BBB3633 | Malaysian Economics · PDF fileBBB3633 | Malaysian Economics ... • The English...

BBB3633 | Malaysian EconomicsPrepared by Dr Khairul Anuar

L6: Education and Human Capital Development

www.notes638.wordpress.com

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Content

1. Introduction

2. Primary School

3. Secondary Education

4. Smart School

5. Vision School

6. Teaching of Mathematics and Science in English

7. Higher Education

8. Public higher education

9. Private higher education

10. K-based Economy in Malaysia

11. Higher Education Institutions

12. The Malaysia Education Blueprint 2013-2025

13. Allocation for educational expenditure

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1. Introduction

• Education is one of the most important issues for the New Economic Model (NEM).

• The rapid economic growth in Malaysia has been hindered by manpower constraints both in terms of quality and quantity, causing an influx of foreign labour to overcome labour shortage.

• With an increasing demand for skilled and knowledge-based labour, education plays a key role in equipping competent workers with knowledge and skills to overcome manpower shortage

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2. Primary School

• Education in Malaysia has changed remarkably from being a luxury

for the nation into a basic need for the individual.

• 11 years of general education has become compulsory, which is six

years of elementary and five years of secondary, legitimized by the

government.

• Since the 4MP -the Integrated Primary School Curriculum (KBSR)

was introduced.

• The KBSR has reduced the previously content-oriented curriculum

and focused Reading, Writing and Counting concepts (3M).

• The orientation of KBSR required student participation depending on

their skill, interest and ability. 4

2. Primary School

• A New curriculum for primary schools - Standard Curriculum for Primary Schools ( in Malay: KSSR) was introduced in 2011 as an initiative for restructuring to better prepare students in the 21st century.

• The curriculum focuses on six areas, namely communication, spiritual, attired and values, humanitarian, physical and aesthetical development, and science and technology.

• Unlike KBSR which was based on 3M of Reading, Writing and Counting, KSSR would add the fourth element of "Reasoning” and became 4M for primary students' mastery.

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• Under the National Education Policy, lower secondary (form 1 to

form 3) students will be exposed to multiple disciplines basic

education.

• Meanwhile form 4 and form 5, students have to select art, science,

religion, technical, vocational or skill stream based on academic

results and preference.

• However, the ideal outcome from the policy is the 60:40 ratios in

science and technology to arts stream.

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• Secondary schools offer comprehensive education programmes.

• PBS (Pentadbiran Berasaskan Sekolah/School-Based Assessment)

is a system with less exam-oriented, but move towards a more

holistic education development.

• In PBS, the final assessment is based on both academic and non-

academic performance of the students.

• At the lower secondary level, students will be assessed through the

Pentaksiran Tingkatan 3 (PT3) assessments.

• Students in the Upper Secondary have to sit for the Higher School

Certificate (STPM). STPM is equivalent to the A-Level Certificate.

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4. Smart School

• The Smart School Project was made one of the seven Flagship Applications

of the Multimedia Super Corridor.

• The Ministry of Education conceptualized the smart school project in 1997.

• This technology-intensive school is driven towards transforming a culture of

memory-based learning and examination-oriented learning into an

education system that stimulates thinking, creativity and problem-solving

skills.

• The objectives of the Smart School, which are based on Malaysia's National

Philosophy of Education, as follows:

To produce a thinking and technology-literate workforce

To democratize education

To increase participation of stakeholders

To provide all-round development of the individual

To provide opportunities to enhance individual strengths and abilities

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5. Vision School

• The vision school concept is one of the government moves to

promote national solidarity and unity through education from primary

school level.

• Vision school operates in such a way that puts a Malay school, a

Chinese school and a Tamil school in the same complex.

• These 3 schools operate independently, except in the sharing of the

canteen and playground in the complex.

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6. Teaching of Mathematics and Science in English

• The English teaching of Mathematics and Science has been applied to Year

One, Form One, and Lower Six students starting from 2002.

• The examination paper would be set in bilingual format and that students

can choose to answer either in English or Bahasa Malaysia.

• However, there have been many calls to review this proposal.

