Table of Content

1 Curriculum Development………………....…………………..……...………………2
1.1 Curriculum………………………………...……………………………………..2
1.2 Curriculum Development………...………………………………………….....2
1.3 Importance of Curriculum Development…..................................................3
2 Malaysia Curriculum Development (CDC)……………………………..……….....5
2.1 Introduction………………………………………………………………………5
2.2 Razak Report (1956)……………………………………………………………6
2.2.1 Purpose and content of Razak Report………………………………..7
2.2.2 Razak Report’s Content………………………………………………..8
2.3 Rahman Talib Report (1960)…………………………………………………..9
2.3.1 Changes and amendments in the Rahman Talib Report………….10
2.3.2 Recommendations in Rahman Talib Report………………………..10
2.3.3 Important aspects of Rahman Talib’s Report……………………….11
2.4 Mahathir Report (1979)……………………………………………………….11
2.4.1 The Cabinet Report (1979)…………………………………………...12
3 Curriculum Development Centre (CDC)……………………………………….....13
3.1 CDC History.……………………………………………………………………15
3.2 CDC Function and Roles.…………………………………………………….15
3.2.1 Function…………………………………………………………………15
3.2.2 Roles…………………………………………………………………….16
4 CDC Contributions to Malaysia Curriculum System
Development…………………………………………………………………....….....19
5 Conclusion……………………………………………………………………..…...…25
6 Reference………………………………………………………………………………26
1.0 Curriculum Development

1.1 Curriculum
The definition of curriculum according to the Ministry of Education
Malaysia (MOE) - Kementerian Pendidikan Malaysia (KPM) is that
curriculum is all educational plans run by a school or educational
institution to achieve the goals. It is a plan that incorporates all the
knowledge, skills, values and norms, cultural elements and beliefs of the
community to be passed down to its members. According to Neagley &
Evans, 1992; curriculum means all experiences designed and delivered by
the school. All learning experiences organized for students at every level
in the educational institution (Abdullah Mohd Noor & Ahmad Jaffin
Hassan, 1992). There are also opinions from some experts who say that
curriculum is an effort. A comprehensive effort designed by the school to
guide students towards the learning outcomes. (Inlow, 1976)

1.2 Curriculum Development

Curriculum development is described as planned, a functional,
progressive, and systematic technique to create advantageous
improvements within the educational system. Every time there are
modifications or developments happening around the world, the faculty
curricula are affected. There is a want to replace them to deal with the
society’s needs.

To illustrate this connection, let’s hint lower back history. During the
historic times, humans taught their kids understanding and abilities to
survive by means of catching fish or looking animals for food. They had no
formal schooling for the duration of that time, but their children learned
and purchased the know-how and skills for survival. So, during that time,
they already had a curriculum that other educators call as, the saber-tooth

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 curriculum. This sort of curriculum refers to a sort of curriculum that
existed for the duration of the historical times in which the reason of
coaching becomes for survival.

However, whilst the outcomes of discoveries and inventions became

inevitable, ancient human beings way of lifestyles had modified for the
better. As a result, education became formal, and curriculum development
developed as systematic, planned, functional and progressive, even
today.

1.3 Importance of Curriculum Development

Curriculum development has a broad scope because it is not only about
the school, the learners, and the teachers. It is also about the
development of society in general. In today’s knowledge economy,
curriculum development plays a vital role in improving the economy of a
country. It also provides answers or solutions to the world’s pressing
conditions and problems, such as environment, politics, socio-economics,
and other issues of poverty, climate change, and sustainable
development.

There must be a chain of developmental process to develop a society.

First, the school curriculum, particularly in higher education, must be
developed to preserve the country’s national identity and to ensure its
economy’s growth and stability. If universities have curricular programs
that are modern and in demand in the nearby or international markets,
many students even from foreign countries will enroll. A higher range of
enrollees would mean income for the universities. As a result, if the profits
are big, it could be used for teachers’ promotion, scholarship, and
remuneration. It can also be utilized in funding studies and development
endeavors, an in putting up school facilities, libraries, and laboratories.

