EDF 1001 Historical & Philosophical Found. Of Malaysian Education

1. EDF 1001Historical & Philosophical Found. Of Malaysian Education NORHAZWANI KHAMIS SHAZLIN ELAIZA LAZIM ROSZIANA NORDIN

2. TASK 10:Reforms in Malaysian Educational Systemfrom 1990s to 2005

3. Education Act ,1961 • Became the basis of the National Edu. Policy (NEP). • Contained in the Razak Report (1956) and the Rahman Talib Report (1960) constituted the National Edu. System adopted today.

4. Education Act , 1996 • In line with rapid ICT, the government decided to re-examine the Edu. Act, 1961.  The formation of National Advisory Council.  The National Edu. System was to encompass pre school – tertiary level.  The National lang. / BM be the main medium of instruction.  The Minister of Edu. Had the power to set up technical edu. at any institution including those at tertiary level & the setting up of teacher training ] colleges.  Islamic religious teachers would be provided to all schools with more than five Muslim pupils.

5. Why there are Changes in the Educational System? • Edu. plays a vital role in preparing a trained and highly competitive workforce for the nation. • Aimed at achieving world class edu. • Upgrading the efficiency of the public universities in Malaysia. • Government encouraged the formation of private institutions of higher learning. - encouraged to widen & inculcate research and devlpmnt as a culture in order to develop Malaysia into a centre of edu. excellence.

6. MALAYSIA AS A CENTRE OF EDUCATIONALEXCELLENCE

7. Vision 2020 & The Edu. Approach • Malaysia is a fast developing country in the middle of the International trade highway. • The economic change from agriculture industry =drastic changes including the nation’s edu. system. • In line with the aims outlined in Vision 2020:

8. “To build a progressive and scientific society, a society which has a high capacity for change and forward looking, not only as the user of technology but also as a contributor to the future of science and technology. (6th Challenge Vision 2020)

9. Vision 2020 & The Edu. Approach • In 1991, Tun Dr. Mahathir Mohamed introduced Vision 2020 as the foundation and direction in developing a progressive industrial nation in its own mould. • The MAIN goal : produce outstanding individuals who are PIES @ JERI balanced in line with the National Philosophy of Edu. (NPE). • Other aspects : curriculum, quality teachers, present infrastructure & an efficient edu. management system.

10. Structuring the Edu. Curriculum • Reviewed in line with the 1967 Higher Edu. Planning Committee Statement. • 1996: - MOE formulated the Smart School concept. - Upgrading the broadcasting of ETV. - Fully equipped computer laboratories. • The intro. Of the KBSR & KBSR (emphasis co-curriculum programmes; uniform bodies, clubs/societies & sports. -to develop & enhance relationships -to spend time wisely -to apply and reinforce knowledge gained in classroom -to train them to be confident & independent -to help students complete the academic achievement

11. Changes in EducationalCurriculum

12. Pre-school - 1992: government initiated it in all national primary schools esp. in rural areas under MOE. - Cover all aspects in children’s mental, spiritual, emotional, physical & social development. • New Primary School Curriculum (NPSC) - Introduced in 1982 in 305 schools on an exp.basis. - The MAIN aim: produce students who are intellectual only but also of high moral standards. - Organised into 3 parts : comm., human & environment and individual development. - Each part divided to basic skills, spirituality, values & attitudes; humanity & envrnmnt and arts &recreation.

13. - 1993: NPSCIPSC (Integrated Primary School Curriculum). - Changes in subjects –Lang., Physical Edu., Islamic Edu. & Moral Edu. • New Secondary School Curriculum (NSSC) - Began in 1980, in line with the proposal in the Cabinet Committee Report (1979). - 1st implemented in 1988 in Form 1 and Remove Classes (BM, English, Chinese & Tamil lang.) - 1989:NSSC fully implemented in Form 1 - 5. - Lower Sec. Level: subjects divided into core & additional groups. - Upper Sec. Level: elective subjects introduced.

14. The National Exam. System • Malaysian Examination Syndicate (MES) and the Malaysian Examination Council (MEC). • Phases of Development 1) The Pre Independence Phase -no attempt by the colonial government to develop a national education policy or a coherent system of education. -based on individual school requirements or that of external examining bodies such as the Overseas School Certificate.

15. 2)Implementation of the Razak Report (1956) -led to the formulation of the National Edu. Policy. -establishment of the Malaysian Examination Syndicate. -apart from the administration of the Cambridge Examination, it also conducted on its own the Malayan Secondary School Entrance Examination (MSSEE) and the \ Lower Certificate of Education (LCE).

16. 3) The Implementation of the Rahman Talib Report (1960) -elective subjects were introduced into the LCE and the ‘Sijil Rendah Pelajaran’ (SRP) , -the Standard Five Assessment Examination, -the Malaysian Vocational Education Certificate Exam. & the Year Three Diagnostic Test.

