SFP

INDIVIDUAL PROJECT

Malaysian Physics Curriculum Specification (MPCS)

1. History/education background

Education in the Republic of Ireland

From Wikipedia, the free encyclopedia
Jump to navigationJump to search

Education in The Republic of Ireland

Department of Education and Skills

Minister for Joe McHugh

Education and Skills

National education budget (2017)

Budget €9.527 billion

General details

Primary languages English, Irish

System type National

Compulsory education 1922

Literacy (2003)

Total 99 %

Male 99 %

Female 99 %
 Enrollment

Total 1,091,632

Primary 544,696

Secondary 372,296

Post secondary 174,640

Attainment

Secondary diploma 89%

Post-secondary diploma 47%

Life in Ireland

Culture

 Christianity
 Cuisine
 Culture
 Customs
 Holidays
 Music
 Religion
 Sport
 Tourism

Economy

 Communications
 Economy
 Taxation
 Transport

General

 Architecture
  Geography
 History
 Military
 Recycling

Society

 Demographics
 Education
 Health care
 Languages
 Media

Politics

 Government
 Law
 Law enforcement
 Politics
 Foreign relations

Policies


Abortion
 Marriage equality

 v
 t
 e

The levels of Ireland's education are primary, secondary and higher (often known as "third-
level" or tertiary) education. In recent years further education has grown immensely. Growth in
the economy since the 1960s has driven much of the change in the education system. For
universities there are student service fees (up to €3,000 in 2015),[1] which students are required
to pay on registration, to cover examinations, insurance and registration costs.[2][3]
The Department of Education and Skills, under the control of the Minister for Education and
Skills, is in overall control of policy, funding and direction, while other important organisations are
the National Qualifications Authority of Ireland, the Higher Education Authority, and on a local
level the Education and Training Boards are the only comprehensive system of government
organisation. There are many other statutory and non-statutory bodies that have a function in the
education system. The current Minister for Education is Joe McHugh.

Contents

 1History
 221st century
o 2.1Framework
 o 2.2Years
 2.2.1Pre-school
 2.2.2Primary School
 2.2.3Secondary School
 2.2.3.1Junior Cycle
 2.2.3.2Transition Year
 2.2.3.3Senior Cycle
 3Primary education
o 3.1Types of school
 4Secondary education
o 4.1Types of programme
 5Third-level education
 6Special needs education
o 6.1Special needs assistant
 7Areas of Disadvantage
 8Holidays
 9See also
 10References
 11Further reading
o 11.1Primary sources
 12External links

History[edit]
Under the penal codes, the Irish Catholics were not allowed to have schools. Instead they set up
highly informal secret operations that met in private homes, called "hedge schools."[4]Historians
generally agree that they provided a kind of schooling, occasionally at a high level, for up to
400,000 students by the mid-1820s. J. R. R. Adams says the hedge schools testified “to the
strong desire of ordinary Irish people to see their children receive some sort of education.”
Antonia McManus argues that there “can be little doubt that Irish parents set a high value on a
hedge school education and made enormous sacrifices to secure it for their children....[the hedge
schoolteacher was] one of their own”.[5] The penal laws were dropped in the 1790s, making the
hedge schools legal although still not receiving government help or funding. Formal schools for
Catholics under trained teachers began to appear after 1800. Edmund Ignatius Rice (1762-1844)
founded two religious institutes of religious brothers: the Congregation of Christian Brothers and
the Presentation Brothers. They opened numerous schools, which were visible, legal, and
standardized. Discipline was notably strict.[6]
Under the 1831 law establishing the National School system, public money became available.
British government appointed the commissioner of national education whose task was to
upgrade the quality of teaching and increase literacy in English. Hedge schools declined after
1831 as the Catholic bishops preferred this, as the new schools would be largely under the
control of the Catholic Church and allow better control of the teaching of Catholic doctrine.[7]

21st century[edit]
Students must go to school from ages 6 to 16 or until they have completed three years of
second-level of education. [8] Under the Constitution of Ireland, parents are not obliged "in
violation of their conscience and lawful preference to send their children to schools established
by the State, or to any particular type of school designated by the State."[9] However the parental
right to home-educate his/her child has met legal contests over minimum standards in the
absence of constitutional provision for State-defined educational standards.
In 1973 the Irish language requirement for a second-level certificate was abandoned.[10] However
the Irish language remains a core subject taught in all public schools with exemptions given to
individual pupils on grounds of significant periods lived abroad, or with learning difficulties etc.
While English is the primary medium of instruction at all levels in most schools across the
state, Gaelscoileanna i.e. Irish-language schools, have become increasingly popular outside
Gaeltacht regions where they have traditionally been. In these schools, Irish is the primary
medium of instruction at all levels and English is taught as a second language starting in the
second or third year of secondary school.
At third level, most university programs are through English with only a few Irish options. Some
universities offer courses partly through French, German or Spanish.
Ireland has one of the best education systems in the world with regard to higher education
achievements.[11]
Framework[edit]

EFQ level EHEA cycle NFQ level Major award types

1 Level 1 Certificate
1
2 Level 2 Certificate

Level 3 Certificate
2 3
Junior Certificate

Level 4 Certificate
3 4
Leaving Certificate

Level 5 Certificate
4 5
Leaving Certificate

Advanced Certificate
5 6
Short cycle within 1st Higher Certificate

6 1st 7 Ordinary Bachelor's degree

 EFQ level EHEA cycle NFQ level Major award types

Honours bachelor's degree

8
Higher diploma

Master's degree
7 2nd 9
Postgraduate diploma

Doctorate degree
8 3rd 10
Higher doctorate

Years[edit]
Education is compulsory for all children in Ireland from the ages of six to sixteen or until students
have completed three years of second level education and including one sitting of the Junior
Certificate examination. Primary education commonly starts at four to five years old. Children
typically enroll in a Junior Infant class at age four or five depending on parental wishes. Some
schools enrollment policies have age four by a specific date minimum age requirements.
Pre-school[edit]
Most play schools in Ireland are in the private sector. Increasingly children of working parents,
who are below school age, attend a myriad of crèches, play-schools, Montessori schools, etc.,
which have sprung up in response to the needs of modern families. These operate as
businesses and may charge often substantial childcare fees. Since 2009, in response public
demand for affordable childcare, children may receive two years free preschool the years prior to
starting primary schools under the "Early Childcare and Education Scheme".[12]
Irish language Naíonraí are growing rapidly across Ireland. Nearly 4,000 preschoolers attend 278
preschool groups.
Primary School[edit]

 Junior Infants (age 4-5/5-6)

 Senior Infants (age 5-6/6-7)
 First Class (age 6-7/7-8)
 Second Class (age 7-8/8-9)
 Third Class (age 8-9/9-10)
 Fourth Class (age 9-10/10-11)
 Fifth Class (age 10-11/11-12)
 Sixth Class (age 11-12/12-13)
Children usually start at 9 a.m. and finish at 1.30 or 2.30 p.m. in Junior & Senior infants, while
older children finish at 3 p.m.
Secondary School[edit]
Junior Cycle[edit]

 First Year (age 12–14)

 Second Year (age 13–15)
 Third Year (age 14–16) – The Junior Certificate examination is sat in all subjects (usually 10
or 11) in early June. Many schools hold Mock Examinations (also known as Pre-Certificate
Examinations) to prepare students for the exam situation around February. The mocks are
not state examinations: independent companies provide the exam papers and marking
schemes – and are therefore not mandatory across all schools.
Transition Year[edit]

 Transition Year sometimes called Fourth Year (age 15–17) – may be compulsory; optional or
unavailable, depending on school.[13]
Senior Cycle[edit]

 Fifth Year (age 16–18 or if transition year is skipped age 15–17)

 Sixth Year (age 17–19 or if transition year is skipped age 16–18) – The Leaving
Certificate examinations begin on the first Wednesday after the June bank holiday every
year. Many schools hold Mock Examinations (also known as Pre-Certificate Examinations) to
prepare students for the exam situation around February. The mocks are not state
examinations: independent companies provide the exam papers and marking schemes –
and are therefore not mandatory across all schools.

