View
220
Download
0
Category
Preview:
Citation preview
7/27/2019 EDU 405 - Chapter 01
http://slidepdf.com/reader/full/edu-405-chapter-01 1/18
EDUCATION IN MALAYSIA: A HISTORICAL REVIEW | 1
7/27/2019 EDU 405 - Chapter 01
http://slidepdf.com/reader/full/edu-405-chapter-01 2/18
2 | EDUCATION IN MALAYSIA: A HISTORICAL REVIEW
1.0 INTRODUCTION
Informal education in Malaysia began since the Malacca Sultanate. For decades, the
education in Malaysia went through a series of transformation according to local needs.
There was no significant change in the provision of education during the occupancy of
Portuguese and Dutch. However, the arrival of the English in 1786 brought a new era in
education for the Malays until it was disrupted by the invasion of the Japanese in 1941. After
the fall of the Japanese in 1945, the English again played a significant role in thedevelopment of education until Malaya achieved its independence from the British on 31 st
August 1957.
Since independence, education in Malaysia has undergone tremendous changes and
development. From a diverse and fragmented system of education based upon communal
needs, it has evolved into an education system that strives to build a united nation according
to the Malaysian mould. Malaysia aims to produce a competitive society that is strong, united
and resilient in facing challenges and adversity.
7/27/2019 EDU 405 - Chapter 01
http://slidepdf.com/reader/full/edu-405-chapter-01 3/18
EDUCATION IN MALAYSIA: A HISTORICAL REVIEW | 3
1.1 PRE-INDEPENDENCE : EDUCATION DURING THEBRITISH OCCUPANCY (1824-1957)
Prior to attaining independence from the British in 1957, there was an absence of uniformity
in the provision of education. Each ethnic group established its own school. Malay, English,Chinese and Tamil schools used their respective medium of instruction, curricula, books and
teachers. Children of different ethnic background could only study together in English
schools. Teachers for the Chinese and Tamil schools were brought in from China and India
respectively while local Malays were recruited to teach in Malay schools. At that time,
education was focused on maintaining loyalty towards the country of origin. As a result,
segregation existed among the ethnic groups.
1.1.1 English Schools
The establishment of English schools in Malaya was led by the British government,
individuals and Christian missionaries. The missionaries felt that it was an opportunity
to spread Christianity among locals. The curriculum emphasized preparing students for
the Cambridge Overseas School Certificate. Students who obtained good results in the
School Certificate examination were given the opportunity to further their education atthe diploma level at Kings Edward Medical College VII in Singapore and degree level
at University of England.
1.1.2 Malay Schools
Initially, education among the Malays was informal and mainly focused on Al Quran
and religious matter. The British government, on the other hand, set up Malay schools
to teach Malay children to become better farmers than their parents. The first Malay
school was established in 1855 in Gelugur, Pulau Pinang.
7/27/2019 EDU 405 - Chapter 01
http://slidepdf.com/reader/full/edu-405-chapter-01 4/18
4 | EDUCATION IN MALAYSIA: A HISTORICAL REVIEW
1.1.3 Religious Schools
Sekolah Agama Madrasah or Islamic religious schools were pervasively established to
compete with English and Malay schools by Islamic religious figures such as Sheikh
Tahir Jalaluddin and Sayid Syeikh Ahmad Al-Hadi. These schools had better
infrastructure, and were more organized and systematic compared to sekolah pondok.
The establishment of these religious schools provided a sense of security among the
Malays that the position of Islam was secured despite the influence of other religions
and way of life brought about by the English and vernacular schools. However, the aim
to build a modern, rationale and progressive Muslim society was not realized as the
curriculum lacked emphasis on Mathematics, Science and English Language, which
were considered as essential subjects to promote mobility amongst a modern Muslim
society.
