L1

FACULTY OF EDUCATION
EDU5810 EDUCATIONAL POLICY AND PLANNING
DR. SITI SABIHAH GHAZALI
H/P: 6013-3118494 (Whatsapp preferred)
E-MAIL: sabihahghazali.UPM@gmail.com
COURSE EVALUATION
(ASSIGNMENT/EXAM)
 EVALUATION
Assignment 1 (Individual)
1. Review of Journal Article 10%
Submit: Week 8 (Face to face lecture)
Test 1 (Individual)
2. Education Policy and Planning 20%
Lecture: Week 1 – Week 7
Group Project & Presentation
Educational Policy Plan OR Strategic Plan
Proposal
3. Submit : Week 14 40%
Present: Week 13 & 14

4. Final 30%
 EVALUATION 1 (10%): INDIVIDUAL ASSIGNMENT
REVIEW OF A JOURNAL ARTICLE ON EDUCATION POLICY

• You are required to search an empirical/conventional research journal articles relating to

research in education policy (last five years).
• Based on your understanding of the article prepare a 3 - 4 page review based on the following
sub-topics:
 
1. What is the objective of the study and its relevance to education policy? (4 marks)
2. Prepare a summary of the literature review. (4 marks)
3. What is the research instrument and describe how data is collected. (4 marks)
4. What are the major findings of the study (4 marks).
5. What is the contribution of the study to education policy in theory or practice? (4 marks)

Please ensure your submission has a cover page (EDU 5810: Section 5- Individual Assignment:
Review Of A Journal Articles On Education Policy; Title of Article; Name; Matrix Number; Name of
Lecturer: Dr. Siti Sabihah Ghazali; your review paper and a copy of the article. (Due in Week 7)
REMINDER: E-mail your Journal to sabihahghazali.UPM@gmail.com for approval and confirmation.
 EVALUATION 2 (20%): WRITING TEST

1 hour test Covering Lecture 1 – 7 (Week 7)

 EVALUATION 3 (40%): GROUP ASSIGNMENT 3
Policy Planning OR Strategic Planning

• In a group maximum of 4 persons, you are required to prepare an

educational policy plan OR strategic plan.
• Choose an educational problem of your interest to prepare the plan.
• Policy plan model and strategic educational planning model
discussed in the lectures shall guide you in preparing the plan.

• As a guide, each assignment must be reported in written form using

Times New Roman, Font 12 and margin 1.5 with an estimated total of
5,000 words or 15 pages.
• Present your assigment on week 12 & 13 and hand in your project on
Week 14. 7
 GENERAL FORMAT FOR
POLICY PROPOSAL
1. Title (5 marks)
2. Elaboration on educational issue (background, policy issue,
data) (10 marks)
3. Elaboration on why issue needs to addressed (10 marks)
4. Detail of proposed plan to address issue (10 marks)
5. Implication of plan to the government (financial cost, staffing
etc.) (10 marks)
6. Short summary (5 marks)
General Format Strategic Plan Proposal
No Content Full Mark
1. Introduction
Cover, Title, Table of Content,
10
Introduction to institution
2. Internal Environment:
a) Strength 5
a) Weaknesses 5
3. External Environment:
a) Threat 5
a) Opportunity 5
4. Vision and mission 5
5. Strategic objective (at least 4) and
10
specific objective (just one)
6. Action Plan (just one) 5
Total 50
LECTURER : Dr. Siti Sabihah binti Ghazali
FAKULTI PENGAJIAN PENDIDIKAN
UNIVERSITI PUTRA MALAYSIA

E-MAIL : sabihahghazali.UPM@gmail.com / sanmei_eve@yahoo.com

TEL : HP :+60133118494 (Telegram preferred)

10
 REFLECTION ON HUMAN
CAPITALISM
“Until the 1950s economists generally assumed that labor power was given
and not augmentable. The sophisticated analyses of investments in education
and other training by Adam Smith, Alfred Marshall, and Milton Friedman
were not integrated into discussions of productivity. Then T. W. Schultz and
others began to pioneer the exploration of the implications of human capital
investments for economic growth and related economic questions. Human
capital analysis starts with the assumption that individuals decide on their
education, training, medical care, and other additions to knowledge and
health by weighing the benefits and costs. Benefits include cultural and other
non-monetary gains along with improvement in earnings and occupations,
while costs usually depend mainly on the foregone value of the time spent on
these investments.”
Becker (1992, 43) “The Economic Way of Looking at Life.” Nobel Lecture, Economic Sciences
 Human Capital Theory
KNOWLEDGE

