Designing the mathematics curriculum in Malaysia

8/7/2019 Designing the mathematics curriculum in Malaysia

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Designing the mathematics curriculum in Malaysia:

Making mathematics more meaningful.Noor Azlan Ahmad Zanzali,Associate Professor, Faculty of Education, Universiti Teknologi Malaysia, 81310 UTM Skudai. Tel: (607) ± 550

2186Fax no: (607)- 550 1918 [email protected]

Abstract The relatively brief history of mathematics education in Malaysia can be said to have developed in three

distinct phases. In the first phase, the traditional approach, which emphasised mainly on basic skills (predominantlycomputational) was the focus of the national syllabus. In the late 70¶s, in consonance with the world-wide

educational reform, the modern mathematics program (MMP) was introduced in schools. Understanding of basic

concepts rather than attaining computational efficiency was the underlying theme of the syllabus. Modern topics

such as set, matrix, vector, transformational geometry and statistics were introduce into the syllabus. Set, relations

and modern geometry were seen as unifying across all topics. Finally, in the late 80¶s the mathematics curriculum

was

further revised. It is part of the national educational reform that saw the introduction of the national integrated

curriculum (KBSM) both at the primary and secondary levels. This mathematics curriculum, which has undergone

several minor changes periodically, is presently implemented in schools. The content of the syllabus does not differ significantly from the MMP, but emphasises on attaining the balance between understanding concepts and

computational skills. The syllabus also emphasises on the importance of context in problem solving. These three

syllabi, as in any other curricular development, can be seen to have evolved from changing perspectives on thecontent, psychological and pedagogical considerations in teaching and learning of mathematics, which considerably

in the last four decades. In this paper, I will trace the development of the Malaysian mathematics curriculum from

the

psychological, content and pedagogical perspectives. I will argue that the development has in many ways attempted

to make mathematics more meaningful, and thus more friendly to students both at the primary and secondary levels.

Within the last five decades, the Malaysian mathematics curriculum has undergone severalsignificant

changes. The relatively short history of the mathematics education can be said to have begunwith the

traditional mathematics emphasising mainly on basic skills (predominantly computational) in theprimary

grades. In the secondary school, a similar traditional approach in the teaching and learning of mathematics was used. Arithmetic, geometry and algebra were outlined separately in the syllabus

withlimited attempt to treat mathematics as an integrated subject (Asiah Abu Samah, 1984). In the

early70¶s, the ³Modern Mathematics Program´ (MMP) was introduced to both the primary and

secondaryschools. The main aim of the program was to introduce some ³modern topics´ (such as

simplifiedbasics in set theory, statistics, vectors etc.) into the curriculum and at the same time to change the

³traditional´ approach in the teaching and learning of mathematics (Yeoh, Kanasabai & Ahmad,

1977).Beginning in the early 80¶s, as part of the nation-wide curriculum reform based on the NationalPhilosophy of Education, the mathematics has undergone some significant changes. This

curriculum isbased on the vision that mathematics is a dynamic subject, coherently connected within itself and

withalmost all other areas of study, and that the main purpose of its study is to solve problems. In

addition,



mathematics has a rich historical background and that its discovery is as response to humanproblems.

Primary School Mathematics CurriculumThe main goals of teaching mathematics at the primary level (ages 7 to 12 years) are to help

students to

acquirea) the basic skills in numeracy (computation limited to the decimal system)b) the ability to use these skills to solve problems

c) the ability to estimate and make or calculate approximations andd) the ability to interpret graphs and arrangements of numerical data

More specifically, the curriculum is outlined so that students will be able to:a) Master the skills in writing numbers, counting and stating place value

b) Acquire the basic skills in the four basic operations of adding subtracting, multiplying anddividing

c) Acquire the ability to measure, weigh, state time and specify the face value of currencyd) Identify and state the shapes of objects and able to know the properties of square, rectangles,

triangles, cuboids, cylinders, spheres, cones and pyramidse) Solve problems involving numbers, measurement, weight, money, distance, space and time;

f) Estimate and calculate approximationsg) Record and read groups of data in the form of simple tables and graphs (Kementerian

Pendidikan,1988).

The syllabus specifically emphasised that the knowledge and skills on the operation of numbersshould

form the basis of the subject (Mok and Lee 1986). In the Special Guide for mathematics(Kementerian

Pendidikan, 1988) the suggested teaching sequences for all the topics in the syllabus are outlined.The

guidelines are divided into two parts comprising of the skills to be taught and suggested activitiesthat

can be used for teaching the appropriate skills.All the units in the teaching guidebooks, printed by the Curriculum Development Centre,

Ministry of Education, are structured in the same way. The suggested approach in the teaching of mathematics is to introduce the skills followed by activities that are real and concrete (Liew and

Swetz,1988). At the primary level, concrete experiences are emphasised. These concrete experiences

areprogressively expanded, as the students progress to higher levels, to include those that are

commonlyexperienced by children at that level outside the classrooms. Problem solving, mainly word

problemsbased on everyday experiences, are emphasised at the upper levels.

In summary , the aim of the primary grade mathematics is to enable the child to acquire masteryin the basic skills and that these skills are to be applied constantly to the child¶s real life

experiences.



