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EKSHIBIT 7-2
Perbandingan jumlah masa pengajaran antara sistem pendidikan
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Pelan Tindakan: Penyelarasan dengan sistem pendidikan berprestasi tinggi
B()(,'(4%/,*.>)%'(-*5,'5.*)()/&'%./,*&'45.'54*&%&'()*+(,-%-%./,*
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2/,7*'%-/.*3(4-/A'/4*-%*&(.>1/6*4(,-/6*-/,*)54%-*2/,7*3(4%&%.>*'(4=%=%4*
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Gelombang 1 (2013 – 2015): Peluasan segera prasekolah dan meningkatkan enrolmen pada semua peringkat pendidikan
K(1>)3/,7*#*/./,*)()3(4%./,*'5)+5/,*.(*/4/6*)(1/.&/,/./,*
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2/,7*1/%,:*
Peningkatan enrolmen dan penambahbaikan kualiti prasekolah B()(,'(4%/,*/./,*)()3(4%./,*'5)+5/,*.(*/4/6*)(,%,7./'./,*
(,4>1)(,*-/,*)(,/)3/6*3/%.*.5/1%'%*+4/&(.>1/6*&(=/4/*&(4(,'/.*
-/1/)*K(1>)3/,7*#:*G/1/5+5,*+(,-%-%./,*+4/&(.>1/6*'%-/.*/./,*
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3/7%*)(,77/1/../,*(,4>1)(,*-/,*.(6/-%4/,*+/-/*+(4%,7./'*+4/&(.>1/6:*
;&/6/*%,%*)(1%3/'./,*+(,%,7./'/,*.(&(-/4/,*-/1/)*./1/,7/,*%35*3/+/*
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3/7%*)(,-/+/'./,*3/,'5/,*254/,*/./,*-%&()/.*&()51/*3/7%*)(,2>.>,7*
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&(.'>4*&?/&'/*3/7%*)()/&'%./,*'(4-/+/'*'()+/'*2/,7*)(,=5.5+%*
5,'5.*)(,/)+5,7*+(,%,7./'/,*+(4)%,'//,:*$(.'>4*&?/&'/*-%6/4/+*
-/+/'*)()3/,'5*-/1/)*+(,=/+/%/,*&/&/4/,*(,4>1)(,*-(,7/,*
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)(,/%../,*./-/4*3/,'5/,*254/,8*7(4/,*+(1/,=/4/,*-/,*.(5'/)//,*
+%,9/)/,*3/7%*+()35.//,*-/,*+(15/&/,*+5&/'*+4/&(.>1/6:
B()(,'(4%/,*957/*&(-/4*=/3/4/,*2/,7*-%6/-/+%*-/1/)*)(,7(./1./,*
-/,*)(,%,7./'./,*.5/1%'%*+4/&(.>1/6*&(+/,9/,7*'()+>6*+(15/&/,*
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1(3%6*15/&*5,'5.*.(4/9//,*)(,%,7./'./,*.5/1%'%*)54%-:*K/4%&*+/,-5/,*
/./,*-%&(-%/./,*3/7%*)()3/,'5*+4/&(.>1/6*.(4/9//,*)(4/,=/,7*
/.'%O%'%*.>.54%.515)*2/,7*3(4&(&5/%/,*5,'5.*)54%-:*B()(,'(4%/,*
957/*/./,*)(,7./9%*&()51/*7(4/,*3/,'5/,*)/./,/,*'/)3/6/,*
3/7%*)()/&'%./,*)54%-*)(,-/+/'*)/./,/,*3(4.6/&%/'*2/,7*
-/+/'*)()3/,'5*+(4.()3/,7/,*.>7,%'%A*&()/&/*'()+>6*+(,'%,7*
'5)3(&/4/,*./,/."./,/.:*J,%&%/'%A*%,%*/./,*-%1/.&/,/./,*3(4)51/*
+/-/*+(4'(,7/6/,*'/65,*ES#F:
Ekshibit 7-3
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%&'()()*"'
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</7%*)()/&'%./,*+4/&(.>1/6*&?/&'/*)()(,56%*+%/?/%*.5/1%'%*
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'/65,*ES##:*<(4+(4/,/,*&(3/7/%*3/-/,*2/,7*3(4'/,775,79/?/3*
