SEAMEO-RETRAC 11th Governing Board Meeting and Conference
Institut Aminuddin Baki Malaysia
27-30 August 2008
“BASIC EDUCATION CURRICULUM REVISITED: A LOOK AT THE CURRENT
CONTENT AND REFORM IN MALAYSIA"
by
DR. KHAIR MOHAMAD YUSOF
Director, Institut Aminuddin Baki
Preamble
It is with great pleasure that I welcome the members of the SEAMEO
RETRAC Governing Board to this meeting and conference. Indeed it is our honor
to host this year’s gathering of some of the leaders in education in the region. As
leaders of the education sector in Southeast Asia, we all understand that we are
at the forefront of educational development in the region. Still, one of the issues
that we are currently facing is to remove the disparities in educational access,
inclusion, and achievement. Hence, in all of the countries in Southeast Asia, our
governments always put a premium of education as a way towards social
development and economic growth.
In the case of Malaysia, we have likewise always perceived education as
one of the foundations of development. This is a challenging call because
Malaysia is a young nation in terms of the composition of the population. In 2007,
slightly more than half of the Malaysian citizens are below 24 years old. Out of a
total of 27 million citizens for the same year, about 33.2 percent are under 14
years of age while 17.6 are between the ages 15 to 24 (MOE, 2008). This poses
a great challenge to the government to provide resources to develop the
abundance of young human capital.
To give you a clearer picture of the state of education and schooling in our
country, let me first go through several facts and figures. At the primary level,
participation rate is high at 94.24 percent as of 2007 data. While participation at
the lower secondary level at 85.05 percent increased by 3.29 percent between
2003 and 2007, participation rate at the upper secondary level, however,
increased by a smaller 0.81 percent or a participation rate of 72.47 percent. The
figures mentioned do not include that from private institutions, which would
otherwise increase the participation levels in the lower and upper secondary
level.
A key factor in the increase of participation rates, particularly in basic
education is the implementation of the reviewed Education Act of 1996 that
enabled the implementation of compulsory education at the primary school level
that took effect in 2003. This policy sees to it that every child in the country
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beginning at age 6, regardless of sex, social and economic background, and
residential locality has the right to primary education. Hence, parents must
ensure that their children who reach six years old should have access to
education.
"... an educational programme that includes curriculum and
co-curricular activities which encompasses all the knowledge,
skills norms, values, cultural elements and beliefs to help
develop a pupil fully with respect to the physical, spiritual,
mental and emotional aspects as well as to inculcate and
develop desirable moral values and to transmit knowledge"
EducationAct1996
[Education (National Curriculum) Regulation 1997]
The National Education System at school level under the government
education institution category consists of:(a) Pre-School Education

Education programme for pupils of 4-6 years of age
(b) Primary Education


The course of study at the primary level planned for a duration of
six years but may be completed in five to seven years;
It consists of national schools or national-type schools
Status of the Basic Education: Integrated Curriculum for Primary Schools
The current basic education was first introduced in 1982 in the form of
Kurikulum Bersepadu Sekolah Renda, KBSR (Integrated Curriculum for Primary
Schools). KBSR was trial run in 302 primary school in 1982, and a year later was
implemented in all primary schools. KBSR was fully implemented in 1988 at the
same time Ujian Pencapaian Sekolah Rendah UPSR (Primary School
Achievement Test) was introduced.
The principles if ICPS is based on the National Education Philosophy.
These are :
i.
ii.
iii.
iv.
an integrated approach
ii. individual holistic development
iii. equal education for all, and
iv. Life long education.
The integrated approach is the main focus in the design of the ICPS. The
elements of knowledge, skills and values are incorporated so as to bring about
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the integrated development of the intellectual, spiritual,emotional and physical
aspects of the individual.
The concept of integration is manifested as follows:

teaching, the four skills are speaking (oral skill), listening (aural
skills), reading and writing. Two or more of these skills can be
integrated in a lesson.
 Integration of skills across a number of subjects. Drawing, for
example, is one of the activities that can be adopted on
Mathematics.
 Assimilation of various content in subjects. Elements of science,for
example, are assimilated in the teaching of language.
 Integration of values in subjects. Cleanliness and safety, for
example, are given emphasis during practical session.
 Elements taught across the curriculum include language. The
environment, science and technology, patriotism, thinking skills and
study skills.
 Integration of the curriculum and co-curriculum, Here, co-curricular
activities are reinforced in the formal classroom learning situation.

acquired can be put into practice outside the formal classroom
situation.
 Integration of past experiences and the newly acquired experience
of pupils.
The aim of primary school education is to ensure an overall, balanced and
integrated development of an individual's potential which includes the intellectual,
spiritual, emotional and physical aspects so as to produce balanced and
harmonious with high moral standards.
