Educational Policies and Measures for Implementing the National Science and Technology Policy: the Malaysian Experience

Dr Muhammad Zaini Mohd Zain Educational Planning and Research Division Ministry of Education Malaysia 1. Introduction

Science, technology and innovation are central to success in today's modern economy. They are vital resources and strategic investments for building an innovative and vibrant economy in order to face the challenges and uncertainties of the twenty first century. Most developing countries invest two or three per cent of their gross domestic product (GDP) in science and technology. This level of investment may be inadequate to support a vibrant scientific community with enough critical mass to develop scientific solutions to meet a nations development challenges (Faridah Shah, 2010).

In our global economy and interconnected society, there are many science-related issues that cross national boundaries such as the monitoring of infectious diseases, the sharing of common water resources and global climate change. The ultimate goal is to improve cooperation between the scientific or technological community and decision makers to facilitate the greater use of scientific and technical information and knowledge in devising or revising policies and in implementing programmes designed to promote sustainable development. There is a need for concerted efforts across the South including financial backing to integrate all these aspects of sustainable development. It has also been well recognised that research and development as well as technological innovations are essential in the Malaysian government's strategy of sustainable development and knowledge-based economy (UNESCO, 2010).

As a nation with relatively limited resources, Malaysia has to ensure the desired results and high rates of return from every investment made in developing science and technology. The allocation of resources should therefore be closely aligned to national priorities for the country's transformation into a knowledgedriven economy so as to maximize economic and social returns. Just as important as investment in science and technology is the need to develop capacity-building through problem-solving for the needs of the community and society. Capacity-building can be addressed in four major thematic areas: education, research and development, international cooperation and communication of science.

This paper will address the education theme on capacity-building and will start by introducing the National 1

Science and Technology Policy of Malaysia which is lead by the Ministry of Science, Technology and Innovation. The Science and Technology Education Policy outlines the role to be played by the Malaysian Ministry of Education in this overarching policy and what is strategised in its implementation plan. Most policies and measures asserted in this paper are in the execution state and ongoing in nature will be described in detail later for the purpose of sharing experience. The Smart School Initiative and the Teaching and Learning of Science and Mathematics in English however, have undergone considerable changes.

2.

The National Science and Technology Policy (STP)

The Ministry of Science, Technology and Innovation (MOSTI) is the lead ministry that formulates policies in the area of science, technology and innovation in Malaysia. MOSTI also implements many programmes related to the promotion of science and technology and national research and development (R&D) activities. Malaysias science and technology development has thus far been based on its National Science and Technology Policy (STP) of 1986. The National Science and Technology vision is to become a nation that is competent, confident and innovative in harnessing, utilising and advancing science and technology towards achieving the goals of the nations Vision 2020. Its policy statement purports to maximise the utilisation and advancement of science and technology as a tool for sustaining economic development, the improvement of quality of life and national security.

The goal of STP is to accelerate the development of science and technology capability and capacity for national competitiveness with two objectives, namely: To increase R&D spending to at least 1.5 per cent of Gross Domestic Product (GDP) by the year 2010 in an effort to enhance national capacity in R&D; and To achieve a competent work force of at least 60 RSEs (researchers, scientists and engineers) per 10,000 labour force by the year 2010 in order to enhance national capability in science and technology.

STP went through a review process in the year 2000, and this resulted in the formulation of the Second National Science and Technology Policy (STP II), which was launched in the year 2003. STP II seeks to set out the path for science and technology to be the engine for the countrys future growth and ensure national competitiveness. STP II also attempts to address the gaps in the national innovation system and focuses on strengthening research and technological capacity and capability with emphasis on commercialisation of research outputs, strengthening institutional framework and management of science and technology. Central 2

to all these strategic thrusts is to bring government, industry, universities and public research institutions together in a synergistic partnership (UNESCO, 2010). STP II addresses seven key priority areas (two of which are integral to the science and technology education policy of Malaysia) consisting of:

1. Strengthening research and technological capacity and capability. 2. Promoting commercialisation of research outputs. 3. Developing human resource capacity and capability. 4. Promoting a culture for science, innovation and techno- entrepreneurship. 5. Strengthening institutional framework and management for science and technology and monitoring of science and technology policy implementation. 6. Ensure widespread diffusion and application of technology, leading to enhanced market-driven R&D to adapt and improve technologies. 7. Build competence for specialisation in key emerging technologies.

Table 1

Key Priority Areas of STP Related to Education and their Specific Initiatives
Source: MOSTI (2010)

Priority

Area

Key

Specific Initiatives Adoption of 60:40 ratio of students pursuing science, technical and engineering disciplines in upper secondary schools and universities Adopting a different approach to education, that is, from an examination-oriented and rote learning to hands-on and innovation-oriented approach Introduction of Book Allowance Support programme for students pursuing science at upper secondary school level Review of syllabi and teaching approaches for science and technical/vocational subjects in

Developing human resource capacity and

2 capability

4 primary and secondary school levels with emphasis accorded to development of creative thinking and problem-solving skills 1 Programme to intensify creative thinking and problem-solving skills in primary education techno- entrepreneurship

science, innovation and

Promoting a culture for

2 Research grants to schools 3 Redesigning of syllabi to achieve a balance of science and technology, the arts and humanities 4 Increasing the vocational and technical skills content in secondary schools 5 Intensifying efforts to increase science and technology language competence to facilitate the flow of information