Problem solving is emphasised throughout the curriculum. It is important to note, as statedearlier, that at

the end of the sixth-year of schooling (age 12 years) are required to sit for a national examinationin 4

basic subjects; mathematics, English, National Language and science. Although all students are

allowedto continue their education at the secondary level regardless of the results they obtain, doing wellin the

examination can be used as passport for entry into selected schools. Obtaining good results inmathematics is of great importance ( see also Christiansen, Howson and Otte, 1986 for similar

observation).

The secondary school mathematics curriculum

The Integrated Secondary School Curriculum (KBSM) implemented in the mid 80¶s replaced theold

curriculum and is considered to be the most extensive educational reform that the country hasexperienced in its history. Based on the National Educational Philosophy, the mathematics

curriculum inKBSM is planned to provide students with experiences that may consists of the:

a) integration of knowledge, values and languageb) Integration of mathematics with other branches of knowledge

c) Integration of mathematics with other branches of knowledged) Integration of various topics in mathematics

e) Integration of mathematics learned in the classrooms with those experiences outside theclassrooms (Kementerian Pendidikan, 1989).

Related to the above, several aspects of mathematics are being given special emphasis in themathematics curriculum. These aspects are:

a) The balance between understanding of concepts and the mastery of basic skillsb) The use of mathematics in real-life situations

c) The development of problem solving skillsd) The appreciation of history of mathematics, and

e) Human societal and spiritual values inherent in the subject (see also Bishop, 1991)The mathematics curriculum is ³general´ in nature and is structured as a continuum from Forms

1 to 5.The content of the syllabus is planned in three areas: number, shape and relations. These three

areasare chosen based on the assumption that generally, in real life situations, a person encounters and

thusneeds understanding and the attainment of appropriate skills in the areas of:

a) Numbers such as in counting and calculatingb) Shapes, such as recognising and identifying the properties of shapes and their measurements

c) Relationships, such as to be able to recognise and using patterns, rules, general principles,laws,

associations and so on in numbers and shapes.

Goals and objectives of the mathematics curriculum

The goals of the secondary school mathematics are to develop students¶ abilities in logical,analytical,



systematic and critical thinking; to develop students¶ ability in problem solving and in applyingthe

mathematical knowledge acquired so that they will be able to function effectively andresponsibly in their

daily lives. In addition the curriculum hopes, through various learning activities , that students

will be ableto appreciate the importance and beauty of mathematics.Specific objectives of the secondary school curriculum are:

a) to know and understand the concepts, definitions, rules, theorems, principles, related to spaceand the number system.

b) to strengthen and expand the use of skills in addition, subtraction, multiplication and addition.3) to master the basic skills (other than the four basic operations) such as

a) making approximations in numbers and measurementb) ability to identify the shapes existing in the environment and at the same

time recognise their propertiesc) ability to measure and construct using the basic tools of mathematics

d) ability to gather, record, represent and interpret datae) ability to identify and represent a relation mathematically

a) mastering the skills in carrying out steps in certain algorithms and thus able to obtain certainresults mathematically

b) developing problem solving skills that involve various steps such as interpreting the problem,devising a plan, to carry out the plan and be able to check backwards the answers obtained

c) ability to use the knowledge and skills in the management of one¶s daily affairs effectively andin

responsible ways, andd) attainment and appreciation in the process of doing certain mathematical tasks logically,

systematically, heuristically and accurately (Kementerian Pendidikan, 1989)

Learning and teaching mathematics

To achieve the aims of the curriculum, several factors are given priority. Students activeinvolvement in

the learning process is emphasised. The learning activities, the types of questions asked and theguides

given to students should be geared towards upgrading the ability to think and assisting studentslearning

through real life experiences. The simulated experiences should involve activities that encourageinquiry

and provide opportunities for students to reach certain conclusions or solve problemindependently.

These experiences could also include the use of mathematics in situations that are meaningful to students.

In planning the teaching of a topic, a mathematics teacher should consider how and when thefollowing

factors could be effectively useda) Activities that give meaningful learning experiences

b) The use of mathematics in real life situationsc) The effective use of problem solving skills



d) Instilling of Malaysian societal valuese) Imparting and appreciating the elements of history of mathematics

The teaching of mathematics should also provide means through which values, mathematical aswell as

human (see also Bishop, 1991) could also be inculcated to students. These are to be transmitted

either directly or indirectly. For example, certain values can be transmitted througha) Co-operation as in co-operative learning activities.

b) Analogies such as the importance of following certain procedures in mathematics as comparedto the importance of following procedures in other areas of study

c) Problems in suitable contexts such as the ³value´ of equity can be elucidated through lessonsin

fractions and so onThe elements of history are to be revealed and appreciated whenever appropriate. This can be

transmitted through either a short story about famous mathematicians or a short historicalaccount about

the development of a symbol or concept. The problem solving skills should be taught directlyand

planned through the use of examples. The problems used should be relevant to studentsexperiences

and appropriate with the mathematical maturity of the students.The above teaching aspects can be included in any level of a mathematics level of a lesson,

a) whether at the beginning of a topicb) when certain skills or concepts is being taught

c) in certain exercises taken directly or adapted that are suitable with the students¶ backgroundsd) as an enrichment activity for deeper understanding of the subject

The mastery of various concepts together with reasoning and logical thinking should form thebasis of all

topics of all topics. For this purpose, all teachers are provided with ³Further Elaboration of theSyllabus´ (Kementerian Pendidikan, 1991) to guide teachers in sequencing the topics and

learningactivities. Following is an example extracted form the guideline:Concept Skills Further elaboration

STATISTICSa) The measure of

dispersion Range as ameasure of dispersion of

a group and it refers to

the difference between

the highest an the lowest

values for a given set of data

To determine the range for certain

sets of data

To determine;

a) median

b) first quartile

c) third quartiled) the range between quartiles



The example chosen should be for

both discrete as well continuous

data

b) First quartile is the «.

