EDF 1001EDF 1001Historical & Historical &

Philosophical Philosophical Found. Of Found. Of Malaysian Malaysian EducationEducationNORHAZWANI KHAMISNORHAZWANI KHAMIS

SHAZLIN ELAIZA LAZIMSHAZLIN ELAIZA LAZIM

ROSZIANA NORDINROSZIANA NORDIN

TASK 10TASK 10 ::Reforms in Reforms in Malaysian Malaysian

Educational SystemEducational Systemfrom 1990s to 2005from 1990s to 2005

Education Act ,1961Education Act ,1961

Became the basis of the National Became the basis of the National Edu. Policy (NEP).Edu. Policy (NEP).

Contained in the Contained in the Razak Report (1956)Razak Report (1956) and the and the Rahman Talib Report (1960)Rahman Talib Report (1960) constituted the National Edu. System constituted the National Edu. System adopted today.adopted today.

Education Act , 1996Education Act , 1996 In line with rapid ICT, the government decided In line with rapid ICT, the government decided

to re-examine the Edu. Act, 1961.to re-examine the Edu. Act, 1961. The formation of National Advisory Council.The formation of National Advisory Council.

The National Edu. System was to encompass The National Edu. System was to encompass

pre school – tertiary level.pre school – tertiary level.

The National lang. / BM be the main The National lang. / BM be the main

medium of instruction.medium of instruction.

The Minister of Edu. Had the power to set up The Minister of Edu. Had the power to set up

technical edu. at any institution including technical edu. at any institution including

those at tertiary level & the setting up of teacher those at tertiary level & the setting up of teacher training ] training ]

colleges.colleges.

Islamic religious teachers would be provided to all Islamic religious teachers would be provided to all schools schools

with more than five Muslim pupils.with more than five Muslim pupils.

Why there are Changes in Why there are Changes in the the

Educational System?Educational System? Edu. plays a vital role in preparing a Edu. plays a vital role in preparing a trained and highly competitive workforce trained and highly competitive workforce for the nation.for the nation.

Aimed at achieving world class edu.Aimed at achieving world class edu. Upgrading the efficiency of the public Upgrading the efficiency of the public

universities in Malaysia.universities in Malaysia. Government encouraged the formation of Government encouraged the formation of

private institutions of higher learning.private institutions of higher learning. - encouraged to widen & inculcate - encouraged to widen & inculcate

research and devlpmnt as a culture in research and devlpmnt as a culture in order to develop Malaysia into a centre of order to develop Malaysia into a centre of edu. excellence.edu. excellence.

MALAYSIA AS A MALAYSIA AS A CENTRE OF CENTRE OF

EDUCATIONALEDUCATIONALEXCELLENCEEXCELLENCE

Vision 2020 &Vision 2020 & The Edu. The Edu. ApproachApproach

Malaysia is a fast developing country in Malaysia is a fast developing country in the middle of the International trade the middle of the International trade highway.highway.

The economic change from The economic change from agriculture industry agriculture industry ==drastic changes drastic changes including the nation’s edu. system.including the nation’s edu. system.

In line with the aims outlined in Vision In line with the aims outlined in Vision 2020:2020:

““To build a progressive and scientific To build a progressive and scientific society, a society which has a high society, a society which has a high

capacity for change and forward looking, capacity for change and forward looking, not only as the user of technology but not only as the user of technology but also as a contributor to the future of also as a contributor to the future of

science and technology.science and technology.

(6th Challenge Vision 2020)(6th Challenge Vision 2020)

Vision 2020 & The Edu. Vision 2020 & The Edu. ApproachApproach

In 1991, Tun Dr. Mahathir Mohamed In 1991, Tun Dr. Mahathir Mohamed introduced Vision 2020 as the introduced Vision 2020 as the foundation and direction in developing foundation and direction in developing a progressive industrial nation in its a progressive industrial nation in its own mould.own mould.

The The MAINMAIN goal : produce outstanding goal : produce outstanding individuals who are PIES @ JERI individuals who are PIES @ JERI balanced in line with the National balanced in line with the National Philosophy of Edu. (NPE).Philosophy of Edu. (NPE).

Other aspects : curriculum, quality Other aspects : curriculum, quality teachers, present infrastructure & an teachers, present infrastructure & an efficient edu. management system.efficient edu. management system.

Structuring the Edu. Structuring the Edu. CurriculumCurriculum

Reviewed in line with the 1967 Higher Edu. Reviewed in line with the 1967 Higher Edu. Planning Committee Statement.Planning Committee Statement.

1996: - MOE formulated the Smart School 1996: - MOE formulated the Smart School concept.concept.

- Upgrading the broadcasting of ETV.- Upgrading the broadcasting of ETV. - Fully equipped computer laboratories.- Fully equipped computer laboratories. The intro. Of the KBSR & KBSR (emphasis co-The intro. Of the KBSR & KBSR (emphasis co-

curriculum programmes; uniform bodies, curriculum programmes; uniform bodies, clubs/societies & sports.clubs/societies & sports.

