1.0 Introduction

Education is a planned process to create teaching and learning process between teacher

and student so that it becomes a smooth process and able to develop their potential. These

efforts were initiated to create a knowledgeable generation which not only accounts for

student’s academic aspect but also involve a number of other aspects such as physical,

emotional, spiritual, intellectual and social.

             Education is very important in this era of globalization as everything requires

knowledge and skills to enable a person to move forward. There are many importance of

education, for example as a means to develop individual potential, right channel for

knowledge delivery and knowledge acceptance, creates a bright future opportunities, as a

preparation undergone changes in line with current world's development and many more.

“Economic development is very rapid in today’s world. The same goes for social development as well. …we are faced with different types of elements both from within and without. …most of such elements are good, but … they come from outside, and we are not comfortable with them. Therefore, we face another challenge that is human development. (Cabinet Committee report on education, 19979)

Due to such interests, Malaysian government agreed to coordinate education across the

whole country by introducing National Philosophy of Education based on Education Act and

Education Report. This philosophy aims to create all-rounded individual from the intellectual,

spiritual, emotional and physical aspects based on the belief and devotion to God. This is

important for producing Malaysian citizens who are knowledgeable, responsible and capable

of achieving self well-being and contribute to the betterment of society and the nation. In

other words, it emphasized on human capital development.

“Human capital is a necessity, and no longer a luxury. …Education and continuous skills training will ensure the sustained relevance of the nation’s human capital with industrial and market needs, besides being able to face increasing international challenges and competitiveness”. (YAB Datuk Seri Abdullah Ahmad Badawi, 2006)

Human capital is essential for our country development because I believe it will

supply our industrial and service sectors with skilful and well-trained workers. With enough

workers, we will no longer depend on foreign labour. Only then we could reach the status of

develop country because we can stand on our own feet. In order to accomplish this target,

we had to stick to the policies listed in the National Philosophy of Education. We have to look

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on the needs of this national education philosophy in order to further enhance human capital

through National Education Development Programme (PPP).

2.0 National Philosophy of Education

Philosophy of education is very important in determining the value, the direction of education

and strengthens the education system. In emphasizing the development of humanity,

Philosophy of Education must keep pace with the current desires. Students nowadays are

very open to technology that allows them to get information at their fingertips. In the past, all

the information is only available in the school, but now all the information is accessible via

the internet. The aim, the implementation of educational philosophy should be in line with the

desires of current and future technologies in line with the students explored.

Philosophy of Education is a core educational direction of our country. Education is

something that is very important because knowledge is a powerful thing now. Without

science we would not be able to transcend the limitations outlined in making us a success.

In general, the word philosophy can be understood as a thought or a true, rational and

thoughtful. Thought or opinion, produced from research efforts philosopher with a scientific,

systematic and logical. The purpose of philosophy is to discover and prove the truth and give

directions or guidelines for the important things in life.

Based on the above, the philosophy of education can be defined as a guide, the direction or

views on matters related to education. Thus, the National Education Philosophy

(Stakeholder Forum) is formulated from a rational order and critical thinking based on the

ideology of the country as was manifested in the Report and Policy Education, including

National Principles. Stakeholder Forum will be a torch to give guidance and direction to all

educational endeavours - whether in educational institutions or in an educational institution.

In this regard, Stakeholder Forum is carefully and meticulously drafted by education experts

consider all aspects related to the needs of individuals, society and the State.

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3.0 Implementation Strategies of the National Education Policies

Policy is fundamental for something. However when we talk about Malaysia’s Education

policy, the word “policy" is no longer just a noun convey its basic connotation, the base or

purely philosophical. Instead, this policy here does not imply a broader in its meaning and it

has holistic understanding. Things related to the policies initiated from Razak Report (1956)

and the Education Ordinance 1957 has undergone many revolutions and improvements after

it had gone through a few post-independence eras. Challenges or current demands which

came in with increasingly complex had created a dynamic response to the National

Education Policy revised edition.