1.1.4 Chinese Schools
The Chinese was brought to Malaya from mainland China to work at the tin mines in
urban areas. Chinese schools were established and financed by this community until
the 1920’s. The curriculum, textbooks and teachers were brought in from China. The
first Chinese school was set up in Malacca in 1816 by a group of missionaries from
London. The Chinese schools were very much influenced by the reformation
movement in mainland China.
1.1.5 Tamil Schools
The Indians were brought into Malaya to work in estates and plantations. The
development and growth of Tamil schools was thus closely linked to the opening of
rubber estates in Penang, Malacca and Johore. The textbooks and teachers were
brought in from India while the curriculum was adapted from the Indian curriculum.
1.2 EDUCATION DURING THE JAPANESE OCCUPANCY(1942-1945)
Malaya was occupied by the Japanese from 1941-1945. The Japanese army continued the
vernacular schools but added the Japanese language into the curriculum. The Japanese
established the Nippon-Go school which emphasized on the culture and values of the
Japanese. There were no clear educational objectives during the occupation, merely as a
tool to assist the Japanese administer the country.
7/27/2019 EDU 405 - Chapter 01
http://slidepdf.com/reader/full/edu-405-chapter-01 5/18
EDUCATION IN MALAYSIA: A HISTORICAL REVIEW | 5
1.3 DEVELOPMENT OF EDUCATION IN SABAH ANDSARAWAK
The British government did not give due emphasis on the development of vernacular schools
for the native of Sabah and Sarawak. Efforts to build schools in remote areas were initiated
by the Christian missionaries. Before 20th century, schools that taught the Quran was
established by Muslims from Bajau, Sulu, Illanum and various ethnics. The Woodhead
Report (1955) recommended that emphasis be made on the:
importance of primary education;
need to improve primary and secondary education;
provision for primary and secondary education, and
need to establish a teaching service in North Borneo.
1.4 POST INDEPENDENCE: EDUCATION DURING POST-INDEPENDENCE (1957-1970)
7/27/2019 EDU 405 - Chapter 01
http://slidepdf.com/reader/full/edu-405-chapter-01 6/18
6 | EDUCATION IN MALAYSIA: A HISTORICAL REVIEW
Prior to independence, there was awareness amongst the leaders and the locals for the
need to replace the education system for all. This awareness resulted in the Razak Report
1956. The Education Committee Report 1956 established an education system that
incorporated national characteristics and guaranteed a place in schools for all children
regardless of their ethnic or religion. The education policies as outlined in the Razak Report
were the foundation in the formulation of a national education system that placed high
emphasis on national unity.
In 1960, a Review Committee looked into the implementation of recommendations made by
the Razak Report. The findings of this committee, known as the Rahman Talib Report,
confirmed the educational policy in the Razak Report and its general acceptance by the
public. The recommendations of these two reports became the integral components of the
Education Act 1961. In January 1976, the Act was extended to Sabah and Sarawak, which
had been incorporated into the formation of Malaysia in 1963.
The most important challenges facing the new nation after independence were unity and
democratization of education. The process of consolidating the diverse school systems into
a cohesive national education system, with the national language as the main medium of
instruction, was initiated. In 1957, all existing primary schools were converted to national and
national-type schools. Malay medium primary schools were renamed national schools.
English, Chinese and Tamil schools became national-type primary schools. Whilst Malay
was the medium of instruction in national schools, English and the vernacular languages
were the medium of instruction in nation-type schools. The national language was made a
compulsory subject in there national-type-schools. The English national-type schools were
converted into national schools in stages beginning 1968, with the implementation of five
subjects taught in the Malay language for Year One to Year Three pupils.
English and Chinese secondary schools were converted to national-type secondary schools.
These schools became fully or partially assisted schools. Private Chinese Schools that optedto become government-aided schools were termed as Conforming schools. In 1958, Malay
medium secondary education classes started as an annex in English secondary schools.
