Week 11: Educational Evaluation

The word evaluation can be closely relate with ‘quality’ and ‘achievement’. Tyler in Eun Bee Lee (1999) give a definition of educational evaluation as a process of judging an educational goal related with behavioural objectives through education and class activities. While Eun Bee (1999) stated that education evaluation is analysis and judgment of the value of an educational input, process and outcome. However, there are many other definitions of evaluation for education system. It not necessary relate with the activities in the class only but it can be evaluation of programs, policy, resources and even the effectiveness of the institution or the teachers and staff. Educational evaluation is needed for improvement, for getting feedback and make a reflection for the goal setting and it also used to provide a measure of performance for marketing purposes. Based on the evaluation, student progress and performance can be clearly define. For educators, evaluation is very important to continuously review and enhance the learning they are facilitate. Here, I just concentrate on two part of evaluation which emphasize more on the standard quality of the higher institution and the performance evaluation of the student in school.

Evaluation within institutions not only considered by the performing in teaching and research but also related with human resource and life in the institute itself. Murray Saunders (2011). According to MQA (Malaysian Qualifications Agency) there are 9 areas of quality assurance that have been outline for all higher education Institute in Malaysia which are:

a)      Vision, mission & institutional goals, learning outcomes.

b)      Program design & delivery

c)       Student selection & support

d)      Student assessment system

e)      Academic staff

f)       Educational resources

g)      Program monitoring & review

h)      Leadership, governance & administration

i)        Total continuous quality improvement

Ministry of Higher Education (MoHE) finds that there is a need to recognise the potential Centres of Excellence (CoEs) in Higher Education Institutions (HEIs) in order to further leap them towards internationalisation. Here where evaluation play a big role to identify ‘best of the best CoE’ in HEIs at national level. The assessment also will be implemented based on specific criteria. For a start, there are special evaluation and requirement for HEI to be awarded as Research University and APEX (Accelerated Program for Excellence).

While in a school system (primary and secondary level), there are a big issue regarding evaluation of the education when Ministry of Education (MOE) started a new assessment for student since last 2 years. Move from central-based to school-based or aspects of school-based student evaluation or assessment (SBE). This is empowerment where school become more responsible for student evaluation and no more dependent on other person from outside/agency. Many country have already implement this evaluation system successfully. But the most important thing, the Ministry has to be absolutely clear about implementation. If it been conducted incorrectly, SBE can be abused, manipulated and their results may be worse. If the fear not properly conducted, the SBE will take the form of a mini central-based evaluation where the goal of being diagnostic in nature is lost.

As an educator, in my point of view, this new assessment is a good step for a new generation to be evaluated based on their capability. However the chaos that had been went through before this caused by the technical problem (the on-line system) and there are lack of information provided to the educators and community especially parents. Another one main problem is there is no long term planning and it is difficult to gather information regarding the implementation of SSE in Malaysia. This happen maybe because apart from the MOE official documents and just a few academic theses, research on that matter is limited. Other reason is the reports of SSE are not allowed to be made public without the Minister of Education’s approval. There are still a lot more to be done in order to improve the school evaluation process in Malaysia.

 Reference:

Lee,Eun Bee(1999). Evaluation of patient education. Peritoneal Dialysis International, 1999 International Society for Peritoneal Dialysis. Retrieve on 27 May 2014 http://www.pdiconnect.com/content/19/Suppl_2/S510.full.pdf

Katherine E. Ryan J.Bradley Cousins (2009).The SAGE International Handbook of Educational Evaluation. SAGE Publications, Inc. Retrieve on 27 May 2014

http://books.google.com.au/books?id=35t6184S1UcC&pg=PT60&lpg=PT60&dq=aspect+of+educational+evaluation+in+malaysia&source=bl&ots=cDN75oGaSo&sig=mhfnHT6p0aohIM8gETVpeQkW3mQ&hl=en&sa=X&ei=7K6DU6mwFYLKkwXQ3oHABg&ved=0CHwQ6AEwCA#v=onepage&q=aspect%20of%20educational%20evaluation%20in%20malaysia&f=false

Malaysian Qualification Agency www.mqa.gov.my

Ministry of Higher Education. Retrieve on 27 May 2014.

http://www.mohe.gov.my/educationmsia/index.php?article=mohe

Minister Of Education, Malaysia – Malaysia Education Blueprint 2013-2025

Hamzah, Mohd Izham Mohd  (2013). A Glimpse Into School Self-Evaluation in Malaysia: Are We Doing

The Right Things? Or Are We Doing the Things Right? Canadian Center of Science and Education.

