Archive for the ‘Malaysia Education Development Plan (PPPM)’ Category

Education blueprints to stay

Wednesday, May 23rd, 2018

PUTRAJAYA: The new government will continue to implement the Malaysia Education Blueprint 2013-2025 and the Malaysia Education Blueprint 2015-2025 (Higher Education).

However, Education Minister Dr Maszlee Malik said there will be periodic mid-term reviews on all activities and programmes in the blueprints.

“These evaluations are part of efforts to strengthen the implementation of both blueprints and ensure they are understood by all stakeholders,” he said after clocking in for the first time at the Education Ministry.

After clocking in, he immediately proceeded to meet the heads of all the ministry’s departments and sections

He also said the ministry is going to focus on getting those at school and university levels to understand what has been planned in the blueprints.

“Everything that has been planned can only go well if they (stakeholders) are involved,” said Dr Maszlee.

He added that he will hold meetings with the stakeholders to ensure their reactions and aspirations are in line with the ministry’s efforts.

He also said the Pakatan Harapan government is committed to making national schools the “best choice for the rakyat”.

He said his team would also work towards ensuring teachers have a successful career.

“The Government wants to conduct a detailed evaluation of various issues affecting the (teaching) profession including teachers’ workload,” he added.

Dr Maszlee is the 19th Education Minister and will helm the newly merged Education Ministry and Higher Education Ministry.

The ministries were split in 2015 when former prime minister Datuk Seri Najib Tun Razak carried out a Cabinet reshuffle.

“My team and I will do our best to manage this change (merging the ministries) and I trust that the team understands their needs and abilities in understanding their respective roles,” he said.

“To me, this merging (of ministries) can strengthen the development of Malaysia’s education sector because we need to look at the long term when addressing education issues,” he added.

Dr Maszlee also thanked his predecessor Datuk Seri Mahdzir Khalid for his efforts to raise the standard of the education system based on the Malaysia Education Blueprint 2013-2025.

Mahdzir could not be present at the event as his mother is seriously ill.

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A tale of two visions

Saturday, May 19th, 2018
Malaysia is the only country in the world that has two visions to guide it towards the future. FILE PIC

AS Datuk Seri Najib Razak moved out of Putrajaya and Prime Minister Tun Dr Mahathir Mohamad moved in following a peaceful change of government after the country’s 14th General Election on May 9, Malaysians are left with two visions of the kind of future they want.

One is Vision 2020 launched by Dr Mahathir in 1991 and the other is TN50 (National Transformation 2050) by Najib last year.

Vision 2020 strives to place a prosperous, equitable and just society in a Malaysia that is fully recognised as a developed nation.

For this to happen, the vision addresses nine challenges for the people and country to achieve. They include a united nation; a liberated, secure and developed Malaysian society; a democratic, moral and ethical society; a tolerant society; a scientific and progressive society; a caring society; an economically just society and a prosperous society.

TN50 addresses the needs and aspirations of youth in a nation that is reaching out economically to be among the top 20 nations in the world. The vision is supposed to follow through from 2020 to 2050, hence 30 years.

Seven focus areas have been identified: a dynamic economy and workforce; a fair and cohesive society; responsible stewardship; education of the future; a solid foundation for healthcare and wellbeing; a vibrant nation; and an accountable and effective government

The two long-term agendas for change in the country may look similar, and share several common goals and strategies.

From the perspective of developing alternative scenarios for the country’s future, both evince interesting departures from the norms observed in the literature on future studies and scenario planning, especially in the areas of needs and aspirations, and determinants of desirability and preferability.

Vision 2020 adopts a top-down approach, while TN50 has chosen to do it via the townhall format, moving from one selected audience to another

Although the latter approach has an advantage over the former, both visions have much in common.

The preferred scenario is a nation that is economically resilient and people who are prosperous and united.

With the two scenarios, Malaysia is the only country in the world that has two visions to guide it towards the future.

