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of Education Malaysia.

Education Performance and Delivery Unit (PADU)

Malaysia Education Blueprint 2013-2025
Annual Report 2022
August 2023
ISSN : 0128-0295

Published by:
Ministry of Education Malaysia
Block E8, Parcel E, Precint 1
Federal Government Administrative Centre
62604, Putrajaya, Malaysia
www.moe.gov.my
 CHAPTER 02
IMPROVING QUALITY
IN EDUCATION

2.1 Primary Literacy and 27

Numeracy Programme

Foreword 2.2 Upholding Bahasa Melayu

Education
30

2.3 Strengthening English 37

MINISTER OF EDUCATION MALAYSIA 06 Language Education

2.4 Inculcating Higher Order Thinking 41

SECRETARY-GENERAL 08 Skills In 21st Century Learning
MINISTRY OF EDUCATION MALAYSIA

DIRECTOR GENERAL OF EDUCATION 10

MALAYSIA

2.5 Strengthening Science, Technology, 45

Engineering and Mathematics
CHAPTER 01 Education

INCREASING ACCESS 2.6 Transforming Institute of Teacher 50

TO EDUCATION Education to Improve The Quality
of Teacher Training

1.1 Increasing Access from 13 2.7 Strengthening the Professionalism 56

Preschool to Upper Secondary of Education Service Officers

1.2 Developing Gifted and Talented 21 2.8 Empowering Aminuddin Baki 59

Education Programme Institute to Enhance The Quality
of School Leaders
 CONTENTS
ANNUAL REPORT 2022

CHAPTER 03
INCREASING EQUITY
IN EDUCATION

3.1 Implementing District 63

Transformation Programme

3.2 Transforming Orang Asli and 67 CHAPTER 05

Indigenous Communities Education
IMPROVING EFFICIENCY
3.3 Improving Access And Quality for 73
IN EDUCATION
Special Educational Needs Students

5.1 Providing Basic Infrastructure 98

In All MOE Schools

5.2 Providing Equitable Funding for 100

MOE School Assistance

CHAPTER 06
MEB SUCCESS:
A CONCERTED EFFORT

The Synergy between the 104

Education Performance Delivery
Unit (PADU) and the Ministry of
Education (MOE)
CHAPTER 04
DEVELOPING CHARACTER AND GLOSSARY G1
UNITY THROUGH EDUCATION

4.1 Strengthening Unity in Schools 83

4.2 Developing Pupils' Potential 89

& Character
 Foreword
YB FADHLINA SIDEK
Minister of Education

Assalamualaikum Warahmatullahi Wabarakatuh and Salam Malaysia Madani.

Alhamdulillah, the Malaysia Education Blueprint (MEB) 2013-2025 has entered its tenth
year of implementation, with only three years remaining before concluding Wave 3 (2021-
2025), the final wave. The Ministry of Education Malaysia (MOE) will continue strengthening
its efforts and focus in ensuring the successful implementation of all remaining initiatives
under the MEB 2013-2025.

On April 1, 2022, the country began transitioning Model Schools 9 (K9) and Comprehensive Model
to an endemic state of COVID-19, where the Schools 11 (K11) are among the efforts by the MOE
education sector operations have gradually to address the issue of pupil dropout, with the
returned to its almost original state. The Home- hope of eventually achieving zero dropout rates.
based Teaching and Learning (PdPR) method,
practised during the COVID-19 pandemic since MOE is committed to providing quality education
2020, has transitioned to face-to-face Teaching opportunities for all pupils, regardless of their
and Learning (T&L) as schools resumed normal ability level, socio-economic background, and
operations. Additionally, the Digital Educational gender. The Inclusive Education for Pupils with
Learning Initiative Malaysia (DELIMa) platform, Special Educational Needs (MBPK) initiative,
developed by MOE, proved crucial in facilitating through its Inclusive Outreach Programme,
access to learning during the COVID-19 is gaining wider acceptance, and its impact
pandemic, is continuously improving post has increased the employability rate of MBPK.
pandemic to enhance digital education Furthermore, MOE is also strengthening the
capabilities in schools. This enables better access Technical and Vocational Education and Training
to quality education for our pupils. (TVET) programme, which serves as an alternative
to academic pathways, meets the growing needs
The issue of pupil dropout remained a significant of skills-based industries. The Gifted Education
concern in 2022. MOE strives to ensure that Programme (PPPC) similarly demonstrates
all children in this country receive equitable MOE's commitment to catering to all pupils with
opportunities and are not left behind in various abilities. PPPC will be expanded further
education. Data for cohorts for age 4+ and 5+ to encourage the participation of more qualified
show an increased enrolment in 2022 compared pupils to hone their intellectual, creative, and
to 2021. MOE will continue to monitor and carry social potential. Additionally, various intervention
out interventions to ensure that pupils, especially programs are also being implemented. Equity in
in remote areas, remain in school until they access to quality education is also extended to
complete Form Five. The Special Comprehensive the Orang Asli and Indigenous pupils through

6 ANNUAL REPORT 2022

the Orang Asli and Indigenous Education Transformation initiative, which aims to improve pupil
attendance and their transition from Standard Six to Form 1.

In line with MOE aspiration to elevate all education stakeholder's Karamah Insaniah (human
dignity), teachers who are an integral part of MOE constantly receives attention. The contributions of
teachers to the nation's education transformation need continuous support and acknowledgement.
This is in line with Shift 4 of the MEB, which aims to transform teaching into a preferred profession.
The quality of teachers who enter the education system is a priority for MOE. In 2022, the level of
standard assessment for Institute of Teacher Education (IPG) showed improvement compared to
the previous year. Enhancing teacher quality is critical in delivering education for our pupils, from
preschool to upper secondary levels, and this is currently being done through improving cross-
disciplinary teaching capabilities. Aside from that, special attention is also given to the teachers' well-
being to ensure priority is given towards educationg pupils by reducing teachers' workload outside
the classroom. MOE also provides support in maintaining the psychological well-being of the teachers
and protecting their rights through understanding of legal literacy for civil servants.

Moving forward, together with MOE fraternity, I am committed to ensuring that the country's
education landscape becomes a harmonious ecosystem that supports a humane concept and
emphasises human dignity (karamah insaniah) in shaping cultured, ethical, and integrity-driven
pupils' identities and personalities. This aligns with our aim of nurturing Anak yang Baik lagi
Cerdik (ABC) as the nation's next generation who are knowledgeable and virtuous.

Cultivating knowledge enrichment through education transformation is a challenging journey.

Nevertheless, with MOE perserverance the aspirations laid out in the MEB to transform the nation's
education can be achieved through the consensus and cooperation of all parties involved. I extend
my highest appreciation to the MOE fraternity, its stakeholders, and all who support the
transformation of our education system for their unwavering determination and commitment. May
our sincere efforts be blessed by Allah Subhanahuwata'ala, insya-Allah.

“The issue of pupil dropout

remained a significant
concern in 2022. MOE strives
to ensure that all children in
this country receive equitable
opportunities and are not left
behind in education”

MALAYSIA EDUCATION BLUEPRINT 2013-2025 7

 Foreword
DATO’ INDERA NIK NASARUDIN
BIN MOHD ZAWAWI
Secretary-General
Ministry of Education

Assalamualaikum Warahmatullahi Wabarakatuh and Salam Sejahtera.

In 2022, the education transformation agenda continues to be a focus of the Ministry of

Education (MOE). Targets are meticulously set to achieve the outcomes of access, quality,
equity, unity, and efficiency, as stipulated in the Malaysia Education Blueprint (MEB) 2013-
2025, which is currently in Wave 3 of its implementation (2021-2025). The planning and
implementation of initiatives have also been carefully curated to bridge the gap in educational
transformation achievements after the COVID-19 pandemic.

MOE consistently monitors every ringgit spent to optimise expenditure in ensuring sustainability
of the nation's education system. The MEB initiative teams used Outcome-Based Budgeting (OBB)
to practise prudent financial planning and the subsequent expenditure. This allows the planned
initiatives under MEB to achieve the intended outcomes, even when facing various challenges.

“MOE is confident that

utilising DELIMa in face-to-
face teaching and learning
will provide a more engaging
learning environment for
teachers and pupils
in schools”

8 ANNUAL REPORT 2022

MOE’s equitable funding to support its schools is
one of the aims under the 10th shift of the MEB.
In the Ministry's effort to maximise pupil outcome
for every ringgit spent, the granting of autonomy
to schools in managing funding is continually
monitored and efficiently supervised.

To ensure pupils have access to conducive

learning environments, MOE’s efforts in providing
basic infrastructure in all schools continue to be
accelerated. Throughout the Home-Based Teaching
and Learning (PdPR) period during the pandemic,
many school buildings were left unused due to
the government's Movement Control Order.
Therefore, upgrading dilapidated schools has
become a priority, mainly to ensure that school “To ensure pupils have
facilities are in good condition when face-to-face access to conducive
sessions fully resume. In 2022, 57 reconstruction learning environments,
and school upgrade projects were successfully MOE’s efforts in providing
carried out for schools with dilapidated buildings. basic infrastructure in all
Up until now, 935 projects for dilapidated schools schools continue to be
across the country have been upgraded, and MOE accelerated.”
aims to maintain and upgrade even more schools
as we approach the end of Wave 3 of the MEB.

The Digital Educational Learning Initiative Malaysia

(DELIMa), an online learning platform widely used
during the previous implementation of PdPR,
has now been enhanced to support and elevate
the quality of teaching and learning (PdP) for
both teachers and pupils in schools. DELIMa has
new features integrating three main aspects:
personalised learning, user experience, and data
analysis. MOE is confident that utilising DELIMa in
face-to-face teaching and learning will provide a
more engaging learning environment for teachers
and pupils in schools.

Indeed, our journey to enhance the nation's

educational landscape is still far, and we will
continue to face various challenges from time
to time. May the dedication and commitment of
everyone in MOE in implementing educational
transformation be successful.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 9

Foreword
DATUK HAJI PKHARUDDIN
BIN HAJI GHAZALI
Director General of Education
Ministry of Education

Assalamualaikum Warahmatullahi Wabarakatuh,

Salam Sejahtera and Salam Anak yang Baik lagi
Cerdik.

Praise be to Almighty for guiding us to the phase In 2022, the

of national recovery after facing challenges and Average SPM Grade
economic impacts due to the COVID-19 pandemic. achievement gap
The Ministry of Education (MOE) moved into 2022 between Urban and
with a focus on enhancing quality education as Rural areas closed by
envisioned in the Malaysia Education Blueprint
(MEB) 2013-2025. 29.51%
since 2012
The country's education transformation continues
to be driven, emphasising two main aspects: teacher
competence and quality, and pupil outcomes. The:
Teacher Professionalism Development Master Plan
(PIPPK) 2.0 was formulated to outline detailed actions
for the Continuous Professional Development (CPD)
of Education Service Officers (PPP) from their first
appointment to the end of their service. With the
upcoming release of PIPPK 2.0 in 2023, the career
path and mobility of PPP officers are clearer and more
structured. Enhancing the competence of PPP officers
through leadership and management pathways is also
a focus, alongside efforts to maintain their well-being
within MOE. The Career Well-being Module for Teachers
(MKKG) has been introduced to provide interventions
for improving the psychological well-being of PPP
members. MOE also places importance on PPP's
understanding of legal literacy. The MOE Legal Literacy
Guidebook and MOE Legal Literacy Docudrama have

10 ANNUAL REPORT 2022

been produced as reference sources and of intellect, spirituality, emotions, and physical
guidance for PPP members. well-being based on faith and obedience to God.
The HOTs initiative aims to position the country
The District Transformation Program, an initiative in the top one-third of international assessments
under the MEB, was established to ensure that by 2025. Recognising the importance of fostering
the education gap between urban and rural a HOTS culture, MOE developed the Standard
areas, socioeconomic status, and genders can Assessment Instrument for HOTs Cultivation
be narrowed in all states. The State Education (ISPPK) in Teaching and Learning for teachers
Departments (JPN) and District Education and pupils. This instrument assesses the level of
Offices (PPD) across the country have been HOTs cultivation in schools across the aspects
entrusted with improving school performance of Educational Management and Leadership,
to achieve this objective. In 2022, the Average Teaching and Learning of Teachers and Pupils,
SPM Grade achievement gap between Urban and Co-curricular Activities. In 2022, a total of
and Rural areas closed by 29.51% since 2012. 306,363 teachers were evaluated using ISPPK.
The achievement gap of Eligible for SPM Among the assessed teachers, 96.28% achieved
Certificate 2022 by gender also narrowed by at least a Good level, while 43.35% of teachers
40.48% since 2016. However, the achievement reached an Excellent level in HOTs-based
gap of Eligible for SPM Certificate 2022 by Teaching and Learning.
socioeconomic status widened by 2.76% since
2021. Beyond aiming to improve pupils' academic
achievements, MOE also places importance
Enhancing education quality through on shaping pupils' character to become
implementing Higher Order Thinking Skills knowledgeable individuals with noble values
(HOTs) to achieve pupil success would not as inheritors of the nation. This underscores
be realised without effective Teaching and the significance of building a generation that
Learning (PdP). HOTs was introduced to build is both virtuous and intelligent, in line with the
a generation of Anak yang Baik lagi Cerdik National Education Philosophy, which focuses
(ABC), to strengthen pupils' skills in applying on developing individuals holistically and
knowledge and using critical thinking in comprehensively, achieving a balanced and
problem-solving, decision-making, innovation, harmonious state in terms of intellect, spirituality,
and creation. This aligns with the National emotions, and physical well-being, based on faith
Education Philosophy towards developing a and obedience to God.
balanced and harmonious individual in terms
The development of this A,B,C generation is
aligned with the seven main pillars that form
the foundation of MOE's efforts, particularly
emphasising the aspect of Karamah Insaniah
(Human Dignity) through inculcating manners,
“HOTs was intro ethics, and integrity within pupils.
duced to build a
of Anak yang Ba generation
ik lagi Cerdik (A
to strengthen pu BC),
pils' skills in appl
ying
In conclusion, I extend my heartfelt gratitude to
knowledge and
using critical thin all parties involved in the endeavour to realise
in problem-solvi king
ng, decision-mak education transformation through implementing
innovation, and ing,
creation. This ali
the National Educ gns with initiatives under the MEB. It is my sincere hope
ation Philosoph
developing a ba y towards
lanced and harm that parents, communities, the private sector,
individual in term onious
s of intellect, sp and stakeholders will continue to provide support
emotions, and ph irituality,
ysical well-being and collaborate with MOE in preserving the
faith and obedien based on
ce to God” nation's education agenda for the well-being of
our beloved country.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 11

CHAPTER 01
INCREASING ACCESS
TO EDUCATION
1.1 INCREASING ACCESS FROM PRESCHOOL TO UPPER
SECONDARY
Every child who is a Malaysian citizen, regardless of economic status, ethnicity or background,
has the right to equal access to quality education to enable them to reach their potential.
The Malaysian education system aims to ensure universal participation and total enrolment
from preschool to upper secondary level.

Since the implementation of the Malaysia Education Blueprint (MEB) 2013- 2025, the Ministry
of Education (MOE) has successfully increased access from preschool to upper secondary
level. However, the COVID-19 pandemic has affected the percentage of enrolment at all levels
of education.

In 2022, MOE’s focus was on the expansion of its preschool classes, and the intervention
programmes related to this, with the overarching aim of increasing student enrolment from
preschool to upper secondary level.

1.1.1 INCREASING ENROLMENT OF MOE

AND PRIVATE PRESCHOOLERS AGES
4+ AND 5+

Increasing the number of public preschool

Malaysia has made
classes to provide opportunities for significant progress in
more children ages 4+ and 5+ to enrol in
government preschools. increasing access to
education at all levels,
Ensuring comprehensive scope of data from preschool to upper
collected involving private preschoolers secondary, since the
implementation of the
Raising awareness among private
preschool operators of the benefits of
Malaysia Education
registering with MOE . Blueprint (MEB) 2013-2025

Providing school fees assistance to eligible

B40 (bottom 40 per cent of low-income
earners) children attending registered
private preschools

MALAYSIA EDUCATION BLUEPRINT 2013-2025 13

 One of the factors
for the increase in
preschool enrolment
is that the parents
or guardians are
confident that their
1.1.2 INCREASING UPPER SECONDARY
SCHOOL ENROLMENT IN MOE AND children are safe
PRIVATE SECONDARY SCHOOLS attending face-to-face
Identify reasons that prevent students preschool education
from continuing their education at the
upper secondary level
after two years of the
COVID-19 pandemic
Develop and implement targeted
intervention programmes to address the
factors that contribute to upper secondary
school dropout

1.1.3 INCREASING VOCATIONAL STREAM

ENROLMENT FOR 15+ YEAR OLD
STUDENTS THROUGH:

The Expansion of Upper Secondary

Vocational Education (Pendidikan
Vokasional Menengah Atas, PVMA)

Offering diploma-level agriculture

programmes at vocational colleges

Technical and Vocational Education and

Training (TVET)

National Dual Training System

(Sistem Latihan Dual Nasional, SLDN)
in collaboration with McDonald's

1.1.4 REDUCING SECONDARY SCHOOL

PUPIL DROPOUT RATES

Implement a Dropout Outreach

Programme to identify dropout students

Developing Modules of Case Studies and

Best Practices for At-Risk and Dropout
Students’ Intervention

14 ANNUAL REPORT 2022

1.1.1 Increasing Enrolment of MOE and Private
Preschoolers for Ages 4+ and 5+
Overall, the analysis of preschoolers enrolment for 2022 shows that 88.81% of 5-year-olds
and 71.54% of 4-year-olds are enrolled in preshools (refer Exhibit 1.1).

Exhibit 1.1: Percentage of Preschoolers Enrolment

90.82% 90.97% 90.18% 83.65% 88.81%

5+ ACHIEVEMENT

79.72% 80.67% 76.65% 68.45% 71.54% 4+ ACHIEVEMENT

2018 2019 2020 2021 2022

(Source: Daily School Manangement Division)

Preschool enrolment rates increased from 83.65% to 88.81% for the 5+ age cohort and from
68.45% to 71.54% for the 4+ age cohort in 2022.

One of the factors for the increase in the preschool enrolment is that the parents or
guardians are confidentthat their children are safe attending face-to-face preschool
education after two years of the COVID-19 pandemic. Additionally, the programmes and
campaigns are carried out to raise parental awareness of early childhood education have
also helped to increase preschool enrolment rates in 2022.

The main activities to increase the enrolment rates of private

preschools are:

i. Gathering and validating data on Private Preschools

ii. Town halls , and
iii. Private Preschool Fee Assistance for 2022

i. Gathering and Validating data on Private Preschools

The main objective of this activity is to ensure the

scope of data on student enrolment include all private
preschools. There are a number of preschools that are not
registered with MOE, which leads to a less accurate
preschool enrolment data Therefore, this effort will not
only potentially increase enrolment in private preschools
but it will also encourage private preschools to register
with MOE.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 15

 Exhibit 1.2: Number of Private Preschoolers Data After Manual Data Collection

FINDINGS AFTER VISIT

State Number Enrolment 4+ Enrolment 5+

of Private
Kindergarten Before After Before After

Sarawak 31 90 124 83 137

Selangor 41 330 564 522 580

Putrajaya 22 479 672 480 634

Kelantan 15 271 303 466 518

Sabah 27 1,465 1,515 1,607 1,617

Kedah 23 42 152 66 163

Amount 159 2,677 3,330 3,224 3,649

Addition Amount 653 425

There are a number of preschools

that are not registered with MOE,
which leads to a less accurate
preschool enrolment data

ii. Town halls

Throughout 2022, three town halls were

conducted in Melaka, Penang, and Sarawak,
respectively to raise awareness among
private preschool operators on registering
with MOE. Following the town halls, the
number of registered private kindergartens
increased, subsequently leading to an
increase in enrolment of 4+ and 5+ year-old
children.

Kindergarten

16 ANNUAL REPORT 2022

 Exhibit 1.3: Town Hall Locations, Outcome of the Town Hall on the Private Preschool Operators, and Number of Registered Preschoolers Enrolled

STATE OUTCOME OF THE TOWN HALLS ENROLMENT OF 4+ AND 5+

YEAR-OLD CHILDREN

Melaka 18 new private preschools registered with MOE. 833 preschoolers

Sarawak 20 private preschools are currently in the process of 101 preschoolers

registering with MOE.

Penang 52 private preschools yet to be registered with MOE, have 2,142 preschoolers
been identified.

The Penang State Education Department (Jabatan

Pendidikan Negeri, JPN Penang) will conduct
negotiation and consultation sessions to facilitate the
registration of these private preschools with MOE.

iii. Private Preschool Pupil Fee Assistance for the Year 2022

To encourage parents and guardians from B40 families to register their children for preschool
education, MOE has also provided preschool fee assistance to alleviate the financial burden on
these families.

The requirements for applying for the preschool fee assistance are as follows:

a. Malaysian citizen.
b. Aged 4+ and 5+ years (born in 2016, 2017, and January 1, 2018);
c. From a B40 income group family (low income group);
d. Enrolled in MOE registered private preschools .

To ensure that this assistance is provided to the targeted group, applicants’ information is cross-
checked with the Society Wellbeing Division under the Implementation Coordination Unit (ICU)
at the Prime Minister's Department.

In 2022, a total of 1,135 children received a total of RM1,055,470 private preschool fee assistance,
involving 478 MOE registered private preschools throughout Malaysia.

In 2022, a total of 1,135 students

received a total of RM1,055,470
private preschool fee assistance,
involving 478 MOE registered
private preschools,
throughout Malaysia

MALAYSIA EDUCATION BLUEPRINT 2013-2025 17

1.1.2 Increasing Upper Secondary Enrolment in MOE
and Private Secondary Schools

Exhibit 1.4: Percentage of Upper Secondary Enrolment (Enrolmen Menengah Atas, EMA) for Public and
Private Secondary School Students since 2018

87.18% 88.36% 87.57% 88.68% 89.97%

2018 2019 2020 2021 2022

The upper secondary enrolment experienced a decline in 2020, dropping to 87.57% due
to the COVID-19 pandemic that affected the entire world. However, MOE successfully
increased the upper secondary enrolment in 2021 to 88.68% and achieved an even better
improvement of 89.97%.in 2022.

Among the programmes carried out to increase upper secondary enrolment is "Ziarah
Cakna" (a home visitation program) to instil awareness among parents on the importance
of education. This programme provides motivation and counseling to students. The program
was well-received by the parents, communities, and private agencies.

MOE successfully increased

the upper secondary enrolment
in 2021 to 88.68% and achieved
an even better improvement
of 89.97% in 2022

18 ANNUAL REPORT 2022

1.1.3 Increasing Vocational Stream Enrolment for 15+
Year-Old Students
In 2022, the TVET programmes enrolment was 6.38%. This enrolment included 17,034
students in the TVET programmes across 86 Vocational Colleges (Kolej Vokasional, KV),
427 Special Educational Needs Students (Murid Berkeperluan Pendidikan Khas, MPBK)
in Vocational Special Education Secondary Schools (Sekolah Menengah Pendidikan Khas
Vokasional, SMPKV), 352 form 3 graduates in the Malaysian Skills Certificate (Sijil
Kemahiran Malaysia, SKM) programme, and 313 students in the Vocational College
National Dual Training System (Sistem Latihan Dual Nasional, SLDN) programme in
collaboration with McDonald's Malaysia which serves as an alternative to expanding
MOE's TVET through public-private partnership. Additionally, there were 4,801 students
under the Upper Secondary Vocational Programme (Program Vokasional Menengah
Atas, PVMA), and 266 students engaged in the Upper Secondary Industrial
Apprenticeship Programme (Perantisan Industri Menengah Atas, PIMA). The current
year enrolment also includes cumulative enrolment from external agencies such as
GIATMARA and the Skills Development Fund Corporation (Perbadanan Tabung
Pembangunan Kemahiran, PTPK), involving a total of 911 students.

Exhibit 1.5: Percentage of TVET Stream Enrolment of 15+ Year-Old Students since 2018

8.00%

6.38%
6.30%
6.11%

6.00%
5.10%
4.60%

4.00%

2.00%

0.00%

2018 2019 2020 2021 2022

Source: Special Education Division

MALAYSIA EDUCATION BLUEPRINT 2013-2025 19

1.1.4 Reducing Secondary School Pupil Dropout Rates
The secondary school student dropout rate has shown a decreasing trend from 2018
to 2022. In 2018, the dropout rate was 1.21% compared to 0.99% in 2022. The decreasing
trend is a result of MOE continuous efforts, to improve the Outreach Program in all
District Education Offices (Pejabat Pendidikan Daerah, PPD) and State Education
Departments (Jabatan Pendidikan Negeri, JPN). Due to these efforts, a total of 1,711
secondary school student dropouts have successfully returned to schools.

Exhibit 1.6: Percentage of Secondary School Pupil Dropouts from 2018 to 2022

YEAR PERCENTAGE OF DROPOUTS (%)

2018 1.21

2019 1.14

2020 1.13

2021 1.11

2022 0.99

The Ministry has also developed a Module on Counselling Intervention Case Studies for
At-Risk and Dropout Students. This module serves as a guide and reference to address
dropout issues through counseling in government and government-assisted schools.

