EDUCATION SYSTEM IN MALAYSIA, THE
SCHOOL CURRICULUM,
CURRICULUM DEVELOPMENT DIVISION
MINISTRY OF EDUCATION
EDU555
Curriculum and Instruction
Encik Muhamad Furkan Mat Salleh
Overview
1) Education System in Malaysia
2) National Education Philosophy (NEP)
3) Goals of Education
4) CDD – Roles and Functions
5) Curriculum Conceptual Framework, School System
and Curricular Emphasis
6) Pre-school to Secondary School Curriculum
7) Aspects taught across the curriculum
8) Science Curriculum for Secondary and Primary
Schools
EDUCATION SYSTEM IN MALAYSIA
Education in Malaysia
• The education system in Malaysia is centralized and top-
down
• Overseen by the Ministry of Education (MoE).
• Each state and federal territory has an Education Department to
co-ordinate educational matters.
• The main legislation governing education is the Education
Act of 1996.
• The Malaysian government provides free education for
primary and secondary level

11 years for each student
EDUCATION SYSTEM IN MALAYSIA
MINISTRY
OF EDUCATION
STATE EDUCATION
DEPARTMENT
MINISTER OF EDUCATION
Centralized, top-down system
Standardized curriculum prepared by CDD
STATE EDUCATION DIRECTOR
Primary School
Secondary School
DISTRICT EDUCATION OFFICER
DISTRICT EDUCATION
Primary School
OFFICE
Secondary School
SCHOOL
PRINCIPAL, HEADMASTER, SENIOR
ASSISTANTS,
HEAD OF PANEL,
Teachers
Students
Primary Education
• Primary Education is compulsory in Malaysia
 Multilingual public schools
 Private schools
 Home education / Homeschooling
• Children enter primary schools at age 7 for a period of 6
years
• There are 2 different types of government-run primary
schools:


National schools  normal government schools
National type schools  vernacular schools which have either
Chinese or Tamil as the main language for instruction
Secondary Education
• Secondary Education is divided into the following phases:
• Transitional Class
• Only for national-type primary school students who have failed Malay
Language subject in UPSR
• Lower Secondary
• First 3 years (Form 1 to 3)
• General education
• Upper Secondary
• Following 2 years (Form 4 and 5)
• Either the arts or the science stream according to personal choice and
teacher advice
Secondary Education
• Secondary schools are subdivided into 3 types:
 National schools
 National type schools
 Religious schools
• Other types of government or government-aided
secondary schools:




Religious Secondary School (Sekolah Menengah Agama)
Technical Schools (Sekolah Menengah Teknik)
Fully Residential Schools (Sekolah Berasrama Penuh)
MARA Junior Science College (Maktab Rendah Sains MARA)
Secondary Education
• The Cluster School of Excellence
• a merit system implemented in Malaysia
• granted to High Achieving Schools
• given wider autonomy in administration
• extra allocation for advancement of specific fields like academics,
sports and extra-curricular activities.
• Admissions are very selective
•
reserved for students who demonstrate outstanding academic
achievement and potential at the primary level.
• These schools are either full-time day or boarding
schools.
Post Secondary Education
• Students from public secondary school would have
choices of:


Studying Form 6 for STPM
The matriculation
• Some universities also offer foundation and diploma
program for post-secondary students
Tertiary Education
• Currently, the number of tertiary institutions in Malaysia
are as follow:




37 private universities
20 private university colleges
7 foreign university branch campuses
414 private colleges
NATIONAL EDUCATION PHILOSOPHY
“Education in Malaysia is an ongoing effort towards further
developing the potential of individuals in a holistic and
integrated manner so as to produce individuals who are
intellectually, spiritually, emotionally, physically balanced
and harmonious, based on a firm belief in and devotion to
God. Such an effort is design to produce Malaysian citizens who
are knowledgeable and competent, who possess high moral
standards, and who are responsible and capable of achieving
a high level of personal well-being as well as being able to
contribute to the betterment of the family, the society and the
nation at large”
GOALS OF EDUCATION
1. To Achieve National Unity.
2. To Produce Quality Manpower for National
Development.
