This document discusses educational development and reform in Malaysia from independence to the present. It outlines how the education system evolved from one inherited from British colonial rule to a system focused on developing human resources to meet Malaysia's national development needs. It highlights how values education has been an important part of the curriculum. The current curriculum, implemented in the 1980s, emphasizes teaching values to develop well-rounded citizens and focuses on child-centered teaching methods. It discusses the development of moral education as a subject for non-Muslim students and the identification of 16 core values to be taught universally.
National policies of Education, an overviewVandana Thakur
The document summarizes key aspects of the Kothari Commission report on education in India from 1964-1966. The commission was appointed to comprehensively review and reform India's education system. It recommended a 10+2+3 structure for education, with 10 years of schooling, 2 years of higher secondary, and 3 years of university education. It emphasized relating education more closely to people's lives, expanding opportunities, improving quality, and cultivating moral values. The National Policy on Education of 1968 was influenced by the commission's recommendations.
The Kothari Commission of 1964-1966, chaired by Dr. D.S. Kothari, made recommendations to reform India's education system. It believed education was key to national development. The commission recommended a 10 year period of general education, improving teacher status, and making curriculum more relevant to students' lives and India's needs by emphasizing science, vocational subjects, and Indian culture/history. It aimed to develop skills for productivity, social cohesion, modernization, and democracy.
Pakistan has made some achievements in the field of education over the years. Literacy rates have increased from 16.4% in 1951 to 57% in 2009, with urban rates higher than rural. Some universities have also risen in world rankings, with 5-6 Pakistani universities now among the top 600 globally. However, challenges remain like low public investment, lack of funding, and administrative issues. Reforms have included free education up to matriculation, scholarships, making English compulsory, and increasing education budgets, but more improvements are still needed to better the educational system.
Unit vi POLICY FRAMEWORKS ON EDUCATION: POST INDEPENDENT INDIAThanavathi C
The document summarizes the major recommendations of several Indian education commissions from 1964-2005, focusing on the Kothari Commission of 1964-1966.
The Kothari Commission was unique in comprehensively reviewing the entire Indian education system, rather than specific levels or aspects. It emphasized the crucial role of education in national development. Its international composition allowed it to draw on experiences from other countries.
Key recommendations included: relating education to productivity and national development; promoting social and national integration; modernizing education; cultivating social, moral, and spiritual values; improving teacher training; and establishing a 10+2+3 educational structure.
Subsequent commissions addressed issues like introducing socially useful productive work to strengthen the link between
- In India, teachers (gurus) are highly respected and seen as instrumental in guiding students to God. The tradition of gurukuls involved students living with their teacher and helping with daily life in exchange for education.
- The Vedas are among the oldest texts of Hinduism, dating back to around 1500 BC. Key figures like Ved Vyasa compiled and organized the Vedic mantras.
- Over time, universities and institutions of learning were established across India, such as Taxila, Nalanda, and early medical colleges. Reforms under British rule formalized the education system but also aimed to further their own interests.
- Post-independence, the government took control of
The document outlines the scope and considerations for developing a common school education curriculum in Tamil Nadu. It discusses expanding the scope to include life skills, academic and vocational skills, self-reliance, independence and ability to assert. The curriculum should cater to current and future needs through knowledge creation and innovative skills development using problem-solving learning contexts. Both language and content subjects need to rely on experiential learning strategies like activity-based and active learning to equip students for life and career success.
Educational research is important for educational reform in Bangladesh to achieve goals like the MDGs, EFA, and poverty reduction. The Bangladeshi constitution calls for universal education and removing illiteracy. There have been several education commissions but no permanent body. Research has informed reforms to curriculum, teaching quality, and increasing access to education. Key research organizations in Bangladesh conduct studies to inform policymaking and reforms. However, more needs to be done to institutionalize the link between research findings and education reforms.
The document outlines the history and evolution of Malaysia's national education policy from colonial times to the present. During colonial rule, the education system was segregated along ethnic lines into four separate streams. Post-independence, various committees and plans were proposed to integrate the system and promote national unity, including the Cheeseman Plan, Barnes Report, Fenn-Wu Report, and Razak Statement. The Education Act of 1961 established a national education system with Malay as the primary medium of instruction. Reforms continued into the 1970s and 1980s to improve quality and meet development needs.
National policies of Education, an overviewVandana Thakur
The document summarizes key aspects of the Kothari Commission report on education in India from 1964-1966. The commission was appointed to comprehensively review and reform India's education system. It recommended a 10+2+3 structure for education, with 10 years of schooling, 2 years of higher secondary, and 3 years of university education. It emphasized relating education more closely to people's lives, expanding opportunities, improving quality, and cultivating moral values. The National Policy on Education of 1968 was influenced by the commission's recommendations.
The Kothari Commission of 1964-1966, chaired by Dr. D.S. Kothari, made recommendations to reform India's education system. It believed education was key to national development. The commission recommended a 10 year period of general education, improving teacher status, and making curriculum more relevant to students' lives and India's needs by emphasizing science, vocational subjects, and Indian culture/history. It aimed to develop skills for productivity, social cohesion, modernization, and democracy.
Pakistan has made some achievements in the field of education over the years. Literacy rates have increased from 16.4% in 1951 to 57% in 2009, with urban rates higher than rural. Some universities have also risen in world rankings, with 5-6 Pakistani universities now among the top 600 globally. However, challenges remain like low public investment, lack of funding, and administrative issues. Reforms have included free education up to matriculation, scholarships, making English compulsory, and increasing education budgets, but more improvements are still needed to better the educational system.
Unit vi POLICY FRAMEWORKS ON EDUCATION: POST INDEPENDENT INDIAThanavathi C
The document summarizes the major recommendations of several Indian education commissions from 1964-2005, focusing on the Kothari Commission of 1964-1966.
The Kothari Commission was unique in comprehensively reviewing the entire Indian education system, rather than specific levels or aspects. It emphasized the crucial role of education in national development. Its international composition allowed it to draw on experiences from other countries.
Key recommendations included: relating education to productivity and national development; promoting social and national integration; modernizing education; cultivating social, moral, and spiritual values; improving teacher training; and establishing a 10+2+3 educational structure.
Subsequent commissions addressed issues like introducing socially useful productive work to strengthen the link between
- In India, teachers (gurus) are highly respected and seen as instrumental in guiding students to God. The tradition of gurukuls involved students living with their teacher and helping with daily life in exchange for education.
- The Vedas are among the oldest texts of Hinduism, dating back to around 1500 BC. Key figures like Ved Vyasa compiled and organized the Vedic mantras.
- Over time, universities and institutions of learning were established across India, such as Taxila, Nalanda, and early medical colleges. Reforms under British rule formalized the education system but also aimed to further their own interests.
- Post-independence, the government took control of
The document outlines the scope and considerations for developing a common school education curriculum in Tamil Nadu. It discusses expanding the scope to include life skills, academic and vocational skills, self-reliance, independence and ability to assert. The curriculum should cater to current and future needs through knowledge creation and innovative skills development using problem-solving learning contexts. Both language and content subjects need to rely on experiential learning strategies like activity-based and active learning to equip students for life and career success.
Educational research is important for educational reform in Bangladesh to achieve goals like the MDGs, EFA, and poverty reduction. The Bangladeshi constitution calls for universal education and removing illiteracy. There have been several education commissions but no permanent body. Research has informed reforms to curriculum, teaching quality, and increasing access to education. Key research organizations in Bangladesh conduct studies to inform policymaking and reforms. However, more needs to be done to institutionalize the link between research findings and education reforms.
The document outlines the history and evolution of Malaysia's national education policy from colonial times to the present. During colonial rule, the education system was segregated along ethnic lines into four separate streams. Post-independence, various committees and plans were proposed to integrate the system and promote national unity, including the Cheeseman Plan, Barnes Report, Fenn-Wu Report, and Razak Statement. The Education Act of 1961 established a national education system with Malay as the primary medium of instruction. Reforms continued into the 1970s and 1980s to improve quality and meet development needs.
The document summarizes the key points of India's draft National Education Policy, including:
1. It outlines India's long history of education from ancient universities like Takshila and Nalanda to modern reforms.
2. It identifies the main challenges facing India's education system such as access, quality, skills, curriculum, technology and equity issues.
3. The vision of the new policy is to create a high-quality, inclusive education system to equip students for productive lives and national development.
4. Some objectives of the policy include expanding early childhood education, achieving universal secondary education, promoting skills and lifelong learning.
The Mudaliar Commission was appointed in 1952 to examine secondary education in India and provide recommendations. It was chaired by Dr. A. Lakshmanswami Mudaliar and included seven other members. The Commission studied the present state of secondary education and suggested measures to reorganize and improve it. Key recommendations included restructuring secondary education to span 7 years, introducing vocational education, making the curriculum more flexible and practical, improving teaching methods, emphasizing character education and co-curricular activities, reducing examinations, and improving teacher training and status.
