THE EFFECT OF EDUCATIONAL AIMS ON THE PROVISION OF
TEXTBOOKS IN MALAYSIA WITH PARTICULAR REFERENCE TO
THE ROLE OF THE TEXTBOOK DIVISION, MINISTRY OF
EDUCATION, MALAYSIA.
by
NORHAYATI HJ.ALIAS
A Master's Dissertation submitted in partial fulfilment of the requirements for the award of the Master of Arts degree of the
Loughborough University of Technology.
September 1991
SUPERVISOR : W.P.MARETT
BA Bristol, BA CNAA, MA Cambridge, BCom, BSc (Econ), PhD London, FRHistS Department of Library and Information Studies Loughborough University of Technology
~ by NORHAYATI HJ.ALIAS, 1991. DEDICATION
Dedicated to my family with love.
i ACKNOWLEDGEMENTS
I would like to acknowledge those people who have assisted, directly and indirectly, in the production of this dissertation.
Firstly to my supervisor, I wish to express my profound gratitude, Dr.W.P.Marett for his interest, comments and helpful suggestions, guidance and encouragement throughout this work without which I could not have completed.
My sincere gratitude to my parents, who with their enduring affections, have given me the moral and spiritual support which has seen me through. To my husband, without whose patience, understanding and encouragement the project would not have been completed.
My special thanks to the staff of the Evaluation Unit and the General Administrative Unit, Textbook Division, Ministry of Education for supplying me with the statistics as required.
Lastly, I am particularly indebted "to the Government of Malaysia for awarding me the scholarship and granting me the study leave to pursue this course.
ii ABSTRACT
The overriding objective of the National Education Policy in Malaysia is national unity.The main focus of the National Education Policy is towards consolidation of the educational system and curriculum improvement, involving providing high quality textbooks so as to increase the effectiveness of education for building up the national identity.The theme of this study is the relationship between educational aims and textbook provision in a Malaysian setting.The particular aspects of the concept relevant to this study concern ways in which educational aims can be controlled and planned as part of a gradually unfolding social process.In the production of textbooks, the demands on skilled manpower are great, the relationship between basic curricular and other educational decisions, the publishing enterprise and the distribution apparatus has to be taken into consideration. The various sections of this study will show what progress was made in the field of education as regards educational publishing, particularly in the production and the provision of textbooks to suit the national interest.Perhaps the most important aspects of the study are the nation's growing understanding of the needs of all children, the increasing concern for quality textbooks and the relevance to curriculum content and teaching methods, the determination to widen the horizons as well as providing more experience for the children.This dissertation is based on a study of the available original administrative documents and experience gained as an Evaluation Unit Officer at the Textbook Division, Ministry of Education, Malaysia, during 1988 - 1990.
Translations from Bahasa Malaysia are by the author of this dissertation unless otherwise stated.
iii CONTENTS
Page
Dedication i
Acknowledgements ii
Abstract iii Table Of Contents iv
List of Illustrations ix
List Of Appendices xii
CHAPTER 1 : EDUCATION IN THE SOCIAL SYSTEM. 2
1.1 Textbooks as Educational 2 Provision. 1.2 A Textbook - What Is It? 3 1.3 The Role Of The Textbook in 3 Malaysia. 1.4 The Philosophy of the Malaysian 5 Textbook.
CHAPTER 2 : MALAYSIA - ITS EDUCATIONAL 8 BACKGROUND
2.1 Social Economic Background 8 2.2 Education As Tool Of The 9 National State 2.3 Education And The Federal 10 Government 2.4 The People 11 2.5 The National Education Policy. 15 2.6 The Strategy Of The National 16 Education Policy
CHAPTER 3 : THE BACKGROUND STUDY OF TEXTBOOK 19 PUBLISHING IN MALAYSIA.
3.1 A Single Subject Text 19 3.2 The Effort in Textbook Production 20 3.3 The Participation of the Federal 22 Government in Textbook Production. 3.4 Textbook For A National Purpose 24 3.5 The Role of the Publishing Sector 26 in Textbook Publishing.
iv 3.6 Textbook Publishing in Malaysia - 29 The Historical Background.
3.6.1 Textbooks before Independence. 30
3.7 Book Production In Malaysia. 32
3.7.1 Print Run. 34 3.7.2 Textbook Publisher in 35 Malaysia. 3.7.3 Textbook Under Government 36 Textbook Loan Scheme.
CHAPTER 4 : THE TEXTBOOK DIVISION, MINISTRY OF 39 EDUCATION, MALAYSIA.
4.1 The Textbook Bureau. 39
4.1.1 Roles and Objectives 40 4.1.2 Expanding Its Role 41 4.1.3 The Textbook Division - The Performance Measurement 42 4.1.4 The Staffing Structure of the 45 Textbook Division. 4.1.5 The Units in the Textbook 48 Division.
CHAPTER 5 : THE PRODUCTION OF TEXTBOOKS. 52
5.1 Textbook Planning. 52
5.1.1 The Implementation of the 52 the New Curriculum. 5.1.2 Textbooks for the New 53 Primary School Curriculum. 5.1.3 Textbooks for the New 55 Secondary School Curriculum.
5.2 The System of Textbook Production 56 for the New Secondary School Curriculum.
5.2.1 Textbook Production 57 - The Guided System and Joint Programme between the Textbook Division and Dewan Bahasa dan Pustaka. 5.2.2 Textbook Programme For The 64 Private Publishers by Proposals 5.2.3 Textbook Programme by the 76 'In - House' System.
v 5.3 Textbook Production 79 - The Preparation of The Manuscripts 5.3.1 Organization Of The 80 Production of Textbooks 5.3.2 The Evaluation Process 82 5.3.3 The 'Collective And Guided' 83 Approach' 5.3.4 The Selection Of The Panel 85 Committee 5.3.5 The Workings Of The Panel 87 System
5.4 The Production Process 89 5.4.1 The Editing Process 89 5.4.2 Marking Of The Text 89 5.4.3 Corrections To Scripts 90 5.4.4 Rewriting 91 5.4.5 Preparing The Camera- Ready 91 Mechanical 5.5 How Important Are Good Manuscripts 93 For The Attainment Of The Educational Aims ?
5.5.1 Content Of The Textbook 93 5.5.2 Textbook For The Teachers 96 5.5.3 The Inculcation Of Positive 96 Values 5.5.4 The Technical Aspects 97 5.5.5 Specifications For Textbook 100 5.6 Reviewing Textbooks 106 5.7 Controlling The Cost Of Textbooks 107 5.8 Controlling The Increased Cost 112 Of Textbooks
CHAPTER 6 : TEXTBOOK DISTRIBUTION. 117 6.1 The Textbook Loan Scheme 117 - Background For Its Implementation. 6.1.1 What Are Its Main Aims? 117
6.2 The Implementation of the Textbook 119 Loan Scheme
vi 6.2.1 The Supply of Textbooks Under 119 the Government Textbook Loan Scheme 6.2.2 Pupils' Eligibility for the 120 Textbook Loan Scheme
6.2.3 The Number of Pupils Involved 122 in the Scheme
6.3 The Selection of Textbooks for the 123 Textbook Loan Scheme
6.3.1 Distribution of Textbooks to 123 the Primary Schools 6.3.2 Distribution of textbooks to 124 the Secondary Schools 6.3.3 Number of Pupils Eligible 126 for the Textbook Loan
6.4 The Utilization of the Textbooks 129 under the Textbook Loan Scheme 6.5 The Replacement of the Textbooks 131 under the Textbook Loan Scheme 6.6 The Programme of Subsidisation 132 6.7 Schools involved in the Textbook 132 Loan Scheme
6.7.1 The operation of the 133 Textbook Loan Scheme 6.7.2 The Administration of the 136 Textbook Loan Scheme at the School Level 6.7.3 Textbooks for all Pupils 136
6.8 The Relationship between Textbook 137 Division and the Other Sectors. 6.9 Activities of the Textbook Division 139 Process of Making Orders and Supplying of Books under the Textbook Loan Scheme
6.9.1 Role of the State Education 139 Department 6.9.2 Processing of the Application 140 Forms 6.9.3 Distribution of the Computer 141 Printouts 6.9.4 Redistribution Measures 141 6.9.5 Visiting the Schools 142 6.9.6 Conducting Seminars 143
vii 6.10 Distribution of Textbooks. 143 6.10.1 Timely Arrival of 143 Textbooks to the Schools 6.10.2 Printing Schedule 144 6.10.3 Topographical Difficulties 145 in Distribution. 6.10.4 Textbook as Consumable 146 Resource
CHAPTER 7 : ISSUES AND CONSTRAINTS 148 7.1 The New Approach in Textbook 148 Writing 7.2 Curriculum Change 150 7.3 Interpretation of the 151 Curriculum 7:4 Exposure to the Curriculum 151 7.5 Multiple Responsibilities 152 7.6 Field Testing 153 7.7 Expertise 153
7.7.1 Textbook Writers 153 7.7.2 Panel of Evaluators 154 7.7.3 Editors 155 7.7.4 Illustrators and Designers 155 7.7.5 Manufacturing Technology 156
7.8 The Dilemma of the Textbook 156 Division Ministry of Education
7.8.1 The New Approach in the 156 Utilization of Textbooks 7.8.2 Encouraging Reading Habits 159 7.8.3 The Attainment of the 159 National Objectives 7.8.4 Planning and Adequate Funding 160
7.9 CONCLUSION 160
BIBLIOGRAPHY 163 APPENDICES
viii LIST OF ILLUSTRATIONS
ILLUSTRATIONS PAGE
1. Illustration 1 105 Page Layout of a Textbook
2. Illustration 2 105 Textbooks for the Subject of Sejarah KBSM ( History NSSC ), Form .1, 2 and 3.
3. Illustration 3 105 Anti - Drug Poster on the inside back cover of the textbook.
TABLES
1. Malaysia : Estimated Population as per 13 Ethnic Group, 1985 - 1990.
2. Malaysia: Population - Age, Size 14 and Structure, 1980 - 1985.
3. Malaysia Number of Titles Published 32 in Malaysia, 1955 - 1969.
4. Malaysia Number of Publications 33 received by the National Library of Malaysia, 1976 - 1989.
5. The Number of Titles published in Malaysia 37 as per language under the Textbook Loan Scheme, 1974 - 1982.
6. The Textbook Division - Productivity. 44
7. The Textbook Division, Ministry of 46 Education, Number of Staff, 1991.
8. Dewan Bahasa dan Pustaka, Malaysia, 63 Number of Textbooks produced for the Textbook Programme, 1989 - 1990.
9. The Textbook Division, Ministry of 68 Education, The Number of proposals received from the Publishers, 1987 - 1991.
ix 10. The Textbook Division, Ministry of 69 Education, the Number of Proposals received for each subject, 1990 - 1991.
11. The Textbook Programme for the Private 74 Publishers - the Subject Committee, 1989 - 1990.
12. The Textbook Bureau, Ministry of 83 Education, The Number of Books Evaluated, 1973 - 1980.
13. The Textbook Loan Scheme, The Number 123 of Pupils involved and the Government Expenditure 1975 - 1986.
14. The Textbook Loan Scheme for the 127 Primary Schools in 1990.
15. The Textbook Loan Scheme for the 128 Secondary Schools in 1990.
16. Nu~ber of Schools involved in 133 the Textbook Loan Scheme.
17. Peninsular Malaysia - Household Income Appendix 4 As Per Ethnic Group, 1979 and 1984.
18. Malaysia : The Rate Of Poverty As Appendix 9 Per State, 1976 and 1984.
CHARTS
1. The Textbook Division, Ministry of 27 Education, List of Textbooks for the New Secondary School Curriculum, 1991.
2. The Textbook Division, Ministry of 47 Education, Organizational Chart of the Ministry of Education, Malaysia.
3. The Textbook Division, Ministry of 49 Education, Malaysia.
4. The Working Procedures of the 60 Textbook Production.
5. The Team Effort in the Textbook 62 Production.
x 6. Textbook by the Private Publishers, 71 The System of Evaluation By Proposal.
7. The Textbook Evaluation Process. 81
8 . Textbook Programme, the Panel System, 84 1989.
9. Textbook Production - Outline of the 92 Work Flow of the Main Administrative and Publishing Functions.
10. Specifications of the Textbooks for the 101 Joint Programme between The Textbook Division, Ministry of Education and Dewan Bahasa Dan Pustaka, 1989 - 1990.
11. Textbook Loan Scheme , the Criteria 121 for Pupil's Eligibility, 1987.
12. The Textbook Bureau, The Sharing of 130 Textbooks for the New Primary School Curriculum.
13. The Textbook Loan Scheme 134 a. The Working Procedures for Programme in the National Primary School.
14. The Textbook Loan Scheme 135 b. The Working Procedures for Programme in the National Type Primary school and the Secondary School.
15. The Textbook Division and the other 138 Sections.
xi LIST OF APPENDICES
1. Maps of Malaysia.
A. Malaysia in relation to other ASEAN Countries. B. Malaysia and Its Region
2. Rukunegara (The National Ideology).
3. Terminology of 'Malay' and the 'natives' of Sabah and Sarawak.
4. The New Economic Policy. ( NEP ) i. Table : Peninsular Malaysia - Household Income As Per Ethnic Group, 1979 and 1984.
5. i. The National Education Policy. ii.Chart : The Structure Of Formal Education.
6. Bahasa Malaysia ( The National Language ).
7. Dewan Bahasa Dan Pustaka.
8. i. Organization of the Education System in Malaysia. ii. Chart: Malaysia Structure of the Education Administrative Units. iii. Chart: The State Education Office.
9. Table Malaysia - The Rate of Poverty as Per State, 1976 and 1984 in Malaysia.
xii CHAPTER 1
THE EFFECT OF EDUCATIONAL AIMS ON THE PROVISION OF TEXTBOOKS IN MALAYSIA WITH PARTICULAR REFERENCE TO THE ROLE OF THE TEXTBOOK DIVISION, MINISTRY OF EDUCATION, MALAYSIA
Books remain essential tools for preserving and diffusing the World's Storehouse of knowledge.ln an era of revolutionary changes in education and far reaching programmes for expanded school enrolment, planning is required to ensure an adequate textbook component for the development of educational systems. '
(UNESCO CHARTER OF THE BOOK )
1 EDUCATION IN THE SOCIAL SYSTEM
1.1 Textbook As Educational Provision
1957 - 1980 were years of frenetic activity in the educational system. Soon after the period started, Dr. Mahathir bin Mohamad, then the Minister of Education Malaysia, issued the now famous National Education ,Policy, encompassing the comprehensive reorganisation of the primary and the secondary education. During the period under review, the education service in Malaysia had to face many contrasting problems, on the one hand,
the problems of a multi - racial population and remoteness of the rural community, on the other hand, the problems of urban development and new population on a substantial scale.
'Education' here imply the administrative framework within which the schools operate and the ideas and ideals which legislators have incorporated in the policies controlling statutory educational provision. (1) In the Malaysian context, educational provision includes textbooks for the primary and the secondary schools.
2 1.2 A Textbook - What Is It?
By definition textbook 'can be described as the following: 'A book dealing with a definite subject of study, systematically arranged, intended for use at a specified level of instruction and used as a principal source of study material for a given course'. (2)
1.3 The Role Of The Textbook In Malaysia
In Malaysia, where education is generally regarded as one of the most important factors in nation - building, textbooks have always been a major issue in the educational process. The importance of textbooks as the least expensive and the most effective tool of instruction in schools is almost universally accepted.
The development of textbook publishing in Malaysia is related to the economic development and the government policies. The cultural role of textbook in the curriculum practice, and the propagation of the National Education Policy could be observed from glimpses of the following Educational Reports :
3 'At the same time, as recommended in 1956, common syllabus and timetables have been promulgated for use in all schools including these primary schools so that whatever language is used, all pupils learn the same things, in the same way, with the object of fostering a national 'Malayan Outlook.'
The Education Report of Rahman Talib, 1960, Paragraph
1 )
'Textbooks should be the vehicle of national integration '
( THE CABINET REPORT ON EDUCATION, 1979, PARAGRAPH 14B )
The National Education Policy gave utmost concern to the objective of national integration through the system of education. The Razak Report of 1956, clearly stipulated that national integration could be achieved by the system of schooling and the common Curriculum. The fact that textbook convey the requirements of the curriculum, implies that textbook plays an important role in the attainment of this national objective.
As an intructional resource, textbook provide answers to the questions of what to teach, of the order in which to teach and how to teach it. Morever textbooks with good content and illustrations would be a great help to teachers, particularly those who are still lacking the
4 skill, experience and insight, as textbooks presents organized knowledge in a selected, simplified and ordered manner.
1.4 The Philosophy Of The Malaysian Textbook
The textbook is expected to be the medium through which the school curriculum is to be conveyed, to support the main objective of the National Education Policy as regards national integration. It should portray the manifestations of the nation's aspirations, through the New Economic Policy and the Rukunegara*.(See Appendix 2) It should also motivate the child's personal and intellectual development, and assist him (or her) to
become a useful citizen of the nation and the world at large.
Indeed, textbook has become a common denominator for Malaysian cultural development. This crucial role of the textbook, coincides with the description made by Mark Van Doren in the context of the development of an American nation: 'Our people came from everywhere, and if they have become one people here, the school book has been the chief instrument through which that miracle was performed' . (3)
5 Textbook production is an integral part of the publishing industry in Malaysia. Educational publications, especially textbooks, have traditionally dominated the publishing output compared with the non educational pUblication. The creation, production and distribution of textbooks is not only the duty of the general book publisher, but also involves educational, governmental, publishing and printing resources.
6 REFERENCES
1. WRIGHT NIGEL. Progress in Education ~ A Review of Schooling in England and Wales, 1977, p. 6.
2. ASSOCIATION FOR EDUCATIONAL COMMUNICATIONS TECHNOLOGY. Educational Technology _ A Glossary of Terms, AECT, Task Force Qrr Definition and Terminology, 1986, p. 42. 3. DROPKIN, STAN. Contemporary American Education =An Anthology of Issue, Problems and Challenges, 1985, p. 16.
7 CHAPTER 2
MALAYSIA - ITS EDUCATIONAL BACKGROUND
2.1 The Social Economic Background
The history of the years after independence* shows how educational administrators have striven to put into practice the ideals and aims basic to the creation of what is generally accepted-as a 'multi racial society.
* Full self - government and independence within the Commonwealth was achieved on 31 August, 1957.
The nation has entrusted to the educational system, the important and exacting tasks of redeeming the past and helping to mould the future. The strategy adopted to achieve economic and social prosperity has been that of devising national development programmes intended to marshal the nations resources for planned growth. Such programmes includes important educational components co - ordinated with the plan's political, economic and social - welfare aspects. There are certain features of the school system that may not appear to make sense under present condition. However, they do make sense when set against the country's historical background.
8 Traditions from the past have given the education system a direction and impetus not readily altered, so such traditions continue to influence the patterns of schooling in Malaysia today, whether or not these patterns seem most reasonable in terms of national progress.
2.2 Education As A Tool Of The National State
The period after independence up to the present moment, saw the development of a conception which viewed popular education as a tool of the national state. Political events will continue to exert a strong influence on the educational affairs. The racial riots of 1969 strongly affected the direction and pace of development of the school system. There is a tendency for a society composed of various ethnic groups to feel stronger allegiance towards their groups than towards the nation as a whole. The demands of these sub - groups in the national government is for attention to their own group needs.
They will support a national political and economic plan only if it does not sacrifice their own groups progress. They will encourage the growth of the National Language, only if it does not jeopardize the adherents of their own faith. Thus, national development planners can
9 devise a successful plan only if they are sensitive to the power of such groups in the social - welfare programme. In other words, the nature of education in Malaysia, cannot be understood without recognizing the force of regional, ethnic and religious demands. The system therefore, sought to bestow this power of education for the benefit of the nation in patriotic education. The question was one of teaching values while retaining the common characteristics of the school. without consensus on the basic questions of what is education for and how it should be done, the effort towards nation - building would be futile. Whatever it is, there seems to be an overwhelming consensus about the fact that all children should acquire the basic skills of reading, writing and arithmetic. There was also a need for the development of a universal education
in order to weld a plural populace into a unified nation.
2.3 Education and the Federal Government
Education in Malaysia is the responsibility of the Federal Government. The executive authority of the
government extends to the conduct of research and the provision as well as the maintenance of education. (1)
10 Education is an important area in which inappropriate policies can have a destabilizing effect on the socio - economic development.
The government allocation for the Ministry of Education in the 1986 - 1990 budget was M $5,582,78 million (approximately 1,236,22 million pounds), constituting 14 percent out of 23 percent for the overall budget in the social sector. (2) In the primary school, there was an increase in enrolment from 98.6 percent in 1980 to 99.0 percent in 1985, and the figure is expected to rise to 2.5 million in 1990. The projected enrolment figure for the lower secondary school level in 1990 is 1 million, that is an increase of 14.9 percent, and for the secondary school level, it is 413,900 which is an increase of 24.3 percent. (3)
2.4 The People
One notable feature of Malaysia is its multi - racial composition with distinct cultural diversity. The word "multi - racial' can be defined as: "A society whose members come from various races' (4)
11 In the Malaysian context, this word is synonymous with the word 'multi - racialism', implying the following:
'The condition or quality of being multi - racial, the conception of a state in which members of different races, peoples or ethnic groups live on amicable and equal terms.' (5)
The majority of the people in Peninsular Malaysia, are the Malays, which constitutes almost half of the population, followed by the Chinese, the Indians and the minority group. I which includes the Eurasians, sikhs, Arabs etc.) The population of the states of Sabah and
Sarawak, is made up of a more diverse population composition, consisting of the Sea Dayaks IIbans), Land
Dayaks IBidayuhs), Bajaus, Kadazans, Kenyahs, Melanaus and Muruts as well as the Malays, Chinese, Indians and the Eurasians. I Refer to Table 1
The plural and the multi - racial society practises diverse cultures. They communicate among their own groups in a variety of languages and dialects. However, intersocietal communication is through Bahasa Malaysia
I National Language), based on the Malay Language. (6) English is used extensively. In East Malaysia, English remained the official language until 1973, but the Sabah government began using Bahasa Malaysia in March 1972.(7) The national religion is Islam, but freedom of worship is guaranteed in the Constitution. IS)
12 Table (1) MALAYSIA ESTIMATED POPULATION AS PER
ETHNIC GROUP 1985 - 1990.
