Showing posts with label Education in Malaysia. Show all posts
Showing posts with label Education in Malaysia. Show all posts

Tuesday, July 01, 2014

What's WRONG with the Education System in Malaysia? - From a Student's Perspective

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What is WRONG with the education system in Malaysia?

by Yew [Writing Contest 2014 ★ Winner ★]

What is an education? According to Oxford dictionary, an education is the process of receiving or giving systematic instruction. Based on this statement, it sounds like the engagement is either by learning and teaching an instruction given by teachers. Would it be good enough for the students? How can this approach help the students to handle difficult situation in the future? The learning process in the classroom is never enough for the students anymore. It takes more than academia to survive in such a stressful working environment. In Malaysia, the education system is indeed facing problems in producing competent graduates to face this gruesome and depressing challenging working world. What are the possible problems that caused such a bad system? What can be done to create a better education system?

Education System in Malaysia
What's WRONG with the Education System in Malaysia? / PicCredit

Students Are Too Exam-oriented

The problem of education system in Malaysia is that the students are too exam-oriented. Due to societal pressure, the result is the sole indicator of determining your performance in the school. For many innocent students in Malaysia, education means scoring the test papers, acquiring more knowledge for the exam, and of course, aiming for higher number of As! There is a misconception that higher number of As indicates the person is smarter. For example, parents and relatives like to compare their own children with the number of As in result slip or how much salary they can make per month. Why are they making us so stressful? I had heard numerous comparisons throughout my schooling year (even now). My aunt did that by comparing my cousin and me in SPM. With an extra A in my cousin’s result slip, she is assumed to be better. It is not because I am jealous or what (maybe I am?), this should not be the way to gauge the students’ ability. This is because the quality of As would be affected. I still remembered that she is still struggling with Chemistry questions during her foundation year. So, is this the right way to compare? Would you compare a student with a very strong foundation in Physics gets mediocre result in other subjects, while another student who is just barely good at every subject gets straight As? Would you expect Albert Einstein to be good in every subject while his expertise is Physics? I believe his research ability would have suffered if he did that. This is the problem with the parents. They do not utilize the talents of the children. The children might be good in drawing, handcrafting, or sports. Instead, they put too much emphasis to create Jack-of-all-trades students in term of academic examination. When students are too exam-oriented, they are unable to utilize their talents by being productive in their fields. Because after all, they just want more As in exam slips.

Students Lack Leadership Skills

Another problem I see within most students in Malaysia is they lack of leadership element. It may sound cliché, but it is crucial to possess this ‘a must’ element in every student. This element cannot be acquired through class unless the leadership role is taken by the student. This is why the roles of class monitor, secretary and treasurer exist even in primary school. However, how many students are able to take these roles? Not so many. Based on my experience, most of the student leaders you see in your school or networking events are comprised a very small number. Perhaps, they may be 1 out of 100 students? What I find it funny is that the student leaders in the various events are actually the same group of people! These high motivated enthusiastic groups go for every kind of event to get exposure. This is why the representatives from Ministry of Education always think that most students are like the leaders, engaging most of the time. In fact, they are engaging the same students most of the time. Take for another example, today you might see a student ambassador from AIESEC in a GRADUAN career fair. After that, I can bet my 1 cent that you would most probably see him in other career fair/networking event/startup event/random event etc…. This is a good sign, but what about the rest? We are now talking out of the average students, not the top 5 %. Most of them would shun away from this kind of event, stay at home/hostel most of the time. The lazy type (eg. my friends) would most probably demotivate you by giving excuses like ‘Why do you go for so many kind of events?’, ‘Stay at home chillax first! Not easy to get holiday on weekends-leh!’, ’I didn’t meet my family for nearly whole semester…. I miss them so I have to go back!’, ‘After graduated you still can go-mah!’ and the list goes on. What happened after that? They feel scared when lecturers point them to answer question. Especially those forum and networking events where there will be a Q & A at the end of the session, not only the students, even the working adults would tilt their heads down. This shows they are shy and not taking initiative to take up a leadership role in asking questions. Who knows the answers from the questions would be an inspiring quote in the future? That is how the legacy was born by the leaders.

Uninspiring Teachers

Anyway, I have found a random quote from the internet.
“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” ― William Arthur Ward
Speaking about teachers, teachers are noble and respectable. However, back to the quote, did teachers ever inspire most of the students nowadays? Yeah, maybe a handful. Most of them, are like the result of education system in Malaysia, teach according to the syllabus. They lack of empathy to care more about the students. The good ones would be focused, while the bad ones would be sidelined. Some would say ‘Why getting yourself into troubles when your pay is the same before and after?’ After all, teachers are now only known for rushing the exam syllabus. Where is the personal connection between the students and the teachers? Why can it never be like the relationship between the mentors and disciples? Let me ask you some questions:

  1. When was the last time you had given a wishing card to them on Teachers’ Day?
  2. Or for worse case, when was the last time you had visited your teachers after your graduation?

Those days where teachers inspire were gone. Students are never appreciative with what the inspiring teachers have done for them. They take everything for granted. Most would complain about the teachers on they did not come to the class and finish the syllabus. Again, syllabus!? I believe that every student should have an equal opportunity. It is the dedication of the teachers who can make a difference. Frankly speaking, I had a hard time tutoring a student with bad results. It really tested my patience to really get him understood. He did well after that (Thank God!) Besides, teachers are also responsible for some kind of programs in school, for example development programs (such as extra-curricular activities). These programs are usually deemed as wasting time by the students. Same goes to my second point, unless they are forced, only the 1 % highly motivated student leaders would volunteer to join these programs. Because students are only taught that results are everything. The result slip is the only pathway to go through your next level of education. Truth to be told, they would only realize the result slip is just an entrance to any level of education, in secondary and tertiary education. After that, everything would start from 0. Why don’t I tell you everything would start from 0 after you land your first employment? Imagine your 15 – 16 years of education becomes negligible after your first job. Reality is hitting us hard, isn’t it? Therefore, inspiring teachers can really mold the leaders that we can see at the top of corporate leaders.

Students Not Good in English

Have you ever heard of teacher-centered learning? It is where the teachers would talk and the students would listen. This kind of approach has made students who can read and write well, but could not communicate with people around them. This problem usually happens to the people learning second language (eg. English). The education system usually taught students to read and write first before they start to talk. This approach is actually very bad. Have you ever wondered why you can speak your native language (Malay, Tamil, or Mandarin) so well? This is because you use the language in most conversation. In my experience, I could not read or write most Chinese words, but I could converse well with my Chinese friends. Many people find it weird because I can listen/speak but I couldn’t read/write. Yes, these components are actually different from each other. It must be improved part by part in order to improve your overall proficiency. However, the approach of teaching students to read and write English before they get to speak is way wrong. Before you get to speak, you must listen to how others speak. Before you write a passage, you must read how others write. Perhaps, I would suggest the government to start listening and oral tests in primary school as part of the curriculum. Anyway, English is a lingua franca, but many students are still reluctant to learn it. ‘I am not good in English’ is a merely excuse. I find it funny because it has become an opening for many conversations. For me, there is no good English, there is only understandable English. Even if you throw bombastic words to me in a conversation, while I don’t understand it, I would not think your English is good. So this is how KISS rule applies (Google it!). Take your time by using common phrases in English. Master them and I am sure you would be talking like a native speaker in the future. For your information, I am taking German now. If I were to compare English and German, I would say that German is much harder than English.

  • Their verbs are weird (the word haben ‘have’ in German is different conjugation for every pronoun such as habe, hast, hat, haben)
  • The articles of ‘the’ have different forms (das, die, der)
  • Even plurals are not as straightforward (can you imagine the plural of Buch ‘book’ is Bücher ‘books’).

Although it seems hard for me, Germans are so used these. It is the same as our native languages. We are so used to it, yet the foreigners are having tough time learning it. Do not wait for education system to teach you how to speak English. It would never work! Take the initiative and learn English on your own! Do not forget that ‘where there’s a will, there’s WILL ALWAYS BE a way.’

Education Reform

In a crunchy nutshell, education system in Malaysia certainly doesn’t prepare the students to face the corporate life. The budget allocated for education sector is increasing annually, with the highest last year at RM 54.6 billion (Woah, how many Ferraris can I buy?). Somehow, was it utilized effectively? It is not a matter of allocation anymore, the biggest role here is the execution. Teachers must be able to inspire the students to think out of the box. The students must not be left out for leadership role. They must be given the freedom to utilize their real talents to contribute to the society. Number of As shall not be the sole comparison to the quality of the students. Scoring 2928 of As throughout your life is equivalent to an IQ of 200! By changing the mindset of the young in the early stage, they would know their purpose to work on what they want to contribute in the future. If the country is to take about education excellence, it has to start with reformation in education first.

Yew, 22, a third year engineering student in a local public university. He is a clumsy and funny person. His friends always call him a joker. He always thinks his English is so-so because he doesn’t understand why ang-moh says it is good. Therefore, he realizes simple and understandable English are the key points! No bombastic or deep element is used in his writing. Nevertheless, he has an entrepreneurial mindset; hopes someday he can create something that can benefit the mankind. You can find him at, but he seldom updates his blog. Maybe next time… maybe…

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Wednesday, June 18, 2014

Malaysia Education Blueprint Annual Report 2013 (Laporan Tahunan 2013 Pelan Pembangunan Pendidikan Malaysia 2013-2025)

National Education Blueprint Initiatives Show Encouraging Achievement

PUTRAJAYA (The Star Online): Four initiatives under the Malaysia Education Blueprint (MEB) 2013-2025, including pre-school enrolment and vocational education transformation, have shown encouraging achievement.

