Preliminary-Blueprint-Eng

Recommendations

Info

4-3 the Written Curriculum The Ministry has developed its written curriculum using a wide range of benchmarks from top-performing education systems to ensure alignment with international standards on the knowledge and skills expected of students at different ages. These international benchmarks have also been aligned with the National Education Philosophy to produce a curriculum that is suitable for the Malaysian context. Both the primary and secondary curricula offer a comprehensive range of science, social science, and humanities subjects. Important subjects such as Bahasa Malaysia, English language, Mathematics and Science are compulsory throughout school and clearly identified as core subjects (see Exhibit 4-2 for a breakdown of compulsory and elective subjects during each phase of education). EXHIBIT 4-2 Compulsory and elective subjects Compulsory Elective Primary (KSSR) ▪ Bahasa Malaysia ▪ English language ▪ Chinese language (SJK) ▪ Tamil (SJK) ▪ Mathematics ▪ World of science and technology ▪ Islamic education ▪ Moral education ▪ Physical education ▪ Health education ▪ World of music ▪ World of visual arts ▪ Arabic ▪ Chinese language (SK) ▪ Tamil (SK) ▪ Iban language ▪ Kadazan-dusun language SOURCE: Curriculum Development Division Lower secondary (KBSM) ▪ Bahasa Malaysia ▪ English language ▪ Mathematics ▪ Science ▪ Islamic education ▪ Moral education ▪ History ▪ Geography ▪ Living skills ▪ Civics and citizenship ▪ Music education ▪ Physical education ▪ Health education ▪ Arabic ▪ Chinese language ▪ Tamil ▪ Iban language ▪ Kadazan-dusun language Subjects that must be assessed in the UPSR, PMR and SPM examinations Upper secondary (KBSM) ▪ Bahasa Malaysia ▪ English language ▪ Mathematics ▪ Islamic education ▪ Moral education ▪ History ▪ General Science (for Art stream students) or Biology, Chemistry and Physics (for Science stream students) ▪ Music education ▪ Physical education ▪ Health education 92 subjects available in the academic, vocational and technical streams including: ▪ Arts ▪ Information technology ▪ Languages and literature ▪ Science and Mathematics ▪ Social Sciences ▪ Vocational and technical In addition to academic learning, the curriculum focuses on spirituality, along with artistic and sporting ability, to develop the child holistically. Programmes and initiatives to develop these components are present both during formal class time as well as through a variety of after-school co-curricular activities. In line with policy that states that every Muslim child must receive Islamic education in school, the KSSR curriculum (as well as the KBSR curriculum before it) provides 160 minutes per week of Islamic Education to Muslim students and 120 minutes per week of Moral Education to non-Muslim students. Additionally, all schools incorporate Visual Arts, Music, Health, and Physical Education classes into their curriculum and adhere to the “1 student 1 sport” (1 Murid 1 Sukan) policy by ensuring that each child participates in at least one sporting activity. Beyond formal class hours, the Ministry encourages active involvement in co-curricular activities. All students are encouraged to participate in one sport, one club, and one uniformed body to ensure access to a breadth of experiences. To enhance the co-curricular experience and ensure that students are exposed to the full diversity of Malaysian society, the Ministry is expanding the RIMUP programme which will allow students from different school types, public and private, to mix during co-curricular activities. The KSSR standard document is based on two components, content standards and learning standards. The content standards specify the specific knowledge, skills, and values that students need to acquire. In comparison to KBSR, the KSSR has an increased emphasis on skills such as reasoning, creativity, innovation and entrepreneurship. The learning standards describe the degree of proficiency that students need to display in relation to each of the content standards on a yearby-year basis. This year-by-year articulation of learning standards is different from the KBSR and KBSM curricula which described learning objectives at the end of each phase only (see Exhibit 4-3 for a summary of the main differences between the KBSR and KSSR curriculum). The new KSSM, expected to be implemented from 2017, will adhere to a similar approach to standards. EXHIBIT 4-3 Main differences between KBSR and KSSR curriculum KBSR ▪ Integrated education to enhance mastery of 3R (Reading, wRiting and aRithmetic) with focus on knowledge, skills, values, critical, and creative thinking ▪ Three pillars: Communication, interaction with the society, personal