In 1962, school fees were abolished in all fully assisted primary schools. Free primary
education was made available to all children regardless of their ethnic or religion. The
entrance examination into the secondary school, the Malaysia Secondary School
examination was abolished in 1964 and the universal education was extended from six to
nine years in Peninsular Malaysia. This examination was abolished in Sarawak in 1974 and
in Sabah in 1977.
7/27/2019 EDU 405 - Chapter 01
http://slidepdf.com/reader/full/edu-405-chapter-01 7/18
EDUCATION IN MALAYSIA: A HISTORICAL REVIEW | 7
1.5 EDUCATIONAL DEVELOPMENT DURING THE ERA OFNEW ECONOMIC POLICY (1971-1990)
Social and economic issues shaped the development of education from 1971 to 1990. This
was the period of New Economic Policy (NEP) that is a socio-economic policy to achieve
national unity and development.
The NEP brought about significant changes in the national education system. All pupils
follow the same curriculum and sit for same examinations. Science and technical subjects
were offered at the secondary level to produce skilled workforce in the areas of science and
technology.
The provision of education, which was more focused in urban centers, was extended to rural
areas. More schools were built in the rural areas hence providing greater access for rural
children, especially the economically disadvantaged.
In 1974, a Cabinet Committee was formed to study the implementation of the national
education system. The focus of this committee was to ensure that the education system was
able to produce citizens who are united, progressive, disciplined and talented in diverse
fields as required to achieve the national mission. As a result, the New Integrated Primary
School Curriculum (KBSR) was formulated in 1983 and the New Integrated SecondarySchool Curriculum (KBSM) in 1989.
1.6 EDUCATIONAL DEVELOPMENT DURING THE ERA OFNATIONAL DEVELOPMENT POLICY (1991-2000)
Drastic changes in education took place with the vast development of ICT hasten the
globalization era. In concurrence with the demands of globalization and the information and
technology era, Vision 2020 was launched by Dato’ Seri Dr Mahathir Mohamad in 1991 to
aspire Malaysians towards achieving the status of a developed nation by the year 2020.
The 1961 Education Act was replaced with the 1996 Education Act, which one of the major
amendments made was to include preschool into National Education System. The
enactment of the 1996 Private Higher Education Act was also amended to allow the
establishments of more private higher education institutes. The MOE formulated four acts to
encourage a more systematic development of higher education. The acts are:
7/27/2019 EDU 405 - Chapter 01
http://slidepdf.com/reader/full/edu-405-chapter-01 8/18
8 | EDUCATION IN MALAYSIA: A HISTORICAL REVIEW
1996 National Higher Education Council Act –to allow the establishment of a
council that will determine the policy and manage development of higher
education.
1996 National Accreditation Board Act- quality assurance, especially for the
private higher education programmes.
1996 University and College University Act (Amendment)- grants more financial
and management autonomy to public universities.
1996 National Higher Education Fund Cooperation Act- provides student loans
and funds in order to increase access to the higher education.
Measures were also taken to improve leadership qualities amongst school heads and
administrators which Institut Aminuddin Baki (IAB) was entrusted with the task to provide
leadership and management training.
1.7 EDUCATION DEVELOPMENT DURING THE ERA OF
NATIONAL VISION POLICY (2001-2010)
Globalization, liberalization and the vast development of ICT has influenced the development
of the national education system. The challenge for the nation is to produce human capitals
that are knowledgeable, competent and globally competitive.
The National Education Policy was formulated based on the education Ordinance of 1957
which was later amended through the Razak Report (1956), the Rahman Talib Report
(1960) and the Cabinet Committee Report (1979). To promote unity amongst theMalaysians, the education system was extended to 11 years of schooling with Malay
language as the medium instruction, a uniformed national curriculum and a standardized
national assessment.