Deputy Prime Minister Tan Sri Muhyiddin Yassin said the pre-school enrolment achievement was at 81.7% (793,269 pupils) among children aged four and five compared to 80.05% in 2012.

“This is encouraging as a result of the various efforts taken by the Government, including providing incentives like the opening of 8,883 preschool classes to accommodate 192,173 pupils.

“If enough attention is given to the preschool enrolment rate, the ministry is confident of achieving 100% enrolment across all levels by 2020,” he said.

On the Vocational Education Transformation initiatives, Muhyi­ddin said the number of students was raised to 20% through the cooperation and involvement of the private sector in providing the facilities.

“The changes in the national education landscape will make vocational education the main choice of students and their parents like what is happening in developed countries,” he said when unveiling the MEB Annual Report 2013 here yesterday.

Two initiatives that had also shown encouraging achievements were the District Transformation Programme and Inclusive Education Programme.

The District Transformation Pro-gramme pioneered in Sabah and Kedah showed positive outcomes for the national examinations – the UPSR, PMR and SPM, said Muhyiddin, who is also Education Minister.

“Both states produced improved results, in fact their best since 10 years ago. The gap between rural and urban schools in Sabah and Kedah has become narrower and their achievement is much better than the national average,” he said.

Six other initiatives that met the KPIs included the Higher-order Thinking Skill (HOTS), Literacy and Numeracy (Linus), Professional Up-skilling of English Language Teachers (ProELT) and the Transformation of Teacher Education Institute, Principal’s Charter and Parents’ Engagement Toolkit.

Those initiatives were from a total of 25 implemented last year under the blueprint that was officially launched on Sept 6.

“The annual report is an important document which should be referred to for improved action. Whatever the achievements, they should serve as a guide for the ministry in drawing up better strategies and approaches,” said Muhyiddin.
Laporan Tahunan 2013 Pelan Pembangunan Pendidikan Malaysia 2013-2025

Malaysia Education Blueprint Anual Report 2013 (Laporan Tahunan 2013 Pelan Pembangunan Pendidikan Malaysia 2013-2025)

Download pdf files:
  1. Laporan Tahunan 2013 PPPM (Bahasa Malaysia)
  2. Malaysia Education Blueprint Anual Report 2013 (Bahasa Inggeris)
The full speech by Tan Sri Muhyiddin Yassin, the Deputy Prime Minister and the Minister of Education, launching Malaysia Education Blueprint Annual Report 2013 below:

17 JUN 2014

Assalamu’alaikum Warahmatullahi Wabarakatuh, Salam Sejahtera dan Salam 1Malaysia,

1. Pertama, marilah kita memanjatkan rasa syukur ke hadrat Allah S.W.T kerana dengan limpah dan kurnia-Nya, dapat kita bersama-sama dalam Majlis Pelancaran Laporan Tahunan 2013, Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025. Majlis ini memberi kesempatan kepada saya untuk menzahirkan penghargaan di atas kerja keras warga Kementerian Pendidikan Malaysia dan warga pendidik dalam memulakan langkah pelaksanaan PPPM. Dan pada hari ini saya berasa bangga dapat menyampaikan laporan tahunan yang pertama bagi pelaksanaan PPPM.

2. Terlebih dahulu saya merakamkan ucapan terima kasih kepada Pengetua SMK Putrajaya Persint 11 (1) yang telah memberi ruang dan kesempatan untuk sama-sama kita berhimpun di sini bagi menyorot catatan pencapaian beberapa inisiatif PPPM yang telah kita usahakan bersama. Terima kasih jua saya ucapkan kepada YB Menteri Pendidikan II, Dato’ Sri Idris Jusoh, YB Timbalan-Timbalan Menteri, Ahli Panel Dialog Nasional Pendidikan Negara, dan Panel Bebas PPPM yang turut hadir dalam majlis ringkas tetapi amat bermakna dan penting bagi kita meneruskan agenda transformasi pendidikan.

Para hadirin yang saya hormati.

3. Sebagaimana yang telah kita sedia maklum, Pelan Pembangunan Pendidikan Malaysia 2013-2025 telah dilancarkan secara rasmi pada 6 September 2013. Walaupun PPPM ini dilancarkan hampir di penghujung tahun 2013 tetapi pelaksanaan beberapa inisiatif telah dimulakan pada awal tahun 2013. Alhamdulillah, kita semua telah dapat melihat kejayaan awal bagi enam inisiatif dalam tempoh 100 hari pelaksanaan dan pada hari ini pula, saya amat berbesar hati dapat menyampaikan Laporan Tahunan 2013 PPPM untuk pertama kalinya kepada semua pihak sejajar dengan Anjakan ke-11 PPPM iaitu, meningkatkan ketelusan untuk kebertanggungjawaban awam secara langsung.

4. Syabas dan terima kasih, saya ucapkan kepada semua pihak yang telah menghasilkan laporan ini tetapi yang lebih penting dari itu ialah usaha keras dan komitmen tulus ikhlas daripada pihak pengurusan Kementerian hinggalah kepada kumpulan pelaksana iaitu para guru yang telah memberi sumbangan yang bukan sedikit, untuk memastikan PPPM ini dilaksanakan dengan jayanya.

5. Seperti yang telah dimaklumkan oleh YBhg Dato’ KPPM sebentar tadi, sepanjang 2013, Kementerian telah memberi fokus kepada 25 inisiatif utama dengan tumpuan untuk memberi sokongan kepada guru serta meningkatkan kemahiran teras yang memberi impak terhadap keberhasilan murid.

6. Saya percaya sepanjang tahun 2013, Unit Pelaksanaan dan Prestasi Pendidikan (PADU) yang dipimpin oleh YBhg Dato’ Prof. Dr Rujhan Mustafar telah memainkan peranan yang sewajarnya bagi memastikan inisiatif-inisiatif mencapai KPI yang ditetapkan. Saya ingin mengucapkan terima kasih kepada YBhg Dato’ Prof. Dr Rujhan Mustafar atas sumbangan yang diberikan dan beliau kini tidak lagi bersama-sama PADU. Dan dalam kesempatan ini, saya ingin mengalu-alukan kehadiran CEO, PADU yang baru iaitu Pn Khadijah Abdullah (memperkenalkan CEO). Beliau bukanlah orang baru dalam dunia pendidikan. Pernah menjadi guru, pensyarah di maktab perguruan, dan pensyarah di university sebelum menceburi diri dalam bidang korporat. Saya berkeyakinan dengan kelayakan dan reputasi cemerlang yang dimiliki, beliau mampu memimpin PADU bagi merealisasikan PPPM ini.

Para hadirin yang saya hormati,

7. Saya berpendapat bahawa Laporan Tahunan PPPM ini merupakan satu dokumen penting yang perlu dirujuk untuk kita menambahbaik tindakan. Saya telah dimaklumkan bahawa, daripada 25 inisiatif yang dilaksanakan pada tahun 2013, ada inisiatif yang telah menunjukkan pencapaian menggalakkan. Tetapi ada juga inisiatif yang mencapai sebahagian daripada KPI dan sebilangan inisiatif lagi memerlukan tumpuan serta perhatian yang lebih khusus. Apa pun pencapaiannya, ia harus dijadikan panduan untuk Kementerian merangka strategi dan pendekatan yang lebih baik.

8. Di sini saya ingin menyatakan beberapa inisiatif yang berjaya menunjukkan pencapaian memberangsangkan. Dua inisiatif yang berkait dengan akses ialah,

a. Enrolmen prasekolah, dan
b. Transformasi Pendidikan Vokasional

Dua inisiatif berkaitan ekuiti iaitu,
a. Program Transformasi Daerah, dan
b. Program Pendidikan Inklusif

Dari aspek kualiti yang diberi penekanan dalam gelombang 1 ini, terdapat enam inisiatif yang mencapai KPI, iaitu,
a) Kemahiran berfikir aras tinggi (KBAT)
b) Literasi dan Numerasi (LINUS)
c) Profisiensi Guru Bahasa Inggeris (ProELT)
d) Transformasi Institut Pendidikan Guru,
e) Piagam Pemimpin Sekolah, dan
f) Sarana Ibu Bapa

Dua inisiatif yang berkait dengan kecekapan iaitu,
a) Transformasi Kementerian, dan
b) Pembaikan infrastruktur asas

Manakala satu inisiatif menyentuh tentang perpaduan yang berjaya dilaksanakan pada 2013 ialah Rancangan Integrasi Murid Untuk Perpaduan (RIMUP).

9. Program Transformasi Daerah (DTP) sebagai contoh, adalah inisiatif yang menunjukkan pencapaian paling ketara. Program ini yang dirintis di Sabah dan Kedah, bertujuan untuk meningkatkan prestasi sekolah di samping merapatkan jurang pencapaian antara sekolah bandar dan luar bandar. Sekolah yang berprestasi rendah telah dibantu oleh SIPartner+ dan SISC+, manakala sekolah-sekolah dalam Band 3 hingga 5 diusahakan untuk mencapai prestasi yang lebih baik.

10. Pada 2013, program rintis ini memperlihatkan keberhasilan yang signifikan apabila kadar peningkatan keputusan peperiksaan kebangsaan (UPSR, PMR, SPM) di kedua-dua negeri tersebut adalah yang tertinggi berbanding semua negeri lain di Malaysia. Malah, pencapaian peperiksaan kebangsaan yang diraih ini adalah yang terbaik bagi kedua-dua negeri tersebut semenjak 10 tahun yang lalu. Jurang pencapaian antara sekolah bandar-luar bandar di Sabah dan Kedah nampaknya semakin mengecil dan jauh lebih baik daripada purata bagi seluruh negara. Sesungguhnya kejayaan ini amat membanggakan dan memberi kekuatan kepada Kementerian untuk memperluaskan lagi Program Transformasi Daerah ini ke seluruh negara mulai 2014.