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Country’s financial system can improve the people’s way of life via
curriculum development. To expand it, curriculum professionals or
specialists should work hand in hand with lawmaker who includes
senators and congressmen, the local authorities’ officials, governors,
mayors, among others. Likewise, business communities and industries,
and other economically oriented gamers in society may be engaged in
setting and imposing policies and guidelines for educational reforms.

Hence, curriculum development matters loads in placing the path of

exchange in an organization, not only on the micro however also at macro
levels. As long as the desires and goals of curriculum improvement are
clear inside the planner’s mind, cutting-edge achievements in diverse
concerns can be realized.

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2.0 Malaysia Curriculum Development

After more than ten decades, international around had witnessed an education machine
in this country exceptionally developed in term of coverage, as well as the contents
being deliver regardless the various forms of schooling that exists. Countless changes
concerning the curriculum along with the teaching methods have been made because
the very beginning. This is for keeping up with the globalization needs and at the
identical time considering the core elements that have to be preserved, to be genuine
our Malaysian values, a crux of the problem in upholding our training device with a
Malaysian identity. In short, curriculum development in Malaysian education is an ever-
changing process which is strongly affected by current trends and issues happening
locally and globally.

This has connection on curriculum development and how Malaysian education system
started and forms. This will be explain briefly through Introduction, Razak Report (1956),
Rahman Talib Report (1960), and Mahathir Report (1979), that have a part in curriculum
development in Malaysia and have a huge impact to the education system.

2.1 Introduction
The Malaysian education system began before the British came to this
country. The history of educational development in Malaysia can be
divided into two sections: Pre-Independence education from the British
colonial period to 1956 and Post-Independence education after 1957.
British arrival and intervention of the 19th century until the 20th century in
the government of Malaya has brought great changes in the political,
economic and social impact on indigenous peoples, and the latter
cosmopolitan society. This has caused a great deal of problems and has
influenced the development of the education system to this day.

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 However, the Razak Report (1956) and Rahman Talib Report (1960), has
been the basis of the formulation of the National Education Policy. The
important policies set forth by both reports have been incorporated into the
Education Act 1961.

The years following after independence for Malaya until 1970 is

considered as the restructuring of the education system not only in
Semenanjung Malaysia but also in Sabah and Sarawak too (Sufean
Hussin 2004). The years of 1970 to 1990 were regarded as the era of the
development and strengthening of the education system to achieve quality
educational aspirations and economic, and social progress.

At the same time KBSR (Kurikulum Baru Sekolah Rendah) in 1983 and
KBSM (Kurikulum Besepadu Sekolah Menengah) in 1989 were
implemented for the purpose of improving the quality of education in our
country.

The year of 1990 until 2010 is an era of globalization and liberalization of

education, especially higher education with the support of the Akta
Pendidikan Tinggi 1996. Ishak Saat (2009) stated that the nation-building
of the Malaysian nation was the first plan outlined in the PIPP (Pelan
Induk Pembangunan Pendidikan). The plan aims to provide Malaysians
towards a unified and cooperative race, and to unify the educational gap
between the rural and urban as well as the Malaysian communities.

2.2 Razak Report (1956)

Razak Report is one of the few educational reports established during the
Third Era, the post-independence era. Education reports have been
formulated to form an integrated education system and form the basis of
today's education system in Malaysia.

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 Tun Abdul Razak bin Dato’ Hussein
The Second Prime Minister of Malaysia (1970-1976)

Razak's report was introduced by then Education Minister, Tun Abdul

Razak Hussein. Tun Abdul Razak has set up an Education Committee
and recommended changes to the education system. The committee is
chaired by himself.