)(,%,7./'./,*'/6/+*+4>A(&%>,/1%&)(*P]]P*&?/&'/8*0/91%&*%,%*
'545'*)(,-/A'/4*+4/&(.>1/6*-/,*+5&/'*P]]P*1/%,*&(4'/*)(,2(-%/*
7/4%&*+/,-5/,*3/7%*+4>74/)*1/'%6/,*
+4/+(4.6%-)/'/,*-/,*-/1/)*
+(4.6%-)/'/,*.(+/-/*7545*-/,*+(,7/&56:*
$()5/*+4/&(.>1/6*-%.(6(,-/.%*
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0/91%&*'(4&(35':*$/&/4/,*YET*
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+(,/N%4/,*+5&/'*P]]P*-/,*)(,-/+/'./,*+(4&('595/,*3(4&/)/*
3(4./%'/,*.(+(415/,*.(1/2/./,*2/,7*)(1%3/'./,*&()5/*&(.'>4:*
0(,9(1/,7*'/65,*ES#[8*#SST*+4/&(.>1/6*.(4/9//,*-/,*[ST*+4/&(.>1/6*
&?/&'/*/./,*)(1/15%*+4>=(&&*+(,/N%4/,:
B()(,'(4%/,*/./,*3(.(49/&/)/*-(,7/,*B()(,'(4%/,*D(,7/9%/,*
I%,77%*LBDIM8*@7(,&%*B(1/2/./,*0/1/2&%/*L0a@M*-/,*3/-/,*
B(4/9//,*2/,7*1/%,*3/7%*)()/&'%./,*7545*)()+5,2/%*/.&(&*.(+/-/*
+(15/,7*+(,-%-%./,*-/,*1/'%6/,*2/,7*3(4&(&5/%/,:*B()(,'(4%/,*
957/*)(,2(-%/./,*3/,'5/,*+()3%/2//,*.(+/-/*7545*&(-%/*/-/*2/,7*
'%-/.*)()+5,2/%*Q%+1>)/*-/1/)*3%-/,7*D(,-%-%./,*@?/1*B/,/."
B/,/.*3/7%*)(,%,7./'./,*.(1/2/./,*3/7%*)(,=/+/%*+%/?/%*2/,7*
'(1/6*-%'('/+./,:*0(,9(1/,7*'/65,*ES#[8*FST*7545*+4/&(.>1/6*/./,*
)()+5,2/%*.(1/2/./,*)%,%)5)*-%+1>)/:
Pengekalan umur permulaan bagi pendidikan formal B()/&5./,*.(*&(.>1/6*4(,-/6*+/-/*5)54*VW*'/65,*/./,*-%'(45&./,*
3/7%*)(,/,-/./,*+(4)51//,*+(,-%-%./,*A>4)/1*-%*0/1/2&%/:*$(+(4'%*
2/,7*-%,2/'/./,*+/-/*/?/1*3/3*%,%8*5)54*+(4)51//,*+(,-%-%./,*
A>4)/1*-%*0/1/2&%/*/-/1/6*&/)/*-(,7/,*/)/1/,*.(3/,2/./,*
&%&'()*+(,-%-%./,*3(4+4(&'/&%*'%,77%:*D(,7(./1/,*-/&/4*%,%*+(,'%,7*
3/7%*)()3(4%./,*./,/."./,/.*)/&/*2/,7*)(,=5.5+%*5,'5.*
)(,7()3/,7./,*+>'(,&%*9/&)/,%8*()>&%8*4>6/,%*-/,*%,'(1(.*)(4(./*
&(3(15)*)(1/,7./6*.(*&(.>1/6*4(,-/6:
Peningkatan enrolmen pendidikan rendah
G/1/5+5,*(,4>1)(,*3/7%*+(,-%-%./,*+(4%,7./'*4(,-/6*6/)+%4*
)(,=/+/%*'/6/+*(,4>1)(,*&(9/7/'8*)/&%6*'(4-/+/'*[T*.(1>)+>.*
./,/."./,/.*2/,7*'%-/.*3(4-/A'/4*-/,*)(4(./*+(415*-%7/1/../,*
5,'5.*3(435/'*-()%.%/,:*054%-*2/,7*3(4%&%.>*'(4=%=%4*-/4%+/-/*
+(,-%-%./,*+(4%,7./'*4(,-/6*957/*+(415*-%3/,'5*&5+/2/*)(4(./*'(45&*
3(4&(.>1/6:*</7%*)(,=/+/%*'595/,*%,%8*B()(,'(4%/,*/./,*)(,7/)3%1*
ODQJNDKVSHVL¿NGDQWHUDQFDQJXQWXNPHQDQJDQLLVX\DQJPHOLEDWNDQ
.5)+51/,*)54%-*'(4&(35'8*'(45'/)/,2/*3/7%*)(4(./*2/,7*3(4/-/*
-/1/)*.5)+51/,*3(4%&%.>*'%,77%*&(+(4'%*/,/.*U4/,7*@&1%8*D(,/,*
-/,*.>)5,%'%*D(4%35)%*1/%,8*&(4'/*)54%-*2/,7*3(4.(+(415/,*.6/&:*
0(,9(1/,7*'/65,*ES#[8*(,4>1)(,*)54%-*3/7%*+(,-%-%./,*+(4%,7./'*
4(,-/6*-%*&(.>1/6*.(3/,7&//,*-%9/,7./*)(,=/+/%*'/6/+*Y\T*+>+51/&%*
&(-%/*/-/:
Pendidikan menengah diwajibkan untuk semua
B()(,'(4%/,*/./,*)(?/9%3./,*+(,-%-%./,*+(4%,7./'*)(,(,7/6*
