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2.1 INTRODUCTION
Education is one of the most important elements in the development of human capital
towards acheiving the status of a developed nation. The advent of globalization,
liberalization and iCT has brought about significant changes in the economic system based
on knowledge or K-economy. MOE strives to continuously strengthen the national education
system by improving access, equity and quality of education, the effectiveness of
management and foster racial harmony at all levels of schooling. MOE places emphasis on
curriculum and co-curricular activities, teacher training, infrastructure, teaching and learning
materials and an effective management system.
Figu re 2.1:The School System and Curricular Emphasis
16-17 Year olds:
Upper Secondary (Form4-5)
Development of aptitude and interest, development of personality,
attitude & values, specialisation, career & higher education
13-15 Year olds:
Lower Secondary (Form 1-3)
13 Year olds:
Transition Class
General education, consolidation of skills
acquired at primary & pre-vocational level
development of aptitude & interests,
development of personality, attitude &
values.
Reinforcement and
enhancement of Bahasa
Melayu
10-12 Years Olds: Primary Level II (Year 4-6)
Reinforcement and application of 3Rs complexskills, acquisition of
knowledge, pre-vocational education, development of personality, attitude and
values
7-9 Year Olds: Primary Level I (Year 1-3)
Mastery of 3Rs development of personality, attitude and values
5-6 Year Olds: (Pre-school)
Socialsation process, personaliity development, preparation for primary schooling
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Development of Education Policy and the National Education System
Education during British Colonisation:
Polarisation & Unsystematics
Reformation in Education System
Curriculum Development and Education Administration System
Figur e 2.2:Development of Education Policy and the National Education System
National Education
Policy as in Education
National
Language Act
1967
Majid Report
1971
New
Economic
Policy &
Rukun
Negara 1970
Education Act 1996
Razak Report
1956
Rahman Talib Report
1960
Murad
Report 1973
New & Integrated
Curriculum KBSR 1983 &
KBSM 1989
Vision 2020
Cabinet Report
1979
Khir Johari
Report 1967
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2.2 PRE-SCHOOL EDUCATION
The pre-school education aims to meet the needs of young children. The aim of the National
Pre-School Curriculum (NPC) is to enable pre-school children to acquire basic
communication, social and other positive skills prior to the primary education. The NPC is
based on the principles of the National Philosophy of Education and is designed to provide a
basic foundation in cognitive, effective and psychomotor domains. The MOE strives to
improve access to pre-school eduction in rural and remote areas, irrespective of race or
religion.
The pre-school curriculum specification stresses on nine elements as basis for children
development, which are civics education, Islamic education, moral studies, Malay language,
English language and childrens physical development. At this stage, teachers are expected
to employ various teaching approaches for example, by utilizing educational games besides
using the thematic approach. On the whole, the facus of the pre-school education is on the
personal development, the socialization process and preparation for promary education.
The NPC places emphasis on the six learning components:
Language and Communication
Cognitive Development Morality and Spirituality
Social and Emotional Development
Physical Development
Creativity and Aesthetics
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2.3 PRIMARY EDUCATION
The New Primary Integrated Curriculum (NPIC) was introduced to all schools nationwide in
1983. The aim of NPIC was to produce individuals who are intellectually,
spiritually,emotionally and physically balanced. The NPIC placed emphasis on personal
development, communication skills and conservation of the environment. The Primary
School Integrated Curriculum (PSIC) approach combines the elements of knowledge, values
and skills through:
integration of skills in all subjects;
incorporation of a range of knowledge within and across subjects;
inculculation of moral values in all subjects;
integration of curriculum and co-curricular activities; integration between knowledge and practise; and
integration of new and existing experiences.
The primary curriculum is divided into two levels. At Level One, that is from Year One to
Year Three, the emphasis is on acquiring strong reading, writing and arithmetic skills. At
Level Two, from Year Four to Year Six, the mastery of these basic skills is reinforced and
enphasis is given to building a strong foundation in content and basic sciences. In 2003,
begining with pupils in Year One, Sceince and Mathematics subjects were taught in English.
At the end of Level Two (Year Six), all pupils sit for the Primary School Assessment (UPSR)
to evaluate their academic performance. The UPSR results are used for selecting pupils to
residential schools. Although MOE conducts assessment at the national level, continuous
assessment at school level is also conducted for both curriculum and co-curricular activities.
