Comparing Education Systems in Malaysia and Singapore

The assignment requires a comparative analysis of the education systems in Malaysia and Singapore, focusing on their similarities and differences. It involves researching and discussing the policies and practices in both countries, as well as exploring the impact of globalization on education and the role of international students in shaping academic publications.

Organisation Transformation

TABLE OF CONTENTS
PART 1 THE COMPANY REPORT..............................................................................................1
Introduction............................................................................................................................1
1 Performance analysis of Malaysian National Education Policy between 1957 and post-
independence..........................................................................................................................1
2 Conceptual model to address performance shortfalls..........................................................8
3 Implication in the wider concept on non- acceptance of proposal. ..................................11
Recommendations................................................................................................................13
PART 2 EVIDENCE REVIEW.....................................................................................................15
1 Literature Review..............................................................................................................15
2 Outlining potential DBA research perspectives that could be adopted in the future
transformation.......................................................................................................................18
PART 3 REFLECTION FOR EMPLOYABILITY ENHANCEMENT.......................................20
Critical thinking and core capabilities required to achieve the consultancy task.................20
Evaluation of knowledge, skills and competencies..............................................................20
Related leadership skills required for future personal development....................................21
CONCLUSION..............................................................................................................................22
REFERENCES..............................................................................................................................23

Index of Tables
Table 1: Literacy Rate (above age 15)............................................................................................6
Table 2: Type and Number of Schools with students in each school of Malaysia..........................6
Table 3: Total number of schools in Malaysia.................................................................................7
Table 4: Total Number of Schools in Malaysia...............................................................................7

PART 1 THE COMPANY REPORT
Introduction
Re engineering, redesigning and redefining of business activities are considered as the
process of organisation transformation. The National Education of Malaysia has gone through
many phases of transformation since its independence (Ganapathy, 2016). Education in Malaysia
laid rigorous efforts towards developing the potential of individual in a holistic and integrated
manner. Ministry of Education supervises education reforms and policies in Malaysia. It is the
duty of federal government in the country and they have established education department for
efficient coordination on matters regarding educational reforms in each state and territory. The
education system is classified into preschool, primary, secondary, post-secondary. In the
assignment, as a strategic consultant new strategic initiative proposing a conceptual model for
transformation of National Education Policy of Malaysia will be made. Further, critical
evaluation of performance of Malaysian National Education Policy before 1957 and after
independence will be analysed in order to determine the strategies which are necessary to fill the
performance gaps. With the help of conceptual model, future organisational transformation
solutions will be proposed. Wider implications will be identified against the enduring value
propositions if government does not accept the proposal to adopt conceptual model.
1 Performance analysis of Malaysian National Education Policy between 1957 and post-
independence
In the beginning, schools available in Malaysia were in form of Hut schools, Islamic
schools and Madrasah where learning was provided in Malay language. For decades, a series of
transformations can be seen in education policy of country, which changed according to the need
of society. Under colonial period, the country faced various types of changes and transformations
in its educational policy (Aziz and Abdullah, 2014). All languages played specific part in
comprehending education policy of Malaysia. English language focused on grammar, Chinese
language focus directly on historical traditions of Chinese cultures, Malay education anticipated
on early terms of Malaysian development and Tamil schools geared to its constituency of an
immigrant plantation (Hill and et.al., 2014). Before independence, star students were recognised
by their active participation in various co-curricular activities such as debates, acting or drama,
sports activities and scouting activities. Hence, Malaysian Government National Education
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Policy in 1957 measured the performance of education of schools and students in all areas and
not just in studying. Before 1957 there were several educational reforms made and transformed
according to the country that ruled in Malaysia. Each community has specific schools and
teachers. This resulted in difficulty for assuming performance of educational reforms in the
country.
National Educational Policy Reforms 1957- Current
The most important and essential challenges as well as issues faced by new government
made after independence were unity and democratisation (Adams, 2014). The process of
centralising heterogeneous education system into a united national education system with
national language as the main medium of teaching and instruction was embarked during this
period. Primary schools from all over country converted into national schools and national type
schools, where Malay schools was converted to national school and English, Chinese and Tamil
schools were converted into national type schools. Malay was considered as national language in
all national and national type school. English and other specific language was considered as the
medium of teaching in national type schools.
In the year 1961 Education Act was made which proposed compulsory basic education in
children in primary schools. In the year 1968, all English schools were merged with national
schools with the curriculum of five subjects to be taught to students in Malay language for 3
years (Migin and et.al., 2015). Thus, it aided in development of performance of secondary and
higher education in the country. Several steps were taken by government to improve the
performance by initiating leadership qualities amongst the head of schools and colleges. Institute
Aminuddin Baki (IAB) was made responsible for providing management and relationship
training to heads of schools and administrations.
In the end of 20th and beginning of 21st century, drastic changes took place in National
education policy of Malaysia (Hashim and Leitner, 2014). The enormous development and
increase in globalisation assisted in improvement of performance of Malaysian educational
policies and supported in fill the gaps in performance. In 1991 Dr. Mahadir Mohamad proposed
vision 2020 that outlines various transformation required to make the educational policy of
country efficient. The education act of 1961 was replaced with education act 1996.
Now in 21st century, maximum portion of population are provided with basic education
and enrolment in schools at primary level increase to 94%, 84% in secondary and 77% in higher
5

