Planning There needs to be an innovation procedure for the introduction
and evaluation of initiatives. The evaluation of success and impact
Review Implementation must be independent and based on measurable differences before
and after the implementation of the initiative, and progress must be
Independent Monitoring compared with that of control groups. This applies to initiatives that
Evaluation have been introduced in connection with MEB Wave 1, and to any
changes made in the course of implementation of this Roadmap.
As the implementation of the plan gets underway, it will be
necessary to set up a monitoring and evaluation system to ensure that
we create an internationally competitive Malaysian English language
education system. Starting with initiatives that have already begun,
the introduction of different parts of the plan needs to be subjected
to a rigorous cyclical procedure as shown in Figure C.1:
1. Planning
2. Implementation
3. Monitoring
4. Independent evaluation
5. Review
6. Repeat the cycle
AFigure C.1 cyclical process for
short-term initiatives
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For example, sets for English are now at stage 2, and are in the Teachers need high quality textbooks to use in their teaching,
process of being implemented. The implementation needs to be and in the case of teachers with insufficient English proficiency, high
monitored (stage 3), and evaluated (stage 4) to see whether or not quality textbooks have the additional role of supporting teachers with
the introduction of sets is having the beneficial effects expected. materials from which they can themselves learn. The area in which
The evaluation is then followed by a review (stage 5). teachers need most support, and in which high quality textbooks can
provide the support needed, is differentiated instruction.
4. The Three Priority Areas for Intervention
In order to create a high quality English teaching force, priority
This subsection is concerned with three matters that need to be must be given to capacity building for English teachers, including
addressed as a matter of urgency and given priority in order to maintain pre-service and in-service training, so that teachers embark on
quality and equality of access, and to uphold the principle of equity. their careers with a clear understanding of what is required of
them, and continue to develop their skills and abilities as they
4.1 Teacher quality progress in their careers.
In the immediate term, it is essential to provide English teachers By 2025, English teachers should be required to reach Band 4
who have not attained a sufficient level of proficiency in English on the Teaching Knowledge Test within five years of appointment.
with classroom support in the form of English language assistants Teacher educators should be of the same academic standing as
and mentors, etc. However, the competence of assistants and university lecturers, and should have in addition to a high level of
mentors must itself be assessed, in order to ensure that the support proficiency in English at least a relevant MA on appointment, and
provided is of sufficient quality. by 2025 those without a Phd should be registered for a PhD and
required to obtain the PhD within a maximum of five years.
All English teachers should have at least a first degree which
includes education and English Language in some appropriate
combination, and by 2025 the minimum English language proficiency
requirement should be CEFR C1. Newly qualified English teachers
should be given a licence to practise and renewable certification.
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Stage of Education Total Class Hours available Guided Learning Hours for CEFR Level
the next CEFR level
University (2-8 credit hours) 80-140 700-800 C1
Post-secondary Form 6 Unspecified 500-600 B2
Upper Secondary Forms 4-5 (KBSM) 253 500-600 B2
Lower Secondary Forms 1-3 (KBSM)) 380 350-400 B1
SK(SJK) Stds 4-6 (KSSR) 342 (570) 180-200 A2
SK(SJK) Stds 1-3 (KSSR) 285 (570) 90-100 A1
TableC.1 Hours allocated for English and
CEFR guided learning hours
4.2 The allocation of time for the learning of English The first figure for primary schools relates to National Schools,
and the figure in brackets to National-Type Schools; the figures
As a rule of thumb, some 200 hours of instruction are required for universities represent the range. Column 3 shows the range
to bring a language learner up from one CEFR level to the next. of the cumulative total number of hours of instruction (or “guided
The number of hours currently available for English are presented learning hours”) estimated to be necessary to reach the target
in Table C.1. CEFR level presented in column 43.
Column 1 lists the stages of education, and column 2 shows The primary school figures may give the impression that
the corresponding number of hours currently available for English. there is more than sufficient time to reach the target A1 and A2.
3 https://support.cambridgeenglish.org/hc/en-gb/articles/202838506-Guided-learning-hours
accessed 25 June 2015
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However, the estimated figures in column 3 are for adult learners 1. The placement of high calibre English teachers to teach
in a learning environment in which they are exposed to English as beginning learners;
a means of communication outside the formal learning hours. It is
important to recognise that these young learners are at an early 2. The creation of a highly immersive English-rich environment
stage of development, and that they are learning English in addition in school from the very beginning;
to Malay (National Schools) and also to their mother tongue
(National-Type Schools). They are likely to need more hours of 3. A rapid-response remedial teaching service to support
instruction in order to reach CEFR levels in English. Children in less successful learners before their lack of progress becomes a
rural or remote schools will probably engage with English for only problem.
30 to 60 minutes per day during English lessons in school, and have
no access to or need for the language beyond the classroom. The placement of high calibre effective teachers is necessary
because without a good foundation in English in the early years,
Taking into account the reducing allocation of time for English children will find it more difficult to catch up later on, especially
in the more advanced stages of education, every effort must those in rural and remote areas. A highly immersive English-
be made to give English learners a good start with high quality rich environment should include high quality spoken materials to
provision for learning in preschool and primary school. Although enable young learners to exploit their innate language learning
the target can be achieved just by getting children in the middle of ability in an informal manner outside formal teaching times. This
the A2 range up to end target level of A2 by the end of primary is particularly important in order to take advantage of the natural
school, attention also needs to be paid to the needs of children language learning ability which peaks in early childhood. Parents
above and below the A2 range. The number of high fliers reaching should be involved and other local resources utilised to integrate
at least B1 must be maximised, and of those not reaching A2 must the use of English into everyday life.
be minimised.
Providing students with a good early foundation in English
Essential measures to minimise the number of children failing also facilitates a strategy to cope with the reducing allocation of
to reach A2 by the end of primary school include the following: hours in secondary and tertiary education. Students with a good
foundation in English will profit from instruction in English, and
the teaching of other subjects in English. From a linguistic point
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of view, the most suitable subjects are Physical Education and the part by the social circumstances into which they were born, and for
Arts (including Visual Arts and Music). In both cases, students are whom early intervention will open up greater chances in life, and
required to do things in response to spoken instructions, and will whose success will greatly benefit the nation in the longer term.
have a chance to practise grammar and vocabulary and develop
their Listening and Speaking skills. What we need is a system of remedial English language
education which is not an add-on to the main programme, but
ICT can also be profitably taught in English, on the grounds that part of the main programme itself. Children should not be allowed
English is the resident language of computer-based technologies. to fail in English and then given support to help them recover
For selected schools science and mathematics can also be taught in from failure, but should be given support to stop them failing in
English. Having subjects like these taught in English will gradually bring the first place. Effective differentiated teaching will take us some
about dual language instruction which will improve students’ learning way towards this objective, and keep some children within the
of both English and Malay. However, this recommendation for the mainstream who would otherwise be regarded as failures.
increase in the engagement hours for English must be compatible with
maintaining the position of Malay as the national language. In this connection, it has to be recognised that if the proposed
reduction in the number of hours allocated to English goes ahead,
4.3 Remedial support the result will be not just increased failure in English, but cascading
failure in English. Since the cuts are planned at primary level, the
The counterpart to increasing success is reducing failure. Unless increased failure will begin in primary school and continue through
the principle that all children must be given the chance to reach secondary school to tertiary education, and lead in due course to
the highest standard of which they are capable is incorporated into increased graduate unemployment. In response to increasing failure
the fabric of the English language programme, those most likely to in English, either large numbers of children will be left behind for
fail to reach their own potential will be the most vulnerable, and no fault of their own, or else we shall have to mount a massive and
will include the poor and those in rural and remote areas. From a hugely expensive remedial operation to repair the damage.
national point of view, it is particularly important to cater for the
needs of those bright students whose lack of success is caused in In order to provide an effective remedial support system,
consideration should be given to the creation of a remove system
which goes beyond the temporary support provided under LINUS
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2.0, so that children in danger of falling behind can be taken out of become English teachers, and that they are given the high quality
the mainstream for a substantial period, and given special attention training which alone will enable them to achieve excellence in
to provide them with the foundation in English they will need later their classroom performance. Entry to the profession must be
on in their educational careers. controlled, so that the number of recruits trained matches the
number of new English teachers required.
5. Conclusions and recommendations
High-calibre English teachers need to work within the
We have before us an opportunity to create a world class English framework of a high quality English language programme. Again,
language education system. The motivation for the preparation of the solution to the problem is internationally well known, and it
the present Roadmap is the realisation that unless we create a top involves aligning the whole programme to prevailing international
performing general education system, we are not going to achieve standards. Curricula, teaching and learning, and assessment need
our national aspiration to become a high-income developed nation, to be closely integrated into a single programme, so that students
or to become an educational hub for the region and beyond. In are faced with a coordinated set of learning activities at any one
view of the importance to this national enterprise of achieving time, and as they progress through the programme, they tackle
excellence in English, our English language education system has appropriate activities of increasing difficulty and complexity. In
to undergo systemic reform, and the special remit of this Roadmap practice, these objectives are most effectively to be achieved by
is to mark out the way ahead. Public attention has focused on aligning the whole programme to the CEFR, and maintained by
graduate unemployment and its connection with inadequate bringing together under a single authority the different stakeholders
English, but this is a symptom of the underlying problem that our currently responsible for the different components – curriculum,
English education system is not at this stage designed to put us in teaching and learning including materials development, and
the position among the nations of the world to which we aspire. assessment – of the English language programme.
