TERTIARY EDUCATION | 49
50 | TERTIARY EDUCATION
4.1 INTRODUCTION In Malaysia, the National Education System consists of pre-school education, primary
education, secondary education, upper secondary (Form Six) education and matriculation
collegues as well as tertiary education. Tertiary education is the continuity of the upper
secondary education which includes Community Colleges, Polytechnics, public Higher
Education Institutions (HEIs) and private HEIs. The restructuring of the Cabinet on the 27th
March 2004 has resulted in the Ministry of Education being divided into two: Ministry of
Education (MOE) and Ministry of Higher Education Malaysia (MOHE). The administration of
public HEIs, polytechnics and community colleges are being placed under the purview of
MOHE.
The MOHE has prepared the National Higher Education Strategic Plan 2007-2010: Beyond
the year 2020 to meet the demands of the higher education transformation requirement in
producing human capital equipped with first class mentality and making Malaysia an
excellent hub for international higher learning. The plan focuses on the role and function of
public and private HEIs, polytechnic, community college and other relevant training
providers. To achieve these goals, some transformational steps are taken. This revolves
around ensuring the democratization of higher education; facilitating students mobility and
improving the quality of teaching and learning; building crtical mass researchers and
continuing the effort to produce academics worhy of Nobel Laureates; creating one or two
autonomus apex universities; intensifying internationalisation of higher education;
enculturation of lifelong learning; activating critical mass researchers and teachers; and
reinforcing the delivery system of MOHE.
4.2 HISTORY OF HIGHER EDUCATION IN MALAYSIA Higher education in Malaysia started with the formation of University Malay (UM) in 1961,
followed by the Science University Malaysia (USM) and Tunku Abdul Rahman College in
1969. Since then, the number of public HEIs has increased in 1970s, 1980s and 1990s. Until
2007, the country has 20 public HEIs and 36 private universities. Meanwhile, Ungku Omar
Polytechnic was the first formed in Malaysia in 1969 and currently (2008), there are 27
polytechnics around the country. The formation of community colleges since 2001 has
marked a new development in the history of higher education. Their aims are to encourage
lifelong learning and to provide training opportunities to local communities.
TERTIARY EDUCATION | 51
Private education thrive in 1980s when educational institutions started offering overseas
courses at certificate, diploma and professional qualification levels. In 1990s, more obviuos
where many private HEIs offered their own certificates and diploma programmes. The role of
private HEIs has gone through various changes and is an important alternative for students
to gain quality tertiary education in Malaysia.
In efforts to provide quality quality higher education, the Malaysian Qualification Framework
(MQF) was introduced at the end of 2007. The main feature of MQF is to promote student
mobility from one education program to another through the transfer and standardisation of
course credit. The implementation of MQF will simplify course certification at the
international level.
4.3 COMMUNITY COLLEGES The aims of community colleges are to provide dynamic and quality education as well as
training by:
Organizing and creating alternative path for post secondary;
Organizing and preparing lifelong learning with knowledgeable community
development (K-communities)
Providing training for up-skilling and re-skilling for local workforce needs;
Providing strategic networking to encourage socio-economic activities among
local customers and stakeholders; and
Providing community-centred facilities and services.
Community colleges offer full time as well as short term courses that focus on skills training,
and have begun offering courses at diploma level through the collaborations with private
companies. These courses are conducted through work-based learning (WBL).
4.4 POLYTECHNICS Polytechnic education was introduced in Malaysia through the Colombo Plan in 1969 which
resulted in the formation of the first polytechnic, the Ungku Omar (PUO) Polytechnic in Ipoh,
Perak. Polytechnic education was emphasized under the Cabinet Committee Report (1979)
and the National Industrial Master Plan (1985-1995).
Polytechnic offered courses at certificate level ang diploma level in the field of engineering,
business and hospitality. Smart partnership and collaborative programmes with local
52 | TERTIARY EDUCATION
corporations and overseas institutions of higher learning are made in efforts to make courses
offered at Malaysian polytechnics more competitive. In 2006, the course in Diploma in
Aviation Maintenance was introduced in collaboration with Malaysia Airlines.
