Journal o f Southeast A sian E ducation 113

2000, Vol. I, No. 1, pp. 1 1 3 - 133

Educational Development and Reformation in

the Malaysian Education System: Challenges in
the New Millennium

HAJI AZM I BIN Z A K A R IA

Educational Planning and Research Division, Level 2, Block J (South),

Damansara Town Center, 50604 Kuala Lumpur, Malaysia

ABSTRACT

Change and innovation in education have been taking place since

Independence in 1957. What is certain is that further changes will be
needed in the light o f the strengths and weaknesses o f the present system.
The immediate and long term education strategies and reforms in Malaysia
are very much influenced by the National Development policy, particularly
the nation’s economic and social policies. In the context o f the changing
world as a result o f the advances in science and technology, Malaysia as
part o f the global village has no alternative but to remain competitive in
the world economic activities, whilst at the same time guaranteeing
domestic growth and developm ent. O perating within these present
parameters, issues pertaining to equity, access and democratisation of
education, education quality, efficiency as well as values education will
continue to be addressed towards enhancing the quality o f the lives o f our
children and generations to come.

IN T R O D U C T IO N

The wealth of a nation lies in its people - their commitment to the

country and community, their willingness to strive and persevere,
their ability to think, achieve and excel. Our future depends on our
continually renewing and regenerating our leadership and citizenry,
building upon the experience o f the past, learning from the
circumstances o f the present, and preparing for the challenges of
the future. The development o f the education system in Malaysia
 HAJI A ZM I BIN Z A K A R IA

reflects the multi-faceted role it assumes in creating a united

Malaysian society. Malaysia’s Vision 2020 steers the nation towards
achieving the status of a fully developed and industrialised country.
All efforts are channeled towards Malaysia becoming a fully united
nation; a democratic society that is strong in religious and spiritual
values; a society that is liberal and tolerant, scientific and
progressive, innovative and forward looking. In M alaysia’s drive
to move vigorously ahead, the development of human resources,
their talents, skills and creativity is the ultimate goal. This is
reflected in the mission statement of the Ministry of Education ‘to
develop a world class quality education system which will realise
the full potential of the individual and fulfil the aspirations of the
Malaysian nation’. Underlying the aspirations towards developing
a world class quality education system rest the principles of the
National Philosophy of Education which forms the cornerstone of
the Malaysian education system. The National Philosophy o f
Education states that:
Education in M alaysia is an on-going effort tow ards further
developing the potential o f individuals in a holistic and integrated
m anner, so as to produce individuals who are intellectually,
spiritually, emotionally and physically balanced and harmonious,
based on a firm belief in and devotion to God. Such an effort is
designed to produce Malaysian citizens who are knowledgeable and
com petent, who possess high moral standards, and w ho are
responsible and capable o f achieving a high level o f personal well­
being as well as being able to contribute to the harmony and
betterment o f the family, the socicty and the nation at large.

The culmination o f the National Philosophy of Education is

in itself a result of sustained developments and a multitude of
transformations in the education system.

H ISTO R Y O F ED U C A TIO N PR O V ISIO N

The national education system was established at the time when

Malaysia (then Malaya) gained its independence from the British
and was modeled on the English grammar school system of the
British colonial era. The diversity of schooling in Malaysia at the
 R E FO R M A T IO N IN T H E M A LA Y SIA N ED U CA TIO N SY ST EM I 15

time o f Independence in 1957 impelled the education system to be

developed as a unifying force to unite the citizens o f the country in
developing the nation economically, socially and politically. Fully
realising the crucial role o f education in nation building, post-
Independence leaders were faced with the problem of forging a
national education system, having national unity as its main goal,
and yet preserving the rights o f all ethnic groups. This led to the
im plem entation o f the Education Act 1961 w hich laid the
foundations for the development of the education system.
Accordingly, Malaysia’s five-year Development Plans have
continuously emphasised the importance of education as a means
of unifying the nation as well as developing human resource needs
of the country. Under the Education Act o f 1961, education policies
were formulated after taking into consideration recommendations
by several education review committees set up, with a view of
revamping the fragmented education system o f the British colonial
era. The policies were ‘national’ in the sense that the education
system is a centralised system, with a common curriculum and using
Bahasa Melayu (Malay language) as the medium of instruction.
Vernacular languages, especially Chinese and Tamil, were allowed
to be used as the medium o f instruction at the elementary level,
taking into consideration the aspirations and sensitivities of the
multiethnic population.
The Education Act was implemented in stages, to ensure a
gradual transition. In essence, it was a gradual change from the
British (English school) type o f education to a Malaysian education
system, with a Malaysian outlook and an intensely Malaysian
curriculum. Curriculum planning and development was (and is)
done at the federal level and the National Education System is
centrally administered. Education has become a distinguishably
federal matter.
By the end of the 1970s, after undergoing changes in the
curriculum and the system as a whole, the Education Act was fully
implemented and expanded to Sarawak and Sabah. All schools use
Bahasa Melayu as the medium of instruction (except at the primary
level) and comprehensive education was provided for nine years.
The change in emphasis during this period reflected the significance
given to science and technology, in the light o f econom ic
 HAJI A ZM I BIN Z A K A R IA

