EDUCATION 2030: Challenges and Implementation. Symposium on Operationalising the 2030 Agenda for Sustainable Development 23 February 2016 PICC

Transcription

1 EDUCATION 2030: Challenges and Implementation Symposium on Operationalising the 2030 Agenda for Sustainable Development 23 February 2016 PICC

2 Five Critical P s: People Planet Prosperity Peace Partnership

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

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6 UNESCO, UNICEF, UNDP, UNHCR & other UN Agencies EPU NGOs and Private Sector Ministry of Rural and Regional Dev. EDUCATION 2030 Ministry of Education Ministry of Higher Education Ministry of Health Ministry of Communications and Multimedia Department of Statistics

7 MALAYSIA EDUCATION BLUEPRINT and EDUCATION 2030 EDUCATION 2030 Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes MEB Provide equal access to quality education of an international standard and move from 6 to 11 years of compulsory education. By 2020, every student will leave formal schooling with a minimum SPM or equivalent vocational qualification

8 86.4% Preschool 97.9% 92.5% Primary Lower Secondary 86.4% Upper Secondary

9 MALAYSIA EDUCATION BLUEPRINT and EDUCATION 2030 EDUCATION Ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education MEB Raise quality of all preschools and encourage universal enrolment by Every child aged 5+ will be enrolled in a registered preschool, be it public or private. Low-income families that would otherwise not be able to afford preschool will receive need-based financial support from the Ministry.

10 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

11 MALAYSIA EDUCATION BLUEPRINT and EDUCATION 2030 EDUCATION Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university MEB Enhance access to and quality of existing education pathways, starting with the vocational track.

12 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.

13 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.

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

15 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

16 MALAYSIA EDUCATION BLUEPRINT and EDUCATION 2030 EDUCATION By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations MEB The Ministry will ensure that students with specific needs, such as students with special needs, indigenous and other minority students like Orang Asli and Penan, gifted students and students in under-enrolled schools have the opportunity to get a high quality education that is relevant to their needs

17 Preschool Increase number of preschool classes Provide Private Preschool Launching Grant Provide preschool fee assistance INCREASING ACCESS TO EDUCATION Transform Vocational Education Increase # of schools with Basic Vocational education Upgrade vocational schools to vocational colleges Review curriculum to align with market demand Public-Private Partnership Access to secondary and post secondary Education Provide choices of schools with various programmes Transform Form Six Education

18 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

19 EDUCATION SUPPORT PROGRAMS POOR STUDENTS 1. Poor Students Trust Fund (KWAPM) 2. Food Supplement Program 3. 1Malaysia Milk Program 4. Uniform Aid for Uniformed Groups SCHOLARSHIPS AND ALLOWANCE 5. Federal Scholarship 6. University Preparatory Scholarship 7. Sports Scholarship 8. Pre- University Allowance (Sport schools) 9. Allowance For Students With Special Needs (disabled) SPECIAL PROGRAMS 10. Special Project For Fully Residential School 11. Safety Jacket Aid 12. Adult Class for Indigenous People GENERAL 13. Preschool Percapita Grant 14. Preschool Food Aid Program 15. Percapita Grant 16. School Fees Aid Program 17. School Co-curricular Aid Program 18. Boarding School Food Aid Program 19. Boarding School Transportation Aid Program 20. School Sports Aid Program 21. Preschool Co-curricular Aid Program 22. Boarding School Co-curricular Aid Program 23. 1Malaysia Book Voucher Program 24. 1Malaysia RM100 Schooling Aid 25. Additional School Fees Aid Program

20 MALAYSIA EDUCATION BLUEPRINT and EDUCATION 2030 EDUCATION By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy MEB Youth literacy has risen from 88% in 1980 to near-universal literacy of 99% today, while adult literacy has increased even more dramatically, from less than 70% to over 92%

21 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.

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

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

24 MALAYSIA EDUCATION BLUEPRINT 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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