Topic

Curriculum
Development

LEARNING OUTCOMES
By the end of this topic, you should be able to:
1.

Define curriculum in general and the National Curriculum in

particular;

2.

Describe the curriculum development process in Malaysia; and

3.

Describe the various concepts of curriculum development in

Malaysia.

INTRODUCTION
Parents nowadays are more aware of the importance of education for their
children. As early as four years old, children are already sent to preschools or
kindergartens to prepare them for their formal education. They are taught to
think, develop and increase their communication skills, build their selfconfidence, learn to be creative and develop skills that will help them with
reading, writing and mathematics.

ACTIVITY 3.1
Before you continue, can you explain what you understand by the term
curriculum?

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DEFINING CURRICULUM

In order to understand this topic better, let us first look at some definitions of
curriculum:
The planned and guided learning experiences and intended outcomes,
formulated through the systematic reconstruction of knowledge and
experiences under the auspices of the school, for the learners continuous and
wilful growth in personal social competence.
D. Tanner & L. Tanner (1980)

Grundy (1987) defines curriculum as a programme of activities (by teachers

and pupils) designed so that pupils will attain so far as possible certain
educational and other schooling ends or objectives.

Contents of a subject, concepts and tasks to be acquired, planned activities, the

desired learning outcomes and experiences, product of culture and an agenda
to reform society.
Schubert (1987)

All of the experiences that individual learners have in a program of education

whose purpose is to achieve broad goals and related specific objectives, which
is planned in terms of a framework of theory and research or past and present
professional practice.
Hass (1987, p. 5)
There are numerous definitions of curriculum, however we can conclude that a
curriculum must include:
(a)

Learning objectives;

(b)

Learning outcomes;

(c)

Learning activities;

(d)

Assessment; and

(e)

Learning experiences.
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MALAYSIAS CURRICULUM PHILOSOPHY

The school curriculum in Malaysia is geared towards a holistic development of

the individual (mental, emotional, physical, spiritual) through the instruction of
general knowledge and skills, promotion of healthy attitudes and teaching of
accepted moral values, with the aim of producing individuals who are balanced,
trained, skilful and value the national aspiration for unity.
The implement of curriculum reform in Malaysia is done to continuously
improve the quality of education in order to achieve the aims of the National
Education Philosophy (NEP), which states that:
Education in Malaysia is an on-going effort towards further developing the
potential of individuals in a holistic and integrated manner so as to produce
individuals who are intellectually, spiritually, emotionally and physically
balanced and harmonious, based on a firm belief in and devotion to God. Such an
effort is designed to produce Malaysian citizens who are knowledgeable and
competent, who possess high moral standards, and who are responsible and
capable of achieving a high level of personal well-being, as well as being able to
contribute to the betterment of the family, the society and the nation at large
(Ministry of Education, n.d.).

3.3

ECCE CURRICULUM DEVELOPMENT IN

MALAYSIA

In this subtopic we will look specifically at the National Policy for Early
Childhood Education, Curriculum Guideline 1986, Curriculum Guideline 1993
and the National Preschool Curriculum.

3.3.1

National Policy For Early Childhood Education

The National Policy for early childhood education was formulated by the
Government to meet the diverse needs of the crucial early years of new-borns till
the age of six. The aim is to ensure healthy growth and development of children,
especially for those in the rural areas, while preparing them for primary school
education.
The normative age group covered by these programmes are children under the
age of four and children under the age of six.

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ECCE programmes are divided into childcare centres or nurseries serving fewer
than 10 children under the age of four years old, and preschools or kindergartens
for the four to five year olds.
The Childcare Centre Act 1984 (Act 308) was passed to provide care and
education for children in the preschool years and maintain the minimum
standards of childcare centres in the country. It also refers to all ECCE
programmes for children under the age of four years old.
The official body or bodies in charge of supervision and coordination of these
programmes are:
(a)

The Ministry of Women, Family and Community Development (MWFCD)

for children under the age of four years old. The Ministry coordinates
national programmes on the growth and development of children, and a
register of all childcare centres (taska) in the country through its
Department of Social Welfare; and

(b)

The Ministry of Education, the Ministry of Rural and Regional

Development and the Department of National Unity and Integration under
the Prime Minister Department for children aged four to six years old.