CREATIVITY ABILITIES

WISDOM SKILLS

EDUCATION
JUDGEMENT

EXPERIENCE TRAINING
EDUCATION
IN
MALAYSIA

13
 L01:EDUCATION IN MALAYSIA
Content –Education Policy Overview (Past-
Present-Future)
1. Background and History of Malaysia
2. Education Prior to Independence
3. Formation of National Education System
4. Education Statistics
5. Education Development and Expenditure; and
6. A synopsis on the progress of various
educational policies.
14
 INTRODUCTION
 Malaysia occupies the southernmost peninsula of
Southeast Asia and the northern one-third of Borneo
 It became a nation on September 16, 1963 when
Sabah and Sarawak joined Malaysia which had
earlier gained independence from the British on
August 31, 1957 to form a single federation
 Malaysia has a democratically elected Government
with a constitution monarch.
15
16
VEHICLE REGISTERED 2021

Source: maa.org.my
Source: Digibizworld.com
 BACKGROUND
AND
HISTORY OF MALAYSIA
 HISTORY
• Early Malay Kingdom of Malacca fell to the
Portuguese in 1511

• The Dutch defeated the Portuguese and conquered

Malacca in 1641.
• After that it was the British who colonized all of
Malaysia (except for a brief period of Japanese
occupation from 1941-1945).
29
 MAP OF MALAYSIA

West Malaysia
East Malaysia
 EDUCATION
PRIOR
TO
INDEPENDENCE
 EDUCATION PRIOR TO
INDEPENDENCE 1786-1957

• The British encouraged mass immigration of workers

from China and India to work in the tin mines and
rubber plantations respectively.
• Rapid urban development took place during the
blooming colonial economy

• The Malays remained in rural areas, urban areas

were dominated by the Chinese and a minority of
Indians who eventually controlled commerce and
industry 32
EDUCATION PRIOR TO INDEPENDENCE 1786-
1957
Schools were established by
1. British colonial government (Mainstream
schools)
2. Moslem and Christians missionaries (Mission
Schools)
3. Ethnic communities (Chinese, Malays, Indians)
(Vernacular schools)
33
EDUCATION PRIOR TO INDEPENDENCE 1786-
1957

Types of school
1. English schools (Mission schools)
2. Vernacular schools
• Malays
• Chinese
• Tamil
• Islamic

34
EDUCATION PRIOR TO INDEPENDENCE 1786-
1957

Common features of schools

1. Different curriculum
2. Different examinations
3. Different language of instruction
4. Different education philosophy and orientation
5. Decentralized (governance & finance)
35
 FEATURES OF SCHOOLS BEFORE
INDEPENDENCE

COMPOSITION OF SCHOOLS MALAYA

English schools use Malay schools - use Chinese School s- Tamil and Punjabi
English as the English and Malay Chinese language as a School s - Tamil and
medium of language as the medium of instruction, Punjabi language as
medium of instruction, curriculum from the medium of
instruction, English English curriculum, Chinese Mainland and instruction, curriculum
curriculum, textbooks and Taiwan, books and from India, books and
textbooks and teachers are imported lectures are imported lectures are imported
teachers are from the UK or from the country of from the country of
imported from the Malaya/Indonesia. origin origin
country of origin.