17. 4) Implementation of the Cabinet Report (1979) -Implementation of the (UPSR)/Primary School Achievement Test replaced the ‘Peperiksaan Penilaian Darjah V’ (PPDL) or Standard Five Assessment Exam., and the (PMR)/Lower Certificate of Education Exam. -Ensure that the (SPM)/Malaysian Certificate of Edu. was in line with the NPE. -Led to the formation of the Malaysian Exam. Council (MEC) in 1980. responsible of co-ordinating and administering the (STPM)/Malaysian Higher School Certificate which replaced the Higher School Certificate (HSC) Exam. initially co-ordinated by the University of Cambridge Local Examination Syndicate with the co-operation of University of Malaya.

18. Teachers’ Education • Pre-service Training Programmes 1)MPIK Twinning Programme-UK/New Zealand -1992: MPIK twinned with 13 institutions of higher learning in the UK and New Zealand to offer courses in (TESL). 2) Diploma in teacher Education Malaysia -July 1996: the 6 Semester Diploma Course was introduced to replace the Certificate in teaching as an attempt to upgrade the Image of the teaching profession

19. 3) Privatised Teacher Training Programme -Introduced in September 2000 and offered to teachers at private teaching institutions, private candidates and agencies outside the MOE 4) Bachelor Degree Teaching Programme/ (PISMP) -The first intake of 1,525 candidates, in June 2004, is attending this programme which will gradually replace the Malaysian Teaching Diploma Course (KDPM).

20. 5)Special Programme -The Ministry implemented a special programme for People’s Religious School (SAR) teachers for Islamic Studies and academic subjects. 6)Postgraduate Teaching Course (KPLI) Full Time, Primary & Secondary School -Primary: 3,954 candidates were trained in all teachers’ training colleges in 11 primary school subjects. Projection for the 2005 intake is 3,000. -Secondary: 1,952 candidates were trained in 2004 and 1,940 are projected for the 2005 intake

21. 7) TESL Edu. Bachelor Degree Course & Outstanding Students for Overseas Universities • MOE B.ed TESL IPTA/Overseas institutions implemented in May 2002. • For 5 years, had its 1st intake (2002) and the 5th intake in (2006). • Estimated that 2,500 graduates will be produced by the end of 2011. Overseas institutions: College of St. Mark & St. John (UK), Queensland University of Tech. & Macquarie University (Aus), Victoria University of Wellington & University of Auckland (NZ). •  7 IPTAs are also involved in this programme.

22. - 2003: 300+ Cohort 2 TESL students in 7 different teachers’ training colleges including 50 students in MPPM. -2004: 375 students in local universities’ twinning programmes, 125 TESL students in overseas universities and 102 outstanding students in Mathematics, Physics, Chemistry and Biology were placed in well-known overseas universities.

23. Teslians (Cohort 2)-MPPM

24. In-Service Training Programmes 1) Smart School Teacher Training Course -Since 1998, it was organised to upgrade teacher skills in order to fulfil the needs of smart schools especially those concerning ICT. 2) Special Programme to produce Graduate Teachers (SPGT) -Carried out in 1999 through the MoU between the teacher training colleges and institutions of higher learning nationwide 3) Master and PhD Programmes (MPP) -AIM: increase the number of highly qualified lecturers to assist course participations who are attending the twinning programmes with universities, post Graduate Teaching Course and the in-service courses.

25. 4)Special Programme Enabling Non-Graduate Teachers to Attain Degrees (PKPG) -2004: to enable teachers to attain degree (PKPG) involved 16 teachers’ training colleges and 11 institutions of higher learning (IPTA). \ 5)Open University Malaysia (OUM) Distance Education Programme (PJJ) -BPG-OUM co-operation began on 22 March 2002 when the OUM was signed for a period of five years (concluding by the end of 2005). 6)English for the Teaching of Mathematics and Science Programme - 2002: the Cabinet resolved that the Mathematics and Science subjects would be taught I English beginning from 2003 in Year 1, From 1 and Lower 6

26. 7) National Reserve Teachers Group Pioneer Project (KGSK) -Those qualified to become members of KGSK are:  Teachers on compulsory retirement  Teachers on optional retirement  Teaching professional qualification holders  Teachers who have not been served disciplinary action  Teachers who are not more than 65 years of age. -Play the role of replacement teachers (to fill vacancies in schools due to teachers attending courses, on sick leave, on pilgrimage leave, etc) and carry out teaching and learning duties in the classroom, co-curricular activities and preparation of teaching materials

27. Moral and Islamic Education Programme • Placement and Transfer of Islamic Education Teachers -2004:1054 Islamic Edu. Teachers posted o primary and secondary schools throughout the country. • Aid for Public religious Schools -JAPIM has organised aid for Public Religious Schools which follow the KAFA curriculum. -A total of 1557 People’s Religious Schools that follow the KAFA curriculum qualified t receive such aid.

28. J-QAF Programme -to fulfil he aspiration of the honourable PM. -objective: ensure that primary school students complete their reading of Quran, master reading and writing in jawi, improve and be proficient in Fardu Ain and know basic communication in Arabic.

29. ICT

30. The globalisation of information has extended our accessibility to knowledge. Hence, student being as the nation most valuable asset students must be exposed to the use of ICT.

