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MALAYSIA
Executive Summary
Background
1. Education has been earmarked as one of the key result areas for national transformation. Higher
education has therefore been specifically entrusted with the effort to producing workforce.
Higher education in Malaysia is progressively developing over the decades since its
independence. Higher Learning Institutions (HLIs) are places where knowledge is produced,
reproduced, preserved, systematised, organised and transmitted, so that it becomes universal,
and in turn becomes relevant and of use amongst the society. This befits the roles of HLIs in
contributing to the pursuit for transfer of knowledge to the community.
2. Given the changing economic and social milieus, there have been emerging scenario that
confront higher education (HE). Higher Learning Institutions (HLIs) have increasingly diverted
their resources and attention on graduate employability at the expense of nurturing holistic
individuals and providing resources to empowering social and economic development in a
community.
3. The significant role of higher education in advancing the country has been further strengthened
by the establishment of the Ministry of Higher Education (MOHE) in 2004. The Ministry has
been commissioned to implement plans advancing educational excellence in making Malaysia
an education hub of the region. Education has been identified as a national key result area in the
Government Transformation Plan (PEMANDU) driving efforts towards the direction of the 10th
Malaysia Plan as part of the broader plans in shifting the country towards a knowledge-based
economy the New Economic Model 2010-2020.
4. HE sector has been tasked to become the catalyst of the countries development, hence is
expected to undergo transformation. The transformation of HE is thus the main agenda of the
National Higher Education Strategic Plan (PSPTN), which was launched in August 2007. The
main agenda of the plan is producing graduates who are knowledgeable and competent in their
fields, innovative, multilingual and technology savvy. PSPTN is facilitated by the 7 strategic
thrusts, namely (a) Widening of Access and Increasing Equity; (b) Improving the Quality of
Learning and Teaching; (c) Reinforcing Delivery Systems of the Ministry of Higher Education;
(d) Strengthening of Higher Learning Institutions; (e) Intensifying Internationalisation;
Enhancing Research and Innovation; and (f) Life-long Learning.
5. Of the seven thrusts, the first five are more susceptible to the dynamic change of differing
scenarios, both in the local and international landscape. The scenarios have had, and will
continue to have a bearing on the direction of higher education.
6. This research will address a broad range of HE issues with an emphasis on national strategies,
and at the same time learning from the global HE scenario. The information is required to
understand the changes, and substantiate the development of future model of HE scenario that
corresponds to various variables in the society.
This research
1. This project analyses the current trends and the drivers of the future brought about by sociopolitical, cultural, economical and technological factors. These trends and drivers shape futures
of higher education and affect the role of university, the environment in which universities
operate, and possibly the structure and the way universities will be funded. In planning for
universities, top management must be informed these challenges and the alternative futures that
were emerging in the landscape of higher education. In this report, these global trends and
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challenges are assessed from the perspective of Malaysia; grounded on local contexts
recognising the progressive development achieved so far and the aims of the new economic
model (NEM); and the social-political diversity and determinism in deriving the alternative
futures in informing the recommendation of preferred futures relevant to Malaysia.
2. The objective of this project is to provide top management with a better understanding of the
factors that drive and challenge higher education in the short and medium term, a greater
insights into the dimension of concerns to enable the discerning emerging issues and alternative
futures for higher education in Malaysia. The information presented in this report is intended to
provide a platform for further discussion and reflection about the future.
Process
1. A team of researchers divided into five groups 1 representing (i) widening access and equity (ii)
research and innovation (iii) teaching and learning (iv) internationalization and (v) lifelong
learning, worked on developing preferred scenarios of higher education proceeded with the
following main phases 2:
a. identify emerging issues and trends,
b. identify key concerns and its implications,
c. collate alternative futures,
d. design preferred futures with narrative commentary, and
e. develop broad strategies for each preferred future
2. The preferred scenarios presented in this report were informed by literature and reports and
developed through a series of roundtable discussions and focus group discussions conducted
with subject matter experts both from higher education and related government agencies,
and the industry (represented by different sectors). Researchers of this project led all
discussions.
Summary of Trends and Concerns
1. The key concerns raised by local stakeholders as well as those reported by independent
organizations (such as the World Bank, OECD, University World News, etc) were clustered into
four themes:
Governance and funding,
Future demand on higher education,
Role of university, and
Innovation in service and delivery design.
2. The four themes guided the generation of alternative futures for higher education in Malaysia
presenting visions for top manager to deliberate on the provision for higher education and the role
of higher education.