-to develop & enhance relationships-to develop & enhance relationships -to spend time wisely-to spend time wisely -to apply and reinforce knowledge gained in -to apply and reinforce knowledge gained in

classroomclassroom -to train them to be confident & independent-to train them to be confident & independent -to help students complete the academic -to help students complete the academic

achievementachievement

Changes in Changes in EducationalEducationalCurriculumCurriculum

Pre-schoolPre-school - 1992: government initiated it in all national - 1992: government initiated it in all national

primary schools esp. in rural areas under MOE.primary schools esp. in rural areas under MOE. - Cover all aspects in children’s mental, spiritual, - Cover all aspects in children’s mental, spiritual,

emotional, physical & social development.emotional, physical & social development. New Primary School Curriculum (NPSC)New Primary School Curriculum (NPSC) - Introduced in 1982 in 305 schools on an - Introduced in 1982 in 305 schools on an

exp.basis.exp.basis. - The - The MAINMAIN aim: produce students who are aim: produce students who are

intellectual only but also of high moral intellectual only but also of high moral standards.standards.

- Organised into 3 parts : comm., human & - Organised into 3 parts : comm., human & environment and individual development.environment and individual development.

- Each part divided to basic skills, spirituality, - Each part divided to basic skills, spirituality, values & attitudes; humanity & envrnmnt and values & attitudes; humanity & envrnmnt and arts &recreation.arts &recreation.

- 1993: - 1993: NPSCNPSC IPSCIPSC (Integrated Primary (Integrated Primary School Curriculum).School Curriculum).

- Changes in subjects –Lang., Physical Edu., - Changes in subjects –Lang., Physical Edu., Islamic Edu. & Moral Edu. Islamic Edu. & Moral Edu.

New Secondary School Curriculum (NSSC)New Secondary School Curriculum (NSSC) - Began in 1980, in line with the proposal in - Began in 1980, in line with the proposal in

the Cabinet Committee Report (1979).the Cabinet Committee Report (1979). - 1- 1stst implemented in 1988 in Form 1 and implemented in 1988 in Form 1 and

Remove Classes (BM, English, Chinese & Remove Classes (BM, English, Chinese & Tamil lang.)Tamil lang.)

- 1989:NSSC fully implemented in Form 1 - - 1989:NSSC fully implemented in Form 1 - 5.5.

- Lower Sec. Level: subjects divided into - Lower Sec. Level: subjects divided into core & additional groups.core & additional groups.

- Upper Sec. Level: elective subjects - Upper Sec. Level: elective subjects introduced.introduced.

The National Exam. The National Exam. SystemSystem

Malaysian Examination Syndicate (MES) and Malaysian Examination Syndicate (MES) and the Malaysian Examination Council (MEC). the Malaysian Examination Council (MEC).

Phases of DevelopmentPhases of Development 1) 1) The Pre Independence PhaseThe Pre Independence Phase -no attempt by the colonial government -no attempt by the colonial government

to to develop a national education policy or a develop a national education policy or a coherent system of education.coherent system of education. -based on individual school requirements -based on individual school requirements

or or that of external examining bodies such that of external examining bodies such

as as the Overseas School Certificate. the Overseas School Certificate.

2)2)Implementation of the Razak Report Implementation of the Razak Report (1956)(1956)

-led to the formulation of the National -led to the formulation of the National Edu. Edu.

PolicyPolicy.. --establishment of the Malaysian establishment of the Malaysian

Examination Examination SyndicateSyndicate.. --apart from the administration of theapart from the administration of the Cambridge Examination, it also Cambridge Examination, it also

conducted conducted on its own the Malayan Secondary on its own the Malayan Secondary

School School Entrance Examination (MSSEE) and the \Entrance Examination (MSSEE) and the \ Lower Certificate of Education (LCE).Lower Certificate of Education (LCE).

3) 3) The Implementation of the The Implementation of the Rahman Talib Report (1960)Rahman Talib Report (1960)

--elective subjects were introduced into elective subjects were introduced into the the

LCE and the ‘Sijil Rendah Pelajaran’ LCE and the ‘Sijil Rendah Pelajaran’ (SRP)(SRP) , ,

--the Standard Five Assessment the Standard Five Assessment Examination,Examination,

--the Malaysian Vocational Educationthe Malaysian Vocational Education

Certificate Exam. & the Year Three Certificate Exam. & the Year Three

Diagnostic Test.Diagnostic Test.

4) 4) Implementation of the Cabinet Implementation of the Cabinet Report (1979)Report (1979)

-Implementation of the (UPSR)/Primary -Implementation of the (UPSR)/Primary School Achievement Test replaced the School Achievement Test replaced the ‘Peperiksaan Penilaian Darjah V’ (PPDL) or ‘Peperiksaan Penilaian Darjah V’ (PPDL) or Standard Five Assessment Exam., and the Standard Five Assessment Exam., and the (PMR)/Lower Certificate of Education Exam.(PMR)/Lower Certificate of Education Exam.

-Ensure that the (SPM)/Malaysian -Ensure that the (SPM)/Malaysian Certificate of Edu. was in line with the NPE.Certificate of Edu. was in line with the NPE.