2.2.1 Purpose and content of Razak Report

1) Making Bahasa Melayu as the national language, the
language of unity and the language of instruction in
schools.
2) Strengthen unity among the Malays, Chinese, and Indian
nations as one family in Malaya.
3) Develop an education system to reduce racial disparities.
4) Provide adequate educational facilities to produce a
disciplined, trained, and progressive society.
5) Creating a more efficient and effective education
management system.
6) Establish a tolerant, disciplined, trained and progressive
society.
7) Meet the needs of an independent nation and develop
an education system.

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2.2.2 Razak Report’s Content

1) Primary School.
Primary schools are divided into Sekolah Rendah
Kebangsaan (SRK) that use BM as the medium of
instruction, and Sekolah Rendah Jenis Kebangsaan
(SRJK) that use English, Chinese, and Tamil as the
medium of instruction. Bahasa Melayu and English
become optional subjects. Pupils of Chinese and Tamil
descent in English-medium schools were given the
opportunity to learn their language if 15 or more students
wanted to learn. Teachers must have a Secondary
School Certificate and receive one-year and half, and full-
time training.

2) Secondary School.
Secondary schools are divided into 3 levels: lower
secondary school (3 years), upper secondary school (2
years), and pre-university (2 years). One type of
secondary school only makes Bahasa Melayu and
English as a compulsory subject. Open to all races and
use the same syllabus. To enter high school, you must
pass the examination for high school.

3) Examination System.

Form 3 exams (joint

examinations) and must
Lower Secondary School pass the Sijil Rendah
Pelajaran (SRP / LCE) to
enter high school.

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 Examination together in
Form 5 of the Federation of
Upper Secondary School Malaya Certificate equal of
Cambridge Overseas
Certificate.

Second-year Pre-U
examination to obtain a
Pre-University Higher Education Certificate
(STP / HSC) to enter
university.

Razak's report was approved in April 1957 and came into

force as the Ordinan Pelajaran 1957. Razak Report opposed
by the Malays because there is no coherence in the
implementation of the national language. The Chinese were
at the time opposed to some suggestions for ignoring
Chinese education.

2.3 Rahman Talib Report (1960)

In June 1960, a National Education Policy review committee was
established and it was chaired by Abdul Rahman Talib, the Education
Minister, Federation of Malaya. Review the implementation of national
education policies as set out in the Razak Report. Improve the federal
education system Malaya. Rahman Talib's report was eventually enacted
into the Education Act 1961.

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 Diagram 2: Tunku Abdul Rahman
The First Prime Minister of Malaysia (1957-1970)

2.3.1 Changes and amendments in the Rahman Talib Report

1) Elementary education is free.
2) Sekolah Rendah become Sekolah Kebangsaan (SK) and
Sekolah Jenis Kebangsaan (SJK).
3) Elementary school is a school up to the age of 15.
4) Moral education is emphasized.
5) The teaching of Islam for students should be at least 15.
6) Manner (akhlak) education is emphasized.

2.3.2 Recommendations in Rahman Talib Report

1) School age from 12 to 15 years.
2) Establish an Advanced Education School; vocational
course for 3 years.
3) All Sekolah Rendah Umum and Sekolah Rendah Jenis
Umum change their name to Sekolah Rendah and
Sekolah Rendah Jenis Kebangsaan.
4) Public high school examinations need to be in the
language of instruction only.
5) SMK and SMJK get full support from the government and
establishing private secondary school.

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 6) Proposed to establish Technical Institute in Kuala
Lumpur, Ipoh, Penang, East Coast or Johor (carpentry
school).
7) Emphasize moral education; Islamic religious education
will be taught if the student of Islam exceeds 15 students.
8) Primary education is free.
9) The Local Education Authority in the Razak Report was
found to be inadequate; the formation of the Lembaga
Penasihat Pelajaran Negeri.
10)Jemaah Nazir Negeri is established to assist the Jemaah
Nazir Persekutuan.