But TN50 will not come to fruition just yet for these reasons:

FIRST, the two personalities named have had debates over the issue of which of the two visions would see the light of day. Both laid claims that theirs would be the surviving “vision”; and,

SECOND, the results of GE14 have seen the architect of Vision 2020, Dr Mahathir, being appointed by his party, Pakatan Harapan, as its prime minister to lead the new government. This would mean that Dr Mahathir will see the fruits of his labour materialise when Vision 2020 delivers the perfect vision for the nation.

By Dr Azhari-Karim.

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Malaysia Has Among Strongest Vision In Education Planning In Asia Pacific – Microsoft

Thursday, November 17th, 2016

KUALA LUMPUR, Nov 17 (Bernama) — Malaysia has among the strongest vision in education planning in Asia Pacific region, said Microsoft Education director for Asia Pacific, Don Carlson.

He said the Malaysia Education Blueprint 2013-2025 was quite extensive if compared to blueprints of the other countries in the region.

“I look at a lot of (education) blueprints in the region and find that the blueprint that the government produced here (Malaysia) is quite extensive.

“It is a very strong vision of blueprint of where to go and where they see themselves, which is great because it is all started from there,” he told Bernama in an interview.

The blueprint manifest via inputs among others, from education experts at UNESCO, World Bank and local universities suggests 11 strategic and operational shifts including to provide internet access and virtual learning environments for all 10,000 schools in 2013 and access to 4G network to all students in the near future.

Carlson said among the interesting part in the blueprint was the plan to connect all school with 4G connectivity, the very aspect that a lot of countries were striving for.

“I think given the vision, its enable us to work with them very closely to help envision and enable that,” he said.

He stressed the most exciting part for Microsoft was the fact that the connectivity would subsequently enable data analytic, the next ‘big thing’ in digital learning to be put in place which would allow a thorough assessment of students, teachers and schools.

“Its happening now (implemented in other countries), how we are enabling technology to help the students and teachers learn more effectively, understand the students, understand how we can make them succeed more in education (via analytic data).

“4G network, as far as I know is already a working progress( here), if you enable that, you will enable infrastructure like this (data analytic) to be put in place,” he said.

Carlson said the company was working with the Malaysian Education Ministry on several aspects of the education blueprint.

These include the training of teachers, developing teaching contents and materials and transforming schools into Microsoft Showcase School, whereby it would provide learning with Microsoft’s products.

“In Malaysia, we have six showcase schools that maybe not necessarily have the best technologies, but they have the strongest leaders who can adapt to changes quite strongly. We are working with the ministry on how we can expand the school, probably in the next couple of years.”


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No child left behind

Sunday, September 11th, 2016

THE Ninth Shift of the Malaysia Education Blueprint 2013-2025 is about fostering the partnership between the school and parents, the community, as well as the private sector, to uplift overall education standards.

In this regard, Sekolah Bimbingan Jalinan Kasih (SBJK) at Kuala Lumpur’s Chow Kit area shines as a beacon of public-private partnership.

The three-year-old school is a fully Government-funded school for stateless or homeless children (including orphans) aged from four to 19-years-old.

“We have 143 students, and 16 teachers,” said principal Zulkernai Fauzi during a media tour of the school on Thursday.

A child can be admitted to SBJK if he or she can demonstrate that at least one guardian, or parent, is Malaysian.

The school follows an Education Ministry approved curriculum, and has recently been visited by Prime Minister Datuk Seri Najib Tun Razak, who pledged RM30mil to redevelop the school that makes use of the building formerly used by the Kuala Lumpur Education Office. Of course, before it was used as the education office, the building once housed the Princess Road Primary School, alma mater of presenter and television host Datuk Aznil Nawawi, who is now the “face” of SBJK after finding out what the school is doing for the less fortunate.

“Two years ago, I was cruising around the area, and decided to pop into my former school. While wal­king around, the principal saw me, and the rest is history,” said Aznil, 54, who is more than happy to do his part for the school by roping in his buddies from the Princess Road School alumni association.