About this Report
1. This report aims to provide composed information to decision makers and policy makers who
are engaged in thinking about the future of higher education in Malaysia and those who are
looking to visualize possible futures and scenarios as part of strategy development for the
ministries, agencies and higher education institutions.
2. The main report is structured along these main topics: reasons for scenario planning, trends of
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Categorization of groups in accordance to the National Higher Education Strategic Plan (PSPTN) 2007-2020.
Phases of scenario development adopted for this project has been informed by models suggested in Six Pillars: futures
thinking for transformation (Inayatullah 2008) and Futures for Higher Education, analyzing trends (Universities UK
2012)
higher education, key concerns of higher education, alternative futures of higher education,
preferred futures of higher education, each supplemented with four scenarios illustrated with
narratives, namely: best, worst, business as usual, and outliers; and a three-phase broad
strategies for each preferred futures.
3. In terms of the research method, the information gathering involves the initiatives to determine
the root causes for the successes and failures for an HE plan. Diagnostic models are used to
determine organization, group, and individual-level issues.
4. The above points drive to a number of questions that address two main scopes of the study i.e:
(a) PSPTN and HE Scenarios; and (b) Implications of those Scenarios on HE in Malaysia.
Findings
By and large, our country has made huge orchestrated investment in producing competent
workforce for the country. DEA shows the country is 92.6 effective, thus more need to be done
to optimize the investment made. The relevance of PSPTN in the context of Malaysian HE
scenario, on whether PSPTN was developed to meet the needs of the country in the future was
assessed. (i.e whether PSPTN could drive change to cope with the demands and the dynamics
for the futures of higher education). The main findings of the research, presented based on the
research objectives are presented in the following summary.
T&L should thus focus on outcome-based education that promote the acquisition of the
expected competencies. This, for one, require instructors among academics to be adequately
trained so that they would optimise the time they spend with students to nurture OBE among
them.
learning session. Not many of them are savvy for this cause. They are to cover so many
areas the hard-skills (content) and soft-skill (employability) while at the same time
having to deliver other academic expectations and discharge administrative duties.
Hence NHESP should look into introducing several measures, which may include the efforts
to
a. improve the T&L infrastructure,
b. develop the competencies of academics on various instructional methods, and use of
technology.
c. design specific jobs in academe that focus on developing e-learning materials and
handling e-learning facilities.
Gap
Best Practices
Way Forward
2.0 In terms of Life-long learning, it was found that PSPTN has implemented more efforts to
increase the rate of educated/competent workforce in the country .
Relevance
Gap
In 2007, only 25% of Malaysian workers were highly skilled and 70% of the
Malaysian workforce completed secondary education level. The public
expenditure on education amounted to 4.5% of the nation GDP.
Low number of highly skilled workforce that not all were able to complete
secondary education, more efforts should be put in place in order to increase
the number of competent workforce in the country.
The government aim to increase the number of adult learners so that by
2020, 33% of the workforce will have tertiary education.
The concept, definition, and terminologies related to lifelong learning have
brought about different understanding to different people. These confusions
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Best Practices
Way Forward
Though the emphasis in Malaysia has been on Research and Innovation, a number of issues
have been identified.
a. Less research output than the investment or resources provided to researchers.
b. Research has received higher level of emphases than the emphasis on the basic role
of HE, i.e. teaching.
c.
d.
Thus, the strategies must be strengthened and plans of action must be made more realistic so as
to promote (1) genuinely impactful research outcomes; and (2) economically beneficial
products.
Strategies and action plans must be to judiciously orchestrated and implemented so as to ensure
genuine benefit to the country, to be reflected by the production of useful or commercial
innovation which could be benefited by many.
Many countries have been found to regard essential core business of HE as interrelated and
this is pre-requisite to the development of supportive and productive HE environment, which in
turn yield higher productivity for the country. Among the measures to be taken, such as that
being taken by more efficient countries are:
a. Emphasise on proper implementation of policy and regulation environment;
b. Treat expenditure for HE and expenditure on R&D in HE as a percentage of GDP;
c. Improve the core-businesses of HLI, (e.g effective teaching; and genuinely impactful
research)
d. Substantiate internationalization agenda to focus more on turning Malaysia system to
be of international standards; and
e. Publish impactful journal articles.
Gap
Best Practice
The study has assessed the extent to which the internationalisation thrust has brought positive
impact or outcome for the country to face the future. The study found that internationalisation of
HE has been defined mostly by the provision of opportunities for students of other countries to
pursue HE in Malaysia. This is attained by the admission of more international students at
public HE.