2.3.3 Important aspects of Rahman Talib’s Report

1) Be the starting point for the implementation of Bahasa
Malaysia as the main intermediary language and the
medium of language conversion.
2) Establish the same system of school exams despite
different languages at the primary, lower secondary, and
upper secondary.
3) Emphasize technical and vocational education for skilled
labor.
4) Emphasis on moral and religious education for spiritual
needs as core.

2.4 Mahathir Report (1979)

Then in 1979, Jawatankuasa Kabinet was established to study Dasar
Pelajaran. The committee was chaired by Deputy Prime Minister and
Education Minister at the time, Tun Dr. Mahathir Mohamad.

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 Diagram 3: Tun Dr. Mahathir Mohamad
The Forth & Seventh Prime Minister of Malaysia
(1981-2003 & 2018-Until Now)

"To review the goals and effectiveness of the current education system
with the aim of ensuring that the country's human resource needs are met
in the short and long term while ensuring that the education system meets
the national goals of producing a united, disciplined and trained
community." – Tun Dr. Mahathir Mohamad

2.4.1 The Cabinet Report (1979)

A study was conducted to study the lessons of the science
and technology challenges and the Dasar Ekonomi Baru.
The six aspects are;

1) Emphasis on the Malaysian style curriculum

paradigm.
2) Emphasis on basic education in 3R (Read, Write,
Arithmetic) and teaching recovery.
3) Education of secondary through academic and
vocational channels.
4) Strong spiritual education.
5) Improved overall quality of the study.
6) The position of English as a second language is
maintained.

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3.0 Curriculum Development Centre (CDC)

The Curriculum Development Centre (CDC) of Malaysia has been operating since
January 1973 and became a department of the Malaysia Ministry of Education in May
1974. Its establishment became the outcomes of over a decade of curriculum
improvement efforts through the Ministry of Education. The CDC becomes an outgrowth
of both the First and Second Malaysia Plans.

The CDC is liable for bringing Malaysian curricula updated and ensuring that those
curricula meet the changing needs of the Malaysian society. The major sorts of activities
undertaken by using the CDC consist of studies, assessment, improvement, testing,
training, and extension services associated with curriculum programs.

Projects of the CDC encompass the special undertaking for the improvement of
technological know-how and mathematics teaching within the primary schools (Projek
Khas), the secondary faculty technology and arithmetic task, the language unit and
projects, the populace education undertaking, the social science research venture, the
compensatory education task, the Pahang Tenggara Project, the prototype research
and nice manage unit, the evaluation unit, and the aid center. The history of CDC
projects, Projek Khas and the Lower Primary School element of the Compensatory
Education Project, illustrate the sports and emphases traditional of the pre- and post-
1973 periods within the curriculum reform movement.

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 YBrs. Dr Mohamed Bin Abu Bakr
Head of Department

Vision Creating quality Curriculum for world-class education.

Develop an integrated and useful school curriculum for the

Mission development of one's full potential and to meet the needs of
the nation.

1. Develop a school curriculum.

2. Spread the school curriculum.
Function 3. Monitor the implementation of the school curriculum.
4. Provides school curriculum support materials.
5. Carry out assessment for school curriculum development.

Develop and expand the school curriculum towards improving

Objective
the quality of education in line with national aspirations.

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3.1 CDC History
Bahagian Pembangunan Kurikulum (BPK), formerly known as the Pusat
Perkembangan Kurikulum (PPK) was established in 1973 as a Unit which
is the Unit Perkembangan Pelajaran of the Bahagian Perancangan
Penyelidikan Dasar Pelajaran. In the same year, the unit was separated
from its main to serve as a new division under the Ministry of Education
Ministry of Malaysia (KPM). The division is responsible for improving the
quality of education through the drafting and development of relevant,
quality curriculum for all government schools and government assistance
at the preschool, primary and secondary. Accordingly, the Pusat
Perkembangan Kurikulum (PPK) at that time acquired its own building
located in Damansara. In 1977, the PPK moved to a new location at the
Ambassador Tour, Kuala Lumpur until December 31, 2004. Starting 1st
January 2005, the PPK is operating in its new building at Block E9, Parcel
E Government Complex, Federal Government Administrative Center,
Putrajaya. Following the restructuring of the Ministry of Education
Malaysia (KPM), effective on 16 June 2008, the Pusat Perkembangan
Kurikulum (PPK) is now known as the Bahagian Pembangunan Kurikulum
(BPK).