Primary education[edit]
The Primary School Curriculum (1999) is taught in all schools. The document is prepared by
the National Council for Curriculum and Assessment and leaves to the church authorities (usually
the Catholic Church but not universally) the formulation and implementation of the religious
curriculum in the schools they control. The curriculum seeks to celebrate the uniqueness of the
child:[14]
...as it is expressed in each child's personality, intelligence and potential for development.
It is designed to nurture the child in all dimensions of his or her life—spiritual, moral,
cognitive, emotional, imaginative, aesthetic, social and physical...
The Primary Certificate Examination (1929–1967) was the terminal examination at this level
until the first primary-school curriculum, Curaclam na Bunscoile (1971), was introduced,
though informal standardised tests are still performed. The primary school system consists of
eight years: Junior and Senior Infants, and First to Sixth Classes. Most children attend
primary school between the ages of four and twelve although it is not compulsory until the
age of six. A minority of children start school at three.
Virtually all state-funded primary schools — almost 97 percent — are under church control.
Irish law allows schools under church control to consider religion the main factor in
admissions. Oversubscribed schools often choose to admit Catholics over non-Catholics, a
situation that has created difficulty for non-Catholic families. The United Nations Committee
on the Rights of the Child in Geneva asked James Reilly, the Minister for Children at that
time, to explain the continuation of preferential access to state-funded schools on the basis
of religion. He said that the laws probably needed to change, but noted it may take a
referendum because the Irish constitution gives protections to religious institutions. The issue
is most problematic in the Dublin area. A petition initiated by a Dublin attorney, Paddy
Monahan, has received almost 20,000 signatures in favour of overturning the preference
given to Catholic children. A recently formed advocacy group, Education Equality, is planning
a legal challenge.[15]
Types of school[edit]
Primary education is generally completed at a national school, a multidenominational school,
a gaelscoil or a preparatory school.
 National schools date back to the introduction of state primary education in 1831. They
are usually controlled by a board of management under diocesan patronage and often
include a local clergyman.[16][17] The term "national school" has of late become partly
synonymous with primary school in some parts. Recently, there have been calls from
many sides for fresh thinking in the areas of funding and governance for such schools,
with some wanting them to be fully secularised.[18]
 Gaelscoileanna are a recent movement, started in the mid 20th century. The Irish
language is the working language in these schools and they can now be found
countrywide in English-speaking communities. They differ from Irish-language national
schools in Irish-speaking regions in that most are under the patronage of a voluntary
organisation, Foras Pátrúnachta na Scoileanna Lán-Ghaeilge, rather than a diocesan
patronage.[16] Approximately 6% of primary school children attend Gaelscoils and
approximately 3% attend Gaelcholáistí with 187 primary and post-primary schools
across the country making it the fastest growing education sector.[citation needed]
 Multidenominational schools are another innovation. They are generally under the
patronage of a non-profit limited company without share capital. They are often opened
due to parental demand and students from all religions and backgrounds are welcome.
Many are under the patronage of voluntary organisations such as Educate
Together or An Foras Pátrúnachta.[19] At least one proposed school has been approved
under the patronage of the regional ETB, who generally run vocational secondary
schools.[17]
 Preparatory schools are independent, fee-paying primary schools that are not reliant on
the state for funding. These typically serve to prepare children for entry to fee-paying
independent or voluntary secondary schools. Most are under the patronage of a religious
order.
As of 2010 mainstream primary schools numbered as follows:[20]

Number (total: Percentage of total (to

Type of school
3165) 1d.p.)(citation needed)

Roman Catholic 2,884 91.1%

Church of Ireland
180 5.7%
(Anglican)

Multi-denominational 73 2.3%

Presbyterian 14 0.4%

Inter-Denominational 8 0.3%

Muslim 2 <0.1%
 Methodist 1 <0.1%

Jewish 1 <0.1%

Quaker 4 0.1%

Other/Unknown 1 <0.1%

Secondary education[edit]
Most students enter secondary school aged 12–13. Most students attend and complete
secondary education, with approximately 90% of school-leavers taking the
terminal examination, the Leaving Certificate, at age 16–19 (in 6th Year at secondary
school). Secondary education is generally completed at one of four types of school:[21][22]

 Voluntary secondary schools, or just "secondary schools", are owned and managed by
religious communities or private organisations. The state funds 90% of teachers' salaries
and 95% of other costs. Such schools cater for 57% of secondary pupils.
 Vocational schools are owned and managed by Education and Training Boards, with
93% of their costs met by the state. These schools educate 28% of secondary pupils.
 Comprehensive schools or community schools were established in the 1960s, often by
amalgamating voluntary secondary and vocational schools. They are fully funded by the
state and run by local boards of management. Nearly 15% of secondary pupils attend
such schools.
 Gaelcholáiste's or Gaelcholáistí are the second-level schools for the Irish-language
medium education sector in English-speaking communities. Approximately 3% of
secondary students attend these schools. (see Gaelscoileanna for the Irish language
primary level sector).
 Grind Schools are fee paying privately run schools outside the state sector, who tend to
run only the Senior Cycle curriculum for 5th and 6th Year students as well as a one-year
repeat Leaving Certificate programme.
In urban areas, there is considerable freedom in choosing the type of school the child will
attend. The emphasis of the education system at second level is as much on breadth as on
depth; the system attempts to prepare the individual for society and further education or
work. This is similar to the education system in Scotland. Although in 2012, the Programme
for International Student Assessment (Pisa) found Ireland to be 7th in reading and 20th in
mathematics in a world survey at the age of 15.[23]
Some students opt for grinds to improve their grades.
Types of programme[edit]
The document Rules and Programme for Secondary Schools published by the Department
of Education and Skills sets out the minimum standards of education required at this level.
Examinations are overseen by the State Examinations Commission. Additional documents
set out the standard in each element, module or subject.

 The Junior Cycle builds on the education received at primary level and culminates with
the Junior Certificate Examination. Students usually begin this at the age of 12 or 13.
 The Junior Certificate Examination is taken after three years of study and not before
fourteen years of age. It consists of exams in English, Irish, maths and science (unless
the student has an exemption in one of these) as well as a number of chosen subjects.
This is typically a selection of subjects including Art, German, French, Spanish, Italian,
Latin, Ancient Greek and Classical Studies, Music, Business Studies, Technology, Home
Economics, Materials Technology (Woodwork, Metalwork), History, Geography, Civic
Social and Political Education (CSPE), and Religious Education. The selection of
optional and compulsory subjects varies from school to school.[24] Most students take
around ten examined subjects altogether. Other non-examined classes at Junior Cycle
level include Physical Education and Social Personal and Health Education (SPHE).
 Transition Year is a one-year informal course taken by an increasing number of
students usually ages 15 or 16. The content of this is left to the school to model on the
local needs. It is compulsory in some schools but optional in others. Some schools do
not offer it. Students may attend structured classes, but do not cover material relevant to
the Senior Cycle or the Leaving Certificate exams, and therefore students who choose
not to do this year are in no way academically disadvantaged when entering the Senior
Cycle. The range of activities in Transition Year or Fourth Year differs greatly from
school to school, but many include activities such as work experience placements,
project work, international trips or exchanges and excursions. Students may participate
in courses such as creative writing, sailing, film-making, public speaking and so on, or
enter competitions in science, fashion, motor sport and others that would normally be too
time-consuming for a full-time student. Proponents[who?] of TY believe that it allows
students an extra year to mature, engage in self-directed learning, explore career
options and to choose subjects for senior cycle (the results of the Junior Certificate
examination do not become available until midway through September, by which time
students not taking Transition Year will already have chosen their classes and begun
attending). Opponents believe that a year away from traditional study and the classroom
environment can distract students and cause problems when they return to the Senior
Cycle. They also believe that the activities undertaken in TY prevent some students from
enrolling in this year, as they can be costly and most schools charge a fee of a few
hundred euro to cover these activities.[citation needed]
 The Senior Cycle builds on the junior cycle and culminates with the Leaving Certificate
Examination. Students normally begin this aged 15–17 the year following the completion
of the Junior Cycle or Transition Year. The Leaving Certificate Examination is taken after
two years of study usually at the ages of 17-19.[citation needed]
Therefore, a typical secondary school will consist of First to Third Year (with the Junior
Certificate at the end of Third), the usually optional Transition Year (though compulsory in
some schools), and Fifth and Sixth Year (with the Leaving Cert. at the end of Sixth).
The vast majority of students continue from lower level to senior level, with only 12.3%
leaving after the Junior Certificate. This is lower than the EU average of 15.2%.[25]
Ireland's secondary students rank above average in terms of academic performance in both
the OECD and EU; having reading literacy, mathematical literacy and scientific literacy test
scores better than average. Ireland has the second best reading literacy for teenagers in the
EU, after Finland.[25]

Third-level education[edit]
Main article: Third-level education in the Republic of Ireland

Special needs education[edit]

This section needs
expansion. You can help
 byadding to it. (November
2016)

The "Education for Persons with Special Educational Needs Act 2004"[26] established
the framework for the education of students with special needs.[27][28]
The National Council for Special Education (NCSE) supports students with physical and
intellectual disabilities.[29][30] Some schools provide specific services to students with
disabilities.[30] Students with dyslexia are offered additional supports were funding is
available.
Special needs assistant[edit]
A Special Needs Assistant (SNA) is a teaching assistant who is specialised in working with
young people in the classroom setting who require additional learning support due to
disability.[31][32][33][34]

Areas of Disadvantage[edit]
This section needs
expansion. You can help
byadding to it. (November
2016)

The Department of Education and Skills identifies disadvantaged schools and has schemes
in place to provide additional assistance to low-income families and families experiencing
financial hardship. Available assistance includes an allowance for school clothing and
footwear, assistance with purchasing school books (administered by school principals),
exemption from examination fees for the Leaving Certificate and Junior Certificate exams,
and a 'remote areas boarding grant' that facilitates students living in remote areas to attend
secondary school.[35]

Holidays[edit]
Holidays vary depending on the school. Generally primary and secondary get similar
holidays. The year is broken up into three terms: from the first week of September or last
week in August to the week before Christmas. From the week after New Year's Day to the
week before Easter Sunday and from the week after Easter Sunday to the end of May/Start
of June. For 1st, 2nd and 5th Year secondary school students, their term finishes in the last
week of May as they do not have state exams. Some schools allow Transition students to
finish even earlier than 1st 2nd and 5th Years as they don't have any Summer Examinations.
There is a mid-term (one week off halfway through a school term) around the Halloween
bank holiday, two weeks off for Christmas: generally the last week in December and the first
week in January, another mid-term in February, two weeks off for Easter and summer
holidays. Bank Holidays are also taken off. Primary schools usually have July and August off,
while secondary schools have June, July and August off except for 3rd and 6th Years sitting
State exams in the first three weeks of June.[36]
Education in Malaysia is overseen by the Ministry of Education (Kementerian
Pendidikan). Although education is the responsibility of the Federal
Government, each state and federal territory has an Education Department to
co-ordinate educational matters in its territory. The main legislation governing
education is the Education Act 1996.
The education system is divided into preschool education, primary
education, secondary education, post-secondary education and tertiary
 education. It is further divided into public and private education. Education
may be obtained from the multilingual public schoolsystem, which
provides free education for all Malaysians, or private schools, or
through homeschooling. International and private institutions charge school
fees. By law, primary education is compulsory. As in many Asia-
Pacific countries such as the Republic of
Korea, Singapore and Japan, standardised tests are a common feature.
Currently, there are 43 universities, 31 private university colleges, 9 foreign
university branch campuses and 414 private colleges in Malaysia.[1]

Contents

 1History
 2School grades
 3Preschool education
 4Primary education
o 4.1School types and medium of instruction
 5Secondary education
 6Post-secondary education (Pre University)
 7Tertiary education
o 7.1Postgraduate programmes
o 7.2Polytechnics
 8Other types of schools
o 8.1Islamic religious schools
o 8.2Chinese independent high schools
 8.2.1Dong Jiao Zong's policy
 8.2.1.1A "rooted" Chinese
 8.2.2"Final goal"
 8.2.3"Do not give up and do not compromise"
o 8.3International Schools
 9School uniforms
 10Education policy
o 10.1National Education Blueprint 2006–2010
o 10.2National Education Blueprint 2013–2025
 11Issues in Malaysian education
o 11.1Language
o 11.2Gender
o 11.3Racial quotas in public universities
 12See also
 13References
o 13.1Notes
 14External links
History[edit]

Batu Pahat High School in Johor.

