20140217 blueprint
TRANSCRIPT
March 2014, London | 0
AGENDA
▪▪▪▪▪▪
Background to the Blueprint
Key findings from the education review
Public feedback for the Blueprint
Aspirations and 11 shifts of the Blueprint
1Agenda and Ministry Scorecard
Delivering differently
| 1
What are we trying to achieve?
Objectives of the Education Blueprint
1Understanding the current performance and challengesof the Malaysian education system
2 Establishing a clear vision and aspirations for individualstudents and the education system
3Outlining a comprehensive transformationprogramme for the system, including keychanges to the Ministry
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The Education Blueprint (2013-2025) is unique in three key ways
The largest public consultation processever undertaken by the Ministry – a nationaldialogue on education encompassing all states and abroad range of stakeholders
Anchored on performance againstinternational standards (e.g., TIMSS and PISA),and drawing on international expertise (e.g., World Bank,UNESCO, OECD, international review panel members)
Focused on implementation, with thetransformation of the JPN and PPD as one of the keyshifts, and the establishment of the Education DeliveryUnit (PADU) to drive blueprint delivery
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AGENDA
▪▪▪▪▪▪
Background to the Blueprint
Key findings from the education review
Public feedback for the Blueprint
Aspirations and 11 shifts of the Blueprint
1Agenda and Ministry Scorecard
Delivering differently
| 5
Results for PISA 2012 as compared to 2009, Malaysia improved forMathematics but declined for Reading and Science
2009
Rank Score Rank
2012
Score
AverageScore
OECD 2012
1 Reading 55 414 59 4 398 16 496
2 Mathematics 57 404 52 5 421 17 494
3 Science 52 422 53 1 420 2 501
SOURCE: PISA 2009+, PISA 2012 | 6
Main findings in PISA 2012 OECDAverage
10 top schools in PISA
MATHEMATICS613
573
SM Sri KDU
SMJK (P) China PulauPinang
SMK (A) MAIWP
SM Kuen Cheng (P)
SMA PersekutuanKajang (SMBP)
SMK Sultanah Asma
SMK Damansara Jaya
568
546
543
542
535
533
530
SCIENCE
570
SM Sri KDU
SMK (A) MAIWP
SMJK (P) China PulauPinang
SMK Damansara Jaya
READING580
551
SM Sri KDU
SMA PersekutuanKajang (SMBP)
SMK Sultanah Asma
SMK (A) MAIWP
SAMT Tengku AmpuanJemaah
SMJK (P) China PulauPinang
SM Kuen Cheng (P)
MRSM Kota Kinabalu
SM Teknik Johor Bahru
SMK Ave MariaConvent
530
511
500
498
497
489
487
487
487
485
559
526
523
520
519
501
SMK Tinggi Batu Pahat
SMK Sultanah Asma515
MRSM Kota Kinabalu510
SM Teknik Johor Bahru505
SMA PersekutuanKajang (SMBP)
SM Kuen Cheng (P)
504
502
Maktab Tentera Diraja
MRSM Kota Kinabalu
SMK Ave MariaConvent
520
519
519
494 496| 7
Summary of key findings on drivers of student outcomes
Finding 1: Teachers
Positive finding
Negative finding
1:13 teacher-student ratio today and less than 7% incoming teachers have excellentacademic achievement
Finding 2: Teachers
Finding 3: Learning
Finding 4: Principals
Finding 5: Parents
Finding 6: Curriculum
60% of 412,000 teachers will still be teaching in 20 years time
2 in 3 students fail to meet proficiency standards of English
40% of principals will be retiring in less than 5 years time, and 55% receive no formalpreparatory or induction training
95% students report their parents see their teacher at least once a year, but schools lackcapability to engage parents in the poorest communities
Written curriculum greatly diverges from the taught curriculum in schools
Finding 7: Delivery Overwhelming number of programs, improperly cascaded with weak tracking and notlinked to student outcomes
Finding 8: Organisation Organisation is not a pyramid structure with 13,000 Ministry and JPN staff and 6,000staff at district level, supporting 10,000 schools
Finding 9: Finance
Finding 10: Finance
Finding 11: Schools
Finding 12: Leadership
16% of total government expenditure is on education, amongst the highest in the world
Almost 20 billion RM spent on infrastructure in the last 5 years, but 40% of schools withbuildings, roofs and wiring in critical disrepair
Fast-improving schools and districts exist nationwide
Great practices exist in selected states, demonstrating the effect and existence of greatJPN and PPD leaders
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AGENDA
▪▪▪▪▪▪
Background to the Blueprint
Key findings from the education review
Public feedback for the Blueprint
Aspirations and 11 shifts of the Blueprint
1Agenda and Ministry Scorecard
Delivering differently
| 9
AGENDA
▪▪▪▪▪▪
Background to the Blueprint
Key findings from the education review
Public feedback for the Blueprint
Aspirations and 11 shifts of the Blueprint
1Agenda and Ministry Scorecard
Delivering differently
| 19
13
Quality aspiration: Top third of countries in international assessments by PISA and TIM rankings
Wave 1
Turnaround system by
Wave 2
Acceleratesystemimprovement
Wave 3
Move towards excellence
with increasedsupporting teachers
and focusing on coreskills
operationalflexibility
2013 2015 2020 2025
13years
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What Impact Will This Transformation Journey Have?