All the special initiatives for both key priority areas (Table 1) are being addressed by the Ministry of Education and will be explained in the following section. 3. The Science and Technology Education Policy

Policies, however carefully constructed and financed, have little significance if they are not implemented. It is for this reason that much of the literature relating to educational policy rests upon a distinction between policy making and policy implementation. Typically, governments are seen as making educational policy at a national, regional or local level, and responsibility for its implementation is then assumed to lie elsewhere, usually with teachers or school managers. An alternative approach to understanding educational policy asserts that such policy is made at a variety of levels within education systems and by a variety of agencies and individuals. From this perspective, policy-making is a set of complex and subtle negotiations and the distinction between policy making and policy implementation largely collapses in favour of the notion of policy realisation. The term science or technology education policy can be understood in terms of science or technology education designed to support other policy objectives derived from what might be called the policymaking context. In Malaysias case it supports the broader STP II portrayed earlier as developing human resource capacity and capability and promoting a culture for science, innovation and technoentrepreneurship. M al a ys i a s science an d technology education policy addresses the science a n d technology curriculum, the pedagogy of science and technology and its assessments, the pre-service and in-service education of teachers, teacher supply, and the provision of laboratories, workshops, equipment, textbooks and other resources. The principal aim is thus the optimum deployment of financial and human capital to raise the quality of science and technology education provided for students at school, this being justified in terms of the benefits to the students themselves, and to the social and economic well-being of the community of which they are a part (Jenkins, 2003). The policy statements related to science and technology in the Malaysian National Education Policy (EPRD, 2005) are presented in Table 2. The policy statements and implementation strategies to be discussed in the following sections (Sections 4, 5, 6 and 7) can be deemed as parallel to the notion of educational policies and measures for the implementation of science and technology policy (the Malaysian experience).

Table 2

Science and Technology Concerns in the Malaysian National Education Policy 4

Source: EPRD (2005) Level Policy Statement 1. Implementation Strategies Improve the reading, writing and counting skills and develop the potential of primary school students. 2. Integrate ICT in the teaching and learning process, widen the Smart School concept at all schools, strengthen the Primary Education 1. To improve the reading, writing and counting skills, social skills and computer basics. 2. To enhance student mastery in Bahasa Malaysia, Mathematics and Science subjects at the primary level. 3. monitoring and supervisory service of the teaching and learning process, improve the mechanism of assessing the achievement of students and enhance rehabilitation programmes. Revise and update the content of the Integrated Curriculum for Primary Schools from time to time, introduce new subjects, revise the content of textbooks and enhance the role of school administrators as curriculum leaders. 1. Provide a curriculum based on ICT, computer maintenance and programming. 2. Improve students academic skills, love for knowledge and self-management skills by emphasising on civic education, employability skills, teamwork and providing 1. To implement the teaching and learning of Science and Mathematics in English at all school levels (the government has decided to change the policy beginning 2011) Secondary Education 2. To provide adequate teaching and learning facilities of good quality in line with the development of Information and Communications Technology (ICT). 3. To emphasise on ICT application skills in order to produce students skilled in ICT. 4. To achieve 60 per cent student participation in science and technology stream and 40 per cent student participation in the arts stream. 7. 6. 5. 4. 3. basic industrial skills. Build more fully residential schools and technical/vocational secondary schools, and expand the technical and vocational stream. Increase the number of science and technology packages in order to provide students with more options. Provide and increase the number of pure science laboratories and computer laboratories. Emphasise on student-centred learning and introduce new teaching and learning methods by enhancing ICT integration in the teaching and learning process and enhancing automation in the management of teaching and learning. Increase the number of trained graduate teachers and teachers for optional critical subjects, increase the number of trained teachers in rural areas and enhance the quality of teachers.

Level Technical and Vocational Education

Policy Statement 1.

Implementation Strategies Increase the number of technical/vocational secondary schools. Increase students enrolment in technical and vocational subjects. 3. Diversify technical, vocational and ICT courses in line with the countrys needs. 4. Enhance the quality of teaching staff and equipment in line with the requirements of current technology. 5. Establish cooperation with various industries.

To enhance and update the technical and vocational education system towards creating technical and vocational oriented students in order to fulfil the countrys employment needs.

2.

Matriculation Programme

Offer qualified students who excelled in the SPM (Malaysian To prepare students for higher learning institution locally and abroad, particularly in the fields of science and technology. Certificate of Education) to enroll in the programme particularly in the fields of science and technology and liberal arts-oriented subjects based on the projection of the enrolment of students at public higher learning institutions (IPTA) as well as the current needs. 1. Provide sufficient and the latest ICT tools and infrastructure for all levels of educational institutions. 2. Expand the ICT curriculum and assessment, with emphasis on the integration of ICT in teaching and learning. 3. 1. 2. ICT for all students. ICT as a teaching and learning tool, as a subject component, and as a subject itself. 3. ICT is used to enhance the productivity, efficiency and effectiveness of the management systm. 7. 5. 6. Expand the teaching and learning of the ICT subject at all educational institutions. 4. Widen the use of ICT in teaching and learning which encompass all subjects. Expand the use of the computerised examination system. Enhance the ICT knowledge and proficiency among the teaching staff. Intensify the development and usage of coursewares which contain indigenous and international contents. 8. Enhance basic knowledge on the assembly and maintenance of computers. 9. Transform all schools into smart schools.

