MINISTRY OF HIGHER EDUCATION
Transformation of Higher
education: A holistic approach to
enhance quality teachers
15 SEPT 2015
DATO’ PROF. DR ASMA ISMAIL
DIRECTOR GENERAL
DEPARTMENT OF HIGHER EDUCATION MALAYSIA
0
Contents
Challenges in the 21st century: The need to change
Higher Education Blueprint: From challenges to
Aspirations
The need for transformation of education from cradle
to career
Getting the best education in Malaysia: Achievements
of Malaysian universities
The need for transformation
Challenges of ensuring quality teachers
1
Challenges in the 21st Century
The world is changing rapidly
Accelerated pace of
change due to
digital era
Global economic
crisis
Increased competition
due to globalization
2
Status of higher Education
• First university in the world is
the University of Karaouine,
established in 859 AD in Fez,
Morocco by Fatima al-Fihri.
• The university started in a
mosque and is renowned for
fundamental sciences.
• The second oldest university
is Al-Azhar University, Cairo,
Egypt, established in 970 AD
for Islamic studies and law.
3
Status of higher Education
• The third oldest university is University
Nizamiyya, Iran.
• 200 years after the establishment of
universities by the Islamic society then
came the University of Bologna, Italy
(1088), the oldest university in Europe.
The world is changing rapidly
but after 1000 years there is
very little change in the
universities
4
It has been predicted
that if the universities
do not undergo change
many will be closed in
less than 50 years
An avalanche is coming. Higher Education and the Revolution
ahead. Sir Michael Barber et al. Institute for Public Policy
Research, UK
The end of the university as we know it. Nathan Harden. The
American Interest. Dec 11,2012
University of the Future ,Ernst and Young , 2012
Wake up
call to the
universities
University transformation in Malaysia is a MUST!
5
79,122 ACADEMICS
(PhD 17,882) (23%)
Public IHLs 32,866 (PhD 12,166)
Private IHLs 36,185 (PhD 5,670)
Polytechnics 7,256 (PhD 43)
Community Colleges 2,815 (PhD 3)
20 Public Univ
5 Research Univ
4 MTUN (TVET)
11 Comprehensive
Universities
14 HiCOEs
Enrollment (1,253,501)
Public IHLs (618,180 )
Private IHLs (524,350)
Polytechnics (89,503)
Community Colleges
(21,468)
International students
Undergraduate – 78,756
Post-graduate – 27,597
TOTAL – 106,353
*as of 30 Jun 2015
70%
contribution
by IPTS
RM 4.5
Billion
market
20 Public IHLs (12 Autonomy)
510 Private IHLs
13
• 406 Private Colleges
Education
• 104 Private University/ Uni. College *as
of Feb 2015
Malaysia
33 Polytechnics
Offices
05
92 Community Colleges
6
“Malaysians
deserve the best
education system
that the country
can offer”
Idris Jusoh, Minister of Higher
Education
Ranking Sistem Pendidikan Tinggi Negara-Negara 2015
27
Dari 50 negara terpilih
2014: Ke-28
No. 6:
Knowledge Transfer with Industry
8
9
Sasaran
Dimana kita sekarang
Universiti yang
telah kita atasi
10
7
Private
IHLs
510
Private
IHLs
406
Private Colleges
104
Private
University/Uni.
College
2
Private
IHLs
Engineering
#151
#251
• Chemical #151
• Electrical & Electronic
#201
• Mechanical & Aeronautical
& Manufacturing #201
• Computer Science &
Information System #301
#201
• Computer Science &
Information System #201
11
AWARDS & RECOGNITION
5
Private
IHLs
1
2
1
Private
IHL
2
1
Private
IHLs
2
RECOGNITION
Top ACCA
Affiliate Award
(Malaysia) &
Silver Medal
Award in world
ranking
#1 in Asia for
employability
by The Student
Barometer 2014
Survey
12
Addressing current and future Challenges:
GLOBAL
Economic crisis
GLOBAL Competition due to
GLOBALIZATION
Accelerating PACE of
CHANGE due to DIGITAL age
Graduates for economic vs
societal needs (KPI vs KIP)
Responsible citizen viz
Global citizen
Institutional Reputation
Graduates 21st Century
Skills
Information overloads
(need for critical thinking)
Challenges facing
higher education
industry-academia
collaboration
financial sustainability
Institutional Autonomy vs
Accountability
return on investment
R&D input vs outputs
Equitable Access
13
The MEB (HE) sets out clear System and Student Aspirations
System
aspirations
Access
Quality
Equity
Unity
Efficiency
Student
aspirations
14
10 Shifts to support the attainment of System
and Student Aspiration
KEMENTERIAN
PENDIDIKAN
TINGGI
Why it matters
Where we are
Objectives
Principles
Strategies and
initiatives
Initiatives
implementation
roadmap
Malaysian Education Blueprint (Higher Education) 2015-2025
15
Challenges to enhance quality teachers
To transform education it has to be from cradle to
grave.
