Malaysia
CHEMICAL EDUCATION IN MALAYSIA
Ting-Kueh Soon*
Tunku Abdul Rahman College, Kuala Lumpur, Malaysia
1. PREAMBLE 90
2. HISTORICAL 90
3. THE MALAYSIAN EDUCATION SYSTEM 91
3.1 Educational Statistics
3.2 Examinations
3.3 The New Education Curriculum for Schools
4. THE CURRENT STATUS OF CHEMICAL EDUCATION IN SCHOOLS 93
5. CURRENT STATUS OF CHEMICAL EDUCATION AT THE
UNIVERSITIES 95
5.1 Undergraduate Leve
5.2 Post-graduate programmes in Chemistry l
6. TEACHER EDUCATION AND TRAINING 96
6.1 Science/Chemistry Teacher Education
7. CHEMISTS IN MALAYSIA AND THE MALAYSIAN INSTITUTE OF
CHEMISTRY 97
7.1 Chemist Act 1975 and the Malaysian Institute of Chemistry
7.2 Chemists in Malaysia
8. CHEMISTRY AND DEVELOPMENT IN MALAYSIA 98
9. CHEMISTRY AND THE MALAYSIAN ENVIRONMENT 99
10. CHEMISTRY AND THE MALAYSIAN WAY OF LIFE 99
11. THE FUTURE OF CHEMICAL EDUCATION IN MALAYSIA 99
12. CONCLUSION 100
_________________________________________________________________
* The Author is also the Chairman of the Education Section,Institiut Kimia Malaysia
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Chemical Education in Asia-Pacific
In Malaysia, Chemical Education has been in the main stream of the national education system
since the days of independence. Chemistry was first taught at the secondary level; but was extended
to the primary level as part of “Man and his environment” when the New Primary School Curriculum
(KBSR) was introduced in 1982. Chemical education is continued in the Integrated Secondary School
Curriculum (KBSM) in the combined science curriculum for forms one to three, and as part of general
science and additional science or chemistry for forms four and five. For the science students who
continue to study into the sixth forms, chemistry is taught as a subject both in the Higher School Certificate
(STPM) and the “A” 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 science, engineering,
medicine, pharmacology, food science and nutrition, materials science, environment and, other
technical and professional programmes and courses. Post graduate programmes in various disciplines
in Chemistry is also being conducted in all universities with a science programme. This paper
discusses chemical education in Malaysia, both at the school and university levels. It also reports on the
Chemist Act 1975 and its relation to the Institiut Kimia Malaysia. Finally it relates chemistry to the
industrialisation and the changing ways of life in Malaysia.
1. PREAMBLE
The post independence National Education Policy, i.e., Razak Report, 1958; Rahman Talib
Report, 1960; Education Act, 1961, for instance, specifically aims at moulding national identity and
unity in a plural society. The National Philosophy of Education (Falsafah Pendidikan Negara) 1988 states:
Education in Malaysia is an on-going effort towards further developing the potentials 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 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 the nation at large.
The Philosophy emphasizes life long education, good citizenship, the overall development of the individual
based on belief in God, and the knowledge and skills necessary for effective contribution to the social and
economic well being of the nation.
2. HISTORICAL
In the pre-independence period, education in the then Malaya was subjected to the general objectives
of the colonial authorities; that is to minimise changes and maintain the status-quo of the differential
communities in the country. There was, therefore no attempt to develop a national policy or system of
education. Thus, there were separate school systems for the Malays, Chinese and Indians at all levels. It
was only in the English schools that children of all races came together. The educational programme in
these English schools followed the British model.
By the early 1950s, it was strongly felt that there should be more integration among the
various ethnic groups. In 1956, a special committee under the chairmanship of Tun Abdul Razak, who
later became the Minister of Education and the Second Prime Minister of Malaysia was set up to
review education policies with the objective:
“ ....... to establish a national system of education acceptable to the people of the Federation as
a whole which will satisfy their needs and promote their cultural, social, economic and political
development as a nation, having regard to the intention to make Malay the national
language of the country whilst preseving and sustaining the growth of the language and culture
of other communities living in the country.”
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The report of the Committee, popularly known as the Razak Report, became the basis of the present
educational policies. The main recommendations of the Report became the basis of the education
system as enshrined in the Education Ordinance, 1957.
