Following the release of the Malaysia Education Blueprint Annual Report, the Malaysian government launched yet another strategy document for the education sector earlier this month - the Roadmap to English Language 2015 – 2025. The aim of the roadmap is to enhance the English language proficiency of teachers and subsequently students in the country.

The target of the roadmap is to ensure that the 40,000 English teachers in the country are competent enough to be at the C1 level of the Common European Framework of Reference (CEFR) by the year 2020. Collaborations are currently in place between Cambridge English and the Education Ministry’s English Language Training Centre to up skill the current teaching workforce in the country. Trainings will be targeted at educators at the pre-school up to university levels as well as teacher training institutes.

Likewise the Education Blueprint, the implementation of the Roadmap is divided into three phases - Phase 1 (2015-2016), Phase 2 (2017-2020) and Phase 3 (2021-2025). The ‘conditions’ identified for enhancing teacher education in the country include curriculum, assessment and teaching and learning. Key deliverables and milestones are highlighted in each of these conditions as the country move from Phase 1 to Phase 3.

The strategy document also highlights a detailed implementation strategy, with specific focus on how the roadmap will contribute to the aspirations of the Malaysia Education Blueprint. The priority areas of intervention include teacher quality, time spent in learning English and remedial support provided to students in rural and remote areas.

Commentary by June Lo, British Council Malaysia

English language proficiency has always been a hot topic among critiques in Malaysia. The country has seen dwindling English language proficiency in both students and teachers over the years and this has been a serious concern. The lack of communication skills and poor English proficiency are the often-mentioned reasons by employers when surveyed about the quality of unemployed graduates in the country.

Critiques highlighted government policies for not making the passing of the English language at the SPM (O-levels equivalent) compulsory, not using English in the teaching of Science and Maths and lack of emphasis in the importance of the language to be contributing reasons. Teachers who are not proficient in the language is also a factor, thus the need for the government to up skill these teachers.

Depending on the success of its implementation, the Roadmap is certainly something which the education sector needs. The improvement of language proficiency is highly dependent on the capabilities of the educators and without a strong grasp of the language themselves, their students would be affected.

For a copy of the Roadmap and more information on the market please contact British Council Malaysia