Week 10: Academic development and building academic careers

In The National Higher Education Strategic Planning (PSPTN) by Ministry of Higher Education of Malaysia, one of the critical agenda project that have been outlined is to strengthen the academic staff, as well as the academic institution. This can be done if the internalisation of academia’s core values by each academic staff member placed at the first priority in any effort.

There are also numbers of research findings that indicate the importance of professional development in academic teaching and learning. Therefore, Ministry of Higher Education of Malaysia urged all universities to conduct the Basic Teaching Methodology Course (BTMC) for new academic staff. Othman (2011) in his research found that participants of the BTMC had positive perceptions about the course. They were happy for the opportunities offered by their respective universities to improve their knowledge and skills. They believed that the BTMC is useful in developing their academic potential.

Guskey (2000) in Othman (2011) define Professional development refers to “those processes and activities designed to enhance the professional knowledge, skills, and attitudes of educators so that they might, in turn, improve the learning of students”. Welsh and Woodward (1989), describe Continuous Professional Development (CPD) as the “activity which helps to maintain and improve professional competence.”  

Aware of the importance of professional development and to support the agenda in PSPTN, the Centre for Teaching and Learning or Centre for Professional Development have been set up in all universities to creating and developing learning opportunities for all academic staff. Besides running the BTMC, these centres also provide course, seminars and forums to other academic staff besides new comers.  There are some institution requires new staff to have at least a certificate of education before their confirmation. So, if they did not have it yet, they have to attend a course during their semester break.

For examples at University of Malaya (UM), The Academic Development Centre (ADeC) is a one-stop centre for improving and developing learning and teaching among the staff during their academic career. Since establishment in 2007, they have been busy with courses, seminars and forums. It also involved in developing skills related to research, supervision, e-learning and mentoring. ADeC is also involved in the classroom research helping lecturers to research on their teaching to inform their practice and researching on learning new technologies to engage and empower learners.

                                                             http://adec.um.edu.my/

Universiti Sains Malaysia (USM) had established The Centre for Development of Academic Excellence (CDAE), on the 1^st of January 2012 before being merged with the Student Advisory & Development Unit on the 1^st of January 2013, and known as The Centre for Academic Excellence and Student Advisory & Development. This centre aims to improve the teaching and learning (T&L) quality among educators and students while planning and executing activities in accordance to the National Higher Education Strategic Plan and National e-Learning Policy initiated by the Ministry of Higher Education (MOHE). CDAE become an important component in the advancement of T&L activities at USM. 

                                        http://cdae.usm.my/index.php/about-us/objectives

Another one example is CADe (Centre for Academic Development) at University Putra Malaysia which was formed on 1 November 2003, from the restructuring of Knowledge Management (PPI) that had been established in 2002. CADe formed to uphold academic quality and excellence of their academic staff. Training had been conducted every month and academic staff are given the opportunity to select their own required training from teaching and learning to other skills such as communication, research and leadership.

                                                  http://www.cade.upm.edu.my/program

Here are some of The National Higher Education Action Plan 2011-2015 (Phase 2) related to academic development and building academic careers:

Another one Critical agenda project (CPA) in The National Higher Education Strategic Planning (PSPTN) is the implementation of MyBrain15 programme. This programme have been set up to increasing the number of academics with PhDs in public universities, with a target of 75 per cent in research universities and 60 per cent in other public universities. This target is in line with MOHE aims, where by 2020 there will be 20 Research Excellent Centres in Malaysia. Malaysia also target to have 100 researchers, scientist and engineers (RSE) per 100,000 workforce by the year 2020.