In 1960, a Review Committee was set up to monitor the progress of the implementation of the
National Education Policy. One important recommendation of the Review Committee was to raise
the school leaving age to 15 years. This was made possible through the abolition of the Malayan
Secondary School Entrance Examination (MSSEE), thus permitting automatic promotion throughout the
primary and lower secondary levels. The recommendations of the Review Committee became the
basis of the Education Act, 1961 which characterised the features of the present education system.
3. THE MALAYSIAN EDUCATION SYSTEM
The present Malaysian education system comprises six years of primary education (Standards
one to six), five years of secondary education comprising 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) as summarised in the following chart (chart 1: Education System
in Malaysia).
CHART 1
EDUCA TION SYSTEM IN MALA YSIA
AGE
6 7 8 9 10 11 12 13 14 15 16 17 18 19
ABOVE
6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
PRIMARY LOWER UPPER POST SECONDARY HIGHER
SECONDARY SECONDARY AND COLLEGE EDUCATION
IV V PRE-UNIVERSITY
TECHNICAL
LOWER UPPER UNIVERSITIES
1 2 3 4 5 6 I II III IV V VI VI COLLEGES
NATIONAL SCHOOL ACADEMIC ACADEMIC EMPLOMENT
ACADEMIC
1 2 3 4 5 6
COLLEGES
NATIONAL TYPE CHINESE IV V
SCHOOL P EMPLOMENT
VOCATIONAL
1 2 3 4 5 6
NATIONAL TYPE TAMIL SCHOOL
P REMOVE CLASS
LOWER CERTIFICATE OF EDUCATION
MALAYSIAN CERTIFICATE OF EDUCATION
MALAYSIAN CERTIFICATE OF VOCATIONAL EDUCATION
MALAYSIA HIGHER SCHOOL CERTIFICATE
After pre-university, the students will be able to enrol either in local universities or to go overseas for
study in the United Kingdom, United States of America, Australia, New Zealand, Singapore, Canada, India
and many other countries.
3.1 Educational Statistics
The educational statistics in Malaysia is shown in Tables 1 and 2.
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Chemical Education in Asia-Pacific
Table 1. Student Enrolment by Levels of Education from 1980 to 1995
Level 1980 1985 1990 1995*
Primary 2,006,760 2,191,680 2,447,210 2,808,210
Lower secondary 812,105 918,240 942,800 1,126,450
Upper secondary 248,543 333,060 368,500 589,580
Teacher training 13,311 16,560 21,580 27,300
Diploma course 14,776 25,050 28,000 44,230
Degree course 20,764 37,840 60,010 89,680
(Source: Educational Statistics ’95; * Figures from Sixth Malaysia Plan 1991 - 1995)
Table 2. The Number of Schools, Pupils and Teachers at the
Primary and Secondary Levels as at January 01 1995
Type of Number of Number of Number of
Schools Schools Pupils Teachers
Primary 6,965 2,802,677 140,342
Secondary 1,470 1,624,568 88,672
(Source: Educational Statistics ’95)
3.2 Examinations
The Malaysian education system is targeted at passing examinations. At the primary level, the
children have to sit for an assessment examination (Ujian Penilaian Sekolah Rendah or UPSR) in
Standard Six. However, promotion into lower secondary level is automatic.
At the lower seconadary level, the students have to sit for an assessment examination (Penilaian
Menengah Rendah or PMR) in Form Three in order to be promoted to Form Four at the upper secondary
level. The upper secondary level is divided into three different streams, namely academic, technical and
vocational.
At the end of the secondary level in Form Five, the students from the academic and technical streams
have to sit for the Malaysian Certificate of Education (Sijil Pelajaran Malaysia or SPM) examination which
will decide whether they continue to pre-university education, or some technical or sub-professional
courses, or join the work force. Students from the vocational stream will sit for the Malaysian Certificate of
Vocational Education (Sijil Pelajaran Vokasional Malaysia or SPVM) examination which will decide
whether they be allowed to continue their college education or seek employment.
