1. HIGHER EDUCATION SYSTEM IN MALAYSIA
SEM /2017

2. LEARNING OUTCOMES
Able to identify relevant laws related to the governance of HEIs
Able to explain reasons for the establishment of HEIs
Able to describe the structure of HEIs with regards to their functions

3. DEVELOPMENT OF HIGHER EDUCATION IN MALAYSIA
Universities development

4. Sebab-sebab penubuhan IPT di Malaysia
Memenuhi tuntutan negara bagi menyediakan sumber tenaga manusia yang mahir dan berkelayakan, sesuai dengan keperluan negara yang baru merdeka dan sedang membangun (Report by the Committee to Study, Review and Make Recommendations Concerning the Development and Direction of Higher Education in Malaysia, 2006 : CH 5.6).
Memenuhi keperluan negara dalam beberapa bidang yang penting kepada negara seperti bidang sains, teknologi, pengajian pertanian, pengurusan, pendidikan dan lain-lain bidang dalam mewujudkan sebuah negara yang maju dan terkemuka di mata dunia.
Memenuhi tuntutan negara dalam menyusun semula struktur sosial dan ekonomi masyarakat majmuk Malaysia yang tidak seimbang. Untuk membina satu negara yang bersepadu dan utuh, pendidikan tinggi dilihat sebagai satu cara terpenting untuk mencapai matlamat penyusunan semula struktur sosial dan ekonomi negara.
Sumber: (Kementerian Pengajian Tinggi Malaysia, 2007)

5. Sebab-sebab penubuhan IPT di Malaysia
Memenuhi tuntutan kehendak masyarakat semasa. Bahasa pengantar menjadi isu penting di dalam pendidikan tinggi.
Kerajaan mengkehendaki lebih ramai rakyat Malaysia mendapat pendidikan tinggi untuk membolehkan Malaysia berdaya saing dalam zaman globalisasi ini. (Pelan Strategik Pembangunan pendidikan Tinggi Negara- pada tahun 2010 sebanyak 1.6 juta tempat di IPT perlu disediakan untuk mencapai sasaran 40 peratus penduduk dalam kohort umur 17 hingga 23 tahun mendapat pendidikan tinggi.)
Sumber: (Kementerian Pengajian Tinggi Malaysia, 2007)

6. FIRST MALAYSIA PLAN – RM PERTAMA

7. FIRST MALAYSIA PLAN – RM PERTAMA

8. Development of Higher Education in Malaysia
1823Proposal for the establishment of a college by Sir Stamford Raffles.
1889Training course for assistant surgeons.
1918 Maxwell Committee recommended the founding of Raffles College.
1921King Edward VII College of Medicine, its license in medicine and surgery was recognized by the General Medical Council of Great Britain in 1912.
1925 The Public Works Department School was established. It was taken over by the Education Department as a Federal Institution in 1931.
1929 The Raffles College for Arts and Science was established.

9. Development of Higher Education in Malaysia
The School of Agriculture was opened to train agricultural assistants.
The McLean Commission recommended the amalgamation of King Edward VII College of Medicine and Raffles College into a University College.
Recommendation of the Sir Alexander Carr-Sounders Commission: amalgamation of King Edward VII College of Medicine and Raffles College into a full-fledged university. The Public Works Department School became the Technical College.
The University of Malaya in Singapore was established.
The College of Agriculture, Serdang was established.
University of Malaya having one division in Kuala Lumpur and one division in Singapore.

10. Development of Higher Education in Malaysia
The University of Malaya in Kuala Lumpur became a separate and autonomous university on 1st January 1962.
Resolution of Penang State Legislative Assembly for the establishment of a University College of Arts and Science in Penang.
Higher Education Planning Committee Report. Institute Teknologi MARA was established on 14 October 1967.
Kolej Tunku Abdul Rahman was established on 24 February Universiti Sains Malaysia was established in June 1969.
Universiti Kebangsaan Malaysia was established on 18 May 1970.