-Led to the formation of the Malaysian -Led to the formation of the Malaysian Exam. Council (MEC) in 1980.Exam. Council (MEC) in 1980.

responsible of co-ordinating and responsible of co-ordinating and administering the (STPM)/Malaysian administering the (STPM)/Malaysian Higher School Certificate which replaced Higher School Certificate which replaced the Higher School Certificate (HSC) Exam. the Higher School Certificate (HSC) Exam. initially co-ordinated by the University of initially co-ordinated by the University of Cambridge Local Examination Syndicate Cambridge Local Examination Syndicate with the co-operation of University of with the co-operation of University of Malaya.Malaya.

Teachers’ EducationTeachers’ Education Pre-service Training ProgrammesPre-service Training Programmes 1)1)MPIK Twinning MPIK Twinning

Programme-UK/New ZealandProgramme-UK/New Zealand -1992: MPIK twinned with 13 institutions -1992: MPIK twinned with 13 institutions

of higher learning in the UK and New of higher learning in the UK and New Zealand to offer courses in (TESL).Zealand to offer courses in (TESL).

2) 2) Diploma in teacher Education Diploma in teacher Education MalaysiaMalaysia

-July 1996: the 6 Semester Diploma -July 1996: the 6 Semester Diploma Course was introduced to replace the Course was introduced to replace the Certificate in teaching as an attempt to Certificate in teaching as an attempt to upgrade the Image of the teaching upgrade the Image of the teaching professionprofession

3) 3) Privatised Teacher Training Privatised Teacher Training ProgrammeProgramme

-Introduced in September 2000 and -Introduced in September 2000 and offered to teachers at private teaching offered to teachers at private teaching institutions, private candidates and agencies institutions, private candidates and agencies outside the MOEoutside the MOE

4) 4) Bachelor Degree Teaching Bachelor Degree Teaching Programme/ Programme/

(PISMP)(PISMP) -The first intake of 1,525 candidates, in -The first intake of 1,525 candidates, in

June 2004, is attending this programme June 2004, is attending this programme which will gradually replace the Malaysian which will gradually replace the Malaysian Teaching Diploma Course (KDPM).Teaching Diploma Course (KDPM).

5)5)Special ProgrammeSpecial Programme -The Ministry implemented a special -The Ministry implemented a special

programme for People’s Religious School programme for People’s Religious School (SAR) teachers for Islamic Studies and (SAR) teachers for Islamic Studies and academic subjects.academic subjects.

6)6)Postgraduate Teaching Course Postgraduate Teaching Course (KPLI) Full Time, Primary & Secondary (KPLI) Full Time, Primary & Secondary SchoolSchool

--PrimaryPrimary: 3,954 candidates were trained in : 3,954 candidates were trained in all teachers’ training colleges in 11 primary all teachers’ training colleges in 11 primary school subjects. Projection for the 2005 school subjects. Projection for the 2005 intake is 3,000.intake is 3,000.

--SecondarySecondary: 1,952 candidates were trained : 1,952 candidates were trained in 2004 and 1,940 are projected for the in 2004 and 1,940 are projected for the 2005 intake2005 intake

7) 7) TESL Edu. Bachelor Degree TESL Edu. Bachelor Degree Course & Outstanding Course & Outstanding Students for Overseas Students for Overseas UniversitiesUniversitiesMOE B.ed TESL IPTA/Overseas institutions MOE B.ed TESL IPTA/Overseas institutions implemented in May 2002.implemented in May 2002.For 5 years, had its 1st intake (2002) and the 5th intakeFor 5 years, had its 1st intake (2002) and the 5th intake in (2006).in (2006).Estimated that 2,500 graduates will be produced by the Estimated that 2,500 graduates will be produced by the end of 2011.end of 2011.Overseas institutions: College of St. Mark & St. John Overseas institutions: College of St. Mark & St. John (UK), Queensland University of Tech. & Macquarie (UK), Queensland University of Tech. & Macquarie University (Aus), Victoria University of Wellington & University (Aus), Victoria University of Wellington & University of Auckland (NZ).University of Auckland (NZ). 7 IPTAs are also involved in this programme.7 IPTAs are also involved in this programme.

- - 20032003: 300+ Cohort 2 TESL : 300+ Cohort 2 TESL students in 7 different teachers’ students in 7 different teachers’ training colleges including 50 training colleges including 50 students in MPPM.students in MPPM.

--20042004: 375 students in local : 375 students in local universities’ twinning programmes, universities’ twinning programmes, 125 TESL students in overseas 125 TESL students in overseas universities and 102 outstanding universities and 102 outstanding students in Mathematics, Physics, students in Mathematics, Physics, Chemistry and Biology were placed Chemistry and Biology were placed in well-known overseas universities.in well-known overseas universities.

In-Service Training ProgrammesIn-Service Training Programmes

1) 1) Smart School Teacher Training CourseSmart School Teacher Training Course --Since 1998, it was organised to upgrade Since 1998, it was organised to upgrade

teacher skills in order to fulfil the needs of teacher skills in order to fulfil the needs of smart schools especially those concerning ICT.smart schools especially those concerning ICT.

