Zahid Report

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Report by the Committee t Study, Review and Make Recommendations Concerning the Development of Higher Education in Malaysia

Transcript of Zahid Report

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© Ministry of Higher Education Malaysia, 2006

All rights reserved. No part of this Report may be reproduced, stored in any retrieval system or transmitted inany form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the priorwritten permission from the Ministry of Higher Education Malaysia, Block E3, Parcel E, Federal GovernmentAdministrative Centre, 62505 Putrajaya.

Perpustakaan Negara Malaysia Cataloguing-in-Publication Data

Report: the committee to study, review and make recommendationsconcerning the development and direction of higher education inMalaysia, Ministry of Higher Education in Malaysia : towards excellenceBibliography : p. 279ISBN 983-3643-61-21.Education, Higher--Malaysia. 2.Universities and colleges--Malaysia.378.595

Cover Design : Billion Printing Sdn. Bhd.Typesetting : Siti Nurshahidah Sah Allam

Mohd Fadhel Mohd DrusTypeface : Times New RomanType Size : 12/15

Printed by : Univision Press Sdn. Bhd. (Email: [email protected])

This is a translation of the original text entitled: Laporan Jawatankuasa Mengkaji, Menyemak dan MembuatPerakuan Tentang Perkembangan dan Hala Tuju Pendidikan Tinggi Malaysia: Langkah-langkah Ke ArahKecemerlangan.

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Diagrams viiCharts ixTables xiAddenda xiiiMessage from the Honourable Minister xvPreface xviiAcknowledgements xxiExecutive Summary xxiiiRecommendations xxxvii

Part I: IntroductionChapter 1 : Imperatives 3Chapter 2 : The Study 15

Part II: Background of Higher Education in MalaysiaChapter 3 : History of the Development of Higher Education 21Chapter 4 : The National Policies and Vision 2020 27Chapter 5 : National Education Policy 31Chapter 6 : National Values 37Chapter 7 : Laws Governing Higher Education 41

Part III: Empowering Institutions of Higher EducationChapter 8 : Vision and Mission of Higher Education 47Chapter 9 : Legislation and Governance 53Chapter 10 : Funding, Financial Management and Control 65Chapter 11 : Human Resources 79Chapter 12 : Quality, Competitiveness and Internationalisation 91Chapter 13 : Information & Communication Technology 107

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CONTENTS

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Part IV: Excellence in Teaching and LearningChapter 14 : Curriculum 123Chapter 15 : Teaching and Assessment 137

Part V: Excellence in Research and DevelopmentChapter 16 : Research and Development 149

Part VI: Excellence in Contributing to Malaysian SocietyChapter 17 : National Unity 173Chapter 18 : Access and Equity 177Chapter 19 : The Strategic Way Forward 191

Part VII: ConclusionChapter 20 : Conclusion 199

AppendicesAppendix I : Committee Members 203Appendix II : Biodata of Main Committee Members 207Appendix III : List of Participants in Dialogue Sessions on

National Higher Education 219Appendix IV : List of Participants in Round Table Discussions

on National Higher Education 243Appendix V : List of Countries and Institutions Visited

on International Benchmarking and Best Practices Study 253Appendix VI : Statistics of Malaysia’s Population, Public

and Private Institutions of Higher Education 257Appendix VII : List of Institutions of Higher Education in Malaysia 259Appendix VIII : Ranking of the Top 500 Universities in the World 2004 263Appendix IX : Top 200 Universities in the World 2004 275

Bibliography 279Glossary of Abbreviations and Acronyms 285

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DIAGRAMS

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Diagram 9.1 : Relationship of Public IHE with Various Government AgenciesDiagram 9.2 : Supervision Scheme in the Governance of Private IHEDiagram 13.1 : eHigher Education (eHiED) Simplified Business Architecture

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CHARTS

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Chart 10.1 : Composition of Workforce with Certificate, Diploma andDegree for Malaysia, Singapore, South Korea and Australia

Chart 10.2 : Private IHE Graduates by Levels of Certification, 2004Chart 16.1 : Research Intensity in Selected Countries (Percentage)Chart 16.2 : FTE of Researchers per 1000 Labour Force in Selected

Countries

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TABLES

Table 3.1 : Number of Non-University Level Private IHE, 2004Table 10.1 : Number of Public IHE Graduates by Level of CertificationTable 10.2 : Expenditure on Higher Education by Member Countries and

Partner Countries of OECD, 2001 and Malaysia, 2004Table 10.3 : List of Registered Professionals for 1988 and 2004Table 10.4 : HDI and Education Index of Selected Developed Countries

and Malaysia for 2002Table 10.5 : Percentage of Malaysian Workforce Pursuing Degrees,

Diplomas and Certificates for 1980 and 2003Table 10.6 : The Number of Private and Public Universities in Japan 2003Table 14.1 : Malaysia’s Palm Oil Industry, 2004Table 14.2 : Malaysia’s Maritime AssetsTable 16.1 : Breakdown of Researchers According to Qualification

(Percentage)Table 16.2 : Grants, Funds and Schemes for Research PromotionTable 16.3 : Sources of Funding for R&D in IHETable 16.4 : Breakdown of Researchers in IHETable 18.1 : Enrolment and Participation Rate by Cohort in Public IHE

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ADDENDA

Addendum 1.1 : Mission and Functions of Higher EducationAddendum 8.1 : Proposed Vision of National Higher EducationAddendum 8.2 : Proposed Mission of National Higher EducationAddendum 9.1 : The Power of the Board of Directors According to the

Views of Legal ConsultantsAddendum 10.1 : Comparison of Percentage of Students in

Higher Education between South Korea and MalaysiaAddendum 11.1 : Proposed Higher Education Service Scheme and

Academic Staff Career PathwayAddendum 12.1 : A Study on the Status of Malaysian Public IHE GraduatesAddendum 16.1 : Basis for Research in Malaysia’s Human Resources

DevelopmentAddendum 16.2 : Aspirations for R&D in the Vision Development PolicyAddendum 16.3 : The Korean Advanced Institute of Technology, South

KoreaAddendum 16.4 : The Australian National University, Australia

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MESSAGE FROM THE HONOURABLE MINISTER OF HIGHER EDUCATION

The Government of Malaysia is firm in its resolution to ensure the re-emergence and continuanceof excellence in higher education in the country, so that institutions of higher learning are capable ofproducing cohorts of quality human capital, who are fully competent to make outstandingcontributions to the development of the nation.

In order to succeed in this endeavour, there is need for a sea change in the way we currentlymanage the higher education enterprise. We require, in the words of the Right Honourable PrimeMinister, an “education revolution”. This revolution commenced when the Ministry of HigherEducation was created and I have the honour and privilege of being the first Minister of this newMinistry.

The Committee to Study, Review and Make Recommendations Concerning theDevelopment and Direction of Higher Education in Malaysia was appointed by me so that,acting on the recommendations, the momentum of change can be maintained and even acceleratedsuch that there can be no turning back or half-measures put in place in our push for excellence.

Since expediency was of the essence, the Committee, made up of selected distinguished Malaysiansunder the capable chairmanship of Tan Sri Dato’ Dr. Wan Mohd Zahid Mohd Noordin, was givena six-month deadline to complete the project.

I wish to express my deepest appreciation and heartfelt gratitude to the Committee for meeting notonly the deadline but also for producing a comprehensive Report. The recommendations captureprecisely what we need to do in our quest for excellence. My Ministry will now conduct an in-depth study of this Report and explore avenues to pragmatically implement as many of therecommendations as possible, especially those which have been identified as requiring immediateaction.

It is my hope that the Committee members would be able to make further contributions to thisnoble cause. Their experience and wisdom would be invaluable as the Ministry undertakes thenecessary but daunting task of bringing to fruition the thorough and painstaking work that has beenput in producing this Report.

DATO’ DR. HAJI SHAFIE BIN HAJI MOHD SALLEHMinister of Higher Education Malaysia 18 July 2005

KEMENTERIAN PENGAJIAN TINGGI MALAYSIABLOK E3, PARCEL EPUSAT PENTADBIRAN KERAJAAN PERSEKUTUAN62505 PUTRAJAYA

Tel : 03-88835000Faks : 03-88891327Web : http://www.mohe.gov.my

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TTTTT he Committee to Study, Review and Make Recommendations Concerning theDevelopment and Direction of Higher Education in Malaysia was appointed by theMinister of Higher Education, the Honourable Dato’ Dr. Haji Shafie bin Haji Mohd Salleh, on17 January 2005. This Committee was given the mandate to study the status of highereducation in Malaysia taking into account contemporary regional and international developmentsin tertiary education. In addition, the Committee was instructed to prepare a report withrecommendations for the Ministry of Higher Education based on Terms of Reference stipulatedby the Honourable Minister. A six-month deadline was set for the completion of thisundertaking. On 18 July 2005, by the grace of God, the Committee completed its work andsubmitted this Report to the Honourable Minister of Higher Education.

The scope of this study covers the core functions of higher education: teaching and learning,research and development, service to the community, life-long learning, issues related to thedemocratisation of education such as access and equity, and the commitment of these institutions,by benchmarking with international best practices to unremitting efforts to upgrade the qualityof the education that they provide. The Committee has tried its level best, given the extensivescope that this study encompasses, to avoid deviating from its mandate: the formulation ofrecommendations, based on in-depth analysis of the current situation, which are targeted toachieve the aspiration to make Malaysia an internationally acknowledged centre of excellencefor higher education.

In this connection, the Committee has carried out benchmarking studies to identify internationalbest practices through visits to prestigious higher education institutions throughout the world,covering North America, Europe and Asia.

This Report has adopted, as frames of reference for higher education, the perspectives of theNational Philosophy of Education, the National Vision, and policies that have the goal of

PREFACE

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developing human capital that is resilient, competitive, cultured and intellectually rigorous.These qualities will enable them to face the challenges of globalisation and contribute towardsthe attainment of national unity and the socio-economic development of the country.

Based on the above-mentioned core functions and perspectives of this study, the theme ofthis Report is: Towards Excellence. There are seven parts in the Report and each parthighlights sub-themes, all of which endorse the main theme. Each part is also divided intochapters, each of which deals with a specific sub-theme followed by recommendationspertaining to that particular sub-theme.

Parts I and II deal with imperatives, historical development, vision, policies, values and lawspertaining to higher education. Part III, entitled: Empowering Institutions of HigherEducation presents an analysis of the current situation of higher education in the country aswell as recommendations to empower these institutions to carry out their core functionsefficiently and deal with the challenges of competing effectively in the global arena. Part IV,entitled: Excellence in Teaching and Learning, focuses on the most basic yet foremostprecondition for any educational institution to attain excellence and international pre-eminence.In Part V, the focus of study is on Excellence in Research and Development withaccompanying recommendations. R&D is the second most vital component in higher education,a variable that qualitatively differentiates one institution of higher education from another.

Directly or indirectly, IHE and society are inextricably linked, not least because of theconsiderable financial contribution made by the latter. Part VI therefore is entitled, Excellencein Contributing to the Malaysian Society. This part elaborates on this sub-theme andsuggests action to raise the quality of the contribution that higher education can make to thelocal as well as to the international community. Finally, in Part VII, the committee identifiescertain limitations and constraints to this study as well as several factors that inhibit the successfulinplementation of the recommendations that have been put forward.

By and large, the Committee has avoided making recommendations which have prohibitivefinancial implications for the Government.

The excellence that is loudly and persistently demanded by everyone concerned with the stateof higher education requires a strong sense of purpose together with concentrated andsustainable effort in the implementation of appropriate courses of action.

In this connection, the Committee wishes to echo the sentiments expressed by a representativeof the community who attended one of the Committee’s consultative sessions: “… we have atour disposal every facility to enable us to achieve eminence. In fact, we have in the pastachieved this excellence in quality but with the passage of time this has eroded somewhat.The question before us now is: have we the resoluteness to regain our former pre-eminence?”

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TAN SRI DATO’ DR. WAN MOHD ZAHID BIN MOHD NOORDINChairman

Tan Sri Dato’ SeriDr. Haji Zainul Ariff Haji Hussain

ChairmanBank Pembangunan Malaysia Berhad

Prof. Dato’ Dr. Hassan SaidDirector General

Department of IHE Management,Ministry of Higher Education

Datuk Dr. Abdul Monir YaacobCommissioner of SUHAKAM

(Former Director General, Institute of Islamic Understanding Malaysia)

Prof. Emeritus Dato’Dr. Khoo Kay Kim

Professor, History DepartmentUniversity of Malaya

Prof. Dato’ Dzulkifli Abdul RazakVice Chancellor

Universiti Sains Malaysia

Prof. Dato’Dr. Ibrahim Ahmad Bajunid

DeanFaculty of

Humanities and Social SciencesUniversiti Tun Abdul Razak

Prof. Dato’Dr. T. Marimuthu

Vice PresidentInternational Graduate Studies College

Datuk Dr. Sulaiman MahbobPresident

Institute of Integrity Malaysia

Prof. Dato’ Mohd. Shukri Ab. Yajid,President

University College of Technologyand Management Malaysia

18 July 2005

Prof.Dr. Shaik Md. Noor Alam Shaik Mohd Hussain

ProfessorFaculty of Economics and Management

Universiti Putra Malaysia

Datuk Mustafa MansurPresident

Federation of MalaysianManufacturers

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ACKNOWLEDGEMENTS

T he Committee wishes to express its profound appreciation and gratitude to the highestechelon of leadership in the country, the Right Honourable Prime Minister, Dato’ Seri Abdullahbin Haji Ahmad Badawi, and the Right Honourable Deputy Prime Minister, Dato’ Sri Mohd.Najib bin Tun Abdul Razak, for giving us the benefit of their time and ideas. We are beholdento the Minister in the Prime Minister’s Department, the Honourable Dato’ Mustapa Mohamed,for his generous input to the Committee. We also wish to record our sincere thanks to formerPrime Minister, His Excellency Tun Dr. Mahathir Mohamad, former Deputy Prime Minister,His Excellency Tan Sri Musa Hitam, and former Chief Secretary, Tan Sri Dato’ Seri (Dr.)Ahmad Sarji Abdul Hamid, for their insights and advice.

The Committee also takes this opportunity to record its appreciation and indebtedness tovarious institutions and renowned universities in the many countries visited as well as thenumerous agencies and individuals in these countries who generously shared information andideas which resulted in the Committee being able to collate its findings and formulate constructiverecommendations.

The Committee would be remiss in its responsibility if special mention is not made to theinvaluable contributions by specific groups and institutions. The members of the WorkingCommittee especially deserve particular citation for its unswerving dedication to the task athand, working to the very end, well beyond the call of duty, to expeditiously complete thisReport.

We also wish to express our appreciation and thanks to the members of the Secretariat fromthe Ministry of Higher Education as well as to the Institute of Integrity Malaysia. A special‘thank you’ is extended to Universiti Teknologi MARA for its benevolence in printing theReport and providing secretarial services. We thank also the academic staff and administratorsof the institutions of higher learning in the country, government officers, various professionals,society leaders and non-governmental organisations, student unions, women’s organisations,and all those who contributed their suggestions and opinions through the Committee’s website.

Finally, the Committee wishes to record our heartfelt thanks and appreciation to the Ministerof Higher Education, the Honourable Dato’ Dr. Haji Shafie bin Haji Mohd. Salleh, whoentrusted us with this important and momentous assignment.

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EXECUTIVE SUMMARY

1. INTRODUCTION

1.1 The theme of this Report is: Towards Excellence. The Committee decided onthis theme after exhaustive and in-depth deliberations of a number of substantiveand valid contentions.

1.2 Firstly, the Terms of Reference of this study focus on the achievement ofexcellence. The Committee was charged to formulate recommendations that wouldenable higher education in Malaysia to achieve world class status and establish thecountry as a regional centre of excellence in education.1

1.3 Secondly, the country’s leaders have consistently and resolutely reiterated the callfor higher education in the country to attain world class and become a regionalcentre of excellence.

1.4 Thirdly, the Prime Minister himself is convinced that, “…we will need nothing lessthan an ‘education revolution’ to ensure that our aspirations to instil a new performanceculture in the public and private sectors is not crippled by our inability to nurture anew kind of human capital that is equal to the tasks and challenges ahead.”2

1 Refer Chapter 2, para 2.12 Extract from the speech of the Prime Minister Malaysia at The NEAC Dialogue Forum on 13 January 2004, IOIMarriott Hotel Putrajaya

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1.5 Fourthly, feedback obtained by the Committee through dialogue and discussionsessions as well as website commentaries overwhelmingly call for positive actiontowards excellence in higher education.

1.6 There is no question therefore, that serious attention should be paid to the concertedvoices emanating from all walks of life to garner our resources to achieve excellence.In other words, the citizens of this country have clearly articulated the desire forhigher education in Malaysia to be reliably depicted as excellent, pre-eminent, andworld class. Their views on this matter are a strong indication of their profounddissatisfaction vis-á-vis the current state of education in this country, particularlyhigher education.

1.7 This matter was raised in every meeting the Committee convened with various interestgroups, that is, the urgency and boldness with which much needed change shouldbe executed so that we can regain the glory and excellence we attained in the past.In this context, the Right Honourable Prime Minister himself has added his voice tothe chorus of demands by calling for an education revolution to ensure that Malaysiansare equal to the tasks and challenges ahead of us.

1.8 There is therefore no question but that change is an absolute necessity requiringconcentrated effort and the courage to implement bold measures. Some quarters,however, have expressed grave reservations concerning the work undertaken bythis Committee because they have experienced half-hearted attempts to bring aboutchange with only partial implementation of such change-driven projects. For instance,in a round-table discussion, organised by the Committee, concerning the directionof higher education in this country, one of the participants had this to say, “…If adecision has been made, we must have the political will to carry it out. We mustchange what needs to be changed. What we do not want to see is the fragmentaryand piecemeal implementation of projects based on superficial and incomplete studies.I hope this Committee would be able to make bold and unambiguous decisions. Letthis be the very last Committee to study higher education for the next ten years. Wehave been talking about this matter for at least 30 years.”

1.9 The Committee has every confidence that this call for excellence is not mere rhetoricsbut reflects our authentic and sincere aspiration for institutions of higher education(IHE) in this country to quickly achieve world class status and become a regionalcentre of excellence. The Committee unreservedly recognises the seriousness ofpublic expectations that IHE become highly reputable institutions. The Committee isalso persuaded that there is tremendous public support for this enterprise whichwould be displayed through their taking some responsibility in the journey towardsexcellence and prestige.

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1.10 The Committee wishes to emphasise that the analysis and recommendations putforth in this Report were informed and guided principally by such unequivocalexpressions of intent and desire by the Malaysian public. It must be stressed thatthe call for excellence has consequences for both strategy and policy. The Committeeis cognizant of the existence of affirmative initiatives for restructuring society andabolishing identification of race with economic activity and residential locations.However, in order to promote national unity and harmony, affirmative action togetherwith other policies need to be implemented in the context of a multi-ethnic society.

1.11 In this regard, the Committee acknowledges the conflict of interests that prevailsbetween two contrasting claims. On the one hand, there is the pressure to meet theneeds of historically disadvantaged groups and, on the other, the imperative for thecountry to push forward and become competitive internationally. The most judiciousresolution is to effect progress through a modusoperandi that is balanced yet dynamic.

1.12 It must be stressed that the pursuit of progress must be undertaken tirelessly and inall seriousness. The implication of this is that the country cannot wait for groupswhich are not yet ready before striving for excellence. If the nation ever takes thiscourse, then this ‘levelling down’ can only result in loss and regressiveness.

1.13 The best formula for this country is, in fact, a ‘levelling up’ strategy which would beconsistent with the balanced and dynamic approach we advocate to achieve progress.The Committee is of the opinion that this ‘levelling up’ strategy will benefit thedisadvantaged groups and simultaneously provide opportunities for all Malaysiansto be involved in the pursuit of progress and excellence.

1.14 ‘Levelling up’, with its twin goals of achieving excellence and catering for thedisadvantaged, is precisely what this Committee advocates in bringing about thedemocratisation of education. This balanced and dynamic strategy will form thebasis of the Committee’s recommendations relating to the curriculum for highereducation.

1.15 The concern to upgrade the market value of graduates has become more pressingwith the increase in the number of unemployed graduates. This has resulted in morepressure from certain quarters, including intellectuals, to view education purely froma utilitarian perspective. The consequence, if this outlook prevails, would be negative,because education should not be limited to the achievement of an overly narrowand specific objective.

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1.16 Education is an enterprise that embodies a whole range of goals and objectivesrequiring time and focused effort. The pursuit of excellence, therefore, is a timeconsuming and complex endeavour. The Committee has identified two aspectswhich are requisites for achieving excellence. They are:3

1.16.1 The social objectives of education1.16.2 The economic objectives of education

1.17 These social and economic objectives are the main drivers of the noble goals ofeducation, that is, the development of exemplary human beings who are balanced,knowledgeable, skilled, responsible and wise.

1.18 It is not appropriate therefore, to view education solely from a utilitarian perspectivebecause, by neglecting the moral dimension, mankind would be driven only bypassion. Any society dominated by utilitarian and materialistic individuals becomeineffectual because of the avarice and corruption of these individuals. One symptomof this malaise is graft or the widespread practice of bribery. The Government iscurrently stepping up its efforts to stamp out this malignancy, a move that furtherstrengthens the argument for a balanced and holistic education.

1.19 The Committee therefore fully endorses the National Philosophy of Education (NPE)with the goal of producing citizens who are balanced in their outlook. The Philosophyof Education is as shown below:

“Education in Malaysia is an ongoing effort towards further developing thepotential of individuals in a holistic and integrated manner, so as to produceindividuals who are intellectually, spiritually, emotionally and physicallybalanced and harmonious, based on a firm belief in and devotion to God.Such an effort is designed to produce Malaysian citizens who are knowledgeableand competent, who possess high moral standards, and who are responsibleand capable of achieving a high level of personal wellbeing as well as beingable to contribute to the betterment of the society and the nation at large.4

1.20 The Philosophy of Education does not compromise the aspiration to develop humancapital. It is a balanced philosophy which is responsive to the utilitarian perspectiveand advocates the development of skills to raise the market value of human resourceswho have gone through the educational process. At the same time, their developmentis reinforced by a belief in God and the assimilation of moral values and principles.

3 The Committee recognises that the objective of education is wider and more encompassing than described above.Nevertheless, it is not the intention of the Committee to discuss all these objectives.4 Education Act 1996.

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1.21 This Committee takes the stand that the national higher education curriculum shouldbe balanced such that graduates would be equipped with the skills and competenciesrequired for their careers and also be true to values and moral principles.

2. SUMMARY OF RECOMMENDATIONS

2.1 The above fundamental considerations form the nucleus for this Committee tounderstand and approach the question of the direction higher education should takein this country. The Committee’s stand is that the thrust towards excellence must bein tandem with the democratisation of educational opportunities for everyone. Noone should be sidelined while at the same time the nation must not deviate from thechallenge of reaching out to achieve excellence and prominence in the internationalarena.

2.2 This Committee has put forward 138 recommendations for consideration by theGovernment, the Ministry of Higher Education, the various institutions of highereducation in the country and by the society at large. These recommendations havebeen grouped under five categories:

2.2.1 Excellence in teaching and learning2.2.2 Excellence in research and development2.2.3 Excellence in the capability of institutions of higher education (IHE) to

make contributions to the economy and society2.2.4 Excellence in the capacity of IHE to fulfil their core functions2.2.5 Excellence in initiating the democratisation of education by ensuring

access and participation of all Malaysians irrespective of race, colouror political loyalty

3. EXCELLENCE IN TEACHING AND LEARNING

3.1 Teaching is a core function of higher education. Mastery of the art of teaching is apre-condition for effective pedagogy in the transmission of any given subject. It isgenerally accepted that exceptional teaching begets excellent institutions andoutstanding lecturers produce outstanding graduates who display their excellence inmeeting any challenge in life.

3.2 The Committee has made recommendations to upgrade the quality of teaching andlearning. The Committee has proposed that training in pedagogy and andragogy bea requirement for new lecturers taking into account that democratisation has madehigher education accessible to a significantly larger number of students.

Executive Summary

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3.3 The democratisation of education means that higher education is no longer elitist butis open to students from a variety of background and with wide-ranging learningcapabilities.This situation requires the mastery of pedagogical skills on the part oflecturers to cope with such mixed ability groups. Teaching can no longer be carriedout on a trial and error basis. The Committee therefore recommends that ongoingefforts be made to upgrade the qualifications and expertise of lecturers not only inmethods of teaching but also in evaluation procedures.The Committee alsorecommends that lecturers work closely with professionals outside universities inthe development of relevant curricula and evaluation procedures. Furthermore, itis recommended that lecturers acquire work experience in the industrial andcommercial sectors.

4. EXCELLENCE IN RESEARCH AND DEVELOPMENT

4.1 Research and Development (R&D) is another mainstay in higher education whichqualitatively differentiates a world class institution of higher education from another.Research stimulates students to discover new knowledge. It challenges, stimulatesand encourages them in the pursuit of knowledge and in understanding humanity.

4.2 The country’s IHE are lagging far behind in research. The post-graduate enrolmentin local IHE is very small compared to that of developed nations. In Japan, forinstance, post-graduates comprise 27.3 per cent of the total enrolment while inSouth Korea the figure is 13.1 per cent. Post-graduates in Malaysia only comprise5.9 per cent of total enrolment in IHE.5 This cries out for urgent and bold measuresto be taken by the Government to rectify the imbalance. As an initial step, theCommittee has proposed that the Government identify five prominent universities inthe country for conversion into research and post-graduate institutions.

4.3 In this connection, the Committee has proposed that already existing publicuniversities, which meet criteria stipulated by the Ministry of Higher Education, beconverted into research, post-graduate and post-doctoral universities.

5 The Committee’s analysis is based on data from the Annual Book of Statistics Malaysia 2004 and MoHE.http:/www.mohe.gov.my (30 August 2005)

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4.4 In line with this move, the Committee has also recommended the formation of aMalaysian Research Board composed of representatives of IHE, researchinstitutions, commercial and industrial institutions and government economic agencies.This Board would work in cooperation with the National Research and Developmentof Science Council to develop and strengthen research activities as landmarkinnovations in science, technology and the humanities as well as be models of cross-border and interdisciplinary collaborations between top-flight researchers. TheMalaysian Research Board will play the role of facilitating renowned scientists andscholars from all over the world to carry out research in Malaysia jointly with theirlocal counterparts.

4.5 The Committee is of the opinion that the promotion of R&D projects should not beconfined to government initiatives. State governments and other public sector boardsshould be actively involved by sponsoring R&D projects in IHE through the creationof Research Chairs in strategic fields such as Communications, Energy, Agriculture,Banking, and Management of Development Policies.

4.6 In addition, students who have done research and produced innovative findingsought to be given encouragement through the awarding of scholarships or one-offgrants. Appropriate remuneration should be accorded to students whose articleshave been accepted by national, regional and international journals of repute. Thesame should apply for post-graduate scholars especially those involved in researchwhich directly contributes to the development of the country and the wellbeing ofthe society. The Committee also supports the Government’s initiatives in sponsoringstudents to study overseas and recommends that post-graduate and post-doctoralsponsorships be increased.

4.7 However, the Committee emphatically asserts that only post-graduate students besent overseas and only to world renowned institutions. This means that the timehas come to discontinue the practice of sending large numbers of students overseasfor their first degree. Perhaps selected students can still be allowed to pursue theirfirst degree overseas with the proviso that they gain admission to world classinstitutions in fields of study that are considered critical to the needs of the nationand society. We have to accept the fact that, by and large, undergraduates do notconduct substantive research and generally are not supervised by world renownedprofessors.

Executive Summary

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4.8 To increase collaboration in research between disciplines, the Committee proposesthat research universities be given the responsibility to initiate the setting up andactivating of the following academies:

4.8.1 Academy of Science and Technology6

4.8.2 Academy of Engineering Science4.8.3 Academy of Social Science4.8.4 Academy of Humanities

It is recommended that these four academies be integrated to form a National ScholarsAcademy Council. This Council can act as the sponsor and platform for intellectualinquiry as well as bring together various interdisciplinary initiatives in innovation andresearch.

4.9 In this connection, the Committee recommends the formation of the MalaysianInternational Higher Education Corporation (MIHEC), to promote Malaysian researchefforts internationally by prevailing on foreign researchers to carry out projects inMalaysia jointly with local researchers. It is also recommended that a MalaysianResearch Data Clearing House be established as a centre for information storage andreference for local and international researchers.

4.10 The Committee has found that a certain amount of overlapping in research projectshas occurred in IHE. If such duplication of efforts is avoided, Government fundsallocated to these institutions can be more effectively utilised. In other words, eachinstitution should focus on its core fields and thus steer clear of staff-pinching, andimplement its programmes guided by the economies of scale. Among the emergingfields that warrant attention are:

4.10.1 Biobased: biotechnology, biomedicine, bioengineering4.10.2 Micro Technology: nanotechnology, precision engineering4.10.3 Natural Resources: water, wind, solar energy, oil and gas4.10.4 Social Science and Humanities: multicultural and intercultural studies4.10.5 Interdisciplinary Science

4.11 It is proper to note that autonomy and academic freedom are important prerequisitesto galvanise research and development activities.Universities therefore should be givencomplete jurisdiction in all decisions that lead to productive and outstanding R&Doutcomes.

6 The Academy of Science Malaysia which has been established, should be developed into the Academy of ScienceTechnology Malaysia and promote expert collaboration to advance interdisciplinary research.

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5. EXCELLENCE IN CONTRIBUTION TOWARDS ECONOMYAND SOCIETY

5.1 Institutions of higher education are critical agents of national wealth promotion andwealth creation and the overall wellbeing of society. The relationship between educationand economic development is well documented. Hence, far from distancing itselffrom society, IHE must integrate themselves and strive to contribute in every waypossible to increasing the wealth-creating capacity of the nation. The Committeerecommends that IHE should be industry friendly and demonstrate this by formingstrategic alliances and collaborative ventures with industries.

5.2 In this regard, both IHE and industry have made proposals concerning joint ventures.The IHE have offered the industry various facilities and expertise in research tocarry out R&D initiatives. At the same time, the industrial sectors have garneredfunds and expertise for commercialising R&D products. The IHE too have proposedthe setting up of innovation centres and intellectual property management teams toforge collaborative initiatives between the two parties. Furthermore, IHE have beenresponsible for the development of innovative entrepreneurs who will jointlycommercialise intellectual property and research products.

6. ADVANCING INSTITUTIONAL STRENGTHS

6.1 The Committee has identified a number of critical aspects that must be addressed inorder to position IHE to become world class and centres of educational excellence.A priority requirement is a clearly articulated vision and mission statement that IHEcan refer to in working out their strategies. The Committee has taken the initiative toprepare a draft version. (Refer to Addenda 8.1 and 8.2)

6.2 In the effort to strengthen IHE in the country, the Committee is strongly in favour ofthe universities being managed as corporate organisations and not be micro-managedby the MoHE. The Committee stands by its conviction that a corporate managementstyle is a very important imperative that should be operationalised if the Governmentis earnest in promoting the efficiency and effectiveness of the universities. TheCommittee recommends that the Board of Directors be fully empowered to administerthe universities, and that the Minister of Higher Education delegates to the Board ofDirectors the authority and responsibility to administer the universities, so that alloperational and decision-making prerogatives are transferred from the MoHE to theuniversities.

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6.3 However, it must be stated that by delegating power to the Board of Directors, theMinister does not surrender his control over IHE. Just as in any corporate entity, thepower to hire and fire the Directors of the Board resides solely with the Minister ofHigher Education. It should be pointed out that good corporate governance requiresthat the Board consult the main stakeholder, in this case the Minister, in critical mattersthat affect the university.

6.4 The Committee believes that the above move would free the Minister from the burdenof micro-managing the universities and enable him to channel his creative energies inproviding leadership in policy matters and, most importantly, provide guidance so thatall IHE can be steered towards achieving the National Vision.

6.5 In this arrangement, the Vice Chancellor, as the chief executive officer of the institutionof higher education would be directly responsible to the Board of Directors. The roleof the Vice Chancellor needs to be reinforced by being given responsibility in thecontext of the high culture which is based on intellectual excellence. At the same time,it is important that the Vice Chancellor is apolitical in order to carry out the responsibilityentrusted to him with full dedication.

7. EXCELLENCE IN PROMOTING THE DEMOCRATISATIONOF EDUCATION: ACCESS AND PARTICIPATION

7.1 The Razak Report clearly enunciates the concept of democratisation of educationwith the declaration that free education should be provided for all Malaysians regardlessof race, colour or creed. The preamble of the Education Act 1961 eloquently detailsthe idea of the democratisation of education in the following manner:

“And whereas it is considered desirable that regard shall be had, so far as it iscompatible with that policy, with the provision of efficient instruction and withthe avoidance of unreasonable public expenditure, to the general principle thatpupils be educated in accordance with the wishes of their parents…”7

7.2 The Committee endorses the above principles of democratisation and recommendsthat no student who has the qualifications, and is offered a place in an institution ofhigher education at diploma or undergraduate level, should be denied the opportunityto follow the course of study he has been offered. In this connection it is recommendedthat the conditions for entry into IHE accommodate a multi-tiered system to enablestudents to gain entry at their convenience.

7 Education Act 1961.

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7.3 This recommendation is in line with the concept of life-long education. The pursuit ofself-improvement should be an ongoing quest and a person’s opportunity to improvehimself should not be hindered by entry conditions which are inflexible and standardised.The Committee is confident that this recommendation opens wide the doors ofopportunity to all Malaysians who desire to improve themselves.

7.4 This concept of the democratisation of education would be impaired if a student hasgained the necessary qualifications but is denied entry because of limited places. TheCommittee therefore recommends that the Government, public boards, and the privatesector cooperate and find the means to provide places to all citizens who wish todevelop their potential through higher education.

8. GOING FORWARD

8.1 The Committee is of the opinion that a number of recommendations cry out forimmediate action, not only because of their systemic and critical importance, but alsobecause their implementation would not entail complex and time consuming logisticalorchestration. These have been categorised as Priority Recommendations which willneed to be implemented within 12 months of submission of this Report.

8.2 The Priority Recommendations are:

8.2.1 Recommendation 17: The Committee recommends that there be a moratoriumon the awarding of licences for the setting up of private IHE and this beurgently established so that all existing private IHE can be clearly assessed.

8.2.2 Recommendations 35 & 36: The Committee recommends that a QualityControl, Audit and Accreditation Agency (QCAAA) be established under anAct of Parliament. The Committee recommends that the function of theQCAAA be as follows:

8.2.2.1 Audit the quality of IHE every five years8.2.2.2 Report the findings of the audit to Parliament8.2.2.3 Summarise, periodically review and update the accreditation criteria

for institutions

8.2.3 Recommendation 43: The Committee recommends that the University ScholarsProgramme be implemented as a mandatory course for all undergraduate andpost-graduate students up to Masters level.

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8.2.4 Recommendation 67: The Committee recommends that the Government andthe private sector jointly develop and administer a post-graduate institution ofhigher education based on the oil palm industry to cover all aspects of theindustry including planting, agronomy, oil production and advanced oil palmproducts. This institution could accept students from other countries whichare interested to carry out research in palm oil related fields.

8.2.5 Recommendation 68: The Committee recommends that the Government andthe private sector jointly work to raise the Malaysian Maritime Academy to thestatus of a university. It is proper that the Malaysian Maritime Institute beincorporated in the university.

8.2.6 Recommendation 69: The Committee recommends that curriculum developmentin polytechnics and community colleges be done in partnership withprofessionals from the industrial and commercial sectors with the professionalsin the polytechnics and community colleges making adjustments in line withpedagogical principles. This approach may use the methods, Develop-A-Curriculum (DACUM) and Systematic Curriculum and InstructionalDevelopment (SCID), which were developed by Ohio University, USA.

8.2.7 Recommendation 72: The Committee recommends that Malay, as the NationalLanguage, be used for all official purposes. English should be used as themedium of instruction for science, mathematics and professional subjects. Othersubjects should be taught in the language that is most effective in the deliveryof content. At the same time, students should be encouraged to master otherinternational languages.

8.2.8 Recommendation 75: The Committee recommends newly recruited teachingpersonnel and lecturers take mandatory training programmes in pedagogy andandragogy. Even professors should be encouraged to be involved in post-doctoral studies.

8.2.9 Recommendation 86: The Committee recommends the establishment ofresearch and post-graduate universities by converting public universities whichmeet the criteria set by the Ministry of Higher Education, into research, post-graduate and post-doctoral universities.

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8.2.10 Recommendation 95: The Committee recommends the setting up of aMalaysian Research Board in which IHE, research institutions, commercialand industrial institutions, and Government economic agencies are represented.The aim of this body is to cooperate with the National Research andAdvancement of Science Council to develop and strengthen research activityas the basis for innovation in science, technology, humanities and learningthrough collaboration with top-flight researchers across borders. The MalaysianResearch Board will enable quality scientists and scholars throughout the worldto undertake research in Malaysia together with their Malaysian counterparts.

8.2.11 Recommendation 130: The Committee recommends that project MyBrain15be structured and implemented as an activity for the development of the modelnational citizen. MyBrain15 should produce 100,000 Ph.D graduates in thenext 15 years.

9. CONCLUSION

9.1 The Committee has found that higher education in Malaysia has high credibility amongthe Malaysian public. It also established that society has high expectations with regardto the Government’s aspirations to make higher education world class and Malaysia acentre of excellence in education. Leaders of a variety of establishments, professionals,stakeholders, renowned personalities, community leaders and academicians wereconsulted by the Committee. All these groups expressed their commitment, togetherwith the Government, to respond and support the call to effect changes aimed atexcellence in higher education in the country.

9.2 Provided that these expressions of determination and noble intentions, combined withthe resources and capabilities that are extant, are fully channelled to bring to fruitionthe recommendations in this Report, the Committee is confident that within the next10 years the IHE in this country can proudly take their place with the best in theworld.

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RECOMMENDATIONS

1. The Committee proposes that the National Philosophy of Education should be thebasis of the Philosophy of Higher Education.

2. The Committee proposes that the Vision and Mission of higher education in this countrybe drafted based on statements shown in Addendum 8.1 and Addendum 8.2.

3. The Committee recommends that the laws governing higher education be reviewedand suitable changes be made to formulate an integrated Act which will cover educationalinstitutions, including polytechnics, community colleges and all agencies related to highereducation, parallel with the establishment of the Ministry of Higher Education which isresponsible for the supervision and governance of the national higher education andfor specific recommendations in this Report to be legislated for the purpose ofimplementation.

4. The Committee recommends that student discipline at polytechnics and communitycolleges be supervised through the same method which is used for university anduniversity college students. The Education Institution Act (Discipline) 1976, FirstSchedule needs to be amended accordingly.

5. The Committee recommends that the University Constitution be amended so thatprofessors can elect twenty members from among themselves to represent theUniversity Senate.

6. The Committee recommends that the Minister of Higher Education delegate his powerto the Board of Directors so that the latter can play its role as the guardian ofautonomy, academic excellence and accountability.

7. The Committee recommends that all policies and the governance of universities bethe responsibility of the Board of Directors.

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8. The Committee recommends that the powers of the Board of Directors be widenedto enable it to play its role as the guardian of autonomy.

9. The Committee recommends that together with the Vice Chancellor, two others beappointed as members of the Board of Directors, one to represent the academic staffsociety and the other to represent the Senate.

10. The Committee recommends that the Government should view higher education as astrategic investment in the development of human capital and continue to finance it.

11. The Committee recommends that education funding, especially the funding of highereducation should be increased to strengthen and spur the growth of higher educationso as to boost the quantity and quality of human capital so that it is at par with that ofdeveloped countries.

12. The Committee recommends that higher education financing should be focused on thecore functions of IHE, namely:

(a) to increase opportunities for Malaysians to participate in national higher education;(b) to enhance the quality of teaching and learning;(c) to upgrade the quality of research and development;(d) to increase collaboration with the local communities;(e) to diversify programmes and activities;(f) to increase national competitiveness at the global level;(g) to enhance the efficiency and effectiveness of IHE governance.

13. The Committee recommends that a State Government Chair be established in IHE tocarry out research and development which will contribute towards enhancing thecapabilities of state and local governments and the effective implementation of socio-economic and socio-cultural development programmes in the respective states.

14. The Committee recommends that polytechnics and community colleges which havebeen established in the states be utilised to implement life-long learning and continuouseducation to train the workforce in various fields of specialisation.

15. The Committee recommends that public bodies which have links with the Government(i.e.GLC) such as Petronas, Telekom Malaysia, Malaysian International ShippingCorporation (MISC), Tenaga Nasional and Maybank, be encouraged to set up state-of-the-art IHE if they have not already done so. These IHE are also encouraged toadmit foreign students into their technical and commercial programmes.

16. The Committee recommends that GLC should create Research Chairs in nationaluniversities and take the lead in research and the teaching of sectors which are ofnational importance such as energy, maritime, communication, banking, agricultureand plantation.

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17. The Committee recommends with immediate effect a moratorium on the awarding ofnew licences for the establishment of private IHE until a thorough evaluation of allexisting private IHE has been carried out.

18. The Committee recommends that private IHE be continually innovative and responsivetowards k-economy, produce skilled human resources relevant to global markets,create links with the international community, generate new knowledge and diversifythe curricula.

19. The Committee recommends that private IHE be recognised as a sector that generateseconomic growth while playing a role in increasing access and equity. Therefore, acomprehensive incentive scheme should be established to enhance the effectivenessof private IHE, as has been done for other sectors.

20. The Committee recommends that the burden of responsibility of higher educationfinancing should also be borne by the private sector, including the banking sector, sothat within a reasonable period of time, the financial strain on the Government can bereduced. This should include loans at a reasonable interest rate to public IHE as wellas to students.

21. The Committee recommends that an obligatory condition for the recruitment of leadersat all levels in IHE is outstanding achievement, which is reviewed and evaluated annuallybased on Key Performance Indicators (KPI).

22. The Committee recommends that a Higher Education Service Scheme be created foracademic staff of IHE. Terms of service, promotion prospects and work ethics foracademic staff are as shown in Addendum 11.1.

23. The Committee recommends that in the evaluation of academic staff for promotionpurposes, proper emphasis be given to the development of globally recognised corporaof indigenous knowledge and local expertise.

24. The Committee recommends that the appointment of Vice Chancellors for post-graduateand undergraduate universities be carried out through advertising openly in order toobtain the best candidates. Vice Chancellors should be appointed on two-year termsand be given competitive salaries, with the proviso that their services can be renewed,extended or terminated at any time.

25. The Committee recommends the creation of Key Performance Indicators as theinstrument to gauge the performance of Vice Chancellors. This evaluation procedureshould be included in their service contract.

26. The Committee recommends that open, precise and stringent conditions be applied inthe selection of professors who would be offered competitive salaries and grades.

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27. The Committee recommends that high calibre professors be given special gratuitiesbased on academic excellence and that they should not hold executive positions.

28. The Committee recommends that researchers be permitted to have joint ownership ofresearch findings and be entitled to part of the royalties accrued through thecommercialisation of patented products.

29. The Committee recommends that at least 15 articles published in international refereedjournals be mandatory for the appointment to the position of Professor. This conditionfor appointment, whether for promotion purposes or otherwise, should apply to allpublic and private universities.

30. The Committee recommends that human resource development funds used forrecruitment of staff for public IHE be handled by the institutions concerned. Theprinciples applied for staff recruitment which should be open to all are: academicexcellence, appropriate speciality, experience and positive disposition for scholarship.

31. The Committee recommends that universities introduce a special Industrial LecturerProgramme to enable those in the industry to deliver lectures. Universities shouldaward credit points to these industrial lecturers to encourage their involvement in theuniversity and assist in the efforts to promote life-long learning.

32. The Committee recommends that the post of Reader, with specific functions, as wellas other senior posts, be created to increase promotion opportunities for academicstaff.

33. The Committee recommends that universities take full advantage of the posts of Writer/Researcher, Guest Lecturer and Fellow to create knowledge and experience as wellas enable them to share their expertise.

34. The Committee recommends that recipients of the title Professor Emeritus be givenproper facilities to enable them to continue contributing their expertise including actingas mentors to younger staff members.

35. The Committee recommends that a Quality Control, Audit and Accreditation Agency(QCAAA) be established under an Act of Parliament.

36. The Committee recommends that the function of the QCAAA be as follows:

(a) Audit the quality of IHE every five years;(b) Report the findings of the audit to Parliament;(c) Summarise, periodically review and update the accreditation criteria for IHE.

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37. The Committee recommends that the Board of Directors of the QCAAA compriseseven members as follows:

(a) five members who are respected, have high integrity, possess in-depth knowledgeof higher education and are willing to be devoted and committed to thedevelopment of scholarship and higher education as a whole;*

(b) Two world renowned foreign scholars;*

(c) The Chief Executive of the QCAAA to act as ex-officio.

*The MoHE to set up a selection committee for this purpose

38. The Committee recommends that a Secretariat be set up by the MoHE for the QCAAAwhich is to be headed by the Chief Executive who possesses a Ph.D and will hold theposition of Premier Grade ‘A’.

39. The Committee recommends that every institution of higher education create and developa Quality Indicator Instrument (IPK) to measure its own attainment of excellence.

40. The Committee recommends that the MoHE develop an IPK to gather data to assessthe progress of higher education.

41. The Committee recommends that the MoHE encourage and support an academicranking and rating system which is flexible, coherent and reliable in keeping withinternational criteria for excellence.

42. The Committee recommends that Higher Education Statistics Bureau be set up withthe aim of collecting and analysing a comprehensive set of data regarding highereducation and to initiate the setting up of various databases for strategic use by theGovernment and IHE.

43. The Committee recommends that the University Scholars Programme be implementedas a mandatory course for all undergraduate and post-graduate students.

44. The Committee recommends that IHE take the necessary action to benefit from theevaluation of international ranking and rating bodies to strengthen further theircompetitiveness in the country and also strengthen their ability to become global leadersin their niche areas.

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45. The Committee recommends that a mechanism be put in place:

(a) To build inter-institutional partnership for research and partnership projects amonginstitutions;

(b) To increase networking in the areas of business, commerce and industry whichare directed towards establishing research collaboration;

(c) To build and strengthen relationships with various regional and internationalinstitutions;

(d) To ensure that all IHE in the country benefit from the different professional bodiesand groups in the region and internationally which have the skills and knowledgein the areas of their specialisation;

(e) To contribute to the regional and international community by pooling the expertiseof IHE so that the country can be recognised and respected by the globalcommunity;

(f) To systematically implement strategies in the regional and international arena soas to enable national IHE to establish strategic alliances easily and effectively andcontribute to the development of the local community.

46. The Committee recommends that initiatives to promote our IHE internationally bestepped up by preparing comprehensive short and long term action plans.

47. The Committee recommends that national professional bodies endeavour to be in accordwith standard professional practices of international bodies so that the professionalqualifications of Malaysian IHE are recognised worldwide.

48. The Committee recommends that there be incentives to encourage IHE to implementactivities for promoting and marketing their programmes to other countries.

49. The Committee recommends that a special fund sourced from various sectors be setup for international student and staff exchange activities.

50. The Committee recommends that every institution of higher education ensure thattotal student enrolment is made up of at least 10 to 15 per cent of high achievingforeign students.

51. The Committee recommends that a policy be formulated for an integrated eHigherEducation (eHiED) environment to ensure the achievement of improved ICT capabilitiesand enhanced information management.

52. The Committee recommends that a centralised Higher Education ICT Council be formedto champion the overall strategy and implementation of eHiED environment. ThisCouncil shall be spearheaded by the Ministry of Higher Education and is to be thehighest ICT strategic body for the nation’s higher education.

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53. The Committee recommends that applications for Open Source Solution (OSS) beadopted in the management and development efforts in MoHE, public universities,polytechnics and community colleges to realise the potential economic and practicalbenefits of open source models.

54. The Committee recommends that secure networks be further developed using GigabyteEthernet and wireless technology for MoHE, public universities, polytechnics andcommunity colleges in order to improve connectivity among students, faculty andadministrators within eHiED.

55. The Committee recommends that ICT Shared Service Centres be implemented for allpublic universities, polytechnics and community colleges. For example, it is proposedthat MoHE implement single Shared Service Centre (SSC) for the northern region ofPeninsular Malaysia to serve USM, UUM, polytechnics and community colleges.

56. The Committee recommends that all public universities, polytechnics and communitycolleges within eHiED environment implement Data Recovery Centres by leveragingon the services from eHiED ICT Shared Service Centres.

57. The Committee recommends that e-learning content development by experts besignificantly increased. Incentive-based rewards be drawn up and implemented topromote interests in e-learning content development for public universities, polytechnicsand community colleges.

58. The Committee recommends that the National Library be the central digital repositoryfor e-journals, e-periodicals, e-books, etc. for use by all stakeholders in private andpublic universities, private colleges, polytechnics and community colleges.

59. The Committee recommends that an integrated Knowledge Management (KM)capability be developed for all public universities, polytechnics and community collegespaving the way for these institutions to implement efficient cross-institution sharing ofknowledge and collaboration.

60. The Committee recommends that the Ministry of Higher Education be given access toanalyse and consolidate real time data from public universities, polytechnics andcommunity colleges through the employment of integrated Executive Information System(EIS), Data Warehouse (DW) and Enterprise Integration (EI).

61. The Committee recommends that each institution in eHiED employ an integratedCampus Management System (CMS) to manage student affairs, curricula, library,financials, assets, facilities and human resources.

62. The Committee recommends that IHE adopt a standardised smart card system. Inorder to facilitate this, the MoHE should establish a central Smart Card Centre (SCC)to manage end-to-end process of personalisation and production of the smart cardsfor IHE.

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63. The Committee recommends that the higher education curriculum in the country bedrafted and implemented in order to:

(a) Develop human resources who can think critically, are able to present their ideasto society and translate and manage these ideas innovatively to benefit themselvesas well as society;

(b) Develop human resources who are able to comprehend issues in the context ofsocietal realities;

(c) Develop human resources who are literate not only in reading, writing andmathematics but also in IT. They should acquire the skills of organising,synthesising, analysing and using knowledge to solve newly emerging problems insociety;

(d) Develop human resources who are creative, innovative, risk takers, willingindividuals and team players, and who have the zest for entrepreneurialcommitment;

(e) Develop professionals with managerial skills;(f) Develop professionals who are life-long learners.

64. The Committee recommends that IHE continually review and update the curriculumand incorporate current developments.

65. The Committee recommends that representatives from the corporate and industrialsectors be involved in the curriculum development process especially for theprofessional and science-based disciplines. They should also be involved in teachingand research.

66. The Committee recommends that internships be made mandatory for aminimum period of six months for undergraduates in science and technology, studentsin pre-diploma, vocational and technical courses, and other disciplines that requirepracticum.

67. The Committee recommends that the Government and private sector jointly developand administer a post-graduate institution of higher education based on the palm oilindustry to cover all aspects of the industry including planting, agronomy, oil productionand advanced palm oil products. This institution could function as a centre of excellenceand could accept students from other countries who are interested to carry outresearch in palm oil-related fields.

68. The Committee recommends that the Government and private sector jointly work toraise the Malaysian Maritime Academy to the status of a university. It is proper thatthe Malaysian Maritime Institute be incorporated as part of the university.

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69. The Committee recommends that curriculum development in polytechnics andcommunity colleges be carried out in partnership with professionals from the industrialand commercial sectors, with the professionals in the polytechnics and communitycolleges making adjustments in line with pedagogical principles. This approach mayuse the methods, Develop-A-Curriculum (DACUM) and Systematic Curriculum andInstructional Development (SCID), developed by Ohio University, USA.

70. The Committee recommends that Islam Hadhari be included in Islamic and AsianCivilisation Course which should be a compulsory subject in the higher educationcurriculum.

71. The Committee recommends that the curriculum in higher education include componentson integrity and good character, as well as work and business ethics in corporatemanagement so that the workforce can understand, act on and internalise noble lifevalues and practise accountability as part of their work and business culture.

72. The Committee recommends that Malay, as the National Language, be used for allofficial purposes. English should be used as the medium of instruction for science,mathematics and professional subjects. Other subjects should be taught in the languagethat is most effective in the delivery of content. At the same time, students should beencouraged to master other international languages.

73. The Committee recommends that IHE upgrade their capacity to offer the study ofinternational languages.

74 The Committee recommends that each student should master at least two internationallanguages in addition to the Malay language.

75. The Committee recommends newly recruited teaching personnel and lecturers takemandatory training programmes in pedagogy and andragogy. Even professors shouldbe encouraged to be involved in post-doctoral studies.

76. The Committee recommends that IHE create procedures which encourage new lecturersto refer to and have ongoing discussions with experienced lecturers and professors inorder to upgrade their professionalism in teaching-learning activities.

77. The Committee recommends that all IHE prepare long-term plans to raise theprofessionalism of their staff, create suitable awards and give appropriate salaries.

78. The Committee recommends that a mentor-mentee system be created to provideopportunities for intellectual and socio-emotional counselling to students in the highereducation system. The residential system in teaching and learning should be fully utilisedfor the attainment of authentic, individual, intellectual and scholarly personalities.

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79. The Committee recommends that a mechanism be devised for channelling funds toenable higher education lecturers to upgrade their competencies in teaching, researchand service to society as well as sharpen their intellectual skills through cooperativeinteraction with their colleagues in the same discipline, both local and overseas.

80. The Committee recommends that without prejudice to the assumptions, approaches,methods and techniques already in use, higher education lecturers should be encouragedto explore approaches in teaching-learning that are based on constructivism.

81. The Committee recommends that leaders in IHE be committed in bringing aboutinnovations in philosophy, policy, teaching-learning practices and assessment as thepillars in creating excellent and prestigious IHE.

82. The Committee recommends that all staff members of IHE be given ongoing trainingto acquire skills in ICT and that they utilise this in teaching-learning, assessment, researchand administration.

83. The Committee recommends that all IHE take steps to ensure that all students masterICT and other skills relevant to the digital era.

84. The Committee recommends that all IHE give serious attention to academic assessmentand ensure that all lecturers be given ongoing training to master assessment skills.

85. The Committee recommends that the following principles for the funding of highereducation research and research training be adopted:

(a) The Principles of Excellence. The allocation of public funds should focus onthe achievement of world class research and research training to ensure thatMalaysian universities develop and maintain high quality and innovative researchwhich is respected in a global context;

(b) The Principles of Institutional Autonomy and Responsiveness. Institutionsshould have the autonomy to determine how they function and contribute to thegeneration, storage, dissemination, transmission, and application of knowledge;

(c) The Principles of Linkages and Collaboration. A policy should be formulatedto encourage and reward the development of an entrepreneurial culture in whichresearchers and the various institutions collaborate among themselves and acrossthe world with other players in the research and innovation system. Universitiesshould have policies and structures in place to facilitate the commercialisation ofdiscoveries and encourage the development of technopreneurs;

(d) The Principles of Contestability, Simplicity and Accountability. The processfor allocating funds for research and research training should be competitive innature, simple to administer, and be readily intelligible to researchers, institutions,students and the wider community. All funding allocation decisions should befree from conflicts of interest.

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86. The Committee recommends the establishment of research and post-graduate universitiesby converting public universities, which meet the criteria set by the Ministry of HigherEducation, into research, post-graduate and post-doctoral universities.

87. The Committee recommends that each university concentrate on a different R&D focusand that each field selected be in a cutting edge area, for instance:

(a) Biobased: biotechnology, biomedicine and bioengineering;(b) Microtechnology: nanotechnology, and precision engineering;(c) Natural Resources: water, wind, solar energy, oil and gas;(d) Social Science and Humanities: multicultural and intercultural studies.

88. The Committee recommends that research and post-graduate universities be givenresponsibility and the means to implement Project MyBrain15.

89. The Committee recommends that research and post-graduate universities be given theresponsibility to take the lead in founding and activating the following Academies:Academy of Science and Technology, Academy of Engineering Science, and Academyof Social Science and Humanities. These Academies should be grouped under theNational Scholars Academy Council which would focus on producing and advancingknowledge in all fields and bringing together these disciplines through research and theapplication of knowledge.

90. The Committee recommends that IHE provide opportunities to enable industries toimplement R&D activities in universities while ensuring that the industries provide thefunds and market expertise to commercialise the products of the joint R&D projects.

91. The Committee recommends that all IHE establish innovation centres, intellectualproperty management centres and technology licencing offices to increase links andcooperation with the industry while at the same time encouraging entrepreneurs tocommercialise innovations from the intellectual property obtained through research.

92. The Committee recommends that universities formalise efforts to involve the industryto participate in their research activities through collaborative research programmes.