For operational purpose, the structure of the Integrated Curriculum for
Primary School is divided into 2 phases of three years each. Phase I comprises
Year 1, 2 and 3 while Phase II of Years 4, 5 and 6. The ICPS consists of three
areas namely Communication, Man and His Environment, and SelfDevelopment. These three areas are subdivided into six components, namely:

 Humanities and Environment


Attitudes
 Living Skills
 Co-curriculum
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Recent Improvements and Interventions
Having introduced the current implementation of the Integrated Curriculum
for Primary Schools ICPS, I shall now expound on the characteristics of the
recent improvements and interventions in Malaysian education in the past few
years, particularly on curriculum revision. Started in 1999, the motivation for the
revision was to realign the curriculum to existing and future needs, particularly in
recognition of the need to adapt to rapid technological development within and
outside the country. The revised curriculum was placed in the context of national
development, learning theories and the National Philosophy of Education, and
the Vision 2020 These are then translated into disciplines and special programs
such as patriotism, drug education, and environmental education.
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Changes in the curriculum are but part of the achievements of the
Malaysian educational development experience. Along the years, especially in
past two decades or so, the country tackled head on the challenges in
educational access, equity, quality, and relevance. The success of the system in
responding to these issues was closely linked to the systematic strategies as
expressed in Malaysia’s Outline Perspective Plan, which was implemented
starting in the 1960s. The OPP has always identified the education sector as one
to the main mechanisms in national growth. This premium placed on education
thus ensured that funds are sufficiently allocated to the education sector.
Moreover, the government fully recognizes the immense impact of developing
human resources in meeting the goals of Vision 2020. This is translated to
continuous training and upgrading of skills.
It is not hard to see the results of these efforts as noted, for instance, by
the continuous increase of Malaysia’s literacy rate from 85 percent in 1990, to
93.7 percent in 1998, to 94 percent in 2002 and to 97 percent in 2006. In 2003,
the average class size was 31 and 33 for primary and secondary education
respectively. In the same year, the student-teacher ratio for primary schools was
17, and 16 among secondary schools. The number of primary schools increased
to 7,623 in 2007 from 7,504 in 2003 and 7,130 five years before that. The
number of secondary schools also increased from 1,566 in 1998 to 1,902 in 2003
and 2,058 in 2007.
These outcomes are just part and parcel of the efforts of the Malaysian
government in dealing with the issues and concerns in education, particularly in
terms of access, equity, quality and relevance, and participation of the society in
educational change.
(1) To improve access to education, the Federal Constitution ensures that
there will be no discrimination against any citizen in terms of access to and
financial support for education. Universal primary education is almost achieved
and efforts to provide twelve years of basic education is being intensified. As
pointed out earlier, literacy rates and enrolment rates are growing.
(2) In terms of educational equity, equal opportunity for education is
provided to every child, including those from remote and rural areas. Parents can
also choose to enroll their children into National Schools that provide instruction
in Malay and the National-type schools of their choice.
(3) Quality and relevance of education to individual needs and nation
building have likewise been given top priority in the national development plan.
The National Curriculum places emphasis on the holistic development and
potentials of individuals. Technical, vocational, and skills training offered in
secondary technical and vocational schools provide students with practical
training and employability skills. Moreover, using technology to facilitate teaching
and learning makes the process more interesting, motivating, stimulating, and
meaningful.
(4) Participation of the society is also given priority in educational
development. In designing and implementing education programs, the Ministry of
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education has close cooperation and collaboration with other government
agencies, private enterprises, non-government organizations, community-based
organizations, religious institutions, and industries in activities such as
strengthening early childhood education, vocational and trainings skills programs,
parent-teacher associations in fundraising, and the mass media.
The government, to better improve the quality of education in Malaysia,
also adopted a number of upgraded approaches, strategies, and reforms in
education. This is of course closely hinged on the National Education Philosophy,
that aims to develop the potential of individuals in a holistic and integrated
manner for them to be intellectually, spiritually, emotionally, and physically
balanced and harmonious, based on a firm belief in and devotion to God.
(1) First, there had been strategic changes in the teaching and learning of
mathematics and science in primary and secondary schools by enhancing the
teaching of those subjects. In Malaysia, the delivery of mathematics and science
subjects are traditionally in Malay, the National Language. In 2002, the English
language was made as the medium of instruction for both of these subjects,
which is expected to enable students to access information in the internet, read
articles and research papers and other materials published in English. Policy
outcomes have been positive, albeit a few problems were noted, which are
immediately trying to address.
