The system of education in Malaysia during 1970's

1. • IERA UMAIRAH BINTI MOHD LOTPI (1711042)
• NUR HAZIMAH BINTI MOHD SHAFEE (171)
• NURSHAHIRA NARISHA BINTI MOHD RUSDI (1712116)
• WAN NUR HANI AQILAH BINTI WAN ADNAN (1711660)
 Cabinet Committee Report 1979
 KBSR
 Educational Dualism
 Curriculum and development division
 THE FIRST WORLD CONFERENCE ON MUSLIM
EDUCATION 1977
EDUCATION FROM IN
THE 1970S

2. Moral Development :
 Concern with the principles of right and wrong behaviour
and the goodness or badness of human character
Moral Development is:
The process through which children develop proper attitudes and
behaviours toward other people in society, based on social and
cultural norms, rules and laws.

4.  Chaired by Dr. Tun Mahathir Mohamad
 Was formed in 1974.
 Was formed to review the National Education policy
CABINET COMMITTEE REPORT 1979

5. Features of 1979 Cabinet Report:
Stress on 3R basic education : writing, reading and arithmetic
Stress on a strong spiritual education and the desired
elements of discipline
Emphasis on a Malaysian oriented curriculum
Upper secondary education offers 2 streams (academic,
vocational)
Opportunity to continue education from 9 years to 11 years

6. The results :
 The revamp of national education curriculum that kicks off Kurikulum Baru
Sekolah Rendah (KBSR) that emphasis 3Rs.
 Bahasa Malaysia and English became the compulsory subject for MCE/SPM
 English is taught as the second language.
 Upper secondary education become general academic studies.
 Students in the Vocational schools may be attached to factories for internship.
 History studies is confined to studying the local history and that of the South East
Asia region for deeper understanding.
 More Vocational Schools were established.
 All students may take SPM 2 years after they have sat for SRP exam.

7.  SPM & SPVM became as open certificate systems whereby the
certificate shall only record subjects passed in the said examination.
 The duration of free and compulsory education had been extended to
11 years from the original 9 years.
 The duration of teacher training programme had been extended to 3
years instead of 2 years .
 Religious teachers should be trained and qualified for the job.
 Civics is taught as a subject and being integrated across curriculum.
 Private schools need to be approved and registered by the appointed
Registar.

8. KBSR
(KURIKULUM BERSEPADU
SEKOLAH RENDAH)

9. HISTORY OF KBSR
In 1982, Primary School New Curriculum (KBSR) was first
introduced and was implemented in 305 primary school all
over the Malaysia to improve the weaknesses of Primary
School Old Curriculum (KLSR) such as the syllabus was
inflexible, pre-school was less emphasized, repetition of
content syllabus and only using textbook for teaching and
learning in the classroom as a reference.
Later in 1983, KBSR was fully enforced in all primary schools in
whole Malaysia and it has changed to Primary School
Integrated Curriculum (KBSR) in 1988.
Even the name was changed but its content was still the same.

10. THE AIM OF KBSR
To raise the literacy level of the pupils.
To develop their cognitive and thinking skills.
To provide them with an all-rounded
individual development which will help them
operate efficiently within the social structure
of this country.
To balance physical, emotional, spiritual and
intellectual.

11. OBJECTIVES
Awareness towards human and environment.
Expanding talent and creativity (arts).
Mastering the scientific and technical skills.
Actively participate in cultural events better
understanding.
Aware the importance of health and self-fitness.

12. KBSR is divided into 2 phases:
Phases 1 : Comprises of Standard 1 to 3
- Emphasizes on the basic communication
skills, that is reading, writing and arithmetic.
- Study basic numerical skill such as add, subtract,
multiply and divide.
Phase 2 : Comprises of Standard 4 to 6
- Strengthens and builds upon these basic skills
using these skills for thinking and communication
especially logical reasoning and understanding
social and current issues.

13. EDUCATIONAL DUALISM

14. Educational Dualism
• The British colonial left in 1957.
• Education in Malaysia divided into 2 categories:
- Traditional Islamic Education
- Modern secular Education which is Malay vernacular school and
English school.
• Then in 1970s government gradually changed the modern secular school into National
Education and left the Traditional Islamic Education on its own.
• The education for Muslim in 1970s remained between the national, secular schools and
the religious madrasah or rakyat school.
• This two systems ( national and secular schools) continued develop with the national
system producing Muslims professionals through the local universities.
• While the religious system produce teachers and officers through the universities in the
Middle East.