The aim of preschool education is to strengthen the acquisition of basic skills,

that is, thinking, communication, social and the three elements of reading,
writing and application of mathematical concepts (3Rs).
The curriculum for the preschool programme is based on what is appropriate
and compatible with the development, interests and unique needs of children
aged four to six years old. The curriculum is dynamic and child-centred while
being responsive to the diversity of populations that are presented in each
classroom. In short, the pre-school curriculum is targeted towards:
(a)

Understanding of childrens characteristics;

(b)

Exposing these children to a rich and stimulating environment; and

(c)

Providing a wide variety of support materials in the form of concrete,

printed, multi-sensory, interactive and user-friendly materials.

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Figure 3.1 lists down the learning areas as well as teaching/learning methods
included in a preschool curriculum.

Figure 3.1: Learning areas as well as the teaching/learning methods

The children are evaluated through an ongoing assessment by the teachers,

which are done informally through observation and childrens work projects as
well as portfolios. The students progress is kept in individual personal records.

3.3.2

The Curriculum Guideline 1986

The Ministry of Education saw the need to standardise and regulate preschool
education in Malaysia. The 1986 Preschool Guidebook (Buku Panduan
Prasekolah Malaysia 1986) is the first recognised curriculum document of early
childhood education in Malaysia, was introduced with the aim of providing
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guidance and assisted coordination between kindergarten minders as well as

enhancing the standard of Malaysian preschool education to be in line with
global development at that time.

3.3.3

Curriculum Guideline 1993

On 13 February 1992, the Permanent Committee on the Coordination of

Preschool Education (Jawatankuasa Tetap (Induk) Penyelarasan Hal-Hal
Pendidikan Prasekolah) decided to revise the 1986 Preschool Guidebook to suit
current needs and development of ECCE in Malaysia. As a result, the 1993
Guideline (Garis Panduan Kurikulum Pendidikan Prasekolah Malaysia, 1993)
was produced. A set of preschool curriculum guidebooks was generated
consisting of general guidelines, specific guidelines, detailed activities covering
various areas, students activity books, reading materials, cards and building
blocks.

3.3.4

National Preschool Curriculum

Preschool education was officially declared as part of the school system in 1996,
through the National Education Act 1996 (Akta Pendidikan Kebangsaan 1996
Akta 550, 2005). All public and private preschools or kindergartens are required
to implement the National Preschool Curriculum formulated through the
Curriculum Development Centre, Ministry of Education beginning January 2003.
The National Preschool Curriculum states that the preschool curriculum
promotes the holistic intellectual, languages, social, art and creativity,
psychomotor, cognitive and spiritual development of the children (Ministry of
Education, p.5 as cited by Abdul Halim Masnan, 2009). The objective of
preschool curriculum is to reinforce the achievement of basic skills such as
socialisation process and personality development. The basic skills taught at this
level are communication, social and other skills (reading, writing and counting)
in preparation for primary schooling (Ministry of Education, p.20 as cited by
Abdul Halim Masnan, 2009).
The National Preschool
main principles, that is:

Curriculum

was

(a)

Total and integrated self-development;

(b)

Fun learning experience;

(c)

Meaningful learning experience; and

(d)

Lifelong learning.

developed

based

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The teaching and learning approaches under the National Preschool Curriculum
are learning through play, thematic approaches, integrated approaches and
information technology and communication (Ministry of Education, p.70 as
cited by Abdul Halim Masnan, 2009).

ACTIVITY 3.2
Based on what you have learned, briefly describe the ECCE curriculum
development process in Malaysia.

3.4

GOVERNMENT AGENCIES INVOLVED IN

ECCE CURRICULUM DEVELOPMENT

Preschool education in Malaysia is offered both by government agencies and the

private sector, and all are registered with the Ministry of Education. Before the
1960s, preschool education in the country was mostly provided by religious
bodies or non-governmental organisations.
There are three main government agencies that are pivotal in the development of
ECCE in Malaysia, that is:
(a)

Department of Social Welfare under the Ministry of Women, Family and

Community Development (MWFCD). The Department of Social Welfare is
responsible for implementing special programmes for severely disabled
children with the objective of improving their quality of life in line with the
National Welfare Policy and National Social Policy.

