EDF 1001 Historical

1
EDF 1001Historical Philosophical Found. Of
Malaysian Education

• NORHAZWANI KHAMIS
• SHAZLIN ELAIZA LAZIM
• ROSZIANA NORDIN

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TASK 10 Reforms in Malaysian Educational
Systemfrom 1990s to 2005
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Education Act ,1961

• Became the basis of the National Edu. Policy
  (NEP).
• Contained in the Razak Report (1956) and the
  Rahman Talib Report (1960) constituted the
  National Edu. System adopted today.

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Education Act , 1996

• In line with rapid ICT, the government decided to
  re-examine the Edu. Act, 1961.
• ? The formation of National Advisory Council.
• ? The National Edu. System was to encompass
• pre school tertiary level.
• ? The National lang. / BM be the main
• medium of instruction.
• ? The Minister of Edu. Had the power to set up
  
• technical edu. at any institution including
  
• those at tertiary level the setting up
  of teacher training
• colleges.
• ? Islamic religious teachers would be provided
  to all schools
• with more than five Muslim pupils.

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Why there are Changes in the Educational System?

• Edu. plays a vital role in preparing a trained
  and highly competitive workforce for the nation.
• Aimed at achieving world class edu.
• Upgrading the efficiency of the public
  universities in Malaysia.
• Government encouraged the formation of private
  institutions of higher learning.
• - encouraged to widen inculcate research and
  devlpmnt as a culture in order to develop
  Malaysia into a centre of edu. excellence.

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MALAYSIA AS A CENTRE OF EDUCATIONALEXCELLENCE
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Vision 2020 The Edu. Approach

• Malaysia is a fast developing country in the
  middle of the International trade highway.
• The economic change from
  agriculture industry drastic changes
  including the nations edu. system.
• In line with the aims outlined in Vision 2020

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• To build a progressive and scientific society, a
  society which has a high capacity for change
  and forward looking, not only as the user of
  technology but also as a contributor to the
  future of science and technology.
  
  
• (6th Challenge Vision 2020)

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Vision 2020 The Edu. Approach

• In 1991, Tun Dr. Mahathir Mohamed introduced
  Vision 2020 as the foundation and direction in
  developing a progressive industrial nation in its
  own mould.
• The MAIN goal produce outstanding individuals
  who are PIES _at_ JERI balanced in line with the
  National Philosophy of Edu. (NPE).
• Other aspects curriculum, quality teachers,
  present infrastructure an efficient edu.
  management system.

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Structuring the Edu. Curriculum

• Reviewed in line with the 1967 Higher Edu.
  Planning Committee Statement.
• 1996 - MOE formulated the Smart School concept.
• - Upgrading the broadcasting of ETV.
• - Fully equipped computer
  laboratories.
• The intro. Of the KBSR KBSR (emphasis
  co-curriculum programmes uniform bodies,
  clubs/societies sports.
• -to develop enhance relationships
• -to spend time wisely
• -to apply and reinforce knowledge gained in
  classroom
• -to train them to be confident independent
• -to help students complete the academic
  achievement

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Changes in EducationalCurriculum
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• Pre-school
• - 1992 government initiated it in all national
  primary schools esp. in rural areas under MOE.
• - Cover all aspects in childrens mental,
  spiritual, emotional, physical social
  development.
• New Primary School Curriculum (NPSC)
• - Introduced in 1982 in 305 schools on an
  exp.basis.
• - The MAIN aim produce students who are
  intellectual only but also of high moral
  standards.
• - Organised into 3 parts comm., human
  environment and individual development.
• - Each part divided to basic skills,
  spirituality, values attitudes humanity
  envrnmnt and arts recreation.

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• - 1993 NPSC IPSC (Integrated Primary
  School Curriculum).
• - Changes in subjects Lang., Physical Edu.,
  Islamic Edu. Moral Edu.
• New Secondary School Curriculum (NSSC)
• - Began in 1980, in line with the proposal in
  the Cabinet Committee Report (1979).
• - 1st implemented in 1988 in Form 1 and Remove
  Classes (BM, English, Chinese Tamil lang.)
• - 1989NSSC fully implemented in Form 1 - 5.
• - Lower Sec. Level subjects divided into core
  additional groups.
• - Upper Sec. Level elective subjects introduced.

