Malaysia Education Blueprint 2013-2025

The Ministry of Education Malaysia governs all national education-related matters from preschool to higher-level education. The ministry is led by Minister of Education aims to provide all Malaysian citizens with equal access to quality education that form highly-skilled, knowledgeable, and united Malaysians.

OUR FIVE
SYSTEM
ASPIRATIONS

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#1

Access

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100% enrollment across all levels from preschool to upper secondary by 2020.

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#2

Quality

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Understanding the current performance and challenges of the Malaysian education system, with a focus on improving access to education, raising standards (quality), closing achievement gaps (equity), fostering unity amongst students,
and maximising system efficiency.

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#3

Equity

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50% reduction in achievement gaps (urban-rural, socio-economic, and gender) by 2020.

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#4

Unity

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An education system that promotes shared values and experiences by encouraging students to embrace diversity.

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#5

Efficiency

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A system that maximises student outcome within the current national budget.

Student Aspirations

Knowledge

At the most basic level, every child will be fully literate and numerate. Beyond this, it is important that students master core subjects such as Mathematics and Science and acquire a rounded general knowledge of Malaysia, Asia, and the world. Students will also be encouraged to develop their knowledge and skills in other areas such as arts, music, and sports.

Thinking Skill

Every child will learn how to continue acquiring knowledge throughout their lives, to be able to connect different pieces of knowledge, and to create a new knowledge. Every child will master a range of important cognitive skills including critical thinking, reasoning, creative thinking, and innovation. This is an area where the system has historically fallen short, with students being less able than they should be in applying knowledge and thinking critically outside familiar academic contexts.

Leadership Skill

In our increasingly interconnected world, being able to lead and work effectively with others is critical. The education system will help each student reach their full potential by creating formal/informal opportunities for students to work in teams and take up leadership roles. In the context of the education system, leadership encompasses four dimensions: enterpreneurship, resilience, emotional intellegence, and strong communication skills.

Bilingual Proficiency

Every child will be, at minimum, operationally proficient in the national language, Bahasa Malaysia, and the international language of communication, English. Upon leaving school, students should be able to work in environments that encompasses these languages. The Ministry will also encourage all students to learn an additional language.

Ethics and Spirituality

The education system aims to instill strong ethics and spirituality within every child to prepare them for challenges that they will inevitably face as an adult. This includes strategies to resolve conflicts peacefully, to employ sound judgement and principles during critical moments, and to have the courage to do what is right. The education system also seeks to nurture caring individuals who contribute to the betterment of the community.

National Identity

An unshakeable sense of national identity, tied to the principles of Rukun Negara, is necessary for Malaysia’s success and future. Every child will proudly indentify as a Malaysian, irrespective of ethnicity, religion or socio-economic status. Achieving this patriotism requires that every child understands the country's history and shares common aspirations for the future. Establishing a true national identity also requires a strong sense of inclusiveness, which can be achieved through the understanding and embracing of diversity. 

Eleven Shifts to Transform the System

Provide equal access to quality education of an international standard

1

To ensure every child is proficient in Bahasa Malaysia, English and an additional language