developments of the times.

The forms and goals of the national education system were
further reinforced with the formulation o f the national education
po licy and the N atio n al P h ilo so p h y o f E d u catio n upon
recommendations by the Cabinet Committee Report (1979) to
strengthen and consolidate national education. Since then, several
reforms have been introduced to make education and training more
efficient, attuned and responsive to the needs of the nation. These
brought m ajor changes in tandem with accelerated national
development. Numerous areas of education are undergoing reforms.
These are supported by new legislative measures formulated to
facilitate the realisation of targets set by the Ministry of Education.
Several new legislative changes provide the legal mechanism
and policy framework necessary for a comprehensive reform of
the education system, which will meet the needs of the 21st century
and establish Malaysia as a centre o f educational excellence. Among
the changes are the new Education Act 1996, the National Council
on Higher Education Act 1996, the Private Higher Education
Institutions Act 1996, the Universities and University College
(Amendment) Act 1996, the National Accreditation Board Act 1996
and the National Higher Education Fund Board Act 1996. These
developments will bring about changes to institutes of learning,
enabling them to offer a wider range of courses, different options
and approaches to learning, better management, and an overall
improvement in productivity and standards, which will facilitate a
more market-centred education system.

T H E C U R R E N T C O N T E X T O F ED U C A TIO N

Current reforms in education are the continuation of the reforms

which began in the 1980’s. They culminate with the introduction
o f the Education Act 1996, which reiterates specific policies under
the Education Act 1961, but with a fresh look at education
philosophy and development.
The emphasis of the current reforms centres around higher
and tertiary education. Developments in the last few years have
made it impossible for the government to cater to the increasing
 R E FO R M A T IO N IN T H E M A LA Y SIA N ED U CA TIO N SY ST EM I 17

demand for higher and tertiary education. Hence, the establishment

of private tertiary institutions came into place. The private sector
is encouraged to focus its efforts on the provision o f science and
technology related courses. The Private H igher Education
Institution Act 1996 has enabled the private sector to establish
d eg ree-granting in stitu tio n s. The act also enables foreign
universities to set up branch campuses in the country.

A IM S O F ED U C A TIO N IN T H E C U R R E N T C O N T E X T

The Seventh Malaysia Plan 1996-2000 outlines specific aims to be

achieved in the education sector in order to provide sufficient
number of skilled and qualified workers to meet the manpower
requirements o f the country. Among the measures to be undertaken
are the following:
• increasing the capacity of existing institutions, particularly in
science, engineering and technical fields;
• strengthening the delivery system through the provision of
qualified and experienced teachers, as well as greater utilization
of modern technologies and computers;
• improving accessibility through the expansion o f physical
facilities and distance learning programme;
• improving management and training programmes, as well as
strengthening the monitoring and evaluation systems;
• expanding tertiary education facilities and improving their
financial management through corporatisation and other means;
• strengthening research and development;
• increasing the enrolment in the science stream;
• improving educational facilities in the rural areas;
• inculcating positive values and right attitudes, as well as
innovativeness, communication and analytical skills; and
• encouraging more private sector investments in education and
training.
118 HAJI AZM I BIN Z A K A R IA

N A TU R E OF T H E C U R R E N T PR O V ISIO N OF
ED U CA TIO N

G overnance and finance

The extent of the emphasis on education can be seen from the
proportion of financial allocation given to it. The allocation for
education and training in the Seventh Malaysian Plan 1996-2000
amounts to RM 10.1 billion or 15.4% of the total public development
allocation compared to 13% in the Sixth Plan. O f the total allocation
for the education sector, 45.6% was utilized to build new schools
and additional classrooms for primary and secondary levels, and
35.1% to expand the capacity for tertiary education, particularly at
degree level. The balance was utilised to provide, among others,
training facilities and housing for teachers as well as hostels for
students. Under the allocation for training programs, RM 1.3 billion
or 78.4% (of the balance) was allocated to establish new skill
training institutes as well as upgrade and expand existing ones.
This is in line with the national training strategy to increase the
output o f skilled manpower.

