development of malaysian school curriculum

7/30/2019 Development of Malaysian School Curriculum

1/22

Malaysia

Curriculum Planning,

DevelopmentAnd Reform

Edt5390 General Teaching Methodology

Edt5390


2/22

Legal foundation

The Education Act 1996 (Act 550, Laws of

Malaysia) provides the fundamental

basis for curriculum policies in Malaysia.

It indicates the specific laws and

provisions that give direction to

curriculum documents.


Edt5390


3/22

Education goals and objectivesThe countrys educational goals are manifested in the Malaysian

National Education Philosophy (NEP) which states that:

Education in Malaysia is an on-going effort towards further developing

the potential of individuals in a holistic and integrated manner so as to

produce individuals who are intellectually, spiritually, emotionally and

physically balanced and harmonious, 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 a

high level of personal well-being, as well as being able to contribute tothe betterment of the family, the society and the nation at large.


Edt5390


4/22

Education goals and objectivesThe countrys educational goals are manifested in the Malaysian

National Education Philosophy (NEP) which states that:

Education in Malaysia is an on-going effort towards further developing

the potential of individuals in a holistic and integrated manner so as to

produce individuals who are intellectually, spiritually, emotionally and

physically balanced and harmonious, 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 a

high level of personal well-being, as well as being able to contribute tothe betterment of the family, the society and the nation at large.


Edt5390


5/22

The education system

A uniform system of education in both primary and

secondary schools has been established whereby a

national curriculum is used in all schools. Common central assessment and examinations at the

end of the respective periods of schooling are also

being practiced.

The national language, Malay, is the official language of

instruction.


Edt5390


6/22

Curriculum philosophy

The school curriculum is expected to contribute

to the holistic development of the individual

(mental, emotional, physical, spiritual) by

imparting general knowledge and skills,

fostering healthy attitudes and instilling

accepted moral values.

The aim is to produce Malaysian citizens whoare balanced, trained, skilful and cherish the

national aspiration for unity.


Edt5390


7/22

Curriculum philosophy (cont.)

The general direction for on-going curriculum reform is

to improve the quality of education in order to achieve

the aims of the National Education Philosophy towards

achieving the nations vision to prepare children tobecome knowledgeable, trained and skilled individuals

to meet the growing needs of the millennium.

The school curriculum is designed to achieve the

intended learning outcomes for different ability levels.


Edt5390


8/22

CURRICULUM DESIGN

The national curriculum promotes unity through the

use of a single medium of instruction (the national

language) and the provision of the same core subjects

for all pupils in all schools within the NationalEducation System.

However, the cultural diversity of different ethnic

groups in Malaysia is preserved through the existence

of National Type Schools, which are allowed to use

other major ethnic languages as the medium of

instruction.


Edt5390


9/22

CURRICULUM DESIGN (cont.)

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, withemphasis 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.


Edt5390


10/22

CURRICULUM DESIGN (cont.)

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 areincorporated so as to bring the integrated development

of the intellectual, spiritual, emotional and physical

aspects of the individual.


Edt5390


11/22

ORGANIZATIONAL STRUCTURE AND

MECHANISMS OF CURRICULUM DEVELOPMENT

Malaysias system of curriculum development is centralized.

The Ministry of Education through its central agency, namely

the Curriculum Development Centre (CDC), is responsible for

initiating curriculum development.

The CDC is responsible for the development of the pre-

school, primary school and secondary school curriculum.

In the implementation of the curriculum, however, various

committees have been set up in the Ministry of Education,State Education Departments, Divisions/District Education

Offices and schools.


Edt5390


12/22



1. Educational Planning Committee. (Secretariat:

EducationalPlanning and Research Division, Ministry of

Education.)Functions:

To approve and formulate the major policies in the

Ministry of Education;

To consider all projects related to policy matters.


Edt5390


13/22



2. Central Curriculum Committee. (Secretariat: Central

Curriculum Committee, Ministry of Education.)

Functions:

To formulate curriculum policies, as well as study their

implications;

To determine the direction of curriculum development and co-

ordinate efforts to achieve this goal;

To consider and make recommendations concerning education

planning and implementation, as well as to present these findings

to the Educational Planning Committee; To study the implications of curriculum programs and to make

decisions accordingly;

To determine aspects which require research and study


Edt5390


14/22



3. Curriculum Implementation Committee. (Secretariat:

Central Curriculum Committee, Ministry of Education.)

Functions: Responsible for co-ordinating all levels of preparation in

implementing any curriculum programmes approved by the

Central Curriculum Committee;

To ensure co-ordination between the divisions of the Ministry and

the State Education Departments in the implementation of the

curriculum;

To gather feedback on curriculum implementation at the State,division/district and school levels;

To organize forums to discuss successful innovative programmes

implemented at the State level.


Edt5390


15/22



4. State Curriculum Committee.

Functions:

To monitor, assess and guide principals, headmasters

and teachers in the implementation of the curriculum; To gather and analyze information and take the

necessary follow-up action;

To co-ordinate the implementation of activities

between policy makers and implementers at theMinistry, division/district and school levels;

To co-ordinate the use of resources for curriculum

implementation;


Edt5390


16/22



5. Division/District Curriculum Committee.

Functions:

To plan activities and curriculum implementation

strategies at division/district levels; To arrange and organize courses and seminars to

disseminate the latest information to teachers and all

personnel concerned;

To advise and guide teachers in curriculumimplementation;

To monitor, supervise and evaluate the implementation

of the curriculum;


Edt5390


17/22



6. School Curriculum Committee.

Functions:

To plan, organize and evaluate teaching/learning

activities in schools; To work towards increasing the knowledge and

competence of teachers and students; To study the

suitability of the subject content and inform parties

concerned; To study, evaluate and determine the suitability of

textbooks or other materials;

To assess the scheme of work;

l to assess pupil performance and to identify follow-up

action;Edt5390 General Teaching Methodology

Edt5390


18/22


ASSESSMENT AND EVALUATION

Centralized examinations are held at the end of Year VI,

Form III and Form V. The results of these examinations

are used to evaluate the effectiveness of the

curriculum.

Examination results also provide feedback to theplanners to improve students achievement.

To assess pupil performance and to identify follow-up

action;


Edt5390


19/22


ASSESSMENT AND EVALUATION (cont.)

The various divisions of the Ministry also carry out

related studies to find out the impact of the curriculum

on students achievement.

These focus on specific areas of interest, and

information is commonly collected using surveys, classobservations 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 thesyllabus, textbooks and other teaching materials, and

improving teacher/learning strategies.


Edt5390


20/22

CONCLUSION

Careful planning is necessary to ensure the implementation of

the curriculum.

Thus, the school plays an important role in creating a

conducive environment encouraging excellence.

In this respect, headmasters and teachers need to understandand 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 onsocietys support in assisting the school to develop pupils

personalities and to participate actively in matters relating to

education.


Edt5390


21/22

CONCLUSION

Careful planning is necessary to ensure the implementationof the curriculum. Thus, the school plays an important role

in creating a conducive environment encouraging

excellence. In this respect, headmasters and teachers need

to understand and internalize the National EducationPhilosophy, 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 societys support in assisting the school to

develop pupils personalities and to participate actively in

matters relating to education.


Edt5390


22/22

TERIMA KASIH


Edt5390

development of malaysian school curriculum

Documents