It is internationally well known that in order to create a top It is in our national interest, and it is also a moral imperative in
performing education system, it is essential first to create a high- accordance with the principle of equity, to narrow and if possible
calibre teaching force. We too must ensure that the right people close the performance gaps between different groups of students.
We have to support the most vulnerable, so that by becoming
330
strong they cease to be vulnerable, and contribute to the prosperity And finally, it must constantly be borne in mind that the
and wellbeing of the nation. Among the most vulnerable are the ideas put forward in this document relate to only one half of the
very young, the poor, those with disabilities, and those in rural and MBMMBI policy. In order to survive and prosper as a nation in a
remote locations. All these groups need and deserve the very best globalised world dominated by English, we have no choice but to
of English teachers. And male and female students need to see become more international in outlook, and achieve high standards
the point of learning English, so that they are motivated to devote of English in order to communicate with the rest of the world. It
the years of effort required to develop the level of proficiency and is our responsibility to provide our young people with the English
language learning skills that will enable them to get a first job, and language skills they need to find employment commensurate with
then advance in their careers. their educational qualifications, and compete successfully in an
increasingly competitive international jobs market. Yet it is also our
There is never enough time to study English given the rival privilege and our duty to promote Malay as our national language
claims of other subjects that must be included in the timetable, and the language of unity.
and so the time that is available must be spent wisely on learning
activities that stimulate the interest of young people. Since time To ensure the successful implementation of the proposals put
is most available in the early years, before competition with other forward in this document, we make the following recommendations
subjects begins in earnest, the strategy should be to make as much for policy:
progress in English as possible in the early years, which is also the
time when the children’s natural language learning ability is at (i) Teacher qualification:
its peak. Given a good start, children should be able to continue
their learning of English as greater demands are made of them, a. The minimum entry requirement to be set for teachers at
and what they are required to do in English becomes increasingly all stages of education should be a first degree or equivalent
difficult and complex. A strategy of this kind is needed because it is qualification combining Education and English Language;
not possible in the real world to create the ideal situation in which
the number of teaching hours increases as students progress to b. The minimum proficiency requirement for English teachers
higher levels. should be C1; those not having reached C1 being required
to undergo further proficiency training;
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c. Teachers should be required to apply for renewed our ambition to become internationally recognised as an advanced
certification every five years. nation. And if we fail, the future will be bleak for us all; but it will
be bleakest of all for those who are already the most vulnerable,
(ii) International benchmarking: for the children of the poor, and for the children of those in rural
and remote locations.
The whole of the English language education system,
including curriculum, teaching and learning, and assessment The most vulnerable members of our community are those
must be aligned to the CEFR at all levels of education. who most need the support that can be given by a high quality
education system that provides them with high standards of Malay
(iii) Monitoring standards and quality: to give them confidence in using the national language, and with
high standards of English to enable them to join the international
The ELSQC should be empowered to make final decisions community and make them feel part of it. The stakes are too high,
on all projects, initiatives and ventures concerning the and we shall not fail; and that is because we have a plan which
teaching of English in Malaysia to ensure that they are when implemented will put us on course to bring our English
consistent with the Roadmap. All these projects, initiatives language education system up to the standards enjoyed by the
and ventures should be screened before submission by a most advanced countries in the world.
body authorised to make recommendations to the ELSQC.
While the Roadmap summarised in this report has been in
preparation, countries across the world have been doing much the
same, and making plans to improve their English education systems.
Among the countries that see the necessity to raise the standards
of English attained by their young people is the United Kingdom
itself, the very historical home of the English language. Malaysia
cannot hope to succeed in an interconnected world dominated
by global English without bringing national standards of English
up to the standards now expected and required internationally.
If we do not take the opportunity now before us, we will fail in
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THE ROADMAP
PRESCHOOL
PRIMARY
SECONDARY
POST-SECONDARY
UNIVERSITY
TEACHER EDUCATION
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English Language Education in Malaysia
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THE ROADMAP
Preschool
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English Language Education Reform in Malaysia
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PRESCHOOL EDUCATION
THE ROADMAP (2015-2025)
MEB WAVES 1 - 3 (2013–2025)
C PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025) C
E
E CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT F
FOR REFORM AGENCY Appropriate LEVEL (2025) R
staged learning
F Strong CEFR BPK Set CEFR Staged learning Implement Staged learning Evaluate and outcomes A1 F
staged learning outcomes and monitor outcomes revise staged O
Foundation U
to achieve outcomes based staged learning with DAP as learning N
R international on Cambridge outcomes a reference outcomes D
A
standards Baseline 2013 with DAP as a implemented with DAP as a T
study as a guide reference and a report on reference I
for preschool implementation O
F N
O
U Develop CEFR CEFR descriptors Validate the The CEFR Review and Final CEFR
descriptors developed CEFR descriptors revise CEFR descriptors
suitable for the descriptors validated descriptors
N preschool stage
D of learning
A DAP-CEFR BPK Alignment of the English language Launching and monitoring of DAP- Review and revision of DAP-
curricula, teaching and learning, CEFR-aligned English language CEFR-aligned English language
alignment and assessment to DAP and CEFR curricula, teaching and learning, and curricula, teaching and learning, and
assessment assessment
T
I
O DAP-CEFR ELSQC Setting up of an independent Monitoring of all actions required for Review of and report on outcomes
implementation ELTC body responsible for the reform and efficacy of reform
and monitoring implementation and monitoring of
N BPPDP the reform process
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PRESCHOOL EDUCATION
THE ROADMAP (2015-2025)
PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT
FOR REFORM AGENCY LEVEL
(2025)
CURRICULUM
C Alignment BPK Adopt the CEFR as CEFR used as the Evaluate and A comprehensive Review the An improved A1 C
of learning the reference for the reference for the monitor teachers’ report of the EL content document U
U standards BPK development of the development of the comprehension of evaluation and learning R
JNJK content and learning content and learning the EL content and standards in Final CEFR R
R ELTC standards for EL standards for EL learning standards the revised descriptors I
BKK Reinforce DAP as the DAP reinforced as the in the revised document A set of C
reference for including reference for including document based on the improved U
pedagogical aspects pedagogical aspects evaluation schedules L
R in the content and in the content and report A highly U
learning standards for learning standards for immersive M
I EL EL Review and English-rich
Provide the NPSC in Teachers are provided revise CEFR environment in
C English to encourage with the NPSC in both descriptors preschools
the use of English for bahasa Malaysia and
U the Thematic Module English
Adopt DAP as Appropriate sample
L the reference for schedules focusing on Evaluate and A comprehensive Review the
planning daily instructional language monitor the report of the schedules
Transition schedules focusing on use implementation evaluation based on the
from one instructional language of the schedules evaluation
U instructional use focusing on report
instructional
M language to language use
another
A highly Encourage an An emerging immersive Implement and An emerging Review and
immersive immersive English English environment monitor school- highly immersive improve
English-rich learning environment based initiatives to English-rich school-based
environment in preschools with encourage a highly environment in initiatives
in preschools school-based initiatives immersive English preschools
environment
THE ENGLISH LANGUAGE EDUCATION ROADMAP (2015-2025): PRESCHOOL
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PRESCHOOL EDUCATION
THE ROADMAP (2015-2025)
C PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025) C
U
U CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT R
R FOR REFORM AGENCY Review Increased LEVEL R
Launch parent Community engagement effective EL (2025) I
and community engagement programmes engagement C
R Parental and PPD Design Programmes engagement programmes time U
community JPN programmes for parental programmes launched L
I engagement PIBG to engage and community Monitor Monitoring reports U
parents and engagement programmes submitted M
C the community designed Broader
in supporting opportunities to
U preschool use EL in and
students’ EL outside school
L learning (e.g.