“In the beginning, it was more of providing financial assistance. We took the kids to do Hari Raya shopping. “They had no idea what Hari Raya is, nor shopping,” he added of the students of the school located just at Lorong Haji Hussein 2, off Jalan Raja Muda Abdul Aziz.

The setting up SBJK was approved by the government in 2011, and the school opened its doors in 2013.

The ministry wants the whole country to know about the school. Specifically, it would like the community surrounding the school to be more involved in the school.


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Malaysia’s Education Development Plan In Line With Global Agenda

Tuesday, August 23rd, 2016

KUALA LUMPUR, Aug 23 (Bernama) — Malaysia’s development plan in education through the Malaysian Education Blueprint 2013-2025 (MEB) is in tandem with the global education agenda, says Education Deputy Director-General Datuk Seri Khairil Awang.

He said this was evident with the MEB’s two main features, namely the system aspirations and the student aspirations, which would support the implementation of the Sustainable Development Goals 4 (Education 2030).

The MEB’s system aspirations include access, quality, equity, unity and efficiency; while the student aspirations (literacy and numeracy, thinking skills, leadership skills and bilingual proficiency), are also the aspirations of Education 2030.

“Malaysia believes that in ensuring effective delivery of the Education 2030, the global agenda should not be isolated or implemented in parallel with the national education planning and monitoring evaluation system.

“The MEB 2013-2025 provides the framework for improving the performance of the education sector. The MEB was implemented three years ahead of Education 2030, (and) we found that MEB is very much in line with the targets of Education 2030,” Khairil said in his keynote address at the Education 2030 Launch and Symposium here today.

Education Minister Datuk Seri Mahdzir Khalid will launch the Education 2030 in Malaysia this evening.

Education 2030 is the main agenda in education at global level which must be achieved in the next 15 years, that is, in the year 2030.

The Education 2030 main objective is to ensure inclusive and equitable quality education and promote life-long learning opportunities for all.

Speaking on the challenges to ensure Malaysia’s education system was on par with international standards, Khairil said these included continuous efforts to provide education for hard-to-reach children such as the special education needs children, the indigenous and other minority groups.

He highlighted that about one per cent of the population was identified as having special education needs, in comparison to the estimated 10 per cent of the global estimated average.

“This shows an underestimation of the special education needs children in this country. Efforts to scale up early detection and improve collaboration with the health ministry to ensure inclusive programmes at various level of education are currently in progress,” he said.


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Malaysia’s Priority On Education Is Second To None – MOE

Friday, August 19th, 2016

PUTRAJAYA, Aug 18 (Bernama) — Access to quality education is seen as second to none by the Malaysian government for which the bulk of the country’s budget is being channelled at present.

Malaysia’s Education Ministry secretary-general Tan Sri Dr Madinah Mohamad said the government had put a lot of investment in education, as it strived to improve the country’s quality of education, which is envied by many countries.

She said education expenditure would be allocated about 21 per cent from the federal government annual budget.

“The government sees education as an investment, not a cost and, therefore, the government had provided facilities in terms of proper and conducive infrastructure, in the form of schools and co-curricular activities.

“Even the government has a special programme called the Supplementary Food Programme whereby money is allocated to provide nutritious meals to children from poor socio-economic background, to ensure they get a head start in school,” she said during the concurrent session, entitled ‘Innovation as a Strategic Imperative for the Organisation’.

The session was held in conjunction with 2016 Commonwealth Association for Public Administration and Management (CAPAM), which was moderated by adviser and head of the Commonwealth Secretariat’s Public Sector Governance Unit, Dr Joan Nwasike.

CAPAM was established in 1994 to facilitate the sharing of information and best practices between public administrations of Commonwealth countries, in addition to promoting good governance in the government.

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On target in meeting blueprint goals

Sunday, August 14th, 2016

Meeting selected education transformation objectives so far paves the way for Malaysia to raise its standards, and be on par with the best globally.

IT took a lot of effort to bring various parties together, but after countless evaluation sessions over the last three years, results from the First Wave of the Malaysia Education Blueprint that began in 2013 now has a report card of its own.