The use of everyday examples is not specifically stated in this guide, but has already beingemphasised in

other supporting materials. The teaching of concepts and skills should be taught in single unitsfollowing

its hierarchical order.other considerations that are to be part of the teaching mathematics are that:

a) teachers make the necessary connections for further students¶ understanding of concepts whenappropriate

b) exercises that are given to students should involve various situations. Soon after challengingstudents have grasp the meaning of certain skills, they should be guided to attempt problems or

exercises that are challenging.In the teaching of mathematics no fixed teaching strategy is recommend;. unlike the previous

curriculum

where teaching by the discovery method is encouraged. Teachers are encouraged to use variedteachingtechniques and attempt to make the mathematics lesson meaningful, fun to learn and at the same

timeintellectual challenging.

In summary, the above outline describes the basic factors that are to be emphasised in theplanning and implementation of mathematics lessons. It is also believed that the teacher is the

mostqualified person to decide or chose the most suitable or effective strategy. Teachers are also

expectedto follow the syllabus, using it as a guide, but is allowed to make the necessary adjustments or

modifications depending upon the characteristics of students under his/her care.The new curriculum, when compared to the previous ones, is more open in nature. It regards

mathematics as forming a major part of one¶s daily life and that it can become a very powerfultool in

solving problems experienced in our daily lives.

Summary: Other Salient features of the mathematics curriculum

The approach taken in planning the mathematics curriculum in Malaysia is that the subjectshould be afriendly one and thus is planned or structured to meet the needs of students regardless of their

abilities.This approach differs from the previous approach where mathematics is approached in a

³specialised´manner. The curriculum is organised on three main strands; numbers, space and connections.

Thesethree bases are chosen based on the belief that in everyday living one is often faced with these

elementsin t he order listed. In addition, solving mathematical problems encountered in one¶s daily life

becomesthe overriding concern in the curriculum.



Mathematics as problem solvingAlthough the definition of problem solving may differ to that of NCTM¶s (1992), it, nevertheless,

becomes the significant elements to be emphasized in the teaching and learning of mathematics.Teachers are expected to intentionally teach students on the heuristics of problem solving.

Although

teachers are free to chose the strategy suitable for his/her students, they are encouraged to followthoserecommended by Polya (1974). Teachers are also encourage to simulate mathematical problems

basedon their daily experiences. More specifically, teachers are expected to provide varied experiences

through students can work individually or in groups in tackling mathematical problems. Thecurriculum

places heavy emphases on relationships between mathematics and real life problems. Problemsolving in

real contexts are considered essential in helping students appreciate mathematics. In short,problem

solving becomes the focus in the curriculum.Mathematics as communication

The curriculum clearly states that on of the objectives in earning mathematics is to acquire theability to

communicate ideas through the use of mathematical symbols or ideas. An essential part of thecurriculum

is to help students attain the ability to comprehend mathematical statements encountered, for example, in

the mass media. For example, students are expected to be able to interpret the statistics used invarious

reports they encounter in the mass media. In mathematics lessons, students are encouraged towork in

groups on certain projects or problems.

Mathematics as reasoning

The main goal statements clearly states the students need to develop the ability to think logically,systemically, creatively and critically. Although this is not clearly stated in the syllabus, teachers¶

guidesand further elaboration of the syllabus specially encourage teachers to use approaches that can

simulatemathematical thinking or reasoning. The use of statistics to critically examine information as part

of thelesson, for example, can be said to be in correspondence with the aim of promoting the above

thinkingabilities.

Mathematical connectionsThere is a strong emphasis in making connections within mathematics it self and across other

subjects. Infact, the title of the curriculum suggests that making mathematical connections within itself or

across



other areas of study is strongly suggested. Making the connections between mathematics studiedin class

and material from everyday life or the environment are explicitly stated in the documentsaccompanying

the syllabus . Through the introduction of certain facts concerning historical development in

mathematics,the curriculum hopes that students will be able to see that mathematics has its origin and in manycultures

and is developed as responses to human needs that are both utilitarian and aesthetic.

Concluding remarks

The total framework of the intended curriculum places a heavy emphasis on problem solving,communications, reasoning and connections in mathematics. Other than these, another important

featurethat is being emphasized is to present mathematics is enjoyable, and yet challenging to their

intellectualdevelopment. The relationships of mathematics to the real world is the basic theme used in all

the topicsof the syllabus. The curriculum is also responsive to the development of the information age.

This isclearly seen in the ³smart schools´ program currently planned and implemented in students.