36
 FORMATION
OF
NATIONAL EDUCATION SYSTEM
 FORMATION OF NATIONAL EDUCATION
SYSTEM
1. Barnes Report (1951a)

– Recommended that all existing schools should be

transformed into National schools in which children
of the various ethnic groups would be taught
through the medium of instruction in Malay and
English

– Not surprisingly, the Chinese saw the Barnes

Committee proposal as an attempt to eliminate
their languages and cultural identities and
protested vehemently against it.
38
 FORMATION OF NATIONAL EDUCATION
SYSTEM

2. Fenn–Wu Report 1951b

– Chinese schools to be retained and oriented to
Malayan education
– Provided under Education Ordinance 1952
3. Razak Report 1956
- National education system for national integration
- Provided under Education Ordinance 1957

39
 FORMATION OF NATIONAL EDUCATION
SYSTEM

4. Rahman Talib Report 1961

– Policy English to Malay medium of instruction
– Provided under Education Act 1962
5.Cabinet Report 1979
- Current National Education System
- Provided under Education Act 1996
6.Private Higher Education Act 1996 –
Liberalization of higher education.
40
 COMMON FEATURES OF NATIONAL
EDUCATION SYSTEM
1. National unity -among citizen
2. National Language as main medium of instruction
(Mandarin in Chinese primary, Tamil in Indian primary
schools) – Bahasa Melayu
3. Common curriculum – academic & non-academic
4. Common examination – Public examination
5. National education philosophy
6. Centralized (governance and finance for govt. institutions)

41
 NATIONAL EDUCATION SYSTEM
• Pre-school (kindergarten)
• Primary (Standard 1 – Standard 6)
• Lower Secondary (Form 1 – Form 3)
• Upper Secondary (Form 4 – Form 5)
• Post Secondary (Form 6)
• Higher Education (Degree, Postgraduate)
(Comprises govt, govt aided and private schools or education
institutions-exception: expatriate & international schools)
42
 NATIONAL EDUCATION PHILOSOPHY

Education in Malaysia is an on-going effort towards further

developing the potential of individuals in a holistic and integrated
manner so as to produce individuals who are intellectually,
spiritually, emotionally and physically balanced and harmonious,
based on a firm belief in and devotion to God. Such an effort is
designed to produce Malaysian citizens who are knowledgeable
and competent, who possess high moral standards, and who are
responsible and capable of achieving high level of personal well-
being as well as being able to contribute to the betterment of
the family, the society and the nation at large.

43
 OBJECTIVES OF NATIONAL EDUCATION

• To produce a loyal and united Malaysian nation

• To produce faithful, well-mannered, knowledgeable,
competent and prosperous individuals
• To produce the nation’s human resource for
development needs
• To provide educational opportunities for all Malaysians

44
 EDUCATION SYSTEM
Primary School Lower Secondary
Preschool Standard 1 – 6 Form 1 - 3
Age = 4+ to 6+ Age = 6+ to 11+ Age = 12+ to 14+
 National
 National Type (Chinese) Transition Academic
Class
 National Type (Tamil) (1 year)

Free & Compulsory

Education
Upper Secondary
Higher Education Post Form 4 - 5
Secondary
Age = 15+ to 16+
Employment Age = 17+ to 18+
 Technical / Voc.
Polytechnic  Academic
Matriculation  Religious
College  Sports
Form 6
 Arts
45
Source: Education in Malaysia, MOE
 EDUCATION SYSTEM : CENTRALIZED
EXAMINATION
Primary Lower
Secondary
Year 1 - 6
Primary School Form 1 - 3
Assessment
PT3
Higher
Education Lower
Secondary
Assessment

STPM
Malaysian Higher Post Malaysian Upper
School Certificate Secondary Secondary
SPM Certificate
STAM Of Education
Malaysian Higher Form 6 Form 4 - 5
School Certificate
(Religious Education) 47
Source: Education in Malaysia, MOE
EDUCATION
STATISTICS
EDUCATION STATISTICS 2019

49
 GOVERNMENT AND GOVERNMENT–
ASSISTED SCHOOLS 2020

Enrolment Total
Number of Schools in Preschool 208 131
Malaysia Primary 2 741 837
Primary : 7 780 Secondary 2 037 433
Secondary : 2 440 Subtotal 4 987 401
Total : 10 222
Teachers Primary 236 993
Secondary 179 750
Subtotal 416 743

Source: moe.gov.my
Staying in schools
ICT USE AND ACCESS BY INDIVIDUALS AND
HOUSEHOLDS SURVEY REPORT 2021
ENROLMENT IN PRE-SCHOOL BY AGENCY
2006-2011, 2018

