TOPIC 1

CULTURE AND ETHNIC

GROUPS IN MALAYSIA

Definitions and Concepts of

Culture
the way of life (in general)
The way of life of people, including their attitudes, values,
beliefs, arts, sciences, modes of perception and habits of
thoughts and activity".
Culture is a set of intellectual and material equipment that
can meet their biological and social needs in keeping with
the surrounding".

The
existen
ce of
worldvi
ew
Have a
symboli
c
elemen
ts

Learne
d
Shared

Characteri
stics of
Culture

Dynami
c

Inherit
ed

Has
been
univers
al

1.1.2. Characteristics of
Culture
Learned Culture is not herited but can be learned. For example parents
need to teach their children manners and dress codes, table manners and
communication with the elderly.
Shared - There are certain elements in a culture that is not confined to any
one ethnic group, but also practiced by other ethnic groups. For example, we
see in terms of clothing. Although baju kurung and kebaya are the traditional
attire of the Malay community, it is also worn by other ethnic groups.
Similarly, in terms of food, we find that in the context of Malaysia which is
blessed with a great variety of food because of the various ethnic groups, the
traditional food of a certain ethnic group, for example thosai and apom which
belongs to the Indians, is also a favorite of other ethnic groups.

 Has been universal - universal features exist in all human

groups. For example, animal loving culture and the
environment. However, these cultural practices may differ from
one ethnic group to other ethnic groups due to the system of
beliefs, local customs and values of a society.

Inherited - This means that culture can be passed down from

one generation to another generation. For example, the Malay
culture in marriage customs practiced today is a legacy of the
previous generation. Similarly, there are certain cultural
practises adopted by other races in Malaysia like the Chinese.
They have a certain tradition of prohibited colour for clothings
that they need to observe during Chinese New Year and this is
a tradition that has been practiced for generations.

 Dynamic - Culture is something that is dynamic over time,

context and place. As an example, we see changes in the male
Sikh community in ancient times adhere to wearing turban. But
with the passage of time and modernization, there have been
men among the modern generation Sikh whereby wearing of
turban is no longer observed.
Have a symbolic elements - These elements exist in all
societies based on the level of importance of the tool selected as
the image or symbol. For example, symbols such as flags, logos
and symbols have specific meanings to the members of the
community.
The existence of worldview

Two types of culture

Material culture - equipment and supplies
life and economic systems.

Non-material culture - religion and belief

systems, knowledge and language.

 Teachers have a responsibility to educate students to be

cultured as required by not only society but conform to
the explicit and implicit elements in the national
philosophy of education.
Teacher is responsible for understanding the diversity of
cultures and groups among the students in the classroom.
Teachers need to improve their understanding of the
cultural and ethnic diversity.

Definition and
Concept of
Diverse Groups

1.2.1 Ethnic

Definition of Ethnic
group of people who practise the culture that almost uniformly
cover the customs, dress, language and economic activities.
Ethnic is classified through different cultures characterized by
customs, family patterns, clothing, aesthetics, political
orientation, economic activity and entertainment.

Ethnicity is a concept which categorizes groups of

people based on their living system.

 Based on the Islamic view, the existence of multi-ethnic, ethnicity,

race, language, color, customs, culture and so on is common.

The goal is to enable man to know each other, work together,
helping each other and having mutual respect towards peace,
security, prosperity and unity of mankind on this earth
the social system of Islam have stated that there was a difference of
race, color, language and nationality, and is seen as something that
has existed in the development of human civilization.
Islam has never intended to eliminate such differences, let alone put
it aside.
This is because there are advantages in all these differences either
in giving them the opportunity to get to know each other, doing
good to each other and understanding the importance of peace and
harmony.
Islam calls man towards peace and order to do good to each other

 We have a great responsibility in bridging the gap

between various ethnic groups and performing these
responsibilities would mean that we have accomplished
part of our social and religious duties.

Understanding Concepts
Ethnicity refers to the sense of belonging of an ethnic group.
Ethnocentrism is the feeling that arises in an ethnic group
where elements such as culture, values, attitudes and practice
are better than the elements found in other ethnic groups.
This is because members of an ethnic group use their own
culture and practices as a benchmark assessment.

 Stereotype is the general statements purporting negative

impression of extravagance of the pros and cons of the
nature of a particular ethnic group by another ethnic group.
For example, the Malays love entertainment. This stereotype
picture has negative implications and can lead to undesirable
impact on unity in a plural society in Malaysia.

Prejudice is an implicit feelings in the hearts of the

members of a particular ethnic group against another ethnic
group. Usually these feelings are not based on any accurate
or clear information or evidence. These feelings give rise to
unreasonable dislike of an ethnic group towards other ethnic
groups.

 Discrimination is the views, thoughts and

negative beliefs by one ethnic group against the
other ethnic groups that influence the behavior of
the negative view. Discrimination is prejudice that
exists in the ethnic group. Discrimination is likely
to occur when there is prejudice.

1.2.2. Importance of
Understanding Ethnic
Relations

 Create an effective teaching and learning

environment in your classroom and in the long
term is to create a "1malaysia".
To avoid ethnic conflict.
Provides an understanding of the degree of social
and cultural pluralism.
Ethnic relations describe the historical
development and socio-economic capacity of our
country.

 Reflects the degree of ethnicity and source of

social tensions.
Through ethnic relations, we are able to
understand the issues of prejudice and
discrimination.
Helps in understanding the impact of
industrialization and social change.
Influence social policy and social planning of
the country.

1.2.3. Levels of Ethnic

Relations
i) Segregation
ii) Accommodations
iii) Acculturation
iv) Assimilation
v) Amalgamation

 Ethnicity is a group of people/individuals based on mutual respect

and a common activity with a view to develop their ethnic group.
Knowledge about ethnic is very useful for teachers and it should
not stop as a superficial understanding of the explicit aspects as
the more significant aspect is the implicit elements such as values
and spirituality.
Elements such as prejudice, discrimination and prejudice should
be avoided in order to achieve unity among the various ethnic
groups.

1.2.4. Clusters

Definition of Clusters
A unit consisting of a number of organisms having collective
perceptions about their union and have the ability to do and
behave the same way within their group.
the group is an open interaction system where the interaction
pattern is determined by the structure of a particular system.
the group is a unit consisting of two or more individuals who
work or have contact to achieve a certain purpose and that
considers cooperation between groups as something meaningful.
cluster is two or more individuals who influence each other
through social interaction.

1.2.5. Category
and Function of
Groups

 The group in a society can be classified into two groups,

namely formal and informal.
Formal group means group established by an organization
with a set task to achieve organizational goals.
Informal group can be categorized based on several
aspects
as follows:
No
Categories of
Functions of Clusters
Clusters
1.

Task based

2.

Interest based

3.

Friendship based

group executing a responsibility based on a certain

work together for the purpose of completing the
task
group of individuals who work together to achieve a
specific target / niche.
group of individuals with similar characteristics and
have life goals, wishes and lifestyles which are
mutually agreed

Cluster formation is influenced by

several factors.
Harmony (security guarantees)
Status (tribute)
Self-esteem (feeling of self-worth)
Strength (building inner greatness)

1.2.6. Types and

Demographic Groups

 The term Demography originates from the word

"demos" and "grafein".
"Demos" means people or people in an area, while
"grafein" means describe or write about something.
Demography means "writing about people or people in a
location".
Demographic group can be defined as the statistical
analysis of the number and composition of the population
in a certain location

The scope of demography is as

follows:
1) Structure of the population
2) Total population
3) Composition (age, religion, race, gender)
4) Process of population
5) Death
6) Migration
7) Marriage
8) Changes in social status

 Demographic groups in Malaysia consists of many races,

nationalities and religions.
The indigenous people who are considered to be the original
inhabitants of Malaysia are the Malay, Dayak, Iban, Kadazan,
Kadazan Dusun in Sabah and Sarawak.
The ethnic groups in Malaysia are the Malays, Chinese and
Indians.
Among the citizens of Malaysia, Malay is the main ethnic groups
in Peninsular Malaysia,

 Islam is the most widely professed religion in Malaysia,

with the proportion of 61.3 per cent.
However, as a multi-racial country, other religions
practised are Buddhism (19.8%), Christians (9.2%) and
Hinduism (6.3%).

What do you think are the effects of

the 13th May 1969 incident on the
racial relations in Malaysia? Discuss
steps taken by teachers to avoid such
incident

 Based on the discussion as regard to the ratio of the population

according to race and ethnic groups in Malaysia, it is clear that the

population of Malaysia consists of many ethnic groups of all faiths and
cultures.
Hence, Malaysia has a major responsibility to unite the people of
various ethnic groups.
Such effort should be undertaken jointly by all parties including the
teachers.
To achieve this effort, teachers need to understand students and
implement teaching and learning strategies which are appropriate to
student comprising of various cultures and ethnic groups in the class.
Teacher should always think of ways, not only to share knowledge on
the subject matter with the students, but also play significant role as a
mediator to realize of the national agenda, that is unity and social
integration through the creation of culture-friendly teaching and
learning environment.

 As a member of the Malaysian society comprising of

various ethnic groups, we should avoid prejudice,
stereotypes, racism and discrimination in order to
promote harmony and national unity.
On the other hand, the concept of accommodation should
serve as a guide in establishing ethnic relations in
Malaysia.
Teachers also need to be sensitive to the concept of
ethnicity which is a very practical way to create unity and
cooperation among students.

 At the same time we must remember that the concept of

unity which has its foundations from ones thoughts and
self-awareness is the best way compared to actions taken
without self-awareness or thinking.
It is a long journey but it will not be realized as long as
we, as Malaysians think as "A Bangsa Malaysia" (Marzudi
Md Yunus, 2009).
In this context, the teacher has a great responsibility
which could be partly achieved during the teaching and
learning process.

1.2.8

Summary

 Ethnicity is a concept of categorizing groups of people

based on living system practiced by a group of people
(Marzudi Md Yunus, 2009).
In Islam, the existence of multi-ethnic, ethnicity, race,
language, color, customs, culture and so on is common
and is a blessing that motivate people to become
acquainted, cooperating with one another, enhancing
mutual assistance and respect towards peace, safety, wellbeing, prosperity and unity of mankind on this earth as
mentioned in the Holy Al-Quran (Surah Al Hujarat).

 Groups in a society can be classified into two, namely formal

and informal. Formal group means group established by an
organization with a task set to achieve organizational goals.
Informal group can be categorized based on a number of
aspects that were discussed.
The formation of clusters is influenced by factors that have
been identified as follows: Peace (security guarantees)
Status (tribute)
Self-esteem (feeling sellf-worth)
Strength (build inner greatness)

 Demographic groups in Malaysia consist of many races,

nationalities and religions. Indigenous people who are
considered to be the original people of Malaysia are
Malay, Dayak, Iban, Kadazan, Kadazan Dusun in Sabah
and Sarawak. Ethnic groups in West Malaysia are the
Malays, Chinese and Indians.
Malaysia has a major responsibility to unite the people of
various ethnic groups and effort to accomplish this task
should be undertaken by all parties including the
teachers.

Topic 2
Awareness Of Socio-linguistic
Aspects Of Ethnic Groups

2.1. Race

 According to the population census of Malaysia in 2010,

the total population in Malaysia is almost reaching 27
566,821 million. Of this, 58% of the population are
Malays, 27% are Chinese and 7% are Indians. The rest of
the population consists of indigenious people. (Najeemah
Mohd Yusof. 2005).
According to Hans Kohn (as cited in Kaelan, 2002: 212213) the emergence of a race is related to the similarities
that each individual in a group share the similar
characteristics such as common language, religion,
cultures, live in a similar territory, live in the same

Friedrich Hertz explains that every

race consists of four core elements:
The desire to achieve national unity consisting of social cohesion,
economic, political, religious, cultural, communication, and
solidarity.
Desire to independence, excellence, individualism, originality, or
uniqueness.
The desire to stand out among the nations excel in the pursuit of
honor, influence and position.
A desire to stand out among the nations excel in the pursuit of
honor, influence, and position.

 A nation in general can be defined as the union of the

same origin, customs, religion, and history.
race refers to a big group of people who have moral ideals
and law which is bounded by desire and one that
experiences past history and stays within the territory of
a country.

Other understanding and meaning

of nation comprises the following:
Nation exists because of the desire to live together with a
superior sense of solidarity
Race exists because of the united wish, intention or desire that
emerged because of the feeling of unity between man and the
environment.
Race is a cultural union and political union (cultural and political
unity).
Nation is a group of people that have the same character or
nature.

 However, in the context of our country, the people

comprises of Malays, Chinese, Indians and others.
As such we can conclude that race refers to a group of
people who are originated from a common descent
and practise its own customs, language, and culture.
Generally each race is considered to have a common
identity and speak the same language, besides having their
own religion, ideologies and culture.
They are considered to have originated from the same
descent. In Malaysia, every race has its own identity and
culture but all races live in harmony respecting each
others religious practices and values

2.2

Language

 Language is a communication tool used by every member

in the community in any one race to communicate and
interact with each other.
In addition, language has also become an important
medium of information shared between members of
society.
According to Noriati et al (2011) through language,
human can adapt to the customs, attitudes, and societal
rules.
Thus it is easier to familiarize oneself with all forms of
life.

2.3 Language
Function

 A language function refers to the purpose for which speech or

writing is being used. Savignon(1983) describes a language function

as the use to which language is put, the purpose of an utterance
rather than the particular grammatical form an utterance takes
(Savignon, 1983).
By using this idea to structure teaching, the instructional focus
becomes less about form and more about the meaning of an utterance.
In this way, students use the language in order to fulfill a specific
purpose, therefore making their speech more meaningful.
It becomes a tool of communication as well as a tool for human beings
to interact.
Language also plays an important role in producing important work.
In traditional societies, before writing came into being, language
became an important communication tool in sharing ideas, information
and insights both implicitly and explicitly.

 In modern society in Malaysia, language is used to unite

Malaysians of all races and it has become a tool for racial
unity in Malaysia.
Thus, the Malay language as the official language in
Malaysia is used as a language of instruction in schools.
The Malay language as the national language has been
able to bring all Malaysians to live in a harmonious
atmosphere where mutual respect prevails among every
citizen in Malaysia to interact and communicate easily.
In interpersonal relationship, language has become a tool
for bridging the members of society together in our
country.

2.4. Structure of Society

Or Social Class

 Community can be understood from a wide perspective.

Normally, community refers to a group of individuals
living together. In general, the community can be
understood as a union of groups of people who interact
in a particular living system (Najeemah, 2005).
Sociologists define community as the people who
interact in such a way as to share a common culture.

 Customs are also used to determine the way people live.

The cultural bond may be ethnic or racial, based on gender,

or due to shared beliefs, values, and activities.

Culture and society are intricately related.
A culture consists of the objects of a society, whereas a
society consists of the people who share a common culture.
When the terms culture and society first acquired their
current meanings, most people in the world worked and
lived in small groups in the same location.
Thus, culture and society is an inseparable relationship
(Ramli Wan Ahmad. 2006).

 Society is classified as a group of people who are related

and they perform activities collectively while living
together.
The importance of this kind of interaction between
individuals which determines a particular pattern of life
and there is a distinct communication system (Roucek
and Warren, 1979).
The behavior of individuals in society is determined by
patterns of interaction, which is in turn is influenced by
social values

 According to Syed Ismail & Ahmad Subki (1965)

community refers to a group of people living together and
they are dependent on their culture,
Each community has the same objective to be achieved.
Most of the time, these people live together and they are
interdependent in the organization.
They also share a cultural heritage system which are
reflected in the unique needs that existed in the lives of
people.

Presenc
e of
Social
Class
Presenc
e of
Leaders
hip
qualities

Sharing
and
caring

Elements
of People,
Society,
Communi
ty or a
Race

Always
a
tendenc
y to
change

Live in
groups

Practice
Similar
Culture
s

 An ethnic group or ethnicity is a population of human beings whose

members identify with each other, either on the basis of a presumed
common genealogy or ancestry, or recognition by others as a distinct
group, or by common cultural, linguistic, religious, or territorial
traits.
Members of an ethnic group, on the whole, claim cultural
continuities over time, although historians and anthropologists have
documented that many of the cultural practices on which various
ethnic groups are based are of relatively recent invention.
The term is used in contrast to race, which refers to a classification
of physical and genetic traits perceived as common to certain
groups.
Usually, ethnicity can be of the same cultural practices in which they
practise the customs, dress, language and the same economic
activity.

