FACULTY OF EDUCATION AND LANGUAGES

________________________________________________________________________

HMEF5143

SOCIOLOGY OF EDUCATION

JANUARY SEMESTER 2018

ASSIGNMENT

________________________________________________________________________

NAME : ZAHARUN BIN AWANG

MACTRIC NO : CGS01279606

I/C NO : 771118-09-5099

PHONE : 013-7987669

E-MEL : zahrunawang@gmail.com

TUTOR : DR ROSLY BIN KAYAR

LEARNING CENTER : PPW JOHOR

 INTRODUCTION.

Curiculum In Malaysia

After more than ten decades, world around had witnessed an education system in
thiscountry tremendously developed in term of coverage, as well as the contents
being deliveredregardless the various forms of schooling that exists. Countless changes
regarding the curriculumalong with the teaching approaches had been made since the very
beginning. This is for keepingup with the globalization demands and at the same time taking
into consideration the coreelements that should be preserved, to be exact our Malaysian
values, a crux of the matter inupholding our education system with a Malaysian identity. In
short,
curriculum development in Malaysian education is an ever-changing process which is
strongly affected by current trendsand issues happening locally and globally
. Education system in Malaysia can be divided into few stages; the colonial period
beforethe outbreak of World War II, post World War II to pre-independence and the post-
independenceera up to the present time. Starting as early as the 15 th century, the Malays
according to theMalay Annals had informally attend schooling in which at that time mainly
for the purpose of getting a religious education delivered by a Quranic teachers. These
activities took place invarious mosques madrasah and surau until the 17 th century. During
the British colonial period however, as a part of British intention to keep each ethnic stick
to their respective group and prevent unity, results in an establishment of various types of
education system. This country during the period has four different types of
vernacular schools for Malay, Chinese, Tamil, English and also a religious education in form
of pondok system. On the whole, these separated systems deliver a different content
knowledge, to cater the needs of different ethnics. After the war ended, awareness among
the Malays on the importance of education triggers the British toinspect the education system
and make appropriate changes upon the policy. Consequently, several inspections carried out
and reports had been issued to deliver the results of the inspection which consists of the
findings along with the recommendations regarding the system as well as the curriculum
used. Some of the reports that contribute to the changes in Malaysian education system are
The Cheeseman Report (1946), The Barnes Report(1950), The Fenn-Wu Report (1951), and
The Razak Report (1956), The Rahman Talib Report(1960), Cabinet Report (1979) and The
Education Act (1961 & 1996). Each of these reports has its own area of study which later on
would bring about the amendments with the aim of improving the education system.
Post-independence era in this country had bought even more transformations in Malaysian
educational system. Shortly before the Independence, The Razak Report issued in1956 which
was the turning point when Bahasa Melayu acknowledged as a national language and
standardized in schools as a main medium of instruction. Also recommended in the report
was the implementation of the common syllabus in schools and the compulsory order
for national language and English in all primary and secondary schools. During that time,
these changes were made as a means to develop unity among all races through education.
However, looking back at how our education system evolved ever since, it actually serve as a
point of departure in developing an independent schooling system with the uniquely designed
Malaysian curriculum. In 1960, Rahman Talib Report was issued as an extension of The
Razak Report toreview certain educational elements such as an Islamic education and
educational opportunities provision as well as to firming up the national language. Later on,
the introduction to New Economic Policy in 1970 was mainly to improve the condition of
peoples among races in Malaya which at the time experiencing a poverty, apart from a means
to restructure the ethnically segregated society. However, the implementation of this policy
affects the education system when students regardless their races will have a common
syllabus and public examination in all schools. New subject started in school mainly to
promote unity and patriotism, together with further emphasis on science and
technical education (Educational Milestones in Malaysia, 2001).In 1979, Cabinet Report
was distributed and brings about one more significant development by the introduction of
The New Primary School Curriculum (KBSR) and The Integrated Secondary School
Curriculum (KBSM).
As this country moving forward to meet the 2020 Aspirations, educational sector is
not left out from facing a lot of hindrance and challenge in order to move in sync with the
rapid development. From time to time there are always issues and trends revolve around
educational, thus demand public as well as government’s attention. Among the issues that
had arisen recently are the demand voiced out by Indian community to the government for
the literature textbook Interlok to be withdrawn as it contains a section touching the caste
system which considered as a sensitive issue among the Indian. However, a decision is not
yet determined since like what the Deputy Education Minister Wee Ka Siong said, “…We
will get the professional views on this matter”. He also adds that the only intention the
textbook used is to make people united and live harmoniously (Bursa Malaysia, January 03,
2011).Apart from that, our country has not done yet with the matters on PPSMI or the
teaching and learning mathematics and science in English. When this program was
introduced back in2002, heated debates started especially among the ethnic-based political
parties. This is because, they claimed that it could bring a worrying effect upon the national
type school namely the Tamil and Mandarin since the program require longer face-to-face
interaction that will reduce the period of teaching contact time for a vernacular’s students
(Pillay & Thomas, 2004). Generally speaking, the claim is quite reasonable since among
Indian and Chinese community, national type school is one of few limited choice they had to
preserve and transmit their heritage for the future generations. In spite of this, it is beyond the
question that this program is beneficial as a drill for students before they enter the higher
level of education which is dominated mostly by an English language. Recently it was again
announced that PPSMI will be completely eliminated from school in 2012, and in the
meantime mathematics and science will be delivered using dual language both in lesson and
examination. Government intention as what public able to observe might be good, however, it
is something regrettable as all the back and forth changeover costs a lot of resources,
moreover it will be an inconvenient for those students who happen to be in“ twilight zone”
during the process (Pillay & Thomas, 2004).The emphasis of science and technology is not a
new thing in our country. After the National Economic Policy introduced in 1970 or even
since Malaysia became an independent nation, our country was prepared for the needs of the
developing nation as in a well-skilled labour and professionals of international standards.
Hence, starting from the KBSR and KBSM
elements which will be further developed to achieve the goals and objectives of
education of this country had been integrated from the very beginning. Nowadays, schools
across the country are equipped with the facilities to ensure nobody had left behind as literacy
in this age are no longer evolve around the 3R’s but also encompassed the knowledge,
understanding and the competency of information technology. In some area though, there was
a complaints that the facilities are not well-maintained since the teachers and staffs also
have a poor competency in such field. It became a dilemma as well as a problem which can
decelerate the progress as expected. On the other hand, another issue arose on the risks we are
actually exposing to the students. It is true that everyone have to be aware with the rapid
development and adapt in agreement, however, the emergence of an Internet, one of the most
crucial elements in information technology, came along with the possibility that students
would be exposed to the inappropriate or even a harmful contents. In the middle of process
of adapting the changes, there is still an urgent obligation to ensure all the roots, the
Malaysian values which students must possess are not disregarded from the curriculum.
Allocations had been given for the purpose of establishing and maintaining the ICT facilities
in schools by the government. Teachers are also provided with training to enable them to use
these facilities in school. However, it is a wrong to assume the ICT applications in school are
solely triggered by the ‘wave of future’ or only to promote computer literacy among students.
From educator’s point of view, it also serves as a way to enhance the efficiency and the
effectiveness of the teaching and learning process. To cater the needs of future, it is critical
for schools to have a curriculum which is covered; overall development, knowledge, skills,
values and language across the curriculum, explicit learning outcomes for different levels of
ability, integration of knowledge, skills, and values for the Information Age as explained by
Dr Maznah Ali Muda in ICT in education : Malaysian Experience regarding the curriculum
of the Smart School Project. As stated earlier, the issues about inculcating Malaysian values
arose when schools across the country began to implement the ICT elements. That is why
recently when everyone is all about computer literacy, some parties probably from the
educators community express their worries on students particularly the teenagers lack of
interest in learning or knowing their heritage, as well as the historical knowledge related to
our nation or any foreign country.