The document summarizes modifications made to India's National Policy on Education in 1992. It discusses the history and achievements of India's education system since the 1968 National Policy on Education. Key points include expanding access to education, introducing a common 10+2+3 educational structure, and the need to tackle accumulating problems with access, quality, and financing of education. The modifications aim to develop human resources, promote national values of secularism and democracy, and meet new social and economic challenges through improved education.
Education policy governs education systems and can affect people's education at all ages. It includes debates around issues like school size, curriculum content, and teaching methods. Education policy analysis studies these issues to understand the purpose of education and how to measure its success. The document discusses how education transmits a society's values and knowledge from one generation to the next through both formal schooling and informal learning from adults. It also summarizes Pakistan's 1979 National Education Policy, which aimed to promote Islamic values and universal literacy, and proposed reforms like merging religious and modern education.
The recomendations of ncf 2005 and 2009jakeerhusain1
This document discusses the National Curriculum Frameworks (NCF) of 2005 and 2009 in India. It provides a brief history of NCFs since 1975. The NCF of 2005 recommended softening subject boundaries, incorporating local knowledge into textbooks, and creating a stimulating school environment. The NCF of 2009 emphasized changing trainee teachers' negative approaches, moving beyond an examination-focused curriculum, and providing flexible training for in-service teachers. The conclusion states that NCFs aim to help teachers play a significant role in national development, as envisioned by the Education Commission.
The National Education Policy 1992 aimed to increase participation in education across Pakistan and set targets to reform the education system. It recognized primary education as a fundamental right and sought to increase enrollment rates and transform primary education into basic education up to class VIII. The policy emphasized strengthening women's education through new formal and non-formal approaches. It also aimed to modernize curriculums at all levels of education and increase funding for research in sciences and technology.
The Indian education system follows a 10+2+3 pattern, with 10 years of primary and secondary school, 2 years of higher secondary school, and 3 years of bachelor's degree studies. Key aspects of the system include a national policy on education established in 1968 that aims to provide universal access and quality education. Historically, India had gurukul residential school systems and ancient universities like Nalanda and Taxila. The government plays a large role in education, establishing policies and programs and allocating significant funding, though issues remain around quality and skills-based learning.
National Policy on Education 1986 by dr.c.t. Thanavathi C
The National Policy on Education (NPE) 1986 aimed to enable India to stand amongst nations in the 21st century by removing disparities and equalizing educational opportunities. It reviewed the country's education system and policies since independence. The NPE 1986 contained recommendations across 12 parts and 157 paragraphs on reorganizing education at all levels, promoting equality, improving teacher training, management of the education system, and making necessary resources available. The policy focused on providing universal access to education and promoting inclusiveness, while strengthening vocational training and improving learning outcomes.
The document reviews and compares past education policies in Pakistan from 1947 to 1998. It analyzes the policies across different themes, including their vision/objectives, treatment of primary/secondary education, religious education, gender issues, and financing of education. The policies evolved over time, with earlier ones focusing more on universal brotherhood and civic values, and later ones in 1979 and 1998 emphasizing Islamization of education and envisioning Pakistan as an ideological state with Islam as the sole basis of national identity.
This document outlines the TamilNadu Educational Rules which apply to all recognized schools in the state. It defines key terms like "Director", "Inspecting Officer", and "Head of the Institution". It classifies educational institutions as public or private and further divides public institutions into those under government/local body management and those under private management which may receive government aid. The document also describes the different types and levels of schools including nursery/primary, middle, secondary, higher secondary, and special schools. It specifies that no religious instruction shall be provided in schools receiving government funds.
Different Education Policies of PakistanAliza Zaina
This document provides an overview of the different education policies implemented in Pakistan since independence in 1947. It discusses the key recommendations and features of the First Education Conference in 1947, the National Education Commission in 1959, education policies introduced in 1970, 1972, 1979, 1992, 1998-2010, and the Education Sector Reforms initiated in 2005-2010. The ultimate objectives of Pakistan's education policies have been to develop the education system based on Islamic ideology and values, promote universal primary education, improve access to opportunities for learning, and strengthen technical and science education. However, many policies faced challenges in proper implementation due to lack of resources, political instability, and other administrative issues.
The document discusses the need for educational reforms in India. It notes that after independence, the educational system needed to be reformed to impart education focused on nationalism, cooperation, and social unity. It also aimed to promote love for the country and human beings. Several committees and commissions like the Radhakrishnan Committee and Kothari Commission proposed reforms to develop a national education system, make education accessible to all, and align it with the changing social, economic and technological needs of independent India. Major reforms introduced include the 10+2+3 structure, establishing institutions of national importance, expanding access to higher and vocational education, and promoting education for women and disadvantaged groups.
Npe for students with disabilities (simran bahl 2018.b.ed.062)Simran Bahl
The document discusses India's national policies on education for children with disabilities from 1986 to 1992. The key points are:
The National Policy on Education (NPE) in 1986 aimed to provide equal opportunities in education for all students, including those with physical disabilities. It emphasized integrating disabled students into general education settings when possible. The Programme of Action in 1992 further aimed to achieve universal primary education for disabled children and established targets and implementation strategies toward that goal, such as increasing enrollment of disabled students in general schools. It also addressed issues like special schools, teacher training, and vocational education to better support the education of children with disabilities in India.
EDUCATIONAL REGULATIONS OF POST INDEPENDENCE PERIOD
Education Commission (1964-66)
Challenge of Education: A policy perspectives of Govt. of India (1985)
National Policy on Education (1986)
POA (Programme of Action)(1990)
Impact of Different Education system in Pakistanbc080200109
This document discusses the importance of education in Pakistan and compares different education systems in the country. It outlines the structures of the madrassah system, public/private school system, and their differences in teaching methods, curriculum, facilities and more. It also reviews literature highlighting Pakistan's low literacy and education rankings, the impact of education on its economy and society, and comparisons of private and public sector performance.
The document discusses the history of educational policies and reforms in Pakistan since independence in 1947. It outlines key policies, conferences, commissions, and 5-year plans that have aimed to promote primary education, improve quality, and increase enrollment and participation rates across different levels of education. Some goals of policies included universalizing primary education, introducing vocational programs, improving teacher training, and increasing the role of the private sector in education. Implementation of these policies faced challenges and targets were often not fully achieved.
Secondary education in India typically covers children aged 12 to 18 and comprises classes 9 and 10. It aims to build on primary education and prepare students for higher secondary education. The Mudaliar Commission in the 1950s made recommendations to reorganize secondary education in India to meet the needs of the newly independent nation, including establishing multi-purpose higher secondary schools, teaching both regional languages and English, offering diversified subjects, and locating schools in accessible rural and urban areas with sufficient facilities.
The document summarizes the key points of India's draft National Education Policy, including:
1. It outlines India's long history of education from ancient universities like Takshila and Nalanda to modern reforms.
2. It identifies the main challenges facing India's education system such as access, quality, skills, curriculum, technology and equity issues.
3. The vision of the new policy is to create a high-quality, inclusive education system to equip students for productive lives and national development.
4. Some objectives of the policy include expanding early childhood education, achieving universal secondary education, promoting skills and lifelong learning.
The Mudaliar Commission was appointed in 1952 to examine secondary education in India and provide recommendations. It was chaired by Dr. A. Lakshmanswami Mudaliar and included seven other members. The Commission studied the present state of secondary education and suggested measures to reorganize and improve it. Key recommendations included restructuring secondary education to span 7 years, introducing vocational education, making the curriculum more flexible and practical, improving teaching methods, emphasizing character education and co-curricular activities, reducing examinations, and improving teacher training and status.
The document summarizes modifications made to India's National Policy on Education in 1992. It discusses the history and achievements of India's education system since the 1968 National Policy on Education. Key points include expanding access to education, introducing a common 10+2+3 educational structure, and the need to tackle accumulating problems with access, quality, and financing of education. The modifications aim to develop human resources, promote national values of secularism and democracy, and meet new social and economic challenges through improved education.
Education policy governs education systems and can affect people's education at all ages. It includes debates around issues like school size, curriculum content, and teaching methods. Education policy analysis studies these issues to understand the purpose of education and how to measure its success. The document discusses how education transmits a society's values and knowledge from one generation to the next through both formal schooling and informal learning from adults. It also summarizes Pakistan's 1979 National Education Policy, which aimed to promote Islamic values and universal literacy, and proposed reforms like merging religious and modern education.
The recomendations of ncf 2005 and 2009jakeerhusain1
This document discusses the National Curriculum Frameworks (NCF) of 2005 and 2009 in India. It provides a brief history of NCFs since 1975. The NCF of 2005 recommended softening subject boundaries, incorporating local knowledge into textbooks, and creating a stimulating school environment. The NCF of 2009 emphasized changing trainee teachers' negative approaches, moving beyond an examination-focused curriculum, and providing flexible training for in-service teachers. The conclusion states that NCFs aim to help teachers play a significant role in national development, as envisioned by the Education Commission.