development ▪ Curriculum written based on learning outcomes ▪ National examination (UPSR) only SOURCE: Curriculum Development Division the taught Curriculum KSSR ▪ Integrated education to enhance mastery of 4R (Reading, wRiting, aRithmetic and Reasoning) with additional elements of creativity, innovation, and entrepreneurship ▪ Six pillars: Communication, spiritual attitude and values, humanities, literacy in science and technology, physical and esthetic development, and personal development ▪ Curriculum written based on content and learning standards ▪ National examination (UPSR) + school-based assessment Historically, the full potential of the KBSR and KBSM has not always been brought to life in the classroom. The reasons for this are twofold. Firstly, skills and content that teachers perceive will go untested in the National Examinations are often dropped from the lesson plan in favour of content that is more frequently tested. Secondly, some teachers are less effective at teaching the higher-order thinking skills articulated in the written curriculum than would be desired. The new KSSR offers an increased focus on higher-order thinking and is a clear step in the right direction of curriculum reform. However, if the new curriculum is to be delivered in the way envisioned, it requires complex lesson delivery skills from teachers such as tailoring lesson plans and materials to the needs of students at different levels of performance—even within the same classroom. The UNESCO review reported that there was little evidence that teachers knew about or understood the implications for classroom practice of concepts fundamental to the philosophy and objectives of the curriculum, such as integrated learning, a holistic education, creativity, and innovation.
the examined Curriculum In public debate, the issue of teaching to the test has often translated into debates over whether the UPSR, PMR, and SPM examinations should be abolished. Summative national examinations should not in themselves have any negative impact on students. The challenge is that these examinations do not currently “The point is not that teachers teach to the test but to develop tests worth teaching to” test the full range of skills that the education system aspires to produce. An external review by Pearson Education Group of the English examination papers at UPSR and SPM level noted that these assessments would benefit from the inclusion of more questions testing higher-order thinking skills, such as application, analysis, synthesis and evaluation. For example, their analysis of the 2010 and 2011 English Language UPSR papers showed that approximately 70% of the questions tested basic skills of knowledge and comprehension. Emeritus Professor Dylan Williams, University of London’s Institute of Education LP has started a series of reforms to ensure that, as per policy, assessments are evaluating students holistically. In 2011, in parallel with the KSSR, the LP rolled out the new PBS format that is intended to be more holistic, robust, and aligned to the new standard-referenced curriculum. There are four components to the new PBS: ▪ School assessment refers to written tests that assess subject learning. The test questions and marking schemes are developed, administered, scored, and reported by school teachers based on guidance from LP; ▪ Central assessment refers to written tests, project work, or oral tests (for languages) that assess subject learning. LP develops the test questions and marking schemes. The tests are, however, administered and marked by school teachers; ▪ Psychometric assessment refers to aptitude tests and a personality inventory to assess students’ skills, interests, aptitude, attitude and personality. Aptitude tests are used to assess students’ innate and acquired abilities, for example in thinking and problem solving. The personality inventory is used to identify key traits and characteristics that make up the students’ personality. LP develops these instruments and provides guidelines for use. Schools are, however, not required to comply with these guidelines; and ▪ Physical, sports, and co-curricular activities assessment refers to assessments of student performance and participation in physical and health education, sports, uniformed bodies, clubs, and other non-school sponsored activities. Schools are given the flexibility to determine how this component will be assessed. The new format enables students to be assessed on a broader range of output over a longer period of time. It also provides teachers with more regular information to take the appropriate remedial actions for their students. These changes are hoped to reduce the overall emphasis on teaching to