PUTRAJAYA: Plans to strengthen the use of Bahasa Malaysia and English languages in school are progressing well under The Malaysia Education Blueprint (PPPM) 2013-2025, according to the Education Ministry.

The ultimate aim is for 90% of students to achieve a minimum credit in Bahasa Malaysia at SPM level, and 70% pass in the SPM English language paper with minimum credit while at least 30% of students should achieve independent proficiency in an additional language by 2025.

Independent proficiency, as described in the Common European Framework of Reference for Languages (CEFR), refers to the ability to interact in a social situation.

Initiatives such as the Literacy and Numeracy Screening (Linus) programme is already being carried in primary schools nationwide.

The objective of Linus is to ensure all Malaysian children acquire basic literacy in language and numeracy skills after three years of mainstream primary education.

“The programme first started in 2010 for Bahasa Malaysia and numeracy; English was included in 2013.

“Last year, the results recorded 99% literacy for Bahasa Malaysia and numeracy, while for English it was 94.1%,” said Education Performance and Delivery Unit (PADU) executive director Dr Habibah Abdul Rahim, adding that the ministry is aiming for a higher target of 100% next year.

Programmes such as Linus will contribute to one of the six student aspirations, namely dual language proficiency, as stated in the blueprint in line with the Upholding Bahasa Malaysia and Strengthening English (MBMMBI) policy.

The execution will be carried out through the Blueprints’ second shift, as intended by participants during the National Dialogue.

The point is to ensure every child is proficient in Bahasa Malaysia and English, and encouraged to master an additional language as well.

“To encourage proficiency in an additional language, languages such as Arabic, Japanese and French are also being offered in certain schools besides Chinese and Tamil,” said Habibah.

This move will serve to foster sharing of the unique identities of Malaysians, prepare individuals for the working world in the global economy as well as offer a chance for students to master an additional language.

Meanwhile, the Dual Language Programme (DLP) is being offered in 296 primary and secondary schools which have met certain criteria set by the ministry.

Upon agreement by the schools, they will be given the option to teach Science and Mathematics in English or Bahasa Malaysia to Year One and Year Four pupils, having capable teachers to teach in English and with parents’ support.

Furthermore, the Highly Immersive Programme (HIP) will see an increase in activities conducted in English.

“It is currently adopted by 98 schools in six states and will expand to 1,200 school by end of 2016.

“We aim to increase to more than 5,000 schools in 2017, and the whole of Malaysia by 2018,” she further explained.

Under the same policy, MOE has also rolled out other programmes such as the Language Lab (Makmal BM) to improve and set an ideal standard for Bahasa Malaysia.

“Upholding Bahasa Malaysia means putting it in its proper place, suitable with its position as the national language, as provided in the Federal Constitution,” added Habibah.

She explained that the latest UPSR result recorded 92% of students passing the Bahasa Malaysia paper while 78% students passed the UPSR English paper.

“Meanwhile, 91% passed the Bahasa Malaysia paper for last year’s SPM, with 70% achieving minimum credit while the SPM English paper recorded 76% passed but only 44% received minimum credit.

“Although the baseline for Bahasa Malaysia, according to the blueprint, is strong and sustained from primary to secondary schools, the ministry’s aspiration is to aim for at least a credit.

In addition to Bahasa Malaysia as the national language, most students from varies ethnicities and communities retain and converse in their mother tongue while mastering English as a second language.

Overtime, students should have proficiency in at least three languages: Bahasa Malaysia, English and an additional language.

“Apart from nurturing students, teachers are also given professional assessments and training to improve their language proficiency and teaching skills.

The Professional Upskilling of English Language Teachers (Pro-ELT) requires English teachers to take the British Council’s Aptis test (aptitude test) to find out their language proficiency. Those who score below the C1 grade are required to go for the Pro-ELT programme,” said Habibah.