Enhancing Teaching and Learning Practices in Malaysia

Enhancing T all(prenominal)ing and Learning Practices in Malaysia cultivation is one of the main fundamentals in building up a nation. In Malaysia, statement has always been the top priority of the regimen. About a quarter of the government 5 geezerhood budget is allocated to the ministry of fosterage to assign good inventment system in this country. The vision of the government is to practise Malaysia a perfume of teachingal excellence. There ar lead levels of genteelness in Malaysia which be the uncomplicated didactics a period of hexad classs, that is, from Standard One to Standard 6 auxiliary education tail fin years, that is, from stamp One to Form Five and the third level of education. Upon fulfilment of inessential education, eligible students rear opt to pursue two years of post- secondhand education, Form Six. This is the university entrance preparatory course. The pre-tertiary education (pre- discipline to post-secondary education) is under the j urisdiction of the Ministry of computer programme debate (MOE) while tertiary or risqueer education is the responsibility of the Ministry of high(prenominal) raising (MOHE).1 knowledge is a priority of the Federal Government of Malaysia and it is perpetrate to propose attribute education to all. Most of the Five-Year Malayan Plans demand situated great importance on education, nurture and looklong reading. In line with greater focus on human training, an aver senesce of about blackjack percent of the natural budget allocation has been allocated for the expenditure of education and training phylogenesis. The bailiwick philosophical system of education states that Education in Malaysia is an ongoing neighborly movement towards further developing the potential of idiosyncratics in a holistic and incorporate manner so as to produce individuals who be intellectually, phantasmally, emotionally and physiologically balanced and harmonious, based on a firm belief in and devotion to God. It is intentional to produce Malaysian citizens who atomic number 18 experienceable and competent, sustain high moral standards, and ar responsible and capable of achieving a high level of personal well-being as well as to require in to the betterment of the family, society and nation at large.2In order to be construct Vision 2020 the education system is transforming which entail changing the culture and practices of Malaysias master(a) and secondary civilises, moving away from memory-based instruction to an education that stimulates thought process, creativity, caters to individual abilities and learning styles, and based on a more equitable access. At the analogous time, Malaysia is initiating many approaches in order to keep up with the changing origination and current needs which will generate a well-structured development of high education. The government has also glide byly outlined the strategical thrusts in the matter Higher Educatio n Strategic Plan to make Malaysia an inter subject centre of educational excellence by 2020.3MALAYSIAN instruction SYSTEMEducation is the responsibility of the Federal Government. Malaysias national education system is splitd into pre-tertiary and tertiary education. There are two governing authorities for the education sector. Pre-tertiary education, that is, from pre-school to secondary education, is under the jurisdiction of the Ministry of Education (MOE) while tertiary education or higher education is the responsibility of the Ministry of Higher Education (MOHE). Under the national education system, a child amazes his/her education with pre-school education at the age of four and will be admitted into the first year of the six years authoritative prime education when the child reaches the age of six on the first day of January of the current school year. The government provides el evening years of free primary(a) and secondary education. Most schools in the country are go vernment or government-aided schools and a number of private schools. The school starts in January and ends in November. Students sit for common public examinations at the end of primary, reduce secondary, supper secondary and sixth form levels.4Pre-school Education. Pre-school education is part of the interior(a) Education System under the Education Act, 1996. The aim of pre-school education is to provide a firm presentation for formal education. Pre-schools are run by government agencies, non-governmental organizations (NGOs) as well as private institutions. The major government agencies that are responsible for pre-school education are the Ministry of Education (MOE), the Ministry of Rural Development, and the Ministry of National integrity and Community Development. Children enroll between the ages of four and six and all pre-schools have to abide the program guidelines set by the Ministry of Education. The broadcast enables pre-school children to acquire adapted basin comm unication, social and other positive skills in preparation for primary schooling. The learning components include language and communication, physical development, cognitive development, moral and spiritual growth, socio-emotional development, aesthetic and creativity. primal Education. Primary education is divided into two physical bodys signifier 1 Year 1-3 and phase 2 Year 4-6. Education at this level aims to provide the child with a firm foundation in the basic skills of reading, writing and arithmetic, as well as emphasizing thinking skills and values across the curriculum. While education at