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The National Exam. System

• Malaysian Examination Syndicate (MES) and the
  Malaysian Examination Council (MEC).
• Phases of Development
• 1) The Pre Independence Phase
• -no attempt by the colonial government to
  
• develop a national education policy or a
  
• coherent system of education.
• -based on individual school requirements
  or
• that of external examining bodies such
  as
• the Overseas School Certificate.

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• 2)Implementation of the Razak Report (1956)
• -led to the formulation of the National Edu.
• Policy.
• -establishment of the Malaysian Examination
• Syndicate.
• -apart from the administration of the
• Cambridge Examination, it also conducted
• on its own the Malayan Secondary School
• Entrance Examination (MSSEE) and the \
• Lower Certificate of Education (LCE).

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• 3) The Implementation of the Rahman Talib Report
  (1960)
• -elective subjects were introduced into the
• LCE and the Sijil Rendah Pelajaran (SRP)
  ,
• -the Standard Five Assessment Examination,
• -the Malaysian Vocational Education
• Certificate Exam. the Year Three
• Diagnostic Test.

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• 4) Implementation of the Cabinet Report (1979)
• -Implementation of the (UPSR)/Primary School
  Achievement Test replaced the Peperiksaan
  Penilaian Darjah V (PPDL) or Standard Five
  Assessment Exam., and the (PMR)/Lower Certificate
  of Education Exam.
• -Ensure that the (SPM)/Malaysian Certificate
  of Edu. was in line with the NPE.
• -Led to the formation of the Malaysian Exam.
  Council (MEC) in 1980.
• responsible of co-ordinating and
  administering the (STPM)/Malaysian Higher School
  Certificate which replaced the Higher School
  Certificate (HSC) Exam. initially co-ordinated by
  the University of Cambridge Local Examination
  Syndicate with the co-operation of University of
  Malaya.

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Teachers Education

• Pre-service Training Programmes
• 1)MPIK Twinning Programme-UK/New Zealand
• -1992 MPIK twinned with 13 institutions
  of higher learning in the UK and New Zealand to
  offer courses in (TESL).
• 2) Diploma in teacher Education Malaysia
• -July 1996 the 6 Semester Diploma Course
  was introduced to replace the Certificate in
  teaching as an attempt to upgrade the Image of
  the teaching profession

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• 3) Privatised Teacher Training Programme
• -Introduced in September 2000 and offered
  to teachers at private teaching institutions,
  private candidates and agencies outside the MOE
• 4) Bachelor Degree Teaching Programme/
• (PISMP)
• -The first intake of 1,525 candidates, in
  June 2004, is attending this programme which will
  gradually replace the Malaysian Teaching Diploma
  Course (KDPM).

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• 5)Special Programme
• -The Ministry implemented a special programme
  for Peoples Religious School (SAR) teachers for
  Islamic Studies and academic subjects.
• 6)Postgraduate Teaching Course (KPLI) Full Time,
  Primary Secondary School
• -Primary 3,954 candidates were trained in
  all teachers training colleges in 11 primary
  school subjects. Projection for the 2005 intake
  is 3,000.
• -Secondary 1,952 candidates were trained in
  2004 and 1,940 are projected for the 2005 intake

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7) TESL Edu. Bachelor Degree Course Outstanding
Students for Overseas Universities

• MOE B.ed TESL IPTA/Overseas
  institutions
• implemented in May 2002.
• For 5 years, had its 1st intake (2002) and the
  5th intake
• in (2006).
• Estimated that 2,500 graduates will be produced
  by the
• end of 2011.
• ?Overseas institutions College of St. Mark St.
  John
• (UK), Queensland University of Tech.
  Macquarie
• University (Aus), Victoria University of
  Wellington
• University of Auckland (NZ).
• ? 7 IPTAs are also involved in this programme.

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• - 2003 300 Cohort 2 TESL students in 7
  different teachers training colleges including
  50 students in MPPM.
• -2004 375 students in local universities
  twinning programmes, 125 TESL students in
  overseas universities and 102 outstanding
  students in Mathematics, Physics, Chemistry and
  Biology were placed in well-known overseas
  universities.

