EDU 405 - Chapter 04

TERTIARY EDUCATION | 49

50 | TERTIARY EDUCATION

4.1 INTRODUCTION In Malaysia, the National Education System consists of pre-school education, primary

education, secondary education, upper secondary (Form Six) education and matriculation

collegues as well as tertiary education. Tertiary education is the continuity of the upper

secondary education which includes Community Colleges, Polytechnics, public Higher

Education Institutions (HEIs) and private HEIs. The restructuring of the Cabinet on the 27th

March 2004 has resulted in the Ministry of Education being divided into two: Ministry of

Education (MOE) and Ministry of Higher Education Malaysia (MOHE). The administration of

public HEIs, polytechnics and community colleges are being placed under the purview of

MOHE.

The MOHE has prepared the National Higher Education Strategic Plan 2007-2010: Beyond

the year 2020 to meet the demands of the higher education transformation requirement in

producing human capital equipped with first class mentality and making Malaysia an

excellent hub for international higher learning. The plan focuses on the role and function of

public and private HEIs, polytechnic, community college and other relevant training

providers. To achieve these goals, some transformational steps are taken. This revolves

around ensuring the democratization of higher education; facilitating students mobility and

improving the quality of teaching and learning; building crtical mass researchers and

continuing the effort to produce academics worhy of Nobel Laureates; creating one or two

autonomus apex universities; intensifying internationalisation of higher education;

enculturation of lifelong learning; activating critical mass researchers and teachers; and

reinforcing the delivery system of MOHE.

4.2 HISTORY OF HIGHER EDUCATION IN MALAYSIA Higher education in Malaysia started with the formation of University Malay (UM) in 1961,

followed by the Science University Malaysia (USM) and Tunku Abdul Rahman College in

1969. Since then, the number of public HEIs has increased in 1970s, 1980s and 1990s. Until

2007, the country has 20 public HEIs and 36 private universities. Meanwhile, Ungku Omar

Polytechnic was the first formed in Malaysia in 1969 and currently (2008), there are 27

polytechnics around the country. The formation of community colleges since 2001 has

marked a new development in the history of higher education. Their aims are to encourage

lifelong learning and to provide training opportunities to local communities.


Private education thrive in 1980s when educational institutions started offering overseas

courses at certificate, diploma and professional qualification levels. In 1990s, more obviuos

where many private HEIs offered their own certificates and diploma programmes. The role of

private HEIs has gone through various changes and is an important alternative for students

to gain quality tertiary education in Malaysia.

In efforts to provide quality quality higher education, the Malaysian Qualification Framework

(MQF) was introduced at the end of 2007. The main feature of MQF is to promote student

mobility from one education program to another through the transfer and standardisation of

course credit. The implementation of MQF will simplify course certification at the

international level.

4.3 COMMUNITY COLLEGES The aims of community colleges are to provide dynamic and quality education as well as

training by:

Organizing and creating alternative path for post secondary;

Organizing and preparing lifelong learning with knowledgeable community

development (K-communities)

Providing training for up-skilling and re-skilling for local workforce needs;

Providing strategic networking to encourage socio-economic activities among

local customers and stakeholders; and

Providing community-centred facilities and services.

Community colleges offer full time as well as short term courses that focus on skills training,

and have begun offering courses at diploma level through the collaborations with private

companies. These courses are conducted through work-based learning (WBL).

4.4 POLYTECHNICS Polytechnic education was introduced in Malaysia through the Colombo Plan in 1969 which

resulted in the formation of the first polytechnic, the Ungku Omar (PUO) Polytechnic in Ipoh,

Perak. Polytechnic education was emphasized under the Cabinet Committee Report (1979)

and the National Industrial Master Plan (1985-1995).

Polytechnic offered courses at certificate level ang diploma level in the field of engineering,

business and hospitality. Smart partnership and collaborative programmes with local


corporations and overseas institutions of higher learning are made in efforts to make courses

offered at Malaysian polytechnics more competitive. In 2006, the course in Diploma in

Aviation Maintenance was introduced in collaboration with Malaysia Airlines.

