S1302

MALAYSIAN CHEMICAL EDUCATION: CURRENT STATUS, TRENDS AND IMPLICATIONS

Ting-Kueh SOON

Tunku Abdul Rahman College, Kuala Lumpur, Malaysia

I. INTRODUCTION
II. THE MALAYSIAN EDUCATION SYSTEM
III. THE CURRENT STATUS OF CHEMICAL EDUCATION IN SCHOOLS
IV. CURRENT STATUS OF CHEMICAL EDUCATION AT THE UNIVERSITIES
V. CHEMISTS IN MALAYSIA AND THE CHEMIST ACT 1975
VI. CHEMISTRY AND DEVELOPMENT IN MALAYSIA
VII. CHEMISTRY AND THE MALAYSIAN ENVIRONMENT
VIII. CHEMISTRY AND THE MALAYSIAN WAY OF LIFE
IX. THE FUTURE OF CHEMICAL EDUCATION IN MALAYSIA
X. CONCLUSION
XI. REFERENCES

I. INTRODUCTION

In Malaysia, Chemical Education has been in the main stream of the national education system since the days of independence. Chemical education in schools began with the Integrated Secondary School Curriculum (KBSM) in the combined science curriculum for forms one to three, and as part of general science or chemistry for forms four and five. For the science students in the sixth forms (pre-university), chemistry is taught as a subject both in the Higher School Certificate (STPM) and the ñAî levels.

Chemistry is taught in all local universities and colleges with a science faculty/department. It is a pre-requisite for students taking undergraduate programmes in a majority of sciences, engineering, medicine, pharmacology, food science and nutrition, materials science, environment and, other technical and professional programmes. Post graduate programmes in various areas in Chemistry is also being conducted in all universities with a science faculty. This paper discusses chemical education in Malaysia, both at the school and university levels, its future trend and implications up to the 21st Century.

II. THE MALAYSIAN EDUCATION SYSTEM

The present Malaysian education system comprises six years of primary education (Standards one to six), five years of secondary education consisting of three years of lower secondary (Forms one to three) and two years of upper secondary (Form four to five), and another two years of pre-university education (Lower and Upper Form Sixth) to be followed by a three or four year college or university undergraduate programme as summarised in the following chart (Table 1).

Table 1: Education System in Malaysia

Educational Statistics

The educational statistics in Malaysia are shown in the following tables.

TABLE 2 : STUDENT ENROLMENT BY LEVELS OF EDUCATION FROM 1980 TO 1995

(SOURCE: EDUCATIONAL STATISTICS '95; * FIGURES FROM SIXTH MALAYSIA PLAN 1991 - 1995)

TABLE 3 : THE NUMBER OF SCHOOLS, PUPILS AND TEACHERS AT THE PRIMARY AND SECONDARY LEVELS AS AT JANUARY 01 1995

(SOURCE: EDUCATIONAL STATISTICS '95)

III. THE CURRENT STATUS OF CHEMICAL EDUCATION IN SCHOOLS

With reference to the above Malaysian education system, we shall now discuss chemical education at school. The Integrated Secondary School Curriculum or KBSM is divided into two parts, namely the lower secondary of three years, and the upper secondary of two years. At the lower secondary level, chemistry is taught as part of the Combined Science (Sains Panduan) which deals mainly with the basic understnading of scientific principles in relation to life processes and the human environment.

For the upper secondary level, chemistry is either taught as part of General Science for non-science students, or as a subject, Chemistry, for science students. For General Science, the curriculum touches on the basic principles of chemistry such as matters, acid-base reactions and salts, the elements and their properties, oxidation and reduction, and certain aspects of industrial chemistry. The basic philosophy is to equip the students with enough chemistry to understand the everyday events and phenomena. It is also aimed at making the students more aware of what is happening in the environment.

On the other hand, the subject, Chemistry, is offered to science students who may be aiming for a career in science and technology. The syllabus is divided into three main sections on matters (Kajian Jirim), reactions (Saling Tindakan Antara Bahan) and new products and materials (Penghasilan Bahan Baru). Under matters, it is further sub-divided into matters, atomic structure and periodic table, chemical bonds, petroleum and hydrocarbons, alcohols, organic acids, and natural polymers. Under reactions, it covers acid-base, salts, electrochemistry, oxidation-reduction, thermal chemistry, and rates of reactions. For the new products and materials section, it includes industrial products, agrochemicals and consumer products. It is obvious from the syllabus that the chemsitry covered is quite extensive. It not only provides the students with enough chemical background to cope with everyday life, but also gives them enough chemical knowledge to prepare them for further studies in science and technology.