Table 1. Development Allocation For Education And Training strategy to

increase the output o f skilled manpower.
Program A llocation R M m illion
E ducation 8,437.2
Pre-school 107.4
Prim ary Education 1,396.0
Secondary Education 2,447.9
G overnm ent & G overnm ent-A ided Schools 1,781.9
M A RA Junior Science C olleges 367.0
T echnical & V ocational Schools 299.0
T ertiary E ducation 2,961.8
T eacher E ducation 458.8
O ther E ducational Support Program s 1,065.3
T raining 1,661.6
Industrial T raining 1,303.3
C om m ercial T raining 66.3
M anagem ent T raining 292.0
Source. Seventh M alaysia Plan 1996-2000
 RE FO R M A T IO N IN T H E M A LA Y SIA N E D U C A TIO N SY ST EM I 19

S tr u c tu r e o f sch oolin g
P re-sch o o l education
Recognising the importance o f pre-school education in laying a
strong foundation for children in their formative years, efforts were
made to increase facilities and improve quality o f pre-school
education. As the private sector was more active in the establishment
of pre-school centres in urban areas, the public sector agencies
continued to provide pre-school education opportunities to rural
and urban poor children. Efforts by both the public and private
sectors including non-governmental organizations (NGOs), resulted
in an increase in pre-school centres from 6,960 in 1990 to 9,605 in
1997. The public sector was the main provider of pre-school centres,
totalling 8,638 or 90%. O f the total pre-school centres established
by the government, 80% were in the rural areas which benefited
about 309,700 children.
Improvements in the quality of pre-school education were
carried out through the revision o f the curriculum guideline,
expansion of teacher training and establishm ent o f m inimum
qualification for pre-school teachers. The revised curriculum
emphasised the diversification o f teaching methods and encouraged
teachers to fam iliarise children with proper usage o f Bahasa
Malaysia as well as simple usage of the English language in their
daily communication and activities.

P rim a ry a n d se c o n d a ry edu ca tio n

Education is provided free to all children. Although it is not
compulsory, enrolment figures at the primary school level, as
indicated in Table 2, denote a near universal participation.
Education at the primary level is provided in three languages
- National Language (Bahasa Malaysia), Chinese (Mandarin) and
Tamil. Parents are free to choose the type of schools (national,
national-type Chinese or national-type Tamil) for their children. In
1999, enrolment figures in the respective schools were 2,195,029
for national schools, 609,673 for national-type Chinese and 91,085
for national-type Tamil. The number of government assisted primary
schools was 7,152.
Secondary education is available over five or six years and is
divided into lower and upper secondary levels. The transition rate
120 IIA JI AZM I BIN Z A K A R IA

between primary and secondary levels improved from 68% in 1990

to 84% in 1997. The 16% who do not continue their education in
secondary school in the main system include those who choose to
study in private Chinese schools, Islamic religious schools and other
private schools. The increased enrolment in 1997 is a direct result
of the policy to extend basic education from nine to eleven years.
In 1999, there were 1,586 secondary schools including fully
residential schools, vocational, technical, religious and special
schools. Apart from government assisted schools, 23 MARA Junior
Science Colleges under the M inistry o f Rural and National
Development also provide similar educational opportunities.
Upper secondary education consists of arts, science, technical
and vocational streams. Selection of students into various streams
is based on their performance in the Lower Certificate of Education
Examination held at the end of Form III (Grade 9). Under the
Integrated School Curriculum, students in Form IV and Form V
(Grade 10 and 11) in general academic schools are allowed to select
electives from various groups apart from the core subjects. The
Malaysian Certificate o f Education Examination is held at the end
o f Form V (Grade 11). For some, this exam is terminal as those
who fail leave the education system to join the labour market.

