malaysia(1)
DESCRIPTION
best of malaysiaTRANSCRIPT
-
1
DEVELOPMENT OF EDUCATION NATIONAL REPORT MALAYSIA
1. The education system at the end of the twentieth century : an overview
1.1 Major reforms and innovations introduced in the education system during the last ten years, in particular concerning :
(a) The Legal Framework of Education
Recent legislations on education formulated to achieve democratization of
education are The Education Act 1996; The Private Higher Educational
Institutions Act, 1996; National Council on Higher Education Act, 1996;
National Accreditation Board Act, 1996; Universities and University
Colleges (Amendment) Act, 1996; and National Higher Education Fund
Board Act, 1997.
The Education Act 1996
The Education Act, 1996 repealed the Education Act 1961. It is the parent
legislation on education and covers all levels of education under the
national education system (except international schools). The Act
stipulates the use of the national language as the main medium of
instruction, a national curriculum, and common public examinations. It
provides for pre-school education, primary school education, secondary
school education, post-secondary education, teacher education, special
education, private education, and technical education. The Act gives
greater prominence to values in education and aims to ensure relevance
and quality in the education system.
-
2
The Private Higher Education Institutions Act, 1996 The Act for the first time, makes provision for the establishment of private
universities, university colleges, branch campuses of foreign universities
as well as the upgrading of existing colleges to universities. This is in line
with the goal to liberalise higher education to meet the increasing demand
for tertiary education and for a highly educated and skilled human
resource. To promote unity and understanding among the multiethnic
society, Islamic Religious Education, Moral Education and Malaysian
Studies are made compulsory in all Private Higher Education Institutions.
National Council of Higher Education Act, 1996
The rapid expansion of higher education in Malaysia requires a national
body to determine policy and co-ordinate the development of tertiary
education. The National Council on Higher Education Act 1996 was
formulated to enable the establishment of the Council.
National Accreditation Board Act, 1996 The National Accreditation Board Act 1996 was formulated to provide for
the setting up of a board to ensure that high academic standard, quality
and control are maintained in both public and private higher education
institutions.
Universities and University Colleges (Amendment) Act, 1996 The Universities and University Colleges (Amendment) Act 1996, seeks to
corporatise the management and administration of public universities.
With corporatisation, these universities are given more administrative and
financial autonomy to chart programs necessary for academic excellence.
-
3
National Higher Education Fund Board Act, 1997 This Act seeks to establish a fund for the purpose of providing financial
assistance by way of educational loans to students studying in higher
education institutions in Malaysia. The loan is to be utilised for the
payment of fees, educational equipment, educational aids and the cost of
living expenses during the students period of study. The Act also provides
for the establishment of a saving scheme to encourage children to start
saving as early as Year 1 in primary school towards financing their higher
education. With the establishment of the fund, no deserving student will be
deprived of a place in a higher education institution due to financial
reasons.
Education (National Curriculum) Regulations 1997 The Education Act 1996 covers all levels of education under the national
education system which comprises preschool, primary, and secondary
education. Section 18 of the Act stipulates the use of a National
Curriculum to be used by all schools.
18 (1) The Minister shall prescribe a curriculum to be known as the
National Curriculum which, subjects to subsection (3), shall be used by all schools in the National Education System.
(2) The National Curriculum prescribed under subsection(1)
shall specify the knowledge, skills and values that are expected to be acquired by pupils at the end of their respective periods of schooling and shall include the core subjects as set out in Schedule and such are the subjects as may be prescribed.
(3) In the case of private schools, subsection (1) shall be
deemed to have been complied with if the core subjects of the National Curriculum as set out in Schedule are taught in the schools.
-
4
(4) The Minister may from time to time by order published in the Gazatte to amend or alter the Schedule.
In the Education (National Curriculum) Regulations 1997, the National
Curriculum is defined as :
an educational program that includes curricular and cocurricular activities which emphasises all the knowledge or skills, norms, values, cultural elements and beliefs to help develop a pupil fully with respect to the physical, spiritual, mental and emotional aspects as well as to inculcate and develop desirable moral values and to transmit knowledge
The Education Regulations provide list of subjects for all levels of
schooling as prescribed in the National Curriculum. The subjects are
categorised as :
additional subjects are subjects taught in accordance with the Act in government and government aided schools.
compulsory subjects includes all subjects other than the
core subjects that must be learned by all pupils in government and government-aided schools.
core subjects are defined as subjects that must be learned by all pupils in government and government-aided schools and private schools. elective subjects are subjects other than the compulsory
and the core subjects chosen by pupils in government dan government-aided schools according to their interest, talent, ability and potential.
(b) The Organization, Structure and Management of the Education System;
Education is the responsibility of the Federal Government. The
national education system encompasses education beginning from
pre-school to higher education. Primary and secondary education is
free but not compulsory. The admission age to the first year of primary
education is six. Most schools in the country are government or
-
5
government-aided schools and a growing number of private schools..
The school starts in January and ends in November. Students sit for
common public examinations at the end of primary, lower secondary,
upper secondary and sixth form levels.
Pre-school Education
Pre-school education is part of the National Education System under
the Education Act, 1996. The aim of pre-school education is to provide
a firm foundation for formal education. Pre-schools are run by
government agencies, non-governmental organisations (NGOs) as well
as private institutions. The major government agencies that are
responsible for pre-school education are the Ministry of Education
(MOE), the Ministry of Rural Development, and the Ministry of National
Unity and Community Development. Children enrol between the ages of
4 and 6. All pre-schools have to abide the curriculum guidelines set by
the Ministry of Education. The curriculum enables pre-school children
to acquire sufficient basic communication, social and other positive
skills in preparation for primary schooling. The learning components
include language and communication, physical development, cognitive
development, moral and spiritual growth, socio-emotional development,
aesthetic and creativity.
Primary Education (Year 1 to Year IV) Education at this level aims to provide the child with a firm foundation in
the basic skills of reading, writing and arithmetic, as well as
emphasising thinking skills and values across the curriculum. While
education at this level is not compulsory more than 99 per cent of this
age-group are enrolled in primary schools throughout the country.
-
6
There are two types of schools at the primary level, i,e, the National
Schools and the National-Type Schools. In the National Schools the
medium of instruction is the Malay Language which is the National
Language. The medium of instruction in the National Type Schools is
either Chinese Language or Tamil Language. In both types of schools,
the Malay Language is a compulsory subject. English is compulsory
and is taught as a second language in all schools. Chinese, Tamil and
indigenous languages are also offered as subjects in national schools.
Primary education is divided into 2 phases. Phase I (Year 1-3) and
Phase II (year 4-6).
Secondary Education
Secondary education is basically an extension of primary level
education. Education at this level is general in nature and is divided into
lower and upper secondary level, and a special year transition program
known as Remove Class for pupils from the National-Type Chinese
and Tamil Primary Schools.
i. Remove Class
Remove Class is a transition year for pupils from the Chinese and Tamil
medium schools to acquire sufficient proficiency in the National
Language to enable them to learn through this medium the following
year. However, pupils who have performed well in the Primary
Assessment Test (UPSR) are allowed to proceed directly to Form 1.
ii. Lower Secondary Level (Form I-Form III)
This level covers a period of 3 years. Education at this level is general
in nature. All subjects are core subjects and compulsory for all. Chinese
Language, Tamil Language and Arabic Language (Communication) are
-
7
offered as additional subjects. Upon completion pupils sit for a common
examination, i.e. the Lower Secondary Assessment (PMR).
iii. Upper Secondary (Form 4-5)
Education at this level covers a period of two years. Besides following
the general education program, students begin to specialise in the
science, arts, technical, vocational and religious discipline. Specific
schools are designated for each discipline. These schools are academic
schools, technical schools, vocational schools and religious schools..
Upon completion, pupils sit for the Malaysian Certificate of Education )
examination /Sijil Pelajaran Malaysia (MCE/SPM).
