A.

10TH Malaysian Plan (2011-2015) RMK10

Chapter 5 Developing and Retaining A First-World Talent Base (Education) Objectives The 10th Malaysian Plan or 10MP seeks to focus on; 1) Developing Malaysians across their entire lifecycle all the way to their adult working lives 2) Strengthening Malaysias education system starting from early childhood education up to higher education.

Purpose / Mission Based on the 10MP, the Government will adopt an integrated human capital and talent development framework, by specifically implementing these three missions; I. II. III. Revamping the education system to significantly raise student outcomes Raising the skills of the Malaysians to increase employability Reforming the labour market to transform Malaysia into high income nation

i. Revamping the education system to significantly raise student outcomes a) Ensure every child can succeed. b) Hold schools accountable for changes in student outcomes. c) Investing in great leaders for every school d) Attracting and developing top talent in teaching e) Transforming the effectiveness of delivery

The Government focuses more on Malaysias education system and ways to upgrade the schools, the facilities, services, etc by increasing the level of teacher qualifications together with appropriate allocations that will beneficial to all parties related. Other than that, the Government also put much faith in a programme that specifically organized to teach Malaysian, and that is; a campaign to target high achievers. Trust Schools will also be introduced to facilitate public-private partnership in the management of selected government schools. Alongside with this 10MP, the government also implemented other policies under education field, which have also been appointed in this first part such as the NKRA, 1 Student 1 Sport, and Upholding Bahasa Melayu and Strengthening English Proficiency (MBMMBI). ii. Raising the skills of the Malaysians to increase employability a) Mainstreaming and broadening access to quality technical education and vocational training b) Enhancing the competency of tertiary graduates to prepare them for entering the labour market

In order for Malaysia to achieve high-income nation status, the Government emphasizes that it is necessary for to raise Malaysian skills in whatever working field available to increase their employability. Things such as the TEVT (Technical Education and Vocational Training) and upgrading tertiary education courses are also to be taken into account. It is said that Germany is using the TEVT system, the skilling workforce of Europes largest economy. Malaysia will try to implement the same system to increase the value of fresh-graduates. As for the tertiary education, other than upgrading the course curriculum, strengthening industry and research collaboration is one of the most crucial parts in improving graduates competency.

iii. Reforming the labour market to transform Malaysia into high income nation

a) Making the labour market more flexible b) Upgrading the skills and capabilities of Malaysias existing workforce c) Enhancing Malaysias ability to attract and retain top talent

It is highly recommended that the efforts to review the legal and institutional framework in labour industry to be taken. This is to provide flexibility in hiring and firing the workforce. The abundance of cheap low-skilled labour has delayed investments in many industrial sectors which have led to the reforming of unskilled foreign labour policy. The Government, in this context has also aimed to encourage greater participation in the untapped talent workforce such as housewives, retirees and disabled person. Together with that, it is also wise to encourage cost sharing for training by expanding the coverage of the Skills Development Fund in order to promote up skilling and retraining of the workforce. This is due to the inability of some workers that dont have enough funds to pay for their own training, especially the school-leavers whom dont have any income yet.

Roles of the Policy in helping the Government to Face the New Challenges in Education a) Driving improvements in students outcomes
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This is achieved by developing and enhancing the quality of the teachers by raising the eligibility appointment to Diploma and Degree holders.

Producing high quality students by providing better facilities (Trust Schools, HighPerforming Schools, conducive learning environment, etc) and access to excellent teacher (guru cemerlang).

b) Help Malaysia to meet the industry requirements

This will drive to the our improvements of productivity and enable Malaysia to move up its value chain

Skills training and development will be given a special emphasis on this matter to ensure Malaysia develops the necessary human capital

c) Transform Malaysia from a middle income to a high income nation By upgrading the skills and capabilities of Malaysias existing workforce, Malaysia is one step closer to achieve the high-income nation status and this can easily be done by encouraging Malaysians that they, also can help their country to change for the better
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Fostering the competitive nature among Malaysians by encouraging them to raise the standards to international level ever since they are still in school (As a saying goes, Strike the iron while its hot)

B. The Standard Curriculum for Primary Schools (KSSR) Overview Ministry of Education Malaysia has introduced the standardised English Language Curriculum for Primary Schools (Kurikulum Standard Sekolah Rendah), which will be implemented phase by phase starting this year. The new curriculum emphasises on holistic development of the students which encompasses new elements such as grooming of creativity and innovation, entrepreneurship, and integration of Information and Communication Technology (ICT). Characteristics of Human Capital (Primary School) At the end of the primary education stages, students should be able to master the basic skills for everyday life such as:
i.