Agency 2006 2008 2009 2011 2018

MOE 106 290 149 178 154 682 176822 203690
ABIM 10 112 10 091 11 306 8351 8827
State Religious
25 316Department
22 919 24 768 24 934 32386
National Unity
37 431Department
38 549 39 723 40 640 37627
KEMAS 195 314 172 575 187 024 209 902 217630
Private 306 731 339 542 362 264 234 298 383829
Total 681 194 732 854 779 767 696 958 886007
 ENROLMENT IN PRIMARY SCHOOLS
2006 - 2011
Type of Schools 2006 2008 2009 2011
National 2 394 813 2 401 187 2 371 209 2 316 977
National Type (C) 638 136 637 777 626 350 607 853
National Type (T) 101 882 108 176 108 867 106 466
Special Education 1 810 1 752 1 827 1 770
Special Model nr 1 096 1 055 n.a
Sports nr 3 3 n.a
Government-Aided
nr 4 099 4 463 5896
Religious Schools
Total 3 136 641 3 154 090 3 113 774 3 038 962

Note : Including enrolment of pre-schools and year 4-6 students in Special Model and Sports Schools
59
Source: Malaysia Educational Statistics, EPRD, MOE.
 ENROLMENT IN SECONDARY SCHOOLS
2006 - 2011
Type of Schools 2006 2008 2009 2011
Regular 2 074 326 2 112 999 2 143 427 2 145 349
Fully Residential 33 234 33 289 34 088 38 102
Religious 39 227 38 865 38 530 39 473
Technical 69 302 69 006 59 406 20 628
Vocational 214 31 009
Special Education 688 773 651 681
Special Model 10 293 11 948 7 181
Sports 996 921 866
Arts nr 343 497
Government –Aided
nr 42 581 47 041 52 185
Religious School
Total 2 228 066 2 310 725 2 331 901 2 327 427
Note : nr = no record
61
Source: Malaysia Educational Statistics, EPRD, MOE.
 PUPIL-TEACHER RATIO IN SCHOOLS UNDER THE MINISTRY OF
EDUCATION (2005-2011)
2005 2006 2007 2008 2009 2010 2011
Primary 16.5 16.1 15.7 14.2 14 13.7 11.5
Secondary 16.2 16.2 15.5 14.5 13.7 13.38 12.5

AVERAGE CLASS SIZE (2005-2011)

Source: Malaysia Educational Statistics, EPRD, MOE. 64

 LIST OF SUBJECT AT THE PRIMARY SCHOOL
PRIMARY 1-3 PRIMARY 4-6
Malay Language
English Language
Chinese ( Language & Communication ) • Social Studies
Tamil ( Language & Communication )
Communication Arabic
• Civics &
Iban ( starting from Year 3 ) Citizenship
Semai ( starting from Year 3 ) Education
Mathematics
• Living Skills
Islamic Education
Moral Education
Science
Music Education
Visual Arts Education
Physical Education
Health Education

65
Source: Malaysia Educational Statistics, EPRD, 2007.
 LIST OF SUBJECT AT THE SECONDARY LEVEL
CORE SUBJECTS ADDITIONAL SUBJECTS
• BAHASA MALAYSIA • CHINESE LANGUAGE
• ENGLISH LANGUAGE
• TAMIL LANGUAGE
• SCIENCE
• MATHEMATICS • COMMUNICATION ARABIC
• ISLAMIC EDUCATION • IBAN LANGUAGE
• MORAL EDUCATION
• FRENCH
• GEOGRAPHY
• • JAPANESE
HISTORY
• VISUAL ART EDUCATION • GERMAN
• MUSIC EDUCATION
• PHYSICAL EDUCATION
• CIVICS & CITIZENSHIP EDUCATION
• LIVING SKILLS
• HEALTH EDUCATION

66
 NUMBER AND PERCENTAGE OF TEACHERS IN
PRIMARY SCHOOLS BY TYPE OF TRAINING 2009
Non- Untrained
Type of Schools Graduate Total
graduate & Others
National 48 015 122 599 6 012 176 626
National Type (C) 5843 25 867 4 219 35 927
National Type (T) 1 418 5 655 1 568 8 641
Government –Aided 60 85 219 364
Religious School
Special Education 231 474 0 705
55 567 154 680 12 018
Total (Percentage) 222 265
(25%) (70%) (5%)

