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CPPS Responses to the Malaysia Education Blueprint 2013-2025

10 September 2013

CPPS Responses to the Malaysia Education Blueprint 2013-2025

As progress is made toward the Education for All (EFA) goals and the Millennium Development Goals (MDGs), the Centre for Public Policy Studies (CPPS) congratulates the Ministry of Education for the recent release of the Malaysian Education Blueprint (2013-2015).

The education blueprint, aiming to improve the quality of learning and to increase the number of people who successfully participate in education at different phases is a comprehensive blueprint in general. It is observed that there is a stronger focus on the hard-to-reach and those who are at risk of being excluded, marginalized, or otherwise disadvantaged in their pursuit of educational opportunity.

Notwithstanding the strengths of the Blueprint, there are few issues that demand immediate attention. First, while children with disabilities are being allowed access to regular classrooms, the challenge before the Ministry of Education (MoE) is to ensure the full participation, training, and commitment of all staff to enable children with disabilities to participate in high quality education. In recognising the significant progress MoE has made in the aspect of inclusiveness, CPPS urges the MoE to further fine tune the Orang Asli Education policy with a particular focus to address the different learning needs of Orang Asli.  

Secondly, to address the issue of graduates’ employability, it is doubtless that the policy has made significant strides in ensuring English language be made a compulsory passing subject.  CPPS, however, recognises that teachers may come under increasing pressures to improve their own competencies in mastering English language. Hence, targeting intensive English training programme, both pre-service and professional development concurrently in teachers’ training programme is fundamental.  In addition, additional strategies are required to attract more English speaking professionals to join the teaching force.   

Thirdly, to better facilitate the implementation of the blueprint on an easy and expedited terms in a context of increased resource allocation, outlining the criteria and priority of funding allocations to all schools, with a focus on equitable distribution is paramount for successful implementation.   

Lastly, although institutional development, organisational restructuring and capacity enhancement are clearly outlined on the blueprint to provide a stronger platform for implementation, it is useful to have a clearer monitoring and review system to track progress of implementation.

CPPS is optimistic that the Malaysian Education Blueprint will be a pragmatic policy that works for every Malaysian child. --- end

For more information, please contact:

MS Ng Yeen Seen

Director, CPPS

yeenseen@asli.com.my / 0122131979

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