Measuring its Performance

1.3.4 Targets

The national agenda sets as the overall target for our English language programme the production of school leavers and graduates with the level of English proficiency they need to make themselves

Secondary school

B1/B2

employable in the modern globalised world. It is not enough to hope that students will reach the required level by the end of their education: a quality system needs to set interim targets for each successive stage. Here for example are some common-sense

B2

Post-secondary

interim targets: • Preschool: raised awareness of English, the ability to say simple

things in English and the first steps to English literacy;

University

B2/C1

• Primary: basic functional English literacy and some limited ability to communicate in English in familiar social situations;

C1

Teacher Education

• Secondary: the ability to use English as a matter of course in everyday situations with the potential to use English at the place of work;

Figure 1.7 CEFR TARGETS FOR EACH STAGE OF EDUCATION

• Post-secondary: sufficient command of English to meet the Obviously not all students will reach the target set at each challenge of English at university;

stage; but on condition that the programme is reformed in accordance with the principle of equity, we can reasonably expect

• Graduate: the skilled use of English in the context of that between now and 2025, an increasingly large proportion of employment for those joining the workforce on graduation, our students from all social backgrounds will be achieving the

and in an academic context for those studying for a higher CEFR target set for each stage of education. degree at home or abroad;

• Teacher education: a high level of English proficiency

1.3.5 Research

(combined with pedagogical expertise) leading to effective English teaching in the classroom.

A danger that inevitably accompanies highly standardised or integrated education systems is that they are difficult to change. The

These common-sense targets are presented here for purposes last thing we want is a juggernaut that creates its own momentum

of illustration, and the more carefully considered targets on the and careers out of control and proves impossible to stop, or steers

CEFR scale are presented above. to a different course. This is how new ideas are stifled and the

A major advantage of using the CEFR is that common-sense opportunity to make useful innovations is lost. We therefore need targets have already been considered in great detail and linked

to build flexibility into our English language programme.

to a standard scale. The CEFR scale enables us to convert our The way to do this in an educational context is to take account common-sense targets into formally defined targets which are of relevant research undertaken elsewhere, and to promote understood internationally for each stage of our English language research of our own. We need a research culture to ensure that

programme (see the CEFR Global Scale in Chapter 3). The relevant new knowledge, wherever it is created anywhere in the

targets set to be achieved by 2025 for our children to reach as world, is made available here in Malaysia, and used effectively to they progress through our English language programme are shown

keep our programme up among the international leaders.

in Figure 1.7. The CEFR gives us a running start as it is itself based on the

research findings of several decades. At the same time, we need

English Language Education Reform in Malaysia The Roadmap 2015-2025

to build up an English language research tradition of our own, and teachers and go on to speak English effectively in work situations become creators of international knowledge. Research at this level

requiring English, or in international situations. Teachers are not is properly the responsibility of our research universities.

ordinary language learners, because they need to be aware of what they are learning in order to teach their students effectively.

Educational research can be carried out at different levels, and much useful work can be done by people who do not think of themselves as researchers at all. For example, no matter

1.4.1 Creating a high-performing English education system

how carefully a new programme is devised, we have to expect problems arising from imperfect integration and uncoordinated

It has become internationally known in recent years that in order implementation. We need a mechanism in place to ensure that any

to create a high-performing education system, it is first necessary such problems are systematically reported and solved.

to produce a high-calibre teaching workforce. This subsection outlines the challenge we face in the provision of education for

Any teacher can report problems, and they can be solved by English teachers. A report published by McKinsey & Company

experienced teachers with the necessary expertise. Innovations in September 2007 6 presents the findings of research into how

should not be introduced in the belief that they might work, and countries create high-performing education systems. It was found they need to be tested. After initial testing, they need to be beta that there were three major success factors that matter most:

tested using an appropriate sample of teachers and students. The creation of a research-led English language programme is essential

1. Getting the right people to become teachers; if the government is to achieve its ambition to make Malaysia an

educational hub for the region and perhaps beyond.

2. Developing them into effective instructors;