Secondary Technical Schools
Secondary technical education is aimed at producing an adequate pool
of qualified students who excel in mathematics and science, as well as
in basic engineering subjects. Technically-biased education is provided
by secondary technical schools. Students in secondary technical
schools follow the same core subjects of upper secondary school
curriculum and choose science and technical subjects as electives.
Admission to these schools is through application based on the PMR
results. Only students with strong background in Mathematics and
Science are selected. These schools also provide courses at the sixth
form level. Students from these schools are expected to continue their
studies in science and technology-related courses at the diploma and
degree levels as well as in advanced skills.
-
8
Secondary Vocational Schools
Secondary vocational schools provide courses in pre-employment skills
as well general education. These schools offer courses in two streams,
namely, the vocational education stream and the skills training stream.
In the vocational education stream, emphasis is given to general and
technical subjects in order to provide students with a good foundation
for admission into polytechnics or other institutions of higher education.
In the skills training stream emphasis is given to practical work to
develop competency in trade skills required by related industries.
Students are prepared for the National Vocational Training Certificate
(NVTC).
The structure of the school system and curricular emphasis is shown in
the diagram 1 below:-
P r e - S c h o o ls o c ia l i s a t i o n p r o c e s s , p e r s o n a l i t y d e v e lo p m e n t , p r e p a r a t i o n f o r p r im a r y s c h o o l i n g
P r i m a r y L e v e l I ( Y e a r 1 3 )m a s t e r y o f 3 R s , d e v e lo p m e n t o f p e r s o n a l i t y , a t t i t u d e a n d v a lu e s
P r i m a r y L e v e l l l ( Y e a r 4 6 )r e in f o r c e m e n t a n d a p p l i c a t i o n o f 3 R s , c o m p le x s k i l l s , a c q u i s i t i o n o f k n o w le d g e , p r e - v o c a t i o n a l e d u c a t i o n , d e v e lo p m e n t o f p e r s o n a l i t y , a t t i t u d e a n d v a lu e s
L o w e r S e c o n d a r y ( F o r m 1 3 )g e n e r a l e d u c a t i o n , c o n s o l i d a t i o n o f s k i l l s a c q u i r e d a t p r im a r y a n d p r e - v o c a t io n a l le v e l , d e v e lo p m e n t o f a p t i t u d e a n d i n t e r e s t s , d e v e lo p m e n t o f p e r s o n a l i t y , a t t i t u d e a n d v a lu e s
U p p e r S e c o n d a r y ( F o r m 4 5 )d e v e lo p m e n t o f a p t i t u d e a n d i n t e r e s t s ,
d e v e lo p m e n t o f p e r s o n a l i t y , a t t i t u d e a n d v a lu e s , s p e c ia l i s a t i o n , c a r e e r a n d h i g h e r e d u c a t i o n
S C H O O LS Y S T E M
&
C U R R I C U L A R
E M P H A S I S
( 1 2 Y E A R S )
5 6 y e a r o l d s
7 - 9 y e a r o l d s
1 0 - 1 2 y e a r o ld s
1 3 - 1 5 y e a r o l d s
1 6 - 1 7 y e a r o l d s
T r a n s i t i o n C l a s s
r e in f o r c e m e n t a n d
e n h a n c e m e n t o f N a t i o n a l L a n g u a g e
1 3 y e a r o ld s
-
9
(c) Evaluation Policies, Methods and Instruments;
Both formative and summative evaluation are employed in assessing the
effectiveness of education system. In the development and
implementation of the National Curriculum for example, evaluation is
carried out in every phase of curriculum development process in order to
provide feedback for adjustment, modification and improvement.
(i) Evaluation Studies
Monitoring and evaluation is carried out by the various divisions within the
Ministry of Education i.e. the Federal Inspectorate, Examination
Syndicate, Curriculum Development Centre, the School Division, Textbook
Division, Teacher Education Division and Educational Planning and
Research Division. The area of focus differs for each division. Qualitative
and quantitative methods are employed using a range of techniques to
gather information which include interviews, checklists, questionnaires,
observations, documentary analysis and tests.
The results of the formative evaluation studies undertaken are used by
curriculum planners to revise and improve the implementation of a
curricular program. Summative evaluation on the other hand is concerned
with the effectiveness of the whole curricular program. The results of
summative evaluation are meant for major decisions on whether to
continue/expand/modify or terminate a certain curricular program.
-
10
(ii) Commisioned Studies
From time to time as required, the MOE sets up special task
force/committees to look into specific matters concerning the education
system. These tasks forces may consist of experts from local universities
and other personnel selected by the MOE. For example, the Science
University of Malaysia was commissioned to carry out a study on the
Implementation of the Integrated Curriculum for Primary Schools (1983-
1989). Findings and recommendations from these commissions are taken
into consideration in policy decisions.
(iii) Subject Committees
Several subject committees at national level have been formed particularly
for critical subjects i, e. National Language, English, Mathematics and
Science. The role of such committee is to review regularly the
effectiveness of the teaching and learning of the subjects concerned and
make recommendations for improvement.
(iv) School Inspectorate
School inspectors conduct assessment supervision in the teaching
learning process, use of learning materials, and school management. An
instrument of the Education Quality Standard Improvement (EQSI) has
been formulated with the aim of improving the quality of schools. The
EQSI comprises four main categories i.e. Management development,
human resource development, educational development and
organisational development. Schools are required to assess their own
quality standard and work towards improvement.
-
11
(v) Academic Research
Education reforms attract considerable interests among students pursuing
further studies e.g academic research at masters and doctoral levels.
Findings of these academic research and other related projects provide
valuable inputs and reference in policy decisions.
(d) Objectives and Principal Characteristics of Current and Forthcoming Reforms
The current and forthcoming reform made in the Malaysian education
system is the curriculum revision which refers to making amendments so
that the curriculum is improved. The aim of the revision was that the
curriculum be reframed and realigned to present and future needs. The
decision to revise the whole school curriculum was made in 1999 in view
of the needs of the 21st . Century and other changing needs. Besides that,
rapid developments in technology, new theories of learning and
developments within Malaysia itself necessitated that the school
curriculum be revised. The priority was on the secondary school
curriculum, since there had been no systematic look at it ever since its
implementation in 1989.
The basis of the revised curriculum took into considerations four main
aspects national development, individual development, learning
theories, and the National Philosophy of Education; and the Four Pillars of
Education as espoused by the Delors Report (Learning to Know, Learning
to Do, Learning To Live Together and Learning To Be). These are then
translated into subject disciplines (languages, humanities, sciences,
technology, vocational, arts, and religious education), and special
programs such as patriotism, drug education and environmental
-
12
education, which give indication of their importance but do not warrant the
status as individual subjects.
The curricular revision has enabled new dimension being brought in. New
elements such as the concept of multiple intelligence, emotional
intelligence, the Four Pillars of Education in the Delors report,
developments in ICT, and the countrys move towards developing a k-
economy are taken into consideration in reframing the curriculum. These
are reflected both in the curriculum content as well as the teaching and
learning approaches.
Critical and creative thinking skills, scientific skills, contextual learning,
mastery learning particularly in Mathematics and Science, learning how to
learn, generic skills, selfaccess learning, genre writing in the teaching of
languages, skills in future studies, smart learning and the application of
ICT (including web-based learning) are given emphasis across all
subjects. It is anticipated that the combination of these emphasises and
those already stated in the previous curriculum will enhance teaching and
learning towards producing the desired set of learning outcomes among
pupils.
