-SAIIntroduction

Malaysia accelerates into a new era of industrialization, innovation and creativity that will be
the thrust of the country's human resources development (Keow, 2008 p.9). As part of nation
mission to develop first-class mentality human capital, the administration of Ministry of
Education in Malaysia has given the priority to continue their efforts to develop human
capital imparted with positive values which are love for country, love for knowledge and
posses good character and upholds moral values (Basri, 2010). Human capital has been
developed in line with the needs of National of Education Philosophy (NEP) as a primary
reference to the human capital development to meet global changes and demands.
Concept of National Education Philosophy (NEP) in line with the global demands and
changes
Philosophy of education is viewed as a process or activity of clarifying terms, thoughts and
principles that guide education and problem that inhibit education (Ministry of Education
Malaysia, 2013). Therefore, it unites and combines educational goals, policies and practices
into a logical, coherent whole. The National Education Philosophy (NPE) is a body of
concepts, principles and values that underlining educational practices and then rationalizes
current practices in order to meet global demands and changes.
The National Education Philosophy for Malaysia, written in 1988 and revised in 1996,
enshrines the Ministrys and Governments vision of education as a means for the holistic
development of all children: intellectually, spiritually, emotionally, and physically (Ministry of
Education Malaysia, 2013). A fundamental objective of any education system is to ensure
that its students are being equipped with the knowledge and skill 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 (Ministry of Education Malaysia, 2013).
There is, however, increasing global recognition that it is no longer enough for a student to
leave school with the three skills (Reading, Writing and Arithmetic). The emphasis is no
longer just on the importance of content knowledge, but also on developing higher-order
thinking skills as to cater the demand of global scenario. Additionally, the Human Capital as
proposed by Tun Abdullah Ahmad Badawi when he was the Prime Minister in the Ninth
Malaysian Plan further elevates the importance of the society to be a thinking society. He
cited in Faizah where he asserted that,

Development of quality human capital will be intensified. The approach must be

holistic and emphasis the development of knowledge, skill and intellectual and
innovative capital in the fields such as science technology and entrepreneurship.
Simultaneously, we must develop a culture that is progressive, coupled with high
moral and ethical values. This is what is meant by human capital with first-class
mentality (2009)
From his speech, I believe that necessary transformation in Malaysian education system is
needed in order to revolutionise our education system to form a solid foundation for the
countrys socio-economic growth and development in the education sector in the long term.
This transformation is also a continuation of the National Philosophy of Education as set out
in Education Act 1996 to produce first-class human capital that are knowledgeable,
harmonious, and virtuous (Ismail & Subki, 2013 p.225-226). Hence, the ministry of education
has reformed the education curriculum in line with the transitions and changes based on
local, regional and global needs.
Curriculum reforms to meet global changes and demands.
Educational changes or reforms involve learning how to do something new (Maniam, 2002).
Given this, if there is something crucial to change, it is professional development since
positive changes in education system is very exciting as it leads to new learning, new
commitments, new accomplishments, and greater meaning (Maniam, 2002). In Malaysia,
educational reform is the idea of the Ministry of Education to bring about necessary and
important changes in all aspects including curriculum preparation and implementation,
school administration and staff development in order to augment and improve the quality of
the countrys education standard to meet global needs (Maniam, 2002).
The primary school curriculum recently underwent its latest transformation. The
implementation of the Primary School Standard Curriculum (KSSR) was enforced in 2011. I
believe that Primary School Integrated Curriculum (KBSR) was revamped and replaced with
KSSR since there is need to revise and improve the existing curriculum to ensure its
continued relevance and alignment to the achievement of the national goal of education,
which is to create holistic human capital to meet global demands. It cannot be denied that
globalisation with its far-reaching effects has played a major role in determining the
educational as well as curriculum reforms in Malaysia and other countries around the globe
(Bawani, 2010). Therefore, I am aware that the ultimate aim the curriculum has been
revamped to create innovative and first-class human capital who will contribute to the nation
building.

