Upload
azimi-azmin
View
213
Download
0
Embed Size (px)
Citation preview
7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
1/22
1
Educational Policies and Measures for Implementing the National Science and
Technology Policy: the Malaysian Experience
Dr Muhammad Zaini Mohd Zain
Educational Planning and Research DivisionMinistry of Education Malaysia
1. Introduction
Science, technology and innovation are central to success in today's modern economy. They are vital
resources and strategic investments for building an innovative and vibrant economy in order to face thechallenges and uncertainties of the twenty firstcentury. Most developing countries invest two or three per
cent of their gross domestic product (GDP) in science and technology. This level of investment may be
inadequate to support a vibrant scientific community with enough critical mass to develop scientific
solutions to meet a nations development challenges (Faridah Shah, 2010).
In our global economy and interconnected society, there are many science-related issues that cross national
boundaries such as the monitoring of infectious diseases, the sharing of common water resources and global
climate change. The ultimate goal is to improve cooperation between the scientific or technological
community and decision makers to facilitate the greater use of scientific and technical information and
knowledge in devising or revising policies and in implementing programmes designed to promote
sustainable development. There is a need for concerted efforts across the South including financial backing
to integrate all these aspects of sustainable development. It has also been well recognised that research and
development as well as technological innovations are essential in the Malaysian government's strategy of
sustainable development and knowledge-based economy (UNESCO, 2010).
As a nation with relatively limited resources, Malaysia has to ensure the desired results and high rates of
return from every investment made in developing science and technology. The allocation of resources
should therefore be closely aligned to national priorities for the country's transformation into a knowledge-
driven economy so as to maximize economic and social returns. Just as important as investment in
science and technology is the need to develop capacity-building through problem-solving for the needs of
the community and society. Capacity-building can be addressed in four major thematic areas: education,
research and development, international cooperation and communication of science.
This paper will address the education theme on capacity-building and will start by introducing the National
7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
2/22
2
Science and Technology Policy of Malaysia which is lead by the Ministry of Science, Technology and
Innovation. The Science and Technology Education Policy outlines the role to be played by the Malaysian
Ministry of Education in this overarching policy and what is strategised in its implementation plan. Most
policies and measures asserted in this paper are in the execution state and ongoing in nature will be
described in detail later for the purpose of sharing experience. The Smart School Initiative and the Teaching
and Learning of Science and Mathematics in English however, have undergone considerable changes.
2. The National Science and Technology Policy (STP)
The Ministry of Science, Technology and Innovation (MOSTI) is the lead ministry that formulates policies
in the area of science, technology and innovation in Malaysia. MOSTI also implements many programmes
related to the promotion of science and technology and national research and development (R&D) activities.
Malaysias science and technology development has thus far been based on its National Science and
Technology Policy (STP) of 1986. The National Science and Technology vision is to become a nation that is
competent, confident and innovative in harnessing, utilising and advancing science and technology towards
achieving the goals of the nations Vision 2020. Its policy statement purports to maximise the utilisation
and advancement of science and technology as a tool for sustaining economic development, the
improvement of quality of life and national security.
The goal of STP is to accelerate the development of science and technology capability and capacity for
national competitiveness with two objectives, namely:
To increase R&D spending to at least 1.5 per cent of Gross Domestic Product (GDP) by the year2010 in an effort to enhance national capacity in R&D; and
To achieve a competent work force of at least 60 RSEs (researchers, scientists and engineers)per 10,000 labour force by the year 2010 in order to enhance national capability in science and
technology.
STP went through a review process in the year 2000, and this resulted in the formulation of the Second
National Science and Technology Policy (STP II), which was launched in the year 2003. STP II seeks to set
out the path for science and technology to be the engine for the countrys future growth and ensure national
competitiveness. STP II also attempts to address the gaps in the national innovation system and focuses on
strengthening research and technological capacity and capability with emphasis on commercialisation of
research outputs, strengthening institutional framework and management of science and technology. Central
7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
3/22
3
to all these strategic thrusts is to bring government, industry, universities and public research institutions
together in a synergistic partnership (UNESCO, 2010). STP II addresses seven key priority areas (two of
which are integral to the science and technology education policy of Malaysia) consisting of:
1. Strengthening research and technological capacity and capability.2. Promoting commercialisation of research outputs.3. Developing human resource capacity and capability.4. Promoting a culture for science, innovation and techno- entrepreneurship.5. Strengthening institutional framework and management for science and technology and monitoring
ofscience and technologypolicy implementation.
6. Ensure widespread diffusion and application of technology, leading to enhanced market-drivenR&D to adapt and improve technologies.
7. Build competence for specialisation in key emerging technologies.
Table 1 Key Priority Areas of STP Related to Education and their Specific Initiatives
Source: MOSTI (2010)
Key
Priority
Area
Specific Initiatives
1
Developinghumanresourcecapacityand
capability
1 Adoption of 60:40 ratio of students pursuing science, technical and engineering disciplines in
upper secondary schools and universities
2Adopting a different approach to education, that is, from an examination-oriented and rote learning to
hands-on and innovation-oriented approach
3Introduction of Book Allowance Support programme for students pursuing science at upper
secondary school level
4
Review of syllabi and teaching approaches for science and technical/vocational subjects in
primary and secondary school levels with emphasis accorded to development of creative
thinking and problem-solving skills
2
Promotingaculturefor
science,
innovationand
techno-entrepreneurship
1 Programme to intensify creative thinking and problem-solving skills in primary education
2 Research grants to schools
3 Redesigning of syllabi to achieve a balance of science and technology, the arts and humanities
4 Increasing the vocational and technical skills content in secondary schools
5Intensifying efforts to increase science and technologylanguage competence to facilitate the flow of
information
7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
4/22
4
All the special initiatives for both key priority areas (Table 1) are being addressed by the Ministry of
Education and will be explained in the following section.