3.2 CDC Function and Roles

3.2.1 Function
1) Develop a school curriculum.
- For example, KSSR Kadazandusun operated during
2011 from Pelan Pembangunan Pendidikan Malaysia
(PPPM)

2) Spread the school curriculum.

- If a subject has been altered or redefined, the
Bahagian Pembangunan Kurikulum will distribute it to
the school such the use of Kadazandusun language.

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 3) Monitor the implementation of the school curriculum.
- The curriculum development department will also
monitor each and every implementation of the
curriculum in the school whether or not the
implementation is effective. Kadazandusun learning in
each of the selected schools could be an example.

4) Provides school curriculum support materials.

- For example, DSKP is a material used in curriculum
teaching in school and every teaching process must
follow the instruction provided from the book.

5) Carry out assessment for school curriculum

development.
- Each school will be evaluated by the curriculum
development division this section is responsible for
improving the quality and improvement of education
through the development and development of relevant
and quality curriculum for all government schools and
government assistance at the preschool, primary and
secondary levels.

3.2.2 Roles
1) The Academic Registrar has oversight of the curriculum
development and approval process.
- As an example, when a course is changed from
KBSM to KSSM, it requires approval through the
Curriculum Development Division.

2) The Curriculum Records Manager is the primary source

of advice on curriculum design and approval, including
the collation of all documents required for final approval,
the administrative responsibilities in ensuring the process
is logged and complete and the arrangements for the

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 external reviewer’s attendance at a Curriculum Validation
Committee.
- For example, the Kadazandusun DSKP curriculum
based standard became international practices and
have been incorporated into KSSR through drafting of
the Curriculum and Assessment Standard Document
(DSKP) for all subjects that contain Content
Standards, Learning Standards and Standards
Assessment.

3) The Head of Department is responsible for planning and

monitoring curriculum development activity within their
department, to ensure it aligns with the institution’s
mission, meets key objectives and provides a high quality
and vocationally relevant student experience.
- Kadazandusun can be a great examples as this
subject is new in learning so every activity or learning
objective should be monitored whether it works or not
for the students otherwise the curriculum
development will initiate the best way to make the
change in learning.

4) The nominated Curriculum Development Leader is

responsible for leading the development work, compiling
all the necessary documentation, chairing/coordinating
design meetings, ensuring deadlines are met and liaising
with the necessary team members and support services.
- As an example, DSKP kadazandusun was created by
Sandra logijin who are one of the curriculum
development department members in KPM Sabah
and is responsible for leading the development of
Kadazandusun.

5) The Curriculum Design Team in collaboration with the

Curriculum Development Leader is responsible for

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designing the academic content of a curriculum
development and ensuring the development:
 Supports a high quality student experience to ensure
students are more competitive in the way they think
and solve problems.
 Meet quality expectations and academic standards
that shape learning that will produce quality students
in the future.
 Conforms to academic regulations in accordance with
academic rules where students accept the subject
they are taking as an example of whether a student
chooses a literary or science stream.
 Supports students in developing to be the best they
can become such as providing a high level of
exposure to skills and morals so that students
understand education is very important in life.