Students Parents Teachers &educationists Public
For the transformation of the Malaysian education system tobe effective and sustainable, each participant must
understand the critical role they each play and the benefitsthat they will enjoy. It is envisaged that the programmedefined in this Blueprint will lead to a collective set of
desirable benefits, rights, and responsibilities for each group.
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AGENDA
▪▪▪▪▪▪
Background to the Blueprint
Key findings from the education review
Public feedback for the Blueprint
Aspirations and 11 shifts of the Blueprint
1Agenda and Ministry Scorecard
Delivering differently
| 11
To make these shifts, we have laid out a single, integrated set of initiativesfor the Ministry—1Agenda
Aspirations
MalaysianEducationBlueprint
Initiatives
Blueprintinitiatives
GTP NKRA
ETP
10th MalaysiaPlan
1Agenda100 initiatives
NKEA
Existinginitiatives
Feedbackfrom rakyat
‘Ad-hocprojects’
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Of the 100 initiatives, 25 have been identified as priorityinitiatives 1 Transformasi pendidikan vokasional, termasuk kolaborasi sekolah
100 initiatives under 1AgendaCurriculum and assessment
Penjajaran kurikulum dengan standardantarabangsa
Pelaksanaan HOTS dalam kurikulum,pentaksiran dan latihan
Pelaksanaan dan pengukuhan PBS
Peningkatan kemahiran guru dalam TIMSS danPISA
Pelaksanaan kurikulum Sejarah baharu
Language
Peluasan LINUS 2.0 merangkumi literasi BI
Peningkatan profisiensi guru BI
Pengenalan Kelas pemulihan BM untuk Tahun
4 hingga 6
Peningkatkan standard BM di sekolah -kurikulum sama di SK and SJK
Pembukaan Kelas Peralihan sebagai opsyen
Peningkatan profisiensi guru BM
Pengukuhan BM sebagai bahasa ilmu
Pelaksanaan Cambridge Placement Test (CPT)bagi guru pelatih opsyen BI
Pelaksanaan program English OPS di sekolahmenengah
Pengenalan dan pengukuhan sistem set BI
Penubuhan Majlis Standard Kualiti BI
Pengukuhan peranan ELTC
Pengenalan modul Sastara dalam BI
Pelaksanaan Kelas Pemulihan BI di semuasekolah menengah
Peluasan peluang immersion BI
Pengajaran bahasa tambahan di sekolah
menengah
Specific needs
Penyemakan semula peruntukan guru bagisekolah berenrolmen rendah
Pelaksanaan sarana Peningkatan Sekolahuntuk sekolah kurang murid
Pemindahan SKM sekiranya dipersetujui oleh
komuniti setempat
Pembangunan penyelesaian secaraperbelajaran jarak jauh bagi SKM
Penambahan sekolah K9
Pemilihan lebih banyak guru pelatih dalamkalangan pribumi
Pengukuhan kutipan data dan menjalankan
kajian berkaitan murid OAM
Pemantapan kurikulum KAP dan KEDAP
Pembangunan dan pelancaran pembelajaran
pintas (accelerated learning)
Pembangunan dan pelancaran program pintarcerdas dan bakat
Peningkatan enrolmen dalam program
pendidikan inklusif
Pembangunan alat penilaian dan saringan bagimurid berkeperluan khas
Penyediaan kurikulum dan pentaksiran
berasaskan tahap kebolehan muridberkeperluan khas
Pelaksanaan latihan perguruan yang dibezakan
Naik taraf infrastruktur supaya lebih mesra
untuk murid berkeperluan khas
Pelancaran program Komunikasi Bersepaduuntuk meningkatkan kesedaran murid SEN
School improvement
Pelancaran rintis Program Transformasi Daerahdan peluasan ke seluruh negara
Peningkatan keluwesan operasi untuk jadual
waktu kurikulum dan pengagihan belanjawan
Teachers
Pelancaran High Profile Marketing ke arahprofession pilihan
Piagam Guru (Teacher Charter) termasuk pakejkerjaya dan instrumen penilaian kompetensi
Pelaksanaan pelan induk CPD baharu dan
pangkalan data pengesanan CPD
Peningkatan standard kemasukan guru baharu
dan pengecilan saiz kohort