3. The Science and Technology Education Policy
Policies, however carefully constructed and financed, have little significance if they are not implemented.
It is for this reason that much of the literature relating to educational policy rests upon a distinction
between policy making and policy implementation. Typically, governments are seen as making
educational policy at a national, regional or local level, and responsibility for its implementation is then
assumed to lie elsewhere, usually with teachers or school managers. An alternative approach to
understanding educational policy asserts that such policy is made at a variety of levels within education
systems and by a variety of agencies and individuals. From this perspective, policy-making is a set of
complex and subtle negotiations and the distinction between policy making and policy implementation
largely collapses in favour of the notion of policy realisation.
The term science or technology education policy can be understood in terms of science or technology
education designed to support other policy objectives derived from what might be called the policy-
making context. In Malaysias case it supports the broader STP IIportrayed earlier as developing human
resource capacity and capability and promoting a culture for science, innovation and techno-
entrepreneurship.
Malaysias science an d technology education policy addresses the science an d technology curriculum,
the pedagogy of science and technology and its assessments, the pre-service and in-service education of
teachers, teacher supply, and the provision of laboratories, workshops, equipment, textbooks and other
resources. The principal aim is thus the optimum deployment of financial and human capital to raise the
quality of science and technology education provided for students at school, this being justified in terms
of the benefits to the students themselves, and to the social and economic well-being of the community of
which they are a part (Jenkins, 2003). The policy statements related to science and technology in theMalaysian National Education Policy (EPRD, 2005) are presented in Table 2. The policy statements and
implementation strategies to be discussed in the following sections (Sections 4, 5, 6 and 7) can be deemed as
parallel to the notion of educational policies and measures for the implementation of science and technology
policy (the Malaysian experience).
Table 2 Science and Technology Concerns in the Malaysian National Education Policy
7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
5/22
5
Source: EPRD (2005)
Level Policy Statement Implementation Strategies
1
PrimaryEducation 1. To improve the reading, writing and counting
skills, social skills and computer basics.
2. To enhance student mastery in BahasaMalaysia, Mathematics and Science subjects
at the primary level.
1. Improve the reading, writing and counting skills anddevelop the potential of primary school students.
2. Integrate ICT in the teaching and learning process, widenthe Smart School concept at all schools, strengthen the
monitoring and supervisory service of the teaching and
learning process, improve the mechanism of assessing the
achievement of students and enhance rehabilitation
programmes.
3. Revise and update the content of the IntegratedCurriculum for Primary Schools from time to time,
introduce new subjects, revise the content of textbooks and
enhance the role of school administrators as curriculum
leaders.
2
SecondaryEducation
1. To implement the teaching and learning ofScience and Mathematics in English at all
school levels (the government has decided to
change the policy beginning 2011)
2. To provide adequate teaching and learningfacilities of good quality in line with the
development of Information and
Communications Technology (ICT).
3. To emphasise on ICT application skills inorder to produce students skilled in ICT.
4. To achieve 60 per cent student participationin science and technology stream and 40 per
cent student participation in the arts stream.
1. Provide a curriculum based on ICT, computermaintenance and programming.
2. Improve students academic skills, love for knowledgeand self-management skills by emphasising on civic
education, employability skills, teamwork and providing
basic industrial skills.
3. Build more fully residential schools andtechnical/vocational secondary schools, and expand the
technical and vocational stream.
4. Increase the number of science and technology packagesin order to provide students with more options.
5. Provide and increase the number of pure sciencelaboratories and computer laboratories.
6. Emphasise on student-centred learning and introduce newteaching and learning methods by enhancing ICT
integration in the teaching and learning process and
enhancing automation in the management of teaching and
learning.
7. Increase the number of trained graduate teachers andteachers for optional critical subjects, increase the number
of trained teachers in rural areas and enhance the quality
of teachers.
7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
6/22
6
Level Policy Statement Implementation Strategies
3
TechnicalandVocationalEducation
To enhance and update the technical and
vocational education system towards creating
technical and vocational oriented students in
order to fulfil the countrys employment needs.
1. Increase the number of technical/vocational secondaryschools.
2. Increase students enrolment in technical and vocationalsubjects.
3. Diversify technical, vocational and ICT courses in linewith the countrys needs.
4. Enhance the quality of teaching staff and equipment inline with the requirements of current technology.
5. Establish cooperation with various industries.
4
MatriculationProgramme
To prepare students for higher learning institution
locally and abroad, particularly in the fields of
science and technology.
Offer qualified students who excelled in the SPM (Malaysian
Certificate of Education) to enroll in the programme
particularly in the fields of science and technology and liberal
arts-oriented subjects based on the projection of the enrolment
of students at public higher learning institutions (IPTA) as
well as the current needs.
5
InformationandC
ommunicationsTechnology(ICT)inTrainingandEducation
1. ICT for all students.2. ICT as a teaching and learning tool, as a
subject component, and as a subject itself.
3. ICT is used to enhance the productivity,efficiency and effectiveness of the
management systm.
