PART 1 THE COMMISSION’S REPORT ON THE RIGHT TO EDUCATION FOR CHILDREN WITH LEARNING DISABILITIES – FOCUSING ON PRIMARY EDUCATION 52. Further, the 2013 Regulations do not include parents and qualified medical officer as members of the Panel whose duty is to certify the suitability of a child with disabilities to attend school. Given their important roles, and to ensure transparency and integrity in the process of determining the suitability of a child with disabilities to continue attending school, the Commission recommends that parents and a qualified medical officer should form part of the members of the Panel established under the 2013 Regulations. The Malaysia Education Blueprint 2013-2025 (Preschool to Post-Secondary Education) 53. In 2013 the Government launched the Education Blueprint which was developed in consultation with various stakeholders from amongst nongovernmental organisations (NGO) and academicians. 54. The Education Blueprint aims to transform the existing education system to be on par with international education standards. Towards that goal, the Education Blueprint offers a vision of the education system and aspirations that Malaysia needs and deserves, and suggests 11 strategic and operational shifts to be implemented. Specifically, it outlines five aspirations namely (i) Equal access for quality education for all children; (ii) Quality of high international education standard; (iii) Equity in education through reduction of urban-rural, socio-economic and gender achievement gaps; (iv) Fostering unity in diversity in schools; and (v) Efficient system delivery by ensuring allocation of adequate resources including financial resource. 55. The Education Blueprint further addresses the specific needs of students with special education needs which include students with learning disabilities. The Blueprint aims to have 75% students with special needs enrolled in inclusive education programme by 2025. In the interim, the Blueprint recognises the need to strengthen existing foundations of special education programmes through (i) the introduction of flexible and appropriate curriculum, (ii) equipping teachers and other specialists with the necessary knowledge, skills and techniques to teach students with special education needs; (iii) provisioning adequate resources, including financial and other essential schools infrastructures as well as facilities; and (iv) creating public awareness and involvement. 3.2 STUDENTS ENROLLED IN PRIMARY SPECIAL EDUCATION PROGRAMMES 56. Over the past three years, the enrolment of CWLD in primary SEIP and inclusive programmes has shown a steady increment as shown in Table 3. However, the number of CWLD compared with the total number of enrolled students in primary schools remained low at around one percent. 21