Moving Forward
In 2023, the Ministry will focus on increasing enrolment in
MOE and private preschools as well as upper secondary
education through:

1. Expansion of 118 MOE preschool classes;

2. Private Schools Division (BPSwasta) 2023 roadshow

to promote the registration of unregistered private
preschools;

3. Private preschool fee assistance targeted for children

from B40 families;

4. Expanding the PVMA and MPV Programmes to upper

secondary students in daily schools ;
Expansion
5. Enhancing cooperation with McDonald's through the
SLDN Programme; of 118 MOE
6. Reducing student dropout rates through the Preschool classes
development of the Student Tracking System.

20 ANNUAL REPORT 2022

1.2 GIFTED AND TALENTED
EDUCATION PROGRAMME
The Gifted and Talented Education Programme (Program Pendidikan Pintar Cerdas, PPPC)
offers education tailored to individuals with an Intelligence Quotient (IQ) exceeding 130
through an integrated Accelerated, Compressed, and Enrichment Learning Programme.
The programme also emphasises on the enhancement of the teachers’ professionalism
through networking and collaboration with relevant education agencies and institutions to
effectively guide the gifted pupils.

The Ministry continues to strengthen PPPC by encouraging more gifted and talented
students to register through various engagement sessions and promotions. Efforts to
improve the programme are also carried out through the PPPC Operations Plan at the
Pendang Science Secondary School or Pendang Science Academy (Akademi Sains Pendang,
ASP). Gifted and talented students are given ample opportunities to develop their talents
and potential through participation in various competitions, research publications, and
seminars.

For 2022, this this initiative is focused on:

1.2.1 PROMOTIONAL EFFORTS TO ENCOURAGE STUDENTS TO APPLY FOR PPPC

1.2.2 IMPLEMENTATION OF PPPC OPERATION PLAN

1.2.3 IMPROVING THE GIFTED AND TALENTED STUDENTS ACHIEVEMENTS

MALAYSIA EDUCATION BLUEPRINT 2013-2025 21

1.2.1 Promotional Efforts to Encourage Students
to Apply for PPPC
Various promotional activities are conducted for the Gifted and Talented Student
Recruitment Campaign. Through this campaign, students are screened through UKM1
and UKM2 tests. They also have to go through the School Holiday Camp (Program
Perkhemahan Cuti Sekolah, PPCS). The UKM3 test will be the determining test to
identify the students’ eligibility to be offered to join PPPC at ASP. The promotion and
publicity aim to inform the general public, especially parents about:

a) MOE’s definition of gifted and talented students,

b) the various screening tests for the gifted and talented students,

c) schools that specialize in educating the gifted and talented students,

d) importance of the UKM1 screening tests

Following the campaign, 100 students who have passed all screenings were offered to join
the program at ASP.

PPPC

1.2.2 Implementation of PPPC Operation Plan

i. Develop Basic Leadership and Management Modules for the Administrators of ASP

Based on the MOE Circular No. 3/ 2021 on Guidelines for the Operations of PPPC in
MOE Schools, the Aminuddin Baki Institute (Institut Aminuddin Baki, IAB) is the
responsible leadership training provider to PPPC leaders. The module is based on the
Domain and Competency of KOMPAS 2.0 and the Public Service Human Resource
Development Policy (Development Model Based on 3P).

22 ANNUAL REPORT 2022

 ii. Conduct Training for ASP Management Leaders

Several series of training have been provided to the ASP Management Leaders to
ensure they acquire suitable educational management and leadership knowledge.
Training for this group is carried out through various mechanisms, such as training
workshops, Continuous Professional Development (CPD) courses by IAB and coaching
sessions.

iii. Develop Psychological Well-being Module Focused on Gifted and Talented Students

A psychological well-being module for students of ASP (i-WASP – i Wellbeing ASP)

was specially curated for the gifted and talented students with high cognitive abilities
based on their IQ scores. The Psychological Well-being Module for the gifted and
talented students is designed to enhance their skills by improving holistic
psychological well-being in terms of physiology, cognitive, emotion, and behaviour.

iv. Create Links and Networks Among Educational Institutions

The ASP students and the STEM Academy at Universiti Utara Malaysia (UUM) held
discussions and knowledge sharing regarding research areas and student outcomes.
Additionally, in order to improve the teachers professionalism for the gifted and
talented students, ASP collaborated with Universiti Putra Malaysia (UPM). UPM
introduced a coastal program to ASP teachers and teachers from the northern
region, allowing them to continue their studies at the Master's and Doctoral levels.
Albukhary International University (AIU) has collaborated with MOE in providing the
premise for the teachers participating in the coastal program.

v. Develop Student Learning Modules : Foundation 1 to 3

Curriculum alignment of the Standards-Based Curriculum for Secondary School

(Kurikulum Standard Sekolah Menengah, KSSM) for Foundation 1 to 3 has been carried
out in collaboration with the Curriculum Development Division (Bahagian
Pembangunan Kurikulum, BPK). Foundation 1 Learning Module, for all subjects has
been completed along with curriculum summaries as ASP teachers’ references..

vi. Provide Training for Teachers and Future Teachers

Potential and existing ASP teachers are continuously exposed to teaching and
learning strategies that are process-oriented, content-based, and outcome-based,
under the purview of the Malaysia Teacher Education Institute (Institut Pendidikan
Guru Malaysia, IPGM). This enables them to offer inclusive guidance to gifted and
talented students.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 23

 Gifted and talented students are
given opportunities to develop their
talents and potential, as well as
embrace and embody their
identity as Malaysian citizens

1.2.3 Improving the Gifted and Talented Students’

Achievements
Gifted and talented students are given opportunities to develop their talents and
potential, as well as embrace and embody their identity as Malaysian citizens. Throughout
2022, the teachers and the gifted and talented students have actively participated in
various competitions, research publications, and seminars at various reputable
institutions. These students have demonstrated their intelligence by winning the
following competitions:

Gold Medal:

• The 11th Online ASEAN +3 Student Camp

• HIPPO English Olympiad
• Lavoisier International Chemistry Olympiad 2022
• 10th Malaysia International Young Inventors Olympiad 2022
• Sintok International Games & Gamification 2022
• Virtual Innovation Competition 3rd Edition
• 100th Anniversary Jamboree of the Kedah State Scouts and the International
Brotherhood Celebration

Silver Medal:

• Newtonian International Physics Olympiad Challenge

• ASEAN +3 Junior Science Odyssey

24 ANNUAL REPORT 2022

Gifted and Talented Students’ Publications
Moving Forward
Journal: To further develop PPPC, the Ministry
Proceeding of the International Future will continue to improve the curriculum,
Scientists Conference enhance the professionalism of officers/
teachers/ lecturers, and refine the screening
Title: instruments through the following initiatives:
The Application of Mean Top Bottom
Imputation Method for Replacing the 1. Accreditation of PPPC Curriculum
Missing Data of CO Time Series
• Obtain accreditation for PPPC
Year: 2021 Curriculum.
ISSN: 2773-6342
• Review the additional subjects for
Author: Ahmad Habil bin Ahmad Zubir, Central Curriculum Committee (CCC)
Angela Rina Francis, Franklin Chai Jun, approval
Mohamad Darius Elman bin Mohamad
Adnan
2. Improveming Teachers’ Professionalism

• Placing competent teachers/ lecturers

Jurnal: for PPPC.
Akademi Sains Malaysia Science Journal

Title: 3. Development of PPPC Roadmap

Prediction Modelling Through Chaotic
Approach on Ozone (O3) Pollutant Time • Developing the PPPC Roadmap to
Series in Shah Alam City ensure sustainability of program.

Year: 2022

Author: Franklin Chai Jun

Jurnal:
Proceeding of International Sustainability
Invention, Innovation and Design Showcase

Title:
Single Data Imputation by Using Mean-Top-
Bottom Method in Handling Missing Data
for Chaotic Modelling

Year: 2022
eISBN: 978-629-96523-0-4

Author: Ahmad Habil bin Ahmad Zubir,

Angela Rina Francis, Franklin Chai Jun,
Mohamad Darius Elman bin Mohamad
Adnan, Muhammad Luqmanul Hakeem bin
Mohd Faisal

MALAYSIA EDUCATION BLUEPRINT 2013-2025 25

 CHAPTER 02
IMPROVING QUALITY
IN EDUCATION

26 ANNUAL REPORT 2022

2.1 PRIMARY LITERACY AND NUMERACY
PROGRAMME
The Primary Literacy and Numeracy Programme (Program Literasi dan Numerasi Sekolah
Rendah, PLaN) is an initiative under the MEB 2013-2025. It is an intervention programme
to ensure that pupils in MOE schools can master the minimum Performance Level determined
for Bahasa Melayu, English Language and Mathematics. As of 2022, PLaN has been expanded
to all primary schools nationwide.

As a guide in implementing PLaN in schools, MOE has provided various website supporting
materials and information. These resources have been uploaded to the PLaN website on
The Digital Educational Learning Initiative Malaysia (DELIMa) platform, which can be accessed
through the url: //sites.google.com/moe-dl.edu.my/plan.

There are two main focuses in the implementation of PlaN in 2022, namely:

2.1.1 IMPROVING THE MINIMUM PROFICIENCY LEVEL OF PUPILS IN 419 PLaN FOCUS
SCHOOLS IN BAHASA MELAYU, ENGLISH LANGUAGE, AND MATHEMATICS

Development of learning materials for Bahasa Melayu, English Language, and

Mathematics for the use of Year 2 and Year 3 pupils (2022/ 2023 academic session);

Dissemination and strengthening the use of training modules on Focused and

Differentiated Intervention Training Module (Modul Latihan Intervensi Berfokus
dan Terbeza, MoLIB) for Bahasa Melayu and English Language teachers, plus
Schemes of Work (SoW) for English Language teachers;

Roadshows to guide school administrators;

Development of formative assessment items that support Classroom-Based

Assessment (Pentaksiran Bilik Darjah, PBD) for Bahasa Melayu, English Language,
and Mathematics teachers; and

Implementation of community collaboration to support pupils' literacy and

numeracy proficiency.

2.1.2 GIVING AUTONOMY TO PRIMARY SCHOOLS IN PLaN INTERVENTIONS

PLaN is an intervention programme

to ensure that pupils in MOE schools
are able to master the minimum
Performance Level determined for
literacy and numeracy. As of 2022,
PLaN has been expanded to all
primary schools nationwide

MALAYSIA EDUCATION BLUEPRINT 2013-2025 27

2.1.1 Improving The Minimum Proficiency Level of
Pupils in 419 Plan Focus Schools in Bahasa
Melayu, English Language, and Mathematics
Development of Learning Materials for Bahasa Melayu, English Language, and
Mathematics for Year 2 and Year 3 Pupils (2022/ 2023 Academic Session)

Pupils Learning Materials has been developed to support literacy and numeracy learning
activities for Bahasa Melayu, English Language, and Mathematics, based on pupils'
mastery levels (Tahap Penguasaan, TP), namely TP1 to TP3, specifically for Year 2 and Year
3 pupils. BBBM has been uploaded to the PLaN website through DELIMa by MOE for use
by Year 2 and Year 3 teachers. It can be customised for teaching and learning activities
based on pupils' TP, using differentiated approaches and adapting the provided materials.

Dissemination and Strengthening the Use of Training Modules on Focused and

Differentiated Literacy and Numeracy Intervention for for Bahasa Melayu, English
Language, and Mathematics teachers

MoLIB for Bahasa Melayu Literacy and Numeracy and SoW for English Language are
strengthened based on the Standards-Based Curriculum and Assessment Document
(Dokumen Standard Kurikulum dan Pentaksiran, DSKP) (Revise 2017). A total of 107 BM
teachers and 68 Mathematics teachers attended the MoLIB workshop and these
teachers were appointed as Master Trainers (Jurulatih Utama, JU) and MoLIB Partners.
Meanwhile, 1,709 BM teachers and 1,615 Mathematics teachers attended the MoLIB course
online.

PLaN Roadshow for FUFT School Administrators

The PLaN Roadshow for follow-up, follow through (FUFT) School Administrators was held to
enhance school leaders' understanding of PLaN's implementation. 151 school leaders,
577 JPN/ PPD/ School Improvement Partner Plus (SIP+)/ SISC+, 392 deputy principals/
heads of departments, and 1,490 headmasters participated in the roadshow.

Formative Assessment Items to Supporting Classroom Assessment (PBD) for Bahasa

Melayu, English Language, and Mathematics teachers

The building of formative assessment items to support PBD for Bahasa Melayu, English
Language, and Mathematics teachers allows teachers to develop items that are accurate
and aligned with the learning standards in the DSKP. This effort ensures that pupils
achieve at least the minimum level of mastery. A module for creating formative items
supporting PBD was created for teachers as a guide. A total of 400 assessment items were
developed for Bahasa Melayu, English Language, and Mathematics, and the Impact
Module was produced for teacher use.

Community Collaboration Networks to Support Literacy and Numeracy

The collaboration with parents or guardians to support pupils' literacy and numeracy
mastery involves assisting children in improving their literacy and numeracy skills. This
collaboration include providing intervention kits or modules for use at home to support
pupils' learning while away from school.

28 ANNUAL REPORT 2022

2.1.2 Giving Autonomy to Primary Schools in
PLaN Interventions

The implementation of interventions aimed at improving literacy and numeracy proficiency.

Mechanisms:

• Giving autonomy to schools in identifying suitable

interventions according to the needs of pupils and School administrators and subject
school context. teachers monitor pupils’ mastery level and
carry out interventions appropriately.

• Empowering the role of JPN and PPD in providing

support, expertise, infrastructure, and resources needed.

Subject teachers identify pupils who face

difficulties in mastering literacy and
numeracy based on PBD data.
(a) Subject teachers (b) Pupils engage in
monitor pupils' learning with the
progress and provide guidance of teachers.
guidance.

Bahasa Melayu, English Language, and

Mathematics teachers implement
appropriate lessons and interventions.

Pupils engage in literacy and numeracy

reinforcement activities based on their Teachers conduct formative assessments
individual needs and ability levels. and identify areas for improvement.

Moving Forward
In 2023, MOE will continue the PLaN program in 392
focus schools where more than 30 per cent of students
have not yet achieved the minimum proficiency levels in
Bahasa Melayu, English Language, and Mathematics.

The efforts will be concentrated on enhancing the

competencies of school leaders, Bahasa Melayu, English
Language and Mathematics teachers and improving the
proficiency of pupils who are still below the minimum
level.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 29

2.2 UPHOLDING BAHASA MELAYU EDUCATION
The initiative to uphold the status of Bahasa Melayu as the national language of Malaysia
in education gives priority in pupils’ Bahasa Melayu proficiency, teachers’ competency as
well as effectiveness in the teaching and learning of Bahasa Melayu based on the Malay
Language Standard Framework (Kerangka Standard Bahasa Melayu, KSBM).

The focus for 2022:

2.2.1 THE COMPREHENSIVE USE OF KSBM AS THE STANDARD FOR MALAY LANGUAGE
COMPETENCY

2.2.2 IMPROVING THE COMPETENCY OF NON-OPTION BAHASA MELAYU TEACHERS

Implementation of the Bahasa Melayu Teacher Proficiency Test (Ujian Pengguasaan

Bahasa Melayu Guru, UPBMG) based on KSBM.

2.2.3 ENHANCEMENT OF LANGUAGE SKILLS FOR FORM 4 AND 5 PUPILS THROUGH

FOCUSED CLASSROOM AND EXTRACURRICULAR ACTIVITIES

2.2.1 The Comprehensive Use of KSBM as

The Standard for Malay Language Competency
KSBM is recognised and certified of by Dewan Bahasa dan Pustaka (DBP) as a reference
document for language competency standards among Bahasa Melayu users in Malaysia
and abroad, and it has been comprehensively used in 2022.

Recognition of KSBM as the primary reference for Bahasa Melayu proficiency standards in
education:

• New format for the Malaysian Certificate of Education (Sijil Pelajaran

Malaysia, SPM) Bahasa Melayu paper
• UPBMG for non-option Bahasa Melayu teachers.

30 ANNUAL REPORT 2022

 Exhibit 2.2: Direction of Bahasa Melayu Education Framework

Bahasa Jiwa Bangsa

Malay Language Standard

PUPILS PROFICIENT IN BAHASA MELAYU

Empowering Oral Skills in Selection of Bahasa Melayu Expansion of the

Bahasa Melayu Teaching in All teachers prioritising candidates Functions of DBP
Types of Schools with distinctions in KMK
Inculturation of Bahasa Melayu
Strengthening Bahasa Melayu Malay Language Teacher as the Language of Economy
Oral Assessment (Ujian Lisan Proficiency Test (Ujian Penguasaan and Commerce
Bahasa Melayu, ULBM) in Primary Bahasa Melayu Guru, UPBMG) for
and Secondary Schools all Bahasa Melayu teachers

New Formats for BM Assessment Holistic Framework for the

and SPM KMK Professional Development of
Bahasa Melayu Teachers
Renaming Malay Literature to and Lecturers
Communicative Malay Literature
in Secondary Schools Alignment of lecturers at IPGKBM
campuses to strengthen the
Proficiency Test in Malay Bahasa Melayu Education
Language as a University Excellence Centre
Programme Requirement
Malay Language Education
Malay Language Skills Interactive Recognition Board (Lembaga
Programme (Program Interaktif Pengiktirafan Pendidikan
Kemahiran Bahasa Melayu, Bahasa Melayu, LPPBM)
PIKeBM)

STRENGTHENING BAHASA TEACHER PROFESSIONALISM RESEARCH AND INNOVATION AS

MELAYU EDUCATION DEVELOPMENT WELL AS EXTERNAL RELATIONS

ENHANCEMENT OF
STRENGTHENING REINFORCING
ENHANCING ORAL STRENGTHENING LANGUAGE SKILLS ENRICHING EXPANDING
THE MALAY MALAY LANGUAGE UPGRADING EXPANDING
ASSESSMENT IN THE KM FOR MALAY THE KNOWLEDGE THE USE OF
LANGUAGE IN CO-CURRICULAR IPGKBM THE NETWORK
MALAY LANGUAGE CURRICULUM LANGUAGE REPOSITORY BM STANDARD
CURRICULUM ACTIVITIES
TEACHERS

MALAY LANGUAGE STANDARD FRAMEWORK

Exhibit 2.3: Descriptor of Standard Language Competency

SCALE LEVEL COMPETENCY

Very competent in the aspects of language use, application of

VERY
6 COMPETENT
skills and incorporation of values in speaking
HIGH
ACQUISITION AND MASTERY OF LANGUAGE

5
Competent in the aspects of language use, the application of
COMPETENT skills and the incorporation of values in speaking

Satisfactory in the aspects of language use, application of skills

4 SATISFACTORY and incorporation of values in speaking
MODERATE

Adequate in the aspects of language use, the application of

3 ADEQUATE skills and the incorporation of values in speaking

Able to explain about the neighbourhood and daily activities

2 LIMITED using conjunctions, simple and common sentences to
communicate
BASIC

1 VERY Able to express oneself and family matters using symbols,

LIMITED words, simple and common phrases

MALAYSIA EDUCATION BLUEPRINT 2013-2025 31

2.2.2 Improving the Competency of Non-Option
BM Teachers
Implementation of UPBMG based on KSBM

6432 non-option Bahasa Melayu teachers have taken the UPBMG to assess their level of
language competency. Based on the language competency criteria in KSBM, teachers
need to achieve at least Level 5. Teachers who do not meet the language competency
standard at Level 5 will receive planned interventions. Data shows that 43.6% of non-option
Bahasa Melayu teachers have achieved the set language competency standard, which is
Level 5.

The exhibit below shows teachers' achievement results according to the levels in UPBMG.

Exhibit 2.4: The overall achievement in UPBMG for the year 2022 (all four skills):

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6 UPBMG CANDIDATES

0 1 88 3536 2807 0 6432

Exhibit 2.5: The achievement in UPBMG categorized by language skills for the year 2022

SKILLS LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6 UPBMG CANDIDATES

SPEAKING 0 4 175 2130 3991 132 6432

READING 0 5 69 772 3350 2236 6432

WRITING 6 664 3533 2114 115 0 6432

LISTENING 0 0 38 1283 4961 150 6432

2.2.3 Enhancement of Language Skills for Form

4 and 5 Pupils Through Focused Classroom
and Extracurricular Activities

a. Classroom Activities

Malay Language Excellence Manual

(Manual Kecemerlangan Bahasa Melayu, MKBM)

200 Bahasa Melayu teachers from 200 selected schools in eight states, namely Johor,
Penang, Kedah, Sabah, Sarawak, Selangor, Pahang, and Perak, were successfully
trained through this programme. The selection of schools was based on the average
grade of the Bahasa Melayu subject in the school, ranging from 5.0 to 7.0 (in the weak
category).

32 ANNUAL REPORT 2022

 GPMP 4.0 - 5.0
(100 SCH)
01 02

HEAD OF SUBJECT
PANEL TEACHER

GPMP 6.0 - 8.0

(100 SCH)

FORM 5 PUPILS

MKBM has been developed and serves as a guide for training Malay language teachers to
use thinking tools to generate ideas in the teaching and learning process, diversifying
creativity and Bahasa Melayu teaching techniques that enable pupils to improve their
writing skills. A total of 200 Form 4 and 5 Malay language teachers were involved in this
training thus far. The main goal of this activity is to improve SPM Bahasa Melayu
examination results to achieve at least Grade C (distinction).

Initial findings indicate that 88.9% of teachers using MKBM managed to help improve
pupils' essay writing skill.

Exhibit 2.6: Distribution of Selected Schools Using the MKBM by State

KEDAH (20)

PULAU PINANG (34) 200 SCHOOLS

SABAH (20)
PERAK (40)
PAHANG (22)

SELANGOR (24)

JOHOR (20)

SARAWAK (20)

MALAYSIA EDUCATION BLUEPRINT 2013-2025 33

 Project-Based Learning of Bahasa Melayu (Pembelajaraan Bahasa Melayu Berasaskan
Projek, PBMP)

PBMP is a PdP method aimed at improving pupils' language skills. It applies and integrates
knowledge, skills, and values learned from various disciplines to master language skills
through project-based activities.
Exhibit 2.7: Achievements of the Best Projects by Pupils

PROJECT-BASED LEARNING OF
STATE
THE MALAY LANGUAGE ACTIVITIES (PBMP)

KELANTAN Projek BiJAK Emosi (BiJAK Jati Diri Artikulasi)

PAHANG Citra Warisan Event, SMK Teluk Chempedak, Kuantan

PERAK Project-Based Learning of The Malay Language (PBMP) Colloquium

PERLIS Thematic Video presentation at SK LKTP Chuping, Perlis

MELAKA Bird's Eye Chilis Entrepreneur at SK Datuk Hj Baginda

SELANGOR Project with Culture, Arts, and Aesthetics theme at SJKT Ladang Batu Ampat

NEGERI SEMBILAN Exhibition and Colloquium at SMK Yam Tuan Radin

Exhibit 2.7 shows a summary of the activities conducted in several states. The use of the
Malay language in these activities has impacted the pupils involved, depending on the
unique nature of the projects and the use of materials to test the pupils' creativity in
language skills.

PBMP is a PdP
method aimed at
improving pupils'
language skills

The activities conducted have shown impact and resulted in:

i. Showcasing pupils’ proficiency in language etiquette and the appropriate selection

of vocabulary in the presentation/ explanation of each type of project and activity that
tests students' skills.

ii. Fostering pupils' interest in the fields of public speaking and language use based on the
type of project.

34 ANNUAL REPORT 2022

 iii. Encouraging questioning and stimulating curiosity while helping pupils contribute
ideas.

iv. Improving pupils' self-confidence, especially non-native speakers, in communicating

and speaking in front of an audience using the Bahasa Melayu - through correctly
using grammatical words, generating ideas for writing greetings, and various types
of texts correctly and confidently.

v. Pupils show increased interest in learning

Bahasa Melayu and strive to ensure the success
of their projects, which leads to improved
attendance at school.

vi. Fostering a spirit of cooperation among group

members and a sense of responsibility for
their roles through group discussions to
produce presentation texts using proper
language.

vii. Sharing best practices with schoolmates

through presentations or showcases during
school activities and language months.

b. Activities Outside the Classroom

National-level Language Skills Carnival

The Language Skills Carnival serves as an encouragement activity to enhance the

mastery of Bahasa Melayu among pupils. This carnival supports implementing the
Malay Language Skills Interactive Programme (Program Interaktif Kemahiran Bahasa
Melayu, PIKeBM), which has been made mandatory in all MOE schools. The carnival,
which consists of four activity branches, involves the following concepts:

i. Creative Speaking Challenge

This challenge provides space and opportunities for pupils to creatively share
their opinions, stories, feelings, and experiences based on topics and themes. This
challenge aims to help develop the potential, boost pupils' confidence in
communication, and foster critical, creative, and innovative thinking.

ii. Penglipur Lara/ Storytelling Challenge

This challenge aims to enhance oral skills and stimulate the imagination of
pupils. The Penglipur Lara challenge will encourage pupils to use language,
movement, and facial expressions that are appropriate for the storyline. Stories
that contain moral values and are rich in lessons can also help shape pupils'
personalities with positive attributes.

iii. Young Journalist Challenge

This challenge aims to hone skills and showcase the journalistic talents of
pupils, while also boosting their confidence in front of the camera and in
speaking candidly and spontaneously.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 35

 iv. Monologue Challenge
This challenge is based on a monologue by a single speaker. It cultivates pupils'
ability to express the hopes or desires of an individual regarding a given issue
or question in a presentation aimed at conveying feelings and emotions through
spoken words.