Mastery of basic skills reading, writing and calculating.

ii. iii. iv. v. vi.

Reasoning creative and innovative skills Wellness awareness (physical and mental) Believe in god, full of moral values Self-esteem and patriotism Understand and appreciate the national culture

Curriculum Transformation
a) Design b) Material c) Organization d) Content e) Time allocation f) Pedagogy g) Assessment h) Curriculum management

The concepts of curriculum transformation are based on Malaysian philosophy of education and the principles of KBSR itself. Curriculum Transformation Design
A. Communication combine the relationship between verbal skills and non-verbal skills

during interaction.
B. Spiritual, attitudes and values appreciation of religious, attitudes and values. C. Humanism mastery of knowledge and practice of community and local environment,

national and global, appreciation of patriotism and unity.

D. Personal skills fostering leadership and personal development through curricular and

extracurricular activities of humanities.

E. Physical and aesthetics development the development of physical and health well-being

and fostering imagination, creativity, talent and appreciation.

F. Mastery of Science and Technology scientific knowledge, skills and scientific attitudes,

mastery of mathematical knowledge and skills, mastery of knowledge and Technologybased skills. Value added Skills
i. ii. iii.

Creative and innovative Entrepreneurship ICT

Standard Based Curriculum KSSR was enacted based on content standard and learning standard. Content standard is a specific statement about what students should know and can do in school term which encompasses knowledge, skills and values. Learning standard is a determination of the criteria of indicators of quality of learning and achievement that can be measured for each of the content standard. Why it is standard?
1) To ensure that all students pass the given standards 2) To measure clearly the designation of knowledge, skills and values. 3) To identify the strategies that need to be improved (assessment for learning) 4) To overcome the problems of students dropout in learning. 5) To implement the school-based assessment.

Examples of Content Standard and Learning Standard Content Standard Bahasa Malaysia students are able to listen, understand and respond correctly a command, questions and messages. English students able to express personal response to literary texts. Mathematics students able to naming and determine the value of the numbers. Learning Standard Bahasa Malaysia properly respond in orally to a variety of questions. English students able to respond book covers, pictures in books, characters with guidance. Mathematics able to name the numbers until 100, count the objects in the group, named for the number of objects to represent the quantity.

Pedagogy
A. Thinking skills in teaching and learning B. Application of the theory of multiple intelligences in teaching and learning. C. Using of ICT in teaching and learning. D. Future based teaching E. Constructivism based learning F. Contextual based learning G. Self access learning H. Mastery learning I.

Learn how to learn

Assessment of Learning and Teaching

i. ii. iii.

Carried out continuously to track the progress and achievement of students in learning. Using a variety of assessment methods. Being authentic and holistic.

Roles of the Policy in helping the Government to Face the New Challenges in Education
1) The curriculum is pupil-centred with an emphasis on fun learning, critical and creative

thinking, reasoning skills, communication and ICT literacy.

2) KSSR able to produce students which are highly motivated, creative and innovative. 3) Upon completing their primary education, students are able to made own decision

making without guidance.

C. Memartabatkan Bahasa Malaysia Memperkukuhkan Bahasa Inggeris (MBMMBI)

Objective To explain governments decision in approving Ministry of Educations strategic proposal to uphold Bahasa Malaysia and to strengthen the teaching and learning of the English language. Rationale These are the rationales of implementing MBMMBI to replace PPSMI. The status of implementation of PPSMI: The command of Bahasa Malaysia among students as compared to English. The achievement of students in Science and Mathematics according to types of school. The achievement of students in PPSMI according to location. The use of English by Science and Mathematics teachers in classrooms.