education. It is because of the National Education Policy which enrich the vision of education as
a means of holistic development of all people (Hamzah and et.al., 2014). There are various
performance gaps that were identified during analysis of Malaysian education policy. Before
independence, students focus more on co-curricular activities whereas now students only focus
on studying and avoiding participation in other activities. Thus, it results in declination of
performance of students in other sectors. Another gap in performance of students was filled by
the Malaysian National Educational Policy by providing free and compulsory education for all
children at primary level. According to results declared by Performance for International
Students Assessment (PISA) in 2009, Malaysia ranks at 54 in comprehending, 57 in
Mathematics and 52 in Science thus, surpassing Indonesia and many countries in Asia. This
states that the performance of education increases tremendously and at rapid speed after
independence of Malaysia (Goh and Wong, 2014).
Comparison of Malaysian National Education Policy with Singapore Education Policy
As per study conducted by Organisation for Economic Co-operation and Development
(OECD), Out of 72 countries Singapore able to clinched the top spot whereas Malaysia's holds
on 52nd position in terms of reading, maths and science. The education policies of Singapore are
6
Illustration 1: OECD Ranking for reading, math and science
(Source: Ruxyn, 2016 )

effective and efficient in various ways. A brief comparison of education policy of Malaysia and
Singapore is discussed below:
 As per Education Policy of Singapore, teachers of Singaporean schools are trained to
deal with issues like delinquency and enforcement of laws in schools and colleges
(Curdt-Christiansen, 2014). They are accountable for reducing crime rate in students and
maintain law and order. There is no such amendment made in National Education Policy
of Malaysia regarding training of teachers to increase awareness of laws in students of
Malaysia due to which amount of juvenile cases rapidly increases in the country.
 The medium of teaching and instruction is provided in English language because of
Bilingual policy of Singapore education system. This assist development of
comprehending and quantitative skills and efficiently in students of country (Lee, Hung,
D. and Teh, 2016). In comparison, with it, the National Education Policy of Malaysia
classified medium of instruction and teaching according to different ethnic communities.
Malaya is considered as medium of teaching in national primary schools and English,
Chinese and Tamil is considered as medium of teaching in national type primary schools
of country. This drags down the quality of education system of Malaysia.
 Singaporean students rarely skip schools or miss classes due to sickness or any other
illness because Education Policy of Singapore state mandatory establishment of in house
health advisor in secondary schools of country. The health checks in schools remain
unheard in Malaysia thus resulting in more absenteeism.
 Singapore Education Policy also focuses on Special Educational Needs (SEN) for
students studying in mainstream schools (Teng, Wang and Chiam, 201). This assist them
to integrate efficiently in these schools. Due to lack of qualified teachers in national
schools of Malaysia, students with special needs faced various problems and issues.
Also, there is no specific provision regarding Special Education Policy in the National
Education Policy of Malaysia.
 The Education Policy of Singapore introduce Healthy Meals in School Programme
(HMSP) that aid in encouraging students to eat healthy and maintain a proper balance
diet. The Minister of Education of Singapore collaborating with Health Promotion Board
(HPB) to implement this policy which aims to enhance the availability of healthier food
in schools. In Malaysia Supplementary Food Scheme (Rancangan Makanan
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Tambahan) and School Milk Programme (Program Susu Sekolah) conducts
simultaneously in schools since 1995. These schemes were made to assist
underprivileged children by providing them healthier meal and proper balance diet
(Hamzah and et.al., 2014). But these schemes are for small minority group only and
many students are not eligible for this scheme.
 The Education System of Singapore assimilate counsellors into schools to provide
emotional and social support for welfare of students. These counsellor works with school
management to give moral support to students who faces troubles and issues regarding
studies and other activities (Aziz and Abdullah, 2014). In Malaysia, the role of
