the right to learn throughout life

Transcription

1
THE RIGHT TO LEARN THROUGHOUT LIFE
FOLLOW-UP OF THE ACCOMPLISHMENT OF CONFINTEA’S
COMMITMENTS and EDUCATION FOR ALL (EFA) GOALS
COUNTRY : MALAYSIA
prepared by
Associate Professor Dr. CHAN Lean Heng
School of Social Sciences
Universiti Sains Malaysia
Penang, MALAYSIA
and
Associate Professor Dr. Molly LEE Nyet Ngo
School of Educational Studies
Universiti Sains Malaysia
Penang, MALAYSIA
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1: GENERAL DATA
1. Socio-economic, cultural, political context.
MALAYSIA: NATIONAL CONTEXTS
Strategically positioned in the heart of Southeast Asia, Malaysia prides itself as an
exemplary successful multi-ethnic, multi-religious and fast developing nation, which aspires to
achieve the status of a developed nation by 2020. Malaysia is a plural society where ethnicity
colours all aspects of politics, social and economic life. Social relations are often viewed from
Muslim and non-Muslim perspectives. Islam is the State religion and all Malays are required to
be Muslims. Other ethnic groups are however free to practice other religions like Buddhism
(mainly Chinese), Hinduism (mainly Indians) and Christianity (Chinese, Indians and indigenous).
Malaysia was formed in 1963 through the merging of Malaya (independent in 1957 from
the British) and the former British Singapore, both of which formed West Malaysia, and Sabah
and Sarawak in North Borneo as East Malaysia. Singapore left the federation in 1965. Malaysia
is now comprised of 13 states and 3 federal territories, led by a constitutional monarch, the
Yang di-Pertuan Agong as the Supreme Head of the country. Executive authority is also vested
in the Yang di-Pertuan Agong and exercised by a cabinet of Ministers headed by the Prime
Minister. The country’s development and administrative machinery is managed by Ministries,
which are overseered by a Minister respectively. Each ministry is divided into a number of
departments, spearheaded by a Director-General at the Federal level. It is through the national
agendas of these respective departments that current government sponsored adult education
can be found.
The Malaysian economy had an uninterrupted annual growth of around eight per cent
per annum, until the economic crisis of 19971. Malaysia’s ranking in the UNDP’s Human
Development Index (HDI) is 56 in 2002. The government has also developed its own composite
measure, the Malaysian Quality of Life Index (base year 1990) which shows and increase of 12
% over the past 10 years2. By expanding its manufacturing and service sectors, the country is
fast becoming an industrialized economy. Malaysia has been aggressively pursuing a modern
market economy by encouraging foreign investment in export-orientated industries and
privatisation of its public sector. This strategy was successful until economic crisis hit the region
in mid-1997. However, the increased privatisation and concentration of capital inherent in that
strategy resulted in greater disparities between rich and poor, as well as between rural and
urban areas.
The Malaysian government projects itself as a well-managed parliamentary democracy. It
claims to be ruled “by consultation and consensus” among parties in the governing coalition:
the National Front. The National Front consists of the dominant Malay party, UMNO, the
Chinese party, MCA and the Indian party, MIC and some other smaller ethnic-based parties. It
had enjoyed a climate of political stability, made possible by “a form of authoritarianism in
which an entrenched elite takes whatever necessary steps to ensure its continued control of
government”.3 This authoritarian tendency is manifested in the increased use of:
• the Internal Security Act (1960) and other forms of detention without trial,
• the Societies Act (1966),
• the Sedition Act (1971),
• the Universities and University Colleges Act (1971),
• the Official Secrets Act (1972),
• the Printing Presses and Publication Act (1988).
Most of these laws are aimed at restricting organised dissent. Thus, Malaysia has a
strong State and a weak civil society.4 This is evident in the kinds of adult education provision.
Most of them are conducted towards meeting the national agenda5 and are rarely conducted to
ensure the involvement of civil society, except to implement the development plans of the
1
Notwithstanding this financial crisis the Malaysian economy was still able to maintain an average GDP
of 7% from 1999 to 2000. The labour market remained buoyant with only 3% unemployment in 2000.
2
See country link on Malaysia at http://www.undp.org
3
Crouch 1992
Saravanmuttu 1997
5
Maznah & Associates 2001, p.15
4
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respective departments. The presence of the State is pervasive, especially in the predominantly
Malay rural areas. Government development schemes and extensive penetration by UMNO
leaves little room for independent, non-party organisations to work with the masses. This has
resulted in a situation where rural Malays look to the government to meet their needs rather
than build their own organisations to pursue their goals. To a large majority of the Malay
community, the State is the “protector” of their interests.
Malaysia is a strong interventionist developmental State whose iron rule, although
challenged from time to time, had never been overturned in the past 45 years. Opposition and
organised dissent, either in the form of political parties or community organisations is very weak
and has little effect on government policies and decisions. The ruling government has a well
organised machinery and well developed set of national development plans which has been able
to lead the majority of the populace out of illiteracy (Malaysia’s adult literacy rate is 87.5%6)
and out of absolute poverty. The government has just unveiled its Third Outline Perspective
Plan 2001-2010 as well as its Eighth Malaysia Plan, 2001-2005. These plans outline the policy
directions for the next decade and strategies and programs for the next five years, respectively.
Issues of illiteracy and basic education are no longer the core challenges. Instead, the emphasis
of the Government now is to create a “strong human resource base to support the development
of the knowledge-based economy as well as to enhance productivity and competitiveness.
Efforts will be undertaken to develop an efficient and responsive education and training system
to meet the demand for a labour force that is knowledgeable, highly skilled and equipped with
positive values.”7
For all data which follow provide the most current data available stating the
year measured, the source of information (as in guidelines), and if there is no
data available.
2.
Total population8 : 24,374,100 ( for year 2002)
% male/female:
50.7%: 49.3%
% ethnic groups:
Malay
51.9%
Chinese
24.0%
Indian
7.0%
Other Bumiputera 10.7%
Others
1.1%
Non-Malaysian citizens
5.3%
% 15-24: 18.8%
% 25+ : 48.1%
% rural/urban9: 42%:58% (for year 2001)
% camp : not applicable
3.
6
GNI10 per capita11: RM 12,893 (US$3,380) (for year 2000)
Its female adult literacy rate in 2000 is 83.4%
(http://hdr.undp.org/reports/global/2002/en/indicator/indicator) viewed 11 December 2002.
7
Eighth Malaysia Plan, 2001-2005. p (vi).
8
Malaysia: Monthly Statistical Bulletin, July 2002. Putra Jaya: Department of Statistics, Malaysia.
9
http://www.worldbank.org/data/countrydata/aag/mys_aag.pdf (viewed on 26/12/02).
10
The current term used is gross national income and NOT gross national product.
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4. Percentage of poor persons as measured according to the country (state
country criteria) or U.N. Statistics: 7.5% (for Malaysian citizens), 8.1% (overall)
(for the year 1999)12
5. Public expenditure in education as % of GNP: 5.3% (1995)13; 4.5% (1999)14
6. Public expenditure in education as percentage of national budget: 22.1%
(1999)15
7. Unemployment rate: 3.416 (for 1999); 3.1 (for 2000); 3.617 (for 2001)
11
The Gross National Income per capita is at current prices for 2000 from the Malaysia Social Statistics
Bulletin 2000. Department of Statistics, Malaysia. (1US$=RM3.8)
12
Eighth Malaysia Plan, 2001-2005, p.56. The criteria for poverty line established for Peninsular
Malaysia at RM510 per person for a household of 4.6.
13
http://www.worldbank.org/eapsocial/countries/malay/educ1.htm (viewed 26/12/02).
14
http://devdata.worldbank.org/edstats/Sum...yData/ (viewed 27/12/02).
15
Malaysia Social Statistics Bulletin 2000. Department of Statistics, Malaysia.
16
Malaysia Social Statistics Bulletin 2000. Department of Statistics, Malaysia.
17
Malaysia Monthly Statistical Bulletin, May 2002. Department of Statistics, Malaysia.
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2: ENSURING THE UNIVERSAL RIGHT TO ADULT LITERACY AND
BASIC EDUCATION
a) Background data
- Possible sources for this point are Census or Household Surveys
- Statistical data for the years 1997 and 2002 (or approximate years, specify)
- State if no data available
- Please state how many years Compulsory Education means in your country:
11 years of free basic education.
- Make two separate charts one for each year
- This chart is in itself very extensive. If any of you have possibilities of
identifying the information of each category by sex and by age it would be
welcomed, but this is the minimum information requested.