Ethnic group 1985 % 1990 %
West Malaysia
Malays 7, 325.6 56.5 8, 493 58.1 Chinese 4, 248.4 32.8 4, 579.2 31. 4 Indians 1, 311. 9 10.1 1, 441.1 9.9 Others 82.9 0.6 91.9 0.6
East Malaysia
Sabah
Bumiputera (1) 1, 077 84.2 1, 294 85.3 Chinese 191 14.9 209.7 13.8 Indians 7.2 0.6 8.6 0.6 Others 4.3 0.3 5.1 0.3
Sarawak
Bumiputera (2) 1, 080.8 70.1 1, 242.2 70.9 Chinese 442.9 28.7 490.4 27.9 Indians 4.0 0.2 4.6 0.2 Others 15.1 1.0 17.4 1.0
Total 15, 791.1 100 17, 877 .2 100
Notes:
(1) includes all minority ethnic groups in Sabah;
Malays, Orang Asli - China and Orang Asli Sarawak.
(2) includes Malays, Melanau, Iban, Bidayuh and other
Orang Asli. ( See Appendix 3 )
Source: KERAJAAN MALAYSIA. Rancanqan Malaysia Kelima, 1986 ~ 1990, Jabatan Percetakan Negara, ( Fifth Malaysia Plan, Government Printer ), Kuala Lumpur, 1986.
13 Malaysia also posseses a young and dexterous labour force. Between 1981 - 1985, the population of children
below 15 years of age increased by the rate of 1.7 percent yearly and 2.3 percent for the young group.
Age 15 - 24 ), as can be seen from the following
figures.It should be noted that the schooling age for
children in Malaysia is between the range of 6 to 20
years.
Table (2 ) MALAYSIA : POPULATION - AGE SIZE AND
STRUCTURE, 1980 - 1985.
Age group 1980 1985 Annual Growth Rate
'000 % '000 %
Malaysia 13,879.2 100 15,791.1 100 2.6
o - 14 5,542.5 39.9 6,046.5 38.3 1.7 15 -24 2,931.6 21.2 3,290.6 20.9 2.3 25 -39 2,749.1 19.8 3,356.9 21.3 4.0
40 -54 1,553.9 11.2 1,822.8 11.5 3.2 55 -64 661.0 4.4 716.5 4.5 3.2
65+ 491.1 3.5 557.8 3.5 2.5
Source KERAJAAN MALAYSIA. Rancangan Malaysia Kelima 1986 ~ 1990, Jabatan Percetakan Negara, ( Fifth Malaysia Plan, Government Printer ), Kuala Lumpur, 1986.
14 2.5 The National Education Policy
Education as defined in the Constitution of Malaysia includes elementary, secondary and university education; vocational and technical education; training of teachers; registration and control of teachers, managers and schools, promotion of special studies and research as well as scientific and literary societies. (9) These constitutional provisions have been translated into the National Education Policy originally declared in the Education Ordinance of 1957 and reiterated in the preamble of the Education Act of 1961, as:
'to establish a national system of education which will satisfy the needs of the nation and promote its cultural, social, economic and political development ... that regard shall be had, so far as is compatible with the policy ... to the general principle that pupils are to be educated in accordance with the wishes of their parents ... And whereas further provision is required for securing the effective execution of the said policy, including the particular provision for the progressive development of an educational system in which the National language is the main medium of
instruction.' (lD)
15 The National Education Policy was formulated against the historical background of divergent communal aspirations and sentiments during the colonial administration in the post - war period and the general feeling of understanding and goodwill amongst the various community just before independence . Apart from the universal aims of providing for the intellectual, culture, socio economic and spiritual development of the children, the policy also specifically aims to mould national identity and unity in a plural society through the fostering of common ideals, values, aspirations and loyalties. The proclamation of the Rukunegara ( National Ideology and the New Economic Policy ( See Appendix 4 ) in 1970 is an important factor in the educational development of
Malaysia.
2.6 The Strategy of the National Education Policy
The National Education Policy is a strategy towards achieving the goals of national identity, national unity and rapid national development. These involve the whole range of educational activities. Thus, in Malaysia education is functional, innovative and reconstructive and the whole system is geared towards national building. (11)
16 The concepts of national identity and unity and the other underlying principles of Rukunegara, the New
Economic Policy and the National Education Policy find expression in the stated goals, aims and objectives of education and all its programmes. It served as guiding principles for curriculum development which emphasized on the intellectual and social skills appropriate to the age of the pupil and in accordance with the national requirements.In relation to this, the Textbook Policy in
Malaysia reflect this underlying principles.
17 REFERENCES
1. EDUCATION, PLANNING AND RESEARCH DIVISION. ( EPRD ) Education In Malaysia, 1985, p. 10.
2. MALAYSIA.Peruntukan Keraiaan Persekutuan Mengikut Sektor, Rancanaan Malaysia Kelima 1986 =1990, ( Federal Government Allocation As Per Sector, Fifth Malaysia Plan 1986 - 1990) 1986, p. 272.
3 . Re f. 2, p. 556 - 557.
4. HARRAP. Harrap's Standard Learners' English Dictionary, 1980, p. 289.
5. SIMPSON, J. A. Oxford Engtish Dictionary, Second Edition, Volume K, 1989, p. 90.
6. MALAYSIA. Information Malaysia, 1989. Year Book, 1989, p. 12.
7. OOI JIN BEE. Land, People and the Education of Malaysia, 1963, p. 9.
8. Ref. 7, p. 11.
9. Ref. 1, p. 10.
10. Ref. 1, p. 11.
11. MALAYSIA. Institut Tadbiran Negara i INTAN ~ Negara Kita, 1980, p. 12.
18 CHAPTER 3
THE BACKGROUND STUDY OF TEXTBOOK PUBLISHING IN MALAYSIA
3.1 A Single Subject Text
Due to the diversity in ethnic background and educational approaches. textbook provide a minimum of uniformity. Moreover. it provide the important linkage between the education authority and the children in the classes.This linkage is necessary if educational policies are to be made relevant to the pupils. Given the financial constraints with which this is to be achieved. a single. standardized subject text seems an attractive means of achieving some individualized learning and a way of diversifying learning experiences in the classes. A Report from UNESCO outline the advantages of a single subject text
1 4. Ensures that important concepts are available to the
pupils;
2. A wider range of question types can be posed;
3. Pupils are assured of exposure to at least a minimum
amount of content material. (1)
19 3.2 The Effort In Textbook Production
As a combination of intellectual effort and the integration of printing and other services, the development of textbooks requires careful co ordination at all levels. Thus, it is important to have one body responsible for the whole process of textbook development, so that the process works in a unitary, consistent and integrated manner.In Malaysia, the Textbook Division, Ministry of Education, is the overall co-ordinator of the textbook enterprise.
For school children, the textbooks remain the basic learning tool especially in remote areas, where the textbooks may be the only reading material available.As reiterated in the Book World Today,
'In a developing country, functional books (textbook) play a much more significant role than non - functional books since the majority of the people are yet to be inducted into the learning process. '(2)
The primary and the secondary school level is considered
the appropriate stage in the life of the school children, where their minds and perceptive capability
can be moulded accordingly to suit certain requirements and for a good course. It is at this learning stage that
the Government felt justified to intervene for the
20 rightful purpose of nation ~ building. As such. the textbook is hoped to become the medium to facilitate the process of adaptation and accustomisation of children to new ideas and the national aspirations.
As most school children rely on textbooks. it is essential that textbooks that are produced and approved by the Textbook Division. Ministry of Education. are of the highest educational quality. That must override all other considerations. It is also important that printed learning materials should be attractive to look at. clearly printed. illustrated and strongly bound. Textbook publishing is also affected by matters of cost. One of the major problems that the Malaysian educational system faces is one of improving learning processes in order to raise educational standards. yet reduce the cost of educational materials. or at least reduce the rate of increase in the production costs.
Planning and policies relating to the provision of textbooks are first of all considered in the context of resources for learning designed to support the curriculum and wider educational functions of the school. Other factors that need to be considered in textbook publishing is the size of the printing run. the availability of raw materials and the time allowed for
21 the production and distribution of textbooks. More often then not, Textbook Division as the co - ordinator, must compromise on the technical quality of the textbook. If, however educational aims and technical quality can be achieved at the same time, then it can be considered a real achievement.
3.3 The Participation Of The Federal Government In
Textbook Production
The executive authority of the Federal government in respect of school textbooks, had become a historical necessity since independent, due to the increasing number of school enrolment and the role of education in the process of nation - building. It was soon realized that private publishers were in no position to provide satisfactorily at a cheap price the books required by thousands of school children. Prompt availability of textbooks in such large numbers at the beginning of the school sessions and at the last point of distribution has posed a number of problems requiring appropriate planning.
The setting up of the Textbook Division, within the Ministry of Education, had the specific terms of achieving better results, in terms of production of
22 textbooks at a reasonable price and more often in the efficient distribution of textbooks. Thus, in the field of book publishing, the Federal government of Malaysia has taken over exclusively certain sectors of educational publishing, owing to the pressing administrative problems connected with the printing, production and the distribution of textbooks throughout the schools in the country. These sectors cover books laid down by the Ministry of Education, required by the primary and the secondary school pupils in very large numbers.
When private publishers sought to take advantage of this privilege in the preparation and sale of the textbooks, the Government have to step in as a matter of public policy, and initiate regulatory procedures to bring textbook production and distribution in the school sector, in line with the national educational objectives. But the emphasis is not on the possibility of establishing autonomous corporations on the commercial lines.
In the total programmes of textbook publishing, the segment covering secondary classes ( Form 1 to Form 5 ), has to be treated with a special element of subsidy to keep the prices of books well within the reach of the
23 children from poor background. Children using minority languages have also to be catered for. New writers proficient in academic content and modern methods of presentation have to be located.
3.4 Textbook for a National Purpose
The planning, preparation and the selection of materials to be incorporated in the textbook, gave due emphasis to the aims of the National Education Policy and the
Rukunegara ( National Ideology). Accepted moral values are intricately interwoven within the scope of the syllabus and the content of the book with the objective of inculcating positive ethical values , for the purpose of nurturing national consciousness.
Textbooks can also assist the children in their academic achievement.In this respect, the production and provision of textbooks should serve two major purposes, first as a provider of knowledge, and secondly as a factor of national consolidation.To strike a balance between these two major purposes is difficult indeed.
This necessitates the establishment of a central form of control and authorisation, implemented fairly and with full commitment and reliability. This provision constitutes Government participation in the field of
24 educational publishing, which had been in the past, predominantly monopolised by the private sector.
On a national scale, it was felt necessary to correlate the programmes of textbook production with the policy encompassing the use of the National Language as the main communicative skill ( See Appendix 6 ), and the use of a common content syllabus at the school levels , for the purpose of creating a national identity through the medium of education. In view of this, it has been stipulated that textbooks writers have to take into consideration two important factors: i.The use of Bahasa Malaysia ( National Language) as
the language medium for all textbooks with the
exception of textbooks for language subjects namely
English, Chinese, Tamil and Arabic ); ii.The National School Curriculum has to be the major
guideline.
Educational programmes which includes textbook production provisioning, have to take into cognizance, the importance of providing equal educational opportunity and facilities possibly to all school children, especially in terms of producing textbooks at a subsidised cost as well as providing free textbooks for those children from the low income
25 level group. The price of textbooks is kept low, and this would not have been possible if the printing and production of textbooks have been left to the private sector, since the public sector are in a position to subsidize books with a small print order from the profits made in the mass production of other books.The noble intention is to ensure that every school children at least up to the secondary level, are equipped with the basic educational amenities.
3.5 The Role of the Publishing Sector In Textbook Publishing
In Malaysia, there is an appropriate 'sharing' of the programme publishing, between the public and the private sector, under which ample opportunity have been afforded to the private sector in producing and publishing textbooks. Generally, the production of school textbooks which caters for various needs in the educational system, are the prerogatives of Dewan Bahasa Dan Pustaka ( a publisher and a Government Agency) (See Appendix 7) and the local private publishers. In fact, close and continuous liaison is maintained between the Textbook Division and the publishing sector in the production of textbooks.The following Chart illustrates the participation of the publishing Sector in the production of school textbooks:
26 Chart (1) TEXTBOOK DIVISION, MINISTRY OF EDUCATION
LIST OF TEXTBOOKS FOR THE NEW SECONDARY
SCHOOL CURRICULUM, 1991
Book Titles Publishers
I.Science Form 3 I.Pustaka Yakin Pelajar Sdn*.Berhad 2.Penerbitan Gedung Ilmu 3.Penerbitan Nadi Ilmu Sdn. Berhad. 4.Gazzara Sdn. Berhad. S.Pustaka Akademik 6.Pustaka Pertiwi Sdn. Berhad. 7.Longman ( M ) Sdn. Berhad. 8.Pustaka Aman Press Sdn. Berhad.
2.Mathematics 1.Penerbitan Sinar Sdn. Berhad. Form 3 2.Pena Emas Enterprise. 3.Dewan Pustaka Islam. 4.' K • Publishing and Distributors Sdn. Berhad. S.Edusystem Sdn. Berhad. 6.Penerbitan Tunas Ilmu Sdn. Berhad. 7.DAB Enterprise Sdn. Berhad. 8.Penerbitan Pelangi Sdn. Berhad.
3.Geography Form 3 I.FEP International Sdn. Berhad. 2.Eastview Publications Sdn. Berhad. 3.Arah Indah Sdn. Berhad. 4.RMA Publishing Sdn. Berhad. S.Pustaka Antara. 6.Didika Sdn. Berhad. 7.Nurin Enterprise.
4.Physical Education I.Jam Sdn. Berhad. & Health Education 2.Utusan Publications & Distributors. 3.Pustaka Budaya Ilmu. 4.AZ - A Enterprise. 5.' D • Enterprise. 6.Pustaka Cipta Sdn. Berhad. 7.Karya Bistari Sdn. Berhad. 8.Berita Publishing Sdn. Berhad.
27 5.English Language 1.Pustaka Delta Pelajaran Sdn. Berhad. 2.Pustaka Kreatif Sdn. Berhad. 3.Mutiara Cemerlang Sdn. Berhad. 4.Eastern Universities Press Sdn. Berhad. 5.Mutiara Ilmu Sdn. Berhad. 6.R & R Associates Sdn. Berhad. 7.Dakmaz Management Sdn. Berhad. 8.Penerbit Fajar Bakti Sdn. Berhad.
6.Chinese Language 1.Syarikat Cultural Supplies Sdn. Berhad. 2.Gunung Mutiara Sdn. Berhad. 3.Malaya Book Suppliers Sdn. Berhad. 4.The Malaya Press Sdn. Berhad. 5.Pan Malayan Publishing Co. Sdn. Berhad. 6.Malaya Educational Supplies Sdn. Berhad.
7.Tamil Language 1.Penerbitan Jaya Bakti. 2.UMA Publication.
8.Bahasa Malaysia Dewan Bahasa Dan Pustaka. Form 4
9.History Form 3 Dewan Bahasa Dan Pustaka. lO.Moral Education Dewan Bahasa Dan Pustaka. Form 3
11.Islamic Education Dewan Bahasa Dan Pustaka Form 3
Note:
1.It should be noted that each publisher may submit only one proposal for each textbook.The Chart shows proposals for textbook which have been accepted by the Textbook
Division.
28 In the case of (8, 9, 10, 11), the writing of these textbooks are commissioned to a group of writers, and published by Dewan Bahasa Dan Pustaka.
2.* Sdn. ( Sendirian ) Berhad - Limited.
Source BAHAGIAN BUKU TEKS, KEMENTERIAN PENDIDIKAN. Senarai Penerbit =Penerbit Buku =Buku Teks di Malaysia, unit Dasar dan Pengurusan Textbook Division, Ministry Of Education, List of Textbook Publishers compiled by the General and Administrative unit), Kuala Lumpur, 1991.
3.6 Textbook Publishing iri Malaysia - The Historical
Background
Generally books are the fundamental medium of education, especially in the process of development in Malaysia. (3)
But these requirements could only be seen gradually in recent years. The reasons for this must be seen in the teaching and learning materials, which mostly were of little relevance and often consisted of reprinted pUblications of the colonial period or of imported books. (4) The consequence of this situation, though in a varying degree, have an effect on the book industry which can neither satisfy quantitatively nor qualitatively the demands for the increasing number of literate people.
29 After independence, there has been a change in the system of textbook production, whereby the Government felt justified to participate in an area which is regarded as an important segment of the educational process.Before this, private publishers were reaping a rich harvest in a free market without any reference to the educational and cultural goals, but solely for the purpose of making the maximum profit. It was thought that the Federal authority or the Government subsidized publishing firm are the only ones which have the capacities and means to meet the backlog demand, particularly the demand for textbooks, which reflect national aims and aspirations.
3.6.1 Textbooks Before Independence
Although modern secular education had begun at the end of the nineteenth century, the growth of a local book publishing industry appeared only after the Second World War.(5) Books in English ,comprised the largest segment of the textbooks available during this time. In fact, the early English textbooks were directly brought from Britain by philanthropic bodies and various voluntary, social and religious organizations, who were also responsible for the development of the early English schools in Malaysia. (6) When the English schools came under the government control, the demand for textbooks
30 in English also increased considerably.(7}
Even before independence, the sales of textbooks had improved tremendously, not only in terms of copies but also in terms of the variety of titles provided for the local market. The improvement in school enrolment, especially for the English schools, related to the fact that most of the parents, and increasingly the Malays, began to be conscious of the social and economic value of their childrens' education which constituted the key factor for this sudden change. This coincided with a change 'in the attitude of the multinational publishers towards the Third World. market, as a result of competition with the American and Russian counterparts.
Many of these multinational publishers get accustomed to the concept of producing more books that suited the different cultural and physical environment, eventually opened up branches in Malaysia.
The introduction of a National Education Policy after independence, further strengthened the position of the multinational publishers.The need for more books which reflected cultural and local elements in the New Curriculum, the lack of indigenous publishers and education authorities who had little expertise in textbook production, greatly benefitted the branches of multinational publishers who produced more local textbooks and general books.(S} The following Table illustrates this phenomenon :
31 Table ( 3 ) NUMBER OF TITLES PUBLISHED IN MALAYSIA 1955 1969.
Year Total No. of titles No. of titles No. of Titles in English in other languages.
1955 147 126 21 1960 372 216 156 1965 898 549 349 1969 1184 676 508
Source: HUSSEIN AWANG BESAR. Country Paper for the . UNESCO Reaional Seminar on the Production and Distribution of Textbooks and Other Teachina L Learning Materials. August 12 to 22. 1985. Quezon City. Metro Manila. Philippines. Appendix 1.
3.7 Book Production In Malaysia
The 1970's were the important years for textbook development in Malaysia. especially in the National Language. (9) As the National Language began to replace English as the medium of instruction in all English
schools. tremendous changes in the curriculum were made. More textbooks were needed in all schools.The number of book titles in Malaysia from 1976 onwards are shown in the following figures:
32 Table (4) MALAYSIA: NUMBER OF PUBLICATIONS RECEIVED BY
THE NATIONAL LIBRARY OF MALAYSIA, * 1976
1989.
B.M** English Chinese Tamil Total
1976 691 474 31 11 1207 1977 643 547 24 30 1244 1978 624 467 49 51 1191 1979 991 792 98 44 1925 1980 1118 550 177 8 1853 1981 1654 548 85 12 2299 1982 1699 919 96 23 2737 1983 1997 1067 282 17 3363 1984 2582 1072 147 9 3810 1985 1458 976 129 30 2593 1986 1943 966 163 14 3397 1987 1931 7B8 75 27 2853 1988 1985 861 4 3 3004 1989 817 371 92 3 1283 *** January-June
**** 1990 4578
Total: 20133 11298 1452 282 37337
Note 1.* The Book Act Of Malaysia, 1966, stipulated that
every copy of book published in Malaysia will have to be deposited with the National Library of Malaysia.
2.** Bahasa Malaysia ( National Language)
3.*** The total number of books for the complete year of 1989 is 3348.The detailed figures of books for each
group could not be ascertain.
33 4.**** 1990 - The number of books for each group could not be ascertain.
Source: NATIONAL LIBRARY OF MALAYSIA. quoted in Book Development in Malaysia. A Countrv Report Qy Datuk Hassan Ahmad. formerly Director of Dewan Bahasa dan Pustaka. 1989, and figures obtained from Malaysian Publishers' Association of Malaysia, Kuala Lumpur, 1991.
Out of the total number of books. 55 percent are textbooks and children books, 20 percent are fiction and general books, and others are for higher education and government publications and professional books.
Source : MALAYSIA. Lampiran 4A. Naskah contoh ( Document 4A based on sample manuscripts received by the National Library of Malaysia ), 1988.
3.7.1 Print Run
The school textbook print runs range from as few as 10, 000 to as many as 300, 000 copies and supplementary reading materials for the schools from 5000 to 15, 000 copies. (10) Scholarly and academic titles are printed in 1000 to 2000 copies and general books in about 3000 to 5000 copies. ( Figures for 1984 ). (11)
With the increasing use of Bahasa Malaysia as the medium of instruction throughout the educational system, the importance of book trade with the foreign countries are gradually receding, and the major importers are
34 embarking on schemes of local publishing based on reprints,adaptations and translations of imported books.
3.7.2 Textbook Publisher In Malaysia
The introduction of Bahasa Malaysia as the official language and the medium of instruction in 1961, and as the language in all the primary schools beginning in 1970, has completely transformed the publishing scene. Rapid changes in the curriculum and syllabuses could be implemented only with increasing number of local authors and local publishers. Currently, most of the textbooks from the primary up to the upper secondary level are written by local authors and published by local publishing houses.However in the upper secondary and higher levels of education, foreign publishing firms mainly British and American predominate.
There are about 75 book publishers in Malaysia, of which 62 are mainly textbook publishers. (13) Eight publish only books in the Chinese language, and five only in Tamil, and the rest in Bahasa Malaysia and English language. ( 1982 figures (14) However, in 1990 the number of local publishers registered with the Textbook Division tripled in amount to almost 250. (15). The members of the Malaysian Book Publishers' Association account for 80 per cent of the private sector involved in textbook publishing. (16)
35 3.7.3 Textbook Under The Government Textbook Loan
Scheme
The introduction of the Government Textbook Loan Scheme in 1974 - 1975, in which textbooks were given free to school children~ further improved the textbook market. (17) Textbooks in the Chinese and Tamil Languages in particular, which has suffered due to the limited market began to improve by the introduction of this scheme.This scheme had also improved the production of textbooks for the secondary level and the production of books in Bahasa Malaysia in general. This is shown by the following figures:
36 Table (5) THE NUMBER OF TITLES PUBLISHED IN MALAYSIA AS PER LANGUAGE UNDER THE TEXTBOOK LOAN SCHEME, 1974 - 1982.
Language Total No.Of Titles under % of total Textbook Loan Scheme
National 1926 919 47.7 Language English 508 130 25.6 Chinese 581 324 55.8 Tamil 335 215 64.2
Total 3350 1588 47.4
Source: HUSSEIN AWANG BESAR. Country Paper for the UNESCO Regional Seminar on The Production and Distribution of Textbooks and other Teaching L Learning Materials, August 12 - 22, 1985, Quezon City, Metro Manila, Philippines.Appendix Ill.
