The Differences Between International and Private Schools in Malaysia

Private School

Private schools are required to use the National Curriculum for primary and secondary education, as required by the Education Act 1996. Besides the National Curriculum, private schools offer similar core subjects as national schools and prepare students for the same public common examinations. Private schools are open to both local and international students. Besides day school, some private schools also offer full residential facilities for students.

Private primary schools in Malaysia offer primary schooling from Standard 1 to Standard 6, follow the Primary School National Curriculum (KBSR), and prepare students for the Ujian Penilaian Sekolah Rendah (UPSR) examination.

Private secondary schools run from Form 1 to 5 or 6, follow the Integrated Curriculum for Secondary Schools (KBSM) and  prepare students for two public examinations, namely the Penilaian Menengah Rendah (PMR/PT3) at Year 9 (Form 3) and the Sijil Pelajaran Malaysia (SPM) at Year 11 (Form 5). All these examinations are conducted by the Malaysian Examinations Syndicate (Lembaga Peperiksaan Malaysia). Some private schools offer post-secondary education to prepare students for admission into universities. Courses offered include the A-Levels, International Baccalaureate Diploma and others.

Typically, private schools offer a wider array of elective subjects, comprehensive co- and extra-curricular activities, facilities for learning, sports, IT and the arts. Many have longer study hours and smaller classes, and more attention is given to the students. They also provide regular reports for parents and place greater emphasis on the English language, even though these schools follow the Malaysian national curriculum. To gain entry to a private school, a student may have to undergo an assessment and interview.

International School

International schools in Malaysia are funded by the private sector and teach an international curriculum using English as a medium of instruction. These international schools are not governed under the Education Act 1996 but are subject to supervision by the Ministry of Education through its Private Education Division. Although these schools mainly cater for the needs of the international community, such as the children of the staff of foreign businesses, international organisations, foreign embassies and missions, up to 40% of students may be Malaysian.

The main types of international curriculum approved by the Ministry of Education are the British curriculum, the Australian curriculum, the American curriculum and the Canadian curriculum. Many of these schools offer education from pre-school right up to the preparation of students to sit for an external international examination like IGCSE 'O' level, GCE 'A' levels, International Baccalaureate Diploma, Grade 1 to 12, etc.

Aside from offering an international curriculum conducted in English, international schools also often provide diverse extra-curricular activities, superior amenities, smaller classes, and, sometimes, residential facilities. International schools allow parents to choose an alternative kind of education for their children - an education for the real world of global communication, international opportunity and cultural diversity. They offer a more child-centred and holistic approach to learning. Exposed to diverse experiences, students are encouraged to achieve their full potential across many different dimensions, academically, physically, spiritually and socially.
Written by : Malini for www.tuitionprovider.com

THE REASON BEHIND CHOOSING INTERNATIONAL SCHOOLS OVER NATIONAL SCHOOLS

Editor's Note : The following is the abstract from few articles from the net. 

Parents nowadays choosing International schools over National school. Why this phenomena occurring? Where the future of our education will be leading to?

What's the real reason behind this? Good things to ponder while reading this write up. 

While it is an undeniable fact that both national and international schools in the country have done the inevitable to offer the most effective and highest quality education system in the nation's bid to produce a more all-rounded generation, efforts of the former seem to fall short as Malaysians now prefer sending their children to international schools which offer English-medium education instead.

In an interview conducted by Malaysian Digest, Mr. Stuart Walker, the Principal of Garden International School Kuala Lumpur said all parents want the best for their children, and that education is such an integral part of advancement in the Asian psyche, saying the path to a foreign university is less strewn with obstacles when students are studying an international curriculum.

“University degrees from colleges in Britain, Australia, the United States or Canada are in high demand and will tend to mean higher salaries for their holders when they return to Malaysia. It also opens the gateway to the world for young people. There is also a view that an education in an international school better prepares young people for the realities of our world,” he remarked.

Asked why the number of Malaysian parents sending their children to international schools are on the rise each year, Walker recounts, “There is a belief that the values that underpin an education at international schools are more in keeping with values of many families. We believe strongly in the student vision which places each child’s learning at the centre of all that we do.

“Most international schools provide a holistic education which incorporates the development of 21st century skills alongside the teaching of the content. In addition to broader co-curricular programmes, camps and outdoor educational all combine to create an education which provides students the opportunity to find those things about which they are passionate and pursue them to the highest level,” he said.

At the end of the day,it's all YOUR CHOICE

In Malaysia, it is a well-known fact that most international schools have smaller class sizes compared to national schools which comprise up to 20 students; therefore the teachers can devote more time to each student.

Is sending your child to an international school really worth every penny? 

