Plilosoplty arul

Malat,.rirt

Interestingly, observation and pronitonng are carried out by variot parties including the follorving: (i) Curriculum Development Center and other interested divisions in tl Ministry of Education; (ii) School Inspectorate; liii; State EdLrcation Departments; (iv) District Education Offices; (r') School heads (Headmasters or headmistresses).

repcirt is prepared attd sent to the respective State EdLrcation Departmenl and bistrict Education Offices.

a progres .iAfte{ the pupils have courpleted their Ujictrt Pelepasan,

Sunrmarizing, it cannot be denied that mastery of the basic skills c reading and writing rvitl be more effective if pupils are given wider an' rnore varied opportunities to comprehend a given concept. In vie'uv of this it is the responsibility of the teachers involved to prepare a comprehensiv teaching plan encompassing various approaches, techniques, Irtedia an, activities for the achievement of the predetennined goals.

Education Development Master Plan (EDMP) 2006-2010 I arn sure )/cu have heard of the Educalion Development Master Plan, or
in short EDI\4P. Try and explain what you know about it. . EDMP u,as the brainchild of the N4inistry of Educatiott to cotisolidatt

. It rvas to become the guidelines for tlie holistic development of ou. .

eclucation s)/steln for a 5-year period, that is from 2006 until 2010 ai containeci in thi 9th Ir'lalaysia PIan; AS a comprrehe.nsive and integl'ated document plan for educatior development, EDMP is not only responsible for developing tiationa schools as mainstreant schools. In fact, it also caters for national-type Chinese schools, national-type Tamil schools and Government-aidec religious schools; Developrnent planning covers three main aspects, that is infrastrueture, input and manporver.

the edtrcation sector in our country:

. .

Goals\.

To produce quality education for all through the following

two

main approaches.

7s

I
:
:

Development of Education Systent in Malaysia: Currenl

Education

63

First approach. Ensure equity and equality in education. Thus the strategies proposed are as listed below: , All citizens are given fair and just educational opportunities, regardless of location or ethnicity, inclusive of the physically imparied; " All pupils will be given the opportunity to master the 3R's, rv'hich are reading, writing and arithmetic. irrespective of whether they are from poor families, stay in the rural areas or even, the interior; . Improvement of ICT access, especially the intemet to ensure that it be available in all schools and locations. Second approach. Fully develop the potential of all schools so as to fall lvithin the excellence cluster and thus achieve such neasurable success as to cirart our country and the educatioii systeln on the rvorld ntap. Among the strategies reconimended are: . Identify cluster'schools from the follorving types of schoois: national schools, national-type schools, boarding schools, prernier schoois, secondary technical schools, national religious secondary schools, centennial schools, Smart Schools and schools situated in Putrajaya and Cyberjaya; . Introduce various programs to enhance the strengths and competitiveness of schools in the education cluster.

As we all know, EDMP contains six strategic tlrrusts as presented in Figure 3"5 which follows.

fTh*rt t - Nrtt""fl lt
I buildins
Thrust 6 Accelerating
excellence of educational

Thrust 2
j

Developing
-1

K\\/

human capital

EDUCATION DEVEL'OPMENT ]VIASTER PLAN:

t.,d

Th-.t,3

\1

Strcn.qthening nationai

I I I

(EDMP)

'

schools
I
I

__l

institutions
--1>

Thrust5-Enhancingthe
teaching profession

Thrust 4 - Bridging education gap

FIGUFE 3.5 Strategic Thrusts of the Education Development Master Plan

Implementation Strategies. For the purpose of elaboration, the implementation strategies for the six thrusts contained in the EDMP are briefly explained in Table 3.5"

7?