4.5 PUBLIC HIGHER EDUCATION INSTITUTES (PUBLIC HEIS)

The formation of public HEIs has given way to a new dimension and opportunities to more

students to acquire tertiary education and prepare them for the job market. The curriculum in

public universities has to meet the need of the job market and industry, especially language

mastery, communication skills and competencies in science and technology plus the

acquisition of knowlwedge and the latest technology. Co-curricular activities are given due

attention and emphasis as an effort to build a balanced human capital and quality workforce.

Currently, there are 20 public universities throughout the country which are formed under

University and College University Act (AUKU) 1971. The universities are categorized inti

three groups which are:

a. Research universities (four) give emphasis to the research discpline;

b. Focused universities (12) which focus on the technical, education, management

and defence dusciplines; and

c. Comprehensive universities (four) which offer various courses and field of

studies.

In efforts to improve the ranking of universities in Malaysia, research universities are formed

to focus on research and innovation activities where the ratio of graduate students to post-

graduate students is 50:50. Meanwhile, for focused universities, the ratio of graduate

students to post-graduate students is 70:30. Comprehensive universities offer education in

various fields and levels. Emphasis are given on providing programmes that offer hands-on

experience and increasing the number of post-graduate programmes.

Public HEIs also offer long-distance programmes to give access to students who do not

have the opportunity to attend classes on a full-time basis. The long-distance programmes

offer courses at diploma,degree and masters levels. Collaborative programmes between

public and private HEIs as well as universities abroad also provide opportunity for students

to acquire tertiary education.


On average, 90% of the public HEIs expenditure is provided through government grant to

fund the annual operating cost while 10% is aquired from the students tution fees. The

government encourage the public HEIs to generate their own funds by receiving commision

from the products of their research. For this reason, the public HEIs are allowed to establish

holding companies to market or commercialize their research findings.

4.6 PRIVATE HIGHER EDUCATION INSTITUTION (PRIVATE HEIS)

The development of private higher education in Malaysia started in the 1950s as alternative

educational institutions to cater students who did not succeed to secure a place in public

HEIs. Due to the tremendous growth of private education, the Private Education Department

(formerly the Teacher and School Registration Division) was established in 1995.

This department was responsible for:

Handling matters regarding the private education institutions from kindergarten to

university level.

Managing education course, registration, supervision, monitoring and information

gathering;

Managing applications to update education course and private HEIs registration;

and

Providing more opportunities to pursue tertiary education.

After the establishment of MOHE in 2004, the management of Private Higher Education

Sector is responsible for the private HEIs in all aspects related to higher education. The

implementation of the Act 555 has made it possible for some private universities and brach

campuses of foreign universities to be established in Malaysian shores.

4.7 THE MALAYSIAN STUDENTS DEPARTMENT The Malaysian Students Department (MSD) provides assistance and support in terms of

counselling, course work, and medical services to Malaysian students who are studying

abroad. Currently, there are 11 MSDs located in UK (London), Egypt (Chairo), Indonesia

(Jakarta), Australia (Sydney), USA (Washington DC), Los Angeles and Chicago, Canada

(Ottawa), New Zealand (Wellington) and Saudi Arabia (Jeddah).


4.8 THE NATIONAL HIGHER EDUCATION STRATEGIC PLAN: BEYOND 2020

The National Mission which was announced on 31 March 2006, emphasised the second

phase of the governments effort to towards achieving the status of a developed nation as

envisioned in Vision 2020. The second thrust of this mission focus on raising the capacity for

knowledge and innovation as well as developing human capital with first class mentality to

face challenges in the knowledge-based economy and the innovation field in the 21st

century. The desired human capital should excel in education, be skilful and possess

towering personalities. In relation to these needs, the National Higher Education Strategic

Plan which was launched on 27 August 2007 by the Prime Minister. It was formulated with a

vision to transform higher education in the context of establishing Malaysia as an

international hub of higher education excellence.

The National Higher Education Strategic Plan is prepared with the aim of producing human

capital that supports the thrusts of the National Mission in order to improve knowledge

capability and the nation is innovations, as well as to inspire human capital with first class

mentality. This Mission aims to produce world class universities and high quality graduates

to meet the needs of the market. In continuation to the Educational Development Master

Plan (EDMP) 2006-2010, tertiary education will train students into human capital that are par

excellence. Human development programmes which include teaching of communication and

English language skills, exposure to entrepreneurship and capacity building, as well as

character building will be emphasised under this plan.