4.5 PUBLIC HIGHER EDUCATION INSTITUTES (PUBLIC HEIS)
The formation of public HEIs has given way to a new dimension and opportunities to more
students to acquire tertiary education and prepare them for the job market. The curriculum in
public universities has to meet the need of the job market and industry, especially language
mastery, communication skills and competencies in science and technology plus the
acquisition of knowlwedge and the latest technology. Co-curricular activities are given due
attention and emphasis as an effort to build a balanced human capital and quality workforce.
Currently, there are 20 public universities throughout the country which are formed under
University and College University Act (AUKU) 1971. The universities are categorized inti
three groups which are:
a. Research universities (four) give emphasis to the research discpline;
b. Focused universities (12) which focus on the technical, education, management
and defence dusciplines; and
c. Comprehensive universities (four) which offer various courses and field of
studies.
In efforts to improve the ranking of universities in Malaysia, research universities are formed
to focus on research and innovation activities where the ratio of graduate students to post-
graduate students is 50:50. Meanwhile, for focused universities, the ratio of graduate
students to post-graduate students is 70:30. Comprehensive universities offer education in
various fields and levels. Emphasis are given on providing programmes that offer hands-on
experience and increasing the number of post-graduate programmes.
Public HEIs also offer long-distance programmes to give access to students who do not
have the opportunity to attend classes on a full-time basis. The long-distance programmes
offer courses at diploma,degree and masters levels. Collaborative programmes between
public and private HEIs as well as universities abroad also provide opportunity for students
to acquire tertiary education.
TERTIARY EDUCATION | 53
On average, 90% of the public HEIs expenditure is provided through government grant to
fund the annual operating cost while 10% is aquired from the students tution fees. The
government encourage the public HEIs to generate their own funds by receiving commision
from the products of their research. For this reason, the public HEIs are allowed to establish
holding companies to market or commercialize their research findings.
4.6 PRIVATE HIGHER EDUCATION INSTITUTION (PRIVATE HEIS)
The development of private higher education in Malaysia started in the 1950s as alternative
educational institutions to cater students who did not succeed to secure a place in public
HEIs. Due to the tremendous growth of private education, the Private Education Department
(formerly the Teacher and School Registration Division) was established in 1995.
This department was responsible for:
Handling matters regarding the private education institutions from kindergarten to
university level.
Managing education course, registration, supervision, monitoring and information
gathering;
Managing applications to update education course and private HEIs registration;
and
Providing more opportunities to pursue tertiary education.
After the establishment of MOHE in 2004, the management of Private Higher Education
Sector is responsible for the private HEIs in all aspects related to higher education. The
implementation of the Act 555 has made it possible for some private universities and brach
campuses of foreign universities to be established in Malaysian shores.
4.7 THE MALAYSIAN STUDENTS DEPARTMENT The Malaysian Students Department (MSD) provides assistance and support in terms of
counselling, course work, and medical services to Malaysian students who are studying
abroad. Currently, there are 11 MSDs located in UK (London), Egypt (Chairo), Indonesia
(Jakarta), Australia (Sydney), USA (Washington DC), Los Angeles and Chicago, Canada
(Ottawa), New Zealand (Wellington) and Saudi Arabia (Jeddah).
54 | TERTIARY EDUCATION
4.8 THE NATIONAL HIGHER EDUCATION STRATEGIC PLAN: BEYOND 2020
The National Mission which was announced on 31 March 2006, emphasised the second
phase of the governments effort to towards achieving the status of a developed nation as
envisioned in Vision 2020. The second thrust of this mission focus on raising the capacity for
knowledge and innovation as well as developing human capital with first class mentality to
face challenges in the knowledge-based economy and the innovation field in the 21st
century. The desired human capital should excel in education, be skilful and possess
towering personalities. In relation to these needs, the National Higher Education Strategic
Plan which was launched on 27 August 2007 by the Prime Minister. It was formulated with a
vision to transform higher education in the context of establishing Malaysia as an
international hub of higher education excellence.
The National Higher Education Strategic Plan is prepared with the aim of producing human
capital that supports the thrusts of the National Mission in order to improve knowledge
capability and the nation is innovations, as well as to inspire human capital with first class
mentality. This Mission aims to produce world class universities and high quality graduates
to meet the needs of the market. In continuation to the Educational Development Master
Plan (EDMP) 2006-2010, tertiary education will train students into human capital that are par
excellence. Human development programmes which include teaching of communication and
English language skills, exposure to entrepreneurship and capacity building, as well as
character building will be emphasised under this plan.