1.2 Major achievements, both quantitative and qualitative, attained over the last ten years, especially in terms of :
(a) Access to Education
Equity and right to education are fundamental liberties enshrined in the
Federal Constitution. There is no discrimination against any citizen in
terms of access to and financial support for education. Every child has a
right to education and is given equal opportunities to develop his/her
potential according to ones own ability and capability. Universal primary
education is almost achieved and the education system is currently
-
13
intensifying its efforts to provide twelve years of basic education. The
countrys official literacy rate stands at 93 per cent. Student enrolment in
primary schools is higher than 90 per cent of which about 92 per cent go
on to secondary education. The annual rate of increase of 3.1 per cent
enrolment for primary education indicated that universal education is
accessible to all. The annual rate of increase of 4.18 per cent and
expected rate of increase of 25 per cent in enrolment at the secondary
level reflects the successful implementation of the policy of basic
education expansion from nine to eleven years. (see Table 1)
Table 1 : Enrolment in Primary and Secondary Schools (1990-2000)
Level of
Education
Year
Annual Rate
of Increase
% (1990-
1995)
Expected
Annual Rate
Of Increase
% (1995-
2000)
1990 1995 2000
Primary 2447206 28227627 2,900,000 3.1 2.5
Secondary 1366068 1651684 2,000,000 4.18 25.0
Total 3813274 4479311 4,900,000
Source : Educational Management Information System, MOE
(b) Equity in Education
Equal opportunity for education is provided to every child, including those
from remote and rural areas. Parents can also choose to enrol their
children into National Schools which provide instruction in Malay and the
National-Type schools of their choice. Table 2 and Table 3 below show
the enrolment in government primary and secondary schools.
-
14
Table 2 : Enrolment in Primary Schools for 1990, 1995-1999
1990 1995 1996 1997 1998 1999
National 1,770,004 2,126,123 2,152,912 2,182,322 2,205,910 2,191,677
National Type (C)
581,082 596,341 592,243 597,021 585,711 609,206
National Type (C)
96,120 102,776 99,511 97,191 95,088 89,671
Special 2,387 2,453 2,318 2,147 2,187
Total 2,447,206 2,827,627 2,847,119 2,878,852 2,888,856 2,892,741
Source : Educational Management Information System, MOE
Table 3 : Enrolment in Secondary Schools for 1990, 1995-1999 1990 1995 1996 1997 1998 1999
Regular 1,298,712 1,555,868 1,640,877 1,730,469 1,809,128 1,856,076
Fully Residential
19,317 22,664 23,212 22,647 26,624 24,716
Religious 17,348 24,187 25,334 27,658 29,898 31,388
Vocational 24,845 42,484 28,139 12,644 1,127 958
Technical 5,846 5,878 18,368 24,891 40,875 49,674
Special 603 610 636 620 678
Total 1,366,068 1,651,684 1,736,540 1,818,945 1,908,272 1,963,490
Source : Educational Management Information System, MOE
(c) Quality and Relevance of Education
Quality and relevance of education to individual needs and nation building
have been given top priority in the national development plan. This is
clearly articulated in the National Philosophy of Education (NPE) which
states that;
-
15
Education in Malaysia is an ongoing effort towards further developing the potential of individuals in a holistic and integrated manner so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving a high level of personal well-being as well as being able to contribute to the betterment of the family, the society and the nation at large
The National Curriculum places emphasis on the holistic development
and potentials of the individuals. It provides opportunities for each
individual to develop basic skills, knowledge, values, attitudes, interests
and talents in the following aspects :
Social skills
Intellectual skills
Physical skills
Spiritual skills
Aesthetic values (creativity and appreciation)
Moral values
Information and Communication Technologies (ICT) skills
The technical, vocational and skills training offered in secondary technical
and secondary vocational schools provide students with practical training
and employability skills. Besides that, the use of technology as an enabler
to facilitate teaching and learning activities have made learning interesting,
motivating, stimulating, meaningful and develop skills that will prepare
students to face greater challenges.
-
16
(d) Participation by Society in the Process of Educational Change
The MOE has close co-operation and collaboration with other
governmental agencies, private enterprises, non-governmental
organisation, community-based organisation, religious institutions and
industries in the process of educational change.
(i) National Committee and Sub-committee An example of such co-operation is in strenghtening the early childhood
education program to ensure young children have access to quality
childhood development programs. The MOE is working closely with other
governmental agencies, private institutions and NGOs to bridge gaps
between various agencies oraganising childcare centres and
kindergartens. A National Committee and sub-commitee have been set
up to co-ordinate matters on (i) structuring of pre-school programs, (ii)
developing evaluation mechanisms, (iii) producing guidelines for teachers
and helping teachers to provide children with varied experiences and, (iv)
planning campaigns that will draw increased enrolment into childcare
centres and pre-schools.
(ii) Collaboration With Government Agencies The MOE also works collaboratively with government agencies like the
Ministry of Human Resources (MOHR), Ministry of Agriculture (MOA),
Ministry of Rural Development (MORD) and Ministry of Youth and Sports
(MOYS) in vocational and training skills programs. Through these
programs the youth groups and adults are given on-the-job training in
industries as an exposure to the working environment. Among the
resources provided by various agencies to run these programs are training
allowances, trained and qualified trainers as well as relevant technical and
vocational curriculum. Standards and quality of the training programs are
maintained through the National Industrial Training and Trade Certification
-
17
Board (NITTCB) established by the National Advisory Council for
Industrial Training. The NITTCB sets a common trade standard for all
training programs. It also serves to interview and to improve such training
programs. Certification for most courses is through the NITTCB and the
NVC.
(iii) Parent-Teacher Association Parents involvement is encouraged through Parent -Teacher Association.
Their participation include giving guidance and counselling, fund raising to
improve facilities such as computers.
(iv) Mass Media The mass media has an essential part in education. The viewpoints and
suggestions made by the concerned individuals, academicians, and the
general public are given consideration and taken into account in decision-
making on policy and educational programs for the schools.
1.3 The lessons learned in the process of changing and reforming education systems : approaches adopted, successful or unsucessful strategies, major difficulties encountered, etc.
Strengths
Collective decision making One strength in the practise of curriculum
development is the collective and participative nature of decision making
on curriculum matters. Although certain agencies are responsible for the
school curriculum, the actual planning, development and other related
activities shared out. The participation of the various stakeholders ensures
that related activities are co-ordinated.
-
18
Opportunities for Teachers To Meet Another strength is the opportunity
given to teachers to meet and exchange views and learn from each other.
Experience has shown that things go well at the limited implementation
stage or piloting. This is because at this stage there are regular visits to
schools and workshops with teachers to discuss problem and possibilities.
However, problems surface during nation-wide implementation, when it is
more difficult to have the same frequency of interaction with teachers. The
CDC has made national seminars as annual programs where teachers
from all over the country are brought together to listen to their collegues
on successes and failures and share experiences. Many teachers have
expressed their gratitude for this opportunity and this, in many ways have
renewed their enthusiasm.
Political Will Not all curricular reforms and revisions have met with
barriers. One factor that has significant impact on the success of the
curriculum is political will. Subjects that have the support of people with
influence or the ideas originate from them have high success rates. Living
Skills and Inventions are such examples. Very often, the authorities are
generous with resources and this contributes to the success.
Practical-based Subjects A successful curricular reform is related to the
nature of the subject. Those that are practical-based and hands-on seem
to be more successful than others . Visual Arts, Living Skills, Invention,
Information Technology and Vocational biased subjects are examples.
These subjects enable students to see the relevance to job opportunities
when they leave schools.
-
19
Major Difficulties
The formulation of any curriculum is not without its problems. At almost
every stage there are issues that need to be addressed, some not as
difficult as others. The following are some issues in the Malaysian
experience.
a. Design Stage
Breadth vs. Depth There is often the dilemma over what is appropriate in
terms of the scope of the curriculum. Education matters to everybody and
because of this, there is always demand and sometimes pressure to
include many things in the curriculum. Stake-holders see things immediate
to them and this may not concur well with national priorities, as well as
realities in the classroom.
Curriculum Development Skills Developing a curriculum demands
specialised skills and interest in the subject. These skills cannot be
acquired overnight rather it is cumulative through years of experience in
the classroom. Curriculum officers also need to have sound knowledge in
curriculum theory, learning theories and keep abreast of developments in
other parts of the world. In addition, they need to be alert on the scenarios
that have implications on the school curriculum. Not everyone involved in
curriculum development have these prerequisites.
b. Implementation Stage
Centrally formulated curriculum has its strengths, policies and priorities but
conditions at the grassroots differ, sometimes vastly in terms of facilities
and communications. Perhaps the biggest problems is at this stage where
there is slippage between planning and implementation.
