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HIGHER EDUCATION SYSTEM IN MALAYSIA

HIGHER EDUCATION SYSTEM IN MALAYSIA. SEM 2 2017/2018. Higher education, as a matter of fact, has always served the labor market in one way or another and to one degree or another. In fact, universities began in Europe in early modern times precisely for that purpose. (Kerr, 1993, p. 50).

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HIGHER EDUCATION SYSTEM IN MALAYSIA

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  1. HIGHER EDUCATION SYSTEM IN MALAYSIA SEM 2 2017/2018

  2. Higher education, as a matter of fact, has always served the labor market in one way or another and to one degree or another. In fact, universities began in Europe in early modern times precisely for that purpose. (Kerr, 1993, p. 50)

  3. Under the jurisdiction of the Ministry of Higher Education (MOHE). • 20 public universities, 53 private universities and six foreign university branch campuses; 403 active private colleges, 30 polytechnics and 73 public community colleges in 2011. • UPM, UM, USM, UKM, UTM research university status

  4. QUALITY • The quality of higher education is assured through the Malaysian Qualifications Agency (MQA) which undertakes the implementation of the Malaysian Qualifications Framework. • MQA is also responsible for quality assurance and the accreditation of courses and other related functions, covering both public and private higher educational institutions

  5. The legislation • The Education Act 1996 (Act 550) • The Private Higher Educational Institutions Act, 1996 (amended 2009) • The National Council of Higher Education Act, 1996 • Malaysian Qualifications Agency Act 2007 (replacing the previous namely National Accreditation Board Act 1996 which has been repealed) • The Universities and University Colleges (Amendment) Act, 1996 (amended 2009) • The National Higher Education Fund Corporation Act, 1997 (Amendment 2000)

  6. SETARA • SETARA (Rating System for Higher Education Institutions in Malaysia) was implemented in 2009 to measure the performance of undergraduate teaching and learning in universities and university colleges in Malaysia.

  7. My QUEST • My QUEST (Malaysian Quality Evaluation System for Private Colleges) was used to evaluate private colleges in Malaysia in terms of the quality of students, programmes, graduates, resources and governance. • Categorised an institution as either excellent, good, or weak

  8. Governing Authority for Higher Education - MOHE • MOHE is the governing authority for the Malaysian higher education sector. • MOHE's VisionTo make Malaysia a centre of higher education excellence by the year 2020

  9. MOHE's MissionTo build and create a higher education environment that is conducive for the development of academic and institutional excellence and to generate individuals who are competent, innovative and of noble character to serve the needs of the nation and the world.

  10. NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010 The National Higher Education Strategic Plan outlines: Phase 1: Laying the foundation (2007-2010) Phase 2: Strengthening and enhancement (2011-2015) Phase 3: Excellence (2016-2020) Phase 4: Glory and sustainability (beyond 2020)

  11. NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010 The National Higher Education Strategic Plan outlines: Phase 1: Laying the foundation (2007-2010) Phase 2: Strengthening and enhancement (2011-2015) Phase 3: Excellence (2016-2020) Phase 4: Glory and sustainability (beyond 2020)

  12. NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010 The National Higher Education Action Plan: The foundation that establishes the actions to be undertaken within the 9MP period. Gives emphasis to the development of intellectual capital of the highest quality. The MOHE intention to bring Malaysian HE to the next level by strengthening five key pillars; governance, leadership, academia, teaching and learning, and research and development.

  13. NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010 Seven strategic thrust: Widening access and enhancing equity Improving the quality of teaching and learning Enhancing research and innovation Strengthening institutions of higher education Intensifying internationalization Enculturation of lifelong learning Reinforcing the Higher Education Ministry’s Delivery System

  14. The transformation plan 9MP five strategic focuses on: Moving the economy up the value chain Raising the capacity for knowledge and innovation to nurture a first class mentality Addressing persistent socioeconomic inequalities constructively and productively Improving Malaysians’ quality of life and ensuring its sustainability Strengthening institutional and implementation capacities

  15. STRATEGIES Expected to achieve: Human capital with first class mentality The five pillars: Governance Leadership Academia Teaching and learning Research and development Critical agenda: Apex universities, MyBrain15, Lifelong learning, Academic Performance Audit, Graduate Training Scheme

  16. GOVERNANCE The government recognizes greater level of autonomy and accountability is needed for HEIs to pursue government’s objectives. The government has implemented the legal framework to transfer administrative powers to universities. Three main components crucial for Board of Directors: Structuring a high performing board Ensuring effective board operations and interactions Fulfilling fundamental board roles and responsibilities The transformed university BOD should be active, together with the university management team, in setting strategic direction, managing institutional performance and risk, developing leadership pool, termination and hiring processes of university leaders.

  17. GOVERNANCE Desired outcomes: Clear definitions of parameters of responsibility for BOD, vice-chancellors and senates must be designed. Accountability of the BOD will be enhanced through the adoption of the MOHE strategic plan framework. HEIs through their boards’ supervision must assume greater responsibility for leadership.

  18. Origins of modern university governance • The Oxbridge governance model • The Scottish governance model • The civic university governance model • The Higher Education Corporation model • The US university governance model • Source: Shattock, 2006

  19. Governance • The word governance is derived from the Latin verb gubernare, means to steer (Pierre & Peter, 2000). • The allocation of powers and authorities to, and consequently the prudent execution of such powers and authorities by, the members of a Board which founded, established, or entrusted with a social institution or a corporate body for the sole purpose of ensuring the growth, development, and sustainability of the institution or the corporate body. • (Barnett, 1990; Clark, 1983; Gleeson & Shain, 1999; Shattock, 2006; Sufean, 1996)

  20. University Governance • The allocation of powers and authorities to members of a Board entrusted with the proper functioning of a university through a prudent execution of the provided powers and authorities for the purpose of ensuring growth, development, and sustainability of the university as a social institution or a corporate body (Anuar Zaini, 2000; Marginson & Considine, 2000). • It is about guiding the processes by which a university steers itself.

