Early Childhood Care and Education Policy Implementation Review 2007

Curriculum Development Centre
Ministry of Education Malaysia
Early Childhood Care and Education Policy

Implementation Review
2007
24 Jan 2008
ppk/ups/nsb/ECCE Policy Review 24 Jan 2008
CONTENT
page
Executive Summary
Abbreviation Used
1.0
Introduction
2.0
Country Profile in ECCE

Prescool Education for the 4-6 years old
The History of Preschool Education in Malaysia
Preschools in the Ministry of Education
Preschools set up by Ministry of Rural and Regional
Development
Preschools set up by Department of National Unity and
Integration
Preschool Education for the Special Children
Preschools run by Private Sectors and NGOs
Childcare centers for the 0-4 years old
The history of childcare centers for children aged 0-4
Workplace Childcare Centers
Community Childcare centers
Permata Childcare Centres
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
3.0
Purpose of ECCE Policies Implementation Review
4.0
National Constitution, Policies, Laws and Legislation on

ECCE
Convention on the Rights of the Child
Child Act 2001 (Act 611)
Childcare Centres Act 1984 and Childcare Centers Act 2007
The Early Childhood Care and Development Policy 2007
Education Act 1996
Education Act 1996 (Regulation of Special Education 1997)
The National Education Policy
The 9th Malaysia Plan Education Development Master Plan,
2006-2020
The National Action Plan of Children
Healthcare Policy
National Child Protection Policy
National Policy on Disabled Child
National Policy on Indigenour Child
Financial Assistance to the Poor
Conclusion
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11
4.12
4.13
4.14
5.0
8
9
9
10
11
11
12
12
13
13
15
16
16
16
17
18
19
20
20
22
24
25
25
26
26
26
27
Methodology
A)
EARLY CHILDHOOD CARE AND EDUCATION
6.0
Expenditure on ECCE
7.0
7.1
7.2
7.3
8.0
8.1
8.2
8.3
8.4
9.0
9.1
9.2
9.2.1
9.2.2
9.2.3
9.2.4
9.3
9.3.1
9.4
9.4.1
9.4.2
9.4.3
9.4.4
9.5
9.6
9.7
10.0
10.1
35
Accessibility of ECCE
ECCE for the 0-4 years old
- Types of Childcare Center
- National Participation/Enrolment
- Participataion by sex
ECCE for the 4-6 years old
- National Enrolment
- Enrolment in Private Preschool
- Enrolment by State
- Primary One Students with ECCE Experience
- National Enrolment by Locality: Urban and Rural
- Participation by Sex
Participation of the Private Sectors in ECCE
Conclusion
Equity Early Childhood Education for the disadvantaged
group
Children with disabilities
Indigenous children
Refugee children
Children of inmate
Conclusion
Quality of ECCE Program
Early childhood care and development program for 0-4 years old
The national preschool curriculum for the 4-6 years old and its
implementation
Implementation of NPC by the MOE preschools
Implementation of NPC by KEMAS
Implementation of NPC by PERPADUAN preschools
Implementation of NPC by the private preschools
National preschool curriculum for special needs children and its
implementation
Implementation of the special needs children preschool
curriculum
Training of Teachers and Helpers
Training of childcare providers and childcare minders
Training of preschools teachers
Training of special education teachers
Training of community-based rehabitation workers
Teacher-Student Ratio
Teachers Salary
Physical facilities and materials in childcare and preschools
Monitoring and Evaluation of Early childhood Care and
education
A standard procedure in the process of curriculum development
37
38
44
45
46
46
47
53
54
54
55
56
57
61
62
63
68
69
70
71
74
75
76
76
77
78
78
10.2
10.3
10.4
10.5
11.0
11.1
11.2
11.3
11.4
B)
79
79
81
81
Integration in Implementation of ECCE Policies

Procedure of registration
Different implementating agencies
Issue of planning for location of ECCE centers
Publuic awareness and dissemination of information
Conclusion
82
82
82
83
84
84
HEALTHCARE
12.0
12.1
12.2
12.3
12.4
12.5
Accessibility to Early Childhood Health Care

Primary Child Health Services
Immunisation
School health services
Baby-friendly hospital
Oral health
85
87
87
88
88
13.1
13.2
13.3
Equity Early Childhood Healthcare for the Disadvantaged

Children of Poverty
Children with special needs
Children with HIV/AIDS
91
92
95
13.0
14.0
14.1
14.2
14.3
14.4
14.5
15.0
15.1
15.2
15.3
15.4
16.0
16.1
16.2
16.3
16.4
16.5
17.0
Inspection of implementation of National Preschool Curriculum

Quality of Teacher training
Humans right
The quality improvement accreditation system to rate childcare
center
Monitoring and Evaluation of Early Childhood Healthcare

Sanity and safety inspection of the childcare center
Nutrition Surveillance
Oral Health Indicators
Health Outcome indicators
Quality improvement accreditation system for the childcare
centers
Implementation gaps, challenges and disparities
Preschool education
Special education
Healthcare
Childcare centers
Recommendations
Disadvantaged children Indigenours children
Special children
Healthcare
Education
National ECCE Policy Coordination Framework/Mechanism
Conclusion
Reference
Technical working group
Instrument
96
96
96
97
97
99
101
103
105
106
106
107
108
109
110
111
113
115
ABBREVIATION USED:
CDC
Curriculum Development Center
ECCE
Early Childhood Care and Education
EFA
EPRD
Education for all

Education Planning and Research Division
JNS
School Inspectorate
KEMAS
preschool
Preschool run by Department of Community Development,

Ministry of Rural Development
MAPECE
Association of Professional Early Childhood Educators
MOE
Ministry of Education
MWFCD
Ministry of Woman, Family and Community Development
NGO
Non-governmental Organisation
NPC
National Preschool Curriculum
PERMATA
ECEC Center
Early Childhood Education and Care Center set up through

the project Every Child is Precious as a Jewel
PERPADUAN
preschool
Preschool run by the Department of National Unity and

Integration
PTM
Association of Kindergartens Malaysia
TASKA
Childcare center
NAECCEM
PPBM
1.0
INTRODUCTION
Goal 1 of the UNESCO initiated Education for All (EFA) calls for better and
more possibilities to support young children (age 0-6), and their families and
communities, in all the areas where the child is growing physically, emotionally,
socially and intellectually. It also lays special emphasis on children who suffer
disadvantage or who are particularly vulnerable, for example those living in poverty,
HIV/AIDS, orphans, rural and minority children, and in some situations girls as a
whole.
Malaysia has always place great effort in ensuring education and care for all
children. These efforts are manifested through the many sectors involving in ECCE
and the amount of allocation given to ECCE each year. ECCE in Malaysia is broadly
divided into two main groups, which is the 0-4 years old and the 4-6 years old.
In Malaysia, early childhood care and family development is the jurisdiction
of the Ministry of Women, Family and Community Development (MWFCD).
MWFCD is the coordinator for national programs on the growth and development of
children. Through its Department of Social Welfare, MWFCD registers all Childcare
centers (TASKA, an acronym in the local language). TASKA offers care and
education for children in the age group of 0-4 years old.
Early childhood education for the 4-6 years old group falls under the
responsibilities of three Ministries, i.e. Ministry of Education, Ministry of Rural and
Regional Development, as well as Department of National Unity and Integration
under the Prime Minister Department. Ministry of Rural Development is the pioneer
in setting up preschools in Malaysia (beginning early 1970s), currently there are
8307 preschools set up by this Ministry which are commonly known as the KEMAS
preschool. KEMAS preschools are located in rural or suburban and are set up based
on request by the local authority. In the late 1970s Department of National Unity and
Integration set up preschools in the urban areas where there are Rukun Tetangga, a
friendly neighbourhood scheme, these preschools are generally known as the
PERPADUAN preschools, PERPADUAN preschools must accept students from the
different races, currently, there are 1496 PERPADUAN preschools. Ministry of
Education (MOE) is the latest in setting up preschools. In the year 1992, preschool
was set up by MOE in the form of pilot project as an annex to the existing primary
school, in the year 2003, MOE preschool project was rolled out to whole nation;
currently there are 5905 of these preschools which are situated all over the country.
Other than MOE, KEMAS and PERPADUAN, other providers of preschool education
include also the State Religious Department (JAIN) and the Islamic (ABIM).
Various names are given to preschool education in the local language, e.g. the
MOEs prasekolah, KEMAS Tabika, PERPADUAN Tadika, and the private
kindergarten. To facilitate discussion, all would be known as preschool in this report.
An overview of the composition of preschools according to the providing public
agencies as of 2007 is given in Table 1. Diagram 1 and 2 provides an overview of
percentage of preschool classes and students enrolled in the various type of preschools.
Table 1: Three Main Types of Public Preschools in Malaysia 2007

Types
of KEMAS
preschool
preschool
Number of classes 8307 classes
Percentage
class)
Enrolment
(by 52.9%
198,275
(962) (788)
3.58% 2.94%
MOE preschool
5905 classes
PERPADUAN
preschool
1496 classes
37.9%
9.5%
147,625
38,952
KPM
(3,846)
14.33%
KEMAS
PERPADUAN
SWASTA
JAIN
(8,307)
30.95%
(11,434)
42.61%
ABIM
(1,500)
5.59%
Diagram 1: Number of preschool classes according to the providing agencies
(EPRD Study, 2008)
(14,413)
2.04%
(96,150)
13.6%
KPM
(285,722)
40.43%
((
(22,158)(75,250)
3.14% 10.65%
(213,051)
30.15% PERPD
SWASTA
KEMAS
JAIN
ABIM
Diagram 2: Number of preschool students in the various providing agencies

(EPRD Study, 2008)
2.0
COUNTRY PROFILE IN ECCE
PRESCHOOL EDUCATION FOR THE 4 6 YEARS OLD

2.1
The History of Preschool Education in Malaysia
Early childhood care and education in Malaysia existed before the 1960s. The
provider of this education then were mostly from the religious bodies or nongovernmental organizations; private kindergartens were not a common feature then.
In the year 1972, Ministry of Education Malaysia, MOE drafted the Kaedah-Kaedah
Guru/ Kaedah-Kaedah Kindergarten dan Sekolah Asuhan (Pendaftaran) 1972 Warta
Kerajaan P.U. (A) 414 which provided the procedures to be adhered to regarding the
registration of kindergarten, teachers and its board of governors. This was the first
legal document concerning the registration of early childhood education.
In the year 1971, Ministry of Rural and Regional Development started its first
preschool known commonly as the Tabika KEMAS in accordance to an education act
formulated by them and from then on they have expanded and today they are the
biggest provider of preschool education in the country. In the year 1976, Department
of National Integration and Unity too started its first preschool commonly known as
the PERPADUAN preschools.
In the 1980s preschools in Malaysia were built and managed by various
government agencies such as KEMAS, FELDA, RISDA , Department National Unity,
Religious bodies, Police and armies(Cawangan Pendidikan /Angakatan Bersenjata
dan Polis), volunteering bodies and private sectors. Various programs were offered,
different materials used, teachers qualification differs too (PPK & BPPDP, 1986).
The various agencies and bodies conducting preschool education felt that there was a
need of guidance and assistance from MOE. MOE too saw the need to standardize
and regulate preschool education in Malaysia. MOE was pioneering two major
preschool projects at that time. These projects were the Projek Pendidikan Imbuhan
managed by Curriculum Development Centre with help from the Yayasan Bernard
Van Leer, a Dutch body. The other project is the Projek Kajian Pendidikan
Prasekolah managed by Education Planning and Research Division with assistance
from UNICEF. Experiences from conducting these projects culminated in the
formulation of the 1986 Preschool Guidebook (Buku Panduan Prasekolah Malaysia
1986), the first formalized curriculum document of early childhood education in
Malaysia. The aim was to provide guidance and assist coordination between
kindergarten minders and to enhance the standard of Malaysia preschool education to
be in line with global development at that time (PPK & BPPPP, 1986).
On 13 Feb, 1992, the Permanent Committee on the Coordination of Preschool
Education (Jawatankuasa Tetap (Induk) Penyelarasan Hal-Hal Pendidikan
Prasekolah) decided that the 1986 Guideline should be reviewed to suit the current
needs and development (KPM, 1993), subsequently the 1993 Guideline (Garis
Panduan Kurikulum Pendidikan Prasekolah Malaysia, 1993) was produced. A
package of preschool curriculum guidebooks were produced in 1992 too, this package
consists of general guidelines, specific guidelines, detailed activities covering various
areas, students activity books, reading materials, cards and building blocks. In 1992,
1131 preschool classes under MOE were set up as pilot project annexed to existing
primary schools. Subsequently MOE started to build more preschool and in 2007, the
number of MOE preschools classes stand at 5905, the second largest preschool
providers after Ministry of Rural and Regional Development (KEMAS preschools).
In 2003, circulars were sent out to all preschools, public and private that they
are required by the law to follow the National Preschool Curriculum developed by the
Ministry of Education.
2.2
Preschool in the Ministry of Education Malaysia(MOE)
MOE sets up preschools to give opportunity to children whose family are with
very low income in the sub-urban, rural and remote areas. It has been decided by
policy makers that 80% of the classes are to be built in the rural areas, Classes are
built annex to the public primary school building with the expenditure borne by
Ministry of Education. This opportunity is given to children with the age 5+ years.
Besides the launching grant given to start a class, MOE provides a yearly allocation of
the following:
Each child is given an allocation of RM 1.50 every school day for food,
food is prepared by school
RM 100.00 yearly per child for learning materials, each preschool class
can receive up to 25 children, thus yearly, school can get up RM2,500 to
buy teaching and learning materials
Preschool education was not regarded officially as part of the bigger system of
national education system until 1996. Through the National Education Act 1996
(Akta Pendidikan Kebangsaan 1996- Akta 550, 2005), preschool education is finally
officially declared as part of the school system. All preschools/kindergartens
regardless of public or private are required to implement the National Preschool
Curriculum formulated through the Curriculum Development Centre, Ministry of
Education beginning January, 2003. In addition to the National Preschool Curriculum,
any private preschools wanted to implement any other curriculum or program need to
seek permission from the Head of Registrar, which is the MOE. Medium of
instruction used in any registered preschool can be the National language or any other
language but the national language must be taught as a subject. A minimum
requirement of 10 children age 4-6 years old has been set by Ministry of Education
for starting a preschool class in public school. Preschool classes in MOE is still
expanding and it is targeted that ultimately all National Primary School will have
their own preschool class in near future.
2.3
Preschool set up by the Ministry of Rural and Regional Development

(KEMAS preschool)
KEMAS preschools are set up by the Department of Community Development

(Jabatan Kemajuan Masyarakat)to give opportunity to children that comes from suburban, rural and remote areas with family of very low income. Classes are conducted
at the community halls (rented or provided free), housing estates, private property,
shop houses (rented) or separate building built by the Ministry. This opportunity is
given to children with the age 4-6 years. The minimum requirement for enrolment is
10 children per class and the maximum requirement is 30 children.
The operating budget for KEMAS preschools comes from the Ministry of
Rural and Regional Development. The allocation for each child is RM1.50 per day for
food and RM100 per year for learning materials. An extra RM150.00 per year is given
for extra food for very poor family.
KEMAS preschools use the National Preschool Curriculum since 2003.
Tadika KEMAS emphasises on reading, writing and arithmetic, developing
individual potentials, instilling moral values, building character and self awareness,
developing physical skill, health skill, cleanliness skill as well as safety skill.
KEMAS preschools also place importance in creating conducive, cheerful teaching
and learning ambiance as required in the National Preschool Curriculum.
2.4
Preschool set up by the Department of National Unity and Integration,

(PERPADUAN Preschools)
PERPADUAN preschool was first set up in 1976 beginning with 25 classes.

PERPADUAN preschools are not required to be registered under the Education Act
1961 because they are exempted under Warta Kerajaan P.U. (A) 276 dated 15
September, 1977. PERPADUAN preschools are set up in urban and suburban areas
specifically in areas covered by Skim Rukun Tetangga a friendly neighbor scheme.
A Preschool Coordinating Committee made up of members of the local community is
set up for each preschool class. This Preschool Coordinating Committee provides
advice to the running of the preschool and at the same time organized various
activities for the parents. Department of National Unity and Integration is currently
under the care of the Prime Minister Department.
The aim of PERPADUAN preschool is to nurture unity values from early
stages to develop children who love their motherland and able to adapt themselves to
live harmoniously in a multi-racial community. It also aims to encourage and give
opportunity to young childrens parents to interact and increase understanding among
them.
The general objective of PERPADUAN preschools are as below:
o To nurture and foster the spirit of harmony, neighborliness, unity and nationality
among children from different races.
o To inculcate positive spiritual and moral values in the childrens everyday lives
thus creating perfect personalities and characters to become good and valuable
family members.
o To encourage the comprehensive, integrated and balanced development of
children aged 5 and 6 years old via informal learning processes learning
through play.
o To strengthen relations and cultivate unity among parents and the community on
the whole, through the PERPADUAN preschool Coordinating Committee and cocurriculum activities.
Classes are conducted at the community halls (rented or free of charge), housing
estates, private property, shop houses (rented) or built by the Ministry.
This
opportunity is given mainly to children with the age 5+ years. The minimum
requirement for enrolment is 20 children and the maximum requirement is 35 children.
The budget for the classes comes from the Department of National Unity and
10
Integration which include RM1.50 for each child every school day for food,
RM100.00 yearly for learning materials. PERPADUAN preschools use the National
Preschool Curriculum since 2003.
2.5
Preschool Education for the special children
Cabinet Committee Report 1979 stated that special children education is the
responsibility of the government and NGOs are to be involved in this endeavour.
Education for the special children are taken care of by both the Ministry of Woman,
Family and Community Development as well as the Ministry of Education. Ministry
of Education is in charge of program in the special schools and also in the special
integrated primary schools for children. Ministry of Woman, Family and Community
Development take care of the other special programs.
Since 2000, the existing special schools then have started early intervention
program for the 4-6 age group on their own initiative. These programmes run without
any allocation or training for the teachers specifically to teach preschool. In the year
2003, MOE has approved the conversion of these early intervention programs in the
28 special schools to preschool programs for special need children. These 28
programs made up of 22 for the hearing impaired, 5 for visually impaired and 1 for
learning disability
The program run by the Department of Social Welfare, Ministry of Woman,
Family and Community Development are specially for the severely disabled children.
The purpose is to enhance the quality of life of these people. The National Welfare
Policy and National Social Policy has been introduced to serve this purpose. There are
also special grant given to the NGOs to help run these special programs for special
children below 4 years old.
A National Board of Advisory and Legislation for the People with Disabilities
(Majlis Penasihat dan Perundingan Kebangsaan Bagi OKU) has been set up and
chaired by the Minister of Women, Family and Community Development. It is a
national coordinating body formed to study, develop and coordinate various issues
and actions related to people with disabilities. Multi-sectoral Collaborative Action
Plan are set up.
2.6
Preschools run by private sectors and NGOs
Preschools set up by the private sector have always been seen by the
government as an alternative to give quality education to children especially by
affordable parents. Children going to these preschool education age from 4-6 years.
These preschools are required to use the National Preschool Curriculum as
stipulated in the National Education Act 1996. Medium of instruction can be the
National Language, Chinese, Tamil or English.
The curriculum emphasise on
communication skills, social skills and other skills to prepare them to the primary
(formal) education. Private preschools can offer additional program upon approval
from MOE. Fees charged varies from as high as RM 1000 or more per month to as
low as RM 10 or RM 20 per month.
11
CHILDCARE CENTERS FOR THE 0 4 YEARS OLD

2.7
The History of Childcare centers for children aged 0-4 (TASKA) in

Malaysia
In the year 1982, the then Ministry of Social Welfare conducted a study
together with UNICEF. The outcome of the study indicated the need to enhance the
quality of childcare among the nursery/childcare provider especially in the area of
food, healthy environment, mental development and training for the child minders.
Subsequently, in early 1984, the government sets up a special unit to initiate the
formulation of the Childcare Centers Act, this project was under the funding of
Bernard Van Leer Foundation. During phase 1 (1984 1987) of this project, the team
looked specifically on the advocacy matter and the dissemination of information
while phase 2 (1988 1991), the team tackled the issue of registration and
enforcement. In 1 Mac 1985, the Act was first implemented in the Federal Territory of
Kuala Lumpur followed by the other states from 1 Feb 1986. The aim of the Act is to
maintain the stated minimum standard of the childcare centers. It covers issues on
registration, monitoring and inspection of the Childcare Centers. The philosophy
behind the Childcare Center Act 1984 is firstly to provide care and education for
children in the preschool years especially those below 4 years old. Secondly to enable
mothers to work and to provide support to them. According to this Act, every Child
Care Centre must be registered with the Department of Social Welfare. The stated
aim of this Act is to protect the interest of safety of the children against any form of
abuse or neglect.
The Childcare Center Act 1984 has been reviewed in recent years and its
amended version has just been passed by the Parliament giving rise to the Care
Centers (Amendment) Act 2007. There are various amendments in this new Act
which will be explained in later sections in this report.
Childcare centers have undergone many changes in the last few years and
many more changes is expected in the next one or two years. Among the changes are
the setting up of government supported Community Childcare Center, the subsidised
Work-place Childcare Center and the formulation of the Quality Improvement
Accreditation System (QIAS).
Currently, childcare centers in Malaysia is mainly run by the private sectors.
The biggest government sector providing childcare centers is the Ministry of Rural
and Regional Development, specifically the KEMAS. Besides running preschool
classes(for the 4-6 years old), KEMAS also run a total number of 290 TASKA(for the
0-4 years old) with an enrolment of 4033 as of 2007.
2.8
Workplace Childcare Centers
Women accounted for 48% of the working age population of 15 to 64 years,

and the female labour force participation rate has increased from 44.8 % in 2000 to
46.1% in 2006. The number of women employed during the same period increased
from 3.3 million to 3.6 million. Its share to total employment also increased from
35.6% in 2000 to 36.7% in 2006. With the rapid expansion of the country economy,
the country needs the participation of women in its economic activities. With the in
12
mind, MWFCD is promoting the setting up of childcare at the workplace. Currently

statistic shows that there are only 112 childcare centers set up by employers in
workplace, 26 of these set up by the private sectors, 86 by federal government, state
government or statutory body.
The government has agreed to provide incentives in the form of a RM80,000
grant for renovation and furnishing childcare centre which is set up within the
government officers. A subsidy of RM180 per month would be given to government
servants with monthly salary <RM2000 who send their kids to these centers.
MWFCD is also campaigning the private sectors especially the corporate giants to
provide childcare facilities at the workplace for their employees. Insentives includes
the 10% tax exemption on the cost of building the childcare centers for a period of 10
years (Circular JHDN 01/35/(S)/42/51/60-1 dated 15 Feb 1996)
2.9
Community Childcare Centers
Accessibility and affordability have been identified as the two major issues
pertaining to early childcare education. MWFCD has set up Community Childcare
Centers in Malaysia to provide quality childcare to families from low income groups,
both in urban and rural areas. Community Childcare Centers is defined as childcare
centers managed by organisation appointed/approved by the government, receive
assistance from federal or state government, with 10 or more children. All these
centers use a similar curriculum set by MWFCD. These centers would provide
benchmark to the other childcare centers. Community Childcare Centers is
conceptualised based on the active participation of local community, parents, children,
governmental agencies as well as the private organisations. MWFCD envisions that
these Community Childcare Centers would managed by voluntary associations in
collaboration with or on a joint venture basis with the private sectors.
MWFCD plans to set up ten new Community Childcare Centers throughout
the country every year. As of July 2007, 4 centers is already in operation. An amount
of RM119,000 x 10 centers is being budged yearly for the setting up of these centers.
To hasten the process of setting up more community childcare centers, MWFCD is
currently preparing a paper to suggest that each parliamentary area sent up a
Community Childcare Centers. Once this materialises, each district would have a
Community Childcare Centers, this would definitely encourages more parents to send
their children there.
As in the Workplace Childcare Centers, families who send their children to
Community Childcare Centers would receive a subsidy of RM 180 per child if the
family income is below RM 2000 in the urban and below RM 1200 for those in the
rural area. A launching grant of RM55,000 will also be given to interested party.
2.10 Permata Early Childhood Education and Care Centers
Permata Early Childhood Education and Care, ECEC is the latest entry to the
childcare centers of Malaysia. On 21st June, 2006, the Cabinet has approved the
program Every Child a Jewel(Setiap Anak Permata) which is placed under the
purview of Deputy Primary Minister Office. An amount of RM 20 million under the
9th Malaysia Plan has been put aside for this project. Under this program, Permata
13
ECEC Centers (subsequently will be referred as the Permata Centre) will be built. The
founding principles of Permata ECEC Centrers are as stated below:
- Every child is a jewel for the country
- Every child is precious
- Every child is a part of the human capital of the country
- Every child needs the best education
- Education must start from young/birth
- The first 3 years is crucial for development of the child
Permata ECEC Centers aim to provide integrated quality care and early
education services based on the need of the local community to children below 5
years old and their family. Permata ECEC Centers adopt the community-based
integrated approach practiced by Pen Green Corby United Kingdom under the
SureStart Program. Thus, besides the childcare centre, these centers also prepare outreach program, parenting courses, counselling, healthcare services to help local
community to build healthy and safe life style. There would be community resource
centre, library and might entail the services of speech therapy, nutritionists etc to
provide community services.
Four centers with a total of 94 children are in operation since March, 2007 and
a new additional centre will be operated beginning May, 2007. It has been agreed by
the Menteri Besar of each state that one Permata ECEC Centre will be built in each
state before the end of 2007. At the end of two years of pilot project, an evaluation
report would be sent to the Cabinet to decide upon the possibility of its expansion to
the whole country.
In the Permata ECEC Centers, children explore and play as they like,
everything in the centre can be used as learning objects. Children are empowered to
learn on their own through discovery. Teachers are trained to use ECEC modules
adopted from the UK.
14
3.0
PURPOSE OF ECCE POLICIES IMPLEMENTATION

REVIEW
Within the last two decades, much has happened in the field of ECCE in
Malaysia. Various Acts and Policies have been drafted and implemented. Have these
Acts and Policies been transformed into action plans? To what extent are these Acts
and Policies effectively implemented? Are there any gaps in implementations? What
are the bottlenecks, if any, that have been encountered? The answers to these
questions could help policy makers in making decisions about the need to adjust, fine
tune or enhance the implementation of these policies. This ECCE Policies
Implementation Review is conducted for this purpose.
The objectives of this review is to:
Analyze the existing policies.
Identify possible gaps within and between these policies.
Assess how well the existing policies are being implemented.
Find out gaps of implementation.
Assess the sufficiency of present ECCE policies.
Assess the integration of all ECCE policies.
15
4.0
NATIONAL CONSTITUTION, POLICIES, LAWS AND

LEGISLATIONS ON ECCE
4.1
Convention on the rights of the child (CRC)
Convention on the rights of the child (CRC) was adopted by the General
Assembly of the United Nations on 20 November, 1989. This landmark treaty places
the care and protection of every child (defined as person under 18 years old) as a
priority for everyone especially government. Malaysia has signed for the convention.
The progress on implementation of CRC is monitored by the UN committee on the
Rights of the Child and also NGOs. Specialized agencies, such as UNICEF are invited
to submit their observations.
There are four principles in CRC, these are: children must not suffer
discrimination, children have a right to survival and development, the best interest of
the child must be a primary consideration and children must be allowed as active
participants in all matters affecting their lives and be free to express their opinions
CRC can be discussed under the headings of Childrens Right to Basic Health
Welfare, the Rights of Children and their families, Childrens rights to education,
leisure and cultural activities, Childrens rights to special protection, and The civil
rights and freedoms of children. In general, CRC talks about rights in term of
accessibility to education, healthcare and protect; quality of the care and education as
well as respect for the children.
4.2
Child Act 2001 (Act 611)
In fulfilling Malaysias obligation under the CRC, Malaysia enacted the Child
Act 2001 (Act 611). Act 611 repealed the Juvenile Courts Act 1947(Act 90), the
Women and Girls Protection Act 1973 (Act 106) and the Child Protection Act 1991
(Act 468). The provisions of Act 611 are based on the four core principles of the CRC
that is non-discrimination, best interest of the child, the right to life, survival and
development and respect for the views of the child.
Act 611 provides that every child is entitled to protection and assistance in all
circumstances without regard to distinction of any kind, such as race, colour, sex,
language, religion, social origin or physical, mental or emotional disabilities or any
status. Act 611 has specific documentation on instruction and rules on the care and
protection of children including the Court for Children.
4.3 Childcare Centers Act 1984 and Childcare Centers Act (Amendment) 2007
(Act 308)
Act 308 is intended to ensure quality childcare for children below the age of
four years at childcare centers. Childcare centers according to this Act are premises
where 4 or more children below the age of 4 years old from more than one household
is accepted for care with a fee.
Part II of the Act stipulated that every Childcare Centre must be registered under
this Act. The caretaker of this Act is the Department of Social Welfare, Ministry of
16
Woman, Family and Community Development. Thus, all centers that take in children
for a fee are required to register with Department of Social Welfare. Through the
issuance of a Certificate of Registration, which has to be renewed yearly, the
Department of Social Welfare monitors the operation of the childcare centers to
ensure compliance with Act 308 and other regulations that come together with it.
Act 308 also stipulates that all Childcare Providers must themselves undergo
and obtain the basic Childcare Certificate accredited by the Department of Social
Welfare. This is to ensure the quality of childcare providers. Childcare centers are
also required to employ qualified child minders for the benefit of the children.
Childcare minders must undergo a basic childcare training course before or while they
are employed.
The Childcare Centre Act 1984 has been reviewed, amendments to this Act
were approved by the Parliament giving rise to the Care Centers (Amendment) Act
2007. The amended Act aims to regulate and stimulate the growth of the childcare
industry. The validity period for a registered childcare centre has been extended from
12 months to 60 months, this mean that the childcare centre providers do not need to
renew their licence yearly. This is to encourage more currently unregistered childcare
centers to register themselves. Data shows that as of 2004 only 1688 childcare centers
have been registered. The amended Act also reiterated that it is the requirement of the
law that all childcare providers and minders need to undergo a basic childcare training
course before or while they are employed. Failure to this do can cause closure of the
centers, MWFCD is seeking for greater legal power to do so.
4.4
The Early Childhood Care and Development (ECCD) Policy 2007
MWFCD is in the midst of forwarding the Early Childcare and Development

