1.

Introduction

Education is a planned process to create teaching and learning process between teacher and student so that it becomes a smooth process and able to develop their potential. These efforts were initiated to create a knowledgeable generation which not only accounts for students academic aspect but also involve a number of other aspects such as physical, emotional, spiritual, intellectual and social. Education is very important in this era of globalization as everything requires knowledge and skills to enable a person to move forward. There are many importance of education, for example as a means to develop individual potential, right channel for knowledge delivery and knowledge acceptance, creates a bright future opportunities, as a preparation undergone changes in line with current world's development and many more. Economic development is very rapid in todays world. The same goes for social development as well. we are faced with different types of elements both from within and without. most of such elements are good, but they come from outside, and we are not comfortable with them. Therefore, we face another challenge that is human development. (Cabinet Committee report on education, 19979) Due to such interests, Malaysian government agreed to coordinate education across the whole country by introducing National Philosophy of Education based on Education Act and Education Report. This philosophy aims to create all-rounded individual from the intellectual, spiritual, emotional and physical aspects based on the belief and devotion to God. This is important for producing Malaysian citizens who are knowledgeable, responsible and capable of achieving self well-being and contribute to the betterment of society and the nation. In other words, it emphasized on human capital development. Human capital is a necessity, and no longer a luxury. Education and continuous skills training will ensure the sustained relevance of the nations human capital with industrial and market needs, besides being able to face increasing international challenges and competitiveness. (YAB Datuk Seri Abdullah Ahmad Badawi, 2006) Human capital is essential for our country development because I believe it will supply our industrial and service sectors with skilful and well-trained workers. With enough workers, we will no longer depend on foreign labour. Only then we could reach the status of develop country because we can stand on our own feet. In order to accomplish this target, we had to stick to the policies listed in the National Philosophy of Education. We have to look

on the needs of this national education philosophy in order to further enhance human capital through National Education Development Programme (PPP). 2.0 National Philosophy of Education

Philosophy of education is very important in determining the value, the direction of education and strengthens the education system. In emphasizing the development of humanity, Philosophy of Education must keep pace with the current desires. Students nowadays are very open to technology that allows them to get information at their fingertips. In the past, all the information is only available in the school, but now all the information is accessible via the internet. The aim, the implementation of educational philosophy should be in line with the desires of current and future technologies in line with the students explored. Philosophy of Education is a core educational direction of our country. Education is something that is very important because knowledge is a powerful thing now. Without science we would not be able to transcend the limitations outlined in making us a success. In general, the word philosophy can be understood as a thought or a true, rational and thoughtful. Thought or opinion, produced from research efforts philosopher with a scientific, systematic and logical. The purpose of philosophy is to discover and prove the truth and give directions or guidelines for the important things in life. Based on the above, the philosophy of education can be defined as a guide, the direction or views on matters related to education. Thus, the National Education Philosophy (Stakeholder Forum) is formulated from a rational order and critical thinking based on the ideology of the country as was manifested in the Report and Policy Education, including National Principles. Stakeholder Forum will be a torch to give guidance and direction to all educational endeavours - whether in educational institutions or in an educational institution. In this regard, Stakeholder Forum is carefully and meticulously drafted by education experts consider all aspects related to the needs of individuals, society and the State.

3.0

Implementation Strategies of the National Education Policies

Policy is fundamental for something. However when we talk about Malaysias Education policy, the word policy" is no longer just a noun convey its basic connotation, the base or purely philosophical. Instead, this policy here does not imply a broader in its meaning and it has holistic understanding. Things related to the policies initiated from Razak Report (1956) and the Education Ordinance 1957 has undergone many revolutions and improvements after it had gone through a few post-independence eras. Challenges or current demands which came in with increasingly complex had created a dynamic response to the National Education Policy revised edition. Based on the National Education Policy, a generation that wants to be produced from the country's education system is a united generation who is harmonious balance of the physical, emotional, spiritual and intellectual. Moral values and integrity are trying to be cultivated among them as well as their skills that bring in students the ability to achieve personal well-being and contribute to the prosperity and harmony of society and the nation. Several implementation strategies have been identified and carried out to achieve the goals of the National Education Policy. 3.1 National Language as Key Mediator

