Towards uplifting secondary school curriculum

to international standard.
Introduction
With the growth of increasingly sophisticated software and the popularity of the public network, the
need to maintain privacy, accountability and to keep information restricted in such a scenario has
become a priority. In this case, education plays an important role. Education thus has to be the
engagement and opening of hearts and minds. In this case, education is transformative, and has to
be a value. Add, not just at the higher levels but right from the early formative years. As the Chinese
saying, To build a house you have to start at the foundation. We in Malaysia, view education as a
very important agenda and priority, a platform to optimize the potential of every citizen and put
within reach the promise of the Malaysian dream. In 2013, the National Education Blueprint was
released. It covers the education of Malaysian starting from Preschool till Post-Secondary. The
approach of the blueprint was ground-breaking as it uses multiple perspectives to evaluate and
assess the performance of Malaysia's education system. The Ministries also worked with other
governmental agencies to ensure alignment with other policies related to education. Furthermore,
the Ministry engaged also with the people in a new scale. (Issues in Malaysian education 2013) .
According toLevin (2008) curriculum is defined as an official statement of what students are
expected to know and be able to do. It shows that the curriculum was designed especially for
students to learn in school or to have the desired or needed knowledge that have been decided by
the Ministry of Education to face the current world. For a teacher, the curriculum defines the skills
that students should learn established by the state or developed by a committee (McGinn and
Borden, 1995). On the other hand, Kerr defines curriculum as, 'All the learning which is planned
and guided by the school, whether it is carried on in groups or individually, inside or outside the
school. (Kelly, 1983 and 1999). Hence, it can be summarized that curriculum is something which is

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taught in school in a set of subjects where it has specific content and objectives to achieve by the
students and it is also including activities, guidance and interpersonal relationships. Therefore,
generally curriculum also can be defined as the whole plan which is desired by a school or
academic institution to achieve the aims of education [Cabinet Report Book (1979) in Abdullah
Sani, (2005)]
National Malaysian education Blueprint 2013-2025 is an exponent designation dedicated to
making knowledgeable environment and making knowledge accessible to all students based on their
belief that all students can learn and no child should left behind. (Apple, M. W., 2004).
There are consensuses that are education of children is one of the key vehicles engendering the
development of economics. (UNESCO, 2009). Individual who become teachers generally wants and
need to be the best among the rest in their related field of specialisation in order to cultivate their
students to have significant learning experiences. Despite a rising focus the governmental agencies
worked together with International developed countries to ensure alignment with other policies
related to secondary school curriculum.
The latest prominent Blueprint mainly focused the aspiration to make sure global accessibility and
the whole nation children compulsorily engaged to school .
AIM OF PAPER
This concept paper consists of my deep analysis and evaluation of the Blueprint 2013 2025. The
main aim is not only to suggest the pitfalls and important recommendation to uplift the nation
curriculum to international standard but the targeted group government, education ministries and all
who are concerned about Malaysian national education can take immediate action to improve the
quality of our national curriculum. Fairly, students life lies on the curriculum implementation in
schools. This concept paper is divided into 3 major parts:
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Part 1: Issues in National curriculum

Part 2: Proposal to enhance national curriculum
Part 3: Recommendation
The role of the school curriculum is to ensure the holistic development of the individual mentally,
physically, spiritually and emotionally by imparting general knowledge and skills; cultivating,
instilling and fostering healthy attitudes and accepted moral values. The curriculum aims to bring
forth the Malaysian citizen who is a balanced and well-rounded individual, trained, skilful, and
cherishes the national aspiration for unity.
To fulfil this aspiration, the National Curriculum is formulated around a number of principles as
follows. This paper briefly outlined and highlighted on national education issues especially for
secondary school students in Malaysia from the time of new educational blueprint of 2013- 2025
been sketched and implemented throughout the nation, followed by a detail discussion about the of
changes and reformation made in national curriculum and the guidelines and vital importance given
to ways of implementation and the issues raised up also taken into important consideration.

Provide equal access to quality education of an international standard.

