Faculty of Administrative Science and Policy Studies

Diploma in Public Administration

Topic: Education Policy (PPSMI)

Prepared by:
Amirul Ehsan bin Mohd Adnan (2020817624)
Erni Natasha binti Mohd Zawawi (2020833866)
Amira Nazira binti Abdul Samad (2020457054)
Muhamad Aliff Fakhrurrazi bin Mohd Norman (2019855202)
Hidayahtul Lydia Suhardi (2020482054)
Ahmad Syaiful Zafri bin Muhammad Bakhtiar (2020454432)

Class:
AM110-2A

Prepared for:
Sir Mohd Rozaimy bin Ridzuan

Dates of Submission:
8 July 2021
Table of Contents

1.1 Introduction................................................................................................................................... 1
2.1 Policy problem ............................................................................................................................. 2
3.1 Main objectives and goals of the policy ................................................................................ 4
4.1 Actor in the creation of the policy .......................................................................................... 5
3.1.1 Political executive ......................................................................................................... 5
3.1.2 Legislature ..................................................................................................................... 5
3.1.3 Government agencies.................................................................................................. 5
5.1 Implementation of the policy .................................................................................................... 6
6.1 Evaluation of the policy ............................................................................................................. 8
6.1.1 Evaluation on Strenghs ..................................................................................................... 8
6.1.2 Evaluation on Weaknesses .............................................................................................. 9
6.1.3 Evaluation on Opportunies.............................................................................................. 10
6.1.4 Evaluation on Threats ...................................................................................................... 11
7.1 Recommendation ...................................................................................................................... 13
7.1.1 Recommendation on Weakness .................................................................................... 13
7.1.2 Recommendation on Threats ......................................................................................... 13
7.1 Conclusion .................................................................................................................................. 15
References .......................................................................................................................................... 16

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1.1 Introduction

On 19 July 2002, a Special Cabinet Meeting was held at the Malaysian Parliament Building,
Kuala Lumpur. There were presentations between the Cabinet members and the policy
decisions of the Malaysian government that were the result of the meeting. Consequently, the
PPSMI policy has been agreed to be implemented in Malaysia. The PPSMI can be defined
the Teaching and Learning of Science and Mathematics in English whilst, known as
Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris. This policy was
introduced by the 4th and 7th Prime Minister of Malaysia, Tun Dr. Mahathir bin Mohamad, and
been implemented in 2003. After that, the Malaysian Minister of Education during that time,
Hishammuddin bin Hussein, also now known as the Minister of Foreign Affairs has does the
implementation. The existence of the PPSMI is aimed at human resource development to
achieve the status of a developed country. Apart from this, improving English proficiency
among the Malaysian community can expand knowledge and ease communication with
outsiders. Moreover, the PPSMI was created to improve the mastery of the Science and
Mathematics subjects. This is because science and mathematics are an element to improve
the country's progress. As well as that, with Science and Mathematics, Malaysians can create
sophisticated technologies that can raise the country's name internationally. As has been
noted, Malaysia will be the concern of foreign countries and can indirectly attract foreign
investment into the country. Therefore, the effectiveness of the implementation of PPSMI can
increase the positive impact for the country. So, the implementation of PPSMI has been
implemented in stages in Malaysia.

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2.1 Policy problem

When the government decides to address a problem that affects society rather than an
individual, it is a policy problem. Policy problem refers to decisions made by the government
on behalf of the public to address a particular issue. For instance, public policy could address
the issue of student loans by establishing a loan forgiveness program. Furthermore, an
approach problem can be defined as a circumstance or scenario that causes individuals to
have needs or disappointments and for which the government will pay attention. Aside from
that, social issues can become political concerns if they fulfill three criteria: the case must
attract widespread notice, a significant portion of the public must demand action, and the
government must be capable of dealing with it.

As everyone knows, the Teaching and Learning of Science and Mathematics in English
(PPSMI) was introduced in 2003 by the Prime Minister of Malaysia during that time, Tun Dr.
Mahathir Mohammad. The PPSMI was introduced after the government found that the people
faced several problems. One of them is poor student result in the National Language
examination (SPM). Tun Dr. Mahathir Mohammad publicly expressed his grave concern at the
poor result that students had attained in the national English language examination (Yang &
Ishak, 2012). Many students failed to score in the English examination due to a lack of
competence in English. This happened when teachers lack support to help these students
speak and teach them in English. It will cause students to become unmotivated to pass the
English test. Besides, the student has limited vocabulary proficiency, and English reading
material is not always available. Hence, the government decided to implement The Teaching
and Learning of Science and Mathematics in English (PPSMI). Students can undoubtedly
improve their vocabulary because the reading material used is in English, as the reading
material used for mathematics and science subjects is in English.