4(,-/6*-/,*)(,(,7/6*/'/&*)(,9(1/,7*'/65,*ES#[:*C/,7./6*%,%*/./,*
)(,9/-%./,*&%&'()*+(,-%-%./,*0/1/2&%/*&('/4/*-(,7/,*+%/?/%*'()+>6*
+(,-%-%./,*?/9%3*/,'/4/3/,7&/*LP.&6%3%'*!"ZM:*J/*957/*)()3(4%*
7/)3/4/,*.(&5,7756/,*6/&4/'*B()(,'(4%/,*)(,%,7./'./,*(,4>1)(,*
)54%-*2/,7*)(,7%.5'%*+(,-%-%./,*+(4%,7./'*)(,(,7/6*4(,-/6*-/,*
)(,(,7/6*/'/&:*
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)(,(,7/68*-/,*957/*)54%-*2/,7*&(-/,7*3(4/-/*-%*&(.>1/6*)(,(,7/6*
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Ekshibit 7-4
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1'(0"%2/%3"% "%4"(" %'3"(" 0'(*"/4"% 4"#$% -"./0 &'()'*+,"#"%
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Pengekalan tempoh pendidikan formal sedia ada B()(,'(4%/,*/./,*)(,7(./1./,*'()+>6*+(4&(.>1/6/,*/,'/4/*#E*
6%,77/*#F*'/65,*3/7%*+(,-%-%./,*A>4)/1:*C/,7./6*%,%*/./,*)()3(4%*
)/&/*.(+/-/*)54%-*-%*0/1/2&%/*5,'5.*3(4.()3/,7*&(=/4/*)(,2(15456*
&(4'/*)()%1%6*9(,%&*+4>74/)*+/&=/)(,(,7/6*2/,7*3>1(6*-%%.5'%:
Gelombang 2 (2016 – 2020): Pengukuhan kejayaan
K(1>)3/,7*E*/./,*)()3(4%*A>.5&*.(+/-/*+(,%,7./'/,*.(9/2//,*2/,7*
-%=/+/%*-/1/)*+(4%,7./'*&(3(15),2/:*</7%*)()3>1(6./,*.(9/2//,*
&('(45&,2/*-%=/+/%*-/1/)*(,4>1)(,*-/,*/.&(&8*B()(,'(4%/,*/./,*
'(45&*)(,7./9%*7(4/,*&(4'/*3(,'5.*3/,'5/,*1/%,*3/7%*)(,2(-%/./,*
'/6/+*3/,'5/,*2/,7*3(4&(&5/%/,*-(,7/,*1(3%6*=(./+*-/,*3(4.(&/,:*
]>,'>6,2/8*1/,7./6*%,%*)5,7.%,*)()(415./,*+(,(1%'%/,*&()51/*&2/4/'*
)%,%)5)*.(1/2/./,*+()3(4%/,*3/,'5/,*.(?/,7/,:
</7%*P]]P8*'5)+5/,*/./,*'(45&*-%3(4%./,*3/7%*)(,/)3/6*
3/%.*&'/,-/4-*5,'5.*+4/&(.>1/6:*C/,7./6*%,%*)(1%3/'./,*5&/6/*
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'%7/*+4>74/)*3/7%*)54%-*3(4+(,=/+/%/,*'%,77%*L#[T*+>+51/&%*)54%-*
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'%,77%*-/1/)*.(1/&*+%,'/&*3/7%*)()3>1(6./,*)(4(./*)(1(,7./+./,*
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-/,*35./,,2/*1%)/*'/65,*&(+(4'%*2/,7*-%/)/1./,*-/1/)*/1%4/,*
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+%1%6/,*5,'5.*)(,2(&5/%./,*'()+>6*+(,-%-%./,*-(,7/,*.(+(415/,*
)(4(./:*
Gelombang 3 (2021-2025): Pemastian akses sejagat
0(,9(1/,7*'/65,*ESE#8*&%&'()*+(,-%-%./,*-%9/,7./*-/+/'*)(,=/+/%*
'/6/+*(,4>1)(,*#SST*3/7%*+(,-%-%./,*+(4%,7./'*+4/&(.>1/68*4(,-/68*
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</7%*P]]P8*B()(,'(4%/,*/./,*)(,(45&./,*'5)+5/,*5,'5.*
)(,%,7./'./,*.5/1%'%*+4>74/)*+(,-%-%./,*'(4&(35':*C/,7./6*%,%*
)(1%+5'%*5&/6/*)(,/)3/6*3/%.*1/15/,*.(49/2/*5,'5.*7545*+4/&(.>1/6*
-/,*)()+(4.(,/1./,*%,>O/&%*3(4'(4/&./,*J]I*5,'5.*-%75,/./,*-/1/)*