The National Education Policy 1992 aimed to increase participation in education across Pakistan and set targets to reform the education system. It recognized primary education as a fundamental right and sought to increase enrollment rates and transform primary education into basic education up to class VIII. The policy emphasized strengthening women's education through new formal and non-formal approaches. It also aimed to modernize curriculums at all levels of education and increase funding for research in sciences and technology.
The Indian education system follows a 10+2+3 pattern, with 10 years of primary and secondary school, 2 years of higher secondary school, and 3 years of bachelor's degree studies. Key aspects of the system include a national policy on education established in 1968 that aims to provide universal access and quality education. Historically, India had gurukul residential school systems and ancient universities like Nalanda and Taxila. The government plays a large role in education, establishing policies and programs and allocating significant funding, though issues remain around quality and skills-based learning.
National Policy on Education 1986 by dr.c.t. Thanavathi C
The National Policy on Education (NPE) 1986 aimed to enable India to stand amongst nations in the 21st century by removing disparities and equalizing educational opportunities. It reviewed the country's education system and policies since independence. The NPE 1986 contained recommendations across 12 parts and 157 paragraphs on reorganizing education at all levels, promoting equality, improving teacher training, management of the education system, and making necessary resources available. The policy focused on providing universal access to education and promoting inclusiveness, while strengthening vocational training and improving learning outcomes.
The document reviews and compares past education policies in Pakistan from 1947 to 1998. It analyzes the policies across different themes, including their vision/objectives, treatment of primary/secondary education, religious education, gender issues, and financing of education. The policies evolved over time, with earlier ones focusing more on universal brotherhood and civic values, and later ones in 1979 and 1998 emphasizing Islamization of education and envisioning Pakistan as an ideological state with Islam as the sole basis of national identity.
This document outlines the TamilNadu Educational Rules which apply to all recognized schools in the state. It defines key terms like "Director", "Inspecting Officer", and "Head of the Institution". It classifies educational institutions as public or private and further divides public institutions into those under government/local body management and those under private management which may receive government aid. The document also describes the different types and levels of schools including nursery/primary, middle, secondary, higher secondary, and special schools. It specifies that no religious instruction shall be provided in schools receiving government funds.
Different Education Policies of PakistanAliza Zaina
This document provides an overview of the different education policies implemented in Pakistan since independence in 1947. It discusses the key recommendations and features of the First Education Conference in 1947, the National Education Commission in 1959, education policies introduced in 1970, 1972, 1979, 1992, 1998-2010, and the Education Sector Reforms initiated in 2005-2010. The ultimate objectives of Pakistan's education policies have been to develop the education system based on Islamic ideology and values, promote universal primary education, improve access to opportunities for learning, and strengthen technical and science education. However, many policies faced challenges in proper implementation due to lack of resources, political instability, and other administrative issues.
The document discusses the need for educational reforms in India. It notes that after independence, the educational system needed to be reformed to impart education focused on nationalism, cooperation, and social unity. It also aimed to promote love for the country and human beings. Several committees and commissions like the Radhakrishnan Committee and Kothari Commission proposed reforms to develop a national education system, make education accessible to all, and align it with the changing social, economic and technological needs of independent India. Major reforms introduced include the 10+2+3 structure, establishing institutions of national importance, expanding access to higher and vocational education, and promoting education for women and disadvantaged groups.
Npe for students with disabilities (simran bahl 2018.b.ed.062)Simran Bahl
The document discusses India's national policies on education for children with disabilities from 1986 to 1992. The key points are:
The National Policy on Education (NPE) in 1986 aimed to provide equal opportunities in education for all students, including those with physical disabilities. It emphasized integrating disabled students into general education settings when possible. The Programme of Action in 1992 further aimed to achieve universal primary education for disabled children and established targets and implementation strategies toward that goal, such as increasing enrollment of disabled students in general schools. It also addressed issues like special schools, teacher training, and vocational education to better support the education of children with disabilities in India.
EDUCATIONAL REGULATIONS OF POST INDEPENDENCE PERIOD
Education Commission (1964-66)
Challenge of Education: A policy perspectives of Govt. of India (1985)
National Policy on Education (1986)
POA (Programme of Action)(1990)
Impact of Different Education system in Pakistanbc080200109
This document discusses the importance of education in Pakistan and compares different education systems in the country. It outlines the structures of the madrassah system, public/private school system, and their differences in teaching methods, curriculum, facilities and more. It also reviews literature highlighting Pakistan's low literacy and education rankings, the impact of education on its economy and society, and comparisons of private and public sector performance.
The document discusses the history of educational policies and reforms in Pakistan since independence in 1947. It outlines key policies, conferences, commissions, and 5-year plans that have aimed to promote primary education, improve quality, and increase enrollment and participation rates across different levels of education. Some goals of policies included universalizing primary education, introducing vocational programs, improving teacher training, and increasing the role of the private sector in education. Implementation of these policies faced challenges and targets were often not fully achieved.
Secondary education in India typically covers children aged 12 to 18 and comprises classes 9 and 10. It aims to build on primary education and prepare students for higher secondary education. The Mudaliar Commission in the 1950s made recommendations to reorganize secondary education in India to meet the needs of the newly independent nation, including establishing multi-purpose higher secondary schools, teaching both regional languages and English, offering diversified subjects, and locating schools in accessible rural and urban areas with sufficient facilities.
The document discusses public sector enterprises (PSEs) reforms in India. It notes that PSEs operate in various core industries and the government owns over 51% equity in them. Over time, the number of PSEs and total investment in them has increased substantially. However, reforms are needed due to issues like lack of competition, inefficiency, and social objectives conflicting with commercial goals. The document outlines various reform measures taken, including categorizing PSEs as Navratna, Miniratna and Maharatna based on certain criteria to provide them more autonomy. It also discusses the objectives and process of disinvestment of government equity in certain profitable PSEs.
This document summarizes the teaching of higher-order thinking skills in Malaysian classrooms. It discusses how Malaysia formally began teaching these skills in the early 1990s by developing curriculum and training teachers. It also describes the education system in Malaysia and key reforms over time to emphasize thinking skills. The document analyzes implementation of thinking skill programs in schools and teacher education colleges. It discusses the models and guidelines provided to teachers and findings from a study on teaching thinking skills in language classrooms. The study found teachers felt less knowledgeable about teaching higher-order thinking skills compared to teaching their subject matter.
Objectives:
To know the history of education before and after the birth of Pakistan.
To understand the Muslim outlook towards education;
To be aware of the efforts of the various governments for bringing change in education in quality and quantity as envisaged in its educational policies.
Identify the contemporary trends in education
To understand the impact of policies on education
To know the strengths & drawbacks of the system of education in Pakistan
Unit 1: Introduction
Definition and concept of education
Significance and importance of education
Functions of education
Unit 2: Islam and Education
Relationship between Islam and Education
Role of Muslim scholars for promotion of education in Pakistan
Role of Muslim leaders in education
Unit 3: National Educational Conference 1947
Quaid-e- Azam Message
Fazal ur Rehman three dimensions of Education
Aims of the Education Conference
Recommendations of the conference
Unit 4: National Education Commission 1959
Background
Objectives of the commission
Salient features of the commission
Implementation Policy Regarding Education Commission 1959
Unit 5: Educational Policies of Pakistan
New Educational policy 1970
Educational policy 1972
Educational policy 1979
Educational policy 1992
Educational policy 1998-2010
Educational policy 2009
Unit 6: Provision of Education in Five Years Plans
Objectives
Teachers’ training
Educational research
Elementary and Secondary Education
Colleges and Universities
Adult education
Role of private sector in education
Unit No7: Provincial Departments of Education
Level of Education at Provincial Level
Provincial Directorates of Education
Directorate of Elementary & Secondary Education
Directorate of Colleges & Archives
Directorate of Technical education
Curriculum Bureaus
Text Book Boards
Unit 8: Educational Institutions in Pakistan
Early childhood education
Elementary education
Secondary education
Colleges and universities
Teachers’ education institutions
Unit 9: Examination System of Pakistan
Concept, importance and objectives of examination
Semester System (Meaning, Nature, Merits and Demerits)
Terminal System ((Meaning, Nature, Merits and Demerits)
Terminal System ((Meaning, Nature, Merits and Demerits)
Unit No 10: New Trends in Pakistani Education
Education Sector Reforms (ESR)
Human Resource Development (HRM)
Technological Development & Education
Non-Formal (Distance Education)
Special Education
Problems & Issues in the Education System of Pakistan
Recommended Books
Hayes Lousis (1987)The Crisis of Education in Pakistan Vanguard
Coombs. Philip H. The world Crisis in Education Ibid
Dave R.H. (1976)Foundation of Life Long Education UNESCO Institute of Education Pergaman Oxford UK
Crophey, AJ (1977). Life Long Education Psychological Analysis Pergaman Oxford UK
Govt. of PakistanNational Bureau of Curriculum & Text book, Islamabad July -1999
Ibrahim, Imran Educationa
The document discusses the teaching of higher-order thinking skills in Malaysian classrooms. It provides background on Malaysia's education system and details the country's efforts to promote teaching thinking skills since the early 1990s. This included developing new curriculum and resources for teachers, training programs, and monitoring implementation. The document also reports findings from a study which found that while teachers felt knowledgeable about teaching their subject areas, they perceived having less knowledge on teaching higher-order thinking skills within those subjects.
