English Language Education Reform in

Malaysia:
International
Zuraidah Mohd Don, PhDStandards and the du CEFR
led
Chair, English Language Asch e ta ti
en
em
Standards and Quality Council, impl lan for
MoE on p cation
du
Adviser, Council of Language EL E
Deans, MoHE
copyright_ZMD-MoE_MoHE 2/15/17
 THE REFORM PROCESS
A Implementation
An implementation
comprehensiv & monitoring
plan
e review Producing
Comprehensi
process a
ve evaluation
Roadmap Implementi
of the EL
with CEFR ng the
education
targets Roadmap
system in
set for
Malaysia
2025

Transformation of the EL education

system

2/15/17 copyright_ZMD-MoE_MoHE
 THE REFORM
PROGRAMME
1. The Roadmap - a 10 year time-tabled implementation plan, the
first five years supported by Cambridge English
2. CEFR-Malaysia development and adoption
Building the capacity to undertake reform
Creating a cadre of CEFR Master Trainers to cascade
background information about the CEFR
3. Curriculum evaluation, revision and rollout
Reviewing and evaluating Primary and Secondary English
language curricula and aligning to the CEFR framework
4. Learning materials aligning to the CEFR
5. Assessment evaluation, development and capacity building
6. Teacher development programme and its evaluation
 An EL programme
consistent with
international standards
supported by a quality
delivery system
copyright_ZMD-MoE_MoHE 2/15/17
Curricula, course materials and assessments aligned to
international standards
(the Common European Framework of Reference)
copyright_ZMD-MoE_MoHE 2/15/17
 1.a continuous and sufficient supply of high-calibre
teachers;
2.the provision of high quality learning materials
including online learning resources;
3.the creation of a high quality learning environment.

2/15/17 copyright_ZMD-MoE_MoHE
 What we need to do to
align to international
standards
Set internationally accepted standards
based on the Common European
Framework of Reference (CEFR), tailored
to the specific needs of Malaysia
Adopt the CEFR levels (A1, A2, B1, B2,
C1, C2) as the guiding framework for
curriculum development, teaching and
learning (including material selection),
and assessment at all levels of education
Measure our students EL proficiency
according to the CEFR
Build the capacity for reform 2/15/17
copyright_ZMD-MoE_MoHE
Establishing
levels of
proficiency for
each level of Between now
the school and 2025 we
system against expect an
the CEFR increasingly
large
Adopting the proportion of
CEFR will our students to
entail shifting achieve the
English target
language proficiency
programmes level set for
to skills- each stage of
education.
based,
outcome-
oriented copyright_ZMD-MoE_MoHE 2/15/17
learning.
 MOE-CE PLAN
2016 2017 2018 2019 2020
Pre-service
Supplement
Roadmap School- and in- CEFR-
ary books
reviewed & based service Malaysia
Year 1 and
evaluated assessment teacher developed
Form 1
education
Curriculum
Material Textbook Textbook Textbook
reviewed &
adaptation survey survey survey
evaluated
Learning
materials: CEFR - CEFR - CEFR - CEFR -
selection curriculum curriculum curriculum curriculum
criteria
CEFR Impact & New
familiarisa Baseline assessment
tion study familiarisati
 C E FR
G : A
I L D IN N
Y B U AT I O
A C I T R I S
CAP FAMILIA SHOP
O R K
W
The cascading
model
The aim: to reach as
many teachers/lecturers
in a short period of time
First generation
participants:
MasterTrainers (MTs),
Persons of Reference
(PoRs), Observers
Second generation
participants: EL
teachers/lecturers
copyright_ZMD-MoE_MoHE
Cascading of knowledge from
a few experts all the way
down to a large community of
teachers/lecturers
A first generation of EL
teachers/ lecturers trained on
the CEFR to become the MTs
to educate the second
generation
Training is provided to ensure
that knowledge is transferred
from experts and specialists
(CE) to the MTs
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CEFR Familiarisation Workshop
for EL Teachers/Lecturers
 l l Ai m
v er a
O
The
To familiarise teachers with the
CEFR in order to create awareness
 Rol e
Yo ur

To familiarise the teachers at your

schools/zones with the CEFR in
order to create awareness
The goals of the workshop are:
a. an introduction to and familiarisation with the CEFR
and its various scales across the four language skills
b. an introduction to and familiarisation with the can
do language used in the scaled to describe user
abilities
c. an introduction to and familiarisation with progress
up the levels of the CEFR
d. an introduction to and familiarisation with teaching
and learning theory informed by the CEFR.
e. an introduction to and familiarisation with the various
uses to which the CEFR may be put and decision it
may inform
f. to give participants some insight into the types of
16
 Educational changes must be taken in
compassionate, generous and nurturing ways
where care for the individuals becomes a
genuine core value (Galway, 2012, p. 22)
TERIMA
KASIH
Our children are the nations future.
r teachers shape the future for our child

THANK
YOU

ZMD 17