KUALA LUMPUR, May 30 — Malaysia continues to grapple with a dearth of quality preschool teachers and other longstanding structural holes that are threatening to upend the...
KUALA LUMPUR, May 30 — Malaysia continues to grapple with a dearth of quality preschool teachers and other longstanding structural holes that are threatening to upend the education reform drive, the World Bank said in its review of Malaysia’s early childhood education system released today.
“Findings from the World Bank’s preschool survey and stakeholder interviews carried out for this report point to a range of issues, such as a lack of preschool seat availability in certain areas, low awareness among parents on the benefits of sending their children to preschools, affordability of preschool expenses, low quality teachers and concerns over the overlapping roles between the multiple ministries and agencies that oversee early childhood care and education ,” it said.
It had also set a target to have all preschool teachers obtain a minimum qualification of a diploma in ECCE by 2020 but the Bank said the goal was not met, which it attributed to “longstanding obstacles that have yet to be resolved,” although the Covid-19 pandemic could have likely contributed to the setback. The goal is now postponed to 2025.
But as of 2022, only half of the 22,000 over preschool teachers in the country have obtained a Diploma in ECCE, the World Bank noted, with close to some 73 per cent of them being private sector preschool teachers. In the recommendation box, the World Bank said the Malaysian government needs to convey a strong, clear message to all stakeholders about its commitment to ensure all preschool teachers meet minimum qualifications by 2025.
“This demonstrates strong political will to elevate teachers’ standards, and helps to ensure better enforcement and compliance in the long run regardless of leadership changes.”
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