  21. University Governance • Clark and Neave (1992) refer governance to, the manner in which higher education systems and its institutions are organized and managed, how authority is distributed and exercised, and how both systems relate to governments (p. 1280). • The complex structures and processes that determines the critical decisions and sets long-range policies (Baldridge, 1971).

  22. Alternative Definitions • Corporate governance (refers to the way business corporation are directed and controlled). • International interdependence (limits the autonomy of nation states). • New public management (refers to steering and use of corporate management and marketization). • Socio-cybernetic system (limits governing by central actors and there is no longer a single sovereign authority. Governance is the result of interactive processes). • Self-organizing network (refers to coordination of self-organizing networks – public, private and voluntary sectors). • Good governance (refers to accountability between the state and its citizens). • Source: Rhodes (2000)

  23. The Oxbridge governance model

  24. The Scottish governance model

  25. The civic university governance model

  26. The US university governance model • Formal structure of a governing body. • Faculty members are influential. • University governance comprised of many interest groups. • Governing boards share governance with academic members. • University governance reflected the mind-set and aspiration of the founders or the local elites who had pressed for the establishment or foundation of the universities.

  27. The Higher Education Corporation university governance model • Legislation in 1988 Education Reform Act in UK. • Polytechnics and other HEIs transferred from local authority control to be independent corporations. • Different from the Oxbridge, the Scottish model and the civic university model.

  28. Politics, Authority and Power in University Governance • University governance illuminates some features related to the contest of power in universities (Bargh, et al, 1996; Minor, 2004; Moodie & Eustace, 1974). • A triangle of power tension exists in universities between competing authorities, that is, between the management (executive), the accountable body (council/board of governors) and the professionals (senate/academic board).

  29. Politics, Authority and Power in University Governance • University governance reflects the outcome of power plays through power structures and agreement seeking activities or better known as political activities between these different and competing parties.

  30. Higher Education System in Malaysia

  31. Higher Education System in Malaysia • The Malaysian university is made up of two components, the public and the private universities. • Various legislations particularly Education Act 1996, Act 550 provides the legal framework for the governance of all universities. • By 2007, Malaysia has 20 public universities. • The objectives of the establishment of the public universities in Malaysia were to fulfill government’s aspiration to develop the economy and to wield together a heterogeneous population comprising of Malays, Chinese, Indians, and other minorities into a more homogeneous population (Jasbir Singh, 1991).

  32. System of Administration • Ministry of Higher Education • Section 3 AUKU 1971 – the Ministry of Education is responsible for the general direction of higher education and administration. • Effective Mac 2004 – MOHE is responsible • Functions: to control financial resources of public IHE expenditure; to supervise the academic programs.

  33. Current Legislations • Education Act 1996 (Act 550) • Universities and University Colleges Act 1971 (Act 30) • Universities and University Colleges (Amendments) Act 1996 (Act 946) • National Council on Higher Education Act 1996 (Act 546) • Private Higher Educational Institutions Act 1996 (Act 555) • National Accreditation Board Act 1996 (Act 556) • National Higher Education Fund Corporation Act 1997 (Act 566) • Statutory Bodies (Discipline and Surcharge) Act 200, Act 605 • Companies Act 1965 • Institut Teknologi MARA Act 1976 (Act 173) • Institut Teknologi MARA (Amendment) Act 1996 (Act 964) • Education Institution Act (Discipline) 1976

  34. Current System • Internal Governance and External Governance • Internal Governance: • Board of Directors – the highest authority of the university • Section 16 of University Constitution – the Board is the working body of the university, and has the authority to carry out all the powers given it by the university.

  35. Current System • Senate – the second highest authority of the university and is chaired by the VC. • Is the academic board and has the right to control and give general directives on education, research and evaluation and the conferring of degrees, certificates and other academic credits. • Composition of Senate: • VC shall be the Chairman • All DVCs • All Deans of Faculty and Heads of Schools, Departments, University Academic Centers and institutes • Not more than 20 Professors who are appointed by the VC

  36. Current System • Vice Chancellor – the Chief Executive and the Head of Academia. • Appointed by the Minister of Higher Education after consultation with the University Board of Directors. • Responsibilities of the VC – to ensure that the provisions in the Constitution, Statutes, Procedures, and Regulations are adhered to, and has all the powers to ensure that each of the University’s authorised bodies and committees acts according to the powers or duties which have been stated. • The duration of the appointment is determined by the Minister.

  37. Terms • University Constitution should establish the university as a complete corporate entity with comparative freedom from government, specifies its powers and major functions and purpose, provide the principal officers and governing body, gives legislation protection, and provide administrative framework (Hannah & Caughey, 1967, p.3).

  38. Terms • University Statutes should be used to implement the application of the act by providing more of the detail necessary to give stability, establish understandable lines of communication and authority, protect academic freedom, define the roles of staff and students, and deal with internal matters (Hannah & Caughey, 1967, p.3)

  39. UNIVERSITY STRUCTURE

  40. The Universities and University Colleges (Amendment) Act, 1996 & Act 2009 (amendment) • This Act seeks to corporatise the management and administration of public universities. With corporatisation, these universities are given more administrative and financial autonomy to chart programmes necessary for academic excellence.

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