Education Museum in Malacca.

Malacca High School in Malacca, the second oldest recorded high school in Malaysia.
Sekolah Pondok (literally, Hut school), Madrasah and other Islamic schools
were the earliest forms of schooling available in Malaysia. Early works of
Malay literature such as Hikayat Abdullah mention these schools indicating
they pre-date the current secular model of education.
Secular schools in Malaysia were largely an innovation of the British colonial
government. Many of the earliest schools in Malaysia were founded in
the Straits Settlements of Penang, Malacca, and Singapore. The oldest
English-language school in Malaya is the Penang Free School, founded in
1816, followed by Malacca High School, St. Xavier's Institution, King Edward
VII School (Taiping) and Anglo Chinese School, Klang. Many English-
language schools are considered quite prestigious.
British historian Richard O. Winstedt worked to improve the education of the
Malays and was instrumental in establishing Sultan Idris Training College with
the purpose of producing Malay teachers. Richard James Wilkinson helped
established the Malay College Kuala Kangsar in 1905 which aimed to educate
the Malay elite.
Initially, the British colonial government did not provide for any Malay-
language secondary schools, forcing those who had studied in Malay during
primary school to adjust to an English-language education. Many Malays
failed to pursue additional education due to this issue.[2] Despite complaints
about this policy, the British Director of Education stated:
It would be contrary to the considered policy of government to afford to a
community, the great majority of whose members find congenial livelihood and
independence in agricultural pursuits, more extended facilities for the learning
of English which would be likely to have the effect of inducing them to
abandon those pursuits.[3]
Malay representatives in the Federal Council as well as the Legislative
Council of Singapore responded vehemently, with one calling the British policy
"a policy that trains the Malay boy how not to get employment" by excluding
the Malays from learning in the "bread-earning language of Malaya". He
remarked:
In the fewest possible words, the Malay boy is told 'You have been trained to
remain at the bottom, and there you must always remain!' Why, I ask, waste
so much money to attain this end when without any vernacular school, and
without any special effort, the Malay boy could himself accomplish this feat?[4]
To remedy this problem, the British established the Malay College Kuala
Kangsar. However, it was mainly intended as a way to educate low-level civil
servants and not as a means to opening the doors of commerce to the Malays
– the school was never intended to prepare students for entrance to higher
institutions of education.[5]
Missionaries of Christian denominations, such as the Roman
Catholic Josephian order and the Lasallian Brothers, Marist
Brothers, Seventh-day Adventists, Anglicans, and Methodists started a series
of mission schools which provided primary and secondary education in the
English language. Most of these were single-sex schools. Although nowadays
they have fully assimilated into the Malay-medium national school system and
most admit students regardless of gender and background (some single-sex
schools remain), many of the schools still bear their original names, such as
the ones with the names of saints or words such as "Catholic", "Convent",
"Advent" and "Methodist".
During the British colonial period, large numbers of immigrants from China
and India arrived in Malaya. The Chinese and Indiancommunities eventually
established their vernacular schools with school curricula and teachers from
China and India respectively.
In the 1950s, there were four initial proposals for developing the national
education system: the Barnes Report (favoured by the Malays), Ordinance
Report (modification of the Barnes Report), the Fenn-Wu Report (favoured by
the Chinese and Indians), and the Razak Report(a compromise between the
two reports). The Barnes proposal was implemented through the 1952
Education Ordinance amidst Chinese protests. In 1956, the Razak Report was
adopted by the Malayan government as the education framework for
independent Malaya. The Razak Report called for a national school system
consisting of Malay-, English-, Chinese- and Tamil-medium schools at the
primary level, and Malay- and English-medium schools at the secondary
schools, with a uniform national curriculum regardless of the medium of
instruction. Malay-medium schools would be known as "national", while other
languages schools would be known as "national-type".
In the early years of independence, existing Chinese, Tamil and mission
schools accepted government funding and were allowed to retain their
medium of instructions on the condition that they adopt the national
curriculum. Chinese secondary schools were given the options of accepting
government funding and change into English national-type schools or remain
Chinese and private without government funding. Most of the schools
accepted the change, although a few rejected the offer and came to be known
as Chinese Independent High Schools. Shortly after the change, some of the
national-type schools reestablished their Chinese independent high school
branches.
In the 1970s, in accordance to the national language policy, the government
began to change English-medium primary and secondary national-type
schools into Malay-medium national schools. The language change was made
gradually starting from the first year in primary school, then the second year in
the following year and so on. The change was completed by the end of 1982.
In 1996, the Education Act of 1996 was passed to amend the Education
Ordinance of 1956 and the Education Act of 1961.
In 2004, the Ministry of Education was split into two; the Ministry of
Education and the Ministry of Higher Education. The latter handles matters
regarding tertiary education. After a brief merging of the two departments, they
again split in 2015. They are still split as of 2018.

School grades[edit]
Public Schools & Private Schools Following the National Curriculum
The school year is divided into two semesters. The first begins in early
January and ends in late May; the second begins in early June and ends in
November. Ages may vary. After Pentaksiran Tingkatan Tiga (PT3) is
introduced, student who failed their PT3 examination may proceed to form 4.
This is contrary to the previous system, where those who fail the Lower
Secondary Examination (PMR) must retake the examination before
proceeding to form 4.
 Level/Grade Typical age

Preschool

Pre-school playgroup 3–4

Kindergarten 4–6

Primary school

Year 1 7

Year 2 8

Year 3 9

Year 4 10

Year 5 11

Year 6 12

Secondary school

Form 1 13 (or 14)

Form 2 14 (or 15)

Form 3 15 (or 16)

Form 4 16 (or 17)

Form 5 17 (or 18)

18 or above (Available in some

Form 6/Pre-University
schools)

Post-secondary education

Tertiary education (College, Polytechnic or

Ages vary
University)
Chinese Independent Schools
Students usually spend six years in a Chinese Independent High School,
which are only for secondary school students. The six years are divided into
two stages: three years in junior middle and three years in senior middle,
similar to the secondary school systems in mainland China and Taiwan.
Students are streamed into tracks like Science or Art/Commerce in the senior
middle stage. At the end of each stage, students sit for the Unified
Examination Certificate (UEC). A few schools offer an additional year in senior
middle, catering to students taking the government's Sijil Tinggi Pelajaran
Malaysia (STPM, equivalent to A-level). Chinese independent high schools
use the same academic year as government schools. An academic year
consists of two semesters: Semester 1 from January to May and Semester 2
from June to November, with examinations at the end of each semester. The
overall academic performance of a student in an academic year determines
his/her promotion to the next study year in the next academic year. Failing
requires repeating the study year. Usually, failing to be promoted for two years
in a row results in a dismissal. In contrast, students in government schools are
automatically promoted regardless of academic performance.
Level/Grade Typical age

Secondary school

Form 1 13 (or 14)

Form 2 14 (or 15)

Form 3 15 (or 16)

Form 4 16 (or 17)

Form 5 17 (or 18)

18 or above (Available in some

Form 6/Pre-University
schools)

Post-secondary education

Tertiary education (College, Polytechnic or

Ages vary
University)

International Schools following International Curriculums

There are many students who attend international schools in Malaysia.
Typically, students either are enrolled in international schools from either Year
7 onwards, as the public education system for secondary school students is
entirely in Bahasa Malaysia[citation needed], whereas most Universities and Colleges
conduct their lectures in the English Language[citation needed]. Many of these
parents also wish for their children to pursue an international education in the
future, and entering an English Medium environment enables students to be
prepared for that. International schools in Malaysia follow various curriculums,
such as the Cambridge International Curriculum (UK), Australian Curriculum
(Western Australia), Canadian Curriculum (Ontario) and the IB Curriculum
(Switzerland). Many students from International Schools enter University at
the age of 17 due to the age arrangements.
Level/Grade Typical age

Preschool

Pre-school playgroup 3-4

Kindergarten 4-5

Primary school

Year 1 6-7

Year 2 7-8

Year 3 8-9

Year 4 9 - 10

Year 5 10 - 11

Year 6 11 - 12

Secondary school

Form 1 12 - 13

Form 2 13 - 14

Form 3 14 - 15

Form 4 15- 16
Form 5 16 - 17

Form 6/Pre-University 17 - 18

Post-secondary education

Tertiary education (College, Polytechnic or University) Ages vary

Preschool education[edit]
There is no fixed rules on when a child needs to start preschool education but
majority would start when the child turns 3 years old. Schooling can begin
earlier, from 3–6, in kindergarten. Preschool education usually lasts for 2
years, before they proceed to primary school at age 7. There is no formal
preschool curriculum except a formal mandatory training and certification for
principals and teachers before they may operate a preschool. The training
covers lessons on child psychology, teaching methodologies, and other
related curricula on childcare and development. Preschool education is not
compulsory.
Preschool education is mainly provided by private for-profit preschools, though
some are run by the government or religious groups. Some primary schools
have attached preschool sections. Attendance in a preschool programme is
not universal; while people living in urban areas are generally able to send
their children to private kindergartens, few do in rural areas. Registered
preschools are subjected to zoning regulations and must comply to other
regulations such as health screening, fire hazard assessment and educational
guidelines. Many preschools are located in high density residential areas,
where normal residential units compliant to regulations are converted into the
schools.

