DEVELOPMENT OF EDUCATION SYSTEM IN MALAYSIA: CURRENT EDUCATION Current Education -Equal educational opportunities for all.

-Government reviewed the legislative provision and education policies. --Education Act 1996 --National Education Policy 1999 --Education Development Master Plan -2006-2010 --Education Act 1996 & National Education policy 1999 --Smart Schools, Vision Schools, ETeMS, KIA2M --Education Development Master Plan Education Act 1996 -Extension form Education Act 1961 -Taken relevant provisions -Act as main provision of the Razak Report Aims: -Further consolidate national education system for young generation with countrys aspirations (Making Malaysia center of excellence foe education) -Outline legislation related education Legislative provisions -The National Philosophy of Education 1988 -National language became main medium of instruction (Compulsory subject) -Consolation of the National Education System -Level of schooling (Pre-school Tertiary) -Categories of schools (Government, Government-aided & Private) -Different ethnic groups in our country to : --cope with educational challenges of the 21st century. --Goals of Vision 2020 --Education Act 1996 outline

School Levels: Preschool Minister of Education establish and maintain: --Children from poor families in urban areas get chance to attend Pre-school --Use Pre-school Curriculum Guidelines School Levels: Primary and Secondary Schools Compulsory to take Public Exam Islamic Education as core subject, taught to all Muslim pupils Allocation given to special education Status quo of national-type schools and 60 private Chinese Schools Unified Exam (National-type primary students) School Board of Governors, Mission schools Indigenous languages No necessity to register religious classes School Levels: Technical and vocational Improve technical education in tech schools, enculturate science and technology education Status vocational schools Collaboration of polytechnics with institutions, body of organization Twinning Program with local or foreign institutions School Levels: Teacher training Certificate, diploma and degree level through twinning programs School Levels: Tertiary education Universities & Private colleges Corporatization of existing Public Universities Private institution of higher learning National Language, Malaysian Studies, Islamic/Moral Education Basis Education Act 1996 --Founded on the National Philosophy of Education and the inspiration of Vision 202 Education Act 1961

--No clear documentation of any philosophy. The explicit aim is to unite the different ethnic groups as stated in the National Education Policy according to the Razak Report which formed the basis of this Act. National System if education Education Act 1996 --Includes all levels of schooling (from Pre-school until tertiary education) and all types of schools (inclusive of government-aided schools, and private schools) except expatriate schools (Section 16-17) Education Act 1961 --Includes all schools or government or government-aided institutions. Medium of instruction Education Act 1996 --The National Language to become the main medium of instruction in all schools with the exception of national-type schools or others which have been given exemption (Section 17) Education Act 1961 --The National Language to become the medium of instruction in national schools and national secondary only. Status of the National Language Education Act 1996 --To become a compulsory subject in all schools Education Act 1961 --Compulsory only in all government and government-aided schools National Curriculum Education Act 1996 --All schools to follow the National Curriculum unless given exemption. (Section 18) Education Act 1961 --No provision Chinese and Tamil language Education Act 1996 --Can be taught in national schools and national secondary schools on one condition, that is upon the request of 15 or more parents. Education Ac t 1961 --Can be taught on two conditions:

---Upon the request of more than 15 parents ---If deemed appropriate and practical Indigenous language Education Act 1996 --Can be taught on two conditions: ---Upon the request of more than 15 parents ---If deemed appropriate and practical Education Act 1961 --No provision Public examination Education Act 1996 --Responsibility of all schools to prepare pupils to sit for public examination, unless given exemption (Section 19); All examining bodies have to obtain permission form the Director of Examination (Section 69) Education Act 1961 --No provision Categories of schools Education Act 1996 --Three categories: ---Government ---Government-aided ---Private Education Act 1961 --Two categories: ---Fully-aided (Inclusive of government); ---Private Pre-school centers Education Act 1996 --Minister of Education given the power to set up and maintain all pre-schools centers. Education Act 1961 --No provision