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4.0 CDC Contributions to Malaysia Curriculum System Development

The country’s education goals and objectives are manifested in the Malaysian National
Education Philosophy (NEP) which states that the education in our country, Malaysia is
an on-going effort towards a further developing potential of individuals in a holistic and
integrated manner as to produce students who are intellectually, emotionally and
physically balanced and harmonious. Such effort like this is designed to produce
Malaysian citizens who are knowledgeable and competent, who possess high moral
standards as well as being able to contribute to the betterment of the family, the society
and the nation at large. The school curriculum is expected to contribute towards a
holistic development of the students.

The education system is a uniform system of education in both primary and secondary
schools that has been established whereby a national curriculum is used in all schools.
Common central assessments and examinations at the end of studying or learning
periods of school are being practiced. The national language which is Malay is the
official language of instruction.

The curriculum design promotes unity through the use of a single medium instruction
which is using the national language and the provision of the same core subjects for all
students in all schools within the National Education System. Due to the cultural
diversity of different ethnic groups, the diversity is preserved through the existence of
National Type Schools; which are allowed to use other major ethnic languages as the
medium of instruction. An example of national type school, Sekolah Jenis Kebangsaan
Cina and they are allowed to use their main language which is Mandrin/Chinese Pin Yin
as their medium of instruction in that particular school. As for other subjects such as
Science and Mathematics, it will be bilingual. In a Chinese Type School, it’s not only the
Chinese ethnics studying in that school because there will be other ethnics that are
interested in studying in a Chinese Type School.

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The underlying theoretical principle of national curriculum formulation is that of general
education, using an integrated approach in curriculum planning. The curriculum
comprises content and skills, with emphasis on the development of basic skills, the
acquisition of knowledge and thinking skills. Each subject must also incorporate the
inculcation of moral values and attitudes and the correct use of Malay and other
languages, such as English, Chinese and Tamil. The integrated approach is the main
focus in the design of the Integrated Curriculum for Primary School and Integrated
Curriculum for Secondary School. The elements of knowledge, skills and values are
incorporated so as to bring the integrated development of the intellectual, spiritual,
emotional and physical aspects of the individual.

CDC’s contribution towards Malaysia’s curriculum system development is that, CDC is

responsible for bringing Malaysian curricula up-to-date and ensuring that these curricula
meet the changing needs of our Malaysian society. These contributions includes major
activities undertaken by the CDC such as research, evaluation, development, testing,
training and extension services related to curriculum programs. The contributions for the
secondary school also undergo the Science and Mathematics project. Moreover, the
purpose of having a curriculum system is to have a better teaching strategy, the
documents provided by Curriculum Development Center (CDC) have various effective
methods suggested for teachers in Malaysia to teach a certain subject. Among the
recommended teaching practices for example, Science classrooms are; constructivist,
mastery learning, science process skills, thinking skills and metacognition, student
centered learning and the integration of information and communication technology.
There are many types of curriculum in the Malaysian curriculum system development;
History curriculum, Science curriculum, English curriculum and many more other
subjects.

There’s also a project called Projek Khas for the improvement of Science and
Mathematics teaching in the primary schools. Projek Khas is specially made for
boarding students. Projek Khas was established in year 2003 and its purpose is to help
underprivileged students whose family that are unable to handle the school fees. Projek

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Khas helps those students to cover their school fees, exam fees, and hostel fees as well
as managing the students’ essential needs.

As for assessment and evaluation Centralized examinations are held at the end of Year
6 which is Ujian Penilaian Sekolah Rendah (UPSR), Form 3 will be sitting for their
Pentaksiran Tingkatan 3 (PT3) and Form 5 which is Sijil Pelajaran Malaysia (SPM). The
results of these examinations are used to evaluate the effectiveness of the curriculum.
There is a specific of program evaluation that use of social research methods to inform
the effectiveness of the curriculum. The functions of curriculum evaluation are to
diagnose, compare, revise curriculum, anticipate education needs, and to match the
objectives with the actual performance. An evaluation serves to improve learning and
program planning and implementation. Examination results also provide feedback to the
planners to improve students’ achievement. Based on the analysis of students’ scores
by items, their achievement in the various skills can be inferred. This brings questions
such as “Should the performance drop below the expected standard?” The related
divisions of the Ministry look into the problem and take prompt action to improve
students’ future achievement.

