EDUCATION SYSTEM IN MALAYSIA THE SCHOOL CURRICULUM CURRICULUM

EDUCATION SYSTEM IN MALAYSIA, THE SCHOOL CURRICULUM, CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION EDU 555 Curriculum and Instruction Encik Muhamad Furkan Mat Salleh

Overview 1) Education System in Malaysia 2) National Education Philosophy (NEP) 3) Goals of Education 4) CDD – Roles and Functions 5) Curriculum Conceptual Framework, School System and Curricular Emphasis 6) Pre-school to Secondary School Curriculum 7) Aspects taught across the curriculum 8) Science Curriculum for Secondary and Primary Schools

EDUCATION SYSTEM IN MALAYSIA

Education in Malaysia • The education system in Malaysia is centralized and top- down • Overseen by the Ministry of Education (Mo. E). • Each state and federal territory has an Education Department to co- ordinate educational matters. • The main legislation governing education is the Education Act of 1996. • The Malaysian government provides free education for primary and secondary level q 11 years for each student

EDUCATION SYSTEM IN MALAYSIA MINISTRY OF EDUCATION STATE EDUCATION DEPARTMENT MINISTER OF EDUCATION Centralized, top-down system Standardized curriculum prepared by CDD STATE EDUCATION DIRECTOR Primary School Secondary School DISTRICT EDUCATION OFFICER DISTRICT EDUCATION Primary School OFFICE Secondary School SCHOOL PRINCIPAL, HEADMASTER, SENIOR ASSISTANTS, HEAD OF PANEL, Teachers Students

Primary Education • Primary Education is compulsory in Malaysia q Multilingual public schools q Private schools q Home education / Homeschooling • Children enter primary schools at age 7 for a period of 6 years • There are 2 different types of government-run primary schools: q q National schools normal government schools National type schools vernacular schools which have either Chinese or Tamil as the main language for instruction

Secondary Education • Secondary Education is divided into the following phases: • Transitional Class • Only for national-type primary school students who have failed Malay Language subject in UPSR • Lower Secondary • First 3 years (Form 1 to 3) • General education • Upper Secondary • Following 2 years (Form 4 and 5) • Either the arts or the science stream according to personal choice and teacher advice

Secondary Education • Secondary schools are subdivided into 3 types: q National schools q National type schools q Religious schools • Other types of government or government-aided secondary schools: q q Religious Secondary School (Sekolah Menengah Agama) Technical Schools (Sekolah Menengah Teknik) Fully Residential Schools (Sekolah Berasrama Penuh) MARA Junior Science College (Maktab Rendah Sains MARA)

Secondary Education • The Cluster School of Excellence • a merit system implemented in Malaysia • granted to High Achieving Schools • given wider autonomy in administration • extra allocation for advancement of specific fields like academics, sports and extra-curricular activities. • Admissions are very selective • reserved for students who demonstrate outstanding academic achievement and potential at the primary level. • These schools are either full-time day or boarding schools.

Post Secondary Education • Students from public secondary school would have choices of: q q Studying Form 6 for STPM The matriculation • Some universities also offer foundation and diploma program for post-secondary students

Tertiary Education • Currently, the number of tertiary institutions in Malaysia are as follow: q q 37 private universities 20 private university colleges 7 foreign university branch campuses 414 private colleges

NATIONAL EDUCATION PHILOSOPHY “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, physically balanced and harmonious, based on a firm belief in and devotion to God. Such an effort is design 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”

GOALS OF EDUCATION 1. To Achieve National Unity. 2. To Produce Quality Manpower for National Development. 3. To Achieve Democratization of Education. 4. To Inculcate Positive Values.

CDD - VISION QUALITY SCHOOL CURRICULUM FOR WORLD CLASS EDUCATION

CDD - MISSION To develop an integrated school curriculum for the holistic development of the individuals’ full potential to fulfill the aspirations of the nation.

CDD - AIMS The development of the school curriculum towards increasing the quality of education in line with the National Philosophy of Education

CDD - ROLES AND FUNCTIONS 1. Design and develop the school curriculum 2. Disseminate and implement curriculum 3. Monitor curriculum implementation 4. Prepare curriculum support materials 5. Conduct research for the development and evaluation of curriculum

THE NATIONAL CURICULUM IN THE 1996 EDUCATION ACT “. . . an educational programme that includes curriculum and co-curricular activities which encompasses all the knowledge, skills, norms, values, cultural elements and beliefs to help develop a pupil fully with respect to the physical, spiritual, mental and emotional desirable moral values and to transmit knowledge” Educational Act 1996 [Education (National Curriculum) Regulation 1997]

CURRICULUM DEVELOPMENT CYCLE NEEDS ANALYSIS EVALUATION & SUPERVISION PLANNING Implementation & monitoring DISSEMINATION & IMPLEMENTATION CURRICULUM DISSEMINATION AND TRAINING DESIGN & DEVELOPMENT PILOT STUDY/LIMITED IMPLEMENTATION

