1. Naimah Ishak, PhD Mdm. Siti Bahijah Bakhtiar
Education Development Master Plan ( ) – Key to Sustainable Development: The Malaysian Experience
Naimah Ishak, PhD
Mdm. Siti Bahijah Bakhtiar
SEA ESD Coordination and Capacity Building Workshop, 9-12 September 2008, Manila, Philippines,

2. Education Development Master Plan (EDMP) 2006-2010
Outlines the policy, focus, strategies, action plans and indicators to make national education relevant and of quality
Attention given to history, gaps and achievements in education
Projects focus on three main aspects: hardware, software and the human resource
In ensuring the success of the national mission, the MOE has prepared a comprehensive Education Development Master Plan (EDMP) which outlines the focus, main strategies and implementation plans to make national education relevant to current and future needs. Any gaps or deficiencies in education will be given due attention. The process of analysing the history, development and achievements in education is crucial in outlining the strategies of the EDMP.

3. Narrowing the Gaps in Education Accomplishments
Inadequate supply of electricity and clean water
Insufficient classrooms and high number of double-session schools
Old school buildings requiring high maintenance
Insufficient science laboratory facilities
Low participation rate at secondary level
Pupils who have not acquired 3R skills
Dropout rate from MOE schooling system
Low participation and achievement of children with special needs, the Orang Asli and Penan
Insufficient trained teachers in critical subjects
Despite the many successes, the MOE realizes that narrowing the gap between the high ends and the low ends i.e. between the high achievers and low achievers – boys, girls, ethnic groups, orang Asli, urban, rural; digital divide; special education is crucial because it has so many consequences. As such, the MOE will continue efforts in addressing new challenges and fulfilling the needs in education. These issues include:
Inadequate provision of electricity supply particularly in rural schools
Inadequate supply of clean water particularly in rural schools
Insufficient classrooms and high number of double-session schools
Old school buildings (exceeding 30 years) requiring high
Maintenance Insufficient classroom/science laboratory facilities
Low rate of student participation at the secondary level

4. Conceptual Framework
Figure 1.2 presents the conceptual framework of Educational Development Master Plan ( ) which encompasses foundation for development, educational development thrusts, approaches, strategic thrusts of EDMP, critical success factors and objective of EDMP that is providing Quality Education for All. First, there are various variables in each component which are considered in designing the conceptual framework of EDMP. Second, even though, the framework implies a linear process, nevertheless each component can feed back to improve inputs at previous stage to ensures Quality Education for All. For example, specific action plan identified for strategic thrusts such as Nation Building may be modified during the implementation and so forth.

5. EDMP APPROACH EQUITY AND EQUALITY IN EDUCATION
Strengthening the National School
Bridging the Education Gap
Enhancing the Teaching Profession
Promoting excellence of educational institutions by establishing education clusters
TWO MAIN
APPROACHES
The aim of the EDMP is to provide quality education for all. To ensure this goal is achieved, two main approaches have been identified under the 9MP:
Complete tasks specified under the previous five-year plan, ensure access to education for all and to provide equal opportunities for all students.
Further develop the potential of schools in their respective clusters, enabling teachers and students to promote the schools and the national education system at the international level.

6. STRATEGIC THRUSTS OF EDMP
Nation Building
Thrust 2
Developing Human Capital
Thrust 3
Strengthening National Schools
Thrust 4
Bridging the Education Gap
Thrust 5
Enhancing the Teaching Profession
Thrust 6
Accelerating Excellence of Educational Institutions
First thrust: Nation-Building
Focuses on nation-building through education. The MOE aspires to produce citizens with ‘glokal’ and patriotic outlook, who value and treasure the cultural heritage and arts from the formative school years.
Second thrust: Developing Human Capital
Focus on the development of value systems, discipline and character building of students. This thrust aspires to produce students competent in Science and Technology, innovative, creative and marketable.
Third thrust: Strengthening the National School
National schools (primary and secondary) as the ‘school of choice’ - sufficient and quality education facilities including clean water, electricity supply and ICT infrastructure; sufficient trained teachers according to specialisation and support staff.
Fourth thrust: Bridging the Education Gap
To bridge the education gap in terms of the provision of physical and non-physical amenities, students’ achievements and drop-out rate. To develop infrastructure and educational facilities; increase aid for poor students, students with special needs and minority groups, bridge the digital divide and emplace trained teachers according to subject specialisations in rural and interior areas.
Fifth thrust: Enhancing the Teaching Profession
Enhance the teaching profession are aimed at making it a respected profession in line with the responsibility of moulding future generations. Upgraded teacher training colleges to Institute of Teacher Education, improve the system for teacher selection, services, placements and welfare.
Sixth thrust: Accelerating Excellence of Educational Institutions
The establishment of cluster schools based on academic, co-curriculum and sports. Offer various examinations at the international level such as the International Baccalaureate. These schools will be benchmarked and showcased at the international level in line with efforts to develop a quality and world-class education system.