counsellor is played by teachers only, thus increase in their burden as they are unable to
teach and counsel simultaneously.
 The government of Singapore allocate 20% of total budget towards improvement of
education quality, infrastructure and overall facilities regarding education. Whereas
Malaysian government contributed only 15.5% of total budget towards improvement of
education in year 2016 (Ruxyn, T., 2016). Though the budget was not allocated properly
in Malaysia as Higher education was provided with maximum share and Education in
Special Needs remains the lowest.
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Table 1: Literacy Rate (above age 15)
Country Literacy
Malaysia 95.00%
Singapore 94.60% (Education Statistics. 2017)
From the above table, the difference between literacy rate of Malaysia and Singapore is made. It
is concluded that there is subtle difference between the literacy rate due to effective
transformation of National Education Policy of Malaysia since 1957.
Table 2: Type and Number of Schools with students in each school of Malaysia
Type of School
(Primary)
Number of School Number of Students
Malay (National
School)
5407 (Education in
Malaysia. 2017)
2200000
Chinese 1248 623000
Tamil 526 9000
9
94.60% 95.00%
Literacy Rates
Singapore
Malaysia

The above table shows the statistics of number of schools according to their types and
total number of students currently getting education from these schools. It can be found that
major population of students studying in Malay schools or national schools and least of the
majority is taking education from English schools of national type school. This can be
considered as a reason that affect the education system of Malaysia globally.
Table 3: Total number of schools in Malaysia
Year 1967 2010
Number of Schools 5235 10083
From the above chart, it can be seen that after independence there were total 5235 primary and
secondary schools. Due to various transformation and development in The National Education
Policy of Malaysia, total number of schools increased to 10083 in year 2010.
10
5235
10083
Number of Schools In Malaysia
1
2

Table 4: Total Number of Schools in Malaysia
Year Primary Schools Secondary Schools
1967 3212 2023
2010 7723 2340
From the above table, it can be stated that after independence of Malaysia total number of
primary schools which included all national and national type schools were approximately 3212
and secondary schools were about 2023 in year 1967. The change in National Education Policy
aids in development and establishment of new schools. Thus, in 2010 the number of primary
schools increased to 7723 and secondary schools to 2340.
2 Conceptual models to address performance shortfalls
In order to fill the gaps in performance of National education policy of Malaysia,
Education Transformation model will be used. It will enable the government to address the
shortfalls in performance and improve the overall National Educational Policy. The description
of model is provided below:
11
1 2
0
1000
2000
3000
4000
5000
6000
7000
8000
3212
7723
2023 2340
Total Number of Primary and Secondary Schools In
Malaysia

1. Policy: After analysing the New Education Policy from 1957 to current, it has been
identified that there are various changes which are required for efficient educational
transformation (Samydevan and et.al., 2015). Digital education is still ambiguous in
education policy of Malaysia. To eliminate shortfalls in performance of education, it is
advised to the government to implement effective digital education policy in the country.
To attract children to school, mid-day meal policy must be developed for all students,
where they would be provided with free meal during school hours. Policy regarding
Special Need Education need and in health advisor must be implemented in The National
Policy of Malaysia (Neal and Kuo, 2016). Further, discrimination in providing education
was found in terms of girl and boy education. Thus, no discrimination policy must be
implemented by government to address the performance shortfalls. Thus, these changes
must be implemented in the National Education Policy of Malaysia.
2. Curriculum and Assessment: The syllabus and curriculum prescribed for secondary and
higher education of Malaysia is basic and not meeting the international levels (Shahijan,
Rezaei and Preece, 2016). In order to raise the critical reasoning and quantitative skills of
students, changes are required in curriculum. Changes are required especially in
curriculum of mathematics, science and social studies. These changes assist in efficient
12
Illustration 2: Education Transformation Model
(Source: Transforming Education, 2011)

