Current Issues

PRIVATIZATION OF EDUCATION

PRESENTER:WAN NUR SYAZWANI WAN MOHD LUDIN

NURHAFIZAH SUHARIANIS SABRINA SHAIB

PRIVATE SCHOOL

INTRODUCTION

• Private education is education provided to students by private educational institutions

• Private educational institutions are institutions that fully funded by the private sector and do not has government support.

• It was established since 1950s , primarily as a way for students who are unable to continue their education in government schools to obtain their basic certificates.

• In the early 1970s there was a shift to the role and functions of the private education system in which private education began emphasizes pre- university courses.

Private Education Division (PED)• The Private Education division (PED) is one of

the seven divisions under the Education Operations Sector, Ministry of Education Malaysia.

• The primary function of the Private Education division, also known as Bahagian Pendidikan Swasta (BP Swasta) is to plan, monitor and regulate the development of the country's private education at the pre-tertiary level.

• PED’s roles are prescribed under the Education Act 1996 (Act 550)

• National Key Results Area (NKRA) – PED is responsible for the registration of new private

preschools in increasing the participation of the private sector in the provision of access to quality preschool education

• National Key Economic Areas (NKEA– PED will facilitate and enable three particular Entry Point

Projects or EPP, namely EPP 1: Rapid Scale-up of Quality Early Child Care and Education (ECCE) Operators; EPP 3: International School Ramp-up; and EPP 13: Public-Private Partnership or PPP Schools.

OBJECTIVES

• To ensure that the policy implementation and direction of the private education are in line with the Government Transformation Programme and the Economic Transformation programme

• To ensure that the education provided by PEIs are of world class quality and relevant to the manpower needs of the country

• To ensure that all PEIs are registered and adhere to the laws and regulations as stipulated in the Education Act 1996 (Act 550)

• To administer effective and efficient monitoring of PEIs and enforcement of laws and regulations pertaining to education

• To ensure that PEIs provide high quality educational information structure and infrastructure, and adhere to standards set up for producing educational excellence

• To make Malaysia a reputable Centre of Educational Excellence that offers quality value for money education

• To promote education as a viable income generating industry.

Roles of PED

• Policy Implementation and Direction for Private Education

• Quality Private Educational Institutions.

• Facilitating the Establishment of PEIs.

• Monitoring and Enforcement of Legislation

• Advisory Services

• Data and Information Centre

• International Marketing

PRIVATE SCHOOL

CATEGORY

Types of Private School• Nurseries & Kindergarten

– EtonHouse Malaysia International Pre-School– Tulip Montessori Nursery & Play School

(Bangsar, KL)

• International Schools– Kolej Tuanku Ja'afar – Nexus World-School, Putrajaya

• Early Childhood Education Programmes Providers– Kolej DiKa (Owned and operated by Akademi

Pendidikan Jati Sdn Bhd)– Methodist College Kuala Lumpur

• Enrichment Centres– Opus Academy of Music Sdn Bhd– Crestar Learning Centres

• National Museum of Malaysia, KualaLumpur -Edu-(Recreational Places)– Kayang Archaeological Museum

• Private School (Primary)– Sekolah Sri Acmar– Sapura Smart School (Rendah)

• Private School (Secondary)– Tunku Putra School (Secondary)

– Sapura Smart School

• Chinese Independent Schools– Penang Chinese Girls Private High School

Persendirian

• Special Education– Sekolah Kanak-Kanak Istimewa Johor Bahru

• Private Religious Primary School– Sekolah Rendah Al Itqan

• Private Religious Secondary School– Sekolah Menengah Ibnu Khaldun

• Expatriate Schools– Chinese Taipei School (Pulau Pinang)– Horizon Turkish Ekspatriate School

• Private Correspondence Schools– Maktab Adabi Gaya Pos

• Kindergarten Programme Franchisors– Smart Reader Worldwide Sdn Bhd

• Edu-Products Suppliers/Service Providers– Popular Book Co. (M) Sdn Bhd

Kindergartens / Pre-schools (covering a period of one to two years)

•

Private pre-schools or kindergartens are designed for children between the age of four and six for an education period of one to three years.