teacher aides)
U
M
T TEACHING & LEARNING T
E
E DAP-informed ELTC Conduct courses Awareness and Provide continuous Inspectorate Monitor and DAP-informed A1 A
A pedagogy JNJK on understanding understanding professional trained in evaluate the pedagogy used C
C IPTA/USM and using DAP of DAP raised development DAP-informed effectiveness of effectively H
principles to among In-service courses for the pedagogy pedagogy using I
H inform practice and pre-service inspectorate to DAP principles N
teachers enable them to G
I effectively monitor
and evaluate the &
N effectiveness of
pedagogy using L
G DAP principles E
A
& R
N
L Minimum BPSM Appoint Competent users, Continue A body of Review English I
E qualification IPTA/USM competent users particularly retired appointment of EL proficient the English language quality N
of English to local English competent users preschool teachers language quality achieved among G
A for preschool teach preschoolers teachers considered of English of preschool preschool
teachers: (focus on retired for post of teachers teachers
R English local English preschool teacher
N proficiency teachers)
I and academic
N qualifications
G
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PRESCHOOL EDUCATION
THE ROADMAP (2015-2025)
T PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025) T
E
E CEFR A
A CONDITIONS LEAD EXIT C
C FOR REFORM AGENCY ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES LEVEL H
(2025) I
H N
I Minimum BPSM Implement the Bachelor’s Appointment Review the Minimum G
N qualification IPTA / degree as the minimum requirements appointment qualifications
G for preschool USM qualification for preschool implemented qualifications for pre-school &
teachers: teachers to be achieved by of preschool teachers
2025: teachers attained L
& English E
a.Major English, minor A
proficiency Early Childhood Education R
and academic or Preschool Education N
L qualifications I
E N
A b. Major Early Childhood G
R Education or Preschool
N Education, minor English A
S
I c. Double degree consisting S
N of English and Early E
G Childhood Education or S
Preschool Education S
M
A ASSESSMENT E
N
S CEFR- BPK Revise constructs and A revised National Monitor and evaluate Evaluation Review the A robust NPAT A1 T
informed descriptors for performance Preschool Assessment CEFR-informed assessment reports on NPAT guided based on
S assessment LP standards to incorporate Tool (NPAT) based the effective by the CEFR CEFR-informed
E assessment on phonics on a CEFR-informed use of CEFR- assessment
(for 5+ age group) and assessment framework informed
HOTs complemented by a assessment Developmentally
S glossary of terminologies by JNJK and linguistically
relating to constructs, appropriate
S descriptors and concepts non-standardised
used, guided by the CEFR and standardised
M assessment tools
E Provide exemplars of Exemplars of
N developmentally and developmentally
linguistically appropriate
T assessment tools for appropriate and
linguistically appropriate
standardisation assessment tools
THE ENGLISH LANGUAGE EDUCATION ROADMAP (2015-2025): PRESCHOOL
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English Language Education Reform in Malaysia
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PRESCHOOL EDUCATION
THE ROADMAP (2015-2025)
PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR
FOR REFORM AGENCY EXIT
LEVEL
(2025)
ASSESSMENT
Institutional PPD Mobilise Standardised Train teachers to adapt Valid assessment Train teachers Developmentally A1
A support teachers assessment valid assessment tools adapted for all to create and linguistically
JPN to develop tools for tools to create language skills developmentally appropriate A
for the S
development collaboratively listening and developmentally and linguistically assessment S
S of assessment standardised speaking and linguistically Professional upskilling appropriate tools created E
assessment developed appropriate courses for teachers assessment tools S
S tools tools for testing collaboratively assessment tools for with advisory support individually (or S
listening and all language skills (L, on (a) English collaboratively) for M
E speaking skills S, R, W) language assessment, own (or shared) E
and (b) adapting use N
and developing T
S standardised Evaluate Evaluation report
S assessment tools by assessment tools by JNJK to PPD
ELTC and upskilling and JPN
courses
M
E Teacher BPSH Recruit EL option Supervise, monitor An evaluation report Evaluate teachers’ A report on
EL option teachers and/or and evaluate teachers’ on teachers’ use of competency in teachers’
N competency teachers and/ competent users competency in the exemplars and assessment - to competency in
in preschool or competent of English (teach assessment – to be assessment tools be carried out by assessment
T assessment users of English and) conduct carried out by PPD, JNJK
to (teach assessment JPN and JNJK
and) conduct
assessment
Assess pupils Pupils are more Assess pupils guided Pupils are more Conduct student Enforcement
guided by comfortable by the exemplars and confident in the use of portfolio of the use of
exemplars in the use of adaptations of valid language assessment student portfolio
language assessment tools assessment
THE ENGLISH LANGUAGE EDUCATION ROADMAP (2015-2025): PRESCHOOL
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PRESCHOOL EDUCATION
THE ROADMAP (2015 - 2025)
PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT
FOR REFORM AGENCY LEVEL
(2025)
MONITORING OF PROGRESS TOWARDS A QUALITY ENGLISH LANGUAGE EDUCATION SYSTEM
International ELSQC Conduct a A benchmark Carry out an Students achieve A1
standard of benchmark study study report impact study on minimum EL
Preschool EL for preschool the reformed proficiency target
education students to preschool EL
establish the education system
impact of
initiatives on the
EL proficiency of
preschool students
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THE ROADMAP
Primary
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PRIMARY EDUCATION
THE ROADMAP (2015-2025)
MEB WAVES 1 - 3 (2013–2025)
C PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025) C
E
E CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT F
FOR REFORM AGENCY LEVEL (2025) R
F Strong CEFR BPK Set CEFR staged Staged target Implement and Staged Evaluate and Appropriate Year 3: A1 F
Foundation target proficiency levels monitor staged target levels revise staged staged target O
to achieve levels for primary CEFR target levels implemented target levels levels Year 6: A2 U
R international education based descriptors Validate the and a report on Review and revise Final CEFR N
on the Cambridge developed CEFR implementation CEFR descriptors descriptors D
standards Baseline 2013 descriptors The CEFR A
Develop CEFR descriptors T
F descriptors suitable validated I
for every year at each O
O stage of learning N
U Build capacity by CEFR Master Implement Teachers trained Evaluate and Effective
training key deliverers Trainers (key and monitor in the CEFR revise CEFR CEFR training
N (teachers SISC+, MoE deliverers) CEFR training and reports training by Master programmes
EL officers) for the for teachers by on training Trainers
D implementation Master Trainers programmes
of CEFR-aligned
A curricula, teaching Form a CEFR CEFR Task Force Develop the The CEFR-M
and learning, and task force from CEFR-M (by the developed
T assessment the Master CEFR Task Force)
Trainers
I CEFR alignment
BPK The alignment of English language The launching and monitoring of Review and revision of CEFR-aligned
O curricula, teaching and learning, and CEFR-aligned English language English language curricula, teaching and
ELSQC assessment to the CEFR curricula, teaching and learning, learning, and assessment
N CEFR ELTC and assessment
BPPDP
implementation The setting up of an independent Monitoring of all actions required Review of and report on outcomes and
and monitoring body responsible for the for reform efficacy of reform
implementation and monitoring of
the reform process
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PRIMARY EDUCATION
THE ROADMAP (2015-2025)
PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT
FOR REFORM AGENCY LEVEL
(2025)
CURRICULUM
C internationally BPK Review and revise The primary Roll out CEFR- Gradual Review and The CEFR- Year 3: C
aligned the KSSR primary EL KSSR-EL aligned KSSR implementation of revise the aligned KSSR A1 U
curriculum curriculum (Years 1-6) curriculum primary EL the CEFR-aligned CEFR-KSSR primary EL R
U and learning reviewed and curriculum in KSSR EL curriculum primary EL curriculum Year 6: R
revised stages for all stages of curriculum meets A2 I
standards learning international C
R standards U
L
R Align the reviewed The CEFR-KSSR Monitor and Recommendations U
KSSR EL curriculum to EL curriculum evaluate the for Improved M
the CEFR implementation of delivery of the
I the CEFR- aligned CEFR-KSSR primary
KSSR EL curriculum EL curriculum
C Effective BPK Promote understanding Appreciation of Reinforce Increased Strengthen Curriculum
ELTC of the CEFR-aligned the significance understanding appreciation of the partnership implementation
implementation IPGM KSSR EL curriculum of the revised among teachers revised curriculum amongst all sustained by
BPG among teachers, school curriculum and school leaders stakeholders an effective
U and delivery of IAB leaders and parents to appreciate the to sustain network of
to appreciate the new EL curriculum curriculum stakeholders
curriculum significance of the new implementation
curriculum
L
U
M BPK Build capacity for Master Trainers Train primary Teachers well- Continue Improvement
ELTC Master Trainers well trained school teachers trained and capacity in the use of
(key deliverers) to in the CEFR- to understand, confident in the building for all the CEFR-
understand, implement aligned KSSR EL implement and use implementation and primary school aligned KSSR
IPGM and use the CEFR- curriculum the CEFR-aligned use of the CEFR- teachers EL curriculum
BPG aligned KSSR EL KSSR EL curriculum aligned KSSR EL
curriculum through workshops curriculum
Monitor training Recommendations
for improvement
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THE ROADMAP (2015-2025)
PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT
FOR REFORM AGENCY LEVEL
(2025)
CURRICULUM
Effective BPK Ensure correct CEFR-aligned Improve interpretation CEFR Capacity Monitor and Improved delivery Year 3: C
implementation interpretation and KSSR primary and implementation building review the of the CEFR- A1 U
and delivery of BPK implementation EL curriculum of the CEFR-aligned workshops for implementation aligned KSSR R