Next, the public sector also confirmed that many local graduates had been unable to
find work because of their poor command of the English language, which was evident during
interviews. In 2002, when 44 000 graduates were unemployed, this lack of skill contributed to
their unemployment (Yang & Ishak, 2012). The low level of English proficiency immediately
puts the graduate at a disadvantage, especially if looking for work in the private sector. Tun
Dr. Mahathir felt that Malaysia need to master English to compete in the global market. He
asserted that English is to be learned for its practical value, for example, in employment. In
Malaysia, the economic structure independent of international trade requires the labor force,
particularly graduates, to have a strong command of the English language. Hence, a good
grasp of English among Malaysians will improve the country's competitiveness. Therefore, this

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policy can help people, especially students, master the English language to exchange opinions
easily. English is the primary business language and knowing it has nearly become a need for
anyone who wants to work in a global industry. According to research from throughout the
world, cross-border business communication is most typically performed in English, and many
international organizations want staff to be fluent in English.

Malaysia must be fluent in English because global education and career-related courses
in mathematics and science have progressed and developed through English. These two
fields gain easy access in the English language. When viewed in a favorable light, English in
science and mathematics studies benefits students who seek to continue their studies
overseas and vice versa because English is a medium of communication at the international
level. Scientist in western countries constantly seeks a solution and research in English. The
Teaching and Learning of Science and Mathematics in English (PPSMI) are not intended to
torture students but to enhance English proficiency and increase our national prestige in global
education. Furthermore, the policy provides a solid foundation for kids to more easily learn
English (Mathematics and Science In English In Malaysian Schools, 2018)

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3.1 Main objectives and goals of the policy

The government has outlined two main goals of teaching and implementation the learning of
Science and Mathematics in English (PPSMI) which is enabling students to deepen and
understand these two fields more effectively as well as utilized for the development and
progress of the country. At that time, the government was concerned about the nation's human
capital development to achieve the status of a developed country in the era of globalization.
In addition, the objective of this policy is also to help students improve their proficiency in the
language rather than just learning it through the subject itself. At the same time, this provides
opportunities for teachers and students to use English and improve communication proficiency
in the language of international relations.

Science and mathematics are the fastest growing and spreading fields of knowledge
through various media and is a contributor to the development of the country. Through the
implementation of PPSMI, it can give students the opportunity to improve their English
language proficiency because the scientific given that exposure to scientific and mathematical
terms will making it something commonly used by students. Most of the reading material in
the fields of science and mathematics is also abundant in English.

Therefore, early exposure can give students the opportunity to access information with
wider and more through proficiency in English (Ministerial Press Statement Education, 20 July
2002). Much of the effort in that direction is accountable to the education system or schools to
lead the country towards greater dignity high and admired. From the above statement, it is
clear to us how important the use of and English proficiency face in the era of globalization.

In the conclusion, PPSMI Important to ensure students in primary school and high school
can mastery this field of English language. Malaysia's progress at that time declining in the
age of globalization and this policy can give a competitive edge to the state, following the
footstep of India and Singapore that now moving forward because they utilized the English
Language.

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4.1 Actor in the creation of the policy

3.1.1 Political executive

There are 3 actors in the creation of the PPSMI policy. The first actor is a Political
leader or Political executive. The political executive comprises the top of the public authority
which is the Prime Minister and the minister who structure the Cabinets. the jobs of PM and
Cabinets serve is strategy making measure in Malaysia is significant as the approach mirror
the political will of the public authority of the day. For instance, Tun Dr. Mahathir makes the
development strategies.