Levels of Education of Adult Population for year 1997 (or aprox)
Most of the statistical data collected for this section are from the Ministry of Education. The
data from the Ministry of Education only shows the number of students in the formal education
system as shown in Table 1 (public sector) and Table 2 (private sector). There is little
disaggregated data on those people who are not in the education system.
Levels of Education of Adult Population for year 199518
Level
% of
Population
3.27%19
27.8%20
15-24
Age
25+
Total
100%
F
Gender
M
Total
Geographic
Urban Rural Total
No Schooling
Incomplete
Compulsory
Complete
68.93%
Compulsory
Total
100%
NB: no disaggregated data available for age, gender and geographic breakdown
Level
No schooling
Incomplete Compulsory
Complete Compulsory
TOTAL
% In Camp
% Indigenous
%Ethnic
%Migrants
NB: NO DATA available for this table
Levels of Education of Adult Population for year 2002 (or aprox)
18
Educational Statistics of Malaysia 1995. Ministry of Education Malaysia.
This is the percentage of the 6+ -11+ age cohorts that were not enrolled in schools.
20
This is the percentage of the 12+ - 16+ age cohorts that had dropped out of schools.
19
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Levels of Education of Adult Population for year 200021
Level
% of
Population
3.23%22
19.9%23
15-24
Age
25+
Total
100%
F
Gender
M
Total
Geographic
Urban Rural Total
No Schooling
Incomplete
Compulsory
Complete
76.87%
Compulsory
Total
100%
Percentages over total population in each level
Level
No schooling
Incomplete Compulsory
Complete Compulsory
TOTAL
% In Camp
% Indigenous
%Ethnic
%Migrants
NB: NO DATA available for this table
Table 1:
Enrolment rate in Government and Government-Assisted
Educational Institutions by Level of Education in Malaysia 199524 and
200025
Level of Education
and Age Groups
Primary
6+ - 11+
Lower Secondary
12+ - 14+
Upper Secondary
15+ - 16+
Post secondary
College
17+ - 18+
University
19+ -24+
21
&
Enrolment
Population
Enrolment Rate
Enrolment
Population
Enrolment Rate
Enrolment
Population
Enrolment Rate
Enrolment
Population
Enrolment Rate
Enrolment
Population
Enrolment Rate
1995
2 827 627
2 923 100
96.73%
1 119 688
1 357 800
82.46%
469 896
842 400
55.78%
186 402
802 700
23.22%
85 634
2 315 700
3.70%
2000
2 907 123
3 004 200
96.77%
1 253 029
1 474 200
85.0%
697 717
960 900
72.61%
152 365
938 000
16.24
211 584
2 625 900
8.06%
Educational Statistics of Malaysia 2000. Ministry of Education Malaysia.
This is the percentage of the 6+ -11+ age cohorts that were not enrolled in schools.
23
This is the percentage of the 12+ - 16+ age cohorts that had dropped out of schools.
24
Educational Statistics of Malaysia 1995, Ministry of Education Malaysia, Kuala Lumpur.
25
Educational Statistics of Malaysia 2000, Ministry of Education Malaysia, Kuala Lumpur.
22
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Table 2: Enrolment in private higher education institutions in
Malaysia, 1995 and 200026.
Private institutions
Universities
Colleges
Total
1995
127 596
127 596
2000
22 480
209 589
232 069
NOTE : The number of years of free basic education in Malaysia is 11 years. Education has not
been compulsory but it will be made compulsory starting on 1 January 2003. Howvever, the
national educcational policy is to provide free education to every child of school-going age for a
period of 11 years. Malaysia has made tremendous strides in improving the education levels of
its population over the past quarter century. As indicated in Table 3 the enrolment rates for
primary, lower secondary and upper secondary levels were 96.77%, 85.0%, and 72.61%
respectively in 2000. The percentage of population age 15+ who are still illiterate is very low at
about 12%. Therefore, there is no national plan for adult education, may it be for adult literacy
or adult basic education. Table 3 shows the number of adults at the Upper Secondary Level of
basic education.
Table 3: Enrolment in Upper Secondary Level (15+ - 16+) in
Government and Government Assisted Educational Institutions in
Malaysia, 1995 and 2000.
Level of
Education
Form 4 & 5
Male
221 354
(47.11%)
1995
Female
248 542
(52.89%)
Total
469 896
(100%)
Male
332 321
(47.63%)
2000
Female
365 396
(52.37%)
Total
697 717
(100%)
b) Political Will Data
- Possible sources: Ministry of Education – Adult Education Office
- Please answer each question as YES - NO - NO DATA
1. POLICIES
This item collects data on written, published national plans, legislation and laws
related to this theme.
NO.
Is there a national plan for adult education?
•
•
26
Not at present anymore. Adult education in terms of adult literacy and adult basic
education is viewed as not that essential for most parts of the population (except for
some rural, indigenous communities), given the provision of 11 years of free basic
education since 1991 (previously it was 9 years of free basic education).
As shown in Table 1, the enrolment rates in both primary and secondary education are
high, and the retention rate for the primary level is also high, therefore the literacy
level is high as a result of a reliable primary education system. It was reported that the
efficiency in primary education in 1996 was as high as 98.5%.27
The Star: BizWeek, December 14, 2002, Saturday, p.16.
“Education for All. The Year 2000 Assessment Report of Malaysia”,
http://www2.unesco.org/wef/country (viewed 24/12/02)
27
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Is there a national plan for adult literacy and adult basic education?
Although there is no national policy related to adult and continuing education, there have been
various efforts made toward educating the Malaysian adult population. Currently, there is sill no
systematic and comprehensive approach to organizing and implementing adult education
programs. There is much overlapping of programs by various agencies28. In fact all the
government ministries are engaged in some form of adult education through it promotion and
prevention and educational programs.
Does your country have a national Education for all (EFA) plan?
YES29.
• The national plan is to carry out all the EFA programs in tandem with other educational
development programs.30
• The National Philosophy of education is to develop the potential of individual in a
holistic and integrated manner, so as to produce citizens who are intellectually,
spiritually, emotionally and physically balanced and harmonious based on a firm belief
in and devotion in God.31
• The Seventh and Eighth Malaysia Plans aim at increasing access to all levels of
education, strengthening the delivery system and improving the quality of education32.
The emphasis is in pre-school, school and tertiary education. Education pertaining to
other areas of concern is subsumed into the developmental goals of the respective
ministries.
Does your national EFA plan include adult literacy and adult basic
education?
YES. The EFA refer to this as basic education and skill training for youth and adults and is
discussed in the context of the National Youth Policy and skills training, as well as
promoting reading culture33.
• Literacy rate for the 15-24 age group is NOT available, but it should be high due to
the existence of a high participation rate and retention in the primary education
system. It was reported that in 1996, 93% of the 10+ and above can read.34
• Literacy programs in Malaysia are aimed at inculcating and promoting the reading
habit of the general public through a ‘Reading Movement’ campaign (Gerakan
Membaca)35.
28
Shamsuddin Ahmad, 1997, cited in Maznah & Associates 2001. p.48.
refer to http://www.unesco.org/wef/country (for further details of Malsyis’s EFA)
30
31
32
Seventh Malaysia Plan, 1996-2000 and Eighth Malaysia Plan, 2001-2005.
33
34
35
Number of libraries has increased from 487 in 1995 to 610 in 2000, of which 80.8% were in the rural
areas. The number of mobile libraries in rural areas have also increased from 100 in 1995 to 123 in 2000
(Eighth Malaysia Plan 2001-2005. p.508)
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Does your country have national laws specifically related to adult education?
Not specifically on adult education per se but national laws pertaining to education in general,
especially with regards to pre-school, school and tertiary education exist.
• In 1996-1997, the Malaysian government passed 7 national laws pertaining to
education and each of these laws have directly or indirectly implications for adult
education.
• Under the 1996 Education Act, the government is committed to provide 11 years of free
basic education to every school-going child.
• The 1996 National Council of Higher Education Act and the 1996 Universities and
University Colleges (Amendment) Act are aimed at improving the provision of tertiary
education by public institutions of higher learning.
• The 1996 Private Higher Educational Institutions Act and the 1996 National
Accreditation Board Act sets the legal framework for private educational institutions to
provide higher education to adults.
• The 1997 National Higher Education Fund Board Act provides financial aid to students
pursuing higher education.
Has your country developed new programs after CONFINTEA V Conference?
If Yes, which?
There are new programs in line with the Seventh Malaysia Plan (1995-2000) and Eighth
Malaysia Plan (2000-2005) but it can’t be ascertained that these programs were initiated
because of or as follow-up to CONFINTEA V.
2. ORGANISATIONAL STRUCTURE/SYSTEMS
Is there a person at the national level responsible for literacy and adult basic
education?
