Topic Curriculum

5 Models
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Identify the purpose of the Curriculum Development Division in
shaping Malaysias national education curriculum;
2. Distinguish the National Education Philosophy and the National
Education Policy; and
3. Differentiate between Western and Eastern curriculum models.

INTRODUCTION
What are curriculum models? To understand curriculum models, we must first
understand the meaning of curriculum. In short, curriculum refers to what you
want children to learn (content) and the planning that goes into what you want
to teach such as the goals, objectives and assessments.

A curriculum guide is then created to give educators a standardised blueprint of

what, how and when instruction occurs so that all students have the same
opportunity to learn. A curriculum guide is a tool designed to help teachers
manage their lessons and can be based on several different models.

Before deciding what goes into the guide, we must determine what type of
curriculum guide to use. A curriculum model determines the type of curriculum
used, educational philosophy, approach to teaching and methodology. In short, a
curriculum model is a plan used in education that directs the teachers
instruction.

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There are many curriculum models in existence. When developing a curriculum,

curriculum designers will look at existing models before settling for a model that
suits their educational needs.

ACTIVITY 5.1

Based on the information, describe the connection between curriculum,

curriculum guide and curriculum model.

5.1 MINISTRY OF EDUCATION

The Ministry of Education (MOE) is responsible for transforming the National
Education Policy into educational plans, programmes and projects in accordance
with national aspirations and objectives. It is also responsible for setting
guidelines for the implementation and management of the educational
programmes.

The entity in charge of developing and implementing the national education

curriculum is the Curriculum Development Division (CDC), under the Policy
and Educational Development Sector of MOE. This Division is responsible for
formulating and developing the national education curriculum towards the
internationalisation of the curriculum, planning and overseeing the
implementation of the curriculum, preparing teaching and learning modules as
well as teachers guide books based on the national education curriculum at the
pre-determined levels; planning and executing research and development
pertaining to the curriculum; providing advice and expertise pertaining to the
implementation of the curriculum and the production of teaching and learning
materials by the various divisions of the Ministry of Education; coordinating and
executing high-level meetings as well as approving policies and implementing
the curriculum at ministry, state and district levels.

5.1.1 National Education Philosophy (NPE)

The philosophy of education is a belief that influences what and how children are
taught. Therefore, as an educator it is very important for us to know and
understand our own National Philosophy of Education (NPE) because:
(a) As educators, we have goals and objectives in every action taken;
(b) It gives confidence to educators in choosing suitable programmes for
children under their care;
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(c) It could help educators understands how to implement teaching strategies;

(d) By exploring, analysing and discovering the NEP, educators can re-evaluate
their own views and motivate them to perform better; and
(e) It helps educators interact with children and understand in depth about
teaching practices.

The NPE was formulated in 1988. It is expressed as an on-going effort towards

developing the potentials of individuals in a holistic and integrated manner, so as
to produce individuals who are intellectually, spiritually, emotionally and
physically balanced and harmonic, based on a firm belief in and devotion to God.
Such an effort is designed to produce Malaysian citizens who are knowledgeable
and competent, who possess high moral standards and who are responsible and
capable of achieving high level of personal well-being as well as being able to
contribute to the harmony and betterment of the family, the society and the
nation at large (Ministry of Education, n.d.).

The underlying principles and goals of the NPE are translated into educational
activities and programmes with the intention of achieving the following
objectives:
(a) To produce a loyal and united Malaysian nation;
(b) To produce faithful, well-mannered, knowledgeable, competent and
prosperous individuals;
(c) To produce the nations human resource for development needs; and
(d) To provide educational opportunities for all Malaysians.

5.1.2 National Education Policy

A national education policy sets major objectives and orientations while
defining the governments priorities and strategies to achieve its goals, in other
words, the national policy (UNESCO, 2005).

Much has taken place in the field of Early Childhood Care and Education (ECCE)
in Malaysia within the last few decades. Various Acts and Policies have been
formulated, reviewed and refined in response to the changes that are taking
place at the national and global level. The Malaysian Government has always
placed a strong emphasis on ECCE, which is evident in the formulation of the
National Policy for Early Childhood Education.

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Under this Policy, programmes were introduced to meet the diverse needs of
crucial early years of newborns till the age of six. These programmes provide
young children with a solid foundation for healthy growth and development,
while exposing them to activities in nation building, communication, social skills
and preparing them for primary school education. Initiatives were also taken to
provide alternative preschool curriculum for less fortunate children and make
education more accessible for those in rural areas.