3%1%.*-/49/6*3/7%*)()3/,'5*+(4.()3/,7/,*)54%-:
$(+(4'%*2/,7*-%3%,=/,7./,*&(=/4/*'(4+(4%,=%*-/1/)*</3*Z8*B()(,'(4%/,*
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LALUAN PENDIDIKAN
Kementerian akan memastikan sistem pendidikan mempunyai laluan yang jelas, sesuai dengan minat dan keupayaan murid yang berbeza. Laluan ini akan mudah dicapai dan menarik dengan memberikan pegetahuan dan kemahiran yang diperlukan bagi menyediakan murid ke arah profession pilihan. Kementerian akan memberi fokus kepada mengukuh laluan pendidikan sedia ada untuk menjadikan ia pilihan menarik untuk murid.
Langkah yang diambil termasuk:
ŀ Meningkatkan kesedaran murid tentang laluan pendidikan dan pilihan kerjaya yang ada;
ŀ Memantapkan lagi Pelan Transformasi Vokasional melalui pelibatan lebih banyak usaha sama dengan sektor swasta;
ŀ Meningkatkan kualiti dan bilangan tempat di sekolah agama;
dan
ŀ Memastikan pilihan pascamenengah kekal menarik.
B()(,'(4%/,*)(,2(-/4%*.(+(13/7/%/,*)%,/'*-/,*.(3>1(6/,*)54%-8*
-/,*3(4=/-/,7*)()3/,'5*)()3/,75,./,*+>'(,&%*)(4(./:*D(4./4/*
%,%*)()(415./,*/.&(&*.(+/-/*1/15/,*/1'(4,/'%A8*)(,/4%.*-/,*3(4-/2/*
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/-/*)(,2(-%/./,*+(15/,7*.(+/-/*)54%-*5,'5.*)()%1%6*1/15/,*+/-/*
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/-/1/6*&(+(4'%*3%-/,7*/./-()%.8*'(.,%./18*O>./&%>,/18*/7/)/8*&5./,*
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Laluan pendidikan dan pilihan kerjaya
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/.&(&*.(+/-/*)/.15)/'*2/,7*'(+/'*3(4./%'/,*.(+(13/7/%/,*1/15/,*
+(,-%-%./,*2/,7*-%'/?/4./,*&(4'/*+(15/,7*.(49/2/*3(4./%'/,*1/15/,*
2/,7*-%+%1%6:*Q%*&/)+%,7*%'58*%35*3/+/*957/*.54/,7*9(1/&*'(,'/,7*9(,%&*
.()/6%4/,8*.>)+('(,&%*-/,*1/'%6/,*2/,7*-%+(415./,*5,'5.*3(49/2/*-/1/)*
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3/7%*+%1%6/,*1/15/,*+(,-%-%./,*/,/.*)(4(./:**
Laluan pendidikan vokasional*
D(,-%-%./,*O>./&%>,/1*)(,2(-%/./,*)54%-*.(+/-/*.(49/2/*2/,7*
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Dasar 60:40 merujuk matlamat pihak Kementerian untuk menyasarkan nisbah murid yang mempelajari sains dengan murid yang lebih berfokus kepada sastera. Kementerian berhasrat memastikan 60% murid sekolah menengah atas memberi tumpuan kepada bidang sains dan 40% mengikuti aliran sastera. Kelayakan sebagai murid sains memerlukan murid dalam aliran akademik mengambil sekurang-kurangnya dua mata pelajaran sains tulen pada peringkat SPM, seperti Kimia, Fizik dan Biologi. Murid di sekolah teknik yang mengambil mata pelajaran seperti kejuruteraan juga layak dikenali sebagai murid sains.