• They offer a range of early childhood programmes at a fee. – designed to meet the diverse needs of young children during the most crucial years of their

life.

• Pre-school education is part of the National Education System, and the roles of operators in early childhood education are under the control of the Ministry of Education. – All kindergartens are required to follow the National Pre-school Curriculum introduced by

the government.

• Many private kindergartens implement their own curriculum following tested and well-conceived early childhood learning methodologies. However, these curricula may only be applied in addition to the National Pre-school Curriculum.

• Besides stand-alone establishments, many private kindergartens are part of a chain using a franchise approach, or part of more prominent private higher education institutions offering pre-school, primary and secondary schooling.

Primary Schooling (covering a period of five to seven years)

•

Private primary schools in Malaysia offer either primary schooling only (Standard One to

Standard Six) or they may be part a larger institution that offers both primary and

secondary schooling to the more affluent segment of the Malaysian society.

• The Ministry of Education (MOE) has formulated a curriculum, namely the National

Curriculum, that all schools (irrespective of private or public) registered under the

Education Act 1996 are mandated to adopt. Besides the National Curriculum, private

schools offer similar core subjects as national schools and prepare students for the same

public common examination i.e. Ujian Penilaian Sekolah Rendah UPSR.

• Through its Private Education Division, MOE also implements strict guidelines on the

registration and operation of all private schools to ensure that quality education is

offered by private education providers.

Primary Schooling (covering a period of five to seven years)

• Private primary schools:

– have longer study hours and smaller classes

– more attention is given to the students

– offers extensive facilities, a wider usage of ICT for students

– regular reports for parents by the school's management and teachers

– greater emphasis on the English language, even though these schools

follow the same national curriculum (KBSR)

• To gain entry to a private school, a student usually has to undergo

an assessment and interview.

Secondary Schooling (covering a period of five to seven years)

•

There are approximately 76 private secondary schools in Malaysia. They follow the national curriculum and are governed by the Education Act 1996.

• These schools offer:– Lower secondary education from age 13 (covering a period of three years) from Form One to Form

Three

– Upper secondary education from age 16 (covering a period of two years) from Form Four to Form Five, where students can select one of the specialised fields of study in either the Arts or Science stream.

• The curriculum adopted is the Integrated Curriculum for Secondary Schools (KBSM) which prepares students for two public examinations i.e. Penilaian Menengah Rendah (PMR) at Year 9 (Form 3) and Sijil Pelajaran Malaysia (SPM) at Year 11 (Form 5). All these examinations are conducted by the Malaysian Examinations Syndicate (Lembaga Peperiksaan Malaysia). The medium of instruction is primarily Bahasa Melayu with Mathematics, Science and Information Communication Technology (ICT) taught in English at all levels. – In July 2009, the government made a decision to revert to teaching Science and Mathematics in Bahasa

Melayu in stages from 2012 onwards.

Secondary Schooling (covering a period of five to seven years)

• At the Form Five level, some students also sit for the IGCSE 'O' level besides taking the Sijil Pelajaran Malaysia (SPM) examination.

• As with private primary schools, private secondary schools boast a lower teacher-student ratio, longer study hours, well-equipped science and computer laboratories, subject-based rooms for music, art and dance, well stocked libraries, swimming pools, and outdoor and indoor sports courts.

• Schools also provide 'customer driven' services by the school's management and regular contact with the parents by the school teachers.

Post Secondary Education

•Some private schools offer post-secondary education to prepare students for admission into universities. Courses offered include the International Baccalaureate Diploma.

