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EDUCATION 2030:

Challenges and Implementation

Symposium on Operationalising the


2030 Agenda for Sustainable Development
23 February 2016
PICC
Five Critical ‘P’s:

 People
 Planet
 Prosperity
 Peace
 Partnership
By 2030 all girls and boys around the
world can complete free primary and
secondary education. It also includes
targets supporting - the provision of pre-
school education; equal access to
tertiary and vocational education;
enhanced vocational, technical,
7 3
Targets Means of
numeracy and literacy skills among Implementation
young people and adults; reduced
gender disparity in education provision;
enhanced provision for vulnerable
people and those with disabilities; and
ensure sustainable lifestyles, human 43
rights, gender equality, promotion of a
culture of peace and non-violence,
Indicators
global citizenship and appreciation of
cultural diversity
UNESCO,
UNICEF, UNDP,
UNHCR & other

UN Agencies EPU

NGOs and
Private Ministry of
Sector Education
EDUCATION
Ministry of Rural
2030 Ministry of
and Regional Higher
Dev. Education

Ministry of Department
Health Ministry of of Statistics
Communications
and Multimedia
MALAYSIA EDUCATION BLUEPRINT 2013-2025 and EDUCATION 2030

EDUCATION 2030 MEB 2013-2025


Ensure that all girls and Provide equal access to
boys complete free, quality education of an
equitable and quality international standard and
primary and secondary move from 6 to 11 years of
education leading to compulsory education. By
relevant and effective 2020, every student will leave
learning outcomes formal schooling with a
minimum SPM or equivalent
vocational qualification
86.4% Preschool

97.9% Primary

92.5% Lower Secondary

86.4% Upper Secondary


MALAYSIA EDUCATION BLUEPRINT 2013-2025 and EDUCATION 2030

EDUCATION 2030 MEB 2013-2025


4.2 Ensure that all girls and Raise quality of all preschools
boys have access to quality and encourage universal
early childhood enrolment by 2020. Every child
development, care and pre- aged 5+ will be enrolled in a
primary education so that registered preschool, be it
they are ready for primary public or private. Low-income
education families that would otherwise
not be able to afford preschool
will receive need-based financial
support from the Ministry.
To ensure accessibility to
all, low income families
and children with special
education needs are
eligible for fee assistance
to enrol in private
preschools. In 2014, a total
of RM36.8 million was
given to 41,109 recipients
by way of fee assistance
MALAYSIA EDUCATION BLUEPRINT 2013-2025 and EDUCATION 2030

EDUCATION 2030 MEB 2013-2025

4.3 Ensure equal access for Enhance access to and quality


all women and men to of existing education pathways,
affordable and quality starting with the vocational
technical, vocational and track.
tertiary education,
including university
In 2014, the Technical and Vocational Education
and Technical (TVET) Steering Committee and
Working Committees were established to set
the strategies and action plans for the ongoing
transformation of vocational education in
Malaysia. The Steering Committee is supported
by four working committees, which are:
i. Policy, Governance and Articulation;
ii. Curriculum and Accreditation;
iii. Resources; and
iv. Industry and Community Linkage

The Vocational Education Transformation


Programme includes the introduction of the
Basic Vocational Education, and upgrading of
Vocational Secondary Schools to Vocational
Colleges.
By 2025, the Ministry of Higher
Education aspires to increase access to
and enrolment in higher education. If
Malaysia were to successfully improve
tertiary enrolment rates from 36%
currently to 53% (and higher education
enrolment from 48% to 70%), this will
bring Malaysia on par with the highest
enrolment levels in ASEAN today.

This growth scenario will require an


additional 1.1 million places by 2025,
mainly through growth in technical and
vocational education and training
(TVET), private HLIs and online
learning.
MALAYSIA EDUCATION BLUEPRINT 2013-2025 and EDUCATION 2030

EDUCATION 2030 MEB 2013-2025


4.4 By 2030, substantially Demand for vocational
increase the number of education outstrips supply. MOE
youth and adults who have will explore seat-purchase
relevant skills, including agreements with the private
technical and vocational sector. This means collaborating
skills, for employment, with the private sector to
decent jobs and develop industry recognised
entrepreneurship qualifications, offer more hands-
on practicum opportunities and
up skill teachers
COLLABORATION WITH INDUSTRY PARTNERS

The Ministry has established a


Memorandum of Understanding with
industry partners to ensure the relevance
of the vocational programmes and to
secure attachment in various industries. In
2014, the Ministry collaborated with 90
additional companies, bringing the total to
208 companies. The positive response from
industries is a clear indication of high
demand for vocational school graduates.
The Ministry foresees the overwhelming
response from the industries would
increase the appeal of vocational
education, in turn encouraging stronger
collaboration with industry partners
MALAYSIA EDUCATION BLUEPRINT 2013-2025 and EDUCATION 2030

