A CASE FOR ILLUMINATIVE EVALUATION IN THE IMPLEMENTATION OF KURIKULUM BERSEPADU SEKOLAH RENDAH ( KBSR ) IN SMALL PRIMARY SCHOOLS OF SARAWAK by

This short paper is aimed at presenting a case for illuminative evaluation in the implementation of KBSR as a complimentary and supplementary evaluation strategy to that of the present method employed by the Ministry of Education in providing relevant and important information about the implementation processes, the effects and the product of an educational innovation. Departing from the traditional objectives paradigm, and taking a stand of social anthropological perspective to evaluation approaches and methodology illuminative evaluation, a naturalistic approach in evaluation emphasises on the thoroughgoing and detailed exploration of innovation-in-action, looking at the ‘instructional system’ and the ‘learning milieu’ – examining its background, its organization, its practices, its teething problems, its success stories, and the improvements devised at the context of practice. It is argued that evaluation of the implementation of KBSR in rural schools of Sarawak through an illuminative approach will be able to provide important and a more comprehensive information for decision making toward improving instruction and learning in difficult educational contexts. INTRODUCTION AND BACKGROUND The formulation and introduction of the Rukunegara and the New Economic Policy in 1970 as an attempt to ‘rebuild’ a new nation after the tragic racial riot of May 13, 1969, was an important chapter in the history of educational development in Malaysia. The New Economic Policy which seeks to eradicate poverty for all and to restructure the Malaysian society so that the identification of race with economic function and geographical location is reduced and eventually eliminated, viewed education as the main vehicle for transforming a heterogeneous, traditional, pluralistic society into one that is united, democratic, just, progressive and liberal. Educational reform and innovations that come with it become a meaningful integral part of nation building. The National Education Policy emphasized that the goals of education should be concerned with overall development of the individual; to nurture balanced development in each individual by providing for the growth of physical, intellectual, emotional, moral and aesthetic potentials as a Malaysian upholding the tenets of Rukunegara; to assist the individual in obtaining greater insights and understanding into Malaysia’s ecological and cultural heritage, social institutions, values and practices, societal pressures and challenges, and to enable the individual to function and fulfill his commitments and responsibilities as a citizen; to develop the human resources of the nation by helping the individual become a skilled, competent, rational and responsible planner, producer and consumer. The National Education Philosophy explicitly documented that ‘education in Malaysia is an ongoing effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving a high level of personal well-being as well as being able to contribute to the betterment of the society and nation at large’ (Ministry Of Education, 1988). In response to the Cabinet Committee Report of 1979 which reviewed the implementation of the education policy and recommended that steps should be taken to improve and consolidate the education system, and revise and reformulate the entire curriculum at both the primary and secondary schools level, a new curriculum for primary school named the Kurikulum Baru (Bersepadu) Sekolah Rendah – KBSR was developed and introduced in 1982. In terms of the overall philosophy, the new curriculum will be such that learners at the primary level will acquire skills and knowledge through direct and active learning experiences which will cover intellectual, spiritual, aesthetic and physical aspects, a holistic approach towards ensuring all-round and integrated development of the child. The principle of flexibility will be applied to teaching and learning methodologies and materials, and to classroom organization. Adequate opportunities are to be provided to nurture creativity, and similarly problem solving capabilities are to be developed through exposure to real-life experiences. One of the main hidden agendas of the KBSR is to help improve overall performance of rural schools as a deliberate attempt to bring them into the mainstream of educational development in the country. It is a concerted effort to bring quality education to these culturally, socially and economically disadvantaged group, so that they can effectively and actively participate in, and gain maximum benefits from the various and numerous educational opportunities available at secondary and tertiary levels provided for by the government in line with the objectives of the New Economic