37 REFERENCES
1. ASIA AND THE PACIFIC PROGRAMME OF EDUCATIONAL INNOVATION FOR DEVELOPMENT. Educational Publishing, Experiences from Asia and the Pacific, 1986, p. 36.
2. HAMPDEN, JOHN. Book World Today, 1957, p. 16. 3. HUSSEIN BIN AWANG BESAR. A Country Paper for the UNESCO Regional Seminar Qll The Production and Distribution of Textbooks and Other Teaching L Learning Materials, August 12 - 22, 1985, p. 10.
4. TAUBERT, SIGFRED AND WEIDHAAS, PETER. The Book - Trade of the World 111, Asia, 1981, p. 193.
5. Ref. 4, p. 187.
6. Ref. 4, p. 196.
7. Ref. 4, p. 189.
8. Raf. 3, p. 12.
9. DEWAN BAHASA DAN PUSTAKA, MALAYSIA. Dewan Masyarakat, June 1991, p. 32.
10. MALAYSIAN PUBLISHERS' ASSOCIATION. Figures for 1989, from Personal Correspondence, 28 May 1991.
11. INTERNATIONAL PUBLISHERS' ASSOCIATION. International Bulletin, Issue No. 3, 1988, Volume lV, 1988, p.V.
12. Ref. 10, Personal Correspondence.
13. Ref. 4, p. 196.
14. Ref. 3, p. 11.
15. BAHAGIAN BUKU TEKS, KEMENTERIAN PENDIDIKAN, MALAYSIA. Senarai Penerbit - Penerbit Buku Teks ~ Unit Dasar dan Pengurusan, (Textbook Division, Ministry of Education, List of Textbook Publishers l, 1990, p.2.
16. Ref. 10, Figures for 1985 - 1986.
17. Ref. 3, p. 12.
38 CHAPTER 4
THE TEXTBOOK DIVISION, MINISTRY OF EDUCATION
4.1 The Textbook Bureau
The Textbook Bureau was set up on May 15, 1967, as a unit in the Educational Planning and Research Division EPRD ) of the Ministry of Education, Malaysia. (1) Since its inception, the Bureau has experienced several changes. In 1969, it was switched over to the Schools Division. This was carried out with the purpose of facilitating the administration of the textbook programmes. Later on, it came back under the responsibility of the Educational Planning and Research Division for a period of two years. Its functions were initially as the following: a) to control sales, purchases and uses of textbooks in all schools. b) to plan and supervise the development of school libraries. (2)
The increased volumes of responsibilities resulted in the Unit being transformed into a Division of the Ministry of Education on February 7, 1972. (3) Its main
39 function then is to evaluate and list suitable textbooks for all subjects to be taught in all the primary and secondary schools.
To implement the Textbook Bureau's responsibilities effectively, the Cabinet Committee of 1979 recognised that the Bureau should be free from external influence and authority so as to maintain the quality of textbooks selected.As such the Bureau officers are prohibited from writing textbooks. (4) It was also recognised that the writing of textbooks should be worked out in an appropriate. manner so as to achieve unity as well as enrichment of contents parallel to the requirements of the syllabus.
4.1.1 Roles and Objectives
When it was first established, the role of the Bureau was restricted to matters relating to the use of the textbooks. In this respect, the Bureau has two roles to perform, namely: a) Controlling the use, sale and purchase of textbooks
in all schools in Malaysia. b) Controlling the quality of textbooks used in all schools. (5)
40 Evaluation has become a means of controlling the quality of the books, and a way of ensuring that books which reach the children are suitable for them. For these reasons, it has become a must for all books to go through the evaluation process at the Bureau before they could be printed. Prior to 1973, the evaluation process was quite flexible.The Bureau at that time only evaluated books already in use in the schools. The publishers were given the reports of these evaluation and' based on these reports, they would carry out appropriate revisions in the texts.
Starting from 1973 onwards, the evaluation process was further tightened. The production of the textbooks, starting from the planning stages up to the preparation of the camera - ready - copy will be guided and monitored by the Textbook Division and a selected panel of members. Permission to print a book is only given after the Textbook Division and the panel members are satisfied with the contents.
4.1.2 Expanding Its Role
In 1975, the Bureau was given an additional responsibility of implementing the Textbook Loan Scheme. (6) Thus to date, the Textbook Bureau has three main functions namely:
41 a To carry out evaluation of books to be use in
schools. b To control the quality and price of textbooks. c To implement the Government Loan Scheme for pupils
throughout the country.
In 1979, the senior officer in charge of the overall affair of the Textbook Division, had been upgraded to the status of a Director. With the change in name of the
Textbook Bureau to the Textbook Division in 1989, the role of this Division had been even expanded. In view of this, it had to improve its present set - up in order to enable it to produce instructional materials in a more objective way. Subsequent to this, the Textbook Division had to modify its role from merely evaluating and selecting textbooks and manuscripts to the tasks of monitoring and guiding the whole process of the production and even the provisioning of textbooks.
4.1.3 The Textbook Division - The Performance Measurement
The productivity of the Textbook Division can be based on the following criteria: a the number of manuscripts and textbooks evaluated before it was officially used as textbooks at the
schools levels.
42 b the number of textbooks reviewed, to ensure that the books used in the schools are relevant to the requirement of the curriculum and the changes in the teaching techniques. c the number of textbooks provided to the school children under the Textbook Loan Scheme. d the number of workshops and panels of evaluation held and researches undertaken. e the number of evaluators provided with training on aspects of evaluation. f the number of discussions and meetings of the Jawatankuasa Pengajaran - Pembelajaran ( Committee for Schools' Instructional Materials and Jawatankuasa Pemilihan Buku Teks (Committee for the Selection of Textbooks) held by the Textbook Division. The following figures illustrates the above considerations:
43 Table (6) THE TEXTBOOK DIVISION - PRODUCTIVITY
Amount
Production 1986 1987 1988 (estimated)
1.Manuscripts and Textbooks Evaluated i) Textbooks 18 420 840 for secondary schools ii)Textbooks 17 * for KBSR iii)Textbooks for Form Six 24 74
2.Textbooks reviewed 49
3.Textbooks 5,906,673 6,056,370 8,900,000 provided under Textbook Loan Scheme
4. Panels ,workshops 40 80 120 and research
Note: * indicates the textbook programmes was not undertaken during that period.
Source: BIRO BUKU TEKS, KEMENTERIAN PELAJARAN. Justifikasi Aktiviti. Biro Buku Teks. Maksud B26. Program Perancanqan dan Penilaian Perancanqan Pelaiaran, ( Justification for Activities of the Textbook Bureau, Subject B26, Education Planning and Review Programme ), 1987, p. 6.
44 4.1.4 The Staffing Structure of the Textbook Division
The Textbook Division is one out of the twelve professional Divisions of the Ministry of Education. The Ministry of Education is made up of 19 Divisions, 7 of which are administrative and 12 are professional. (See
Chart 2) Since 1980, the number of staff at the Textbook Division, had been increased to commensurate with the extension of its responsibilities. Up to 1986, the number of staff enrolled at the Division amounts to
90.This includes 1 Director, 57 officers and 32 supporting staff. (9) The enrolment figure of the staff at the Textbook Division for 1991 is shown in the following Table:
45 Table (7) TEXTBOOK DIVISION, MINISTRY OF
EDUCATION, NUMBER OF STAFF, 1991.
Types Number
Director 1
Deputy 1
Officers in the following Units:
Administration 5
Review 7
Evaluation 29
Textbook Loan Scheme 10
Supporting Staff 34
Total Number of Staff = 87
Source: BAHAGIAN BUKU TEKS, KEMENTERIAN PENDIDIKAN. Unit Penaksiran L ( Evaluation Unit, Textbook Division. Ministry Of Education ), 8 July 1991 .
46 .. ---~ ......
CHART 2 ORGANISATION STRUCTURE OF THE MINISTRY OF EDUCATION, MALAYSIA.
MINISTER POLITICAL SECRETARY
DEPUTY DIRECTOR GENERAL DEPUTY DIRECTOR GENERAL DEPUTY SECRETARY GENERAL I DEPUTY SECRETARY GENERAL 11 OF EDUCATION I OF EDUCATION 11
,'''''''...... ~ JOO '...... pg. 47 4.1.5 The Units In The Textbook Division The staff at the Textbook Division. were mobilised from one project to another. as required for the 'ad - hoc' or 'immediate programmes'. The delegation of responsibilities among the staff is crucial for the effectiveness of the implementation of the textbook programmes.In view of this. the tasks of the Division was classified into various units each established to perform specific functions. but yet co - ordinating with each other to achieve the objectives of the Textbook programme. Initially. there are three Units within the Division. the Evaluation Unit • the Textbook Loan Scheme Unit and the Administrative Unit.In 1983. the New Primary School Curriculum Unit. the offshoot of the Evaluation Unit was formed. to take specific responsibitity of the textbook programme for the New Primary School Curriculum. Currently there are four units in the Division. as indicated in the following Chart. 48 CHART ( 3 ) TEXTBOOK DIVISION - MINISTRY OP EDUCATION, MALAYSIA.} I DIRECTOR 1 IDEPUTY ,DIRECTOR! I ASSISTANT DIRECTOR ASSISTANT DIRECTOR ASSISTANT DIRECTO~ ""' ( Head) ( Head;) ( Head ) ASSISTANT DIRECTOR EVALUATION UNIT irEXTBOOIt LOAN SCHEM~ UNIjj .REVIEW UNIT ( Hood ) . ADMINISTR.TI~UNIT . -, ~angua9'e &. Social ~~l.ence • :n~conomiCS " [Research I: Literature J I Scienceal athematlc Vocational l;eninSUlarlMalavsi.A ~abab.Sara".k & &: &1 :Public: Religious Pl~nning IRovi..;;.1 " I~dministrativel , «en~l'a~" I ~chools j~CIJTIVBI FFICER , . pg. 49 I GENERU. I ADMINISTRATIONJ To facilitate the work and implementation of the textbook programme, it is necessary for the staff at the Textbook Division, to possess the following basic skills: a) the capability to write, interpret concepts and guidelines of the curriculum and syllabus , provided by the Curriculum Development Centre, Ministry of Education. b) the ability to edit manuscripts and textbooks. c) the ability to evaluate and review the manuscripts and textbooks. 50 REFERENCES 1. TEXTBOOK BUREAU, MINISTRY OF EDUCATION, MALAYSIA. Buku Kecil Mengenai Biro Buku Teks (Pamphlet on Textbook Bureau, Ministry Of Education) , 1985, p. 15. 2. ASIAN PROGRAMME OF EDUCATIONAL INNOVATION FOR DEVELOPMENT (APEID ).Textbooks and Reading Materials, Volume Three: Textbook Production and Utilization in Asia and the Pacific, 1984, p. 86. 3. Ref.l, p. 15. 4. Ref.2, p. 87. 5. TEXTBOOK BUREAU, MINISTRY OF EDUCATION, MALAYSIA. The Evaluation Unit, ( Pamphlet ), 1986, p. 2. 6. Ref.l, p. 16. 7. BIRO BUKU TEKS, KEMENTERIAN PELAJARAN, MALAYSIA. Aktiviti Biro Buku Teks, ( The Activity of Textbook Bureau, Ministry Of Education) (Pamphlet), 1987, p. 7 - 10. 8. EDUCATION PLANNING AND RESEARCH DIVISION, MINISTRY OF EDUCATION, MALAYSIA. Education In Malaysia, 1985, p. 25. 9. BIRO BUKU TEKS, KEMENTERIAN PELAJARAN, MALAYSIA. Skop Kajian Biro Buku Teks 1 ~ Scope Study of Textbook Bureau, Ministry of Education 1 (Pamphlet lL 1986, ~ ~ 51 CHAPTER 5 THE PRODUCTION OF TEXTBOOKS 5.1 Textbook Planning Planning at the Textbook Division can be considered as a single activity geared towards the accomplishment of its main goal; that is to help improve the quality of basic education through the timely provision of adequate and quality textbooks on all subjects and at all levels of the schools. 5.1.1 The Implementation Of The New Curriculum Publishing techniques are evolved, followed and periodically reviewed by the Textbook Division in an attempt to improve the quality of the textbooks.Techniques are also evolved around programmes and policies.The implementation of the New Primary School Curriculum (NPSC) starting with a trial project in 302 primary schools throughout Malaysia in 1982, has accelerated the growth of the local textbook publishing industry in Malaysia. Cl) The new curriculum was formulated to teach the basic educational skills.The emphasis was on the acquisition of the Three Skills, 52 that is reading, writing and arithmetic (3Rs), which could enhance the individual's lifelong education. The implementation of the 3Rs programme calls for a new set of textbooks to be published and made available to the primary school children.It also marked a transitional stage in the development of the textbooks, in terms of changes in the design, formatting and organization of the content of the textbooks.These changes are in line with the following factors: a) New method of classroom teaching; b) Utilization of new technology in the teaching techniques; c) Textbook as a medium of inculcating national values. 5.1.2 Textbooks For The New Primary School Curriculum To cater for the media of instruction, namely for the National Primary and the National Type Primary ( Chinese) and National Type Primary Tamil) schools, all textbooks will be prepared in the three different languages ( English, Chinese and Tamil). These textbooks must be guaranteed for their uniformity through the system by which a panel of writers in Bahasa Malaysia the National Language will translate the textbooks originally in English, Chinese, or Tamil into Bahasa 53 Malaysia ( National Language ). A translated version of the books was used in all the primary schools. Generally there are two types of textbooks used in the primary schools in Malaysia, under the New Primary School curriculum. (2) These are: a) Textbooks for the National Primary schools* which are being published by the Ministry of Education through Dewan Bahasa dan Pustaka. b) Textbooks for the National Type Primary Schools, which are published by the private publishers. * The medium of instruction is provided in one of the three languages, namely, Bahasa Malaysia, Chinese or Tamil.The medium of instruction in the National Primary schools is Bahasa Malaysia ( National Language ).In the National Type Primary School (Chinese) and in the National Type Primary School ( Tamil ) the medium of instruction is Chinese and Tamil respectively with Bahasa Malaysia as a compulsory subject. In all primary schools, English as a functional second language is taught. ( See Appendix 6 ) 54 These textbooks are in turn divided into three categories (3) namely : a ) Textbooks based on the existing curriculum ( the old syllabus ). b Textbooks for the sixth formers. c ) Textbooks for the New Primary School Curriculum. 5.1.3 Textbooks For The New Secondary School Curriculum ( NSSC ) With the full implementation of the Kurikulum Baru Sekolah Rendah ( New Primary School Curriculum ( NPSC ), the Government embarked on the Kurikulum Baru Sekolah Menengah ( New Secondary School Curriculum ( NSSC ) in 1989.This started in 1987 with the production of textbooks for all languages subjects, namely National Language, English Language, Chinese Language and Tamil Language for the remedial classes ( Remove Classes * ), followed by the production of textbooks for all languages subjects for the form one level in 1988, and subsequently for the other subjects in the secondary level. * Pupils from the National Type Primary school (Chinese) and National Type Primary School (Tamil) are admitted to Remove class for a year before proceeding to Form 1.The Remove class is to enable these pupils to acquire 55 sufficient proficiency in Bahasa Malaysia which is the medium of instruction in all secondary schools. 5.2 The System Of Textbook Production For The New Secondary School Curriculum Beginning in 1989, under the close supervision and authorisation of the Textbook Division, the organization of the content, presentation and physical quality of the textbook was regulated to reflect the aims of the National Education Philosophy and the needs of the nation. As a result, three different systems of approach to textbook production for the New Secondary School Curriculum were introduced by the Textbook Division, namely: 5.2.1 Textbooks produced by the 'Collective and Guided System' under the Joint Programme between the Textbook Division, Ministry Of Education and Dewan Bahasa Dan Pustaka. 5.2.2 Textbooks produced by the 'Open System' by the private publishers. 5.2.3 Textbooks produced by the 'In-house System'. The following discussion describe the features and the working procedures of the three systems • 56 5.2.1 Penulisan Buku Teks KBSM di bawah Sistem Kawalan. Program Bersama antara Bahagian Buku Teks. Kementerian Pendidikan dan Dewan Bahasa dan Pustaka ( Textbook Production for the New Secondary School Curriculum NSSC ). Guided System - A Joint Programme Between Textbook Division. Ministry of Education And Dewan Bahasa Dan Pustaka. a. This programme caters for textbooks of the following subjects in the secondary schools: Bahasa Malaysia National Language ). Sejarah ( History). Pendidikan Islam ( Islamic Educatfon ). and Pendidikan Moral ( Moral Education ). (4) b. Under this programme the Textbook Division, Ministry of Education, will undertake the following responsibilities: i. Planning the work regulations and schedule for the textbook programme. ii. The preparation of the following materials: Syllabus as per subject ), Details to the Curriculum, Guidelines to the textbook writing procedures, Specification of the textbook and the Work Schedule. iii.Monitoring and co-ordinating the programme so as to enable it to control the quality of the textbook. 57 c. Dewan Bahasa Dan Pustaka will undertake the following responsibilities: i. Financing the programme, in terms of production work which includes administrative ( discussion sessions for upgrading purposes ), printing and remuneration for the authors and the Subject Committee. ii. Administering the production work which includes editing the manuscripts and the illustrations, typesetting, design works the prepar~tion of manuscripts into camera - ready - copy material, printing the text, preparation of the cover pages, binding, finishing, packaging, handling and the delivery of books to the schools and the book shops. iii.Handlimg matters regarding copy right arising out of the use of texts or illustrations from other sources. d. The Organization of the Programme The overall project will be under the supervisory control of the Director of the Textbook Division, Ministry of Education.However the project for each subject will be administered by the Project Manager assisted by a representative from Dewan Bahasa dan Pustaka.The Jawatankuasa Matapelajaran Subject Committee ) will be referred from time to time, as they 58 will act as advisors and consultants in terms of the quality and the suitability of the materials for the textbook. The manuscript for the intended textbook will undergo the process of upgrading undertaken by the Textbook Division and the Subject Committee.Only when the Textbook Division and the Subject Committee was satisfied with it, can printing be allowed to take place.In order to ensure a smooth flow of the implementation of this programme, a team effort is the code of work ethic underly"ing the whole procedures. This are indicated by the following Charts: Chart (4) The Working Procedure of the Textbook production. Chart (5) The Team Effort In The Textbook Production. 59 PUDIAWON PISTItIBUTION PlA~/"'IS(..jE ~ D(;-S P1It"C.H 10 riff PISTltlIWfO S' cH OOLS I «lONrli 2. ("'lONTI-/S ~------~ PttlNT INC. COl\liR-OI.. OF 0 UAI..IT'# PUB.L.ISHH. I. Pril1HI1.9 of' ~ a. t1 . '. . TEXTB~OK PRoGRAMME' ~ A JOINT EFFORT BETWEEN ';"THE TEXTBOOK DIVISION AND DEWAN BAHASA DAN PUSTAKA. 1989 - 1990. The process of working can be divided into three stages: i 1 Planning and Preparation This involved the process of the selection and the appointment of writers and members for the Subject Committee, the apportion of duties and responsibilities between the Textbook Division and Dewan Bahasa dan Pustaka and the administration of the payment for the project . . ii 1 The Development of the Textbook Material. This include the following procedures: a. Briefings to the writers and Dewan Bahasa dan Pustaka on the syllabus and the guidelines for writing textbooks. b. The determination of the scope and theme of the manuscript, the presentation of the content, the topic for each chapter, the mapping or drafting of the manuscript and the working schedule. c. Evaluating as well as upgrading the draft and the manuscripts. iii 1 Production and Distribution This is the process of transformation of editorially approved manuscripts into camera - ready pages for mass manufacturing. It include the principal activities of 61 book and cover designing, preparation of printing specifications, typesetting, illustration, preparation of repros (camera - ready pages ) and inspection of final proofs or . blueprints' prior to printing. ( 5 ) Chart (5) TEXTBOOK PROGRAMME - THE TEAM EFFORT IN TEXTBOOK PRODUCTION Publisher Content - Editor Copy - Editor Despatch Panel Writer Designer Printer Subject Committee Production 62 f. Number of Textbooks Produced The textbooks for the above subjects cater for almost all secondary schools throughout the country.Below is the figure for the number of print - run for textbooks produced under this programme in 1990: Table (8) DEWAN BAHASA DAN PUSTAKA. MALAYSIA. NUMBER OF TEXTBOOKS PRODUCED UNDER THE TEXTBOOK PROGRAMME IN 1989 - 1990. Book Secondary ·Secondary Open market Total no.of Title Schools Religious" books printed schools National language form 4 192.367 14.180 20.655 227.201 History Form 3 287.661 22.018 30.967 340.646 Moral Education Form 3 113.423 11.342 124.765 Islamic Education Form 3 192.367 14.180 20.654 227.201 Total 785.818 50.387 83.618 919.813 63 Note: *Schools using Arabic language as the medium of instruction. Bahasa Halaysia ( National Language ) and English are taught as subjects.These are government aided schools. Source: DEWAN BAHASA DAN PUSTAKA, HALAYSIA. Unit Pengeluaran, Dewan Bahasa dan Pustaka. ( Production Unit, Dewan Bahasa dan Pustaka), 1990. 5.2.2 Textbook Programme For The Private Publishers by Proposals a. Textbooks produced by the private publishers are based on the open-system '*.This system incorporates textbooks for the following subjects: English Language, Chinese Language, Tamil Language, Science, Hathematic, Geography, Physical Education and Health Education. * Any local publishers registered with the Textbook Division, Hinistry of Education, can participate in this programme. b. The involvement of the Textbook Division in this programme can be seen from the following stages: 64 Stage 1 i. the preparation of the materials for briefing and discussion with the publishers; Curriculum / Syllabus and the writing guidelines ii. provide briefing to the publishers; iii. evaluating the proposals submitted by the publishers; Stage 2 i. Provide the guidance to the publishers, and controlling the quality of the textbooks. c. The Role of the Publishers This would include the following: 1) Responsible for all financial matters as regards the . administration of the particular textbook project, and also in the production and distribution of the textbook. 2) Responsible for all matters regarding copyright.However, the use of original material in the textbook are encouraged. 3) Engaging suitable and experienced authors for the preparation of the manuscripts. 4) To assist the authors in the preparation of the manuscripts and the illustrations. 65 5) To edit the content of the manuscripts and the illustrations. 6) To prepare the manuscripts and illustrations for the process of pre - printing.This includes typesetting , make - up and the preparation of the camera - ready copy. 7) To prepare the films and the process of colour separation. 8) To provide materials for the printing for example ink and papers. 