15. EDUCATIONAL DUALISM
A process of being two or double education.
A dual system of education.
MODERN SECULAR EDUCATION TRADITIONAL ISLAMIC EDUCATION
Religious Not religious
Relating spiritual world
- Islamic History
- Arabic
- Fiqh
Relating to the physical world
- Mathematics
- English
- Science

16. NATIONAL AND ISLAMIC RELIGIOUS SCHOOL SYSTEM
NATIONAL SCHOOL SYSTEM ISLAMIC RELIGIOUS SCHOOL SYSTEM
Focus more on secular education. Focus more on subject that related to
Islam
Provide Islamic Education to student Most SAR are funded by respective
states.
-SEKOLAH KEBANGSAAN (SK)
-SEKOLAH JENIS KEBANGSAAN (SJK)
-SEKOLAH MENENGAH KEBANGSAAN
(SMK)
-SEKOLAH AGAMA RAKYAT (SAR)
-SEKOLAH MENENGAH AGAMA (SMA)
-SEKOLAH RENDAH AGAMA (SRA)

17. CURRICULUMDEVELOPMENT
DIVISION

18. Curriculum Development Division
 The CDD was get set up in 1973as a unit known as
Educational Development Unit Within the Educational
Planning and Research Department.
 Subsequently, the unit was formed as a new division as
part of the school Division of the Ministry of Education
Malaysia.
 CDD had their own building located in Damansara Kuala
Lumpur in 1977 CDD was relocated to Persiaran Duta,
Kuala Lumpur until 31 December 2004
 From the 1st January 2005 CDD began operating from its
new building located Bloc E9. Government Complex
parcel E Federal Government Administrative Centre 62604
Putrajaya

19. VISION
QUALITY SCHOOL CURRICULUM FOR
WORLD CLASS EDUCATION
MISION
TO DEVELOP AN INTEGRITED SCHOOL
CURRICULUM FOR THE HOLISTIC
DEVELOPMENT OF THE INDIVIDUAL’S
FULL POTENTIAL TO FULFILL THE
ASPIRATIONS OF THE NATION

20. ROLES AND FUNCTION
• Design and develop the school
curriculum
• Disseminate and implement
curriculum
• Monitor curriculum implementation
• Conduct research for the
development and evaluation of
curriculum

21. BRIEF HISTORY OF CURRICULUM
DEVELOPMENT IN MALAYSIA
1957-1970
1971-1990
POST INDEPENDENCE ERA
NEW CURRICULUM FOR PRIMARY SCHOOL
1991-2000
INTEGRATED CURRICULUM FOR PRIMARY AND
SECONDARY SCHOOL
2000-2007 REVISED CURRICULUM FOR PRIMARY &
SECONDARY SCHOOL
2010 CURRICULUM REVIEW

22. CURRICULUM DEVELOPMENT CYCLE
NEED
ANALYSIS
PLANNING
DESIGN &
DEVELOPMENT
PILOT STUDY
LIMITED
IMPLEMENTATIONCURRICULUM
DISSEMINATION
AND TRAINING
DISSEMINATION &
IMPLEMENTATION
EVALUATION &
SUPERVISION
Implementation
&monitoring
PLANNING

23. THE FIRST WORLD CONFERENCE ON
MUSLIM EDUCATION
1977

24.  The nature of modern Muslim society led to conceptual
crisis in education.
 The crisis in Muslim education (Kamal Hassan, 1988) :
1. Dichotomy and dualism in the educational system:
Secular vs Islamic
2. Secular humanistic basis of modern education
*Secularization: the disenchantment of nature, the
desacralization of politics and the deconsecration of values –
S.A.Ashraf, 1985

25. The conference observed that:
“The existing conditions in present day educational institutions in
most Muslim countries do not truly reflect the Islamic ideal, and
these institutions do not play their rightful role in the education of
the younger generation in Islamic faith, thought and conduct, and
there exists at present a regrettable dichotomy in education in the
Muslim world; one system namely, religious education being
completely divorced from the secular sciences, and secular
education being equally divorced from religion, although such
compartmentalization was contrary to the true Islamic concept of
education and made it impossible for the products of either system
to represent Islam as a comprehensive and integrated vision of life.

26. SERIES OF WORLD CONFERENCE ON MUSLIM EDUCATION
1st WCOME - Mecca (31 March - 8 April 1977 ) (12-20 Rabi’ al-Thani 1397)
2nd WCOME -Islamabad, Pakistan (15th - 20th of March 1980) (1400A.H).
3rd WCOME - Dhaka, Bangladesh (5th -11th of March 1981)
6th WCOME - Cape Town, South Africa (20th - 25th of September 1996).
5th WCOME - Cairo, Egypt ( in March 1987).
4th WCOME - Jakarta, Indonesia (1982)
7th WCOME – Shah Alam, Malaysia (21 to 23 December 2009)

27. THE FIRST WORLD CONFERENCE
ON MUSLIM EDUCATION 1977
“Basic For an Islamic Education”

28. THE 1ST WCOME 1977
Organized by: King Abdul-Aziz University and the
Government of the Kingdom of Saudi Arabia
Backbones: Professor S.M. Naquib al-Attas, Professor
Syed Ali Ashraf, Dr. Abdullah Mohammed Zaid, Dr.
G.N. Saqeb and others.
Participants : 313 Muslim Scholars from various parts
of the world and different areas of discipline.

