Syllabus Design and Development

ASPIRATIONS FOR THE ▪ Efficiency: The Malaysian education system has always been
well-funded, yet improvements in student outcomes have not
MALAYSIAN EDUCATION SYSTEM always matched the resources channelled into the system. While
the Government will maintain current levels of investment, the
AND MALAYSIAN STUDENTS aspiration is to further maximise student outcomes within the
In order to properly address the needs of all Malaysians, and to prepare current budget levels.
the nation to perform at an international level, it is important to first
envision what a highly-successful education system must accomplish, EXHIBIT 7
particularly in the Malaysian context. What kinds of students are
best-prepared to meet the challenges of a 21st century economy? What
Five system aspirations for the Malaysian education system
kind of education prepares them for this rapidly globalising world?
These aspirations comprise two aspects: firstly, those for the education
system as a whole, and secondly, those for individual students. This
100% enrolment across all levels
vision, and these aspirations, will set the stage for the transformation Access from preschool to upper secondary by 2020
of the Malaysian education system.

System aspirations Top third of countries in international

Quality assessments such as PISA and TIMSS in 15 years
There are five outcomes that this Blueprint aspires to for the Malaysian
education system as a whole: access, quality, equity, unity, and
efficiency (Exhibit 7 ). These outcomes are in line with the aspirations 50% reduction in achievement gaps
articulated by participants during the National Dialogue, and are Equity (urban-rural, socio-economic and gender) by 2020
comparable to outcomes set by other high-performing education
systems. Action across all five areas is important, and no initiative in
An education system that gives children shared values
one area should detract from or undermine progress in another.
Unity and experiences by embracing diversity

▪ Access: Every Malaysian child deserves equal access to an

education that will enable that child to achieve his or her potential.
The Ministry thus aspires to ensure universal access and full A system which maximises student outcomes within
enrolment of all children from preschool through to upper Efficiency current budget
secondary school level by 2020.

▪ Quality: All children will have the opportunity to attain an

excellent education that is uniquely Malaysian and comparable Student aspirations
to the best international systems. The aspiration is for Malaysia Beyond these system-wide outcomes, stakeholders were also very clear
to be in the top third of countries in terms of performance in on what “quality” should be at the individual student level. In a nutshell,
international assessments, as measured by outcomes in TIMSS and educators, parents, students, and other members of the public were
PISA, within 15 years. TIMSS and PISA currently test for literacy, united in a vision of education as a vehicle for the holistic development
Mathematics, and Science only. Additional assessments that address of children from the intellectual, spiritual, emotional, and physical
other dimensions of quality that are relevant to the Malaysian dimensions. This is the same vision that has underscored all education
context may be included as they are developed and become accepted improvement efforts since the National Education Philosophy was
international standards. written in 1988.

▪ Equity: Top-performing school systems deliver the best possible Looking ahead, the Blueprint will continue to use the National
education for every child, regardless of geography, gender, or socio- Education Philosophy’s vision of a balanced education as its foundation
economic background. The Ministry aspires to halve the current for individual student aspirations. It has also drawn on learnings from
urban-rural, socio-economic, and gender achievement gaps by other high-performing systems to develop a refined articulation of
2020. the specific skills and attributes that students would need to thrive in
tomorrow’s economy and globalised world (Exhibit 8):
▪ Unity: As students spend over a quarter of their time in school
from the ages of 7 t0 17, schools are in a key position to foster ▪ Knowledge: At the most basic level, every child will be fully literate
unity. Through interacting with individuals from a range of socio- and numerate. Beyond this, it is important that students master core
economic, religious, and ethnic backgrounds, students learn to subjects such as Mathematics and Science, and are informed with a
understand, accept, and embrace differences. This creates a shared rounded general knowledge of Malaysia, Asia, and the world. This
set of experiences and aspirations to build Malaysia’s future on. would include their histories, people, and geography. Students will
The Ministry aspires to create a system where students have also be encouraged to develop their knowledge and skills in other
opportunities to build these shared experiences and aspirations that areas such as the arts, music, and sports.
form the foundation for unity.
 ▪ Thinking skills: Every child will learn how to continue acquiring conflicts peacefully, to employ sound judgement and principles
knowledge throughout their lives (instilling a love for inquiry during critical moments, and to have the courage to do what is right.
and lifelong learning), to be able to connect different pieces of The education system also seeks to nurture caring individuals who
knowledge, and to create new knowledge. Every child will master gainfully contribute to the betterment of the community.
a range of important cognitive skills, including critical thinking,
reasoning, creative thinking, and innovation. This is an area where ▪ National identity: An unshakeable sense of national identity, tied
to the principles of the Rukun Negara, is necessary for Malaysia’s
EXHIBIT 8 success and future. Every child will proudly identify as Malaysian,
irrespective of ethnicity, religion or socio-economic status. Achieving
this patriotism requires that every child understands the country’s
Six key attributes needed by every student to be globally competitive history, and shares common aspirations for the future. Establishing a
true national identity also requires a strong sense of inclusiveness.
Every student will have … This can be achieved through not only learning to understand and
accept diversity, but to embrace it.

L eadership
skills B ilingual
proficiency

Thinking
skills Ethics and
spirituality

K nowledge National identity

… aligned with the National Education Philosophy

the system has historically fallen short, with students being less able
than they should be in applying knowledge and thinking critically
outside familiar academic contexts.

▪ Leadership skills: In our increasingly inter-connected world,

being able to lead and work effectively with others is critical. The
education system will help every student reach his or her full
potential by creating formal and informal opportunities for students
to work in teams, and to take on leadership roles. In the context of
the education system, leadership encompasses four dimensions:
entrepreneurship, resilience, emotional intelligence, and strong
communication skills.

▪ Bilingual Proficiency: Every child will be, at minimum,

operationally proficient in bahasa Malaysia as the national language
and language of unity, and in English as the international language
of communication. This means that upon leaving school, the student
should be able to work in both a bahasa Malaysia and English
language environment. The Ministry will also encourage all students
to learn an additional language.

▪ Ethics and Spirituality: The education system will inculcate Extract from a mainly social and economic efficiency curriculum
strong ethics and spirituality in every child to prepare them to rise Malaysia Education Blueprint 2013-2025 available from https://
to the challenges they will inevitably face in adult life, to resolve www.moe.gov.my/images/dasar-kpm/articlefile_file_003108.pdf