67
Source: Malaysia Educational Statistics, EPRD, MOE.
 NUMBER OF TEACHERS IN SECONDARY SCHOOLS
BY TYPE OF TRAINING 2009*
Type of Schools Graduate College Untrained Total
& Others
Regular** 128 320 13 783 8 257 150 360
Fully Residential 3 230 98 0 3 328
Religious 3 127 206 59 3 392
Special Education 185 25 1 211
Technical 6 380 1 407 67 7 854
Sports 161 13 0 174
Special Model 776 115 56 947
Art 65 4 6 75
Government –Aided Religious 1 736 692 1 367 3 795
School
143 980 16 343 9 813
Total 170 136
(84.6%) (9.6%) (5.8%)
** Data exclude teachers (1) seconded to semi-government agencies, state religious schools and 69
other agencies, (2) teachers on study leave with full-pay or half-pay, and (3) teachers in pool
 SCHOOLS BY OTHER GOVERNMENT AGENCIES
Number of Number of
Schools Enrolment
Schools Teachers

People Religious Primary Schools 26 758 8 220

People Religious Secondary Schools 93 1 734 23 911

State Religious Primary Schools 8 224 3 094

State Religious Secondary Schools 65 2 889 62 128

MARA Junior Science Colleges 43 2 801 28 578

Royal Military College 1 59 466

71
Source: Malaysia Educational Statistic, EPRD, MOE
 INTAKE, ENROLMENT & OUTPUT IN
HIGHER EDUCATION
20 Public Universities
Level Intake Enrolment Output
Matriculation 6,957 10,242 4,509
Certificate 1,470 1,349 166
Diploma 26,255 83,833 18,321
Bachelor 75,127 270,156 59,844
Post Grad Dip 1,779 2,956 2,065
Master 16,158 36,094 8,655
PhD 3,644 12,243 785
Profesional 450 1,249 196
Other 1,260 1,212 81
Sub Total 133,100 419,334 94,622
73
 INTAKE, ENROLMENT & OUTPUT IN
HIGHER EDUCATION

Private HEI (37 Universities, 488 Non-Universities, Total 525)

Level Intake Enrolment Output
Certificate 47,875 60,617 18,269
Diploma 91,483 177,773 32,685
Bachelor 43,261 151,591 26,590
Master 2,924 8,540 962
PhD 303 1,331 55
Sub Total 185,846 399,852 78,561

75
 INTAKE, ENROLMENT & OUTPUT IN
HIGHER EDUCATION
27 Polytechnics
Level Intake Enrolment Output
Certificate 15,019 30,861 13,723
Diploma 25,555 54,419 19,060
Sub Total 40,574 85,280 32,783
43 Community Colleges
Certificate 9,181 16,289 5,287
Diploma 468 793 279
Sub Total 9,649 17,082 5,566
GRAND TOTAL 369,169 921,548 211,532
76
 PUBLIC UNIVERSITIES 2008
Universities Intake Enrolment Graduates

University of Malaya 9 429 14 566 7 285

Science University of Malaysia 7 203 26 690 7 038
National University of Malaysia 8 344 26 698 6 749
Putra University of Malaysia 9 017 29 063 7 942
Technological University of Malaysia 8 595 38 892 9 205
Northern University of Malaysia 8 668 34 643 4 065
International Islamic University of
9 069 26 561 7 226
Malaysia
Sarawak University of Malaysia 1 986 6 687 1 593
Sabah University of Malaysia 4 514 16 848 3 312
Sultan Idris University of Malaysia 3 477 14 409 4 191
77
 PUBLIC UNIVERSITIES 2008
Universities Intake Enrolment Graduates