Penerusan sokongan bagi melanjutkanpengajian kepada guru
Transformasi latihan perguruan praperkhidmatan(IPTA dan IPTS)
Transformasi IPG untuk meningkatkan kualiti
latihan guru
Pelaksanaan kursus induksi kepada guru baharu
Pembangunan instrumen penilaian guru baharuberasaskan kompetensi
Pembangunan portal dan perpustakaan video e-Guru
Pensijilan guru
Latihan guru dengan kerjasama pihak swasta
Penempatan semula guru berprestasi rendah
selepas CPD dan kaunseling
Kajian semula sumber guru, jaminanpenempatan, unjuran keperluan dan
penempatan guru
School leaders
Piagam Pemimpin Sekolah (Principal Charter)
termasuk NPQEL, laluan kerjaya, danmenambahbaik Tawaran Baharu
Pembangunan dan penyepaduan skim
perkhidmatan bagi Pegawai PerkhidmatanPendidikan (PPP)
Pengukuhan lapisan pemimpin pertengahansekolah
Penyemakan semula insentif bagi jawatan yangsukar diisi (sekolah berprestasi rendah/pedalaman)
Resource productivity
Pengagihan semula RM1 billion danpengurangan pembaziran
Pelaksanakan Belanjawan Berasaskan Outcome
(OBB)
Pembangunan dan pelaksanaan sistempengurusan dan pengesanan kewangan
Latihan pegawai dalam semula programkewangan
Delivery capacity
Pengukuhan fungsi teras organisasi danpenstrukturan semula KPM
Pengukuhan kepimpinan JPN dan PPD
Pengintegrasi data pendidikan untuk penghasilan
satu sistem data untuk menambahbaikandashboard
Infrastructure
Penyediaan setiap sekolah dan institusi
pendidikan dengan bajet penyelenggaraan
Naik taraf infrastruktur memenuhi standard
infrastruktur asas (e.g., elektrik, air, bilik darjah)
Naik taraf infrastruktur mencapai standard garisasas infrastruktur (e.g., fasiliti sukan, internet)
Naik taraf semua sekolah mencapai standard
infrastruktur 'masa hadapan' (akan ditentukan)
ICT
Penyediaan 1BestariNet dan perisian kesekolah
Penerokaan penyelesaian secara ICT bagipembelajaran jarak jauh dan pembelajaran
mampu diri (self-paced)
Pengkajian dan perintisan inovasi ICT
Semua guru kompeten dalam literasi dan celik
ICT
Phases and duration of education
Peningkatan enrolmen dan kualiti prasekolah
Peningkatan enrolmen pendidikan rendah
Peningkatan enrolmen pendidikan menengah
Pengenalan pendidikan wajib selama 11 tahun
Parents, community and private sector
Pelaksanaan kempen pendidikan peringkat
kebangsaan
Pelancaran dan pelaksanaan Saranapenglibatan ibu bapa, komuniti dan sektor
swasta
Pengkajian semula dan perombakan bantuan
kewangan berdasarkan keperluan (cth:KWAPM)
Peluasan peranan PIBG
Penambahbaikan program Sekolah Amanah
Perombakan program Sekolah Angkat
Peningkatan biasiswa daripada sektor swasta
Pathways
Peluasan sekolah antarabangsa (internationalschools)
Penambahan bilangan SMKA dan SABK
Pemasaran STAM ke peringkat antarabangsa
Pembangunan kurikulum kebangsaan bagi
sekolah agama berdasarkan Dini dan Tahfiz
Pensijilan bagi graduan dari sekolah agama
Pengenalan kaunseling kerjaya (profil kerjaya)
bagi setiap murid
Pemerkasaan sekolah seni dan sekolah sukan
Peningkatan program Sukan Untuk Semua(1 Murid 1 Sukan) dan sukan untuk
kecemerlangan
Pengukuhan Pelan Transformasi Vokasional
termasuk meningkatkan dan mempelbagaikan
kolaborasi dengan industri
Penjenamaan semula Tingkatan 6 dan
Matrikulasi
Unity
Pembangunan instrumen dan kajian tinjauan
untuk mengukur perpaduan
Pengenalan program khidmat masyarakat
sebagai syarat untuk graduat pendidikanmenengah
Pengukuhan Pend. Islam, Pend. Moral danSivik dalam kurikulum
Perombakan dan penjenamaan semulaProgram RIMUP
Penerusan dan pengukuhan aktiviti ko-
kurikulum (Kelab Sukan & Permainan,Persatuan dan Badan Beruniform)
Penyemakan dan pengemas kinian struktursistem persekolahan
vokasional dengan industri
