What Are NKRAs?

GTP 2.0 Assuring Quality Education.

The successes of GTP 1.0 showed that a focused effort on improving student outcomes can be successful and this has encouraged the EDU NKRA to broaden its scope in the second horizon of the GTP.

GTP 2.0 will see the EDU NKRA expand the successful initiatives from GTP 1.0 to focus on broader targets while maintaining the good results from the past three years.

GTP 2.0 will see the EDU NKRA focus on the three pillars of improving access, strengthening quality and enhancing equity, which are, at the same time, the three supporting principles behind the National Education Blueprint.


  • Enhancing Pre-School and Early Childcare

    Enhancing Pre-School and Early Childcare

    • The GTP 2.0 will see the initiative to improve pre-schools enhanced. While the GTP 1.0 focused on enrolment, the GTP 2.0 will also look to improving the quality of pre-schools by introducing minimum standards. The EDU NKRA will also extend the initiative to cover early childcare as well.

    • Specifically, the initiative will see:

      • The number of classes by private and public providers increased
      • Review and revise eligibility requirements for fee assistance and grants
      • Harmonise pre-school teacher qualifications
      • Expand fee assistance and grants for childcare
      • Put in place National Early Childcare Education (ECCE) standards, as well as professional standards for teachers
    • These initiatives will be executed immediately with the aim of achieving 92% and 10% enrolment in pre-school and childcare respectively by 2015.

  • Introducing LINUS 2.0

    Introducing LINUS 2.0

    • The success of the LINUS programme in the GTP 1.0 showed the enormous impact early literacy and numeracy education can have on ensuring that all school children have a basic command of Bahasa Malaysia and Mathematics.

    • To further build on the success of the LINUS programme, the GTP 2.0 will see the programme further expanded to ensure school children also achieve basic English literacy standards.

    • The screening process of LINUS will also be enhanced to put in a place a more comprehensive assessment of all Primary One to Three students. In the GTP 1.0, only students falling behind were placed in the LINUS programme and monitored. LINUS 2.0 will be enhanced by screening all students twice a year throughout the three years.

    • The incorporation of English literacy screening in LINUS 2.0 will be implemented over two phases. In the first phase, a baseline screening test will be conducted to assess the existing levels of English literacy of school children in Year 1 to 3. The second phase will then determine the targets and KPIs for the English component of LINUS 2.0 upon completion of that baseline test.

  • Enhancing the High Performing Schools Programme

    Enhancing the High Performing Schools Programme

    • This initiative from the GTP 1.0 will carry over to the GTP 2.0, but the focus will be extended to maintaining the standards of all HPS. Simply put, this means ensuring that HPS do not decline in performance, and that the HPS fully utilise their additional autonomies to continue to innovate and raise standards.

    • In the GTP 2.0, the target will continue to focus on creating a minimum of 100 HPS, and on ensuring they maintain their high quality standards.

  • Implementing the District Transformation Programme

    Implementing the District Transformation Programme

    • The successes of the School Improvement Programme (SIP) from the GTP 1.0 revealed the importance of targeting weaker schools and helped improve them through a coordinated effort. This initiative will be continued in the GTP 2.0, and further expanded under the rubric of the District Transformation Programme.

    • This programme will see District Education Offices (Pusat Pelajaran Daerah or PPDs) fundamentally transformed by granting them greater powers and authority to support schools within their jurisdiction.

    • In order to do so, the EDU NKRA will help create a basic foundation that will strengthen the PPDs by providing training and resources, as well as a platform for PPDs to share best practices. This will in turn embed a strong performance-based culture within the PPDs that can then be devolved down to schools within their jurisdiction.

  • Enhancing Principal Career Packages

    Enhancing Principal Career Packages

    • The New Deal initiative from the GTP 1.0 that rewarded high-performing school principals and head teachers proved to be an effective mechanism to further motivate and incentivise school leaders, and will be continued in the GTP 2.0.

    • The EDU NKRA will further support the development of principals by introducing two new initiatives, which aim to improve the identification and appointment of principals, and to give greater incentives for high-performing principals.

    • These initiatives are:

      • Improving principal succession planning and fast-tracking: The goal of this initiative is to increase the efficiency of the succession planning process by putting in place a clearer process to identify principal-candidates based on performance. Moreover, the large number of principals set to retire in the near future (4,000 over the next five years) also presents an opportunity to appoint principals that are better qualified by raising the recruitment bar.

      • Implementing the new principal career package: The New Principal Career Package will establish a minimum criteria and competency framework to ensure the quality of principals while defining career paths for candidates interested in the job. The establishment of an objective metric will help the Ministry assess and identify qualified candidates, and also help principals determine their own levels of performance. Presently, career progression is based more on tenure than performance, but the GTP 2.0 aims to reverse this situation to prioritise performance and competencies.
  • Introducing the New Teacher Career Package

    Introducing the New Teacher Career Package

    • Teaching quality is the most important school-based determinant of student-outcomes, with significant data showing that a student’s performance is hindered or enhanced by a low- or high-performing teacher respectively. A core thrust of the EDU NKRA is to better equip and reward teachers for enhancing student outcomes, and a new career package has been introduced in the GTP 2.0 towards this goal.

    • This initiative aims to boost career opportunities for all 410,000 teachers all over the country, and will introduce a single evaluation instrument focused on teaching and learning competencies. At the same time, this initiative also looks to:

      • Cut down the amount of time – from 25 years – that high-performing teachers need to progress from being a beginner teacher to an expert teacher
      • Implement a new comprehensive continuous professional development programme
      • Provide extensive development and transition support for consistently non-performing teachers who will be redeployed from classroom teaching to other roles
  • Enhancing the Quality of English Language Teachers

    Enhancing the Quality of English Language Teachers

    • The goal of this programme is to ensure that there are sufficient English Teachers in the country in order to increase student proficiency in the language. The long-term aim of this programme is to deliver one proficient English teacher in every classroom through a process of identifying and remedying non-proficient teachers.

    • A pilot programme was launched in 2012 to rapidly enhance the English proficiency levels of English teachers, beginning with a proficiency test in May 2012 for 7,000 English teachers across four states. This programme will be rolled-out to all English teachers across all states in Malaysia.

    • Meanwhile, all 52,000 English teachers in the country has been screened as at July 2012. A remedial programme has also been put in place, which will run a pilot programme to retrain 5,000 non-proficient teachers. The pilot is expected to be completed in December 2013. The aim is to retrain all non-proficient teachers by the end of the GTP 2.0.

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