3.1.2 Legislature

The second entertainers in plan settings are the Legislature. Council is significant
entertainers in approach making and should fulfill three rule task which is its give authenticity
to the political framework, the assembly likewise goes about as control and oversight
capacities and it enacts the strategy. For instance, in Malaysia, the Parliament of Malaysia is
the principle organization for lawmaking bodies at the government level. As a bicameral
framework, Malaysia's Parliament comprises of two houses which are the Senate and the
place of delegates. The parliament of Malaysia will form the administer laws and strategies for
the entire country. For example, the creation of PPSMI policy has been introduced in the era
of administration Tun Dr. Mahathir followed by the Minister of Education in 2003 which is YB
Dato' Seri Idris Jusoh.

3.1.3 Government agencies

Third actors in agenda settings are the public authority offices or government agencies.
The government agencies or organizations are mindful in carrying out approaches that have
been detailed by the assembly. The executive will depend on this errand to the administration
which is part of the civil servant - hierarchically named authorities. Organizations as an
entertainer in strategy making associated with the interaction of strategy definition and during
its approach execution, because of their procedural skill and expert information. For example,
PPD the government agency that makes the school follow the policy of PPSMI.

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5.1 Implementation of the policy

The implementation of PPSMI in Malaysia was done in stages in 2003. The implementation of
PPSMI is in Tamil National Schools and National Type Schools. In 2003, the PPSMI was first
introduced to year 1 students for primary schools as well as form 1 and lower form 6 students
for secondary schools. For year 1 students, the syllabus for learning sessions has been
prepared by the Ministry of Education. For year 1 science subjects, learning sessions will be
implemented for 90 minutes a week and for mathematics, subjects will be implemented for
210 minutes. For secondary schools consisting of form 1 and lower form 6 students, the
syllabus is by the Examination Council Malaysia. Form 1 students will study science and
mathematics subjects in English as a basic language, while lower form 6 students will study
physics, biology chemistry, mathematics S vs. mathematics T, advanced mathematics T and,
computing (unknown, 2002).

To ensure the effective implementation of PPSMI, the teaching staff or teachers must
play an important role so that what is to be applied to students is achieved. As such, instructors
or teachers have been sent to the English Teaching for Mathematics and Science (ETEMs)
courses. With, the course that has been conducted to the teaching staff will be able to increase
the understanding of the teaching staff about PPSMI and further improve the English language
proficiency in the teaching staff. This is because if the teaching staff cannot master the concept
of PPSMI how they want to convey it to the students. Therefore, the instructors have been
assessed on the level of BI proficiency to ensure that they are thoroughly prepared. In addition,
to ensure that the teaching staff does not feel burdened by the changes implemented by the
government, receive the Important Subject Remuneration Payment Allowance (BISP) has
been introduced to ensure that the teaching staff is motivated. BISP has offered 10% x basic
salary for non -graduate teachers and 5% x basic salary for graduate teachers. With this, all
instructors will work diligently to achieve the objectives of the PPSMI.

Furthermore, to ensure the effective implementation of the PPSMI in Malaysia, the

School Net network project has been introduced. A total of approximately RM374.20 million
was funded by MCMC involving a total of 9285 schools in 2005. In addition, the provision of
ICT facilities to schools. For this facility, the budget allocated is RM5 billion from 2002 to 2008.
The launch grant of RM5k to RM15k per class is divided. Among the facilities that have been
provided are laptops for students and each class must have an LCD, screen, trolley with
speakers, and UPS system. Thus, with the existence of these facilities, PPSMI sessions can
be implemented easily, and the presentation will be more easily applied to students. This is

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because it can attract the attention and interest of students to learn because of the different
and interesting delivery methods. With this, the objectives of PPSMI can be achieved.

Although the science and mathematics learning sessions are in English, in the
examination the questions will be provided in bilingual form. With that students who can
understand the questions given in the Malay language should not fully understand English. In
fact, not only that but students are also given the option to answer questions in Malay or
English. This can make it easier for students not to be burdened and can increase the average
grade of students because most students in rural areas are not able to master English
completely (Nurazwa, 2015).

With the various types of implementation methods carried out by the government, the
objectives of PPSMI will be achieved to a satisfactory level. As such, educators should also
play a role in the PPSMI policy as they are the ones who will disseminate and apply in their
learning sessions. If the delivery by the teaching staff is effective, then the objective of the
existence of PPSMI will be achieved. The full implementation of PPSMI was implemented in
2007 for secondary schools while in 2008 for primary schools.

