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Discourses of Quality ECCE in Malaysia: a Critical Analysis Mee

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Discourses of Quality ECCE in Malaysia: a Critical Analysis Mee Discourses of quality ECCE in Malaysia: A critical analysis Mee Ling Ting A thesis submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Education 2018 Faculty of Culture & Society, School of Education Auckland University of Technology ABSTRACT The Malaysian government has put much attention into increasing quality control in preschool education. This attention is based on an increased recognition that a quality early start to education has long-term cognitive and social benefits for children, and contributes to the country’s economic progress (ECCE Council, 2011). According to Kumar and Sarangapani (2004), for virtually all developing countries in Asia, there is still an emphasis on education as an ordering instrument – a remnant of British and European colonisation. When it comes to putting quality early childhood education to practice, there is a strong normalising tendency and an implication in processes of regulation and control (Dahlberg, Moss & Pence, 2013) in many countries around the world. Based on these views, the discourse of quality early childhood care and education (ECCE) in Malaysia may have this same tendency, which may limit the discussion on what constitutes a good ECCE within Malaysian context. This research uses Critical Discourse Analysis (CDA) to examine the discourses of quality ECCE within Malaysian context, and the driving force behind the increased attention, which the Malaysian government has paid to quality control in ECCE services in Malaysia since 1990s. The analysis studies the Malaysian context on Macro and Micro level, looking at its socio-political, economic development, as well as written documents relevant to quality ECCE in Malaysia, aiming at understanding how the language of ‘quality’ in ECCE Malaysia is constructed, and then explore possibilities of alternative understandings and approaches to “quality ECCE” within the Malaysian context. The purpose of this research is to draw out an alternate narrative of quality, and to allow other ways of understanding the ECCE profession. I believe when new dialogues that surround quality ECCE begins to prioritise children’s learning experiences, well-being and meaning-making, instead of being used as an economic and political tool, then the long-term goals of genuine social coherence and equality can finally take a step forward to becoming a reality in Malaysia. i Table of Contents ABSTRACT i ATTESTATION OF AUTHORSHIP v ACKNOWLEDGEMENTS vi List of Figures vii List of Tables viii List of Abbreviations ix 1.0 Introduction 1 2.0 Theoretical framework 5 2.1 Discourse 5 2.1.1 Discourse in Structuralism 6 2.1.2 Discourse in Poststructuralism 7 2.1.3 Foucault’s discourse 7 2.2 Discourse analysis within a critical paradigm 8 2.2.1 Critical paradigm 8 2.2.2 Foucauldian discourse analysis 9 2.2.3 Critical discourse analysis 10 2.3 A CDA framework 11 3.0 Discourses of quality ECCE (A Literature Review) 13 3.1 Definition of quality 13 3.2 Quality in education 13 3.3 Paradigms informing quality ECCE 15 3.3.1 Quality ECCE in political and economic perspectives 15 3.3.2 Quality ECCE in the domain of Behaviourism, Developmentalism and Neuroscience 17 3.3.3 Quality ECCE in social and cultural perspectives 19 3.4 Critiques of quality ECCE 20 3.4.1 Problematise quality in early childhood context 20 3.5 Early childhood practitioners within the quality ECCE discourses 26 3.5.1 Early childhood educators as technicians 26 3.5.2 Erosion of professional autonomy and genuine care 27 ii 4.0 Contextualising quality ECCE in Malaysia 29 4.1 An overview of Malaysia 29 4.1.1 Peaceful country? 30 4.2 Brief historical background of Malaysia 30 4.3 Economic history of Malaysia after independence 32 4.4 Neoliberalism and Malaysia 36 4.4.1 Malaysia and the Asian Economic Crisis 37 4.5 History of Malaysia’s education 38 4.6 ECCE in Malaysia 43 4.6.1 History of ECCE in Malaysia 43 4.6.2 History of Preschool Education in Malaysia 44 4.6.3 History of childcare services for 0 - 4 years old 48 5.0 Quality discourses in Malaysian Education 51 5.1 Macro level: Quality within the Malaysian system of education from 1996 - 2016 51 5.1.1 1990s: The impact of NEP 51 5.1.2 2000s: Human resource development and education for business 57 5.2 Micro level: Quality within Malaysian ECCE policies and standards 66 5.2.1 Childcare Malaysia – an answer to gender equality in workforce 67 5.2.2 Preschool education – an early contributor to economic transformation 71 5.3 Quality ECCE and the ECCE profession in Malaysia 77 5.3.1 Teachers held accountable for poor education performance in Malaysia 78 5.3.2 The need to monitor and measure teachers’ competence 80 5.3.3 Early childhood educators as technicians 82 5.3.4 Social engineering and a diversion from ineffective governance? 