Flexible learning pathways in higher education: Advancing equitable human resource development in Malaysia

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Malaysia’s strategic goals for economic and social growth have incorporated the fourth industrial revolution (4IR) as the focus for the country’s development planning, guided by its aspiration to break the so-called middle-income trap. The country is still lacking enough skilled and experienced workers for 4IR, which is mostly technology-intensive, and to a certain extent this can affect people’s living standards as they cannot invest in higher productivity activities.

 

Empirical evidence has shown that disadvantaged groups like those with the lowest income (the so-called B40), ethnic minorities, indigenous groups and persons with disabilities (PWDs) cannot guarantee their financial well-being because they lack specialised job qualifications and skills, as a result of not having the education to obtain proper employment.

 

Malaysia’s lifelong learning policy for higher education was introduced in 2006 primarily for human resources development among non-traditional learners, intending to provide a highly skilled labour force. Influenced by international movements like the Sustainable Development Goals (SDGs), Malaysia has adopted equity and inclusivity as the focusses of its national planning and translated them into higher education strategic plans.

 

The Malaysian Education Blueprint 2015– 2025 (Higher Education) and the Strategic Plan for Higher Education: Laying the Foundation Beyond 2020 highlighted equity as an important agenda to ensure that all Malaysians can fulfil their potential regardless of their background.

INTERNATIONAL RESEARCH ON FLEXIBLE LEARNING PATHWAYS 

UNESCO’s International Institute for Educational Planning (IIEP-UNESCO) launched the ‘SDG 4: Planning for Flexible Learning Pathways in Higher Education’ project in 2018 to support worldwide efforts to promote equity and lifelong learning opportunities for all by investing in flexible higher education systems. This initiative became even relevant during the COVID-19 pandemic. Part of the research related to this SDG includes in-depth case studies of eight countries working to increase flexibility in their higher education provision, namely Chile, Finland, India, Jamaica, Malaysia, Morocco, South Africa and the United Kingdom.

 

The Commonwealth Tertiary Education Facility (CTEF) led the Malaysian case study in conjunction with the Ministry of Higher Education Malaysia, the National Higher Education Research Institute, Universiti Sains Malaysia, and the Malaysian Qualifications Agency. Interviews were conducted with national and institutional higher education stakeholders and the top management and implementers at relevant agencies. One public university and one private university were selected as case studies to allow a comparison. Focus group discussions were conducted with former and current students from both institutions.

INTERNATIONAL RESEARCH ON FLEXIBLE LEARNING PATHWAYS 

UNESCO’s International Institute for Educational Planning (IIEP-UNESCO) launched the ‘SDG 4: Planning for Flexible Learning Pathways in Higher Education’ project in 2018 to support worldwide efforts to promote equity and lifelong learning opportunities for all by investing in flexible higher education systems.

 

This initiative became even relevant during the COVID-19 pandemic. Part of the research related to this SDG includes in-depth case studies of eight countries working to increase flexibility in their higher education provision, namely Chile, Finland, India, Jamaica, Malaysia, Morocco, South Africa and the United Kingdom.

 

The Commonwealth Tertiary Education Facility (CTEF) led the Malaysian case study in conjunction with the Ministry of Higher Education Malaysia, the National Higher Education Research Institute, Universiti Sains Malaysia, and the Malaysian Qualifications Agency. Interviews were conducted with national and institutional higher education stakeholders and the top management and implementers at relevant agencies. One public university and one private university were selected as case studies to allow a comparison. Focus group discussions were conducted with former and current students from both institutions.

Definition of flexible learning pathways

 

The UNESCO definition of flexible learning pathways (FLPs) encompasses ‘entry points and re-entry points at all ages and all educational levels, strengthened links between formal and non-formal structures, and recognition, validation and accreditation of the knowledge, skills and competencies acquired through non-formal and informal education’.

 

Malaysia’s research focusses on all stages related to students/learners in higher education systems, which consist of getting into higher education (for the first time and also later on in life), getting through courses of study (progression and transferability), and getting out (completion and transition to the labour market or further study), including the importance of strong governance and technology advancement in higher education systems.

THE RESEARCH FINDINGS (at National Level) 

 

Strong political support but lack of awareness at national level

Many national policies under the broader agenda for lifelong learning have been initiated by the government and implemented at the institutional level. However, key information on relevant and updated policies supporting FLPs, including equity matters, must be properly disseminated to the government administration involved in the policy implementation.

 

The data system is not standardised at national level

Information on FLPs for entering higher education and the labour market, especially in relation to disadvantaged groups, should be collected properly and regularly at the national level. The definitions of disadvantaged groups need to be more clearly delineated, standardised and disaggregated for evaluation in order to see the impacts and benefits of FLPs on different groups.

 

FLPs have improved access, but lack a specific policy to link FLPs to disadvantaged groups

Although there are many national programmes and funding initiatives to widen access to higher education for disadvantaged groups, there are still limitations in access and retention for these groups in higher education due to their lack of awareness of educational opportunities. One of the main reasons for this is the lack of promotion of FLPs to targeted groups such as people from ethnic minorities, PWDs and B40 households.