1. Provide sufficient and the latest ICT tools andinfrastructure for all levels of educational institutions.
2. Expand the ICT curriculum and assessment, withemphasis on the integration of ICT in teaching and
learning.
3. Expand the teaching and learning of the ICT subject at alleducational institutions.
4. Widen the use of ICT in teaching and learning whichencompass all subjects.
5. Expand the use of the computerised examination system.6. Enhance the ICT knowledge and proficiency among the
teaching staff.
7. Intensify the development and usage of coursewareswhich contain indigenous and international contents.
8. Enhance basic knowledge on the assembly andmaintenance of computers.
9. Transform all schools into smart schools.10. Enhance the use of ICT in all areas of education by
broadening the e-management concept.
7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
7/22
7
4. Science and Technology in Primary and Secondary Education
Science and technology represent the gateway to a world of creativity, innovations and discoveries. The
MOE is striving to emphasise the learning of science and technology because the future of the world rests
upon new breakthroughs and cutting-edge technologies. The MOE is enhancing the teaching ofscience and
technology to entice more youths to be interested in these areas, especially when schools are considered the
initial stage in preparing future scientists. Hence, science and technology play a critical role in meeting
Malaysias aspiration to achieve a developed nation status. Since science is instrumental in developing
scientific and technological knowledge, quality education in this subject from an early age in the education
process is important. Hence education policies at the primary level attempt to improve the reading, writing and
arithmatic skills (3Rs), social skills and computer basics, as well as to enhance students mastery in Bahasa
Malaysia, Mathematics and Science subjects at this level.
Malaysia encourages students to pursue science education at the upper secondary level to meet the
demand of the labor force of an industrialised economy. In this respect, the Ministry of Education has
formulated a policy aimed at making 60 percent of courses at upper secondary and pre-university levels
science and technology-related.Technical and vocational education also plays an important role in producing
anadequate pool of well-trained and qualified students who excel in science as well as in basic engineering
subjects. These students are expected to continue their studies in the science- and technology-related
courses at the diploma and degree levels.
For the past years, the Malaysian Government has placed greater emphasis on science and technology in
education. The purpose is to give Malaysia the edge in developing into an industrialised nation as
envisioned in the Vision 2020. This is another great challenge that faces the MOE. Currently, the low
participation rate in the Science stream is far from the targeted ratio of 60 percent in Science and
Technology, compared to 40 percent in Arts. Some of the strategies towards achieving the 60:40 ratio are:
(i) building and upgrading technical and vocational schools; (ii) building and upgrading science secondary
schools; (iii) upgrading science lab facilities; and (iv) introducing science subjects in primary Year 1.
Science curriculum development in Malaysia is guided by the National Science Education Philosophy
which states, science education in Malaysia nurtures a science and technology culture by focusing on
the development of individuals who are competitive, dynamic, robust, and resilient and able to master
scientific and technological competency (MOE, 2003). Correspondingly, the science curriculum is
designed not only to provide opportunities for students to acquire scientific knowledge and skills; develop
7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
8/22
8
thinking skills and strategies; and apply their knowledge andskills in everyday life;but also to instill noble
values and the spirit of patriotism through experiential- and inquiry-based learning.
Schools are given the autonomy to determine teaching approaches and strategies. The curriculum
specifications for science, however, do provide suggested teaching and learning activities to help
teachers plan and implement more effective teaching and learning sessions. Science teaching and learning
at the primary level is carried out in science rooms, while proper laboratories are provided in
secondary schools. The ministry provides annual grants to schools based on school enrollment for the
purchase of apparatuses, chemicals, teaching aids, and materials needed for science. Schools then
directly purchase equipment and materials themselves while the ministry regularly supplies the necessities.
The Ministry of Education believes that the use of technology helps students understand scientific concepts
and enables them to explore these ideas extensively. Thus, the use of technology in science and
technology teaching and learning is encouraged. Technological tools such as calculators, computers,
educational software, and the Internet facilitate independent or group workand help students absorb abstract
ideas in a meaningful and more precise way,be creative, and feel confident. The ministry continually supplies
computers and teaching software to both primary and secondary schools to enhance the teaching and
learning ofscience.
Teaching in Malaysia is a dynamic profession, and education plays a pivotal role in nation building. The
National Education Philosophy and Teacher Educational Philosophy serve as the blueprints for creating
resilient, professional, and technologically competent teachers who meet world-class standards. These
philosophies encompass aspects of training as well as the continuous professional development of
teachers. In a continual quest for excellence, the ministry has upgraded its teacher training colleges
throughout the country to teachertraining institutes in order to enable these institutions to confer teaching
degrees. This move is in line with the ministrys efforts to upgrade and improve the teaching profession as a
whole and to enhance the professionalism and competence of teachers specifically.
Under the Ministry of Education, the agencies responsible for training teachers are the Teacher Education
Division, Institute of Teacher Education, the Aminuddin Baki Institute and public universities. The Institute
of Teacher Education, Ministry of Education, is comprised of 27 institutes and the English Language
Teaching Center. These institutions are responsible forpre-service teacher training, including those in science.
The TeacherEducation Division, on the other hand, focuses on in-service teacher training and professional
Comment [SST1]: BPG is responsible
for in-service training while IPG (TeacherTraining Institutes) is responsible for pre-
service training. They are now separate
entities. Put in IPG. Please find out the
exact English term for IPG is it Teacher
Training Institute Division?
