by M. Bakri Musa
Third of Five Parts: Quality, Efficiency, Efficacy, And Trimming of Fat
[Part One discusses the Blueprint’s failure to recognize the diversity within our school system, and with that the need for specific solutions targeted to particular groups. Part Two discusses the particular challenge of having competent teachers especially in science, English, and mathematics, a critical problem not adequately addressed by the Blueprint. In this third part I discuss the inextricable link between quality, efficiency, and efficacy, points not fully appreciated in the Blueprint.]
The one diagram in the Blueprint that best captures what’s wrong with the Malaysian education system is Exhibit 6-4, the ministry’s organizational staff structure. The diagram is described as rectangular; it’s more fat Grecian column. Incidentally, that diagram is the best graphic representation of data in the entire document; it captures and demonstrates well two salient points. One, there are as many Indians as there are chiefs in the organization, and two, the overwhelming burden of administrative staff at all levels.
“Malaysia arguably has one of the largest central (federal) administrations in the world, relative to the number of schools,” says the Blueprint, quoting a UNESCO report.
We do not need those highly-paid international consultants to remind us of the bloat. The gleaming tower that is the Ministry of Higher Education in Putrajaya is emblematic of that. It reveals the government’s perverted priorities. That edifice shames that of the Department of Education of the US, or any First World country.
By any measure, relative to the economy, population, or total budget, Malaysia funds its education system generously, much more so than countries like Finland and South Korea. Yet our students and schools lag far behind. The answer lies in Exhibit 6-4. The bulk of the resources expended do not end up in the classrooms. Continue reading “The Havoc Education Reform Inflicts: Education Blueprint 2013-2025 (Part 3 of 5)”