"The purpose of education policy in this country is to unite the children of all races in this country to follow a regulation that covers the whole nation education using the national language as the medium of instruction, although this cannot be implemented immediately but should be made gradually." (Razak Report, 1956) Language is the soul of the nation. Language is capable of creating unity among a multi-racial society like Malaysia. This has become one of the preconditions that lead to the construction of the nation as what had achieved today. The language that public used to talk generally will expedite the process of transferring information, be able to avoid misinterpretation, distrust and enrich the information. This was done without neglecting the native languages of other ethnic groups such as Chinese and Tamil. Therefore, Bahasa Melayu as the national language should be used optimally by adopting it as school official language and the medium of teaching and learning. The 12th implementation strategy also touched on the language as the national language and English language became a compulsory subject taught in all schools. However, recently, the issue of teaching Science and Mathematics in English (PPSMI) had brought a huge debate questioning its merits. It seemed that problems exist mainly in

students came from rural areas who have difficulty in mastering such subjects and they urged this problem should be examined and resolved. This implementation should not be a big issue in our education system if we refer back to National Philosophy of Education. There are reasons behind this implementation. From global perspectives, we are actually preparing a generation of global thinker who will lead Malaysia in the future. Mastering both languages especially English will facilitate technology transfer. Thus, increase the chances of bringing up Malaysia to the global arena and makes Malaysia on par with other developed countries. 3.2 Same Curriculum and Examination for All

Coordinating the education system for all types of schools in terms of curriculum, assessment and examination aim to produce united Malaysian citizens who come from different background. Mission for National Integration building is in line with one of the challenges listed in 2020 Vision. Through the implementation of this strategy, the government hopes, the same inputs process will produce the same output. Union thought comes from mission and vision of each individual. However, there are still some weaknesses that need to be taken seriously and handled with care. The question that arises among students is how much they value the knowledge they had in their lives. Most of today's students misinterpreting the value of knowledge with the marks allocated in the examination papers. Mostly fail to see the importance and practical use of knowledge in life. Some are just simply learning to collect points without knowing the purpose of study, understand and appreciate the knowledge they have learned. This may be driven by the perception that has been built in today's society; seemingly absolute success is based on the 'A' grade obtained in those examinations. The media also play a better role in raising public attention toward those students who able to score more 'A' grades in examinations. These things are not wrong, but it should be judge fairly. In my opinion, attention should also be given to low achiever students. Their problems should be recognized by the authorities so that improvements can be made for the coming sessions. As a result of 'A' grade maniac, there are cases where it left a great depression to those low achiever student. They suffer from ' inferiority complex ', which mean they are ashamed to face the society, lose self confidence until they commit suicide because they are ashamed of their UPSR result. There are also those students who are willing to use a variety of ways to get more 'A' grades to be appeared on their examinations results slip. Leak questions paper, 'creative and innovative' techniques in spreading the answers during the examination is nothing unusual going on among students. It seems like the values of integrity that the government trying to instil had been corrupted by the uncontrolled greed in our lives. Examination is not absolute

measuring tool for someones credibility. Comprehensive evaluation system should be reviewed and implemented to tackle this problem. 3.3 9 Year Basic Education and 4M Recognizing the importance of knowledge in human humanizing, the government through this policy has provided a good platform for children from age 4 to 17 years to get a basic education. Basic education is divided into three stages that are pre-school education, primary school and secondary school. Firstly, children from the age 4 to 6 years old can go for pre-school education. Preschool Education is a program that provides learning experiences to children from age 4 to 6 years in a period of one year or more before entering into Year One. It aims to nourish the potential of students in all aspects of development, master basic skills and foster positive attitudes in preparation for primary school. The Ministry of Education began implementing annex preschool program in 1992, as a pilot project based on the decision of the Cabinet on December 18, 1991 who has agreed to create a total 1,131 preschool classrooms. Meanwhile, the Cabinet on June 6, 2001 has been agreed that the MOE continued expansion of preschool programs since 2002. Since the expansion of pre-school has been carried out from time to time in accordance with the existing policy, the Education NKRA and also proposed the expansion of the RM 10th. The Education Act 1996 provides that the National Education System includes Preschool Education, Primary Education, Secondary Education, Secondary Education and Higher Education. The responsibility of the Ministry of Education is to give serious attention to the development of pre-school education in the country. The Education Act 1996 provides important aspects of pre-school, kindergarten, namely the establishment, powers of the Minister to establish and maintain kindergartens, preschool curriculum, instruction, teaching Islam and others. In terms of the democratization of education, specific policy allows children to enjoy the pre-school educational opportunities regardless of family income, area of residence and ethnic groups, including children with special educational needs (Children with Special Education Needs). Among the basic principles of the policy is to provide pre-school education facilities to children between the ages of 4 and 6 years. Ensure the use of the National Preschool Curriculum Standards. Preschool teachers must have training in the field of school education. Ensure appropriate physical facilities and equipment and supplied quality. An inspection and supervision mechanism was conducted. The government also ensures that all pre-school education institutions comply Pre-school Education Regulations 1996, as provided in Section 24 of the Education Act 1996. Secondly, primary schools with the latest Standard Curriculum for Primary Schools (KSSR) for 6 years. Standard Curriculum for Primary Schools (KSSR) was introduced as an 5