Comment [SST2]: BPG is responsiblefor in-service training while IPG (Teacher
Training Institutes) is responsible for pre-
service training. They are now separate
entities. Put in IPG. Please find out the
exact English term for IPG is it Teacher
Training Institute Division?
7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
9/22
9
development programmes.The ministry practices a stringent admission criterion to ensure that only quality
candidates enterthe profession. Candidates for the training programmes are chosen through the Malaysian
Teachers Selection Test, individual and group interviews, and a written English test. Additional
requirements are imposed on candidates applying for the postgraduate teaching course according to their
specialisation. The teacher training programmes offered are a one-year postgraduate teaching course,
bachelor of education twinning programmes (a collaborative arrangement whereby a local college contracts
to teach the first and, often, second year ofclasses of a partner university located abroad), a five and a half-year
bachelor of education degree course, and an excellent student overseas degree programme.
The teacherprofessional development programmes in science include the following:
a one-yearspecialist course forteachers; postgraduate programmes forlecturers; 14-weekprofessionaldevelopmentcourses; a degree programme for non-graduate teachers; degree programmes for foreign language teachers; professional upgrading courses for teachers of indigenous schools, teachers of remote schools, and
teachers of smart schools;
and a Malaysian trainers development programme.
The scienceprogrammes provide students with a sound foundation in the understanding and knowledge of
the subject matter, pedagogical skills, and moral values, as well as the use of ICT. The goal of these
programmes is to produce knowledgeable and skillful teachers who are capable of quality teaching and
effective delivery of the curriculum. Focus is given to an experiential learning process to enable the teacher to
become a facilitator rather than an information provider. Overall, the science and technology educationpolicy
aspires to produce a group of professionals who can meet the current needs of a changing education system
facing the great challenges of globalisation (Hamidah Yusof, 2008).
5. Science and Technology in Technical and Vocational Education (TVE)The Technical and Vocational Education Policy provides access, equity and quality education to learners
who possess keen interest, ability and talent in the technical, vocational and skills fields. In empowering
Technical and Vocational Education, the Ministry of Education is intent on fully developing these learners
potentials and instilling excellence in teachers and schools from the initial stage to boosting the countrys
7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
10/22
10
image and education system. It is hoped that this move will reduce the dropout rate from the school system
and increase skilled human capital so as to sustain the countrys economic development.
The following strategies are geared towards strengthening TVE:
a. Widen opportunities for vocational education and address the problem of dropouts.b. Strengthening the TVE curriculum.c. Improving links with industry players and professional bodies.d. Strengthening the concept of School Enterprise based on Production-based Education.e. Forming links with local and foreign institutions of higher education.f. Introducing Skills stream at national schools beginning 2011.
a. Widen opportunities for vocational education and address the problem of dropouts
The intake of the technical stream was reduced to allow for the increase of the vocational stream
enrolment beginning 2008. Based on applications received, there is a high demand for the three streams:
technical, vocational and skills. To address the problem of dropouts in the education system,
opportunities are provided to learners who are keen in the technical and vocational fields.
As such, the 91 technical schools have been restructured whereby purely technical subjects are offered in
the 21 Technical Secondary Schools and purely vocational and skills curriculum are offered in the
remaining 70 schools.
b. Strengthening the technical and vocational curriculum
The TVE curriculum is strengthened so as to equip the TVE graduates with multi-skilling and to provide
added value to these programmes. These include the following :
(a) a clear and wider career path;
(b) skills recognition by professional bodies; and(c) the infusion of entrepreneurial and ICT skills across the curriculum to ensure the production of
skilled students with keen business acumen.
c. Improving links with professional bodies and industry players
This strategy is aimed at strengthening links and collaborations between industries/ professional bodies
and TVED in order to assist in enhancing the effective implementation of the TVE and to achieve the
7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
11/22
11
national aspiration, that is, to produce a more educated, flexible, creative workforce that possess ethical
values, skills and are well-trained to fulfill industrial and national needs.
Among the programmes planned is the Industrial Attachment Training for TVE teachers with the aim of
providing exposure to the world of work environment and the latest technology. This will lead to the
enhancement of knowledge, skills and self-confidence.
Apart from this, TVE students are awarded double certification, one from the Ministry itself and, equally
important, a second certification from the professional bodies approved by the Ministry. This will
provide confidence and assurance to employers as these students have the right qualifications and
training as well as support from the industry.
d. Strengthening the concept of School Enterprise (SE)
With the involvement of the industries and professional bodies, students are enlightened to the concept
of School Enterprise where students apply knowledge to the real entrepreneurial environment so as to
make them more creative, innovative, competitive and independent (self-employed). The SE concept
will increase students interest and motivation to learn more about TVE. Combining academics and
skills training integrate knowledge which assists students to create ties with the community, thus
contributing directly to the local community and regenerate the economy.
e. Forming links with local and foreign institutions of higher education
To ensure the relevance of TVE, the MOE will strengthen links with the public and private institutions
of higher education, local and abroad. These institutions will act as mentors to sustain the excellence of
TVE in the fields of research, development and implementation. This, in addition, will help in the
optimum development of the schools, teachers and students potentials especially in the niche areas.
f. Introducing Elementary Skills Stream
Skills stream is introduced to students as early as Form One in order to strengthen the development ofnumeracy and literacy skills, basic Science and Mathematics, entrepreneurship and character building
apart from providing early exposure to basic skills for three years before deciding according to their
interest and capabilities. This stream poses as an alternative to students who have a keen interest in
skills. Their interest and potential are guided and channeled to various fields that meet the needs of the
nation. It is the MOE policy to provide opportunities and venues to all students to be educated and
7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
12/22
12
remain in the school system. This move indirectly helps to address the problem of dropouts.