2 Penjajaran kurikulum dengan standard antarabangsa
3 Peningkatan kemahiran guru dalam TIMSS dan PISA
4 Peluasan LINUS 2.0 merangkumi literasi B. Inggeris
5 Peningkatan profisiensi guru Bahasa Inggeris
6 Piagam Guru (Teacher Charter) termasuk pakej kerjaya dan instrumenpenilaian kompetensi
7 Pelaksanaan pelan induk CPD baharu
8 Piagam Pemimpin Sekolah (Principal Charter) termasuk NPQEL, laluankerjaya, dan menambahbaik Tawaran Baharu
9 Program Transformasi Daerah, termasuk School ImprovementProgramme (SIP+ and SISC+) dan Sekolah Berprestasi Tinggi
10 Penjenamaan semula Matrikulasi dan Tingkatan 6
11 Peningkatan enrolmen dalam program pendidikan inklusif, termasukinfrastruktur supaya lebih mesra untuk murid berkeperluan khas
12 Penyediaan 1BestariNet dan perisian ke sekolah
13 Pelaksanaan Belanjawan Berasaskan Outcome (OBB)
14 Penstrukturan Kementerian (fungsi utama)
15 Pengintegrasi data pendidikan untuk penghasilan satu sistem data untukmenambahbaikan dashboard
16 Pengukuhan kurikulum Pend. Islam, Pend. Moral dan Sivik
25Penukaran sekolah yang padat menjadi sekolah
satu sesi
priorityinitiatives
17 Perombakan dan penjenamaan semula Program RIMUP
18 Peningkatan enrolmen ke prasekolah berkualiti
19 Transformasi IPG untuk meningkatkan kualiti latihan guru
20 Pelaksanaan HOTS dalam kurikulum, pentaksiran dan latihan
21 Pelaksanaan sarana penglibatan ibu bapa, komuniti dan sektor swasta
22 Penyemakan semula nisbah guru-murid bagi SKM
23 Naik taraf infrastruktur asas bagi memenuhi standard (e.g., elektrik, air,bilik darja, tandas)
24 Penjajaran Bajet
25 Penyediaan dan pelancaran portal dan perpustakaan video eGuru | 13
As a Ministry, the most important outcomeswe need to achieve in 2013 are captured in the
Ministry ScorecardBlueprint outcomes (2013)
96%88%82%
5%9%3%
primary enrolment
lower secondary enrolment
upper secondary enrolment
NKRA outcomes (2013)
87%100%
1101.5%35%
100%100%
100%
pre school enrolmentpublic pre schools completed Pre-schoolStandard Quality self assessmentHigh performing schoolsschools are Bands 6 or 7schools are Bands 1 or 2BM literacy in Year 3numeracy in Year 3
teachers that went through English trainingimprove by one proficiency band
16 year olds enrolled in vocational school
reduction in urban-rural gap
improvement in UPSR & SPM
NKEA outcomes (2013)
RM 960 b
RM 37 b
RM 148 b
400,000
56,400
225
100%
overall GNI
individual NKEA GNI
overall private investment
enrolment in private preschools
children enrolled in private childcare
new students enrolled through the buying ofplaces from established schools / operations
schools connected at least up to 4Mbps
Target English literacy to be determined in June
SRI outcomes (2013)
Processes completed anduploaded to Ministry website forinternational, vocational andtechnical school
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AGENDA
▪▪▪▪
▪▪
Background to the Blueprint
Key findings from the education review
Public feedback for the Blueprint
Aspirations and 11 shifts of the Blueprint
1Agenda and Ministry Scorecard
Delivering differently
| 15
Most education transformation efforts globally fail
Only 12 education systems reforms have beensuccessful in the past decade
Only 30% of large-scale transformationprograms deliver results
PercentHong Kong, Korea, Latvia, Lithuania,Ontario, Poland, Saxony, Singapore,
Successfully Slovenia, Boston, Long Beach,Transformed England
Austria, Belgium, Bulgaria,Colombia, Cyprus, Czech Republic,Denmark, France, Greece, Hungary,Iceland, Indonesia, Iran, Ireland,Israel, Italy, Liechtenstein,Luxembourg, Mexico, Morocco,Netherlands, New Zealand, Norway,Portugal, Romania, Russia,Stagnated or Scotland, Slovak Republic, Spain,Declined Sweden, Switzerland, Thailand,Tunisia, Turkey