Social Class
Social class refers to the status or position of one group in
the social hierarchy that reflects whether one group was
in the upper class, middle or lower class.
During the age of the Malacca Sultanate, the Malay
society is divided into two groups, that is the government
and the citizens.
The government consists of the King, Bangsawan,
Speaker, and Headman. Meanwhile, the citizens consist
of ordinary people.

Cultural diversity amongst

Malaysians
PENINSULAR
MALAYSIA
Malay

SABAH

SARAWAK

Kadazan-Dusun

Iban

Cina

Bajau

Bidayuh

India

Murut

Melanau

Serani

Bisayah

Orang Ulu

Punjabi

Kedayan

Kayan

Orang Asli

Lotud

Bisayah

Dumpas

Kedayan

Rungus

Kelabit

Sulu

Kenyah

2.4 Custom
and Rituals

 Custom of people are the rules and norms that are and have been
in practice by a group of people through many generations.
It is considered very important to every society and we have to
respect peoples customs.
Malay community considered it to be very important and are
bound to every practices in all situations related to eating,
tradition and custom of engagement and marriage, and birth.
Practising and adherence to customs are increasingly important
to the Malay community.

 Apart from the Malays, the Chinese, Indian, Punjabi and

others adhere to their customs respectively.
In addition to Peninsular Malaysia, the people in Sabah
and Sarawak also hold strongly to their customs.
In addition, indigenous people in the country also practise
their customs and their practices can be strongly felt in
certain ceremonies such as birth, marriage and death.

 In Malaysia, there are various customs among the various races

and these customs are still being practised since ancient times
till today by the Malays, Indians and Chinese.
Custom practised by each race is still relevant, understood and
accepted. This shows that our country is rich in diverse
traditions, and foreigner who visited our country are impressed
by the lifestyle and level of unity among Malaysians.
Custom practices of Malaysian community can be seen based on
the existence of various ethnic groups practicing different
custom.
As an educator who is responsible, one needs to understand the
custom of Malaysian society in order to become agents of change
ensuring that Malaysians live harmoniously and respecting each
others custom.

Custom of Malaysians in our

country

Malay Custom
Chinese Custom
Indian Custom
Punjabi Custom
Eurasian Custom
Custom of ethnic groups in Sarawak
Custom of ethnic groups in Sabah
Custom of Orang Asli

2.5

Belief system

 Belief is a state or habit of mind in which trust or

confidence is placed in some person or thing.
In the context of religion, belief is part of the core of
moral development.
For Muslims, the belief is usually related to akidah and
faith.

2.6 Conclusion

 Understanding the existence of various cultures among the

Malaysian community is important to teachers.

Understanding of culture among various ethnic groups in
Malaysia can help teachers to develop friendly
relationships among school children.
Teachers as social agents can play an important role to
build a progressive and prosperous Malaysia.
Solidarity and cooperation among the races are very
important toward the success of Vision 2020 and the
concept of 1 Malaysia.
Teachers can be role models among the pupils in the
school to promote tolerance and cooperation in the
formation of a Greater Malaysia.

TOPIC 3
Implications Of Sociocultural Diversity

3.1 Role of Teachers

In The Classroom

A teacher has to :
Teach with dedication and professional pupils without
differentiating the students races
Group the students with different races and gender in one group
to ensure that they are given opportunities to interact .
Does not differentiate social class pupils (top, upper middle,
lower middle, working and lower) must be given equal treatment.
Teachers should be wise to conduct classes where students can
mix freely and not grouped into one social class only.

 Ensure that pupils from different groups to socialize and

interact with each other without any cultural restrictions
and societies. Then learning will be become more
interactive and fun.
Punctual and teach students with full dedication and use a
variety of teaching and learning methods in line with
students level of achievement. Teachers should not waste
students time when teaching and end the class earlier.

 Use teaching time to the maximum to conduct activities

which arouse their mind by giving them motivation, smile,
humour and praises besides giving them general
reprimands but not nagging.

Need to respect students just like adults and be fair to all

students

Punishments should not be implemented as this will affect

the student teacher relationship and decrease the
students interest to continue their study.

 Teacher should take steps to prevent undesirable

behaviours such as quarrels between students from
different races, groupings based on race and create racial
sentiments among students

Responsible to create friendly learning community based

on the students from various socio-cultural background

3.2 Steps and Measures

to Overcome Problems
In Multicultural
Classroom

 Students are clients of every teacher in the classroom

and thus teachers have to understand that there are
differences between students or between groups of
students. Thus, a teacher need to use skills in classroom
management to the optimum and list down all the
information on rules that are compulsory for them to
adhere to when they are in school.
All teachers have to understand the behaviour and culture
of students so that any action taken in accordance to the
correct methods. Teachers also need to think rationally
when implementing any learning activity

Among the steps taken are:

Children of different races should socialize within their
groups, especially during activities regardless of social
class
Avoid prejudices against other races
Students cultural beliefs should be respected by the
teachers
Teaching and learning activities carried out in the
classroom must be able to inculcate mutual trust among
pupils

 The process of racial socialization regardless of religious affiliation

should be expanded so that the process of the formation of selflearning can be implemented and the spirit of unity can be forged.
Teachers should ensure that students use language that is
standard
Students are encouraged to interact and communicate with people
of different sex
Teachers should make sure all the students respect students of
the opposite sex in the process of communication

 Activities given must involve students of the opposite sex

and appropriate assignments given by the teacher
Activities for improving the language must be carried out so
that the students' level of language proficiency will increase
and this will help students to achieve social maturity
Management of students affairs in the classroom - caring
approach shown by the teacher to educate them in using
language that is polite and well-mannered, to reprimand and
to correct errors in a courteous manner. This will enhance
love, fidelity and efficacy of students towards teachers and
this will expediate the information transfer from teachers to
students.

 Effective communication can develop close mutual cultural

relationship
Effective communication using effective body language
will enable close relationship
Teachers should create a conducive learning atmosphere
for effective learning
Teachers should ensure that development of human
capital be given due importance
Teachers should create a learning environment for
students to be motivated
Recognition, appreciation and a smile be given after
students exhibit a desirable behaviour

3.3 Role of Teachers in the

Multicultural Classroom

 A teacher should be a role model for students to

emulate and serve as a good example in the classroom
Develop programs aimed at developing the students
with clear rules and instructions for decreasing
negative behaviour
Avoid using approaches that are opposed to human
norms which may prevent students from appreciating
the growth of knowledge and own skills

 Teachers should develop a learning culture that is fun and

full of emotions. It will
Improve mental health of students,
Encourage students to think creatively and innovatively ,
Active participation of students
Learning will achieved its objectives and aims.

Teachers can also build a dynamic classroom, emphasising

moral values, friendly relationship amongst students and
giving opportunities for students to practise friendly
relationship.

 Teachers as mentors and motivators to the students

should determine the level of controllable discipline
through action with love and care. This practice will
provide opportunities to develop their own potential
towards producing human capital of quality.
Teachers can expect desirable behaviour among students
in the classroom by means of several measures like
effective disciplinary control and efficient classroom
management.

This can be seen in the following situations:

Reduce absenteeism and disciplinary problems through

effective approaches in classroom management

Big class size is not an excuse that classes cannot be

developed. The most important is teachers efficiency in
transforming the classroom into a house my class, my
house and create a conducive environment.

 Class control skills - students are not a source of the problem but if
the class control is good, all discipline problems can be overcome.
This situation will help enhance teachers focus towards delivery of
lesson and this will result in effective and fun teaching and learning.

Teachers need to identify students who cause problems; interact with

them during teaching and learning activities, attend to them; give
aknowledgement and recognition in and out of classroom to the
students concerned.

 Teachers must be firm during teaching and learning using

the appropriate approaches and methods, not abusing

them but more on educating them
Set the rules during the process of teaching and learning.
Rules set are based on reasons and its objectives.
Teachers should have patience, persistence and
determination in shaping student behavior which may
take a longer time
Teachers should always inculcate punctuality among
students
Using a variety of teaching and learning strategies based
on the students' achievement levels. The lesson should
start with an interesting set induction, interesting
activities that are relevant to the content of the lesson.

3.4 Concept of SocioCultural Diversity In Schools

 Establish schools which comprises various races

Ministry of Education - socio-cultural diversity problems

can be solved by having activities in schools

Integration of Pupils for Unity Plan (RIMUP) to promote
unity among students, regardless of race
Use of Malay Language as the official language and
medium of instruction in all official matters. This also
includes students in language activities.
Development of school should take into account the levels
of social class.
People from the rural and urban areas are given equal
opportunities to receive the same education. Students
from other communities can embrace the culture of
others. There are Malay and Indian students studying in

 Develop racial integration

Construction of religious schools shows Ministry of
Educations commitment in inculcating spiritual values
and beliefs to students in personality development .
There are two types of religious schools :
Pondok school-which is a a traditional Islamic education system
and has hostels.

Madrasah hostels (arabic: ) is the arabic word for school.

Missionary School was founded by Christian missionaries.

 Creating Vision School

Vision school share the same facilities in the same premise

It is built to create unity among students in schools
The schools are integrated under a uniform education system
Students interact with each other in this school from an early
stage, and this will be produce a multi-cultural generation with
the spirit of unity and racial integration since childhood

3.5 Hidden
Curriculum

 In education, the hidden curriculum refers to the way in

which cultural values and attitudes (such as obedience to
authority, punctuality, and delayed gratification) are
transmitted, through the structure of teaching and the
organization of schools (A dictionary of Sociology, 2005).
A hidden curriculum promotes and teaches values and
beliefs outside the educational curriculum for example
through social interactions and administrative behavior.

 Hidden curriculum refers to the unintended or implicit values cultivated

in the practices exercised in the classroom and educational institutions
through the application of the curriculum.
E.g., "Children are said to be rewarded not only for learning their
subject curriculum but appearing to do so with enthusiasm, alertness,
and deference to and respect for authority.
In this way education imparts not only formal knowledge but an
understanding of how to act properly in wider society." (Crystal
Reference Encyclopedia, 2001)
This can be also associated with the instructional practices exercise in
the classroom by teachers to cope with the demands of organizational
structures over which they have little control as the "set of values,
attitudes, knowledge frames, which are embodied in the organization
and processes of schooling and which are implicitly conveyed to pupils"
(Collins Dictionary of Sociology, 2000)

 Hidden curriculum is taught indirectly when teachers

teach the planned curriculum.
Planned curriculum is usually referred to a systematic
written plan covering the objectives, content, delivery and
assessment strategies to be implemented within a specific
time frame either in the classroom or outside the
classroom
As the teacher teaches the formal curriculum, there is the
hidden curriculum which may make as much if not more
impact on the pupils.(Turner,1983)
For examples, unintended messages about minorities,
ethnic groups, gender or work ethics may be discussed.

 Students learn through hidden curriculum which

comprises the school culture such as:
the rules and routines in school,
information of school,
students culture,
custom traditions practised
aspiration of schools.

 Besides that, student participation in co-curricular activities allow students to

observe a variety of practices and values learned in the curriculum in the

classroom.
Co-curricular activities are designed usually related to extracurricular activities.
Co-curricular activities usually provide an opportunity for students to practise the
values and the key elements that form part of the moral value.
Elements and moral values acquired through extra-curricular activities are
regarded as hidden curriculum.
This shows that the hidden curriculum will indirectly help the overall
potential of pupils in the school as stated in the National Philosophy of
Education (Philosophy of Education).

3.6 Existence of Multi

Cultural Classroom

 In Malaysia, most of the schools consist of pupils from different

ethnic groups.
The presence of a variety of students can enrich the learning
environment in which students in the classroom can understand
one another as regards to race, ethnicity and cultural practices.
Therefore, students can establish friendly relations and promote
unity and close cooperation.
This allows the concept of 1 Malaysia can be realized.

 However, there are times when the existence of diverse cultures can
create problems that are unexpected.
If, however, teachers in the classroom to realize and understand the
importance of cultural diversity, then it is easier to bring awareness to
the students by create a friendly learning culture.
Here are some important aspects that should be emphasized by all
teachers when dealing with different types of students to practice their
religion, language, race and culture are different and have different
beliefs.

3.7

National
Culture

 National culture is a characteristic in life and it belongs to

all citizens of Malaysia to produce a friendly environment
through relationships and friendly interaction for a
progressive Malaysia.
Cultural development for a newly independent nation is
extremely important in the creation of a stable and united
country.

The creation of a Malaysian national culture is

intended to achieve three objectives:
Strengthening social and national unity through culture;
Nurturing and preserving a National Identity which stems
from a national culture;
Enriching and increasing the quality of life from a
practical and spiritual perspective, in line with
socioeconomic development.

Principles of national cultural

formation
Based on core culture of citizens of the region
Other cultures which are appropriate and
acceptable
Islam is the important element in the formation of
the national culture

3.8
Importance of
National Culture In Malaysia

To strengthen friendly relations between the various races

Establishing a united Malaysian people
Produce a developed Malaysia
To promote unity among Malaysians
Ensure tolerance among Malaysians
Fostering well-being among people of Malaysia
Produce a Malaysia excellence, glory and distinction
Unleashing Vision 2020 requires though collaboration and
unity
To realize the concept of 1 Malaysia

3.9
Teachers' Role in
Creating Culture-Friendly
Learning Environment

 To promote friendly relationships during teaching and

learning
Encourage two-way interaction to provide opportunities
for students to give ideas and opinions
Provide opportunities for students to engage in group
activities
Establish classroom routines that can provide
opportunities for students in the class to work together
regardless of race

 Encourage students to understand and respect the cultures of

other people and feelings of other races

To organize various cultural activities among students of different
ethnic groups
Conduct visits to orphanages that can result in a feeling of
comradeship
To organize charitable activities that can produce feelings of
goodwill
Conduct forums among students to promote unity and cooperation

 Provide multi-cultural exhibition in the school in order to

showcase the work of different races and cultures

Always greet Salam 1 Malaysia
Organizing cultural festivals and exhibitions
Organize solidarity dinner during important days such as
Kongsi Raya and Deepa Raya
Promote Citra Warna program at the school level

3.10 Parental Role In

Producing Unity and
Cooperation

 In addition to teachers and school staff, parents can play a

very important role among their children to sow the seeds
of unity and goodwill.
Without cooperation, tolerance, and goodwill and the
sense of racial belonging, it is difficult for us to achieve a
Greater Malaysia.
Parents need to practise friendly cultural practises,
developing human capital and bring awareness to our
children on the importance of cooperation, solidarity and
goodwill.

How can schools provide opportunities for

parents to create awareness of aspects such as:

1Malaysia concept
Vision 2020
Citra Warna Program
Vision Schools
Fly Jalur Gemilang Campaign

3.11 Roles of Parents in

Promoting Culture-Friendly
Environment in Schools

Parents should encourage their children to

participate in various activities in the school such as:

Program of academic excellence

Sports and games
Co-curricular activities
Community Service
Activities work together session at school

The school should involve parents and outsiders in the

programs organized in schools so as to provide an
opportunity for parents to understand the aspirations of the
country's education. To this end, parents need to take part
in various programs organized by the school, such as:
Parent Teacher Association Annual General Meeting
Co curriculum Day and Canteen Day
School Open Day
Forum and Dialogue between parents and teachers in
school
Gotong Royong activities in school
Teachers' Day celebration in school

TOPIC 4
INEQUALITY OF
EDUCATIONAL OPPORTUNITY

4.0

Introduction

Inequality in educational opportunities has been discussed in early years and this has

sparked off many studies related to effects of schools, influence of socioeconomic status on
the inequality of race and ethnic towards academic achievement.
Coleman Report (1966) actually documented the low performance among minority groups
and poor children due to the lack of teaching resources in their schools.
The report found many differences among school not in terms of learning resources in the
schools but in terms of the impact of students family background.
One of the ways to reduce the gap between the upper class with the rest of the population
is to increase the equality of educational opportunity among people regardless of
gender and race.
Therefore, the Ministry of Education Malaysia has been working to improve the situation in
order to close the gap between populations, in order to increase the quality of education

 The New Economic Policy (1970 to 1990) aims to strengthen

national unity.
Many educational programs were designed to bridge the gap in
educational opportunities between the rich and the poor;
different regions and communities through the development of
resources and facilities in countries with more equitable
distribution of wealth. (Noriati et.al, 2011)
This is one of the way to balance the educational opportunities
in Malaysia.

