1. Rozinah Jamaludin
Shanthi Balraj Baboo

2.  Defining Literacy
 Literacy in Malaysia
 Literacy in the school curriculum
 Literacy practices in schools
 Pre-school Education
 Primary school Education
 Secondary school Education
 Tertiary school Education
 Challenges

3. National Literacy Policy
 One who has reading ability or can read
 One who has formal education and at least
some form of informal education

4. Views from parents & teachers
 To be a literate is to be able to read, write, count, think
and make simple decisions. It refers to the ability to
understand the meanings of reading materials, sets of
numbers and basic logistics, and communicate/convey
those meanings to others in a coherent manner.
 Literacy is defined as the ability to read, write, count,
think critically and make basic decisions. Literacy varies
amongst countries based on socio-cultural influence,
education level, nutrition status and governance.

5.  The basis is manage to read, write and count.
 Literacy as the ability to identify, understand, interpret,
create, communicate, compute and use printed and written
materials associated with varying contexts.
 Literacy involves a continuum of learning in enabling
individuals to achieve their goals, to develop their knowledge
and potential, and to participate fully in their community and
wider society.

6. Become literate in one’s own language:
Parent:
I became literate in my own language firstly through
communication and interaction with family members when I
was young, and then through formal learning and
communication/interaction with teachers and friends when I
start formal education in schools.
Teacher:
Learn the language, read, write and use the language daily

7.  Believe that reading the Quran or academic
books, solving mathematical problems,
playing musical instruments or any form of
focused mental activity could stimulate the
brain of an unborn child in the mother’s
womb. Parents who encourage the 3Rs of
reading, writing and arithmetic during a
child’s budding years could facilitate their
children’s literacy

8.  The Education Act 1996
Legislation that provides for pre-school
education, primary school education,
secondary school education, post-secondary
education, teacher education, special
education, religious teaching, private
education, and technical education (but
does not include education in foreign system
schools i.e. expatriate schools or
international schools).

9.  Literacy and literate citizen play a critical in
transforming Malaysia into a developed country
status by 2020.
 To achieve this end, the Government of Malaysia
has earmarked large investments in primary,
secondary and tertiary education to produce
knowledge workers to satisfy the demanding
workplace environment of the future.

10.  The concept of literacy changes over time to
include the role of new technologies/ICT.
Children constantly use handphones,
personal computers, iPad, iPod and other
electronic paraphernalia to communicate and
interact with their counterparts at all times.

11.  The Education Act 1996
The Act stipulates the use of the national language
(Bahasa Melayu) as a medium of instruction in all
educational institutions in the national
education system except national type schools
or any other educational institutions

12. Specific organizations among the main
Government agencies involved are:
 Ministry of Education,
 Ministry of Higher Education
 Ministry of Rural Development,
 Ministry of Human Resources,
 Ministry of Youth and Sports, and
 Ministry of Entrepreneurship.

15. National Policies on Literacy
More than 96% of Malaysia's people are literate.
Literacy initiatives by government:
• The Harmonious Family Education Program,
• Religious Education Program, Skill Training Program,
• Community Resource Center and Reading Program,
• Functional Literacy Program,
• Preschool Program,
• Community Work Program and Community Activity Center.
Through these programs, learners are able to gain knowledge
and skills to enable them to be a literate productive citizen.

16.  Literacy is embedded in all major subjects
such as languages, mathematics, sciences,
humanities (geography/history) and technical
skills (domestic science/technical studies).
Literacy is enhanced when students
undertake these subjects in the curriculum.

17.  Literacy is taught and practiced through various
medium at local schools including interactive
teaching and learning in classrooms, student project
demonstrations, and extracurricular activities such
as choir singing, debate, stage play, pantun
performance, public speaking, slide presentation,
etc.

18.  Childcare centers & kindergartens: education of very young
children (generally five years of age and younger).
 Prepare young children before enrolling to schools with
formal education
 Generally teach early social skills including interpersonal
interaction, being a part of a group of peers, and classroom
skills such as following the instructions of a teacher.
 Some formal education such as early reading or language
skills.
 Some nursery schools have adopted specialized methods of
teaching, such as Montessori, Kumon, Smart Reader and
various other pedagogy.