93. The Committee recommends that IHE initiate joint projects with internationallyrenowned research and industrial centres so as to enhance their R&D capability,make possible technology transfer, and provide publicity to their research products ininternational markets.

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94. The Committee recommends the formation of an International Higher Education Boardto elevate R&D to world standard in the field of Science and Technology therebypromoting the country’s higher education internationally. This Board will be anautonomous body and will be made up of representatives of the Government andIHE. The Board’s mission will be to:

(a) Enable post-graduate and post-doctoral students become scholars in relevantfields of knowledge and thus raise Malaysia’s competitive capability;

(b) Enable post-graduates from all over the world to become scholars and partnerswith Malaysia in priority areas of knowledge;

(c) Enable scholars in Malaysia to play the role of leaders and pioneers in the academicand research world by strengthening international and intercultural ties;

(d) Promote efforts to internationalise higher education in the country by making IHEmore attractive to post-graduates and researchers from all over the world.

95. The Committee recommends the setting up of a Malaysian Research Board in whichIHE, research institutions, commercial and industrial institutions, and governmenteconomic agencies are represented. The aim of this body is to cooperate with theNational Research and Advancement of Science Council to develop and strengthenresearch activity as the basis of innovation in science, technology, humanities andlearning through collaboration with world class international researchers. This MalaysianResearch Board will provide opportunities for renowned scientists and scholarsthroughout the world to undertake quality research in Malaysia together with theirMalaysian counterparts.

96. The Committee further recommends that the Malaysian Research Board be given theresponsibility to:

(a) Act as secretariat to coordinate and organise research projects;(b) Stimulate multidisciplinary research between universities that contributes to the

socio-economic development of the country;(c) Consolidate financial resources to sponsor autonomous and independent research

work;(d) Act as consultant managers for research contracts, patent ownership, copyright

licencing, publishing rights, and the commercialisation of intellectual property onbehalf of institutions, industry and researchers.

Recommendations

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97. The Committee recommends that the following principles be the fundamental operationalguidelines for the Malaysian Research Board:

(a) Encourage excellent achievement;(b) Sponsor outstanding personalities in addition to projects;(c) Be autonomous and independent in management;(d) Be neutral and not be purely commercial;(e) Encourage innovation, freedom, truth, tolerance, flexibility and individuality;(f) Maintain cooperative links on a sustainable basis;(g) Identify new challenges and formulate innovative problem-solving strategies

especially through cooperative initiatives.

98. The Committee recommends a Malaysian Research Information Base be establishedto compile national research data to provide strong support and up-to-date informationin the management of universal and indigenous knowledge in order to be an effectivesource of reference for academicians, researchers as well as for the local andinternational communities.

99. The Committee recommends that IHE frame an intellectual property policy forthemselves to encourage registration of patents of discoveries and inventions resultingfrom R&D and subsequent developments of innovative products.

100. The Committee recommends R&D facilities in eHiED be linked to Malaysian Researchand Education Network (MYREN).

101. The Committee recommends that the efforts to instil national unity be continued andextended to higher education.

102. The Committee recommends that a course of study which focuses on inter-culturaland intra-cultural studies be introduced and undertaken by all students, the teaching-learning of which should be through discussion and participation.

103. The Committee recommends that IHE students participate in compulsory communitywork and that these activities be given credit points.

104. The Committee recommends that the Government create greater opportunities includingproper infrastructure throughout the country so that every citizen will be given maximumopportunity to take advantage of the life-long learning facilities provided.

105. The Committee recommends that community colleges utilise the facilities of the existingeducational infrastructure and its resources.

106. The Committee recommends that both the public and private sectors set up facilitiesto create a learning organisation so that their employees are able to upgrade their skillsand be motivated to continue learning.

Recommendations

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107. The Committee recommends that no eligible student who has been offered a seat at aninstitution of higher education at diploma or undergraduate level be denied the opportunityto learn because of financial difficulties.

108. The Committee recommends that efforts be made to upgrade the quality of privateIHE through collaboration with public IHE so that facilities and expertise in teaching-learning can be shared.

109. The Committee recommends that to achieve the target set by the EducationDevelopment Plan 2001-2010 especially for higher education, various strategies shouldbe employed, for example increasing distance-learning and e-learning programmes,and upgrading the quality of private IHE.

110. The Committee recommends that matriculation programmes be continued andexpanded.

111. The Committee recommends that there be more avenues for entry and access to degreecourses, for example, by increasing the intake of diploma holders and by giving duerecognition to work experience.

112. The Committee recommends that the Government provides adequate financial allocationto those institutions which accept the democratisation of higher education policy andwhich have the mechanism to provide greater opportunities for indigenous students,rural students, students from low socio-economic backgrounds and students who arephysically, socially and mentally challenged.

113. The Committee recommends that the Government extend financial allocation to IHEfor the purpose of providing the necessary support and infrastructure facilities tostudents who are physically, socially and mentally challenged.

114. The Committee recommends that the Government provide opportunities for studentswho are physically challenged to obtain a second or post-graduate degree so as toenable them to have added advantages in the job market.

115. The Committee recommends that students who are physically challenged and whoare knowledgeable and possess the appropriate skills be given opportunities to beemployed at IHE in areas like research and other suitable fields.

116. The Committee recommends that affirmative action in education be maintained.

117. The Committee recommends that the Government take initiatives to strengthen theless established private IHE.

Recommendations

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118. The Committee recommends that sponsorship should be multi-tiered so that thosewho are unsuccessful in fulfilling the minimum requirement for obtaining sponsorshipat SPM level, may still have the opportunity to obtain sponsorship at post-SPM,professional certificate and diploma levels.

119. The Committee recommends that the definition of study fees be extended to includefees and expenses for lectures, examinations, research activities, and other fees forcase studies, field work, library, laboratory, publications, workshops, use of ICT,seminars, talks, intellectual discourse and sourcing for other intellectual resources.

120. The Committee recommends that a reward mechanism in the form of a one-off paymentbe given to higher education students for discoveries, innovations and inventions throughtheir inter-discipline or intra-discipline research. This should include articles publishedin professional national, regional or international journals.

121. The Committee recommends that a fund be set up to sponsor graduates to undertakeprofessional courses in their areas of study.

122. The Committee recommends that there should be a concession in the repayment ofloans based on achievement in fields of study, other than those stated in the sponsorshipagreement, for research findings, discoveries, innovations, inventions, publications innational, regional or international professional journals, and for proficiency in a languageother than the mother tongue, the National Language and English.

123. The Committee recommends that sponsorship of post-graduate programmes bemaintained with priority given to research-based post-graduate programmes whichare related to the core business of the institution or which contribute to nationaldevelopment.

124. The Committee recommends that sponsorship of post-graduate programme focus onresearch which can be commercialised to generate revenue for the university, while atthe same time enrich the knowledge treasure trough of the university concerned orresearch findings which produce inventions that can be marketed.

125. The Committee recommends that a special fund be set up to sponsor graduates whoundertake research-based post-graduate programmes.

126. The Committee recommends that additional sponsorship be given to students whoundergo a double-degree programme.

127. The Committee recommends that sponsorship be given to students who embark ondistance-learning programmes in higher education.

128. The Committee recommends that a sponsorship mechanism be instituted to encouragelife-long education.

Recommendations

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129. The Committee recommends that a special fund be set up to attract and sponsorexcellent international students, especially at post-graduate level, to study and conductresearch which is based on the strengths and needs of the country so that the benefitsderived can be utilised by the university, Malaysian society and the internationalcommunity.

130. The Committee recommends that MyBrain15 be designed and implemented for thedevelopment of national human capital. It should be planned and implemented towardsproducing 100,000 Ph.D graduates within the next 15 years.

131. The Committee recommends that the MoHE and the MoE jointly implement and ensurethe success of MyBrain15.

132. The Committee recommends that a foreign world class reputed university with anoutstanding team be identified to act as mentor to an institution of higher education inMalaysia.

133. The Committee recommends that an institution of higher education which fulfils stringentquality conditions of a mentor institution be identified to undertake the responsibilityof becoming an incubator of excellence in research.

134. The Committee recommends that an eminent individual who epitomises high culturebe identified and appointed to lead the mentee institution.

135. The Committee recommends that policies and programmes to stimulate and encouragethe development of high culture be formulated and implemented for national highereducation.

136. The Committee recommends that stringent Key Performance Indicators which are tobe included in the contractual terms of employment, become the basis for the selectionand appointment of leaders of mentee institutions.

137. The Committee recommends that the practice of sending undergraduates overseas bereviewed. It is probable that only a small number need to be sent overseas to excellentand highly ranked universities to pursue courses in selected disciplines which are criticalto national development.

138. The Committee recommends that a programme be set up to deal with the process ofsending post-graduates to wellknown international universities and research institutions.

Recommendations

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Part I presents the imperativeswhich form the basis of this study,the terms of reference,methodology and scope of study,and the approach adopted inpreparing this Report.

Part IINTRODUCTION

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1.1 BACKGROUND AND RATIONALE

1.1.1 We live and work in a world that is rapidly changing: changes in technology, values,culture, world view, and in the way we compete and use human resources. Suchrapid changes demand equally expeditious responses if we are serious about gettingahead and maintaining this lead. We not only need to react with greater speed butalso acquire a proactive attitude.

1.1.2 Nevertheless, the mind and soul of mankind are often shackled and hampered byobsolete paradigms which cause mankind, either individually or in groups, to becomeenervated and diffident. As a result, we experience difficulty in adapting ourselvesto these changes and inevitably fall behind.

1.1.3 The most effective formula to thaw resistance and foil retrogressive thinking andattitudes in any society is education. This fact has been acknowledged in everycivilisation since time immemorial. Since education – the system, institutions, contentand personnel - at present operates in the context of the 21st century, the hallmarkof which is rapid change, action to face up to these changes is extremely criticaland urgent. Education that is rigid and outmoded will certainly not produce peoplewith the flexibility to break through rigidity and obsolescence. Moreover, if changesin education occur at a sluggish pace, undoubtedly the system will continue to lagbehind. The consequences of this procrastination will be apparent in the cohortof students produced by educational institutions that are antiquated, with disastrousconsequences for the nation.

Chapter 1IMPERATIVES

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1.1.4 Aware of the rapid pace of change and the revolution that is a consequence ofit, the Prime Minister, the Right Honourable Dato’ Seri Abdullah bin Haji AhmadBadawi, declared:

“However, what we now have to ask ourselves is whether the quality ofour education system has moved in tandem with its growth in quantity;whether the younger generation passing through our national educationsystem is adequately equipped to thrive in an increasingly global andcompetitive environment. I believe we will need nothing less than an‘education revolution’ to ensure that our aspirations to instil a newperformance culture in the public and private sectors are not crippled byour inability to nurture a new kind of human capital that is equal to thetasks and challenges ahead.”1

1.1.5 To put into effect this pronouncement, the Prime Minister took the initial step ofrestructuring the Ministry of Education into the Ministry of Education (MoE) andthe Ministry of Higher Education (MoHE). This move is proof of the determinationof the Government to act to upgrade the capability of the education system toproduce human capital of high quality, capable of competing and persevering inthe international arena.

1.1.6 The establishment of MoHE is also a clear indication that the higher educationsector is to be the cynosure of the Government’s initiatives in education and willbe given the responsibility, encouragement and direction to fulfil the aspiration tomake Malaysia a centre of excellence for education. Therefore, the appointmentof this Committee by the Minister of Higher Education to study, review and makerecommendations concerning the development and direction of higher educationin the country is one more step in the context of the educational revolution initiatedby the Prime Minister himself.

1 Extract from the Malaysian Prime Minister’s speech at The NEAC Dialogue Forum on 13 January 2004, IOIMarriott Hotel, Putrajaya.Source: Website of The Malaysian Prime Minister’s Department : http://www.pmo.gov.my (16 August 2005)

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1.1.7 In this connection, it is clear that a number of pressing imperatives have emergedthat call for a review and study of higher education to be carried out, followed bythe formulation of action plans for change. The Committee has therefore identifiedthe following imperatives which serve as stimuli for change:

1.1.7.1 Internal Imperatives:

1.1.7.1.1 The aspiration to become a centre of excellence for education1.1.7.1.2 The purpose of education1.1.7.1.3 The role of moral education1.1.7.1.4 Access and equity1.1.7.1.5 The exponential demand for higher education1.1.7.1.6 Producing employable graduates1.1.7.1.7 The medium of instruction issue

1.1.7.2 External Imperatives:

1.1.7.2.1 Globalisation and international links1.1.7.2.2 The IT Revolution1.1.7.2.3 The New World Order

1.2 ASPIRATION TO BECOME A CENTRE OF EXCELLENCE FOREDUCATION

1.2.1 The creation of MoHE is a critically significant structural change that is decisivefor the effort to make Malaysia a centre of excellence for education. The Ministryprovides the leadership and stimulus to everyone involved in higher education sothat this vital aspiration can be accomplished. The major responsibilities of theMoHE are to provide administrative leadership, enforce regulations and policies,facilitate and oversee implementation, evaluate achievement, and support and assistwithout curtailing freedom, curbing creativity and hampering the productivity ofthe institutions of higher education (IHE).

1.2.2 The Committee is of the opinion that the move to make Malaysia a centre ofexcellence for education requires:

1.2.2.1 an overseeing body that implements policy, encourages initiative andinsists on action that raises the reputation of the higher education systemas a whole. Such an overseeing body has already been put in place bythe leader of the Government with the creation of the Ministry ofHigher Education. All that remains is to systematically develop thisMinistry so that it can play its rightful role in nurturing excellence ineducation;

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1.2.2.2 the recruitment of leaders, professors, lecturers and academic staffbased on their demonstrated ability to raise standards of academicexcellence. The search for such key people should be open world-wide so that the best can be recruited;

1.2.2.3 internationally accepted standards of academic achievement in allcourses offered by institutions of higher learning;

1.2.2.4 specialisation by specifically selected institutions in specific areas ofacademic study and research which have relevance for currentdevelopment and anticipated needs. In this way, these institutions canconcentrate on their strengths so that they can emerge as premierinstitutions in these selected fields, recognised and respectedinternationally.

1.3 THE PURPOSE OF EDUCATION

1.3.1 Two contrasting views on the purpose of education have influenced the formulationof policy concerning the goals of education.The first view is that the purpose ofeducation should be mainly utilitarian while the second emphasises the role ofeducation in human development and knowledge acquisition.The tension betweenthese two views has become more pronounced with the rise in the number ofunemployed graduates in the country.

1.3.2 This situation has strengthened the utilitarian position that the goal of highereducation is to produce technocrats, bureaucrats, scientists, economists and otherhighly skilled professionals who are very much sought after in the labour market.This work force will have the capability to contribute towards the economic,industrial and trade development of the country.

1.3.3 However, the humanists hold the view that education is not necessarily connectedto providing specialist skills for employment, or training workers in industry orfulfilling the demands of the economy. The goal of education, according to thehumanists, is the physical, intellectual, social, emotional and spiritual developmentof individuals who are life-long learners, who are value driven and who strive forunity and national integration.

1.3.4 The Committee is of the opinion that both these points of view are relevant andimportant and need to be integrated in the effort to raise the quality of highereducation in this country.

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1.4 THE ROLE OF MORAL EDUCATION

1.4.1 There are certain quarters, both abroad and in Malaysia, who feel that tertiaryeducation should not be concerned with the spiritual and moral development ofyoung adults. This is based on the rationale that the school system adequatelycaters for this development, thus enabling the tertiary institutions to concentratesolely on the transmission of knowledge, skills and expertise.

1.4.2 On the other hand, there is growing awareness that a lack of moral sensitivity hasled to increasing white collar crimes and corporate scandals in the USA, Europeand Asia including Malaysia. The Committee is therefore of the opinion thatvalues education at school level, pitched at the age and maturity level of youngchildren and adolescents, is not adequate to guide young adult undergraduateswho have, on leaving the university, to deal with real life situations which requiremoral discernment and ethical sensitivity.

1.4.3 A very strong case can be made to provide opportunities for young adults toexplore value orientations that address issues which are crucial in this day andage. Issues such as governing justly, freedom, pursuit of knowledge on a life-longbasis, economic equity issues, rights of women, the minorities and theunderprivileged, and protecting and nurturing the environment, all have moral andethical dimensions that many religions are beginning to focus attention on. Attertiary level these values are vitally important and pertinent issues not only todevelop the maturity of undergraduates but also relevant to their lives after theygraduate.

1.4.4 Concern for these issues as well as the crisis of the modern age has led the PrimeMinister of Malaysia to put forward the concept of Islam Hadhari for everyaspect and level of society. The Prime Minister stressed, “Islam Hadhari ismade up of pure and exalted principles and policies that are accepted by allmembers of society, irrespective of gender, ethnicity, religion or culture.”2

1.4.5 In the light of the above, it is incumbent on the Committee to take this into accountin formulating and making recommendations aimed at creating a system of highereducation of the highest quality.

2 Extract from the text of a speech by the Malaysian Prime Minister delivered at Westin Hotel, Kuala Lumpurin conjunction with the Annual Lecture Series of the Women’s Institute of Management on 15 January 2005http://www.pmo.gov.my (12 June 2005)

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1.5 ACCESS AND EQUITY

1.5.1 While the general rule is that access to tertiary education should be open to allwho desire to acquire information and knowledge and improve their quality oflife, the actual situation differs.3 This is because demand far exceeds capacity andthe universities are unable to provide places for all eligible students. In the contextof a plural and complex Malaysian society, separated by economic and culturaldivisions, affirmative action has resulted in unequal opportunities to obtain highereducation.

1.5.2 Affirmative action, a policy formulated during independence and enforced underArticle 153 of the Malaysian Constitution and further refined after theMay 13 1969 incident in the form of the New Economic Policy, was designed toeradicate poverty and restructure society to eliminate the identification of racewith occupation and locality.4 It also reflected a desire for national unity andintegration. As part of the affirmative policy, the limited places at the nationaluniversities have been made available on the basis of a racial quota. However,this quota is difficult to meet, and access to tertiary education remains limited.

1.5.3 Therefore, the issue of access and equity is an important imperative in thepreparation of this report.

3 Article 3: “Equity of Access” in “World Declaration On Higher Education For The Twenty-First Century: Visionand Action”, UNESCO’s World Conference On Higher Education, 9 October 1998, Paris. Paris: UNESCO, 1998.http://www.unuesco.org/education/educprog/wche/declaration_eng.htm#world declaration (22 May 2005).4 Refer Chapter 4: New Economic Policy (Paragraph 4.4.1)

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Addendum 1.1: Mission and Functions of Higher Education

MISSION AND FUNCTIONS OF HIGHER EDUCATION

Article 1 – Mission to educate, to train and to undertake research

We affirm that the core missions and values of higher education, in particular the mission tocontribute to the sustainable development and improvement of society as a whole, should bepreserved, reinforced and further expanded, namely, to:

(a) educate highly qualified graduates and responsible citizens able to meet the needs of allsectors of human activity, by offering relevant qualifications, including professional training,which combine high-level knowledge and skills, using courses and content continuallytailored to the present and future needs of society;

(b) provide opportunities (espace auvert) for higher learning and for learning throughoutlife, giving to learners an optimal range of choice and flexibility of entry and exit pointswithin the system, as well as an opportunity for individual development and social mobilityin order to educate for citizenship and for active participation in society, with a worldwidevision, for endogenous capacity building, and for the consolidation of human rights,sustainable development, democracy and peace, in the context of justice;

(c) advance, create and disseminate through research and provide, as part of its service to thecommunity, relevant expertise to assist societies in cultural, social and economicdevelopment, promoting and developing scientific and technological research as well asresearch in the social sciences, the humanities and the creative arts;

(d) help understand, interpret, preserve, enhance, promote and disseminate national andregional, international and historic cultures, in the context of cultural pluralism anddiversity;

(e) help protect and enhance societal values by training young people in the values whichform the basis of democratic citizenship and by providing critical and detachedperspectives to assist in the discussion of strategic options and the reinforcement ofhumanistic perspectives;

(g) contribute to the development and improvement of education at all levels, including throughthe training of teachers.

Source: “World Declaration on Higher Education For the Twenty–First Century: Vision and Action” inthe UNESCO’s World Conference on Higher Education, 9 October 1998, Paris.http:/www,unesco.org/education/eduprog/wche/declaration-eng.htm@#world declaration (22 May2005)

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1.6 THE EXPONENTIAL DEMAND FOR HIGHER EDUCATION

1.6.1 The demand for higher education continues to rise, not only in Malaysia, but alsothroughout the world. With the improvement in the quality of education at schoollevel, the achievement levels of students have also risen, resulting in more schoolleavers obtaining qualifications to participate in higher education. Furthermore,with further education at post-SPM (Malaysian Certificate of Education) and post-STPM (Malaysian Higher Certificate of Education) levels, the rise in quality hasresulted in many more youths qualified to continue their studies in institutions ofhigher education. The lure of higher education is strengthened by the awarenessthat investing in higher education results in better opportunities which are sustainableon a life-long basis. This has resulted in the demand for places in higher educationnot only from young school leavers, but also adults from every age group.

1.6.2 The rising demand for higher education necessitates higher expenditure to meetthis demand. According to the Strategic Plan for National Higher Education, by2010, 1.6 million places in IHE need to be made available in order to achieve thetarget of 40 per cent of students from ages 17 to 23 gaining entry into highereducation.5 This expenditure would escalate if these students are sent overseas.

1.6.3 The high demand for tertiary education has stimulated the growth of private IHEowned by local entrepreneurs and branch campuses of overseas universities.The Committee accepts the fact that private IHE have assisted in the Government’sefforts to meet the demand for higher education in the country as well as contributedin producing high quality human resources. However, the Committee has foundthat there are issues relating to the quality of education provided that can affectthe reputation of the country and hamper the progress towards becoming a centreof excellence for education.

1.6.4 The Committee will take into account the issue of demand and availability in thenational higher education sector and other issues related to this in the preparationof this Report.

1.7 PRODUCING EMPLOYABLE GRADUATES

1.7.1 While recently published statistics of unemployed graduates is disputable and hasbecome controversial, the Committee has noted that there is no doubt that thenumber of graduates failing to find suitable employment is a cause for concern.

5 Ministry of Education, Education Development 2001-2010, Kuala Lumpur: 2001.

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1.7.2 After spending three to four years in tertiary institutions, many are unable to meetthe expectations of would-be employers in the corporate world. Lack ofcommunication skills in the English language, inadequate knowledge and information,aptitude, negative attitude and a general lack of confidence have all been cited asreasons for the failure of graduates to find suitable employment.

1.7.3 The Committee is of the opinion, from any point of view, a significant level ofunemployment is highly undesirable and the Government is fully aware that it hasnot only economic but also social and political consequences as well. TheCommittee cannot but agree that there exists some inefficiency or weakness in theeducation system which has contributed to the inability of these graduates, whohave successfully completed their course work, to find suitable employment andmake successful transitions into the workforce.

1.7.4 Therefore, the Committee feels that there is a strong need to examine the schoolsystem, tertiary education, the curriculum, and the teaching-learning methodologyto find ways to address this issue.

1.8 THE MEDIUM OF INSTRUCTION

1.8.1 Malay has been accepted as the National Language and is enshrined in Article152 of the Constitution of Malaysia. Prior to independence the proposal to makeMalay the medium of instruction in the education system was discussed. TheRazak Committee of 1956 recommended clearly that the Malay language shouldbe the language of instruction in school.6 However, it was only in 1970 that apolicy was pronounced that the Malay language would become the language ofinstruction at secondary and tertiary levels of education. The conversion from theEnglish language to the Malay language was done gradually in stages. It took 14years for the whole system of education to become fully national. It should benoted that the implementation of the policy was confined strictly to PeninsularMalaysia. Sarawak and Sabah adopted the policy some years later.7

6 Razak Education Report 1956.7 The Malay Language, as the medium of instruction, from school level to university was fully enforced in 1983.

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1.8.2 The Committee has found that currently, while the Malay language is the mediumof instruction at the school level, it is not the case at the tertiary level of education.At the tertiary level, two distinct arrangements have been in force for over a decade.All public IHE, with the exception of Institut Teknologi MARA and InternationalIslamic University Malaysia (IIUM), use the Malay language as the medium ofinstruction, while most private IHE use the English language as the medium ofinstruction. Although Section 41 (1) of the Private Higher Educational InstitutionsAct 1996 confirms that all private IHE should conduct their courses in the Malaylanguage, Section 41 (3) gives authority to the Minister of Education to permitprivate IHE to run any course of study, or a substantial part of a course of study,in English. The Minister therefore has exercised this power and permitted Englishto be used as the medium of instruction. As a result of such exemptions, thereexists a de facto dual system of education in our country. Arising from this, twokinds of graduates are produced by the national system of education, namely,graduates of the public sector, and graduates of the private sector, one havingthe Malay language, the other English as the medium of instruction.

1.8.3 This situation is reminiscent of the pre-1970 days at the school level when twosystems produced two kinds of school leavers. However, while this dichotomyat the school level was contentious and needed to be addressed, the language ofinstruction at tertiary level never became a serious issue with the Malaysian society.

1.8.4 The absence of such controversy all these years is testimony that Malaysianshave recognised and accepted that the new millennium and the challenges ofglobalisation require that an open mind must be demonstrated if we are to be intandem with an intensely competitive world. The Committee will also take thisobservation into consideration in the preparation of this Report.

1.9 GLOBALISATION AND INTERNATIONAL LINKS

1.9.1 The term globalisation today refers to more than the opening up of trade and thefree and easy flow of capital and technology. Globalisation, although havingaspects that put us at a disadvantage, facilitates communication, expeditesinternational linkages, pushes organisations and the leadership of nations to greaterefficiency, and creates a world without borders. Recent events, where the nationsof the world came together, mobilised its resources and gave direct assistance toremote parts of the world when disaster struck, are testimony to this.

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1.9.2 The challenge of globalisation to our higher education is enabling our students tomaximise their capacity to harness global resources for the betterment ofthemselves, the nation, the region and the world. Another challenge of globalisationfor higher education in this country is to face the possibility that national identitiesmay become blurred. Therefore it is the responsibility of education, especiallyhigher education, to nurture a Malaysian citizenry who can compete globally andyet retain their patriotism. The Committee is of the opinion that IHE in thiscountry have the obligation to act fast to develop curricula that are relevant andcomprehensive enough to cope with the phenomena of the global village, and ofnew information and knowledge rapidly becoming obsolete.

1.10 THE IT REVOLUTION

1.10.1 The IT Revolution has brought in its wake consequences of unimaginableproportions. It has dramatically altered the way we work, the way we think, theway we live, the way we see the world.

1.10.2 The advent of IT pushes society to yet another step in terms of its development.The developed world to be sure, is rapidly moving away from the industrial age towhat is referred to as a post-industrial one. It is a knowledge-based world wherebrains count more than brawn. It is a world characterised by short shelf liveswhere inventions get outdated as quickly as new ones gain favour. This is a worldwhere the limits of human possibilities are matched only by the depth and breadthof the imagination.

1.10.3 In response to this challenge, Malaysia has positioned itself for entry into thepost-industrial age with the setting up of the Multimedia Super Corridor. Most ofour neighbouring countries too are not wasting any time in exploiting the potentialof IT. This country has no alternative but to do the utmost to be competitive inthis field.

1.10.4 This has profound implications for tertiary education in the country. Therecommendations in this report must take development in IT into account.

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1.11 THE NEW WORLD ORDER

1.11.1 The preceding discussions have made it abundantly clear that we cannot live inisolation from trends and events happening in the rest of the world. The newworld order is an intensely interdependent world. An event, natural disaster, lifestyletrend, war or peace occurring in one corner of the earth, impacts significantly onthe rest of the world. The speed at which the media informs the world isunprecedented. The new world order is also intensely competitive. Intellectualproperty is fiercely protected and often blatantly violated.

1.11.2 To survive and succeed in this world requires the mastery of diplomatic andnegotiation skills, the capacity to quickly update ourselves on the latestdevelopments in any field we are engaged in, make strategic alliances based ondelicately worked out agreements and to identify and create opportunities andmarkets. All these require a new type of educated cohort, equipped with thebasic skills necessary for quickly adjusting to ever changing circumstances in theregion and the world at large.

1.11.3 The Committee is of the opinion that IHE in the country have the responsibility todevelop human capital with the readiness and capability to respond to the challengesof the new world order and cope successfully with the competition that thesechallenges bring. The new world order therefore is an important imperative forthe Committee to consider.

1.12 CONCLUSION

1.12.1 The imperatives that have been examined are closely interconnected and verypertinent in setting the course for higher education in this country to be consideredworld class and for Malaysia to become a centre of excellence for education.These imperatives therefore would be the basis on which the Committee willconduct this study and review, approach the problems and issues of highereducation, and frame its recommendations.

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Chapter 2THE STUDY

2.1 TERMS OF REFERENCE

The Terms of Reference of the Committee are as follows:

2.1.1 Survey the current growth and development of higher education in the country.

2.1.2 Identify issues and problems related to the development of the higher educationsector including polytechnics and community colleges.

2.1.3 Make a comprehensive study and review of the higher education policy formulatedin the Higher Education Development Plan (2001-2010) aimed at making the countrya centre of excellence for education at the regional and international levels.

2.1.4 Study and review higher education policies that could become instruments ofintegration and national unity.

2.1.5 Produce a report that contains recommendations concerning the development anddirection of higher education in Malaysia including the formulation of a sound andviable higher education policy. This report will make a contribution to the efforts ofthe Ministry of Higher Education to make tertiary education one of the factors thatwould enable the country to achieve glory, distinction and excellence in the fields ofknowledge, culture and quality of life.

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2.2 SCOPE OF STUDY

The scope of the study has been set by the Ministry of Higher Education. It encompasses allinstitutions under the jurisdiction of the Minister of Higher Education namely,

2.2.1 Community Colleges2.2.2 Polytechnics2.2.3 Private Institutions of Higher Education (University Level)2.2.4 Private Institutions of Higher Education (Non-University Level)2.2.5 Public Institutions of Higher Education, and2.2.6 Public Universities

The scope of this study does not include institutions that come under the Ministry of Educationlike the Teachers’ Training Colleges.

2.3 FOCUS OF STUDY

Based on the terms of reference and the scope of the study which has been determined bythe Minister of Higher Education Malaysia, the focus of the study has been outlined by theCommittee as follows:

2.3.1 Strategic focus. The main components are:

2.3.1.1 Vision and Mission2.3.1.2 Legislation and Administration2.3.1.3 Financing2.3.1.4 Human Resources2.3.1.5 Quality, Competitiveness and Internationalisation and2.3.1.6 Information Communication and Technology

2.3.2 Teaching and Learning. The main components are:

2.3.2.1 Curriculum2.3.2.2 Teaching and Learning2.3.2.3 Assessment and Evaluation

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2.3.3 Research and development (R&D). The main components are:

2.3.3.1 Financing R & D2.3.3.2 Research Universities2.3.3.3 Integrating Research with Industry, and2.3.3.4 Internationalisation, Development and Commercialisation of Innovation

2.3.4 Contribution of Higher Education to Malaysia and the world. The main contentsare:

2.3.4.1 National Unity2.3.4.2 Democratisation of Education, Access and Equity2.3.4.3 Financing Higher Education Students2.3.4.4 Consolidation of Strength and Development of High Culture

2.4 METHODOLOGY ADOPTED

2.4.1 Prior to the formation of the Committee, there had been a large number ofconferences, seminars, forums and workshops, all addressing issues similar to thosecontained in this study’s terms of reference. The Committee has had at its disposalsufficient information including documents, articles, reviews and research findingsboth qualitative and quantitative, to guide and assist in formulating itsrecommendations. Additional information and data were obtained through dialoguesand interviews and benchmarking visits to selected foreign universities.

2.4.2 The Committee adopted the action research strategy which encompasses two distinctcomponents: ‘as is analysis’ and ‘to be analysis’. The ‘as is analysis’ highlights thecurrent policies and practices of national, regional and international higher educationwhile the focus of the ‘to be analysis’ is to ‘level up’ the current standard practicesto international best practices and to sustain this quality in the years to come.

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2.4.3 The strategies effected by the Committee are as follows:

2.4.3.1 Discussion with the Right Honourable Prime Minister of Malaysia,Dato’ Seri Abdullah bin Haji Ahmad Badawi

2.4.3.2 Discussion with the Right Honourable Deputy Prime Minister ofMalaysia, Dato’ Sri Mohd. Najib bin Tun Abdul Razak

2.4.3.3 Discussion with the Honourable Minister of Higher Education ofMalaysia, Dato’ Dr. Shafie bin Haji Mohd Salleh

2.4.3.4 Discussion with the Honourable Minister in the Prime Minister’sDepartment, Dato’ Mustapa Mohamed

2.4.3.5 Meetings of the Main Committee to formulate, analyse and debaterelevant and related ideas, topics and issues

2.4.3.6 Smart Partnership Dialogues with stakeholders to obtain information ofhigh strategic value with regard to their opinions and observations onsignificant aspects of higher education. This information was obtainedusing the SWOT model.

2.4.3.7 Round Table Discussions with eminent persons, intellectuals, leaders bothat national and state levels, non-governmental organisations, studentbodies, youth bodies, women’s organisations, professionals bodies, tradeunions, academic staff societies, industrial and commercial chambersand organisations, and the media.

2.4.3.8 Discussions with central agencies of the Federal Government, agenciesof the Ministry of Higher Education, senior officers in universities,university student affairs offices and student funding agencies.

2.4.3.9 Interviews with Tun Mahathir Mohamad, Tan Sri Musa Hitam and TanSri Ahmad Sarji Abdul Hamid.

2.4.3.10 Benchmarking and Best Practices Study Visits to foreign world classinstitutions of higher learning.

2.4.3.11 Discussions with individuals and agencies connected with higher educationand quality control in countries which were visited.

2.4.3.12 Website www.policystudy.uitm.edu.my to elicit the views of theMalaysian public using the framework of the SWOT model.

2.4.3.13 Study of documents including acts, statutes, circulars, administrativedirectives, speeches of national leaders, reports, websites of regionaland international institutions of higher learning and official documents ofUNESCO, European Council and ASEAN.

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Part IIBACKGROUND OF HIGHEREDUCATION IN MALAYSIAHigher education in Malaysia is one of the many componentswhich are an integral part of the aspirations of the nation toachieve harmony and prosperity and to build a developeddemocratic nation as pledged in the Rukunegara. Part IItherefore records the background of national higher educationthat has been established and operated within the framework ofvalues, vision, legislation and policies of the nation.

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Chapter 3HISTORY OF THE DEVELOPMENT

OF HIGHER EDUCATION

3.1 FORERUNNERS TO HIGHER EDUCATION IN MALAYSIA

3.1.1 Higher education in this country began in colonial times with the establishment inSingapore of a School of Medicine in 1905 (which became known as the KingEdward VII College of Medicine in 1926) and Raffles College in 1928. At thattime, developments in education in Singapore and Malaya were inextricably linked.In 1946, the Technical College was established in Kuala Lumpur. A year later theAgriculture College was established in Serdang, Selangor.

3.1.2 In addition to the above, efforts to establish a university college began in 1938with a proposal to merge King Edward VII College of Medicine with RafflesCollege in Singapore. However, this proposal could only be implemented in 1949and the institution was named University of Malaya.

3.2 THE DEVELOPMENT OF PUBLIC INSTITUTIONS OF HIGHEREDUCATION (PUBLIC IHE)

3.2.1 The history of the development of higher education in Malaysia began a yearafter independence with the establishment, in Kuala Lumpur, of a branch campusof the University of Malaya in 1958. In that year, a group of engineeringundergraduates began their course of study at the campus located in Pantai Valley,Kuala Lumpur. Three years later (1961) this branch institution was elevated tothe status of a full-fledged university, retaining the name, University of Malaya(UM) while its parent body in Singapore was renamed University of Singapore.In 1967, Institut Teknologi MARA was established (which was initially the RuralIndustrial Development Authority Training Centre, established in 1956, whichbecame the MARA College in 1965).

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3.2.2 The country’s second university, established in 1969 in Penang was initially calledUniversity of Penang but was later renamed Universiti Sains Malaysia (USM). Inthe same year Kolej Tunku Abdul Rahman (KTAR) was founded in Kuala Lumpurwhile Universiti Kebangsaan Malaysia (UKM) was established in 1970 in Bangi,Selangor. The 1970’s saw the setting up of our fourth and fifth universities. In1971, the Agriculture College was upgraded to university status and renamedUnivesiti Pertanian Malaysia (UPM) and later renamed Universiti Putra Malaysia.This was followed in 1975 by an upgrading of the Technical College to full universitystatus and renamed Universiti Teknologi Malaysia (UTM). The sixth university,International Islamic University Malaysia (IIUM) was established in 1983 inGombak, Selangor while the seventh, Universiti Utara Malaysia (UUM)commenced operations in 1984 in Sintok, Kedah. The establishment of moreuniversities proceeded at an increasingly rapid pace in the 1990’s with the settingup of the following universities: Universiti Malaysia Sarawak (UNIMAS) in 1992,University Malaysia Sabah (UMS) in 1994, and Universiti Perguruan Sultan Idris(UPSI) in 1997 in Tanjong Malim with the upgrading of Sultan Idris Teachers’Training College, and Universiti Teknologi MARA (UiTM) in 1999 with theupgrading of Institut Teknologi MARA and all its branches in various states.

3.2.3 As the year 2000 drew near, a number of university colleges were established:first, Kolej Universiti Islam Malaysia (KUIM) in 1998 (to be transferred to Nilaifrom its present temporary premises in Kuala Lumpur); second, Kolej UniversitiSains dan Teknologi Malaysia (KUSTEM) in 1999 in Terengganu. In the year2000, two more university colleges were added to the list, that is, Kolej UniversitiTeknologi Tun Hussein Onn (KUiTTHO) in Batu Pahat, Johor and Kolej UniversitiTeknikal Kebangsaan Malaysia (KUTKM) in Melaka. The fifth, Kolej UniversitiKejuruteraan dan Teknologi Malaysia (KUKTEM) in Kuantan (to be relocated inPekan) and the sixth, the Kolej Univerisiti Kejuruteraan Utara Malaysia (KUKUM)in Perlis, were established in 2001.

3.2.4 To summarise, as of June 2005, there are 11 public universities, six universitycolleges and one public college in Malaysia.

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3.3 THE DEVELOPMENT OF PRIVATE INSTITUTIONS OF HIGHEREDUCATION (PRIVATE IHE)

3.3.1 The history of private higher education began even before independence with thefounding of Goon Institute in 1936, Stamford College in 1950 and Islamic Collegeof Malaya in 1955. Taylor’s College and Maktab Adabi were established afterindependence in 1969. Further developments took place in the 1980’s with thesetting up of Perkim Goon Institute (1981), Kolej Damansara Utama (1983),Kolej Informatics (1984), Sedaya College (1986), Inti College (1987), PrimeCollege (1986), HELP Institute (1986) and Sunway College (1987). InstitutTeknologi Tun Abdul Razak (ITTAR) and Advanced Management and TechnologyCentre were established in 1991 and 1996 respectively.

3.3.2 Throughout the 1990’s, private education continued to grow at a rapid pace,especially after the implementation of the Private Higher Educational InstitutionsAct in 1996. From 156 private education establishments in 1992, the numberrose to 354 by 1996, 470 in 2000 and 559 in 2004.

3.3.3 Before the conferment of university status, especially after 1997, private institutions,college universities, branch campuses of overseas universities, and non-universitylevel private institutions were permitted to conduct courses of study with thecooperation of universities in the United Kingdom, Australia, New Zealand andFrance through the 3+0 arrangement. According to this arrangement, the degreeprogrammes of these universities are to be wholly conducted in Malaysia. Currently,there are 32 non-university private institutions which are permitted to carry out3+0 programmes.

3.3.4 The establishment of private universities as well as branch campuses of foreignuniversities began in 1999. The following universities were set up: MultimediaUniversity (MMU) in Cyberjaya and its branch in Melaka; Universiti TenagaNational (UNITEN) in Kajang, Selangor and its branch, (set up in 2001) in BandarMuadzam Shah, Pahang; Universiti Tun Abdul Razak (UNITAR) in Petaling Jaya,Selangor; Universiti Teknologi PETRONAS (UTP) in Tronoh, Perak; andInternational Medical University (IMU) in Bukit Jalil, Kuala Lumpur. In the year2000, the following were established: Universiti Industri Selangor (UNISEL) inKuala Lumpur; Open University of Malaysia in Kuala Lumpur; and MalaysianUniversity of Science and Technology (MUST) in Petaling Jaya, Selangor.

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3.3.5 More private universities and institutions followed: in 2001, Institute Perubatan,Sains dan Teknologi Asia (AIMST) in Sungai Petani, Kedah; and Kolej UniversitiTeknologi dan Pengurusan Malaysia (KUTPM) in Shah Alam, Selangor. In 2002,Universiti Kuala Lumpur (UniKL) was set up in Kuala Lumpur together with itsbranch UniKL MFI (Malaysian France Institute) in Bandar Baru Bangi, Selangor.To this list was added Universiti Tunku Abdul Rahman (UTAR), established inSetapak, Kuala Lumpur with its branch campus in Petaling Jaya, Selangor and yetanother branch in 2004 in Kajang, Selangor. In 2003, Kolej Universiti TeknologiKreatif Limkokwing (KUTKL) was set up in Cyberjaya; Kolej UniversitiInfrastruktur Kuala Lumpur (KliUC) in Kajang, Selangor; Kolej UniversitiAntarabangsa Sedaya (UCSI) in Cheras; and Kolej Universiti AntarabangsaTeknologi Twintech (IUCTT) in Bandar Sri Damansara, Kuala Lumpur (its branchcampus in Kelantan was opened in 2004).

3.3.6 The location of the 535 non-university level institutions of higher learning is asshown in Table 3.1.

No. of Non-University LevelPrivate IHE

Source: Private Education Department, 2004

State

Table 3.1: Number of Non-University Level Private IHE, 2004

11711449454133252525191811112

535

SelangorWilayah Persekutuan

JohorPulau Pinang

PerakSarawak

Negeri SembilanSabahMelakaPahangKedah

KelantanTerengganu

PerlisTOTAL

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3.4 THE DEVELOPMENT OF POLYTECHNICS

3.4.1 The development of polytechnics began in 1969 with the establishment ofPoliteknik Ungku Omar in Ipoh, Perak. The second, Politeknik Sultan AhmadShah (POLISAS) was established in 1979 in Kuantan, Pahang. Three otherpolytechnics were built in the 1950’s: in Jitra, Kedah (POLIMAS), Kota Bharu,Kelantan and Kuching, Sarawak. This was followed in the 1990’s with sevenother polytechnics in the following locations: Port Dickson (Negeri Sembilan),Kota Kinabalu (Sabah), Shah Alam (Selangor), Johor Bahru (Johor), SeberangPrai (Pulau Pinang) and two city polytechnics in Bandar Raya Melaka (Melaka) andKuala Terengganu (Terengganu). In the period 2001 – 2003, seven morepolytechnics were set up in Dungun (Terengganu), Merlimau (Melaka), Kulim(Kedah), Tanjong Malim (Perak), Arau (Perlis), Muadzam Shah (Pahang) andSabak Bernam (Selangor). In 2005, another polytechnic commenced operationsin Mukah (Sarawak).

3.4.2 In short, at the time of writing this report, the country has 20 polytechnicsdistributed in all the states in Malaysia with the exception of the Federal Territory.

3.5 DEVELOPMENT OF COMMUNITY COLLEGES

3.5.1 A new chapter in the history of the development of higher education in thiscountry was written with the introduction of community colleges in the year 2001.In that year, the Ministry of Education established 12 pioneering communitycolleges. In the following year, the total had risen to 17. In 2003, 17 more suchcolleges were set up.

3.5.2 These community colleges have been established in all states except Kelantanand the distribution by state is as follows: Perlis 1, Kedah 2, Pulau Pinang 2,Perak 5, Selangor 4, Federal Territory (KL) 1, Negeri Sembilan 2, Melaka 4,Johor 4, Pahang 5, Terengganu 1, Sabah 1, Sarawak 2. By the year 2004, a totalof 34 community colleges had been established.

In the following year, the total had risen to 17. In 2003, 17 more such collegeswere set up.

3.5.2 These community colleges have been established in all states except Kelantanand the distribution by state is as follows: Perlis 1, Kedah 2, Pulau Pinang 2,Perak 5, Selangor 4, Federal Territory (KL) 1, Negeri Sembilan 2, Melaka 4,Johor 4, Pahang 5, Terengganu 1, Sabah 1, Sarawak 2. By the year 2004, a totalof 34 community colleges had been established.

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4.1 INTRODUCTION

4.1.1. Since achieving independence in 1957, the overriding objective of the nation hasbeen to create a nation which is independent, stable, strong, progressive and united.The May 13 1969 incident has reinforced the nation’s determination to ensure theachievement of this objective. Furthermore, in the Rukunegara (National Ideology),various policies which are related to social, economic, political and foreign affairshave been reviewed or formulated focusing on the realisation of the aspirationsand objectives of the nation.

4.1.2. Measures to generate the development of a successful and competitive economyare mirrored in the economic policies which emphasise industrial and knowledge-based economies. At the same time, steps to create a work culture which is positive,possesses the right values, has high productivity and excellence have been reflectedin various socio-political policies such as the Policy on the Instillation of IslamicValues and the Look East Policy.

4.2 RUKUNEGARA (NATIONAL IDEOLOGY)

4.2.1 The May 13 1969 incident showed that the British colonial policy of divide andrule still adversely affected the nation such that even after 12 years of independence,national unity was still fragile. There was need for constructive measures to betaken to foster shared perspectives and values based on universal ideals andembraced by all citizens of the country. The Government therefore formulated theRukunegara (National Ideology) as the national philosophy.

Chapter 4THE NATIONAL POLICIES

AND VISION 2020

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4.2.2 The preamble to the Rukunegara (National Ideology) is as follows:

“Our Nation, Malaysia is dedicated to: Achieving a greater unity for all herpeople; maintaining a democratic way of life; creating a just society in whichthe wealth of the nation shall be equitably distributed; ensuring a liberalapproach to her rich and diverse cultural tradition, and building a progressivesociety which shall be oriented to modern science and technology.”8

The principles of the Rukunegara are as follows:

• Belief in God• Loyalty to the King and Country• Upholding the Constitution• Sovereignty of the Law, and• Good Behaviour and Morality

4.3 VISION 2020

4.3.1 In the year 1991, these aspirations and goals were incorporated and formulatedinto what came to be known as Vision 2020. Vision 2020 clearly expresses theaspiration to make Malaysia a developed nation by the year 2020. The objectiveis to create a united nation, with a citizenry which is confident and which possesseshigh moral and ethical values in a democratic society which is open-minded, tolerant,caring, just, progressive and prosperous, with an economy that is competitive,dynamic, stable and sustainable.

8 The Malaysian Government’s official portal http://www.gov.my/MYGOV/BI/Directory/Government/AboutMsianGov/GovRukunegara (21 February 2006)

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9 Vision Development Policy 2001-2010, MAPEN II Report, 31 January 2001

4.4 NATIONAL DEVELOPMENT POLICIES

4.4.1 The New Economic Policy (NEP)

4.4.1.1 The May 13 1969 incident is closely connected with the reality of economicimbalances between the races, poverty and the identification of economic activityand employment according to race. The Government launched the New EconomicPolicy a year later to address this problem. The implementation of this policyspanned a 20-year period, that is, from 1971 to 1990. The principal objective ofthis policy was to foster national unity. This policy was carried out through a two-pronged strategy:

4.4.1.1.1 Reduce and ultimately eliminate poverty by increasing employmentopportunities for all citizens regardless of race;

4.4.1.1.2 Restructure society to reduce and ultimately eliminate identification ofrace with economic function.

4.4.2 Post-NEP Development Policy

4.4.2.1 The national development policy since 1991 had focused on efforts to accomplishthe objectives of Vision 2020. From 1991 to 2000 the National DevelopmentPolicy (NDP) was implemented, followed by the implementation of the NationalVision Policy (NVP) from 2001 to 2010. The objective of the NDP is to achievedevelopment which was balanced thus creating a more united and just society,while the objective of the NVP is to increase the stability and competitiveness ofthe country. Both these policies focus on the development of human resources.

4.4.2.2 In the NDP, human resources development focuses on creating a disciplined andproductive workforce with a capability based on knowledge, science andtechnology. In the NVP, the emphasis is, “…towards raising the level ofcompetitiveness to meet the challenges of globalisation, develop a knowledge-based economy, optimise the thinking skills of the citizens, and develop skilful,productive and knowledgeable human resources”.9

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5.1 EDUCATION ACT 1961

5.1.1 The national education policy which was in existence since independence is enshrinedin the Education Ordinance 1957 and in the Education Act 1961. The educationpolicy as recorded in the Education Act 1961 is as follows:

Whereas the education policy of the Federation, originally declared in theEducation Ordinance, 1957 is to establish a national system of educationwhich will satisfy the needs of the nation and promote its cultural, social,economic and political development; And whereas it is considered desirablethat regard shall be had, so far as it is compatible with that policy, with theprovision of efficient instruction and with the avoidance of unreasonablepublic expenditure, to the general principle that pupils are to be educated inaccordance with the wishes of their parents; And whereas further provision isrequired for securing the effective execution of the said policy, including inparticular provision for the progressive development of an educational systemin which the national language is the main medium of instruction.

Chapter 5NATIONAL EDUCATION POLICY

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5.2 EDUCATION ACT 1996

5.2.1 The Education Act 1961 was replaced by the Education Act 1996. In this Act, theeducation policy was consolidated and widened in keeping with current and futuredevelopments. The education policy as specified in the Education Act 1996 is:

And whereas the purpose of education is to enable the Malaysian society tohave a command of knowledge, skills and values necessary in a world that ishighly competitive and globalised, arising from the impact of rapiddevelopment in science, technology and information;

And whereas education plays a vital role in achieving the country’s vision ofattaining the status of a fully developed nation in terms of economicdevelopment, social justice and spiritual, moral and ethical strength, towardscreating a society that is united, democratic, liberal and dynamic;

And whereas it is the mission to create a world class quality education systemwhich will realise the full potential of the individual and fulfil the aspirationof the Malaysian nation;

And whereas the National Education Policy is based on the National Philosophyof Education which is expressed as follows;

“Education in Malaysia is an ongoing effort towards further developing thepotential of individuals in a holistic and integrated manner so as to produceindividuals who are intellectually, spiritually, emotionally and physicallybalanced and harmonious, based on a firm belief in and devotion to God.Such an effort is designed to produce Malaysian citizens who areknowledgeable and competent, who possess high moral standards and whoare responsible and capable of achieving a higher level of personal well-being as well as being able to contribute to the betterment of the family, thesociety and the nation at large.”

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5.3 HIGHER EDUCATION POLICY

5.3.1 The above-mentioned national education policy encompasses all education levelsin the national education system, including higher education. An exclusive policyconcerning higher education is not specified in any Act that deals with highereducation or universities except the Private Higher Educational Institutions Act1996. This Act states:

“Whereas higher education plays an important role in realising the visiontowards academic excellence and professional and technical enhancementwhilst meeting the manpower needs of the nation;

And whereas it is imperative to facilitate and regulate private higher educationinstitutions so as to ensure its healthy development and the provision of qualityeducation…”

5.4 MEDIUM OF INSTRUCTION

5.4.1 The Razak Education Report 1956 (Paragraph 12) proposed that Malay, theNational Language, be the instrument to ‘bring together children of all races,’and that it becomes ‘the main medium of instruction.’ In the following year,when the country attained its independence, the Malay Language was formallyenshrined as the National Language and was so recorded in Item 152 of theFederal Constitution. It was therefore to be used for ‘official purposes’. Item152 (6) explains ‘official purposes’ as whatever government purpose, whetherat Federal or State levels, including any purpose on the part of any publicauthority. ” The same is emphasised in the National Language Act 1967 (Section2) while Section 4 states that His Majesty the King, “… may permit the continueduse of English for certain official purposes.”

5.4.2 In the context of the National Education System, the introduction to the EducationAct 1961 stresses: “… and whereas further provision is required for securingthe effective execution of the said policy, including in particular provisionfor the progressive development of an educational system in which the Nationallanguage is the main medium of instruction”. Section 17 (1) of the EducationAct 1996 also affirms: “The National Language shall be the medium ofinstruction in all educational institutions in the National Educational Systemexcept a national-type school established under Section 28 or any othereducational institution exempted by the Minister from this sub-section.”

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5.4.3 The Education Acts of 1961 and 1996 do not include public universities which aresubject to AUKU 1971. AUKU 1971 makes no mention of the medium ofinstruction. As public universities are in the public domain, the use of the NationalLanguage is mandatory under Section 2, National Language Act 1967. Nevertheless,public universities too are part of the national education system as defined in theEducation Act 1996. Section 17 (1) of this Act empowers the Minister to exemptany institution from using the National Language as the medium of instruction.However, in the Private Higher Educational Institutions Act 1996, the position ofthe medium of instruction is clearly stated in Paragraph 41 (1): “All private highereducational institutions shall conduct their courses of study in the NationalLanguage.” Nonetheless, Section 41 (3) makes it clear that, with the permissionof the Minister, private IHE may conduct courses or a substantial part of a coursein English or Arabic, and in such cases, Section 41 (4) specifies that the NationalLanguage has to be taught as a compulsory subject.

5.4.4 In the years following independence, the National Language was the medium ofinstruction in national primary and secondary schools while it was taught as acompulsory subject in national-type primary schools (Mandarin, Tamil and English)and in national-type secondary schools (Mandarin and English). In 1970, a nationalconversion plan was put into operation beginning with Year One in National TypePrimary Schools (SRJK) (English) and by 1976 it was carried over to Form One inNational Type Secondary Schools (SMJK) (English). By 1982, the conversionfor English medium schools encompassed all school levels, including Form Six.

5.4.5 At the university level too, the use of the National Language as the medium ofinstruction for some courses of study began at the end of the 1960’s. The NationalLanguage became the medium of instruction in Universiti Kebangsaan Malaysia(UKM) when it was established in 1970. Meanwhile, when the language conversionprocess in upper secondary schools was completed, all public IHE began the processof conversion from 1983. By the end of the 1980’s, the National Language wasthe main medium of instruction in all public IHE with the exception of ITM andKTAR.

5.4.6 When public IHE were established and rapidly developed, especially after thePrivate Higher Educational Institutions Act 1996, many public IHE obtainedexemptions from using the National Language as the medium of instruction. Almostall private IHE used the English Language as the medium of instruction becausethey were offering programmes of foreign higher education institutions or werebranch campuses of overseas universities.

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5.5 NATIONAL INTEGRATION

5.5.1 The Razak Education Report 1956, which is the basis for the formulation andestablishment of the National Education Policy, also specifies national unity as oneof the primary objectives of the education system. Paragraph 12 of the Reportstates:

“The aim of the education policy in the country is to unite the youth of allraces through the utilisation of a common education system which involvesall races using the National Language as the main medium of instruction,although this cannot be implemented immediately and would need to be doneincrementally.”

5.5.2 In order to achieve this objective, the Razak Report specified two priorities, thatis, a common school system, and a common curriculum. The Rahman Talib Report1960 also maintained and further strengthened the recommendations of the RazakEducation Report. In addition, national unity became one of the terms of referencefor the Report of the Cabinet Review Committee on Education 1979 and is statedas follows:

“…to ensure that the education system achieves the national objective ofproducing a society that is united, disciplined and educated.”

5.5.3 Although the various education reports that have been produced are not explicit onhigher education, as part and parcel of the national education system, highereducation is subject to the national education objectives, including national unity.

5.6 NURTURING HUMAN RESOURCES

5.6.1 Among the functions of a system of education is to produce knowledgeable,trained and skilled human resources. In the Education Act 1961, the role ofeducation to produce human resources is implied in the following policy statement:“…system of education that can meet the nation’s needs and encouragecultural, social, economic and political development.” The Cabinet Committeeto Review the National Education Policy 1974 (Report, 1979) however, expresslystated as one of its terms of reference the following: “… ensure that the shortand long term manpower needs of the country are realised.”

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5.6.2 When the Education Act 1996 was drafted, this role was again implicit in all thepolicy statements in the Act. However, this role is clearly expressed in the policystatements of the Private Higher Educational Institutions Act 1996 and reiteratedin the document ‘Development of Education 2001-2010’, which states the following:“Tertiary education is the primary catalyst for developing knowledgeable andskilful human resources to meet the need to achieve the nation’s vision.”