transformation of education policy of the country. Minister of Education must supervise
and replace basic material to strategic and more specific material that aid in development
of skills and competencies among students of primary, secondary and higher education.
The government of Malaysia should work on this in their National Education Policy.
3. Professional Development: By establishing professional development in methods of
teaching, the education standard of country can be improved. It was identified that lack of
evolution in teaching methods result in performance shortfalls in students. By using
contemporary theory of organisation transformation and employee relationship
management teachers and lecturers must be provided rewards and other benefits
according to their performance. This will result in boosting up their morale and
motivation and assist in reducing performance shortfalls (Shahijan, Rezaei and Preece,
2016). Thus, it is required to establish interactive teaching methods in educational
policies such role play teaching, brainstorming classes, buzz groups and demonstration
lessons that focuses on practical and pragmatic learnings rather than providing only
theoretical knowledge. Teachers must be provided with efficient training, so that they
adopt the new teaching approaches and methods that aid in overall development of
teachers as well as students. Minister of Education and federal government must be
accountable to establishing professional development policy in education system.
Minister of Education of Malaysia is responsible to implement to transformation of
National Education Policy.
4. Information and Communication Technologies (ICT): In order to provide efficient
learning and eliminating shortfalls in performance, federal government must install
internet connectivity in schools and colleges. The current era is of internet and online
learning which is cheap and effective way to provide education (Lee, 2015). Thus, by
connecting whole schooling system to wide area networks through broadband
connection, education system can be enhanced. From the analysis, it was identified that
public and national schools lack internet connectivity, due to which the performance of
students was unable to raise. Thus, proper computer lab with internet connectivity and
software applications must be installed in schools. This has to be introduce in the national
educational policy of Malaysia. By using six sigma methodologies National Education
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Policy of Malaysia must properly define, measure, analyse, improve and control the
information and communication technologies in schools and universities
5. Research and Evaluation: From the analysis, it was identified that there was no proper
research conducted by government while formulating national educational policy of
Malaysia (Ganapathy, 2016). Many countries have efficient education policy and
government can take guidance with other countries policies. In Singapore more focus on
providing practical knowledge with theoretical learnings. Thus, this can be implemented
in national education of Malaysia, which aid in providing efficient development of
education system of country.
3 Implication in the wider concept on non- acceptance of proposal.
Analysis of model develops an understanding of methodologies that the government of
Malaysia has to adopt for implementation of transformation or amendments in their policy of
education. This model indicates about various areas or activities on which there is need to give
more focus and attention to contribute towards development of education sector (Gollenia,
2016). They have worked with an objective to ensure that the students should be provide
appropriate skills and knowledge that are essential and required to achieve success in life. It has
been considered that after the independence, government of Malaysia has given more emphasis
on development of education policy and the system of education has achieved a tremendous
growth since 1957. Apart from that, with continuous changes in time, several important areas
are identified in which the government has to do transformation in its policies. In this scenario,
various implications are described in order to determine the impact on the refusal of acceptance
of proposal. Following points will describe the implications such as
Policy: As specified earlier, for the transformation in education policy and increasing education
level government has to introduce changes in digital learning policy. It is also analysed there is a
major requirement of training for teachers to develop a new concept of giving education
(Wassenaar and et.al., 2014). There are some pros and cons of policies non -implementation of
these policies.
Less improvement in teaching standards: The major implication that will be faced by
government would be prevailing with low standard of education policy. Analysis has determined,
continuous changes has been required in the field of education which is significant to maintain
competitiveness with other countries. In recent report of PISA test is analysed that Malaysia has
14

