Siow Heng Loke Dean, School of Graduate Studies Asia e University 50000 Kuala Lumpur Malaysia

The aims of this paper are to explore the development of science education in Malaysia since independence to the present, and to examine the future challenges ahead. The two Government policies namely, 60:40 ratio of Science to Arts students (2001), and the use and the discontinuance of English as the medium of instruction for the teaching and learning of Mathematics and Science (2003, 2009), that have had significant impacts on the Malaysian education system are examined. The paper concludes by proposing how the Malaysian science education could face the future challenges in the pervasiveness of ICT and globalization.

Milestone Razak Report

Year 1956

Key Features Common language Science was taught as Nature Study, Hygiene, & Practical Gardening National Educational Policy; Science was based on Cambridge Examination syllabus Including Sabah & Sarawak; Science was much influenced by British curriculum Adaptation from Scottish Integrated Science Project Adaptation from the British Nuffield Science (O-level) project

Malaya gained independence 1957 from the British Rahman Talib Report (Education Act, 1961) Formation of Malaysia 1961

1963

Integrated Science Syllabus for Lower secondary schools Modern Chemistry, Modern Biology, Modern Physics

1969 1972

Modern Science
Cabinet Committee Report

1974
1979

Adaptation from the British Nuffield General Science but quite indigenous
Review the implementation of education policy

Milestone New Primary School Curriculum (KBSR)

Year 1983

Key Features Man and His Environment for Year 4-6 beginning 1984

Integrated Secondary School Curriculum (KBSM)

1989

KBSM Science to replace Integrated Science for Forms 1-3. KBSM Kimia, KBSM Biologi, KBSM Fiziks for Forms 4-5. Aspiring to be a fully developed nation by 2020 through world-class education; Science was given high priority;
Democratise education compulsory primary education; Revise KBSR and KBSM; Science was compulsory subject from Year 4 onwards.

Vision 2020

1991

Education Act, 1996

1996

Milestone National Education Blueprint (2006-2010)

Year 2001

Key Features To increase S&T manpower to 60% versus 40% to non-science

National Education Blueprint (2006-2010)

2003

The teaching of Science and Mathematics in English, beginning with Year 1, Form 1 and Lower Six classes Compulsory Education Act
Strengthen national education system; narrowing the education gap; improving teaching profession; accelerating excellence. Full conversion of BM to English Reversal of the teaching of Maths and Science from English to BM Review and improve primary and secondary school curricula in 2017 to produce learners with better thinking skills

National Education Blueprint (2006-2010)

2007

National Education Blueprint (2006-2010) National Education Blueprint (2006-2010) National Education Blueprint (2013 22025)

2008 8 July 2009 11 Sept 2012

Vision 2020 played a pivotal role in science education reform; Needs to create a critical mass of S&T manpower for K-economy; Science became compulsory from Year 1 in 1989;

Lee, et al. (1996) found that science to non-science student ratios have dropped from 31:69 in 1986 to 20:80 in 1993;
Statistics from MOE 28.73%:71.27% sc to non-science in 2001; 35:84%:64.16% in 2004; Siow, et al (2005) found that: (a) Urban schools were more able to meet 60:40 than rural schools by accepting students with grades C and D into science streams. (b) Performance of 2004 PMR maths and science examination results have declined as compared to the preceeding three years.

Misalignment in the 60:40 ratio policy existed between intended objectives and implemented outcomes; Have serious implications in realising Vision 2020 objectives; At the post secondary level and higher, science students switched to the non-science (business, law, management, etc); Tertiary science-related courses are seen to be tougher; too long; more expensive; and ROI is not so lucrative compared to non-science courses.

(i) (ii) (iii) (iv)

Initiated in mid-2002, implemented in January 2003. With the advent of globalisation and the Keconomy, it was conceived that English is: the language of S&T; essential for technology transfer; essential in trade and international relations; sc and maths are the two main fields experiencing fastest development.

Phased implementation: Year 1, Form 1, Lower 6 in 2003; Complete cycle by 2008;

Preparation of Implementation: Teacher training on upgrading English language proficiency (ETeMS); Translating and upgrading curriculum in English; Textbooks; Making available learning resources Ensuring continuous support; Preparation for assessment in English 2008; Utilizing ICT and teaching courseware.

