BIDANG KEBERHASILAN UTAMA

NASIONAL
(NKRA)
BY
DR ZAIDA MUSTAFA
UNIT NKRA (KUALITI GURU)
BAHAGIAN PENDIDIKAN GURU
 6 BIDANG KEBERHASILAN UTAMA :
• Mengurangkan Jenayah
• Membanteras Rasuah
• Mempertingkatkan Pencapaian Pelajar
(developing high quality human capital)
• Mempertingkatkan Taraf Kehidupan Isirumah
Berpendapatan Rendah
• Mempertingkatkan Infrastruktur Asas Luar Bandar
• Mempertingkatkan Pengangkutan Awam Bandar
 NKRA PENDIDIKAN: Mempertingkatkan
Pencapaian Pelajar
• Meningkatkan kadar pendaftaran Prasekolah untuk
kanak-kanak 4+ dan 5+ tahun, dan mempertingkatkan
kualiti system.
• Memastikan semua kanak-kanak4 berupaya menguasai
kemahiran asas literasi dan numerasi selepas tiga tahun
pendidikan
• Membangunkan Sekolah Berprestasi Tinggi (SBT) dan
mempertingkatkan prestasi semua sekolah dalam sistem
• Mempertingkatkan dengan ketara prestasi guru besar
dan pengetua melalui pengurusan prestasi
 Improving quality of teachers is essential for success of NKRAs
and the School Improvement Programme (SIP)
The quality of an education system cannot exceed the
Teacher quality critical for all NKRAs
quality of its teachers

Student performance Pre-Schools LINUS

100th percentile
-
Two students hig h r 90th percentile New Deal HPS
h e
with same t wit teach
n
performance t ude ing
S form
r
pe 53 percentile
points Teachers are a key element of the
50th percentile School Improvement Program (SIP)
Stude
n
perfor t with low-
ming 37th percentile
teach
er

0th percentile
Age 8 Age 11

Source:4Sanders & Rivers Cumulative and Residual Effects on Future Student Academic Achievement
4
QUALITY TEACHERS
FOR QUALITY
EDUCATION
In the process of achieving
the vision of 2020, and
developing high income
nation, Malaysian’s
economic are growing too
slow.
 Relatively slow growth in recent years…..
Malaysia has not caught up with high income economies and may be overtaken by RDEs
Slower Growth post Asian Crisis
__________________________________

%
%

Source: The Conference Board and Groningen Growth and Development Centre, Total Economy Database, January
2009
To develop high quality human capital for high income nation (Vision 2020)

To develop high quality human capital for high

income nation (Vision 2020)

2.3.1 ...we have actually slowed down and are

exhibiting signs of the middle income trap … ...it will
be challenging for Malaysia to grow by 8% p.a. until
2020. Malaysia’s growth rate has almost halved
since the 1997 economic crisis
(GTP 28/01/2010)

Teachers should help students to develop a sense of

achievement orientation with high self-esteem and
resilience; strong and persuasive communication
skills; problem solving and critical thinking skills;
interpersonal skills and teamwork; emotional
intelligence; ethics/citizenship; information literacy;
and lifelong learning skills.
Six outcomes that required radical changes
now

High Income Economy

1 2 3 Boosting 4
“Virtual Scale”
Unleashing Building Human Productivity and
through scale
Competition Capital Enabling
and export
Innovation
5
Drastically more effective and simplified Government role in driving the
economy

6
World Class Foundation and Infrastructure
Our presentation today is on the second
block

High Income Economy

1 2 3 Boosting 4
“Virtual Scale”
Unleashing Building Human Productivity and
through scale
Competition Capital Enabling
and export
Innovation
5
Drastically more effective and simplified Government role in driving the
economy

6
World Class Foundation and Infrastructure
 Critical issue affecting our human capital
and workforce
Human Capital Pipeline
Tertiary Workforce
Pre-SPM Post SPM
Education
1 2 3 Public universities 4
High inflow of low-
Room to Improve 25% of our students produce ~80k skilled foreign
Student enter the workforce grads p.a. –but labor (250%
Performance with only SPM-level many lack increase)
qualifications –and employability
with limited future competencies 5
prospects Regulatory
environment
inconveniencing
employers/
investor
6
Many ministries, agencies
have their own initiative or
program-but many act in
silo
 Malaysian’s student performance compared to Asian country
TIMMS Math Score (13 years old) TIMMS Science Score (13 years old)
Country 2003 2007 Country 2003 2007