Functionalists Education According Durkhiem(1956) And Parson(1937)

Functionalists, use education as part of their observations, as a whole of society. Functionalist

perspective, looks at structural theories. Functionalists use society as part of organic analogy.
This means that society operates effectively due to all the parts of society working together. If
a part of society, does not function properly then it can affect the rest of society.
Functionalists see Education, as the main organ in society. It is very important in society. Is
the school system works properly, then society will function properly as well.

Emile Durkheim(1858-1917) suggests that education is very important in teaching

children the society's norms, values and roles. They learn to accept authority and how to
socialise with other people, known as secondary socialisation. Children learning the
appropriate norms, values and roles in society, which helps keep society stable and helps to
maintain the value consensus. Value Consensus is an agreement between society members, to
conform to certain values. This creates "social solidarity"(Haralambos & Holborn,2008).
People in society will feel more involved in society, having more of a sense of belonging.
Emile Durkheim also suggests that education provides the teaching of society's history. This
is important, that children will learn to feel more a part of something larger than themselves.
They will learn to develop a sense of belonging and commitment, to a certain social group
that they belong to. This could prevent Anomie, which is feeling normlessness. (Haralambos
& Holborn,2008).

Functionalists such as Talcott Parsons(1961) suggests that after the primary

socialisation of children, secondary socialisation takes over as the most important role in
society. Education, prepares children with their adult roles in society when they are much
older. (Haralambos & Holborn,2008). When a person reaches the ages of 16-18, they are
officially classed as an adult in society. Primary socialisation, is where the family is most
responsible for. They teach children how to talk, walk and learn skills, necessary to live.

Parents tend to treat their children, most importantly as their child and do not tend to focus on
their individual skills or standards. This is known as "Particularistic standards" ( Harlambos
& Holborn, 2008).

When children reach primary or secondary schools, they are treated equally. They are
based on their skills or standards, which is based on every children regardless of their family
connections. This is mainly called " universalistic standards".(Haralambos & Holborn, 2008).

Within societies of families, the child's social status in ascribed. This means that the status of
the child is set when they are born. For example, a child born into a rich family, may be seen
as a child who is rich when they are born. Talcott Parsons suggests that due to
industrialization in societies, people's status can change and be achievable.(Haralambos &
Holborn,2008). For example, a person who qualifies as a doctor may have their occupational
status changed as getting a good job.

Talcott parsons suggests that school education prepares young people for adult life.
Using school exams, children's achievements are based.(Haralambos & Holborn, 2008).
Children learn to conform to authority in schools. They learn to conduct themselves in
school, using school of conduct. These may vary from school to school. For example,
different uniforms to be worn by students.

Talcott Parsons suggest that school principles are mainly focused on a meritocratic
society. Student's status are mainly achieved, through their worth as individuals. (
Haralambos & Holborn,2008). This still occurs in today's school system. People with the
highest grades, are more likely to be in top classes then people who get lower grades. Schools
tend to work on this system. Another example is getting into University, people need to
require a certain level of qualifications, to get into University.

Talcott Parsons, also suggests that schools provide an important function in the future
potentials of the workforce. Schools can select students, according to their level of skills, to
best suit future employment according to their skills.(Haralambos & Holborn,2008)

TASK 1

1.1 School Profile and Data Collection Procedure.

According to Singh (2010), there are five types of sampling techniques. One of the
sampling method is purposive sampling which also known as the selective sampling.
Purposive sampling is a method which the researcher relies on own judgement when
choosing the participants in the study. It is a non-probability sampling method and it needs to
be used to choose cases that help answer research questions. Out of 50 Chinese primary
school in Kuala Lumpur, I had select the one that fit my criteria in streaming and convenient
for me to interview the teachers.

