GROWING MINDSETS


Journey forward: Fadhlina unveiling the 2027 curriculum in Putrajaya. — AZHAR MAHFOF/The Star

Fadhlina: New curriculum to cultivate resilient generation

THE 2027 national school curriculum will emphasise manners, morals and integrity to foster a resilient generation with a growth mindset.

This, said Education Minister Fadhlina Sidek, is a key pillar in the development of the new curriculum, which aims to produce holistic, well-balanced students who will embrace the virtues of lifelong learning, value racial unity and harmony, and have the ability to build positive social connections within the community.

Changes to the curriculum, she said, will be built on the concept of human dignity and focus on the importance of inclusivity.

“We will ensure that no one is marginalised and no child is overlooked.

“All our children, including minorities, those from rural areas, those with special educational needs, as well as bright and gifted students, will be given equal opportunities to pursue the common goal of human well-being,” she said when delivering her speech on the 2027 school curriculum last Wednesday.

The rollout of the 2027 school curriculum will begin in phases, commencing with Year One and Form One in 2027, and preschoolers in 2026.“The curriculum must be flexible, relevant and contextual if we are to achieve the aspirations of a lifelong learning culture.

Source: Education Ministry 2027 school curriculum frameworkSource: Education Ministry 2027 school curriculum framework

“Students must be equipped with appropriate competencies to form a resilient and competitive generation driven by a growth mentality.“An immediate paradigm shift in the curriculum is needed to align our education system with current and future changes globally,” she added.

The development of the 2027 school curriculum will incorporate the nation’s policies to reflect Malaysia’s aspirations.

Citing an example, she said the National Children’s Policy aims to produce individuals who are healthy, fit, knowledgeable, innovative, creative, authentic, competitive and progressive with values. These objectives, she added, will be reflected in the new curriculum.

“The National Unity Policy, on the other hand, is taken into account because it serves as an umbrella that outlines continuous efforts to promote, reinforce and preserve unity among the people,” she said, adding that the recently introduced Digital Education Policy, which will result in a generation that is digitally literate, is also a fundamental consideration in developing the 2027 curriculum.

“The policy to bridge the digital divide will improve student competence, develop professionalism, and lead to the integration of digital technology in education.

“The curriculum needs to be built around this,” she said.

Voice of the rakyat

The new curriculum is a result of continuous engagement with stakeholders, said Fadhlina.

A nationwide survey, she said, was carried out with over 61,000 respondents to ensure that the voices of parents, teachers, educationists and the people were taken into account.

The survey suggests several important additions to the upcoming curriculum. These include a greater emphasis on health and mental well-being, enhancements to life skills education, and a focus on environmental issues and sustainability.

Respondents also want the curriculum to foster unity, instil noble values, and aid in the social and emotional development of children. While calling for the diverse needs of students to be considered, stakeholders also highlighted the importance of ensuring that physical education and sports are not neglected.

Future forward

The new curriculum framework, said Fadhlina, would combine the currently used standards-based curriculum and a competency-oriented curriculum used in Singapore, Finland, France, the United States and Canada.

“The existing curriculum establishes specific goals that students are expected to reach in terms of knowledge, skills and values at a predetermined level.

“However, the competency-oriented curriculum places a strong emphasis on the process of holistic learning and allows students to apply knowledge, skills and attitudes based on standards that have been set.

“It promotes active student learning, providing a more authentic and meaningful learning and assessment experience,” she said.

The new curriculum will feature seven integrated key domains (see infographic) that are grounded on the concept of human dignity, and aligned with the six pillars of the Primary School Standard Curriculum (KSSR) and Secondary School Standard Curriculum (KSSM), she said.

“The emphasis on learning and character development spans across various disciplines, tailored to each educational level, from preschool to upper secondary education, involving fourth and fifth form students,” said Fadhlina.

Prioritisng character

One of the main goals of the 2027 school curriculum is character education at every level of schooling.

Character education, said Fadhlina, will be implemented from preschool up to Form Five as a designated time slot in the timetable, focusing on practical socioemotional learning.

“The emphasis on character-building is based on the principles of the Rukun Negara and the National Education Philosophy.

“This educational approach strives to shape individuals capable of actively contributing to the creation of a prosperous Malaysia.

“This can be achieved through a carefully designed and organised curriculum,” she said, adding that there will also be a designated time slot incorporated in the timetable for integrated learning classes, beginning at the primary school level.

“Integrated learning is an instructional method that blends content and skills from different subjects so that students are able to connect and apply the knowledge and values learned in a comprehensive and meaningful way,” she said, adding that assessments will be carried out continuously as part of the teaching and learning process.

Classroom assessments, she said, are aimed at identifying the strengths and weaknesses of students, with the goal of modifying teaching methods to enhance their overall mastery.

Instead of solely focusing on task outcomes, the teaching and learning experience will be more adaptable, enjoyable and meaningful for both teacher and student, she said.

“The support to develop and implement the curriculum, however, must be a joint effort,” she concluded.

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