NATIONAL HIGHER EDUCATION ACTION PLAN (2007-2010)

1. EDM704: POLICY AND EDUCATIONAL PLANNING
Prepared by
Nor Zakiah Bt Ismail
2013741249
NATIONAL HIGHER
EDUCATION ACTION PLAN
2007-2010

2. INTRODUCTION
What this Action Plan Addresses ?
The State of Higher Education in Malaysia
 Transformation Objectives and Approach
Strategies

3. What this Action Plan Addresses ?

4.  The 2007 enrolment of 942,2002 students in 20 public
universities, 32 private universities and university colleges,
four branch campuses of international universities, 21
polytechnics, 37 public community colleges, and 485 private
colleges shows that Malaysia has been successful in its
efforts in democratizing higher education and in producing
sufficient graduates to meet its manpower.
 The Government has also shown commitment to higher
education by establishing the National Higher Education
Fund Corporation (PTPTN) to provide low-cost educational
loans to students in diploma and first-degree level
programmes at public and private HEIs.
The State of Higher Education in Malaysia

5. During the tabling of the Ninth Malaysia Plan in
March 2006, The Prime Minister asserts:
 “Development of quality human capital will be intensified.
The approach must be holistic and emphasize the
development of knowledge, skills, intellectual capital in
fields such as science,
technology and entrepreneurship.
Simultaneously, we must develop a culture that is
progressive, coupled with high moral and ethical values

6. Transformation Objectives and Approach

7. The model of desired human capital

8. Leveling-up Approach
 “The best formula for this country is, in fact, a ‘leveling-up’
approach which would be consistent with the balanced and
dynamic approach we advocate to achieve progress.
 This leveling-up strategy will benefit disadvantaged groups and
simultaneously provide opportunities for all Malaysians to be
involved in the pursuit of progress and excellence.
 “Leveling-up, with its twin goals of achieving excellence and
catering to the disadvantaged helps to bring the "Democratisation
of Education".

9. Strategies

10. Strategies

11. 3 PARTS

12. PART A:
INSTITUTIONAL PILLARS:
STRENGTHENING THE INSTITUTIONS
1. Governance
2. Leadership
3. Academia
4. Teaching and Learning
5. Research and Development

13. Under strengthening of institution, where university
governance is concerned, the issue of university
autonomy is stated in relation to the role and powers of
the board of directors (BOD).
BOD was a new entity created in the Universities and
University Colleges Act (Amended 1996) to replace the
originally larger University Council. Thus the BOD
continues to function as the old university council and
has no status or authority like a true corporate board.

14. 1. Governance

15. Desired Outcomes
Clear definitions of parameters of responsibility for BOD,
Vice-Chancellors and Senates must be designed. These
parameters will act as checks and balances, and must be
adhered to with integrity.
Accountability of the BOD will be enhanced through the
adoption of the MOHE strategic plan framework. This will
also ensure that the evolution of HEIs remains in line with
national objectives.
With increased self-governance, public HEIs, through their
boards’ supervision, must assume greater responsibility for
leadership, performance and funding.

16. 2. Leadership

17. Desired Outcomes
 Only the best possible candidates for HEI leaders will
be appointed. The successful candidate must have a
thorough understanding and appreciation of national
aspirations.
The performance of HEI leaders must be assessed
continuously, and in reference to the institutions they
lead, to ensure that the highest standards are
maintained. All HEI leaders must also have their track
records benchmarked against international standards.
Current and future HEI leaders must have access to
further professional development in the area of
leadership building.

18. 3. Academia

19. 3. Academia

20. 3. Academia

21. Desired Outcomes
To instill a greater professional culture among academic staff
at public HEIs. Due recognition, value and reward in the form
of career advancement opportunities are given to the best
performers.
Opportunities for personal development for academic staff
are provided as part of the national higher education policy.
Malaysian academics publish regularly in recognised/ agreed
upon international high-impact and refereed journals.
Malaysia is respected internationally as an education hub
through the increased prominence of its academic research
and teaching.

22. 4. Teaching and Learning

23. 4. Teaching and Learning

24. Desired Outcomes
 Critical thinking, communication skills, excellent English
proficiency and enhanced IT skills must form the common
foundation of all graduates regardless of their chosen
disciplines. These new focuses will be incorporated into a
compulsory curriculum, which runs concurrently with
degree programmes at all HEIs.
 All lecturers are expected to demonstrate scholarship in
their fields of specialization, and to demonstrate
professionalism and competence in their ability to teach.

25. 5. Research and Development

26. 5. Research and Development

27. Desired Outcomes
 50 RSEs per 10,000 workforce.
 Commercialization of at least five per cent of all R&D
efforts.
 Internationally-acclaimed research universities.
 Five world renowned R&D centers of excellence.
 Well functioning, thriving and collaborative national
innovation system that facilitates efficient resource
allocation, targeted research efforts, flow-along R&D and
commercialization value chain and access to global
partners and markets.

28. PART B:
CRITICAL AGENDA:
CATALYSING SYSTEMIC CHANGE
1. Apex Universities
2. MyBrain15
3. Academic Performance Audit
4. Lifelong Learning
5. Graduate Training Scheme

29. 1. Apex Universities

30. Desired Outcomes
Apex Universities to be established within the 9MP
period.
Apex Universities will be given autonomy to allow them
to focus on becoming the best.

31. 2. MyBrain15

32. Desired Outcomes
 21,000 Ph.D. holders by 2010.
 Fast-track towards 100,000 Ph.D. holders in 15 years in
the following disciplines:
- 60 per cent doctorates in science, technology and
medicine
- 20 per cent doctorates in the humanities and applied
literature
- 20 per cent doctorates in other professional fields.

33. 3. Academic Performance Audit

34. Desired Outcomes
Streamlining of all HEI quality assessment
procedures to facilitate MOHE monitoring
mechanisms.
Creation of a HEI rating system to enable HEI ranking
locally institutional type.

35. 4. Lifelong Learning

36. Desired Outcomes
Increased adult learners so that by 2020, 33% of the
work force will have tertiary qualifications.
 Pervasive LLL culture that supports the nation’s human
capital development needs.
 Alternative route for access to and equity in tertiary
education for rural and urban poor, Bumiputera
communities in Sabah and Sarawak, Orang Asli
communities, and people with disabilities (OKU).

37. 5. Graduate Training Scheme

38. Desired Outcomes
 Training will be linked to industry in a concrete way.
 Avenues will be provided to enhance the employability of
all students.
 The students will be empowered to improve their own
employability. The Government will act as an effective
enabler in providing training opportunities for graduates.
 Successful programmes will become foundations for
lifelong learning.

39. PART C: IMPLEMENTATION SUPPORT
Transforming MOHE
- MOHE will emphasize its role as facilitator and lead partner
in enhancing the higher education ecosystem.
 Programme Governance
- Governance, for a programme, is a combination of three factors:
committed individuals filling executive and management roles;
programme oversight functions which have been organized into
structures; and policies that define management principles and
decision-making procedures.
- A successful programme will be achieved through a combination of
employing the right individuals, an effective structure for
management and oversight, and a proper set of programme roles
and responsibilities. Roles and responsibilities will be defined and
structured with targets in mind.

40.  Programme Structure

42. REFERENCES
Ministry of Higher Education Malaysia, The National Higher
Education ActionPlan 2007-2010 Putrajaya: Kementerian
Pengajian Tinggi Malaysia, Ogos 2007.
Ministry of Higher Education Malaysia, The Transformation of
Higher Education Document, Putrajaya: Ministry of Higher
Education Malaysia, July 2007