TED 072 BASIC PRINCIPLE IN EDUCATION

Library Research on Secondary Schools

Name Class Humairah binti Mizun 2B Khairunnisa binti Asmady Kabisa 2B Nur Alyaa Nabila binti Zakariah 2B

Student ID 2011675262 2011448628 2011863416

Lecturers Name En Muhamed Faeiz Alwee

Introduction Secondary school is the stage between the primary or elementary school and higher or university level. It is also known as middle school. Secondary schooling has a long history and there is now a wide range of different types of secondary schools. The terminology used in secondary schools varies all around the world. Children usually transfer to secondary school between the ages of 10 and 16 years, and finish between the ages of 16 and 19 years, though there is considerable variation from country to country. In Malaysia, the secondary students are in the ages between 13 and 17. In few countries the secondary education falls under the compulsory education category whereas in few it is categorized under non compulsory education. There are many differences between secondary school and other educational settings; preschool, elementary school and tertiary institutions (college or university level). We are going to discuss and differ them through these educational aspects; aims and objectives, facilities and resources, funding, management, curriculum and curricular implementation and lastly, the issues and challenges faced by each institutional.

1.0 Aims and Objectives There are several aims and objectives of secondary schools:
a) To set up more effective transition between the elementary school and

tertiary institutions.
b) To develop the intellect and improve the capacity to think suitable with

students abilities.
c) To provide a program specifically designed for the students. d) As a preparation for higher education (for some students) and

preparation for work (for other students).

e) To organise and establish other systems of means for the attainment

of the more complex interests of after-life, practical and theoretical.

f) To acquire and organise experiences so as to render future action

more efficient.

2.0 Facilities and Resources 2.1 Facilities There are many kinds of facilities in the schools such as: Physical Facilities - Canteen - Toilets - Koperasi sekolah - Sports store - Courts - School field - Parking Humanistic Facilities - surau - Treatment room - Discipline room - Counselling room - Guard post Teaching and Learning Facilities - Classrooms

- Staff room - Library - Meeting room - Biology/science laboratory - Chemistry laboratory - Physics laboratory - Computer laboratory - Cooking room - Sewing room - Life skills workshop (Bengkel kemahiran hidup) - Art room Equipment for Teaching and Learning - Desks - Chairs - Cupboards - Whiteboard/blackboard (depends on the schools) - Notice board - Teachers desks - LCD - Television - Computers - Laptops - Photostat machine - Printer - LCD screen Communication Facilities - Telephone - Facsimile machine 2.2 Resources

Resources in secondary schools can be divided into: Academic Resources - Textbooks (provided by the government) - Tuitions (from the school itself) Co-curriculum Resources Uniform for uniformed units

30 Funding

There are two providers of secondary education in Malaysia:

a) Government-funded

The government-funded comes from the Ministry of Education in Malaysia. Malaysian government provides more than 95% of primary and secondary education. b) Private-funded The private-funded comes from the tuition fees, activities, and annual appeals.

Diagram 1 Percentage of providers of Primary and Secondary Education in Malaysia

4.0 Management In Malaysia, Ministry of Education, also known as MOE (Kementerian Pelajaran Malaysia) is in charge in all education-related affairs only from preschool up to secondary level of education. Although education is the responsibility of the federal government, each state and district also has an education department State Education Department (Jabatan Pelajaran Negeri) and District Education Department (Jabatan Pelajaran Daerah) respectively. 1996. Their function is to coordinate educational matters in its territory. The main legislation governing education is the Education Act of

In school level, each school has a school organization chart. example:

For

Basically, each school consist of:

a) Principal

The principal is the head of the school; he/she is responsible in the case of management, administration and school finance. b) Parent-teacher Association Build understanding about the roles and responsibilities together in an effort to improve the teaching quality of teachers and pupils' learning in schools, as well as enhancing cooperation and partnership between

Diagram 2 an example of School Organization Chart

schools, parents, and local communities (school-home-community partnerships). c) Senior Assistant 1 (Curriculum and Administration) One of the Senior Assistant 1 responsibilities is to assist the Principal in all aspects of planning and school management. d) Senior Assistant 2 (Student Affairs) Responsible to the Principal in matters of counseling, safety and welfare of students, textbooks, publishing and printing, school celebrations, supervision. e) Senior Assistant 3 ( Co-curriculum) Responsible in determining the development of talent and potential of students in extra-curricular activities such as associations and clubs, sports and games as well as uniformed unit team. f) Counsellor Identify the needs of schools Guidance and Counseling (Bimbingan dan Kaunseling) services through research needs, questionnaires, interviews and discussions with students, teachers, administrators, school staff, parents and former students. g) Teachers Responsible in providing education to the students. h) Support Staff i) Students cooperative schools, school canteens and hostel