At the pre-university level, chemistry is taught as a subject in the Higher School Certificate (Sijil Tinggi Pelajaran Malaysia or STPM), the ñAî level and other pre-university matriculation programmes. The chemical principles covered are extensive. They include atomic and molecular structures, elements and the periodic table, acid-base reactions, redox reactions, gaseous, acqueous and solid-state chemistry, organic chemistry including alcohols, acids, hydrocarbons, natural polymers, etc., and some industrial chemistry. There is enough chemistry to prepare the students for a major in chemistry at the university level, or as a minor as pre-requisite in some science programmes such as medicine, pharmacy, food science and nutrition, most engineering programmes including chemical, materials, environment, etc., and many other chemistry-related courses.

IV. CURRENT STATUS OF CHEMICAL EDUCATION AT THE UNIVERSITIES

Undergraduate Level

There are nine universities in Malaysia with six of them offering chemistry as part of their science programmes. In addition, two colleges are also offering degree and diploma programmes in chemistry as shown in Table 4.

TABLE 4: UNIVERSITIES/COLLEGES WITH BACHELOR OF SCIENCE PROGRAMME

* This Advanced Diploma is now recognised as equivalent to a Bachelor of Science with Honours by the Malaysian Government.

Chemistry taught at the undergraduate level in Malaysian universities and colleges provides an indepth study in the various fields of chemistry including the fundamental inorganic, organic and physical chemistry, and also the other major areas such as analytical, industrial, polymer, natural products and environmental chemistry. Undergraduates majoring in chemistry would normally have to cover an even wider area that may include more indepth studies on instrumentation, quantum theory and computational chemistry, transition metal chemistry, physical organic chemistry, and other more advanced topics. The level of chemistry in Malaysian universities and colleges is considered to be on par with the best universities in the world.

Post-graduate programmes in Chemistry

Post-graduate programmes in Chemistry leading to the Master of Science (M. Sc.) and the Doctor of Philosophy (Ph. D.) are being offered by all the six universities with the Bachelor of Science programme. All the post-graduate programmes up to Master or Ph. D. levels are conducted through full time research.

There is no doubt that the post-graduate research in chemistry may be in any area of specialisation, the recent trend is towards research on our primary commodities such as rubber, palm oil, petroleum, tin, cocoa and timber. Many research projects are also focused on natural products, especially those from our tropical rain forest. Another recent preference is the research conducted on pollution control, and, waste management and utilisation.

V. CHEMISTS IN MALAYSIA AND THE CHEMIST ACT 1975

The local universities and colleges produce about 350 chemistry graduates a year; and there may be another 50 or so chemistry graduates from oversea universities who return annually. However, only about 30 percent of these graduates find work as chemists in Malaysia. The other 70 percent usually work in various capacities in the government and the industries.

Chemist Act 1975

Malaysia is one of the few countries in the world which has a Chemist Act 1975. The Malaysian Institute of Chemistry (Institiut Kimia Malaysia) or IKM is inaugurated on 8 April 1967. It is a professional organisation of chemists involving in the promotion of chemistry, and the protection of the interests of the chemists and the general public. IKM is empowered under the Chemist Act 1975 to regulate the practice of chemistry in Malaysia. Only those registered with IKM are allowed to practise as chemist under the Act. By the word ñchemistî, this is meant to include those working in the laboratories including analytical chemists, quality control and product development chemists, research officers, teachers and educators in schools and unversities, as well as those managers of research and development institutions.

Due to rapid industrialisation, chemists are in demand in Malaysia. They work either in the government, including the universities, and research and development institutions, or the private sector. At the moment, it is estimated that there are about 6,000 chemistry professionals in Malaysia. Of these, only about 2,000 are registered chemists, that is, they are members of IKM. The majority of some 3,000 chemistry teachers in schools and a sizeable number of chemistry lecturers in the universities and colleges are still not members of IKM.