2.4 THE COMPULSORY EDUCATION ACTThe Compulsory Education Act was enforced on 1st January 2003 to ensure that all
children complete primary education in six years but may complete it in five to seven years.
The intent was to reduce illiteracy and dropouts especially in rurals areas. Under the
Compulsory Education Act (Section 29A education Act (Amendment) 2002), every child who
has reached the age of six in January of the current year must be enrolled in school and
recieved formal primary school education. The Compulsory Education Act stipulates that a
fine of RM5000.00 or jail for a period of not exceeding six months or both can be imposed
upon parents who fail to abide to this Act. However, the Minister of Education has the
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authority to give exemption to any child who is not able to adhere to this Act due to legitimate
reasons.
2.5 STRENGTHENING OF NATIONAL SCHOOLS
The National Schools (NS) forms the best foundation for cultivating racial solidarity. The
strengthening of NS policy is to ensure that all primary schools with Malay language as the
medium of instruction become the school of choice for all Malaysians. The objective of the
policy is to enhance and reinforce unity among tha multi-racial students whereby the sense
of patriotism, tolerance and cooperation is instilled among students at an early stage.
Excellence of academic, co-curricular activities and discipline are the pulling factors to
making NS as the school of choice. In the effort to strengthen NS, variuos subjects have
been introduced to provide a more holistic approach to education which reflects the multi-
racial society of Malaysia.
The Nation Schools will be helmed by head masters possessing effective leadership skills
and a group of efficient, trained and committed teachers from various ethnic backgrounds.
This is to ensure a healthy and conducive school culture that can encourage the invovement
of the parents and the community. These NS will have a comprehensive and superior
infrastructure in order to produce pupils with outstanding personality and excellent academic
and co-curricular achievements.
2.5.1 Vision Schools
In the Vision School concept, two or three national and vernacular primary schools are
placed in the same compound and share common facilities such as the school
canteen, courtyard and school field but without losing the identity of each school. The
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aim is to promote integration as well as to inculcate cooperation, understanding and
tolerance among children of different ethnic and religious backgrounds.
2.5.2 Smart Schools
The Smart School concept is one of the seven flagships of Malaysials Multimedia
Super Corridor. It was introduced to acculturate the use of ICT in education system.
The most critical facet of the Smart School flagship was the establishment of the 88
Smart Schools throughout the country. These schools serve as the nucleus, role-
model and benchmark for the nation-wide deployment for Smart School teaching
concepts, materials, skills and technologies.
This concept is an on-going process towards the acculturation of ICT application in
education as a mean of upgrading the quality of teaching and learning, elevating the
effeciveness of management and administration of schools as well as to advance the
competency of teachers. Accelerated programmes are implemented fro the 88 Smart
Schools in collaboration with the private sector.
In the process of making all schools smart, MOE has implemented several ICT
initiatives and provided the ICT infrastructure for teaching and learning. The SchoolNet
was launched to connect teachers and learners, to create opportunities for schoolls to
work together and to allow individuals to learn through online programmes.
Besides providing the infrastructure for ICT, smart partnerships with organisations
outside of MOE is one of the critical factors that supports the success and effective
implementation of ICT in teaching and learning.This project aims to enable teachers
and pupils to collaborate and interact locally and globally through the Think.com portal.
Users will have the opportunity to generate critical and creative thinking through
learning and interacting across cultures virtually within the Think.com community
aroung the world.
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2.5.3 Special Model Schools
The Special Model School concept was introduced to improve the quality of education
and to reduce drop outs from the national education system. These schools were
established primilary to increase opportunities among potential pupils in rural areas to
excel in education. These schools combine pupils at Level Two of primary education
with secondary students within the same school premise under the same
management. Pupils from the age of 10-17 years old stayed in the same school hostel.
2.5.4 K-9 Comprehensive Special Model Schools
The K-9 Comprehensive Special Model School is MOEs initiative to provide access to
education as well as to curb absenteeism and dropout among the indigenous and
Penan children. It is part of the effort to bridge the education gap among Malaysian
from variuos ethnic, culture and socioeconomic status.