Based on the National Education Policy, a generation that wants to be produced from

the country's education system is a united generation who is harmonious balance of the

physical, emotional, spiritual and intellectual. Moral values and integrity are trying to be

cultivated among them as well as their skills that bring in students the ability to achieve

personal well-being and contribute to the prosperity and harmony of society and the nation.

Several implementation strategies have been identified and carried out to achieve the goals

of the National Education Policy.

3.1 National Language as Key Mediator

"The purpose of education policy in this country is to unite the children of all races in this country to follow a regulation that covers the whole nation education using the national language as the medium of instruction, although this cannot be implemented immediately but should be made gradually." (Razak Report, 1956)

Language is the soul of the nation. Language is capable of creating unity among a

multi-racial society like Malaysia. This has become one of the preconditions that lead to the

construction of the nation as what had achieved today. The language that public used to talk

generally will expedite the process of transferring information, be able to avoid

misinterpretation, distrust and enrich the information. This was done without neglecting the

native languages of other ethnic groups such as Chinese and Tamil. Therefore, Bahasa

Melayu as the national language should be used optimally by adopting it as school official

language and the medium of teaching and learning.

The 12th implementation strategy also touched on the language as the national

language and English language became a compulsory subject taught in all schools.

However, recently, the issue of teaching Science and Mathematics in English (PPSMI) had

brought a huge debate questioning its merits. It seemed that problems exist mainly in

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students came from rural areas who have difficulty in mastering such subjects and they

urged this problem should be examined and resolved. This implementation should not be a

big issue in our education system if we refer back to National Philosophy of Education.

There are reasons behind this implementation. From global perspectives, we are actually

preparing a generation of global thinker who will lead Malaysia in the future. Mastering both

languages especially English will facilitate technology transfer. Thus, increase the chances

of bringing up Malaysia to the global arena and makes Malaysia on par with other developed

countries.

3.2 Same Curriculum and Examination for All

Coordinating the education system for all types of schools in terms of curriculum,

assessment and examination aim to produce united Malaysian citizens who come from

different background. Mission for National Integration building is in line with one of the

challenges listed in 2020 Vision. Through the implementation of this strategy, the

government hopes, the same inputs process will produce the same output. Union thought

comes from mission and vision of each individual. However, there are still some weaknesses

that need to be taken seriously and handled with care. The question that arises among

students is how much they value the knowledge they had in their lives. Most of today's

students misinterpreting the value of knowledge with the marks allocated in the examination

papers. Mostly fail to see the importance and practical use of knowledge in life. Some are

just simply learning to collect points without knowing the purpose of study, understand and

appreciate the knowledge they have learned. This may be driven by the perception that has

been built in today's society; seemingly absolute success is based on the 'A' grade obtained

in those examinations. The media also play a better role in raising public attention toward

those students who able to score more 'A' grades in examinations. These things are not

wrong, but it should be judge fairly. In my opinion, attention should also be given to low

achiever students. Their problems should be recognized by the authorities so that

improvements can be made for the coming sessions. As a result of 'A' grade maniac, there

are cases where it left a great depression to those low achiever student. They suffer from '

inferiority complex ', which mean they are ashamed to face the society, lose self confidence

until they commit suicide because they are ashamed of their UPSR result. There are also

those students who are willing to use a variety of ways to get more 'A' grades to be

appeared on their examinations results slip. Leak questions paper, 'creative and innovative'

techniques in spreading the answers during the examination is nothing unusual going on

among students. It seems like the values of integrity that the government trying to instil had

been corrupted by the uncontrolled greed in our lives. Examination is not absolute

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measuring tool for someone’s credibility. Comprehensive evaluation system should be

reviewed and implemented to tackle this problem.