It is often argued that mathematics curriculum should not only provide students with the relevantknowledge to function well in society, but should also prepare them for further study at the

higher education level. The present mathematics curriculum provides a broad-based mathematical

knowledge,essential for students of higher learning in non-mathematically related areas of study

mathematicscurriculum. The secondary school curriculum provides the Additional Mathematics course for

studentswho intend to embark on studies related to scientific and technological areas, The content of this

curriculum is said to be sufficient for further studies in mathematics related areas. Studies thatlooked

into the adequacy of this curriculum in providing students with the necessary mathematical skillsandunderstanding for advanced scientific and technological studies is yet to be conducted

MALAYSIA EDUCATION FOR ALL

INTRODUCTION

In a multi-ethnic and multi-cultural country like Malaysia, national unity isan overriding goal in the formulation of socio-economic policies. Thenations' ideology, Rukun Negara (RN) proclaimed in 1969 forms the basisfor the consolidation of national unity. Since the proclamation, it hasprovided the direction for all political, economic, social and cultural policiesand constitutes an important milestone in the development of education in



Malaysia. Development in education was further grounded through theNational Philosophy of Education (NPE), established in 1988 and thepolicy statement of the National Development Plan (NDP) in 1991.

The essence of the NPE is to develop the potential of individuals in a

holistic and integrated manner, so as to produce citizens who areintellectually, spiritually, emotionally and physically balanced andharmonious based on a firm belief in and devotion to God. The NPE isregarded as a statement of vision for the Ministry of Education (MOE) inthe pursuit of educational excellence. The NDP on the other hand forms abasis in the development of education vis-a-vis the nation¶s goal tobecome an industrialised country by the year 2020.

The government¶s committment towards education is contained in theFederal Constitution and the Education Act of 1996. It is realised throughthe provision of free education to every child of school-going age, for a

period of eleven years, in the country.

The Education Structure

Formal education is provided at four levels - primary, lower secondary,upper secondary and post secondary. The age of admission to the firstyear of primary education is six years old. Promotion from grade to gradeis automatic. Continuous school-based assessment is administered at allgrades and at all levels. However, at the end of each level, students sit for common public examinations. Successful completion of secondaryeducation can lead to a number of opportunities for further study and

training at post-secondary and tertiary levels, both in the academic andprofessional fields provided by universities, colleges and other educationaltraining institutions.

PART I Descriptive Section

1. EFA GOALS AND TARGETS (1990 - 2000)

1.1 Education for all (EFA) programmes in Malaysia are not carried outselectively nor in isolation but rather in tandem with other educationaldevelopment programmes that have been synchronised with efforts to

mould a national identity, and to achieve unity in a multi-ethnic society aswell as developing human resources essential for the next century. Theimplementation of the Sixth Malaysia Plan (6MP) (1991-1995), andSeventh Malaysia Plan (7MP) (1996-2000) saw the undertaking of programmes focused on expanding capacity and increasing access to alllevels of education, strengthening the delivery system and improving thequality of education. The goals and targets of these programmes that areof concern to EFA are reported under six dimensions below:



Expansion Of Early Childhood Care And Development Activities

1.2 Early childhood development (ECD) programmes are instrumental inpreparing the nation¶s young to participate in nation building. In Malaysiathere are two types of institutions that cater to this need; the childcare

centre and pre-schools. The childcare centre is defined as any premisewhere four children or more from a household is received to be lookedafter for a fee. The centre admits children below four years of age. Thiscentre is categorised into i) Home Based Centre and ii) Institutional Centre.The former receives less than 10 children, while the latter receives morethan 10 children. These centres offer childcare services ranging from half-day to full day basis. The objectives of the childcare centre are as follows:-

o Assisting working parents so that their children get goodcare.

o

Enhancement of standard of living of the family.o Provide opportunities for people who love children to work in

the childcare centres.o Encouraging involvement of the society in the caring and

nursing of the children.

1.3 The pre-school, is a non-formal and flexible programme for youngchildren aged 4+ through 5+ years. The programme runs for a duration of one to two years. These centres are mostly privately-run and are highlyconcentrated in the urban areas catering for children from high andmiddle-income families. The fees charged by these pre-schools vary and

are largely determined by overhead costs and market forces. Pre-schoolclasses conducted by the MOE and other government agencies enableunder-privileged children in the urban and rural areas access to pre-schooleducation for free or at a minimal charge. Priority for admission to theseclasses is given to those who could not afford to attend privately-run pre-schools.

1.4 Pre-school education aims at providing a firm foundation for formaleducation. All pre-school centres have to abide by the curriculumguidelines set by the MOE. The curriculum which is in line with the NPEenables pre-school children to acquire basic communication, social andother positive skills in preparation for primary schooling. Specifically, theaim of pre-school education is to develop children¶s skills in the followingaspects:

o Social skills,o Intellectual skills,o Physical skills,o Spiritual skills,



o Aesthetic values (Creativity and Appreciation).

1.5 For each aspect, the specific objectives are clearly stated. The socialskill components focus on children¶s interaction with the environment andthe people in their surroundings, development of positive self-concept,

discipline, social responsibilities, and positive attitudes towards learning.

1.6 The intellectual skill components emphasise physical environment, theconcepts of space, numbers, alphabets, and prerequisites for writing,reading and language competencies. The physical skill components focuson the physical activities that involve co-ordination of the various parts of the body such as the head, hand, leg, eye and fingers.