4.1
Inequality of
Educational Opportunity

4.1.1 Concept of inequality of

Educational Opportunity
The concept of inequality can be defined as views, thoughts and beliefs that
there is a distinction between members or other ethnic groups from various
aspects such as facilities, equipment, career opportunities and so on.
Inequality of educational opportunity referred to a situation where access to
education is not evenly distributed to all residents because of certain
factors.
In the Malaysian context, educational inequality may be due to several
factors such as the location of the school, student background,
socioeconomic status, academic achievement, student interest, the chances
of survival, socialization and language differences.

4.2 Elements of the

Educational Opportunity
Creation Disparity

4.2.1 Social Class

A social class is a group of people of similar status, commonly sharing

comparable levels of power and wealth. In sociology, social classes describe one
form of social stratification.
In addition, sociologists define social class as the grouping of people by
occupations.
Doctors and lawyers and university teachers are given more status than unskilled
labourers.
The different positions represent different levels of power, influence and
money
no matter how it is defined, it still represents the diversity of lifestyle or income
in a similar race.
Social class can be classified as upper class, middle class and lower class.

 Capitalist society divides social class in two groups that is bourgeoisie

and proletariat (Karl Marx).
Bourgeoisie is a class that has a source of production, distribution
and exchange while the proletariat is the class that does not have the
above but only labour.
With regard to economic aspects, job is very important because it gives
financial reward, stability and benefits such as health care.
Many sociologists suggest five social classes such as Max Weber
(Wikipedia, 2010) says there are five social class, the upper class or
the rich and corporate.

 The second group is the group of upper middle-educated, professional

and a good hold in the organization.
The third group is the middle lower which consists of high school
graduates and holders of certificates and diplomas.
The fourth group consists of the working class or blue-collar workers
who are holders of Malaysian Certificate of Education and Lower
Secondary Assessment. Most of them work in factories and
restaurants.
The final group is the lowest group who possess very low qualification
and has never received any formal education..

 Based on the Economic Planning Unit (2001), the lowincome people of Malaysia are those earning below
RM1500 to RM3500, while those with high incomes get
RM3500 and above.(as cited in Noriati, et.al, 2011)
Based on these social class, inequality of educational
opportunities exist because the high-income elite have the
financial capacity to enjoy access to a variety of
educational options and opportunities available, whether
within or outside the country.

 They are capable of meeting all the requirements related to the

education of their children.
The students are taken care of in terms of health which they get
balanced nutrition and supplements to upgrade their
intelligence and also other facilities that may not be derived
from the low-income students.
While access to education is limited to the lower classes
because they do not have a strong financial base to fund their
children's education abroad or in private college.

 In terms of information and communication technology,

the digital divide occurs because of their social class who
are able to provide various types of equipment such as
computers, sophisticated software, ipod and iphone so
that their children can access information and material
assistance of virtual learning easily and quickly .

 On the other hand the lower group are not able to enjoy
unrestricted access to information as a result of lack of
ability to supply equipment and internet access to their
children.
It is closely related to educational opportunity, where
access through the Internet can provide a borderless
world for students from high social class compare to lower
class group who are deprive of all the facilities.

4.2.2 Gender
In most countries the gender gap still exists significantly. For example,

almost 81% female. In Cambodia, access to secondary school were 19%

for women and 30% for men, while in Papua New Guinea, the amount of
21% female and 27% male
Women are not necessarily disadvantaged in all areas.
In countries such as the Philippines, Mongolia and Malaysia, the
number of boys who go to secondary school are less than girls.
One of the main reasons is that boys end their formal education and
work full-time to supplement family incomes.
For example, 65% of girls attend secondary school compared with 54%
of men in these countries

 In countries where women and men experienced

educational opportunities, empowerment is one-sided,
where girls are always neglected.
Gender inequalities in the school can be viewed from
various aspects such as lack of security among women,
transportation to school, gender bias in textbooks and
teaching materials.
Besides, women has always been portrayed as limited in
skills and teachers often link women to certain jobs in
society.

 In the teaching profession, gender inequality has long

been a phenomena.
This is the field where number of women are more than
the men.
In school, men and women teachers often encounter
differences in making decisions in classroom
management, work environment, status, training and
resources available to them.
In many countries, men dominate higher positions in the
profession but the scenario has since changed.

 Gender aspects has been an issue in the curriculum

building.
Curriculum construction and revision need to raise an
understanding on how students and teachers react
towards the learning materials.
This is necessary as students differ in their thinking and
learning styles.
Also, in some countries, female students are not allowed
to undertake subjects such as carpentry, technical or
advanced mathematics that can improve their career
opportunities.

 The inequality of educational opportunities among men and women

can be improved by changing the pedagogical practices.

Changes in teaching and learning process should take place in an
effective manner by considering sensitivity towards gender issues in
the classroom.
Although there are efforts to improve the quality of education, gender
inequality in the teaching and learning remains a serious problem.
Teachers should be aware that girls just like boys are able to give
responses in classroom is an example of sensitivity of teachers on
gender aspects and this need to be inculcated.
Similarly, the notion that girls are less skilled and interested in
mathematics and science should be reduce and the teacher should
ensure that there is impartial to everyone (Bista 2006, cited in Noriati
et al, 2011).

4.2.3. Minority Groups

Minority group refers to a small group of people of the
same race, religion, culture and so on living in a place that
the majority of the inhabitants of different race, religion,
etc. (Kamus Dewan, 2007 as cited in Noriati et.al, 2011).
In Malaysia, Malay is the majority group while other
groups such as Chinese, Indian, Kadazan, Iban, Bidayuh,
indigenous people and other ethnic groups are minorities.

 Aboriginal considered a minority group in Malaysia as the

numbers did not reach 141,230 people and they stay in
rural and remote areas where they seem to be
marginalized in most aspects.
In addition, they had a distinct feature of the physical,
cultural, economic and behavior that caused them to lag
behind the mainstream.
Efforts have been made by the Ministry of Education to
bridge the gap between minority groups and the majority
especially in the inequality of educational opportunities.

 Other minority groups such as indigenous groups in Sabah and

Sarawak also faced the issue of inequality of educational
opportunities as a result of their location in the interior parts of
Sabah and Sarawak.
These places are deprived of basic amenities such as clean water,
electricity, communication and transportation, infrastructure, and
basic supplies to school.
These factors contribute to high dropout rates, wide student
achievement gap as compared with the majority, and the digital gap
amongst students and teachers are too wide.

 In addition, minority groups also exist in a particular school in the

locality.
For example, in national-type Chinese School, there may exist a
minority group of Malays and Indians.
Similarly, at the National type schools, the minority group consists of
Chinese, Indians and other ethnic groups.
In such circumstances, the school should be aware and concerned
about the way of life and culture of a particular race which form the
minority groups are not marginalized in the educational
opportunities available.
They should also be given equal opportunity to achieve their goals.
Furthermore, teachers should be able to adjust and adapt the
existing curriculum to suit all students, regardless of race, religion
and culture.

4.2.4 Groups with Special Needs

Groups of children with special needs (intellectually,
physically, emotionally and socially) are considered special
because parents and teachers focus more attention to
them than normal students.
Among them are students with autism, down syndrome,
dyslexia, learning difficulties, delayed development of
cerebral palsy, hearing and visual impairments, gifted,
behavioral disorders and others.
This group should be given special educational needs.

 Inequalities in educational opportunities for this group

exist where there is a lack of opportunities for them to
learn in the 19th century.
However, now the disabled have access to education at
the primary, secondary and university level.
Primary School (St. Nicholas) in Penang and Princess
Elizabeth School in Johor Bahru, the two earliest primary
school provides education for children with visual
disabilities, respectively in 1926 and 1949

 According to Noraini Salleh before the year 1960, the

community of students with special needs in our country
is provided with education at the primary level only.
They do not have the opportunity to continue their studies
at the secondary school level in the period between the
year 1949 until 1962.
This is because in 1962, the group has been awarded with
the opportunity to continue their education in secondary
schools through the merger plan.

 Before independence, the government is not directly

involved in providing educational facilities for the students
with special needs because of this responsibility has been
borne out by voluntary organizations.
Inequality of educational opportunity is very significant
because the focus is on normal pupil

 After independence, the government have played an active role in

the education of students with special needs, such as providing

the basic needs of exceptional students as set out in the Education
Act 1961.
The matter was referred in the Country Report, 2000.
This is consistent with the Education Act 1961, which stated that
the government recognizes the special needs children have the
right to attend formal schooling.
In the Cabinet Committee Report (1979) also noted many changes
made to the development of special education in the country.
Among other things, all children with special needs should be
provided with facilities and services of high quality.

 Today, Special Education Schools (SMS) are available for

students with special needs so that they can be
independent and contribute to the country.
Ministry of Education Special Education unit integrates
the mainstream schools with inclusive approach in regular
school.
This is in line with the international aspiration where
education is provided for all (Education For All).

the inequality of educational opportunities in

terms of the gap can be narrowed as follows:
School physical facilities and special equipment needs to be
modified according to the degree and type of disability. Among them
are sports equipment, science laboratory, information and
communication technology and computer lab.
Expertise of special education teachers, where specially trained
teachers to educate students with special needs in order to address
student learning problems.
Use appropriate curriculum with special needs students. This is
related to the formation and construction of individual lesson plans
for specific students.

 Overall, the Ministry of Education has been working to bridge the gap
of inequality of educational opportunity for special needs children.
For example our government has implemented Special Education
Program Integration, Inclusive Classroom, and Special Education
School.
In addition, early intervention programs KIA2M, special rehabilitation
program, the program targets at the PROTIM 3M (3M recovery
program is the support and strengthening of the special recovery) can
address the problems faced by student studying in the early stages of
schooling.

4.3 Issues on inequality in

educational opportunities

4.3.1. Aboriginal Students (Orang

Asli)
The Orang Asli are the indigenous minority people of
Peninsular Malaysia. The name is a Malay term which
transliterates as 'original peoples' or 'first peoples.'
It is a collective term introduced by anthropologists and
administrators for the 18 sub-ethnic groups generally classified
for official purposes under Negrito, Senoi and Proto-Malay.
They numbered 105,000 in 1997 representing a mere 0.5 per
cent of the national population.(Nicholas,1997)

 Nicholas (2006) described that Orang Asli are not a

homogeneous race, which means that they have diverse
cultures, traditions and ways of living, beliefs, and
languages and there are 18 ethnic subgroups of the Orang
Asli. All of these subgroups depend on their ethnicity and
the location.
The majority of the indigenous economy is still based on
subsistence agriculture and nature. The achievement of
aboriginal people is very low in academic achievement as
compared to other ethnic groups in Malaysia.

Distribution of indigenous groups

are as follows:
Negritos tribe settled in the interior of northern Perak and
Kelantan, a small nomadic way of life according to certain seasons.
Senoi tribes located along the hillside of Titiwangsa Mountains in
the state of Perak, Kelantan and Pahang.
Proto-Malay tribes living near the traditional Malay villages in
Selangor, Negeri Sembilan, Malacca and Johor.
The majority of indigenous people are still marginalized from the
mainstream education because of the lack of infrastructure and
complete infrastructure in the area where they live.

 Facilities such as electricity, water and roads are still not

available.
In school, the power supply, infrastructure, comfortable
and conducive classrooms are not available for
indigenous communities.
One of the issues of Orang Asli is very high dropout rate
and the issue must be addressed in order to meet the
country's aspiration to achieve zero dropout in school and
in line with the policy of democratization of education.
In addition, the performance of indigenous students is
very low and this is one reason the indigenous peoples are
the poorest group in Malaysia.
Household income survey conducted in the last ten years
found that nearly 51% of the population is under the
poverty level (UNICEF Malaysia, 2007).

 A teacher from the Mah Meri in Selangor state, a major cause of

absence from school, low school enrollment and high dropout
rates due to the attitude of the parents did not care
Natural parents are not aware of the importance of education.
When their daughter was 10 or 11 years, they were asked to stay
home to take care of their brothers and doing housework, while
boys will follow father into the sea to catch fish.
There are also indigenous children who do not attend school for
helping families make a living.

 Orang Asli children is classified as a group of at-risk in the context of

modernization and hence face serious problems (Ministry of

Education, 2006).
Realizing this issue, the Malaysian government has launched its policy
towards the community which allocated special help to provide
opportunities for equal footing, integration with advanced section of
population and should not be moved from traditional areas.
In addition, the indigenous people of high performance very less
among themselves because no healthy competitive nature in terms of
the progress of education in society Aborigines.
Aboriginal less developed in all aspects of either socio-economic or
economic.
They also lag behind in academics and this is associated with their
academic background is low.

 According JHEOA (1998), interest in learning among Aboriginal people is still at

low levels, where the dropout rate recorded in 1998 was high, 45% and 49.2%
illiteracy rate (the national rate of 6.4%).
This is coupled with the Native adults who not only illiterate but do not have
enough knowledge in business cause they often encounter problems when
dealing in forest products and farming.
This led to the Aborigines could not get a good return from forest and
agricultural run them.
Therefore, their income declining and continue to live in poor conditions and
poverty levels.
Nicholas (2005) reported studies done by the JHEOA and by independent
consultants all reveal that the dropout rate among the Orang Asli schoolchildren,
at all levels, is disproportionately high compared to the national average.
According to Mustafa Omar (2004), the low academic qualifications, experience
and less skill is the cause of Orang Asli youths fail to compete with other peopleto look beyond getting a better job.

 The lack of interest in learning among Orang Asli is related

to the general characteristics of the indigenous people.

In general, the Orang Asli are humble, shy, passive, and do
not like being forced to do something, sensitive, enjoys
freedom of movement, prefer physical activity, do not like to
work individually and prefer to work in groups.
In addition, the Orang Asli people were less mentally
resilient and have a short memory.
Therefore, they are easily bored and lose interest in learning.
They also appreciate the importance of education because of
lack of exposure and lack of awareness about the importance
of education is still at a low level.

 In terms of schooling system, the indigenous people follow the same

curriculum as mainstream.
Thus, the lessons taught in the national language and not in their native
language.
This makes it difficult to understand the lessons taught as they felt that
the curriculum is not relevant and is useful to their lives.
For the Orang Asli, they place importance on the events in the village and
the life style that gives ample of freedom to their children.
Parents who are concerned about their children's education give them
freedom without the control of school attendance.
Indigenous community does not like and do not like to be bound by
routines.
Therefore, teaching and learning very difficult if students do not adhere to
classroom routines.
Without effective classroom management, teaching and learning of
indigenous students is very difficult to implement by teachers.

 Distance from the school is among the causes of Orang

Asli lag behind in education.
This is because they live in the deep interior, and this
situation pose a problem for them to attend school.
Problems such as transportation is not efficient and the
lack of basic facilities and environmental conditions which
are not conducive to learning contribute to the dropout
factor too.

 Many Orang Asli parents are poor and thus they are unable

to provide a good learning environment and well-balanced

meals for their children.
In addition, there are also parents who are illiterate and
could not provide guidance to their children as regards to
their studies.
Orang Asli are also not able to see the relationship between
education and daily life.
They also want to help families at home or work to help the
family to get more income.
As a result, Orang Asli only looked into the socio-economic
status on a short-term basis.