The higher education system moves in accordance to changes in the global scenario.

Factors that necessitate change, among others, include democratization of higher education,

diversification of institutions and services providers as well as changes in higher education

funding and investment. The evolution and transformation of the higher education system

are further promoted with improved quality, relevant curriculum and efficient delivery system

which would produce quality graduates who can contribute to the community.

The National Higher Education Strategic Plan Implementation Phase

PHASE I 2007- 2010 (Laying the Foundation)

PHASE II 2011- 2015 (Strengthening and Enhancement)

PHASE III 2016- 2020 (Excellence)

PHASE IV Beyond 2020 (Glory and Sustainability)


The National Higher Education Strategic Plan outlines seven strategic thrusts which forms

the foundation for the development of the National Higher Education till the year 2020. They

are as follows:

FIRST THRUST Widening of Access and Increasing Equity

SECOND

THRUST

Improving the Quality of Teaching and Learning

THIRD THRUST Enhancing Research and Innovation

FOURTH THRUST Strengthening of Higher Education Institutions

FIFTH THRUST Intensifying Internalisation

SIXTH THRUST Enculturation of Lifelong Learning

SEVEN THRUST Reinforing Delivery Systems of the Ministry of Higher

Education

Democratisation through diversified meritocracy (50% access in tertiary education and

33% workforce with tertiatary qualification)

Higher Education Human Capital Development Fund prestige scholarship.

National policy on industrial internship for students and attachment for lecturers.

Periodical improvement of curriculum, interactive learning.

Versatility and marketability of graduates 100,000 PhD or equivalent.

To develop critical mass of researchers

Six Research Universities

20 world class Centers of Excellence

innovation culture among students

10% research findings are commercialised


One to two Apex Universities among existing HEIs

Three HEIs among top 100 and one in the top 50 of the world renowned universities.

Autonomy with Key Performance Indicator under MoHE

75% lecturers with PhD qualifications

Rating of HEIs based on KPI

Collaboratives networking with foreign HEIs

Average 10% overall enrolment are international students, especially in Private HEIs

5% international students in coopetitive courses

Sending students for post doctoral students in renowned international universities

15% international teaching staff at Research Universities

Student mobility with credit transfer

Malaysian International Scholarship

Recognition of lifelong learning through MQF

Recognition of Prior Learning Experience

Increase participation of lifelong learning by adult

Alternatif pathways and programme mobility

MoHE as a facilitor

Best delivery systems

Effective implementation and monitoring

KPI-performance-based

Prudent spending of government allocation

Selection of top management Public HEIs based on merits-towering personality


EXERCISES

1. Define the aims of community colleges to enhance the dynamic and quality education.

Give examples.

2. The National Higher Education Strategic Plan is prepared with the aim of producing

human capital that supports the thrusts of the National Mission in order to improve

knowledge capability and the nation is innovations, as well as to inspire human capital

with first class mentality.

a. List TWO (2) factors based on Second Thrust to support the statement above.

Discuss.

b. Describe briefly the enculturation of lifelong learning that contribute to the

inspiring human capital with first class mentality. Give examples.

REFERENCES

Malaysia, Educational Planning and Research Division. Education in Malaysia. A Journey to

Excellence. (2008) Ministry of Education, Malaysia.

Malaysia Education Blueprint 2013:

www.moe.gov.my/userfiles/file/PPP/Preliminary-Blueprint-Eng.pdf

Educational development in Malaysia and Oman: Two Sucess Stories 2008. Ministry of

Education, Malaysia and Sultanate of Oman, Ministry of Education.

Pelan Strategik Pengajian Tinggi Negara: Melangkaui 2020, Kementerian Pengajian Tinggi

Malaysia.

Quick Facts 2007, Education Planning and Research Division, Ministry of Education

Malaysia.

Quick Facts 2008, Education Planning and Research Division, Ministry of Education

Malaysia.

Written report, information and statistics from respective divisions in the Ministry of

Education, Malaysia

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EDU 405 - Chapter 04