The various divisions of the Ministry also carry out related studies to find out the impact
of the curriculum on students’ achievement. This focuses on specific areas of interest,
and information is commonly collected using surveys, class observations or test items.
Information obtained reflects the effectiveness of the curriculum and the Ministry is
required from time to time to take follow-up action, such as reviewing the syllabus,
textbooks and other teaching materials, and improving teacher/learning strategies.

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Diagram 4: Form 2 Pulse textbook and workbook

Diagram 5: Pulse book for teacher’s reference

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Diagram 6: Pulse book for teacher’s reference book that includes guidelines for
teachers enabling them to evaluate students in class.

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Diagram 7: An example of English mid-term exam paper for Form 2 students.
Assessments and test items are used to track students’ ability in mastering a
specific subject and its topic.

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5.0 Conclusion

In a nutshell, careful planning is necessary to ensure the implementation of the

curriculum. Thus, the school plays an important role in creating conducive environment
encouraging excellence. In this respect, headmasters and teachers need to understand
and internalize the National Education Philosophy, the aims and objectives of the
National Education Policy and the integrated approach of the curriculum. Apart from the
school and parents, society also plays an important role. The success of the curriculum
depends on society’s support in assisting the school to develop pupils’ personalities and
to participate actively in matters relating to education.

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6.0 References

Alvior, Alvior, Alvior, M. G., Petersays, O., Alvior, Gabriel, … De La Salle University.
(2018, December 4). The Meaning and Importance of Curriculum Development.
Retrieved from https://simplyeducate.me/2014/12/13/the-meaning-and-importance-of-
curriculum-development/

Bakar, A. (2013, July 21). Konsep dan definisi kurikulum. Retrieved from
https://www.slideshare.net/nayiza/konsep-dan-definisi-kurikulum

Freddy, D. (2016, August 2). Laporan Rahman Talib. Retrieved from

https://www.slideshare.net/DenneFreddy/laporan-rahman-talib

Jesh, J. (n.d.). APAKAH YANG DIMAKSUDKAN DENGAN KURIKULUM.

BINCANGKAN PENDAPAT DAN PANDANGAN PAKAR-PAKAR TENTANG
KURIKULUM. Retrieved from
https://www.academia.edu/12007072/APAKAH_YANG_DIMAKSUDKAN_DENGAN_KU
RIKULUM._BINCANGKAN_PENDAPAT_DAN_PANDANGAN_PAKAR-
PAKAR_TENTANG_KURIKULUM

Malaysian Educational Curriculum Development. (n.d.). Retrieved from

https://www.scribd.com/doc/74575186/Malaysian-Educational-Curriculum-Development

N. (2019, December 21). BPK - Bahagian Pembangunan Kurikulum. Retrieved from

https://www.pendidik2u.my/bpk-bahagian-pembangunan-kurikulum/

Penyata Rahman Talib Simple. (n.d.). Retrieved from

https://www.scribd.com/document/80384586/Penyata-Rahman-Talib-Simple

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Salleh, Z. (1970, January 1). Penyata Razak dan Penyata Rahman Talib. Retrieved
from http://smgr1991.blogspot.com/2012/12/penyata-razak-dan-penyata-rahman-
talib.html

Shaari, M. K. bin. (2019, December 1). Bahagian Pembangunan Kurikulum. Retrieved

from https://www.moe.gov.my/korporat/bahagian-dan-unit/bahagian-pembangunan-
kurikulum

Yeoh. (1976, November 30). The Curriculum Development Centre of Malaysia. Studies
of Curriculum Development Centres in Asia 2. Retrieved from https://eric.ed.gov/?
id=ED165298

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