Introduction

Education plays a central role in any country’s pursuit of economic growth and national
development. There is no better predictor of a nation’s future than what is currently happening in
its classrooms. In today’s global economy, a nation’s success depends fundamentally on the
knowledge, skills, and competencies of its people. It is no surprise that nations with higher
education levels tend to enjoy greater economic prosperity. Education is also fundamental to nation
building and unity. It provides individuals with the opportunity to improve their lives, become
successful members of the community, and active contributors to national development.

In recent years, the Malaysian education system has come under increased public scrutiny
and debate, as parents’ expectations rise and employers voice their concern regarding the system’s
ability to adequately prepare young Malaysians for the challenges of the 21st century. In order to
properly address the needs of all Malaysians, and to prepare the nation to perform at an
international level, it is important to first envision what a highly-successful education system must
accomplish, particularly in the Malaysian context. What kinds of students are best-prepared to
meet the challenges of a 21st century economy? What kind of education prepares them for this
rapidly globalizing world? These aspirations comprise two aspects: firstly, those for the education
system as a whole, and secondly, those for individual students. This vision, and these aspirations,
will set the stage for the transformation of the Malaysian education system.

Not only Malaysia, Brunei Darussalam is also preparing its education system towards the
21st century challenges. The Ministry of Education is entrusted with the mandate to produce a
generation of citizens capable of upholding the country’s ideology and aspirations in the fast-
changing and competitive world of tomorrow. Formulated within the context of the Melayu-Islam-
Beraja (Malay Islamic Monarchy) philosophy and introduced since 2009, the new education
system named Sistem Pendidikan Negara Abad ke-21 or SPN 21 (National Education System for
the 21st century) aims at preparing students to face the challenges of the globalized world of the
new century.
We can see these two countries are preparing their system to uphold the more challenging
education in the upcoming century. Below is the comparison between the Philosophy of Education
for Malaysia and Brunei Darussalam.

Malaysia Brunei Darussalam

Education in Malaysia is an on-going effort The national education of Brunei Darussalam is
towards developing the potential of individuals a continuous effort through the development of
in a holistic and integrated manner, so as to naqli and `aqli knowledge towards the
produce individuals who are intellectually, development of individual and comprehensive
spiritually, emotionally and physically potentials to produce knowledge, faith, deeds,
balanced and harmonious based on a firm devotion, pious, trustworthiness, responsibility
belief in and devotion to God. Such an effort is and noble character. All these efforts will create
designed to produce Malaysian citizens who a knowledgeable and visionary society that will
are knowledgeable and competent, who contribute to the peace and prosperity of the
possess high moral standards and who are family, society, nation and universe and create a
responsible and capable of achieving a high national identity based on the philosophy of
level of personal well-being as well as being Islamic Monarchy according to Ahl Al-Sunnah
able to contribute to the harmony and Wa Al-Jemā‘ah’ as the site of growth and
betterment of the family, society and the nation strengthening obedience to the religion, the king
at large. and the state of Brunei Darussalam.
Structure and organization of the education system
Malaysia Brunei
 CHEMISTRY CURRICULUM AND ASSESSMENT
COMPARISON BETWEEN STPM (MALAYSIA) AND O LEVEL
(BRUNEI)

The comparison between the chemistry syllabus for Malaysia and Brunei for same level
of education (SPM and O-Level).

Malaysia – Malaysia Education Certificate Brunei – Cambridge GCE ‘O’ Level

Form 4 Experimental chemistry
Theme : Introducing chemistry Content
Content 1.1 Experimental design
1. Introduction to chemistry 1.2 Methods of purification and analysis
1.3 Identification of ions and gases
Theme : Matter around us The particulate nature of matter
Content Content
2. The structure of the atom 2.1 Kinetic particle theory
2.2 Atomic structure
2.3 Structure and properties of materials
2.4 Ionic bonding
2.5 Covalent bonding
2.6 Metallic bonding
Theme : Matter around us Formulae, stoichiometry and the mole
Content concept
3. Chemical formulae and equations