However, there are some issue regarding the performance assessment and career building among the academic staff in HEI. One of the issue is there are different scheme been practiced between the institution itself. Especially between university and polytechnics where the are different condition and requirement needed to be promoted or achieve the higher level of payment scheme. This situation make some of the staff leaving the organisation to get a better offer.

Reference:

- Ahli Akademik UKM, Dasar Perkembangan Profesional (Professional Development) 

- Othman, Azam (2011), Professional Development among Academic Staff at Selected Malaysian Public Universities: Preliminary Findings of the Impact of the Basic Teaching Methodology Course (BTMC)- International Journal of Business and Social Science. Vol. 2 No. 11 [Special Issue - June 2011]

http://ijbssnet.com/journals/Vol._2_No._11_[Special_Issue-June_2011]/18.pdf

- Kementerian Pengajian Tinggi Malaysia, The National Higher Education Strategic Plan Beyond 2020; The National Higher Education Action Plan Phase 2 (2011-2015) http://www.mohe.gov.my/transformasi/fasa2/psptn2-eng.pdf

http://pendaftar.usim.edu.my/perkembangan-kerjaya

http://pendaftar.usim.edu.my/bahagian-modal-insan2/unit-pembangunan

http://www.studymalaysia.com/education/art_education.php?id=nationaledu2

Week 9 : Blended Learning

Education is the most powerful weapon which you can use to change the world.”-Nelson Mandela

Our education system is undergoing rapid and aggressive changes and improvements. Are we ready for the changes required to survive with the global learning innovations invading the world of education today?

The term ‘blended learning’ that been used in the second wave of e-learning refers to a combination of various delivery modes. The first generation of e-learning or Web-based learning programs focused on presenting physical classroom-based instructional content over the Internet. The concept of blended learning is embedded in the idea that learning is a continuous process. (Singh, 2003).

Why is blended learning and open learning strategies becoming more significant in traditional on-campus higher education institutions? 

The changing demographic of students

Now the demographic factor for the students has changed. Today, the students’ population in HEIs include single and married, fulltime and part time, employed and unemployed, residential and non-residential students. These differences have influenced HEIs to offer flexibility in course offering. BL provides convenient and flexibility in teaching and learning activities when students are not limited to participate at a fixed time and location. Virtual classroom event is inclusive of remote audiences and, when followed up with recorded knowledge objects (ability to playback a recorded live event) can extend the reach to those who could not attend at a specific time. Singh (2003).  

Meet students’ lifestyles and fulfill different learning style

The emerging of Internet and World Wide Web (WWW) offer non-residential education services which may be more compatible with students’ lifestyles and needs. Blended learning connects people, activities and events through technology. Each student have their own preferred learning style. People learn differently and one approach could not fit all. BL could accommodate different learning style with various approaches. Students able to extend their learning hours after their face-to-face session through a variety of learning resources.

Reduce cost and save time

Internet is a tool to deliver online learning supports a greater range of learning styles and individual differences in learning at a minimum cost. (Azizan, 2010). A totally online, self-paced, media-rich, Web-based training content may be too expensive to produce (requiring multiple resources and skills), but combining virtual collaborative and coaching sessions with simpler self-paced materials, such as generic off-the-shelf WBT, documents, case studies, recorded e-learning events, text assignments, and PowerPoint presentations (requiring quicker turn-around time and lower skill to produce) may be just as effective or even more effective. (Singh, 2003). Through BL students from all over the country able to make group discussion and projects using the online. This able to save their travelling cost and reduce their study cost.

  

Outline your experiences of teaching, assessing and/or providing feedback in a blended or open mode.

In Malaysia, we try to adapt this new approach of learning not only in the higher education but in school system as well. As far what I can see through this new approach, students demonstrate positive perceptions towards learning. They being more attracted, motivated and increase their engagement in the learning process. Sometimes we will get surprise with what our student had found through the internet. They generate more new ideas and enhance communication among teacher and students and among themselves as well. There are some students that are passive in the class but active communicate with teacher via virtual learning.