Pre-school curriculum Education Act 1996 --Provision for Pre-school Curriculum Guidelines to co-ordinate pre-school education --Compulsory to be used in all pre-schools Education Act 1961 --No compulsory curriculum guidelines Primary education Education Act 1996 --Duration between 5 until 7 years (Section 29); --Takes into consideration the needs of three groups of pupils, that is, intelligent, average and weak. Education Act 1961 --Duration of six years Post-secondary School Education Act 1996 --Provision for students in national secondary schools, colleges or other educational institutions; --Provision for Form 6, Matriculation and so on (Section 33) Education Act 1961 --No clear provision Teaching of Islamic Education Education Act 1996 --Compulsory to be taught in all schools including private schools with 15 more Muslim pupils. Education Act 1961 --Compulsory in government and government-aided schools with 15 or more pupils. Special education Education Act 1996 --Minister of Education given the power to open special education classes in special schools or in any primary or secondary schools (Section 40) Education Act 1961 --No clear provision

Board of Governors Education Act 1996 --To be abolished if no longer functional except for Chinese national-type schools and private schools (Section 62) Education Act 1961 --Compulsory for all categories of schools. Polytechnic Education Act 1996 --Can collaborate with any industrial institutions or organization (Section 37) --Can conduct courses or training programs with any university or other educational institution (Section 38) Education Act 1961 --No provision Teachers training Education Act 1996 --Offer teacher education courses at degree, diploma or certificate level (Section 4/7i) --Have collaboration programs with universities or other institutions of higher leaning to improve the quality of teachers in schools, especially for science, Mathematic and Information Technology Education Act 1961 --Provision too general Twining program and Linkage Education Act 1996 --Written permission to be sought from minister of education Education Act 1961 --No provision Role of Head Registrar Education Act 1996 --The registrar is given the power: ---To investigate (Section137) ---To enter without any warrant (Section138) ----To initiate and conduct proceedings

---To compound any wrongdoing Education Act 1961 --No provision for investigation and action taken for those who violate the Act. National Education Policy --A document containing policy statements and implementations strategies to serve as a guideline for all parties involved with the education sector based on the Education Act 1996. Mission of Ministry of Education (MOE) --To produce world class education and ensure the development of the individuals potentials. --To fulfill the nations aspirations. Goals of National Education --To produce a united bangsa Malaysia. --To produce Malaysian citizens who are knowledgeable, God fearing, well-behaved, competent and harmonious. --To provide a competent work force to meet the needs of a growing nation. --To offer equal educational opportunities for all Malaysian citizens. Policies and Implementation Strategies
Policy Implementation Strategies

PRE-SCHOOL EDUCATION Institutionalised pre-school education based on the Pre-school Curriculum Guidelines and reinforced through continuous monitoring. Ensure at least 65% involvement of children between the ages of 4-6 years. Co-ordinate the various types of pre-school education: government, private and non-government bodies. Policy Consolidate pre-school education giving due consideration to curriculum, infrastructure and teacher training. Initiate quality teaching and learning approaches. Produce Pre-school Curriculum Guidelines. Implementation Strategies

PRIMARY EDUCATION Provide primary education for children aged 6 years for duration of 6 years. can be terminated after 5-7 years. Improve educational facilities both quantity and quality-wise; increase the number of graduates and trained teachers and so on.

Introduced the national curriculum for all pupils. Emphasis given to the mastery of the three basic skills (3Rs)- reading, writing and arithmetic as well as social skills.

Introduce Vision Schools and Model Schools.

Establish a strong foundation for subjects like Mathematics, Science and English Language.

Equip Resource Centers with adequate books, resource materials and so on.

Policy

Implementation Strategies SECONDARY EDUCATION

Provide appropriate secondary education for students who have completed their primary schooling. Establish and integrated curriculum with emphasis on subjects like English, Mathematics, Science and Technology as well as infusion of physical, spiritual and intellectual elements.

Provide post-secondary education (Form 6) and matriculation programs as entry points for basic degree in institutions of higher learning. Improve the quality of teaching and learning for subjects like English, Mathematics, Science and Technology. Establish fully-equipped computer and science laboratories.

SPECIAL EDUCATION Provide educational opportunities to special needs children in order to realise the democratisation of the educational policy, and to guarantee involvement in nationbuilding. Provide a suitable curriculum for special education. Provide special education in special schools for special needs children. Provide trained teachers in special education.