NO. The Community Development Division of the Ministry of Rural Development is the
department where these programs are largely found. Its portfolio deals with a number of other
functions as well. The staff handling work pertaining to functional literacy are community
development workers with form five qualifications. Their training is acquired largely from the
job and from in-house staff training.
What is the title of this person? (Minister, Advisor to the Minister, etc)
Is there an adult education department at the national level? NO36
Does the department have offices at the regional or/and local level?
There is no specific adult education dept but the Min of Rural Development where most of
the adult literacy programs are located, and the Min of Human Resources and Min of Youth
and Sports where the work related adult education are located have offices at the state
level as well.
36
A national adult literacy program existed in the 1960s to combat illiteracy and the first attempt to
eradicate illiteracy was launched by the Adult Education Division in the Ministry of National and Rural
Development. After the successful implementation of the Adult Literacy Program in 1970, the Adult
Education Division was renamed the Community Developemnt Division. Instead of focusing on
eradicating illiteracy, it concentrates on community development36. The basic literacy program was
phased out in Peninsula Malaysia in 1970, but continues in Sabah and Sarawak as a functional literacy
program.
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3. PROGRAMS
Are there national literacy programs?
Currently only in Sabah and Sarawak – the 2 more rural states of Malaysia.
The programs don’t exist as literacy programs per se in Peninsular Malaysia currently. A
national adult literacy program existed in the 1960s to combat illiteracy and the first attempt to
eradicate illiteracy was launched by the Adult Education Division (created in 196037) in the
Ministry of National and Rural Development38. After the successful implementation of the Adult
Literacy Program in 1970, the Adult Education Division was renamed the Community
Development Division. Instead of focusing on eradicating illiteracy, it concentrates on
community development39. The basic literacy program was phased out in Peninsula Malaysia in
1970, but continues in Sabah and Sarawak as a functional literacy program40.
Are those programs formal? NO
Are those programs non-formal? YES
Are there compulsory education programs for adults? NO
Are there literacy programs in the mother tongue/indigenous/national
language? YES
Are there programs which specifically trained teachers to teach compulsory
adult education and literacy?
There are no compulsory adult education and literacy programs but there are training programs
to train staff even though there is a great shortage41. The Institute for Rural Advancement was
completed in 1998 and has helped train 5,472 community development personnel in that year42.
What is the teacher/student ratio in literacy programs?
1 teacher to a minimum of 15 students43. Thus any number above 15 is acceptable.
Are there strategies which motivate adults to participate in adult education
and literacy? (eg: Adult Learner Week, festivals, media, campaigns, paid
leave, reduced working hours, support for fees, transport, food facilities)
If yes specify which
NO, except that work-related education/training that is officially sponsored by the
employer, ministry or union will generally get paid leave.
37
Sharifah Alwiah 1980, cited in Maznah & Associates 2001. p31.
Maznah & Associates 2001. p31.
39
Habsah 1988.
40
Rahim & Salleh 1990.
41
Maznah & Associates 2001.p15
42
Mid-term Review of the Seventh Malaysia Plan. P.349. (http://www. , viewed 29 December 2002)
43
http://www.kplb.gov.my/kemas2/new_page_15.htm(viewed 20December, 2002)
38
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Do literacy and adult compulsory education programs:
have flexible timetables? DEPENDS. Those organized in the community by the
Division of Community Development and Dept of National Unity will have more flexible
times based on the best time available. Those conducted at the workplace by
employers will have more rigid scheduling.
exist in the paid workplace? NO, except required by employer and related to the
job.
exist in areas of high need (eg: migrant communities, poor
neighbourhoods, etc)? YES – IN RURAL AREAS and LESS DEVELOPED STATES like
SABAH and SARAWAK
offered through distance education? NO
Does research exist on barriers to access to literacy and adult compulsory
education programs? NO DATA based on search so far.
If yes, which?
Does research exist on `drop-outs` from literacy and adult compulsory
education programs? NO DATA
If yes, which?
By gender?
Geographic situation?
Ethnic/Race differences? NO DATA
Migrants?
Is there special literacy/functional adult education programs specifically
focused on44
Women?
YES
The Min. of Women and Family Development which was set up in 2001 has the special
responsibility but most of the existing programs are implemented via other ministries. Most
of the programs for women are organized by the Community Development Divison, Dept. of
National Unity and the National Family Planning and Development Board. The following are
some examples:
1 Computer Literacy classes by Community Development Section of Min. of Rural
Development.
2 Cooking classes by Community Development Section of Min. of Rural Development.
3 Legal literacy by Min. of National Unity & Social Development45
4 Family literacy/ family development education46 by the Min of National Unity and social
Development.
Indigenous?
Yes
The Department of Orang Asli and the Ministry of Rural Development organize programs for
the indigenous community in collaboration with other government agencies. This seem to
be one of the neglected foci. The following are some examples:
1 Food processing technology by Min. of National Unity & Social Development47
2 Entrepreneur training by Ministry of Rural Development
3 Basic Course on Technology by Min. of National Unity & Social Development48
44
Apart from women, indigenous and rural areas, youth is also another sector/group where there is
special attention. Each of these have its special departments or ministries.
45
Ministry of National Unity and Social Development, Malaysia. Annual Report.1995. p65
46
47
48
Ministry of Natioanl Unity and Social Development, Malaysia. Annual Report.1995. p49
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Rural areas?
Yes
The Community Development Section of the Min. of Rural Development and Min of
Agriculture are the 2 ministries, which give special attention to rural areas. Ministry of
Agriculture with its respective land development institutions provides largely entrepreneur
training. The following are some examples:
1 Non-formal education programs like family development/well-being education,
religious/spiritual education, skills development
2 Reading facilities49. Community libraries/resource centres catering specially to the ‘neoliterates’50.
3 The Inst. for Rural Advancement (INFRA) under the Min. of Rural Development
conducts a number of training programs51:
a. Gerakan Desa Wawasan (Vision for Rural Movement)
b. Kursus Literasi Desa (Rural Literacy Course) (2000: 21 courses, 630
participants, RM186448.20 p36)
c. Kursus Intensif Bahasa Inggeris (Intensive English Course) (24 participants,
RM12,1510.00)
Different ethnias?
The rural areas in Malaysia are predominantly ethnically Malay and indigenous minorities.
The Malay population, through the policy of affirmative action enjoy special quota access to
myriad training opportunities. Apart from provision from the different ministries, MARA
(Council of Trust for Indigenous People) has been specially established to ensure
‘Bumiputera’ (Malay and other indigenous groups) to participate in commerce and industry.
Migrants?
In 1995, there were 44,380 foreign students in national primary schools but this number
has dropped to 30,258 in 1999. No other special programs currently.
Camps? NOT APPLICABLE
If yes state name of Program and year of creation
4. ENROLMENT
- Statistical data for the years 1997 and 2002 (or approx)
- State source and if No Data available
Adults in Literacy/Compulsory Education
1997(or approx)
Level
Literacy
Compulsory
TOTAL
Total number
of persons
% Gender
Male
Female
% Age
Total
100%
100%
100%
15-24
25+
%Geographic
Total
Urban
100%
100%
100%
49
Up to 2000 (Annual Report: p.22) there are 242 such resoucecentres with 51,000 participants.
http://www.kplb.gov.my/kemas2/pusat_sumber.htm (viewed 21 December 2002).
51
Kementerian Pembangunan Luar Bandar. INFRA. Lapuran Tahunan 2000. p36
50
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Rural
Total
100%
100%
100%
13
Llevel
Literacy
Compulsory
Total
Total Number of Persons
% in Camp
%Indigenous
% Ethnic
% Migrants
NO DATA for this table
Adults in Literacy/Compulsory Education
2002(or approx)
Level
Total number
of persons
% Gender
Male
Female
Literacy
Compulsory
TOTAL
Level
Literacy
Compulsory
Total
% Age
Total
15-24
25+
100%
100%
100%
Total Number of Persons
% in Camp
%Indigenous
%Geographic
Total
Urban
Rural
100%
100%
100%
% Ethnic
% Migrants
NO DATA for this table
5. FUNDING
What % of the national education budget is allocated to adult literacy and
compulsory adult education?
NO DATA
The adult literacy and adult education programs are integrated into the development programs
of the respective departments/ministries and is not accounted as part of the national education
program or budget. Even in the respective departments, it is not possible to get the budget
allocation for the educational component, except for specific skills training schemes.
Evolution of the budget for adult literacy and adult compulsory
education between 1997 and 2002
Budget year
1997
2002
Amount (US Dollar)
% of increase/decrease
No data
Does the government financially support non-government organisations`
work in the area of adult literacy and adult basic education?