Taking EDST 5124 this semester really open my eyes on how interesting and useful blended learning in learning process. It gives me more space and time to share my idea and generate new ideas through discussion in the physical class and virtual class. The face-to-face class, really help me in the discussion and social communication while the other part of using the technology help me much in finding information and sharing our finding with others to get a feedback and gain knowledge from others. I am looking forward to implement this approach to our education system especially in my class.

Where does your institution’s courses currently fit and can you predict future trends?

The revised strategy from National Higher Education Strategic Plan (PSPTN) 2007-2020 included the adoption of blended learning. Currently, public higher learning institutions in Malaysia are moving from solely e-learning into blended learning (Bunyarit, 2006) cited in  Haron (2011).

We still practice traditional university courses but most universities in Malaysia have been using online learning as the added learning tool. We had plenty of online distance education being offered by many higher educations in Malaysia. Some of the universities had already offered blended learning courses such as Open University Malaysia (www.oum.edu.my), Multimedia University (www.mmu.edu.my) and Tun Abdul Razak University (www.unitar.edu.my). The BL was implemented at UTP for the January 2008 semester by blending several learning deliveries.(www.utp.edu.my). Saemah Rahman (2011) in her study found that, Malaysia universities are ready to offered blended learning courses in terms of infrastructure, support from stake holders and government policy.  

Our institution will be predicted have a new trends when education system moving towards MOOCs. The secretary general II of Education Ministry, Datuk Seri Dr Zaini Ujang, said the review on National Higher Education Strategic Plan (PSPTN) 2007-2020 would focus on Massive Open On-Line Courses (MOOCs) as it would help the government save more on its expenditure. He believe that this strategy will indirectly reduce the construction of new institutions of higher learning because students can access their online learning system from anywhere, hence reducing the migration of young people to the city.

Taylor’s University being the first private university offered
a course as
a
MOOC
 started
on
27
March
2013.

(http://linc.mit.edu/linc2013/proceedings/Session3/Session3Al-Atabi.pdf).

While University Putra Malaysia being the first public university introduce MOOC in their system that have been launch on 7^th April 2014. Some other university have begun their step towards MOOC. Ministry of Education, would consider allocating RM500 million under the 11^th Malaysia Plan for all the public universities to implement the MOOC. (http://www.upm.edu.my/berita/details/putramoocbi?LANG=en).

 Is this a useful tool in selecting technology?

I would say that ‘SECTIONS’, from Bates & Poole (2003) give a clear guideline for course designers decided the appropriate technology that should be used to achieve a certain outcomes. However, as a teacher, I think that it would be a good idea to have a section focused on parents and their concerns. Another one thing that also needs to be considered is the values and attitudes underlying the model. Of course the biggest consideration would be at how specific technologies can support the pedagogical aims that we have identified.

In what way could this table be a useful tool?

The experience and knowledge that educators acquire enhances their confidence to implement ICT as the medium of their teaching. Some tools needed to identify the level of engagement with blended learning to help us to focus and give appropriate training or guide to the right person at the right time. 

Reference:

1.       Azizan, Farahiza Zaihan (2010), Blended Learning in Higher Education in Institution in Malaysia, Proceedings of Regional Conference on Knowledge Integration in ICT 2010

2.       Eng, Ling Siew, Rahman, Saemah, Ariffin, Siti Rohayah, Leong, Lai Kim, Hamzah, Mohd Izham Mohd (2011) Perspective on Blended Learning in Malaysia Institute of Higher Education: Needs,Readiness and Future Challenge, World Applied Science Journal 14 (Special Issue of Innovation and Pedagogy for Diverse Learners): 51-57,2011.

3.       Haron, Haryani, Abbas, Wan Faezah, Abd Rahman, Nor Aini (2011) ,The Adoption of Blended Learning among Malaysian Academicians, The 3rd International Conference on e-Learning ICEL 2011, 23-24 November 2011, Bandung, Indonesia.

4.       http://www.educatorstechnology.com/2013/02/the-basics-of-blended-learning.html

5.       Singh, Harvey (2003) Building Effective Blended Learning Programs , November - December 2003 Issue of Educational Technology, Volume 43, Number 6, Pages 51-54.