-
20
Differing School Environments A centralised curriculum cannot meet the
needs of all schools equally well since they differ in environment and
locality. Difference in facilities, quality of teachers and communication,
often hinder the aspirations of the curriculum.
Resistance to Change Most curricular revisions are intended to bring
about change which often require changes in teacher roles and behavior,
teacher-student relationship and classroom practices. While some
teachers see these changes as positive measures that will bring out the
most in pupils, others do not necessarily perceive it in the same way. To
them changes mean additional work, unlearning of old skills and learning
new ones.
Presssure of National Examination National examinations are often used
as a yardstick for the effectiveness of schools where there is selective
intake and into higher education. Very often the style and format of the
examination papers and tasks rather than curricular objectives drive the
classroom.
Dissemination Strategies The current mode of dissemination has its own
weaknesses. The cascade model often causes dilution, which then results
in misconceptions, lack of understanding and confusion, and this affects
implementation. It is expected that with availability of technology and ICT,
dissemination of curricular reforms can be made more effective.
-
21
1.4 The Main Problems and Challenges Facing National Education at the Beginning of Twenty-First Century
In the 21st century education in Malaysia will face significant challenge as
it is in this century that the country is set to become industrialised. It is
imperative therefore to understand what it is that needs to be given
attention for the education system to prepare adequately for the 21st
century.
(i) Shift to K-economy
Knowledge has to be the basic form of capital in the 21st century to
position Malaysia for industrialisation. The education system must yeild
knowledge workers to push Malaysia into the K-economy. Knowledge
workers are essential for the country to make investments in technology
which will contribute to sustainable growth. Malaysian education must
engender knowledge and technology in every facet of its education
system.
(ii) Improving Educational Qualities Given all the qualitative achievements at all levels of education with
continuous growth of enrolment rates, Malaysian education has to shift to
the dominance of qualitative target. Several factors have to be considered
for determining educational quality. The areas of content and delivery that
directly affect teaching and learning must be given emphasis. There have
to be innovations within the approach for both the content and delivery at
all levels of education. To ensure effective delivery teacher
professionalism has to be addressed to induce greater professionalism
among school teachers. Recruitments, training and school restructuring
-
22
should be the primary target areas for introducing professionalism among
teachers.
(iii) Narrowing the Digital Divide
The equity issue in education should aim for providing equal access to
education. The focus of democratisation of the education in the 21st
century will be in terms of providing equity in education with emphasis on
knowledge and technology between rural and urban school population.
Malaysian education has to achieve increase participation and improved
performance in science and technology especially among the school
population. Apart from providing the neccessary infrastructure, science
and technology have to be aggressively promoted to harness interest
among students.
(iv) Redefining the Role of Private Sector
The role of private sector is vital particularly at the higher level of
education. It releases some of the heavy financing load off the
government, reduces the capacity constraints of the public institutions,
and provide innovation and competition. Nonetheless profit and
commercial motivations have developed a number of problems. These
problems if not address adequately will effect the quality of higher
education in the country. One broad question that should be addressed is
what should be the role of private higher education?. Should they be
complementary, supplementary or both?.
-
23
2. Educational Content and Learning Strategies for the Twenty-First Century
2.1 Curriculum Development Principles and Assumptions :
(a) The decision-making process (Who makes decision about curriculum issues? What decisions are taken at different levels? How are these decisions implemented and evaluated?
(i) Decision-making Process
The national curriculum is developed centrally and within the
Ministry of Education (MOE). Three main departments are
responsible for the design and development of the school
curriculum. The Curriculum Development Centre (CDC) is
responsible for the design and development of the school
curriculum from preschool to upper secondary. Curriculum in
technical and vocational subjects, which are mainly offered in
technical and vocational schools, comes under the purview of
the Department of Technical and Vocational Education.
Religious education including the teaching of Arabic is under the
responsibility of the Department of Religious and Moral
Education.
Although these three divisions are given these responsibilities,
all matters regarding policies need to have the approval of the
Central Curriculum Committee (CCC), which is headed by the
Director-General of Education. This Committee consists of
directors of the main agencies at the Ministry level i.e the
Textbooks Division, Teacher Education, Examinations
Syndicate, Educational Technology. For example a new subject
syllabus needs to be discussed and approved by this
Committee before it can be implemented. Matters that have
-
24
macro policy and financial implications need to be approved by
a higher committee known as the Education Planning
Committee (EPC), under the chairmanship of the Education
Minister. Curricular programs that have been approved are
discussed by the Curriculum Implementation Committee (CIC).
This committee which comprises the directors of education of
the fourteen states of Malaysia and representatives of the
agencies of the Ministry would debate on the finer aspects of
activities necessary in the implementation of the curriculum.
(ii) Curriculum Planning and Development Process.
The current process of curriculum development is based on a
cyclical model beginning with a needs analysis, followed by
planning, development, piloting, dissemination and
implementation, evaluation and then back to the identification of
needs as shown in the diagram 2 below. The CDC has identified
these stages as crucial. Although it depicts a smooth flow of
events, in practice there is a lot of back and forth movement in
between the stages. For example, at the development stage,
reference may have to be made to the needs stage from time to
time so that the curriculum being developed augurs well with the
aspirations which themselves may change in the light of
practical judgments about what is possible.
-
25
C U R R I C U L U M C Y C L E
N E E D S A N A L Y S I S
R E S E A R C H A N D
P L A N N I N G
D I S S E M I N A T I O N A N D
I M P L E M E N T A T I O N
T R I A L / L I M I T E D I M P L E M E N T A T I O N
S U P E R V I S I O N A N D
E V A L U A T I O N
D E S I G N A N D
D E V E L O P
Diagram 2 : Curriculum Cycle
Any new curriculum may begin with a policy directive from policy makers,
which may derive from world trends, weaknesses found in the existing
curriculum, or from public opinions. When a task team is appointed to plan
and design the new or revised curriculum, references are made to all
available literature on the subject matter. These could be in the form of the
curriculum in use in other countries, new approaches in teaching learning
and the national needs. This is to ensure that the new curriculum
manifests the philosophical, theoretical, and pedagogical considerations
and is relevant to national needs.
The planning stage involves mainly a core team at the CDC and
representatives from relevant agencies of the Ministry. However at the
development stage, practitioners are brought it so as to ensure the new
program is viable and can be implemented without problems. The CDC
-
26
places importance on the participation of teachers and teacher trainers as
they are in the best position to ascertain the most effective delivery of the
curriculum. In addition, bringing them early in the process would assist the
implementation stage. After the syllabus is approved, the next step would
be the preparation of curricular specifications for each year of schooling
and suggested teaching methods and learning activities. The CDC again
undertakes this with participation from those involved in the syllabus
formulation and others whom the CDC thinks appropriate. The role of
teacher trainers and teachers come into prominence in these workshops.
The syllabus and curricular specifications form the basis for textbooks and
other supporting programs and materials. Apart from the two basic
documents, the CDC also produces general teacher guides as well as on
specific topics.
In the past, the completed syllabus is first piloted in selected schools
before it is fully implemented nationwide. However, recent practices have
treated the pilot stage as that of limited implementation in which the
syllabus is used in a small number of schools followed by other schools
the following year. At this stage, the state education departments come
into the picture.
The CDCs involvement in the preparation for implementation is only at the
stage of disseminating the curriculum to key persons who are charged
with the responsibility of disseminating the new program to the
practitioners. These key person include teacher trainers and teachers who
are selected from amongst those who have shown potential to be effective
in schools and have participated in the development of the curriculum.
Very often, the cascade model of dissemination is followed. The
preparation of textbook, is undertaken by the Textbook Division,
orientation and training in using the new syllabus is mainly done at the
state and district level; other supplementary educational programs using
-
27
multi-media is done by the Educational Technology Division, while co-
curricular activities come under the responsibility of the Schools Division.
The CDC provides resource persons in these activities.