11. Development of Higher Education in Malaysia
Universiti Pertanian Malaysia was established on 4 October 1971.
The Universities and University Colleges Act (1971) was passed.
Universiti Teknologi Malaysia was established on 1st April 1975.
Universiti Islam Antarabangsa (International Islamic University of Malaysia) was established on 10 May 1983.
Universiti Utara Malaysia was established on 16 February 1984.
Universiti Malaysia Sarawak was established on 24 December 1992.
Universiti Sabah Malaysia was established on 24 November 1994.

12. Development of Higher Education in Malaysia
1996
The National Council on Higher Education was established.
Corporatization of public universities.
Legislation of four acts: Private Higher Education Institutions Act 1996.The National Council on Higher Education Act 1996.The National Accreditation Act 1996.The Universities and University Colleges Act (Amendment) 1996.
1997
Universiti Pendidikan Sultan Idris was established on 24 February 1997.
University Malaya adopted a new Constitution.
The National Higher Education Fund Board Act 1997 was passed.
Universiti Pertanian Malaysia was renamed Universiti Putra Malaysia on 26 July 1997.

13. Development of Higher Education in Malaysia
1998
All public universities adopted a new Constitution.
Kolej Universiti Islam Malaysia was established on 13 March 1998.
1999
Institute Teknologi MARA was given university status on 26 August 1999 and renamed as Universiti Teknologi MARA (UiTM).
Kolej Universiti Terengganu (KUT) was established on 15 July Was renamed Kolej Universiti Sains dan Teknologi Malaysia (KUSTEM).
2000
Institut Teknologi Tun Hussein Onn (ITTHO) was given the status of university college and known as Kolej Universiti Teknologi Tun Hussein Onn (KUiTTHO).
Kolej Universiti Teknikal Kebangsaan Malaysia (KUTKM) was established on 1st Dec
Kolej Universiti Kejuruteraan dan Teknologi Malaysia (KUKTEM) was established.
Kolej Universiti Kejuruteraan Utara Malaysia (KUKUM) was established.

14. Development of Higher Education in Malaysia
17 January A Committee to study, review and make recommendations concerning the development and direction of higher education in Malaysia was appointed by the Minister of Higher Education.
2006
1 January Universiti Darul Iman (UDM) was established.
14th June 2006Universiti Malaysia Kelantan (UMK) was gazette as the 19th public universities in Malaysia.
July A Report by The Committee to study, review and make recommendations concerning the development and direction of higher education in Malaysia was published.
November Universiti Pertahanan Malaysia Nasional Malaysia was established.

15. Development of Higher Education in Malaysia
2007
1st February University Malaysia Perlis, University Teknikal Malaysia Melaka, University Malaysia Pahang, University Sains Islam Malaysia, University Tun Hussin Onn Malaysia and University Malaysia Terengganu were upgraded to university status as a move to re-brand the university colleges.
27 August National Higher Education Action Plan 2007 – 2010: Triggering higher education transformation was published.
August National Higher Education Strategic Plan 2007 was published.
Please find out the development from

16. University establishment
First university in the world is the University of Karaouine, established in 859 AD in Fez, Morocco by Fatima al-Fihri.
The university started in a mosque and is renowned for fundamental sciences.
The second oldest university is Al-Azhar University, Cairo, Egypt, established in 970 AD for Islamic studies and law.

17. University establishment
The third oldest university is University Nizamiyya, Iran.
200 years after the establishment of universities by the Islamic society then came the University of Bologna, Italy (1088), the oldest university in Europe.

18. Restructuring of university according to corporate management model.
University Structure
Transition on university education requires university to restructure organization and be more responsive.
Restructuring of university according to corporate management model.
Corporate model of governance and structures.
Corporate model versus consensual model.

19. UNIVERSITY STRUCTURE
Constitutional authority and structure of universities
Structural functionalism
The academic structure

20. Atas kuasa apakah Universiti Putra Malaysia ditubuhkan?
Universiti Putra Malaysia ialah pertubuhan perbadanan yang ditubuhkan dan diperbadankan mengikut Akta Universiti dan Kolej Universiti 1971 (Akta 30) dan atas perintah Yang Di-pertuan Agong di bawah Perintah (Pemerbadanan) Universiti Pertanian Malaysia P.U(A) 387/1971 dan Perlembagaan Universiti Putra Malaysia P.U.(A) 448/2010.
Sumber: Laman web

21. Apakah itu Akta Universiti dan Kolej Universiti 1971?
Akta Universiti dan Kolej Universiti 1971 (Akta 30) ialah Akta Parlimen dan merupakan Akta yang membolehkan sesebuah universiti awam ditubuhkan oleh Yang Di-pertuan Agong.

