She holds an MSc in Development Studies from the London School of Economics and Political Science (LSE) and a degree in Economics from the University of Essex. [...] He holds a MSc in Public Policy from the London School of Economics and Political Science (LSE) and a BEcon in Economics and Econometrics from Monash University in Clayton. [...] Introduction and overview The recent publication of the 2022 Programme for International Student Assessment (PISA)1 scores by the Organisation for Economic Cooperation and Development (OECD) revealed unprecedented declines in scores across the globe – illustrating the massive impacts of the pandemic on teaching and learning in many countries.2 Yet, even among the large swathes of affected countrie. [...] Evaluations of the effects of school closures in Germany and Canada suggest that the longer the duration of closure, the larger the magnitude of learning losses.16,17 Estimates from Haeck and Lefebvre (2020) indicate that a three-month learning disruption could lead to about a 7- to 10-point deterioration in PISA scores across all subjects.18 6 3 subject PISA score average, 2022 Institute of Strat. [...] Conclusion The decline in Malaysia’s 2022 PISA scores could be attributed to multiple factors, including the effects of pandemic-induced school closures, the digital divide unevenly experienced by underprivileged learners, socioeconomic disparities between public and private schools, and gaps in the professional development of educators.
- Pages
- 22
- Published in
- Malaysia
Table of Contents
- About ISIS Malaysia 2
- About the contributors 2
- Key takeaways 3
- 1. Introduction and overview 4
- 2. Malaysias 2022 PISA scores in summary 4
- Fig 1. Malaysia ranks in the top 5 for largest score declines in all three subjects 5
- Fig 2. Malaysias PISA scores declined below the ASEAN-6 average across all 5
- 3. Understanding Malaysias PISA performance 6
- 3.1 Learning losses from pandemic-induced school closures digital divide 6
- Fig 3. Malaysias PISA scores are lower than expected for its income level 6
- Fig 4. Malaysia had some of the longest school closures in 7
- Fig 5. Longer and stricter school 7
- 3.2 Widening public-private gap in learning outcomes 8
- 3.3 Issues with teaching capacity quality 8
- Fig 6. Mean index of problems in remote learning Malaysia v OECD and regional peers 8
- 4. Policy recommendations 9
- Fig 7. Widening gap between Malaysian public and private schools 9
- Fig 8. Public schools recorded far 9
- 4.1 Address challenges related to quality and capacity within the education 10
- Increasing teaching capacity through reducing administrative tasks 10
- Teacher selection and training 10
- Program Ijazah Sarjana Muda 10
- Professional development and lifelong learning 10
- 4.2 Outline concrete action plan to make up for learning losses for at-risk 11
- Lernstand 11
- 4.3 Improve educational equity by enhancing fair access to opportunity 11
- Improving digital inclusion digital capacity of public schools 11
- Equalising prior-to-schooling determinants 12
- 5. Conclusion 12
- Endnotes 13
- References 18