Theme : Matter around us Electrolysis

Content
4. Periodic table of elements

Theme : Matter around us Energy from chemicals

Content
5. Chemical Bonds

Theme : Interaction between chemicals Chemical reactions

Content Content
6. Electrochemistry 6.1 Rate of reaction
6.2 Redox
6.3 Reversible reactions
Theme : Interaction between chemicals The chemistry and uses of acids, bases and
Content salts
7. Acids and bases Content
7.1 The characteristic properties of acids and
bases
7.2 Preparation of salts
7.3 Properties and uses of ammonia
7.4 Sulfuric acid
Theme : Interaction between chemicals The Periodic Table
Content Content
8. Salts 8.1 Periodic trends
8.2 Group properties
8.3 Transition elements
Theme : Production and management of Metals
manufactured chemicals Content
Content 9.1 Properties of metals
9. Manufactured substances in industry 9.2 Reactivity series
9.3 Extraction of metals
9.4 Iron
9.5 Aluminium
Form 5 Atmosphere and environment
Theme : Interaction between chemicals Content
Content 10.1 Air
10. Rate of reaction 10.2 Water

Theme : Interaction between chemicals Organic chemistry

Content Content
11. Carbon compounds 11.1 Alkanes
11.2 Alkenes
11.3 Alcohols
11.4 Carboxylic acids
11.5 Macromolecules
Theme : Interaction between chemicals
Content
12. Oxidation and reduction
Theme : Interaction between chemicals
Content
13. Thermochemistry
Theme : Production and management of
manufactured chemicals
Content
14. Chemicals for consumers
Assessment Comparison

Malaysia Brunei Darussalam

1 hour
1 hour 15 minutes
Paper 1 Paper 1 40 mcq
50 MCQ
40 marks
2 hours 30 minutes
Section A : 6 structured
questions (answer all) 1 hour 30 minutes
Paper 2 Section B : 2 essay restricted Paper 2 Sec A compulsory – 45 marks
response item (choose one) Sec b choose ¾ - 10 marks each
Section C : 2 essay extended
response item (choose one)
1 hour 30 minutes
1 hours 30 minutes Paper 3
Practical test – 40 marks
Written Practical test
Paper 3 1 hour
1. Subjective item
Paper 4 Alternative to practical
2. Planning an experiment
60 marks
 SIMILARITIES
Most of the chemistry curriculum for
Malaysia-SPM and Brunei-CGCE O level is
almost the same where both countries
introduce the basic topic in chemistry field
such as Matter, Electrolysis, Chemical
Reactions, Acid, Bases and Salts, Periodic
Table and also Carbon Compounds.
Basically the assessment foundation for both
country is almost the same, where for Paper 1
is the multiple choice questions, for Paper 2 is
structure and simple essay questions and for
Paper 3 is experimental practical tests.
DIFFERENCES
Malaysia chemistry curriculum are arrange
based on theme while Brunei chemistry
curriculum arrange based on field of chemistry
where it starts with Physical Chemistry to
Inorganic Chemistry and last but not least
Organic Chemistry.
Malaysia chemistry syllabus are introducing
industrial manufactured chemicals in their
curriculum while for Brunei chemistry
syllabus there a topic for atmosphere and
environment in their curriculum where in
Malaysia it been introduce since form 2
science syllabus.

STRENGTHS WEAKNESS
Malaysia chemistry curriculum is geared more Malaysia chemistry curriculum not organized
towards industrial manufactured which easy to according to the chemistry field which is more
apply when we know what it is for. systematic and organized.

Malaysia chemistry curriculum is more Malaysia chemistry curriculum does not focus
specific in certain topic because from the on the topics that are more easily learned and
general module in one theme, it been broken to related to the next topic. As example, the
a big chapter and teaching become more electrochemistry topics is studied in form four
profound. while the thermochemistry topics are studied
in form five. Both of these topics are
Brunei chemistry curriculum geared more interconnected and should introduced
towards specialization which arranged based thermochemistry first then student can easily
on chemistry field and it is easier to understand electrochemistry.
understand.
Brunei chemistry curriculum does not include
Brunei chemistry curriculum arrange each industrial manufactured which as we know
topic based on what you need to learn first and many chemistry field is related to this kind of
associate the topic to the next topic. sector.