The time taken between planning and implementation is usually about 30
months to allow sufficient time for textbooks to be ready and distributed
and examinations to be prepared. Activities at the supervision stage are
undertaken largely by the School Inspectors as well as state and district
level officers specially appointed to monitor the implementation and
provide support to teachers. Pupil assessment is the responsibility of the
Examinations Syndicate.
(b) Curriculum Planning and Design. (What are the general principles and basic assumptions of the existing curriculum? What theories and experiences have taken into account in the development of the curriculum? How are different types of knowledge selected and subject matters and disciplines organized within the curriculum? Issues of interdisciplinary ang intergration of subjects).
The role of the school curriculum is to ensure the holistic development of
the individuals potential, mentally, spiritually, emotionally and physically.
The curriculum is to bring faster the Malaysian citizan wh o is balanced
and well-rounded individual, trained, skillful and cherishes the national
aspiration for unity.
The basic theoretical principle in the planning and design of the Malaysian
curriculum is the integrated approach. Infusion of specific aspects of
education such as moral values, patriotism, science and technology,
language, environmental education, study skills, creative and critical
thinking, road safety across the subject disciplines is a basic feature in the
Malaysian curriculum. Such an infusion is made with the purpose of
consolidating these aspects which may already be in the school subjects
-
28
but needs further emphasis. Patriotism for example is already discussed in
History and Local Studies but because of its importance, the National
Curriculum requires that it be taught across other subjects. Others such as
environmental education are taught across the curriculum because it
cannot be accorded the status of subject due to constraints of time,
facilities and the like.
(i) Preschool Curriculum
The preschool curriculum focuses on the whole-child development. The
curriculum emphasises on socialization process, the development of
personality and the preparation of children to enter primary school. In the
newly revised curriculum (2000) the basically components identified are:
Language and Communication
Cognitive Development
Socio-emotional Development
Spiritual and Moral Development
Physical Development
Aesthetic and Creativity
(ii) Primary School Curriculum
The Intergrated Curriculum for Primary School (ICPS) is divided into 2
phases that is Phase I (Year 1-3) and Phase II (Year 4-6).
-
29
The ICPS emphasises the mastery, reinforcement and application of the
3Rs acquistion of complex skills and knowledge, prevocational skill, and
the development of personality, attitudes and values. The ICPS consists of
three areas,mainly communication, man and his environment and self-
development. These areas are divided into six components:
Basic Skills Humanities Art and Recreation Spiritually, Values and Attitudes Living Skills Communication
The subjects taught and time allocation are as follows :
GRADES/YEAR NATIONAL SCHOOLS PHASE I
(Year 1-3) PHASE II (YEAR 4-6)
Malay Language 450 300 English Language 240 210 Mathematics 210 210 Islamic Education 180 180 Moral Education 180 180 Music 60 60 Art Education 60 60 Health Education 30 30 Physical Education 30 30 Science - 120 Local Studies - 60 Living Skills - 60 Assembly 30 30
C O M P U L S O R Y
Total 1,280 1,440
-
30
GRADES/YEAR NATIONAL-TYPE SCHOOLS (Chinese/Tamil)
PHASE I (Year 1-3)
PHASE II (YEAR 4-6)
Malay Language 270 150 Chinese/Tamil Language
450 300
English Language - 90 Mathematics 210 210 Islamic Education 210 150 Moral Education 150 150 Music 60 60 Art Education 60 60 Health Education 30 30 Physical Education 30 30 Science - 60 Local Studies - 150 Living Skills - 120 Assembly 30 30
C O M P U L S O R Y
Total 1,280 1,440 Note : Time allocation is in minutes per week
(ii) Secondary School Curriculum
The emphases of Intergrated Curriculum for Secondary School
(ICCS) is on general education, the consolidation of skills acquired
in primary school, the development of attitudes, values, personality,
and interests as well as specialisation for higher education and
career options. Secondary education is divided into lower
secondary; upper secondary and a special year program known as
Remove Class for pupils for the National Type-Chinese and Tamil
Primary Schools. At Upper Secondary level students begin to
specialize in the science, arts, technical; vocational and religious
discipline.
-
31
a. Remove Class
Remove class is a transition year for pupils from Chinese and Tamil
medium primary school to acquire sufficient proficiency in the Malay
Language. The subjects taught in remove class and the time allocated for
them are as follows :
Subjects
Total time per week (minutes)
Malay Language 520 English Language 200 Chinese/Tamil Language 120 Practical Use of Malay Language 440 Art Education 80 Physical Education 40
C O M P U L S O R Y
Health Education 40
b. Lower Secondary Level (Form I-Form III)
The list of subjects for the lower secondary level and the time allocation for each subject are as follows :
Subjects
Total time per week (minutes)
Malay Language 240 English Language 200 Mathematics 200 Islamic Education* 160 Moral Education** 120 Science 200 Living Skills 160 Geography 120 History 120 Health Education 40 Physical Education 40 Art Education/Music 80 Chinese/Tamil Language 120
C O M P U L S O R Y ADDITIONAL SUBJECTS Arabic Language (Communication)
240
* For Muslim students ** For non-Muslim student
-
32
c. Upper Secondary (Form 4-5) Secondary Academic Schools/Technical Schools
The list of subjects for upper secondary level are as follows.
SUBJECTS TIME ALLOCATION PER WEEK (MINUTES)
Malay Language 240 English Language 200 Islamic Education* 160 Moral Education** 120 Mathematics 200 Science 160 History 120 Physical Education 40
C O M P U L S O R Y
Health Education 40
* For Muslim students ** For non-Muslim students
ADDITIONAL SUBJECTS TIME ALLOCATION PER WEEK (MINUTES) 120 120
Chinese Language Tamil Language Arabic Language (Advanced)
240
ELECTIVE SUBJECTS
TIME ALLOCATION PER WEEK (MINUTES)
Pure Science Biology 160 Physics 160 Chemistry 160 Additional Science Additional Science 160 Islamic Studies Al-Quran & As-Sunnah Studies 160 Syariah Islamiah Studies 160 Applied Arts Home Economics 120 Principle of Account 160 Commerce Home Science 160 Information Technology Information Technology 160 Languages Arabic Language (Communication) 240 Higher Arabic Language 160 Chinese Language 120 Tamil Language 120
-
33
Technology Additional Mathematics 160 Agricultural Science 160 Engineering Drawing 160 Mechanical Engineering Studies 160 Civil Engineering Studies 160 Electrical & Electronics Engineering Studies 160 Invention 160 Engineering Technology 160 Humanities Malay Literature 120 Literature in English 120 Geography 120 Art Education 120 Music 120 Tasawwur Islam 160
Secondary Vocational Schools The subjects offered at the Vocational Education Stream are as follows :
ACADEMIC VOCATIONAL Core Subjects Areas Courses
Engineering Trades
Electrical Electronics Machine Shop Practise Welding and Metal Fabrication Automative Building Construction Refrigeration & Air Conditioning
Bahasa Melayu English Language Science Mathematics Islamic Education Moral Education (Syllabus is similar to that offered at academic schools)
Home Economics
Catering Fashion Design/Dressmaking Beauty Culture Child Care Bakery and Confectionery
Commerce Office Management Business management
Agriculture Ornamental Horticulture Farm Machinery Farm Management
-
34
Skills Training Stream In the skills training stream, more emphasis is given to practical work to
develop competency in trade skills as required by related industries. Students are prepared for the National Vocational Training Certificate (NVTC), a skill assessment conducted by the National Vocational Training Council, Ministry of Human Resources. These students are expected to pursue industrial employment after completing their training. Two type of courses are conducted :
The two-year course The one-year course
The two-year course prepares upper secondary students for the NVTC
Certificate in the areas listed in the table below :
Refrigeration and Air-Conditioning
Mechanic (Domestic) Refrigertaion and Air-Conditioning
Mechanic (Commercial) Motorcycle Mechanic Motor Mechanic Arc Welding Gas Welding Gas Welding General Machinist Turner General Mechanical Filter Building Construction
Carpentry and Joinery Furniture making Radio and Television Mechanic Electrician (Domestic and
Industry) Agriculture Machinery Mechanic Dressmaking Hairdresser Beautician Food Preparation Food Service
The one-year course in specific trades offers holders of SPM certificates and NVTC certificate skills training in the areas listed in the following table.