These strategies are in line with the governments intent on developing an all encompassing education
system which would contribute to the development of human capital. The Government has been supportive
to all initiatives undertaken by the MOE such as :
increasing per capita grant (PCG) for TVE subjects; allocating funds for retraining of technical teachers; and funding for upgrading TVE infrastructure and procurement of new equipment.
6. Science and Technology in Matriculation Programme
The Ministry of Education Matriculation Programme is a preparatory programme to enable qualified upper
secondary school students to pursue tertiary education at institutions of higher learning in the fields of
Science, Technical Science and Accounting. This programme offers a complete Advanced Level type of
education, conforming to standards which are locally and internationally recognised. Academic and non-
academic activities are incorporated in the curriculum.
The Matriculation Division was set up on 1st
September 1998 and the first enrolment of students took place
in July 1999. To date, there are 13 matriculation colleges in Malaysia; three of which are matriculation
technical colleges. The capacity for each college is 3000 students. Meanwhile the colleges running the
technical programme can accommodate about 500 students each.
The programme adheres to the following policies (EPRD, 2010):
a. The ratio of science and arts student intake is 60:40;b. The teaching and learning of science and mathematics is carried out in English; andc. Subjects taught in English are: Biology, Chemistry, Physics, Mathematics, Information Technology,
Physics for Engineering, Chemistry for Engineering, Mechanical Engineering Studies, Electrical and
Electronic Engineering Studies and Civil Engineering Studies.
7. ICT for Science and Technology Education
There are two approaches of ICT in the Malaysia education system. First, the pupils have to acquire basic
ICT skills which enable them to operate both hardware and software systems. The students learn about ICT.
7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
13/22
13
Second, pupils will be able to apply and integrate ICT in their lessons where they learn with and through
ICT. These approaches complement each other. For example, when pupils Learn About ICT, at the same
time they are Learning With ICT. They learn how to operate both hardware and software. They use ICT as
an enabler for enjoyable and fun learning. And during this process, students might want to enhance their
work. And here, Learn Through ICT will take place. The students could surf the Internet, CD-ROM, DVD-
ROM and later download any material that they like.
ICT is an area of study, which involves various fields specifically communications and computer systems.
ICT is the technology required for information processing, in particular, the use of electronic computers,
communication devices and software applications to convert, store, protect, process, transmit, and retrieve
information from anywhere, anytime. Pupils learn about ICT through the ICT subjects and ICT Literacy
(ICTL) programme. The ICT curriculum focuses on both software applications and hardware knowledge in
managing diverse forms of information. Given the dynamic nature of the field of study, the scope of these
subjects will keep in pace with rapidly changing developments and innovations in ICT.
In addition, the MOE intends to make ICT-enhanced teaching and learning, distance learning, video
conferencing and Internet-links as common features in the Malaysian schools. Schools would have
unlimited access to an extremely large source of information. Students would be able to use the internet to
exchange or share ideas and are more aware of current events. The utilisation of ICT would encourage
constructive learning and collaborative classroom discussion making education more meaningful. Currently,
most of the primary and secondary schools are equipped with computer laboratories and internet facilities.
The development plan for the utilisation of technology as a tool in teaching and learning within the next ten
years aims to:
intensify the development of the ICT infrastructure; expand access to and equity for ICT facilities; expand ICT-based curriculum; and improve on the assessment and evaluation systems using ICT.
A more specific reference for the utilisation of technology as a tool in teaching and learning is the Malaysian
Smart School Project (SSP), to be discussed later in this paper.
a. ICT Literacy (ICTL) for Primary Schools
7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
14/22
14
ICT Literacy (ICTL) for Primary Schools is a programme designed to lay the foundation for all pupils to
develop their ICT capabilities in future years. Here, basic ICT skills are packaged in various teaching and
learning modules appropriate for pupils according to their primary school year level. ICTL programme
contains ICT skills that are fundamental and necessary in order to use computer hardware and software
applications. Similar to numerical literacy skills, these basic ICT literacy skills are delineated to ensure
pupils acquire a minimum content of functional knowledge and understanding of ICT. Although the
integrated approach can be adopted to infuse the learning of ICT into the curricula of existing school
subjects, ICTL programme is developed as a separate package. Such a move ensures all pupils, starting from
primary school year one, are provided allotted school time to learn and master these ICT literacy skills.
The ICTL programme for primary schools has been implemented for Year 1 (age 7 years old) in 2005. It
progresses in stages until the pupils reach Year 6 (age 12 years old).
The ICTL programme in national (SK) and national type schools (SJK) is introduced after the Transition
Programme in Year 1. The programme is implemented from Year 1 to Year 6, for 780 minutes per year in a
continuous three-month period. Two periods or 60 minutes of the timetable are allocated for this
programme. This programme is carried out during the English period for SK and the Pupils Own Language
(mother tongue) period for SJK.
b. ICT Literacy (ICTL) for Secondary SchoolsThe introduction of ICT Literacy (ICTL) as a programme in Malaysian secondary schools provides a
valuable training ground for students to gain computer and information literacy. The programme helps
students to relate their ICT learning experiences to a progressive technology-based daily life. The
programme also provides a platform towards producing a technologically capable work force as well as
helping them to face the challenges of global economy.