11. Pencapaian pendidikan dari segi akses sejak negara merdeka pada 1957 amat menggalakkan. Ketika itu, tidak banyak kanak-kanak mendapat akses. Lebih separuh daripada populasi tidak pernah mendapat persekolahan formal, hanya 6 peratus mendapat pendidikan menengah dan 1 peratus memperoleh pendidikan lepas menengah. Kini kita telah mencapai enrolmen hampir sejagat di peringkat rendah iaitu sekitar 96 peratus.

12. Atas dasar bahawa setiap kanak-kanak warganegara Malaysia berhak mendapat kesamarataan peluang pendidikan bagi membolehkan mereka mencapai potensi masing-masing, PPPM telah melaksanakan beberapa usaha ke arah peluasan akses seperti;
a. Peningkatan enrolmen prasekolah;
b. Transformasi pendidikan vokasional (TPV);
c. Penawaran pelbagai aliran pendidikan;
d. Penerusan akses kepada pendidikan bagi kumpulan khusus; dan
e. Transformasi Tingkatan Enam;.

13. Kementerian yakin sekiranya kadar enrolmen murid di peringkat prasekolah diberi perhatian, kita mampu mencapai 100 peratus enrolmen merentas semua peringkat sekolah menjelang 2020. Oleh itu, bagi tahun 2013 tumpuan inisiatif bagi mencapai akses ialah meningkatkan enrolmen prasekolah. Pada tahun 2013, enrolmen prasekolah yang dicapai berada pada 81.7 peratus (793 269 murid) daripada kanak-kanak berumur 4+ dan 5+ berbandingan 80.5 peratus pada tahun 2012. Ini merupakan pencapaian yang menggalakkan dengan beberapa usaha Kerajaan memberi pelbagai insentif seperti membuka sebanyak 8,883 kelas prasekolah pada 2013 bagi menampung seramai 192 173 (24.2%) murid.

14. Inisiatif Transformasi Pendidikan Vokasional merupakan satu lagi usaha ke arah meningkatkan pencapaian akses seiring dengan aspirasi sistem di dalam PPPM. Pendidikan vokasional suatu ketika dulu dianggap sebagai pendidikan kelas dua dan hanya diceburi oleh murid yang tidak berminat untuk belajar dalam aliran akademik. Kini, melalui Transformasi Pendidikan Vokasional, murid yang menyertai aliran vokasional dipersiapkan dengan kelayakan dan kemahiran yang diiktiraf oleh industri supaya diterima dalam pasaran kerja serta mampu menjadi usahawan yang berdaya saing pada masa hadapan. Mereka juga dapat melanjutkan pengajian hingga ke peringkat diploma melalui pewujudan Kolej Vokasional. Perubahan dalam lanskap struktur pendidikan negara dan bidang ini menjadi pilihan utama murid serta ibu bapa sebagaimana amalan negara maju. Pada tahun 2013, peratus murid ditingkatkan kepada 20 peratus melalui kerjasama serta pelibatan pihak swasta dalam menyediakan kemudahan pendidikan tersebut.

15. Sistem pendidikan negara juga tidak mengenepikan peningkatan kualiti pendidikan untuk murid Orang Asli. Sehingga kini, sebanyak 39,149 (0.74%) daripada murid sekolah rendah dan sekolah menengah seluruh negara merupakan murid Orang Asli. Bagi membaiki pencapaian murid Orang Asli, inisiatif PPPM 2013 menjurus ke arah meningkatkan penguasaan literasi dan numerasi; meningkatkan taraf kemudahan infrastruktur di sekolah dan asrama; meningkatkan hubungan sekolah dengan komuniti melalui Kelas Dewasa Ibu Bapa Murid Orang Asli dan Peribumi (KEDAP); dan meningkatkan kualiti serta kebajikan guru.

Para hadirin yang dihormati,

16. Gelombang 1 PPPM memberi tumpuan kepada menyokong guru dan memberi tumpuan kepada kemahiran utama kerana Kementerian memahami bahawa guru memainkan peranan yang amat penting dalam menjayakan transformasi pendidikan. Guru adalah individu yang mencorakkan murid. Jika pengajaran dan pembelajaran guru menarik dan hebat, sudah tentu murid yang dilahirkan juga hebat lagi bijaksana.

17. Bagi mencapai hasrat ini, keutamaan Kementerian adalah meningkatkan kualiti guru bermula dengan Transformasi IPG. Pada tahun lalu, syarat pengambilan guru telah diperketatkan. Sebanyak 42 peratus pengambilan merupakan pelajar dengan sekurang-kurangnya 7A dan 70 peratus dengan sekurang-kurangnya 5A. Langkah ini merupakan petanda baik ke arah amalan sistem berprestasi tinggi seperti Finland, Singapura dan Korea Selatan yang membenarkan hanya pelajar dalam kelompok 10 peratus hingga 30 peratus teratas menyertai profesion perguruan.

18. Profesion perguruan terus diperkasakan melalui inisiatif Piagam Guru dan Pemimpin Sekolah. Pada tahun lalu inisiatif ini telah berjaya menghasilkan Instrumen Penilaian Bersepadu (Unified Instrument, UI); menghasilkan Pelan Induk Pembangunan Profesional Berterusan (PIPPB); dan memperkemaskan laluan kerjaya guru. Bagi Piagam Pemimpin Sekolah, syarat pemilihan pengetua dan guru besar berasaskan prestasi telah diluluskan dan dilaksanakan, untuk memastikan calon yang terbaik memimpin sekolah.

19. Satu lagi kejayaan cemerlang yang dapat dicapai dalam aspek kualiti guru ialah peningkatan penguasaan guru Bahasa Inggeris. Kejayaan ini penting dalam usaha Kementerian untuk melahirkan murid yang berkemahiran dalam sekurang-kurangnya dua bahasa. Kementerian telah menetapkan standard penguasaan bagi guru sekolah rendah dan menengah berdasarkan Common European Framework of Reference (CEFR).Buat pertama kalinya, Kementerian menjalankan ujian penguasaan Bahasa Inggeris secara besar-besaran melibatkan 61,000 guru, guru pelatih dan pensyarah. Keputusan penilaian tersebut membolehkan seramai 14,000 guru dikenal pasti untuk menjalani program peningkatan bahasa atau Professional Upskilling for English Language Teachers (Pro-ELT)dan menduduki Ujian Aptis.

20. Dalam ujian ini bagi guru-guru Kohot 1 seramai 5010 telah menunjukkan keputusan yang menggalakkan dengan pencapaian 76.4 peratus guru meningkat sekurang-kurangnya satu tahap profisiensi. Peratus guru pada tahap BI yang telah meningkat sekurang-kurangnya satu band ialah 90.8 peratus manakala guru B2 yang meningkat sekurang-kurangnya satu band ialah 42.1 peratus. Sebanyak 10.8 peratus guru telah menunjukkan peningkatan dua tahap penguasaan.

21. Turut dipaparkan di dalam Laporan Tahunan 2013 PPPM ini ialah kejayaan inisiatif LINUS (Literasi dan Numerasi). Peningkatan penguasaan Bahasa Malaysia dan Bahasa Inggeris dalam kalangan murid menjadi keutamaan segera PPPM 2013-2025. Inisiatif LINUS telah mensasarkan 100 peratus murid menguasi literasi Bahasa Malaysia dan numerasi. Pada tahun 2013, LINUS 2.0 telah menunjukkan pencapaian yang memberangsangkan bagi murid Tahun 3, iaitu 99.1 peratus murid menguasai literasi Bahasa Malaysia dan 99.3 peratus menguasai numerasi. Literasi Bahasa Inggeris Tahun 1 yang baharu dilaksanakan pada tahun lalu telah menunjukkan peningkatan yang ketara daripada saringan garis asas 50.1 peratus kepada 63.3 peratus dalam saringan 2.

22. Walaupun terdapat peningkatan pencapaian yang ketara bagi literasi Bahasa Inggeris, sasaran 100 peratus yang ditetapkan pada akhir Tahun 3 masih jauh untuk dicapai. Sasaran ini memerlukan kadar peningkatan lebih 18 peratus setahun dalam tempoh dua tahun akan datang. Kadar peningkatan ini jauh mengatasi kemajuan yang pernah diperoleh bagi literasi Bahasa Malaysia dan numerasi. Sasaran yang ditetapkan amat mencabar kerana terdapat sebilangan besar sekolah yang mempunyai ramai murid Tahun 1 yang tidak menguasai literasi Bahasa Inggeris

23. Di samping inisiatif, Kementerian akan terus melipatgandakan usaha meningkatkan kemahiran berfikir aras tinggi (KBAT) dalam proses pengajaran dan pembelajaran. KBAT merupakan elemen penting bagi melahirkan modal insan yang mampu bersaing pada abad ke 21. Bagi tahun 2013, beberapa inisiatif telah dilakukan untuk meningkatkan KBAT seperti Program i-Think di 500 buah sekolah. Sepuluh buah sekolah juga telah memasuki fasa pencalonan untuk program International Baccalaurate Middle Years.
Para hadirin sekalian,

24. Sokongan kepada guru dan meningkatkan kemahiran teras perlu diiringi dengan kecekapan kita mengurus pendidikan dan kemudahan infrastruktur yang kondusif. Pada tahun lalu, Kementerian telah memulakan usaha untuk mentransformasi Kementerian. Sebagai langkah permulaan, perwakilan kuasa ke JPN bagi kontrak perolehan, perkhidmatan dan bekalan sehingga RM 5 juta telah dilaksanakan. Profil kompetensi kepimpinan 251 jawatan utama JPN dan PPD juga telah selesai dilaksanakan. Pada tahun ini, penyusunan fungsi Bahagian-Bahagian di Kementerian sedang diusahakan dan jika mengikut perancangan keberkesanan transformasi ini akan dapat dilihat pada 2016 nanti.