If yes, give examples and amounts in US Dollars
As a general practice, the government DOES NOT fund or financially support the work of
NGOs in adult literacy or adult basic education.
1 National Agricultural University on intensive English course (RM12510.0052 US$3,292.10). however, this is a public university.
52
INFRA, 2000. p.38
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Total
100%
100%
100%
14
III.
PROMOTING ACTIVE CITIZENSHIP, AWARENESS OF
DISCRIMINATION AND CULTURE OF PEACE AND HUMAN
RIGHTS
Possible sources: Ministry of Education and/or Gender Offices or other
disadvantaged groups Offices
Political Will
1. POLICIES
This item collects data on written, published national plans, and legislation
related to the theme.
Is there a National Plan for promoting active citizenship, awareness of
discrimination and a culture of peace and human rights?
There is no single integrated national plan as different programs exist under different ministries or
departments with regards to the areas listed above. In fact the National Vision Policy53 can be considered
as an integrated national plan for active citizenship.
1
Under the Ministry of National Unity and Social Development: Department of National Unity
has a scheme on rukun tetangga (national ideology) and special books around the theme of
unity in Bahasa Malaysia for secondary schools.
2
Under the Ministry of Rural Development54, in the Department of Community Development:
Gerakan Desa Wawasan (Vision for Rural Movement), Community Development Section
3
Under the newly established Human Rights Commission of Malaysia, there is human rights
education group that promotes awareness of human rights through several programs and
activities.
Is there a person at the national level responsible for promoting active
citizenship, awareness of discrimination and a culture of peace and human
rights?
If yes, what is the title of the person? (Minister, Advisor to the Minister,
etc.)?
There are several persons as different programs exist in different ministries and departments.
1
Director General, Community Development Section, Min. of Rural Development.
2
Chairperson of Human Rights Education Working Group (this is not a paid fulltime position)
3
Director General, Department of National Unity under the Ministry of National Unity and
Social Development
3. CONTENTS AND PROGRAMS
Complete the following chart to provide information regarding the existence
and year of creation of the contents or programs in any of the following
areas at formal or non formal levels
53
54
See Eighth Malaysia Plan 2001-2005:p.4.
Ministry of Rural Development, Malaysia. Annual Report 2000, p.24.
ICAE
15
Contents/Programs
Year of creation
Literacy
Compulsory
Formal
Nonformal
Education for political participation in democratic processes
Yes
Education for peace
1998
* Gerakan Desa Wawasan (Vision for Rural Movement), Community
Development Section
* Program Titan Emas, Dept of National Unity
* Mediation Training, Dept. of National Unity55
Education for human rights
in the
pipeline
Education for economic participation
* Community Participation Project, Social Welfare Dept.
* Economic Devt Prog for indigenous groups56
* Micro-credit programs for the poor57 (Projek Ikhtiar)
* Council of Trust for the Indigenous People (MARA)
58
* Entrepreneurial & skills training programs for women
2001
198359
Formal but
not
compulsory
1990s
Education for planning public policies
Education for the control and monitoring of public policies
Education for empowerment of the organization
* kursus pengemasan pengurusan organisasi JKKK (Organisational
Management Course)
* kursus pengurusan institusi komunitit(mosque) (Community Institute
Management Course)
* Gerakan Desa Wawasan programs
Education for improving relations among cultures
Programs under the Dept of National Unity
* Educational activities under the rukun tetangga scheme (national
unity classes60)
* Writing & drawing competitions
* 2 literature books for schools in Malay
* Unity integration workcamps61
1970s
199765
197566
1970
* Women Neighbours Colloquium62 and leadership seminars
* Kem Padu Jaya Diri( Self -Motivation and Unity Camp)63
* Program Sedarpadu (Unity Awareness program)64
* Khemah Kerja Perpaduan (Unity Work Camp)
* Leadership seminars for women, youth, committee members
of Rukun Tetangga (Neighbourhood Watch)
55
198767
Kemeterian Perpaduan Negara dan Pembangunan Masyarakat. INTISARI, 2000. p.73.
Kementerian Perpaduan Negara & Pembangunan Masyarakat. Laporan Tahunan 1999:p40. A budget of
RM3,870,00 (US$10,1842) was allocated for the year 1999.
57
RM200 million (US$52.63 million) have been allocated to this program as interest free loan to 57,930
hardcore poor for 1996-2000 (Sventh Malaysia Plan, 1996-2000. p.93)
58
Female enrollment between 1995 and 2000 increased by 19.4% in the Centre for Instructor and
Advanced Skills Training (Eighth Malaysia Plan, 2001-2005: p.561).
59
Kemeterian Perpaduan Negara dan Pembangunan Masyarakat. INTISARI, 2000. p.20
60
These classes were phased out in 1979 but replaced by neighbourhood classed until 1986 when the
Dept of National Unity adopted a new strategy. The new strategy is aimed at fostering tolerance and
understanding among the mutli-racial malaysian public. Currently classes emphasise (1) common values,
(2) social responsibility, (3) appropriate ethics, (4) elements of unity, (5) neighbourhood values, (6)
principles of rukun negara (national ideology), (6) citizenship, (7) Malaysian constituion and national
policies. These clases are integrated into functional adult education classes like skills learning (Maznah &
Associates. p26). In 1995 it was reported that there were 162 such classes with 4,202 participants (Jabatan
Perpaduan Negara. Laporan Tahunan. 1995. p26).
56
ICAE
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Education for promotion of gender equality
* Gender sensitization programs68, Dept of Women’s Affairs69
Education for non-discrimination (race, sexual preference) 71
1990s
70
Other (specify)
Are any of the above specifically focused as a Program on disadvantaged
groups? Complete the following chart only for National Programs.
Programs
Education for political participation in democratic processes
Education for peace
* Mediation Training, Dept. of National Unity
Women/Indigenous/ Rural, Poor
Urban/Migrants/Race/Camp
Rural, land development
schemes,
Neighbourhood associations
committees
Police officers, disadvantaged
groups, general public, young
prisoners, trade unions, bar
council72
rural poor communities, poor
women, esp single mothers,
indigenous people (men),ethnic
Malays
Education for the control and monitoring of public policies
Education for empowerment of the organization
Rural, women, youth
Education for improving relations among cultures
Women, youth, urban
neighbourhoods
Female civil servants
Education for non-discrimination (race, sexual preference)
Other (specify)
61
Reported in Jabatan Perpaduan Negara. Laporan Tahunan. 1995. p26)..
22 programs with a total participation of 4751 women from different ethnic groups were reported to
have participated in these colloquia in 1999 (Kementerian Perpaduan Negara & Pembangunan
Masyarakat. Laporan Tahunan 1999:p35)
63
30 camps with a total of 1745 youth participated in 1999 (Kementerian Perpaduan Negara &
Pembangunan Masyarakat. Laporan Tahunan 1999:p35).
64
Jabatan Perpaduan Negara. Laporan Tahunan. 1995. p.20.
65
http://www.kempadu.gov.my (viewed 25 Dec. 2002)
66
http://www.kempadu.gov.my (viewed 25 Dec. 2002)
67
187 number of such camps with a total number pf 8,179 participants were reported for the year 1995
(Jabatan Perpaduan Negara. Laporan Tahunan. 1995. p31 Jabatan Perpaduan Negara. Laporan Tahunan.
1995. p26).
68
Three courses on ‘gender perspective in development planning’ (90 participants in total) were
conducted in 1999 (Kementerian Perpaduan Negara dan Pembangunan Masyarakat. Laporan Tahunan
1999. p.47).
69
This was upgraded into the Ministry of Women and Family Development in 2001 to ensure that issues
of women/gender and families are adequately addresssed, particularly in the areas of employment and
rights (http://www.kpwk.gov.my. viewed 27 December, 2002)
70
Parliament approved a constitutional ammendment in 2001 to assure the legal basis for gender equality.
71
There is no education for non-discrimination because Malaysia has affirmative action policies.
72
Human Rights Comissión of Malaysia, Annual Report 2001.
62
ICAE
17
4. FUNDING
The following information is for cases of National Programs only.
Programs
Ministry or
Office where
Program is
allocated
Education for political participation in
democratic processes
Community
national
Devt. Section of
Min of Rural
Devt., Min. of
Youth & Sports
Education for peace
* Mediation Training, Dept. of National Unity74
Source of
Budget:
National/Inter
national
Dept. of
National
National Unity,
Min. of National
Unity & Social
Devt.