Dasar ini mula diperkenalkan pada tahun 1967 oleh Jawatankuasa Perancangan Pendidikan Tinggi bagi memenuhi permintaan yang disasarkan untuk melahirkan graduan Sains. Dasar ini telah berulang kali diberi penekanan, iaitu pertama kalinya dalam Dasar Pendidikan Kebangsaan 1999, kemudian Dasar Sains dan Teknologi II Kebangsaan dan dalam Pelan Pembangunan Pendidikan 2001.
Terkini, pada tahun 2012, Kementerian Sains, Teknologi dan Inovasi (MOSTI) telah memberi penekanan semula dalam dokumen Hala Tuju Modal Insan 2020 tentang kepentingan mencapai sasaran tersebut.
MOSTI telah menetapkan sasaran modal insan 2020 yang tinggi dan segera melibatkan usaha meningkatkan bilangan individu yang mempunyai latihan berkaitan sains daripada 120,000 orang kepada 1.2 juta orang. Daripada jumlah 1.2 juta, 500,000 individu perlu mempunyai ijazah dalam bidang Sains dan Kejuruteraan (daripada bilangan 85,000 sedia ada).
Kejayaan dalam mencapai sasaran 60:40 yang ditetapkan ini berbeza mengikut tahun. Enrolmen dalam aliran sains telah mencapai tahap tertinggi, iaitu 37% pada tahun 1998 sebelum menurun kepada 29%
pada tahun 2012. Penurunan ini berlaku disebabkan pandangan umum bahawa mata pelajaran Sains sukar untuk dipelajari.
Menyedari kepentingan sumbangan pendidikan vokasional kepada perkembangan ekonomi negara, Kementerian perlu membuat penyesuaian terhadap dasar 60:40 melalui galakan dalam peningkatan enrolmen bagi laluan vokasional. Sasaran baharu adalah untuk memastikan 60% enrolmen peringkat menengah atas berada dalam laluan akademik (sama ada sains atau sastera) dan 40% dalam laluan vokasional. Nisbah 60:40 masih diguna pakai dalam laluan akademik, iaitu 60% murid dalam laluan akademik perlu memberi tumpuan kepada sains (bersamaan dengan 36% enrolmen sekolah menengah atas), manakala 40% lagi memberi tumpuan kepada sastera (bersamaan dengan 24% enrolmen sekolah menengah atas).
Kementerian Pelajaran perlu mengkaji pelbagai cara untuk meningkatkan akses serta minat dalam mata pelajaran Sains. Bagi menepati minat dan bakat murid yang pelbagai serta kekal setanding dengan negara seperti Jerman yang menerajui program pendidikan tekniikal dan vokasional ,mata pelajaran teknikal dan vokasional akan dpilih sebagai subjek sains untuk opsyen tertentu seperti mekatronik. Bagi menyokong anjakan ini, Kementerian Pelajaran telah mula menyediakan tempat dalam laluan vokasional. Di samping itu, Kementerian Pelajaran masih komited untuk meningkatkan asas literasi sains setiap murid tanpa mengira laluan pendidikan atau aliran melalui penambahbaikan terhadap kurikulum, pengajaran dan pembelajaran serta peperiksaan.
Kajian semula dasar 60:40 Sains-Sastera
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Ekshibit 7-7
Pelan Tranformasi Vokasional
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bermula pada tahun 2013.