2.5.5 Special Programme For Orang Asli And Penan
The Special Programme for the Orang Asli and Penan was designed to deal with the
problem of dropout among the indigenous pupils. The Curriculum for Orang Asli and
Penan schools, was designed to produce knowledge, conversant and skilled Orang
Asli pupils who are proud of their heritage and tradition, and are able to asimilate in the
society at large.
2.5.6 Cluster Schools
The MOE aims to develop cluster schools as models for other institutions within the
same cluster. It is hoped that cluster schools will become the premise for pioneering
new approaches and innovations in the education system. Students of these excellent
institutions are expected to excel in academic and co-curricular activities and process
outstanding personality, leadership skills, high team spirit, creative thinking skills, and
are patriotic, globally oriented and competitive.
The cluster schools are expected to bring about posistive impact to the national
education system through:
Excellence in co-curricular activities programmes;
Evemplary career guidance programmes;
Outstanding all-rounded students;
Acceptance of students form cluster schools at world renowned
universities;
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Government and private sector sponsorships;
International acknowledgements;
As benchmarks for other schools,both local and foreign;
Quality leadership; and excellent teachers.
2.6 SPECIAL EDUCATION
The MOE provides education opportunities for pupils with special needs such as those with
visual, hearing and learning impairments. Pupils categorised as learning impaired are those
who experience minor cognitive problem, behavioural problem, Autism, Down Syndrome,
Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD) and
Dyslexia. MOE has taken the inclusive learning approach and as far as possible, learning
difficulties in special education children are addressed within the a mainstream school
system and technical/vocational schools.
The curriculum used is an adaptation of the National Curriculum and a special curriculum
developed by the Special Education Department. The National Vocational Council has also
developed an industrial training curriculum for these children.
Special education pupils who are able to follow the National Curriculum are eligible to sit forall national examinations. Pupils who option for the alternative curriculum would have to
undergo industrial training to fulfil requirements towards obtaining a Malaysian skills
Certificate as well as a special vocational certificate.
2.6.1 Special Education Service Centres
The Special Education Department has established six service centres to provide
expertise and guidance to parents and children with special needs. These centres
provide audiology services, sign language classes, speech therapy classes,
counselling for parents, early intervention programmes, hearing aid repair services and
conducts variuos other activities to foster the childrens development.
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2.7 SECONDARY EDUCATION
The Secondary school system is divided into two levels. The lower secondary curriculum
aimed at providing general education so as to expose students to various fields. At the end
of this level, students sit for the Lower Secondary Assessment (PMR) which is used as a
basis to determine their stream that they enrol in upon entering upper secondary. The upper
secondary is moren specialized, at the end of this level, students sit for Sijil Pelajaran
Malaysia (SPM) examination.
Subjects Offered at the
Lower Secondary Level
Subjects Offered at Upper
Secondary Level
Elective Subjects Offered
at Upper Secondary Level
Malay Language Core Subjects Biology
English Language
Malay Language ChemistryIslamic Studies English Language Physics
Moral Education Islamic Studies Additional Science
Science Science Additional Mathematics
Geography Mathematics English for Science and
Technology
History History Al-Quran and As-Sunnah
Education
Living Skills Civics and Citizenship
Education
Syariah Islamiah Education
Arts Education Compulsory Subjects Tasawwur IslamMusic Physical Education Higher Arabic
Physical Education Health Education Basic Economics
Health Education Additional Subjects Accounts
Civics and Citizenship Chinese language Commerce
Tamil language Geography
Figu re 2.2 : List of Subjects
at Lower Secondary Level
Kadazandusun
Language
Information and
Communication Technology
Arabic language invention
Japanese Malay Literature
French Literature in English
German Visual Arts Education
Music Education
Figur e 2.3 :List of Subjects
at Upper Secondary Level
Sport Science
Figu re 2.4 :List of Elective
Subjects at Upper
Secondary Level
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2.7.1 Technical And Vocational Education
Technical schools offer education at the upper secondary level. It plays a significant
role in preparing students to pursue technical, vocasional and skills based education.
The technical stream generally prepares students for higher education while vocational
and skill based stream are career oriented.
To encourage student participation in science and technology, technical subjects have
been introduced in regualr schools, residential schools and religious schools. MOE has
established smart partnerships with the industrial sector and increase the number of
places at technical insitutes so that students can gain hands-on experience.