The Computer in Education (CIE) programme was first launched and piloted in 60 secondary schools in
1992 for all Form One (age 13 years old) and Form Two (14 years old) students. This programme has been
well-received and is beneficial to pupils in enhancing learning in the area of technology. In 2002, thisprogramme is extended to all schools equipped with computer labs.
Rapid developments in ICT and the implementation of English for Teaching Mathematics and Science
(ETeMS) have resulted in the need to review the CIE programme. Hence, a needs analysis was carried out
under the Partners in Learning(PIL) programme. It was found that there are some variations among the
7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
15/22
15
pupils at the entry point of this programme. Besides, it was also found that the pupils need to be exposed to
other ICT domains such as programming, networking and internet. Thus this programme has been reviewed
and renamed as Information and Communication Technology Literacy (ICTL) and implemented to Form
One and Form Two students in all secondary schools equipped with computer labs. A double period per
week (60 to 80 minutes) is allocated for this programme.
c. ICT SubjectThe introduction ofTeknologi Maklumat(IT) as an elective subject for the Upper Secondary Level (age 16-
17 years old) in the Integrated Secondaryschool Curriculum (KBSM) in 1998 was a move towards
producing a technologically capable work force that was able to participate fully in the global economy of
the 21st century. Thus, this curriculum offers learners with basic ICT skills the opportunity to further
develop their interest in specific areas offered in the syllabus. This subject has been revised and changed to
Information and Communication Technology (ICT) in 2005. Currently, there are 598 schools offering this
subject.
The ICT curriculum comprises six learning areas (Information and Communication Technology and
Society, Computer Systems, Computer Networks and Communications Multimedia, Programming,
Information Systems) which need not be implemented in the order as organised in the syllabus. Thus, the
teaching-learning process may begin with any learning area provided learners have mastered the basic skills
of ICT. Teachers are encouraged to apply self-directed, self-accessed, self-assessed and self-paced
(SeDAAP) approaches whilst acting as facilitators in teaching the six learning areas. In addition, the teacher
has to play an important role in teaching the concepts and skills of each learning area. The ICT curriculum is
process-based. As the teaching and learning strategies are hands-on and minds-on, much of the teaching-
learning processes are practical in nature (EPRD, 2010).
8. The Malaysian Experience (Case No. 1) The Smart School Project
The Smart School Project (SSP) was launched in July 1997 by the then Prime Minister as one of theMultimedia Super Corridors Flagship Applications. The aim was to capitalise on leading-edge
technologies and the rapid deployment of the MSCs infrastructure to jumpstart deployment of enabling
technology to schools. This was done by creating a group of eighty eight pilot schools in 1999 that
served as the nucleus for the eventual nationwide roll-out of Smart School concepts, materials,
skills and technologies.
7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
16/22
16
The aim of the SSP was to help the country achieve the aims of the National Philosophy of Education as
well as to foster the development of a workforce prepared to meet the challenges of the 21stcentury.
Transforming the educational system entailed changing the culture and practices of Malaysias
primary and secondary schools, moving away from memory-based learning designed for the average
to an education that stimulates thinking, creativity, and caring for all students, catering to individual
differences and learning styles, and was based on more equitable access.
The projects framework is embedded in the research on and theories of multiple intelligence and socialconstructionist. The pedagogical philosophy of SSP is not total student-centredness but an appropriate
mix of learning strategies to ensure mastery of basic competencies and promotion of holistic development.
Teaching and learning in SSP utilised the browser-based teaching and learning materials for four core
subjects namely, Bahasa Malaysia, English, Science and Mathematics. These materials are designed to
accommodate different needs and abilities, resulting in fuller realisation of other capabilities and allow
students to take greater responsibility in managing their own learning. The SSP had also encouraged the
development of teaching and learning coursewares for the classroom. The coursewares are designed to be
incorporated into the Smart School Integrated System. All coursewares were launched through the
networked computer system provided to all Smart Schools.
The Smart School Pilot Project trial-tested the Smart School Integrated Solution, which involves the
following main components:
Browser-based Teaching-Learning Materials (and related print materials) for Bahasa Malaysia,English Language, Science and Mathematics;
A computerised Smart School Management System; A Smart School Technology Infrastructure involving the use of IT and non-IT equipment, Local
Area Networks for the pilot schools, and a virtual private network that connects the pilot
schools, the Ministrys Data Centre and the Ministrys Help Desk;
Support services in the form of a centralised Help Desk, and service centres throughout thecountry to provide maintenance and support; and
Specialised services such as systems integration, project management, business processreengineering, and change management.
7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
17/22
17
The Pilot Project was completed in December 2002. Smart learning and smart teaching as part of SSP
involves creating a teaching-learning environment that makes learning interesting, motivating, stimulating
and meaningful. The project emphasises total pupil involvement, develops skills that will prepare pupils to
meet greater challenges and caters to the wide range of interests and needs of the students.
The curricular change focuses on the delivery system and learning outcomes. Technology becomes an
enabler to facilitate teaching and learning activities. A multi-modal approach combining the best of network-
based and course materials is adopted. Coursewares are developed to improve students understanding of
fundamental science concepts and their application in daily life, to improve critical and creative thinking
skills and to enhance cooperative learning in a web-based learning environment (Wui & Rohaida, 2008;
Rohaida & Kamariah, 2005). The science curriculum has been reframed to incorporate smart learning and
smart teaching with mastery learning as an important component.