This document discusses population education and its integration into the formal education system. It defines population education and outlines its objectives. It describes the components of a formal education system, including curriculum, teachers, students, and administrators. It discusses the need to integrate population education, approaches to doing so, and how population education content has been developed and incorporated into the education system in Pakistan at various grade levels. It also outlines the qualities needed in a good population education teacher.
The document discusses the history and development of teacher education in India. It describes teacher education from ancient times during the Upanishadic and Buddhist periods, through the medieval period under Muslim rule, and in the modern period under British rule. It notes that teachers have historically enjoyed high status and respect in Indian society. It outlines key developments in teacher education such as the establishment of training institutions by European missionaries in the late 18th century, recommendations from the Wood's Despatch of 1854 and the Hunter Commission of 1882 to professionalize teaching through training and certification.
The document discusses curriculum in the Islamic system of education. It states that the philosophical, psychological, sociological, and economic bases of the curriculum are rooted in Islamic religious beliefs and laws. The core curriculum is the Quran, which is the first subject taught to children. Curriculum integration involves reducing barriers between subjects by considering common elements. The content selection in an Islamic curriculum focuses on validity, balance, appropriateness, learnability, and flexibility. The document provides models of curriculum for secondary classes with topics like Islam as a way of life and the sources of Islamic law.
The First World Conference on Muslim Education was held in 1977 in Mecca. It recommended establishing an integrated Islamic education system with the following key points:
1. Education should aim for the balanced growth of the spiritual, intellectual, physical and social development of students.
2. Knowledge is classified into perennial knowledge from the Quran and Sunnah and acquired knowledge from other disciplines.
3. Curricula should include the study of the Quran and Islamic sciences as well as reformed subjects in other areas incorporating Islamic principles.
4. Emphasis was placed on teacher education, separate education for females, and non-formal education for youth. The conference influenced the rise of educational institutions and education reform efforts
The document provides an introduction to key concepts of curriculum. It defines curriculum and discusses its major components. Curriculum is defined as including permanent subjects, those useful for contemporary society, and all planned learning. The major components are aims/goals/objectives, subject matter/content, learning experiences, and evaluation approaches. Goals are more general outcomes while objectives refer to specific classroom outcomes and are assessable. Objectives are further classified by Bloom's taxonomy as cognitive, affective, and psychomotor. The philosophy of education and curriculum in Malaysia is also outlined, with the goal of developing students intellectually, spiritually, emotionally, physically, and as responsible contributors to society.
1. This document summarizes the history and development of the Malaysian education system. It discusses the various systems that existed during different periods of influence, including Pondok schools, Malay schools, English schools, and vernacular schools for Chinese and Indians.
2. It then describes the establishment of a national education system beginning in the 1950s to unite a multiracial population, drawing from reports by Barnes and Fenn Wu, Razak, and Rahman Talib. Key aspects included using Malay as the medium of instruction and a common curriculum/examination system.
3. The document outlines continued reforms, including the introduction of KBSR and KBSM, to develop a system oriented around skills
The document summarizes the Malaysian philosophy of education and its objectives. It outlines the five stages of education in Malaysia which are pre-school, primary, secondary, tertiary, and post-graduate. It then discusses the vision and mission of Malaysian education to develop students' potential through quality education. The rest of the document discusses 12 elements of the Malaysian education policy for molding human capital, including developing individual potential, a holistic and continuous education process, and producing citizens who are knowledgeable, noble, and able to contribute to society.
The document is a curriculum specification for the biology curriculum in Form 5 secondary schools in Malaysia. It outlines the aims of developing students' knowledge and skills in biology, the application of scientific skills and thinking skills, and cultivating scientific attitudes and noble values. The curriculum content is organized into themes on physiology of living things and variation and inheritance, with learning areas, objectives, activities and learning outcomes specified for each theme.
Curriculum specifications Biology Form 5Maria Ting
The document is a curriculum specification for the biology curriculum in Form 5 secondary schools in Malaysia. It outlines the aims of developing students' knowledge and skills in biology, scientific inquiry abilities, and noble values. The curriculum aims to produce citizens who can apply biological knowledge to improve health and environmental stewardship. It describes the scientific skills, thinking skills, and content areas covered in the Form 5 biology curriculum, which includes physiology of living things and variation and inheritance.
The document is a curriculum specification for the biology curriculum in Form 5 from the Ministry of Education in Malaysia. It outlines the aims of developing students' knowledge and skills in biology, the scientific skills and thinking skills taught, and the content organization of the curriculum which is divided into themes of physiology of living things and variation and inheritance. The curriculum aims to produce citizens who can apply biological knowledge to improve health and contribute to science advancement.
The document is a curriculum specification for the biology curriculum in Form 5 from the Ministry of Education in Malaysia. It outlines the aims of developing students' knowledge and skills in biology, the scientific skills and thinking skills taught, and the content organization of the curriculum which is divided into themes of physiology of living things and variation and inheritance. The curriculum aims to produce citizens who can apply biological knowledge to improve health and contribute to science advancement.
The document outlines India's proposed National Education Policy. Key points include:
1. The policy aims to transform India's education system to develop skills like critical thinking, creativity, and problem solving to meet 21st century needs.
2. It proposes a new curriculum structure of 5+3+3+4 years with increased flexibility and choice of subjects.
3. Foundational literacy and numeracy for all children by 2025 is identified as a top priority to address India's learning crisis. National and community programs will be developed to help students achieve this.
4. Ensuring access to education for all is emphasized, especially for dropout students, through infrastructure expansion, tracking attendance, and remedial support
The document is the 2006 curriculum specifications for chemistry from the Ministry of Education in Malaysia. It outlines the aims of developing students' knowledge and skills in chemistry to solve problems and make decisions based on scientific attitudes and values. The objectives are to acquire scientific knowledge and thinking skills to apply them creatively and critically. It also aims to develop scientific skills, thinking skills like critical and creative thinking, and thinking strategies like conceptualizing and problem solving.
ABSTRACT: Acquiring the knowledge to serve the people is the main theme of knowledge and Education in Muslim perspective. Historically this is rooted and integrated with knowledge and education. While Islamic education has been introduced all levels of education at present
time, its graduates are not satisfying the Muslims’ expectations in terms of achievement such as having a sense of complementing each other, ability to manage personal affairs as well as to manage the social and state affairs competently. This paper argues that this failure is the result of their intellectual poverty, and it will be resolved if the authority of contemporary Islamic education integrates Islamic epistemological views with the contents of education. This paper depicts history of emancipatory worldview of Islam to shape modern Muslims’
epistemological view. The conceptualization of this history is founded on the syntheses of the history of education of past Muslims, their practices of teaching and learning, goal of the Quran as a content of education, prophet’s services towards his fellow people. Therefore, in order to empower the Muslim learners with the capacity to emancipate the human, this paper suggests looking back to the history. Then only Muslims will succeed to benefit the world otherwise they may fail to do so. The history that is discussed here will affect the attitude of Muslim learners to other contemporary civilizations, teaching learning practice.
While emancipatory worldview is quite a sociological subject matter in order to model it, this paper explains from the history, the Quran’s illustrations regarding role and position of Muslims in this world, prophet’s manner as an educationist, value system rooted in Muslim contents, and foundation of Muslim education. This paper finds that the emancipatory worldview can be propelled among the Muslims if the current pedagogy acts as a moderator
between the content and the history.
The document discusses innovation in the Malaysian education system. It notes that innovation is important for national policy development and global competitiveness. The traditional Malaysian education system focuses on direct teaching and copying notes, but innovation calls for student-centered learning using modern technology. Some ways to innovate education mentioned include reducing school types, improving learning environments, emphasizing practical application of knowledge, and developing creativity in classrooms. The best practices proposed are internships for students, teachers and students mastering their fields of expertise, and using ICT to advance learning.
Rwanda has two main ethnic groups, the Hutus and Tutsis, who generally lived peacefully until European colonization in the late 19th century. When Rwanda gained independence in 1962, tensions rose as the Hutu majority took control from the Tutsi elite. In 1994, the assassination of Rwanda's Hutu president sparked a genocidal campaign where Hutu extremists killed an estimated 800,000 Tutsi and moderate Hutus over 100 days, as the international community largely failed to intervene. Decades later, perpetrators of the genocide remain at large.
1) The document outlines six main strategies for resolving conflicts and disagreements: communicate, negotiate, mediate, arbitrate, litigate, and legislate.
2) It provides brief descriptions of each strategy and notes that negotiation requires skill while mediation involves a neutral third party.
3) Additional tips for resolving conflicts include compromising, seeking mediation, considering a staged approach, and establishing guidelines to focus on problems rather than individuals.