achieved 52 rank among the 65 survey countries for the economic cooperation and development
in educational sector (Florens and Sokullu, 2017). It is significant for the authority to implement
this transformation and have to focus on implementation high teaching standards.
Lack of competency with high income nations: It is also a major implication which determines
that if these reforms are implemented in education policy then the competency of Malaysia will
reduce and it will not be able to compete with other high-income economy. According to World
Bank report, it is important for Malaysia to transform the system of education in order to provide
appropriate workforce required by higher working conditions (Accardi and et.al., 2015).
Malaysia is considered as low-income economy as its per capital income in GDP is US$9,928
and in comparison, to it, Singapore is considered as high income economy as their minimum
income of citizen is US$12,616. It will be considered as major impact on growth of nation's
economy if polices are not implemented for transformation.
Professional development: This element of model has pointed out the amendments which are
suggested to change the method of teaching for students by governments (Ibrahim, Adams and
El-Zaart, 2015). In present scenario, there is a requirement of competent workforce in
multinational organization. In order to develop the competencies in students and provide skills,
government of Malaysia has a need implement the suggested polices like Research based
education, practical experience through internship etc. Study has determined that if
transformation is not implemented then it will face some implication such as:
Rise in rate of unemployment: It is a very serious implication for economy of any country, as it
directly affects the financial condition (Neal and Kuo, 2016.). Report has determined that the rate
of unemployment in Malaysia has increased greater than three times 3.1% of national
unemployment rate and estimated to be 10.7%. The reason indicated behind the unemployment
was lack of education and potential skills among the graduates. According to central bank, 84%
of scholars have attained secondary education in Malaysia.
Information and communication technologies: For the transformation of education policy
there is a huge significance of amendments in ICT for providing education to students. Research
has identified some implication which the government has to face if these amendments are not
made in methodologies of learning.
 Lack of technological advancement: ICT is considered as a significant foundation for
the development of transformed learning environment. It has been recognised the growth
15