At the end of Form Six, the students have to sit for the Higher School Certificate (Sijil Tinggi
Pelajaran Malaysia or STPM) examination. The results of this examination will decide if they will be
admitted to local universities which uses STPM as a criteria for admitting undergraduates. The students
may also use the STPM to apply to oversea universities. Nowadays, a large number of students
are also sitting for the “GCE Ordinary or O Level” (which is equivalent to the SPM) and the “GCE
Advanced or A Level” (which is equivalent to the STPM) examinations of the United Kingdom which
qualify them for entries into universities in the United Kingdom, Singapore, Australia, New Zealand, India
and other British Commonwealth Countries.
3.3 The New Education Curriculum for Schools
In 1974, a Cabinet Committee was set up to review the implementation of the national system of
education. The Cabinet Committee Report 1979 was published at the end of 1979 with a total of 173
recommendations. Two major results of the recommendations were the implementation of the New
Primary School Curriculum (KBSR) in 1982 and the Integrated Secondary School Curriculum (KBSM)
in 1988. The New Primary School Curriculum or KBSR stresses on the need to provide basic education
and to promote the overall intellectual, spiritual, emotional and physical development of all children
with different abilities and potentials. It is divided into two phases of three years each. In the earlier
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phase, the learning and teaching is to be concentrated on the basics in reading, writing and
arithmetics. The later phase is intended for reinforcing mastery of these basic skills while emphasizing the
acquisition of knowledge, the use of language for thinking and communication, and the utilization of
arithmetic skills for problem solving.
The KBSR’s curriculum principles aiming at laying a strong foundation for efficiency in learning
among primary school children are being continued and reinforced in the Integrated Secondary School
Curriculum or KBSM. The KBSM seeks to equip the students with more skills and knowledge so that they
would be able to, at the end of the secondary school education, either choose to continue into
the tertiary level, or join the work force. The KBSM seeks to reach a balance between providing students
with a general education while giving opportunities for specialized pursuits.
4. THE CURRENT STATUS OF CHEMICAL EDUCATION IN SCHOOLS
In the light of the above mentioned development of the Malaysian education system, we shall now
discuss chemical education at school. Informal chemical education is introduced at the later phase
of the KBSR system. At the fourth year of the primary education, the subject, Man and his
environment (Alam dan manusia) was introduced with the aim of making the children more aware of
their environment. Subtle chemical principles are being used to explain atmospheric and aquatic
phenomena, energy changes, food and nutrition, natural resources and many other everyday life
things associated with human and his environment. No chemistry is directly mentioned; rather, the
emphasis is on how things behave or happen in the environment.
However, it was discovered recently that this subject, Man and his environment, covers too wide a
scope for the teacher to teach effectively, as it contains not only the basic scientific principles, but also the
social aspects of the curriculum. The subject is now split into two different subjects; one dealing
with science and other touching on social science.
The Integrated Secondary School Curriculum or KBSM is divided into two parts, namely the
lower secondary of three years from Form One to Three, and the upper secondary of two years from Form
Four to Five. At the lower secondary level, chemistry is taught at part of the Combined Science (Sains
Panduan). This is a continuation of the KBSR curriculum with the emphasis on developing the basic
skills for communications and knowledge acquisition. Combined Science 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 and Additional
Science for non-science students, or as a subject, Chemistry, for science students. For General
Science and Additional 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 various processes in life. 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. With
this chemistry background, the students may proceed to continue their academic studies in the
pre-university programmes such as the the sixth forms or some matriculation courses, or take up some
technical or sub-professional courses preparing them for work.
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Chemical Education in Asia-Pacific
Chart 2. A TYPICAL PAGE FROM A SECONDARY CHEMISTRY TEXTBOOK
10.15 Kedudukan karbon dalam siri kereaktifan
1. Karbon boleh terbakar dalam oksigen berlebihan untuk membentuk karbon dioksida:
C(p) + O2(g) ----> CO2(g)
2. Karbon dapat menurunkan oksida logam X kepada logamX apabila dipanaskan
bersama-sama, dengan syarat karbon adalah lebih reaktif daripada logam X
Karbon + Oksida logam X ----> Karbon dioksida + logam X
3. Satu campuran karbon dan oksida logam Y tidak boleh bertindak balas, iaitu oksida
logam Y tidak dapat diturunkan kepada logam Y apabila campuran dipanaskan,
jika karbon kurang reaktif daripada lodgam Y.
