Forces that Influence

Curriculum Design in
Malaysian Context

Kok Jia Xuan

Soon Ming Hui
Yap Sze Miin
 Definition of Stakeholders
Stakeholders are defined as students, society,
and government participating in or benefiting
from the provision of education. (Campbell &
Rozsnyai, 2002)

In higher education quality, it is referred as those

groups that have interest in the quality and
standard of outcomes. These include
government, employers, students, academic
staff, prospective students and their parents.
(Maassen, 2000)
 Definition of Stakeholders
In education, the term stakeholder typically
refers to anyone who is invested in the welfare
and success of a school and its students,
including administrators, teachers, staff
members, students, parents, families,
community members, local business leaders,
and elected officials such as school board
members, city councillors, and state
representatives. (Great School Partnerships in
the Glossary of Education Reform, 2014)
 Definition of Stakeholders
Benefit from
the provision
of education

Stakeholders

Invest in the Interest in

welfare and the quality or
success of a standard of
school outcome
 Oxford Online Dictionary (n.d.)
STAKEHOLDERS

- At stake means at risk -Holders are the

or in a dangerous people who uphold the
situation quality of certain things

Stakeholders means the people who can or will

uphold the quality of education to avoid the
education field in Malaysia from being at stake.
What are the Concerns
of Learners as
Stakeholders in Malaysia
Context?
 Learners at the Centre of Curriculum

They are the reason a curriculum is developed.

They make and unmake the curriculum by their

active and direct involvement.

How each individual learners contribute to the

realization of a planned curriculum would depend on
the interaction and internalization of the different
learning activities. (Terry Doyle, 2008)
 Learners at the Centre of Curriculum
Students will learn in an environment where the
fundamental belief is that all students can learn
and all students can succeed. When they leave
school, students will have world-class
knowledge and skills, strong moral values, and
will be capable of competing with their peers in
other countries. (Malaysia Education Blueprint,
2013)
Learners as primary stakeholders in curriculum.

Age

Aspiration &
goals Gender
Criteria
to
consider

Cultural Physical &

background emotional
development
 In my opinion

The SUCCESS of the curriculum can only be

measured by the extent of learning that the
learners have achieved.

Has the learner learned? is the concluding

question that is always to consider in curriculum
implementation.
In what aspects can a
teacher affect the
curriculum?
 Teachers
According to Creating Effective Teaching and
Learning Environments: First Results from TALIS
(2009), teachers beliefs, practices and attitudes
are important for understanding and improving
educational processes.

They are closely linked to teachers strategies for

coping with challenges in their daily professional
life and to their general well-being in order to
shape ss behaviours. Hence, teachers act as
important stake holders in the curriculum.
 Why are teachers so important in
education?

In Malaysian schools, teachers are considered

the implementer of curriculum.

Some teachers even involved themselves in

the writing of textbooks.

Thus, the role of the teacher can transit from

being a planner of curriculum to being the
implementer of curriculum.
The teacher must consider the following
aspects during implementation of a
curriculum:

In most of the cases, curriculum is adapted to

suit learners need as the main consumer of
curriculum is the learners (Suchitra Bajpai
Chaudary, 2013).

When doing adaptation, teachers addresses

the goals, needs and interests of the learners,
thus creating experiences from where the
students can learn.
 A teacher can affect curriculum in the
below aspects:

Policy makers have Teachers

to take teachers knowledge should
perceptions into be upgraded when
accounts implementing a new
curriculum
Factors
affecting
curriculum
Setbacks from the
teachers when Resources
implementing the received or used
curriculum by the teachers

Handal & Herrington (2003)

 How does the
administrators affect the
curriculum?
 Administrators
Malaysias system of curriculum development is
centralized (Zamrus Bin A. Rahman & Mokelas
Bin Ahmad, 2013).

The curriculum in pre schools, primary schools

and secondary schools are initiated by
Curriculum Development Centre (CDC).