National Human National
Rights
Commission
Min. of National National
Unity & Social
Devt., Min. of
rural
Development,
Min. of Youth &
Sports, Min. of
Women &
Family
Development,
Min of
Entrepreneur
Development
Evolution of
budget 1997
(or year of
creation)-2002
in % of
increase/decrea
se
2000:
RM661,571.6373
No data
No data
Started in 1983
Education for the control and monitoring of
public policies
Education for empowerment of the organization INFRA, Min. of
* kursus pengemasan pengurusan organisasi JKKK
(Organisational Management Course)
* kursus pengurusan institusi komuniti (mosque)
(Community Institute Management Course)
Education for improving relations among
cultures
Dept. of National Unity76:
* Ethnic relations section
• Women Neighbours Colloquium77
• Kem Padu Jaya Diri78
* National Unity section
73
National
Rural Devt.
Dept. of
National Unity,
Min. of national
Unity & Social
Devt.
RM32,097.70
RM22,865.5075
National
No data
INFRA, 2000. p19
Kementerian Perpaduan Negara dan Pembangunan Masyarakat. INTISARI. Program dan Aktiviti.
Tahun 2000. Edisi-2
75
INFRA, 2000. p36-37
76
Kementerian Perpaduan Negara & Pembangunan Masyarakat. Laporan Tahunan 1999
74
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18
Min. of
National
Women &
Family
Development79
No data
Education for non-discrimination (race, sexual
preference)
Other (specify)
work in the areas above?
Give examples and amounts
YES, some of the Women’s organizations in their support services and not so much in terms of
education programs
77
22 programs with a total participation of 4751 women from different ethnic groups were reported to
have participated in these colloquia in 1999 (Kementerian Perpaduan Negara & Pembangunan
Masyarakat. Laporan Tahunan 1999:p35)
78
30 camps with a total of 1745 youth participated in 1999 (Kementerian Perpaduan Negara &
Pembangunan Masyarakat. Laporan Tahunan 1999:p35)
79
Formerly known as Dept. of Women’s Affairs.
ICAE
19
IV.
ENSURING THE RIGHT TO WORK-RELATED ADULT EDUCATION
Possible sources: Ministries of Labour, Industry, Agriculture, Gender Offices and
other Disadvantaged groups Offices
Political will
1. POLICY
YES
Is there a national plan for work-related adult education?
1
2
3
4
5
6
7
8
80
Education and skill training is accorded high priority in nation-building in order to
provide a sufficient pool of well-educated, highly-skilled and strongly motivated
labour force. 80
The public sector is committed to implement administrative improvements by
providing continuing professional development to its personnel, in its efforts to
institutionalize a culture of excellence.81
The national policy for women was formulate in 1989 which aims at promoting the
role and position of women in society,82 to integrate women in all sectors of
national development, and to achieve gender equality.83
The Youth Development Policy formulated in 1997 is to give emphasis on the
acquisition of knowledge, development of skills and entrepreneurship, healthy
lifestyle, character building, social interaction, development of smart partnership as
well as international networking.84 The objective of youth development is to
nurture youth potential and talents and harness their energies in order to enable
them to contribute effectively to national development.85
The Human Resources Development Fund aims at facilitating private companies in
carrying out training for their employees.86
The Council of Trust for Indigenous People (MARA) aims at helping the
Bumiputeras (Malays and other indigenous groups) to be involved in active
participation in commerce and industries.87
The new National Agricultural Policy formulated in 1992 is to develop
entrepreneurs among the farmers.88
The National Vocational Training Council (NVTC) is a national coordinating body
whose functions are to introduce new trade skills standards and to ensure
production of skilled manpower in accordance with industrial requirements.89
Seventh Malaysia Plan, 1996-2000. p 303-339.
82
83
http://www.kpwk.gov.my/profile/dasar.html (viewed on 19/12/02).
84
http://www2.unesco.org/wef/country (viewed 24/12/02).
85
86
Seventh Malaysia Plan, 1996-2000. p 320.
87
88
Maznah & Associates, 2001. p.68.
89
Maznah & Associates, 2001. p.73.
81
ICAE
20
Is there a person at the national level responsible for work-related
educational program?
In which Ministry/Office?
With which titles (Minister, Advisor to Minister, Head of Department, etc.)?
There is not a single person responsible but there are various departments in each Ministry, which are
responsible for work-related education programs.
Ministries that have work-related education programs include Ministry of Human Resources, Ministry of
Education, Ministry of Agriculture, Ministry of Youth and Sport, Ministry of Women and Family
Development, Ministry of Entrepreneur Development.
At the department level, the persons in charge are the Director Generals and Directors.
3. PROGRAMS
Are there national work-related education programs?
YES. In fact, most of the adult education programs for youth are work-related and implemented mainly
through the Min of human Resources and Min. of Youth and Sports. National work-related education
programs include semi-skilled and skilled training programs offer by public training institutes, management
training for public sector personnel, basic training for school drop-outs and low achievers, training for
occupational/trade skills, and retraining schemes for unemployed graduates.
•
Retraining schemes for unemployed graduates run by various ministries and departments like
Ministry of Human Resources, Ministry of Education, Public Service Department, and others.
Semi-skilled and skilled training by public training institutions from various ministries like Ministry
of Human Resources, Ministry of Education, Ministry of Agriculture and others.
•
Training on trade skills by the National Vocational Training Council (NVCT).
•
Management training for public sector personnel.
•
Basic training for school dropouts and low achievers by MARA (Council of Trust for the
Indigenous People).
•
Occupational Health and Safety Program (Social Security Organisation, Ministry of Human
Resources)
•
The Ministry of Youth and Sport has youth development programs such as the Rakan Muda
program, leadership training, and skills training, and entrepreneurial development.
•
Work-related education programs also exist as staff in-house training to upgrade the skills and
work quality as well as to increase productivity in ALL the respective departments and ministries,
eg. Staff training programs for the Section for the Dept. of Community Development, 2000 has
1375 participants
90
.
If yes, complete the following chart:
Work related Educational Programs by Year of creation and focus on
disadvantaged groups
Name of
programme
Occupational
Health &
Safety
90
What Ministry
implements
the
programme
Ministry of
Human
Resources
Year of
creation
Without
special
focus
1971
Yes
Focused on the following populations: Women, Rural, Poor
urban, camp, indigenous, ethnic, migrants, disabled
Ministry of Rural Development, Malaysia. Annual Report 2000. p25.
ICAE
21
Tailoring
training,
Akademi
Khamsiah91
Skill training
of disabled
people at
dept’s
rehabilation
centers
Small
business
training
Dept. of Social 1995
Welfare, Min.
of National
Unity & Soc.
Devt.
Dept. of Social
Welfare, Min.
of National
Unity & Soc.
Devt.
Community
Development
Section of
Min. of Rural
Devt.; Federal
Land Devt
Authority;
Rubber
Industry
Smallholders
Devt.
Authority92
Training and Various
ministries and
Attachment
government
Programme
agencies
Skill Training Public training
programme
institutes
Mangement
National
Training
Institute of
Public
Administration
Ministry of
Human
Human
Resource
Development Resources
Fund (HRDF)
Ministry of
Scheme for
Human
retrenched
Resources
workers
Ministry of
Long term
Human
training
Resources:
courses
Dept. of
manpower
Ministry of
Short term
Human
training
Resources:
courses
Dept. of
manpower
Malaysia Skill Ministry of
Human
Certificate
Resources:
Scheme
National
Vocational
Training
Council
Occupation- Ministry of
al Health and Human
Resources:
Safety
National
Institute of
Occupational
Health and
Safety
Skills
Ministry of
Training
Youth and
Sport
91
92
Young women from poor families
Physically challenged people
Retrenched female workers
2001
Unemployed graduates
Yes
Public sector personnel
1993
Private sector personnel
1998
Retrenched workers
yes
yes
yes
yes
1996
For youths (age 15-40)
Kementerian Perpaduan Negara & Pembangunan Masyarakat. INTISARI. 2000.p26
http://www.ilo.org/english/employment/gems/eeo/program/malaysia/kemas.htm (19/12/2002)
ICAE
22
Entrepreneurial
Development
MARA skill
institutes
and centers
State skill
development
centers
Entrepreneurial training
Ministry of
Youth and
Sport
Ministry of
Entrepreneur
Development
State
governments
Ministry of
Entrepreneur
Development
Ministry of
Agriculture
Farmer
entrepreneurial training
Women
Ministry of
Entrepreneur National Unity
Fund93
and Social
Development,
Women’s
Affairs Dept.
For youths
1966
For Bumiputeras (Malays and other indigenous groups)
yes
1992
For Bumiputeras (Malays and other indigenous groups)
For farmers
1998
For women
Estimate the percentage of programs which have contents which include the
promotion of self-reliance and empowerment attitudes?