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6.1 Evaluation of the policy

The hottest and controversial topic in the education system in Malaysia is the use of the
English language in the school curriculum, which is Pengajaran dan Pembelajaran Sains dan
Matematik dalam Bahasa Inggeris (PPSMI). This policy, also known as Teaching and Learning
of Science and Mathematics in the English Language, was implemented but then taken off
due to several issues. Still, the policy of PPSMI will be re-implemented again after reviewing
the implementation of the policy that will give good sake to the country. The PPSMI once has
been reviewed before this, but it has never been revised. Indeed, its main goal is to urge the
expedite to increase the English language command by students. The proper implementation
has been looked at thoroughly in a curriculum based on diversity, which suits Malaysia’s
multicultural society, adequate infrastructure, and even human capital. During that time, Dr.
Maszlee Malik who is the current Education Minister during that time reassured that the re-
implemented of this policy will go through the right reformulating process. In this case, it will
consider the acceptance level by the people, execution mechanisms, the readiness of various
participants, also other related approaches. Additionally, every single thing that is done will
have its own pros and cons. Whereas, the implementation of the PPSMI also gave a great
impact on the teachers, especially on the students. By using SWOT Analysis, which consists
of strengths, weaknesses, opportunities, and threats is the best way in order to evaluate the
resilience of this policy.

6.1.1 Evaluation on Strenghs

First and foremost, in the global world to new developments in science and technology,
the PPSMI policy will enable access to greater forge ahead scientific knowledge. As we know,
education is important, plus since the 20th century, education in the English language has led
to a developed country in sciences and technologies. As a developing country, education is
crucial to be a driving force in ameliorating the economic competitive interest. At the same
time, the policy of PPSMI also helps to access state-of-the-art scientific knowledge. This can
be seen when the English language itself is used widely across the world, especially in this
era whereby all the things we did in our daily life are using scientific technology developments.
In this case, in 2011, the population of students proceeding to the sixth form is roughly 12%,
meaning to say that only 16% of them were in the Science stream. Clearly, this data excludes
the students who go further for their studies in other analogous pre-university programs that
result in one reason for the shortage of scientists in Malaysia. Meanwhile, Malaysia's country

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targets 60 engineers, scientists, and researchers for every 10,000 people in the workforce in
the Ninth Malaysia Plan from 2006 to 2021. Yet, this planning has only received the target of
18% in October 2009. Likewise, the PPSMI policy also will expand the exposure and
accelerate the furtherance of English proficiency towards students. In other words, the focal
points for the forming of the wealth of a nation are technological advancement and intellectual
development. If we want to take an example of technologically advanced non-English
speaking countries like Korea and Japan, their countries are focusing on increasing
international research and development capabilities, but not in the sight of the sciences and
technologies. In the context of Malaysia also has commerce on numerous technological
developments, which has advertised innovation and technology that is one of the plan to
reform initiatives recommended under the Ninth Malaysia Plan with strengthening the delivery
of high-quality education. With this in mind, the PPSMI policy will equip the students with the
requisite knowledge and expertise to participate effectively internationally. Since its
implementation in the year 2003, all the subjects based on science and mathematics courses
have been taught in English. Last but not least, if we think carefully, this policy will bring the
Malaysian country in the various ethnic groups together in bringing Malaysia's name to the
international stage under the national group system. In comparison as in the early 19th
century, Malaya was already known as a plural society where each of the races stayed in real
integration, even if they lived in separate languages, cultures, and religious practices.
Notwithstanding, if we think carefully, this diversity that we had could raise the name of
Malaysia with honor.

6.1.2 Evaluation on Weaknesses

Moreover, there are several bad aspects of the PPSMI policy. In this first instance,
teachers teaching the Science and Mathematics subject are not prepared with sufficient
technique to teach the students in fully English. This can be explained because the teachers
are not fluent in the English language whether speaking or in writing. Indeed, teachers also
are not accoutered with the pedagogic competence. Since the implementation of the PPSMI,
many Malaysians have strongly objected to the abolition of this policy. So, Tan Sri Dato' Haji
Mahiaddin bin Md Yasin, who is the current Education Minister during that time had done some
research on the teachers with the help of Permuafakatan Badan Ilmiah Nasional (PEMBINA)
and the result is the policy need to abolish because the English language achievement is only
4%. Meanwhile, another study in Methodist school received more positive results on the Sijil
Pelajaran Malaysia (SPM) rather than on the Ujian Pencapaian Sekolah Rendah (UPSR). The
students who pass the English subject in UPSR are given a higher percentage rather than the

