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1.
As nations worldwide strive to compete in a globally interconnected knowledge society the importance of innovative forms of education is being increasingly recognized. In doing so, many education systems look to comparative and international experience for guidance and inspiration. Malaysia aims to become a regional hub for high quality education and economic creativity by 2020, and educational reform is seen as a central component in this strategy. This article examines the key factors, at home and abroad, that have influenced changes in the Malaysian education policy context. It then documents the origins, nature and development of one contemporary educational innovation – the Malaysian Clusters of Excellence Policy. Conclusions reflect upon the place and potential of this key initiative in supporting broader development goals designed to transform the nation into a leading knowledge society within the Southeast Asia region. 相似文献
2.
Molly N.N. Lee 《School Effectiveness & School Improvement》2013,24(1):86-98
This article analyses the relationship between educational development and the socio-political and economic context of Malaysia. Under the rubric of Vision 2020, there is a liberalisation of educational policies leading to the democratisation, privatisation and decentralisation of the Malaysian educational system. In conjunction with mass education, both the primary and secondary school curricula were revised with great emphasis on the development of an all-round individual, the acquisition of basic skills, the inculcation of moral values, and the abolishment of early specialisation. The educational administrative system has been decentralised to promote school-based management and teacher empowerment. Furthermore, the private sector has been encouraged to play an active role in providing higher education. 相似文献
3.
Sharom Ahmat 《Higher Education》1980,9(6):721-741
The part played by the university in the building of a nation in the post-independence period is described and illustrated by means of a detailed study of Malaysia. The impact of economic, socio-cultural and political factors is analysed and the objectives of higher education in contemporary Malaysia are articulated. The rapid development of new universities (beginning with the author's own institution in 1969) was carried out simultaneously with an increasing demand for graduates in science and technology. Questions of access in the Malaysian multi-cultural situation and the measures taken to increase Malay participation in higher education are discussed, particularly in relation to manpower needs. Research in Malaysian universities is directed towards social and economic problems and the applied is preferred to the pure. The article ends with a call for greater coordination of the contributions made by the separate universities to the building of the nation. 相似文献
4.
“智能学校”(Smart School)计划是马来西亚在20世纪90年代末提出的一项宏伟的教育改革工程。虽然它只是其国家多媒体超级走廊计划(MSC)的七个应用性项目之一，但它是一项全国性项目，目标指向马来西亚学校教育的整体性变革，同时也集中体现了马来西亚教育技术的应用。 相似文献
5.
In 2006, the Ministry of Higher Education, Malaysia, recommended that all public institutions of higher learning in the country incorporate soft skills formation into their curricula. This qualitative study aimed to explore Malaysian students?? expectations of university education with a special focus on the acquisition of soft skills and to examine the students?? perceptions of the instructors?? and the courses?? effectiveness in fulfilling their educational agendas. Ninety-six students at Universiti Malaysia Sabah (UMS) participated in this study. The findings revealed that their educational expectations were varied and diverse and could be separated into three categories, such as ??Life Skills??, ??Subject Matter (Hard Skills)??, and ??Soft Skills??. The students considered soft skills formation as an important part of university education. However, not all of the soft skills identified by the Ministry of Higher Education, Malaysia, were mentioned by the respondents. The article discusses the implications of the study??s findings for Malaysia??s higher education policy. 相似文献
6.
The Malaysian Teacher Standards: a look at the challenges and implications for teacher educators 总被引：1，自引：0，他引：1
Pauline Swee Choo Goh 《Educational Research for Policy and Practice》2012,11(2):73-87
Talks of education transformation to improve the quality and outcomes of education in Malaysia culminated in the articulation of standards for teachers. The all new Malaysian Teacher Standards (MTS) launched in 2009 is to establish ??high competency?? standards for the teaching profession and to increase the status of teachers in Malaysia. This article briefly describes the standards that concern teachers and teacher educators alike. It is proposed that there are three challenges to the standards system that teacher educators may face. First, on transforming ingrained beliefs, values and biased perceptions of teaching that student teachers bring to the teaching institution. The second centers on the rhetoric-reality gap of the MTS itself, while the third challenge involves the actual training of teachers. Given these three challenges, this article also outlines several avenues for teacher educators to consider as they set out to better understand and re-design teacher education programs in this standards-based era of educational transformation. The discussion of the challenges and the proposed resources to meet the challenges are by no means exhaustive or acts as a conclusion but rather to create awareness for further discussion and analysis of the implications proposed in this article. 相似文献
7.