Develop value driven Malaysians

Transform teaching into the profession of choice

LITERATURE REVIEW
While national examination results indicate that student performance has been improving steadily, it
is also imperative that Malaysia compares its education system against international bench marks.
This is to ensure that Malaysia is keeping pace with international educational development.
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This paper critically designed in terms of the fundamental important and ways to uplift nation
curriculum to international standard. Here readers will find variety of proposal and valid
recommendation about the latest nation curriculum in this study more focus on secondary schools.
Issue1: Curriculum standardisation
Issue 2: Curriculum time frame designation especially for secondary schools
Issue 3: Quality of assessment paper (school based assessment an expectation in
Malaysian context).
Issue 4: Implementation error
Issue 5: Improve higher level thinking skills in everyday lessons Programme for
International Student Assessment (PISA)
This paper extended to relevant recommendation to uplift the quality of curriculum from
the root.
First Proposal : Reform and revise the education curriculum
Second Proposal: Review the school structure
Third Proposal: Improve learning environment
Fourth Proposal: Emphasize On Information Technology Facilities
Fifth Proposal: Improve teaching technique (Promote a student-centered approach in
teachers training)
Sixth Proposal: Emphasize moral and ethical education in curriculum
Seventh Proposal: Introduce Experienced Based Education In curriculum
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The paper continues to recommendation as below:

Ways to uplift the national curriculum.

Re-examine and Restructure the PBS system

Refining and revising curriculum content to align with international standards.

Proposal To Uplift The Nation Curriculum

Reformation on Malaysian curriculum needs to take place immediately in certain important issues
in order to harmonize and coordinate the education system that will suit such demand.
There are huge gap in Malaysia curriculum between Teachers, parents and students.
First proposal : No child should left behind like in developed countries such as Singapore,
Australia, America.
States have to work to close the achievement gap and make sure all students including those
who are disadvantaged, achieve academic proficiency.
Schools that do not make progress must provide supplemental services, such as free tutoring
or after school assistance take corrective actions.
Federal funding is targeted to support these programs and teaching methods that work to
improve students learning and achievement.

Second proposal : About school structure

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Review the school structure. Structure of school has to be redefined into smaller category such
as having only National school and special school in order to foster a national unity. (One
Malaysia Concept). Pupils from all races will be allocated into one integrated education
system. Provide opportunity for the new generation to appreciate on preserving the harmonious
nation. Sharifah, N. P. (1999).

Third proposal: Reform, revise and change the education curriculum.

This proposal concern about Reform the education curriculum The challenge facing modern
public education is creating a system of impressing children with the value of education in
their lives. And because such a system has to be extremely individualised, its hard to create a
consensus among policy makers regarding the way to deal with the issue. Until that challenge
is met, then the dilemmas of ineffective education are not going to leave us. (Shawn Olson
(2003), the root of education failure)
The current curriculum in Malaysia is already revised by various important parties. But, it is
not definitely guarantee one hundred percent for development of students in terms of
education, creative thinker and towards solving critical problem in more analytical way
especially in science and technology plus computer aided technology.( McGinn, N. F. and
Borden, A. M. (1995)).
A few national curriculum issues needs to be raised up so that the pitfalls of the whole system
can be seen clearly and the loops can be repaired in order to lift up our national education system as
equals to first world nations. For an example, accordance to create the best assessment system for
the worldwide on December 17, 2010, the cabinet together with a Malaysian education confirmed to
introduce School Based Assessment. Or Pentaksiran Berasaskan Sekolah (PBS), for gradual
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curriculum transformation plan to make sure holistic in the learning curve for learners as well as to
reduce teachers and administrators burden from unwanted paper works load and to create and
implement the best and ultimate teaching and learning environment for teachers and students.
The PBS system is entirely created with a main purpose to evaluate and assess each student
separately and entirely. PBS emphasises assessment for learning and assessment of learning to
ensure a more systematic mastery of knowledge with more holistic assessment.
Issues To Raise to uplift the standard of curriculum
Some major issues touched over here in order to equalise the standard and to measure the quality of
ISSUE 1: Curriculum standardisation
Curriculum development and reinforcement in Malaysia have continuously characterized by
national government and education ministry ongoing and constant efforts to adapt secondary school
education to global development needs and to enhance quality individual development. Even
though, curriculum claimed as a rebirth of education but still the loops in our system make the
originality of our system collapse when it compare to world curriculum standardisation. Lack of
motivation and lack proper guidance discover new possibilities in order to recreate the learning
environment and the learning experiences that will make them more relevant. This is the symptom
whereby, people in education are still prefer and insisting that the old paradigm and conventional
method is still preferable. The major parties in education line event though supporting for national
new curriculum but the overload work as key in the marks in the system, to have an individual
assessment system to each student separately, less collaboration between teachers and students, lack
of coordination, identity crisis, teachers students bias, unwanted and unaware of competition will
persist.
ISSUE 2: Curriculum time frame designation especially for secondary schools
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PBS makes it possible for teachers to provide immediate feedback to pupils at each stage of the
learning curve. The feedback based on the Performance Standard will enable teachers and pupils to
identify their strengths and weaknesses during the learning process.
ISSUE 3: Quality of assessment paper ( school based assessment an expectation in Malaysian
context).
As far as educational testing is concerned, Malaysia has been in almost a similar mode of
examination system in national curriculum since independence in terms of the role of teachers
conduct internal tests .(Nitko, 1989). The system draft in curriculum has been going on pretty good
in the eye of public. A fundamental objective of any education system is to ensure that its students
are being equipped with the knowledge and skills required for success in life. Historically, the
Malaysian education system, like others around the world, has emphasised the development of
strong content knowledge in subjects such as Science, Mathematics, and languages.( Abd Rahim b.
Abd Rashid 2005). There is, however, increasing global recognition that it is no longer enough for a
student to leave school with the three Rs (Reading, Writing & Arithmetic). The emphasis is no
longer just on the importance of knowledge, but also on developing higher-order thinking skills.
(Apple, M. W., 2004). While Malaysian student performance has improved over several decades,

