Topic Early

2 Childhood
Education
Systems
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Describe the early childhood education system in Malaysia;
2. Distinguish the stages of development of early childhood
education in Malaysia; and
3. Describe the various Education Acts and Policies involved in the
development of early childhood education in the country.

INTRODUCTION
Early Childhood Care and Education (ECCE) is important for the mental,
emotional, intellectual and social development of a child. It is a fact based on
decades of studies and research on the positive effects of quality early-learning
experiences on childrens lives.

Recognising the importance of early childhood learning, the Government

formulated the National Policy for Early Childhood Education, under which
numerous programmes were introduced to meet the diverse needs of the crucial
early years of new-borns till the age of six.

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These programmes:
(a) Provide a solid foundation for healthy growth and development, which
expose children to activities in nation building;
(b) Enhance their readiness for primary school education; and
(c) Present numerous initiatives to make early childhood programmes more
accessible especially for less fortunate children and those in rural areas.

ACTIVITY 2.1

What are the types of Early Childhood Care and Education available
in Malaysia? Can you name a few?

2.1 ECCE SYSTEM IN MALAYSIA

What does early childhood care and education or ECCE refer to? The Malaysian
Government uses the term early education to refer to education for children
from birth to age six which is funded and delivered by several government
agencies and non-governmental organisations (NGOs), but is not part of the
formal education system and is not compulsory (Ministry of Education, as cited
in Shamah Md-Yunus, 2013)

2.1.1 Age Groups

The Early Childhood Care and Education in Malaysia is divided into two age
groups:

(a) Zero to four years old, which comes under the purview of the Ministry of
Women, Family and Community Development (MWFCD). The Ministry
coordinates national programmes on the growth and development of
children, and a register of all childcare centres (taska) in the country
through its Department of Social Welfare.

(b) Pre-school education for children between four and six years old, which
falls under three Ministries, that is, the Ministry of Education, the Ministry
of Rural and Regional Development and the Department of National Unity
and Integration under the Prime Ministers Department.

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2.1.2 Types of ECCE Institutions

There are two types of ECCE institutions in Malaysia, namely childcare centres
or nurseries (also known as TASKA); and preschools or kindergartens (also
known as TADIKA Taman Didikan Kanak-kanak). These are further discussed
as follows:

(a) Childcare Centres or Nurseries (TASKA Taman Asuhan Kanak-kanak)

A joint study by the Ministry of Social Welfare and the United Nation
Childrens Fund (UNICEF) conducted in 1982 specified the need to enhance
the quality of childcare nursery or childcare providers in Malaysia,
especially in the areas of food, environment, mental development and
training for child minders.

In 1984, a special unit was established under the funding of the Bernard
Van Leer Foundation to look into advocacy, dissemination of information,
issues on registration, enforcement, monitoring and inspection of childcare
centres. As a result, the Childcare Centre Act 1984 (Act 308) was passed to
provide care and education for children in the preschool years and
maintain the minimum standards of childcare centres in the country.

Under Act 308, a childcare centre is defined as a premise at which four or

more children under the age of four years from more than one household is
accepted to be minded for a fee. Furthermore, every childcare centre in the
country must be registered with the Department of Social Welfare or
Jabatan Kebajikan Masyarakat Malaysia (JKM) under the Ministry of
Women, Family and Community Development (MWFCD). The MWFCD is
responsible for the approval and establishment of childcare centres as well
as to help protect the interest and safety of the children against any form of
abuse or neglect, whereas the JKM is tasked as the main coordinator and
regulator of the ECCE programmes (Curriculum Development Centre,
2007).

Over the years, Act 308 has undergone several reviews and has been passed
by Parliament, resulting in the Childcare Centres (Amendment) Act 2007.
Among the changes were the establishment of government-supported
community childcare centres, subsidised workplace childcare centres and
the implementation of the Quality Improvement and Accreditation System
(QIAS).

Table 2.1 discusses in further detail on the types of childcare centres

available in Malaysia.

