QUALITY SYSTEM IN MALAYSIAN EDUCATION

• Definition/meaning• Ways/efforts of government

to enhance/improve education system

Definition of Quality

• “Quality is meeting the (stated) requirements of the customer – now and in the future” (Mike Robinson)

• “Quality is the total composite product and service characteristics of marketing, engineering, manufacture and maintenance through which the product and service in use will meet expectations by the customer” (Armand Figenbaum)

Definition of Quality

• “Quality is the totality of features and characteristics of a product or service that bear on its ability to satisfy stated or implied needs” (British Standard 4778, 1987)

Ways/Efforts of Government To

Enhance/Improve Education System

YWI

1. PIPP (PELAN INDUK PEMBANGUNAN PENDIDIKAN)

• Assessing PIPP Attainment of Education Goal of `Quality Education For All’ in terms of

– 4 Education Development Policy Thrusts:• Education Access• Education Equity• Education Quality• Efficiency and Effectiveness in Education Management

– Six Strategic Thrusts • Developing All School Potentials to Standards of Excellence • Systematic Policy and Program Monitoring and Evaluation

– Performance Indicators (KPIs)– To Develop education Key Quality Indicators (KQIs)

• PIPP as New Impetus for `Sea Change’ Education Reform

YWI

The Policy Performance Indicators of the Six Strategic Thrusts

• PROCESS INDICATORS(Doing)

– Building Malaysian Nation

– Developing Human Capital

– Strengthening National Schools

– Narrowing the Education Gap

– Improving/Elevating Teaching Profession

– Leaping up School Excellence

• OUTPUTS/OUTCOMES INDICATORS(Result of Doing)

– The Degree of Quality of Malaysian Citizen Achieved

– The Quality of Human Capital Being Developed/Achieved

– New Quality of Standards of National Schools Achieved

– The Degree of Education Gap Being Narrowed Down

– The Degree of Change of Teaching Profession Improved

– New Standards/Benchmarks of Quality of Excellence Being Attained by the Schools

YWI

Enhancing Our Educational Leadership: School Management Team

• Enhancing Existing Leadership Development Institutions, and To Establish Few More To Address New Demand

• Continuous Strategic Leadership Training Program• Share Leadership Experiences Through International

Networking or other Platforms • Develop School Leadership Quality Profile (LQPs)• Practice Task/Assignment-based Leadership Role• Enrich Knowledge & Skills in Human Relations and Personality

Building• Knowledge on Basic Computer and Data Analysis Skills for

Decision Making Process• Promote `Corporate Culture’ Practice at School Level

YWI

Typical Primary School Organization (The Management Team)

GB

GPKHEM

GPKP&KUR

GPKKOKUR

PANITIAB.MEL

PANITIA

BAHASAINGGERIS

PANITIA

MATEMATIK

PANITIA

SAINS

PANITIA

KEMHRNHIDUP

PANITIA

SENI

PANITIA

PENDMUZIK

PANITIA

PENDISLAM

PANITIA

PENDMORAL

PANITIA PEND

JASMANI

PANITIA

KAJIANTEMPATN

JKTRANSISI

THN 1

YWI

Enhancing Our Educational Leadership: Classroom/Instructional Leadership Development

• School Curriculum Planning, Organization & Delivery Skills • To Strengthen Human Relationship Skills• To Re-engineer Teacher Preparation: Enrich Pedagogical Skills

for Multi-Class/Multi-Grade and Oversize Class Teaching, and Effective Remedial Teaching

• Classroom Management Skill (e. g, `Class Without Teacher Situation’)

• Strengthening Evaluation and Assessment Skill• Having Computer Access & Continuous Computer Skill

Upgrading• Create and Facilitate Platforms for Knowledge and Experience

Sharing with `other schools,’ or International Education Institutions and Communities.

• Inspectorate and Quality Assurance (JNJK) provide these documents.– SKPM 1– SKPM 2– SKPM 3

2. SKPM (SISTEM KUALITI PENDIDIKAN MALAYSIA

SKPM 1

• Standard statement which describes the standard.

SKPM 2• Standards Ensuring Instruments (IPS) as a guide for

schools to gauge the quality standards of the school, particularly through self-rating.

• IPS is intended as master instruments supported by side instruments (annex), eg, subjects, school climate, school leadership.

• This instrument can be used as a guide to the school to measure the status, process and output

SKPM 3• School developers plan (RPS) for school

improvements after a measurement is made.