Table 2. Enrolment Rate in Government Assisted Schools By Level of

Education in Malaysia 1995/1997
1995 1996 1997
Primary Enrolment 2 827 627 2 817 623 2 851 750
6+ - 11+ Population 2 923 100 2 961 100 2 992 091
Enrolment Rate 96.73% 95.15% 95.31%

Lower Enrolment 1 119 688 1 153 835 1 199 834

Secondary Population 1 357 800 1 391 000 1 423 682
12+ - 14+ Enrolment Rate 82.46% 82.95% 84.28%

Upper Enrollment 469 896 527 746 571 758

Secondary Population 842 400 870 200 894 054
15+ - 16+ Enrolment Rate 55.78% 60.65% 63.95%
Note. Excluding private and religious school enrolments.

Two programmes are offered at the post-secondary level - the

sixth form and matriculation classes. Sixth form education prepares
students for the Higher School Certificate which is the requirement
for sev eral co u rses co n d u cted at local u n iv e rsitie s. The
 RE FO R M A T IO N IN T H E M A LA Y SIA N ED U CA TIO N SY ST EM 12 1

matriculation classes also prepare students for entry into local

universities. Apart from the two programmes mentioned above,
post-secondary education is also offered at the MARA colleges
and polytechnics. Fields offered include technology, commerce,
management and administration. The number o f students studying
at post-secondary level in 1997 was 173,497 or 20% of the total
17+ to 18+ age group.
Hostel facilities are provided in rural and remote areas to cater
for the lower income group and for those who live far away from
their schools, thereby enabling them to have access to educational
opportunities and a better learning environment. In addition, hostels
are also built in urban areas to accommodate students from rural
areas. During the Seventh Malaysia Plan 1996-2000, hostel facilities
were expanded to benefit about 53,330 primary school students.
Furthermore, promising students from rural areas are given the
opportunity to pursue their secondary education in fully residential
schools. These schools provide students with better facilities as
well as trained and experienced teachers to provide guidance and
supervision.

S pecia l edu ca tio n

Special education refers to education provided for children with
physical, intellectual and mental disabilities. There are two
programmes for these groups o f pupils. The first programme is
conducted in special schools, while the second programme is
provided in normal schools where these pupils are integrated into
the mainstream. In 1997, there were 7,748 primary and secondary
school students in this category or 0.15% o f the total enrolment in
government assisted schools.

Vocational a n d tech n ica l education

Continued efforts have been made to expand the supply of skilled
manpower through increased intake into the secondary technical
and vocational schools. In 1995, there were nine secondary technical
schools and 69 secondary vocational schools compared to 58
secondary vocational schools in 1990. The enrolment in these
schools increased from 30,940 in 1990 to about 48,800 in 1995,
while the output was 13,500 for secondary technical schools and
122 HAJI A ZM I BIN Z A K A R IA

82,700 for secondary vocational schools. The majority of students

from secondary technical schools continue their studies in various
institutions of higher learning, while secondary vocational school
leavers are mainly absorbed into the job market. The skills training
programmes at secondary vocational schools produce around
23,500 graduates which contribute to the supply of semi-skilled
manpower.
In view of the need to train and produce the supply o f science
and technical manpower, measures have been taken to increase
the supply o f students with strong foundation in mathematics,
science and technical-related subjects to enable them to enrol in
science and technical courses at the tertiary level. In this regard,
Engineering Technology and Engineering Drawing subjects were
introduced in selected schools. Efforts are also being made to
specialise technical and vocational schools according to industry
location. The close proxim ity to industries will provide the
advantage o f industrial exposure as well as facilitate hands-on
experience. Technical and vocational education at higher levels
are offered at the universities, polytechnics, teacher training
colleges and the Tunku Abdul Rahman College.

Teacher education
During the Seventh Malaysia Plan period, the main objective of
teacher education was to increase the supply o f qualified teachers
at primary and secondary levels, particularly in mathematics,
science and the English language. Measures were also undertaken
to improve teacher quality, to train teachers who are not only
knowledgeable and innovative, but highly disciplined, strongly
motivated and dedicated. Incentives and facilities were introduced
to make the teaching profession more attractive. These included
providing opportunities for fu rth er studies, review ing the
remuneration and promotional schemes, presenting appropriate
awards for dedicated teachers, determining appropriate allowances
for teachers teaching critical subjects and those teaching in remote
areas, and upgrading the level o f teacher training for primary
schools from certificate to diploma.
By the year 2000, a total o f 99,900 graduate and non-graduate
teachers will have been produced which will alleviate existing
 R E FO R M A T IO N IN T H E M A LA Y SIA N ED U C A TIO N SY ST EM 123

shortages. O f the total, 37,850 teachers will be graduate teachers,

which will increase the proportion o f graduate teachers teaching at
secondary level from 58% in 1995 to about 73.5% in the year 2000.
Steps to continuously upgrade the knowledge of teachers and to
im prove th eir teach in g skills are u n d ertaken through the
strengthening of in-service training programs. In addition, more
opportunities will be given to teachers to develop their skills in
school management through courses conducted by the Institute
Aminuddin Baki (IAB).