Primary education[edit]

Peringgit Primary School in Malacca.

Primary education in Malaysia begins at age seven and lasts for six years,
referred to as Year (Tahun) 1 to 6 (also known as Standard (Darjah) 1 to 6).
Year 1 to Year 3 are classified as Level One (Tahap Satu) while Year 4 to
Year 6 are considered as Level Two (Tahap Dua). Students are promoted to
the next year regardless of their academic performance.
From 1996 until 2000, the Penilaian Tahap Satu (PTS) or the Level One
Evaluation was administered to Year 3 students. Excellence in this test
allowed students to skip Year 4 and attend Year 5 instead. However, the test
was removed from 2001 onwards due to concerns that parents and teachers
were unduly pressuring students to pass the exam.
Before progressing to secondary education, Year 6 pupils sit for the Primary
School Achievement Test (Ujian Pencapaian Sekolah Rendah, UPSR).[6] The
subjects tested are Malay comprehension, Malay writing, English
comprehension, English writing, Science and Mathematics. In addition to the
six subjects, Chinese comprehension and written Chinese are compulsory in
Chinese schools, while Tamil comprehension and written Tamil are
compulsory in Tamil schools.
School types and medium of instruction[edit]
See also: Tamil primary schools in Malaysia
Public primary schools are divided into two categories based on the medium
of instruction:

 Malay-medium National Schools (Sekolah Kebangsaan, SK)

 non-Malay-medium National-type Schools (Sekolah Jenis Kebangsaan,
SJK), also known as "vernacular schools",[7] further divided into
 National-type School (Chinese) (Sekolah Jenis Kebangsaan (Cina),
SJK(C)), Mandarin-medium and simplified Chinese writing
 National-type School (Tamil) (Sekolah Jenis Kebangsaan (Tamil), SJK
(T)), Tamil-medium
All schools admit students regardless of racial and language background.
Malay and English are compulsory subjects in all schools. All schools use the
same syllabus for non-language subjects regardless of the medium of
instruction. The teaching of the Chinese language is compulsory in SJK(C),
and Tamil language is compulsory in SJK(T). Additionally, a National School
must provide the teaching of Chinese or Tamil language, as well as
indigenous languages wherever practical, if the parents of at least 15 pupils in
the school request that the particular language be taught.
In January 2003, a mixed medium of instruction was introduced so that
students would learn Science and Mathematics in English. Due to pressure
from the Chinese community, SJK(C) teach Science and Mathematics in both
English and Chinese. However, the government reversed the policy of
teaching Science and Mathematics in English in July 2009, and previous
languages of instruction will be reintroduced in stages from 2012.[8]
By degree of government funding, National Schools are government-owned
and operated, while National-type Schools are mostly government-aided,
though some are government-owned. In government-aided National-type
Schools, the government is responsible for funding the school operations,
teachers' training and salary, and setting the school curriculum, while the
school buildings and assets belong to the local ethnic communities, which
elect a board of directors for each school to safeguard the school properties.
Between 1995 and 2000, the Seventh Malaysia Plan allocation for primary
education development allocated 96.5% to National Schools which had 75%
of total enrolment. Chinese National-type Schools (21% enrolment) received
2.4% of the allocation while Tamil National-type Schools (3.6% enrolment)
received 1% of the allocation.[citation needed]
Previously, there were also other types of National-type Schools. The English
National-type Schools were assimilated to become National Schools as a
result of decolonisation. Others, such as those for the Punjabi language were
closed due to the dwindling number of students. The role of promoting the
Punjabi language and culture is currently fulfilled by Gurdwaras (Sikh temples)
based organisations.
The division of public education at the primary level into National and
National-type Schools has been criticised for allegedly creating racial
polarisation at an early age.[9] To address the problem, attempts have been
made to establish Sekolah Wawasan ("vision schools"). Under the concept,
three schools (typically one SK, one SJK(C) and one SJK(T)) would share the
same school compound and facilities while maintaining different school
administrations, ostensibly to encourage closer interaction. However, this was
met with objections from most of the Chinese and Indian communities as they
believe this will restrict the use of their mother tongue in schools.

Secondary education[edit]

Chio Min Secondary School, Kulim, Kedah

Chung Hua Secondary School, Miri, Sarawak
Public secondary education in Malaysia is provided by National Secondary
Schools (Sekolah Menengah Kebangsaan, SMK). National Secondary
Schools use Malay as the main medium of instruction because Malay
language is the National language of Malaysia while English is a compulsory
subject in all schools. Since 2003, Science and Mathematics had been taught
in English, however in 2009 the government decided to revert to use Malay
starting in year 2012.[10]
As in primary schools, a National Secondary School must provide teaching of
Chinese and Tamil languages, as well as indigenous languages wherever
practical, on request of parents of at least 15 pupils in the school. In addition,
foreign languages such as Arabic or Japanese may be taught at certain
schools.
Secondary education lasts for five years, referred to as Form (Tingkatan) 1 to
5. Form 1 to Form 3 are known as Lower Secondary (Menengah Rendah),
while Form 4 and 5 are known as Upper Secondary (Menengah Atas). Most
students who had completed primary education are admitted to Form 1.
Students from national-type primary schools have the additional requirement
to obtain a minimum C grade for the Malay subjects in UPSR, failing which
they will have to attend a year-long transition class, commonly called
"Remove" (Kelas/Tingkatan Peralihan), before proceeding to Form 1. As in
primary schools, students are promoted to the next year regardless of their
academic performance.
Co-curricular activities are compulsory at the secondary level, where all
students must participate in at least 2 activities for most states, and 3 activities
for the Sarawak region. There are many co-curricular activities offered at the
secondary level, varying at each school and each student is judged based in
these areas. Competitions and performances are regularly organised. Co-
curricular activities are often categorised under the following: Uniformed
Groups, Performing Arts, Clubs & Societies, Sports & Games. Student may
also participate in more than 2 co-curricular activities.
At the end of Form 3, the Pentaksiran Tingkatan 3 (PT3) or Form Three
Assessment is taken by students. Based on PT3 results and choice, they will
be given three streamed to choose, (1)Academic Stream (Science/Art),
Technical and Vocational Stream, and Religious Stream. The Academic
stream is generally more desirable. Students are allowed to shift to the Arts
stream from the Science stream, but rarely vice versa. In 2013, the
government announced to replace Lower Certificate of Education (LCE)
evaluation system or "Penilaian Menengah Rendah" with another assessment
system which is the Form 3 Assessment or Pentaksiran Tingkatan 3 (PT3).
At the end of Form 5, students are required to take the Sijil Pelajaran
Malaysia (SPM) or Malaysian Certificate of Education examination, before
graduating from secondary school. The SPM was based on the old British
'School Certificate' examination before it became General Certificate of
Education 'O' Levels examination, which became the GCSE (General
Certificate of Secondary Education). As of 2006, students are given a GCE 'O'
Level grade for their English paper in addition to the normal English SPM
paper. (Previously, this was reported on result slips as a separate result
labelled 1119, which meant students received two grades for their English
papers.) This separate grade is given based on the marks of the essay-writing
component of the English paper. The essay section of the English paper is
remarked under the supervision of officials from the British 'O' Levels
examination. Although not part of their final certificates, the 'O' Level grade is
included on their results slip.
Shortly after the release of the 2005 SPM results in March 2006, the
Education Ministry announced it was considering reforming the SPM system
due to what was perceived as over-emphasis on As. Local educators
appeared responsive to the suggestion, with one professor at the University of
Malaya deploring university students who could not write letters, debate, or
understand footnoting. He complained that "They don't understand what I am
saying. ... I cannot communicate with them." He claimed that "Before 1957
(the year of independence), school heroes were not those with 8As or 9As,
they were the great debaters, those good in drama, in sport, and those leading
the Scoutsand Girl Guides." A former Education Director-General, Murad
Mohd Noor, agreed, saying that "The rat race now begins at Standard 6 with
the UPSR, with the competition resulting in parents forcing their children to
attend private tuition." He also expressed dismay at the prevalence of
students taking 15 or 16 subjects for the SPM, calling it "unnecessary".[11]
A subset of the public secondary schools are known as National-type
Secondary Schools (Sekolah Menengah Jenis Kebangsaan, SMJK). At
Malayan Independence (1957), it was decided that secondary education
would be provided in Malay-medium National Secondary Schools and English-
medium National-type Secondary Schools. Fee paying, English-medium
schools owned and administered by missionaries/religious bodies were
offered government aid provided that they adopted the national curriculum.
Secondary schools using other languages as medium of instruction, most of
them Chinese schools, were offered government aid on the condition that they
convert into English-medium schools. In the 1970s, as the government began
to abolish English-medium education in public schools, all National-type
Secondary School were gradually converted into Malay-medium schools. The
term "National-type Secondary School" is not present in the Education Act of
1996, which blurred the distinction between SMK and SMJK. However,
Chinese educational groups are unwelcoming of the new development and
continue to push for the distinction to be made between the 78 formerly
Chinese-medium schools and other secondary schools. The schools continue
to have "SMJK" on the school signboards and boards of directors continue to
manage the school properties, as opposed to schools that are directly
managed by the government. Most former Chinese-medium SMJK continue to
have a majority Chinese student and teacher population, usually only accept
students from Chinese-medium primary schools, have Chinese language as a
compulsory subject and have bilingual (Malay and Chinese) school
announcements.
Other types of government or government-aided secondary schools include
Religious Secondary School (Sekolah Menengah Agama), Technical Schools
(Sekolah Menengah Teknik), Fully Residential Schools and MARA Junior
Science College (Maktab Rendah Sains MARA).
Within the national public school system are a few magnet type/charter public
high schools. Admissions are very selective, reserved for students who
demonstrate outstanding academic achievement and potential at the
elementary level, Year/Standard 1 through 6. These schools are either full-
time day or boarding schools ('asrama penuh'). Examples of these schools
are Malacca High School, Royal Military College (Malaysia) and Penang Free
School.
Residential schools or Sekolah Berasrama Penuh are also known as Science
Schools. These schools used to cater mainly for Malay elites but have since
expanded as schools for nurturing Malays who are outstanding academically
or those displaying talents in sports and leadership. The schools are modelled
after British Boarding School.

