2. EAD5810-3
Educational Policy and Planning
Delivery of this course is via
•Putrablast Learning Hub for Course
materials
•Lecture by Zoom application
•Communication by Telegram application
•BORHANNUDIN Tel no: 601115196087
•You may take a break anytime during
lecture.
3. EAD5810-3
Educational Policy and Planning
• Comprehensive note slides is
provided for this course.
• Slides of this course is in the
form of reading notes, (read
them)
• Recommended for students to
prints slides before class and
compile into a file reader
• Refer and add your own notes
to slides during lectures.
5. 5
EVALUATION
1. Assignment 1a (individual) : Jurnal Article
Review
Assignment 1b (individual) : Sharing Policy
By week 4
5%
5%
2. Test 1: Education Policy and Planning Lecture
1 – 6
Week 7
20%
3. Group Project : Educational Policy Plan OR
Strategic Plan Proposal Week 13 & 14
presented at Seminar for Future Reforms in
Education.
40%
4. Final 30%
6. EVALUATION 1a (5%): INDIVIDUAL ASSIGNMENT– REVIEW OF A JURNAL ARTICLE ON EDUCATION
POLICY
You are required to search an empirical/conventional research jurnal articles relating to research in
education policy (last five years). Based on your understanding of the article prepare a 3 page
review based on the following sub-topics:
1.What is the objective of the study and its relevance to education policy? (2 marks)
2.Prepare a summary the literature review. (2 marks)
3.What is the research instrument and describe how data is collected. (2 marks)
4.What are the major findings of the study (2 marks).
5.What is the contribution of the study to education policy in theory or practice? (2 marks
Please ensure your submission has a cover page (EDU 5810: E1- individual Assigment: Review Of A
Jurnal Articles On Education Policy; Tittle of Article; Name; matrix number; Name of Lecturer: Dr.
BORHANNUDIN BIN ABDULLAH); your review paper and a copy of the article. (Due in 3rWeek )
REMINDER emel your Jurnal to borhannudin@upm.edu.my for confirmation.
7. EVALUATION 1b (5%): INDIVIDUAL ASSIGNMENT– SHARING AN EDUCATION POLICY
You are required to FIND AND SHARE A SPECIFIC EDUCATION POLICY that is enforced in your
country or state or district. Explain the policy by using the guide below.
1.Short name of the policy and its objective? (2 marks)
2.Briefly explain the policy and why it is important?
3.Who is the policy targeted to? (2 marks)
4.Who are the implementers of this policy. (2 marks)
5.What is the impact of the policy, its problems and improvements (2 marks).
Please ensure your submission has a cover page (EDU 5810: E1- individual Assigment: SHARING AN
EDUCATION POLICY; Name of Policy; Name; matrix number; Name of Lecturer: Dr. borhannudin
bin abdullah); your review paper and a copy of the article. (Due in 3rWeek)
REMINDER emel a copy of the policy to borhannudin@upm.edu.my for confirmation.
8. 6
EVALUATION 2 (20%): WRITTEN TEST
1 hour test Covering Lecture 1 - 6
1. 30 multiple choice questions (10 marks)
2. 5 essay questions answer only two (10
marks)
(week 7)
9. 7
EVALUATION 3 (40%): GROUP ASSIGNMENT 3 – POLICY
PLANNING/STRATEGIC PLANNING
In a group maximum of of 4 persons, you are required to prepare
an educational policy plan OR strategic plan. Choose an
educational problem of your interest to prepare the policy plan. For
Strategic Plan, you need to start from vision and mission. Policy
plan model and strategic educational planning model discussed in
the lectures shall guide you in preparing the plan.