Policy with its plan of actions to parliament for approval. It is expected to be
endorsed by the Government by middle of 2007.
The aim of this ECCD policy is to advocate holistic development and quality
care for new born to 8 years old children based on Malaysia context to develop
human capital in line with the objectives of Vision 2020. This policy aims to
concretise and complement others existing national policies on early childhood. This
policy will be monitored through the setting up of law and regulations enforcement
mechanism and a special accreditation body. The purpose is to ensure a quality
standard in training and services of early childhood care and development.
The general objectives of the ECCD 2007 policy is to prepare quality care
facilities and services in a conducive environment to stimulate early development of
each child so that he or she can achieve optimum development in line with the
national aspiration.
An action plan on ECCD accompany this ECCD 2007. Among the action
plans are preparation of minimum standard of childcare services in accordance to the
Child Act 2001 and Childcare Center Act 1984 (amended in 2006) as well as a Code
of Ethics for Childcare Centers based on Covention of the Rights of the Child and
other related Acts. Other plans include the setting up of more childcare centers and
Community-based Rehabilitation Centers based on needs of the local community.
17
Grants and subsidies would be provided through this policy. Outreach programs aim
to educate and raising awareness of parents, community, family members, childcare
providers and operators and the society at large.
MWFCD is also in the midst of forwarding the Early Childcare and
Development Policy with its plan of actions to parliament for approval. It is expected
to be endorsed by the Government by middle of 2007.
4.5
Education Act 1996 (Act 550)
Under Part IV, Chapter 1 of the Act: National Education System, it is

stipulated that:
The National Education System is made up of the following:
(a) Preschool education
(b) Primary education
(c) Secondary education
(d) Post secondary education and
(e) Higher education
Under Chapter 2 (Preschool Education), it is stated that no kindergarten
(preschool) can be set up and managed without being registered under this Act.
Anyone found to do so have contravened the law and can be punished. The power of
setting up kindergarten (preschool) lies with the Minister of Education. Minister of
Education can delegate the authority to the Director General of Education as registrar
of schools.
Chapter 2 also stated that the Minister shall prescribe a curriculum, to be
known as the National Pre-school Curriculum, that shall be used by all kindergartens
in the National Educational System (Education Act 1996, p. 23). This curriculum
will specify the knowledge, skills and values expected to be acquired by the pupils at
the end of their respective preschool education.
Education Act 1996 (Act 550) has permitted the setting up of preschools
formally in government schools. Although preschools classes has started in
government Primary School since 1992 (only 1131 classes), it was under a program.
With Act 550, Ministry of Education started to build and open preschool classes at an
average of 796 classes per year (from 2002 to 2007).
Taking into consideration the private preschools who might want to implement
extra programs, the Education Act 1996 states that any kindergarten intending to
implement any curriculum in addition to the National Pre-school Curriculum shall,
before implementing such additional curriculum, inform the Registrar General of such
intention (Education Act 1996, p.23). Any person who contravenes this Act is guilty
of an offence and upon conviction can be liable to a fine not exceeding ten thousand
ringgit or to imprisonment for a term not exceeding one year or to both term.
18
Education Act 1996 under Chapter 8 Special Education, stated that the
Minister shall provide special education in special schools, and the Minister may by
regulation prescribe:
the duration of primary and secondary education suitable to the needs of pupils
in receipt of special education
the curriculum to be used in respect of special education
The categories of pupils requiring special educations and the methods
appropriate for the education of pupils in each category of special schools.
It is also stated that the curriculum shall comply with the requirement of the National
Curriculum in so far as it is reasonably practicable.
The Education Act 1996(Act 550) was amended in 2002 to provide
compulsory primary education. It stipulates that every parent is obliged to enroll their
child upon attaining the age of six years in primary school and the child shall remain
as a pupil in a primary school for the duration of the compulsory education for six
years. Although education is compulsory by law, the current policy in Malaysia still
requires students to pay a certain amount of fees upon enrolment in primary school.
Although a minimal fee is imposed, financial assistance is provided by various
Government agencies to needy children to ensure their rights to education. However,
preschool education is not included in this part of the Act, thus preschool education is
not compulsory.
The Education Act 1996 stipulated that all preschools need to provide a
minimum of 3 hours of teaching and learning per day. It also required teacher to keep
a teaching record as well as conduct continuous assessment and keeping students
progress record. The Act also empowers the School Inspectorate to conduct inspection
for ensuring an adequate standard of teaching.
4.6 Education Act 1996(Regulation of Special Education 1997)

The Special Education Regulation 1997 was enforced since 1st January, 1998. It is
stated that `pupils with special needs means pupils with visual impairment or hearing
impairment or with learning disabilities, whereas `special education programs means:
A programme provided in special schools for pupils with visual impairment or
hearing impairment
An integrated programme in regular schools for pupils with visual impairment
or hearing impairment or with learning disabilities
An inclusive education programme for pupils with special needs and who are
able to attend normal classes together with normal pupils.
Based on this regulation, the preschool program for special need children can
be set up either in special school, integrated programme or in inclusive program.
Not all children are eligible for special education programme under Ministry
of Education. Those who are physically handicapped with the mental ability to learn
like normal pupils are supposed to be in main stream class, while those pupils with
multiple disabilities or with profound physical handicap or with severe mental
19
retardation will be under jurisdiction of Social Welfare Department, Ministry of

Woman, Family and Community Development.
In term of curriculum, teachers are allowed to modify the teaching or learning
methods or techniques, the time for and sequence of activities, the subjects and the
teaching aids in order to achieve the objectives and aims of special education. This is
due to the various learning needs among the special needs children.
4.7 The National Education Policy
Since independence, various educational policies have been formulated to
translate the countrys main development policies such as Vision 2020, National
Development Policy, National Mission,
as well as Malaysias Five-Year
Development Plans which is formulated every five years. Education policies are
continually being formulated, reviewed and refined in response to the changes that are
taking place at the national level and the global level.
As of 2007, educational policies related to preschool education can be
summarized as below:
- Institutionalize pre-school education in order to provide education for children
aged 5+ children.
- Preschool education prepares a strong foundation for formal education,
enables children aged 5+ to possess a strong foundation in communication,
social and other skills as a preparation for primary school education.
- Enforcing the usage of National Pre-School Curriculum in all educational
institutions except at expatriate pre-schools.
- Enhancing the monitoring and enforcement mechanism of pre-school
programmes conducted by all governmental, non-governmental and private
agencies.
- Expanding pre-school classes of the Ministry of Education.
- Producing sufficient well-trained teachers and training facilities to fulfil the
preschool education needs.
- Ensuring the implementation and supply of pre-school facilities in line with
the policy and objective of the National Pre-School Curriculum.
- Providing an alternative pre-school curriculum for special education.
These policies are translated into action plans such as the Education Development
Master Plan 2006-2010.
4.8 The 9th Malaysia Plan Education Development Master Plan (Pelan Induk
Pembangunan Pendidikan), PIPP 2006 2010
The Education Development Master Plan for Malaysia (2006-2010) (PIPP)
concretizes the aims and aspirations stated in national policies such as the National
Vision Policy (Dasar Wawasan Negara), National Mission (Misi Negara). One of the
aims of the master plan is to ensure all children have the opportunity of education in
terms of access, equity and quality. There are six thrusts in PIPP, these are Nation
Building, Developing Human Capital, Consolidating the National School, Bridging
the Education Gap, Elevating the Teaching Profession, Spurring the Excellence of
20
Education Institutions. Plans for preschool education are found specifically in the
thrust of Consolidating the National School.
PIPP spells out the action plans of MOE in the next 5 years. From 2006 to
2010, MOE intends to extend preschool education to all National School especially
those in rural and interior areas. MOE also plans to ensure that special needs children
obtain opportunity to education. Besides this, it is also in the plan that MOE would
make sure sufficient teachers as well as teacher assistants in the MOE preschools. In
this direction, MOE is planning to recruit more graduate teacher to teach in primary
school including preschool. MOE intends to increase the per capita grant allocation
for preschool. Per capita grant is given yearly to all MOE preschool to purchase
teaching and learning materials. Currently, all MOE preschools get a RM 100 per
child per year allocation.
The 9th Malaysian Plan has allocated RM 327.3 million to run preschool
expansion programme including program for special needs children in MOE schools.
This allocation includes expenses for building or renovating for new classes. Table 2
indicates the number of classes planned and budget allocated for expansions of
preschool classes under Ninth Malaysia Plan. Table 3 gives information on the
number of preschools built from 1999 onwards.
Table 2: Number of Preschool Classes to be built under 9th Malaysia Plan
Project
Number of Classes to be Built
Preschool
Urban
491
Rural
2135
Total
2626
(RM) Million
Urban
66.4
Rural
260.9
Total
327.3
Table 3 provides information on the number of preschool classes built by MOE from
the year 1992 to 2007. Data for the year 2008 2009 are preschool classes planned to
be built.
Table 3: Number of Preschools Built from
1992 to 2007 and will be Built from 2008 to 2009
Num.
Year
Number of
Preschool
Classes
1.
1992
1131
1131
2.
2002
100
1231
3.
2003
1500
2731
4.
2004
500
3231
5.
2005
700
3931
21
Total
(accumulate)
Number of
Preschool
Classes
Total
Num.
Year
(accumulate)
6.
2006
652
4583
7.
2007
1322
5905
8.
2008
1012
6918
9.
2009
800
7717
Total
7717
Source: EPRD & BS
Under PIPP, the government has given specific attention to boost rural
education with the hope of bridging the gap between rural and urban areas. With
cooperation from National Implementation Task Force and National Implementation
Directorate, MOE will implement projects that are identified as High Impact Projects
(HIPs). Under HIP, MOE will expand its preschool education programme by
providing more than 2400 classes in rural areas to 61,000 preschool children aged 5-6
Project under HIP includes providing preshool with computer and software facilities.
4.9 The National Action Plan of Children
The World Summit for Children (1990) made declaration concerning the need
to uphold rights of childrens life, protection, development and participation.
Malaysia has accepted the declaration on 19 July, 1991. Subsequently, the First
National Action Plan of Children, 1990 - 2001 (Pelan Tindakan Kanak-kanak Negara
Pertama) was formulated. A committee made up of governmental agencies, UNICEF,
WHO was set up. The National Population and Family Development Board (Lembaga
Penduduk dan Pembangunan Keluarga Negara, LPPKN) was the secretariat for this
plan. The theme of this plan was Caring for the Children of Malaysia. It focuses on
childrens health, mothers health, family development and planning, nutrition,
accessibility and quality of healthcare, basic education and literacy, children with
problem, role of woman and family, mass media.
At the end of 2000, the 3rd Consultative Forum on Caring for the children of
Malaysia was organized (31 Oct 1 Nov, 2000). This was followed by workshop on
preparation of the Second National Action Plan of Children, 2001 2020. A
workshop on children also took place on Mac, 2001. These forum and workshops
aimed to review the First Action Plan and to formulate the Second Action Plan.
Department of Social Welfare was appointed as the secretariat. The proposed
committee for this action plan is to made up of Ministry of Health, Ministry of
Education, Ministry of Rural and Regional Development, Department of Social
Welfare, LPPKN, Labour Department, Department of Orang Asli Affairs, National
Unity and Integration Department, Police, Statistic Department. The Second National
Action Plan was drafted and waited to be approved by the government. However a
hiccup happens, the government wanted to pass the Convention on the rights of the
22
child, CRC country report first as the Second National Action Plan on Children is to
focus on the CRC. CRC report was finally passed by the Cabinet in 2006.
While waiting for the CRC report to be passed and as an interim between the
two National Action Plans, a National Committee on the Development and Expansion
of Childrens Program (Jawatankuasa Program Perkembangan dan Pembangunan
Kanak-kanak Negara) was set up with the Department of Social Welfare as the
secretariat. From the year 2002 to 2007, this committee took over the task of
coordination and monitoring of progress of programs in six areas as below:
Care and development of early childhood
Basic Education and Literacy
Children with problem
Disadvantaged children
Parental education and function of family
Children and his/her environment
This committee is chaired by the Director General of Social Welfare Department and
conducts meeting twice a year. This committee is answerable to the National
Advisory and Consultative Council for Children under the care of Ministry of Woman,
Family and Community Development. Members of this committee made up of
officials from 20 governmental agencies as listed below.
Prime Ministers Department

o National Unity and Integration Department
o Department of Islamic Development Malaysia (JAKIM)
Ministry of Information
o Department of Information
Ministry of Energy, Water and Communication
o Education Planning and Research Division
o Curriculum Development Centre
o School Division
o Department of Special Education
o Division on Private Education
Ministry of Health
o Division on family health development
Ministry of Internal Security
o Royal Police Malaysia
o Prison Department of Malaysia
o Department of National Registration
o National Anti-Drug Agency
Ministry of Rural and Regional Development
o Department of Community Development (KEMAS)
o Department of Orang Asli Affair
Ministry of Human Resource
o Labour Department
Ministry of Housing and Local Government
o Department of urban and rural planning
o Department of Social Welfare
23
o The National Population and Family Development Board

4.10
Healthcare policy
Child health services in Malaysia started since 1950s as one of the programme
within the maternal and child health policy under the jurisdiction of the Public Health
Department, Ministry of Health. Policies on health and health services for early
childhood are either explicitly stated or implicit within the other general health policy
as stated below.
Child Health Services Policy
Child health services in Malaysia started since 1950s as part of the maternal
and child health programme. Since then the programme has been gradually rolled out
to all Health and Community Clinics in rural and urban areas. After the country
adopted the Convention on the Rights of the Child (CRC) in 1989, specific programs
on child health services began to roll out as a response of the governments
commitment to provide adequate health infrastructure and programmes which are
accessible and affordable to all children.
Article 24 in CRC stated that The child has a right to the highest standard of
health and medical care attainable. States shall place special emphasis on the
provision of primary and preventive health care, public health education and the
reduction of infant mortality. They shall encourage international co-operation in this
regard and strive to see that no child is deprived of access to effective health
services. Policies and programs on child healthcare in Malaysia henceforth are
formulated based on this overarching Article.
Among the child health services available currently are routine visits and
examination for children, immunization, assessment of child growth and
development, assessment of nutritional status which includes measurement of weight
and height. Health education to the parents is carried out during child health clinic
sessions whenever necessary.
Child health programmes are being planned
continuously according to the changing needs of the children
National Nutrition Policy
National Nutrition Policy was formulated in 2003 to ensure public access to
safe and quality food regardless of location as well as ascertain that nutritious food is
crucial for optimal growth, development and the health of the family. In order to
achieve this, one of the measure is the amendment of the Food Regulation 1985 in
2004 to include the implementation of mandatory labelling of food content with
relevant nutrition information to assist consumers in making informed choices when
purchasing food product. The Plan of Action on Nutrition started in 1986 included the
improvement of food quality and safety, breast feeding promotion, promotion of
appropriate diet and healthy lifestyle.
Safe Water and Sanitation Policy
Provision of safe water and proper sanitation has been an on-going effort by
the government since independence. In 2002, enhanced effort have been made which
24
include the construction of water supply system, sanitary well, rain water collection
schemes have been . The Safe Water and Sanitation Policy also emphasise on
prevention and reduction of waterborne diseases to improve the health status of the
population, especially in the rural areas.
Studies have indicated high prevalence rates of endemic goitre in isolated
parts of Peninsular Malaysia as well as Sabah and Sarawak. Measures have been
made to reduce this incidence by giving iodised salts and iodinated water in the
affected states. Legislation for iodised salt was gazetted in December 1999 and
implemented in June 2000. Additional efforts include installation of iodinators in the
water supply to schools and longhouses in the areas known to be endemic for iodine
deficiency disorders.
4.11
National Child Protection Policy
Child Act 2001 (Act 611) provides that every child is entitled to protection
and assistance in all circumstances without regard to distinction of any kind, such as
race, colour, sex, language, religion, social origin or physical, mental or emotional
disabilities or any status. Under Article 19, 20, and 22 of CRC, state parties shall take
all appropriate legislative, administrative, social and educational measures to protect
the child from all forms of maltreatment by parents or other responsible for the care of
the child.
Legal provisions servicing the National Child Protection Policy includes the
following:
Penal Code (Act 574) which cover offences affecting the human body.
Domestic Violence Act 1994 (Act 521) protects a child against any form of
abuse committed within the household
Whereas establishments and efforts serving the National Child Protection Policy
includes the following:
Court for Children
Child Protection Teams
Child Activity Centers
Orphanage
Rehabilitation Centers/Schools
Any reports by public on maltreatment would be investigated by the Department of
Social Welfare.
4.12
National Policy on Disabled Child
Article 23 of CRC recognised that a disabled child has the right to special care,
education and training to help him or her enjoy a full and decent life in dignity and
achieve the greatest degree of self-reliance and social integration possible. The
Division on Persons with Disabilities under the Department of Social Welfare is
responsible for the database on the disabled people as well as setting up the
Community Based Rehabilitation centers providing diagnosis and rehabilitation
services.
25
4.13
National Policy on Indigenous Child
Article 30 in CRC stipulates that children belonging to the minority group or

the indigenous children have the right to enjoy his or her own culture, to profess and
practise his or her own religion, or to use his or her own language. In response to this,
curriculum of the native languages such as Iban, Kadazan-Dusun and Semai have
been formulated and offered as subjects in schools in the native communities.
Aboriginal Peoples Act 1954 (Act 134) places the responsibility for the
general administration, welfare and advancement of Orang Asli on the Commissioner
of Aboriginal Affairs. Various programs such as Woman Motivator(Penggerak
Wanita) (since 2000), and Orang Asli Preschool (since 1992) have been designed.
4.14
Financial assistance to the poor
Established since 1946, the Department of Social Welfare has formulated

various policies and subsequently programs for the social development and welfare of
the people.
For the poor, there are three kinds of assistance, namely the General Assistance
(Bantuan Am), Child Assistance (Bantuan Kanak-kanak) and Schooling Assistance
(Bantuan Sekolah). Poor is defined based on the combined family income and differs
according to areas or states, for example in the Federal Territorial, the poor who are
able to get financial assistance are those with combined family income of below RM
713 for a family of four. The financial assistance ranges from RM 350 to RM 400.
General Assistance is given to singles or couples without children. Child Support
Assistance is given to family with children to cater for the living expenses whereas
Schooling Assistance is given to school going children for school fees, school
uniform, bus fare etc. In the year of 2005 a total of RM 85,456,351 has been given to
a total of 95,345 cases as General Assistance. In the same year, RM 43,660,680 has
been given as Child Assistance to a total of 19,346 cases.
Summary
In general, ECCE policies explained in this section encompasses the following areas:
o Accessibility to ECCE ensuring all children have access to ECCE
o Equity of ECCE ensuring all disadvantaged children have access to ECCE
o Ensuring standards and quality program
o using of a standardized curriculum
o qualified teachers/carers
Analysis and discussion will be based on these areas: Accessibility, Equity and
Quality
26
5.0
METHODOLOGY
This study (the ECCE Policy Review) used both quantitative and qualitative
methodology. While the quantitative data provides a comprehensive situation analysis
of the current status of ECCE policies implementation, the qualitative data seeks for
explanations and reasons for certain performance revealed through the quantitative
data.
ECCE policies in Malaysia especially those related to the preschools have
already been implemented for at least 5 years. As a common practice, the related
government agencies have planned to study the implementation of these policies.
This study do not intend to reinvent the wheel but rather consolidate on findings from
various on-going studies and reports given in Table 4. Brief overview of each of these
studies are provided in the same table.
Table 4: Overview of recently completed and on-going studies on ECCE in Malaysia
No. Research/Study
Acronym Overview of the research/study
Mid Decade Assessment of EFAMinistries, divisions, departments, as

Education for All Goal 1: Goal 1 well as major non-governmental
Expand early childhood Study
organizations, professional bodies
care and education
involved with the care and education
for children in Malaysia cooperated in
- A UNESCO project.
this mid-decade assessment. Data
Conducted by Curriculum
was collected extensively from
Development Centre (CDC)
existing documents and focus groups
in 2006/7
discussions.
Evaluation
Program
of
Preschool EPRD
Study
- conducted by Education
Planning and Research
Division (EPRD) in 2007/8
Areas of concern:
- Participation of children (age 5+)
in preschool program
- Quantity and quality of basic
facilities of preschools
- Teachers and helper
- Implementation
of
National
Preschool Curriculum
Respondents:
- A total of 890 respondents (444
MOE,
170
KEMAS,
174
PERPADUAN, 102 private).
- Respondents made up of teachers,
assistants and principles.
- Respondents came from various
localities covering all the zones in
Malaysia.
- 67.72% of the students in the
sample are from parents with
income below RM1,000 and
27
No. Research/Study
Acronym Overview of the research/study

24.44% of them are from parents
with income below RM2,000. The
GNP of Malaysia is
Implementation of National CDC

Study
- conducted by CDC in
2007/8
Instrument:
- Questionnaires
Areas of concern:
- Implementation
of
National
- Classroom teaching and learning
- Use of teaching and learning
material
Respondents:
- All preschool teachers from West
Malaysia, all states.
- Approx. 70% of preschool teachers
from East Malaysia
Methodology:
- Questionnaires (3700 respondents)
- Classroom
observations
(20
observations)
- Interview (20 interviews)
From the findings of the above studies, especially the EFA Goal 1 Study,
various issues of concern were discovered. Examples are the prevalence of notregistered private ECCE providers, integration and
coordination during
implementation of various policies. More in-depth data is deemed as necessary in
order to shed lights onto these issues. The following smaller scale studies as listed in
Table 5 were then conducted.
Table 5: Additional studies conducted to
supplement data obtained from research conducted in Table 4
No. Studies
1
Acronym
Participation
and Private
implementation of National preschool
Preschool Curriculum by Study
private preschools
28
Overview of the research/study

Respondents:
- Private preschools teachers and
operators
- Officers involved in ECCE
- Members of NGOs involved in
ECCE:
(a)Association
of
Kindergarten Malaysia (PTM),
(b)National Association of Early
Childhood Care and Education
No. Studies
Acronym

Malaysia, (c)Association of
Professional Early Childhood
Educators, (d)Association of
Registered Childcare Centers.
Areas of concern:
- Teaching
and
approaches
- Understanding
of
Preschool curriculum
- Issues
faced
by
preschools
learning
National
private
Methodology:
- Questionnaire (More than 100
questionnaires were sent out to
private preschools teachers and
operators, only 19 replied)
- Interviews
(4
preschools
teachers/operators)
- School visits (2 preschools)
- Focus groups discussions (3
discussion sessions: PTM 1,
ECCE 1, ECCE 2)
- Document analysis (Reports
from School Inspectorate and
Private School Division, MOE,
report on case study by Malaysia
Association of Professional Early
Childhood Education)
2
Participation of indigenous Indigenous Visits to three centers

children
in
MOE children
preschools
Study
Teaching and learning in Special

MOE Special Education Children
Preschool
Study
- Questionnaires were filled up by

teachers teaching in Special
Children Preschools
- conducted by Special
- Observations and interviews on 4
Education Preschool Unit
teachers conducted by Special
in collaboration with CDC
Education Preschool Unit officer
Coordination
and Integration Respondents:
integration in ECCE
Study
- Officers
from
various
departments
and
Ministries
- conducted by CDC
involved in ECCE
- NGOs involved in ECCE
29
No. Studies
Acronym

-
Private preschools operators
Methodology
- Focus group discussions (2
sessions: ECCE 1, ECCE 2)
- Interview ( 6 persons)
- Questionnaire ( 11 answered)
One KEMAS preschool was
visited
Visit to KEMAS preschool
- 2 KEMAS teachers and 1 district

supervisor were interviewed
Visit to
preschool
PERPADUAN
- One PERPADUAN preschool was

visited
Specific research questions as well as methodology for each of the categories

explored through this study are provided in this following section.
POLICY AREA 1: TO PROVIDE ECCE TO ALL CHILDREN

RELATED REGULATION/LAW:
o CONVENTION ON THE RIGHTS OF THE CHILD (CRC)
o CHILDREN ACT
2001 (Act 611) - RIGHT TO EDUCATION/
HEALTHCARE*
o NURSERY ACT 1984 (ACT 308)
Table 6: Research Questions and method to investigate Policy Area 1
Generic
Category
Access
Sub-category
Research Questions
Method
Level
of What is the Gross Enrolment Rate, Secondary
participation
GER for TASKA, 0-3 years old?
Statistics
collected from the
What is the GER for preschool, 4-6 relevant agencies.
years old?
Is the participation rate satisfactory?
Has it achieve the country target?
Interview relevant
offices/agencies.
If the GER is unsatisfactory, what is
the cause?
30
Generic
Category
Quality
Sub-category
Research Questions
Method
Equity
in
access
to
quality early
childhood
care
and
education
Who are the advantaged and the

disadvantaged and what are the
reasons for the gaps in their access to
ECCE?
Questionnaires
sent out to a
number of private
preschools
and
interviews.
Educators
What are the teachers and assistants Statistics

quality/qualification?
collected from the
relevant agencies
Physical
material
support
Are there any discrimination based on

race, sex, mental/physical condition,
language, geographical location?
and Is the physical infrastructure and EPRD

services adequate?
(which
approx.
What improvements are most urgently schools)
needed?
Are the teaching
materials adequate?
and
Study
covers
900
learning
What are the best practices for the

development and supply of quality
materials that can be scaled up?
Resource
Distribution
How is ECCE provision financed?
of
public
resources
Statistic collected
from
relevant
agencies.
POLICY 2: USING A STANDARDISED CURRICULUM

RELATED REGULATION/LAW:
o EDUCATION ACT 1996: All preschools must use the National Preschool
Curriculum
Generic
Category
Quality of
program
Objectives of Review
Method/Study
To assess how well the existing

policies are being implemented
EPRD Study.
CDC Study
To find out gaps of

implementation
Study/Report from the Private
31
Generic
Category
Objectives of Review
Method/Study
Education Department
Visit private kindergarten and
KEMAS and PERPADUAN
kindergarten:
- one private kindergarten in
town
- one private kindergarten in
rural
- one KEMAS kindergarten
- one PERPADUAN
kindergarten
ISSUE 3: INTEGRATION(possible gap)

Category
Governance
Sub-Category
Analysing existing
policies
Questions
Method
Document analysis.
Identifying gaps
within the policy
Identify gaps
between the
policies
Integration across
different sectors of
government within
similar Ministry
How are different sectors

coordinated for the
development and
implementation of ECCE
policy?
Interview officers
from the relevant
agencies.
Focus Group
Discussion.
What is the most feasible

and effective way of
mustering inter sectoral
coordination?
Integration across
different levels of
government within
similar Ministry
What are the respective

responsibilities of the
different levels of
government for ECCE?
Interviews
Integration across
different Ministries
How are different

Ministries coordinated
Interviews
32
Focus group
discussion
Category
Sub-Category
Questions
for the development and
implementation of ECCE
policy?
Method
Focus group
discussions.
What is the most feasible

and effective way of
mustering inter
Ministerial
coordination?
ISSUE 4: EFFECTIVENESS(possible gap)

Generic
Category
Effectiveness
Sub-Category
Questions
Method
Implementation
Is policy transformed into an

annual action plan/adopted?
What evidence exists that the
policies have been effective
implemented?
Interview officers
from the relevant
agencies.
Focus group
discussions.
What contradictions/
bottlenecks exist in
implementation at the
different levels?
Monitoring and
evaluation
What systems are in place

for monitoring and
evaluating policy
implementation and
effectiveness?
Interview officers
from the relevant
agencies.
Focus group
discussions.
What are the processes in

place to enable data to be
collected on policy and
implementation?
What mechanisms are in
place to ensure the collecting
and sharing of data relevant
to national needs?
33
Constraints and Lessons learned

ECCE in Malaysia as in many other countries are under the purview of many
Ministries, departments and agencies. Young children are always the utmost concern
of an increasingly affluent and informed society. Many national, regional or
international based NGOs are interested in issues related to ECCE. Obtaining data
from such a wide spectrum of society on a sensitive issue is a problem both
administratively and professionally. Each individual agency or department in safe
guarding its own interest are not willing to share all, no-barred information. Some
data obtained were deemed as sensitive for fear of misinterpretation by other
departments or other sectors of the society at large. A study of this scale would be
better conducted by an independent, neutral 3rd party such as a research center.
34
A)
EARLY CHILDHOOD CARE AND EDUCATION
6.0
EXPENDITURE ON ECCE
Fund allocated for early childhood education is given to three

Ministries/Department, namely Ministry of Education, Ministry of Rural and
Regional Development as well as the Department of National Integration and Unity.
Data obtained for this study is limited to Ministry of Education (MOE) only and does
not reflect total expenditure of the nation. Table 10 provides information on the
amount as well as % of MOE allocation as compared to the total expenditure on
education.
Table 10: Percentage Expenditure Spent on ECCE by the MOE
Public Expenditure on
Education
14,079,737,820
18,601,959,600
20,719,036,710
26,194,824,940
23,937,604,060
16,719,469,500
2000
2001
2002
2003
2004
2005
Public Expenditure of ECCE

25,080,900
27,794,000
37,750,000
46,491,000
176,477,000
178,061,100
% Expenditure spent on
ECCE
0.18%
0.15%
0.18%
0.18%
0.74%
1.06%
Source: Finance Division, MOE
Public Expenditure on ECCE

200,000,000
1.20%
180,000,000
1.00%
160,000,000
140,000,000
0.80%
RM
120,000,000
100,000,000
0.60%
80,000,000
0.40%
60,000,000
40,000,000
0.20%
20,000,000
0
0.00%
2000
2001
2002
2003
2004
2005
year
Public Expenditure of ECCE
% Expenditure spent on ECCE
Diagram 3: MOE Expenditure on ECCE