Beside regulating the practice of chemistry, IKM is also involved in the continuing education of chemists in Malaysia. It organises the annual Malaysian Chemical Congress (MCC). MCC is a congress of various symposia on specific areas in chemistry such as analytical, chemical education and safety, environment, polymer and industrial chemicals, oils and fats, organic and natural products, etc. MCC allows chemists to exchange ideas and information. It also serves to update chemists on the latest development in various disciplines in chemistry.

IKM also organises specific symposia, workshops and training courses for its members and other professionals for skill improvement and updating. It also holds international conferences such as the Asian Chemical Congress and the Eurasia Conference on Chemical Sciences. IKM works very closely with regional as well as international chemical organisations such as the Federation of Asian Chemical Societies (FACS) and the International Union of Pure and Applied Chemistry (IUPAC).

Chemists in Malaysia

Chemists in Malaysia are employed both in the public as well as the private sectors. In the public sector, the most numbers of chemists may be found in the following:

• The Chemistry Department
• The Universities and Colleges
• Research and Development (R & D) institutions such as -
• Forest Research Institute of Malaysia (FRIM)
• Institute for Medical Research (IMR)
• Malaysian Agricultural Research and Development Institute (MARDI)
• Mines Research Institute
• Palm Oil Research Institute of Malaysia (PORIM)
• Rubber Research Institute of Malaysia (RRIM)
• Standards and Industrial Research Institute of Malaysia (SIRIM)
• Other government departments such as -
• Agriculture Department ^ Department of Environment (DOE)
• Geological Survey Department (GSD)
• Department of Public Health
• Public Work Department (PWD)

It is estimated that about 1,000 chemists worked in this sector (excluding education) in various capacities.

In the private sector, chemists are employed in analysis and testing, quality control and product development, sales and marketing, production and manufacturing, and research and development, with some in the management position. The industries served by these chemists covered a wide spectrum as shown in Table 5.

TABLE 5 : INDUSTRIES SERVED BY CHEMISTS

Petrochemicals
Oleochemicals
Polymers and Plastics
Industrial Chemicals Minerals and
Metals Electronics and Electroplating

Food and Beverages
Fragrances and Flavours
Cosmetics
Pharmaceutical and Medicinal Products

Household Products
Detergents and Surfactants
Textiles and Dyes
Paints and Coatings
Adhesives and Resins
Glasses and Ceramics
Building Materails

Agro-based Industries
Palm Oil and Related Products
Rubber and Latex Products
Timber, Paper and Pulp
Agrochemicals

VI. CHEMISTRY AND DEVELOPMENT IN MALAYSIA

Chemistry played an important role in the industrial development in Malaysia. In the earlier years after independence, the Malaysian economy is based on agriculture produces such as rubber and oil palm. Later in the 70s, petroleum became an important commodity, contributing to a large portion in the export earning of the country. It was not until the 80s that manufactured goods and processed products from primary commodities became an important source of foreign exchange. In fact, in the 90s, manufactured goods have overtaken all other sectors and became the major export sector of the Malaysian economy. This trend is expected to continue right into the 21st Century.

Chemistry has played a key role in the transformation of the Malaysian economy. First the primary commodities such as rubber, palm oil, tin, petroleum and timber are processed into secondary products for export. Taking palm oil as an example, the crude palm oil exported in the 70s is now sold as fractionated palm olein and palm stearin, and further downstream activities have converted palm oil into oleochemicals for processing into other end-use products. The rubber and latex are also made into rubberised and latex products for export.

Also in the manufacturing sector, chemistry has played an important role in polymers and plastic, industrial and agrochemicals, detergents and surfactants, pharmaceutical and medicinal products, just to name a few.

Another area where chemistry has played a key role recently is in pollution control, and waste management and utilisation. The possible consequences of industrialisation are pollution and waste generation. Chemists have been able to reduce the pollution loads of many industries and provide proper waste management and utilisation.

VII. CHEMISTRY AND THE MALAYSIAN ENVIRONMENT

Chemistry also plays an important part in the Malaysian way of life, especially on matters relating to the environment. The rapid industrial development has resulted in the deterioration of the quality of our environment. The air became polluted with emissions from motor vehicle exhaust, emissions from power and chemical plants, quarry and construction activities. The inland water systems became polluted with effluent from palm oil mills, latex factories, food manufacturing industries, textile, electroplating, paper pulping and many other industries. Land also became derelict due to mining and quarrying activities.

