Table of Contents

No
1.

Titles
Definition / Concept

No of pages
2

Philosophy/Principles/Policy
Types/Characteristics/Categories
Development/Enhancements/Implem
entations
Issues/Challenges
Improvement
2

Context And Approach

3.

Vision And Aspiration

4-6

4.

Current Performance

7-8

5.

Student Learning

6.

Teachers And School Leaders

7.

Summary

14

8.

Conclusion

15

9.

References

16

9-11
12-13

1.0 Definition/Concept
The Ministry of Education launched a comprehensive of education
system in Malaysia in order to develop a new National Education
Blueprint. The decision was made in the context of raising international
education standards, the Governments aspiration of better preparing
Malaysias children for the needs of the 21 st century, and increased
public and parental expectations of education policy. Over the course
of 15 months (October 2011 until December 2012), the Ministry drew
OECD, and six local universities, to principals, teachers, parents and
students and other members of the public from every state in
Malaysia. The results are Malaysias Education Blueprint that evaluates
the

performance

of

current

Malaysias

education

system

with

consideration of our history starting points against international

benchmarks. The Blueprint also offers a vision of the education system
and students aspirations that Malaysia both needs and deserves and
suggest 11 strategic and operational shifts that would be required to
achieve that vision. Education plays a central role in any countrys
pursuit of economic growth and national development. There is no
better predictor of a nations future than what is currently happening in
its classmates. Education is also fundamentals to nation building and
unity. It provides individuals with opportunity to improves their lives,
becomes more successful members in community and give a lot of
contributions in national development. In recent years, the Malaysian
Education system has come under increased public security and
debate as parents expectations rise and employers voice their concern
regarding the systems ability to adequately prepared young Malaysias
for the challenges of the 21st century. It will take several years for
fundamental changes to be felt.

2.0 - Philosophy/Principles/Policy
Prior to the 1957, Malaysia did not have an educational
system and the Government at that time relied heavily on the
contributions of philanthropists, religious institutions and ethnic
communities, through missionary schools like Sekolah Menengah
St Xavier, Pulau Pinang, Sekolah Menengah St John, Kuala
Lumpur, Sekolah Menengah Victoria Kuala Lumpur, Islamic
education school like Maahad Al-Ehya Assharif, Perak. Chinese
school like Penang Chinese Girls High School and Tamil schools
like SJKT Tun Sambathan, Perak. Nevertheless, over half of the
population had never received formal school session in the
school. Government actually need to ensure access to the
education for all children and and unite the all races towards of
building development of the nation by using the implementation
of the school towards build up the nation.
Education was developed in the quickly succession during
the period of Razak Report 1956 and the Rahman Talib Report
1960. This both of the reports are established an vision for what
the new nation education system would look like. It was formed
basis on Malaysias first Education Act 1961. The Cabinet
Committee Report was another report that emphasized building
a Malaysian nation education. After almost five decades since
independence, the education had pass through many major
milestones, from Kurikulum Bersepadu Sekolah Rendah (KBSR),

Kurikulum Bersepadu Sekolah Menengah (KBSM), that were

developed following the Cabinet Committee Report.

3.0 Context And Approach

Objectives of the Blueprint Education has been designed to meet
the challenges of the 21st century building on the foundations of the
previous seminal reports and policies, and focusing on ways to develop
and further pave the way for education. To that end, the Blueprint is
based around three specific objectives :
1. Understanding the current performance and challenges of the
Malaysia school system with a focus on improving access to
education , raising standards (quality), closing achievements
gaps

(equity),

promoting

unity

amongst

students

and

maximizing system efficiency.

2. Establishing a clear vision and aspirations for the education
system and individually students over the next 13 years
through to 2025

3. Outlining a comprehensive transformations programed for the

system including key changes to the ministry which will allow
it to meet new demands and rising expectations and to ignite
and support overall transformations.
3.1

The Blueprint Development Approach

This Blueprint is the outcome of in-depth analyses,
interview, focus groups, surveys and research conducted with
the support of Malaysian and international experts, Ministry
officials, teachers, students, parents and principals all across the
countries. In addition, through the National Dialogue, almost
12,000 members of the public and different stakeholders were
engaged for their input and suggestion.