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Teslians (Cohort 2)-MPPM
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• In-Service Training Programmes
• 1) Smart School Teacher Training Course
• -Since 1998, it was organised to upgrade
  teacher skills in order to fulfil the needs of
  smart schools especially those concerning ICT.
• 2) Special Programme to produce Graduate
  Teachers (SPGT)
• -Carried out in 1999 through the MoU
  between the teacher training colleges and
  institutions of higher learning nationwide
• 3) Master and PhD Programmes (MPP)
• -AIM increase the number of highly
  qualified lecturers to assist course
  participations who are attending the twinning
  programmes with universities, post Graduate
  Teaching Course and the in-service courses.

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• 4)Special Programme Enabling Non-Graduate
  Teachers to Attain Degrees (PKPG)
• -2004 to enable teachers to attain degree
  (PKPG) involved 16 teachers training colleges
  and 11 institutions of higher learning (IPTA). \
• 5)Open University Malaysia (OUM) Distance
  Education Programme (PJJ)
• -BPG-OUM co-operation began on 22 March 2002
  when the OUM was signed for a period of five
  years (concluding by the end of 2005).
• 6)English for the Teaching of Mathematics and
  
• Science Programme
• - 2002 the Cabinet resolved that the
  Mathematics and Science subjects would be taught
  I English beginning from 2003 in Year 1, From 1
  and Lower 6

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• 7) National Reserve Teachers Group Pioneer
• Project (KGSK)
• -Those qualified to become members of KGSK are
• ? Teachers on compulsory retirement
• ? Teachers on optional retirement
• ? Teaching professional qualification
  holders
• ? Teachers who have not been served
  disciplinary action
• ? Teachers who are not more than 65 years
  of age.
• -Play the role of replacement teachers (to fill
  vacancies
• in schools due to teachers attending courses,
  on sick
• leave, on pilgrimage leave, etc) and carry out
  teaching
• and learning duties in the classroom,
  co-curricular
• activities and preparation of teaching
  materials

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Moral and Islamic Education Programme

• Placement and Transfer of Islamic Education
  Teachers
• -20041054 Islamic Edu. Teachers posted o
  primary and secondary schools throughout the
  country.
• Aid for Public religious Schools
• -JAPIM has organised aid for Public Religious
  Schools which follow the KAFA curriculum.
• -A total of 1557 Peoples Religious Schools
  that follow the KAFA curriculum qualified t
  receive such aid.

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• J-QAF Programme
• -to fulfil he aspiration of the honourable PM.
• -objective ensure that primary school
  students complete their reading of Quran, master
  reading and writing in jawi, improve and be
  proficient in Fardu Ain and know basic
  communication in Arabic.

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ICT
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The globalisation of information has extended our
accessibility to knowledge. Hence, student being
as the nation most valuable asset students must
be exposed to the use of ICT.
31
MOE implemented a range of activities and
projects based on E-learning, which has the
capacity to develop a culture of learning where
students are able to

• Self-direct own learning
• Engage in continuous learning
• Access courses from a variety of sources
• Communicate and discuss with almost anyone
  regardless of distance and borders.

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The Munsyi Web Pilot Project

• It was implemented in 1996 involving 14
  secondary schools throughout Malaysia. It is a
• co-ordinated effort of MOE and a private
• telecommunication company.
• The main purpose of the project is
• to encourage teachers and students to share
  information on the Internet and develop
• an Electronic Resource Centre (ERC)

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School Net Project

• It is a broadband internet access infrastructure
  project that aims to bridge the digital divide.
• It involves network connection for schools
  throughout Malaysia.
• Its is under the supervision of Ministry of
  Energy, Water and Communication, Ministry of
  Education
• and Ministry of Finance and it is funded by
• the Communications and Multimedia Commission
• from 2003-2008.
• The School Net is developed to connect ten
  thousand schools throughout Malaysia under one
  network.

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Partners-in-Learning Programme

• A MoU between MOE and Microsoft (M) Sdn. Bhd. was
  signed in 2004 to establish
• co-operation in order to make this
• programme a success.
• This programme is aimed to expose student and
  teacher to the latest computer technologies and
  the best ways to utilise them.

