BY:

NUR FADZLINDA BT ABD MUTEK 0919048

NORAINI BT IBRAHIM 0915878
FARAH ADIBA BT YAAKOB 0830078
CHE FATHIYAH BT CHE HAMID 0829322
NUR SABRINA BT MUHD NASIR 0913376

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 DEFINITION
••T hThe
e a ct
acto of
f eeducating
d u ca tin g ch
childild at
a thome,
h o m e ,rather
ra th e than
r
th ainn ainconventional
a co n ve n tiopublic
n a lp uor b liprivate
c o r p rischool
va te
schsetting.
o o lse tti n g . (stateuniversity
(stateuniversity .com) .com)
••Homeschooling
Homeschooling means
means learning
learning outside
outsideof of
thethe public
publicor or private
private schoolschoolenvironment.
environment
The word ."home" The word is not "home " isaccurate,
really not
really accurate
and neither and neither
is ,"school." For most is "school
families, ."
Fortheir
most their "schooling
families, involves
"schooling" being out"and
involves
about each being outlearning
day, and about fromeach day,
the rich
learning
resources from the rich
available resources
in their community,
available
environment, in their community
and through ,
interactions
environment and through
with other, families interactions
who homeschooled.
with( other families
familyeducation .com )who homeschooled.
(familyeducation.com)
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 HOMESCHOOLING SCENARIO

•
• The parent responsible for home
schooling generally does not
work and is rarely a trained
teaching professional.
• Primary concerns for most home
schoolers are strengthening
family bonds and developing
religious values.
•

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• In United States, homeschooling is so
popular.
• the U.S. Department of Education estimated
that more than 850,000 children (1999)
were home schooled in the United States,
and scholars purport that the population
is increasing at an annual rate of between
7 to 15 percent.
• Technological innovations in the late
twentieth century made home schooling
an increasingly manageable proposition,
as the availability of personal computers
and the Internet permitted families to
access computer-driven instruction,
multimedia resources, and far-flung 4
THE DIFFERENCE OF HOMESCHOOLING AND TRADITIONAL SCHOOL

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 Homeschooling in Malaysia

• According to Malaysian law, compulsory

Primary Education has been in force since
amendments were made to the Education
Act 1996 (Act 550), to include Section
29A:
• The section includes:
1.primary education to be compulsory
education.
2.Every parent who is a Malaysian citizen
residing in Malaysia shall ensure that if his
child has attained the age of six years on
the first day of January of the current
school year that child is enrolled as a pupil
in a primary school in that year and 6
Ø 3. The Minister may, if he considers it
desirable and in the interest of the
pupils or the public to do so, by
order published in the Gazette,
exempt any pupil or any class of
pupils from the requirement to
attend compulsory education,
either absolutely or subject to such
conditions as he may think fit to
impose, and may at any time in his
discretion revoke the exemption or
revoke or alter or add to such
conditions.
7
Ø
4. A parent who contravenes subsection (2) shall be
•

guilty of an offence and shall, on conviction, be liable

to a fine not exceeding five thousand ringgit or to
imprisonment for a term not exceeding six months or
to both.
•5. The Minister may make regulations for the carrying

into effect of the provisions of this section.

•* Note that the primary education is compulsory under the

above act. After standard 6, the Malaysian students are

not compelled to be enrolled in a Secondary School and
a child may choose to continue formal education in a
private or public school, or abandon it altogether.

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APPLYING TO HOMESCHOOLING

•According to the act, any parents who

wish to be exempted from
schooling, they must apply to the
MOE.
•There are 3 conditions for exemption

which are:
•1) The child in question should be

medically certified as unfit (learning

disabled) or not suited (high
IQ/exceptionally gifted) for
conventional schooling
§ 9
•

2 ) T h e fa m ily is co n sta n tly tra ve llin g a b ro a d

3 ) T h e cu rricu lu m u se d m u st b e th e N a tio n a l
C u rricu lu m in th e m a in , w h ile o th e rs co u ld
b e u se d a s su p p le m e n t.
Fa cto rs co n sid e re d in a p p lica tio n s fo r
exe m p tio n :
1 . T h e p a re n ts’ a n d ch ild ’ s n a tio n a lity a n d
re sid e n ce sta tu s;
2 . W h e th e r th e ch ild h a s re g iste re d in a sch o o l;
3 . R e a so n s fo r re q u irin g h o m e sch o o lin g ;
4 . T h e p a re n ts’ a b ility to h o m e sch o o l;
5 . T h e su ita b ility o f th e h o m e -sch o o lin g p la n
d e vise d b y th e p a re n ts,
6 . a n d T h e cu rricu lu m , tim e ta b le a n d m e th o d s o f
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• Conditional approval will be
given once the minister is
satisfied that the factors
above have been met. The
conditions include:
i. The number of years
exempted;
ii.The use of the KBSR
curriculum;
iii.Allowing an officer from the
ministry to monitor the
progress.
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FACTORS OF HOMESCHOOLING