Curriculum and Co-curricular Activities in Private Schools

Curriculum for Primary School Level (Standard 1 to Standard 6)

• (based on APIIT Smart School's Education Programme)– The school follows the Primary School National

Curriculum (KBSR). – The school prepares students for the Ujian Penilaian

Sekolah Rendah (UPSR) examination.– The School also develops the students in a wide

range of non-UPSR examination subject areas. – The primary medium of instruction is Bahasa Melayu

with Mathematics and Science taught in both languages (Bahasa Melayu and English) at all levels (Standard 1 to Standard 6).

• UPSR-Examination Subjects– Bahasa Melayu– English– Mathematics– Science

• Non UPSR-Examination Subjects– Islamic Religious Education

(Muslims) & Perkara Asas Fardu Ain (Muslims)

– Moral Education (Non-Muslims)– Information and Communications

Technology (ICT)– Visual Art Education– Civic Education (for Standards 4, 5

& 6)– Living Skills (for Standards 4, 5 &

6)– Local Studies (for Standards 4, 5 &

6)– Mandarin– Music Instrument– Swimming– Physical and Health Education– Martial Art Programme

(Taekwondo)– Speech and Drama

• ExaminationPrepare Standard 6 students for the common public examination i.e. Ujian Penilaian Sekolah Rendah (UPSR) / Primary School Achievement Test.

• School HoursMonday - Thursday: 8.00am to 3.20pmFriday: 8.00am to 12.20pm

• Entry RequirementsPresently, the primary school is open to Malaysians. Students need to be aged seven and above at the current school term.

Curriculum for Secondary School Level

(based on APIIT Smart School's Education Programme)

• Lower Secondary School Level (Form 1 to Form 3)– The school follows the Kurikulum Bersepadu Sekolah Menengah (KBSM)

as approved by the Ministry of Education of Malaysia and prepares students for the Penilaian Menengah Rendah (PMR) examination which is conducted by the Malaysian Examination Syndicate (Lembaga Peperiksaan Malaysia).

– The school also develops a wide range of non-PMR examined subject areas for the students. The primary medium of instruction is Bahasa Malaysia, with Mathematics and Science taught in both languages (Bahasa Melayu and English) at all levels.

Curriculum for Secondary School Level • PMR Examination Subjects

– Bahasa Melayu

– English

– Mathematics

– Science

– History

– Geography

– Living Skills

– Islamic Religious Education (Muslims)

– Visual Art Education

• Non-examination Subjects

– Information Communication & Technology (ICT)

– Moral Education (Non-Muslims)

– Physical and Health Education

– Swimming

– Music Instrument

– Mandarin Communication

– Martial Art Programme ( Taekwondo)

Upper Secondary School Level (Form 4 to Form 5)

• The school's curriculum is Kurikulum Bersepadu Sekolah Menengah (KBSM) as approved by the Ministry of Education of Malaysia which prepares students for the Sijil Pelajaran Malaysia (SPM) examination which is conducted by the Malaysian Examination Syndicate (Lembaga Peperiksaan Malaysia).

• The medium of instruction is primarily Bahasa Melayu with Mathematics and Science-based subjects taught in both language (Bahasa Melayu and English)


• Commerce Stream SubjectsCore subjects– Bahasa Melayu– English– Islamic Religious Education (for

Muslim students) or Moral Education (for non-Muslim students)

– Modern Mathematics– General Science– History– Elective subjectsVisual Art

Education– Commerce– Basic Economics / Additional

Mathematics– Principles of Accounts– Information and Communication

Technology (ICT)– Mandarin (Advance)

• Other compulsory subjects / activities– Swimming / Physical and Health

Education– Mandarin (Communication /

Intermediate)

– Civic• Science Stream Subjects

Core subjects– Bahasa Melayu– English– Islamic Religious Education (for

Muslim students) or– Moral Education (for non-Muslim

students)– Modern Mathematics– History

• Elective subjects– Physics– Chemistry– Biology / Principal Accounts– Additional Mathematics– English for Science & Technology

(EST secondary 5)– Mandarin (Advance)

• Other compulsory subjects / activities– Swimming / Physical and Health

Education– Mandarin (Communication /

Intermediate)– Science students are required to

take two science subjects and the Modern Mathematics subject or two mathematics subjects and one science subject

– Minimum SPM subjects registered for the Commerce and Science streams are eight subjects.