6.       Yusof,Anuar Mohd, Daniel, Esther Gnanamalar Sarojini , Low, Wah Yun, and Aziz,Kamarulzaman Ab. (2011) ‘Teachers’ Perceptions on the Blended Learning Environment for Special Needs Learners in Malaysia: A Case study’,2011 2nd International Conference on Education and Management Technology IPEDR   vol.13 (2011) © (2011)IACSIT Press, Singapore.

Week 8 : Assurance/improvement of quality processes/outcomes

Trends in assurance and improvement of quality processes and outcomes in higher education in Malaysia

The important of Quality Assurance

The enormous growth of public and private higher education institutions in Malaysia has resulted to a greater access to higher education and increases in the number of students. This might result in pressure on capacity and a decline in quality. The demand for greater stakeholder engagement, and calls for greater transparency, accountability and responsibility in the way in which higher education institutions are managed and are expected to deliver has lead quality assurance in higher education as a main agenda of many university in Malaysia. Issues of quality assurance and quality enhancement have acquired a major focus of attention. Quality assurance is an important element to helps inform student choice, especially in the light of a growing diversity of course offerings. It also can contribute to improved teaching and administrative processes and help disseminate good practice, leading to overall system improvement.

Quality assurance is particularly important in an age of globalisation and growth of knowledge based economies. The increase in focus on quality assurance is also closely related to the increase in funds invested in higher education in Malaysia. Investment in higher education has been perceived as contributing significantly towards further economic growth and development.Quality assurance involves the structure, system and approaches related to teaching, research and administration as to enable the stated aims and objectives of the institution to be fulfilled (Stephenson, 1996).

 The Malaysian Qualifications Framework (MQF)

This framework is a basis for quality assurance of higher education and as the reference point for national qualifications that being accepted and used for all qualifications awarded by a recognized HEP. The instrument classifies qualifications based on a set of criteria that are approved nationally and benchmarked against international best practices. The Framework clarifies the academic levels, learning outcomes and credit systems based on student academic load. 

LAN, QAD and MQA

Private Educational Institutions Act 1996 (Act 555) have been enacted to improve access and equity of higher education has made private higher education institutions in Malaysia is growing dynamically. In May 1997, the National Accreditation Board (or called Lembaga Akreditasi Negara, LAN in Malay) was established. Its key function is to quality assure all programmes and qualifications offered by private higher education providers. It develops standards and criteria for the conferment of awards and accredits courses that fulfill the set standards and criteria.

In order to improvement the quality among public institutions of higher learning, the Ministry of Higher Education in Malaysia has established a division known as the Quality Assurance Division (QAD) for Public Universities in Malaysia. Its objective is to develop a quality assurance system that conforms to international quality standards. The main purpose of the Ministry of Higher Education Quality Assurance Division is to promote public confidence and ensure that the quality of the provision and standards of awards in higher education are enhanced.

In December 2005, the Malaysian Cabinet decided to merge the National Accreditation Board (Lembaga Akreditasi Negara, LAN) and the Quality Assurance Division (QAD) of the Ministry of Higher Education (MOHE). This merger create the single quality assurance agency in the country, whose scope now covers both the public and private Higher Education Providers (HEP). On 1 November 2007, the new entity, the Malaysian Qualifications Agency (MQA) was established with the coming in force of the Malaysian Qualifications Agency Act 2007. From time to time, the MQA will develop new programme standards and guides to good practices to cover the whole range of disciplines and good practices. It will also review them periodically to ensure relevance and currency. The MQA has also been given the task to engage in an academic performance audit of all institutions of higher education in Malaysia and have responsibilities to undertake rating of universities by using the rating instrument developed by and implemented by appointed consultants. 

http://www.asean-qa.de/media/asean-qa.de/BKK_Conference/Day_2/Group_B/The_Quality_Assurance_System_of_Malaysian_Higher_Education_by_Malaysian_Qualifications_Agency.pdf

Asean Quality Assurance Network (AQAN) http://www.mqa.gov.my/aqan/

The 2008 Roundtable Meeting agreed to adopt the Kuala Lumpur Declaration on the Establishment of ASEAN Quality Assurance Network (AQAN). The objectives of AQAN are to share best practices of quality assurance, develop an Asean quality assurance framework, collaborate on capacity building, and facilitate the recognition of qualifications and cross-border mobility.  Each Asean country presented its quality assurance system and discussions were held on the benefits of collaboration and sharing, and the crucial role of quality assurance in promoting harmonisation in higher education.