Domestic Plumbing Drafsman Civil Engineering Drafsman Architecture Signcraft Tiling and Flooring Advanced Furniture Making Instrument Maintenance (Electronics) Industrial Electronics Spray Painting and Panel Beating
Tool and Dye Making Millwright Mechanical Drafting Advanced Automative (Diesel) Advanced Automative (General) Advanced Refrigeration And Air
Conditioning Advanced Welding Foundary Practise
-
35
(c) Teaching and Learning Strategies (What methods are used to strengthen the interrelatedness between teaching and learning and to facilitate the learners active participation? How are teachers prepared to implement and adapt the curriculum?) (a) Learning Strategies
To make learning interesting, motivating and meaningful teachers are
encouraged to use an appropriate mix of learning strategies, use a wide
range of teaching and learning resources, accommodate different learning
styles according to students need and employ different classroom
activities in small groups or individually.
The emphasis given in the curricular programs thus expose the students
to relevant skills needed by the nation. The National Curriculum ensures
that the nations youth today are well prepared to face an increasingly
competitive and challenging world of tomorrow.
In the teaching and learning processes, teachers are encouraged to use a
variety of approches and methods such as :
(i) Mastery Learning (ML) It is a system of learning that allows students to master learning outcomes
based on their ability and capability. For those who have not mastered,
remedial program are developed for reinforcement. Enrichment activities
are given to those who have mastered
(ii) Self Access Learning (SAL) It is a system whereby the students are given opportunities to learn on
their own based on their ability, using SAL materials. For example, the
English Language has already been using this method to improve the
standard of the language among students.
-
36
(iii) Learning How To Learn It is an approach that encourages learners to become independent, be
responsible for their own learning. It enables learners to reflect as well as
evaluate their own learning and be able to transfer their own learning
across the curriculum and outside the classroom.
(iv) Use of ICT The integration of ICT in the teaching and learning process allows greater
variety of activities, access to more learning resources and facilitates self-
directed and self-paced learning. Commercially available coursewares
and those developed by MOE are used. Internet access which allows
students to surf for information help enhanced learning and grater student
participation.
(iii) Preparation of Teachers to Implement and Adapt the Curriculum
Besides preparing teachers for professional advancement as agents of
change with the introduction of new programs, special in-service training is
also provided to teachers who are required to teach subjects for which
they are not adquately trained. In-service profesional development of
teachers are on-going activities and national plans are drawn up on a
long-term as well as on yearly basis.
The most common strategies to ensure teachers effectively implement
new curriculum iniatives are :
i) Inservice Training The Cascade Training Model is used for inservice courses. It is a
quick way of getting information spread down the roots. Selected
Resource Personnel from each state attend training courses at
-
37
national level conducted by the CDC. These Resource Personnel
then conduct courses at the state/district. Teachers selected to
attend courses will disseminate information to fellow teachers at
their schools.
ii) Dissemination of Instructional Materials To help teachers implement new curricular programs, instructional
materials such as teacherss guide book for the respective subjects
and teaching-learning modules are published by the CDC and
disseminated to all schools.
2.1 (d) Assessment Policies and Instruments Used to Determine a Pupils or Students Progress (How are the standard fixed?how frequently are these standards revised and changed? What kind of programs or remedies are provided for those pupils/students who do not meet the standards?)
(a) Centralised Examinations
There are two examination bodies in Malaysia. The first one is the
Examination Syndicate of the MOE. As the national examination body,
its main concern are the management of the Primary School
Achievement Test or Ujian Pencapaian Sekolah Rendah(UPSR), The
Lower Secondary Assessment or Penilaian Menengah Rendah (PMR),
and the Malaysian Certificate of Education or Sijil Pendidikan Malaysia
(SPM). The second one is the Malaysian Examination Council (MEC),
a statutory body which has the function of conducting the Malaysian
Higher School Certificate Examination (MHSC).
Based on students performance in the PMR, the better students
were generally channelled into the science stream, as an effort to
increase individuals trained in science. The upper secondary level,
students choose 7-9 subjects for the MCE/SPM, which the students sit
-
38
for at the end of the eleven years of schooling. To qualify for the
certificate, or determine the grade obtained, certain conditions have to
be met including the right combination of subjects and subject grade
for Malay Language. Technical schools curriculum consists of the
same core cubjects as electives for specialization. They sit for the
same examination.
In the Malaysian Examination System grades are widely
used :
i) Primary School Achievement Test (UPSR)
A B C
MASTERED
D E
NOT MASTERED
ii) Lower Secondary Assessment (PMR)
A Excellent B Good C Satisfactory D Pass E Fail
iii) Malaysian School Certificate (SPM)
1A 2A
Excellent
3B 4B 5C 6C
Credit
7D 8E
Pass
9F Fail
-
39
In the Malaysian context, examination standards are revised together
with curriculum revision. Each cycle for primary is six years while for
the secondary level, it takes five years.
(b) Remedial Programs
Centralised summative examination results held at the end of Year 6,
Form III and Form V provide feedback to the planners to improve the
achievement of students. Based on the analysis of students
achievements in the various skills can be inferred. Should the
performance drop below the expected standard, related divisions of the
MOE will look into the problem and take prompt actions in order to
improve students achievement in the future.
Meanwhile, for students who come from the National-Type schools that
is Chinese and Tamil school who has not mastered the national
language, getting (Grade D/E), they are channelled into the Remove
Class which is a transition year for them to acquire the sufficient
proficency in the national language. The emphasis of the curriculum
program is on the practical use of the Malay Language.
-
40
2.2 Changing and Adapting Educational Content
(a) Why?(factors that have motivated or are motivating curriculum reforms)
Curriculum Reform
The first major curriculum reform in Malaysia is the Integrated
Primary School Curriculum implemented in 1983. The curriculum
was revamped as a result of public outcry that the existing
curriculum was overloaded, and that a sizeable number of pupils
were unable to read at their level despite the number of years in
primary schooling. The revamp of the primary school curriculum
was followed by that of secondary school curriculum, the result of
which was implemented in 1989. Both curricular reforms provided
opportunities to include new thinking in curriculum matters.
Curriculum Revision The primary school curriculum was reviewed in 1995 after twelve
years of implementation. There was no major change made in
terms of curricular content in the subjects offered. However, in this
review, the subject Man and the Environment, which was a new
subject was replaced by Science and Local Studies. The re-
introduction of these two subjects into the curriculum was done
after serious thinking following reports that Man and the
Environment in which science, history, geography, health education
and civics are major components, faced a lot of problems in its
implementation. The subject was integrated in nature and which
necessitated that teachers teaching it should be well versed in the
various component subjects. While the philosophy was solid,
teachers were not adept at teaching various subject disciplines in
an integrated manner due to the specialization they received in
-
41
initial training. In addition, not giving science a subject status was
thought to be out of line with what is in practice in other countries.
In 1999, a decision was made to revise the whole school curriculum
in view of the needs of the Twenty-First Century and other
changing needs. Rapid developments in technology, new theories
of learning and developments within Malaysia itself necessitated
that the school curriculum be revised. The term revision was used
in preference to reform or revision. Curriculum revision refers to
making amendments so that the curriculum is improved whereas a
review entails a critical examination or assessment of the
curriculum. The aim of the revision was that the curriculum be
reframed and realigned to present and future needs.
The priority of revision was made on the secondary school
curriculum, since there had been no systematic look at it ever since
its implementation in 1989. This also meant that most of the
secondary school textbooks had been in use for more than ten
years and therefore it was time that these books be replaced. The
Ministry is now at the stage of developing the curricular
specifications at the second and fifth year of secondary schooling.
b) Who? (principal institutions, organisms and individuals participating in the process of changing and adapting educational content)
The three main departments responsible for curriculum that is CDC,
the Curriculum Division of the Department of Technical and
Vocational Education, and Curriculum Division of Department of
Religious and Moral Education are also responsible for curriculum
revisions and reforms.