25. Begitu juga dengan usaha untuk meningkatkan kualiti infrastruktur di sekolah. Kementerian telah berjaya membaiki 1,693 buah sekolah yang daif pada tahun 2013. Namun begitu, Kementerian sedar bahawa masih banyak lagi sekolah yang berkeadaan daif untuk ditingkatkan kualiti infrastruktur khususnya di negeri Sabah dan Sarawak. Kesemua perkara ini memerlukan kita melipatgandakan usaha agar suatu hari nanti sistem pendidikan negara kita adalah sebaris dengan negara-negara yang terbaik di dunia. Insyallah.

26. Dalam usaha menyediakan sistem pendidikan yang berkualiti, Kementerian terus dengan agenda memupuk perpaduan melalui interaksi murid dalam pelbagai program yang di sediakan di sekolah. Satu daripadanya ialah pelaksanaan Rancangan Intergrasi Murid Untuk Perpaduan (RIMUP) dengan tumpuan kepada tiga aspek, iaitu kebudayaan dan kesenian, sukan dan permainan serta patriotism dan jati diri. Pada tahun lalu sebanyak 20 peratus sekolah rendah terlibat dengan pelaksanaan RIMUP. Inisiatif ini mensasarkan sebanyak 60 peratus sekolah akan melaksanakan RIMUP pada 2014.

Para Hadirin Sekalian

27. Saya ingin mengucapkan syabas kepada semua pihak yang bertungkus lumus dalam melaksanakan inisiatif PPPM. Meskipun telah terpancar beberapa kejayaan awal PPPM dalam tempoh setahun yang lalu, kita tidak seharusnya leka atau terlalu awal untuk berpuas hati dengan kejayaan yang telah dicapai. Beberapa isu dan cabaran masih dihadapi khususnya dalam usaha merapatkan jurang pencapaian murid dan prestasi sekolah Bandar dan luar bandar.

28. Selain daripada jurang pencapaian, masih wujud jurang digital, status sosial ekonomi antara kaum dan jurang lokasi yang perlu diatasi supaya hasrat PPPM untuk memperluaskan akses, memperkukuhkan perpaduan, meningkatkan ekuiti, kualiti dan keberkesanan sistem pendidikan negara dapat dicapai.

29. Kementerian Pendidikan telah mengiktiraf pelan transformasi pendidikan negara melalui penyediaan Laporan Pelan Pembangunan Pendidikan Malaysia 2013-2025. Untuk melangkah ke tahun 2014, Kementerian akan meneruskan usaha bagi mencapai aspirasi sistem seperti yang telah ditetapkan dan dihasratkan dalam PPPM seperti peningkatan penguasaan Bahasa Inggeris dalam kalangan guru dan murid, sebanyak 100 peratus Pengetua dan Guru Besar yang berpotensi tinggi untuk mengisi kekosongan jawatan dengan menggunakan syarat baharu, dan 31 peratus sekolah berada dalam Band 1 dan 2.

30. Transformasi menjanjikan perubahan. Dan perubahan yang akan dilaksanakan pada 2014 adalah merentasi sistem pendidikan negara. Guru masih menjadi tumpuan utama dan peranan yang perlu dimainkan adalah menjadi pemimpin dalam bilik darjah. Pelbagai bentuk sokongan, bimbingan dan latihan disediakan bagi meningkatkan pengetahuan dan kemahiran pengajaran.

31. Bagi pemimpin sekolah, mereka perlu berperanan sebagai pemimpin pengajaran yang cemerlang dan meluangkan lebih banyak masa untuk melatih guru, menjadi agen perubahan di sekolah dan dalam komuniti. Manakala pegawai di JPN/PPD, mereka perlu menjadi pembimbing dan menyokong pihak sekolah. Perlu mengadakan lawatan kerja ke sekolah dengan lebih kerap dan membantu sekolah menyelesaikan masalah.
Tuan-tuan dan puan-puan,

32. Saya percaya sepanjang pelaksanaan inisiatif PPPM 2013, banyak pengajaran dan pengalaman telah diperoleh dan dipelajari bagi Kementerian meningkatkan lagi usaha. Antaranya adalah :

a. Kejayaan cemerlang beberapa sekolah dalam PISA 2012 yang setanding dengan pendidikan terbaik di dunia boleh dijadikan contoh bagi sekolah-sekolah lain untuk meningkatkan prestasi;

b. Pencapaian cemerlang beberapa inisiatif membuktikan bahawa kejelasan matlamat yang hendak dicapai dan perancangan yang teliti merupakan faktor kritikal kejayaan; dan yang tidak kurang penting ialah,

c. Pelibatan pihak berkepentingan. Sokongan dan kerjasama daripada pihak berkepentingan khususnya para ibu bapa amat-amat ditagih. Saya rasa amat bangga apabila dimaklumkan telah ada sekumpulan jurulatih dari kalangan ibu bapa yang secara ikhlas membantu Kementerian menarik sokongan ibu bapa untuk sama-sama memastikan kejayaan PPPM. Sebahagian daripada mereka turut hadir hari ini - ucapan setinggi-tinggi terima kasih kepada mereka.

33. Kajian telah menunjukkan kira-kira 80 peratus transformasi yang dilakukan oleh mana-mana organisasi yang berskala besar gagal mencapai hasil yang diharapkan. Kajian juga menunjukkan bahawa organisasi yang menggunakan agenda perubahan adalah empat (4) kali kemungkinan untuk berjaya dalam proses transformasi. Ini bermakna transformasi pendidikan yang sedang diusahakan perlu melibatkan perubahan amalan dan keupayaan mengurus perubahan. Matlamat PPPM seharusnya disampai dan dipahat sedalamnya dalam setiap sanubari warga pendidik agar kita semua senada dalam melaksanakan transformasi pendidikan. Oleh itu, saya menyeru kepada semua barisan pemimpin baik di peringkat Kementerian, JPN, PPD dan sekolah serta semua pihak berkepentingan agar menjadikan PPPM sebagai keutamaan, satu agenda dan satu impian. Insyallah suatu hari nanti kita mencapai kejayaan yang kita impikan.

Sekian, Assalamualaikum w.b.t.

Source: Ministry of Education, Malaysia

► Read more on Malaysia Education Blueprint Annual Report 2013 (Laporan Tahunan 2013 Pelan Pembangunan Pendidikan Malaysia 2013-2025)

Monday, February 03, 2014

The Road Not Taken: Daring to Dream Big & Think Out of the Box

For most youths, completing their studies and getting a diploma or degree that would land them a good job is the norm. But there are those who are willing to put studies on hold to follow bigger dreams.

NICHOLAS Chong is just 20 and yet he has already set up a company with his friend Joey Tan Hooi Choo who is also 20.

After doing their research, they decided on a Limited Liability Partnership (LLP) rather than a “Sdn Bhd” because the former is cheaper and kinder to new startups like theirs.

“For an LLP or a Sdn Bhd, any liability is borne by the company and not the individuals in it. But the advantage with the LLP is that we don’t need to pay company secretary, taxation and auditing fees or submit tax returns every year if the company is not generating any income,” says Chong, as he confidently details the process of setting up an LLP, the RM500 needed, the registration and submission to SSM (Companies Commission of Malaysia) for approval.

Which is something you wouldn’t really expect of a 20-year-old.

But Chong and Tan are not your typical bunch of youths.

They dream big, exude confidence, have a plan in place, are unafraid of taking risks and striding down the-road-not-taken, even if it means dropping out of college, deferring university, changing courses and starting all over.

“I am thinking global,” declares Tan, who is managing director of Joshberg, the company she and Chong founded and have just set up.

They plan to use their company to nurture start-ups in South-East Asia.

“I’d like to inspire and rally youths in my generation and the future generation to dare to dream and pursue their dreams

“I want to bring together the talents, ideas and innovations of the people of our 10 Asean countries, and together we can break barriers.

“If we combine our strengths and talent, we can beat Silicon Valley hands down,” says Tan somewhat boldly.
The Road Not Taken: Daring to Dream Big & Think Out of the Box
Risk takers: Chong (left) Tuan and Tai are unafraid of striding down the-road-not-taken / Pic Credit
Equally bubbling with enthusiasm is Chong who is the operations director of Joshberg and who is currently pursuing a diploma in IT.

Chong remembers himself as a child peering behind computers to see how they were assembled, trying to figure out how technology and coding worked, and trying to crack software.

In other words, it is his passion and he knows what he wants and likes.

Sadly though, it is not always the case with most youths.

Chong says most youths his age are still “lost” because they have not found their passion, goal and purpose in life.

So they just go along with what their friends are doing or follow their parents’ wishes to study something that they are really not keen on.

“How can you get good results if you are doing something you don’t like? So go out and do what you really like,” he says.

Tan is one of those “lost” ones. And it took her a bit of time to find herself.

All her life she had studied in Singapore but found she could never fit in.

Her school life was a painful roller coaster ride, she says. She was ostracised at the elite school she went to, for reasons she never could figure out.

Wanting to be a pilot, she took up aerospace electronics at Ngee Ann Polytechnic without actually studying the modules before hand.

It turned out to be not what she wanted or expected.