2) 2) Special Programme to produce Special Programme to produce Graduate Teachers (SPGT)Graduate Teachers (SPGT)

-Carried out in 1999 through the MoU -Carried out in 1999 through the MoU between the teacher training colleges and between the teacher training colleges and institutions of higher learning nationwideinstitutions of higher learning nationwide

3) 3) Master and PhD Programmes (MPP)Master and PhD Programmes (MPP) --AIMAIM: increase the number of highly : increase the number of highly

qualified lecturers to assist course qualified lecturers to assist course participations who are attending the twinning participations who are attending the twinning programmes with universities, post Graduate programmes with universities, post Graduate Teaching Course and the in-service courses.Teaching Course and the in-service courses.

4)4)Special Programme Enabling Non-Special Programme Enabling Non-Graduate Teachers to Attain Degrees Graduate Teachers to Attain Degrees (PKPG)(PKPG)

-2004: to enable teachers to attain degree -2004: to enable teachers to attain degree (PKPG) involved 16 teachers’ training colleges (PKPG) involved 16 teachers’ training colleges and 11 institutions of higher learning (IPTA).and 11 institutions of higher learning (IPTA). \ \

5)5)Open University Malaysia (OUM) Open University Malaysia (OUM) Distance Education Programme (PJJ)Distance Education Programme (PJJ)

-BPG-OUM co-operation began on 22 March -BPG-OUM co-operation began on 22 March 2002 when the OUM was signed for a period of 2002 when the OUM was signed for a period of five years (concluding by the end of 2005).five years (concluding by the end of 2005).

6)6)English for the Teaching of English for the Teaching of Mathematics and Mathematics and

Science ProgrammeScience Programme - 2002: the Cabinet resolved that the - 2002: the Cabinet resolved that the

Mathematics and Science subjects would be Mathematics and Science subjects would be taught I English beginning from 2003 in Year taught I English beginning from 2003 in Year 1, From 1 and Lower 61, From 1 and Lower 6

7) 7) National Reserve Teachers Group PioneerNational Reserve Teachers Group Pioneer Project (KGSK)Project (KGSK) -Those qualified to become members of KGSK are:-Those qualified to become members of KGSK are: Teachers on compulsory retirement Teachers on optional retirement Teaching professional qualification holders Teachers who have not been served

disciplinary action Teachers who are not more than 65 years of

age.. -Play the role of replacement teachers (to fill -Play the role of replacement teachers (to fill

vacanciesvacancies in schools due to teachers attending courses, on in schools due to teachers attending courses, on

sick sick leave, on pilgrimage leave, etc) and carry out leave, on pilgrimage leave, etc) and carry out

teaching teaching and learning duties in the classroom, co-and learning duties in the classroom, co-

curricularcurricular activities and preparation of teaching materialsactivities and preparation of teaching materials

Moral and Islamic Moral and Islamic Education ProgrammeEducation Programme

Placement and Transfer of Islamic Placement and Transfer of Islamic Education TeachersEducation Teachers

-2004:1054 Islamic Edu. Teachers posted o -2004:1054 Islamic Edu. Teachers posted o primary and secondary schools throughout primary and secondary schools throughout the country. the country.

Aid for Public religious SchoolsAid for Public religious Schools -JAPIM has organised aid for Public Religious -JAPIM has organised aid for Public Religious

Schools which follow the KAFA curriculum. Schools which follow the KAFA curriculum.

-A total of 1557 People’s Religious Schools -A total of 1557 People’s Religious Schools that follow the KAFA curriculum qualified t that follow the KAFA curriculum qualified t receive such aid. receive such aid.

J-QAF ProgrammeJ-QAF Programme

-to fulfil he aspiration of the honourable -to fulfil he aspiration of the honourable PM.PM.

--objectiveobjective: ensure that primary school : ensure that primary school students complete their reading of Quran, students complete their reading of Quran, master reading and writing in jawi, master reading and writing in jawi, improve and be proficient in Fardu Ain improve and be proficient in Fardu Ain and know basic communication in Arabicand know basic communication in Arabic..

ICTICT

The globalisation of The globalisation of information has extended information has extended

our accessibility to our accessibility to knowledge. Hence, student knowledge. Hence, student being as the nation most being as the nation most valuable asset students valuable asset students

must be exposed to the use must be exposed to the use of ICT.of ICT.

MOE implemented a range of activities and projects based on E-learning, which has the capacity to develop a culture of learning where students are able to:

• Self-direct own learning

• Engage in continuous learning

• Access courses from a variety of sources

•Communicate and discuss with almost anyone regardless of distance and borders.

The Munsyi Web Pilot The Munsyi Web Pilot ProjectProject

It was implemented in It was implemented in 1996 1996 involving 14 involving 14 secondary schools throughout Malaysia. It secondary schools throughout Malaysia. It

is a is a co-ordinated effort of MOE and a private co-ordinated effort of MOE and a private

telecommunication company. telecommunication company.

The main purpose of the project is The main purpose of the project is to encourage teachers and students to to encourage teachers and students to share information on the Internet and share information on the Internet and

develop develop an Electronic Resource Centre (ERC)an Electronic Resource Centre (ERC)

School Net ProjectSchool Net ProjectIt is a broadband internet access It is a broadband internet access

infrastructure project that aims to bridge infrastructure project that aims to bridge the digital divide. the digital divide.

It involves network connection for It involves network connection for schools throughout Malaysia.schools throughout Malaysia.

