Moral and values education has always been recognized and acknowledged inthe Malaysian school curriculum. It dates back to the time of the British colonialgovernment, when missionary work was one of the reasons for providingeducation for the people. The curriculum had included Scripture as one of thesubjects at the secondary level, and ethics for the non-Christian pupils. Mukherjee(1986, p. 151) states that there were “weekly slots on ‘ethics’ (given) to their non-Christian pupils…with liberal extracts from the Bible accompanied by frequentexhortations to ‘be good’”. Following the English school tradition then, theNational School System included Islamic Religious Education, then known asAgama (Religion) in the curriculum for the Muslim pupils. For the non-Muslimstudents, some form of moral education was given in place of Agama. More fervoris given to values education in the present curriculum. The Kurikulum BaruSekolah Rendah (KBSR), that is the New Primary School Curriculum, and theKurikulum Bersepadu Sekolah Menengah (KBSM), or the Integrated SecondarySchool Curriculum, which have completed their first cycle recently, emphasize theteaching of values in order to enhance quality individual development, as well ascreating Malaysian citizens of the future, through education.
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