effort to reorganize and improve the existing curriculum to ensure that students are provided with the knowledge, skills and values relevant to the current needs and challenges of the 21st century. Implementation KSSR replace Curriculum for Primary Schools (KBSR) starting January school session aims to increase students' interest in the subject of English. USSR enacted in standard representation consisting of content standards and student learning needs to be achieved in a school level. Content standards are specific statements about the students should know and can do in the school covers the knowledge, skills and values, while Standard Learning is setting an index of the quality of learning and achievement can be measured for each content standard. Thirdly at the secondary level, they are guided by the Integrated Curriculum for Secondary Schools (ICSS) for 5 years. The, only then these children will usually choose to continue their studies at higher education institutions (HEI) or work. There are 2 official examinations to fill every pause transition stage that are Primary School Assessment Test (UPSR) and Sijil Pelajaran Malaysia (SPM). These examinations enable excellent students to go for better schools and institutions of higher learning in order to achieve their ambitions. This opportunity was welcomed by the people of Malaysia. Most of the children in Malaysia are now able to enjoy this educational opportunity, although some might come from the middle-class and less fortunate. KSSR was based curriculum design 6 cord of Communications; Spirituality, Attitudes and Values: Humanities, Physical Development and Aesthetic; Science and Technology and Personal Skills. KSSR use Elements of Creativity and Innovation, Entrepreneurship and Information and Communication Technology (ICT) explicitly focusing on 4M (Reading, Writing, Counting and reasoning). KBSR is curriculum design based on three areas: Communication; Man and Nature around and Individual Self Development. This method uses the elements of the Critical Thinking and Creative with a focus on the 3M (Reading, Writing and Counting). Without basic skills in reading, counting and writing, a person can have difficulty in dealing with knowledge -based world today both in terms of employment or everyday life. Failure to master the 4M also causes varying degrees among students. 3.4 Enhancing Education Spiritual, Moral and Discipline White-collar crime or other blue collar takes place in todays society simply because of individual spiritual side failed to develop alongside the intellectual and skills. I'm more inclined to say that this spiritual aspect should be the reference of each foundation of knowledge claimed by any student so that later it will bear the benefits that can be enjoyed all Malaysians in particular especially the global community. Problems of corruption, embezzlement, and take for granted could be reduced if the students who will enter the job market and society are educated by a religious foundation, the fundamental of values and 6

discipline themselves well. But there were also problems lies in the knowledge learned for examinations scores as I mentioned earlier. This makes the study of religious knowledge, morals and disciplines are merely non practical knowledge. Most students fail to disclose a sustainable spiritual side in the real world. A student may obtain 'A' grade for Islamic subject (for example) since the test one to the final examination; however, the most important thing that is the practical was poorly executed. What causes this to happen? This knowledge seems to be stored in the database only for short-term memory to spewed on the examination answer sheet; do not seep into the hearts, minds ingrained in forming the character admirable. Mechanism to measure the effectiveness of this strategy, the weaknesses and improvement plan should be examined for the benefit of all. We do not want to produce students who are just afraid of doing wrong when faced with the teacher because the teacher will not be in all places throughout the student life! 3.5 Cultivating Leadership and Discipline Through Co-Curricular Activities