64

P lt i I t t.rr t p I r

t r

tl

Etl t t c

Iittr

it

lv,l

t,.r

Table 3.5 lmplementation Strategies of EDMp Thrusts

Thrusts
Thrust I Nation-builc[ing
o
a

Implementation Strategies
strengthen tlie National Language: enhance national unity and integrity; nufiure a love for the arts, heritage and culture; nurture an understanding of Islam Hadhari.

a
o

Thntst 2 - Developing huntprt capitctl

pror.ide more educational cl'roices for parents and

students: enhance mastery of kno,ui,ledge; nurture students' skills and deportr-nent;

rf
ln

enhance
system:
a

holistic assessment and evaluation

reinlorce discipline; upgrade services dealing rvith complaints about discipline problems; improve collaboration betrveen the Ministry of Education and other agencies.
expand pre-school programs: enhance head teachers' leadership and quality of teachers; reinfolce school culture; improve curriculum, co-curriculum and sports; enhance academic performance : provide adequate and quality infrastructul-e and basic ammenities.

Thntst 3Strengthening national schools

a
a

Thru.gt 4

improve rural infrastructure ancl educational

facilities; increase schooling attendance and reduce drop-out risk; increase the number of option teachers in the interior;

Bridging the

education gap

continuous improvement of subsidy allocation for poor pupils, special needs pupils and minority
groups.

8o

Developrnettl of'Education systent irt Malaysia: Current Education

.ii

i.::TliiiijG
! hy;
pla,
: w q t,,.5, :.,; ;: ;,,',.'

:.

.,

::

.l

'fItQ'|e,acfuing;;

- Lnnancmg ;;

,s,s,i

e-.ry,r,,,..,

:rlnz1
e x9 e I ! e

o-1;.!r:...''.

A c i- i t er iir i n

i i.e: af; ;',,: ;

:,
:

i; ;;:,:.
,'

and

education:at':
ittsl ittLtio,tt.c,,,

teachers, support
a

in the choice of

a a

on the wrrore, it can be concruded of EDMp is nor rhe responsibirity that the successf,r imprementation of the Ministry oitau.urion ultirnarery. the commirnrent arone. and'cotaboration ,n" .i,,r. education frarernity as wet as rhe srakehorders "i i.-;rr, ur.*.iut"'in.,,,,, respecr. monitoring ancr co-ordination n."d to be consolidated and co_ordinatedrhe at to ensure that total .o..ir--"nr and quality *o.t i, rhe ,il'il;]t order of

The

tlportTr

i.

2.

:oucarion education policies as gazetred in rhe National Education policy 1999.

the national education system i" Iir* to make j\4al:irr"io o ^dnr^* ^r _o.r

Sj:::i

facrs discussed in this chapter include the

is

based-

o",r,i'l"eisrative

i followin!:
,

f;:'j#;tf.:t:t;# and Act 1996 :::

theeountry's aspirations

I:en|fl*:;::,1^,::j*::1,"1

Acr 1ee6 is to further consoridare ro LU rurtlrer consoltdate

;;i

::,"T::: #?l11:n,l :.n ler outline the legisiation related

" to the n*t,O of education.

""."1.n.

;;; .o,;J; Ti #ii::

8t

P h i I rt s o

l'tt' tt n d Ed

t ut

it t

rt i n

Nl tr I u t"r t tt

Act lgg6 focus on fir'e provisions in the E'ducation 3. The legislative i' p,'" "t'ool; nrin'a11-'T'1' :"t""o^"t levels ot,tt'ooiil;'";;;; technicalandvocational;teachertraining;andtertiary'educatton' 4. rlre goar of llre Nuiio"urrg"',:':: iff'?,':;: of qd":1:i:,:" r.ruriJnut Philosophv an revers of schooring. ^, "pfro'ed , ?i""Tils3J:::i,'l':l1i througl.rout the cottntry inclLrding the and enforc"o ," ^iir.r-,oor, EIeMS' KIA2N4 and so Schools' it'""'itn""ls' Snrart language 6.Bbginqing2003'M;;t*"it'u"Os"titnttweretatrglttinEnglish' still tauglit in the Malav rvhilstirhe

'

nX

[T,'i,i'l"l; on'

:';:5''*""'"'*:Io',:1:

'

otr'J''il;;il;;re
th e

toensuretlrdtourcour,trywasnotleftlutoftheglobalization.era

'