The document discusses micro and macro levels of analysis in sociology. Micro levels deal with small social patterns like interactions between individuals, while macro levels examine large social patterns like the effects of institutions on whole populations. It also categorizes types of conflict as interpersonal, intranational, or international based on whether they occur between individuals, within a nation, or between nation-states. Finally, it lists some common causes and effects of conflict such as differing expectations, assumptions, values, and decreased morale.
Barack Obama was born in 1961 in Hawaii and was the first African American president of the United States. He had a diverse background, living in Indonesia as a child before attending Columbia University and Harvard Law School. As a lawyer and law professor, Obama worked as a community organizer in Chicago and served in the Illinois State Senate from 1997 to 2004. He was elected to the U.S. Senate in 2004 and gained national attention with his keynote address at the 2004 Democratic National Convention. Obama was elected president in 2008 running on a message of hope and change.
Occurrences of conflict at micro level and macroShahirah Zafirah
This document discusses conflicts that can occur at both the micro and macro levels of social analysis. At the micro level, conflicts arise from individual interactions and relationships, while at the macro level, conflicts stem from larger social structures, processes, and their interrelationships in society. Both levels are important for sociological understanding, though micro-level theories have been criticized for overlooking broader social conditions that influence individual behavior.
The document discusses challenges in the Malaysian education system that teachers can help manage. Some of the key challenges include students having learning and behavior disorders, creating an organized classroom environment with clear rules, and dealing with student frustration. The document provides suggestions for teachers such as using positive reinforcement, building relationships between students, and relating lessons to students' real-world lives. Overall, the document emphasizes the important role of teachers in guiding students to help overcome challenges facing the Malaysian education system.
The document provides a chart listing words and their synonyms and antonyms. It includes 3 sections - Synonyms, Antonyms, and Homophones. The Synonym section lists words and their similar meaning words. The Antonyms section lists words and their opposite words. The Homophone section lists words that sound the same but have different meanings.
Ringkasan dokumen tersebut adalah:
1) Latihan tekanan bertujuan untuk meningkatkan kemahiran melalui situasi sebenar dan membantu pemain membina keyakinan.
2) Ia meningkatkan dayatahan otot dan kemahiran khusus dengan berulang kali dalam masa singkat.
3) Faktor seperti jenis program, kekerapan dan matlamat perlu dipertimbangkan untuk latihan tekanan.
1. Dokumen tersebut membahas tentang sifat kebaikan bernama kesyukuran. Definisi kesyukuran adalah perasaan dan tindakan yang mengekspresikan rasa terima kasih secara ikhlas atas nikmat dan kesenangan yang diterima.
2. Beberapa dalil Alquran dan hadis menjelaskan pentingnya bersyukur, antara lain dengan memanfaatkan nikmat Allah untuk kebaikan dan mengingat nikmat-Nya. Contoh
Mind mapping is a creative note-taking method that visually organizes information in a radial, branching structure. It utilizes images, words, and colors to map connections and show hierarchical relationships within a topic. Mind maps improve memory retention, creativity, and understanding by appealing to more areas of the brain compared to linear notes. They make information more memorable and accessible by allowing the essence and order of ideas to become evident through the visual representation.
This document provides instructions for inserting various media elements like audio files, graphics, and hyperlinks into PowerPoint presentations. It describes how to insert sound files from your computer, insert SmartArt graphics, apply transitions to single slides or all slides, create different types of hyperlinks to other slides, URLs, or web pages, and make custom slide shows. The steps provided include selecting the appropriate tabs and buttons, locating files, and setting properties and options for each element.
This document discusses basic computer hardware and software maintenance. It provides explanations of common hardware components like cases, drives, keyboards, mice, monitors, and printers. It also discusses basic software like programming software, operating systems, and applications. Specific examples of operating systems and applications are given. The document then defines window environments and provides examples of environment variables and how to set them up in Windows.
The document is a short story titled "The Jade Bracelet". It describes a grandmother who is sick and wishes to pass down her beloved jade bracelet to her granddaughter, Siew May. However, after the grandmother passes away, the bracelet is instead given to Mrs. Wong's brother instead of Siew May, as the grandmother had requested.
The document provides a summary of Katherine Mansfield's short story "The Garden Party". It describes how the upper-class Sheridan family is preparing for a garden party on a sunny summer day. They receive news that a poor laborer from down the hill, Mr. Scott, was killed in a horse accident, leaving behind a wife and children. Laura Sheridan, one of the daughters, feels upset about this and wants to cancel the party, but her family thinks she is overreacting. The summary then provides brief descriptions of the characters, themes, setting and some literary devices used in the story.
William Blake was born in London in 1757 and apprenticed as an engraver at age 14. He married Catherine Boucher in 1782 and they collaborated on his artistic works. Blake struggled with poverty throughout his life but was a prolific artist, writer and poet, known for works like Songs of Innocence and Songs of Experience. He received more acclaim after his death in 1827.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Educational and curriculum development: independence to 1990 Reformation in
The National Education System of Malaysia, as mentioned earlier, was Malaysia
inherited from the British colonial government. However, the policy outlined in
the Education Act of 1961, was a result of clearly thought out strategies aimed
at revamping the fragmented education system of the British colonial era, with
the main objective of achieving national unity and development through
education. 463
The Education Act was to be implemented in stages, to ensure a gradual
transition. It was this gradual implementation of the Education Act, which
characterized educational development and curriculum changes in the early
decades after independence. In essence, it was a gradual change from the
British (English School) type of education to a Malaysian education system,
with a Malaysian outlook and Malaysian oriented curriculum.
Curriculum planning and development was (and is) done at the federal level
and the national education system is centrally administered. Education was and
is a federal matter. Curriculum changes mainly took the form of adapting the
curriculum to the changing needs of the nation, specifically adapting the
syllabus, that is content of subjects to be taught, to fulfil the development needs
of the country. The main objective of education was still national unity, but
changes during this time have also shifted the emphasis from national unity to
national unity and human resource development for a developing nation.
At the end of the 1970s, after undergoing changes in the curriculum and
system as a whole, all schools used Bahasa Malaysia as the medium of
instruction (except at primary level which was provided for in the Education
Act) and comprehensive education was provided for nine years. The changing
emphasis during this period reflected the importance given to science and
technology, in the light of economic development of the times. The system of
education then can be described as providing basic education at the elementary
level, general comprehensive education at the lower secondary level, and semi-
specialized at the upper secondary level. Specialization as preparation for
university was done in Grades 12 and 13, or the pre-university level, at the end
of which students sit for the Malaysian Higher School Certificate of Education
Examination.
Societal and economic changes during the period, reflected in an increasing
emphasis on science and technology in general, also saw the changing
importance given to technical and vocational education as part of the “science
stream” in schooling. As a result, technical and vocational education gained
recognition and popularity, due to the demand for technically oriented
individuals in the labor market. By the end of the 1970s, there were 68 technical
and vocational schools in Malaysia, with more than 30,200 students enrolled, in
addition to 1,200 normal “academic” schools in the country.
At the end of the 1970s, the government felt that it was time to review
whether the system’s evolution was meeting the needs of a progressive
Malaysian nation. Once again an Education Review Committee was set up
under the then Honorable Minister of Education, Dr Mahathir Mohammed (now
3. Journal of the Prime Minister). The report, released in 1979, now popularly known as the
Educational Cabinet Committee Report, was a result of a very comprehensive study of the
Administration education system as spelt out by the Education Act of 1961.
The Cabinet Committee Report (1979), is in essence in line with what is later
36,5 declared by the Prime Minister as Vision 2020 (Mahathis, 1991). Although the
Cabinet Committee Report did not delineate a new education policy, the
464 emphasis shifted towards building a truly Malaysian society of the future. To
that effect, it emphasizes at all levels of schooling, a holistic (intellectual,
spiritual, physical and emotional) approach to quality human development to
ensure development from all domains – cognitive, affective, and psychomotor.
As stated in the National Educational Philosophy:
Education in Malaysia is an ongoing effort towards further development of the potential of
individuals in a holistic and integrated manner, so as to produce individuals who are
intellectually, spiritually, emotionally and physically balanced and harmonious based on a
firm belief in God. Such an effort is destined to produce Malaysian citizens who are
knowledgeable, who possess high moral standards, and who are responsible and capable of
achieving a high level of personal well being as well as able to contribute to the harmony and
betterment of the nation at large (Ministry of Education, 1993).
In attempting to revamp the curriculum, the KBSR and KBSM take on a whole
new approach. Specific teaching strategies, which are child centered,
characterized with student participation, are incorporated into the teaching
learning activities, (which include both classroom activities as well as co-
curricular activities outside the classroom), combined with a holistic approach
to human development. This is the essence of the current movement.
The KBSR is a back to basics movement, aimed at reducing the previously
heavily content-oriented curriculum, to concentrate on the three Rs. The
orientation clearly specifies a child-centered approach, which requires more
student participation and focuses on individual differences of students.