5.0 Curriculum and Curricular Implementation According to the Oxford Advanced Learners Dictionary, the word curriculum is define as the subjects that are included in a course of study or taught in a school, college, etc. The school curriculum is expected to

contribute to the holistic development of the individual (mental, emotional, physical, spiritual) by imparting general knowledge and skills, fostering healthy attitudes and instilling accepted moral values. The aim is to produce Malaysian citizens who are balanced, trained and skilful and cherish the national aspiration for unity. The general direction for on-going curriculum reform is to improve the quality of education in order to achieve the aims of the National Education Philosophy (NEP). The NEP has been geared towards achieving the nations vision to prepare children to become knowledgeable, trained and skilled individuals to meet the growing needs of the millennium. It is envisaged that this can be achieved by emphasizing science and technology, use of information technology, and inculcating good moral and work ethics suitable for the Information Age. The school curriculum is designed to achieve the intended learning outcomes for different ability levels. 5.1 Curriculum of the secondary school Stages in Secondary School

Secondary education lasts for five years, referred to as Form (Tingkatan) 1 to 5. Form 1 to Form 3 is known as Lower Secondary (Menengah Rendah), while Form 4 and 5 are known as Upper Secondary (Menengah Atas). Most students who had completed primary education are admitted to Form 1. Students from national-type primary schools have the additional requirement to obtain a minimum C grade for the Malay subjects in UPSR, failing which they will have to attend a year-long transition class, commonly called "Remove" (Kelas/Tingkatan Peralihan), before proceeding to Form 1. As in primary schools, students are promoted to the next year regardless of their academic performance. At the end of Form 3, the Penilaian Menengah Rendah (PMR, formerly known as Sijil Pelajaran Rendah (SRP) or Lower Certificate of Education (LCE)) or Lower Secondary Evaluation is taken by students. Based on PMR

results and choice, they will be streamed into either the Science stream or Arts stream starting in Form 4. The Science stream is generally more desirable. Students are allowed to shift to the Arts stream from the Science stream, but rarely vice-versa. At the end of Form 5, students are required to take the Sijil Pelajaran Malaysia (SPM) or Malaysian Certificate of Education examination, before graduating from secondary school.

Languages used in Secondary School

Public secondary education in Malaysia is provided by National Secondary Schools (Sekolah Menengah Kebangsaan). National Secondary Schools use Malay as the main medium of instruction. English is a compulsory subject in all schools. Since 2003, Science and Mathematics had been taught in English; however in 2009 the government decided to revert back to using Malay starting in 2012. As in primary schools, a National Secondary School must provide teaching of Chinese and Tamil languages, as well as indigenous languages wherever practical, on request of parents of at least 15 pupils in the school. In addition, foreign languages such as Arabic, Japanese, German or French may be taught at certain schools.

Subjects being taught in Secondary School for:

Lower Secondary Core subjects are compulsory for students and taught in all secondary

school. Other subjects taught depend on schools and facilities available. At the end of three years (in form3), students take the Lower Secondary Evaluation Exam (PMR in Malay). Subject offered at lower secondary level are: Core subjects: Bahasa Melayu (Malay language), English, Science, History, Geography, and Mathematics.

Choice subjects: Islam studies, Moral, Life Skills: Home Economics/ Agriculture / Entrepreneurship and Commerce/ Comprehensive, selected European language and Mother tongue (Chinese/ Tamil). Upper Secondary Based on their PMR (lower secondary) result, pupils have several choices to pursue and continue their education. Upper secondary is two years (form 4 to form 5). These choices are categorized into streams. There are four core subjects that all streams will have and is compulsory for students. The three main streams in upper secondary are Academic stream (Art/ Science), Technical & Vocational stream, and Islamic School. Core subjects offered in all public schools are Bahasa Melayu, English, Mathematics, Islamic Studies/ Moral/ History. All upper secondary students are required to take the SPM at the end of the two years. This examination is used to determine admission to form 6 or pre-universities, diploma courses or entry to private college or institutions. Most Malaysians job opportunities usually require a minimum of pass the SPM examination.