Definition of MBMMBI: To uphold Bahasa Malaysia means to place the language in its rightful position as national language as enshrined in Article 152 of the Federal Constitution. BM is also the main medium of instruction based on the Education Act of 1996. To strengthen the English language means to enhance the command of the language as a compulsory language to be learned, the language of communication and knowledge at the national and international levels.

MBMMBI

Based on these observations, the Ministry of Education will implement MBMMBI through these strategies: I. To uphold Bahasa Malaysia through: The teaching and learning approach. Bahasa Malaysia teachers of quality. Widening the use of ICT in teaching and learning of Science and Mathematics in National Schools (SK) and vernacular schools(SJKC) and National-type Tamil school(SJKT).

II.

To strengthen the English language through: Increasing the number of hours for teaching and learning of English in SK, Secondary Schools(SM), SJKC AND SJKT schools. English language teachers of quality. The teaching and learning approach. Widening the functions of computers laboratories to language labs.

III.

The abolition of PPSMI via the soft-landing approach. Both subjects are tough bilingually with effect from 2010 at primary and secondary schools.

The teaching and learning of Science and Mathematics will be carried out bilingually for year 4 in 2012, 2013 and 2014, year 5 in 2013, 2014 and 2015,year 6 in 2014, 2015 and 2016. Therefore, Science and Mathematics examination for UPSR will continue to be carried out bilingually from 2016.

Roles of the Policy in helping the Government to Face the New Challenges in Education

1. Produce Malaysians who are proficient in BM and English in all aspects of communication be it in their daily conversation, when conducting official matters and seeking knowledge, or in their respective careers. 2. Create model citizens who are able to access various fields of knowledge via multimedia including the information and communication technology, as well as those who possess critical, creative and innovative mindsets.

D. 1 Murid 1 Sukan (1M1S) 1 Student 1 Sport

Introduction This policy requires every student, from students of special needs to colleges and universities students, to join at least one sport activity. This policy is established in support of the National Education Policy that emphasises on the production of a balanced person intellectually, spiritually, emotionally and physically. This policy is also in align with the National Sport Policy that focuses on Sport for Everyone and Sport for Excellent. Its main attention is focusing on inactive students so that they may get involve in sport activities. At the same time, talents of potential students will be able to be shined and developed through High Performance School Sport (SPTS). Sport field is important in pushing the students physical capabilities to their optimum level as how suggested by the saying Healthy Mind Lies behind Healthy Body. In this context, sport field plays an important role in producing a healthy, active and productive individual that they may contribute towards social welfare as well as national economic development. Therefore, plethora of sport activities is introduced to attract students interest in practicing healthy and active lifestyle. Malaysia Ministry of Education (MOE) implements the 1M1S policy so that every student will be able to experience the benefits of sport and in hope that a generation that inculcate sport alongside with academic needs can be established. Rationales 1. All sports programs are a part of educational transformation which is cultivated by MOE.
2. Sport should also be recognised, supported and encouraged just like other aspects such as

academic subjects and co-curriculum activities so that student of balanced mind and physical can be produced.
3. This policy contributes toward the encouragement of healthy competition, goodwill,

mutual understanding, tolerance and improved moral and physical values that provide the

right path in integrating multi-ethnics groups into one united nation as well as nurturing the patriotism.
4. This policy can provide the chance as a whole for the students to get involve in more

organised and well-planned sport as well as in balancing the focus or the emphasis in producing a human capital holistically towards the establishment of highly competitive Malaysian citizen.

Mission In a long run, this policy is hoped to develop a human capital via whole student participation in sport activities throughout the year and nurturing the sport culture among the school students in order to be a nation that living a healthy lifestyles, healthy and highly competitive. Concept 1M1S policy is a sport development program in school that require every student of Upper Primary School to Form 6 Secondary school to join at least one sport activity that is organized and systematically implemented. This policy is based on the basic principles of students physical development. Thus, this policy is established to bring forward the National Education Philosophy to; i. Provide students with access to receive the benefits from participating in sport especially the less active or inactive students. ii. Develop the school sport towards the multiplication of students involvements rate in at least a sport. iii. Provide the chance for all the talented and potential students to be polished to another higher level. Implementation Principles The implementation of 1M1S policy should account for the following principles:
i.

