
workforce for
innovation and
economic
growth.

To train
academics and
students to use
web-based
platform of
teaching and
learning,
respectively

To strengthen
the provision
of career
guidance to
help students
identify their
suitable
courses

To design
studentoriented
learning
methods
which befit
the needs
for students
competencie
s

To enrich
students
learning and
value-add HLI
programmes by
sourcing input
from the world
of work, aimed
at enhancing
workforce
competencies.

To provide
ample
opportunities
for students to
engage in
activities that
will help to
cultivate
important life
qualities such
as initiative,
leadership,
social
responsibility
and strength of
character

To allow
students
choice of
course
package
(structure
and duration
of their
chosen
programme)

To introduce
research findings
in the teaching
and learning
materials to
support the
development of
broad-based
thinking amongst
graduates.

To develop the
culture of
knowledgesharing (e.g
Student and
academic
mobility), thus
promoting
collaboration
among HLIs;
saving resources,
and reduceing
redundancy to
conduct research
or innovation in
the same area.

To develop the
cuture of
knowledge
seeking among
existing
workforce,
creating their
awareness on the
need for
knowledgeable
workforce which
can be attained
through online
education,
throughout the
continuum of
their career.
To engage
experts from
various places for
research
collaboration
through the use
of ICT platform.
Output will be
communicated to
the benefit of
many.

To orientated
research with
crossdisciplinary
approach so as
to make it a
means to solve
complex
societal
problems. To
adopt multifaceted
approach of
resolving
challenges and
unintended
consequences.

To appoint
and train
advanceme
nt officer
who is
tasked to
spearhead
fundings for
HLI main
activities,
including
research and
innovation.
.

15

Internati
onalisation

To nurture
international
atmosphere for
the
graduates/academ
ics to experience
international
education
including from
that of developed
nations.

To engage
international
academics/
experts/
professionals
from
international
academe and
industries to join
force with local
academics

Access
and
Equity

To enroll students
into multidisciplinary
courses which
cover broad and
flexible content,
giving them
competencies
across a
combination of
learning areas.

To involve more
students to
complete studies
with industrial
experiences,
enabling them to
expand their
worldview about
the world of
work. Existing
workforce would
have the
opportunities to
work with their
own
organization.

To equip
academics with
ICT
competencies so
that they will
provide and
improve elearning based
education, which
is integral in
cross border
education (i.e.
using ICT in the
delivery and
assessment).

To engage
academics
from the world
over,
benefiting
from
internationally
knowledgeable
scholars.

To equip
local
academe
with the
awareness
of
international
and
intercultural
values: and
enhancing
their
competencie
s to
champion
research and
innovation.
To provide wider To provide
To give full
access to HE
flexible entry
autonomy,
among part of the requirement as no
population who
there are many interference
would not be able HLIs to choose from policy
to attend a
from, hence
makers on
physical campus, overcome
student
for reasons such
logistic issues. admission.
as distance or
Students will
HLIs are
inconvenient for
more
be exposed to
them to do so.
various
attractive for
competencies. its marketdriven
approach

The suggestions on techno-structural intervention are aimed at changing, improving or developing

organizations structure design (e.g structural design, reengineering, quality management) and
technology (e.g information communication tecnology) used which are designed in order to
improve both on productivity and human fulfillment.

16

Table 1.2: Summary of the way forward across the five scenarios vis a vis the five thrust of NHESP: Techno-structuralinterventions
Thrust
Broad-Based Or MultiUniversity-Industry
The Virtual University; Ala-Carte Programmes;
Autonomous
Disciplinary Education
Collaboration;
University
Scenario
To offer multidisciplinary To collaborate and share
To avail electronic media, To design flexible
To allow independent
Teaching
or integrated approach to information between HLI
thus supporting extended
teaching and learning
control over HLI
and
teaching and learning,
and workplace, forming a
HE provision via online
approaches in Malaysian
operations and direction.
Learning
bringing together several rethinking on approahes in
learning. Distance
education system is
Curriculum design are
disciplines, and
delivery, assessment, and
education are availed
flexible, and designed to
determined by each HLI,
other learning experiences.
through online courses.
be more student-centered, based on market needs.
incorporating and
This nurture leading edge of
aimed at yielding highly
To turn HLIs to be more
connecting key concepts
knowledge, and produce
employable graduates. It attractive for its marketand skills from many
competent workforce for
allows a mixture of
driven approach
disciplines into the
innovation and economic
courses; from a flexible
presentation of a single
growth.
academic menu
unit.
Life long
Learning