those remarkable gains may be at risk in both relative and absolute terms. Firstly, other systems are
improving student performance more rapidly, and have found ways to sustain that momentum. The
gap between Malaysias system and these others is therefore growing. Secondly, international
assessments suggest that Malaysian student performance is declining in absolute terms.( Armstrong,
D. G., 2003) Over the past two decades, international student assessments, such as the Programme
for International Student Assessment (PISA) and the Trends in International Mathematics and
Science Study (TIMSS), have emerged as a means of directly comparing the quality of educational
outcomes across different systems. These assess a variety of cognitive skills such as application and
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reasoning. When Malaysia first participated in TIMSS in 1999, its average student score was higher
than the international average in both Mathematics and Science. By 2011, the last published cycle
of results; the systems performance had slipped to below the international average in both
Mathematics and Science with a commensurate drop in ranking. Critically, 35% and 38% of
Malaysias students failed to meet the minimum proficiency levels in Mathematics and Science in
2011, a two to fourfold up from 7% and 13% respectively in 1999. These students were identified as
possessing only limited mastery of basic mathematical and scientific concepts. (Ben Peretz, M.,
1990).
ISSUE 4: Implementation error
How many best and effective blueprint and road maps, best teaching aids and official documents
have we seen come and go without the proper implementation Teaching of mathematics and science
in English which was implemented in haste and has yet to show failure results.
Through the implementation to increase the capacity of thinking ability only can be developed and
improved by becoming aware of, carefully examining and practising the thinking process in a
purposeful, organized, cognitive process that we used to make sense of the world. Shakespeare
explains there is nothing either good or bad, but thinking makes it so and Epictetus wrote, men a
disturbed not by things, but by the views which they take of them.( Blenkin, G. M. et al 1992).
Educate successful thinking enables students to solve the problem they are continually confronted
with, to make intelligent decisions, and to achieve the goals that give our lives purpose and
fulfilment. It is an activity that crucial for living in a meaningful way. This is only had achieved by
introduced subject as critical thinking and interpersonal related skills since in secondary section
itself by curriculum to make sure students thinking and language abilities are becoming sharper and
more powerful, become an educated thinker to expanding mind and developed their sensibilities.
Reconstructionist teaching approaches able to produce an educated thinker and helps to achieve
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their career goals. Meanwhile, it helps to working towards goals, making decisions and analysing
issues to understand the world and make informed decision. For an example, imagine that you faced
with the choice of studying for an exam or participating in a social activity. So in this case students
need an education to lead them to choose a correct path for their future.
Major policy implementation based on the Raja Mohammad Fauzi Musa (1997) is the process of
creating a well balanced and harmonious individuals are the management of education. National
curriculum take many professional strong steps by carrying out different tasks for produce quality
teachers by extreme teacher practices by giving warmth and supportiveness, promotion of
cooperation, elicitation of student thinking and discussion, emphasis on prosocial values and low
use of extrinsic control. These things make teachers to participate in their work with full of
enthusiasm. First, policy of management of education is taking care of teachers privileges.
Sharifah, N. P. (1999). This is because, if teachers are really cared with full of responsibility
eventually effort to help students will automatically will end up in a producing a well-balanced
person. As an example of curriculum policies implementation are education and competences for
students life, common basis of human values, preventive and rehabilitative programs to combat
social ills, relevant skills of the 21-st century, skills training programs, non- formal training courses
and workshops, and private section initiatives in youths training programs are some of the great
policies enforce by the curriculum.