the test, so that teachers can focus more time on delivering meaningful learning as stipulated in the curriculum. Malaysia Education Blueprint 2013 - 2025 Chapter 4 Student Learning In 2014, the PMR national examinations will be replaced with school and centralised assessment. In 2016, a student’s UPSR grade will no longer be derived from a national examination alone, but from a combination of PBS and the national examination. The format of the SPM remains the same, with most subjects assessed through the national examination, and some subjects through a combination of examinations and centralised assessments. Initial feedback on the rollout of PBS suggests that teachers have yet to fully grasp the magnitude of the change. Some teachers and schools are also struggling to develop their own test questions for the school assessment component. To that end, the Ministry is strengthening the training provided to teachers to ensure that teachers are developing test questions that accurately test the standards laid out in the curriculum, and that grading is done against this absolute standard, rather than a relative standard. the roadmap: Developing and applying 21 st Century curriculum and assessment In the last few years, two major changes have been introduced that have the potential to fundamentally change the way students today learn when implemented well: the KSSR and PBS. The Ministry recognises, however, that there is still more to be done. Wave 1 (2013- 2015) of the reform will focus on short-term initiatives to improve the written, taught, and assessed curricula individually, while laying the groundwork for more fundamental reform. Waves 2 and 3 (2016-2025) will see the introduction of the KSSM and a revised KSSR, and the development of alternative models to allow for more learning at the students’ own pace. Wave 1 (2013 to 2015): improving the current curriculum and preparing for structural change The Ministry intends for the education system to not only improve the quality of its curriculum and assessments, but also achieve much tighter integration across them. In the short-term, the Ministry will roll out initiatives to improve the written, taught and examined curricula individually, as well as to create tighter alignment across all three dimensions. refining and revising curriculum content to align with international standards The KSSR and KBSM will continue to be refined in line with policy that the National Curriculum should incorporate international best practices and be of a standard that produces globally competitive citizens. During the development phase, the Ministry will continue its practice of benchmarking its curriculum learning and content standards against that of high-performing systems to ensure that these standards are aligned and that the syllabi are not “overcrowded”– where the breadth and depth of content covered in the curriculum is more than can be effectively taught in a given school year. Additionally, the Ministry will engage independent, international experts to validate the results of this benchmarking exercise for English Language, Science, and Mathematics. 4-4
Page 1:
Malaysia Education Blueprint 2013 -
Page 5 and 6:
CHAPTER 1 CONTExT AND
Page 7 and 8:
TION Our education system has been
Page 9 and 10:
Delivering the shifts in achievemen
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
CHAPTER 5 TEACHERS AND SCHOOL LEADE
Page 17 and 18:
CHAPTER 4 CURRICUlUM AND ASSESSMENT
Page 19:
CHAPTER 8 SEQUENCINg THE TRANSfORMA
Page 22 and 23:
E-1 executive summary In October 20
Page 24 and 25:
E-3 significant and sustained inves
Page 26 and 27:
E-5 timss and Pisa international as
Page 28 and 29:
E-7 challenges remain in achieving
Page 30 and 31:
E-9 aspiratiOns fOr the malaysian e
Page 32 and 33:
E-11 shift 1: provide equal access
Page 34 and 35:
E-13 shift 3: develop values-driven
Page 36 and 37:
E-15 Eleven shifts to transform the
Page 38 and 39:
E-17 shift 5: ensure high-performin
Page 40 and 41:
E-19 shift 7: leverage ict to scale
Page 42 and 43:
E-21 shift 9: partner with parents,
Page 44 and 45:
E-23 What Impact Will This Transfor
Page 46 and 47:
E-25 EXHIBIT 9 the education transf
Page 48 and 49:
E-27 gains will be delivered within
Page 51 and 52:
CHAPTER 1 context and
Page 53 and 54: Background to the Blueprint In 1957
Page 55 and 56: in 2010 to 95% by the end of Year 2
Page 57 and 58: ▪ Fieldwork at both urban and rur
Page 59: The Ministry acknowledges how impor
Page 62 and 63: 2-1 2. vision and aspirations Every
Page 64 and 65: 2-3 consistently demonstrated that
Page 66 and 67: 2-5 EXHIBIT 2-2 Time spent by stude
Page 68 and 69: 2-7 ▪ Emotional intelligence: pos
Page 71 and 72: CHAPTER 3 current