9) To help in the distribution of textbooks to the States, Districts Education .Departments and subsequently to the schools. To ensure that textbooks are distributed efficiently to all schools, each publisher will have to specify the mode of despatch for the textbooks, whether this process is to be initiated directly by the publisher or through an agent.Information regarding the agents will be furnished to the Textbook Division, to enable the authority to check on irregularities, like late delivery of textbooks if it may occur. d. Publishing Guidelines Once a publisher chooses to participate in the Textbook Programme, it had to compromise on the working 66 regulations and schedules set up by the Textbook Division. This is the only sensible way to achieve uniformity and consistency in the manner of producing textbook, among the various publishers who inherit their own 'house-style'. e. Submission Of The Proposals The publishers who intend to participate in this programme will have to hand in their proposals and ten copies of the sample manuscripts to the Textbook Division, by way of registering and payment of an evaluation fee. (6) Each publisher is allowed to submit only one proposal for each subject title.In relation to this, writers can only participate in one textbook programme (that is, writing for one proposal) . Publishers are not allowed to display any symbol, logo or name of the writer or publisher on the manuscripts.This is to ensure the impartiality of the panel of evaluators when considering the manuscripts.Submitted manuscripts will then undergo an evaluation process.Each manuscript is evaluated on specific criteria based on the marking system.The following Table shows the number of proposals submitted by the publishers since the programme was started in 1987: 67 Table (9) TEXTBOOK DIVISION. MINISTRY OF EDUCATION. THE NUMBER OF PROPOSALS RECEIVED FROM THE PUBLISHERS. 1987 - 1991. Number of proposals 1987/88 1988/89 1989/90 1990/1991 1991/1992 Number of proposals:138 209 181 160 210 submitted Number of proposals: 44 51 45 47 58 selected Number of 56 65 73 98 150 publishers: offering manuscript Malay 10 40 35 60 117 publishers % Malay 18 61 48 61 78 publishers Source BAHAGIAN BUKU TEKS, KEMENTERIAN PENDIDIKAN. Program Penerbitan Buku Teks KBSM 1 Terbitan Swasta ~ Unit Dasar dan Pengurusan, (Textbook Programme for private publishers, NSSC), General and Administrative Unit, Textbook Division, Ministry Of Education ), 1990. The following Table illustrates the number of proposals accepted for the following subjects for 1990 - 1991: 68 Table (10) TEXTBOOK DIVISION, MINISTRY OF EDUCATION The NUMBER OF PROPOSALS RECEIVED FOR EACH SUBJECT 1990 - 1991. Subject No.of proposals No.of proposals submitted accepted Chapters Mathematic 3 57 45 4/15 Science 3 56 45 2/4 Geography 3 56 45 Physical 3 46 32 4/12 Education English language 4 60 48 8/25 Chinese 4 13 10 1/3 language Tamil language 4 3 3 5/15 Source BAHAGIAN BUKU TEKS, KEMENTERIAN PENDIDIKAN. Lampiran 2, Minit Mesyuarat Unit Penaksiran, Proqram Penerbitan Buku Teks Swasta KBSM ( Document 2, Minute to the Meeting of the Evaluation Unit, Textbook Programme for the private publishers, NSSC). 20 October 1989 / 1990. 69 f. The Process of Evaluation of the Proposals The process of evaluation of the proposals, will be undertaken by the Subject Committee for each subject.Each Subject Committee consist of eight members with the exception of subjects like Chinese and Tamil language which have six and three members respectively.* • less number of proposals were submitted for these two subjects. At the first stage, each Subject Committee will be divided into two groups and each group will be given certain proposals to be evaluated and graded according to prescribed marking schemes.In the next stage, they will exchange their proposals and each group will give their marks for the next set of proposals.In this way, each proposal would have been evaluated twice to reach at an average figure.The two groups will then compare and co-ordinate their marks for the twenty best proposals.At the final stage, the Subject Committee will produce a report of the evaluation and prepare a ranking for the twenty best proposals.The process of evaluation of the proposal is explained by the following Chart: 70 Chart (6) TEXTBOOK FOR THE PRIVATE PUBLISHERS, THE SYSTEM OF EVALUATION BY PROPOSAL. Manager Textbook Division Committee (Co-ordinato I I I I I I I Reading of I proposals 1 ,r I Evaluation I of proposals I I ,I I Marking and I Report , I I 1 The coordination I of marks for 10 best proposals ----_____ J Report of the group Ranking for 20 best proposals 71 g. Upgrading of the Manuscripts Based on this' ranking', the best proposals will be selected for the textbook programme.To co-ordinate the marking scheme for all the subjects concerned, the following aspects will be taken into consideration: ASPECTS PERCENTAGE 1. Content of manuscripts 50 - 60 % (Text, practical and illustrations) 2. Presentation 15 - 20% 3. Language 10 - 15% 4. Sensitivity and 10 - 15% Moral Values 5. Technical 5% Total 100% Source: BAHAGIAN BUKU TEKS, KEMENTERIAN PENDIDIKAN. Minit Mesyuarat Unit Penaksiran, Program Penerbitan Buku Teks Swasta KBSM, (Textbook Division, Ministry of Education, Minit to the Meeting of the Evaluation Unit, Textbook Programme for private publisher, NSSC ), 20 October 1989. 72 h. Discussion Sessions Once their proposals are selected, the editors of the said publishing houses will have to attend discussion sessions to upgrade the quality of the manuscripts. This discussion will be held with the Subject Committee and the Textbook Division throughout the whole process of production. The publisher, through his editor, will make corrections (if any) as proposed by the panel.It is only ~fter checking the camera -ready mechanicals that permission is granted to the publisher to proceed with the next step in production. From then on, the publishers can make colour separations, take films and make plates for printing the books. Supervision of printing work is the responsibility of the publishers. However, those publishers, who after being selected for the programme have tender out their project to other publishers, or failed to comply with the requirements of the working schedule and regulations will be terminated from participating in the programme. (7) The publishers then have to submit ten sample copies (naskhah contoh) for the intended textbook to the Textbook Division.It is only after inspecting the sample copies and being satisfied with their quality that permission is officially given to the publisher to print their books. 73 i. The Role Of The Panel Committee The role of the Panel Committee appears at two stages: Stage 1 - to evaluate the proposals. Stage 2 - to upgrade and improve on the selected manuscripts. The following figures indicate the number of people involved in the Subject Committee : Table (11) TEXTBOOK PROGRAMME FOR THE PRIVATE PUBLISHERS - THE SUBJECT COMMITTEE, 1989 - 1990. 1. The number of people for each Subject Committee as per subject. a) Geography, Science, Mathematics, Physical Education and English Language = 8 x 5 = 40 b) Chinese language = 6 c) Tamil language = 3 Total 49 (This figure does not include the chairman of the Subject Committee). 74 2. Analysis of the Subject Committee as per State and Division of the Ministry of Education. Committee Members States / Divisions Officers from Divisions Curriculum Development 8 Centre Teacher's Division 8 School's Inspectorate 6 School Selangor 16 teachers from the Federal Territory following states (Kuala Lumpur) 6 Negeri Sembilan 4 MARA Junior Colleges * 1 Total 49 Note: 1.* These colleges cater for lower secondary and secondary classes ( Form 1 to Form 5 ).Pupils are mostly selected to enroll in these colleges based on their performance in the UPSR ( Examination / Evaluation at Primary 6), before automatic promotion to the lower secondary level.These colleges are sponsored by MARA ( Majlis Amanah Rakyat ). 2.It should be noted that most of the school teachers selected for the Subject Committee, are from the areas closer or in the vicinity of Kuala Lumpur.This is mainly to facilitate the process of frequent discussions and upgrading of the manuscripts, mainly held in Kuala Lumpur. Source: BAHAGIAN BUKU TEKS, KEMENTERIAN PENDIDIKAN. Minit Mesyuarat Unit Penaksiran, Program Penerbitan Buku Teks Swasta KBSM ( Textbook Division, Ministry of Education, Minute of the Meeting of the Evaluation Unit, Textbook Programme for Private Publishers, NSSC) , 23 October 1989. 75 5.2.3 Textbook Programme - by the 'In - House' system a. The Direct Involvement of the Textbook Division, Ministry of Education. Under this programme, the overall administration of the production and the financial aspects of the textbook programme is under the direct control of the Textbook Division.The initial planning, drafting, writing and editing the manuscripts was undertaken by the Textbook Division and the Panel Committee.The Panel Committee for each subject consist of the project manager, consultant, panel of Writers, co - ordinator Textbook Division ), editors and the illustrators, who will act in the capacity of the 'action group' (Pasukan Petugas) (8) in the implementation of the programme.The preparation and the upgrading of the manuscripts was done on a 'collective basis' through the discussionsessions.The final work of production and printing is then put out to tender to the private publisher or Dewan Bahasa Dan Pustaka. (9) 76 b. Subjects Under The Programme The subjects that comes under this textbook programme includes: ~ Kemahiran Hidup Bersepadu (Integrated Skill for Daily Living) * * This is a new subject introduced to cater for textbooks in the various fields related to the general living.This is in line with the objective of the National Education Policy to develop a united, disciplined and skilful society. (Laporan Jawatankuasa Kabinet ( Report Of The Cabinet Committee, Article 1 ), 1979.) There are two types of textbooks produced for this subject, namely: Textbook for the Form One Level 1990 This contain the following units of subjects compiled in one textbook: i. Kemahiran Hidup Teras ( Basic Integrated Skill for daily living). ii. Kemahiran Manipulatif and Kemahiran Manipulatif Tambahan (Basic Manipulative Skill and Additional Manipulative Skill for daily living ) iii. Pengurusan Diri / Ekonomi Rumahtangga Self Management / Domestic Science iv. Pertanian Agriculture ) and Commerce. 77 The production and distribution of these textbooks was put out to tender to the following publishers: Berita Publishing Sendirian Berhad, Utusan Publications and Distributors Sendirian Berhad, AMK Interaksi Sendirian Berhad and Tropical Press Sendirian Berhad. (10) Textbook For the Form two level 1991 Two types of textbooks will be produced simultaneously, namely: a.Textbook for Kemahiran Hidup Bersepadu Teras Basic Integrated Skill for Daily Living ) b.Textbook for Kemahiran Hidup Bersepadu Elektif. (11) ( Elective Integrated Skill for Daily Living ) The production and distribution of these books was delegated to Dewan Bahasa dan Pustaka. ~ Elective Subjects * These would include the following subjects : Civil Engineering, Mechanical Engineering, Electrical and Electronic Engineering, Engineering Technology, Domestic Science, Agriculture Science, Technical Drawings, Commerce and Tafsir Al - Quran (Interpretation of Al - Quran ).(12) 78 * These are subjects offered to the pupils in the Secondary Schools for the Form 4 and the form 5. c. The Working Schedule The stages of production includes: i. Briefing on the curriculum and the regulations on writing textbook. ii. Mapping the draft of the manuscript. iii. Preparation and upgrading 30 per cent of the text. iv. Preparation and upgrading 70 per cent of the text. v. Upgrading the overall text. vi. The preparation of the camera - ready copy and printing undertaken by one or more publisher. 5.3 TEXTBOOK PRODUCTION - THE PREPARATION OF THE MANUSCRIPTS One of the major procedures of textbook production is the briefing session.It is at this session that the pUblishers and the authors would be exposed to the curriculum.At the briefing session, the publishers are supplied with the following materials: a) the curriculum proper; b) the syllabus; c) writing guidelines such as suggested approach themes, language and vocabulary, preparation of manuscripts and their layout; 79 e) a work schedule to adhere to. The work schedule is the basis for the publishers to get working on the preparation of textbooks, and where the writing period is specified.The printing period and the target date for the textbooks to reach the schools are given in the work schedule.Writers preparing the manuscripts as well as the publishers, have to adhere to the stipulated rules and guidelines. 5.3.1 The Organization of the Production of Textbooks In line with its function of controlling and upgrading the quality of textbooks, their use in schools, their prices, and the supply and sales of the textbooks under the Textbook Loan scheme, as early as 1973, all books to be used in schools must undergo evaluation by the Textbook Bureau. To fulfill these functions the Textbook Bureau then, follows specific working procedures.The evaluation process follows seven steps as shown in the following Chart. 80 Chart (7) THE TEXTBOOK EVALUATION PROCESS, 1986. 1 Textbook Bureau 1.1 Brief writers and publishers 1.2 Fixes the datelines and time schedule 2 Publishers 2.1 Register with the Bureau 2.2 Find writers and prepare the manuscripts. 3. Textbook 3.1 Send out manuscripts to external Bureau evaluators 3.2 Conduct evaluation at Bureau level 4. Evaluators 4.1 Evaluate the manuscripts 4.2 Submit report to the Bureau 5. Textbook Bureau 5.1 Processes payment to evaluators 5.2 To decide, accept or reject the manuscripts 5.3 Submit report to publishers 5.4 Advises authors or editors for any corrections 5.5 Sends out list of approved book to schools 6. ·Publishers 6.1 Make all necessary corrections and amendments 6.2 Print the books after the Bureau has given the final approval. 6.3 Negotiate price with Bureau 6.4 Distribute the books to the school 7. Schools 7.1 Receive books from the publishers 7.2 Distribute the books to the pupils Source BIRO BUKU TEKS, KEMENTERIAN PELAJARAN. Buku Kecil, Biro Buku Teks, (Pamphlet on the Textbook Bureau, Textbook Bureau, Ministry of Education ), 1986, p. 17. 81 5.3.2 The Evaluation Process As it turns out, the Bureau only selects books of superior quality for use as texts in schools.These titles are incorporated into the list of approved textbooks. Textbook evaluation is not a straightforward task, and careful vetting is done before an evaluator is chosen.In most cases, serving teachers with many years of experience, especially in the primary schools, and who are considered to know their classroom requirement, form the bulk of the evaluation panels.Officials of the Ministry, who are involved directly in the curriculum development and who are experienced in particular levels and subjects specialists, are also selected as evaluators.They are given guidelines and training in the technique of evaluation. Textbooks evaluation is carried out in two ways: i. Normal evaluation ii.Panel system In the normal evaluation process, potential textbooks are evaluated in their manuscript forms.Whenever the Bureau is faced with time constraints, and new titles are needed immediately, the Panel System was preferred.The panel makes the final decision regarding the selection of titles to be included in the list of the recommended textbooks.The following table shows the number of books evaluated since 1973. 82 Table (12) TEXTBOOK BUREAU, MINISTRY OF EDUCATION NUMBER OF BOOKS EVALUATED 1973 - 1980. 1973 220 1974 264 1975 94 1976 207 1977 117 1978 72 1979 54 1980 50 Source: BIRO BUKU TEKS, KEMENTERIAN PELAJARAN. Buku Kecil, Biro Buku Teks, (Pamphlet on the Textbook Bureau, Textbook Bureau, Ministry of Education) , 1987, p. 17. 5.3.3 The 'Collective and Guided • Approach The Collective and Guided Approach ' had been the underlying system of working for the preparation and the upgrading of manuscripts for the intended textbooks. Under this system, the panel committee, the panel writers and the pUblisher will work together as a group, from the early stage of planning the draft of the manuscript until almost to the final stage of production.The main responsibility of the Textbook Division is to guide and supervise as well as to co- ordinate. Textbook writing is no longer commissioned to a 83 single author but rather to a group of authors, working in collaboration with the Panel Committee.The task of the Panel Committee is to advise, conciliate and work together with the group of authors, for the purpose of producing the intended textbooks.This is clearly evident from the following Chart which indicates how the Panel System works for the three types of Programmes: Chart (8) TEXTBOOK PROGRAMME, THE PANEL SYSTEM, 1989. IProgramme 11 IProgramme 2 I IProgramme 3 1 (Textbook Division (Open-System) (In-House system) & DBP ) Planning Proposal PC,TD PC,TD,PA 1Evaluation l''' 1 Writing PA PA PC,PA,TD 1 1 Evaluation PC,TD,PA,! PC,TD,EDI PC,PA,TD Upgrading EDI 1 DBP, ED!. 1 Production 1 PUB ,ED!. PUB,EDI. 1 PC,TD, PC,TD,1 PC,TD, CRC 1 Upgrading EDI,PA. ED!. PA,ED!. PC - Panel Committee TD - Textbook Division PA - Panel Authors EDI - Editors PUB - Publisher DBP - Dewan Bahasa dan Pustaka 84 5.3.4 The Selection Of The Panel Committee The appointment of these members was in most cases, done by the Textbook Division.It consists of the following : a. Pengurus Projek (Project Manager ). They are appointed as head of the Panel Committee, incharge of the whole affair of the specific textbook programme.Their functions includes planning the programme of writing, determining the rules of writing, controlling the quality of the manuscripts, co ordinating various activities of the specific textbook production and also as a mediator in any conflicting matters that may arise. b. Jawatankuasa Matapelajaran ( Subject Committee ). These constitute the following: subject Specialist, Subject Officer from the Curriculum Development Centre, Specialists in the pedagogical aspects, and experienced or practising teachers. (13) Their main function is to check on the accuracy of the content and the adherence to the syllabus. 85 c. Consultants Their main functions are to evaluate the accuracy of the content, in relation to the level of knowledge conveyed through the textbook. d. Panel of Authors Generally most of the writers would be appointed by the Committee at the Ministerial level, upon recommendations made by the Textbook Division.It has been stipulated that the writers should have a specialised knowledge and the teaching background on the subject of the intended textbook.The composition of the writers in the panel, should cover the areas needed for the specific subject. (14) Writers who have teaching experiences at the school, and who had established their names in the specific subject field in terms of publication, will be given the priority. The writers are normally commissioned on a temporary basis to prepare the manuscripts for the textbooks.Though copyright belongs to the Ministry of Education, the writers reserved the right to have their names printed on the textbook.In the case of the 'open system', the writers. will be commissioned by the publishers.As soon as the publishers were selected for the textbook programme, the Textbook Division do have 86 a say in the composition of their panel writers. However, copyright in most cases belongs to the publishers concerned. At the initial stage of the programme, the writers have to prepare the following items: i. the scope and theme of the content of the manuscripts ii. the method and approach of writing iii.the mapping and structure of writing iv. sample manuscripts on the first chapter v. their working schedule. 5.3.5 The Workings of the Panel System As a team effort, the Panel Committee will occasionally held workshops and discussion sessions to improve and upgrade the quality of the manuscripts for the intended textbooks.Such discussions was held to ensure that selected books are of high quality and are able to fulfil the educational needs.Under the project leader, the Panel Committee almost always works as content specialists. The group reviews the raw draft and gives suggestions on the following considerations: a) consistency of style and presentation b) consistency in scope and sequence c) continuity of text above and below the grade level of the text in the series 87 d) multidisciplinary and interdisciplinary aspects of the material e) consistency of the text with the teacher's manual f) readability or suitability of the vocabulary level g) length of manuscript h) accuracy of facts i) information and concepts j) suitability of the activity k) graphics concepts suitable to the ability and interest of the pupil 1) consistency with the prescribed educational thrusts and objectives (15) In line with the national interests of a multi - racial society, textbooks must be free from sensitive issues.As such, the use of language must be correct, precise and lucid.The author's approach must be interesting, but within the pupil's understanding. Therefore the aspects of design, illustration and general production specifications are also the subject of this procedures.These considerations are incorporated into guidelines, called the 'Guidelines for Writing Textbooks'.After undergoing the 'upgrading process' the manuscripts are required to be amended or rewritten to ensure that they are the best books available in a particular subject. 88 5.4 The Production Process Production of a textbook involves managing the development of the manuscript from the early stages of planning and writing, through design and production, to final printing. The role of the editor in a publishing house is crucial at this stage.The responsibility of the editor is to help produce quality books that are correct, clear, clean and suited to the purpose for which they are intended. 5.4.1 The Editing Process Editing on the text is either done on the 'hard copy' typescript or word processing on paper ) or a computer disk.In producing an efficient textbook, there are three distinct editorial processes involved after a manuscript has been accepted for pUblication. These are i. Editing for content 11. Editing for presentation of content iii.Language of presentation 5.4.2 Marking of the text This was read to check on the: a) factual errors b) typing errors c) consistency 89 5.4.3 Corrections to the Scripts When the substantive changes, effected through the collaboration of the Panel Committee, writers and the editors, are incorporated in the manuscript, copy- editing or 'styling' can begin.This is the process of checking the manuscripts for errors in grammar, spelling, facts, inconsistencies of style and weaknesses of sentence structure.In 'styling' the manuscript, the editor imposes a consistent system of grammatical usage on the manuscripts and a consistent, logical arrangement of the editorial components of the text such as headings, sub headings, the extracts to clarify the organization of the material to the designer and eventually for the children who are going to read the book. Corrections to the manuscripts was done over the word or phrase being corrected, and not in the margin. (This information are based on observations and informal interviews made by the author of this dissertation with the editor and a designer of Dewan Bahasa dan Pustaka involved in the textbook programme, 1989 - 1990.) 90 5.4.4 Rewriting The retyped version of the manuscript after editing is completed, would be reviewed by the Panel Committee or sent back to the authors to be improved. 