Major goals and objectives of basic education

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Diagram 1: Comparison of Malaysia PISA 2009+ Ranking against other countries

Realistic Considerations of Higher Thinking Order Test Question.

Based on Comparison of Malaysia PISA 2009+ Ranking against other countries clearly can
recognize that Malaysia still can move forward compare to other Asian countries. Ultimately we
cannot be proud of the rank of Malaysia against other countries this is because comparatively we
just It is appropriate and urgent that the Ministry of Education attempts to train students with critical
thinking skills, creativity and innovative thinking to meet the increasingly competitive international
environment. (Blenkin, G. M. et al 1992) In the area of assessment, the Ministry plans to increase
the number of test question which assess higher order thinking skills. However, since the Ministry
has already decided that pen and paper examination is not the only way to assess a students
learning results, it should then consider other forms of assessment, rather than mechanically
increasing number of relevant test questions year-by-year. (Sharifah, N. P. (1999). Higher thinking
order test questions are difficult to produce, often time-consuming and requires a lot of effort. It is
especially true for objective questions. Objective questions are generally suitable for assessing low
level learning skills of the candidates such as factual material, understanding and application of
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concepts. Objective questions require a single correct answer, which will restrict the candidates
from utilizing critical thinking skills, creative and innovative thinking, and result in rigid thinking.
Objective questions, especially multiple choice questions, can easily lead to cheating and
shortcuts. Subjective, open-ended Questions are more suitable to assess higher level thinking
skills. (Blenkin, G. M. et al 1992) However, marking such questions is difficult and time
consuming, and is prone to bias. Moreover, experienced and specially trained markers are usually
required to acquire a certain level of consistency. (Kelly, A. V. 1983; 1999) In addition, increasing
the number of questions in an examination paper as a way to emphasize testing higher order
thinking skills, seems too much testing for testing sake. If not handled well and deviate from
pedagogy, it might cause assessment to be placed before teaching, or rather to create a teach-to-test
situation, which is what the Blueprint has criticized.

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ISSUE 5: Improve higher level thinking skills in everyday lessons Programme for
International Student Assessment (PISA)
Reduce or even abandon using objective questions during teaching. Teachers should avoid the
tendency of assessing based on the only answer or the best answer. Instead, use more open-ended
questions to let students have the freedom of expressions. Pay attention to both quantity and quality.
Improving the thinking skills of students can also be done during classroom teaching, and doesnt
have to rely solely on tests. Even assessments come in many forms, not just paper and-pen.
(Blenkin, G. M. et al (1992) systematically enhance teachers skills in teaching thinking skills, and
ensure teachers participate in courses on setting higher level thinking questions to avoid low quality
questions.
OVERCOME AND SUGGESTION
First Proposal : Reform and revise the education curriculum.
This proposal is concerns upon revision on the education curriculum at secondary level. The
existing curriculum does not entirely guarantee a future progressive society in term of being
innovative and creative especially in the science and technological field. In fact, these special traits
are the essential component to create a developed nation as highlighted in the vision 2020. At
present, the secondary school, leavers are more favourable to take social art courses at the higher
education. Statistically, in 1995 the social art base scholars at the higher institution are 43,610.
Those who enrolled in science base courses are 22,290 and technical base courses are 13,430.
(Magnusson, S., Krajcik, J. S., & Borko, H. 1999). One reason for this is because they are not well
exposed upon its importance. A new set of curriculum has to be introduced especially to encourage
participation in the innovative and creative programs. The science base subject has to be designed in
more attractive manner. One instance is that the course should require each student in all type of