SETARA

Rating System for Malaysian Higher Education Institutions (SETARA) is the ranking exercise universities and university colleges in Malaysia based on the quality of teaching and learning at level six (bachelor's degree) Malaysian Qualifications Framework (Malaysian Qualifications Framework MQF). Malaysian Ministry of Education (MOE) established SETARA to develop a continuous quality improvement that completes the quality assurance Malaysian Qualifications Agency (Malaysian Qualifications Agency, MQA). Teaching and learning are fundamental to all universities and SETARA is a medium through the Ministry of Higher Education Malaysia and the Malaysian Qualifications Agency (MQA) measure by an independent committee.

The implementation of quality management system.

In 1995, the Government decided to adopt and implement the International Organization for Standardization Standards (ISO 9000) for the public sector in Malaysia. A set of guidelines for the implementation of Malaysian Standard International Organization for Standardization (MS ISO 9000:94) was issued by the Manpower and Planning Unit (MAMPU) and the Prime Minister’s Department in 1996. In 2002 MAMPU issued guidelines for the implementation of ISO 2000 in all public sectors. (Kiran Kaur & Pauziaah Mohamed, 2005).Consequently, the governance and management of public universities in Malaysia is highly regulated and, to a certain extent, influenced by governmental bureaucracy. Public university try to obtain the ISO certification of MS ISO 9001:2000 to establish a well-defined mission statement in terms of processes, procedures and expected outcomes for each academic faculty and administrative unit at the university. 

The Quality Assurance Management

Most of higher education in Malaysia had established their own unit (The Quality Assurance Management or Quality Management System) to ensuring that there is a continual improvement in the quality management system in the institution. It also responsible for a few critical areas including resource management, product realization, measurement, analysis and improvement that focus on the customers’ requirement and satisfaction.

Issues and Limitation in the implementation of a quality assurance programmes

There are limited resources and qualified personnel available. The academic staff at the university has played a pivotal role in contributing time and resources by being involved as auditors in the internal audit process. A lack of a shared vision and a mismatch between quality management techniques and the educational processes also can lead to a risk of fostering managerialism at the university.

MQA have a responsibility to harmonise private and public higher education providers under one quality assurance system. To ensure the process and procedure of quality assurance will be going smoothly, further study should be taken placed in order to face the challenges that might occur.

Reference:

http://asaihl.curtin.edu.au/local/docs/ASAIHLProceedingsPartI.pdf

http://www.oecd.org/edu/imhe/35322851.pdf

http://unesdoc.unesco.org/images/0012/001278/127860e.pdf

http://www.bharian.com.my/bharian/articles/Transformasipengajiantinggiubahlandskappendidikannegara/Article/cetak

http://www.universityworldnews.com/article.php?story=20080731152658754

Week 7 : Changing Student Demographic

The landscape of higher education in Malaysia is changing rapidly with the growing variety of higher education institutions, the cultural environment and the competitive ecosystem. It bring to the change of demographic and trends of enrolment in higher institution here.

Initiative through the democratization of education policy to give more opportunity for further studies

The announcement of Vision 2020 in early 1991 by the fourth Prime Minister Datuk Seri Dr Mahathir Mohamad put education as an investment that is very important in determining the direction of the country in the future. 

Becoming an international hub.

Malaysia’s National Higher Education Action Plan (2007-2010) has identified the need for an international vigour to foster a conducive learning environment for all tertiary students. Realising this need, various measures have been undertaken to further promote Malaysia as a regional centre in selected cities worldwide and forging pioneering collaboration channels in international public and private institutions of higher learning. Between 2003 and 2008, there was an increase 50.4% of the enrolment of international students studying in these institutions in Malaysia form 30,000 in 2003 to more than 70,000 in 2008. This increase is consistent with the increase in the number of setting up foreign university campus in Malaysia. A number of foreign universities countries that have opened branch campuses in Malaysia are the University Monash University, Swinburne and Curtin University of Australia and the University of Nottingham in the United Kingdom. The new objective is now to reach 200,000 foreign students by 2020.This aims, obviously changing the demographic of the students in the higher education in Malaysia.

