Categories Educational Professional and mass organizations
wonder that the important of education in this level, especially those
children who live in rural area to give time for them to prepare
themselves as well before facing the formal education in school.
Therefore, Kementerian Pertanian, Bahagian Kemajuan Masyarakat (KEMAS)
had took the further steps to organize preschool programs in rural
area. Preschool program which launched by KEMAS had been given a name
as Tabika (Taman Bimbingan Kanak-kanak). The main objective of
preschool program is to provide education and social opportunities to
those unfortunate children, where the environment in rural area did
not attract their interest to learn. Nowadays almost 7,000
¡°Tabika KEMAS¡± were being developed not
only in rural area but also distributed in urban and other locations
(Estimation, 1999).
Besides that, there was government agencies and half government
agencies took part in this project such as FELDA, RISDA, Kementerian
Perpaduan Masyarakat dan Pembangunan Negara including the Jabatan
Perpaduan Negara (TADIKA Perpaduan) and
Kementerian Sumber Manusia (Jabatan Buruh). On the other hand,
non-government agencies include Persatuan Tadika Malaysia (PTM),
Angkata Belia Islam Malaysia (ABIM), Jabatan Agama Islam Negeri
(JAIN), Parti Pas (PASTI), private agencies and university. All of
them have their own objectives.
Although the number of kindergarten is grown rapidly but in the year
of 1990, there was almost 53% of the total children who were 5 years
old still unable to gain the preschool education (Ministry of
Education, 1991). This phenomena encouraged the Ministry of Education
took another alternative way to develop another kindergarten named
¡°Annex¡± in a few primary school which
more focusing in given the educational facilities to poor children
from urban and rural area. Some of them are unable to afford the
program fees because it is too expensive (Azizah, 1995). Preschool
¡°Annex¡± program was start on 5 January 1992 by Jabatan Sekolah and the
total classes were about 1,131 (Estimation, 1999). In the hope that
the amount of kindergarten will keep increasing because based on the
statistic 1999, there were about 36.6% children still never attended
the kindergarten.
Many problems occurred due to the multiple agencies took part in the
operational of preschool education. This is because these institutions
have their own objectives, orientation, priorities and abilities and
also using different languages. Some are using traditional model or
academic and some are using Montessory,
whole phase of development, open and mixture curriculum. While
preschool this organized by the government agencies more focusing on
the aspects of socialism, local civil corps, moral character and also
the development of cognitive.
Aware of this phenomenon, some preventions or controls have been taken
off by the government. Ministry of Education Malaysia had announced
¡°Piagarm Pendidikan 1994¡±. This standard specified 3 items which are,
make sure that all children age flowed within 4 to 6 years old must be
given the opportunities to gain the education in preschool; unite
preschool education which organized by other government agencies into
the power of Ministry Education Malaysia; and synchronized and make
sure that curriculum are held in all kindergarten. All items are
officially written in Akta 550, Undang-undang Malaysia Akta Pendidikan
(1996),
Other than that, in Chapter 2- Preschool Education, Section 20. (1) is
mentioned that, 'No kindergarten can be developed, managed or
organized or organized by except if the kindergarten is registered
below this Akta.
Section 22 mentioned that, 'Program and each activity in kindergarten
must obey to the rules in curriculum for kindergarten guidelines which
have been verified by Ministry.
On the other hand, Section 23 mentioned that, ¡®Although Section 17
(1), languages other than national language can be used as the
communication language in kindergarten, but if kindergarten uses other
languages as communication language, then national language must be
taught as the compulsory subject.
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