5.4.5 Preparing the Camera - Ready - Mechanical A page to page layout called mechanical dummying, using the original or reproduction copy of the typeset materials will be done by the graphic artist. ( Refer to picture 1 Adequate spaces will be provided for the illustrations and photographs.The completed camera ready pages are turned over to the Editorial Division.The editor inspects the completeness and correct sequencing of all elements.To avoid technical error, before the manuscript is sent for printing, the Panel Committee will review the sample copies of the camera - ready pages.Most printing is done in one or two coloured inks, full colour work is rare because of the cost.Only when the Panel Committee and the Textbook Division is satified with the manuscript can it be sent for printing. The Chart shown below, will illustrate the stages in the procedures of textbook production: 91 Chart (9) TEXTBOOK PRODUCTION - OUTLINE OF THE WORK FLOW OF THE MAIN ADMINISTRATIVE AND PUBLISHING FUNCTIONS Step 1 : Planning and Preparation. Step 2: Briefing to the Publishers. Step 3: Preparation of manuscripts. Step 4 : Reviewing the amended manuscripts. Step 5: Editing and style Step 6 : Mark - up and design Step 7: Requisition the process of assessing the quantity of the textbook based on the specifications for the publication provided by the Textbook Division, for example: size, format, number of pages, ink, paper, binding and collation Step 8: Typesetting / Design and illustrations Step 9: Design and illustrations Step 10: Galley proofs and proof reading Step 11: Paste - up The art editor pastes up the publication, sizes the illustrations, and gathers all the art work Step 12: Page proofs. All camera work for the art work, including any colour separations and the proofs of the laid -out pages go an approval round. Step 13: Final correction. Any corrections to the page proofs are checked on the films Step 14: Binding and trim. The first ten hand - bound copies are sent from the printer for final checking by the Panel Committee, authors and the Textbook Division for final check on the printing, binding and trim 92 Step 15: Clearance. Clearance for printing and despatch is given by the Textbook Division Step 16: Costing. This involves listing the title and fixing thE price of the book. 5.5 How Important Are Good Manuscripts For The Attainment Of The Educational Aims? A textbook is hope to become the medium through which the national objectives can be achieved. It should also served as the basic instructional material for the process of learning and teaching. For these purposes, all textbook programmes would have to conform to the working regulations as well as the specifications for the physical formatting of the textbook, set up by the Textbook Division.As much as possible, the writing of textbooks in Malaysia should give due consideration to the following factors: 5.5.1 content of the textbook The content of the textbook should be based on the specific requirements of the syllabus, and reflect the aims and aspirations of the Rukunegara and the National Education Philos6phy.(16) It should nurture positive moral values and foster national integration, both ethnically and regionally, and should avoid positive 93 portrayal of subversive elements.As such, textbook should portray variety of environmental situation that depict the diverse cultural and regional backgrounds.Authors should be aware of the strong effects of culture, and not so confidently assume that children from different subcultures will react similarly to the material in the textbook. It is also important to avoid stereotypes of for example, racial groups, women, the handicapped and the elderly.At the end of every chapter, there should be a summary of the concepts, principles, facts and skill. which are covered by the chapter.This summation should consist of practical works which are sufficient and effective to evaluate the understanding of the content of the text among the pupil.It should also commensurate with the objectives intended for that particular chapter.To effectively convey the objectives of the Curriculum, the following factors need to be considered in textbook writing: a. Text Structure The more organized and readable the text, the more students will learn from it.As such textbooks should be 'user-friendly'.Two major factors affect this, structure and coherence.The arrangement of ideas in a text and the 94 nature of the relationships connecting the ideas should be the main concern of textbook writers. b. Coherence It has been defined as the 'flow' of ideas in a text and can refer to both global and local coherence.Global coherence is the integration of ideas across the whole chapters, while local coherence refers to the flow of ideas at the paragraph and the sentence level. (17) c. Authenticity This refers to the accuracy and currency of the sources in the content of the textbooks. d. unity and Audience Appropriateness unity refers to the purpose.Textbook should address a single or unified purpose and do not stray from this purpose.Audience appropriateness considers the basic knowledge of the intended readers, that is, the familiarity of the readers with the topic. (18) In this respect, a textbook should promote the general educational goals of the school system. It should also be appropriate with. respect to vocabulary level, difficulty of concepts, and the types of teaching intended. (19) Determining whether the material provide the basic or supplementary materials to the curriculum is another point of consideration. 95 5.5.2 Textbook For The Teachers Textbooks should help the teachers in their teaching. Therefore: i. Materials in textbook should support, not replace teacher initiative. (20) ii. Textbook should not duplicate materials which are already available. iii.Textbook should not be overly descriptive, as this may be interpreted as the'standard text, and might not encourage reading additional materials. 5.5.3 The Inculcation of Positive Moral Values The values inculcated by the textbooks are one of the major concerns of the textbook producer, especially when these values are against those specified by the national policy. The following are among the features of textbook bias, which can have a disastrous effect on the readers: a) the perpetuation of legends and half - truths and the failure to keep abreast of new knowledge. b) the selection of information that reflects credits on the author's nation. c) the use of language with favourable connotations to describe one group and those with unfavourable connotations to'describe another. d) the tendency to give all credit to one nation or groups. (21) 96 e) Highlighting sensitive issues for eg.racial issues. (22) 5.5.4 The Technical Aspects For effective utilization of textbook, the typographical layouts for conveying the structure' of the text needs to be considered too. a. House Style 'House style' is the set of rules that publishers uses in regard to style, that is the used of capitalisation, preferred spelling, abbreviations, the way numbers are used and so on.It must be applied consistently if it is to be of any value. b. Language And Sense The editor must know what the author is saying before any changes are made.The language should also served the intended audience that is the young pupil, as such it should be simple, direct and concise. 97 c. Headings The headings have to be checked to ensure that they are all there and that they are necessary at all.Headings have to be graded headings, subheading, sub subheading ). d. Paragraphing Good paragraphs help to make good writing.They should have a suitable length , and that they contain one major idea or argument. e.Jargon Generally textbooks writing should avoid using jargons. Sentences should be written in simpler and more direct language.If jargon is appropriate, care should be taken to ensure that the intended audience will understand it, by introducing a glossary. f. Typography Legibility and readability are fundamental to good typography. Legibility relates to. the clarity of the image when reproduced in printed matter, while readability relates to the ease and comfort with which the material can be read. (23) Where readability is 98 concerned, it is not only the type, but also the leading line spacing) which can make reading easier.Under this comes the following areas of concern for good quality textbook: a) Line-length - length of a sentence on a page. b) The use of clear typefaces, often Sans Serif, for example Gill - Sans.(24) c) The use of ' standard or ranging numerals' for mathematic textbook. ( for example consistent use of measuring units like kilometres, kilogram etc.) (25) d) The use of the correct punctuation. e) Suitable margin to cater for binding g. Graphic Pictures, layout, charts and tables should be closely integrated with the meaning of the text , as such placed near to the text.The sequential arrangement of the illustrations and the consistency in the size and types of letters used other than for the text can enhance attractiveness.Graphics may be attractive but they may not always be functional, or they may unintentionally be taken to portray negative or improper elements. 99 h. Physical Quality And Format To cater for the used by school children it is necessary that textbooks are strongly bound, either using the 'perfect binding', 'section sewn binding' or 'cut flush cover.' (26) Another factor to consider is the use of high paper quality which has higher tensile strength to withstand the constant and rough used. 5.5.5 Specifications For Textbook Based on these considerations, the Textbook Division, Ministry of Education, had established a standard specification for the physical qualities of the textbooks, to be adhered closely by the writers or the publishers.This standard requirement is seen necessary for the following reasons: a) to facilitate in the process of pricing the textbooks . b) to provide for a basis of uniformity and consistency in the physical quality of textbook among the various publishers and writers. c) to facilitate in the process of the distribution of textbooks in terms of packaging. The following Chart shows the standard physical requirement for the textbooks, under the Textbook Programme of the Textbook Division, Ministry of Education and Dewan Bahasa dan Pustaka, 1989 - 1990. 100 Chart (10) SPECIFICATIONS OF THE TEXTBOOKS FOR THE JOINT PROGRAMME BETWEEN THE TEXTBOOK DIVISION AND DEWAN BAHASA DAN PUSTAKA, 1989 - 1990. 1.Format and size of book Length of page: 190 x 255 mm. Number of pages National language (Form 3) 280 - 300 as per subject: History (Form 2) 180 - 200 Moral Education (Form 2) 190 - 210 Islamic Education (Form 2) 260 - 280 Text area Not exceeding 155 x 205 mm. Page layout History - 2 columns Other subjects - up to the publishers The texts in the manuscript should be typeset. Originality The texts should be original. 2.Typography Type faces Roman / Jawi ( Arabic Script ) Type Size 11 / 13 point size, Roman (History & Moral Education) 10 / 12 point size, Roman (National language) 14 / 16 Jawi ( Islamic Education ) 101 Type face for Display: Not more than 20 point size Type face for Indexing, caption & and others 11 point sixe to.9 point size. 3.Layouts Line length : Not more than 155 mm (36 pica) Leading 2 point size Column 2 pica Border Column : as suited for the layout. 4.Quality of Paper and Binding: Paper description Text Woodfree 70 gsm. Cover Artcard 230 gsm. Binding : Section sewn (Thread)16 point/Section Colour of text Black and white Colour of cover : National language - Light green History - Light brown * Moral Education - Grey Islamic Education - Green Printing Colour : Ultra Varnished * Refer to Picture 2. 5.Book Cover Front Page a) Title Bahasa Malaysia Tingkatan 3 Sejarah Tingkatan 2 102 Pendidikan Moral Tingkatan 2 Pendidikan Islam Tingkatan 2 b) Type Size : 36 - 72 point size. c) Name of writers without status and academic qualifications d) Format : 'Kursus Bersepadu Sekolah Menengah' i.Printed on top of the cover page on one line. ii.Using bold all caps, 20 points. Back Page : The following items should be attached: a) The authors biodata ( without photograph b) Printed the following words: Published by the Ministry of Education c) The ISBN numbers (bottom left of the page d) The cost of the book will be printed at the bottom right of the page. The Spine of the book : The following words are printed a) The Title of the book b) The Name of the publisher 6. Anti _ Drug Poster It is a requirement to incorporate an 'Anti - Drug' poster on the inside back cover of the book.This poster, 103 had to undergo a process of approval by the Textbook Division, before it is printed on the textbook. ( Refer to picture 3 l Source: BAHAGIAN BUKU TEKS, KEMENTERIAN PENDIDIKAN. Spesifikasi Buku Teks KBSM, Terbitan Kementerian Pendidikan dan Dewan Bahasa dan Pustaka, ( Specification of Textbooks for the NSSC, Textbook Progr'amme between the Textbook Division, Ministry of Education ,and Dewan Bahasa Dan Pustaka l, 1989 / 1990. 104 ILLUSTRATION 1 PAGE LAYOUT ILLUSTRATION 2 TEXTBOOK FOR THE SUBJECT OF HISTORY ( NSSC ), FORM 1 , 2 & 3 . ILLUSTRATION 3 ANTI - DRUG POSTER INSIDE THE BACK COVER OF THE TEXTBOOK. 105 5.6 Reviewing The Textbooks Reviewing the textbook is another function of the Textbook Division undertaken by the Review Unit. ( Refer to Chart 3 Chapter 4) This function is in line with the basic aim of controlling the quality and use of the textbooks in the schools.To ensure the quality and suitability of the existing books in the schools. the Textbook Division carries out textbook reviews from time to time by occasional visits to the schools to find out the actual utilization of the textbooks.This process of updating the book takes into account the various aspects such as changes in data and technical terms. technical innovations in teaching. transforming values in the society and also the views and suggestions submitted by the teachers, parents and the public.The aims of these periodic reviews are to update the textbooks in respect of their facts, figures or new findings and other changing factors, so as to keep abreast with changing times and sensitivities.By taking all these aspects into consideration. a comprehensive report is made by the Textbook Division and the publisher concerned is then advised to revise the particular title. 106 5.7 Controlling the Cost of Textbooks Controlling the cost of textbook is seen necessary in the light of providing basic educational facilities for every children in the country.One of the major tasks of the Textbook Division is to control and regulate the cost of textbooks. (28) This can be seen through the effort to keep the price of textbooks at a minimum level. to ensure that it is within the means of every children. in line with the New Economic Policy a~d the National Education Philosophy. The responsibility of determining the cost of textbooks will be undertaken by a special Committee under the General and Administrative Unit. of the Textbook Division.In relation to this. it is compulsory for every publishers who participated in the Textbook Programme to submit a proposal for the cost of their textbook.In determining the cost of the textbooks. four factors have to be taken into consideration: a.Writing Cost b.Pre-printing Cost c.Printing Cost d.Hidden charges or cost 107 a. Writing Cost This includes the remunerations to the panel of writers assigned to prepare the manuscripts for the textbook on a commissioned basis, and the Subject Committee who upgrade and evaluate the manuscripts.The writers will normally be paid a lump sum in the form of a honorarium at the end of the textbook programme.The amount of payment will be determine by the Jawatankuasa Bahan Pengajaran dan Pembelajaran Sekolah Committee for School's Instructional Sources Accordingly the payment will be made as the following: i) Each writer : M $20,000 ii) Project Manager M $5000 iii) Consultant : M $5000 Source : BAHAGIAN BUKU TEKS , KEMENTERIAN PENDIDIKAN. Taklimat Penerbitan Buku Teks KBSM, Terbitan Kememterian Pendidikan, Malaysia dan Dewan Bahasa dan Pustaka, ( Briefing for Textbook Programme NSSC, Textbook Division and Dewan Bahasa dan Pustaka ), 25 October 1989. Under the Textbook Programme for the private publisher by proposals, the following costs are incurred: ~ Payment for each proposal submitted Level Rate of payment Primary school M $500 108 Secondary : Form 1 3 M $650 Form 4 5 M $800 Form 6 M $1000 ~ Payment for upgrading the manuscripts Subjects: Payment as per subject Science, Mathematic M $10,000 Physical Education, Geography, English - Language Chinese language M $5000 Tamil Language M $2500 3.Payment made to the panel of evaluators. Level Rate of Payment primary School M $150 Lower Secondary M $200 Upper Secondary M $250 Form 6 M $300 109 ~ Payment made to the Subject Committee. Project Manager Members All the Five subjects * M $3000 each M $2500 each Chinese language M $3000 each M $2500 each Tamil language M $1200 each M $1000 each Note: 1.*The five subject includes Science, Mathematic, Physical Education, Geography and English Language. 2. Payment for the Subject Committee of the Tami1 Language is lower because of lesser print run of the textbook concerned. 3. The Pound equivalent to the Ma1aysian Ringgit (M $) has been calculated on the basis of M $5 = 1 Pound. Source : BAHAGIAN BUKU TEKS, KEMENTERIAN PENDIDIKAN. Program Penerbitan Buku Teks KBSM L Terbitan Swasta , ( Textbook Programme NSSC, for the private publisher, Textbook Division Ministry of Education), 1989/1990, p. 5 and 6. b. Pre-Printing Cost This costs fall into two main categories, namely editing, design and artwork. 110 c. Printing Cost This is the easiest area to cost, as printers will give accurate quotas based on the following requirement: a. Size of finished book and format; b. Weight and description of paper used; c. Weight and description of cover; d. Colour work; e. Number and type of illustrations / artwork; f. Total number of pages - usually expressed as sides plus cover; g. Binding required ( e.g. saddle stapled, side stapled, perfect bound, section sewn, wire binding, plastic comb ) h. Any special requirements ( e.g.drilled standard two- hole; i. Number of colours (Cover / text); j. Total print run i.e. total number required); k. Packaging. d. Hidden Charges This normally includes administrative costs, the use of facilities or places for the discussion sessions etc. 111 e. Other Cost Consideration To determine a reasonable selling price which should remain stable for at least five years ( Refer to Chapter 6 page factors like revised remunerations for textbook writers and evaluators, money lost on books made redundant through the syllabus change, the effects of salary revisions and the rising cost of paper has to be taken into consideration. f. Final Cost pricing depends on whether or not a profit is to be made or if simply cost recovery is all that is required.After preparing the cost estimates based on the above consider ations, the price of the textbook is determined, and it will be announced to the publishers concerned. 5.8 Controlling The Increased Cost Of Textbooks The publishers are forbidden to increase the price of textbooks without consultation with the Textbook Division. However, circumstances which prompt the publishers to ask for a reconsideration of the price need to be passed on through an appropriate channel.The publishers concerned can make an application through the Malaysian Publishers' Association.(28) The application 112 will be considered by the Committee for Textbook Cost Control, under the Ministry of Education, whose members are derived from the Treasury Board, Ministry of Trade and Commerce, Industrial Research Institute, the Government Printer and Dewan Bahasa dan Pustaka, with the Secretary - General of the Ministry of Education as the chairman and the Textbook Division, as the Secretariat.The results of the discussion of this Committee will be conveyed to the pUblishers through the Malaysian-Publishers' Association. 113 REFERENCES 1. ASIAN PROGRAMME OF EDUCATIONAL INNOVATION FOR DEVELOPMENT. Textbooks and Reading Materials, Volume ~ Textbook Production and Utilisation in Asia and the Pacific. 1984. p. 88. 2. HUSSEIN BIN AWANG BESAR.Country Paper for the UNESCO Regional' Seminar on The Production and Distribution of Textbooks and other Teachina L Learning Materials, August 12 - 22. 1985. p. 13. 3. Ref. 1. p. 88. 4. BAHAGIAN BUKU TEKS. KEMENTERIAN PENDIDIKAN. MALAYSIA.Projek Penerbitan Buku ~ Buku Teks KBSM di bawah Sistem Kawalan Bersama Antara Bahaaian Buku Teks, Kementerian Pendidikan dan Dewan Bahasa dan Pustaka (Textbook Programme for the NSSC Guided System and Joint Programme between the Textbook Division. Ministry of Education and Dewan Bahasa dan Pustaka ). 1988 / 1989. p. 1 (1.0). 5. BAHAGIAN BUKU TEKS. KEMENTERIAN PENDIDIKAN. MALAYSIA. Program Bersama Buku - Buk~ Teks KBSM di Anta~a Baha~ian Buku Teks, Kementerian Pendidikan dan Dewan Bahasa dan Pustaka. ( Textbook Production Joint Programme between Textbook Division. Ministry of Education and Dewan Bahasa dan Pustaka ). 1989 / 1990. p. 2 • (2.3). 6. Ref. 5. p. 2 1. 2a ). 7. BAHAGIAN BUKU TEKS. KEMENTERIAN PENDIDIKAN. MALAYSIA. Taklimat Buku Teks Kemahiran Hidup Bersepadu. Tingkatan Dua, 1992 ( Briefing of the textbook Programme for the Subject of Integrated Skill for Daily Living for Form Two. 1992). 11 January 1991. p. 2 (4). 8. BAHAGIAN BUKU TEKS. KEMENTERIAN PENDIDIKAN. MALAYSIA.Taklimat Penerbitan Buku Teks. Elektif. KBSM, ( Briefing of the Textbook programme for the Elective Subjects. for the NSSC ) for 1991 / 1992. 3 October. 1990. p.l. 9. Ref. 7. p. 2 - 3. 114 10. SHAMSUDDIN HASSAN. TEXTBOOK DIVISION, MINISTRY OF EDUCATION, MALAYSIA. Personal Correspondence, 28 May 1991. 11. Ref. 7, p. 1. 12. Ref. 8, p. 1. 13. BAHAGIAN BUKU TEKS, KEMENTERIAN PENDIDIKAN, MALAYSIA. Projek Penerbitan Buku ~ Buku Teks °KBSM, Bahagian Buku Teks, Kementerian Pendidikan dan Dewan Bahasa dan Pustaka, ( Textbook Project for NSSC, Textbook Division, Ministry Of Education and Dewan Bahasa dan Pustaka ),1989, p. 3. 14. BAHAGIAN BUKU TEKS, KEMENTERIAN PENDIDIKAN, MALAYSIA. Taklimat Penerbitan Buku Teks KBSM, Terbitan Kementerian Pendidikan Malaysia -Dewan Bahasa dan Pustaka, (Briefing for the Textbook Programme between the Ministry of Education and Dewan Bahasa dan Pustaka ), 25 October,1989, p. 2. 15. BAHAGIAN BUKU TEKS DAN PUSAT PERKEMBANGAN KURIKULUM, KEMENTERIAN PENDIDIKAN, MALAYSIA. Garis Panduan Menulis Buku Teks, KBSM ( Textbook Division and Curriculum Development Centre, Ministry Of Education, Guidelines for writing textbook for NSSC ), 1986, p. 1. 16. Ref. 15, p. 3. 17. ANDERSON, T.H., ARMBRUSTER B.B., AND KANTORI, R.N.How Clearly Written Are Children's Textbooks? Or of Bladderworts and Alfa 1 Reading Ed. ~ ~ 10 ), 1980, p. 12. 18. DAVISON, A.Readability and Appraising Text Difficulty. In Learnincr to Read in American Schools _ Basal Readers and Content Texts, 1984, p. 17. 19. Ref. 18, p. 8. 20. BAHAGIAN BUKU TEKS, KEMENTERIAN PENDIDIKAN, MALAYSIA. Garis Panduan Penulisan Buku Teks, KBSM, Tincrkatan Tiaa. Sejarah, Bahagian Pengenalan ( Guidelines to writing History Book For Form Three for the NSSC, Introductory part ), 1989 - 1990. 21. RAMLI BIN MAT, BIRO BUKU TEKS, KEMENTERIAN PELAJARAN, MALAYSIA. Proposal bertajuk 'Definisi Buku Teks, ( A Proposal on the topic 'The Definition of Textbook'), 1987, p. 9. 115 22. Ref. 15. p. 2 (v) • 23. Ref. 18. p.18. 24. Ref. 17. p. 6. 25. Ref. 15. p. 5 (ii) . 26. Ref. 17. p. 23. 27. Ref. 2. p. 14. 28. BIRO BUKU TEKS. KEMENTERIAN PELAJARAN. MALAYSIA. Nota Taklimat Pengarah Biro Buku Teks kepada Pegawai Pegawai Pelajaran Agama Di Jabatan Hal Ehwal Agama, Negara Brunei Darrussalam, ( Briefing of the Textbook Director to the officials from the Department of Religious Affair. Brunei). 1988. p. 8 (6.2). 