 The inequality of educational opportunities could be

reduced if the curriculum designed for Orang Asli
students be differentiated from normal students.
If the curriculum takes into consideration the
characteristics and needs of Orang Asli students, their
academic performance may be improved and progress
can be achieved.

4.3.2. Indigeneous people

According to Kamus Dewan (2007) indigeneous people
refers to as original 'natives'or peribumi.
Thus we can say that indigenous is a general term used to
refer to all human groups that are considered to be the
original inhabitants of Malaysia.

 Hassan Mat Nor (1998) has defined indigeneous people according to

the classification of indigenous law, where there are two groups of
indigenous people in Malaysia.
According to him, the two groups of people who are classified as
Bumiputeras from the Malay Peninsula, Malay, Iban, Bidayuh, Kayan,
Kenyah, Kelabit, Melanau, Penan and other natives in Sarawak, while
the other group comprises Malay, Kadazan, Dusun, Bajau, from Sabah.
The Orang Asli are made up of three major ethnic groups, namely the
Negritos, Senoi and Proto-Malay.

 Ethnic groups in Sabah consists of the largest group which is

the Kadazan-Dusun.
Kadazan groups who live in the valley engaged traditionally in
rice farming, while the Dusun ethnic live in the mountainous
interiors of Sabah.
The second largest ethnic group in Sabah is originally the
descendants of Bajau seafarers.
Some of them chose to leave their sea-faring ways to become
farmers and cattle-breeders.
The Murut groups occupy the interiors of Borneo.
They were the last of Sabah's ethnic groups to renounce
headhunting and they are now growers of upland rice and
cassava, while using a blowpipe to hunt and to fish.

 In Sarawak, the Iban are the largest ethnic group in

Sarawak.
Iban group known as the "Sea Dayaks" consists of 30% of
the population of Sarawak.
The majority of the Iban longhouses in the river valley and
still retain the customs and cultural characteristics
become a symbol of the Iban tradition.
The Bidayuh of Sarawak while living in the mountains.
They were farmers and hunters.

 In addition, the Ulu also considered as racial Sarawak river.

They are the indigenous people of Borneo's most artistically
decorated with the use of equipment beads hand-crafted art.
Furthermore, there are people who are the indigenous Penan
living in the forest near Limbang, Bintulu, in Baram.
The Penan live in semi-nomadic.
Because of the way that a nomadic life as nomads, they are often
associated with backwardness and poverty in terms of economy
and education.

 Based on where they live, generally indigenous group

mostly deep in the interior, especially in Sabah and
Sarawak.
Because the location of residence rather remote
indigenous communities, some of them are less
susceptible to the changes in the field of education.
They are still bound to traditional life and culture less can
receive rapid changes sweeping the world of education.

 Inequality of educational opportunities exist among

indigenous groups in terms of student achievement gap
and the digital divide due to the location of houses,
community background and socioeconomic status.
Basic facilities and poor infrastructure in rural areas is a
key factor why indigenous group lag behind in terms of
education.
In addition, they live far away and are isolated from school
and poor communication systems are all factors that lead
to high dropout rates.

 Although the national education system was introduced to

Orang Asli and indigenous communities since the 1960s, it
was found that the number of people who succeed in
education is very small.
About 62% of them dropped out and did not finish school at
the primary level.
Thus, indigenous student achievement is low and the Ministry
of Education (2001) has identified two main causes which is
Low student motivation
Lack of interest in school.
Various measures have been taken to reduce the drop out
rate.

 Development in the field of indigenous pedagogy should be

strengthened by giving them opportunities to be able to join the
mainstream of national education.
A variety of teaching strategies and techniques are needed to explore
and applied to facilitate students in teaching and learning.
Examples of teaching and learning resources should relate to their
daily lives.
This is because indigenous people hold fast to lifes traditions and are
less willing to change and accept changes in the world of education.

 Specific programs have been designed to bridge the gap

for indigenous education.
Among other things, the implementation of adult
classes for parents of students and the indigenous
people in Sabah and Sarawak, which started in 2008 is to
reduce the rate of illiteracy in the community.
Awareness of the importance of education is hope to
help them encourage their children to learn and
subsequently close the achievement gap of students.

4.3.3.

Interior Areas

Rural communities, especially in the remote areas face issues on the

inequality of educational opportunities because there are schools that
do not have basic amenities.
For example, according to the Ministry of Education (2001), 20.6% of
primary schools have no telephone lines, 86.6% do not have a fax
machine, 7.3% were unable to electricity and 24.8% did not receive
public piped water.
A relatively small percentage of high school. For example, only 2.6%
secondary schools still have no electricity, and 5.7% did not have a
public water supply.

 Shortage of trained teachers for primary schools remains

an issue in remote and rural areas.
Among them are
Shortage of teachers in critical areas such as science, mathematics
and english;

Lack of qualified teachers for special education;

Lack of qualified male teachers hindered the implementation of
cocurriucular activities.

There are still a number of untrained teachers (GSTT) in

rural schools.(Noriati et. al,2011)

 In secondary schools, rural schools in the interior areas

depend solely on the government for school supplies.
This was due to socio-economic background of parents
who are unable to help the school as compared to urban
schools where high-income parents can contribute to the
welfare of the school.

 As primary school, secondary school in the interior also lack teachers.

Most schools in the interior gets less experienced teachers and
teachers with no training.
In addition, the transfer rate is higher than the school teachers of the
urban areas.
It is also an issue and a challenge to the Ministry of Education to
provide adequately trained teachers, especially in critical subjects on
target for 100% of teachers in secondary schools consists of graduate
teachers by 2010 (MOE, 2001).

 Education gap between location, socioeconomic status and

ability levels of students in the interior areas are issues that
need to be addressed by the Ministry of Education.
Physical facilities in terms of infrastructure development and
education is needed to bridge the education gap between
rural schools and urban schools.
It is necessary to reduce dropout rates and stimulate higher
participation among rural students.
In addition, the Ministry of Education to increase the number
of teachers the option in order to ensure that all schools in
the interior to provide equal educational opportunities for
students from diverse backgrounds, interests and potential.

 One of the issues of inequality of educational

opportunities in the interior is the digital divide, namely
the existence of differences in terms of access to wireless
information and communications technology (ICT) in
interior areas and proficiency in ICT among students and
teachers.
Lack of infrastructure and basic facilities such as
electricity and telephone lines will hinder
telecommunication networks such as the Bestari.net to be
accessible to remote schools.

 School wih low student population (Sekolah Kurang Murid

SKM) is also an issue in rural and remote areas, that is in the

year 2000.
There were 2.235 SKM schools , namely 723 in Sarawak, 364
in Sabah and 1,148 units in Peninsular Malaysia (MOE, 2001).
Most of these schools have poor school buildings and lack of
basic necessities for learning.
students who live in remote areas have problems with
communication and transport between their houses to school
and some students do not attend school or come late to school.
This leads to high dropout rates in such schools.

 The lack of motivation to learn and lack of competition due to the

small class size has create a gap in student achievement.
It is because of the low socioeconomic status and low-income parents
who are not able to provide basic necessities for their children.
In addition, the lack of interest among students to learn because their
parents do not emphasize the importance of education.
Therefore, the government has tried to reduce the gap between rural
and urban areas through the allocation of resources and facilities in a
fair and equitable manner.

4.4 Summary

 Inequality of access to education is an issue that has long

been discussed.
This issue has an impact on the school, the achievement of
socio-economic status and ethnic disparities in academic
achievement.
Inequality of educational opportunities is particularly
significant in the elements of social class, gender and
ethnic groups other than by geography, socioeconomic
status, and traditional culture.

 However, efforts have been undertaken by the Ministry of

Education to close the achievement gap and inequality
digital opportunities through a number of initiatives
outlined in the Development of Education 2001-2010.
Among them is an increase in the participation rate of
primary school students, enhancing teacher quality, school
improvement regardless of the location of infrastructure
and improving the quality of teaching and learning
through the integration of information and
communication.

 The gap between urban and rural areas can be reduced in

terms of the basic equipment and facilities so that the
students in rural areas, the indigenous people and ethnic
groups of Sabah and Sarawak will enjoy access, equity and
quality of education around the (MOE, 2001).
In addition, the smart school effort in stages in line with
the era of Information and Communication Technology
(ICT).
Educational development is to improve access, equity and
quality education to all students regardless of location,
race and culture to enable all students to pursue education
at higher levels.

TOPIC 5
CREATING A CULTURE FRIENDLY
CLASSROOM ENVIRONMENT

5.1 Relationships Among

Ethnics

5.1.1 Introduction
ethnic groups in Malaysia, like many other developing
countries have gone through various historical and
development changes.
influence from immigration and emigration has shaped
ethnic relations into a complex, dynamic and fluid
situation.
teachers teaching in a classroom where diversity of
culture becomes an integral part of the student
population, have an important role in creating acceptance
among the diverse ethnic groups.

 The feelings of acceptance towards each others cultural

and ethnic difference can be inculcated by creating a
culturally conducive classroom environment.
In fact, it is the best and most important place to teach
about different cultures, since it is in the classroom that
students from diverse cultures grow up and learn
together.

 If children are exposed to a multicultural classroom

environment where they learn to appreciate each others
differences and respect each others strengths and
weaknesses, right from the beginning of their academic
years, it will be easy for them to get along with children
from other cultures and this would eventually strengthen
the relationships of the diverse ethnic groups in the
classroom.

5.1.2 Creating a United Malaysia

The necessity to create a united Malaysia arises from the
idea of creating a Bangsa Malaysia.
This term was first coined by the previous Prime Minister,
Dr Mahathir Mohamed who in the 1990s put forth a
challenge in his Vision 2020.
According to him, apart from its emphasis on economic
development, the idea is to create a united Malaysian
which is ethnically integrated and harmonious, a liberal
and tolerant society in which Malaysians respect each
others creeds and customs

 Mahathir Mohamad argued that the first challenge of

being highly industrialised nation was to establish a
united Malaysian nation, with a sense of common and
shared destiny.
This must be a nation at peace with itself, territorially and
ethnically integrated, living in harmony and in full and fair
partnership, made of one Bangsa Malaysia with political
loyalty and dedication to the nation

 This vision did not end with Dr Mahathirs tenure as the

Prime Minister because in 2009 the present Prime
Minister, Nagib Razak declared a rebranded version of
Bangsa Malaysia under the slogan 1Malaysia.
The core of the 1Malaysia campaign is mutual acceptance,
understanding and appreciating the diversity among the
races and people of Malaysia.

5.1.3.

Roles of the Teacher

Malaysia being populated by diverse races and ethnic groups, needs to

bridge the gap between the ethnic groups.
As such, the government has designed policies and taken measures to
ensure a harmonious relationship among the various groups and as
teachers, we have important roles to play to realise these goals.
We should take up the challenge to create a united Malaysia and thus
create a harmonious relationship among the ethnic groups.
In order to accomplish this role, teachers themselves must believe in
the importance of creating a healthy multicultural environment which
treats everyone as equals.

The following are some suggestions which teachers

can consider in creating a harmonious relationship
among ethnic groups.
Learn and understand about different cultures for ignorance may lead to

intolerance.
Encourage a multicultural view and perspective in the students minds by
embedding elements of different cultures in the curriculum.
Bring students together by having a variety of cross-cultural activities which
enable students to appreciate each others cultures.
Adopt and adapt varieties of instructional approaches to meet the needs of
students from various cultural groups
Building relationship among students from diverse ethnic groups on the basis of
understanding and appreciation.
Avoid racist comments

5.1.4 Conclusion
Teachers play an important role in narrowing the gap between the ethnic
groups so as to create a united Malaysian.
In order to achieve this goal, teachers need to understand and appreciate
the cultural diversity among the ethnic groups before they can encourage
and inculcate such feelings amongst the students in the classroom.
Creating a conducive atmosphere whereby students from all ethnic groups
can work together in peace and harmony is the responsibity of the
teachers since, as we can see there are many benefits associated with
creating a harmonious, culture-friendly environment in the classroom.

 First, it encourages collaboration, teamwork and

cooperative social skills among the students irrespective
of their race and ethnics.
Besides that, it also creates the feeling and understanding
of unity in diversity among students from the diverse
ethnic and cultural groups.
It also helps the students from different cultural
background to be comfortable and respect with each other
and in a way, this boosts their self-esteem.
All of this in turn will benefit society on a whole for it
helps to develop united Malaysian citizens.

5.2 Concept, Purpose and Components

in the Management of a CultureFriendly Classroom Environment.

5.2.1 Physical Components

research on the classroom environment has shown that
the physical arrangement can affect the behavior of both
students and teachers

5.2.2 Concept and Purpose

Physical management concepts does not only involve its
infrastructure and physical facilities.
It is also the results of the management of the physical
environment of the classroom so as to create a conducive learning
climate for students from various cultural and social backgrounds.
There may be varying views regarding the meaning and purpose of
physical environment. the effects of physical settings in a
classroom is a setting for social interaction, symbolic identification,
growth, security, shelter and pleasure".

 Aspects of the physical environment as to who and where

students sit can help in the interaction between students
from different lingustic and cultural backgrounds.
This means that there are some general physical criteria
needed to create a culture friendly environment in a
classroom.

Among some of the criteria that a

teacher should give consideration are:
The arrangement of tables and chairs suitable for students

and can be modified according to the needs of the activity.

Have good lighting and ventilation.
Paint the walls with cheerful colors and soft hues.
Installing curtains with vibrant color, light and soft.
Safety guaranteed such as fire plans and fire extinguishers.
Reading/learning/Multimedia corners

5.2.3 The Role of the Teacher

Creating a conducive physical classroom environment is necessary to
encourage participation and cooperation among students from diverse
cultural groups in the classroom.
Besides, it is also to maintain a positive and productive learning environment
Indeed, the physical arrangement of the classroom reflects the teachers
level of professionalism in managing the classroom.
The teacher should be aware of the fact that the design of the physical
aspect of the classroom leaves a certain impact on the teaching and learning
environment and the teacher as the manager is responsible for the
consequences

Role of a Teacher In Designing A

Condusive Physical Classroom
Enviroment With Students From
Diverse Ethnic Groups

Sitting arrangement - to enable students from

diverse ethnic groups to interact with each other.
Providing reading materials which are suitable for
students from diverse ethnic groups
Forming groups comprising of students from
diverse ethnic groups.

5.2.4 Socio-Emotional
Management Strategies

 Little research exists on the socio-emotional environment of the

classroom and how teacher practices can facilitate the development
of emotion regulation in natural settings
However, within the relationship that a teacher puts in between them
and their students, there is a social interaction that bonds them and
emotional foundation which enables each party to understand each
other (
Thus, as a teacher, you have a significant role in guiding your
students and assisting them in their needs, social interactions and
group dynamics.

 Among them are: what is the importance of socio-emotional

environment in the learning progress as well as classroom
that you are teaching? How would you implement the socioemotional environment and what are the perceived impacts?
How do you address all these issues?
You may have addressed all these issues based on your
experience, but it is necessary to have a strong
epistemological basis which feeds you with the different
schools of thoughts related to classroom management.

5.2.4 Concept and Purpose of

Socioemotional Management
it means that set of teaching behaviours by which the
teacher develops good interpersonal relationships and a
positive socioemotional classroom climate.
Socioemotional is a process that consists of variations that
occur in an individuals personality, emotions, and
relationships with others during ones lifetime
Socioemotional development is the combination of
learning diplomacy and truthfulness to interact with
individuals or groups in a manner that contributes
positively to members of society.

 The social aspect relates specifically to interaction with

people (external).
The emotional aspect relates to understanding and
properly controlling one's emotions (internal).
A proper combination and coordination of social and
emotional development is critical to leading a purposeful,
fulfilling life.

5.2.5 Development and Management of

Socioemotional Environment in the Classroom
The development of socio emotion is important for an individuals
well being.
motivation or the internal drive of an individual arouses, directs and
controls the individuals behaviour.
the students emotions should be managed effectively since it
influences the students ability to control his or her emotions,
thoughts and behaviours and thus affects learning in the classroom.
Socioemotional development begins with the childs ability to
understand and manage his or her own emotions.