Information and Communications Technology (ICT) in Training and Education

10. Enhance the use of ICT in all areas of education by broadening the e-management concept.

4.

Science and Technology in Primary and Secondary Education

Science and technology represent the gateway to a world of creativity, innovations and discoveries. The MOE is striving to emphasise the learning of science and technology because the future of the world rests upon new breakthroughs and cutting-edge technologies. The MOE is enhancing the teaching of science and technology to entice more youths to be interested in these areas, especially when schools are considered the initial stage in preparing future scientists. Hence, science and technology play a critical role in meeting Malaysias aspiration to achieve a developed nation status. Since science is instrumental in developing scientific and technological knowledge, quality education in this subject from an early age in the education process is important. Hence education policies at the primary level attempt to improve the reading, writing and arithmatic skills (3Rs), social skills and computer basics, as well as to enhance students mastery in Bahasa Malaysia, Mathematics and Science subjects at this level.

Malaysia encourages students to pursue science education at the upper secondary level to meet the demand of the labor force of an industrialised economy. In this respect, the Ministry of Education has formulated a policy aimed at making 60 percent of courses at upper secondary and pre-university levels science and technology-related. Technical and vocational education also plays an important role in producing an adequate pool of well-trained and qualified students who excel in science as well as in basic engineering subjects. These students are expected to continue their studies in the science- and technology-related courses at the diploma and degree levels.

For the past years, the Malaysian Government has placed greater emphasis on science and technology in education. The purpose is to give Malaysia the edge in developing into an industrialised nation as envisioned in the Vision 2020. This is another great challenge that faces the MOE. Currently, the low participation rate in the Science stream is far from the targeted ratio of 60 percent in Science and Technology, compared to 40 percent in Arts. Some of the strategies towards achieving the 60:40 ratio are: (i) building and upgrading technical and vocational schools; (ii) building and upgrading science secondary schools; (iii) upgrading science lab facilities; and (iv) introducing science subjects in primary Year 1.

Science curriculum development in Malaysia is guided by the National Science Education Philosophy which states, science education in Malaysia nurtures a science and technology culture by focusing on the development of individuals who are competitive, dynamic, robust, and resilient and able to master scientific and technological competency (MOE, 2003). Correspondingly, the science curriculum is designed not only to provide opportunities for students to acquire scientific knowledge and skills; develop 7

thinking skills and strategies; and apply their knowledge and skills in everyday life; but also to instill noble values and the spirit of patriotism through experiential- and inquiry-based learning.

Schools are given the autonomy to determine teaching approaches and strategies. The curriculum specifications for science, however, do provide suggested teaching and learning activities to help teachers plan and implement more effective teaching and learning sessions. Science teaching and learning at the primary level is carried out in science rooms, while proper laboratories are provided in secondary schools. The ministry provides annual grants to schools based on school enrollment for the purchase of apparatuses, chemicals, teaching aids, and materials needed for science. Schools then directly purchase equipment and materials themselves while the ministry regularly supplies the necessities.

The Ministry of Education believes that the use of technology helps students understand scientific concepts and enables them to explore these ideas extensively. Thus, the use of technology in science and technology teaching and learning is encouraged. Technological tools such as calculators, computers, educational software, and the Internet facilitate independent or group work and help students absorb abstract ideas in a meaningful and more precise way, be creative, and feel confident. The ministry continually supplies computers and teaching software to both primary and secondary schools to enhance the teaching and learning of science.

Teaching in Malaysia is a dynamic profession, and education plays a pivotal role in nation building. The National Education Philosophy and Teacher Educational Philosophy serve as the blueprints for creating resilient, professional, and technologically competent teachers who meet world-class standards. These philosophies encompass aspects of training as well as the continuous professional development of teachers. In a continual quest for excellence, the ministry has upgraded its teacher training colleges throughout the country to teacher training institutes in order to enable these institutions to confer teaching degrees. This move is in line with the ministry s efforts to upgrade and improve the teaching profession as a whole and to enhance the professionalism and competence of teachers specifically.
Comment [SST1]: BPG is responsible for in-service training while IPG (Teacher Training Institutes) is responsible for preservice training. They are now separate entities. Put in IPG. Please find out the exact English term for IPG is it Teacher Training Institute Division? Comment [SST2]: BPG is responsible for in-service training while IPG (Teacher Training Institutes) is responsible for preservice training. They are now separate entities. Put in IPG. Please find out the exact English term for IPG is it Teacher Training Institute Division?