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43+ 30% ofeffortsfailing toachievetargetimpact
70
Examples
1 43 education systems participating in at least 3 international assessments since 1999
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The Blueprint lays out an ambitious, fast and complextransformation of the Malaysian education system
EXAMPLE
Ambition ▪ Aims to move Malaysia from bottom third to top third ofschool systems globally (with rapid sustained improvement)
Timeframe▪ Spans 13 years and has to remain relevant until 2025
▪ Needs to produce visible results within 3 years (by 2015)
▪ Roll out new teacher career package to 400,000 teachers (one-Operationalmagnitude
third of the civil service)
▪ Increase JPN and PPD organisation by 2,000 staff
▪ Upskill ~50,000 English language subject teachers
▪ Optimise costs and learning outcomes for ~2,500 SKMs (manyin rural or remote areas)
Stakeholdercomplexity
▪ Requires buy-in from disparate stakeholder groups (unions,NGOs, parents, business leaders, Opposition, former Ministers)
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10 Early Wins from the 25 priority initiatives
District TransformationProgramme
Pilot rolled out in Sabah and Kedah, encompassing 2,551 schools, ~89,000 teachers and ~1mn students. Both states recorded best performance on UPSR in over eight years;Kedah and Sabah improved by 0.06 and 0.07 points respectively versus national average of0.04. Kedah and Sabah are the two most improved states across Malaysia in 2013.
99% of all Year 3 students literate in BM and numerate after 3 years of schooling.LINUS English rolled out in 2013. Baseline literacy for English established at 50% for Year 1students. Within four months, literacy rates improved to 63%
Quality of intake improved significantly. 42% of the latest intake are high performers with aminimum of 7As achieved in their SPM examination; ~70% of the intake achievedminimum of 5As in SPM.
New performance-based selection criteria and merit-based process approved,replacing the prior tenure-based model for selecting and appointing new principals
Parent engagement toolkits were distributed to all 10,087 schools in Malaysia, signalingthe renewed focus on parental engagement as a lever to improve outcomes
5000 English teachers completed up-skilling programmes in language proficiency
4.7% of students are now enrolled at the upper secondary level in technical andvocational training
LINUS
IPGM reform
Principal charter
Parent, community &private sector engagementEnglish teacherproficiency
TVET
Inclusive education
Ministry transformation
Basic infrastructure
9.2% special education needs students are now enrolled in inclusive educationprogrammes
Greater power of representation was provided to JPNs, starting with Sabah / Sarawak, forcontract work of up to RM 5mn (from RM500K), and services and supply contracts up to RM5mn (from RM2.5mn)
Approximately 1608 critical repair projects completed, giving students access to a steadyelectricity and water supply, as well as proper building infrastructure
International experts on education reform says… Prof. Michael FullanSpecial Advisor to the Premier and Minister of Education, Ontario
Dr. Andreas SchleicherHead of the Indicators and Analyses Division,OECD
Dr. Hanan Khalifa Cambridge English Head Of Research And International Development
▪ Malaysia is one of the countries where the results for Mathemetics in the 2012 PISA rankings exhibited the biggest growth.