The selected school is one of the primary school which located in Benut. The school
consists of 7 class . There are approximately 56 students and 13 teachers in the school. The
selected school has more than 30 years history, and it has extraordinary results in UPSR
public examination in recent 5 years. The school had selected as Less Student School (SKM)
at the year of 2017 with the remarkable achievement in International Amphibian Vehicle.

1.1.1 The reason for this primary school is selected because it is located at the rural
school but very prominent. Besides that, the school get 2 time bench mark grace at 2013 and
2014. The school policy will be change from time to time to fit the education curriculum. The
good results in UPSR for the recent 5 years is one of the reason the school is chosen. It had
get me wonder about how the school education system and policy which enable the schools
to perform well in UPSR examination. Other than that, this primary school is streaming the
students before the students entering primary 1. Thus, this had me wonder how their school
policy on streaming students.
1.1.2 In the given assignment, two teachers will be invited to take part in the interview
about the school serve the manifest and latent functions. The two teachers who are chosen are
Tuan Hj Rahman as a Penolong Kanan Kurukulum and Pn Hjh Nurul Farhah as a Setiausaha
Penolong Kanan Kurikulum . Purposive select method of the interviewee who take part in the
interview is depend on the specific need (Kothari, 2004).Tn Hj Rahman is the vice principle
whom is responsible to the school curriculum and Pn Hjh Nurul Farhah is one of the senior
teacher who had teach at the school for more than 8 years. Both of them are the person who
know well about the curiculum in the school. In addition, both of them are willing to take part
in the interview with one condition where their name will not be reveal.

According to Singh (2010), qualitative research method include interview which can
extract participants’ opinions. The aim of the structured interview is to ensure that each of the
interview will be take place with the exactly same questions in the same order. Before
conduct the interview session, I had request for the permission from the school principle. In
my assignment, the interview will be carry out in form of structured interview which the
question about the topic of our assignment will be construct before the interview. Both of the
intervieweer will be given the questions before the interview carry out to enable them to
gather the needed information. The advantages of the structured interview is efficient as the
questions prepared will be given to interviewee before the interview to ensure they are well
prepared for the interview session. Besides that, the interviewer will prepare an interview
field notes to record the answers of the interviewee. The interview session will be conduct
separately. It will be held at the meeting room of the school as it will be a close and quiet
room avoid the interruption from the others to make sure the process of the interview carry
out smoothly.

1.2 How School Serve the Manifest and Latent Functions

While it is clear that education plays an integral role in individuals’ lives as well as
society as a whole, sociologists view that role from many diverse points of view.
Functionalists believe that education equips people to perform different functional roles in
society. Critical sociologists view education as a means of widening the gap in social
inequality. Feminist theorists point to evidence that sexism in education continues to prevent
women from achieving a full measure of social equality. Symbolic interactionists study the
dynamics of the classroom, the interactions between students and teachers, and how those
affect everyday life. In this section, you will learn about each of these perspectives.
Functionalism

Functionalists view education as one of the more important social institutions in a

society. They contend that education contributes two kinds of functions: manifest (or
primary) functions, which are the intended and visible functions of education; and latent (or
secondary) functions, which are the hidden and unintended functions.

Manifest Functions

There are several major manifest functions associated with education. The first is
socialization. Beginning in preschool and kindergarten, students are taught to practise various
societal roles. The French sociologist Émile Durkheim (1858–1917), who established the
academic discipline of sociology, characterized schools as “socialization agencies that teach
children how to get along with others and prepare them for adult economic roles” (Durkheim
1898).
This socialization also involves learning the rules and norms of the society as a whole.
In the early days of compulsory education, students learned the dominant culture. Today,
since the culture of Canada is increasingly diverse, students may learn a variety of cultural
norms, not only that of the dominant culture.
School systems also transmit the core values of the nation through manifest functions
like social control. One of the roles of schools is to teach students conformity to law and
respect for authority. Obviously, such respect, given to teachers and administrators, will help
a student navigate the school environment. This function also prepares students to enter the
workplace and the world at large, where they will continue to be subject to people who have
authority over them. Fulfillment of this function rests primarily with classroom teachers and
instructors who are with students all day.
Education also provides one of the major methods used by people for upward social mobility.
This function is referred to as social placement. University and graduate schools are viewed
as vehicles for moving students closer to the careers that will give them the financial freedom
and security they seek. As a result, university students are often more motivated to study
areas that they believe will be advantageous on the social ladder. A student might value
business courses over a class in Victorian poetry because he or she sees business class as a
stronger vehicle for financial success.
Latent Functions
Education also full fills latent functions. Much goes on in school that has little to do
with formal education. For example, you might notice an attractive fellow student when he
gives a particularly interesting answer in class—catching up with him and making a date
speaks to the latent function of courtship fulfilled by exposure to a peer group in the
educational setting.
The educational setting introduces students to social networks that might last for years
and can help people find jobs after their schooling is complete. Of course, with social media
such as Facebook and LinkedIn, these networks are easier than ever to maintain. Another
latent function is the ability to work with others in small groups, a skill that is transferable to
a workplace and that might not be learned in a home school setting.
The educational system, especially as experienced on university campuses, has
traditionally provided a place for students to learn about various social issues. There is ample
opportunity for social and political advocacy, as well as the ability to develop tolerance to the
many views represented on campus. In 2011, the Occupy Wall Street movement swept across
university campuses all over Canada, leading to demonstrations in which diverse groups of
students were unified with the purpose of changing the political climate of the country

