QUALITY SYSTEM IN

MALAYSIAN EDUCATION

• Definition/meaning
• Ways/efforts of government to
enhance/improve education
system
Definition of Quality
• “Quality is meeting the (stated)
requirements of the customer – now and in
the future” (Mike Robinson)
• “Quality is the total composite product and
service characteristics of marketing,
engineering, manufacture and maintenance
through which the product and service in use
will meet expectations by the customer”
(Armand Figenbaum)
Definition of Quality
• “Quality is the totality of features and
characteristics of a product or service
that bear on its ability to satisfy stated
or implied needs” (British Standard
4778, 1987)
Ways/Efforts of Government
To Enhance/Improve
Education System
1. PIPP (PELAN INDUK
PEMBANGUNAN PENDIDIKAN)

• Assessing PIPP Attainment of Education Goal of `Quality Education

For All’ in terms of
– 4 Education Development Policy Thrusts:
• Education Access
• Education Equity
• Education Quality
• Efficiency and Effectiveness in Education Management
– Six Strategic Thrusts
• Developing All School Potentials to Standards of Excellence
• Systematic Policy and Program Monitoring and Evaluation
– Performance Indicators (KPIs)
– To Develop education Key Quality Indicators (KQIs)
• PIPP as New Impetus for `Sea Change’ Education Reform

YWI
 The Policy Performance Indicators of the Six Strategic
Thrusts

• PROCESS INDICATORS • OUTPUTS/OUTCOMES

(Doing) INDICATORS
(Result of Doing)
– Building Malaysian Nation – The Degree of Quality of Malaysian
Citizen Achieved
– Developing Human Capital – The Quality of Human Capital Being
Developed/Achieved
– Strengthening National Schools
– New Quality of Standards of National
– Narrowing the Education Gap Schools Achieved

– Improving/Elevating Teaching – The Degree of Education Gap Being

Profession Narrowed Down

– Leaping up School Excellence – The Degree of Change of Teaching

Profession Improved

– New Standards/Benchmarks of Quality

of Excellence Being Attained by the
Schools

YWI
Enhancing Our Educational Leadership:
School Management Team
• Enhancing Existing Leadership Development Institutions, and
To Establish Few More To Address New Demand
• Continuous Strategic Leadership Training Program
• Share Leadership Experiences Through International
Networking or other Platforms
• Develop School Leadership Quality Profile (LQPs)
• Practice Task/Assignment-based Leadership Role
• Enrich Knowledge & Skills in Human Relations and Personality
Building
• Knowledge on Basic Computer and Data Analysis Skills for
Decision Making Process
• Promote `Corporate Culture’ Practice at School Level

YWI
 Typical Primary School Organization
(The Management Team)

GB

GPK GPKGPK
HEM P&KUR KOKUR

PANITIA PANITIA PANITIA PANITIA PANITIA PANITIA PANITIA PANITIA

PANITIA PANITIA PANITIA JK
B.MEL PEND TRANSISI
BAHASA MATEM KEMHRN PEND PEND PEND KAJIAN
INGGERIS SAINS SENI JASMANI THN 1
ATIK HIDUP MUZIK ISLAM MORAL TEMPATN

YWI
 Enhancing Our Educational Leadership:
Classroom/Instructional Leadership Development
• School Curriculum Planning, Organization & Delivery Skills
• To Strengthen Human Relationship Skills
• To Re-engineer Teacher Preparation: Enrich Pedagogical Skills
for Multi-Class/Multi-Grade and Oversize Class Teaching, and
Effective Remedial Teaching
• Classroom Management Skill (e. g, `Class Without Teacher
Situation’)
• Strengthening Evaluation and Assessment Skill
• Having Computer Access & Continuous Computer Skill
Upgrading
• Create and Facilitate Platforms for Knowledge and Experience
Sharing with `other schools,’ or International Education
Institutions and Communities.

YWI
 2. SKPM (SISTEM KUALITI
PENDIDIKAN MALAYSIA
• Inspectorate and Quality Assurance (JNJK)
provide these documents.
– SKPM 1
– SKPM 2
– SKPM 3
 SKPM 1
• Standard statement which describes the
standard.
 SKPM 2
• Standards Ensuring Instruments (IPS) as a guide for
schools to gauge the quality standards of the school,
particularly through self-rating.
• IPS is intended as master instruments supported by side
instruments (annex), eg, subjects, school climate, school
leadership.
• This instrument can be used as a guide to the school to
measure the status, process and output
 SKPM 3
• School developers plan (RPS) for school
improvements after a measurement is made.
• RPS is an integrated process (collaborative) to
ensure:
- holistic and quality education
- continuous process of implementing
government policies
• RPS – Objectives :
– Monitor, evaluate and review all policies and
programs
– Ensure the extent to which the program held
reaches its goals
– RPS provides an opportunity for the school
administration to determine its own plan (for each
school is unique)
 3. QUALITY ASSURANCE, ACCREDITATION
AND REGULATORY FRAMEWORK
• The Quality Assurance Department (QAD) was established under the Ministry
of Higher Education to ensure quality and standards of public higher education
are safeguarded and enhanced.