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Table 2.1: Types of Childcare Centres in Malaysia

Childcare centres Purpose Incentives

Workplace Setting-up of childcare at the The government provides
Childcare workplace as more and more incentives in the form of a
Centres women engage in active RM80,000 grant for the
employment renovation and furnishing of
childcare centres set up within
government offices
A subsidy of RM180 per
month is given to government
servants with monthly salaries
below RM2,000 who send their
children to these centres
Incentives for the private
sector to provide childcare
facilities include 10 per cent
tax exemption on the cost of
building the childcare centres
for a period of 10 years
Community To provide quality Families who send their children
Childcare childcare to families from to community childcare centres
Centres low-income groups, both would receive a subsidy of
in urban and rural areas RM180 per child if the family
income is below RM2,000 in the
Defined as childcare
urban and below RM1,200 for
centres managed by
those in rural areas
organisation appointed or
approved by the A grant of RM55,000 is given to
government, receiving interested party to set up a
assistance from federal or community childcare centre
state government, with 10
or more children
Uses similar curriculum
set by MWFCD and is
conceptualised based on
the active participation of
local community, parents,
children, governmental
agencies and private
organisations

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MWFCD aims to set up

10 new centres
throughout the country
every year
MWFCD proposed for
every parliamentary area
to set up a community
childcare centre.
Permata Early The basic principles of The Every Child a Jewel (Setiap
Childhood Permata ECEC Centres Anak Permata) programme was
Education and revolves around: approved by the Cabinet on 21
Care Centres Every child is a June 2006 with a grant of RM20
(ECEC) jewel for the million under the 9th Malaysia
country; Plan. It was placed under the
purview of the Deputy Prime
Every child is Ministers Office
precious;
Every child is a part Four centres with a total of 94
of the human capital children began operation in
of the country; March 2007, and a new centre
was built in May of the same
Every child needs year
the best education;
It was agreed by the Menteri
Education must start
Besar of each state that one
from young/birth.
Permata ECEC Centre be built
The objective of the in each state before the end of
Permata ECEC Centres 2007
is to provide integrated
An evaluation report will be
quality care and early
submitted to the Cabinet at the
education services based
end of the two year pilot
on the need of the local
project to decide on the
community to children
possibility of its expansion to
below five years old and
the whole country
their family
Since then, the Government has
The Centres adopt a
allocated an additional RM150
community-based
million to implement the
integrated approach
Permata project to childcare
practised by Pen Green
centres of government and
Corby, United Kingdom
statutory bodies including:
under the SureStart
Programme, which Childcare centres of the
offers childcare services, Community Development
outreach programmes, Department of the Ministry
parenting courses, of rural Development
counselling and nationwide,

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healthcare services to Childcare centres of the

help the local National Unity Department
community develop a and institutions which are
healthy lifestyle. community-based childcare
Facilities include a centres;
community resource The Government aims to
centre and library, and upgrade more than 300
sometimes provide the childcare education facilities to
services of a speech Permata Centres.
therapist and
nutritionist
At the Centres, children
are encouraged to learn
through exploration,
discovery and play
while teachers are
trained to use ECEC
modules adopted from
the UK.

Source: Curriculum Development Centre (2007)

(b) Preschools or kindergartens (TADIKA)

Early childhood care and education in Malaysia before the 1960s were
mostly provided by religious bodies or non-governmental organisations. In
1971, the Ministry of Rural and Regional Development formulated its own
Education Act and started its first preschool known as Taman Bimbingan
Kanak-Kanak or Tabika KEMAS (KEMAS preschool) (see Table 2.2). Tabika
Kemas, like most Tadika or Taman Didikan Kanak-Kanak caters to children
of preschool age (four to six years old) and should not to be confused with a
TASKA or Taman Asuhan Kanak-Kanak, which is meant for children below
four years old.

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Table 2.2: Brief Outline of KEMAS Preschool

Preschools set-up by the Ministry of Rural and Regional Development

(KEMAS Preschools)
KEMAS preschools are set up by the Department of Community Development
(Jabatan Kemajuan Masyarakat) for children between the age of four and six years;
The aim is to provide opportunity for children who come from suburban, rural
and remote areas with family of very low income;
Classes are conducted at community halls (rented or provided free), housing
estates, private properties, (rented) shop houses or buildings built by the Ministry;
Minimum requirement for enrolment is 10 children per class and the maximum
requirement is 30 children;
Operating budget for KEMAS preschools are given by the Ministry of Rural and
Regional Development whereby each child is allocated RM1.50 per day for food
and RM100 per year for learning materials. An extra RM150.00 per year is given
for extra food to very poor families;
KEMAS preschools have been using the National Preschool Curriculum since 2003
with emphasis on reading, writing and arithmetic, developing individual
potentials, instilling moral values, building character and self awareness,
developing physical, health, cleanliness and safety skills.
KEMAS preschools also provide a conducive, cheerful teaching and learning
ambiance as per the requirement of the National Preschool Curriculum.