(2) Second, the Ministry of Education is also working on making the
utilization of ICT more common among Malaysian schools. This may come in
ways such as ICT–enhanced teaching and learning, distance learning, video
conferencing, and Internet links to facilitate the exchange of ideas and
collaborative classroom discussion. Majority of primary and secondary schools in
Malaysia already have computer laboratories and internet facilities. The Smart
School Project or SSP is a flagship program in Malaysia’s Multimedia Super
Corridor ICT Application. SSP utilizes the browser-based teaching and learning
materials for Bahasa Malaysia, English Language, Science, and Mathematics.
These materials accommodate different needs and abilities that allow learners to
take greater responsibility in managing their own learning. The SSP also
encourages the development of teaching and learning courseware in the
classroom that would be incorporates in the Smart School Integrated System or
SSIS. All coursewares are launched through the networked computer system
provided to all Smart Schools.
(3) Thirdly, the Ministry of Education, through the intervention initiatives
KIA2M or Kelas Intervensi Awal Membaca dan Menulis (Early Intervention
Classes for Reading and Writing) actively pursuing to redress the 100,000
primary school pupils who are still struggling to master basic skills in reading and
writing. Introduced in 2006 for grade 1 pupils, the assessment is carried at the
very beginning of the school session to screen and identify those needed special
help and care in reading and writing. The progress is progressively monitored
and measured six month later, with those achieving the set minimum standard in
reading and writing will be transitioned back to the main stream.
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(4) The fourth key initiative that I will share with you is on the changes in
public examinations. The School-based Assessment of Oral Skills focuses on the
Malay and English languages. It entails that students be assessed in or outside
the classroom situation. It is offered to students in grade 1 to grade 6 in primary
schools and in grade 7 to grade 9 in lower secondary schools. The Oral Test of
Speaking and Listening Skills meanwhile is offered to student in grade 10 and
grade 11 in upper secondary school. As mentioned earlier, Mathematics and
Science were first conducted in Malay and English in 2003, hence, another
assessment on bilingual proficiency was conducted starting in 2004. By 2008, all
assessment instruments for grades 6, 9, and 11 public examinations for
Mathematics, Science, Technical and Technology subjects would be in English
for all national primary and secondary schools. Certification for Vocational
Subject in Academic Schools or VSAS was also introduced. It comprises parts on
competency-based assessment and modular certification.
Challenges and opportunities
Despite the aforementioned recent improvements and interventions in the
education system in Malaysia, and the substantial achievements in education as
a whole since our independence in 1957, we do recognize that there are still a
number of challenges that we have to immediately address in due course to
affect short-term and long-term solutions to these issues.
(1) First, Malaysia has always been motivated to pursue integration
through education in line with Vision 2020’s goal of uniting all races. Vision
Schools were thus established to keep pupils learning together in the same
vicinity irrespective of race or religion. It also creates greater opportunities for
pupils of different ethnic groups to mix and interact through various school
activities.
(2) Expansion of preschool education is another challenge as indicated by
only 36 percent of children aged 5-plus years who did not have access to
preschool as of 2000. The Ministry of Education institutionalized the National
Preschool Curriculum compulsory in all preschools beginning 2003. This effort,
and some other related ones, increased participation rate on the preschool level
from 64 percent in 2000 to 88.3 percent in 2003.
(3) As mentioned earlier, the government is giving increased emphasis on
science and technology education, which is a challenge that the MOE is facing.
Currently, the low participation rate in the science stream is far from the targeted
ratio of 60 percent in science and technology, compared to 40 percent in the arts.
We have thus undertaken the upgrading of vocational and technical schools,
building and upgrading science schools and science laboratory facilities. The
MOE also introduced science subjects in grade 1 starting in 2003. We are also
increasing the number of science teachers to complement this.
(4) Another challenge that we are facing is sustaining students’
participation in the system, especially among the poor. The Poor Students’ Trust
Fund for instance distributed 1.54 million Malaysian ringgit to 800 primary school
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students nationwide in 2003. Each poor student receives a maximum of 2,000
Malaysian ringgit a year to pay for their school expenses. In 2003, the MOE also
introduced a financial assistance program for children at risk of dropping out of
school because of poverty. Further, the tuition voucher scheme for children in
Years Four, Five, and Six at the primary level qualify children from needy families
who show poor academic performance to enroll into extra-classes in critical
subjects such as Mathematics, Science, English, and the Malay language.
(5) In the area of education and gender equality, the main challenge for
the Malaysian education system is the low participation of male youths at the
secondary level. While in primary school the composition of males and females
enrolled in public primary school is about the same, there is low participation
among male youths at the secondary level, which places Malaysia in a unique
situation among other developing countries. The decline in enrolment of male
youths at the university level in almost all fields of study is another concern of the
government. This is more obvious in the arts and pure sciences as compared to
enrolments into the technical fields. In 2007, from 331,025 students enrolment in
the public universities, there are 126.836 male students representing 38 percent
of the total enrolment (MOE, 2007).