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Web-Based Applications

• MOE Bachelor in Education Programme (PISMP)
• Jawi, Quran, Arab and Fardu Ain (j-QAF)
• Malaysian Teacher Selection Test (MTeST)

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Smart School
37

• In July 1997, The Malaysian Smart School
• a Conceptual Blueprint was produced by a project
  team, which consisted of industry
  representatives, officials from the Multimedia
  Development Corporation and the Ministry of
  Education.

The joint venture partners were Telekom
Multimedia Sdn Bhd, Sapura Telecommunication Bhd,
Educational Trend sdn Bhd, DEMC Anzagain Sdn Bhd,
digital Technologies Sdn Bhd, Custommedia Sdn
Bhd, Multi Media Synergy Corp Sdn Bhd, BT
Multimedia (Malaysia) Sdn Bhd, Electronic Data
Systems IT Services (Malaysia) Sdn Bhd, NIIT
Malaysia Sdn Bhd.
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Pilot Project 1999 - Dec 2002
87 schools
By 2010
9000 schools
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Current education system in Malaysia and will
continue in Sekolah Bestari.

• Firstly The National Phylosophy of Malaysian
  Education will be the main component of Sekolah
  Bestari curriculum

• Secondly moral values that have been stressed in
  present curriculum will go on into Bestari
  schooling

These two foundations of Malaysian Education will
not be nagiotable in the Bestari Curriculum. This
will make the Sekolah Bestari different than the
rest of Smart Schools. How the curriculum is
being carried out in Sekolah Bestari may resemble
to the existing Smart Schools.
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Misconceptions

• People started imagining classrooms packed with
  computers, internet, video conferencing
  equipments and all the latest communication
  technology can offer.

These misconceptions were due to the association
of Sekolah Bestari and MSC. Sekolah Bestari is
NOT ABOUT TECHNOLOGY. If the technology is there
then it is wise to use it.
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The teaching continuum will move from teaching to
facilitating as students in one Bestari classroom
will be doing different activities according to
their abilities. The present Sage by the Stage
approach will move to Guide by the Side.

• The most important idea about Sekolah Bestari
• involves the teaching and learning process.
• The Bestari curriculum will cater for all levels
  of learners.
• This is where virtual express class concept comes
  in.
• A fast learners will be able to proceed to the
  higher and more complex contents of the syllabus
  while the slow learners will continue with
  activities until they are ready to move on.

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SPORTS
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The implementation of sports development
programmes in schools is under the ambit of the
Sports and Physical Education Department (SPED).
The function of this department are to
formulate sport policies, plan sports development
and manage sports programmes that involve various
governments schools, while the Malaysian Schools
Sports Council (MSSM) focuses on sport
excellence.
44
Bukit Jalil Sports School

• Established in 1996
• Currently accommodating 600 students
• In 2000, a Pre-University programme was
  developed as a result of a joint effort between
  UPM and Malaysian Sports Council

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Achievements

• 10 Gold medals, 17 Silver medals 13 Bronze
  medals at the 2003 SEA Games in Vietnam
• Three divers Leong Mun Yee, Gracie Junita and
  Bryan Nickson represent Malaysia in 2004 Olympic
  Games in Athens.
• Bryan Nickson was placed 19th out of 33 in his
  event, in Belem, Brazil (2005), he won the
  3-metre diving event.
• 2004 World Junior Badminton Championship in
  Richmond, Vancouver Hoon Thiew How and Tan Boon
  Heong won the doubles.

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Bandar Penawar Sports School

• Established in 1998 in Kota Tinggi, Johore
• Malaysias second Sports School
• Accommodation for 600 students
• Offers classes for students from Year 4 until
• Pre-University

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Achievements

• Sepak takraw runner-up in the 2004 ASEAN Schools
  Championship
• Won the gold (under 16) in the 7th Thailand
  Schools Sports Championship
• Qualified for the quarterfinal of the Hockey
  Tournament (2004) in Jawaharlal Nehru, India.

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SCIENCE TECHNOLOGY
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SCIENCE
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The ability to master science and technology
appears to be a prerequisite to achieve the
status of developed nation by the year 2020 based
on K-economy
The MOE, in line with this policy, has made
various changes to the education system with a
focus on science and technology to be implemented
between 2001 to 2010. Significantly, more S T
classes have been increase in each state.
51

• Science subject was formerly taught in Form 1
• In 1995, it became a subject in Year 4, together
  with Kajian Tempatan, replacing Alam Manusia.
• In 2002, it was introduced to Standard 1 pupils
  in 50 primary schools as a pilot project, which
  is extended to all primary schools in 2003.