Figure from Table 10 and Diagram 3 indicates that percentage and amount of
public expenditure (MOE) on ECCE is increasing year by year. Malaysian
government is beginning to focus more on ECCE program. From 2003 to 2004, there
is an increase of 0.56%, the biggest so far. However, having only 1.06% of the total
expenditure on education for ECCE (2005) is not something very encouraging.
35
Compare to 41.60% of total public expenditure on education spent on primary

education and 37.07% spent on secondary education. There is a need for higher
allocation for ECCE.
Table 11: Estimated recurrent expenditure for
MOE preschool, primary and secondary education
Level of education
2005
Preschool
178,061,000 (1.31%)
Primary
5,674,836,800 (41.60%)
Secondary
5,057,590,900 (37.07%)
Fully Residential School 216,535,700 (1.59%)
Education (Secondary)
(source: Statistics, EPRD MOE)
2006
173,528,500 (1.22%)
6,060,289,900 (42.66%)
5,421,272,800 (38.16%)
262,630,900 (1.85%)
Expenditure for early childhood care for the age group of 0 to 4 is borne by the
Ministry of Woman, Family and Community Development. There is no information
on the expenditure. Expenditure for healthcare is borne by the Ministry of Health
(MOH). However, allocation of children health under MOH is for 0 12 years old.
There is no specific breakup data for 0 6 years old.
36
7.0
ACCESSIBILITY OF ECCE
Policies on ECCE stated clearly the aim and responsibility of the government
with regard to providing or monitoring the accessibility of ECCE. This section will
discuss accessibility of ECCE under the categories of ECCE for the 0 4 years old
and 4-6 years old.
7.1
EARLY CHILDHOOD CARE AND DEVELOPMENT FOR THE 0 4

YEARS OLD
Types of Childcare Center

There are various kinds of childcare centers in Malaysia, these centers are generally
named as TASKA. Categories of childcare centers found in Malaysia are as below:
Government own childcare center (TASKA dalam komuniti)(since 2006)
Workplace childcare center
Institutional childcare center
Plantation childcare center
Home based childcare center
Legally all childcare centers need to be registered with the Ministry of Woman,
Family and Community Development.
The government did not set any specific targets with regards to the number or
percentage of TASKA to be built in any specific time frame. TASKA are mainly
built and run by private or non-profit organizations. Currently the government merely
sets up the registration and monitoring mechanism pertaining to the development of
TASKA. However, from 2007, the government is beginning to set up some TASKA
through the PERMATA projects.
National Participation/Enrolment
Gross Enrolment Ratio, GER for 2005 indicates that only 1.82 % of total
population of the age group of 0-4 years old is attending TASKA. This is not a very
realistic figure and is believed that it does not reflect the actual situation in the
country. Reports shown that many of the childcare centers are not registered As of
Feb 2007, only 1,831 childcare centers are registered handling a total of 34,100
children (Minister of Womans opening address for the Early Childcare and Preschool
Education Conference held on 14-15 Mac, 2007). In reality as one walks around the
town one can observe many buildings or houses being used as TASKA, there are also
many home based childcare where there are less than 10 children ( the law states that
if there is less than 10 children, the premise need not be registered).
Participation by sex
Participation by gender is a global issue to be addressed. Generally the female
is the disadvantages group. However, Gender Parity Index, GPI in Malaysia is
showing an opposite trend of positively biased to the female. In another word, more
female than male has accessibility to ECCE. GPI for ECCE 0 4 years old in 2005 is
1.282.
37
7.2
ACCESSIBILITY
TO
EARLY
(PRESCHOOL), 4-6 YEARS OLD
CHILDHOOD
EDUCATION
National Enrolment
Early childhood education in Malaysia for the age group of 4-6 is offered by
both the public sector as well as the private sector. Public sectors involved are the
Ministry of Education (MOE), Ministry of Rural and Regional Development
(MORRD), and the Department of National Integrity and Unity (DNID). Other than
these, early childhood education is also provided by religious bodies such as the
ABIM (Angkatan Belia Islam Malaysia) and the State Religious Department. Early
childhood education for this age group (4-6 years old) is generally known as the
preschool education.
Table 12 provides information on the progress from 2000 to 2005 in terms of
Gross Enrolment Ratio, GER and Gender Parity Index, GPI. The calculation of GER
is based on enrolment of public preschools offered by MOE, MORRD, DNID, and
state religious department as well as registered privately run preschool. GER is
calculated using enrolment divided by actual population of the particular age group,
the actual population is obtained from the national census conducted by the National
Registration Department.
Table 12: Gross Enrolment Ratio and GPI.
Progress between 2000 to 2005 (National Level)
2000
2001
2002
2003
2004
2005
Source:
GER for ECCE

GPI for
GER
Male
Female
Total
0.949
49.61%
47.07%
48.38%
1.085
50.81%
55.12%
52.89%
0.949
54.79%
51.98%
53.43%
1.149
55.00%
63.17%
58.95%
1.178
59.66%
70.30%
64.77%
1.028
66.48%
68.35%
67.38%
MOE, JPS KPM, KEMAS, PERPADUAN, ABIM, JAIN
GER fo ECCE
70.00%
60.00%
50.00%
40.00%
Male
30.00%
Female
20.00%
10.00%
0.00%
2000
2001
2002
2003
2004
2005
YEAR
Diagram 4: GER and GPI for Preschool Education in Malaysia (old data, change)
38
Data from Table 12 and Diagram 4 shows that there is a steady increase of
GER in the past six years. The increase in enrolment was the highest in 2003 (55.07%
compared to the previous year) whereas from 2005 to 2006 the increase is only 9.54%
(EPRDs Study, 2008). Table 8 also shows that as of 2005 there is only a 67.38%
participation of children in preschool education. It needs to be noted that there is a
sizable population of students in private preschools which are not registered with the
Department of Private Education, Ministry of Education. In a recent random survey
by the Department of Private Education, a high percentage of private preschools are
not registered. The Department of Private Education is currently doing a promotion to
get these private preschools registered.
Enrolment in Private Preschools
Table 13 provides information on enrolment of students in the private
preschools. In the year 2005, 43% of the children who participate in preschools are
from these privately run preschools. There is a decline in enrolment of students in the
private preschools in the past few years. The sharpest decline occurred in 2003 which
coincided with the year MOE began setting up its preschools in a big scale. This
shows that preschool offered by MOE could attract a sizable population, perhaps
since it is non paying and since it is part of the formal school system. Children from
MOE preschools could continue with Primary Education in the same school.
Information on private preschools at each state is given in Table 14.
Table 13: % of Students Enrolled in Private Preschool
2000
2001
2002
2003
2004
2005
Source:
% Enrolled in Private
Centers
60%
66%
67%
39%
43%
43%
JPS, MOE
Private preschools are more prevalent in certain states. Table 14 provides the average
percentage of students enrolled in private schools from the year 2003 to 2005. The
states where private preschools are more prevalent are Labuan(70%), Johor(69%),
Selangor(68%), Sarawak(68%), Negeri Sembilan (67%), Kuala Lumpur(66%), and
Perak (66%). Besides Labuan which is a very small territory, the other states are from
the more populous state on the west coast. States recorded lower private preschools
enrolment are Kelantan (53%), Terengganu (55%), two east coast states. It is difficult
to gauge the effect of such segregation. There is no standard instrument used to
measure the effectiveness of preschool education offered by the government and those
offered by the private sectors. Government preschools from whichever agencies or
ministries receive regular funding and assistance from the central government in
terms of infrastructure, teacher training, teachers salary and equipment. The quality of
private preschools differs across the country and there is no specific studies conducted
on this matter yet. However, it need to be noted that all preschools regardless of
private or public need to use the National Preschool Curriculum.
39
Table 14: Average % of Students Enrolled

In Private Preschools from 2003 to 2005
State
Average % of students
enrolled in private
preschools from 2003 to
2005
41
53
55
57
57
61
64
65
65
66
66
67
68
68
69
70
NATIONAL
KELANTAN
TERENGGANU
PAHANG
PERLIS
KEDAH
MELAKA
PULAU PINANG
SABAH
PERAK
WP KUALA LUMPUR
NEGERI SEMBILAN
SARAWAK
SELANGOR
JOHOR
LABUAN
National Enrolment by State

Table 15 shows the distribution of the ECCE national enrolment for the age of
4 6 according to the states. GER enrolment for the year 2005 indicates how far away
the state is in terms of providing ECCE preschool education to all children of the age
group. States like Terengganu (82.67%), Negeri Sembilan (77.71%) are doing well
and are far ahead of states like Kuala Lumpur (37.41%), Labuan (39.47%) and
Kelantan (41.85%). It is interesting to note that Kuala Lumpur as the capital of the
country recorded such low GER, the only probable answer is that there are lots of
unregistered private preschools in Kuala Lumpur and they are not captured in this
national enrolment data. Kelantan being a state with many religious schools might be
seeing a lot of its children enrolled in privately run religious schools which is not
recorded in the national data as well.
Table 15 too provides information on the average national enrolment 2000
2005 and how these states contribute to the percentage of total ECCE enrolment for 4
6 years old for the country. This data provides a realistic picture of the country.
Johor state and Selangor state though not too high on their respective 2005 GER have
more students compared to Negeri Sembilan and Terengganu. This is because Johor is
a big state in terms of area and Selangor is a populous state. Perlis is a small state and
contributes only to 1.24 % of the total enrolment of the country though its GER is
quite high at 66.80%.
40
Table 15: ECCE National Enrolment and GER for 4 6 Years Old by State
GER for 4-6 Years
Old ECCE
Enrolment 2005
Average
Enrolment
2000 2005
NATIONAL
67.38%
659,848
WP KUALA LUMPUR
37.41%
29,683
LABUAN
39.47%
1,592
KELANTAN
41.85%
40,804
SARAWAK
47.16%
63,338
SABAH
51.55%
56,627
KEDAH
54.20%
49,622
MELAKA
55.36%
22,247
PULAU PINANG
57.08%
36,526
SELANGOR
57.63%
88,779
PERAK
59.24%
52,533
PERLIS
66.80%
8,158
PAHANG
67.91%
41,301
JOHOR
70.33%
101,044
NEGERI SEMBILAN
77.71%
31.526
TERENGGANU
82.67%
36,378
% of Average
Enrolment by
State
4.49
2.41
6.18
9.59
8.58
7.52
3.37
5.54
13.45
7.96
1.24
6.26
15.31
4.78
5.51
100
Average ECCE Enrolment By State

120,000
80,000
60,000
40,000
20,000
LI
S
M
KU
EL
AL
AK
N
A
A
EG
LU
ER
M
P
IS
UR
EM
PU
BI
LA
LA
U
N
PI
TE
NA
R
N
EN
G
G
G
AN
KE
U
LA
NT
AN
PA
H
AN
G
KE
D
AH
PE
R
AK
SA
BA
SA
H
R
AW
SE
AK
LA
NG
O
R
JO
H
O
R
W
P
PE
R
BU
AN
0
LA
Enrolment
100,000
State
Diagram 5: Average ECCE Enrolment 4-6 years old by State
41
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Series1
LA
KE B U
LA AN
SA NT
R AN
AW
SA A K
BA
KE H
PU M DA
LA E L H
U AK
P
SE IN A
LA AN
N G
G
PE OR
N
AT RA
IO K
N
PE AL
PA RL
N
H IS
EG
A
ER J NG
I O
T E S E HO
R MB R
EN I
G LA
G N
A
N
U
GER
GER 2005 per State
State
Diagram 6: GER for 4 6 years old by State

Primary 1 Student with ECCE Experience
Diagram 7 captured the statistic of actual students in Year 1 Primary School
who have ECCE experience (data collected by CDC, 2007). Out of a total of 340,823
Primary 1 students from 10 states, only 5.3% do not have ECCE experience. This
coincide with EPRD Study 1 where out of a (Wan). The discrepancy between this
data and data from Table 12 which indicate that in 2005, only 67.38% of 4-6 years old
children were in preschools might be due to the prevalence of unregistered private
preschools.
% Primary One Students with ECCE Experience 2007
5%
2%
5%
23%
MOE
KEMAS
PERPADUAN
PRIVATE
28%
RELIGIOUS AGENCIES
OTHERS
7%
30%
WITHOUT PRESCHOOLS
Diagram 7: % of New Entrant to Primary 1 with ECCE Experience
42
National Enrolment by locality: urban and rural

The aim of MOE and KEMAS setting up preschools are especially to provide for the
children at the rural area. MOE has set a target of 80% rural and 20% urban
preschool. However this target has not been met yet as shown in Table 16. Table 17
indicated that majority of public preschools are in the rural areas. CDC study(refer to
Table 4 pg 28) revealed that 69.1% of the preschools are situated in rural or interior,
9.7% in suburban dan 21.2% in urban. In actual situation, number of preschools in
rural and interior would be more than this as CDC study though captured all of
peninsular Malaysia preschools only covered a portion of the East Malaysia. East
Malaysia has many rural and interior preschools.
Table 16: Number of MOE preschools by urban and rural (2005)
Urban
Rural
% Rural
preschools
Schools
1055
2232
67.9%
Classes
1399
2605
65.06%
Enrolment
31970
61406
52.06%
Table 17: Number of public preschool classes by different providers and locality
(Enrolment in bracket)
ECCE
Urban
Rural
Pinggir Orang Estate
Special
Total
Provider
bandar
Asli
Education
MOE
1399
2605
49
49
4569
(31970) (61406)
Kemas
1333
4317
1181
201
54
0
7086
(43814) (82489) (29,576) (4383) (1480)
Perpaduan
TOTAL
Participation by Sex
GPI for the 4-6 years old is more biased towards female. This shows that in
Malaysia, the girls has equal opportunity to schooling in the preschool level. In fact
more girls seems to be in preschool than boys. The EPRDs study indicated the most
common sexual combination of preschool classes is 49.72% male and 48.38% female.
Table 18: GER for ECCE 4 6 Years Old by Sex
Progress between 2000 to 2005 (National Level) 4-6
GER for ECCE
2000
2001
2002
2003
2004
2005
Source:
GPI for
GER
Male
Female
Total
0.950
47.38%
45.02%
46.24%
1.079
47.91%
51.70%
49.75%
0.945
50.63%
47.86%
49.29%
1.137
49.35%
56.13%
52.64%
1.149
52.52%
60.36%
56.33%
1.006
59.38%
59.75%
59.56%
MOE, JPS KPM, KEMAS, PERPADUAN, ABIM, JAIN
43
7.3
PARTICIPATION OF THE PRIVATE SECTORS IN ECCE
Private sector is one of the key players of ECCE in Malaysia. These private
sectors ranges from individual, company and association. Amongst these, individual
is the main provider. Individually owned preschools do not usually have many
classes, they are rather small in terms of physical areas or number of children.
Private preschools (4-6 years old) or TASKA (0-4 years old) are conducted
either in residential area, offices, places of worship or purpose-built premises. Data
displayed in previous section indicated there are many unregistered preschools. The
question is why are the private ECCE providers reluctant to register their centres? To
obtain some insight into the reason why many preschools and TASKA are not
registered, the following sessions were conducted:
Focus groups discussions: ECCE 1 and ECCE 2
Question and answer session during Child-centered learning seminar
organized by the Association of Preschools Malaysia on 1 July, 2007 (PTM
Seminar, 2007)
Interview with Sarah, an retired staff of the Social Welfare Department (Sarah)
Interview Patricia, Jenny, Minah, Shelly four private preschool operator
(Patricia, Jenny, Minah, Shelly)
Questionnaire received through Private Preschool Study
Long delay was reported in the application for registration of ECCE centers.
Complicated procedures and requirements, red-tape, enforcement officers not helpful
and not keeping up to their appointments as well as too much paper work even for
yearly renewal deter the private ECCE providers from registering their centres (ECCE
1, ECCE 2). To register TASKA or preschools, one need to get approval from four
different agencies which are the Fire Department, Social Welfare Department, Health
and the Local Authority. Approval from some departments are slower than others due
to under-staff, and low priority (Sarah).
Respondents revealed the incident of how after rectifying one mistake in the
application form, the whole application form would go right under the pile again and
the waiting game continues. Respondents also commented that there are cases where
application would only be answered by the authority after one to two years. With this
long delay due to bureaucratic red tape, applicants faced the following problem:
Procedure required that applicants must show proof of
location and availability of premises (building). It is
expensive to rent the building while waiting for the
applications to be approved, this could take years or at
the end of it not being approved at all. Some of us break
the
law
and
go
ahead
without
permit
(Questionnaire: Catherine)
Until 2006, the Social Welfare Department which is responsible for the
registration of TASKA and preschools do not have enforcement power. However a
lot of this is changing in the year 2007 where there are amendment of laws, provision
of more man power and vigorous campaign to register ECCE providers. One stop
centers are being formed too so that ECCE providers need only to go to one location
44
to get everything approved. Prior to that they need to run to different offices located
in different part of the town. Sarah was quick to point out too that the private ECCE
provides too need to bear the responsibilities as some of them could not be bothered
with laws and regulation and believe that the enforcement is so poor that they would
not be affected even though they do not registered.
Some ECCE providers in the village (kampong) land face a barrier as some of
the land do not have land title to support the application. ECCE providers in housing
areas have also a hurdle to overcome, that is to obtain consent from ten neighbours to
open their centers. Different local authorities charge different rate and have different
requirements. In some areas, charges is made on conversion into business paremises
and some charges per sq ft (ECCE 2).
The 2006 Private Preschools Inspection conducted by the Private Education
Department, MOE found that private kindergartens who have valid documents for
their operation could produce the compulsory documents of company registration
documents, declaration of temporary registration, declaration of private registration,
teaching permits, local board trade license, head teacher appointment letter, approved
renewal, declaration of registered establishment, validation or checked by fire brigade,
institution brochures and amended registration declarations. However there are some
private kindergartens operating without some of these documents. Some private
preschools are registered under learning centers, franscised centers and not
preschools/kindergarten. These private preschools register themselves in the Ministry
of Entrepreneurship, thus they are not subjected to the regulations under the
Education Act 1996.
7.4
ACCESSIBILITY TO ECCE: CONCLUSION
Data indicated that majority of Malaysian children have no problem of

accessibility to ECCE. There are many ECCE providers around. The issue at hand is
the non-registration of these ECCE centres.
45
EQUITY EARLY CHILDHOOD EDUCATION

THE DISADVANTAGED GROUP
8.0
FOR
Children Act 2001 (Act 611) provides that every child is entitled to protection
and assistance in all circumstances without regard to distinction of any kind, such as
race, colour, sex, language, religion, social origin, physical disability, mental
disability or emotional disability or any other status. As stipulated in the Act, all
children are entitled to their rights in quality education, care and protection. Issues of
accessibility and equity surfaced as we analysed national data and its aggregation. As
policies are being implemented, various disadvantaged group could be identified. The
following sections discussed on steps and programmes taken to address the issues of
equity for these groups of people. From this data obtained, we can then gauge the
effectiveness of the Children Act 2001 with specific reference to the disadvantaged
children.
8.1
CHILDREN WITH DISABILITIES
Early childhood education for the special children is offered by two ministries
that is Ministry of Education and Ministry of Woman, Family and Community
Development. Policies related to the provision of education for the special children is
enacted in the Education Act 1996 (Special Education Regulation -1997).
Education for special need children who are having mono disability, such as
children with hearing impairment, visual impairment and learning disability, are under
the care of Ministry of Education whereas those with multiple disabilities are taken
care by Ministry of Woman, Family and Community Development. Children who are
physically handicapped but their cognitive is at par as normal children are in
mainstream program, together with normal children. Besides these two ministries,
early childhood education for special children is also under the non-government
organizations and association such as Down Syndrome Association, National Autistic
Society of Malaysia, Spastic Centre and many more.
The Education Ministry of Malaysia provides special schools for children with
disabilities. As for 2006, Malaysia has set up 28 preschool classes in special school
and 72 classes in integration program. The classes in special school cater for the
children with hearing impairment and visual impairment whereas the classes in
integration program cater for the children with learning disabilities, LD.
Table 19: Number of MOE Special Education
Preschool Program Set up in the Particular Year
Year
Total number
of programme
Enrolment
2003
2004
2005
2006
TOTAL
3*(inclusive)
28(special
school)
32(LD)
12(LD)
72
15
127
299
363
804
*this inclusive programme ended in 2005 when the preschool for integration programme started.
LD: Learning Disability
46
Basically, the goal of special education preschool programme which was set
up within the integration mode is to enhance the integration between the special need
children and the normal children. Students in these schools have to share the area for
outdoor play and this is the time where they can play together. The teacher must be
conscientious and dedicated to support disabled children and to provide early
childhood intervention to ensure special children having the chance to achieve their
maximum potential, their future will be much brighter and more promising.
Table 20: Enrolment of Special Needs Children in Preschool Special Education
Programme under MOE based on Category
Year/
Age
2000
2001
2002
2003
2004
2005
2006
Total
Hearing Impaired
4
5
6
yr yr
Yr
Total
0
0
0
0
49
2
10
37
56
1
22
33
41
3
6
32
101
8
15
78
127
3
48
76
4
18
122 144
21 119 378 518
Visually Impaired
4
5
6
yr yr yr Total
5
1
2
2
8
1
2
5
8
0
3
5
1
3
12 16
1
5
10 16
0
4
15 19
0
3
13 16
4
22 62 88
Learning Disability
4
5
6
yr yr yr
Total
0
0
0
0
3
0
0
3
0
0
0
0
15
0
5
10
31
0
9
22
0
33 101 134
2
26 170 198
2
73 306 381
The enrolment of hearing impaired children increased sharply in 2004 when

MOE officially set up a proper preschool program for the special children. Even
though the program for visually impaired was also set up in 2004, there was not
much difference in the number of children who joined the program. It might be
because of location factor and parents who are not willing to let their children stay in
the hostel. As for learning disability children, the enrolment increased in 2005 when
the 32 preschool Learning Disability, LD programs were set up throughout Malaysia.
The number of students are increasing and this shows that the parents are aware about
the service provided and they really seek for it. In the Ninth Malaysia Plan, 100
preschool program for special need children will be set up.
8.2
INDIGENOUS CHILDREN
Indigenous children in Malaysia is categorised into two major groups, one group
in the peninsular of Malaysia (West Malaysia) and the other in East Malaysia (the
states of Sabah and Sarawak). East Malaysia is separated from West Malaysia by the
South China Sea. In fact, indigenous people form the major population of East
Malaysia, they are made up of the ethnic groups of Iban, Dayak, Kadazan, Penan,
Bidayuh etc. Though many of these indigenous people are already living in towns
and cities, there are still many who are leading a more nomadic life in the interior of
Sabah and Sarawak.
Indigenous people in peninsular of Malaysia is known as the orang asli. Many
of them still stay in remote and interior areas of Malaysia. Generally the orang asli
has their ways of life and are reluctant to leave their home in remote area. Many of
47
their children either do not go to school or dropped out from school during their
primary school years.
Childcare Centre Programme (0-4 years old) for the Orang Asli
In Malaysia, children are generally placed in childcare centers because both
parents are working and they have no one to care for their children at home. Rarely
are children looked after by childcare providers if there are maids or family members
to care for the children. This practice of placing children in childcare is not
widespread among orang asli communities in Peninsular Malaysia because most of
the mothers do not work outside their homes. Nonetheless, childcare facilities are
provided by Department of Community Development, KEMAS for orang asli parents
who need the facilities beginning from 2005 as shown in Table 21.
The Department of Orang Asli Affairs (JHEOA) was of the opinion though the
mothers of orang asli children in remote areas are not working outside their homes
and do not need alternative care, these children need enrichment to enable them to
develop, especially intellectually. Furthermore, mothers need knowledge to give
proper care to their children. A program called Penggerak Wanita which can be
literally translated as the woman mover was specifically developed for this purpose.
The objective of this programme is to give awareness to mothers in indigenous
community the importance of education; cultivate a reading habit and a love for
knowledge among children; and organize and conduct co-curricular activities which
involves the children and their parents. As of 2006, JHEOA has established 28
Penggerak Wanita centers as shown in Table 21. The centers employ 108 caregivers and consists of 529 children, aged from 2 to 4. These care-givers are the
mothers themselves and they are paid a minimum wage.
Table 21: Number of Orang Asli in Childcare Centers
Chi No. of children
in childcare
centers
Year
operated by
KEMAS
2000
2001
2002
2003
2004
2005
2006
None
None
None
None
None
226
317
Childcare Centers Operated by

JHEOA/Penggerak Wanita
No. of
Total No. of
No of
centers
centers
Indigenous
opened in
children in
year
Childcare
Centre
6
4
4
4
2
4
4
6
10
14
18
20
24
28
80
190
262
320
380
432
529
Total No.
of Indigenous
Children in
Childcare
Centre
80
190
262
320
380
658
846
The total population of orang asli children of ages 0-7 years is approximately 7190 in
the year 2007. Since there is no specific data on the population of 0-4 years old, the
percentage of orang asli children in childcare center could not be calculated.
48
Preschool Education (4-6 years old)

To ensure socio-economically deprived children, especially indigenous
children are not further disadvantaged, the Department of Community Development
(KEMAS) in Peninsular Malaysia, set up kindergartens to cater to the needs of the
orang asli children in the peninsular Malaysia since 1992.
Indigenous children in Sabah and Sarawak attend preschools which are
operated by the Ministry of Education, KEMAS, PERPADUAN and private
kindergartens. There are no preschools solely or exclusively for indigenous children
in Sabah and Sarawak, unlike those in Peninsular Malaysia (the orang asli preschools
by KEMAS). In areas, especially in remote areas that do not have preschools, NGOs
such as PACOS or local communities provide some form of preschool education to
help children acquire language skill as well as develop motor and social skills.
Table 22 shows the number of indigenous children of 4-6 years attending
preschool from 2000 to 2006. The data in Table 22 shows a sudden increase in
childrens enrolment in preschool in 2003. This jump in the number of indigenous
children attending preschool is due to the policy of the Ministry of Education to build
more preschools in Sabah and Sarawak in 2003 and in 2004 the number of preschools
in Sabah and Sarawak was increased by 151 and 152 respectively. There is another
jump in enrolment in 2006, particularly in Sarawak and this is due to the increase in
preschools in Sarawak by 235 classes and in Sabah by 59. The increase in indigenous
children attending preschools operated by KEMAS shows a steady yearly increase too.
However, due to lack of population data, gross enrolment rate, GER of the indigenous
children couldnt be calculated, thus, it could not be ascertained the percentage of
indigenous children obtained preschool education.
Table 22: Number of Indigenous Children Attending Preschools by

The Different Agency and Year
Year
2000
2001
2002
2003
2004
2005
2006
Note
KEMAS =
No. of Indigenous
Children in
KEMAS
preschools (for
orang asli in
peninsular
Malaysia)
No. of Indigenous
Children in
Preschool operated
by MOE in Sabah
No. of Indigenous
Children in Preschools operated by
MOE in Sarawak
Male
Female
Male
Female
Male
Female
1896
1939
2027
2078
2097
2135
2408
1907
1887
2015
2135
2236
2188
2498
1668
1691
1766
3590
4061
4806
5306
1615
1549
1626
3434
3952
4773
5238
1837
1862
2073
3762
4253
4822
7274
1802
1836
1847
3416
3868
4683
6999
Grand Total
Number of
Indigenous Children
in Preschool
Male
Female
5401
5492
5866
9430
10411
11763
14988
5324
5272
5488
8985
10056
11644
14735
Department of Community Development in the Ministry of Rural and Regional

Development, Malaysia.
49
In Peninsular Malaysia, the vast majority of the indigenous children attend preschools
conducted by KEMAS.
MOE
=
Ministry of Education, Malaysia. The majority of the children in Sabah and Sarawak
are indigenous children and they attend the national preschools conducted the by
Ministry of Education, Malaysia.
Can we find out population of orang asli or the indigenous people from DOS?
In the state of Sabah, PACOS TRUST or PACOS, a community-based

organization has been actively involved in improving the quality of life of the
indigenous communities since 1987. PACOS supports community organizations in
12 districts involving 25 geographical areas. One of PACOSs program is
Community Preschools. Currently it has 17 ECCE centres in the interior of Sabah
involving 2020 children and 71 teachers and caregivers. PACOS ECCE Centers are
in the process of registering formally as preschools although they have been providing
early childhood education services since 1993.
PACOS liased with the Association of Kindergarten of Sabah to provide basic
training to PACOS preschool teachers on a yearly basis so that they can undertake the
running of the community pre-schools well. PACOS preschools are mostly built
through sponsorship from international bodies such as RALLY with joint effort of the
local community. Children gone through PACOS preschool program was found to
have better achievement at the primary school level compared to those who do not
attend the program. The program has also resulted in a revival among parents and
local communities on the importance of community health, child care and education.
Besides PACOS, there are other NGOs who provides ECCE to the indigenous
children of Malaysia. Eleven of these NGOs (8 in Sarawak, 3 in Peninsular Malaysia)
work closely with PACOS. PACOS being the pioneer provides advice and training for
the management and running of these NGOs centers.
A team from the Curriculum Development Center, Minsitry of Education has
visited the indigenous primary schools for a curriculum project in the year of 2007,
one of the member of the team is a preschool officer. As part of the data collection for
the ECCE Policy Review she visited the preschool classes in these schools. The boxes
below are excerpts providing glimpses of life and difficulties faced by the indigenous
children and their teachers. A box of glimpses of a KEMAS preschool as reported by
an UNICEF officer is also provided below.
50
Jimmy, a five years old Penan boy from Sarawak wakes up in the morning and
happily walks with his mother to go to his preschool class in SK Kapok, Miri - a
national primary school with a population of slightly over 100. The school caters for
those from age 5+ to 13, from preschool to grade 6. Jimmys class has 25 children,
more children than each of the other grades ( 1 6) which has less than 20 in each
class. All the children from grade 1 to grade 6 are staying in the school hostels.
Jimmys parents could send him to preschool because the school is near their home,
There are many other Penan families who stay far away do not have these opportunity
because they need to take a few hours to brave the rough terrain to come to the
preschools. They would love to have their children in the hostel, however, regulations
state that those in preschool cannot stay in hostel, furthermore the Ministry of
Education thinks that Jimmy is too young to stay in hostel. There are efforts now to
loosen this regulation to allow accessibility of preschool education for more
indigenous children like Jimmy. Jimmy has a sweet smiling teacher who stays in the
school, she comes from another community and for her to reach the school, she has to
endure 5 to 6 hours of rough red granite road, and only the good old truck can bring
her there. SK Kapok is lucky, they have electricity using generator and water supply.
There is a large community of Penan around the school, there are some schools with
only two students. SK Kapok is among many schools open by the government of
Malaysia to bring the indigenous people to the mainstream, equipping them with
proper education so that they could advance to higher education. .
(as told by Zaitoon, MOE,2007)
51
Cikgu Haslinda teaches preschool class in SK Tanah Abang, Mersing. She hails from
the the state of Johor at the South of peninsular Malaysia. The school is
approximately 100 km from the small town of Mersing at the South-east of peninsular
Malaysia. She has been teaching in this school for 3 years. Her students are 100%
orang asli. Though some parents works in the plantation, many still depends on the
jungle for their livelihood, a life style pass down from generations which they find
difficult to give up. The government has helped set up a kampong for them with water
and electricity supply as well as good roads. The parents are mainly illiterate.
However more of them are realizing the importance of education for their kids now
compare to 10 years ago. Aminah looks forward to seeing her students every day, they
are an enthutiastic lot and takes great delight in things in the nature. Cikgu Aminahs
class attendance is good, most of her students come to school daily, but the other
classes in this school are not so lucky, many do not come to school regularly, some
children would follow their parents to the jungle for 2 to 3 months. Though some
parents feel that while they go to the jungle, their children should not miss their class,
so they are left behind, but there are still many who thinks that they need to bring
their children along to the jungle otherwise who is going to care for them. Generally
orang asli do not like formal kind of teaching and learning, the preschool curriculum
attracts them due to the thematic approach and non-formal atmosphere in the
classroom, students have more freedom to move about in the classroom. In order to
attract them to school the Ministry of Education has formulated an adjusted
curriculum for the lower primary orang asli school. The curriculum taps on the
methodology used in preschools where modules are used and parents are invited to
school to participate. Food is provided during this activities and food such as flour
and bread are distributed to these children and parents after the activities. Since
parents say that one day without work means one day without food supply. With the
modules more orang asli are coming to schools.
(as told by Zaitoon, MOE, 2007)
Simah Asir holds a job that many of her neighbours feel is unnecessary. She is a
preschool teacher in a small village two hours by jeep from the nearest sizeable town,
at the end of a rugged road snaking through rubber and palm oil plantations. On this
day, she is teaching her impatient students to tear and fold plant leaves into shapes of
animals. Simah works slowly around the circle, helping each child work on his or her
design. They may not know it, but the children are getting something most of their
parents never had; a formal education. The students are mostly from the Temiar ethnic
group, one of 18 groups in Malaysia called Orang Asli, or original people.
Generally,indigenous parents are still not very interested in education, said Simah.
They see this preschool as a place to send their children to play and eat. But when
they see people from outside the community showing interest in their children, they
grow more conscious of the need for education. But its hard. We need to this
regularly.
(written by Steve Nettleton, UNICEF Malaysia, 2007)
52
UNICEF is currently working with KEMAS on cepatbaca program for the KEMAS
orang asli preschools. The orang asli preschool teachers were being trained on how to
use a set of printed reading material to enhance the literacy skills of the orang asli
children. Workshops were being organised for the orang asli communities, stressing
the importance of boosting early childhood development and offering tips on learning
activities, nutrition and child psychology. This effort is in line with Malaysias
national plan to reduce disparities between rural and urban areas, and between less
developed and more developed regions. For UNICEF and KEMAS, it is also a matter
of planting skills for a new generation of Orang Asli, so that they can craft their own
choices for the future (Nettleton, S, UNICEF Malaysia, 2007)
8.3
REFUGEE CHILDREN
Malaysia has not acceded to the Convention of Refugees and has also reserved
Article 28 of the Convention of the Rights of the Child. Hence Malaysia is not obliged
to provide for the education of children of refugees. In view of this, education of
refugee children is left to United Nation High Commission on Refugee (UNHCR).
Currently NGOs are running informal education classes for some refugee children.
Some refugee communities have taken the initiatives to establish community-based
schooling for their children.
The number of refugee children is quite substantial as shown in Table 23. The
Human Rights Commission of Malaysia (SUHAKAM) has begun towards the end of
2006 sourcing for information on refugee children, children of asylum seekers,
undocumented children and indigenous children who are not school-going age and are
not in school. This information is to enable SUHAKAM to plan its programme for
promoting the right to education of the disadvantaged children.
Table 23: Number of Refugee Children of Preschool Age (4-6 years) according to
UNHCRs record
Nationality
Male
Female
Total
Muslim from Myanmar