29. RECOM
MENDAT
IONS
1.Aims of
education
2.Classsifica
tion of
knowledge
3. Curricula &
Syllabi:
perennial know.
4.
Curricula&
Syallabi:
acquired
know.
Education
&Society
Teacher edu
&
recruitment
Female
edu
Non-
formal edu
for youth
Muslim
minorities
1ST WCOME 1977: RECOMMENDATIONS

30. Based on
different fields of
studies
Related to
different
disciplines
e.g.: natural sciences
aim to discover Allah’s
law of nature in order
to carry out the duty
as His vicegerent
Setting up sub-
committees
Design aims &
objectives of edu.
Reframe the
objectives of
education
THE 1ST WCOME 1977:
METHOD

31. 1. Aims of Education
 Education should aim at the balanced growth of the total personality of man
through the training of man’s spirit, intellect, his rational self, feelings and bodily
senses. Education should cater therefore for the growth of man in all its aspects:
spiritual, intellectual, imaginative, physical, scientific, linguistic, both individually
and collectively and motivate all aspects towards goodness and the attainment
of perfection. The ultimate aim of Muslim education lies in the realization of
complete submission to Allah on the level of the individual, the community and
humanity at large (Ashraf, 1985).
 All Muslim countries must necessarily implement Allah’s Shari’ah and mould the
lives of people upon Islamic principles and values because only then they shall
succeed in systematizing their education according to the aims (Ashraf, 1985).

32. 2. CLASSIFICATION OF KNOWLEDGE AND THE SYSTEM
Given ‘perennial
knowledge’ based on Q
& S + Arabic languange
‘Acquired knowledge’ (social,
natural and applied science)

33. Curricula and syllabi: given perennial knowledge
Curricula
and books
based on
Q&S
Study of
Quran as
the basic
step
Fiqh should
be linked with
the
contemporary
life
Arabic and
its
methods of
teaching
Teaching
Islamic
Culture
Comparative
studies
between
shari’ah and
secular laws

34. Curricula and syllabi: acquired knowledge
Literature
Islamic school of literary
critism
Art & Craft
Study of Islamic art
Social science
Based on Q&S
Applied science
Reformulated in the spirit of
Islam
Natural science
History of science and roles of
Muslims

35. Education and society: Non-formal education
Non-formal education
Mass media program
- Architecture
- City planning
- Islamic Atmosphere

36. Teacher-education and Recruitment
Teacher-education and
recruitment
Teacher training: inspired
by truth Islamic faith
Teacher selection: based
on faith and behaviour
Equip teacher training
colleges with facilieties
Good and promising
students to be enrolled in
teacher-training colleges.

37. Female education
Female
education
Men and women
will be taught
separately
Special female
education
system

38. Non-formal education for youth
• Actual application of Islam in schools -mosques, Islamic ethics and
manners
• Suitable activities for the youth in line with the objectives of Islamic
society

39. 1ST WELCOME 1977:RESOLUTION
S.A. Ashraf : “At the 1st welcome we concluded
that as islam is a complete way of life it is possible
to evolve social ,political, economic and
psychological thought from the islamic point of
view. Hence an integrated system of education is
necessary and it is a possibility provided Muslim
government s become fully aware of the danger
of this duality”-rosnani,2004

40. 1st WELCOME :ITS INFLUENCES
ON MUSLIM EDUCATION
As the blueprint for the future
Muslim education:
 Rise of Educational and
Intellectual Institutions and
Organizations
 Education reform: Integrated
education (Islamization of
Knowledge)

41. OBSERVATION
1.The 1st welcome was a great contribution but why was it
conducted in MACCA? How free the scholars could express
their ideas? How well the host country accepted the ideas?
2.A lot emphasis on the first part of the recommendation on
the aims of education but not the second part. Without the
latter, hoe successful the former care?
3.Teacher selection & recruitment- how to evaluate their
faith?
4.How effective is Arabic Language in today’s world?- open
for discussion.

42. objectives
• Design and develop an intergreted
curriculum relevant for all levels of
school
• Monitor curriculum
implementation at all levels of
schooling
• Evaluate and enhance the quality
of curriculum to meet
requirements and future trend

43. MUSLIM MINORITIES
• Through study of the condition of
Muslim minorities + design
educational policies to protect their
rights
• Fund for education
• Trained and qualified teachers
• Muslim countries should become
mediator between Muslim minorities
and their host countries

44. EDUCATION REFORM
Secular
Education/compartmentalized
education
Integreted education
(IOK)

45. 1ST welcome
Rise of educational
And intellectual
Institutions and
Organization
International institute of islamic
thought
(IIIT) in Herndon, Virgina, United States
Of America-1981 (1401 A H)
The world Centre for Islamic
Education in Makkah under OIC –
1981
International islamic university
Malaysia (IIUM) in 1983
International Islamic University
Islamabad (Pakistan)
International Islamic University
Uganda (Africa)
International Islamic University
Kushtia (Bangladesh)
Darul Ihsan University and
Islamic University, Chittagong

46. SUGGESTIONS
1. Reclamation of the Muslim tradition is crucial in
supporting Muslim education reform and 10K.
2. Research should be conducted on the
empowerment of Arabic Language in commercial
world.
3. In a multi-religious culture, integrated education
with ‘interreligious dialogue’ approach should be
expanded to other religions (than Islam) too in
order to promote unity,integration &social justice.