The presence of international students and academics could help improve and develop the HE
environment in Malaysia, particularly when their presence
d. helps local students to experience international learning environment right at home.
e. augments the use of English as lingua franca
f. facilitates or promotes the transfer of knowledge
g. increases cultural understanding among students of various nationalities important
for future geopolitics (soft power concept).
The internationalisation agenda has to address the impact of treaty, protocols or trade
agreement with other countries or economic block such as GATS, IPPA etc. Hence, among
the measures to be taken
a. The core of internationalisation, thus must be strengthened by refocusing the agenda
of substantiating the resource, enriching the products with higher quality.
b. All international agenda must be made to the benefit of the country, and reduce the
risk of losing resource (via brain drain etc.).
c. An aspect that PSPTN should take into account is the role of Malaysian students
studying abroad in contributing back to the country. They are being sponsored and
managed by the government, and should be an important segment of the PSPTN
agenda.
Gap
Way Forward
g.
h.
i.
j.
k.
The emphasis in the Malaysian HE should not be on certain thrusts but on the identified core
businesses which have primary roles, and can create more impacts on the country at a
particular context. For instance, there is high need to focus on teaching more than on
research for Malaysia needs for more competent workforce who are instrumental in realising
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the countrys knowledge-based economy. Hence, widening access thrust of NHESP needs
reassessment and improvement.
Nevertheless a number of pressing issues have been identified.
a. Gender: More female student enrolment in HLI mainly due to them being
meritoriously higher in HLI admission requirement.
b. Finance: More qualified students didnt pursue HE studies for financial problems.
They may opt for earning activities more than for studies in order to help meet familys
need. They are not sure of any later employment if they were to pursue HE, which
would also require them to serve HE financial loan. Nevertheless there are rich people
who can afford to fund their children to private HE but choose to enroll at public HLIs
c. Socio-cultural: People from rural areas may not have the right attitude toward the
importance of HE. The values that people from an ethnic group hold may also shape
their view on the importance of HE.
Best Practices
Way Forward
Observation
In the context national development, NHESP has been sufficiently developed for it has covered
essential thrust that lead to develop, and produce workforce for the country. The plan has
developed HLIs competitiveness to meet current and future challenges (e.g., governance,
financing, managerial issues and quality).
The strategies and actions plans outlined by NHESP are relevant because they focus on the core
business of higher education; (i) teaching and learning; (ii) Life long learning; (iii) research and
publication; (iv) access and equity; and (iv) internationalization.
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Based on above findings, the researchers chart the alternative futures for Malaysia HE scenario.
HE scenarios refer to consistent and coherent descriptions of alternative hypothetical futures
that reflect different perspectives on past, present, and future developments of HE. They help
policy makers to chart the future of HE by outlining strategic and action plans which would
lead to changes, improvement and development of HE service, beyond the existing framework
and paradigm.
The alternative model of Malaysian HE features the following characteristics
a. enhanced congruence between organizational structure, process, strategy, people,
and culture;
b. up-to-date creative HE-related solutions; and
c. competent capacity/workforce for HE sector
Based on the findings, a number of suggestions on the way forward for higher education in
Malaysia were outlined. The suggestions can be categorized into three set of interventions; (a)
Human process interventions; (b) Techno-structuralinterventions; and (c) Human resource for
institutional development interventions.
The human process interventions are aimed at maximizing or enhancing the effective
performance of HE in training and development of citizen/workforce via various programmes,
and mode of studies. The interventions, among other things, deal the dynamic nature of students
or prospective students. The aim is to make them more effective workforce who are ready to
advance the world of work, and efficient in accomplishing tasks.
Based on the findings, a number of suggestions on the way forward for higher education in
Malaysia were outlined. The suggestions can be categorized into three set of interventions; (a)
Human process interventions; (b) Techno-structuralinterventions; and (c) Human resource for
institutional development interventions
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Table 1.1: Summary of the way forward across the five scenarios vis a vis the five thrust of
NHESP. Human process interventions (interpersonal & macro level interventions)
Thrust
Scenario
Teaching
and
Learning
Life long
Learning
Research
and
Inovation
Broad-Based Or
MultiDisciplinary
Education
To strengthen the
roles of lecturer
from teaching to
facilitating
learning
processes, thus
supporting the
implementation of
student-centered
methods of
delivery.