Research
and
Innovation

To provide a flexible
framework for students to
enrol for courses from
different disciplines or
HLIs that lead to the
accumulation of merits
acquired at any different
point, not limiting to
university enrolment
time.
To structure crossdisciplinary research to
solve complex societal
problems. To incorporte
findings are in teaching
and learning materials to
support the development
of broad-based thinking

To structure academic
programme that
acknowledges work
experience, and treat task
delivery at work as part of
academic performance, thus
diversifying the modalities
for academic programme.

To provide high tech T&L,

making education
available round the clock
anywhere in any space;
connecting various
universities globally.
Existing workforce have
various opportunities to
pursue studies through
online enrolment.
To share physical resources
To establish strong
and experts among industries networking among
and HLIs, establishing twoinstitutions, to be driven
way knowledge transfer.
by free and open
More dialogues are needed to knowledge. To establish
develop solutions for pressing centre which coordinates
and critical societal issues.
researchers, funding
agencies; and identify
17

To offer flexible
programmes, allowing for
credit point earnings
based on prior learning.
To encourage
dissemination of
knowledge, to
benefit of many in the
society

To provide multiple
choice of academic
programme structure.
Students choose their
own education/
programme package.

To establish culture of
knowledge- sharing (e.g
Student and academic
mobility) that promotes
collaboration among
HLIs; save resources, and
reduces redundancy to
conduct research or

To allow HLIs to
manage the fund
allocated by the
government and other
funders.

amongst graduates.

areas that deserve inquiry

or innovations from
users/beneficiaries.

innovation in the same

area.

Internationalisation

To incorporate
international dimension
of standards in process,
and products.

To collaborate International
with global level industries,
leveraging the local HLI
academic programmes and
niche area to the
international community.

To provide academics with

e-learning based
education, enabling them
to use ICT in the delivery
and assessment. This
promotes borderless
learning community in the
international network.

To widen mobility of
students and academics in
oder for them them to
accumulate and integrate
their learning
experiences, and
respectively.

To assure HLI climate

supports the
international and
intercultural values,
promote shared
resources to reach the
regional or global
collaboration

Access and
Equity

To provide wide
opportunities for multidisciplinary courses
which cover broad and
flexible content, giving
students competencies
across a combination of
learning areas.

To involve more students in

completing industrial
experiences, enabling them to
expand their worldview about
the world of work. Existing
workforce would have the
opportunities to work with
their own organization.

To widen access to HE
among existing workforce
who would not be able to
attend a physical campus,
for reasons such as
distance or inconvenient
for them to do so.

To design flexible entry

requirement as there are
many HLIs to choose
from, hence overcome
logistic issues.
Students will be exposed
to various competencies.

To give full autonomy,

no interference from
policy makers on student
admission. HLIs are
more attractive for its
market-driven approach

The suggestions on human resource for institutional development are aimed at improving organization effectiveness by improving the quality and
performances of employees in HE sector. It covers personnel development aspects including performance appraisal, reward systems, career planning
and development, managing workforce diversity, employee.

18

Table 1.3: Summary of the way forward across the five scenarios vis a vis the five thrust of NHESP : Human resource for institutional
development (system of performance management and improving the skills of the workforce interventions).
Thrust
Scenario
Teaching
and
Learning

Life long
Learning

Research
and
Innovation

Broad-Based Or MultiDisciplinary Education

University-Industry
Collaboration;

The Virtual University;

Ala-Carte
Programmes;

Autonomous University

To design flexible
curriculum for lecturers
to facilitate, assess and
equip graduates with
discipline-specific,
technical and soft skills
that meet and go beyond
the demands of the
industry.
To change the mind-set
of academic managers
from examination-based
merit to prior-learning
work merit for admission
into HLIs

To design curricula that is

multidisciplinary, and meets
the content and assessment
demand of industry by
involving their experts; and
facilitates more internship
and industrial attachments.