There were several implications of this reform. The high degree of individualised attention necessitated a
rethinking of the roles of teachers and school heads. Teacher development was critical to the success of the
project. The availability of high-level technological infrastructure required qualified personnel, who could
provide technical support, as well as sufficient funds for maintenance costs. There was also the issue of the
role of the traditional textbooks. All these require a change in the mindset of the various groups of people
involved in schooling, including the community.
9. The Malaysian Experience (Case No. 2) The Teaching and Learning of Science and
Mathematics In English (PPSMI)
In 2003, English Language was made the medium of instruction for both these subjects. The decision to
switch to English Language as the medium of instruction was based on the rationale that:
Mastery of English is important for all Malaysians with the advent of globalisation and the k-economy;
English is the language of scientific and technological knowledge. Most of the studies are publishedin English;
English is essential for technology transfer; English is essential in trade and international relations; and Science and Mathematics are two main fields in which knowledge development is the fastest and
7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
18/22
18
widely disseminated in English.
Implementation was staggered beginning with Primary 1, Form 1 and Lower 6 in 2003; Primary 2, Form 2
and Upper 6 in 2004 and so on. To ensure that the teaching and learning of Mathematics and Science in
English is well grasped and comprehended by both students and teachers, the Curriculum Development
Centre (CDC) came up with support programmes in English to be implemented in both primary and
secondary schools in the country. The programmes include:
a. the Early Structured Reading Programme;b. the Childrens Contemporary Literature Programme;c. the Extensive Reading Programme;d. the Courseware Programmes comprising the specially designed teaching courseware for
Mathematics, Science and English; and the General English language courseware; and
e. the Native Speakers Project comprising the District English Language Coordinator(DELC) Programme, the Project English Teacher (PET) Programme and the GAP Year Programme.
It is imperative to note that the implementation of these programmes was with the approval of the Cabinet.
Almost every week, the CDC had to update the Minister of Education regarding the progress of each of
these programmes. When all these programmes were implemented, the MOE had the highest hope that their
effectiveness would be reflected in more pupils and teachers becoming proficient and confident in
using the English language. Monitoring of the programmes was carried out by officers from the State
Education Department (JPN) and the District Education Office (PPD). Feedback was essential to keep
track of progress. Fine-tuning of the programmes was done taking into account differences in locale,
people temperament, and programme weaknesses.
Heads of schools were receptive to these courses as they ensured that their teachers attend courses tailored
for them. Teachers, on their part, tried out new teaching and learning approaches which they picked up
from these courses. Mathematics and science teachers who were less proficient in the English Language
have access to a proficiency and pedagogical upgrading programme. This programme incorporated bothface-to-face training and self-access learning through the use of a self-instructional package. In addition,
mentors (senior and proficient mathematics and science teachers) were trained to support mathematics and
science teachers in the same school. Students, in turn, must attempt to speak, read and learn. There was
pl en ty of materials at their disposal including books and electronic materials. When all these programmes
were synchronised, the success of these English Support Programmes was expected to bring about better
7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
19/22
19
learning and delivery in PPSMI (Sharifah Maimunah, 2003).
Initial feedback in terms of policy outcomes has been positive. However, curricular change of this nature is
not without its problems. Many voiced their concerns on the following issues:
i. the status of Bahasa Malaysia as the national language;ii. the use of Bahasa Malaysia as the language of instruction and acquisition of knowledge;
iii. the proficiency level of teachers teaching Mathematics and Science in English; andiv. the ability of students to understand the teaching and learning of Mathematics and Science in English.
The first cohort of PPSMI pupils to sit the UPSR was in 2008. Some of the significant inputs gathered by
the MOE from various discussions, evaluations and monitoring following the implementation of PPSMI
were as follow:
i. the five roundtable discussions between the MOE and various stakeholders generally reached aconsensus the need to uphold the status of Bahasa Malaysia and the need to strengthen the English
Language;
ii. monitoring and evaluation carried out by the MOE and other organizations indicated a gap in studentsachievement between urban and rural areas in the English Language;
iii. a decline in the percentage of students obtaining grade A, B and C in Mathematics and Science for theUPSR and a wider achievement gap in the UPSR for Mathematics and Science between urban and
rural areas;
iv. one of the findings from UNESCO indicated that learning takes place effectively when the medium ofinstruction is in the mother tongue during the early years of schooling (Language Diversity in
Multicultural Europe,Comparative Perspective on Immigrant Minority Languages at Home and at
Schoolat www.unesco.org/most/discuss.htm ); and
v. results from the comparative educational study TIMSS 2007 (Trends in International Mathematics andScience Study) showed Malaysia declined to the 20
thranking in Mathematics compared to being
ranked 10 in TIMSS 2003.
Consequently, the PPSMI policy was replaced with the MBMMBI (To Uphold Bahasa Malaysia and To
Strengthen English Language) policy and this decision was announced in July 2009. To uphold Bahasa
Malaysia is to place Bahasa Malaysia at its rightful position as the National Language as stipulated in
Article 152 in the Malaysian Constitution. Bahasa Malaysia is the Language of Instruction in Education as
stipulated in the Education Act 1996. Bahasa Malaysia the language for unity, the language of
http://www.unesco.org/most/discuss.htmhttp://www.unesco.org/most/discuss.htm7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
20/22
20
communication and the language for knowledge acquisition that will contribute towards Nation building in
the spirit of 1Malaysia. To strengthen the English Language is to enhance the English Language proficiency,
as it is a compulsory subject in school. English Language is the language of communication and acquisition
of knowledge at national and international level.