-
42
(i) Ministry Level
The proposal curriculum will be presented to the Central Curriculum
Commitee for commnet and approval. Where there are significant financial
implications approval is required from the Educational Planning
Committee.
(ii) At the state level, the State Curriculum Committee headed by the
State Director of Education :
monitors, assesses and guides principals, headmasters,
headmasters and teachers in the implementation of the
curriculum.
coordinates the implementation of activities between policy
makers and implementors at the Ministry, division/district and
school levels.
coordinates the use of resources for curriculum implementation
plans, manages and coordinates courses organised for teachers
by the State Education Department
plans, manages and implements innovative projects
improves professionalism among teachers
(i) At the district level, the planning and implementation activities are
carried out by the District Curriculum Committee. Similarly, at the
school level, the School Curriculum Committee provides guidance
and assistance for implementing curriculum at the school and
classroom level.
-
43
Diagram 3 : Curriculum Implementation Process
EDUCATION PLANNING COMMITTEE Chairman :
The Honourable Minister of Education
CENTRAL CURRICULUM COMMITTEE Chairman :
The Director General of Education
CURRICULUM IMPLEMENTATION COMMITTEE Chairman :
Deputy Director General of Education
STATE CURRICULUM COMMITTEE Chairman :
State Education Director
DIVISION/DISTRICT CURRICULUM COMMITTEE Chairman :
Divison/District Education Officer
SCHOOL CURRICULUM COMMITTEE Chairman : Principal
-
44
c) What? (areas covered, i.e all aspects of the curriculum, introduction of new disciplines, revision of the content of existing disciplines, priority topics in educational content, etc)
In the newly revised curriculum for both primary and secondary levels,
the reforms are focused on :
i. Outcome-based learning The learning outcomes are set out in three levels to indicate
progression and continuity of learning. All students are expected to
acquire level 1.
ii. Introduction of new subjects At upper secondary level new subjects have been introduced
progressively in selected schools nation wide. These subjects are :
Invention Information Technology Music Education
iii. Pedagogical changes To enable all students to achieve the learning objectives to the best of
their ability. Emphasis will be on effective teaching and learning
pedagogical approaches which are student-centred. These include:
Mastery Learning Contextual Learning Constructivism Multiple Intelligence Modular Learning
iv. Introduction of new elements New elements are introduced into existing curriculum/subject
syllabus:
Elements of literature in the teaching of the National
-
45
Language and English language. Science process skills Critical and creative thinking skills Patriotism Futures Studies Environmental Education Family Health Education
v. Use of Information and Communication Technologies (ICT) The use of leading age tecnology is emphasised in the teaching and
learning processes. This will foster the development of technologically
literate knowledge workers for the information age. Various pilot
projects to gauge the different approaches and possibilities for
effective use of ICT in education have been undertaken. These
projects include:
The Concept of Smart School pioneered in 90 selected schools. Computer literacy projects aimed to enable students to acquire
basic knowledge and skills in the use of computer software applications.
Education network whereby local area network(LAN) has been set up in participating schools.
Electronic resource centres which provides Internet access in the school resource centres.
Web-based learning Computer-aided instruction and learning using stad alone
microcomputers and educational softwares as tools for learning. Use of application softwares and coursewares in which selected
educational softwares are used in the teaching and learning e.g. computer-aided design (CAD) and Auto-CAD. Coursewares for Science, Mathematics, National Language and English Language are developed locally as materials for teaching and learning.
-
46
d) How? (strategies adopted in the design, implementation,
follow-up and evaluation of curriculum reforms)
Briefly, the curriculum revision underwent similar processes as that
of developing a new syllabus. An examination was made on the
principles underlying the Malaysian school curriculum. These
principles are examined in each of the subject disciplines.
Identification was made on the strengths and weaknesses of the
curriculum and problems and issues associated with the content
(knowledge), skills, values and attitudes, teaching and learning
processes, as well evaluation and assessment. Through the
mapping of these aspects, adjustments to the curriculum was made
whether the matter in question should be retained, removed,
reduced, added on or re-allotted. The mapping exercise involved
both vertical and lateral consolidation. An example of a vertical
consolidation is looking at a topic and examining it across all levels
of secondary schooling. A lateral consolidation would entail looking
at a topic and ensuring the topic is infused in other subjects where
relevant. The topic of use of drugs for example can be found in
Science, Health Education and Home Economics. The processes
involved in the curriculum revision can be seen in diagram 3 below.
-
47
Curriculum Principles Integrated Individual
development
Life-long learning Education for all
General education Learning Areas
Health & Fitness
Arts
Social Sciences
Islamic & M
oral Education
Technical & Vocational
Technology
Science
Mathem
atics
Bahasa Melayu,
English, Other
Languages
Identify Strength Weakness Issues/Problems in
Content Skills Values/ Attitude
T & L Process Evaluation and
Assessment
Diagram 4 : Framework for Curriculum Design
Result Retain Patch Trim
Drop Add Transfer
AMEND
MA
PPIN
G
MA
PPING
CURRICULUM
REVIEW PROCESS
-
48
e) Achievements; problems encountered and solutions adopted to overcome them, urgent issues to be tackled.
(i) Achievements (a) Revised Subject Syllabuses and Specification.
A total of 18 subject syllabuses for secondary school. The
revised curriculum will be implemented in stages as follows ;
2002 - Science, Mathematics(Form 1
and Form 4), Biology, Chemistry, Physics, and
Additional Mathematic (Form 4)
2003 - History, Geography, Basic Economics, Bahasa
Melayu and English Language
( Form 1 and Form 4 )
2005 - Implementation of all the subjects
( Form 2, Form 3 and Form 5 )
a) Introduction of new subjects
A number of new subjects have been designed and developed.
- Science (Year 1 3)
- Basic Industrial Skills
- Invention (Expansion program)
b) Introduction of new elements
New elements are introduced into existing curriculum/subjects.
- Science process skills
- Critical and creative thinking skills
- Multiple Intelligences
- Future Studies
-
49
c) Pedagogical Changes
Emphases will be on effective teaching and learning processes.
- Mastery learning
- Contextual learning
- Modular learning
- Constructivism
d) Use of ICT
- Education network (WAN /LAN)
- Use of application of softwares and
coursewares
- Web-based learning
(ii) Problems encountered and solutions
a) Problems
It is known that curriculum implementation cannot be ideally
executed as a number of constraints operate in between. These
may include teacher factors (their qualification, motivation, skills,
content, clarity, etc), pupil factors (motivation to learn, readiness to
schooling, interest in school and learning etc), school factors (class
size, management, facilities, school complex etc), and others such
as language of instruction, insufficient learning materials, teaching
aids, attitude of teachers, and learners etc.
The ICPS and ICSS guidelines for implementation strongly
suggest group work as a teaching-learning strategy but large size
classes of approximately 40-50 students hinder teachers from
practising it. Students are usually taught as a class even when
they are organised into groups. Group work which is intended to be
a pedagogical change is not functioning as suggested by planners
-
50
but is rather treated as simply a reorganisation of seating
arrangement of students.
Teacher attitude is another constraint to effective curriculum
implementation. Most teachers prefer traditional approaches
despite having been exposed to new curricular concepts and
student-centred teaching approaches.
The emphasis is on examination results. Schools focus on
academic excellence in public examination while parents are
concernced about their childrens grades and test scores. As a
result learning is directed towards preparing students for
examinations.
Teachers are overdependent on commercially produced materials
rather than teacher-made materials. These commercially produced
materials may not be suitable to students ability.
Qualified teachers are not teaching their subject option but have to
teach other subjects due to constraints at school level is also a
barrier to effective curriculum implementation. Some teachers
cannot teach effectively as they do not have the knowledge and
skills to teach the subjects. The weakness in the dissemination
strategy is another constraint. The cascade system of using key
personnel has resulted in the dilution of message which the
curriculum planners and developers have conceptualised.