Brunei chemistry curriculum combining

several topics in chemistry learning into a big
topic and it makes it difficult for deeper
understanding in a short of time.
CHEMISTRY CURRICULUM COMPARISON BETWEEN STPM
(MALAYSIA) AND CAMBRIDGE INTERNATIONAL A-LEVEL
(BRUNEI)

Sijil Tinggi Pelajaran Malaysia (STPM) and General Certification of Education Advanced Level
or better known as GCE A-Level are both pre-university programmes offered to all SPM or O-
Level leavers in order to pursue their studies after finishing high school.

The curriculum comparison will focus on:

1. The pathway for both STPM and A-Level programmes

2. Syllabus content
3. Curriculum assessment

1. The pathway

STPM
- STPM is run by the Malaysian Examination Council, which introduced a new modular
system (semester-based) in 2012.

- Through this modular system, STPM results will be monitored and endorsed by a
representative from the Cambridge Assessment (to uphold the standard and quality).

- STPM is 18 months long (1 ½ years)

A-LEVEL
- Brunei uses Cambridge International AS and A Levels as one of the options for pre-
university programmes.

- A-Level is typically a two-year course, and AS Level is typically one year.

- Some subjects can be started as a Cambridge International AS Level and extended to a

Cambridge International A-Level.

YEAR
Option 1 Option 2 Option 3

Cambridge
2 International A Level
(remainder of A Cambridge
level) International A Level
Cambridge Cambridge
1 International AS International AS
Level Level (AS is first half
of A Level)
Paper 1,2,3 in a May carry AS marks Take all five (5)
ASSESSMENT single examination forwards and take papers in a single
series Paper 4 and 5 examination series
 2. SYLLABUS CONTENT

MALAYSIA – STPM BRUNEI – CAMBRIDGE GCE A-LEVEL

First Term AS (LOWER SIXTH)

Atoms, Molecules and Stoichiometry Atoms, Molecules and Stoichiometry
Electronic Structure of Atoms Atomic Structure
Chemical Bonding Chemical Bonding
States of Matter States Of Matter
Reaction Kinetics Chemical Energetics
Equilibria Electrochemistry
Second Term Equilibria (Chemical Equilibria)
Chemical Energetics Reaction Kinetics
Electrochemistry Inorganic Chemistry (Periodicity, Group 2, Group 17,
Nitrogen and Sulphur)
Periodic Table: Periodicity Organic Chemistry (Formulae and Isomers, Alkanes,
Alkenes, Halogen Derivatives, Alcohols, Aldehydes
and Ketones, Carboxylic Acids, Esters)
Group 2 Analytical Techniques (Infra-Red Spectroscopy)
Group 14 A2 (UPPER SIXTH)
Group 17 Chemical Energetics
Transition Elements Electrochemistry
Third Term Equilibria (Ionic Equilibria)
Introduction to Organic Chemistry Reaction Kinetics
Hydrocarbons Inorganic Chemistry (Transition Elements)
Haloalkanes Organic Chemistry And Polymerization (Arenes,
Phenol, Acyl Chlorides, Amines, Amides, Amino
Acids, Polymerization)
Hydroxy Compounds Analytical Techniques (Chromatography, Mass
Spectroscopy, Carbon-13 and Proton NMR)
Carbonyl Compounds Organic Synthesis (Synthesis of Chiral Drug
Molecules, Synthetic Routes)
Carboxylic Acids and their Derivatives Planning, Analysis and Evaluation
Amines, Amino Acids and Proteins
Polymers
 3. CURRICULUM ASSESSMENT

Paper Type of test Duration

Component
STPM A-Level STPM A-Level

Written Test Multiple Choice

Section A 40 questions
Paper 1 15 compulsory multiple-choice 1 ½ hours 1 hour
questions

Section B
2 compulsory structured questions

Section C
2 out of 3 essay questions

All questions will be based on Topic 1- All questions will be based on the AS
6 Level syllabus content

[60 marks] [40 marks]

Written Test AS Level Structured Questions

Paper 2 Section A Consists of variable number of 1 ½ hours 1¼

15 compulsory multiple-choice question of variable mark value hours
questions

Section B
2 compulsory structured questions

Section C
2 out of 3 essay questions All questions will be based on the AS
Level syllabus content
All questions will be based on Topic 7-
13
[60 marks] [40 marks]
Paper 3 Written Test Advanced Practical Skills

