Session 1 Zahri Aziz Producing tangible results 31 May 2011 .pdf

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MALAYSIAN EDUCATION SYSTEM:
PAST, PRESENT AND FUTURE

Producing Tangible Results:
Key Issues Around Implementation

Dr. Zahri Aziz
Deputy Director General (Operations)
Ministry of Education Malaysia

Public-Private Partnerships in the School System. What has worked? What hasn’t worked?
Organised by Razak School of Government and IDEAS, Intercontinental KL, 31 Mei 2011

Malaysian Education System: Past, Present, Future
Period/ Policy
1957
1961

Education Development

Preindependence

Diverse system

Postindependence

Consolidation

Establish a national education system
1961 Education Act & democratisation of ed

Expansion &
equity

Malay as the main medium of instruction
Emphasis on infrastructure, civics, science
Introduce support programs
KBSR, KBSM, National Education Philosophy

1971
NEP
1981

1991

New Economic Policy

NDP
National Dev Policy

Reform for
excellence

2001
NVP
National Vision Policy

National Mission

2011

2020

Main features

NEM
GTP
ETP

“First class
mentality”
1Malaysia
Raise student
outcomes

Study the schooling system

Strengthen acts and policies
Expand ICT in education
Upgrade teacher qualification
Introduce compulsory primary ed, PPSMI, MPV, j-QAF
Strengthen support programs & teacher
professionalism - pensiswazahan guru,
Pengetua JUSA C & Guru Gred Khas C, upgrade TTC to TEI (IPG)
Register SAR & SAN and widen access to international schools
Education NKRA – Preschool, LINUS, HPS, New Deal plus
School Improvement Program & Teacher Quality
MKRA – Transformation of vocational education
Introduce PPP - Trust School
Education NKEA – ECCE, ECCE Training, International Schools,
Teacher Training, PPP Schools & e-learning

Producing Tangible Results: Education for All (EFA)
Education Indicators
• Enrolment rates:
96% primary, 88% secondary
• Survival rate to grade 5: 94%
• Dropout rate: 0.0066% primary
• Adult literacy 15 yrs & above: 92%
• Gender specific EFA Index: 96%

Malaysia has made much
progress in meeting EFA goals
Its EDI ranking rose to high level
in 2009 and maintained at its
initial medium level in 2010-11
Its ranking has remained
relatively high among ASEAN+3,
Commonwealth and OIC
participating countries

EFA Development Index (EDI) in
Selected Countries, 2008
Japan
UK
Norway
France
Switzerland
New Zealand
Germany
Australia
Finland
Denmark
US
High
Brunei
Korea
Malaysia
China
Medium
Indonesia
Philippines
Cambodia
India
Low
Lao
Total :
0.000
127 participating
countries

Rank
0.995

1

0.995

2

0.994

3

0.992

5

0.991

7

0.988

11

0.986

13

0.986

15

0.985

16

0.985

17

0.975

33

0.975

34

0.968

50

0.945

65

0.943

66

0.934

69

0.898

102

0.786

0.200

0.400

0.600

85

0.769

107

0.761

109

0.800

1.000

Source: UNESCO, 2011. EFA Global Monitoring Report

The Quality of Education: Learning Achievement
Malaysia’s achievement in TIMSS 1999, 20003 & 2007

Malaysia’s
performance in
TIMSS (1999,
2003, 2007) for
Mathematics
and Science at
the 8th grade
level have been
higher than the
international
scale average

Aspect

Mathematics

Science

1999 2000 2007 1999 2000 2007
Malaysia’s position

16

10

20

22

20

21

No. of participating country

38

45

49

38

45

49

Malaysia’s scale av.

519

508

474

492

510

471

International scale av.

487

467

450

488

474

466

Distribution of TIMSS mathematics scale score for 8th grade students in 2007

But large gaps
exist in learning
achievement
between
countries
Source: TIMSS,MOE Malaysia. UNESCO, 2010 EFA Global Monitoring Report.

Key Issues Around Implementation
Gaps and Challenges
• Achieving EFA



– reaching the remaining x%

• Providing access with quality
– better facilities, quality and
motivated teachers, and better
capacity to learn

• Narrowing the education gap
• Reaching out to children
– with special needs, from Orang
Asli and indigenous communities,
and those out of school

• Transforming the curriculum
and assessment
• Strengthening teacher
professionalism








Quantum Leap
MBMMBI – Upholding the
Malay Language and
Strengthening the Command
of English
Ramp up early child care and
education
Transforming vocational
education
Introducing 1Student 1Sport
Enhancing ICT in education and
virtual learning
Promoting Public-Private
Partnership

To Increase Access, Equity and Quality

Public-Private Partnerships (PPP) in Education
Various forms of partnership already exist in the school system but PPPs through
the ETP and the 10th Malaysia Plan are relatively new and more extensive
EXAMPLES

Program

Type of PPP

Features

Early Child Care
& Ed (ECCE)

Education
services

Gov. provide tuition fee aid, grant
& soft loan to private operators

Trust School
(Basic ed)
PPP in
Vocational Ed

Benefit
• Expand access to low income
groups and underserved areas
• Leverage private investment

Public schools are managed
• More autonomy to schools in
Management
jointly by private partners and civil return for improved student
services
service school leaders
outcomes
Education
services &
PFI

• Gov. sponsor students in public/
private vocational colleges run
by private sector
• PFI - BOO, BOT, BOM

• Helps gov. in ed. transformation
– eg. fills in gap for enrolment
increases, provide infrastructure,
expertise and industry relevance
• Brings private sector expertise in
improving public ed & training
• Fills in gap in training needs
• Allows school staff to focus on
teaching & learning process
• Leverage on economies of scale

Teacher Training

Professional
services

Gov. contract out training for:
• ECCE
• Program pensiswazahan guru
• Pre-service training

School meals,
cleaning &
security

Support
services

Gov. contract out hostel meals,
canteen operation, & school
cleaning and security

Implementing PPP
Not business as usual … Must commit to action
Education policies
• Require changes in public policies, procedures and processes
& regulatory
with new and more extensive PPPs
framework

Enabling
framework

• Identify private sector involvement in the national ed. system
• Set criteria for private partners to provide services
• Provide funding scheme for students to attend private schools
• Establish effective monitoring and quality assurance system

Transparency

• Require transparent selection process of private partners,
procurement of services, implementation and reporting of PPP

Capacity building
Performance
measure

• Build own capacity to implement PPP
• Develop performance measures and targets for contractors/
partners, with incentives for performance and sanctions for
nonperformance
Ref: The World Bank, 2009. The Role and Impact f Public-Private Partnerships iEducation

THANK YOU

Ministry of Education Malaysia
zahriaziz@moe.gov.my
habibahar@moe.gov.my


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