MARA University of Technology 48 046 129 219 27 475

Darul Iman University of Malaysia 1 650 5 029 1 443
Terengganu University of Malaysia 2 123 5 923 1 616
Islamic Science University of Malaysia 1 801 4 951 286
Tun Hussien Onn University of Malaysia 2 523 7 202 1 979
Malacca Technical University of Malaysia 2 009 5 860 1 265
Pahang University of Malaysia 1 724 5 484 876
Perlis University of Malaysia 1 614 5 302 654
Kelantan University of Malaysia 356 615 0
National Defence University of Malaysia 952 1 238 422
TOTAL 133 100 419 384 94 622 78
 ENROLMENT BY LEVEL BY GENDER IN
PUBLIC UNIVERSITIES
Level Male Female Total
Matriculation 4,265 5,977 10,242
Certificate 571 778 1,349
Diploma 34,940 49,887 83,833
Bachelor 101,715 168,441 270,156
Post Grad Dip 1,008 1,948 2,956
Master 17,063 19,031 36,094
PhD 7,526 4,717 12,243
Profesional 470 779 1,244
Other 777 435 1,212
Total 167,341 (39.9%) 251,993 (60.1%) 419,334
79
 ENROLMENT BY FIELD OF STUDY BY GENDER IN
PUBLIC UNIVERSITIES

Field Male Female Total

Education 12,628 28,828 38,690

Arts & Soc Science 61,033 126,350 171,912

Science 25,681 47,729 69,786

Technical 57,130 35,375 83,326

ICT 10,424 13,361 20,935

Other 341 421 762

Total 167,341 251,193 419,334

80
 ACADEMIC STAFF IN HIGHER EDUCATION
Academic Staff
Institution Number Male Female Total
Public University 20 12,531 12,553 25,084
Private University 37 NA NA 6,847
Pri Higher Educ Inst 488 NA NA 11,234
Polytechnics 27 2,680 3,363 6,043
Community Colleges
43 721 935 1,656
Total 615 50,864

81
EDUCATION DEVELOPMENT
AND
EXPENDITURE
 EDUCATION DEVELOPMENT MASTER PLAN
2006-2010
SIX STRATEGIC THRUSTS
1. Nation Building
2. Human Capital
Development
3. Strengthening National
Schools
4. Reducing Education Gap
5. Improving the Prestige of
the Teaching Profession
6. Promoting Institutional
Excellence
86
87
NKRA: INCREASE ENROLMENT & QUALITY OF
PRESCHOOL

88
STRATEGIES: INCREASE ENROLMENT & QUALITY
OF PRESCHOOL
1. Establish National Committee and Pre-
School Div in MOE
2. National Pre-School Curriculum – 2010
3. Harmonise per capita grants
4. Improve quality of teachers and 30,000
new teachers
5. Increase pre-school classes to 10,000
6. Increase public-private partneships
7. Develop pre-school information system
89
 NKRA:
INCREASE LITERACY & NUMERACY SKILLS

90
 STRATEGIES:
INCREASE LITERACY & NUMERACY SKILLS
1. Screening of children 3 times a year – children
placed into LINUS or special education program
2. Develop new literacy and numeracy modules
3. LINUS training 17,000 teachers (2009-2010)
4. Building commitment of stakeholders
5. Intensive monitoring & supervision of bottom
10% schools
6. Placement of expert facilitators at districts

91
 NKRA:
NEW DEAL FOR SCHOOLS

92
 STRATEGIES:
NEW DEAL FOR SCHOOLS
1. Applicable to all government schools
2. Performance based on composite score,
Grade Point Average (70%) and Standard
for Quality Education Malaysia (30%)
3. All schools (10,000) will be ranked in
performance (2010 onwards)
4. Schools will be eligible for rewards based
on target performance rankings
5. Financial and non-financial rewards
93
 STRATEGIES:
NEW DEAL FOR SCHOOLS

6. Financial rewards for teachers, head

teachers and principals

10% bottom performers will be provided with

training and mentoring or else tranfers or
voluntary separation.