1.7 The spiritual skill components emphasise the inculcation of noblevalues and believe in God. The aesthetical aspects on the other hand,train the children to express themselves through their hand-made

creations, drawings, music and movements.

Universal Access To, And Completion Of, Primary Education by theYear 2000

1.8 In Malaysia, universal primary education (UPE) refers to formalprimary education that emphasizes on acquiring strong reading andwriting skills as well as building solid foundation in mathematics and basicsciences. The six years of schooling at this level admits children betweenthe ages of 6+ through 11+ years.

1.9 Even though education is not compulsory, a very high percentage of children in this age group are enrolled in public primary schoolsthroughout the country. This is possible since education in Malaysia is free.Moreover, under the primary school programme, access to and equalopportunity for education is provided to every child, including those fromremote and rural areas. However, parents can also choose to enrol their children into private schools of their choice. These private schools arecommercially run and they are now growing in popularity.

Improvement in Learning Achievement

1.10 To minimise the slide in academic performance of students, the MOEimplements remedial education. Remedial education aims to improve theoverall performance of slow learners and low achievers, with particular concentration on rural students. Under the remedial programme studentsare organised into separate groups based on their academic performance.Also a step taken was the introduction of simpler and more effectiveteaching methods as well as the utilisation of audio-visual aids.



1.11 An initiative to cater for fast learners is the introduction of the Year Three assessment or the P enilaian Tahap Satu (PTS). The PTS offersoptional double promotion to outstanding 8+ year old students. Thisinitiative accommodates accelerated learning for these high achievers.

1.12 National assessment in Year Six is to evaluate students¶ performanceat the end of the primary education before entering lower secondaryeducation. At the end of the lower secondary education students sit for theLower Secondary Assessment or the P enilaian Menengah Rendah (PMR).The PMR is a combination of centralised and school-based assessments.The school-based assessment follows the guidelines set by theExaminations Syndicate.

1.13 In line with the policy of expanding universal education to includeupper secondary education, the PMR is no longer made a terminalexamination; rather it is more of a diagnostic evaluation. After the PMR

examinations students are allowed to specialise into either science,technical or arts stream. At the end of the upper secondary level studentssit for the Malaysian Certificate of Education or the Sijil P elajaran Malaysia (SPM). Successful SPM students can enrol into post-secondaryprogrammes. After the post-secondary programmes students can enter colleges and institutions of higher learning to pursue their degreeprogrammes.

1.14 Among the post secondary programmes offered are the A levelfoundation programmes, matriculation, Sixth Form, Polytechnics and,teacher training. At the end of these programmes, students sit for their

respective tailored examinations. Students who are enrolled into SixthForm sit for the Malaysian Higher Certificate of Education or the Sijil Tinggi P ersekolahan Malaysia (STPM). The STPM is a nationalexamination administered by the Malaysian Examination Council.

Reduction Of The Adult Illiteracy Rate, Especially The DisparityBetween Male And Female Illiteracy Rates

1.15 Malaysia is fully committed to eradicating illiteracy by the year 2000,if not earlier. The various literacy and functional literacy pogrammescarried out for adults are geared towards fulfilling the importance andgoals of life-long education.

1.16 Among the efforts to reduce adult illiteracy is the implementation of the adult functional-literacy and the reading habit promotion programmes.These are readily made available by the government through the Ministryof Rural Development (MORD) and other relevant ministries. Theprogrammes are especially designed to meet the needs of the lower



income group. There is no age limit for entrance into these programmes,neither is there restrictions with regards to gender.

1.17 The multi-pronged approach taken to eradicate illiteracy, to extenduniversal education to 11 years of schooling and the emphasis towards

the acquisition of knowledge will prepare Malaysia towards the realisationof a literate and learning society by the turn of the century.

Expansion of Basic Education and Training in Other Essential SkillsRequired By Youths and Adults

1.18 The future of the country depends very much on the knowledge andskills acquired by the nation¶s youth today to face an increasinglycompetitive and challenging world of tomorrow. As such, the governmenthas accorded high priority to education and skills training for youths.

1.19 Current education policy implemented by the MOE that addressesthe education of youths is the expansion of universal education from nineto eleven years of schooling. This policy has made it possible for PMRstudents with minimum achievement to continue to upper secondary level.These group of students who are usually less academically inclined followthe "School To Work Programme" based on an Abridged Syllabusdeveloped by the Curriculum Development Centre (CDC). The programmeexposes students to relevant generic skills at the work place in order toenable them to gain hands-on experience that would assist them to enter the world of work in the future.

1.20 The MOE also provides technical, vocational and skills training toyouths between the ages of 15+ and 16+. These are offered in secondarytechnical (STS) and secondary vocational (SVS) schools. These schoolsare upper secondary schools specially equipped to teach technical andvocational subjects. These schools cater for students who have anaptitude and interest in technical subjects and also for students who areinterested in vocational education and skills training. The primary aim is toprovide the students with practical training in employability skills. Besidesproviding general education these schools also provide foundation intechnical and vocational education to enable students to further their studies particularly in engineering and commerce.

1.21 In the skills training programme, more emphasis is given to practicalwork to develop competency in trade skills as required by the relatedindustries. Students are trained to acquire the Malaysian Skills Certificateawarded by the Malaysian National Vocational Training Council (NVTC)after two years of training. In addition, a one-year specialised skills trainingin specific trades is provided both to students with the MalaysianVocational Certificate and the Skills Certificate.