2

Develop values-driven Malaysians

3

Transform teaching into the profession of choice

4

Ensure high-performing school leaders in every school

5

Empower JPNs, PPDs & schools to customise solutions based on need

6
  • Benchmark Learning of language, science and mathematics to internationals standards
  • Launch revised Primary (KSSR) and new secondary (KSSM) Curicullum in 2017
  • Revamp examinations and assesments to increase focus on higher-order thinking skills by 2016
  • Strengthen STEM education
  • Enhance access and quality of existing education pathways, starting with vocational track
  • Increase investment in physical and teaching resources for students with specific needs
  • Move from 6 to 11 years of compulsory schooling
  • Roll out a new KSSR BM curriculum for National-type schools, with intensive remedical support for students who require it
  • Expand the LINUS programme to include English literacy
  • Upskill English language teachers
  • Make English language SPM paper a compulsory pass and expand opportunities for greater exposure to the language
  • Encourage every child to learn an additional language by 2025
  • Enhance Islamic and Moral Education with greater focus on unity and fostering stronger bonds among students
  • Develop students holistically by reinforcing their requirement to participate in 1 Sport, 1 Club and 1 Uniformed Body
  • Enhance and expand RIMUP from 2016 to facilitate interaction across school types
  • Raise the entry bar for teachers from 2013 to be amongst top 30% of graduates
  • Revamp the IPG to world class standards by 2020
  • Upgrade the quality of continuous professional development (CPD) from 2013
  • Focus teachers on their core functions of teaching from 2013
  • Implement competency and performance-based career progression by 2016
  • Enhance pathways for teachers for leadership, master teaching, and subject specialist roles by 2016
  • Develop a peer-led culture of excellence and certification process by 2025
  • Enhance the selection criteria and succession planning process for principals from 2013
  • Roll out a New Principal Career Package in waves with greater support and sharper accountability for improving student outcomes
  • Accelerate school improvement through systematic, district-led programmes rolled out across all states by 2014
  • Allow greater school-based management and autonomy for schools that meet a minimum performance criteria
  • Ensure 100% of schools meet basic infrastructure requirements by 2015, starting with Sabah and Sarawak
  • Ensure all government and government-aided schools receive equitable financial support

Leverage ICT to scale up quality learning across Malaysia

7

Transform ministry delivery capabilities and capacity

8

Partner with parents, community, and private sector at scale

9

Maximise student outcomes for every ringgit

10

Increase transparency for direct public accountability

11
  • Provide internet access and a virtual learning environment via 1BestariNet for all 10,000 schools
  • Augment online content to share best teaching practices starting with a video library of top-performing teachers delivering lessons in Science, Mathematics, Bahasa Malaysia and English language
  • Maximise the use of ICT for distance and self-paced learning to expand student's access to high-quality teaching regardless of location or skill level.
  • Empower JPNs and PPDs through greater decision-making power over budget and personnel from 2013, and greater accountability for improving student outcomes
  • Deploy approximately 2,500 more personnel from the Ministry and JPNs to PPDs  to better support schools by 2014
  • Strengthen leadership capabilities in 150-200 pivotal leadership positions from 2013
  • Design new functions and structure for the Ministry, with implementation from 2016
  • Equip every parent to support their child's learning through a parent engagement toolkit and online access to their child's in-school progress
  • Invite every PIBG to provide input on teacher quality and the contextualisation of the national curriculum from 2016
  • Expand Trust School model to 500 schools by 2025 by including alumni groups and NGOs as potential sponsors
  • Link every programme to clear student outcomes and annually rationalise programmes that have low impact
  • Capture efficiency opportunities, with funding reallocated to the most critical areas such as teacher training and upskilling
  • Publish an annual public report on the ministry's current progress against Blueprint targets and initiatives, starting from 2013
  • Conduct comprehensive stock-takes in 2015, 2020 and 2025

Eleven Shifts to Transform the System

Provide equal access to quality education of an international standard

1

To ensure every child is proficient in Bahasa Malaysia, English and an additional language

2
  • Benchmark Learning of language, science and mathematics to internationals standards
  • Launch revised Primary (KSSR) and new secondary (KSSM) Curicullum in 2017
  • Revamp examinations and assesments to increase focus on higher-order thinking skills by 2016
  • Strengthen STEM education
  • Enhance access and quality of existing education pathways, starting with vocational track
  • Increase investment in physical and teaching resources for students with specific needs
  • Move from 6 to 11 years of compulsory schooling
  • Roll out a new KSSR BM curriculum for National-type schools, with intensive remedical support for students who require it
  • Expand the LINUS programme to include English literacy
  • Upskill English language teachers
  • Make English language SPM paper a compulsory pass and expand opportunities for greater exposure to the language
  • Encourage every child to learn an additional language by 2025