1.3 The school achieves

In general, formal education reflects a nation’s culture and economy. Formal

education is extensive in the Most Industrialized Nations such as Japan and the United States.
In less industrialized nations, education is emphasized much less. In the Least Industrialized
Nations, where most people work the land or take care of families, most children do not go to
school beyond the first couple of grades. Even though many of the Least Industrialized
Nations have mandatory school attendance laws, they are not enforced. According to
functionalists, the benefits of education include the teaching of knowledge and skills, cultural
transmission of values, social integration, gate keeping, mainstreaming. Many industrial
nations, such as the United States, have become credential societies in which diplomas and
degrees are used to determine job eligibility. Education also provides a means to forge a
national identity and stabilize the political system. Over the years, the functions of U.S.
schools have expanded to rival family functions such as child care and sex education, which
has led to controversy since some families resent schools replacing parents in these roles.
Unlike functionalists who look at the benefits of education, conflict theorists examine how
education helps the elite to maintain their dominance. Conflict theorists contend that
education reproduces the social class structure. As such, they argue that the education system
reinforces society’s basic social inequalities. It does so through a hidden curriculum of
unwritten goals such as the cultural transmission of obedience to authority, unequal funding
of schools and the use of culturally-biased IQ tests. Symbolic interactionists focus on face-to-
face interactions inside the classroom, examining, for example, how the expectations of
teachers profoundly affect students’ performances. Observations made by sociologist Ray
Rist demonstrated that placing students in “fast,” “average,” and “slow” learning groups
without the benefit of appropriate testing had a profound effect on the students’ success in
learning how to read. In another study, sociologist George Farkas discovered that some
students are successful at “signaling” their teachers that they are better students. Students
who perfect the signaling process were found to receive better grades than other students who
were less successful at signaling, even though both groups scored identically on exams.
Major problems in the United States education system include mediocrity, low achievement,
cheating, grade inflation, social promotion, functional illiteracy, and violence in schools.
Potential solutions to these problems include, first, providing basic security for students and
restoring high educational standards. As we move forward technology is changing the way
we teach and what we teach.
Durkheim said religion is defined by three elements: beliefs, practices, and a moral
community. He also discovered that all religions separate the profane (common elements of
everyday life) from the sacred (things set apart or forbidden that inspire fear, awe, reverence,
or deep respect). According to functionalists, religion meets basic human needs by providing
answers to questions about ultimate meaning, emotional comfort, social solidarity, guidelines
to everyday life, social control, and, occasionally, an impetus for social change. But in
addition to being functional for society, religion can also bring harmful results. Referred to as
dysfunctions, religion has been used to justify war, terrorism, and religious persecution.
Symbolic interactionists focus on the meanings that people give their experiences, especially
how they use symbols. Through the use of religious symbols, rituals, and beliefs people build
and maintain a community of similarly-minded people. All religions use symbols to provide
identity and social solidarity for their members. Conflict theorists examine how religion
reflects and reinforces a society’s social inequalities. In general, conflict theorists are highly
critical of religion. Karl Marx was an atheist and believed that the existence of God was
impossible. Other conflict theorists concentrate on religious ideologies such as the “divine
right of kings” to support social inequality. Weber disagreed with the conflict perspective’s
position that religion impedes social change. He viewed religion as a source of social change.
Weber wrote The Protestant Ethic and the Spirit of Capitalism. Weber’s analysis can be
summarized this way: The change in religion (from Catholicism to Protestantism, especially
Calvinism) led to a fundamental change in thought and behavior (the Protestant ethic). The
result was the spirit of capitalism. The Protestant ethic and the spirit of capitalism have
become cultural traits that have spread to societies around the globe. Sociologists have
identified four types of religious groups: cults, sects, churches, and ecclesiae. Although the
word “cult” often conjures up bizarre images, cults are not necessarily odd in practice or
belief. In fact, all religions began as cults. As cults become larger and more organized they
become sects. Although a sect still feels tension between its views and the views of the
broader society, it has a greater potential to grow and become integrated into society. A
highly bureaucratic religious group with national and international headquarters is known as a
church. Unlike cults and sects, the church is likely to have less emphasis on personal
salvation and emotional expression. An ecclesia is a religion well integrated into a culture
and strongly aligned with the government. In an ecclesia the government and religion work
together to try to shape society—it is also known as a state religion.
 Transcript

Respondent 1

Nama Tn Haji Rahman Bin Bachok

Umur 45 tahun.
Tarikh Lahir 23 Mac 1972
Asal Pontian Johor
Latar Belakang  SPM 1989
Pendidikan  STPM 1991
 Sijil Pendidikan 1996
 Ijazah Sarjana Muda pendidikan 2009

Mula Mengajar 1996

Jawatan Guru Penolong Kanan Pentadbiran

Scrip Topic Sub-topic

Pengkaji : Assalammualaikum Tuan Haji.

Respondan 1: Waalaikumsalam cikgu zaharun,ada apa-apa

yang saya boleh bantu.
Pengkaji :
Ok…aa…boleh saya temubual Tuan Haji
Respondan 1: sekejap

Pengkaji : Eerr…temubual apa tu

Respondan 1: Mengenai kurikulum iaitu bidang tuan haji

sendiri.
Pengkaji :
Ooo…ok…insyallah boleh.

Respondan 1: Ok…Boleh tuan Hj terangkan sikit maksud

kurikulum yang dinyatakan dan kurikulum
tersembunyi.