STEM education faces an interesting conundrum. Western countries have implemented constructivist inspired student centred practices which are argued to be more engaging and relevant to student learning than the traditional, didactic approaches. However, student interest in pursuing careers in STEM have fallen or stagnated. In contrast, students in many developing countries in which teaching is still somewhat didactic and teacher centred are more disposed to STEM related careers than their western counterparts. Clearly factors are at work which impact the way students value science and mathematics. This review draws on three components that act as determinants of science education in three different countries – Australia, India and Malaysia. We explore how national priorities and educational philosophy impacts educational practices as well as teacher beliefs and the need for suitable professional development. Socio-economic conditions for science education that are fundamental for developing countries in adopting constructivist educational models are analysed. It is identified that in order to reduce structural dissimilarities among countries that cause fragmentation of scientific knowledge, for Malaysia constructivist science education through English medium without losing the spirit of Malaysian culture and Malay language is essential while India need to adopt constructivist quality indicators in education. While adopting international English education, and reducing dominance of impact evaluation, India and Malaysia need to prevent losing their cultural and social capital vigour. Furthermore the paper argues that Australia might need to question the efficacy of current models that fail to engage students’ long term interest in STEM related careers. Australian and Malaysian science teachers must be capable of changing the personal biographies of learners for developing scientific conceptual information. In addition both Malaysia and Australia need to provide opportunities for access to different curricular programmes of knowledge based constructivist learning for different levels of learner competencies. 相似文献
8.
方颖 《暨南大学华文学院学报》2008,(4):1-8
马来西亚拥有包括学前、小学、独立中学、大专等各教育阶段在内的比较完整的华文教育体系,其中华文独立中学的三语教学特色备受瞩目。本文简要回顾了马来西亚华文教育的发展以及华文独中三语教学局面形成的政策原因,并基于对17所华文独中校长的采访,分析了华文独中三语教学的现状、优势和困难,提出了一些相应的对策和建议。 相似文献
9.
Why has Australian offshore higher education become the educational investment of choice for many students? What benefits do students anticipate from this education? What is the relationship between educational goals and educational experience? To address these questions, this paper draws on findings from empirical research conducted with students studying at an offshore campus of an Australian university in Malaysia. It was found that students typically chose to enroll with the Australian university to receive an international education. Reasons offered for seeking an international education effectively delineated two groups of students. For Malaysian nationals, an international education was valued largely as a passport to employment with (Western) multinational corporations operating in Malaysia. Generally the Malaysian students made positional investments in Australian offshore higher education. For non-Malaysian students an international education was typically selected as an aid to procuring a new identity. These students chose an international education with the hope of expunging provincial outlooks. From international education, they wanted new ways of viewing the world, new habits of thinking and new skills and approaches. They sought a personal metamorphosis. These students, therefore, typically made self-transformative investments in international education. The paper further shows that investment choices influenced the way students experienced their education. Of the two populations distinguished by investment type, students who made self-transformative investments were more likely to respond positively to challenging education experiences associated with studying at the campus. 相似文献
10.
This article presents a case study of Malaysia’s inroad in internationalising its higher education system for the past three decades and proposes recommendations and the way forward in internationalisation. Internationalisation is one of the critical agenda in Malaysia’s higher education transformation with an end target of becoming an international hub of higher education excellence by 2020. The country is no stranger in internationalisation as efforts in student mobility, academic programmes and international collaboration have started since the 1980s and 1990s. As with other higher education systems globally, it was the private sector that initiated and sustained efforts in internationalisation of Malaysian higher education. With the growth in international student enrolment, the country has established itself as a student hub; however, greater focus and clarity in direction should be set forward in accelerating Malaysia’s progress in internationalisation, with research and development as a potential catalyst. The article also questions Malaysia’s current standing with regard to internationalisation and the need in facilitating higher education institutions to build their capacity in internationalisation, highlighting the important roles of individual institutions at both public and private sector that drive the country’s internationalisation agenda. 相似文献
11.
