FACTORS INFLUENCE CURRICULUM DESIGN

PREPARED BY:

MUHAMMAD FITREE BIN MOHD FUHAAD

NURSYAHIRAH BINTI JOHARI

NURUL AIMINADIAH BINTI AB. MUBIM

FACTORS INFLUENCE CURRICULUM DESIGN

SOCIAL FACTOR

S

RELIGION

CULTURE

ISSUES THAT

INFLUENCE CURRICUL

UM DESIGN

RELIGION

ISLAMIC RELIGIOUS SCHOOLS

• A system of Islamic religious schools exists in Malaysia. Primary schools are called Sekolah Rendah Agama (SRA), while secondary schools are called Sekolah Menengah Agama (SMA).

• Another type of schools available in Malaysia is the Islamic religious schools or sekolah agama rakyat (SAR). The schools teach Muslim students subjects related to Islam such as early Islamic history, Arabic language and Fiqh.

• It is not compulsory though some states such as Johor make it mandatory for all Muslim children aged six to twelve to attend the schools as a complement to the mandatory primary education. In the final year, students will sit an examination for graduation. Most SAR are funded by respective states and managed by states' religious authority.

• Previously, former Prime Minister Tun Dr. Mahathir Mohammad suggested to the government that the SARs should be closed down and integrated into the national schools. However, his proposal was met with resistance and later, the matter was left to die quietly.

• Such schools still exist in Malaysia, but are generally no longer the only part of a child's education in urban areas. Students in rural parts of the country do still attend these schools.

• Some of the academic results published by these schools are accepted by mainline universities by taking Malaysia High Certificate of Religious Study( Sijil Tinggi Agama Malaysia)abbreviated as(STAM), and many of these students continue their education in locations such as Pakistan or Egypt.

• Some parents also opt to send their children for religious classes after secular classes.

CULTURE

• The design of curricular materials and their presentation should accommodate the culture of the society.

• Sociocultural approaches to the process of learning are increasingly being applied by educationalists. Sociocultural theorists argue that individuals cannot be considered in isolation from their social and historical context and therefore it is necessary to look at the society and the developments occurring at a given time.

• Two principal agencies, the family and the school powerfully shape children’s learning experiences.  

• The influence of these two agencies is constrained by the wider social and cultural systems into which they are embedded.  

• There is great diversity in cultural backgrounds, social conditions, family arrangements and school organisation. These two factors have been going through constant modifications

• Related to social and culture, in this country, it is clear that social and culture as a part of curriculum.

• This curriculum involved the value and culture since primary school.

• The students should know and apply the value and culture in their life. For example, respect to parents, family is important, women’s role in the family, and so on.

• The teachers should educate the students to follow the social and culture value.

ISSUES THAT INFLUENCE CURRICULUM DESIGN IN MALAYSIA

• ‘Mat rempit’ or street racing

• Accidents

• Subject – Keselamatan Jalan Raya di dalam subjek Bahasa Melayu

• Bullys

• Subjects – Pendidikan Islam, Moral, Sivik

• Programe (sekolah angkat) monitored by PDRM

• Drugs

• Subject - Pendidikan Islam, Moral, arts (seni)

• “Kempen anti dadah”

• Stakeholders

• Parents

• NGO

• Society