30%
Some of these programs are:
1
2
3
Dept. of Social Welfare, Min. of National Unity & Soc Devt94.:
a. Tailoring training, Akademi Khamsiah
b. Community participation Project
c. Skill training of disabled people at dept’s rehabilitation centers
Various ministries:
Training and Attachment programs
Ministry of Youth and Sport: Rakan Muda Programs aim at promoting the practice of healthy and
productive lifestyle among youths of all ethnic groups.95
Estimate the percentage of work-related education programs which include
literacy? NONE
Does research exist on barriers to access to work-related programs?
No data – THE ANSWER IS NO
Does the government have partnerships with private sector to offer workrelated education programs?
YES
1
2
Unemployed training schemes
Human Resource Development Fund Scheme
Does the government have partnerships with trade unions to offer workrelated education programs?
Yes – Occupational Health & Safety Program
93
Eighth Malaysia Plan, 2001-2005, p.561.
Kementerian Perpaduan Negara & Pembangunan Masyarakat. INTISARI.
95
Seventh Malaysia Plan, 1996-2000, p.641.
94
ICAE
23
3. ENROLEMENT
Complete the following chart according to the list of Programs mentioned in
point 3 above.
Evolution of participation in work-related educational programs
Name of programme
Number of participants
1997 (or year of creation)
Occupational Health & Safety No data
Tailoring training, Akademi
Khamsiah
Skill training of disabled
people at dept’s
rehabilitation centers
Training and Attachment
Programs
Skill training programs
Management training
Human Resource
Development Fund Scheme
Scheme for retrenched
workers
Long term training courses
Short term training courses
Malaysia Skill Certificate
Scheme
Occupational Health and
Safety courses
Entrepreneurial Development
State Skill Development
Centres
Bumiputera Commercial and
Industrial Community
Programs
Farmer entrepreneur training
Agriculture certificate course
Entrepreneur fund for
women
96
Number of
participants 2002
% increase/decrease
no data
1995:19
2000:9596
1995:87297
No data
None
2002: 40,00098
1991-1995: 145,670
1991-1995: 103,000
1997: 533,227101
1996-2000: 200,00099
1996-2000: 150,000100
2000: 301,790 102
None
2000: 228103
No data
No data
No data
2000: 17,000104
2000: 5,614105
2000: 44,218106
1997: 6,805107
2000:13,089108
Increase: 92.3%
1991-1995: 1,600109
1991-1995: 17,630111
1996-2000: 2,668110
1996-2000:135,200112
Increase: 66.8%
Increase: 666.9%
No data
1996-2000: 156,850113
1995: 27,041114
1995: 896116
No data
2000: 41,338115
2000: 1,122117
1996-2000: 6,000118
Increase: 400%
Increase: 37.3%
Increase: 45%
Decrease: 43.4%
Increase: 52.9%
Increase: 25.2%
98
Terms of Reference for the Study on the impact and effectiveness of the Attachment and Training
Programme for unemployed graduates, NEAC Secretariat, 2002.
99
100
101
Annual Report, 2000, Ministry of Human Resources, p. 149.
102
103
104
105
106
107
108
109
110
111
112
113
114
Annual Report, Department of Agriculture, Malaysia 1995, p.22.
115
116
117
97
ICAE
24
5. FUNDING
Complete the following chart according to the list of Programs mentioned in
point 3 above.
Evolution of the budget for work-related education programs between
1997 and 2002
Name of programme
Amount 1997 (or year
of creation) in U$S
Amount 1999-2002 in
U$S
Occupational Health & Safety 1995: RM153,550.00119
2002: RM347,435.00120
Tailoring Training, Akademi
Khamsiah
Training and Attachment
programs
Education and training
No data
2000: RM89,025.00121
No data
2002: RM225.8 million122
1991-1995: RM7,563.1
million
1997: RM144.54 million124
1996-2000: RM 10,098.8
million123
2000: RM113.72 million125
Human Resource
Development Fund Scheme
Scheme for retrenched
None
workers
Entrepreneurial Development 1991-1995: RM 16.7
million127
Farmer entrepreneur training
Women entrepreneur fund
None
% increase/decrease
Increase: 33.5%
Decrease: 21.3%
2000: RM5 million126
1996-2000: RM 44.65
million128
2000: RM800,738129
1998-2000: RM75 million130
Increase: 167.4%
TOTAL
YES
work in the area of work-related education
1
Occupational Health and Safety Program (Social Security Organisation, Ministry of Human
Resources): amount approved for 2002 is RM347,435.00. (NGOs are Fed. of Malaysian Manufacturers,
Chemical Workers Union, National Union of Plantation Workers, Business Council for Sustainable
Development, Malaysian Occupational & Health Nurses Association, Malaysian Construction Contractors
Association)131
118
Annual Report, SOCSO, Malaysia 1995. p42.
120
Annual Report, SOCSO, Malaysia 2000. p44
121
122
Terms of Reference for the Study on the impact and effectiveness of the Attachment and Training
Programme for unemployed graduates, NEAC Secretariat, 2002.
123
124
125
126
127
Seventh Malaysia Plan, 1996-2000, p. 644.
128
Eighth Malaysia Plan, 2001-2005, p. 579.
129
130
131
2000 Annual Report, SOCSO Organisation. p44
119
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25
V.
PROMOTING THE RIGHT TO HEALTH EDUCATION
Possible sources: Ministry of Health, Ministry of Education, Gender Offices and
disadvantaged Groups Offices:
Political Will
1. POLICIES
Is there a national plan for health-related adult education?
YES, but not in the form one single national plan as health-related adult education programs
are located in various ministries:
1
Under the Ministry of Health, there is a Health Education Division under the Public
Health Department, Ministry of Health132 - Plan of Action on Nutrition
2
Under the Ministry of National Unity and Social Development, the National
Population and Family Development Board, there is a National Action Plan on
Development and Population, National Family Action Plan and Reproductive Health
Plan of Action. Commenced in 1995133.
3
The Dept. of National Unity, under the Min. of National Unity and Social
Development some educational activities and campaigns pertaining to anti-drugs
and environmental health are also conducted134.
4
Under the Ministry of Youth and Sport, there is the Youth Development Policy
which aims at promoting healthy lifestyle among youths.
5
National plan on preventive drug education under the National Narcotics Agency
in the Min of Home Affairs.
2. ORGANISATIONAL STRUCTURE/SYSTEM
Is there a person at the national level responsible for health-related adult
education?
If yes, what is the title of this person (Minister, Advisor to the Minister,
etc.)? named differently, under the different departments/ministries.
1
2
3
4
5
6
132
Health Education Director, Dept. of Public Health, Min. of Health.
Director of Information, Education & Communication, National Population and Family
Development Board, Min. of National Unity and Social Development
Director-General,
Dept. of National Unity
Minster, Min. of Youth & Sports
Director-General, National Narcotics Agency, Min. of Home Affairs
The Min. Of Health established a Health Education Unit in 1968, which became a Division in 1992.
Posts of Health Education Officers were created in the ministry in 1975. In the same year a Health
Education Divison in the Institute of Public Health was also established to train Health Education Officers
(Annual Report 1995:p134).
133
Ministry of National Unity and Social Development, Malaysia. Annual Report.1995. p98-99.
134
Jabatan Perpaduan Negara. Lapuran Tahunan. p32-34.
ICAE
26
Complete the Chart to provide information about the existence and year of
creation of the following contents and programs at formal and non formal
levels which include any type of national campaigns.
Contents/programs135
Year of creation
Literacy
Education about reproductive health (the right to decide the number
of children, to prevent pregnancy, and to obtain full information
about the reproductive cycle)
Education about the right to a choose freely a healthy and
responsible sexuality136
Education for the prevention of domestic violence
Education for the prevention of HIV/AIDS and sexually transmitted
diseases
* PROSTAR (Health without AIDS)
Education about the right to have integrated health treatment
Education about health problems specific to the country’s problems
(malaria, drug abuse) – food & waterborne diseases, vector-borne
diseases, leprosy, preventive drug education
Education about healthy nutrition, healthy lifestyle campaign
including nutrition component
135
Compulsory
formal adult
education
Nonformal/ca
mpaign
Yes
Yes
(available
for
secondary
schools)
1985137
Yes138
1980s
(available
for schools
and at
workplaces)
1990
(available
for
secondary
schools)
Some of these programs, even though they are conducted as national programs by the Ministry, are not
necessarily carried out in all the 13 states.
136
Because of government’s policy and importance placed on the family institution there are far more
eduational programs related to family development and parenting than about the right to choose .. the
National Population and Family Development Board has a family development program and counselling
modules for families with HIV/AIDS (Eighth Malaysia Plan 2001-2005:p.515).
137
Education on STD diseases would probably be earlier than 1985. A national AIDS Task Force was
convened by the Min of Health in 1985. A ministerial committee was established in 1992 and a special
section on AIDS/STD was created in the Dept of Public Health in 1993 (Annual Report 1995:p77).