So after the first year, she started skipping classes, handing in assignments late, failing exams, having to repeat a semester, deferring another. And she was on the verge of expulsion.

“You could say I was a problem kid. I was emotionally not stable and started having an anxiety disorder,” she says.

Realising that she was about to fail her final project, her mother stepped in and appealed to the polytechnic, which agreed to void that semester so that Tan could take a break.

At around the same time, she attended the Malaysian Student Leaders Summit in KL. And things started to click and fall in place.

Tan discovered that she has a keen interest in nation-building. She dreams of being a “change maker” and a successful social entrepreneur who “produces something that will change the world.”

Course switch

With just a year to go to finish her course in Singapore, Tan took the bold decision to withdraw from Ngee Ann and start all over.

She got a place at a university in Australia to do a pre-university foundation course in philosophy, politics and economics.

Her father’s business was collapsing and both parents tried to persuade her to at least finish her final year at the Singapore polytechnic but Tan was resolute.

“Everyone thought I’d be wasting the three years I had already spent at the polytechnic and that I should finish.

“But my thinking is that I would rather waste three years than 30 years of my life! Because if I complete my aerospace course and graduate, then I would be bonded. I already know I don’t want to be an engineer or an aircraft technician, which is what the course prepares you for,” she says.

Tan’s father made it clear that financially he would only be able to support her for a maximum of one year study in Australia. But she is willing to take that risk and finance herself in the subsequent years.

“I understand it is a risk but great things only come when you take the risk,” says Tan, who is flying off to Australia next week to start the course.

Since “finding” herself, Tan has already made a good start.

She is now the director of the ONEworld Summit (Malaysia) (OWS) which will hold its inaugural gathering here in July.

She explains that OWS is a Melbourne initiate which is now held in different parts of the world, intending to gather “purpose driven” youths who are “social entrepreneurs and dreamers” who want to “inspire, educate, act” and impact the world by solving problems and creating breakthroughs.

The difference between entrepreneurs and social entrepreneurs, she explains, is that with the latter, whatever they do or sell has an element of social impact like, for example, pumping profits back to the company to give back to society.

“I am a small kid with a big dream,” she says.

Tan and Chong are not the only ones with big dreams.

Tai Yi-Weii, 19, is yet another self-motivated youth who dreams big.

He was studying marketing and international trade at a private university when he felt that the education system did not suit him because it was too rigid and “all about ‘copy, cut and paste’ type of assignments and passing exams”. So he dropped out.

“Our education system destroys creativity and innovation. It just teaches people how to be a good employee. It doesn’t teach us how to survive in society, how to be righteous or a good father or leader.

The university was not teaching me stuff related to what I want to do in the future,” he says.

In the middle of last year, he set up his own event management company, and he plans to use it to organise low-cost educational programmes to bring value for young adults. Targeting the 5% whom he describes as “creators” and the 15% who are “managers” and “leaders”, he aims to build their mindsets, soft skills, and financial intelligence so that they will be “mission-oriented and purpose-driven”.

“I want to awaken the young adults,” he says.

That’s not all that is on his plate.

He plans to go back to university (a different one this time) to do a research paper and his PhD on a theory he has on people. He wants to build his business all over Asia, be an inspirational speaker, travel the world for a year, do some acting, and then enter politics.

“You can’t change a country without politics. I want to work forever because I love what I do,” he says.

Tai says he is already half-way through writing a book and has even found a publisher.

“People think it is hard to get published. But it is all about networking, leveraging and building on this.

“Once you know the right people, you get the network. Then you can find people who have what you don’t and build on it,” he says.

The super confident and articulate Tai feels comfortable on stage and thrives on having an audience.

He says he watches President Barack Obama, Bill Clinton and other great speakers to learn the nuances, gestures, tones and what goes into being a good public speaker.

Drawing inspiration from Google’s offices, Tai, Chong and Tan want to set up a similar cool office with slides and stairs where young adults can come, have fun and learn, and build things in.

Tuan JiYin, 19, has volunteered to be secretary for OWS and double up as Tai’s personal assistant.

She has completed her A levels and wants to study psychology.

But she wants some work and life experiences first before going to university.

That, however, has not gone done well with her father, who wants her to start university right away.

“I don’t want to rush. I have a plan. I want exposure to people, to interact with them, read their minds, learn their problems before I go into university to learn the theory.”

So she took on three temporary jobs within the span of a month-and-a-half.

One of the jobs was to collect data and survey customers. She found Malaysians did not like it and often rejected the free gifts they were giving out in exchange for taking part in the survey.

“Even if they said ‘no’, I always smiled and told them ‘Have a nice day’ and to take the free gift anyway. From this, I learnt not to let the environment affect me.”

Her second job was putting flyers on people’s cars. She said people thought she was from a poor family and was taken aback when Ah Long loan shark promoters were distributing flyers the same way.

“From this, I learnt that once you promise to do something, even though it is tough, you must finish the job.”

The third job she took on was to promote a drink.

“I found that I must first convince myself of the product, only then could I convince the customers.”

Tuan says she does not have big dreams like setting up her own company or becoming filthy rich.

“I just want to be a positive charge for people. Whenever they need me, I’ll be there.”

For her, family comes first.

Even if she is out late at night, she makes it a point to get up early to do chores and spend some time with them.

“Even if they do not agree with you, family will always support you. I have found my purpose in life. I have a plan. And I will make my dad proud.”

Source: Written by Shahanaaz Habib for The Star Online. Recommended reading: Gap Year Experience Sharing: Mind The GAPS & How to Choose the Right University Course.

► Read more on The Road Not Taken: Daring to Dream Big & Think Out of the Box

Sunday, November 24, 2013

Why I Regret Getting Straight A1 in SPM

Akira Wong
Akira Wong is currently a student majoring in Molecular Genetics in University of Rochester. While working on opening a bubble tea store together with his friend in Rochester, he also takes random photos and writes in He welcomes all kinds of inquiries related to education, personal growth or business opportunities at

Why I regret getting Straight A1 in SPM

Written by Akira Wong, first published on his personal blog

I nearly killed myself in high school for getting a straight A1 in high school. I nearly committed suicide just because of the stress and conflicts I had to go through to secure 16 A1 in SPM. Yeah, I got myself a 16A1 recognition. I was awarded a scholarship from JPA, and is currently studying in Intec and is going to further my study in US. However, it is because of this education experience and the people who I meet around in Intec that I gradually opened my eyes and have a clearer view on what I truly lost throughout the struggle to acquire straight 16A1 in SPM.

1. I lost friends and family

In the end you will find that friends and family are things that you can’t replaced with money and fame. The high school memories you spent with your family and friends are valuable cause these are memories that you created when you were still a teen, and you will never ever had a second chance to be a teen again. Much of my high school time were spent in studying and tuition. In the end, when I graduated from my high school, or even my current college, I was wondering: where are my memories?

2. Lack of sleep.

This is really true. When people keep looking at you shining glamorous as the “16A1″, you yourself know the best that it was paid with real hard works. Unless you are a genius, a good result has to be achieved through hard work; it’s the absolute. During the SPM I had a serious sleep deprivation and I forced myself to revise my works starting from 3 a.m. I have an average 3 hours of tuition per day, and subtracting my school time which is 7 hours per day, I had only 14 hours to do all my other things. Homework is directly proportional to the number of subjects that you took, so does the time you need to spend for revision. With the extra curricular activities coming into the schedule, my average sleeping time per day is 3-5 hours.

3. When A1 becomes just the average.

You will have no idea how easy it is to achieve A1 in SPM. One of my friends who almost did not study his Sejarah yet can still get an A2 in his SPM. The number of students having straight A1 is overflowing throughout the Malaysia, and you might be thinking just like me: having more A1 will make you stand out among your peers more. I can tell you the truth that, YES, but TEMPORARILY. When you go to college you will find out that there are more students who are BETTER than you even if their SPM has a Fail in Moral or C in Bahasa or D in Physics. They are very specialized in subjects that they truly love. They are very passionate in their own interested subject. Only when you are in the college, you will realize that, despite all the large numbers of A1 that you have in your hand, you are just AVERAGE.

4. Mediocre talents.

High school is supposed to be a place where you can try out new things in your life, discover what you are loving or passionate in, and nurture these discovered traits. It is a protected area where you are allowed to explore, make mistakes and learn from those mistakes. It is the foundation for you to start discovering who you are and what you are good at. When I am at college, A LOT of my friends have their own talents. They play musical instruments; they take stunning pictures, they are good at socializing, things that you can’t learn if you are just confining yourself surrounded with books and books in your own room.

5. You forgot what you have learnt

I can’t denied that it is a good way for me to expose to things that I might not have chance to study, for instance economic and commerce study. It is a really great experience to learn things beyond your stream. But when I am in college I forgot almost most of the things that I have learnt in high school. If you calculate it you find that it isn’t really a good deal compared to what you had lost. The reason is that SPM is so examination-based that you, in spite of how passionate you are in your subject, will subconsciously study for the exam. With this attitude you tend to forget what you have learnt the moment the exam is over. I am still passionate in business study, but how many OSKIC you can join when you need to focus on 16 subjects and promise to your teachers that you can get them all A1?

6. All and all, nobody really cares.

Wake up! Nobody cares how many A1 you will have in your certs. JPA or Bank Nengara or Petronas might have a glimpse on it, but in the end, nobody will be amazed by your certs. Ask your future boss and he won’t really care a shit about it. It will be a past. In the end it is what who you are that shines to the others: your characters, your personality, your experience! A1 is not worth the price if you lost all these.

But wait! I need straight A1 to get scholarship!