7. Thrust 1: Nation Building
To produce citizens who are ‘glocal’ and patriotic, value cultural heritage and arts from formative school years
Strengthening the Malay language, improving discipline, implementing the Student Integration Plan for Unity (RIMUP) including co-curricular and sports activities
The first thrust focuses on nation-building through education. The MOE aspires to produce citizens with ‘glokal’ and patriotic outlook, who value and treasure the cultural heritage and arts from the formative school years. The desire to build a nation can be achieved by strengthening the Malay language, improving students’ discipline, fully implementing the Student Integration Plan for Unity (RIMUP) including co-curricular and sports activities to develop the identity and to cultivate positive traits and courtesy among students.

8. Thrust 2: Developing Human Capital
Produce students competent in S&T, innovative, creative and marketable
Focus on the development of value systems, discipline and character building of students
Provide a holistic assessment and evaluation system
Mould student discipline and with emphasis on cleanliness, health and safety
For the second thrust, the MOE will focus on the development of value systems, discipline and character building of students. This thrust aspires to produce students competent in Science and Technology, innovative, creative and marketable. The MOE will provide a holistic assessment and evaluation system, mould student discipline and emphasise on cleanliness, health and safety.

9. Thrust 3: Strengthening National Schools
Focus on strengthening the national schools as the ‘school of choice’
Equip national schools with sufficient and quality facilities including clean water, electricity and ICT infrastructure
Provide sufficient trained teachers according to specialisation
The third thrust focuses on strengthening the national schools (primary and secondary) as the ‘school of choice’. In this regard, national schools will be well equipped with sufficient and quality education facilities including clean water, electricity supply and ICT infrastructure. These schools will have sufficient trained teachers according to specialisation and support staff.

10. Thrust 4: Bridging the Education Gap
Before
Bridge the education gap in the provision of physical and non-physical amenities, student achievement and drop-out rate
Provide edn infrastructure and facilities especially in rural Sabah and Sarawak
Increase aid for students who are poor, with special needs and the minority groups
Bridge the digital divide
Emplace trained teachers in rural and interior areas
The MOE aims to bridge the education gap in terms of the provision of physical and non-physical amenities, students’ achievements and drop-out rate. Hence, in the fourth thrust, the MOE will continue to develop infrastructure and educational facilities especially in the rural areas of Sabah and Sarawak. These schools will be provided with the required infrastructure as stipulated under the 9MP. The MOE will also increase aid for poor students, students with special needs and minority groups, bridge the digital divide and emplace trained teachers according to subject specialisations in rural and interior areas.
After

11. Thrust 5: Enhancing the Teaching Profession
Enhance the teaching profession in line with the responsibility of moulding future generations
Upgrade Teacher Training Colleges into Institutes of Teacher Education to raise teacher qualification to degree level
Improve the system for teacher selection, services, placements and welfare
The fifth thrust focuses on efforts to enhance the teaching profession in line with the responsibility of moulding future generations. The MOE has upgraded teacher training colleges to Institute of Teacher Education to raise the qualification of teachers to degree level. The MOE will also improve the system for teacher selection, services, placements and welfare.

12. Thrust 6: Accelerating Excellence of Educational Institution
Establish of cluster schools based on niche areas in academic, co-curriculum and sports
Selected schools in these clusters will be linked to renowned local and international institutions and become model schools
Benchmark and showcase cluster schools at the international level
The effort to accelerate excellence in educational institutions is through the establishment of cluster schools based on academic, co-curriculum and sports. Selected schools in these clusters will be linked to renowned local and international institutions and become model schools. These schools will offer various examinations at the international level such as the International Baccalaureate. These schools will be benchmarked and showcased at the international level in line with efforts to develop a quality and world-class education system.