4.0

Vision And Aspirations.

Every Malaysia child regardless of wealth, ethnicity or background
deserves equally to access in education field that will enable students
to his or her potentials. All students will have the opportunity to attain
in an excellent education that is uniquely Malaysian and comparable to
high-performing education system. This will require that Malaysias
education system embark upon a path of improvement that will move
rapidly towards great performance.
4.1 Students Aspirations
1. Knowledge
At the most level, every students needs to be fully literate
and numerates. This is a basic skills and enables them to
function effectively in society so that they can create value
for

themselves,

their

community

and

their

nations.

Students will be informed to be more knowledgeable in

other areas such as arts, music and sports.
2. Thinking Skills
5

Every students needs to develop this inquiry and learn how

to continue acquiring knowledge. These three higher order
thinking skills needs to be master by each students to
ensure their enables to have ability rapidly to think.
Creative thinking and Inovations : The ability to
innovate, to generate new possibilities and to
create new ideas of knowledge.
Critical Thinking and Reasoning : The ability to
analyse information, anticipate problems and
approach issues critically, logically, inductively
and deductively in order to find the solutions.
Learning
Capacity
:
The
ability
to
independently

drives

ones

own

learning,

coupled with the appreciations of the value of

lifelong learning.
3. Leadership Skills
Being able to work effectively with and lead others is
critical, especially in our increasingly inter-connected
world. The education system seeks to help every students
reach their full potential to learn and reach their full
potential.
Entrepreneurship: taking the initiatives to create and
develops solutions, the willingness to invest in doing
so. And the drive so to see these through to their
realization.
Resilience : developing a mindset that is both
constructive and able to withstand setbacks.
Emotional Intelligence : Possessing the abilities to
understand and work effectively.
Strong communication skills : Processing the ability
to clearly express opinions and intentions in oral
written form.
4. Bilingual Proficiency

Malaysias unique diversity and multicultural heritage

provide a competitive advantage to all. Students will
continue to have the opportunity to learn Chinese and
Tamil language at National-type schools. Currently , some
National school had offered to learn third language sucha
as Chinese language, Tamil language, Arabic language and
others. Over time students will be encouraged to learn
least three languages allowing them to collaborate with

community.
5. Ethics and Spiritually
The education will prepare every students with ethics and
spiritual to resolves conflicts with peacefully and employ
sound judgments during critical moments.
Spirituals : to have strong religious beliefs and
practice os the foundations of the life.
Integrity : to have the courage that discipline and will
to do the right things
Civic responsibility: ta act for the good of the entire
nations to care for others and the environment
around them.
6. National Identity
The sense of national identity tied to the principles of
Rukun Negara. It is necessary for Malaysias future to foster
unity. Every student will identify themselves and proudly as
Malaysian,

respectful

among

ethnicity,

beliefs,

socio

economics status or geographical locations. Acquired to

learn, understand and tolerate among each other.

5.0 Current Performance.

The examinations of the performance of the Malaysian Education
system begins with an analysis of how students have fared over time,
and in comparison with other countries, along the system outcomes of
access, quality, equity, unity, and efficiency. Access to education will
ensuring that all Malaysian children have access to the educational
opportunities provided in the country has been a key of objective of the
education system. Access meaning involves getting students into seats
in the schools and remains them students acquire in school long
enough to achieve a minimum level of Malaysian schooling. Besides
that, Malaysia also has achieved near-universal enrolments at the
primary level at 96%. The attrition rate students who dropped out of
the primary school has been reduced in recent years. Nevertheless, the
quality of education system encompasses multiple dimensions. The
assessments quality focuses largely on the intellectual dimensions of
academic students outcomes, with the benefits of available and
measurable data. Malaysian students performance in the three
examinations

(UPSR, PMR, and SPM) has shown fairly constant and

even improving outcomes. Two common measures use to evaluate

outcomes are the school Grade Point Average or Gred Purata Sekolah

(GPS) and percentage of students achieve passing and excellent

grades.
4.1 Diversity School In Malaysian Education.