Post-secondary education (Pre University)[edit]

See also: List of post-secondary institutions in Malaysia
After the SPM, students from public secondary school would have a choice of
either studying Form 6 or the matriculation (pre-university). If they are
accepted to continue studying in Form 6, they will also take the Sijil Tinggi
Persekolahan Malaysia (which is usually abbreviated as STPM) or Malaysian
Higher School Certificate examination (its British equivalent is the General
Certificate of Education A Levelexamination or internationally, the Higher
School Certificate). STPM is regulated by the Malaysian Examinations
Council. Although it is generally taken by those desiring to attend public
universities in Malaysia, it is internationally recognised and may also be used,
though rarely required, to enter private local universities for undergraduate
courses.
Additionally all students may apply for admission to matriculation. However,
unlike STPM, the matriculation certificate is only valid for universities in
Malaysia. This matriculation is a one or two-year programme[12] run by the
Ministry of Education. Previously, it was a one-year programme, but beginning
2006, 30% of all matriculation students were offered two-year programmes.
Not all applicants for matriculation are admitted and the selection criteria are
not publicly declared, which has led to speculation that any criteria existing
may not be adhered to. A race-based quota is applied on the admission
process, with 90% of the places being reserved for the Bumiputeras, and the
other 10% for the non-Bumiputeras.
Having been introduced after the abolishment of a racial-quota-based
admission into universities, the matriculation programme continues the role of
its predecessor, albeit in modified form. The matriculation programme adopts
a semester basis examination (two semesters in a year). Similarly, STPM
involves three-term examinations (one final examination every term), two resit
examinations at the end of the final term (if desired by students), as well as
coursework depending on each subject (except for General Studies where
coursework is mandatory) covering all one and a half years' syllabus.
The Centre for Foundation Studies in Science, University of Malaya, offers two
programmes only for Bumiputera students : i) The Science Program, a one-
year course under the Department of Higher Education, Ministry of Higher
Education. After completing the program, the students are placed into various
science-based courses in local universities through the meritocracy system. ii)
The Special Preparatory Program to Enter the Japanese Universities, a two-
year intensive programme under the Look East Policy Division of the Public
Service Department of Malaysia in co-operation with the Japanese
Government.
Some students undertake their pre-university studies in private colleges. They
may opt for programmes such as the British A Levelprogramme, the Canadian
matriculation programme or the equivalent of other national systems – namely
the Australian NSW Board of Studies Higher School Certificate and the
American High School Diploma with AP subjects. More recently,
the International BaccalaureateDiploma Programme is becoming more
popular as a pre-university option.
The Government has claimed[13] that admission to universities are purely
meritocracy based and do not have plans to change the system.

Tertiary education[edit]
See also: List of universities in Malaysia and Academic ranks in Malaysia
Examination performance letter of the STPM examination
Tertiary education is heavily subsidised by the government.
Before the introduction of the matriculation system, students aiming to enter
public universities had to complete an additional 18 months of secondary
schooling in Form 6 and sit the Malaysian Higher School Certificate (Sijil
Tinggi Persekolahan Malaysia, STPM); equivalent to the British Advanced or
A Level.[14]
Since the introduction of the matriculation programme as an alternative to
STPM in 1999, students who completed the 12-month programme in
matriculation colleges (kolej matrikulasi in Malay) can enrol in local
universities. However, in the matriculation system, only 10% of the places are
open to non-Bumiputra students.[15] Excellence in these examinations does not
guarantee a place in a public university. The selection criteria are largely
opaque as no strictly enforced defined guidelines exist.
The classification of tertiary education in Malaysia is organised upon
the Malaysian Qualifications Framework (MQF) which seeks to set up a
unified system of post secondary qualifications offered on a national basis in
the vocational and higher education sectors.
From 2004 to 2013, the government formed the Ministry of Higher Education
to oversee tertiary education in Malaysia.
Although the government announced a reduction of reliance of racial quotas in
2002, instead leaning more towards meritocracy. Before 2004, all lecturers in
public tertiary institutions were required to have some post-graduate award as
a qualification. In October 2004, this requirement was removed and the Higher
Education Ministry announced that industry professionals who added value to
a course could apply for lecturing positions directly to universities even if they
did not have postgraduate qualifications. To head off possible allegations that
the universities faced a shortage of lecturers, Deputy Higher Education
Minister Datuk Fu Ah Kiow said "This is not because we are facing a shortage
of lecturers, but because this move will add value to our courses and enhance
the name of our universities... Let's say Bill Gates and Steven Spielberg, both
[undergraduates but] well known and outstanding in their fields, want to be
teaching professors. Of course, we would be more than happy to take them
in." He went on to offer as an example the field of architecture whereby well-
known architects recognised for their talents do not have master's degrees.
There are a number of public universities established in Malaysia. The
academic independence of public universities' faculty has been questioned.
Critics like Bakri Musa cite examples such as a scientist who was
reprimanded by Deputy Prime Minister Najib Razak for "publishing studies on
air pollution" and a professor of mathematics at the National University of
Malaysia who was reproved for criticising the government policy of teaching
mathematics and science in English at the primary and secondary levels.[16]
Students have the option of enrolling in private tertiary institutions after
secondary studies. Private universities are gaining a reputation for
international quality education and students from all over the world attend
them. Many of these institutions offer courses in co-operation with a foreign
institute or university — especially in the United States, the United Kingdom
and Australia — allowing students to spend a portion of their course abroad as
well as getting overseas qualifications. One such example is Tunku Abdul
Rahman University Collegewhich partnered with Sheffield Hallam
University and Coventry University.[17]
Many private colleges offer programmes whereby the student does part of his
degree course here and part of it in the other institution; this is called
"twinning". The nature of these programs is diverse and ranges from the full
"twinning" program where all credits and transcripts are transferable and
admission is automatic to programs where the local institution offers an
"associate degree" which is accepted at the discretion of the partnering
university. In the latter case, acceptance of transcripts and credits is at the
discretion of the partner. Some of them are branch campuses of these foreign
institutions. In addition, four reputable international universities have set up
their branch campuses in Malaysia since 1998. A branch can be seen as an
'offshore campus' of the foreign university, which offers the same courses and
awards as the main campus. Local and international students can acquire
these identical foreign qualifications in Malaysia at a lower fee. Some of the
foreign university branch campuses in Malaysia are:

 University of Nottingham Malaysia Campus

 Monash University Malaysia Campus
 Curtin University, Malaysia
 Swinburne University of Technology Sarawak Campus
 Newcastle University Medicine Malaysia (NUMed)
 University of Southampton Malaysia Campus
 Heriot-Watt University Malaysia
 University of Reading Malaysia
 Xiamen University Malaysia
 Royal College of Surgeons in Ireland and University College Dublin
Malaysia Campus
Others are

 SAE Institute, Australia

 Raffles Design Institute, Singapore
The net outflow of academics from Malaysia led to a "brain gain" scheme by
then (1995) Prime Minister Tun Dr Mahathir Mohamad. The scheme set a
target of attracting 5,000 talents annually. In 2004, Science, Technology and
Innovation Minister, Datuk Dr Jamaluddin Jarjisin a parliamentary reply stated
that the scheme attracted 94 scientists (24 Malaysians) in pharmacology,
medicine, semi-conductor technology and engineering from abroad between
1995 and 2000. At the time of his reply, only one was remaining in Malaysia.
Postgraduate programmes[edit]
Postgraduate degrees such as the Master of Business Administration (MBA)
and the Doctor of Business Administration (DBA) are becoming popular and
are offered by public and private universities.
All public and most private universities in Malaysia offer Master of
Science degrees either through coursework or research and Doctor of
Philosophy degrees through research.
Polytechnics[edit]
Polytechnics in Malaysia provide courses for bachelor's degree, Advanced
Diploma, Diploma and Special Skills Certificate.
The following is a list of the polytechnics in Malaysia in order of establishment:

Official
Name Acrony Foundati Lin
Type Location
in Mala m on k
y

Premier
Politeknik Polytechni
Ungku PUO 1969 c Ipoh, Perak [1]
Omar (University
Status)

Politeknik
Conventio
Sultan
nal
Haji POLISAS 1976 Kuantan, Pahang [2]
Polytechni
Ahmad
c
Shah
Official
Name Acrony Foundati Lin
Type Location
in Mala m on k
y

Politeknik
Sultan Conventio
Abdul POLIMA nal Bandar Darul
1984 [3]
Halim S Polytechni Aman, Kedah
Muadzam c
Shah