Its is under the supervision of Ministry of Its is under the supervision of Ministry of Energy, Water and Communication, Energy, Water and Communication,

Ministry of Education Ministry of Education and Ministry of Finance and it is funded and Ministry of Finance and it is funded

by by the Communications and Multimedia the Communications and Multimedia

Commission Commission from from 2003-20082003-2008..

The School Net is developed to connect The School Net is developed to connect ten thousand schools throughout ten thousand schools throughout

Malaysia under one network.Malaysia under one network.

Partners-in-Learning Partners-in-Learning ProgrammeProgramme

A MoU between MOE and Microsoft A MoU between MOE and Microsoft (M) Sdn. Bhd. was signed in (M) Sdn. Bhd. was signed in 20042004

to establish to establish co-operation in order to make this co-operation in order to make this

programme a success. programme a success.

This programme is aimed to expose This programme is aimed to expose student and teacher to the latest student and teacher to the latest

computer technologies and the best computer technologies and the best ways to utilise them.ways to utilise them.

Web-Based Web-Based ApplicationsApplications

MOE Bachelor in Education MOE Bachelor in Education Programme (PISMP)Programme (PISMP)

Jawi, Quran, Arab and Fardu Ain (j-Jawi, Quran, Arab and Fardu Ain (j-QAF)QAF)

Malaysian Teacher Selection Test Malaysian Teacher Selection Test (MTeST)(MTeST)

Smart Smart SchoolSchool

In July 1997, The Malaysian Smart In July 1997, The Malaysian Smart School –School –

a Conceptual Blueprint was a Conceptual Blueprint was produced by a project team, which produced by a project team, which

consisted of industry consisted of industry representatives, officials from the representatives, officials from the

Multimedia Development Multimedia Development Corporation and the Ministry of Corporation and the Ministry of

Education.Education.The joint venture partners were Telekom Multimedia Sdn Bhd, Sapura Telecommunication Bhd, Educational Trend sdn Bhd, DEMC Anzagain Sdn Bhd, digital Technologies Sdn Bhd, Custommedia Sdn Bhd, Multi Media Synergy Corp Sdn Bhd, BT Multimedia (Malaysia) Sdn Bhd, Electronic Data Systems IT Services (Malaysia) Sdn Bhd, NIIT Malaysia Sdn Bhd.

Pilot Project 1999 - Dec 200287 schools

By 20109000 schools

Current education system in Malaysia Current education system in Malaysia and will continue in Sekolah Bestari. and will continue in Sekolah Bestari.

Firstly: The Firstly: The National National Phylosophy of Phylosophy of Malaysian Malaysian Education will be Education will be the main the main component of component of Sekolah Bestari Sekolah Bestari curriculum curriculum

Secondly: moral Secondly: moral values that have values that have been stressed in been stressed in present present curriculum will curriculum will go on into go on into Bestari schooling Bestari schooling

These two foundations of Malaysian Education will not be nagiotable in the Bestari

Curriculum. This will make the Sekolah Bestari different than the rest of Smart Schools. How the curriculum is being

carried out in Sekolah Bestari may resemble to the existing Smart Schools.

Misconceptions… Misconceptions…

People started imagining classrooms People started imagining classrooms packed with computers, internet, video packed with computers, internet, video

conferencing equipments and all the latest conferencing equipments and all the latest communication technology can offer. communication technology can offer.

These misconceptions were due to the association of Sekolah Bestari and MSC. Sekolah Bestari is NOT

ABOUT TECHNOLOGY. If the technology is there then it is wise

to use it.

The teaching continuum will The teaching continuum will move from teaching to move from teaching to

facilitating as students in one facilitating as students in one Bestari classroom will be doing Bestari classroom will be doing different activities according to different activities according to their abilities. The present their abilities. The present Sage Sage by the Stage by the Stage approach will move approach will move

to to Guide by the SideGuide by the Side..

The most important idea about Sekolah Bestari The most important idea about Sekolah Bestari involves the teaching and learning process. involves the teaching and learning process.

The Bestari curriculum will cater for all levels of The Bestari curriculum will cater for all levels of learners. learners.

This is where virtual express class concept This is where virtual express class concept comes in. comes in.

A fast learners will be able to proceed to the A fast learners will be able to proceed to the higher and more complex contents of the higher and more complex contents of the

syllabus while the slow learners will continue syllabus while the slow learners will continue with activities until they are ready to move on.with activities until they are ready to move on.

SPORTSSPORTS

The implementation of sports The implementation of sports development programmes in schools development programmes in schools

is under the ambit of the Sports and is under the ambit of the Sports and Physical Education Department Physical Education Department

(SPED). (SPED).

The function of this department are The function of this department are to formulate sport policies, plan to formulate sport policies, plan sports development and manage sports development and manage sports programmes that involve sports programmes that involve

various governments schools, while various governments schools, while the Malaysian Schools Sports the Malaysian Schools Sports

Council (MSSM) focuses on sport Council (MSSM) focuses on sport excellence. excellence.

