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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The Education Act, 1996 repealed the Education Act 1961.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.

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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.

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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.

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(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

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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.

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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

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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.

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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

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(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.

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(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.

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(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

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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

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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.

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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;

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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.

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(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

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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.

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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.

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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.

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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.

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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

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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?.

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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;

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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.

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(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.

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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

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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

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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

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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

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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

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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

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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.

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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