伍燕翎 《宁波大学学报(教育科学版)》2020,(5):63-072
马来西亚约有9000个华人社团,对马来西亚华文教育和华人文化起着举足轻重的作用。华人社团是华人南移的产物。近200年间,华人社团似守护神一样地照顾华人社群的权益。随着时代和社会变迁,华团的功能与角色应赋予新的涵义。“一带一路”给马来西亚华人文教团体带来转型契机。不少逐渐走向没落的社团因中华文化的传播活跃起来。华文文教活动也同时大力推动,华人社区和新村的改造注入了中华文化的元素,展示了文教社团的新角色、新方向。为了进一步推动华文教育,文教团体可以顺应大势,结合大陆高校和文化单位的资源,从出版、学术交流、翻译等途径重新审视其定位和角色。 相似文献
12.
This paper examines the politics and practice of education in Malaysia within the context of ethnicity and nation building. Public education in Malaysia—particularly, but not exclusively, at the pre-university level—is promoted as a nation-building tool, seeking to inculcate a sense of Malaysian-ness and patriotism. Simultaneously, however, public education—particularly, but not exclusively, at the university level—is used as a tool for the promotion of ethnic Malay interests. These two objectives are not necessarily contradictory; indeed the assertion that a vital ingredient in the creation of a ‘Malaysian nation’ is the eradication of inter-ethnic economic disparities has been at the heart of the Malaysian regime's discourse on nation building since the ethnic riots of May 1969. Hence, in this view, preferential policies for the economically disadvantaged but numerically dominant Malays are a necessary component of the nation-building project. Nonetheless, there are at least clear tensions between these two functions of education—tensions, which, I shall argue, help explain both the particularly sensitive politics of education in Malaysia, and the discursive stance the Malaysian regime has adopted within the educational field. 相似文献
13.
Jia Wei Lim 《Asia Pacific Journal of Education》2018,38(2):151-163
This article explores some of the complexities involved in the act of localizing English literature as a school subject. Informed by Goodson and Marsh’s stages of subject development, I explore the ways in which post-16 English literature was localized in Malaysia from an introduced and mythologized subject entitled “English” to its reconceptualization as “Literature in English” in the year 1998. The main question this article asks is: can a mythologized subject be sustained when it is introduced into another context (i.e., Malaysia)? This question is explored through attempts made to localize it by the subject’s governing body in Malaysia, namely the Malaysian Examinations Council. Relevant documents as well as an interview with a subject committee member involved in the subject’s reconceptualization form the data of this article. Analysis suggests that not only were acts of localization incoherent in the subject’s implementation, the rationale for localization was also not shared by some constituencies within and beyond the education system. This article concludes by highlighting the importance of ensuring that support from relevant constituencies is based upon a shared understanding of a subject’s role, aims and conceptualization in order to sustain subject development in an education system. 相似文献
14.
Dewi Susanti 《Higher Education》2011,61(2):209-218
Increasing costs of running educational institutions and funding educational programs, coupled with decreasing government
subsidies to support such costs, have made privatisation and marketisation of higher education a common phenomenon throughout
the world. The article presents the development of this trend in Indonesia utilizing two recent government regulations: Badan
Hukum Milik Negara (BHMN/State Owned Legal Institution) law of 1999, and Badan Hukum Pendidikan (Educational Legal Institution)
law of 2009. Three main criticisms to the regulations include impartiality towards low-income students, the government’s reduced
responsibility and commitment to education, and commercialization of public universities. The article argues that the regulations
and their main criticisms have failed to address the underlying causes to educational inequity and the lack of emphasis on
the impacts of privatisation and marketisation on academic values and purposes of higher education. The article emphasizes
the need to revisit the purposes of higher education, to reinforce academic standards and values, and to strengthen the teaching
profession. 相似文献
15.
