Education

Act 1996

Comparison between Education Act 1961 & Education Act

1996
Education Act 1996

Aspect

Education Act 1961

Based on philosophy of
education and Wawasan
2020

Platform & Vision

Covers all levels of

education in schools and
institution under the
national education
system (except
expatriate (private)
schools)

National Education
System

Only covers the few

levels of education.
(school or institution of
government and
government aided
school)
*Education Act 1961,
Sec. 19

Position of National
Language

The national language as

a medium instruction in
national primary school
and national secondary
school only

The philosophy not

written and unclear
(more focus on way to
unite the races)
*Razak Report (par.
12)

*Education Act 1996,

sec. 15
The national language as
main medium of
instruction in all
educational institutions in
the National Education
system (except an

Education Act 1996

Aspect

Education Act 1961

Used by all schools in

the National Education
System
*Education Act 1996,
sec 18

National Curriculum

Allocation does not exist

Every schools prepare

its students for
examination
*Education Act 1996,
sec 19

Examination

Allocation does not exist

Compulsory subject in
all school
*Education Act 1996,
sec 17

National Language as
compulsory subject

Only compulsory to
government school and
government-aided
school

Only one condition:

Are provided if there has
request (15 and above)
from parents for these
subjects
# More tolerate

Subject of Chinese and

Tamil Languages

Two conditions:
1) If there has request
from parents (15 and
above)

*Education Act 1996,

sec 2

Cont.

2) If reasonable and
practical to do

Education Act 1996

Cont.
Aspect

Education Act 1961

Two conditions:
- If there has request from
parents (15 and above)
- If reasonable and
practicable to do
#Recognition to indigenous
people
*Education Act 1996, sec
2

Indigenous Languages

Allocation does not exist

-government
-non-government
-private
#So, easily to manage
*Education Act 1996, sec
16

Category of School and

institution

-fully aided (government

and non-government)
-private

Establish and manage the

pre-school
- Give chance of pre-school
education especially for
the poor and needy
*Education Act, sec 21

Pre-school

Allocation unclear

Establish pre-school
curriculum and it is
compulsory to all pre-school
*Education Act 1996, sec
22

Curriculum for pre-school

The curriculum not

compulsory

Education Act 1996

Aspect

Education Act 1961

Primary education
(national or nationaltype school) designed
for duration of six
years but may
completed within to
seven years
*Education Act 1996,
Sec 29

Duration for primary

Education

Providing a six-year
course of primary
education (national
primary school)

Can continue for form 6

or matriculation and
another higher
education
*Education Act 1996,
sec 33

After Secondary
Education

Allocation is unclear

Polytechnics can make

collaboration with
another institution or
organization.
*Education Act 1996,
sec 37
Polytechnics can take

Collaboration of
Polytechnics

Allocation does not

exist

*Education Act 1961,

sec 2

Education Act 1996

Minister can establish
this education either in
special school itself or
another available school
(primary and secondary)
# Develop the loving
and caring community

Cont.
Aspect

Special Education

Education Act 1961

Allocation is unclear

*Education Act 1996,

sec 40
Establish opportunity for
higher education
(bachelor, diploma and
certificate) in education
field and collaborate
program with another
institute of education.
#Develop the potential
and skill and strengthen
the quality of the
teachers. (Especially in
science , mathematics
and IT according to the

Education Colleges
(Maktab Perguruan)

Allocation for teachers

too general

Education Act 1996

Compulsory subject in
all schools including
private (if there has
request from 5 and
above students)
#Important to develop
the moral values

Aspects
Cont.
Teaching Islam

Education Act 1961

Compulsory if there has
requests from 15
students and above (in
government and
government-aided
school only)

*Education Act 1996,

sec 50
Private Education
Institutions have to get
written permission from
Minister.
# To control the private
Education Institution in
managing any program
besides to make easier
for Malaysia to achieve
Centre of Education
Excellence.
*Education Act 1996,

Twinning and Linkage

Program

Allocation does not

exist

The Lesson Learned from Education Act 1996

Strengthness
1) Collective decision making One strength in
the practice of curriculum development is the
collective and participative nature of decision
making on curriculum matters.
-)Although certain agencies are responsible for the
school curriculum, the actual planning, development
and other related activities shared out.
-)The participation of the various stakeholders
ensures
that related activities are coordinated.

2) Opportunities for Teachers To Meet Another strength is the

opportunity
given to teachers to meet and exchange views and learn from each other.
Experience has shown that things go well at the limited implementation
stage or piloting. This is because at this stage there are regular visits to
schools and workshops with teachers to discuss problem and possibilities.
3) Practical-based Subjects A successful curricular reform is related to
the
nature of the subject. Those that are practical-based and hands-on seem
to be more successful than others . Visual Arts, Living Skills, Invention,
Information Technology and Vocational biased subjects are examples.
These subjects enable students to see the relevance to job opportunities
when they leave schools

Major difficulties
1) Breadth vs. Depth There is often the dilemma over what is appropriate in
terms of the scope of the curriculum. Education matters to everybody and
because of this, there is always demand and sometimes pressure to include
many things in the curriculum. Stake-holders see things immediate to them
and this may not concur well with national priorities, as well as realities in the
classroom.
2) Curriculum Development Skills Developing a curriculum demands
specialized skills and interest in the subject. These skills cannot be
acquired overnight rather it is cumulative through years of experience
in
the classroom. Curriculum officers also need to have sound knowledge in
curriculum theory, learning theories and keep abreast of developments in
other parts of the world. In addition, they need to be alert on the scenarios
that have implications on the school curriculum. Not everyone involved in
curriculum development have these prerequisites

3) Differing School Environments A centralized

curriculum cannot meet the needs of all schools
equally well since they differ in environment and
locality. Difference in facilities, quality of teachers
and communication, often hinder the aspirations of
the curriculum.

4) Presssure of National Examination National

examinations are often used as a yardstick for the
effectiveness of schools where there is selective
intake and into higher education. Very often the
style and format of the examination papers and
tasks rather than curricular objectives drive the
classroom.