(including Rohingya)
Other Ethinc Minorities from
Myanmar
Acehnese
Other Nationalities
Total
456
440
896
148
161
309
307
42
953
266
40
909
575
82
1862
UNHCR has increased its efforts to implement more activities in the area of education
including literacy programmes. As of 2006, Malaysia has 1862 refugee children aged
4 6 years as recorded by UNHCR.
Issues of refugee is complicated and controversial. The general feeling is that
based on humanitarian ground, help should be given. However, the government and
the public is also weary that as more program are formulated for the refugee, would it
cause an influx of refugee and created financial burden to the country, this then is also
detrimental to the established social structure of the country. It might be the right of
the refugee for care and education, but it is also the right of the citizens of Malaysia to
53
obtain the best care and education which might be in jeopardy if too much of
resources is allocated for the refugee.
8.4
CHILDREN OF INMATE
Female inmates in the Malaysian Prisons are given the option of caring for
their infant children till the age of 4 years. The Prison Department of Malaysia
provides childcare for these children.
The mothers are educated on childcare skills, the importance of breastfeeding
and hygiene. At the same time, the children are provided with milk, baby food,
medical treatments, baby and infant clothes, and other basic needs. The Prison
Department is also working closely with several NGOs to provide sensory activities
for children aged 3 and below. Sensory Activities are conducted on a weekly basis
in Kajang Women Prison.
As of 2006, the Prison Departments have set up childcare centers in prisons
totalling to 10 childcare centers throughout Malaysia. These childcare centers caters
to 27 children aged 0 4 years
Table 24: Number of Children of Inmate
8.5
Year
Number of children (0-4 years old)
2000
2001
2002
2003
2004
2005
54
67
60
101
67
69
Conclusion
Equity in accessibility to ECCE facilities is still an on-going concern in

Malaysia especially for groups such as the indigenous people and special children.
Much effort have been poured in to reduce the gap between these groups and the main
stream children. With these continuous effort and increased attention, all children of
Malaysia regardless of race, abilities, mental and physical condition would be able to
have access to quality ECCE.
54
9.0
QUALITY OF ECCE PROGRAM
Besides providing opportunity of ECCE, existing policies also stipulates the

necessity of quality ECCE program. Quality of program is usually visible from the
curriculum of these programs. Quality of ECCE program is discussed in the area of
curriculum and its implementation, teacher training, physical environment and
facilities.
9.1
EARLY CHILDHOOD CARE AND DEVELOPMENT PROGRAM FOR

0-4 YEARS OLD
Childcare centers Act requires all childcare providers and minders to attend
courses. A standard training materials have been produced by the Ministry of Woman,
Family and Community Development. The Ministry has appointed 10 agencies to
conduct these courses. Content of care and education for Malaysia childcare center is
given through these courses.
Content of this Childcare Center Basic Course includes the following areas:
55
9.2
THE NATIONAL PRESCHOOL CURRICULUM FOR THE 4-6 YEARS
OLD AND ITS IMPLEMENTATION
Preschool was formally introduced as a part of the national education system
under the Education Act 1996. In the year 2003, circular was sent to all early
childhood education providers, public or private that a National Preschool Curriculum
has been formulated and need to be used in their teaching and learning. The
requirement to teach according to this National Preschool Curriculum was later
documented in the revision of Education Act 1996.
The National Preschool Curriculum 2003 is the first comprehensive national
curriculum produced for the preschools in Malaysia, the target are the 4-6 years old.
The aim of this curriculum is to enrich the potential of the children in all aspects of
development; ensuring that children master basic skills and inculcated with positive
attitude,
preparing
for
smooth
transition
to
Primary
School Education. The thrust of the curriculum was built upon six components which
are Language and Communication, Cognitive Development, Spiritual and Moral,
Socio emotional Development, Physical development and the Esthetic and Creativity.
The National Preschool Curriculum was developed based on the National
Education Philosophy as stated below:
Education in Malaysia is an on-going effort towards developing the
potential of individuals in a holistic and integrated manner, so as to
produce individuals who are intellectually, spiritually, emotionally and
physically balanced and harmonious based on a firm belief in and
devotion to God. Such an effort is designed to produce Malaysian
citizens who are knowledgeable and competent, who possess high
moral standards and who are responsible and capable of achieving a
high level of personal well being as well as being able to contribute to
the harmony and betterment of the family, society and the nation at
large.
The curriculum design is that of the behavioral model family where specific
measurable learning outcomes are identified and learning is perceived as happening as
an accumulation of the achieved learning outcomes. Learning theories adopted are
those of constructivism and discovery inquiry where students interact with
environment, peers and teachers and subsequently construct their own understanding
and making sense of things around them as proposed by Piaget and Vygotsky.
Rosseau has reiterated that learning in children cannot be forced or controlled.
Children will learn when they are ready. Development in each child differs much
according to their chronological age, physical wellbeing and emotional readiness; thus
each child need to be treated differently. This developmental appropriated practice
forms the foundation of the National Preschool Curriculum.
The National Preschool Curriculum advises teachers that the most appropriate
approaches for teaching is the thematic approach, integrated approach and learning
through play. Students should be given chance for group activities as well as
individual activities. Learning centers need to be developed within the preschool
classroom according to each component in the curriculum and furnished with
56
materials that could stimulate the development and growth of these children.
Learning need to be fun and informal at this stage.
9.2.1 IMPLEMENTATION OF NPC BY THE MOE PRESCHOOLS

All public preschools use the National Preschool Curriculum (NPC). Each
year the school inspectorate will organise collaborative preschool inspection where
the various divisions within MOE who has specific Preschool Unit will take part. This
report would be sent up to the Minister of Education for further action. In the 2005
collaborative preschool inspection conducted from June to August of 2005, a total of
141 MOE preschools (46 urban, 91 rural) were inspected for a whole day lesson. The
area of inspection includes teaching and learning, management and usage of teaching
and learning materials, safety measures, facilities provided, parental and community
involvement.
In the year 2007 two major studies on preschool education were conducted by
MOE, these are EPRD Study and CDC Study (refer to Table 4, pg 27). Part of the
focus of EPRDs study is the implementation of NPC whereas CDC Study was
wholly on the implementation of NPC, specifically the classroom teaching and
learning.
Teaching and Learning Approaches
NPC proposes three major teaching and learning approaches to be used in the
teaching of preschools, these are Learning through play, Thematic approach, and the
Integrated approach Finding from the 2005 School Inspectorate inspection showed
that all the public preschools visited were using the National Preschool Curriculum
(NPC). It was found that 79.5 % of the teachers were using the learning through play
method, 83.6% were using the thematic approach and 78% using the integrated
approach.
CDC study adopted two research methodologies: questionnaire and classroom
observation. In the questionnaire, teachers were asked to fill in their perception of
their level of understanding and their view of the usefulness of the various teaching
and learning approaches. Respondents were also asked about the approaches they
used in teaching the various components (there are six componets in the NPC:
Language and Communication, Spirituality and Moral, Cognitive development,
Physical development, Sosio-emotional development, Creativity and Aesthetics).
With a Likert scale of 1 to 5, the average mean is listed in Table 25.
Table 25: Mean for Item in Teaching and Learning Approaches (CDC Study)
Bil.
D1
D1a
D1b
D1c
D1d
N
mean
I always use the Learning through Play approach for the following
components:
Language and Communication
3623
3.81
Cognitive development
3627
3.90
Physical development
3636
4.08
Creativity and aesthetics development
3625
3.98
57
SD
0.771
0.738
0.732
0.749
Bil.
N
mean SD
D1e
Sosioemotional development
3614
3.85
0.767
D1f
Spirituality and moral
3382
3.66
0.862
D2
I find that students are able to achieve the learning outcome better if
Learning through Play is used in:
D2a
3610
3.82
0.827
D2b
3623
3.95
0.763
D2c
3619
4.10
0.707
D2d
3607
4.02
0.732
D2e
3597
3.93
0.776
D2f
3358
3.75
0.838
D3
I always use Thematic approach for the following components:
D3a
3634
4.19
0.698
D3b
3629
3.97
0.796
D3c
3523
3.89
0.855
D3d
3625
4.14
0.720
D3e
3614
3.91
0.844
D3f
3358
3.80
0.903
D4
I find that students are able to achieve the learning outcome better if
Thematic approach is used in:
D4a
3634
4.05
0.755
D4b
3619
3.86
0.800
D4c
3605
3.80
0.836
D4d
3622
4.03
0.743
D4e
3601
3.79
0.856
D4f
3336
3.69
0.913
D5
I encounter problems using Thematic approach in teaching the following
components:
D5a
3574
2.29
1.095
D5b
3597
2.49
1.142
D5c
3595
2.51
1.118
D5d
3567
2.34
1.082
D5e
3577
2.56
1.107
D5f
3352
2.62
1.132
Data from Table 25 indicated a high and positive perception of the effectiveness of
the various approaches. This finding coincided with EPRD study which indicated
also a positive response towards the effect of the various approaches (mean of 4.23
for Learning through play, 4.22 for Thematic approaches and 4.04 for Integrated
approach.
However findings from the classroom teaching and learning approaches
indicated a less favourable situation. As much as teachers claim they conduct
Learning through Play, observations made on 20 schools by preschool officers from
CDC as well as State Education Department found that not much of Learning through
Play happens in the classroom. Observations indicated that thematic approach was
used more to an extent where teacher mentioned the theme or write down the theme
58
on the board at the beginning of lesson. Not much of reference to the theme is made
after that. Integrated learning does take place but not to a satisfactory level.
EPRD study investigated teachers perception of the usefulness of ICT in
teaching and learning, in a Likert of 1-5, the mean obtained was 4.00 with SD of
0.768. In the observation through CDC study, ICT is not used much in teaching and
learning.
The conclusion that can be made is that teachers are positive towards the
teaching and learning approaches, however they still lack the know-how and need
more guidance.
Teaching and Learning Activities
NPC proposed various teaching and learning activities. The usual teaching and
learning activities conducted in MOE preschools is listed in Table 26. Activities
suggested by NPC but not frequently conducted by MOE preschool teachers are sand
play, water play, exploring, dan main pondok.
Table 26: The Usual Teaching and Learning Activities in MOE Kindergartens
(School Inspectorate Report, 2005)
Activities
Percentage (%)
Question & answer

Colouring
Storytelling
Singing
83.7
79.4
78.0
71.6
EPRD study looked into the activities in term of group activity, whole class
activity and individual activity. It was found that the frequency of whole class
activity is at a mean of 4.17 ( Likert scale of 1-5), group activity at a mean of 3.70 and
individual activity at a mean of 4.00. In short, it can be inferred that the MOE
preschool teachers do adhere to the suggested activities provided in NPC.
Understanding of the NPC
Generally MOE preschool teachers understand the NPC. Table 27 indicated a
mean of 3.73 to 3.97 for understanding of learning outcomes, teaching and learning
approaches as well as the principles of evaluation and preparation of space.
Table 27: Item for understanding of NPC (CDC Study)
Bil.
D6
D6a
D6b
D6c
D6d
N
mean SD
I understand the statement of Learning Outcomes given in the Curriculum
Specification for the following components:
Bahasa dan Komunikasi
3621
3.94
0.686
Kognitif
3622
3.92
0.693
Fizikal
3625
3.94
0.693
Kreativiti dan Estetika
3614
3.94
0.695
59
Bil.
D6e
D6f
Sosioemosi
Kerohanian dan Moral
N
3612
3363
mean
3.88
3.87
SD
0.722
0.718
D7
I understand the teaching and learning approaches

stated in NPC
3640
3.97
0.653
D8
I understand the principles of evalution and

assessment as suggested in the Curriculum
Specification for Preschool.
3635
3.73
0.751
D9
I understand the principles of preparation of space

according to the NPC.
3636
3.81
0.742
The use of teaching and learning aids

It was found that 61.6% of the MOE preschools teachers used teaching and
learning aids especially for the language and communication component as well as the
creativity and aesthetics component. Other than these, MOE preschool teachers often
carry out routine learning activities without utilising apparatus/ instruments provided
for their teaching and learning by the Ministry of Education. In fact, these teachers
were found to be lacking in creativity to utilise some of the toys and instruments
provided. Those apparatus are therefore either under utilised or their usage not
optimised ( School Inspectorate Report, 2005). CDC study showed a mean of 3.95 for
preparation of a variety of teaching aids and a mean of 4.15 for preparation of
teaching aids using local materials (Likert scale of 1-5).
Safety measure in preschools
Table 28 provides information obtained from the inspection regarding the
safety measures in preschools. The findings indicated that safety aspects of the MOE
preschools can still be improved. This includes ensuring provision of fire
extinguishers, fire drills and logbooks for recording the movement of children. Data
obtained for the private preschools are also given for comparison purpose.
Table 28: Safety Aspects, in percentage (%), at MOE and private
Kindergartens
Safety Aspects
Fenced kindergarten area

Availability of Fire extinguisher
Availability of First Aid Box
Fire Drill
Childrens Record: Arrival/ pick-up departure
MOE (%)
Private (%)
75.9
75.2
83.7
44.0
35.5
89.5
91.2
36.8
66.7
Parental involvement
Parental/ guardian and community involvement in MOE preschools were not
very encouraging as indicated in Table 29.
60
Table 29: Parental Involvement in MOE Preschool

Parental Involvement
Excursions
Speech Day/ Prize-giving Day
Working together
Expertise Contribution
Financial help/ Goods provided
Percentage (%)
22.7
41.1
51.1
30.5
58.2
9.2.2 IMPLEMENTATION OF NPC BY KEMAS

Data on implementation of NPC by KEMAS was obtained through discussion
with KEMAS officers during preparation of EFA Goal 1 report as well as during
focus group discussions, ECCE 1 and 2 where KEMAS officers were invited. A four
and a half hours visit to a KEMAS preschool was also carried out where classroom
observation was done and interviews conducted with two teachers and one district
coordinator.
KEMAS has always maintain close relationship and cooperation with the
Ministry of Education, specifically the Curriculum Development Centre (CDC) and
the School Division. MOE invites KEMAS officers regularly for their meetings,
workshops and trainings and vice versa.
Being the oldest preschool provider, KEMAS has its own training facility,
monitoring, coordinating and evaluation mechanism. All KEMAS preschool teachers
have to attend 6 month course in KEMAS training centers where they were given
input on the use of NPC to teach. KEMAS is currently working with MOE to further
train their teachers to diploma level.
Each KEMAS teacher uses the Daily Activity Record prepared centrally to
teach each day. KEMAS has put up framework of phases for teaching and learning.
An example is given below:
- Phase 1 (2 weeks): orientation
- Phase 2 (10 weeks): recognises alphabets and counting
- Phase 3 (10 weeks): spelling
Teachers attend training and workshops during school holiday at district level
for professional development as well as for planning purposes. Themes for teaching is
decided at the district level whereas teachers can choose their own activities suitable
for the children. Examination is conducted twice yearly. Monitoring is done mainly at
the district level. District supervisors are appointed to take this role.
Text books are centrally purchased and distributed to each preschool. Each
student has to pay for the text books in the beginning of the year and subsequently a
minimal monthly fee need to be paid. Children from poor family can apply for
subsistence. With supervision, each KEMAS preschool is empowered to manage its
own finance.
61
Interview with KEMAS teachers and the supervisor revealed their enthusiasm
and accumulated experience in handling children. Though they initially claimed that
they understand the NPC, they do encounter some problem when asked to explain
certain concept further. There are certain components in the NPC which they find
some difficulty in understanding, an example is the Cognitive Development
component and the integrated approach. Unlike the MOE preschool teachers who
have to obtain the necessary qualification before teaching, the KEMAS teachers
obtained only a 6 month initial training.
Data collected indicated that compared to MOE, KEMAS preschool is more
centrally controlled in term of teaching and learning. MOE discourages preschool
teachers from using text book, MOE teachers can use resources from text book but are
forbidden from using one book as text book. KEMAS subscribes to using fixed text
book for all of its schools, the rasional given was to standardise the level of teaching
and learning as their teachers are not equally qualified. The orientation of teaching
and learning differs from MOE to a certain extent, the emphasis on drilling and rote
learning seem to be more in KEMAS. During the one day observation made through
this study, teacher spent 20 minutes leading students to read alphabets, followed by
sukukata(Ba, be ..), name of the week in Malay, name of the week in English,
singing song of the name of week, reading name of month, then Islamic month
followed by counting in Malay then in English. Students sit on the carpet reciting
after the teacher. However as only one visit was made, this finding might not be a
reflection of common practice.
9.2.3 IMPLEMENTATION OF NPC BY PERPADUAN PRESCHOOLS
62
9.2.4 IMPLEMENTATION OF NPC BY THE PRIVATE PRESCHOOLS

Data in this section was obtained from documents collected through the Private
preschool study(refer Table 5, pg 28) which include:
Preschool Inspection report by the Schools Inspectorate, MOE, 2005 (JNS,

2005)
Preschool Inspection report by the Schools Inspectorate, MOE, 2006 (JNS,

2006)
Report on the meeting between 30 private preschools teachers and operators

around the state of Kuala Lumpur and Selangor organized by Association of
Preschools Malaysia conducted on 11 Aug, 2007 (PTM, 2007)
Case study by Malaysia Association of Professional Early Childhood

Educator (MAPECE) where questionnaires were distributed and roundtable
discussion was held in July 21, 2007 attended by 24 preschool teachers and
operators from private kindergartens in the Klang Valley (MAPECE, 2007).
Private preschool Study where around 100 questionnaires were sent to

private preschool operators and teachers, only 22 responded. Focus group
discussions were also conducted. (ECCE 1 and 2, 2007)
Permit to Operate
Each year the School Inspectorate and the Private Education Department
conduct collaborative preschool inspection. In 2005, the inspection was conducted on
57 private kindergartens. It was found that 73.7% of these private preschools
possessed a temporary permit to operate (School Inspectorate report, 2005). Out of the
total of 373 teachers in these centers, 61.9% of them have teaching permit issued by
the School Registrar. 71.9% of these private preschools have letter of certification
from the Fire Department and local authority. That means there are still private
preschools not possessing documents required by the authority.
The Use and Understanding of NPC
The 2005 School Inspectorate report showed that 77.2% of the private
preschools visited used the NPC. The 2006 School Inspectorate report showed only
51.95% of the private preschools inspected (N=51) possessed the NPC documents.
Findings from Private Preschool Study where interviews and observations were
conducted indicated that some of these private preschools may possessed the
document but do not fully utilise it in their daily teaching. Only one respondent from
the questionnaires replied she does not refer to the NPC, reason being her center was
using the full Montessori program. Five (N=19) respondents for the questionnaires
said that they use NPC for planning purposes.
Private ECCE providers usually would advertise their centers as providing the
National Preschool Curriculum as the basic program. On top of it, some ECCE
providers would organized additional program such as music, computer, mental
arithmetic. In the 2006 School Inspectorate report, out of the 51 private preschool
visited, 29.2% provide additional music programs, 20.8% provide computer lessons
and 8.3% conducts mental arithmetic classes.
63
One participant for the MAPECE 2007 who herself is a private preschool
trainer estimated a high percentage of the teachers in private preschools do not know
the existence of the NPC. In the questionnaire distributed to 51 preschools teachers by
MAPECE, a mere 13.7% said that they know NPC very well and use it, a whopping
31.4% have seen NPC but not used it and a similar percentage of these teachers have
not seen NPC but have heard about it.
In general private preschool teachers were supportive of the NPC, they are in
agreement with the approaches and strategies recommended in the NPC (PTM, 2007;
Questionnaire, 2007). However there are areas in the NPC that they faced problems
and confusion. Comments such as below was recorded:
We use the NPC, it is good, the learning outcomes, objectives, only
thing the words. Is it alright if we change the words in the learning
outcomes, lets say in 2.3 it is written as weather, can we use fruits
instead? (PTM, 2007)
I find one section very confusing, page 47, number 11, solving
problem, what is the problem, could anything become a problem?
(PTM, 2007)
Some very confusing (Questionnaire, 2007)
I use the NPC, I like the ideas inside, I use the ideas, but I dont like
the numbering in the documents, it serve no purposes, it takes up time,
very difficult for us to sit down and write the numberswe do own
record book, we dont need the numbering, we just use ideas from the
NPC (PTM, 2007)
The school gives us ten themes for the whole year. We work on the
themes, at the end of the year, when we sit down and look at all the
numbering (the learning outcomes in NPC) we found that we have
repeated many skills, we have left many of the skills, we didnt do
some of the learning outcomes (the numbering). We found that we
have done all the themes, we have focused on the themes, and we have
miss out the skills, that is our problem, the theme seem to be the
forerunner as mentioned in NPC, the skills seem to be secondary, that
is the problem (PTM, 2007)
Good, but we need some one who is well versed and all rounded in all
subjects to teach the NPC (Questionnaire, 2007)
It is good for normal kids (Questionnaire, 2007)
It is a commendable effort but not very user friendly for the teacher
(Questionnaire, 2007)
Difficult to choose the correct learning outcomes. (Questionnaire,
2007)
64
Comments given by these preschool teachers indicated that they have been
given very narrow understanding of the NPC and very restrictive regulations as
pronounced by some participants they are people who say cannot change the word in
NPC, cannot change the numbering system, the same numbering system need to be in
our teacher record book. It also shows that they do not understand some of the ideas
behind the NPC, such as thematic approach and the learning outcomes. To them there
are conflict among the approaches suggested in NPC.
The dilemma these teachers face is that when they are confused they do not
know who to turn to and apparently there are various opinions around. MAPECE
2007 reported that some teachers commented that the cognitive comments of NPC is
not specific enough as it did not specify to what numbers children should learn to
count, add and subtract, these teachers expected the primary level mathematics to be
taught in preschools not understanding that early mathematics is not only about
addition and subtraction. Focus group discussion with some representatives of private
ECCE providers reaffirmed that some preschool teachers and operators do not
understand the NPC such as the meaning of integrated learning (ECCE2, 2007). At
the same time, some private preschools feels that by adhering to NPC which do not
encourage excessive use of workbook and homework, their enrolment is affected
because parents want homework and workbook.
Teaching and learning strategies
Table 30 showed the various teaching and learning strategies used in the
public and private preschools. There is a quite a marked differences between the
common practice of private and public teachers.
Table 30: Teaching and Learning Strategies in public and private schools
Teaching and Learning Strategies
Public preschools
(%)
Learning through play
79.5
Thematic approach
83.6
Integrated approach
78.0
ICT in teaching and learning
28.4
(Source: 2005 School Inspectorate Report)
Private preschools
(%)
52.6
49.1
45.6
29.8
Generally the private preschool teachers who responded to the questionnaires

sent to them said they understand the four strategies listed in Table 28. Only 2 (N=19)
replied that they do not understand the Integrated approach. Respondents had to
explain their understanding of the various approaches used in teaching and learning.
Elaborations given by them showed that their understanding do not differ much from
the NPC except for the following:
Thematic approach is not used in all subjects
Thematic approach is only used in Mathematics
Integrated approach cannot be used because all teachers are involved in
specific subject teaching.
65
During the PTM 2007, many preschool teachers give their opinion on how
their own ideas complement the NPC. They were very enthusiastic in giving their
ideas. Some of their ideas are as below:
.One of the children found a spider in the classroom,. My lesson
become a lesson for spider,. My lesson change, after I go home,
I check on the NPC, I found a relevant learning outcome stated there
which match my lesson on spider. My original lesson, I use it another
day
I fix themes, such as suggested in NPC. The students got so excited.
We explore the theme, my students become well-informed with respect
to that theme, parents are happy, they say: thank you teacher
We need a balance between the various strategies. We are learning
three languages, we need language drilling. But of course we need the
themes, the activity based. In my kindergarten we have subjects, it is
very difficult without subjects, with subject more focus
The use of ICT in teaching and learning is not frequent in both the public and
private preschools.
The 2006 School Inspectorate reports shows that 63.6% of the classes
observed (51 classes) used story telling, 58.8% used project work. Water play (11.8%)
and sand play (9.8%) were not given much attention.
In general, the use of workbook is prevalent in private preschools. Formal
teaching in classroom style is geared towards academic achievement to fulfill the
expectation of parents. In comparison, MOE preschools are not encouraged to use the
commercial workbook, however KEMAS preschools do use the workbook.
Adherance to hours of teaching the various components

The NPC stipulated that all preschools with the national language as the
medium of instruction need to have at least 2 hrs of English per week and 2 hours of
Islamic studies if there are five or more muslim students and 2 hours of moral
education if there are five or more non-muslim students in the class. Whereas
preschools with medium of instruction other than the national language need to have
at least 2 hours of national language, 1 hour of English per week. The condition for
the Islamic studies applied to these preschools too.
The 2005 School inspectorate report shows that 86% of the private preschools
adhere to the conditions of the national language and English language. However an
average of 36% of the private preschools observed did not adhere to the conditions for
the Islamic studies and Moral Education. During the meeting organized by the
Association of Kindergarten Malaysia, participants complained about the difficulty in
getting the religious teachers. All the respondents through the questionnaires indicated
that they adhere to the time allocation for national language and English language.
66
Writing of daily lesson plan

The teachers face difficulty when they need to follow specific directives in
writing the daily and monthly lesson plans. When asked who is the authority who
required them to do so, they couldnt tell clearly, it could be hearsay or from an
unofficial source. One participant has this to say: People tell us the NPC is suppose
to make our work easy, but now teachers have to do homework everyday, to prepare
for the next day, increasing the workload instead of decreasing the work load (PTM,
2007). To these teachers, the ritual of writing the lesson plans seem to be
synonymous to the NPC and perhaps that is one hindrance to implement the NPC in
private preschools. MAPECE 2007 too reported that teachers reiterated that writing
down all the learning outcomes and their codes (numbering as in NPC) in their daily
planning record book is unproductive use of their time, it is time consuming. They felt
that the list of learning outcomes cannot be exhaustive as other learning outcomes
may be encountered when carrying out the activities. Another teacher suggested that
why dont we just carry out the activity, at the end of the day only we find the skills
in NPC and fit it in, there is no need to find the skills first and write it in the lesson
plan prior to the lesson (PTM, 2007). All these comments indicated the teachers
distaste towards the tedious and presumably prescriptive methodology of writing the
daily lesson plan.
Expectation of the public

