Decentralisation of education system: Suggestions and challenges for devolution of curriculum and assessment for History subject
In a Free Malaysia Today article,
Wing proposed an idea to decentralise the History curriculum [1]. In this the article, it stated that for each school, the local community will decide on what should be included in subjects like
Malaysian history, world history, religion, and geography.
Prior to this, I have heard of
several arguments stating how Sabah’s (and perhaps other states as well)
history has mostly been buried under a West Malaysian-centric narrative. The outcome of this is that Sabahans themselves do not know several historical
events that are unique to Sabah such as Sandakan Death March and Double Six Tragedy.
A solution for this is to have a
devolution of curriculum and assessment specifically for History subject. This
specific model for devolution is the ‘learning culture’ model that addresses
cultural and curricula adaptability to local needs [2].
The attempt for decentralisation
only applies to the curriculum and assessment aspect, while other aspects of
the governance and operational processes are maintained in a centralised
manner.
For History subject, currently,
for Malaysian history, according to the DSKP
Sejarah Tingkatan 3 and DSKP Sejarah
Tingkatan 4 & 5, it is focused on covering subtopics such as ‘Western
Administration of Sabah and Sarawak’ in Chapter 7 of Form 3 syllabus and ‘Local
Resistance’ in Chapter 8 of Form 4 syllabus in which Mat Salleh, a Sabahan historical
figure who led the rebellion against the British.
I believe there are other
historical accounts surrounding Sabah prior to the formation of Malaysian
federation that even the latest syllabus of Sejarah hasn’t even touched on if
not in-depth. Several events have been mentioned such as the anti-Japanese
movement in Sabah and Sarawak, political awareness in Sabah and Sarawak, elections
in Sabah and Sarawak, and the era of power transition to the British in Sabah
and local reactions [3]. However, West-Malaysian narrative still dominates.
Suggestions for implementation
Textbook
History textbooks should be produced
by the state government, but not for all forms. State-specific historical
events could either be printed in Form 4 or Form 5 textbooks, which is in line
with the theme of independence and formation of Malaysia. The syllabus contents
could include a few chapters on the formation of Malaysian federation but
putting heavy emphasis on each state’s perspective and process of the
formation. Local historians should be consulted prior to producing the
textbooks.
Public examination
For both PT3 and SPM, the
examination format should include a section that focuses on the history for
respective states. For example, for the PT3 or SPM examination held in Sabah, a
section of the Sejarah paper must include a topic on Sabah history. If the
paper is taken in Sarawak, then there must be a section that tests on Sarawak’s
history.
As for other sections of the
paper, it will be standardized for all the states in Malaysia as PT3 and SPM
candidates will be tested on the general events in Malaysian history. This is
to ensure that every student in Malaysia have the same knowledge and understanding
of Malaysian history in order to build a national identity, regardless of which
state they are from.
To realize this, a state committee should be set up in order to discuss the questions for this section
as well as the answer rubric.
In terms of SPM marking, the
system is quite strict. Currently, the SPM papers collected in Sabah will be
sent to another state and Sabahan SPM markers will receive SPM papers coming
from another state. So, the answer rubric that has been discussed with the state
committee will be sent to another state that will be marking the papers. For
example, if Sabah were to receive Sejarah SPM papers from Johor, then the Johor
committee that have discussed on the questions for that one particular section will
have to send the rubric to Sabah for the markers of that state to refer to.
Challenges for implementation
1. How will the curriculum division
in the Education Ministry oversee how all of the 14 states in Malaysia implement their respective state-created History curriculum?
2. How will the state-specific
historical events be inserted in the textbooks without compromising national
unity or exacerbate regional sentiments?
3. How much should be the budget
allocation for textbooks from the federal government to state governments?
References:
[1]https://www.freemalaysiatoday.com/category/opinion/2019/04/18/decentralising-the-education-system/
[2] Decentralisation in Education
Systems Seminar Report by EUROPEAN AGENCY for Special Needs and Inclusive
Education
[3] Buku Teks KSSM Sejarah
Tingkatan 4
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