84 6.0 Discussion and implications 87 6.1 Overview 87 6.2 ‘Quality’ and ECCE Malaysia 88 6.2.1 Children living in poverty and indigenous children in Malaysia 89 6.2.2 Good governance? 90 6.3 ‘Quality’ and the changing perception of education 92 6.3.1 Individualism vs. Collectivism in Malaysian education 92 6.4 Education and politics 94 6.4.1 The language policies 95 iii 6.5 Implications 95 6.5.1 Education should not be used for cultivating an unhealthy competitiveness that divides the Malaysian people 96 6.5.2 Education should not be a money-making enterprise for business corporations 96 6.5.3 Reorienting narratives in education towards students 97 6.5.4 Make teaching a profession, not a ‘last resort’ 98 6.5.5 Implication for communities and families 99 7.0 Conclusion 100 References 102 iv ATTESTATION OF AUTHORSHIP I hereby declare that this submission is my own work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person (except where explicitly defined in the acknowledgements), nor material which to be substantial extent has been submitted for the award of any other degree or diploma of a university or other institution of higher learning. Signature: _______________________________________ (Mee-Ling Ting) Date: 17 June 2018 v ACKNOWLEDGEMENTS First and foremost, I would like to thank God for giving me the strength, knowledge, opportunity to undertake this research study, and placing the right people at the right time to help me through this journey. Without His blessings, I would not have made it this far. I would like to take this opportunity to give thanks to the people who have helped and supported me throughout this research study. Without them, this would not have been possible. Firstly, I would like to thank my thesis supervisor, Dr. Andrew Gibbons of School of Education, Faculty of Culture and Society at Auckland University of Technology. Dr. Andrew Gibbons was always swift in responding to my e-mails whenever I had questions about my research or writing. He took time to check my work and gave constructive feedbacks. He had also gone the extra miles in offering support when I was feeling lost and frustrated. I would also like to thank all other faculty members whose paths crossed with mine, particularly the support of the Postgraduate and Scholarship Co-ordinator, Te Whetu Thompson, School Registrar, Stuart Hutchinson, Student Administrator for Postgraduate Programmes, Sandra Linz, who have all helped me through the process of applying for an extension for this thesis work due to health issue. I would also like to acknowledge Dr. Richard Heraud, research assistant at the University of Waikato as the second reader of this thesis, and I am gratefully indebted to him for spending time on checking for grammatical errors and giving valuable comments on this thesis. I must express my very profound gratitude to my family and friends, particularly my parents, who have always encouraged and supported my quest for education, and my siblings, who have to endure my moody days. My friends, Jessie Law, ChingChing Wee, Edel Healy, Teressa Attley, Merlin Ranee, Ivon Lim, Ciron and many more, who have offered endless encouragements, who reminded me to laugh, to take breaks, and to keep my sanity in check throughout this journey. vi List of Figures Figure 4.1: The 12 National Key Economic Areas of the Economic Transformation Programme Figure 4.2: The 17 EPPs under the Education NKEA Figure 5.1: The LINUS screening process Figure 5.2: Education production line vii List of Tables Table 4.1: Different types of ECCE institutions under the jurisdiction of different ministries in Malaysia Table 4.2: Summary of the history of preschool education in Malaysia Table 4.3: Summary of the history of childcare services in Malaysia Table 5.1: Scoring table for Dimension of Quality of Curriculum viii List of Abbreviations CDA Critical Discourse Analysis CDD Curriculum Development Division CRC Convention on the Rights of the Child DAP Developmentally Appropriate Practice ECCD Early Childhood Care and Development ECCE Early Childhood Care and Education EFA Education For All EPP Entry Point Projects EPU Economic Planning Unit ETP Economic Transformation Programme GDP Gross Domestic Product GTP Government Transformation Programme IBE International Bureau of Education IMF International Monetary Fund KEMAS Ministry of Rural and Regional Development KEMP K-based Economy Master Plan LDC Less Developed Countries LINUS Literacy and Numeracy Screenings MCA Malaysian Chinese Association ix MIC Malaysian Indian Congress MOE Ministry of Education Malaysia MTS Malaysian Teacher Standards MWFCD Ministry of Women, Family and Community Development
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