aa…Bismillahhirahmanirahhim…eeerrr….
Boleh tahan jugak soalan ni….gini la maksud
kurikulum itu sendiri juga agak meluas inikan
pula maksud kurikulum yang dinyatakan dan Difinition manifest
kurikulum tersembunyi…Aaa ..Apa yang saya -Objective
faham la bolehla saya terangkan secara ringkas, -Clear
Kurikulum yang dinyatakan lebih kepada -Framed
kurikulum yang perlu kita capai yang termaktub
dalam sesebuah modul atau silibus yang
ditetapkan oleh kementerian pendidikan dalam
membentuk pembelajaran yang berkesan dalam
erti kata lain objektif yang ingin dicapai dalam
 sesuatu seisi pembelajaran.Bukan sahaja dalam
penbelajaran malahan dalam program yang kita Latent
rancang pun perlu ada objektif kurikulum yang -Indirect
kita nak capai. Objektif tersebut perlu boleh di -Not specified
ukur dan di nilai….Manakala kurikulum
tersembunyi pula lebih kepada pembelajaran
murid secara tak langsung atau tidak dinyatakan
dalam sesuatu seisi pembelajaran namun ianya
ada dalam pembelajaran murid dia tak jelas
contohnya murid belajar mengira… setiap
pengiraan perlu ada langkah pengiraan yang
jelas… objektif kita nak murid dapat jawapan
yang betul dengan langkah yang betul…itu
adalah kurikulum yang dinyatakan… tetapi
dalam pengiraan langkah demi langkah tersebut
kita mengajar murid berdisiplin secara tak
langsung…iaitu murid membuat pengiraan
langkah demi langkah…bukan terus memberi
jawapan…. Dalam nyanyian negaraku juga
contohnya….. yang dinyakan murid akan berdiri
tegak … tp secara tersembunyinya kita mengajar
murid semangat cintakan Negara.

Pengkaji : Baik…Tuan Haji,biasanya bagaikurikulum yang

dinyatakan dan kurikulum tersembunyi tersebut
di adaptasikan ?

Respondan 1: Aa…ok…Kurikulum yang dinyatakan Adaptation Manifest

kebiasaanya memang perlu ada dalam setiap -Formal
seisi Pdpc yang kita jalankan. Biasanya ada learning
tertulis dalam rangcangan mengajar yang telah -Planing
kita rangka seperti objektif yang kita nak capai -Objective
cadal aktiviti pengajaran pada masa tersebut achievement
seperti murid dapat menambah nombor mudah
atau murid dapat melafaskan sajak yang
diberikan. Kita akan ikut sahaja perancangan Latent
tersebut sehingga objektif tersebut tercapai, -In planning or
manakala untuk kurikulum tersembunyi pula not
boleh capai samada dari perancangan atau tanpa -Without
perancangan . Melalui perancangan kita boleh conscious
masukkan dalam nilai murni yang kita rangka
seperti bekerjasama, melalui kaedah kerja secara
berkumpulan atau luar perancangan secara tak
langsung murid akan berbincang secara lebih
aktif dengan pencetusan idea yang banyak
melalui kaedah tersebut. Adakala kurikulum
tersembunyi sampai tanpa kita sedar. Semasa
nyayian Negara ku juga contohnya murid akan
berdiri tegak, secara tak langsung akan memupuk
semangat patriotik dalam diri pelajar, bukan
 sahaja pelajar… kita sendiri juka akan bediri
tegak semasa nyanyian Negara ku. Maksudnya
kita sendiri juga telah belajar kurikulum
tersembunyi.

Pengkaji : oo…ya ya tn haji,rasanya itu sajalah soalan

temubual saya,terima kasih tuan hj.

Respondan 1: Sama sama cikgu zaharun semoga ianya

membantu,dan maaf kerana tidak dapat
meluangkan lebih masa untuk membantu cikgu.
Pengkaji:
Takpe,..Insyaallah ia membantu,terima kasih
Tuan Haji.

Respondent 2

Nama Ustz hjh farhah

Umur 32 tahun.
Tarikh Lahir 23 Nov 1985
Asal Benut, Pontian Johor
Latar Belakang  SMAKJ 2002
Pendidikan  Matrik UIA 2005
 Ijazah Sarjana Muda UIA 2005
Mula Mengajar 2011
Jawatan Setiausaha Kurikulum

skrip Topic Sub-topic

Pengkaji : Assalamualaikum ustazah.

Respondan 2: Waalaikumusalam.

Pengkaji : Ustazah….boleh saya temubual ustazah sekejap.

Respondan 2: Eerr…boleh lah,harap tak makan masa yang
lama…

Pengkaji : oo…ok lah kalau macam tu saya terus jalan

kepada persoalan utama.

Respondan 2: Ok ok…

Pengkaji : Saya telah temubual Tuan Haji Rahman mengenai

kurikulum, jadi sebagai setiausaha kurikulum saya
harap ustazah dapat membantu.

Respondan 2: Ya ya…apa yang boleh saya bantu.

Pengkaji : Aa…begini,sebagai setiausaha kurikulum pasti

ustazah lagi faham kurikulum yang dinyatakan
dan kurikulum tersembunyi.

Respondan 2: Ok…amm…Sebenarnya saya pun bukan lah lama

memegang jawatan sebagai setiusaha kurikulum
ni… Aa… insya allah sy akan cuba bantu dan
menjawab soalan dari cg Zaharun…

Pengkaji : Aaa…Ok baik terima kasih ustazah, solan pertama

saya , boleh ustazah jelaskan maksud kurikulum
yang dinyatakan ?