Difficulties faced by the private preschools in implementation of NPC is
closely related to the demand and expectation of the public (MAPECE, 2007).
Parents generally are worried about their childrens readiness to enter Year 1. Thus,
they want their children to be drilled with the reading, writing and mathematical skills
and they want to see the outcome in the form of test marks. They also consider other
hands-on activities as mere play and not serious work and non-productive.
The parents pressured the kindergarten to teach primary school syllabus as
some of their children are required to sit for primary school entrance examination for
acceptance or streaming purposes(MAPECE, 2007). Such schools are usually the
private schools, religious schools or some of the elite public schools including
Chinese primary schools. Public primary schools in general are not encouraged to do
this. The recently implemented remedial program of KIA2M in Primary 1 classes
nation wide have severe consequences in the preschools. In KIA2M students need to
sit for a test to ascertain their command of the language and if they fail the
examination they would be put into a special remedial group to follow specific
programs, three months later they would be tested again. As parents do not want their
kids to be put in KIA2M remedial classes, they are adding pressure to the preschools
to better prepare their children. This occurrence is rampant among the public
preschools too. It was suggested that parents need to be educated about NPC (PTM,
2007; MAPECE, 2007).
Some preschool teachers think that the private preschool operators need to be
informed and trained in NPC too as some of them have their own syllabus and
teachers are forced to follow them (PTM, 2007; MAPECE, 2007, ECCE 2). One
teacher told the story of the owner of the center she is teaching in telling them to
67
complete the syllabus provided by the franchise company and do not need to bother
about those children who could not learn (MAPECE, 2007). Others told how their
principles advice and pressurized them to emphasize on focusing on what the parents
wanted as these parents would compare their centers with other centers and they
would lose their business (PTM, 2007). However, during MAPECE, 2007 some
teachers felt that parents can learn to appreciate NPC if teachers could communicate
with them the philosophy behind NPC.
It is also a concern that quality ECCE is expensive, places where charges is
high, physical set-up and staff can be of quality, whereas in places where fees are low,
equipment would be minimal and qualification of staff would be low too (ECCE 2). A
story was related where a mother and daughter have each set up their own ECCE
centers. The mother uses the NPC and many workbooks. The daughter uses childcentered learning, she was trained in US and believes in giving personal attention etc.
The mother gets 150-200 students per year, whereas the daughters students are far
lower than that (PTM, 2007).
Suggestions for Change in NPC

Changes recommended were mainly about abolishing the numbering system
in NPC, the need for further elaboration on examples of themes in the documents and
providing more training to the private preschool teachers. There are also suggestions
that the individual learning pace of student need to be looked into. One respondent
suggested that subject based teaching should be introduced at preschool level
replacing the thematic and integrated approach.
9.3
NATIONAL PRESCHOOL CURRICULUM FOR SPECIAL NEEDS
CHILDREN AND ITS IMPLEMENTATION
Basically, the National Preschool Curriculum, NPC is being used as a core
curriculum in all special education preschools for the visually and hearing impaired.
NPC was drawn up by the Curriculum Development Centre, Ministry of Education
and consists of the core curricular components of language and communication,
cognitive development, religious and moral education, social development, physical
development, and creativity and aesthetic. However, some parts of learning outcomes
in NPC have been modified to address the special needs of these children. Additional
components have also been added to meet the learning needs of these children.
For the children with visual impairments, an extra component called Basic
Component has been adapted for them. This component consists of the following
content:(i) orientation and mobility, (ii) daily living skills, (iii) sensory training, (iv)
low vision training, (v) Braille reading and writing skills, and (vi) computer literacy.
The inclusion of this component serves as a guide to meet the needs of young children
with visual impairments. Visually impaired children face a high risk of delayed
developmental due to their inability or lack of ability to use their limited vision for the
learning process.
For the children with hearing impairments, an extra component called Early
Auditory and Speech Skills, which consists of the following content: (i) amplification
68
tools controlling, (ii) pre-speech skills, (iii) listening skills, (iv) discrimination of
sounds skills, (v) vocalizations skills, (vi) memory-auditory skills, (vii) memoryvisual skills, (viii) early words production. This component helps the children with
hearing impairments to develop their ability to listen and speak with the help of
hearing aids.
For the children with learning disability, an alternative curriculum has been
developed for them. This curriculum consists of the core curricular components of: (i)
self help skills, (ii) physical development, (iii) language and communication, (iv)
religious and moral education, (v) social development, and (vi) creativity and
aesthetic. Even though these components looks similar to the National Preschool
Curriculum, the content is very much different. In this curriculum, there is also a
guide on behaviour management. These behavioural interventions focus on providing
individualized support for children with challenging behaviours. In particular, they
reduce childrens challenging behaviours by increasing their desirable behaviours
through environmental arrangements of antecedent stimuli, positive consequences,
and the use of direct instructional strategies to teach replacement behaviours.
9.3.1 IMPLEMENTATION OF
PRESCHOOL CURRICULUM
THE
SPECIAL
NEEDS
CHILDREN
Data on this section is obtained through focus group discussion ECCE 1,

ECCE 2, questionnaire filled by 28 preschool teacher teaching the Primary Special
Education School and 4 classroom observation and interviews made by officers from
the Special Education Preschool Section.
The Special Education Preschool Curriculum was formulated in 2006 adapted
from the NPC. The Special Education Preschool Section of MOE conduct inservice
courses for teachers teaching in these special schools. They also attend courses
conducted by CDC for the regular preschool teachers.
CDC study investigated the many facets of preschool education including
teachers perception of their own ability in various fields, understanding of the
curriculum, the practice of the various approaches, the use of workbook etc. CDC
study included 28 special education preschool teachers. Findings from the
questionnaire indicates that there is not much differences between teachers from
special education and from regular preschools. The mean score is quite similar except
for certain items in evaluation. Special education preschool teachers scored higher in
term of preparing anecdote, running record, checklist, this is probably due to the need
for such record in the special education school.
Special education preschool teachers also scored higher in carrying out of
Learning through play approach. Classroom observation further affirm this trend that
the special education preschool teachers more often adopt Learning through play
method in their teaching. When interviewed all the four respondents answered the
most frequent approach used is learning through play. Thematic approach is
commonly used in the classroom, however teachers encountered problem such as
this: Sometime we cant use the same thing for sosio-emotion and moral, it just
doesnt jive in , It is difficult to use theme for physical development component and
69
speaking component. One of the teacher interviewed said that he/she does not use
integrated approach because he/she does not understand the approach. Difficulties
that the teachers faced in conducting group activities is that students do not cooperate.
These difficulties are similar to that encountered by teachers in regular preschools.
Only one out of the four teachers interviewed expressed satisfaction towards
the support given by their school administrators. Teachers yearn for more professional
advice and input.
9.4 TRAINING OF TEACHERS AND HELPERS
Quality of ECCE program depends on the availability of sufficiently and
effectively trained teacher or helper. National policies on ECCE have specific
recommendations on this aspect of teacher training.
9.4.1 TRAINING OF CHILDCARE PROVIDERS AND CHILDCARE
MINDERS
Childcare providers are the owner of Childcare Centers. Childcare minders are
those who take care of the children in the Childcare Centers. Both childcare providers
and childcare minders are required to attend 10 days courses (the Basic Childcare
course, KAAK) specified by the Ministry of Woman, Family and Community
Development, MWFCD. Currently MWFCD has approved 10 agencies to run these
courses. At least two trainers from these agencies must be trained by the Ministry.
MWFCD has set up an accreditation committee to evaluate application from
organizations, private colleges to conduct these courses. The curriculum and training
modules are provided by the Ministry. MWFCD is currently working on upgrading
these courses to the MLVK level. The plan is to create hierarchical level for different
categories of childcare workers. An example of these levels are: Level 1 is for
Childcare minders at home, Level 2 for Childcare minders, Level 3 for Childcare
providers, Level 4 for diploma and Level 5 is equivalent to degree. MWFCD
conducts written test and practical test after the childcare providers and childcare
minders attended the course. Participants who failed the test have to retake the course.
In the first six months of 2006, 333 have passed the tests while 128 have failed.
Feedback obtained indicated that as TASKA in rural areas only charge a
minimal fee, the TASKA operators find the training fee of RM 480 per person for the
Basic Childcare Course too expensive and they cannot afford to spare staff for
training.
70
9.4.2 Training of Preschool teachers

Trained by MOE and universities
All teachers teaching in the preschools run by Ministry of Education are
trained and certified with at least a diploma in teaching. Many of them have a degree
and master degree in early childhood education. Teachers teaching in KEMAS
preschool receives a 6 months training whereas PERPADUAN receives a 3 weeks
training by their respective Ministries. However, since last year, there have been a
concerted effort by KEMAS and PERPADUAN to work with the Teacher Training
Division of Ministry of Education to provide courses to their teachers to attain at least
a diploma level.
The main agencies responsible for the training of teachers for certification are
Ministry of Education through the Teacher Training Division and the universities.
The kinds of courses provided by the Teacher Training Division through its Teacher
Training Institute are as follows:
Diploma in Teaching for Preschool (3 years)
Post Degree Course ( for conversion, 1 year)
In service training ( 14 weeks, 1 year )
Degree courses
Besides the Teaching Institute, various public universities such as the
University of Malaya, University Putra Malaysia, National University of Malaysia,
University Science Malaysia, Sultan Idris Teaching University and the Open
University of Malaysia produce graduates on preschool education too. Students at
these universities either pursue their Bachelor Degree on Preschool or Early
Childhood education. A sizeable number of preschool teachers in MOE are pursuing
their degree or higher degree on early childhood education on a part time basis. The
Ministry of Education also awards scholarship or study leave for some of these
teachers. Some preschool teachers in MOE preschools are with Master degree on
Early Childhood Development.
Other than the public higher institutions who offer teacher training on ECCE,
private colleges such as SEGI college, Andika College, College Pendidikan Perdana,
RIMA College offer varieties of courses, some leads to degree or diploma and some
are just for certificate of attendance.
CDC study indicated that 90.2% of the teachers are with diploma, 7.6% of
the teachers have a bachelor degree. 2.2% of these teachers are either attached to the
preschool class as a teacher trainee or are temporary teachers. Diagram 9 shows 54.4%
of the preschool teaches have 0-3 years of teaching experience, this coincide with the
fact that MOE preschools started to expand only from 2003. Diagram 10 shows that
83.2% of MOE preschool teachers are of preschool option in the their teaching
training courses.
71
IKTISAS
100
80
60
40
Percent
20
0
Diploma
Sarjana Muda
T iada
IKTISAS
Diagram 8: Professional qualification of teachers

(CDC Study)
AJARPRA
60
50
40
30
Percent
20
10
0
0-3 tahun
8-11 tahun
4-7 tahun
16 tahun dan ke atas

12-15 tahun
AJARPRA
Diagram 9: Number of years of teaching preschools
OPSYENPR
100
80
60
Percent
40
20
0
Ya
Tidak
OPSYENPR
Diagram 10: Teachers with preschool option
72
Trained by NGO
One organisation conducting a systematic regular courses for private
preschool teachers is the The Malaysian Association of Kindergartens (PTM). PTM
has a current membership of over 5000. PTM conducts regular nine steps in-service
courses on Skills Training for preschool teachers during school holidays.
Attendance certificates are awarded to participants who have completed the courses
which consists of the following modules:
o
o
o
o
o
o
o
o
o
o
Socio-emotional development
Preschool teacher education
Preschool administration/management
National Preschool Curriculum
Spiritual/Moral Education
Child Psychology
Language & Communication
Creativity and Aesthetics
Cognitive Development
These courses are conducted in various parts of the country. Participants of these
courses are from the various private preschools regardless of whether they are
members or not.
PTM also conducts seminars for the private preschools
administrators and teachers. Table 31 recorded the number of participants passed
these courses.
Table 31: Number of Preschool
Teachers Passes the Courses run by PTM
Year
Number passes the various steps

in the Skills Training for
Preschool Teachers
2000
2001
2002
2003
2004
2005
2006
69
66
136
115
123
117
93
Besides PTM, the Association of Professional Early Childhood Educators Malaysia

(MPECE) runs workshops and seminars for both the public and private preschools too.
Conclusion
Considering all teachers who have gone for some form of training (as little as
3 weeks) as trained teachers, it can thus be concluded that 100% of MOE, KEMAS,
PERPADUAN preschool teachers are trained. However, information on the trained
private preschool teachers are unavailable at the moment. Private
preschools/kindergarten need to report on the status of their teachers when they apply
73
for licence, and according to the Division on Private School, MOE, all of them
claimed that their teachers are trained. It is rather difficult to validate this at the
moment. Division on Private School is collecting more information on this matter
currently. Number of preschools teacher trained as reported by the various agencies is
given in Table 32. This table shows the increment of pre school teachers being trained
yearly.
Table 32: Number of ECCE Teachers Trained at the Particular Year
Agencies
ECCE Teachers trained in the particular year
Year
MOE
KEMAS
PERPADUAN
PRIVATE
Childcare
provider(TASKA)
Total
9.4.3
2000
n.a.
736
100
10031
2001
n.a.
145
129
12163
2002
926
207
193
14533
2003
1386
200
313
14675
2004
345
0
317
14454
2005
110
36
352
16649
220
284
461
742
946
1213
12721
16320
17316
16062
18360
TRAINING OF SPECIAL EDUCATION TEACHERS
Most of the teachers who teach in the special education preschool programs
were selected from those who already trained in special education and had the
experience in teaching the special needs children. This is crucial since the teachers
need to have vast experience in handling the special needs children who have no
experience being in school. There is no special pre-service course on special
education for preschool. To make sure that the teachers are well versed with the
curriculum and the know-how of the implementation of preschool programme,
Ministry of Education under Special Education Department conducted in-service
courses for them.
Table 33: Number of Trained Teachers Attended In-Service Training and Classes
under Special Education Department, MOE for the Particular Year (includes
blind, deaf and LD)
Year
2003
2004
2005
2006
Total
Number of
28
56
32
12
128
teachers
trained
Number of
3*
28
32
12
72
classes set
up
Note* Three Learning Disability Classes in the inclusive program was opened in
2003 and was subsequently closed in 2005, since then, only integration classes
exist
The teachers who were expected to teach the preschool in 2004 were trained in
2003, and those who were trained in 2004 were appointed as preschool teachers in
2005. In 2004, more teachers were trained in order to be a stand-by teacher, who will
help the preschool teachers in special schools if needed, especially to take over the
74
class if the teacher is not around. In 2005 and 2006, the training for teachers was
handled in the same year they were appointed as a preschool teacher. Besides the
training specifically for preschool, these teachers also attended a few courses
conducted either by Special Education Department, State Education Department or
District Education Office. These teachers also will be gathered by Special Education
Department once a year to discuss and exchange ideas or experience when dealing
with special needs children. Some of these teachers attend courses run by Curriculum
Development Center too.
9.4.4 TRAINING
WORKERS
OF
COMMUNITY-BASED
REHABILITATION
Community-based Rehabilitation Centers are set up by the Department of

Social Welfare in the Ministry of Woman, Family and Community Development.
These centers provide integrated program to the special people (children and adult)
preparing them to be independent and integrated into the society. Department of
Social Welfare run the following course to train helpers in these centers.
Community-based Rehabilitation
Basic Community-based Rehabilitation Worker
Advanced in Community-based Rehabilitation Worker
Workers Help Programme
Motor Action Training
Basic Skill in Community-based
Special Children Management
Development, Growth and Care for Children
Care for Special Children
Care and Education for Retarded Children
Early Intervention for Special Children
Using a Guide Line Community-based Rehabilitation
Ect. organize by JKMN/PKMD/NGO
Curriculum for the above courses includes the following skills:

i.
Gross Motor Skill
ii.
Fine Motor Skill
iii.
Language Development
iv.
Social Development
v.
Self Management Skill
vi.
Pre-academic (Read, Writing, Arithmetic)
vii.
Rhetoric Activity (Games, Recreation ect.)
viii. Vocational Activity
ix.
Independent Living Skill
75
9.5
TEACHER - STUDENT RATIO
Table 34 indicated the minimum and maximum number of students per class
allowed by each agency involved in setting up of preschools. The national indicator of
teacher-student ratio in ECCE programme as suggested by the Ministry of Education
is 1:25.
Table 34: Teacher-Student Ratio
Agency
Minimum
Maximum
Ratio (Max.)
KEMAS
PERPADUAN
MOE
Private
MOE(Special Needs)
Community-based
Rehabilitation Center
Visit to home by Social
Welfare Department
10
20
10
10
1
30
35
25
25
10
1:30
1:35
1:25
1:25*
1:10
1:5
1:10-15
Note: *This the ratio suggested by the Department of Private Education, MOE, many private
preschools still exceed this ratio
The teacher-student ratio fluctuates between 1:25 to 1:30 for the regular
children. KEMAS and PERPADUAN have set their ratio higher because at the time
of inceptions of their preschools, the demand for place was high especially in the rural
areas, MOE has not stepped in to set up its preschools yet. As MOE begins to build
more annex preschools to the existing primary schools, the demand has lowered and
thus in some KEMAS and PERPADUAN the number of students in each class has
dwindled.
As for special need preschool under MOE, the ratio is 1:10 which is seen as
not an ideal ratio since the teacher is unable to give individual attention, especially
with the various learning needs among the children. Basically the ratio was set as 1:10
to give chances to more children to have the access to the preschool program since the
number of programs set up is not many. The Special Education Department intend to
review this ratio.
9.6
TEACHERS SALARY
Preschool teachers in MOE get their salaries according to their qualifications.

These teachers are given opportunity to pursue higher qualification through
scholarship, partial scholarship or school holiday training. At present, KEMAS and
PERPADUAN pay their teachers using one scale only. There are plans to upgrade
their teacher to higher qualification and thus in future perhaps their preschool teachers
might get higher pay.
76
Table 35: Teachers Salary

Agency
Salary Scale
MOE
KEMAS
PERPADUAN
Private
NGOs
Community-based
Rehabilitation Center
Childcare providers
Min.
Salary/Allowances
RM
DGA29
DGA41
N11 (contract)
N11 (contract)
1124.57
1474.65
525.62
525.62
n.a.
100
500 (fixed)
Max.
Salary/RM
2428.95
4039.85
1296.39
1296.39
1500
800 per month
Teachers salary reflects the their qualification, thus, it is obvious that MOE
has higher qualified preschool teachers compared to the other agencies. There is
insufficient information to compare and comment on the salary between public and
private ECCE providers.
9.7
PHYSICAL FACILITIES AND MATERIALS IN CHILDCARE AND
PRESCHOOLS
In the 2005 preschool inspection led by the School Inspectorate, it was found
that 95.7% of the preschools visited (141 preschools) occupy an area in accordance to
the specification for space set by MOE. 91.5% displayed good lighting and ventilation,
97.9% has kitchen, 97.9% obtain clean water.
EPRD study revealed that 69.9% of the preschool classes have cupboard for
books, 76.1% is equipped with shoe rack. Teachers are generally satisfied with the
basic facilities, space and teaching and learning materials provided in the classroom
(In a Likert scale of 1-5, the mean of satisfaction for different facilities and materials
fluctuates from 3.64 to 4.15).
There is a difference in the physical facilities and materials provided in MOE
preschool compared to non MOE preschools. 67% of the MOE preschool has specific
space for dining whereas 65% of the non MOE preschools have dining space. Only
40.8% of MOE preschools have a store room while 66.6% of the non MOE
preschools have store room. MOE preschools have better electrical facilities
compared to non MOE preschools.
In conclusion, teachers are generally satisfied with the basic physical facilities
and materials provided in preschools. The differences between MOE and non MOE
preschools are not so vast that it need specific attention.
77
10.0
MONITORING AND EVALUATION

CHILDHOOD CARE AND EDUCATION
OF
EARLY
The purpose of monitoring and evaluation is to ensure quality of process and

outcome of ECCE. As a developing country, though issue of accessibility and
equality is still important to Malaysia, quality of process and product is taking central
stage. Quality is conformance to requirements or standards. According to ISO
International Standard, quality is the totality of features and characteristics of a
product or service that bear on its ability to satisfy stated or implied needs. In this
report, this implied needs is that of the care and education of children between the
age 0 to 6.
10.1 A STANDARD PROCEDURE IN THE PROCESS OF CURRICULUM
DEVELOPMENT
In ensuring curriculum produced satisfied the aspiration of the nation and its
people as envisioned in the Malaysian Education Development Plan 2001 2010, a
standard procedure in curriculum development has been set up by the Curriculum
Development Centre, Ministry of Education in the form of Quality Manual ISO 9001.
Curriculum development process has to follow the procedures given. Get flowchart
78
10.2 INSPECTION OF IMPLEMENTATION OF NATIONAL PRESCHOOL

CURRICULUM
The School Inspectorate is the division in MOE responsible for monitoring the
implementation of curriculum and ensuring quality of teaching and learning in the
preschools. The School Inspectorate conduct regular, detailed, meticulous and
professional inspection of schools and education institutions in order to ensure quality
delivery and high standard of education.
There are various kinds of school inspections, serving different purposes. The
yearly and more comprehensive inspection of preschools is conducted collaboratively
by the School Inspectorate as lead agency with the various divisions in MOE, namely
Curriculum Development Centre, School Division, Special Education Division,
Education Planning and Research Division, Private Education Division and Teacher
Training Division. The divisions involved in this collaborative inspection have
specific officers in charge of preschool.
Inspections were done through observation on teaching and learning during
the full duration of 3 to 3 hour of preschool teaching and learning hours as well as
interviewing teachers and school administrators. Standard instruments were used. The
purpose of these school inspections is to ascertain the current situation as well as to
improve the quality of preschool education. Thus, a discussion with the teachers and
school administration is usually held after the inspection.
Private preschools are inspected by the Private Education Division and the
Schools Inspectorate of MOE from time to time too.
10.3
QUALITY OF TEACHER TRAINING
The following steps were planned to ensure good standard of preschool teacher
training:
I) Processing of the
Training Program
candidate seeking entry into Preschool Teaching
All candidates were selected by a professional board set up by the Teacher

Training Division of the Ministry of Education. The main task of this board is to
identify the best candidates who will undergo the training in the selected Teaching
Institute based on criteria pre-determined.
II) Preparation of the Teacher Training Curriculum
The formulation of the preschool training curriculum is done by experts involved
in the preschool education. Content of the curriculum includes the general early
childhood education theories and practices. The curriculum takes into
consideration the requirement of the national curriculum issued by the
Curriculum Development Centre of the Ministry of Education. Many sessions of
discussion and refinement took place before it is presented to a board to be
certified before being used in the training institutes.
79
III) The lecturers

Experience preschool educators are invited to be lecturers. These lecturers are able
to provide reliable and realistic input about preschool education.
III) The Training
Training emphasizes on theory and practical. Trainees obtained hands-on and
school based experience. They have to undergo practicum and internship to
equipped them with the best quality knowledge to be a preschool teachers.
Training program are developed based on the standard set by Malaysian
Qualifications Agency (MQA) which states that:
the level or intellectual standard (e.g Certificate, Diploma, Bachelor,
Master and Doctoral, including the variants) is determined by the learning
outcomes the graduates are expected to demonstrate and the quantity of
work or learning (credits) necessary for an award at that level
IV) Feedback after 6 months of teaching
Feedback from head of the school where the teachers are posted after 6 months of
teaching to view whether training given is effective or not. Data will be analysed
and would determine if there is a need a change or review the curriculum.
To ensure or maintain the quality in the process of teacher training, the following
steps are also taken by MOE:
A panel from the Curriculum Unit of Teachers Training Division will visit the
Teacher Training Institute periodically to ensure the curriculum were
implemented accordingly
The training curriculum were discussed in the annual meeting with the head of
department and will be reviewed if there were a change in the national
curriculum policy.
Periodical examinations given to those taking the courses.
Seminars, workshop and discussion with the related party were held to upgrade
the quality training.
The assessments of the training programmes were done by the students to the
lecturers who delivered the content of the programme at the end of every
semester.
80
10.4
HUMANS RIGHT
Monitoring of Humans Right issue are carried out consistently by the various
governmental agencies as well as NGOs. Some examples of monitoring are given
below:
10.5
Inspectorate Unit of the Ministry of Rural Advancement and Territory

gathers information regarding the development of the indigenous people of
Malaysia.
The Department of Orang Asli (JHEOA) receives and address complaints
from the indigenous people.
The Committee on National Children Plan meets twice a year monitoring
issues related to children.
Welfare Unit in Department of Jail monitors the welfare and living quality
of the children within the prison walls
SUHAKAM receives complaints and make recommendations regarding
the issues pertaining to violations of human rights
UNICEFF monitors the child right situations in the country, for example,
situation of children with disabilities is monitored so that they are not
denied the right of education.
Association of Orang Asli of the Peninsular of Malaysia (POASM) and
Center of Orang Asli Concerns (COAC) are pressure groups advocating
the plights of these indigenous people.
THE QUALITY IMPROVEMENT ACCREDITATION SYSTEM TO

RATE CHILDCARE CENTER
Ministry of Woman, Family and Community Development is in the process of

setting up the Quality Improvement Accreditation System (QIAS) which will be used
for rating of the Childcare Centre. At the moment, national indicator has been built
and field test done. It is expected to be launched late 2007. This will act as a quality
control process for the Childcare Centers. Currently the officers from the state Social
Welfare Department do regular inspections on the childcare centers in their areas. A
childcare centers could get up to 4 times visits a year from the officers. Inspection is
done using a standardised instrument issued by the Ministry of Woman, Family and
Community Development.
81
11.0 INTEGRATION
POLICIES
IN
IMPLEMENTATION
OF
ECCE
Data on this section was obtained from Integration Study (refer to Table 5, pg 28)
which include the following sources:
Focus Group discussion I (ECCE 1, 2007)

Focus Group discussion II (ECCE 2, 2007)
Individual interviews with 8 government officers and private practitioners
Questionnaires filled up by 11 government officers and private practitioners
Generally respondents felt that there is an issue of coordination and integration

between the various departments within and across the Ministries. The responses
differs only in term of the degree of problems faced by them.
11.1
Procedure of registration
The private preschool operators talked about the need to run to various
departments to register their centers, not knowing which department to go first, rules
changes fast and different instructions were given. Respondents have encountered
problem of misplacing of their application forms. There are also incidents of officers
not telling all in one visit(every visit they might be told to fill in another new form etc)
as told by Patricia as below:
The particular authority first said my documents were not
enough, I went back and got it ready. The next trip, the officer said that
some more documents which he did not mention in the last trip was
needed. I got it ready and went again. This time the officer said that the
file could not be traced. I told him that it is all computerized and
insisted in helping him to locate my particulars from the database.
Currently, my application is still pending, they are still keeping me
waiting, I dont know why. (Patricia)
Respondents feel that there is a need to form a department solely taking care
of all matters related to ECCE. Data base on ECCE need to be updated often so that
the private practitioners know what is the new regulations etc. The Ministry of
Woman, Family and Community Development has since taken action, one stop
centers are being set up since 2007. Officers involved in registration of ECCE centers
reiterated that the procedure are standard and clear. If that is the case, the issue is then
the different interpretation of the procedure.
11.2
Different implementing agencies
Since preschool and childcare centers are monitored by different ministries,

operators generally runs only preschools (4-6 years old) or only childcare centers (0-4
years old). Those who are running both preschools and childcare centers need to place
their preschools and childcare in different building. Problem such as below was faced
by the operators:
82
No continuity from taska to tadika. I run ECCE for children age 2 to

6. I am required to have two buildings, one for childcare, one for
preschool because they came under two different ministries namely
MOE and MWFCD. Preschools cannot run childcare centers in the
same building. Parents with children in both age groups have to shuttle
between different kindergarten and childcare center. This lack of
continuity affects the welfare and wellbeing of the child. Issues of
safety as children are moved between centers sometimes without
supervision as their parents are at work do arises
(Questionnaire)
Responses received also revealed the opinion that too many departments and
ministries are involved in ECCE, a suggestion that a specific department on children
welfare need to be established. This Childrens Affair Department could ensure
childrens best interest are safeguarded and quality ECCE provided.
Issues of different implementation agencies was also mentioned in the ECCE
teacher training. Currently both the universities and the Teacher Education
Institution(governed by the Teacher Training Division, Ministry of Education) run
degree courses for ECCE. A university lecturer had this to say:
Teaching Education Institution (IPG) is stronger in their
pedagogy because their lecturers originate mainly from
experienced teacher from the school. University lecturer is more
theoretical and academic. Classes in IPG is smaller. The
psychology of reference in university and IPG is different, there is
no mechanism to coordinate between IPG and university. The two
need to sit down together, work together to produce better result,
they must sit together (Interview)
11.3
Issue of planning for location of ECCE centers
Outcome of the Focus Group discussion revealed the prevalence of issues

concerning integration and coordination. Focus Group I raised the main issue of
planning and decision concerning location to build preschools. PERPADUAN and
KEMAS reiterated that they face a drop in their enrollment when MOE started to
build more preschools. Parents tend to favor MOE preschools because they do not
need to pay fees there and it ensure the child a place in Primary One in the same
school.
On top of it the MOE preschools is also fully equipped and with academically
qualified teachers. In 2007, PERPADUAN and KEMAS in certain areas had to make
decision to close down some of their preschools and they anticipated the problem will
be more intense in the years to come. PERPADUAN and KEMAS request the MOE
to inform them earlier about where they want to build the new preschool classes.
MOE reported that they have discussion, but the problem still persists. There is a
lack of coordination in this matter.
Everyone in the focus group felt integration and coordination is very important
as the objective is to ensure all children from all parts of the country have easy
83
accessibility to preschool education. The co-existence of MOE, KEMAS and

PERPADUAN, PRIVATE and other organizations as providers of ECCE was not
questioned but rather a better integration and coordination system need to be in place.
11.4
Public awareness and dissemination of information
One factor influences integration is due to lack of awareness among

government sectors, NGOs and the public about the ECCE polices in place.
Respondents made the suggestion that workshops, seminars need to be held to educate
the various stakeholders of ECCE.
Generally respondents faced problem of obtaining updated information about
ECCE from the relevant authority. The feeling is that the authorities are not being
supportive and not committed thus they are not generous in providing relevant
information. One respondent has this to say:
the biggest problem in the management and coordination of
ECCE policies is lack of commitment and cooperation between the
various implementation agencies. This happen because there is no
central agencies given the mandate to oversee the implementation
of all ECCE policies (Questionnaire)
Dissemination of information could deter the quality of ECCE in the country

as mentioned by the respondent below:
MOE has been proactive in coming up with idea of classroom
management, new style of teaching and learning. However, the
other agencies, such as the private preschools and the universities
do not know about it. MOE as the big brother need to disseminate
new ideas to the rest too. Products of MOE as well as private
preschools, KEMAS, PERPADUAN etc enter the same main
stream primary schools. If everyone is doing different thing, the
fear is that there might be clashes in primary schools (Interview)
Respondents emphasized on the need to create the partnership between all sectors
involved in ECCE.
11.8
Conclusion
Problem of integration and implementation exists. The authorities are aware of

the problem and thus efforts have been made to reduce factors leading to integration
and implementation.
84
B)
HEALTHCARE
12.0 ACCESSIBILITY TO EARLY CHILDHOOD HEALTH