As a guide, each assignment must be reported in written form
using Times New Roman, Font 12 and margin 1.5 with an
estimated total of 5,000 words or 15 pages. Present your
assigment on 13 & 14 week and hand in your project on Final
Exam
10. General Format For Policy
Proposal
1. Title (5 marks)
2. Elaboration on educational issue (background, policy issue,
data) (10 marks)
3. Elaboration on why issue needs to addressed (10 marks)
4. Detail of proposed plan to address issue (10 marks)
5. Implication of plan to the government (financial cost, staffing
etc) (10 marks)
6. Short summary. (5 marks)
11. No Content Full Mark Achievement
1. Introduction (Cover, Title, Table of Content,
Introduction to institution) 10
2. Internal Environment:
a) Strength 5
a) Weaknesses 5
3 External Environment:
a) Threat 5
a) Weaknesses 5
4 Vision and mission 5
5 Strategic objective (at least 4) and specific
objective (just one)
10
6 Action Plan (just one) 5
Total 50
General Format Strategic Plan Proposal
12. LECTURER : BORHANNUDIN BIN ABDULLAH
JABATAN PENGAJIAN SUKAN
FAKULTI PENGAJIAN PENDIDIKAN
UNIVERSITI PUTRA MALAYSIA
EMAIL : borhannudin@upm.edu.my
TEL : HP : 011-15196087 (Group WA prefered )
Notes prepared by:
1. Assoc Prof Dr. Ramli Bin Basri
2. Prof Dr. Mohd Majid Konting
3. Prof Tan Sri Dato Sri Dr. Hj Mohd Nasir Bin Mohd Ashraf
4. BORHANNUDIN BIN ABDULLAH
10
13. Journal Review
You are given this article before class
Let us discuss it.
Impact of education levels on economic
growth in Malaysia: A gender base
analysis Nirmal Kaur Hari Singh, Lai Wei
Sieng, Mohd Nasir Mohd Saukani (2018).
14. REFLECTION ON HUMAN
CAPITALISM
“Until the 1950s economists generally assumed that labor power was given
and not augmentable. The sophisticated analyses of investments in education
and other training by Adam Smith, Alfred Marshall, and Milton Friedman
were not integrated into discussions of productivity. Then T. W. Schultz and
others began to pioneer the exploration of the implications of human capital
investments for economic growth and related economic questions. Human
capital analysis starts with the assumption that individuals decide on their
education, training, medical care, and other additions to knowledge and
health by weighing the benefits and costs. Benefits include cultural and other
non-monetary gains along with improvement in earnings and occupations,
while costs usually depend mainly on the foregone value of the time spent on
these investments.”
Becker (1992, 43) “The Economic Way of Looking at Life.” Nobel Lecture,
Economic Sciences
15. Sehingga tahun 1950-an ahli ekonomi umumnya menganggap bahawa kuasa
buruh diberikan dan tidak boleh ditambah. Analisis canggih pelaburan dalam
pendidikan dan latihan lain oleh Adam Smith, Alfred Marshall, dan Milton
Friedman tidak disepadukan ke dalam perbincangan produktiviti. Kemudian T.
W. Schultz dan yang lain mula mempelopori penerokaan implikasi pelaburan
modal insan untuk pertumbuhan ekonomi dan persoalan ekonomi yang
berkaitan. Analisis modal insan bermula dengan andaian bahawa individu
membuat keputusan tentang pendidikan, latihan, penjagaan perubatan dan
tambahan lain kepada pengetahuan dan kesihatan mereka dengan menimbang
faedah dan kos. Faedah termasuk budaya dan keuntungan bukan kewangan
yang lain bersama-sama dengan peningkatan dalam pendapatan dan
pekerjaan, manakala kos biasanya bergantung terutamanya pada nilai masa
yang diluangkan untuk pelaburan ini." Becker (1992, 43) "Cara Ekonomi
Memandang Kehidupan." Kuliah Nobel, Sains Ekonomi
17. Human Capital
• Human capital (HC) mainly Knowledge, Skills and
Values improves a person productivity
• Higher productivity leads to higher income
• Higher income improves national socio-economic
development.
• Schools imparts HC on children
• It is crucial that school are effective HC organization,
therefore school needs effective administration,
hence the field of EDUCATION ADMINISTRATION.
• Effective schools are schools that are effective in
imparting HC accumulation among students.
18. • Modal insan (HC) terutamanya Pengetahuan, Kemahiran dan
Nilai meningkatkan produktiviti seseorang
• Produktiviti yang lebih tinggi membawa kepada pendapatan yang
lebih tinggi
• Pendapatan yang lebih tinggi meningkatkan pembangunan sosio-
ekonomi negara.