Kolej Vokasional (KV)
Kementerian Pelajaran juga menambah baik program pendidikan vokasional menengah atas sedia ada dengan menukarkan Sekolah Menengah Vokasional (SMV) kepada Kolej Vokasional (KV). Kolej ini menawarkan kurikulum yang disusun semula dan akreditasi diploma melalui Diploma Vokasional Malaysia (DVM). Diploma ini diiktiraf untuk mendapatkan kredit di bawah standard kebangsaan yang diperkenalkan oleh Kementerian Pengajian Tinggi. Kurikulum diploma yang baharu ini mengandungi 70% latihan kemahiran praktikal dan 30% pendidikan akademik umum (sama seperti PAV). Kurikulum ini juga melibatkan tujuh bulan penempatan praktikum. Pelbagai rakan industri dirujuk bagi memastikan keselarasan dengan piawai dan amalan industri.
Kementerian Pelajaran telah membangunkan Pelan Tranformasi Vokasional (Ekshibit 7-7) mengukuhkan latihan graduan berkemahiran.
Pelan ini mengandungi dua komponen seperti yang berikut:
Pendidikan Asas Vokasional (PAV)
Pada tahun 2012, Kementerian Pelajaran telah menjalankan program rintis laluan alternatif untuk pendidikan vokasional pada peringkat menengah rendah (usia 13-15 tahun) di 15 buah sekolah. Program ini membolehkan murid mendapatkan sijil asas vokasional: Tahap 2 Sijil Kemahiran Malaysia (SKM) pada usia yang lebih muda, iaitu 15 tahun berbanding dengan 17 tahun sebelum ini. Kemasukan pada usiia yang lebih muda adalah selari dengan sistem global yang lain seperti di Austria dan Jerman, yang mempunyai sistem pendidikan vokasional yang mantap. Kementerian Pelajaran memperkenalkan kurikulum gabungan yang baharu, iaitu 70% latihan kemahiran vokasional dan 30 % pendidikan akademik. Pelaksanaan sepenuhnya dijangka akan
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Pilihan pendidikan menengah atas
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+/-/*+(4%,7./'*)(,(,7/6*/'/&*/./,*)(,(4%)/*.(1/2/./,*&('/,-%,7*
-(,7/,*+%/?/%*/,'/4/3/,7&/:*D/-/*)/&/*%,%8*)54%-*2/,7*'(1/6*
&(1(&/%*)(,-5-5.%*$D0*)()+5,2/%*3(3(4/+/*+%1%6/,*+(,-%-%./,*
+/&=/)(,(,7/6c*$ID0*L3(4&/)//,*-(,7/,!"#$%&%'M8*)/'4%.51/&%8*
/'/5*+(,'/.&%4/,*/1'(4,/'%A*2/,7*-%&(-%/./,*>1(6*&(.'>4*&?/&'/:*D%1%6/,*
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0DWULFXODWLRQWKH$PHULFDQ$VVRFLDWH'HJUHH3URJUDPPH8*-/,*
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+%1%6/,8*/,'/4/,2/8*$ID0*2/,7*)(,-/+/'*+(,7%.'%4/A/,*>1(6*3/,2/.*
5,%O(4&%'%*15/4*,(7/4/*)/,/./1/*.(1/2/./,*+4>74/)*)/'4%.51/&%*&(-%/*
/-/*6/,2/*-%'(4%)/*5,'5.*.()/&5./,*.(*5,%O(4&%'%*/?/)*-/1/)*
,(7/4/:*
Pilihan pendidikan sektor swasta
I(4-/+/'*3(3(4/+/*+%1%6/,*2/,7*-%&(-%/./,*>1(6*&(.'>4*&?/&'/*5,'5.*
%35*3/+/:*0/1/6/,8*&(.'>4*&?/&'/*'(1/6*-/+/'*)(,2/%,7%*&(.'>4*
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+(4'/)3/6/,*(,4>1)(,*)54%-*'()+/'/,*-/1/)*&(.'>4*&?/&'/:
Pelan Tindakan: Penciptaan laluan pendidikan yang pelbagai
B()(,'(4%/,*/./,*)()/&'%./,*&%&'()*+(,-%-%./,*)(,2(-%/./,*
3(3(4/+/*1/15/,*+(,-%-%./,*2/,7*3(43(N/*5,'5.*)()(,56%*)%,/'*
&(4'/*.(3>1(6/,*)54%-*2/,7*+(13/7/%:*C/15/,*%,%*3(4-/2/*)/95*-/,*
)(,/4%.*3/7%*)(,2(-%/./,*+(15/,7*+()3(1/9/4/,*2/,7*3(4)/.,/*
-/,*3(4&(&5/%/,:*0/'1/)/'*5&/6/*%,%*/-/1/6*.(*/4/6*+(4.()3/,7/,*
.()/6%4/,*.65&5&*-/,*%1)5*+(,7('/65/,*2/,7*4(1(O/,*-(,7/,*
.(+(415/,*1/15/,*.65&5&*2/,7*'(4'(,'5:*Q%*&/)+%,7*%'58*&('%/+*1/15/,*
+(,-%-%./,*/./,*-%&(+/-5./,*-(,7/,*.(+(415/,*+/&/4/,*35456*3/7%*