Cadet Association Malaysia (PKBM), Police Cadet, Junior Cadet School (KRS), Scouts, Girl Guides and Girl Islam are between uniformed associations that exist in most schools in Malaysia. Clubs and organizations such as the uniformed units last give many opportunities for students to hone their leadership skills, self-discipline and training of mental and physical endurance. The ministry has made extra-curricular activities as a prerequisite to boarding school admission or IPT. Through this kind of platform, hidden talents of students can be discovered and harnessed. Students will learn a lot of new and fun while you get to work with other partners. Curricular organization is a small-scale model to a systematic community life. But human handling issues, formality, protocol, and the problems arising will add experience, moving the sleeping mind to begin to see the world outside the frame themselves and think outside the box of their minds. It must be emphasized that the role of adviser to monitor movement of an organization's work. Advisers should serve as an advisor, do not stand in two extreme points; too stifling or too loose. Advisory older and mature than the students need to ensure that tasks, activities and programs planned and conducted with the students the idea of creativity, rather than making the students as a tool to raise the name of the club to sell their own ideas to be implemented alone. Advisers need to rebuke the ideas he thinks are too shallow or utopia to implement. With the time that students are not rigid and can be born as a dynamic!

3.6

University Facilities and Bureaucracy

University is one of the last formal education platform pupils moved into the working world and the real world. Comments given by Prof. Emeritus Dr. Khoo Kay Kim in commenting description of the ivory tower, which aired through TV3 Home Bulletin dated January 5, 2008 due taken seriously. The essence of his view, most preferred university management and the students will not develop new ideas. Why is this happening? We must realize that the play highlighted by students who is now a student and a female student at the university stage is mostly imagined themselves when in the real world soon. National figures leader such as Sidek Baba, Tan Sri Musa Hitam, Aziz Deraman, and Syed Muhammad Naquib al Attas was born of student movements founded on and operates at a local university once. It should be noted; education is not only wanted to produce students of high intellectual level, but also higher levels of spiritual, physical and emotional immaturity (Holistic development). The role of the university as a department expressed no doubt that scholars. About hierarchical association such improper ignored by the management and the students themselves. It is because of this active association of germination and emergence of buds of fresh new ideas and credible individuals and versatile. Involvement in the university is more realistic and close to the current world than when in secondary school. From there, students will form themselves into a versatile, who can manage study time and their co-curricular activities well. Regulation and red tape is too tight will restrain the development of ideas of the student. They can also be stunted spirit and many take the easy way to throw these extra-curricular activities far away as difficult to implement (due to the implementation of the load plus the procedure for approval) and seen no direct relevance to the course being taken . This problem is especially evident in recent years especially in private institutions of higher learning. Maybe the government is not directly involved in the governance of private institutions, but also the alarming epidemic infectious to students at universities. It is recognized by the local public university professors. Most of the students are no longer as fun and excited as activities before, if there are involved, their committee member status. We are afraid the country will be a loss for the latent talent and specific skills possessed by students will not be discovered, carefully ground and polished, very well. Because the other looking at the infrastructure and technology necessary to support a noble ambition to produce capable, we also need to focus on matters related to efforts to reduce red tape and facilities for students to organize and carry out activities. With this infrastructure, IHE students will be able to add advanced skills in handling tools and to add value when competing in the job market. However this would be brilliant if simple procedures, efficient and effective for workshop and other activities relevant to the students as well as current world can be implemented. It is possible under the

auspices of the implementation strategy 4, the smoothing procedure management education. 3.6 Democratization of Education

Probability to find gold in vast mining area is better than in small mining area. Such a simple analogy to describe the importance of our democratization of education is carried out. To enable the country enjoy brainstorming of young potential, the market for the supply needs to be more extensive. Infrastructure and R & D tools that can help uncover gems good faith expectations, state and nation are facilitated. Accordingly, the distribution of financial allocations without favour or discrimination will enable students to learn especially in rural schools and rural areas enjoy the same opportunities and the students in the city. This effort is also seen to reduce the gap between the two 'plates Malaysian world' is. Who knew that the country would soon be led by individuals who come from indigenous groups? They also Malaysians and people can be educated, designed to birth as a competent and charismatic. Injustice in providing this education fund would deny these students the opportunity to grow in line with the progress of science and technology. Dropout problem in rural schools and rural areas will continue to be a trauma that haunts teachers, students, authorities and society in general. This involves civil rights (rights), not special rights (privileged). And reversal of educators, administrators, and students in rural schools is especially for the optimal value and use all the facilities for the benefit of their personal development.