of economy is based on technological advancement of people within country. Report of
government has described that contribution of ICT in GDP of Malaysia is only 10.5%
which is very low in comparison to high income nations like Singapore. Therefore,
government has developed an objective to improve it to 17% by the year 2020 and for
there is a need of transformation in education policy.
Research and evaluation: It defines the significance of research that is required to be conducted
by government and their stakeholders to achieve guidance on wide reforms in education system.
From the analysis, it has been recognized that there are some impacts on the government such as:
Lack of transformation: In this scenario, it has been identified that education and development
plans need to be formulated through appropriate research and evaluation for transformation in
education system (Gollenia, 2016.). Lack of proper research will hamper the transformation and
provide negative impact as actual issues will not be identified and resolved.
Curriculum standards and assessment: From the analysis, it was found that various standards
were developed in the curriculum that help in overall growth in skills and competencies which
are required to attain jobs in competitive environment of economies. These implications will
provide a major impact on standards of education if proposal is not implemented by government.
Lack of capabilities: Transformation in education policy will lead to development of
capabilities among individuals. In this scenario, it has been recognised that if no proper
assessment of teaching methods should be developed then it will lead secondary education
(Wassenaar and et.al., 2014). There will be no economic development of people as they will not
consider as competent persons.
Recommendations
From the thorough analysis, strategic consultant provides recommendation in accordance
with the conceptual model for educational transformation which are as follows:
 Minister of Education and federal government of Malaysia should establish special
institutes which generate teacher cop in country to minimise the juvenile cases and
increase awareness in law and order in the country.
 It is recommended to have at least one in-house health advisor in every school of
Malaysia to reducing problems of absenteeism.
 The National Education Policy of Malaysia must adopt single language as the medium of
instructions and teaching.
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 Appointment of qualified teachers in mainstream schools of Malaysia to provide quality
education to special needs students.
 Minister of Education must be accountable for proper allocation of education budget so
that the need of schools and educational institutes can be fulfilled.
 Provision should be made in The National Education Policy of Malaysia to appoint
counsellors that provide emotional and social support for student’s welfares.
 Reward and other incentives should be provided to the teachers and schools for best
performance throughout the country to increase their motivation.
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PART 2 EVIDENCE REVIEW
1 Literature Review
Organisational transformation refers to re-modelling the process of conducting business
activities entirely. It takes place when there is need for change in all or some of the functions of
organisation and done through re-engineering or re-structuring of specific processes of business.
Since independence the National Education Policy of Malaysia faced multiple transformation in
its overall structures and provisions. According to Raman, 2014 The linguistic policy formulated
by Britishers forced students to learn English language in every primary school of the country.
They did not provide any Malay language secondary schools, as a result performance of students
diminished at rapid speed and many students failed to achieve secondary or higher education in
the country (Bhandari and Lefébure, 2015). The educational policy reformed by Britishers
performed more efficient and effective as compared to the policies made earlier. Before
independence of country in year 1955 Abdul Razak restructured the constitution regarding
educational policy of Malaysia. It aimed to eliminate varied education systems led by different
colonists and formed one specific education system for all.
As per Abdullah and Hui, (2014) the Razak Committee combined diverse ethnic and
modernising values into a formula for educational institutions. The initial upshot of 1957 policy
reforms targeted on primary education and focused on historically sensitive matters of language
and syllabus. In transforming the diverseness, primary schooling was redesigned as Standards
Schools in which the main languages taught was English, Chinese or Tamil. The policy state that
all primary schools and standard schools must have common curriculum and syllabus.
Lucas and Verry, (2016) says that in the year 1960 Rahman Talib report confirmed the
educational policy in the Razak report. Thus, it assisted in improvement of overall performance
of educational policy of Malaysia. From the year 1971- 1990 various economic and social issues
reshape the performance of education reforms that assists in development of policies. The New
Economic Policy brought important changes in the National Government Education Policy of
Malaysia. All the candidates of particular classes were provided with same curriculum and
syllabus and were allowed to sit in common examinations. One of the major aim of National
Education Policy is to increase the access to higher education by establishing more universities
and colleges.
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As per Ismail, (2014) the conceptual model for educational transformation used by
Malaysia is good but requires more efforts in some areas. The National Education Policy of
Malaysia has been transformed as per the needs of locals and society. There are some policies
such as Malaysia Supplementary Food Scheme and School Milk Programme which provides
food and enables proper balance diet in minority children's. Thus, it implies that all students
remains ineligible to take benefits of the policy. According to Lee, Hung and Teh, (2016), the
conceptual model for education used in Singapore is subtly different from Malaysia's. They
introduced a policy named Healthy Meals in School Programme (HMSP) that aid in encouraging
students to have proper healthy and balance diet. The Minister of Education of Singapore along
with Health Promotion Board (HPB) working together in order to reduce issues of malnutrition
in Singapore.
According to Tan and Goh, (2014) the National Education Policy of Malaysia lacks the
provision of providing training to teachers that assist in their personal development. The
education standards of Malaysia is still not capable to compete with the education standards of
its neighbour countries like Thailand and Singapore. Further, juvenile cases increase rapidly as
teachers remain incapable to maintain law and order in schools’ due to lack of training and
guidance. Garrett, (2015) says that the Education policy of Singapore mandates compulsory
training of teachers and sports teachers, so that they can deal with issues like delinquency and aid
in enforcing laws and regulation in school premises.
Azwa and Yousif, (2013) stated that medium of teaching and providing instructions is
affected in Malaysia due to various ethnic communities. The National Education Policy and
federal government of Malaysia considered Malay language as a medium of teaching in national
primary and secondary schools and other languages such as Tamil, Chinese and English
considered as medium of teaching in national type primary and secondary schools. The current
system leads in dragging down the standard of education in Malaysia. As per DeWitt, Alias and
Siraj, (2014) Minister of Education and government of Singapore by considering bilingualism as
key component, declared English language as the medium of teaching and instructions in schools
and colleges of country. The specific medium of teaching assist in eliminating the issues
regarding teaching in different languages and aid in growth and development of students.
Da Wan, Sirat and Razak, (2015) says that the current curriculum and syllabus prescribed
for student of primary and secondary schools is not efficient enough to raise the critical
19