Bukit Jalil Sports SchoolBukit Jalil Sports School

Established in Established in 1996 1996

Currently accommodating 600 studentsCurrently accommodating 600 students

In 2000, a Pre-University programme In 2000, a Pre-University programme was developed as a result of a joint effort was developed as a result of a joint effort between UPM and Malaysian Sports between UPM and Malaysian Sports Council Council

Achievements…Achievements… 10 Gold medals, 17 Silver medals & 13 10 Gold medals, 17 Silver medals & 13

Bronze medals at the 2003 SEA Games in Bronze medals at the 2003 SEA Games in VietnamVietnam

Three divers; Leong Mun Yee, Gracie Junita Three divers; Leong Mun Yee, Gracie Junita and Bryan Nickson represent Malaysia in and Bryan Nickson represent Malaysia in 2004 Olympic Games in Athens.2004 Olympic Games in Athens.

Bryan Nickson – was placed 19Bryan Nickson – was placed 19thth out of 33 out of 33 in his event, in Belem, Brazil (2005), he in his event, in Belem, Brazil (2005), he won the 3-metre diving event.won the 3-metre diving event.

2004 World Junior Badminton 2004 World Junior Badminton Championship in Richmond, Vancouver; Championship in Richmond, Vancouver; Hoon Thiew How and Tan Boon Heong won Hoon Thiew How and Tan Boon Heong won the doubles.the doubles.

Bandar Penawar Sports Bandar Penawar Sports SchoolSchool

Established in Established in 19981998 in Kota Tinggi, Johore in Kota Tinggi, Johore

Malaysia’s second Sports SchoolMalaysia’s second Sports School

Accommodation for 600 studentsAccommodation for 600 students

Offers classes for students from Year 4 Offers classes for students from Year 4 until until Pre-UniversityPre-University

Achievements…Achievements…

Sepak takraw runner-up in the 2004 Sepak takraw runner-up in the 2004 ASEAN Schools ChampionshipASEAN Schools Championship

Won the gold (under 16) in the 7Won the gold (under 16) in the 7thth Thailand Schools Sports ChampionshipThailand Schools Sports Championship

Qualified for the quarterfinal of the Qualified for the quarterfinal of the Hockey Tournament (2004) in Hockey Tournament (2004) in Jawaharlal Nehru, India. Jawaharlal Nehru, India.

SCIENCESCIENCE & &

TECHNOLOGTECHNOLOGYY

SCIENCESCIENCE

The ability to master science and The ability to master science and technology appears to be a technology appears to be a

prerequisite to achieve the status prerequisite to achieve the status of developed nation by the year of developed nation by the year

2020 based on K-economy2020 based on K-economy

The MOE, in line with this policy, has made various changes to the education system with a focus on

science and technology to be implemented between 2001 to 2010.

Significantly, more S & T classes have been increase in each state.

Science subject was formerly taught in Science subject was formerly taught in Form 1Form 1

In In 19951995, it became a subject in Year 4, , it became a subject in Year 4, together with Kajian Tempatan, together with Kajian Tempatan, replacing Alam & Manusia.replacing Alam & Manusia.

In In 20022002, it was introduced to Standard , it was introduced to Standard 1 pupils in 50 primary schools as a pilot 1 pupils in 50 primary schools as a pilot project, which is extended to all project, which is extended to all primary schools in primary schools in 20032003..

Among other strategies implemented in Among other strategies implemented in enhancing students’ interest and enhancing students’ interest and

performance in S & T are :performance in S & T are :

The introduction of Science at Level 1 of The introduction of Science at Level 1 of primary schoolprimary school

Introducing various programmes to upgrade Introducing various programmes to upgrade the teaching and learning of Science and the teaching and learning of Science and MathematicsMathematics

Upgrading the professionalism of S & T Upgrading the professionalism of S & T teachersteachers

Setting standards for Science and Setting standards for Science and Mathematics educationMathematics education

Designing more S & T based activities and Designing more S & T based activities and programmesprogrammes

Teaching and Learning Teaching and Learning of Maths & Science in of Maths & Science in

EnglishEnglishIt has been implemented since January 1, It has been implemented since January 1,

20032003..The first batch of Form Four students who The first batch of Form Four students who sat for the PMR in sat for the PMR in 20052005 will be learning will be learning

pure Science subjects in English. pure Science subjects in English.

This means that science stream students This means that science stream students will now do Physics, Mathematics, will now do Physics, Mathematics,

Additional Mathematics, Biology and Additional Mathematics, Biology and Chemistry in English. Chemistry in English.

In addition, science students are also In addition, science students are also required to take English for Science and required to take English for Science and

Technology (EST). Technology (EST). The Star01 January 2006

Language…Language…

Also to be introduced in Also to be introduced in 20062006 is additional is additional languages.languages.

Chinese, Tamil and Arabic in selected Chinese, Tamil and Arabic in selected national schools. national schools.

It was earlier reported that 89 schools in the It was earlier reported that 89 schools in the country have been identified for the pilot country have been identified for the pilot

project.project.

International languages including Japanese, International languages including Japanese, French, and German will also be taught in French, and German will also be taught in

27 national secondary schools. 27 national secondary schools.

Previously they were only available in fully Previously they were only available in fully residential schools. residential schools. The Star

01 January 2006

VOCATIONAL AND VOCATIONAL AND TECHNICAL TECHNICAL EDUCATION EDUCATION

Since achieving independence, Malaysia has expanded tremendously in terms of its economy, social, culture and education.