Under the Ministry of Education, the agencies responsible for training teachers are the Teacher Education Division, Institute of Teacher Education, the Aminuddin Baki Institute and public universities. The Institute of Teacher Education, Ministry of Education, is comprised of 27 institutes and the English Language Teaching Center. These institutions are responsible for pre-service teacher training, including those in science. The Teacher Education Division, on the other hand, focuses on in-service teacher training and professional 8

development programmes.The ministry practices a stringent admission criterion to ensure that only quality candidates enter the profession. Candidates for the training programmes are chosen through the Malaysian Teachers Selection Test, individual and group interviews, and a written English test. Additional requirements are imposed on candidates applying for the postgraduate teaching course according to their specialisation. The teacher training programmes offered are a one-year postgraduate teaching course, bachelor of education twinning programmes (a collaborative arrangement whereby a local college contracts to teach the first and, often, second year of classes of a partner university located abroad), a five and a half-year bachelor of education degree course, and an excellent student overseas degree programme.

The teacher professional development programmes in science include the following: a one-year specialist course for teachers; postgraduate programmes for lecturers; 14-week professional development courses; a degree programme for non-graduate teachers; degree programmes for foreign language teachers; professional upgrading courses for teachers of indigenous schools, teachers of remote schools, and teachers of smart schools; and a Malaysian trainers development programme.

The science programmes provide students with a sound foundation in the understanding and knowledge of the subject matter, pedagogical skills, and moral values, as well as the use of ICT. The goal of these programmes is to produce knowledgeable and skillful teachers who are capable of quality teaching and effective delivery of the curriculum. Focus is given to an experiential learning process to enable the teacher to become a facilitator rather than an information provider. Overall, the science and technology education policy aspires to produce a group of professionals who can meet the current needs of a changing education system facing the great challenges of globalisation (Hamidah Yusof, 2008).

5.

Science and Technology in Technical and Vocational Education (TVE)

The Technical and Vocational Education Policy provides access, equity and quality education to learners who possess keen interest, ability and talent in the technical, vocational and skills fields. In empowering Technical and Vocational Education, the Ministry of Education is intent on fully developing these learners potentials and instilling excellence in teachers and schools from the initial stage to boosting the countrys 9

image and education system. It is hoped that this move will reduce the dropout rate from the school system and increase skilled human capital so as to sustain the countrys economic development.

The following strategies are geared towards strengthening TVE: a. Widen opportunities for vocational education and address the problem of dropouts. b. Strengthening the TVE curriculum. c. Improving links with industry players and professional bodies. d. Strengthening the concept of School Enterprise based on Production-based Education. e. Forming links with local and foreign institutions of higher education. f. Introducing Skills stream at national schools beginning 2011.

a. Widen opportunities for vocational education and address the problem of dropouts The intake of the technical stream was reduced to allow for the increase of the vocational stream enrolment beginning 2008. Based on applications received, there is a high demand for the three streams: technical, vocational and skills. To address the problem of dropouts in the education system, opportunities are provided to learners who are keen in the technical and vocational fields.

As such, the 91 technical schools have been restructured whereby purely technical subjects are offered in the 21 Technical Secondary Schools and purely vocational and skills curriculum are offered in the remaining 70 schools.

b. Strengthening the technical and vocational curriculum The TVE curriculum is strengthened so as to equip the TVE graduates with multi-skilling and to provide added value to these programmes. These include the following :

(a) a clear and wider career path; (b) skills recognition by professional bodies; and (c) the infusion of entrepreneurial and ICT skills across the curriculum to ensure the production of skilled students with keen business acumen.

c. Improving links with professional bodies and industry players This strategy is aimed at strengthening links and collaborations between industries/ professional bodies and TVED in order to assist in enhancing the effective implementation of the TVE and to achieve the

10

national aspiration, that is, to produce a more educated, flexible, creative workforce that possess ethical values, skills and are well-trained to fulfill industrial and national needs.

Among the programmes planned is the Industrial Attachment Training for TVE teachers with the aim of providing exposure to the world of work environment and the latest technology. This will lead to the enhancement of knowledge, skills and self-confidence.

Apart from this, TVE students are awarded double certification, one from the Ministry itself and, equally important, a second certification from the professional bodies approved by the Ministry. This will provide confidence and assurance to employers as these students have the right qualifications and training as well as support from the industry.

d. Strengthening the concept of School Enterprise (SE) With the involvement of the industries and professional bodies, students are enlightened to the concept of School Enterprise where students apply knowledge to the real entrepreneurial environment so as to make them more creative, innovative, competitive and independent (self-employed). The SE concept will increase students interest and motivation to learn more about TVE. Combining academics and skills training integrate knowledge which assists students to create ties with the community, thus contributing directly to the local community and regenerate the economy.

e. Forming links with local and foreign institutions of higher education To ensure the relevance of TVE, the MOE will strengthen links with the public and private institutions of higher education, local and abroad. These institutions will act as mentors to sustain the excellence of TVE in the fields of research, development and implementation. This, in addition, will help in the optimum development of the schools, teachers and students potentials especially in the niche areas.

f. Introducing Elementary Skills Stream Skills stream is introduced to students as early as Form One in order to strengthen the development of numeracy and literacy skills, basic Science and Mathematics, entrepreneurship and character building apart from providing early exposure to basic skills for three years before deciding according to their interest and capabilities. This stream poses as an alternative to students who have a keen interest in skills. Their interest and potential are guided and channeled to various fields that meet the needs of the nation. It is the MOE policy to provide opportunities and venues to all students to be educated and

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remain in the school system. This move indirectly helps to address the problem of dropouts. These strategies are in line with the governments intent on developing an all encompassing education system which would contribute to the development of human capital. The Government has been supportive to all initiatives undertaken by the MOE such as : increasing per capita grant (PCG) for TVE subjects; allocating funds for retraining of technical teachers; and funding for upgrading TVE infrastructure and procurement of new equipment.