The implementation of this policy will adopt the soft landingapproach. The soft landing approach will
allow the teachers to be bilingual when teaching Mathematics and Science, and public assessments will be
bilingual. This is to allow smooth transition and to give time and space for teachers and students to
familiarise and be comfortable with the new policy. The MBMMBI policy involves the use of Bahasa
Malaysia as the medium of instruction in all National Schools and the use of the respective mother tongues
in all National-Typed Schools for Mathematics and Science. The MOE is of the opinion that the
replacement of the PPSMI policy with the MBMMBI policy will further benefit the students.
10. Conclusion
The Educational Planning and Research Division (EPRD) of the Malaysian Ministry of Education conducts
policy research aimed at providing essential input for the nations educational policy formulation. As such,
this paper does not address the operational details of its policy implementations. However, 11 educational
policies encompassing 26 implementation strategies have been presented which accommodate the more
integral National Science and Technology Policy (two key priority areas and nine specific initiatives). Each
policy and measure should yield effective results in the form of positive educational outcomes in science
and technology, improvement in the teaching and learning practices of science and technology, acquisition
of scientific knowledge and skills, and the inculcation of values.
Programmes offered within the school system have not had many major changes. However, outstanding
changes merit mention are the developments made in the two exemplary cases, i.e. the utilisation of
technology as a tool in teaching and learning (SSP) and the teaching and learning of mathematics and
science at primary and secondary school levels (PPSMI). Both SSP and PPSMI have been sustained by re-branding them as Making All Schools Smart (Pembestarian Sekolah) and MBMMBI(Memartabatkan
Bahasa Malaysia, Memperkukuh Bahasa Inggeris), respectively.
One lesson learnt from the implementation of these initiatives is that a concerted effort from all concerned
divisions in the Malaysian Ministry of Education is crucial and significant in ensuring that such innovation
7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
21/22
21
is worthy of its implementation so as to enhance pupil progress, achievement and development across
gender, ethnicity, social economic status, and academic ability.
7/30/2019 Dr. Zaharian Zainuddin - Paper Educational Policies and Measures for Implementing the National Sc & Tech Policy
22/22
22
References
Cheah, U.H. and Lim, C.S. (2010). Disseminating and Popularising Lesson Study in Malaysia andSoutheast Asia, Paper presented at the APEID Hiroshima Seminar Current Status and Issues
on Lesson Study in Asia and the Pacific Regions held at Hiroshima University in Japan from
18th to 21st January 2010
EPRD (2005). The National Education Policy: pre-school to post-secondary level, Educational
Planning and Policy Research Division (EPRD), Putrajaya: Ministry of Education Malaysia.
EPRD (2010).Background Paper: Joint Evaluation Study of Malaysian Education System by MOE
and UNESCO.
Faridah Shah (2010). Science and technology: concerted effort needed, New Strait Times, 11 Nov.,
2010.
Hamidah Yusof (2008). Malaysia, in Mullis, I.V.S., Martin, M.O., Olson, J.F. And Berger, D.R.
(eds) TIMSS 2007 Encyclopedia: a guide to Mathematics and Science Education around theworld(Vol.2), Boston, USA: TIMSS & PIRLS ISC.
Jenkins, E.W. (2003). Guidelines for policy-making in secondary school science and technologyeducation, Paris:UNESCO.
Wui, L.S. and Rohaida Mohd. Saat (2008). An Evaluation of a Nutrition WebQuest: The MalaysianExperience,Eurasia Journal of Mathematics, Science & Technology Education, 4(2),99-108
MOE (2003).Integrated curriculum for secondary schools, science syllabus, Putrajaya: Curriculum
Development Centre.
MOSTI (2010). Malaysia's science and technology policy for the 21st century,URL Acessed: 10/11/10
Ong, E.T. (2006). The Malaysian Smart Schools Project: An Innovation to Address Sustainability,
paper presented in the 10th UNESCO-APEID International Conference on EducationLearning Together for Tomorrow: Education for Sustainable Development, 6-8 December
2006, Bangkok, Thailand.PIPP (2010).Laporan Kemajuan PIPP 2006-2010 sehingga Jun 2010, Putrajaya: BPPDP.
Rohaida Mohd. Saat & Kamariah Abu Bakar (2005). Technology-Based Science Classroom: WhatFactors Facilitate Learning. Jurnal Pendidik dan Pendidikan [Educators and EducationJournal], 20., 2005, 1-19.
Rohaida Mohd. Saat & Noor Azina Ismail (2006). Instructional Strategies and Science Achievement
of Form 2 Students in Malaysia: Findings from the Trends in International Mathematics andScience Study (TIMSS) 2003. Journal of Science and Mathematics Education in Southeast
Asia, 29(1), 62-78.
Rohaida Mohd. Saat and Kamariah Abu Bakar (2003). An Exploratory Investigation of ChildrenLearning Science in a Web-Based Learning Environment,International Journal of Learning,
Vol.10, 2003
Sharifah Maimunah Syed Zin (2003). The Crucial Role of English in the Implementation of the
Teaching of Mathematics and Science in English Policy with Highlights on SupportProgrammes in English, plenary paper for ELTC ETeMS Conference 2003: Managing
Curricular Change, Kuala Lumpur, 2 4 December 2003.
UNESCO (2010). Science and technology policies,
URLAccessed: 10/11/10