Tertiary educa tio n

Higher education in Malaysia started with the establishment of the
University of Malaya in Singapore in 1949. In the early 1970s,
several new universities were established and at present there are
ten public universities offering courses at both undergraduate and
graduate levels. In 1997, enrolment at the ten universities was
116,376 compared to 58,286 in 1990. In order to develop existing
public universities into centres o f educational excellence, the
amendment to the Universities and University Colleges Act 1996
had enabled public institutions of higher learning to be corporatised.
The corporatisation will provide them with greater autonomy to
manage and operate their affairs in a more dynamic and proactive
manner. With corporatisation, these universities are given more
adm inistrative and financial autonom y to chart program m es
necessary for academic excellence, especially in increasing capacity
for consultancy services, commercialisation of research findings,
and recruitment and remuneration o f their teaching staff.
Several initiatives to implement the shift to localisation of
education have been introduced. One major move has been to
increase the enrolment in all public universities to provide more
places in the sciences, engineering and technology-related courses
as well as in business, finance, accounting and inform ation
technology. In 1998 many universities franchised their matriculation
programmes to cope with the increased enrolment. However, by
the year 2000, the Ministry o f Education will take over the running
o f m atriculation program m es currently conducted by public
universities, making it possible for universities to concentrate on
their core business of conducting undergraduate and post-graduate
124 HAJI A ZM I BIN Z A K A R IA

programmes. Four matriculation centres with a capacity for over

12,000 students are being constructed for this purpose. A new
standardised curriculum will also be introduced to facilitate intake
and teaching.
The distance learning programmes will be further expanded.
The m ain objective o f the program m e is to provide more
opportunities for those in the 19-24 age-group and those who are
currently employed, to pursue tertiary level courses, particularly at
the degree level. New areas o f study in science, technology and
management will be introduced. In implementing the programme,
institutions o f higher learning will coordinate efforts, share
resources and facilities, and take advantage of the communication
technology that is in place, especially with the establishment of the
Multimedia Super Corridor (MSC).
With the planned expansions in public and private institutions
of higher learning, fewer Malaysian students will be sent overseas
to pursue courses at the first degree level. Government-sponsored
students at the post-graduate level will continue to be sent to
universities overseas to pursue selected courses in the fields of
science and technology, medicine and applied arts. The reduced
dependence on foreign education and the expected increase in
foreign students pursuing degree level courses in the country, will
help to reduce the deficit in the balance of payments.

P riv a te ed u ca tio n in M a la ysia

Private education is available at all levels. There are three main
types o f private education at primary and secondary levels, namely
the Chinese private secondary schools, Islamic religious schools
and the elite private schools. Private schools have to abide by
regulations set by the Ministry of Education, that is, the common
curriculum and the common examination.
The Private Higher Education Institution Act 1996, for the
first time, makes provision for the establishm ent o f private
universities, university colleges, branch campuses of foreign
universities as well as upgrading of existing colleges to universities.
This rapid expansion o f higher education in the country requires a
n atio n al body to d eterm in e policy and to co o rd in a te the
development of tertiary education. The National Council on Higher
 R E FO R M A T IO N IN T H E M A LA Y SIA N ED U C A TIO N SY ST EM 125

Education Act 1996 was formulated to enable the Council to be

established.
The growth of the private education industry is linked to the
governm ent’s open approach in meeting the country’s human
resource needs and much attention has been paid to the development
of a highly skilled and professional workforce. As such, the
involvement o f the private sector in human resource training is
primarily in the provision o f pre-university education, technical
and skill training and university education. In 1997, 1508
institutions w ere established, m ainly com prising o f higher
education institutes, language centres, computer centres, skill
training centres and tuition centres. An increasing number o f foreign
universities particularly those from Great Britain, the United States,
Australia and New Zealand, have now ventured into partnerships
with locally established colleges to offer twinning programmes,
credit transfers, validation and accreditation, distance learning and
open university programmes. It is vital to ensure that higher
education institutions established in this country m aintain a
reputation o f excellence and quality, hence the The National
Accreditation Board was established to ensure that high academic
standards are maintained in these institutions.