They supervise curriculum implementation,

select and recruit new teachers, admit students,
procure equipment and materials needed for
effective learning.
 In Malaysia, the education is under the
responsibility of the Federal government.

The national education system has a 1-6-3-2-2

structure; one year of pre-school at the age of six
in public or private pre-schools, 6 years of
primary schooling, 3 years of lower secondary, 2
years of upper secondary & 2 years of post-
secondary.
2
2
3
6
1
Administrations are responsible for:
improvement of Set realistic
school facilities objectives for the
and physical plants curriculum

Integrating core
Command and values across
lead the institution Responsibilities
curriculum

Responsible for Facilitate the

the final decision decision making
making committee
How do parents shape
the curriculum and why
they considered as
stakeholders?
 Parents

Most of the schools in Malaysia have

Parents Teacher Association.

In most cases Parents association have

strengthened the school curriculum by
giving support to various activities and
assisting on the accomplishment of the
schools curriculum.
Valenciano, R.Z. (2012)
 Parents

It results to better communication between

home and school, in this case there will be
lesser disciplinary problems, greater
student motivation and more responsibility
for learning.

Thus results to greater academic

achievement of students.
Valenciano, R.Z. (2012)
 Parents

For example:
In a Parents Teacher Association meeting, the
parents can pointed out the issues related in their
childrens studies.

The parents can provide permission for their

children to participate in various activities outside
the campus and follow up the lesson of their
children, and stated what can be improved so that
the educators will take note.

Educators can refer the issues to the curriculum

managers and administrators.
 Community members

The community members may provide

materials in the existing local community
can very well substitute for what are
needed to implement the curriculum.

Respected community members maybe

included in school boards.
Valenciano, R.Z. (2012)
 Community members
For example:
Some associations have someone that have
status. He or she can become resource
speakers that can deal with curriculum.
(provide local and indigenous knowledge in
the school curriculum).

It can provide books, material and facilities in

the school.
 References
Campbell, C. & Rozsnyai, C., 2002, Quality Assurance and the Development of
Course Programmes. Papers on Higher Education Regional
University Network on Governance and Management of
Higher Education in South East Europe Bucharest, UNESCO.

Creating Effective Teaching and Learning Environments: First Results from TALIS (2009).
Retrieved from https://www.oecd.org/berlin/43541702.pdf

Doyle, T. (2008). Learning and Education: Their Breadth and Depth. Retrieved from
http://thelearner.com/about/scope-concerns

Great School Partnerships (2014, August 26). In S. Abbott (Ed.), The glossary
of education reform.Retrievedfrom
http://edglossary.org/hidden-curriculum
Handal, B. & Herrington, A. (2003). Mathematics teachers' beliefs and curriculum reform.
Mathematics Education Research Journal, 15 (1), 59-69.

Maassen, P. (2000). Editorial. European Journal of Education, 4, 377-83.

Malaysia Education Blueprint. (2013). Retrieved from

http://www.moe.gov.my/images/dasar- kpm/articlefile_file_003108.pdf
 References
Malaysia Education Blueprint. (2013). Retrievedfrom
http://www.moe.gov.my/images/dasar-kpm/articlefile_file_003108.pdf

Raimah Haji Ahmad. (2015). Educational development and reformation in Malaysia:

Past, present and future. Journal of Educational Administration. 36 (5), 462-475.

Suchitra Bajpai Chaudhary. (2013). The Classroom Teacher is a Major Stakeholder.

Gulf News. Retrieved from http://gulfnews.com/

Valenciano, R.Z. (2012). Role of Stakeholders In Curriculum Development.

Retrieved from Slideshare Website:
https://www.slideshare.net/wonnietonnie/role-of-stakeholders-in-curriculum-
development

Zamrus bin A. Rahman & Mokelas Bin Ahmad. (2013). Curriculum planning,
development and reform. Retrieved from
http://www.ibe.unesco.org/curriculum/Asia%20Networkpdf/ndrepmy.pdf