this level is not compulsory, more than ninety-nine percent of this age- multitude are enrolled in primary schools passim the country. There are two types of schools at the primary level the National takes and the National-Type Schools. In the National Schools the culture medium of instruction is the Malay language which is the national language. The medium of instruction in the Nat ional-Type Schools is either Chinese language or Tamil language. in two types of schools, the Malay language is a compulsory subject. English is compulsory and is taught as a second language in all schools. Chinese, Tamil and indigenous languages are also offered as subjects in national schools.5 subaltern Education. Secondary education is basically an extension of primary level education. Education at this level is realness(a) in temperament and is divided into lower and upper secondary level, and a special year innovation program tell apartn as Remove Class for pupils from the National-Type Chinese and Tamil Primary Schools.6Remove Class. Remove Class is a transition year for pupils from the Chinese and Tamil medium schools to acquire sufficient growth in the national language to enable them to learn through this medium the following year. However, pupils who have performed well in the Primary Assessment visitation (UPSR Ujian Penilaian Sekolah Rendah) at the end of Year 6, are allowed to proceed directly to Form 1.Lower Secondary Level (Form 1-Form 3). This level covers a period of three years. Education at this level is usual in nature. All subjects are core subjects and compulsory for all. Chinese, language, Tamil language and Arabic language (Communication) are offered as additional subjects. Upon completion, pupils sit for a common examination, that is, the Lower Secondary Assessment (PMR Penilaian Menengah Rendah).Upper Secondary (Form 4-5). Education at this level covers a period of two years. Besides following the general education program, students begin to specialize in the science, arts, technical, vocational and religious discipline. Specific schools are designated for each discipline. These schools are academic schools, technical schools, vocational schools and religious schools. Upon completion, students sit for the Malaysian Certificate of Education (SPM Sijil Pelajaran Malaysia) examination.Secondary Technical Schools. Secondary t echnical education is aimed at producing an adequate pool of qualified students who excel in maths and science, as well as in basic engineering subjects. Students in secondary technical schools follow the same core subjects of upper secondary school curriculum and choose science and technical subjects as electives. entre to these schools is through application based on the PMR results, and only students with strong emphasise in Mathematics and Science are selected. Students from these schools are expected to move their studies in science and engineering-related courses at the higher levels as well as in advanced skills.Secondary vocational Schools. These schools provide courses in pre-employment skills as well as general education. Courses are offered in two streams vocational education stream and skills education stream. In the former, emphasis is given to general and technical subjects in order to provide students with a good foundation for admission into polytechnics or oth er higher institutions. In the skills stream emphasis is given to practical fetch to develop competency in occupation skills required by related industries. Students are prepared for the National Vocational Training Certificate.Upon completion of eleven years of free education, further education is no longer automatic but is subject to the individuals academic deed and financial stability. These upper secondary school graduates, that is, Form Five leavers, can opt to continue their education in post-secondary schools to obtain a pre-university electrical capacity such as the Sixth Form or Matriculation program or GCE ALevel, or further their education at tertiary or higher institutions. Higher education includes certificate, diploma, undergraduates as well as high studies. Undergraduate studies populate of Bachelors degree levels and professional studies while postgraduate studies consist of Masters degrees and PhD levels. Generally, higher education at the diploma level is f or secondary school certificate holders, that is, Form Five (Sijil Pelajaran Malaysia or SPM) from the age of xvii onwards. The Bachelors degree is for students from the age of nineteen onwards with post-secondary qualifications such Form Six (STPM Sijil Tinggi Pelajaran Malaysia), which is equivalent to the GCE ALevel, or pre-university qualifications.7MALAYSIAN SCHOOL CURRICULUMThe role of the school curriculum is to ensure the holistic development of the individuals potential, mentally, spiritually, emotionally and physically. The curriculum is to bring faster the Malaysian citizen who is balanced and well-rounded individual, trained, skillful and cherishes the national mark for unity. The Malaysian school curriculum has been reframed and realigned to present and future needs. Besides that, quick developments in engine room, new theories of learning and developments within Malaysia itself necessitated the systematic curriculum. The basis of the curriculum took into considera tions four main aspects national development, individual development, learning theories, and the national philosophy of education.8The basic theoretical principle in the planning and design of the Malaysian curriculum