The Education Ministry released the 2015 annual report of the Blueprint, an ambitious undertaking that will transform the education system in three Waves orGelombang, with the first from 2013 to 2015, the second from 2016 to 2020, and the final one from 2021 to 2025. Within the Blueprint are 11 Shifts or Anjakan that will take the country to where it needs to be nine years from now.

The Blueprint contains 100 initiatives of which 25 came under the Blueprints’s First wave.

Based on the United Nations Millennium Development Goals to ensure “education for all”, the First Wave aimed to increase student enrolment, reduce the urban-rural divide, and ensure 100% literacy and numeracy (Linus) rates within the first three years of schooling.

Greater inclusivity

On inclusivity, Education Minister Datuk Seri Mahdzir Khalid said more students with special needs have been enrolling in national schools.

“The integration of special needs students with mainstream students in daily school activities has been enhanced through the usage of a more holistic and inclusive education model,” he said.

This is done through the Inclusive Education model which saw an increase to 16,899 (23.2%) special needs students in 2015, up from 10,700 (18.4%) students in 2014.

Besides just studying with their mainstream peers in classrooms, students under this model are also included in school events such as the morning assembly and co-curricular activities.

Overall, Mahdzir said the number of special needs students enrolling in schools have increased from 58,006 in 2014 to 72,715 in 2015.

Preschoolers are also not left out of the inclusive education programme.

As of 2015, 46 children have been included in this programme.

There are 860 special needs children in 197 preschool classes nationwide guided by trained special education teachers.

Permata Kurnia director Prof Dr Hasnah Toran, a leading authority on autism in the country, said: “The ministry’s Special Education Division has taken a number of positive steps to improve education for special needs children.

Firstly, they have increased the number of children with disabilities into mainstream schools.

“And they don’t just leave them there,” stressed Dr Hasnah, who is herself a mother of an autistic child.

The integration programme provides for a “shadow aide” (guru pendamping), where a teacher is tasked to be extra watchful over a student. Teachers and parents are also trained on teaching and caring for these children, while other students are taught to be more empathetic to their fellow special needs schoolmates.

The ministry is also trying to improve the quality of special education by introducing Pentaksiran Alternatif Sekolah Rendah (PASR), which is equivalent to UPSR, but designed for students with special needs.

“This will make teachers more accountable and allows us to track a child’s progress,” said Dr Hasnah.

Then, there are the opening of new vocational schools, such as Sekolah Menengah Vokasional Pendidikan Khas Merbok in Kedah in 2015.


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Ensuring a generation of leaders with vision

Friday, August 12th, 2016

INSTITUT Aminuddin Baki’s role in uplifting the country’s education standard is thrust into the limelight under the Malaysia Education Blueprint 2013-2025.

In the Fifth Shift of the Blueprint, Institut Aminuddin Baki (IAB) is responsible for ensuring that leaders exhibiting high performance will be placed in each school. Under the First Wave of the Blueprint (2013-2015), emphasis is given to improvements to the system via changing programme implementation methods.

In this period, a key focus is increasing the quality of leadership in schools, in line with one of the initiatives to improve the quality of national education through leadership and management upskilling.

“This initiative is a huge responsibility for IAB,” said Dr Zainal Aalam Hassan, IAB’s newly minted director.

In an interview after his third month into the job, Dr Zainal said with the completion of the First Wave, IAB is now focused on delivering things that will make the Second Wave (2016-2020) of the Blueprint a success.

Dr Zainal outlines five challenges that school leaders will face when they try to usher in changes under the Second Wave.

The first would the optimisation of resources in the drive to embrace innovations and creativity in educational technology.

“The government has put in a solid foundation through the Blueprint so that our education can be on par with developed countries. In the Second Wave, the challenges for school leaders have become tougher. They need to have a competitive mindset, and work to increase their knowledge and skills, especially in information and communications technology (ICT). Great school leaders are those that dare to step out of their comfort zones to master new skills, especially communications. The explosion in the ICT sector has changed the leadership landscape,” said Dr Zainal.