As a result, its educational system experienced a change in technical and vocational education.

This expansion can be clearly seen in the setting up of the Technical Education Department through the restructuring of MOE(1995).

The department was set up to ensure that the implementation and development of technical and vocational education is on going in this country..

Development of Technical and Vocational Education

The upgrading of 69 vocational schools to technical institutions

The increment of physical infrastructure and facilities. Presently 85 vocational /Technical institutions offer three streams of study; namely, technical education, vocational education and skills training.

VOCATIONAL SUBJECT PROGRAMME

Entered its 3rd year of implementation in 2004.

Introduced 8 new subjects, i.e. Food Processing, Aquaculture and Recreational Animals, Domestic Wiring, Automobile Servicing, Refrigeration and Air Conditioning Servicing, Facial Care and Hair Styling, Basic Interior Designing, and Early Child Care.

The number of vocational subjects offered increased to 18 or 82.0 per cent of the total subjects offered under the VS Programme.

Entailed an additional 134 new schools and 163 workshops.

Thus, the number of schools offering vocational subjects from 2002 until this year increased to 341, and the number of workshops increased to 530.

Out of the 341 schools, some schools offer one, two or three vocational subjects.

The aim of the VS Programme was successfully realised when vocational subjects recorded excellent results in the 2003 Sijil Pelajaran Malaysia (SPM) examination which were announced in early 2004. Three vocational subjects recorded 100 per cent passes, while five other vocational subjects recorded between 93.4 to 99.9 per cent passes.

Polytechnic Education Polytechnic education has been upgraded

and strengthened as authorized by theCabinet(1979).

Subsequently, more courses and more new polytechnics have been established.

As of April 2001, there are ten main polytechnics and two city polytechnics in the country.

Polytechnics in this country offer a variety of courses in the fields of engineering, commerce and hospitality at certificate and Diploma levels.

Technical Secondary School

In line with the National Agriculture Policy, the Technical Education Department has sent young students abroad for exposure to various agricultural techniques.

In 1998, an agreement signing ceremony between the Education Ministry through the Technical Education Department and Gunma Prefecture, Japan, was held.

The agreement was to realise a programme called the Asian Agricultural High School Student Overseas Study Programme - fully funded by Gunma Prefecture, involves the selection of three agricultural students from each country in Southeast Asia such as Malaysia, the Philippines, Indonesia, Thailand and Mongolia.

After the completion of the programme, the participants would have been exposed to a modern agricultural education programme, experienced the way of life of the Japanese people and able to master the Japanese language.

SPECIAL SPECIAL EDUCATIONEDUCATION

The Special Education programme caters to the needs of students with visual and hearing impairment and those with learning difficulties.

These students with special needs require special attention to ensure equal access to education and a quality of life enjoyed by normal children.

The Development of Special The Development of Special EducationEducation

The Department of Special Education was set up in 1995 to plan, administer and monitor the implementation of the special education programme in the primary secondary schools, and at the polytechnics.

Today there are 31 special education schools in the country at the primary and secondary levels.

DYSLEXIA PIONEER PROGRAMME

Dyslexia’s children need help through the use of special approaches, strategies and teaching and learning activities.

To that effect, the Department launched the Dyslexia Pioneer Programme involving 178 pupils of seven to nine years in 30 primary schools.

The launching ceremony was held on 16 June 2004 at the Sekolah Kebangsaan Taman Tun Dr. Ismail in Kuala Lumpur.

INDAHPURA VOCATIONAL SPECIAL EDUCATION SECONDARY SCHOOL

(SMPKV) In 2005, this school will admit students

with learning disabilities. At present, 30 students with impaired

hearing are attending academic courses with MPV elective subjects such as computer graphics, hair styling and make-up.

5 students with impaired vision are attending the MLVK course in reflexology.

Teachers placed in this school have undergone special training in handling special education students.

HIGHER HIGHER EDUCATIONEDUCATION

Main mechanism in generating qualified and competent personnel for the realisation of the nation's vision.

Primarily intended to develop with quality the individual's mind and society at large in the face of a global competition.

Main agent in producing a just socio-economic structure with a K-economy base, as well as producing a dignified and a highly ethical society with spiritually and physically balanced individuals.

Public Institutions of Public Institutions of Higher Education (PIHE) Higher Education (PIHE)

Currently there are 15 public institutions of higher education.

The institutions of higher education are currently offering a total of 217 academic programmes at four levels; namely, Certificate, Diploma, Degree and Post Graduate.

The courses offered are those that fulfill the needs of both the private and public sectors.

Distance Education Distance Education ProgrammeProgramme

The democratisation of education in the country has led to the development of a Distance Education Programme.

To provide educational opportunities to the community.

It was first introduced by the Universiti Sains Malaysia in 1971.

Currently, the programme is being conducted by 6 universities (UiTM, UKM, UPM, UTM, UM, and UUM).