6.

Science and Technology in Matriculation Programme

The Ministry of Education Matriculation Programme is a preparatory programme to enable qualified upper secondary school students to pursue tertiary education at institutions of higher learning in the fields of Science, Technical Science and Accounting. This programme offers a complete Advanced Level type of education, conforming to standards which are locally and internationally recognised. Academic and nonacademic activities are incorporated in the curriculum. The Matriculation Division was set up on 1st September 1998 and the first enrolment of students took place in July 1999. To date, there are 13 matriculation colleges in Malaysia; three of which are matriculation technical colleges. The capacity for each college is 3000 students. Meanwhile the colleges running the technical programme can accommodate about 500 students each.

The programme adheres to the following policies (EPRD, 2010): a. The ratio of science and arts student intake is 60:40; b. The teaching and learning of science and mathematics is carried out in English; and c. Subjects taught in English are: Biology, Chemistry, Physics, Mathematics, Information Technology, Physics for Engineering, Chemistry for Engineering, Mechanical Engineering Studies, Electrical and Electronic Engineering Studies and Civil Engineering Studies.

7.

ICT for Science and Technology Education

There are two approaches of ICT in the Malaysia education system. First, the pupils have to acquire basic ICT skills which enable them to operate both hardware and software systems. The students learn about ICT.

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Second, pupils will be able to apply and integrate ICT in their lessons where they learn with and through ICT. These approaches complement each other. For example, when pupils Learn About ICT, at the same time they are Learning With ICT. They learn how to operate both hardware and software. They use ICT as an enabler for enjoyable and fun learning. And during this process, students might want to enhance their work. And here, Learn Through ICT will take place. The students could surf the Internet, CD-ROM, DVDROM and later download any material that they like.

ICT is an area of study, which involves various fields specifically communications and computer systems. ICT is the technology required for information processing, in particular, the use of electronic computers, communication devices and software applications to convert, store, protect, process, transmit, and retrieve information from anywhere, anytime. Pupils learn about ICT through the ICT subjects and ICT Literacy (ICTL) programme. The ICT curriculum focuses on both software applications and hardware knowledge in managing diverse forms of information. Given the dynamic nature of the field of study, the scope of these subjects will keep in pace with rapidly changing developments and innovations in ICT.

In addition, the MOE intends to make ICT-enhanced teaching and learning, distance learning, video conferencing and Internet-links as common features in the Malaysian schools. Schools would have unlimited access to an extremely large source of information. Students would be able to use the internet to exchange or share ideas and are more aware of current events. The utilisation of ICT would encourage constructive learning and collaborative classroom discussion making education more meaningful. Currently, most of the primary and secondary schools are equipped with computer laboratories and internet facilities. The development plan for the utilisation of technology as a tool in teaching and learning within the next ten years aims to: intensify the development of the ICT infrastructure; expand access to and equity for ICT facilities; expand ICT-based curriculum; and improve on the assessment and evaluation systems using ICT.

A more specific reference for the utilisation of technology as a tool in teaching and learning is the Malaysian Smart School Project (SSP), to be discussed later in this paper.

a. ICT Literacy (ICTL) for Primary Schools 13

ICT Literacy (ICTL) for Primary Schools is a programme designed to lay the foundation for all pupils to develop their ICT capabilities in future years. Here, basic ICT skills are packaged in various teaching and learning modules appropriate for pupils according to their primary school year level. ICTL programme contains ICT skills that are fundamental and necessary in order to use computer hardware and software applications. Similar to numerical literacy skills, these basic ICT literacy skills are delineated to ensure pupils acquire a minimum content of functional knowledge and understanding of ICT. Although the integrated approach can be adopted to infuse the learning of ICT into the curricula of existing school subjects, ICTL programme is developed as a separate package. Such a move ensures all pupils, starting from primary school year one, are provided allotted school time to learn and master these ICT literacy skills. The ICTL programme for primary schools has been implemented for Year 1 (age 7 years old) in 2005. It progresses in stages until the pupils reach Year 6 (age 12 years old).

The ICTL programme in national (SK) and national type schools (SJK) is introduced after the Transition Programme in Year 1. The programme is implemented from Year 1 to Year 6, for 780 minutes per year in a continuous three-month period. Two periods or 60 minutes of the timetable are allocated for this programme. This programme is carried out during the English period for SK and the Pupils Own Language (mother tongue) period for SJK.

b. ICT Literacy (ICTL) for Secondary Schools The introduction of ICT Literacy (ICTL) as a programme in Malaysian secondary schools provides a valuable training ground for students to gain computer and information literacy. The programme helps students to relate their ICT learning experiences to a progressive technology-based daily life. The programme also provides a platform towards producing a technologically capable work force as well as helping them to face the challenges of global economy.