Karbon + Oksida logam Y ----> Tidak bertindak balas
4. Eksperimen menentukan kedudukan karbon dalam siri kereaktifan
(a) Serbuk karbon dan serbuk kuprum(II) oksida dengan kuantiti yang lebih kurang
sama banyak dicampurkan dan digualkan sehingga sekata di atas sekeping
kertas asbestos.
(b) Kertas asbestos bersama-sama campuran itu diletakkan diatas
kasa dawai yang terletak di atas tungku kaki tiga, seperti
yang ditunjukkan dalam Rajah10.30.
(c) Campuran itu dipanaskan dengan kuat
(d) Pemanasan dihentikan sebaik sahaja campuran berbara merah.
(e) Permerhatian direkodkan untuk mengetahui sama ada tindak balas berlaku atau
tidak, iaitu sama ada bara/nyala terang merebak ke seluruh campuran dan
zarah-zarah baru dihasilkan atau tidak.
(f) Eksperimen di atas diulang dengan menggunakan campuran berikut secara
bergilir-gilir:
Serbuk karbon + Serbuk magnesiam oksida
Serbuk karbon + Serbuk aluminium oksida
Serbuk karbon + Serbuk zink oksida
(g) Semua pemerhatian yang diperoleh dan kesimpulan daripada setiap pemerhatian
dapat dijadualkan seperti berikut.
Campuran Pemerhatian Adakah tindak balas Kesimpulan
tentang
berlaku kereaktifan karbon
Karbon + Satu nyala terang merebak ke Tindak balas berlaku. Karbon Karbon lebih reaktif
kuprum(II) seluruh campuran menurunkan kuprum(II) oksida daripada kuprum
oksida Pepejal perang (baru) terhasil. (hitam) kepada kuprum (perang).
C(p) + 2CuO(p) -->CO2(g) + 2Cu(p)
Karbon + Tiada perubahan Tiada tindak balas berlaku. Karbon kurang reaktif
Magnesium oksida daripada magnesium.
Karbon + Tiada perubahan Tiada tindak balas berlaku Karbon kurang
reaktif
Aluminium oksida daripada aluminium
Karbon + Satu bara terang merebak ke Tindak balas berlaku. Karbon Karbon lebih reaktif
Zink oksida seluruh campuran. menurunkan zink oksida (kuning daripada zink
Pepejal kelabu (baru) terhasil apabila panas dan putih apabila
sejuk) kepada zink (kelabu)
C(p) + 2ZnO(p)-->CO2(g) + 2Zn(p)
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At the pre-university level, chemistry is taught as a subject in the Higher School Certificate (Sijil
Tinggi Pelajaran Malaysia or STPM), the “A” 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.
5. CURRENT STATUS OF CHEMICAL EDUCATION AT THE UNIVERSITIES
5.1 Undergraduate Level
There are eight universities in Malaysia with six of them offering chemistry as part of their science
programmes. The nineth university, Sabah University Malaysia has just started its first intake in July
1995 with courses in business and management. In addition, two colleges are also offering degree
and diploma programmes in chemistry as shown in Table 3.
Table 3. Universities/Colleges with Bachelor of Science Programme
University Degree/Diploma Programme Duration/years
University of Malaya Bachelor of Science 3
(Universiti Malaya) Bachelor of Science (Hons) 4
National University Bachelor of Science (Hons) 4
(Universiti Kebangsaan
Malaysia)
Agriculture University Bachelor of Science (Hons) 4
Malaysia (Universiti Bachelor of Science with
Pertanian Malaysia) Education (Hons) 4
Science University Bachelor of Science (Hons) 4
Malaysia (Universiti Bachelor of Applied Science
Sains Malaysia) (Hons) 4
Bachelor of Science with
Education (Hons) 4
Technology University Bachelor of Science (Hons) 4
Malaysia (Universiti Bachelor of Science with
Teknologi Malaysia) Education (Hons) 4
Sarawak University Bachelor of Science (Hons) 4
Malaysia (Universiti
Malaysia Sarawak)
Tunku Abdul Rahman Diploma in Science 3
College Bachelor of Science 3
MARA Institute of Diploma in Technology 4
Technology (Institut Advanced Diploma in 4
Teknologi MARA) Technology*
* This Advanced Diploma is now recognised as equivalent to a Bachelor of Science
with Honours by the Malaysian Government.