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Chapter 6NATIONAL VALUES

6.1 PRIMARY SOURCES OF NATIONAL VALUES

6.1.1 The main framework for national values can be obtained from the Rukunegara,which gives emphasis to religious values, patriotism, loyalty, justice, good behaviourand morality. The Clean, Efficient and Trustworthy Policy together with the policyof Instillation of Islamic Values 1985, places emphasis on honesty, trustworthinessand efficiency. Eleven Islamic values which have been identified as universal valuesare practised by all followers of the religion. These values are: trustworthiness,responsibility, sincerity, dedication, temperance, diligence, cleanliness, discipline,cooperation, noble behaviour and thankfulness.

6.1.2 Vision 2020, which was officially declared in 1991, also emphasises many importantvalues which need to be nurtured, instilled and shared by all Malaysians. Thesevalues are: peace, harmony, cooperativeness, loyalty, dedication, freedom,tranquility, industry, democracy, morality, ethics, faith, being liberal, tolerance, beingscientific, progressiveness, creativity, being visionary, being caring, justice, fairness,competitiveness, being dynamic, being hardworking and perseverance.

6.2.1 NATIONAL INTEGRITY PLAN

6.2.1 The Government established the Malaysian Institute of Integrity and launched theNational Integrity Plan on 23 April 2004 to foster the culture of integrity and ethicsamong the citizens of Malaysia. This objective of the National Integrity Plan is inline with the fourth challenge of Vision 2020, which is to promote a moral andethical society that holds steadfast to religious and spiritual values and noble conduct.

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6.2.2 For the five-year period (2004 to 2008), the National Integrity Plan focuses onfive resolutions, which are, to eliminate corruption and the misuse of power, toimprove efficiency of the delivery system of the Government, to enhance corporategovernance and business ethics, to strengthen the institution of the family, and toupgrade the quality of life.

6.3 NATIONAL VALUES

6.3.1 Based on these primary sources, the national values can be summarised as follows:

6.3.1.1 Belief in God6.3.1.2 Loyalty to the country or patriotism6.3.1.3 Good behaviour and morality6.3.1.4 Justice and fairness6.3.1.5 Sincerity and honesty6.3.1.6 Efficiency, trustworthiness and cooperativeness6.3.1.7 Commitment and dedication6.3.1.8 Open mindedness and tolerance6.3.1.9 Being caring6.3.1.10 Creativity6.3.1.11 Integrity and ethics

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6.4 ISLAM HADHARI AND HIGHER EDUCATION

6.4.1 In conjunction with the values stated above, the Government in its efforts to developits people so that Malaysia becomes a truly developed nation which is excellent,glorious and distinguished has promoted Islam Hadhari, an initiative that advocatesprogress and excellence based on Islam. Islam Hadhari posits ten fundamentalprinciples namely:10

6.4.1.1 Faith and Piety in the Almighty God6.4.1.2 Just and Trustworthy Government6.4.1.3 Free and Independent People6.4.1.4 Vigorous Pursuit and Mastery of Knowledge6.4.1.5 Balanced and Comprehensive Economic Development6.4.1.6 Good Quality of Life for the People6.4.1.7 Protection of the Rights of Minority Groups and Women6.4.1.8 Cultural and Moral Integrity6.4.1.9 Safeguarding Natural Resources and the Environment6.4.1.10 Strong Defence Capabilities

6.4.2 These national values and universal Islamic values form the basic framework andguide for the nation to achieve its objective of becoming a fully developed nationby the year 2020. The fundamental principles of Islam Hadhari stated above arealso crucial to steer and support the implementation and development of highereducation in the country.

10 Extract taken from the text of a speech by the Prime Minister of Malaysia entitled ‘Islam Hadhari’ delivered atJamia Milia Islamia, Delhi, India on 12 December 2004 http://www.pmo.gov.my (29 August 2005)

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Chapter 7LAWS GOVERNING

HIGHER EDUCATION

7.1 ACTS RELATING TO HIGHER EDUCATION

7.1.1 The initial laws governing higher education were the Universiti Malaya Act 1961(Act 44) followed in 1971 by the Universities and University Colleges Act 1971known as AUKU 1971 (Act 30). In 1976, a special Act known as the InstitutTeknologi MARA Act (Act 173) was formulated to establish ITM. Besides theseActs, many others were formulated, all relating to higher education. These Actsare: Education Act 1996 (Act 550), Private Higher Educational Institutions Act1996 (Act 555), National Council on Higher Education Act 1996 (Act 546),National Accreditation Board Act 1996 (Act 556) and National Higher EducationFund Corporation Act 1997 (Act 566).

7.1.2 Laws on higher education contained in the many Acts, except the Education Act1996, do not make any reference to polytechnics. In the Education Act 1961(including amendments until 1982) polytechnics are not mentioned specifically, butin the Education Act 1996, polytechnics are given particular mention in Section 34(1). Community colleges are a new addition whose formation was approved bythe Cabinet (Memorandum 398 /2225/00) on 5 July 2000. From the point of law,community colleges are subject to the Education Act 1996 Section 34 (1) (d),which is as follows: “Subject to the provisions of this Act, the Minister mayestablish and maintain the following educational institutions: (d) any othereducational institution, the establishment or maintenance of which is notprovided for under this Act or the Universities and University Colleges Act1971.” On the aspect of discipline, polytechnics and community colleges aregoverned by the Education Institution Act (Discipline) 1976.

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7.2 DEFINITION OF HIGHER EDUCATION

7.2.1 In the Universities and University Colleges Act 1971 (AUKU 1971) and theEducation Act 1996, the term used to refer to tertiary education is ‘higher education’.In AUKU 1971, ‘higher education’ is interpreted to mean, “Including educationat universities and university colleges”, while the Education Act 1996, interprets‘higher education’ as “education which is available at institutes of highereducation”. A similar interpretation with regard to ‘higher education’ is containedin the National Council of Higher Education Act 1996, whereas the meaning of‘higher educational institution’ in AUKU 1971 is “whichever university oruniversity college which has been established under this Act”. In the EducationAct 1996 however, institutions of higher education are “education institutionswhich provide higher education which results in the awarding of diplomas,degrees or equivalent qualifications,” and the National Council on HigherEducation Act 1996 explains “institutions of higher education as institutionsthat have been established by any written law and this includes privateeducation institutions which offer tertiary education which leads to theawarding of certificates, diplomas, degrees and equivalent qualifications.”

7.3 THE RELATIONSHIP BETWEEN THE LAWSAND IMPLEMENTATION POLICY

7.3.1 The Universities and University Colleges Act 1971 outlines matters relating to theestablishment of universities and university colleges, the constitution, managementand administration as well as matters pertaining to students. In Schedule One ofthe Act, an example of the Constitution which should be used by all public universitiesand university colleges is given. The Institut Teknologi MARA Act 1976 explainsspecifically the establishment of ITM, including its branch campuses, the Board,officers and staff, finance, and general and transitional matters. (Chap. I.VII).

7.3.2 The Education Act 1996 states “The Minister may provide higher education inhigher educational institutions in accordance with any written law relating tohigher education and shall be responsible for the general direction thereof”(Section 70). The Act also provides that the Minister may establish and maintainthe following educational institutions: polytechnics and any other educationalinstitution, the establishment or maintenance of which is not provided for under thisAct or the Universities and University Colleges Act 1971 (Section 34 ) (1) (c) and (d).

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7.3.3 The Private Higher Educational Institutions Act 1996 provides for the establishment,registration, management, supervision and quality control of the curriculum that isoffered by the private IHE. The National Accreditation Board Act 1996 outlinesthe responsibilities of LAN (National Accreditation Board): to formulate policieson standards and quality control; to determine, monitor, review and ensure thequality of courses; and to determine the level of achievement for the NationalLanguage and all the compulsory subjects specified; and to advise and makerecommendations to the Minister for his approval of courses of study to beconducted by private IHE (Section 4). The National Council on Higher EducationAct 1996 outlines the functions of the Board to plan, formulate and determine thenational policies and development strategies of higher education. The functionsinclude encouragement in the development of higher education, formulation ofpolicies and criteria for the allocation of funds, student entry requirements, salarystructure, areas or courses of study, collaboration with local and foreign universities,and involvement in business activities (Section 12) (1).

7.3.4 The National Higher Education Fund Corporation Act 1997 (PTPTN) outlines theresponsibilities of the National Higher Education Fund Corporation (PTPTN) toobtain and disburse education loans and financial assistance to IHE students, torecover loans and to set up a higher education loan scheme (Section 9).

7.4 ADMINISTRATIVE POLICIES AND CIRCULARS

7.4.1 Policies affecting finance and service in public IHE are the same as in a Governmentagency, as a public institution of higher education is a Government agency. In fact,all public IHE are bound by Government circulars, especially the Circular on Financeand Service. Circulars or Guidelines relating to student support are released byrelevant Government agencies such as the Public Services Department, MARAand PTPTN. Apart from this, the Higher Education Department in the Ministry ofEducation, which is now under the Ministry of Higher Education, releases variousGuidelines relating to the study and implementation of AUKU 1971. Among theseguidelines are: Joint Public/Private IHE Programmes 1999, Formation ofCompanies in Public IHE and Collection of Donations outside the campus.

7.4.2 Private IHE are not Government agencies and are therefore not subject to theGovernment finance and service circulars, except those dealing with such mattersas loans, financial support, research grants, admission of foreign students andemployment of expatriate staff. However, all private IHE are subject to all circulars,directives and guidelines of the Private Higher Educational Institutions Act 1996and the National Accreditation Board Act 1996.

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7.5 ROLE OF THE MINISTRY OF EDUCATION

7.5.1 In 1971, public universities were set up and AUKU 1971 was given theGovernment’s approval to regulate the operations of these universities. TheGovernment also formed the Higher Education Advisory Council to advise theEducation Minister on the development of the universities and on the setting up ofnew universities. To support this Council in its task, the Ministry of Educationformed the Higher Education Division in 1972 which functioned as the Secretariatto the Council. However, the Council had no authority over funding or the runningof universities and in fact did not play an effective role at all. There was thus norenewal of the Council’s service when its term ended on 21 October 1976.

7.5.2 After the termination of the Council, the role of the Higher Education Division wasextended to include the coordination of IHE policies, student entry, controlling theallocation of funds, collecting student information, taking care of the welfare ofMalaysian students abroad and also to act as Secretariat to the Conference of ViceChancellors. Following the restructuring of the Education Ministry in 1995, thestatus of this division was elevated to that of a department. In the same year, theSchool and Teacher Registration Division [Private] was elevated to the PrivateEducation Department and authorised to approve or cancel the registration of privateIHE, to gather information, to control the running of private IHE and to maintainquality. On 27 March 2004, the Government restructured the Ministry of Educationand established the Ministry of Higher Education. Both of the above departmentshave been placed under the new Ministry. This means that all public and privateIHE, including polytechnics and community colleges, are now under the Ministry ofHigher Education.

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Part IIIEMPOWERINGINSTITUTIONS OFHIGHER EDUCATIONTo be the torch bearers of excellence, institutionsthat have been assigned this responsibility need tohave a strong structural framework, outstandingleadership and excellent human resources, withoutwhich the aspiration to achieve world class statuscan become a burden. In Part III, the Committeeanalyses principal elements which are deemedcritical and formulate recommendations which arenecessary for developing strong institutions ofhigher education. These elements are: vision andmission, legislation and governance, funding andhuman resources, quality, competitiveness,internationalisation, and information andcommunication technology.

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Chapter 8VISION AND MISSION

OF HIGHER EDUCATION

8.1 The knowledge and information explosion of the second half of the 20th centurygave rise to the new knowledge economy and profoundly influenced the economicdevelopment of the world. This development in the knowledge domain is expectedto continue well into the 21st century, enhancing the corpus of national intellectualcapital. In view of the dominance of the global economy which requires peoplewho have mastery of information and knowledge (knowledge-workers), Malaysianeeds to produce a critical mass of well-informed and erudite human resourceswho are creative, innovative and imaginative. Therefore, to stimulate and drivegrowth and development, the effort to develop Malaysians who are knowledgeableand committed to life-long learning is the responsibility of those at all levels ofeducation, including higher education.

8.2 Awareness of the challenges of k-economy and globalisation has driven IHE allover the world to work earnestly to raise the standards and quality of theseinstitutions. Only those institutions which take on the challenges would focus onimproving the quality of teaching and learning as well as raising the calibre ofresearchers and applying their research findings strategically. Consequently, theseinstitutions manifest flexibility in curriculum development. In addition, such institutionsproactively adopt policies of inclusion of off-campus groups and strive to forgecloser ties among the private and public sectors as well as non-governmentalorganisations (NGOs).

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8.3 The 21st century is witnessing changes in science and technology and in competitiveglobal strategies in tandem with changes in human resource development. Thesedynamic global scenarios undoubtedly present vast opportunities to nations willingto take advantage of the situation and are able to adapt themselves to thesechanges. However, changes can have negative consequences especially at thesocietal level resulting in the disintegration of the fabric of society and dignity, thebreak-up of families and even that of society. It is only through education foundedupon and reinforced by faith, noble values and human dignity can society successfullyrespond and rise to the challenges of the social environment. Education thusepitomises the effort to develop all-round potential of the individual in a balancedand integrated way as enshrined in the National Philosophy of Education. ThisNational Philosophy of Education was drafted and promulgated in 1987 andsubsequently included in the Education Act 1996 as an education policy. Therefore,the National Philosophy of Education is also a basic tenet in the philosophy ofhigher education.

8.4 The National Philosophy of Education expresses the ideals of a nation. In orderto face the challenges of the future which are increasingly varied and complex,higher education in the country must have a clearly articulated mission and vision.This mission and vision should include the goals, objectives, values and standardsthat need to be attained. Both mission and vision are very important in providingguidance and focus to everyone involved in attaining the aspirations and objectivesof the country to enable the citizens to face the challenges stated in vision 2020.11

In this respect, the MoHE has put in writing the vision and mission of the Ministry.The vision is: “To achieve the National Vision to make Institutions of HigherEducation in Malaysia internationally recognised centres of excellence forknowledge acquisition.” The mission statement is as follows: “ The Ministry ofHigher Education is fully committed to provide opportunities in highereducation by undertaking to offer quality programmes in order to produce aworkforce which would be acknowledged as competent, knowledgeable, andable to meet domestic and international demand.” 12

11Refer Chapter 4, paragraph 4.3.12 Ministry of Higher Education: http://www.mohe.gov.my (17 September 2005)

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8.5 This Committee acknowledges and appreciates the diligence of the Ministry ofHigher Education in drafting the above-mentioned Vision and Mission Statements.Basically, both statements emphasise the quality and excellence of the educationthat is to be provided in IHE. However, based on the foregoing analysis, thisCommittee is of the opinion that all efforts and initiatives of the Ministry of HigherEducation have to be guided by the National Philosophy of Education. In addition,both the Vision and Mission Statements need to be elaborated and refined so as tobe more appropriate and relevant to meet current and future challenges. It is in thiscontext that the Committee has put forward suggestions to reinforce the NationalHigher Education Vision and Mission Statements.

Based on the above review, study and observations, the Committee makes thefollowing recommendations:

1. The Committee proposes that the National Philosophy of Education should bethe basis of the Philosophy of Higher Education.

2. The Committee proposes that the Vision and Mission of higher education inthis country be drafted based on statements shown in Addendum 8.1 andAddendum 8.2.

Recommendations

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Addendum 8.1: Proposed Vision of National Higher Education13

VISION OF NATIONAL HIGHER EDUCATION

A system of education based on the combination of high quality human resources and up-to-datetechnology to achieve the following objectives:

• Enable and stimulate individuals to develop their abilities on a life-long basis to achieve thehighest possible level of intellect and skills, emotion and character as well as to hone thecapacity to achieve personal wellbeing through loyal, effective and excellent contribution to theprofession, to the organisation and to society whether at the national, regional or global level.

• Maintain continuity, development and the sharing of knowledge so as to contribute toward thesocio-economic prosperity of society and the nation.

• Contribute towards the development of a progressive and scientific knowledge-based societyand economy (k-society and k-economy) at national, regional and international level.

• Contribute towards the development of a mature democratic society which is tolerant, moraland harmonious.

• Contribute towards the development of a society which is just, progressive, with a nationalidentity, and which is capable of competing globally.

13 The suggestions contained in both addenda are based on studies of various documents, reference materials, and benchmarkingstudies by the Committee, within the country and overseas.

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Addendum 8.2: Proposed Mission of National Higher Education

MISSION OF NATIONAL HIGHER EDUCATION

The Mission of Higher Education in the country is to develop and refine:

• Institutions of higher education which are of high quality, affordable and accessible to allcitizens throughout their lives.

• Educational institutions which stimulate students to “acquire knowledge and skills that wouldenable them to be competitive through the implementation of ‘research-led’ or knowledgegenerating education with international standards as the benchmark whether at certificate,diploma, undergraduate or post-graduate level.

• Institutions of higher education which enable their graduates to contribute towards thedevelopment of Malaysia, the region and the global community.

• Educational institutions that use their influence to the fullest to carry out training in research, toconduct research, to commercialise the products of research and innovation for the benefit ofinstitutions, society and the nation.

• Institutions that consistently strive to enrich and strengthen academic activities through thegeneration of resources and intellectual capital that are needed to maintain and promote academicexcellence.

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Chapter 9LEGISLATION AND GOVERNANCE

9.1 LEGISLATION

9.1.1 The laws in existence which are directly related to national universities are theUniversities and University Colleges Act 1971. This Act was enacted against thebackdrop of the higher education environment of the 60’s and the early 70’s.Students were then actively involved in various issues, both in-campus and outside,until eventually, the smooth running of the university including its academic activitieswere adversely affected. In fact, the primary focus of the Act was the coordinationand control in the running of public universities and university colleges. Since theenactment of the said Act, the atmosphere in IHE has experienced major changes.Challenges to higher education have also undergone changes and are no longerconfined to only the nation but have reached the international and global arena.

9.1.2 Since the enactment of AUKU 1971, the number of public IHE has increased andmany more private IHE have been set up. In the 1990’s there was rapid growth inthe setting up of private IHE. AUKU 1971 was also undergoing a number ofmodifications until the final enactment of the Act in 1996, and this Act is still inforce.

9.1.3 Apart from this, the Government has enacted and passed several new Acts. TheseActs are:

9.1.3.1 The National Council on Higher Education Act 1996 (Act 546)9.1.3.2 The Private Higher Educational Institutions Act 1996 (Act 555)9.1.3.3 The National Accreditation Board Act 1996 (Act 556)9.1.3.4 The National Higher Education Fund Corporation Act 1997 (Act 566)

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9.1.4 The restructuring of the Ministry of Education (MoE) resulted in the creation of anew ministry, which is the Ministry of Higher Education (MoHE). While the MoEis responsible for education from pre-school to secondary level, the MoHE isresponsible for post-secondary higher education. However, from a legal perspective,public IHE which are of university and university college status and all privateIHE are subject to the Acts mentioned above. Polytechnics and community colleges,on the other hand, are subject to the Education Act 1996. This means that Actsrelating to higher education do not encompass all educational institutions which arecategorised as IHE, specifically polytechnics and community colleges. TheCommittee is of the opinion that polytechnics and community colleges, which arecurrently subject to the Education Act 1996, should be merged with other publicIHE and the Education Act 1996 itself needs to be amended.

9.1.5 In addition, the Committee found that there are differences in the interpretation of‘higher education’ or ‘higher learning’ in the respective Acts. In AUKU 1971, ‘higherlearning’ is interpreted as ‘university or university college education’. In the EducationAct 1996 however, ‘higher education’ is interpreted as ‘education which is providedby a higher educational institution’ and ‘higher educational institution leading to theawarding of diploma, degree or the equivalent thereof’. In the National Council ofHigher Education Act 1996, the meaning of ‘higher educational institutions’ hasbeen extended to include both public and private IHE including those awardingcertificates besides diplomas and degrees. The existence of the varied interpretationsregarding ‘higher learning’ and ‘higher education’ necessitates a standardisationand consolidation to allow it to be acceptable to all.

9.1.6 Apart from quantitative development, higher education needs also to focus on thequalitative aspects. This is important so that IHE can build on their strengths andinternational competitiveness in line with global developments and changes intechnology. To enable IHE to fulfil new demands, enhance quality and excellenceand increase competitiveness, the legislative framework which forms the basis ofthe governance of higher education needs to be changed, modified, extended andfurther stabilised in keeping with current developments.

9.1.7 Besides this, the Committee has found that the legal framework of higher educationis not comprehensive, especially in the case of AUKU 1971. This Act only outlinesthose matters which are related to the setting up of universities and universitycolleges, the constitution, management and administration, and student affairs. Manyother academic matters related to IHE, for example, study programmes, researchand standards, have not been included in the Act.

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9.2 GOVERNANCE

9.2.1 The governance of public and private IHE is determined through various legislations,and all related matters and their operations are based on one or a particularlegislation. Currently, legislations which have taken effect are:

9.2.1.1 Education Act 1996 (Act 550)9.2.1.2 Universities and University Colleges Act 1971 (Act 30)9.2.1.3 Universities and University Colleges (Amendments) Act 1996 (Act A

946)9.2.1.4 National Council on Higher Education Act 1996 (Act 546)9.2.1.5 Private Higher Educational Institutions Act 1996 (Act 555)9.2.1.6 National Accreditation Board Act 1996 (Act 556)9.2.1.7 National Higher Education Fund Corporation Act 1997 (Act 566)9.2.1.8 Statutory Bodies (Discipline and Surcharge) Act 200, (Act 605)9.2.1.9 Companies Act 19659.2.1.10 Institut Teknologi MARA Act 1976 (Act 173)9.2.1.11 Institut Teknologi MARA (Amendment) Act 1996 (Act 964)9.2.1.12 Institut Teknologi MARA (Amendment) Act 2000 (Act 1073)9.2.1.13 Education Institution Act (Discipline) 1976

9.2.2 Public IHE are subject to AUKU 1971 and AUKU (Amendment) 1996. It isrecorded in the preface that AUKU 1971 is “An Act to enable/make allocationsfor the setting up, maintenance and administration of the universities anduniversity colleges.” Section 8 (1) states the form of the university constitutionwhich must contain all matters in the First Schedule of the said Act. Whereas PartIII, Section 12 (1) in the First Schedule of the Constitution of Public Universitiesand University Colleges states: “The University authorities are the Board, Senate,Faculties, Schools, Units, Academies, Institutes, Education Committees,Election Committees, Student Welfare Committees and any other Bodies whichhave been determined by the Senate as Members of the University Authority.”

9.2.3 For private IHE, provisions with regards to governance is contained in Section 30and Section 31 of the Private Higher Educational Institutions Act 1996. Section30 deals with College Constitution while Section 31 concerns the appointment ofthe Chief Executive. The scope of duties of the Chief Executive is stated in Section33: “…to perform general supervision…”

9.2.4 Besides this, private IHE are also subject to the Companies Act 1965 and this Actdetermines the powers of the Board of Directors and shareholders in theadministration of the private IHE. Those who have the final say in the private IHEare actually the shareholders who delegate the management of the private IHE tothe Board of Directors and the Chief Executive.

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The Minister and the Ministry of Higher Education

9.2.5 According to Section 3 of AUKU 1971, the Minister of Education is responsiblefor the general direction of higher education and administration, and this is executedthrough the Ministry of Education, and effective March 2004 under the Ministry ofHigher Education. The main function of the Ministry is to control financial resourcesas 80 to 90 per cent of public IHE expenditure, both administrative anddevelopmental, is obtained from the Government. In addition, the Ministry alsosupervises the academic programmes as all new programmes, including any whichhave more than 30 per cent curriculum change, have to be brought to the attentionof the Higher Education Committee.

9.2.6 The Private Higher Educational Institutions Act 1996 gives the Minister wide powersto approve a number of major matters: application to establish a private institutionof higher education (Sections 6 (1) and 10 (1) and Section 21); to set up branches,to merge, to form alliances or partnerships, (Section 18 (1) and (6)) for negotiationor agreement (Section 19 (1) and (6)); to amend requirements (Section 20); studycourses (Section 38); use of the National Language (Section 42); rules ofsupervision and control of standards (Section 45); directives to safeguard the interestof students (Section 58); and to make rules (Section 88). The Registrar-Generaland the Department of Private Education are empowered by the Minister of HigherEducation to carry out these functions. The Registrar-General approves the privateIHE Constitution and the appointment of the Chief Executive. The Constitutiondetermines the areas of power of those in authority in private IHE, including theBoard of Directors and the Chief Executive.

Board of Directors

9.2.7 The highest authority of the university is the University Board of Directors. TheMinister appoints the Chairman and the Members of the Board. (Section 14,University Constitution). The powers of the Board are as stated in Section16 ofthe Constitution: “The Board is the working body of the university, and hasthe authority to carry out all the powers given it by the university.”

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Senate

9.2.8 The second highest authority of the university is the Senate which is chaired by theVice Chancellor. The Senate is the academic body and “….has the right to controland give general directives on education, research and evaluation and theconferring of degrees, diplomas, certificates and other academic credits.”According to Section 2 (1) the Senate comprises the following:

(a) the Vice Chancellor, who will be the Chairman;(b) all the Deputy Vice Chancellors;(c) all the Deans of Faculty and Heads of Schools, Departments, University

Academic Centres and Institutes; and(d) not more than 20 Professors who are appointed by the Vice Chancellor.

With regard to the appointment of the 20 Professors to the Senate, the Committeeis of the opinion that this provision needs to be reviewed and amended so that itis based on scholarship, principles of objectivity and transparency in management.

Vice Chancellor

9.2.9 According to Section 9 of the University Constitution, the Vice Chancellor is theChief Executive and the Head of Academia and he is appointed by the Minister,after consultation with the University Board of Directors. The responsibilities ofthe Vice Chancellor are to ensure that the provisions in the Constitution, Statutes,Procedures and Regulations are adhered to, and he has all the powers necessaryespecially to ensure that each of the University’s authorised bodies and committeesacts according to the powers or duties which have been stated. The duration of theappointment and other conditions of service of the Vice Chancellor are determinedby the Minister in consultation with the Board of Directors.

The Internal Governance

9.2.10 Internal governance of a public institution of higher education is provided for byAUKU 1971 and the Public IHE Constitution. The Constitution has put in place aframework through various university bodies and authorities. The University Boardof Directors is the highest executive body in the university and all powers of theuniversity are placed and held by the Board of Directors. The distribution of thesepowers is determined by AUKU 1971, the Constitution and the Statutes. Section19 of the University Constitution which provides for the areas of power clearlyindicates that the Board of Directors possesses only ‘residual power’. In fact this‘residual power’ can be minimised until it becomes ineffectual. For example,under Section 19, action can be taken to distribute power to various universityauthorities.

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9.2.11 The Senate has responsibility over the governance of the academia in the university.The relationship of the Board of Directors and the Senate is stated in theConstitution, and in the eventuality of conflict, including conflict over academicmatters, the Board of Directors has the right to make the final decision, so long asthe Senate has been given the opportunity to record and extend its comments,(Section 29 (2) Constitution). Nevertheless, any suggestion to enact, change orrepeal a statute can only be done by the Board of Directors. If the change orrepealing of the said statute infringes on those areas which are under the purviewof the Senate, then the Senate should have been referred to regarding this and itscomments duly recorded.

9.2.12 The situation stated above with regards to the authority of the Board may bereferred to as the ‘fault line’ (see Insertion 9.1). Such a situation can give rise toan unhealthy relationship between the Board of Directors and the Senate. Forexample, there is no provision in the law for the Senate to report its comments tothe Board. As a consequence, the suggestions of the Board of Directors may notbe implemented. There is a further possibility, that the Board of Directors/Senaterelationship may further deteriorate as according to AUKU 1971 and the UniversityConstitution, the appointment of the 20 Professors as members of the Senate isdetermined by the Vice Chancellor (Section 20 (d) Constitution).

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(This is the view expressed by lawyers Nik Saghir & Ismail, Legal Consultant)

It is clear that the Board is vested with all the powers of the University, which are not alreadyexpressly vested in any other authority, body or officer of the University. The vesting of thepowers of the University is not only prescribed under the University Constitution but alsounder the subsidiary legislative instruments, namely, the Statutes, Rules and Regulations. Thus,where any power of the University is expressly vested under any provision of the UniversityConstitution or any of these instruments in any particular body, that power can only be exercisedby that body and not by the Board. On the other hand, where any of the powers of the Universityis not expressly vested in any body or person whether under the University Constitution orotherwise, the Board will have the right to exercise such power.

The above provisions provide to the university the means to efficiently allocate or distribute theexercise of the powers of the University. This is simply because the University may, if it isconsidered that certain powers which are not already expressly vested in any particular authorityor other entity of the University should (whether by reason of appropriateness, efficiency orotherwise) be exercised by a particular entity, vest such power in such entity.

Is the Senate answerable to the Board? As observed above, the Senate has been vested with thepowers and responsibilities vis-à-vis academic matters. This simply means that the Senate hasthe right to decide on any such matters without the Board’s concurrence. However, as thehighest authority in the University, the Board may consequently, if it so desire, require theSenate to report any of its proceedings to the Board. Such directions may be given by the Boardto the Senate either specifically on certain matters or generally on all matters. From theadministrative point of view, it would certainly be cumbersome and impractical for the Senateto be required by the Board to report all of its proceedings. Instead, the Board should, inconsultation with the Senate, expressly specify those matters which need to be reported to theBoard.

Has the Board the right to make decisions affecting academic matters? As stated above, underSection 19 (1) of the University Constitution, the Board does not have the right to exercisepowers of the University which are already vested in the other authorities of the Universitiy.This would therefore mean that the Board does not have the power to decide on matters withinthe powers of the Senate. What is the implication of the provisions contained in Section 19 (2)of the University Constitution? The Section reads as follows:

“No resolution shall be passed by the Board relating to any matter within the powers of theSenate, unless the Senate has first been given the opportunity of recording and transmitting tothe Board of its opinion thereon.”

Addendum 9.1: The Power of the Board of Directors according to the views ofLegal Consultants14

14 Notes from legal firm Nik Saghir & Ismail, 2005 reproduced here by kind permission of Nik Saghir & Ismail.

(continued to next page)

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The powers of the Senate are primarily prescribed under Section 20 (4) of the UniversityConstitution and it reads as follows:

“ The Senate shall be the academic body of the University and subject to provisions of theConstitution, the Statutes, Rules and Regulations, shall have the control and be responsible forthe general direction of instruction,………, and determination of and awards of degrees,diplomas,……… and other academic distinctions.”

Under the above provisions, the Senate is the academic body of the University and is vested withthe right to control, and the responsibility relating to academic matters prescribed therein tothe extent any of such matters are not already vested in any other entity of the University. Inthis respect, the position is quite the same as in the case of the Board vis-à-vis the powers of theUniversity. Statutes, Rules and Regulations may be made by the University to vest any of suchacademic powers or responsibilities in any other entity of the University.

What is the relationship between the Board and the Senate? Under Section 15 (1) of theUniversity Constitution, both the Board and the Senate are authorities of the University vestedrespectively with certain powers and responsibilities. It would therefore appear from this respectthat they possess the same level of authority. However, a closer examination of the implicationof Section 19 (1) of the University Constitution would reveal that the Board, albeit an authoritylike that of the Senate, has in fact been vested with the powers of the University itself and forthis reason, the Board is the highest of all the authorities in the University.

The first part of the section i.e., “No resolution shall be passed by the Board relating to anymatter within the powers of the Senate…” clearly prohibits the Board from making decisionspertaining to those matters which are within the powers of the Senate. However, the secondpart of the section i.e. “…unless the Senate has first been given the opportunity of recordingand transmitting to the Board of its opinion thereon” implies that if the Board has given anopportunity to the Senate to record and transmit its opinion on any particular matter which iswithin the Senate’s power to decide, the Board may pass a resolution on such matter. Thisprovision is quite consistent with the position of the Board as the highest body in the University,which is being generally vested with the powers of the University and hence possesses theresidual power of right to exercise any powers of the University, which would also includeacademic matters.

But being a residual power or right, such power or right can only be properly exercisable inrespect of matters, which has not as yet been exercised and decided upon by the Senate. Toconstrue otherwise would clearly run against the clear and specific wordings of not onlySection 19 (1) of the University Constitution but also of Section 20 (4) of the UniversityConstitution, which specifically vest in the Senate the control, and responsibility of academicmatters.

In summary, we are of the view that upon proper construction of the provisions of Section 19(2), the Section read together with the provisions of Section 19 (1) and Section 20 (4) of theUniversity Constitution, the section merely confers upon the Board the power to pass resolutionsin respect of matters which the Senate has yet to resolve. It does not confer upon the Board theabsolute power to pass resolution over all matters which are within the Senate’s powers.

(continuation from previous page)

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9.2.14 Supervision of public IHE by MoHE and other Government Agencies is conducteddirectly through member representation. Supervision by MoHE is usually carriedout through the Board of Directors. The other Government Agencies however,supervise the governing of public IHE through member representation, that is,through membership in the Board of Directors.

9.2.15 For private IHE, which are set up through the Companies Act 1965, their supervisionis the responsibility of MoHE through the Private Higher Educational InstitutionsAct 1996. This power also includes that of giving directives to ensure that nationalpolicies are adhered to. In the case of private IHE which run franchise programmes,monitoring the quality of programmes and ensuring adequate teaching and learningfacilities, are done by the franchisor universities, be they local or foreign.

EXTERNAL GOVERNANCE

9.2.13 Every public institution of higher education is subject to Government supervisionspecially in relation to financial allocation for administrative expenditure. The mainsupervisory power is with the Ministry of Higher Education and other CentralGovernment Agencies which undertake peripheral supervision.

Diagram 9.1: Relationship of Public IHE with Various Government Agencies

PUBLIC SERVICESDEPARMENT

TREASURY

• Finance

MOSTI

• Research Grants

MoHE

Public IHEUniversities

University CollegesPolytechnics

Community CollegesPTPTN

• Education Loans

NATIONAL AUDITDEPARMENT

• Audit

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Diagram 9.2: Supervision Scheme in the Governance of Private IHE

MoHE

FranchisorUniversityPrivate IHE

Franchisee

CompaniesCommission of

Malaysia

BUREAUCRATISATION OF THE CAMPUS

9.2.16 With the creation of various regulations, which were numerous and arduous, therearose a phenomenon known as ‘the bureaucratisation of the campus.’ Thisgave rise to the setting up of various university offices, such as the Registrar’sOffice, Bursar’s Office and the Head of Library. These offices then enacted theirown rules for the academic staff and students. Consequently, academic staff hadto fulfil the requirements set by the administration, and thus were often unable tocomplete their core duties. At the same time, those appointed as deans, deputydeans, heads of department and others were made responsible for the supervisionof every administrative matter, so much so that their academic duty was oftenneglected. As a result, the imperative to increase quality and academic excellencewas replaced by the bureaucratic imperative.

9.3 AUTONOMY

9.3.1 The practice of IHE governance should create an atmosphere which encouragesacademic excellence and research. Universities should therefore not be sobureaucratic as to restrict academic and research initiatives. The Committeerecognises the need for autonomy of IHE to encourage academic development andhence expect academic staff to be ethical, accountable and trustworthy in accordancewith the trust bestowed upon them. The academic staff should implement academicactivities according to the university system, regulations and procedures which havebeen collectively agreed upon to maintain the positive image of the university in theeyes of stakeholders.

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9.3.2 With regard to the issue of autonomy, the Committee has found that Americanuniversities derive their profits for academic development by responding to thedemands of their society. One obvious characteristic of the universities is that theyare free of government control. For example, a faculty can appoint a professorwithout having to refer to the government. Public and private institutions are alsofree to choose their students at least at the level of undergraduates. The faculty canalso determine its own curriculum from a wide parameter that has been set bylicencing and accreditation agencies.

9.3.3 Besides, these universities also have the discretion to disburse as they see fit thefunds derived from the Government. At the same time, universities can also obtainfunds from various other sources. With this, the disparities between public andprivate universities can be reduced to a minimum. In fact, while public institutionscontinue to receive Government assistance, private institutions have to aggressivelysolicit funds from the private sector, alumni and endowments.

9.3.4 Nevertheless, in line with globalisation and k-economy, the challenge to IHEworldwide is not only to secure autonomy, but also to increase productivity andquality. Thus, there is a strong case for insisting on a re-examination of the IHEstandard of governance, Key Performance Indicators (KPI) and benchmarking.Financial agencies specifically and society generally, have become concerned withthe quality of graduates and the quality of R&D products derived from IHE.

9.3.5 The findings of the Committee on the benchmarking and best practice studies ofuniversities in Europe, China and the USA reflect the current thinking anddevelopment in the global community vis-à-vis the quality of higher education.Even though the academic autonomy from the viewpoint of pursuing knowledge isprevalent, effective management, the quality of output and accountability of IHE,are Key KPI which society at large is concerned about. To be able to compete atinternational level, IHE should be prepared to subject themselves to full publicaudit.

9.3.6 It is also important to document here that in a large of number IHE in many of thecountries visited, the issue of autonomy is approached in a unique manner.According to this approach, the Government maintains its control over all the macrostrategies of IHE in line with the needs of the socio-economic and socio-politicalstrategies of the nation, while the micro operational management areas and academicissues are left to the IHE management. This situation is apparent in the presence ofGovernment representation in IHE through the Board of Directors. Governmentrepresentation in the Board of Directors is always in the majority. This compositionis of particular importance as the Board of Directors has the power to appoint ordismiss IHE staff.

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9.3.7 It is to be noted that in Malaysia, while the Government funds and controls publicIHE, the academics continue to demand for more autonomy. The Committee is ofthe opinion that most of the demands to reduce Government control over publicIHE have merit since with a reduction in control, there will be accountability andflexibility in management operations. IHE can then focus their energies on achievingexcellence based on the KPI set by the Government.

Based on the above review, study and observations, the Committee makes thefollowing recommendations:

3. The Committee recommends that the laws governing higher education bereviewed and suitable changes be made to formulate an integrated Act whichwill cover educational institutions, including polytechnics, community collegesand all agencies related to higher education, parallel with the establishment ofthe Ministry of Higher Education which is responsible for the supervision andgovernance of the national higher education and for specific recommendationsin this Report to be legislated for the purpose of implementation.

4. The Committee recommends that student discipline at polytechnics andcommunity colleges be supervised through the same method which is used foruniversity and university college students. The Education Institution Act(Discipline) 1976, First Schedule needs to be amended accordingly.

5. The Committee recommends that the University Constitution be amended sothat professors can elect twenty members from among themselves to representthe University Senate.

6. The Committee recommends that the Minister of Higher Education delegatehis power to the Board of Directors so that the latter can play its role as theguardian of autonomy, academic excellence and accountability.

7. The Committee recommends that all policies and the governance of universitiesbe the responsibility of the Board of Directors.

8. The Committee recommends that the powers of the Board of Directors bewidened to enable it to play its role as the guardian of autonomy.

9. The Committee recommends that together with the Vice Chancellor, two othersbe appointed as members of the Board of Directors, one to represent theacademic staff society and the other to represent the Senate.

Recommendations

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Chapter 10FUNDING, FINANCIAL MANAGEMENT

AND CONTROL

10.1 ROLE OF THE FEDERAL GOVERNMENT

10.1.1 According to the Ninth Schedule, List 1 (Federal List), Clause 13 (a), the FederalConstitution, the Federal Government is responsible for education including primary,secondary and higher education. This means that the Federal Government is whollyresponsible for the establishment, development, funding and operation of aneducational institution including IHE. This role of the Federal Government is clearlydocumented in AUKU 1971 and in the Private Higher Education Institutions Act1996. In accordance with the provision in the Constitution and related Acts, theFederal Government, through the Ministry of Education, has established, operatedand funded the development, implementation and the management as well as theadministration of public universities and university colleges in the country except inthe case of state religious colleges.

10.1.2 The Federal Government allocated RM11.252 billion for the public IHE developmentprogramme in the Eighth Malaysia Plan and between the period 2001 and 2003,the sum of RM10.484 billion had been spent.15 In fact, the Malaysian Governmentis one of the few in the world which invest such large amount on education: themanagement and development expenditure for 2003 was RM29.9 billion or 7.8per cent of GDP.16 As a consequence, in the academic year 2003/2004, publicIHE were able to offer 318,439 places to students. The Federal Government alsooffered study grants, loans and bursaries to students in both public and privateIHE.

15 Mid-term Review of the Eighth Malaysia Plan 2001 -2005, EPU16 Economic Report 2003/2004 Ministry of Finance and Global Education Digest, Comparing Education StatisticsAcross the World.

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10.1.3 The table below shows the Federal Government’s ROI on human resourcedevelopment since the Fifth Malaysia Plan as indicated by the success rate ofcertification including certificates, diplomas and degrees awarded by public IHE.

10.1.4 This Committee noted that the governments of all member countries of theOrganisation for Economic Cooperation & Development (OECD) fund highereducation.Table 10.2 shows the expenditure by member countries and partnercountries of OECD on IHE in 2001:

Table 10.1: Number of Public IHE Graduates by Level of Certification

Source: Fifth, Sixth, Seventh and Eighth Malaysia Plans

Certification

292,378122,73417,874

432,986

8MP

Table 10.2: Expenditure on Higher Education by Member Countries and Partner Countries ofOECD, 2001 and Malaysia, 2004

17 The Ministry of Finance, Malaysia, http://www.treasury.gov.my/bajet05 (7 June 2005)

First DegreeDiplomaCertificateTotal

5MP 6MP 7MP

52,84036,85014,380

104,070

82,79056,22033,790

172,800

136,003 76,159 9,949

222,111

Percentage oftotal public expenditure

* 2005 Budget Speech, Ministry of Finance, 10 September 200417

Source: Education at a Glance: OECD Indicators 2004, OECD 2004)

4.93.64.64.53.42.46.12.02.64.4

DenmarkSwedenCanadaUSAAustraliaGermanyThailandUnited KingdomIndiaMalaysia *

Country

2.72.01.91.51.21.11.10.80.82.1

Percentage of GDP

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10.1.5 Productivity is important for economic growth and is dependent on investment inthe higher education sector. The Productivity Report 2000 of the NationalProductivity Corporation (NPC) indicates that education and training contributed14.8 per cent of the Total Factor Productivity (TFP) in 2000 and 33.91 per centtowards the growth of TFP in the years 1990 – 2000.18 This shows that theeducation and training component, including higher education, is an important sourceand a major aspect in the growth of TFP.

10.1.6 It is a fact that the country’s investment in education and training has successfullyincreased the number of professionals and trained human resources that areproductive and knowledgeable, in line with the shift in economy from a productioneconomy to k-economy. Table 10.3 below shows the contribution of highereducation in the production of the professional resources of the country.

Table 10.3: List of Registered Professionals for 1988 and 2004

Year 200420Profession Year 198819

Source: Malaysian Statistical Information 2005, Malaysian Book of Statistics 2004, Mid-Term Review of theFourth Malaysia Plan, and National Survey of Research & Development 2004 Report

18 Productivity Report 2000, National Productivity Corporation 200119 Mid-term Review of the Fifth Malaysia Plan, EPU20 Malaysian Statistical Information 2005, Malaysian Book of Statistics 200421 National Survey of Research & Development 2004 Report, MASTIC22 Ibid. Year 1994

21, 1243,415

13,8692,5501,232

47, 8752,204

11,69217,790

121,751

AccountantArchitectDoctor (year 2003)DentistVeterinarian (year 2003)EngineerSurveyorLawyerResearcher21

TOTAl

4,980888

6,3931,273610

16,626864

2,5624,54522

38,741

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10.1.7 The 2004 UNDP Report confirms Malaysia’s Human Development Index (HDI)has increased from 0.614 in 1975 to 0.793 in 200223. The substantial investment ineducation and training including higher education has contributed to this increase.However, compared to the developed countries, the HDI and Education Index ofMalaysia are still small. We therefore need to increase investment in the highereducation sector. Table 10.4 shows the comparison of HDI and Education Indexbetween Malaysia and selected developed countries:

23 Human Development Report 2004, UNDP 2004

Table 10.4: HDI and Education Index of Selected Developed Countries and Malaysia for 2002

Source: Human Development Report 2004: Human Development Index, UNDP 2004

CountryRanking in theHDI list 2002

HDI

0.990.990.990.980.990.990.960.970.940.960.950.990.990.960.910.960.980.990.950.970.930.940.860.950.910.83

Education Index

NorwaySwedenAustraliaCanadaNetherlandsBelgiumIcelandUSAJapanIrelandSwitzerlandUnited KingdomFinlandAustriaLuxembourgFranceDenmarkNew ZealandGermanySpainItalyIsraelHong KongGreeceSingaporeMalaysia

1234567891011121314151617181920212223242559

0.9560.9460.9460.9430.9420.9420.9410.9390.9380.9360.9360.9360.9350.9340.9330.9320.9320.9260.9250.9220.9200.9080.9030.9020.9020.793

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10.1.8 The Committee is of the opinion that educational funding, including that of highereducation, is an important strategic investment towards increasing the people’squality of life, the competitive capability of the nation, and for the purpose ofintegration and national prosperity. The socio-economic and socio-politicalprosperity which we enjoy today has been led and triggered by educated and trainedhuman resources who are the result of the large investment in education in the early60’s. A profile of the nation’s labour resource as shown in Table 10.5 belowexplains clearly the outcome of Malaysia’s substantial investment in higher education.

Table 10.5: Percentage of MalaysianWorkforce Pursuing Degrees, Diplomas and Certificatesfor 1980 and 200324

Year 2003(%)

10.1.9 When we compare the above percentage with Australia, South Korea andSingapore, the composition of our workforce possessing a degree, diploma orcertificate is 12.9 per cent. The percentage for Australia (2004) is 39.2 per cent25

and for Singapore (2004), it is 31.3 per cent26. Chart 10.1 shows the comparisonin greater detail.

24 Malaysia’s Labour Resources 2003. Statistics Department Malaysia and Mid-Term Review Fourth Malaysia Plan,EPU.25 Human Capital Indicators, Australian Bureau of Statistics website, http:// www.abs.gov.au (17 June 2005)26 Labour Force Survey June 2004, Ministry of Manpower, Singapore we site: http:///www.singstat.gov.sg (17 June2005)

Source: The Sixth, Seventh and Eighth Malaysia Plans

6.36.6

Qualification Year 1980(%)

DegreeDiploma/Certificate

1.40.7

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Chart 10.1: Composition of Workforce with Certificate, Diploma and Degree for Malaysia,Singapore, South Korea and Australia.27

10.1.10 It is imperative therefore that immediate attention be given to the national highereducation sector because countries like Australia and South Korea better utilisethe contributions of qualified human resources than Malaysia. In fact, South Korea,which at one time was at the same level of development as Malaysia, has movedahead. It is the higher education sector in these countries which has contributed tothe production of higher qualified human resources resulting in these countriesmaking comparatively greater strides in development.

27 Australian Bureau of Statistics, Korean National Statistical Office, Ministry of Manpower Singapore, and Departmentof Statistics, Malaysia.

0

5

10

15

20

25

30

35

40

%

MALAYSIA

SINGAPORE

AUSTRALIA

SOUTH KOREA

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Addendum 10.1: Comparison of Percentage of Students in Higher Education between SouthKorea and Malaysia28

In South Korea, in 2004 there were 2,113,567 students at universities, that is, 4.37 per cent of thetotal population. There were 276, 918 students at Masters and PhD level, which was 13.1 per centof the total number of students enrolled at universities.

In Malaysia, in 2004 a total of 2.4 per cent of the population were at institutions of highereducation and 5.9 per cent of this were post-graduate students.

Role of the State Government

10.1.11 According to the Federal Constitution, education is not the responsibility of thestate government except for the disbursement of study grants as stated in the NinthSchedule, List III (Concurrent List), Clause 2. However, Article 12 of the FederalConstitution grants the authority and responsibility to state governments on all mattersrelating to Islam. In this regard, the state governments have taken the responsibilityto implement Islamic education initially at the primary school level, and subsequentlyat the secondary and higher education levels. Higher education was first started bythe Terengganu Government with the establishment of Kolej Universiti SultanZainal Abidin (KUSZA) in 1982, followed by the other state governments. Nearlyall IHE that were set up and operated by the state governments used the nameKolej Islam followed by the names of the states, for example Kolej Islam Perakand Kolej Islam Pahang. Even though the name Kolej Islam is used by many IHEwith Islamic studies as the core programme, courses in other areas of study arealso offered; for instance, information technology and accountancy.

10.1.12 Many state governments have also set up foundations, such as the SabahFoundation, the Selangor Foundation and the Johor Education Foundation. Inaddition, these foundations operate public IHE, as in the case of the Johor EducationFoundation which has set up a number of community colleges. The foundationshave also set up educational facilities including study grants for the students in theirrespective states. Apart from this, there are state governments which have formedalliances with the private sector to set up and operate IHE.

28 This analysis by the Committee is based on data obtained from the Annual Book of Statistics Malaysia 2004 and theMinistry of Higher Education.

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10.1.13 The Committee is of the opinion that state governments should benefit from one ofthe main functions of IHE, especially universities, which is to provide service to thelocal communities. Collaboration between state governments and IHE, namelyuniversities, will enable these institutions to contribute towards the effective deliveryand implementation of socio-economic development programmes at state level.

10.2 ROLE OF GOVERNMENT-LINKED COMPANIES (GLC)

10.2.1 There are many public bodies in Malaysia which are linked to the Government andperform both commercial and industrial activities in important economic sectors ofthe country such as agriculture, energy, investment, shipping, finance, retailing andtransport. The Committee believes that GLC which have strong financial resourcesshould be encouraged to create and finance Research Chairs in specific areas inIHE such as Research Chair in Energy by PETRONAS, Research Chair inOceanography by MISC or a Research Chair in Communication by TelekomMalaysia. Such initiatives will certainly increase the R&D funding of local publicIHE at the same time encouraging the local public IHE to take the lead in researchprogrammes and projects.

10.3 ROLE OF THE PRIVATE SECTOR

10.3.1 The development of private IHE in Malaysia is comparable to the growth anddevelopment of privately funded and managed institutions in countries such as theUSA, Japan, South Korea, the Netherlands, India, Indonesia, the Philippines andthe Middle East. Private IHE have a strong role to play in serving not only theeconomic pursuits of the nation but also in fulfilling society’s aspiration for academicexcellence. Private IHE in the USA are renowned for their success stories anddiversity of programmes while the Japanese and Korean models have not onlybecome economically successful but are also institutions of choice which haveproduced quality education and research. Malaysian private IHE are currentlydeveloping a viable model to contribute towards nation building.

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Table 10.6: The Number of Private and Public Universities in Japan 2003

Source: Statistics of the Ministry of Education, Culture, Sports, Science and Technology, Japanhttp: //www.mext.go.jp/English/statistic/ (30 August 2005)

10.3.2 The contribution of the private sector in higher education has reduced theGovernment’s burden of providing education. The private sector has alsoaccelerated the process of developing intellectual capital by entering into franchiseagreements with foreign universities.

Total PublicUniversities

PrivateUniversities

74.9

68.6

67.3

96.8

93.3

Percentageof Private IHE

All universities

Universities which awardMasters degrees

Universities which award PhDs

Universities which offer distancelearning programmes(undergraduate)

Universities which offer distancelearning programmes(post-graduate)

702

507

392

31

15

176

159

128

1

1

526

348

264

30

14

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10.3.3 In 2004, the private sector provided places for 322,891 students, in 559 privateIHE: 11 universities, 10 university colleges, 11 branch campus universities, fiveforeign branch campus universities and 533 colleges and institutions. In 2004,134,987 students successfully graduated from private IHE as shown in the chartbelow:29

Chart 10.2: Private IHE Graduates by Levels of Certification, 2004

Source: Basic Information on Private Higher Education 2004, Management Sector ofthe Private Higher Education Institution, Ministry of Higher Education Malaysia)

29 Basic Information on Private Higher Education 2004, Management Sector of the Private Higher EducationInstitution, Ministry of Higher Education, 2005.30 Strategic Planning of the Private Higher Education 2001-2010 Ministry of Education , Pages 15 -21

10.3.4 It is pertinent to record here that the rapid development of private IHE has affectedthe quality of higher education offered in the country. Related to this are issuesand weaknesses which have become challenges in the effort to enhance the reputationof higher education as stated by the Private Education Department in its bookentitled Strategic Planning of Private Higher Education 2002-2010. The followingare views which have been put forward in the Document:30

First Degree, 18,385

Masters, 423

Diploma, 56,060

Certificate, 60,073

Ph.D, 46

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10.3.4.1 There are private IHE which are in a dilemma between the responsibilityof providing quality education and giving priority to profitconsideration;

10.3.4.2 There are private IHE which only focus on soft courses and do notoffer courses in science and technology which are essential for nationaldevelopment;

10.3.4.3 There are problems concerning the quality of teaching staff with only4.5 per cent of lecturers possessing PhDs and 25.7 per cent Mastersdegrees;

10.3.4.4 There are private IHE which do not have staff developmentprogrammes resulting in lecturers lacking new knowledge and the latestdevelopments in science and technology;

10.3.4.5 There are private IHE which have inadequate or no ICT facilities andinfrastructure;

10.3.4.6 There are a large number of private IHE which do not give priority toresearch and development;

10.3.4.7 There are private IHE which do not provide facilities or supportservices to their students, especially those which operate in shop housesor office spaces in town centres;

10.3.4.8 There are only a small number of private IHE which have securedinternational recognition;

10.3.4.9 Most of the private IHE operate in the Klang Valley and in largetowns. Thus students in the rural areas have limited access to highereducation when compared to urban students; and

10.3.4.10 The relatively high fees imposed by private IHE, especially for coursesin science, technology and medicine are deterrents to students fromlow-income families.

10.3.5 Based on the information stated in paragraph 10.3.4, the Committee is of theopinion that the Government should give priority to the consolidation efforts ofprivate IHE to ensure that the quality of higher education offered to Malaysian andinternational students is not compromised and the reputation of higher education inthe country is protected. The Committee is also of the opinion that the time isopportune for private IHE to be fully audited to ensure that these institutions fullyconform to recognised international best practices and quality standards set by theGovernment. In line with this, the Committee recommends that a moratorium beimposed on the establishment of new private IHE.

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10.3.6 The Government has played an important role vis-á-vis the IHE by making availablefunds for their management and development. Government financing makes upmore than 90 per cent of the expenditure of universities. However, in the future,the burden of financing higher education should be shared between the Governmentand the private sector. The banking sector too can assist in the financing of highereducation by granting loans to public IHE to undertake viable projects and offeringloans to students at reasonable rates.

Based on the review, study and observations, the Committee makes the followingrecommendations:

10. The Committee recommends that the Government should view higher educationas a strategic investment in the development of human capital and continue tofinance it.

11. The Committee recommends that education funding, especially the funding ofhigher education should be increased to strengthen and spur the growth ofhigher education so as to boost the quantity and quality of human capital thatit is at par with that of developed countries.

12. The Committee recommends that higher education financing should be focusedon the core functions of IHE, namely:(a) to increase opportunities for Malaysians to participate in national higher

education;(b) to enhance the quality of teaching and learning;(c) to upgrade the quality of research and development;(d) to increase collaboration with the local communities;(e) to diversify programmes and activities;(f) to increase national competitiveness at the global level;(g) to enhance the efficiency and effectiveness of IHE governance.

13. The Committee recommends that a State Government Chair be established inIHE to carry out research and development which will contribute towardsenhancing the capabilities of state and local governments and the effectiveimplementation of socio-economic and socio-cultural development programmesin the respective states.

Recommendations

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14. The Committee recommends that polytechnics and community colleges whichhave been established in the states be utilised to implement life-long learningand continuous education to train the workforce in various fields ofspecialisation.

15. The Committee recommends that public bodies which have links with theGovernment (i.e.GLC) such as Petronas, Telekom Malaysia, MalaysianInternational Shipping Corporation (MISC), Tenaga Nasional and Maybank,be encouraged to set up state-of-the-art IHE if they have not already doneso. These IHE are also encouraged to admit foreign students into their technicaland commercial programmes.

16. The Committee recommends that GLC should create Research Chairs innational universities and take the lead in research and the teaching of sectorswhich are of national importance such as energy, maritime, communication,banking, agriculture and plantation.

17. The Committee recommends with immediate effect a moratorium on theawarding of new licences for the establishment of private IHE until a thoroughevaluation of all existing private IHE has been carried out.

18. The Committee recommends that private IHE be continually innovative andresponsive towards k-economy, produce skilled human resources relevant toglobal markets, create links with the international community, generate newknowledge and diversify the curricula.

19. The Committee recommends that private IHE be recognised as a sector thatgenerates economic growth while playing a role in increasing access and equity.Therefore, a comprehensive incentive scheme should be established to enhancethe effectiveness of private IHE, as has been done for other sectors.