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percentage in Mathematics subject. Although, the Additional Mathematics in SPM showed
increase performance, yet the English and General Mathematics are different. Above all
shown that the PPSMI may show pedagogical differences administered for different age
groups of students (Yue-Yi & Hwa, 2011). As well, this policy gives so much time for teachers
to train students in order to improve the student proficiency in the English language. The
students might able to read all the materials in English, such as books and articles, but not
good at writing and composing in English. This might consider because of the lack of sentence
structuring, phrase, grammar understanding, and vocabulary for the English term and who
found that to master a language, it must be coupled with sufficient understanding of grammar
and syntax of the language (Yassin et al., 2009). Therefore, it may cause an issue on learning
because of the lack of understanding and mastery of the language in English. In addition, the
PPSMI policy has distress the students in rural areas in order to understand the Sciences and
Mathematics subjects in English. Several studies across the country also paint a bad picture
of the impact of student policy on students. The PPSMI had concluded from 7 public
universities that consist of 50 lecturers that the students had been extremity difficulties,
especially in rural areas. In detail, a few states like Sabah, Sarawak, Kelantan, and Perlis have
shown the result that 50% of students failed in Mathematics and Science subjects. Afterward,
70% have shown that students from the primary schools barely could not understand what
was their teachers teach, whilst 80% of them find it as trouble for them to learn Mathematics
and Science in English, the research by Universiti Pendidikan Sultan Idris told. These studies
show that the performance in urban and rural areas grown wider gap in the two subjects right
after the implementation of PPSMI. Last but not least, students also not interested to learn
Science and Mathematics, especially in rural areas.

6.1.3 Evaluation on Opportunies

Furthermore, some opportunities also would gain if the policy is being implemented in
our country. It should be noted that the improvement in teacher’s competency in the English
language will need more rooms. Hence, the PPSMI policy will improve language proficiency
either among the students who learn or among the teachers who teach it.

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6.1.4 Evaluation on Threats

On the other hand, once the implementation of the PPSMI policy poses a threat,
especially for the students. This can be seen when parents do not frequently speak in English
at home with their child, so the parents themselves are unable to assist their child's homework.
Definitely, parents will feel that they are useless for not being able to help in the development
of children in children's education, neither in learning assessment nor supporting the education
process itself. Not only poses a threat to parents, but also to all. In this case, in order to recruit
the best teachers to teach the students with superb pedagogical skills, it will need high fees.
Pedagogical skill or in the simple word is pedagogy is a phrase that refers to the method or
even the teaching approaches by the educator. it is crucial for the students to learn more
effectively and assist the students to develop high-order thinking skills. This method consists
of four types, which are social, critical, culturally responsive, and Socratic. Social is defined as
education as the supporter to help in social development, whilst culturally responsive is the
sharing of and encourage various backgrounds and experiences. Meanwhile, Socratic stands
for life in a democratic society with developing intellectual and social skills. With these kinds
of approaches, it will need a lot of effort, thus increase the need for the fees. Apart from this,
Bahasa Melayu which is known as the national language in Malaysia might be affected that
will lead to creating national unity and a greater social exclusion. As we all know, Malaysia is
a country that has its people who are multi-racial and live in united harmony. Which consists
of the Malays, Chinese, Indians, and even other races. Malay language achievement in
primary schools seems to drop, yet has been a boost in secondary schools (Yue-Yi, Hwa,
2011). Consequently, if we continue the implementation of PPSMI, this might risk in creating
more social exclusion with the existing socio-economic gaps in the multiracial context of
Malaysia. Undoubtedly, there is a small group of citizens that been growing in importune to
offer the families to choose a school for their children to choose the language adoption for
Science and Mathematics subjects. Markedly, Malaysia is a unique country in which the social
construct of this country was wealth distribution, plus the social status entangled in ethnicity,
religion, and even language. So, giving all the people to make a choice in preferring of
language in education, indirectly would imply expeditious segregation of communities.

All things considered, the government needs to take a look and come up with a concrete
blueprint with a proper timeline for appraisal to ensure the development of the policy. In the
case of sufficient resources are crucial to set the seal of the quality of education is enhanced
gradually. Therefore, this will help to achieve better student achievements in the future,
indirectly raising up the name of Malaysia strongly with all the developed countries, like Japan
and Korea. Studies have shown that Malaysia's country still has a long way in reaching the

11
standards at the international level. Most of the countries possess a strong performance profile
is because of their achievement in science and technology, and they are non-English speaking
countries.

