Reformasi Kurikulum Di Malaysia: Satu pandangan Ke Atas Proses Perancangan, Pembinaan dan Perlaksanaanya

Abstract

Malaysia's curriculum reform began in 1982 and 1989 with the implementation of the New Primary School Curriculum (NPSC) and the Integrated Curriculum for Secondary Schools respectively. The changes brought about by these reform were important in two ways. Firstly, it was for the first time since independence that the Malaysian school curriculum was extensively reviewed. Secondly with this curriculum reform the national Philosophy of Education was also introduced. Thus it is of importance to note that the curriculum reform that is still taking place is not only timely but also appropriate in terms of the all round development that is currently traking place in the country. In the history of Malaysian education, policies related to the school curriculum have always been the main thrust of its educational policy. The Razak Report (1956) called for the provision that common content syllabus must be taught in the education system of the country irrespective of the language of instruction of the schools. It was envisaged that a common content curriculum would be able to bridge the cultural differences among the children who came from varied and diversed ethnic background. This article attempts to discuss the curriculum reform that is taking place in Malaysia. The first part of the article highlights the subject matter of curriculum and its development process. The second part discusses the curriculum development in context by looking in 
detail f the New Primary School Curriculum and the Integrated Curriculum for secondary schools. The final part attempts to evaluate the whole process of curriculum reform in Malaysia in relation to the needs of the country as envisaged by the Razak, Rahman Talib and the Cabinet Reports.