 This enables the child to understand the emotions, needs

and views of others.
By doing so, the child will be able to develop a strong
social relationship with others in the classroom as well as
anywhere out of the classroom.
The teacher should be sensitive to these needs and thus
create a conducive environment to foster the development
of socioemotional relationship among students.

 In the Malaysian context, the role of the teacher is even more

challenging whereby teacher should address the socioemotional
development of students from various ethnic groups of different
cultural background.
Thus in an attempt to manage the socioemotional atmosphere of the
classroom, it is essential for the teacher to acquire a strong
epistemological framework on developmental theories of the children.
This enables the teacher to have a better understanding of the
students. Among the theories are Banduras Social learning theories
and Erik Ericksons Psychosocial development theories.

 Banduras Social Learning Theory (1987) posits that

people learn from one another, via observation, imitation,
and modeling.
His theory, which is known as observational learning (or
modelling) added a social element, arguing that people
can learn new information and behaviors by watching
other people.
According to Bandura, there are three core concepts at
the heart of social learning theory.

 First is the idea that people can learn through

observation.
Next is the idea that internal mental states are an
essential part of this process.
Finally, this theory recognizes the fact that even if
something has been learned, it does not mean that it will
result in a change in behavior.
The next theory that is also useful for the teacher to
understand his or her students better is by learning more
about Erik Eriksons theory that describes an individuals
development throughout the life span.
The following chart shows Erik Erikson's stages of
psychosocial development in an individual.

Stage

Basic Conflict

Important Events

Outcome

Infancy (birth to 18 Trust vs. Mistrust

months)

Feeding

Children develop a sense of trust when

caregivers provide reliabilty, care, and
affection. A lack of this will lead to mistrust.

Early Childhood (2 Autonomy vs. Sha

to 3 years)
me and Doubt

Toilet Training

Children need to develop a sense of personal

control over physical skills and a sense of
independence. Success leads to feelings of
autonomy, failure results in feelings of shame
and doubt.

Preschool (3 to 5 Initiative vs. Guilt

years)

Exploration

Children need to begin asserting control and

power over the environment. Success in this
stage leads to a sense of purpose. Children
who try to exert too much power experience
disapproval, resulting in a sense of guilt.

School Age (6 to 11
years)

Industry vs. Inferiority

Children need to cope with new social and

academic demands. Success leads to a sense of
competence, while failure results in feelings of
inferiority.
Adolescence (12 to 18 Identity vs. Role Confu Social Relationships Teens need to develop a sense of self and
years)
sion
personal identity. Success leads to an ability to
stay true to yourself, while failure leads to role
confusion and a weak sense of self.
Yound Adulthood (19 Intimacy vs. Isolation
Relationships
Young adults need to form intimate, loving
to 40 years)
relationships with other people. Success leads to
strong relationships, while failure results in
loneliness and isolation.
Middle Adulthood (40 Generativity vs. Stagna Work and Parenthood Adults need to create or nurture things that will
to 65 years)
tion
outlast them, often by having children or creating
a positive change that benefits other people.
Success leads to feelings of usefulness and
accomplishment, while failure results in shallow
involvement in the world.
Maturity(65 to death) Ego Integrity vs. Despa
ir

School

Reflection on Life

Older adults need to look back on life and feel a

sense of fulfillment. Success at this stage leads
to feelings of wisdom, while failure results in
regret, bitterness, and despair.

 As an example, Erik Erikson's stage theory of psychosocial

development contributed to our understanding of
personality development throughout the lifespan.
Nurturing relationships between young children and
adults can create a sense of safety and security that
supports childrens learning to trust, to regulate emotions,
resolve interpersonal conflicts, develop empathy, and
learn how to relate to others in socially appropriate ways.
These abilities are generally seen as critical not only for
students social emotional well-being but also for their
cognitive development and later success in school

 Teachers set the daily emotional tone and climate of their

classrooms, thereby influencing childrens development of
social skills, including the early development of emotion
regulation
the social and affective domain (emotions) are of utmost
importance for the development of social competence and
learning.
It helps young children to identify and understand basic
feelings for themselves and others.

 As for the teacher, an indepth understanding of the

students development is crucial so as to play an effective
role in fostering socioemotional development of students
in the classroom.
The teacher should closely guide the students towards
adopting and adapting the desired behaviours in
developing a desirable socioemotional atmosphere
amongst students of muticultural background.

5.2.6 Roles of the Teacher

Some of the ways which a teacher can implement in developing
the socio emotional environment in the classroom are as follows:.
Establish relationship with each individual based on trust and
mutualrespect.
Teachers can help children to understand themselves and
others through classroom experiences (the hidden curriculum)
and by using activities (discussion, singing, poetry, language
scripts, stories, art and craft) which promote social
competencies.

 Provide opportunities for social interaction and providing

more structures for learning social relationship skills.
Teachers can help children attain social competence by
looking at the total environment the social environment,
the physical and the content of teaching.
Teacher as the role model where students of diverse
cultural groups can modeled behaviours that are
appropriated in the classroom.

 Create a conducive socio emotional learning environment

which is a friendly, non-threatening environment where
the children feel that they are supported by both peers
and teachers; such environment make the students feel
confident, comfortable, appreciated and valued. In
addition, they listen to one another and welcome a diverse
number of views from their peers from diverse cultural
groups.

5.3 Teaching and

Learning Management

5.3.1 Concept of Teaching and

Learning
Teaching means how teachers deliver lessons or knowledge
to students. It is the process of preparation, implementation and
assessment.
Teaching is a systematic plan whereby teachers assist students
in the learning activities.
Learning is the process of building a mental structure and a
change of behavior with different capabilities.
From the cognitive point of view, learning can occur without
prompt change in behavior.

 Mental structural changes occur when there is a change

in beliefs, expectations and goals.
effective teaching depends on two main factors, that is
teachers professional knowledge and commitment to plan
and organise lessons effectively.
In fact, there are other characteristics that a teacher that
a teacher need to possess in order to ensure an effective
teaching and learning process.

5.3.2 Characteristics of Effective

Teachers
the teacher as a facilitator plays the role as planners,
managers and implementers have guided systematic
management.
Accurate planning principles should be followed by
appropriate delivery principles based on the principles of
right action
Besides that, effective teachers have good command of
their subject matter and possess effective teaching skills.

 They have excellent instructional strategies supported by

methods of goal setting, instructional planning, and
classroom management.
They know how to motivate, communicate, and work
effectively with students who have different levels of skills
and come from culturally diverse backgrounds.
Effective teachers also understand how to use appropriate
levels of technology in the classroom.

 They have excellent instructional strategies supported by

methods of goal setting, instructional planning, and
classroom management.
They know how to motivate, communicate, and work
effectively with students who have different levels of skills
and come from culturally diverse backgrounds.
Effective teachers also understand how to use appropriate
levels of technology in the classroom.

Effective teachers set appropriate teaching goals.

Some of the teaching goals are as follows:
To deliver information in the form of knowledge
Enable students to master the learning skills in the
various aspects, that is cogintive, affective and
psychomotor.
Assist students to possess and practise values and good
attitude.
Encourage students to think critically and creatively.
Helping students to be independent.

5.3.3.1 Management of Teaching

and Learning
Management involves the processes of planning, implementing,
evaluating and taking iniative to improve the process.
Management of teaching and learning is related to the following
aspects:
Plan effective teaching and learning for students from different cultural
background.

Implement teaching and teaching as planned and making necessary

modifications.

Evaluate the effectiveness of teaching and learning process

Take follow-up action based on the evaluation and making necessary
changes.

5.3.4 Managing of Teaching and Learning

in the Multicultural Classroom
A teacher is also a 'manager' in the teaching learning
process.
The ability of the teacher to manage the classroom
effectively is vital in order to create a conducive teaching
and learning environment.

Characteristics of an effective teacher who are able

to create a conducive and effective teaching and
learning environment:

Stay alert and aware of surrounding situation

Systematic in planning and evaluating
Patient in handling students from all backgrounds
Good time management
Be prepared to change and flexible
Effective communication
Vision oriented

5.3.5 The stages of management

of teaching and learning
The stages of the management of teaching and learning
are as follows:
Before the teaching and learning process
During the teaching and learning process
After the teaching and learning process

5.3.6 Before the teaching and

learning process
As a teacher who is dealing with multi-cultural students,
teachers need to make thorough preparation before starting
teaching and learning sessions. Preparation prior to teaching
and learning, including planning of teaching in the Daily
Lesson Plan includes the following aspects:
Learning outcomes must be accurate and clear
Appropriate teaching methods for students from diverse cultural
groups.

Adequate and appropriate teaching resources

Effective teaching aid materials
Steps in the teaching and learning process must be clear

(a) The Use of Teaching Aids

Teaching and learning management begins with the
planning and preparation of appropriate teaching aids.
The use of effective and appropriate teaching aids is very
important to help teachers explain difficult and abstract
concepts to students.
The use of teaching aids can help to explain a concept

 Examples of teaching aids that are often used are material,

photographs, graphics, mind maps, diagrams, radio,
computer, video, flash card, diagrams, newspapers,
magazines, audio visual aids, model, prototype or historical
materials.
Characteristics of effective teaching materials
Nature
Practicality
Safety

 The selection of appropriate teaching aids is very important to

enable teachers to use them to explain abstract concepts
effectively.
A creative Teacher will adapt teaching aids with the lesson so
that students can easily master a complex abstract concept.
Teachers should clearly explain and give examples related to
improving the effectiveness of teaching
Teachers need to provide instruction that may be of interest to
students with various teaching methods and teaching aids.

(b) Selection of Teaching

Resources
Teachers who are prepared with information from various
sources are not only able to give clear explanation to the
students but also to make connections between ideas,
propose new ideas and challenge students with high order
thinking questions. Among the learning resources that
can be used are textbooks, reference books, the Internet,
information newspapers, magazines, radio and television,
journals, prospectus, phamplets and brochures, research
reports, official statistics and informations from interviews
and questionnaire.

 Sources that are accurate, appropriate, and sufficient can

challenge students' minds and inspire their interest to
understand the subject better. Thus, in the planning stage,
it is important for the teacher not only to obtain sufficient
information from various sources before starting each
lesson but the selection of the teaching and learning
resources has to be appropriately done.

5.3.7 During the teaching and

learning process
Culturally Relevant Teaching Strategies
As a teacher who is dealing with multi-cultural students, teachers need to
make thorough preparation before starting the teaching and learning sessions.
The selection of appropriate teaching strategies can also ensure that the
delivery of information and implementation of teaching to be more effective,
especially activities that involve active interaction of students from different
cultures and backgrounds.
As such, a teacher needs to give considerations to several aspects of the
teaching and learning process so as to create an effective and condusive
teaching and learning atmosphere for students from diverse cultures.

 Some of the important aspects that need to be given

consideration are as follows:
Achieving the learning outcomes
The use of appropriate assessment procedures
Inculcation of appropriate cultural values
Creating a physically and psychosocially conducive teaching and
learning environment for students from diverse cultural
background

Practising a good disciplinary procedure based on students from

diverse cultural background

Conducting remedial and enrichment classes

5.3.8 After the teaching and

learning process
In this context, we shall discuss the necessary steps that need
to be taken toward the end of the lesson for further
improvement.
At this stage of the lesson, the process of assessment,
measurement and evaluation has to be carried out by teachers
to determine the effectiveness of teaching.
Measurement, assessment, and evaluation mean very different
things but from the educational point of view, they are somehow
related in some ways or others.

 Evaluation is perhaps the most complex and least understood

of the terms.
When we evaluate, what we are doing is engaging in some
process that is designed to provide information that will help
us make a judgment about a given situation.
Generally, any evaluation process requires information about
the situation in question.
A situation is an umbrella term that takes into account such
ideas as objectives, goals, standards, procedures, and so on.
When we evaluate, we are saying that the process will yield
information regarding the worthiness, appropriateness,
goodness, validity, legality, etc., of something for which a
reliable measurement or assessment has been made.

 Measurement refers to the process by which the attributes or

dimensions of some physical object are determined.
One exception seems to be in the use of the word measure in
determining the IQ of a person
Assessment is a process of defining, obtaining and providing
useful information to make further consideration.
Assessment is a systematic process of collecting and analyzing
data to determine whether any of the objectives have been
achieved.

Assessment is carried out to :

Track the progress of students mastery and identify the
strengths and weaknesses of students in learning to plan
for enrichment and remedial activities
Identify the effectiveness of teaching that allows teachers
to improve teaching
Take action to address the weaknesses & improve the
teaching and learning process.

 Formative assessment is carried out after the completion

of each chapter whereas summative assessment is carried
out holistically at the end of the semester to evaluate
students achievement.
Assessment of students performance is vital because it
allows teachers to determine the effectiveness of the
teaching strategies for the purpose of improvement.
Overall assessment of the students is made possible
through quantitative and quanlitative data measurement.
Measurement is a systematic process to obtain
quantitative information to determine students
achievement.

 The main purpose of measurement is to quantify academic

achievement of students in learning and making improvements
to the teaching methods.
There are several measurement tools in the teaching and
learning process such as monthly tests, quizzes, exams,
interview students/co-workers, questionnaires, checklists,
anecdotal records, rating scales and sosiogram.
The selection and use of appropriate measurement tool in the
evaluation process will give the teacher a useful information to
determine the effectiveness of the teaching and learning
process.
In fact, accurate measurement tool in the evaluation process
can provide valuable information to teachers to measure
students learning and evaluate the effectiveness of teaching.

 As a result of accurate evaluation procedures,

improvement can be made by teachers.
This includes improvement in the teaching approaches,
strategies and methods.
Mastery teaching approaches for example, emphasizes
that teachers must ensure that the students are able to
master a skill before new skills are delivered.
Based on the students results, teachers can reflect on
their teaching methods and approaches to review its
effectiveness.

 In fact, after the lesson, teachers should set aside time to

reflect on their teaching performance.
This is necessary to enable teachers to review the
effectiveness of the teaching strategies, use of teaching
aids, information and learning resources, student
achievement and the effectiveness of teacher-student
communication.

5.3.9 Summary
Teaching is a systematic plan whereby teachers assist
students in the learning activities.
Learning is a process of building a mental structure
change behavior of different capabilities.
The teacher as a facilitator plays the role as planners,
managers and Implementers.

Characteristics of effective teachers are as

follows:
They have good command of their subject matter,
Possess effective teaching skills and excellent instructional strategies
supported by methods of goal setting, instructional planning, and
classroom management,
Able to motivate, communicate, and work effectively with students who
have different levels of skills and come from culturally diverse
backgrounds.
Understand how to use appropriate levels of technology in the
classroom, able to manage time well and have the skills of the 21st
century.

 The management of teaching and learning involves several

processes, that is planning, implementation, evaluation and
follow-up activities which include remedial and enrichment.
The stages of the management of teaching and learning are
as follows:
Before the teaching and learning process
During the teaching and learning process
After the teaching and learning process

 Assessment, measurement and evaluation are of great

importance in the teaching and learning process for the
purpose of improvement of the students learning and
teachers teaching.

5.4 Culture and

Indigeneous Relevant
Pedagogy

5.4.1 Concept of Culture and

Indegenous Relevant Pedagogy
As an effective teacher in the 21st century, it is important
for us educators to understand the concept of students
diversity (individual differences) and culture relevant
pedagogy.
culture-relevant pedagogy can be defined as a pedagogy
that empowers students intellectually, socially,
emotionally, and politically by using cultural referents to
impart knowledge, skills, and attitudes.

 Malaysia as a multicultural nation requires teachers

sensitivity to create a culturally responsive teaching as
described by Gay (2000) who defined culturally
responsive teaching as using the cultural knowledge, prior
experiences, and performance styles of diverse students to
make learning more appropriate and effective for them;
it teaches to and through the strengths of these students.

The views proposed by Gay(2000) remind teachers to be

more sensitive when dealing with students with different
cultural background so as to create a multi-cultural
conducive environment for all students from the diverse
cultural background.