Exhibit 2.8: Total Participation by Challenge at the National Level

80 70 76 78 78 78 78 75 76
Number of Pupil

75

70

65
CREATIVE PENGLIPUR YOUNG MONOLOGUE
SPEAKING LARA JOURNALIST
Activities

SECONDARY SCHOOL PRIMARY SCHOOL

Exhibit 2.9: Results of Student Assessments in the 2022 National Language Skills Carnival for
Primary (SR) and Secondary (SM) Schools:

MARKING SCALE TOTAL OF PUPILS (SR) TOTAL OF PUPILS (SM)

90-100 0 0

80-89 23 41

65-79 212 346

50-64 1645 2117

30-49 2001 747

0-29 16 2

Overall, the National Language Skills Carnival has successfully improved pupils'
language skills by participating in language-related activities. A total of 3,897
(48.24%) primary school pupils and 3,553 (76.97%) secondary school pupils achieved
at least 50 marks or more.

Moving Forward
In 2023, MOE plans to:

1. Increase the number of non-option Bahasa Melayu teachers taking UPBMG and achieving Level 5.
2. Provide intervention for teachers who do not achieve Level 5 in UPBMG.
3. Expand the use of the Malay Language Excellence Manual (Manual Kecemerlangan Bahasa
Melayu, MKBM).
4. Promote project-based learning in the Bahasa Melayu in all schools.

36 ANNUAL REPORT 2022

2.3 STRENGTHENING ENGLISH LANGUAGE
EDUCATION
In 2022, the Strengthening of the English Language Education Initiative continues to
improve pupils' and teachers' English language proficiency based on the Common European
Framework of Reference for Languages (CEFR) international standards. This initiative
continues English Language activities that create an immersive English language
ecosystem at the primary school level, to improve pupils' English language proficiency
through Science and Mathematics subjects, and to ensure that all English language
teachers achieve CEFR C1 proficiency.

Throughout the year 2022, efforts in the Strengthening of the English Language Education
Initiative were focused on:

2.3.1 IMPROVING PUPILS’ ENGLISH LANGUAGE PROFICIENCY TO ACHIEVE ASPIRED

TARGETS BASED ON THE CEFR INTERNATIONAL STANDARDS

Highly Immersive Programme (HIP)

Dual Language Programme (DLP)

2.3.2 IMPROVING THE PROFICIENCY AND COMPETENCY OF ENGLISH LANGUAGE OPTION

TEACHERS

Professional Upskilling for English Language Teachers (Pro-ELT)

The English Enhancement Programme for Schools (Program Peningkatan

Kemahiran Bahasa Inggeris di Sekolah, PPKBIS)

2.3.1 Improving Pupils’ English Language Proficiency

to Achieve Aspired Targets Based on the CEFR
International Standards
Highly Immersive Programme (HIP)

HIP is carried out to create an environment that encourages pupils to communicate in

English both inside and outside the classroom. All schools implemented HIP in collaboration
with non-governmental agencies (NGOs), private sector partners, and the community. The
results of this activity showed an increase in the highest level of immersion achievement
for 10,231 MOE schools. A total of 96% school reached levels 3 and 4.

Exhibit 2.10: MOE Schools Immersive Level Achievement Trend from 2019
Source: English Language Teaching Centre

96%
100%
68% 71% 72%

50%

0%
Trend from Practices and
2019 2020 2021 2022
Innovation was published in 2022
and showcases best practices in
the English language activities
Source: English Language Teaching Centre
under HIP.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 37

 Dual Language Programme (DLP)

To improve pupils’ English language proficiency through DLP, focus is given to three main
elements:

i. Building digital support materials for pupils through videos and learning materials.

a) PdP videos have been prepared for Science and Mathematics subjects, covering
topics included in the Science and Mathematics curriculum. These videos have
been uploaded to MOE’s EduWebTV website.

b) Support materials for DLP Mathematics pupils in Years 4 and 5 of the Standards-
Based Curriculum for Primary School (Kurikulum Standard Sekolah Rendah, KSSR)
have been developed in collaboration with expert teachers from schools and
uploaded to the official ELTC website in digital format for easy access and download
by teachers and students as additional materials alongside the existing textbooks.

ii. Enhancing the English language proficiency of Science and Mathematics teachers
through four (4) levels, namely Language Awareness, Advanced, Reinforcement,
and Enrichment, to improve the competency in teaching Science and Mathematics
subjects.

iii. Conduct engagement sessions with school leaders to facilitate the implementation of
DLP.

Exhibit 2.11: English Language SPM Results for Schools Under DLP

YEAR PERCENT

2021 87.5%

2022 83.8%

(Source: English Language Teaching Centre)

Enhancing the English

language proficiency of
Science and Mathematics
teachers through four (4) levels,
namely Language Awareness,
Advanced, Reinforcement, and
Enrichment, to improve
the competency in
teaching Science and
Mathematics subjects

38 ANNUAL REPORT 2022

2.3.2 Improving the Proficiency and Competency of
English Language Option Teachers
Professional Upskilling for English Language Teachers (Pro-ELT)

The Professional Upskilling of English Language Teachers (Pro-ELT) programme aims to

enhance English language proficiency among English Language Option (BI) teachers to
achieve at least the CEFR C1 level. The results of the Pro-ELT programme, which began in
2014, have shown an increase in the number of teachers who have achieved the CEFR C1
level.

Exhibit 2.12: Cumulative Number of English Language Option Teachers Achieving CEFR C1

20,000

19,000 18,876
18,000

17,000 17,191
16,000
15,593
15,000

2019 2020 2021

(Source: e-Operasi)

A total of 6,030 English Language teachers have received continuous support training from
ELTC and facilitators. This training includes:

a. non-synchronous learning, which includes five (5) training modules on the IMPROVE
portal through the Learning Management System (LMS) OpenLearning. These modules
cover six language components: Grammar, Vocabulary, Listening, Speaking, Reading,
and Writing. The content of these training modules includes reference materials like
notes and instructional videos, as well as exercises in the form of assignments, quizzes,
discussions, and summative assessments.

b. synchronous learning involves Professional Learning Community (PLC) sessions

conducted online with facilitators. PLC includes discussions on online course
implementation, ways to improve performance, additional reading sessions, and
identifying strengths and weaknesses for self-improvement.

c. self-assessment instruments at the end of each OpenLearning training module, and

d. self-learning toolkit provided through an online learning application (links are included
in each OpenLearning training module).

After completing the training, the total learning hours attended are recorded as credits in
the MOE Training Management System (Sistem Pengurusan Latihan Kementerian
Pendidikan Malaysia, SPLKPM) under the 'Individual Module'; 'Self-Learning e-Learning
Activity' and 'PLC'. Participants will also receive a certificate of participation after
completing all the learning materials provided in the OpenLearning training module.
At the end of the training, participants are required to take a post-training English
proficiency test.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 39

 The English Enhancement Programme for Schools (PPKBIS)

A total of 109 English language teachers for Form 4 in schools requiring English language
intervention, also known as Hotspot schools, have been provided with guidance and support
through the English Enhancement Programme for Schools (Program Peningkatan
Kemahiran Bahasa Inggeris di Sekolah, PPKBIS) workshops, conducted both online (Phase 1)
and face-to-face (Phase 2). The aim of this programme is to give participants exposure to
effective pedagogical methods that can enhance pupils' writing skills.

Best practices showcasing the creativity and innovation of teachers in improving pupils’
achievement have been documented in two series of books, "Best Practices: Teachers’
Initiative from PPKBIS 2020" and "Best Practices: Teachers’ Initiative from PPKBIS 2021." The
publication of these two books can serve as a reference and a source of inspiration for
teachers in schools when implementing interventions for their pupils.

Exhibit 2.13: SPM English Results for Pupils in Hotspot Schools

YEAR ACHIEVEMENT OF TRAINED HOTSPOT SCHOOLS

2021 44.7% (New Format)

2022 46%

(Source: English Language Teaching Centre)

Moving Forward
1. Improving pupils’ English Language Proficiency to Meet the CEFR standards.

• A total of 2,420 schools, comprising 1,613 primary schools and 807 secondary schools, will
continue the DLP.

• Improvement of DLP English Language Support Course for Science and Mathematics
teachers from the DLP schools will continue.

• Remedial Instruction (RI) will be implemented for Year 4 pupils in 2023 involving 1,221
targeted schools to ensure that pupils do not fall behind in their English language learning. The
RI programme aims to help these students achieve the CEFR A1 proficiency level.

2. Improving the Proficiency of English Option Teachers to Achieve a Minimum Proficiency Level
of CEFR C1

• The PPKBIS will continue in 100 hotspot schools.

• 6,030 English Language Option teachers will take the English proficiency test to achieve a
minimum CEFR C1 level.

40 ANNUAL REPORT 2022

2.4 INCULCATING HIGHER ORDER THINKING SKILLS
IN 21ST CENTURY LEARNING
The initiative to Inculcate Higher-Order Thinking Skills (HOTs) in 21st-century learning was
introduced to strengthen pupils' skills in applying knowledge and HOTS in problem-solving,
decision-making, innovation, and creativity. This initiative aims to position the country in the
top one-third ranking of international assessments by 2025.

Efforts are also ongoing to enhance the competency and professionalism of teachers
in developing HOTs-oriented assessment questions. The Ministry is committed in providing
the necessary support and training to teachers to strengthen their skills in delivering
effective teaching. Additionally, efforts are being made to empower ICT infrastructure at
the school level to support the cultivation of HOTs in PdP.

In 2022, the initiative will focus on:

2.4.1 PREPARING PUPILS TO SIT FOR INTERNATIONAL ASSESSMENTS

Preparation of the Competency and Literacy Assessment (Pentaksiran Kompetensi

dan Literasi, PKL) for primary and secondary schools as a tool to measure pupils'
readiness for international assessments.

2.4.2 INCULCATING OF HOTS FOR TEACHERS AND PUPILS

Assessment of the level of teacher and student adoption through the Standard
Assessment Instrument for HOTs Inculturation

HOTs video competition

2.4.1 Preparing Pupils to Sit for International

Assessments
Preparation of PKL for SR and SM

The Ministry aims to position Malaysia in the top third of international assessments
ranking by 2025. To achieve this goal, 70 percent of pupils taking these assessments
must achieve a minimum score of 600. However, pupil performances have not yet reached
the desired level based on the PKL conducted yearly. For the year 2022, the PKL
achievement is as shown in Exhibit 2.14.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 41

 Exhibit 2.14: The achievement of Year 4 and Form 1 pupils in the Competency and Literacy Assessment for Reading, Financial Literacy,
Science, and Mathematics for the year 2022 is as follows:

SAMPLES THAT ACHIEVE THE SCORE

LITERACY NUMBER OF SAMPLES PERCENT (%)
600 AND ABOVE

YEAR 4 READING 48,505 9,136 18.84

FINANCE YEAR 4 52,260 9,965 19.07

MATHEMATICS YEAR 4 49,353 4,385 8.88

SCIENCE YEAR 4 49,464 3,395 6.86

READING FORM 1 22,458 9,900 44.08

KEWANGAN TINGKATAN 1 24,096 4,856 20.15

FINANCE FORM 1 24,641 1,076 4.37

SCIENCE FORM 1 24,673 907 3.68

From the implementation of the 2022 PKL, findings indicate that the percentage of
students scoring 600 and above is still below the target of 70 per cent.

In the Ministry's efforts to achieve this improvement, various activities have been carried
out. HOTs Workshops in the teaching of Science and Mathematics for secondary schools
were conducted nationwide from August to October 2022. These workshops involved
Educational Officers consisting of JPN Officers, SISC+, and Excellent Teachers (Guru
Cemerlang). The workshops provided exposure to teachers on the modules in problem-
solving, decision-making, innovation, and creativity.

Furthermore, a total of 500 HOTs assessment items were generated for the domains of
Reading, Mathematics, Finance, and Science, involving item developers from primary and
secondary schools. Training on HOTs Assessment Documents was also conducted by
zones (South and East; North and Central; Sabah, Labuan, and Sarawak) from September
to October 2022.

The Ministry also provided sufficient ICT equipment, such as laptops, through the
ICT Hardware Rental Service Project (Lease to use) to selected schools.

These workshops involved

Educational Officers consisting
of JPN Officers, SISC+, and
Master Teachers. The workshops
provided exposure to teachers
on the new modules in problem-
solving, decision-making,
innovation, and creativity

42 ANNUAL REPORT 2022

2.4.2 Inculturation of HOTs for Teachers and Pupils
Assessment of the Level of Inculturation of Teachers and Pupils Through the Standard
Assessment Instrument for Inculturation of Higher-Order Thinking Skills

The Ministry has developed the Standard Assessment Instrument for the Inculturation of
Higher-Order Thinking Skills (Instrumen Standard Penilaian Pembudayaan KBAT, ISPPK)
in PdP for both teachers and pupils. This instrument assesses the level of cultivating HOTs
in inculturation schools, covering aspects such as Educational Management and
Leadership, Teacher and Pupil PdP, and Co-curricular Activities. The findings from ISPPK
are designed to assist schools in planning follow-up actions to enhance the inculturation of
HOTs in teacher and pupil teaching and learning.

In 2022, a total of 306,363 teachers were assessed using the ISPPK instrument in teaching
and learning. From this total, 96.28% of teachers achieved a Good and Excellent level in
HOTs-based PdP.

Exhibit 2.15: Teachers Achievement in HOTs Enculturation

PERCENTAGE
NUMBER OF AT LEAST A GOOD LEVEL PERCENTAGE OF EXCELLENT LEVEL
OF EXCELLENT
STATE RESPONSES (>=61%) OF INCULTURATION ACHIEVEMENT AT (>=81%) INCULTURATION
LEVEL
(CLEAN DATA) OF HOTs IN PdP LEAST A GOOD LEVEL (%) OF HOTs IN PdP
ACHIEVEMENT (%)

PERLIS 3,615 3,554 98.31 1,898 52.50

KEDAH 25,263 24,729 97.89 12,587 49.82

PULAU PINANG 15,331 15,030 98.04 7,985 52.08

PERAK 31,195 30,140 96.62 14,036 44.99

SELANGOR 42,574 40,952 96.19 21,208 49.81

KUALA LUMPUR 12,001 11,437 95.30 5,097 42.47

PUTRAJAYA 128 124 96.88 78 60.94

NEGERI SEMBILAN 12,966 12,604 97.21 6,193 47.76

MELAKA 8,948 8,562 95.69 3,844 42.96

JOHOR 39,104 36,226 92.64 12,571 32.15

PAHANG 19,346 18,826 97.31 9,642 49.84

TERENGGANU 17,998 17,494 97.20 6,471 35.95

KELANTAN 24,374 23,854 97.87 10,502 43.09

SARAWAK 28,677 27,578 96.17 9,954 34.71

LABUAN 1,034 1,015 98.16 486 47.00

SABAH 23,809 22,840 95.93 10,255 43.07

OVERALL TOTAL 306,363 294,965 96.28% 132,807 43.35

96.28%
of teachers achieved Good and
Excellent levels in applying
HOTs during PdP

MALAYSIA EDUCATION BLUEPRINT 2013-2025 43

 HOTs Documentary Video Competition 2022

The HOTs Documentary Video Competition 2022 held in November 2022 aimed at
creating a platform for fully residential schools (Sekolah Berasrama Penuh, SBP) pupils to
showcase creative ideas on HOTs understanding in learning materials. The competition
received a total of 57 group entries. The list of winners in the two contested categories is as
follows:

Upper Secondary Category

First Place : Hulu Terengganu Secondary Science School

Second Place : The Malay College Kuala Kangsar
Third Place : The Malay College Kuala Kangsar

Lower Secondary Category

First Place : The Malay College Kuala Kangsar

Second Place : Raja Tun Azlan Shah Secondary
Science School
Third Place : Rembau Secondary
Science School

Moving Forward

The initiative focus for 2023:

1. Continuation of ISPPK as an assessment tool

for cultivating HOTs by teachers and pupils.

2. Building of the HOTs items will be continued

and made accessible to teachers and pupils.

3. Development of a digital platform to meet

the needs of the HOTs learning and ensure
wider accessibility.

4. Production of interactive videos and

animations to create a more engaging Production of interactive
and interactive learning experience, thereby
enhancing understanding, knowledge videos and animations to
application on the HOTs.
create a more engaging
5. Expansion of the HOTs Documentary Video and interactive learning
Competition will also be implemented by
opening participation to all secondary school experience, thereby enhancing
students nationwide.
understanding, knowledge
application on the HOTs

44 ANNUAL REPORT 2022

2.5 STRENGTHENING STEM EDUCATION
The initiative to strengthen STEM Education was introduced to ensure that pupils are
equipped with the necessary skills to face the challenges of a changing world by applying
Science, Technology, Engineering and Mathematics (STEM) knowledge and skills. This
effort is aligned with the National Science, Technology, and Innovation Policy (Dasar
Sains, Teknologi dan Inovasi Negara, DSTIN) 2021-2030, which outlines the development of
a competent and sufficient talent pool in science, technology, and innovation (STI) to
transform the country from technology users to technology developers.

The Strengthening STEM Education Initiative focuses on cultivating pupils' interest through
innovative learning approaches, enhancing STEM teachers' skills and abilities, and raising
awareness of STEM among pupils, parents, and the general public.

The initiative focus in 2022:

2.5.1 INCREASING AWARENESS AND ENCULTURATION OF STEM AMONG PUPILS

2.5.2 STRENGTHENING OF STEM TEACHERS' PEDAGOGY FOCUSING ON INTEGRATED

STEM EDUCATION AND INQUIRY-BASED AND PROJECT-BASED APPROACHES

2.5.3 IMPROVING GUIDANCE AND COUNSELLING TEACHERS' KNOWLEDGE ABOUT THE

LATEST STEM CAREER OPPORTUNITIES

2.5.4 STRENGTHENING STRATEGIC COLLABORATION WITH STAKEHOLDERS TO

IMPLEMENT STEM PROGRAMMES

2.5.1 Increasing Awareness and Enculturation of

STEM Among Pupils
Various programmes were carried out in 2022 to raise awareness about the importance
of STEM fields, the interdependence of STEM disciplines, the impact of science and
technology on society and the environment, and authentic experiences to solve real-
world problems among pupils.

The activities that were carried out include:

• The celebration of World Science Day for Peace and Development with the theme
"Basic Sciences for Sustainable Development" was organised in collaboration with
the Young Scientist Network - Academy of Sciences Malaysia (YSN-ASM).

• The celebration of International Mathematics Day with the theme "Mathematics

Unites" aimed at enhancing understanding among the general public about the
importance of mathematics in education and to increase access to information about
the role of mathematics in life. This celebration was held using the YouTube and
Facebook platforms of the National STEM Centre and successfully attracted the
interest of nearly 70,000 viewers. Among them, 48,000 participants were comprised
of primary and secondary school pupils.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 45

 • The development of Mathematics Modules in the context of applications for
primary and secondary schools using a 'backward design' approach with a special
emphasis on ABC (activity before concept). The modules introduce concepts in a
realistic context to dispel the common misconception that mathematics is about
numbers, procedures, and abstraction. Each activity in the modules will explain the
relationship between the activity and:

a) situations in everyday life;

b) other mathematical topics and/ or;
c) other subjects.

• A total of 64 schools are involved in the STEM Executive Consultation Project (STEMEC).
This project aims to provide meaningful, integrated STEM learning experiences to
every pupil in a conducive learning environment. It focuses on leadership for school
leaders and Integrated STEM Project-Based Learning (PBL) for pupils. The project
also uses The Organisational Development approach to lead schools in implementing
integrated STEM education, involving all school members and the local community.

• A total of 64 schools are involved in the STEM Executive Consultation Project

(Integrated STEM PBL). The project aims to provide guidance to schools in implementing
Teaching and Learning using the Integrated STEM PBL Implementation Module.
Overall, it was found that STEM PdP implemented in schools has increased pupils’
motivation, whether at the secondary or primary school level.

• The Young STEMist Expo (YSE) programme involves 64 schools and aims to provide
exposure to drones, 3D design, web design, robotics, the Internet of Things (IoT), and
animation, as well as non-STEM areas such as arts and entrepreneurship. The
programme targets schools with a high population of B40 pupils in collaboration
with the Ministry and agencies such as the Malaysia Digital Economy Corporation
(MDEC), Elvira Sdn. Bhd., Chumbaka, Intel Malaysia, Shell, Maxis, and other agencies.

• The STEM Pupil Index Study was conducted throughout Malaysia, involving 26,957
pupils in Year 6, Form 2, and Form 4 through online assessments. The level of
STEM pupil culture in Malaysia is measured through the STEM Pupil Index (Indeks STEM
Murid, ISM), which comprises four main domains: PdP, Attitudes, Co-Curriculum, and
Literacy. The study findings indicate that the overall STEM pupil index for the entire
country is 44.09, which is at low level. This means that pupils' assessment of their
learning environment is not very positive, and their commitment and attitudes towards
learning Science and Mathematics are not favourable.

46 ANNUAL REPORT 2022

2.5.2 Strengthening STEM Teachers' Pedagogy
Focusing on Integrated STEM Education and
Inquiry-Based and Project-Based Approaches
The inquiry-based learning approach and integrated STEM approach are essential
components of STEM teacher’s pedagogy. Teaching materials and ongoing support for
PdP are also provided to teachers.

• A total of 183 teachers and SISC+ participated in the Inquiry-Based Science Education
(IBSE) Programme, which was conducted in a hybrid format. The training module
used in this programme was based on the IBSE module developed by the Fondation La
main à la pâte in France. This programme successfully equipped participants with
knowledge and skills related to the IBSE approach, which is a learning approach that
involves pupils in the process of investigation and exploration. Additionally, the inquiry
process experienced during the programme can encourage creative and critical
thinking while providing new learning experiences for pupils in the classroom.

• A total of 100 Design and Technology (Reka Bentuk dan Teknologi, RBT) primary school
teachers participated in the "1,2,3... Code!" programme organised by the Ministry
in collaboration with the International Science, Technology and Innovation Centre for
South-South Cooperation under the auspices of UNESCO (ISTIC) and University of
Technology Malaysia (Universiti Teknologi Malaysia, UTM) Kuala Lumpur. The training
module was based on the "Projet 1,2,3... codez!" by the Fondation La main à la pâte.
This programme aimed to provide knowledge and skills related to four main concepts
in computer science: namely machine, algorithm, language, and information, through
unplugged activity, which is a popular strategy for introducing computer science
concepts.

The inquiry process experienced

during the program can
encourage creative and critical
thinking while providing new
learning experiences for
pupils in the classroom

MALAYSIA EDUCATION BLUEPRINT 2013-2025 47

 • A total of 100 Science and Mathematics teachers participated in the Educator
Innovation Programme, which is a collaboration between the Ministry and the
National Science Centre. The programme aims to enhance the creativity and
teaching skills of Science and Mathematics teachers to make their lessons more
engaging and effective. Through non-formal science learning approaches and
hands-on teaching methods, pupils' interest in STEM can be cultivated.

• A total of 186 Matriculation STEM Programme Master Trainers who were trained
through the Matriculation STEM Inquiry-based Learning Programme were involved
in the development of Matriculation STEM Inquiry-based Learning Programme
(STEMatric-IBL) modules for each STEM field, including Chemistry, Biology, Physics,
Mathematics, Computer Science, and Engineering. These JU members are
responsible for in-service training and mentoring lecturers at their respective
matriculation colleges.

• The STEMinar programme on RBT and Chemistry, organised in collaboration with
the STEM Dissemination Centre, UKM, and IPG Technical Education Campus, as
well as the American Chemical Society (ACS) Malaysia Chapter and ACS UKM Student
Chapter, was conducted through official social media platforms such as Facebook
and YouTube. This programme aims to enhance participants' knowledge regarding
the latest developments in the fields of RBT and Chemistry. It also provide exposure
to hands-on activities that can be used in RBT and Chemistry education. The webinar
was open to all, especially to RBT and Chemistry teachers, as well as secondary
school pupils.

• A total of 145 preschool teachers participated in the In_STEM Programme. This

programme aims to enhance teachers' understanding of designing content that
can foster pupils' curiosity and engagement in STEM activities, planning activities
that encourage pupils to think critically to solve daily problems and designing
continuous assessments through games.

• A total of 405 teachers attended the Doing_STEM module training workshops.

