Polisyslide60 40

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Polisyslide60 40

  1. 1. EDM 704 Policy & Education Planning 60:40 Ratio Policy in Malaysia By; Sabrina Hj Mohd Ali Submitted to; Prof. Dr. Chan Yuen Fook
  2. 2. Firstly, What is Policy 60:40?  Refer to the ratio of science students to art students that targeted by Ministry of Education.  It was first introduced in 1967 by MHEPC Why propose?  In order to produce quality science graduates to meet 2020 human capital target.
  3. 3. History of 60:40 ratio policy The 60:40 science: arts policy was first introduced in 1967 by the Higher Education Planning Committee in order to meet projected demand for science graduates. The policy has since been restated and re-emphasised multiple times: in the 1999 National Education Policy, the 2000 National Science and Technology Policy II, and the 2001 Education Development Plan. Over the years, the extent to which 60:40 targets have been reached has varied. Science stream enrolment reached a high of 37% in 1998 before dropping to a low of less than 20% as is reported now. Notably, through it all, it was never anywhere near 60% at all. One reason given for the drop was the perceived difficulty of science subjects.
  4. 4. What are the issues occur? & Government initiatives…. 1. Lack of interest in science among students. 2. (Ref to previous slide) One reason for the drop was the perceived difficulty in science subject.  The Education Ministry proposed monetary incentives in terms of tax breaks for parents whose children in this line.  Offering scholarships & textbook assistance to encourage more students.  Have taken urgency approaches : -after completion of lower secondary….
  5. 5. Vision 2020 played a pivotal role in science education reform, why? Lee, et al. (1996) found that % science to non-science student ratios have dropped from 31:69 in 1986 to 20:80 in 1993; Statistics from MOE – 28.73%:71.27% sc to non-science in 2001; 35:84%:64.16% in 2004; Siow, et al (2005) found that:  Urban schools were more able to meet 60:40 than rural schools by accepting students with grades C and D into science streams.  Performance of 2004 PMR maths and science examination results have declined as compared to the preceeding three years. (Ref: NST, Nov 7)
  6. 6. . IMPLICATION ON 60:40 RATIO POLICY  Misalignment in the 60:40 ratio policy existed  between intended objectives and implemented outcomes;  Have serious implications in realising Vision 2020 objectives;  At the post secondary level and higher, science students switched to the non-science (business, law, management, etc);  Tertiary science-related courses are seen to be tougher; too long; more expensive; and ROI is not so lucrative compared to non-science courses.
  7. 7. CONCLUSION..  Everyone gets to learn sufficients science and there is still enough teaching-learning time left for other subject.  Since, PMR has abolished, it is an opportune time for curiculum to design new comman science subject.  Have to discard mindset & perception that ‘science is difficult’. We live in S&T….  Should begin to think: ‘Now everybody can do Science!’
  8. 8.  The quality of students practical work in term of their ability to interpret, analyse and evaluate ideas and arguments is strongly dependent on the competency of a teacher who teaches science practical and also effectiveness of curiculum and instructions.
  9. 9. THANK YOU FOR LISTENING….. ANY Q?

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