EDUCATION 2030 MEB 2013-2025


4.5 By 2030, eliminate The Ministry will ensure that
gender disparities in students with specific needs,
education and ensure such as students with special
equal access to all levels of needs, indigenous and other
education and vocational minority students like Orang
training for the vulnerable, Asli and Penan, gifted
including persons with students and students in
disabilities, indigenous under-enrolled schools have
peoples and children in the opportunity to get a high
vulnerable situations quality education that is
relevant to their needs
INCREASING ACCESS
TO EDUCATION
Access to
Transform secondary and
Vocational post secondary
Preschool Education Education
Increase # of
Increase number of Provide choices
schools with
preschool classes of schools with
Basic Vocational
Provide Private education various
Preschool Launching programmes
Grant Upgrade vocational
schools to
Provide preschool vocational colleges Transform
fee assistance Form Six
Review Education
curriculum to
align with
market demand
Public-Private
Partnership
The Ministry has undertaken multiple initiatives to support indigenous communities.
Key among them are:

Improving enrolment and attendance rates of Orang Asli


students from primary through to secondary school.

Model School (K9) to reduce the drop-out rate between


Year 6 and Form 1

Development of a contextualised curriculum tailored to


Orang Asli and Penan students

The inclusion of indigenous and other minority languages


in the curriculum

The provision of Adult Classes for Indigenous Communities to


provide them with sufficient literacy and numeracy to support
their children’s learning
EDUCATION SUPPORT PROGRAMS

POOR STUDENTS GENERAL


1. Poor Students’ Trust Fund (KWAPM) 13. Preschool Percapita Grant
2. Food Supplement Program 14. Preschool Food Aid Program
3. 1Malaysia Milk Program 15. Percapita Grant
4. Uniform Aid for Uniformed Groups 16. School Fees Aid Program

SCHOLARSHIPS AND ALLOWANCE 17. School Co-curricular Aid Program


5. Federal Scholarship 18. Boarding School Food Aid Program

6. University Preparatory Scholarship 19. Boarding School Transportation Aid Program

7. Sports Scholarship 20. School Sports Aid Program


21. Preschool Co-curricular Aid Program
8. Pre- University Allowance (Sport schools)
22. Boarding School Co-curricular Aid Program
9. Allowance For Students With Special Needs
(disabled) 23. 1Malaysia Book Voucher Program
SPECIAL PROGRAMS 24. 1Malaysia RM100 Schooling Aid
10. Special Project For Fully Residential School 25. Additional School Fees Aid Program
11. Safety Jacket Aid
12. Adult Class for Indigenous People
MALAYSIA EDUCATION BLUEPRINT 2013-2025 and EDUCATION 2030

EDUCATION 2030 MEB 2013-2025

4.6 By 2030, ensure that all Youth literacy has risen from
youth and a substantial 88% in 1980 to near-universal
proportion of adults, both literacy of 99% today, while
men and women, achieve adult literacy has increased
literacy and numeracy even more dramatically, from
less than 70% to over 92%
Expand the Literacy and Numeracy (LINUS)
programme to include English literacy.
Every student in Years 1 to 3 will be
screened twice a year to determine if they
are progressing in Bahasa Malaysia and
English literacy at an expected pace.
Students who fall behind will be given
remedial coaching until they are able to
return to the mainstream curriculum.
Teachers working with such students will
also receive dedicated coaching from
district level teacher coaches.
MALAYSIA EDUCATION BLUEPRINT 2013-2025 and EDUCATION 2030

EDUCATION 2030 MEB 2013-2025


Ensure that all learners acquire Ensure every child is proficient in
the knowledge and skills needed Bahasa Malaysia and English language
to promote sustainable and is encouraged to learn an
development, including, among additional language
others, through education for
sustainable development and Scale up integration programmes to
sustainable lifestyles, human facilitate interaction across school
rights, gender equality, promotion types
of a culture of peace and non- Global Sustainability Implementation
violence, global citizenship and Guidelines than incorporate global
appreciation of cultural diversity citizenship, sustainable consumption
and of culture’s contribution to and production, and unity for primary
sustainable development and secondary schools
MALAYSIA EDUCATION BLUEPRINT 2013-2025 and EDUCATION 2030

By 2030 …

Build and upgrade All learners are taught


education facilities that are by qualified teachers,
Substantially increase
child, disability and gender including through
support for scholarships
sensitive and provide safe, international
available to developing
non-violent, inclusive and cooperation for teacher
countries
effective learning training
environments for all
MALAYSIA EDUCATION BLUEPRINT 2013-2025 and EDUCATION 2030

Focus on the most marginalised and underprivileged students

Early detection of children with special needs

Realign curriculum and assessment systems to ensure effective


implementation towards achieving quality education

Equitable Financing

Bridge achievement gaps between rural and urban areas,


SES, gender and student abilities
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