Respondan 2 Ooo..ok… Kurikulum nyata,iaitu kurikulum yang

berisi sesuatu yang ideal, sesuatu yang dicita-
citakan sebagaimana yang tertulis di dalam
dokumen standart kurikulum yang dibekalkan oleh Difinition manifest
kementerian kepada semua pendidik.Kurikulum -Written
-Implemented
ini satu kurikulum yang dilaksanakan dalam
in the
proses pengajaran dan pembelajaran. Kurikulum
classroom
merujuk kepada isi pelajaran yang telah ditulis dan -Learning
dirancang yang akan dilaksanakan dalam jangka content
panjang. Sedang pengajaran merujuk kepada -Formal
pelaksanaan kurikulum tersebut secara bertahap learning
dalam belajar mengajar. Jadi, Kurikulum nyata
adalah kurikulum yang diharapkan dapat
dilaksanakan dan berfungsi sebagai acuan atau
program guru dalam proses belajar mengajar.
Kurikulum ini menjadi pedoman bagi guru maka
kurikulum ini juga adalah kurikulum formal.
Pengkaji : Seterunya apa pula maksud Kurikulum
tersembunyi ?
Respondan 2: Aa…ok …Bagi saya Kurikulum tersembunyi
adalah kurikulum yang tidak ditulis atau Latent
dirumuskan yang direka dan difikirkan oleh guru, -Indirect
yang tidak direka oleh kementerian sebagai -Not specified
panduan mengajar. Oleh itu, kurikulum -Not designed
tersembunyi ini tidak dirancang dan tidak ada -General
buku panduan, sukatan pelajaran atau pelaksanaan -Informal
pelan pengajaran (RPP) yang khusus. Kurikulum
ini tidak digunakan umumnya dalam pembelajaran
kerana pelaksanaan kurikulum tersembunyi adalah
cara yang kreatif bagi guru untuk menanamkan
nilai, seperti nilai moral. Ini adalah kesan yang
lembut dari proses pembelajaran atau kurikulum
yang dinyatakan. Biasanya kurikulum tersembunyi
ini berjalan seiring dengan proses pembelajaran
tanpa sesiapa yang mengetahui mengenainya
kecuali guru. Sekiranya pelajar memperoleh
pelajaran lain sebagai tambahan kepada bahan
yang diajar maka dapat dikatakan kurikulum
tersembunyi guru dapat dikatakan berhasil
dilaksanakan karana dapat menerapkannya.
kurikulum tersembunyi adalah aktiviti pelajar di
luar kurikulum rasmi, tidak terikat dengan
peraturan formal, dan mungkin memberi pengaruh
baik atau buruk terhadap kegiatan kurikulum.

Pengkaji : Ok… Soalan terakhir dari saya bagaimana ustazah

mengadaptasikan kurikulum yang dinyakan dan
kurikulum tersembunyi ini ?

Respondan 2: Pada saya Kurikulum yang dinyatakan kita akan

mengajar dan merancang seperti yang termaktub
di dalam perancangan yang di tetapkan oleh Adaptation Manifest
kementerian . Melalui kaedah penyampaian dan -Formal
perancangan ojektif secara formal.Manakala learning
Kurikulum yang tersembunyi berlangsung sama -Planing
ada semasa pelaksanaan kurikulum, kurikulum -Objective
tambahan atau kokurikulum selain daripada ia achievement
boleh dilaksanakan juga secara terancang dan
sistematik. Namun begitu, proses pelaksanaannya
kerap tidak disedari oleh para pendidik dan para Latent
pelajar kerana kehadirannya adalah dalam bentuk -In planning or
penerapan, pengintegrasian, asimilasi, akulturasi not
dan akomodasi. Sesuai dengan jenamanya -Without
kurikulum yang tersembunyi kepentingannya juga conscious
jarang dibincangkan secara ilmiah dan
terbuka.Mengalunkan lagu Negaraku dan
melafazkan Rukun Negara pada setiap pagi Isnin
di perhimpunan sekolah misalnya, merupakan satu
 kurikulum tersembunyi. Oleh itu, bagi tujuan
memantapkan kurikulum tersembunyi, adalah
wajar seorang pendidik meneruskan kelaziman
tersebut, dengan meminta pelajarnya sekali-sekala
menyanyikan lagu-lagu patriotik sebelum
memulakan pengajaran.Menerusi pengajaran
sedemikian, bukan sahaja pelajar dapat
menghayati seni kata lagu yang dinyanyikan
secara berulang tetapi dapat menyedarkan pelajar
iaitu mereka adalah satu bangsa Malaysia yang
mempunyai wawasan yang sama walaupun
zahirnya mereka berbeza kerana kepelbagaian
kaum, status, tempat tinggal, jantina, agama dan
kelas sosial.
Pengkaji
Rasaya itu sajalah soalan saya pada kali ini.
Terima kasih Ustazah kerana member kerjasama
pada saya.

Sama – sama cg Zaharun moga ia membantu.

Respondan 2
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TASK 2

2.1 Four characteristics of professionals

The ensuring question of whether or not teaching is a full profession which has greatly
concerned several sociologists and educators who have studied teaching for many decades,
has led to the identification of features of highly professionalized occupations (Corwin, 1965;
Howsam et al, 1976 and Rosenholtz, 1989). The characteristics according to Ornstein and
Levine (2006:31) include:

1. A sense of public service, a life time commitment to career.

2. A lengthy period of specialized training.

3. Control over licensing standards and/or entry qualifications.

4. A self-governing organization composed of members of the profession.

Human relations model provides a framework for teaching effectiveness and

professionalism in teaching. Louis and Smith (1990) explained the model by using seven
indicators of work satisfaction. These are: Respect from relevant adults such as parents,
school administrators and the community at large; participation in decision-making which
increases teachers’ sense of control over their work setting; frequent and stimulating
professional interaction among peers (Colleagial relationship); opportunity to make full use
of existing skills and knowledge and to acquire new skills and knowledge (self-development);
adequate resources to carry out the job; a sense of congruence between personal goals and
school goals; and structures and procedures that contribute to a high sense of efficacy e.g.
mechanism permitting teachers to obtain feedback about their performance (Quinn and
Rohrbaugh 1983 in Scheerens, 2000

Ornstein and Levine (2008) classified teaching as a “semiprofession” or “emerging

profession”. They pointed out that teaching lacks some of the characteristics of a profession
such as “a defined body of knowledge and skills beyond that grasped by laypersons”. Similar
to Ravitch (2003), Ornstein and Levine argued that teaching cannot be compared with law
and medicine, because there is no consensus on teaching knowledge that makes teachers
experts, distinct from laypersons. This lack of a well-defined body of knowledge and skills
results in variations of teacher preparation programs from state to state or even within a state.
In addition, there is no uniform requirement for teaching certification. According to Ornstein
and Levine (2008), although The National Council for Accreditation of Teacher Education
(NCATE) has standardized required teacher-education courses and the qualifications of
faculty to teach them, many teacher-education institutions have not yet met the NCATE’s
standards. Less than 10 years ago, 45% of these colleges were still not accredited by NCATE.
As recently as 2006, Ornstein and Levine noted that many NCATE members have put forth
their best effort to meet NCATE standards, and 52% of these teacher-training colleges had
met the goal. In 2008, NCATE had accredited or was close to accredit 60% of these colleges,
and most of the remaining 40% of these institutions incorporate NCATE standards for state-
level evaluations. NCATE standards are becoming the norm for teacher preparation
programs, as evidenced by the fact that by 2006, thirty-nine states had applied NCATE
standards, and the country as a whole had either adopted or followed NCATE
recommendations in subject matter areas.