3. To Achieve Democratization of Education.
4. To Inculcate Positive Values.
CDD - VISION
QUALITY SCHOOL CURRICULUM
FOR WORLD CLASS EDUCATION
CDD - MISSION
To develop an integrated school
curriculum for the holistic development
of the individuals’ full potential to fulfil
the aspirations of the nation.
CDD - AIMS
The development of the school
curriculum towards increasing the
quality of education in-line with the
National Philosophy of Education
CDD - ROLES AND FUNCTIONS
1. Design and develop the school curriculum
2. Disseminate and implement curriculum
3. Monitor curriculum implementation
4. Prepare curriculum support materials
5. Conduct research for the development and
evaluation of curriculum
THE NATIONAL CURICULUM IN THE 1996
EDUCATION ACT
“... 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 desirable moral values and to
transmit knowledge”
Educational Act 1996
[Education (National Curriculum) Regulation 1997]
CURRICULUM DEVELOPMENT CYCLE
NEEDS ANALYSIS
EVALUATION &
SUPERVISION
PLANNING
Implementation &
monitoring
DISSEMINATION &
IMPLEMENTATION
CURRICULUM
DISSEMINATION
AND TRAINING
DESIGN &
DEVELOPMENT
PILOT
STUDY/LIMITED
IMPLEMENTATION
AIMS OF EDUCATION
A learner who is
intellectually,
spiritually, emotionally
and physically balanced
-Knowledgeable
-Towering personality
-Believe in God
-Confident
CORE OF CURRICLUM
DEVELOPMENT
-National Philosophy of Education
-National Education Policy
Responsible Citizens
-Courteous
-United
-Patriotic
-Fair
-loving
-Serve the country
-Vision 2020
-National Long Term Plan
-New Economic Model
-Current World Trends
Global Player
-Competitive
-Resilient
-Able to communicate in
English/International
Language
-Self Dignity
-Learning Theories
-4 Pillars of Education (UNESCO)
Knowledge Worker
-Innovative
-Creative
-Thirst for knowledge
-Master ICT Skills
-”Creator of Technology”
-Life-long learning
CURRICULUM CONCEPTUAL FRAMEWORK
CONSIDERATIONS
• NATIONAL DEVELOPMENT
• Economy
• Unity
• Information Technology
• Science and Technology
• Socio-Culture
• INDIVIDUAL DEVELOPMENT
• Human Capital Development
• Development of a Malaysian
citizen
• LEARNING THEORY
• Multiple Intelligences
• Emotional Intelligence
• NATIONAL EDUCATION
PHILOSOPHY
• Education is an on-going process
• Holistic and integrated
development of an individual
(intellect, spiritual, emotional and
physical)
• 4 PILLARS OF EDUCATION
(UNESCO)
• Learning to know
• Learning to do
• Learning to be
• Learning to live together
PRESCHOOL, PRIMARY AND
SECONDARY SCHOOL
CURRICULUM
• SUBJECTS
• Compulsory
• Core
• Additional
• Elective
• SPECIAL PROGRAMMES
• Patriotism
• Environmental Education
• Reproductive and Social
Education
• Preventive Education on Drug
Addiction
• Computer in Education
• Special Programme for the
Indigenous People
CLASSROOM
PRACTICES
• TEACHING & LEARNING
STRATEGIES (STUDENTCENTERED)
• Enquiry
• Integration of discipline
• Integration of knowledge and
practice
• Enrichment and intervention
• Critical and creative thinking
• Mastery learning
• Learning how to learn
• Genre writing
• Scientific process skills
• Contextual learning
• Fun learning
• Generic skills
• Future studies
• Integrative learning system
• Aspects across the curriculum
• ASSESSMENT
• Assessment for Learning
• School-based Assessment
• Centralised Assessment
OUTCOME
• INDIVIDUALS
• K-Worker
• IT Literate
• Skilful
• Patriotic
• Possess high moral values
• Socially united
• Respects the environment
• Critical and creative
• Resilient and have self dignity
• Innovative
• Ethical and respects own and
other peoples’ culture
THE SCHOOL CURRICULUM
SCHOOL SYSTEM AND CURRICULAR EMPHASIS
UPPER SECONDARY
(FORM 4 - 5)
development of aptitude & interests, development of
personality, attitude & values, specialization,
career & higher education
LOWER SECONDARY
(FORM 1 - 3)
general education, consolidation of skills acquired at
primary & pre-vocational level, development of aptitude
& values
PRIMARY LEVEL II
(YEAR 4 - 6)
reinforcement & application of 3Rs, complex skills,
acquisition of knowledge, pre-vocational education,
development of personality, attitude & values.