The primary level comprises three main types of

school ; SK, SJKC, SJKT. Each type of school is defined by
different medium of instruction and jointly accounts for
almost 99% of total primary enrolments. In addition, there
are numerous school types serving niche groups, such as
religious (Islamic) and special education needs.

6.0 Student Learning.

6.1 Curriculum and Assessment
The Ministry will ensure the provision of an all-rounded curriculum
benchmarked to international standards to produce students with
the skills required to compete at an international level. The Ministry
will also ensure the holistic assessment of students via National
Examinations

and

School-based

Assessments

or

Pentaksiran

Barasaskan Sekolah (PBS). Measures undertaken will include :

Redesigning the primary and secondary school curriculum

to align with international standards.

Upgrading assessments frameworks to increase items that

test higher order thinking skills

Intensifying teacher support

to

ensure

the

written

curriculum accurate translated into classroom teaching

through better teaching resources.

Introducing Literacy and Numeracy Screening (LINUS) 2.0
with an expanded scope to address English literacy.

6.2

The Three Dimensions of Curriculum.

The Written Curriculum
The knowledge, skills, and values that forms the
content, outlining what is to be taught by teachers.
In addition to academic learning, the curriculum
focuses on spirituality along with artistic and sporting
ability to develop the child holistically. Programs and
initiatives to develop these components and presents
both during formal class time as well as through a
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variety of after school sports and co-curricular

activities. The KSSR standards documents is based
two components content standards and learning
standards.

The

contents

standards

specify

the

specific knowledge , skills and values that students

need to acquire.

The Taught Curriculum

The knowledge acquired, skills developed, and values
inculcated in students. The full potential of the KBSR
and KBSM has not always been brought to life in the
classroom. The reasons for this are two-fold. Firstly,
skills and contents that teachers need to perceive
will go untested in the National Examination. The
new KSSR offers an increased focus on higher-order
thinking and is a clear step in the right direction of
curriculum reform. However, if the new curriculum is
to be delivered in the way envisioned, it requires
complex lesson delivery skills from the teachers such
as tailoring lesson plans and teaching aids towards
needs

of

the

students

at

the

different

level

performance.
The Examined Curriculum
LP (Lembaga Peperiksaan) has started a series to
reforms to ensure that assessments are evaluating
students holistically . In 2011, in parallel with the
KSSR, the LP rolled out the news PBS format that is
intended to be more holistic, robust and aligned with
standard

referenced

curriculum.

There

are four

components to the new PBS :

11

 School Assessment: refers to the various forms

of assessments such as written test to measure
students mastery in subject.
Central Assessments: refers to written test,
project work or oral test for languages that
evaluate students subjects learning. LP will
develop the test questions, marking schemes,
assessments instruments, scoring guidelines,
grading and reports.
Psychometric Assessments : refers to the
aptitude test and a personality inventory to
evaluate students skills, interest aptitude,
attitude
inventory

and
is

personality.
used

to

The

identify

personality
traits

and

students personality. Aptitude test is used to

evaluate students innate and acquired abilities
for example thinking skills and problem solving.
Physical activities, sports and co-curricular
assessments

refers

to

assessments

of

students physical endurance and body mass

index, and students participation, involvement
and performance in sports, uniform bodies,
clubs and non-school sponsored activities.

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7.0 Teachers and School Leaders.