• Sekolah memberikan HC kepada kanak-kanak
• Adalah penting bahawa sekolah adalah organisasi HC yang
berkesan, oleh itu sekolah memerlukan pentadbiran yang
berkesan, justeru bidang PENTADBIRAN PENDIDIKAN.
• Sekolah berkesan ialah sekolah yang berkesan dalam
menyampaikan pengumpulan HC dalam kalangan pelajar.
19. Journal: Impact of education levels on
economic growth in Malaysia
• Education has been recognised as a powerful
tool in boosting growth and development, and
is expected to propel nation towards
becoming a developed and high-income
country in the near future.
• This paper aims to examine the impact of
different levels of education on economic
growth in Malaysia covering a period of 36
years from 1980-2015
20. • Pendidikan telah diiktiraf sebagai alat yang berkuasa dalam
meningkatkan pertumbuhan dan pembangunan, dan
dijangka memacu negara ke arah menjadi sebuah negara
maju dan berpendapatan tinggi dalam masa terdekat.
• Kertas kerja ini bertujuan untuk mengkaji kesan tahap
pendidikan yang berbeza terhadap pertumbuhan ekonomi di
Malaysia meliputi tempoh 36 tahun dari 1980-2015
21. Impact of education levels on
economic growth in Malaysia
The study finds that (from 1980 to 2015):
•In the short run, tertiary education is most important to
growth, while both primary followed by tertiary education were
seen as growth-inducing factors in the long-run.
•In the long run, it is the male’s education that has a higher
contribution to growth compared to the female. Meanwhile, in
the short run, it is the female that has a higher contribution to
growth than the male.
•The government needs to ensure the equitable access and
parity are achieved between both genders at schools.
•This, amongst many, answers why education policy and
planning is CRUCIAL for any country.
22. Kajian mendapati bahawa (dari 1980 hingga 2015):
• Dalam jangka pendek, pendidikan tinggi adalah yang paling
penting untuk pertumbuhan, manakala kedua-dua sekolah rendah
diikuti dengan pendidikan tinggi dilihat sebagai faktor yang
mendorong pertumbuhan dalam jangka panjang.
• Dalam jangka panjang, pendidikan lelaki yang mempunyai
sumbangan yang lebih tinggi kepada pertumbuhan berbanding
wanita. Sementara itu, dalam jangka pendek, wanita yang
mempunyai sumbangan yang lebih tinggi kepada pertumbuhan
berbanding lelaki.
• Kerajaan perlu memastikan akses dan persamaan yang saksama
dicapai antara kedua-dua jantina di sekolah.
• Ini, di antara banyak, menjawab mengapa dasar dan perancangan
pendidikan adalah PENTING bagi mana-mana negara.
24. L01:EDUCATION IN MALAYSIA
This lecture discusses education in Malaysia as a starting context
to introduce the courses.
It introduces Malaysia as a nation; From Malaya to Multiethnic
and Multicultural Malaysia, the historical context of education
in Malaysia, education before independent and education in
independent Malaya and Malaysia.
This lectures discusses the education reforms and policy reform
throughout this period.
Student would gain knowledge on the features of education
before and after independence of Malaysia and the factors
that drives these policy reforms.
24
25. L01:EDUCATION IN MALAYSIA
Content –Education Policy Overview (Past-
Present-Future)
1. Background and History of Malaysia
2. Education Prior to Independence
3. Formation of National Education System
4. Education Statistics
5. Education Development and Expenditure; and
6. A synopsis on the progress of various
educational policies.
25
26. INTRODUCTION
�Malaysia occupies the southernmost peninsula of
Southeast Asia and the northern one-third of
Borneo.
�Malaysia has a democratically elected
Government with a constitution monarch.
26
Malaysia menduduki semenanjung paling selatan Asia Tenggara dan satu
pertiga utara Borneo
Malaysia mempunyai Kerajaan yang dipilih secara demokrasi
dengan raja berperlembagaan.
27. • It became a nation on September 16, 1963
when Sabah and Sarawak joined Malaysia
which had earlier gained independence from
the British on August 31, 1957 to form a
single federation
Ia menjadi sebuah negara pada 16 September 1963 apabila
Sabah dan Sarawak menyertai Malaysia yang sebelum ini
mendapat kemerdekaan daripada British pada 31 Ogos 1957
untuk membentuk satu persekutuan.