Participants included RBT, Science, and Mathematics subjects primary school
teachers. The Doing_STEM module aims to provide suggestions for integrating the
fields of Science, Mathematics, and RBT based on DSKP through project-based
learning activities, as well as applying STEM knowledge, skills, and ethical values in
real-life situations.

Through non-formal science

learning approaches and
hands-on teaching methods,
pupils' interest in STEM
can be cultivated

48 ANNUAL REPORT 2022

2.5.3 Improving Guidance and Counselling
Teachers' Knowledge on the Latest STEM
Career Opportunities
Increasing awareness among stakeholders about current STEM careers is essential to
encourage pupils to choose STEM subjects. The enrolment rate of upper secondary pupils
selecting STEM subjects is 40.94%. The Ministry collaborates with stakeholders to explore
ideas, resources, and expertise to boost STEM enrolment.

Among the programmes implemented are:

• A total of 6,213 participants joined the STEM4ALL: STEM Street 2022 programme, which
aims to enhance teachers' knowledge, especially Guidance and Counselling Teachers,
about STEM careers. The programme was conducted in collaboration with strategic
partners such as Universiti Malaysia Perlis (UniMAP), MARA University of Technology
(Universiti Teknologi MARA, UiTM), Technical University of Malaysia, Malacca
(Universiti Teknikal Malaysia Melaka, UTeM), Science University of Malaysia
(Universiti Sains Malaysia, USM), UTM, and PPD Sentul, with support from professional
bodies like the Institution of Engineers Malaysia (IEM), Board of Engineers Malaysia
(BEM), Institution of Engineering and Technology Malaysia (IET Malaysia), and Malaysian
Board of Technologists (MBOT).

The enrolment rate of upper

secondary pupils selecting
STEM subjects is 40.94%

2.5.4 Strengthening Strategic Collaboration with

Stakeholders to Implement STEM Programmes
The implementation of the STEM initiative requires collaboration among stakeholders
to collectively plan and expand learning opportunities to nurture competent, adaptable,
and sufficient STEM talents. In 2022, MOE strengthened its strategic partnerships with
key stakeholders to collectively contribute ideas, resources, and expertise in implementing
STEM education programmes. The primary strategic partners include the Ministry of
Science, Technology, and Innovation (MOSTI) and its agencies, the Ministry of
Communications and Multimedia (Kementerian Komunikasi dan Multimedia, K-KOMM)
and its agencies, the International Science, Technology and Innovation Centre for South-
South Cooperation (ISTIC), public universities, private universities such as Kuala Lumpur
University, Malaysian Institute of Chemical and Bioengineering Technology (UniKL MICET),
professional bodies IEM, BEM, MBOT, IET Malaysia, ACS Malaysia Chapter, YSN-ASM,
industry partners, and various other private agencies.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 49

Moving Forward
In 2023, this initiative will conduct the following activities:

1. Increasing awareness and fostering STEM culture among pupils through integrated STEM
education and co-curricular activities.

2. Enhancing the competence of STEM subject teachers in implementing integrated STEM education.

3. Strengthening strategic cooperation with stakeholders to execute STEM programmes.

4. Conducting research on the STEM Pupil Index.

These activities aim to further promote STEM education further, improve teacher competency,
strengthen collaborations, and assess the pupils’ readiness on STEM in the coming year.

2.6 TRANSFORMING TEACHER EDUCATION TO

IMPROVE THE QUALITY OF TEACHER TRAINING
The Initiative of Transforming Teacher Education to Improve Teacher Training Quality aims
to transform the teaching profession into a preferred choice. The main focus of this initiative
is to enhance the quality of Teacher Education Institutes (Institut Pendidikan Guru, IPG)
throughout the country by strengthening the leadership competencies of IPG Campuses,
improving lecturers' competencies, and enhancing the quality of training.

Efforts to transform IPGs as leaders in teacher education excellence continued in 2022 with a
focus on:

2.6.1 RATING OF IPG CAMPUSES BASED ON IPG RATING STANDARDS

2.6.2 ENHANCEMENT OF IPG LEADERS' COMPETENCIES BASED ON LEADERSHIP

COMPETENCY STANDARDS

2.6.3 IMPROVEMENT OF IPG LECTURERS' COMPETENCIES BASED ON LECTURER QUALITY

STANDARDS

2.6.4 ENHANCEMENT OF THE QUALITY OF TEACHER TRAINING MODULES BASED ON

MODULE STANDARDS AND IPG TRAINING QUALITY GUIDELINES

50 ANNUAL REPORT 2022

2.6.1 Rating of IPG Campuses Based on IPG
Rating Standards
MOE has established the IPG Rating Standard (Standard Penarafan Institut Pendidikan
Guru, SP IPG) in its efforts to set the level and standard of IPG to achieve the vision of
being a leader in teacher education excellence. This SP IPG has been aligned with the
requirements of compliance with the Malaysian Qualifications Framework (MQF) by the
Malaysian Qualifications Agency (MQA) and ISO 21001 Educational Organisation
Management System (EOMS) compliance by the Standards and Industrial Research
Institute of Malaysia (SIRIM) Quality Assurance Services (QAS) International to ensure that
the quality standards adopted are internationally recognised.

The IPGK standards are determined based on a comprehensive assessment in seven (7)
dimensions, including leadership quality, lecturers, research and innovation, infrastructure
and infostructure, curriculum, students, and training.

Exhibit 2.16: IPG Rating Standard Framework

LEADERSHIP
QUALITY

QUALITY QUALITY
OF OF
TRAINING LECTURERS
LIZ
ITA ATIO
IG
N
D

IPG
LEADING
TEACHER
EDUCATION QUALITY
INT

ON

PUPIL OF
QUALITY
EXCELLENCE RESEARCH
AND
TI
ER

NA A INNOVATION

TI O N A LIZ

INFRASTRUCTURE
CURRICULUM AND
QUALITY INFOSTRUCTURE
QUALITY

Various programmes and activities were

implemented throughout 2022 to strengthen
campus rating based on the SP IPG. The programmes
that were carried out include the Enhancement
of Student Competency Program, Quality
Improvement Programme for Master’s Degree in
Education Programme (Program Ijazah Sarjana
Pendidikan, PISP), Analytical and Holistic Rubric
Development Workshops, Research Management
Competency Enhancement Programme for IPG,
and the Production of High-Impact International
Journal Articles Programme. These efforts have
successfully raised the rating level of IPGK.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 51

 Exhibit 2.17: Some of myTARAF System's pages

The myTARAF system was developed to enhance the efficiency and effectiveness of data
collection, analysis, and reporting. According to the audit findings for the rating standards
in 2022, 25 IPGKs have successfully achieved a good rating, and 2 IPGKs have achieved an
excellent rating.

Exhibit 2.18: Achievement Level of IPG Rating Standard

STANDARD LEVEL
YEAR
(NUMBER OF IPG)

WEAK AVERAGE GOOD EXCELLENT

2021 1 25 1 -

2022 - - 25 2

2.6.2 Enhancement of IPG Leaders' Competencies

Based on Leadership Competency Standards
The role of IPG leaders as instructional leaders was strengthened with academic knowledge,
research and innovation practices, as well as subject matter expertise, in addition to
personal quality and resource management. This has been achieved through a series of
competency enhancement courses for IPG leaders.

Some of the courses conducted include the Middle Leader Competency Enhancement
Course in collaboration with the Razak School of Government, Competency Enhancement
Courses, Coaching and Mentoring Workshops, Pedagogical Capacity Competency
Programme, Meaningful Learning, Certified Instructional Coach, Certified Coach, and
Global Leadership Competency Enhancement Programme.

52 ANNUAL REPORT 2022

Exhibit 2.19: IPG Leaders Rating Standard Framework

• Basic Alignment • The Value of

• Driving Innovation Professionalism
and Creativity • Ethical Values
• Human Values
The IPG Leader Profiling System (eMyPro@
• Diversity of Thought
IPG) has been developed to streamline
THOUGHTS PERSONAL
QUALITIES the IPG leadership profiling process. This
• Coaching &
• Organizational Mentoring system uses profiling data to identify areas
Awareness • Change
• Leveraging Service &
Engagement
Knowledge
Ranking
Management that need improvement by IPG leaders
Relationships
• Smart Alignment
• Holistic
Leadership and subsequently assist in planning and
NET-
WORK
A COMPETENT
LEADER WITH
LEADER-
SHIP
organising future-focused course and
AN EDUCATIONAL
SOUL
training activities.
Research & Innovation

In 2022, 40.7% of profiled IPG leaders

SOURCE PRACTICE successfully achieved an excellent level.
• Digital Utilization • Encouraging
• Financial Management Togetherness
• Human Resource Management • Emotional
• Asset Management Intelligence
• Driving Excellence

Exhibit 2.20: Some of myProfiling (eMyPro@IPG) System's Pages

2.6.3 Improvement of IPG Lecturers' Competencies

Based on Lecturer Quality Standards
In 2022, the Quality Achievement Standard for IPG Lecturers (Standard Pencapaian Kualiti
Pensyarah IPG, SPKP IPG) was successfully developed. This standard covers eight main
dimensions, which are academic qualifications of lecturers, leadership, curriculum design
and delivery, continuous professionalism development, writing and authorship, research
and innovation, digital utilisation, and volunteering and self-development.

Various activities were carried out throughout 2022 to further enhance the competency
and excellence of IPG lecturers. These activities included the development of Lecturer
Quality Guidelines, GGP: AS (Guideline to Good Practices Assessment of Student) Courses,
Lecturer Insaniah Competency Enhancement Programs, and Certified Officer Quality
Assurance (COQA) Courses.

According to the audit results of SPKP IPG in 2022, 41.1% of lecturers achieved a rating of
Good, Excellent, or Outstanding.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 53

 Exhibitt 2.21: Achievement Level of Lecturers Quality Standard

LEVEL PERCENTAGE OF LECTURERS

POTENTIAL 21.9

HOPE 37.0

GOOD 23.5

EXCELLENT 9.1

SUPERIOR 8.5

2.6.4 Enhancement of the Quality of Teacher Training

Modules Based on Module Standards and IPG
Training Quality Guidelines
In 2022, the Training Quality Guidelines and IPG Module Standards were successfully
developed and enforced.

Based on the audit conducted in 2022:

• 59.3% of the training programmes successfully achieved the targeted level, which is
Good and the rest achieved a higher level, which is Excellent. Overall, 100%
of IPGs successfully achieved at least the targeted Good level.

• 50% of the training modules produced in 2022 successfully met the established
standards, while the remaining modules required improvement and refinement.

Exhibit 2.22: Training Quality Guideline Framework

> Ongoing Guidance

> Training Needs Study > Monitoring
> Training Information > Cooperation (Resource Sharing,
Rating and Recognition)
SKILLS
LEDGE

VAL
OW

UE > Evaluation of Participants

> Training Committee KN > Speaker Rating/
(Campus Level)
Facilitator
> Financial
> Module Evaluation
> Technical Resources
> Training Materials
> Equipment
> Reporting
> Promotion
> Improvement
> Risk Management
> Impact Studies

The Training Data Management System (Sistem Pengurusan Data Latihan, mySPDL) was
also developed to improve training management efficiency.

54 ANNUAL REPORT 2022

 Exhibit 2.23: Standard Module Framework

Validit
y

t
en
& App

ibility

sm
es
ss
licabil

Access

tA
St

an
ru

ip
ct
De

ity
ort

ti c
sig

ur
n& upp

r
&S

Pa
De e
live nc
ry ida
Gu
STANDARD
Goals & Objectives MODULE Evaluation & Improvement

Exhibit 2.24: Some of mySPDL IPG System's Pages

59.3% of the training programmes

successfully achieved the targeted level,
which is Good and the rest achieved a
higher level, which is Excellent. Overall,
100% of IPGs successfully achieved at
least the targeted Good level

Moving Forward
In 2023, the following activities will be continued to improve IPG ratings:

1. Increase the percentage of IPGs achieving the highest rating level.

2. Continue leadership development programs for IPG leaders.
3. Enhance the competency of lecturers.
4. Strengthen the quality and training modules.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 55

2.7 STRENGTHENING THE PROFESSIONALISM OF
EDUCATION SERVICE OFFICERS
Strengthening the professionalism of Education Service Officers (Pegawai Perkhidmatan
Pendidikan, PPP) is a comprehensive, integrated, and ongoing initiative aimed at
enhancing the professionalism and quality of PPP through their career pathways,
including leadership and professional development. The initiative also emphasises
efforts to ensure the psychological well-being of PPP through the implementing of the
Psychological Well-being Programme, Legal Literacy Programme, and Cases of
Misconduct among Public Servants for PPPs nationwide.

The main objective of this initiative is to ensure that PPP maintain their quality
throughout their service period and, in turn, support Aspiration Four (4) of the MEB, which
is to make teaching a preferred career choice.

Efforts to enhance the professionalism of PPP continued in 2022 with;

2.7.1 PREPARING AND CONSOLIDATING THE TEACHER PROFESSIONALISM

DEVELOPMENT MASTER PLAN 2.0

This is a planning document outlining the efforts and actions for the continuous
professionalism development of PPP from their initial appointment until the end
of their service.

2.7.2 STRENGTHENING PPP COMPETENCIES

Leadership and Management Pathway

Teaching and Learning Pathway

2.7.3 SUSTAINING THE WELL-BEING OF PPP

Development of Intervention Modules: Career Well-being Module for Teachers

Legal Literacy

2.7.4 THE DEVELOPMENT OF THE SPECIALISED EDUCATION EXPERT

PATHWAY BY MOE

2.7.1 Preparing and Consolidating

the Teacher Professionalism
Development Master Plan 2.0
The Teacher Professionalism Development Master Plan
(Pelan Induk Pembangunan Profesionalisme Keguruan,
PIPPK) 2.0 is a long-term planning document that outlines
detailed actions for the Continuous Professional
Development of PPP from their first appointment to the
end of their service.

56 ANNUAL REPORT 2022

 The final draft of PIPPK 2.0 has been prepared; however, the publication of the PIPPK 2.0
document cannot be finalised according to the established plan.

At the same time, MOE has developed several supporting documents to enhance the career
pathway of PPP, namely:

i. Guideline for Implementing Option Subject Marking for Teachers in Schools under MOE.

ii. Guideline for Using Subject Clusters for Teacher Recruitment, Placement, and Transfer
Processes at MOE.

iii. Guideline for Empowering Academic Ordinary Teachers from Grade DG41 to DG54
in KPM Schools.

iv. Guideline for Implementing Mobility and Flexibility in the Main Pathway Cluster: PPP
Career Pathways in MOE.

2.7.2 Strengthening PPP Competencies

Leadership and Management Pathway

In 2022, 208 school leaders successfully completed the Young Leader Leadership Course,
and 310 school leaders successfully completed the School Leader Excellence Course
(covering writing, research, and innovation). Additionally, 248 PPP in the divisions under
MOE completed the School System Leadership Course, and 5,122 PPPs who served
as Assessors 1 and 2 in the Integrated Education Service Officer Assessment (Penilaian
Bersepadu Pegawai Perkhidmatan Pendidikan, PBPPP) underwent assessment
training for PBPPP. Furthermore, 11,084 PPPs received briefings on the enhancement of
PBPPP implementation.

Teaching and Learning Pathway

Competency enhancement for PPP is carried out through self-paced online training. A
total of 56 online course modules (e-KDT IPG) related to content, pedagogy, and
assessment have been developed by IPGM.

A total of 18,686 PPPs with a DG48 grade have successfully completed the e-KDT IPG
and achieved a good level of performance. The 56 e-KDT IPG modules can be accessed
via the link: e-KDT IPG Modules.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 57

2.7.3 Sustaining the Well-Being of PPP
The Development of the Career Well-Being Module for Teachers

Psychological well-being refers to an individual's ability to effectively manage behaviour,

emotions, and thoughts in their daily life. Under this initiative, the implementation of
psychological well-being activities for PPP includes activities such as screening and
intervention using the Psychological Well-being Inventory (Inventory Kesejahteraan
Psikologi, iKPSI), the development of psychological well-being intervention hubs,
instruments and teacher career intervention modules, a competency plan for Education
Counsellors, as well as legal literacy programmes for MOE. In 2022, 6.8% (98,364 PPP)
who underwent the iKPSI screening achieved a moderate to high level of psychological
well-being. To enhance the psychological well-being of PPP members, MOE has also
conducted psychological well-being intervention programmes specifically for PPP
members who have been screened.

Legal Literacy

Legal literacy and awareness of in-service regulations are crucial to protect oneself
from legal actions, MOE has taken steps to produce the MOE Legal Literacy Guidebook
and MOE Legal Literacy Docudrama. Additionally, two series of MOE Legal Literacy
Seminars conducted online garnered over 64,000 views on YouTube as of December
2022.

Session link: https://www.youtube.com/live/JHkSFbs0Ju4?feature=share

https://www.youtube.com/live/IMfnnD-_qfc?feature=share

2.7.4 The Development of the Specialised Education

Expert Pathway by MOE
Two specialised education experts (Pakar Bidang Khusus Pendidikan, PBKP) for the MOE
Subject Matter Expert (SME) pathway, namely Special Needs Education and Psychology,
have been submitted to the Public Service Department (Jabatan Perkhidmatan
Awam, JPA) for approval.

58 ANNUAL REPORT 2022

Moving Forward
In 2023, the initiative will focus on:

1. Implementation of a communication plan for the Teacher Professional Development Master Plan
2.0 (PIPPK 2.0) and Career Pathway Mobility for Teachers through briefing sessions and outreach.

2. Expansion of leadership competency development among leaders.

3. Enculturation of online self-learning (e-KDT IPG) to enhance PPD competencies from DG44 to
DG52.

4. Extension of iKPSi implementation to reach 90,000 PPP and implementing the Career Well-being
Module.

5. Increased awareness of KPM Legal Literacy through various communication channels to PPP.

6. Development of Education Expertise in KPM based on specialised education fields: counselling

and special needs students.

2.8 EMPOWERING AMINUDDIN BAKI INSTITUTE TO

ENHANCE THE QUALITY OF SCHOOLS LEADERS
This initiative is to empower IAB as a development centre for excellent leadership. The
emphasis of the initiative is placed on continuing the programme initiated in 2021,
aimed at enhancing the competencies and expertise of lecturers in the field of
educational leadership and management, recognising the expertise of IAB lecturers by
certified professional bodies, and increasing collaboration with external organisations to
elevate IAB's profile as a leading and internationally recognised centre for educational
leadership and management.

To strengthen IAB towards improving the quality of educational leadership development,

IAB will focus on:

2.8.1 INCREASING LECTURERS’ COMPETENCIES AND PROFESSIONALISM

Increase Lecturer Competencies to the Highest Level.

Increasing the Number of Lecturers Eligible for Professional Recognition

(Expertise) from Accredited Professional Bodies in Educational Leadership and
Management.

2.8.2 EXPANDING COLLABORATION WITH EXTERNAL ORGANISATIONS IN THE FIELD

OF EDUCATIONAL LEADERSHIP AND MANAGEMENT

MALAYSIA EDUCATION BLUEPRINT 2013-2025 59

2.8.1 Increasing Lecturers’ Competencies and
Professionalism
Increasing Lecturer Competencies to the Highest Level

The Framework for Lecturer Professionalism Development Pathway (Laluan Pembangunan

Profesionalisme Pensyarah, LPPP) was developed to map the proficiency of lecturers into
five (5) levels, namely Beginner, Basic, Competent, Proficient, and Expert. LPPP helps
lecturers plan their professional development at each level by referring to the IAB Lecturer
Competency Standards (Exhibit 2.24). A lecturer needs to achieve all the 27 competencies
as outlined in the IAB Lecturer Competency Standards to reach the expert level. In 2022, out
of 284 IAB lecturers, 97 (80.8%) reached the proficient level, while 23 (19.2%) were at the
expert level. (Exhibit 2.26).

Exhibit 2.25: IAB Lecturers Competency Standard

Professionalism Dynamics
Professional Ethics Self Adjustment
Policy Compliance Knowledge Orientation
Digital Technology Literacy

Professional Development
Emotional Intelligence Action Agility
Effective Communication
Professionalism
Management

Assessment
Dynamics

Research
Thinking

Exercise

Writing
Services
Exercise
Conducting Training Sessions
Assessment of Learning
PERSONAL QUALITIES

Content Mastery
Management CORE FUNCTIONS Training Development
Customer Focused
Quality Orientation Professional Development Services
Session Handling
Development Supervision
Digital Technology Literacy Blended Professional Services
Fundamentals of Digital Technology
Digital Technology Applications Assessment
Assessment Implementation
Instrumentation
Thinking
Conceptual Thinking Research
Literature Review
Strategic Thinking Research Implementation
Analytical Thinking
Writing
Management of Reading/ Reference Materials
Structuring and Processing Writing

Exhibit 2.26: Number of IAB Lecturers that achieved level based of the Lecturer Professionalism Development Pathway (LPPP)

EXPERT

PROFISIEN
23

COMPETENT
97

BASIC 45

BEGINNING
102

17

In 2022, out of the 23 groups of lecturers at the expert level, six (6) lecturers successfully
obtained professional recognition from accredited professional bodies (KPI Institute and
International Association of Coaching) in the fields of Strategic Management, Guidance
& Mentoring, Strategic Thinking & Planning, Management & Instructional Leadership, and
Key Performance Indicators..

60 ANNUAL REPORT 2022

2.8.2 Expanding Collaboration with External
Organisations in the Field of Educational
Leadership and Management
The expertise services of IAB lecturers have been expanded through consultations in the
field of organisational development both locally and internationally. To date, three (3)
organisations, namely USM, Langkawi Correctional Centre, and Institute of Ethnic Studies
(KITA) UKM receive consulting services from IAB based on several areas of collaboration as
outlined in Exhibit 2.27.

Exhibit 2.27: IAB's Collaboration with External Organisations

ORGANIZATION FIELD OF COOPERATION

UNIVERSITI SAINS MALAYSIA STUDIES IN HUMAN GOVERNANCE

PUSAT KOREKSIONAL LANGKAWI, KEDAH DEVELOPMENT OF TRAINING MODULE OF

SCHOOLS IN PRISONS

INSTITUT KAJIAN ETNIK (KITA), EXPERT REFERRAL AND PROGRAM STRENGTHENING

UNIVERSITI KEBANGSAAN MALAYSIA UNITY OF AMINUDDIN BAKI INSTITUTE, KPM

Moving Forward
EXERCISE
MODULE

In 2023, IAB will focus on:

1. Increasing the number of lecturers reaching

the expert level and obtaining professional
recognition.

2. Establishing the IAB Corporate Clusters by 2025

to provide consultation services in areas such
as Quality Management, Master Trainer
Certification, Occupational Safety and Health,
and Management Consultation Services.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 61

 CHAPTER 03
INCREASING EQUITY
IN EDUCATION

62 ANNUAL REPORT 2022

3.1 IMPLEMENTING DISTRICT TRANSFORMATION
PROGRAMME
The implementation of the District Transformation Programme (DTP) focuses on
empowering and holding the JPN and PPD accountable for driving school performance. This
effort aims to develop state, district, and school leadership to gain the capacity for guided
autonomy, especially in making decisions regarding daily operations and implementing
specialised interventions according to the local context towards achieving excellence. The
implementation of the DTP is based on the concepts of support and accountability,
emphasising leadership empowerment, support for schools that need it, equity, and
improvement of quality.

The primary focus of the DTP is to ensure that the education gap between urban and rural
groups, socioeconomic statuses, and genders can be narrowed, particularly within states,
through:

Empowering the JPN and PPD to improve school performance through strategic approaches
and focused interventions.

3.1.1 PDP APPROACH BASED ON PUPILS' VARYING INTELLECTUAL CAPACITY AND

LEARNING STYLES

3.1.2 SHARING OF BEST PRACTICES BETWEEN PPD AND JPN

3.1.3 REDUCING THE ACHIEVEMENT GAP PERCENTAGE

MALAYSIA EDUCATION BLUEPRINT 2013-2025 63

3.1.1 PDP Approach Based on Pupils' Varying
Intellectual Capacity and Learning Styles
A Pupil Focus Profile is generated through the integration of data from the Student
Database Application (Aplikasi Pangkalan Data Murid, APDM), Varying Intellectual
Capacity Inventory (IKP), Career Interest Inventory (Inventori Minat Kerjaya, IMK),
Student Self-Characterisation System (Sistem Sahsiah Diri Murid, SSDM), and School
Examination Analysis System (Sistem Analisis Peperiksaan Sekolah, SAPS). Data from
this Focus Pupil Profile will be utilised to develop specific intervention plans based on
pupils' intellectual capacity and requirements.

This profile has successfully assisted 612 focus schools in identifying specific needs based
on their respective school localities. Empowerment of Senior Leader Teams (SLT), Middle
Leaders (ML), Regular Academic Teachers (Guru Akademik Biasa, GAB), and Guidance and
Counselling Teachers (Guru Bimbingan dan Kaunseling, GBK) in schools is ensured to
develop tailored intervention plans based on the specific profiles of 43,911 focus pupils.