It is fortunate that chemistry has been able to play a positive role in the protection of the Malaysian environment. The introduction of lead-free petrol, cleaner sources of energy, coupled with more stringent control on emissions from motor vehicle exhaust and factories, Malaysia has been able to check the deterioration in the air quality. With improved public transport system, reduced emission from both stationery and mobile sources, and control on open burning, it is expected that the overall air quality in Malaysia will improve in the near future.

Chemistry is playing an important role in environmental protection and conservation. Besides reducing discharges to the air and water environment, sanitory disposal of household waste and treatment facilities for toxic and hazardous waste have also been established to deal with such problems. Furthermore, with strict enforcement of environment impact assessment on important projects, we hope that further industrialisation of Malaysia will not significantly sacrifice the quality of our environment.

VIII. CHEMISTRY AND THE MALAYSIAN WAY OF LIFE

Chemistry has affected the Malaysian way of life in providing new products and materials in their everyday life. Chemistry has also elevated the standards of living by providing better nutrition and health care, better protection against diseases and elements of the environment, and better quality of life.

IX. THE FUTURE OF CHEMICAL EDUCATION IN MALAYSIA

Future chemical education in Malaysia has to play three important functions.

The first is create a Malaysian public who is chemistry literate. This is to mean that the Malaysian public must know sufficient chemistry for them to decide what foods are good for them, what products are environmentally friendly, what industries they would choose to minimise pollution, and what steps to take to conserve and protect the environment.

The second is to create a chemical workforce who is able to support industrialisation and to protect the environment.

The third is to create a sense of social responsibility among our decision-makers such as the politicians, the entrepreneurs and the investors. What the Malaysian Government has done to achieve the above three functions are as followed:

• Promote greater interest in science and technology, especially with the younger generation, with the hope that they will take careers in science and technology;
  
• Periodically review and revise the chemistry syllabi in schools and undergraduate programmes so as to be able to meet the manpower requirement of industrialisation and environmental protection.
  
• Place greater emphasis on research and development, especially in areas of major industries in the country.

X. CONCLUSION

In conclusion, chemical education is playing an important role in meeting the changing needs of Malaysia. It first has to create a chemistry literate society so that it will be able to decide on the future development of the country. It will also need to meet the demand of industrialisation in Malaysia. Finally, it has also be able to balance development with environment.

XI. REFERENCES

Government of Malaysia (1991). The Sixth Malaysia Plan, Kuala Lumpur: The Government Press

Kementerian Pendidikan Malaysia (1988). Sukatan Pelajaran Sekolah Menengah: Sains, Kuala Lumpur: Dewan Bahasa dan Pustaka.

Soon T. K. (1991). Chemical Education and Chemistry as a Profession in Malaysia. Paper presented at the Seminar on Education and Practice of Chemistry V (EDUPRAC V) at the University of Malaya, Kuala Lumpur, 3rd August 1991.

Soon T. K. (ed.) (1989). Proceedings, Seminar on Chemical Education, Kuala Lumpur: Institiut Kimia Malaysia.

SaÍadah M. (1992). The Teaching of Chemistry Syllabus in Malaysian Secondary Schools - From the TeachersÍ Viewpoint. Proceedings, Regional Seminar on Chemical Education and Public Understanding of Chemistry, Kuala Lumpur: Institiut Kimia Malaysia.

Soon T. K. & Sukiman S. (1992). The Current Status of Chemical Education in Malaysia. Proceedings, Regional Seminar on Chemical Education and Public Understanding of Chemistry, Kuala Lumpur: Institiut Kimia Malaysia.

Soon T. K. & Quek A. H. (1992). University Chemistry Curriculum Development - Meeting the Needs of Rapid Industrialisation. Proceedings, Regional Seminar on Chemical Education and Public Understanding of Chemistry, Kuala Lumpur: Institiut Kimia Malaysia.

Soon T. K. (1993). Chemistry, consumer and quality. Proceedings, Symposium on Chemical Education for the Community, 5th Asian Chemical Congress, Kuala Lumpur: Institiut Kimia Malaysia.

Educational Planning and Research Division, Ministry of Education Malaysia (1994). Education in Malaysia, Kuala Lumpur: Government of Malaysia.

Educational Planning and Research Division, Ministry of Education Malaysia (1995). Educational Statistics Í95, Kuala Lumpur: Government of Malaysia.

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