of the CEFR- toolkits KSSR primary EL teachers of the CEFR- primary EL Year 6: R
C curriculum BPK KSSR primary EL developed curriculum through Remedial aligned KSSR EL curriculum A2 I
JNJK curriculum by all Sound remedial in-service teacher programmes for curriculum C
U BPK teachers programmes training Years 4-6 rolled Review and Improved remedial U
Develop remedial developed Roll out and monitor out and monitored revise remedial programmes for L
R Effective BPK programmes for remedial programmes programmes for Years 4-6 U
remedial ELTC students yet to Years 4-6 M
programmes IPGM achieve set targets Good remedial
R BPG for Years 4-6 programme for
Monitor and Review Years 1-3
I the LINUS 2.0 A revised LINUS Conduct an impact An impact study Revise LINUS 2.0 Consolidation of
programme 2.0 programme study of LINUS 2.0 report produced programme based EL learning time
C Increase EL learning Increased on the study
time for SRJK language learning Review the
U Optimal schools (Years 1-6) Similar EL Implement and time implemented effectiveness
language learning time monitor the use of and monitored of increased EL
engagement to SRK schools increased language learning time
(Year 1-6) learning time
L time
U Select other Subjects Implement the The teaching of Review the Dual language
subjects to be selected to teaching of selected subjects in English effectiveness of programme in
M taught in English be taught in subjects in English implemented the teaching of primary schools
(e.g. Science or English Monitor the Monitoring reports subjects in English
Maths) implementation submitted
Consolidate
Conduct in-service Teachers trained Continue in-service EL Training the teaching of Subject teachers
EL training for and proficient training for teachers programmes for subjects in English well-trained in
subject teachers in English Implement pre- subject teachers Review the using English to
Plan for pre-service service EL training for in place effectiveness teach
EL training for the the subject teachers of the training
subject teachers involved programmes
involved
Revise the training Higher EL
programmes proficiency among
primary students
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CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT
FOR REFORM AGENCY LEVEL
(2025)
CC
CURRICULUM
U U
ELTC Encourage an An emerging Develop and An emerging highly immersive Review and A highly Year 3:
A highly A1
immersive immersive immersive implement school- English-rich environment in improve immersive Year 6:
R English-rich BKK English learning English based initiatives to primary schools school-based English-rich R
environment environment encourage the active initiatives environment A2 R
R environment in primary in primary use of English among in primary
in schools
schools with schools students schools
I opportunities Monitoring reports submitted I
for the
Monitor the initiatives
C purposeful and C
contextualised
U use of English
U
L Parental and PPD Design Programmes Launch and Programmes launched Review and Increased EL L
JPN programmes designed for monitor parent Reports submitted on improve parent engagement U
community PIBG to engage parental and and community opportunities for primary and community time for M
parents and community engagement students to use EL in and out engagement primary
U engagement the community engagement programmes of school programmes students
M in supporting
primary students’
EL learning (e.g.
teacher aides, EL
immersion camps)
TEACHING & LEARNING
CEFR- BPK Build capacity for Master Trainers Build capacity for Teachers familiar and Continue Improved Year 3:
informed ELTC Master Trainers well-trained in teachers to use CEFR- confident in the use of capacity teaching of A1
pedagogy BPG (key deliverers) CEFR-informed informed pedagogy at CEFR-informed pedagogy building for the CEFR-
IPGM to understand pedagogy all levels by Master the CEFR to aligned KSSR Year 6:
and use CEFR- Trainers cascade to all EL curriculum A2
informed pedagogy teachers at all primary
levels
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THE ROADMAP (2015-2025)
PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT
FOR REFORM AGENCY LEVEL
(2025)
T TEACHING & LEARNING T
E
E Internationally- BBT Select Selection criteria Purchase and Textbooks in line Evaluate and revise the The selection of textbooks Year 3: A
BTP international for the CEFR- monitor the with the aims of selection of textbooks and support materials A1 C
A aligned BPK CEFR-aligned aligned textbooks use of the the CEFR-aligned and support materials revised H
teaching textbooks and support international KSSR EL curriculum for Years 1-6 Effective student Year 6: I
C and learning BBT and support materials CEFR-aligned Improved student engagement with EL A2 N
BTP materials for Appropriate CEFR- textbooks and engagement with materials G
H materials BPK Years 1-6 aligned materials support materials EL materials
ELTC selected Recommendations for more &
I effective use of resources by
BBT primary school teachers L
N BTP Review existing Teaching-learning E
BPK Online materials are a A
G ELTC teaching- resources reviewed regular part of lessons R
learning and aligned N
BTP resources I
to ensure Train EL
& alignment with teachers to use
teaching-learning EL teachers trained Evaluate teacher use
CEFR resources to to use teaching- of teaching-learning
improve delivery learning resources resources
L Coordinate and A repository of all of the CEFR-
E consolidate teaching-learning aligned KSSR EL
A reviewed resources set up. curriculum
R teaching- A directory of
N learning teaching-learning
I resources resources produced
Adopt/Develop Online teaching- Integrate on-line
effective online learning resources teaching-learning
teaching-learning made available materials into lessons
resources
N BTP Create a database and Database and web portal N
G ELTC web portal of language / LMS made available G
needs and resources for as gateway to teaching-
primary education learning resources for
Review and upgrade primary education
the existing learning The existing learning
management system management system (LMS)
(LMS) reviewed and upgraded
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T PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025) T
E CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT E
A FOR AGENCY LEVEL A
C (2025) C
REFORM
H Teacher ELTC Train teachers to Teachers trained Monitor and Recommendations Review the training of Teachers competent Year 3: A1 H
I competence IPGM conduct remediation in remedial evaluate teacher for improvement teachers in remedial to meet the needs Year 6: A2 I
N for students with instruction use of remedial in teacher use instruction of students with N
learning difficulties instruction of remedial learning difficulties and G
G and disabilities instruction disabilities
&&
Train teachers to Teachers trained Monitor and Recommendations Review the training of Teachers competent
enable differentiated to enable evaluate for improvement teachers in the use of to meet the needs of
L learning for varied differentiated teacher use of in teacher use appropriate pedagogy students at different L
E EL proficiency levels learning differentiated of differentiated including differentiated proficiency levels E
in primary school learning learning learning
A A
RR
Train teachers to Teachers trained Monitor and Recommendations Review training Teachers competent in
N develop aesthetic/ in developing evaluate the for improvement of teachers in the developing aesthetic/ N
creative language in the development of creative language use
I use among students aesthetic/ development development of aesthetic/ creative among students I
N creative language of aesthetic/ N
G use creative language aesthetic/ creative language use G
use language use
ASSESSMENT
A Assessments BPK Develop the CEFR- The CEFR-aligned Implement and CEFR-aligned Review and revise the Valid and reliable CEFR- Year 3: A1 A
and national aligned EL school- EL SBA monitor the SBA for Years 1-6 CEFR-aligned SBA for aligned school-based S
S examinations LP based assessment CEFR-aligned implemented and Years 1-6 assessment for Years 1-6 Year 6: A2 S
S (SBA) for Years 1-6 SBA for Years I-6 monitored E
of to include all 4 skills S
E international S
S standard M
E
S Develop a new Draft of a CEFR- Pilot, improve Valid and reliable Review the national Year 6 national exam N
CEFR-aligned aligned national and implement CEFR-aligned exam and calibrate reviewed and calibrated T
M national EL exam Year 6 EL exam the CEFR-aligned national Year 6 against international
for Year 6 which national Year 6 exam standards
E includes all 4 skills EL exam
N
T
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A PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025) A
S CONDITIONS LEAD S
S FOR REFORM AGENCY ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT S
LEVEL E
(2025) S
S
E ASSESSMENT M
E
S Upskill EL ELTC Train primary EL Master trainers Upskilling of all All teachers Monitor and Recommendations Year 3: A1 N
teachers IPGM Master Trainers to well-informed in teachers in the trained in the evaluate teacher for the Year 6: A2 T
S in the BPG implement CEFR- the management management of management of management of improvement
M administration aligned school- of CEFR-aligned CEFR-aligned SBA CEFR-aligned SBA CEFR-aligned SBA to the EL SBA
E of school- based assessment SBA Improved SBA training for
based (SBA) teachers
N assessment
T
MONITORING OF PROGRESS TOWARDS A QUALITY ENGLISH LANGUAGE EDUCATION SYSTEM
International ELSQC Select An Independent Conduct a Student Benchmark Students achieve Year 3: A1
standard of independent international benchmark study performance students’ EL EL proficiency Year 6: A2
Primary EL international body identified on Year 3 and benchmarked performance targets
education body/organisation to carry out Year 6 students against against Transformed
to conduct benchmarking and to establish international international Primary EL
benchmark and impact studies up the impact of standards standards Education system
impact studies. to 2025 initiatives on the Benchmark Study Carry out an
EL proficiency of Report impact study on
primary students the reformed
Primary EL
education system
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MEB WAVES 1 - 3 (2013 – 2025)
C PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025) C
E
E CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT F
FOR REFORM AGENCY LEVEL (2025) R
F Strong CEFR BPK Set CEFR staged Staged target Implement and Staged Evaluate and Appropriate Form 3: B1 F
foundation target proficiency levels monitor staged target levels revise staged staged target O