• ExaminationsThe school follows the Malaysian National Curriculum; therefore the lower and upper secondary students are prepared for the PMR and SPM public common examinations respectively, conducted by the Malaysian Examination Syndicate.

• School HoursThe secondary school hours are as follows:Monday - Thursday: 8.00am to 3.30pmFriday: 8.00am to 12.30pm

• Entry RequirementsEnrolment into the secondary school level is currently open to residents of Malaysia as well foreigners. Students must be aged 12 and above.

Co-curricular Activities• To ensure that all students not only have academic skills but also

competency in sports, music, art, public speaking and other skills, all students will have access to the following as part of their learning experience

– Mandarin– Music instrument class. Students can choose to attend either piano,

guitar, drums, brass and woodwind or violin lessons, all of which follow the Associated Board for the Royal School of Music (ABRSM), United Kingdom curriculum.• Technology as part of the school curriculum• Swimming as part of the school curriculum• Self defense as part of the school curriculum• Speech and drama as part of the school curriculum

Co-curricular Activities• Co-curricular Activities• Uniform Unit

– Red Crescent– Girl Guides– Marching Brass band– Scout– Puteri Islam

• Sports and Games– Badminton– Cricket– Netball– Swimming– Taekwondo– Volleyball– Table Tennis– Board Games– Football/Futsal

• Clubs and Societies– Nature & Cultural– Language & Literacy– English Language Society– Bahasa Malaysia Society– Science & Mathematics

Society– Historical & Geographical

Society– Persatuan Pendidikan

Islam– Art Club– Music Club– Mandarin Club– Robotic Club

• Extra Curricular Activities– Art and craft– Speech and drama

– Communicative Spanish– Football– Badminton– Basketball– Swimming– Music (Piano, Guitar,

Classical Guitar, Violin, Drums)

– Self Defence- Taekwondo- Fencing- Aikido

– Chinese Panting– Chinese Calligraphy– Aerospace Education– Computer Aided Design

(CAD)– Robotics

School Facilities for Students• Air-conditioned classrooms • Auditorium/Multi-purpose Hall• LCD projectors in the classroom• Individual student lockers • Learning Resource Center• Cafeteria• Apple Macintosh Lab• Language Lab• Science Labs (physic, chemistry

and biology)• Living Skill Workshop (cookery,

woodwork, mechanical electrical and sewing)

• Art Studios• Speech & Drama Lab• Music Studios (piano, guitar,

violin, drums and brass & woodwind)

• Sport Facilities- Swimming Pool- School Field- Basketball court- Badminton court- Netball court- Cricket Pitch

School Technology Facilities

• Wireless broadband• Classrooms in a wireless environment• The Smart Card: Attendance + E-Purse• Web-based school administrative system• E-info Board• E-Attendance and Class Performance Updates• Online communication with parents• Interactive multimedia courseware

Advantages and Benefits• Public School– Teachers have more

qualifications.– Students spend more

time studying core subjects.

– Public schools can sponsor more activities.

– The student population tends to be more diverse

• Private School– Schools and classes

tend to be much smaller.

– There's often less bureaucracy.

– Parent involvement is strong.

Private tutoring can corrupt public education

systems

• Parents, educators and, politicians are highly critical of the way private tutoring has come to dominate the lives of families and pupils.

• It can corrupt public education systems, particularly when teachers pay more attention to their private lessons and neglect what they are paid to do.

• Private tutoring can have a back wash on the school system, leading to inequalities in the classroom and to conflicts in approaches to learning.

PRIVATE HIGHER INSTITUTIONS OF

LEARNING

HIGHER EDUCATION

Higher Education• HE sector is under jurisdiction of MOHE.• Establish on 27 March 2004.• As an important part of history in Malaysia in

development of HE and is in line with the vision of education.