Teaching activities are designed to especially encourage participation and
verbal communication through verbal skills (aural and oral) as well as reading
and understanding, experiential based writing and practical application of
mathematical concepts such as additions, subtractions, multiplication and
divisions. Learning is to be gained through a variety of experiences, such as
group learning (class, small groups, or diads) or as individuals, depending on
the skills, interests and ability of the students. The teaching and learning
process should, as far as possible, be improved through the use of local
prototype materials and orientations to reflect a truly Malaysian curriculum.
KBSM is a continuation of the KBSR, to provide general education until the
11th year of schooling, through the offering of core subjects, and elective
subjects to enable them to make choices in selecting subjects of their interest. At
the lower secondary level, KBSM retains the structure and subject offerings,
except that the choice of electives of prevocational subjects is eliminated.
Instead a new subject, “Life skills” is introduced as part of the core, taken by all.
The contents comprise some basic elements of Industrial arts, Home economics,
4. Commerce and Agricultural science, to enable students to acquire manipulative Reformation in
skills in coping with their day-to-day lives. Malaysia
Major changes occurred at the upper secondary level. The KBSM aims to
continue providing general education (implying that specialization is to be
deferred to the pre-university level, which is beyond what is covered by the
KBSM). In this way, the eleven years of schooling (six years elementary and five
years secondary) at one and the same time, prepares students for the work 465
market as well as to further their education to higher levels. Students are thus
no more streamed into specialized areas, (“Arts”, “Science“, “Technical” or
“Vocational” streams), although there is room for them to have subject
concentration through their choice of elective subjects. The upper secondary
curriculum consists of core subjects required of all students (general education),
and four groups of subjects from four areas (Humanities, Science, Technical and
Vocational, and Islamic Education). Students are allowed to choose their
electives from two of the four areas. This may also mean paving the way for the
ultimate abolishment of the technical and vocational schools.
Pre-university education consists of two years of specialization in
preparation for students to enter university, although in essence students treat
it as another step in education. For some, pre-university education is in the form
of matriculation classes of particular universities. In some cases students enter
the universities for integrated programs which allow them to graduate with
Diplomas (in the Malaysian context diplomas are one step lower than full
fledged degrees), or be converted into the degree programs, which ultimately
enable them to graduate with bachelor’s degrees. For those preparing to enter
foreign universities, they sit for the A-levels, Associate American Degree
Programs , or Australian Matriculation Programs.
It is pertinent to mention here that private education in Malaysia is a fairly
recent phenomenon. During the early stages of educational development, when
the country saw the consolidation of the education system, private schools were
unheard of. During the developing years, when the importance of education
was strongly linked to social mobility, and the formal education system was
rather élitist, private schools were established as charity organizations to assist
school dropouts and examination failures by giving them a second chance to sit
for the public examinations in order to reenter the mainstream. This was to
complement government efforts of giving further education classes to school
dropouts or adult learners to enable them to sit for the public examinations.
When the schooling system became more democratized, and education was
assured for at least nine years (now 11 years), the need for such organizations
diminished. Private schools, then took on another character, that of providing
alternative education. Today, this is the mainstay of private schools. Many of
them cater for both the elementary and secondary and a few until the pre-
university level. Private schools, however, also follow the national curriculum,
since their main function is to prepare students for the same examinations.
5. Journal of The development of values education curriculum
Educational Values education in one form or another has been a part of the Malaysian
Administration educational curriculum in at least some schools since the British colonial era. In
English schools, be it government or the missionary schools, it was Christian
36,5 ethics. In the government Malay schools, there were also doses of values
education in the teaching of hygiene and “ethics” similar to those of the English
466 schools. In Arabic or Koranic schools, Islamic ethics were the core, taught in the
context of teaching Islam as a way of life. It can be assumed that some form of
values education, no matter how informal, was given in the other schools, since
all education is in fact moral education, as “…all the experiences that pupils
have in schools have a morally educative effect” (Downey and Kelly, 1986, p. 168).
The post independence era saw the establishment of the National school
system (and the abolishment of the different strands of schools systems) and
following the British tradition – religion (in this case Islamic Studies) was
taught in place of Scripture. Agama, as the subject was then known, was
heavily content based, and doctrinaire in approach, but nevertheless had an
important section devoted to akhlak (Islamic ethics).
Agama, however, was only for the Muslim students. The constitution
ensures freedom of worship for all, and taking the sensitivities of the different
ethnic groups as being important for national unity, Agama could not be forced
onto non-Muslim students, nor Islamic ethics be infused into their teaching.
Steps had to be taken to ensure that all students were exposed to some form of
values education, in direct instruction. In the early 1970s, Civics as a subject
was introduced as a mandatory subject for all non-Muslim students; but the
subject was non-examinable. It was soon found to be ineffective, and schools
put little significance to its implementation as the school system was (and still
is) very examination oriented. Islamic education, on the other hand, was (and is)
an examination subject.
During this phase too, Agama like the other subjects underwent changes and
adaptations parallel with the changing times and needs. Although teaching
was still heavily content based, there were efforts to make it more applicable to
everyday life and expand the curriculum to reflect teaching of Islam as a way of
life. Co-curricular activities were also designed to strengthen the classroom
teaching. The name was changed to Pendidikan Islam (Islamic Education), to
reflect the scope.
At the end of the 1970s, the need for the teaching of values was formally
acknowledged. The Cabinet Committee Report recommended that the Ministry
of Education drew up a curriculum for the teaching of values in the form of
moral education (as a subject) for the non-Muslim students, and for it to be
made mandatory as well as examinable. It was to be taught at the same time
when the Muslim students are taught Islamic Education.
In implementing the recommendations, the Curriculum Development Center
set up a machinery to draw up a syllabus for moral education. In doing this,
much care was taken to include values that reflect Malaysian society, which are
acceptable to all and do not offend any one religious group. A committee was set
6. up to work on the syllabus, the members of which include the curriculum Reformation in
officers, representatives from all religious groups, as well as consultants from Malaysia
the universities.
It was also at this time that Malaysians got involved in a series of Asian
workshops sponsored by the National Institute of Education (NIER) Tokyo and
Unesco which undertook to discuss and identify core values universally
accepted (Mukherjee, 1986). Values adopted by the workshops are taken into 467
consideration in developing the moral education syllabus. Finally, a total of 16
core values (which can again be detailed as the core content of the moral
education and approved for implementation in the KBSR and KBSM. The list of
values is in the Appendix.
These values are derived from religions, traditions and customs of the
people, while taking into consideration the universal aspects. They relate to
human relationships in everyday life, particularly relevant to relationships with
the family, peer group, society as well as organization.
The syllabus, however, does not put them in a hierarchy, or serialize them.
Instead all 16 values are to be taught at all levels, to enable the students to be
continuously and consistently infused with them. Nevertheless the scope and
depth of approach were to be different for every level. The issues are to be
presented in an increasingly difficult and complex manner, to be in line with the
student’s maturity and ability to think. Teaching strategies should be in the
realm of daily living, and every day occurrences in the life of the student. Hence
the values are to be presented as of equal importance, and to be treated in
relation to one another.
The syllabus of moral education, which can be applied to values education as
a whole, as delineated in the moral education syllabus (1988) the Sukatan
pelajaran Pendidikan moral 1988, was to mould individuals of good character
possessing good moral values through the nurturing of, and internalizing as
well as applying moral values relevant to the Malaysian society. It is expected
then to help produce good citizens, who can make decisions and are responsible
members of the society, and able to cope with moral issues in the modern world.
Issues in curriculum implementation: the dilemma of values
education
Although values education in one form or another has from the beginning been
acknowledged as relevant in the school curriculum, the current curriculum
clearly pays special attention to the teaching of values as a means of achieving
the objectives of providing quality education for qualitative individual
development of the future Malaysian generation as discussed in the previous
sections. It is considered to be the most important strategy of the KBSM and at
the same time the most radical movement in the current curriculum reform
movement.
The main thrust is the adherence to the principle of holistic development of
individuals through education, which is firmly based on values centered around
the belief in God. To achieve this, the KBSR and KBSM encompass the teaching
7. Journal of of values in a more fervent manner. The government had made a bold statement
Educational that quality individual (human) development is to be firmly founded in the
Administration teaching of values education, which in turn is based on a “firm belief in God”.
No excuse is made for the inclusion of religion in the curriculum, and no issue is
36,5 made of whose values to teach. Acknowledgement is made to the existence of
different beliefs and religions, but the underlying philosophy is that all religions
468 profess the same things as good and evil, and more importance is given to
similarities between different people rather than their differences.
To this effect too, the teaching of values is emphasized in the curriculum, not
only through the direct teaching of the subject (Islamic Education and Moral
Education), but also to be integrated into the teaching of other subjects (values
across the curriculum), as well as indirect infusion through the teacher as the
role model. It is this bold move which is the crux of the dilemma in values
education as discussed in this paper.