• Some argued that this is a good move as it is a concerted effort to curb the

declining standard of English among students. School children acquire new

subject knowledge, and at the same time improve their proficiency and

develop competence and confidence in English to pursue future successful

professional careers.

• However, significant numbers of students are facing a pathetic level of

English, limited vocabulary recognition and atrocious spelling mistakes.

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3. K-based Economy: An Overview

• Whichever language is used, it should be capable of transferring

subject knowledge and skills to the students. They have to be good

in both written and oral in order to cope with English taught subjects.

Over years, this policy was well received by the public.

• The government reviewed the policy of teaching Mathematics and

Science in English in 2008 after the completion of first cycle of its

implementation in primary school.

• MOE has decided to reverse the policy back to Bahasa Malaysia

starting from 2012.

• The reasons being the usage of the English medium was not fully

taught in schools and not all teachers are proficient to teach these

subjects in English.

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7. Higher Education

• In 1949, the first public university in Malaysia, University of Malaya,

was established in Singapore.

• Following the declaration of independence of the Federation of

Malaya in 1957, a division of the university was set up in Kuala

Lumpur in 1959. In 1962, the division became a separate

autonomous university.

• In 1969, the second university, Universiti Sains Malaysia, was

established.

• In 1996, the duration of degree courses except for the medical

degree in public universities were shortened from 4 years to 3 years,

in order to fulfill the increasing demand for educated workforce in the

job market.

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8. Public higher education

• The role of the government in public higher education has varied

from provider and protector to the recent role as regulator.

• Provider: Government is the main source for the education sector,

providing funds, loans, scholarships, subsidies and allocating

resources to its needs.

• Protector: Government plays the role of maintaining the socio-

political stability, using education as a tool to forge national

integration among the diverse ethnic in Malaysia

• Regulator: Government on the whole is in charge of the private

education institutions in order to ensure the standard and quality of

education is maintained 13

9. Private higher education

• As the demand for educated and skilled workforce in tandem with

the country's rapid development, the demand for higher education in

tertiary levels has also been amplified

• The growth of demand for private higher education gained popularity

since mid- 1980s after a deregulation in the late 1990s, especially

after the Private Higher Educational Institutional Act (PHEIA) was

enforced in 1996.

• The standard and quality of private higher education provided by

private higher educational institution is governed by the Malaysian

Qualifications Agency (MQA).

• MQA is a statutory body set up under the Malaysian Qualifications

Act 2007 to accredit academic programs provided by higher

education institutions. Valuations on the courses offered by these

institution

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10. Increasing demand for private education

• Many factors contributing to the increasing demand for private education.

Among those are:

1. Limited capacity at public institution - The capacity of the higher public

institution is not sufficient to meet increasing demand. Students sitting for

SPM or STPM have increased over the years following the increasing birth

rate. For instance, the number of candidates increased by 46.9% to 413k in

year 2002 compared to only 281k candidates who sat for SPM in 1998.

Though the intake into first degree level courses in public universities

increased and the places offered by the public Malaysian institutions have

also been increased, the supply is way scarce to meet the need of demand.

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2. Population growth - The rise of the child population is one of the factors that

contribute to the demand of education in a country.

In Malaysia, the population had increased from 19.56m in 1993 to about

30m in 2014. Alongside this, the rate of increase in family size tends to slow

down as people begin to accumulate a little surplus over subsistence and to

give better education opportunities for their children.

3. Choice of courses - It is always maximum capacity for those courses

offered in the universities.

It is impossible to sanction the first choice for all the potential applicants.

There are high probabilities of not getting their choice of preferred courses

for those who were offered a place in the higher public institutions. Those

‘market-valued' courses need higher scores or excellent results in order to

grant them a place. As such, those who wish to study the course of their

own preference will seek private higher education.

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4. Economy recession in 1997 and drastic depreciation of the

Malaysian currency gave an added input to the growth of private

higher education.