3.3 9 Year Basic Education and 4M

Recognizing the importance of knowledge in human humanizing, the government

through this policy has provided a good platform for children from age 4 to 17 years to get a

basic education. Basic education is divided into three stages that are pre-school education,

primary school and secondary school.

Firstly, children from the age 4 to 6 years old can go for pre-school education. Pre-

school Education is a program that provides learning experiences to children from age 4 to 6

years in a period of one year or more before entering into Year One. It aims to nourish the

potential of students in all aspects of development, master basic skills and foster positive

attitudes in preparation for primary school. The Ministry of Education began implementing

annex preschool program in 1992, as a pilot project based on the decision of the Cabinet on

December 18, 1991 who has agreed to create a total 1,131 preschool classrooms.

Meanwhile, the Cabinet on June 6, 2001 has been agreed that the MOE continued

expansion of preschool programs since 2002. Since the expansion of pre-school has been

carried out from time to time in accordance with the existing policy, the Education NKRA and

also proposed the expansion of the RM 10th. The Education Act 1996 provides that the

National Education System includes Preschool Education, Primary Education, Secondary

Education, Secondary Education and Higher Education. The responsibility of the Ministry of

Education is to give serious attention to the development of pre-school education in the

country. The Education Act 1996 provides important aspects of pre-school, kindergarten,

namely the establishment, powers of the Minister to establish and maintain kindergartens,

preschool curriculum, instruction, teaching Islam and others. In terms of the democratization

of education, specific policy allows children to enjoy the pre-school educational opportunities

regardless of family income, area of residence and ethnic groups, including children with

special educational needs (Children with Special Education Needs). Among the basic

principles of the policy is to provide pre-school education facilities to children between the

ages of 4 and 6 years. Ensure the use of the National Preschool Curriculum Standards.

Preschool teachers must have training in the field of school education. Ensure appropriate

physical facilities and equipment and supplied quality. An inspection and supervision

mechanism was conducted. The government also ensures that all pre-school education

institutions comply Pre-school Education Regulations 1996, as provided in Section 24 of the

Education Act 1996.

Secondly, primary schools with the latest Standard Curriculum for Primary Schools

(KSSR) for 6 years. Standard Curriculum for Primary Schools (KSSR) was introduced as an

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effort to reorganize and improve the existing curriculum to ensure that students are provided

with the knowledge, skills and values relevant to the current needs and challenges of the

21st century. Implementation KSSR replace Curriculum for Primary Schools (KBSR) starting

January school session aims to increase students' interest in the subject of English. USSR

enacted in standard representation consisting of content standards and student learning

needs to be achieved in a school level. Content standards are specific statements about the

students should know and can do in the school covers the knowledge, skills and values,

while Standard Learning is setting an index of the quality of learning and achievement can

be measured for each content standard.

Thirdly at the secondary level, they are guided by the Integrated Curriculum for

Secondary Schools (ICSS) for 5 years. The, only then these children will usually choose to

continue their studies at higher education institutions (HEI) or work.

There are 2 official examinations to fill every pause transition stage that are Primary

School Assessment Test (UPSR) and Sijil Pelajaran Malaysia (SPM). These examinations

enable excellent students to go for better schools and institutions of higher learning in order

to achieve their ambitions. This opportunity was welcomed by the people of Malaysia. Most

of the children in Malaysia are now able to enjoy this educational opportunity, although some

might come from the middle-class and less fortunate.

KSSR was based curriculum design 6 cord of Communications; Spirituality, Attitudes

and Values: Humanities, Physical Development and Aesthetic; Science and Technology and

Personal Skills. KSSR use Elements of Creativity and Innovation, Entrepreneurship and

Information and Communication Technology (ICT) explicitly focusing on 4M (Reading,

Writing, Counting and reasoning). KBSR is curriculum design based on three areas:

Communication; Man and Nature around and Individual Self Development. This method

uses the elements of the Critical Thinking and Creative with a focus on the 3M (Reading,

Writing and Counting). Without basic skills in reading, counting and writing, a person can

have difficulty in dealing with knowledge -based world today both in terms of employment or

everyday life. Failure to master the 4M also causes varying degrees among students.