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13
14
15
METHODS OF HOME SCHOOLING

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 MONTESSORI HOMESCHOOLING

• Parents prepare an environment by

designing games and materials for
the children
• Focus- process of learning not outcome
• - no exam and no grade
• Learning takes place as a result of a
child’s:
Ø self-motivation
Ø self-direction
Ø self-discipline
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Ø use of self-correcting materials
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 LAPBOOKS

• Hands-on learning activity

• Places information about science,
history or literature topic into a file
folder full of little books known as
“mini books”
• Portable and easy to score information
and can show to friends and family
members
• Beneficial for kinesthetic and visual
learners: process and receive
information by doing and seeing 19
Creating Lapbooks

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• Lapbooks
•

• APBOOKS

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 Unit study
•Combination of math, grammar, history
.
• and science into the study of a
single book, event, topic or country.
•For example, unit study on farms. Study
social studies by learning about
different types of farms, study
science by learning about animals,
study literature by reading James
Herriot’s Treasury for Children, field
trip to local farm and wrote and
enacted a play using farm puppets.

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• Follow their interests and learn within a
context, they retain information
better than reading books and
memorizing.
• Challenges:
Ø Parents need to plan, purchase and
prepare materials.
Ø No test, so parents are responsible to
assess their child’s needs and
progress.
Ø It is necessary to add on a traditional
math or language arts curricula. 23
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 • UNSCHOOLING
•

• Abandon traditional training techniques

• Focus on learning through experiences
• Parents and children be partners
• Life in family of unschoolers:
Ø playing, talking, living and learning but
not like in schools
• Use better reference materials
compared to textbooks because it is
very limited scope and range
•

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• It is about learning and not
about teaching- so don’t rely
on textbooks
• No test or grade
• Measure success:
– happiness, ease,
communications, thoughtful
decision-making, compassion
for others
– BONUS: jobs, college
admission, the praise of
others
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27
 CHARLOTTE MANSON

• Children deserve to be respected and they

learn from real-life situations.
• E.g: Take nature walks, visit art museum,
and learn geography, history and
literature from “living books”, books that
make these subjects come alive.
• Assessment: Not by taking tests but via
discussion and narration.

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29
 CLASSICAL
• GOAL- teach people how to learn for
themselves
• 5 tools of learning:
Ø reason
Ø record
Ø research
Ø relate
Ø rhetoric
• 30
31
32
 HOMESCHOOL VS PUBLIC SCHOOL
ACADEMICS
HOMESCHOOL CONVENTIONAL SCHOOL
One to one, tutorial 30 to 1 student-teacher ratio
Two-way dialogue Lecture
Tailored to student learning style Caters to visual and auditory
learners
Students progress at their own Based on arbitrary scope and
pace sequence
Encourages discovery and love Encourages memorization
of learning
Parent directed and monitored Limited parental control
Decisions motivated by concern Decisions tainted by financial
for student and professional incentives

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 ENVIRONMENT
HOMESCHOOL CONVENTIONAL SCHOOL
Cooperative Competitive
Real life, multi-age Segregated by age, race and
income
Physically and emotionally safe Danger of bullying, physical
and verbal assault
Flexible, suits learner Rigid, inhibits kinesthetic
learners
Consistent, secure Changes from year to year
Encourages students to do their peer pressure- can be positive as
best- family factors well as negative
Allows time to pursue hobbies Having much time on classroom
and interests management and busywork

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 • VALUES
HOMESCHOOL CONVENTIONAL SCHOOL
Independence Dependence on teacher,
government
Self-motivation External rewards and
consequences
Creativity Adherence to standards
Tolerance, individuality Pecking order, conformity
Discipline focuses on character Discipline focuses on
building classrooms management
Family Teachers, peers

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37
EXAMPLES OF THE SUCCESSFUL
HOMESCHOOLERS

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ISLAMIC AND WESTERN
PERSPECTIVE
•
• Islam and western have a
same perspective.
• Both are encouraged to
make a home education or
homeschooling. Islam wants
Muslim be educated for in
the world and hereafter.
Meanwhile, others religion
ask for learning is for
comfortable life. There are
points stated for both of two
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 Islamic Perspective
 Islam puts considerable emphasis on its
followers to acquire knowledge.
•

 Islamic education means acquiring Islamic

religious knowledge-study of Qur'an, Arabic,
Hadith, Sunnah, Seerah, Fiqh, Islamic
history, and allied subjects.