PRIMARY LEVEL I
(YEAR 1 – 3)
mastery of 3Rs, development of personality,
attitude & values.
PRESCHOOL
socialization process, personality
development, preparation for primary schooling.
TRANSITION CLASS
(13 year olds)
reinforcement & enhancement
of National Language
THE PRESCHOOL CURRICULUM
EARLY CHILDHOOD DEVELOPMENT
•
•
•
•
FOCUSES
HOLISTIC DEVELOPMENT
LEARNING IS FUN
MEANIGFUL LEARNING
LIFELONG LEARNING
SPIRITUAL & MORAL
SUITABLE
CLASSROOM
PRACTICE
LANGUAGE & COMMUNICATION
SOSIOEMOTIONAL
•
•
•
•
•
•
OUTCOMES
COMPETENT IN LANGUAGE & COMMUNICATION
THINKING SKILLS
HIGH MORAL VALUES
SELF CONFIDENT & DISCIPLINED
HEALTHY & ACTIVE
CREATIVE, IMAGINATIVE & EXPRESSIVE
READINESS FOR SCHOOL
SUITABLE
CLASSROOM
PRACTICE
CONCEPTUAL FRAMEWORK FOR PRIMARY
SCHOOL (ICPS)
COMMUNICATION
Basic Literacy 3Rs
(Reading, Writing & Arithmetic)
Languages
Mathematics
PUPILS
MAN AND HIS ENVIRONMENT
INDIVIDUAL SELF
DEVELOPMENT
Spiritual, Moral and Attitude, and
Man and His Surroundings
Arts and Recreation
Islamic Education
Moral Education
Science
Local Studies
Living Skills
Music
Arts Education
Physical and Health Education
PRINCIPLES OF THE INTEGRATED CURRICULUM FOR
PRIMARY SCHOOL
The Use of Existing
Knowledge & Skills –
to relate with the classroom
activities
Equal Education
for All
Development of Individual
(Integration of
Intellectual, Spiritual,
Emotional &
Physical Aspects)
Enhancing the Use of
Bahasa Melayu
and Other Languages
(English, Chinese, Tamil)
Principles of ICPS
Emphasis on
Noble Values
Life-Long Education
THE GENERAL STRUCTURE OF ICPS
AREAS
COMPONENTS
PHASE I
PHASE II
COMMUNICATION
Basic Skills
Bahasa Melayu,
English Language,
Chinese Language,
Tamil Language,
Mathematics
Bahasa Melayu,
English Language,
Chinese Language,
Tamil Language,
Mathematics
MAN AND HIS
ENVIRONMENT
Spirituality, Values and
Attitudes, Humanities
and Environment
Islamic Education,
Moral Education,
Science
Islamic Education,
Moral Education,
Science
Local Studies
SELF DEVELOPMENT
Living Skills, Art and
Recreation, CoCurriculum
Music Education,
Visual Art
Education,
Physical
Education, Health
Education
Living Skills, Music
Education, Visual
Art Education,
Physical Education,
Health Education
LANGUAGES TAUGHT AT THE PRIMARY
SCHOOL
Bahasa Melayu – Medium of Instruction in National Schools
 Aims of the language
 Develop the child fully (intellectual, spiritual, emotional & physical)
 Inculcate and develop desirable moral values
 Transmit knowledge
 Create a united Malaysian race
 Numbers of hours taught in primary schools
National Schools
 Year 1, 2 and 3
 Year 4, 5 and 6
Vernacular Schools
 Year 1, 2 and 3
 Year 3, 4, 5 and 6
(Taught as a second language)
360 minutes a week
300 minutes a week
270 minutes a week
180 minutes a week
Design of the National Standard based
Preschool and Primary School Curriculum
Communication
Integration of linguistic skills during interaction
through verbal and non-verbal codes in Bahasa
Malaysia, English, Chinese and Tamil
Science and Technology
Mastery of scientific knowledge and
skills.
Mastery of mathematical knowledge and
skills.