22. Apakah perbezaan antara Statut-Statut, Kaedah-Kaedah dan Peraturan-Peraturan?
Statut-Statut, Kaedah-Kaedah dan Peraturan-Peraturan ialah undang-undang subsidiri yang boleh dibuat oleh Universiti di bawah Perlembagaan. Mengikut Perlembagaan Universiti Putra Malaysia:- (a) Statut dibuat oleh Canselor dan disediakan oleh Lembaga Pengarah Universiti. Perkara-perkara yang boleh dijadikan Statut ialah perkara-perkara yang disenaraikan oleh Seksyen 34 Perlembagaan UPM.

23. Apakah perbezaan antara Statut-Statut, Kaedah-Kaedah dan Peraturan-Peraturan?
(b) Kaedah-Kaedah dibuat oleh Lembaga Pengarah Univeristi. Perkara-perkara yang boleh dijadikan Kaedah-Kaedah ialah perkara-perkara yang disenaraikan oleh Seksyen 36 Perlembagaan UPM.

24. Apakah perbezaan antara Statut-Statut, Kaedah-Kaedah dan Peraturan-Peraturan?
(c) Peraturan-Peraturan pula boleh dibuat oleh Lembaga dan Senat.Perkara-perkara yang boleh dijadikan Peraturan-Peraturan ialah perkara-perkara yang disenaraikan oleh Seksyen 38 Perlembagaan UPM.

25. Constitutional Authority
By provision, universities act as corporations.
As a corporation, universities are collection of individuals united by authority of law, by special name & empowered to act as an individual.
The purposes of establishment are stated clearly to allow the functions (operate educational programs).

26. Constitutional Authority
Laws to legitimize establishment
Power to functions & operate educational programs
Institutional structure
(Board, Senate, Faculty)
Implementation of core functions

27. Tight and loose coupling
Political
Anarchical
Cybernetic
Bureaucratic
ACADEMIC STRUCTURE

28. The Structure Of Academic Organizations
EDU5823/Topic3
The Structure Of Academic Organizations
Birnbaum (1989) categorizes the structure of academic organizations into five systems; tight and loose coupling, bureaucratic, political, anarchical, and cybernetic systems.
A system is an organized whole that has two or more interdependent parts and is separated from its environment by a boundary (Kast & Rosenzweig, 1973).
Systems are hierarchical; they made up of smaller systems and are themselves parts of larger systems. Smaller systems can be studied as a system.

29. Four elements of structure in the system
EDU5823/Topic3
Process and Structure
Becher and Kogan (1980)
Four elements of structure in the system
The central level – national and local authorities
The individual institution
The basic unit – departments, school
The individuals – academics, students, administrators, researchers, workers

30. EDU5823/Topic3
The nature of systems
Interacting components – systems are composed of components that interact. There are components (technical subsystem) that turn inputs into outputs. Academicians, policy statements, research labs turn inputs such as students, money, books into outputs such as graduates, knowledge, service.
The administrative subsystem such as regulations, deans, budgets help to coordinate and direct the organization.
Boundaries – systems have boundaries that separate them from the larger super systems.

31. EDU5823/Topic3
The nature of systems
Inputs and outputs – systems receive inputs from the environment, transform them in some way, and return them to the environment.
Types of systems – closed systems and open systems. Closed systems have boundaries that tend to be rigid and impenetrable and limit interaction that take place with the environment. Linear and parts do not change. Open systems have boundaries that relatively permeable and interactions of many kinds are likely to occur between the environment and the system elements. Open systems are dynamic and nonlinear.

32. Higher Education System in Malaysia
The Malaysian university is made up of two components, the public and the private universities.
Various legislations particularly Education Act 1996, Act 550 provides the legal framework for the governance of all universities.
By 2007, Malaysia has 20 public universities.
The objectives of the establishment of the public universities in Malaysia to fulfill government’s aspiration to develop the economy and to wield together a heterogeneous population comprising of Malays, Chinese, Indians, and other minorities into a more homogeneous population (Jasbir Singh, 1991).