116 CHAPTER 6 TEXTBOOK DISTRIBUTION 6.1 The Textbook Loan Scheme - Background for Its Implementation With the availability of quality textbooks at a reasonable cost, the nex.t major consideration of the Textbook Division was to ensure that these textbooks could be delivered to every schools before the start of the school session. With the implementation of the Textbook Loan Scheme in 1975, the Textbook Bureau was given an additional responsibility of administering this Scheme aimed to benefit the school children of the low income group. (1) The implementation of this Scheme was based on the official authorisation of the Majlis Tindakan Negara ( National Action Council ), the Cabinet and the Ministry of Education. (2) 6.1.1 What Are Its Main Aim? The main aim of the Scheme is to provide aid to the needy pupils in all the primary and the secondary schools throughout the country, especially those from a 117 poor family background.The introduction of this Scheme was with due consideration to the effects of poverty on the pupils' motivation to learn. The Murad Report based on the study of 'School drop - outs' undertaken by the Jawatankuasa Keciciran (Committee on School Drop-outs) in 1974, had highlighted the negative effect of poverty on the learning motivation of the children. especially in the rural areas, which could result in an increased rate of failure in the school.This problem may cause great repercussions as it could be an impediment to the nation's progress.As a result, the Textbook Loan Scheme was introduced to provide a form of solution to this problem in terms of providing textbook loan aid to this particular group of pupil, so as not to deprive them of basic educational opportunity. In the light of national integration the implementation of the Textbook Loan Scheme can be regarded as a fine gesture especially with regards to the educational objectives and the objectives of the New Economic Policy in terms of restructuring society * See Appendix 4 ) so as to reduce the disparity among the various ethnic groups. The Scheme would also enhance the process of regional integration by providing equal educational facilities for every school children irrespective of the local and the regional interests. 118 6.2 The Implementation of the Textbook Loan Scheme To facilitate the smooth implementation of the Textbook Loan Scheme, the Textbook Division. had established certain procedures based on the following guidelines: a.Specifying the conditions for pupil's eligibility for the Textbook Loan Scheme. b.Specifying the textbooks selected for the Scheme. c.Establishing conditions for the use of the textbooks by the schools. d.To regulate the price of the textbook, so as to enable it to be subsidised by the Ministry of Education, for the purpose of the Textbook Loan Scheme, and also to ensure that textbooks can be purchased by pupils not eligible for the Scheme, at a reasonable price. 6.2.1 The Supply of Textbooks Under the Government Textbook Loan Scheme The supply of textbooks under the Government Textbook Loan Scheme in 1985, is estimated to comprise more than 65 percent of the total textbooks purchased in Malaysia. (3) In 1988, the turnover of books for the Textbook Loan Scheme is M $60 million. ( Approximately 14 million pound Source : Information obtained orally from personal correspondence at the National Library of Malaysia, 1991. 119 The Textbook loan Scheme was implemented in almost every school throughout the country.In 1981, about 85 percent of the pupils from the Primary and Secondary schools benefitted from this Scheme. (4) This constitute a large figure as the enrolment for the primary school ( Standard Five alone) was almost 300,000.(5) In terms of the number of schools, there are about 6789 primary schools and 1578 secondary schools in Malaysia in 1990.(6) Under the Scheme,it is the responsibility of the publishers to ensure that books reach the schools in time before the school session begins. 6.2.2 Pupils' Eligibility for the Textbook Loan Scheme The criteria established by the Textbook Division, to determine the eligibility of the pupils for the Scheme are commonly referred to as • Dasar Kelayakan Murid • Policy on Pupils Eligibility (7) These criteria following recommendations made by the National Action Council and the Cabinet are based on the following requirements: A. All pupils of the National Primary Schools will be eligible for this Scheme. 120 B. Pupils from the National Type Chinese Schools. the National Type Tamil Schools and the Secondary Schools will only be eligible if they can satisfy the following requirements: Chart (11) TEXTBOOK LOAN SCHEME - CRITERIA FOR PUPILS' ELIGIBILITY, 1987. Monthly Income No.of Children eligible of -Parent or Guardian for the Textbook Loan Scheme i. Less than M $200* All children ii. From M $201-M$300 All children except one iii.From M $301 - M$500 All children except two. Note: * It should be noted that the criteria for the monthly income figures had been subjected to frequent changes to suit the standard cost of living in Malaysia. Source: BIRO BUKU TEKS. KEMENTERIAN PELAJARAN. Nota Taklimat Penqarah Biro Buku Teks kepada Peqawai Peqawai Pelajaran Agama di Jabatan Hal Ehwal Agama. Neqara Brunei. Darussalam (Briefing Of The Director of the Textbook Bureau to the officials from the Department of Religious Affair. Brunei ). 1987. p. 11. 121 C. Pupils from the Sekolah Menengah Agama ( Secondary Islamic Religious School and Sekolah Agama Rakyat Public Religious Schools ), sitting for the National Examinations of the Sijil Rendah Pelajaran Lower certificate Education at Form Three level ), Sijil pelajaran Malaysia ( Malaysian Certificate Education at Form Five level), and the Sijil pelajaran Tinggi ( Higher School Certificate for the Form 6 level ), are also eligible for the Scheme. * In 1987 a delegation came to Malaysia from the Department of Religious Affairs in Brunei.The briefing given to them contains useful information which is used as a source in the above discussion) 6.2.3 The Number of Pupils Involved In The Scheme The number of pupils who benefitted from this Scheme and the amount of Government expenditure allocated for this programme, on a yearly basis, is indicated by the following figures: 122 Table (13) TEXTBOOK LOAN SCHEME - THE NUMBER OF PUPILS INVOLVED AND THE GOVERNMENT EXPENDITURE. 1975 - 1986. Year Total Expenditure Number of Pupils ( million M $ ) 1975 59.2 2.136.604 1976 18.4 2.243.584 1977 15.7 2.359,386 1978 27.0 2.359.386 1979 51.9 2,599,068 1980 24.7 2,679,428 1981 25.8 2,664.936 1982 32.3 2,800,483 1983 31.9 2,962.361 1984 45.2 3,032,200 1985 41.5 3,070.868 1986 56.8 3.124,991 Source BIRO BUKU TEKS, KEMENTERIAN PELAJARAN. Nota Taklimat Pengarah Biro Buku Teks kepada Pegawai Pegawai Pelajaran Agama Negara Brunei Darussalam, 1987, p. 11 and HUSSEIN AWANG BESAR, Country Paper for the Distribution of Textbooks and other Teaching L Learning Materials, August 12 - 22, 1985, Appendix III. 6.3. The Selection Of Textbooks For The Textbook Loan Scheme 6.3.1 Distribution of Textbooks To The Primary Schools The textbooks that are incorporated under the Textbook loan Scheme must be officially accepted and approved by the Textbook Division.Under this requirement, all 123 National Primary schools, must use the specified textbooks published by Dewan Bahasa dan Pustaka.The textbooks for the National Type Chinese Schools and the National Type Tamil Schools, will have to be selected from the 'List of Approved Textbooks' provided by the Textbook Division.To avoid wastage and inconsistency, it was also stipulated that no changes can be made on the choice of the textbooks unless advised to do so by tne Ministry of Education through an official authorisation. 6.3.2 Distribution Of Textbooks to The Secondary Schools For the New secondary School Curriculum, all textbooks produced by the 'Commissioned System' or the 'In - House System', will be distributed to the schools by the publisher concerned, that is Dewan Bahasa dan Pustaka.The number of textbooks sent to the schools depend on the total number of orders, that is the number of orders for the pupils not eligible for the Scheme and the pupils eligible for the Scheme.Books for the non eligible pupils are mostly handled by the School Bookshops for big schools) or by the local bookshops.The textbooks allocated for the pupils eligible for the Scheme, will normally be despatched to 124 the school through the District or State Education Department ( See Appendix 8 ) or through a distributor or an agency of the publishers concerned.It has been one of the major tasks of the State Education Department to monitor and supervise the distribution and use of textbooks in the schools under its administration, so that wastage of resources and inefficiency can be avoided. In the case of the textbook.s produced by the private publishers, normally six or eight titles will be selected as textbooks for a specific subject.These titles would be incorporated in the 'List of the Approved Textbooks. 'The distribution of these textbooks is undertaken on the basis of the zone system', Accordingly, the schools throughout the country will be subdivided into various zones.Each school within a certain ' zone ' would be allocated a single title for a particular subject contained in the ' List of Approved Textbooks This method of distribution was felt necessary so as to ensure that every title published and selected as textbooks are being utilized and distributed evenly among all the schools throughout the countrY.In relation to this, it is important to ensure that all titles of textbooks for a specific subject are as near 125 as possible equivalent to each other in terms of quality, presentation of content and the usefulness to a particular subject. 6.3.3 Number of Pupils Eligible for the Textbook Loan The figures below indicates the number of pupils eligible for the Textbook Loan Scheme in 1990, for the following schools: a ) Primary Schools b ) Secondary Schools These figures are calculated on a percentage basis to show that the Textbook Loan Scheme is a national programme aiming to benefit pupils from all parts of the country. 126 Table (14 ) a.TEXTBOOK LOAN SCHEME FOR THE PRIMARY SCHOOLS* IN 1990. states No. of Total No.of Pupils Schools Enrolment Eliqible Perlis 59 26,993 26,895 99.6 Trengganu 282 120,069 117,839 98.1 Kedah 491 196,312 192,042 97.8 Kelantan 363 191,594 186,443 97.3 Pahang 433 170,322 163,972 96.2 Negeri 316 110,769 103,575 93.5 Sembilan Sabah 701 205,475 191,328 93.1 Perak 786 298,979 276.901 92.6 Melaka 219 73,371 67,277 91.6 Johor 762 298,095 267,671 89.7 Pulau 239 134,378 118,327 88.0 Pinang Sarawak 1052 204,803 174,330 85.1 Selangor 473 297,793 239,396 80.3 Wilayah** 158 142,953 90,475 63.2 Persekutuan * The Primary schools refers to the following: i.Sekolah Kebangsaan dan Sekolah Rendah Kebangsaan ( National Primary School ) ii.Sekolah Rendah Jenis Kebangsaan ( China) ( National Type Chinese Primary school ) iii.Sekolah Rendah Jenis Kebangsaan ( Tamil ) ( National Type Tamil Primary School ) ** Federal Territory, ie. Kuala Lumpur. 127 Table (15) b.TEXTBOOK LOAN SCHEME FOR THE SECONDARY SCHOOLS * In 1990 State No.of Total No.of Pupils % Schools Enrolment Eligible Perlis 19 26,876 26,291 97.8 Trengganu 66 111,375 108,159 97.1 Kedah 151 202,692 195,864 96.6 Kelantan 175 203,697 196,077 96.2 Johor 161 282,022 269,705 95.6 Pahang 113 149,970 142,564 95.1 Melaka 56 82,474 77,098 93.4 Sabah 122 76,691 71,675 93.4 Perak 175 307,598 285,983 92.9 Negeri 89 111,497 103,549 92.8 Sembilan Pulau Pinang 73 150,251 137,223 91.2 Sarawak 133 203,476 179,903 88.4 Selangor 133 251,633 210,056 83.4 Wilayah Persekutuan 66 136,992 101,881 74.3 Note: i.It should be noted that there are disparity in the percentage of pupils receiving the Textbook Loan among the States.The disparity would be related to the figures in Appendix 9. 128 ii. * The Secondary Schools refers to the following: National Secondary School, Secondary Religious School, Secondary Vocational and Secondary Technical School. Source: BAHAGIAN BUKU TEKS, KEMENTERIAN PENDIDIKAN.Skim Piniaman Buku Teks, Unit Skim Piniaman Buku Teks, Textbook Loan Scheme, Textbook Loan Scheme Unit, Textbook Division, Ministry Of Education, 1990, BPBTR 820. 6.4 The Utilization of the Textbooks under the Textbook Loan Scheme The implementation of the Textbook Loan Scheme involved the setting up of specific regulations and procedures pertaining to the used of the books.Each pupil eligible for the Scheme will be given a set of textbook for every subjects that he / she is learning in school or subject that he / she is offering in the National School Examination.Thus textbooks are made available to .the pupils in both the primary and the secondary school levels on a free - loan basis.The school retains ownership of the textbooks and pupils must return them to the teachers or the property custodian at the end of the school semester. The common procedure is for each pupil eligible for the loan, to be given one textbook for a subject or in a particular field. Subsequently, the same set of textbooks will be utilized by the next 129 batch of pupils for the following year.In relation to this, considerate care in the utilization of the textbooks is often emphasized, and this involves measures like discouraging pupils to write or scribble on the textbooks.However, there are textbooks catering for practical purposes like the Buku Kerja (Work Book), for the New Primary School Curriculum, whereby the pupils are allowed to write in the textbooks concerned. On the other hand, reading books for the New Primary School Curriculum, was not given to every pupil but are distributed on a 'shared basis' according to the following regulations: Chart (12) TEXTBOOK BUREAU, THE SHARING OF TEXTBOOKS FOR THE NEW PRIMARY SCHOOL CURRICULUM. Number of Classes Number of Books Provided 1. Three classes or 8 books for each title fewer 2. Four classes or 16 books for each title more Source: BIRO BUKU TEKS, KEMENTERIAN PELAJARAN. Nota Taklimat Pengarah Buku Teks kepada Peqawai ~ Pegawai Pelaiaran Agama di Jabatan ~ Jabatan Hal - Ehwal Agama, Negara Brunei Darussalam, 1987, p. 13. 130 6.5 The Replacement of the Textbooks under the Textbook Loan Scheme Due to the fact that the textbooks under the Textbook Loan Scheme are prone to be subjected to depreciation as a result of constant use, the reinforcement of a system of textbook replacement was felt necessary. Under the system decided upon by the Cabinet, only 20 percent of the total number of books on loan for the Secondary Schools' will be replaced annually.The replacement of textbooks beyond this will not be undertaken under normal circumstances.In most cases, textbooks are only replaceable after five years.(S) In relation to this. guidelines on the methods of handling textbooks among the pupils would prove useful in prolonging the life span of the textbooks.It is also necessary for the publishers and the printers to take cognizance of this factor, by taking appropriate measures to improve on the physical quality and the durability of the textbooks. However, major curriculum changes and revision do necessitates the overall replacement of the textbooks.The change in the curriculum for the Primary and the Secondary schools create the need to produce and distribute new sets of textbooks, to match with the new approaches in the learning and teaching techniques. 131 6.6 The Programme of Subsidisation The production of textbooks on a large scale entails heavy expenditure.The amount of expenditure incurred by Dewan Bahasa dan Pustaka on the production of textbooks for the National Primary School is about M $15 million annually. (9) Approximately : 3.3 million British currency) As a result, a resolution passed by the Cabinet, decided that Dewan Bahasa dan Pustaka, should be assisted financially to implement the Textbook Loan Scheme for these particular area. This assistance in the form of subsidisation, would enable Dewan Bahasa dan Pustaka to administer the work of publication, printing and distribution of these textbooks . 6.7 Schools involved in the Textbook Loan Scheme The Textbook Loan Scheme was implemented in all government primary and secondary schools.In 1983, this Scheme was extended to Sekolah Menengah Agama Secondary Religious Schools under the State Governments and State Religious Councils, and subsequently to Sekolah Menengah Agama Rakyat. Secondary Public Religious School ).In 1986, the number of schools involved in the Textbook Loan Scheme can be seen from the following Table: 132 Table (16) NUMBER OF SCHOOLS INVOLVED IN THE TEXTBOOK LOAN SCHEME Types of Schools Number of Schools i. National Primary Schools 4,135 ii. National Type Chinese Schools 1,307 iii.National Type Tamil Schools 553 iv. Secondary Schools 1,165 v. Secondary Religious Schools 242 Total 8,002 Source BIRO BUKU TEKS, KEMENTERIAN PELAJARAN. Skop Kajian Biro Buku Teks, Biro Buku Teks, Kementerian Pelajaran, ( A Scope - Study of the Textbook Bureau, Textbook Bureau, Ministry of Education ), 1987, p. 15. 6.7.1 The Operation of the Textbook Loan Scheme This Scheme was implemented on an annual basis, according to stipulated procedures.Two types of programme were implemented simultaneously, for the following types of schools: A. Sekolah Kebangsaan and Sekolah Rendah Kebangsaan ( National Primary School ) B. Sekolah Kebangsaan China (National Type Chinese Primary Schools ), Sekolah Kebangsaan Tamil National Type Tamil Primary Schools ), and Sekolah Menengah (National Secondary Schools ). The following Chart illustrates the working procedures of these two programmes: 133 Chart (13 ) THE TEXTBOOK LOAN SCHEME A.THE WORKING PROCEDURES FOR PROGRAMME IN THE NATIONAL PRIMARY SCHOOL .' Dewan Bahasa The Textbook Bureau dan Pustaka send application forms to schools Schools return the The Textbook Bureau forms to the submits a permanent Textbook Bureau order to Dewan Bahasa dan Pustaka The Textbook Bureau sends the forms Schools send to the Computer feedback to the Division Textbook Bureau The Computer Division Computer sends the computer printout to the Textbook Bureau The Textbook Bureau sends the computer Textbook printout to Bureau Dewan Bahasa dan Pustaka and its copies to the State Education Department Book and schools Distributors Dewan Bahasa dan Distributors Pustaka sends the Dewan Bahasa send books to 134 Chart (14) THE TEXTBOOK LOAN SCHEME B.THE WORKING PROCEDURES FOR PROGRAMME IN THE NATIONAL TYPE PRIMARY SCHOOL AND THE SECONDARY SCHOOL. The Textbook Bureau . Textbook Publisher sends application Bureau forms to schools. The Textbook Bureau makes the estimate order with the publisher Schools return the forms to the Textbook Bureau The State Education Department sends a compile list of books received by schools to the Textbook Bureau The Textbook Bureau sends the forms to the Computer Division for processing The Computer Division Computer sends the computer printout to the Schools Textbook Bureau Schools send feedback to th Textbook Bureau a)The Textbook Bureau makes the permanent Textbook Publishers order with the Bureau publishers b)The Textbook Bureau The Publishers/Supplier sends the computer supply book to schools. printout to schools and its copies to the State Education Department 6.7.2 The Administration of the Textbook Loan Scheme at the School Level cost effectiveness is one of the major consideration of the Textbook Loan Scheme.In view of this, it is necessary for all levels of the educational structure, District and state Education Departments ( in Sabah and Sarawak, Residency, Division and State Education Departments) and the schools, to implement this Scheme in a systematic and effective manner by proper delegation of duties.For this purpose, a Pamphlet commonly referred to as 'Pelaksanaan dan Pentadbiran Skim Pinjaman Buku Teks' The Implementation and Administration of the Textbook Loan Scheme was published and distributed to all schools as guidelines in the implementation of this Scheme at the school level. 6.7.3 Textbooks for all Pupils To ensure that pupils not eligible for this Scheme are not discriminated against in terms of educational benefits, the Textbook Division has taken appropriate measures to enable these pupils to purchase the textbooks from the local bookshops or school bookshops at a reasonable price.While making orders for the 136 publishers, the Textbook Division will also furnish detailed information on the number of books actually required by the pupils not eligible for the Textbook Loan.This will enable the publishers concerned to print the right number of books according to the accurate requirement.The Principal or the Head of the school can make an order direct from the publishers through the school bookshop or local bookshops.It is also the responsibility of the publishers to ensure that textbooks reached schools in the far - flung areas. 6.8 The Relationship between Textbook Division and the other sections As this Textbook Loan Scheme is a gigantic one, it involves many branches of the government as well as the private sector.The main body which insures policy decisions is the Cabinet.Below this is the Technical Committee comprising members of various Ministries.This Technical Committee in turn acts on the Cabinet's decision to formulate more detailed policies in order to implement the Scheme.Therefore, to ensure the smooth running of the programme, the Textbook Division has to work closely with the other agencies as shown in the Chart below: 137 Chart (15) THE TEXTBOOK DIVISION AND THE OTHER SECTIONS I /CABINET I \; ; ~ I LMINISTRY OF EDUCATION I , ITECHNICAL COMMITTEE I ,~ IpUBLISHER TEXTBOOK DIVISION I FINANCE DIVISIONI \ if I DISTRIBUTOR I , ·If !COMPUTER DIVISIOm lAC COUNT SECTION I ~ ISCHOOL! ,~ ,- STATE EDUCATION DEPARTMENT/ /SUPPLY DIVISION I if !PUPIL! STATE RELIGIOUS COUNCIL , \ DISTRICT EDUCATION OFFICEI • 138 6.9 Activities of the Textbook Division - Process of Making Orders and Supplying of books under the Textbook Loan Scheme The ordering and supplying of textbooks under the Textbook Loan Scheme is a continuous process.The process of placing orders and supplying of textbooks differ with the types of schools.The Textbook Division places a direct order with Dewan Bahasa dan Pustaka for books used by pupils in the National Primary Schools and the Secondary Schools for the New Secondary School curriculum. This is mainly because Dewan Bahasa dan Pustaka is the sole producer and supplier of these books.The orders made by the Textbook Division are based on figures given at the beginning of each year.It is the responsibility of Dewan Bahasa dan Pustaka to send books ordered for, direct to the schools. 6.9.1 Role Of The State Education Departments In the case of the National Type Chinese Primary Schools, the National Type Tamil Primary Schools and the Secondary Schools where textbooks. are produced by the private publishers, the supply of books is determined by the actual orders of the schools concerned. The school through the District, Residential or State Departments will indicate the total number of pupils eligible for 139 the loan from the various classes.In this respect, the State Education Department acts as a co - ordinator between the Textbook Division and the schools under their administration. ( See Appendix 8 This relationship is crucial so as to ensure that all policies regarding the implementation of textbooks are carried out accordingly, satisfactorily and efficiently. From the beginning therefore, the Scheme planned to lessen the financial burden of buying books for those parents of low income. Simultaneously, the Government was also carrying out. its aim of democratization of opportunity in education, thus ensuring that pupils from the 'have - nots ' sector can compete on almost equal terms as their more economically advantaged friends. 