A d u lt edu ca tio n
Adult education is available as a form o f training to youths and
adults in specific skills and vocational trades. The objectives,
among others, are to prepare candidates to participate actively in
commerce, industries and other economic enterprises and to
promote an awareness o f the working environment. Among the
government agencies providing training programmes are the
Ministry of Youth and Sports, the Ministry o f Agriculture, the
Ministry of Land and Regional Development, the Ministry of
Rural and National Development and several statutory bodies.
Programmes include courses in apprenticeship, leadership,
business, agriculture, electrical and mechanical engineering-
related courses, skills upgrading and pre-school education.
126 HAJI AZM I BIN Z A K A R IA

ISSU ES TO B E A D D R E SSE D

The idea of making Malaysia a centre o f educational excellence

and a regional hub for tertiary education was mooted before the
current economic crisis and depreciation o f the ringgit. The country
embarked on a long-term plan to put the necessary infrastructure
in place. The Education Act 1996 m akes provision for the
consolidation and expansion of the national education system.
As the next millennium approaches, it is becoming crystal
clear that advances in technology, radical breakthroughs in all
branches of knowledge, and an awareness that nations and people
will need to interact and relate to each other, will bring about social,
cultural and intellectual changes. The young workers of tomorrow
must become life-long learners who are able to contribute their
own ideas and plans because they have confidence in their own
creative powers. Life in the 21s1century promises to be filled with
the need to adjust to frequent changes. Thus teaching methods and
educational goals have to be directed at producing individuals who
have faith in their abilities and who will work at developing their
capabilities throughout their lives. Education should prepare
individuals to cope with changes rather than become dependent on
habits. In other words, education for the future should place
emphasis on developing creative and thinking minds. The Ministry
of Education is driven by the conviction that the future prosperity
o f M alaysia depends on proper attention being paid to the
developm ent o f the potential o f the individual student to the
maximum extent possible. A quality education system provides clear
goals, high standards, good teachers and a w ell-organised
curriculum . To achieve this, education reform is essential if
M alaysia is to realise its dream and aspirations to become a
developed country.
Curriculum contents are constantly revised to meet the targets
of national goals. Currently, curriculum reforms are directed towards
science and technology related subjects rather than towards the
arts and humanities. Science, mathematics and vocational skills
are emphasised starting from primary school in preparation for the
tremendous influence science and technology now have in shaping
the way we live and work. For countries that have embarked on the
 R E FO R M A T IO N IN T H E M A LA Y SIA N ED U C A TIO N SY ST EM 127

path towards industrialisation, this strategy is vital for success. In

this respect, the Ministry of Education has formulated a policy
aimed at making 60% of the cohorts at upper secondary, pre­
university and university levels take up science and technology
related courses.
Technical education plays an important role in producing an
adequate pool of qualified students who excel in mathematics and
science as well as in basic engineering subjects. These students
are expected to continue their studies in the science and technology
related courses at diploma and degree levels. To meet the demands
for skilled workers especially in the engineering field, all 69
vocational schools are gradually being upgraded to technical
schools. However, vocational and skills training programmes will
continue to be offered in these schools. In addition, vocational,
technical and engineering related subjects are incorporated into the
secondary school curriculum in line with the policy of allowing
students in general academic schools the opportunity to study these
subjects. The demand for polytechnic education has grown in recent
years. The Malaysian economy has been undergoing significant
transform ation from industries which were relatively labour-
intensive to more capital and knowledge-based industries requiring
skilled technical manpower. This is expected to become the largest
source o f new em ploym ent by the year 2010. Realising the
increasing role of polytechnics, the Ministry o f Education has
established ten polytechnics; four new ones are planned to be built
under the Seventh Malaysia Plan. Polytechnics provide the link
between theory and practice. A unique feature of the polytechnics’
system is that, as part of their courses, students are required to
apply their knowledge and skills in training attachments in the
m anufacturing and com m ercial sectors. In addition to the
polytechnics, certificate level courses in mechanical engineering,
electronic engineering, machining and welding can also be studied
at Industrial Training Institutes (ITI), Institut Kemahiran Mara
(IKM) or Youth Training Centres.
The current economic crisis has increased the need to develop
the education sector’s potential as a major revenue earner and
reduce the outflow of funds. As the world shifts from resource-
based to knowledge-based economies, the demand for education
128 HAJI A ZM I BIN Z A K A R IA

and training services is increasing rapidly in all parts of the globe.

