世界银行-塑造第一步：马来西亚学前教育综述（英）-2023-155页

报告摘要

Summary of Shaping First Steps: A Comprehensive Review of Preschool Education in Malaysia

Core Content

This report, published by the World Bank Group's Education Global Practice in May 2023, provides a comprehensive review of preschool education in Malaysia. It highlights the importance of early childhood education (ECCE) in fostering healthy development, enhancing learning capacity, and improving productivity in adulthood. The review is structured around access, quality, and enablers, and includes a range of recommendations aimed at improving the preschool system in the country.

Main Views and Key Information

1. Overview of Preschools in Malaysia

Malaysia has a long history of preschool education, which is currently managed by multiple sectors including the Ministry of Education (MOE), the Department of Community Development (KEMAS), and the private sector.
The preschool system is split into two parts: free and compulsory pre-primary education (for children aged 5–6) and non-compulsory preschool for children aged 3–4.
The National Preschool Standard-based Curriculum (NPSC) is the primary framework guiding preschool education in Malaysia, emphasizing child-centered learning and developmentally appropriate practices.

2. Access to Preschool Education

Priority Area 1: Increasing Enrollment Toward Compulsory Preschool Education
- Key issues include low awareness of the importance of preschool education, limited availability in rural areas, and disparities in access between public and private sectors.
- Recommendations include making preschool education free and compulsory by 2030, increasing public preschool seats, and identifying high-need areas to close enrollment gaps.
Priority Area 2: Fee Assistance and Financial Incentives
- Many families, especially from low-income backgrounds, face financial barriers to preschool access.
- Recommendations include increasing financial support to parents and operators, and providing means-tested assistance to low-income students.

3. Quality of Preschool Education

Priority Area 3: Quality Assurance
- The National Preschool Quality Standard (NPQS) is used to assess preschool quality, but it lacks outcome-based measures.
- Recommendations include reviewing the NPQS to include outcome measurement and strengthening its validity.
Priority Area 4: Teacher Qualifications
- There is a need to enforce minimum qualifications for preschool teachers and support them in achieving these.
- The current pathways for qualification are fragmented and inconsistent.
- Recommendations include setting clear minimum qualifications, supporting teacher training, and improving English proficiency for public preschool teachers.
Priority Area 5: Continuous Professional Development (CPD)
- CPD is essential for improving the quality of preschool education.
- Recommendations include making CPD accessible and affordable, and empowering teachers to manage their own development.
Priority Area 6: Curriculum Implementation
- The curriculum should be child-centered and developmentally appropriate.
- Recommendations include strengthening the implementation of the NPSC and ensuring alignment with international standards.
Priority Area 7: Nutrition and Health
- Preschools play a critical role in child nutrition and health.
- Recommendations include supplementing children's nutritional needs and enhancing food assistance programs in public preschools.

4. Enablers of Preschool Education

Good Governance
- A taskforce is recommended to address issues faced by preschool providers and implement recommendations.
- Reviving inter-ministerial discussions is essential to harmonize and integrate the ECCE sector.
Financing
- Preschool spending needs to be more aligned with current needs and future targets.
- Recommendations include prioritizing equitable and efficient spending, increasing funding for disadvantaged groups, and improving budget execution.

5. Impact of the COVID-19 Pandemic

School closures during the pandemic led to significant learning loss, particularly among low-income students.
Recommendations include focusing on remediation and intervention for learning loss, increasing parental involvement, and improving the infrastructure for remote learning.

Key Recommendations

Recommendation	Timeframe	Summary
1. Ensure universal preprimary education by 2030	Medium- to long-term	Make preschool free and compulsory, increase public preschool seats.
2. Identify high-need areas	Low-hanging fruit	Close enrollment gaps by targeting underserved regions.
3. Reach out to unenrolled children	Short-term	Immediate efforts to enroll children not currently attending preschool.
4. Increase financial support to parents and operators	Low-hanging fruit	Provide fee assistance and other incentives.
5. Review NPQS assessment method	Medium- to long-term	Include outcome measurement and improve assessment validity.
6. Make DECE programs more accessible	Short-term	Enhance access to early childhood education programs.
7. Communicate clear policy directions on teacher qualifications	Short-term	Clarify minimum qualification requirements for preschool teachers.
8. Make CPD easily accessible and affordable	Short-term	Ensure all preschool personnel can access professional development.
9. Provide targeted support for critical learning needs	Short-term	Address specific learning gaps in preschool settings.
10. Mandate CPD for all preschool teachers	Low-hanging fruit	Empower teachers to take ownership of their professional growth.
11. Raise the status of the preschool profession	Medium- to long-term	Improve recognition and support for preschool educators.
12. Invest in teacher development and curriculum delivery	Short-term	Enhance understanding and implementation of the NPSC.
13. Supplement children's nutritional needs	Low-hanging fruit	Strengthen food assistance programs in public preschools.

Conclusion

The report underscores the need for a coordinated, inclusive, and high-quality preschool education system in Malaysia. It highlights the importance of policy reforms, increased funding, and the development of professional standards for preschool teachers. By implementing the recommendations, Malaysia can ensure that all children have access to quality early education, which is crucial for their long-term development and the country's overall growth.

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