3.5.

Quality Teacher

The instructors are the backbone that supports the growth of the body or the students. Teacher, very simply, to be an example of all the aspects of personality, maturity of thought, speech language, the height of knowledge, the principles of life and many more as they both parents for children who are undergoing the years of schooling. Those close relationships with students, never mind what the cause (tables, clubs, individual initiative) make their living examples that will be evaluated by the students. Thus, not enough for Pedagogy and skills to communicate with students is more left in the living former students. Good teachers make the subjects that are considered generally as bored, really eye-catching. Not a few numbers of students interested in a subject and thus learn in earnest due to the teaching and communication skills of a teacher. A good teacher does not just teach students to just pass the check alone, but will teach and develop the student's potential for human birth is ready to face the challenges in his life later on. Teachers also do not need old-fashioned with a reference text. Expanding access and information network will not harm any party. Even these additional inputs can serve as the inspiration for the students to ' know more ' and to ' know better , understand and appreciate the knowledge they have learned. For example, 9

like in the application of Mathematics. Most students learn the subject without knowing the importance of the subject position in their day-to- day life. By knowing the application in a clear, students minds is stimulated to produce new ideas are innovative and creative in nature. Teachers role is to drive the idea that it could be realized.

3.6.

Vocational and Technical Education (PTV) Technical and vocational education is a branch of education offered at present. It was

created to provide opportunities for students who have a tendency to science and technology education to meet the manpower needs of the industry within and outside the country. To realize technical education programs, many related programs have been created and offered. This training system has also been introduced until secondary school level to university level. These efforts is to enable potential students are trained to be professional workforce and semi-professionals in various fields of technology and engineering. Technical and vocational education can actually help school dropouts in the education of an academic nature but has great potential to become excellent individuals in the areas of skills and thus be able to generate the overall economy. Refer to the official portal of Technical and Vocational Education Division, the Technical and Vocational Education Policy (PTV) in the Ministry of Education is to provide access, equity and quality education to students who have a tendency, abilities, interests and talents in the field of technical, vocational and skills. In the empowerment program of technical and vocational education, the government aims to boost student excellence to be lifted and the country's education system in the world. Is expected to strengthen the program's technical and vocational education will be able to reduce the dropout rate from school and adding skilled talent to help develop the country as a whole. National Education Policy is indeed able to meet the needs of human resources for the present and future. It is in line with the country to achieve the level of industrialized countries. Therefore it is important that people be educated in line with the requirements of the government and private sectors to specific areas such as manufacturing, tourism, services, and so on. Therefore this policy is not only able to meet the manpower requirements in terms of quantity but also in quality.

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4.0

National Education Development Programme: Overview Preliminary Report of Malaysia Education Blueprint 2013-2025

In October 2011, the Ministry of Education launched a comprehensive review of the education system in Malaysia in order to develop a new National Education Blueprint. This decision was made in the context of rising international education standards, the Governments aspiration of better preparing Malaysias children for the needs of the 21 century, and increased public and parental expectations of education policy. Over the course of 11 months, the Ministry drew on many sources of input, from education experts at UNESCO, World Bank, OECD, and six local universities, to principals, teachers, parents, and students from every state in Malaysia. The result is a preliminary Blueprint that evaluates the performance of Malaysias education system against historical starting points and international benchmarks. The Blueprint also offers a vision of the education system and students that Malaysia both needs and deserves, and suggests 11 strategic and operational shifts that would be required to achieve that vision. The Ministry hopes that this effort will inform the national discussion on how to fundamentally transform Malaysias education system, and will seek feedback from across the community on this preliminary effort before finalising the Blueprint in December 2012. Education plays a central role in any countrys pursuit of economic growth and national development. There is no better predictor of a nations future than what is currently happening in its classrooms. In todays global economy, a nations success depends fundamentally on the knowledge, skills and competencies of its people. It is no surprise that nations with higher education levels tend to enjoy greater economic prosperity. Education is also fundamental to nation building and unity. It provides individuals with the opportunity to improve their lives, become successful members of the community and active contributors to national development. Through interacting with individuals from a range of socio-economic, religious and ethnic backgrounds and learning to understand, accept and embrace differences a shared set of experiences and aspirations for Malaysias future can be built. It is through these shared experiences and aspirations that a common national identity and unity is fostered. In recent years, the Malaysian education system has come under increased public scrutiny and debate, as parents expectations rise and employers voice their concern regarding the systems ability to adequately prepare young Malaysians for the challenges of the 21century. Given the nature of the education system, it will take several years for fundamental changes to be felt. This makes the need for ambitious actions now both important and urgent.