CARE
Child health services in Malaysia started since 1950s as part of the maternal
and child health programme. Since then the programme has been gradually rolled out
to all Health and Community Clinics in rural and urban areas. Among the services
available are routine visits and examination for children, immunization, assessment of
child growth and development, assessment of nutritional status which includes
measurement of weight and height. Health education to the parents is carried out
during child health clinic sessions whenever necessary. Child health programmes are
being planned continuously according to the changing needs of the children
12.1
Primary Child Health Services
Healthcare for the child in any community begins with scheduled visits by the
community nurses at the post-delivery stage. The community nurse visits the new
mother and child on the 1st/2nd/3rd/4th/6th/8th/10th/15th and 20th day post-delivery. From
then on, a child with no specific health requirements/problems is expected to visit the
nearest health clinics for scheduled visits as stated in Table 36. These visits are free of
charge and is offered to all mother and new born regardless of place of delivery,
whether in public, private hospital or home delivery.
Table 36: Scheduled Visits for Children to Government Healthcare Clinics
Age group
Scheduled Attendance
0 - < 6 months
6 - < 12 months
1 - < 2 year old
2 - < 4 year old
4 6 year old
Monthly
2 monthly
3 monthly
6 monthly
Yearly
Apart from the scheduled visits for the newly born, extra visits by the
community nurse are carried out to children who fail to attend for immunization.
Premature babies, malnourished children, disabled child and child with delayed
milestone gets the visit from the community nurse too. If needed, the child will be
referred to the nearest healthcare center for specialist intervention.
Primary healthcare clinics are widely distributed all over the country for easy
access of patients. Currently, the Malaysian government has managed to provide a
health facility within every 5-10 km radius. All Primary healthcare clinics offer
mother and child health services. In certain areas (especially remote ones), specific
clinics that offer only maternal and child services are set up to ensure the care for the
mother and child are reachable. In more remote areas where the public has difficulty
in assess, mobile services are offered. Number of primary health care centers expands
year by year.
85
Table 37: Number of Primary Health Care Facilities (2001 to 2003)

State
Health Clinic*
Perlis
Kedah
Penang
Perak
Selangor
FT K. Lumpur
N.Sembilan
Malacca
Johore
Pahang
Terengganu
Kelantan
Sarawak
Sabah
FT Labuan
MALAYSIA
2001
2003
Maternal
and
Child
Health
Clinic
2001
2003
9
54
30
81
59
14
38
27
89
67
43
58
195
90
1
855
9
57
30
78
60
15
38
29
91
65
42
59
197
93
1
864
1
9
6
7
11
0
5
1
6
8
2
3
23
18
1
101
0
8
6
10
7
0
5
0
3
8
2
3
24
18
1
95
Community
Clinic
Mobile Clinic
2001
2003
2001
2003
30
225
62
253
136
0
104
63
270
246
134
200
22
195
11
1940
30
222
62
253
132
0
105
61
269
246
131
199
21
185
11
1927
0
0
0
8
0
0
2
1
2
19
1
11
120
8
0
185
0
0
0
6
0
0
1
1
0
19
1
11
120
9
0
168
*Health clinic provides comprehensive service for all ages in the community including maternal child
health, out patient department, support services such as physiotherapy etc.
Upgrading of clinics in terms of infrastructure and services is an on-going

exercise. More health clinics is also being developed from time to time.
Although all Malaysian children are entitled to public health care, not all
children used the public facilities regularly. In most states throughout Malaysia, the
private sectors also flourish to complement the public health services. The numbers of
private clinics are higher in more dense and developed areas. The people in the rural
areas are still highly dependent on the public health services. Primary healthcare
clinics are complemented by hospitals which provide medical based specialist
services, amongst these is the childcare.
Table 38: Breakdown for coverage of clinic visits made per children by year (does
this include private hospitals, clinics?)
Year
2000
2001
2002
2003
2004
2005
Coverage of children (%)

Infant
Toddler
Pre-School
109.5
107.5
97.4
93.3
98.8
102.3
43.1
43.7
41.1
40.8
54.1
44.6
17.0
30.7
31.4
13.87
23.3
15.7
Average Visit per Child

Infant
Toddler
Pre-School
4.0
4.0
4.0
4.1
4.2
4.1
3.0
3.0
3.1
3.2
2.5
3.2
1.9
1.9
1.9
2.0
1.2
1.9
Note: Toddler and preschoolers do not visit the health clinic as much as infants as they dont have
frequent scheduled visits compared to immunisations for infants.
(% of Total population)
86
Parents mainly visit the clinics for immunisation purposes and assessment of
the childs development. Health Clinic also takes the opportunity to provide health
promotion information, to do screening for disabilities and nutrition-related problems.
12.2
Immunisation
Ministry of Health (MOH) Malaysia provides free immunization against

childhood preventable diseases such as BCG, Hepatitis B, Polio, Diptheria, Pertusis,
Tetanus, Hib (Haemophillus Influenza Type b), Mumps, Measles and Rubella
(MMR). Immunisation is provided to all eligible children as an integral part of the
overall package of Child Health Services. It is available at all government health
facilities where child health services are provided, both in rural and urban areas. Some
parents however opted to let their children obtained immunization in private clinics
and hospitals, mostly out of convenience. All children are required by law to be
immunized, thus private clinics and hospitals keep records of immunization.
Table 39: The breakdown of immunisation coverage of
different types of vaccination nationwide (by % of total population)
Year
BCG
2000
2001
2002
2003
2004
2005
99.9
99.3
99
98.2
100
98.3
Hepatitis
(3)
93.3
95
93.1
93.9
93.8
91.5
DPT (3)
OPV (3)
95.3
96.8
96
98.7
94.2
95.4
95.4
96.7
94.8
95.2
95.2
94.3
MMR/
Measles*
88.4
92.2
75.4**
90.9
104.3
88.4***
Hib (3)*
Influenza
84.7
*Hib and MMR immunisation was introduce in stages in July 2002 .

**does not include MMR.
***MMR only
Generally, not much difference is observed in the immunization coverage

among the children in different states/ rural urban strata or girls vs boys. All the states
in Malaysia achieve more than 90% immunization coverage (this is the Universal
Child Immunization target). The cities and more developed states may actually show
a slightly lower coverage (but rarely below 90%) as these areas has more private
facilities whose data are still not fully captured by the MOH information system.
12.3
School Health Services
The school health service provides comprehensive service in line with the
Health Promoting School Concept by World Health Organizations (WHO). Physical
health examination and immunisation are carried out in all government schools as
well as government pre-schools. Appropriate referrals to the health clinics are carried
out for further management of identified health problems. Apart from health care for
the school children, a school health team is also inclusive of health inspectors that
carry out inspections of the school building and compound, school canteen and the
quality of food served. Fines and compounds are issued to any school who does not
comply to the given standard.
87
12.4
Baby-Friendly Hospital
The Baby Friendly Hospital Initiative (BFHI) is a strategy devised by WHO/

UNICEF to make maternity and other health care facilities that manages newborn
babies to be protective, supportive and promotive of breast feeding. This means, to be
given a Baby Friendly status, a hospital has to be protective (does not allow any
form of artificial feeding be given to babies), supportive (has breastfeeding nurse to
give support and counsel new-mothers) and promotive (gives information on the
importance and goodness of breastfeeding).
WHO/ UNICEF awards Baby Friendly status to a hospital or a healthy
facility that succeeds in implementing the BFHI. In 1993 the Ministry of Health of
Malaysia (MOH) adopted the WHO/ UNICEF BFHI. A target was set for all hospitals
to attain the Baby Friendly status by the end of 1997. Up to December 2005, all
government hospitals under the MOH were designated as baby friendly hospitals.
Other hospitals were under the Ministry of Defence, Ministry of Education and
Private Hospitals. Prior to this all the ten steps under the BEHI had been uniformly
implemented in all maternity wards in MOH hospitals. A non-government Malaysians
Breast Feeding Association had also been established.
Table 40: Number and Percentage of Governments Hospitals Designated as
Baby-Friendly Hospitals
Year
No. of
Government
Hospitals
No. of Government
Hospitals designated
as Baby-Friendly
Hospital
Percentage of Hospitals
designated as Baby-Friendly
Hospital
( %)
2000
2001
2002
2003
2004
2005
115
115
115
116
116
116
113
112
113
114
114
114
98
97
98
98
98
98
(Source: Ministry of Health)
12.5
Oral Health
Schoolchildren have been an important target group of the public oral

healthcare services since the 1950s. A structured programme for pre-schoolers has
been in place in Malaysia since 1984. Oral health services were extended to preschool children in private kindergartens in 1985. These were mainly promotive and
preventive in nature consisting of oral health talks and tooth brushing drills. The
general objective of the service is to create awareness and inculcate positive oral
health habits and attitudes.
The 1995 survey of 5-year-old pre-school children confirmed the high
prevalence of dental caries and the high level of untreated tooth decay in this group of
children. Although the oral health status of schoolchildren has improved through the
years, it was found that about 80% of Year 1 school children were still affected by
dental caries.
88
In 2003, the Guideline on Oral Healthcare for Pre-School Children was

developed by the Oral Health Division, Ministry of Health. The activities in this
guideline include the curative component using the minimally invasive technique of
Atraumatic Restorative Treatment, smart partnership of training of pre-school
teachers as agents of change to impart oral health messages to the pre-school children.
This programme covers pre-school children and priority is given to
government-aided pre-school, and if resources allow, extended to private
kindergartens on request. The specific objectives of this programme is to enable preschool children to maintain good oral hygiene, to ensure pre-school children are
receptive to oral health personnel and oral healthcare, to control the occurrence of oral
diseases in pre-school children and to enable teachers and carers to provide healthy
food choices.
The 2-Visit Programme to Pre-schools
Plan the 2-visit programme
a. The two visits are spaced out within a period of 1 to 3 months, depending on
the availability of manpower.
b. Notify teacher in charge of the programme schedule.
The first visit
a. Conduct dental health education (DHE). This session serves to introduce children
to oral health personnel in their own familiar surroundings. The short talk also
explains why it is important to care for their teeth and how they can do that.
b. Conduct Tooth Brushing Drill (TBD). The children are taught to systemically
clean every tooth surface to ensure effective tooth brushing.
c. Do oral health screening to assess the oral health so that the pre-school child is
receptive to oral health personnel and oral healthcare.
The second visit:
a. Reinforce DHE.
b. Reinforce TBD
c. Conduct role-play.
Role-play, conducted by dental nurses is an activity that allows pre-school
children to play the roles of dentist and patient. Through this fun interaction, the
children are exposed to the simple procedure of oral health screening. They also get to
view the oral cavity and teeth. At the same time it allows the dental nurse to make a
quick assessment of the oral health status of the children.
In 2005, 536,081 pre-school children were given dental health talks mainly by
dental nurses. 534,081 pre-school children participated in the tooth brush drills and
295,075 children were involved in role-play.
89
Table 41: Percentage Population Reached (against total population preschoolers)

ACTIVITY
TBD
Number of pre-school children (% population reached)

2000
2003
2004
2005
508,570
(56.1)
474,772
(52.4)
-
DHE
Role-play
616,796
(60.7)
520,304
(51.2)
-
613,018
(59.6)
520,088
(50.6)
35,543
534,008
(51.9)
536,081
(52.2)
295075
Table 42: Activities for Toddler Programme Reported In 2005

ACTIVITY
No. activities
No. participants
1.
2.
3.
4.
5.
6.
7.
8.
9.
2,739
11,463
0
463
57
14
27
10
133
29,361
117,273
0
5,367
1,339
TBD
Talks
In-service training
Role Play
Puppet show
Exhibition
TV/radio
Community services
Others
Source:Information and Documentation System Unit, Ministry of Health
Besides children, preschool teachers are invited to oral health seminar too. In
2005, 1,799 teachers from 1,093 government pre-schools and 165 private
kindergartens benefited from the programme. Apart from the usual activities like talks,
work group discussions and presentations, tooth brushing demonstrations and oral
health exhibitions, certain states also incorporated pre- and post-tests for evaluation
and organised other creative activities like competitions in puppet show script writing
and selection of Model Kindergarten or Tadika Contoh to sustain interest in the
activities. Currently it is a practice in all MOE preschools where children would
brush their teeth under the supervision of the teachers after the morning tea break
where they take their meals together.
90
13.0 EQUITY EARLY CHILDHOOD HEALTHCARE

THE DISADVANTAGED
13.1
FOR
CHILDREN OF POVERTY
Food Basket Programme (FBP) - Nutrition Rehabilitation Programme for

Malnourished Children
This is a programme for malnourished children under 6 years old (weight-forage <-2 Z-score) from poverty households. Nutritious food supplementation is given
in the form of various foods. Nutritionists are involved to provide nutrition
assessment and monitoring of the target child: provide nutrition, education and
counselling of the parent/ caregiver to ensure that the child achieve and maintain
satisfactory nutritional status. The Food Basket Programme launched in June 1989
could be viewed as part of the Governments efforts to address the two long term
development challenges facing the country: the need to improve health status, and the
need to eradicate poverty. Table 37 shows the number of recipients of this program as
well as % of recipients who were ultimately terminated from this program.
Termination from this program means that the recipients have achieved the optimum
weight.
The proportion of moderately underweight children in Malaysia has decreased
continuously for many years to reach down to 7.5% in 2005. The proportion of
severely underweight children fluctuated between 0.5 1% with only 0.6% severely
underweight children in 2005.
Table 43: Number of Recipients and percentage of Recipients Rehabilitated at
Termination of Food Basket Programme
Year
No. of Recipients
Percentage of recipients rehabilitated at

terminations of Food Basket Programme ( %)
2000
2001
2002
2003
2004
2005
7,557
7,245
7,159
6,942
7,071
8,378
54.9
51.4
47.71
49.81
50.5
54.2
Source: Information Documentation System, IDS Unit, MOH
The Full Cream Milk Supplementary Feeding Programme

The Full Cream Milk Supplementation Programme has been implemented
since the 1970s. Infants over 6 months of age, toddlers and pre-school children that
fulfilled the criteria of the programme goes for regular monthly attendance at the
Child Health Clinics to check for their weight gain and improvement in health.
Mothers are also given advice during the visits. Beneficiaries whose weights conform
91
to the criteria are entitled to an issue of 1 kg of milk/ beneficiary/ month for 3

consecutive months.
Table 44: Numbers and average of total new attendance of children below 5 years
at The Child Health Clinics receiving full cream milk supplementary.
Year
No. of Recipients
Average Amount of Milk

Supplement given to Children ( kg )
2000
37,822
32,575
2.30
2001
2002
2003
2004
2005
2.52
38,208
2.48
36,818
2.61
33,424
2.84
29,530
2.94
For care of the indigenous groups, the Ministry of Health works hand in hand
with the Department of Orang Asli (JHEOA) to provide healthcare to them especially
in the states of Pahang, Perak, Sabah and Sarawak. Mobile services are provided
where health care providers, assisted by the JHEOA officers visits the indigenous
villages in the remote areas for antenatal care, postnatal care, immunization,
nutritional support and providing health/ nutritional information. Halfway house is set
up for them for easy access of the health care providers, it has been noted that it is
difficult to get the indigenous group to come to the clinics due to infrastructure and
social barrier.
13.2
CHILDREN WITH SPECIAL NEEDS
Instrument for the monitoring progress in the development of children with special
needs
A pilot project was carried out from August 2004 to July 2005 to identify a suitable
instrument for nurses in health clinics to utilize when monitoring the progress of a
child with special needs. Study involved a total of 40 nurses from the states of Perak,
Selangor, Johor, Kelantan and Sarawak. The study compared the use of two
instruments i.e. Denver Development Screening Test II (DDSTII) and the Schedule of
Growing Skills II (SGSII). Focus group discussions and feedbacks from
questionnaires show the DDSTII tool is more feasible to be implemented nationwide.
Manuals on the management of Children with Special Needs
Six manuals have been developed and training conducted at national level to train
core trainers from each state. These national training is echoed at the states and
districts. Number of staff trained is monitored yearly through reports from each state.
These manuals include management of children with gross motor delay (2001), those
92
with fine motor delay (2002), problems with self help skills (2002), visually impaired
children (2003), children with communication problems (March 2004) and those with
personal social and behaviour problems (December 2004).
Screening for Autism at Health Clinics
Autistic children are normally presented to the health clinic by the parents when they
starts showing obvious symptoms at the ages of 4 -6 years old. This has prompted
effort from Ministry of Health (MOH) to conduct a screening programme for autism
amongst children at an earlier age: between 18 months to 3 years using a screening
tool called M-CHAT. Certain Health Clinics in the state of Selangor, Perak, Johor,
Terengganu and Sarawak conduct this screening. This is not practised nationwide yet
as the M-CHAT tool is still being piloted in the past one year but results so far is
showing convincing results which is at par with the international standard.
Prevention and Control of Blindness
Manual on eye care for primary health care personnel was developed in 1999 and was
reviewed in 2000. The state Ophthalmologists have been carrying out training at state
level annually to community health nurses. In 2005 health education materials, a flip
chart on eye care and eye disease for school health team and clinics were developed.
A storyboard for educating children in school regarding eye care and eye disease were
developed and sent to schools in the same year.
Oral Health Programme for Children with Special Needs
Many children with special needs namely children with physical disabilities,
children with severe learning difficulties and children with severe behavioural
problems would require certain management techniques to make them amenable to
dental treatment. They are incapable of carrying out routine oral hygiene care.
Therefore they need assistance from parents, carers, teachers and health providers to
maintain their oral health status. A guideline on oral healthcare for children with
special needs was produced in 2004. The programme includes all children with
special needs in kindergarten / nursery /institutions/ and those attending out-patient
clinics.
Monitoring is done through monthly returns of HMIS, a data collection
mechanism for Ministry of Health. The coverage for the year 2005 stood at 17,642
special needs children which were collected via HMIS for the first time nationally in
2005. The dental health education activities which include tooth-brush drill saw
20,340 children participating, and dental health talks were given to 20,058 special
needs children in the school. The coverage of special needs children has shown a
tremendous increase from 1752(part of the oral health programme for preschool
children) in the year 2000 to 17,642 in the year 2005.
Rehabilitation services
Ministry of Health works hand in hand with the Department of Social Welfare
(A department under the Ministry of Woman, Family and Community Development),
to provide rehabilitation services to the children with disabilities. In 2005, a total of
93
2681 cases of children with disabilities were detected amongst children aged 0-12
years. As of 2005, there are 130 health clinics under the MOH that offers
rehabilitation programmes. Due to the lack of therapist, the major part of the
programme is conducted by Public Health Nurses trained in managing children with
special needs with supervision from therapist from hospital or health clinic. The
programme includes early intervention activities for children with delay in areas of
gross motor, fine motor, and activities of daily living, as well as interventions for
children with communication, behaviour and visual problems. These trained health
staff also provides technical input to the Community Based Centers within their
operational areas. MOH plans to incrementally increase the number of facilities by 10
15 centers per year.
Community-Based Rehabilitation
Community-Based Rehabilitation, CBR was introduced since 1983 as an
alternative to institutionalization. The first CBR in the country was set up in in Kuala
Terengganu by the Department of Social Welfare with the cooperation of the Ministry
of Health. CBR adheres to the philosophy stated below:
a strategy within community development for the
rehabilitation, equalization of opportunities and social
integration of all people with disabilities. CBR is
implemented through the combined efforts of disabled
people themselves, their families and communities, and
the appropriate health, education, vocational and social
services (ILO, UNESCO and WHO)
As of 2006, there are 364 CBR centers catering for some 9,260 persons with
disabilities (PWD). There are three different models of CBR which are: Centre-based,
Centre-based followed by supervision at home, and Home-based CBR.
Programs and activities in CBR are planned based on the following guideline:
Inclusion of PWDs at all stages and levels of planning and implementation
including the process of decision making.
The overarching aim is improvement of the quality of life of PWDs.
Steps taken to create positive attitudes towards PWDs and to motivate
community members to support and participate in CBR activities.
Providing assistance for all PWDs needing special assistance.
Sensitive to the situation of PWD girls and women.
Flexibility in terms of operation at the local level within the local context.
Coordination among service deliveries at the local level.
CBR is a strategic alliance between the Government, the community, NGOs,
the parents and the PWDs. All parties work together, share resources and through
coordinated efforts provide the essential services and programs that can alleviate
social and economic problems faced by the PWD and thus enhance the quality of life
of these PWDs.
94
13.3
CHILDREN WITH HIV/AIDS
Prior to 2000 there were 3,555 cases of AIDS and 33,233 cases of HIV
recorded. From 2000 till 2005 there were an additional 7,858 cases of AIDS and
40,194 cases of HIV, for a total of 11,413 cases of AIDS and 73,427 cases of HIV.
Majority were from the age group 20 49 year old. From 1986 to 2006 there 206
cases of HIV and 50 cases of AIDS in age group less than 2 year, and 445 cases of
HIV and 116 cases of AIDS the age group 2 to 12 years.
HIV infection and AIDS have become major public health concern in
Malaysia. HIV transmission in Malaysia continues to be mainly through sharing
needle among drug user (73.6%), followed by heterosexual (14.7%) and homosexual
(1.5%) while only 0.8% of the infection are attributed to vertical transmission (mother
to child transmission).
Prevention of Mother To Child Transmission Programme
HIV testing for pregnant mother was introduced in 1998 as part of the national
intervention to reduce HIV transmission from mother to child. In 2006, the coverage
was around 99.5 % of those attending government health facilities for antenatal care.
This is a voluntary program which provides HIV testing, counselling service and also
provides free antiviral drugs to every effected pregnant mother and her baby. Infants
are being given medical therapy for the first 6 weeks of life while being tested at
regular intervals until they turn 18 months old. The low transmission rate indicates
successful clinical management.
As of December 2006, a total number of 2,925,472 antenatal mothers who
attended government clinic (82.3%) were screened, 0.035% (757 mothers) were tested
positive and a total of 25 (3.88%) delivered baby were HIV positive. Since the
beginning of the screening programme, an average of 4% of babies born to HIV +ve
mothers has been found to be HIV-infected.
Table 45: Prevention of Mother To Child Transmission (MCTC) programme 20002006
Year
No. of
attendance of
antenatal
mother
No of ANC
screened
Percentage
screened
No of ANC
detected
HIV positive
Babies
delivered
2000
347,979
2001
392,139
2002
387,208
2003
374,386
2004
386,037
2005
361,207
2006
385,976
286,390
343,030
359,411
361,152
377,016
349,922
384,027
82.3
87.5
92.8
96.5
97.6
96.9
99.5
85
79
141
177
138
110
170
85
79
141
152
138
107
62
No of babies
HIV positive
(%)
95
14.0
MONITORING AND EVALUATION

CHILDHOOD HEALTHCARE
OF
EARLY
Monitoring and evaluation of early childhood healthcare is done through the

following inspection systems.
SANITARY AND SAFETY INSPECTION OF THE CHILDCARE CENTRE
(TASKA)
District health departments under the Ministry of Health are one of the agencies
involved in advising the operator the TASKA / TASKI on the safety and health aspect
of the institution and were involved in approving the permit for operating. (% of
coverage, Dr Sai)
NUTRITION SURVEILLANCE
The nutritional status of children is monitored through the Nutrition Surveillance
Systems (NSS). The systems uses weight attainment for age as an indicator of
nutritional status of children aged less than 5 years who attends the governments
health clinics during the months of March, June, and September. Diagram 11 shows
the nutritional status of children under 5 years old from the year 1990 to 2005.
100
90
Percentage
80
70
Overweight
60
Normal weight
50
Moderate
underweight
Severe
underweight
40
30
20
10
20
05
20
04
20
03
20
02
20
01
20
00
19
99
19
98
19
97
19
96
19
95
19
94
19
93
19
92
19
91
19
90
Year
Diagram 11: Nutritional Status of Children Under 5 Years (1990 2005) (Dr Sai, the
figure)
(Source: Ministry of Health)
ORAL HEALTH INDICATORS

In 2005, both caries prevalence and caries experience among Year 1 six-year-old
children are dropping as shown in Table 45. Compared to 1997 when the average
percentage of decayed and filled teeth among 6-year-olds was 4.1%, it was 1.31% in
96
2005. The number of children who have no experience of tooth decay also increased
form 19.4% (1997) to 36.8% in 2005. While 8 out of 10 six-year-old children had
tooth decay in 1997, it had dropped to just over 6 in 10 children by 2005.
Table 45: % 6 year-old with caries-free dentition
Indicator
2000
2001
2002
2003
2004
% 6 year-old with caries-free dentition 24.5 26.2 26.7 27.5 28.8
2005
37
Table 46: Oral health status of 6-year-old children (1997 and 2005)
Indicator
1997
Decayed
filled 4.1%
teeth
Caries-free
19.4%
dentition
Caries prevalence 80.6%
2005
1.31%
36.8%
63.2%
Table 47: % 6 year-old with caries-free dentition

Indicator
2000
2001
2002
2003
2004
% 6 year-old with caries-free dentition 24.5 26.2 26.7 27.5 28.8
2005
37
The goal of the National Oral Health Plan 2010 for % 6 year-old children with
caries-free dentition is 30%. The achievement of 37% in 2005 based on the HMIS
data has surpassed the set goal for 2010.
HEALTH OUTCOME INDICATORS(MORE INFOR)(DR SAI)
The health outcome indicators identified by MOH are the following:
Perinatal Mortality
- Deaths of fetus from 22 weeks of gestation to the first week of life.
Infant Mortality
- Deaths of infants below one of life.
Toddler Mortality
- Death of children from ages 1 5 years old.
Maternal Mortality
- Deaths of women due pregnancy related causes and complications up till 42
days postpartum.
MOH plans and delivers services to reduce the occurrence of these indicators.
QUALITY IMPROVEMENT ACCREDITATION SYSTEM FOR
CHILDCARE CENTERS
THE
Another new development undertaken by MWFCD is the setting up of the

Quality Improvement Accreditation System or QIAS, a kind of star rating of the
97
childcare centers. This system defines quality care in childcare centers and provides a
way to measure the quality and identify areas for on-going improvement. QIAS will
also guide the centers in maintaining and improving their quality practices for the
children in their care. This new initiative will shift the focus from meeting minimum
standards to striving towards the provision of quality childcare and education.
Through QIAS, MWFCD intend to introduce star ratings for the registered childcare
centers in Malaysia, starting from one star to three stars. The Ministry expects to
launch QIAS and the star rating in August 2007.
98
15.0 IMPLEMENTATION
DISPARITIES
GAPS,
CHALLENGES
AND
The major existing national ECCE legislation in Malaysia are the Child Act,
Education Act, and the Childcare Centre Act. Other related policies are the
Convention on Rights of Children, The Malaysian Plan, Education Plan, The National
Action Plan of Children. These legislations and policies on ECCE provides for right
of accessibility, equity and quality of care, education and healthcare to children.
Goal 1 of the Education for All (EFA) calls for better and more possibilities to
support young children (age 0-6), and their families and communities, in all the areas
where the child is growing physically, emotionally, socially and intellectually. It
also lays special emphasis on children who suffer disadvantage or who are
particularly vulnerable, for example those living in poverty, HIV/AIDS, orphans, rural
and minority children, and in some situations girls as a whole. Although much has
been done in ECCE to ensure the achievement of Goal 1 of EFA, various obstacles
remains in the areas of special education, healthcare, preschool education and
childcare center.
This section discusses the implementation gaps and disparities between the
aspired and the reality in the areas of special education, health and preschool
education.
15.1
PRESCHOOL EDUCATION
Accessibility
Until 2005, 59.56% of the 4-6 years old children have access to preschool
education. It is believed that there are many more unregistered private preschool
around. The figure could go up to 70 or 80%. Public or private kindergartens and
preschools are easily found in both urban and rural areas. The data obtained by CDC
in 2007 indicating only 5.3% of Year 1 primary school students are without ECCE
experience is more reasonable. Generally, parents have no problem of getting their
children to preschools.
Education Act 1996 stipulates that preschool is part of the school system. Thus
MOE has rigorously set up preschool classes especially in the rural area. In 2006,
MOE has set up preschool classes in 3287 primary schools which is 43% of the total
primary schools in Malaysia. However once preschool is included as an
institutionalised component of education system, the government need to ensure all
children have opportunity to enrol in preschool. This means that there is more to do,
for example in equipping all schools with preschool classes.
Education Act 1996 also instructs that all preschools regardless of public or
private has to follow the National Preschool Curriculum formulated by the MOE. This
has been adhered to by all public preschools. However not all private preschools
practice this. This implementation gap need to be addressed to ensure quality in
preschool education and to reduce the possible divide between the rich and the poor,
urban and rural.
99
The major obstacle faced by MOE in getting the current enrolment and
number of private preschools is the resistance by this private sector in registering their
preschools. This poses a big problem in getting accurate data for future planning and
for purpose of monitoring.
GPI for preschool is slightly biased towards the female, though it is not an
alarming issue yet, it need to get some attention at this stage.
Lack of Proper Location for Preschool Building
The three main public preschool education providers are MOE, Ministry of
Rural and Regional Development (Tabika KEMAS) and Department of National
Unity and Integration ( Tadika PERPADUAN).
One common problem faced by the three providers of preschools are lack of
proper location for building preschools classes. MOE plans to build more preschool
classes in existing primary school compound, however there is not enough suitable
space in many of the schools. Ministry of Rural and Regional Development faces
difficulty in finding proper locations to build new preschool buildings. Some of the
locations available are quite far from housing areas and poses safety problem. In the
densely populated area, vacant land is sparse, this has resulted in some high populated
areas having only few preschools forcing some of the KEMAS preschools accept 30
or more students for a class, exceeding the standard teacher-student ratio.
At present, approximately 4000 of KEMAS preschools are located in their
own buildings and 4052 more (as of 2005) either shares or rents public buildings.
Besides problems of location as mentioned above, building of such big number of
preschools poses a financial strain to the Ministry too. Comparatively, PERPADUAN
preschools are built on their own building and faces less problem of this sort.
Qualified Teacher
All MOE preschool teachers are trained. All KEMAS preschool teachers
obtained a 6 month training prior to teaching and all PERPADUAN preschool
teachers gets a 2 to 3 weeks training while they are teaching. Private preschools are
required to send their teachers for training in the various agencies or conduct training
on their own. Failure to do this would jeopardize their application or renewal of
operating license. The Department of Private Education is looking into ways to
enforce this regulations strictly. There is insufficient information in this regard for the
unregistered private preschools.
In the quest to upgrade the professional status of their teachers, Ministry of
Rural and Regional Development had worked with the public universities for training
of their teachers. In 2006, 667 preschool teachers are doing part time diploma courses
at Teacher Training Institute, MOE. These teachers will graduate in the year 2009.
Ministry of Rural and Regional Development has set a target that by 2010 all their
teachers would have at least a diploma in teaching.
100
Coordination and Standardisation