It could be true. Some families are in dire needs to have a scholarship to provide their children a tertiary education. But trust me, JPA is not the only way to have the scholarship. Opportunities are everywhere. If you have the character, the personality, the experience and the courage to try things out and explore the possibilities that you can have beyond JPA and SPM, you will realize that, you can still success without a scholarship. I know friends who can get admitted to top university in US without a JPA scholarship (cause he doesn’t have straight A1 in his SPM).

So now, what should I do?

Nothing is too late. As for me, I realized this very truth when I am exposed to more people around me. I began to pick up interests and nurture them. I became more extrovert and socialize more when I am in college. I am not afraid to try things new, even if it means things that are embarrassing. I read more as compared to my high school time. I am not saying that study is not important; I am just saying that knowing that what you really want in your life and who you are eventually is so much more important than just the numbers of A1 in your certs. (now they are having A+ instead of A1, but it’s still the same principle). Look further, my friends. My result is truly average now, but hey! The points and prides in my resume have tripled.

Reply: “Why I regret getting straight A1s in my SPM”

Written by Akira Wong, first published on his personal blog

First of all, I would like to thank all of you who had read, commented, and shared my blog. When I first wrote this blog post I had no intention to brag about my success in getting straight A1s, nor do I have the intention to brag about my scholarship. I apologize for my inconsiderate writing if it disturbs you. That article was purely one of my reflective essay on my life when I came across an American student’s blog on why he regrets getting a 4.0 in his college. I was very touched by his writing and I can sincerely “feel” him, I guessed. It had been 2 years since my SPM result were released when I wrote that article. I had changed; I am relatively a little bit more mature than I used to be when I was in high school.

I am glad that my story can somehow be an inspirational story to a few of my peers or youngsters whom I had never met before in my life. It demonstrates that in spite of how many As I can get in my high school (or how glory the media had portrayed me), I am still a very normal person. I have emotion (as a teen). I can be weak at sometimes. I can’t write well in English. I am socially awkward at times. I quarreled with my friends. I commented things I shouldn’t comment on Facebook or twitter. Yes, I was labelled as a hardworking and smart student, yet I still need to undergo hardship and struggles. I admitted that I failed before, and I do fail one of my test for my current semester now, and in the future I believe I will fail in certain things in my life as well.

To my seniors and people in the working force, I admitted that I fall short in my lifetime experiences as compared to the experiences you guys had. I had never been with a working team before officially. I don’t have a PhD or Master. There are a lot of things that I still need to learn and get things right in my life. I am still 20 but I am willing to learn humbly. The comment bar was not activated initially but I took the initiative to activate it because I want to listen to your opinions as well. Constructive one, of course.

Of course, there is no point crying over spilled milk. At certain point I do feel regret. I regret why I couldn’t stay closer to my grandmother before she died all of a sudden in a pharmacy shop. I regret why I couldn’t just take a little bit more courage to say “i love you” to the girl that I really like before. I regret why I couldn’t spend a little more effort in continuing my piano. I regret why I made my mom cried… … the list goes on. What has happened, had happened. All I can do now is learn from it and move on.

Different people have different voices and opinions. I respect every one of it. But, in the end, this is still my life, my story. I am the ultimate author responsible for my own life. Put it in a very casual way of blogging, “if my life sucks eventually, I am the only one to be blamed of”.

& thanks again for the encouragements and supports you guys have sent over to my Facebook account and email. I am still in the “shocked” mode as my casual blog can actually become a sharing trend in Malaysia in 2 days… … All the best and good luck to all new SPM freshies out of high school in your future endeavor.

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Sunday, August 04, 2013

Behind-The-Scenes: Education and Academics

Posted by Celine Wan

Name-dropping the University I would be attending by the end of this year would somehow attract attention from a lot of people. Further adding the fact that I would be sponsored under a prestigious scholarship programme adds to the excessive attention. I would deny that I dislike attention because ego stroking by others do give me a sense of self-affirmation. However, I must stress the point that the general public’s approval or disapproval should not be the sole determinant of your self worth. After all, the superficial claim that I am a perfectionist is far beyond the truth, as the saying goes:
“The reason we struggle with insecurity is because we compare our behind-the-scenes with everyone else's highlight reel.” —Steve Furtick.
Speaking of attention, popularity, perfection, education, name branding and whatnot, I would like to divert the attention of this blog entry towards this question first:

Why do we educate?

Some would say it is to improve the standard of living in our society. Some would also say it is a form of embracing our human intelligence, while others would say to create a meaningful impact in humankind, no matter how small the value of contribution.

My initial motivation for education—or, rather, academy— was a very hypocritical one—respect.
Celine Wan

“Hey, I think we shouldn’t hang out as often anymore. Sometimes, sticking with you is just a social embarrassment.”

“You’re not like her, you’re uglier, dumber, and sometimes too awkward to be around with.”

“Is she retarded? Why doesn’t she speak?”

I’m sure most of you have been victims of bully, comparison, and discrimination too. No matter how frivolous it was for the speaker to straightforwardly mention this to me, those cutthroat words were incisively hurtful nevertheless. Maybe it’s because I’m naturally sensitive so those words carried on in my mind up till today. In hindsight it definitely shaped me to be a person I have become at present.

Growing up from a harsh learning environment, I have somehow rebelled academics. At the mere age of 4, I was punished for not completing my homework. The various ways of punishment in kindergarten would appal many so I would not disclose the vivid details. Besides, that hell of a school no longer exists.

My constant rebel for being a responsible student led me to attend “special attention classes” for people who can’t read nor write in primary school. That was all right to me, since my nonchalant attitude carried on till lower to mid secondary school.

People during their teenage years do become more self-conscious of their public image. For my own reputation, I found an avenue to be “respected” through studies. The bullying and dismissal attitude towards me do eventually stop, not so because we have grown out of the teasing phase, but rather because I perceive that I’m an “asset” to be “friends with,” or that I finally have “added value in the student community.” As cynical as I was, I studied for the sake of my social worth, be it for the typical family honour reasoning or recognition by my own right.

Through time, however, with countless of failures while experiencing the nadirs of life (as of now anyway, I’m pretty young), I was open to the greatest change. There was a paradigm shift in my approach of learning, and how ashamed I was to create a limitation for myself in knowledge. My gap years have definitely opened my eyes beyond such self-imposed, hypothetical boundaries (if they were already opened, then my eyes are much wider now haha) and the greatest lesson learnt was:

The act of acquiring knowledge is usually behind closed doors. If you’re genuinely interested in learning for the sake of learning, then it’s quite likely that you wouldn’t be bothered to be aware if people do acknowledge that you know what you know, or recognise that you’re good in what you’re good at. As they say, still waters run deep.

The joy of experiencing such enlightenment in various fields such as history, politics, philosophy, religion, economics, sciences, etc or even other types of skills such as IT knowledge, or even art, knows no bounds. Through time I have also discovered the side perks of being distinct from the next “nerd-next-door.” Maybe that has gotten me to where I am, though I do acknowledge that I wouldn’t have gone past such phase without the very selfish intention to start with, with humbling lessons to learn later on. Now that happiness, contentment, confidence, and even what I initially seek for (admiration and respect) do eventually follow, well, I’m surprised that they’re now all secondary to me.

Thought of the day: "Happiness Is like a Butterfly; the More You Chase It, the More It Will Elude You, but If You Turn Your Attention to other Things, It Will Come and Sit Softly on Your Shoulder..."

► Read more on Behind-The-Scenes: Education and Academics

Monday, February 04, 2013

The Nomadic Student

Posted by Celine Wan

A typical Malaysian would have gone to an average number of 4 to 5 schools from kindergarten up till Pre University. I, however, had been to 9: 1 kindergarten, 4 primary schools, 3 secondary schools, and 1 pre U college.
This write up is just a personal recount of my time in unsaid schools, emphasizing a lot on how they differ from one another.

Disclaimer: My point of view might not necessarily be applicable to every student in the schools that I have been to.  Times have also changed, so the experiences that the current students are facing might not even be similar to the experiences I faced when I was a student. Reasons for shifting schools shall not be disclosed and all schools shall be kept anonymous where required.

Primary Schools

All 4 primary schools that I had been to are the Sekolah Kebangsaan (SK) type. It was only very recently when I have realized how that’s a rarity amongst the Chinese, because statistically, about 92% of the Malaysian Chinese would have gone to a Chinese school for their primary schooling years.

Although all of the same type (SK), there was almost nothing similar in the primary schools that I had been to, except maybe being treated condescendingly by the Chinese community I live in. Reason being is the difference in workload and level of strictness in Chinese schools, whereby the more “disciplined” you were taught and raised, the better student you are.

“What? So little homework? Aiyo my son has this and that number of homework everyday. I bet you cannot beat that amount of work,” the Ah Mas in kopitiam said.

“My daughter ah, everyday also come back home at 9pm. She later has to study for school tomorrow. The punishment she would get very severe one. You cannot compare,” friends of my mother would say.

“You complain about how difficult your life in a SK school is? You won’t survive in a Chinese school,” my tuition teachers would say.

“Your relatives ah, everyday also study study study in a very disciplined school. Your life is too easy in a Malay government school. You need to be trained even more,” my grandparents would say.

And the list goes on.

I believe there is an element of sadism there but as a little girl, I kept my head down and wordlessly acknowledge that I haven’t been working “harder” or lived my life “tougher” than the students in Chinese schools. The allusion that the SK schools paled in comparison with the SJKC ones never went away for as long as I can remember. Whatever it was, the students who went SJKC schools have won my respect.

The first primary school that I had been to was a Malay government school near my area of residence. I was in afternoon session. As I was very young then, my memories were very vague. The only few things that I can recall were classrooms were shared with the more senior students in the morning session, and in every classroom, there will be a mentally disabled student at the back of the class. Floods in school were common too.