Teaching Mathematics and Science in English (EteMS) Mathematics and Science be taught in English in the beginning from 2003. The aim of this policy: To ensure that our country would not be left out in the globalisation era. Due to the widely use of English language as the medium of transmission of information. Implication Mathematics and Science teachers need to master the English language. Student will need to take the initiative to do so if this policy is not implemented. The MOE need to ensure that there is an adequate supply of Mathematics and Science text books for Year One, Form One and Lower Six. Compulsory Education

It is compulsory for all Malaysian parents and those who are residing in Malaysia to register their children who have reach the age of 6 for schooling. The duration for compulsory primary education is 6 years. Parents could be slapped with a fine of not more than RM5000, or prison sentence of not more than 6 months, or both. Implications Various ethnic groups in this country have equal access to education. All children have their rights to have education. The rights of children especially those from poor families are uphold. A good deterrent thus guaranteeing conformity by all parents alike. Status of Chinese and Tamil Language In April 2005, both Chinese and Tamil language was made an elective subject in all national schools. Rational of this policy: An adequate number of pupils in Government schools. An increase in the number of non-Chinese pupils in Chinese vernacular schools. Implications There has to be an increase number of trained teachers whose option is either the Chinese or Tamil language. To ensure that there are enough of such option teachers to teach these two subjects in the respective schools. Teacher training colleges have to do the needful to meet the needs of the parties concerned. Smart Schools Rationale: One of the catalyst to keep pace with the development of science and technology. MOE is striving to transform the education system. Hopes to promote the development of a workforce prepared to meet the challenges of the next century. The present culture and classroom practice of Malaysian Primary and Secondary schools will have to be changed. Teachers will have to move away from rote-learning and drill strategies to a form of teaching that stimulates thinking, creativity, catering for students needs, individual abilities and learning styles. Students will have to be more concerned and take responsibility of their own learning.

Students will be able to get full support and assistance of their parents and the community where they belong. Concept Change in the learning culture based on memory and examination-orientation to that of creative thinking and problem solving. National Philosophy of Education (NPE) underpins the Smart Schools initiative which calls for the holistic and integrated development of the individuals potentials in order to produce individuals who are physically, spiritually and intellectually well-balanced. Goals To produce a knowledge-based work force who will navigate our country towards an information-based economy. Students from Smart Schools who will be absorbed into the work force for the Multimedia Super Corridor will. Implementations Production of a computer-savvy workforce equipped with skills. Democratisation of education. Increment of stakeholders involvement. Holistic development with due consideration to individual capability. Emphasis on physical, emotional, spiritual and intellectual domains. Strategies A multi-perspective curriculum which encompasses elective subjects. vertical, horizontal and multi-disciplinary integration. Reasoning, values, creativity and language across the curriculum. Use of technology in teaching and learning. Care and concern for diversity in learning abilities and styles. VISION SCHOOL Another Government initiative to produce a Malaysian race & the abolition of ethnic differences Was approved by the Cabinet in 1997 Result of our leaders awareness about the importance of fostering racial unity early in an individuals life CONCEPT Consists of three schools clustered in one common area (SK, SJKC, SJKT)

Connected to one another by a link-way: pupils of different races and creed study together in a common area Has no effect on each schools organisational structure, administration or allocation from the Min. O Education Each school head is given the autonomy to implement their respective educational programmes Share some common physical amenities: canteen, playing field, assembly area & corridors RATIONALE Pupils from diversified races interact with each other from an early age LURAH BILUT VISION SCHOOL One of the pioneer school Set up upon the request of the local residents : Malays, Chinese & Indians Built on an open area of 10 acres w/out boundary ISSUES Common issues was to what extend the existing school system adhered to the principles of a diversified school system as listed below: Inculcation of ethnic & cultural diversity through printed materials, hanging on the walls, co-curricular activities and celebration of festivals. Equality in the implementation of rules : according to each ethnic group culture and belief Academic & non-academic staff of all races to enhance social interaction with the pupils Fostering of positive ethnic identity awareness & the absence of superiority/inferiority complex founded on ethnicity Open communication across ethnic groups through interaction : recess & co-curricular activities ISSUES Classroom practices and issues are to be given serious consideration: Adequate practice of collaborative teaching: exposed pupils to different cultural & social viewpoints Adequate specialized training for Vision Schools teachers: cross-cultural communication skills, cultural sensitivity Balance between teachers and pupils background: bridge social gap & enhance mutual understanding CHALLENGES Case of Tasik Permai Vision School Complex, Penang:

Chinese schools reluctant to get involved Fear that it will lead to a loss of the Chinese identity and culture Consists only SK & SJKT CONCLUSION What distinguishes Vision Schools from other schools is the diversified environment It offers an opportunity to promote unity amongst the different races in the country BASIC READING & WRITING CLASSROOM INTERVENTION PROGRAM (KIA2M) In a meeting to strengthen national schools (SK) held on 22 Nov 2005, problems of pupils failure to master basic reading & writing skills was brought up. Given a serious attention thus Curriculum Development Center, Min. of Education was given mandate to implement this program. Was conducted by the Malay language teachers for a duration of three or six months GOALS To enable 100& Yr 1 to master basic reading & writing skills. Aim outlined: Assist Yr 1 pupils to master the basic reading & writing skills in BM Provide opportunities for pupils to learn according to their individual ability levels Enhance pupils self-confidence Nurture an interest for learning TARGET GROUP Year 1 pupils who need remediation fall into 3 main groups: Those who need remediation in class Those who need to be sent to special remedial class The slow learners who have yet to master the basic reading & writing skills Compulsory for all national schools (SK) National-type school (SJK) are given option MANPOWER Can be categorized into 3 groups Year 1 BM teachers Special remedial teachers Teachers who teach PJ, Music and PSV

TEACHING & LEARNING STRATEGIES Nomination screening test planning teaching evaluation follow up NOMINATION & SCREENING TEST Setting up of a KIA2M class is based on the num of Yr 1 pupils available No addition to the num of classes/teachers Before selected, pupil undergo a nomination & screening test Then, pupils are classified based on their test scores: 0-9: referred to medical practitioner 10-44: undergo KIA2M programme 45-60: continue with teaching & learning in a normal class PLANNING Involved teachers are required to plan their teaching using the teaching module provided They are still given the autonomy to modify activities & exercises according pupils ability Suggested strategies: Teacher-centered: carried out by the teacher, pupils follow Pupil-centered: pupil involve actively Resource-centered: handouts/worksheets after explanations PLANNING Teachers also have a choice of approaches to use. Important that the selected approach is suitable with the pupils capabilities Suggested approaches: Individual approach: teacher focuses on a pupil Group approach: pupils are grouped according to their learning problems Class approaches: pupils involves in group activities TEACHING Teachers are encouraged to vary their techniques. Help sustain pupils attention & satisfy their curiosity Suggested techniques: Story telling

Drills Demonstrations Question-and-answer Role play Songs Plays Quizzes TEACHING KIA2M upholds the principles & policies of the KBSR: BM is integrated across the entire curriculum KIA2M pupils also learn BI, SC, MATHS, PAI/PM EVALUATION & FOLLOW-UP KIA2M are allowed to go back to the mainstream if they pass Ujian Pelepasan 1 & Ujian Pelepasan 2 Observation & monitoring carried out by: Curriculum Development Center of MOE School Inspectorate State Edu Dept. District Edu Offices School heads After student completed their tests, progress report is prepared & sent to the respective State Edu. Dept & District Edu. Offices. EVALUATION & FOLLOW-UP Mastery of the basic skills of reading & writing will be more effective if pupils are given wider and more varied opportunities to comprehend a given concept. It is the responsibility of the teachers involved to prepare comprehensive teaching plan encompassing various approaches, techniques, media & activities EDUCATION DEVELOPMENT MASTER PLAN (EDMP) 2006-2010 Was the brainchild of the MOE to consolidate the education sector in our country Become the guidelines for the holistic development of our edu. system for 5 yrs period as contained in the 9th Malaysian Plan A comprehensive & integrated document plan for edu. Development

Responsible for developing national schools as mainstreams schools Caters for SJKC, SJKT & Government-aided religious schools Development planning covers infrastructure, input & manpower GOALS Produce quality edu. for all through two approaches. First approaches: ensure equity & equality in education All citizens are given fair & educational opportunities All pupils will be given opportunities to master the 3R Improvement of ICT access, especially the internet Second approach: fully develop the potential of all schools Identify cluster schools from types of schools Introduce various programmes to enhance the strength & competitiveness of schools in the edu. cluster. IMPLEMENTATION STRATEGIES IMPLEMENTATION STRATEGIES CONCLUSION Successful implementation of EDMP is not the responsibility of the MOE alone The commitment & collaboration of the entire education fraternity & stakeholders is crucial The monitoring & co-ordination need to be consolidated & coordinated at all levels This to ensure that total commitment & quality work is the order of the day