The Ministry will ensure the delivery of effective studentcentered and differentiated teaching and learning in every
classroom and elevate teaching to become a profession of choice.
The Ministry will achieve this goal by introducing a new Teacher
Career Package to change the way teachers are selected developed
and rewarded throughout their entire career. Measures are
undertaken will includes:
Raising and enforcing entry standards into teacher training

programs.
Recast the IPGM to raise the quality of leadership and
lecturers, research and innovation, infrastructure facilities,
IPG as a learning organization and pre-service training

practicum.
Improving the effectiveness of pre-service and continuous

professional development.
Developing exciting new career pathway that support fasttracking based on performance and competencies.
The

Malaysian

system

attracts

large

numbers

of

applicants for its teacher trainee programmed. There are two public
institutions that offer teacher training programed in Malaysia-The
Higher Education Institutions or Institut Pengajian Tinggi (IPT), and
the Institute of Teacher Education or Institut Pendidikan Guru (IPG).

13

The applicant-to-trainee ratio is high as 38 applicants per place in

some teacher training programed, and surpasses that of highperforming education systems like Singapore, South Korea and
Finland.
7.1 School Leaders.
The Ministry will ensure that every school, regardless
of location and performance level, will have a high quality
principal and supporting leadership team to provide a good
and perfect management in the school. The Ministry will
achieve this goal by introducing a new career package to
enhance the way principals are selected, developed and
rewarded.
Measures undertaken will include:
Refining and clarifying the selection criteria
Building a pool of potential future school
leaders
Improving

preparatory

and

continuous

professional development
Introducing a performance and competencies
based performance management approach.
Selection of principals is a critical process for building and
sustaining affective of the schools. The selection criteria for
new principal in Malaysia are more linked to tenure than
competencies. Selection is based primarily on the achievement
of a minimum civil service grades and lengths of service. Its
clearly opportunity to enhance the professional criteria required
for selection.
Besides that, the second challenges are length of the
current

selection

process.

The-end-to-end

process

from

identification of a suitable candidate to a formal appointment

can take up to year. However, the headmaster in primary

14

school is still designated for non-graduates, which eliminates

qualified, graduate primary school teacher from consideration.

SUMMARY
Chapter 1 (Context and Approach) Display out the objectives
and
approach behind the development of the Blueprint.

Chapter 2 (Vision and Aspiration) - Outlines a set of

new aspiration for the overall Malaysia Education system,

including aspirations for every Malaysia child.

Chapter 3 (Current Performance) Contains the

detailed and analyses on Malaysian students outcomes and

established the current performance of the education
system.

Chapter 4 (Student Learning) Display about how

student learning and examines how Malaysian Education

system, looking at solution to effect the changes necessary
for the stated aspiration to be achieved. It includes
15

initiatives that related to the curriculum and assessment,

strengthening of language skills, school improvement
interventions, and education for students with specific
needs.

Chapter 5 (Teachers and School Leaders) - Explore

the roles of teachers and school leaders as the frontline of

the Malaysian Education system with a focus on how to
improve the quality of and support provided to teachers
and school leaders.

CONCLUSION
The Malaysia educations system needs to undergo
comprehensive transformations if it is to meet the ambitious
vision and aspirations of a Malaysian who is ready and willing to
tackle the challenges of the 21 st century. This transformation is
a process of generally complexity in both breadths and depth,
and will only succeed through the combined efforts and
concerted support of all stakeholders. This transformation will
be implemented over a period of 13 years with an initial focus
on addressing the gaps in the current system, and laying the
foundation for a radically new education system. Subsequent
waves of transformation will accelerate improvement, geared
towards self-sustaining innovations, so as to create a new
16

generation of Malaysian students ready to excel globally in a

competitive environment.

REFERENCES
1) Rosnani Hashim. (1996). Educational Dualism in Malaysia. Kula Lumpur :
Oxford U. Press.
2) Ministry of Education Malaysia. (2013). Malaysia Blueprint Education
2013-2025

Preschool

to

Post-Secondary

Education.

Putrajaya

Kementerian Pendidikan Malaysia. Publisher.

3) Executive Summary Blueprint Education. (2013). Malaysia. Blueprint
Education 2013-2025 : Kementerian Pendidikan Malaysia Publisher.
4) World
Wide
Web

http:/www.moe.gov.my/executive_summary_blueprinteducation
5) CFBT Education Trust. Commentary of Malaysian Blueprint Education

2013-2025 pdf.

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