This paper will now address the dilemma of values education as the dilemma
of teaching values in the context of the KBSM implementation. No attempt will
be made on the issue of values clarification or values development per se, which
have been extensively deliberated on by well-known scholars. This paper will
be limited to the Malaysian case in terms of the dilemma of implementing
values education and coping with KBSM implementation.
Discussions will revolve around the reflection of issues in the context of
values education in Malaysia, namely values education in the holistic
curriculum of the KBSM, values education and the hidden curriculum and
classroom based values curriculum development.
It is clear that Malaysia has taken the stand that values education should be
an integral part of the school curriculum and that values are to be firmly based
on religious values. Malaysia believes that all education is values education
oriented. Specifically, the importance put on values education reflects the notion
that for individuals to be truly developed it has to be balanced in terms of the
intellect, spiritual, physical as well as emotional, which are based on values.
A total of 16 values have been adopted as the content of moral education,
which are also the values to be integrated into their teaching. The point of
concern here is whether the teaching of values as in moral education and
Islamic education, as well as the infusion of values in teaching through values
across the curriculum achieve their objectives.
Direct teaching of values education is actualized in Islamic Education and
Moral Education. The teaching of moral values, as can be attested by anyone
who has been involved in it, is a very complex process. We know that moral
guidance does not have to, and should not be (especially in a multi ethnic and
multi religious society) an imposition of any one’s values on all children. It
should be offered in a spirit and in a manner that will ensure that in the end the
students will be able to think for themselves, to reach their own moral
conclusions on issues, not contradicting their own religious beliefs.
This is indeed a tall order, when we talk about all teachers. The end result
can very well be confusing to students. We must also remember that the intent
8. is for teachers to reinforce each other in the teaching of values but one wonders Reformation in
whether the other teachers can reinforce what has been dealt with in the Islamic Malaysia
education or moral education classes.
It is assumed that Islamic education and moral education teachers are
trained in the methodology of teaching values. The moral education syllabus
clearly states that teaching it needs to use the problem solving method, and as
far as possible there should not be moral imposition. However, that being a 469
complex and sometimes personal process, they may be in a dilemma. The end
result might as well be teaching values by teaching content which again raises
the issue which is often debated whether knowledge about the content of the
subject (in Malaysian case they are Islamic education and moral education) may
mean that they are morally mature.
Another point of concern is the integration of values across the curriculum
approach. It is clear that the moral education syllabus consists of values, which
are not in contradiction with any religion. It may also be true that values or
ethics education transmitted through Islamic education may not be the same as
that which is obtained through moral education, even though the curriculum is
planned for the two subjects to be complementary. Hence, the KBSM
emphasizes values across the curriculum, which should ensure that all students
get the same dosages from all teachers. In effect then all teachers are moral
education teachers, underlying the belief that teachers are key figures in the
way in which values education is taught in schools.
Here another dilemma emerges. How far are teachers serious and successful
in inculcating values in their different subjects? How far can they integrate the
16 core values without reference to subsidiary beliefs, particularly those specific
to their own personal religious beliefs?
To avoid sensitivities, teachers once again may take the easy way out, that is,
only referring to, or mentioning the 16 values as listed. This may in the end be
a futile exercise of reciting the values. Informal surveys done by the writer have
shown that, at least at the initial stages, teachers were “lost” and hardly knew
what was expected of them. The end result is that teachers mention what values
they want to integrate, which neither interest the students nor leave a lasting
impression. This is very clearly demonstrated when we observe trainee
teachers implementing it. More often than not, they write down the values in
their lesson plans, but they hardly integrated them into the teaching, and
sometimes they do not even know what activities or strategies can be done to
integrate the values into their teaching. A lot of care and special training may
be needed for teachers to infuse values in their teaching effectively.
And then again, the syllabus identifies 16 core values. The list is not
exhaustive, and teachers are encouraged to be innovative and creative. It is then
left to the initiative of the teacher to look for and use them to good advantage.
According to Leo (1993), in the geography syllabus alone there are at least 36
values, other than those identified in the curriculum, which can be extracted. It
is then left to the individual teacher, whether he/she can utilize those apparent.
On the other hand, there is the dilemma that teachers in their enthusiasm, and
9. Journal of influenced by their different personal beliefs, promote values which may even
Educational contradict what other teachers do.
Administration When talking about integrating values in teaching, we also know that
teaching values is a complex process, which involves several phases of
36,5 understanding, acceptance, and finally internalizing. We also know that
teachers are individuals each with their own beliefs, attitudes, and values,
470 which differ from one person to another. In integrating values into their
teaching, they will then inevitably be influenced by their own beliefs and will
not give the same emphasis to values identified.
An important consideration especially pertinent to the teaching of values is
the hidden curriculum. Values are transmitted a lot by behavior and nonverbal
messages. A teacher is always a role model in the school, and yet teachers are
individuals, with different values. If these can influence them in their direct
teaching, these are more important in the infusion of values through the hidden
curriculum. Even when the teacher consciously tries to be neutral, he or she can
still transmit the value that he/she does not intend to. This can be a dilemma in
itself because teachers find it difficult and unnatural to control themselves so as
not to transmit values which are at times at a tangent with those listed in the
syllabus.
Current developments, reforms and issues
Current reforms in Malaysian education are a continuation of the efforts which
began in 1980s, but now encompass more than the school system. The reforms
of the 1990s culminated with the introduction of the Education Act 1996. This
act outlines specific policies that reiterates the Education Act of 1961,
strengthening it to include all levels of education, including preschool and post
secondary education, which was not covered in the Education Act 1961.
(Previously, higher education was covered by the Universities and Colleges Act,
1971.)
The impact of the 1990s on the school system is also acute in terms of the
invasion of the computer and information age. At the point of writing, things
are in a most interesting state of affairs with the government initiative for
schools to be in line with the Malaysian super corridor (MSC) project. One of the
flag carriers of this effort is the Smart School which centers around the concept
of teaching through integrated usage of modern technology in teaching. There
is as yet no real overhaul of the school curriculum.
We are given to understand, however, that the curriculum for the Smart
School is ready for implementation as a pilot project in January 1999, to be
followed nation wide the year after. What is clear is that the subject content
remains the same, but the implementation of the curriculum will have to
accommodate current development, particularly the advent of technology in
schools. The Ministry of Education has indeed fallen in love with the computer!
Nevertheless we know that the Smart School is not about having computers
and technology assisted teaching only; it is about teaching the right things with
the assistance of technology and the focus is on making students resource
10. based learners. This is to ensure that students will undo the phenomena which Reformation in
has developed over the years, the result of success being measured by Malaysia
performance in public examinations, specifically the increasing problem of
developing children to be rote learners, and less as thinking individuals. Smart
Schools seek to ensure that the Malaysian school children will be young adults
who will be learners working together with the teacher and other materials
which are accessible and at their disposal, responsible for their own learning. 471
This flurry of changes and policy implementation is also raising more
dilemmas in the teaching of values at all levels. The dilemma of teaching values
in schools is now added with that opening up of the skies, and a whole new
scenario of retraining teachers. We are as yet not tested on the success of the
values across the curriculum, as teachers are thoroughly confused as to how to
integrate values in the real sense. With the advent of the computer and the
inevitable invasion of the Internet into the classrooms, other dilemmas emerge.
The fact that Malaysian schools cannot ignore world developments cannot be
refuted, and in fact the government has taken the bold and brave move in
moving ahead and trying to be ahead of world developments, by adapting
modern technology and strategies, in the Smart Schools concept. However,
Malaysia is making sure that developments are in line with our stated
philosophy and goals. This looks like a bigger dilemma. It was already difficult
enough to infuse Malaysian values by making all teachers “values education”
teachers with the “values across the curriculum strategy”. In the Smart Schools
teachers are being asked to meet this challenge even as they use alternative
media, particularly from the World Wide Web! Much is to be done to ensure that
the Malaysian schools can successfully ensure positive effects of the so called
“opening up of the skies” and keep the children firmly rooted in the Malaysian
context and inculcate the Malaysian values, even though the so-called values
are universal.
What stands out in the current spate of events is the emphasis on tertiary and
higher, particularly private tertiary, education and private education in general
There is as yet no overhaul of the school curriculum, except to adjust to new
needs and global changes, and the demand of technology. This of course has
hastened a flurry of private tertiary education institutions and the response from
the public tertiary institutions to complement or compete with the private sector.
As the government is still controlling the establishment of private universities,
numerous institutions are twinning with or offering preparatory programs for the
overseas institutions. The Education Act of 1966 also allows for the establishment
of branch campuses, which promises the mushrooming of the big stakeholders
from the USA, the UK and Australia to have branches in Malaysia. It is
interesting to observe the developments in the next couple of years. These will
bring certain dilemmas for Malaysian society should there be a real invasion of
foreign “curriculum” in the branch campuses, and an influx of foreign students in
the country. To date it has been announced that private tertiary colleges are
allowed to twin with foreign institutions and grant degrees on their behalf.