There are currently more than 8,000 Tabika KEMAS located in rural areas and are
set up based on requests by local authorities. It is the biggest provider of
preschool education in Malaysia.

In 1976, the Department of National Integration and Unity established its own
preschool, that is, the TADIKA PERPADUAN (PERPADUAN preschools),
beginning with 25 classes. Unlike other preschools, PERPADUAN preschools are
not required to be registered under the Education Act 1961 because they are
exempted under the Warta Kerajaan P.U (A) 276 dated September 1977. Table 2.3
gives a brief outline of PERPADUAN preschools.

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Table 2.3: Brief Outline of PERPADUAN Preschools

Preschool Established by the Department of National Unity and Integration

(PERPADUAN Preschools)
PERPADUAN Preschools are established in both urban and suburban areas for
children aged five years and above, specifically in areas covered by the Skim
Rukun Tetangga;
Each preschool class is headed by a Preschool Coordinating Committee made up
of members of the local community, which provides advice on the running of the
preschool and organises activities for parents;
The objective of the PERPADUAN Preschools is to nurture the spirit of living in
harmony, neighbourliness, unity and nationality in a multi-racial community. It
also aims to strengthen relations and unity amongst parents and the community
on the whole, through the PERPADUAN Preschool Coordinating Committee and
its activities.
Classes are conducted at community halls (rented or provided free), housing
estates, private properties, (rented) shop houses or buildings built by the Ministry;
Minimum requirement for enrolment is 20 children per class and the maximum
requirement is 35 children;
Operating budget for PERPADUAN preschools comes from the Department of
National Unity and Integration, whereby each child is allocated RM1.50 every
school day for food and RM100 per year for learning materials;
PERPADUAN preschools encourage comprehensive, integrated and balanced
development of children via informal learning processes, that is, learning through
play. The preschools use the National Preschool Curriculum since 2003.

PERPADUAN preschools must accept children from different races. There are
currently more than 1,400 PERPADUAN preschools established nationwide.

Preschools in Malaysia in the 1980s were built and managed by various

government agencies such as KEMAS, FELDA, RISDA, religious bodies,
volunteering bodies and the private sectors. At the same time, the various
preschools offer different programmes, diverse teaching materials and methods
and different teacher training qualifications.

A total of 1,131 preschool classes under MOE were set up as an annex to existing
primary schools, which was later extended nationwide. Currently there are more
than 5,000 such preschools available across the country. The Ministry of
Education became the second largest preschool provider after the Ministry of
Rural and Regional Development (KEMAS preschools). Other providers of
preschool education in Malaysia include the State Religious Department and
Angkatan Belia Islam Malaysia (ABIM). Table 2.4 gives a brief summary of
preschools set up by the MOE.

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Table 2.4: Brief Outline of Preschools set up by the Ministry of Education (MOE)

Preschools set up by MOE

MOE preschools were set up to provide opportunity for children aged five years
and above from low-income families in the suburban, rural and remote areas. It
was decided that 80 per cent of the classes are to be built in rural areas;
Classes are built annex to public primary school buildings with the expenditure
borne by the Ministry of Education;
Each preschool class can receive up to 25 children;
Operating budget for MOE preschools comes from the Ministry of Education,
whereby each child is allocated RM1.50 every school day for food which is
prepared by the school and RM100 annually per child for learning materials. This
means the school can receive up to RM2,500 per year for the purchase of teaching
and learning materials;
A launching grant is also provided by the Ministry of Education to start a MOE
class.

The National Preschool Curriculum is based on the principles of Rukun Negara

and the National Philosophy of Education. The curriculums main objective is to
develop the following skills in children:
(a) Social skills;
(b) Intellectual skills;
(c) Physical skills;
(d) Spiritual skills; and
(e) Aesthetic values (Creativity and Appreciation).

