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Education Act 1996

Education Act 1996 (1)education act 1996

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Education Act 1996

Education Act 1996

Comparison between Education Act 1961 & Education Act 1996Education Act 1996AspectEducation Act 1961Based on philosophy of education and Wawasan 2020

Platform & VisionThe philosophy not written and unclear (more focus on way to unite the races) *Razak Report (par. 12)Covers all levels of education in schools and institution under the national education system (except expatriate (private) schools)

*Education Act 1996, sec. 15National Education SystemOnly covers the few levels of education.(school or institution of government and government aided school)*Education Act 1961, Sec. 19The national language as main medium of instruction in all educational institutions in the National Education system (except an national-type school established under sec 28 or any educational institution exempted by Minister from this section)*Education Act 1996, sec 17)Position of National LanguageThe national language as a medium instruction in national primary school and national secondary school onlyCont.Education Act 1996AspectEducation Act 1961Used by all schools in the National Education System*Education Act 1996, sec 18National CurriculumAllocation does not existEvery schools prepare its students for examination*Education Act 1996, sec 19Examination Allocation does not existCompulsory subject in all school*Education Act 1996, sec 17National Language as compulsory subjectOnly compulsory to government school and government-aided schoolOnly one condition: Are provided if there has request (15 and above) from parents for these subjects# More tolerate

*Education Act 1996, sec 2Subject of Chinese and Tamil LanguagesTwo conditions:If there has request from parents (15 and above)

If reasonable and practical to do Cont.Education Act 1996AspectEducation Act 1961Two conditions:- If there has request from parents (15 and above)- If reasonable and practicable to do #Recognition to indigenous people*Education Act 1996, sec 2Indigenous LanguagesAllocation does not exist-government-non-government-private#So, easily to manage*Education Act 1996, sec 16Category of School and institution-fully aided (government and non-government)-privateEstablish and manage the pre-schoolGive chance of pre-school education especially for the poor and needy*Education Act, sec 21Pre-school Allocation unclearEstablish pre-school curriculum and it is compulsory to all pre-school *Education Act 1996, sec 22Curriculum for pre-schoolThe curriculum not compulsory

Education Act 1996AspectEducation Act 1961Primary education (national or national-type school) designed for duration of six years but may completed within to seven years*Education Act 1996, Sec 29Duration for primary EducationProviding a six-year course of primary education (national primary school)

*Education Act 1961, sec 2Can continue for form 6 or matriculation and another higher education*Education Act 1996, sec 33After Secondary EducationAllocation is unclearPolytechnics can make collaboration with another institution or organization.*Education Act 1996, sec 37Polytechnics can take course or training program for certificate level or other level with another universities or institution of education*Education Act 1996, sec 38Collaboration of PolytechnicsAllocation does not existCont.Education Act 1996AspectEducation Act 1961Minister can establish this education either in special school itself or another available school (primary and secondary)# Develop the loving and caring community

*Education Act 1996, sec 40Special EducationAllocation is unclearEstablish opportunity for higher education (bachelor, diploma and certificate) in education field and collaborate program with another institute of education.#Develop the potential and skill and strengthen the quality of the teachers. (Especially in science , mathematics and IT according to the development of country)

*Education Act 1996, sec 7 Education Colleges (Maktab Perguruan)Allocation for teachers too generalCont.

Education Act 1996AspectsEducation Act 1961Compulsory subject in all schools including private (if there has request from 5 and above students)#Important to develop the moral values

*Education Act 1996, sec 50Teaching IslamCompulsory if there has requests from 15 students and above (in government and government-aided school only)Private Education Institutions have to get written permission from Minister.# To control the private Education Institution in managing any program besides to make easier for Malaysia to achieve Centre of Education Excellence.

*Education Act 1996, sec 77Twinning and Linkage ProgramAllocation does not exist

The Lesson Learned from Education Act 1996

Strengthness

Collective decision making One strength in the practice of curriculum development is the collective and participative nature of decision making on curriculum matters. Although certain agencies are responsible for the school curriculum, the actual planning, development and other related activities shared out. The participation of the various stakeholders ensures that related activities are coordinated.

2) Opportunities for Teachers To Meet Another strength is the opportunity given to teachers to meet and exchange views and learn from each other. Experience has shown that things go well at the limited implementation stage or piloting. This is because at this stage there are regular visits to schools and workshops with teachers to discuss problem and possibilities.

3) Practical-based Subjects A successful curricular reform is related to the nature of the subject. Those that are practical-based and hands-on seem to be more successful than others . Visual Arts, Living Skills, Invention, Information Technology and Vocational biased subjects are examples. These subjects enable students to see the relevance to job opportunities when they leave schools

Major difficulties

Breadth vs. Depth There is often the dilemma over what is appropriate in terms of the scope of the curriculum. Education matters to everybody and because of this, there is always demand and sometimes pressure to include many things in the curriculum. Stake-holders see things immediate to them and this may not concur well with national priorities, as well as realities in the classroom.

2) Curriculum Development Skills Developing a curriculum demands specialized skills and interest in the subject. These skills cannot be acquired overnight rather it is cumulative through years of experience in the classroom. Curriculum officers also need to have sound knowledge in curriculum theory, learning theories and keep abreast of developments in other parts of the world. In addition, they need to be alert on the scenarios that have implications on the school curriculum. Not everyone involved in curriculum development have these prerequisites

3) Differing School Environments A centralized curriculum cannot meet the needs of all schools equally well since they differ in environment and locality. Difference in facilities, quality of teachers and communication, often hinder the aspirations of the curriculum.

4) Presssure of National Examination National examinations are often used as a yardstick for the effectiveness of schools where there is selective intake and into higher education. Very often the style and format of the examination papers and tasks rather than curricular objectives drive the classroom.