20. The Committee recommends that the burden of responsibility of highereducation financing should also be borne by the private sector, including thebanking sector, so that within a reasonable period of time, the financial strainon the Government can be reduced. This should include loans at a reasonableinterest rate to public IHE as well as to students.

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Chapter 11HUMAN RESOURCES

11.1 LEADERSHIP

11.1.1 It is important to state that leadership at higher education level is not confined tomere position. Leadership in institutions of higher education is inextricably linkedto intellect, scholarship, expertise and wisdom. Besides being in the forefront in thefield of teaching, expert leadership also leads in the generation of ideas, research,and consultations with the industrial and commercial sectors as well as in providingcommunity service. However, leadership in the nation’s IHE today is more focusedon management and administration. Leadership in various knowledge domains iseither still lacking or is not yet clearly discernible despite the fact that the main aimof IHE is to nurture, develop and invigorate various knowledge domains.

11.1.2 There ought to be close cooperation between the Board of Directors, the Senateand the University Management to ensure that public IHE consistently meet thestipulations of the major stakeholders, especially the Government, in view of thefact that it is the Government that bears almost all the expenses of public IHE. Thefreedom that is given to public IHE refers to academic matters. In other matters,public IHE personnel have to comply with and implement the policies, proceduresand other actions that are decided by the Government and adopted by universitymanagement bodies.

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11.1.3 If the view concerning leadership is taken into account, it is clear that the highestadministrative post of Vice Chancellor or Rector, is not open to everyone. ThisCommittee is of the opinion that it is only through the selection and appointment ofthe most capable person to the highest administrative post of a university wouldthe university be able to rise to world class position and compete internationally.To realise this aspiration, the Committee is of the opinion that we need to createstringent recruitment procedures as well as a system consisting of a set of KeyPerformance Indicators to measure on a periodical or annual basis the performanceof the leader who has been recruited. These positions therefore have to be advertisedand the process of selection has to be transparent so that only candidates who fulfilall the prerequisites are appointed.

11.2 SCHEMES AND CONDITIONS OF SERVICE IN PUBLIC ANDPRIVATE INSTITUTIONS OF HIGHER EDUCATION

11.2.1 Conditions of service in public and private institutions of higher education vary.Public IHE are Government agencies and are completely subject to the terms andconditions laid down by the Government while the schemes and conditions of theprivate IHE are laid down entirely by each institution subject to Labour Law andmarket forces.

11.2.2 In 1992, under the New Remuneration System, the service scheme of public sectorlecturers was classified under the Managerial and Professional Group in theEducation Services. All lecturers, with the exception of those in the medicalfaculty, were placed under three categories: DS2 (Lecturers), DS1 (AssociateProfessors), and Special Grade (C, B, A) (Professors). Medical faculty lecturerstoo were placed under three categories i.e. DU2, DU1 and Special Grade. However,medical faculty lecturers under DU2 and DU1 received slightly higher salaries thanlecturers under DS2 and DS1. There was however, no difference in salaries betweenthe two groups at Special Grade level. Other matters contained in the ServiceScheme were: conditions of appointment, direct appointment to the post ofAssociate Professor, appointment to the post of Professor (Grade C), startingsalaries, period of probation, induction course examinations, confirmation in theservice, annual increment of salaries, promotions and upgrading to higher specialgrades. The condition for approval of appointment as a lecturer in an IHE was aMasters Degree or a Doctorate (PhD). In certain fields such as medicine, veterinarymedicine and architecture, basic degrees with follow-up diplomas or expertise inthe relevant fields were accepted.

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11.2.3 However, the service scheme for lecturers in ITM and KUSZA as well as languageteachers at universities, was the same as those in the Graduate Education Services(Grade DG). In ITM, the grades included DG3, DG2 and DG1 while the gradesfor language teachers were confined to Grades DG3 and DG2. The condition forappointment as lecturer in ITM was a basic degree or Masters or Doctorate (PhD)in the relevant field. The starting salary differed in that those with higher qualificationsreceived higher starting salaries. Besides this, there was also allocation for directappointment to DG2 and DG1. In the case of language teachers, a first degreewas the only requirement for appointment to the post.

11.2.4 In polytechnics and community colleges, lecturers have to be Graduate EducationService Officers (Grade DG). The condition for appointment is a first degree inthe subject that is to be taught. Other conditions relating to appointment, salariesand promotion are as laid out in the Education Service Scheme.

11.2.5 In the year 2002, the New Remuneration System was replaced by the MalaysianRemuneration System. The salary grades of lecturers, including those in the medicalfield, were divided into six levels, i.e., DS/DU45, 51, 52, 53, 54 and Special Grade.The salary grade for lecturers in UiTM was adjusted to conform with the salarygrades of other public universities (DM45 to Special Grade). In addition, UiTMcontinues to recruit lecturers with basic degrees in related fields (DM41). Thesalary grades of lecturers in KUSZA, polytechnics and community colleges comprisegrades DG41, 44, 48, 52 and 54. Language teachers receive salary schemes inconformity with the Graduate Education Officers Services Scheme, i.e., DG41 toDG52.

11.2.6 The conditions of service in the new scheme did not differ from those of theprevious scheme. However, the direct appointment to the post of AssociateProfessor as well as Professor in the Service Scheme for University Lecturers andMedical Lecturers was dispensed with.

11.2.7 In addition, it was decided that the basic academic qualification for lecturers ofprivate IHE was to be at least one level higher than the course of study that theywould teach. For instance, to teach a diploma level course, the lecturer shouldhave a first degree in the related field of study and similarly for subsequent levels.The salary scheme, starting pay, promotion and confirmation in the post depend onthe financial capacity of each institution. In contrast to the public institutions,lecturers in private IHE are not required to attend any induction course orcompetency examination and training.

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11.2.8 In the case of UiTM lecturers as well as medical lecturers and language teachers inIHE, the University Lecturers Service Scheme states that the appointing authorities31

can decide on a salary higher than P1 (starting salary) for all grades including SpecialGrade. This would be based on work experience or expertise in the relevant field,in addition to academic qualifications. Each lecturer – in the university, the medicalfaculty and UiTM – is entitled to sabbatical leave after having fulfilled the establishedservice conditions and having worked for a specified time.

11.2.9 Based on the above analysis, the Committee found that there is a lack of uniformityin the Lecturers Service Scheme, especially between public universities or universitycolleges and public IHE which are not universities or university colleges like KUSZA,the polytechnics and community colleges. Lecturers in the latter IHE as well aslanguage teachers in universities and university colleges come under the GraduateEducation Officers Service Scheme. Even though there are lecturers in this schemewho have qualifications equal to those of lecturers in the universities and universitycolleges, they do not have any opportunity to benefit from this in terms of salary,emoluments and promotions which university lecturers are entitled to.

11.2.10 Besides taking steps to adjust and standardise the service scheme for lecturers, theCommittee is also of the opinion that a separate higher education service schemeneeds to be created. The current service scheme has been formulated in line withthe public services scheme which is bureaucratic while the duties of lecturers requireconditions that are flexible, open and afford maximum opportunities to increasetheir knowledge, skills and expertise.

11.3 PROMOTIONS

11.3.1 In keeping with the Malaysian Renumeration System (MRS), the Lecturers ServiceScheme provides for two promotion posts, that is, the post of Associate Professorand Professor. Besides this, the highest administrative posts in the country are thatof Deputy Vice Chancellor and Vice Chancellor. However, the Deputy ViceChancellor is appointed on a rotation basis. This same arrangement holds for otherimportant posts. The posts of deans and heads of school, heads of departmentand centres as well as heads of academic studies are rotated among the academicstaff.

31 Subject to AUKU 1971 and other Acts specific to each institution, the power of appointment is vested with theBoard of Directors of the university.

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11.3.2 In principle, lecturers who possess the qualifications and meet all the conditions,can apply to be considered for promotion to the post of Associate Professor orProfessor. These promotions are based on conditions of service as laid down inthe University Lecturers Service Scheme. Among the important conditions forpromotion are the requirement that lecturers present their research findings whichhave been published in local or international journals, and recommendations fromtheir academic peers in other IHE. However, the academic considerations on whichthese promotions are based are not clear and the Committee has not been able toascertain whether promotions to the post of Professor are based on stringent enoughcriteria to ensure that only those who are truly qualified are appointed.

11.3.3 Besides the post of Professor, it is also necessary to consider increasing the numberof promotions and other posts such as readers, senior lecturers, guest lecturers,fellows and researchers. Fellows and guest lecturers can assist IHE in knowledgecreation, in the sharing of experience and expertise amongst lecturers, while studentstoo will be able to draw on their experience and wisdom in the field.

11.3.4 The Committee is of the opinion that the person appointed to the highly prestigiouspost of professor will be able to significantly contribute to the reputation of anIHE and boost the students’ level of confidence. It is therefore important that theappointee is a highly responsible and distinguished academician with excellentcredentials in teaching, research, writing and publication. A professor is responsiblefor providing guidance and training to post-graduate scholars, implementing researchtraining programmes, carrying out research projects and publishing the findings,assisting in the creation and enrichment of a corpus of indigenous knowledge andcontributing towards the advancement of society, both locally and internationally.The Committee, therefore, is of the opinion that the performance indicators andacademic criteria used for the appointment of professors and Vice Chancellors betruly rigorous.

11.3.5 Furthermore, the Committee is of the opinion that, to attract the best candidates,the selection should be carried out openly and transparently, and candidates shouldbe offered salaries that are competitive. In addition, they should be given jointrights to research findings and the income generated through the commercialisationof products patented out of this research. In benchmarking for best practices againstthe most prestigious universities in the world including those in China, the USA andEurope, the Committee found that the salaries paid to professors in these universitiescommensurate with their status and qualifications.

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11.3.6 The Committee also wishes to draw attention to the position of Professor Emeritus,which is awarded to retired professors of high calibre whose excellence has enabledthem to contribute significantly to the development of knowledge as well as to theprogress and well-being of society and the country. To date, only a small numberhave been awarded this title which is awarded to distinguished academicians inhonour of and in recognition of their services. It is a finding of the Committee,however, that recipients do not receive any benefits or amenities when conferredthis award. The Committee is of the opinion that recipients of this highly esteemedacademic title be provided with appropriate facilities so that they may continue tomake further contributions to society and the nation, in their pursuit of knowledge.

11.4 STAFF RECRUITMENT CRITERIA

11.4.1 In order that the teaching-learning process in IHE is nurtured and upgraded fromtime to time to meet established standards, the number of academic staff must besufficient to fulfil the needs of the respective institution. However, the Committeehas found that the rapid growth in student population and the increasing number ofcourses of study on offer has led to an increase in, the lecturer–student ratio,especially in the Social Sciences and the Humanities. If this situation is notsatisfactorily addressed, the effectiveness, quality and performance level of teachingand learning will be adversely affected. Therefore, efforts to recruit academic staffneed to be carried out continually so that the need for new staff is met, vacanciesare filled, and personnel who are retiring or leaving are replaced. The MoHE,therefore, should make available sufficient funds to meet this need. The Committeeis of the opinion that these funds be given directly to the IHE to facilitate actiontowards realising this objective.

11.4.2 The Committee is of the opinion that the recruitment of academic staff should bebased on specific criteria and conditions. In addition to basic qualifications andspecialisations, other qualities, like personality and credibility in displaying keeninterest and inclination towards knowledge and scholarship, need to be taken intoaccount. Experience too should be one of the primary criteria for recruitment.Recruitment of new academic staff should be carried out diligently to ensure thatIHE would secure the services of high calibre academic staff.

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11.5 COOPERATION WITH INDUSTRY EXPERTS

11.5.1 IHE are no longer regarded as ivory towers, separate and remote from reality andisolated in their own world. In fact, IHE are regarded by society as extremelyimportant, not only as centres of knowledge but also as places that stimulatedevelopment and progress to the nation. To ensure that the role and contributionsof IHE are relevant, up-to-date and effective, institutions of higher educationneed to establish links with the surrounding environment including the industrial andcommercial sectors.

11.5.2 In studying the benchmarking and international best practices in a number ofcountries, the Committee found that professionals from the industrial and commercialsectors are actively involved in teaching and learning in institutions of highereducation in these countries. South Korea is the best example because of theextremely close links between its IHE and the industry. There, the practice ofassisting the university through community service is considered a highly respectedand honourable calling. Through cooperation, collaboration and strategic alliancesbetween IHE and the industry, corporate figures and professionals are able to sharetheir ideas and experiences with their academic counterparts in universities andalso with the students. The lecturers are able to enrich and deepen their knowledgeand the students too can equip themselves with value-added knowledge whichwould be very useful when they graduate.

11.5.3 The Committee is of the view that the practice of close cooperation between IHEand experts in the industrial and commercial sectors should be promoted toaccelerate the process of achieving world class status for higher education in thecountry. This means that procedures and incentives need to be put in place toencourage the involvement of experts and prominent figures from the industrial andcommercial sectors in IHE so that their expertise can bring about progress in theseinstitutions.

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Based on the above review, study and observations, the Committee hereby makesthe following recommendations:

21. The Committee recommends that an obligatory condition for the recruitmentof leaders at all levels in IHE is outstanding achievement, which is reviewedand evaluated annually based on Key Performance Indicators (KPI).

22. The Committee recommends that a Higher Education Service Scheme be createdfor academic staff of IHE. Terms of service, promotion prospects and workethics for academic staff are as shown in Addendum 11.1.

23. The Committee recommends that in the evaluation of academic staff forpromotion purposes, proper emphasis be given to the development of globallyrecognised corpora of indigenous knowledge and local expertise.

24. The Committee recommends that the appointment of Vice Chancellors forpost-graduate and undergraduate universities be carried out throughadvertising openly in order to obtain the best candidates. Vice Chancellorsshould be appointed on two-year terms and be given competitive salaries, withthe proviso that their services can be renewed, extended or terminated at anytime.

25. The Committee recommends the creation of Key Performance Indicators asthe instrument to gauge the performance of Vice Chancellors. This evaluationprocedure should be included in their service contract.

26. The Committee recommends that open, precise and stringent conditions beapplied in the selection of professors who would be offered competitive salariesand grades.

27. The Committee recommends that high calibre professors be given specialgratuities based on academic excellence and that they should not hold executivepositions.

28. The Committee recommends that researchers be permitted to have jointownership of research findings and be entitled to part of the royalties accruedthrough the commercialisation of patented products.

Recommendations

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29. The Committee recommends that at least 15 articles published in internationalrefereed journals be mandatory for the appointment to the position of professor.This condition for appointment, whether for promotion purposes or otherwise,should apply to all public and private universities.

30. The Committee recommends that human resource development funds usedfor recruitment of staff for public IHE be handled by the institutions concerned.The principles applied for staff recruitment which should be open to all are:academic excellence, appropriate speciality, experience and positive dispositionfor scholarship.

31. The Committee recommends that universities introduce a special IndustrialLecturer Programme to enable those in the industry to deliver lectures.Universities should award credit points to these industrial lecturers toencourage their involvement in the university and assist in the efforts topromote life-long learning.

32. The Committee recommends that the post of Reader, with specific functions,as well as other senior posts, be created to increase promotion opportunitiesfor academic staff.

33. The Committee recommends that universities take full advantage of the postsof Writer/Researcher, Guest Lecturer and Fellow to create knowledge andexperience as well as enable them to share their expertise.

34. The Committee recommends that recipients of the title Professor Emeritusbe given proper facilities to enable them to continue contributing their expertiseincluding acting as mentors to younger staff members.

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Addendum 11.1: Proposed Higher Education Service Scheme and Academic Staff CareerPathway

1. BASIC PRINCIPLES

1.1 Decide on the appointment procedures of senior academic staff such as professors, toincrease their contribution in the academic field.

1.2 Prepare a promotion roadmap for academic staff who do not fulfil the KPI requirements forProfessorship so that they have promotion opportunities based on their contributions toteaching and learning in higher education.

1.3 Allow some leeway in the conditions for compulsory retirement for academic staff in line withtheir job description which is closely based on experience and expertise as well as theresponsibility to provide guidance to junior academic staff.

1.4 The proposed career path does not apply to the post of Vice Chancellor.

2. TERMS AND CONDITIONS

2.1 Academic staff may select either the pensionable scheme or the non-pensionable schemewith contributions to the Employees Provident Fund.

2.2 The retirement age of academic staff may exceed 60 years.

2.3 Create two pathways whereby academic staff who serve with distinction in research orthrough service to the community can be appointed as Professors.

2.4 Professors may be appointed under Premier Grades B, A and Staff Grade 3 in keeping withposts in the Public Services.

2.5 Academic staff who do not fulfil the KPI for Professorship may be given promotionopportunities commencing with Assistant Lecturer (Level 48), Senior Lecturer (Grade 52/Grade 54) and Reader (Premier Grade C).

2.6 The highest grade for the post of Professor is Special Grade which is (higher than StaffGrade 3), created by the institution concerned or by various entities funding the post. Theselection of such Special Grade professors should be conducted jointly by the UniversityBoard of Directors and the Ministry of Higher Education.

2.7 Professors may be appointed directly by the University Board of Directors.

2.8 Professors may be transferred to other IHE without loss of status and privileges.

2.9 Academic staff may have the benefit of sabbatical leave to upgrade their knowledge andfamiliarise themselves with the high culture and practices demonstrated by world renownedscholars.

(continued to next page)

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3. QUALIFICATIONS

3.1 Key Performance Indicators are criteria which are developed and endorsed by the UniversityBoard of Directors as the basis for a member of the academic staff to be considered for thepost of Professor. Among the criteria is Recommendation 29, that is, the publication of atleast 15 articles in international refereed journals.

3.2 Only Senior Lecturers (Grade 52/Grade 54) and Readers (Premier Grade C) who meet the KPIcriteria are eligible for the post of Professor.

3.3 A professor who holds the post of Premier Grade B can be considered for promotion toPremier Grade A after distinguished performance and publication of a number of originalarticles in the pertinent field of scholarship.

3.4 A professor who holds the post of Premier Grade A can be considered for promotion toSpecial Grade 3 after a distinguished performance, and significant and meaningful contributionin the pertinent field of scholarship.

3.5 Academic staff who do not meet the KPI criteria for Professor, may be considered for the postof Lecturer (Grade 48), Senior Lecturer (Grade 52/Grade 54), or Reader, after obtaining relevantqualifications and meeting criteria decided on by the University Board of Directors.

4. BASIS FOR PROMOTION

4.1 A professor would have to undergo a rigorous evaluation procedure before being promotedto a higher level. A promotion committee, approved by the Board of Directors, needs to beappointed for this evaluation. This Committee should consist of representatives from theBoard of Directors, the Senate and colleagues of the applicant.

4.2 The primary criteria of evaluation include achieving excellence in carrying out the corefunctions of IHE, that is, teaching and research, writing and contributions to the nation.

4.3 In cases of exceptional excellence, the grade of a Professor may be higher than that of theVice Chancellor.

5. ACADEMIC STAFF ETHICS

5.1 The duty of the academic staff is to nurture a knowledge culture within the society and striveto develop knowledge through research, documentation, writing and teaching in an ethicaland objective manner.

5.2 The ethical principles that academic staff should acquire are:

(i) Ensuring that intellectual honesty be the basis of all academic activities;(ii) Valuing a culture that prizes research, writing and teaching;(iii) Giving priority to ethics and objectivity in research;(iv) Creating a culture of excellence on a sustainable basis;(v) Assisting in the development of society, both at the local and global levels.

(continued to next page)

(continuation from previous page)

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32 The proposed career pathway in the above chart does not apply for the appointment of Vice Chancellors.

6. CHART 1: CAREER PATHWAY FOR ACADEMIC STAFF32

EXCELLENCE BAR BASED ON KPI FOR PROFESSOR

(continuation from previous page)

CHAIR

(Special Grade)

PROFESSOR(Staff Grade 3)

PROFESSOR

(Premier Grade B)

READER

(Premier Grade C)

SENIOR LECTURER(Grade 52/ Grade 54) Ph.D Holder

LECTURER

(Grade 48) Masters Degree

ASSISTANT LECTURER

(Grade 44)Basic Degree (1st Class) Masters

PROFESSOR

(Premier Grade A)

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Chapter 12QUALITY, COMPETITIVENESS AND

INTERNATIONALISATION

12.1 DEMAND FOR CHANGES

12.1.1 With the phenomenon of globalisation, rapid improvement in technology, acceleratingdevelopment in knowledge, and greater and widening opportunities in education,the higher education environment has experienced marked changes. This newenvironment has put pressure on the Government, government agencies andinstitutions to improve their strategy and approach to ensure quality.

12.1.2 International organisations such as OECD, are working towards the setting up of anew approach to guarantee quality and accreditation. Countries like the USA, theUnited Kingdom, New Zealand, Canada and Australia are all now focusing on theimprovement of quality in the management of higher education.

12.1.3 Various multilateral organisations and agreements such as ASEAN, APEC, NAFTAand GATTS are actively addressing issues related to mutual inter-country recognitionof academic qualifications, student mobility and employment markets which arelinked to the quality of higher education. Consequently, these initiatives have beenadopted to create a benchmarking range with IHE being ranked according to variousindicators of quality at the national, regional and international levels.

12.1.4 The Government of Malaysia is aware of the importance of consolidating andprioritising the quality assurance and improvement initiatives to ensure that nationalIHE are capable of producing human capital of high calibre. At the same time,these IHE should endeavour to achieve world class standards whilst fulfilling thecountry’s desire to become the centre of educational excellence.

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12.1.5 The Government acknowledges the fact that each country has its own uniqueapproach towards quality assurance and improvement initiatives. There is no onebest or suitable model that can be prescribed for the entire education system. Inthis regard the approach taken by the Government is to place the responsibility ofensuring quality improvement measures on the respective IHE. Hence, IHE mustshoulder the commission entrusted to them of ensuring that quality improvementmeasures are in place in order to achieve the objective of the Government, winpublic trust and fulfil the national vision.

12.1.6 The commitment of the Government towards the upgrading of the quality of highereducation led to the establishment of the National Quality Assurance Framework(NQAF). It is hoped that through the NQAF, the integrity of higher education inthis country continues to be nurtured, maintained and further improved.

12.2 THE PRONOUNCEMENT OF QUALITY IN THE EDUCATION ACTS

12.2.1 The Education Act 1996 and the Private Higher Educational Institutions Act 1996formally record the efforts to create quality education at all levels nationally. TheEducation Act 1996 states “… whereas, it is the mission to develop a world-class quality education system…” Whilst in the Private Higher EducationalInstitutions Act 1996 it is stated: “… it is important to provide the facilitiesand to supervise private higher education institutions so that there is healthydevelopment and preparation for quality education…”

12.3 PRONOUNCEMENT OF QUALITY IN HIGHER EDUCATION INTHE MINISTRY OF EDUCATION DOCUMENT ON EDUCATIONDEVELOPMENT 2001 - 2010

12.3.1 The Government’s commitment towards upgrading quality assurance of highereducation is clearly recorded in the document, “Development of Education 2001-2010” (PP2010) prepared by the Ministry of Education (MoE) in 2001. Thisdocument states that one of the objectives of developing higher education is toproduce quality graduates who are of high calibre and who have internalised aculture of quality in higher education.

12.3.2 The PP2010 document makes attaining the highest internationally accepted qualityin the field of study an area of concern and a challenge in higher education. Itemphasises that quality programmes are an important aspect in ensuring excellencein education. IHE should therefore continually upgrade their current fields of studyso that these remain relevant and competitive.

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12.3.3 Besides this, the document PP2010 acknowledges that a review of these fields ofstudies takes into account the views of society, the industrial and commercial sectors,experts both within and outside of the country and a highly respected panel ofacademic advisors. The document also outlines the action plan towards improvementin the quality of higher education in the following ways: continuous quality monitoring,benchmarking, the establishment of a quality control body, inspection and theformulation of clear and detailed quality guidelines.

12.4 QUALITY ASSURANCE FRAMEWORK

12.4.1 In Malaysia, the move toward quality assurance and improvement of IHE isimplemented centrally by the Government. This effort is undertaken throughresolutions agreed to by the National Higher Education Council (MPTN) andimplemented through the Higher Education Department (JPT), Quality ControlDivision (BJK), the Private Institutions of Higher Education Management Sector(SPIPTS) and the National Accreditation Board (LAN). The MPTN has also setup the National Higher Education Research Institute (IPPTN) which acts as thethink-tank for the Ministry of Higher Education. The IPPTN also has theresponsibility of assisting and developing IHE in the areas of teaching, researchand publication.

12.4.2 The responsibility of assuring and improving on quality has been vested on IHE bythe Government. IHE therefore have the responsibility to plan and implementstrategies and approaches to quality assurance initiatives internally as practised byIHE in the United Kingdom and Australia. Government agencies too can contributeby providing leaders, facilitators and supervisors in the initiative towards qualityassurance and improvement. The role of BJK is to prepare the MalaysianQualification Framework (MQF) as a quality guide and reference point and standardfor public IHE. The BJK obtains the information from IHE and carefully studies thedata before providing feedback to the respective IHE.

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12.5 THE QUALITY OF INSTITUTIONS

12.5.1 BJK was established in December 2001 by the executive order of the Cabinet. Itsmain function is to manage and supervise the implementation of the quality assuranceand improvement measures undertaken by public IHE. Its task also includesevaluating the performance of public IHE and preparing a report on the qualityassurance and improvement measures undertaken by public IHE. This is to ensurethat the quality of public IHE is maintained and continually improved on.The successof this mission is determined through the creation of higher education programmesat both the undergraduate and post-graduate levels, establishment of qualityassurance procedures, re-evaluation of academic programmes, preparation ofreports on review analysis, instilling best practices, monitoring of qualityimprovement activities, the implementation of programmes on quality assuranceand the designing of the MQF.

12.5.2 BJK, together with LAN, was successful in designing the MQF which was firstadopted in 2004. The MQF is an instrument which guarantees the standard of allqualifications and awards of recognised institutions from the level of Certificate tothat of Doctorate. The BJK has also developed the Malaysian Code of PublicIHE Practices to Ensure Quality which represents the terms of reference forquality assurance work, and this contains:

12.5.2.1 Criteria and standard guidelines for graduate and post-graduate studieswhich take into account the special features of distance learning, e-learningand distributed learning;

12.5.2.2 Guidelines for data collection and the setting up of a database in publicIHE;

12.5.2.3 Quality assurance procedures;12.5.2.4 Code of ethics for quality assurance which encompasses work procedure

and conduct of the evaluation panel. This code was initiated to ensuretransparency and objectivity to the process of quality assurance whilefocusing primarily on the consolidation and the enculturation of quality inthe institutions.

12.5.3 Matters concerning quality assurance and improvement of private IHE are theresponsibility of SPIPTS and LAN. The Private Higher Educational InstitutionsAct 1996, makes quality control one of the primary functions to be determined byan authority under a written law. By virtue of this provision, the Minister shallmake his decision on applications of programme approval based on therecommendations of the said authority. The LAN Act 1996, states that theresponsibility of LAN is to formulate policy regarding standards and quality control,and to ascertain, monitor, review and ensure that the quality of the courses offeredby these institutions is maintained.

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12.5.4 It is noted that out of the 10 functions of the Private Higher Educational InstitutionsAct 1996 only two of these functions deal with matters relating to quality. Thesetwo functions refer to suitability of arrangement relating to educational facilitiesand quality assurance of courses of study or training programmes based onrecommendation of an appointed authority i.e. LAN. The quality assurance processcovers the criteria and standards related to adequate infrastructure for teachingand learning, curriculum design and delivery, examinations and assessment andtraining programmes in private IHE. The functions also include the monitoring ofprivate IHE to ensure strict compliance with quality assurance standards.

12.5.5 LAN was established in 1996 by an Act of Parliament (Act 556). By virtue of itsstatutory mandate, LAN is responsible for quality assurance and improvement of highereducation in private IHE. At this juncture there were a variety of qualifications such ascertificates, diplomas, advanced standing/degree transfer courses that had not beensubject to evaluation and determination of levels of study/programmes.

Various guidelines were prepared with due process of consultation through thestakeholders for the following:

The Guidelines on Criteria and Standards of Courses of Study in private IHE wasprepared to be adhered to by all private IHE to ensure that programmes and courses ofstudy offered would be of the right level with sufficient breadth and depth in content;

Guidelines on the Standards and Criteria for Post-Graduate Courses, was alsodeveloped to be adhered to by private IHE which offer post-graduate and doctoralprogrammes so that these programmes would be of quality and on par with thoseoffered by wellknown universities internationally;

Guidelines on the Standards and Criteria for Distance Learning Programmes toguarantee the quality of distance learning programme by private IHE.

12.5.6 The quality assurance process instituted by LAN as required under both statutes; i.ethe Private Higher Educational Institution Act 1996 (Act 555) and LAN Act (Act 556)require private IHE to submit and obtain approval of the Minister to conduct/offer aprogramme or course of study based on the recommendation of LAN. Consequently,LAN is responsible for conducting a site audit visit to ascertain the compliance of minimumstandards and where required, of accreditation as in the case of twinning (3+0) coursesand programmes of private universities and university colleges.

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The minimum standard is valid until the approval lapses and accreditation is valid forfive years of the course. When the programme of study has been granted the standardminimum/accreditation by LAN, the private institution of higher education may awarda certificate, a diploma or a degree. The evaluation which is comprehensive coversprogramme/course content, learning resources, staff qualification, specialisation andexperience, facilities and the management system. The evaluation panel is made up ofexperts in the specific fields from local private IHE, professional bodies and industry. Inaddition, the Code of Ethics for the conduct of the Panel of Assessors and LANofficers was also developed and came into force.

12.5.7 Apart from the Guidelines and Code of Ethics, LAN has also built a database forprivate IHE applications and evaluation of their staff strength, facilities with analysis onstudent-staff ratio and student-computer ratio. LAN also has plans to progress fromprogramme accreditation to the accreditation of institutions. 33

12.5.8 Based on studies and reviews which have been scrutinised, the Committee has foundthat there are three different agencies under the MoHE which implement very relatedand similar functions of guaranteeing and upgrading of quality. These agencies areBJK for public IHE, LAN for private IHE, while SPIPTS also controls the quality ofprivate IHE from the view point of suitability of the premises and programmes whichare offered. Unlike BJK, SPIPTS and LAN have a direct relationship with theseinstitutions.

12.5.9 The Committee has found that the efforts to coordinate the overlapping of roles andfunctions between SPIPTS and LAN are underway, with the creation of a one-stopcentre, but the roles of these two agencies need to be studied carefully. The sameneeds to be done with BJK and LAN as the Committee has found that both haveprepared guidelines and ways to guarantee and upgrade the quality of higher education,even though the target groups are different. Besides, the MQF as a guide and referencefor the quality and standard of higher education, has also been prepared. In this matter,the Committee believes that it is important for the MoHE to coordinate the functions ofthese two bodies.34

33 This was to be in line with international quality assurance developments drawing on the lesson learnt from QAA UK,NAAC, India and AUQA34 The Cabinet had in 1996 decided that the functions of LAN also cover quality assurance of IHE in the future.

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12.5.10 In relation to the above, the Committee believes that to enable IHE to achieve excellenceand world class status, each institution of higher education should be subject to audit,and to strict and complete quality evaluation. This should be undertaken by a separateagency which will carry out the evaluation without fear or favour. This agency has to begiven the power, right and responsibility to carry out its role and function freely and beresponsible for sending its report to Parliament just as the British Inspectorate sends itsreport to the British Parliament. The international benchmarking and best practicesstudy carried out by this Committee found that the United Kingdom, Australia andIndia, have long practised this in their efforts to uphold and increase the excellentreputations of their IHE respectively.35

35 The quality control agency in Australia is the Australian Universities Quality Agency (AUQA), formed in 2000. In theUnited Kingdom, the Quality Assurance for Higher Education (QAA) was formed in 1997. The quality control agencyin India is the National Assessment and Accreditation (NAC) formed by the University Grants Commission in 1994.

12.6 INTERNAL EVALUATION OF QUALITY AND RATING

12.6.1 This study, as detailed above, focuses on the evaluation of standards and qualitycontrol of all IHE by specific agencies which provide an external quality assurance.Besides this, each insitution of higher education should conduct its own on goinginternal evaluation of standards and quality control as this process is a very importantaspect of the quality assurance system. The Committee found that these agencieshave encouraged all IHE to conduct their own continuous internal evaluation.

12.6.2 Nevertheless, the Committee believes that the process of internal quality assuranceshould be consolidated and made adaptable. The Quality Indicator Instrument (IPK)or any other instrument used should be adapted to the needs of the institution ofhigher education. The IPK or any instrument used should encompass the experiencesand the academic and professional qualifications of the lecturers, lecturer-studentratio, class size, curriculum content, teaching and learning, assessment system,research and publication, resources, technology and student support, co-curricularactivities, professional staff development programmes, academic environment andacademic discipline, vision and mission, and leadership. At the same time, attentionshould be given to the strengths of the institution of higher education, its niche anduniqueness.

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12.6.3 The Committee believes that a well-constructed IPK which is sustainablyimplemented, will enable an institution of higher education to instil and nurturequality culture and a high degree of responsibility not only among its academic staffbut also among all its employees in general. Besides, the IPK will provide substantialinformation on the performance and quality of each aspect of an institution ofhigher education. This systemic and quality information can be pooled and utilisedas a database. This information would also be very useful to interested parties,especially the university management to enable them to fully grasp and understandissues and problems, and make decisions which are reliable and accurate. Also,the IHE management can plan and organise detailed strategies which can remedyweaknesses and reinforce efforts to accelerate the respective institutions towardsexcellence and achieving world class status.

12.6.4 The efforts to gather information and data, whether by national quality controlagencies or by the institution of higher education itself, can be utilised to create aninter and intra IHE ranking and rating system. The Committee is of the opinionthat this needs to be implemented so as to mould a competitive spirit among faculties,schools and departments within IHE, and also stimulate healthy competition amongstIHE at the national level.

12.6.5 However, the Committee is aware that IHE differ in many aspects, for example,their history, location, environment, focus and strategic needs of the nation. Assuch, the proposed ranking and rating system must be flexible. Nevertherless, it isincumbent on each institution of higher education to always strive to achieveexcellence through benchmarking with world renowned regional and internationalIHE.

12.7 HIGHER EDUCATION STATISTICS

12.7.1 Malaysia has become a model of success with regard to the preparation of aNational Development Plan (Five-Year Plans), and for successfully implementingthese plans, projects and activities. The Master Plan and other action plans fordevelopment can only succeed if the data which have been collected and analysedare relevant, accurate and up-to-date and will assist in the implementation of viable,strategic initiatives. Clearly, data collection for strategic planning purposes is ofcritical importance for the effective implementation of a plan and therefore cannotbe done on an ad-hoc basis.

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12.7.2 The higher education sector is in fact crucial for the socio-economic developmentplan of the nation. Hence, attention needs to be given to the process of collectinginformation and data in a comprehensive and professional manner, and which coversthe demographic trend of the population, student cohort at upper secondary leveland future cohorts which will be involved in higher education both in the long andshort terms. Besides, there is a strong need to gather data relating to higher educationand the employment sector and various social and economic issues in nationaldevelopment.

12.7.3 Accordingly, the Committee has found that the United Kingdom has set up theHigher Education Statistics Agency (HESA) since 1993 which functions as themain resource for all higher education statistics. All data which are collected byHESA, that cover students, staff, finance, graduate destination and other matters,are strictly checked and now amount to about three billion items.This has resultedin the agency becoming an authoritative source of reference. In this matter, theCommittee wishes to emphasise the importance of efforts to diligently gather allrelevant and important data to assist the MoHE and other related bodies formulatestrategic plans to ensure that national IHE in the country achieve the highest standardat regional and international levels.

12.8 QUALITY OF GRADUATES:UNIVERSITY SCHOLARS PROGRAMME

12.8.1 The Committee has found in its international best practices study of IHE that theUSA and Singapore, for example, have implemented a scheme known as theUniversity Scholars Programme36 which covers a multi disciplinary curriculum aimedat encouraging and stimulating creativity, innovation and entrepreneurship amongthe students. This programme is also aimed at providing opportunities for studentsto follow various educational disciplines, to develop leadership, critical thinkingand effective writing skills. This programme is also intended to equip higher educationstudents with the necessary skills to compete in the ever changing employmentmarket and also enable them to pursue their careers in various fields.

36 The University Scholars Programme, National University of Singapore, www.scholars.nus.edu.sg (14 August 2005)

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12.8.2 The Committee is of the opinion that the University Scholars Programme strives toincrease the exchange value of higher education graduates while at the same timeassist in overcoming unemployment among graduates. This conviction is based onthe observation of the Committee on the implementation of the University ScholarsProgramme in the countries stated above. Through this programme, the problemof the lack of competitiveness, the lack of communication skills, the lack ofproblem-solving skills, the negative attitude towards work and its environment andthe lack of leadership and entrepreneurial skills can be minimised and overcome.These are some of the problems which contribute to the phenomenon ofunemployed graduates in the country.

12.8.3 The Committee is of the opinion that all IHE should develop a University ScholarsProgramme which should be mandatory for both undergraduates and post-graduates.

37 Source: MoHE, Higher Education Department, Competitiveness between National IHE Graduates and Overseas’Graduates. JPT, January 2005

Addendum 12.1: A Study on the Status of Malaysian Public IHE Graduates37

A study on the status of public IHE graduates by the Economic Planning Unit of the Prime Minister’sDepartment found that six months after graduation, 51.1 per cent secured employment, 15.7 per centundertook further studies, and 33.2 per cent remained unemployed. A study by the Higher EducationDepartment, (2003) however, found that 57.4 per cent secured employment, 13.2 per cent undertookfurther studies, and 29.4 per cent were still unemployed

Source: Competitiveness between Graduates of National IHE and Graduates of Overseas IHE, Department ofHigher Education, Ministry of Higher Education (2005).

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12.9 COMPETITIVENESS IN MALAYSIAN HIGHER EDUCATION

12.9.1 Malaysian IHE still lag behind in competitiveness when compared to reputeduniversities in the Asia Pacific region, like Tokyo University, Kyoto University,Nagoya University, Osaka University, Australian National University, MelbourneUniversity, Beijing University and the National University of Singapore.

12.9.2 The international criteria for measuring the competitiveness of a university are: thereputation of the institution, the strength of its faculty, the quality of researchproduced, the alumni, the number of renowned researchers, research articles whichhave been published in international refereed journals and the citation index record.

12.9.3 IHE the world over strive to improve their current position and standing, and theinternational rating and ranking system has become the reference point. Currently,there are various rating agencies such as the Shanghai Jiao Tong University and theTimes Higher Education Supplement (UK), which carry out the rating and rankingof the universities concerned. The reports from both these sources are in AppendixVIII and Appendix IX.

12.10 CENTRE OF EDUCATIONAL EXCELLENCE

12.10.1 The demand for higher education in the region and internationally is rapidly rising.While fulfilling the national needs, Malaysian IHE need to focus their efforts onrecruiting students from other countries, specifically students who are high achievers,for both undergraduate and post-graduate courses of study and not just for certificateand diploma programme. The Committee is of the opinion that the current numberof foreign students at both certificate and diploma levels have not helped nationalIHE in achieving the goal of becoming centres of educational excellence. On theother hand, with the admission of large numbers of high achieving foreign studentsat both undergraduate and post-graduate levels, national IHE can becomeinstitutions of choice.

12.10.2 Both regional and international IHE are now moving towards globalisation. Thisaspect of globalisation comprises the exchange of students and lecturers, sharedcurricula and the internationalisation of research and development. Thus forMalaysian IHE to succeed globally, there is a need for strategic alliances andnetworking with foreign IHE.

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12.10.3 In striving to increase competitiveness, regional and international IHE haveimplemented various initiatives to advance and consolidate the system ofgovernance, the quality of academic staff, the quality of programmes of study,teaching and learning facilities as well as research and development projects.Consequently, regional and international IHE continually compete to secure the“best brains” by offering very attractive remunerations and incentives.

12.10.4 A distinctive characteristic of a centre of educational excellence is its capability ofattracting the best students regionally and internationally to undertake programmesof study. The Committee believes that Malaysian IHE need to offer unique anddistinctive programmes, for example, a Bachelors degree in biotechnology anddirect entry Masters, and a combination of programmes of study like doubledegrees. Malaysian IHE possess their own strengths and appeal, among which areresidential living for students which allow for interaction and exchange of experiencesbetween local and foreign students.

12.11 HIGHER EDUCATION AS A REVENUE-GENERATING ENTERPRISE

12.11.1 Economic diversification will stimulate the development of the service and othersectors including the financial industry, health, education and tourism. The servicesector will become the source of employment for the local people and a source offoreign exchange. With regards to this, the Committee is of the opinion that ourIHE can further succeed in becoming contributors to the economic sector andbecome strong export sources. This is because higher education in this country hasreached a level of maturity and can be developed internationally to attract overseasstudents to undertake higher level study programmes (undergraduate, post-graduateand post-doctoral) at Malaysian IHE. Besides, Malaysian IHE can also establishbranch campuses overseas as has already been done by Australian, Singapore andBritish IHE.

12.11.2 More assertive actions need to be undertaken to export education and to promoteMalaysian higher education overseas. However, the main success factor is thereputation and accreditation of Malaysian IHE as perceived by overseas institutions.Accordingly, the MoHE and IHE themselves should make more determined effortsto earn international accreditation for their various higher education programmesand also elevate the standing and quality of Malaysian scholars internationally.

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12.11.3 It should be recorded here that at the international level, there are many professionalbodies such as ABET (The Accreditation Board for Engineering and Technology,USA) and IFAC (International Federation of Accountants, New York) whichrecognise the professional qualifications of their member countries. To ensure thatthe professional programmes of Malaysian IHE are recognised internationally,Malaysian professional bodies need to maintain and bring in line their currentprofessional practices with those of international professional bodies.

12.12 FINANCING OF GLOBAL INITIATIVES

12.12.1 A substantial amount of financial resources is needed to promote, mobilise, andsecure cooperation for obtaining international recognition. As the cost forsuccessfully implementing the above initiatives can be exorbitant, the Committee isof the opinion that this should be shared between the Government, the industryand the private sector.

12.12.2 With regards to globalisation initiatives, the Committee found that many developedcountries like Japan, Germany, France and Canada, have set up special funds toencourage international student exchange. The Government should set aside financialaid to support the IHE in their quest to intensify these activities. Besides this, IHEshould themselves create special funds for student exchange programmes bysoliciting contributions from various parties like the alumni, as well as the industrialand commercial sectors.

12.13 FOREIGN SCHOLARS SERVICE

12.13.1 Developed countries like the USA and countries in Europe, not only boast ofnumerous home-grown scholars and researchers but also those who hail from foreigncountries. Recognising the vital importance of strength of mind in generatingknowledge for promoting economic wealth, these countries have been successfulin attracting the best brains, particularly of talented foreigners, to serve their IHE.The Committee is of the opinion that the Government and IHE should encouragethe employment and services of foreign scholars and researchers as their presencewill not only enrich our intellectual heritage but also broaden the experiences ofour students and lecturers. In this way, the problem of inbreeding at our MalaysianIHE can be both directly and indirectly resolved.

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Based on the above review, study and observations, the Committee makes thefollowing recommendations:

35. The Committee recommends that a Quality Control, Audit and AccreditationAgency (QCAAA) be established under an Act of Parliament.

36. The Committee recommends that the function of the QCAAA be as follows:

(a) Audit the quality of IHE every five years;(b) Report the findings of the audit to Parliament;(c) Summarise, periodically review and update the accreditation criteria for

IHE.

37. The Committee recommends that the Board of Directors of the QCAAAcomprise seven members as follows:

(a) five members who are respected, have high integrity, possess in-depthknowledge of higher education and are willing to be devoted andcommitted to the development of scholarship and higher education as awhole;*

(b) Two world renowned foreign scholars;*(c) The Chief Executive of the QCAAA to act as ex-officio.

*The MoHE to set up a selection committee for this purpose.

38. The Committee recommends that a Secretariat be set up by the MoHE for theQCAAA which is to be headed by the Chief Executive who possesses a Ph.Dand will hold the position of Premier Grade ‘A’.

39. The Committee recommends that every institution of higher education createand develop a Quality Indicator Instrument (IPK) to measure its ownattainment of excellence.

40. The Committee recommends that the MoHE develop an IPK to gather data toassess the progress of higher education.

41. The Committee recommends that the MoHE encourage and support anacademic ranking and rating system which is flexible, coherent and reliable inkeeping with international criteria for excellence.

Recommendations

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42. The Committee recommends that Higher Education Statistics Bureau be setup with the aim of collecting and analysing a comprehensive set of dataregarding higher education and to initiate the setting up of various databasesfor strategic use by the Government and IHE.

43. The Committee recommends that the University Scholars Programme beimplemented as a mandatory course for all undergraduate and post-graduatestudents.

44. The Committee recommends that IHE take the necessary action to benefitfrom the evaluation of international ranking and rating bodies to strengthenfurther their competitiveness in the country and also strengthen their abilityto become global leaders in their niche areas.

45. The Committee recommends that a mechanism be put in place:

(a) To build inter-institutional partnership for research and partnershipprojects among institutions;

(b) To increase networking in the areas of business, commerce and industrywhich are directed towards establishing research collaboration;

(c) To build and strengthen relationships with various regional andinternational institutions;

(d) To ensure that all IHE in the country benefit from the differentprofessional bodies and groups in the region and internationally whichhave the skills and knowledge in the areas of their specialisation;

(e) To contribute to the regional and international community by pooling theexpertise of IHE so that the country can be recognised and respected bythe global community;

(f) To systematically implement strategies in the regional and internationalarena so as to enable national IHE to establish strategic alliances easilyand effectively and contribute to the development of the local community.

46. The Committee recommends that initiatives to promote our IHE internationallybe stepped up by preparing comprehensive short and long term action plans.

47. The Committee recommends that national professional bodies endeavour tobe in accord with standard professional practices of international bodies sothat the professional qualifications of Malaysian IHE are recognisedworldwide.

48. The Committee recommends that there be incentives to encourage IHE toimplement activities for promoting and marketing their programmes to othercountries.

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49. The Committee recommends that a special fund sourced from various sectorsbe set up for international student and staff exchange activities.

50. The Committee recommends that every institution of higher education ensurethat total student enrolment is made up of at least 10 to 15 per cent of highachieving foreign students.

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Chapter 13INFORMATION & COMMUNICATION

TECHNOLOGY

13.1 THE IT PHENOMENON

13.1.1 It is undeniable that ICT is a powerful enabler in the achievement of developmentfeatures because of its unique characteristics which dramatically improvecommunication and the exchange of information to strengthen and create neweconomic and social networks. The Asia Pacific and OIC markets are the fastestgrowing in the world. It is incumbent on us to take advantage and utilise ICT withina framework that is compatible with national and global requirements.

13.1.2 Malaysians have witnessed the increasingly crucial role of ICT in commerce andindustry. Especially noteworthy is how ICT has progressed to become a strategicenabler of critical new offerings and capabilities. The employment of ICT hasmade the playing field significantly bigger, enabling us to operate in a truly globaland borderless world. It has also made it possible for the stakeholders to demandthe highest standards of accountability.

13.1.3 Current developments in ICT have motivated IHE to undertake a number ofadaptive changes. These changes are important and critical not only to enable IHEto expand in tandem with the current developments of ICT, but more importantlyto ensure that the progress and continuity of these institutions is sustained. Thepressure to continue this transformation is clear when the Multimedia Super Corridor(MSC) is compared to other rival models like the Silicon Valley in the USA and theDubai Internet City in the United Arab Emirates. It is encouraging to note that atthe CeBIT Conference in Hanover, Germany in March 2004, Malaysia’s MSCwas considered a strong brand among global ICT players.

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13.1.4 There is no doubt that our tertiary institutions have responded positively to theabove-mentioned development. There have certainly been high Governmentinvestments in ICT in tertiary institutions especially public universities, polytechnicsand community colleges. However, there has been disproportionate Return-on-Investment (ROI) and performance efficiency.

13.1.5 In the development of ICT in IHE, the 2005 Educause Current ICT Issues Surveyfound that the top five issues are: 38

13.1.5.1 Funding;13.1.5.2 Security and Identity Management;13.1.5.3 Administration/Enterprise Resource Planning (ERP)/Information

Systems;13.1.5.4 Strategic Planning;13.1.5.5 Infrastructure Management.

13.1.6 The Committee has found that several important initiatives are being undertakenby national IHE. For example, most universities have undertaken or are undertakingthe setting up of web-based portals. The MoHE itself is considering web-basedportal implementation to act as the main gateway for back-end enterprise ICTservices. However, more mission critical capabilities need to be implemented toensure better access, productivity, Quality of Service (QoS) and security.

13.2 NATIONAL POLICY & LEGAL FRAMEWORK

13.2.1 The Government of Malaysia has been actively supporting the use of ICT in thecountry. National level ICT councils and ICT policies and plans have been launchedto ensure that national ICT programmes are in line with current developments andare strategically positioned.

13.2.2 Malaysia has set strong imperatives and clear policies regarding ICT. The Ministryof Energy, Communication and Multimedia (MECM), the National InformationTechnology Council (NITC), Malaysian Administration, Modernisation andManagement Planning Unit (MAMPU), Multimedia Development Corporation(MDC) and a number of other bodies play pivotal roles in overseeing the progressand development of ICT in the public and private sectors of the country.

38 Source:Website Educause, http://w.w.w.educause.edu (10 June 2005)

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39 EPU, http://www.epu.jpm.my/new%20folder/publication/knoweco.htm (10 Jun 2005)40 MAMPU, http://mampu.gov.my/mampu/bm/program/ict/ISPlan/ispdoc (10 Jun 2005)

13.2.3 In 1996, the NITC launched the National IT Agenda (NITA) which was recognisedas the ICT development framework that would transform Malaysian society intoan informed and knowledgeable society by 2020. This Agenda is proof of theimportance of information technology in the development of the nation and in theachievement of the National Vision.

13.2.4 Furthermore, the importance of ICT for the nation is also emphasised in theKnowledge based Economy Master Plan. The Strategic Thrust Number Four ofThe Master Plan focuses on dramatically increasing capacity for acquisition andapplication of science and technology and ICT in all areas.39

13.2.5 At the same time, the Chief Secretary to the Government of Malaysia launched aPublic Sector ICT Strategic Plan (ISP) in 2003 to ensure that these ICT initiativesare in tandem with the Government’s ICT vision, which is to provide efficient andquality service.40

13.2.6 Malaysia is now better equipped in terms of institutional, legislative and regulatoryframeworks following the establishment of the Ministry of Energy, Communicationand Multimedia (MECM) and the restructuring of the Ministry of Science,Technology and Innovation (MOSTI). This has resulted in the transfer ofresponsibility from MECM to MOSTI to:

13.2.6.1 Formulate and implement the national policy on information andcommunication technology (ICT);

13.2.6.2 Formulate and implement the national information security policy;13.2.6.3 Encourage research and development (R&D) and the commercialisation

of ICT;13.2.6.4 Develop and promote ICT industries.

13.2.7 Several changes in terms of institutional supervision and regulatory and legislativestructure have shaped the new regulatory landscape for this industry. These changesare very necessary in the light of the convergence of technology in the fields of ICTwhich have resulted in the emergence of a new industry structure and a single valuechain based on digitisation and networking.

13.2.8 The Government’s objectives vis-á-vis the ICT industry are spelt out in theCommunication and Multimedia Act 1998, which was introduced in 1999. ThisAct provides for the establishment of the Malaysian Communications and MultimediaCommission as the sole regulatory body for the national communications andmultimedia industry.

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13.3 ICT POLICY AND OBJECTIVES IN EDUCATION

13.3.1 In the report Development of Education 2001-2010, three policy statements forICT in education are outlined:

13.3.1.1 ICT literacy for all students, i.e., ensuring that all students obtain theskills to use ICT facilities;

13.3.1.2 Priority to the role and function of ICT in the school curriculum, andas a teaching and learning tool;

13.3.1.2 Use of ICT to raise productivity, efficiency and effectiveness of theadministration.

13.3.2 In addition, ICT development in education aims at:

13.3.2.1 Enhancing the development of ICT infrastructure;13.3.2.2 Improving access and equity for ICT;13.3.2.3 Improving ICT-based curriculum;13.3.2.4 Enhancing the evaluation system through the use of ICT;13.3.2.5 Emphasising the integration of ICT in teaching and learning;13.3.2.6 Improving ICT knowledge and skills of students, lecturers and MoHE

staff;13.3.2.7 Enhancing the use of ICT in education management;13.3.2.8 Improving the management and administration of ICT;13.3.2.9 Enhancing R&D in ICT; and13.3.2.10 Improving cooperation between institutions of higher learning and the

community.

13.3.3 This Committee found that ICT policies in developed countries emphasise strategicdirection, management, governance, security, convergence, and expectations ofparents, students, administrators, the community, business and industry. Furthermore,these developed countries have attained two primary capabilities by leveragingICT as an enabling technology, that is, improving ICT capabilities and enhancinginformation management. As such, the objectives of ICT are as follows:

13.3.3.1 Student-centred, i.e., students benefit from access to information anytime, anywhere;

13.3.3.2 Enhanced ICT system, infrastructure and support.

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13.3.4 The Committee observed best practices of developed countries like Australia withregards to successful ICT policy in higher education.These best practices includethe following:

13.3.4.1 The establishment of ICT Councils which spearhead the ICT strategyand implementation in higher education;

13.3.4.2 The setting up of Programme Management Office (PMO) whichoversees activities including the overall management of planning,preparation of master plan and resource management;

13.3.4.3 The preparation of the Higher Education ICT Strategic Plan;13.3.4.4 The implementation, upgrading and measurement of performance;13.3.4.5 The establishment of a Higher Education ICT Management Framework

which covers procurement, support service, maintenance, programme& project management, asset management, vendor and contractmanagement;

13.3.4.6 Establishment of the Centralised Cybersecurity Committee to develop,implement, enforce and monitor all strategic elements of cybersecurityincluding authentication, access control, auditing and useradministration;

13.3.4.7 The use of Open Source Solution (OSS) which benefits the users,especially in the current state of limited funding, by minimising coststhrough resource sharing.

13.4 CYBERSECURITY

13.4.1 Due to the importance and sensitivity of the information contained within the ICTenvironment of IHE, it is imperative that IHE prevent, detect and respond to externaland internal unauthorised access, loss, disclosure and use or damage of information.However, it is necessary to balance the need for security with the creation of acollaborative networking environment.

13.4.2 The cybersecurity realm includes implementing security principles, policies, controls,processes, standards and compliance matrix. In order to create an effective securityprogramme for IHE, the following matters need to be considered:

13.4.2.1 Network and host assessment, and security implementation;13.4.2.2 Security architecture;13.4.2.3 Malice and intrusion detection;13.4.2.4 Incidence response;13.4.2.5 Encryption and authentication.

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13.4.3 This Committee observed best practices of developed countries with regards tosuccessful higher education cybersecurity. One of the most notable is theestablishment of a central body that oversees cybersecurity at the highest level.This body continuously develops, implements, enforces and monitors all elementsand strategies of cybersecurity including governance, management, implementation,collaboration and technical matters.

13.5 INFRASTRUCTURE AND HARDWARE

13.5.1 Currently most IHE in Malaysia, including polytechnics and community colleges,have the following in terms of facilities:

13.5.1.1 In most universities, the administrative buildings, lecture rooms,laboratories and lecturers’ rooms are connected. These campusesmostly use a bandwidth of 155 mega bits per second (Mbps)broadband, 10Mbps desktop and 2Mbps Internet connectivity;

13.5.1.2 In polytechnics and community colleges, most networking connectivityis centred at laboratories, learning centres, academic centres andadministrative blocks using Gigabit Ethernet backbone and Layer 3End Switches. All polytechnics have network connections via leasedlines;

13.5.1.3 IHE have network connections via a leased line WAN of at least 2Mbpsutilising Gigabit Ethernet backbone and Layer 3 End Switches.However, given the traffic volume, the 2Mbps is too low for optimumproductivity;

13.5.1.4 On average, our IHE have 13.6Mbps bandwidth compared to HongKong University which has 308Mbps and the National University ofSingapore which has 155Mbps (Meteor Report, 2004).

13.5.2 Some limitations in the implementation of ICT in our public universities, polytechnicsand community colleges are discernible, as stated below:

13.5.2.1 Applications and platforms among public universities, polytechnics andcommunity colleges are not standardised;

13.5.2.2 MoHE senior executives do not have access to real time, accurateand consolidated data either in their own departments or in publicuniversities, polytechnics and community colleges;

13.5.2.3 Lack of integration and networking between the databases of MoHE,public universities, polytechnics and community colleges;

13.5.2.4 Although there have not been many highly critical security issues reportedto date, public universities, polytechnics and community colleges arestill potentially vulnerable to security breaches.