to achieve levels for secondary target levels implemented target levels levels Form 5: B1/B2 U
R international education based CEFR Validate the and reports on N
on the Cambridge descriptors developed CEFR implementation Review and Final CEFR D
standards Baseline 2013 CEFR Master descriptors submitted revise CEFR descriptors A
Develop CEFR Trainers (key The CEFR descriptors Effective T
F descriptors suitable deliverers) descriptors Evaluate and CEFR training I
O for each year of validated revise the programmes O
U secondary education CEFR training The CEFR-M N
N Build capacity by Implement and Teachers trained by Master developed
D training key deliverers monitor the in the CEFR Trainers
A (teachers SISC+, MoE CEFR training and reports Develop the
T EL officers) for the of teachers by on training CEFR-M (by
implementation Master Trainers programmes CEFR Task
of CEFR-aligned Force)
curricula, teaching Form a CEFR task CEFR Task Force
and learning, and force from Master
assessment Trainers
I CEFR alignment BPK Alignment of English language Launching and monitoring of Review and revision of CEFR-
curricula, teaching and learning, and CEFR-aligned English language aligned English language
O ELSQC assessment to the CEFR curricula, teaching and learning, and curricula, teaching and
ELTC Setting up of an independent body assessment learning, and assessment
N CEFR BPPDP responsible for the implementation
and monitoring of the reform process Monitoring of all actions required for Review of and report on
implementation reform outcomes and efficacy of
and monitoring reform
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PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT
FOR REFORM AGENCY LEVEL
(2025)
CURRICULUM
C internationally BPK Align the KSSM CEFR-aligned Implement the CEFR-KSSM Review and International Form 3: B1 C
aligned secondary EL KSSM secondary CEFR-aligned EL curriculum Form 5: U
curriculum curriculum to the EL curriculum KSSM secondary EL implemented revise the CEFR- standard CEFR- B1/B2 R
and learning CEFR curriculum (2017) in stages for all aligned KSSM aligned KSSM
U secondary levels secondary EL secondary EL
R standards curriculum curriculum
R R
I
I Effective BPK Promote Acceptance of Reinforce Acceptance of the Strengthen Curriculum C
implementation ELTC understanding of the the need for a understanding new curriculum partnership implementation U
and delivery of IPGM need to align the CEFR-aligned EL among teachers amongst all sustained by L
C curriculum BPG KSSM EL curriculum curriculum by and school leaders stakeholders an effective U
IAB to the CEFR among stakeholders of the importance to sustain network of M
teachers, school of the new curriculum stakeholders
U BPK leaders and parents CEFR-aligned EL implementation
ELTC to appreciate the curriculum
L IPGM curriculum
BPG
U Build capacity for Well-equipped Train secondary Teachers familiar Continue Improvement
Master Trainers Master Trainers school teachers with the CEFR and capacity in the use of
M (key deliverers) for the CEFR- to understand, confident in the building for the CEFR-
to understand, aligned KSSM EL implement and use implementation all secondary aligned KSSM
implement and use curriculum the CEFR-aligned of the CEFR- school teachers EL curriculum
the CEFR-aligned KSSM EL curriculum aligned KSSM EL
KSSM secondary EL through workshops curriculum
curriculum
Monitor training
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THE ROADMAP (2015-2025)
PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR
FOR REFORM AGENCY EXIT
LEVEL
(2025)
C CURRICULUM C
U
Effective BPK Ensure correct CEFR-aligned Improve CEFR capacity- Monitor and Improved delivery Form 3: R
implementation BPG interpretation and KSSM secondary EL interpretation building review the of the CEFR- B1 R
U and delivery of ELTC implementation curriculum toolkits and workshops for implementation aligned KSSM I
of the CEFR- developed implementation teachers of the CEFR- secondary EL Form 5: C
R curriculum BPK KSSM secondary of the CEFR- KSSM EL curriculum B1/B2 U
EL curriculum aligned KSSM curriculum L
R by all teachers EL curriculum U
through provision of through the in- M
I curriculum toolkits service training
of teachers
C Optimal Increase EL learning EL learning hours Implement and The increased Review the Consolidation of
language hours for all increased for all monitor the use language learning effectiveness of the EL learning
U engagement secondary schools, secondary schools of the increased time monitored the increased EL time
particularly Forms hours learning time
time 4-5
L
U Utilise existing EL Higher proficiency Implement Curriculum goals Review the Recommendations
M optional subjects students register and monitor for optional EL effectiveness of for improvement
(EST and Eng. for the optional EL the teaching subjects include achieving higher Higher EL
Lit) to cater for subjects of the optional focus on higher proficiency goals proficiency (B2)
higher proficiency EL subjects to proficiency goals. for students among students
students. achieve higher Report on the in optional EL in EL optional
proficiency teaching and subjects subjects
goals for higher implementation
proficiency of optional EL
students subjects
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PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT
FOR REFORM AGENCY LEVEL
(2025)
CURRICULUM
C Optimal BPK Introduce new New elective Implement and The teaching of Review the Recommendations Form 3: C
language elective subjects subjects monitor the elective subjects effectiveness for improvement B1 U
R
U engagement (e.g. Critical developed to be teaching of new in English of the teaching Form 5: R
time Thinking and taught in English elective subjects implemented and of new elective B1/B2 I
Academic English) in English monitored. A report subjects in English C
R on the teaching of U
the elective subjects Higher EL L
proficiency U
R in English. among secondary
students
I Increase in student
EL use
C Select other Subjects selected Implement the The teaching of Review the A dual language
subjects to be to be taught in teaching of the subjects in English effectiveness of programme in
U taught in English English selected subjects implemented the teaching of secondary schools
(e.g. Science or in English Monitoring reports subjects in English
Maths) Monitor the submitted
L implementation Consolidate
the teaching of
U subjects in English
M ELTC Conduct in-service Teachers trained Continue the in- Training programmes Review the Well-trained M
EL training for and proficient in service EL training for subject teachers effectiveness subject teachers
IPGM subject teachers English of the teachers in place of the training in using English to
programmes teach
Plan for the pre- Implement the Revise the training Higher EL
service EL training pre-service EL programmes proficiency
of the subject training of the among secondary
teachers involved subject teachers students
involved
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SECONDARY EDUCATION
THE ROADMAP (2015-2025)
PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT
FOR REFORM AGENCY LEVEL
(2025)
CURRICULUM
Effective BPK Develop remedial Sound Roll out and monitor Remedial programmes Review and Effective Form 3:
remedial programmes for remedial remedial programmes for Forms 1-5 rolled revise the EL remedial B1
C programmes students yet to achieve programmes out and monitored remedial programmes C
Form 5: U
U the set targets at each developed programmes for Forms 1-5 B1/B2 R
secondary level for Forms 1-5 R
I
R JNJK Implement Gap year Gap Year for Implement and The Gap Year for Review and An effective C
BPPDP (Remove Class) for students with monitor the low EL proficiency revise the remedial U
R students yet to attain CEFR A1 effectiveness of the students implemented Gap Year programme L
BPK CEFR A1 for incoming An emerging Gap Year for identified and monitored programme for Form U
Form 1 students immersive low EL proficiency (to include 1 students M
I English students students with with low EL
environment CEFR A2) proficiency
C in secondary A highly
ELTC Encourage an schools Develop and An emerging highly Review and immersive
A highly BKK immersive English implement school- immersive English- improve the English-rich
learning environment based initiatives to rich environment in school-based environment
U immersive in secondary schools encourage the active secondary schools initiatives in secondary
with opportunities use of English among Monitoring reports schools
English-rich for purposeful and students submitted
contextualised use of Monitor the initiatives
L environment English
in schools
U
M PPD Identify opportunities Programmes Launch parent Programmes launched Review and Increased EL
JPN and design programmes for parental and community Monitoring reports improve engagement
Parental and PIBG to engage parents and engagement submitted on parent and time for
community and the community in community programmes opportunities for community secondary
engagement supporting students’ EL engagement Monitor the secondary students to engagement students
learning (e.g. teacher designed programmes use EL in and outside programmes
aides, home learning school
programmes, EL
immersion camps)
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PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
T CONDITIONS LEAD CEFR T
EXIT E
E FOR REFORM AGENCY ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES LEVEL A
(2025) C
H
A I
TEACHING & LEARNING N
G
C BPK Build capacity for Master Master Trainers well- Build capacity for Teachers familiar Continue Improved teaching Form 3:
Trainers (key deliverers) the capacity &
CEFR-informed to understand and building for
H pedagogy use CEFR-informed trained in CEFR- teachers to use and confident with the CEFR to of the CEFR- B1 L
I BPG pedagogy with the focus informed pedagogy CEFR-informed CEFR-informed cascade to all aligned KSSM EL Form 5: E
IPGM pedagogy at all pedagogy curriculum at all B1/B2 A
levels by Master secondary levels R
on developing student Trainers teachers N
N IPTA self-directedness and I
N
G a communicative and G
interactive teaching
approach
& Internationally- BBT Select international Selection criteria Purchase and Textbooks in line Evaluate and A revised selection
aligned BTP CEFR-aligned textbooks for CEFR-aligned monitor the use of with the aims of revise the of textbooks and
teaching and and support materials for textbooks and the international CEFR-aligned KSSM selection of support materials
L learning BPK Forms 1-5 support materials CEFR-aligned EL curriculum textbooks
E materials Appropriate CEFR- textbooks and Improved student and support Effective student