AIMS OF EDUCATION A learner who is intellectually, spiritually, emotionally and physically balanced -Knowledgeable -Towering personality -Believe in God -Desirable Values -Confident CORE OF CURRICLUM DEVELOPMENT -National Philosophy of Education -National Education Policy Responsible Citizens -Courteous -United -Patriotic -Fair -loving Serve the country -Vision 2020 -National Long Term Plan -New Economic Model -Current World Trends Global Player -Competitive -Resilient -Able to communicate in English/International Language -Self Dignity -Learning Theories -4 Pillars of Education (UNESCO) Knowledge Worker -Innovative -Creative -Thirst for knowledge -Master ICT Skills -”Creator of Technology” -Life-long learning

CURRICULUM CONCEPTUAL FRAMEWORK CONSIDERATION S • NATIONAL DEVELOPMENT • Economy • Unity • Information Technology • Science and Technology • Socio-Culture • INDIVIDUAL DEVELOPMENT • Human Capital Development • Development of a Malaysian citizen • LEARNING THEORY • Multiple Intelligences • Emotional Intelligence • NATIONAL EDUCATION PHILOSOPHY • Education is an on-going process • Holistic and integrated development of an individual (intellect, spiritual, emotional and physical) • 4 PILLARS OF EDUCATION (UNESCO) PRESCHOOL, PRIMARY AND SECONDARY SCHOOL CURRICULUM • SUBJECTS • Compulsory • Core • Additional • Elective • SPECIAL PROGRAMMES • Patriotism • Environmental Education • Reproductive and Social Education • Preventive Education on Drug Addiction • Computer in Education • Special Programme for the Indigenous People CLASSROOM PRACTICES • TEACHING & LEARNING STRATEGIES (STUDENTCENTERED) • Enquiry • Integration of discipline • Integration of knowledge and practice • Enrichment and intervention • Critical and creative thinking • Mastery learning • Learning how to learn • Genre writing • Scientific process skills • Contextual learning • Fun learning • Generic skills • Future studies • Integrative learning system • Aspects across the curriculum • ASSESSMENT • Assessment for Learning • School-based Assessment • Centralised Assessment OUTCOME • INDIVIDUALS • K-Worker • IT Literate • Skilful • Patriotic • Possess high moral values • Socially united • Respects the environment • Critical and creative • Resilient and have self dignity • Innovative • Ethical and respects own and other peoples’ culture

THE SCHOOL CURRICULUM

SCHOOL SYSTEM AND CURRICULAR EMPHASIS UPPER SECONDARY (FORM 4 - 5) development of aptitude & interests, development of personality, attitude & values, specialization, career & higher education LOWER SECONDARY (FORM 1 - 3) general education, consolidation of skills acquired at primary & pre-vocational level, development of aptitude & values PRIMARY LEVEL II (YEAR 4 - 6) reinforcement & application of 3 Rs, complex skills, acquisition of knowledge, pre-vocational education, development of personality, attitude & values. PRIMARY LEVEL I (YEAR 1 – 3) mastery of 3 Rs, development of personality, attitude & values. PRESCHOOL socialization process, personality development, preparation for primary schooling. TRANSITION CLASS (13 year olds) reinforcement & enhancement of National Language

THE PRESCHOOL CURRICULUM EARLY CHILDHOOD DEVELOPMENT • • FOCUSES HOLISTIC DEVELOPMENT LEARNING IS FUN MEANIGFUL LEARNING LIFELONG LEARNING E SUITABLE CLASSROOM PRACTICE • • • IV NIT COG CRE SPIRITUAL & MORAL LANGUAGE & COMMUNICATION ATI VIT Y SOSIOEMOTIONAL AL IC S Y PH OUTCOMES COMPETENT IN LANGUAGE & COMMUNICATION THINKING SKILLS HIGH MORAL VALUES SELF CONFIDENT & DISCIPLINED HEALTHY & ACTIVE CREATIVE, IMAGINATIVE & EXPRESSIVE READINESS FOR SCHOOL SUITABLE CLASSROOM PRACTICE

CONCEPTUAL FRAMEWORK FOR PRIMARY SCHOOL (ICPS) COMMUNICATION Basic Literacy 3 Rs (Reading, Writing & Arithmetic) Languages Mathematics PUPILS MAN AND HIS ENVIRONMENT Spiritual, Moral and Attitude, and Man and His Surroundings Islamic Education Moral Education Science Local Studies INDIVIDUAL SELF DEVELOPMENT Arts and Recreation Living Skills Music Arts Education Physical and Health Education

PRINCIPLES OF THE INTEGRATED CURRICULUM FOR PRIMARY SCHOOL The Use of Existing Knowledge & Skills – to relate with the classroom activities Equal Education for All Development of Individual (Integration of Intellectual, Spiritual, Emotional & Physical Aspects) Enhancing the Use of Bahasa Melayu and Other Languages (English, Chinese, Tamil) Principles of ICPS Emphasis on Noble Values Life-Long Education