 

FLP policies at institutional level lack monitoring and evaluation

Malaysia needs a national mechanism to monitor and evaluate the level of implementation or effectiveness of FLPs in institutions. Public higher education institutions only report data they deem relevant, while private institutions are not obliged by law to report to the Ministry on their activities and performance, particularly in relation to disadvantaged groups.

 

THE RESEARCH FINDINGS (at Institutional Level) 

 

FLPs in institutions lack room for creativity and innovation

The government has supported the implementation of FLPs in Malaysia through development and investment in FLP practice, and by elaborating the Malaysian Qualifications Agency guidelines on FLPs to promote implementation. However, the guidelines discourage HEIs from demonstrating creativity and innovation, particularly in terms of offering a broader range of flexible opportunities for learners, especially disadvantaged students.

 

Limited expertise in developing initiatives and instruments for FLPs

More support and capacity are needed from the government to support the implementation of FLPs at the institutional level. Many HEIs are unprepared to implement FLP programmes due to limited numbers of staff with expertise in developing relevant initiatives and instruments in the Malaysian context. Academic staff and administrators also lack sufficient knowledge and guidance to implement relevant FLP modalities.

 

Graduate employability matters, but there is a lack of engagement with and support from the labour market and employers

As important stakeholders in the labour market, the Malaysian Employers’ Federation has participated in inter-ministerial policy meetings. However, there is still a lack of support among employers to encourage employees to advance or upgrade their skills through continuous studies while working.

 

APEL is not implemented comprehensively across higher education sector

Malaysia’s Accreditation of Prior Experiential Learning (APEL) programme – APEL A for access and APEL C for credit transfer – considers the most appropriate programmes for facilitating disadvantaged groups to participate in higher education. APEL, implemented in 2011, recognises the non-formal and informal learning that learners accrue through their work and life experiences, serving as an alternative admission pathway for qualifications such as Bachelor’s and Master’s degrees. APEL centres provide guidance, counselling and testing services for learners.

 

However, only a few APEL centres exist in HEIs in Malaysia, and these are not located in prestigious universities. The APEL C credit transfer programme is infrequently implemented in HEIs due to issues related to mapping courses between faculties within the same HEI and between one HEI and another. Moreover, the lack of promotion of FLP modalities like MOOCs and micro-credentials at institutions has also impacted APEL’s implementation.

RECOMMENDATIONS AND WAYS FORWARD

  1. Establish a national policy framework for data management

Data collection and a clear linkage of FLPs with equity and disadvantaged groups should be implemented. The definitions of equity and disadvantaged groups must be standardised across Ministries to avoid data discrepancies and misinterpretations.

 

  1. Create a dedicated entity for disadvantaged groups

Establish an entity at the national and institutional levels to meet the objective of facilitating FLPs for disadvantaged groups and address equity issues in higher education. This entity should oversee, monitor and evaluate FLP policies and practices.

 

  1. Integrate support systems for disadvantaged students

Support systems for FLPs for getting into, getting through, and getting out of higher education must be in place. More APEL centres should be created to provide information to assist disadvantaged learners. Innovative and creative strategies should cater to the different needs of learners, including facilities to enable participation by these groups, such as facilities for PWDs, affordable childcare at HEIs and support for flexible working hours.

 

  1. Build capacity in local expertise to develop FLPs

The government should support HEIs with funding and human resource development initiatives related to FLPs, to enable capacity building in developing local expertise.

 

  1. Engage with all stakeholders and beneficiaries

Dialogue with experts, the public and disadvantaged groups can build healthy and committed partnerships. Work-based study programmes such as the 2u2i policy, which consists of two years in university and two years in industry, help to create such opportunities.

The spirit of having a higher education system is to develop critical thinking and creative minds, with the potential to improve human well-being and eliminate inequalities and inequities.

Lifelong learning through FLPs can create opportunities for disadvantaged groups which may not be able to compete in the context of traditional routes into and through higher education. Alongside other countries, Malaysia already has good policies and practices in place in relation to FLPs, and could play a leading role in the Asian region in promoting FLPs with a focus on disadvantaged groups. Considering the recommendations from the case study, Malaysia needs to emphasise the positive impacts and outcomes of advancing human resource development for disadvantaged groups.

 

The spirit of having a higher education system is to develop critical thinking and creative minds, with the potential to improve human well-being andeliminate inequalities and inequities. That is the role of universities – and in return, they can positively impact the nation’s economic growth.

 

The full report of the Malaysian case study can be accessed via https://www.ctef.com.my/our-work/ publications. 

SHARIZA KAMARUDIN

Shariza Kamarudin is Project Officer, Commonwealth Tertiary Education Facility (CTEF).

JUNE 2023

Issue 13

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Leaders and changemakers of today face unique and complex challenges. The HEAD Foundation Digest features insights and opinions from those in the know addressing a wide range of pertinent issues that factor in a society’s development. 

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About

Leaders and changemakers of today face unique and complex challenges. The HEAD Foundation Digest features insights and opinions from those in the know addressing a wide range of pertinent issues that factor in a society’s development. 

Informed opinions can inspire healthy discussions and open up our imagination to new possibilities. Interested in contributing? Write to us at info@headfoundation

Stay updated on our latest announcements on events and publications

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