aligned materials support materials engagement with materials for engagement with
selected EL materials Forms 1-5 English
A
R BBT Review existing Teaching-learning
teaching-learning resources reviewed
BTP resources to ensure and aligned
N ELTC alignment with the CEFR Train EL teachers Recommendations
I to use teaching- Evaluate on the more
N Coordinate and A repository of all learning resources EL teachers teacher use of effective use
G consolidate reviewed teaching-learning to improve the trained to use the the teaching- of resources by
teaching-learning resources set up. delivery of the resources learning secondary school
resources A directory of CEFR-aligned KSSR resources teachers
EL curriculum
teaching-learning
resources produced
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THE ROADMAP (2015-2025)
PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
T CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT T
LEVEL E
E FOR REFORM AGENCY (2025) A
C
A TEACHING & LEARNING H
C Internationally- I
BBT Adopt/Develop Teaching-learning Integrate Resource Form 3: N
aligned BTP effective teaching- resources made teaching- materials are B1 G
ELTC learning resources available learning resource part of daily
H teaching and (including on-line materials into lessons Form 5: &
BPG resources) lessons B1/B2
learning ELTC L
IPGM Train teachers to Teachers trained Monitor and Recommendations Review the Teachers E
I materials IPTA enable differentiated in the use of evaluate teacher for improvements training of competent to A
N Teacher learning for varied EL differentiated use of differentiated in teacher use teachers in meet the needs R
proficiency levels in learning and learning and of differentiated the use of of students N
competence secondary school techniques techniques enabling learning and differentiated I
Train teachers to enabling independent, self- independent, self- learning and N
G enable independent independent and directed learning directed learning independent G
and self-directed self-directed learning
& learning among learning
students
L
E
A A positive ELTC Encourage a positive Pedagogy to Enhance student Recommendations Review student Students
student student learning encourage a development for improving development in demonstrate
R language culture – especially in positive student in independent student independent and greater
terms of independent language learning and self-directed independence and self-directed independence
N learning culture and self-directed culture language learning self-directedness in language in language
language learning Monitor student language learning learning learning
I development
Development of Development of
N related learning tools related learning
similar to the CEFR tools similar to the
G Language Portfolio CEFR Language
Portfolio
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PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT
FOR REFORM AGENCY LEVEL
(2025)
ASSESSMENT
Assessments BPK Align EL school-based CEFR-aligned EL Implement and CEFR-aligned SBA Review and Valid and reliable Form 3:
and LP assessment (SBA) to SBA monitor CEFR- for Forms 1-5 revise CEFR- CEFR aligned B1
A examinations the CEFR for Forms aligned SBA for implemented and aligned SBA for school-based A
1-5 and include all 4 Forms 1-5 monitored Forms 1-5 assessment for Form 5: S
of international skills Forms 1-5 B1/B2 S
S standard E
S
S Develop new CEFR-aligned EL Pilot, improve Valid and reliable
CEFR-aligned EL examinations for and implement CEFR-aligned
E examinations for Forms 3 and 5 CEFR-aligned examinations
Forms 3 and 5 examinations for
S to include all 4 Forms 3 and 5
skills
S Adopt assessment Assessment Integrate Assessment Review and Students S
practices that practices that assessment practices that monitor demonstrate
encourage greater encourage practices that encourage assessment independent and
M student independence independent and encourage independent and practices self-directed M
E and self-directed self-directed greater student self-directed qualities related E
learning learning identified independence learning integrated to assessment
and adopted and self-directed into SBA
N learning into SBA N
T Upskill EL ELTC Train secondary EL Master trainers Upskilling of all All EL teachers Monitor and Recommendations T
teachers in IPGM Master trainers to well informed in teachers in the trained in the evaluate teacher for improvements
administration IPTA implement CEFR- the management management management of management of to EL SBA training
of school-based BPG aligned school-based of CEFR-aligned EL and CEFR-aligned SBA CEFR-aligned for teachers
assessment assessment (SBA) SBA implementation Improved SBA
with the emphasis on of CEFR-aligned implementation
performance-based SBA of SBA that is
assessment and “can performance-based
do” statements and reflects “can do”
statements
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A PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025) A
S
S ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT S
LEVEL E
CONDITIONS LEAD (2025) S
S
S FOR REFORM AGENCY M
E
E N
T
S ASSESSMENT
S Establish ELTC Set up a special An independent Monitor the Improved validation Review the Recommendations Form 3:
continuous independent body set up effectiveness of of assessments roles and for more effective B1
M validation body to validate to validate the independent with an improved responsibilities of implementation
assessments assessments validation body relationship the independent of the validation Form 5:
E processes for and relevant between teaching validation body processes B1/B2
CEFR informed agencies and assessment and relevant
N assessments agencies
T
MONITORING OF PROGRESS TOWARDS A QUALITY ENGLISH LANGUAGE EDUCATION SYSTEM
International ELSQC Select an An independent Conduct a Student Benchmark Students achieve EL Form 3:
standard of independent international benchmark study performance students’ EL proficiency targets B1
Secondary EL international body/ body identified for Forms 3 benchmarked performance
education organisation to to carry out and 5 students against against Form 5:
conduct benchmark benchmarking and to establish international international B1/B2
and impact studies. impact studies up the impact of standards standards
to 2025 initiatives on the A Benchmark
EL proficiency of Study Report
secondary students Carry out an Transformed
impact study on secondary EL
the reformed education system
secondary EL
education system
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THE ROADMAP (2015-2025)
MEB WAVES 1 - 3 (2013 – 2025)
C PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025) C
E
E CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT F
FOR REFORM AGENCY LEVEL (2025) R
F Strong CEFR BPK Set CEFR staged Staged target Implement and The staged Evaluate and Appropriate B2 F
target proficiency levels monitor staged target levels revise the staged target O
Foundation levels for post- target levels implemented and staged target levels U
to achieve secondary EL based CEFR a report on their levels N
R international on the Cambridge descriptors implementation Final CEFR D
Baseline 2013 CEFR Master descriptors A
standards Develop CEFR Trainers (key Effective T
descriptors suitable deliverers) CEFR training I
F for each year of post- Validate the The CEFR Review programmes O
O secondary education developed CEFR descriptors and revise The CEFR-M N
U Build capacity descriptors validated the CEFR developed
N by training key descriptors
D deliverers for the Implement and Teachers trained Evaluate and
A implementation monitor the in the CEFR revise the
T of CEFR-aligned CEFR training and reports CEFR training
curricula, teaching of teachers by on training by Master
and learning, and Master Trainers programmes Trainers
assessment
Form a CEFR task A CEFR Task Develop the
force from Master Force CEFR-M
Trainers
I CEFR alignment BPK The alignment of post-secondary The launching and monitoring of Review and revision of CEFR-
O curricula, teaching and learning, and CEFR-aligned English language aligned English language
assessment to the CEFR curricula, teaching and learning, and curricula, teaching and learning,
assessment and assessment
N CEFR ELSQC Setting up of an independent body The monitoring of all actions Review of and report on
ELTC responsible for the implementation required for reform outcomes and the efficacy of
implementation BPPDP and monitoring of the reform process reform
and monitoring
THE ENGLISH LANGUAGE EDUCATION ROADMAP (2015-2025): POST SECONDARY
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POST-SECONDARY EDUCATION
THE ROADMAP (2015-2025)
PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT
FOR REFORM AGENCY LEVEL
(2025)
CURRICULUM
C An BPK Develop a CEFR- A CEFR-informed Implement and The CEFR-aligned Evaluate the Recommendations B2 C
U internationally B.Matrik. informed post- curriculum monitor the CEFR- curriculum effectiveness for the U
aligned EL secondary EL developed informed curriculum implemented of the CEFR- improvement of R
curriculum KPT curriculum informed the curriculum R
Teachers well- curriculum Improvement in I
R Effective KPT Build capacity for Master Trainers Train post- trained and Continue the use of the C
implementation Master Trainers well trained for secondary teachers confident in the capacity CEFR-aligned U
R and delivery of (key deliverers) the CEFR-aligned to understand, implementation building for all post-secondary EL L
to understand, post-secondary EL implement and use and use of the post-secondary curriculum U
I curriculum implement and use curriculum the CEFR-aligned EL CEFR-aligned EL teachers M
the CEFR-aligned curriculum curriculum
C post-secondary EL Recommendations
curriculum for improvement
Monitor the training
U
L Optimal MPM Enforce adherence to Language Monitor the Language
language KPT language engagement engagement time adherence to engagement for all
engagement time enforced language engagement four skills enforced
U time ELTC time for all four skills and monitored
KPT
M A highly Encourage an An emerging Develop and An emerging highly Review and A highly
immersive English immersive English implement school immersive English- improve school immersive
immersive learning environment environment and institution- rich environment and institution- English-rich
English-rich in post-secondary based initiatives to in schools and based initiatives environment in
environment schools and institutions encourage the active institutions post-secondary
with opportunities for use of English among Monitoring reports schools and
the purposeful and students submitted institutions
contextualised use of Monitor the initiatives