reasoning and quantitative abilities in them. The National Education Policy of Malaysia focuses
more on providing teaching in historical and traditional values of country and focuses less on
other subjects. Thus, as per the conceptual model for educational transformation, need for
transforming the curriculum and syllabus is required in Malaysia to compete with other
countries. As per Sellar and Lingard (2013) says that the curriculum of primary and secondary
schools is efficient because of effective transformation in education of Singapore, that not only
covers the historical values and information’s but also provide comprehensive knowledge in all
the fields. As per the survey conducted by Organisation for Economic Co-operation and
Development (OECD), Singapore able to clinched top positions whereas Malaysia's holds on
52nd position in terms of reading, maths and science.
According to Jawaid, (2014) there is need of in house health advisor in primary and
secondary schools of Malaysia. The rate of absenteeism is high and many students unable to
attend school due to illness. The conceptual model for educational transformation in the National
Education Policy of Malaysia recommends federal government must appoint an in house health
advisor and counsellor so that routine check-ups and treatment of ill students can be take place
within school premises. As per, Tan and Dimmock, (2015) under the education transformation
model used by Minister of Education of Singapore developed Student Health Advisor (SHA)
programme under which infirmaries in 20 secondary schools were established in the country.
Health related matters in students such as asthma or influenza were treated in school premises by
nurses thus result in diminished rate of absenteeism.
As per Ahmad, Ismail and Buchanan, (2014) the government increases their investment
towards education to improve the National Education Policy as compared to year 1957. The
focus is more on effective teaching and learning in students, that are meant to be provided by
teachers. To engage them, government of Malaysia developed its National Education Policy for
effective teachers training and also increase hike in their salaries. The government of Malaysia is
now sustaining high level of investment in education since its independence. In early 1980,
percentage in gross domestic product by education sector was highest in Malaysia among all East
Asian countries. The education system has made tremendous progress in increase in performance
of learning, financial and non-financial positions since 1957. At independence time, over half the
population had no formal schooling, only 6% of children were provided with secondary and 1%
were given higher education in Malaysia.
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From the above reviews, it can be concluded that by optimising conceptual model for
education transformation for transforming the National Education Policy of Malaysia can be
improved in all the fields and can give stiff competitions to its neighbour countries. It is the
responsibility of federal government and Minister of Education of Malaysia for making
necessary transformation in education policy of country which aid in development in potential of
individual in a holistic and integrated manner.
2 Outlining potential DBA research perspectives that could be adopted in the future
transformation.
The Education System of Malaysia has raised from strength to strength since its
independence. Over the past few decades tremendous transformation in provisions of The Nation
Education Policy of Malaysia aid in growth and development of education system of the country.
The potential research perspective adopted by the Minister of Education in the future
transformation of The National Education Policy will provide sustainability to the education
system of Malaysia in efficient way. Nonetheless, the Ministry recognises that the system will
keep evolving as per the needs of society to stay abreast with global trends. For effective
transformations, provisions for digital education, specific medium of teaching and instruction,
education for special needs must be include in the National Education Policy of Malaysia. It will
assist in enhancement of learning experience of students and aid in development of skills and
competencies in them. Transformation of curriculum and syllabus is required in primary and
secondary schools of Malaysia. In order to raise the critical reasoning and quantitative skills of
students some subjects and courses needs to innovate and improve. Changes are required
especially in curriculum of mathematics, science and social studies. Minister of Education and
must be accountable for implementing these changes.
To increase the efficiency of teachers and minimising juvenile cases in Malaysia, teacher
training institutes must be established in every territory of the country. Where teachers are
provided with effective learning and training so that they can teach efficiently as well as
maintain law and order in the school premises. As per the conceptual model information and
communication technologies needs improvement all national and national type primary and
secondary schools of the country. It can be only implemented by Minister of Education and
federal government with alliance with different internet provider in the country. Linking every
school of Malaysia through web technology aids in growth and development of education system
21