The second primary school that I studied in was in Kelantan. This school was not racially diverse for I was literally one out of the 2 Chinese in a shared moral classroom. In fact, I can confidently say that there were only less than 10 of us in the shared “Moral Education” class. In retrospect, being a minority didn’t really bug me for I had nothing to compare my experience with.

The third primary school was probably the longest I’ve settled in. It was a very old school in Selangor and definitely not the most pleasant place to study in. In brutal honesty, I would gladly fly back to Kelantan because despite being an outcast, the schools were cleaner and the teachers were so much friendlier to their students.

In my first week of school, I found someone defecating on the toilet floor, nearby the sink area. It didn’t take me long to realize that this school was a joint school for the mentally disabled children. I could distinctively remember when a boy probably about the age of 15 ran in to our classroom and tailed some students. Although I sympathize such students, I cannot deny that I was afraid. As such, the little children would discriminate the disabled students by avoiding them in every possible manner, even to the point of not wanting to eat on the same table.

Although a very old school, what I disliked most about this place was how we were used to do free labour work. It was common for us 9 and10 year olds to carry the wooden tables and chairs and transfer them to other classrooms/storerooms every year. My worst experience was when I used half a day to be forced to transfer said tables and chairs from classrooms on a higher floor to the grassy fields outside, where the field was scorching hot during noon. Things can get worse than that, because the fields are really muddy and filled with strayed dogs’ poo. The discipline teachers were there to ensure that we were doing our “duty” and not wandering off. In retrospect, I can never understand why there were no complaints filed about this abuse, because if we were caught, then we would be caned, which was oh-so-common I am yet to count the number of times I was caned.

I was never a bright kid throughout my primary schooling years. Actually, I was the exact reverse, to the point of being sent to extra classes for “students who require extra help.” But the truth was, I was neither motivated nor inspired. Despite numerous times of being punished to complete my homework on the floor outside the classroom, or how my teachers would yell my name and fling my book out the door before they caned me, I never learned my “lesson.” Even in kindergarten when I was supposed to slap my face in front of the class during Chinese classes for every grade lost, I am still a banana—only with really pink and fat cheeks due to adaptation! Not only am I naturally weak in linguistics, I hated Chinese education because of my bitter experience and even at the age of 20 do I still remember my kindergarten teacher’s name. Lo and behold— I never bothered. So if all these cruelty during childhood which-was-not-as-torturous-as-SJKC-and-I-will-never-survive-there was supposed to teach me, it definitely didn’t work because it had come to the point where I was used to it.

After moving home, I switched to a primary school where it was just about 5 years old. This was where I spent my 2 years and eventually graduated. The classes were really small and there were only 2 classes in my cohort. The Year 6 students were the first batch and only consisted of one class.

I said goodbye to ghost stories relating to the communist era and said hello to empty classrooms. There were fewer footprints on the wall; very abandoned; very empty and very quiet.

Secondary Schools

The first secondary school I went was the school right next to the primary school I previously attended. Thus, it was reasonably new with empty classrooms as well. The teaching quality was average and I generally have no qualms about my time spent there. However, rote learning was rampant. Punishments such as duck walking around the block or caning still continued, but this time, we would be punished if we did not meet a certain grade. The school was very grade incentive till academic streaming was used at a very young age: names of every student would be placed on the notice board, disclosing your final year examination percentiles and thus allocating students into classrooms according to their percentiles. Even the names of each student in the classroom were arranged in order of percentiles.

Remember how I used to say that I was perpetually punished for not finishing my homework and not meeting my grades? I was miraculously placed in the “best class.” However, I was ranked 35th out of 40 students in the “first class.” By Secondary Two, I had realized the importance of academics, but not education. In other words, I found that high academic achievement could be used to gain respect and win over friends. Reflecting on how I was the underdog and had trouble to find friends because “I was an embarrassment,” I’ve worked my way and phenomenally topped the school in one examination sitting. Ever since then, I’ve embraced the rote-learning system and only used examination grades as a tool for respect and admiration. The bullying had stopped too.

In my second Secondary School, things have become very interesting. This school was probably ranked as one of the worst possible schools in Kuala Lumpur and was featured to have the top 10 dirtiest toilets in the State. It was a joint Malay and Chinese school and many school dropouts were placed in this school. If seeing gangsters besieging the school after schooling hours was quite a rarity in my previous schools, this one was quite common. I had a shock of my life because never before have I ever been to a school where the Malaysian Chinese was a majority. I realized that it was so much harder to communicate with them too because students tend to stick to their own cliques, and the main mode of communication in the school is Chinese. I wondered to myself, “I thought I was Malay educated, am I really in a Chinese school?” Since I was a very quiet student for not being able to communicate in Chinese, my schoolmates often mistook me as an arrogant kid. The situation was exacerbated when I preferred to speak English, which was considered to be a pretentious language. It was not surprising since English was often spoken in this manner: “Eh, later eat what?”

The school was in such a deplorable state. Since students who play truant would often climb over the school fence, barbed wires were placed, making the school look like a jail. What were once windows were now holes, making it look like a half wall extending throughout the classroom (I am yet to figure out why we were required to lock our classroom doors when I can easily climb into the classroom despite wearing a pinafore). I sat at the back of the class and had to think twice about pushing my chair backwards because there was a gaping hole inches away from my chair.

Academic streaming was also very common there and I was placed in the “first class.” Funnily enough, even the students from my class could be featured in newspapers for disciplinary problems. This first class was also a joint class with students who come from SJKC schools. 95% of the students wore spectacles and majority of them were very Chinese educated (I probably caught the syndrome because that was when I first started wearing spectacles). This time, my inability to communicate in Chinese became exaggeratingly apparent. I might have strike as pompous at first but now I was considered a laughing stock.
The Nomadic Student
Since the new students were often dropouts from other schools, I was treated like a societal problem. The discipline teacher baselessly yelled at me for breaking these real school rules: wearing ear studs, you are supposed to use transparent sticks; wearing sling bags, that’s very “gangster;” using key chains, because key chains are not allowed in school. It is ironic because in retrospect, the more strict the schools are, the more notorious the students are as well.

Studying for nearly two years at that school, these are just some of the problems I’ve encountered: -
  1. There were rape cases and students can easily become parents and be married already.
  2. Electricity would be cut at certain hours in order to “save electricity.” Thank God for the nonexistent windows.
  3. Toilet is not a safe place, especially after school. Construction workers had reported that there were couples in there so you get the drill.
  4. There was an empty apartment next to my muddy school field. That’s a rendezvous point for student couples. Again, you get the drill.
  5. Don’t ever use the kitchen utensils from the cafeteria. The students would put the forks, spoons, bowl, and plates in the drain and we were still served with the same utensils.
Of course, things are not all as bad as it seems. Although being slightly well off than the rest of the students there felt like a sin, there are cases whereby I’ve admired the humility of such students and really pity the state of some children. Some of my friends could not afford to buy cafeteria food and I was taught that we could literally suck the nectars of our school’s flowers. Tape boxes would be used as pencil casing and I was reprimanded for slathering my glue at the sides of papers. Apparently, UHU glues are expensive and I was supposed to stamp the glue at each corner of the paper to prevent wastage.

I was beginning to appreciate my condition and my standard of living when compared with others. Not long after though, I was sent to a private school. This stemmed from cumulative reasons:
  • I wasn’t eating properly and was in a severe anemic condition. That culminated to me fainting in school. ( it took me about a year to recover with a lot of “giddy” episodes along the way. I felt like a sick kid.)
  • My brother was kicked by his peers in school. Why? For topping the school in Maths. 
  • The head of a bunch of thugs claimed to like me. Whenever my teachers were not around, these gangsters would besiege my classroom. These experiences have traumatised me greatly.

Private Schools

Gone are the days where students would sit on the tar road during assemblies. Gone are the days also for sitting on muddy grasses during Sports Day. There was a complete transformation in the school I had been to the point of me telling my mother “I understood every passerby’s conversation. Never have I been to a land where people would willingly speak English!” The teachers were really passionate in teaching and students in the class would join in the learning conversation. It was no longer the teachers but the students who became tyrants of the school too.

From hawker stall owner’s children to tycoon’s children. From run down flats as my friends’ houses to posh bungalows. From walking on two legs to drivers waiting for them in a BMW. From overused Bata shoes to Niki shoes. From going on “trips” to Mid Valley or Cameron Highlands to going on trips to America or England. Some students can even take some time off from schooling hours just to go on a trip to Australia! You name it; the insignificant differences have been rather significant in my opinion.

Despite the less stringent rules and more freedom, the students were by far way more disciplined than the schools with stricter rules. The worse case was when a private school student was caught smoking, when back in government school, I could even remember catching my teachers secretly smoking in the empty classrooms. Moreover, a schoolmate of mines was once almost raped when she stayed late at school. Despite this, the students in a private school were way more opened and “westernized,” so superficially, a private school may seem to have more notorious students when compared with the more conservative local school students. Some things I was rather upset in this private school were how some students can be really unappreciative with what they have. I kept silent when I hear students ranting about the quality of our cafeteria food, when in my opinion I was fed rather regularly and without stale food for that matter (in one of my old schools, everyone had an upset stomach from eating overnight chicken rice. Please don’t ask about the toilet’s condition). I even got to know that dietitians planned our meals.

What got me laughing was when I discovered their ignorance on how they were envied and hated for their alleged pomposity. When people were told that I come from a private school, some random questions I have received looks something like this: “Have you ever sat and ate by the roadside before?”