29. • Malaysia – multi-ethnic population
• Population : 32.7 million (75% urban)
Peninsular Malaysia – 26.1 million
Sabah – 3.7 million
Sarawak – 2.9million
• Population Growth Rate : 1.3 % ; Fertility rate = 1.9
• Life Expectancy at Birth : Male – 72.7
Female – 77.4
• Age Structure (2018) 0 – 14 years – 7.7 million
15 – 59 years – 21.2 million
60 years and above – 3.1 million
• Labor force : 15.8 million (48.3 % of population)
• Unemployment : 3.3 to 3.9%
• World Competitiveness : Rank 22/63 countries
29
31. YEAR 2005 2006 2007 2008 2009 2010 2011 2019
Real Growth Rate (%)
GDP
(kadar pertumbuhan
sebenar)
5.3 5.8 6.3 4.6 -1.7 7.2 5.1 4.3
Per Capita (USD)
GNP
5,038 5,694 6,724 7,738 6,812 9,333 9,693 10,895
31
32.
33.
34. HISTORY
• Early Malay Kingdom of Malacca fell to the
Portuguese in 1511
• The Dutch defeated the Portuguese and conquered
Malacca in 1641.
• After that it was the British who colonized all of
Malaysia (except for a brief period of Japanese
occupation from 1941-1945).
34
Kerajaan Melayu Melaka awal jatuh ke tangan Portugis pada tahun 1511
Belanda mengalahkan Portugis dan menakluki Melaka pada tahun 1641
Selepas itu Britishlah yang menjajah seluruh Malaysia (kecuali untuk tempoh pendudukan Jepun
yang singkat dari 1941-1945).
35. EDUCATION PRIOR TO
INDEPENDENCE 1786-1957
• The British encouraged mass immigration of workers from China and
India to work in the tin mines and rubber plantations respectively.
• Rapid urban development took place during the blooming colonial
economy
• The Malays remained in rural areas, urban areas were dominated by the
Chinese and a minority of Indians who eventually controlled commerce
and industry.
35
British menggalakkan penghijrahan beramai-ramai pekerja dari China dan India masing-masing
bekerja di lombong bijih timah dan ladang getah.
Pembangunan bandar yang pesat berlaku semasa ekonomi kolonial berkembang pesat
Orang Melayu kekal di kawasan luar bandar, kawasan bandar dikuasai oleh orang Cina dan
minoriti India yang akhirnya menguasai perdagangan dan perindustrian.
36. EDUCATION PRIOR TO INDEPENDENCE 1786-1957
Schools were established by
1. British colonial government (Mainstream schools)
2. Moslem and Christians missionaries (Mission Schools)
3. Ethnic communities (Chinese, Malays,
Indians)(Vernacular schools)
36
Kerajaan kolonial British (Sekolah arus perdana)
Mubaligh Islam dan Kristian (Sekolah Misi)
Komuniti etnik (Cina, Melayu, India)(Sekolah vernakular)
37. EDUCATION PRIOR TO
INDEPENDENCE 1786-1957
Types of school
1. English schools (Mission schools)
2. Vernacular schools
• Malays
• Chinese
• Tamil
• Islamic
37
38. EDUCATION PRIOR TO
INDEPENDENCE 1786-1957
Common features of schools
1. Different curriculum
2. Different examinations
3. Different language of instruction
4. Different education philosophy and orientation
5. Decentralized (governance & finance)
38
39. FEATURES OF SCHOOLS BEFORE
INDEPENDENCE
COMPOSITION OF SCHOOLS MALAYA
English schools use
English as the
medium of
instruction, English
curriculum,
textbooks and
teachers are
imported from the
country of origin.
Malay schools - use
English and Malay
language as the
medium of instruction,
English curriculum,
textbooks and
teachers are imported
from the UK or
Malaya/Indonesia.