6.9.2 Processing Of The Application Forms The application forms forwarded by the schools will be processed by the Textbook Division, so as to ensure that schools have chosen books in sufficient quantity based on the titles obtained from the ' List of Approved Textbooks '.The use of the computer is necessary at this stage to help the Textbook Division process these forms and to determine that the orders are as accurately and as speedily processed as possible. 140 6.9.3 Distribution Of The Computer Printouts Following this, is the distribution of the Computer printouts to the various publishers and schools.The Computer printouts will indicate to the pUblishers the number of books and titles required by each particular school.The Textbook Division also specifies the time schedules within which the publishers have to complete their distribution of books.For the schools, the Computer Printout stand as a guide because from it the school would know the number of books and titles which it could receive from the publishers. 6.9.4 Redistribution Measures The Textbook Division also makes supplementary or additional orders for books used as revision materials, besides the normal annual orders.Additional orders are made whenever new schools are established or shortages occur in schools due to inaccurate estimation or increase in the number of school pupils.Orders for revision books are made in order to enable pupils in the examination classes to gain access to books which have been read in the lower forms.At certain times the Textbook Division also carries out redistribution measures, by sending excess books from one school to another school which is short of them. 141 6.9.5 Visiting the Schools School inspection is another routine task performed by the Textbook Division, in order to determine the smooth functioning of the Textbook Loan Scheme and also to ensure that the pupils are getting their maximum benefit in the utilization of the textbooks.During the visits, the Textbook Division would look into the various aspects such as the following: a. To find out if schools comply to the instruction circulated pertaining to the implementation of the Scheme. b. Proper maintenance of the files and matters relating to the Textbook Loan Scheme. c. Stock - Keeping . d. Maintenance and safety of books in the care of schools and in the hands of pupils. e. The use of the textbooks and its implications. Through these visits, the Textbook Division would be able to make recommendations, provide on the spot advice and guidance so that the schools could improve on the administration of the scheme.Briefing sessions and meetings are often held to put across fresh information in relation to the running of the Scheme. School Supervisors, headmasters and teachers in charge of the Textbook scheme would be called to attend such briefings. 142 6.9.6 Conducting Seminars The Textbook Division holds seminars exclusively for the State Education Department and the Organizers in charge of textbooks.Through this Seminar, a thorough briefing on the supply programme for the coming year will be given.New policies or amendments to the existing ones would also be explained to the Organizers.This Seminar proves to be a fruitful one, because through the discussions and dialogues many problems could be tackled and solutions arrived at.The discussions not only touched on the Textbook Loan Scheme but also. includes matters like the quality and suitability of textbooks, stock keeping and so on. 6.10 Distribution of Textbooks 6.10.1 Timely Arrival Of Textbooks To The Schools The supply of textbooks under the Scheme suffered teething problems in the beginning.However, it has been in operation for almost sixteen years now without encountering any serious problems.The Textbook Division, which has the major task of implementing the Scheme, has through circulars insisted that publishers follow a tight schedule so as to ensure that textbooks reach the schools in time.With the introduction of the Semester 143 system for the school, the school session starts a month earlier, that is in December, implying that textbooks should reached the schools even before the end of the year.This necessitates the setting-up of systematic procedures concerned with efficient production and distribution of textbooks to cater for the immediate demand. 6.10.2 Printing Schedule In most cases, the time given to the publishers to deliver their books is sufficient enough.However, printing schedules normally become congested at particular times of the year.This seasonal printing has meant that the demand for printing increases beyond available capacity and this further increases the cost of production of the textbook and indirectly leads to an increased cost of textbook.It is normal for big publishers to tender out the delivery of textbooks to the distributing agents. However this needs proper co - ordination to achieve effective results in the distribution of textbooks. 144 6.10.3 Topographical Difficulties In Distribution Another issue is to ensure a continuous supply of textbooks to the remote schools.Distribution had to contend with the lack of an efficient transportation system in certain rural areas, which frustrates efficient delivery of books to the schools.Some of the schools, particularly in certain areas of Sabah and Sarawak, are not accessible by roads, so books have to be carried by porters, boats or helicopters.Considerable damage to the books may be due to the unsuitability of the wrapping materials for the books, which are not suited to the methods of delivery. Though the supply of suitable textbooks has improved; the situation in the past whereby some schools possessed only a few textbooks and often unsuitable ones, has improved remarkably. Official goals require that textbooks be available in the schoools at a ratio of one for each pupil in every subject and at every school level.This is a pure indication of the success of the textbook programme in providing basic educational amenity.for the school children. 145 6.10.4 Textbooks as Consumable Resource The fact that pupils are allowed to bring home borrowed textbooks implies that textbooks are classified as supply and therefore consumable, instead of being lumped with the school furniture and equipments.Nevertheless, the production of more quality textbooks at reasonable price with the widest possible distribution network pose a challenge to the nation, particularly to the Textbook Division, Ministry of Education. 146 REFERENCE 1. TEXTBOOK BUREAU, MINISTRY OF EDUCATION, MALAYSIA. Responsibilities Of The Evaluation Unit, 1987, p. 2. 2. BIRO BUKU TEKS, KEMENTERIAN PELAJARAN,MALAYSIA. Skop Kaiian Biro Buku Teks, ( A Scope Study Of Textbook Bureau, Textbook Bureau, Ministry of Education ), 1987, p. 6. 3. TEXTBOOK DIVISION, MINISTRY OF EDUCATION, MALAYSIA. General And Administrative Unit, Personal Correspondence, 28 May, 1991. 4. BIRO BUKU TEKS, KEMENTERIAN PELAJARAN, MALAYSIA. Nota Taklimat Penqarah Buku Teks kepada Peqawai - Pegawai Pelajaran Uqama di Jabatan Hal Ehwal Uqama, Neqara Brunei, Darussalam, (Briefing of the Director of Textbook Bureau to the Officials from Department of Religious Affair Department, Brunei, 1987, p. 11. 5. Ref. 4, p. 12. 6. TEXTBOOK DIVISION, MINISTRY OF EDUCATION, MALAYSIA. Jumlah Perbelanjaan dan Murid terlibat dalam Skim Pinjaman Buku Teks, unit Skim Pinjaman Buku Teks, (Figures on the Number of Pupils and Expenses allocated on the Textbook Loan Scheme, Textbook Loan Scheme Unit,) 1990, BPPTR 820. 7. Ref. 4, p. 12. 8. ASIA AND THE PACIFIC PROGRAMME OF EDUCATIONAL INNOVATION FOR DEVELOPMENT ( APEID ). Educational Publishing Exoeriences from Asia and the Pacific, 1986, p. 12. 9. Ref. 1, p. 7. 147 CHAPTER 7 ISSUES AND CONSTRAINTS 7.1 The New Approach In Textbook Writing Although all targets especially in relation to the educational objectives were substantially achieved, the Textbook Programme contended with a number of problems and constraints, particularly when the New Primary School Curriculum was introduced for the first time.The initial publicity about the New Curriculum raised mixed feelings especially among the school teachers.Therefore attempts to produce textbooks to fulfill the requirements of the new curriculum was an important component of the educational programme to ensure the teacher's readiness to accept and implement the new curriculum. Today, the new curriculum and innovations introduced by the Textbook Project have been accepted as essential in an effective educational programme. The preparation and the production of textbooks for the national purpose is by no means a simple matter.However it is an integral part of both the educational system and the publishing field.In order to 148 publish good textbooks which reflect the educational objectives, there must be a range of skills and physical facilities which is related to the educational and the publishing process.The process of planning, writing, testing and editing based on curriculum considerations, is the heart of textbook publishing.This is a human activity, requiring the input of many specialists and users, and it is the hardest part to keep on schedule.It is indeed the area of activity where the most learning has taken place. Such learning experience include reorienting the textbook writers, and making them appreciate the need to create books written for and about the local society and environment. The length or number of pages appropriate for the school use need to be familiarised with.Morever, limiting the size of books is important for reasons of economy.It can be observed that thick books tend to intimidate school children.Good textbooks must also comprise good contents which must be clearly presented at the appropriate level.This requires writers adept at the presentation of good materials in interesting ways, not merely specialists in the. subject fields.Such technical matters as the choice of paper, the style of type, the layout, the kind of printing technology used, and the number of 149 copies printed, all affect the quality of books.However, textbook production is concerned more with durability and price, rather than innovative artistic designs.Learning theories, cognitive development and the aims of the curriculum should be the utmost concern to ensure that the content is related to societal realities and is relevant to the pupils. 7.2 Curriculum Change The one single event that threw the textbook programme off schedule was the decision to implement a new curriculum for the primary and the secondary schools.Many textbooks in use in the field were immediately rendered obsolescent. Crash programmes had to be mounted to develop the new texts needed. Curriculum changes are of course decided only after careful deliberation consistent with the national interest and policies. since the textbooks constitute the most important and most expensive component of a new curriculum, it has been suggested that changes be implemented in stages rather than replacing the entire curriculum in one sweep.In view of this, the curriculum should be treated like the national constitution where changes takes place only for the most compelling reasons. 150 7.3 Interpretation of the Curriculum The process of textbook production can also be affected as the writers involved in the preparation of the manuscripts for the textbook need time to get adjusted and to be familiarised with the new curriculum. There may be difficulty interpreting the requirement of the syllabus among writers from varying background and different levels of writing experiences.When the New Primary School Curriculum had been approved by the Central Committee on Curriculum, it was still at the 'final polishing stage'.However, the preparation of manuscripts for the intended textbooks has already been undertaken, to fit in with the tight working schedule. As a result, constant modifications and corrections had to be done on the manuscripts so as to correlate with the changes in the curriculum. 7.4 Exposure to the Curriculum The working schedule and regulations of the textbook programme can only be established after the guidelines of the Curriculum had been exposed to the party involved in the textbook production namely, the writers, the evaluators and the publishers.The incorporation of these participants, at the initial stage of drafting the objectives of the Curriculum would be seen as an 151 appropriate measure, so that the writing schedule can be 'visualize,' to take into consideration the time needed for the preparation of the manuscripts and the actual production of the textbook. 7.5 Multiple Responsibilities Despite the meticulous care that went into its planning, the Textbook Programme for the New Curriculum, particularly for the New Primary School Curriculum, suffered lapses in its early implementation. This was related to the multiple roles of some of the agencies involved. While final adjustment was made to the curriculum, courses and briefing on the New Curriculum for the teachers and the State Education officers involved in the implementation of the Curriculum at the state level had also been the major concern. Simultaneously the preparation of the manuscripts for the textbooks that cater for the new curriculum had to be under way to fit in with the schedule of timely arrival of the textbooks to the school. 152 7.6 Field Testing As the curriculum was a recent innovation, the writing of the textbooks must indeed reflect the objectives of the new curriculum, so as to avoid confusion and uncertainties among the teachers in the field. It took some time and several rounds of teacher orientation before textbooks and teacher's guidelines were reconciled. Field testing calling for a trial edition of the textbook to be tried in representative schools all over the country before being mass printed and distributed, is presumably essential for effective textbook production.In fact teacher - training or orientation should be an important programme to ensure that teachers are well - versed to accept and implement the new textbooks. 7.7 Expertise 7;7.1 The Textbook writers Generally , Malaysian publishers still find it difficult to secure acceptable manuscripts that are publishable as textbooks.However, the production of textbooks is being done by a handful of competent writers.In most cases, writers prepare manuscripts in isolation, which need 153 lots of improvement to ensure that they are a viable manuscripts for the textbooks. Experienced primary or secondary school teachers are the best resource in textbook writing.But they are few in numbers because of their commitment to their jobs.So most of the textbooks are written by staff members of the teacher training colleges, universities or other institutions, who may not have the teaching experience in the primary or the secondary schools. Writing the new textbooks requires many authors working as a team".A typical author team is made up mostly of subject specialists with classroon teaching experience. They work closely with the consultants in the curriculum, educational psychology and subject matter.In view of this, co - ordination among the panel members and even among the writers in the preparation of manuscripts proves to be useful for efficient results. 7.7.2 The Panel Of Evaluators 'Collective' work is effective for fast results in terms of planning and the preparation of the textbook. Tight schedules and constant discussion sessions for the evaluation and upgrading of textbooks may be difficult to keep up with, considering the fact that the panel of evaluators are only commissioned on a temporary basis 154 7.7.3 Editors Textbook editors are often hampered by circumstances in discharging their duties effectively.They are compelled to divide their time among a number of other responsibilities. Their attention to such various tasks absorb a great deal of editorial time and detract them from the time and care that should be expended on manuscripts acquisition and copy - editing. 7.7.4 Illustrators and Designers The problem in textbook illustration is frequently related to the lack of knowledge, of needs of planning and a shortage of good textbook illustrators.Many of the major publishers employ full - time in - house artists, but small publishers often find it difficult to keep full time illustrators because they have limited work for them. Too often a disregard for typographical layout and its arrangement of text with illustrations has resulted in uninteresting book designs.However guidelines in the form of specification for the physical quality of textbooks provided by the Textbook Division to the publishers, served to provide consistency in the general format of the textbooks. 155 7.7.5 Manufacturing Technology There are quite a number of local printers.However, the number of printing presses large enough to cater for printing of large number of books is limited.Printers had to re tool to meet the unprecedented requirements of the textbook programme on a competitive basis.When the production of textbooks for the New Primary Curriculum was undertaken, Dewan Bahasa dan Pustaka printing capacity could not accomodate the large print run for the large number of textbooks.As a result some of the printing jobs were delegated to outside printers from the Association of Bumiputera Printers.However, some of these printers lack the necessary folding, collating and binding equipment for book work.A further difficulty or bottleneck could arise in the distribution owing to the forwarding agents who might not have the necessary capacity. 7.8 The Dilemma of the Textbook Division, Ministry of Education 7.8.1 The New Approach In The Utilization Of Textbooks In executing its responsibilities of approving, disapproving and monitoring the process of textbook production, the Textbook Division encounters several 156 shortcomings.Despite the textbook being a national tool and a . dispenser ' of knowledge, the wrong approach in the utilization of textbooks could results in negative effects.It has been assumed that textbooks can limit the development of critical attitute and independent thinking among the pupils.In view of this, the production of textbooks for the New Curriculum, undertakes a different approach in the presentation of the content, where the readers are encouraged to think independently and make their own analysis.Each textbook is accompanied by a teacher's manual or edition that instructs the teacher on the best use of the textbook, gives additional materials for enriching the lessons, and adds to his or her knowledge of the subject. The' Guidelines For Writing Textbooks " emphasize the necessity to incorporate various techniques in the textbook, for example in the form of 'open questions' or 'brain - storming' , that could stimulate discussion and 'research work' based on reading from additional sources.There may be difficulties in reorienting the textbook writers in terms of new methods of presentation. But such difficulties are regarded by the Textbook authority as temporary and can soon be overcome. So the issue of • an imposed textbook' that could impede the freedom to read other reading materials does not arise.However, this type of approach in 157 textbook writing was not much favoured by pupils or even among the teachers.The conventional approach to textbook writing in the form of notes for revision and examination purposes, seemed to be the main preference. ( A survey undertaken by the author of this dissertation and a textbook writer, at two schools in Selangor in 1990, namely Sekolah Menengah Beranang and Sekolah Menengah Ulu Langat, indicated that almost half of the teachers and the pupils at the schools, prefered textbooks with the conventional approach ). In relation to this, the Textbook Division is fully aware that there are a variety of books and instructional materials that are being sold in the local market which caters for this conventional approach.Unfortunately, the Division has no ways and means to screen all these books. or instructional materials to ensure their quality. Furthermore , these materials are accessible and could easily be purchased by the pupils from the various distributors in the open market. 158 7.8.2 Encouraging Reading Habits Despite the role of the Textbook Division in regulating the textbooks to be used in the schools, a healthy reading habit among the children is a vitally important part of the society, particularly for developing the awareness and the sensitivities of children and young people.Whatever it is, the government efforts have reflected its awareness on the important function of books in raising the standard of education in Malaysia.In fact the encouragement of a succestful publishing industry is a matter of national importance.The government is trying to achieve an overall book development plan, where the roles of the government and the private sector ( publisher are clearly defined. 7.8.3 The Attainment Of The National Objectives Despite this, the fact that almost 95 percent of the school children benefitted from the Textbook loan Scheme in 1990, (1) is clear enough evidence to show that the Textbook programme is successful in terms of striving for the national objectives.At the close of 1990, the total turnover for textbooks under the Textbook loan Scheme is approximately M S 120 million. (2) Approximately 26.2 million Pound) 159 7.8.4 Planning And Adequate Funding If we are to look for the vital factors that from the start insured the success of the textbook programme, the four that stands out most are: meticulous planning, adequate funding, competent and dedicated staff and the nature of the project.The careful planning that preceded the programme saved the Programme staff time - consuming studies and enabled them to proceed in the production of textbooks. Similarly, the adequacy of funding made possible the procurement of materials and services with minimum delays.A competent and dedicated staff insured that precious resources would not be frittered away.Finally, the very nature and the ultimate aims of the programme drew more support than resistance.However, the most important contribution of the programme are the invaluable experience and insights gained and many lessons learned in addressing the formidable task of providing textbooks on such a scale and urgency. 7.9 Conclusion As a result of difficulties encountered at the initial stage of the implementation of the New Primary School Curriculum, the textbook programme for the New Secondary School Curriculum, was undertaken with new but cautious approach.The outcome of this can be seen, when the target of distributing new textbooks to coincide with the school session has been achieved, despite recurrent 160 upstream problems as slippages in the writing and production schedules. In the 30 years the Textbook Division has been in operation, it has worked determinedly towards the implementation of a national programme for the systematic development, production, distribution and utilization of the textbooks.Through this sustained nationwide provision of textbooks, it has contributed significantly to the democratization of education, affording equal access to a basic learning resources for the rich children and the poor children alike.In this respect, the production and distribution of textbooks in Malaysia, truly exemplify the effects of the nation's educational aims and objectives. 161 REFERENCES 1. MALAYSIAN PUBLISHERS' ASSOCIATION, MALAYSIA. Personal CorrespondenceL 28 May 1991. ~ TEXTBOOK DIVISION, MINISTRY OF EDUCATION, MALAYSIA. Jumlah Perbelaniaan dan Murid ~ terlibat dalam Skim Pinjaman Buku Teks, ( Figures on Number of Pupils and Expenses allocated in the Textbook Loan Scheme, Textbook Loan Scheme Unit, Textbook Division, Ministry of Education ), 1990, BPPTR 820. 