• To assure that the quality of higher education in Malaysia is recognized and of

international standard, the Malaysian Government in 1997, established the
National Accreditation Board (LAN), to approve and regulate all programmes
before they are offered to the public.

• LAN is also given the task to accredit programmes either local or foreign.

• Though in the initial years, there were several complaints raised by PHEIs
about the long time taken by LAN in processing for approval, however, LAN
since has significantly improved the approval process and procedures.

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• The Government also established the National Council for Higher
Education.

• This Council is a consultative body, whose aims among others

are to discuss and approve policies and regulations relating to
higher education.

• The Minister of Higher Education chairs the Council whose

members include both public and private sector representatives.

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• The Government has formulated the National Quality Framework
(NQF), to further streamline and standardize the programmes
being offered.

• The NQF determines the various levels of programmes;

• Agrees on credit transfer arrangement;

• Provides the link between vocational and academic

programmes;

• Determines the point of entry and allows the approved prior

learning, which facilitates lifelong learning.

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• The NQF is based on learning outcomes and this will
make comparability with international programmes
much easier.

• NQF also provides simplicity of understanding of the

structure of higher education in Malaysia to students
and parents.

• The body responsible to administer and monitor the

NQF is the Quality Assurance Department under the
Ministry of Higher Education

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• This Agency is expected to merge with the National Accreditation
Board to form a unified agency known as Malaysian Quality
Agency (MQA) to oversee all issues with respect to quality
assurance and certification of programmes for higher education
in both the public and private universities and colleges.

• The MQA will also be responsible for undertaking the rating of

academic programmes of private and public universities.

• The Ministry of Higher Education will soon conduct

Establishment Audit to evaluate the governance, academic
quality and physical infrastructure of private college and
universities before embarking on the rating process.

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The Ministry of Higher Education formulated a Strategic Plan for
Private Higher Education Institutions (2001-2010).
This plan provides the direction and guidance for the development
of private higher education focusing on four areas, namely,
• Accessibility,
• Equitable provision of services and facilities,
• Quality assurance and
• Iinternationalization of private higher education.

With the implementation of the Strategic Plan, the enrolment, the

academic programmes and the capacity of private higher
education institutions have greatly been enhanced.

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4. National Higher Education
Strategic Plans 2007-2020
The Seven Strategic Thrusts-
• Widening Access and Increasing Equity
• Improving the Quality of Teaching and
Learning
• Intensifying Research and Innovation
• Strengthening of Higher Education
Institutions (HEIs)
• Intensifying Internationalisation
• Enculturation of Lifelong Learning
• Reinforcing MoHE Delivery System
 Higher Education and Human Resource
Development in Malaysia

• Ministry of Higher Others :

Education (MOHE)
• Post SPM or O levels
• Public universities (20)
• Private universities (44)
• Polytechnics (25)
• Private Colleges (500+)
• Community Colleges (40)
• 900,000 students (includes
69,164 international students)
• Ministry of Education–
Pre-school, Primary
secondary education
Teachers Colleges
• Ministry of Human
Resource Development
-Skills Training
• Others includes Defence,
Health, Youth & Culture,
 REPOSITIONING QUALITY ASSURANCE IN
MALAYSIA
• 1997 National Accreditation Board (Lembaga Akreditasi Negara, LAN) was
est. for QA of programmes in the private higher education sector

• 2002-Quality assurance (audit) division in the Ministry was setup for public
universities

• MQA was established under the Malaysian Qualifications Agency Act 2007
(1//11/07)

• The merger of LAN and the QAD provides for a common quality assurance
platform.

• It symbolizes the maturing Malaysian higher education, changing

government’s policies, trends and societal needs and the need to strengthen
and consolidate.

• Other bodies playing a very important role higher education is the

Depeartment of public service and the statutory profesional bodies
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 THE MQA IN OPERATION
• The Malaysian Qualifications Agency (MQA) aspires to
become a credible and internationally recognized
higher education quality assurance body that inspires
the confidence of its stakeholders through competent,
responsible, accountable and transparent good
practices.
• The main role of the MQA is to be the guardian of the
Malaysian Qualifications Framework (MQF) as a
reference point for national qualifications, and to
oversee quality assurance practices and accreditation of
national higher education.
• A Council, accreditation committees and executive arm
• Accountable to Minister for Higher Education

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