THE GENERAL STRUCTURE OF ICPS AREAS COMPONENTS PHASE II COMMUNICATION Basic Skills Bahasa Melayu, English Language, Chinese Language, Tamil Language, Mathematics MAN AND HIS ENVIRONMENT Spirituality, Values and Attitudes, Humanities and Environment Islamic Education, Moral Education, Science Local Studies SELF DEVELOPMENT Living Skills, Art and Recreation, Co. Curriculum Music Education, Visual Art Education, Physical Education, Health Education Living Skills, Music Education, Visual Art Education, Physical Education, Health Education

LANGUAGES TAUGHT AT THE PRIMARY SCHOOL Bahasa Melayu – Medium of Instruction in National Schools � Aims of the language � Develop the child fully (intellectual, spiritual, emotional & physical) � Inculcate and develop desirable moral values � Transmit knowledge � Create a united Malaysian race � Numbers of hours taught in primary schools National Schools � Year 1, 2 and 3 360 minutes a week � Year 4, 5 and 6 300 minutes a week Vernacular Schools � Year 1, 2 and 3 270 minutes a week � Year 3, 4, 5 and 6 180 minutes a week (Taught as a second language)

Design of the National Standard based Preschool and Primary School Curriculum Communication Integration of linguistic skills during interaction through verbal and non-verbal codes in Bahasa Malaysia, English, Chinese and Tamil Science and Technology Mastery of scientific knowledge and skills. Mastery of mathematical knowledge and skills. Mastery of technology-based knowledge and skills Humanistic Mastery of knowledge and practices regarding social sciences, local environment, country and global, internalisation of patriotism and unity. CRITICAL & CREATIVE THINKING Spiritual, attitude and values Internationalisation of religious practices, beliefs, attitude and values. HOLISTIC INDIVIDUAL INNOVATIVE Personal Development Nurturing and developing leadership and attitude through curricula and co-curricula activities.

STANDARD-BASED CURRICULUM (2011) Content Standard Specific statements about what a learner should know and be able to perform in a stipulated schooling duration involving knowledge, skills and values Learning Standard A prescribed criteria or indicator on the quality of learning and achievement which is measurable for each content standard

Concept Based on the National Philosophy of Education Based on the principles of ICPS Standard-base Assessment Formative and ongoing Enhancement, enrichment KSPK & KSSR Kurikulum Prasekolah Kebangsaan (National Preschool Curriculum) Kurikulum Standard Sekolah Rendah (Primary School Standard Based Curriculum) Curricula Materials Standard documents Teaching modules Learning modules Curriculum Design Based on 6 Thrusts in NKRAs

MBMMBI Enhance the Malay language and Strengthen English 1 October 2009

STRATEGIES • Curriculum Transformation – modular approach; “back-to-basics”; skills-based; integration of new technologies • Enhance teacher capacity • Development and provision of materials to support classroom teaching • Curriculum leadership training

NKRA: Widening Access to Quality and affordable Education NKPI 3. 2: All children without any learning difficulties will acquire basic literacy and numeracy after 3 years of primary education by the Year 2013

BASIC LITERACY AND NUMERACY 3 R Skill Year 1 Year 2 Year 3 Read Understand use Minimum of 500 simple common words Minimum of 800 simple common words Minimum of 1000 simple common words Write Able to read, write and understand Simple sentences Simple and compound sentences with the conjunction ‘and’ in short paragraphs Arithmetic Whole Numbers Read, write, count and order Numbers up to 50 Numbers up to 1000 Basic Operations Know Basic addition and subtraction facts Basic addition and subtraction, multiplication (for 2, 5 & 10) and division (for 2, 5 & 10) Basic addition and subtraction, multiplication (for 3, 4, 5, 6, 7, 8 & 9) and division (for 3, 4, 5, 6, 7, 8 & 9) Application Able to • Count money up to RM 10 • State time of day • Measure length of objects in relative units • Count money up to RM 50 • State time in hours on an analogue clock • Measure length of objects in correct units • Count money up to RM 100 • State time in hours on an analogue clock • Measure length of objects in correct units (in cm only)

PRINCIPLES OF INTEGRATED CURRICULUM FOR SECONDARY SCHOOLS Continuity Between Primary & Secondary Education Integration of Intellectual, Spiritual, Emotional & Physical Aspects General Education for All Students The Use of Existing Knowledge Areas/Disciplines Emphasis on Noble Values Principles of ICSS Enhancing the Use of Bahasa Melayu Life-Long Education

ASPECTS TAUGHT ACROSS THE CURRICULUM � Drugs prevention education � Family health education � Bahasa melayu � Moral values education � Integration of science elements � Science & technology � Environmental studies � Critical & creative thinking skills � Parental education � Road safety education � Future studies � Consumerism education � Study skills � IT

MORAL VALUES KINDNESS SELF-RELIANCE INTEGRITY RESPECT LOVE HONESTY RATIONALITY JUSTICE FREEDOM COURAGE MENTAL & PHYSICAL CLEANLINESS DILIGENCE COOPERATION MODERATION GRATITUDE PUBLIC SPIRITEDNESS PATRIOTISM

SCIENCE SECONDARY SCHOOL CURRICULUM