Chinese School s-
Chinese language as a
medium of instruction,
curriculum from
Chinese Mainland and
Taiwan, books and
teachers are imported
from the country of
origin
Tamil and Punjabi
School s - Tamil and
Punjabi language as
the medium of
instruction, curriculum
from India, books and
teachers are imported
from the country of
origin
39
40. FORMATION OF NATIONAL
EDUCATION SYSTEM
1. Barnes Report (1951a)
– Recommended that all existing schools should be
transformed into National schools in which children
of the various ethnic groups would be taught through
the medium of instruction in Malay and English.
40
Mengesyorkan bahawa semua sekolah sedia ada perlu diubah menjadi sekolah
Kebangsaan di mana kanak-kanak daripada pelbagai kumpulan etnik akan diajar
melalui bahasa pengantar dalam bahasa Melayu dan Inggeris.
41. • Not surprisingly, the Chinese saw the Barnes Committee
proposal as an attempt to eliminate their languages and
cultural identities and protested vehemently against it
Tidak menghairankan, orang Cina melihat cadangan Jawatankuasa Barnes
sebagai percubaan untuk menghapuskan bahasa dan identiti budaya mereka
dan membantah sekeras-kerasnya.
42. FORMATION OF NATIONAL EDUCATION SYSTEM
2. Fenn–Wu Report 1951b
– Chinese schools to be retained and oriented to Malayan
education
– Provided under Education Ordinance 1952
3. Razak Report 1956
- National education system for national integration –
- Provided under Education Ordinance 1957
42
Sekolah Cina perlu dikekalkan dan berorientasikan pendidikan Tanah Melayu
Diperuntukkan di bawah Ordinan Pelajaran 1952
Sistem pendidikan kebangsaan untuk integrasi nasional –
- Diperuntukkan di bawah Ordinan Pelajaran 1957
43. FORMATION OF NATIONAL EDUCATION SYSTEM
4. Rahman Talib Report 1961
– Policy English to Malay medium of instruction
– Provided under Education Act 1962
5. Cabinet Report 1979
- Current National Education System
- Provided under Education Act 1996
6. Private Higher Education Act 1996 – Liberalization of higher education.
43
Dasar bahasa pengantar Bahasa Inggeris ke Bahasa Melayu Diperuntukkan di bawah
Akta Pendidikan 1962
Sistem Pendidikan Kebangsaan Semasa - Diperuntukkan di bawah Akta Pendidikan 1996
44. • Please Telegram me at
601115196087
• State your full name
and matric number
• I will add you to our
lecture chat group.
45. FEATURES OF SCHOOLS BEFORE
INDEPENDENCE
COMPOSITION OF SCHOOLS MALAYA
English schools use
English as the
medium of
instruction, English
curriculum,
textbooks and
teachers are
imported from the
country of origin.
Malay schools - use
English and Malay
language as the
medium of instruction,
English curriculum,
textbooks and
teachers are imported
from the UK or
Malaya/Indonesia.
Chinese School s-
Chinese language as a
medium of instruction,
curriculum from
Chinese Mainland and
Taiwan, books and
lectures are imported
from the country of
origin
Tamil and Punjabi
School s - Tamil and
Punjabi language as
the medium of
instruction, curriculum
from India, books and
lectures are imported
from the country of
origin
45
46. COMMON FEATURES OF
NATIONAL EDUCATION SYSTEM
1. National unity
2. National Language as main medium of instruction
(Mandarin in Chinese primary, Tamil in Indian primary
schools)
3. Common curriculum
4. Common examination
5. National education philosophy
6. Centralized (governance and finance for govt. institutions)
46
47. NATIONAL EDUCATION
SYSTEM
• Pre-school
• Primary
• Lower Secondary
• Upper Secondary
• Post Secondary
• Higher Education
(Comprises govt, govt aided and private schools or education
institutions-exception: expatriate & international schools)
47
48. NATIONAL EDUCATION
PHILOSOPHY
Education in Malaysia is an on-going effort towards further
developing the potential of individuals in a holistic and
integrated manner so as to produce individuals who are
intellectually, spiritually, emotionally and physically balanced
and harmonious, based on a firm belief in and devotion to
God. Such an effort is designed to produce Malaysian citizens
who are knowledgeable and competent, who possess high
moral standards, and who are responsible and capable of
achieving high level of personal well-being as well as being
able to contribute to the betterment of the family, the society
and the nation at large.