Having many preschools providers raises issue of coordination and
standardisation. The question is whether all these agencies/ministries provide similar
quality of preschool education. There is no study or instruments available to gauge the
effectiveness and success of these programs. Could policies formulated by each of
these agencies/ministries apply to the other agency/ministry? There appear to be
duplication of functions and roles among these agencies/ministries. One can argue too
that there is a waste of man power and fund as teacher training, production of material
as well as school inspection are conducted separately.
Another issue at hand is the lack of coordination in planning for new
preschool classes. There is a need for a more complementary approach in deciding
locations to build preschool by the various agencies. This is important to ensure
maximum usage of resources and manpower and to ensure the survival of all public
preschool providers.
Monitoring and evaluation of the National Preschool Curriculum in MOE and
private preschools is conducted by the Schools Inspectorate of MOE, however
KEMAS and PERPADUAN conduct their own monitoring and evaluation. There is
probably a need for standardisation and cooperation.
15.2SPECIAL EDUCATION
Accessibility
The Education Act states that it is the responsibility of the government to
provide education for the special children. The number of classes for special
education preschools is increasing but most of it caters for learning disability children.
There are only 22 programs for the hearing impaired and 5 programs for the visually
impaired. Thus, there is still a big gap in providing education for these children.
A bigger related issue is the lack of national database on the number of
children (0-6 years old) with special needs. Without this database, it is difficult to
gauge how far the country has achieved its target and difficult to make future plan. At
present, data collected by Department of Social Welfare is for children(below 18
years old) in general and not segregated into the various age group.
Inclusive Education
One of the most critical challenges is the teachers commitment towards the
special education children. The teachers, either the special education teachers or the
normal preschool teachers need to have paradigm shift towards the special education
children. Since MOE is opening more classes in the integration programs where the
normal children will study in the same compound as the special children, the relevant
authority including the school should consciously plan activities or ways to include
special children in activities attended by normal children. Special children should be
given opportunity to study in the same classroom as the normal children. And this will
take commitment in both party the normal preschool teachers and the special
education preschool teachers, and even the administrators.
101
Acceptance of Children with Mono-Disability only

There is a need to re-look at policy restricting ECCE accessibility to children
with mono-disability only. At the moment, children with dual-disability or multi
disabilities are not under the jurisdiction of MOE. This has created some difficulty as
most of the special children are found to be afflicted with more than one disability.
These children have a right for formal education and action has to be taken to ensure
that they are not neglected.
MOE will be reviewing the Education Act 1996 (Special Education
Regulation 1997) and will consider the dual disability children to be included as
special education children who will be catered by MOE by 2009. The children might
be those with visual impairment plus low cognitive, hearing impairment plus low
cognitive or low mental ability plus physical handicapped.
Teachers Motivation
The special education teachers in preschool settings need more motivation
since they are dealing with the children who have few or no experience being away
from family. They have to be in the classroom and dealing with various kind of
disability for the whole three and the half hours or even more every day.
Parents Involvement
Parents involvement is well-known as an important element in a childs
development and achievement. It is observed that in special education preschool
program, parents involvement are not encouraging and this affect the childs ability
in most of the domain. The gap between the teacher, school and parents relationships
need to be closed or at least minimized. Research by Zuria Mahmud, Norshidah
Mohamad Salleh and Zalizan Jelas(2002) shown that family members knowledge,
attitude, communication and financial are obstacles in parents and schools
collaboration.
Per Capita Grant
Allocation for per capita grant and food allocation given to special need
preschoolers is the same as what the typical preschool children are getting. This
means for a class of 25 normal preschool class, they will get RM2500 per year for the
per capita grant and RM7500 per year for food allocation, whereas the special
preschool class will only get RM1000 for per capita grant and RM3000 for food
allocation as shown in Table 48. This is worse if the number of special children is less
than ten, since the allocation is getting smaller based on the number of the children.
102
Table 48: Comparison between PCG and Food Allocation Obtained by Normal
Preschool Classes and Special Preschool Classes
Number
children
of Per Capita Grant x Number of

Students x 1 year
(per year)
25
normal
= RM100 x 25 x 1
children
= RM 2500
RM 100
10
special
= RM100 x 10 x 1
children
= RM 1000
Food Allocation x Number of

Students x days of schooling in a
year
= RM1.50 x 25 x 200
= RM 7500
RM1.50
= RM1.50 x 10 x 200
= RM 3000
Special Education One Stop Centre

Special Education One Stop Centre will be set up in Putrajaya by June 2007.
The main objective of this centre is to provide free services for special needs children
and their parents, in terms of early intervention, rehabilitation and other services. This
centre will cater for special need children within the age of 1 year old to 6 year old.
There will be officers in charge such as audiologist, speech pathologist,
physiotherapist, occupational therapist, orientation and mobility and low vision
specialist, educational psychologist, peripatetic teachers and early interventionist. As
for now, there are 5 centers operating which are located in Johor, Kedah, Selangor,
Terengganu and Melaka. There are 6 more centers which is in Kuala Lumpur,
Kelantan, Pahang, Perak, Sabah, Sarawak expected to have their personnel by
October 2007. In Ninth Malaysian Plan, 3 more centers will be set up in Negeri
Sembilan, Perlis and Pulau Pinang.
15.3
HEALTHCARE
Health care service covers the nations. The NHMS 96 showed that most of the
Malaysian population live within 5 km of a static health facility. The major
implementation gap is due to geographical reason namely in the remote parts of Sabah,
Sarawak and some parts of Peninsular Malaysia. In these areas, the MOH provides
health services via mobile health teams and flying doctor services.
Disease control program has been successful in controlling communicable
diseases such as vector bourne diseases, food and water borne disease. The major gap
lies in coordination between the many departments and agencies involved in
implementation as well as the commitment from the community.
With regards to child health services, there is a schedule for visits to health
clinic aimed at following up the child till the age of 6 years. However, visits are not
compulsory. This causes a setback in early identification of childhood problems and
disabilities, i.e after child has entered school. To overcome this, MOH is currently
changing child health visits schedule to include compulsory examination by medical
practitioner at 18 months and at 4 years of age. Examination will also include
screening for developmental delay.
For children with special needs, the number of trained personnel and facilities
are still small. Although condition is improving, there is still stigma in the community
103
regarding having children with special needs, making some shy away from getting
appropriate interventions. The public needs to be educated on the needs of the child
with special needs and their families. The public also need to be sensitized on how
they can play their role as a community member.
Successes
Great achievements have been accomplished in regard to child mortality rates.
Infant mortality rate in 2004 was 6.41 per 1000 live births, which are lower compared
to in the year 2003 which is 6.6. (In 2001, the rate was 7.1 per 1000 live births). This
rate is further improved in year 2005 which was 6.3 per 1000 live births.
Toddler death has been constant at 0.3 per 1000 live births since 2000 2002,
and in 2004, the rate was 0.3. The leading causes of death are perinatal conditions for
children under 1 year old of age while septicaemia and pneumonia are the leading
causes of death among children 1 5 years old.
per 1000 live birth
Mortality Rate from 2000 - 2005

10
9
8
7
6
5
4
3
2
1
0
Infant
Toddler
Year
Diagram 12: Mortality Rate for Infant and Toddler from 2000 to 2005
(source: Ministry of Health)
Challenges
With the achievements to reduce mortality and morbidity amongst infants and
young children, the main challenges that are yet to be worked upon are having
accessible health infrastructure at the remote areas and to gain the trust of the
indigenous people of the remote areas to make them come forward to healthcare
services (many still hold strong beliefs in their alternative medicine).
Another problem is the migration people from other country enter to our
country together with their family, this will increase health burden to our country and
also introduce new disease and increase the number of outbreaks.
The rate of population growth and development does not occur in the same
speed with the service expansion. There were always a gap in giving health in total for
104
all citizens, however, the government is continually seeking to improve service

provision.
15.4
CHILDCARE CENTERS
There has been a lot of plans formulated and policies reviewed and drawn up
by Ministry of Woman, Family and Community Development, MWFCD in the past
one year to improve the provision of childcare centers and related issues. The full
impact of these policies and plans could only be ascertained after a few years of
implementation. It would remained as challenges of MWFCD for the years to come to
maintain and continuously improve on these plans and policies stated below.
MWFCD is also taking initiative to change the public perception that child
minding is a lowly paid job that is only suitable for school dropouts. A task force has
been set up to look into the career path of the childcare minders. The Task Force is
currently working with the National Vocational Training Council to incorporate the
Basic childcare Training into the National Occupational Skill Standards framework.
105
16.0 RECOMMENDATIONS
16.1 DISADVANTAGED CHILDREN INDIGENOUS CHILDREN
Orang Asli Children in Peninsular Malaysia
The Department of the Community Development (KEMAS) in the Ministry of
Rural and Regional Development has been providing preschool education to the orang
asli children since 1992 and childcare since 2005 while Department of Orang Asli
Affairs (JHEOA) has provided some form of childcare facilities since 2000 through
the programme, Wanita Penggerak. However, many of the orang asli children are
still not benefiting from either child care or preschool education or both yet. Further
steps need to be thought of and taken.
Orang Asal (Indigenous people) in Sabah and Sarawak
Child care and preschool facilities in Sabah and Sarawak are utilized by orang
asal living in urban areas and accessible rural areas. Those in more remote areas, let
alone those in the interiors do not have such facilities available to them. In fact, the
orang asal children in certain settlements do not have access to primary school
because there are no schools in their vicinities or they do not have proper documents
such as birth certificates. In certain cases, the parents themselves do not see the value
of education or they are afraid their children learning a new culture and losing their
cultural identity.
To help indigenous children develop to the highest potential possible, they have
to benefit from primary education, it is essential for them to have proper care and
educational experiences. It is therefore suggested that some young girls or women be
given training in basic childcare skills, including activities that help children develop
physically, intellectually, socially and emotionally. These childcare providers can then
conduct programmes for children in their settlements or communities for both
children of ages 2-4 and for mothers with young children.
Indigenous youths with basic or primary school education can be trained to
conduct programmes, based on the National Preschool Curriculum for children aged
4-6 years. They should be taught to integrate their cultural practices into the activities
or programmes conducted for these children not only to make learning meaningful to
them but also to demonstrate that learning is not alien to their culture.
It is important for the childcare providers to be paid by the Ministry of Women,
Family and Community Development and preschool teachers be paid by the Ministry
of Education since the former Ministry sponsors community childcare centers and the
Ministry of Education conducts kindergartens. These ministries should also be
responsible for cost of running the childcare centers and preschools.
16.2 SPECIAL CHILDREN
All the ministries and agencies involved with special needs children have to
develop a mechanism that enable them to cooperate among each other in order to
106
ensure the child will benefit from their services. A database on special needs children
has to be generated as a national database and not compartmentalized as it is now.
With the national database, they can enhance their services on various aspect
including registration, medical record, support programme, planning for individual
educational plan and others.
Multidisciplinary group such as audiologist, speech and language pathologist,
occupational therapist, physiotherapist, educational psychologist need to be actively
involved with the programmes for special needs children, either in public schools or
in other agencies. Collaboration among these multidisciplinary groups will enhance
the development of special needs children.
A baseline instrument should be develop in order to start a program for a
special need child based on his learning needs. It has to be made available for
everyone and easy to be accessed. With this assessment a teacher will be able to
evaluate the childs abilities and levels of development and plan for appropriate
program for the child.
Parents perception towards the child learning activity should be changed and
parents should be educated on how important their roles are towards their childs
achievement. There should be some sort of contract between the schools and the
parents regarding the childs learning needs and development.
To ensure the quality of preschool program for special educational needs
children, the teachers should be provided with various skills to carry out the teaching,
including in giving individual attention in a group teaching.
The ratio of teacher-student as in 1:10 has to be reviewed since this will give
an effect on the quality of the programs towards the special needs children. This is
essential since every child needs individual attention based on their learning needs.
16.3 HEALTHCARE
Children with disabilities

Recommended activities to further strengthen the health program for children with
special needs are:
Increased efforts in training health personnel with focus on specific disabilities

eg. Cerebral Palsy, Down Syndrome, Autism and others, according to needs.
Interagency collaboration e.g. working with Cheshire Home to produce
manual on care of persons with disabilities in institutions and homes.
Completion of the training module on care of children with special needs and
training module on sexual and reproductive health for children and adolescents
with disabilities as well as development of health education materials.
107
Children with HIV/AIDS

In order to reduce HIV vulnerability among children, the 2006-2010 National
strategic Plan aims to:
i.
Increase access by children and young people to life-skilled based
education(elaborate)
ii. Increase access to youth friendly health and social services
iii. Create a supportive environment for HIV prevention
There is a need to improve support to infected and affected children including orphans,
and highlight the needs for:
The provision of appropriate counselling and psycho-social support to orphans
and other vulnerable children, and to their carers
The provision of HIV treatments and care for HIV infected children
Their enrolment in school, ensuring their access to shelter, good nutrition,
health and social services and on equal basis with other children
Non-discrimination through the promotion of an active and visible policy of
de-stigmatisation of children orphaned and made vulnerable by HIV/AIDS.
16.4EDUCATION
Monitoring
MOE, Ministry of Rural Development and Department of National Unity and
Integration should cooperate to set up a standardise and effective monitoring system.
All preschools regardless of belonging to which agencies/Ministries or private should
be inspected based on a common set of standard and criteria. It is suggested that MOE
lead the monitoring system. Monitoring system should cover the various aspects of
implementation of curriculum, teacher training, infrastructure.
Learning Material
There is a need for setting up a coordinating body to look into matters
pertaining production and supply of learning materials, either in digital, printed form.
This is crucial as teaching and learning material play a major role in ensuring quality
of teaching and learning and in helping teachers to teach effectively. Many of the
materials in the market could not satisfy the needs of the National Preschool
Curriculum. The aim is to ensure quality of materials produced which is suitable for
the need of the children. The coordinating body could be an existing department or
Ministry. Efforts should be also be made to produce more ICT materials to be used by
the preschoolers.
Parental Involvement
Parents play a prominent role in childrens life. Parental involvement with
childcare centre and preschools in Malaysia is much limited to parents sending
children to schools only. Recognizing that parents play such a significant role in the
development of their children, they should be supported in their responsibilities, e.g.
through setting up of support group. Consultation services should be provided for
parents to discern their needs and concerns. Efforts could also be extended to promote
108
quality family life, the joys of parenthood and the importance of having an extended
family network.
16.5NATIONAL
ECCE
FRAMEWORK/MECHANISM
POLICY
COORDINATION
Issues pertaining to ECCE fall under the jurisdiction of many

agencies/Ministries in Malaysia. Those not familiar with this situation would get
confused. There are also instances of duplication and ignorance of what each other is
doing. Thus, it would be good to have a comprehensive National Early Childhood
Care and Education Policy Coordination Framework/Mechanism in place. This
mechanism will be used to coordinate the implementation of the different policies
already in place. A committee could be set up consisting of high officials from the
various ministries such as Ministry of Education, Ministry of Rural Development,
Ministry of Health, Ministry of Woman, Family and Community Development,
Department of National Unity and Integration and plan for regular meetings or
combined activities.
109
17.0
CONCLUSION
Data collected for this report showed that ECCE in Malaysia has progressed
significantly in the past decade. Much has been achieved by the many public and
private agencies and organizations involved. The presence of enthusiasm and effort
can be felt through the many projects and plans conceptualized and conducted. There
are a number of established legislation, law and regulation governing issues related to
ECCE. The structure for a good and effective delivery system is in place.
The three important focus in ECCE is accessibility, equity and quality.
Accessibility measured through the Gross Enrolment Rate is not so satisfactory due to
many unregistered centers. Accessibility to healthcare is satisfactory. Gender Parity
Index indicated that slightly more female participation than male participation. Equity
is promoted and engineered through the many programs for the disadvantaged
especially the special children and indigenous children. More can be still be done.
Quality of the care and education is monitored and controlled by the
formulation of a standardized curriculum, training of teacher and helper, provision of
learning materials, standard procedure in healthcare as well as acquisition of
cooperation and supporting activities from the non-profit or private organizations.
However, many challenges remained.
This report has highlighted several implementation gaps which need to be
addressed. The biggest gap is in the insufficiency of special education facilities to
cater for a larger population of special children awaiting some formal care and
education. The gap in childcare center is in getting the private center to register and to
ensure quality childcare minders and providers. The gap in preschool education is
coordination between the three biggest providers of preschool education, namely, the
MOE, KEMAS and PERPADUAN as well as registration of private preschools.
The recommendation proposed include the setting up of a mechanism to
coordinate and disseminate information on activities and plans conducted and
formulated by the different Ministries involved in ECCE. Otherwise ECCE would
seem fragmented in the eye of the general public of Malaysia and wastage of
manpower and funding might occurred.
110
REFERENCE
1. Bahagian Perancangan dan Penyelidikan Dasar Pendidikan [Educational
Planning and Research Division]. (2006). Rancangan Malaysia Ke-9 Pelan
Induk Pembangunan Pendidikan 2006 2010 [The 9th Malaysia Plan
Education Development Master Plan 2006-2010]. Kementerian Pelajaran
Malaysia
2. Division of Family Health Development, Ministry of Health Malaysia (2000).
Annual Report 2000
Annual Report 2001
Annual Report 2002
Annual Report 2003
Annual Report 2004
7. Educational Planning and Research Division (2001).Malaysian Educational
Statistics. Ministry of Education.
12. Government of Malaysia (2002). Education Act 1996
13. Human Rights Commission of Malaysia. (2002). Training ModuleConvention on Rights of The Child (CRC).
14. Jabatan Kebajikan Masyarakat Malaysia, Kementerian Pembangunan Wanita,
Keluarga dan Komuniti [Departent of Social Welfare, Ministry of Woman,
Family and Community Development]. (2007). Garis Panduan Prosedur
Memproses Permohonan Penubuhan TASKA[Guideline Procedure for
Processing of Application for Setting up of Childcare Centers].
111
15. Jemaah Nazir Sekolah, Kementerian Pelajaran Malaysia [School Inspectorate,

Ministry of Education]. (2006). Laporan Pemeriksaan Prasekolah
Kementerian Pelajaran Malaysia Peluasan Tahun 2005 dan Pemeriksaan
Tadika Swasta [MOE PreSchools and Private Kindergartens Inspection
Report 2005]
16. Ministry of Health (2005). Annual Report 2005.
17. Ministry of Women, Family and Community Development. (2006). Malaysia
Implementation on the Convention on the Rights of the Child, First Country
Report.
18.Pusat Perkembangan Kurikulum. Garis Panduan Kurikulum
Pendidikan
Prasekolah Malaysia [Guideling: National Preschool Curriculum].

19. UNESCO (2006). Strong Foundations, Early Childhood Care and Education,
EFA Global Monitoring Report 2007
20. UNICEF (2006). A Focused Situation Analysis of Children in Malaysia.
21. Zuria Mahmud, Norshidah Mohamad Salleh and Zalizan Jelas (Eds) (2002).
Collaboration between teachers and parents of special education students in
Malaysian schools. International Journal of Learning, Volume 9
112
TECHNICAL WORKING GROUP

MINISTRY OF EDUCATION
Curriculum Development Center (Chairman)
School Division
Teacher Training Division
Private Education Department
Special Education Department
Minsitry of Education
Education Planning and Research Division
Education Technology Division
School Inspectorate
Aminuddin Baki Institute
MINISTRY OF WOMAN, FAMILY AND COMMUNITY DEVELOPMENT
Social Welfare Department (responsible for registration of childcare center)
Lembaga Penduduk dan Pembangunan Keluarga Negara
MINISTRY OF REGIONAL AND RURAL DEVELOPMENT
Department of Community Development (KEMAS)
Ministry of Regional and Rural Development
Department of Indigenous People Affair
Ministry of Regional and Rural Development
113
PRIME MINISTER DEPARTMENT

Department of National Unity and Integration
Prime Minister Office
MINISTRY OF HEALTH
Division on Disease Control
Ministry of Health
Division on Family Health Development
Ministry of Health
OTHER MINISTRIES
Ministry of Internal Affair
Ministry of Energy, Water and Communication
UNIVERSITY
Faculty of Cognitive Science and Human Development
Sultan Idris Teaching University
NON-GOVERNMENTAL ORGANISATION
Association of Registered Childcare Minders (PPBM)
Association of Kindergartens Malaysia (PTM)
Association of Profesionnal Early Childhood Educators (MAPECE)
National Association of Early Chilhood Care and Education Malaysi
(NAECCEM)
Protect and Save The Children Association of Selangor and Kuala Lumpur
OTHERS
Education and Promotion Division
Human Rights Commission
UNICEFF Malaysia
114
INSTRUMENT
115
A STUDY ON THE IMPLEMENTATION

OF NATIONAL PRESCHOOL CURRICULUM(CDC STUDY)
Note: (1) The same instrument is used for the study on Teaching and learning in
MOE Special Education Preschool
(2)
This research was formulated for a comprehensive study on the
implementation of the NPC, not all parts of the findings are discussed in this
ECCE Policy Review Report
Teacher Questionnaire
Section A:
A1.
Particulars of respondent
Teachers Code:
For the following questions, please write the selected code in the space provided
A2.
Type of School:
Code: 1
2
3
4
A3.
1 = A
2 = B
3 = Sekolah Kurang Murid (SKM)
Location of School:
Kod:
A5.
Sekolah Kebangsaan
Sekolah Jenis Kebangsaan Cina
Sekolah Jenis Kebangsaan Tamil
Sekolah Kebangsaan Pendidikan Khas
Grade of School:
Kod:
A4.
=
=
=
=
1
2
3
4
=
=
=
=
urban
rural
pinggir bandar
interior
State:
Kod:
1 = Perlis
2 = Kedah
3 = Pulau Pinang
4 = Perak
5 = Selangor
6 = WP Kuala Lumpur
7 = Negeri Sembilan
8 = Melaka
9 = Johor
10 = Kelantan
116
11 = Terengganu
12 = Pahang
13 = Sabah
14 = Sarawak
15 = WP Labuan
16 = WP Putrajaya
A6.
Sex
Kod:
A7.
Experience in teaching:
How many years have you been teaching?
(including experience as temporary teacher and teaching of other subjects)
Kod:
A8.
=
=
=
=
=
0 5 tahun
6 9 tahun
10 19 tahun
20 29 tahun
1
2
3
4
5
=
=
=
=
=
Berapa tahunkah anda telah mengajar
0 3 tahun
4 7 tahun
8 11 tahun
12 15 tahun
Umur: Berapakah umur anda?

Kod:
A10.
1
2
3
4
5
Pengalaman Mengajar Prasekolah:

prasekolah sehingga tahun ini?
Kod:
A9.
1 = male
2 = female
1
2
3
4
5
6
=
=
=
=
=
=
Bawah 25 tahun
25 29
30 39
40 49
50 56
Lebih daripada 56 tahun
Kelayakan Akademik Tertinggi: Apakah kelayakan AKADEMIK tertinggi

anda?
Kod:
1
2
3
4
5
6
=
=
=
=
=
=
SPM
STPM
Diploma
Ijazah Sarjana Muda
Ijazah Sarjana
Ijazah Kedoktoran
117
A11.
Kelayakan Ikhtisas Perguruan: Apakah kelayakan IKHTISAS

PERGURUAN tertinggi anda?
Kod:
1
= Peringkat Diploma (spt. Sijil Perguruan, Diploma
Perguruan,
Diploma Pendidikan, Diploma Ed., KPLI, dsb.)
2 = Peringkat Sarjana Muda (spt. B.Sc dalam Pendidikan,
B.Ed., dsb.)
3 = Tiada (contoh: Latihan Perguruan Berasaskan Sekolah,
Guru Sandaran Tidak Terlatih dan lain-lain)
A12.
Opsyen: Pernahkah anda mengikuti pengkhususan prasekolah semasa Sijil/
Diploma/ Ijazah Sarjana Muda/ Sarjana /PhD di Maktab Perguruan atau di Universiti?
Kod:
1 = Ya
2 = Tidak
Untuk Bahagian-bahagian berikut, sila jawab semua soalan. Anda dimohon

menjawab secara ikhlas dan jujur agar dapatan kajian ini sah, sahih dan dapat
membantu perancangan pendidikan prasekolah yang lebih baik untuk negara.
Identiti anda tidak perlu dicatat dalam instrumen ini.
Tandakan ( ) dalam SATU petak sahaja bagi setiap pernyataan mengikut skala
berikut:
Skala
1
Tidak Setuju
2
Sedikit Setuju
3
Sederhana
Setuju
4
Setuju
5
Sangat Setuju
B: UMUM
Bil.
B1
Saya berminat dengan pendidikan prasekolah.
B2
Saya faham konsep amalan berasaskan

perkembangan dalam pendidikan awal kanakkanak.
B3
Saya tahu keperluan asas kanak-kanak.
B4
Saya berusaha untuk mencari maklumat dan

pengetahuan baru yang berkaitan dengan
pendidikan awal kanak-kanak.
Pendedahan yang diperolehi semasa kursus
prasekolah pra perkhidmatan (di Maktab/Institut
Perguruan atau Universiti) sudah mencukupi untuk
memantapkan pemahaman saya terhadap
B5
118
Bil.
pendidikan prasekolah. (Jika tidak pernah

mengikuti kursus prasekolah pra perkhidmatan sila
tanda 1)
B6
Pendedahan yang diperolehi semasa kursus

prasekolah dalam perkhidmatan atau seminar
yang saya hadiri sudah mencukupi untuk
memantapkan pemahaman saya terhadap
pendidikan prasekolah. (Jika tidak pernah
mengikuti kursus atau seminar dalam perkhidmatan
berkaitan dengan prasekolah sila tanda 1)
B7
Saya menghadiri kursus dalam perkhidmatan

tentang bagaimana merancang dan menyediakan
aktiviti di dalam dan di luar bilik darjah
prasekolah.
B8
Saya mengambil berat tentang masalah murid yang

boleh menjejaskan pembelajaran dalam kelas.
B9
Jawatankuasa prasekolah membantu dalam

menyelesaikan masalah pengurusan dan
pelaksanaan pendidikan prasekolah.
B10 Pembantu Pengurusan Murid memberi kerjasama

padu kepada saya dalam pengurusan serta
pengajaran dan pembelajaran kelas prasekolah.
B11 Saya mendapat bimbingan dan bantuan dari
pentadbir sekolah berhubung dengan pelaksanaan
kurikulum prasekolah.
B12 Saya mendapat bimbingan dan bantuan dari
pengawai JPN/PPD/PPG berhubung dengan
pelaksanaan kurikulum prasekolah.
B13 Masyarakat setempat di lokasi sekolah saya
memberi sokongan, bantuan dan kerjasama dalam
pelaksanaan kurikulum prasekolah.
B14 Saya kerap dipinggirkan dari acara atau program
sekolah.
B15 Saya kerap diminta menjadi guru ganti semasa
ketiadaan guru kelas lain.
B16 Penglibatan ibubapa diberi penekanan dalam kelas

prasekolah saya.
119
Bil.
B17 Pada pandangan saya, guru prasekolah perlu diberi

kelonggaran memakai pakaian yang sesuai seperti
seluar panjang semasa kelas kerana pakaian kerja
yang diluluskan oleh Kementerian Pelajaran
Malaysia kadang-kadang menghadkan pergerakan
guru.
B18 Saya yakin untuk mengajar komponen pendidikan
Islam dalam Kurikulum Prasekolah Kebangsaan.
(untuk guru prasekolah yang beragama Islam
sahaja)
B19 Guru Agama berbincang dengan saya semasa
menyediakan dan merancang aktiviti komponen
Pendidikan Islam. (untuk guru beragama Islam
sahaja)
C: BAHAN PENGAJARAN DAN PEMBELAJARAN

Bil.
C1
Bahan Bantu Mengajar/Bahan Bantu Belajar adalah

penting untuk menjaminkan kejayaan pelaksanaan
kurikulum prasekolah.
C2
Saya diberi pendedahan tentang kaedah pemilihan

dan penggunaan bahan prasekolah.
C3
Bahan yang dibekalkan releven untuk pendidikan

prasekolah dan bersesuaian dengan peringkat
perkembangan murid.
C4
Saya selalu menyediakan Bahan Bantu

Mengajar/Belajar yang pelbagai guna untuk
digunakan merentas beberapa komponen.
C5
Jika tiada bahan yang disediakan, saya masih boleh

meneruskan pengajaran dengan menggunakan bahan
yang sedia ada/setempat.
Saya menggunakan bahan terpakai(seperti surat
khabar lama, botol air mineral kosong) dalam proses
pengajaran dan pembelajaran.
C6
C7
Pada pandangan saya, guna semula bahan terpakai penting dalam pendidikan
prasekolah untuk memupuk:
C7a
Nilai murni jimat cermat
120
Bil.
C7b
C7c
Tabiat pemeliharaan dan pemuliharaan

Sikap mengelakkan pencemaran alam
C8
Saya selalu menggunakan lembaran kerja yang

diambil/difotostat daripada buku kerja.
C9
Saya menyediakan lembaran kerja saya sendiri.
C10
Saya menghadapi masalah dalam menyediakan

lembaran kerja yang sesuai dengan keperluan murid.
C11
Saya tidak pernah menggunakan buku kerja dalam