138
Educational work in this area commenced since the Min was formed, in particular since the
establishment of the Health Education Unit in 1968 (Annual Report1995:p134). However, the emphasis
for the different health problems emerge when necessary, eg., the National Leprosy Control prog was
launched in 1969(Annual Report 1995;p.105).
139
Annual Report, Ministry of Health, 1995; p134.
ICAE
1990139
27
Are any of the above specifically focused as a Program for disadvantaged
Programs
Focused on women, indigenous,
camp, rural, poor urban, migrants,
ethnic populations (Specify)
Education about reproductive health (the right to decide the number Urban poor, estates/plantations, rural
populace, community leaders, youth,
of children, to prevent pregnancy, and to obtain full information
parents, doctor, nurses, wives of civil
about the reproductive cycle)
140
servants
Education about the right to a choose freely a healthy and
responsible sexuality
Education for the prevention of domestic violence
Education for the prevention of HIV/AIDS and sexually transmitted
diseases
* PROSTAR
Education about the right to have integrated health treatment
Education about health problems specific to the country´s problems
(malaria, drug abuse) – food & waterborne diseases, vector-borne
diseases, leprosy, preventive drug education141
Education about healthy nutrition, healthy lifestyle
Women, youth, blood donors, general
public
Secondary school children, Youth
Housing estates, youth/adolescents,
housing developers, construction
workers, indigenous/orang asli, school
children, factory workers, civil servants
Orang asli settlements (indigenous and
rural), traditional villages (rural), estates
(rural), factories (urban, some are
migrants), office workers/employees fr
govt. depts., housing estates, secondary
school children, women- 20 yrs and
above, armed forces142
Healthy lifestyle programs for youths
(Rakan Muda Programs)
4. FUNDING
The following information is for National Programs only.
140
Kementerian Perpaduan Negara dan Pembangunan Masyarakat. Lembaga Penduduk dan
Pembangunan Masyarakat. Lapuran Tahunan dan Penyata Kewangan 1995 and Lembaga Penduduk dan
Pembangunan Keluarga Negara, Jabatan Perdana Menteri. Lapuran Tahunan dan Penyata Kewnagan
2000.
141
There is s well developed national education program on drug prevention for schools and the
workplace under the National Narcotics Agency, established in 1996. (http://www.adk.gov.my) viewed
20 December.
142
The target group varies each year depending on the theme of that year’s campaign. These annual
campaigns have commenced since 1990.
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28
Programs
Ministry or
Office where
Program is
allocated
Education about reproductive health (the right National
Population and
to decide the number of children, to prevent
pregnancy, and to obtain full information about Family Devt.
Board, Min. of
the reproductive cycle)
Source of
Budget:
National/Inter
National
National and
some external
international
like IPPF
Evolution of
budget 1997 (or
year of
creation)-2002
in % of
increase/decrea
se
No data143
National Unity
and Social
Development;
Min of Health;
medical unit of
Min. of
Defence; Min.
of Rural Devt.
Education about the right to a choose freely a
healthy and responsible sexuality
Education for the prevention of domestic
violence
Education for the prevention of HIV/AIDS and
sexually transmitted diseases
PROSTAR
Education about the right to have integrated
health treatment
Education about health problems specific to the
country’s problems (malaria, drug abuse) food
& waterborne diseases, vector-borne diseases,
leprosy, preventive drug education
143
* Min. of Health
* Inter-agency
collaboration –
with Min. of
Education,
Ministry of
Education, Min.
of Information,
Min. of Youth &
Sports.
* National
*InternationalUNICEF
(RM218,800
for 1997 to
1999)144
Min. of Health,
Min. of
Education,
Min. of Youth &
Sports, National
Narcotic Agency
– Min. of Home
Affairs
National and
No segregated
some external data
funding of
special projects
by WHO, ILO
$6.3 million in
1999 since
launched in
1996145
20 million a yr
since 1998.
Prior to 1998,
40 million a yr
(decrease
because of econ
down-turn)146
1995 Annual report of National Family Planning and Development Board (p40)reported 151,678
participants in 4,062 program activities for the year. The 2000 Annual Report (p43) recorded only 43
program activities with 2,710 participants.
144
145
146
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29
Education about healthy nutrition, healthy
lifestyle
Min. of health,
National
Min. of National
Unity & Social
Development,
Min. of Rural
Development,
Min. of Youth &
Sports, National
population&
Family
Development
Board
No segregated
data
Yes - some
National Youth Council of Malaysia
National AIDS Council
Association for the Prevention of Drug Abuse (PEMADAM)
Puteri Islam
1
Activities pertaining to National AIDS ChOUNCIL for HIV/AIDS: RM 348,000 in 1999147
Other NGOs supported by the Min of Health are National Cancer Council, MAWAR
Haemodialysis Centre148.
2
147
148
Ministry of Health Malaysia. Annual Report 1995. p21
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30
VI.
ENSURING THE INVOLVEMENT OF CIVIL SOCIETY IN
ENVIRONMENTAL AND DEVELOPMENT PROBLEMS
Source: (Ministry of Environment (?), Ministry of Education, Ministry of
Agriculture)
Political Will
1. POLICIES
Is there a national plan for ensuring the involvement of civil society in
environmental and development problems?
YES
There are national programs to ensure the involvement of civil society in government’s
development efforts via the different ministries and departments, specifically the Min. of Rural
Development and Min. of National Unity and Social Development. On environmental related
concerns, the Dept. of Environment largely function as a provider/promoter of environmental
education, awareness and information dissemination rather than ensuring the involvement of
civil society.
The Min. of Science, Technology and the Environment addresses issues of large scale
development and their environmental impact. It is firmly committed to Rios’ undertaking and
tries to “attain sustainable development by re-examining government policies as well as
continually reviewing the legislative framework for pollution control and environmental
protection”.149 The Ministry overseers several conventions and protocols. The National
Environmental Policy and the Biodiversity Policy, mooted in 1993 were finalized in 1995.150
There is also the Environmental Quality Act 1974
Policy for conservation of Wetlands is part of Malaysia’s commitment following the ratification of
the Ramsar Convention in 1994.151
1
Dept. of Environment has been in existence for 27 years. In 1995, in conjunction
with the ASEAN Environment Year a total of 101 activities were implemented at
national and local levels to raise the level of environmental consciousness as well as
to provide the catalyst for greater environmental responsibility and participation by
the public.152 The Dept collaborated with other ministries to provide environmental
education to its various target groups.
2
The Dept. of Wildlife & National Parks is also engaged in educational activities to
preserve the country’s rich biological heritage by raising the public’s awareness.153
3
The Dept. of National Unity also conducts programs and campaigns on
environmental health.
149
Ministry of Science, Technology & the Environment, Malaysia. Annual Report 1995: p6.
151
Ministry of Science, Technology & the Environment, Malaysia. Annual Report 1995.
152
Ministry of Science, Technology & the Environment, Malaysia. Annual Report 1995.p.66.
153
150
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31
Is there a person at the national level responsible for the involvement of
civil society in environmental and development problems
YES
If yes what is the title of this person (Minister, Advisor to the Minister, etc.)?
Director-General:
1
2
7
The Dept of Environment is headed by a Director who is responsible to the SecretaryGeneral and Minister of the Ministry of Science, Technology & the Environment.
The Min. of Agriculture is headed by a minister. It comprises of various depts.
including the Dept. of Agriculture, which has a Director-General as the chief.
The Min. of Rural Development has its own minister. The depts. of this ministry
include the Community Development Section, headed by a Director-General, which is
mainly responsible for the participation of the rural populace.
3. PROGRAMS
Complete the Chart to provide information about the existence and year of
creation of the following contents and programs at formal and non formal
levels which include any type of national campaigns.
Year of Creation
Contents/programs
Literacy
Compulsory Nonformal adult formal/camp
education
aigns
Education about environmental issues (eg: recycling, use of nonrenewable resources, defense and protection of green areas, forests
and public urban spaces, pollution)
Dept. of Environ154:
•
ASEAN Environ Year
•
Malaysian Environment Week
•
Environmental Awareness Camps155
Projek Riadah Alam Sekitar (Riadah Environment Project)
•
•
Magazine “Green Era”
Wira Alam Project156 (Wira Earth Project)
•
•
Environmental awareness scrape book competition
(PRIAS)
•
Inter-varsity environmental debate
•
ASEAN Inter-varsity environment debate
•
Short story writing competition
•
Publications & information materials157
Dept of Wild Life & National Parks:
•
nature and wildlife conservation by the Nature Study
Centre158
•
lectures & camping activities159
National Population and Family Planning Board
•
Environment, development and Population
Ministry of Education160
•
environmental education course for trainee teachers
•
guide book on environmental education
154
Ministry of Science, Technology & the Environment, Malaysia. Annual Report 1995. p73
The 2000 Annual report(p.86) recorded that 38 such camps were conducted in 2000, with an
involvement of 1,520 students. A training workshop for 53 teachers was also conducted to establish a
core group of facilitators for environmental camps.