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3%-/,7*.(49/2/*+%1%6/,*)(4(./:*D(,/?/4/,*.()/&5./,*.(*1/15/,*%,%*
3(4&%A/'*%,.15&%A*-/,*-%35./*.(+/-/*&()5/*)54%-*'(4)/&5.*)54%-*
3(4.(+(415/,*.6/&:
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Gelombang 1 (2013-2015): Pengukuhan pendidikan vokasional
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Meningkatkan kesedaran dan bimbingan terhadap laluan pendidikan dan kerjaya di sekolah
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Pilihan pendidikan swasta di Malaysia
Pada tahun 2011, dianggarkan 3% atau 145,000 orang murid berumur 7 hinga 17 tahun berdaftar di sekolah swasta. Empat kategori utama pendidikan swasta ialah:
Sekolah Swasta. Kategori ini merujuk lebih kurang 130 buah sekolah rendah dan menengah yang melaksanakan kurikulum kebangsaan untuk mengajar sekurang-kurangnya enam mata pelajaran teras seperti yang diperincikan dalam Akta Pendidikan 1996.. Sekolah ini juga menawarkan lebih banyak aktiviti pengayaan seperti drama, muzik, seni dan bahasa asing.
Sebanyak 18% murid Malaysia yang belajar di sekolah swasta berdaftar dalam kategori sekolah berkenaan dan menjadikan sekolah swasta menduduki kedudukan kedua terbesar dalam pasaran pendidikan swasta.
Sekolah Antarabangsa. Sekolah rendah dan menengah antarabangsa menggunakan kurikulum antarabangsa seperti British, Amerika Syarikat, Australia, Kanada atau program International Baccalaureate. Berbanding dengan kategori sekolah swasta yang lain, sekolah antarabangsa mengambil sumber tenaga pengajar daripada luar negara. Data sehingga 30 Jun 2011 menunjukkan bahawa 18% daripada murid Malaysia berdaftar dengan sekolah antarabangsa di seluruh negara.
Sekolah antarabangsa juga merupakan antara subsektor yang dikenal pasti di bawah Bidang Keberhasilan Ekonomi Negara (NKEA) bagi memacu perkembangan ekonomi negara.
Sekolah Agama. Sebanyak 14% murid sekolah swasta berdaftar dalam kategori ini dengan lebih 350 buah sekolah di seluruh negara pada tahun 2011. Sekolah ini boleh memilih untuk mengajar kurikulum kebangsaan dengan memberi tumpuan yang intensif kepada pendidikan Islam. Berbanding dengan sekolah swasta yang lain, sekolah agama adalah lebih murah kerana kebanyakan sekolah ini beroperasi secara konvensional dan bukan bersifat untuk mendapatkan keuntungan, dan kebanyakannya ditubuhkan oleh individu, syarikat atau pertubuhan Islam..
Sekolah Menengah Persendirian Cina. Sekolah ini mempunyai enrolmen sebanyak 46% daripada jumlah 145,000 orang murid di sekolah swasta.. Sehingga kini, terdapat 60 buah sekolah beroperasi di seluruh negara dan setiap sekolah diuruskan oleh kepimpinan sekolah dan pihak Lembaga Pengelola Sekolah. Dana dikumpul daripada yuran murid dan sumbangan penderma. Sekolah ini menggunakan bahasa Cina sebagai medium utama dalam pengajaran dan menggunakan kurikulum yang digubal oleh DongJiao Zong serta ditanda aras dengan sistem pendidikan seperti yang diamalkan di Taiwan dan England. Sekolah ini menyediakan murid untuk menduduki peperiksaan yang standard dikenali sebagai Unified Examination Certificate (pada Tahun 6 di sekolah menengah). Walau bagaimanapun, banyak sekolah yang menyediakan murid untuk mengambil peperiksaan SPM.
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Sasaran industri yang berpotensi untuk menjalinkan kolaborasi dengan
sekolah vokasional
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