The Computer in Education (CIE) programme was first launched and piloted in 60 secondary schools in 1992 for all Form One (age 13 years old) and Form Two (14 years old) students. This programme has been well-received and is beneficial to pupils in enhancing learning in the area of technology. In 2002, this programme is extended to all schools equipped with computer labs.

Rapid developments in ICT and the implementation of English for Teaching Mathematics and Science (ETeMS) have resulted in the need to review the CIE programme. Hence, a needs analysis was carried out under the Partners in Learning (PIL) programme. It was found that there are some variations among the

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pupils at the entry point of this programme. Besides, it was also found that the pupils need to be exposed to other ICT domains such as programming, networking and internet. Thus this programme has been reviewed and renamed as Information and Communication Technology Literacy (ICTL) and implemented to Form One and Form Two students in all secondary schools equipped with computer labs. A double period per week (60 to 80 minutes) is allocated for this programme.

c. ICT Subject The introduction of Teknologi Maklumat (IT) as an elective subject for the Upper Secondary Level (age 1617 years old) in the Integrated Secondaryschool Curriculum (KBSM) in 1998 was a move towards producing a technologically capable work force that was able to participate fully in the global economy of the 21st century. Thus, this curriculum offers learners with basic ICT skills the opportunity to further develop their interest in specific areas offered in the syllabus. This subject has been revised and changed to Information and Communication Technology (ICT) in 2005. Currently, there are 598 schools offering this subject.

The ICT curriculum comprises six learning areas (Information and Communication Technology and Society, Computer Systems, Computer Networks and Communications Multimedia, Programming, Information Systems) which need not be implemented in the order as organised in the syllabus. Thus, the teaching-learning process may begin with any learning area provided learners have mastered the basic skills of ICT. Teachers are encouraged to apply self-directed, self-accessed, self-assessed and self-paced (SeDAAP) approaches whilst acting as facilitators in teaching the six learning areas. In addition, the teacher has to play an important role in teaching the concepts and skills of each learning area. The ICT curriculum is process-based. As the teaching and learning strategies are hands-on and minds-on, much of the teachinglearning processes are practical in nature (EPRD, 2010). The Malaysian Experience (Case No. 1) The Smart School Project

8.

The Smart School Project (SSP) was launched in July 1997 by the then Prime Minister as one of the Multimedia Super Corridors Flagship Applications. The aim was to capitalise on leading-edge technologies and the rapid deployment of the MSCs infrastructure to jumpstart deployment of enabling technology to schools. This was done by creating a group of eighty eight pilot schools in 1999 that served as the nucleus for the eventual nationwide roll-out of Smart School concepts, materials, skills and technologies.

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The aim of the SSP was to help the country achieve the aims of the National Philosophy of Education as
st

well as to foster the development of a workforce prepared to meet the challenges of the 21 century. Transforming the educational system entailed changing the culture and practices of Malaysias primary and secondary schools, moving away from memory-based learning designed for the average to an education that stimulates thinking, creativity, and caring for all students, catering to individual differences and learning styles, and was based on more equitable access.

The projects framework is embedded in the research on and theories of multiple intelligence and social constructionist. The pedagogical philosophy of SSP is not total student-centredness but an appropriate mix of learning strategies to ensure mastery of basic competencies and promotion of holistic development. Teaching and learning in SSP utilised the browser-based teaching and learning materials for four core subjects namely, Bahasa Malaysia, English, Science and Mathematics. These materials are designed to accommodate different needs and abilities, resulting in fuller realisation of other capabilities and allow students to take greater responsibility in managing their own learning. The SSP had also encouraged the development of teaching and learning coursewares for the classroom. The coursewares are designed to be incorporated into the Smart School Integrated System. All coursewares were launched through the networked computer system provided to all Smart Schools.

The Smart School Pilot Project trial-tested the Smart School Integrated Solution, which involves the following main components: Browser-based Teaching-Learning Materials (and related print materials) for Bahasa Malaysia, English Language, Science and Mathematics; A computerised Smart School Management System; A Smart School Technology Infrastructure involving the use of IT and non-IT equipment, Local Area Networks for the pilot schools, and a virtual private network that connects the pilot schools, the Ministrys Data Centre and the Ministrys Help Desk; Support services in the form of a centralised Help Desk, and service centres throughout the country to provide maintenance and support; and Specialised services such as systems integration, project management, business process reengineering, and change management.

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The Pilot Project was completed in December 2002. Smart learning and smart teaching as part of SSP involves creating a teaching-learning environment that makes learning interesting, motivating, stimulating and meaningful. The project emphasises total pupil involvement, develops skills that will prepare pupils to meet greater challenges and caters to the wide range of interests and needs of the students.

The curricular change focuses on the delivery system and learning outcomes. Technology becomes an enabler to facilitate teaching and learning activities. A multi-modal approach combining the best of networkbased and course materials is adopted. Coursewares are developed to improve students understanding of fundamental science concepts and their application in daily life, to improve critical and creative thinking skills and to enhance cooperative learning in a web-based learning environment (Wui & Rohaida, 2008; Rohaida & Kamariah, 2005). The science curriculum has been reframed to incorporate smart learning and smart teaching with mastery learning as an important component.

