Failure in School Curriculum Reforms, Underpinning Factors and Solutions

The ‘one rule fix all’ coercive approach requiring teachers to focus on the submission of results and grades accounts for the root cause of the failure in education reforms. The misalignment and constant change by the Ministry of Education(MoE) leadership, since 1980s till now , has yet to ensure the fundamental emphasis on basic literacy and numeracy for the 11 years of elementary education. The relevance of education to life competencies, the love for learning is yet to be developed in students. These include the competency to communicate, express views, the ability to engage with inquiry and problem-solving skills. Others include the application of math and science concepts to life. This is the focus of the assessment in PISA and TIMSS, international assessment standards
In order for curriculum reform to be a success, there should be ongoing capacity building and teacher competency assessments should be re-implemented. Adding to it, the training conducted from both pre-service and in service teachers must be delivered hands-on with full commitment by experts using workshop approach.
The new curricular reform known as KSSR and KSSM requires the MOE to discharge accountability so as to ensure there are adequate and competent teachers to teach the STEM, Humanities and Social Science subjects.
The engagement of in-service teachers with continual professional learning development (PLD) through the establishment of PLC (Professional Learning Community) at subject and professional level at school must be executed monthly (as reiterated in Malaysia Educatiob Blueprint.). This is the basis for the on-going reformation to be rooted as a practice in schools.
It is recommended that teacher’s training at pre-service level must engage with a broad base education, with in-depth studies in their specializations. This is to enable teachers to be both creative and competent with the interplay of knowledge, to develop students’ curiosity and the love for learning, including the development of students’ higher order thinking capacity. It is thus clear that teachers’ training held at a single-discipline Teachers Education Institute or Education Teaching University like UPSI is less desirable.