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schools to form up groups to produce a final science related subject at the end of the secondary
years supervised by teacher.
Second Proposal: Review the school structure
Review the school structure at secondary level. By reducing the type of schools, pupils from all
races will be allocated into one integrated education system that will enable them to understand
closely and respect more on each other cultures and values. In addition, this will also provide
opportunity for the new generation to appreciate on preserving the harmonious nation and therefore
introduce a new culture of solidarity. National language (Malay language) will be effectively
enforced but this does not mean that the native language of certain races will be ignored. Special
language class (extra session) for Chinese and Indians will still be upheld in the curriculum. Levin,
B. (2008). At the secondary school level, the type of school level, the type of school should also be
reduced or merged into few categories such as first, regular and fully residential. Social integration
and shared value on education skill will be more flexible among students. They will be more
versatile on sharing education experience and this will enable individuals to enrich their knowledge
tremendously although they take different curriculum. Theses school merger concept will make
the new school leaver in the future more mature by having various understanding on academic
shared value in different field. In addition, it will also give wider opportunity to democratize
education among student regardless to their social status either in rural or urban area. ( Levin, B.
2008)
Third Proposal: Improve learning environment
Improve learning environment proposal concerns the characteristics of the learning environment.
Learning environment in most of the school should be thoroughly revised in terms of class capacity.
The size of the students in a class needs to be reduced to a smaller number of instance 20 pupils
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per class. At present, the ratio between teacher and student is roughly about 1:20 and this has
become the recent aim. However, based on the student per class, the ratio is exceeding 30 students
roughly. Blenkin, G. M. et al (1992) .This is not representative to the acceptable kind of learning
environment. Teaching will be more focus if the number of pupils is smaller in one class. Azman
Mohd. Yusof, (January 8, 1998), Education Policy, Graduate School of Policy Science, Saitama
University. This will guarantee the quality of education and teacher will be able to monitor closely
on performance for every pupil in her class. Besides that, students can have more close relationship
among themselves. Therefore, classes have to be added by building more schools not only in urban
but also rural area to correlate with the above mentioned concept.
Fourth Proposal: Emphasize On Information Technology Facilities (ICT)
This proposal gives more emphasis on the application of information technology facilities in the
school. Information technology should be more diversified. Computer literacy classes have to be
expanded in all schools and facilities has to be provided and upgraded in line to the recent
technological advances. The smart school concept in Malaysia an also be redesigned in adapting to
the other existing school. Smart school is not for smartest students but it stresses on its smart ways
of ensuring that every student stretches to his full potential in a way that it is best suited to his
learning pace and style. The curriculum will therefore recognize that the students have different
learning needs. Here, the students will pay as active learners. They will nurture skills on creative
problem solving with the help of capability on manipulating information resources. Data collection
will be served through database networking. This school also will incorporate the innovative
concept of the virtual express class. This will allow fast learners to complete all coursework sooner
than the normal duration. Changing environment after reaching competency at certain level is a
smart way to maintain innovative skills. As for the slow learners, they will undergo a thinner
program and proceed at a slower pace to ensure that more focused attention will be given by the
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teacher. To facilitate this, the school provides a centralized on line delivery of assessment system.
The system allows the student in a physical class to work at different levels in the same subject as
well as to allow him to progress in a different subject at any given time. In such instance, the
student will be guaranteed the attention they deserved. Therefore, ways of teaching have to be
diversified too in a sense that teachers will now play the role of a guide on the side rather than a
traditional way the sage on the stage.
Fifth Proposal : Improve teaching technique (Promote a student-centered approach in
teachers training)
One method is by implementing through education media services that provides not only education
television and radio program but also supply audio visual aids as well as education technological
services. Distance learning can adopt a new way of teaching style via video conferencing. Schools
also should have a kind of network among themselves for education purposes. Ben Peretz, M.,
(1990). The expansion of existing network such as school resources centre is therefore required.
All prospective teachers, before they start their teaching career in schools, must be exposed to the
ideology of a student-centered approach in their training. They must be trained in relevant theories
and methodologies. The Blueprint must therefore outline in greater details and clarity, how existing
teacher training facilities will incorporate said ideology into their syllabus and how we should
adjust our syllabus for the new generation of teachers. (Reforming National Education)
Sixth Proposal : Emphasize moral and ethical education in curriculum
Sixth proposal will elaborate on moral and ethical education. Advancement on science and
technology knowledge should be balanced with moral and ethical values. It is wiser to implement a
kind of teaching as conducted in the religious school where the management upholds a one day
education session. Normal education will be taught in the morning session while the religious

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thought will be conducted in the evening. (Kelly, A. V. 1983; 1999) As for the non-Muslims, they
can enrol in a moral and ethical education class. By doing so, this can prevent pupils from involving
to certain unwanted event after school where such depreciation of morality among youngster is so
transparent nowadays. The education system should guarantee the future generation to be highly
moral, knowledgeable and skilful such as Singapore education. The decline in academic
performance in certain western countries because of has been accompanied by a decline in manners
and morals, as the incidence of teenage pregnancy and violence in the schools makes clear. Reports
of teachers, as well as students, who have been beaten, robbed, and Taped - while not a daily
occurrence - are nonetheless more prevalent now than at any time in our history, making some
schools no safer than the streets on which they are situated.(Stephens, P. and Crawley, T.,1994).
Drugs are commonplace, in rich as well as poor neighbourhoods, and the data on alcohol abuse are
not encouraging. To top it off, the number of incompetent teachers, as judged by the easiest of tests,
is shocking, and the quality of college graduates going into the education profession is a disgrace.
(William A.