Any private preschool wanting to implement any other curriculum or

programme must seek permission from the Head of Registrar, which is the
Ministry of Education. There is no restriction on the medium of instruction used
in any registered preschool but the National Language must be taught as a
subject. Public preschools require a minimum of 10 children age four to six years
old to start a preschool class. The Ministry of Education aims to ultimately set up
a preschool class at every national primary school in the near future.

The other two categories of preschool providers are:

(a) Preschool education for children with special needs; and
(b) Preschools operated by private sectors and NGOs.

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Preschool education for children with special needs falls under the purview of
the Ministry of Education, which is in charge of the programmes conducted in
the special schools and in the integrated primary schools for children; and the
Ministry of Women, Family and Community Development which is responsible
for implementing other special programmes.

In 2003, the existing special schools began an early intervention programme on

their own initiative for children aged four to six years. These programmes were
implemented without any allocation from the Government or training for the
teachers. In 2003, the Ministry of Education approved the conversion of these
early intervention programmes in 28 special schools to preschool programmes
for special needs children. These programmes consist of 22 for the hearing
impaired, five for visually impaired and one for those with learning disability.

The Department of Social Welfare of the Ministry of Women, Family and

Community Development conducts programmes for severely disabled children,
with the objective of enhancing their quality of life in line with The National
Welfare Policy and National Social Policy.There are also special grants given to
NGOs to help administer these special programmes for children below four years
of age.

Additionally, A National Board of Advisory and Legislation for the People with
Disabilities (Majlis Penasihat dan Perundingan Kebangsaan Bagi OKU) has been
set up to study, develop and coordinate various issues and actions related to
people with disabilities. The Board is chaired by the Minister of Women, Family
and Community Development.

Preschools that are operated by the private sectors have long been seen as an
alternative for quality education for children from four to six years, especially by
parents who can afford the cost of private education for their children. Table 2.5
gives a brief summary of preschools run by the private sector and NGOs.

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Table 2.5: Brief Outline of Private Sector and NGOs Run Preschools

Preschools run by Private Sectors and NGOs

These preschools are required to use the National Preschool Curriculum as stated
in the National Education Act 1996
The medium of instruction include the National Language of Bahasa Malaysia, to
Chinese, Tamil or English
Each preschool class can receive up to 25 children
Curriculum emphasises communication skills, social skills and other skills to
prepare them for primary (formal) education
Additional programmes offered by private preschools must be approved by the
Ministry of Education
Fees may vary from as low as RM10 or RM20 per month to as high as RM100 per
month

ACTIVITY 2.2

Can you describe the role of the different ministries, agencies and
bodies involved in the establishment of preschool centres in Malaysia?

2.2 POLICIES AND LEGISLATIONS ON ECCE IN

MALAYSIA
The following are legislations that refer directly to Early Childcare Centres and
Education in Malaysia:
(a) Childcare Act 1984 (Act 308);
(b) Education Act 1996 (Act 550); and
(c) Education Act 1996 (Regulation of Special Education 1997).

2.2.1 Childcare Act 1984 (Act 308)

Childcare Act 1984 (Act 308) serves to ensure quality childcare for children below
the age of four years at childcare centres, which are defined as premises where
four or more children below the required age from more than one household is
accepted for care with a fee.

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The Act further stipulates that every childcare centre must be registered with the
Department of Social Welfare (Jabatan Kebajikan Masyarakat) whereby a
Certificate of Registration will be issued and renewed annually. The Department
of Social Welfare is responsible for monitoring the operation of the childcare
centres to ensure compliance with Act 308 and other regulations that come
together with it. Table 2.6 summarises the mains points of the guidelines
provided by the Department of Social Welfare in the setting-up of a childcare
centre.