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Among other strategies implemented in enhancing
students interest and performance in S T are

• The introduction of Science at Level 1 of primary
  school
• Introducing various programmes to upgrade the
  teaching and learning of Science and Mathematics
• Upgrading the professionalism of S T teachers
• Setting standards for Science and Mathematics
  education
• Designing more S T based activities and
  programmes

53
Teaching and Learning of Maths Science in
English

• It has been implemented since January 1, 2003.
• The first batch of Form Four students who sat for
  the PMR in 2005 will be learning pure Science
  subjects in English. This means that science
  stream students will now do Physics, Mathematics,
  Additional Mathematics, Biology and Chemistry in
  English. In addition, science students are also
  required to take English for Science and
  Technology (EST).

The Star01 January 2006
54
Language
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Also to be introduced in 2006 is additional
languages.Chinese, Tamil and Arabic in selected
national schools. It was earlier reported that
89 schools in the country have been identified
for the pilot project. International languages
including Japanese, French, and German will also
be taught in 27 national secondary schools.
Previously they were only available in fully
residential schools.
The Star01 January 2006
56
VOCATIONAL AND TECHNICAL EDUCATION
57

• Since achieving independence, Malaysia has
  expanded tremendously in terms of its economy,
  social, culture and education.
• As a result, its educational system experienced a
  change in technical and vocational education.
• This expansion can be clearly seen in the setting
  up of the Technical Education Department through
  the restructuring of MOE(1995).
• The department was set up to ensure that the
  implementation and development of technical and
  vocational education is on going in this country.

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Development of Technical and Vocational Education

• The upgrading of 69 vocational schools to
  technical institutions
• The increment of physical infrastructure and
  facilities. Presently 85 vocational /Technical
  institutions offer three streams of study
  namely, technical education, vocational education
  and skills training.

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VOCATIONAL SUBJECT PROGRAMME

• Entered its 3rd year of implementation in 2004.
• Introduced 8 new subjects, i.e. Food Processing,
  Aquaculture and Recreational Animals, Domestic
  Wiring, Automobile Servicing, Refrigeration and
  Air Conditioning Servicing, Facial Care and Hair
  Styling, Basic Interior Designing, and Early
  Child Care.
• The number of vocational subjects offered
  increased to 18 or 82.0 per cent of the total
  subjects offered under the VS Programme.
• Entailed an additional 134 new schools and 163
  workshops.

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• Thus, the number of schools offering vocational
  subjects from 2002 until this year increased to
  341, and the number of workshops increased to
  530.
• Out of the 341 schools, some schools offer one,
  two or three vocational subjects.
• The aim of the VS Programme was successfully
  realised when vocational subjects recorded
  excellent results in the 2003 Sijil Pelajaran
  Malaysia (SPM) examination which were announced
  in early 2004. Three vocational subjects recorded
  100 per cent passes, while five other vocational
  subjects recorded between 93.4 to 99.9 per cent
  passes.

61
Polytechnic Education

• Polytechnic education has been upgraded and
  strengthened as authorized by theCabinet(1979).
• Subsequently, more courses and more new
  polytechnics have been established.
• As of April 2001, there are ten main polytechnics
  and two city polytechnics in the country.
• Polytechnics in this country offer a variety of
  courses in the fields of engineering, commerce
  and hospitality at certificate and Diploma levels.

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Technical Secondary School

• In line with the National Agriculture Policy, the
  Technical Education Department has sent young
  students abroad for exposure to various
  agricultural techniques.
• In 1998, an agreement signing ceremony between
  the Education Ministry through the Technical
  Education Department and Gunma Prefecture, Japan,
  was held.
• The agreement was to realise a programme called
  the Asian Agricultural High School Student
  Overseas Study Programme - fully funded by Gunma
  Prefecture, involves the selection of three
  agricultural students from each country in
  Southeast Asia such as Malaysia, the Philippines,
  Indonesia, Thailand and Mongolia.

