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THE NATIONAL EDUCATION SYSTEM | 19

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20 | THE NATIONAL EDUCATION SYSTEM

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

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EDU 405 - Chapter 02