Today the international dimension of education, that is, education
as an export commodity, is becoming a major feature of many
developed nations’ trade.
Malaysia is now moving towards a more equitable share of
financing education between the government and the private sector.
The government can no longer be regarded as the major financier
of education. The key lies in a partnership which includes the
government, the investment and finance community, the corporate
world and public and private educational providers. The degree to
which such collaboration can be achieved will largely determine
to what extent provision of educational services becomes a viable
industry. Several bold steps, which may be perceived as a
liberalisation of the education policy for private higher education,
have been initiated by the government, including setting up of
private universities within a proper legal framework. Over the last
two years, five private universities have been established by local
multinational corporations, namely, Universiti Tenaga Nasional,
Universiti Telekom Malaysia, Universiti Petronas, Universiti Tun
Abdul Razak and Universiti Multimedia.
In a move to open up foreign education to Malaysians, the
Education Ministry approved what is known as the 3+0 foreign
degree programmes whereby students are able to obtain foreign
degrees locally. In 1998, 17 colleges were given approval to form
partnerships with foreign universities. Australian and British
universities would tie up with these colleges to offer degree
program mes which include business, comm erce, accounting,
computer science, engineering and music. It is a major shift away
from the twinning and credit transfer programmes that have been
the norm until now. Franchising o f program m es by public
universities to private higher education institutions has made more
degrees available in the private sector. The establishment of branch
campuses of foreign universities such as Monash University,
Nottingham University and Curtin University o f Technology
provide other options to obtain foreign tertiary qualifications
locally. Students may save between RM 10,000 and RM50,000 in
fees by doing the entire degree programme locally. The invitation
to set up branch campuses is based on the skilled manpower
 RE FO R M A T IO N IN T H E M A LA Y SIA N E D U C A TIO N SY ST EM 129

requirements of the country especially in the fields of engineering,

technology and emerging sciences. The presence o f off-shore
campuses will provide the impetus to both public and private local
higher education institutions to improve their quality and standard
of education.
The creation o f a knowledge culture in society is indeed a
prerequisite for the development of a successful and progressive
nation. The teacher should no longer be seen as a provider of
knowledge. Instead students should be encouraged to undertake
reference work and also learn to maximise the use o f the computer
and self-instructional modules. Student-centred teaching and
learning processes will ensure students develop their interests and
stimulate their quest for knowledge. Teachers need to rethink their
roles, as students become more independent and responsible for
their learning.
The Ministry of Education is well aware that students will
need to become adept at exploiting the learning and career potential
of inform ation technology (IT). Developm ents in com puter
communications and multi-media technologies require people
competent in their applications. IT opens up new opportunities; it
also requires new competencies. Already, the education system is
putting interactive IT at the core o f teaching-learning and
m anagem ent processes via the setting up o f sm art schools
throughout the country. The Ministry is working towards making
IT a tool in enhancing teaching and learning. The government is
also promoting distance learning, video conferencing and internet
links in Malaysian schools in order for Malaysia to meet the next
millennium as a technologically competent and scientifically adept
society.
Problem solving, decision making and creative skills are
actively promoted in the teaching o f all subjects. In view of the
fact that the new millennium will put a premium on life-long
learning, students are being encouraged to acquire study skills which
will enable them to do research and make learning decisions
independently based on their needs, learning styles, talents and
interests. Students will leave school well aware that their formal
learning cannot be regarded as terminal. Their years of formal
education will be the beginning of an exciting life-long process of
130 HAJI A ZM I BIN Z A K A R IA

learning, thinking, doing and creating. This calls for massive

transformation of the education system which entails changing the
culture and practices in our schools and tertiary institutions.
The revolution in technology and the establishment of smart
schools is creating greater opportunities for development of printed
and electronic educational materials, software and networking
products for schools, homes and the workplace which entrepreneurs
can capitalise on and thereby help make a positive contribution to
education at the same time. In short, the education industry equals
job creation, economic stimulation and growth.

B IB L IO G R A P H Y

Government o f Malaysia. (1996). Seventh Malaysia Plan 1996-2000.