In August, 2000 - 11 public universities collaborated to form the Open University of Malaysia (UNITEM/OUM) with the primary aim of conducting Distance Education Programmes

PTPTN (1996)

“Perbadanan Tabung Pendidikan

Tinggi Nasional (PTPTN) adalah bukti keprihatinan kerajaan ke arah memberi kemudahan pinjaman kepada para pelajar yang mendapat tawaran untuk melanjutkan pelajaran ke peringkat institusi pengajian tinggi awam dan swasta.”

`Pendidikan Teras Pembangunan Insan` Bernama

26 Ogos 2005

Meritocracy (2002)Meritocracy (2002) “Ketua Pengarah Jabatan Pengurusan IPT,

Kementerian Pengajian Tinggi, Prof Datuk Dr Hassan Said, sebagai berkata pemilihan calon memasuki IPTA bagi Program Pengajian Lepasan Sijil Tinggi Persekolahan Malaysia/Matrikulasi/Setaraf (Ijazah Pertama) bagi sesi akademik 2006/2007 dibuat berasaskan meritokrasi dengan mengambil kira semula 10 peratus markah kokurikulum.

Bagi pengiraan markah kokurikulum 10 peratus, markah purata dikira dua daripada empat bidang terbaik, iaitu sukan/permainan, pasukan beruniform, kelab/persatuan serta Program Latihan Khidmat Negara (PLKN).”

Berita Harian07 July 2006

MUET (2000)MUET (2000) MUET (Malaysian University English Test)

is required to pursue a degree course in any institution of higher learning in Malaysia.

In addition to being a pre-requisite for a degree programme, the MUET also helps you consolidate and enhance your English language skills. These skills will help you cope with the English language encountered in your specific discipline in institutions of higher learning, while at the time develop your ability to think critically.

THE THE MATRICULATION MATRICULATION

DIVISIONDIVISION

The Matriculation Division was established on 1 September 1998 with the main aim of streamlining all Matriculation/Foundation Programmes that have been conducted by public institutions of higher learning (IPTA) for 25 years.

At present, only Universiti Malaya and Universiti Islam Antarabangsa still conduct their own matriculation programmes.

The intake of students for the Matriculation Programme conducted by the Division commenced in June 1999 with the establishment of five matriculation colleges and subsequently four (4) more colleges were built by 2003, bringing the number of such colleges to nine. They can accommodate 25,000 students for each academic session.

The programme offers two streams of study, i.e. Science and Accounting.

Each student is required to take subjects that are fixed for each stream besides compulsory subjects such as English, Skill Dynamics, Islamic/Moral Education and Science Informatics.

Students are also required to take one co-curricular subject.

Beginning from 2004, all Science subjects including Mathematics and Science Informatics are taught in English.

NEW POLICIES Teaching and Learning of Science

and Mathematics in English (TLSME)

- The Matriculation Programme implemented the teaching and learning of Science and Mathematics in English in stages for several components of Science and Mathematics subjects in 2003 with full English usage in 2004.

- The TLSME is implemented with the help of ICT equipment and trained lecturers.

Intake of 10 per cent Non-Bumiputera Students into the Matriculation Programme- Competition for places in the Matriculation Programme has become intense since the introduction of the intake of ten per cent non-bumiputera students for the 2003/2004 session.

- The Matriculation Programme practises and applies the principle of meritocracy in the intake and placement of students in its colleges.

Currently, students may take either one or two years in matriculation programme depending on their SPM results.

BUDGET ‘07BUDGET ‘07

More scholarships will be given for students to pursue critical courses such as science, pharmacy, medicine and engineering at graduate and post-graduate levels in both local and foreign universities. 

Top students who obtain 10 1As in the Sijil Pelajaran Malaysia or its equivalent from families with a monthly income of RM1,500 and below will be given scholarships to pursue tertiary education. 

Terengganu and Kelantan will get their own universities, to be called Universiti Darul Iman Malaysia and Universiti Darul Naim respectively.  

The Malaysian Military Academy will be upgraded to Universiti Pertahanan Nasional Malaysia.

Existing universities will get RM195mil to upgrade their facilities.

A sum of RM450mil has been allocated for the construction and upgrading of polytechnics and community colleges. 

The Human Resources Ministry will be given RM148mil to build two industrial training institutes and four advanced technology training centres, while RM214mil will be available for training programmes under Mara. 

In a move to create more marketable graduates, production-based education programmes will be introduced in the German-Malaysia Institute and British-Malaysia Institute, and the Human Resources Development Fund expanded to include internships and training programmes for graduates. 

The effective Capital Market Training Scheme for Graduates implemented by the Securities Commission will be expanded to train 1,000 a year while the Multimedia Development Corporation will start programmes to meet the requirements of ICT-based companies. 

Graduates in the bio-life sciences will be trained under programmes set up by the Malaysian Biotechnology Corporation. 

To inculcate reading, the tax relief on book purchases will be increased from RM700 to RM1,000 a year.

Education has been allocated a total of RM33.4bil under Budget 2007, which accounts for 21% of the total Budget.

BibliographyBibliography

BOOKSBOOKS Kementerian Pendidikan Malaysia Kementerian Pendidikan Malaysia

(2001), (2001), Educational Milestones in Educational Milestones in MalaysiaMalaysia..

Kementerian Pelajaran Malaysia, Kementerian Pelajaran Malaysia, Annual Report 2004.Annual Report 2004.