Develop values-driven Malaysians

3

Transform teaching into the profession of choice

4
  • Enhance Islamic and Moral Education with greater focus on unity and fostering stronger bonds among students
  • Develop students holistically by reinforcing their requirement to participate in 1 Sport, 1 Club and 1 Uniformed Body
  • Enhance and expand RIMUP from 2016 to facilitate interaction across school types
  • Raise the entry bar for teachers from 2013 to be amongst top 30% of graduates
  • Revamp the IPG to world class standards by 2020
  • Upgrade the quality of continuous professional development (CPD) from 2013
  • Focus teachers on their core functions of teaching from 2013
  • Implement competency and performance-based career progression by 2016
  • Enhance pathways for teachers for leadership, master teaching, and subject specialist roles by 2016
  • Develop a peer-led culture of excellence and certification process by 2025

Ensure high-performing school leaders in every school

5

Empower JPNs, PPDs & schools to customise solutions based on need

6
  • Enhance the selection criteria and succession planning process for principals from 2013
  • Roll out a New Principal Career Package in waves with greater support and sharper accountability for improving student outcomes
  • Accelerate school improvement through systematic, district-led programmes rolled out across all states by 2014
  • Allow greater school-based management and autonomy for schools that meet a minimum performance criteria
  • Ensure 100% of schools meet basic infrastructure requirements by 2015, starting with Sabah and Sarawak
  • Ensure all government and government-aided schools receive equitable financial support

Leverage ICT to scale up quality learning across Malaysia

7

Transform ministry delivery capabilities and capacity

8
  • Provide internet access and a virtual learning environment via 1BestariNet for all 10,000 schools
  • Augment online content to share best teaching practices starting with a video library of top-performing teachers delivering lessons in Science, Mathematics, Bahasa Malaysia and English language
  • Maximise the use of ICT for distance and self-paced learning to expand student's access to high-quality teaching regardless of location or skill level.
  • Empower JPNs and PPDs through greater decision-making power over budget and personnel from 2013, and greater accountability for improving student outcomes
  • Deploy approximately 2,500 more personnel from the Ministry and JPNs to PPDs  to better support schools by 2014
  • Strengthen leadership capabilities in 150-200 pivotal leadership positions from 2013
  • Design new functions and structure for the Ministry, with implementation from 2016

Partner with parents, community, and private sector at scale

9

Maximise student outcomes for every ringgit

10
  • Equip every parent to support their child's learning through a parent engagement toolkit and online access to their child's in-school progress
  • Invite every PIBG to provide input on teacher quality and the contextualisation of the national curriculum from 2016
  • Expand Trust School model to 500 schools by 2025 by including alumni groups and NGOs as potential sponsors
  • Link every programme to clear student outcomes and annually rationalise programmes that have low impact
  • Capture efficiency opportunities, with funding reallocated to the most critical areas such as teacher training and upskilling

Increase transparency for direct public accountability

11
  • Publish an annual public report on the ministry's current progress against Blueprint targets and initiatives, starting from 2013
  • Conduct comprehensive stock-takes in 2015, 2020 and 2025

Waves of Blueprint Implementation

1
Turn around system by supporting teachers and focusing on core skills
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2
Accelerate system improvement
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3
Move towards excellence with increased operational flexibility
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14 Priority Initiatives

Background

14 Priority Initiatives for 2014

In the early stages of the Malaysian education transformation plan, the Ministry of Education launched a comprehensive review of the national education system with an aim to develop the National Education Blueprint 2013-2025. Significant inputs and feedback from education experts and members of the public were later translated into 100 initiatives that were set out to be implemented across 3 waves.

In 2013, the Ministry of Education identified Key Performance Indicators (KPI) that would be used to measure the progress and success of education stakeholders in meeting key system and student aspirations. On a yearly basis, primary and secondary initiatives are selected for implementation at divisional, state, district and school levels.

Since 2014, stringent efforts have been successfully executed for each of the key initiatives. This includes basic infrastructure upgrades (including high-speed broadband connectivity), transformation programmes for schools districts, language proficiency training for teachers, increased participation in vocational-based education, and high-order thinking programmes.

Maximising student outcomes within national budget

1
  • To optimise the ministry’s budget spending by maximising the success and outcomes of education programs and activities.