• RPS is an integrated process (collaborative) to ensure:

- holistic and quality education

- continuous process of implementing government policies

• RPS – Objectives : – Monitor, evaluate and review all policies and

programs – Ensure the extent to which the program held

reaches its goals – RPS provides an opportunity for the school

administration to determine its own plan (for each school is unique)

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3. QUALITY ASSURANCE, ACCREDITATION AND REGULATORY FRAMEWORK

• The Quality Assurance Department (QAD) was established under the Ministry of Higher Education to ensure quality and standards of public higher education are safeguarded and enhanced.

• To assure that the quality of higher education in Malaysia is recognized and of international standard, the Malaysian Government in 1997, established the National Accreditation Board (LAN), to approve and regulate all programmes before they are offered to the public.

• LAN is also given the task to accredit programmes either local or foreign.

• Though in the initial years, there were several complaints raised by PHEIs about the long time taken by LAN in processing for approval, however, LAN since has significantly improved the approval process and procedures.

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• The Government also established the National Council for Higher Education.

• This Council is a consultative body, whose aims among others are to discuss and approve policies and regulations relating to higher education.

• The Minister of Higher Education chairs the Council whose members include both public and private sector representatives.

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• The Government has formulated the National Quality Framework (NQF), to further streamline and standardize the programmes being offered.

• The NQF determines the various levels of programmes;

• Agrees on credit transfer arrangement;

• Provides the link between vocational and academic programmes;

• Determines the point of entry and allows the approved prior learning, which facilitates lifelong learning.

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• The NQF is based on learning outcomes and this will make comparability with international programmes much easier.

• NQF also provides simplicity of understanding of the structure of higher education in Malaysia to students and parents.

• The body responsible to administer and monitor the NQF is the Quality Assurance Department under the Ministry of Higher Education

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• This Agency is expected to merge with the National Accreditation Board to form a unified agency known as Malaysian Quality Agency (MQA) to oversee all issues with respect to quality assurance and certification of programmes for higher education in both the public and private universities and colleges.

• The MQA will also be responsible for undertaking the rating of academic programmes of private and public universities.

• The Ministry of Higher Education will soon conduct Establishment Audit to evaluate the governance, academic quality and physical infrastructure of private college and universities before embarking on the rating process.

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The Ministry of Higher Education formulated a Strategic Plan for Private Higher Education Institutions (2001-2010).

This plan provides the direction and guidance for the development of private higher education focusing on four areas, namely,

• Accessibility,• Equitable provision of services and facilities,• Quality assurance and• Iinternationalization of private higher education.

With the implementation of the Strategic Plan, the enrolment, the academic programmes and the capacity of private higher education institutions have greatly been enhanced.

4. National Higher Education Strategic Plans 2007-2020The Seven Strategic Thrusts-The Seven Strategic Thrusts-• Widening Access and Increasing Equity • Improving the Quality of Teaching and

Learning • Intensifying Research and Innovation • Strengthening of Higher Education

Institutions (HEIs)• Intensifying Internationalisation• Enculturation of Lifelong Learning • Reinforcing MoHE Delivery System

Higher Education and Human Resource Development in Malaysia

• Ministry of Higher Education (MOHE)

• Post SPM or O levels• Public universities (20) • Private universities (44)• Polytechnics (25)• Private Colleges (500+)• Community Colleges

(40)• 900,000 students

(includes 69,164 international students)

Others :• Ministry of Education–

Pre-school, Primary secondary education Teachers Colleges

• Ministry of Human Resource Development -Skills Training

• Others includes Defence, Health, Youth & Culture,

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• 1997 National Accreditation Board (Lembaga Akreditasi Negara, LAN) was est. for QA of programmes in the private higher education sector

• 2002-Quality assurance (audit) division in the Ministry was setup for public universities

• MQA was established under the Malaysian Qualifications Agency Act 2007 (1//11/07)

• The merger of LAN and the QAD provides for a common quality assurance platform.

• It symbolizes the maturing Malaysian higher education, changing government’s policies, trends and societal needs and the need to strengthen and consolidate.

• Other bodies playing a very important role higher education is the Depeartment of public service and the statutory profesional bodies

REPOSITIONING QUALITY ASSURANCE IN MALAYSIA

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THE MQA IN OPERATION

• The Malaysian Qualifications Agency (MQA) aspires to become a credible and internationally recognized higher education quality assurance body that inspires the confidence of its stakeholders through competent, responsible, accountable and transparent good practices.

• The main role of the MQA is to be the guardian of the Malaysian Qualifications Framework (MQF) as a reference point for national qualifications, and to oversee quality assurance practices and accreditation of national higher education.

• A Council, accreditation committees and executive arm

• Accountable to Minister for Higher Education