The higher education system moves in accordance to changes in the global scenario.
Factors that necessitate change, among others, include democratization of higher education,
diversification of institutions and services providers as well as changes in higher education
funding and investment. The evolution and transformation of the higher education system
are further promoted with improved quality, relevant curriculum and efficient delivery system
which would produce quality graduates who can contribute to the community.
The National Higher Education Strategic Plan Implementation Phase
PHASE I 2007- 2010 (Laying the Foundation)
PHASE II 2011- 2015 (Strengthening and Enhancement)
PHASE III 2016- 2020 (Excellence)
PHASE IV Beyond 2020 (Glory and Sustainability)
TERTIARY EDUCATION | 55
The National Higher Education Strategic Plan outlines seven strategic thrusts which forms
the foundation for the development of the National Higher Education till the year 2020. They
are as follows:
FIRST THRUST Widening of Access and Increasing Equity
SECOND
THRUST
Improving the Quality of Teaching and Learning
THIRD THRUST Enhancing Research and Innovation
FOURTH THRUST Strengthening of Higher Education Institutions
FIFTH THRUST Intensifying Internalisation
SIXTH THRUST Enculturation of Lifelong Learning
SEVEN THRUST Reinforing Delivery Systems of the Ministry of Higher
Education
Democratisation through diversified meritocracy (50% access in tertiary education and
33% workforce with tertiatary qualification)
Higher Education Human Capital Development Fund prestige scholarship.
National policy on industrial internship for students and attachment for lecturers.
Periodical improvement of curriculum, interactive learning.
Versatility and marketability of graduates 100,000 PhD or equivalent.
To develop critical mass of researchers
Six Research Universities
20 world class Centers of Excellence
innovation culture among students
10% research findings are commercialised
56 | TERTIARY EDUCATION
One to two Apex Universities among existing HEIs
Three HEIs among top 100 and one in the top 50 of the world renowned universities.
Autonomy with Key Performance Indicator under MoHE
75% lecturers with PhD qualifications
Rating of HEIs based on KPI
Collaboratives networking with foreign HEIs
Average 10% overall enrolment are international students, especially in Private HEIs
5% international students in coopetitive courses
Sending students for post doctoral students in renowned international universities
15% international teaching staff at Research Universities
Student mobility with credit transfer
Malaysian International Scholarship
Recognition of lifelong learning through MQF
Recognition of Prior Learning Experience
Increase participation of lifelong learning by adult
Alternatif pathways and programme mobility
MoHE as a facilitor
Best delivery systems
Effective implementation and monitoring
KPI-performance-based
Prudent spending of government allocation
Selection of top management Public HEIs based on merits-towering personality
TERTIARY EDUCATION | 57
EXERCISES
1. Define the aims of community colleges to enhance the dynamic and quality education.
Give examples.
2. The National Higher Education Strategic Plan is prepared with the aim of producing
human capital that supports the thrusts of the National Mission in order to improve
knowledge capability and the nation is innovations, as well as to inspire human capital
with first class mentality.
a. List TWO (2) factors based on Second Thrust to support the statement above.
Discuss.
b. Describe briefly the enculturation of lifelong learning that contribute to the
inspiring human capital with first class mentality. Give examples.
REFERENCES
Malaysia, Educational Planning and Research Division. Education in Malaysia. A Journey to
Excellence. (2008) Ministry of Education, Malaysia.
Malaysia Education Blueprint 2013:
www.moe.gov.my/userfiles/file/PPP/Preliminary-Blueprint-Eng.pdf
Educational development in Malaysia and Oman: Two Sucess Stories 2008. Ministry of
Education, Malaysia and Sultanate of Oman, Ministry of Education.
Pelan Strategik Pengajian Tinggi Negara: Melangkaui 2020, Kementerian Pengajian Tinggi
Malaysia.
Quick Facts 2007, Education Planning and Research Division, Ministry of Education
Malaysia.
Quick Facts 2008, Education Planning and Research Division, Ministry of Education
Malaysia.
Written report, information and statistics from respective divisions in the Ministry of
Education, Malaysia
58 | TERTIARY EDUCATION
Top Related