Conventio
Politeknik
nal
Kota PKB 1985 Ketereh, Kelantan [4]
Polytechni
Bharu
c

Conventio
Politeknik
nal
Kuching PKS 1987 Kuching, Sarawak [5]
Polytechni
Sarawak
c

Conventio
Politeknik
nal Si Rusa, Negeri
Port PPD 1990 [6]
Polytechni Sembilan
Dickson
c

Conventio
Politeknik
nal Kota
Kota PKK 1996 [7]
Polytechni Kinabalu, Sabah
Kinabalu
c

Politeknik Premier Shah

Sultan PSA 1997 Polytechni [8]
Alam, Selangor
Salahuddi c
Official
Name Acrony Foundati Lin
Type Location
in Mala m on k
y

n Abdul (University
Aziz Shah Status)

Premier
Politeknik Polytechni
Ibrahim PIS 1998 c Pasir Gudang, Johor [9]
Sultan (University
Status)

Conventio
Politeknik
nal Permatang
Seberang PSP 1998 [10]
Polytechni Pauh, Pulau Pinang
Perai
c

Conventio
Politeknik nal
PMK 1999 Malacca [11]
Melaka Polytechni
c

Politeknik Conventio
Kuala
Kuala nal
PKKT 1999 Terengganu, Tereng [12]
Terengga Polytechni
ganu
nu c

Politeknik
Conventio
Sultan
nal Dungun, Terenggan
Mizan PSMZA 2001 [13]
Polytechni u
Zainal
c
Abidin
Official
Name Acrony Foundati Lin
Type Location
in Mala m on k
y

Conventio
Politeknik nal
PMM 2002 Merlimau, Malacca [14]
Merlimau Polytechni
c

Politeknik Conventio
Sultan nal
PSAS 2002 Behrang, Perak [15]
Azlan Polytechni
Shah c

Politeknik Conventio
Tuanku nal
PTSB 2002 Kulim, Kedah [16]
Sultanah Polytechni
Bahiyah c

Conventio
Politeknik
nal Sungai Air
Sultan PSIS 2003 [17]
Polytechni Tawar, Selangor
Idris Shah
c

Politeknik Conventio
Tuanku nal
PTSS 2003 Ulu Pauh, Perlis [18]
Syed Polytechni
Sirajuddin c

Conventio
Politeknik
nal Bandar Muadzam
Muadzam PMS 2003 [19]
Polytechni Shah, Pahang
Shah
c
Official
Name Acrony Foundati Lin
Type Location
in Mala m on k
y

Conventio
Politeknik
nal
Mukah PMU 2004 Mukah, Sarawak [20]
Polytechni
Sarawak
c

Conventio
Politeknik
nal Balik Pulau, Pulau
Balik PBU 2007 [21]
Polytechni Pinang
Pulau
c

Conventio
Politeknik nal
PJK 2007 Jeli, Kelantan [22]
Jeli Polytechni
c

Conventio
Politeknik nal
PNS 2007 Negeri Sembilan [23]
Nilai Polytechni
c

Conventio
Politeknik nal Kuala
PBS 2007 [24]
Banting Polytechni Langat, Selangor
c

Conventio
Politeknik nal
PMJ 2008 Mersing, Johor [25]
Mersing Polytechni
c
Official
Name Acrony Foundati Lin
Type Location
in Mala m on k
y

Politeknik Conventio
Hulu nal Kuala
PHT 2008 [26]
Terengga Polytechni Berang, Terengganu
nu c

Conventio
Politeknik nal
PSS 2009 Sandakan, Sabah [27]
Sandakan Polytechni
c

Politeknik
METrO
METrO Setiawangsa, Kuala
PMKL 2011 Polytechni [28]
Kuala Lumpur
c
Lumpur

Politeknik METrO
METrO PMKU 2011 Polytechni Kuantan, Pahang [29]
Kuantan c

Politeknik
METrO
METrO
PMJB 2011 Polytechni Johor Bahru, Johor [30]
Johor
c
Bahru

Politeknik METrO
METrO PMBS 2012 Polytechni Betong, Sarawak [31]
Betong c
 Official
Name Acrony Foundati Lin
Type Location
in Mala m on k
y

Politeknik
METrO
METrO Butterworth, Pulau
PMTG 2012 Polytechni [32]
Tasek Pinang
c
Gelugor

Politeknik
Conventio
Tun Syed
nal
Nasir PTSN 2013 Muar, Johor [33]
Polytechni
Syed
c
Ismail

Other types of schools[edit]

See also: List of schools in Malaysia
Apart from national schools, there are other types of schools in Malaysia.
Islamic religious schools[edit]
A system of Islamic religious schools exists in Malaysia. Primary schools are
called Sekolah Rendah Agama (SRA), while secondary schools are
called Sekolah Menengah Agama (SMA).
Another type of schools available in Malaysia is the Islamic religious schools
or sekolah agama rakyat (SAR). The schools teach Muslim students subjects
related to Islam such as early Islamic history, Arabic language and Fiqh. It is
not compulsory though some states such as Johor make it mandatory for all
Muslim children aged six to twelve to attend the schools as a complement to
the mandatory primary education. In the final year, students will sit an
examination for graduation. Most SAR are funded by respective states and
managed by states' religious authority.
Previously, former Prime Minister Tun Dr. Mahathir Mohammad suggested to
the government that the SARs should be closed down and integrated into the
national schools. However, his proposal was met with resistance and later, the
matter was left to die quietly.
Such schools still exist in Malaysia, but are generally no longer the only part of
a child's education in urban areas. Students in rural parts of the country do still
attend these schools. Some of the academic results published by these
schools are accepted by mainline universities by taking Malaysia High
Certificate of Religious Study (Sijil Tinggi Agama Malaysia, abbreviated as
STAM), and many of these students continue their education in locations such
as Pakistan or Egypt. Some of their alumni include Nik Adli (son
of PAS spiritual leader Nik Aziz).
Some parents also opt to send their children for religious classes after secular
classes. Sunday schools and after school classes at the mosque are various
options available.
Chinese independent high schools[edit]
Main article: Chinese independent high school
After receiving primary education in national-type primary schools, some
students from SJK(C) may choose to study in a Chinese Independent High
School（Chinese: 华文独立中学）. Chinese independent high schools are
funded by the Malaysian Chinese public, with UCSCAM (United Chinese
School Committees' Association of Malaysia, also known as Dong Zong after
its Chinese acronym[18]) as the overall co-ordination body. Students in Chinese
independent high schools study in three junior middle levels and three senior
middle levels; each level takes one year. Like the students in public secondary
schools, students in Chinese independent high schools are put into several
streams like Science or Art/Commerce in the senior middle levels. However,
some schools recently provided unique streams like Electrical Engineering,
Food and Beverage Studies or Arts Design. The medium of instruction in
Chinese independent high schools is Mandarin and uses simplified Chinese
characters in writing.
Students in Chinese independent high schools take standardised tests known
as the Unified Examination Certificate (UEC) at the end of Junior Middle 3 and
Senior Middle 3. UEC has been run by UCSCAM since 1975 and has won
ISO9001 certification from Malaysia, China, UK,Japan and so on. The UEC is
available in three levels: Vocational Unified Exam (UEC-V), UEC Junior
Middle Level (UEC-JML/JUEC) and Senior Middle Level (UEC-SML/SUEC).
The syllabus and examinations for the UEC-V and UEC-JML are only
available in the Chinese language. The UEC-SML has questions for
mathematics, sciences (biology, chemistry and physics), bookkeeping,
accounting and commerce in both Chinese and English.
The government of Malaysia does not recognise the UEC-SML currently,
hence the UEC holders are not accepted into public universities in Malaysia.
UEC-SML is however, accepted by most private universities and colleges in
Malaysia. In addition, UEC-SML is recognised as an entrance qualification in
many tertiary educational institutions internationally, including those in The
United States, the United Kingdom, Taiwan, Japan, Mainland China, Hong
Kong, Singapore, Australia and some European countries.
After the General Election 2018 in Malaysia, the incoming Pakatan Harapan
government had promised for UEC to be recognised for entrance into public
universities and civil service in Malaysia. It is a matter that is still under
consideration and has not been implemented.
Dong Jiao Zong's policy[edit]
A "rooted" Chinese[edit]
According to the UCSCAM, it was the British colonial policy (1786–1957) to
allow vernacular language schools to exist and develop, along with Sekolah
Pondok (Malays) and Sekolah Tamil (Indians). This was part of the British
strategy of "dividing and rule". For those who are willing to attend English
schools, they will gain better opportunities in employment than any other
schools, sometimes at the expense of their own racial/ethnic and religious
root(s). Nevertheless, the development of Chinese language education thrived
due to the conformity to the divide and rule policy. Before Malaysia gained
independence, the Chinese had 1300 primary schools, nearly 100 high
schools, and even a tertiary institution, Nanyang University, built without the
financial support of the government. The report of Dong Zong claimed that the
main reason for many Chinese parents sending their children to Chinese
schools was that they generally hoped their children would retain their
Chinese identity, with love and awareness of the nation of Malaysia, love of
their own culture and traditions, ethnic pride, and most importantly being
aware of their ethnic roots.
Lim Lian Geok (simplified Chinese: 林连玉; traditional Chinese: 林連玉),
known as the "Soul of the Malaysian Chinese" (Chinese: 族魂),[19] the former
president of UCSCAM regarded cultural right as of utmost importance since
culture is the soul of every ethnicity, deserving the most respect among all of
the rights. He said: "One’s culture is the soul of one’s nation, and its value as
important to us as our lives.", "We, Chinese become Malayan nationals on the
condition that we do our duty and loyalty to this country, not on the condition
that we abandon our mother tongue and destroy our culture.", "Malayan was a
virgin land, it gain the prosperous of today under the efforts of all nations." and
"In ethnically diverse nations, harmony, friendship, peace and cooperation are
important principles, but all must be based on equality."[20]
"Final goal"[edit]
The UCSCAM believed that the government of Malaysia had a "final goal"
(referring to the Razak Report) to eradicate the Chinese schools and Tamil
schools. The report claimed that the government of Malaysia's culture and
language education policy, over the past 50 years was, to not give up
implementation of the "final goal": a final "national school" with the Malay
language (National language) as the main medium of instruction. The
language of other ethnic groups, namely Chinese and Tamil, thus could only
serve as a foreign language. The reason given by the government was that
the Chinese and Tamil primary schools were the root cause of disunity of this
country. To achieve "national unity", all other non-national schools should be
restricted, and finally merged with the national school.
"Do not give up and do not compromise"[edit]
The standpoint of UCSCAM is that only the implementation of a multilingual
school policy befits Malaysia's multi-ethnic, multi-cultural, multi-linguistic and
multi-religious society. Dong Jiao Zong's distinctive position for this protest
has remained unchanged over the last 50 years. [34]
International Schools[edit]

HELP International School in Selangor.