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4.1

Antipathy of Education Development Plan (PPP) from 2013-2025

Education Development Plan 2013-2025 includes 11 major shifts to transform the country's education system. Its implementation is divided into three waves or stages which begin within the year 2013-2015, 2016-2020 and 2021-2025.

4.1.1

11 Shifts Formulated by the Ministry of Education

Shift 1: provide equal access to quality education of an international standard The Ministry will launch the Standard Curriculum for Secondary Schools (KSSM) and Standard Curriculum for Primary Schools (USSR), which were revised in 2017. Ministry will consider amendments to existing regulations to provide flexibility to schools to adopt flexible schedules. In addition the Ministry will study the possibility of implementing other learning pathways mainstream education cuts, including allowing high achieving students graduating from high school in four years instead of five years now and the end of primary school in five years, compared to six years. UPSR in 2016 will contain 80% questions are higher-order thinking. Shift 2: Ensure Every Child Is Proficient In Bahasa Malaysia and English Language The ministry will improve English proficiency 70,000 teachers by ensuring that all teachers pass the Cambridge English Placement Test (CPT) in the next two years. Teachers who do not meet the standards set are undergoing intensive training. English Literature module will be compulsory for secondary school pupils. To enhance proficiency in Bahasa Malaysia, the Ministry will introduce a Standard English curriculum at the primary level, covering all national-type schools. With the implementation of this curriculum, the Grade Transition in secondary schools will be abolished from 2017. The government will also encourage students to learn additional languages such as Chinese, Indian, Tamil, Arabic and native language or other international languages. Shift 3: Develop Values-Driven Malaysians To foster the spirit of patriotism among the students in an effort to build a strong national identity and precise, the Ministry will strengthen Islamic Education, Moral Education and Civic element by 2017. Pedagogy for Islamic Education and Moral Education also revised to include more activities play a role (role-play), simulations, discussions and assignments in small groups. For non-Muslim students, Moral Education will include an understanding of the core values of all major religions in Malaysia. The ministry will also enable students to study the non-Muslims share the same class as the universal values taught.

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Shift 4: Transform Teaching into the Profession of Choice The ministry will tighten entry requirements to teacher training by targeting only the top 30 percent of outstanding student groups joined the teaching profession. For teachers already in the system, the Ministry will strengthen their career development. High-performing teachers have the opportunity to enjoy the promotion starts from Grade DG14 to DG54 in a shorter period, less than 25 years. Shift 5: Ensure High-Performing School Leaders in Every School The ministry will introduce criteria for the selection of principals and teachers as well as strengthen the competency-based succession planning principals and teachers from 2013. The ministry will also put an excellent principals or headmasters of schools in rural and poor urban areas. Shift 6: Empower JPNS, PPDS, and Schools to Customise Solutions Based On Need Ministry will put Coach Specific Subjects School Improvement Program (SISC +) and Principal Coach School Improvement Partners (Si-Partners) full-time at the district level. Coaches will provide direct guidance to low-performing schools. A pilot project will be implemented in Sabah and Kedah from January 2013 while the nationwide implementation began in January 2014. Shift 7: Leverage ICT to Scale up Quality Learning Across Malaysia The Ministry will increase Internet access and a virtual learning environment through the implementation 1BestariNet for all 10,000 schools is expected to be fully completed by the end of 2013. In the near future, all students will have access to the 4G network in the school that will provide a platform for the implementation of interactive learning. Shift 8: Transform Ministry Delivery Capabilities and Capacity The organizational structure of the Ministry will be restructured so that there is no overlap of function and more manpower will be deployed in the PPD directly involved in monitoring and managing the performance of schools. Shift 9: Partner with Parents, Community, and Private Sector at Scale The Ministry will extend the reach of School Examination Analysis System (SAPS) to allow parents to monitor their child's progress at school online. The ministry will also increase the number of Trust School to 500 by 2025 and also includes alumni groups and nongovernmental organizations as organizers. Shift 10: Maximise Student Outcomes for Every Ringgit The Ministry will associate each program implemented by student outcomes to be achieved and rationalize low-impact program each year, the Ministry will increase efficiency in managing expenses, giving priority to the most critical areas such as skills upgrading and training of teachers. 13