The revolutionary change in KSSR from KBSR is the assessment and the amount of
exposure one student gets out from their syllabus. KBSR is very much exam-oriented
approach where the students are assessed formatively according to their academic
performance in examinations meanwhile KSSR is a combination of both formative and
summative assessment where the teacher will assess more on development of skills and it is
done more individually (Ministry of Education Malaysia, 2013). This is a great feature of
KSSR curriculum. Besides, I believe with KSSR being implemented students will have more
chances to succeed as they can develop many skills and assessed accordingly to land
themselves in a satisfaction side of life.
Additionally, the new curriculum, KSSR also stressed the skills and competencies identified
as important for success in todays globalised environment will be fully embedded in the
curricula, for example, the continued emphasis on science practical lessons and use of ICT.
Moreover, the KSSR curriculum is designed as it prepares students with the skills required to
meet the challenges of a world that is being transformed by the application of Science,
Technology, Engineering and Mathematics, (STEM) (Ministry of Education Malaysia, 2013).
It will also laying down the foundations at primary and secondary school level towards
ensuring that Malaysia has a sufficient number of qualified STEM graduates to fulfil the
employment needs of the industries that fuel its economy (Ministry of Education Malaysia,
2013). Thus, revamping the old curriculum into a more comprehensible and meaningful
KSSR curriculum would aid the nation to produce first-class knowledgeable workers and
teachers who are able to use latest technology, combine it with his particular knowledge area
to add value to a process or product (Phang cited in Maniam, 2002).
Strengthening the foundation of the new curriculum to meet global changes and
demands.
In my opinion, the ministry of education asserted that raising student outcomes and interests
will be done through new learning approaches and an enhanced curriculum. As a part of the
broader curricular reform described in the curriculum reforms section, the Ministry has
reviewed the existing primary school Science and Mathematics curricula (Ministry of
Education Malaysia, 2013). The review has taken into consideration international standards,
as well as the results of a thorough diagnostic of where Malaysian students tend to
underperform on PISA assessment (Maniam, 2002).
The new curriculum, KSSR will emphasise higher order thinking skills, and this new
curriculum will encourage project-based and inquiry-based learning, and ICT game-based
instructional materials, which me as an educator will accept this new curriculum as a
blended learning strategies implemented by the Ministry and policy makers in Malaysia. The

idea of blended learning experiences thorough the new curriculum refers to the integration of
face-to-face and technology mediated instructional approaches, the latter of typically
provides students with some elements of control over time, place, pace and style of learning
(Noriati, Boon, Sharifah & Zuraidah, 2010 p.85). In my point of view, there is no single model
for what a blended learning classroom looks like. One of the more common practices is to
divide class time between computer-based and teacher-based instructional activities. For
instance, during the computer-based session, student utilise adaptive learning software to
learn at their own pace, and through their preferred learning style.
Then, teacher can analyse the resultant data from the software to identify areas where
students require extra coaching. This type of blended learning experiences definitely brings
about changes and innovation in our education system. In line with the computer-based
learning approach in KSSR curriculum, 1BestariNet is a project initiated by the Malaysian
Ministry of Education and carried out in partnership with YTL Communications (1BestariNet,
2012). The vision of 1BestariNet is to transform education in Malaysia and bridge the digital
divide between rural and urban students by making quality, internet-enabled education
available to all Malaysians students. Thus, 1BestariNet programme will help the students to
experience a virtual learning platform, hence empowering the next generation through the
internet. These types of educational innovation and changes in our education system will
recognise the demands of multi-national corporation, increases the supply of workforce with
science and technical background to sustain the human capital in a rapidly changing
economy.
Moreover, I also believe that extensive research in our education system involving different
stakeholders is an important part in designing a balanced education system to meet global
demands. It is therefore, vital for a partnership of all concerned parties; students, teacher,
parents, Ministry officials, international education organisation such as UNESCO, private
sectors to develop a inclusive Malaysia Education Blueprint 2013-2025 to pave the way
towards a better-educated Malaysian. Malaysia and UN Educational, Scientific, and Cultural
Organisation (UNESCO) experts has jointly reviewed the national education system in line
with global changes since the collaboration with UNESCO is important as the review has
helped Malaysian education policy meet challenging times and hyper competitive
environment ahead (Rosli in Koi, 2011).
Thus, the review identified the key strengths and challenges facing the Malaysian education
system and provided recommendations to the Government for further consideration in its
reform education system to improve access, equity, and quality in education services in
Malaysia (Ministry of Education Malaysia, 2013). This kind of partnership with world