International schools use curricula of foreign countries or international
curricula such as International Baccalaureate, Edexcel or Cambridge
International Examinations. See Template:International schools in
Malaysia for a listing.

School uniforms[edit]
Main articles: Malaysian school uniform and School uniforms by country
§ Malaysia
Present-day Malaysia introduced Western style school uniforms (pakaian
seragam sekolah) in the late 19th century during the British colonial era.
Today, school uniforms are almost universal in the public and private school
systems. Standardised beginning 1 January 1970, public school uniforms are
compulsory for all students[who?] and standardised nationwide.[citation needed]
A common version of Malaysian school uniform is of public schools. The dress
code for males is the most standardised while female uniforms are more
varied based on the religion of students and the type of schools. Male
students are required to wear a collared shirt with a pair of shorts or long
pants. Female students may wear a knee-length pinafore and a collared shirt,
a knee-length skirt and a collared shirt, or a baju kurung consisting of a top
and a long skirt with an optional hijab (tudung) for Muslim students. White
socks and shoes of black or white are almost universally required for students,
while ties are included in certain dress codes. Prefects and students with other
additional school duties may wear uniforms of different colours; colours may
differ between primary and secondary schools.

Education policy[edit]
Education in Malaysia is monitored by the federal government Ministry of
Education.[21] In July 2006, Higher Education Deputy Minister Datuk Ong Tee
Keat stated that a review of the controversial Universities and University
Colleges Act 1971 will be held among Malaysian MPs.[22] The ruling political
alliance is composed of ethnically based parties and one of the concessions
allowed by the controlling Malay party is to allow the Chinese and Indian
parties to start colleges.
National Education Blueprint 2006–2010[edit]
In 2006, the National Education Blueprint 2006–10 was released. The
Blueprint set a number of goals, such as establishing a National Pre-School
Curriculum, setting up 100 new classes for students with special needs,
increasing the percentage of single-session schools to 90% for primary
schools and 70% for secondary schools, and decreasing class sizes from 31
to 30 students in primary schools and from 32 to 30 in secondary schools by
the year 2010. The Blueprint also provided a number of statistics concerning
weaknesses in education. According to the Blueprint, 10% of primary schools
and 1.4% of secondary schools do not have a 24-hour electricity supply, 20%
and 3.4% respectively do not have a public water supply, and 78% and 42%
are over 30 years old and require refurbishing. It was also stated that 4.4% of
primary students and 0.8% of secondary students had not mastered
the 3Ms (reading, writing and arithmetic). The drop-out rate for secondary
schools was given as 9.3% in urban areas and 16.7% in rural areas.[23]
The Blueprint also aimed to address the problem of racial polarisation in
schools. Under the Blueprint, schools will hold seminars on the Constitution of
Malaysia, motivational camps to increase cultural awareness, food festivals to
highlight different ethnic cooking styles, and essay competitions on different
cultural traditions. Mandarin and Tamil language classes will be held in
national schools, beginning with a pilot project in 220 schools in 2007.[24]
The Blueprint has been subject to some criticism. Academic Khoo Kay
Kim has criticised the plan, saying:
We do not need this blueprint to produce excellent students. What we need is
a revival of the old education system... meaning the education system we had
before 1957. That was when we saw dedication from the teachers. The
Malaysian education system then was second to none in Asia. We did not
have sports schools but we produced citizens who were Asian class, if not
world class.[25]
National Education Blueprint 2013–2025[edit]
In 2013, the National Education Blueprint was released. It covers the
education of Malaysian starting from Preschool until 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. This included the World Bank, the United Nations Educational,
Scientific, and Cultural Organisation(UNESCO),[26] the Organisation for
Economic Co-operation and Development (OECD), and six local universities.
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; Over 55000 Ministry officials,
teachers, school leaders, parents, students, and members of public across
Malaysia via interviews, focus groups, surveys, National Dialogue town halls,
Open Days and round table discussions. More than 200 memorandums and
3000 articles and blog post were submitted by the Ministry.
The blueprint highlights aspirations to ensure universal access and full
enrolment of all children from preschool through to upper secondary school
level by 2020; aspirations for Malaysia to be in the top third of countries in
terms of performance in international assessments, as measured by outcomes
in the Trends in International Mathematics and Science Study (TIMSS) and
the Programme for International Student Assessment (PISA) within 15 years,
aspires to halve the current urban-rural, socio-economic and gender
achievement gaps by 2020; aspirations to create a system whereby students
have opportunities to build shared experiences and aspirations that form the
foundation for unity, aspires to further maximise student outcomes within
current budget levels.
It also has identified 11 shifts that will need to occur to deliver the step change
in outcomes envisioned by Malaysians. Each shift is to address at least one of
the five system outcomes of access, quality, equity, unity and efficiency.
Among the many steps to be taken, it is part of the plan to increase
compulsory schooling from six to 11 years, starting at the age of six years
supported by targeted retention programmes, launch the Secondary School
Standard Curriculum or Kurikulum Standard Sekolah Menengah (KSSM) and
revised Primary School Standard Curriculum or Kurikulum Standard Sekolah
Rendah (KSSR) in 2017 to embed a balanced set of knowledge and skills
such as creative thinking, innovation, problem-solving and leadership, lay out
clear learning standards so that students and parents understand the progress
expected within each year of schooling, revamp the national examination and
school-based assessments in stages, whereby by 2016 at least 40 per cent of
questions in Ujian Penilaian Sekolah Rendah (UPSR) and 50 per cent in Sijil
Pelajaran Malaysia (SPM) are higher-order thinking questions and by the end
of 2013, is to build academic and career counselling services into the
secondary school timetable to help students make better informed choices
about the various education pathways on offer.
By 2025, it is to ensure that Orang Asli students, other minority groups and
students with physical or learning disabilities go to schools with the facilities
and equipment needed to create a conductive and supportive learning
environment, from 2016, is to ensure that English is made a compulsory
subject to pass for SPM, by 2025, is to ensure that every student is
encouraged to learn an additional language in the move to equip them well for
entering the workforce in a globalising world, will focus on building up its cadre
of Chinese, Tamil and Arabic language teachers to ensure that the supply of
teachers matches student demand, besides expanding the provision of other
important languages such as Spanish, French and Japanese, from 2013, is to
ensure that the entry bar for teachers is raised to be amongst the top 30 per
cent of graduates, from 2013, is to ensure that teachers enjoy a reduced
administrative burden so that they can focus the majority of their time on their
core function of teaching, with some administrative functions moved to a
centralised service centre or to a dedicated administrative teacher at the
school level, by 2015, is to ensure that all schools meet basic infrastructure
requirements, starting with Sabah and Sarawak, is to ensure that the Trust
School model is expanded to 500 schools by 2025, including by alumni groups
and non-governmental organisations (NGOs) as potential sponsors, will
publish an annual report on the progress made against each initiative outlined
in the blueprint, will undertake a stock-take at key milestones in the blueprint
journey in 2015, 2020 and 2025.[27]

Issues in Malaysian education[edit]