Shift 11: Increase Transparency for Direct Public Accountability All interested parties will have access to regular and transparent on the progress of each of the initiatives undertaken by the Ministry. Annual reports on the progress of this plans targets and initiatives will be published for public viewing from 2013. 4.1.2 3 Waves of Implementation

Wave 1(2013-2015) The main objective of this wave is to Improve the quality of education to be at par with the global average achievement. Three focus areas involved are improving classroom teaching, enhance the ministry and school leadership and increase English teacher efficiency. All three are key drivers for improving the quality of teachers and principals or because of the need for overall economic aspirations (English language). This Initiative also focuses on other issues such as curriculum enhancement and improvement of infrastructure. Wave 2 (2016-2020) The main objective for this wave is to implement change in structure to accelerate the pace of change in planning for all initiatives will be started during the first wave. First thing mentioned was to move all 410,000 teachers and 10,000 principals or teachers to package a new career. Secondly, was to restructure and align the federal offices, state and county for new functions. This will enable the office to help schools and introduced a new secondary school curriculum and the revised primary curriculum in addressing the issue of knowledge, skills and values necessary to thrive in the current global economic environment. Wave 3 (2017-2015) All schools, teachers and principals should show higher performance than the minimum standards. It main major aims are to concentrate on increasing operational flexibility to cultivate a culture of peer leaders towards professional excellence and move the majority of schools towards school-based management model and improve models of successful teaching innovation. The goal is to develop a system of self-governance that is able to innovate and bring a higher level of achievement.

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5.0

Conclusion

The Ministry acknowledges how important education is in providing a foundation for nation building and sustainable economic growth in line with Malaysias goal of transforming into a high-income nation. The Ministry also recognises that the education system must undergo more extensive and systematic transformation if Malaysia is to produce individuals that are able to thrive and compete globally. The Blueprint therefore provides not just an examination of the current education system and its successes and shortcomings, but also a comprehensive plan to move forward towards a better, world-class education. In conclusion, all parties regardless their positions in the society have to support the entire development programme of education made by the government within this 13 years time. That is the only way to transform our education system and to further enhance human capital for the sake of our countrys economic. If this transformation really happened, I believe that Malaysias education system will be the role model to other countries. At the same time, Malaysia also will be well-known for its effective human capital production. All these programmes stated in this blueprint are basically to help the citizen and show how much the government care for the nations future. If these programmes are carried out as plan, we as Malaysian will gain profit from it. Education is best way to reflect our future as Malaysian since education become more global and essential qualification for any jobs. We must be well educated if we want get a good and better jobs. Without education, we are losers and nothing can change this status except education. Ideally, what should be said to every child, repeatedly, throughout his or her school life is something like this: 'You are in the process of being indoctrinated. We have not yet evolved a system of education that is not a system of indoctrination. We are sorry, but it is the best we can do. What you are being taught here is an amalgam of current prejudice and the choices of this particular culture. The slightest look at history will show how impermanent these must be. You are being taught by people who have been able to accommodate themselves to a regime of thought laid down by their predecessors. It is a self-perpetuating system. Those of you who are more robust and individual than others will be encouraged to leave and find ways of educating yourself educating your own judgements. Those that stay must remember, always, and all the time, that they are being moulded and patterned to fit into the narrow and particular needs of this particular society. Doris Lessing, The Golden Notebook

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6.0

BIBLIOGRAPHY Education, M. o. (September 2012). Prelimininary Report Malaysia Education Bluesprint 2013-2015. Ministry of Malaysia's Education. Syed Ismail, S., & Ahmad Subki, M. (2008). Selangor,Malaysia: Penerbitan Multimedia Sdn. Bhd. Pengantar Pendidikan.

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