Er eM S "'l' +['l$'l:'": ff ' [ : n i:X'-Yi:' as u'ell tire E'nglistr language l-rad to master in and Science teachers of ieference materials of an adequat" 'upfiy "trSH'J"1 as an assurance po'rn I and.Lower Six students' for YearJ' educatton English school year' the compulsory Starting t'om tne'jOO: 8"

atics

,i*f;*:J:f rcaiization
ethnic

J:lT;i!:Ti,:'::'r^',0"::*:"?":",[:'ivas'|he the dilfercnt ;d equality in tautution forof children to "' "*';; u' upholding the basic rights *J" groups
"J

I:t" 10. In 2005, 'n" Jf;i""tl;;;i^'"tl rnJ f,ut implications r'rpon the t,, t;tio;;""noot''

ancducation'.,p".*trythosefrornpoorfamilies. *u-tlt electt'e language

subjects these two subjects' tt"i;;;;;tion teacirers forup in an effort to br ing about nutnber "f initiative -:i:;; the cuitr-rral and I 1. The Smart Schools to the country's."Oi""t1i1*ui '"'pt"'to changes schoois' both primary and secondary the existing p'"tti""'"ln are to produce a rvorkforce ,h" s;;;, s.rr""r, initiuti.," goals 12. Tl,ie rvith thinking skills ; democrattze "f skilled in'""''n"oioty ""J "o"1nned t i::]] jl" ,*t;-i' educ ation ; t" :::::;t?#1iil" "te':' "iJ tr':;;;i;;;i1r, s p i ri ru al i v and i nte'ec tu a'v ffi ll;, uten identified and carried i*pr"*"lluiion "'u*gl"' t-'u'lt goals' 13. Several the Smart Schools into out to ensure involves 90 schools categorized Smart S"h;;;;itiative 14. lThe three leveis'

ffi

;fi: il;;;;"'ntniof

:::::"

8I

Development of Education System in Malaysia: Current Education

o/

15- The Vision Schools is another Government initiative to bridge the gap amongst the different ethnic groups as well as inculcate a love for the country. 16- conceptually, vision schoors means grouping three schoors in one cornmon area, that is: (i) Narional school; (i) National_type chinese school; ancl (iii) Nationar-type Tarnir school. In other words' pupils of different ethnic groups study together in one
contmon area.

education System18- The KIA2IVI program rvas i'plemented to overconre the failure of Year I pupils ro basic readirg and r.vriring skiils. Trrese pupils'are grouped'asrer into three categories, na'ety lr,, those who need remediation in class: (ii) those rvho neecr to be placed in a special rer-nedial class; ancl (iii) the slorv lear.ners who have not mastered the basic reading and rvriting skills. 19. The KIA2M is compuisory for air nationar schools rvhirst the national type schoors have an option, dependant on the discretion of the head teachers. 20. KIA2N'{ teachers can be cri'icrecr into three types, nanrery year r Malay language teachers; Special Remedial Education teachers.

17. The main issue relatecl to Vision Schools is the extent to which the existing school system adheres to the principles of a multi-ethnic

..,!:

Education, and Visual Arrs Education teachers. ancl rearning str.te-9ies comprise six steps. that is. lroniirration: screening tcsts: pllr'ning: teaclrilrq. e'aluation: lnd lbllorv-up. 22" The Nlinistry of Education fornrulated the Education De'elopment lvlaster Plan (2006-20r0) to se^,e as a comprehen5ive guiderine for our country's education development. i " 23. The main aim of the EDMp is quaiity education folail. ,' 24- EDMP consisrs of six strategic rhrusrs: Thrust I Nation_building; Thrust 2 - Deveroping human capitar; Thrust 3 Stengthenin_q national schoors; Thrusr 4 - Bridging the education gap; Thrust 5 - Enhancing the teaching profession; and rhrust 6 - Accererating excellence of educational institutions"

(as assistants); and physical ancl Health Eclucation, Mr:sic

21. fhe teachin-e

tq