The impact of national policies on accessibility to quality early childhood care and education in Malaysia: Policymakers’ perspectives
DOI:
https://doi.org/10.37134/saecj.vol10.sp.6.2021Keywords:
early childhood care and education, early childhood policy, early childhood quality, policy and practiceAbstract
All children have the right to a safe and nurturing environment that promotes their holistic development. Accessibility is an important gateway to inclusive education where all children including disadvantaged children such as indigenous children, special needs children and children at risk are given equal access to quality early childhood care and education (ECCE). In ensuring inclusive accessibility to ECCE, many countries including Malaysia have instituted policies in relation to the provision of childcare and preschool education. These policies are expected to make a significant difference to the way practitioners work to achieve the best outcomes. This paper reports on a research study to examine the impact of the existing policies on the accessibility to quality ECCE in Malaysia. As part of a larger research project, this study employs a qualitative methodology that used a purposive sampling method. 54 participants were involved consisting government official and leaders of non-government agencies related to ECCE in Malaysia. A team of researchers conducted individual interviews and focus group interviews for the participants who consented to the research. Data collected were transcribed verbatim and analyzed using inductive thematic analysis method involving three cycles of rigorous analytic coding and review processes. The findings of this study indicated the participants are aware of the accessibility related policies they are directly dealing with, and the major themes expressed were inter-agency cooperation to achieve enrolment target; questioning the status quo of the existing procedures; and challenges in providing support services for children with special needs; and inclusion of children with disabilities. The challenges to accessibility are mostly related to disadvantaged children and weakness in the governance and gaps of implementation. Policy reviews need to be systematized into programme planning to ensure high quality ECCE services are accessible to all children in Malaysia.
Downloads
References
Arifin, F. M., & Othman, N. (2018). The dynamic of policymaking process in Malaysia.
Bose, K. (2008). ECCE programs in Botswana Policy (2001) implementation. Asia-Pacific Journal of Research in Early Childhood Education, 2(1), 83-98.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Britto, P. R., & Kagan, S. L. (2010). Global status of early learning and development standards. In P. Peterson, E. Baker, & B. McGaw (Eds.), International Encyclopedia of Education, 2, 138–143.
Cameron, C., & Moss, P. (eds.). (2020). Transforming early childhood in England: Towards a democratic education. UCL Press. https://doi.org/10.14324/111.9781787357167
Curriculum Development Division. (2008). Early childhood care and education policy implementation review. Unpublished report. Ministry of Education Malaysia. https://www.academia.edu/9863151/Malaysian_Early_Childhood_Care_and_Education_Policy_
Essama-Nssah, B., & Lambert, P. (2012). Influence functions for policy impact analysis. Research on Economic Inequality, 20, 135-159. Emerald Group Publishing Ltd.
Fitzgerald, D., & Kay, J. (2016). Understanding early years policy. Sage Publishing.
Ho, S. L. (2000). The nature of optimal public policy. International Journal of Social Economics, 27(7), 1013–1019.
Jung, K. H. (2008). An empirical analysis of the policy literacy function: A focus on civic activities. Korean J Public Admin, 46(4), 73–104.
Li, H., & Wang, D. (2014). Understanding the 15-year free education policies in China: An online study of four cases. International Journal of Chinese Education, 3(2), 250-267.
Li, H., & Wong, M. S., & Wang, X. C. (2010). Affordability, accessibility, and accountability: Perceived impacts of the pre-primary education vouchers in Hong Kong. Early Childhood Research Quarterly, 25(1), 125-138.
Li, H., Wang, D., & Fong, R. W. (2014). Editor’s note - Sound bites won’t work: Case studies of 15- year free education in greater China. International Journal of Chinese Education, 3(2), 161- 170.
Liamputtong, P. (2011). Focus group methodology principles and practice. Sage.
Logan, H., Sumsion, J., & Press, F. (2014). Uncovering hidden dimensions of Australian early childhood policy history: Insights from interviews with policy ‘elites’. European Early Childhood Education Research Journal, 22(5), 711-722. https://doi.org/10.1080/1350293X.2014.969086
Ministry of Education. (2008). Malaysia Education for All, Mid-decade Assessment Report 2000-2007. Ministry of Education Malaysia.
Ministry of Education. (2015). Malaysia Education for All, End-decade Review Report 2000-2015. Ministry of Education Malaysia.
Ministry of Education. (2019). Malaysia Education Blueprint 2013-2025 - Annual Report 2018. Ministry of Education.
Ng, S. B. (2010). Governance of education related ECCE policies in Malaysia. International Journal of Child Care and Education Policy, 4(1), 45-57.
OECD. (2012). Starting Strong III - A quality toolbox for early childhood education and care. OECD Publishing.
Scheiwe, K., & Willekens, H. (2009). Child care and preschool development in Europe: Institutional Perspectives. Palgrave Macmillan
SEAMEO INNOTECH. (2011). Quality assurance in early childhood care and development (ECCD) in Southeast Asia. A SEAMEO INNOTECH Regional Education Program (SIREP).
Simpson, G., & Connor, S. (2011). Social policy for social welfare professionals: Tools for understanding, analysis and engagement. Policy Press.
SUHAKAM. (2013). Report on access to education in Malaysia. Human Rights Commission of Malaysia. http://www.suhakam.org.my/wp-content/uploads/2013/11/Research-Report.pdf
Trouve, H., Couturier, Y., Etheridge, F., Saint-Jean, O., & Somme, D. (2010). The path dependency theory: analytical framework to study institutional integration. The case of France. The International Journal of Integrated Care [serial online], 30(10).
UNESCO. (2004). Education for all: The quality imperative, EFA Global Monitoring Report 2005. OECD Publishing.
UNESCO. (2006). Strong foundations: Early childhood care and education, EFA Global Monitoring Report 2007. OECD Publishing.
UNESCO. (2015). Education for all global monitoring report, strong foundations: Early childhood care and education. UNESCO.
United Nations Educational, Scientific and Cultural Organisation, & Government of Malaysia. (2013). Malaysia Education Policy Review: Abridged Report. https://unesdoc.unesco.org/ark:/48223/pf0000221132
Ünver, O., Bircan, T., & Nicaise, I. (2018). Perceived accessibility of childcare in Europe: A cross‑country multilevel study. International Journal of Child Care and Education Policy, 12(5).
Vandenbroeck, M., & Lazzari, A. (2014). Accessibility of early childhood education and care: A state of affairs. European Early Childhood Education Research Journal, 22(3), 327-335. https://doi.org/10.1080/1350293X.2014.912895
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Lydia Foong Yoke-Yean, Ng Soo-Boon, Wong Poai-Hong, Carynne Loh Hui-Shen, Nurul Salwana Mohd Multazam Khair, Faridah Serajul Haq, Mogana Dhamotharan, Mazlina Che Mustafa
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