PDP activity approach based on the varying intellectual capacity and pupils' learning styles
that have been implemented across 612 schools involving 43,911 focus pupils has yielded
the following results:

i. Increased pupils' potential

• pupils find learning easier based on their interests

and preferences, aligning what they want to learn
with their learning experiences.

ii. Improved pupils' academic achievement

• Boosting pupils' self-confidence through a more

meaningful approach accommodating various
learning styles increases their self-assurance,
creativity, and motivation.

iii. Integrated learning support

• Providing focus to the content of lessons for

meaningful learning and promoting HOTs.
This pupil profile has
• Encouraging reflective learning and fostering a
successfully assisted positive attitude towards lifelong learning.
612 focus schools in
iv. Cooperative and collaborative learning
identifying specific
• Enrichment activities complement the learning
needs based on their process in a contextual manner.
respective school The Ministry also empowers officers in the planning,
localities learning, and pupil affairs sectors in 16 JPNs and
planning sector officers in 142 PPDs to provide
specialised guidance based on the intervention plans
devised by schools. This approach eliminates the need
for implementing a one-size-fits-all concept for focus
schools under their administration.

64 ANNUAL REPORT 2022

3.1.2 Sharing of Best Practices Between
PPD and JPN
The Ministry's intention to empower the role of PPD is carried out through the sharing of
best practices in education transformation via the 2022 National PPD Convention.

The session aimed to enhance the understanding of PPD roles and responsibilities,
encompassing aspects of empowerment and accountability. This is based on the
concepts of support and accountability, strengthening fundamental management
principles for PPD leadership, reinforcing the equity concept in education, and sharing
educational transformation with corporate strategic partners. The participant feedback
indicates that 96.49% found the programme capable of improving performance within
PPD.

A briefing session and participant address were delivered by 'Sesi Bicara' with the Director-General of Educa-
YBrs. Tuan Zainal bin Abas tion, YBhg. Datuk Nor Zamani binti Abdol Hamid

3.1.3 Reducing the Achievement Gap Percentage

Based on Exhibit 3.1, the SPM grade point achievement gap between urban and rural areas
has narrowed by 29.51% since 2012.

Exhibit 3.1: Achievement Gap of Average SPM Grades between Urban and Rural Areas

4.68 4.70 4.68

4.75 4.75 4.73

4.83 4.85 4.84

4.89 Urban School
4.94

0.61 0.60 0.55 0.50 0.47 0.47 0.43 0.44 0.38 0.46 0.43

5.06
5.14 Rural School
5.18 5.16
5.22
5.28 5.30
5.36
5.40
5.44 5.44

2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022

(Source: Examination Boards)

MALAYSIA EDUCATION BLUEPRINT 2013-2025 65

The achievement gap by gender for SPM 2022 certificates has narrowed by 40.48% since 2016, as
shown in Exhibit 3.2.

Exhibit 3.2: Achievement Gap of Eligibility for SPM Certificate by Gender

95.00

93.10
92.10 92.10 92.30
90.80 90.60
FEMALE

12.6 11.5 12.1 11.5 9.70 9.8 7.5

87.50
83.40
82.50
80.60
80.00
79.10 MALE
78.20

2016 2017 2018 2019 2020 2021 2022

(Source: Examination Boards)

Exhibit 3.3: Achievement Gap of Eligibility for SPM Certificate

by Socioeconomic Status

93.12

90.87

8.71 8.95

84.17

82.16

2021 2022

(Source: Daily School Management Division)

The year 2020 serves as a new baseline as it was based on the 2019 Poverty Line Income. The
achievement gap for qualifying for the SPM certificate 2022 based on socioeconomic status has
widened by 2.76% since 2021.

Moving Forward
To achieve the target of reducing these achievement gaps, the MOE will continue to increase its
efforts in 2023 by strengthening the roles of JPNs and PPDs in improving school performance.

66 ANNUAL REPORT 2022

3.2 EDUCATION TRANSFORMATION FOR ORANG ASLI
AND INDIGENOUS COMMUNITIES
The Education Transformation for Orang Asli and Indigenous Communities initiative aims to
increase equitable access to quality education for pupils in these communities. In 2022, this
initiative remains focused on increasing the percentage of school attendance, the transition
rate from Year 6 to Form 1, and the minimum mastery level of Level 1 (TP1) in literacy and
numeracy among Orang Asli and Indigenous pupils.

The Education
Transformation for Orang
Asli and Indigenous
Communities initiative
aims to increase equitable
access to quality
education for pupils in
these communities

3.2.1 STRENGTHENING OF ATTENDANCE INTERVENTION FOR INDIGENOUS PUPILS

(DUSUN BONGGI AND PENAN)

“Mojing Kenin” programme with the The implementation of focused

Education Director of Sarawak State intervention programmes in schools with
uplifts the spirits of Penan children in low attendance:
Bintulu and Belaga.
i. Back to School Programme
ii. Jom Masuk Asrama Programme
Motivational programme with parents, iii. Giving 100% attendance certificates
pupils and the local community in to pupils
Belaga, Baram and Kudat. iv. Motivational programmes with
parents and communities

The MOE engagement session with
Sarawak State agencies, parents
and the local community to increase
pupils’ attendance.

SK Tegulang

MALAYSIA EDUCATION BLUEPRINT 2013-2025 67

3.2.2 INCREASING THE TRANSITION RATE 3.2.3 INCREASING THE PERCENTAGE OF
OF ORANG ASLI PUPILS FROM ORANG ASLI AND INDIGENOUS
YEAR 6 TO FORM 1 PUPILS' MASTERY LEVEL BY
ACHIEVING MINIMUM PROFICIENCY
Transition intervention programme: IN BAHASA MELAYU, ENGLISH
LANGUAGE, AND MATHEMATICS
i. Let's Go to School (Jom Hadir ke
Sekolah) Carnival. Imparting information and providing
coaching for the Special Intervention
ii. Transition Reach and Attendance Programme for the Orang Asli and
Intervention Programme. Indigenous Pupils (Program Intervensi
Khas Murid Orang Asli dan Peribumi,
PIKAP) module to School Principals
Implementing engagement and and Heads of Bahasa Melayu
awareness programmes about Language, English Language, and
the importance of education among Mathematics Departments.
the Tok Batin (tribal leaders), parents,
and the Orang Asli community in
collaboration with the Department of Workshop on Differentiated Pedagogy
Orang Asli Development (Jabatan Training Module in PdP for Orang Asli
Kemajuan Orang Asli, JAKOA). and Indigenous pupils in Bahasa
Melayu, English language, and
Mathematics.

PBD quality assurance guidance based
on pupils' TP.

Implementation of screening tests
to identify pupils needing special
remedial assistance and confirmation
tests for Individual Education Plan (IEP)
assessment.

3.2.1 Strengthening of Attendance Intervention for

Indigenous Pupils (Dusun Bonggi and Penan)
Exhibit 3.4: Indigenous Schools that have achieved attendance targets exceeding 87%

STATE PPD SCHOOL NAME TOTAL %

Sarawak Baram SK Long Pelutan 93.11

SK Sabur 88.96
Sabah Kudat SK Batu Layar 88.21
SK Palak 87.93
SK Kapitangan 87.20

Indigenous Pupil Attendance Intervention Programme (Dusun Bonggi and Penan)

The 'Let's Go to School School' (Jom Hadir ke Sekolah) Carnival was held at SK Sabur, Pulau
Banggi. Various activities were conducted. A Ziarah Kasih programme was also organised
with the Principal of SK Sabur.

68 ANNUAL REPORT 2022

 Programmes implemented by Indigenous Schools on Pulau Banggi, Kudat, Sabah

3.2.2 Increasing the Percentage of Transition Rate of

Orang Asli Pupils from Year 6 to Form 1
Let's Learn (Jom Belajar) Programme

The implementation of the intervention activities has successfully achieved 100% of the
transition rate from year 6 to Form 1 as reported in pupils dropout list report in Exhibit 3.5

Exhibit 3.5: Schedule of the Number of Pupils Involved in the Transition Intervention Programme from Year 6 to Form 1

STATE PPD SCHOOL NAME TRIBES NUMBER OF PUPIL

Kelantan Gua Musang SK Aring Bateq 34/34

Kedah Baling SK Siong Kensiu 25/25

Perak Hulu Perak SK Pahit Kintaq 19/19

Selangor Klang SJKC Hwa Lien Mah Meri 11/11

TOTAL 89/89

MALAYSIA EDUCATION BLUEPRINT 2013-2025 69

 Exhibit 3.6: Year 6 to Form 1 Transition Intervention Programme

STATE SCHOOL NAME PROGRAMME NUMBER OF PUPIL

Kelantan SMK Panggung Jaya Ziarah Kasih, Kg. Pos Tohoi 12 / 12

Perak SMK Bawong Gerak Jangkau Transisi 14 / 14

Kelantan SMK Panggung Jaya Ziarah Kasih, Kg Kuala Betis 6/6

Pahang SK Sinderut Karnival Jom Ke Sekolah 33 / 33

Perak SMK Sungkai Gerak Jangkau Transisi 14 / 14

Perak SMK Slim Gerak Jangkau Transisi 11 / 11

TOTAL 90 / 90

The implemented
intervention activities
have reinstated 100%
of the reported pupil
dropouts listed for the
transition from Year 6
to Form 1

3.2.3 Increasing the Percentage of Orang Asli and

Indigenous Pupils' Mastery Level by Achieving
Minimum Proficiency in Bahasa Melayu, English
Language, and Mathematics
Various activities have been carried out to boost the understanding and interest of Orang
Asli and Indigenous pupils in learning. Some of the activities implemented include the
following:

i. Imparting information and providing coaching for the PIKAP module to School
Principals and Heads of Bahasa Melayu Language, English Language, and
Mathematics Departments. PIKAP is an elective intervention programme developed
based on the KSSR (Revised 2017) curriculum, emphasising a PdP perspective relevant
to the Indigenous community. This programme addresses the needs of the Orang
Asli and Indigenous pupils, aiming to bridge the gap between the mainstream
curriculum's understanding and improve the capabilities of the Orang Asli and
Indigenous pupils. PIKAP specifically targets TP 1 pupils and focuses on three (3)
subjects: Bahasa Melayu, English Language, and Mathematics.

70 ANNUAL REPORT 2022

 ii. The Workshop on Differentiated Pedagogical Training Module in Teaching and
Learning for Orang Asli and Indigenous pupils was conducted according to zones,
aimed at empowering Heads of Bahasa Melayu, English Language, and
Mathematics Departments to guide subject teachers under their respective
committees. Through this effort, teachers can plan and implement more effective
teaching and learning activities according to pupils' actual abilities.

iii. The coordinators of the Orang Asli and Indigenous Student Learning at the JPN
and PPD have been consistently guiding teachers on determining Minimum
Proficiency Level mastery to ensure their understanding and adherence to the
guidelines set forth by the Ministry. This effort aims to ensure that the PBD provided
by teachers to pupils is aligned with pupils’ actual abilities.

REVITALISATION OF THE PIKAP MODULE BY THE CURRICULUM

DEVELOPMENT DIVISION (BPK)

PIKAP is an elective intervention

programme developed based on
the KSSR (Revised 2017) curriculum,
emphasising a PdP perspective
relevant to the Indigenous community

MALAYSIA EDUCATION BLUEPRINT 2013-2025 71

REFRESHER COURSE OF THE PIKAP MODULE AT THE STATE LEVEL: WORKSHOP ON
DIFFERENTIATED PEDAGOGICAL TRAINING MODULE IN TEACHING AND LEARNING FOR ORANG
ASLI AND INDIGENOUS PUPILS

SOUTHERN AND CENTRAL ZONES EAST COAST ZONE

(JOHOR, NEGERI SEMBILAN & SELANGOR) (PAHANG, KELANTAN & TERENGGANU)

NORTHERN ZONE (PERAK) BORNEO ZONE (SARAWAK & SABAH)

The findings from the data analysis for the end-of-year PBD of the Academic Session 2022/ 2023
indicated the percentage of achievement from TP 3 to TP 6 for Year 3 pupils in the Orang Asli and
Indigenous schools in the subjects of Bahasa Melayu was 65.14%, English Language was 54.11%,
and Mathematics was 61.53%. Overall, in the year 2022, the minimum proficiency level showed an
improvement from the year 2021 for Bahasa Melayu, English Language, and Mathematics.

Exhibit 3.6: Percentage Achievement of Minimum Proficiency Level (PBD) for Year 3 Orang Asli and
Indigenous Pupil Schools for the Years 2021 and 2022

65.14%
61.53%
70.00% 55.57% 54.11%
48.22% 46.77%
60.00%

50.00%

40.00%

30.00%
2021
20.00%

10.00% 2022

0.00%
BAHASA MELAYU ENGLISH LANGUAGE MATHEMATICS

(Source: Curriculum Development Division)

72 ANNUAL REPORT 2022

Moving Forward
The Education Transformation for Orang Asli and Indigenous
Communities Initiative under MOE will continue to focus on
providing equal access to quality education that is relevant
and in line with the mainstream education.

1. Strengthening Attendance Intervention for the

Indigenous Pupils through the expansion of engagement
sessions with strategic partners will be increased,
focusing on educational direction, transportation access,
and motivational programmes for the Penan and Dusun
Bonggi communities.

2. Increasing the percentage of transition of the Orang Asli

pupils from Year 6 to Form 1 through the expansion of the
'Let's Learn' (Jom Belajar) Programme in locations
identified as having the Orang Asli and Indigenous
pupils who dropped out from the schooling system.
Strengthening the Involvement of Parents, Communities, The Education
Private Agencies (Pelibatan Ibu Bapa, Komuniti dan
Swasta, PIBKS), and strategic partners in efforts to Transformation for
improve the quality of education for the Orang Asli and
Indigenous pupils. Follow-up and follow-through actions the Orang Asli and
implemented to help achieve the targeted impact. Indigenous Communities
3. Ensuring an increase in the percentage of TP 1 Orang Initiative under the MOE
Asli and Indigenous pupils achieving the minimum
PBD mastery in the subjects of Bahasa Melayu, English will continue to focus on
Language, and Mathematics through the strengthening
of PdP for each subject in schools with Orang Asli providing equal access to
and Indigenous pupils. The initiative's implementation
is monitored constantly to ensure the application is
quality education that is
carried out as intended. Furthermore, several other relevant and in line with
activities are consistently conducted to ensure teachers
receive appropriate exposure in implementing quality mainstream education
assurance in PBD, enabling pupils to be assessed
according to their abilities.

3.3 IMPROVING ACCESS AND QUALITY EDUCATION

FOR SPECIAL EDUCATIONAL NEEDS STUDENTS
Pupils with Special Educational Needs (Murid Berkeperluan Pendidikan Khas, MBPK) are
certified by medical practitioners such as optometrists, audiologists, or psychologists, as
relevant as pupils with visual, hearing, physical, speech, learning disabilities, or multiple
disabilities. These pupils can receive education either in Special Education Schools (SPK),
Integrated Special Education Programmes (Program Pendidikan Khas Integrasi, PPKI), or
Inclusive Education Programmes (Program Pendidikan Inklusif, PPI).

The number of registered MBPK in the MOE schools has consistently increased over the past
five years. In 2022, 105,785 MBPK (8.81%) were within the MOE system compared to 83,598
(4.71%) in 2018. The percentage of MBPK within PPI has also significantly increased compared
to five years ago, with 83.47% of MBPK being in PPI in 2022, compared to only 50.49% in 2018.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 73

 3.3.1 INCREASING THE MBPK PERCENTAGE IN PPI

3.3.2 STRENGTHENING OF ADMINISTRATIVE AND TEACHERS COMPETENCIES IN TERMS OF

SPECIAL EDUCATION TEACHING AND LEARNING THROUGH THE FOLLOWING
ACTIVITIES:

Leadership Training Programme

Strengthening of PPI Holistic Model

Empowerment Programme for School Leaders in PPI

Development of Standard Teacher Training Modules

Development of Specialised Competency Instruments for Special Education

MBPK Readiness for Public Examination Programme

MBPK Discover the Employability Programme

3.3.3 INCREASING SUPPORT FROM EXTERNAL AGENCIES, INDUSTRIES, AND THE

COMMUNITY AS A WHOLE THROUGH SCREENING AND EARLY INTERVENTION
PROGRAMMES, AS WELL AS INCLUSIVE OUTREACH AND MBPK EMPLOYABILITY
PROGRAMMES FOR MBPK

3.3.1 Increasing the MBPK Percentage in PPI

Based on the data in 2022, there was an increase of 8.81% in the number of registered
MBPK within the MOE system, resulting in a total of 105,785 MBPK engaged in learning
across 6,499 schools with Special Education Programmes throughout Malaysia.

Exhibit 3.7: Number of MBPK within the MOE System (2018 – 2022)

YEAR 2018 2019 2020 2021 2022

MBPK NUMBER 83,598 88,419 93,951 97,220 105,785

PERCENTAGE
4.71% 5.77% 6.26% 3.48% 8.81%
INCREMENT

(Source: Special Education Division)

Awareness regarding the importance of providing educational opportunities for MBPK has
led to an increase in the percentage of MBPK studying through PPI. In 2022, there was an
increase of 8.89%, with 88,300 out of 105,785 MBPK being pupils enrolled in PPI.

In 2022, there was an

increase of 8.89%, with
88,300 out of 105,785
MBPK being pupils
enrolled in PPI

74 ANNUAL REPORT 2022

 Exhibit 3.8: Number of MBPK within Inclusive Education Programmes (2018 – 2022)

YEAR ACHIEVEMENT INCREMENT

2018 50.49% (83.598 pupils) Baseline

2019 60.87% (88,419 pupils) 10.38%

2020 71.84% (93,951 pupils) 10.97%

2021 74.58% (97,220 pupils) 2.74%

2022 83.47% (105,785 pupils) 8.89%

(Source: Special Education Division)

3.3.2 Strengthening of Administrative and Teachers

Competencies in terms of Special Education
Teaching and Learning
i. Conducted a Leadership Training Programme to improve the skills and knowledge
of 180 Special Education Leaders in the aspect of special education management.
The programme, implemented in collaboration with the Aminuddin Baki Institute,
involves:

a. Principals/ Headmasters, Senior Assistant Registrars, Senior Assistant Student

Affairs, and Senior Assistant Co-Curricular Activities of Special Education Schools;
and
b. Senior Assistant Special Education in Integrated PPKI.

ii. Strengthening of PPI Holistic Model

Each JPN has implemented the Holistic PPI Gallery Walk as one of the activities to
encourage acceptance of diversity in abilities between MBPK and mainstream pupils.
A total of 288 PPKI have adopted this programme as a platform for Professional
Learning Communities (PLC) both within their respective schools and for schools in
the surrounding areas. This activity was contested at the national level and was won by
SK Seremban 2A, Seremban, Negeri Sembilan for the primary school category and
SMK Sultan Ismail, Kemaman, Terengganu for secondary school category. The award
presentation ceremony was graced by HRH Tunku Ampuan Besar Negeri Sembilan,
Tuanku Aishah Rohani binti Almarhum Tengku Besar Mahmud on September 30,
2022, at Royal Chulan Hotel, Seremban, Negeri Sembilan.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 75

 iii. The School Leaders Empowerment in PPI was
conducted for 21 school leaders who had
not previously implemented PPI. School leaders
from the involved schools were identified
through the APDM system of the MOE. The
goal of the programme was to increase school
awareness by providing space and opportunities
for MBPK to participate in learning alongside
mainstream pupils. As a result of the
programme, 90% of the school leaders had
implemented PPI in their respective schools.

iv. Development of Standard Teacher Training Modules

A total of four (4) special education teacher training modules have been developed
to ensure that all special education teachers acquire standardised knowledge in the
aspect of teaching for MBPK. The modules produced serve as guidelines, and teachers
can enhance their knowledge through various other means. The four (4) modules
produced are the Orientation and Mobility Training Module, Braille Skills Training
Module, Tactile Graphic Construction Training Module, and Maximum Support MBPK
Intervention Module. All of these modules are used in both pre-service and in-service
training.

The modules produced

serve as guidelines, and
teachers can enhance
their knowledge
through various
other means

76 ANNUAL REPORT 2022

 v. Development of Specialised Competency Instrument for Special Education

Special Education Instruments have been developed to assist special education teachers
in identifying their competencies based on self-assessment. This self-assessment is
categorised according to the disabilities of the MBPK being taught. There are three (3)
different types of instruments:

a. Special Competency Instrument for Hearing Impairment;

b. Special Competency Instrument for Visual Impairment; and
c. Special Competency Instrument for Learning Disabilities.

Through these special instruments, teachers can assess their level of knowledge and
skills in implementing special education. Moreover, teachers can enhance their
competencies based on self-assessment.

vi. MBPK Readiness for Public Examination Programme

The MBPK Readiness for Public Examinations Programme has been implemented for
mainstream teachers as one of the methods for Continuous Professional Development
in Inclusive Education. 52 participants from all over Malaysia attended the programme.
Participants were equipped with teaching methods for MBPK in preparation for SPM
2022. To ensure that more mainstream education teachers acquire this knowledge, all
participants are required to conduct coaching at the state level, either face-to-face or
online.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 77

 vii. MBPK Discover the Employability Programme

A total of 2,991 teachers, comprising 2,077 GBK and 914 Secondary PPKI teachers,
were involved in the 'Discover the Employability of Pupils with Special Educational
Needs Programme 2022'. GBK teachers were given exposure to methods for identifying
the potential and strengths of MBPK in planning the educational and career direction
for them in the future. Meanwhile, PPKI teachers’ knowledge was reinforced in
implementing the Cross-Curricular Career Transition Programme during the teaching
and learning process.

GBK teachers were given

exposure to methods for
identifying the potential and
strengths of MBPK in planning
the educational and career
direction for them in the future

3.3.3 Increasing Collaboration and Support

from External Agencies, Industries,
and the Community
Collaboration and support from various agencies, the community, and industries are
among the factors that contribute to the increased enrolment and employability of
MBPK. Several activities have been carried out to enhance this bilateral cooperation.
Among them are:

i. Screening and Early Intervention Programme

Screening children from as early as upon birth can aid in providing suitable
interventions for children with special educational needs characteristics. This step is
crucial in preparing them for learning in school. In 2022, the MOE allocated a special
fund to carry out targeted screening, specifically for pupils in the Special Recovery
Programme who have not mastered reading, writing, and arithmetic (3M) skills from
Year 3 to Year 6. This initiative is a collaborative programme between the MOE and other

78 ANNUAL REPORT 2022

 ministries and agencies, including the Ministry of Health Malaysia (MOH), the
Department of Social Welfare (Jabatan Kebajikan Masyarakat, JKM), JAKOA,
University Hospital, and the Bank Simpanan Nasional (BSN).

A total of 1,500 officers from the MOH, 150 officers from the JKM, 47 specialised
officers from the MOE, and 920 special education teachers, have collaborated to
ensure the success of this screening programme. As a result of this programme,
9,679 pupils were successfully screened, including pupils from the Sekolah
Bimbingan Jalinan Kasih (SBJK). Out of this number, 7,806 pupils were referred for
further assessment. Consequently, 4,249 pupils were identified as MBPK.

ii. The Inclusive Outreach and Employability Programme for MBPK

The MOE's plan to implement the Inclusive Outreach and Employability Programme
for MBPK has been well received by external parties such as Nestle Sdn. Bhd, RMT
Entertainment, the Negeri Sembilan Physical Disabilities Association (Persatuan
Orang Kurang Upaya Fizikal Negeri Sembilan), and UTeM. The involvement of these
various parties, in collaboration with the Negeri Sembilan State Education
Department, as the host of the 2022 Inclusive Outreach and Employability Programme
for MBPK, successfully attracted the participation of parents and the local community.
This programme has served as a platform to promote the potential of MBPK and, at
the same time, has increased awareness about Persons with Disabilities (Orang Kurang
Upaya, OKU) and their employability.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 79

 Exhibit 3.10: MBPK Employability

69.46% 69.27%
67.95%
80.00%
57.39%
70.00%

60.00%

50.00%
30.00%
40.00%

30.00%

20.00%

10.00%

0.00%
2018 2019 2020 2021 2022

(Source: Special Education Division)

The efforts in 2021 yielded notable results in 2022, with MBPK employability increasing
by 11.88% to 69.27%. Based on the 2022 Student Career e-Profile System (Sistem e-Profil
Kerjaya Murid, SePKM) data, a total of 2,066 out of 4,445 MBPK who completed their
schooling in 2021 secured employment, while 1,013 MBPK continued their education at the
next level.

