Table of Contents

No Titles No of pages

1. Definition / Concept 2

Philosophy/Principles/Policy

Types/Characteristics/Categories

Development/Enhancements/Implementations

Issues/Challenges

Improvement

2 Context And Approach 3

3. Vision And Aspiration 4-6

4. Current Performance 7-8

5. Student Learning 9-11

6. Teachers And School Leaders 12-13

7. Summary 14

8. Conclusion 15

9. References 16

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1.0– Definition/Concept

The Ministry of Education launched a comprehensive of education system in

Malaysia in order to develop a new National Education Blueprint. The decision was made

in the context of raising international education standards, the Government’s aspiration of

better preparing Malaysia’s children for the needs of the 21st century, and increased

public and parental expectations of education policy. Over the course of 15 months

(October 2011 until December 2012), the Ministry drew OECD, and six local

universities, to principals, teachers, parents and students and other members of the public

from every state in Malaysia. The results are Malaysia’s Education Blueprint that

evaluates the performance of current Malaysia’s education system with consideration of

our history starting points against international benchmarks. The Blueprint also offers a

vision of the education system and students aspirations that Malaysia both needs and

deserves and suggest 11 strategic and operational shifts that would be required to achieve

that vision. 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 classmates. Education is also fundamentals to nation building

and unity. It provides individuals with opportunity to improves their lives, becomes more

successful members in community and give a lot of contributions in national

development. In recent years, the Malaysian Education system has come under increased

public security and debate as parent’s expectations rise and employers voice their concern

regarding the system’s ability to adequately prepared young Malaysia’s for the challenges

of the 21st century. It will take several years for fundamental changes to be felt.

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2.0- Philosophy/Principles/Policy

Prior to the 1957, Malaysia did not have an educational system and the

Government at that time relied heavily on the contributions of philanthropists,

religious institutions and ethnic communities, through missionary schools like

Sekolah Menengah St Xavier, Pulau Pinang, Sekolah Menengah St John, Kuala

Lumpur, Sekolah Menengah Victoria Kuala Lumpur, Islamic education school

like Maahad Al-Ehya Assharif, Perak. Chinese school like Penang Chinese Girls

High School and Tamil schools like SJKT Tun Sambathan, Perak. Nevertheless,

over half of the population had never received formal school session in the school.

Government actually need to ensure access to the education for all children and

and unite the all races towards of building development of the nation by using the

implementation of the school towards build up the nation.

Education was developed in the quickly succession during the period of

Razak Report 1956 and the Rahman Talib Report 1960. This both of the reports

are established an vision for what the new nation education system would look

like. It was formed basis on Malaysia’s first Education Act 1961. The Cabinet

Committee Report was another report that emphasized building a Malaysian

nation education. After almost five decades since independence, the education had

pass through many major milestones, from Kurikulum Bersepadu Sekolah Rendah

(KBSR), Kurikulum Bersepadu Sekolah Menengah (KBSM), that were developed

following the Cabinet Committee Report.

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3.0– Context And Approach

Objectives of the Blueprint Education has been designed to meet the challenges of

the 21st century building on the foundations of the previous seminal reports and policies,

and focusing on ways to develop and further pave the way for education. To that end, the

Blueprint is based around three specific objectives :

1. Understanding the current performance and challenges of the Malaysia school

system with a focus on improving access to education , raising standards

(quality), closing achievements gaps (equity), promoting unity amongst

students and maximizing system efficiency.

2. Establishing a clear vision and aspirations for the education system and

individually students over the next 13 years through to 2025

3. Outlining a comprehensive transformations programed for the system

including key changes to the ministry which will allow it to meet new

demands and rising expectations and to ignite and support overall

transformations.

3.1 – The Blueprint Development Approach

This Blueprint is the outcome of in-depth analyses, interview, focus

groups, surveys and research conducted with the support of Malaysian and

international experts, Ministry officials, teachers, students, parents and principals

all across the countries. In addition, through the National Dialogue, almost 12,000

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members of the public and different stakeholders were engaged for their input and

suggestion.