-
51
b) Solutions
Several factors facilitate the implementation of curricular reform
initiatives such as the recent introduction of new subjects and
programs in schools. The facilitating factors include findings of
reasearch and studies, public opinions, world trends, social and
economic needs and political pressures. In addition, curricular
reform initiatives in Malaysia are futher facilitated with the existence
of the following supporting factors at varying degrees.
The governments continued efforts to expand and improve
education and training through increase in the budget for
education;
The experience over the years of the nations education
policy in enhancing quality and access to education to meet
the needs of rapid development of the nation;
Availability of basic infrastructure and training, i.e. in-service
teacher training, seminars, forums and workshops to
familiarize teachers with the curricular reforms and to
upgrade teachers effeicency;
Continuous training received by officers both locally and
overseas covering a wide range of topics which helps the
officers to gain more knowledge and experience in planning
and implementing curricular reform initiatives;
Public awareness and support to carry out educational
reforms to fufil the needs of cultural, social, and economic
development;
-
52
The nations aspiration to produce specialists and IT-literate
workers who are technically competent to enable the nation
to compete internationally and meeting the demand of the K-
economy in the 21st. century;
Efforts by both the government and private sectors to
intensify the acquisition and application of information and
communication technologies in all fields of life as a result of
globalisation and modernisation;
The strong commitment and awareness among parents of
the importance of education in producing Malaysians who
are creative and innovative.
iv) Urgent issues to be tackled.
a) Preparation of teachers
The new curriculum will be implemented at both primary and
secondary level progressively in 2002. Teachers need to be
prepared to implement the changes. Getting information spread
down to grassroots effectively have to be planned now.
b) Preparation of teaching and learning materials
New curriculum materials need to be prepared simultaneously for
all subjects. These include textbooks, modules, guidebooks,
interactive materials and other support materials. These materials
need to be disseminated to all schools before the academic session
commences early in the year.
-
53
(b) Provision of ICT Facilities
The use of leading edge technology need to be emphasized in the
teaching and learning process. The different approaches and
effective use of ICT, provision of ICT infrastructure to all schools
have to be looked into.
-
54
EXAMPLES OF CURRICULUM CONTENT THAT INTEGRATE THE PRINCIPLE OF LEARNING TO LIVE TOGETHER
Islamic Religious Education
1. Quranic Recitation (Tilawah Al Quran)
2. Syariyah (Ulam Syariyah)
3. Islamic Conduct (Akhlak Islamiah)
The Islamic Conduct
The objectives of this component are to enable students to:
Be aware and understand that the basis of good behaviour is
derived from the Holy Book (al-Quran)
Differentiate positive behaviour from the negative.
Internalize noble values and put them into practice in daily life.
Among the values introduced in this component that can foster and
encourage international understanding, peace and harmony are :
Appreciating and promoting peace among mankind.
Internalizing desirable values such as tolerance, cooperation,
respect for each other in international relations.
Promoting a caring and cooperative society.
Appreciating peace, harmony and solidarity among the Muslim
world.
Ways and means to promote cooperation among the Muslim world
Awareness and internalization of desirable values such as
patience, diligence, caring and loving towards others.
Promoting honesty, inter-personal communication and interest in
entrepreneurship
-
55
Moral Education The goal of moral education is to develop individuals who are responsible
and able to contribute towards the prosperity and stability of the nation as
well as the global community. The contents of moral education are
classified into seven learning areas consisting of 40 values.
Learning area 1 Values related to self-development Believe in God
Trustworthiness Self-esteem Responsibility Humility
Tolerance
Self-reliance Diligence Creativity Love Justice Rationality Moderation
Learning Area 2 Values related to Family Love and care for parents/ family
Respect for the family
Preservation of family norms
Duty / obligation towards family
Code of ethics in social interaction and friendship
Code of ethics in social interaction and friendship
-
56
Learning Area 3 Values related to Environment Love and care for the environment
Harmony between people and environment
Sustainability of the environment
Sensitivity to environment issues
Learning Area 4 Values related to Patriotism Love for the nation
Loyalty and devotion to the nation
Willingness to sacrifice for the nation
Giving due importance to national interest
Learning Area 5 Values related to Human Rights Protection of rights of children
Protection of rights of women
Protection of rights of labour
Respect the rights of the unfortunate
Protection of the rights of consumers
Learning Area 6 Values related to Democracy Respect of rules and regulations
Freedom of speech and expressions
Freedom of religious practice
Participation
Openness
-
57
Learning Area 7 Values related to Peace and Harmony
Living together in harmony
Non-violent approach to resolve conflicts
Mutual help and cooperation
Mutual respect among nations
Local Studies (Year 4- 6) The curriculum is organized into 3 areas of study :
The home and family, the neighbourhood, the school
The locality, district and state
The nation
The curriculum enables pupils to examine and discuss the interactions
between man and the environtment , social and economic development of
the nation. The aim is to instill awareness, pride and appreciation of the
nations achievement and to nurture a sense of commitment and
patriotism.
The curriculum content is as follows :
Level Theme Theme Theme Theme Year 4 My Home
and family The Neighbourhood
Our School Our Locality
Year 5 Knowing Our Nation
Our Beautiful Nation
Our Nation History
Our Society
Year 6 Our Nation Resources
Our Nation Economy
Building Our Nation
Our Achievement and Pride
-
58
History History is a core subject and compulsory for all secondary pupils. The
curriculum emphasizes knowledge of the nationals history and the
inculcation of values that help nurture the Malaysian spirit and identity.
The curriculum content is organised into 3 components :
Local History
Malaysian History
World History
The syllabus content for Lower Secondary and Upper Secondary is as
follows :
Level Local History Malaysian History Malaysia and World
History Theme 1 : Early history and the Malacca Sultanate
Form 1 Myself and My Family History
Theme 2 : The Malacca Sultanate Laid the Foudation of the Present Government
Theme 3 : The Prosperity and Richness of Our Nation Attracted Western Colonalisation
Form 2 My School History
Theme 4 : Local Reaction Towards Western Colonalisation
Form 3 Theme 3 : The Prosperity and Richness of Our Nation Attracted Western Colonisation
Theme 5 : The Struggle for Independence
Theme 6: The Building of Our Nation
-
59
Form 4 -5 Theme 1 : Early Civilisation Theme 2 : Islamic Civilisation Theme 3 : The Development in Europe and Its Impacts on Our Economy Theme 4 : The Emergence and Development of Nationalization till the World war II
Theme 5 : The Creation of Malaysian Nation Theme 6 : Malaysia and International Corporation
Geography Geography is taught at lower secondary as a core subject and as an
elective at upper secondary. The geography curriculum contributes to
pupils understanding of his habitat of near and distant environments. It
also contributes to the understanding of the basic interdependence of all
nations and the need for each individual to see himself as dependent on
neighbours near and far, to be conscious of the different levels of
development across countries, regions, countries, and continents.
The curriculum content is into 3 components :
Geographical Skills
Physical and Human geography
Local Geography
-
60
Principle of Learning to Live Together is integrated in the following theme.
Population Dynamic
- population distribution;
- population imigration and its impact on the economic, political,
social and physical factors;
- population change and its implication on basic needs and the
environment.
Settlement and Its Development
- location of early settlement;
- factors influencing settlement;
- function of settlement;
- urbanization.
Transportation and Communication
- early transportation and comunication;
- development and transportation and communication network;
- factors influencing transportation and communication netwrok;
- the importance of transportation and communication network;
- the impact of development in transportation; and
- communication on the environment.
Economic Activities
- early transportation and comunication;
- development and transportation and communication network;
- factos influencing transportation and communication netwrok;
- the importance of transportation and communication network;
- the impact of development in transportation; and
- communication on the environment.
-
61
EXAMPLES OF CO-CURRICULAR ACTIVITIES THAT INTEGRATE THE PRINCIPLE OF LEARNING TO LIVE TOGETHER
At the school level in Malaysia, co-curricular programmes are designed to
mould students with the necessary attributes in facing the challenges of
the new millennium. The co-curricular activities in school are divided into
societies and clubs, uniform groups, and sports and games. Social issues
such as individual human rights and race tolerance are featured
prominently in these pr