To train academic
community to design, use,
and advance electronic
media, so as to provide
and sustain effective and
diversified delivery of
education. (e.g e-learning,
distance education made
available)online courses.
To develop high tech
features of the virtual
university that supports
LLL making education
available round the clock
or 24/7, anywhere in any
space; connecting various
universities globally.

To design mechanism to
develop academic
community who are
ready and competent for
diversified teaching and
learning approaches.

To equip academic
leaders and managers
with good governance
competencies, enabling
them to provide
independent control over
HLI operations and
direction.

To encourage multidisciplinary and socially

relevant research and
innovation activities
through international and
industry collaborators
that contribute to the
development of curricula
content and knowledge
sharing

To encourage physical and

expert resource sharing
between industries and HLIs
with institutionalized policies
and opportunities that
facilitates mobility between
sectors and countries.

To nurture the sagacity of

academics to engage
professionals, and
collaborate with industry in
designing curriculum.

To offer wider and

relevant choices for
students and being
flexible with transfer of
credits; and establish
effective monitoring of
Ala Carte concept while
standardizing assessment
and qualifications.
To communicate, engage
To engage on complex
and collaborate with
global issues with experts
global experts in
in research collaboration,
addressing complex issues and support student and
with the public benefitting academic mobility via
from such advancements
research opportunities
of research and accessible and global credits
knowledge
transfer network.

19

To develop universities
as self-funding entities
with full autonomy,
market driven and faster
offering of programmes
(based on needs and
research) and full control
of curricula and
assessment.
To synergise strong
partnership between
HLIs industries for
research and innovation
purposes

Internation
al-isation

To incorporate
international dimension
in HLI standards of
process, and products.
Graduates will have the
opportunities to have
international education
experience including
from that of developed
nations.

To develop highly specific

niche area in HLIs to draw
international market interest
and investment i.e. attract
intensive international
cooperation and
collaboration; facilitate
knowledge transfer and
improvement of research
culture and services to
society.

Access and
Equity

To revise for more

flexible admission
requirements due to
multi-disciplinary nature
of courses to facilitate
motivation of applicants
to enrol in tertiary
education and industry
demands for varied
competencies in
graduates.

To increase intake for tertiary

institutions with financial
support of industry in
providing an equitable
distribution of student funds
and more access for students
with specific skill set
preferences in industry.

To facilitate new
information and
communication
technologies in the
delivery of education that
creates a borderless
learning community,
increasing collaboration
and cooperation while
reducing immigration
related issues and lowering
the cost of an international
talent pool.

To facilitate cross border

matching of supply and
demand while sustaining
a quality education
system that is responsive
to global environment,
producing graduates as
citizens that are
internationally
knowledgeable and interculturally skilled with
education being a
diplomatic investment
for future relations.
To accommodate and
To design flexible entry
develop IT infrastructure
requirements and
for 24 hour learning and
selection of required and
borderless tertiary
related courses from a
education as cost-saving
collective of universities,
alternative for students and helping students to
institutions, with open
acquire multiple
resources and learning
competencies while
environment while
standardising credit hour
increasing international
based fees across HLIs.
student enrolment and
international institutions.

To create a university
culture and environment
that supports
international and intercultural perspectives,
with international
students and educational
products and services as
important sources of
income to develop a
strong reputation for
philanthropic funding,
top quality faculty staff
and research students
To decentralize the
approval of new
programmes so as to
expedite the process of
offering relevant
academic programmes.

9.1 In the context national development, NHESP has been sufficiently developed for it has covered essential thrust that lead to develop, and
produce workforce for the country. The plan has developed HLIs competitiveness to meet current and future challenges (e.g., governance,
financing, managerial issues and quality).
9.2 The strategies and actions plans outlined by NHESP are relevant because they focus on the core business of higher education; (i) teaching
and learning; (ii) Life long learning; (iii) research and publication; (iv) access and equity; and (iv) internationalization.

20