13. EDUCATION DEVELOPMENT
EDMP
(Education Development Master Plan)
(High Impact Projects)
HIPs
PHYSICAL DEVELOPMENT
HUMAN CAPITAL DEVELOPMENT
BRIDGING THE EDUCATION GAP
BRIDGING THE EDUCATION GAP
(QUANTUM LEAP IN RURAL EDUCATION)
EQUIPMENT
NATION BUILDING
SCHOOL LEADERSHIP
DEVELOPING HUMAN CAPITAL
STRENGTHENING NATIONAL SCHOOLS
TEACHER
ENHANCING TEACHER PROFESSION
CURRICULUM & COCURRICULUM
ACCELERATING EXCELLENCE OF EDUCATION INSTITUTIONS
MANAGEMENT, AID AND SUPPORT SERVICES

14. Key Performance Indicators
IMPACT
Key Performance Indicators
Current 2005/6
Target 2008
Level 1 primary school pupils with skills in reading, writing and arithmetic (3Rs) increased
92.3%
95.0%
Pupils requiring remedial programmes decreased
7.7%
<5%
The need for Tuition Voucher Scheme reduced
100%
80%
Achievement gap narrowed among pupils
1-14%
by subject
-20%
of the gap
Secondary students taking MPV increased in rural areas 5% 8%
Dropout rate reduced in rural areas
Primary 1.2% Secondary 16.7%
Primary <1%
Secondary<10%
Health of pupils in rural areas improved
– attendance rate increased
High
Low
Quality and experienced teachers more prepared to serve in remote areas

15. Critical Success Factors
Engaging diverse groups through seminar and dialogue
Securing the commitment and cooperation of various parties
Managing the Plan efficiently and effectively
Effective strategic planning at macro and micro levels
Set up monitoring and working committees to ensure smooth implementation at federal, state, district and school levels
Critical Success Factors:
Engaging diverse groups through seminar and dialogue:
Education is a national agenda that involves and requires the commitment of all stakeholders. Thus, one of the initiatives by the MOE is to address the capacity building in terms of its policy, strategy or action taken to ensure the stakeholders comprehend EDMP and be able to translate the theory into practice at their respective levels. As such, series of talks (ceramahs) on EDMP are carried out at all levels of education and non-governmental organizations (such as National Union Teaching Profession and Tamil Education Society) to provide in-depth information on EDMP and getting feedback to further improve EDMP.
Commitment and cooperation of various parties:
The success of the education system is based on its ability to benefit the target groups and raise the standard of living, and depends on the strong cooperation within and outside the MOE.
Educational issues are complex and sometimes beyond the control and expertise of the MOE to resolve it. All parties should be aware and accept the fact that the education agenda can be achieved together.
Efficiently and effectively managed to make the education agenda a success:
The involvement, commitment and cooperation of various parties are important in ensuring that all information, communication, financial resources, manpower and expertise are efficiently and effectively managed to make the education agenda a success.

16. COMMITTEES Top Mgt EDMP Monitoring Special Committee
Level
Committee
Chairperson
Top Mgt
EDMP Monitoring Special Committee
Minister of Education
MOE
EDMP Working Committee
Secretary General & Director General
State Education
SED Director

17. Implementation Strategies
Implementation strategy consists of action plan, activity, indicator, achievement indicator and target
Key performance indicators (KPI) and internal accountability
Publish EDMP Report Card every 6 months for feedback to government and public
Six strategic thrusts as outlined in the EDMP is further crystallized into implementation strategy which consists of action plan, activity, indicator, achievement indicator and target. Each activity is outlined with key performance indicators (KPI) which is represented in numbers or percentage. The KPI is a powerful tool to foster the internal accountability of the implementers. KPI is used towards quality improvement in education.

18. Conclusion
The successful implementation of EDMP is crucial towards achieving the national education needs, aspirations and visions
Require deep reciprocity between the planners or the policy makers and the implementers
Conclusion:
The education system needs to change from the ‘one size fits all’ approach to one that is consistent with local needs and the environment. The challenges of globalization and liberalization have necessitated MOE to elevate the national education system to a higher level to ensure that Malaysian graduates are able to compete and contribute at the international level. Thus, the successful implementation of EDMP is crucial towards achieving the national needs, aspirations and visions.
11.2 The Education Development Master Plan’s journey entails a deep reciprocity between the planners or the policy makers and the implementers.

19. THANK YOU http://www.moe.gov.my
The EDMP is important to the achievement of the National Mission and Vision It provides a firm foundation to elevate the education system to a higher level and making it world class.
THANK YOU.