The 60:40 ratio policy in Malaysia aimed for 60% of students to enroll in science streams and 40% in arts streams. It was first introduced in 1967 to meet demands for science graduates. Over the years, the ratio has fluctuated and never reached the 60% target for science enrolment. Issues with attracting students to science included the perceived difficulty of subjects and a lack of interest. The government has implemented initiatives like incentives and scholarships to encourage more students to choose science. The policy implications include a misalignment between objectives and outcomes that affects achieving Vision 2020 goals for human capital development.

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. 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. 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. 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. 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. .
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. 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.  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. THANK YOU FOR
LISTENING…..
ANY Q?