Human relations model provides a framework for teaching effectiveness and

professionalism in teaching. Louis and Smith (1990) explained the model by using seven
indicators of work satisfaction. These are: Respect from relevant adults such as parents,
school administrators and the community at large; participation in decision-making which
increases teachers’ sense of control over their work setting; frequent and stimulating
professional interaction among peers (Colleagial relationship); opportunity to make full use
of existing skills and knowledge and to acquire new skills and knowledge (self-development);
adequate resources to carry out the job; a sense of congruence between personal goals and
school goals; and structures and procedures that contribute to a high sense of efficacy e.g.
mechanism permitting teachers to obtain feedback about their performance (Quinn and
Rohrbaugh 1983 in Scheerens, 2000, p.107). The effectiveness criteria of this model is
growth and resource acquisition. The model can be strongly applied to the work satisfaction
of teachers and teaching profession. In other words, professionalism can have positive aspects
when used to improve and develop services. Thus, professionalism in teaching and teaching
effectiveness appear to have much in common as enshrined in this model. In the
conceptualization of the teaching enterprise, Etzioni (1969) asserted that teachers are
aspirational professionals and described the profession as semi profession. Lee (2009) also
sees teaching as a semiprofession. Many others viewed teaching from various angles. It is a
classless profession (Mattingly, 1975); an emerging profession (Howsam, 1976); an uncertain
profession (Powell, 1980); an imperiled profession (Duke, 1984, Sykes 1983, Freedam,
Jackson & Botes 1983, Boyer, 1990); an endangered profession (Goodlad, 1983) and a not
quite profession (Goodlad, 1990). Given the foregone, Obanya (2004), Udofot (2005) and
Ereh and Ina (2007) are of the opinion that teaching in Nigeria needs full professionalism in
order to improve the quality of education. However, there are affirming pronouncements and
views that teaching has now attained the status of a full profession in Nigeria. Thus,
subsection 78(a) of the National Policy on Education (NPE) categorically states: Teaching is
a legally recognized profession in Nigeria; in this regard, Government has set up the
Teachers’ Registration Council of Nigeria (TRCN) to control and regulate the practice of the
profession (FME, 2004:27). The Council was established by Decree (Now Act) 31 of 1993.
The content of the TRCN Act is one and the same with the contents of the Acts that
established the councils that regulate and control the professions of Law, Medicine,
Engineering, Pharmacy and so on (F.M.E, 2008). The development of Professional Standards
for Nigerian Teachers (PSNT) is another indication that teaching is a profession in Nigeria.
The document is to guage, monitor and sustain the performance of teachers on the job and to
constantly improve teacher education. The United Nations, Education, Scientific and Cultural
Organization (UNESCO) and International Labour Organization (ILO) in 1984 jointly issued
a document titled: THE STATUS OF TEACHER; an instrument for its improvement.
Recommendation of the instrument defines teaching as a profession. One may wish to know
the extent of practice of these instruments

Also in review are the concepts of professionalism in teaching and teaching

effectiveness. Parkay and Stanford (2004) states that professionalism in teaching has three
key dimensions which are (i) professional behaviour (ii) life-long learning and (iii)
involvement in the profession (reform, certification, professional governance etc). The three
major dimensions have sub-components such as reflection-in-action, values, risk-taking,
mentoring new roles and responsibilities, ethics, commitments, self-assessment as well as
problem-solving. The subdimensions of professionalism in teaching appear to relate closely
to what Owen (2012) considered as basic characteristics of effective teacher. They include
being disciplined, confidence, knowledgeable, good role model, colleagiality, being a
member of the learning community, always reflecting past performance, passionate about
teaching and lots more. From the components of professionalism in teaching and effective
teacher/and or teaching effectiveness, it could be assumed that both are tangential with one
another. Similarly, professionalism requires specialized knowledge and skills, lends itself to
research for expansion of knowledge, and client centredness
2.2 compare and discuss the above four characteristics with the teaching
professionals in Malaysia.

In Malaysia, teachers represent one of the largest professional occupations and can be
regarded as a mass profession in the country. There are 417,749 school teachers in Malaysia
(Ministry of Education Malaysia, 2013a) which make the education sector is the largest in
terms of total public service workforce, constituting 36 per cent of 1.27 million public
servants (Jabatan Perkhidmatan Awam, 2009). As a mass profession along with other
complex features of the teaching profession, which form the basis of a range of interrelated
policy issues surrounding teachers’ salaries, career paths, promotional tracks, and issue of
teacher and teaching quality, this create a great challenges for the government in enhancing
teaching profession aimed at retaining and improving the quality of the teacher in Malaysia.