156
The 2000 annual report recorded the participation of 4,829 students from 80 schools, to date (p.86).
155
ICAE
1975161
1995
1989162
1995
1998163
1990164
1999
2000
1999
32
Education for responsible consumption
Others (Specify)
Are any of the above specifically focused as a Program for disadvantaged
Programs
Focused on women, indigenous,
camp, rural, poor urban, migrants,
ethnic populations (Specify)
Education about environmental issues (eg: recycling, use of nonSchool children, university students,
renewable resources, defense and protection of green areas, forests general public, women, youth
Others (Specify)
FUNDING
The following information is for National Programs only.
Programs
Ministry or
Office where
Program is
allocated
Education about environmental issues (eg:
recycling, use of non-renewable resources,
defense and protection of green areas, forests
Ministry of
National
Science,
Technology and
the
Environment,
National Family
Development
and national
Population and
Family
Development
Board & Dept
of National
Unity from the
Min. of National
Unity & Social
Development
157
Source of
Budget:
National/Inter
National
Evolution of
budget 1997
(or year of
creation)-2002
in % of
increase/decrea
se
165
147,200 copies of information materials from teh Dept of Environment were disseminated in 2000
(Dept. of Environment Annual Report 2000:p108)
158
20 sessions with 699 students participating in 1995. Ministry of Science, Technology & the
Environment, Malaysia. Annual Report 1995. p87.
159
1,753 students from 46 schools were reported invovled in these lectures and weekend camps. Ministry
of Science, Technology & the Environment, Malaysia. Annual Report 1995. p87.
160
Mid-term Review of Seventh Malaysia Plan p.352.
161
Environmental education has been spearheaded by the Dept of Environment since its inception in 1975
(Department of Environment Annual Report 2000:p93)
162
Department of Environment Annual Report 2000:p97
163
Department of Environment Annual Report 2000. p94
164
Ministry of Science, Technology & the Environment, Malaysia. Annual Report 1995. p86.
165
There is disaggregated data for expenditure on educational activities. Budget allocation for the
respective departments according to the 1995 and 2000 anual reports are:
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33
Others (Specify)
In general these government agencies do not financially support NGOs. However some of
the activities may be conducted in partnership, collaboration, or with their assistance. For
example,
• In 1995, the Min. of Science, Technology & Environment held nine dialogues to assist
industrial associations & NGOs in solving environmental problems related to their
industrial operations.166
• In 1994, the Dept. of Environment collaborated with several environmental NGOs (like
the Malaysian Nature Society, World Wildlife Fund, Malaysia, Centre for Environment
Technology & Development, Consumer Association for Selangor & the Federal Territory,
River Ecosystem, Highland Ecosystem, Organic Farming Ecosystem, Urban Ecosystem
and some private companies and universities) to develop environmental awareness
camp modules167.
YEAR
Dept of Environ
Dept of Wild Life &
Parks
Ministry’s Budget
1995
2000
RM30,646,480
RM31,430,900
RM7,489,150
RM30,,026,100
RM44,326,750
RM1,273,827,800
Please note that there are a wide spectrum of program activities in each dept. Educational and promotion
of public awareness usually comprise only a very small percentage of the budget allocation.
166
Ministry of Science, Technology & the Environment, Malaysia. Annual Report 1995. p73.
167
Department of Environment Annual Report 2000:p95.
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34
REFERENCES
A
GOVERNMENT REPORTS
Department of Public Health, Ministry of Health Malaysia. Annual Report. (rbm RA316.5 M2M242)
Department of Environment, Ministry of Science, Technology and the Environment. Annual Report 2000.
Department of Statistics, Malaysia. Monthly Statistical Bulletin, May 2002. (rbm HA1793 M2412)
http://www2.unesco.org/wef/country (viewed 24/12/02).
Jabatan Perpaduan Negara, Kementerian Perpaduan Negara dan Pembangunan Masyarakat Malaysia.
Laporan Tahunan 1995. (Department of National Unity, Ministry of National Unity and Social
Development Malaysia, Annual Report 1995).
Jabatan Pertanian Semenanjung Malaysia. Laporan Tahunan 1995. (Department of Agriculture
Peninsular Malaysia. Annual Report 1995).
Kementerian Pembangunan Luar Bandar. Lapuran Tahunan 2000. (Ministry of Rural Development.
Annual Report 2000). (RBM HT179 M2L315)
Kementerian Pembangunan Luar Bandar. INFRA. Lapuran Tahunan 2000. (Ministry of Rural
Development. INFRA. Annual Report 2000). (rbm HN49 C6M2M240)
Kementerian Perpaduan Negara dan Pembangunan Masyarakat. INTISARI. Program dan Aktiviti. Tahun
2000. Edisi-2. (Ministy of National Unity and Social Development. INTISARI. Programs and Activities.
2000. 2nd Edition).
Kementerian Perpaduan Negara dan Pembangunan Masyarakat. Laporan Tahunan 1999. (Ministry of
National Unity and Social Development. Annual Report 1999).
Lembaga Penduduk dan Pembangunan Keluarga Negara. Kementerian Perpaduan Negara dan
Pembangunan Masyarakat. Lapuran Tahunan dan Penyata Kewangan 1995. (National Population and
Family Development Board. Ministry of National Unity and Social Development. Annual Report and
Financial Statement 1995). (HQ763 L551)
Lembaga Penduduk dan Pembangunan Keluarga Negara, Jabatan Perdana Menteri. Lapuran Tahunan
dan Penyata Kewnagan 2000. (National Population and Family Development Board. Prime Minister
Department. Annual Report and Financial Statement 2000). (rbm HQ763 L552)
Malaysian Human Rights Commission. Annual Report 2001. (http://www.suhakam.org.my)
Ministry of Health Malaysia. Annual Report 2000, 1995. (rbm RA316.5 M2M242)
Ministry of Science, Technology and the Environment, Malaysia. Annual Report 2000, 1995.
Ministry of National Unity and Social Development, Malaysia. Annual Report 2000, 1995 (DS596.7
A2M241)
Ministry of Rural Development, Malaysia. Annual Report 2000. (rbm HT179 M2L315)
Ministry of Science, Technology and the Environment, Malaysia. Annual Report, 2000, 1995 (rbm Q127
M2M239)
National Population and Family Development Board. Ministry of National Unity and Social
Development, Malaysia. Annual Report 1995. Executive Ed. (HQ 763 L554)
Social Security Organisation, Malaysia. Annual Report 2000, 1995. (rbm HD7222.6 A1P4691))
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35
Government of Malaysia (1996). Seventh Malaysia Plan,1995-2000. Kuala Lumpur: Percetakan Nasional
Malaysia Berhad.
Government of Malaysia (2001). Eighth Malaysia Plan,2001-2005. Kuala Lumpur: Percetakan Nasional
Malaysia Berhad.
B
PUBLICATIONS
CROUCH, H. (1992). Government and Society in Malaysia. Australia: Allen & Unwin.
HABSAH A.R. (1988). Aktiviti Kemajuan Masyarakat. Satu Pendekatan Pendidikan Berterusan dalam
Organisasi KEMAS. Paper presented at national Seminar on continuing Education, Universiti Sains
Malaysia, Penang.
MAZNAH & ASSOCIATES. (2001). Adult and Continuing Education in Malaysia. Serdang, Malaysia:
UPM Press and UIE, Germany.
MAZNAH M. & NORHAYATI S. (1977). Adult and Continuing Education: the Providers’ Perspectives.
Paper presented at Seminar on Trends and Challenges in Adult Continuing Education. Universiti Putra
Malaysia, Serdang.
RAHIM MD. SAIL & MD. SALLEH HASSAN. (1990). Levels of Literacy, Receptiveness to extension
messages and modes of delivery. Paper presented at Training /workshop on Agriculture Extension and
Levels of Literacy, University Putra Malaysia. 6 May 1977.
SARAVANMUTTU, J. (1997). Transforming Civil Societies in ASEAN Countries. CIS working paper
1997-1998, University of Toronto, Ontario, Canada.
SHARIFAH ALWIAH ALSAOFF. (1980). Non-formal Education. Paper presented at the ASAIHL
Seminar on Lifelong Education, Universiti Putra Malaysia, Serdang.
ICAE

the right to learn throughout life

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