• Provided by 2 major groups:– Public-funded HEI (public uni, public colleges,

polytechnics etc)– Private-funded HEI (private uni, private colleges,

foreign uni branch campuses)

Malaysia Higher Education System

Development of HE System

Development of HE system

• Since independence in 1957.• Treated as a global public good.• Has positive externalities associated with

its provision.• The state had monopoly over the

provision of HE in Malaysia until middle of 1990’s.


• There was a policy shift from public to privatize HE.

• Encourage the growth of private institution of HE in Malaysia.

• To meet growing demand for HE among growing no. of population age who eligible for university education.


• Between 1957 – 1990, the growth of HEI was very slow.

• Because of budgetary constrains and received less wisdom than primary schooling.

• Thus, the impetus for privatization of HE came.

Development of PHE System

Development of PHE system

• Excess demand for HE was supplied by overseas HEI especially in USA, Great Britain and Australia.

• High cost of overseas HE was financed by government scholarship and private sources.

• During 1995, 20% of Malaysian students who studying abroad cost the country around US$800 million in currency outflow, which is constituting nearly 12% of Malaysia’s current account deficit (Silverman, 1996).


• On that time, government saw the local private sector need to be setting up in Malaysia to reducing the currency outflow and in long term of transforming Malaysia into a net exporter of tertiary education rather than increasing the capacity of public university.

• Therefore, Private Higher Educational Institutions Act 1996 was introduced.


• Government began to encourage the private sector to play a complementary role in the provision of tertiary education.

• By the end of 1999, the proportion of young Malaysians between 17-23 years of age had increased dramatically to 22% with 167 507 enrolled in public universities and estimated 203 391 in private institutions (according to government figures by Johari 2000).


• By 2000, there were 11 public tertiary education institutions, 7 new local private universities, 3 foreign university branch campuses and more than 400 private colleges approved by the Malaysian Government (Challenger Concept, 2000)

PRIVATE HIGHER EDUCATIONAL INSTITUTIONS ACT 1996

Private Higher Educational Institutions Act 1996

• Liberalized the educational sector.• Provide legal framework for the establishment

of twinning arrangements between public and private institutions and foreign and local institutions and establishment of PHEI.

• Provided for the upgrading of existing colleges to universities.

• To satisfy the increasing demand for higher education.

Related legislation• Four other legislation enacted by Paliament:

1 • Education Act, 1996.

2. • University and university colleges (Amendment) Act, 1996

3. • National Accreditation Board Act, 1996.

4. • National council on Higher Education Act, 1996

Outcome of implementation of Acts

• The establishment of six private universities and three branch campuses of foreign universities to offer full degree courses by 2001.

• Intended to provide courses in engineering, business studies, medicine and multimedia (Government of Malaysia, 2001).

PRIVATE HIGHER EDUCATION

Private Higher Education• Financed by large Malaysian corporations.• Example:

• Government has a Golden Share in these two privatized utilities.

Universiti tenaga Nasional (Tenaga Nasional)

Private Higher Education

• The branch campuses of foreign universities also due to partnership with large Malaysian conglomerates.

• The setting up of branch campuses to “develop education as a significant component of the service industry and eventually to internationalize education and develop it as an export industry” (Government of Malaysia, 1993).


• Example of branch campuses:

Monash University and Barlow-Boustead(Sunway Berhad)

University of Nottingham(YTL Corporation & LTAT)


• From 1995-2005, the total number of PHEI showed a sharp increase.

• However, from 2000-2005 there was a decline in number of private institutions from 704 to 559 because of consolidation or they were not sustainable as cost recovery was difficult.

Private Higher Education• Unlike public universities, private institutions are

profit oriented and fees are charged for cost recovery.

• Unless quality is suitable with cost, the long term sustainability of the institutions may not be assured.

• For public institutions, education is provided as a public good and fees charged are nominal.