Every student including students of special needs that having no health problem should be made compulsory to take part in at least one type of sport. The policy is applied to Primary 4 to Primary 6 students and transition class to Form 6 Secondary school

students. Students of pre-school to primary 3 are encouraged to join the program according to the schools capability. ii. Student is allowed to join in more than one sport depending on their capability and offered sport or sport that is organized by other outside organisation with consent and permission from the school. iii. The establishment of the policy is based on the Physical Exercise subject in school. All the sources of the PE lesson should also being used by 1M1S program. iv. The main aspect is the active participation of every student in sport activities. v. Participation in sport is the base of students intellectual, spiritual, physical and emotional development. Objectives 1M1S policy has put forward long and short term objectives as follow: i. Improve the physical health
ii. Build the personality, self-esteem, discipline and positive values

iii. Encourage unity among races iv. Build sport culture among students
v. Fulfill the students natural instinct to be physically active

vi. Provide equilibrium between the academics needs and physical needs; and vii. Establish the path towards sport excellence.

Roles of the Policy in helping the Government to Face the New Challenges in Education
i.

It can help to establish an all-rounder student or individual that excel in academic and as well as in sport field.

ii. It can help towards establishing students of healthy mind and body that contribute toward healthier learning experience. iii. It may encourage the students to pursue their study base on the sport prospect as the effort to improve the national sports level that can match up with the sports levels of other well-developed and modern countries.

E. National Key Result Area (NKRA)

The government focuses on 4 thrusts to widen access to quality and affordable education. Pre-schools Increase participation rate of pre-school (4+ and 5+) age children and improve the quality of the system by making all government and private pre-schools part of the national education system. Current enrolment rate stands at 67%. (72% enrolment across 4+ and 5+ cohorts by 2010) Objective: Raising the bar We have refined the sub NKRA target and increased our aspiration to expand enrolment targets to include both 4 and 5 years old students and raise quality.

The lab has taken a holistic approach and identified 7 key thrusts to widen access to affordable and quality pre-school education. 1. Establishing a National Committee as a single governing body will help coordinate capacity build-up and higher quality in pre-school education. Principles of National Pre- school Curriculum standard are; Holistic development of children meaningful learning Learning in fun way Basic skills for life long learning 2. The National Pre-school Curriculum Standard is designed to ensure a holistic development of children. A single governance body across multiple agencies will ensure Coordinated build-up of pre-school class capacity Harmonised and increased quality standards and thus better outcomes All agencies should be represented in the Committee to increase buy-in for new policies

3. Harmonising support for students across all government pre-school agencies will ensure an equal starting point to deliver high quality. All government pre-school providers will continue to receive the equivalent level of support and equipment 4. A new excellence framework and training of teachers and teacher assistants will help to improve and harmonise quality in the system. Importance of quality To enable high and consistent quality in pre-school education, quality expectations need to be defined and codified clearly. 5. Currently there are about 325,000 children aged 5 and 6 years either not attending preschool at all or attending non-registered pre-schools. In 2009, a total of 650 000 students have been enrolled in (registered) pre schools. Based on the total population of 5-6 years old, 33% or about 325 000 children have not been attending pre-school. Currently, plans for new classes could result in additional 200 000 students to be enrolled in pre-school. This will bring up the enrolment rate in pre-schools to the targeted 87% for 5-6 years old. 6. Increase private sector participation in pre-school education provision. Start-up Grant RM 10,000 one-off payment for all registered private schools opened in 2010 to 2012. Rational: -Encourage new private pre-schools targeted at the lower income segment -Ensure minimum quality standards are adhered to. Student fees assistance Assistance amounting to RM 150 per month per child to cover tuition fees for all 4+ and 5+ hardcore poor and poor students enrolling in private pre schools. Rationale: -target needy families with pre school age children. -Leverage private sector to expand enrolment.