(source: www.pemandu.gov.my/etp)

94
 NKRA:
HIGH PERFORMANCE SCHOOLS

95
 STRATEGIES:
HIGH PERFORMANCE SCHOOLS
1. Increase autonomy in decision making,
flexibility in adapting curriculum and
instruction methods, selection &
redeployment of teachers and funds
2. Financial incentives for schools, school
leaders, teachers and staff
3. Greater options for human capital
development
4. Option for high achievers to advance faster

96
 SCHOOLS TRANSFORMATION
PROGRAM

HIGH
INCENTIVES
PERFORMANCE
SCHOOL RATING: 1. Financial
SCHOOLS
2. Options on
1. Ethos human capital
2. Character development
CLUSTERS OF 3. Exceptional in 3. Accelerated
EXCELLENCE all aspects of promotion for
SCHOOLS education student
4. Academic 4. Promotion for
excellence principal and
SCHOOLS 5. Recognitions teachers
7,655 PRIMARY 6. Alumni support
2189 SECODARY 7. International
TOTAL 9,844 networking
97
 EDUCATION TRANSFORMATION
(2013 – 2025)
1. Provide equal access to quality education
of international standard
2. Ensure every child is proficient in Malay
and English language
3. Develop values-driven Malaysians
4. Transform teaching into the profesion of
choice
5. Ensure high performing school leaders in
every school
6. Empower Department of State Education
(SED), District Education Office (DEO) &
schools to customize solutions based on
needs
 EDUCATION TRANSFORMATION
(2013 – 2025)
7. Leverage ICT to scale up quality
learning across Malaysia
8. Transform Ministry delivery,
capabilities and capacity
9. Partner with parents, community
and private sector at scale
10. Maximize student outcome for every
Ringgit
11. Increase transparency for public
accountability.
Sustainable Development Goals (SDG) Indicators
 HIGHER EDUCATION STRATEGIC PLAN,
TOWARDS 2020
SEVEN STRATEGIC THRUSTS
1. Increasing Access and Equity
2. Improving Teaching and Learning Quality
3. Enhancing Research and Innovation
4. Strengthening Higher Education Institutions
5. Increasing Internationalization
6. Enculturation of life long learning
7. Strengthening Delivery by Min of Higher
Education.
 ENHANCING PUBLIC UNIVERSITIES
APEX World renown/top
UNIVERSITIES class status

RESEARCH UNIVERSITIES
COMPREHENSIVE UNIVERSITIES
SPECIALIZED UNIVERSITIES
(Technical, Education,
Management, Defense)
• Research focused
field RATING
• Competitive entry
• Quality lecturers
• 50 undergrad: 50 By 2020
postgrad One in world top 50
Three in world top
• Comprehensive 100
field
• Competitive entry
• Quality lecturers Current Status
• 70 undergrad: 30 One in world top
postgrad 200
Three in world top
• Specialized field
• Competitive entry
400
• Quality lecturers
• 70 undergrad: 30
postgrad
 ENROLMENT BY LEVEL OF EDUCATION
FOR AGES 17-23 YEARS
Level 2003 2005 2007 2010 2015 2020
Post Sec 158,459 235,740 296,900 351,700 388,300 428,700
Pub Coll 140,999 200,100 234,200 250,500 304,800 370,800
Pub Univ 280,037 310,500 336,900 371,700 458,300 552,600
Pri HE 337,949 336,900 371,100 465,700 567,800 685,800
Overseas 62,301 56,800 50,000 50,000 50,000 50,000
Total 979,745 1,140,040 1,289,100 1,485,600 1,759,200 2,087,900
Pop 17-23 yrs 3,277,338 3,399,200 3,510,200 3,628,300 3,840,900 4,147,000
Percentage 29 33 36 40 45 50

109
 EDUCATION
2005
EXPENDITURE
2006 2008 2009 2011

% Educ Exp to Gov 19.7 20.5 16.7 15.1 16.71

Exp
% Educ Exp to GNP 5.4 5.6 4.5 4.1 4.44
Capital Exp (RM 2.567 4.112 3.510 4.503 6.402
Bilion)
Current Exp (RM 22.740 25.242 26.028 27.350 29.360
Bilion)
Total (RM Bilion) 25.307 29.354 29.538 31.403 35.762

% Capital Exp 10 14 12 13 17.9

% Current Exp 90 86 88 87 82.1

110
 A SYNOPSIS
ON THE
PROGRESS OF VARIOUS
EDUCATIONAL POLICIES
 Conclusion
Malaysia is education position is respectable
BUT still far behind first world standard

Correct policy,
appropriate planning and
effective implementation is
the way forward
This is what EAD5810 is all about
Thank You…

117