Kuala Lumpur: Government Printers.
Husen, T., & Postlethw aite, L. (E ds.). (1994). The International
Encyclopedia o f Education. (2nd edition). New York: Pergamon.
Ministry o f Education, Malaysia. (1995). Education in Malaysia. Kuala
L um pur: E d u catio n al P lan n in g and R esearch D iv isio n ,
Government Printers.
Ministry o f Education, Malaysia. (1996). Status Report: G-I5 Project
On The Establishment o f Centers o f Educational Excellence in
Malaysia. Kuala Lumpur: Educational Planning and Research
Division.
M inistry o f Education, Malaysia. (1998). Education in Malaysia. Kuala
L um pur: E d u catio n al P lan n in g and R esearch D iv isio n ,
Government Printers.
Ministry o f Education Malaysia. (1999). Educational Statistics: Basic
School Information. Kuala Lumpur: Educational Planning and
Research Division, Government Printers.
M inistry o f Education, M alaysia. (1999). Educational Statistics o f
Malaysia. Kuala Lumpur: Educational Planning and Research
Division, Government Printers.
Rahimah, A. (1994). Educational Development in Malaysia: The
dilemma o f values education. Paper presented at the 8th
International Intervisitation Program (IIEP94). PISE Toronto
and SUNY Buffalo.
 RE FO R M A T IO N IN T H E M A LA Y SIA N E D U C A TIO N SY ST EM 131

M A LA Y SIA : STATISTICS

Area:
total: 329,750 sq km
land: 328,550 sq km
water: 1,200 sq km

Climate: tropical; annual southw est (April to O ctober) and

northeast (October to February) monsoons

Natural resources: tin, petroleum, timber, copper, iron, ore, natural

gas, bauxite

Population: 21,376,066 (July 1999 est.)

Age structure:
0-14 years: 35% (male 3,879,012; female 3,680,895)
15-64 years: 61% (male 6,478,910; female 6,482,909)
65 years and over: 4% (male 369,639; female 484,701) (1999 est.)

Population growth rate: 2.08% (1999 est.)

Birth rate: 26.05 births/1,000 population (1999 est.)

Death rate: 5.29 deaths/1,000 population (1999 est.)

Net migration rate: 0 m igrant(s)/1,000 population (1999 est.)

Note: does not include illegal migrants - large numbers from
Indonesia ands smaller numbers from the Philippines, Bangladesh,
Burma, China, and India

Sex ratio:
at birth: 1.06 male(s)/female
under 15 years: 1.05 male(s)/female
15-64 years: 1 male(s)/female
65 years and over: 0.76 male(s)/female
total population: 1.01 male(s)/female (1999 est.)
132 HAJI AZM I BIN Z A K A R IA

Life expectancy at birth:

total population: 70.67 years
male: 67.62 years
female: 73.9 years

Ethnic groups: Malay and other indigenous 58%, Chinese 26%,

Indian 7%, others 9%

Religions: Islam, Buddhism, Daoism, Hinduism, Christianity,

Sikhism; note - in addition, Shamanism is practiced on East
Malaysia

Languages: Bahasa Melayu (official), English, Chinese dialects

(Cantonese, Mandarin, Hokkien, Hakka, Hainan, Foochow), Tamil,
Telugu, M alalalam, Panjabi, Thai; note - in addition, in East
Malaysia several indigenous languages are spoken, the largest of
which are Iban and Kadazan

Literacy:
definition: age 15 and over can read and write
total population: 83.5%
male: 89.1%
female: 78.1% (1995 est.)

GDP: purchasing power parity $215.4 billion (1998 est.)

GDP-real growth rate: 7% (1998 est.)

GDP-per capita: purchasing power parity $10,300 (1998 est.)

GDP-composition by sector:
agriculture: 13%
industry: 46%
services: 41% (1997 est.)

Labor force: 8.398 million (1996 est.)

Labor force by occupation: manufacturing 25%, agriculture,

 R E FO R M A T IO N IN T H E M A LA Y SIA N E D U C A TIO N SY ST EM 133

forestry, and fisheries 21%, local trade and tourism 17%, services
12%, government 11%, construction 8% (1996)

Unemployment rate: 2.6% (1997 est.)

Source:
The World Factbook 1999. Central Intelligence Agency, U.S.A.
http://www.odci.gov/cia/publications/factbook/index.html