1.22 Apart from the above-mentioned programmes, a system of polytechnic education for youths between 17+ through 20+ years old areestablished. The polytechnic programmes also address market demandsfor skilled manpower. The primary objectives are :

o

to provide broad-based education and training to upper-secondary school-levers to enable them to acquire thenecessary skills to become technicians and technicalassistants in the various engineering fields or junior andmiddle-level executives in the commercial and servicesectors.

o to provide relevant technological or entrepreneurialeducation and training to upgrade the basic skills.

o to promote collaboration with the private or public sector through Time-Sector Privatisation as well as research anddevelopment programmes.

1.23 In addressing the issue of unemployed out-of-school youths, skillstraining centres are set up to cater to their needs. These centresestablished by various government agencies provide formal and non-formal training to both youths and adults between the ages of 15+ through40+ years whose education ranges from primary to tertiary level. Thecentres conduct these courses with the aim of imparting technical know-how to the participants in order that they may gain employment in variousindustries or initiate their own businesses. The training programmes alsoprovide avenues for instilling discipline in accordance with the nationalaspiration.

1.24 Among the objectives of the programmes are:

o to produce skilled workers to fulfill the needs of the industrialsector,

o to upgrade the skills of industrial workers so as to enablethem to contribute effectively towards national development,and

o to provide opportunity for out-of-school-youths to get jobsthrough systematic skills and vocational training.

Increased Acquisition by Individuals and Families of the Knowledge,Skills and Values Required For Better Living, Made Available throughAll Education Channels

1.25 Besides literacy and functional literacy programmes the governmentis also committed in propagating better living. The initiatives for enhancingquality of life emphasizes on enhancing family well-being, health and civicconsciousness and promoting income-generating programmes. These



programmes are offered to out-of-school youths aged 15+ years andabove as well as adults from the rural and urban poor areas.

1.26 Among the programmes to address issues pertaining to improvingfamily-income undertaken by the MORD is the Hard-core Poor

Development Programmes or theP

rogramP

embasmian Rakyat Termiskin( PP RT). Among others, the PPRTs provide opportunity for adults to enrolinto specially designed courses that would expose them to income-generating activities and the working environment. Families of five earninga monthly income below RM202.00 are given priority.

1.27 Among the programmes undertaken by the MORD to enhance familywell being are; the Family Development Programme, the Adult EducationProgramme and the Religious and Moral Education Programme.

1.28 The Family Development Programme is intended to enhance the

well- being of rural families by fully utilizing women's potential in fosteringthe desired socio-economic and cultural values. The activities carried outare:

o Home Economics classes in tailoring, handicrafts andagriculture.

o Work-oriented classes in tailoring, handicrafts andagriculture.

o Home visits by Home Economics workers to initiate actualimprovement in the homes.

o Mobile Demonstration Units to deliver talks and

demonstrations on nutrition, sanitation, health andconsumerism.

1.29 Activities under the Adult Education Programme include work-oriented classes for women in areas traditionally handled by males, suchas crop production, animal rearing, aquaculture and other new vocationalskills.

1.30 A new emphasis on the Religious and Moral Education Programme isnot just religious and moral education per se but also the use of religioustraditions to bring about positive changes highly related to developmentand work.

2. EFA STRATEGY AND/OR PLAN OF ACTION

2.1 The EFA National Plan of Action for the country was prepared in 1991.This was possible through meetings and discussions among severalministries and agencies. The Plan of Action was spelt out in the form of projects and activities under the purview of various ministries and



agencies. All programmes and activities for EFA, conducted by thesevarious ministries and agencies impose no restrictions based on gender,ethnicity or socio-economic status.

2.2 The government, through the MOE, other ministries and agencies

gives adequate publicity to the importance of formal and non-formaleducation through the mass media and other government informationdissemination networks. This strategy has succeeded in encouragingparents to admit their children into educational institution and for adults tocontinuously pursue knowledge and upgrade their skills and competenciesfor a better living condition. More structured programmes undertaken areas reported below:

Early Childhood Care And Development

2.3 The guidelines for the setting up of childcare centres is outlined in the

guidebook on rules and regulations of setting up childcare centresproduced jointly by the Department of Social Welfare, the HealthDepartment and the Local Authority. These agencies are authorised toapprove the licensing of such centres. The Childcare Centre Act wasimplemented in the state of Selangor and Federal Territory in the year 1985 and eventually, throughout the country in 1986.

2.4 The Department of Labour registers and monitors the childcarecentres in the plantation sector. The management provides this servicefree for the children of the workers. The provision for childcare centres inthe plantations areas is mandated in the Standard Act Minimum Housing

and Workers Facilitation 1990.

2.5 The provision for the establishment of pre-schools is enacted in theEducation Act 1996. Pre-school programmes are undertaken by a number of ministries and agencies, including the private and voluntary sectors.Curriculum guidelines of the MOE serve as the base for pre-schooleducation. Nevertheless, the agencies running the pre-schools are free tochoose the medium of instruction to be used in their establishments.