There were several implications of this reform. The high degree of individualised attention necessitated a rethinking of the roles of teachers and school heads. Teacher development was critical to the success of the project. The availability of high-level technological infrastructure required qualified personnel, who could provide technical support, as well as sufficient funds for maintenance costs. There was also the issue of the role of the traditional textbooks. All these require a change in the mindset of the various groups of people involved in schooling, including the community. The Malaysian Experience (Case No. 2) The Teaching and Learning of Science and Mathematics In English (PPSMI)

9.

In 2003, English Language was made the medium of instruction for both these subjects. The decision to switch to English Language as the medium of instruction was based on the rationale that: Mastery of English is important for all Malaysians with the advent of globalisation and the keconomy; English is the language of scientific and technological knowledge. Most of the studies are published in English; English is essential for technology transfer; English is essential in trade and international relations; and Science and Mathematics are two main fields in which knowledge development is the fastest and

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widely disseminated in English.

Implementation was staggered beginning with Primary 1, Form 1 and Lower 6 in 2003; Primary 2, Form 2 and Upper 6 in 2004 and so on. To ensure that the teaching and learning of Mathematics and Science in English is well grasped and comprehended by both students and teachers, the Curriculum Development Centre (CDC) came up with support programmes in English to be implemented in both primary and secondary schools in the country. The programmes include: a. the Early Structured Reading Programme; b. the Childrens Contemporary Literature Programme; c. the Extensive Reading Programme; d. the Courseware Programmes comprising the specially designed teaching courseware for Mathematics, Science and English; and the General English language courseware; and e. the Native Speakers Project comprising the District English Language Coordinator

(DELC) Programme, the Project English Teacher (PET) Programme and the GAP Year Programme.

It is imperative to note that the implementation of these programmes was with the approval of the Cabinet. Almost every week, the CDC had to update the Minister of Education regarding the progress of each of these programmes. When all these programmes were implemented, the MOE had the highest hope that their effectiveness would be reflected in more pupils and teachers becoming proficient and confident in using the English language. Monitoring of the programmes was carried out by officers from the State Education Department (JPN) and the District Education Office (PPD). Feedback was essential to keep track of progress. Fine-tuning of the programmes was done taking into account differences in locale, people temperament, and programme weaknesses.

Heads of schools were receptive to these courses as they ensured that their teachers attend courses tailored for them. Teachers, on their part, tried out new teaching and learning approaches which they picked up from these courses. Mathematics and science teachers who were less proficient in the English Language have access to a proficiency and pedagogical upgrading programme. This programme incorporated both face-to-face training and self-access learning through the use of a self-instructional package. In addition, mentors (senior and proficient mathematics and science teachers) were trained to support mathematics and science teachers in the same school. Students, in turn, must attempt to speak, read and learn. There was plent y of materials at their disposal including books and electronic materials. When all these programmes were synchronised, the success of these English Support Programmes was expected to bring about better

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learning and delivery in PPSMI (Sharifah Maimunah, 2003).

Initial feedback in terms of policy outcomes has been positive. However, curricular change of this nature is not without its problems. Many voiced their concerns on the following issues: i. the status of Bahasa Malaysia as the national language; ii. the use of Bahasa Malaysia as the language of instruction and acquisition of knowledge; iii. the proficiency level of teachers teaching Mathematics and Science in English; and iv. the ability of students to understand the teaching and learning of Mathematics and Science in English.

The first cohort of PPSMI pupils to sit the UPSR was in 2008. Some of the significant inputs gathered by the MOE from various discussions, evaluations and monitoring following the implementation of PPSMI were as follow: i. the five roundtable discussions between the MOE and various stakeholders generally reached a consensus the need to uphold the status of Bahasa Malaysia and the need to strengthen the English Language; ii. monitoring and evaluation carried out by the MOE and other organizations indicated a gap in students achievement between urban and rural areas in the English Language; iii. a decline in the percentage of students obtaining grade A, B and C in Mathematics and Science for the UPSR and a wider achievement gap in the UPSR for Mathematics and Science between urban and rural areas; iv. one of the findings from UNESCO indicated that learning takes place effectively when the medium of instruction is in the mother tongue during the early years of schooling (Language Diversity in Multicultural Europe,Comparative Perspective on Immigrant Minority Languages at Home and at School at www.unesco.org/most/discuss.htm); and v. results from the comparative educational study TIMSS 2007 (Trends in International Mathematics and Science Study) showed Malaysia declined to the 20th ranking in Mathematics compared to being ranked 10 in TIMSS 2003.

Consequently, the PPSMI policy was replaced with the MBMMBI (To Uphold Bahasa Malaysia and To Strengthen English Language) policy and this decision was announced in July 2009. To uphold Bahasa Malaysia is to place Bahasa Malaysia at its rightful position as the National Language as stipulated in Article 152 in the Malaysian Constitution. Bahasa Malaysia is the Language of Instruction in Education as stipulated in the Education Act 1996. Bahasa Malaysia the language for unity, the language of

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communication and the language for knowledge acquisition that will contribute towards Nation building in the spirit of 1Malaysia. To strengthen the English Language is to enhance the English Language proficiency, as it is a compulsory subject in school. English Language is the language of communication and acquisition of knowledge at national and international level. The implementation of this policy will adopt the soft landing approach. The soft landing approach will allow the teachers to be bilingual when teaching Mathematics and Science, and public assessments will be bilingual. This is to allow smooth transition and to give time and space for teachers and students to familiarise and be comfortable with the new policy. The MBMMBI policy involves the use of Bahasa Malaysia as the medium of instruction in all National Schools and the use of the respective mother tongues in all National-Typed Schools for Mathematics and Science. The MOE is of the opinion that the replacement of the PPSMI policy with the MBMMBI policy will further benefit the students.