C12
Saya menggunakan buku kerja untuk komponen berikut:
C12a
Bahasa dan Komunikasi Bahasa Malaysia
C12b
Bahasa dan Komunikasi Bahasa Inggeris
C12c
Bahasa dan Komunikasi Bahasa Cina (jika
berkenaan)
C12d
Bahasa dan Komunikasi Bahasa Tamil (jika
berkenaan)
C12e
Kognitif
C12f
Fizikal
C12g
C12h
Sosioemosi
C12i
C13
Saya menggunakan buku kerja pada:
C13a
Permulaan pengajaran
C13b
Dalam proses pengajaran
C13c
Akhir pengajaran sebagai pengukuhan
C13d
Kerja rumah
C14
Masalah yang saya hadapi dalam penyediaan bahan pengajaran dan

pembelajaran adalah:
C14a
Kekurangan idea
C14b
Kekurangan masa
C14c
Kesukaran memperolehi bahan yang bersesuaian
C15
C16
Sekolah saya mempunyai bahan dan buku yang

mencukupi untuk saya membuat rujukan sebelum
sesuatu pengajaran.
Peruntukan kewangan untuk pembelian bahan p & p
adalah mencukupi.
121
D: PENGAJARAN DAN PEMBELAJARAN (p & p)

Bil.
D1
D1a
D1b
D1c
D1d
D1e
D1f
D2
D2a
D2b
D2c
D2d
D2e
D2f
D3
D3a
D3b
D3c
D3d
D3e
D3f
D4
D4a
D4b
D4c
D4d
D4e
D4f
D5
D5a
D5b
D5c
D5d
D5e
D5f
1
2
3
4
5
Saya selalu melaksanakan p & p berdasarkan pendekatan Belajar Melalui
Bermain bagi komponen:
Perkembangan Kognitif
Perkembangan Fizikal
Sosioemosi
Saya dapati tahap pencapaian Hasil Pembelajaran di kalangan murid bagi
komponen berikut lebih berkesan jika pendekatan belajar melalui bermain
digunakan:
Kognitif
Fizikal
Sosioemosi
Saya selalu melaksanakan p & p berdasarkan pendekatan bertema bagi
komponen:
Kognitif
Fizikal
Sosioemosi
Saya dapati tahap pencapaian Hasil Pembelajaran di kalangan murid bagi
komponen berikut lebih berkesan jika pendekatan bertema digunakan:
Kognitif
Fizikal
Sosioemosi
Saya menghadapi masalah menggunakan pendekatan bertema untuk mencapai
Hasil Pembelajaran dalam komponen berikut:
Kognitif
Fizikal
Sosioemosi
122
Bil.
D6
D6a
D6b
D6c
D6d
D6e
D6f
1
2
3
4
Saya faham kenyataan Hasil pembelajaran dalam Huraian Kurikulum
Prasekolah Kebangsaan, HKPK untuk komponen berikut:
Kognitif
Fizikal
Sosioemosi
D7
Saya faham pendekatan pengajaran dan

pembelajaran yang dicadangkan dalam
Huraian Kurikulum Prasekolah
Kebangsaan.
D8
Saya faham prinsip dan kaedah penilaian

dan pentaksiran yang dicadangkan
dalam Huraian Kurikulum Prasekolah
Kebangsaan.
D9
Saya faham prinsip pengurusan ruang

yang dicadangkan dalam Huraian
Kurikulum Prasekolah Kebangsaan.
D10
Masa minimum per minggu yang dicadangkan dalam Huraian Kurikulum

Prasekolah Kebangsaan adalah mencukupi untuk:
D10a
Bahasa Melayu (3 jam untuk SK, 2
jam untuk SJK)
D10b
Bahasa Inggeris (2 jam untuk SK, 1
jam untuk SJK)
D10c
Kerohanian dan Moral (2 jam)
D11
Saya selalu menyediakan Rancangan

Pelajaran Tahunan dan Rancangan
Pelajaran Harian mengikut keperluan
semasa murid.
D12
Saya menggunakan terus Rancangan

Pelajaran Tahunan dan Rancangan
Pelajaran Harian yang telah disediakan
oleh JPN/PPD/PPG.
D13
Saya sediakan senarai semak Hasil

Pembelajaran, di awal tahun untuk
memastikan pelaksanaan setiap Hasil
Pelajaran untuk tahun yang berkenaan.
123
Bil.
D14
D14a
D14b
D14c
D14d
D14e
D14f
D14g
D14h
D14i
D14j
Peratusan Hasil Pembelajaran yang

dapat dicapai dalam setahun secara
lazimnya adalah:
Bahasa dan Komunikasi- B.
Malaysia
Bahasa dan Komunikasi- B.
Inggeris
Bahasa dan Komunikasi- B. Cina
Bahasa dan Komunikasi- B. Tamil
Kognitif Awal Sains
Kognitif Awal Matematik
Fizikal
Sosioemosi
1
2
3
4
5
100% 75% 50% 25% 10%
E: KEMAHIRAN GURU
Bil.
E1
E1a
E1b
E1c
E1d
1
2
3
4
5
Saya mempunyai kemahiran yang tinggi dalam percakapan/pertuturan dalam
bahasa berikut:
Bahasa Malaysia
Bahasa Inggeris
Bahasa Cina (Jika berkenaan)
Bahasa Tamil (Jika berkenaan)
E2
Saya menghadapai masalah dalam sebutan:
E2a
Bahasa Malaysia
E2b
Bahasa Inggeris
E2c
E2d
E3
Saya menghadapi masalah dalam membina ayat:
E3a
Bahasa Malaysia
E3b
Bahasa Inggeris
E3c
E3d
E4
Saya mempunyai tahap penguasaan perbendaharaan kata yang tinggi dalam:
E4a
Bahasa Malaysia
E4b
Bahasa Inggeris
E4c
E4d
E5
Saya mempunyai tahap kemahiran yang tinggi dalam:
E5a
Nyanyian
E5b
Gerakan
E5c
Genderang
124
Bil.
E6
E6a
E6b
E6c
E6d
E6e
E6f
Saya mempunyai pengetahuan dan kemahiran yang tinggi dalam teknik

penilaian dan pentaksiran berikut:
Membuat pemerhatian
Menyediakan senarai semak
Menyediakan anektod
Menyediakan running rekod
Menganalisis data
Menulis laporan
E7
Saya mempunyai kemahiran yang tinggi untuk mengenalpasti tahap kebolehan

murid dalam domain:
E7a
Kognitif
E7b
Afektif
E7c
Psikomotor
E8
Saya mempunyai kemahiran yang tinggi dalam:
E8a
Sains Awal
E8b
Matematik Awal
E9
Saya mempunyai kemahiran yang tinggi

dalam mengurus tingkahlaku murid.
E10

dalam mengendalikan aktiviti kumpulan.
E11

dalam mengendalikan aktiviti individu.
Saya selalu mengendalikan aktiviti main
pasir.
E12
E13
E14
Saya selalu mengendalikan aktiviti main

air.
Saya selalu mengendalikan aktiviti
permainan luar/ aktiviti luar.
E15
Saya mempunyai kemahiran yang tinggi dalam merancang dan mengelolakan

aktiviti:
E15a
Main pasir
E15b
Main air
E15c
Permainan /Aktiviti Luar
E16 Saya berpendapat senarai perbendaharaan kata/kosa kata diperlukan untuk:
E16a
Bahasa Malaysia
E16b
Bahasa Inggeris
E16c
E16d
125

OF NATIONAL PRESCHOOL CURRICULUM (CDC Study)
(2)
Observation Schedule
Tarikh pemerhatian:
Nama Pemerhati:
Maklumat Guru:
1.
Kod Guru: S1
2.
Nama dan Alamat Sekolah:
Bagi soalan-soalan berikut, sila tuliskan NOMBOR KOD yang berkenaan pada petak
yang disediakan.
3.
Gred Sekolah:
Kod:
4.
Lokasi Sekolah:
Kod:
5.
1 = A
2 = B
3 = Sekolah Kurang Murid (SKM)
1 = bandar
2 = luar bandar
3 = pinggir bandar
Negeri:
Kod:
1 = Perlis
2 = Kedah
3 = Pulau Pinang
4 = Perak
5 = Selangor
6 = WP Kuala Lumpur
7 = Negeri Sembilan
8 = Melaka
9 = Johor
10 = Kelantan
126
11 = Terengganu
12 = Pahang
13 = Sabah
14 = Sarawak
15 = WP Labuan
6.
Jantina
Kod:
7.
Pengalaman Mengajar:
Berapa tahunkah guru telah mengajar sehingga
tahun ini? (termasuk pengalaman sebagai Guru Sementara dan guru mata
pelajaran lain jika berkenaan)
Kod:
8.
0 5 tahun
6 9 tahun
10 19 tahun
20 29 tahun
1
2
3
4
5
=
=
=
=
=
tahunkah
guru
telah
mengajar
0 5 tahun
6 9 tahun
10 19 tahun
20 29 tahun
1
2
3
4
5
6
=
=
=
=
=
=
Bawah 25 tahun
25 29
30 39
40 49
50 56
Lebih daripada 56 tahun
Kelayakan Akademik Tertinggi: Apakah kelayakan AKADEMIK tertinggi

guru?
Kod:
1.
=
=
=
=
=
Umur: Berapakah umur guru?

Kod:
10.
1
2
3
4
5
Pengalaman Mengajar:
Berapa
prasekolah sehingga tahun ini?
Kod:
9.
1 = lelaki
2 = perempuan
1
2
3
4
5
6
=
=
=
=
=
=
SPM
STPM
Diploma
Ijazah Sarjana Muda
Ijazah Sarjana
Ijazah Kedoktoran
Kelayakan Ikhtisas Perguruan: Apakah kelayakan IKHTISAS PERGURUAN

tertinggi guru?
Kod:
1 = Peringkat Sijil Perguruan

2 = Peringkat Diploma (spt. Dip. Perguruan, Dip. Pendidikan,
Dip.Ed., KPLI, dsb.)
3 = Peringkat Sarjana Muda (spt. B.Sc dalam Pendidikan,
B.Ed., dsb.)
127
= Tiada (contoh: Guru Sandaran Tidak Terlatih dan lain-
lain)
12.
13.
Opsyen:
Apakah pengkhususan yang diikuti oleh guru semasa di Maktab

Perguruan atau/dan Universiti?
Kursus yang guru pernah hadiri:
INSTRUMEN PEMERHATIAN
BAHAGIAN A:
Bil.
1
KEADAAN FIZIKAL KELAS

Komen
Keadaan fizikal bilik

- sertakan dengan lakaran
pelan lantai yang termasuk
ruang dapur, tempat
makan, tandas
- anggaran saiz
Lakaran Pelan Lantai:
BAHAGIAN B:
PENGAJARAN DAN PEMBELAJARAN (PROSES)
Sila tandakan /(tick) di ruang yang berkenaan
Petunjuk:
I
II
Tidak
Sederhana
Memuaskan
III
Baik
IV
Tidak Berkenaan
Deskripsi
Perlu diisi,
maklumat ini
penting
Sila isikan bagaimana pendekatan/ aktiviti itu dijalankan di ruangan Deskripsi,

lajur ini perlu diisi, data kualitatif ini amat penting dalam kajian ini.
I
1
Pendekatan belajar melalui

bermain diamalkan.
Pendekatan bertema diamalkan.
128
II
III
IV
Deskripsi
I
3
Pendekatan bersepadu
diamalkan.
ICT digunakan semasa

Aktiviti kelas dijalankan.
Aktiviti kumpulan dijalankan.
Aktiviti individu dijalankan.
BAHAGIAN C:
PADA MURID
II
III
IV
Deskripsi
HASIL PEMBELAJARAN YANG DIPERHATIKAN
Nota: Untuk setiap item, sila berikan contoh atau penerangan tambahan. Segala
contoh dan penerangan hendaklah dicatatkan di ruangan Catatan. Jika ruang
tidak cukup, sila tulis atas kertas lain
C1: Sikap positif dan patriotik
Kebanyakan murid (atau lebih
daripada 80%) mempamerkan
ciri-ciri/kebolehan berikut:
1
II III IV
Catatan
Sifat peribadi, perwatakan yang

positif
- Bersedia untuk menyertai
aktiviti
-
Sentiasa ceria
dll.(sila nyatakan)
Sifat patriotik
129
Nanyi lagu Negaraku
Hormat bendera Malaysia
Hormat pemimpin negara
dll. (sila nyatakan)
C2: Bahasa dan Komunikasi

3
II III IV
Catatan
II III IV
Catatan
Menggunakan BM dengan baik

untuk berkomunikasi
- Antara murid dengan
guru/PPM
-
Antara murid dengan

murid
Menggunakan BC/BT dengan

baik untuk berkomunikasi
guru/PPM
murid
Menggunakan BI dengan baik

untuk berkomunikasi
guru/PPM
-
Antara murid dengan

murid
C3: Nilai Islam

6
Mengamalkan nilai-nilai Islam

(untuk murid beragama Islam)
- Baca doa makan
-
Mengucapkan salam
130
Mensyukuri nikmat Allah
C4: Kemahiran Kognitif

7
II III IV
Catatan
II III IV
Catatan
Mempamerkan kemahiran
kognitif
- Membuat perbandingan
/membanding dan
membeza
-
Membuat pengelasan/
mengumpulkan mengikut
ciri
Menyusun mengikut
seriasi (tinggi-rendah,
panjang-pendek dll.)
Membuat ramalan
C5: Nilai murni

8
Mengamalkan nilai-nilai murni

- Menghormati orang dewasa
- Menghormati rakan sebaya
- Menjaga kebersihan kelas
- Bertutur dengan bahasa yang
sopan
- Menunjukkan sifat kasih sayang
- Menunjukkan sifat rajin
- Menunjukkan sifat
bertanggungjawab
- Berani bertanya dan berjawab
131
- Memberi bantuan kepada orang

lain
- Mematuhi arahan guru atau
ketua kumpulan
- Mematuhi peraturan kelas
- Bersedia menunggu giliran
- Bergaul mesra
- Bersikap tolak ansur
- dll. (sila nyatakan)
C6: Kemahiran menyelesaikan masalah

9
II III IV
Catatan
Mempamerkan kemahiran
menyelesaikan masalah. (Sila
terangkan situasi yang menjadi
masalah dan bagaimana murid
menyelesaikan masalah tersebut,
contohnya kawan tertumpah air di
atas meja yang penuh dengan
kertas, bagaimana murid
mengatasi masalah ini sama ada
secara bersendirian atau dengan
kawan)
C7: Kematangan emosi dan kematangan sosial

10
II III IV
Catatan
Menunjukkan kematangan emosi.

- Boleh mengawal situasi/tahu
bagaimana bertindak di situasi
tertentu
- Tidak panik
- Boleh mengawal perasaan
- Sabar menunggu
132
11
Menunjukkan kemahiran sosial

- Boleh bergaul dengan orang
lain
- Boleh bekerjasama
- Bertolak ansur antara rakan
C8: Kecergasan fizikal, Amalan Kesihatan dan Keselamatan

12
Menunjukkan kecergasan dan

kemahiran fizikal, contohnya:
- Penguasaan kemahiran
motor halus dan kasar
dalam kelas dan/atau luar
kelas
13
Mempraktikkan amalan kesihatan

- Gosok gigi
- Cuci tangan
14
Mempraktikkan amalan
keselamatan yang baik
- tahu apa yang bahaya/tidak
berbahaya dan boleh bertindak
dengan sewajarnya
II III IV
Catatan
II III IV
Catatan
C9: Daya kreativiti

15 Memaperkan daya kreatif
- kreatif dalam aktiviti tidak kira
dalam komponen bahasa, kreativiti
dan estetika dan lain-lain.
133
Bahagian D: Pengagihan Masa/Pemerhatian p & p: (perlu dapatkan

pemerhatian sebenar)
Contoh:
Masa
Deskripsi Aktiviti
Ringkasan
Bahagian E: Jadual Waktu
134

OF NATIONAL PRESCHOOL CURRICULUM (CDC Study)
(2)
Interview Schedule
Sokongan pentadbir sekolah
1.
Adakah pihak pentadbir sekolah memberi sokongan kepada cikgu?

Apakah jenis sokongan? Adakah tuan/puan puas dengan sokongan ini?
2.
Pada pandangan anda, apakah jenis sokongan yang sepatutnya diberi oleh
pihak pentadbir sekolah?
Pendekatan p & p
1.
Apakah pendekatan yang biasa digunakan oleh cikgu? Terangkan
bagaimana anda melaksanakan pendekatan tersebut?
2.
Adakah anda mengajar melalui bermain? Apakah pemahaman anda

terhadap pendekatan/strategi/kaedah ini? Apakah masalah/konstrain yang
dihadapi semasa melaksanakan pendekatan ini?
3.
Adakah anda mengajar mengikut tema? Apakah pemahaman anda

4.
Adakah anda mengajar secara bersepadu? Apakah pemahaman anda

5.
Adakah anda mengendalikan aktiviti secara kumpulan? Apakah

pemahaman anda terhadap pendekatan/strategi/kaedah ini? Apakah
masalah/konstrain yang dihadapi semasa melaksanakan pendekatan ini?
Pemahaman kurikulum
1.
Apakah pandangan anda terhadap Kurikulum Prasekolah Kebangsaan?
2.
Adakah bahagian yang anda rasa perlu dikeluarkan daripada kurikulum ini?
Adakah anda rasa ada bahagian yang perlu ditambahkan?
3.
Adakah KPK terlalu tinggi? Dari segi apa?
4.
Dalam banyak-banyak komponen itu, mana yang susah ajar?
5.
Adakah anda rasa perlu diadakah kursus refresher?
135
Participation and implementation of National Preschool Curriculum

by private preschools (Private Preschool Study)
Preschool Teacher Questionnaire
Note: The same instrument is used as interview schedule for the preschool
teachers in the private sector, KEMAS and PERPADUAN
Thank you for taking the time to fill in the form, you are not required to write
your name in this form
Where is your preschool situated? ..
How many students do you have? ..
How many teachers do you have? .
How many classes do you have?
What are the general background of your students? ..
Allocation of time:
1. What time does your preschool classes start and what time does it ends each day?
2. How many hours do you teach the English language per week?
3. How many hours do you teach the Malay language per week?
Teaching and Learning Approaches:

4. What approaches/methods/strategies do you adopt in your or your teachers
teaching?
5. Are you familiar with learning through play? Do you/your teacher use this method
in the teaching? If yes, please describe briefly how do you conduct learning
through play?
136
6. Are you familiar with thematic approach? Do you/your teacher use this method in
the teaching? If yes, please describe briefly how do you conduct learning through
thematic approach?
7. Are you familiar with integrated learning? Do you/your teacher use this method in
the teaching? If yes, please describe briefly how do you conduct integrated
learning?
8. Do you/your teacher uses ICT in the teaching? If yes, please describe briefly how
you use ICT in the teaching?
Understanding of Curriculum
9. Have your or your teachers refer to the National Preschool Curriculum (NPC)?
10. If you havent refer to NPC before, why is it so?
11. Do you understand the content in the NPC?
12. How you do use NPC in your teaching?
13. What is your opinion on NPC?
14. Which parts of the NPC do you think is not necessary or need improvement?
137
Participation and implementation of National Preschool Curriculum

by private preschools (Private Preschool Study)
Preschool Operator/Administrator Questionnaire
Note: The same instrument is used as interview schedule for the preschool
operator/administrator in the private sector, KEMAS and PERPADUAN
Thank you for taking the time to fill in the form, you are not required to write
your name in this form
1. Apakah masalah utama yang dihadapi oleh prasekolah anda?
2. Sudahkan tadika anda didaftarkan? Jika tidak, kenapa?
3. Apakah masalah utama yang menghalang anda mendaftarkan tadika anda?
4. Secara umum, bagaimanakah latar belakang murid anda? Apakah sumber
murid anda?
5. Berapakah yuran yang murid anda perlu bayar?
6. Apakah isu yang sering dikemukakan oleh ibubapa?
7. Do you think NPC is too high or too low for the children to understand?
Please elaborate.
8. Which part of NPC do you find difficulty in teaching?
6.
Do you have any other suggestions for us to improve on the NPC or the
implementation of the NPC .
138
Integration and Coordination in ECCE Study

Questionnaire Instrumen
1.
Please relate one experience ( or more) you have encountered in terms

of lack of coordination and integration in the implementation of
ECCE policies. Please state the department/agencies involved.
2.
What do you think is a major problem in terms of coordination and

integration of ECCE policies?
3.
Please give your suggestions on how we can improve the

implementation of ECCE policies.
139
Integration and Coordination in ECCE Study

Semi Structured Interview Schedule
1.
2.
3.
4.
5.
6.
7.
8.
9.
Please state the policies you are working with/dealing with.

Do you think that these policies are effectively implemented?
What contradictions/bottlenecks exist in implementation at the different
levels?
Do you think there is integration between these policies?
Do you think there is a problem of vertical coordination between the
different departments within your own organisation?
Do you think there is a problem of horizontal coordination between the
different departments/agencies you are working with?
Please relate one experience ( or more) you have encountered(if there is
any) in terms of lack of coordination and integration in the implementation
of ECCE policies.
What do you think is a major problem in terms of coordination and
integration of ECCE policies?
Please give your suggestions on how we can improve the implementation
of ECCE policies./What do you think are the feasible and effective ways
of mustering inter-sectoral or inter Ministerial coordination?
140
FOCUS GROUP DISCUSSIONS (ECCE 2)

A workshop was conducted from April, 2008 in Awana, Genting Highland, Malaysia
for the purpose of ECCE Policy Review. Four Focus Group Discussions (A,B,C,D)
were conducted concurrently during the workshop. On the final day of the workshop
every groups convene for a whole group discussion.
The following information sheet were given to each Focus Group.
INFORMATION SHEETS FOR FOCUS GROUP DISCUSSION
OBJECTIVES OF THIS WORKSHOP:
1. To be aware of the different policies and programs for ECCE.
2. To be aware of the targets set by the country concerning ECCE.
3. To discuss on how well the existing ECCE policies have been
implemented.
4. To examine if the targets set have been achieved, if not, how big is the
gap and what causes the gap.
5. To brain storm on what are the gaps and the weakness of the current
status of ECCE policies implementation in Malaysia
6. To discuss on the kind of data that can be added in to this study and
how the participants of this meeting can assist in gathering those
information/data.
TASK:
Each group is given a file with information of the relevant ECCE polices related to
the specific issues assigned to each group. Examine these policies. Discuss about
how well these policies have been achieved. Discuss about the gap between the
aspired and the implemented. Look at the EFA-Goal 1 MDA Report to read about
information and data obtained thus far about the issues assigned to the group. Discuss
on what kind of data you think is necessary for us to gather in order that we know
how well the country have implemented the ECCE policies, suggest how you can help
to gather those information.
Elect a leader to facilitate discussion. Elect one or two persons to jot down/write
down the discussion. Use the flip chart, write down your discussion there. Type out
the discussion into the computer.
Use the questions provided to each group as a guide for discussion.
141
Group Areas of Concern
Group Members
(Representatives from...)
PARITICIPATION OF THE PRIVATE

SECTORS
- Accessibility to ECCE
- Implementation of National Preschool
Curriculum
- Implementation of ECCE program:
Tadika, Taska
- Private School Division

- PTM
- NACCEEM
- PPBM
- Islamic Kindergarten
Association
- MAPECE
Brief writeup on the following policies documents were provided:

1. Convention on the rights of the child (CRC)
2. Child Act 2001 (Act 611)
3. Childcare Centers Act 1984 and Childcare Centers Act (Amendment) 2007
(Act 308)
4. The Early Childhood Care and Development (ECCD) Policy 2007
5. Education Act 1996 (Act 550)
6. Private kindergarten regulations
QUESTIONS TO BE PONDERED UPON (some examples):
1. How well have the private sectors been able to contribute towards the
fulfillment and implementation of the above ECCE policies?
2. Information collected showed that many private kindergarten and taska are not
registered. What are the issues faced by the private sectors that causes them
not to register their kindergarten/taska?
3. Why arent some of the private tadika implement the National Preschool
Curriculum? What are the problems faced?
4. In your opinion have the private taska and tadika generally providing quality
care and education? What are the problems faced?
Group Areas of Concern
B
EQUITY IN ACCESSIBILITY ECCE for the

indigenous children
EQUITY IN ACCESSIBILITY ECCE for the
special children
Group Members
- SUHAKAM
- Special Education
Department
- MWFCD
- KEMAS
- JHEOA

3. National Policy on Indigenous Child
4. National Policy on Disabled Child
5. Education Act 1996(Regulation of Special Education 1997)
6. National Child Protection Policy
142
QUESTIONS TO BE PONDERED UPON(some examples):

1.
How well are we able to provide ECCE for indigenous children? What are
the problems faced?
2.
How well are we able to ensure equity of accessibility to ECCE for the
special children?
3.
What are the problems faced in ensuring equity of ECCE to the special
children?
Group
C
Areas of Concern
QUALITY OF ECCE PROGRAM
Implementation of National Preschool
Curriculum in public preschools
Group Members
- CDC
- KEMAS
- PERPADUAN
- JNS

4. Education Act 1996 (Act 550)
5. The National Education Policy
6. The 9th Malaysia Plan Education Development Master Plan (Pelan Induk
7. The National Action Plan of Children
Task:
1. Examine the report presented by EPRD and JNS.
2. CDC officer please provide some preliminary finding on CDC study.
3. KEMAS and PERPADUAN please provide some input on issues related to
implementation of NPC.
4. Consolidate all the findings/information above and answer the questions
below.
Questions:
o How well have we implemented the National Preschool Curriculum in public
preschools: MOE, KEMAS, PERPADUAN?
o What are the problems faced in implementing the NPC?
143
Group
Areas of Concern
QUALITY OF ECCE PROGRAM Physical
facilities and materials
QUALITY OF ECCE PROGRAM Teachers/
Helpers
QUALITY OF ECCE PROGRAM The
Health aspect
Group Members
(Representatives
from...)
- CDC
- EPRD
- School Division
- Teacher Training
Division
- Ministry of Health
- University

2. The National Education Policy
3. The 9th Malaysia Plan Education Development Master Plan (Pelan Induk
4. Healthcare policy
5. Child Health Services Policies
6. National Nutrition Policy
7. Safe Water and Sanitation Policy
Physical facilities and Teachers/helpers
Task:
1. Examine the report presented by EPRD and Jemaah Nazir
2. CDC officer please provide some preliminary finding on CDCs study.
3. KEMAS and PERPADUAN please provide some input on issues related to
provision of facilities in the tadika/tabika/taska.
4. Consolidate all the findings/information above and answer the questions
below.
5. There are many gaps in terms of data/information for this issue, discuss on
how to assist us in obtaining relevant data for this issue.
Questions:
1. How well are the public preschools (MOE, KEMAS, PERPADUAN)
equipped?
2. What are the problems faced in equipping the public preschools?
3. How well trained are our teachers and helpers(MOE, KEMAS,
PERPADUAN)?
4. What are the problems faced in ensuring the teachers and helpers are trained?
5. How can the participants of this workshop assist us in gathering the
information needed to examine how well we have implemented the policy in
providing quality facilities and services to the ECCE fraternity?
144
Healthcare:
Questions:
1. Are the information provided in the EFA-Goal 1 MDA report on ECCE
healthcare sufficient?
2. Are there any research finding on ECCE healthcare, how can we obtained
findings of these research?
3. How well are we able to provide quality healthcare to the children?
4. Have we achieve the targets set by country concerning ECCE healthcare?
145

Early Childhood Care and Education Policy Implementation Review 2007

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Curriculum Development Centre

Ministry of Education Malaysia

Early Childhood Care and Education Policy

ppk/ups/nsb/ECCE Policy Review 24 Jan 2008

Country Profile in ECCE

Purpose of ECCE Policies Implementation Review

National Constitution, Policies, Laws and Legislation on

ppk/ups/nsb/ECCE Policy Review 24 Jan 2008

EARLY CHILDHOOD CARE AND EDUCATION

ppk/ups/nsb/ECCE Policy Review 24 Jan 2008

Integration in Implementation of ECCE Policies

Accessibility to Early Childhood Health Care

Equity Early Childhood Healthcare for the Disadvantaged

Inspection of implementation of National Preschool Curriculum

Monitoring and Evaluation of Early Childhood Healthcare

ppk/ups/nsb/ECCE Policy Review 24 Jan 2008

Curriculum Development Center

Early Childhood Care and Education

Education for all

Preschool run by Department of Community Development,

Association of Professional Early Childhood Educators

Ministry of Woman, Family and Community Development

National Preschool Curriculum

Early Childhood Education and Care Center set up through

Preschool run by the Department of National Unity and

Association of Kindergartens Malaysia

ppk/ups/nsb/ECCE Policy Review 24 Jan 2008

ppk/ups/nsb/ECCE Policy Review 24 Jan 2008

Table 1: Three Main Types of Public Preschools in Malaysia 2007

Diagram 2: Number of preschool students in the various providing agencies

ppk/ups/nsb/ECCE Policy Review 24 Jan 2008

COUNTRY PROFILE IN ECCE

PRESCHOOL EDUCATION FOR THE 4 6 YEARS OLD

The History of Preschool Education in Malaysia

ppk/ups/nsb/ECCE Policy Review 24 Jan 2008

Preschool in the Ministry of Education Malaysia(MOE)

Preschool set up by the Ministry of Rural and Regional Development

KEMAS preschools are set up by the Department of Community Development

ppk/ups/nsb/ECCE Policy Review 24 Jan 2008

Preschool set up by the Department of National Unity and Integration,

PERPADUAN preschool was first set up in 1976 beginning with 25 classes.

ppk/ups/nsb/ECCE Policy Review 24 Jan 2008

Preschool Education for the special children

Preschools run by private sectors and NGOs

ppk/ups/nsb/ECCE Policy Review 24 Jan 2008

CHILDCARE CENTERS FOR THE 0 4 YEARS OLD

The History of Childcare centers for children aged 0-4 (TASKA) in

Workplace Childcare Centers

Women accounted for 48% of the working age population of 15 to 64 years,

ppk/ups/nsb/ECCE Policy Review 24 Jan 2008

mind, MWFCD is promoting the setting up of childcare at the workplace. Currently

Community Childcare Centers

ppk/ups/nsb/ECCE Policy Review 24 Jan 2008

ppk/ups/nsb/ECCE Policy Review 24 Jan 2008

PURPOSE OF ECCE POLICIES IMPLEMENTATION

ppk/ups/nsb/ECCE Policy Review 24 Jan 2008

NATIONAL CONSTITUTION, POLICIES, LAWS AND

Convention on the rights of the child (CRC)

Child Act 2001 (Act 611)

ppk/ups/nsb/ECCE Policy Review 24 Jan 2008

The Early Childhood Care and Development (ECCD) Policy 2007

MWFCD is in the midst of forwarding the Early Childcare and Development

ppk/ups/nsb/ECCE Policy Review 24 Jan 2008