Exhibit 3.11: Percentage of MBPK Employability from 2019 to 2022

YEAR ACHIEVEMENT INCREMENT

2019 69.46% (1,112/ 1,601) 39.46%

2020 67.95% (2,815/ 4,143) 1.51%

2021 57.39% (2,571/ 4,480) 10.56%

2022 69.27% (3,079/ 4,445) 11.88%

(untill 31 October)

(Source: Special Education Division)

The efforts in 2021 yielded

notable results in 2022, with
MBPK employability increasing
by 11.88% to 69.27%

80 ANNUAL REPORT 2022

 Exhibit 3.12: Percentage Breakdown of MBPK Employability from 2019 to 2022

YEAR 2019 2020 2021 2022

Employed 37.85% 38.21% 36.83% 46.48%

606 / 1,601 1,583 / 4,143 1,650 / 4,480 2,066 / 4,445

Further 31.61% 29.74% 20.56% 22.79%

Study 506 / 1,601 1,232 / 4,143 921 / 4,480 1,013 / 4,445

(Source: Special Education Division)

Exhibit 3.13: Industries that Employs MBPK in 2022

RETAIL SELF PRODUCTION AGRICULTURE / AUTOMOTIVE

EMPLOYED FARMING /
34.2% (707) 8.3% (171) FISHERIES 4.4% (91)
29.9% (618)
5.7% (118)

CONSTRUCTION EDUCATION HOSPITALITY SERVICES RESTAURANT

2.9% (60) 2.0% (42) 1.7% (35) 2.7% (55) 1.3% (27)

SECURITY SHIPPING SOCIAL MEDIA ENFORCEMENT OTHER

AUTHORITY
0.8% (17) 0.2% (4) 0.2% (4) 5.6% (116)
0.1% (1)

(Source: Special Education Division)

Moving Forward
The Ministry will continue improving the operational quality of special needs education in 2023.
Strengthening the management team of PPI will remain a top priority to ensure that MBPK Is provided
with quality education. This goal will be achieved through various support activities, including
establishing an inclusivity index, improving the Educational Practices Code for MBPK, and training
to implement the Second Edition of the Individual Education Plan. The Ministry will also intensify
efforts to identify MBPK by conducting more screening sessions for children from as early as four years
old.

Additionally, collaboration with industries and advanced training institutions will be enhanced
further to help broaden the scope and employability opportunities for MBPK. To achieve this goal,
the primary focus shall be to improve the competencies of special education teachers, thus ensuring
that all MBPK in the MOE's system are equipped to successfully transition from schooling to career.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 81

 CHAPTER 04
DEVELOPING PUPILS
CHARACTER AND UNITY
IN EDUCATION

82 ANNUAL REPORT 2022

4.1 STRENGTHENING UNITY IN SCHOOLS
The aim of the Unity Initiative is to ensure that all pupils in the formal education system
can accept, respect, and celebrate the diversity that exists in Malaysia in terms of socio-
economic background, religion, language, and ethnicity. The school environment allows all
pupils to share diverse experiences, contributing to the foundation of and strengthening
of Malaysia's unity. MOE has measured the unity index in its schools for the past eight years,
and there has been a commendable improvement. However, gaps remain to be addressed,
especially for schools in the more homogenous states like Terengganu, Kelantan, Pahang,
Perlis, and Kedah, where the unity index remains lower than the other states.

This is likely due to the lack of proper exposure in the daily community interactions involving
diverse ethnic groups. Based on these findings, MOE's primary focus this year is to improve
the unity index in those states. Additionally, activities involving lecturers from MOE's
education institutes, schools, and administration will continue to be carried out to ensure the
sustainability of unity within the school community.

In 2022, the initiative will focused on:

4.1.1 MEASURING THE UNITY INDEX IN SCHOOLS FOR 2022

Unity Index Study carried out in MOE schools

4.1.2 STRENGTHENING UNITY WITHIN THE SCHOOL ECOSYSTEM

Strengthening the Rukun Negara Module

Unity Camp

Improving Training Programmes/ Courses at IPGs on the Adoption of Unity for

In-service Teachers

Strengthening the Quality of IPG Lecturers on the Adoption of Strengthening

Unity

Enhancement of IAB Lecturers and School Leaders’ Competence in Managing

Unity in Schools

MOE has measured

the unity index in its
schools for the past eight
years, and there has
been a commendable
improvement

MALAYSIA EDUCATION BLUEPRINT 2013-2025 83

4.1.1 Measuring the Unity Index in Schools for 2022
The 2022 School Unity Index Measurement Study is the fifth study conducted since 2014.
This study was carried out online using the DELIMa Portal platform. Overall, there is a
significant improvement in the index achievement between 2021 and 2022, from 6.25
to 7.1, indicating a High (Close-Knit) level of unity. The findings of this study indicate that
the unity-strengthening programmes at all levels of MOE have been effective. However,
there are elements that can be further improved, particularly in the aspect of embracing
diversity.

Exhibit 4.1: School Unity Index Trend

7.1
6.8
6.5
6.2

5.4

2014 2016 2018 2020 2022

(Source: Educational Planning and Policy Research Division)

Study of Unity Index Measurement for Primary and

Secondary School Teachers and Pupils

The Unity Index Measurement Study for primary and

secondary school teachers and pupils involved 108
pupils and 30 teachers from six states: Terengganu,
Kelantan, Pahang, Kedah, Perak, and Sabah. This
study was conducted as a post-mortem based on
the findings and survey instrument of the 2021
School Unity Index Measurement by the MOE and to
improve the instrument and research management
procedures for 2022.

The study found that most visited schools organised

unity-related activities or programmes directly and
indirectly. These included celebrations of cultural
events, sports, National Day, lectures from external
universities on unity, Kelab Rukun Negara, and Young
Doctors instilling the spirit of unity in pupils. However,
some pupils did not have the chance to interact with
peers from different backgrounds at schools like SJKC

84 ANNUAL REPORT 2022

 and SABK could still connect with peers of various ethnicities and backgrounds through
platforms like Telegram, WhatsApp, Instagram, Facebook, and online games.

It was discovered that even though pupils were engaged in unity activities, their
understanding in filling out the online survey instrument was limited. The information
gathered from this study has aided MOE in improving the survey instrument by focusing
on the construct of embracing differences.

Elements related to unity activities among pupils were also added to the questionnaire
to provide a more comprehensive picture of unity activities, especially for pupils in more
homogeneous states who do not have the opportunity to interact with other ethnicities.

4.1.2 Strengthening Unity within the School

Ecosystem
The diverse backgrounds within the school ecosystem provide a prime platform for
cultivating attitudes of mutual acceptance, understanding, and respect for diversity. In
line with this, the Ministry continues to ensure the sustainability of unity-strengthening
activities through:

Strengthening the Rukun Negara Module

The ideals and aspirations embedded in the Rukun Negara are the key to the harmony
and unity of the citizens of Malaysia and should be instilled from the school level.
Therefore, the MOE has collaborated with the Ministry of National Unity to improve the
content of the Rukun Negara Module, which will be implemented in all schools
throughout Malaysia.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 85

Unity Camp

The Unity Camp is organised to invigorate the

spirit of unity among states that exhibited a
lower unity index than others, namely Kelantan,
Terengganu, Pahang, Kedah, and Perak. The
purpose of this camp is to provide opportunities
for pupils from various ethnic backgrounds
to interact and socialise in a diverse and
harmonious atmosphere. Through activities
that introduce and promote acceptance of
cultural diversity, pupils gain new knowledge
that enriches their understanding and have the
opportunity to make new friends from other
ethnicities.

The purpose of this camp is

to provide opportunities for
pupils from various ethnic
backgrounds to interact and
socialise in a diverse and
harmonious atmosphere

Improving Training Programmes/ Courses at IPGs on the Adoption of Unity for In-service Teachers

IPGM needs to improve the in-service teacher training programmes/ courses at IPGs related to
unity adoption. To enhance the training pedagogy of pre-service teachers, IPGM has reviewed the
curriculum of the teacher training programmes, including the courses in the Bachelor of Education
(Program Ijazah Sarjana Muda Perguruan, PISMP) and the courses for the Postgraduate Diploma
in Education (Program Diploma Pascasiswazah Pendidikan, PDPP) and the Diploma in Education
(Program Diploma Pendidikan, PDP) programmes from 2019 to 2021. Part of the curriculum for
these Teacher Education Programmes has been implemented from October 2020 onwards. A total of
75 courses across these programmes have been identified to focus on implementing unity elements
and cross-curricular values, including courses related to fostering pupils' soft skills.

86 ANNUAL REPORT 2022

Strengthening the Quality of IPG Lecturers on the Adoption of Unity

IPGM is currently developing the Guidelines for Implementing Unity Elements and Cross-Curricular
Values, aiming to enhance the pedagogy of lecturers in incorporating unity elements and values
within or outside the classroom. The core focus of unity that is emphasised includes patriotism and
democracy, national identity, and the unity ecosystem. Based on these three cores, unity elements
or values are conceptualised through three constructs: accepting differences, respecting differences,
and managing differences. As such, the reinforcement of unity in schools will be driven by these three
key constructs through curriculum and co-curricular activities.

Focus on Unity Cores

PATRIOTISM
NATIONAL UNITY
AND
IDENTITY ECOSYSTEM
DEMOCRACY

Enhancement of IAB Lecturers and School Leaders’ Competence in Managing Unity in Schools

The PGB is responsible for ensuring the appreciation of unity values and cultivating unity practices at
the school level. Iktisas Circular Letter No. 9/2018, was issued to enforce the Guidelines for Implementing
Daily Unity Practices in MOE, explicitly states that the PGB plays a role in ensuring the process of
reinforcing unity among the school community, aiming to achieve one of MEB’s Students’ Aspirations
which is fostering a national identity. Among the efforts to realise this goal is the implementation of
activities involving school members from diverse socioeconomic backgrounds, ethnicities, genders,
races, and religions. Through these activities, they can learn to understand, accept, respect, and
appreciate their existing differences.

A Train of Trainers (ToT) workshop involving 16 IAB

lecturers was conducted as specialised training
to enhance the competency of officers to guide
school leaders effectively. The workshop, held in
April 2022, had expert support from University of
Putra Malaysia (Universiti Putra Malaysia, UPM).

To strengthen the competency of school leaders

in unity management, 367 PGBs were trained
through online courses (e-Courses) by IAB, and 21
PGBs successfully received face-to-face training
in 2022. The objective of the course was to raise
awareness and understanding among school
leaders regarding the importance of unity, to
broaden their perspective on the challenges of
unity, and to empower PGB to effectively manage The speaker is delivering the training, and the participants
unity in schools as outlined in Aspect 2.6 Unity are attentively engaged.
Management in Malaysia Education Quality
Standard, Wave 2 (Standard Kualiti Pendidikan
Malaysia Gelombang 2, SKPMg2).

MALAYSIA EDUCATION BLUEPRINT 2013-2025 87

 Follow-up and follow-through
actions aimed at further
enhancing school leaders'
understanding of unity
management through individual
discussions and guided sessions

Face-to-face course for PGB from the Kuala Kangsar District Education Office, Perak, scheduled for September 12-15, 2022.

PGBs who have participated in the Unity Values Implementation Course organised by IAB were
guided by lecturers through school visits, known as FUFT. This aims to further enhance school
leaders' understanding of unity management through individual discussions and guided sessions.

During field guided sessions, PGBs will receive mentoring on promoting unity within the school
by planning and implementing activities and programmes involving the school's communities and
stakeholders.

Some of the schools visited in the FUFT programme

88 ANNUAL REPORT 2022

Moving Forward
In 2023, the MOE is developing a continuous plan to ensure the momentum of fostering steadfast
unity. The plan for 2023 includes:

1. Implementing the 2023 Unity Index Measurement Study and refinement of the study's
measurement items.
2. Monitoring and guidance for 52 Principals and Headmasters who have completed the Unity Values
Implementation Training Module.
3. Formulating Guidelines for Implementing Unity Elements and Cross-Curricular Values for Pre-
Service Teachers.
4. Strengthening the integration of the spirit unity in all co-curricular activities.
5. Increased promotion of unity among school communities, parents, and the broader community.
6. Establishment of the MOE-level Unity Committee to plan and monitor efforts to instil unity among
schools and within the Ministry.
7. Evaluation to recognise schools that inculcate unity and national identity.

4.2 DEVELOPING PUPILS’ POTENTIAL & CHARACTER

Developing pupils' potential and character aims to produce citizens who possess good
qualities in all aspects of life, including education, behaviour, employment, thinking and
attitude, having high civic awareness, and an understanding of their roles in religion,
society, and the nation. The emphasis on holistic student development in terms of
Physical, Emotional, Spiritual, and Intellectual (Jasmani, Emosi, Rohani dan Intelek, JERI)
aspects is driven by various activities involving pupils, teachers, and the community.

This initiative is also implemented to address issues in disciplinary misconduct issues

among pupils. Various interventions aligned with the MEB that emphasise reducing
discipline problems are carried out.

In 2022, the focus of this initiative includes:

4.2.1 REDUCING THE NUMBER OF SCHOOLS WITH MAJOR DISCIPLINARY PROBLEMS

THROUGH THE PUPIL CHARACTER DEVELOPMENT PROGRAMME

4.2.2 STRENGTHENING THE ROLES OF PRINCIPALS AND TEACHERS TO ENHANCE THE

COMPETENCE AND PROFESSIONALISM OF GUIDANCE AND COUNSELLING
TEACHERS

MALAYSIA EDUCATION BLUEPRINT 2013-2025 89

4.2.1 Reducing the Number of Schools with Major
Disciplinary Problems Through the Pupil
Character Development Programme
The Ministry is deeply concerned about disciplinary misconduct issues among pupils.
The Student Character Development Programme (Program Pembangunan Sahsiah Diri
Murid, PPSDM) is implemented by emphasising on the soft skills or humanities as a crucial
element practised in managing pupils. It aims to raise awareness among pupils to
change their attitudes and behaviours for holistic personal development. To achieve this
goal, the PPSDM is carried out in a focused manner through four main phases: participant
identification phase, intervention phase, development and reinforcement phase, and
enrichment phase.

PPSDM aims to address five serious misconduct categorised as gross: criminal

misbehaviours, indecent behaviour, destructive behaviour, truancy, bullying and pupils’
involvement with drug-related issues. In 2022, PPSDM expanded its focus to include issues
such as impolite behaviour, personal grooming, misbehaviour, time management, and
smoking. Data for the programme is gathered through the Student Self-Characterisation
System (Sistem Sahsiah Diri Murid, SSDM). Pupils selected for the programme are based
on their SSDM profiles. In 2022, the PPSDM implementation focused on 233 secondary
schools (Cohort 1) nationwide. Of these, 115 secondary schools from Cohort 1 were selected
for the focused PPSDM intervention, involving 1,725 pupils.

The impact of PPSDM can be observed through the results of the Pre-Test and Post-
Test scores administered to participants. These Pre-Test and Post-Test assessments are
conducted to gauge the changes in pupils' self-perceived values in terms of self-
identity, responsibility, self-esteem, and self-worth in order to achieve the objectives of
the PPSDM implementation. The assessment is based on the scoring scale below:

Exhibit 4.2: Analysis of Pre-Exam and Post-Exam Scores for PPSDM

69.6%
80.0%

70.0%
51.3%
60.0% 47.5%

50.0%

40.0%
21.7%
30.0%
8.3%
20.0% 0.4%
0.1% 1.1%
10.0%

0.0%
0-20 21-40 41-60 61-75
LOW MODERATE HIGH VERY HIGH

PRE POST

PPSDM aims to address

five serious misconduct
categories

90 ANNUAL REPORT 2022

 Before pupils participated in the PPSDM programme, it was found that 0.4% were at a
low level, 8.3% were at a moderate level, 69.6% were at a high level, and 21.7% were at
a very high level. After the pupils underwent PPSDM, there were changes in their
behaviour. This is evidenced in the post-test results, which showed a decrease of 0.3%
at the low level and 6.9% at the moderate level. Overall, the scores representing pupils'
self-change improved and shifted to higher levels, particularly with a significant increase
of 51.3% at the very high level. Generally, PPSDM achieved the programme's objective
to measure four aspects instilled within the pupils. This is evident from the reduction
in the number of Schools with Major Discipline Problems (Sekolah Bermasalah Disiplin
Tinggi, SBDT) compared to 2017, as shown in the table below:

Exhibit 4.3: Reduction in the Number of Schools with High Discipline Problems (SBDT)

YEAR SBDT AMOUNT

2017 665

2018 630

2019 261

2020 233 (PKP*)

2021 233 (PKP*)

2022 179

(Data Source: Pupil Self-Characterisation System)

*MCO - Movement Control Order

Pupils Character Development Programme at the School Level

a. Pilot Programme for Community Service

The Community Service Programme (Khidmat Masyarakat, KhidMas) is activities

conducted by pupils individually or in groups with any party, including individuals,
communities, associations, government agencies, private bodies, and NGOs within
or outside the school. The KhidMas activities that are participated in and organised
should positively impact pupils, the school, and the community.

The Pilot KhidMas Programme involved a total of 10,446 Form 4 pupils from 64
schools in Kedah, Pahang, Melaka, Selangor, Putrajaya Federal Territory, and
Sabah. The pupils’ participation in the KhidMas Programme has provided them
with psychological, social, and cognitive benefits. There are seven elements that
pupils can choose from: Community Activities, Environmental, Natural Disasters,
Department/ Agency Services, Culture/ Arts/ Integration, Spiritual, and Humanitarian.
For each activity participated, 2 marks are allocated. Pupils who engaged in more
than five KhidMas activities are eligible to receive the full score of 10 marks.
Approximately 89% of the participating pupils in this pilot programme have
successfully achieved the full score of 10 marks.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 91

 b. Healthy Mind Intervention Pilot Programme (PRISMA)

The Healthy Student Mind Intervention Programme (Program Intervensi Minda

Sejahtera Murid, PRISMA) is implemented to enhance the mental well-being of
pupils by focusing on improving their socio-emotional levels. PRISMA assists pupils
in raising awareness about the importance of mental well-being, provides guidance
and techniques to manage emotions effectively, and seeks help when facing
challenges.

Pupils who participate in PRISMA are those with high needs, identified through the
Healthy Mind Screening at schools. High-needs pupils are referred to those with
severe or very severe scores and pupils with signs of emotional instability. A total of
1,200 pupils, consisting of 400 pupils in primary school, 400 in lower secondary
school, and 400 in upper secondary school from across Malaysia, participate in this
intervention programme.

The intervention programme utilising the PRISMA Module is a crucial platform for
enhancing socio-emotional well-being. This module emphasises socio-emotional
learning, relaxation techniques, breathing exercises, stress management, problem-
solving, and self-regulation skills for pupils to manage their emotions effectively. In
conclusion, through this programme, early support can be provided to each pupil in
managing their emotions effectively, ultimately improving pupils' mental well-being.

Exhibit 4.4: Comparison of Pre- and Post-Healthy Mind Intervention Pilot Programme (PRISMA) Data According to Five Main
Socio-Emotional Skill Domains for Primary School Pupils

90% 76.90% 75.00%

68.42%
80% 61.84%
59.21% 58.63%
70% 54.82%
48.25%
60% 43.57% 43.71%

50%

40%

30%

20%

10%

0%
SELF EMOTIONAL SELF SOCIAL
EMPATHY
AWARENESS REGULATION MOTIVATION SKILLS

PRE POST

PRISMA assists pupils in raising

awareness about the importance
of mental well-being, provides
guidance and techniques to
manage emotions effectively

92 ANNUAL REPORT 2022

 Exhibit 4.5: Comparison of Pre- and Post-Healthy Mind Intervention Pilot Programme (PRISMA) Data According to Five Main
Socio-Emotional Skills Domains for Pupils in Lower Secondary School

78.11%
90%

80%
59.66%
70%
53.51%
48.71%
60% 46.64%
41.20% 42.20%

50% 35.62%
31.04%
27.18%
40%

30%

20%

10%

0%
SELF EMOTIONAL SELF SOCIAL
EMPATHY
AWARENESS REGULATION MOTIVATION SKILLS

PRE POST

Exhibit 4.6: Comparison of Pre- and Post-Healthy Mind Intervention Pilot Programme (PRISMA) Data According to Five Main
Socio-Emotional Skills Domains for Pupils in Upper Secondary School

75.76%
90%
71.00%
66.23%
80%
60.32% 62.77%
70% 53.25% 52.38% 50.00%
60%
41.13%
34.34%
50%

40%

30%

20%

10%

0%
SELF EMOTIONAL SELF SOCIAL
EMPATHY
AWARENESS REGULATION MOTIVATION SKILLS

PRE POST

4.2.2 Strengthening the Role of Principals and

Teachers to Enhance Competence and
Professionalism of Guidance and
Counselling Teachers
Strengthening PdP of Theme-Based Curriculum in Character Development

The curriculum's revitalisation and review of character development elements are carried
out based on themes. The Character Development Elements Revitalisation Kit through
theme based PdP has been developed.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 93

 Exhibit 4.7: Four Instruments for Reviewing Character Development Elements in Schools

OBSERVATION
AROUND SCHOOL
• Morning Time
• Rest Time
• Return Time

TEACHER'S PERCEPTION
• Pupils Outcome • Psychosocial
• Vigilance Competence Skills
• Reproductive and Social • Life skills

4 INSTRUMENT Health Education

• Sustainable Development
Education
• Civics and Citizenship

ADMINISTRATOR'S
PERSPECTIVE
• Implementation in Schools
• Implementation Out of School,
Parents, Community, Private
Parties, Authorities

PdP OBSERVATION IN
THE CLASSROOM
• Teacher interaction with pupil
• Pupil to pupil Interaction
• Pupil Response

Values and Character Programme

The Values and Character Programme (Program Nilai dan Karakter, PRONIKA) focuses
on strengthening the role of school leaders and teachers as role models in instilling
values and character in schools. This programme creates participants' awareness to
their own personalities through the personality plus instrument and develops their
personalities to create educators with a teaching spirit. A total of 794 participants have
successfully undergone training according to zones, as shown in Exhibit 4.8. In 2022,
the programme aims to:

• Introduce and explain to participants the four levels of implementing values and
character development in schools.
• Train and suggest activities suitable for values and character development across the
school curriculum.
• Transfer ideas to cultivate core values, character, and development in life.

Exhibit 4.8: Number of PRONIKA Participants In 2022

ZONE NUMBER OF PARTICIPANTS

NORTH 239

CENTRAL 146

SOUTH 197

EAST 136

SABAH AND SARAWAK 76

TOTAL 794

94 ANNUAL REPORT 2022

 Programme for Developing the Competencies of Guidance and Counselling
Teachers (Option) and School-Appointed Guidance and Counselling Teachers
(Non-Option)

The School-Appointed Guidance and Counselling Teachers (Guru Bimbingan

Lantikan Sekolah, GBLS) Competency Enhancement Programme is implemented to
enhance the professionalism of GBK (Option) and GBLS (Non-Option) in planning,
implementing, and evaluating systematic, quality, and effective guidance and
counselling services. This programme equips GBK and GBLS with the competencies
needed to provide guidance and counselling services focusing on character
development, discipline improvement, career education, and pupils' emotional well-
being.

The Competency Development for GBK Module (Pembangunan Kompetensi Guru

Bimbingan dan Kaunseling, Pro-GBK) was developed through a needs analysis of GBK
and GBLS. This module was awarded a silver medal at the International Counselling
Innovation and Showcase i-Conovas 2.0 organised by the International Counselling
Association of Malaysia (Persatuan Kaunseling Malaysia Antarabangsa, PERKAMA
International) in 2021 at the UPM.

A total of 250 GBK (Option) and 250 GBLS (Non-Option) from the JPN of Kedah, Penang,
Perak, Negeri Sembilan, Melaka, Johor, Kelantan, Terengganu, Pahang and Sarawak
have participated in this competency development programme. There is a significant
improvement in teacher competency after undergoing this programme, as shown in
Exhibits 4.9 and 4.10.

Exhibit 4.9: Comparison of Pre- and Post-Data of GBK Competency Building Programme (Option)

84.21%
80.24% 80.24%
90%

80%

70%

60%
40.21%
50% 33.72%

40% 26.46%

30%

20%

10%

0%

KNOWLEDGE SKILLS ATTITUDE

PRE POST

Exhibit 4.10: Comparison of Pre- and Post- Data of GBK Competency Development Programme (Non-Option)

77.97%
90% 74.64% 74.64%

80%

70%

60% 46.89%

50%

40% 24.52%
21.70%

30%

20%

10%

0%

KNOWLEDGE SKILLS ATTITUDE

PRE POST

MALAYSIA EDUCATION BLUEPRINT 2013-2025 95

 Roadshows, Engagement Sessions and Confirmation of GBK as Registered Counsellors

The Ministry has organised roadshows promoting eligible GBK to register with The
Malaysian Counselling Board (Lembaga Kaunselor Malaysia, LKM). 3 series of roadshows
have been conducted involving 97 GBK.

As of 31 December 2022, a total of 2,184, or 40% of the 5509 eligible GBK have registered
with LKM.

As of 31 December 2022,
a total of 2,184, or 40% of
the 5509 eligible GBK have
registered with LKM

Moving Forward
The Ministry will continue to step up efforts to strengthen pupils' character education through the
expansion of the Pupils' Character-Building Programme in Schools and the strengthening of PdP
in the curriculum and co-curriculum as well as the implementation of the KhidMas in all secondary
schools after the successful completion of the pilot programme in 2022.

Furthermore, the role of stakeholders will be continuously strengthened, such as improving the
knowledge and skills of school leaders and increasing the involvement of parents, communities and
external agencies in the character-building of pupils.