48
49. OBJECTIVES OF NATIONAL EDUCATION
• To produce a loyal and united Malaysian nation
• To produce faithful, well-mannered, knowledgeable,
competent and prosperous individuals
• To produce the nation’s human resource for
development needs
• To provide educational opportunities for all
Malaysians
49
50. Source: Education in Malaysia, MOE
Lower Secondary
Post
Secondary
Primary
Form 1 - 3
⮚ National
Matriculation
College
Polytechnic
Year 1 – 6
⮚ National Type (Chinese)
⮚ National Type (Tamil)
Remove
Class
(1 year)
Academic
Upper Secondary
Form 4 - 5
⮚ Technical / Voc.
Higher Education
Employment
Free & Compulsory
Education
⮚ Academic
⮚ Sports
⮚ Religious
⮚ Arts
Age = 6+ to 11+ Age = 12+ to 14+
Age = 15+ to 16+
Age = 17+ to 18+
Preschool
Age = 4+ to 6+
EDUCATION SYSTEM
Form 6
50
52. Source: Education in Malaysia, MOE
Primary Lower
Secondary
Upper
Secondary
Post
Secondary
Higher
Education
Year 1 -
6 Form 1 - 3
Form 4 - 5
Primary School
Assessment
U P S R
P M R
Lower
Secondary
Assessment
Form 6
SPM
Malaysian
Of Education
Certificate
STPM
Malaysian Higher
School Certificate
EDUCATION SYSTEM : CENTRALIZED
EXAMINATION
STAM
Malaysian Higher
School Certificate
(Religious Education) 52
53. 53
End of Part A
Part A
• discusses education in Malaysia as a starting context to
introduce the courses.
• It introduces Malaysia as a nation; From Malaya to
Multiethnic and Multicultural Malaysia, the historical
context of education in Malaysia, education before
independent and education in independent Malaya
and Malaysia.
• This part discusses the education reforms and policy
reform throughout this period.
• Student would gain knowledge on the features of
education before and after independence of
Malaysia and the factors that drives these policy
reforms.
54. FORUM
• Activity
• Can you share a significant education policy
reform in your home country?
• Your line could be:
• Briefly state what is the policy before or the
policy problem/challenge and what was the
policy change (reform)?
55. EVALUATION 1a (5%): INDIVIDUAL ASSIGNMENT– REVIEW OF A JURNAL ARTICLE ON EDUCATION
POLICY
You are required to search an empirical/conventional research jurnal articles relating to research in
education policy (last five years). Based on your understanding of the article prepare a 3 page
review based on the following sub-topics:
1.What is the objective of the study and its relevance to education policy? (2 marks)
2.Prepare a summary the literature review. (2 marks)
3.What is the research instrument and describe how data is collected. (2 marks)
4.What are the major findings of the study (2 marks).
5.What is the contribution of the study to education policy in theory or practice? (2 marks
Please ensure your submission has a cover page (EDU 5810: E1- individual Assigment: Review Of A
Jurnal Articles On Education Policy; Tittle of Article; Name; matrix number; Name of Lecturer: Dr.
Ramli Basri); your review paper and a copy of the article. (Due in 3rWeek )
REMINDER emel your Jurnal to ramlibasri@upm.edu.my for confirmation.
56. EVALUATION 1b (5%): INDIVIDUAL ASSIGNMENT– SHARING AN EDUCATION POLICY
You are required to FIND AND SHARE A SPECIFIC EDUCATION POLICY that is enforced in your
country or state or district. Explain the policy by using the guide below.
1.Short name of the policy and its objective? (2 marks)
2.Briefly explain the policy and why it is important?
3.Who is the policy targeted to? (2 marks)
4.Who are the implementers of this policy. (2 marks)
5.What is the impact of the policy, its problems and improvements (2 marks).
Please ensure your submission has a cover page (EDU 5810: E1- individual Assigment: SHARING AN
EDUCATION POLICY; Name of Policy; Name; matrix number; Name of Lecturer: Dr. Ramli Basri);
your review paper and a copy of the article. (Due in 3rWeek)
REMINDER emel a copy of the policy to ramlibasri@upm.edu.my for confirmation.