3.4 Enhancing Education Spiritual, Moral and DisciplineWhite-collar crime or other blue collar takes place in today’s society simply because

of individual spiritual side failed to develop alongside the intellectual and skills. I'm more

inclined to say that this spiritual aspect should be the reference of each foundation of

knowledge claimed by any student so that later it will bear the benefits that can be enjoyed

all Malaysians in particular especially the global community. Problems of corruption,

embezzlement, and take for granted could be reduced if the students who will enter the job

market and society are educated by a religious foundation, the fundamental of values and

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discipline themselves well. But there were also problems lies in the knowledge learned for

examinations scores as I mentioned earlier. This makes the study of religious knowledge,

morals and disciplines are merely non practical knowledge. Most students fail to disclose a

sustainable spiritual side in the real world. A student may obtain 'A' grade for Islamic subject

(for example) since the test one to the final examination; however, the most important thing

that is the practical was poorly executed. What causes this to happen? This knowledge

seems to be stored in the database only for short-term memory to spewed on the

examination answer sheet; do not seep into the hearts, minds ingrained in forming the

character admirable. Mechanism to measure the effectiveness of this strategy, the

weaknesses and improvement plan should be examined for the benefit of all. We do not

want to produce students who are just afraid of doing wrong when faced with the teacher

because the teacher will not be in all places throughout the student life!

3.5 Cultivating Leadership and Discipline Through Co-Curricular ActivitiesCadet Association Malaysia (PKBM), Police Cadet, Junior Cadet School (KRS), Scouts, Girl

Guides and Girl Islam are between uniformed associations that exist in most schools in

Malaysia. Clubs and organizations such as the uniformed units last give many opportunities

for students to hone their leadership skills, self-discipline and training of mental and physical

endurance. The ministry has made extra-curricular activities as a prerequisite to boarding

school admission or IPT. Through this kind of platform, hidden talents of students can be

discovered and harnessed. Students will learn a lot of new and fun while you get to work

with other partners. Curricular organization is a small-scale model to a systematic

community life. But human handling issues, formality, protocol, and the problems arising will

add experience, moving the sleeping mind to begin to see the world outside the frame

themselves and think outside the box of their minds. It must be emphasized that the role of

adviser to monitor movement of an organization's work. Advisers should serve as an

advisor, do not stand in two extreme points; too stifling or too loose. Advisory older and

mature than the students need to ensure that tasks, activities and programs planned and

conducted with the students the idea of creativity, rather than making the students as a tool

to raise the name of the club to sell their own ideas to be implemented alone. Advisers need

to rebuke the ideas he thinks are too shallow or utopia to implement. With the time that

students are not rigid and can be born as a dynamic!

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3.6 University Facilities and BureaucracyUniversity is one of the last formal education platform pupils moved into the working world

and the real world. Comments given by Prof. Emeritus Dr. Khoo Kay Kim in commenting

description of the ivory tower, which aired through TV3 Home Bulletin dated January 5, 2008

due taken seriously. The essence of his view, most preferred university management and

the students will not develop new ideas. Why is this happening? We must realize that the

play highlighted by students who is now a student and a female student at the university

stage is mostly imagined themselves when in the real world soon. National figures leader

such as Sidek Baba, Tan Sri Musa Hitam, Aziz Deraman, and Syed Muhammad Naquib al -

Attas was born of student movements founded on and operates at a local university once. It

should be noted; education is not only wanted to produce students of high intellectual level,

but also higher levels of spiritual, physical and emotional immaturity (Holistic development).

The role of the university as a department expressed no doubt that scholars. About

hierarchical association such improper ignored by the management and the students

themselves. It is because of this active association of germination and emergence of buds of

fresh new ideas and credible individuals and versatile.