Donohue )

Seventh Proposal : Introduce Experienced Based Education In curriculum

Quality education does not mean that it has to be conducted in the manner of academic way of
presentation. Sharing values of the real life experiences are considered crucial to expose students in
preparing themselves to meet the future challenges. McGinn, N. F. and Borden, A. M. (1995). A
clear picture about the real life will enable students to reaffirm his alternatives to choose a right
career. Career development program should be enforced effectively especially at the secondary
level. (Magnusson, S., Krajcik, J. S., & Borko, H. 1999). workers and ex- students should engage
with the students within reasonable contact hours to highlights the essence of education in
connection to the real world. By doing do, students will start appreciate the value of education in
their life. This program should be gradually maintained and monitored closely by the school
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management. Field trips should be part of the school activities and it should not be made on
voluntary basis. (Azman Mohd. Yusof, (January 8, 1998), Education Policy).
RECOMMENDATION
Ways to uplift the national curriculum.
Pioneering change: Nation building
Upgrade co curricular activities under the student integration programme for unity (RIMUP) to
foster better understanding between vernacular and national schools. Develop multi arts curriculum
for all students to attach them in outdoor activities skills and to minimise them from involving in
social ill activities. This is clearly and far more implementing in world developed countries
curriculum such as Australia, Singapore and China.
The National curriculum has identified many best recommendations and work on and has set a
target to achieve it. While it is all nice in paper, implementation of this vision, mission, objectives
and aims must be real and not mere printed words only. Sometimes, providing an accessible
environment and making some minor adjustments would be sufficient to uplift the curriculum. For
instance, Implementing paper 3 in history for form 5 students does not leave any great impact for
the students in terms of utilising the knowledge. This is because the designation and aim of this
paper was really a good plan as stated in secondary school curriculum but external circumstances
such as preparing the exact answer before the exam, prediction of teachers what might come out in
exam but not the students whom supposed to do will not only make the system failure but the aim
of curriculum just left behind too.
Improving the current curriculum and preparing for structural change

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The ministry intends for the education system to not only improve the quality of its curriculum and
assessment, but also achieve much tighter integration across them. In the short term, the ministry
will roll out initiatives to improve the written, taught and examined curricula individually, as well as
to create tighter alignment across all three dimensions.
A question of quality
Many students who score straight As in national examinations find it difficult to cope in university.
Most Malaysian students are not exposed to the world outside and lack life skills, as all their time is
filled with extra classes and tuition to prepare for exams. In todays world it is not enough to be
book smart, as one need to have the ability to think creatively and critically. Highlighting English
competency and communications skills. As an example, schools need to expose students to
activities that can enhance independent thinking and communication skills. The scenario in schools
usually the teachers ask students to sit down at their desk and be quiet. This is because teachers are
under pressure to finish the syllabus. At the end of the day, results counts and the entire school
system want to do their best because their school performance is judged on that. (Magnusson, S.,
Krajcik, J. S., & Borko, H. 1999). So purely, the curriculum has been revised closely in order to
producing more well-rounded students, hence one of the best steps is incorporation of written
examination and clearly known as PT3 test for form 3 students. Even though the implementation
process took a very short and immediate implication and causes a lot of inconvenience among
teachers and students. The requirements of PBS is not the same as our syllabus, therefore the
teacher could not perform the necessary assessment. On the other hand, some teachers assume
syllabus not covered in the PBS is not important and can be skipped.( McGinn, N. F. and Borden,
A. M. 1995). Another worrying trend is that some teachers taught according to the standard content
and performance standard provided by the ministry, which in fact defeat the purpose of PBS. PBS
requires the teachers to be not only the educator, but also the examiner. Many teachers feel
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unprepared for the dual role. These are several problems worth looking at for PBS. (Reforming
national education)
Re-examine and Restructure the PBS system
Regularly supervise the teaching activities in schools to ensure that education principals are
followed, and avoid teaching according to examinations. To monitor closely the scheme of work for
teachers, and to avoid teachers trying to cut corners and rush lessons, which affect the students
learning. Reduce standard tests. Develop more efficient and clearer PBS measures, to avoid
unnecessary paper work which overloads the schools administrative and academic resources
Provide teachers with training of assessments skills. To effectively run PBS and encourage higher
level thinking teaching, class size should be controlled below 25. (Reforming national education)
There is no specific and clear cut has been drawn and has not given much emphasis and this clearly
can be known from the difficulties and passing mark of the form 3 students throughout Malaysia.
Even though the motive was a great vision to produce quality education frame but without a proper
rules and regulation for all the involved parties will just cause for failure in this system.
The Inequality in Curriculum Design
The set-up of curriculum also has to include about having smaller classes. More importantly, the
government need to hire the right people to teach. The profession has to be made more attractive. It
shouldnt be something that people fall back on when their options become limited. The major
things are reward teachers who do a good job regardless of their race. Promotion, incentives must
reflect calibre and ability. (Ministry of Education, 2002) First of all, the revolution is needed to
boost the teaching profession. First of all, the selection needs to be more stringent. Much needs to
be done to improve the well-being of teachers including better salary, opportunities for promotion
and benefits so that they will look after the students without financial and growth pressure indeed.
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The workload has grown though. Schools are overcrowded and teachers are certainly burdened by
non teaching duties and the support from the community has decreased. (Whitty, G. 2002)
Refining and revising curriculum content to align with international standards.
The KBSM will continue to be refined in line with policy that the National Curriculum should
incorporate international best practices and be of a standard that produces globally competitive
citizens. During the development phase, the ministry will continue its practice of benchmarking its
curriculum learning and content standards against that of high performing system to ensure that
these standards are aligned and that the syllabus are not overcrowded. Where the breadth and depth
of content covered in the curriculum is more than can be efficiently taught in a given School year.
In order to be more whole brained in their orientation schools need to give equal weight to the
arts stream, and science stream, creativity and the skills of imaginations and synthesis. This is more
than simply putting these subjects on the timetable. The concept needs to be understood,
internalized and made explicit in curriculum design and delivery. A person who will be produced
under balanced education must be a all rounded person such as have equal capability in
linguistic, a facility with language, patterning and system mathematician and logical likes precision,
enjoys and abstract thinking, visual/ spatial, uses body skilfully, good at timing, likes to act out
ideas, mediates and enjoys working in groups. The most important is to be naturalistic, ability to
make connection in the natural world, understands the living world, drawn to ecological issues,
enjoys learning within context rather than out of the context. Our priorities have to be clear.
Education is more than the standard agenda. ( Lave, J., & Wenger, E. 1991). If one has all these
criteria then only they consider as a holistic and well balanced person and automatically the
standard of curriculum can be uplifted automatically. Given that the world is rapidly changing
place, of change is ever increasing and that coping with this increasing lace of change is potentially