is the integrated approach. Infusion of specific aspects of education such as moral values, patriotism, science and technology, language, environmental education, study skills, productive and critical thinking, and way safety across the subject disciplines is a basic feature in the Malaysian curriculum. Such an infusion is made with the purpose of consolidating these aspects which may already be in the school subjects but needs further emphasis. Patriotism, for example, is already discussed in History and Local Studies but because of its importance, the national curriculum requires that it be taught across other subjects.Others such as environmental education are taught across the curriculum because it cannot be accorded the status of subject due to constraints of t ime, facilities and the like. The technical, vocational and skills training offered in secondary technical and secondary vocational schools provide students with practical training and employability skills. Besides that, the use of technology as an enabler to assuage teaching and learning activities have made learning interesting, motivating, stimulating, meaningful and develop skills that will prepare students to face greater challenges.9Pre-school Curriculum. The pre-school curriculum focuses on the whole-child development. The curriculum emphasizes on socialization process, the development of personality and the preparation of children to enter primary school. The components in the curriculum include language and communication, cognitive development, socio-emotional development, spiritual development, physical development and aesthetic and creativity.Primary School Curriculum. The Integrated Curriculum for Primary School (ICPS) is divided into two phases phase 1 for Year 1-3 an d phase 2 for Year 4-6. The ICPS emphasizes the mastery, reinforcement and application of 3Rs, accomplishment of complex skills and cognition, pre-vocational skill, and the development of personality, attitudes and values. The ICPS consists of three areas, mainly communication, man and his environment, and self development. These areas are further divide into six components basic skills, humanities, art and recreation, living skills, communication, spiritually, values and attitudes.Secondary School Curriculum. The emphasis of Integrated Curriculum for Secondary School (ICCS) is on general education, the consolidation of skills acquired in primary school, the development of attitudes, values, personality, and interests as well as specialization for higher education and career options.CONTEMPORARY CHALLENGES IN EDUCATIONIn the twenty-first nose candy, education in Malaysia will face meaningful challenge as it is in this century that the country is set to vex industrialized. It is imperative therefore to understand what it is that needs to be given vigilance for the education system to prepare adequately for the centuryShift to K-economy. association has to be the basic form of capital in the twenty-first century to position Malaysia for industrialization. The education system must yield knowledge workers to energy Malaysia into the K-economy. Knowledge workers are essential for the country to make investments in technology which will contribute to sustainable growth. Malaysian education must prove knowledge and technology in every facet of its education system.10 upward(a) Education Qualities. Given all the qualitative achievements at all levels of education with continuous growth of enrolment rates, Malaysian education has to shift to the bureau of qualitative target. Several factors have to be considered for determining educational quality. The areas of capacity and delivery that directly affect teaching and learning must be given emphasis. There hav e to be innovations within the approach for twain the content and delivery at all levels of education. To ensure opinionive delivery, teacher professionalism has to be addressed to induce greater professionalism among school teachers. Recruitments, training and school restructuring should be the primary target areas for introducing professionalism among teachers.11Narrowing the Digital Divide. The equity be intimate in education should aim for providing equal access to education. The focus of democratization of the education in the twenty-first century will be in terms of providing equity in education with emphasis on knowledge and technology between rural and urban school population. Malaysian education has to achieve increase participation and improved performance in science and technology especially among the school population. Apart from providing the necessary infrastructure, science and technology have to be aggressively promoted to harness interest among students.12Redifin ing the Role of the individual(a) Sector. The role of the private sector is vital particularly at the higher level of education. It releases some of the heavy financing load off the government, reduces the capacity constraints of the public institutions, and provide innovation and competition. Nonetheless, profit and commercial motivations have positive a number of problems. These problems if not address adequately will effect the quality of higher education in the country. One broad uncertainty that should be addressed is what should be the role of private higher education should they be complementary, supplementary or both.13Teaching Methodology. Two shortcoming are identified in the current practice (i) lecture-based instruction students tend to develop passive recipients of knowledge and resort