Involvement in the university is more realistic and close to the current world than

when in secondary school. From there, students will form themselves into a versatile, who

can manage study time and their co-curricular activities well. Regulation and red tape is too

tight will restrain the development of ideas of the student. They can also be stunted spirit and

many take the easy way to throw these extra-curricular activities far away as difficult to

implement (due to the implementation of the load plus the procedure for approval) and seen

no direct relevance to the course being taken . This problem is especially evident in recent

years especially in private institutions of higher learning. Maybe the government is not

directly involved in the governance of private institutions, but also the alarming epidemic

infectious to students at universities. It is recognized by the local public university professors.

Most of the students are no longer as fun and excited as activities before, if there are

involved, their committee member status. We are afraid the country will be a loss for the

latent talent and specific skills possessed by students will not be discovered, carefully

ground and polished, very well. Because the other looking at the infrastructure and

technology necessary to support a noble ambition to produce capable, we also need to focus

on matters related to efforts to reduce red tape and facilities for students to organize and

carry out activities. With this infrastructure, IHE students will be able to add advanced skills

in handling tools and to add value when competing in the job market. However this would be

brilliant if simple procedures, efficient and effective for workshop and other activities relevant

to the students as well as current world can be implemented. It is possible under the

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auspices of the implementation strategy 4, the smoothing procedure management

education.

3.6 Democratization of EducationProbability to find gold in vast mining area is better than in small mining area. Such a simple

analogy to describe the importance of our democratization of education is carried out. To

enable the country enjoy brainstorming of young potential, the market for the supply needs

to be more extensive. Infrastructure and R & D tools that can help uncover gems good faith

expectations, state and nation are facilitated. Accordingly, the distribution of financial

allocations without favour or discrimination will enable students to learn especially in rural

schools and rural areas enjoy the same opportunities and the students in the city. This effort

is also seen to reduce the gap between the two 'plates Malaysian world' is. Who knew that

the country would soon be led by individuals who come from indigenous groups? They also

Malaysians and people can be educated, designed to birth as a competent and charismatic.

Injustice in providing this education fund would deny these students the opportunity to grow

in line with the progress of science and technology. Dropout problem in rural schools and

rural areas will continue to be a trauma that haunts teachers, students, authorities and

society in general. This involves civil rights (rights), not special rights (privileged). And

reversal of educators, administrators, and students in rural schools is especially for the

optimal value and use all the facilities for the benefit of their personal development.

3.5. Quality TeacherThe instructors are the backbone that supports the growth of the body or the students.

Teacher, very simply, to be an example of all the aspects of personality, maturity of thought,

speech language, the height of knowledge, the principles of life and many more as they both

parents for children who are undergoing the years of schooling. Those close relationships

with students, never mind what the cause (tables, clubs, individual initiative) make their living

examples that will be evaluated by the students. Thus, not enough for Pedagogy and skills to

communicate with students is more left in the living former students. Good teachers make

the subjects that are considered generally as bored, really eye-catching. Not a few numbers

of students interested in a subject and thus learn in earnest due to the teaching and

communication skills of a teacher. A good teacher does not just teach students to just pass

the check alone, but will teach and develop the student's potential for human birth is ready to

face the challenges in his life later on. Teachers also do not need old-fashioned with a

reference text. Expanding access and information network will not harm any party. Even

these additional inputs can serve as the inspiration for the students to ' know more ' and to '

know better ‘, understand and appreciate the knowledge they have learned. For example,

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like in the application of Mathematics. Most students learn the subject without knowing the

importance of the subject position in their day-to- day life. By knowing the application in a

clear, students’ minds is stimulated to produce new ideas are innovative and creative in

nature. Teacher’s role is to drive the idea that it could be realized.

3.6. Vocational and Technical Education (PTV)Technical and vocational education is a branch of education offered at present. It was

created to provide opportunities for students who have a tendency to science and

technology education to meet the manpower needs of the industry within and outside the

country. To realize technical education programs, many related programs have been created

and offered. This training system has also been introduced until secondary school level to

university level.