从20世纪80年代开始,马来西亚政府就适时调整了私立高等教育发展政策。在政府的支持与引导下,私立院校通过学分转移、双联课程和邀请外国大学设立分校的方式,不断对教育实践的国际化进行探索,并先后经历了“请进来”和“走出去”两个时期。目前,马来西亚私立高等教育国际化进程不断加快,已经成为亚太地区重要的教育输出国。 相似文献
16.
This article presents Malaysian student teachers’ reports of using an action, reflection and modelling (ARM) pedagogical approach during their placements in Malaysian primary schools. The ARM approach was designed to support the implementation of the Malaysian primary school mathematics curriculum, which involved changing classroom practice in learning and teaching. It was developed and used during a Malaysia–UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics for a cohort of 120 student teachers in Malaysia. The three principles integral to the ARM approach were repeatedly made explicit to the student practitioners who were engaged in learning and teaching on the new degree programme. Using findings from surveys carried out with the students at the end of their first and final placements, this article provides examples of the way some of them described ARM and recounted how they had used the approach in the classroom. Four of these narratives are used as ‘vignettes’ to illustrate the students’ perceptions of using new ways of learning and teaching in primary schools and to inform and enable a discussion of the relationship between theory and practice in teacher education. 相似文献
17.
This article investigates the changing state–university relations in Japan and Malaysia. Its main objective is to identify and examine possible lessons for Malaysia, based on the Japanese experience. Notably, since the late 1970s, Malaysia has been looking towards Japan as a model for socio‐economic development (the ‘look‐east’ Policy) and this article was written with the same underlying thrust. Of particular interest in this article is the Japanese experience with the Incorporation of National Universities in 2004. Malaysia has corporatised all state‐controlled universities since 1998 but has stopped short of implementing the kind of institutional autonomy, which resulted in precarious state–university relations in Japan. Based on the situation in Japan with regard to incorporation of national universities, what steps should Malaysia take in order to develop a higher education system and higher education institutions that are comparable to that of matured higher education systems? 相似文献
18.
International education is sought after by students primarily for career development. However, very little is known about other meaningful educational outcomes of students pursuing international education in a Malaysian university system. This paper investigates how international students perceive their meaningful contributions to society upon study completion in one research university in Malaysia. Semi-structured interviews were conducted in the university with 33 international students, mainly from Nigeria, Pakistan and China. Findings show that postgraduate international students not only want to contribute to their home society through research and teaching at higher education institutions but also to their host-country and third-country communities. The analysis illustrates the interplay between macro internationalisation of higher education policies and factors shaping the micro-level experiences of international students. This study contributes new insights into vital nuances of the international educational outcomes relating to meaningful contribution to society and community development. 相似文献
19.
Sailajah Sukumaran Vanessa A. Green 《International Journal of Inclusive Education》2013,17(8):821-844
Inclusive education has been introduced through a number of policy developments in Malaysia over the last 10 years but there is little research investigating the extent and nature of inclusive education for preschoolers with special educational needs (SEN). This study surveyed both regular and special education teachers in Malaysian integrated preschools asking them about the level and nature of inclusion taking place in their preschools and their perceptions and beliefs about inclusion. There was little evidence of practices of inclusion taking place. Both regular and special educators agreed that SEN should be educated alongside their peers in a school but were unlikely to agree that the SEN students should be in the same classroom. Factors identified as influencing inclusion included school culture, skills and competency, guidance and information, workload and students' disabilities. More guidelines and support are required for successful inclusion in Malaysian integrated preschools. 相似文献
20.
Husaina Banu Kenayathulla 《Educational Philosophy and Theory》2013,45(5):440-454
Malaysia is a multi-ethnic country in which the government gives preferential treatment in education, employment, and ownership to its majority ethnic group: Bumiputera. However, affirmative action policies in the current Malaysian context should work according to John Rawls’ Theory of Justice by being based on income rather than ethnicity. Certainly Malaysian Government should be praised for giving freedom to the Chinese and Indians to select their preferred school and this is partly consistent with Amartya Sen’s view of freedom; however this article argues that these communities are apparently given constraint freedom of choice. 相似文献