4.0 – Vision And Aspirations.

Every Malaysia child regardless of wealth, ethnicity or background deserves equally to

access in education field that will enable students to his or her potentials. All students

will have the opportunity to attain in an excellent education that is uniquely Malaysian

and comparable to high-performing education system. This will require that Malaysia’s

education system embark upon a path of improvement that will move rapidly towards

great performance.

4.1 – Students Aspirations

1. Knowledge

At the most level, every students needs to be fully literate and numerates.

This is a basic skills and enables them to function effectively in society so

that they can create value for themselves, their community and their

nations. Students will be informed to be more knowledgeable in other

areas such as arts, music and sports.

2. Thinking Skills

Every students needs to develop this inquiry and learn how to continue

acquiring knowledge. These three higher order thinking skills needs to be

master by each students to ensure their enables to have ability rapidly to

think.

Creative thinking and Inovations : The ability to innovate,

to generate new possibilities and to create new ideas of

knowledge.

Critical Thinking and Reasoning : The ability to analyse

information, anticipate problems and approach issues

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critically, logically, inductively and deductively in order to

find the solutions.

Learning Capacity : The ability to independently drive’s

one’s own learning, coupled with the appreciations of the

value of lifelong learning.

3. Leadership Skills

Being able to work effectively with and lead others is critical, especially in

our increasingly inter-connected world. The education system seeks to

help every students reach their full potential to learn and reach their full

potential.

Entrepreneurship: taking the initiatives to create and develop’s

solutions, the willingness to invest in doing so. And the drive so to

see these through to their realization.

Resilience : developing a mindset that is both constructive and able

to withstand setbacks.

Emotional Intelligence : Possessing the abilities to understand and

work effectively.

Strong communication skills : Processing the ability to clearly

express opinions and intentions in oral written form.

4. Bilingual Proficiency

Malaysia’s unique diversity and multicultural heritage provide a

competitive advantage to all. Students will continue to have the

opportunity to learn Chinese and Tamil language at National-type schools.

Currently , some National school had offered to learn third language sucha

as Chinese language, Tamil language, Arabic language and others. Over

time students will be encouraged to learn least three languages allowing

them to collaborate with community.

5. Ethics and Spiritually

The education will prepare every students with ethics and spiritual to

resolves conflicts with peacefully and employ sound judgments during

critical moments.

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Spirituals : to have strong religious beliefs and practice os the

foundations of the life.

Integrity : to have the courage that discipline and will to do the

right things

Civic responsibility: ta act for the good of the entire nations to care

for others and the environment around them.

6. National Identity

The sense of national identity tied to the principles of Rukun Negara. It is

necessary for Malaysia’s future to foster unity. Every student will identify

themselves and proudly as Malaysian, respectful among ethnicity, beliefs,

socio economics status or geographical locations. Acquired to learn,

understand and tolerate among each other.

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5.0– Current Performance.

The examinations of the performance of the Malaysian Education system begins

with an analysis of how students have fared over time, and in comparison with other

countries, along the system outcomes of access, quality, equity, unity, and efficiency.

Access to education will ensuring that all Malaysian children have access to the

educational opportunities provided in the country has been a key of objective of the

education system. Access meaning involves getting students into seats in the schools and

remains them students acquire in school long enough to achieve a minimum level of

Malaysian schooling. Besides that, Malaysia also has achieved near-universal enrolments

at the primary level at 96%. The attrition rate students who dropped out of the primary

school has been reduced in recent years. Nevertheless, the quality of education system

encompasses multiple dimensions. The assessments quality focuses largely on the

intellectual dimensions of academic students outcomes, with the benefits of available and

measurable data. Malaysian students’ performance in the three examinations (UPSR,

PMR, and SPM) has shown fairly constant and even improving outcomes. Two common

measures use to evaluate outcomes are the school Grade Point Average or Gred Purata

Sekolah (GPS) and percentage of students achieve passing and excellent grades.