▪ Another sign that points towards Malaysia being able to carry its plan for education to fruition was the existence of top performing schools in the country.
▪ These schools show that it is possible. There is good evidence in Malaysia; we don't have to look to Japan, Singapore or Shanghai...there are world class schools in Malaysia and they show that the highest level of performance is possible.
• The ingredients in the blueprint were the right ones, but there needed to be hard work on the ground to get headmasters to be better leaders and for teachers to be stronger.
• There can be progress within a fairly short period, about five years, but steps must be taken to ensure teachers and principals have the skills to do it.
• Principals must not just manage schools, but lead in learning. Communication with parents and the broader community is the other factor...with both problems and successes communicated
• The Education Ministry is on the right path to bring not just good, but very good English. The aspirations in the blueprint are spot on
• Malaysia was commendable because it was one of the few countries carrying out an evaluation of its students' proficiency in English. "It wants to improve using research, and collect the right evidence to know that it is achieving realistic targets. Not many countries in the world do this.
our transformationour legacy
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BACKUP SLIDE
The Education Blueprint builds upon the strengths of previous reports andplans as its basis for development
1956 Razak Report Education Development MasterPlan 2006-2010 (PIPP)
Outlines 6 thrusts to realize Vision2020
1960
1961
1971
1979
1988
1996
2001
2006
Rahman Talib Report
Education Act
Tun Hussein Onn Report
Cabinet Committee Report
National Education Philosophy
Education Act
Education Development Plan
Education Development MasterPlan
–
–
Nation Building
Developing Human Capital
–
–
–
–
Strengthening the NationalSchool
Bridging the Education Gap
Elevating the TeachingProfession
Accelerating Excellence ofEducational Institutions
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The Education Blueprint incorporates multiple sources of input
12469
Malaysian and
UNESCO
InternationalIndependentReview PanelMembers
MalaysianEducation SystemReview Blueprint
Ministry ofEducationTaskforce
World Bank
University(IPTAs)
TIMSS
EducationLabs
PISANational Dialogue: Thousands
Education ReviewFocus Groups, Workshops,Surveys800 Principals11,000 Teachers13,000 Students500 JPN PPD Officers
of people to engaged via townhalls, roundtables, focus groups,surveys:
Ministry, state, and district officers
… across every state
Principals StudentsTeachers Parents Members of the public
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To maximise chances of success, the Ministry will make several changes
▪ Carefully sequence initiatives in three waves until 2025
1 Develop a focusedProgramme with afew big outcomes
▪▪
Initially pursue initiatives suitable for our current starting point (Poor to Fair)
Stay focused on a few priorities: e.g. (i) Improving classroom teaching ii) Enhancingschool leadership iii) Raising English proficiency
▪ Publicly commit to ambitious targets (e.g. access, quality, equity)
▪ Secure unwavering commitment from PM, Minister, KPPM and KSU
▪ Focus on strengthening 200 pivotal leadership roles in MOE, PPDs, JPNs2
3
Strengthen Ministryleadership andcommitment
Establish theEducation DeliveryUnit (PADU)
▪ Set up a small high-powered Blueprint delivery unit within MOE
▪ Establish discipline of rigorous monitoring and problem-solving on delivery
▪ Establish consistent KPIs – from Minister, KPPM, KSU, top leaders to JPN, PPDheads and to schools
4
Intensify internaland externalperformancemanagement
▪ Follow-though with regular robust performance dialogues, rewards & consequences
▪ Transparently report performance regularly to help the public and media hold thegovernment accountable
5 Engage and winover MOE andstakeholders
▪ Fully engage external and internal stakeholders (e.g. JPN, PPD and schools)
▪
▪
Develop and reinforce a single constant story on Malaysia’s transformation journeyfrom a Poor to Great education system
Communicate compelling early-impact the rakyat can touch, see and feel
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