SMAN MODAL BANGSA ACEH

In 1957, all existing primary schools were converted to national type-schools. The national language was made a compulsory subject in these national-type schools.

English and Chinese secondary schools were converted to secondary schools. Such schools became fully assisted

Types of School In Modern

Era

Secondary education lasts for five years,

referred to as Form 1 to 5.

Students sit for common public

examinations at the end of lower

secondary and upper secondary levels.

The Education Act 1996 (Act 550, Laws ofMalaysia) provides the fundamental basis forcurriculum policies in Malaysia. It indicates thespecific laws and provisions that give directionto curriculum documents. These regulationsare mandatory for all schools. The schoolcurriculum is expected to contribute to theholistic development of the individual (mental,emotional, physical, spiritual) by impartinggeneral knowledge and skills, fostering healthyattitudes and instilling accepted moral values.The aim is to produce Malaysian citizens whoare balanced, trained, skilful and cherish thenational aspiration for unity.

Malaysia’s system of curriculumdevelopment is centralized. The Ministry ofEducation through its central agency, namelythe Curriculum Development Centre (CDC), isresponsible for initiating curriculumdevelopment. The CDC is responsible for thedevelopment of the pre-school, primaryschool and secondary school curriculum.

In the implementation of the curriculum,however, various committees have been setup in the Ministry of Education, StateEducation Departments, Divisions/DistrictEducation Offices and schools

Planning, and conceptualization occur inthe country’s agency. The curriculumemphasizes the mastery of reading,writing, and math skills. Thedevelopment of desirable values amongchildren is emphasized through Islamicreligious education for Muslims andmoral education for the non-Muslims.This feature is considered important inhelping pupils develop desirable socialbehaviors and loyalty to the nation.

Curricular innovations in Malaysia have called forimprovements and even radical departure from thetraditional teaching method used.In Malaysia, traditional lectures and question-and-answer methods are still dominant. Teachers havebeen encouraged to use inquiry-discovery approachesto learning where pupils have more control or groupwork that require pupils to be more active in learning.There is a strange revealed secret that teachershave to prepare their pupils to obtain good grades inpublic examinations with an overloaded curriculummade. However, Malaysia in the past few years hasappropriated 15-20 % of its national budget toeducation field, which was very good.