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Malaisie


  • 2-March-2021

    English

    Towards a Skills Strategy for Southeast Asia - Skills for Post-COVID Recovery and Growth

    Skills are central to the capacity of countries and people to thrive in a rapidly changing world. Recovering from the COVID-19 pandemic will require countries to co-ordinate interventions to help recent graduates find jobs, reactivate the skills of displaced workers and use skills effectively in workplaces. Megatrends such as globalisation, climate change, technological progress and demographic change will continue to reshape work and society. Countries should take action now to develop and use more effectively the skills required for the world of the future and at the same time make their skills systems more resilient and adaptable in the context of change and uncertainty. The OECD Skills Strategy provides countries with a strategic approach to assess their skills challenges and opportunities. The foundation of this approach is the OECD Skills Strategy framework allowing countries to explore how they can improve i) developing relevant skills, ii) using skills effectively, and iii) strengthening the governance of the skills system. This report applies the OECD Skills Strategy framework to Southeast Asia, providing an overview of the region’s skills challenges and opportunities in the context of COVID-19 and megatrends, and identifying good practices for improving skills outcomes. This report lays the foundation for a more fully elaborated Skills Strategy for Southeast Asia.
  • 15-October-2020

    English

    Non-cognitive characteristics and academic achievement in Southeast Asian countries based on PISA 2009, 2012, and 2015

    Non-cognitive characteristics of students in four Southeast Asian countries – Indonesia, Malaysia, Thailand, and Viet Nam – were reviewed based on the PISA 2009, 2012, and 2015 data. Overall, students in this region demonstrated similarities with respect to their non-cognitive dispositions such as learning habits, approaches to learning, motivation for school subject matters and self-beliefs about their abilities. The non-cognitive characteristics that were most prevalent in the region included enjoyment and instrumental motivation to learn, which were evidenced by the indices of intrinsicmotivation for mathematics (INTMAT), instrumental motivation for mathematics (INSTMOT), enjoyment in learning of science (JOYSCIE), and instrumental motivation in learning science (INSTSCIE). However, these variables were not strong predictors of student achievement in this region. The review also revealed that the best non-cognitive predictors of student achievement were metacognitive awareness (METASUM and UNDREM) for reading achievement; self-efficacy, self-concept, and anxiety (MATHEFF, SCMAT, and ANXMAT) for mathematics achievement; and environmental awareness and epistemological beliefs (ENVAWARE and EPIST) for science achievement. These variables were also the best predictors, on average, across all PISA participants and economies. However, some region-specific non-cognitive predictors were also noted. These were intrinsic motivation (INTMAT) in Malaysia; perseverance (PERSEV) in Thailand; and mathematics intentions (MATINTFC)in Viet Nam. Overall, the similarities found in the non-cognitive characteristics among Southeast Asian students suggest that (a) regional collaboration in designing the educational strategies may be beneficial and that (b) an implementation of regional questionnaires in future PISA surveys may be useful to gain an in-depth understanding of achievement-related factors in this region.
  • 11-janvier-2017

    Français

    Renforcer la productivité en Malaisie

    Une amélioration soutenue du niveau de vie de la population n’est pas possible sans croissance de la productivité. Au stade de développement actuel de la Malaisie, la croissance doit reposer davantage sur des gains de productivité que sur l'accumulation des facteurs de production.

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  • 11-janvier-2017

    Français

    Succès et défis économiques de la Malaisie

    La Malaisie a connu plus de quatre décennies de croissance rapide et inclusive, réduisant sa dépendance à l'égard de l'agriculture et des exportations de matières premières, pour devenir une économie plus diversifiée, moderne et ouverte.

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  • 11-janvier-2017

    Français

    Promouvoir une croissance inclusive en Malaisie

    La Malaisie a suivi une trajectoire de développement comparativement équitable, éliminant largement la pauvreté absolue et réduisant considérablement l’inégalité ethnique.

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  • 11-janvier-2017

    Français, PDF, 2,505kb

    Promouvoir une croissance inclusive en Malaisie

    La Malaisie a suivi une trajectoire de développement comparativement équitable, éliminant largement la pauvreté absolue et réduisant considérablement l’inégalité ethnique.

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    Also AvailableEgalement disponible(s)
  • 11-janvier-2017

    Français, PDF, 2,817kb

    Renforcer la productivité en Malaisie

    Une amélioration soutenue du niveau de vie de la population n’est pas possible sans croissance de la productivité. Au stade de développement actuel de la Malaisie, la croissance doit reposer davantage sur des gains de productivité que sur l'accumulation des facteurs de production.

    Documents connexes
    Also AvailableEgalement disponible(s)
  • 11-janvier-2017

    Français, PDF, 3,687kb

    Succès et défis économiques de la Malaisie

    La Malaisie a connu plus de quatre décennies de croissance rapide et inclusive, réduisant sa dépendance à l'égard de l'agriculture et des exportations de matières premières, pour devenir une économie plus diversifiée, moderne et ouverte.

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    Also AvailableEgalement disponible(s)
  • 8-December-2016

    English

    Making growth more inclusive by enhancing social protection: the case of Malaysia

    Malaysia’s success in alleviating poverty has been achieved despite the absence of an integrated and comprehensive social protection system.

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  • 16-June-2009

    German

    Ergebnisse der OECD-Lehrerstudie in 23 Ländern

    Drei von vier Lehrerinnen und Lehrern vermissen Anreize, die einen besseren Unterricht belohnen. Gleichzeitig wird aus Sicht der Lehrkräfte in drei von fünf Schulen der Unterricht durch unangebrachtes Verhalten der Schüler gestört.

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