Mastery of technology-based knowledge
and skills
CRITICAL &
CREATIVE THINKING
Spiritual, attitude and values
Internationalisation of religious practices,
beliefs, attitude and values.
HOLISTIC
INDIVIDUAL
INNOVATIVE
Humanistic
Mastery of knowledge and practices
regarding social sciences, local
environment, country and global,
internalisation of patriotism and unity.
Personal Development
Nurturing and developing leadership and
attitude through curricula and co-curricula
activities.
STANDARD-BASED CURRICULUM (2011)
Content Standard
Specific statements about what a learner should know and be able
to perform in a stipulated schooling duration involving knowledge,
skills and values
Learning Standard
A prescribed criteria or indicator on the quality of learning and
achievement which is measurable for each content standard
Concept
Based on the National Philosophy of Education
Based on the principles of ICPS
Standard-base
Assessment
Formative and ongoing
Enhancement,
enrichment
KSPK & KSSR
Kurikulum Prasekolah Kebangsaan
(National Preschool Curriculum)
Kurikulum Standard Sekolah Rendah
(Primary School Standard Based
Curriculum)
Curricula Materials
Standard documents
Teaching modules
Learning modules
Curriculum
Design
Based on 6 Thrusts
in NKRAs
MBMMBI
Enhance the Malay language and Strengthen English
1 October 2009
STRATEGIES
• Curriculum Transformation – modular approach;
“back-to-basics”; skills-based; integration of new
technologies
• Enhance teacher capacity
• Development and provision of materials to support
classroom teaching
• Curriculum leadership training
NKRA:
Widening Access to Quality and affordable
Education
NKPI 3.2:
All children without any learning difficulties will
acquire basic literacy and numeracy after 3 years of
primary education by the Year 2013
BASIC LITERACY AND NUMERACY
3R
Skill
Year 1
Year 2
Year 3
Read
Understand
and use
Minimum of 500 simple
common words
Minimum of 800 simple
common words
Minimum of 1000 simple
common words
Write
Able to read,
write and
understand
Simple sentences
Simple and compound
sentences with the
conjunction ‘and’
Simple and compound
sentences with the
conjunction ‘and’ in short
paragraphs
Arithmetic
Whole
Numbers
Read, write,
count and
order
Numbers up to 50
Numbers up to 100
Numbers up to 1000
Basic
Operations
Know
Basic addition and
subtraction facts
Basic addition and
subtraction, multiplication
(for 2, 5 & 10) and
division (for 2, 5 & 10)
Basic addition and
subtraction, multiplication
(for 3, 4, 5, 6, 7, 8 & 9) and
division (for 3, 4, 5, 6, 7, 8 &
9)
Application
Able to
•Count money up to
RM10
•State time of day
•Measure length of
objects in relative units
•Count money up to
RM50
•State time in hours on
an analogue clock
•Measure length of
objects in correct units
•Count money up to RM100
•State time in hours on an
analogue clock
•Measure length of objects
in correct units (in cm only)
PRINCIPLES OF INTEGRATED CURRICULUM FOR
SECONDARY SCHOOLS
Continuity Between Primary
& Secondary Education
Integration of Intellectual,
Spiritual, Emotional &
Physical Aspects
General Education
for All Students
The Use of Existing
Knowledge
Areas/Disciplines
Emphasis on
Noble Values
Principles of ICSS
Enhancing the Use of
Bahasa Melayu
Life-Long Education
ASPECTS TAUGHT ACROSS THE CURRICULUM
 Drugs prevention education
 Family health education
 Bahasa melayu
 Moral values education
 Integration of science elements
 Science & technology
 Environmental studies
 Critical & creative thinking skills
 Parental education
 Road safety education
 Future studies
 Consumerism education
 Study skills
 IT
MORAL VALUES
KINDNESS
SELF-RELIANCE
INTEGRITY
RESPECT
LOVE
HONESTY
RATIONALITY
JUSTICE
FREEDOM
COURAGE
MENTAL &
PHYSICAL
CLEANLINESS
DILIGENCE
COOPERATION
MODERATION
GRATITUDE
PUBLIC
SPIRITEDNESS
PATRIOTISM
SECONDARY SCHOOL
SCIENCE CURRICULUM