Implementation of the Teacher’s Charter

2
  • To develop competency level assessment instruments for teachers and school leaders.
  • To develop the Continuing Professional Development Plan (Pelan Pembangunan Profesionalisme Berterusan, PPPB) and the Education Services Officer Plan (Pegawai Perkhidmatan Pendidikan, PPP).
  • To increase the percentage (%) of teachers who achieve a minimum level of competence under the Integrated Assessment for Educational Services Officers Plan (Penilaian Bersepadu Pegawai Perkhidmatan Pendidikan, PBPPP).

Implementation of High-Order Thinking Skills (HOTS)

3
  • To ensure that students are able to apply high-level skills to solve problems, make decisions, innovate, and strive to become globally competitive.
  • To ensure teachers are competent and fully trained in HOTs programme.
  • To implement HOTS questions in UPSR and SPM examinations.

Improving achievement in TIMSS and PISA

4
  • To ensure Malaysia achieves a mid-range performance bench marking in TIMSS and PISA examination in 2015 and reach the top one-third by 2025.

To increase literacy proficiency and numeracy performance (LINUS)

5
  • To ensure 100% of students master basic literacy skills and numeracy skills after three years of primary education (1st Cohort) with the exception of students under Special Education programmes.

Providing basic infrastructure for all national schools

6
  • To ensure that schools are equipped with basic infrastructure needs by 2015.

District Transformation Programme

7
  • To expand the District Transformation Programme and develop a rating criteria for District Education Offices (Pejabat Pendidikan Daerah, PPD).
  • To reduce the number of schools under Band 6 and 7.
  • To increase the number of schools under Band 1 and 2.
  • To increase secondary school enrolments.
  • To increase national schools’ point average (Gred Purata Sekolah, GPS) for UPSR and SPM examinations.

To increase enrolment and quality of preschools

8
  • To determine the baseline quality standards of national preschools.
  • To increase preschool enrolment and private preschool enrolment.
  • To ensure the participation rate of students in preschools from ages 4 and 5 improves so that children can attain early education skills before attending compulsory education in Year 1, regardless of socio-economic and geographical status.

To expand parental and community involvement in the school eco-system

9
  • To increase parental and communal involvement in schools, as well as participation in their children’s home learning.
  • To increase parent attendance in six school activities.

Strengthening and restructuring the core functions of MOE

10
  • To realign and strengthen the Ministry's key functions in education.
  • To design a new structure from the Ministry level to the school level that would bridge the gap between planning and delivery.
  • To ensure that a restructure proposal for the entire ministry including the National Education Department (JPN) and District Education Offices (PPD) is submitted to the Prime Minister’s Department for approval.
  • Placement of officers and training developments will be carried out in accordance with profiles of key leadership positions in JPN and PPD.

To increase participation in vocational subjects at secondary level

11
  • To make vocational education among the preferred educational track for students.
  • To meet industries’ need for skilled employees.

Implementing 1BestariNet connectivity to all schools

12
  • To provide all national schools with high-speed broadband.
  • To create content for virtual teaching & learning to ensure optimum use of the Virtual Learning Environment.

Increasing English language proficiency in teachers (Pro-ELT)

13
  • To ensure all English language teachers undergo Professional Up-skilling of English Language Teachers (Pro-ELT) training to further enhance their language proficiency for English-related fields.

Implementation of the School Leader

14
  • To ensure the appointment of quality principals via an established selection criteria.
  • To have a continuous development programme that aims to improve the performance of principles/headmasters.
  • To ensure that high-performing leaders are placed in every national school regardless of location and school performance.

Stakeholders

Parents will see tangible and sustained improvements in the educational experiences of their children. There will be increased transparency around a school’s performance and priorities, and parents will be constantly kept in the loop as to how their child is doing at school, in both achievements and areas for development.

Parents will feel like true partners with the schools in facilitating their child’s learning. Parents will have a better understanding of how their children are developing and how they can help them improve the student's performance. They will have regular contact with their children’s teachers, not just when there is a problem. They will have full visibility and access to their children’s performance on national examinations and school-based assessments. 

Teachers will develop the world-class capabilities needed to facilitate desired student outcomes and gain more enjoyment and fulfilment from their jobs. With the introduction of new teacher career packages, they will enjoy more  improved career pathways and transparent evaluation processes that are directly linked to their relevant competencies and performance.