Other educational policies introduced by the Government in relation to ECCE

can be summarised as follows:

(a) Establishment of preschool education in order to provide education for

children aged five years and above;

(b) Preschool education prepares a strong foundation for formal education,

enabling children aged five years and above to possess a strong foundation
in communication, social and other skills as a preparation for primary
school education;

(c) Enforcement of the use of the National Pre-School Curriculum in all

educational institutions except at expatriate preschools;

(d) Enhancement of the monitoring and enforcement mechanism of preschool

programmes conducted by all governmental, non-governmental and
private agencies;

(e) Expansion of preschool classes by the Ministry of Education;

(f) Generating sufficient well-trained teachers and training facilities to fulfil

preschool education needs;

(g) Guaranteeing the implementation and supply of preschool facilities in line

with the policy and objective of the National Pre-School Curriculum; and

(h) Providing an alternative preschool curriculum for special education.

ACTIVITY 5.2
Explain the difference between the National Education Philosophy and
the National Education Policy. As educators, why is it important for us
to understand the National Education Philosophy?

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5.2 FOREIGN MODELS

The following subtopic looks at various curriculum programmes and models
from around the world. The different ECCE programmes and models illustrate
how education policies and programmes are often adopted, developed and
adapted to suit the needs and objectives of the respective countries.

5.2.1 Western Models

Many countries in the West follow a specific curriculum framework, but are
given flexibility to design experiences that reflect the children and the
community. The following are some examples of Western curriculum models
that are being used in ECCE:

United States Of America

In the US, The National Head Start Bureau, which helps promote school
readiness for children under five from low-income families, provides criteria for
selecting a comprehensive model but each programme allows the freedom to
select the one most appropriate for the community it serves. Though private
preschools and childcare programmes are not obliged to use a curriculum, many
opt to do so to guide their planning. This is especially so if they are seeking
accreditation because that is a requirement.

All states in the US are now required to develop standards for pre-kindergarten
(pre-K programmes), outlining what children should know and be able to do
before they enter kindergarten. These standards are used to guide curriculum
selection and planning.

New Zealand
Early childhood centres in New Zealand use a curriculum framework called Te
Whariki, which means, woven mat. Developed by the Ministry of Education in
1996, Te Whariki is a framework for providing childrens early learning and
development within a sociocultural context. It emphasises the learning
partnership between kaiako (teachers), parents, and whnau/families. Kaiako
(teachers) weave a holistic curriculum in response to tamariki (children's)
learning and development in the early childhood setting and the wider context of
the child's world. Each childhood centre then creates its own curriculum based
on the basic principles and guidelines of the framework.

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Australia
In South Australia, a set curriculum model called the South Australian
Curriculum, Standards and Accountability Framework (SACSA) is used as a
framework for all programmes. It is flexible and allows for educators to plan
essential learnings like the future, identity, interdependence, communication and
thinking based on what they learn about the children.

Kenya
All programmes in Kenya must follow the national Guidelines for Early
Childhood Development which outlines the objectives, content and methods as
well as recommend a thematic integrated approach. Teachers are encouraged to
use a localised curriculum, which is developed for each district by the district
centres for early childhood education.

Europe
Three of the best known approaches to early childhood education with European
origins are Waldorf, Montessori and Regio Emilia and these are discussed in the
following:

(a) Waldorf
Waldorf education or Steiner education is based on the educational
philosophy of world-renowned artist and scientist, Rudolf Steiner
(Association of Waldorf Schools of North America, AWSNA, 2015).
Waldorf education offers a developmentally appropriate, experiential and
academically rigorous approach to learning. Its teaching emphasises the
role of the arts and imagination in all academic disciplines for children from
preschool through secondary education to enhance and enrich learning
(AWSNA, 2015).

(b) Montessori
The Montessori method was developed by the Italian physician and expert
on child development, Maria Montessori. Her idea is based on the belief
that every child goes through a unique development process and learns in
line with his capacity. A Montessori curriculum emphasises learning as a
process that cannot be determined by a childs age; instead it is a process
that is governed by developmental ability such as rate and speed at which a
child can acquire a skill before moving on to another skill.

(c) Reggio Emilia

The Reggio Emilia Approach originated in the town of Reggio Emilia in
Italy. The Reggio approached focuses on each child and is conducted in
relation to the family, other children, the teachers, the environment of the
school, the community and the wider society.

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(d) High/Scope Curriculum:

Another Western curriculum model that is widely used is the High/Scope
Curriculum, which was developed in the 1960s and 1970s by the
High/Scope Educational Research Foundation staff. The curriculum
encourages childrens active participation by providing children with
materials, equipment and time to conduct activities they choose in a
learning environment equipped with a variety of materials located in
various classroom learning centres. Educators plan their lessons daily from
a developmentally based curriculum model and careful observations of the
children.