This image from the National Archives UK: "Primary education is available throughout
Malaya in Tamil, Chinese, and Malay, while children of all races attend the English
schools which take them to School Certificate standard. Here is a mixed class in a Kuala
Lumpur college."
The history of issues in Malaysian education started since the British
government period: the Barnes Report in 1951 to unite all races with the
colonial language. The later Razak Report was made to replace the
unsuccessful Barnes Report, and the system remains until today.
Language[edit]
The issue of language and schools is a key issue for many political groups in
Malaysia. UMNO champions the cause of using Malay as the medium of
instruction in all schools. However, under the Razak Report, primary schools
using the Chinese and Tamil language as medium of instruction are retained.
Up until 1981 in Peninsular Malaysia (and some years later in Sabah and
Sarawak), there were English-medium schools, set up by the former colonial
government and Christian missionaries. Following the implementation of the
1967 National Language Act which stipulated the conversion of all English-
medium schools to Malay-medium schools;[28] as well with severe race riots in
Kuala Lumpur that occurred later in May 1969, English-medium schools were
phased out from January 1970; by 1982 these became Malay-medium
schools ("national schools").
The existence of national-type schools is used by non-Malays components of
the ruling Barisan Nasional to indicate that their culture and identity have not
been infringed upon by the Malay people. Dong Jiao Zhong (the association of
Chinese school boards and teachers) and other Chinese education
organisations took on the role of safeguarding Chinese education in the
country and are opposed to Malay replacing Chinese as medium of instruction
in Chinese schools. They shape much of the views of the Chinese educated
community, which is a key electoral constituency.
In 2002, the government announced that from 2003 onwards, the teaching of
Science and Mathematics would be done in English, to ensure that Malaysia
would not be left behind in a world that was rapidly becoming globalised. This
paved the way for the establishment of mixed-medium education. However,
the policy was heavily criticised by Malay linguists and activists, fearing that
the policy might erode the usage of Malay language in science and
mathematics, which led to a massive rally in Kuala Lumpur on 7 March
2009.[29] Chinese education groups opposed the policy as well, fearing that it
might erode the usage of Chinese as the medium of instruction in Chinese
schools. The government announced in 2009 that this policy will be reversed
in 2012: the teaching of both subjects would revert to Malay.[30]
Due to the lack of Chinese and Indian students attending national schools,
coupled with the increasing number of Malay students attending Chinese and
Indian national-type schools, the government announced in April 2005 that all
national schools will begin teaching Chinese and Tamil to attract more
students, not as mother tongue courses but as elective courses.
Gender[edit]
In 2004 the UNDP (United Nations Development Programme) representative
Dr. Richard Leete stated that Malaysia's ranking in the UNDP gender index
was not "as high as it should be". Former Higher Education Minister Datuk Dr
Shafie Salleh replied that it was not unique to Malaysia. His quoted statistics
revealed that there was a 2:1 ratio of boys to girls in polytechnics and at public
higher learning institutions. In virtually all developed countries females and
males enter university in approximately equal ratios. Thus, the 2:1 ratio in
Malaysia is seen as rather peculiar when placed in a global context.
Malaysian polytechnics and community colleges are not degree-producing
institutions and none have post-graduate programmes. Most are vocational or
technical institutions. This imbalance is corrected once the respective genders
leave the education system.
Racial quotas in public universities[edit]
In 1973, the Malaysian government implemented an affirmative action
program, setting a quota of 55% of university places for Bumiputeras and the
remaining 45% for Chinese and Indian students. The university quota system
created considerable unhappiness among the Chinese and Indians.
In 2010, the Indian community was shocked at the low 2% to 3% intake of
Indian students into public universities. Indians are faring badly under the
meritocratic system used for university intake. Under the quota system, about
5% to 10% of the students were Indians.[31]
After the abolishment of the race quota, matriculation was introduced as an
alternative for STPM. It has come under criticism for being easier than STPM
and serves as an easier education path for Bumiputeras. Matriculation
certificate, however, is only valid in Malaysia unlike STPM which is recognised
across the world.

2. Aspirations/objective
3. Topics in terms of their different/content
4. Uniqueness
5. Other aspects

Ireland

The Department of Education and Skills is a department of the Government of

Ireland. It is led by the Minister for Education and Skills who is assisted by two
Ministers of State
Senior cycle education in Ireland may be of two or of three year's duration. Students may
follow a two-year Leaving Certificate programme or they may take an additional optional
year at the start of their senior cycle. This year is called Transition Year.
Most students take the Leaving Certificate examination at the end of their senior cycle.
Students normally choose 6 to 8 subjects from the list of approved subjects.
Students following the Leaving Certificate Vocational Programme (LCVP) take 6 or 7
Leaving Certificate subjects and two additional Link Modules: Preparation for the World of
Work and Enterprise Education.
Leaving Certificate Applied (LCA) students follow a pre-vocational programme made up of a
range of courses that are structured round three elements: Vocational Preparation, Vocational
Education and General Education.
Senior Cycle Curriculum Review
A number of Leaving Certificate subjects are currently under various stages of review.
Leaving Certificate Established
The Leaving Certificate (Established) is a two-year programme that aims to provide learners
with a broad, balanced education while also offering them a chance to specialise towards
particular higher education and career options.
In general, students take five or more subjects (usually seven) for examination, one of which
must be Irish. Subjects are normally studied at either Ordinary or Higher Level. Two
subjects, Irish and Mathematics, can be studied at Foundation Level.
Syllabuses are available in 34 subjects. Each of these belongs to a subject group as shown in
the table below. Two subjects, Home Economics and Physics and Chemistry, belong to two
groups.

Languages English, French, German, Irish, Italian, Latin, Greek, Spanish,

group Arabic, Japanese, Russian, Classical Studies, Hebrew Studies

Science group Applied Mathematics, Biology, Chemistry, Mathematics, Physics,

Physics and Chemistry

Business Accounting, Business, Economics

studies group

Applied science Agricultural Science, Construction Studies, Engineering, Home

group Economics, Physics and Chemistry, Design and Communication
Graphics

Social studies Art, Geography, History, Home Economics, Music, Politics and
group Society

In addition to these subjects, the State Examinations Commission will provide examinations
in any of the recognised languages of the European Union, where the status of the
applicant/candidate is seen as appropriate.
Physics
Leaving Certificate Physics aims to give students an understanding of the fundamental
principles of physics and their application to everyday life. It offers a general education in
physics to all students, enabling them to develop an understanding of the scientific method
and their ability to observe, to think logically and to communicate effectively. Science
technology and society (STS) is an integral part of the syllabus so that students can be aware
of the principles of the applications of physics in the everyday world.
This syllabus is for students in the senior cycle of post-primary education and is assessed at
Higher and Ordinary levels.

Assessment
Assessment at senior cycle takes different forms and can be used in a
variety of ways. Assessment can and should be supportive of learning.

Assessment in the classroom

Assessment is an integral part of teaching and learning and, as such, it is
used to support and improve learning by helping learners and teachers to
identify next steps in their learning. In this sense, the most valuable
assessment takes place at the site of learning where learners receive
support and guidance. Learning is best supported in the classroom context
when clear goals are established between teacher and learner and when
images of successful learning can be shared by reference to those goals.
The process of providing effective feedback to learners is supported
through the statements of learning outcomes in syllabus documents.

Assessment in the state examinations

Formal assessment in senior cycle, as used to test and certify achievement,
is managed through the State examinations, administered by the State
Examinations Commission. A broad range of assessment methods are used
across the range of Leaving Certificate subjects, including oral and aural
examinations, coursework and practical examinations.
At the end of senior cycle, students who have followed the Leaving
Certificate (Established) take the Leaving Certificate examination. Student
achievement in this examination is directly linked to processes of selection
for courses of study in further and higher education. In addition to the
examinations taken by other students, students who follow the Leaving
Certificate Vocational Programme take an examination paper and submit a
portfolio in the Link Modules. Students who follow the Leaving
Certificate Applied programme take a final examination and also
accumulate credits over the two years of study. Further information on the
assessment of the various subjects is found in the syllabus of each subject.

Post Primary Education

The post-primary education sector comprises secondary, vocational, community and
comprehensive schools. Secondary schools are privately owned and managed.
Vocational schools are state-established and administered by Education and
Training Boards (ETBs), while community and comprehensive schools are managed
by Boards of Management of differing compositions.
Post-primary education consists of a three-year Junior Cycle (lower secondary),
followed by a two or three year Senior Cycle (upper secondary), depending on
whether the optional Transition Year (TY) is taken.
Students usually begin the Junior Cycle at age 12. The Junior Certificate
examination is taken after three years. The main objective of the Junior Cycle is for
students to complete a broad and balanced curriculum, and to develop the
knowledge and skills that will enable them to proceed to Senior Cycle education. A
new Framework for Junior Cycle is going to make significant changes to the current
Junior Cycle beginning in September 2014. View the full range of subjects and short
courses for Junior Cycle
The Senior Cycle caters for students in the 15 to 18 year age group. It includes an
optional Transition Year, which follows immediately after the Junior Cycle. TY
provides an opportunity for students to experience a wide range of educational
inputs, including work experience, over the course of a year that is free from formal
examinations.
During the final two years of Senior Cycle students take one of three programmes,
each leading to a State Examination: the traditional Leaving Certificate, the Leaving
Certificate Vocational Programme (LCVP) or the Leaving Certificate Applied (LCA).
The Leaving Certificate
The traditional Leaving Certificate examination is the terminal examination of post-
primary education and is taken when students are typically 17 or 18 years of age.
Syllabuses are available in more than 30 subjects and students are required to take
at least five subjects, one of which must be Irish. View the full range of Senior Cycle
subjects
The Leaving Certificate Vocational Programme
The Leaving Certificate Vocational Programme (LCVP) is similar to the traditional
Leaving Certificate Programme, with a concentration on technical subjects and some
additional modules which have a vocational focus.
The Leaving Certificate Applied Programme
The Leaving Certificate Applied (LCA) Programme is a self-contained two-year
course, intended to meet the needs of those students who are not adequately
catered for by other Leaving Certificate programmes. It is a person-centred course
involving a cross-curricular approach rather than a subject based structure.

cience
Welcome to Junior Cycle Science

New features of this specification include learning outcomes across the unifying strand, Nature of
science, and the four contextual strands: Physical world, Chemical world, Biological world and Earth
and space. There is a new focus given to the Nature of science which aims to promote greater
engagement and thinking about how science works; carrying out investigations, communicating in
science, and the role and contribution of science and scientists to society. There are also new
assessments which offers students a chance to demonstrate their achievement as creators of
scientific research reports. Teachers, students and parents will be able to check progress by logging
in to examples of student work where they will see the range of annotated examples of work that
students in junior cycle Science create and see the learning outcomes in action.
Welcome to the CURRICULUM RESOURCE section for Senior Cycle Physics. For
ease of access; this section of the PDST Physics website contains the following
following component web pages for Senior Cycle Physics. Please click on the
relevant link for the related PDST Senior Cycle Physics curriculum resource unit.

Mechanics

Temperature

Heat

Waves

Vibration and Sound

Light

Electricity

Option 1(Higher Level) Particle Physics

Option 2 (Higher Level) Applied Electricity