The World Programme for Human Rights Education (2005 – ongoing), set up by United Nations General Assembly and coordinated by the Office of the United Nations High Commissioner for Human Rights (OHCHR) in partnership with the United Nations Educational, Scientific and Cultural Organization (UNESCO) seeks to promote a common understanding of basic principles and methodologies of human rights education, to provide a realistic framework for action, and to strengthen partnerships and cooperation from international to grass-root levels. Aligned with the World Programme for Human Rights Education, the Human Rights Commission of Malaysia (SUHAKAM) in partnership with the Ministry of Education Malaysia implemented the first phase of the Best Practices of Human Rights programme, known as the ATHAM programme in five selected secondary schools in Malaysia. A research study using mixed method sequential exploratory design was conducted to examine the schools’ experiences with the ATHAM program.....

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Globalization is constantly impacting on education and is radically transforming it in terms of the mode and culture of learning. The shift from product-economy to knowledge-economy has profound implications for the kind of education a nation has to offer its future generation. The need for knowledge workers places emphasis on new attributes for learners, particularly those which pertain to twenty-first century skills. The last decade and a half has also seen the emergence of international student ranking lists such as TIMSS, PISA, PIRLS, Olympiads, which have put tremendous pressure on education ministries. A response to this pressure of „rank and shame‟ has been a flurry of education reform initiatives, including in Malaysia. The ability to develop learners who can think critically and creatively and to reason logically and to innovate is the challenge in education. The Malaysia Education Blueprint 2013-2025 has identified teacher education among the eleven shifts to transform th.....

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An exploratory study was conducted to investigate the social science literacy among form four students in Malaysian secondary schools. The aim of the study was to explore social science literacy in selected social science subjects, namely History, Geography, Moral Education, and Islamic Education as well as the students‟s general knowledge in the area of social science in Malaysian secondary schools. The study also intended to propose guidelines on standards in social science literacy for secondary schools in Malaysia. The study used quantitative research method. Five sets of questionnaires in the form of objective multiple-choice tests were developed to identify social science literacy in the three domains of knowledge, skills and values in the four selected subjects and general knowledge. The respondents were 16 years old students studying in form four at national secondary schools throughout Malaysia. From the total of 4705 respondents, the number of respondents for Geography was .....

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In 1983, the Moral Education (ME) subject was first implemented as a core subject in primary one to non-Muslim pupils, whilst the Muslim pupils attended Islamic Education. It was implemented in stages on a year-by-year basis until form five at secondary school by 1993. The first ME syllabus covered 16 core values and 64 sub-values. In 2000, the ME syllabus was revised and the values were then reduced to 36. In 2010, the Standards Primary School Curriculum (SPSC) was introduced. As such, the ME syllabus was further revamped and it now consisted of 14 values. As the SPSC is being implemented in stages on year to year basis, it can be expected that there will be changes to the curriculum for secondary schools. This article intends to revisit the values in the ME syllabus by analysing official documents relevant to ME for Malaysian schools. Keywords: Values; Moral Education; schools in Malaysia...

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An exploratory study was conducted to investigate the social science literacy among form four students in Malaysian secondary schools. The aim of the study was to explore social science literacy in selected social science subjects, namely History, Geography, Moral Education, and Islamic Education as well as the students_s general knowledge in the area of social science in Malaysian secondary schools. The study also intended to propose guidelines on standards in social science literacy for secondary schools in Malaysia. The study used quantitative research method. Five sets of questionnaires in the form of objective multiple-choice tests were developed to identify social science literacy in the three domains of knowledge, skills and values in the four selected subjects and general knowledge. The respondents were 16 years old students studying in form four at national secondary schools throughout Malaysia. From the total of 4705 respondents, the number of respondents for Geography was 10.....

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