4.1 – Diversity School In Malaysian Education.

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The primary level comprises three main types of school ; SK,

SJKC, SJKT. Each type of school is defined by different medium of

instruction and jointly accounts for almost 99% of total primary

enrolments. In addition, there are numerous school types serving niche

groups, such as religious (Islamic) and special education needs.

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6.0– Student Learning.

6.1 – Curriculum and Assessment

The Ministry will ensure the provision of an all-rounded curriculum benchmarked to

international standards to produce students with the skills required to compete at an

international level. The Ministry will also ensure the holistic assessment of students

via National Examinations and School-based Assessments or Pentaksiran Barasaskan

Sekolah (PBS). Measures undertaken will include :

Redesigning the primary and secondary school curriculum to align with

international standards.

Upgrading assessments frameworks to increase items that test higher order

thinking skills

Intensifying teacher support to ensure the written curriculum accurate

translated into classroom teaching through better teaching resources.

Introducing Literacy and Numeracy Screening (LINUS) 2.0 with an

expanded scope to address English literacy.

6.2 – The Three Dimensions of Curriculum.

The Written Curriculum

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The knowledge, skills, and values that forms the content, outlining

what is to be taught by teachers. In addition to academic learning,

the curriculum focuses on spirituality along with artistic and

sporting ability to develop the child holistically. Programs and

initiatives to develop these components and presents both during

formal class time as well as through a variety of after school sports

and co-curricular activities. The KSSR standards documents is

based two components content standards and learning standards.

The contents standards specify the specific knowledge , skills and

values that students need to acquire.

The Taught Curriculum

The knowledge acquired, skills developed, and values inculcated in

students. The full potential of the KBSR and KBSM has not

always been brought to life in the classroom. The reasons for this

are two-fold. Firstly, skills and contents that teachers need to

perceive will go untested in the National Examination. The new

KSSR offers an increased focus on higher-order thinking and is a

clear step in the right direction of curriculum reform. However, if

the new curriculum is to be delivered in the way envisioned, it

requires complex lesson delivery skills from the teachers such as

tailoring lesson plans and teaching aids towards needs of the

students at the different level performance.

The Examined Curriculum

LP (Lembaga Peperiksaan) has started a series to reforms to

ensure that assessments are evaluating students holistically . In

2011, in parallel with the KSSR, the LP rolled out the news PBS

format that is intended to be more holistic, robust and aligned with

standard referenced curriculum. There are four components to the

new PBS :

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School Assessment: refers to the various forms of

assessments such as written test to measure student’s

mastery in subject.

Central Assessments: refers to written test, project work or

oral test for languages that evaluate students subjects

learning. LP will develop the test questions, marking

schemes, assessments instruments, scoring guidelines,

grading and reports.

Psychometric Assessments : refers to the aptitude test and a

personality inventory to evaluate student’s skills, interest

aptitude, attitude and personality. The personality inventory

is used to identify traits and student’s personality. Aptitude

test is used to evaluate student’s innate and acquired

abilities for example thinking skills and problem solving.

Physical activities, sports and co-curricular assessments :

refers to assessments of student’s physical endurance and

body mass index, and student’s participation, involvement

and performance in sports, uniform bodies, clubs and non-

school sponsored activities.

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7.0– Teachers and School Leaders.

The Ministry will ensure the delivery of effective student-centered and

differentiated teaching and learning in every classroom and elevate teaching to

become a profession of choice. The Ministry will achieve this goal by introducing a

new Teacher Career Package to change the way teachers are selected developed and

rewarded throughout their entire career. Measures are undertaken will includes:

Raising and enforcing entry standards into teacher training programs.

Recast the IPGM to raise the quality of leadership and lecturers, research

and innovation, infrastructure facilities, IPG as a learning organization and

pre-service training practicum.