educational bodies shows the governments and ministrys collaborative efforts to change
education system to develop the Malaysian Education Policy Review that focuses in five
educational areas of national priority: teacher development, curriculum development,
learning assessment, ICT in education and technical and vocational education and training
(Ministry of Educational Malaysia, 2013). In my point of view, this type of collaborative move
and partnership will provide a strong foundation for the Malaysian Governments on-going
efforts to strengthen its education system to meet global demands. In particular, I hope that
such movement will provide the international perspective needed to assess critically the
systemic strengths and shortcomings and provide objective recommendations to support
Malaysia in its bid for Vision 2020.
Professional development in education system to meet the global changes and
demands.
In 2013, the Ministry conducted a diagnostic exercise to identify gaps in content knowledge
and pedagogical skills among teachers through a combination of testing and lesson
observations (Ministry of Education Malaysia, 2013). Such efforts will enable the Ministry to
develop a more tailored approach to professional development. For instance, the English
language teachers have to sit for the Cambridge Placement Test to assess language
proficiency by adhering to the Common European Framework of Reference (CEFR)
standardised assessment descriptors. In terms of professional development, the Ministry
undertake several efforts to develop teachers teaching quality in line with global needs
(Basri, 2010). For instance, the Ministry develop a daily lesson library of the best Science
and Mathematics teachers delivering lessons to students from Year One to Form Five.
These videos can be used by teachers seeking inspiration and support for their lesson plans
or example of good teaching strategies, by coaches in delivering professional development
programmes.
Moreover, I also aware that the Ministry provided teachers with training to ensure that they
are able to deliver the new curriculum effectively. The training will focus on the content
knowledge and pedagogic skills required to teach the curriculum, with an emphasis on
experimentation and application (Ministry of Education Malaysia, 2013). In addition, the
Ministry also hold regional and national lesson planning competitions for teachers especially
on topics students frequently struggle with (Ministry of Education Malaysia, 2013). Thus,
best practices identified during these competitions will be disseminated to the wider teacher
population. In my point of view, staff development in schools is also another effort taken by
the Ministry to uphold and strengthen the education system in terms of professional
development. I feel that professional development in school is necessary for the orientation

of the education system with the view to adapt them to our countrys evolving socioeconomic needs (Bawani, 2010). Thus, professional development directly encourages
curricular innovations as regards to the content, and methods with the aim of enhancing
quality and performance of the educational system in order to meet global changes and
demands.
Besides, changes and innovation in our education system is closely related to the preservice training and ongoing professional development. Training is a particularly important
mechanism for improving the quality of teachers. Thus, ongoing professional development
allows teachers to maintain and augment their pedagogic skills, including staying up-to-date
with the latest developments in pedagogy. The Ministry is responsible for revamping the IPG,
teacher training programme which the curriculum, and qualifications were upgraded to offer
a five and a half year foundation and degree programme (Ministry of Education Malaysia,
2013).
The Ministry reviewed the IPG pre-service teacher training curriculum to ensure that
teachers are being adequately prepared to teach the higher order thinking skills desired of
Malaysian students. Hence, trainee teachers will be trained and educated on alternative and
modern teaching approaches and assessments such as project-based learning and ICTbased assessments in schools. Besides, Science trainee teachers will receive additional
training on utilising practical to effectively communicate abstracts concepts and to build high
order thinking skills. In line with the 2011 World Bank review on Malaysias teacher training,
the Ministry explores ways to provide the trainees with a broader set of skills to make their
degree more universally marketable.

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