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13.5.3 This Committee anticipates that the design, development, management andmaintenance of ubiquitous computing and networking infrastructure in the MalaysianIHE sector remain a significant challenge in the next few years as the numbers andtypes of devices used by students, staff and researchers will escalate appreciably.

13.5.4 With regards to successful infrastructure and hardware in higher education, thehigher education network and connectivity are highly expanded, upgraded andstabilised to fulfil an acceptable level of security. Local Area Network (LAN) andWide Area Network (WAN) technologies are highly standardised, and ubiquitouswith the employment of wireless technology for computer laboratories, libraries,classes, administrative blocks, dormitories and cafes, and wireless connectivitysolutions are robust and scalable to cater for convergence between WiFi, cellularwireless technologies (GPRS/EDGE, 3G), bluetooth and the WorldwideInteroperability for Microwave Access (WIMAX).

13.6 SHARED SERVICES/OUTSOURCING

13.6.1 There have been numerous examples of successful higher education outsourcingcase studies around the world. For instance, New South Wales Department ofEducation and Training (DET) in Australia, Pennsylvania State System of HigherEducation (PSSHE) in the USA and California State University (CSU) system of23 campuses in the USA, have proven how outsourcing helped improve theirefficiency and reduce cost tremendously. In the case of CSU, more than 20 datacentres were consolidated into two large data centres to serve all of CSU’s 23campuses.

13.6.2 According to a survey in 2002 by Educause Centre for Applied Research (ECAR),the three primary reasons for outsourcing by higher education institutions in theUSA and Canada are:

13.6.2.1 To compensate for inadequate in-house skills;13.6.2.2 To improve efficiency;13.6.2.3 To save costs.

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13.6.3 There are three major types of outsourcing that can be employed:

13.6.3.1 Business Process Outsourcing which delivers, manages and enhancesbusiness processes such as finance, accounting and training;

13.6.3.2 Business Application Outsourcing which involves deployment,management and enhancement of customised or packaged applications;

13.6.3.3 Technology Infrastructure Outsourcing which involves design,development and/or management of services and management ofhosting, data centres, network, help desks/call centres, Data RecoveryCentres (DRC).

13.6.4 This Committee has identified that the three most outsourced services in worldclass higher education institutions, especially in Canada and the USA are:

13.6.4.1 Applications management and services13.6.4.2 ICT infrastructure13.6.4.3 e-Learning.

13.6.5 The Committee realises that while outsourcing is not without problems, the riskscan be better minimised by understanding the issues relating to outsourcing, andawarding contracts to organisations which are experienced and competent atexecuting them. What is important is a strategy to identify the best outsourcingofferings for higher education in our country. In this regard, it is useful to note thata study conducted by ECAR found that 66 per cent of IHE in the USA and Canadawhich use Application Service Provider (ASP) model have met or exceeded theirexpectations, and that it is less risky and less controversial than other types ofoutsourcing.

13.7 DATA RECOVERY PLANNING AND DATA RECOVERY CENTRE

13.7.2 A critical task for IHE is the operations of network, communications, processingand data storage. Researchers in R&D centres rely on high performance computersto conduct complex analysis and store large data while lecturers rely on learningmanagement systems for teaching content, grading and student profiling.Catastrophes such as fires, earthquakes, floods, mass vandalism and terroristactivities have caused extensive damage to ICT capabilities. Therefore, seriousattention should be given to a comprehensive data recovery plan.

13.7.3 The Committee is aware that a data recovery mechanism in IHE needs detailedplanning and expeditious implementation. This is critical to ensure that an organisationor an institution can act swiftly and resume processes and operations to anacceptable level after a catastrophic event.

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13.8 e-LEARNING

13.8.1 Over the last few years, there has been rapid development of e-learning as well asthe creation of a variety of models. These models differ from one another in termsof pace and scheduling, time and synchronicity, and levels of interactivity. e-Learningis becoming mission critical for higher education. Increasingly, IHE must be preparedto provide services in a borderless world where technology-enhanced IHE reachan ever-growing number of students in both ‘click universities’ and ‘brick and clickuniversities’.

13.8.2 This Committee observed best practices in e-learning at IHE. Among the factorscontributing to the success of e-learning are:

13.8.3.1 Adoption of a standard platform to facilitate the integration of e-learningapplications;

13.8.3.2 Standardisation achieved at the architectural and components level;13.8.3.3 Centralisation and standardisation of Learning Management Systems

(LMS) to allow for ease of management, scalability and integrability;13.8.3.4 Improvement of e-learning cybersecurity;13.8.3.5 Achievement of stability for broadband access and network stability

to further allow progress and increased volume of e-learning.

13.9 e-LIBRARY

13.9.1 Libraries have not only computerised their operations since the 1980’s, but alsowith the advent of the Internet, made available titles of book and journal collectionsto users on the Online Public Access Catalogue (OPAC). The benefits areimmediately apparent as they optimise access and value for the users. Publisherstoo have been using CD-ROMs to deliver better search capabilities for theirbibliography databases which are made available through local or wide areasnetworks on campuses. Today, the library combines e-library and physical holdings.

13.9.2 This Committee found that a number of world renowned IHE have integrated thecomputing services with the library services. Such action has resulted in positiveoutcomes, among which are:

13.9.2.1 Growing convergence between technology and information;13.9.2.2 Increased ability to use information and technology to offer and deliver

services;13.9.2.3 Support strategic vision of IHE.

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13.9.3 This Committee observed best practices of developed countries with regards tosuccessful implementation of e-library in higher education. Among the observedbest practices are:

13.9.3.1 Collaboration and cross-transactions between e-libraries in private andpublic universities, colleges, polytechnics and community colleges;

13.9.3.2 Advanced search and retrieval capabilities;13.9.3.3 Federated search portals and Open URL link resolves (which represent

bibliographic information that Internet services can understand) toremain informative and competitive in library research and retrievalservices.

13.9.3.4 Merger of e-library services, e-learning services and computing servicesto facilitate collaboration and learning.

13.10 KNOWLEDGE MANAGEMENT

13.10.1 As public and private higher education organisations alike respond to the phenomenalgrowth of online educational courses, cyber colleges and virtual universities, it isgenerally acknowledged that with Knowledge Management (KM), these institutionswill be better able to enhance student learning. In this manner, the institutions canincrease enrolment, improve student retention and graduation rates. It is clear thatKM directly relates to the effectiveness with which knowledge management enablesthe stakeholders to deal with current situations, and plan and anticipate futurescenarios.

13.10.2 This Committee observed best practices of developed countries with regards tothe successful implementation of KM in higher education. These include thefollowing:

13.10.2.1 Development of a technical infrastructure that supports KM. Thisinfrastructure should range from the provision of simple knowledgesupport tools to intranets and ultimately more sophisticated groupwareand decision support systems;

13.10.2.2 Appointment of specialists in information management (librarians) toprovide systematic knowledge processes in order to facilitate closepartnerships between users and providers of information.

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13.11 INTEGRATED DATA CONSOLIDATION AND REPORTING

13.11.1 This Committee recognises that ICT education management is used fairly extensivelyin our higher education system. While there has been a general increase in the useof ICT in education management, the extent and level of usage differs amonginstitutions. The current situation highlights some of the weaknesses:

13.11.1.1 Lack of integration and centralisation between the MoHE, public IHEand private IHE;

13.11.1.2 Lack of internal and external networks.

13.11.2 This Committee understands that Data Warehouse (DW) is not adequately utilisedin public IHE. This may be due to the insulation of higher education institutionsfrom the competitive environment of commercial businesses. Another reason maybe the perception amongst a number of high-level administrators that highereducation institutions are excluded from the demands of business.

13.11.3 As far as Enterprise Integration (EI) is concerned, public or private IHE may havemany different systems and applications but these systems lack end-to-endintegration. IHE, with the MoHE as a governing body, face a dire need to integratetheir applications and systems.

13.11.4 This Committee observed the best practices of developed countries with regardsto achieving integrated data consolidation in higher education. These include theExecutive Information System (EIS), DW and EI capabilities, which exist in anintegrated and cohesive manner. EIS which allows executives to access and reporton Key Performance Indicators (KPI) and critical information. Data Warehouse(DW) can be a significant component of strategic decision-making in highereducation. The benefits include reduced costs, improved administration and improvedcustomer service.

13.12 CAMPUS MANAGEMENT SYSTEM (CMS)

13.12.1 CMS has many benefits by virtue of its ability to streamline processes, reducemanual handling and consolidate information into a single database, eliminating ordecreasing the need for departments to maintain overlapping systems. In short,CMS supports universities’ daily operations, connects campus communities andreflects the universities’ unique characters.

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13.13 CENTRALISED SMART CARD SYSTEM

13.13.1 The use of smart card in IHE facilitates greater efficiency and the reduction ofoperational costs because various applications can be included in the smart card.Among the applications that can be integrated into the smart cards are accesscontrols, inter-campus access, attendance, library self-checkout, student profiles,e-cash, medical information and specific university information. The benefits are asingle card for multiple applications, cashless environment, improved access andsecurity, reduced operational costs and improved student and staff managementand administration.

13.13.2 This Committee noted that the Government of Malaysia has successfully implementeda centralised National ID smart card (MyKad) incorporating both the Governmentand private sector applications onto a single card for all citizens of Malaysia. Assuch, MyKad is a good reference point to benchmark against to ensure successfulplanning, design, development and implementation of a centralised smart card systemin Malaysian IHE.

Based on the above review, study and observations, the Committee makes thefollowing recommendations:

51. The Committee recommends that a policy be formulated for an integratedeHigher Education (eHiED) environment to ensure the achievement ofimproved ICT capabilities and enhanced information management. Diagram13.1 shows the proposed simplified business architecture of eHiED.

Recommendations

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Diagram 13.1: eHigher Education (eHiED) Simplified Business Architecture

52. The Committee recommends that a centralised Higher Education ICT Councilbe formed to champion the overall strategy and implementation of eHiEDenvironment. This Council shall be spearheaded by the Ministry of HigherEducation and is to be the highest ICT strategic body for the nation’s highereducation.

53. The Committee recommends that applications for Open Source Solution (OSS)be adopted in the management and development efforts in MoHE, publicuniversities, polytechnics and community colleges to realise the potentialeconomic and practical benefits of open source models.

54. The Committee recommends that secure networks be further developed usingGigabyte Ethernet and wireless technology for MoHE, public universities,polytechnics and community colleges in order to improve connectivity amongstudents, faculty and administrators within eHiED.

55. The Committee recommends that ICT Shared Service Centres be implementedfor all public universities, polytechnics and community colleges. For example,it is proposed that MoHE implement single Shared Service Centre (SSC) forthe northern region of Peninsular Malaysia to serve USM, UUM, polytechnicsand community colleges.

56. The Committee recommends that all public universities, polytechnics andcommunity colleges within eHiED environment implement Data RecoveryCentres by leveraging on the services from eHiED ICT Shared Service Centres.

Institusi Pendidikan Tinggi

Swasta

Agensi Kerajaan

Orang Awam

PublicIHE

Polytechnic CommunityCollege

MoHEDepartments

eHiED Environment

PrivateIHE

ThePublicGovernment

Agency

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57. The Committee recommends that e-learning content development by expertsbe significantly increased. Incentive-based rewards be drawn up andimplemented to promote interests in e-learning content development for publicuniversities, polytechnics and community colleges.

58. The Committee recommends that the National Library be the central digitalrepository for e-journals, e-periodicals, e-books, etc. for use by all stakeholdersin private and public universities, private colleges, polytechnics and communitycolleges.

59. The Committee recommends that an integrated Knowledge Management (KM)capability be developed for all public universities, polytechnics and communitycolleges paving the way for these institutions to implement efficient cross-institution sharing of knowledge and collaboration.

60. The Committee recommends that the Ministry of Higher Education be givenaccess to analyse and consolidate real time data from public universities,polytechnics and community colleges through the employment of integratedExecutive Information System (EIS), Data Warehouse (DW) and EnterpriseIntegration (EI).

61. The Committee recommends that each institution in eHiED employ an integratedCampus Management System (CMS) to manage student affairs, curricula,library, financials, assets, facilities and human resources.

62. The Committee recommends that IHE adopt a standardised smart card system.In order to facilitate this, the MoHE should establish a central Smart CardCentre (SCC) to manage end-to-end process of personalisation and productionof the smart cards for IHE.

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Part IVEXCELLENCE IN TEACHINGAND LEARNINGThe fundamental pillar of world renowned institutions of highereducation is the practice of high quality teaching and learning.Excellence in teaching and learning produces outstanding students.These students would be able to make quality contributions to societywhile at the same time enhance the reputation of their alma mater.Therefore, high quality lecturers are a prerequisite to an excellentinstitution. In Part IV teaching and learning have been analysedand recommendations have been formulated so that action can betaken towards achieving excellence.

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Chapter 14CURRICULUM

14.1 THE NATURE OF CURRICULUM

14.1.1 Curriculum is such an important part of education that it can be considered theheart of any educational institution. In this report, curriculum incorporates allprogrammes carried out by an educational institution to achieve its goals. Theseprogrammes include all forms of knowledge, skills, values and norms as well asother elements, but the priority concern is knowledge which can be considered thelifeblood of any educational enterprise. The role of curriculum in education is toachieve all-round self-development including spiritual, intellectual, emotional andphysical development, as well as instil desirable moral values and convey knowledgeand information. In short, if the curriculum that is developed is dynamic and ofgood quality, the institution concerned will be strong and stable. However, if thereverse is the case, then the institution will surely experience problems and will failin achieving its vision and mission.

14.1.2 In this connection, the Committee is of the opinion that creating a high qualitycurriculum is indeed a challenging task. Just as challenging is the effort to predictwhat skills will be needed in the future. Although anticipating future needs isimportant, this endeavour would not necessarily meet with success and wouldoccasionally be unsuccessful. This is because the skills that are needed are notfrozen in time but are dynamic and rapidly changing. However, knowledge andvalues that are enduring and universal will continue to be relevant under all conditionsand worthy of inclusion in the curriculum.

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14.1.3 In the countries that were visited, the Committee found that the approach utilisedto maintain the relevance of the curriculum is to provide a sound initial generaleducation with basic skills which could be further developed. The graduates canthen immediately continue to upgrade their skills and further develop their knowledge.In this context, Australia for instance, has put in place a system in which a graduatefrom an institution of higher education can return to the university to obtain a furtherdegree. This arrangement meets the requirements of commerce and industry whichare constantly changing and developing.

14.2 A BALANCED CURRICULUM

14.2.1 Higher education in the country is at the peak of the third wave in the industrialrevolution as manifested through technological breakthroughs such asmicroelectronics, ICT, robotics, bioengineering, biotechnology and nanotechnology.The third wave of the industrial revolution has created new economic opportunities.Any nation that wishes to progress in this domain should have the courage to investheavily in education and R&D. In this third wave, knowledge and brain power arethe main resources for graduates to successfully compete in the world becausethrough this combination, incomparable and inimitable know-how and ideas arecreated.

14.2.2 To successfully compete, each member of society must receive an education thatenables him to develop his potential to the maximum towards creativity and thinkingas well as his capability for innovation. In addition, there is need at every level ofthe economy to develop a capacity to be adaptable and flexible.

14.2.3 In this respect, the Committee is of the opinion that education in science andtechnology is still an important part of the effort to develop highly skilled humanresources for the new economic endeavours. Therefore, the curriculum for highereducation must be broad-based and capable of producing students who areinnovative, flexible, business-minded, and creative, with a commitment to life-longlearning.

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14.2.4 The Federation of Malaysian Manufacturers (FMM) made a study and produced areport on upgrading the capability of graduates who are about to enter theworkforce. The FMM report on the industrial sector’s requirements states thatgraduates should possess the following:41

14.2.4.1 Generic skills;14.2.4.2 Skills for innovation;14.2.4.3 Positive attitude towards work.

14.2.5 Generic Skills

Other than mastery of the 3Rs (Reading, Writing and Arithmetic) and computerskills, graduates need to possess good communication skills (that is, oral and writtencompetency, especially in English). They also need to have the impetus to keep onlearning in an environment that is knowledge-based. Such learning on an on goingbasis needs the following capabilities:

14.2.5.1 The ability to search for information and utilise it to make decisions;14.2.5.2 The ability to use technology to obtain information;14.2.5.3 The ability to make connections across various disciplines and share

information;14.2.5.4 The ability to comprehend social issues and their links to individuals,

organisations and commerce.

14.2.6 Skills for Innovation

The ability to innovate is important because it can result in products of high economicvalue which can ultimately benefit society and the nation. In this regard, there needsto be close ties between innovation and values especially in the context of valueinnovation. As Chan W. Kim and Rene Mauborgne stress: “We call it value innovationbecause instead of focusing on beating the competition, you focus on making thecompetition irrelevant by creating a leap in value for buyers and your company,thereby opening up new and uncontested market space. Value innovation placesequal emphasis on value and innovation. Value without innovation tends to focus onvalue creation on an incremental scale, ... (while) ... innovation without value tendto be technology-driven...”42

41 FMM Paper on University Curriculum, FMM, 26 May 200542 Chan W. Kim and Rene Mauborgne, Blue Ocean Strategy, Harvard Business School Press: 2005

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Reengineering, especially in the technical field, is not creativity in the true sense ofthe word. Reengineering has more to do with improving and repackaging an alreadyexisting product. In contrast to this, value innovation is creativity at its highest,disregarding the currently existing competition and exploring new fields with totalcontrol of the domain. Value innovation is critically important because of the necessityto shift from the aspiration to be the best by competing in conventional and outmodedways and situations which usually end in failure to take the initiative to undertakenew and original ventures and gain the monopoly in the pioneering enterprise. Thecountry, therefore, very much needs human resources with this high level of creativity,people with the skills to carry out tasks without adhering to old procedures orimitating other people. This new group of people will always explore and find newmethods and approaches because of their skill in value innovation.

Therefore IHE in this country should develop curricula that would enable valueinnovation to be integrated across all disciplines.

14.2.7 Positive Attitude Towards Work

Graduates need to possess a positive attitude which forms the basis of strong anddesirable values: integrity, industry, courage and sincerity. This positive attitude isdisplayed through having:42

14.2.7.1 Determination to create extraordinary products in the long term aswell as strive to maintain standards already achieved;

14.2.7.2 Integrity displayed in modest demeanour, earnestness, high motivationand determination to ensure success of the organisation;

14.2.7.3 Commitment to quality and high performance standards;14.2.7.4 Trustworthiness;14.2.7.5 Clear thinking and continually making efforts to solve problems;14.2.7.6 The desire to abandon negative traits and practices and re-learn through

the process of self-evaluation;14.2.7.7 Agility of mind and willingness to take calculated risks;14.2.7.8 Priority for teamwork.43

43 FMM Paper on University Curriculum, 26 May 2005

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14.3 PRACTICAL TRAINING

14.3.1 The high demand for skilled human resources, especially technicians, can be metby producing graduates who are equipped with knowledge of work processes andpractical skills at every level. The Committee is of the opinion that graduates, whoare currently experiencing difficulties in obtaining employment, are willing to acceptblue-collar jobs. This is a positive attitude but such decisions should not be exhibitedas a last choice when the job market is depressed. This positive attitude towardsblue-collar jobs should be institutionalised in the higher education system. Thismeans that higher education students should be required to undergo practicaltraining in the private sector so that they would be able to acquire practical workexperience.

14.3.2 Practical training differs from industrial training in the following aspects:

14.3.2.1 Practical training requires at least one full year, not just three or fourmonths;

14.3.2.2 Trainees would be considered as temporary employees or contractworkers and subject to the rules and expectations of the actual workenvironment.

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14.4 NATIONAL NICHE

14.4.1 The country’s strength lies in agriculture which includes palm oil, rubber, cocoa,black pepper and the timber industry. This is our niche market. Currently, 31 percent of the world’s vegetable oil is palm oil and Malaysia exports 54 per cent of theworld’s supply of palm oil. Table 14.1 tabulates significant figures concerningMalaysia’s palm oil industry in 2004:

Table 14.1: Malaysia’s Palm Oil Industry, 2004

Source: Malaysian Palm Oil Board < http://www.econ.mpob.gov.my > 8 June 2005

14.4.2 The stimulus to progress in the country’s palm oil industry is provided by theMalaysian Palm Oil Board (MPOB) which is responsible for providing technologicaland scientific support to the industry. MPOB has 20 years of experience in R&D,benefitting from research institutions like PORIM, Palm Oil Research andDevelopment Board (PORDB) and Palm Oil Registration and Licencing Authority(PORLA), which have integrated with it. The research strength and experienceinclude biological research (soils and fertilisers, entomology, pathology, physiology,farm mechanisation, gene expression, metabolics, genomics, breeding and genetics,tissue culture, crop and livestock integration and technology transfer), engineeringand processing (milling, energy and environment, biomass), advanced oleochemicaltechnology (cosmetics and detergents, surfactants and specialty chemicals), andtechnological products, validation methods, quality control methods, agrochemicalpractices, environmental control and food and nutrition studies.44

44 MPOB <http://mpob.gov.my/html (17 August 2005)

Produce (Crude palm oil, palm kernel, crude palm kernel oil,palm kernel cake, oleochemical products)

Export

Income

Percentage of world’s export

Position among main exporters

Land used for planting

23 million tonnes

17.3 million tonnes

RM30.4 billion

54 per cent

First

3.9 million hectares

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14.4.3 MPOB also possesses the latest R&D facilities, among them the AdvancedOleochemical Technology Centre, Oil and Fats Technology Centre, AdvancedBiotechnology and Breeding Centre, and Biomass Technology Centre. In addition,MPOB boasts of research stations throughout the country and consultative officesin countries which are the world’s main palm oil consumers.45

14.4.4 Therefore, in order to maintain and promote the expertise and advantage in thisniche market as well as achieve the aspiration to develop an educational institutionthat is world class which will serve as a benchmark for IHE worldwide, it isappropriate that a university or college university specifically designed for teachingand R&D in the agricultural industry is established and the necessary funds allocatedimmediately. MPOB and other relevant research agencies can be integrated toform the foundation for the formation and development of this institution of highereducation. The Committee is also of the opinion that corporate entities which aredirectly involved in the pertinent industries be incorporated as equity holders andstrategic partners.

14.4.5 This is also applicable to the rubber industry which is a source of much scientificinformation about the planting and production of plantation rubber because thiscountry has been involved in the industry for such a long time. In fact, it was oncethe country’s principal export. Even though rubber is no longer the main exportcommodity, rubber products can be promoted as composite and state-of-the-artmerchandise. The Malaysian Rubber Board (MRB) has conducted a great deal ofresearch and has acquired intellectual assets in this field. The Committee is of theopinion that MRB be relocated in an institute of higher education which focuses onresearch in agriculture.

14.4.4 Besides the main agricultural products mentioned above, Malaysia is blessed withabundant territorial waters, comparatively more than its land area especially if thisincludes the 600km-wide South China Sea which separates Peninsular Malaysiafrom Sabah and Sarawak. This has resulted in Malaysian ports handling 90 percent of the country’s exports and providing two per cent of the human resourcesemployed in the fisheries industry. More important is the contribution of the territorialwaters to the nation’s wealth in the form of petroleum and gas, the country’s largestexport commodity.46 This makes the maritime sector one of the more importantand sustainable activities in the country’s niche market. Malaysia certainly aspiresto be a maritime nation.

45 MPOB <http://mpob.gov.my/html./about/about04_j.html (17 August 2005)46 Website, Maritime Institute of Malaysia, http://www.mima.gov.my/mima (17 August 2005)

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14.4.5 Table 14.2 shows data concerning the maritime sector.

Table 14.2: Malaysia’s Maritime Assets

Information Quantum

Source: Maritime Institute of Malaysia, Maritime Department of Malaysia, Ministry of Transport, FisheriesDepartment, Statistics Department, Mid-Term Review of the Eighth Malaysia Plan, Economic Planning Unit (EPU)

14.4.8 In the case of the maritime sector, the Government has established the Maritime Instituteof Malaysia (MIMA) and the Malaysian Maritime Academy (ALAM). MIMA hasbeen given the responsibility by the Government to study policy and oversee the country’sinterests in maritime concerns at local, regional and international levels. Its role is advisoryand consultative in nature.47 It also studies maritime-related concerns in the field ofDiplomacy and Safety, Economics and Industry, Marine and Coastal Environment, andPolicy and Statutes.48

14.4.9 ALAM was established in 1981 (previously known as Maritime Training Centre, foundedin 1977) and is administered by the Coordination and Implementation Unit in the PrimeMinister’s Department. In 1997, ALAM was privatised under Malaysian MaritimeAcademy Sdn. Bhd., a consortium made up of Malaysian International ShippingCorporation Bhd. (MISC), Petroleum Nasional Berhad (PETRONAS), PenangShipbuilding and Construction Sdn. Bhd., and Klang Port Management Sdn. Bhd.47

47 Source: Maritime Institute of Malaysia website< http://www.mima.gov.my/mima (17 August 2005)48 Ibid49 Source: ALAM website http://www.alam.edu.my (17 August 2005)

Length of coast line (km)Percentage of population living within 100km of the coast (%)Continental shelf (sq. km)Territorial waters (sq. km)Exclusive economic zone (sq. km)Total annual fish catch (tonnes)Total number of ships anchoring in all ports (2004)Percentage of exports through sea (%)Total cargo in all ports (2003) (million metric tonnes)

4,67598

335,914152,367450,000

1,445,437.3456,171

90338.8

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14.4.10 ALAM is a maritime training and educational institute which offers certificate, diploma,degree and professional courses in nautical studies, marine technology and engineering,shipping administration and trade, and marine technical skills. ALAM has also beendesignated as the branch campus of the World Maritime University, Malmo, Swedenand has forged links with IHE and maritime training institutions in Australia, Canada,Norway, South Korea, Singapore, Indonesia and the United Kingdom. Currently,ALAM is developing shore-based programmes in shipping administration and trade,transportation and logistics, mechanical engineering and port management. ALAM isalso developing a degree programme in maritime transportation using distance learningand an open entry system. The enrolment in ALAM for 2004 was 9,143 students.50

14.4.11 In line with the Government’s aspiration to make Malaysia a centre of excellence ineducation, the Committee is of the opinion that the nation’s shoreline, together with theexistence of institutions like MIMA and ALAM as well as shipping and ocean utilisationconglomerates like PETRONAS and MISC, constitutes a national niche which may beintegrated to build a marine-based institution of higher education. Moreover, with currentdevelopments in maritime and related issues which require professional services, theCommittee is of the opinion that this institution of higher education needs to be createdwithout delay.

14.5 TECHNICAL AND VOCATIONAL CURRICULUM

14.5.1 The international benchmarking and best practices study by the Committee indicatesthat the success of industrial countries is a result of close alliances and integrationbetween the IHE and the industrial communities in these countries. Thesecommunities not only provide ideas and material support but are also actively involvedin the drafting of the technical and vocational curriculum. For instance, in SouthKorea, professionals in the industrial and commercial sectors form groups to draftcurricula for the IHE. These industrial curricula are implemented after have beenadjusted to take into account pedagogical aspects. If subsequently they are foundlacking or unsuitable, the relevant industries themselves would take the responsibilityto review and make the necessary amendments.

14.5.2 This partnership arrangement between industry and IHE in industrialised countrieshas proven to be extremely effective in solving the problem of identifying theknowledge and skills that students need to master to meet the needs of the industry.This means that employability no longer poses a problem as conditions in bothindustry and higher education have improved.

50 Source: Maritime Academy of Malaysia – website http://www.alam.edu.my (17 August 2005)

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14.6 CHARACTER AND NATION-BUILDING COMPONENT

14.6.1 The Committee is of the opinion that focused and precise efforts need to be carriedout through the higher education curriculum to strengthen the character of studentsand their level of understanding. In this matter, the Committee would like to directattention to Islam Hadhari as well as the National Integrity Plan because both containideas and values to reflect on, personalise and translate into everyday living.

14.6.2 In the 1980’s, efforts were made in the public service to inculcate and fosteruniversal Islamic values which could be accepted by adherents of all religions inMalaysia. This was known as the Policy to Instil Islamic Values and was furtherstrengthened through the Prime Minister’s Circular No. 1/98. In the context ofpublic IHE, all students are required to take a course in Islamic Civilisation.Currently, this course has been integrated into a subject called Islamic and AsianCivilisation. However, this course does not cover all the principles advocated byIslam. The Government has therefore introduced in 2004, Islam Hadhari, which isintended to give a clearer picture of the principles of Islam. Islam Hadhari is alsointended to stimulate the followers of Islam and the nation’s citizens to work towardsdeveloping strength of character and excellence in every aspect of life.

14.6.3 The Government launched the National Integrity Plan (NIP) on 23 April 2004 withthe intention of raising the level of integrity among Malaysians. This plan is in linewith the fourth challenge of Vision 2020, that is to create Malaysian citizens whohave spiritual and religious values supported by upright character and temperament.In the first five years, NIP will concentrate on important aspects such as reducingthe incidence of bribery and corruption, improving corporate governance, anddeveloping and strengthening ethics in business and commerce.

14.6.4 In the preparation of the NIP, a study was conducted to understand public perceptionof bribery. It was found that 80 per cent of Malaysian citizens are not involved inbribery and are willing to cooperate by giving information to the authorities. Fromthe sample that was studied, it was found that students of public IHE too wereexposed to the problem of bribery and corruption and this might have an influenceon them when they become part of the workforce. They need to be exposed toMoral Education and Ethics so that they would be deeply aware of and becomesensitive enough to reject and avoid all forms of bribery and corruption.

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14.7 MEDIUM OF INSTRUCTION

14.7.1 The Committee understands that the use of English as the main medium of instructionin all IHE does not violate the country’s Constitution. In fact, non-governmentalorganisations and professional bodies have informed the Committee, in meetingsand discussions that were held, that the use of English is important not only indiplomacy and international commerce but also in the academic field.

14.7.2 The Committee also found that English is widely used in many countries. Even insome countries which are not English-speaking, the language is used as the mediumof instruction. In addition, the use of other international languages is encouragedbesides the use of the mother tongue.

The Committee has found that a number of countries in Europe, the Middle Eastand South Asia permit the use of English as the medium of instruction especially forthe study of science and technology and also for professional writing. Althoughthese countries use English as the medium of instruction, this practice does notinfringe on the role and development of the mother tongue.

14.7.3 The Committee has held discussions with the stakeholders and language experts inthe country and it is clear that all are aware and accept the fact that in this era ofglobalisation, English plays a major role in the development and dissemination ofknowledge and information. This group has no objections to the wider use ofEnglish as the medium of instruction in higher education. At the same time, they arevery concerned about the position of the Malay language and insist that its role asthe main language that shapes a united and cultured Malaysian society be protected.

14.8 TEACHING OF FOREIGN LANGUAGES

14.8.1 In order to be internationally competitive, IHE need to provide facilities for studentsto study foreign languages like English, Mandarin, Japanese and French. Programmesfor the study of foreign languages will provide value-added benefits to studentswho will have to compete in an increasingly competitive global market.

14.8.2 The Committee has found that entrepreneurs in developed countries are moreinterested in doing business with those who are conversant in the official languageof their countries. This means that Malaysia will obtain more benefits andopportunities in international commerce if more of the resourceful and skilled peoplein the workforce are proficient in many international languages, especially the officiallanguages of the developed countries.

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Based on the above review, study and observations, the Committee makes thefollowing recommendations:

63. The Committee recommends that the higher education curriculum in the countrybe drafted and implemented in order to:

(a) Develop human resources who can think critically, are able to presenttheir ideas to society and translate and manage these ideas innovativelyto benefit themselves as well as society;

(b) Develop human resources who are able to comprehend issues in thecontext of societal realities;

(c) Develop human resources who are literate not only in reading, writingand mathematics but also in IT. They should acquire the skills oforganising, synthesising, analysing and using knowledge to solve newlyemerging problems in society;

(d) Develop human resources who are creative, innovative, risk takers, willingindividuals and team players, and who have the zest for entrepreneurialcommitment;

(e) Develop professionals with managerial skills;(f) Develop professionals who are life-long learners.

64. The Committee recommends that IHE continually review and update thecurriculum and incorporate current developments.

65. The Committee recommends that representatives from the corporate andindustrial sectors be involved in the curriculum development process especiallyfor the professional and science-based disciplines. They should also be involvedin teaching and research.

66. The Committee recommends that internships be made mandatory for aminimum period of six months for undergraduates in science and technology,students in pre-diploma, vocational and technical courses, and for otherdisciplines that require practicum.

67. The Committee recommends that the Government and private sector jointlydevelop and administer a post-graduate institution of higher education basedon the palm oil industry to cover all aspects of the industry including planting,agronomy, oil production and advanced palm oil products. This institution couldfunction as a centre of excellence and could accept students from other countrieswho are interested to carry out research in palm oil-related fields.

Recommendations

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68. The Committee recommends that the Government and private sector jointlywork to raise the Malaysian Maritime Academy to the status of a university.It is proper that the Malaysian Maritime Institute be incorporated as part ofthe university.

69. The Committee recommends that curriculum development in polytechnics andcommunity colleges be carried out in partnership with professionals from theindustrial and commercial sectors, with the professionals in the polytechnicsand community colleges making adjustments in line with pedagogical principles.This approach may use the methods, Develop-A-Curriculum (DACUM) andSystematic Curriculum and Instructional Development (SCID), developed byOhio University, USA.

70. The Committee recommends that Islam Hadhari be included in Islamic and AsianCivilisation Course which should be a compulsory subject in the higher educationcurriculum.

71. The Committee recommends that the curriculum in higher education includecomponents on integrity and good character, as well as work and business ethicsin corporate management so that the workforce can understand, act on andinternalise noble life values and practise accountability as part of their workand business culture.

72. The Committee recommends that Malay, as the national language, be used forall official purposes. English should be used as the medium of instruction forscience, mathematics and professional subjects. Other subjects should be taughtin the language that is most effective in the delivery of content. At the sametime, students should be encouraged to master other international languages.

73. The Committee recommends that IHE upgrade their capacity to offer the studyof international languages.

74. The Committee recommends that each student should master at least twointernational languages in addition to the Malay language.

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Chapter 15TEACHING AND ASSESSMENT

15.1 THE TEACHING IMPERATIVE

15.1.1 In Chapter 14, curriculum has been compared to the heart, knowledge to thelifeblood, and in this chapter teaching and learning are likened to the arteries thatcarry blood to other parts of the body. Regardless of the educational level – primary,secondary or tertiary – the effectiveness of education depends on the quality ofteaching and learning which, in turn, depends on the calibre of the instructors oreducationists. In other words, the primary role of educationists is to ensure thatstudents are able to satisfactorily master knowledge, skills, values and other goalsof education.

15.1.2 Essentially, lecturers and scholars in IHE are educationists. However, their role isnot confined to teaching only. In fact, their main functions are: to do research,publish their findings, give guidance to students, be consultants in their area ofexpertise, and contribute to the local and international community. This means thatlecturers should continuously strive to improve their capability in all fields in orderto be effective.

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15.2 TEACHING AND LEARNING

15.2.1 The rapid growth of higher education in the last two decades has altered the profileof students in IHE in this country. In the past, when the higher education systemwas considered elitist, the academic background of students was more or lessuniform because only a small number of the very best were accepted by the IHE.Therefore, in that period, there was no significant difference in intellectual andacademic capability amongst the students. Today the situation has been transformedsuch that among students there is a wide range of profile in terms of background,academic ability, motivation and attitude. This range presents a challenge to lecturersespecially those who have no training in dealing with the problem of teaching mixed-ability groups of students.

15.2.2 With increases in intake of students in higher education in the last two decades,new academic posts have been created followed by speedy appointments in bothprivate and public IHE. These new lecturers are obliged to handle larger groups ofstudents in almost all fields of knowledge and study programmes. The tradition ofhaving small group discussions in tutorials carried out in the 60s has been replacedby the one-way lecture directed at larger groups of students.

15.2.3 In order to ensure effective learning and the optimum development of the intellectualpotential of higher education students, lecturers need to be equipped with a varietyof teaching-learning skills applicable to higher education. At the same time, it wouldbe beneficial to the lecturers vis-à-vis their teaching if they have the skills and know-how to identify students’ background, especially their learning style profile.

15.2.4 It must be noted, however, that at higher education level, it is not easy to handleand record competencies and learning outcomes such as higher order cognitivecompetencies and intellectual nuances that are complex, subtle, personal andindividual. In fact, this set of mental operations is difficult to simplify or articulate ina table of competencies. There is therefore, an urgent need for lecturers to equipthemselves with a wide range of skills and expertise as well as be regularly updatedon assessment procedures. In this way, they will be able to acquire knowledge ofpedagogy and andragogy and comprehend issues in teaching and learning that arethe outcomes of the development of new knowledge in science, technology,management and other disciplines.

15.2.5 Throughout various institutions and levels of education in the world and in Malaysia,many innovative teaching and learning methods have certainly been identified andscrutinised. However, innovations in lecturer-student relationships in IHE are lackingor are inadequately examined, piloted and carried out by the lecturers. Asprofessionals, lecturers should be encouraged to find ways and means to assisttheir students learn more effectively.

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15.2.6 Lecturers who are outstanding are not pedantic and dogmatic. In fact, good lecturersconsistently provide opportunity and latitude for their students to display creativity.In this connection, many innovative approaches that are carried out at school leveland in the training sector can be adapted and effectively used in IHE. The SoutheastAsian Ministers of Education Organisation (SEAMEO) training institutions, especiallythe Regional Centre for Science and Mathematics (RECSAM), the Regional EnglishLanguage Centre (RELC) and Innovation and Technology (INNOTECH), haveproduced and compiled a good deal of findings and information on teaching-learningmethods which lecturers can take full advantage of for use in their situations.Lecturers would then be able to display their skills in teaching and learning if theyare willing to explore the possibilities of this new field and take advantage of alreadyavailable knowledge and information.

15.2.7 Lectures, seminars, tutorials and laboratory work are the methods most often used,depending on the type of course, subject, class size and lecturer-student ratio. Formedical courses, for instance, the lecturer-student ratio is 1:4. This ratio is idealand limited to certain courses of study which require close and detailed supervision.In other subjects or courses of study, especially the humanities and the social sciences,sometimes as many as 160 to 400 students are present for lectures and 30 to 40 oreven more are involved in tutorials. However, at the post-graduate level, especiallyMasters and PhD courses, the lecturer-student ratio in local IHE is reasonable andadequate.

15.2.8 The study by the Committee on international benchmarking and best practices foundthat quality and excellence in teaching, research and publication can only be achievedif every person in an institution adheres to the principles of best practices andquality culture. Quality culture can be realised only through full involvement,determination and commitment to unremitting improvement and an earnest desireto achieve high standards. Quality culture in the academic world can be evaluatedin teaching and assessment activities such as lectures, tutorials, field work, laboratorywork, tests and essay writing. The Committee has found that in world class IHE, itis standard practice to give importance to evaluating the quality of teaching so thatit becomes the benchmark for excellence.

15.2.9 The areas of accountability that are most important in education are relevant anddynamic curriculum, teaching as well as pedagogy. An equally important area isassessment. Therefore, in order to ensure academic and professional accountabilityin higher education, the performance evaluation system for lecturers needs to berevamped to include the assessment component as a means to gauge theircompetence.

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15.2.10 The revamping of the evaluation system for lecturers needs to take into accountchanges that have taken place in the field of knowledge as well as changing viewsabout the nature of knowledge. Special attention should be paid to systematicways of encouraging inter, multi and cross-disciplinary cooperation. Its aim is toproduce sophisticated, in-depth knowledge and understanding, and foster wisdomin teaching and learning. From another perspective, this would reflect the far-sightedness and mental capability of scholars and highlight their capacity for logicaland rational thinking.

15.2.11 The proper function of the teaching-learning process is to create competent studentsby enabling them to be critical and rational, hold balanced opinions, and be matureand open-minded. The experience gained through learning activities and assessmentshould mould and stimulate their capacity to analyse, synthesise, be critical andcreative and continually improve in every aspect of their lives.

15.2.12 The international benchmarking and best practices study undertaken by theCommittee has found that countries with world class higher education havecomprehensive policies and programmes to control and raise the quality of teachingand learning in their IHE. The United Kingdom, for instance, has the HigherEducation Academy, which is sponsored by the Government. Every institution ofhigher education in the country is a member of this Academy, which has the mandateto raise the quality of teaching-learning by providing training in pedagogy andandragogy as well as carry out research in innovative and effective teaching-learningmethods.

15.2.13 The Higher Education Academy also cooperates with Centres for Excellence inTeaching and Learning (CETL) throughout Britain and Northern Ireland to raisethe quality of teaching and learning in higher education. The Academy has beengiven the responsibility by the Government to manage the National TeachingFellowship Scheme (NTFS). Every year, this scheme gives out 50 awards worth£50,000 to lecturers for excellence in teaching. In addition, they are given studygrants to carry out research on innovative activities in higher education teaching.51

This step clearly indicates that lecturers in IHE need support, through training andresearch, to increase their competence to carry out the basic function of education,i.e. teaching and learning.

51 United Kingdom, The Higher Education Academy, Website: www.heacademy.ac.uk (28 June 2005)

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15.3 ICT IN TEACHING AND LEARNING

15.3.1 With the advent and development of ICT, learner-centred strategies are increasinglyencouraged and more widely applied even though the lecturer-student ratio continuesto rise. While there are still local universities in which traditional ways of teachinghold sway, distance learning centres run by universities such as Universiti SainsMalaysia (USM), Universiti Teknologi MARA (UiTM) and Universiti Putra Malaysia(UPM) have, for sometime now, used ICT in their distance learning programmes.In the latest development, Universiti Tun Abdul Razak (UNITAR) has takenpioneering steps to become a virtual university employing digital software in theteaching-learning process. Universiti Terbuka Malaysia (Open University Malaysia)also has carried out virtual programmes by using multimedia technology to conductvarious courses of study.

15.3.2 In the last two decades, IHE in Malaysia have expressed a strong desire to use thenew technology. However, Universiti Tun Abdul Razak, which since its inceptionfocused on virtual teaching and learning, is now providing learning opportunitiesthrough face-to-face interaction. Lecturers have also begun to construct blendedteaching models where traditional face-to-face lectures are delivered with the supportof state-of-the-art technology. This ‘electronic’ approach is competent and canensure excellent quality and effectiveness in teaching and learning.

15.3.3 Besides traditional methods, various ICT approaches are being used in highereducation teaching and learning. Nevertheless, a consolidated and systematic effortto take advantage of ICT in assessment, for example, online testing, is still minimal.

15.4 ASSESSMENT

15.4.1 Assessment, like teaching and learning, is an integral aspect of the curriculum. It isa process of obtaining information and making a judgment on the product of aneducational process. The aim of assessment is to get an overall picture to ascertainhow far a programme carried out by an educational institution has achieved itsobjectives. To obtain this picture and the effectiveness of the programme, variousways and methods have been created to get the necessary data. These assessmentmethods include formative and summative evaluation, examinations, tests, quizzes,practical exercises and presentations. In short, assessment includes all ways andmethods to get an overall picture of the performance.

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15.4.2 Each term or semester, students carry out various tasks to fulfil part of therequirements of their academic course. They also take mid-semester tests and finalexaminations. All these products of their endeavours, either individually or in groups,can provide very useful information, especially of their mastery of subject contentin terms of basic or procedural knowledge, thinking processes and thinking skills.

15.4.3 Analysis of a student’s work or that of a group of students can produce systematicand useful data concerning their learning strengths and weaknesses. Explicit andempirical feedback obtained from the students’ work about their achievementthrough systematic error analysis can be utilised to improve teaching and learning.In addition, this information can be used to raise the academic achievement levelsand intelligence of the students as well as boost their capability to continue theirstudies to a higher level.

15.4.4 At present, there is no verifiable data about any innovation in the assessment systemin higher education. This does not mean that there are no good, dedicated andinnovative teachers, tutors and lecturers in higher education. Their commitmentand dedication, however, need to be augmented with skills in the science ofassessment suited for higher education through exposure to innovations in assessmentprocedures. At the same time, this aspect should be taken into account in theperformance evaluation of these lecturers. Innovation in the system of assessment,together with quality of teaching, is among the most important variables indetermining the quality and excellence of an institution of higher education.

15.4.5 The Committee understands that Malaysia has a well-established examinationinfrastructure that is internationally recognised. The two bodies that are responsiblefor handling the public examination system are the Malaysian Examination Boardand the Malaysian Examination Council. These two bodies have established,managed and maintained the quality and integrity of the national assessment systemfor primary and secondary school levels. This is because, for a long time now,many educationists have been trained in local and foreign universities to becomeexperts in assessment including evaluation, measurement, examinations and testing.

15.4.6 The IHE in this country conduct their own internal examinations using standardoperating procedures (SOP). They also invite external examiners to validate, supportand advise on the academic standards of a particular course or programme but notnecessarily on the overall system of assessment of the university. At PhD level too,the contribution of external examiners is limited to validating the establishment,level of the academic institution and academic programme and to ensure internationalvalidation. The external examiners generally do not give systematic feedbackconcerning the whole system of assessment.

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15.4.7 In many IHE, the hidden assumption is that each lecturer is an expert in the field ofknowledge that he teaches. This is followed by the assumption that each lecturer isalso an expert at assessment. This latter assumption is not necessarily accuratebecause assessment is not an integral part of the field of knowledge that a lecturerhas mastered and is teaching.

15.4.8 There are two significant and closely connected aspects concerning the assessmentsystem in universities. Firstly, there are the regulations, procedures and administrationof the system of assessment; secondly, there is the academic discipline involved.Lecturers have wide discretion in the method and content of tests and examinations.If teaching and learning is a science as well as an art, so too is assessment. Thelecturers set the questions, mark the students’ answers, decide on the weightageallocated to basic knowledge and procedural knowledge and skills that have beentaught. This aspect of assessment is very important and cannot be carried outarbitrarily or through trial and error or based on teaching experience only.Assessment should be based on procedures that are dependable, scientific and up-to-date.

15.4.9 In fact, assessment methods are interdependent and cannot be separated frompedagogy and andragogy and the imperatives of the curriculum. Because of thisinterdependence, whatever innovations carried out in curriculum and pedagogyshould be followed with changes in the assessment system. Similarly, whateverchanges made in the system of assessment should be in line with the parameters ofthe curriculum and curriculum imperatives.

15.4.10 This means that any innovation in the method of assessment can evoke a strongbackwash in pedagogy and curriculum. For example, if the assessment systemhighlights the ability to make generalisations, connections and creativity, then teachingand learning too will focus on these imperatives. Thus innovations in the method ofassessment can stimulate a new concept and theory of knowledge managementand raise the level of teaching and learning.

15.4.11 Every subject discipline, whether it is science, technology, social science or humanitieshas its own historical background, structure and thought process. A mature field ofknowledge would have developed research designs and specific ways of producing,managing and applying the findings of research. In all disciplines, not only contentcan be assessed, but also methods, processes and modes of thinking and procedures.

15.4.12 In short, innovation in assessment is very important to ensure the effectiveness ofteaching and learning as well as the level of mastery in any field of knowledge.However, any initiative in innovative assessment can only take place when lecturersin higher education master the basics of epistemology, ontology, axiology, the historyof the development of knowledge as well as pedagogy and andragogy.

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15.4.13 Generally, national IHE assess their students through formative evaluation proceduressuch as tests, quizzes, presentations and practicals as well as summative evaluationthrough formal examinations. Final examinations usually have greater weightage.In addition, students are required to write problem-solving studies or workingpapers. This encourages them to do independent research and, directly or indirectly,familiarises them to the culture of research.

15.4.14 At present, many courses in universities have introduced continuous assessmentprocedures similar to those already in force in technical and vocational courses.This means that other than the normal course work, research and the consolidationof knowledge and skills are also evaluated. The standard criteria for researchwork include demonstrating a grasp of conceptual skills, and research methodology.Currently, there is growing interest in combining teaching and learning with research.

Based on the above review, study and observations, the Committee makes the followingrecommendations:

75. The Committee recommends newly recruited teaching personnel and lecturerstake mandatory training programmes in pedagogy and andragogy. Even professorsshould be encouraged to be involved in post-doctoral studies.

76. The Committee recommends that IHE create procedures which encourage newlecturers to refer to and have ongoing discussions with experienced lecturers andprofessors in order to upgrade their professionalism in teaching-learning activities.

77. The Committee recommends that all IHE prepare long-term plans to raise theprofessionalism of their staff, create suitable awards and give appropriate salaries.

78. The Committee recommends that a mentor-mentee system be created to provideopportunities for intellectual and socio-emotional counselling to students in thehigher education system. The residential system in teaching and learning shouldbe fully utilised for the attainment of authentic, individual, intellectual and scholarlypersonalities.

79. The Committee recommends that a mechanism be devised for channelling fundsto enable higher education lecturers to upgrade their competencies in teaching,research and service to society as well as sharpen their intellectual skills throughcooperative interaction with their colleagues in the same discipline, both local andoverseas.

Recommendations

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80. The Committee recommends that without prejudice to the assumptions, approaches,methods and techniques already in use, higher education lecturers should beencouraged to explore approaches in teaching-learning that are based onconstructivism.

81. The Committee recommends that leaders in IHE be committed in bringing aboutinnovations in philosophy, policy, teaching-learning practices and assessment asthe pillars in creating excellent and prestigious IHE.

82. The Committee recommends that all staff members of IHE be given ongoing trainingto acquire skills in ICT and that they utilise this in teaching-learning, assessment,research and administration.

83. The Committee recommends that all IHE take steps to ensure that all studentsmaster ICT and other skills relevant to the digital era.

84. The Committee recommends that all IHE give serious attention to academicassessment and ensure that all lecturers be given ongoing training to masterassessment skills.

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Part VEXCELLENCE IN RESEARCHAND DEVELOPMENTResearch is yet another pillar of excellence that qualitativelydifferentiates a world class institution of higher education from others.The research component in higher education will motivate andstimulate students to search for and discover knowledge, understandhuman conditions, and produce innovations and inventions which cancontribute towards the peace and prosperity of the nation. Thus, PartV deals specifically with research and development in higher educationso that immediate action can be planned by those responsible forhigher education and to spur these institutions towards achievingexcellence.

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Chapter 16RESEARCH AND DEVELOPMENT

Addendum 16.1: Basis for Research in Malaysia’s Human Resources Development

One of the basic strategies for human resourcesdevelopment in the Vision 2001-2010 DevelopmentPolicy is: “to encourage research in science andtechnology in Malaysian society in disciplines whichare suitable to the country such as commercialisationand the marketing of the products of education in orderto be highly competitive and become forerunners incertain fields.”

Source: Vision 2001 – 2010 Development Policy, MAPEN IIReport, 31 January 2001, Page 421

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16.1 STATUS OF RESEARCH AND DEVELOPMENT IN MALAYSIA

16.1.1 A study by the Malaysian Science and Technology Information Centre (MASTIC)in 2002 on R&D in Malaysia shows that:52

16.1.1.1 Malaysia’s Gross Expenditure on R&D (GERD) as a proportion of GrossDomestic Product (GDP) is 0.69 per cent. This is considerably lowerthan the status achieved in developed countries and nations in the Asia-Pacific region. Chart 16.1 below highlights this situation:

16.1.1.2 The national R&D activity focuses on applied research and experimentaldevelopment research which uses 68.6 per cent and 23 per centrespectively of the RM2,500.6 million Gross Domestic Expenditure onR&D (GERD). Basic research only utilises 8.4 per cent of GERD 2002.

16.1.1.3 The main fields for R&D are Engineering Science, ICT, Applied Scienceand Technology. These fields use 76.1 per cent of GERD 2002.

16.1.1.4 Malaysia has 17,790 researchers which is equivalent to a ratio of 18researchers to every 10,000 labour force whereas when applied to thewhole population, the ratio of researchers for every 10,000 Malaysiansis 7.3. The measurement for comparison at the international level is basedon the Full-time Equivalent (FTE) of researchers to 1000 labour force.Chart 16.2 highlights the international position of Malaysia.

Chart 16.1: Research Intensity in Selected Countries (Percentage)

Source: National Survey of Research & Development, 2004 Report, MASTIC

52 National Survey of R&D Report, MASTIC, 2004

FINLAND, 3.42 USA, 2.72 BELGIUM, 1.98 BRAZIL, 1.05

MALAYSIA, 0.69 INDIA, 0.78 CHINA, 1.09 AUSTRALIA, 1.53 SINGAPORE, 2.15 TAIWAN, 2.3 KOREA, 2.53 SOUTH KOREA, 2.53

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Chart 16.2: FTE of Reseachers per 1000 Labour Force in Selected Countries

Source: National Survey of Research & Development 2004 Report, MASTIC

Malaysia

Turki

China

Chile

Portugal

Greece

Poland

Argentina

Spain

Korea

Singapore

Taiwan

Japan

Finland

0

2

4

6

8

10

12

14

16

18

T

u

r

k

e

y

S

o

u

t

h

K

o

r

e

a

16.1.1.5 The breakdown of researchers in Malaysia according to qualifications isshown in Table 16.1:53

53 Based on the analysis of Malaysian Science & Technology Indicators 2004 Report, MASTIC.

Table 16.1 Breakdown of Researchers According to Qualification (Percentage)

Ph.D

Sarjana

First Degree

Non-Degree Holders

Qualification

32

27

35

6

Breakdown (Percentage)

16.1.1.6 R&D in Malaysia is carried out by Government research institutes (GRI),IHE, and the private sector.

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16.1.2 The Malaysian Government encourages R&D activities through:54

16.1.2.1 R&D Promotion Agencies: Chief among the R&D promotion agenciesbeing the Malaysian Technology Development Corporation (MTDC) andMalaysian Industry-Government Group for High Technology (MIGHT).These agencies make available financial resources, assistance incommercialising the products of R&D, technology transfer from foreigncountries, and integration of R&D activities between the public and privatesectors.

16.1.2.2 R&D Centres: The main centres are Multimedia Super Corridor (MSC),Technology Park Malaysia (TPM), Kulim High–Tech Park, and BioValleyMalaysia. These zones have the infrastructure and facilities for theK-industry: ICT, biotechnology, assistance for Government-PrivateSector Collaboration, and commercialisation of R&D products.

16.1.2.3 Funding and Grants: The Malaysian Government’s main Funds andGrants are listed in Table 16.2:

54 National Survey of R & D 2004 Report, MASTIC

Table 16.2: Grants, Funds and Schemes for Research Promotion

Source: Malaysian Science and Technology Indicators 2004 Report, MASTIC

Grant/Fund/Scheme

MOSTI

MSDC Sdn. Bhd

MOSTI

MTDC

MTDC

MTDC

MIMOS Bhd.

SMIDEC

SMIDEC

SMIDEC

SMIDEC

Administered by

Industry R&D Grant Scheme (IGS)

Multimedia Super Corridor Research and DevelopmentGrant Scheme (MGS)

Intensification of Research in Priority Areas (IRPA)

Commercialisation of R&D Fund (CRDF)

Technology Acquisition Fund (TAF)

Technology Acquisition Fund for Women (TAF-W)

Demonstrator Application Grant Scheme (DAGS)

Upgrading Engineering Design

e-Manufacturing Grant

Rosetta Net Standard Implementation for SMEs

Industrial Technical Assistance Fund (ITAF)

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16.1.2.4 Investment and Capital Tax Allowance: Made up of Pioneer Status allowance,Investment Tax Allowance and Double Tax Deduction, are all controlled bythe Internal Revenue Board.

16.2 STATUS OF R&D IN IHE

Addendum 16.2: Aspirations for R&D in the Vision Development Policy

“Research and Development activities are limited in local universities. Although the latest equipmentis available, without incentives to promote R&D, it would be difficult for Malaysia to competeinternationally. It is therefore necessary to build a culture and environment that is suited for thegrowth of R&D in Malaysia. In keeping with the latest methods, fourth generation R&D needs to becarried out so that sharing between education centres and industry can focus on the production andmarketing aspects of R&D. R&D activities can also attract foreign students who would considerMalaysia as a centre of excellence for education”.