The currency crisis in 1997 resulted in the Malaysian ringgit

depreciation from RM2.50 per US dollar to RM3.80 per US dollar

has led to drastic changes in the demand for higher education

locally. The number of Malaysian students studying overseas

reduced from 40,801 in 1995 to 39,000 in 1997, but increased to a

total number of 52,456 in year 1999.

Pre-university courses are most welcome to be conducted locally to

save the foreign exchange outflow.

Hence, it is truly justifiable to conclude that the economic crisis

seemed to have created a boom for the private education industry in

Malaysia.

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5. The rapid growth of IT globally has boosted the growth of private

higher education, which emphasizes on IT-related academic

programmes such as science, engineering and other technology-

based curriculum.

In fact, the Malaysian government has recognised to the need for

first degree workforce in science and technical steam to art stream

ration 60:40.

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6. Cater for Muslim market - USA appears to be an unfriendly towards

Muslim students after the September 11 disaster in 2001.

This has become a good opportunity for Malaysia to expand its

education sector since the nation is a moderate Muslim nation.

This has helped to gain from foreign exchange earnings as optimal

revenue for Malaysia.

Driven by increased demand for places in institutes of higher

learning from international students, the total number of international

students in 2012 was 26,232 (compared to 2011 of 25,855)

The target is to increase the contribution of private education to

GDP by 1.5 to 2 times to 2% in 2015 and attract 150,000

international students by 2015, particularly secure new markets in

China, India and West Asia

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11. Higher Education Institutions

• Investment in human capital is given greater emphasis in the Malaysia Plan

to drive a knowledge-based economy and to foster economic growth.

• The capacity of higher institutions was expanded to new universities,

university colleges, foreign university branch campuses, polytechnics, as

well as community colleges.

• In 2005, there were 630 public and private Higher Education Institutions

(HEIs).

• A more recent data revealed that in 2012, there were 80 community

colleges, 30 polytechnic, 32 IPTS (Private HEI with college status), 20 IPTA

- public higher education institutions, 53 IPTS (Private HEI with university

status), 26 IPTS (Private HEI with University College status), and 7 branch

campus of foreign universities.

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• The 13-year Malaysia Education Blueprint 2013-2025 was launched in light

of rising global education standards.

• The government wishes to match Malaysia's youth with the needs of the

21st century and to meet public-parental expectations of the nation’s

education policies.

• [*National Education Blueprint 2006-2010]

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• The blueprint aims to transform eleven areas with respect to the education

system in M’sia.

1. Provide equal access to quality education of an international standard

2. Ensure every child is proficient in Bahasa Malaysia and English language

3. Develop values-driven Malaysians

4. Transform teaching into the profession of choice.

5. Ensure high performing school leaders in every school.

6. Empower National Education Department and schools to customize

solutions based on need.

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. Maximise student outcomes for every ringgit.

11. Increase transparency for direct public accountability. 22


• The transformation will be implemented in 3 waves within 13 years.

• The first wave (2013-2015) aims to achieve 100% students' literacy in

Bahasa Malaysia and numerate after three years of schooling, 92%

preschool, 98% primary, 90% lower secondary, 85% upper secondary

enrolment and a 25% reduction in the urban-rural gap.

• The second wave (2016-2020) aims to achieve 100% preschool to lower

secondary enrolment with 90% upper secondary enrolment and 50%

reduction in urban-rural gap and 25% reduction in socio-economic and

gender gap.

• This is to strive for Malaysia's performance to be at par with international

average such as the Trends in International Mathematics and Science

Study (TIMSS) and Programme for International Student Assessment

(PISA) cycle.

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• The third wave (2021-2025) aims to push Malaysia's performance on

TIMSS and PISA in top third of the systems and improve enrollment and

urban-rural and gender gaps.

• The most recent data showed that the country was ranked in the bottom

third in PISA in 2013.

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13. Allocation for educational expenditure

• The total education expenditure shows a slight fluctuation within the range

of 13-24% of the total government expenditure since 1990s.

• For the year 2012, total educational expenditure was 16.01% against the

total federal expenditure.

• This education expenditure can be used in special programme, one-off

policy, educational operation management, management of education policy

and development, management of teachers; professional development,

among others.

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