(b)

Ministry of Rural and Regional Development was instrumental in starting

the TABIKA Kemas (Kemas preschools), which provided educational
opportunities for children from low-income families in suburban, rural and
remote areas of the country.

(c)

Department of National Integration and Unity established its own

preschool, that is, the TADIKA Perpaduan (PERPADUAN preschools) in
1976 for children aged five years and above in both urban and suburban
areas around the country. These schools are predominantly found in areas
covered by the Rukun Tetangga.

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NON-GOVERNMENT ORGANISATIONS
INVOLVED IN ECCE CURRICULUM
DEVELOPMENT

Preschools that are operated by the private sectors are usually found in urban
areas and tend to focus more on academic achievements. Parents who send their
children to private ECCE facilities also have to pay fees. Private preschools that
use English as the medium of instruction and learning must teach Malay
Language for at least two hours a week. Also, although teachers are required to
use the National Preschool Curriculum, they are allowed to be flexible in their
teaching methods. Any additional programmes conducted by private preschools
must be approved by the Ministry of Education. Examples of preschool run by
non-governmental organisations (NGO), are ABIM, Yayasan Budi Penyayang
(Penyayang) and PERKIM.

In this topic, we have covered the following:

Various definitions of curriculum and Malaysias curriculum philosophy.

ECCE Curriculum Development in Malaysia, with emphasis on:

The National Policy for Early Childhood Education and Childcare Act
1984 (act 308):

Curriculum Guideline 1986;

Curriculum Guideline 1993; and

The National Preschool Curriculum

The government agencies involved in ECCE Curriculum Development in the

country:

The Department of Social Welfare and the Ministry of Women, Family

and Community Development;

The Ministry of Rural and Regional Development; and

The Department of National Integration and Unity.

Non-government sectors involved in the development of ECCE curriculum in

Malaysia.
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Curriculum

Malaysias curriculum philosophy

Fun learning experience

Meaningful learning experience

Holistic development

National Preschool Curriculum

Lifelong learning

Total and integrated self-development

Abdul Halim Masnan (2009). Malaysian preschool education. Retrieved from

https://www.scribd.com/doc/22301974/Malaysian-Preschool-Education
Bahagian Pembangunan Kurikulum (2007). Kajian pelaksanaan kurikulum
prasekolah kebangsaan. Malaysia: Kementerian Pelajaran Malaysia.
Compiled by UNESCO International Bureau of Education (IBE) (2006). Malaysia
Early Childhood Care and Education (ECCE) Programmes. Education for
All Global Monitoring Report. United Nations Educational, Scientific and
Cultural Organization. Retrieved from
http://unesdoc.unesco.org/images/0014/001471/147196e.pdf
Curriculum Development Centre (2007). Early Childhood Care and Education
Policy Implementation Review. Malaysia: Ministry of Education Malaysia.
Curriculum Development Division (2007). Mid decade assessment of education
for all goal 1: Expand early childhood care and education. Malaysia:
Ministry of Education Malaysia.
Hass, G. (1987). Curriculum planning: A new approach. Boston, MA: Allyn &
Bacon.
Ministry of Education Malaysia. (n.d.). National education philosophy. Retrieved
from http://www.moe.gov.my/en/falsafah-pendidikan-kebangsaan
Ng, S. B. (2010). Governance of Education Related ECCE Policies in Malaysia.
International Journal of Child Care and Education Policy,4(1), 45-57.

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Schubert, W. H. (1987). Curriculum history and the dilemma of social control.

Review of Education, 13(2), 131-136.
Tanner, D., & Tanner, L. N. (1980). Curriculum development: theory into practice
(2nd ed.). New York, NY: Macmillan.
Zamrus A. Rahman, & Mokelas Ahmad (1998). Malaysia: Curriculum Planning
and Reform. UNESCO statistical yearbook Paris. Retrieved from
http://www.ibe.unesco.org/curriculum/Asia%20Networkpdf/ndrepmy.p
df

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