Developing competency and efficiency amongst leaders, teachers and education officers
was also an important agenda during the period of time. Empowerment and learning
organization concept were widely instilled and encouraged. Allocations were made to
promote continuous human resource development
7/27/2019 EDU 405 - Chapter 01
http://slidepdf.com/reader/full/edu-405-chapter-01 9/18
EDUCATION IN MALAYSIA: A HISTORICAL REVIEW | 9
7/27/2019 EDU 405 - Chapter 01
http://slidepdf.com/reader/full/edu-405-chapter-01 10/18
10 | EDUCATION IN MALAYSIA: A HISTORICAL REVIEW
1.8 EDUCATION DEVELOPMENT PLAN 2001-2010
The Educat ion Blueprint
The Education Development Plan for Malaysia (2001-2010) also referred to as the Blueprint
takes into account the goals and the aspirations of the National Vision Policy to build a
resilient nation, encourage the creation of a just society, maintain sustainable economic
growth, develop global competitiveness, build a knowledge-based economy (K-economy),
strengthen human resource development and maintain sustainable environmental
development. The Blueprint aims to ensure that all citizens have the opportunity to twelve
years of education in terms of access, equity and quality.
The Blueprint focuses on the development of pre-school, primary, secondary and tertiary
education which will be strengthened through the development of support programmes,
funding, management and integration of information and communication technology (ICT).
The Blueprint is used as a framework for preparing action plans for education development,
which encompass the expansion and strengthening of existing programmes as well as the
replacements of non-relevant programmes with new programmes that are more realistic to
current and future needs. The education Development Plan was developed based on four
thrusts:
to increase access to education;
to increase equity to education;
to increase quality of education; and
to increase the competency and efficiency level of the educational management.
To implement the programmes in the Blueprint, the Federal Government continuously
increased funds allocation for MOE.
1.9 EDUCATION DEVELOPMENT MASTER PLAN (EDMP)2006-2010
The Education Development Master Plan (EDMP) was launched on 16 January 2007 to
promote the education agenda under the 9th Malaysian Plan (9MP). The EDMP outline six
thrusts that mirror the objectives of the National Mission. The aim of the EDMP is to provide
quality education for all. To ensure this goal this goal is achieved, two main approaches
have been identified under the Ninth Malaysia Plan:
7/27/2019 EDU 405 - Chapter 01
http://slidepdf.com/reader/full/edu-405-chapter-01 11/18
EDUCATION IN MALAYSIA: A HISTORICAL REVIEW | 11
Complete tasks specified under the previous five-year plan, ensure access to
education for all and to provide equal opportunities for all students.
Further develop the potential of schools in their respective clusters of educational
institutions, enabling teachers and students to promote the schools and the
national education system at the international level.
THE EDMP STRATEGIC THRUSTSSix strategic thrusts have been identified to strengthen the national education system:
The MOE aspires to produce citizens who passes local, global and patriotic, who value andtreasure the cultural heritage and arts from the formative school years. The desire to build a
nation can be achieved by strengthening the Malay language, improving students’ discipline,
fully implementing the Student Integration Plan for Unity (RIMUP) including co-curricular and
sports activities to develop the identity and by cultivating positive tarits and courtesy among
students.
Focus and implementation strategies:
Strengthening the national language as the basis for unity and knowledge Strengthening unity and national integration
Cultivating love for arts, heritage and national culture
Promoting a clear understanding of Islam Hadhari
The MOE focuses on the development of positive value systems, discipline and character
building of students. This thrust aspires to produce students competent in science and
technology, innovative, creative and marketable. The MOE will provide a holistic assessment
and evaluation system, mould students’ discipline and emphasise on cleanliness, health and
safety.
Focus and implementation strategies:
Providing more education choices for parents and students
Enhancing capacity and mastery of knowledge
Developing skills and students’ personality
Strengthening evaluation and assessment system to become more holistic
7/27/2019 EDU 405 - Chapter 01
http://slidepdf.com/reader/full/edu-405-chapter-01 12/18
12 | EDUCATION IN MALAYSIA: A HISTORICAL REVIEW
Enhancing co-curriculum and sports programmes
Strengthening students’ discipline
Enhancing disciplinary complaint system service
Strengthening curriculum Enhancing MOE’s smart partnership with various agencies.
