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Malaysian Educational Curriculum Development
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Published by empezardc
Issues affecting the development of curriculum in Malaysia: Future perspectives
for greater use of technology in the classroom.
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MALAYSIAN EDUCATIONAL DEVELOPMENT4

As this country moving forward to meet the 2020 Aspirations, educational sector
is not left out from facing a lot of hindrance and challenge in order to move in
sync with the rapid development. From time to time there are always issues and
trends revolve around education arise, thus demand public as well as
governments attention. Among the issues that had arisen recently are the
demand voiced out by Indian community to the government for the literature
textbook
Inter look
to be withdrawn as it contains a section touching the caste system which
considered as a sensitive issue among the Indian. However, a decision is not yet
determined since like what the Deputy Education Minister Wee Ka Siong said,
We will get the professional views on this matter. He also adds that the only
intention the textbook used is to make people united and live harmoniously
(Bursa Malaysia, January 03, 2011).Apart from that, our country has not done yet
with the matters on PPSMI or the teaching and learning mathematics and science
in English. When this program was introduced back in2002, heated debates
started especially among the ethnic-based political parties. This is because, they
claimed that it could bring a worrying effect upon the national type school

namely the Tamil and Mandarin since the program require longer face-to-face
interaction that will reduce the period of teaching contact time for a vernaculars
students (Pillay & Thomas, 2004). Generally speaking, the claim is quite
reasonable since among Indian and Chinese community, national type school is
one of few limited choice they had to preserve and transmit their heritage for the
future generations. In spite of this, it is beyond the question that this program is
beneficial as a drill for students before they enter the higher level of education
which is dominated mostly by an English language. Recently it was again
announced that PPSMI will be completely eliminated from school in 2012, and in
the meantime mathematics and science will be delivered using dual language
both in lesson and examination. Government intention as what public able to
observe might be good, however, it is something regrettable as all the back and
forth changeover costs a lot of resources, moreover it will be an inconvenient for
those students who happen to be in twilight zone during the process (Pillay &
Thomas, 2004).The emphasis of science and technology is not a new thing in our
country. After the National Economic Policy introduced in 1970 or even since
Malaysia became an independent nation, our country was prepared for the needs
of the developing nation as in a well-skilled labour and professionals of
international standards. Hence, starting from the KBSR and KBSM, all the

MALAYSIAN EDUCATIONAL DEVELOPMENT5

Elements which will be further developed to achieve the goals and objectives of
education of this country had been integrated from the very beginning.
Nowadays, schools across the country are equipped with the facilities to ensure
nobody had left behind as literacy in this age are no longer evolve around the
3Rs but also encompassed the knowledge, understanding and the competency
of information technology. In some area though, there was a complaints that the
facilities are not well-maintained since the teachers and staffs also have a poor
competency in such field. It became a dilemma as well as a problem which can
decelerate the progress as expected. On the other hand, another issue arose on
the risks we are actually exposing to the students. It is true that everyone have
to be aware with the rapid development and adapt in agreement, however, the
emergence of an Internet, one of the most crucial elements in information
technology, came along with the possibility that students would be exposed to
the inappropriate or even a harmful contents. In the middle of process of
adapting the changes, there is still an urgent obligation to ensure all the roots,
the Malaysian values which students must possess are not disregarded from the
curriculum. Allocations had been given for the purpose of establishing and
maintaining the ICT facilities in schools by the government. Teachers are also
provided with training to enable them to use these facilities in school. However,
it is a wrong to assume the ICT applications in scholar e solely triggered by the
wave of future or only to promote computer literacy among students. From
educators point of view, it also serves as a way to enhance the efficiency and
the effectiveness of the teaching and learning process. To cater the needs of
future, it is critical for schools to have a curriculum which is covered; overall

development, knowledge, skills, values, and language across the curriculum,

explicit learning outcomes for different levels of ability, integration of knowledge,
skills, and values for the Information Age as explained by Dr Maznah Ali Muda in
ICT in education : Malaysian Experience
regarding the curriculum of the SmartSchool Project.As stated earlier, the issues
about inculcating Malaysian values arose when schoolsacross the country began
to implement the ICT elements. That is why recently when everyone isall about
computer literacy, some parties probably from the educators community express
their worries on students particularly the teenagers lack of interest in learning or
knowing their heritage, as well as the historical knowledge related to our nation
or any foreign country.

MALAYSIAN EDUCATIONAL DEVELOPMENT6

Immediately, the authority along with the organization concerned make sudden
changesregarding the History subject in schools. Besides, other subject such as
Civics as well as Islamicand Moral education was revised to ensure the contents
is updated and encompassed the recentissues related to moral and ethics. In line
with the introduction of 1Malaysia concepts,curriculum in school also much
affected in a positive way to promote the Malaysian valueswhich was hoped to
produce a balance individual as pictured in our National Philosophy of
Education.As a conclusion, Malaysian education system had gone through a lot of
changes so itwould be relevant to the age, and at the same time have not
forgotten the critical values whicheach and every Malaysian should still possess
even the time changed.
References:
Dr Maznah Ali Muda.
ICT in education : Malaysian Experience.
Kementerian Pendidikan Malaysia.
Educational Milestones in Malaysia.
(2001). Kuala Lumpur.Pillay, H., & Thomas, M. (2004).
A Nation On The Move: From Chalkface To Laptop.
Ministryof education.Rahimah, H. A. (1998). Educational Development and
Reformation in Malaysia: past,presentand future.
Journal of educational Administration
, Vol. 36 Iss: 5,pp.462 - 475.Salleh, M. (1988).
Perubahan dan Kemajuan Pendidikan Di Malaysia.

Kuala Lumpur: NurinEnterprise.

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