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7.1 Recommendation

According to the evaluation that has been made based on SWOT analysis on PPSMI
policy, there are a few weaknesses and threats that have been recorded after the PPSMI
policy was implemented among the student, teacher, school, and government itself. To ensure
that the PPSMI policy can be used without issue, the policy's weaknesses and threats must
be improved and avoided. There are various ways to improve weaknesses and to avoid
threats.

7.1.1 Recommendation on Weakness

There are a few weaknesses that have been recorded in this assignment about the
policy, which is that teachers are not adequately prepared to fully teach in English because
they are not fluent in it. To minimize this weakness, responsible actors such as the minister of
education and the school itself can help the teachers to minimize this weakness by organizing
a session for them. For example, a school can organize a session and invite expertise in
teaching mathematics and sciences in English to their mathematics and science teachers that
focus on how to teach these two subjects in English better. From this session, the teacher can
deliver the subject more easily while in the teaching and learning process.

The second weakness is that students, particularly in rural areas, struggle to learn
mathematics and science in English. To alleviate this issue, responsible actors such as the
Ministry of Rural Development can provide public facilities such as libraries and cyber cafes
to encourage students to use the English language. When information and communication
technology (ICT) in rural areas improves, students are more likely to be exposed to global
information, which can improve students' knowledge in English. For example, in 2013, the
Malaysian Communication and Multimedia Commission (MCMC) launched Pusat Internet
1Malaysia (PI1M) intending to bridge the digital divide between rural and urban Malaysians.
This can help the students to improve their learning using the English language.

7.1.2 Recommendation on Threats

Few threats have been list in this assignment. The first threats are that parents are
unable to assist their children with their learning process at home. This could occur as a result

13
of parents' limited English proficiency. To avoid this threat, parents who lack proficiency in
English can participate in Perlembagaan Persatuan Ibu Bapa Guru (PIBG) more often to
discuss with the classroom teacher another way to help their children with the learning process
at home. For example, parents can provide a private tutor to teach English to their children
and not only depend on the school.

The next threats are depriotising the national language may affect national unity and
create greater social exclusion to avoid this threat, the school should take steps to stabilize
the use of two languages in the classroom. What schools can do to stabilize the use of two
languages is to hold official ceremonies in Malay, such as graduation ceremonies, while
English can be used in the learning process. As a result of this action, the main language in
Malaysia, Malay, will continue to be used and will not be neglected, while English will be used
more widely among students, teachers, and even society.

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7.1 Conclusion

In conclusion, the Teaching and Learning of Science and Mathematics in English (PPSMI)
was abolished in 2012 in Malaysian primary and secondary schools. The repeal was
announced by the Malaysian Minister of Education, Tan Sri Mahiaddin bin Md Yassin, in 2009,
after receiving criticism from political parties, parents, the student movement, linguists, and
writers in Malaysia. Apart from that, an independent international study also proves that
national achievement has declined sharply among 59 countries. Only 4% of Mathematics and
Science teachers used 90% or more English in the teaching and learning of the two subjects
during the implementation of PPSMI. The majority of them spoke in a combination of Bahasa
Melayu and English. The teachers had to switch their language to let their students understand
the lessons. Another study found that PPSMI impaired students' capacity to understand
Mathematics and Science concepts, resulting in poor performance in the two subjects. (Why
PPSMI is abolished, 2011). The Educational Ministry also received several comments on the
impact of PPSMI on students learning from professionals, non-governmental organizations,
and concerned individuals. It is because Malaysia's education level has dropped significantly
in Science and Mathematics. This is understandable because they were all educated in the
Malay climate. In addition, for the past year, most have been teaching Mathematics and
Science in the Malay language. At the urging of various quarters, the government finally
decided to abolished PPSMI. Concerning this, the Education Ministry has responded by
implementing the Strengthen English Language (MBI) policy, which aims to improve the
students' mastery of the English language. To help our students become fluent in English, the
Educational Ministry enhances the methods of teaching and learning English in schools,
extending English hours and hiring high-quality English teachers, including from the outside.

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