These efforts is to enable potential students are trained to be professional workforce

and semi-professionals in various fields of technology and engineering. Technical and

vocational education can actually help school dropouts in the education of an academic

nature but has great potential to become excellent individuals in the areas of skills and thus

be able to generate the overall economy.

Refer to the official portal of Technical and Vocational Education Division, the

Technical and Vocational Education Policy (PTV) in the Ministry of Education is to provide

access, equity and quality education to students who have a tendency, abilities, interests

and talents in the field of technical, vocational and skills. In the empowerment program of

technical and vocational education, the government aims to boost student excellence to be

lifted and the country's education system in the world. Is expected to strengthen the

program's technical and vocational education will be able to reduce the dropout rate from

school and adding skilled talent to help develop the country as a whole.

National Education Policy is indeed able to meet the needs of human resources for

the present and future. It is in line with the country to achieve the level of industrialized

countries. Therefore it is important that people be educated in line with the requirements of

the government and private sectors to specific areas such as manufacturing, tourism,

services, and so on. Therefore this policy is not only able to meet the manpower

requirements in terms of quantity but also in quality.

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4.0 National Education Development Programme:Overview Preliminary Report of Malaysia Education Blueprint 2013-2025

In October 2011, the Ministry of Education launched a comprehensive review of the

education system in Malaysia in order to develop a new National Education Blueprint. This

decision was made in the context of rising international education standards, the

Government’s aspiration of better preparing Malaysia’s children for the needs of the 21

century, and increased public and parental expectations of education policy. Over the course

of 11 months, the Ministry drew on many sources of input, from education experts at

UNESCO, World Bank, OECD, and six local universities, to principals, teachers, parents,

and students from every state in Malaysia. The result is a preliminary Blueprint that

evaluates the performance of Malaysia’s education system against historical starting points

and international benchmarks. The Blueprint also offers a vision of the education system and

students that Malaysia both needs and deserves, and suggests 11 strategic and operational

shifts that would be required to achieve that vision. The Ministry hopes that this effort will

inform the national discussion on how to fundamentally transform Malaysia’s education

system, and will seek feedback from across the community on this preliminary effort before

finalising the Blueprint in December 2012.

Education plays a central role in any country’s pursuit of economic growth and

national development. There is no better predictor of a nation’s future than what is currently

happening in its classrooms. In today’s global economy, a nation’s success depends

fundamentally on the knowledge, skills and competencies of its people. It is no surprise that

nations with higher education levels tend to enjoy greater economic prosperity. Education is

also fundamental to nation building and unity. It provides individuals with the opportunity to

improve their lives, become successful members of the community and active contributors to

national development. Through interacting with individuals from a range of socio-economic,

religious and ethnic backgrounds – and learning to understand, accept and embrace

differences – a shared set of experiences and aspirations for Malaysia’s future can be built.

It is through these shared experiences and aspirations that a common national identity and

unity is fostered.

In recent years, the Malaysian education system has come under increased public

scrutiny and debate, as parents’ expectations rise and employers voice their concern

regarding the system’s ability to adequately prepare young Malaysians for the challenges of

the 21century. Given the nature of the education system, it will take several years for

fundamental changes to be felt. This makes the need for ambitious actions now both

important and urgent.

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4.1 Antipathy of Education Development Plan (PPP) from 2013-2025 Education Development Plan 2013-2025 includes 11 major shifts to transform the country's

education system. Its implementation is divided into three waves or stages which begin

within the year 2013-2015, 2016-2020 and 2021-2025.