19. Basically, the principles of the pre-school
curriculum are:
(a) the understanding of children’s characteristics (they are
active, curious and they need love, attention and security);
(b) the aim is to expose children to a rich and stimulating
environment;
(c) the programme provides a variety of support materials, such
as concrete, printed, multi-sensory, interactive and
userfriendly materials.

20. The basic skills taught:
 communication, social and other skills (3Rs)
To enable the children to:
 develop love for their country;
 be well mannered and practice moral values;
 respect the national language;
 master the basics of the English language;
 appreciate physical activities as a basis for good health;
 develop physically and practice good health and safety
measures;
 develop critical thinking skills through enquiry and the use of
all the senses

21.  Primary education (a period of 6 years)
 Mandatory for all children aged 7 to 12
 The syllabus for primary school aims to equip
learners with basic skills and knowledge of the
subjects so as to enable them to
communicate, both orally and in writing, in
and out of school.

22.  To master basic, thinking and social skills
 To acquire new knowledge
 To inculcate moral value
 To develop +ve attitude, creativity and hidden
talent
 To instill patriotism and nationalism
 To love and appreciate nature
 To realize the importance of Health, Science and
Technology

23.  Awareness towards human and
environment
 Expanding talent and
creativity(arts)
 Mastering the scientific and
technical skills
 Actively participate in cultural
events  better understanding
 Aware the importance of
health and self-fitness

24.  Main focus :
- 3M (Reading, Writing, Counting)
- Skills ~ speak, listen, read, write & basic
numerical skills (add, subtract, multiply,
divide)
- Values = Islamic Studies & Moral Education.

25. Malaysian Secondary Schools Integrated
Curriculum (KBSM) covers three main areas:
Application of virtuous values in teaching
Learning and teaching style
Usage of Malay Language across curriculum

26. i. Lifelong education.
ii. Developing the potential of man (spirit, mind and
body) including cognitive, affective and
vocational education.
iii. Performing two functions, i.e., as a servant and
caliph of God.
iv. Integration and perfection of faith and charity.
v. Accomplishing happiness of the life and hereafter

27. Creation that includes
 Aspects of human potential, mind, knowledge,
values and skills. The curriculum balances the
demands of harmony between the intellectual,
spiritual, emotional and physical elements in man,
manifested
 Through human relationships with other humans,
humans and nature and human with God

28.  Upon completion of secondary education, students
can opt to pursue 1 to 2 years of post-secondary
education.
 This is the university entrance preparatory course.
 In total, the 12 years of school education serves as
the basic entry requirement into Year One of a
bachelor’s degree programme in public and private
higher educational institutions.

29. Awards of certificate, diploma, first degree and higher
degree qualifications (at academic and professional
fields).
Duration for bachelor degree programme 3 -4 years
Provided by public and private education sectors,
attracting many international students (public
universities, polytechnics, community colleges and
teacher training institutes)

30.  Emphasis will be made on science and technology,
the use of ICT, and the mastery of the Malay
language and other languages.
Aims:
 Produce students of excellence and
 Quality, further develop students character,
encourage research and development (R&D) of
international standards,
 Inculcate a culture of quality in higher education,
and promote lifelong learning.

31. Levels of education offered, ranging from pre-
school to tertiary education.
 Private Educational Institutions (PEIs) which provide
education at preschool, primary and secondary
levels. They comprise private schools and foreign
system schools.
 Private Higher Educational Institutions (PHEIs)
which provide tertiary education leading to the
awarding of certificate, diploma and degree
qualifications

32.  Children are engaged in literacy practices
through the medium of new technologies
such as sms, mms, messenger, facebook,
twitter, blog, chatroom, etc

33.  Home and school literacy practices do
intersect because children constantly interact
and communicate with their peers and
teachers to discuss homework, class projects,
school competitions, school trips, etc.

34.  Implementation
Teachers
Teaching methods
Students
Peers
Access to technologies
Classroom
Languages for Mathematics & Science