Chinese Taipei 4 (585) 1 (598) Singapore 1 (578) 1 (567)

Republic of Korea 2 (589) 2 (597) Chinese Taipei 2 (571) 2 (561)

Singapore 1 (605) 3 (593) Japan 6 (552) 3 (554)

Hong Kong SAR 3 (586) 4 (572) Republic of Korea 3 (558) 4 (553)

Japan 5 (570) 5 (570) England - 5 (542)

Hungary 9 (529) 6 (517) Hungary 7 (543) 6 (539)

England - 7 (513) Czech Republic - 7 (539)

Russian Federation 12 (508) 8 (512) Slovenia 12 (520) 8 (538)

United States 15 (504) 9 (508) Hong Kong SAR 4 (556) 9 (530)

Lithuania 16 (502) 10 (506) Russian Federation 17 (514) 10 (530)

Czech Republic - 11 (504) United States 9 (527) 11 (520)

Slovenia 21 (493) 12 (501) Lithuania 14 (519) 12 (519)

Armenia 23 (478) 13 (499) Australia 10 (527) 13 (515)

Australia 14 (505) 14 (496) Sweden 11 (524) 14 (511)

Sweden 17 (499) 15 (491) Scotland 19 (512) 15 (496)

Malta - 16 (488) Italy 22 (491) 16 (495)

Scotland 18 (498) 17 (487) Armenia 29 (461) 17 (487)

Serbia 24 (477) 18 (486) Norway 21 (494) 18 (487)

Italy 22 9484) 19 (480) Ukraine - 19 (485)

Malaysia 10 (508) 20 (474) Jordan 25 (475) 20 (482)

Norway 27 (461) 21 (469) Malaysia 20 (510) 21 (471)

Cyprus 29 (459) 22 (465) Thailand - 22 (471)

Bulgaria 25 (476) 23 (464) Serbia 28 (468) 23 (470)

Israel 19 (496) 24 (463) Bulgaria 24 (479) 24 (470)

Note: Differences in curricular also a contributing factor in the lower score for 2007
Source: TIMSS (Trends in International Mathematics and Science Scores) 2003 and 2007
 Need to raise overall quality of student
performance

Source: Expert Interviews, KPM 2007,BCG Analysis

All students can learn, and want to learn

What they want from their teachers?

 What makes quality teachers
High Quality
Student Learning
Outcome
High Quality
Teaching •Critical thinking
•Resourceful
•Knowledgeable
High Quality •Passionate about teaching •Skillful
Teachers •Subject content •Interpersonal skills
knowledge •Intrapersonal skills
•Pedagogical content •ICT skills
•Knowledge knowledge •Leadership skills
•Skills •Knowledge about student •Patriotism
•Teaching experience •Show exhibit and •High moral values
•Right personality enthusiasm
•Teacher disposition •Promoting conducive
learning planet
•Promoting understanding
and retention
•Promoting self-directed
learning
UPLIFTING THE QUALITY
OF TEACHERS IN
MALAYSIA: A WAY
FORWARD
 Uplifting quality of teachers in the system quickly will be
addressed across the teacher growth continuum
Radically improve quality of 20,000 new Upgrade, re-skill and redeploy 400,000
intake teachers and address shortages teachers already in schools today

Continuous Evaluation &

Marketing and Pre-service Recruitment &
Induction Professional Performance
selection Training Deployment
Development Management

Inputs Process Quality control

A Raise profile of teaching profession D

B Step-change improvement in quality
of initial teacher education (ITE)
C Flexible and competitive teacher
deployment system to match
schools’ demands
Career progression based on perform-
ance and competencies, not just tenure
E New evaluation instrument and
performance management approach
F Enhance school-based learning and
support for teachers

Improve Value Proposition for Teachers

Upgrade Professionalism of all Teachers

18
18
19
 5 YEARS FROM NOW…..

QUO VADIS OUR EDUCATION SYSTEM?

 CONCLUSION
WE ARE SAILING TO THE ISLAND OF HOPE WITH
400, 000 PASSENGERS WHO WILL WORK WITH
5 MILLIONS SKILL AND SEMI SKILL WORKERS
UNTIL 2015 WHEN WE DROP OUR ANCHOR AT
THE SHORE OF HIGH INCOME NATION.

WHAT IS YOUR CONVICTION?

THANK YOU