5.4.2 Purpose of Culture and

Indegenous Relevant Pedagogy
In the implementation of culture relevant pedagogy among
multicultural students. teachers need to be sensitive to the socio
cultural elements.
This is consistent with the view that culture relevant pedagogy
calls for instruction to be made relevant to the student by finding
an intersection between
a) the student's knowledge and skills and
b) the school's knowledge and skills by engaging the student in active
investigations so she can discover the connections between what she
knows and what teachers want her to know

 Culture relevant teaching enhances understanding and collaboration

between teachers and students so that the acquisition of knowledge,
skills and attitude can be holistically integrated in order to achieve the
goals of the National Education Philosophy.
A teachers who serves in a school with students from different cultural
backgrounds, should play the role of an intermediate between.
Teachers teaching in different cultural situations should use the
features of cultural differences, background, knowledge and varying
experiences of students to strengthen and enhance the teaching and
learning process.

5.4.3 Characteristic of Culture

and Indigenous Relevant Pedagogy
Characteristics of culturally relevant pedagogy.

Learning is more effective when students understand the

knowledge, concepts, procedures, skills and strategies that they
have learned in an environment where there is an integrated
multicultural knowledge, without prejudice to the other culture.
It is important for students to understand their different
cultural backgrounds and create active learning across cultures,
in order to achieve unity among cultural diversity.

 Apart from helping students to gain the knowledge,

culturally relevant pedagogy is to motivate students
toward contextual learning, taking into account the
experiences of different students.

5.4.4 Management strategies of

Culturally Relevant Pedagogy
If you encounter students from diverse cultures, you
would need to take note of the diversity/individual
differences in the classroom. Teachers need to plan and
organize teaching taking into consideration several
aspects as follows:

5.4.4.1 Methods and Techniques

of Teaching and Learning
Organizing pedagogy in a multicultural classroom should be
seen as "an art rather than a science"
Thus, teachers must acquire the art and craft of a culturally
relevant pedagogy so as to create a conducive teaching and
learning environment for the multicultural students.
Teachers must also think positively that all students can learn
and achieve success.
Teachers can also connect and communicate with the parents of
students of different cultures.

 In addition, teachers need to be friendly with their

students and are always willing to share information,
knowledge and skills with students of various cultures.
For classes with multi-cultural students, teachers need to
diversify teaching methods and techniques based on the
concept of individual differences.

Teachers are encouraged to use the

following methods and techniques:
Collaborative and cooperative learning methods
Teachers who use student centered strategy, encourage students to discuss with
members of multicultural groups.
For example, in a discussion group composed of members like Hassan, Yoo Chin
and Kumaran, they are encouraged to interact and work together in an
atmosphere of mutual respect.
Group presentation is an indication of the existence of team spirit.
Teachers need to facilitate the group in order to create multi-cultural harmony.
Collaborative and cooperative elements need to be nurtured during primary school
level in order to create a healthy learning environment which can integrate pupils
of various cultures in the classroom.

Discovery Method
Teachers can also plan lessons using the discovery method.
For example, a discussion of the topic on Elements of Multicultural
Society.
The teacher can allocate the different topics about the different cultural
groups to members of another cultural group.
Fauzi and Rahimah are assigned the topic on Chinese Culture, Ah Kim and
Leng Hai are askked to find the elements of the Indian Culture whereas
Selva and Saroja are given the topic about Malay Culture.
Cross-cultural strategy requires students to explore and develop the
knowledge and experience of other cultural groups.
Such strategy encourage students to mingle with each other and by
obtaining information about each others cultural practises, they will be
able to understand each other better and this will lead to a harmonious
living among members of different cultural background.

Project

This method requires each group to comprise of students of all races

and cultures.
Priority should be given to topics that symbolize cultural diversity.
For example students can be asked to find informations on the topic
related to marriage customs.
Members of the group which consist of students from different races
can share experiences and informations based on the different
communities.
This way, students gain further knowledge about the different
cultural practises.
Thus it is important for teachers to avoid putting students from the
same cultural background in the same group.

5.4.4.2 Use Reading Material for

Culturally Relevant Pedagogy
Teachers should accept the concept of individual differences in
teaching and learning.
For example when teaching reading skills teachers select
reading materials that are culture-friendly.
This is important because the selection of reading materials that
are culture biased may lead to a conflict among students.
An effective reading program must bridge cultural differences
and give students space to think positively about cultural
differences.

As a teacher who is sensitive to this

issue, must:
Choose reading materials that can be associated with the

experience of every student in your classroom.

Able to use appropriate teaching and learning strategies.
Sensitive to the use of statements that may offend students
cultural understanding
Create or find appropriate reading materials for all students with
different cultural background.
Encourage students to read and understand the cross-cultural
materials.

5.4.4.3 Culturally Relevant Pedagogy

Using Computer-Based Learning
Technological developments has a great influence on teaching and
learning.
Integration of information technology into teaching and learning should
also take into account the individual differences, especially in terms of
social and cultural background.
Teachers should be aware that technology-based teaching and learning
is particularly helpful if the teacher can plan appropriate steps which
are suitable for students from different cultural background.
Computer-based learning environments should display culture-friendly
elements.

The following are suggestions that

can be considered by the teacher:
The development of technology can be used by teachers and
students because it can transform teaching and learning
patterns. An effective teacher will use technology to improve
teaching effectiveness. Computer-based materials should be
appropriate to the cultural background of students.

All students should be given opportunities to explore the

internet for getting relevant informations and teachers need to
adopt individual and cultural differences in a positive way.

 as a teacher, you have to acquire and master the technological

skills to enable you manage students from different cultural
background.
For example, before you bring any softcopies of teaching and
learning materials into classroom, you need to check the
content first, in order to make sure that it does not affect a
student culturally or create controversy among them.
The final aspect that you need to consider about the culturally
relevant pedagogy is an effective teacher communication.

 Generally teachers should use language that is easily

understood by all students.

Teachers should also give the opportunity to students to
voice out their opinions.
Teachers should correct pronunciation/accent.
Teachers must not imitate/laugh at the students
accent/pronunciation.
Teachers should also try to learn and understand the
different native languages of the students

5.4.5 Summary
Teachers can create a culture and indigenous relevant pedagogy
which is similar to culturally responsive teaching by using the
cultural knowledge, prior experiences, and performance styles of
diverse students to make learning more appropriate and effective for
them; it teaches to and through the strengths of these students.
One of the features of effective learning is infusing knowledge,
concepts, procedures, skills and strategies an integrated manner to
suit the needs of students from multi-cultural background without
prejudice.

 Among the teaching methods/techniques that are suitable

for culture relevant pedagogy include cooperative
teaching strategies, discovery method and project.
Integration of information technology into teaching and
learning should also take into account individual
differences, especially in terms of social and cultural
differences.

5.5 Pedagogy Combined

Classes

5.5.1 History and Concept of

Combined Classes
Each student in the country should be given the opportunity to acquire

education in line with the democratization of education.

Since a large number of schoosl in the rural areas have less number of
students, combined classes are being held.
In addition, the number of teachers in these schools are minimal and
therefore, there is a need to teach more than one class at any given time.
The history of combined classes is dated back to British colonial rule in
the country.
The implementation of combined classes is as a result of several
conditions like minimal number of teachers, students and inadequate
basic facilities such as classrooms and blackboards.

5.5.2 The concept Combined

Classes
Combined classes refer to classes in primary schools
containing pupils who are of almost the same age group,
for example year one and two, year three and four and
year five and six .
Combined classes can be defined "as a form of teaching in
which a teacher teaches students comprising of several
grades or more than one grade in a classroom."

5.5.3 Features of Combined

Classes

Teaching and learning strategies are different from regular classes

Combined classes exist only in the primary school.
Students of different ages and years are combined in the same class.
Number of students is less than 10 and thus, a normal class is not
possible.
Teachers teach more then one year because the allocation of
teachers is in accordance with the number of students.
Teaching and learning strategies are different from the regular
classroom.

 You should know that organizing combined classeses

requires planning and a skillful implementation on the
part of the teacher. "Multi-tasking" and teachers skills are
necessary to create an effective teaching and learning
atmosphere.

5.5.4 Pedagogy for Combined

Classes
Teacher needs to be sensitive to the concept of individual difference
and students cultural diversity in selecting an appropriate
pedagogy. This is because their perception, imagination, enthusiasm
and concentration vary even though they are in the same age group.
Thus, these students need to be divided into small groups. The
principles of the group breakdown are as follows:
Group Of Same Ability
Group of Multiple Abilities
The Same School Year
Social Group
Individual Group

i) Group of the Same Ability

A group of the same ability is known as academic group.
Mathematics and language are suitable subjects to be taught to this
group.
Teachers observe and record students' achievements in the teaching and
learning activities, and then carefully divide the students into groups
according to their abilities.
By doing this, it is more likely that there will be more average students
than excellent and weak ones.
However, teachers should be more concerned with the needs of the weak
students.

ii) Multiple Ability Groups

This group consists of mixed ability students.
If students are divided into multiple ability groups, in every group

there will be students who are capable in many activities.

Some are good in reading, others in drawing, some are writers and
some are active in practical work.
Intelligent students can help students who are lagged behind.
Usually this group are assigned to carry out a project.
Groups with multi ability students have the ability to produce a
successful project work. Home work is prepared according to
students abilities.

iii) Groups According to the

Same School Year
Teachers teach according to the school year.
While the teacher teaches one class, the other class will
be assigned with relevant teaching and learning activities.
Each class has its own group:
Slow
Average
Intelligent

iv) Social Group

This group is different from the multiple ability group.
This group is formed based on the students ability to
adapt themselves.
The students are allowed to choose their own group.
Among the activities are games, music lessons, drama or
education-oriented recreation and relaxation.

v) Individual Group
This method can be used when the students in all groups
are engaged in the learning activities.
Teachers can take the opportunity to guide them
individually.

5.5.5 Combined classes Lesson

Plan

5.5.5.1 Syllabus
Teachers involved in the combined classes should be
aware that the syllabus provided by the Curriculum
Development Centre is to be used in a normal class.
Syllabus needs to be modified based on the requirements
of the pupils in the combined classes.
For example, teachers teaching Years 4 and 5 should
study the content of the syllabus for both the years and
make adjustments for each subject that can be taught
simultaneously.

 Subjects of the same topic can be taught simultaneously

according to the principles of combined classes.
However, teachers need to modify the schedule so that the
subject can be taught simultaneously.
But if two different topics are taught at one time, the
teaching methods should be based on groups

5.5.5.2 Preparation Combine

Class Daily Lesson Plan
Based on the circular KP Bil.256/1961, Daily Lesson Plan is a very
important record for teachers. It is very important because:
It is a reference for daily lesson preparations.
It can determine the progress of a class in a variety of subjects.
It is a guide on the progress and performance of a student.
It serves as a record to review the tasks that has or has not
been accomplished according to the yearly plan.
It is a guide for other teachers who take over the class.

5.5.6 Summary
Combined classes refer to classes in primary schools containing pupils
who are of almost the same age group, for example year one and two,
year three and four and year five and six.
Some of the characteristics of combined classes are,
the class exists in primary school,
pupils of different ages are combined in the same teaching and learning session;
enrollment of less than 10 students and thus, not possible for a normal class to
be opened,

teachers teach more than one school year since the allocation of teachers is
according to the number of students

teaching and learning strategies are different from the regular classroom.

 The principles breakdown into groups are as follows:

groups based on equal ability: groups of various ability,
groups of the same school years, social groups and
individual groups

Daily Lesson Plan is an important record for teachers as a
reference for daily.

5.6 Socio-linguistic

5.6.1 Role of Language in

Multicultural Society
Teachers use language to convey his teachings.
Teachers also use language to guide and advise students.
Malaysia is a country with people from different ethnic
groups.
Thus, teachers need to understand the background of
their students especially the cultural factors that influence
students behavior whether verbal or non-verbal conduct.

 the use of language is very closely related to the cultural background

of pupils, particularly where students grew up and live their lives.

The language spoken by a man is a gift from God to humanity
because human language is a way they expressed and present their
views.
language plays an important role in society.
In the context of Malaysia's multiracial and plural society, the Malay
Language is the official language spoken by the people of Malaysia.
However, Malaysia has a wide variety of ethnic languages each
carrying its own cultural identity.
Although, the Malay Language is the official language which serves
as the medium of communication among the various races in
Malaysia, the multi-ethnic groups of Malaysia are allowed to speak
their own language without any restrictions.

5.6.2 Importance of the Use of one

Language as a Medium of Instruction
Malaysia has a multi-ethnic, multi-lingual and multicultural society and this is the biggest challenge to the
country in building a united people.
The national leaders saw language as an important tool to
unite the people of the nation.
Even though there are no restrictions on the use of the
mother tongue of all ethnic groups, there has been a
realization of the need to use a common language for the
whole nation.

 in an English class at a school, there are various ethnic

pupils who speak almost eleven languages.
If these students do not master the same language as the
medium of instruction, the teacher certainly face
difficulties in their teaching and in guiding students in the
acquisition of knowledge.
A bigger difficulty will be to unite them.

 Historical events have proved that the differences in

language and cultural differences may lead to a
segregation of the people in the nation and this will
eventually lead to disaster as in the 13th May incident.
Thus, teachers play an important role in realizing the
national agenda of achieving unity.
This national agenda should of course start in school.
As discussed earlier, the teacher can take steps toward
creating a conducive classroom environment by
considering all the necessities of a harmonious classroom
environment.

5.6.3 Role of the Teacher in

Sociolinguistic Aspects
sociolinguistic is a word used to describe the appropriateness of
language in different contexts.
In other words, sociolinguistics is the study of how situational
factors such as cultural contexts and setting of a speech
event affect the choice of what should be said.
This means that the ability to adjust ones speech to fit the situation
in which it is said is called sociolinguistic competence and without
this, even the most perfect grammatical utterances can convey a
meaning entirely different from that which the speaker intended.

 Thus, what a student voices out from the context of one

culture may not be appropriate in another culture.
This may lead to misunderstanding and can cause a
breakdown in the communication between students from
diverse cultural background.
teachers play a very important role in creating awareness
regarding sociolinguistic competence among students.

 That is why, some of the teaching strategies that have

been discussed earlier, whereby teachers form groups
comprising of multilanguage, multiracial and multicultural
students can lead to raising awareness and sociolinguistic
competence among students.
Besides that, the use of one language as the official
language would also need teachers to enhance
sociolinguistic competence among the students.

 Thus, one of the teachers role is to organize various

activities of language, literature and culture among
students.
Activities can be done in the classroom or outside the
classroom during the extra-curricular activities to uphold
the national language and at the same time inserting
elements of the cultural heritage of other ethnic groups in
the teaching and and learning process.
For example, using the Iban ethnic folklore in teaching
language and using Kadazan Dusun ethnic songs in
teaching and learning music.

 In fact, many ethnic traditional games can be used as an

approach of "games based learning" in teaching and
learning.
The use of various elements of culture in teaching and
learning not only foster understanding among students of
multi-ethnic, but it will encourage students to learn and
master the vocabulary of ethnic languages of their friends.
If teachers are able to pursue and administer this
effectively, every ethnic group will not feel left out.
At the same time, it helps narrow the gap between ethnic
groups and thus create better understanding between
ethnic groups.

5.6.4 Summary
This topic discusses the sociolinguistic aspects of integrating students
from diverse ethnic groups.
The need to enhance sociolinguistic competency among students is due
to the fact thet Malaysia is a multiracial country with multiple languages.
The Malay language being the official language is one of the tools for
teachers to enhance sociolinguistic competency among students.
Teachers need to play an effective role in organizing various activities of
language, literature and culture including extra cocurricular activities in
order to bridge the sociolinguistic gap among students from different
cultural background.

5.7 Culture-Based
Assessment

5.7.1 Concept and Purpose of

Culture-Based Assessment
i. Concept of Culture-Based Assessment
Assessment refers to a process of obtaining useful
information to make judgments about further action.
In other words, assessment is a systematic process to
obtain information in making decisions on actions to be
taken in the future.
Culture is a set pattern experienced by individuals as a
way to act, feel, and do something.