5.2 Curricular Implementation The national curriculum is implemented using the decentralized mode. At the Ministry level, the Central Curriculum Committee, the highest policy-making body in the organization, established the working committee, the Committee for Implementation of Primary and Secondary School Programs. It is supported by a Technical Working Committee to coordinate and to ensure that reforms would be well implemented from every aspect. At the state level, the State Curriculum Committee is headed by the state director of Education who

 Monitors, assesses and guides principals, headmasters and teachers in the implementation of the curriculum; Coordinates the implementation of activities policymakers and implementers at the Ministry, division/district and school levels; Coordinates the use of resources for curriculum

implementation; Plans, manages and coordinates courses organized for teachers by the State Education Department; Plans, manages and implements innovative projects; and Improves professionalism among teachers. At the district level, the District Curriculum Committee carries out the planning and implementation activities. Similarly, at the school level, the School Curriculum Committee provides guidance and assistance for implementing the curriculum at the school and classroom levels. Existing infrastructure support for the national curriculum (i.e., adequacy of classrooms and physical facilities, and of equipment, laboratories and libraries in schools and learning centers) To ensure effective teaching and learning at all levels schools are provided with better facilities, for example, science laboratories, computer laboratories, and workshops for living skills and home science are provided.

The state of textbooks and instructional materials. Textbooks continue to be useful as the main resource for

teachers and students alike. The textbooks produced by the Textbooks Division of the Ministry of Education are transformation or interpretation of the syllabus gives to the students. The syllabus forms

the integral framework of which the textbooks are conceived and produced. All students are provided with the text books. They do not need to buy them at book stores anymore. The aim of this facility is to make sure the curriculum is implemented and to reduce the financial burden on poor parents who have school-age children. There are several types of instructional materials provided by the Ministry of Education: a. Subject syllabi (primary/secondary level), which indicate general aims, objectives and content organization. b. Syllabus specification with detailed explanation of the learning objectives/outcomes/scope and sequence of skills/competencies/knowledge to be acquired for each level of schooling. c. Teachers guidebooks, resource books for teachers, learning kits with suggested strategies/approaches and classroom activities. d. Teaching and learning modules.

6.0 Issues and Challenges 6.1 Issues There are 3 issues in secondary school: Discipline issue Academic issue Social issue

a) Discipline issue Discipline problems in schools have been serious breaches of school discipline policy that had profound negative effects on the schools. One of the salient factors that attributes to the problem is peer group influences. According to the study of Discipline Problems among Secondary School Students in Johor Bahru, Malaysia, peer group influence was the dominant factor attributing to discipline problems among students. It was due to the students who like to spend their times with their friends. The students generally tend to do

something which is unhealthy rather than doing things that benefit themselves and others. They also tend to be influenced by bad things from the outside world since they are group of students who in teenage age that have high curiosity in some new things. b) Academic issue Academic issues in secondary schools are gradually discussed from time to time to ensure the curriculum in secondary schools is perfectly implemented. Besides that, the ministry of education wants to make sure that all students, either the high intelligent students or less intelligent students, get all the knowledge that have been set in secondary schools curriculum for instance, the issue of PPSMI. The ministry of education has been thought that all students are much better to understand some knowledge when they learn it using their own mother tongue. c) Social issue There are a lot of social issues in secondary schools such as bully, gangsters, vandalism, and sexual relationship between students and students or students and teachers. The social issue in secondary education is a hot topic as it has been reported frequently by the media in Malaysia. The rate of this issue is higher compare to primary schools. This is because, the students in this stage are teenager students which are basically act, react and behave with their emotional control. According to the local newspapers, the number of social issues among secondary students is getting higher and higher.

6.2 Challenges

There are 3 types of challenges:

Academic Challenges Social Pressures Emotional Needs

a) Academic challenges In school, the curriculum often changes from basic identify and recall activities to requiring students to exhibit critical thinking and creative skills. Not all teenagers develop these mental abilities at the same time, so it can be difficult for some students to adapt with new challenges. At this age, teenagers are focused on themselves more than academics so learning must be relevant. Teachers must work hard to appeal to the interests of school students and clearly explain why information is important. Besides that, the students also have to deal with tons of important exam such as trial PMR, PMR, trial SPM and SPM. They also have to compete with other students to get batter place in their tertiary education.

b) Social pressures During the school years, students tend to be more focused on being loyal to their peers than their families. They believe that friends can be more understanding about them than other people. Most teens simply want to fit in somewhere because the pressure of being accepted by the peers. This means that students are willing to test the limits of acceptable behaviour in order to fit in and will often accept poor treatment or make bad choices to keep friends or be accepted into a group. Teens who do not conform can find themselves the victim of bullying or shunning.

c) Emotional Needs Students are prone to mood swings or rapid shifts in behaviour and can be very sensitive to negative comments. It is important for teachers to be careful not to embarrass a student or provide negative feedback in front of peers and get to know a student to determine whether praise should be given publicly or privately. Even though teenagers desire acceptance from their peers, they also need reassurance from adults that they are making positive decisions. For most teenagers, every problem is a problem that is unique to self and is the biggest problem in the world. Teachers and other adults must take this into consideration when counselling and talking with school students.

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