New preschool curriculum in 2026 to have bilingual focus

Admin November 19, 2024 education Leave a comment 4 Views

The education ministry will introduce a new school curriculum in 2026, emphasizing equal opportunities in both Malay and English, Education Minister Fadhlina Sidek said.

Bernama reported that Fadhlina said the ministry aims to promote early childhood education by using two types of language to integrate other educational initiatives. This will affect kindergartens under the ministry, Department of Community Development (Kemas), Department of National Unity and Integration as well as private institutions using the national curriculum.

The minister also said that the new curriculum will focus on character development of children. With kindergarten teachers being the key to ensuring the success of the new program, Fadhlina said her ministry will prioritize ensuring teacher competency.

She added that the ministry is also considering raising the minimum qualification for kindergarten teachers to a diploma. Currently, people with diplomas are allowed to teach in kindergartens.

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A coalition of parent advocates has called on the government to choose education ministers from academic backgrounds instead of political ones, aiming for policies to stem from educational knowledge rather than political motives. The Melaka Action Group for Parents in Education (Magpie) also voiced their dissatisfaction with education minister Fadhlina Sidek and her predecessor Radzi Jidin for shifting responsibility back and forth regarding the termination of the UPSR and PT3 assessments. The UPSR was discarded in 2021, while the PT3 was annulled that same year and formally eliminated in 2022, during Radzi’s term as education minister. Magpie chairman Mak Chee Kin noted that the blame game implied that Fadhlina perceived the decision as erroneous. “The impression we’re receiving from Fadhlina is that the UPSR (and PT3) should have remained in place, but she lacks the resolve to rectify it,” he informed FMT. Mak further urged for education ministers possessing relevant expertise and devoid of political ties. “This will guarantee that decisions are oriented towards the welfare of our children, rather than merely to gain popularity or win votes,” he stated. He mentioned that intervention initiatives and the new academic session final test, or UASA, have not sufficiently addressed parents’ worries about decreasing student enthusiasm. “The minister must recognize that school-based evaluations have notable shortcomings in assessing student achievement,” he asserted, proposing term-based evaluations from Year 4 to encourage ongoing learning. Hasnah Toran from Universiti Kebangsaan Malaysia expressed that Fadhlina, as the leader of a demanding portfolio, should address critiques professionally with data derived from research and consultations. “Discussions with specialists and scholars have already supplied insights and considerations on the rationale behind these exam abolitions, so she should present those arguments. “Avoid spontaneous remarks,” she added. Hasnah additionally suggested forming a dedicated committee to aid the education ministry in implementing new policies more systematically. “When the ministry introduces a new policy, it frequently appears sudden. It ought to be executed methodically, not hurriedly,” she remarked. “In my perspective, establishing a committee is essential to assist the education ministry in enhancing awareness and comprehension for educators and parents regarding new systems before they are put into practice.

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