To provide
various
opportunities or
tracks for students
to enrol for
courses from
different
disciplines or
HLIs.
UniversityIndustry
Collaboration;
The Virtual
University;
Ala-Carte
Programmes;
Autonomou
s University
To nurture
leading edge of
knowledge, and
produce
competent
workforce for
innovation and
economic
growth.
To train
academics and
students to use
web-based
platform of
teaching and
learning,
respectively
To strengthen
the provision
of career
guidance to
help students
identify their
suitable
courses
To design
studentoriented
learning
methods
which befit
the needs
for students
competencie
s
To enrich
students
learning and
value-add HLI
programmes by
sourcing input
from the world
of work, aimed
at enhancing
workforce
competencies.
To provide
ample
opportunities
for students to
engage in
activities that
will help to
cultivate
important life
qualities such
as initiative,
leadership,
social
responsibility
and strength of
character
To allow
students
choice of
course
package
(structure
and duration
of their
chosen
programme)
To introduce
research findings
in the teaching
and learning
materials to
support the
development of
broad-based
thinking amongst
graduates.
To develop the
culture of
knowledgesharing (e.g
Student and
academic
mobility), thus
promoting
collaboration
among HLIs;
saving resources,
and reduceing
redundancy to
conduct research
or innovation in
the same area.
To develop the
cuture of
knowledge
seeking among
existing
workforce,
creating their
awareness on the
need for
knowledgeable
workforce which
can be attained
through online
education,
throughout the
continuum of
their career.
To engage
experts from
various places for
research
collaboration
through the use
of ICT platform.
Output will be
communicated to
the benefit of
many.
To orientated
research with
crossdisciplinary
approach so as
to make it a
means to solve
complex
societal
problems. To
adopt multifaceted
approach of
resolving
challenges and
unintended
consequences.
To appoint
and train
advanceme
nt officer
who is
tasked to
spearhead
fundings for
HLI main
activities,
including
research and
innovation.
.
15
Internati
onalisation
To nurture
international
atmosphere for
the
graduates/academ
ics to experience
international
education
including from
that of developed
nations.
To engage
international
academics/
experts/
professionals
from
international
academe and
industries to join
force with local
academics
Access
and
Equity
To enroll students
into multidisciplinary
courses which
cover broad and
flexible content,
giving them
competencies
across a
combination of
learning areas.
To involve more
students to
complete studies
with industrial
experiences,
enabling them to
expand their
worldview about
the world of
work. Existing
workforce would
have the
opportunities to
work with their
own
organization.
To equip
academics with
ICT
competencies so
that they will
provide and
improve elearning based
education, which
is integral in
cross border
education (i.e.
using ICT in the
delivery and
assessment).
To engage
academics
from the world
over,
benefiting
from
internationally
knowledgeable
scholars.
To equip
local
academe
with the
awareness
of
international
and
intercultural
values: and
enhancing
their
competencie
s to
champion
research and
innovation.
To provide wider To provide
To give full
access to HE
flexible entry
autonomy,
among part of the requirement as no
population who
there are many interference
would not be able HLIs to choose from policy
to attend a
from, hence
makers on
physical campus, overcome
student
for reasons such
logistic issues. admission.
as distance or
Students will
HLIs are
inconvenient for
more
be exposed to
them to do so.
various
attractive for
competencies. its marketdriven
approach
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Table 1.2: Summary of the way forward across the five scenarios vis a vis the five thrust of NHESP: Techno-structuralinterventions
Thrust
Broad-Based Or MultiUniversity-Industry
The Virtual University; Ala-Carte Programmes;
Autonomous
Disciplinary Education
Collaboration;
University
Scenario
To offer multidisciplinary To collaborate and share
To avail electronic media, To design flexible
To allow independent
Teaching
or integrated approach to information between HLI
thus supporting extended
teaching and learning
control over HLI
and
teaching and learning,
and workplace, forming a
HE provision via online
approaches in Malaysian
operations and direction.
Learning
bringing together several rethinking on approahes in
learning. Distance
education system is
Curriculum design are
disciplines, and
delivery, assessment, and
education are availed
flexible, and designed to
determined by each HLI,
other learning experiences.
through online courses.
be more student-centered, based on market needs.
incorporating and
This nurture leading edge of
aimed at yielding highly
To turn HLIs to be more
connecting key concepts
knowledge, and produce
employable graduates. It attractive for its marketand skills from many
competent workforce for
allows a mixture of
driven approach
disciplines into the
innovation and economic
courses; from a flexible
presentation of a single
growth.
academic menu
unit.