Source: Vision 2002 -2010 Development Policy, MAPEN II Report. 31 January 2001. Page 438

16.2.1 The status of R&D in IHE in 2002 was as follows:55

16.2.1.1 Expenditure for R&D in IHE was RM360.4 million, i.e 14.4 per cent ofGERD;

16.2.1.2 The focus of IHE on the type of R&D activities they carried out wasbalanced. The percentage of expenditure allocated to the types of R&Dactivities was distributed as follows: 37.5 per cent on Applied R&D,31.6 per cent on Experimental Development R&D, and 30.9 per centon Basic R&D;

16.2.1.3 The piority of IHE in the fields of research is Environmental Science,Applied Science, Technology, Engineering Science, Biology, Medicine,and Health Science. These fields utilise 67.2 per cent of the R&Dexpenditure;

16.2.1.4 Collaboration and integration between IHE and industry in researchactivity is on the increase;

55 National Survey of R&D 2004 Report, MASTIC

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Table 16.3: Sources of Funding for R&D in IHE

16.2.1.6 The number of researchers in IHE is 10,527, that is, 59.2 per cent outof 17,790 researchers in the country.

16.2.1.7 The breakdown of researchers in IHE based on qualification is as shownin Table 16.4 below:56

16.2.2 The Committee found that constraints in resources were the main obstacles toprogress in R&D in IHE and these can be divided into seven aspects:

16.2.2.1 Lack of autonomy in the management of funds allotted for R&D;16.2.2.2 Very limited funding;16.2.2.3 Insufficiently trained human resources including researchers as well as

technicians and supporting staff;16.2.2.4 Limited state-of-the-art infrastructure including space and equipment;16.2.2.5 Administrative obstacles caused by delay and tentativeness in decision

making;16.2.2.6 Lack of incentives for the lecturers and institutions;16.2.2.7 Incomplete information about market demand due to paucity of market

research.

Table 16.4: Breakdown of Researchers in IHE

Source: MASTIC (2004)

56 National Survey of R&D 2004 Report, MASTIC

16.2.1.5 Sources of funds for R&D in IHE are as shown in Table 16.3 below:

Intensification of Research in Priority Areas (IRPA)

Government

Other funds (Malaysian)

Other funds (Foreign)

Sources of Funding

59.1

4.3

1.8

0.7

Proportion (Percentage)

Source : MASTIC (2004)

Ph.D

Masters

First Degree

Non-Degree Holder

Malaysian

Non-Malaysian

Qualification

41.9

30.6

25.7

1.7

93.3

6.7

Breakdown (Percentage)

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16.2.3 Based on the above discussion concerning R&D, the Committee is of the opinionthat:

16.2.3.1 Malaysia cannot disregard the ever demanding competitive globalpressures as the capability to compete and to attract foreign investorsand researchers increasingly depends on the ability to create knowledge.Therefore, research is the key to knowledge creation and is the backbonefor success in a global knowledge-based economy;

16.2.3.2 The establishment of a knowledge society depends on the creation ofnew knowledge, its delivery through education and training, its distributionthrough information and communication technology, and its use throughthe process of creating products, services and new industries. Thus,universities play important roles in all these aspects and in the handling ofresearch products;

16.2.3.3 The universities in this country possess enormous capability and potentialto contribute towards the advancement of R&D activities so that theywould be on par with countries in the Asia-Pacific region like Australia,Singapore, South Korea, Taiwan and Japan;

16.2.3.4 The combined strength of the researchers in IHE can be further utilisedto carry out research and research training;

16.2.3.5 The Government needs to appreciate that return on investment in researchis long-term. Among the benefits accrued from such investment areprogress in the social and technological fields leading to the discoveryand mastery of knowledge, sharing of expertise and the development ofentrepreneurship culture. Industrious human capital researchers too canmake significant contributions to a democratic and knowledgeable societyas they are crucial to the economic development of the country. Inaddition, knowledge creation, a critical component for innovative practicescan be translated into economic and social progress through the newideas and techniques of these researches;

16.2.3.6 IHE should carry out concurrent changes to ensure that they becomeavenues for nurturing and encouraging creativity and inventions as wellas create environments where ideas can be discussed freely, criticallyand openly, in a spirit of tolerance, accountability and responsibility;

16.2.3.7 Universities in the country should become incubators for local andinternational entrepreneurs to invest in R&D and at the same time attractoverseas post-graduate scholars particularly those involved in post-doctoral studies;

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16.2.3.8 Universities in the country should provide supportive environments tonurture talented young researchers into receiving relevant and high qualitylearning experiences to enable them to be innovative and creative. Inthis manner universities are able to produce graduates who are in demandboth in the local and international job markets as they have the skills andability to meet the standards of the best work practices in the world;manner universities are able to produce graduates who are in demandboth in the local and international job markets as they have the skills andability to meet the standards of the best work practices in the world;

16.2.3.9 Universities in this country ought to be given more opportunity andautonomy to maximise their efforts at basic research. In this way, theuniversities can establish themselves as places that nurture creativity andinventiveness where knowledge is valued and appreciated. If thisaspiration is not realised, not only will our IHE deteriorate but also willproduce graduate researchers without vision and without the resolve toachieve breakthroughs in knowledge. The need for Malaysia to havetalented researchers who can become creators of new ideas cannot beoveremphasised;

16.2.3.10 The universities in this country need to promote efforts to find a commonmedian so that the findings of researchers and the products ofmanufacturers can be exchanged and shared. This practice shouldbecome a permanent feature in the higher education research initiatives.In other words, the manufacturers should be involved in deciding onpriorities in the funding and research activities. These close ties willenable researchers to have greater leeway in carrying out their researchactivities without being hampered by procedures and red tape.Furthermore, they can benefit from the knowledge of experts be theyfrom the IHE or from the other sectors. These connections need to beenhanced to include training in research so that students can imbibeknowledge and skills from a variety of sources, both academic andindustrial;

16.2.3.11 It is very important to change the way research is currently financedand managed within and across sectors and institutions. In addition,the focus and fields where research is carried out have to be varied inorder to achieve international recognition. There are universities whichhave a wide spectrum of research activities while there are those thatrestrict their research activities to certain fields only. Therefore, it isnecessary to realign research activities to the socioeconomic anddevelopment goals and objectives of the country as well as give dueconsideration to the needs of the local communities;

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16.2.3.12 Universities in this country need to seize opportunities that arise, focusmore on entrepreneurship, be more flexible and responsive to therequirements of business and thus attract more investment from the privatesector. The capability of universities to develop new ideas and respondimmediately to operationalise them can result in increasing avenues foropportunities, profits and remuneration that may be shared by individualsand the research teams. Through the strategic utilisation of intellectualproperty rights, IHE can ensure continued return, royalty benefits orequity shares for the institution and the researchers;

16.2.3.13 The Government, IHE and the private sector should cooperate in orderto attract a larger capital share to ensure that research findings can besuccessfully marketed globally;

16.2.3.14 The critical role of the Government in supporting basic research andnurturing a culture of research is reflected in its public spending. Suchspending can also encourage and support excellence in researchespecially in the awarding of competitive grants to universities based onperformance. Grants may also be given to institutions which jointly workon research activities that involve the collaboration of industries;

16.2.3.15 A comprehensive national innovation system needs to be established toguide and direct R&D endeavours and also serve as an avenue forcommercialising the results of these ventures.

16.2.3 In this regard, the Committee is of the opinion that the time is opportune for researchactivities, especially research in IHE, to be upgraded and be in line with the nation’sstrategic needs. Research should be carried out by way of collaboration betweenIHE, research institutions, commercial and industrial sectors, and Governmenteconomic agencies. The Committee is also of the opinion that in order to bring tofruition this enormous initiative, the establishment of a coordination and sponsorshipbody is necessary so that maximum benefits can be derived from the availableresources and all efforts are consistent with the strategic requirements for nationalsocioeconomic development.

16.3 RESEARCH – INTENSIVE UNIVERSITIES

16.3.1 The Government of Malaysia has committed itself to raise the standard of highereducation in the country by creating research-intensive universities to meet thechallenges of development in the knowledge-based industry. This commitment isclearly stated in the Mid-Term Review of the Eighth Malaysia Plan 2001 – 2005:57

57 Mid-Term Review Eighth Malaysia Plan 2001-2005, EPU, 2003 pg 133-134

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“4.106 Public institutions of higher learning will expand their post-graduateprogrammes to enhance their research capability and increase thepool of R&D human resource. The number of post-graduate studentsat masters level is expected to increase to 34,910 and level to 5,350in 2005. Undergraduates with outstanding academic achievementand high research competency will be encouraged to take up post-graduate studies and join the academia of public or privateinstitutions of higher learning. Post-doctoral programmes will alsobe increased in strategic fields of study. In this regard, financialassistance will be provided and existing research funds will berestructured and refocused in line with research in identified priorityareas. Academic staff in public institutions of higher learning willbe encouraged to drive the research activities by becomingsupervisors to post-graduate students.

4.107 In order to encourage institutions of higher learning to increasetheir participation in fundamental and applied research, researcherswill be encouraged to form research teams focusing on specificobjectives in priority areas to be identified from the technologyforesight study to be undertaken. Joint research betweenuniversities, public research institutes and the private sector will beintensified to ensure a synergistic link between fields of study andthe needs of industry.

4.108 Efforts to establish Malaysia as a regional centre of educationalexcellence will be strengthened. In this regard, measures will beundertaken to encourage competition among local institutions ofhigher learning to become premier educational institutions. Theseinstitutions will also need to identify and develop individual areasof specialization into renowned centres of excellence. These effortswill attract more foreign students and researchers to study andundertake research at post-graduate as well as post-doctoral levels.In this regard, the Institute of Molecular Medicine at Universiti SainsMalaysia, the Borneo Institute of Marine Research at UniversitiMalaysia Sabah and Institut Kajian Sains Fundamental Ibnu Sinaat Universiti Teknologi Malaysia are among the centres that will bestrengthened.

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4.109 The private institutions of higher learning will need to conduct high-end courses such as in the pure sciences, engineering and technology-related areas to produce more S&T human resource. Theseinstitutions will also be encouraged to embark on research incollaboration with public institutions of higher learning includingthrough the exchange of teaching staff and sharing of laboratories,facilities and equipment.”

16.3.2 The Committee is of the opinion that the commitment of the MalaysianGovernment, as evidenced above, is indeed appropriate. It is in line with thedevelopment of k-society which is closely related to the creation of new knowledge,rapid development in education and training, the explosion in the information andcommunication technology, and the expansion in innovation and invention in theindustrial and service sectors. All of these are closely connected to the functionand role of IHE, which need to carry out and bring to fruition this trust andresponsibility.

16.3.3 It is pertinent to note that the international benchmarking and best practices studyby this Committee in countries in Europe found that these countries have jointlycarried out a programme called “European Research Area of Knowledge forGrowth (ERA of Knowledge for Growth)”. The awareness and commitment ofthese European nations is clearly reflected in the policy paper “Commission of TheEuropean Communities”.

16.3.3.1 On this basis, the Commission is proposing a new ResearchFramework Programme with four objectives, each supported byits own programme. These four programmes are:

• Cooperation: To gain leadership in key scientific andtechnology areas by supporting cooperation betweenuniversities, industry research centres and public authoritiesacross the European Union as well as with the rest of theworld.

• Ideas: To stimulate the creativity and excellence ofEuropean research through the funding of “frontierresearch” carried out by individual teams competing atEuropean level.

• People: To develop and strengthen the human potential ofEuropea research through support to training, mobility andthe development of European research careers.

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• Capacities: To enhance research and innovation capacitythroughout Europe ensuring optimal use and developmentof research infrastructure; supporting regional research-driven clusters, unleashing the full research potentialexisting in the EU’s convergent regions and outermostregions, supporting research for the benefit of SMEs;bringing science and society closer together; and developingand coordinating an international science and technologyco-operation policy. Through their combined impact, theseprogrammes will allow for the emergence and reinforcementof European poles of excellence in various fields.58

58 Extract from the Communication From The Commission: ‘Building the ERA of Knowledge for Growth’,Commission of the European Communities, Brussels, 6th April 2005.

Addendum 16.3: The Korean Advanced Institute of Technology, South Korea

The Korean Advanced Institute of Technology (KAIST) was established on 16th February 1971,then known as Korean Advanced Institute of Science (KAIS). One mission of KAIST is toparticipate in short and long term basic and applied research projects to enhance South KoreanCompetitiveness in Science and Technology.

Source: KAIST, General Information http://www.kaist.edu/main.html (30 August 2005)

KAIST: Important Facts (2005)

Total Academic StaffProfessorsAssociate ProfessorsAssistant ProfessorsResearchersResearch AssistantsNo. of undergraduatesNo. of post-graduate students

394 287 (73%) 67 (17%) 40 (10%)

47,306

2,978 (41%)4,328 (59%)

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Addendum 16.4: The Australian National University, Australia

The Australian National University (ANU) is the most prestigious research and post-graduateuniversity in Australia with a reputation that is internationally respected. Important facts concerningANU are as follows:

Total Academic Staff (2004) : 1,454Researchers : 816 (60%)Teachers and Researchers : 538 (40%)

Total Student Enrolment (2003-2004) : 11,023Undergraduates : 7,615 (69%)Post-graduates : 3,377 (31%)

Foreign Students (2004) : 2,744 (25%)(Students from New Zealand are considered domestic students)

Source: ANU, Statistical Summary 2004 http://www.anu.edu (2 September 2005)

16.3.4 Based on the seriousness and commitment shown by developed nations such asthe European countries, to employ highly qualified researchers into IHE, theCommittee is of the opinion that Malaysia needs to take immediate action anddeploy initiatives to expedite R&D activities so as to usefully utilise the expertise ofscholars who are already available in our IHE. The Committee is of the opinion thata number of renowned IHE, with a wealth of intellectual experience and reputationfor academic excellence, can be elevated to research and post-graduate universitiesmodelled on other such prestigious institutions in the world.

16.4 INTEGRATION WITH THE INDUSTRY

16.4.1 The role of the industry to upgrade R&D in IHE is very important for it is theprincipal factor in the commercialisation of R&D outputs. IHE should providesuitable opportunities to attract greater participation in R&D by the industry whichin turn, can provide additional research funds to IHE to increase R&D activities.This cooperation involves the bringing together of expertise, equipment, fund andefficient planning to ensure that the process of integration is sustainable in the longterm. Issues related to equity, royalty and patents should be agreed upon so thatthe R&D products can be commercialised to benefit all parties involved.

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16.4.2 The international benchmarking and best practices study by the Committee foundthat in Europe, the USA, Canada and South Korea, the collaboration betweenIHE and industry is close and dynamic. As a consequence, IHE in these countriesobtain considerable sums of money through the commercialisation of researchactivities which are jointly done with the industrial and commercial sectors. Therefore,it is the Committee’s opinion that it is the IHE which should take the initiative toapproach the industrial and commercial sectors to set up joint R&D projects andsubsequently share the benefits of the returns from the intellectual property thatthey have together produced. It is strategic for the industry to work side by sidewith IHE to enhance their contribution to R&D activities.

16.5 INTERNATIONAL CONNECTIONS IN R&D

16.5.1 In the effort to be competitive in the global arena, R&D activities in Malaysia needthe recognition of foreign researchers and industrialists. In order to achieve this,IHE should forge ties with research centres and renowned researchers worldwide.These ties can take the form of cooperation and collaboration among the partiesinvolved. Through these joint R&D activities conducted in Malaysia, the productsof the research can be showcased internationally. It is therefore appropriate thatcooperation and joint research activities be carried out as part of the supervisionprocess of post-graduate students in addition to the sharing of information onresearch findings between local IHE and internationally renowned universities. TheCommittee is confident that, through this cooperation in R&D, the capability ofresearchers in Malaysia can be enhanced especially in fields of knowledge that aremost current. An added spin-off of these cooperative ventures is that the productsof local research can be commercialised internationally.

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16.5.2 The quality and flexibility shown in the production and acquisition of knowledge inthis new millennium is affirmation that our society is ready and willing to face thechallenges of scientific, technological and social changes. Besides, the transfer ofknowledge can be more efficiently effected through the exchange of scholars andgraduates who possess excellent qualifications. In this context, sustainable andsystematic efforts need to be implemented to train and develop the potential of newgraduates and scholars. It is obvious that the dissemination of cross border exchangeof knowledge that is relevant for the future constitutes a significant contribution toMalaysia in addition to creating understanding between this nation and countriesthroughout the world. In the international benchmarking and best practices studyby the Committee, it was found that countries in Europe, Canada and the USAhave created agencies or foundations sponsored by governments to financecooperation between local and foreign scholars to facilitate research in science,economics, politics and culture. Germany, for instance, has established and issponsoring the German Academic Exchange Service (DAAD) which has beenresponsible for financing international academic cooperation since 1925. DAADhas 14 offices throughout the world and offers programmes and emoluments topost-graduate students, professors and researchers in IHE. DAAD sponsors morethan 65,000 individuals per year as well as being the representative of Germanhigher education for research and academic pursuits, and assists in creating linksbetween advanced research institutions throughout the world.

16.5.4 The Canadian Foundation for Innovation (CFI) is another example of an institutionsponsored by the Government to promote R&D internationally as well as attracttalent and expertise to Canada to initiate R&D activities which are world class.59

16.5.5 In this regard, Malaysia could set up a Research Park close to an institution ofhigher education and this park could serve as a meeting ground for researchers.Silicon Valley in the USA is such an example of this. However, Malaysia has toidentify a niche area and decide on her own approach.

59 Canadian Foundation for Innovation, http://www.innovationcanada.ca (8 June 2005)

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16.6 DEVELOPMENT OF RESEARCH ACTIVITIES

16.6.1 Higher education can play a significant role in promoting the socio-economicdevelopment of the country by encouraging and pioneering research activities.Universities too can further stimulate the growth through a multi-disciplinary approachin collaboration with the industry and other informed members of society. Researchersand academicians can undertake to be consultants and advisors to business,commercial and industrial institutions. The leadership imperative in this regard cannotbe over- emphasised to ensure the successful coordination, supervision, facilitationand support to research which is interdisciplinary and collaborative.

16.6.2 Research is essential to foster the acquisition of new knowledge and understanding.A dynamic world class research sector is not only vital for higher education butequally crucial to economic growth and national integration. A critical mass ofvalued and well-motivated researchers will certainly enable the marketing of excellentresearch products and ensure the sustaining of our research base against globalcompetition. Among the motivating factors that would heighten their continuedpassion for excellence in research would be the appropriate recognition accordedto them by the country.

16.6.3 This Committee also recognises that a key feature of a world class research systemis its dynamism, its openness and its ability to change. It is therefore imperativethat we enable our researchers to respond to new trends and developments in theirdisciplines and to pursue new fields of inquiry.

16.6.4 The Committee found that the European concern for quality of research has beendemonstrated by instituting the Competitiveness and Innovation FrameworkProgramme (CIP) with a budget of an estimated £4.21 million for the period 2007–2013. CIP has set three targets:60

16.6.4.1 Industrial Innovation programmes for small and medium industries;16.6.4.2 ICT support programmes for ICT users in business and in the public

services;16.6.4.3 The Intelligent Energy Europe Programmes.

60 Innovation Policy in Europe, European Innovation Portal http://www.cordis.1u/innovation (19 June 2005)

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16.7 INTELLECTUAL PROPERTY AND PATENTS

16.7.1 Intellectual property is part of the nation’s wealth. The registration of intellectualproperty through patents is however extremely limited in Malaysia. Currently,most of the patents which are registered belong to citizens of the USA, the UK andJapan. IHE can increase the number of potential intellectual property throughbroadly-based and vigorous R&D activities. Local researchers should be givenfacilities and support to enable them to patent their products not only in Malaysiabut also internationally. In this regard, achievement targets need to be set to ensureeffective performance.

16.7.2 There is thus an urgent need to develop intellectual property and to produce otherassets. This can be realised through financial aid and expertise in managingintellectual property as is carried out by large corporations in developed countries.The implication for Malaysia is that there should be a restructuring of the currentprocedures and arrangements and the need to formulate a policy regardingintellectual property.

16.7.3 Special licencing offices have been established by countries which have successfullyand professionally managed intellectual property and there is an urgent need forsuch an arrangement to be emulated by Malaysia.

16.8 ICT IN R&D

16.8.1 Malaysia is still in its embryonic stage in research and development in ICT whencompared to the more developed countries. Much of the work in this countryconcentrates on the development of infrastructure, hardware, software, informationand curriculum. It is therefore critical that priority be given to the development ofskills and human capital.

16.8.2 The Committee found that in developed countries, R&D projects covere a widerange of fields of study involving the sharing of expertise with the private sector aswell as with other research institutions. These fields of study include developmentof software, management system based on ICT, integrated systems, datamanagement, development of applications, image processing, and e-commerceapplications.

16.8.3 Public IHE in developed countries can access R&D materials through the on-linelibrary, and specialised research laboratories. Most of these laboratories areequipped with socialised applications such as Network Applications 2 (NS2),Lightware for development of 3D multimedia, and Geographical Information Systems(GIS) for image processing.

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16.8.4 This Committee noted that the best practices of IHE in developed countries withregard to their success in ICT in research and development, include strategic planningand putting in place relevant processes, technology, infrastructure and work forcefor computerised grid. In addition, the quality of R&D is enhanced through thecomputerisation of resources in the universities and local research institutions. Thishas resulted in the creation of a multiprocessing and multistorage network of highcapability.

16.8.5 Currently, R&D laboratories are being established in this country. For instancethe System Integration Laboratory at the University of Malaya, which conductsresearch that is connected to systems integration under differing conditions; theCentre for Artificial Intelligence Computing in the Multimedia University whichfocuses on R&D and consultation services; iPV6 Excellence Centre at UniversitiSains Malaysia. In fact, a number of research projects carried out by localuniversities have received international recognition and awards such as e-Bario byUniversiti Malaysia Sabah and Integrated Management System for Education byKolej Universiti Teknologi Malaysia.

16.8.6 The Committee proposes that in order to activate Fifth Generation R&D effectively,there is a need to develop new networks and upgrade existing ones like MYREN(Malaysian Research and Education Network).

Recommendations

Based on the above study and observations concerning R&D that were discussed, theCommittee recommends the following to create a new paradigm in the R&D culturewhich accepts innovation with enthusiasm, based on a high performance culture andcapability of competing globally:

85. The Committee recommends that the following principles for the funding of highereducation research and research training be adopted:

(a) The Principles of Excellence. The allocation of public funds should focus on theachievement of world class research and research training to ensure thatMalaysian universities develop and maintain high quality and innovativeresearch which is respected in a global context;

(b) The Principles of Institutional Autonomy and Responsiveness. Institutionsshould have the autonomy to determine how they function and contribute tothe generation, storage, dissemination, transmission, and application ofknowledge;

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(c) The Principles of Linkages and Collaboration. A policy should beformulated to encourage and reward the development of anentrepreneurial culture in which researchers and the various institutionscollaborate among themselves and across the world with other playersin the research and innovation system. Universities should have policiesand structures in place to facilitate the commercialisation of discoveriesand encourage the development of technopreneurs;

(d) The Principles of Contestability, Simplicity and Accountability. Theprocess for allocating funds for research and research training shouldbe competitive in nature, simple to administer, and be readily intelligibleto researchers, institutions, students and the wider community. Allfunding allocation decisions should be free from conflicts of interest.

86. The Committee recommends the establishment of research and post-graduateuniversities by converting public universities, which meet the criteria set bythe Ministry of Higher Education, into research, post-graduate and post-doctoral universities.

87. The Committee recommends that each university concentrate on a differentR&D focus and that each field selected be in a cutting edge area, for instance:

(a) Biobased: biotechnology, biomedicine and bioengineering;(b) Microtechnology: nanotechnology, and precision engineering;(c) Natural Resources: water, wind, solar energy, oil and gas;(d) Social Science and Humanities: multicultural and intercultural studies.

88. The Committee recommends that research and post-graduate universities begiven responsibility and the means to implement Project MyBrain15.

89. The Committee recommends that research and post-graduate universities begiven the responsibility to take the lead in founding and activating the followingAcademies: Academy of Science and Technology, Academy of EngineeringScience, and Academy of Social Science and Humanities. These Academiesshould be grouped under the National Scholars Academy Council which wouldfocus on producing and advancing knowledge in all fields and bringing togetherthese disciplines through research and the application of knowledge.

90. The Committee recommends that IHE provide opportunities to enable industriesto implement R&D activities in universities while ensuring that the industriesprovide the funds and market expertise to commercialise the products of thejoint R&D projects.

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91. The Committee recommends that all IHE establish innovation centres,intellectual property management centres and technology licencing offices toincrease links and cooperation with the industry while at the same timeencouraging entrepreneurs to commercialise innovations from the intellectualproperty obtained through research.

92. The Committee recommends that universities formalise efforts to involve theindustry to participate in their research activities through collaborative researchprogrammes.

93. The Committee recommends that IHE initiate joint projects with internationallyrenowned research and industrial centres so as to enhance their R&Dcapability, make possible technology transfer, and provide publicity to theirresearch products in international markets.

94. The Committee recommends the formation of an International Higher EducationBoard to elevate R&D to world standard in the field of Science and Technologythereby promoting the country’s higher education internationally. This Boardwill be an autonomous body and will be made up of representatives of theGovernment and IHE. The Board’s mission will be to:

(a) Enable post-graduate and post-doctoral students become scholars inrelevant fields of knowledge and thus raise Malaysia’s competitivecapability;

(b) Enable post-graduates from all over the world to become scholars andpartners with Malaysia in priority areas of knowledge;

(c) Enable scholars in Malaysia to play the role of leaders and pioneers inthe academic and research world by strengthening international andintercultural ties;

(d) Promote efforts to internationalise higher education in the country bymaking IHE more attractive to post-graduates and researchers from allover the world.

95. The Committee recommends the setting up of a Malaysian Research Board inwhich IHE, research institutions, commercial and industrial institutions, andgovernment economic agencies are represented. The aim of this body is tocooperate with the National Research and Advancement of Science Council todevelop and strengthen research activity as the basis of innovation in science,technology and humanities, and learning through collaboration with world classinternational researchers. This Malaysian Research Board will provideopportunities for renowned scientists and scholars throughout the world toundertake quality research in Malaysia together with their Malaysiancounterparts.

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96. The Committee further recommends that the Malaysian Research Board begiven the responsibility to:

(a) Act as secretariat to coordinate and organise research projects;(b) Stimulate multidisciplinary research between universities that contributes

to the socio-economic development of the country;(c) Consolidate financial resources to sponsor autonomous and independent

research work;(d) Act as consultant managers for research contracts, patent ownership,

copyright licencing, publishing rights, and the commercialisation ofintellectual property on behalf of institutions, industry and researchers.

97. The Committee recommends that the following principles be the fundamentaloperational guidelines for the Malaysian Research Board:

(a) Encourage excellent achievement;(b) Sponsor outstanding personalities in addition to projects;(c) Be autonomous and independent in management;(d) Be neutral and not be purely commercial;(e) Encourage innovation, freedom, truth, tolerance, flexibility and

individuality;(f) Maintain cooperative links on a sustainable basis;(g) Identify new challenges and formulate innovative problem-solving

strategies especially through cooperative initiatives.

98. The Committee recommends a Malaysian Research Information Base beestablished to compile national research data to provide strong support andup-to-date information in the management of universal and indigenousknowledge in order to be an effective source of reference for academicians,researchers as well as for the local and international communities.

99. The Committee recommends that IHE frame an intellectual property policyfor themselves to encourage registration of patents of discoveries andinventions resulting from R&D and subsequent developments of innovativeproducts.

100. The Committee recommends R&D facilities in eHiED be linked to MalaysianResearch and Education Network (MYREN).

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Part VIEXCELLENCE IN CONTRIBUTINGTO MALAYSIAN SOCIETY

Institutions of higher education are not ivory towers isolated fromtheir surroundings. They have been established with the expectationthat they would meet specific needs of society and champion theaspirations of the nation. Part VI highlights pivotal matters thathigher education should focus on: national unity and access andequity in higher education. Since Malaysia is a multi-culturalsociety, national unity is the key to the continued peace andprosperity of the nation. Access and equity in higher education isone of the principal components for achieving social justice andharmony in the country. Against the backdrop of national unity,Part VI outlines strategic steps which should be undertaken byIHE to raise the level of excellence and contribute to the wellbeing of Malaysian society.

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Chapter 17NATIONAL UNITY

17.1 NATIONAL OBJECTIVES

17.1.1 Since achieving independence in 1957, the most important national objective hasbeen to attain unity taking cognizance of the fact that Malaysia is multi-ethnic, multi-lingual, multi-religious, and multi-cultural. National unity was not a priority underthe colonial rule. In fact, the ruling colonial power had bequeathed the nation withseeds of prejudice, disunity and discord. However, by independence the leadersof the major communities, mainly Malay, Chinese and Indian were able to come toa consensus when they adopted the Constitution of the Federation of Malaya despitethe difficulties and challenges in its implementation.

17.1.2 The country’s post-independence development and the success of its people andthe nation depended on the preparedness of all members of society and leaders tobe tolerant, cooperative and united. The foundations of this aspiration are includedin the Constitution and reflected in the various national policies, for example, Articles152 and 153 of the Constitution of the country pertaining to the National Languageand allocation of quotas for the Malays.

17.1.3 The 13 May 1969 incident prompted the Government to act in a more decisive andcomprehensive manner to ensure that national unity would be realised. Apart fromthe Rukunegara, the Government launched the New Economic Policy (1971-1990),formulated the National Cultural Policy and implemented various educational reformsfor both primary and secondary education. The objectives of national unity arefurther reinforced by the National Development Policy (1991-2000) and the NationalVision Policy (2001-2010).

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17.1.4 The National Vision Policy underscores the efforts for successfully achieving nationaldevelopment and unity initiatives. Among these are:61

“National vision policy will emphasise the two-pronged strategy of the NewEconomic Policy which is eradicating poverty irrespective of race and restructuringof society in the context of intensive growth which shall be a permanent feature inthe agenda of achieving national unity.

More specifically the National Vision Policy represents the consolidation of allprevious development initiatives with the goal of creating a Malaysian nation that isunited, progressive and prosperous, living in a harmonious and equitableenvironment”.

17.2 EDUCATION AND UNITY

17.2.1 Since independence, the education system has been identified and utilised as themechanism for successful national unification. This aim is recorded explicitly in theRazak Report, 1956 (Paragraph 12): “We believe further that the ultimateobjective of the educational policy in this country is to bring together thechildren of all races under a national education system…” The main strategywhich has been identified is a common school system, a common curriculum andthe use of the national language as the medium of instruction.

17.2.2 In 1974, the Committee to Review the Implementation of the National EducationPolicy was established to review, among others, the extent to which the currentpolicy has succeeded in achieving national unity. The Report which was publishedin 1979, resulted in the implementation of the New Primary School Curriculum(KBSR) commencing in1982/83 and the Integrated Curriculum for SecondarySchools (KBSM) commencing 1987/88. A significant strategy of KBSR andKBSM is the inclusion of universal values not only in Islamic and moral educationbut also across the curriculum including co-curricular activities.

17.2.3 A common education system and curriculum observed by students enables thecreation of a common Malaysian outlook, the discovery of similarities in valuesand culture and lays the foundation for a truly Malaysian nation. A single schoolsystem at the secondary level provides opportunities for students of all races tointeract with one another. It must be emphasised that forging unity among studentsis an on going effort and should not be limited to the school level only. There needsto be continued efforts at higher education level.

61 Report of the National Economic Consultative Committee (MAPEN II :Vision Development Policy 200-2010)Putrajaya: MTEN 2001

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17.2.4 Apart from creating opportunities and an environment for communication andinteraction and the absorption of values and a sense of unity, education has also thecrucial role of ensuring equitable human resource development. The success ofthe objectives of the New Economic Policy is dependent largely on the educationsystem’s ability to fulfil these aspirations.

Based on the above observations, the Committee makes the followingrecommendations:

101. The Committee recommends that the efforts to instil national unity be continuedand extended to higher education.

102. The Committee recommends that a course of study which focuses on inter-cultural and intra-cultural studies be introduced and undertaken by all students,the teaching-learning of which should be through discussion and participation.

103. The Committee recommends that IHE students participate in compulsorycommunity work and that these activities be given credit points.

Recommendations

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Chapter 18ACCESS AND EQUITY

18.1 DEMOCRATISATION OF EDUCATIONAND LIFE-LONG LEARNING

18.1.1 The democratisation of education means “…ensuring equality of educationalopportunity in order to achieve universal education.” (UNESCO, Thesaurus). Twoimportant concepts are embedded in the phrase ‘equality of educational opportunity’:firstly, ‘educational opportunities’ and secondly, ‘equality’. ‘Educational opportunity’refers to access to education, while ‘equality’ refers to educational opportunitieswhich are fair and education which does not discriminate. Equality of educationalso refers to equity in education (UNESCO, Thesaurus). ‘Universal education’means education for all.

18.1.2 The initial efforts towards the democratisation of education began with the GlobalDeclaration of the Universal Declaration of Human Rights by the United Nations in1948. Article 26 reads: “Everyone has the right to education. Education shallbe free, at least in the elementary and fundamental stages. … Technical andprofessional education shall be made generally available and higher educationshall be equally accessible to all on the basis of merit.”

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18.1.3 In the 1950s, UNESCO which was given the responsibility for education, proposedthat universal education be offered to all at least up to primary school level. For theAsia Pacific region, emphasis on universal education at primary level is contained inthe Karachi Declaration 1960.62 During the 1960s, UNESCO encouraged thedevelopment of education at all levels while in the 1970s the emphasis by UNESCOwas on upgrading the quality of education. Further to this, beginning 1990, thefocus of UNESCO has been on “Education for All”, as stated in the JomtienDeclaration (Thailand) 1990 and the Dakar Declaration (Senegal) 2000. Boththese declarations re-emphasise the commitment towards basic education for allincluding those who are physically and mentally challenged. In addition, in 1972,UNESCO proposed the concept of ‘life-long learning’, as part of its efforts towardsthe realisation of the democratisation of education.

18.1.4 Article 26 of the Universal Declaration of Human Rights 1948 relating to the rightto education is supported by Malaysia and is articulated in the Constitution ofMalaysia (Article 8: Equality and Article 12: Rights relating to education). In otherwords, Malaysia supports the concept of the democratisation of education and thisis recorded in the Razak Report 1956 as follows:63

“The establishment of standard primary schools with the national languageas the medium of instruction, and the development of schools of similar typebut in which the language of instruction may be English, Tamil or Kuo-Yu(Chinese) … The result will be that by 1960 all children between 6 and 7 yearsof age, which will then be the normal age for entry to primary schools, will beable to find places in primary schools” .

This aspiration was also supported by the Rahman Talib Report 1960 and was thebasis for the National Education Policy contained in the Introduction to the EducationAct 1961.64

18.1.5 The democratisation of the education policy began in 1962 with the provision of sixyears of free primary education for all students. This policy was further extended tonine years beginning 1965 and to eleven years beginning 1992. At higher educationlevel, the opportunity to tertiary education began with the setting up of the branchof University of Malaya, Singapore, in Kuala Lumpur in 1958. The opportunitiesfor access to higher education rapidly increased during the 1990’s.

62 Refer attachment: UNESCO, World Declaration on Higher Education for the Twenty-First Century: Vision andAction.63 Report of the Education Committee 1956.64 Refer to details on National and Educational Policies in Part II of this Report.

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18.1.6 In the context of life-long learning, the Eighth Malaysia Plan (2001-2005) recordsits commitment as follows:65

“Efforts will be made to develop a knowledge-seeking culture among Malaysiansin view of the rapid changes in technology and the increasing knowledge intensityof the economy.”

In 2001, the commitment of the Government was realised with the setting up ofcommunity colleges throughout the country with the aim of:66

“… propagating the democratisation of education and the enculturation of life-longlearning.”

Life-long learning refers to the human propensity to continuously acquire knowledgethroughout one’s life. In other words, education is not limited to a specific durationand is not terminal in nature. The concept and policy of life-long learning has majorimplications for education at IHE. With the implementation of this policy, the debateon whether the duration of a first degree programme should be three or four yearsbecomes irrelevant.

18.1.7 In relation to the above, the Committee is of the opinion that what is most importantis the necessity to encourage people to pursue life-long learning as knowledge andskills which are acquired today quickly become obsolete and redundant. Everyoneshould be provided with the opportunity to pursue life-long learning. In other wordsa person should be able to gain multiple entry to IHE as the necessity to keepabreast with current knowledge and skills arises. The study by the Committeeshowed that this feature of multiple entry is prevalent in Australia, New Zealand,the USA, Canada and Europe. Thus the Committee believes that the policy of life-long learning has high strategic value and fulfils current needs and future demandsof a k-society for the creation of k-workers to spur the development of k-economy.

18.1.8 This could mean that the concept of terminal education which has been practisedthus far may soon be replaced by the phenomenon of multiple entry to IHE. Thepeople of Malaysia should therefore be willing to whole-heartedly preparethemselves for this new phenomenon and avail themselves to the many benefits oflife-long learning.

65 Eighth Malaysia Plan 2001-2005, paragraph 4.7466 Implementation Plan for Life-Long Education, Ministry of Higher Education Malaysia.

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18.2 THE DEMOCRATISATION OF HIGHER EDUCATION

18.2.1 In the context of higher education, Article 26 of the Universal Declaration of HumanRights 1948 asserts the right to higher education to all who qualify after secondaryeducation. In Malaysia, the opportunity to higher education was created with theestablishment of the branch of University of Malaya, Singapore in Kuala Lumpur in1958. In the 1960’s there were only three IHE. However opportunities to obtainhigher education increased rapidly from the 1970’s as shown in the public IHEenrolment in Table 18.1:

Table 18.1: Enrolment and Participation Rate by Cohort in Public IHE

Source: Ministry of Higher Education Malaysia

1970

1980

1990

2000

8,633

26,410

58,286

211,584

0.6

1.6

2.9

8.1

Year Enrolment Participation Rate (%)

These opportunities further increased in the 1990’s with the establishment of privateIHE which obtained university status and those institutions which conducted the3 + 0 degree programmes.

18.2.2 Beginning 2001, the Government made a commitment to promote life-long learningwith the establishment of community colleges. In 2004, there was a total of 34community colleges. According to plans, these colleges are to be set up in everyparliamentary constituency or every district to provide opportunities for everyonein the country. The Committee is of the opinion that community colleges shouldutilise the resources of the existing educational infrastructure in order to facilitategreater participation of the local community.

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18.3 ACCESS

18.3.1 Access to higher education refers to educational opportunities made available tosecondary school leavers to continue their education to tertiary level. The firstdeterminant of access is the availability of places in higher education and this isclosely related to the number of IHE. As the number of IHE grows, availability ofplaces will increase correspondingly. From the clarification in Part II of this Report,clearly the number of IHE, both private and public, had increased rapidly especiallyduring the 1990’s. Currently public and private IHE are situated throughout thecountry, even though a large number of them are found mainly in the Klang valley.

18.3.2 In the year 2000, public IHE (universities and university colleges), excluding TunkuAbdul Rahman College, offered 60,766 seats for certificate/diploma programmes,170,794 for first degree and 3,229 seats for post-graduate diplomas. Tunku AbdulRahman College offered 15,166 seats. Private IHE with college status offered183,937 seats, while private IHE with university status offered 25,652 seats. Atotal of 459,544 seats were offered. When totalled to the number of places in otherinstitutions such as polytechnics, the grand total of places offered at tertiary levelstood at 753,003. This figure represented 25 per cent of the population agedbetween 17 and 25 years of age. However, this participation rate is indeed smallwhen compared to advanced countries. The MoHE targets to increase this enrolmentto 1.6 million places in IHE by 2010 and thereby provide higher educationopportunities to 40 per cent of the above-mentioned age group.

18.3.3 This Committee is aware that the challenges to increase the availability of placesare formidable, especially from the viewpoint of finance. With the increasingparticipation of the private sector in the field of education, the shared responsibilityof providing more seats at higher education levels has distinctly increased thepossibility of meeting the target set for 2010. However, the Committee urges thatas the number of places offered increases, the quality of the courses should not becompromised. In fact, the emphasis on quality should be a priority for both thepublic and private IHE.

18.3.4 In this study, the Committee also found that the steps undertaken by USM, ITMand UPM during the 1970’s to include Distance Learning (PJJ) also provided moreopportunities for student access to higher education without the need to travel orleave their jobs. With the setting up of Universiti Tun Abdul Razak (1999) and theOpen University of Malaysia (2000), students have access to higher educationthrough e-learning. This development is in line with the Government’s desire tomake Malaysians computer literate, own computers and benefit from life-longlearning.

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18.3.5 Access is also related to entry to higher education. Until 1982, the entry to IHEwas through the Higher School Certificate (STPM). From 1983, the other mode ofentry was through the matriculation programme which was started by universitiessuch as UKM and UM. This provided opportunities for bumiputera students toenter the science and technology courses. The matriculation programme both basicand pre-university, was soon extended to all universities. Apart from UIAM whichoffer matriculation programmes for all its courses, the other universities also offermatriculation programmes for their current courses, including law and medicine.

18.3.6 The Committee is of the opinion that matriculation plays a very important role inaffirmative action and is in line with the New Economic Policy.

18.3.7 The third entry route to a university is through a aiploma. With the growth ofprivate IHE many of which offer diploma courses, a large number of students aspireto continue their education at degree level. However, the Committee found thatopportunities to continue their courses up to degree level at public IHE are limited,resulting in many students unwilling to continue their courses at IHE.The Committeesupports the suggestion by the IHE Management Department, of the MoHE toprovide opportunities for cooperation between public IHE and private IHE so asto increase opportunities for Distance Learning and e-Learning.

18..3.8 Another issue that is related to entry but which has not been given sufficientconsideration is the mechanism which enables a person with experience to continuehis or her education. This aspect needs to be given due consideration so that accessto higher education can be further opened and widened.

18.3.9 The Committee found that IHE in those countries which were observed have madegreat efforts to guarantee that people who were challenged physically or mentallyare given fair access to higher education. In Australia, for example, those who arechallenged are put under a special grouping together with those from rural areasand from low socio-economic backgrounds who have not been receiving adequateattention at higher education level. A policy paper by the National Board ofEmployment, Education and Training, Higher Education Council, Australia (1996)entitled, “Equality, Diversity and Excellence: Advancing the National HigherEducation Equity Framework” has outlined an action plan to guarantee accessto those who are physically and socially challenged as follows:67

18.3.9.1 To mutually agree on the definition of people who are challengedphysically and socially in higher education through data and informationcollection from the various agencies which are involved;

67 Higher Education Council Australia, Equality, Diversity and Excellence: Advancing the National Higher EducationEquity Framework. Canberra: Australian Government Publishing Service, 1996

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18.3.9.2 To determine the various support factors which are necessary for thosewho are physically and socially challenged and to set aside adequatefunds to prepare and provide the necessary support;

18.3.9.3 To increase access to higher education to all who are physically andsocially challenged by providing a special quota for them and to havean ‘outreach’ programme;

18.3.9.4 To increase the rate and level of student success for this group throughmaking the curriculum and study programmes more adaptable to theirneeds and to maximise the use of ICT to assist their learning.

18.3.10 In relation to access and support for the students of this specific group, it needs tobe recorded that in many of the countries where studies were conducted by theCommittee, apart from policies and action plans of the Governments, providing theinitial incentive has been the responsibility of IHE. The Committee is of the opinionthat both IHE and the MoHE should together undertake initiatives to increase accessand support for these students.

18.4 EQUITY

18.4.1 Equity refers to educational opportunities which are fair and non-discriminatory.UNESCO clarifies it thus: “Ensure opportunities without regard to race, colour,descent, gender, ability or background (Thesaurus). In this matter, the MalaysianConstitution guarantees ‘Equal Rights’ (Article 8) and ‘Right to Education’ (Article12) for all Malaysians. In general, in the context of higher education, there isequity, as whoever fulfils the required merits is eligible to continue their education.This also includes those who are mentally, physically and socially challenged, women,minority groups and indigenous people.

18.4.2 The Committee has given due consideration to equity in the context of qualityprogrammes. Quality control of public IHE is done by the MoHE and in manyaspects, specifically in matters relating to facilities and staff, the MoHE criteriahave been coordinated and achieved. For private IHE, even though they are underthe purview of SPIPTS and LAN, there are major differences, and these include,physical facilities, premise and staff. This means that students do not get facilitiesand services which are equal or similar. Private IHE which are more establishedand large, charge high fees and this is a deterrent to many students, especially thepoor rural students who wish to pursue higher education at these institutions. Studentsfrom poor families therefore enter smaller private IHE which in fact have limitedfinances, and therefore offer only basic facilities and limited courses. In other words,these students do not get the same or similar education opportunities.

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18.4.3 It is also necessary to state here that the medium of instruction in many of theselarge and developed private IHE is English. As a consequence, students who areweak in mastering the English language, especially those from rural areas who donot have a good English language education, are edged out from higher educationopportunities at private IHE where the medium of instruction is English.

18.4.4 In relation to the above, the Committee is of the opinion that there is disparity inequity from the point of quality, for students from rural areas, from poor familiesand for those weak in the English language.

18.5 FUNDING FOR STUDIES

18.5.1 The financial sponsors for students of higher education include the National HigherEducation Fund Corporation, the Federal Government, State Governments,Statutory Bodies, Federal Government-owned foundations, commercial andindustrial entities of State Governments, non-government bodies, Government andprivately owned companies, financial institutions, and private and public IHE.

18.5.2 It has been found that the role and contribution of private commercial and industrialentities towards sponsorship of students is very small and is limited to the sponsorshipof those who will become the workforce of the entities concerned. This situationhas arisen because of the absence of any policy, mechanism or incentive concerningthe role and contribution of these private commercial and industrial entities insponsoring higher education students.

18.5.3 The Committee found that the financial sponsors of students in higher education,like the PTPTN, has imposed a minimum prerequisite of three distinctions at SPMlevel before students become eligible for sponsorship. However, this prerequisiterestricts students who have obtained a certificate (e.g. the Polytechnic andCommunity College Certificates), pre-diploma and diploma, but have not achievedthree distinctions at SPM, from obtaining the said sponsorship.

18.5.4 Financial sponsorship for higher education students gives priority to payment oftuition fees, examination fees, library fees and laboratory fees as well as livingallowance. Sponsorships do not take into account the need for students to buybooks, subscribe to periodicals and journals relevant to their studies, buy ICT andtechnology equipment, participate in extra-curricular activities, take part in activitieslike field trips, study tours and case studies, participate in seminars and workshops,undertake research and prepare papers for presentation at university, national,regional or international levels. In fact, these are very important components in thecreation of graduates who are confident, competent and articulate.

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18.5.5 The Committee found that the structure of financial sponsorship for students ofhigher learning to be as follows:

18.5.5.1 Full scholarship which covers course fees and expenses related to itand living allowance which need not be repaid but having conditionsof service determined by the sponsor;

18.5.5.2 Partial scholarship which covers course fees and expenses related toit which need not be repaid but having conditions of service determinedby the sponsor;

18.5.5.3 Full study loan which covers course fees, expenses related to it andliving expenses;

18.5.5.4 Partial study loan which covers course fees and expenses related to it;18.5.5.5 Study loan to cover course fees only;18.5.5.6 Awards or financial aid as a one-time payment based on specific criteria

determined by the sponsor.

18.5.6 The Committee also found that the terms of higher education loan repaymentdetermined by the sponsors are as follows:

18.5.6.1 Repayment of loan is exempted in exchange for contribution of serviceto the institution as determined by the sponsor;

18.5.6.2 Repayment of loan is given a discounted rate based on academicachievement;

18.5.6.3 There are loans which have a service charge and there are those whichdo not have a service charge;

18.5.6.4 The repayment period and instalment sum imposed by the sponsor isflexible and is based on the ability of the borrower to repay. PTPTN,for example, has set the repayment period at ten years with a servicecharge of one per cent to 1.8 per cent which is calculated on completionof the study programme.

18.5.7 There are also sponsors who determine the critical areas of study according to theneeds of society as a pre-requisite to obtaining a scholarship. These areas aremedicine, dentistry, pharmacy, engineering and biotechnology, whereas sponsorsfrom the commercial and industrial sectors determine critical areas according totheir respective needs. Telekom Malaysia Berhad, for example, gives priority tomarketing, corporate management, law, engineering and practical technology.

18.5.8 Sponsorship by public institutions at graduate level is focused on in-service staffdevelopment programmes to fulfil the demands of the human resources needs ofthe institution. Sponsorship by universities is also to fulfil the needs for thedevelopment of teaching resources at Masters and Doctoral levels in specific areaswhich are the focus of the university.

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18.5.9 In relation to research, the Committee found that there is no sponsorship at nationallevel specifically for research-based graduate studies. To achieve world class status,the ratio of undergraduates to post-graduates should be 60:40. At the same time,students at graduate level are the foundation for research activity and innovation ina country. This criterion becomes even more significant when establishing a researchand post-graduate university.

18.5.10 The Committee also discovered that there is no sponsorship for students of highereducation who do double degrees. This is despite the fact that double-degreeholders, more so double-degree holders with a professional tag, are more easilyabsorbed in the employment market and are more competitive in k-economy.

18.5.11 The Committee also found that there is no national sponsorship fund for distance-learning programmes. In fact, distance learning is critical for the development ofhighly educated citizens, development of a strong human resource in the public andprivate sectors and for the maximum use of ICT which is being created and rapidlyexpanding in the country.

18.5.12 In relation to life-long learning, the Committee did not come across any sponsorshipfund to encourage life-long learning. Experienced personnel from the public andprivate sectors should be given opportunities to continue higher educationprogrammes. In this regard, their expertise and experience which they have obtainedthroughout their years of service can be given a fair value and credit.

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Recommendations

Based on the above review, study and observations, the Committee makes thefollowing recommendations:

104. The Committee recommends that the Government create greater opportunitiesincluding proper infrastructure throughout the country so that every citizenwill be given maximum opportunity to take advantage of the life-long learningfacilities provided.

105. The Committee recommends that community colleges utilise the facilities ofthe existing educational infrastructure and its resources.

106. The Committee recommends that both the public and private sectors set upfacilities to create a learning organisation so that their employees are able toupgrade their skills and be motivated to continue learning.

107. The Committee recommends that no eligible student who has been offered aseat at an institution of higher education at diploma or undergraduate level bedenied the opportunity to learn because of financial difficulties.

108. The Committee recommends that efforts be made to upgrade the quality ofprivate IHE through collaboration with public IHE so that facilities andexpertise in teaching-learning can be shared.

109. The Committee recommends that to achieve the target set by the EducationDevelopment Plan 2001-2010 especially for higher education, variousstrategies should be employed, for example increasing distance-learning ande-learning programmes, and upgrading the quality of private IHE.

110. The Committee recommends that matriculation programmes be continued andexpanded.

111. The Committee recommends that there be more avenues for entry and accessto degree courses, for example, by increasing the intake of diploma holdersand by giving due recognition to work experience.

112. The Committee recommends that the Government provide adequate financialallocation to those institutions which accept the democratisation of highereducation policy and which have the mechanism to provide greater opportunitiesfor indigenous students, rural students, students from low socio-economicbackgrounds and students who are physically, socially and mentally challenged.

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113. The Committee recommends that the Government extend financial allocationto IHE for the purpose of providing the necessary support and infrastructurefacilities to students who are physically, socially and mentally challenged.

114. The Committee recommends that the Government provide opportunities forstudents who are physically challenged to obtain a second or post-graduatedegree so as to enable them to have added advantages in the job market.

115. The Committee recommends that students who are physically challenged andwho are knowledgeable and possess the appropriate skills be givenopportunities to be employed at IHE in areas like research and other suitablefields.

116. The Committee recommends that affirmative action in education be maintained.

117. The Committee recommends that the Government take initiatives to strengthenthe less established private IHE.

118. The Committee recommends that sponsorship should be multi-tiered so thatthose who are unsuccessful in fulfilling the minimum requirement for obtainingsponsorship at SPM level, may still have the opportunity to obtain sponsorshipat post-SPM, professional certificate and diploma levels.

119. The Committee recommends that the definition of study fees be extended toinclude fees and expenses for lectures, examinations, research activities, andother fees for case studies, field work, library, laboratory, publications,workshops, use of ICT, seminars, talks, intellectual discourse and sourcingfor other intellectual resources.

120. The Committee recommends that a reward mechanism in the form of a one-offpayment be given to higher education students for discoveries, innovationsand inventions through their inter-discipline or intra-discipline research. Thisshould include articles published in professional national, regional orinternational journals.

121. The Committee recommends that a fund be set up to sponsor graduates toundertake professional courses in their areas of study.

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122. The Committee recommends that there should be a concession in the repaymentof loans based on achievement in fields of study, other than those stated inthe sponsorship agreement, for research findings, discoveries, innovations,inventions, publications in national, regional or international professionaljournals, and for proficiency in a language other than the mother tongue, theNational Language and English.

123. The Committee recommends that sponsorship of post-graduate programmesbe maintained with priority given to research-based post-graduate programmeswhich are related to the core business of the institution or which contribute tonational development.

124. The Committee recommends that sponsorship of post-graduate programmesfocus on research which can be commercialised to generate revenue for theuniversity, while at the same time enrich the knowledge treasure trough of theuniversity concerned or research findings which produce inventions that canbe marketed.

125. The Committee recommends that a special fund be set up to sponsor graduateswho undertake research-based post-graduate programmes.

126. The Committee recommends that additional sponsorship be given to studentswho undergo a double-degree programme.

127. The Committee recommends that sponsorship be given to students who embarkon distance-learning programmes in higher education.

128. The Committee recommends that a sponsorship mechanism be instituted toencourage life-long education.

129. The Committee recommends that a special fund be set up to attract and sponsorexcellent international students, especially at post-graduate level, to studyand conduct research which is based on the strengths and needs of the countryso that the benefits derived can be utilised by the university, Malaysian societyand the international community.

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Chapter 19THE STRATEGIC WAY FORWARD

19.1 THE ASPIRATION

19.1.1 To realise the Government’s aspiration of transforming the national institutions ofhigher education into world class institutions and making Malaysia the centre ofeducational excellence entails strong resolve, will and earnest focused efforts.Countries like Australia, the USA, Japan and the United Kingdom have undergonevarious challenges and difficulties to unite and focus their resolve and strength toachieve high educational standards and gain world recognition. Countries whichare determined to join this ‘hall of fame’ – South Korea, China, Taiwan, India andSingapore – too have formulated many bold and brave action plans. Singapore,for instance, has chosen to develop a robust and vibrant university sector in therestructuring of its universities’.68 Indeed, this is a great challenge to Malaysia,especially in the 21st century which demands strategic planning and courageousactions.

19.1.2 The world of the 21st century is a volatile one, one that is filled with unrest andinstability. The source of this unrest and instability is the constant change whichoccurs in every aspect of our lives. In fact, the tempo of change itself has acceleratedto an even quicker pace. What is obvious and certain is change. As a consequence,the world of today is vastly different from the world of our forefathers centuriesago.

68 Singapore Government, Report of the Committee to Review The University Sector and Graduate Manpower Planning.Singapore: Ministry of Education, May 2003.

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19.2 HIGH CULTURE

19.2.1 This drama of human transformation that we are witnessing today is the result ofthe dramatic explosion of knowledge, the crescendo of which is unprecedented inhuman history. The knowledge explosion particularly in science and technologyhas enabled us to lead the good life undreamed of by our forefathers. This upsurgein knowledge has propelled various innovations and inventions which were theseabed of dreams and fiction of yesteryears, into a reality today.

19.2.2 Research has always been the source of knowledge, innovation and invention. It isa noble initiative which beams its light on the world. Research as the never endingquest of intellectual inquiry for the advancement of knowledge has become a culturein the West, particularly in institutions of higher learning. The Committee believesin the principle that a culture of inquiry and knowledge development is high cultureof the highest order; a culture that highly respects and values the development ofknowledge; an initiative that is recognised and prized as an attribute of intellectualexcellence.

19.2.3 High culture however, did not just happen. It evolved over a period of time,through painstaking nurturing, underpinned by an unwavering focus and a fiercesense of commitment to all that is excellent. Cambridge University for examplehas a proud history of 800 years of building this high culture of intellectual excellence.It prides itself with a dignified superiority, and perhaps justifiably so, as it is thebeacon of intellectual excellence against which many an aspiring institution has beenbenchmarked.

19.2.4 Malaysia desires to achieve world class status and become the centre of educationalexcellence. These are desirable and legitimate aspirations. The Committee however,has found that at the present moment our deeds do not match our dreams. Ourunderstanding of the sense of excellence needs to be honestly and critically examined.The Committee is of the opinion that we cannot pride ourselves when we occupyclose to the bottom of the top 100 institutions when compared to South Korea,which also aspires to be the centre of regional excellence, but would only considerdoing so when its institutions are placed among the top five in the world.