The role and quality of counselling services in schools will be among the main focus of the MOE to
strengthen the role of GBK and GBK (non-option) and increase the number of registered GBKs with
LKM.

96 ANNUAL REPORT 2022

 CHAPTER 05
IMPROVING EFFICIENCY
IN EDUCATION

MALAYSIA EDUCATION BLUEPRINT 2013-2025 97

5.1 PROVIDING BASIC INFRASTRUCTURE
IN ALL MOE SCHOOLS
Providing basic infrastructure in all schools remains a priority for MOE because a conducive
school environment motivates pupils to attend school and learn. Impact grade scores based
on a scale of 1 to 7, is used to assess projects for redevelopment or building upgrade. MOE
focuses on projects or building at the scale of 6 or 7.

The focuses in 2022 are:

5.1.1 REDEVELOPMENT AND UPGRADING OF 49 SCHOOLS WITH DILAPIDATED BUILDINGS

THAT ARE RATED AT THE SCALE OF 6 AND 7, TO BE COMPLETED WITHIN THE
STIPULATED TIME FRAME

5.1.2 IDENTIFICATION OF SCHOOLS THAT MEET BASELINE REQUIREMENT OF BASIC

INFRASTRUCTURE

Upgrading the Education Management Information System (EMIS)

ToT for MBPK Access Audit

5.1.1 Redevelopment and Upgrading of 49 Schools

with Dilapidated Buildings that are Rated at the
Scale of 6 and 7, to be Completed Within the
Stipulated Time Frame
A total of 57 redevelopment or upgrading projects for schools with dilapidated buildings
rated at the scale of 6 and 7 have been completed, exceeding the target of 49 projects.

5.1.2 Identification of Schools that Meet Baseline

Requirement of Basic Infrastructure
Fulfillment of 6 baseline requirements of basic facilities to ensure curriculum delivery is
shown in Exhibit 5.1

Exhibit 5.1: Number of Schools that Have Minimum Facilities

MINIMUM NUMBER OF
FACILITIES SCHOOLS

6 168

5 1,470

4 3,572

3 3,389

2 1,297

1 304

98 ANNUAL REPORT 2022

 Exhibit 5.2: Six (6) Minimum Facilities for MOE Curriculum Delivery

DISABLED-FRIENDLY
SCIENCE LAB SPORTS FACILITY
FACILITIES
98.5% 20% 95.8%
3,368 SECONDARY 6,499 SCHOOLS WITH 9,803 PRIMARY AND
SCHOOLS WITH MBPK THAT HAVE ALL SECONDARY SCHOOLS
SCIENCE LAB FOUR MANDATORY HAVE AT LEAST ONE
DISABLED-FRIENDLY PLAYING FIELD
FACILITIES SUCH AS
DISABLED TOILET, RAMPS,
HANDRAILS, AND PARKING
SPACE FOR THE DISABLED

FUNCTIONING ISLAMIC EDUCATION

RESOURCE CENTRE
ICT DEVICE SPACE
42.6% 90.8% 74.4%
4,359 PRIMARY AND 9,292 PRIMARY AND 7,613 PRIMARY AND
SECONDARY SCHOOLS SECONDARY SCHOOLS SECONDARY SCHOOLS
HAVE A RATIO OF ONE ICT HAVE A LIBRARY OR HAVE AT LEAST ONE
DEVICE FOR 10 PUPILS RESOURCE CENTRE ISLAMIC EDUCATION
ROOM (INCLUDING
PRAYER ROOM)

Moving Forward
The improvement in the audit process for dilapidated
buildings has positively impacted the management.
As a result of this audit process, 76 school projects with
dilapidated buildings have been identified for replacement
and upgrading in the 3rd Rolling Plan under the 12th
Malaysia Plan (12MP). Starting in 2023, the Ministry will
enhance the working procedures by involving the Asset
Management Division to examine alternative preventive
maintenance steps.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 99

5.2 PROVIDING EQUITABLE FUNDING FOR MOE
SCHOOL ASSISTANCE
Equitable Funding for MOE School Assistance aims to ensure a more strategic financial
management to enhance pupils’ outcomes. This initiative continues its focus in equitable
financial management as it has yet to achieve the set goals.

Implementing financial autonomy allows schools to efficiently utilise the general school
assistance allocation based on the schools’ priorities and the current year needs.

The main focus of the initiative in 2022:

5.2.1 THE PROVISION OF NEW RATES FOR SCHOOL FINANCIAL ASSISTANCE

5.2.2 THE IMPLEMENTATION OF SCHOOL AUTONOMY

The improvement of schools' readiness in implementing financial autonomy

according to the established guidelines.

5.2.1 Preparation for A New Method of School

Financial Assistance For MOE Schools
The Ministry has prepared a proposal for a new method of school financial assistance for
MOE schools to optimise pupils' outcomes through a more efficient and strategic method
of financial management. The proposed new financing method aims to provide additional
allocations to financially disadvantaged schools based on factors such as school location,
socioeconomic background, and enrolment, in addition to the existing general school aid
allocation. This proposal has been approved by MOE and subsequently submitted to
the Ministry of Finance for approval.

The proposed new financing method

aims to provide additional allocations
to financially disadvantaged schools
based on factors such as school
location, socioeconomic background,
and enrolment, in addition to the
existing general school aid allocation

100 ANNUAL REPORT 2022

5.2.2 The Implementation of School Autonomy
Schools that are given autonomy are selected based on specific criteria set by achieving
a clean audit status without reprimand in preparing school financial statements and
achieving an excellent status in school financial management for the first cohort of two (2)
consecutive years.

MOE has accorded autonomy to a total of 937 schools from the first cohort (2020-2022).
These schools are selected based on their financial audit reports between 2016-2017.

MOE ensures that the monitoring and guidance processes are carried out for these
schools. A total of 120 schools from each state were identified for that cohort. Monitoring
shows the schools had fully utilised the financial management autonomy granted to them.
Monitoring results found that schools had benefited from the financial management
autonomy granted to them.

The monitoring results indicated that schools have spent according to the fund as planned.

A preliminary survey was done to monitor expenditure optimisation and it was found that
636 out of 937 schools with autonomy have managed to hit the expenditure target more
than 50% as shown in Exhibit 5.3. The survey results also indicated that schools agreed
with granting autonomy in financial management.

Exhibit 5.3: Expenditure Performance of Autonomous Schools in 2022

<50% 63

81
ACHIEVEMENT RANGE

51-60%

61-70% 123

71-80% 150

81-90% 249

91-100% 111

0 50 100 150 200 250 300 350

NUMBER OF SCHOOLS

MALAYSIA EDUCATION BLUEPRINT 2013-2025 101

School Autonomy Monitoring and Guidance Briefing Monitoring and Guidance for Schools Granted Autonomy
Central Zone on August 25, 2022 School Financial Management for the Year 2022 at SK Belengu

MOE has accorded autonomy

to a total of 937 schools from the
first cohort (2020 – 2022). These
schools are selected based on their
financial audit reports for the
years 2016 and 2017

Moving Forward
PGB from schools with financial management autonomy are able to reallocate funds from the
General School Assistance Fund to optimise expenditures based on their planning to enhance pupils’
outcomes.

The results of monitoring and guidance provided to schools granted financial management
autonomy from 2020 to 2022 by the Ministry have shown that this autonomy has helped schools
effectively plan and manage their finances.

The monitoring and guidance activities will be fully implemented across all JPN from 2023
onwards. Therefore, the Ministry has conducted briefing sessions for JPN liaison officers,
accountants, and assistant accountants at the JPN/PPD level. These sessions were held in six zones,
involving 16 JPN and 144 PPD offices.

This effort demonstrates cooperation that starts at the division, department, and district levels to
ensure that the objective of granting autonomy is achieved, and should be continued.

102 ANNUAL REPORT 2022

 CHAPTER 06
MEB SUCCESS:
A CONCERTED EFFORT

MALAYSIA EDUCATION BLUEPRINT 2013-2025 103

THE SHARED
SUCCESS OF MEB
THE FINAL ACCELERATION
IN WAVE 3
The uniqueness of the MEB 2013–2023 lies in its implementation, which is closely monitored by a
small unit known as the Education Performance and Delivery Unit (PADU). This unit is specifically
dedicated to driving the implementation of the MEB across ministries and schools. This section will
look back on PADU's 10-year journey in driving the transformation of the national education system.

Established on March 20, 2013, PADU is an independent unit within MOE that ensures transparency
in the implementation and performance of the MEB initiatives. This is achieved through monitoring
progress, resolving implementation issues with responsible officers, and managing communication
with stakeholders regarding education transformation.

PADU is a hybrid body comprising civil servants and corporate hires, established as a strategic
transformation partner for MOE. The employees in PADU have a cumulative experience of over 50
years in educational transformation, which is a unique advantage of this unit. The combination of
knowledge and skills from the best talents in both the public and private sectors helps bridge the
gap between these two sectors, encourages cross-functional team collaboration, and fosters a
culture of work efficiency in terms of time and cost-effectiveness.

PADU is a hybrid body comprising civil

servants and corporate hires, established
as a strategic transformation partner for
MOE. The employees in PADU have a
cumulative experience of over 50 years
in educational transformation, which is
a unique advantage of this unit

104 ANNUAL REPORT 2022

PADU Drives Complex and Extensive
Educational Transformation

To drive the implementation of MEB, which is a comprehensive blueprint for transforming the
Malaysian education system, PADU has developed the MEB Initiative Management Cycle and the
PADU Delivery Framework, based on the Managing Successful Programme (MSP) and Big Fast
Result (BFR) frameworks to drive the implementation of MEB, which is a comprehensive blueprint
for transforming the Malaysian education system. These frameworks are developed to guide the day-
to-day work in PADU and the MEB Initiative teams, from the planning phase to monitoring. These
frameworks are recognised methodologies that help ensure the effective delivery of complex programs
and projects.

The Initiative Management Cycle consists of four phases: planning, execution, monitoring, and
evaluation. This cycle involves every level within MOE, from the Minister of Education and top
management to the officers who form the initiative teams (as shown in Exhibit 6.1).

The PADU Delivery Framework consists of an Initiative Planning template (Charter, Key Performance
Indicator (KPI) dictionary, and 3-feet plan), monitoring dashboards, structured processes, issue
resolution platforms, mid-year assessments, year-end evaluations, and annual reports (as shown in
Exhibit 6.2).

Eksibit 6.1: Initiative Management Cycle

PLANNING IMPLEMENTATION MONITORING EVALUATION

Early Planning Session for Implement the action plan Weekly/ Monthly Dashboard Mid-Year Review (MYR) of
MEB Initiatives: Identifying Report: Monitor the MEB: Assess the progress of
MEB initiatives for Programme Managers and initiatives' progress the initiatives, problem-solve
implementation Initiative teams to identify and prepare
and resolve issues Spending Performance recommendations for
Initiative KPI Setting Report: Monitor and evaluate planning
Workshop: the initiatives' spending
• Set the KPIs performance Year End Review (YER) of
• Obtain confirmation on MEB: Assess initiatives'
KPIs from the Division Initiatives Status Update performance at the year-end
Heads Meeting with MOE's Top and the lessons learnt
Management: Status report
Initiative Planning achievements and outputs Monthly Engagement
Workshop: Sessions with the Minister of
• Prepare an action plan Steering Committee Education: Syndication of
• Obtain confirmation on Meeting (MEB SC): selected initiatives in detail/
initiative documents from Problem-solving meeting at deep dive on the initiatives'
the Division Heads MOE's top management level implementation planning
and the issues/ risks identified

October until January until January until July until

Disember December December December

MALAYSIA EDUCATION BLUEPRINT 2013-2025 105

Eksibit 6.2: PADU Delivery Framework

01 02 03
Initiative Planning Dashboard Problem-solving

Charter • Monitoring of initiative • Decision-making

• Scope and concept progress platform
• KPIs
• Periodical updating of • Discuss issue resolution
KPI Dictionary the initiative status for issues that are
• Detailed definition of report by the PM brought up
the KPI and WSL
• Measurement
Methodology

3-feet Plan
• Detailed
implementation plan
• Initiative budget

04 05 06
Mid-Year Review Year-End Review Annual
(MYR) (YER) Report

Initiative progress Post-mortem on the • Report on achievements,

checkpoint at the middle outcomes of initiative best practices and results
of the year implementation throughout the year

• Actual vs Target • Actual vs Target • Report on areas that

need more focus
• Intervention Plan • Lessons learnt

• Planning for the

next ayear

KPI ACHIEVEMENTS
84.3% 96.4% 86.6% Initiative #110 100%
Preschool enrolment Elementary school Upper secondary Initiating the Development of the

ACCESS compared to
81.7% in 2013
enrolment compared
to 94.4% in 2013
school enrolment compared
to 84.4% in 2013
UNITY "Values and Character Development"
Initiative in 2018
Unity Roadmap

0. 47 8 7. 3% 40.9% 8 ,1 2 5 RM690 m 35
Schools connected to Budget restructuring from Integrated applications to
Urban-rural school Orang Asli attendance Pupils with special
high-speed 4G internet 2014 - 2017 towards activities improve data management efficiency,
SPM achievement gap in schools compared needs in Inclusive
EQUITY compared to 0.60 in 2013 to 76.7% in 2013 Education Programs compared EFFICIENCY compared to 6,394 in 2013 directly supporting
student success
Single Sign-On (SSO) implemented,
and MOE Dashboard developed
to 9.5% in 2013

47 1 465 95.7%
Science scores for Mathematics scores for LINUS English achievement

QUALITY TIMSS 2015 compared

to 426 in 2011
TIMSS 2015 compared
to 440 in 2011
compared to 63.3% in 2013

The programme management methodology is used to provide a systematic approach for managing
MEB initiatives. The application of the delivery discipline culture has been introduced in MOE since
the inception of MEB in 2013. As of 2022, PADU has collaborated and trained 141 Programme Managers
and more than 600 Workstream Leaders in programme management and delivery.

106 ANNUAL REPORT 2022

Change Management and Strategic Communication Advance the
Implementation of Transformation
The involvement and cooperation of stakeholders and strategic partners are crucial in ensuring the
success of education transformation. In implementing the MEB, the knowledge and skills to apply
change management and strategic communication are essential, especially for the Ministry officials.
This is to ensure that information about planned initiatives are conveyed clearly and well-received by
all stakeholders.

Adhering to change management principles, PADU ensures that the key messages related
to implementing MEB to the public are strategically delivered. Messages are conveyed to every
stakeholder through various modes and platforms to ensure the aspirations of MEB can be achieved.
A strategic communication plan is implemented, and its effectiveness is measured so that
improvements can be made. Over the ten years of implementing MEB, two Brand Audits have been
conducted to measure public and stakeholder awareness, understanding, and acceptance.

Overall, PADU not only emphasises the function of communication but also highlights the importance
of change management in helping the organisation face challenges, enhance competitiveness,
manage complex changes, and reduce uncertainties that may arise while implementing all MEB
initiatives.

Adhering to change management

principles, PADU ensures that
the key messages related to
implementing MEB to the public
are strategically delivered

Financial Management of MEB Initiatives that Ensures

Accountability and Transparency
PADU is responsible for coordinating the allocation of MEB Initiative funds under the Special Budget
Programme of the National Budget, which involves preparing the Annual Management Budget
(ABM), facilitating the allocation of funds to initiative teams, and monitoring and reporting on initiative
expenditure on a monthly and annual basis. To mitigate risks and ensure compliance, PADU employs
an Outcome-Based Budgeting approach for financial planning, which undergoes scrutiny by the
Financial Division of the Ministry of Education and the Ministry of Finance. Detailed expenditure
planning and forecasting are carried out through the 3-Feet Plan of initiatives to reduce risks and
compliance issues.

In addition to streamlining processes, PADU regularly monitors initiatives' expenditure performance

based on monthly expenditure forecasts to enhance spending performance and quality. Initiative
teams with low spending performance are assisted in identifying issues related to expenditure
allocation gaps through PADU's clinic sessions. Furthermore, expenditure performance reports for
initiatives are presented to the top management and the Financial and Accounting Management
Committee of MOE. Regular monitoring efforts for expenditure performance aim to ensure
accountability and transparency among initiative teams.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 107

 As of 2022, more than 100 multi-
functional dashboards have
been developed, including the
MEB Initiative Dashboard

Increasing MOE's Delivery Efficiency Through ICT

An important facet of PADU’s support in monitoring initiative implementation is the development
of interactive dashboards. With these dashboards, various information/data can be displayed in an
interactive and integrated format, aiming to increase the efficiency of initiative delivery so that all
decisions made are accurate and effective. As of 2022, more than 100 dashboards with various functions
have been developed, including the MEB Initiative Dashboard.

The concise and easily understood visual presentation through charts, maps, and other data
elements provides a detailed view of performance and data trends. In addition to making informed
decisions, the data obtained through dashboards can enhance the effectiveness of problem-solving
which is done by analysing and understanding data more efficiently.

IMPLEMENTATION
THROUGH
DIFFERENTIATED
METHODS
PADU ensures the efficiency and effectiveness of implementing
MEB through differentiated methods. The approach is results-
oriented and data-driven, using various tools and methods
such as dashboards, data visualisation, change management,
and communication to monitor, evaluate, and improve the
performance and outcomes of MEB initiatives. PADU also engages
and empowers a network of stakeholders, including students,
teachers, parents, school leaders, district education officers, state
education departments, and other agencies, to collaborate and
contribute to the education transformation.

108 ANNUAL REPORT 2022

1. The Effectiveness of Programme Management
a. The Involvement MOE’s Top Management Through the MEB Retreat 2022

The MEB Retreat 2022 was organised by PADU, and it involved the top management and
Heads of Departments of MOE who are directly involved in implementing MEB initiatives. The
leadership team was briefed on the major achievements of MEB over the ten years of
implementation and the issues and challenges in delivering the initiatives. Some of the major
issues and challenges discussed revolved around the perception that MEB’s implementation
was not a priority for MOE, the need for more comprehensive programme management, and
the need to break silos to foster a collaborative work culture.

Problem-solving sessions were led by the Deputy Secretary-Generals and the Deputy
Director-Generals of MOE, with facilitation and oversight from PADU. Problem-solving
proposals were presented to the leadership team. The outcome of the retreat was the
commitment and dedication of the Ministry's leadership team to continue affirming MEB
2013-2025 as the MOE’s strategic plan in transforming the national education system and
implementing intervention measures to improve the delivery and implementation of the
MEB initiatives, which only have three years left.

b. The Operationalisation of Zero Drop-out Ops and the Committee

on Increasing Enrolment into Secondary Schools

To sustain the programmes on reducing dropouts, PADU has collaborated with external
agencies such as the State Education Exco, the police, the Welfare Department, Religious
Groups, Community Leaders, and NGOs at the identified locations to establish Zero Dropout
Ops (Ops Sifar Cicir) and the Secondary School Enrolment Improvement Committee (JPEM).
This collaboration allows for better coordination and, subsequently, has successfully reduced
the number of dropout pupils.

c. The Development of PPD Profile

PADU collects data to profile 16 JPN and 142 PPD. This profile functions as a Business
Intelligence Tool that provides an overall picture of the demography of JPN/ PPD, inputs
(activities), and outcomes (such as results and attendance). Through this profile, JPN and
PPD are empowered with the knowledge and skills to make initial hypotheses to solve
problems. Directors of JPN and Chiefs of PPD are trained to use problem-solving instruments
and strategic planning to formulate strategies based on real-time data provided to each
respective region. As a result, JPN and PPD can create data-driven strategic plans, be more
focused and innovative using the right tools, and improve their skills.

d. District Transformation Forum

In line with Shift 6 of MEB, which emphasises empowering JPN, PPD, and schools to provide
tailored solutions based on needs, PADU organised the District Transformation Forum
(DTF). This forum was attended by 156 senior officials from JPN and PPD across Malaysia,
with the support of the Daily School Management Division (Bahagian Pengurusan
Sekolah Harian, BPSH). Themed "A Changed Mindset, A Transformed PPD," the forum
shared the best practices and effective approaches to the education transformation process
that had been successfully implemented in some districts. The forum was well-received
by participants and garnered positive feedback as it allowed attendees to explore new
methods for implementing transformation programs and addressing emerging issues at
the district and state levels. Additionally, the forum served as a platform for discussions
between MOE’s top management and JPN and PPD officers.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 109

2. Public and Private Partnership (PPP)
a. STEMforAll

PADU collaborated with external entities such as Microsoft, Petrosains, and the Malaysia
Association of Creativity and Innovation (MACRI), along with 52 other organisations that
signed agreements to become part of the #STEMforAll communication agents as part of the
Strengthening STEM Education Initiative.

b. PPP for Orang Asli Pupils

PADU expanded its collaboration with non-governmental organisations (NGOs) to

implement intervention programmes for the Orang Asli initiative. Some of the NGOs
involved include Yayasan Pintar and MyKasih. MyKasih provides basic school supplies for 60
students from the Gunung Tahan area every month for a period of three to five years.

c. PPP with Industries that Support the Administration of New Vocational Colleges

PADU promotes PPP and aligns discussions with industry players. Playing a crucial role in
this initiative, PADU has been appointed to be part of the Task Force to ensure that industry
players conduct courses in the new Vocational Colleges. One successful partnership
established is with the Johor Petroleum Development Centre, which agreed to collaborate
with Vocational Colleges in an integrated welding program launched in 2019.

52 organisations signed
agreements to become
part of the #STEMforAll
communication agents as
part of the Strengthening
STEM Education Initiative

3. Change Management and Strategic Communication Delivery

a. Edufluencers

Realising teachers’ ability to influence other teachers, PADU collaborated with MOE to create
a community of education influencers (Edufluencers) selected from outstanding teachers
through the Edufluencers search campaign, starting with the first cohort in 2019 and
the second cohort in 2022. This community has gathered 190 teachers from across Malaysia.
The Edufluencers community plays a role as role models and educators on social media
platforms, helping MOE disseminate information to other stakeholders, especially fellow
teachers, students, and parents.

110 ANNUAL REPORT 2022

 b. Brand Audit
Throughout PADU's establishment, various engaging messages have been disseminated to
ensure the realisation of MEB's aspirations. The Brand Audit was implemented to gain
feedback on the execution of MEB and involved focused group interviews, survey reviews,
and stakeholder interviews. The results of Brand Audit 2.0 indicated a slight decline in interest
in the progress of MEB compared to Brand Audit 1.0. This occurred among internal and
external stakeholders, primarily following continuous communication disruptions and
stakeholder involvement interruptions due to the COVID-19 pandemic. To ensure the success
of this large-scale transformation process, it is essential to address implementation fatigue,
waning interest in MEB, and the sense of isolation from stakeholders.

c. Key Opinion Leaders (KOLs)

PADU is one of the earliest agencies within MOE to collaborate with Key Opinion Leaders
(KOLs), consisting of influential personalities from various fields such as entertainment,
sports, corporate, and education. Through these KOLs, awareness of MEB has been
successfully expanded beyond the education sphere, and the messages on MEB can be
conveyed to the public with greater focus.

d. Cinema Advertising
Cinema advertising was also carried out to increase mass awareness and boost support for
MEB. This advertising has garnered millions of views within a limited time frame, with the
choice of screening times during blockbuster movies.

Overall, PADU does not just emphasise the communication function but also stresses
the change management function, which is crucial in helping the organisation face
challenges, enhance competitiveness, manage complex changes, and reduce the
uncertainty that may arise during the change process, especially in assisting the
implementation of all MEB initiatives.

To ensure the success of this large-scale

transformation process, it is essential
to address implementation fatigue,
waning interest in MEB, and the sense of
isolation from stakeholders

4. The development of Information Technology Solutions

a. Process Automation: Streamlining Administrative Tasks

Various systems that function in silos and the diversity of data structures are among the
issues and challenges MOE faces. This complicates the process of accessing data and
generating reports, requiring manual validation processes.

PADU has reviewed operational workflow processes and proposed automation solutions to
standardise overall operational workflow processes. This activity facilitates data access and
generates reports systematically and quickly, reducing the risk of human errors.

Furthermore, PADU has also assisted the BPK in developing the PLaN automation system
for PBD for pupils in Years 1, 2, and 3 for early intervention purposes. This project involves
collecting classroom assessment data for 7,000 schools across Malaysia.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 111

 b. Dashboard and Data Visualisation: Driving Data-Driven Decision-Making

Interactive dashboards are essential in presenting information in an interactive and

integrated format. More than 100 multifunctional dashboards have been developed, such
as the Smart Dashboard for device distribution project display, the G Suite Enterprise for
Education (GSEfE) Dashboard for the list of digital skills of teachers throughout Malaysia,
and the Digital Me Badge Dashboard for the list of special badge recipients participating
in specific skills programs.

Visual displays consisting of charts, maps, and other data elements are presented in an
easily understandable manner and provide a detailed view of performance and data trends.
These visual displays also assist users in analysing, understanding, and making data-driven
decisions more effectively and efficiently. These dashboards are developed internally by
PADU without any additional cost to the Ministry. Additionally, PADU conducts dashboard
development workshops for the Ministry to enhance the skills of Ministry officials in building
dashboards according to their respective needs and functions.