•
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 As a matter of fact, in the present world
 The aims and objectives of Islamic
education have been defined in
the Recommendation of the
Committee of the First World
• Conference on Muslim Education
as:
•

• "Education should aim at the

balanced growth of the total
personality of man through training
of the human spirit, intellect, rational
self, feelings and senses. The
training imparted to a Muslim must
be such that faith is infused into the
whole of his/her personality and
creates in him/her an emotional
attachment to Islam and enables him
to follow the Qur'an and Sunnah and
be governed by Islamic system of
values willingly and joyfully so that 41
 Every Muslim parent is advised to raise his
or her children well and properly. A happy
home, comfort, care and love, providing
the necessities of life and a good
education are some of the responsibilities
that parents are required to fulfill.
•

 Prophet Muhammad (Peace be upon him)

said whoever is not kind to young people
is not one of us and the best teaching that
a parent can give a child is the teaching of
good manners and character.
•

 Parents play a vital role in the education of 42

 Parents should provide an
•
Islamic environment, an
Islamic culture.
 Children should get Islamic
education at an early age. In
an effort to inculcate Islamic
values, the teachings should
be done at home as well as
Islamic centers or Islamic
schools.
•

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 Western Perspective
 For the western perspective, study at school or
study at home is accepted as long as children
are taught. For them, knowledge is important
for the sake of their future.
•

 A number of Christians homeschool because

they believe parents are entrusted with the
main responsibility for teaching their children.
•

 Furthermore, its "Tenets of Biblical Patriarchy"

asserts that:

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• “Since the educational mandate
belongs to parents and they are
commanded personally to walk
beside
•
and train their children, they
ought not to transfer responsibility
for the educational process to
others. However, they have the
liberty to delegate components of
that process.”
•

 Analysis suggested that children

need "more of home and less of
formal school" "more free
exploration with... parents, and
fewer limits of classroom and
books," and "more old fashioned
chores – children working with
parents – and less attention to 45
rivalry sports and amusements."
 THE FUTURE OF HOMESCHOOLING

••B a se d o n th e te ch n o lo g ica lm e th o d s th a t

• h a s in cre a sin g fro m tim e to tim e , it se e m s

to th e e d u ca tio n syste m th a t th e
h o m e sch o o lin g w illb e like ly b e a n o p tio n
fo r th e p a re n ts to e d u ca te th e ir ch ild re n .
•D u e to th e w o rld , w h ich th e y co n sid e r th a t
it is n o lo n g e r sa fe , th e y p re fe r to b e lie ve
th a t th e h o m e sch o o lin g w illd e fin ite ly h e lp
th e p a re n ts to fe e lsa fe w h e n th e ir ch ild re n
sp e n t m o st o f th e ir tim e a t h o m e .
•
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 However…

• Is it always true that by

educating the children at
home, the social problems
could be solved?
•

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• By homeschooling, it could be a remedy
for the social ills but just temporary
because sooner or later the children
have to leave home and started seeing
the real world.
• During this time, the impact could be
worst because they have never gone to
a real society.
• Whatever it is, whether homeschooling or
going to schools, the goal is to educate
the children. The parents still need to do
the necessary parenting and observe the48
 • Homeschooling will be more
accepted in the future due to
two reasons:.
•

media resources (primarily video and the Internet).

ise of classical education as a defining goal for hom

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 internet

• prerecorded video and video conferencing

provide the opportunity to bring that
instruction to the child without moving
the children outside the house.
• Since video is not interactives, video-
conferencing is the best way for
homeschooling.
• It gives live interaction for the instructor
and the students.
•
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 References:

http://EzineArticles.com
http://homeschoolinghq.com
http://www.brighthub.com/education/k-12/articles/47938.aspx
 http://www.successful-homeschooling.com
 http://www.early-years-homeschool.com/homeschooled-
scientist.html
http://homeschooling.about.com/cs/homeschoolmethods/a/methods.htm
http://en.wikipedia.org/wiki/homeschooling
http://www.islamfortoday.com/syed07.htm
http://www.homeschool.com/Approaches/

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