19.2.5 The Committee is of the opinion that the time has come for us to take the first stepto initiate a bold and new resolve. The priority must be to consolidate our efforts.While our universities are ‘young’ in comparison to the best in class, we have inplace what it takes to position ourselves to kick-start our world class initiative.We have the structure, the organisation, the faculty, the infrastructure, to name buta few, which are already in place. These are our wherewithal. These are ourstrengths. We now need the will to match.

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19.2.6 The ‘will’ may be manifested at three levels, namely the leadership, the institutionand the bureaucracy. At the leadership level, the Committee does not envisage anyproblem. After all, the goal of achieving world class status and to be the centre ofexcellence has been inspired by the leadership. The leadership cannot but befacilitative in this initiative.

19.2.7 At the institutional level, the leader needs to be completely focused. The followingattributes are a prerequisite of an institutional leader: be sensitive to and supportiveof Government policies, goals and objectives; be committed to the culture ofexcellence and the pursuit of scholarship; be a facilitator and motivator of intellectualinquiry; and be an inspiration to all. An institutional leader is therefore excellencepersonified. These a-priori attributes are the fundamentals for high culture to evolveand develop.

19.2.8 It is imperative that at the bureaucratic level, ‘will’ must be done and be seen to bedone. If past records are any guide, the bureaucracy had inadvertently raisedobstacles that tended to hinder the smooth flow of things at the institutional level.There have often been delays in the decision making process and in the necessaryapproval being given for institution officials to carry out their basic functions.Sometimes these approvals were either not forthcoming or given after the saidevent.

19.2.9 During the Committee’s meeting with the Central Agencies, it noted that the officersdid not regard or see themselves as the ones who raised obstacles to hinder thesmooth flow of operations at the institutions. They were of the belief that it was theregulations which were the obstacles. The bureaucrats were of the opinion that ifthese regulations were relaxed and autonomy granted it would provide room forthe institutional leader to function effectively. However, the question of grantingautonomy is not theirs to decide. The power to grant autonomy is in the hands ofthe leadership. To what extent then is the leadership prepared to provide theacademia the autonomy that it seeks?

19.2.10 In order for high culture to thrive and develop there needs to be a supportiveintellectual ambience. Institutional autonomy will further nurture a truly intellectualenvironment which is imperative for high culture to develop. It is the presence ofhigh culture in institutions which will ensure returns on investment. The Committeebelieves that through determination and resolution there will be an amicable solutionto the question of autonomy.

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19.2.11 The Committee is of the opinion that through strategic collaboration, our nationalIHE can accelerate the achievement and development of high culture. This can berealised through collaboration between Malaysian IHE and best-in-class foreigninstitutions. These collaborative efforts can be implemented through a mentor-mentee relationship. In order for this to be realised, the Government should beprepared to make a substantial financial commitment. The Malaysian society toomust accept the fact that the attainment of excellence requires considerable financialinvestment.69

19.2.12 Furthermore, the Committee is of the opinion that the mentor-mentee relationshipis necessary but not a sufficient condition to ensure the successful transfer of highculture from the mentor to the mentee. In fact, the responsibility to obtain maximumbenefit from the mentor-mentee relationship rests largely with the mentee institution.The Commitee is aware of previous situations where the mentee institutions didnot take advantage of the knowledge and expertise of the mentor institutions. Inthe future if this arrangement is to be implemented past mistakes need to be avoided.The Government is right fully wary of this matter lest precious public fund bewasted. Therefore, stringent KPIs must be designed and the onus of achievingthese KPIs rests squarely on the shoulders of the institutional leader of the menteeinstitution. It is for this reason that the Committee is of the opinion that head-hunting for the best institutional leader be carried out to avoid the costly mistake ofchoosing the wrong person.

19.3 PROJECT MYBRAIN15: TOWARDS 100,000 Ph.Ds

19.3.1 Project MyBrain15 is an initiative to produce 100,000 graduates with Ph.Dqualification within the next fifteen years. Project MyBrain15 is a developmentstrategy to produce high quality human resources possessing PhDs in fields ofknowledge determined by the needs of the nation.

19.3.2 Project MyBrain15 should become the national agenda to fulfil the demand for k-workers in higher education, the industry, commerce and in socio-culturaldevelopment. Project MyBrain15 should take place concurrently with:

19.3.2.1 Recommendation 86 which suggests the transformation of some IHEto research and post-graduate universities;

19.3.2.2 Recommendation 138 which suggests that more graduate students besent to overseas institutions of higher learning;

69 To achieve their aspiration to be a centre of excellence, South Korea had spent US$1.2 billion from 1990 to 2005 froma special fund set up for this purpose. Source: Brain Korea 21 http://www.moe.gov.kr (14 August 2005)

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19.3.2.3 Recommendation 29 which deals with the appointment of professorsbased on publications as a means of stimulating competition inconducting research and encouraging research training;

19.3.2.4 Recommendation 25 which makes the institution leader subject tostringent and detailed KPIs;

19.3.2.5 Recommendations 121 and 123 which suggest an increase inpost-graduate and professional sponsorships;

19.3.2.6 Recommendation 132 which suggests a mentor-mentee strategy tonurture and attain high culture.

19.4 NATIONAL GRADUATES

19.4.1 The Committee is of the opinion that the outflow of the Ringgit to sponsorundergraduates overseas should be terminated, except in fields of study in criticalareas and in world class institutions. This is a strategy to consolidate nationalresources towards the financing of initiatives which are critical to the needs of thecountry. The rationale, based on the observations of the Committee in theirinternational benchmarking and best practices visits, is that undergraduates are oftennot sufficiently exposed to research methodology or receive training in research.In IHE, both local and overseas, research activity and training are mainly thedomain of post-graduate studies. In addition, undergraduate students are usuallynot taught or guided by eminent professors, let alone by a Nobel Laureate, but areinstead taught by post-graduate students, tutors, lecturers and associate professors.The money thus saved can be utilised to benefit more post-graduate students whocan be sent to prestigious and world class universities where they will be taught byrenowned professors.

Recommendations

Based on the above review, study and observations, the Committee makes thefollowing recommendations:

130. The Committee recommends that MyBrain15 be designed and implementedfor the development of national human capital. It should be planned andimplemented towards producing 100,000 Ph.D graduates within the next 15years.

131. The Committee recommends that the MoHE and the MoE jointly implementand ensure the success of MyBrain15.

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132. The Committee recommends that a foreign world class reputed university withan outstanding team be identified to act as mentor to an institution of highereducation in Malaysia.

133. The Committee recommends that an institution of higher education which fulfilsstringent quality conditions of a mentor institution be identified to undertakethe responsibility of becoming an incubator of excellence in research.

134. The Committee recommends that an eminent individual who epitomises highculture be identified and appointed to lead the mentee institution.

135. The Committee recommends that policies and programmes to stimulate andencourage the development of high culture be formulated and implementedfor national higher education.

136. The Committee recommends that stringent Key Performance Indicators whichare to be included in the contractual terms of employment, become the basisfor the selection and appointment of leaders of mentee institutions.

137. The Committee recommends that the practice of sending undergraduatesoverseas be reviewed. It is probable that only a small number need to be sentoverseas to excellent and highly ranked universities to pursue courses inselected disciplines which are critical to national development.

138. The Committee recommends that a programme be set up to deal with the processof sending post-graduates to well known international universities and researchinstitutions.

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Chapter 20CONCLUSION

20.1 In the preparation of this Report, the Committee took into consideration the viewsof national higher education leaders and leaders from academic institutionsworldwide. Various findings of seminars were also referred to and recommendationsfrom many committees and conventions were adopted to reinforce ideas andidentify the disconnect between the national aspirations for higher education andthe current situation in IHE. The Committee is also aware of the importance thatthis study and the recommendations made, take into consideration the historicalcontext, as well as the reality of existing challenges in order to progress towards abetter future.

20.2 In its efforts to identify best practices, the Committee reviewed the best practicesin the academic tradition of Malaysia. Leaders of well-known internationaluniversities as well as ministries of education from many countries gave invaluableassistance to the Committee in the preparation of this Report. The Committeealso took into consideration the life experiences of eminent persons, current andformer leaders of higher education, leaders from grassroots level, NGO leaders,religious leaders, leaders of professional bodies, women leaders, student leaders,leaders of workers’ unions, the media and individuals who have an interest ineducation. In fact, the Committee has obtained invaluable benefits and insightsfrom the thoughts and expertise of members of the Committee itself who representa wide spectrum of professions.

20.3 This Report, based on a conceptual framework of internal and external imperativesembraces unexpected and gradual changes which are taking place in society andin education. In writing this Report, the Committee has endeavoured to adhereto the following principles:

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20.3.1 The conceptualisation of national challenges with the aim of moving towards abetter future;

20.3.2 To formulate recommendations which reflect the aspirations and vision of anexcellent future that is consistent with the ongoing nation building initiatives, nationaldevelopment and the development of the Malaysian society;

20.3.3 To accept the fact that the potential of individuals can be continually improvedand developed to their optimum capability to become human resources of highquality.

20.4 The Committee is aware that no assignment can be exhaustive, more so one whichcovers a wide and complex area and which has to be executed within a shortperiod of six months. Thus, the Committee hopes that the ideas expressed willbecome material for continued discussion, and the issues raised will evolve andstimulate further discourse.

20.5 The Committee has found that there is a scarcity of in-depth data and informationregarding:

20.5.1 Work specification and professional training for non-academicuniversity administrators and support staff as well as the requiredcomponents to instil and nurture academic values and traditions thatcan be shared collectively between academic and non-academic staff;

20.5.2 Issues of co-curricular activities and the involvement of staff andstudents for its implementation;

20.5.3 Issues of absolute and relative autonomy in decision making, based ona specific model or ideology;

20.5.4 Gender, race and minority group issues in higher education;20.5.5 Significant matters regarding ideas for change in the universities and

their implications on life-long learning;20.5.6 Worldwide data on the logistics of the development of world class

universities;20.5.7 Information relating to the idea of renewing and revolutionising higher

education.

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20.6 The mandate of the Committee is inextricably linked to innovation, change andrestructuring of higher education in the country. In the light of this, the Committeehas taken into consideration the inevitable trials and tribulations that those involvedwould undergo in implementing the complex phases of transformation. Amongthese phases are the Adoption and Internalisation Phase, the CreativeImplementation Phase, the Problem Solving Phase, the Phase of Ensuring Successin Various Innovations and the Phase of Institutionalising the Reform Initiativeswhich are seen as systemic and synergistic.

20.7 The Committee has tried to put forward a comprehensive perspective vis-a-vis tothe directions that higher education should take, but at the same time recognisingthe fact that there will be some gaps and disparities in regard to the analysispresented.

20.8 The Committee agrees that the ideas expressed in this Report need to be analysedand refined further by a team which will be responsible for implementing theseideas.

20.9 Finally, the Committee is of the opinion that it is necessary to record the inhibitingfactors to the recommendations put forward in this Report. These factors are:

20.9.1 The disparity between deed and aspiration;20.9.2 The mismatch between the capabilities of the institution and the

demands of society and the global challenges which are increasinglybecoming more complex;

20.9.3 The deterioration in teaching and research standards and qualitybecause of the failure of institutions of higher learning to recruit andretain good academic staff or to have good teaching and researchresources;

20.9.4 The low standard of research and research findings of IHE have resultedin the reluctance of the Government and industry to provide funding;

20.9.5 Vision and Mission statements of institutions which have no objectivesand which are not based on the strengths of the institutions;

20.9.6 The failure to administer change effectively;20.9.7 The resources of the institutions are neither consolidated nor focused

towards the achievement of excellence in niche areas or selectedsectors.

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20.10 This Report began with a clarion call for change by none other than the PrimeMinister himself. He was not advocating merely tinkering with the status quo. Hiscall was for nothing less than an ‘education revolution’. In responding to this call,we, the members of this Committee, feel deeply honoured and privileged by theopportunity afforded us to contribute to this noble endeavour. At the same timewe were cognizant that if the Government’s sincere intention of creating excellencein higher education is to be realised, uncompromising and hard-nosed honesty inthe analysis of the current situation, and the formulation of recommendations thatdirectly confront the social, attitudinal, cultural and traditional norms that upheldthe status quo and prevented change, had to be the order of the day. Weacknowledge that as we examined the current situation in the country, comparedit with the findings of our benchmarking visits to outstanding higher educationinstitutions in other parts of the world, listened to comments and opinions of variouslocal experts, academicians, top political figures, and the ordinary man-in-the-street, our appreciation of the enormity of the task ahead deepened. This Reporttherefore, is the result of deliberations made in the light of input and feedbackfrom numerous quarters. We are confident therefore, that if the recommendationswhich we have made are given serious consideration by all concerned bodies, andswift action taken to implement them, albeit with judicious adjustments, therevolution in education so much desired by the Prime Minister, will become realityin the foreseeable future.

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TAN SRI DATO’ DR. WAN MOHD. ZAHID BIN MOHD. NOORDINChairman

TAN SRI DATO’ SERI DR. HAJI ZAINUL ARIFF BIN HAJI HUSSAINChairman, Bank Pembangunan Malaysia Berhad

PROF. DATO’ DR. HASSAN SAIDDirector General, Department of Management IHE, Ministry of Higher Education

PROF. DATO’ DZULKIFLI BIN ABDUL RAZAKVice Chancellor, Universiti Sains Malaysia

DATUK DR. SULAIMAN BIN MAHBOBPresident, Institute of Integrity Malaysia

DATUK DR. ABDUL MONIR BIN YAACOBDirector General, Malaysian Institute of Islamic Understanding (Until 31st March 2005)

PROF. EMERITUS DATO’ DR. KHOO KAY KIMProfessor, Department of History, University of Malaya

DATUK MUSTAFA BIN MANSURPresident, Federation of Malaysian Manufacturers

DATO’ DR. T. MARIMUTHUVice President, International Graduate Studies College

PROF. DATO’ MOHD. SHUKRI BIN AB. YAJIDPresident, University College of Technology and Management of Malaysia

PROF. DATO’ DR. IBRAHIM BIN AHMAD BAJUNIDDean, Faculty of Humanities and Social Science, University Tun Abdul Razak

PROF. DR. SHAIK MD. NOOR ALAM BIN SHAIK MOHD HUSSAINProfessor, Faculty of Economics and Management, Universiti Putra Malaysia

APPENDIX I:COMMITTEE MEMBERS

MAIN COMMITTEE

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DZULHIJAH SOKARNOHead

AHMAD MOHD SAID

ABDUL RAHMAN BIN MAT

XAVIER ANTHONY GOMEZ

MARY LAZARUS GILL

MEGAT SHAHRUL AZMIR NORDIN

UMMINAJAH SALLEHUniversiti Teknologi MARA

MD ARRIS ABU YAMINUniversiti Teknologi MARA

EDITORS

WORKING COMMITTEE

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MOHAMED RASHID NAVI BAXOfficer, Ministry of Higher EducationHead

MOHAMAD RASHAHIDI MOHAMMODOfficer, Ministry of Higher Education

GUAN ENG CHANOfficer, Ministry of Higher Education

MOHD. NASIR ABU HASSANOfficer, Ministry of Higher Education

ABDUL RAHIM AHMADOfficer, Ministry of Higher Education

HAPIDAH MOHAMEDOfficer, Ministry of Higher Education

ISMAIL JAMALUDDINOfficer, Ministry of Higher Education

IBRAHIM ALIOfficer, Ministry of Higher Education

SITI ZALEHA ABD AZIZOfficer, Universiti Teknologi MARA

SECRETARIAT

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APPENDIX II:BIODATA OF MAIN COMMITTEE MEMBERS

TAN SRI DATO’ DR. WAN MOHD ZAHID BIN MOHD NOORDIN

Tan Sri Dato’ Wan Mohd Zahid bin Mohd Noordin is an educationist. He obtained his firstdegree from the University of Malaya, his Master’s degree from Stanford University, PaloAlto, California and his Ph.D from the University of California, Berkeley. Throughout hiscareer, he undertook a number of management courses, the most notable being the AdvancedManagement Programme at the Harvard Business School, USA.

Tan Sri Dato’ Wan Mohd Zahid bin Mohd Noordin began his career as a teacher and eventuallybecame a member of the senior education management team in the Ministry of Education.His last position in the education service was as the Director General of the Education,Ministry of Education Malaysia.

Being a senior administrator of the Education Ministry, he had been a member of manyinternational committees undertaking a variety of responsibilities, among which were Advisorto the Pre-School Funding Project under UNICEF, Consultant to the Institute of Technologyand Innovation in Manila, Committee Member for the International Education Bureau in Genevaand Committee Member of the Islamic Culture, Social and Education Association in Rabat.

He is still very active in the education arena. Recently, he was appointed by UNESCO as anAdvisor to the Ministry of Education in Saudi Arabia. In recognition of his many contributionsto the progress of education at the international level, he has been awarded a Doctorate inLaw, Honoris Causa, by the University of Lancaster, United Kingdom.

Tan Sri Dato’ Wan Mohd Zahid bin Mohd Noordin is a member of various boards of directorsamong which are the Board of Directors Universiti Teknologi MARA, Permodalan NasionalBerhad, Perbadanan Usahawan Nasional Berhad, Kumpulan Guthrie Berhad and YayasanFelcra Berhad.

In recognition of his services to the country, he has been awarded various federal and statehonours.

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TAN SRI DATO’ SERI DR. HAJI ZAINUL ARIFF BIN HAJI HUSSAIN

Tan Sri Dato’ Seri Dr. Haji Zainul Ariff bin Haji Hussain’s qualifications range from a Doctorateof Philosophy (Ph.D) in Public Policy University of Southern California, USA, Masters inBusiness Administration Ohio University, USA, Bachelor of Arts (Hons) University of Malaya,Post Graduate Diploma in Public Administration University of Malaya and a Post GraduateCertificate in Administrative Management Royal Institute of Public Administration, UK.

He has also attended courses in International Business Management at Catholic University ofLeuven (Belgium) and the Central Officers Training Institute (COTI), South Korea.

Tan Sri Dato’ Seri Dr. Haji Zainul Ariff served 35 years in the Malaysian Civil Service invarious capacities, among which were as Under-Secretary (Head) Higher Education Division,Ministry of Education, Director General of Socioeconomic Research in the Prime Minister’sDepartment, Deputy Secretary General in the Prime Minister’s Department and SecretaryGeneral of the Ministry of National Unity and Community Development. He retired from theCivil Service as the Director General of the Implementation Co-ordination Unit in the PrimeMinister’s Department.

He was a former University Council Member of Universiti Malaya, Universiti KebangsaanMalaysia, Universiti Sains Malaysia, Universiti Putra Malaysia, Universiti Utara Malaysia,International Islamic University Malaysia, Institut Teknologi MARA and Tuanku Abdul RahmanCollege. He was also a former Council Member of the MARA Education Foundation, CouncilMember of the Board of the Malaysian Islamic Economic Development Foundation, BoardMember of the Maybank Group Welfare Fund, Board Member and member of the AuditCommittee of Petroleum Nasional Bhd (PETRONAS).

Currently he is a Board Member and Distinguished Fellow of the Institute of Strategy andInternational Studies (ISIS) Malaysia, a Board Member and the Chairman of the AuditCommittee of the Malaysian International Shipping (MISC) and a Board member ofGAMUDA. He is also the Chairman of Bank Pembangunan Malaysia Bhd. and the Chairmanof the Board of Universiti Putra Malaysia.

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DATO’ PROFESSOR DR. HASSAN SAID

Dato’ Professor Dr. Hassan Said is the Director General of the Management Department ofthe Higher Education Institute. He was born on 1st January 1955 and obtained his secondaryeducation at Sekolah Tuanku Abdul Rahman, Ipoh, Perak. He furthered his higher educationin the United Kingdom. His first degree was in the field of Mathematics from ManchesterUniversity, England in 1979 while both his Masters and Doctorate degrees were awarded byBrunel University, England.

He began his career as a lecturer at Universiti Sains Malaysia (USM) in 1984 and progressedto becoming an Associate Professor and Professor at the same university. He obtained hismanagement expertise and was appointed Dean in 1990. His highest position at USM was asthe Deputy Vice Chancellor of academic affairs in 1995. As a professional in the field ofmathematics, his inclination is in the discipline of “computer-aided geometric design” (CAGD).

Dato’ Professor Dr. Hassan is a member of the administrative and management team of theHigher Education Ministry. Throughout his years of service he has presented various workingand seminar papers at the national, regional and international academic councils and successfullysupervised graduates and post-graduates at Masters and Doctorate levels.

Dato’ Professor Hassan has contributed to many professional publications. His research findingshave been published as articles and books and often discussed at seminars, forums andworkshops. He has been appointed as a Fellow of Various institutions both in Malaysia andoverseas and is also a Member of the LPU at many public institutions of higher education.

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Professor Dato’ Dzulkifli Abdul Razak has been associated with Universiti Sains Malaysia(USM) since 1980 and has served as the Deputy Dean of the School of PharmaceuticalSciences, Director and Founder of the National Poisons Centre (1995-2000) and Head ofthe World Health Organisation Drug Information Collaboration Centre (since 1998). In July2000, he was appointed as the Deputy Vice Chancellor of USM, and the Vice Chancellor inDecember 2000.

He also serves as a panel member of the World Health Organisation (WHO) Expert AdvisoryPanel for Drug Policy and Management since 1995, and as a consultant to WHO Geneva andWestern Pacific Regional Office. He had also been appointed as a member to the ScientificAdvisory Committee of Tobacco Products Regulation under WHO (2000 – 2002).Throughout his long service at the WHO, Professor Dato’ Dzulkifli Abdul Razak has led morethan 10 teams to Asia, East Africa and the South Pacific.

At the national level, he chairs the Malaysian Examination Council, the Malaysian ViceChancellors/Rectors Committee, a member of the National Tertiary Education Council andBoard of Directors of the Open University Malaysia. He is also a board member of theInternational Association of Universities, a UNESCO-affliated organisation based in Paris.

Throughout the last 10 years, Professor Dato’ Dzulkifli Abdul Razak has contributed articlesfor the weekly column in the New Straits Times and has also written over 500 articles onhealth, science and current issues. A number of these articles have become part of a 3-seriescompilation entitled ‘Voicing Concern’. He has also written more than twenty books with onewinning a special prize in Malaysia’s 1996 Book Fair.

In recognition of his many contributions and services rendered, Professor Dato’ Dzulkifli hasbeen awarded the 1999 Olle Hanson International Award, 2000 Global Leadership ScholarAward by the Robert Wood Foundation of USA, 2002 Rotary Research Foundation GoldMedal for the Medical Sciences and the Inaugural (2004) South East Asia Tobacco ControlAlliance Award. He has also been awarded the honorary titles Dato’ Paduka Mahkota Selangor(2001), Darjah Yang Mulia Pangkuan Negeri, Pulau Pinang (2003) and Dato’ Paduka MakhotaPerlis (2004).

PROFESSOR DATO’ DZULKIFLI ABDUL RAZAK

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Datuk Dr. Sulaiman Mahbob is currently the President of the Malaysian Institute of IntegrityMalysia (IIM), an agency established to coordinate the implementation of the National IntegrityPlan (PIN). Dr. Sulaiman took this appointment in July 2004, after having served the Government(Malaysian Civil Service) for over 33 years.

Prior to this, he was the Secretary-General of the Ministry of Domestic Trade and ConsumerAffairs, a post he held beginning February in 2001. While at the Ministry, he was also the Chairmanof the Companies Commission of Malaysia, and a Board Member of Malaysian IntellectualProperty Corporation.

His working career includes his experience in the Economic Planning Unit of the Prime Minister’sDepartment (1972-1982), and the Ministry of Finance (1986-1994). He was seconded asExecutive Director of the Malaysian Institute of Economic Research (MIER) (1994-1997). Heserved as Deputy Vice-Chancellor of Universiti Utara Malaysia (UUM) (1997/1998) until heheaded the Secretariat of the National Economic Action Council (NEAC) during the financialcrisis of 1998. Where he helped plan and carry out recovery measures such as the currency pegand capital controls.

Datuk Sulaiman is an economist by training. He has a Bachelors degree in economics (withhonours) from the University of Malaya, Master of Science degree from the University of London(1977) and a Ph.D from Syracuse University, USA.

While in MIER, he led several consulting assignments, which included drafting the Second IndustrialMaster Plan (1996-2005). Datuk Dr. Sulaiman has also served in the commissions, including theCommission for Communication and Multimedia, and for Energy. He had also served in theBoard of Directors of MISC Bernas, and Pengurusan Amanah Saham Nasional. He was recentlyappointed board Member of the Malaysia Deposit Insurance Corporation.

He is currently Adjunct Professor (Economics) at the University of Malaya and at Universiti UtaraMalaysia (public management and law). He is also Vice-President of the Malaysian EconomicAssociation and often contributes articles on Malaysian economy in the local press.

He has been awarded several decorations from the Federal Government (PJN, JSM, KMN) andthe State Governments of Sarawak (DJBS), Johor (SMJ) and Perak (PMP).

DATUK DR. SULAIMAN MAHBOB

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Datuk Dr. Abdul Monir was the Director General of the Institute of Islamic UnderstandingMalaysia (IKIM) till 31 March 2005 which is now the SUHAKAM Commission. Datuk Dr.Abdul Monir obtained his Ph.D from the International Islamic University of Malaysia (IIUM),his Masters in Philosophy and Diploma in Law from the University of London, A’-Aliyahfrom the Al-Azhar University and Diploma in Education from Kolej Islam Malaysia.

Datuk Dr. Abdul Monir’s experience in the field of education is as an External Examiner forPh.D and Masters thesis at UKM, UM, IIUM and University Brunei Darussalam. He lecturedon syariah law at UKM and was the coordinator of the Centre for General Studies.

Datuk Dr. Abdul Monir has served and contributed in various committees including being aMember of the Council of Islam and Malay Customs Pahang, Islamic Council of Selangorand the Fatwa Council of Pahang. He heads the Advisory Board of Takaful NasionalBerhad, the Securities Commission, Amanah Saham MARA, Unit Trust Management Berhad,Bank Negara Malaysia and Maybank Takaful Berhad.

Datuk Dr. Abdul Monir has been bestowed with the following honours: Panglima Jasa Negara(PJN), Kesatria Mangku Negara (KMN) and Darjah Indera Mahkota Pahang (DIPM).

DATUK DR. ABDUL MONIR BIN YAACOB

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Professor Emeritus Dato’ Dr. Khoo Kay Kim is Professor Emeritus at the Department ofHistory, University of Malaya (UM). He obtained his Bachelors degree from the Universityof Malaya (Singapore), Masters degree and Doctorate (Ph.D) from the University of Malaya.

Professor Khoo is an academic specialising in the study of history. His years of service andexperience include four and a half years as a graduate teacher in Telok Anson, Perak, AssociateProfessor in the Department of History, University of Malaya while holding the position ofthe Malaysian History Chair at the University of Malaya and Head of Department, Universityof Malaya, and Dean of the Faculty of Arts and Social Sciences. After his retirement, heheld the position of Professor in the Department of History, University of Malaya andDirector of the Sports Centre, University of Malaya.

Professor Khoo was an Education Fellow of the Institute of Degree and Strategic Studies,Nanyang Technological University in Singapore, apart from holding various important positionsnamely, as President or Editor of the Royal Asiatic Editors Society Malaysia Branch, Memberof the Advisory Board of Editors for “The American Asian Review” Journal, President ofthe Historical Society of Malaysia and the Muzium Society of Malaysia, External Evaluator(History) University Science, Malaysia and University Brunei Darussalam, External ExaminerHistory Department, National University of Singapore, Council Member of Dewan Bahasadan Pustaka, Committee Member of the Advisory Committee for National Unity of theHuman Rights Commission, Council Member of the Malaysian and International StrategicStudies and Council Member of the Institute of Integrity Malaysia.

Professor Emeritus Dato’ Dr. Khoo Kay Kim has written more than 16 monographs and 90articles, while contributing as a sports columnist and commentator for the national dailies formore than 30 years.

PROFESSOR EMERITUS DATO’ DR. KHOO KAY KIM

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Datuk Mustafa Mansur received his early education at Clifford Secondary School, KualaKangsar and also St. Michael Secondary School at Ipoh, Perak. He furthered his educationin the field of Political Science at the Universiti Sains Malaysia (USM).

He has held several high positions in Dunlop Malaysia Industry Ltd and as a Director ofOperations at H&R Johnson Ltd (which is now known as Johan Ceramics Ltd).

Currently, he is the President of the Malaysian Manufacturers Association, Deputy Presidentof Malaysia’s Hall of Business and Industry, Chairman of Applied Chemical (Malaysia),Chairman of Metal Industry (MMC), Chairman of Kwang Construction, Chairman ofManewtech Belle Group, Chairman of Agni Energy and Chairman of HK Comp.

He is a Member of the Board of Directors of Universiti Sains Malaysia (USM), NationalProductivity Council (NPC), Malaysian Industrial Development Authority (MIDA), EmployeeProvident Fund and Johor Investment Board.

He is also involved with the Government at committee levels as a Panel Member of the PrimeMinisters’ Quality Award for the Private Sector Selection Committee, Council Member forExcellence in Industry Award, Council Member for the Standards and Accreditation BoardMalaysia, Council Member of the Industrial Implementation Board, Council Member ofSmall Debts Reconciliation Central Bank of Malaysia, and Committee Member of the 3rd

National Industrial Master Plan (IMP3).

He was also a representative of the Government of Malaysia at the World Trade OrganisationMinisterial Conference at Doha, Qatar and Cancun, Mexico.

DATUK MUSTAFA MANSUR

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Professor Dato’ Dr. T. Marimuthu has been a Member of the Central Working Committee ofthe Malaysian Indian Congress (MIC) since 1991. Throughout his political career, he hasheld positions as Senator, Member of Parliament for Teluk Kemang and Deputy Minister ofAgriculture.

Professor Dato’ Dr. T. Marimuthu is also an academician. He received his post-graduateMasters and Ph.D education at the University of Manchester, England. He is now the Vice-President of Academics at the International Graduate Studies College, Kuala Lumpur. Priorto this, he served as the Executive Director of Institute Wira, Academic Advisor AMSET,Director of Vanto Academy, Professor of Social Psychology at the University of Malaya,Visiting Professor at the Education Department (Developing Nations) of the University ofLondon, University of Chicago and Stanford University.

Professor Dato’ Dr. T. Marimuthu also actively contributes to educational and socialorganisations. He is a Member of the National Unity Council in the Prime Minister’sDepartment, Committee Member of the National Tertiary Education Council, Director ofMaju Institute of Educational Development, member of the Editorial Advisor Board ofEncyclopedia Malaysia, President of the International Association of Tamil Studies, Presidentof the Educational Research and Welfare Foundation and Vice-President of the EducationSociety of Malaysia. At the international level, he has served as a consultant to the WorldBank, UNESCO, INICEF, UNDP, ESCAP, RIHED, IRDC and IIEP.

He has written 10 books and monographs in addition to more than 40 articles in local andinternational journals. One of his books entitled “An Introduction to Sociology of Education”(1990) is used as a reference text in tertiary institutions.

In recognition of his services, Professor Dato’ Dr. T. Marimuthu has been awarded varioushonours, among which are the Darjah Setia Di Raja Kedah (D.S.D.K), Kesatri MangkuNegara (K.M.N), MIC President’s Gold Medal and National Union of Plantation WorkersGold Medal.

PROFESSOR DATO’ DR. T. MARIMUTHU

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Professor Dato’ Mohd Shukri’s involvement in private education began some twenty yearsago. He is the Founder and President of the University College Technology and Management,Malaysia (KUTPM) and the Founder and President of the Advanced Management andTechnology Centre Group of Colleges. Since 1993, Professor Dato’ Mohd Shukri has beenthe President of Institute Perkim-Goon, the oldest, largest and most well-known institute ofhigher education in the northern states of Malaysia.

Professor Dato’ Mohd Shukri has served and contributed in many organisations, boards andcommittees involved in educational policy making and development. Among these are theCommittee to Review Higher Education Policy, Malaysia, the National Society of the BumiputraPrivate Higher Education Institute; the Private Higher Education Coalition Body, Kelantan;the MARA Society Fund Programme, Centre for the Promotion of the Intellect andTechnological Progress (CIPTA), the MARA Education foundation, the Malaysian NuclearSociety (MNS), and an Associate Member of the Malay Business Chamber, Selangor.

The first 10 years of Professor Dato’ Mohd Shukri’s professional life was spent establishinghis own private consultancy where he was involved in international mergers and acquisitions.He headed many successful business ventures during this time, including internationalnegotiations with organisations like Daiwa Europe, Total, Emille Woolfe (UK) and others.

Whilst playing a prominent role in the world of academia, Dato’ Shukri is also active in the ITindustry and is the President of Integrated Technology Haus (ITH).

PROFESSOR DATO’ MOHD SHUKRI AB. YAJID

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Professor Dato’ Dr. Ibrahim Bajunid is the Dean of the Faculty of Humanities and SocialSciences at Universiti Tun Abdul Razak (UNITAR). He teaches management, leadershipand education at UNITAR. He is the President of the Malaysian Educational ResearchAssociation (MERA), President of the Malaysian Management Education and LeadershipSociety (MCEA), President of the Malaysian Institute of Human Resource Management(MIHRM), Secretary of the Malaysian Education Society (PERPEMA) and CommitteeMember of the Malaysian Cognitive Science Association (COSMA).

Professor Dato’ Dr. Ibrahim served for more than 32 years in the Ministry of Education,Malaysia before entering the private academic domain. Prior to his retirement from publicservice, Professor Dato’ Dr. Ibrahim was the Director of the National Institute of EducationManagement (NIEM) and as a Committee Member of the Section Committee in 1979, wasinstrumental in the setting up of NIEM.

He is also a distinguished Fellow of the Institute of Strategy and International Studies,Malaysia (ISIS), Fellow Emeritus of the National Institute of Management and EducationalLeadership, and Fellow of the Institute of Research on Youth. He is also a regular columnistof the ‘As I Wonder’ weekly column in the New Sunday Times.

Professor Dato’ Dr. Ibrahim also serves as an Advisor and Negotiator in the Regional Centrefor Educational Planning at al-Sarjah, United Arab Emirates.

PROFESSOR DATO’ DR. IBRAHIM BIN AHMAD BAJUNID

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Professor Dr. Shaik Md. Noor Alam is a Professor at the Faculty of Economics andManagement, Universiti Putra Malaysia. Prior to this he was a lecturer in the Department ofNatural Economic Resources, Head of the Department of Natural Economic Resources,Deputy Dean of the Faculty of Economics and Management, Associate Professor of theDepartment of Natural Economics Resources, and Dean of the Faculty of Modern Languagesand Communication and Lecturer at the Division of Law Affairs.

Professor Dr. Shaik Md. Noor Alam has conducted numerous research. Among these are,Padi Land Ownership System in MADA (Muda Agricultural Develoment Authorities),Undertakings (Traditional Business Guaranties) - a Problem which has been Recognized, theASEAN/CANADA on Law and anti-Trust Policy and a study of the Melaka Strategic Plan.

As a result of his expert knowledge of Law, he was appointed the External ExaminerDissertations of the Masters in Law Programme, University of Malaya (1994), Member ofthe Selection Panel for Associate Professors, Universiti Kebangsaan Malaysia, Member ofthe Committee of the Legal Terminology of Dewan Bahasa dan Pustaka, and Member ofthe Technical IRPA Committee related to Legal Research Projects.

Professor Dr. Shaik Md. Noor Alam obtained his Ph.D from the International Islamic UniversityMalaysia, his LL.M from University of Malaya and LL.B from University of London.

PROFESSOR DR. SHAIK MD. NOOR ALAM BIN SHAIK MOHD HUSSAIN

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1. Che Nyam Husain

KLIUC, Serdang

2. Amir Hashim Mohd Kassim

KUiTTHO, Johor

3. Sohaimi ZakariaUiTM, Shah Alam

4. Mohd Adanan Isman

Kolej Universiti Islam Antarabangsa, Bangi

5. Abdullah Muhamad

Majlis Latihan Vokasional Kebangsaan, Putrajaya

6. Stephen LeeMUST, Petaling Jaya

7. Ismail Jamaluddin

Kementerian Pengajian Tinggi Malaysia

8. Abdul Rahim Rusly

Kolej ITS, Kuala Lumpur

9. Mohd Najib Hj. AbdullahKolej Insaniah, Kedah

10. Badhrulhisham Abdul Aziz

KUKTEM, Pahang

11. Abdul Shukor Husin

KUIM, Kuala Lumpur

APPENDIX III:LIST OF PARTICIPANTS IN DIALOGUE SESSIONS

ON NATIONAL HIGHER EDUCATION

DIALOGUE I: 3 FEBRUARY 2005, HOTEL MARRIOTT PUTRAJAYA

Name/OrganisationNo.

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12. Nik Zaleha Nik Manap

Kolej Komuniti Selayang, Gombak

13. Sulaiman HassanKolej Universiti Teknologi Tun Hussein Onn, Johor

14. Jamaludin Yahya

Kementerian Pelancongan

15. Maria Chee

Institut Latihan & Pembangunan (ITD), Kuala Lumpur

16. Katheleen OngInstitut Latihan & Pembangunan (ITD), Pulau Pinang

17. Gan Eng Hong

Nilai International College, Nilai

18. Nam b. Marthinin

Majlis Amanah Rakyat

19. Khairuddin HashimTun Abdul Razak University, Kelana Jaya

20. Ismail Hassan

KUTKM, Melaka

21. Hasbullah Mustafa

Majlis Latihan Pertanian Kebangsaan (NATC), Kuala Lumpur

22. Azman AbdullahUniversiti Sains Malaysia, Pulau Pinang

23. Ahmad Najib Abdullah

Kolej Islam Antarabangsa Sultan Ismail Petra, Kelantan

24. Norliza Ismail

MMU, Cyberjaya

25. Halym YeoThe One Academy, Petaling Jaya

26. G. Irshad Hussain

Kuala Lumpur Infrastructure University College, Kajang

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27. Rusley Taib

Universiti Pendidikan Sultan Idris, Perak

28. Helaladin M. DahalanUniversiti Malaysia Sabah

29. Patricia Ong

INTI College Malaysia, Negeri Sembilan

30. Teo Boon Khee

TPM Academy, Petaling Jaya

31. Hamdan SuhaimiKUSTEM, Terengganu

32. Zainal Abidin Uidan

UPM

33. Dang Zaidah Ibrahim

UNITAR

34. Mohamed b. SuleimanLembaga Akreditasi Negara

35. Sahol Hamid Abu Bakar

UiTM, Shah Alam

36. Valentina Ho

The One Academy

37. Tan Yew SingINTI College Malaysia

38. Andrew Choo

Stamford College

39. Mohd Yusri Md Yaasin

NIIM

40. Muhamad AwangUPM

41. Roziah Mohd Janor

UiTM, Shah Alam

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42. Barbara Stamble

Curtin University of Technology Sarawak

43. Chin Kit ChinUCSI

44. Khadijah Rohani

UPSI

45. Thor Meng Tat

Informatics College

46. Mohd Faisal IshakKementerian Pengajian Tinggi Malaysia

47. Sulaiman Yassin

KUSTEM

48. Prudence Goh

UTAR

49. Abdul Razak HabibOpen University Malaysia, Kuala Lumpur

50. Syed Ahmad Hussein

Universiti Sains Malaysia

51. Abd Halim Ahmad

Universiti Utara Malaysia

52. Mohamad JayusPoliteknik Sabak Bernam

53. U.K. Menon

Stamford College

54. Asbi Ali

KUTPM

55. Yusof @ Saad Md. YasinOpen University Malaysia, Kuala Lumpur

56. Anthony Gomez

Education Consultant

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57. Abd. Aziz Tajuddin

USM

58. Peter NgUCSI, Kuala Lumpur

59. Joseph

Metropolitan College, Subang Jaya

60. Elizabeth Lee

Sunway University College

61. Mohd Ghani SallehKolej Universiti Kejuruteraan & Teknologi Malaysia

62. Roswati Rahmat

SEG (i), Subang Jaya

63. Zaiton Mohd Yusof

SEG (i), Subang Jaya

64. Prang Koon TuehMonash University Malaysia

65. Mohabattul Zaman Bukhari

Kolej Universiti Kejuruteraan Utara Malaysia

66. Mohamad Ali Sekak

Universiti Industri Selangor

67. Abu Bakar HashimKolej Perubatan DiRaja Perak

68. Ahmad Adam

Universiti Malaysia Sabah

69. Abu Bakar Mohamad Diah

Kolej Universiti Teknikal Kebangsaan Malaysia

70. Normaziah AbdullahMIMOS

71. Ibrahim Hussein

UNITEN

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72. Zainal Ahmad

Kolej Komuniti Hulu Langat, Selangor

73. Adnenan Abd. RahmanKolej Universiti Islam Malaysia

74. Zulkiply Omar

INTI College, Subang Jaya

75. Enn Ong

Swinburne University of Techonogy (Sarawak Campus)

76. Mawar Noraini IsmailUniversiti Sains Malaysia

77. Abdul Karim Jaafar

Poleteknik Shah Alam

78. Mohd Zainul Fitri

KUTPM

79. Merilyn HiddelMonash University Malaysia

80. Hamsawi Abdullah

UNIMAS

81. Abdul Ghafar Abdullah

PTPTN

82. Mohd Amin Mohd SuraKolej Aman

83. Ismail Md. Salleh

IUCTT

84. Zakaria Salleh

IUCTT

85. Aminah Ab. RahimKementerian Pengajian Tinggi Malaysia

86. Rabiah Latif

UiTM, Shah Alam

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87. Latifah Hassan

UUM, Kedah

88. Mokhlis JaafarKementerian Pengajian Tinggi Malaysia

89. Mei Ling Young

International Medical University

90. Kamal Hassan

International Islamic University Malaysia

91. Mohd RosliUNITAR

92. Khairul Faiz Morat

Cybernetic International College of Technology

93. Fatimah Mohd Nasir

Jabatan Pertanian Malaysia

94. Mohd Azib SallehUNIMAS, Sarawak

95. Zulhaimi Alias

Kolej ITJ, Kuala Lumpur

96. Rosli Hamir

Open University Malaysia, Kuala Lumpur

97. Muhammad Rais Abdul KarimUPSI

98. Yusry

UPSI

99. Mohd Rahimi Yusoff

MMU

100. Sufean HussinUUM

101. Shahwati Umar

Binary University College of Management

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102. Mohd Noor Saleh

UPSI

103. Md SaaidUNITEN

104. Zubaidah Aman

Ministry of Higher Education

105. Kamarul Aripin Musa

UPM

106. Liew Wai FanKUB International College

107. Ismail Mohamed Yusof

MOSTI

108. Mohamed Asin Dollah

Kolej Universiti Islam Malaysia

109. Mohamed Salleh Mohamed YasinUKM

110. Lee Fah Onn

INTI College Malaysia

111. Junainah Mohd Mahdee

MMU

112. Noordin SopieeISIS Malaysia

113. Nik Mustapha Raja Abdullah

UPM

114. Chow Yee Choon

Universiti Tunku Abdul Rahman

115. Mortaza MohamedUniversity College of Engineering & Technology

116. Paul Boardman

University of Nottingham in Malaysia

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117. Mohd Anwar

Majlis Amanah Rakyat

118. Gail PhungUniversity College LimKokWing

119. Azah Subari

Kementerian Pengajian Tinggi Malaysia

120. Azlina Ismail

Kementerian Pengajian Tinggi Malaysia

121. Murali KandasamyKemayan ATC, Kuala Lumpur

122. Kamarulzaman Mohd Zin

APIIT/SAPURA Group, Seri Kembangan

123. Laily Din

UKM

124. Hassan SirunKUTKM, Melaka

125. Wazir Haron

Unit Perancang Ekonomi, Jabatan Perdana Menteri Malaysia

126. Rohani Abdullah

Kementerian Pengajian Tinggi Malaysia

127. Che Ibrahim MohamadKolej Islam Antarabangsa

128. Mohd Noor

KUKUM

129. Mohamed Rehan Karim

University of Malaya

130. Wan Izni RashiddiKolej Komuniti Kuala Langat

131. Sazali Yaacob

KUKUM

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132. Amat Taap Manshor

KUTPM

133. Che Pee SaadKLIUC

134. Zainal Mohamed

KUiTTHO

135. Ramli Basri

Kementerian Pelajaran Malaysia

136. David BoothSwinburne University Sarawak Campus

137. Abdul Razak Chik

UUM, Kedah

138. K. Narayanasamy

Stamford College, Melaka

139. Mohamed Said Mat LelaKUKTEM, Pahang

140. Mohd Khairi Hussin

KUIS

141. Amir Salleh

Kementerian Pelajaran Malaysia

142. Che Zaipah Abd. MuttalibInformatics Group Malaysia

143. Mohamad Alias

KUIM

144. Syed Othman Al Habshi

UNITAR

145. Sukaiman SarmaniUKM

146. Yusof Abdullah

KLC, Kuala Lumpur

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147. Sia Ka Ngan

Kementerian Pengajian Tinggi Malaysia

148. A.V. RamaniKolej Multimedia Antarabangsa

149. Abd. Majid Abdullah

KUSTEM

150. Humam Mohamed

IUCTT

151. Chua Yee YenKBU International College

152. Mohamed Ali Abdul Rahman

Kementerian Pelajaran Malaysia

153. Nasuddin Othman

UiTM, Shah Alam

154. Mahadzer MahmudKLiUC

155. Jamaludin Mohercalin

USM, Pulau Pinang

156. Mohd Noh Dalimin

UMS, Kota Kinabalu, Sabah

157. Khong Kim HontHELP University College

158. Sajilal Divakaran

FTMS-De Montfort University Campus Malaysia

159. Joyce Yuen

INTI College, Subang Jaya

160. Syed Haron AhmadUniversiti Malaya

161. Parmjit Singh

Asia Pacific Institute of Information Technology

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162. Mohd Gaus Ab. Kadir

Politeknik Port Dickson

163. Kamaruzaman AmponUniversiti Malaysia Sabah

164. Jarlath Ronayne

Sunway University College

165. Ahmad Abdullah

FTMS-De Montfort University Malaysia Campus

166. Zainul Abidin Md. SharifUniversiti Tenaga Nasional

167. Azhari Saleh

KUTKM

168. Wan Mohd Hilmi W. Kamal

UIAM

169. Victor LimIMU

170. Ahmad Zuber Ismail

PTPTN

171. Ismawi Zen

UIAM

172. T. Shamsul BahrinNilai International College

173. Rusnah Hussin

Kementerian Kesihatan Malaysia

174. Mohd Wahid Samsudin

UKM

175. Zita Mohd FahmiLAN

176. Peter Pook

International Medical University

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177. Khairuddin Abd. Hamid

UNIMAS

178. A. Hamid A. HadiUniversiti Malaya

179. Alias Atan

Stamford College

180. Siti Fauzeyah Syed Salim

Kolej Universiti Teknologi Tun Hussein Onn

181. Raja Khairil Edd Raja RuslanTPM Academy, Kuala Lumpur

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1. Mustafa Kamal

Kolej Islam, Pahang

2. Abd Ghafar YusofKementerian Pengajian Tinggi Malaysia

3. Idris Md. Aron

Kolej Komuniti, Bayan Baru

4. Mohd Jalil Che Yusof

Politeknik Sultan Hj. Ahmad Shah

5. Ghazali Abd ManafUniversiti Kuala Lumpur

6. Saravanan Swalingam

Kolej TAFE, Seremban

7. Mohd Mansor Salleh

UniKL -MFI

8. Aida DaudPNB

9. Umi Salmah Zaini

Institut Teknologi Perak

10. Shamsuddin Tukacil

Kolej Komuniti Telok Intan

11. Kamis AwangKumpulan Kolej Lagenda, Negeri Sembilan

12. Md. Nor Yusof

Politeknik Perlis

13. Abd. Halim Muhamad

Kolej Teknologi Pulau, Pulau Pinang

DIALOGUE II: 14 MARCH 2005, HOTEL MARRIOTT PUTRAJAYA

Name/OrganisationNo.

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14. Rosdi Md. Nor

Kolej Latihan Telekom, Terengganu

15. Shahrizan Zainal AbidinKolej Latihan Telekom, Kuala Lumpur

16. Carlos Mikon Misin

Kolej Komuniti Kuching, Sarawak

17. Daliah Khalid

Kementerian Belia dan Sukan Malaysia

18. Ishak Tambi KechikAllianze College of Medical Sciences, Pulau Pinang

19. Shafwan Ismail

Politeknik Dungun, Terengganu

20. Mustafa Kamal

Alif College

21. Ahmad RashidiKOPEDA

22. Mohd Faisal Kamaruddin

German Malaysian Institute

23. Wee Keng Hong

PIKOM

24. Shamsul KaharKolej Islam Antarabangsa

25. Abu Bakar Ahmad

Kolej Komuniti Kuantan, Pahang

26. Chia Chee Fen

KDU, Petaling Jaya

27. Choong Kam KowMalaysian Institute of Art

28. Idrus Mohd Sattar

Cosmopoint, Kuala Lumpur

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29. Hasmaryanti Kamaruzzaman

Institut Astin, Puchong, Selangor

30. Che Ku Amran Che Ku AliKolej Komuniti Segamat, Johor

31. Ghazlan Ghazali

Pusat Latihan Teknologi Tinggi (ADTEC) Kuala Lumpur

32. Vasu Subrahmanyam

Asia Pacific Institute of Information Technology, Kuala Lumpur

33. Rani ArumugamSunway College, Perak

34. Norazian Ismail

Politeknik Kuching, Sarawak

35. Dzulkifli Ismail

Kolej Komuniti Tawau, Sabah

36. Abdullah AliJabatan Tenaga Manusia

37. Barbara Tey

MIM

38. Roziah Ismail

Kolej Komuniti Chenderoh

39. Mohd Nuzi YaacobADTEC, Batu Pahat

40. Balram Menon

Megatech, Klang

41. Abd. Rashid Mohd Sharif

Cosmopoint College of Technology, Kuala Lumpur

42. Mustafa OmarPoliteknik Kota Kinabalu, Sabah

43. Nor Azman Yaakub

Kolej Pendidikan Perdana, Shah Alam

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44. Wan Izni Rashidi

Kolej Komuniti Kuala Langat

45. Zakaria YahyaKolej Anjung, Perak

46. P. Sailanathan

Inst. Megatech

47. Ahmad Rizal Omar

Kolej Komuniti Gerik, Perak

48. Au Chan ChongSunway College, Ipoh, Perak

49. Mariam Md. Salleh

Kolej Professional MARA

50. Sindhu Sarachandran

Kolej KASTURI

51. Mohd Shahar Md. SomKolej Latihan Telekom Utara, Perak

52. Ravinthiran

College MCS

53. Wan Zainun Wan Ahmad

MARDI

54. Wan Mohd Afifi Wan AbdullahKolej Komuniti Arau, Perlis

55. Zolkarnain Jobshi

Politeknik Ungku Omar, Perak

56. Noel Robert

Kolej YPC

57. Chan Soon KewKolej Kejuruteraan Adventist, Pulau Pinang

58. Raisyan Auni

Kementerian Pengajian Tinggi Malaysia

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59. Ronald Ho

Kolej Hillcity, Perak

60. Hasna AbdullahKolej Teknologi Timur, Selangor

61. Balakrishnan Vassu

LAN

62. S.L. Foo

MIM

63. Ahmad RaniPoliteknik Kulim, Kedah

64. Mohd Faisal Haroon

Kolej Komuniti Kuala Terengganu

65. Zulkifli Ariffin

Kolej Komuniti Darul Aman, Kedah

66. Myzatul Akman SapaatKementerian Pengajian Tinggi Malaysia

67. Hasline Sheliza Abd Hamid

Institut Bahasa Teikyo

68. Ilyasak Ahmad

Institut Teknologi Darul Naim, Kelantan

69. Mohd Nazar HamzahGerman Malaysia Institute, Kuala Lumpur

70. Lim Boon Hong

Institut Astin, Puchong

71. Hasmawi Khalid

Kolej Komuniti Mentakab, Pahang

72. Farishatul ‘Asharah AbdullahKolej Kejururawatan Murni, Bangi

73. Tan Hock Meng

UTAR

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74. Asmara Sulong

Politeknik Merlimau, Jasin, Melaka

75. Kamaludin Md. KassimKolej Komuniti Ledang, Tangkak, Johor

76. Mohd Zabidin Abd Samad

Pusat Latihan Teknologi Tinggi (ADTEC), Melaka

77. Suzana J. Rice Oxley

Institut Teknologi SARA, Kota Kinabalu, Sabah

78. Yusop PaalKolej Komuniti Sabak Bernam, Selangor

79. Norhisyam Ab. Rahman

Kolej Shahputra, Pahang

80. Mohd Ghaus

Politeknik Port Dickson, Negeri Sembilan

81. Mohd Rusli Ab. WahabKolej Poly-Tech MARA, Kuala Lumpur

82. Noor Jeffri Abdul Wahab

Kolej Teknologi Islam, Melaka

83. Wazir Haron

Unit Perancang Ekonomi, Jabatan Perdana Menteri

84. Zaihan ShukriInstitut Teknikal Jepun Malaysia, Pulau Pinang

85. Nor Hayati Takiman

Kolej Kejururawatan Pusrawi, Kuala Lumpur

86. Kim Jung Pyung

College Travex, Kajang

87. Nik Zaleha Nik ManapKolej Komuniti Selayang, Selangor

88. Shamsudin Jamil

Jabatan Tenaga Manusia, Putrajaya

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89. Chiu Hong Choy

Kojadi Institute, Kuala Lumpur

90. Mohd Nazri ZahariKolej Komuniti Pasir Salak, Perak

91. Elan

NAPEI

92. Syed Abd Halim Syed Yusof

Kolej Komuniti Jasin, Melaka

93. Hazari Mohd ZainPoliteknik Kota Bahru, Kelantan

94. Mohd Nazri Mohd Nasir

Kolej Latihan Telekom, Kuala Lumpur

95. Grace Wong

Institut Putra, Melaka

96. Irene TeoKolej Metrowealth, Johor

97. Zarul Akmar

Kolej Komuniti Sg. Siput, Perak

98. Mohd Syukri Muhd Sabri

Kolej SAFA, Petaling Jaya

99. Thock Kiah WahSouthern College, Johor

100. Osman M. Zain

Pujangga Management Institute

101. Zainon Nor Ahmad

Lembaga Akreditasi Negara

102. Lim Tou BoonTaylor’s College, Subang Jaya

103. Martin Teo Guek Hong

Metrowealth College

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104. A.V. Rao Vugneswaran

Olympia College

105. Woon Tai HaiPIKOM

106. Low Lian Chai

Tutorial Institute Group

107. Ramlan Ramli

Ranaco Education & Training Institute

108. Halimah Mat DesaPoliteknik Kota Melaka, Melaka

109. Wong Shin Voon

Reliance College, Kuala Lumpur

110. Abu Bakar Mohd Ali

Majlis Latihan Pertanian Kebangsaan (NATC), Kuala Lumpur

111. Keriun OngKolej Travex, Kajang

112. Siti Mazenah Saat

Kolej Teknologi Pulau, Pulau Pinang

113. Tay Bih Leng

MTDC Multimedia Academy

114. Ahmad Fadzil ArifKolej Komuniti Hulu Selangor

115. Zuleah Darsong

Majlis Latihan Vokasional Kebangsaan, Putrajaya

116. Suraiya H. Hussein

Kementerian Kesihatan Malaysia

117. Ismail M. YusofMOSTI

118. Zainab Othman

Kolej Komuniti Alor Gajah, Melaka

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119. Jainudin Jabidin

Kolej Yayasan Sabah

120. Tan Chik HeokUTAR

121. Helena Chin

Kolej INTEC

122. Wan Nooriha Wan Zin

Institut ASTIN

123. Yau Chow LumKolej Kasturi

124. Wan Shaari Wan Ismail

Kolej Seri Iman

125. Razali Mat Ajid

Kolej Komuniti Mas Gading, Sarawak

126. Rosminah Mohd HussinUniKL-MSI, Kulim, Kedah

127. Sulong Yahya

Politeknik Johor Bharu

128. Lee Giok Chui

Politeknik Muadzam Shah, Pahang

129. Malina MamatInstitut Astin, Puchong

130. Joyce Yuen

INTI College, Subang Jaya

131. Norlida Abd Razak

Kolej Komuniti Paya Besar

132. Michael CheeELS Language Centres

133. Dana Raj K. Arumugam

RIMA College

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134. Jailani bin Salimon

Kolej Brindley, Kuala Lumpur

135. Muhammad Ikmal Mohd SaidKolej Yayasan, Lembah Beringin

136. Henry Wong

Alif College

137. Wan Ayub Wan Ahmad

Politeknik Kota, K. Terengganu

138. Lee Giok ChuPoliteknik Muadzam Shah, Pahang

139. Jega Karan

Malaysian Institute of Management

140. Mohd Fadil Talib

Kolej Komuniti Rompin, Pahang

141. Wan Zahidi Wan TehKolej Islam Darul Ridzuan, Perak

142. Seritheren Subramaniam

RIMA College, Kuala Lumpur

143. Tham Keang Fatt

Institut Kompas, Ipoh, Perak

144. Ramlah Md IsaMARDI

145. Mat Rajab

IPTURA, Kedah

146. Cynthia Teoh

Language Centre, Petaling Jaya

147. Parimaninam. KInstitut Teknologi Maklumat, Ipoh, Perak

148. Thomas Matthew

Goon Institute, Kuala Lumpur

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149. Mohd Yayue

Politeknik Sabak Bernam

150. Zita Mohd FahmiLAN

151. Siti Alwati Osman

Kolej Latihan Telekom, Sarawak

152. Zainab Ahmad

Kolej Komuniti, Hulu Langat

153. Tengku Nikman Tengku MahmudInternational City Inst. of Technology

154. Ghazale Baharin

Majlis Amanah Rakyat

155. Mohd Saidy Ismail

Kolej Jaiputra

156. Mad Noh LajimKolej Komuniti, Kuching, Sarawak

157. Mohamad Abu Hassan

Politeknik Sultan Salahudin Abdul Aziz Shah, Shah Alam

158. Ahmad Roslan Johari

Kolej Poly-Tech MARA

159. Ismail Md. YusofKolej Chermai Jaya

160. Zainuddin Yahya

Kementerian Belia dan Sukan Malaysia

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Appendix IVLIST OF PARTICIPANTS INROUND TABLE DISCUSSIONS ONNATIONAL HIGHER EDUCATION