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very stressful, how we rephrase pupils to live in a world we have not experienced. (Abdullah Sani
Yahaya. 2005).
All these even though have there and here in curriculum to implement via subjects unfortunately the
basic values and the method of implementation always went wrong in many aspects when it comes
to delivering of knowledge.
Emphasise on co-curriculum activities.
The advantages in developed countries curriculum is mainly focus and try to develop the students
brain in terms of survival and they do belief in a theory states that schools are not factories. Rather
than that, balanced curriculum also requires high profile and life skills. High profile more to arts
which is part of humans life. Curriculum should not only emphasise and comprehended with
designed to pass in examination such as PT3, SPM and STPM. Students must also participate in
outdoor activities such as in social team work and maintaining our body or health by learning selfdefence. Participating in public speaking, debate, drama, singing contest, dance and so on. All this
is already designed in curriculum under co-curriculum. (Blenkin, G. M. et al 2002) Unfortunately,
the students talents and skills only develops at certain time in schools and there is no room for them
to develop their skills and failed to adapt them in terms of life survival. For instance, curriculum
emphasing on give birth to public speaking attitude in classroom so nation curriculum develop
Pentaksiran sekolah known as school based assessment for secondary form three students. (Ben
Peretz, M., 1990). Nevertheless, the training given is only emphasizing them to reading, and
answering questions based on pictures and paragraphs. When it comes to an interview the same
student whom previously did extremely well in public speaking at school and hold as many
certificates as possible awarded from school could be unusable because they failed to answer the
interview questions and general questions. We used to hear that A in exam but D interview. What
does that mean? Holding fluting colours in a papers qualification but zero in knowledge and other
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related things to life. Only obtaining A in an assessment paper is not going to determine a persons
accountability in something but the criteria such as manipulating communication, cooperation and
passion plus confident is far more important in building a student rapport. For an example, drama
provides opportunities for students to acquire many essential life skills that will meet the difference
between career success and failure. Many students fail because they cant relate to others and have
not learned how to communicate and participate in and lead groups. A mostly international school
student looks braver in terms of delivering their ideas and the ability to act matured. All this are still
limited in national students.
Inculcating well balanced students
A holistic curriculum would develop a well-balanced and harmony person through implementation
of policies by National Philosophy of Education. It would also to achieve other goals of NPE such
as providing firm religious beliefs and commitment, developing knowledge as well as skills, thus
producing knowledgeable and competent individuals, through the inculcation of moral and noble
values. This would in turn affect the capability of individuals to achieve a high level of personal
well-being only has achieved through Teaching approach policies that were used to translate the
component of the NPE into practice deconstructionism and social reconstructions is two different
ways of sophisticated of teaching and learning method. (Lave, J., & Wenger, E. 1991)
Deconstructionism education is to maximised individuals potentials. Learning for its own sake and
for utility and always practice to be and learning to do and an important criterion to the purpose of
education is to promote autonomous learners, critical and creative thinkers to create knowledge
society. In this case, national curriculum really puts its initiative inculcate a creative, innovative and
critically thinking ability as an inhale harmony living method through teaching approaches. (Lage,
M. J., Platt, G. J. and Treglia, M., 2000).
Emphasize English education in science and mathematics.
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Reformation in the teaching and learning of mathematics and science from Bahasa Malaysia to
English for secondary schools also a good plan to uplift the nation curriculum. The government is
striving to emphasize the learning of mathematics and science in English because the future of the
world rests upon new break through and cutting edge technologies. In 2002, English language was
made the medium of instruction for both these subject especially when schools are considered the
initial stage in preparing future mathematicians and scientists. (Ministry of Education, 2002). Exam
questions testing higher level thinking skills are difficult to set, and could take up a lot of manpower
and time, especially subjective questions. To increase high level thinking skills questions to 75% of
SPM in 3 years is an unrealistic goal. Although open-ended questions are good for judging higher
level thinking, but can be very difficult to mark and lack objectivity. Also, if mishandled, it might
create a situation where students only study for exams. (Reforming national education)
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.
Nevertheleless we know that school is not about having computed and technology aided.
CONCLUSION
Careful planning is necessary to ensure the implementation of the curriculum. Thus, the school
plays an important role in creating a conducive environment encouraging excellence. In this respect,
headmasters and teachers need to understand and internalize the National Education Philosophy, the
aims and objectives of the National Education Policy and the integrated approach of the curriculum.
Apart from the school and parents, society also plays an important role. (Lage, M. J., Platt, G. J. and
Treglia, M., 2000). The success of the curriculum depends on societys support in assisting the
school to develop pupils personalities and to participate actively in matters relating to education.