Siow, et al (2005) found: Majority of students especially in the rural areas had low English language proficiency level; Teachers were however more prepared; Some teachers and students have asked for a reversal of policy; Teachers had to wrestle on 2 issues: Poor mastery English, and science content. ETeMs helped them but more towards proficiency and communication in English. But they needed help on the teaching of certain concepts & skills. ICTs were useful but teachers did not use them all the time. Assessment: still in dual languages.

Despite of initial teething problems, students, teachers and parents are accepting the advantages; More support from MOE is needed; Needs science & mathematics teachers who are competent in English to conduct ETeMs.

8 July 2009 the gap between rural and urban students has widened since PPSMI started Only 19.2% of secondary school teachers and 9.6% of primary school teachers were sufficiently proficient in English In the media, the switch resulted in mixed reactions

(1) (2) (3)

(4)

(5)

It will be knowledge-based. It will be ICT-based It will experience impermanence and continuous change. It will experience decentralisation of organisations and systems, and It will experience the impact of globalisation.

Replaces K-economy Superhighway communication Rapid, sophisticated, and efficient technologies. Malaysias superhighway corridor. The world will get smaller

Reduction of traditional learning: teacher talks students listen; reduction in memorization and rote learning. The acquisition of analytical thinking skills; ability to communicate. Unable to make long-term planning. Important for students to search and evaluate information. Ability to make decisions based on good moral values. Important for 21st century science curriculum: knowledge, scientific skills, thinking skills and moral values. Teachers become the sources of information, facilitator of learning. Teachers must update themselves with modern technologies; multimedia

Changes from agriculture to industries = 100 years. Changes from industries to ICT = 20 years. Industries are however more capital intensive and high technology. Needs workers with advanced knowledge, highly skilled; productive, proactive and ability to make decisions. People in Malaysia will be more affluent

Area of specialisation is not static multidisciplines, integration of disciplines, and multi-skills. Needs more workers in ICT. Science education needs human capital who are knowledgeable, skillful, disciplined, good moral values. Life-long learning. Teacher certification is not life-long. Teachers will work as contract workers, and the renewal of contract will depend on new certification and new knowledge and skills acquired. Education becomes less formal. Opportunities to acquire further education and training are plenty and more accessible. Provide incentives for S&T workers. Science education should change according to time and needs. Science should be taught interestingly and be more practical. Counseling and career guidance should be made available. The use of ICT will increase, the use of textbooks will reduce.

The speed will continue to acclerate. Jobs will change dramatically every 5 to 10 years. Workers being displaced and will be moving constantly from one job to another. Workers of 21st century hop jobs easily. Formal education will not cease.

Workforce need periodic training and retraining Lifelong learning Continuous upgrading of skills and knowledge. Retrain and reskill the workforce

Institutions and systems will become smaller units and less formal. People oriented; human rights & individual rights will be more pronounced; allowed to make own decisions. Corporatisation of institutions to improve quality control and quality assurance. Malaysia aspires to the centre of excellence in Asia.

Administrative and management structure will be more efficient; reduction of red-tapes. Institutions are allowed to make own decisions, including their own academic programmes. Encourage research and development. Increase number of skilled workers in S&T. Teachers play important roles in decision making. Class-size will reduce. Workers are more risk taking. Science education has the advantage to nuture freedom and provide opportunities to try, test, innovate, be creative, analytical and to communicate with others.

Overall improvement in market access as a result of tariff reductions on a WTO wide basis and the phasing in of AFTA; Continued efforts of industries to sustain and expand market share in face of greater competition as tariff barriers are gradually dismantled; Move towards more skills- and technology-driven strategy to enhance competitiveness under the WTO trading regime and the step towards more intra-regional alliances under the AFTA trade and investment regime to intensify industrys resilience and competitiveness; Mechanisms under the WTO and AFTA to safeguard domestic produces against sudden surges of imports that will cause serious injury; and Gradual phasing in of commitments to commensurate with the level of development.

Current wave of globalization have been unevenly distributed; Woodward (1998, p. 4) argues, suggests that the convergence of per capita incomes have not occurred during the current period of globalization, but rather that countries have diverged. Quahs (1993, p 17) analysis of 118 developing and developed countries found a world with economies tending, in the long run, towards either the very rich or very poor, with the middle-income classes vanishing. The rich-poor income disparity appears to be widening (Leung (2003);

The development of science education in Malaysia was much influenced by both internal and external factors; Up to 1970s, most of science education policies are influenced by British education system; The science education initiatives of 1980s onwards were more indigenous but focused on producing a wholesome being; With the pervasiveness of ICT and globalisation, Malaysia has to produce more IK-educated individuals.

Thank you very much