Teachers will have the support they need to succeed, with increased access to school-based professional development opportunities. They will participate in constructive feedback discussions and dialogue that focus not on blame and punishment, but on learning and development in areas that require improvement. 

Teachers will also enjoy better working conditions, performance-based rewards, and enhanced pathways. They will work in schools with adequate facilities and appropriate working conditions. 

Students will make significant gains in their development irrespective of their background. Students will study in conducive learning environments and will feel stretched and nurtured by their school experience. When they leave school, students will have world-class knowledge and skills, strong moral values, and will be capable of competing with their peers in other countries.

Students will learn in an environment where the fundamental belief is that all students can learn and all students can succeed. Teachers will have high expectations of students regardless of their background or prior achievements, and will provide them with the necessary support to meet those expectations. Students will have a richer school experience, both academic and non-academic, so that they can excel in life. 

School leaders will become excellent instructional leaders and act as agents for change. They will enjoy closer support and enhanced services from federal, state, and district education officers. They will gain access to world-class leadership training as well as the best practices from their peers in Malaysia.

School leaders will have the support and resources they need to guide their schools effectively. They will receive better preparatory, induction, and ongoing training to help them develop their leadership skills. They will see improved responsiveness from PPDs on issues they face, from deployment of principal coaches to the provision of additional resources.

Ministry officials will develop as change leaders, with the skills and attributes needed to support schools. They will become better managers, coaches, and supporters of school excellence. They will benefit from greater meritocracy, greater empowerment with accountability, and will move away from hierarchy and control.

Ministry officials will receive targeted support, training, and resources needed to fulfil their new roles and responsibilities. They will have new roles focused on supporting schools and have access to more professional development opportunities. 

Stakeholders

Parents will see tangible and sustained improvements in the educational experiences of their children. There will be increased transparency around a school’s performance and priorities, and parents will be constantly kept in the loop as to how their child is doing at school, in both achievements and areas for development.

Parents will feel like true partners with the schools in facilitating their child’s learning. Parents will have a better understanding of how their children are developing and how they can help them improve the student's performance. They will have regular contact with their children’s teachers, not just when there is a problem. They will have full visibility and access to their children’s performance on national examinations and school-based assessments. 

Teachers will develop the world-class capabilities needed to facilitate desired student outcomes and gain more enjoyment and fulfilment from their jobs. With the introduction of new teacher career packages, they will enjoy more  improved career pathways and transparent evaluation processes that are directly linked to their relevant competencies and performance.

Teachers will have the support they need to succeed, with increased access to school-based professional development opportunities. They will participate in constructive feedback discussions and dialogue that focus not on blame and punishment, but on learning and development in areas that require improvement. 

Teachers will also enjoy better working conditions, performance-based rewards, and enhanced pathways. They will work in schools with adequate facilities and appropriate working conditions. 

Students will make significant gains in their development irrespective of their background. Students will study in conducive learning environments and will feel stretched and nurtured by their school experience. When they leave school, students will have world-class knowledge and skills, strong moral values, and will be capable of competing with their peers in other countries.

Students will learn in an environment where the fundamental belief is that all students can learn and all students can succeed. Teachers will have high expectations of students regardless of their background or prior achievements, and will provide them with the necessary support to meet those expectations. Students will have a richer school experience, both academic and non-academic, so that they can excel in life. 

School leaders will become excellent instructional leaders and act as agents for change. They will enjoy closer support and enhanced services from federal, state, and district education officers. They will gain access to world-class leadership training as well as the best practices from their peers in Malaysia.

School leaders will have the support and resources they need to guide their schools effectively. They will receive better preparatory, induction, and ongoing training to help them develop their leadership skills. They will see improved responsiveness from PPDs on issues they face, from deployment of principal coaches to the provision of additional resources.

Ministry officials will develop as change leaders, with the skills and attributes needed to support schools. They will become better managers, coaches, and supporters of school excellence. They will benefit from greater meritocracy, greater empowerment with accountability, and will move away from hierarchy and control.

Ministry officials will receive targeted support, training, and resources needed to fulfil their new roles and responsibilities. They will have new roles focused on supporting schools and have access to more professional development opportunities.