5.2.2 Eastern Models

Most countries in the Asia Pacific region are aware of the importance of national
standards and government guided frameworks and models in advancing the
quality of ECCE. However, the definition, scope, development, monitoring and
evaluation of these standards vary significantly among the countries.

With technical and financial support from UNICEF, several countries like
Cambodia, China, Democratic Peoples Republic of Korea, Fiji, Lao PDR,
Mongolia, the Philippines, Thailand, Vanuatu and Vietnam have engaged in the
early learning and development standards (ELDS) expansion process.
Bangladesh, Nepal, Pakistan and Myanmar have also employed ELDS initiatives
in their respective country. In this process, a government defines, develops and
validates country-specific standards for different aspects of ECCE, such as
curriculum improvement, teacher quality and training, programme planning,
evaluation, monitoring and advocacy (UNESCO & UNICEF, 2012).

The quality of ECCE was traditionally benchmarked based on Western context

and frameworks without considering local cultures and practices. A young child
is seen as an individual agent in his own development. More recently, however,
experts are arguing that the traditional Western standards and definition of
quality may not represent the best solution for every country and region in the
world.

Children in most countries in the Asia Pacific region would have grown learning
behaviours, cultural activities, languages and values from their families, clans
and communities. Since culture plays an important part in childrens
development, early childhood educational practices in these countries may well
reflect programmes and activities that demonstrate understanding of and
responsiveness to the cultural and linguistic diversity of these children. It is of
vital importance that countries develop their own conceptualising and streamline
operational procedures of quality through national and local consultations with
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all parties that reflect the diversity within the countries and seek to implement
them effectively (UNESCO & UNICEF, 2012).

ACTIVITY 5.3
What do you think are the main differences between the Western and
Eastern models of early childhood education?

In this topic, we have learned the following:

A curriculum model determines the type of curriculum used, educational

philosophy, approach to teaching and methodology. In short, it is a plan that
is used in education that directs teacher instruction.

The roles of:

The Ministry of Education (MOE), which is responsible for transforming

the National Education Policy into educational plans, programmes and
projects in accordance with national aspirations and objectives. It is also
responsible for setting guidelines for the implementation and
management of the educational programmes.

The Curriculum Development Division, under the Policy and Educational

Development Sector of MOE, which is in charge of developing and
implementing the national education curriculum.

The philosophy of education is a belief that influences what and how children
are taught.

Western curriculum models used in the US, New Zealand, Australia, Kenya
and Europe. We also looked at four different curriculum models that
originated in the West that are the Waldorf, Montessori, Regio Emelia and
High/Scope.

The types of curriculum models in the East specifically in the Asia Pacific
Region and how the definition, scope, development, monitoring and
evaluation of the curriculum standards and framework vary significantly
among the countries.

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Te Whariki or Woven Mat Pre-K programmes

Curriculum models Reggio Emilia
Early Learning And Development Thematic Integrated Approach
Standards (ELDS)
High/Scope Waldorf
Montessori

Association of Waldorf Schools of North America, AWSNA (2015). Waldorf

Education. Retrieved from
https://waldorfeducation.org/default.aspx?RelID=622345&issearch=wald
orf%20education#item630819

NAEYC (2009). Developmentally appropriate practice in early childhood

programs serving children from birth through age 8. Retrieved from
https://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf

Curriculum Development Centre. (2007). Early childhood care and education

policy implementation review. Malaysia: Ministry of Education Malaysia.

Dodge, D.T (2004), Early childhood curriculum models - why what and how
programs use them. Retrieved from
https://www.childcareexchange.com/library/5015571.pdf

Ministry of Education Malaysia. (n.d.). National education philosophy. Retrieved

from http://www.moe.gov.my/en/falsafah-pendidikan-kebangsaan

Klein A. S. (2008). Different approaches to teaching: Comparing three preschool

programs. Retrieved from
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?
ArticleID=367

UNESCO Bureau of Public Information (2005). National education policies.

Retrieved from
http://www.unesco.org/bpi/pdf/memobpi10_educationpolicy_en.pdf
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UNESCO International Bureau of Education (2011). World data on education:

Malaysia, VII Ed. 2010/11. Retrieved from
http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/
2010/pdf-versions/Malaysia.pdf

UNESCO & UNICEF (2012). EFA goal 1: Early childhood care and education.
Asia-Pacific End of Decade Notes on Education for All. Retrieved from
http://www.uis.unesco.org/Library/Documents/asia-pacific-end-decade-
notes-efa-goal-1-early-childhood-care-education-2012-en.pdf

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