Main Objectives of National Education Policy Blueprint

MAIN OBJECTIVES OF NATIONAL EDUCATION POLICY BLUEPRINT
1. Significant and sustain investment education
The resources and support that a system offers to schools are essential to their performance
because they free up teachers and administrators to concentrate on what they do best to
teach and learn. Therefore, a nation’s investment in its educational system is a key indicator
of its devotion. A major factor in the development of human capital is education. A country
can guarantee that its population have the information and abilities needed to contribute
positively to the workforce and stimulate economic growth by making investments in
education. Research and innovation are encouraged by education. Research and
development are stimulated by a well – funded educational system and this can result in
discoveries and technological breakthroughs that can benefit several facets of society. A
workforce with a higher level of education makes a country more competitive in the world
economy. A robust education system makes a nation more resilient and competitive by
preparing people to adjust to shifting economic conditions and technological breakthroughs.
One effective strategy for reducing poverty is education. It equips people with the knowledge
and abilities needed to land better jobs, raising living standards and lowering rates of
poverty.
Higher levels of education are frequently linked to more stable societies. Education fosters
tolerance, understanding and communication which helps to create a society that is more
harmonious and united. People with higher levels of education are more likely to make
health – related decisions based on their knowledge, which promotes better lives and
general well - being. A country’s cultural heritage must be preserved and enhanced, and
education is essential for this. It promotes cultural variety and concord by assisting people in
appreciating their own culture and encouraging understanding of other cultures. In order to
meet the changing needs of society, the government, legislators and executives should
collaborate to prioritize education, provide adequate funding and assess and improve the
educational system on a constant basis. A nation’s overall development and prosperity
depend on this sustained commitment to education. Over the course of the 55 years since
Malaysia gained independence, the government has continued to invest heavily in
education. As early as 1980, the gross domestic product (GDP) share of primary and
secondary education spending by the Malaysian federal government was the highest in East
Asia. While the amount spent in 2011 was higher than OECD average of 3.4% of GDP and
8.7% of total public spending, respectively, it was also on par with or exceeded by high –
performing systems such as South Korea, Japan and Singapore. The expenditure in 2011
was 3.8% of GDP or 16% of total government spending. With and RM36 billion budget for
education in 2012, the government has continued to give the Ministry the largest share of its
funding – 16%. This indicates the government’s genuine dedication to education as a top
priority for the country.
2. DRAMATIC PROGRESS ON IMPROVING ACCESS TO EDUCATION
Malaysia has been proactively implementing diverse policies and initiatives aimed at
enhancing educational accessibility. The Malaysia Education Blueprint, which describes the
nation’s plans for improving its educational system is one noteworthy project. At the time, the
Education Blueprint sought to address a number of issues related to education such as
equity, efficiency, quality and accessibility. Since 1957, the educational system has advanced
significantly. When Malaysia gained its independence, more than half of its people had never
attended formal education and only 6% of its children had received an education. A pitiful 1%
to the post – secondary level and the secondary level. Five and a half decades later, the
availability of education has changed to the extent that acknowledgement. Increasing the
availability of high – quality early childhood education to lay a solid learning foundation.
Putting changes into place in the elementary and secondary education sectors in order to
raise access to high – quality education and enhance student outcomes. The blueprint
sought to enhance Technical and Vocational Education and Training (TVET) programs in
order to offer a variety of educational pathways, acknowledging the significance of vocational
education. A comparable improvement in attainment corresponds with the notable
improvement in access to education. Adult literacy has increased even more dramatically,
from less than 70% to over 92% in the same time period, while youth literacy has increased
from 88% in 1980 to nearly universal literacy of 99% today. Furthermore, the percentage of
adults (15 and older) who have never attended school has decreased from 60% in 1950 to
less than 10% in 2010, whereas the percentage of adults (15 and older) who have
completed secondary education has increased, rising from roughly 7% in 1950 to nearly
75% in the same time period. These are accomplishments for which Malaysia is grateful.
3. SYSTEM REMAIN CONNECTED TO DEVELOPING STUDENT
As stated in The National Education Philosophy, the Malaysian school curriculum is

dedicated to the holistic development of the child along intellectual, spiritual, emotional and
physical dimensions. Programs and initiatives to foster non – academic elements are offered
through a range of co – curricular activities after school as well as during official class time.
For instance, from Form 1 through Form 5, all students must complete Islamic Education or
Moral Education. The Ministry also mandates that each student take part in a minimum of
one sport, one club and one uniformed body activity in order to develop leadership qualities
and encourage individual talents and interests. Preliminary data indicates a high level of
student participation in these extracurricular activities. Written in 1988 and updated in 1996,
The National Education Philosophy for Malaysia enshrines the Government’s and Ministry’s
vision of education as a tool for the intellectual, spiritual, emotional and physical
development of every child. In Malaysia, education is an ongoing endeavor to help people
reach their full potential in a holistic and integrated way. This is done in an effort to create
people who are mentally, emotionally, spiritually and physically balanced and harmonious
with a strong sense of devotion to and belief in God. The aim of this endeavor is to generate
competent and knowledgeable Malaysian citizens with high moral standards, who can
achieve high levels of personal well – being and who can also make valuable contributions
to the harmony and advancement of the family, society and the country as a whole.
4. STUDENT COGNITIVE PERFORMANCE AGAINST INTERNATIONAL STANDARDS
Ensuring that students receive the knowledge and skills necessary for success in life is a
basic goal of any educational system. Like other educational systems across the globe, the
Malaysian system has historically placed a strong emphasis on the development of strong
content knowledge in subjects like science, math and languages. However, there is growing
recognition around the world that having the three Rs (reading, writing and math) when a
student leaves school is no longer sufficient. The importance of knowledge is no longer the
only focus but developing higher – order thinking abilities are also being developed. Although
student performance in Malaysia has increased over the course of several decades, both the
relative and absolute value of these noteworthy gains may be in jeopardy. First off, other
systems have managed to maintain the momentum that has allowed them to improve
student performance at a faster rate. As a result, the difference between these other systems
and Malaysia’s is widening. Second, there appears to be a decline in absolute terms in
Malaysian student performance according to international assessments. International
student assessments, like the Trends in International Mathematics and Science Study
(TIMSS) and the Programme for International Student Assessment (PISA) have become
popular over the past 20 years as a way to compare the quality of educational outcomes
between various systems. These evaluates a range of cognitive abilities including reasoning
and application.

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MAIN OBJECTIVES OF NATIONAL EDUCATION POLICY BLUEPRINT

1. Significant and sustain investment education

2. DRAMATIC PROGRESS ON IMPROVING ACCESS TO EDUCATION

3. SYSTEM REMAIN CONNECTED TO DEVELOPING STUDENT

As stated in The National Education Philosophy, the Malaysian school curriculum is

4. STUDENT COGNITIVE PERFORMANCE AGAINST INTERNATIONAL STANDARDS

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