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• After the completion of the programme, the
  participants would have been exposed to a modern
  agricultural education programme, experienced the
  way of life of the Japanese people and able to
  master the Japanese language.

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SPECIAL EDUCATION
65

• The Special Education programme caters to the
  needs of students with visual and hearing
  impairment and those with learning difficulties.
• These students with special needs require special
  attention to ensure equal access to education and
  a quality of life enjoyed by normal children.

66
The Development of Special Education

• The Department of Special Education was set up in
  1995 to plan, administer and monitor the
  implementation of the special education programme
  in the primary secondary schools, and at the
  polytechnics.
• Today there are 31 special education schools in
  the country at the primary and secondary levels.

67
DYSLEXIA PIONEER PROGRAMME

• Dyslexias children need help through the use of
  special approaches, strategies and teaching and
  learning activities.
• To that effect, the Department launched the
  Dyslexia Pioneer Programme involving 178 pupils
  of seven to nine years in 30 primary schools.
• The launching ceremony was held on 16 June 2004
  at the Sekolah Kebangsaan Taman Tun Dr. Ismail in
  Kuala Lumpur.

68
INDAHPURA VOCATIONAL SPECIAL EDUCATION SECONDARY
SCHOOL (SMPKV)

• In 2005, this school will admit students with
  learning disabilities.
• At present, 30 students with impaired hearing are
  attending academic courses with MPV elective
  subjects such as computer graphics, hair styling
  and make-up.
• 5 students with impaired vision are attending the
  MLVK course in reflexology.
• Teachers placed in this school have undergone
  special training in handling special education
  students.

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HIGHER EDUCATION
70

• Main mechanism in generating qualified and
  competent personnel for the realisation of the
  nation's vision.
• Primarily intended to develop with quality the
  individual's mind and society at large in the
  face of a global competition.
• Main agent in producing a just socio-economic
  structure with a K-economy base, as well as
  producing a dignified and a highly ethical
  society with spiritually and physically balanced
  individuals.

71
Public Institutions of Higher Education (PIHE)

• Currently there are 15 public institutions of
  higher education.
• The institutions of higher education are
  currently offering a total of 217 academic
  programmes at four levels namely, Certificate,
  Diploma, Degree and Post Graduate.
• The courses offered are those that fulfill the
  needs of both the private and public sectors.

72
Distance Education Programme

• The democratisation of education in the country
  has led to the development of a Distance
  Education Programme.
• To provide educational opportunities to the
  community.
• It was first introduced by the Universiti Sains
  Malaysia in 1971.
• Currently, the programme is being conducted by 6
  universities (UiTM, UKM, UPM, UTM, UM, and UUM).
• In August, 2000 - 11 public universities
  collaborated to form the Open University of
  Malaysia (UNITEM/OUM) with the primary aim of
  conducting Distance Education Programmes

73
PTPTN (1996)

• Perbadanan Tabung Pendidikan Tinggi Nasional
  (PTPTN) adalah bukti keprihatinan kerajaan ke
  arah memberi kemudahan pinjaman kepada para
  pelajar yang mendapat tawaran untuk melanjutkan
  pelajaran ke peringkat institusi pengajian tinggi
  awam dan swasta.
• Pendidikan Teras Pembangunan Insan
• Bernama26 Ogos 2005

74
Meritocracy (2002)

• Ketua Pengarah Jabatan Pengurusan IPT,
  Kementerian Pengajian Tinggi, Prof Datuk Dr
  Hassan Said, sebagai berkata pemilihan calon
  memasuki IPTA bagi Program Pengajian Lepasan
  Sijil Tinggi Persekolahan Malaysia/Matrikulasi/Set
  araf (Ijazah Pertama) bagi sesi akademik
  2006/2007 dibuat berasaskan meritokrasi dengan
  mengambil kira semula 10 peratus markah
  kokurikulum.
• Bagi pengiraan markah kokurikulum 10 peratus,
  markah purata dikira dua daripada empat bidang
  terbaik, iaitu sukan/permainan, pasukan
  beruniform, kelab/persatuan serta Program Latihan
  Khidmat Negara (PLKN).
• Berita Harian07 July 2006

75
MUET (2000)

• MUET (Malaysian University English Test) is
  required to pursue a degree course in any
  institution of higher learning in Malaysia.
• In addition to being a pre-requisite for a degree
  programme, the MUET also helps you consolidate
  and enhance your English language skills. These
  skills will help you cope with the English
  language encountered in your specific discipline
  in institutions of higher learning, while at the
  time develop your ability to think critically.