With the collaboration of BPM and EPRD, the dashboard can be realised with the existence
of a data repository hub that has been integrated with various systems, such as APDM and
e-Operation.

112 ANNUAL REPORT 2022

 c. Integration of Technology

The experience working with the Ministry has helped PADU understand the current needs
of educational institutions, and it has closely collaborated with stakeholders to develop
suitable technological solutions.

CERDIK is one of the projects between the Ministry and the private sector in which PADU
played a crucial role in developing technical solutions for monitoring digital devices
donated by the private sector as sponsors and distributors. PADU's contribution enabled
this project team to monitor its success transparently. Reports on the use of digital devices
were generated through interactive boards by pupils according to the schools involved.
CERDIK is one of the digital device monitoring projects involving integration and
monitoring among sponsors, distribution managers, and recipients. This activity records
each device contributed in detail. At the end of this project, the Ministry received a report
generated through an interactive board that shows the number of devices, schools
involved, recipients, and much more.

PADU also conducted several knowledge-sharing training sessions both online and face-
to-face. Among the departments that received training were BPSH, BSTP, BPK, and
BPPDP. These training sessions were more focused on data analysis, best practices, and
report generation.

5 Financial Management Efficiency

Management of MEB Initiative Finances

PADU is responsible for coordinating the allocation of funds for the MEB Initiative under
the National Budget Special Program component. This involves providing the Annual
Management Expenditure Estimate, facilitating the allocation of funds to 17 initiative
teams, and monitoring and reporting on the expenditure performance of the initiatives on a
monthly and annual basis. For 2022, the allocation for the MEB initiatives was RM45 million.

PADU streamlines the financial planning of the initiatives based on an Outcome-Based

Budgeting approach through a screening process involving the Financial Division of the
Ministry of Education and the Ministry of Finance (MOF).

Expenditure performance monitoring of the initiatives is based on the monthly expenditure

forecasts developed through the 3-feet plan. PADU assists initiatives that show poor performance
in expenditure through clinic sessions to identify issues related to the allocation expenditure
gap based on forecasts. PADU is responsible for presenting the performance of initiatives to
the top management of MOE and MOF's Financial and Accounting Management Committee.
Ongoing monitoring is essential until the end of the MEB Initiative implementation to ensure
that the performance and allocation expenditure of the MEB Initiatives are maintained and
improved.

PADU streamlines the financial planning of

the initiatives based on an Outcome-Based
Budgeting approach through a screening
process involving the Financial Division
of the Ministry of Education and the
Ministry of Finance (MOF)

MALAYSIA EDUCATION BLUEPRINT 2013-2025 113

PADU DELIVERS ABOVE AND
BEYOND ITS EXPECTED ROLE
AND RESPONSIBILITY
District Transformation Strengthening the Strategic
Programme (DTP) Action Plan for the National
STEM Agenda Workshop

2016 2018

2015 2017 1. Facilitating the Strategic Plan for the

Commonwealth Higher Education
Facility (CTEF)
2. Facilitating a Strategic Discourse for the
Malaysian Board of Technologists (MBOT)
3. Building Capabilities Through
Verifying MOE 2017
Co-Creation
ABM Budget

2015
DISTRICT TRANSFORMATION PROGRAMME (DTP)

In 2015, PADU was tasked with the capacity building of officers in 5 JPNs and 30 PPDs that were prioritised for this
initiative. PPDs are crucial in supporting and enhancing the quality of education in all schools.

As a result of this programme, the five priority states showed improvements in the quality of education. Perlis
emerged as the state with the highest achievement, while Kedah's achievements improved and surpassed the
national average. Cost reduction at the national level was also achieved through this programme.

2016
VERIFYING MOE 2017 ABM BUDGET

PADU's consultancy services were utilised by the Ministry of Finance in 2016 to enhance the efficiency of budget
allocation for the Ministry of Education in subsequent years. Through this role, PADU oversees and re-aligns all
programmes and activities of the Ministry through:

I. eliminating various redundant budgets by scrutinising all departmental budget requests and removing
duplication;

II. prioritising programmes by eliminating or reducing existing programs that have a minimal impact on
student achievement or service delivery efficiency; and

III. focusing on outcome-oriented programmes by ensuring that budget allocations are directed toward
programmes and activities related to the Ministry's desired outcomes and supporting its KPIs.

As a result of this training, RM280 million was successfully reallocated to programmes and activities in 2017 that
had a greater impact on pupils’ outcomes.

114 ANNUAL REPORT 2022

Throughout the ten years of MEB's Implementation, PADU has carried out various programmes and
activities that have been instrumental in attaining achievements in the transformation process. PADU
continues to add value to MOE, especially in fostering a cultural change towards effective delivery in
implementing MEB. This is realised through efforts that go above and beyond the expected roles and
responsibilities in ensuring the successful delivery of MEB.

1. Enhancing The Functions of Moe Liaison Officers

1. KL Youth Summit 2019
2. MEB Forum
2. Edufluencers
3. JPN and PPD Capacity Building Programme
3. Alignment of the Social Cluster's Strategic
Planning for New Deals: Shared Prosperity
Vision 2030
4. DidikTV Educational Channel
5. DELIMa Portal
2021

2019 2022

CERDIK Programme

2017
STRENGTHENING THE STRATEGIC ACTION PLAN FOR THE NATIONAL STEM AGENDA WORKSHOP

In addition to supporting stakeholders within MOE itself, PADU was also invited to assist the Ministry of
Science, Technology, and Innovation (MOSTI) as a facilitator in a workshop to Strengthen the Strategic Action
Plan for the National STEM Agenda in July 2017. One of the key achievements of this workshop was the
establishment of the National STEM Centre, which received significant attention in the National Budget Speech
for 2018.

2018
• FACILITATING THE STRATEGIC PLAN FOR THE COMMONWEALTH HIGHER EDUCATION FACILITY (CTEF)
In 2018, PADU was tasked with facilitating a workshop to develop the strategic plan for the Commonwealth
Tertiary Education Facility (CTEF). PADU sought guidance from its Board of Trustees to ensure an effective
workshop outcome. This workshop successfully developed a draft strategic plan, which was subsequently
submitted to the Ministry's top management for alignment.

• FACILITATING A STRATEGIC DISCOURSE FOR THE MALAYSIAN BOARD OF TECHNOLOGISTS (MBOT)

In 2017, PADU conducted a workshop attended by Malaysian Board of Technologists (MBOT) management
team members. As a result of this workshop, PADU was entrusted with planning and organising their
discourse. From the discourse session held in 2018, the MBOT Board of Directors successfully identified key
issues, opportunities, and primary strategic action plans to be developed as the MBOT Strategic Plan.

• BUILDING CAPABILITIES THROUGH CO-CREATION

PADU was involved as a facilitator in formulating frameworks. The Value Development Laboratory
Framework, the Special Education Needs Strategic Plan Framework, and the Value Elements in the Pupils’
Profile instrument framework are examples developed in collaboration with ministry officials. This
collaboration created an ideal environment for ministry officials to learn directly, facilitate idea generation,
and develop solutions during the workshop sessions.

In addition to skill enhancement, PADU also assisted in the syndication process of the Value Development
Laboratory with the Deputy Minister of Education. The Special Education Division (BPKhas), which leads
the implementation of the Special Education Strategic Plan, successfully met the timeline for approval in
December 2018. Finally, the Value Element framework was incorporated into the Pupils’ Profile and was
initiated in 2019.

MALAYSIA EDUCATION BLUEPRINT 2013-2025 115

2019
• KL YOUTH SUMMIT 2019
PADU was invited by the KL Youth Summit 2019 organisers to facilitate a workshop attended by 200
participants from 22 countries. PADU was responsible for developing the workshop content and managing it.
The workshop encompassed six clusters: Education, Economy, Politics, Entrepreneurship, Industry 4.0
Revolution, and Good Governance. PADU assisted in developing the scope of discussions and workshop
charters. The workshop successfully generated eight resolutions across these six clusters.

• EDUFLUENCERS
In 2019, the Edufluencers community was introduced to assist the Ministry in disseminating information
and information on relevant MOE policies to the general public through social media platforms. Edufluencer
teachers played a role as agents of change for MOE to ensure that stakeholders received accurate and reliable
sources of information.

• ALIGNMENT OF THE SOCIAL CLUSTER'S STRATEGIC PLANNING FOR NEW DEALS: SHARED PROSPERITY
VISION 2023
PADU represented the Ministry of Education in coordinating the New Deals Strategic Planning for the
Social Cluster: Vision of Prosperity Together 2030, which involved eight ministries such as the Ministry of Health,
Ministry of Higher Education, Ministry of Human Resources, and Ministry of Women, Family, and Community
Development. PADU played a role in developing the strategic planning framework, workflow processes, and
workshop implementation. The results of this planning were presented to the Senior Minister of Education as
the Head of the Social Cluster and subsequently handed over to the Chief Secretary to the Government's
Office and the National Governance, Integrity, and Anti-Corruption Centre (GIACC) as the Secretariat for New
Deals.

• DidikTV
PADU has collaborated with DidikTV television station to assist MOE in providing educational broadcast
materials during the COVID-19 pandemic.

• DELIMa
In 2018, PADU, in collaboration with MOE, developed the User Management System (SPP) This automated
the management process of DELIMa ID SPP, which includes student registration, user licensing, user
transfers, bulk data updates for students, and password management for all schools within the Ministry's
ecosystem. This project successfully streamlined ten manual work processes into a single automated system
for managing DELIMa IDs.

2021
CERDIK PROGRAMME
PADU assisted in monitoring digital devices distribution, collaborating with sponsors, distribution managers,
and aid recipients. At the end of this project, MOE was provided with a detailed report generated through an
interactive dashboard.

2022
• ENHANCING THE FUNCTIONS OF MOE LIAISON OFFICERS
PADU was tasked by the former KSU to collaborate with the Corporate Communication Unit (UKK) to
strengthen the communication process and enhance the MOE’s overall communication framework.
Workshops on the Development of the Communication Framework and Strategic Communication Plan were
conducted together with liaison officers from MOE departments and JPNs.

These workshops provided exposure and training to liaison officers in shaping the direction and
formulating effective strategic communication plans.

• MALAYSIA EDUCATION BLUEPRINT FORUM

One of the communication and change management strategies is the engagement of external stakeholders.
Therefore, in 2022, the Ministry's strategic partners joined PADU in supporting education transformation
through participation in an education transformation forum.

The purpose of this forum was to engage strategic partners as change sponsors in the change management
process, capable of driving educational transformation with their support and commitment. The forum
enabled the strategic partners to share best practices and their programmes that are being implemented
with the Ministry.

116 ANNUAL REPORT 2022

• CAPACITY DEVELOPMENT PROGRAMME – JPN AND PPD
Capacity development of MOE’s staff is one of PADU's new mandates and functions approved by the YAB
Prime Minister in March 2020. In 2022, PADU organised knowledge-sharing and capacity development
programmes through the PADU Turun Padang programme. The objective of the Capacity Development
Programme is to transfer knowledge and best practices from PADU to the Ministry of Education, especially
for officers in JPNs, to enhance their knowledge based on best practices.

ON TO THE FINISHING LINE

As we approach the final years of the MEB, PADU continues to be committed to supporting the
Ministry's goal of driving the transformation of the country's education. Ongoing efforts to monitor
progress, resolve implementation issues with relevant officers, and manage communication with
stakeholders have been PADU’s main focus of educational transformation.

Over the course of ten years of MEB’s implementation, PADU has conducted various capacity
development programmes for officers in the Ministry, JPN, and PPD. These capacity development
programmes cover aspects such as Project/ Programme Management, Delivery Management,
Change Management, Communication, and Information Technology.

In line with the mandate to hand over the functions and responsibilities of initiatives implementation
to the Ministry, a delivery management unit will be established by the Ministry to take over
the responsibilities and functions that were previously mandated to PADU. The MEB Delivery
Management Unit (DMU) will assume the functions of PADU in monitoring and assisting the initiative
teams in realising MEB goals until its final year in 2025. PADU will continue to assist and support
DMU and the Ministry in implementing education transformation.

As we approach the final years

of the MEB, PADU continues to
be committed to supporting
the Ministry's goal of driving
the transformation of the
country's education

MALAYSIA EDUCATION BLUEPRINT 2013-2025 117

 GLOSSARY
3M Reading, Writing and Counting
ABC Anak yang Baik lagi Cerdik or A well-mannered and wise child
ACS American Chemical Society
AIU Albukhary International University
APDM Aplikasi Pangkalan Data Murid or Student Database Application
ASP Akademi Sains Pendang or Sekolah Menengah Sains Pendang or
Pendang Science Academy
BI Bahasa Inggeris or English Language
BEM Board of Engineers Malaysia
BFR Big Fast Result
BM Bahasa Melayu or Malay Language
BPK Bahagian Pembangunan Kurikulum or Curriculum Development Division
BPKhas Bahagian Pendidikan Khas or Special Education Division
BPM Bahagian Pengurusan Maklumat or Information Management Division
BPSH Bahagian Pengurusan Sekolah Harian or Daily School Management Division
BSN Bank Simpanan Nasional
BSTP Bahagian Sumber dan Teknologi Pendidikan or
Resource and Education Technology Division
CEFR Common European Framework of Reference for Languages
CPD Continuous Professional Development
CTEF Commonwealth Tertiary Education Facility
DBP Dewan Bahasa dan Pustaka
DELIMa Digital Educational Learning Initiative Malaysia
DLP Dual Language Programme
DSKP Dokumen Standard Kurikulum dan Pentaksiran or
Standard-Based Curriculum and Assessment Document
DSTIN Dasar Sains, Teknologi dan Inovasi Negara or
National Science, Technology and Innovation Policy
DTF District Transformation Forum
DTP District Transformation Programme
e-KDT IPG Kursus Dalam Talian IPG or Institute of Teachers Education Online Courses
ELTC English Language Teaching Centre
EMA Enrolmen Menengah Atas or Upper Secondary Enrolment

G1
EMIS Education Management Information System
eMyPro@IPG Institute of Teachers Education Leader Profiling System
EPRD Education Planning and Research Division
EOMS Education Organisation Management System
FUFT Follow up, Follow through
GAB Guru Akademik Biasa or Regular Academic Teacher
GBK Guru Bimbingan dan Kaunseling or Counselling and Guidance Teacher
GBLS Guru Bimbingan Lantikan Sekolah or
School-Appointed Guidance and Counselling Teacher
GSEfE G Suite Enterprise for Education
HIP Highly Immersive Programme
HOTs Higher Order Thinking Skills
IAB Institut Aminuddin Baki or Aminuddin Baki Institute
IBSE Inquiry-Based Science Education
ICT Information and Communication Technology
ICU Implementation Coordination Unit
IEM Institution of Engineers Malaysia
IET Malaysia Institution of Engineering and Technology Malaysia
IKP Inventori Kecerdasan Pelbagai or Multiple Intelligence Inventory
iKPSI Inventory Kesejahteraan Psikologi or Psychological Well-Being Inventory
IMK Inventori Minat Kerjaya or Career Interests Inventory
IoT Internet of Things
IPG Institut Pendidikan Guru or Institute of Teacher Education
IPGM Institut Pendidikan Guru Malaysia or Institute of Teacher Education, Malaysia
IPGK Institut Pendidikan Guru Kampus or Institute of Campus Teacher Education
IQ Intelligence Quotient
ISM Indeks STEM Murid or STEM Pupils Index
ISPPK Instrumen Standard Penilaian Pembudayaan KBAT or
Standard Assessment Instrument for HOTs Inculturation
ISTIC International Science, Technology & Innovation Centre
i-WASP i-Wellbeing Akademi Sains Pendang
JAKOA Jabatan Kemajuan Orang Asli or Department of Orang Asli Development
JERI Jasmani, Emosi, Rohani dan Intelek or
Physical, Emotional, Spiritual and Intellectual
JPA Jabatan Perkhidmatan Awam or Public Services Department
JKM Jabatan Kebajikan Masyarakat or Department of Social Welfare
JPEM Jawatankuasa Peningkatan Enrolmen Menengah or
Increasing Secondary Enrolment Committee
JPN Jabatan Pendidikan Negeri or State Education Department
JU Jurulatih Utama or Master Trainers
K-KOMM Kementerian Komunikasi dan Multimedia or
Ministry of Communication and Multimedia
K9 Sekolah Model Khas Komprehensif 9 Tahun or
Comprehensive 9-Year Special Model School

G2
 K11 Sekolah Model Khas Komprehensif 11 Tahun or
Comprehensive 11-Year Special Model School
KhidMas Khidmat Masyarakat or Community Service
KITA Ethnic Research Institute
KOLs Key Opinion Leaders
KPI Key Performance Indicator
MOE Ministry of Education Malaysia
MOH Ministry of Health Malaysia
KSBM Kerangka Standard Bahasa Melayu or Malay Language Standard Framework
KSSM Kurikulum Standard Sekolah Menengah or
Standards-based Curriculum for Secondary School
KSSR Kurikulum Standard Sekolah Rendah or
Standards-based Curriculum for Primary School
KTE Kolej Tingkatan Enam or Form Six College
KV Kolej Vokasional or Vocational College
LKM Lembaga Kaunselor Malaysia or Malaysia Counselling Board
LMS Learning Management System
LPPP Laluan Pembangunan Profesionalisme Pensyarah or
Lecturer Professionalism Development Pathway
LPPBM Lembaga Pengiktirafan Pendidikan Bahasa Melayu or
Malay Language Education Recognition Board
MACRI Malaysia Creativity and Innovation Society
MBOT Malaysia Board of Technologist
MBPK Murid Berkeperluan Pendidikan Khas or Special Education Needs Students
MDEC Malaysia Digital Economy Corporation
MEB Malaysia Education Blueprint
MKBM Manual Kecemerlangan Bahasa Melayu or Malay Language Excellence Manual
MKKG Manual Kesejahteraan Kerjaya Guru or Career Well-being Module for Teachers
ML Middle Leader
MoLIB Modul Latihan Intervensi Berfokus dan Terbeza or
Focused and Differentiated Intervention Training Module
MOSTI Ministry of Science, Technology and Innovation
MPV Mata Pelajaran Vokasional or Vocational Subjects
MQA Malaysian Qualifications Agency
MQF Qualifying Framework, Malaysia
MSP Managing Successful Programme
MySPDL Sistem Pengurusan Data Latihan or Training Data Management System
NGO Non-Governmental Agency
OBB Outcome-Based Budgeting
OKU Orang Kurang Upaya or Disabled Person
PADU Education Performance and Delivery Unit
PBD Pentaksiran Bilik Darjah or Classroom-Based Assessment
PBKP Pakar Bidang Khusus Pendidikan or Specialised Education Expert

G3
PBL Project-Based Learning
PBMP Pembelajaran Bahasa Melayu Berasaskan Projek or
Project-Based Learning for Malay Language
PBPPP Penilaian Bersepadu Pegawai Perkhidmatan Pendidikan or
Integrated Assessment for Education Service Officer
PdP Pengajaran dan Pembelajaran or Teaching and Learning
PDP Program Diploma Pendidikan or Diploma in Education Programme
PDPP Program Diploma Pascasiswazah Pendidikan or
Postgraduate Diploma in Education Programme
PdPR Pengajaran dan Pembelajaran di Rumah or
Home-based Teaching and Learning
PERKAMA Persatuan Kaunseling Malaysia Antarabangsa or
International International Counselling Association of Malaysia
PGB Pengetua dan Guru Besar or Principal and Headmaster
PIBKS Pelibatan Ibu Bapa, Komuniti dan Swasta or
Parents, Community and Private Sector Association
PIKAP Program Intervensi Khas Murid Orang Asli dan Peribumi or
Special Intervention Programme for Orang Asli and Indigenous Pupils
PIKeBM Program Interaktif Kemahiran Bahasa Melayu or
Malay Language Skills Interactive Programme
PIMA Perantisan Industri Menengah Atas or
Upper Secondary Industrial Apprenticeship
PIPPK Pelan Induk Pembangunan Profesionalisme Keguruan or
Teachers Professionalism Development Master Plan
PISMP Program Ijazah Sarjana Muda Perguruan or
Bachelor’s Degree in Teaching Programme
PISP Program Ijazah Sarjana Pendidikan or
Master’s Degree in Education Programme
PKL Pentaksiran Kompetensi dan Literasi or
Competency and Literacy Assessment
PLaN Program Literasi dan Numerasi Sekolah Rendah or
Primary Literacy and Numeracy Programme
PLC Professional Learning Community
PPCS Program Perkhemahan Cuti Sekolah or School Holiday Camp
PPD Pejabat Pendidikan Daerah or District Education Officer
PPI Program Pendidikan Inklusif or Inclusive Education Programme
PPKBIS Program Peningkatan Kemahiran Bahasa Inggeris di Sekolah or
English Enhancement Programme for Schools
PPKI Program Pendidikan Khas Integrasi or
Special Education Integration Programme
PPP Pegawai Perkhidmatan Pendidikan or Education Service Officer
PPPC Program Pintar Cerdas or Gifted and Talented Education Programme

G4
 PPSDM Program Pembangunan Sahsiah Diri Murid or
Students Character Development Programme
PRISMA Program Intervensi Minda Sejahtera Murid or
Healthy Student Mind Intervention Programme
Pro-ELT Professional Upskilling of English Language Teachers
Pro-GBK Pembangunan Kompetensi Guru Bimbingan dan Kaunseling or
Competency Development for Guidance and Counselling Teachers
PRONIKA Program Nilai dan Karakter or Values and Character Programme
PTPK Perbadanan Tabung Pembangunan Kemahiran or
Skills Development Fund Corporation
PVMA Program Vokasional Menengah Atas or Upper Secondary Vocational Education
QAS Quality Assurance Services
RBT Reka Bentuk dan Teknologi or Design and Technology
RI Remedial Instruction
SABK Sekolah Agama Bantuan Kerajaan or Government-Assisted Religious School
SAPS Sistem Analisis Peperiksaan Sekolah or School Examination Analysis System
SBDT Sekolah Bermasalah Disiplin Tinggi or School with Major Disciplinary Problems
SBJK Sekolah Bimbingan Jalinan Kasih
SBP Sekolah Berasrama Penuh or Fully Residential School
SePKM Sistem e-Profil Kerjaya Murid or Student Career e-Profile System
SIP+ School Improvement Partner Plus
SIRIM Standards and Industrial Research Institute of Malaysia
SISC+ School Improvement Specialist Coaches Plus
SJKC Sekolah Jenis Kebangsaan Cina or Chinese National Type School
SKM Sijil Kemahiran Malaysia or Malaysian Skills Certificate
SKPMg2 Standard Kualiti Pendidikan Malaysia Gelombang 2 or
Malaysia Education Quality Standard, Wave 2
SLDN Sistem Latihan Dual Nasional or National Dual Training System
SLT Senior Leader Team
SM Sekolah Menengah or Secondary School
SME Subject Matter Expert
SMPK Sekolah Menengah Pendidikan Khas or National Preschools Information System
SMPKV Sekolah Menengah Pendidikan Khas Vokasional or
Special Vocational Education Secondary School
SP IPG Standard Penarafan IPG or Teacher Education Institute Rating Standards
SPK Sekolah Pendidikan Khas or Special Education School
SPKP IPG Standard Pencapaian Kualiti Pensyarah IPG or
Quality Achievement Standard for IPG Lecturers
SPLKPM Sistem Pengurusan Latihan Kementerian Pendidikan Malaysia or
Ministry of Education Malaysia Training Management System
SPM Sijil Pelajaran Malaysia or Malaysian Certificate of Education
SR Sekolah Rendah or Primary School
SSDM Sistem Sahsiah Diri Murid or Student Self-Characterisation System

G5
STEM Science, Technology, Engineering and Mathematics
STEMatric-IBL Matriculation STEM Inquiry-Based Learning Programme
STEMEC STEM Executive Consultation
STI Sains, Teknologi dan Inovasi or Science, Technology and Innovation
ToT Training of Trainers
TP Tahap Penguasaan or Mastery Level
TVET Technical and Vocational Education and Training
UiTM Universiti Teknologi MARA or MARA University of Technology
UKM Universiti Kebangsaan Malaysia or National University of Malaysia
ULBM Ujian Lisan Bahasa Melayu or Malay Language Oral Assessment
UniKL MICET University Kuala Lumpur Malaysia Institute of Chemical
and Bioengineering Technology
UniMAP Universiti Malaysia Perlis
UPBMG Ujian Penguasaan Bahasa Melayu Guru or
Malay Language Teacher Proficiency Test
UPM Universiti Putra Malaysia or University of Putra Malaysia
USM Universiti Sains Malaysia or Science Universiti of Malaysia
UTeM Universiti Teknikal Malaysia Melaka or
Technical University of Malaysia, Malacca
UTM Universiti Teknologi Malaysia or University of Technology Malaysia
UUM Universiti Utara Malaysia
YSE Young STEMist Expo
YSN-ASM Young Scientist Network – Akademi Sains Malaysia

G6