EDUCATION SYSTEM IN MALAYSIA, THE SCHOOL CURRICULUM, CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION

EDU555 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 (MoE).

• 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 11 years for each student

EDUCATION SYSTEM IN MALAYSIA

MINISTRY

OF EDUCATION

STATE EDUCATION

DEPARTMENT

SCHOOL

DISTRICT EDUCATION

OFFICE

STATE EDUCATION DIRECTOR

Primary School

Secondary School

DISTRICT EDUCATION OFFICER

Primary School

Secondary School

PRINCIPAL, HEADMASTER, SENIOR

ASSISTANTS,

HEAD OF PANEL,

Teachers

Students

MINISTER OF EDUCATION

Centralized, top-down system

Standardized curriculum prepared by CDD

Primary Education

• Primary Education is compulsory in Malaysia Multilingual public schools

Private schools

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: 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:

National schools

National type schools

Religious schools

• Other types of government or government-aided

secondary schools:

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:

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:

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

PLANNING

DESIGN & DEVELOPMENT

PILOT STUDY/LIMITED

IMPLEMENTATION

CURRICULUM DISSEMINATION AND TRAINING

DISSEMINATION & IMPLEMENTATION

EVALUATION & SUPERVISION

Implementation &

monitoring

AIMS OF EDUCATION

CORE OF CURRICLUM

DEVELOPMENT

-National Philosophy of Education

-National Education Policy

-Vision 2020

-National Long Term Plan

-New Economic Model

-Current World Trends

-Learning Theories

-4 Pillars of Education (UNESCO)

A learner who is intellectually, spiritually, emotionally and physically balanced -Knowledgeable -Towering personality -Believe in God -Desirable Values -Confident

Global Player -Competitive -Resilient -Able to communicate in English/International Language -Self Dignity

Responsible Citizens -Courteous -United -Patriotic -Fair -loving Serve the country

Knowledge Worker -Innovative -Creative -Thirst for knowledge -Master ICT Skills -”Creator of Technology” -Life-long learning

CURRICULUM CONCEPTUAL FRAMEWORK

CONSIDERATIONS

• 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)

• Learning to know

• Learning to do

• Learning to be

• Learning to live together

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 (STUDENT-CENTERED)

• 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

TRANSITION CLASS (13 year olds)

reinforcement & enhancement of National Language

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 3Rs, complex skills, acquisition of knowledge, pre-vocational education,

development of personality, attitude & values.

PRIMARY LEVEL I (YEAR 1 – 3)

mastery of 3Rs, development of personality, attitude & values.

PRESCHOOL socialization process, personality

development, preparation for primary schooling.

THE PRESCHOOL CURRICULUM

EARLY CHILDHOOD DEVELOPMENT

FOCUSES • HOLISTIC DEVELOPMENT • LEARNING IS FUN • MEANIGFUL LEARNING • LIFELONG LEARNING

OUTCOMES • COMPETENT IN LANGUAGE & COMMUNICATION • THINKING SKILLS • HIGH MORAL VALUES • SELF CONFIDENT & DISCIPLINED • HEALTHY & ACTIVE • CREATIVE, IMAGINATIVE & EXPRESSIVE

SPIRITUAL & MORAL

SOSIOEMOTIONAL

LANGUAGE & COMMUNICATION

READINESS FOR SCHOOL

SUITABLE

CLASSROOM

PRACTICE

SUITABLE

CLASSROOM

PRACTICE

CONCEPTUAL FRAMEWORK FOR PRIMARY SCHOOL (ICPS)

COMMUNICATION

Basic Literacy 3Rs (Reading, Writing & Arithmetic)

Languages

Mathematics

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

PUPILS

PRINCIPLES OF THE INTEGRATED CURRICULUM FOR PRIMARY SCHOOL

Equal Education for All

Emphasis on Noble Values

The Use of Existing Knowledge & Skills –

to relate with the classroom activities

Development of Individual (Integration of

Intellectual, Spiritual, Emotional &

Physical Aspects)

Principles of ICPS

Enhancing the Use of Bahasa Melayu

and Other Languages (English, Chinese, Tamil)

Life-Long Education

THE GENERAL STRUCTURE OF ICPS

AREAS COMPONENTS PHASE I PHASE II

COMMUNICATION Basic Skills Bahasa Melayu, English Language, Chinese Language, Tamil Language, Mathematics

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

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

Spiritual, attitude and values

Internationalisation of religious practices,

beliefs, attitude and values.

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.

Personal Development

Nurturing and developing leadership and

attitude through curricula and co-curricula

activities.

HOLISTIC

INDIVIDUAL

CRITICAL &

CREATIVE THINKING

INNOVATIVE

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

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

Assessment

Formative and on-

going

Enhancement,

enrichment

Curriculum

Design

Based on 6 Thrusts

in NKRAs

Enhance the Malay language and Strengthen English

1 October 2009

MBMMBI

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 3R Skill Year 1 Year 2 Year 3

Read Understand

and 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’

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 100 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

RM10

•State time of day

•Measure length of

objects in relative units

•Count money up to

RM50

•State time in hours on

an analogue clock

•Measure length of

objects in correct units

•Count money up to RM100

•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

General Education for All Students

Integration of Intellectual, Spiritual, Emotional &

Physical Aspects

Enhancing the Use of Bahasa Melayu

Principles of ICSS The Use of Existing Knowledge

Areas/Disciplines

Emphasis on Noble Values

Life-Long Education

Continuity Between Primary & Secondary 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

JUSTICE FREEDOM COURAGE

MENTAL &

PHYSICAL

CLEANLINESS

HONESTY

DILIGENCE COOPERATION MODERATION GRATITUDE RATIONALITY

PUBLIC

SPIRITEDNESS PATRIOTISM

SCIENCE SECONDARY SCHOOL CURRICULUM