Page 73 and 74: EXHIBIT 3-1 Profile of the Malaysia
Page 75 and 76: EXHIBIT 3-3 Educational attainment
Page 77 and 78: EXHIBIT 3-5 Malaysian national exam
Page 79 and 80: Malaysia’s performance in the 200
Page 81 and 82: EXHIBIT 3-12 Comparison of Malaysia
Page 83 and 84: EXHIBIT 3-15 Country performance in
Page 85 and 86: Comparison of results between the T
Page 87 and 88: administration of students’ welfa
Page 89 and 90: EXHIBIT 3-23 Comparison of within-s
Page 91 and 92: EXHIBIT 3-26 Examination results, d
Page 93 and 94: EXHIBIT 3-28 Enrolment rates in dif
Page 95 and 96: In general, there are signs of incr
Page 97 and 98: Which countries Spend the most on e
Page 99: As illustrated in this chapter, Mal
Page 102 and 103: 4-1 4. student learning All educati
Page 106 and 107: 4-5 intensifying support systems fo
Page 108 and 109: 4-7 lANguAge The Ministry will aim
Page 110 and 111: 4-9 EXHIBIT 4-6 English and Bahasa
Page 112 and 113: 4-11 setting the stage for structur
Page 114 and 115: 4-13 the roadmap: Working with comm
Page 116 and 117: 4-15 Centres of Excellence for Indi
Page 118 and 119: 4-17 ▪ Special education schools:
Page 120 and 121: 4-19 special award schools The Mini
Page 122 and 123: 4-21 Johor’s Best Practices -- id
Page 124 and 125: 4-23
Page 127 and 128: CHAPTER 5 Teachers and
Page 129 and 130: TEACHERS The Ministry will ensure t
Page 131 and 132: EXHIBIT 5-4 Breakdown of academic r
Page 133 and 134: EXHIBIT 5-5 Breakdown of average st
Page 135 and 136: ole) in 25 years. Nonetheless, this
Page 137 and 138: e-Guru Video library The Ministry h
Page 139 and 140: SCHOOl lEADERS The Ministry will en
Page 141 and 142: Reviews indicate that these trainin
Page 143 and 144: Establishing a principal residency
Page 145: Malaysia Education Blueprint 2013 -
Page 148 and 149: 6-1 6. Ministry transformation The
Page 150 and 151: 6-3 EXHIBIT 6-1 selected examples o
Page 152 and 153: 6-5 LinUs case study on strong prog
Page 154 and 155:
6-7 ▪ Federal: The Head Office wi
Page 156 and 157:
6-9 The Ministry will also prioriti
Page 158 and 159:
6-11 The roadmap: maximising studen
Page 160 and 161:
6-13 incorporating outcome-based bu
Page 162 and 163:
6-15 EXHIBIT 6-11 identified gaps i
Page 164 and 165:
6-17 EXHIBIT 6-13 school infrastruc
Page 166 and 167:
6-19 single- and double-session sch
Page 168 and 169:
6-21 One reason usage still appears
Page 170 and 171:
6-23 discussed in Chapter 4, and wi
Page 172 and 173:
6-25
Page 175 and 176:
CHAPTER 7 SyStem
Page 177 and 178:
EXHIBIT 7-1 the Malaysian education
Page 179 and 180:
Preschool education Early Childhood
Page 181 and 182:
EXHIBIT 7-3 Compulsory education po
Page 183 and 184:
partners to improve the industry re
Page 185 and 186:
In addition, there are approximatel
Page 187 and 188:
enhancing the religious education p
Page 189 and 190:
evaluating sports and arts schools
Page 191 and 192:
current system structure to be main
Page 193 and 194:
They will be provided with addition
Page 195 and 196:
education can make a significant di
Page 197 and 198:
launching an engagement toolkit for
Page 199 and 200:
engaging the broader community Scho
Page 201:
Page 204 and 205:
8-1 8. Delivering the roadmap The M
Page 206 and 207:
8-3 Sequencing the tranSformation T
Page 208 and 209:
8-5 EXHIBIT 8-3 the education trans
Page 210 and 211:
8-7 ▪ Enhanced practicum in vocat
Page 212 and 213:
8-9 Delivering Differently A well-c
Page 214 and 215:
8-11 getting StarteD The first year
Page 218 and 219:
G-1 1BestariNet A project to equip
Page 220 and 221:
G-3 IPTS Institut Pengajian Tinggi
Page 222 and 223:
G-5 National dialogue engagement an
Page 224 and 225:
G-7 SK Sekolah Kebangsaan or Nation
Page 228 and 229:
A-1 Appendix i: A Brief History of
Page 230 and 231:
A-3 educatIon develoPment durIng th
Page 232 and 233:
A-5 Appendix ii. Methodology The de
Page 234 and 235:
A-7 analyses conducted By the Pmo T
Page 236 and 237:
A-9 analyses conducted By PuBlIc un
Page 238 and 239:
A-11 roundtable discussions These w
Page 240 and 241:
A-13 Appendix iii: national dialogu
Page 242 and 243:
A-15 Subtopic Example topic raised
Page 244 and 245:
A-17 school quality Subtopic Exampl
Page 246 and 247:
A-19 student learning Subtopic Exam
Page 248 and 249:
A-21 Exhibit iV-1 the universal sca
Page 250 and 251:
A-23 Exhibit V-2 PiSA PISA a A samp
Page 252 and 253:
A-25 Exhibit V-4 PiSA PISA a sample
Page 254 and 255:
Page 256 and 257:
Page 258 and 259:
A-31 Exhibit V-10 PiSA PISA a sampl
Page 260 and 261:
A-33 Exhibit V-12 PiSA PISA a sampl
Page 262 and 263:
A-35 the education transformation w
Page 264 and 265:
A-37 Appendix Vii: GTp 2.0 educatio
show all

Preliminary-Blueprint-Eng

Create successful ePaper yourself

Delete template?

Save as template?