Introduction
In the age of globalization and technology, many countries are increasingly confronted with rapid social, economic and political changes. As a result, governments have often turned to their educational system to help prepare their pool of manpower for the challenges they face. Educational policies are then geared towards programs that meet the demands of the times.
Since Malaysia gained independence from British rule in 1957, the educational system has gone through several stages of development. From a diverse and fragmented type to a unified national education system, the curriculum is now focused on the means of teaching the child’s 3Rs, rather than the outcomes. After the colonizers left, Malaysia retained many of the features of the British educational system including separate schools and various media of instruction, curriculum, methods and standards for the various ethnic groups. Education is regarded as a significant instrument in the task of social advancement, and in preparation of human resources and social engineering. Efforts to systematically change and improve the educational system are not new. Hargreaves (as cited in Tan, 2009) indicated that educational change is a common occurrence in countries nowadays. The main aim is to improve learning and get the best knowledge suited to the complexities of the time.
The Malaysia Education Blueprint
A modern approach to development and technology has been extended into the educational system in an effort to meet the challenges of the 21st century. The process of changes started with the enactment of Education Act of 1961, which became in full force in the 1970s. The innovations focused on building national identity and creating a skilled population to help enhance economic development (Shahadan, 2014).
More teachers have been recruited, new schools and better facilities have been built, the government has improved the quality of teacher training and the efficiency of the Ministry of Education have been recognized as important elements in the quest to enhance school performance and student achievement. The Malaysian education system is considered standardized (Ali, Isa, & Ibrahim as cited in Shahadan, 2014).
The Malaysia Education Blueprint 2013-2025 aimed to improve access to education, raise the quality, reduce and close the achievement gaps and “maximize system efficiency” (Ministry of Education Malaysia, 2013). The proposed reforms are broad and complex but the nation and the Ministry of Education have made their moves. Vital to this transformation is the prioritization of the various aspects for improvement as provided in the Education Blueprint. The reform agenda that the Ministry will focus on to immediately draw a sharp turn around and make Malaysia’s educational system comparable with the world average are:
“Improving classroom instruction” to guarantee that students acquire a high-level of thinking attributes (Ministry of Education Malaysia, 2013, p. E-4);
“Enhancing Ministry and school leadership” to allow every principal to emphasize education improvement, and the best leaders have the highest positions in the Ministry (Ministry of Education Malaysia, 2013, p. E-4);
Improving knowledge and skills of English language teachers so that they can have the capability to teach their mandated subject.
The teachers’ role is significant as they can address the quality issue in education. These are the primary areas but there are other important reform initiatives that need to be addressed.
Curriculum is not a one way process, i.e. if change is needed it has to involve several players in the educational system. This includes teachers, students and the Ministry of Education. Ideas about curriculum have changed as the needs and emphases in education also change. The content of instructional program and the learning situation involving teacher, student and society is influenced by philosophical, sociological and psychological factors. Curriculum is a program of learning formed by the school with content, teaching methods and purpose designed so that students will achieve certain educational objectives by means of specific teaching and learning experiences (Owen as cited in Khatijah, 2001).
In this context, teachers have a very important role in providing an effective curriculum. In the Malaysia Education Blueprint, this is specifically emphasized in the actions for “Wave 2 (2016-2020),” where the Ministry of Education will provide structural changes purposely to get an immediate change in the system. Certainly, the planning process begins in Wave 1, and this includes about half a million school teachers and 10,000 school principals who will be provided new direction in their career and teaching skills. The present structure in the federal, state and district offices will be given new functions and roles to enable the teachers and principals to fully work towards changes in schools, introduce “secondary and revised primary standard curriculum” that will improve knowledge, skills, and values needed by our students to effectively function in the twenty-first century and in a globalized environment (Ministry of Education Malaysia, 2013, p. 84).
Great expectations can be drawn at the start of Wave 3, which should be around 2021 to 2025, where all schools, teachers, and principals should have attained a level at par with the global average in performing their mandated functions. The Ministry will provide the impetus and guidance in ensuring that teachers and principals have developed a high level of professional excellence. School administrations should be able to attain a school-based management model that is highly professional and can manage effectively. According to Education Blueprint, this goal should provide “a self-sustaining system” that can trigger innovation and the highest achievements for our schools and students.
The Ministry will also initiate a partnership with private and public institutions providing informal training to expand the STEM (science, technology, engineering, and mathematics) learning program outside schools. Teachers are expected to acquire fast progress in knowledge and teaching skills and career development will be based on merit and capability rather than length of service. Low-performing teachers will be transferred to “other school-based functions” which is not a teaching job (Ministry of Education Malaysia, 2013, p. 8-9).
Conclusion
More highlights to create positive results for the Malaysia Education Blueprint will focus on enhancing ICT innovations, particularly in distance and self-paced learning. With the rise of high technology and the internet, distance learning can bring students to greater heights. This might youths who are slow in learning other academic subjects. Teachers’ skills and knowledge in academic and non-academic subjects will also be enhanced. Teachers and students can take advantage of the availability of the internet and enhance their knowledge.
References
Khatijah, K. (2001). Curriculum change and innovation: A study in the teaching of secondary school geography in Malaysia (Doctoral thesis, Columbia University Teachers College). Retrieved from http://ezproxy.sothebysinstitute.com:2195/pqdtft/docview/303747307/fulltextPDF/1468D7FC92244F39PQ/1?accountid=13958
Ministry of Education Malaysia: Malaysia Education Blueprint 2013-2025. (2013). Retrieved from http://www.moe.gov.my/en/pelan-pembangunan-pendidikan-malaysia-2013-2025
Shahadan, A. (2014). Primary headmaster implementation of the Malaysian national education blueprint: Problems and challenges (Doctoral thesis, California State University). Retrieved from http://ezproxy.sothebysinstitute.com:2195/pqdtft/docview/1616755548/fulltextPDF/7CD577B9F7BB4524PQ/1?accountid=13958
Tan, H. (2009). Changing the language of instruction for Mathematics and Science in Malaysia: The PPSMI policy and the washback effect of bilingual high-stakes secondary school exit exams (Doctoral thesis, McGill University). Retrieved from http://ezproxy.sothebysinstitute.com:2195/dissertations/docview/808407479/F228CCC2C215404BPQ/1?accountid=13958