English
THE ENGLISH LANGUAGE EDUCATION ROADMAP (2015-2025): POST SECONDARY
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English Language Education Reform in Malaysia
The Roadmap 2015-2025
POST-SECONDARY EDUCATION
THE ROADMAP (2015-2025)
PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
T CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT T
E FOR REFORM AGENCY Master Trainers LEVEL E
well-trained in (2025) A
CEFR-informed C
A pedagogy TEACHING & LEARNING H
I
C CEFR-informed BPG Build capacity Build capacity Teachers familiar Continue capacity Improved teaching- B2 N
H pedagogy IPGM for Master for teachers to and confident building for the learning practices
I KPT Trainers to use use CEFR-informed in the use of CEFR to cascade to at post-secondary
N CEFR-informed pedagogy at all CEFR-informed all teachers level
pedagogy levels by Master pedagogy
Trainers
G EL teachers IPGM Establish Baseline Monitor teachers’ Teachers enrolled Monitor teachers Recommendations G
equipped to the baseline proficiency and trainers’ in upskilling and trainers in for improvement
teach at post- BPG proficiency of of teachers content and courses the classroom in the proficiency &
and trainers pedagogical skills and evaluate their and classroom
& secondary level KPT teachers and established proficiency performance L
trainers of teachers and E
Identify teachers trainers A
requiring upskilling R
N
L Train teachers to Teachers trained Monitor and Recommendations Review the training Teachers I
N
E use differentiated in differentiated evaluate for improvement of teachers in the competent to G
learning in post- learning teacher use of in teacher use use of appropriate meet the needs
A secondary EL differentiated of differentiated pedagogy including of students
R classrooms learning learning differentiated at different
learning proficiency levels
N
I Set CEFR level C1 C1 accepted as Enforce the The minimum Review EL teacher Recommendations
as the minimum the minimum minimum requirement proficiency for improving
requirement for requirement for requirement for EL enforced teacher proficiency
N post-secondary post-secondary EL teachers to have submitted
G EL teacher teachers level C1 proficiency
proficiency
THE ENGLISH LANGUAGE EDUCATION ROADMAP (2015-2025): POST SECONDARY
364
POST-SECONDARY EDUCATION
THE ROADMAP (2015-2025)
PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
T CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT T
E FOR REFORM AGENCY LEVEL E
(2025) A
A TEACHING & LEARNING B2 C
H
C EL teachers Develop teacher MoE-approved Implement Post-secondary Evaluate the Post-secondary I
equipped to education education post-secondary teacher education effectiveness of teacher education N
H teach at post- programmes for training teacher education programmes post-secondary programmes G
post-secondary programmes programmes implemented and teacher education evaluated and
I secondary level teachers developed monitored programmes improved
N
G Monitor the Monitoring reports
programmes submitted
& Internationally- BBT Select learning Learning and Implement and CEFR-aligned Evaluate the Recommendations &
aligned BTP and resource resource materials monitor the use of learning materials effectiveness of for the
teaching materials are aligned to the the CEFR-aligned in use in post- the CEFR-aligned improvement of L
and learning aligned to CEFR CEFR learning and secondary schools learning materials learning materials E
KPT instructional resource materials and institutions Improved student A
L materials Monitoring engagement with R
E pedagogies Reports submitted EL materials N
I
A N
G
R Allocate Improved Upgrade IT IT resources Further upgrade IT resources
adequate and resources for resources to support effective of IT resources to enhance effective
N appropriate online learning improve online online learning improve online online learning
resources to learning learning
I support online
N learning Implement Monitor teachers’ Teachers make
teachers’ use of use of online efficient use of
learning materials IT resources for
online learning
G in post-secondary teaching English
English lessons
THE ENGLISH LANGUAGE EDUCATION ROADMAP (2015-2025): POST SECONDARY
365
English Language Education Reform in Malaysia
The Roadmap 2015-2025
POST-SECONDARY EDUCATION
THE ROADMAP (2015-2025)
PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
A CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT A
FOR REFORM AGENCY LEVEL S
S (2025) S
E
S ASSESSMENT S
S
E Internationally MPM Design a A CEFR- Implement the The CEFR-informed Evaluate the Recommendations B2 M
KPT CEFR-informed informed CEFR-informed post-secondary CEFR-informed for improvement E
benchmarked EL assessment assessment post-secondary EL assessment post-secondary to the assessment N
framework: framework EL assessment framework EL assessment framework T
S assessment for include designed framework implemented framework submitted
continuous Monitor the Monitoring Reports The CEFR-informed
post-secondary assessment implementation on the framework post-secondary
submitted English assessment
S students framework revised
M Teachers able
E to use the
CEFR-informed
N Build capacity Teachers able Monitor teachers’ Recommendations Provide teacher framework
among teachers to use the support for efficiently
T use of the for increasing the improved
for CEFR- CEFR-informed CEFR-informed teacher capacity
informed assessment framework to use the CEFR- assessment
assessment framework submitted informed framework framework
MONITORING OF PROGRESS TOWARDS A QUALITY ENGLISH LANGUAGE EDUCATION SYSTEM
International ELSQC Select an The independent Conduct a Student Benchmark Students achieve B2
standard post- independent international benchmark study performance students’ EL EL proficiency
secondary EL international body identified on post-secondary benchmarked performance against targets
education body/ to carry out students to against international international commensurate with
organisation benchmarking establish the standards standards exit standards for
to conduct and impact study impact of the EL A Benchmark Study Examine the impact post-secondary
benchmark and up to 2025 programme on Report of the reformed English
impact studies. their proficiency post-secondary EL
education system
THE ENGLISH LANGUAGE EDUCATION ROADMAP (2015-2025): POST SECONDARY
366
English Language Education Reform in Malaysia
The Roadmap 2015-2025
THE ROADMAP
University
367
English Language Education Reform in Malaysia
The Roadmap 2015-2025
UNIVERSITY EDUCATION
THE ROADMAP (2015-2025)
MEB WAVES 1 - 3 (2013 – 2025)
PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
C CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT C
E FOR REFORM AGENCY LEVEL E
(2025)
F Strong CEFR KPT Set CEFR target The target Implement and The target levels Evaluate and Appropriate B2/C1 F
Foundation proficiency levels for levels monitor target implemented and revise the target levels R
to achieve university English confirmed levels a report on the target levels
R international language courses and implementation
standards programmes based
on the Cambridge
Baseline 2013
F Develop CEFR CEFR Validate the The CEFR Review Final CEFR F
descriptors suitable descriptors developed CEFR descriptors and revise descriptors
for university English descriptors validated the CEFR
O language courses and descriptors O
U programmes CEFR Master Implement and Teachers trained Evaluate and Effective U
Build capacity by
training key deliverers Trainers (key monitor the in the CEFR revise the CEFR training
N (university teachers, deliverers) CEFR training and reports CEFR training programmes N
D lecturers) for the of teachers by on training by Master D
implementation Master Trainers programmes Trainers
of CEFR-aligned
A curricula, teaching Form a CEFR task A CEFR Task Develop the The CEFR-M A
T and learning, and force from Master Force CEFR-M (by developed T
assessment Trainers the CEFR Task
Force)
I CEFR alignment Individual The alignment of English language The launching and monitoring of Review and revision of CEFR- I
universities curricula, teaching and learning, and CEFR-aligned English language aligned English language O
O assessment to the CEFR curricula, teaching and learning, and curricula, teaching and learning, N
N Individual The setting up of an independent assessment and assessment
The monitoring of all actions Review of and report on
CEFR required for reform outcomes and the efficacy of
implementation universities body responsible for the
implementation and monitoring of reform
and monitoring the reform process
THE ENGLISH LANGUAGE EDUCATION ROADMAP (2015-2025): UNIVERSITY
368
UNIVERSITY EDUCATION
THE ROADMAP (2015-2025)
PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT
FOR REFORM AGENCY LEVEL
(2025)
CURRICULUM
An Individual Adopt the CEFR A CEFR-aligned Implement and monitor The CEFR- Review An improved B2/C1
CEFR-aligned
internationally universities as the framework curriculum in the CEFR-aligned aligned and revise curriculum*
C aligned EL of reference for each university curriculum curriculum is the CEFR- *Post-MEB phase: C
Council of the development implemented aligned validation of the U
curriculum Language of university EL and monitoring curriculum curriculum R
curriculum reports are R
U Deans submitted I
R Review the existing EL curriculum
EL curriculum and reviewed and
aligned to
R align to international CEFR and GE
standards (CEFR) and competencies
I GE competencies
C Optimal EL KPT Recommend an The Implement the increase The EL Evaluate the The C
Individual increase in EL recommendations in EL engagement engagement effectiveness implementation U
engagement universities engagement time - are accepted time time is of the of increased L
an increase in credit increased increased EL engagement time U
U time hours for EL learning engagement evaluated and
L time improved, and a
U report submitted
M Minimum Individual Observe appropriate Appropriate Monitor and review A MUET band Observe CEFR B2 as M
universities CEFR-aligned CEFR-aligned the minimum CEFR- equivalent CEFR B2 the minimum
English MUET bands as the MUET bands aligned MUET bands as to CEFR B2 as the EL proficiency
language Council of minimum EL entrance as minimum EL proficiency entrance accepted as minimum EL entrance
entrance Language requirements for EL entrance requirements the minimum proficiency requirement
requirement university programmes requirements Set a MUET Band EL proficiency entrance to university
Deans set by the institutions enforced equivalent to CEFR B2 entrance requirement programmes is in
MPM as the minimum EL requirement place by 2025
entrance requirement
for all courses.