4.1.1 11 Shifts Formulated by the Ministry of Education

Shift 1: provide equal access to quality education of an international standardThe Ministry will launch the Standard Curriculum for Secondary Schools (KSSM) and

Standard Curriculum for Primary Schools (USSR), which were revised in 2017. Ministry will

consider amendments to existing regulations to provide flexibility to schools to adopt flexible

schedules. In addition the Ministry will study the possibility of implementing other learning

pathways mainstream education cuts, including allowing high achieving students graduating

from high school in four years instead of five years now and the end of primary school in five

years, compared to six years. UPSR in 2016 will contain 80% questions are higher-order

thinking.

Shift 2: Ensure Every Child Is Proficient In Bahasa Malaysia and English LanguageThe ministry will improve English proficiency 70,000 teachers by ensuring that all teachers

pass the Cambridge English Placement Test (CPT) in the next two years. Teachers who do

not meet the standards set are undergoing intensive training. English Literature module will

be compulsory for secondary school pupils. To enhance proficiency in Bahasa Malaysia, the

Ministry will introduce a Standard English curriculum at the primary level, covering all

national-type schools. With the implementation of this curriculum, the Grade Transition in

secondary schools will be abolished from 2017. The government will also encourage

students to learn additional languages such as Chinese, Indian, Tamil, Arabic and native

language or other international languages.

Shift 3: Develop Values-Driven MalaysiansTo foster the spirit of patriotism among the students in an effort to build a strong national

identity and precise, the Ministry will strengthen Islamic Education, Moral Education and

Civic element by 2017. Pedagogy for Islamic Education and Moral Education also revised to

include more activities play a role (role-play), simulations, discussions and assignments in

small groups. For non-Muslim students, Moral Education will include an understanding of the

core values of all major religions in Malaysia. The ministry will also enable students to study

the non-Muslims share the same class as the universal values taught.

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Shift 4: Transform Teaching into the Profession of ChoiceThe ministry will tighten entry requirements to teacher training by targeting only the top 30

percent of outstanding student groups joined the teaching profession. For teachers already

in the system, the Ministry will strengthen their career development. High-performing

teachers have the opportunity to enjoy the promotion starts from Grade DG14 to DG54 in a

shorter period, less than 25 years.

Shift 5: Ensure High-Performing School Leaders in Every SchoolThe ministry will introduce criteria for the selection of principals and teachers as well as

strengthen the competency-based succession planning principals and teachers from 2013.

The ministry will also put an excellent principals or headmasters of schools in rural and poor

urban areas.

Shift 6: Empower JPNS, PPDS, and Schools to Customise Solutions Based On NeedMinistry will put Coach Specific Subjects School Improvement Program (SISC +) and

Principal Coach School Improvement Partners (Si-Partners) full-time at the district level.

Coaches will provide direct guidance to low-performing schools. A pilot project will be

implemented in Sabah and Kedah from January 2013 while the nationwide implementation

began in January 2014.

Shift 7: Leverage ICT to Scale up Quality Learning Across MalaysiaThe Ministry will increase Internet access and a virtual learning environment through the

implementation 1BestariNet for all 10,000 schools is expected to be fully completed by the

end of 2013. In the near future, all students will have access to the 4G network in the school

that will provide a platform for the implementation of interactive learning.

Shift 8: Transform Ministry Delivery Capabilities and CapacityThe organizational structure of the Ministry will be restructured so that there is no overlap of

function and more manpower will be deployed in the PPD directly involved in monitoring and

managing the performance of schools.

Shift 9: Partner with Parents, Community, and Private Sector at ScaleThe Ministry will extend the reach of School Examination Analysis System (SAPS) to allow

parents to monitor their child's progress at school online. The ministry will also increase the

number of Trust School to 500 by 2025 and also includes alumni groups and non-

governmental organizations as organizers.

Shift 10: Maximise Student Outcomes for Every RinggitThe Ministry will associate each program implemented by student outcomes to be achieved

and rationalize low-impact program each year, the Ministry will increase efficiency in

managing expenses, giving priority to the most critical areas such as skills upgrading and

training of teachers.