2.6 The main strategy in ensuring high participation rate in public pre-school is that the government, through various programmes, providesmeals and other support facilities and services such as per capita grantallocation, pre-school activity packages, indoor and outdoor pre-schoolequipment and apparatus for pre-school education.

2.7 Pre-school teachers are trained by their own agencies andestablishments using varied approaches and methodologies. To this end,the MOE has trained 178 trainers from the Community DevelopmentDivision (KEMAS) of the National Unity Department. These trainers in turn



train other teachers. The government through its agencies also providetrained teachers, teaching-learning materials, and funds to facilitaterunning of the public pre-schools.

Universalisation of Primary Education

2.8 There are two types of public schools at the primary level, that is thenational schools and national type schools. The national schools provideinstruction in Malay; the national type schools provide it either in Mandarinor Tamil. Both the public and private schools follow the K urikulum BaruSekolah Rendah (KBSR) or the New Primary School Curriculum. Thenational curriculum, fully implemented in 1988, is continuously evaluatedand upgraded to meet current developments in education andaccommodate new challenges, aspirations and values and futuredemands of the changing technology.

Support Services

2.9 To provide quality education, trained and qualified teachers as well asother educational resources in the form of audio-visual aids, educationaltelevision and books are provided for primary education. Financialassistance in the form of per capita grants and scholarships are alsoprovided. Other support services such as textbooks on loan, boardingfacilities, health and dental care, and supplementary milk and meal, tochildren from the rural areas, and urban poor implemented by thegovernment contribute to high participation rate in the public schools.

Quality Delivery System

2.10 The Teacher Education Division (TED) of the MOE formulatespolicies and guidelines pertaining to teacher training. The Division alsoimplements and evaluates the curriculum and examination system whilebeing responsible for the selection of candidates into the teacher trainingprogrammes. As part of its core business, the TED identifies areas of needs in terms of expertise; levels of skills required and type of courses tobe offered before such programmes are carried out.

2.11 To enhance teachers' professionalism and to improve teacher quality,

the MOE offers special diploma courses running over a period of one year for non-graduate teachers apart from other professional developmentcourses offered to all teachers.

2.12 To this effect, pre-service and in-service courses have beenformulated as the backbone of the various teacher-training programmes.Three types of pre service courses are made available for teacher aspirants and they are:



o Diploma in Teaching (for primary level) - 3years;

o Post Diploma Certificate in teaching (for primary and Secondary level) - 1 year; and;

o

Post Graduate Diploma in Teaching (for secondary level) - 1 year

2.13 In-service teachers who wish to upgrade their knowledge and skills of the profession may register for any of the courses listed below:

o Special Diploma (for non-graduateteachers, Primary and secondary) - 1 year,

o Professional Development Courses (Primaryand secondary) 14 weeks

Improvement in Learning Achievement

2.14 Student assessment in Malaysia had over the years undergone manychanges. An on-going effort towards this effect is the collaborationbetween the MES and the Cambridge Examination Syndicate in reviewingthe SPM. This initiative would propagate an open certification system thatis internationally recognised.

Adult Illiteracy

2.15 There is no law to compel illiterates to attend functional literacyclasses. The number of participants depends on the relevance of thecurriculum to the daily problems faced by them. However, in places likeSabah and Sarawak, geographical conditions of the countryside, distanceand poor communication deter some people from attending classes.Extreme poverty of certain isolated communities is also a factor thatdiscourages them from participating in literacy programmes.

2.16 Efforts in improving literacy include inculcating reading habit andincreasing access to global information. Such efforts are implementedthrough a nation-wide Gerakan Membaca or reading campaign, the

upgrading of reading materials in public libraries and the establishment of new libraries. The training of librarians in the use of information technology(IT) has been stepped up in order to serve the public better.

2.17 Malaysia has introduced a special relevant functional literacycurriculum that is designed to suit the demanding needs of the targetgroup. Besides the curriculum, the literacy programmes are "packaged"with other socio-economic programmes since education alone is not a



strong motivator for the poor to learn. The income-generating programmesinitiated under the PP RT s are more successful as the point of entry tomake the literacy programmes effective.

Expansion of Basic Education and Training Required By Youths and

Adults

2.18 The strategy undertaken to increase participation of unemployedyouths and adults into the workforce and national developmernt is byrecruiting them into vocational and skills training programmes. Throughthese programmes these group of youths and adults are given on-the-jobtraining in industries as an exposure to the working environment. It ishoped that through these programmes, youths and adults of Malaysia canuse their potentials and capabilities to the fullest to help the country realizethe vision of achieving a developed nation status by the year 2020.

2.19 Among the resources provided to run these programmes are trainingallowances, trained and qualified trainers as well as relevant technical andvocational curriculum. Among the Government agencies providing theseprogrammes are the Ministry of Education (MOE), Ministry of HumanResources (MOHR), Ministry of Agriculture (MOA), Ministry of RuralDevelopment (MORD) and Ministry of Youth and Sports (MOYS).

2.20 Efforts by the government are supplemented by increasingparticipation from private training institutions. This will provide opportunityfor more youths and adults to participate in skills training to meet thedemand for skilled manpower. Measures undertaken to increase private

sector participation in training programmes is in the form of the HumanResources Development Fund (HRDF) established in 1993 by the Ministryof Human Resources.

