LIM SHUANG KIAT

UK20066

WHY PUBLIC EDUCATION

why and how skill demands are actually changing. Will students really need better or different skills to succeed in life and work in the 21st century? If so what trends are behind such changes? And what specific kinds of knowledge and skills will be most important?

Positive externalities (productivity, citizenship) Market failure-Imperfect information and long time lags between decision and outcome-Merit good Equity (distributional) reasons

WHY SHOULD GOVERNMENT INTERVENTION IN PUBLIC EDUCATION?

NATIONAL EDUCATION SYSTEM

Pre-tertiary education
(i.e. from pre-school to secondary education

and teacher education) is under the jurisdiction of the Ministry of Education (MOE)

tertiary or higher education is the responsibility of the Ministry of Higher Education (MOHE).

EDUCATION PRODUCTIONS FUNCTION

Measured School Inputs Study Quality Magnitude of Effects

VOCATIONAL EDUCATION AND TRAINING (VET)

VET is a national system designed to skill workers to work in particular industries. Prepares trainees for jobs that are based on manual or practical activities, traditionally nonacademic, and totally related to a specific trade, occupation, or vocation. Technical education as the trainee directly develops expertise in a particular group of techniques or technology. Mostly financing by government in vocational college, community college and so on.

FINANCING AND PROVISION

In most countries school education is predominantly financed and provided by governments. Public funding and provision also plays a major role in higher education. Although there is wide agreement on the principle that education, at least at school level, should be financed mainly by governments, there is considerable debate over the desirable extent of public provision of education. Supporters of public education argue that universal public provision promotes equality of opportunity and social cohesion. Opponents of public provision advocate alternatives such as vouchers.

FINANCING PUBLIC EDUCATION

9MP-a total of RM40.3 billion (about 21% of the total budget allocation) has been allocated for the expenditure of education and training development.

Forms of public support to education

In most countries mixed forms of financing: Public provision in public schools
(especially for primary education) production costs are paid with public resources

Subsidies to families : fiscal deductions, subsidies to cover education cost, school vouchers Support to gifted and/or low income student

scholarships are students loans JPA, YAYASAN, etc

ISSUES IN PUBLIC EDUCATION

Are there positive externalities? How to define school performance standard? How to distribute public resources for education? Does school decentralization improve efficiency and quality of education? Does increase educational expenditure improve the quality of educational services and education performance?

POLICY TO ACHIEVE EFFICIENCY AND EQUILITY

Distributional equity would suggest to use scholarships rather than loans, given the higher risk aversion of low income families. In addition a support system based on loans may discourage women which present shorter employment histories. In order to avoid these risks in some countries, the repayment of the load is related to future earnings in a progressive way and in some cases women with children enjoy specific repayment conditions.

SUMMARY

The Malaysian public school sector covers more than 95% of all primary and secondary education institutions and about 50% of the tertiary education. Pre-school is normally not subsidised by the government.