(6) The Malaysian education sector is also trying to address social
inclusion in education, particularly among children with special needs and
children of indigenous peoples of the country. The Orang Asli, the indigenous
population of Malaysia, has been the main focus of integration and assimilation
by providing them with equal opportunities in education and introducing
measures to ensure the teaching of their dialects. School uniforms, food rations,
textbooks, and other forms of assistance are continually supplied as incentives
for school attendance. We are also overcoming the negative attitude of the
Orang Asli parents towards their children’s education through adult education to
the Orang Asli communities to foster more literate and optimistic parents. The
Ministry of Education is also working with other government agencies to provide
learning and training facilities and services for children and youths with special
needs. For instance, the Special Education Department of the Ministry of
Education coordinates all special education programs of all special education
schools to students with hearing and visual impairments. In the case of students
with special needs, we have also developed Integrated Special Education
Programs through special education classes in mainstream schools to enhance
their social integration.
(7) To better pioneering changes in education, the Education
Development Master Plan (Pelan Induk Pembangunan Pendidikan, PIPP) 20062010 outlines the strategic moves to close the gap and raise the bar of Malaysian
education. Being a diverse society, it cannot be ignored that unity, social
cohesion and developing the human capital of the country made significant
contribution to economic growth and social maturity that the country is enjoying
right now. Certainly, however, there is still a lot work to be done. Constantly we
need to monitor and enhance the present system based on its past and present
strengths and weaknesses. Focal areas are still on improving equity, access, and
democratization of education. In addition, we need to further improve education
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quality and efficiency to better prepare our children for a changing global
community. We are fully aware that it is a continuing process of transformation,
one that has to be consciously and consistently prioritized.
Revisiting the curriculum: transforming the pre-school and primary school
curriculum and assessment.
Beginning 2008, the Ministry of Education is conducting a trial run on 50
primary schools nationwide in implementing the modular and thematic curriculum
and school based assessment. This is a rolled-out project with 500 schools
coming on board in 2009, before the full implementation in 2010. Graphically, the
changes are depicted as in Diagram 2 below:
Curricular approach
Linear, subject and
topical based, constant
time
Modular and thematic,
Time is variable
Assessment
Locally (school based)
administered assessment
at all grades + centrally
administered grade 6
examination + centrally
assessed psychometric
test
Centrally administered
examinations at grade 6
Diagram 2: Now and new curriculum approach and assessment
The rationale behind these projected and progressive transformations in
curriculum and assessment for primary schools is to ensure the relevancy of the
schooling with the current and future needs by enhancing students learning with
the acquisition of new skills in thinking, communication, entrepreneurship,
innovation and creativity. Additionally, the development of primary school pupils
upon completion of their primary education must be in a holistic manner. This
must begin with the right kinds of skills, knowledge and values without
compromising on their integrity, moral fibre and personal qualities.
To achieve these, there are six core thrusts of the curriculum content and
forms : namely Communication, Students Well Being, Physical and Aesthetic,
Humanities, Literacy in Science and Technology, and Spirituality, Values and
Attitudes. The emphases of these core thrusts of the curriculum is depicted in
Diagram 3 below.
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Key Stage 2
Grade 3-6
Socio-emotional & Cognitive Development; Spiritual, Values &
Attitudes; Enhanced & Applied 4R; Basic ICT Skills; Generic &
Complex Skills; Knowledge Acquisition
Key Stage 1
Grade 1-2
Socio-emotional & Cognitive Development; Spiritual,
Values & Attitudes; 4R (Reading, Writing, Arithmetic,
Reasoning); Basic ICT, Generic Skills
Socio-emotional & Cognitive Development;
Spiritual, Values & Attitudes;
Preparation for schooling
Pre School
Age 4-6
Stages of Development
Curriculum Emphases
Diagram 3 – Curriculum emphases at stages of development
Of course, that this is still new and the trial is being conducted in 50
schools this year and I do not want to preempt the implementation that there is
still more to be achieved before the transformation that will most likely to take
place in the 2010. However suffice for me to say that what we are doing now is
to fulfill our hope to develop a quality basic education which will realize the full
potential of the individual and fulfill the aspiration of the Malaysian nation.
On that note, I am again welcoming everybody to the 11th SEAMEORETRAC Governing Board Meeting and Conference. There are a lot of things
that we are looking forward to discuss, thus let me invite you to a fruitful
assembly of some of the leaders of the education community in Southeast Asia.
Thank you.
Khair Bin Mohamad Yusof, PhD
Institut Aminuddin Baki
Ministry of Education Malaysia
15 July 2008.
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