The System Of Education

Published Date: 02 Nov 2017

Besides, there are many definition of curriculum from all over the world. Each nation or country has their own perspectives about education curriculum. In Latin, ‘curriculum’ refers to racing chariot; where the term ‘currere’ means ‘running’. In other words, curriculum encompasses all the experiences of an individual including the tasks undertaken from childhood until adulthood. Apart from that, the concept of a curriculum has always been a point of great concern among educationist since the late 18th century. For example, Classic Model, also known as Prescriptive Model (Tyler,1949), considers curriculum development as a linear and logical activity mainly focusing on four aspects which are educational purposes, educational experiences, structure of the curriculum and it provides the organization of learning experiences and assessment and evaluation.

School curriculum in Malaysia started with Old Curriculum for Primary School (KLSR). KLSR was implemented since the country gained independence. In 1960, a Subjects Review Committee has been established to be known as the Rahman Talib Report. The Committee is headed by the Minister of Education at that time, namely Abdul Rahman Talib. This committee was established to review the national education policy as proposed in the Razak Report made in 1956 and early education policy before the 1957 Education Ordinance. Rahman Talib Report has suggested some changes in the aspect of education such as Bahasa Melayu as the main medium of instruction in all schools, including national-type Chinese and Tamil schools. Education system at this point planned to make a significant contribution to promote unity among people of different races. These changes in the education system were the result of the racial conflict which broke out on 13 May 1969. Government of Malaysia reviewed the goals of education and consequently design a better education system in accordance with the hope to unite people of different ethnic and racial conflicts to prevent further tragedy.

Thus, the implementation of the New Curriculum for Primary Schools (KBSR) is due to the changes made by the Report of the Cabinet Committee on Implementation of Education Policy issued in 1979. The study was done by the Cabinet Committee on Old Curriculum for Primary Schools (KLSR) that has been implemented since independence, is found that there are some weaknesses that must be overcome. These include the overall syllabus content which was not related to each other. The second is in terms of the lessons are too much to dull for pupils. The third is the time that teachers and students have to spend by the examination syllabus. The fourth is that teaching and learning is the use of textbooks without using any other aids. Fifth aspect of curricular activities conducted in separate and unrelated to the formal classroom curriculum. Therefore, Integrated Curriculum for Primary Schools (KBSR) was launched fully in 1983.

After that, the New Primary School Curriculum changed to the name of the new Integrated Primary School Curriculum in 1993. However, only the name changes have occurred. The curriculum content is still the same as before. Among the most important objectives to be achieved KBSR formation is the first, students can master and appreciate the Bahasa Malaysia as the national language. KBSR Plan also emphasizes the mastery of basic skills 3M of reading, writing and arithmetic. English Syllabus for Primary Schools 1983 in New Primary School Curriculum clearly states that at the end of Bahasa Malaysia program, students should be able to write essays and letters were accurate with the purpose and title as well as understand and can fill out the forms that are suitable for everyday purposes. Those who are weak will be recovery or repeat studies. In addition, it also focuses on the development of the individual as a whole which includes the physical, emotional, spiritual, intellectual and social (JERIS). Aspects of teaching moral values ​​and citizenship also emphasized compared to KLSR. Teaching of Islamic Studies and Moral education is to be an element of cohesion in teaching, not allocated only to religious teachers.

Last but not least, Ministry of Education decided to change from KBSR into Standard Curriculum for Primary School (KSSR). KSSR curriculum is for all standard one pupils. The goal of KSSR is to educate pupils on general knowledge so that each pupil can smooth link up with secondary curriculum, and to achieve a national key performance areas (NKRA). The original "Curriculum Standards" is divided into four "modules", now changed to 6 "pillars", including: communication, spiritual life, science technology, humanities, aesthetics, and social studies. KSSR is an idea comes from the "Education Master Plan." However, it is takes some times because the Ministry of Education and teachers are at the beginning.

Moreover, KLSR, KBSR and KSSR do have some differences between them. First of all, KLSR meet the needs of economic development and to produce more skilled workers to implement the New Economic Policy (NEP). Rather than that, it also strengthens the national education system to foster social cohesion, cultural, political and educational facilities by improving the standard of education throughout the country. While, KBSR helps students to master and appreciate the Bahasa Malaysia as the national language and. It also emphasizes mastery of basic skills 3M of reading, writing and arithmetic and students should be able to write essays and letters that accurately with purpose and title as well as understand and can fill in forms suitable for everyday. In contrary, KSSR increasing dominance of primary school pupils in particular in Malay and English. It focused on mastering 4M of reading, writing, mathematics and reasoning.

In conclusion, careful planning is necessary to ensure the implementation of the curriculum. Thus, the school plays an important role in creating a conducive environment encouraging excellence. In this respect, headmasters and teachers need to understand and internalize the National Education Philosophy, the aims and objectives of the National Education Policy and the integrated approach of the curriculum. Apart from the school and parents, society also plays an important role. The success of the curriculum depends on society’s support in assisting the school to develop pupils’ personalities and to participate actively in matters relating to education.