THE ENGLISH LANGUAGE EDUCATION ROADMAP (2015-2025): UNIVERSITY
369
English Language Education Reform in Malaysia
The Roadmap 2015-2025
UNIVERSITY EDUCATION
THE ROADMAP (2015-2025)
C PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025) C
U
U CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT R
FOR REFORM AGENCY LEVEL R
R (2025)
R CURRICULUM
I Systemic Individual Create an English-rich An emerging Monitor and Recommendations Implement A sustained B2/C1 I
institutional universities environment at the English-rich evaluate the for sustaining recommendations English-rich C
C support for institutional level through environment effectiveness of an English-rich for a sustained environment U
EL proficiency collaboration between systemic efforts environment English-rich L
the language proficiency to sustain an environment
U development unit and other entities in English-rich
the university environment
L
U Implement English Activities U
implemented M
M activities beyond the beyond the
classroom classroom
T TEACHING & LEARNING T
E E
A CEFR- Individual Review the Review Develop and The CEFR- Evaluate the Recommendations B2/C1 A
C informed universities appropriateness of completed implement informed effectiveness of for improvements C
H pedagogy pedagogy for CEFR- Guidelines CEFR-informed pedagogy CEFR-informed including H
I aligned curricula for the pedagogy developed and pedagogy and improved I
N development of Monitor the implemented. revise pedagogy N
G CEFR-informed implementation Monitoring reports Review the Recommendations G
& pedagogy submitted effectiveness of for the &
L drawn up course materials improvement of L
E Appropriate course materials E
A Review the Course Develop or adopt course materials A
R appropriateness of materials and implement aligned to CEFR R
N course materials for for the the use of new standards adopted N
I the realigned CEFR realigned CEFR course materials or developed and I
N curriculum curriculum aligned to CEFR implemented N
G reviewed, standards and G
and a report appropriate for
submitted the Malaysian
context
THE ENGLISH LANGUAGE EDUCATION ROADMAP (2015-2025): UNIVERSITY
370
UNIVERSITY EDUCATION
THE ROADMAP (2015-2025)
PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
T CONDITIONS LEAD CEFR EXIT T
FOR REFORM AGENCY LEVEL E
E ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES (2025) A
A
C TEACHING & LEARNING C
H
H CEFR- Individual Review current English language Implement CPD Appropriate Continue High quality B2/C1 I
informed universities English language teacher specifically for language CPD N
I teacher qualifications teachers in universities implemented upskilling efforts English language G
qualifications reviewed and
N pedagogy recommendations teachers &
submitted
G
&
L Student Individual Implement and integrate Student Monitor the Student learning L
autonomy in universities student autonomy in EL learning development of autonomy E
E EL learning learning autonomy auto nomy in EL developed A
implemented learning EL teacher quality R
A reviewed and N
recommendations I
R A minimum EL Individual Set CEFR level C1 CEFR level C1 Recommend the Re- Review EL for improving N
requirement universities as the minimum adopted as re-certification of certification teacher quality teacher quality G
N for EL requirement the minimum proficiency every 5 years implemented submitted
I teachers for teacher requirement Establish recertification Re-
across proficiency using a CEFR-referenced certification as
N universities international test as the the criterion
criterion for promotion for promotion
G accepted
ASSESSMENT
A common Individual Adopt the CEFR The CEFR Develop and implement The CEFR- Review the Improvements in B2/C1
international universities as the common adopted as CEFR-informed methods informed effectiveness of CEFR-informed
framework of Council of framework for the common of assessment assessment CEFR-informed assessment*
reference for Language assessment across framework for developed and assessment
interpreting universities assessment implemented *Post-MEB phase:
EL Deans Set appropriate validation of
performance CEFR targets for Monitor the Monitoring university-based
across EL courses implementation reports assessment
universities submitted
THE ENGLISH LANGUAGE EDUCATION ROADMAP (2015-2025): UNIVERSITY
371
English Language Education Reform in Malaysia
The Roadmap 2015-2025
UNIVERSITY EDUCATION
THE ROADMAP (2015-2025)
PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
A CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT A
FOR REFORM AGENCY LEVEL S
(2025) S
E
S ASSESSMENT S
S
S Standardised MPM/ Develop and A Malaysian Review and validate A valid and reliable B2/C1 M
CEFR- Individual pilot a Malaysian standardised the standardised standardised E
E benchmarked universities standardised CEFR- CEFR- CEFR-benchmarked CEFR-benchmarked N
exit test benchmarked exit benchmarked university exit test university exit test T
S test for universities university exit
test
S
M
E Alignment Individual Conduct an Confirmation of the
of student universities Employers’ alignment between
EL CEFR Satisfaction Survey the student EL
N grades with and Alumni Tracer CEFR grades
Study to obtain and job-related
T job-related feedback on Student performance
performance EL proficiency and
their performance in
job situations
MONITORING OF PROGRESS TOWARDS A QUALITY ENGLISH LANGUAGE EDUCATION SYSTEM
Graduate Council of Conduct an EL proficiency Conduct an Graduate EL B2/C1
performance Language established CEFR- proficiency
benchmarked established CEFR- profiles for benchmarked exit ascertained
against Deans/ benchmarked exit students at each test for the total
international Individual test on a sample of university student population
standards universities students at each university
CEFR baseline
Identify the proficiency levels
baseline proficiency of the students
levels of the
students
THE ENGLISH LANGUAGE EDUCATION ROADMAP (2015-2025): UNIVERSITY
372
English Language Education Reform in Malaysia
The Roadmap 2015-2025
THE ROADMAP
ETneglaishcLhanegruage
Education
373
English Language Education Reform in Malaysia
The Roadmap 2015-2025
ENGLISH LANGUAGE TEACHER EDUCATION
THE ROADMAP (2015-2025)
MEB WAVES 1 - 3 (2013 – 2025)
PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)
C LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT C
LEVEL E
CONDITIONS (2025)
E FOR REFORM AGENCY
F Strong CEFR BPK Set CEFR staged Staged target Implement and The staged Evaluate and Appropriate C1 F
Foundation target proficiency levels monitor staged target levels revise the staged target R
to achieve levels for English target levels implemented and staged target levels
language teaching a report on their levels
R international programmes based implementation
standards on the Cambridge
Baseline 2013
F Develop CEFR CEFR Validate the The CEFR Review Final CEFR F
O descriptors suitable descriptors developed CEFR descriptors and revise descriptors O
U for English language CEFR Master descriptors validated the CEFR Effective U
N teachers Trainers (key descriptors CEFR training N
D Build capacity by deliverers) Implement and Teachers trained Evaluate and programmes D
A training key deliverers monitor the in the CEFR revise the A
T (teachers, teacher CEFR training and reports CEFR training T
educators) for the of teachers by on training by Master
implementation Master Trainers programmes Trainers
of CEFR-aligned
curricula, teaching Form a CEFR task A CEFR Task Develop the The CEFR-M
and learning, and force from Master Force CEFR-M (by developed
assessment Trainers the CEFR Task
Force)
I BPK The alignment of the English The launching and monitoring of Review and revision of CEFR- I
language curricula, teaching and CEFR-aligned English language aligned English language O
CEFR alignment ELSQC learning, and assessment to the CEFR curricula, teaching and learning, and curricula, teaching and learning, N
ELTC The setting up of an independent assessment and assessment
O BPPDP body responsible for the The monitoring of all actions Review of and report on
implementation and monitoring of required for reform outcomes and the efficacy of
N the reform process reform
CEFR
implementation
and monitoring
THE ENGLISH LANGUAGE EDUCATION ROADMAP (2015-2025): TEACHER EDUCATION
374
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