Comment on “Transforming Malaysia's Higher Education: Policies and Progress”

IF 4.5 3区 经济学 Q1 ECONOMICS Asian Economic Policy Review Pub Date : 2023-03-25 DOI:10.1111/aepr.12428
Cassey Lee
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引用次数: 1

Abstract

Investment in education is right as regarded one of the most important strategies for social and economic development in the long term. Historically, the private and social returns to schooling are higher at the primary and secondary levels compared to the tertiary level. However, as countries become more developed and wealthier, the returns to tertiary education could exceed that of primary education (Psacharopoulos and Patrinos, 2018). As Malaysia heads towards graduating from middle-income status, human capital development is a key policy the country's Twelfth Malaysia Plan 2021–2025 (12MP, see Malaysia, 2021). For tertiary education, the goal is to improve the quality of universities. In this regard, Tham and Chong (2023) provide a timely assessment of the quality and policy challenges to improve the quality of higher education in Malaysia.

A key policy challenge highlighted by Tham and Chong is how to measure the quality of higher education. As they rightly point out, the official performance indicators used such as use of selective international university rankings are clearly problematic given that the paradox of high rankings juxtaposed with under-employment of university graduates. Furthermore, they also opine that the implementation of quality assurance and accreditation systems have not ensured the quality of teaching in universities.

In reflecting the challenges facing higher education in Malaysia, it is worth examining some of the key institutional and political factors as well as constraints that have shaped the trajectory of the sector in Malaysia. These include the impacts of affirmative action policies (the New Economic Policy [NEP], and its successor variants) in both student intake and faculty hiring in public universities. Ethnic (Bumiputra vs. non-Bumiputra and regional [Peninsular vs. Sabah and Sarawak]) dimensions continue to be emphasized in the 12MP. In addition, the effects of the use of Bahasa Malaysia (Malay language) as the medium of instruction at all levels of education continue to be debated. In the past, this language requirement in teaching had also limited opportunities for hiring foreign academics.

The liberalization of higher education in the 1980s was partly undertaken in response to such policies. Furthermore, the subsequent internationalization of higher education created more space for the role of market forces which mitigate some of these policies. Although the emergence and development of private higher education have invigorated higher education in Malaysia, it has created a dualistic system that raises issues related in inequality. The issues of quality and inequality are intertwined. More studies are needed on the quality gap between public and private higher education in Malaysia and the extent to which it has exacerbated inequality. This has also implications of social cohesion.

Needless to say, the quality of higher education in Malaysia greatly depends on the quality of primary and secondary students. The performance of Malaysian students (15 years old) in the Programme for International Student Assessment (PISA) tests indicate that their performance is lower than expected given its income level (World Bank, 2019). Any assessment of the quality of higher education outputs will need to consider the quality of the student intake (ex-ante). Thus, the transformation of higher education will require reforms of primary and secondary education as a necessary pre-condition.

Finally, any assessment of the quality of higher education needs to consider whether universities are producing graduates and research that meet industry needs. The phenomenon of unemployment and underemployment amongst domestic graduates suggests this is a serious problem. In upgrading the pool of skilled workers in Malaysia, the Malaysian government should also re-examine the potential benefit of facilitating the absorption of skilled foreign students educated in Malaysian universities. This would be part of a required re-orientation of the country's labor policies which are currently in favor of importing relatively low-skilled workers. Such policies also need to address the long-term structural changes in the Malaysian economy in terms of the rise of services, the relative decline of the manufacturing sector, global value chain participation, and the digital transformation. These and other issues need to be addressed for another reason—tackling the brain drain problem that involves the emigration of skilled Malaysian workers to more developed economies such as Singapore, Australia, Canada, the United Kingdom, and the United States.

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评《马来西亚高等教育转型:政策与进展》
教育投资被视为长期社会和经济发展的最重要战略之一,这是正确的。从历史上看,与高等教育相比,小学和中学的私立和社会教育回报率更高。然而,随着国家变得更加发达和富裕,高等教育的回报可能超过初等教育(Psacharopoulos和Patrinos,2018)。随着马来西亚即将从中等收入国家毕业,人力资本开发是该国2021-2025年第十二个马来西亚计划(12MP,见马来西亚,2021)的一项关键政策。高等教育的目标是提高大学的质量。在这方面,Tham和Chong(2023)及时评估了提高马来西亚高等教育质量的质量和政策挑战。Tham和Chung强调的一个关键政策挑战是如何衡量高等教育质量。正如他们正确指出的那样,考虑到排名高与大学毕业生就业不足的矛盾,使用选择性国际大学排名等官方绩效指标显然存在问题。此外,他们还认为,实施质量保证和认证制度并没有确保大学的教学质量。在反映马来西亚高等教育面临的挑战时,值得研究一些关键的制度和政治因素,以及影响马来西亚高等教育发展轨迹的制约因素。其中包括平权行动政策(新经济政策及其后续变体)对公立大学招生和教师招聘的影响。民族层面(原住民与非原住民以及地区层面[半岛与沙巴和砂拉越])在2012年中期计划中继续得到强调。此外,在各级教育中使用马来语作为教学语言的影响仍在争论之中。过去,这种教学语言要求也限制了聘请外国学者的机会。20世纪80年代高等教育的自由化在一定程度上是为了应对这些政策。此外,随后的高等教育国际化为市场力量的作用创造了更多空间,市场力量缓解了其中一些政策。尽管私立高等教育的出现和发展振兴了马来西亚的高等教育,但它创造了一个二元体系,引发了与不平等有关的问题。质量和不平等问题交织在一起。需要对马来西亚公立和私立高等教育之间的质量差距及其加剧不平等的程度进行更多的研究。这也意味着社会凝聚力。不用说,马来西亚高等教育的质量在很大程度上取决于中小学生的质量。马来西亚学生的表现(15 岁)在国际学生评估计划(PISA)测试中的表现表明,鉴于其收入水平,他们的表现低于预期(世界银行,2019)。任何对高等教育产出质量的评估都需要考虑招生质量(事前)。因此,高等教育的转型将需要中小学教育改革,这是一个必要的先决条件。最后,任何对高等教育质量的评估都需要考虑大学是否培养出符合行业需求的毕业生和研究人员。国内毕业生失业和就业不足的现象表明这是一个严重的问题。在提升马来西亚的技术工人队伍时,马来西亚政府还应该重新审视促进吸收在马来西亚大学接受教育的技术外国学生的潜在好处。这将是该国劳工政策所需重新定位的一部分,目前该政策有利于进口相对低技能的工人。这些政策还需要解决马来西亚经济在服务业崛起、制造业相对衰落、全球价值链参与和数字化转型方面的长期结构性变化。这些问题和其他问题需要解决的另一个原因是——解决人才流失问题,即马来西亚熟练工人移民到新加坡、澳大利亚、加拿大、英国和美国等更发达的经济体。
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来源期刊
CiteScore
12.90
自引率
2.60%
发文量
39
期刊介绍: The goal of the Asian Economic Policy Review is to become an intellectual voice on the current issues of international economics and economic policy, based on comprehensive and in-depth analyses, with a primary focus on Asia. Emphasis is placed on identifying key issues at the time - spanning international trade, international finance, the environment, energy, the integration of regional economies and other issues - in order to furnish ideas and proposals to contribute positively to the policy debate in the region.
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