Table 2.6: Guideline for Setting-up a Childcare Centre

Guidelines by the Department of Social Welfare in setting-up Childcare Centres

The number of children at the centre must not exceed the specified available space,
that is, the floor space required per child is 3.5 square meters. This does not
include the kitchen, storeroom, toilet, office and corridor space
The ratio between childcare provider and children should be one childcare
provider for every five children below the age of three years; and one childcare
provider for every 10 children between the ages of three to four years old
According to the Childcare Centre (Institution Based) Regulation 1985
(Amendment 1993), all childcare providers must be qualified, must be at least 18
years of age and must have attended the basic childcare course approved by the
Department of Social Welfare within one year of being employed at the childcare
centre to ensure the quality of childcare providers
Appropriate activities and programmes must be provided according to the
different age group and displayed on all the childcare centres notice boards. There
must also be activities with parental involvement planned by the childcare centres
Appropriate and proper facilities and equipment must be provided for the
children and the safety of their well-being
The premise of the childcare centre must fulfil the requirements of the local Health
Department and the Fire and Rescue Department

The Childcare Centre Act 1984 has been reviewed and amendments to this Act
approved by the Parliament, resulting in the Care Centres (Amendment) Act
2007. The objective of the amended Act is to help regulate and stimulate the
growth of the childcare industry, which includes:

(a) Extending the validity period for a registered childcare centre from 12
months to 60 months to encourage more unregistered childcare centres to
register themselves;

(b) Reiterate the legal requirement for all childcare providers and minders to
undergo a basic childcare training course before or while they are
employed. Failure to conform can result in the closure of the centres;

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(c) The penalty for failure to register a childcare centre was increased from
RM1,000 to RM10,000 or to imprisonment for a term not exceeding two
years or both. For the second offence, the penalty was increased from
RM2,000 to RM20,000 or to imprisonment for a term not exceeding five
years or both.

(d) The Director General is given the power to seal any premises that are not
registered with the Department of Social Welfare.

(e) Officers from the Department of Social Welfare are also given the power to
compound premises that commit any offences stipulated under this Act.

2.2.2 Education Act 1996 (Act 550)

Below is just a brief summary of some of the important points in Act 550 of the
Education Act 1996:

(a) Chapter 1 of Act 550 (National Education System, Part IV) specifies that the
national education system is made up of the following:
(i) Preschool Education;
(ii) Primary Education;
(iii) Secondary Education;
(iv) Post Secondary Education; and
(v) Higher Education.

(b) Chapter 2 of Act 550 (Preschool Education) maintains that:

(i) No preschools or kindergartens can be set up and managed without

first being registered under this Act. Anyone found to have broken
the law can be punished;

(ii) The authority to allow for the setting-up of preschools or

kindergartens lies with the Minister of Education, who can delegate
this power to the Director General of Education as registrar of schools;

(iii) All preschools or kindergartens in the national education system must

follow the National Pre-school Curriculum, which specifies the
knowledge, skills and values expected to be acquired by the pupils at
the end of their respective preschool education;

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(iv) Formally allows the setting-up of preschools in government schools;

and

(v) Private preschools or kindergartens intending to implement extra

programmes in addition to the National Pre-school Curriculum must
inform the Registrar General before doing so. Anyone who
contravenes this Act is guilty of an offence and upon conviction can
be liable to a fine not exceeding RM10,000 or imprisonment for a term
not exceeding one year or to both terms.

(c) Chapter 8 of Act 550 (Special Education) specifies that:

(i) The Minister shall provide special education in special schools and
may by regulation prescribe:

The duration of primary and secondary education suitable to the

needs of pupils in receipt of special education;

The curriculum to be used in respect of special education; and

The categories of pupils requiring special educations and the

methods appropriate for the education of pupils in each category
of special schools.

(ii) The curriculum must comply with the requirements of the National
Curriculum in so far as it is reasonably practicable.

(d) Other provisions detailed under the Education Act 1996 (Act 550) state that:

(i) All preschools need to provide a minimum of three hours of teaching

and learning per day;

(ii) Teachers are required to keep a teaching record, conduct continuous

assessment and maintain their students progress record; and

(iii) School Inspectorates are empowered to conduct inspection for

ensuring an adequate standard of teaching.

The Education Act 1996 (Act 550) was later amended in 2002 to provide
compulsory primary education with a stipulation that every parent is obliged to
enroll their child upon attaining the age of six years in primary school and the
child shall remain as a pupil in a primary school for the duration of the
compulsory education for six years. Although education is compulsory by law,
the current policy in Malaysia still requires students to pay a minimal fee upon
enrolment in primary school. Children from poor families are provided with

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financial assistance from various government agencies to ensure their rights to

education. However, since preschool education is not included in this part of the
Act, it is not compulsory.