Section A This paper requires candidates to carry

15 compulsory multiple-choice out practical work in timed conditions.
questions 1 ½ hours 2 hours
Candidates will be expected to collect,
Section B record and analyze data so that they can
2 compulsory structured questions answer questions related to the
activity.
Section C
2 out of 3 essay questions The paper will consist of two or three
experiments drawn from different areas
All questions will be based on Topic of chemistry.
14-21
 [60 marks] [40 marks]

Paper 4 School-based Assessment of A-Level Structured Questions

Practical
This paper consists of a variable
13 compulsory experiments and 1 number of free response style Throughout 2 hours
project to be carried out questions of variable mark value. three terms

All questions will be based on the A

Level syllabus but may require
knowledge of material first
encountered in the AS Level syllabus.

[45 marks] [100 marks]

Paper 5 Written Practical Test Planning, Analysis and Evaluation

3 compulsory structured questions This paper consists of a variable

number of questions of variable
mark value based on the practical
skills of planning, analysis and
1¼
evaluation.
1 ½ hours hours

The context of the questions may be

outside the syllabus content, but
candidates will be assessed on their
practical skills of planning, analysis
and evaluation rather than their
knowledge of theory.

[45 marks] [30 marks]

 SIMILARITIES DIFFERENCES

In terms of syllabus content overview: In terms of syllabus content:

Both Malaysia-STPM and Brunei-A Level
offer a list of an almost similar content for
Chemistry syllabus. Most of the topics
discussed covered are all from physical
chemistry, inorganic chemistry and organic
chemistry.
Brunei-A Level Chemistry covers quite a lot
HOTS topics compared to Malaysia-STPM
chemistry topics (eg: analytical techniques on
chromatography and spectroscopy). Most of
Brunei-A Level syllabus contents exposed
students on what they learn in chemistry to the
real world application instead of just learning
theory.

In terms of curriculum assessment: In terms of curriculum assessment:

Both Malaysia-STPM and Brunei-A Level Brunei-A Level chemistry curriculum

have 5 papers for curriculum assessment. assessment has quite a different assessment
compared to Malaysia-STPM assessment as
for Paper 3 (Advanced Practical Skills), it
requires candidates to carry out practical work
in timed conditions. For Paper 5 (Planning,
Analysis and Evaluation), the context of the
question may be outside the syllabus content.
On the other hand, 4 out of 5 assessments for
STPM are all in written tests.

STRENGTH WEAKNESS

STPM STPM

1. The School-Based Assessment (SBA) Lack of practical skills assessment in the

which consists of project work, field
study and practical work will develop
human capital who embrace
intellectual, emotional, spiritual and
physical values in line with the
National Educational Philosophy.
2. Some topics are divided into smaller
topics so that students can learn and
understand better.
A-Level
curriculum as it is way more important than
just to know the theoretical knowledge.
A-Level
1. The aims of the syllabus content may
not be aligned with the ones that are in
Brunei SPN21.
2. Too many big/difficult content are
taught in just one big topic.

1. Some subjects can be started as a AS

Level and extended to A-Level.
 2. A Levels is accepted and valued by top
universities around the world including
those in the UK, US (including Ivy
League universities), European
nations, Australia, Canada and New
Zealand.

CHEMISTRY CURRICULUM MALAYSIA MATRICULATION

SIMILARITIES DIFFERENCES
Matriculation has almost a similar chemistry Chemistry curriculum in matriculation is not
syllabus with STPM where they focused on detailed as STPM curriculum. For example, if
basic physical chemistry and basic organic we compared the same topic that studied in
chemistry chapters such as electrochemistry STPM and matriculation, we can find that STPM
and hydrocarbons. have more widen lessons and assessments for the
topic than matriculation.

STRENGTHS WEAKNESS
Students are able to enter the universities for Students didn’t have enough time to internalize
degree course one year earlier than STPM the knowledge since they are given a short
students since students in STPM take two period to cover all the topics. The lessons in
years to finish their studies. matriculation are mostly based on memorization
instead of application of concepts. Learning
through application of concepts enable to
provide them better understanding on the topics.