The second challenge will be on expanding the level and diversity of community involvement in supporting the learning ecosystem.

“The Ninth Shift of the Blueprint stipulates that the involvement of parents, community and the private sector needs to be expanded, and their respective roles strengthened. The learning ecosystem of the 21st century has changed the concept of education from one that is school-based to one that is much more broader based. In recent learning ecosystem, learning can take place anywhere and anytime. “Research by the Centre for Social Organisation of Schools in the United States found schools that involve community groups reap various benefits, include reduction in truancy, higher rates of homework completion, and better grades. In this regard, the ministry is working towards enlarging the net so that the level of parental and community involvement can be heightened. At the moment, there is an imbalance in the level of involvement between the community and the private sector,” said Dr Zainal, who is firmly convinced that societal involvement can bring wonders to a school’s environment.


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Education plan – getting it right and doing it fast

Wednesday, August 10th, 2016

IT takes years to transform an education system, no matter how sturdy the plan and how hard the push. There are myriad factors to address, and there is a dizzying number of moving parts to adjust and replace. And often, we will only see the results much later.

As the Education Ministry has pointed out, it is “a task of great complexity in both breadth and depth”.

In making changes to what and how our children are taught in schools, a hasty and ill-advised move today can result in substantial long-term damage.

Nothing less than the nation’s future is at stake, and it is more important to get the job done right than to get it done fast. This is why the current Malay­sia Education Blueprint stretches from 2013 to 2025.

And yet, we do not really have the luxury of time.

The blueprint’s goal is to better prepare our children for the needs of the 21st century, and that demands steady progress and momentum that matches the fast pace of this increasingly global and digital world.

Yes, the transformation must not be rushed, but it has to be monitored well so that we know it is moving in the right direction and at the correct speed.

It is helpful that the transformation has been mapped out in three waves.

The First Wave, which took place between 2013 and 2015, was designed to turn around the education system by supporting teachers and focusing on core skills.

The Second Wave (2016 to 2020) is all about accelerating the improvement of the system, while the Third Wave (2021 to 2025) is meant to enable the move towards excellence with increased operational flexibility.

Yesterday, the Education Ministry launched its third annual report on the implementation of the blueprint.

The report also serves as an appraisal of the First Wave initiatives.

The ministry highlighted three achievements – 100% literacy and numeracy among students after three years of schooling; an increase in student enrolment; and a 25% reduction in the urban-rural gap.

The Star Says.

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Education targets being met

Wednesday, August 10th, 2016

PUTRAJAYA: Three years after it was implemented, the Malaysia Education Blueprint 2013-2025 is showing tangible results.

Education Minister Datuk Seri Mahdzir Khalid said the First Wave (2013-2015) of the blueprint had managed to increase student enrolment, reduce the urban-rural divide and ensure 100% literacy and numeracy rates within the first three years of schooling.

“It was not an easy feat as it involved many different agencies and administrative levels at the states.

“However, to ensure that our children receive quality early education, we will continue intensifying efforts to achieve our target of 100% enrolment in the Second Wave (2016-2020),” he said when launching the 2015 annual report of the blueprint here yesterday.

Also present were his two deputies, Datuk P. Kamalanathan and Chong Sin Woon.

Mahdzir said pre-school enrolment had increased to 84.5% in 2015, up from 80.2% in 2012, while that for primary school reached 98% in 2015.

“These rates have exceeded the universal enrolment rate of 91% as reported by the United Nations Development Programme in 2015,” he said.

“I am happy to announce that we have surpassed our target (of 25%) to reduce the Ujian Penilaian Sekolah Rendah achievement gap between urban and rural schools by up to 36%,” he added.

He said 99% of pupils mastered Bahasa Melayu and Mathematics by the end of Year Three while English literacy increased to 94.11% in 2015 compared to 78.3% in 2014 for Year Three pupils.


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