2.2.3 Education Act 1996 (Regulation of Special

Education 1997)
The Special Education Regulation 1997 was enforced on 1 January 1998. In it,
pupils with special needs are clarified as children with visual impairment or
hearing impairment or with learning disabilities, whereas special education
programmes refer to:

(a) A programme provided in special schools for pupils with visual

impairment or hearing impairment;

(b) An integrated programme in regular schools for pupils with visual

impairment or hearing impairment or with learning disabilities; and

(c) An inclusive education programme for pupils with special needs and who
are able to attend normal classes together with normal pupils.

Based on this regulation, preschool programmes for special needs children can be
set up either in a special school, in regular schools or in normal classes together
with normal pupils. Due to the different learning requirements among special
needs children, teachers are given allowances to modify teaching or learning
methods or techniques, time and structure of the activities conducted as well as
the subjects and teaching aids in order to achieve the objectives and aims of
special education.

However, not all children are eligible to receive this special education
programme under the Ministry of Education. Physically handicapped children
with the mental ability to learn like normal pupils are placed in mainstream
classes, while those with multiple disabilities or profound physical handicap or
severe mental retardation are assigned under the jurisdiction of the Social
Welfare Department.

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In this topic, we have covered the following:

The development of Early Childhood Care and Education (ECCE) system in

Malaysia and the two types of ECCE institutions in Malaysia:
Childcare centres or nurseries(TASKA); and
Preschools or kindergartens (TADIKA and TABIKA).

The policies and legislations governing early ECCE in Malaysia:

Childcare Act 1984 (Act 308);

Education Act 1996 (Act 550); and

Education Act 1996 (Regulation of Special Education 1997).

Since Independence, various educational policies have been formulated and

continued to be formulated, reviewed and refined in response to the changes
and needs that are taking place at the national level and the global level. As
of 2007, educational policies related to preschool education can be
summarised as follows:

Establishment of pre-school education in order to provide education for

children aged five years and above;

Preschool education prepares a strong foundation for formal education,

enabling children aged five years and above to possess a strong
foundation in communication, social and other skills as a preparation for
primary school education;

Enforcement of the use of the National Pre-School Curriculum in all

educational institutions except at expatriate pre-schools;

Enhancement of the monitoring and enforcement mechanism of pre-

school programmes conducted by all governmental, non-governmental
and private agencies;

Expansion of pre-school classes by the Ministry of Education;

Generating sufficient well-trained teachers and training facilities to fulfill

preschool education needs;

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Guaranteeing the implementation and supply of preschool facilities in line

with the policy and objective of the National Pre-School Curriculum; and

Providing an alternative pre-school curriculum for special education.

Childcare Centre Act 1984 (Act 308) MOE preschools

Children with special needs Permata ECEC centres
Community childcare centres PERPADUAN preschools
Early Childhood Care and Education Private preschools
(ECCE)
Education Act 1996 (Act 550) Quality of childcare centres and providers
Education Act 1996 (Regulation of Workplace childcare centres
Special Education 1997)
KEMAS preschools

Bahagian Pembangunan Kurikulum (2007). Kajian pelaksanaan kurikulum

prasekolah kebangsaan. Malaysia: Kementerian Pelajaran Malaysia

Curriculum Development Centre. (2007). Early childhood care and education

policy implementation review. Malaysia: Ministry of Education Malaysia.

Curriculum Development Division, CDD (2007). Mid decade assessment of

education for all goal 1: Expand early childhood care and education.
Malaysia: Ministry of Education Malaysia.

Lily Muliana Mustafa & Mohamed Nor Azhari Azman (2013). Preschool
education in Malaysia: Emerging trends and implications for the future.
American Journal Of Economics, 3(6), 347-351.

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Sham'ah Md-Yunus (2013). [Malaysia] early education and development in

malaysia: issues and challenges in providing a framework for a multiethnic
society. Retrieved from
http://www.childresearch.net/projects/ecec/2013_04.html

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