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Shift 11: Increase Transparency for Direct Public AccountabilityAll interested parties will have access to regular and transparent on the progress of each of

the initiatives undertaken by the Ministry. Annual reports on the progress of this plan’s

targets and initiatives will be published for public viewing from 2013.

4.1.2 3 Waves of ImplementationWave 1(2013-2015) The main objective of this wave is to Improve the quality of education to be at par with the

global average achievement. Three focus areas involved are improving classroom teaching,

enhance the ministry and school leadership and increase English teacher efficiency. All

three are key drivers for improving the quality of teachers and principals or because of the

need for overall economic aspirations (English language). This Initiative also focuses on

other issues such as curriculum enhancement and improvement of infrastructure.

Wave 2 (2016-2020)The main objective for this wave is to implement change in structure to accelerate the pace

of change in planning for all initiatives will be started during the first wave. First thing

mentioned was to move all 410,000 teachers and 10,000 principals or teachers to package a

new career. Secondly, was to restructure and align the federal offices, state and county for

new functions. This will enable the office to help schools and introduced a new secondary

school curriculum and the revised primary curriculum in addressing the issue of knowledge,

skills and values necessary to thrive in the current global economic environment.

Wave 3 (2017-2015)All schools, teachers and principals should show higher performance than the minimum

standards. It main major aims are to concentrate on increasing operational flexibility to

cultivate a culture of peer leaders towards professional excellence and move the majority of

schools towards school-based management model and improve models of successful

teaching innovation. The goal is to develop a system of self-governance that is able to

innovate and bring a higher level of achievement.

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5.0 ConclusionThe Ministry acknowledges how important education is in providing a foundation for nation

building and sustainable economic growth in line with Malaysia’s goal of transforming into a

high-income nation. The Ministry also recognises that the education system must undergo

more extensive and systematic transformation if Malaysia is to produce individuals that are

able to thrive and compete globally. The Blueprint therefore provides not just an examination

of the current education system and its successes and shortcomings, but also a

comprehensive plan to move forward towards a better, world-class education.

In conclusion, all parties regardless their positions in the society have to support the

entire development programme of education made by the government within this 13 years

time. That is the only way to transform our education system and to further enhance human

capital for the sake of our country’s economic. If this transformation really happened, I

believe that Malaysia’s education system will be the role model to other countries. At the

same time, Malaysia also will be well-known for its effective human capital production.

All these programmes stated in this blueprint are basically to help the citizen and

show how much the government care for the nation’s future. If these programmes are

carried out as plan, we as Malaysian will gain profit from it. Education is best way to reflect

our future as Malaysian since education become more global and essential qualification for

any jobs. We must be well educated if we want get a good and better jobs. Without

education, we are losers and nothing can change this status except education.

“Ideally, what should be said to every child, repeatedly, throughout his or her school

life is something like this: 'You are in the process of being indoctrinated. We have not yet

evolved a system of education that is not a system of indoctrination. We are sorry, but it is

the best we can do. What you are being taught here is an amalgam of current prejudice and

the choices of this particular culture. The slightest look at history will show how impermanent

these must be. You are being taught by people who have been able to accommodate

themselves to a regime of thought laid down by their predecessors. It is a self-perpetuating

system. Those of you who are more robust and individual than others will be encouraged to

leave and find ways of educating yourself — educating your own judgements. Those that

stay must remember, always, and all the time, that they are being moulded and patterned to

fit into the narrow and particular needs of this particular society.”

― Doris Lessing, The Golden Notebook

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6.0 BIBLIOGRAPHY

BIBLIOGRAPHY Education, M. o. (September 2012). Prelimininary Report Malaysia Education Bluesprint 2013-2015. Ministry of Malaysia's Education.

Syed Ismail, S., & Ahmad Subki, M. (2008). Pengantar Pendidikan. Selangor,Malaysia: Penerbitan Multimedia Sdn. Bhd.

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