Redesigning the infrastructure of education in Malaysia goes hand in hand with the implementation of Sustainable Development Goals. The Sustainable Development Goals make up a section of UNESCO’s 2030 Education Plan.
Education Deputy Director General Datuk Seri Khairil Awang says that the Malaysian Education Blueprint (MEB) “was implemented three years ahead of Education 2030, (and) we found that MEB is very much in line with the targets of Education 2030.” Malaysian Education is being redesigned to be part of a global initiative for education.
UNESCO’s 2030 Education Plan was formulated at the World Education Forum 2015 held in Incheon, Republic of Korea. Students from both the public and private sectors, along with teachers, were present at the forum.
One hundred and sixty countries, 1,600 participants and over 120 ministries were also in attendance in order to create and adopt a new perspective of education that will be the new approach to teaching for the next 15 years. Within this new system are elements to ensure twelve years of free and public education, at least 9 of which will be compulsory.
In response to the most faulty educational systems being located in conflict-ridden countries, UNESCO’s plan stated, “We recommend a sufficient crisis response, from emergency response through to recovery and rebuilding; better coordinated national, regional and global responses; and capacity development for comprehensive risk reduction and mitigation to ensure that education is maintained during situations of conflict, emergency, post-conflict and early recovery.”
The plan, even though ambitious, proves to propel this agenda through legislation utilizing policy framework in order to assure transparency within the governments choosing to adopt this system.
The architects of education in Malaysia have opted to adopt the Sustainable Development Goal of the 2030 Agenda and implement the missions too, “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The main challenge for the Malaysian educational system is providing accessible education for children with unique situations.
Children that require special educational needs, or the indigenous and minority children, were often marginalized and were not given the proper support in order for them to thrive within the previous schooling offered in Malaysia.
In order to properly install the 2030 program on a national scale within the Malaysian education frame according to Khairil Awang, it will “require building a strong capacity of management and coordination in utilizing data and evidence.” The future of Malaysia’s educational system looks promising if executed correctly.
Malaysia is only one of the few countries that vowed to adopt this system in order to better their children. Malaysia is setting itself up to succeed by investing in education and the future of the country.
Through such a bold statement, it gives the country confidence that it isn’t a false promise. The 2030 plan will revolutionize public education for the entire world and education in Malaysia will be a protagonist in the narrative of countries investing in the youth because it provides long-term solutions instead of short-sighted ones.
– Mariana Camacho