Education access policy in Malaysia's education blueprint: a phenomenological study of equitable quality in public preschools

Abstract

This study explored the policy engagement of Malaysia’s National Education Blueprint 2013-2025 (Blueprint), focusing on the lived experiences of teachers in public preschools. The study aimed to uncover how teachers interpret and implement the Blueprint, particularly in promoting equitable quality education within Malaysia’s preschool education context. Adopting a hermeneutic phenomenological methodology, the study utilised semi-structured interviews and reflective journaling with twelve preschool teachers in Kuala Lumpur. This methodology enabled a thorough exploration of the interplay between policy texts, institutional power and teachers’ backgrounds. Data were analysed through Interpretative Phenomenology Analysis (IPA), revealing systemic tensions between policy intent and classroom realities. Through IPA, six superordinate themes emerged: systemic barriers, negotiated agency, and moral-emotional dimensions were evident in policy interpretation; and operational challenges, praxis in adaptation, and identity-ethics were presented in policy implementation. The study critiques bureaucratic performativity and resource disparities that undermine equitable access, advocating for policy clarity, participatory teacher involvement, equitable resource allocation, and collaborative governance. By theorising teacher agency through Bourdieu’s framework and hermeneutic phenomenology, the research repositions teachers as co-constructors of policy knowledge, urging responsive reforms that reconcile systemic constraints with localised innovation. Furthermore, the study emphasises the critical role of government agencies in supporting teachers through clear guidelines and resources. It also underscores the importance of enhancing policy clarity and communication to ensure that teachers can effectively implement the Blueprint. By centering teachers' voices and experiences, the study provides valuable insights into the complexities of educational policy implementation and offers practical recommendations for improvement. Finally, the study contributes to the understanding of how educational policy was interpreted and enacted in diverse cultural and socioeconomic contexts. It highlights the need for the Blueprint (and any policy) that is adaptable to local realities and responsive for all children. The findings have implications for policymakers, teachers, and researchers, offering recommendations for enhancing equitable quality education in Malaysia.