The MOE aims to strengthen the national schools (primary and secondary) as the “school of
choice’. In this regard, national schools will be equipped with sufficient and quality education
facilities including clean water, electricity supply and ICT infrastructure. These schools will
have sufficient trained teachers according to options as well as adequate numbers of
supporting staff.
Focus and implementation strategies:
Strengthening the leadership of the principal/head and quality of teachers
Reinforcing the school culture
Reinforcing the developing curriculum
Reinforcing co-curriculum and sport system
Improving the support system
Improving academic performance of the National Schools
Improving the infrastructure and performance of National Schools
The MOE aims to bridge the education gap in terms of the provision of physical and non-
physical amenities, students’ achievements and drop-out rate. Hence, the MOE will continue
to develop infrastructure and educational facilities especially in the rural areas of Sabah and
Sarawak. These schools will be provided with the required infrastructure as stipulated under
the Ninth Malaysia Plan. The MOE will also increase aid for poor students, students with
special needs, and minority group, bridge the digital gap and emplace trained teachers
according to subject specializations in rural and remote areas.
Focus and implementation strategies:
Developing infrastructure and educational facilities in rural and remote areas
Increasing the participation rate and reducing the risks of drop-out
Increasing the number of trained teachers according to options in remote areas
7/27/2019 EDU 405 - Chapter 01
http://slidepdf.com/reader/full/edu-405-chapter-01 13/18
EDUCATION IN MALAYSIA: A HISTORICAL REVIEW | 13
Improving the distribution systems of the support programme for poor students,
students with special needs and students from minority groups
Efforts to elevate the teaching profession are aimed at making it a respected profession in
line with the responsibility of moulding future generations. The MOE has upgraded teacher
training colleges to teacher education institutes to raise the qualification of teachers to
degree level. The Moe will also improve the systems for teacher selection, services,
placements and welfare.
Focus and implementation strategies:
Implementing a stringent selection system for teacher candidates
Strengthening teacher training
Strengthening the teacher career
Improving the working environment and wellbeing of teachers
Strengthening human resource planning and management
The effort to accelerate excellence in educational institutions is planned through the
establishment of cluster schools based on their niche in academic, co-curricular and sports
activities. Selected schools in these clusters will be benchmarked and showcased at the
international level in line with efforts to develop a quality and world-class education system.
Focus and implementation strategies:
Ensuring strong and effective leadership
Selecting capable and highly skilled teachers and trainers
Allowing greater autonomy to schools
Creating a system of accountability
Setting standards and benchmarks that are exemplary for developing and
developed countries
Strengthening Malaysia as a hub for educational excellence Initiating changes and innovations.
7/27/2019 EDU 405 - Chapter 01
http://slidepdf.com/reader/full/edu-405-chapter-01 14/18
14 | EDUCATION IN MALAYSIA: A HISTORICAL REVIEW
1.10 MALAYSIA EDUCATION BLUEPRINT 2013-2025
The National Education Blueprint was launched with comprehensive review by Ministry of
Education in October 2011. This decision was made in the context of rising international
education standards, the Government’s aspiration of better preparing Malaysia’s children for
the needs of 21st century, and increases public and parental expectations of education
policy.
This preliminary Education Blueprint is the result of extensive research and public
engagement carried out by the Ministry of Education. The Blueprint was developed with
three objectives:
1. Understanding the current performance and challenges of the Malaysian
education system, with focus on improving, access to education, raising standards
(quality), closing achievement gaps (equity), promoting unity amongst students and
maximizing system efficiency.
2. Establishing a clear vision and aspirations for individual students and the education
system as a whole over the next 13 years
3. Outlining a comprehensive transformation programme for the system, including
key changes to the Ministry which will allow to meet new demands and rising
expectations and to ignite and support overall civil service transformation.