11. Journal of Conclusion: future trends and issues
Educational The development of the times in the last few years has made it impossible for
Administration the government not to allow the mushrooming private tertiary institutions to
flourish. The Education Act 1996 has endorsed the existence and function of
36,5 private education, especially private tertiary institutions to complement that of
the public higher education institutions. The Act outlines policies in order to
472 impose some form of control on the quality of higher education, such as
provision for the establishment of the Lembaga Akreditasi Negara (National
Accreditation Board), as well as content which imposes the Malaysian context.
It also has the underlying objective of making Malaysia the center of
educational excellence in the region without compromising the development of
the Malaysian citizenry with Malaysian values. The latest announcement is
that all higher institutions of education, including private institutions, are to
include Islamic and Asian Civilization into the curriculum, besides Malaysian
studies which was identified earlier.
The Education Act 1996, the establishment of private tertiary education and
the dawn of private higher education and the dilemma of values education have
also affected tertiary and higher education, if we are to adhere to the Malaysian
educational philosophy at all levels.
The infusion of Malaysian values into tertiary and higher education, both
public and private, is doubly difficult as compared to the process in schools.
Furthermore, the opening of private branch campuses of foreign universities
brings to us another issue of infusing Malaysian values to the Malaysians. The
objective of making Malaysia the center of educational excellence in the region
is another. We have to tackle the problem of providing world education in the
Malaysian context, and to suit both Malaysians and foreigners, with a foreign
curriculum is something we have to resolve and at the same time not to forget
education for a Malaysian citizenry for the future.
References
Downey, M. and Kelly, A.V. (1986), “Personal, social and moral education”, in Theory and Practice
of Education: An Introduction, 3rd ed., Harper Education Series, London.
Leo A.M. (1993), “Integrating values into the geography curriculum”, paper presented at the
Seminar of the 30th Anniversary Celebration of Faculty of Education, University of Malaya,
3-5 November 1993.
Mahathir, M. (1991), “Malaysia: the way forward (Vision 2020)”, paper presented by the Prime
Minister, in a Conference of the Malaysian Business Council, 28 February 1991.
Ministry of Education (1993), Education in Malaysia, Educational Planning and Research
Division, Kuala Lumpur.
Mukherjee, H. (1986), “Moral education in a developing society: the Malaysian case”, in The
Revival of Values Education in Asia and the West, Comparative and Education Series, Vol. 7,
Ch. V, pp. 147-62.
Further reading
Asiah, A.S. (1979), “Curriculum development in Malaysia: context, approach and concerns”,
paper presented at an Unesco Seminar on Curriculum Design, Canberra, Australia, 10-22
September 1979.
12. Azizah, A.R. (1983), “Studying the unstructured curriculum”, paper presented at a Seminar on Reformation in
Education and Development organized by Penang Consumers Association, 18-22 November,
1983. Malaysia
Azizah, A.R. (1990), “The odds against the school-based curriculum development: implications
for future actions”, paper presented at the Fourth Annual Conference of the Singapore
Educational Research Association, Singapore, 20-21 October 1990.
Brooks, B.D. and Kann, M.E. (1993), “What makes character education work?”, Educational
Leadership, Vol. 53 No. 3, pp. 19-21. 473
Chang, L.H. (1993), “Pengajaran nilai dalam mata pelajaran perdagangan” (The teaching of
values in the subject Commerce), in Pendidikan di Malaysia:Arah dan Tujuan (Education in
Malaysia: Direction and challenges), Special publication in commensuration with the 30th
Anniversary Celebrations of the Faculty of Education, University of Malaya, Kuala Lumpur:
Fakulti Pendidikan, Universiti Malaya, pp. 5-14.
Huffman, H.A. (1993), “Character education without turmoil”, Educational Leadership, Vol. 53
No. 3, pp. 24-6.
Hussain, A. (1990), “Gearing education toward the needs of the nineties”, Suara Pendidik,
(Educators’ Voice), The Malaysian Society for Education, Kuala Lumpur.
Kementerian Pelajaran Malaysia, (1979), Laporan Jawatankuasa Kabinet Menkaji Pelaksanaan
Dasar Pelarjarn (Report of the Cabinet Committee Reviewing the Implementation of the
Educational Policy), Kuala Lumpur, Kementerian Pelajaran Malaysia (Otherwise known as
Cabinet Committee Report, 1979).
Kementerian Pendidikan Malaysia, (1989), Kurikulum Bersepadu Sekolah Menengah (The
integrated Secondary School Curriculum), Kuala Lumpur:Pusat Perkembangan Kuriklum.
Kementerian Pendidikan Malaysia, (1990), Kurikulum Baru Sekolah Rendah (The New Primary
School Curriculum), Pusat Perkembangan Kuriklum, Kuala Lumpur.
Kementerian Pendidikan Malaysia, (1990), Pendidikan di Malaysia (Education in Malaysia),
Bahagian Perancangan dan Penyelidikan Pendidikan, Kementerian Pendidikan Malaysia,
Kuala Lumpur.
Leming, J.S. (1993), “In search of effective character education”, Educational Leadership, Vol. 53
No. 3, pp. 63-71.
Lickoni, T. (1993), “The return of character education”, Educational Leadership, Vol. 53 No. 3,
pp. 6-11.
Lockwood, A.L. (1993), “A letter to character educators”, Educational Leadership, Vol. 53 No. 3,
pp. 72-5.
Rahimah, H.A. (1993), “Perkembangan dan reformasi pendidikan:Dilema pelaksanaan nilai”
(“Educational development and reformation: the dilemma of implementing values”), paper
presented at the 30th Anniversary Seminar of the Faculty of Education, University of Malaya,
3-5 November 1993.
Rahimah, H.A. (1993), “Pendidikan di Malaysia:Perkembanngan dan reformasi ke arah masa
depan” (“Education in Malaysia: development and reformation for the future”), in Pendidikan
di Malaysia: Arah dan Cabaran (Education in Malaysia: Directions and Challenges), Special
publication to commensurate the 30th Anniversary of the Faculty of Education, University of
Malaya, Fakulti Pendidikan, Kuala Lumpur, pp. 224-34.
Rahimah, H.A. and Chang, L.H. ( 1996), “Pendidikan moral dan nilai adalah martabat profesion
keguruan” (“Moral and values education is the soul of the teaching profession”) Paper
presented at Konvensyen Pendidikan Moral dan Nilai dalam Pembangunan Negara
(Convention of Moral and Values Education in Human Development), at National University
of Malaysia, Bangi, 26-30 November, 1996.
Ryan, K. (1993), “Minding the values in the curriculum”, Educational Leadership, Vol. 53 No. 3,
pp. 16-18.
13. Journal of Spiecker, B. and Straughan, R. (1988), Philosophical Issues in Moral Education and Development,
Open University Press, Milton Keynes.
Educational Wan Hasmah Wan Mamat (1993), Pelaksanaan kurikulum Pendidikan Moral di Sekolah:Arah
Administration dan cabaran bagi guru-guru (Implementing the Moral Education curriculum in schools:
36,5 Direction and challenges for teachers), in Pendidikan di Malaysia: Arah dan cabaran,
(Education in Malaysia: Direction and Challenges), Special publication to commensurate 30th
Anniversary of the Faculty of Education, University of Malaya, 15-20.
474
Appendix. Sixteen core values integrated into the curriculum
(1) Cleanliness of body and mind:
• personal cleanliness;
• cleanliness of the environment.
(2) Compassion and tolerance:
• compassionate;
• generous;
• charitable;
• tolerance;
• considerate;
• hospitable;
• patience.
(3) Cooperation:
• mutual responsibility;
• fraternity.
(4) Courage:
• courage as opposed to foolhardiness.
(5) Moderation:
• moderation in thought;
• moderation in speech;
• moderation in action.
(6) Diligence:
• industriousness;
• hardworking;
• perseverance;
• dedication.
(7) Freedom:
• freedom within the law;
• freedom to choose;
• freedom from slavery.
(8) Gratitude:
• gratefulness;
• thankfulness;
• appreciation.
(9) Honesty:
• truthfulness;
• trustworthiness;
• faithfulness;
• sincerity.
14. (10) Humility and modesty: Reformation in
• as opposed to showing off;
Malaysia
• as opposed to arrogance;
• admission of one’s fault.
(11) Justice:
• a sense of fair play;
• concept of reward and punishment. 475
(12) Rationality:
• flexibility of thought;
• weighing of alternatives.
(13) Self reliance:
• responsibility;
• independence;
• autonomy.
(14) Love:
• love for the environment;
• love for life and humanity;
• love for the nation, patriotism;
• love for peace and harmony.
(15) Respect:
• respect for rules, law and authority;
• respect for time and punctuality;
• respect for institutions;
• respect for exemplary behaviour;
• respect for parents;
• respect for elders, teachers, and leaders;
• respect for another’s beliefs and customs;
• respect for knowledge and wisdom.
(16) Public spiritedness:
• Spirit of gotong royong (working together);
• Sensitiveness towards societal needs.