33. System of Administration
Ministry of Higher Education
Section 3 AUKU 1971 – the Ministry of Education is responsible for the general direction of higher education and administration.
MOHE is responsible
Functions: to control financial resources of public IHE expenditure; to supervise the academic programs.

34. System of Administration
Ministry of Higher Education
Vision – To turn Malaysia into a Center of Excellence for Higher Education
Mission – To develop and put in place a higher education environment that encourages the growth of premier knowledge centers and individuals who are competent, innovative with high morale values and international needs.

35. ACTS AND LAWS GOVERNING HIGHER EDUCATION
Education Act 1996 (Act 550)
Universities and University Colleges Act 1971 (Act 30)
Private Higher Educational Institutions Act 1996 (Act 555)

36. HIGHER EDUCATION
Under the jurisdiction of the Ministry of Higher Education (MOHE).
20 public universities, 53 private universities and 6 foreign university branch campuses; 403 active private colleges, 30 polytechnics and 73 public community colleges in 2011.

37. SETARA (Rating System for Higher Education Institutions in Malaysia) was implemented in 2009 to measure the performance of undergraduate teaching and learning in universities and university colleges in Malaysia. The SETARA result was measured using a six-tier category with Tier 6 identified as Outstanding and Tier 1 as Weak.

38. My QUEST (Malaysian Quality Evaluation System for Private Colleges) to evaluate private colleges in Malaysia in terms of the quality of students, programmes, graduates, resources and governance. The MyQUEST rating categorised an institution as either excellent, good, or weak from 1 star (poor) to 6 stars (excellent).

39. 7 Private IHLs 2 Private IHLs 510 Private IHLs 406 Private Colleges
104
Private University/Uni. College
Engineering
Chemical #151
Electrical & Electronic #201
Mechanical & Aeronautical & Manufacturing #201
Computer Science & Information System #301
#251
#151
#201
Computer Science & Information System #201

40. Current Legislations Education Act 1996 (Act 550)
Universities and University Colleges Act 1971 (Act 30)
Universities and University Colleges (Amendments) Act 1996 (Act 946)
National Council on Higher Education Act 1996 (Act 546)
Private Higher Educational Institutions Act 1996 (Act 555)
National Accreditation Board Act 1996 (Act 556)
National Higher Education Fund Corporation Act 1997 (Act 566)
Statutory Bodies (Discipline and Surcharge) Act 200, Act 605
Companies Act 1965
Institut Teknologi MARA Act 1976 (Act 173)
Institut Teknologi MARA (Amendment) Act 1996 (Act 964)
Education Institution Act (Discipline) 1976

41. MOHE's key functions
Determining policies and the direction of the higher education sector in order to build an excellent and outstanding nation that is rich in knowledge, culture and civilisation
Acting as a catalyst to develop the sector that enables the nation to compete in the era of globalisation
Dealing with the challenges of the present global economic scene, in line with the government's aspiration to produce adequate human resource with knowledge and high moral values.

42. Five Core Thrusts
To create a strategic and systematic plan for higher education
To reinforce the management system of higher education
To increase the level of capacity, accessibility and participation in higher education
To enhance the quality of higher education at par with international standards
To internationalise Malaysian higher education

43. Department of Higher Education
Department of Polytechnic Education
Department Community College Education
Management Sector
Development Sector

46. The MEB (HE) sets out clear System and Student Aspirations
System aspirations
Access
Quality
Equity
Unity
Efficiency
Student
aspirations

47. 10 Shifts to support the attainment of System and Student Aspiration
Why it matters
Where we are
Objectives
Principles
Strategies and initiatives
Initiatives implementation roadmap
Malaysian Education Blueprint (Higher Education)

48. Higher education, as a matter of fact, has always served the labor market in one way or another and to one degree or another. In fact, universities began in Europe in early modern times precisely for that purpose.
(Kerr, 1993, p. 50)

49. NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010
The National Higher Education Strategic Plan outlines:
Phase 1: Laying the foundation ( )
Phase 2: Strengthening and enhancement ( )
Phase 3: Excellence ( )
Phase 4: Glory and sustainability (beyond 2020)

50. NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010
The National Higher Education Strategic Plan outlines:
Phase 1: Laying the foundation ( )
Phase 2: Strengthening and enhancement ( )
Phase 3: Excellence ( )
Phase 4: Glory and sustainability (beyond 2020)

51. NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010
The National Higher Education Action Plan:
The foundation that establishes the actions to be undertaken within the 9MP period.
Gives emphasis to the development of intellectual capital of the highest quality.
The MOHE intention to bring Malaysian HE to the next level by strengthening five key pillars; governance, leadership, academia, teaching and learning, and research and development.

52. NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010
Seven strategic thrust:
Widening access and enhancing equity
Improving the quality of teaching and learning
Enhancing research and innovation
Strengthening institutions of higher education
Intensifying internationalization
Enculturation of lifelong learning
Reinforcing the Higher Education Ministry’s Delivery System

53. The transformation plan
9MP five strategic focuses on:
Moving the economy up the value chain
Raising the capacity for knowledge and innovation to nurture a first class mentality
Addressing persistent socioeconomic inequalities constructively and productively
Improving Malaysians’ quality of life and ensuring its sustainability
Strengthening institutional and implementation capacities

54. STRATEGIES
Expected to achieve:
Human capital with first class mentality
The five pillars:
Governance
Leadership
Academia
Teaching and learning
Research and development
Critical agenda:
Apex universities, MyBrain15, Lifelong learning, Academic Performance Audit, Graduate Training Scheme

55. GOVERNANCE
The government recognizes greater level of autonomy and accountability is needed for HEIs to pursue government’s objectives.
The government has implemented the legal framework to transfer administrative powers to universities.
Three main components crucial for Board of Directors:
Structuring a high performing board
Ensuring effective board operations and interactions
Fulfilling fundamental board roles and responsibilities
The transformed university BOD should be active, together with the university management team, in setting strategic direction, managing institutional performance and risk, developing leadership pool, termination and hiring processes of university leaders.

56. GOVERNANCE
Desired outcomes:
Clear definitions of parameters of responsibility for BOD, vice-chancellors and senates must be designed.
Accountability of the BOD will be enhanced through the adoption of the MOHE strategic plan framework.
HEIs through their boards’ supervision must assume greater responsibility for leadership.

57. Origins of modern university governance
The Oxbridge governance model
The Scottish governance model
The civic university governance model
The Higher Education Corporation model
The US university governance model
Source: Shattock, 2006

58. Governance
The word governance is derived from the Latin verb gubernare, means to steer (Pierre & Peter, 2000).
The allocation of powers and authorities to, and consequently the prudent execution of such powers and authorities by, the members of a Board which founded, established, or entrusted with a social institution or a corporate body for the sole purpose of ensuring the growth, development, and sustainability of the institution or the corporate body.
(Barnett, 1990; Clark, 1983; Gleeson & Shain, 1999; Shattock, 2006; Sufean, 1996)

59. University Governance
The allocation of powers and authorities to members of a Board entrusted with the proper functioning of a university through a prudent execution of the provided powers and authorities for the purpose of ensuring growth, development, and sustainability of the university as a social institution or a corporate body (Anuar Zaini, 2000; Marginson & Considine, 2000).
It is about guiding the processes by which a university steers itself.

60. University Governance
Clark and Neave (1992) refer governance to, the manner in which higher education systems and its institutions are organized and managed, how authority is distributed and exercised, and how both systems relate to governments (p. 1280).
The complex structures and processes that determines the critical decisions and sets long-range policies (Baldridge, 1971).

61. Alternative Definitions
Corporate governance (refers to the way business corporation are directed and controlled).
International interdependence (limits the autonomy of nation states).
New public management (refers to steering and use of corporate management and marketization).
Socio-cybernetic system (limits governing by central actors and there is no longer a single sovereign authority. Governance is the result of interactive processes).
Self-organizing network (refers to coordination of self-organizing networks – public, private and voluntary sectors).
Good governance (refers to accountability between the state and its citizens).
Source: Rhodes (2000)

62. Represents the primacy of academic self-governance.
The Oxbridge governance model
Represents the primacy of academic self-governance.
Oxford and Cambridge
Derived from the medieval concept of a guild of masters recognized by the Pope.