Another one reason will be the introduction of educational tourism with great potential as a new market segment in Malaysia’s economic agenda. Political stability and encouraging economic growth is fundamental in realizing Malaysia as a leading educational travel hub in the Asia Pasific region in particular and the world in general.

http://jpt.mohe.gov.my/PENYELIDIK/penyelidikan%20IPPTN/Laporan%20akhir%20KajPeljAntrbgsa_TNR_ipptnformat.pdf

Meritocracy

This policy was introduced in 2002 to replace the quota system for the selection of qualified candidates to the university. It gave an equal opportunities to students of various races based on students' ability to evaluate by 90 percent of academic marks and 10 percent of co-curriculum marks. Therefore, this policy gives a diversity to the ambiance of the university.

Lifelong Learning

The implementation of training programs, retraining, continuing education to the industry, private sector, professional groups and the community through the Centre For Continuing Education & Professional Development (CENFED) changing demographics of students in HE.

http://www.bharian.com.my/bharian/articles/Transformasipengajiantinggiubahlandskappendidikannegara/Article/cetak

Funding Matter

The provision of the Higher Education Fund Corporation (PTPTN) succeeded in increasing enrolment at the university by almost nine times. Higher Education Minister Datuk Seri Mohamed Khaled Nordin said,'' Before PTPTN created, we only carrying 27,000 university students around the 1990s, if not get a scholarship sponsored by the parents who sacrifice everything for their children's education. However, once we create PTPTN, the total enrolment rose to 230,000 students per year once the original educational obligations of parents moved their children and even then they have to pay only after leaving the university,'' he said. This fund had provided opportunities for all levels of society to further their study in tertiary education.

(http://www.utusan.com.my/utusan/Dalam_Negeri/20120424/dn_07/PTPTN-Jumlah-pelajar-masuk-universiti-naik-9-kali-ganda)

The needs of qualification

There is a natural growth of the local student’s population. Malaysia’s economy is doing very well and employers have more and more needs for qualified staff. In Malaysia, the bachelor degree has become the minimum sesame to land a first skilled job. We can expect the students’ population to grow and moreover, we can expect that higher degrees will soon be more in demand. In 2015, the data of enrolment have been expected to be more than 10,000 students at the PhD and more than 30,000 at the Master level.

 http://www.powershow.com/view1/1bc914-ZDc1Z/STRATEGIC_PLANNING_IN_MALAYSIAN_HIGHER_EDUCATION_Teaching_powerpoint_ppt_presentation

Some other factors that affect the  demographic changes are demand on future occupation (some job are not even exist now), the wider offer for Malaysian students and for international students in Malaysia from variety area of study and the changes of socio-economy of the population. The focus of the institution also affect the demographic of the students enroll, between female and male.

It is clear that the combination of access, quality assurance and funding established through legislation and national policy is a transformation that has changed the landscape of higher education at the time.

Reference:

http://francoistherin.wordpress.com/2012/06/14/malaysia-as-an-international-hub-for-higher-education-too-much-or-not-enough/#comments

http://www.mohe.gov.my/web_statistik/statistik_pdf_2008_05/data_makro_1-2.pdf

http://www.mohe.gov.my/web_statistik/statistik_pdf_2008_05/data_makro_1-4.pdf

http://www.mohe.gov.my/web_statistik/Perangkaan_SPT_2012.pdf

http://jpt.mohe.gov.my/RUJUKAN/Pustaka%20Pekeliling%20BGS/Pekeliling%202013/Surat%20Pekeliling/Bil%201-2013%20-%20Moratorium%20Penubuhan%20IPTS%20Baharu.pdf

https://www.youtube.com/watch?v=-CjxML_4SR8