7. Launch a national pre-school Information system. 1. Objectives of Literacy and Numeracy sub-NKRA Every child* will be able to acquire basic literacy and numeracy skills after 3 years of mainstream primary education by the end of 2012 *For the special needs students - defined as students with learning disabilities, hearing impaired, speech impaired, visually impaired, mentally retarded, multiple disabilities and physically disabled, a special literacy and numeracy curriculum has been designed. LINUS PROGRAMME

LINUS is an acronym for Literacy and Numeracy Screening LINUS is a remedial programme designed to ensure students acquire basic literacy (Bahasa Malaysia) and numeracy skills at the end of 3 years of primary education. LINUS is targeted at students who have difficulties in 3Rs i.e. Reading, writing and arithmetic.

Definition of Basic Literacy and Numeracy under LINUS programme Basic Literacy

Ability to read, write and understand words, simple and complex sentences (using conjunctions) in Bahasa Malaysia and apply such knowledge in learning and everyday communication. Basic Numeracy

Ability to solve basic mathematical operations, understand the idea of simple mathematics and able to apply mathematical skills in everyday life.

2. Objectives of High Performing Schools sub-NKRA Elevating the quality of the best schools

 Raising the quality of the best performing education institutions through increasing the level of autonomies and accountability, allowing them to innovate in how the school is run (e.g. curriculum, staffing) Producing excellent students institutions of higher learning, and graduate into towering personalities in all fields of work. Raising the bar for other schools in the system Painting a vision whereby other schools can aspire to be like these world-class Malaysian schools, and providing them the right platform to make this journey through coaching and networking between these schools 3. The objective of the New Deal is to improve the overall quality of student outcomes by improving performance of School Leaders in Malaysia School leaders have a significant impact on student outcomes. Instructional leadership They play an active role in developing their teachers, and plan, coordinate and evaluate teaching and learning activities in their schools. Create a supportive, orderly environment Ensures that the school environment is conducive for learning, by reducing external pressures and interruptions and establishing an orderly and supportive environment both inside and outside classrooms. Primary change agents Articulate a clear vision and mission, which is essential in aligning the whole school towards ensuring that the desired student outcomes are achieved. The Education NKRA under the Government Transformation Programme (GTP) has been established to improve students performance in schools in addition to providing them with access to better quality education. The initial step towards the progress in Malaysias education system as mapped out by the NKRA is for educationists to willingly make sacrifices in order to
Creating a breeding ground for international calibre students, who move on to the best

meet challenges in the nations education sector. Education Ministry deputy director-general (education operations sector) said that teachers should be better than their students in all aspects. For example, they should not think that after 30 years of teaching the English language that they need not bother to learn how to use computers. The teaching method of today is vastly different from that of the past. One of the way that teacher used to teach is using ICT. Teachers must be prepared to change as the use of information and communication technology (ICT) helps them to improve classroom teaching as children of today are well versed in the Internet. Teachers especially those in secondary schools should be ahead of their students as children have computers at home, apart from cyber cafs where Internet is also accessible.

Conclusion

In conclusion, government has considered and taken new approaches in its effort to transform the countrys education into another level of advancement. By implementing the 10th Malaysian Plan (10MP), the Government aims to make the teaching profession as a career option for excellent candidates. Other than that, various allocations will be given by the Government in order to upgrade the education system. The 10MP also focuses on nurturing a strong human capital based on skills development and innovation capabilities. From that, we may conclude that 10MP is also aiming on producing more skilled workers from Malaysia itself. This will enable Malaysia to compete with other developed countries around the world which can bring honour to Malaysia. The transformation of the curriculum requires total commitment from all parties, including policy makers, curriculum managers, parents and stakeholders. It is significant as it involves the curriculum, approaches to teaching and learning as well as values. The government is also seen taking a new approach in the teaching of Science, Mathematics, English and Bahasa Malaysia. The government believes this can uphold Bahasa Malaysia, strengthen the command of English and boost students capability in mastering Science and Mathematics which are vital for the nations future. Besides, 1M1S policy is also another good effort from the government in order to transform the national education to a better level. A good student of healthy mind and body can be produced by encouraging the student to participate in sport activities. This may help the student to have better and healthier lifestyle be it now or in the future. The education NKRA under the government transformation programme (GTP), on the other hand, will make sure that all the planning for education in Malaysia will be success and supporter from parents especially are needed.