2.7.2 National Religious Secondary School
The National Religious Secondary School were to prepare students for professions in
Islamic religious affairs, Initially these schools only offered Islamic religious education
and Arabic studies. However, these schools have expanded their programmes to
include science and technology related subjects. These schools maintain their
uniqueness by offering specialized Islamic studies which are not available in other
schools.
2.7.3 Sports School
The ultimate aim is to groom potential young athletes into world champions. These
athletes follow the same curriculum and sit for the same examinations as thier peers in
regular schools. However, their timetable is adjusted to accommodate their training
schedules. To ensure that they achieve their fullest potential, students are placed in
hostels where their nutritional needs are mentiored. The selection of studente is done
through Talent Identification, Talent Search and Talent Scouting programmes as wellas recommendations from national coaches or sports organizations.
2.7.4 Arts School
The Arts School is a formal institution that provides opportunities for students who are
more inclined towards the performing arts. The aims of the Arts School is
systematically develop students talents and to produce students with knowledge with
knowledge and skills in arts.
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2.7.5 High Performance School
The High Performance School (SBT) is an iniative under the NKRA aimed at elevating
the quality of schools to world-class standards. Schools awarded SBT status are
granted greater operational flexibility to innovate and continue raising bar. These
schools will also support raising standards across the entire system by coaching other
schools to improve performance.
The SBTs would have to fulfil six criterias that:
a. Attain academic excellence
b. Produce outstanding students
c. Win awards at the national and international level
d. Involved in community work
e. Build the network with other schools both locally and international
f. Collaborative Network with schools and higher learning both locally and
international
2.7.6 Form Six
The Form Six programme is a continuation of the secondary education where students
spend opproximately one and half years preparing for the STPM examination as an
entrance requirement to the university. This examination is conducted by the
Malaysian Examination Council which is accredited by the University of Cambridge
Local Examination Syndicate, England. Students are offered a choice of subject for
both the science and art stream. This nopen certificate is equivalent to a general
certificate of secondary education (GCSE) A level certificate. The certficate is
recognized by professional examination bodies worldwide.
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2.8 MATRICULATION PROGRAMME
The Matriculation programme is a pre-university programme designed to prepare students
for professional fields in institutions of higher learning. The Matriculation Division, MOE was
consolidate and manage all matriculation programmes that are under the administration of
public universities.
2.9 J-QAF PROGRAMME
The programme was launched in 2005 in the effort to elevate Islamic education at primary
school level.
j-QAF stands for the Malay language in Arabic transcript (Jawi), the Quran (Q), the Arabic
Language (A) and the Fardu Ain Islamic obligatory duties (F). The objective of j-QAF is to
ensure that all Muslim pupils, including those with special needs, have a good command of
Jawi, are proficient in A-Quran studies, understand Arabic and practice Fardu Ain before
they continue their secondary studies.
The difference between j-QAF and the regular Islamic subject is that it opportunity for
students to practice what they learn. The MOE has launced a parallel project to train
teachers to implement the programme.
2.10 KIA2M PROGRAMME
The KIA2M Programme is an early reading and writing intervention programme to address
the problem of illiteracy among Year 1 students. The aims of KIA2M is to ensure that all Year
1 students are able to read and write in Malay Language. It is compulsory for all national
schools to run this programme for three to six months.
2.11 CO-CURRICULAR ACTIVITIES
Co-curricular activities are regarded as an integral part of the school curriculum as they
provide opportunities for students to interact, develop social skills, encourage team building,
camaraderie, tolerance and leadership qualities through play and activities. There are three
types of co-curriculum activities, namely uniformed bodies, societies and sports clubs. It is
complusory for students to participate in at least one uniformed body, a society and a sports
club.
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2.12 SCHOOL ASSESSMENT
Assessment is part and parcel of the teaching and learning process. Formative assessment
can be conducted to determine and assess students achivements at any point in time while
summative assessment is conducted at the end of the learning period or school term.
Ujian Penilaian Sekolah Rendah (UPSR) is a national examination taken by all
Standard 6 students in Malaysia. The subjects tested in UPSR are Malay Language,
English, Mathematics and Science.