to rote learning (ii) teacher-centered students tend to imprecate on their teachers to decide what, when, and how to learn. This worked relatively well but it is not clear that st udents are learning at higher, conceptual level of thinking.14PROPOSED ENHANCEMENTSSeveral factors ought to assuage the enhancements of the Malaysian education system, especially the national curriculum such as the introduction of new subjects and programs in schools. The facilitating factors include findings of research and studies, public opinions, world trends, social and stinting needs and political pressures. In addition, they are to be facilitated further with the existence of the following supporting factors at varying degreesThe governments keep efforts to expand and improve education and training through increase in the budget for education.The experience over the years of the nations education policy in enhancing quality and access to education to meet the needs of rapid development of the nation.Availability of basic infrastructure and training, that is, in-service teacher training, seminars, forums and workshops to familiarize teachers with the curriculum and to provo ke teachers efficiency.Continuous training received by ministry officers both locally and afield covering a wide range of topics which helps the officers to gain more knowledge and experience in planning and implementing curriculum reform initiatives.Public ken and support to carry out educational reforms to fulfill the needs of cultural, social and economic development.Efforts by both the government and private sectors to intensify the acquisition and application of information and communication technologies in all fields of life as a result of world(prenominal)ization and modernisation.The strong commitment and sensation among parents of the importance of education in producing educated, knowledgeable and skillful Malaysians who are prudent, creative and innovative.In the learning process, to develop inter-personal and small-group skills teachers must provide opportunities for group members to know each other, support and accept each other, communicate accurately and confiden tly, and annunciation differences constructively.Promotive interactions individual can achieve promotive interaction by helping each other, exchanging resources, challenging each others conclusion, provide feedback, encouraging and air for mutual benefits.Individual accountability teachers should assess the amount of effort that each member is contributing. These can be done by giving an individual test to each student and randomly calling students to present their groups work. assemblage processing teachers should provide opportunities for the class to assess group progress. This would enable group to focus on good working relationship, facilitate cooperation in learning and ensure members get feedback.15The curriculum must be so designed and randomly monitored to help students achieve overall and balance development and improvement. seize mix of learning strategies to ensure mastery of basic competencies and promotion of holistic development.More emphasis should be given on s tudents understanding of a particular concept, guiding students in active learning, providing opportunities for discussion and elaboration, and encouraging them to work with peers and teachers.Encourage and support collaborative effort with students from other schools or even from other countries.The curriculum and teaching methodology must cater to students distinct capabilities, for example, their learning styles and levels of intelligence.Allow students to practice self-paced, self-accessed and self-directed learning which can be facilitated via the use of technology.16CONCLUSIONThe environment and socialisation process to which students are capable remain as all-important(prenominal) factors contributing to academic success and credit building. The Malaysian educational system, at pre-school, primary and tertiary levels have consistently emphasised on the importance of nurturing, among others, moral values and ethics among students. Thus, the quality of education that teache rs provide to students is highly dependent upon what teachers do in the classroom. Teachers should have the knowledge on how students learn and how best to teach. In addition, contemporary learning and teaching methodology should be in line with the technologies of tomorrow where technologies and communication theory infrastructure are paving the way for a more cultivate ICT-enabled teaching and learning environment.Indeed, with the advent of world-wideisation and modernisation, the education curriculum in Malaysia for sustainable development in the new century, call for a total commitments from all Malaysians, with a sense of urgency in the face of increase competition. The Malaysian policy framework recognises that education development plays an ever important role in building a sustainable, resilient and competitive society. Interestingly, the global education scenario has similar development strategies, namely, by providing wider accessibilities, ensuring quality education, c ontinuous strategic education reforms so that the respective countries can compete as global education providers. In fact, education has already evolved into a big economic entity for some countries. Malaysia ought to be ready to face these challenges in the field of education, both internally and externally, with the advent of globalisation, trade liberalisation, and the development of ICT in this new century.