Eleven Shifts to Transform the System are:
1. Provide equal access to quality education of an international standard
Benchmark the learning of language, Mathematics and Science to international
standards.
Launch new Secondary (KSSM) and revised Primary Curriculum (KSSR) in 2007
Revamp examinations and assessment to increase focus on testing higher-order
thinking skills by 2016
Raise quality of preschools and push to 100% enrolment by 2020.
Move from 6-11 years of compulsory schooling, starting at age 6+; supported by
retention initiatives and job-ready vocational training.
Increase investment in physical and teaching resources for students with special
needs.
7/27/2019 EDU 405 - Chapter 01
http://slidepdf.com/reader/full/edu-405-chapter-01 15/18
EDUCATION IN MALAYSIA: A HISTORICAL REVIEW | 15
2. Ensure every child is proficient in Bahasa Malaysia and English Language
Introduce a common Bahasa Malaysia curriculum at the primary level, with
earlier intensive remedial support for students that struggle to allow for removal
of peralihan class.
Expand the LINUS programme to include English language literacy.
Upskill English language teachers and expand opportunities to greater exposure
to English language.
Encourage every child to learn an additional language by 2005.
3. Develop value-driven Malaysian
Strengthen civics elements by making community service a pre-requisite to
graduation by 2017
Enhance Islamic and Moral Education with greater focus on core values and
underlying philosophies of major religions by 2017.
Develop students holistically by reinforcing requirement to participate in 1 Sport,
1 Club and 1 Uniformed Body.
Enhance and expand RIMUP from 2016 to facilitate interaction across school
types, ethnicities and socio-economic groups.
4. Transform Teaching into the profession of choice.
Raise entry bar for teachers from 2013 to be amongst top 30% of graduate.
Upgrade the quality and personalization of CPD from 2013 with greater
emphasis on school-based training.
Focus teachers on their core function of teaching from 2013 by reducing
administration burdens.
Implement competency and performance-based career progression by 2016.
Enhance pathways for teachers into leadership, master teaching and subjectspecialist roles by 2016.
Peer-led culture of excellence and certification process by 2025.
5. Ensure high-performing school leaders in every school.
Competency-based selection criteria and enhanced succession planning
processes for principals from 2013
New Principal Career Package rolled-out in waves from 2013, with greater
support, greater operational flexibility for school improvement, curriculum and co-
curricular planning and sharper accountability for improving student outcomes.
7/27/2019 EDU 405 - Chapter 01
http://slidepdf.com/reader/full/edu-405-chapter-01 16/18
16 | EDUCATION IN MALAYSIA: A HISTORICAL REVIEW
6. Empower JPNs, PPDs and Schools to compromise solutions based on need
Accelerate school improvement through systematic, district-led programmes in
all states by 2014
Allow greater school-based management and autonomy, including greater
operational flexibility over budget allocation and curriculum implementation,
starting with the best performing and most improved schools.
Ensure 100% of schools meet basic infrastructure requirements by 2015, starting
with Sabah and Sarawak
7. Leverage ICT to scale up quality learning across Malaysia
Provide internet access and virtual learning environment via 1BestariNet for all
10,000 schools by 2013
Augment online best practice content starting with a video library of best
teachers delivering lessons in critical subjects in 2013.
Maximise use of ICT for distance and self-paced learning to expand capacity and
allow for more customized learning.
8. Transform Ministry delivery capabilities and capacity
Empower JPNs and PPDs through greater decision making power over budget
and personnel while also holding them accountable for common KPIs from 2013
Deploy almost 2,500 more personnel from Head Office and JPNs to PPDs to
better support schools by 2014
Strengthen leadership capabilities in pivotal 150-200 leadership roles from 2013.
Strengthen key central functions and rationalize structure of Ministry from 2016.