Improving the effectiveness of pre-service and continuous professional

development.

Developing exciting new career pathway that support fast-tracking based

on performance and competencies.

The Malaysian system attracts a large numbers of applicants for its teacher

trainee programmed. There are two public institutions that offer teacher training

programed in Malaysia-The Higher Education Institutions or Institut Pengajian

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Tinggi (IPT), and the Institute of Teacher Education or Institut Pendidikan Guru

(IPG). The applicant-to-trainee ratio is high as 38 applicants per place in some

teacher training programed, and surpasses that of high-performing education systems

like Singapore, South Korea and Finland.

7.1 – School Leaders.

The Ministry will ensure that every school, regardless of location

and performance level, will have a high quality principal and supporting

leadership team to provide a good and perfect management in the school.

The Ministry will achieve this goal by introducing a new career package to

enhance the way principals are selected, developed and rewarded.

Measures undertaken will include:

Refining and clarifying the selection criteria

Building a pool of potential future school leaders

Improving preparatory and continuous professional

development

Introducing a performance and competencies based

performance management approach.

Selection of principals is a critical process for building and sustaining

affective of the schools. The selection criteria for new principal in Malaysia are

more linked to tenure than competencies. Selection is based primarily on the

achievement of a minimum civil service grades and lengths of service. It’s

clearly opportunity to enhance the professional criteria required for selection.

Besides that, the second challenges are length of the current selection

process. The-end-to-end process from identification of a suitable candidate to a

formal appointment can take up to year. However, the headmaster in primary

school is still designated for non-graduates, which eliminates qualified, graduate

primary school teacher from consideration.

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SUMMARY

Chapter 1 (Context and Approach) – Display out the objectives and

approach behind the development of the Blueprint.

Chapter 2 (Vision and Aspiration) - Outlines a set of new aspiration for

the overall Malaysia Education system, including aspirations for every

Malaysia child.

Chapter 3 (Current Performance) – Contains the detailed and analyses on

Malaysian students outcomes and established the current performance of

the education system.

Chapter 4 (Student Learning) – Display about how student learning and

examines how Malaysian Education system, looking at solution to effect

the changes necessary for the stated aspiration to be achieved. It includes

initiatives that related to the curriculum and assessment, strengthening of

language skills, school improvement interventions, and education for

students with specific needs.

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Chapter 5 (Teachers and School Leaders) - Explore the roles of teachers

and school leaders as the frontline of the Malaysian Education system with

a focus on how to improve the quality of and support provided to teachers

and school leaders.

CONCLUSION

The Malaysia educations system needs to undergo comprehensive

transformations if it is to meet the ambitious vision and aspirations of a

Malaysian who is ready and willing to tackle the challenges of the 21st century.

This transformation is a process of generally complexity in both breadths and

depth, and will only succeed through the combined efforts and concerted

support of all stakeholders. This transformation will be implemented over a

period of 13 years with an initial focus on addressing the gaps in the current

system, and laying the foundation for a radically new education system.

Subsequent waves of transformation will accelerate improvement, geared

towards self-sustaining innovations, so as to create a new generation of

Malaysian students ready to excel globally in a competitive environment.

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REFERENCES1) Rosnani Hashim. (1996). Educational Dualism in Malaysia. Kula Lumpur : Oxford U.

Press.

2) Ministry of Education Malaysia. (2013). Malaysia Blueprint Education 2013-2025

Preschool to Post-Secondary Education. Putrajaya : Kementerian Pendidikan Malaysia.

Publisher.

3) Executive Summary Blueprint Education. (2013). Malaysia. Blueprint Education 2013-

2025 : Kementerian Pendidikan Malaysia Publisher.

4) World Wide Web : http:/www.moe.gov.my/executive_summary_blueprinteducation

5) CFBT Education Trust. Commentary of Malaysian Blueprint Education 2013-2025 pdf.

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