31. MOE implemented a range of activities and projects based on E-learning, which has the capacity to develop a culture of learning where students are able to: • Self-direct own learning • Engage in continuous learning • Access courses from a variety of sources • Communicate and discuss with almost anyone regardless of distance and borders.

32. The Munsyi Web Pilot Project It was implemented in 1996 involving 14 secondary schools throughout Malaysia. It is a co-ordinated effort of MOE and a private telecommunication company. The main purpose of the project is to encourage teachers and students to share information on the Internet and develop an Electronic Resource Centre (ERC)

33. School Net Project It is a broadband internet access infrastructure project that aims to bridge the digital divide. It involves network connection for schools throughout Malaysia. Its is under the supervision of Ministry of Energy, Water and Communication, Ministry of Education and Ministry of Finance and it is funded by the Communications and Multimedia Commission from 2003-2008. The School Net is developed to connect ten thousand schools throughout Malaysia under one network.

34. Partners-in-Learning Programme A MoU between MOE and Microsoft (M) Sdn. Bhd. was signed in 2004 to establish co-operation in order to make this programme a success. This programme is aimed to expose student and teacher to the latest computer technologies and the best ways to utilise them.

35. Web-Based Applications MOE Bachelor in Education Programme (PISMP) Jawi, Quran, Arab and Fardu Ain (j-QAF) Malaysian Teacher Selection Test (MTeST)

36. Smart School

37. The joint venture partners were Telekom Multimedia Sdn Bhd, Sapura Telecommunication Bhd, Educational Trend sdn Bhd, DEMC Anzagain Sdn Bhd, digital Technologies Sdn Bhd, Custommedia Sdn Bhd, Multi Media Synergy Corp Sdn Bhd, BT Multimedia (Malaysia) Sdn Bhd, Electronic Data Systems IT Services (Malaysia) Sdn Bhd, NIIT Malaysia Sdn Bhd. In July 1997, The Malaysian Smart School – a Conceptual Blueprint was produced by a project team, which consisted of industry representatives, officials from the Multimedia Development Corporation and the Ministry of Education.

38. Pilot Project 1999 - Dec 2002 87 schools By 2010 9000 schools

39. Firstly: The National Phylosophy of Malaysian Education will be the main component of Sekolah Bestari curriculum Secondly: moral values that have been stressed in present curriculum will go on into Bestari schooling Current education system in Malaysia and will continue in Sekolah Bestari. These two foundations of Malaysian Education will not be nagiotable in the Bestari Curriculum. This will make the Sekolah Bestari different than the rest of Smart Schools. How the curriculum is being carried out in Sekolah Bestari may resemble to the existing Smart Schools.

40. Misconceptions… People started imagining classrooms packed with computers, internet, video conferencing equipments and all the latest communication technology can offer. These misconceptions were due to the association of Sekolah Bestari and MSC. Sekolah Bestari is NOT ABOUT TECHNOLOGY. If the technology is there then it is wise to use it.

41. The teaching continuum will move from teaching to facilitating as students in one Bestari classroom will be doing different activities according to their abilities. The present Sage by the Stage approach will move to Guide by the Side. The most important idea about Sekolah Bestari involves the teaching and learning process. The Bestari curriculum will cater for all levels of learners. This is where virtual express class concept comes in. A fast learners will be able to proceed to the higher and more complex contents of the syllabus while the slow learners will continue with activities until they are ready to move on.

42. SPORTS

43. The implementation of sports development programmes in schools is under the ambit of the Sports and Physical Education Department (SPED). The function of this department are to formulate sport policies, plan sports development and manage sports programmes that involve various governments schools, while the Malaysian Schools Sports Council (MSSM) focuses on sport excellence.

44. Bukit Jalil Sports School Established in 1996 Currently accommodating 600 students In 2000, a Pre-University programme was developed as a result of a joint effort between UPM and Malaysian Sports Council

45. Achievements… • 10 Gold medals, 17 Silver medals & 13 Bronze medals at the 2003 SEA Games in Vietnam • Three divers; Leong Mun Yee, Gracie Junita and Bryan Nickson represent Malaysia in 2004 Olympic Games in Athens. • Bryan Nickson – was placed 19th out of 33 in his event, in Belem, Brazil (2005), he won the 3-metre diving event. • 2004 World Junior Badminton Championship in Richmond, Vancouver; Hoon Thiew How and Tan Boon Heong won the doubles.

46. Bandar Penawar Sports School Established in 1998 in Kota Tinggi, Johore Malaysia’s second Sports School Accommodation for 600 students Offers classes for students from Year 4 until Pre-University

47. Achievements… • Sepak takraw runner-up in the 2004 ASEAN Schools Championship • Won the gold (under 16) in the 7th Thailand Schools Sports Championship • Qualified for the quarterfinal of the Hockey Tournament (2004) in Jawaharlal Nehru, India.

48. SCIENCE & TECHNOLOGY

49. SCIENCE

50. The ability to master science and technology appears to be a prerequisite to achieve the status of developed nation by the year 2020 based on K-economy The MOE, in line with this policy, has made various changes to the education system with a focus on science and technology to be implemented between 2001 to 2010. Significantly, more S & T classes have been increase in each state.