9. Partner with parents, community and private sector at scale.
Equip every parents to support their child’s learning via a parent engagement
toolkit and online access to their child’s in-school progress 9SAPS System)
Invite every PIBG/PTA to provide input on contextualization of curriculum and
teacher quality from 2016
Expand Trust school model to 500 schools by 2025 by including alumni groups
and NGOs as potential sponsors.
7/27/2019 EDU 405 - Chapter 01
http://slidepdf.com/reader/full/edu-405-chapter-01 17/18
EDUCATION IN MALAYSIA: A HISTORICAL REVIEW | 17
10. Maximize student outcomes for every ringgit.
Link every programme to clear student outcomes and annually rationalize
programmes that have low impact: align to g overnment’s overall shift towards
outcome-based budgeting
Capture efficiency opportunities, with funding reallocated to the most critical
areas such as teacher training and upskilling.
11. Increase transparency for direct public accountability.
Publish an annual public report on progress against Blueprint targets and
initiatives, starting for the year 2013.
Conduct comprehensive stock takes in 2015, 2020 and 2025 to ensure Blueprint
remains relevant by incorporating stakeholder feedback and accounting for anever evolving external environment
EXCERCISE
1. State the differences between Quranic Schools and Pondok as the earliest forms of
education in Malaysia.
2. In the 19th century, the majority of Malay parents did not trust secular education.
Discuss the reasons for Malay parents to have had such an attitude.
3. The report of the Education Committee, commonly referred to as the Razak Report
(1956) made FOUR (4) recommendations, which marked a milestone in the evolution
of a national system of education. Elaborate each recommendation.
4. Discuss the following aspects of Abdul Rahman Talib Report (1960)
a. National Language
b. Transition classes
c. Automatic Upgrade
d. Moral subjects
5. Education is one of the most important elements in the development of human capital
towards achieving the status of developed nation.
a. List FIVE (5) strategies outlined in the Education Development Master Plan
(EDMP), Ministry Of Education (MOE) to strengthen National Schools.
6. Explain briefly the objectives and approach of the review to the implementation of
Malaysia Education Blueprint 2013-2025.
7/27/2019 EDU 405 - Chapter 01
http://slidepdf.com/reader/full/edu-405-chapter-01 18/18
18 | EDUCATION IN MALAYSIA: A HISTORICAL REVIEW
REFERENCES
Mok Soon Sang. (2005.) Education Studies for KPLI (Sekolah Rendah). Puchong:
Multimedia ES Resources Sdn Bhd
Curriculum Development Division. (2011). Ministry of Education Malaysia.
Ornstein, A.C & Hunkins, F.P. (2004). Curriculum: Foundations, Principles and Issues.
Boston: Allyn & Bacon
Malaysia, Educational Planning and Research Division. Education in Malaysia. A Journey to
Excellence. (2008) Ministry of Education, Malaysia.
Malaysia Education Blueprint 2013:
www.moe.gov.my/userfiles/file/PPP/Preliminary-Blueprint-Eng.pdf
Basic School Information January 2008. Ministry of Education, Malaysia.
Educational development in Malaysia and Oman: Two Sucess Stories 2008. Ministry of
Education, Malaysia and Sultanate of Oman, Ministry of Education.
Panduan Pengurusan Sekolah Berkesan (2006). Bahagian Sekolah Kementerian Pelajaran
Malaysia.
Pelan Induk Pembangunan Pendidikan (PIPP) 2006-2010. Kementerian Pelajaran Malaysia
Pelan Strategik Pengajian Tinggi Negara: Melangkaui 2020, Kementerian Pengajian Tinggi
Malaysia.
Quick Facts 2007, Education Planning and Research Division, Ministry of Education
Malaysia.
Quick Facts 2008, Education Planning and Research Division, Ministry of Education
Malaysia.
Written report, information and statistics from respective divisions in the Ministry of
Education, Malaysia
www.moe.gov/bppdp
(website of Education Planning and Research Division, Ministry of Education, Malaysia.
Recommended