Therefore, the highly emphasized by the Malaysian government at ensuring the

professionalism and the prestigious of the teacher is at the high level indicate that the
important of retaining and getting the capable and enthusiasm human capital into the teaching
profession in achieving the aim of raising Malaysian education quality. This policy discourse
of making teaching as a prestigious profession which aim to raise the education quality and
standard is representing by the policy production and enactment based on the Education
Development Master Plan (2006-2010) and the Malaysian Education Blueprint 2013-2025.
Both policies contain specific focus on teaching profession including the career path,
professional development strategy and human capital development which indicate that the
government is seriously concern on the important roles of teacher in developing a good
human capital for the Malaysian economic development. The ministry believed that the
quality of teachers is crucial to the performance of the student. Discourse of teacher
professional development in Malaysian education strategic plan, therefore, demands
Malaysian teacher to enhance their professionalism for coping with uncertain future and
ensuring the learning quality of the student.

The strategies used to enhance the teaching profession in the Malaysian education
development blueprint seem to be echoed with strategies proposed within the 2007 McKinsey
Report (Barber & Mourshed, 2007), as well as other international reports (e.g. OECD, 2005),
especially with respect to the emphasis on high quality teachers. The OECD reports (2005,
2009) suggest that a clear developmental career stages, good compensation schemes and
salary systems will help in attracting and retaining good teachers in the profession and in the
classroom. OECD’s report (2013) also suggests the importance of Malaysian education
policy to ensure the continuous training of high quality teachers who are able to respond to
complex educational and social needs. To a certain extent the mission of enhancing teaching
profession in Malaysia is similar to that of the United States, France, Germany, Japan, and
New Zealand, Singapore, where the main concern is “the importance of a well-trained
teaching force to preparing students to function competently within an increasingly
technologically information-based society” (Wang et al. 2003, p.1). Thus, the policy
development in improving education quality in Malaysia which focuses on teachers
exemplified a great deal of policy borrowing and travelling of policy ideas across nations
(Steiner-Khamsi, 2004). Snoek, Swennen and van der Klink (2011) assert that the need of
active international policy exchange for teacher professionalism is vital to learn how other
countries are exalting. This indicate that the way of policy production in developing teaching
profession in Malaysia is also ‘governing through comparison’ (Novoa & Yariv-Mashal,
2003) and the reconstitution of international development and policy ideas on the importance
of teacher’s role in education quality of the nation.

In the context of Malaysian educational policy development, teachers are always been
focused for education improvement and development. While other factors (such as socio-
economic context, locational effect and societal structures) are sometime marginalised in
policy production for enhancing education quality, it shows that in Malaysia policy
development in improving education quality, the in-school factors, particularly teacher
quality has been put as a strongest potential policy levers for the Ministry to affect student
learning outcomes. Hence, in the Malaysian education development policy discourse, it is
believe that teacher is much related and contributed to the education quality, and teachers are
always been regarded as vital to the success of education system in the country. This has
place teachers as a key aspect for ongoing education development process in Malaysia.

` There still has a long way to go in enhancing professionalism and prestigious of the
teaching profession in Malaysia. While there was a continuous effort and various policies in
order to promote teaching profession and teacher professionalism by the government, there is
still a question of what is the best way to retain and motivating high performing teachers in
the classroom. For example, beside the current excellent teacher program as a career path for
outstanding teachers is enabled them to stay in the classroom with a specifi c task on
teaching, the teachers were also under pressure to contribute in ways beyond their classroom
work, for instance to policy and curriculum development and to the professional development
of other teachers which is impeded their teaching work and quality time in classroom.
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Appendix
From Robert K. Merton, Social Theory and Social Structure. Glencoe, IL: Free Press, 1957, pp. 60 -
69.

MANIFEST AND LATENT FUNCTIONS

As has been implied in earlier sections, the distinction between manifest and latent functions was
devised to preclude the inadvertent confusion, often found in the sociological literature, between
conscious motivations for social behavior and its objective consequences. Our scrutiny of current
vocabularies of functional analysis has shown how easily, and how unfortunately, the sociologist may
identify motives with functions. It was further indicated that the motive and the function vary
independently and that the failure to register this fact in an established terminology has contributed to
the unwitting tendency among sociologists to confuse the subjective categories of motivation with the
objective categories of function. This, then, is the central purpose of our succumbing to the not-
always-commendable practice of introducing new terms into the rapidly growing technical vocabulary
of sociology, a practice regarded by many laymen as an affront to their intelligence and an offense
against common intelligibility.

As will be readily recognized, I have adapted the terms "manifest” and "latent" from their use in
another context by Freud (although Francis Bacon had long ago spoken of "latent process" and "latent
configuration" in connection with processes which are below the threshold of superficial observation).

The distinction itself has been repeatedly drawn by observers of human behavior at irregular intervals
over a span of many centuries. (64) Indeed, it would be disconcerting to find that a distinction which
we have come to regard as central to functional analysis had not been made by any of that numerous
company who has in effect adopted a functional orientation. We need mention only a few of those
who have, in recent decades, found it necessary to distinguish in their specific interpretations of
behavior between the end-in-view and the functional consequences of action.

George H. Mead (65): ". . . that attitude of hostility toward the law breaker has the unique advantage
[read: latent function] of uniting all members of the community in the emotional solidarity of
aggression. While the most admirable of humanitarian efforts are sure to run counter to the individual
interests of very many in the community, or fail to touch the interest and imagination of the multitude
and to leave the community divided or indifferent, the cry of thief or murderer is attuned to profound
complexes, lying below the surface of competing individual efforts, and citizens who have [been]
separated by divergent interests stand together against the common enemy.

Emile Durkheim's (66) similar analysis of the social functions of punishment is also focused on its
latent functions (consequences for the community) rather than confined to manifest functions
(consequences for the criminal).

W. G. Sumner (67): ". . . from the first acts by which men try to satisfy needs, each act stands by
itself, and looks no further than the immediate satisfaction. From recurrent needs arise habits for
the individual and customs for the group, but these results are consequences which were never
conscious, and never foreseen or intended. They are not noticed until they have long existed, and it
is still longer before they are appreciated.” Although this fails to locate the latent functions of