of the country. The government of Malaysia contributes 15.5% of its total budget towards The
National Education Policy in 2016 which was one of the highest figure in South Asian countries.
Though the budget was not allocated properly due to which education requirement for special
needs students remain unheard. Thus, Minister of Education requires establishing a committee or
separated body that consider the special need education for special students.
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PART 3 REFLECTION FOR EMPLOYABILITY ENHANCEMENT
Critical thinking and core capabilities required to achieve the consultancy task
As a Strategic consultant, I was appointed to identify the significant performance gap in
the National Education Policy of Malaysia. The task to analyse the performance gap of the
education system of Malaysia was not easy as critical analyses has been made to identify the
level of performance by analysing pre and post-independence education system of county of the
country. It required efficient reading, reasoning, problem solving, analytical and learning skills.
As a strategic consultant, these skills assisted me in multiple ways and aid in completion of
research. I have critically analysed the performance of National Education Policy before
independence of Malaysia with the help of various scholarly articles and previous researches
made by senior researchers. I have isolated every useful critically analysed information and
framed it in the research in appropriate manner which assists the reader to comprehend it in
efficient way. I have compared the National Education Policy of Malaysia with the Education
Policy of Singapore effectively that assist in determining the loopholes in the education system
of Malaysia and formulation of strategies to eradicate these loopholes. I have faced multiple
difficulties and challenges in acquiring right information and framing it into right part. The
ability and skills to cope up with pressure and challenges helped me in dealing with challenges
effectively and aid in completion of task efficiently.
Evaluation of knowledge, skills and competencies
As a strategic consultant, I have acquired the deep knowledge and developed an efficient
understanding of learning that aid in delivering the best result. I have examined The National
Education Policy of Malaysia briefly and acquired the information of its transformation since the
country independence. The skills that helped me in completion of research are as follows:
 Analytical Skills: Analytical skills help me in analysing the data which was collected for
comparison of education policy of Malaysia and Singapore. It assists me in assessment of
problems and aid in development of potential solutions.
 Time Management Skills: Time management skill helps me in managing time
efficiently. In accordance with deadline, I managed different activities, prepare a time
schedule and work according with it. Thus, time management skill assists me in
accomplishing the task.
23

 Decision Making Skills: As a strategic consultant, I have to made some quick decisions
while developing conceptual model for education transformation of The National
Education Policy of Malaysia. Thus, decision making skills assist me in taking some
efficient and effective decisions.
The skills which require improvements are as follows:
 Problem Solving Skills: By conducting the research, it was identified that I lacked the
ability to solve complex problems efficiently. I face many difficulties in areas where
effective solution of problem was required. In order to determine the solution of simple
problem I wasted 2 days, thus it makes me frustrated and exasperated.
 Critical Reasoning: After conducting research it was identified that I lacked the ability
of critical reasoning of literature reviews. I need improvement in comprehending the
articles in an efficient way to improve my critical reasoning ability.
Thus, from the evaluation it can be stated that as a strategic consultant there are various skills
that benefits me and skills that drags me down. For an efficient strategic consultant I require
sharpening my beneficial skills and lay more emphasis on my weak skills. It will not only help in
presenting effective research but also aid in exposing efficient leadership skill out of me.
Related leadership skills required for future personal development
For future personal development as a strategic consultant, various leadership skills are
required which are as follows:
 Interpersonal Communication: As a leader, interpersonal communication skills are
very essential. It helps in clear exchange and articulation of information. It not only
includes transmission of information but also include listening and comprehending
information in effective way.
 Optimism: I need to develop a positive attitude so that establishment of healthy work
environment can be created. Optimism aid in generating positive environment and
increase in efficiency of work.
 Trustworthiness: My subordinates should feel comfortable while they come to me for
any doubts. It's my duty to develop sense of trustworthiness to become efficient leader.
 Creativity: To become an efficient leader, I must generate more creative and innovative
ideas that aid in reducing efforts and generate results effectively.
24

CONCLUSION
From the above research, it can be concluded organisation transformation is very
essential process in order to address the performance shortfalls. Since the independence of
Malaysia, The National Education Policy of the country gone through various changes and
transformations as per the needs and requirements of society. There are some transformation
required in the Education System of the country to stay abreast with global trends. The
conceptual model of educational transformation suggested by strategic consultant will assist in
cope up with those transformations and aid in growth and development of schools and students
of the country. A brief comparison with the Education System of Singapore is made by the
consultant, that shows areas of improvement and transformation of The National Education
Policy of Malaysia. Various authors contended that the education system of country made
tremendous progress since 1957 but still it lags behind other countries in terms of quality of
education such as Thailand and Singapore. Thus, The National Education Policy requires
transformation to not only address the performance shortfalls but to increase the level of skills,
efficiency and competencies in students and children of Malaysia.
25

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