63. The Scottish governance model
Applies at Aberdeen, Edinburgh, Glasgow and St. Andrews in the fifteenth and sixteenth centuries.
Charter of establishment for university (stadium generale) – Aberdeen University, answerable to the Scottish King.
.Edinburgh – answerable to senatus academicus, but was later shift of power from the academic community.

64. Governance model for UK and Commonwealth universities.
The civic university governance model
Governance model for UK and Commonwealth universities.
University charter for university establishment.
Court as the overall governing body.
Council as the executive governing body.
Senate as the academic body made up by academic members.
Shift of governance control away from courts and councils to representative of academic bodies.
Long debate about power in university.

65. Formal structure of a governing body. Faculty members are influential.
The US university governance model
Formal structure of a governing body.
Faculty members are influential.
University governance comprised of many interest groups.
Governing boards share governance with academic members.
University governance reflected the mind-set and aspiration of the founders or the local elites who had pressed for the establishment or foundation of the universities.

66. Legislation in 1988 Education Reform Act in UK.
The Higher Education Corporation university governance model
Legislation in 1988 Education Reform Act in UK.
Polytechnics and other HEIs transferred from local authority control to be independent corporations.
Different from the Oxbridge, the Scottish model and the civic university model.

67. Politics, Authority and Power in University Governance
University governance illuminates some features related to the contest of power in universities (Bargh, et al, 1996; Minor, 2004; Moodie & Eustace, 1974).
A triangle of power tension exists in universities between competing authorities, that is, between the management (executive), the accountable body (council/board of governors) and the professionals (senate/academic board).

68. Politics, Authority and Power in University Governance
University governance reflects the outcome of power plays through power structures and agreement seeking activities or better known as political activities between these different and competing parties.

69. Higher Education System in Malaysia
Migration of the university to the non-European world and its adaptation to the needs of developing societies and the anti-colonial reaction (1538 – 1960s) (Perkin, 1991, p.171).
The development of education system in Malaysia began as early as in 1951 when Barnes Education Committee on Malay Education was appointed (Kamarudin, 1979).

70. MQA
MALAYSIAN QUALIFICATIONS AGENCY ACT 2007
the national body to implement the Malaysian Qualifications Framework, to accredit higher educational programmes and qualifications, to supervise and regulate the quality and standard of higher education providers, to establish and maintain the Malaysian Qualifications Register and to provide for related matters

71. Current System
Internal Governance and External Governance
Internal Governance:
Board of Directors – the highest authority of the university
Section 16 of University Constitution – the Board is the working body of the university, and has the authority to carry out all the powers given it by the university.

72. Current System
Senate – the second highest authority of the university and is chaired by the VC.
Is the academic board and has the right to control and give general directives on education, research and evaluation and the conferring of degrees, certificates and other academic credits.
Composition of Senate:
VC shall be the Chairman
All DVCs
All Deans of Faculty and Heads of Schools, Departments, University Academic Centers and institutes
Not more than 20 Professors who are appointed by the VC

73. Current System
Vice Chancellor – the Chief Executive and the Head of Academia.
Appointed by the Minister of Higher Education after consultation with the University Board of Directors.
Responsibilities of the VC – to ensure that the provisions in the Constitution, Statutes, Procedures, and Regulations are adhered to, and has all the powers to ensure that each of the University’s authorised bodies and committees acts according to the powers or duties which have been stated.
The duration of the appointment is determined by the Minister.

74. Terms
University Constitution should establish the university as a complete corporate entity with comparative freedom from government, specifies its powers and major functions and purpose, provide the principal officers and governing body, gives legislation protection, and provide administrative framework (Hannah & Caughey, 1967, p.3).

75. Terms
University Statutes should be used to implement the application of the act by providing more of the detail necessary to give stability, establish understandable lines of communication and authority, protect academic freedom, define the roles of staff and students, and deal with internal matters (Hannah & Caughey, 1967, p.3)