76
THE MATRICULATION DIVISION
77

• The Matriculation Division was established on 1
  September 1998 with the main aim of streamlining
  all Matriculation/Foundation Programmes that have
  been conducted by public institutions of higher
  learning (IPTA) for 25 years.
• At present, only Universiti Malaya and Universiti
  Islam Antarabangsa still conduct their own
  matriculation programmes.
• The intake of students for the Matriculation
  Programme conducted by the Division commenced in
  June 1999 with the establishment of five
  matriculation colleges and subsequently four (4)
  more colleges were built by 2003, bringing the
  number of such colleges to nine. They can
  accommodate 25,000 students for each academic
  session.

78

• The programme offers two streams of study, i.e.
  Science and Accounting.
• Each student is required to take subjects that
  are fixed for each stream besides compulsory
  subjects such as English, Skill Dynamics,
  Islamic/Moral Education and Science Informatics.
• Students are also required to take one
  co-curricular subject.
• Beginning from 2004, all Science subjects
  including Mathematics and Science Informatics are
  taught in English.

79
NEW POLICIES

• Teaching and Learning of Science and Mathematics
  in English (TLSME)
• - The Matriculation Programme implemented the
  teaching and learning of Science and Mathematics
  in English in stages for several components of
  Science and Mathematics subjects in 2003 with
  full English usage in 2004.
• - The TLSME is implemented with the help of ICT
  equipment and trained lecturers.

80

• Intake of 10 per cent Non-Bumiputera Students
  into the Matriculation Programme
• - Competition for places in the Matriculation
  Programme has become intense since the
  introduction of the intake of ten per cent
  non-bumiputera students for the 2003/2004
  session.
• - The Matriculation Programme practises and
  applies the principle of meritocracy in the
  intake and placement of students in its colleges.

81

• Currently, students may take either one or two
  years in matriculation programme depending on
  their SPM results.

82
BUDGET 07
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• More scholarships will be given for students to
  pursue critical courses such as science,
  pharmacy, medicine and engineering at graduate
  and post-graduate levels in both local and
  foreign universities. 
• Top students who obtain 10 1As in the Sijil
  Pelajaran Malaysia or its equivalent from
  families with a monthly income of RM1,500 and
  below will be given scholarships to pursue
  tertiary education. 
• Terengganu and Kelantan will get their own
  universities, to be called Universiti Darul Iman
  Malaysia and Universiti Darul Naim respectively.
   
• The Malaysian Military Academy will be upgraded
  to Universiti Pertahanan Nasional Malaysia.
• Existing universities will get RM195mil to
  upgrade their facilities.

84

• A sum of RM450mil has been allocated for the
  construction and upgrading of polytechnics and
  community colleges. 
• The Human Resources Ministry will be given
  RM148mil to build two industrial training
  institutes and four advanced technology training
  centres, while RM214mil will be available for
  training programmes under Mara. 
• In a move to create more marketable graduates,
  production-based education programmes will be
  introduced in the German-Malaysia Institute and
  British-Malaysia Institute, and the Human
  Resources Development Fund expanded to include
  internships and training programmes for
  graduates. 

85

• The effective Capital Market Training Scheme for
  Graduates implemented by the Securities
  Commission will be expanded to train 1,000 a year
  while the Multimedia Development Corporation will
  start programmes to meet the requirements of
  ICT-based companies. 
• Graduates in the bio-life sciences will be
  trained under programmes set up by the Malaysian
  Biotechnology Corporation. 
• To inculcate reading, the tax relief on book
  purchases will be increased from RM700 to RM1,000
  a year.

86

• Education has been allocated a total of RM33.4bil
  under Budget 2007, which accounts for 21 of the
  total Budget.

87
Bibliography

• BOOKS
• Kementerian Pendidikan Malaysia (2001),
  Educational Milestones in Malaysia.
• Kementerian Pelajaran Malaysia, Annual Report
  2004.

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Thank You...