Life long
Learning
Research
and
Innovation
To provide a flexible
framework for students to
enrol for courses from
different disciplines or
HLIs that lead to the
accumulation of merits
acquired at any different
point, not limiting to
university enrolment
time.
To structure crossdisciplinary research to
solve complex societal
problems. To incorporte
findings are in teaching
and learning materials to
support the development
of broad-based thinking
To structure academic
programme that
acknowledges work
experience, and treat task
delivery at work as part of
academic performance, thus
diversifying the modalities
for academic programme.
To offer flexible
programmes, allowing for
credit point earnings
based on prior learning.
To encourage
dissemination of
knowledge, to
benefit of many in the
society
To provide multiple
choice of academic
programme structure.
Students choose their
own education/
programme package.
To establish culture of
knowledge- sharing (e.g
Student and academic
mobility) that promotes
collaboration among
HLIs; save resources, and
reduces redundancy to
conduct research or
To allow HLIs to
manage the fund
allocated by the
government and other
funders.
amongst graduates.
Internationalisation
To incorporate
international dimension
of standards in process,
and products.
To collaborate International
with global level industries,
leveraging the local HLI
academic programmes and
niche area to the
international community.
To widen mobility of
students and academics in
oder for them them to
accumulate and integrate
their learning
experiences, and
respectively.
Access and
Equity
To provide wide
opportunities for multidisciplinary courses
which cover broad and
flexible content, giving
students competencies
across a combination of
learning areas.
To widen access to HE
among existing workforce
who would not be able to
attend a physical campus,
for reasons such as
distance or inconvenient
for them to do so.
The suggestions on human resource for institutional development are aimed at improving organization effectiveness by improving the quality and
performances of employees in HE sector. It covers personnel development aspects including performance appraisal, reward systems, career planning
and development, managing workforce diversity, employee.
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Table 1.3: Summary of the way forward across the five scenarios vis a vis the five thrust of NHESP : Human resource for institutional
development (system of performance management and improving the skills of the workforce interventions).
Thrust
Scenario
Teaching
and
Learning
Life long
Learning
Research
and
Innovation
University-Industry
Collaboration;
Ala-Carte
Programmes;
Autonomous University
To design flexible
curriculum for lecturers
to facilitate, assess and
equip graduates with
discipline-specific,
technical and soft skills
that meet and go beyond
the demands of the
industry.
To change the mind-set
of academic managers
from examination-based
merit to prior-learning
work merit for admission
into HLIs
To train academic
community to design, use,
and advance electronic
media, so as to provide
and sustain effective and
diversified delivery of
education. (e.g e-learning,
distance education made
available)online courses.
To develop high tech
features of the virtual
university that supports
LLL making education
available round the clock
or 24/7, anywhere in any
space; connecting various
universities globally.
To design mechanism to
develop academic
community who are
ready and competent for
diversified teaching and
learning approaches.
To equip academic
leaders and managers
with good governance
competencies, enabling
them to provide
independent control over
HLI operations and
direction.
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To develop universities
as self-funding entities
with full autonomy,
market driven and faster
offering of programmes
(based on needs and
research) and full control
of curricula and
assessment.
To synergise strong
partnership between
HLIs industries for
research and innovation
purposes
Internation
al-isation
To incorporate
international dimension
in HLI standards of
process, and products.
Graduates will have the
opportunities to have
international education
experience including
from that of developed
nations.
Access and
Equity
To facilitate new
information and
communication
technologies in the
delivery of education that
creates a borderless
learning community,
increasing collaboration
and cooperation while
reducing immigration
related issues and lowering
the cost of an international
talent pool.
To create a university
culture and environment
that supports
international and intercultural perspectives,
with international
students and educational
products and services as
important sources of
income to develop a
strong reputation for
philanthropic funding,
top quality faculty staff
and research students
To decentralize the
approval of new
programmes so as to
expedite the process of
offering relevant
academic programmes.
9.1 In the context national development, NHESP has been sufficiently developed for it has covered essential thrust that lead to develop, and
produce workforce for the country. The plan has developed HLIs competitiveness to meet current and future challenges (e.g., governance,
financing, managerial issues and quality).
9.2 The strategies and actions plans outlined by NHESP are relevant because they focus on the core business of higher education; (i) teaching
and learning; (ii) Life long learning; (iii) research and publication; (iv) access and equity; and (iv) internationalization.
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