ALTHOUGH Malaysians experienced better home-based learning than most of their peers globally, our students were not spared the impact of the Covid-19.
The country, along with most of the world, saw student scores for the Programme for International Student Assessment (PISA) 2022 fall amid the challenges of the pandemic.
The new 2027 national school curriculum, however, is expected to address the shortcomings and ensure that students master the basic literacy of reading, writing and counting (3M), said Education Minister Fadhlina Sidek.
“Failure to master these basic skills prevents students from realising their full potential therefore early intervention will be introduced to help those who have problems before they move on to the next stage in the education system,” she said, adding that the new curriculum is the first step to a “larger action trigger” that will meet the holistic educational goals relevant to the needs of society and the country.
Describing it as a cornerstone of the country’s education system, Education deputy director-general (School Operations) Azman Adnan said the new curriculum outlines essential knowledge and containes the essence of pure and positive values that we should instill in our children.
“The development of the new 2027 school curriculum involves careful consideration of various factors, including research, references from other countries’ curricula, and international benchmarks such as the Trends in International Mathematics and Science Study (TIMSS) and PISA.
“These considerations, along with recent updates, contribute to the ongoing refinement of our curriculum, ensuring it remains forward-thinking, dynamic, and aligned with both current and future educational needs,” he said.
Elaborating on the latest PISA findings, Azman said 73% of the students in Malaysia felt that their ability to use digital devices to learn had grown during school closures.
This was 10% higher than the Organisation for Economic Co-operation and Development (OECD) average.
Although the science, reading and mathematics scores assessed in PISA took a tumble, support from the school and teachers have always been there, said Azman.
More than 60% of students said their teachers were accessible and more than ready to help them when classes began to be held remotely.
Only 16% reported that their schools did not give useful guidance for revision and 19% said their schools never asked about their well-being.
This is in comparison to the OECD average of 27% and 38% respectively.
The students’ perception of support from their mathematics teachers, specifically, was higher than other OECD countries with about 80% of students here saying their teachers help them most or all of the time, provide extra help and will guide students until they understand.
Their confidence to study independently also grew with nearly two-thirds saying they were confident they could self-motivate to complete their school work. — REBECCA RAJAENDRAM