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The education minister needs to spell out the details of the blue print, from intention to
implementation, or risk it being mere catchy slogans or platitudes. Master plan blueprint, road map
to how many official documents have we seen come and go without the proper implementation.
Having a cart without the wheels would render it useless. All the ministries, retired experience
teachers, and public must come together to draw up a comprehensive national master plan to tackle
related issues to make it work success rests on teachers. (Stephens, P. and Crawley, T.,1994). In
Malaysia, the nation is multi ethnic, therefore any recommendation is carefully studied just to
ensure the major satisfaction among races is achieved and this is definitely not an easy task. One
way to collaborate is to proceed along the line with the vision of the country that has already been
accepted by the whole nation. (Magnusson, S., Krajcik, J. S., & Borko, H.1999)
In a nutshell, balanced education not only comprises or including outstanding achievement to be
well known person or to be popular and all rounded being but also contains positive attitudes,
internal motivation, self-evaluation, creative, innovation of thinking abilities, able to differentiate
good and bad, masteries or able to speak multi languages, and knows how to reduce stress by
applying arts or whatever we studied in earlier. This is the aims of curriculum to produce a wellbalanced and harmonious person. (Street, B. V. 1999). If all the youth or students are properly
trained and taught, students can contribute to society in many ways with their zealous energy,
abundance of creativity and willing spirit only can success by having balanced education.
While it is awesome and pretty good work and all praises for the foresight of the national
curriculum system by the question now is why the nation curriculum stuck in between many
countries and far more lower in adaptability even though our education specialist made their all
effort to drawn up successful curriculum? (Stephens, P. and Crawley, T., 1994). The only way to
make this successful is to have a curriculum that looks into every aspect and the ancillary
components related to education and all the intellectual educationists whom are putting their hand
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together to design a curriculum should try to be students and teachers shoes before implementing it.
(Whitty, G. 2002). Having a cart without the wheels would render it useless. All the retired

headmasters, experienced teachers, educationist volunteers with broad mind, university professors
must come together to draw up a comprehensive national master and the most successful curriculum
method with less or zero criticisms from the implementers to tackle related issues to make it work .
(Armstrong, D. G., 2003).
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