 Cultural attributes associated with education are explicit

(such as human habits) and implicit (such as values,
assumptions and beliefs).
So culture-based assessment means that the assessment
performed by the teacher to gather information in decisionmaking, should take into account students' cultural diversity
so that decisions made are valid and reliable.
In fact, culture-based evaluation plays an increasingly
important role in education.
Collection of data about the knowledge and skills of
students by using appropriate assessment tools/techniques
taking into consideration the students cultural diversities is
crucial in order to obtain valid results.

ii. Purpose of Culture-Based Assessment

Teachers need to plan culture-based assessment based on
the sensitivity of students from the different cultural
backgrounds.
The focus of the evaluation should not discriminate
against anyone and at the same time is able to make
decisions about the student's progress as well as to
identify or classify students according to their abilities.
In addition, this assessment aims to provide feedback on
the strengths and weaknesses of teaching and learning
and the development of educational programs.

Generally, the culture-based assessment

aims to:
Gather information for the development, diagnosis and further

action
Evaluate the use of authentic and alternative procedures
Acquire data about learning opportunities for all students
Collect information on whether it will take into consideration the
linguistic and cultural relevance
Determine the need of appropriate language for the formal
assessment
Reduce the bias in traditional assessment practices

5.7.2 The Role of Teachers in

Providing Culture-Based Assessment
Teachers need to have the ability in designing culturebased assessment tools that can provide opportunities for
students to demonstrate their competence in a variety of
ways based on local conditions, including the knowledge
and skills related to the understanding of traditional
cultural practices.
Furthermore, teachers should take into account a variety
of problem-solving skills in assessing the learning
potential of the students under their care and provide
appropriate opportunities for students to improve
themselves.

 The teacher's role is to address the cultural issues when

they teach and develop appropriate evaluation tools.
Therefore, it can be said that culture is not only affecting
the daily practices (patterns of behavior, traditions, habits
or customs) but also the way students understand and
perceive cultural issues in the teaching and learning
process.
This is particularly important for teachers as the basis of
teaching and learning and in designing the assessment
tools.

5.7.3 Principles of CultureBased Assessment

Assessment should be based on students learning. It must play a positive
role in developing students learning experience.
Assessment should be able to portray the individual differences in
learning.
It should be based on objectives so that student can demonstrate their
achievements based on the learning outcomes in various ways. In this context,
content modification should represent students culture, students background,
major languages, family and community. Content knowledge and essential skills
should be integrated across all subjects and all the time. Thus, the tasks should
be based on activities, cooperative learning strategies and inquiry-based.
Evaluation should be fair to all students.

5.7.4 Important Characteristics

of Culture-Based Assessment
We should be aware that even the most knowledgeable
teachers may not necessarily be able to identify culturerelevant elements in the teaching and learning process or
even design a culture-based assessment tools.
As such, teachers must be sensitive to the fact that there
are several characteristics that need to be given emphasis
when designing the assessment tools to accomodate the
needs of students from diverse cultural backgrounds.

 In the context of culture-based assessment, formative assessment

that is designed or constructed should revolve around the same
context or issues as in teaching and learning with the purpose of
gathering data to assess the effectiveness of teaching.
Besides that, the assessment tools design should focus on matters
that are not sensitive to students from any cultural background.
In fact, teachers should not create any kind of cultural sensitivity or
biasness in the assessment procedures or even in any of the items.

 One of the important characteristics that can affect the

performance of students is the language used in the
assessment tool.
Language has a great influence on the way students
respond to tasks.

5.7.5 Types of Culture-Based

Assessment
In a culture-friendly classroom, teachers need to use continuous and
systematic evaluation to assess abilities, interests, attitudes, and social
skills of pupils.
The information obtained from such continuous and systematic
evaluation will provide a basis for making instructional decisions and
give meaning to what to teach and how to teach.
Furthermore, assessment process can create pressure on the students.
However, if students are given the opportunity to be involved in the
assessment process, they can reflect on their progress and provide a new
understanding that cannot be given by an adult.

Culture-friendly assessment
includes the following:
i) Daily observations of students behavior, learning and
social encounters in the Classrooms situations
Observations can be made through a check list, record, or card to
enable teachers to record observations of student behavior in a
consistent and meaningful way.
For example, teachers can use class names as an easy way to
record daily observations.
Teachers can create a column to identify projects, activities or
behavior that they would like to observe.

ii) Portfolio Assessment

Pupils and teachers can choose a sample that reflects the
diversity of tasks and students abilities that need to be
assessed.
Teachers, students and family members can make
students reflect on what has been implemented, the level
of their abilities and areas which need to be improved.

iii) Writing Journal

Writing journals provide an opportunity for students to share personal
insight about things like literature in different cultural contexts to
inform, clarify and explain the society.
For example, teachers can assess the learning journal in which
students record personal matters based on the characters in the
literature they read.
They can build an understanding of the character and this gives them
the freedom to write about the characters and share with friends.

iv) Project
Project gives students the opportunity to contribute ideas according to
their abilities.
This type of assessment is good for students from different cultural
backgrounds with individual difference because they are able to
accomplish the task according to their own pace and readiness.
They are also able to explore topics of their interest based on the topics of
multicultural literature.
They can choose to write a report or prepare an oral presentation or
create drawings to illustrate key concepts hidden in the topics chosen.

v) Teacher-designed tests based on Teaching

Great attention should be given to cognitive style and academic skills
of all students.
For example, teachers can design a test to formulate appropriate
questions for assessing items of knowledge or students achievement in
specific content areas in the culsture-friendly curriculum.
In other words, the test should be "culturally loaded" taking into
consideration the culture of all students.
The language used should be understood by all and not biased to the
dominant groups of students.
Instructions of the test should take into account the basic cultural and
linguistic factors of students from all cultural backgrounds and
students need to feel that a particular language and its culture is an
asset not a liability in the assessment process.

vi) Students Self-Assessment

Students can respond to questions about their learning
regularly in teacher-pupil conferences. Portfolios can be
used during the conference. For example, teachers show
the students work/assignments, discuss and students
evaluate their own progress.

vii) Teacher Self-Assessment

Self-assessment is an important part of determining
teaching effectiveness.
Teachers need to ask himself/herself about the selection of
behavior and teaching strategies, the effectiveness and
relevance of cultural elements in their lessons and their
respond to various cultural issues in the teaching and
learning process in the classroom.

5.7.6 Summary
There has been challenges in the assessment process but a greater
challenge is related to appropriate teaching strategies and the
development of teaching and learning.
Culture-friendly process are ways that can be used to evaluate
students without affecting its validity and reliability when making a
decision.
The type of assessment discussed can reduce bias elements against a
particular ethnic group and suggestions posed by the teacher should
be considered when preparing a formal or an informal assessment.

 If the curriculum is culture-friendly with relevant content

for students, there will not be much problem when
designing the assessment tools for students.

We will succeed if we use all our resources and manpower

to do the best for our students who are at risk and if we do
justice to them despite their diverse cultural background.

TOPIC 6
Communication Skills
of Teachers

6.0 Introduction
Communication means sending a text message either verbally
or non verbally by a person to others and will have a response
from the recipient of the message.
Effective communication is when a message is delivered can be
received by the addressee clearly.
Beside sending messages, communication is associated with the
received message skill.
Message must be understood and able to provide the most
accurate response in any situation.

 Communication is also the human interaction in sharing

ideas, thoughts and feelings whether in word or through
gestures or symbols.
Effective communication can be used in many ways like
speaking, using body language, writing, and through the
use of certain tools such as computers, telephones and so
on.

 Communication is very important in classroom

management.
Communication and interaction are important to the
success of teachers and pupils in the process of teaching
and learning in the classroom.
Teachers need to use communication skills to influence
the efficiency of the students to maintain motivation in
learning

6.1 The importance of

communication skills to teachers
As a teacher, the most important asset is the ability to
deliver a message, wisely interpreting and analyzing the
received message so that it gives a positive feedback and
be able to respond effectively to a message.
A teacher may be made manifest his or her thinking
through the communicating of ideas and thoughts when it
is understood and given appropriate responses.

 The role of teachers is not only merely managing the

teaching and learning in the classroom alone, but his or
her role also encompasses other aspects such as
connecting with others.
Delivery of educational content does not rely solely on the
subject presented by the teacher, but how teachers deliver
their subject matter is very important in determining the
effectiveness of teaching.

 Teachers should be sensitive to students with special needs and

ethnic students.
They must ensure that they are able to deliver the message and
the message is understood and accepted by the students.
Every teacher needs to understand that their scope of work is
more than teaching.
The importance of communication skills of teachers can be seen
in the various roles played by teachers in fulfilling the following
responsibilities:

6.1.1 Instructor
Teachers should be skillfull in relating and explaining the
content to students during teaching and learning process.
Achievement of learning outcomes depends very much on
teachers' ability to convey and disseminate knowledge to
students.
This is because the communication between teachers and
students are among the most important factors that
influence the learning process.

 Teachers should be sensitive to the environment and

background of students in order to be able to determine
the forms, communication and strategies be used among
students.

Woolfolk (2001:55) states that teachers are able to
maintain students interest in the learning as well as to
expand the capacity to master the learning skills if
teachers are aware of students' learning environment.

6.1.2 Educators
Besides teaching, teachers main task is to educate people.
Educating is an important role to transform human into a
perfect person as claimed by the religion and aligned with the
family, society and country.
Therefore the role of teachers in performing their task require
teachers to possess good communication skills in order to
communicate with students.
As an educator, teacher must set the best example and work
closely with students.
The way teachers communicate can influence students.

 Every teachers action and behavior is observed by the

student and how teachers relate with other parties are
also being observed and become examples to students.
The way teachers communicate with students influence
the students into accepting the rules while in the
classroom.
Thus, there are teachers who are able to control
classroom discipline problems as compared to some
teachers who lost control of maintaining control in the
classroom and this disrupts the teaching and learning
process.

6.1.3 Agent of Change

Teachers are agents of change.
As an agent of change, teachers need to successfully
influence the students to change from being lazy to
hardworking, low motivation to excel.
As an agent of change, the ability to explain the
importance of a change, for example, able to change a
student from lazy to hardworking and also help poor
students from rural areas to be successful when the
teacher provides the motivation and attention as well as
guidance with sincerity to the students.

 Teachers must know how to arouse curiosity and

enthusiasm by using communication skills to influence
students thinking in order to accept the changes
recommended by the teacher.
It is not only confined to the pupils but also, to parents
who are in remote areas where they worked.

6.1.4 Leader
As a leader, it is important for teachers to master
communication skills to ensure that their leadership style
is accepted by parents and the community.
According to the Jan Zieger (2007, as cited in Noriati et.
al., 2011), relationship between teachers and parents help
to solve a lot of problems of students in school.
Teachers communication skills can influence the parents
view on the roles and leadership styles of teachers.

 A teacher who can communicate very well will be

respected by parents and this influenced the development
of character building and academic progress of students.
Similarly, teachers with good communication skill can
influence the parents to involved in school activities.
It can also determine the extent to which planned
activities have the support and cooperation from parents.

6.1.5 Agent of Socialization

Teachers are the agent of socialization especially among
students.
Communication skills of the teacher enable them to
conduct activities geared towards inculcating awareness
and social responsibility in line with the values of
Malaysia where each individual is different and allows
us to be able to share values.

 interaction contingence in the model of social relationship

that give equal opportunities to its members to
participate, to communicate and provide an opportunity
for each member to take part and play the role played by
such teachers.
Therefore, teachers need to master communication skills
to enable each message, directions and descriptions to be
understood by students from diverse backgrounds.

6.1.6 Moderator
According to Noriati et. al (2011), teacher is a moderator in
conveying the philosophy and thinking on the truth and correct
way of life .
This role is very important in explaining something that should
be controlled and achieved by students through teaching.
Teachers need to differentiate the forms of communication to
students and should be pitched at appropriate levels.
This is to avoid negative implications on the development of
student learning and social emotion of students.

 Besides educating students, teachers are also moderators for

parents and community.
Teachers ability to communicate with parents will develop a
better understanding on education system among parents.
Teachers ability to explain depends ver much on teachers' skills
in communicating with the parents and the community.
If teachers are unable to communicate well, then all the objectives
of providing services as stated in the national education policies
will not be achieved.

6.2 Elements of Communication

skills
Communication skills may include some other basic skills.
In communication, some elements are of utmost importance
and every communicator should be aware that communication
skills will be incomplete if we rely solely on the ability to speak.
Some elements of skills must be mastered in order for
communication skills of a person to be complete.
Among the elements that need to be mastered in
communication skills is as follows:

6.2.1 Listening Skills

Communication can be more effective to those who are good listeners. Not

everyone can be a good listener.

The main goal of listening is to listen actively and reflectively. Active and
reflective listening involves verification of the information received.
These conditions ensure that the recipient understands what the speakers
is talking about.
Active and reflective listener does not mean merely agreeing with what was
said by the speaker.
Teachers need to acquire skills in an active and reflective listening to
ensure that there is commitment in seeking the truth.
Teachers also need to show an interest in all conversation with students in
the classroom.

Teachers need to:

Be open minded;

Avoid negative attitudes and prejudices.

Always have good opinion of others.
Avoid emotional feelings and accept students with an open mind.
Listen actively and reflectively. Stop doing any other work
and give full attention to what being said.

Use eye contact and be more sensitive to gestures of the

speaker concerned.

 Show empathy and do not make any judgements.

Be honest - if you are confused and do not understand, be honest tell
students to explain again.
Get feedback through questioning. They did not expect answers.
Teachers who are sensitive have to refrain from answering questions
that do not expect an answer.
Focus on what is said. Listen to every word actively. Do not think too
much of what is spoken.
Be patient when attending students especially students who are young.

 Do not interrupt students while they are talking. Instead,

teachers should show interest in what is being said by the

student.
Do not hasty. Avoid giving respond because it may affect
students' thoughts and emotions. This is to prevent teachers
from making the wrong interpretation
Use questioning skills that is using open-ended and closeended questions.
Use non-verbal language; friendly expression encourages
friendly relationship. It can build confidence and motivate the
students.
Let the child talks freely until the child is satisfied that she/he
has shared the story with others .

 6.2.2 Getting Audiences

Attention
A good communicator will not make his/her listeners
bored by his/her talk. In fact, people will follow and listen
to the messge with great interest.

Characteristics of effective
communication:
Elements of humour: teachers need to insert sense of humour
in teaching; provided they do not using offensive words or
action that may hurt students feeling. Sense of humour can
make students laugh while at the same time, they are learning.
Identify the interests of students and select a topic related to
students interest.
Be a sensitive listener so that they can also give their views on
issues that are being discussed.

 Teachers should always allow students to question on

anything that they want to know.
Students be given chances to ask questions and each
questions should be answered by the teacher.
This will make learning more meaningful and students
would be happy

6.3

Oral Skills

The ability to speak is the first language skill mastered by

humans.
Before humans mastered the writing skill, elders usually
will narrate stories to the younger generation through oral
skills.
Traditional society depends entirely on verbal ability to
convey a message and narrate a story.
It was when people are able to create words and start
writing letters, message and story were passed down
through reading.

 Language starts as a tool external to the child used for

social interaction.
The child guides personal behavior by using this tool in a
kind of self-talk or "thinking out loud."
Initially, self-talk is very much a tool of social interaction
and this tapers to negligible levels when the child is alone
or with deaf children.
Gradually, self-talk is used more as a tool for self-directed
and self-regulating behavior.

 Because speaking has been appropriated and internalized,

self-talk is no longer present around the time the child
starts school.
Self-talk "develops along a rising not a declining, curve; it
goes through an evolution, not an involution.
In the end, it becomes inner speech"

 Children's communication skills grow when children

mingle with other people, either within the family,
neighbourhood or in school.
Ability of the human in verbal skills is preceded by
listening skill.
This would mean that teachers must create a teaching and
learning environment that will allow students to discuss
and talk among themselves in order to develop their oral
skills.