Teachers will play the biggest role to do so.
Quality teachers with passion and dedication to the
profession will make a difference to the education
system in the country.
What can we
do to enhance
quality
teachers?
16
Challenges to enhance quality teachers
To enhance quality teachers require that the
Universities do the following:
▪ Intake of potential teachers need to be among the
top 30%.
▪ The students selected must be interviewed and find
those with passion and dedication to the profession
▪ When they are in the universities teach them to
Learn, Unlearn and Relearn.
▪ Teach them critical thinking and HOW to teach
critical thinking.
▪ Teach them also HOW to teach
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Challenges to enhance quality teachers
▪ Points to ponder.
▪ Should we provide the SAME education system ie
the same curriculum to teach the would be teachers
when the students that they in turn will be teaching
are also changing
▪ WHO are designing the curriculum?
▪ Perhaps we should start being sensitive to
generational needs
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Challenge: Being sensitive to
generational needs
@ 2015
Traditionalists
>70 years
( 51 -69 yrs)
(35 -50 yrs)
( 21 -35 yrs)
( 10 -20 yrs)
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Characteristics of the different
generations
Who is
designing the
curriculum
and for
whom?
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Characteristics of the different
generations
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Learning lifestyles of the
different generations
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Education today for tomorrow
• The X and Y generation enjoy the best information
inputs.They are nettizens and are technology savvy.
Information is immediate and at their finger tips.
• Teaching them using powerpoint/lectures are a
bore to them.
• They need more visual input and technology savvy
curriculum. They multi-task while they learn.
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Challenges to enhance quality teachers
▪
The university curriculum, environment
and administration (probably designed by
traditionalists and baby boomers must also
be sensitive to generational needs of X and
Z (millenials).
▪
Address the fact that the lecturers are
traditionalist or baby boomers while the
students are in the X and Z generation.
Hence how each generation teach and how
each generation is learning must also be
addressed in order to prevent
communication gap.
▪
In the private universities, the
understanding of diversity among their
students are realised. They create a
conducive environment for the millenials.
They also provide training for the lecturers
to understand the future generation better
so that they can create a better technology
savvy curriculum
Are we addressing
the needs of the
Millenials in the
UAs?
24
The university in
order to transform
must plan the
curriculum to teach
FUTURE teachers to
prepare and cope
with the X and the
millenials.
There should also be
able to address
divergent thinking
among the graduates
25
Divergent thinking
Not all
questions
have only
1 answer
This is especially so among those who want to teach STEM
26
Divergent thinking
There are many ways to answer to the questions
and there also many ways to interpret the
questions posed
27
Divergent thinking
Sir Ken Robinson, chair of the UK Government's report on
creativity, education and the economy, described research that
showed that young people lost their ability to think in "divergent
or non-linear ways", a key component of creativity. Of 1,600
children aged three to five who were tested, 98% showed they
could think in divergent ways. By the time they were aged eight
to 10, 32% could think divergently. When the same test was
applied to 13 to 15-year-olds, only 10% could think in this way.
And when the test was used with 200,000 25-year-olds, only 2%
could think divergently. . . . Education is driven by the idea of
one answer and this idea of divergent thinking becomes stifled.'
He described creativity as the 'genetic code' of education and
said it was essential for the new economic circumstances of the
21st century.” (TESS, 25 March 2005)
K-economy cannot take
place if our future
generation is not
creative
28
ONE of MANY reasons for Transformation
1
Need to
create
impact
Ministry
KPT
20
Public
universities
33k
Academic staff
600k
Students
The ministry leverages UniTP as the conduit to drive transformation through public
universities to implement all dimensions of MEB (HE) to impact 600K students
29
Thank you
For FULL version of the Blueprint:
http://hes.moe.gov.my/event/
asma.ismail@moe.gov.my
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Education and economic development:
Korean Model
Education & Economic development
KOREAN
MODEL
1948 - 1960
1961 - 1980
1981 - 1997
1998 - Present
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