Penilaian Menengah Rendah (PMR) is a Malaysian Public examination taken by all
Form 3 students. Although all students are promoted to Form 4 in the following year,
the results of the PMR examination are used to place students either in science, arts
or technical streams at the upper secondary level.
The Sijil Pelajaran Malaysia (SPM), is a national examination taken by all students in
Malaysia. It is set and examined by the Malaysian Examinations Syndicate. The SPM
is equivalent to the British General Certificate of secondary School (GSC), and
provides the opportunity for Malaysians to continue their studies to pre-university level.
Peperiksaan Tinggi Pelajaran Malaysia (STPM) is taken by students who continue
their education at the Sixth form. This examination is taken at the end of Upper Six
level and used as requirement to local and private universities.
In the Malaysian education system, there are students who option for the religous
stream which focuses on Islamic studies and the Arabic language. This alternative
stream is offered mostly at Islamic Religious Secondary Schools, though some
selected secondary schools do offer similar option.
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Peperiksaan Sijil Tinggi Agama Malaysia (STAM) was introduced in 2000 as a result of
collaboration between the Ministry of Education Malaysia and Al-Azhar Al-Sharif
University of Egypt. The purpose of the examination was to ensure students from the
State and Private Religous Schools undergo a common examination system that is
accepted at both local and international levels.
Vocational training at vocational training centres is an alternative for students who are
less academically inclined to further their studies at the secondary level. After two
years of training in these centres, all trainees will be assessed by the National
Vocational Council (MLVK). MLVK Certificate is accepted nation-wide and trainess
who are successful inn obtaining the certificate are able to work in this repective fields
and also as an entry qualification into tertiary education such as polytechnics and
universities.
Private education began in 1950s as avenue for dropouts from the national school
system to continue with their studies and obtain school certificates. Then, the focus
shifted to the provision of pre-university course. The policies relating to the
establishment of private education institutions in Malaysia are based on the Eductaion
Act 1996 as well as decisions made by cabinet.
EXERCISES
1. Education is one of the most important elements in development of human capital
towards achieving the status of a developed nation.
a. Provide the FIVE (5)rationales for the complusory education in Malaysia.
b. Elaborate FIVE (5) reasons on why the Ministry of Education (MOE) wants to
strengthen National Schools.
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REFERENCES
Malaysia, Educational Planning and Research Division. Education in Malaysia. A Journey to
Excellence. (2008) Ministry of Education, Malaysia.
Mok Soon Sang. (2005.) Education Studies for KPLI (Sekolah Rendah). Puchong:
Multimedia ES Resources Sdn Bhd
Curriculum Development Division. (2011). Ministry of Education Malaysia.
Ornstein, A.C & Hunkins, F.P. (2004). Curriculum: Foundations, Principles and Issues.
Boston: Allyn & Bacon.
Malaysia Education Blueprint 2013:
www.moe.gov.my/userfiles/file/PPP/Preliminary-Blueprint-Eng.pdf
Basic School Information January 2008. Ministry of Education, Malaysia.
Educational development in Malaysia and Oman: Two Sucess Stories 2008. Ministry of
Education, Malaysia and Sultanate of Oman, Ministry of Education.
Panduan Pengurusan Sekolah Berkesan (2006). Bahagian Sekolah Kementerian Pelajaran
Malaysia.
Pelan Induk Pembangunan Pendidikan (PIPP) 2006-2010. Kementerian Pelajaran Malaysia
Pelan Strategik Pengajian Tinggi Negara: Melangkaui 2020, Kementerian Pengajian Tinggi
Malaysia.
Quick Facts 2007, Education Planning and Research Division, Ministry of Education
Malaysia.
Quick Facts 2008, Education Planning and Research Division, Ministry of Education
Malaysia.
Written report, information and statistics from respective divisions in the Ministry of
Education, Malaysia
www.moe.gov/bppdp
(website of Education Planning and Research Division, Ministry of Education, Malaysia.
http://www.moe.gov.my/userfiles/file/PPP/Preliminary-Blueprint-Eng.pdfhttp://www.moe.gov.my/userfiles/file/PPP/Preliminary-Blueprint-Eng.pdfhttp://www.moe.gov/bppdphttp://www.moe.gov/bppdphttp://www.moe.gov/bppdphttp://www.moe.gov.my/userfiles/file/PPP/Preliminary-Blueprint-Eng.pdf