162 BIBLIOGRAPHY TYPESCRIPTS Sources used in this dissertation include the following original typescripts, minutes and guidelines issued by the Textbook Division, Ministry of Education: BAHAGIAN BUKU TEKS, KEMENTERIAN PENDIDIKAN, MALAYSIA. ( TEXTBOOK DIVISION, MINISTRY OF EDUCATION, MALAYSIA) Aktiviti Biro Buku Teks, ( Activity of the Textbook Bureau ), 1987. Buku Kecil Tentanq Biro ~ Teks, Pamphlet on Textbook Bureau), 1985. Garis Panduan Menulis Buku Teks, KBSM, (Guidelines for Writing Textbook For the New Secondary School Curriculum, NSSC ), 1986. Garis Panduan Penulisan Buku Teks, KBSM Tingkatan Tiga, Sejarah, ( Guidelines for Writing History Textbook, Form Three for the NSSC ), 1989 - 1990. Jumlah Perbelanjaan dan Murid Yang terlibat dalam Skim Pinjaman Buju Teks, Unit Skim Pinjaman Buku Teks, ( Figures on the Number of Pupils and Expenses allocated on the Textbook Loan Scheme, Textbook Loan Scheme Unit, BPPTR 820, 1990. Justifikasi Aktiviti Biro Buku Teks, Maksud ~ ~ Program Perancangan dan Penilaian Perancangan Pelajaran, ( Justification of the Activities of the Textbook Bureau, Document B 26, Planning and Evaluation Programme), 1987. 163 Lampiran ~ Minit Mesyuarat Unit Penaksiran, Program Penerbitan Buku Teks Swasta, KBSM, ( Document 2, Minute to the Meeting of the Evaluation Unit, Textbook Programme for The Private Publisher, NSSC ), 20 October, 1989. Minit Mesyuarat Unit Penaksiran Program Penerbitgrr Buku Tel Nota Taklimat Pengarah Biro Buku Teks kepada Peaawai Pegawai Pelajaran Agama di Jabatan Hal Ehwal Aaama, Negara Brunei Darrusalam, (Briefing of the Director of the Textbook Bureau to the Officials from the Department of Religious Affair, Brunei ), 1988. Program Penerbitan Buku Teks KBSM, Terbitan Swasta, ( Textbook Programme for the Private Publisher, NSSC -) , 1989 / 1990. Program Penerbitan Buku Teks Untuk Penerbit Swasta, KBSM, Unit Dasar dan Pengurusan, (Textbook Programme for the Private Publisher, NSSC, General and Administrative Unit ),1989/1990. Projek Penerbitan Buku Teks, KBSM, Bahagian Buku Teks dan Dewan Bahasa dan Pustaka ( Textbook Project undertaken by the Textbook Division, Ministry of Education and Dewan Bahasa dan Pustaka ), 1989. Projek Penerbitan Buku =Buku Teks, di bawah Sistem Kawalan Bersama antara Bahagian Buku Teks, Kementerian Pendidikan dan Dewan Bahasa dan Pustaka, KBSM, ( Textbook Project under the Guided System between the Textbook Division, Ministry of Education and Dewan Bahasa dan Pustaka ), 1988 / 1989. Program Terbitan Bersama Buku= Buku Teks di antara Bahagian Buku Teks, Kementerian Pendidikandan Dewan Bahasa dan Pustaka, KBSM, (Textbook Joint Programme between the Textbook Division, Ministry of Education and Dewan Bahasa dan Pustaka, NSSC ), 1989 / 1990. Proposal tentangDefinasi Buku Teks, Proposal on the Definition of a Textbook ), by Ramli Bin Mat (Staff of the Textbook Bureau), 1987. Senarai Penerbit Buku Teks, Unit Dasar dan Pengurusan, List of Publisher for Textbooks, General and Administrative Unit) 1990. 164 Skop Kajian 'Bir~ Buku Teks, ( A Scope Study of the 'I'extbool<. Bur".. au. : , 1986. Spesifikasi Buku Teks, Terbitan Kementerian Pendidikan dan Dewan Bahasa dan Pustaka, KBSM (Specification of the Textbook produced by the Ministry of Education and Dewan Bahasa dan Pustaka, NSSC ), 1989 / 1990. Taklimat Penerbitan Buku Teks, Terbitan Kementerian Pendidikan dan Dewan Bahasa dan Pustaka, KBSM, ( Briefing for the Textbook Production for the Joint Programme of the Ministry of Education and Dewan Bahasa dan Pustaka, NSSC ), 25 October, 1989. Taklimat Buku Teks, Kemahiran Hidup Bersepa~~ Tingkatan ~ KBSM, ( Briefing of the Textbook Programme for the subject of Integrated Skill and Daily Living; Form Two, NSSC ), 11 January 1991. Taklimat Penerbitan Buku Teks Elektif, KBSM, Briefing of the Textbook Programme for the Elective subjects, NSSC ), 3 October 1990. DEWAN BAHASA DAN PUSTAKA, MALAYSIA. Unit Perancangan ( Planning Unit, Dewan Bahasa dan Pustaka, Malaysia), 1990. PERSONAL COMMUNICATIONS BY CORRESPONDENCE FROM : BAHAGIAN BUKU TEKS, KEMENTERIAN PENDIDIKAN, MALAYSIA. Unit Dasar dan Pengurusan, (General and Administrative Unit, Textbook Division, Ministry of Education, Malaysia ), 20 May 1991. MALAYSIA. Malavsian Publishers' Association, Kuala Lumpur, Malaysia, 18 May 1991. RAHIMAH DAUD, Evaluation Unit, Textbook Division, Ministry of Education, Malaysia, 8 July 1991. SABIHAH OSMAN. Jabatan Sejarah, Universiti Kebangsaan, Bangi, Selangor, Malaysia, (Department of History, The National University of Malaysia, Bangi, Selangor, Malaysia ), 5 July 1991. SHAMSUDDIN HASSAN. Evaluation Unit, Textbook Division, Ministry of Education, Malaysia, 28 May 1991. 165 PRINTED SOURCES DEWAN BAHASA DAN PUSTAKA, MALAYSIA.Dewan Masyarakat, June 1991, Kuala Lumpur, 1991. EDUCATION PLANNING AND RESEARCH DIVISION EPRD) . Education In Malaysia, Ministry of Education, Malaysia, 1985. GOVERNMENT OF MALAYSIA. Report of the Education Committee, Government Printer, Kuala Lumpur, 1958. GOVERNMENT OF MALAYSIA. Ma1aysian Federal Constitution, Reprint Number 10, Government Printer, Kuala Lumpur, 1982. HASSAN AHMAD.b Country Report 2n Book Development in Malaysia, Dewan Bahasa dan Pustaka, Kuala Lumpur, 1989. HUSSEIN BIN ONN.Education In Malaysia, Department of Information, Kuala Lumpur, Malaysia, 1971. HUSSEIN BIN AWANG BESAR.b Country Paper for the UNESCO Regional Seminar on the Production and Distribution of Textbooks and other Teaching L Learnina Materials, August 12 - 22, Quezon City, Metro Manila, Philippines, 1985. INTERNATIONAL PUBLISHERS' ASSOCIATION. International Bulletin, Issue Number~, Volume IV, ISSN 0256 6613, Geneva, Switzerland, 1988. MALAYSIA.National Library of Malaysia, La~piran ~ fu.. N;, shhElh Cent-oh, ( Document 4 A, Sample Manuscript ) , 1988. MALAYSIA. Rancangan Malaysia Kelima 1986 =1990, Jabatan Percetakan Negara, ( Fifth Malaysia Plan Government Printer ) 1986. MALAYSIA. Mid =~ Review Of The Fourth Malaysia Plan 1981 = 1985, A Summarv: b Review Of Progress, 1981 = ~ Prospects, 1984 =~ and New Approaches For Long Term Development, Jabatan Percetakan Negara, Kuala Lumpur, 1984. 166 SECONDARY WORKS ANDERSON, T.H.ARMBRUSTER B.B. AND KANTORI, R.N. How Clearly Written Are Children's Textbooks? Or of Bladderworts and Alfa ( Reading Edi. Rep.10.10 ), Urbana, University of Illinois, Centre for the Study of Reading, 1980. ASIAN PROGRAMME OF EDUCATIONAL INNOVATION FOR DEVELOPMENT APEID ).Textbooks and Readina Materials, Volume Three: Textbook Production and Utilization in Asia and the Pacific, UNESCO Regional Office for Education in Asia and the Pacific, Bangkok, Department of Education, Wellington, 1984. ASIA AND THE PACIFIC PROGRAMME OF EDUCATIONAL INNOVATION FOR DEVELOPMENT. ( APEID ).Educational Publishing, Experiences from Asia and the Pacific, UNESCO Regional Office for Education in Asia and the Pacific, Bangkok, 1986. ASSOCIATION FOR EDUCATIONAL COMMUNICATIONS TECHNOLOGY. Educational Technology . ~ Glossary Of Terms, AECT, Task Force 2n Definition and Terminology, Washington D.C., 1986. DAVISON, A. Readability =Appraising ~ Difficulty, In Learning to Read in American Schools, Basal Readers and Content Texts, Erlbaum, 1984. DROPKIN, STAN. Contemporarv American Education, An Anthology of Issue, Problems and Challenges, Macmillan Company, New York, 1985. HAMPDEN, JOHN. Book World Today, Allen and Unwin, London, 1957. HARRAP. Harrap's Standard Learners' English Dictionary, London, 1980. MALAYSIA. Information Malaysia 1989, Year Book, Berita Publishing, Kuala Lumpur, 1989. MALAYSIA. Negara Kita, Institut Tadbiran Negara (INTAN), Kuala Lumpur, 1980. 001 JIN BEE. Land, People and the Education of Malaysia, Longman, Green and Company, London, 1963. 167 SIMPSON, J.A. Oxford English Dictionary, Second Edition, Volume X, Clarendon Press, Oxford, 1989. TAUBERT, SIGFRED AND WEIDHAAS, PETER. The Booktrade of the World Ill, Asia, K.G.Saur Munchen, New York, 1981. POSTLEWAITE, NEVILLE T. Schooling in the Asean Region, Pergamon Press, Oxford, 1980. WRIGHT, NIGEL. Progress in Education: ~ Review of Schooling in England and Wales, Croom Helm, London, 1977. 168 _ MALAYSIA PHILIPPINES SOUTH CHINA o 400 800 I "I , Kilometre APPENDIX 1 B MALAYSIA AND ITS REGION. Malaysia includes the Peninsular of Malaysia which consists of the 11 states as well as Sabah and Sarawak and the Federal administered territories of Kuala Lumpur and Labuan. Peninsular Malaysia covering 131,587 square kilometres is bordered at the north by Thailand, while Sabah and Sarawak on the island of Brunei, has a total area of 198,160 square FEDERAL TERRITORY kilometres. LABUAN (Source: EPRD,Education SABAH · 'S~~ANGORl Malaysia, Ministry Education Mala sia 1985. EDERAIJ ERRITOllyt ~... ~~l!ALA LUMPU]l .HJmBRr SEMBIL .. lso.u.TH CHINA SEAl SARAWAK INDONESIA o 80 ·160 I _J. ___ .a.. ___ APPENDIX 2 RUKUNEGARA This National Ideology was proclaimed to the nation on 31 August 1970.The principles of the RUKUNEGARA are as the following: BELIEF IN GOD. LOYALTY TO THE KING AND COUNTRY; UPHOLDING THE CONSTITUTION RULE OF LAW GOOD BEHAVIOUR AND MORALITY. The important aims underlying the RUKUNEGARA are to achieve: 1. A United nation of a plural society. 2. A Democratic society through a constitutional elected Parliament. 3. A Just society of equal opportunities for all. 4. A Progressive society oriented towards science and modern technology. Source: EDUCATIONAL PLANNING AND RESEARCH DIVISION. ( EPRD ). Education In Malaysia, Ministry of Education, Malaysia, 1985. APPENDIX 3 THE ETHNIC RACE OF MALAYSIA l.It shall be the responsibility of the Yang di Pertuan Agong to safeguard the special position of the 'Malays' and 'natives' of any of the States of Sabah and Sarawak and the legitimate interests of other communities in accordance with the provisions of this Article. ( 1 ) ARTICLE 153 ) 2.'Malay· means a person who professes the religion of Islam, habitually speaks the Malay Language, conforms to Malay custom and : a) was before Merdeka Day born in the Federation or in Singapore or born of parents one of whom was born in the Federation or in Singapore, or is on that day domiciled in the Federation or in Singapore; or b) is the issue of such a person. ( XII ARTICLE 160 ) 3.'Orang Asli'in Sabah and Sarawak imply the 'natives' meaning: a) in relation to Sarawak, a person who is a citizen and either belongs to one of the races specified in Clause (7) as indigenous to the State or is of mixed blood deriving exclusively from those races; and b) in relation to Sabah, a person who is a citizen, is the child or grandchild of a person of a race indigenous to Sabah, and was born ( whether on or after Malaysia Day or not either in Sabah or to a father domiciled in Sabah at the time of the birth. ( Pt.X11A,ARTICLE 161 - 161A.) 4.The races to be treated for the purposes of the definition of 'native' in Clause (6) as indigenous to Sarawak are the Bukitans, Bisayahs, Dusuns, Sea Dayaks, Land Dayaks, Kadayans, Kalabits, Kayans, Kenyahs including Sabups and Sipengs), Kajangs including Sekapans, Kejamans, Lahanans, Punans, Tanjongs and Kanowits ), Lugats, Lisums, Malays, Melanos, Muruts, Penans, Sians, Tagals, Tabons and Ukits. ( PT. X11A, ARTICLE 161A - 161E ) Source GOVERNMENT OF MALAYSIA. MALAYSIA FEDERAL CONSTITUTION L REPRINT NO.10 OF 1982, JABATAN PERCETAKAN NEGARA, KUALA LUMPUR. APPENDIX 4 THE NEW ECONOMIC POLICY Economic development in the sixties was concentrated in accelerating economic growth through investment in infrastucture, agriculture and rural development. This development approach served to strengthen the economy considerably but did not deal adequately with the social and economic imbalances that existed in the Malaysian society.As a result, despite high rates of economic growth, there were wide prevalence of poverty and economic imbalances among racial groups. The NEW ECONOMIC POLICY (NEP) enunciated in 1971, with the launching of the Second Malaysia Plan 1971- 1975 seeks to achieve national unity through eradication of poverty among 'all Malaysians irrespective of race, and restructuring of Malaysian society so that the identification of race with economic functions and geographical location is reduced and gradually eliminated.The NEP objectives are to be implemented in the context of an expanding economy so that no particular group would experience any loss or feel any sense of deprivation. The NEP objectives are to be achieved within a span of two decades, 1971 -1990. To this end, an OUTLINE PERSPECTIVE PLAN (OPP) 1971 - 1990 was formulated. The long term targets of the OPP are as follows : 1.A rate of growth of Gross Domestic Product (GDP) in real terms of 8% per annum, with a target growth for the manufacturing sector of 12% per annum; 2.Full employment of the labour force, through the generation of 3.6 million jobs by 1990. 3.Reduction in the incidence of poverty to 16.7% of total households by 1990; 4.Pattern of ownership of share capital in the corporate sector by 1990 such that Malaysians own and manage 70% with Malays and other indigenous people at least 30%, and foreigners 30%; and 5.The employment structure of the economy at all levels should reflect the ethnic composition of the population in the country. In the implementation of the OPP, the Second Malaysia Plan 1971 - 1975 and the Third Malaysia Plan 1976 - 1980 marked the first decade of its implementation while the Fourth Malaysia Plan 1981 - 1985, inaugurates the second decade of the OPP. Source: MALAYSIA. Mid =Term Review Of The Fourth Malaysia ~ 1981 - 1985, ~ Summarv, ~ Review of Progress, 1981 =1983, Prospects, 1984 =1985 and New Aooroaches for Long Term Development, Government Printer, Kuala Lumpur, 1984. TABLE (17) PENINSULAR MALAYSIA - HOUSEHOLD INCOME AS PER ETHNIC GROUP, 1979 AND 1984.(M $ *) Ethnic Based on cost price of 1970 Based on current Race cost price 1979 1984 Average 1979 1984 Average Increased Increased Malays 296 384 5.3 492 852 11. 6 Chinese 565 678 3.7 938 1,502 9.8 Indians 455 494 1.7 756 1,094 7.7 Areas Urban 587 695 3.4 975 1,541 9.6 Rural 331 372 2.4 550 824 10.1 Note : Conversion from Malaysian Ringgit to British Pound is based on M $5.00 to 1 Pound. Source : MALAYSIA. Jabatan Perangkaan, Penyiasatan Tenaga Buruh L Pendaoatan Isirumah, 1980 dan Penyiasatan pendapatan Isirumah, 1984.Rancangan Malaysia Kelima, (Statistic Department, Census on Labour force and Household Income 1980 and 1984, Fifth Malaysia Plan 1986 - 1990 ). APPENDIX 5 THE NATIONAL EDUCATION POLICY The Report of the Education Committee 1956, commonly referred to as the RAZAK REPORT, made 17 recommendations whilst taking into consideration that the ultimate objective was to establish a national system of education for all using the National Language .as the main medium of instruction.The underlying principles and proposals of this Report which were duly enacted as the EDUCATION ORDINANCE 1957, laid the foundations of the National Education Policy.Among the most important proposals were: a. Establishment of two kinds of schools only an independent or assisted primary schools and independent or direct grant secondary schools. b. Conversion of existing primary schools to Standard Schools Malay medium ) and Standard - Type Schools ( Chinese, Tamil or English medium ). c. Malay language and English language to be compulsory subjects for all primary and secondary schools. d. Establishmnet of one type of National Secondary School open to all races by competitive selection and with common syllabus, a flexible curriculum permitting the study of all Malayan Languages and cultures and room for diversity in the medium of instruction. e. orientation of all schools to a Malayan outlook by the introduction of common content syllabuses and timetables for schools. f. Measures for fostering the development of the National Language and promoting a better knowledge of it among all who live in the Federation. Source: EDUCATION PLANNING AND RESEARCH DIVISION. (EPRD). Education In Malaysia. Ministry Of Education. Malaysia. 1985. STRUCTURE OF FORMAL EDUCATION I Expected -on at • 1 st. January I r- '1 27 3 ISeED I LEVEL 7 HIGHER DEGREES 3 2 26 8.g. Ph.D •• M.A., M.Se., Dip. EO i'I"j' : 1I 25 3 2 1 , -3 y.a" 2. 3 2 1 6 ISeED LEVEL. S w FIRST DEGREES 23 :J:'" 2 , 5 5 22 ":J: 1 4 4 4 21 -3 3 3 3 20 2 2 2 2 .... M.B.B.S •• B.A •• B.Se 3-6 y ••rs 19 , 1 1 1 IseED LEVEL 5 3 DIPLOMA ~ ISeED (AWARD FROM - 2 18 ISeED 2 ARTS LEVEL 5 COLLEGES. 2 LEVEt.4 AND TEACHER POLYTECHNICS AND _ f-- I- UNIVERSITIES) (FORM SIX) SCIENCe TRAINING , 17 , 1-3 y ••rs , SCHOOLS CERTIFICATE 16 >- ISeED 2 ARTS TECHNI· VOCATI· LEVEL. 3 AND CA~ ONAL. « (UPPER r-- SCIENCE SCHOOLS SCHOOLS '"C 15 SECONDARY) , SCHOOLS '1 Z 0 0 ,. w 3 III ISeEe COMPRE. LEVEL 2 I- HENSIVE I', , 13 (LOWER 2 1 ' SCHOOLS I': SECONDARY) f-- 1 • I' 12 , i i I- I 11 6 1 f-- 1 10 5 I f-- :1 >- - J 9 ISeEO 4 i. L.EVEL 1 '"« f-- ::Ii ., 8 3 '. ..'" f-- .r) 7 2 " . f-- .. .;". ll:i 6 , '~lG ~'3~ IseED (International Standard Classification of EdUcation) i: ., ! APPENDIX 6 BAHASA MALAYSIA (The NATIONAL LANGUAGE ) ARTICLE 152 (1) of the MALAYSIAN CONSTITUTION states that : The National Language shall be the the Malay Language .•.. ' As the National Language, the Malay Language or Bahasa Malaysia is the language used for both Houses of Parliament, in the Legislative Assembly of every state and for all other official purposes, which includes any purpose of a public authority. THE IMPLEMENTATION OF THE NATIONAL LANGUAGE AT THE . SCHOOLS Prior to 1975, English was one of the media at the primary level whereas at the secondary and tertiary level it was a two language media of English and Malay up till 1982.English was progressively phased out as one of the main media of instruction at the secondary level. The year 1983 saw a complete transformation as Bahasa Malaysia became the sole language medium at the secondary and tertiary level. Sources: EDUCATIONAL PLANNING AND RESEARCH DIVISION. (EPRD). Education In Malaysia, Ministry Of Education, Malaysia, 1985. APPENDIX 7 DEWAN BAHASA DAN PUSTAKA DEWAN BAHASA DAN PUSTAKA was formed in 1959.Under the 1969 Ordinance of Dewan Bahasa dan Pustaka, with modifications in 1973, its main functions were: 1.To develop and enrich the National Language based on the Malay Language. 2.To enhance and stimulate literary skill in the National Language. 3.To print, publish or assist in the printing and publishing of books, pamphlets and other forms of literary works in the National Language or any other languages. 4.To establish uniformity in the system of spelling, pronounciation and the formation of new vocabulary or terms for use in the National Language. As regards publishing , Dewan Bahasa dan Pustaka has the following objectives: 1.To implement publication programmes and book trading in competitive terms based on the principle of industry and professional publishing. Source: ASSOCIATION OF SEA, Institute of Higher Learning, Proceedinos of the Seminar held at Universitv Malaya, Kuala Lumpur, 16 =~ January, 1975. Scholarly Publishing in SEA. 1975. APPENDIX 8 A MALAYSIA - ORGANIZATION OF THE EDUCATION SYSTEM Administrative Units Malaysia has a centralized system of educational administration. Its administrative structure has four distinct hierachical levels namely, Federal, State, District and School.In Sabah and Sarawak, the administrative areas under the State Education Department have Residency and Division educational administrative units. The Ministry of Education and the Division The Ministry of Education is made up of 19 Divisions. Each Division is responsible for specific matters in the educational system.At the Federal level, the Ministry of Education implements the education policy in terms of translating the educational policy into plans, programmes and activities. The State Education Department The administrative unit at the State level is the State Education Department, which is responsible for implementing the educational programmes in, the State.The States of Sabah and Sarawak are divided into various regions, namely Residencies in Sabah and Divisions in Sarawak.The regional office provides a linkage between the District Education Office and the State Education Department and its duties include co - ordination and supervision of District Education Offices in its region. District Education Office In all states except Perlis, Malacca and the Federal Territories of Kuala Lumpur and Labuan, there are administrative units at the district level.This unit forms the linkage between the schools and the State Education department. School Level At the school level, the principal or the headmaster is the administrative and professional head.His or her main duty is to supervise the implementation of the school curriculum and the educational programmes in accordance with the National Education Policy at the school. Source: MALAYSIA. Information Malaysia 1989 Year Book, Kuala Lumpur, Berita Publishing, Malaysia. APPENDIX 8 B MALAYSIA : STRUCTURE OF THE EDUCATION ADMINISTRATIVE UNITS. MINISTER OF EDUCATION MINISTRY OF EDUCATION DIVISIONAL LEVEL STATE EDUCATION DEPARTMENT FOR EACH STATE J I 1 RESIDENCY DIVISION (SABAH) (SARAWAK) DISTRICT EDUCATION OFFICE SCHOOLS -)(;~;.- . -,' .~" - I I SIIQ~ SERVICE UNIT' n PUPIlS' AFFAIRS UNIT' »:!!~ r~ n nz r- 11 g~j 0m e:n PLANNING & DEVELOPMENT' ." Zm ~m UNIT' e: (ill/" (!j .. -t t- :! -, :I: -t REGIST'RAT'/ON UNIT' r ~n ::c ~ - L m In I~ r n I/"~cnz d m- ~ PRIMARY SCHOOL UNIT' ~ !I ~!!l ;l "ii r <~ - (SUPERVISORS) !: - 0 !; -»n-t Z r L-.J 0 m_ m J ~ In 0 SECONDARY SCHOOL UNIT' m ~ Z ---' (SUPERVISORS) ~ In ~ - r 0 a On ~ "11", 0 c "11 m "11 no m me: I 0 c: ~ ~£ RELIGIOUS UNIT' n :! a L :; Z h a o Z L EVALUAT'/ON& z n I EXAMINAT'ION UNIT' 0 . m o ." "ft e: j- -t "ft CO-CURRICULUM UNIT' < 0 n- J r Si In r m CuRRICULUM UNIT' l I ~ ~ r l EDUCAT'ION - I '----J L T'ECHNOLOGY UNIT' r .t APPENDIX 9 TABLE (18) MALAYSIA: THE RATE OF POVERTY* AS PER STATE, 1976 and 1984. States 1976 No. No.of Rate of Poverty of Households Poor Household '000 '000 % Kelantan 167.8 112.7 67.1 Kedah 216.3 131.9 61.0 Trengganu 100.6 60.7 60.3 Perlis 29.7 17.8 59.8 Sabah** 163.9 95.5 58.3 Sarawak 205.1 115.9 56.5 Perak 340.7 146.4 43.0 Pahang 115.4 44.9 38.9 Negeri Sembilan 106.0 35.0 33.0 Pulau 150.1 48.6 32.4 Pinang Melaka 85.8 27.8 32.4 Johor 268.1 77.8 29.0 Selangor 211.4 48.3 22.9 wilayah Persekutuan 139.4 12.5 9.0 (Kuala Lumpur) States 1984 No. No.of Rate of Poverty of Households poor Household '000 '000 % Kelantan 206.7 81.0 39.2 Kedah 253.9 93.0 36.6 Perlis 40.1 13.5 33.7 Sabah 229.8 76.0 33.1 Sarawak 282.2 90.1 31.9 Trengganu 129.9 37.6 -28.9 Perak 400.2 81.1 20.3 Melaka 95.1 15.1 15.8 Pahang 190.9 30.0 15.7 Pulau 204.2 27.4 13.4 Pinang Negeri 132.8 17.3 13.0 Sembilan Johor 365.8 44.5 12.2 Selangor 359.2 31.0 8.6 Wilayah 242.1 11. 8 4.9 Persekutuan Source: KERAJAAN MALAYSIA. Jabatan Peranakaan, Banci Pertanian, 1977 dan Penyiasatan Pendapatan Isirumah, 1984, Rancanaan Malaysia Kelima, 1986 ~ 1990, Jabatan Percetakan Negara, (Statistic Department, Census on Agriculture, 1977 and Household Income 1984, Fifth Malaysia Plan, Government Printer ), Kuala Lumpur, 1986. Note: * It needs to be stressed that the concept of 'poverty' that is used in Malaysia differ from that normally applied in many other developing countries.The concept here does not carry its extreme forms of manifestations such as starvation, famine and poor living conditions.The indicators such as poverty incidence and income do not depict the actual welfare or standard of living of households especially in rural areas.In the Malaysian context, the criteria of poverty is based on a stipulated level of income, suitable to depict the standard of living and the local environment. ** Include the Federal Territory of Labuan. Source : MALAYSIA. Rancangan Malaysia Kelima 1986- 1990, Jabatan Percetakan Negara, Kuala Lumpur ,( Fifth Malaysia Plan, Government Printer ), 1986, p. 96 ).