10.

Conclusion

The Educational Planning and Research Division (EPRD) of the Malaysian Ministry of Education conducts policy research aimed at providing essential input for the nations educational policy formulation. As such, this paper does not address the operational details of its policy implementations. However, 11 educational policies encompassing 26 implementation strategies have been presented which accommodate the more integral National Science and Technology Policy (two key priority areas and nine specific initiatives). Each policy and measure should yield effective results in the form of positive educational outcomes in science and technology, improvement in the teaching and learning practices of science and technology, acquisition of scientific knowledge and skills, and the inculcation of values.

Programmes offered within the school system have not had many major changes. However, outstanding changes merit mention are the developments made in the two exemplary cases, i.e. the utilisation of technology as a tool in teaching and learning (SSP) and the teaching and learning of mathematics and science at primary and secondary school levels (PPSMI). Both SSP and PPSMI have been sustained by rebranding them as Making All Schools Smart (Pembestarian Sekolah) and MBMMBI(Memartabatkan Bahasa Malaysia, Memperkukuh Bahasa Inggeris), respectively.

One lesson learnt from the implementation of these initiatives is that a concerted effort from all concerned divisions in the Malaysian Ministry of Education is crucial and significant in ensuring that such innovation

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is worthy of its implementation so as to enhance pupil progress, achievement and development across gender, ethnicity, social economic status, and academic ability.

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References Cheah, U.H. and Lim, C.S. (2010). Disseminating and Popularising Lesson Study in Malaysia and Southeast Asia, Paper presented at the APEID Hiroshima Seminar Current Status and Issues on Lesson Study in Asia and the Pacific Regions held at Hiroshima University in Japan from 18th to 21st January 2010 EPRD (2005). The National Education Policy: pre-school to post-secondary level, Educational Planning and Policy Research Division (EPRD), Putrajaya: Ministry of Education Malaysia. EPRD (2010). Background Paper: Joint Evaluation Study of Malaysian Education System by MOE and UNESCO. Faridah Shah (2010). Science and technology: concerted effort needed, New Strait Times, 11 Nov., 2010. Hamidah Yusof (2008). Malaysia, in Mullis, I.V.S., Martin, M.O., Olson, J.F. And Berger, D.R. (eds) TIMSS 2007 Encyclopedia: a guide to Mathematics and Science Education around the world (Vol.2), Boston, USA: TIMSS & PIRLS ISC. Jenkins, E.W. (2003). Guidelines for policy-making in secondary school science and technology education, Paris:UNESCO. Wui, L.S. and Rohaida Mohd. Saat (2008). An Evaluation of a Nutrition WebQuest: The Malaysian Experience, Eurasia Journal of Mathematics, Science & Technology Education, 4(2),99-108 MOE (2003). Integrated curriculum for secondary schools, science syllabus, Putrajaya: Curriculum Development Centre. MOSTI (2010). Malaysia's science and technology policy for the 21st century, URL<http://www.mosti.gov.my/mosti/images/pdf/dstn2bi.pdf> Acessed: 10/11/10 Ong, E.T. (2006). The Malaysian Smart Schools Project: An Innovation to Address Sustainability, paper presented in the 10th UNESCO-APEID International Conference on Education Learning Together for Tomorrow: Education for Sustainable Development, 6-8 December 2006, Bangkok, Thailand. PIPP (2010). Laporan Kemajuan PIPP 2006-2010 sehingga Jun 2010, Putrajaya: BPPDP. Rohaida Mohd. Saat & Kamariah Abu Bakar (2005). Technology-Based Science Classroom: What Factors Facilitate Learning. Jurnal Pendidik dan Pendidikan [Educators and Education Journal], 20., 2005, 1-19. Rohaida Mohd. Saat & Noor Azina Ismail (2006). Instructional Strategies and Science Achievement of Form 2 Students in Malaysia: Findings from the Trends in International Mathematics and Science Study (TIMSS) 2003. Journal of Science and Mathematics Education in Southeast Asia, 29(1), 62-78. Rohaida Mohd. Saat and Kamariah Abu Bakar (2003). An Exploratory Investigation of Children Learning Science in a Web-Based Learning Environment, International Journal of Learning, Vol.10, 2003 Sharifah Maimunah Syed Zin (2003). The Crucial Role of English in the Implementation of the Teaching of Mathematics and Science in English Policy with Highlights on Support Programmes in English, plenary paper for ELTC ETeMS Conference 2003: Managing Curricular Change, Kuala Lumpur, 2 4 December 2003. UNESCO (2010). Science and technology policies, URL<http://portal.unesco.org/education/en/files/55597/11999609765MALAYSIA.pdf/MAL AYSIA.pdf> Accessed: 10/11/10

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