It depends. Every family is different and the answer may be vary. Before making a decision, factors such as your family’s financial situation, cultural background and the school’s curriculum are certainly important points to consider.

In an age where competitive education becomes a prerequisite for a better future to see your child advance with flying colours in universities and colleges, it is also wise not to forget that later on in life, education alone may not always guarantee a profession in this current challenging job market, regardless international school or not.

And although some parents feel that children who have been to international schools have better personalities and exposure to the world, at the end of the day, a child’s personality may develop not only within the school’s environment but through friends, their home surroundings and other external factors, which may create an even more wholesome personality.

"Education is the most powerful weapon which you can use to change the world". -Nelson Mandela-
Written by : Malini for www.tuitionprovider.com

Building Career Through Education

Build your career pathway with passion, dedication, and good support

Lead by Example 

• Starting any venture from the ground up is a daunting task, but passionate belief in career pathway goals is contagious. Meeting face to face with parents and potential partners is the best way to explain the benefits of career-technical education. Inviting representatives from effective career pathway systems in other districts and states to speak with staff and students can energize the school and help everyone better understand the program’s process and goals. 

Nurture Leadership in Others 

• Even the most energetic educator cannot build a successful career pathway system alone. Encourage other faculty members and administrators to share their ideas and take responsibility for parts of the program. Involve students, parents, educators, and business and community leaders in the process so that they can feel a sense of pride and ownership in the system. An important component of solid leadership is listening. Listen to concerns and suggestions before responding. Incorporate ideas gathered at information sessions into goals and strategies. When people feel heard and valued, they are more willing to commit their support to the effort.

Creativity Counts

• Too often, schools rely on the same group of volunteers for every project. Although this core group’s support is essential in establishing a pathway system, leaders need to look outside their traditional support bases as well. Achieving results requires creativity in recruiting and in a presentation. For example, some schools and school systems have developed creative slogans, logos, signature colors, and marketing materials to promote their career-technical education programs. Creating a distinctive name and image increases awareness and excitement among students, parents, and faculty; this also makes the project readily memorable to potential supporters.

Build a Winning Team

• Leaders on the playing field knowhow to motivate their team members to achieve a common goal. The same holds true when implementing a career pathway system. Successful systems are built by leaders who have the ability to attract and motivate a team of talented people with a wide variety of skills.
• Developing a clear vision and dividing tasks among team members are crucial steps in team building. Establishing concrete goals unites the team in a single mission; delegating responsibilities enables everyone to get actively involved from the beginning.

Focus on Long-Term Goals

• Every project encounters setbacks. Effective leaders encourage their teams to learn from mistakes and move on. Keep everyone focused on the team’s long-term goals. Remind them that large projects take time to complete. Celebrate small victories such as organizing a career fair or completing a grant application. As long as the team stays committed and focused on long-term goals, success can follow.

Guidance to Support Career Pathways

Reorient guidance systems to help students navigate pathways to career success.

Graduating from high school into a successful future takes years of exploration and preparation. By learning about various careers and the educational background and training required for each, students can both dream about their futures and take the steps necessary to make those dreams come true.

Build on Career Awareness 

• Effective career pathway systems begin in the early grades. Bringing parents into the classroom to talk about their careers, taking field trips to local businesses and industries, and working through age-appropriate career handbooks are all ways to introduce careers to elementary and middle school students. In some school systems, career awareness in elementary school is followed by career assessments and career exploration courses in middle or junior high school. New career information, course requirements, and work-based learning opportunities are added each year to prepare students for high school and beyond. 

Create Education Plans 

• Students in the right pathway are well equipped to create career-technical education plans with the help of school teachers, career development coordinators and also their parents. By the time they graduate, students will be able to select career pathways and map out studies that will carry them after graduation.

Career education plans typically include:

• choice of career pathway

• proposed class schedules

• personal, school, and career interests

• internships and other work-based learning

• post-high school plans

• standardized test scores.

Establish Career Academies

• One way to refocus guidance on careers is to restructure the high school as a set of smaller career academies. Freshmen attend a career exploration academy, for example, and then choose a career pathway. The next year, they enter the academy where that pathway is offered. Each school-within-the-school has its own school counselor and a team of teachers who stay with students throughout their three years in the academy. This approach provides greater opportunities for teachers and counselors to work together to give individualized career guidance.

Professional Development

• A career-oriented overhaul of guidance systems means teachers, career development coordinators, and school counselors will be assuming new roles. Committing time and resources to professional development for everyone involved makes the transition easier. Career development workshops, guest speakers, and other programs are available nationwide. In addition, teachers and counselors can visit schools where successful pathway systems are in place and bring good ideas back to their own schools.

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