Here are just fun facts. In one of my English classes, we were supposed to make a newsletter. One column was this question “What do you think of insert private school’s name?” Some of the answers we got from local government school students were: -
  1. I would not say that the students are spoilt. They are exposed enough to know education is important. They just don’t realize the opportunities they are given.
  2. Very demanding and bossy, like rich kids
  3. They are nice and friendly. People think because they are rich, they are spoilt and stuck up.
  4. Bunch of spoilt brats who speak in their fake British accent because they are insecure of their wealth. Arrogance often comes with the package.
  5. Some are spoilt. Some are stuck up. Some are nice. It is like any other school, just for rich kids.
Speaking of English, the standard of English have went on a complete transformation. From getting As or 90s like a piece of cake, I’ve almost failed my first English test!

Pre University

Finally, the final school I’ve been to date. This is a private college and the students all come from various backgrounds. In the A levels course, I was under the impression that top students around Malaysia or the state come to gather in this college. With all the non-human abilities, it was no surprise that most of my classmates were initially top students in their respective schools. Hence no matter how much of an overachiever you are, there’s always someone better. As time progresses, my mindset of studying to gain respect has entirely evolved to become a person who is genuinely passionate in learning— even if the results would not be apparent in examination grades.

In a place filled with ambitious people, even I too, have set my targets high. By seeing how many students are genuinely interested in what they do, and how Universities such as the Ivy Leagues or Oxbridge become something of a real target instead of something you’ll only see in movies, I’ve come to appreciate the importance to inspire and be inspired.


Having experienced my schooling life in all sorts of points of views: from rural to urban; bad school to good school; and government school to private school, types of schools does play a significant role in your education life. Since I have been to so many schools, I've never really settled in one place and create long lasting friendships. In fact, my nomadic schooling life has made me unsuitable in every place I study in-- as you have read-- since I'm too different in each school. For example, I'm too Malay-educated to mingle with the Chinese, but too Chinese-educated to mingle with the Malay. The states of both the government and private schools also scares me by how different they can be-- is there any place where I can be entirely satisfied in? The dichotomy of it all is, with such short experiences in each school, I am probably the most adaptable student there is: to be abnormal is absolutely normal to me.

Lastly, to teach children through humiliation and whatnot definitely doesn't alleviate the situation, but it only makes matters worse. My big change for the better definitely has nothing to do with all the punishments I once had but the reverse of it-- motivation, admiration, and inspiration. The only silver lining to all the shame and pain is probably to be very appreciative in whatever that is given to me and that I'm easily impressed by simply anything under the sky.

► Read more on The Nomadic Student

Saturday, February 02, 2013

Making Teaching A Choice Profession

By Erda Khursyiah Basir, Bernama

KUALA LUMPUR, Sept 14 (Bernama) -- The National Education Blueprint 2013-2025 Preliminary Report launched by Prime Minister Datuk Seri Najib Tun Razak three days ago [Editor's Note: Cabinet has approved final report on National Education Blueprint 2013-2025 on January 30, 2013], is seen as a positive shift towards enhancing the national education system to the global level.

Outlining 11 elements as the yardstick to achieving this, the education blueprint targets, among others, that the teaching profession be a career of choice.

Deputy vice-chancellor (Student Affairs and Alumni) of Universiti Pendidikan Sultan Idris (UPSI), Datuk Dr Junaidi Abu Bakar said making teaching a choice career would help place it at the professional level.

"Some people have been thinking that teaching is an easy job, but in the shift towards making it a profession of choice, society will realise that not everyone is qualified to be called a teacher and gifted with teaching talent.

"Being a teacher actually requires one to have noble values, a certain personality, teaching expertise and skills, as well as related capabilities which add value to an individual as a teacher," he said.

However, he believes that the new approach taken by the Education Ministry in raising the status of the teaching profession would produce more quality teachers who could not only teach at the government schools but also at the private and international schools.

"The opportunity to be called entrepreneurs is also there if the teachers are able to open their own tuition centres and give extra guidance to students," he said.

Junaidi said the ministry's focus on raising the quality of teachers would not only benefit Malaysia, but could also help meet the needs of other developing countries lacking highly professional teaching manpower.

"Individuals who wish to be called teachers need to realise that undertaking the tasks as educators is just not about fulfilling an economic need, but also about shoudering a huge trust in producing quality human capital for the nation," he added.

National Union of the Teaching Profession (NUTP) president, Hashim Adnan said the ministry's objective of making the teaching profession a career of choice is a noble one which could contribute tremendously to national development.

He said through various incentives provided by the government for the teaching profession, individuals must grab the opportunity to serve in this profession as teachers were not only being evaluated on the academic aspect, but also their leadership and management capabilities, and personality.

"The government's objective of producing quality generations in the future will also be easier to be realised with the role and contributions of quality teachers," he added.

Head of the Yayasan Guru Malaysia Berhad Tuition Centre, Suhaimi Rashid said society's low opinion of the teaching profession today must be erased if teaching were to be made a profession of choice.

"This low regard for the teaching profession has made many individuals shun it, but let's not forget that teachers are trained and equipped with the professional skills to educate the young.

"Therefore, the teaching profession should be regarded as being at par with the other professions, as teachers are also the first or primary catalyst to national education development," he said.
Malaysia Education Blueprint (Pelan Pembangunan Pendidikan Malaysia) 2013-2025
Malaysia Education Blueprint (Pelan Pembangunan Pendidikan Malaysia) 2013-2025
English language teacher at Sekolah Kebangsaan Pulau Pemanggil, Mersing, Johor, Muhamad Fizri Jamal said making teaching a choice profession would help raise its status considerably in the public eye.

"Nowadays, there are still many graduates ending up in the teaching profession but it is not their first career choice. Their decision to choose teaching has been driven by various factors such as unemployment and family pressure, and not because of keen interest in or self-awareness about the profession.

"If a teacher has a real interest to teach and is highly disciplined, he will work hard and is responsible, subsequently looked up to by the community, hence lifting up his spirit to perform even better and be proud of himself as a teacher," he said.

Recommended: How I become a Teacher through KPLI and Institut Pendidikan Guru (IPG)

► Read more on Making Teaching A Choice Profession

Tuesday, September 11, 2012

Malaysia Education Blueprint (Pelan Pembangunan Pendidikan Malaysia) 2013-2025 - Free Download

KUALA LUMPUR: The highly-anticipated National Education Blueprint (2013-2025), which was launched on Tuesday, outlines 11 shifts required to transform the national education system to be on par with and comparable to that of developed nations, over the next 13 years.

Deputy Prime Minister Tan Sri Muhyiddin Yassin, in unveiling the blueprint, said the transformation would be carried out in three “waves”.

Prime Minister Datuk Seri Najib Tun Razak later officially launched the blueprint.

National Education Blueprint 2013 - 2025
Najib accompanied by Muhyiddin arriving at launch of the NEB Najib accompanied by Muhyiddin arriving at launch of the NEB

As part of the blueprint, the Education Ministry will conduct comprehensive “stock-takes” in 2015, 2020 and 2025, in which all stakeholders will be able to provide input.

An annual report on the progress will also be published.

These are the key points of the National Education Blueprint:
Pelan Pembangunan Pendidikan Malaysia 2013 - 2025

* Blueprint focuses on six student attributes - Knowledge, Thinking Skills, Leadership, Bilingual Proficiency, Ethics and National Identity

* To achieve desired student outcomes, reform of education system to be approached in 11 shifts

* Shift 1: Provide equal access to quality education of an international standard. Initiatives under Shift 1 - revised curriculum for schools in 2017 and option for high achieving students to finish school earlier.

* Shift 2. Ensure every child is proficient in Bahasa Malaysia and English language. Under Shift 2, 70,000 English teachers to sit for Cambridge Placement Test and be given training to improve language proficiency.

* Standard Bahasa Malaysia curriculum for all both government and vernacular primary schools - goal to abolish 'remove' class in secondary schools by 2017

*Shift 3: Develop values-driven Malaysians - plans of expanding the Student Integration Plan for Unity (RIMUP) programme for students

* Shift 4: Transform teaching into profession of choice. Only top 30% of graduates will be recruited for teaching. Also new career package and reduced administrative duties for teachers.

* Shift 5: Ensure high-performing school leaders in every school

* Shift 6: Empower state and district Education Departments and schools to customise solutions based on need - they can tailor their approach for different schools.

* Shift 7: Leverage ICT to scale up quality learning across Malaysia. Ministry to expand 1Bestari (Wifi) to all schools.

* Shift 8: Transform Education Ministry delivery capabilities and capacity so that there is no overlap of function and more streamlined.

* Shift 9: Partner with parents, community and private sector at scale. Parents will be able to monitor student progress online through School Examination Analysis System (SAPS) system. Five hundred trust schools to be set up

* Shift 10: Maximise student outcomes for every ringgit. To ensure "outcome-based budgeting" with government spending on education

* Shift 11: Increase transparency for direct public accountability. Blueprint and progress of its goals will be made public

* First wave: Blueprint implementation, there will be more support for teachers and focus on core student skills

* Second wave: Build upon progress.

* Third wave: From 2020 - 2025, schools will have autonomy to handle their own administration

Source: The Star Online

Malaysia Education Blueprint 2013-2025 - Executive Summary Malaysia Education Blueprint 2013-2025 Pelan Pembangunan Pendidikan Malaysia 2013-2025 - Ringkasan Eksekutif - Bahasa Malaysia Pelan Pembangunan Pendidikan Malaysia 2013-2025 - Bahasa Malaysia

► Read more on Malaysia Education Blueprint (Pelan Pembangunan Pendidikan Malaysia) 2013-2025 - Free Download

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