2.21 Standards and quality of the training programmes are maintainedthrough the National Industrial Training and Trade Certification Board(NITTCB) established by the National Advisory Council for IndustrialTraining. The NITTCB sets a common trade standard for all trainingprogrammes. It also serves to review and to improve such trainingprogrammes. Certification for most courses is through the NITTCB and theNVTC.

Knowledge, Skills And Values Required By Individuals And FamiliesFor Better Living

2.22 Programmes in propagating better living undertaken by variousgovernment agencies emphasizes on enhancing family well being, healthand civic consciousness among the participants as well as promotingincome-generating activities. The main strategies of the programmes are



based on the potential, needs and requirements of the community.Financial assistance and other incentives are also given to participants.More specific programmes as mentioned in para 1.27 are; the FamilyDevelopment Programme, the Adult Education Programme and theReligious and Moral Education Programme.

3. EFA DECISION-MAKING AND MANAGEMENT

3.1 In 1987, Malaysia established its National Co-ordination Committee for the Asia-Pacific Programme of Education for All (APPEAL). The task of the committee was to co-ordinate the implementation of programmes thatwould meet the goals of achieving universal primary education,eradicating illiteracy, and providing continuing education. To this effect,the Committee meets biannually to discuss progress of projects andactivities undertaken during each administrative year.

3.2 The Committee lead by the MOE comprises the following ministriesand agencies:

o Ministry of Rural Development (MORD)o Ministry of National Unity and Community Developmento Ministry of Youth and Sports (MOYS)o Ministry of Information (MOI)o Ministry of Enterpreneurial Development (MED)o Ministry of Human Resources (MOHR)o Universiti Malaya (UM)o Universiti Putra Malaysia (UPM)

3.3 EFA programmes initiated through the committee are incorporated intothe administrative functions of these ministries and agencies. Eachministry and agency has its own technical working group that forms amechanism for co-ordinating and monitoring programmes at the national,state and district levels, using its own modalities and indicators. The mainprogrammes that are undertaken by the various ministries and agenciesare as follows:

Pre-school education

o Ministry of Education (MOE)

o Ministry of Rural Development (KEMAS)o Ministry of National Unity and Community

Development (National Unity Departmnet)

o Associations, private agencies and religious bodies

Primary Education



o Ministry Of Education (MOE)o Private Agencies and Religious Bodies

Literacy Programmes

o

Ministry of Rural Development (Community DevelopmentDivision)

Continuing Education (Skills Training)

o Ministry of Youth and Sports (MOYS)o Ministry of Human Resources (MOHR)o Ministry of Rural Development (KEMAS)o Ministry of Enterpreneurial Development (MARA)o Non-Governmental Organisations (NGOs)

3.4 The policies and plans for EFA are set based on the NDP, the OutlinePerspective Plan (OPP), and the five year plan, approved by the Cabinet,and Parliament of Malaysia; the nation¶s highest decision making body.

4. COOPERATION IN EFA

4.1 The MOE plays a dominant role in the education enterprise inproviding education and training to meet development and manpower needs of the country. In doing so, there is close co-operation with other governmental agencies, private enterprises, non-governmentalorganisation, community-based organisation, religious institutions and

industries. These agencies carry out parallel programmes to supplementthe MOE¶s efforts.

4.2 An example of such co-operation is in strenghtening the earlychildhood education programme to ensure young children have access toquality childhood development programmes. The government is workingclosely with private institutions and NGOs to bridge gaps between variousagencies organising child care centres and kindergartens. This isimportant because each establishment has its own style of management,organisation, mode of operation, training, and so forth.

4.3 A National Committee was set up to co-ordinate matters concerningearly childhood education including the curriculum, the training and thedevelopment of the overall programme. In addition, sub-committees withthe same role and function have also been set up at state levels. Theeffort of the committee has resulted in the development of the Pre-schoolCurriculum Guidelines by MOE. All ECD centres currently use theguidelines. The curriculum guidelines contains the philosophy, long-andshort term goals; objectives of the programme; identifying the different



skills components to be imparted as well as the suggested list of booksand other resources to help teachers of pre-school centres.

4.4 Malaysia receives external aid for education and training in the form of technical assistance and investment programmes. The World Bank and

the Asia Development Bank, still remain the major source of externalassistance. Bilateral assistance is also available. The principal sourcesare Canada, Japan and the United Kingdom which focus on industrial andvocational training, human resources planning and research as well ashigher education. The United Nations Children Fund (UNICEF) and theUnited Nations Education Scientific and Cultural Organization (UNESCO)provide support for ECD programmes.

5. INVESTMENT IN EFA SINCE 1990

5.1 In terms of new investments, primary schools have seen the

introduction of science, living skills and music into their curriculumtogether with the greater emphasis on language teaching and the use of information technology in education.

5.2 The development of Multimedia Super Corridor (MSC) and the rapidincrease in the use of information technology is creating a major challengefor the educational system. As the pioneer for making a world-class qualityeducation centre a reality in Malaysia, the MOE has initiated the SmartSchool Programme and encouraged the use of multimedia and other materials in the teaching and learning process. As the children at the pre-school classes are feeders to the programmes, the government has given

more allocation to improve the educational infrastructure e.g. the buildingof new schools, updating materials and resources for teaching andlearning e.g. developing CD-ROMs, and in getting teachers to participatein childcare courses.

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