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APPENDIX IV:LIST OF PARTICIPANTS IN ROUND TABLE DISCUSSIONS

ON NATIONAL HIGHER EDUCATION

GROUP A : EMINENT PERSONS

Date: 8 March 2005Venue: Institute of Integrity Malaysia

1. Tan Sri Dr. Sulaiman Hj. DaudFormer Minister of Education Malaysia

2. Royal Professor Ungku A. AzizChairman, Angkasa

3. The Honourable Dr. Toh Kin WoonExecutive Councillor, Pulau Pinang State Government

4. Tan Sri Dato’ Azman HashimExecutive Chairman, A.M. Merchant Bank Bhd.

5. Tan Sri Datuk Dr. Haji Arshad Bin AyubChairman, Persekutuan Badan Pendidikan dan Pembangunan Melayu

6. Tan Sri Dato’ (Dr.) Haji Ani Bin AropeChairman, Board of Directors Universiti Sains Malaysia

7. Tan Sri Dr. Noordin SopieeDirector General, ISIS Malaysia

8. Prof. Emeritus Dato’ K.j. RatnamUniversiti Sains Malaysia

9. Prof. Dato’ Dr. Ir. Mohd. Nor Bin Haji SallehVice- President, Open University of Malaysia

10. Dato’ Dr. P. ManogranMinistry of Human Resources

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11. Dr. Rosti SaruwonoVice-President PETRONAS

12. En. Abdul Razak AhmadNational Economic Action Council

GROUP B: ACADEMIC OFFICERS IHE

Date: 1 April 2004Venue: Ministry of Higher Education, Putrajaya

1. Encik Mohamad Sahari NordinUniversiti Islam Antarabangsa Malaysia

2. Encik Mokhtar SaadKolej Komuniti Bukit Beruang, Melaka

3. Prof. Mohd. Azib SallehUniversiti Malaysia Sarawak

4. Encik Che Nyam HusainKolej Universiti Infrastruktur Kuala Lumpur

5. Encik Mohamad IbrahimUniversiti Perguruan Sultan Idris

6. Prof. Madya Dr. Abd. Latif Haji GaporUniversiti Perguruan Sultan Idris

7. Prof. Dr. Chuah Hean TeikMultimedia University

8. Puan Fajura Juffa MustafaKolej Universiti Limkokwing

9. Encik Abdul Hamid HusainKolej Komuniti Jempol

10. Prof. Dr. Rustam AbasUniversiti Industri Selangor

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11. Encik Abdul Aziz Abu BakarPoliteknik Merlimau

12. Encik Wan Azam Wan HamidPoliteknik Sultan Haji Ahmad Shah

13. Encik Mohd. Jalil JusofPoliteknik Sultan Haji Ahmad Shah

14. Prof. Muhamad AwangUniversiti Putra Malaysia

15. Encik Zolkarnain JobshiPoliteknik Ungku Omar

16. Tuan Haji Mohlis JaafarKementerian Pengajian Tinggi Malaysia

17. Prof. Datuk Dr. Abdul Hamid Abdul HadiUniversiti Malaya

18. Encik Abdul Razak ChikUniversiti Utara Malaysia

19. Dr. Mohamed Rashid Navi BaxKementerian Pengajian Tinggi Malaysia

20. Tuan Haji Abdul Jalil LimatKementerian Pengajian Tinggi Malaysia

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GROUP C: NON-GOVERNMENTAL ORGANISATIONS

Date: 23 April 2005Venue: Institute of Integrity Malaysia

1. Encik Sobri AhmadMajlis Belia Malaysia

2. Tuan Haji Ahmad Azam Abd RahmanAngkatan Belia Malaysia

3. Datuk Paduka Nadim JohanPersatuan Pengguna Islam Malaysia

4. Dato’ Suhaimi IbrahimGabungan Pelajar Melayu Semenanjung

5. Encik Azwiral BukhairiPersatuan Kebangsaan Pelajar Islam Malaysia

6. Encik Mohd Hafezi Abd HamidPersatuan Kebangsaan Pelajar Islam Malaysia

7. Encik Mohd Shakirin MispanPersatuan Mahasiswa Universiti Malaya

8. Encik Nur Hafizan IdrisPersatuan Mahasiswa Universiti Kebangsaan Malaysia

9. Cik Safinah DzulkifliPersatuan Mahasiswa Universiti Putra Malaysia

10. Prof. Emeritus Dato’ Dr. Nik Safiah KarimPertubuhan Tindakan Wanita Islam

11. Puan Mariamah JaafarYayasan Pendidikan dan Vokasional Wanita Malaysia

12. Dr. Halimah AwangYayasan Pendidikan dan Vokasional Wanita Malaysia

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13. Prof. Dr. Rahimah Abdul KadirPersatuan Wanita Universiti Malaya

14. Dr. Bien Mei NienPersatuan Kebangsaan Usahawan Wanita Malaysia

15. Dr. Lisa TanWomen’s Institute of Management

GROUP D: PROFESSIONALS AND MEDIA REPRESENTATIVES

Date: 24 April 2005Venue: Institute of Integrity Malaysia

1. Ir. Prof. Madya Megat Johari Megat Mohd NoorInstitute of Engineers Malaysia

2. C. Kim PeowPertubuhan Arkitek Malaysia

3. Prof. Madya Dr. Abas Haji HussinMalaysia Pharmaceutical Society

4. Prof. Madya Dr. Ahmad RamlyInstitute of Surveyors Malaysia

5. Tuan Haji Sulaiman AbdullahBar Council Malaysia

6. Mrs. Lok Yim PhengNational Union of Teaching Profession

7. Prof.Madya Dr. Abdul Rahman Haji DaudKesatuan Guru Melayu Malaysia Barat

8. Dato’ Mat Dahan Abdul LatifYayasan Kajian dan Strategi Melayu

9. Tuan Syed Barkat Ali Syed AliAgriculture Institute of Malaysia

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10. Encik Ibrahim SaadThe New Straits Times Press

11. Dato’ Azman UjangBerita Nasional Malaysia

12. Dr Mohd Kamal KhirMalaysian Institute of Human Resource Management

13. Dr. Ranjit Singh MalhiTQM Consultants

14. Dato’ Johan Jaafar

GROUP E: STUDENT AFFAIRS OFFICERS AND REPRESENTATIVES OFFINANCIAL SPONSORS

Date: 29 April 2005Venue: Ministry of Higher Education, Putrajaya

1. Encik Ali Azizan MohammadYayasan Telekom Malaysia

2. Encik Ishak SaripPoliteknik Port Dickson

3. Encik Mohamad Abdul MajidUniversiti Malaya

4. Encik Mohd. Zaliridzal ZakariaUniversiti Putra Malaysia

5. Encik Sarani AbdullahJabatan Perkhidmatan Awam Malaysia

6. Encik Shamsanirul NizamKolej Komuniti Kuala Langat

7. Puan Hamisah OmarMajlis Amanah Rakyat

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8. Puan Nik Noraizah HassanMajlis Amanah Rakyat

9. Puan Nik Zaiton Nik SallehUniversiti Multimedia

10. Puan Rogayah Abu BakarKementerian Pelajaran Malaysia

11. Puan Ros Azizi IsmailUniversiti Putra Malaysia

12. Puan Salina SamsuddinYayasan Tenaga Malaysia

13. Puan Sharifah SallehYayasan Telekom Malaysia

14. Puan Siti Asada Mohd SaadYayasan Tenaga Malaysia

15. Puan Sofia Abdul RahmanKolej Komuniti Kuala Langat

16. Puan Surati Abdul RahmanUniversiti Multimedia

17. Puan Wan Shukriah Wan MohammadKolej Komuniti Selayang

18. Tuan Din Tuan MatPerbadanan Tabung Pendidikan Tinggi Negara

19. Tuan Haji Mohd. Ismail RidzuanYayasan Tunku Abdul Rahman

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GROUP F: OFFICERS OF THE CENTRAL AGENCIES, THE FEDERALGOVERNMENT

Date: 9 June 2005Venue: Hotel UiTM Shah Alam

1. Datuk Haji Ab Khalil Ab HamidPerbendaharaan Malaysia

2. Puan Zanifa Md. ZainUnit Perancang Ekonomi, Jabatan Perdana Menteri

3. Encik Ahmad Nadzri EmbongJabatan Perkhidmatan Awam

4. Haji Wahid Md DonJabatan Perkhidmatan Awam

5. Encik Wazir Haji HaronUnit Perancang Ekonomi

GROUP G: ACADEMIC STAFF

Date: 10 June 2005Venue: Intekma Resort, Shah Alam

1. Encik Mansor AhmadPresiden Persatuan Pegawai Akademik Universiti Putra Malaysia

2. Prof. Madya Haji Mohd. Ariffin IbrahimKesatuan Kakitangan Akademik Universiti Teknologi MARA

3. Prof. Dr. Abdul Rahman EmbongPersatuan Sains Sosial Malaysia

4. Dr. Wan Manan Wan MudaPresiden Persatuan Kakitangan Akademik dan Pentadbiran Universiti Sains Malaysia

5. Haji Abdul Ghani A Karim,Setiausaha UTIMAS, Universiti Teknologi MARA

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6. Prof. Dr. Rahmat MohamadPresiden UTIMAS

7. Prof. Dr. Mohamad AwangTimbalan Presiden UTIMAS

8. Encik Saharun IbrahimUTIMAS

9. Encik Lin Chew ManPersatuan Sains Sosial Malaysia

10. Dr. Mohd Hazim ShahPersatuan Sains Sosial Malaysia

11. Datin Dr. Sharifah Munirah Al AtasPersatuan Sains Sosial Malaysia

12. Prof. Dr. Wan Zawawi IbrahimPersatuan Sains Sosial Malaysia

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Appendix VLIST OF COUNTRIES ANDINSTITUTIONS VISITED ONINTERNATIONAL BENCHMARKINGAND BEST PRACTICES STUDY

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List of Countries and Institutions

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APPENDIX V:LIST OF COUNTRIES AND INSTITUTIONS VISITED

ON INTERNATIONAL BENCHMARKINGAND BEST PRACTICES STUDY

1. INTRODUCTION

1.1 The international benchmarking and best practices study was carried out in line withthe third item in the Terms of Reference, which required the Committee to proposerecommendations for Malaysian IHE to achieve world class status. Hence, it wasimperative that these international best practices in higher education had to be studiedand benchmarked for higher education in Malaysia.

1.2 The Committee therefore formed study groups from within the members of the MainCommittee and the Ministry of Higher Education officers to study best practices inselected institutions, as a guide to formulate recommendations to the Government.The findings from these studies became a basis for the views expressed and therecommendations made in this Report.

1.3 A separate report of the study visit had to be prepared because of the overwhelmingnumber of important and pertinent findings of each study group which were beyondthe scope of the Terms of Reference of this Committee. Thus, the Committee is ofthe opinion that the findings of these study groups should be perceived as separatefrom the views and recommendations of this Committee.

2. COUNTRIES AND INSTITUTIONS VISITED

2.1 China

2.1.1 Ministry of Education China2.1.2 Tsinghua University, Beijing2.1.3 Peking University, Beijing2.1.4 China Agricultural University, Beijing

2.2 South Korea

2.2.1 Ministry of Education and Human Resources, South Korea2.2.2 Seoul National University, Seoul2.2.3 Dongyang Technical College, Seoul2.2.4 Institute of Science and Advanced Technology South Korea

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2.3 Australia

2.3.1 TAFE College Global, Sydney2.3.2 Universiti New South Wales, Sydney2.3.3 Australia National University, Canberra2.3.4 Australian University Quality Agency (AUQA), Melbourne2.3.5 Monash University, Clayton, Melbourne2.3.6 Box Hill Institute, Melbourne2.3.7 Department of Education Western Australia, Perth2.3.8 University of Western Australia, Perth

2.4 United Kingdom

2.4.1 Department of Education and Skills2.4.2 Oxford Brookes University, Oxford Brookes2.4.3 Oxford University, Oxford2.4.4 Oxford Islamic Centre2.4.5 Bristol University, Bristol2.4.6 London School of Economics and Political Science, London2.4.7 Imperial College, London2.4.8 University College of London2.4.9 Cambridge University, Cambridge2.4.10 University of Luton, Luton2.4.11 Higher Education Funding Council for England. (HEFCE)2.4.12 The Quality Assurance Agency for Higher Education (QAA)2.4.13 Engineering Council of United Kingdom (ECUK)

2.5 France

2.5.1 Ecole Normale Supérieure2.5.2 Université Pierre Marie Curie2.5.3 Université Paris – SUD II2.5.4 Ecole Polytechnique France

2.6 Belgium

2.6.1 Catholic University LEUVEN

2.7 Netherlands

2.7.1 Ministry of Education, Den Haag, Netherlands2.7.2 Wageningen University and Research Centre2.7.3 Erasmus University Rotterdam

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2.8 Switzerland

2.8.1 State Secretariat for Education and Research SER

2.9 Germany

2.9.1 Federal Ministry of Education and Research2.9.2 Technical University of Berlin2.9.3 Humboldt University

2.10 Sweden

2.10.1 Stockholm University2.10.2 Royal Institute of Technology2.10.3 National Agency for Higher Education

2.11 Finland

2.11.1 Helsinki University2.11.2 Ministry of Education

2.12 Ireland

2.12.1 Trinity College, Dublin

2.13 Canada

2.13.1 Canada Education Centre Network, Vancouver, British Columbia2.13.2 University of British Columbia, Vancouver2.13.3 Vancouver University Community College, Vancouver2.13.4 Ministry of Advanced Education, Victoria2.13.5 University of Toronto, Toronto2.13.6 Ryerson University, Toronto2.13.7 Queen’s University, Kingston2.13.8 Canadian Innovation Foundation, Ottawa2.13.9 Associations of Universities & Colleges, Ottawa2.13.10 McGill University, Montreal

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2.14 USA

2.14.1 Massachusetts Institute of Technology2.14.2 Harvard University2.14.3 Dartmouth College2.14.4 Boston University2.14.5 Temple University2.14.6 University of Pennsylvania

2.15 India

2.15.1 University Grants Commission2.15.2 Ministry of Higher Education2.15.3 Madras University2.15.4 AU-KBC Research Centre2.15.5 Jawaharlal Nehru University2.15.6 Anna University2.15.7 Technology Business Centre for Biotechnology2.15.8 Indira Ghandi National Open University

2.16 Jordan

2.16.1 Ministry of Education Jordan2.16.2 University of Jordan2.16.3 Jordan University of Science and Technology2.16.4 University of Yarmouk

2.17 Egypt

2.17.1 Al-Azhar University2.17.2 University of Cairo2.17.3 Ain Shams University

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Appendix VISTATISTICS OF MALAYSIA’SPOPULATION, PUBLICAND PRIVATE INSTITUTIONSOF HIGHER EDUCATION

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APPENDIX VI:STATISTICS OF MALAYSIA’S POPULATION,

PUBLIC AND PRIVATE INSTITUTIONS OF HIGHEREDUCATION

A. POPULATION OF MALAYSIA

ESTIMATED POPULATION OF MALAYSIAAS AT MID 2004

Million PercentageMalaysia 25.58 100

Ethnic Group

Age Group (Year)

Source: Malaysia Statistics Year Book 2004

Malay 12.89 50.40Other Bumiputera 2.81 11.00Chinese 6.07 23.73Indian 1.81 7.10Others 0.30 1.20Non-Citizen 1.69 6.60

Less than 10 5.81 22.7010 to 19 5.12 20.0020 to 29 4.40 17.1930 to 39 3.71 14.4940 to 49 3.01 11.7650 to 59 1.91 7.4660 to 69 1.03 4.02More than 69 0.63 2.46

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C. STUDENT ENROLMENT AT PUBLIC AND PRIVATE IHE 2004

Source: Ministry of Higher Education Malaysia

NUMBERS

Source: Ministry of Higher Education Malaysia

PUBLIC IHEUniversity 11University College 6College 1Polytechnic 20Community College 34

PRIVATE IHEPrivate IHE with University Status 11Private IHE with University College Status 10Branch Campuses of Foreign Universities 5Private IHE without University Status 533Total Number of Private IHE 559

Certification Level Public IHE Private IHE TotalPh.D 5,068 108 5,176Masters Degree 27,316 2,981 30,297Advanced Diploma 530 - 530Bachelors Degree 192,288 105,325 297,613Diploma 69,157 130,255 199,412Certificate - 84,212 84,212Total 294,359 322,881 617,240

Gender Public IHE Private IHE TotalMale 116,041 (39.43%) 160,287 (49.6%) 276,328 (44.8%)Female 178,318 (60.57%) 162,604 (50.4%) 340,922 (55.2%)Total 294,359 322,891 617,240

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Appendix VIILIST OF INSTITUTIONSOF HIGHER EDUCATIONIN MALAYSIA

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A. PUBLIC UNIVERSITIES, PUBLIC UNIVERSITY COLLEGESAND PUBLIC COLLEGES

1. University of Malaya, Kuala Lumpur2. Science University of Malaysia, Pulau Pinang3. National University of Malaysia, Selangor4. Putra University of Malaysia, Selangor5. University of Technology Malaysia, Johor6. Northern University of Malaysia, Kedah7. University of Malaysia Sarawak, Sarawak8. University of Malaysia Sabah, Sabah9. MARA University of Technology, Selangor10. Sultan Idris Teaching University, Perak11. Tun Hussein Onn University College of Technology, Johor12. Islamic University College of Malaysia, Kuala Lumpur13. University College of Science & Technology Malaysia, Terengganu14. National Technical University College of Malaysia, Melaka15. Northern Malaysia University College of Engineering, Perlis16. University College of Engineering & Technology Malaysia, Pahang17. International Islamic University Malaysia, Selangor18. Tunku Abdul Rahman College, Kuala Lumpur

APPENDIX VII:LIST OF INSTITUTIONS OF HIGHER EDUCATION

IN MALAYSIA

Source: Department of Private Education, Ministry of Higher Education Malaysia, Malaysia: Centre of EducationalExcellence, version 3

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B. PRIVATE UNIVERSITIES AND PRIVATE UNIVERSITY COLLEGES

1. Multimedia University, Putrajaya2. Universiti Tenaga Nasional, Selangor3. Universiti Teknologi Petronas, Perak4. International Medical University, Kuala Lumpur5. Universiti Tun Abdul Razak, Selangor6. Universiti Industri Selangor, Selangor7. Open University Malaysia, Kuala Lumpur8. Malaysia University of Science & Technology, Selangor9. Asian Institute of Medicine, Science & Technology, Kedah10. Universiti Tunku Abdul Rahman, Selangor11. Universiti Kuala Lumpur, Kuala Lumpur12. Kolej Universiti Teknologi & Pengurusan Malaysia, Selangor13. Limkokwing University College of Creative Technology, Selangor14. University College Sedaya International, Kuala Lumpur15. Kuala Lumpur Infrastructure University College, Selangor16. International University College of Technology Twintech, Kuala Lumpur

C. BRANCH CAMPUSES OF FOREIGN UNIVERSITIES

1. Monash University Malaysia, Selangor2. Curtin University of Technology Sarawak Campus Malaysia, Sarawak3. University of Nottingham in Malaysia, Kuala Lumpur4. FTMS - De Montfort University Malaysia Campus, Kuala Lumpur

Source: Department of Private Education, Ministry of Higher Education Malaysia, Malaysia: Centre of EducationalExcellence, version 3

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D. POLYTECHNICS

1. Politeknik Ungku Omar, Ipoh, Perak2. Politeknik Sultan Haji Ahmad Shah, Kuantan, Pahang3. Politeknik Sultan Abdul Halim Mu’adzam Shah, Jitra, Kedah4. Politeknik Kota Bharu, Ketereh, Kelantan5. Politeknik Kuching, Matang, Sarawak6. Politeknik Port Dickson, Si Rusa, Negeri Sembilan7. Politeknik Kota Kinabalu, Kota Kinabalu, Sabah8. Politeknik Sultan Salahuddin Abdul Aziz Shah, Shah Alam, Selangor9. Politeknik Johor Bahru, Pasir Gudang, Johor10. Politeknik Seberang Perai, Permatang Pauh, Pulau Pinang11. Politeknik Kota Melaka, Plaza Pandan Malim, Melaka12. Politeknik Kota Kuala Terengganu, Kuala Terengganu, Terengganu13. Politeknik Dungun, Dungun, Terengganu14. Politeknik Merlimau, Merlimau, Melaka15. Politeknik Tanjong Malim, Behrang, Perak16. Politeknik Kulim, Kulim, Kedah17. Politeknik Sabak Bernam, Sg. Lang, Selangor18. Politeknik Perlis, Arau, Perlis19. Politeknik Muadzam Shah, Muadzam Shah, Pahang20. Politeknik Mukah, Mukah, Sarawak

Source: Ministry of Higher Education Malaysia, www.mohe.gov.my/info_kpt.php, 3 March 2006

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F. COMMUNITY COLLEGES

1. Kolej Komuniti Arau, Perlis2. Kolej Komuniti Bandar Darulaman, Kedah3. Kolej Komuniti Sungai Petani, Kedah4. Kolej Komuniti Kepala Batas, Pulau Pinang5. Kolej Komuniti Bayan Baru, Pulau Pinang

(Branch: Kolej Komuniti Bayan Baru6. Kolej Komuniti Teluk Intan, Perak7. Kolej Komuniti Gerik, Perak8. Kolej Komuniti Pasir Salak, Perak9. Kolej Komuniti Chenderoh, Perak10. Kolej Komuniti Sungai Siput, Perak11. Kolej Komuniti Sabak Bernam, Selangor12. Kolej Komuniti Hulu Selangor, Selangor13. Kolej Komuniti Selayang, Selangor14. Kolej Komuniti Kuala Langat, Selangor15. Kolej Komuniti Hulu Langat, Selangor16. Kolej Komuniti Jempol, Negeri Sembilan17. Kolej Komuniti Jelebu, Negeri Sembilan18. Kolej Komuniti Bukit Beruang, Melaka19. Kolej Komuniti Alor Gajah, Melaka20. Kolej Komuniti Selandar, Melaka21. Kolej Komuniti Jasin, Melaka22. Kolej Komuniti Segamat, Johor23. Kolej Komuniti Bandar Penawar Kota Tinggi, Johor24. Kolej Komuniti Ledang, Johor25. Kolej Komuniti Segamat 2, Johor26. Kolej Komuniti Kuantan, Pahang27. Kolej Komuniti Mentakab, Pahang28. Kolej Komuniti Rompin, Pahang29. Kolej Komuniti Bentong, Pahang30. Kolej Komuniti Paya Besar, Pahang31. Kolej Komuniti Kuala Terengganu, Terengganu32. Kolej Komuniti Tawau, Sabah33. Kolej Komuniti Kuching, Sarawak34. Kolej Komuniti Mas Gading, Sarawak

Source: Ministry of Higher Education Malaysia, www.mohe.gov.my/info_kpt.php, 3 March 2006

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Appendix VIIIRANKING OF THE TOP 500UNIVERSITIES IN THE WORLD2004

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Towards Excellence 263

APPENDIX VIII:RANKING OF THE TOP 500

UNIVERSITIES IN THE WORLD 2004

(By The Institute of Higher Education, Shanghai Jiao Tong University, Shanghai)

RANKING INSTITUTION COUNTRY1 Harvard University USA2 Stanford University USA3 University of Cambridge UK4 University California - Berkeley USA5 Massachusetts Institute of Technology (MIT) USA6 California Institute Technology USA7 Princeton University USA8 University Oxford UK9 Columbia University USA10 University Chicago USA11 Yale University USA12 Cornell University USA13 University California - San Diego USA14 Tokyo University Japan15 University of Pennsylvania USA16 University of California - Los Angeles USA17 University of California - San Francisco USA18 University of Wisconsin - Madison USA19 University of Michigan - Ann Arbor USA20 University of Washington - Seattle USA21 Kyoto University Japan22 Johns Hopkins University USA23 Imperial College London UK24 University of Toronto Canada25 University College London UK26 University of Illinois - Urbana Champaign USA27 Swiss Fed Institute of Technology - Zurich Switzerland28 Washington University - St. Louis USA29 Rockefeller University USA30 Northwestern University USA31 Duke University USA32 New York University USA33 University of Minnesota - Twin Cities USA34 University of Colorado - Boulder USA35 University of California - Santa Barbara USA36 University of British Columbia Canada37 University of Texas Southwestern Medical Center USA38 Vanderbilt University USA39 University of Utrecht Netherlands

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40 University of Texas - Austin USA41 University of Paris 06 France42 University of California - Davis USA43 Pennsylvania State University - University Park USA44 Rutgers State University - New Brunswick USA45 Technology University of Munich Germany46 Karolinska Institute Stockholm Sweden47 University of Edinburgh UK48 University of Paris 11 France49 University of Southern California USA50 University of Pittsburgh - Pittsburgh USA51 University of Munich Germany52 University of Rochester USA53 Australian National University Australia54 Osaka University Japan55 University of California - Irvine USA56 University of North Carolina - Chapel Hill USA57 University of Zurich Switzerland58 University of Maryland - College Park USA59 University of Copenhagen Denmark60 University of Bristol UK61 McGill University Canada62 Carnegie Mellon University USA63 University of Leiden Netherlands64 University of Heidelberg Germany65 Case Western Reserve University USA66 Moscow State University Russia67 University of Florida USA68 University of Oslo Norway69 University of Sheffield UK70 Tohoku University Japan71 Purdue University - West Lafayette USA72 University of Helsinki Finland73 Ohio State University - Columbus USA74 Uppsala University Sweden75 Rice University USA76 University of Arizona USA77 King’s College London UK78 University of Manchester UK79 University of Goettingen Germany80 Michigan State University USA81 University of Nottingham UK82 Brown University USA83 University of Melbourne Australia84 University of Strasbourg 1 France85 Ecole Normale Super Paris France86 University of Vienna Austria87 Boston University USA

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Towards Excellence 265

88 University of Freiburg Germany89 McMaster University Canada90 Hebrew University, Jerusalem Israel91 University of Basel Switzerland92 Lund University Sweden93 University of Birmingham UK94 University Roma - La Sapienza Italy95 Humboldt University, Berlin Germany96 University of Utah USA97 Stockholm University Sweden98 Nagoya University Japan99 University of Bonn Germany100 Tufts University USA101 Aarhus University Denmark102 Arizona State University - Tempe USA103 Baylor Medical College USA104 Dartmouth College USA105 Emory University USA106 Georgia Institute of Technology USA107 Hokkaido University Japan108 Indiana University - Bloomington USA109 Kyushu University Japan110 National University of Singapore Singapore111 North Carolina State University - Raleigh USA112 Oregon State University USA113 State University of New York - Stony Brook USA114 Tel Aviv University Israel115 Texas A&M University - College Station USA116 Tokyo Institute of Technology Japan117 Tsukuba University Japan118 University of Alberta Canada119 University of Amsterdam Netherlands120 University of Bern Switzerland121 University of California - Riverside USA122 University of California - Santa Cruz USA123 University of Frankfurt Germany124 University of Geneva Switzerland125 University of Georgia USA126 University of Ghent Belgium127 University of Glasgow UK128 University of Groningen Netherlands129 University of Hamburg Germany130 University of Hawaii - Manoa USA131 University of Illinois - Chicago USA132 University of Iowa USA133 University of Kiel Germany134 University of Leeds UK135 University of Leuven Belgium

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136 University of Libre Bruxelles Belgium137 University of Liverpool UK138 University of Louvain Belgium139 University of Massachusetts - Amherst USA140 University of Miami USA141 University of Milan Italy142 University of Muenster Germany143 University of Paris 07 France144 University of Pisa Italy145 University of Queensland Australia146 University of Sussex UK147 University of Sydney Australia148 University of Tennessee - Knoxville USA149 University of Tuebingen Germany150 University of Virginia USA151 University of Wuerzburg Germany152 Weizmann Institute Science Israel153 Cardiff University UK154 College France France155 Colorado State University USA156 Erasmus University Netherlands157 Florida State University USA158 Free University of Amsterdam Netherlands159 Gothenburg University Sweden160 Iowa State University USA161 Mt Sinai School of Medical USA162 National Taiwan University China-tw163 Oregon Health & Science University USA164 Queen’s University Canada165 Rensselaer PolyTechnologynic Institute USA166 Royal Institute of Technology Sweden167 Seoul National University South Korea168 Swiss Fed Institute of Technology - Lausanne Switzerland169 Technology University of Denmark Denmark170 University of Alabama - Birmingham USA171 University of Autonoma Madrid Spain172 University of Calgary Canada173 University of Cincinnati - Cincinnati USA174 University of Connecticut - Storrs USA175 University of Delaware USA176 University of Grenoble 1 France177 University of Koeln Germany178 University of Leicester UK179 University of Leipzig Germany180 University of Mainz Germany181 University of Marburg Germany182 University of Maryland - Baltimore USA183 University of Montpellier 2 France

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Towards Excellence 267

184 University of Montreal Canada185 University Nacl Autonoma Mexico Mexico186 University of Nebraska - Lincoln USA187 University of New South Wales Australia188 University of Notre Dame USA189 University of Padua Italy190 University of Sao Paulo Brazil191 University of Southampton UK192 University of Texas Health Science Center - Houston USA193 University of Texas M.D. Anderson Cancer Center USA194 University of Turin Italy195 University of Wageningen Netherlands196 University of Waterloo Canada197 University of Western Australia Australia198 Virginia Commonwealth University USA199 Virginia Technology University USA200 Washington State University - Pullman USA201 Yeshiva University USA202 Brandeis University USA203 Chalmers University of Technology Sweden204 Chinese University Hong Kong China-hk205 Dalhousie University Canada206 Delft University of Technology Netherlands207 Ecole Polytechnique France208 Free University of Berlin Germany209 George Mason University USA210 George Washington University USA211 Georgetown University USA212 Hiroshima University Japan213 Hong Kong University of Science & Technology China-hk214 Indian Institute of Science India215 Innsbruck University Austria216 Kansas State University USA217 Keio University Japan218 Kobe University Japan219 London School of Economics UK220 Louisiana State University - Baton Rouge USA221 Monash University Australia222 Okayama University Japan223 Peking University China224 PolyTechnologynic Institute Milan Italy225 Queen Mary College UK226 State University of New York - Albany USA227 State University of New York - Buffalo USA228 Swedish University of Agr Science Sweden229 Syracuse University USA230 Technology University of Aachen Germany231 Technology University of Berlin Germany

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232 Technologynion Israel Institute Israel233 Thomas Jefferson University USA234 Trinity College Dublin Ireland235 Tsing Hua University China236 Tulane University USA237 Umea University Sweden238 University of Adelaide Australia239 University of Alaska - Fairbanks USA240 University of Antwerp Belgium241 University of Auckland New Zealand242 University of Barcelona Spain243 University of Bochum Germany244 University of Bologna Italy245 University of Bordeaux 1 France246 University of Buenos Aires Argentina247 University of Cape Town South Africa248 University of Colorado Health Science Center USA249 University of Dundee UK250 University of Durham UK251 University of East Anglia UK252 University of Erlangen Nuernberg Germany253 University of Florence Italy254 University of Genoa Italy255 University of Graz Austria256 University of Guelph Canada257 University of Halle - Wittenberg Germany258 University of Hong Kong China-hk259 University of Houston USA260 University of Kansas - Lawrence USA261 University of Karlsruhe Germany262 University of Kentucky USA263 University of Laval Canada264 University of Liege Belgium265 University of Lyon 1 France266 University Manchester Institute of Science & Technology UK267 University of Manitoba Canada268 University of Massachusetts - Worcester USA269 University of Medical & Dentistry New Jersey USA270 University of Missouri - Columbia USA271 University of Naples Federico II Italy272 University of New Mexico - Albuquerque USA273 University of Newcastle UK274 University of Nijmegen Netherlands275 University of Oregon USA276 University of Otago New Zealand277 University of Ottawa Canada278 University of Paris 05 France279 University of Reading UK

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Towards Excellence 269

280 University of Regensburg Germany281 University of Rhode Island USA282 University of Saskatchewan Canada283 University of South Carolina - Columbia USA284 University of South Florida USA285 University of Southern Denmark Denmark286 University of St Andrews UK287 University of Stuttgart Germany288 University of Szeged Hungary289 University of Texas Health Science Center - San Antonio USA290 University of Texas Medical Branch - Galveston USA291 University of Toulouse 3 France292 University of Turku Finland293 University of Twente Netherlands294 University of Ulm Germany295 University of Vermont USA296 University of Warwick UK297 University of Western Ontario Canada298 University of York UK299 Wake Forest University USA300 Wayne State University USA301 Yonsei University South Korea302 Bar Ilan University Israel303 Ben Gurion University Israel304 Carleton University Canada305 Charles University of Prague Czech306 Chiba University Japan307 City University of Hong Kong China-hk308 City University of New York - City College USA309 Clemson University USA310 Ecole National Super Mines - Paris France311 Ecole Normale Super Lyon France312 Ecole Super Phys & Chem Industry France313 Eindhoven University of Technology Netherlands314 Fudan University China315 Gifu University Japan316 Gunma University Japan317 Hong Kong PolyTechnologynic University China-hk318 Indiana University - Purdue University - Indianapolis USA319 Jagiellonian University Poland320 Kanazawa University Japan321 Korea Advanced Institute of Science & Technology South Korea322 Lehigh University USA323 Macquarie University Australia324 Medical College of Georgia USA325 Medical College of Wisconsin USA326 Medical University of South Carolina USA327 Michigan Technology University USA

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328 Nagasaki University Japan329 Nanjing University China330 Nanyang Technological University Singapore331 National Tsing Hua University China-tw332 Nihon University Japan333 Niigata University Japan334 Norwegian University of Science & Technology Norway335 Open University UK336 Pohang University of Science & Technology South Korea337 Queen’s University Belfast UK338 Royal Veterinary & Agr University Denmark339 San Diego State University USA340 Simon Fraser University Canada341 Southern Methodist University USA342 St Petersburg State University Russia343 St. Louis University USA344 Sungkyunkwan University South Korea345 Technology University of BraunSchoolweig Germany346 Technology University of Darmstadt Germany347 Technology University of Dresden Germany348 Technology University of Helsinki Finland349 Temple University USA350 Texas Technology University USA351 Tokyo Medical & Dent University Japan352 Tokyo Metropolitan University Japan353 Tokyo University of Agr & Technology Japan354 University of Aberdeen UK355 University of Athens Greece356 University of Bath UK357 University of Bayreuth Germany358 University of Bergen Norway359 University of Bielefeld Germany360 University of Bordeaux 2 France361 University of Cagliari Italy362 University of Chile Chile363 University of Complutense - Madrid Spain364 University of Connecticut Health Center USA365 University of Duesseldorf Germany366 University of Essex UK367 University of Estadual Campinas Brazil368 University of Fed Rio de Janeiro Brazil369 University of Ferrara Italy370 University of Giessen Germany371 University of Greifswald Germany372 University of Jena Germany373 University of Jyvaskyla Finland374 University of Konstanz Germany375 University of Lancaster UK

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Towards Excellence 271

376 University of Lausanne Switzerland377 University of Medicaliterranee France378 University of Montana - Missoula USA379 University of Nancy 1 France380 University of Nevada - Reno USA381 University of New Hampshire - Durham USA382 University of Newcastle Australia383 University of Oklahoma - Norman USA384 University of Palermo Italy385 University of Paris 09 France386 University of Pavia Italy387 University of Perugia Italy388 University of Roma - Tor Vergata Italy389 University of Science & Technology China China390 University of Tasmania Australia391 University of Thessaloniki Greece392 University of Tokushima Japan393 University of Valencia Spain394 University of Victoria Canada395 University of Warsaw Poland396 University of Witwatersrand South Africa397 University of Wyoming USA398 Utah State University USA399 Vienna Technology University Austria400 Vrije University of Brussel Belgium401 Waseda University Japan402 Yamaguchi University Japan403 Zhejiang University China404 Auburn University USA405 Birkbeck College UK406 Boston College USA407 Brigham Young University - Provo USA408 Budapest University of Technology Hungary409 Catholic University of America USA410 College of William & Mary USA411 Drexel University USA412 Ehime University Japan413 Eotvos Lorand University Hungary414 Flinders University of South Australia Australia415 Florida International University USA416 Hannover Medical School Germany417 Hanyang University South Korea418 Himeji Institute of Technology Japan419 Howard University USA420 Indian Institute of Technology - Kharagpur India421 Jichi Medical School Japan422 Jilin University China423 Juntendo University Japan

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424 Kagoshima University Japan425 Kent State University USA426 Korea University South Korea427 Kumamoto University Japan428 Kyungpook National University South Korea429 La Trobe University Australia430 Linkoping University Sweden431 London School of Hygiene & Tropical Medical UK432 Loyola University - Chicago USA433 Massey University New Zealand434 Medical University of Innsbruck Austria435 Memorial University of Newfoundland Canada436 Montana State University - Bozeman USA437 Murdoch University Australia438 Nara Institute of Science & Technology Japan439 National Cheng Kung University China-tw440 New Jersey Institute of Technology USA441 New Mexico State University - Las Cruces USA442 Northeastern University USA443 Northern Arizona University USA444 Oklahoma State University USA445 Old Dominion University USA446 Osaka City University Japan447 PolyTechnologynic Institute of Turin Italy448 PolyTechnologynic University - Brooklyn USA449 Royal Holloway College UK450 Scuola Normale Super - Pisa Italy451 Shanghai Jiao Tong University China452 Shinshu University Japan453 University of Aix Marseille 1 France454 University of Akron USA455 University of Arkansas - Little Rock USA456 University of Autonoma Barcelona Spain457 University of Bari Italy458 University of Bradford UK459 University of Bremen Germany460 University of Calcutta India461 University of Central Florida USA462 University College of Cork Ireland463 University College of Dublin Ireland464 University of Duisburg Essen Germany465 University of Estadual Paulista Brazil466 University of Exeter UK467 University of Fribourg Switzerland468 University of Granada Spain469 University of Haifa Israel470 University of Idaho USA471 University of Kaiserslautern Germany

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Towards Excellence 273

472 University of Kansas Medical Center USA473 University of KwaZulu-Natal South Africa474 University of Lisbon Portugal475 University of Louisville USA476 University of Maastricht Netherlands477 University of Maine - Orono USA478 University of Maryland - Baltimore County USA479 University of Massachusetts - Boston USA480 University of Mississippi - Oxford USA481 University of Nebraska Medical Center USA482 University of Osaka Prefecture Japan483 University of Oulu Finland484 University of Parma Italy485 University of Pretoria South Africa486 University of Quebec Canada487 University of Rennes 1 France488 University of Saarlandes Germany489 University of Santiago Compostela Spain490 University of Sevilla Spain491 University of Sherbrooke Canada492 University of Siena Italy493 University of Surrey UK494 University of Tennessee Health Science Center USA495 University of Trent Italy496 University of Trieste Italy497 University of Tromso Norway498 University of Wales - Swansea UK499 University of Wuppertal Germany500 University of Zaragoza Spain

Source: http://www.edu.sjtu.edu.cn/rank/2004/2004main.html (12 September 2005)

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Appendix IXTOP 200 UNIVERSITIESIN THE WORLD 2004

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Towards Excellence 275

APPENDIX IX:TOP 200 UNIVERSITIES IN THE WORLD 2004(By The Times Higher Education Supplement,

United Kingdom, November 5, 2004)

RANKING

1 2 3 4 5 6 7 8 910111213141516171819202122232425262728293031323334353637383940414243

INSTITUTION

Harvard UniversityUniversity of California, BerkeleyMassachusetts Institute of TechnologyCalifornia Institute of TechnologyOxford UniversityCambridge UniversityStanford UniversityYale UniversityPrinceton UniversityETH UniversityLondon School of EconomicsTokyo UniversityUniversity of ChigacoImperial College LondonUniversity of Texas at AustinAustralian National UniversityBeijing UniversityNational University of SingaporeColumbia UniversityUniversity of California, San FransicoMcGill UniversityMelbourne UniversityCornell UniversityUniversity of California, San DiegoJohns Hopkins UniversityUniversity of California, Los AngelesEcole PolytechniquePennsylvania UniversityKyoto UniversityEcole Normale Supérieure, ParisMichigan UniversityEcole Polytechnique Fédérale de LausanneMonash UniversityUniversity College LondonIllionis UniversityNew South Wales UniversityToronto UniversityCarnegie Mellon UniversityHong Kong UniversitySydney UniversityIndian Institute of TechnologyHong Kong University of Sci & TechnologyManchester University and Umist

COUNTRY

USAUSAUSAUSAUKUK

USAUSAUSA

SwitzerlandUK

JapanUSAUK

USAAustralia

ChinaSingapore

USAUSA

CanadaAustralia

USAUSAUSAUSA

FranceUSAJapanFranceUSA

SwitzerlandAustralia

UKUSA

AustraliaCanada

USAHong Kong

AustraliaIndia

Hong KongUK

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44454647484950515253545556575859606162636465666768697071727374757677787980818283848586878889909192939495

School of Oriental and African StudiesMassachusetts UniversityUniversity of British ColumbiaHeidelberg UniversityEdinburgh UniversityQueensland UniversityNanyang UniversityTokyo Institute of TechnologyDuke UniversityUniversité Catholique de LouvainBrussels Free UniversityRMIT UniversityAdelaide UniversityParis VI, Pierre et Marie Curie UniversitySussex UniversityPurdue UniversityTechnical University BerlinBrown UniversityTsing Hua UniversityCopenhagen UniversityErasmus University RotterdamGeorgia Institute of TechnologyWisconsin UniversityAuckland UniversityMacquarie UniversityOsaka UniversitySt Andrews UniversityParis 1 SorbonneUniversity of California, Santa BarbaraNorthwestern UniversityWashington UniversityBoston UniversityCurtin University of TechnologyVienna Technical UniversityDeflt University of TechnologyNew York UniversityWarwick UniversityYeshiva UniversityMinnesota UniversityEindhoven University of TechnologyChinese University of Hong KongGottingen UniversityRochester UniversityTrinity College, DublinCase Western Reserve UniversityMalaya UniversityAlabama UniversityBristol UniversityLomonosov Moscow State UniversityHebrew University of JerusalemVienna UniversityTechnical University Munich

UKUSA

CanadaGermany

UKAustraliaSingapore

JapanUSA

BelgiumBelgiumAustraliaAustralia

FranceUK

USAGermany

USAChina

DenmarkNetherlands

USAUSA

New ZealandAustralia

JapanUK

FranceUSAUSAUSAUSA

AustraliaAustria

NetherlandsUSAUK

USAUSA

NetherlandsHong Kong

GermanyUSA

IrelandUSA

MalaysiaUSUK

RussiaIsrael

AustriaGermany

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Towards Excellence 277

Western Australia UniversityKing’s College LondonAmsterdam UniversityMunich UniversityQueen Mary, University of LondonOslo UniversityNational Taiwan UniversityBath UniversityTufts UniversityTexas A&M UniversityIowa UniversityColoroda UniversityMassey UniversityWashington University, St LouisChalmers University of TechnologySains Malaysia UniversityGlasgow UniversityUniversity of Technology, SydneyOtago UniversityBrandeis UniversityMichigan State UniversityNorth Carolina UniversityVirginia UniversitySeoul National UniversityUtrecht UniversityParis XI, Université Paris-SudRoyal Institute of TechnologyMaastricht UniversityStuttgart UniversityHumboldt University BerlinBirmingham UniversityAarhus UniversityDurham UniversityHelsinki UniversityPenn State UniversityLeiden UniversityStrasbourg UniversityLeeds UniversityMaryland UniversityBonn UniversityStony Brook, State University of New YorkYork UniversityDartmouth UniversityStockholm UniversityUppsala UniversityUtah UniversityLa Trobe UniversityWaterloo UniversityToulouse 1 UniversityTechnical University of DenmarkRice UniversityHamburg University

96979899100101102103104105106107108109110111112113114115116117118119120121122123124125126127128129130131132133134135136137138139140141142143144145146147

AustraliaUK

NetherlandsGermany

UKNorwayTaiwan

UKUSAUSAUSAUSA

New ZealandUSA

SwedenMalaysia

UKAustralia

New ZealandUSAUSAUSAUSA

South KoreaNetherlands

FranceSweden

NetherlandsGermanyGermany

USADenmark

USAFinland

USANetherlands

FranceUK

USAGermany

USAUK

USASwedenSweden

USAAustraliaCanadaFrance

DenmarkUSA

Germany

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McMaster UniversityKiel UniversitySheffield UniversityLiverpool UniversityKarlsruhe UniversityTohoku UniversityChina University Sci & TechnolMontpellier 1 UniversityVanderbilt UniversityFrankfurt UniversityTechnion- Israel Institute of TechnologyMadrid Autonomous UniversityKorea Advanced Institute of Sci & TechTasmania UniversityLa Sapienza UniversityPohang University of Sci & TechnolInnsbruck UniversityGeorgetown UniversityAlberta UniversityNagoya UniversityDundee UniversityWûrzburg UniversityNottingham UniversityLund UniversityTH DarmstadtEmory UniversityIndiana UniversityUniversity of California, Santa CruzHelsinki University of TechnologyUniversité de MontréalFreiburg UniversityNewcastle upon Tyne UniversityUniversity of Southern CaliforniaLancaster UniversityUniversity of California, DavisArizona UniversityAachen RWTHQueen’s University BelfastBologna UniversityNorwegian University of Sci & TechnolTulane UniversityLeicester UniversityRutgers State UniversityNijmegen UniversityNanjing UniversitySouthampton UniversityAberdeen UniversityNational Autonomous University of MexicoFudan UniversityBremen UniversityCity University of Hong KongVirginia Polytechnic InstituteRensselaer Polytechnic Institute

UKGermany

UKUK

GermanyJapanChinaFranceUSA

GermanyIsraelSpain

South KoreaAustralia

ItalySouth Korea

AustriaUSA

CanadaJapan

UKGermany

UKSwedenGermany

USAUSAUSA

FinlandCanada

GermanyUK

USAUK

USAUSA

GermanyUK

ItalyNorway

USAUK

USANetherlands

ChinaUKUK

MexicoChina

GermanyHong Kong

USAUSA

148149150151152153154155156157158159160161162163164165166167168169170171172173174175176177178179180181182183184185186187188189190191192193194195196197198199200

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Towards Excellence 279

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Malaysia. Kementerian Pendidikan, Pembangunan Strategik Pendidikan 2001-2010. Kuala Lumpur: Kementerian Pendidikan Malaysia, 2001.

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Malaysia. Kerajaan, Mid-Term Review of the Eight Malaysia Plan 2001–2005. Putrajaya:PNMB, 2003.

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GLOSSARY OF ABBREVIATIONS AND ACRONYMS

AIMST Asia Institute of Medical Science & TechnologyAPEC Asia Pacific Economic CooperationASEAN Association of SouthEast Asian NationsASP Application Service ProvideAUKU Akta Universiti dan Kolej Universiti

(Universities and University Colleges Act)BJK Bahagian Jaminan Kualiti

(Quality Assurance Division)BMI British Malaysia InstituteBUCME Binary University College of Management & EntrepreneurshipCASE Computer Aided Software EngineeringCD-ROM Compact Disc Read Only MemoryCeBIT Information & Communications Technology Trade Show For The Business

MarketplaceCIP Competitiveness & Innovation Framework ProgrammeCNA Certified Network AssociationCRDF Commercialisation of R&D FundCSU California State UniversityCUTSM Curtin University of Technology Sarawak MalaysiaDAAD Deutscher Akademischer Austausch Dienst

(German Academic Exchange Service)DACUM Develop-A-CurriculumDAGS Demonstrator Application Grant SchemeDEB Dasar Ekonomi Baru

(New Economic Policy)DET Department of Education & TrainingDPN Dasar Pembangunan Nasional

(National Development Policy)DRC Data Recovery CentreDW Data WarehouseDWN Dasar Wawasan Negara

(National Vision Policy)

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ECAR Educause Center for Applied ResearchEDGE Enhanced Data GSM EnvironmentEduCause A Nonprofit Association to Advance Higher Education By Promoting the

Intelligent Use of Information TechnologyeHiEd eHigher EducationEI Enterprise IntegrationEIS Executive Information SystemERP Enterprise Resource PlanningFTE Full Time EquivalentFTMS Enhanced Data Rates for Global EvolutionGATS General Agreement for Trade & ServicesGDP Gross Domestic ProductGERD Gross Domestic Expenditure on R&DGIS Geographical Information SystemGLC Gonvernment-Linked CompaniesGPRS General Packet Radio ServiceGRI Government Research InstituteGRU Graduate Research UniversityHDI Human Development IndexHEFCE Higher Education Funding Council for EnglandHELP University College HELPICT Information and Communication TechnologyIMIS Insitute for the Management of Information SystemIMU International Medical UniversityIPPTN Institut Penyelidikan Pendidikan Tinggi Negara

(National Higher Education Research Institute)IHE Institutions of Higher EducationIRPA Intensification of Research in Prioity AreasITAS Industrial Technical Assistance FundITTAR Institut Teknologi Tun Abdul RazakIUCTT International University College Twintech TechnologyKAIST Korean Advanced Institute of Science & TechnologyKKM Kerangka Kelayakan Malaysia

(Malaysian Qualification Framework)KLiUC Kuala Lumpur Infrastructure University College

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K-Pekerja Knowledge WorkersKSTI Kementerian Sains, Teknologi dan Inovasi

(Ministry of Science, Technology & Innovation Malaysia)KTAR Kolej Tunku Abdul Rahman

(Tunku Abdul Rahman College)KTKM Kementerian Tenaga, Komunikasi dan Multimedia

(Ministry of Energy, Communication and Multimedia)KUIAS Kolej Universiti Islam Antarabangsa SelangorKUIM Kolej Universiti Islam Antarabangsa MalaysiaKUiTTHO Kolej Universiti Teknologi Tun Hussein OnnKUKTEM Kolej Universiti Tekologi & Kejuruteraan MalaysiaKUKUM Kolej Universiti Kejuruteraan Utara MalaysiaKUSTEM Kolej Universiti Sains dan Teknologi MalaysiaKUSZA Kolej Universiti Sultan Zainal AbidinKUTKL Kolej Universiti Teknologi Kreatif Limkokwing

(Limkokwing University College of Creative Technology)KUTKM Kolej Universiti Teknologi Kebangsaan MalaysiaKUTPM Kolej Universiti Teknologi & Pengurusan MalaysiaLAN Lembaga Akreditasi Negara

(National Accreditation Board)MAMPU Malaysian Administration Modernisation & Management Planning UnitMCSE Microsoft Certified Systems EngineerMDC Multimedia Development CorporationMIAT Malaysian Institute of Aviation TechnologyMICET Malaysian Institute of Chemical and Bio-Engineering TechnologyMIGHT Malaysian Industry-Government Group for High TechnologyMIHEC Malaysia International Higher Education CorporationMIMA Maritime Institute of MalaysiaMIMET Malaysian Institute of Marine Engineering TechnologyMIMOS Malaysian Institute of Microelectronic SystemsMMA Malaysian Maritime AcademyMMU Malaysia Multimedia UniversityMoHE Ministry of Higher EducationMOSTI Ministry of Science, Technology & Innovation

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MPTN Majlis Pendidikan Tinggi Negara(National Higher Education Council)

MQF Malaysian Qualification FrameworkMSC Multimedia Super CorridorMSI Malaysian Spanish InstituteMTDC Malaysia Technology Development CorporationMUM Malaysia University MonashMUST Malaysian University of Science & TechnologyMyREN Malaysian Research & Education NetworkNAFTA North America Free Trade AgreementNCC National Computing CenterNITA National IT AgendaNITC National IT CouncilNITF National Information Technology FrameworkOECD Organisation for Economic Co-operation and DevelopmentOKU Orang Kurang Upaya

(Disabled Person)OPAC Online Public Access CatalogueOSS Open Source SolutionsPCFC Polytechnic Colleges Funding CouncilPIN Pelan Integriti Nasional

(National Integrity Plan)PJJ Pengajian Jarak Jauh

(Distance Learning)PKP Pusat Kad Pintar

(Smart Card Centre)PMO Project Management OfficePOLIMAS Politeknik Sultan Abdul Halim Mu’adzam ShahPOLISAS Politeknik Sultan Ahmad ShahPSSHE Pennsylvania State System of Higher EducationPTPL Pusat Teknologi & Pengurusan Lanjutan

(Advanced Management and Technology Centre)PTPTN Perbadanan Tabung Pendidikan Tinggi Nasional

(National Higher Education Fund Corporation)QoS Quality of Service

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ROI Return on InvestmentSCID Systematic Curriculum & Instructional DevelopmentSKPB Sistem Kad Pintar Berpusat

(Centralise Smart Card System)SME Sistem Maklumat Eksekutif

(Executive Infromation System)SMIDEC Small and Medium Industries Development CorporationSPIPTS Sektor Pengurusan Institusi Pengajian Tinggi Swasta

(Private Institutions of Higher Education Management Sector)SPK Sistem Pengurusan Kampus

(Campus Management System)SPM Sijil Pelajaran Malaysia

(Malaysian Certificate of Education)SQL Structured Query LanguageSSB Sistem Saraan Baru

(New Numeration System)SSC Shared Service CentreSSM Sistem Saraan Malaysia

(Malaysian Numeration System)STPM Sijil Tinggi Pelajaran Malaysia

(Malaysian High School Certificate)SWOT Strength, Weakness, Opportunity, ThreatTAF Technology Acquisition FundTFP Total Factor ProductivityTITAS Tamadun Islam dan Tamadun Asia

(Islamic and Asia Civilisation)UCSI University College Sedaya InternationalUFC University Funding CouncilUGC University Grant CommissionUIAM Universiti Islam Antarabangsa Malaysia

(International Islamic University Malaysia)UiTM Universiti Teknologi MARA

(MARA University of Technology)UKM Universiti Kebangsaan Malaysia

(National University of Malaysia)

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UM Universiti Malaya(University of Malaya)

UNDP United Nations Development ProgrammeUNESCO United Nations Education, Social & Cultural OrganisationUniKL Universiti Kuala Lumpur

(Kuala Lumpur of University)UniM Universiti Nottingham MalaysiaUNIMAS Universiti Malaysia Sarawak

(University Malaysia Sarawak)UNISEL Universiti Industri SelangorUNITAR Universiti Tun Abdul Razak

(Tun Abdul Razak University )UNITEM Universiti Terbuka Malaysia

(Open University Malaysia)UNITEN Universiti Tenaga NasionalUPM Universiti Putra Malaysia

(University Putra Malaysia)UPSI Universiti Perguruan Sultan IdrisURL Universal Resource LocatorUSM Universiti Sains MalaysiaUTAR Universiti Tunku Abdul RahmanUTM Universiti Teknologi MalaysiaUTP Universiti Teknologi PETRONASUUM Universiti Utara MalaysiaWAN Wide Area NetworkWIMAX Worldwide Interoperability for Microwave Access

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University Publication Centre (UPENA)