6.4 Oral Skills of Teacher in the

Culturally friendly Classroom
Students learn through imitation.
Thus, children develop their social skills through social
interaction with others when they begin to practice every
single thing that they learn from the people around them
especially parents and teachers.
Therefore teachers need excellent verbal skills and ability
to use words and effective strategy to communicate with
students.

6.4.1 Pronunciation
A teacher in Malaysia will be confronted with the diversity
of student ethnicity and background.
Therefore, teachers need to connect with students from
different ethnic groups through language, especially the
Malay language as the medium of communication in
Malaysia.
Pronunciation should be clear and precise and this is not
limited only to teachers who teach subjects in Malay
language.

 All teachers, regardless of which ever subjects they

mastered must use correct pronunciation.
This is in line with the concept of "language across
curriculum '.
In the Malay language, the use of Bahasa Baku is very
necessary to avoid regional dialects being used in
teaching and learning situations in the classroom.

6.4.2 Clear and Structured

Messages and ideas can be understood when presented in a
clear and structured manner.
Explanation from teachers to students should be in accordance
with the level of language proficiency and students' background.
Selection of appropriate words to ensure students understand
and listen with great interest.
The students can understand better when the teacher has the
skills in questioning, answering and explaining things clearly.

6.4.3 Intonation
Teachers need to know how to adjust their voice intonation when interacting

with students and it should be adapted to the context of conversation and its
purpose.
Teachers can enhance the effectiveness of intonation through the following
guidelines, namely:
Be enthusiastic in delivering any message so that the listener understand the
message clearly
Avoid using a flat voice tone (monotone). This type of tones cannot motivate
the students.
high and low intonation can help students to understand the messages
conveyed by the teacher. When teacher is able to express messages through
the tone very well, student can appreciate them better

6.5 Non Verbal Skills

Non-verbal skills is a communication process that involves
the transmission of messages through a variety of ways
without using words.
Teachers need to learn non-verbal behavior to be one of
the features of communication skills to teachers because
teachers are educators and agents of social relations.
Therefore, teachers need to master the knowledge of the
cultural background and ethnic groups in Malaysia.

 Every teacher must understand the culture of ethnic groups

to enable teachers to play his/her role effectively, especially
teachers who are placed in the rural areas.
For example, in the Orang Asli community or in remote
areas of Sabah and Sarawak.
Teachers need to learn and understand the purpose and
meaning of messages delivered through non-verbal behavior.

 Teachers need to understand the behavior of non-verbal

elements to enable teachers to create a culturally friendly
classroom environment.
Effective communication involves not only verbal language
alone, but communication involves many elements in other
cultures.
Non-verbal communication can be divided into several
forms.
Among them are as follows:

6.5.1 Body Language

Body language includes facial expressions, gestures or body
movements that gives meaning or signal of something, posture or
body position, eye contact, facial expression, position, and the
distance between listener and speaker.
An ethnic group may have certain body language to convey a
different message and may even have different values.
Body language has three main roles, which are helping people to send
message without utterance, replacing the role of verbal language in
conveying meaning more effectively and also to convey emotions and
feelings that are can sometimes be spoken through words.

 Facial expression can describe the state of a person

whether he was not happy, worried or bored.

Gestures or body movements also have different
interpretation. Teachers need to be careful in using
gestures .
This to avoid wrong interpretation.
Pupils should be exposed and given explanation on certain
behaviour that is unintentional but is prohibited in certain
communities.
Adoption of the values of respect and understanding is
very important to students from various ethnic groups.

 Touch also provides meaning in people's lives.

Patting the back of the students as a sign of warmth and
care is to motivate the students may be best done by a
male teacher to male students, or a female teacher to
male students in pre-school.
But this action should be limited, especially between men
and women from the East. In addition, eye contact also
plays a role in conveying meaning.

6.5.2 Message Through Symbols

and Artifacts
Artifacts play a role in conveying the clear message and

easily accepted by society.

Verbal skills are also related to the symbol.
A society has a symbol that conveys implicit meaning.
Teachers must understand the meaning of symbols used in an
ethnic community.
Clothing is a form of non-verbal communication.
The clothing worn can also carry specific meaning or
message.

 How to dress according to code or etiquette is a no less

important in life.
Thus, one has to wear appropriate attire according to the
cultural practices and beliefs of a society.
Teachers image also depends on how he/she dresses up
and every teacher should know how to select an
appropriate attire when put in a different community.

6.5.3 Message Through Music

and Sounds
Tones or sounds, whether the sounds of a gong or drum
may indicate a feeling of a community or ethnic group.
For the Iban community, the sounds during the wedding
night is believed to be a sign, whether good or bad and
the Iban usually believe it. Similarly, different sounds and
music played during certain occasions will bring different
meanings to different ethnic groups.

6.6 Language style

Haliday (1973) divides the language style into three dimensions, context,

strategy in delivery and delivery style.

There are two forms of language style, the normal language style and specific
language style.
The difference between the two forms of language style is in the selection of
vocabulary, grammar and style of delivery.
Normal language style used in normal circumstances, no technical terms and
easily understood.
While the specific language style is related to specific areas. Abdullah Hasan
(1997) divides the language style into several types: general, technical, legal,
religious, classic, creative, children and advertisment.

 Teachers need to choose an appropriate language style to

accomodate the level of of the students.
The language style should be focused on the use of
terminology appropriate to the subject taught to the
students.
When students progress, lesson content increase and level
of mastery steadilty increase, teachers need to increase
the use of language style.

Characteristics of language style:

Vocabulary consisting of main words, concrete nouns,
verbs and adjectives.
Number of vocabulary are less that can be used by
children compared to an adult.
Sentence structure consisting of an active singular
structure.
Symbolic flowery language and implicit language are not
in use.

6.7 Politeness in
communication
Politeness is a set of value or calibrated by society and
the image of a person depends on the value of politeness
that is in the individual.
Politeness can be divided into two forms: verbal and non
verbal.

TOPIC 7
Action plan for creating
culturally friendly
environment

7.1

Introduction

Orang Asli, indigenous people and the people in the

interiors of Malaysia lag behind in the mainstream of our
education system.
They should be given the equal opportunities to all
education programs planned for them and experience
the changes in the education system to ensure a better
future.

 In Malaysia, educational development in the early stages focused more in the

construction of schools in urban and major economic growth areas.
These schools were equipped with adequate facilities and equipment , welltrained teachers and adequate resources for teaching and learning.
On the other hand, schools in the rural areas suffered from various
shortcomings especially in infrastructure and services such as buildings,
Iinformation and Communication Technology (ICT), water and electricity supply.

Schools in rural areas do not have enough trained teachers and are always
hindered from various problems and difficulties.
In addition, students who studied in rural schools have low self-motivation.

 As such, there exists an inequality or imbalance between schools in

rural and urban areas in terms of infrastructure, facilities, materials and
trained staff. Due to the wide gap in education, the development plan has
set a priority in the education sector to focus more in providing
opportunities to learn to students who have been deprived of such
opportunities earlier.
In order to achieve the programs in the Education Development Master
Plan (PIPP) the commitment of all stakeholders is essential. The strength
and cooperation from external agencies and within the Ministry of
Education in narrowing the above gaps is given due emphasis.

 In order to raise the dignity of the indigenous people,

Orang Asli and the people in interior Malaysia, the
government has initiated efforts to change their lives and
to provide various learning facilities for them. PIPP is one
of the government's initiative to create culturally friendly
environment. It is hoped that the government's noble
efforts will make a difference in the lives of the indigenous
peoples, Orang Asli and the rural people.

7. 2

Action Plan for the

Orang Asli

 The Orang Asli is a minority group in our country, with a

total population of 141, 230 people. Eventhough they are
a minority group, they were not be left out of national
educational development.
In the Seventh Malaysia Plan (RMK-7) the Malaysian
Government has given priority to the developmental of
infrastructure for the safety of the Orang Asli. At that
time, the government had allocated an amount of RM
148.9 million in development programs.
In the Eighth Malaysia Plan (RMK-8) the focus was on
community development which was increased
tremendously amounting to about RM 303.5 million

An action plan for the Educational Development of the Orang

Asli was given priority by the government in collaboration
with:

The Orang Asli Welfare Department (JHEOA)

Planning and coordination of Programs
Ministry of Rural and Regional Development (MRRD)

The objective of the Action Plan for

Educational Development is:
To provide programmes and activities related to the needs
of specific provisions in the area of Orang Asli
Target group:

4 groups

Pre-school Stage

(5-6 years)

Low Level

(7-12 years)

Secondary Level

(13 -18 years)

First Stage: Pre-School:

Children from 5 to 6 years
The students are being provided with a solid foundation
before they attend formal education.
The Orang Asli children are prepared and trained in terms
of emotional and social skills to be ready to face changes
and challenges that they will face when they attend
school.

Second Stage: Children from 7

to 12 years
Orang Asli children are provided with a solid foundation
in basic literacy.
They are also exposed to basic skill such as thinking skills,
basic concepts of science, art, recreation.
In addition, they are instilled with good values for the
development of the cognitive , affective domains in line
with the National Philosophy of Education.

Third stage: Pupils from 13-18

years
This stage comprise of a comprehensive educational
programme where emphasis is placed on critical and
creative thinking and the main focus is the acceptance of
various aspects of knowledge.

Tertiary level: Education After

Secondary Education
This stage will mainly to develop the cognitive domain where Orang
Asli children will be introduce to creative and critical thinking skills
(CCTS) in order to produce produce innovative students.
This is in the hope that Orang Asli students can be developed to be
able to compete globally.
The government also focused on the drop outs group mainly consisting
of youths and parents who never attended school so that they are
aware of the importance of education.
Skills training appropriate to their interests and abilities will be
introduced so that they can enter the labour market and get the job
that suit with their abilities.

Adult group were also given attention by the

government. Among the initiatives are :
The women adult group ate to undergo social
programmes organized by the Orang Asli Women Activists
Family welfare programmes
Skills training
Entrepreneurship training

However all levels of Orang Asli

are given the opportunities such as:

Skills training,
Entrepreneurship,
Development of the mind,
Religious and spiritual eucation
Functional literacy education
Literacy programme for illiterate adults are also
implemented

 The implementation of this action plan will be carried out by

various government agencies and the provision of educational

infrastructure.
Besides, Non-Governmental Organisations (NGOs) also played a
role in developing the well being of the Orang Asli.
With greater focus on programmes and projects that can lead to
a change in mindset of the Orang Asli.
In addition, consultancy from the private sector is seeked to help
to upgrade and improve the standards of the Orang Asli.
Evaluation studies on the programmes and projects that have
been carried out.
Research on programmes and projects which is implemented
through outsourcing expertise from external agencies.

 The allocation of financial funding for the success of this

action plan is high, about RM 6,171, 000.00 and there are
many challenges faced by the government in an effort to
provide educational opportunities for those groups.

Achievement and success depend on

several factors, namely:
High commitment from the officers of JHEOA and
government agencies
Acceptance and active participation of the orang asli
Provision of adequate budget
Close cooperation among the ministries, government
agencies, NGOs, private companies and consultants is
needed

7.3
Educational
Programmes for the
Orang Asli

 Under JHEOA Education Incentive Assistance Scheme, the

fund is for primary schools, secondary schools and
institutions of higher learning (IPT) students in ruder to
ease the burden of Orang Asli parents.

Some of the government's efforts for

the orang asli:

School fees
Cocurricular
Monthly test papers
School sports
Islamic and moral education
activies
Majlis Sukan Sekolah
Menengah (MSSM)
School Assistance

Exercises books, workbooks and stationery

School uniforms

Daily needs of students staying in hostels

Student transport fare

Food supplement for pupils in rural schools

 In order to raise the interest of Orang Asli children in

education, the government has increased the budget from
RM3 million to RM 6 million to cater for the co-curricular
activities, food supplementary Programme (RMT) and cultural
activities.
The action plan that has been implemented was successful and
fruitful. For example:
Orang Asli students have achieved 8As in PMR examination in 2006
and nominated for Tokoh Maulidur Rasul in 2007. She is Noratikah

Has improved the quality life of the Orang Asli.

However the number of Orang Asli pupils who dropped out

from school is still high and only 20 to 40 percent of the Orang
Asli children reached lower secondary level.

7.4

Action Plan for the

Indigenous Group

 The Ministry has make efforts to democratize the opportunity

to provide quality education in order to bridge the gap

between the different cultural and socio-economic groups in
the country.
This is in line with the core challenges of PIPP (teras 4) bridging the education gap.
This purpose is to ensure that no student will be left behind in
the currents of educational development in the country.
In the context of children's learning among the Orang Asli, the
Ministry of Education has redefined its priority to meet the
needs of schools.
This is prevent designed to help children of Orang Asli from
being left out of the mainstream of education.

The measures taken by the Ministry of

Education in redesigned the school are :

Good infrastructure facilities

Hostel facilities
Well equipped with equipments in and out of the classroom
Best teaching materials
Special "outreach" education
Visiting Action Committee in managing the education of Orang Asli children
Daily needs such as medicine, dental care , going house to house,
registration of Orang Asli
Children, talks, and encouraging savings among Orang Asli.

 There are 100 schools in Malaysia involved witin the

programmes for rural schools.
The government realises the need to address the problems
of achievement and quality education among
marginalized children in rural and remote areas.
Hence, it has taken steps to overcome the problems in
teaching and learning

The Government's efforts to improve

the education facilities include:
Providing funding and technical support to assess the
effectiveness of additional reading programme - providing
reading materials (Sabah & Sarawak)
Creating programs we like Life Skills Based Education
(LSBE)

 By 2005, 4.4 per cent of primary school pupils and 0.8

percent of high school students have yet to master the
skills of reading, writing and arithmetic (3M).
To overcome this problem the government has
implemented the Early Intervention Programme for basic
literacy (KIA2M) from 2006.

In 2005 the MOE expanded pre-school

education in rural and remotes resulting in: Pre-school education to 92,303 children
Increase the per capita grant and strengthen the implementation
of the National Preschool Curriculum for children aged 5 plus
especially in rural areas.
Expand the Recovery programme by upgrading 2800 class
recovery and provide adequate remedial teachers.
In addition, the government has helped the Ministry of Education
and Mercy Malaysia to enhance the implementation of emergency
programme children in the rural areas.

7.6

Educational Measures
in Sabah and Sarawak

In order to develop the education system in the rural area of

Sabah and Sarawak, the government has provided schools with
basic amenities like water and electricity supply.

The government has given assistance in

in many other ways such as the following:

Provide additional classrooms for pre-school children

Increase the number of computer to 17.500
Construction of new schools in Sabah and Sarawak
Construction of a new dormitory and upgrade
Web TV for 5869 rural schools
Teleconferencing facilities for 500 schools

Mobile satellite for 200 schools

Wireless fax for 200 schools
Workshops for vacotional subjects.
Increase recovery class Blanket 5077
Construction of Teachers of 3438
Student Intervention Programme
Allowances to teachers in remote areas
Supplement 00 involving 550 school children

7.7 Agencies Involved in the

Implementation Programme for
Educational Development in Rural
Areas

In order to plan and implement programmes

and projects for education, the Ministry of
Education has involved a number of parties
such as:

Public Service Department (PSD)

Treasury
Economic Planning Unit (EPU)
Implementation Adjustments Unit
State Government,
Local Government
District Office
Department of Land

Ministry of Public Works

Ministry of Transport

Royal Police of Malaysia

Fire Department

Department of National Unity

Department of Environment

National Anti-Drug Agency

Ministry of Culture, Arts and Heritage of Malaysia (icon)

7.8

Conclusion

 This topic deals with the ways and strategies to create a

culturally friendly environment for students in school with
emphasis given to the Orang Asli, indigeneous people and the
people who are in the remote interiors of Malaysia.
The Ministry of Education Malaysia has outline various
strategies to unite all Malaysian and one of the most important
program introduced is the Integration of students for unity plan
(RIMUP) which comprises academic and non academic activities.
In schools, administrators and teachers have action plan to create
a more cultural-friendly environment for all students in order to
reduce inequality of educational opportunities among students.
This awareness of culturally friendly environment is important in
producing human capitals who are holistic in all aspects.