Private Higher Education• The setting up of PHEI helped to satisfy some of

the excess demand for local higher education.• The PHEI offered degree, diploma and

certificate courses.• PHEI have a comparative advantage in providing

diploma and certificate courses whereas the public institutions have a comparative advantage in offering degree courses (Government of Malaysia, 2001).

CURRENT ISSUES&

CHALLENGES

Issues & Challenges

• Research & Development: Lack of high impact research.

• Academia: Limited number of competent experts.

• Internationalization: Lack of exposure and resources to embrace “education without borders”.

Issues & Challenges

• Learning and Teaching: Lack of innovative/contemporary approaches to research, teaching and learning.

• Graduate employability: the need for more quality education programs to meet market demands.

Issues & Challenges

ACCREDITATION & QUALITY CONTROL

IS IT CURRICULUM IN PRIVATE EDUCATION

ACCREDITED?

• Curriculum in private school mostly are accredited because they follow the national curriculum and are governed by the Education Act 1997

• Core subjects must be learned by all pupils in private schools.

• However some of the IPTS has problem in their curriculum accreditation.

FLOW OF ACCREDITATION CURICULUM IN PRIVATE HIGHER EDUCATION

LAN MQF MQA

National Accreditation Board (LAN)

• Both LAN and the Private Education Department in the Ministry of Higher Education, have formulated 56 operational guidelines on the establishment of private institutions of higher learning.

• set standards on equipment supporting facilities and teaching staff to ensure the provision of high quality education

• LAN is vested with the authority to scrutinize curriculum that needs to be accredited but private institutions whose degrees are already recognized may not have to go through the LAN process.

• an institution that plans to recruit foreign students must get its courses accredited by LAN before it can recruit the foreign students.

• It is also advantageous for institutions to get LAN accreditation because once an institution is accredited its students become eligible to apply for loans administered by the National Higher Education Fund Corporation.

Malaysian Qualification Framework (MQF)

Functions:• to evaluate the products of the providers of

education licensed under the Private Higher Educational Institutions Act, 1996 or established under the University and University Colleges Act (Amendment) Act, 1996.

• All educational products and qualifications registered under the MQF will be evaluated on criteria and standards that are accepted internationally as best practices.

• According to the Ninth Malaysia Plan, “the Malaysian Qualification Framework (MQF) was developed for assessing the standards of qualification and quality of delivery.

MALAYSIA QUALIFICATION AGENCY (MQA)

Functions:• To implement MQF as a reference point for

Malaysian qualifications• To quality assure higher education institutions

and programmes• To accredit courses that fulfill the set criteria

and standards• To facilitate the recognition and articulation of

qualifications

• MQA quality assures programmes through two distinct processes:Provisional Accreditation – this is initial process which will help higher education providers to achieve the accreditation by enhancing the standard and quality set in the provisional accreditation evaluation.Accreditation – this is a formal recognition that the certificates, diplomas and degrees awarded by higher education institutions are in accordance with the set standards.

• Prime Higher Education,Datuk Seri Mohamed Khaled Nordin stated that:“program pengajian yang gagal mendapat perakuan akreditasi disebabkan kemudahan pembelajaran tidak memuaskan, kurikulum program gagal mematuhi standard, tenaga pengajar tidak menepati kriteria dan pengendalian subjek wajib tidak memuaskan”

pilih IPTS yang diiktiraf

• News about problem IPTS graduate in accreditation curriculum

hidup saya musnah

penat lelah tidak berbaloi

CONCLUSION

Conclusion

• The government was introduce partial liberalization of the educational sector by facilitating twinning programs between foreign universities and local private institutions

• The educational sector is more liberalized today than before, there are concerns about quality that the government is addressing

• “Regional Center for Educational Excellence”.

Conclusion

• Challenges faced by the Malaysia Higher Education System clearly indicates that urgent measures need to be taken to overcome these barriers before Malaysia can become the best provider of education in the South East Asia Region.

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