The minimum entry requirement into these degree/diploma programmes is a pass in the
STPM with either two principal level subjects or one subject at the principal level with two subjects at the
subsidary levels, except for the Diploma in Technology in the MARA Institute of Technology, which only
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requires a pass in the SPM. However, competition into local universities is very keen due to the large
number of applicants and limited places in the universities.
At the University of Malaya, students with good STPM results may be admitted directly into the
second year of the Bachelor of Science (B. Sc.) programme. At the end of the third year, those who
obtained good results in B. Sc. examinations are promoted to the fourth year for the Bachelor of Science
with Honours (B. Sc. Hons) programme. For the other universities, the Bachelor of Science with
Honours is a four year programme with the results of the examinations deciding whether the
undergraduates will be awarded the Bachelor of Science or the Bachelor of Science with Honours.
For the Tunku Abdul Rahaman College, the College only awards the Diploma in Science. The
award of the Bachelor of Science is by the Campbell University of North Carolina, USA based on
examinations conducted at the College.
The MARA Institute of Technology has just introduced an Advanced Diploma programme in Industrial
Chemistry which is recognised as equivalent to a Bachelor of Science with Honours programme.
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.
5.2 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 are conducted through full time research. There is no
master programme in chemistry conducted just by course work as offered by many universities
overseas. This is because the final year chemistry curriculum in Malaysia is considered advanced
enough to provide sufficient knowledge in the chosen specialisation. Only occasionally are some
candidates required to take a few credits course work to strengthen their background in particular fields
of chemistry.
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.
6. TEACHER EDUCATION AND TRAINING
In Malaysian public schools, you have to have a teaching certificate or a teaching diploma in order to
be considered as a qualified teacher. The task of teacher education and training lies with the
government and this is undertaken by both the universities and the teacher colleges. In the past, primary
school teachers were trained in teacher colleges and secondary school teachers by the universities.
However, due to the demand for more teachers, most of the teachers colleges produce both primary
and secondary school teachers. Some of these colleges also train specialist teachers including
teachers for vocational and technical subjects, teachers for the handicapped, and language teachers.
As at January 1 1995, the total number of teachers in Malaysia was 230,020 of which 140,548
(61.1%) were primary school teachers and 89,472 (38.9%) were secondary school teachers.
Currently, there were 30 teacher training colleges distributed throughout the country. Most of
these colleges take in trainees with a SPM or STPM qualification and provide them with a two-year or
two-and-a-half year certificate programme leading to a Certificate in Education. The universities, on the other
hand, offer a one-year post-graduate Diploma in Education. Recently, some teacher colleges have
been upgraded to university status and are training university graduates. To overcome the
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shortage of science teachers, some universities are offering a four-year Bachelor of Science with
Education programme.
6.1 Science/Chemistry Teacher Education
There is no such thing as the training of “chemistry teacher” per se. At the teacher colleges,
teachers are trained in various subject matters such as child psychology, sociology, pedagogy, etc
and their teaching areas such as science, economics, arts, etc. In other word, you are trained as a
science or economic, or art teacher; and you are expected to teacher any subjects which come
under science (if you are a science teacher) including chemistry, biology, physics, etc.
On the other hand, at the post-graduate diploma level, one would normally be trained to teach, for
example, chemistry as a major and perhaps, biology as a minor. However, what one actually
teaches in school, depend very much on the need of the school. If the school is short of physics teacher, one
would have to do so, even though you may be trained in chemistry.
7. CHEMISTS IN MALAYSIA AND THE MALAYSIAN INSTITUTE OF CHEMISTRY
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 a management capacity in various industries.
By the word “chemist”, this is meant to include those working in the laboratories including quality
control and product development chemists, research officers, etc., teachers and educators in schools and
universities, sales and marketing personnel in chemicals and instrumentation, as well as those managers of
research and development departments and institutions. Due to rapid industrialisation, especially in the last
ten years or so, chemists are in demand in Malaysia. They work either in the government including
the universities, and research and development institutions, or the private sector.
7.1 Chemist Act 1975 and the Malaysian Institute of Chemistry
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.
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). It also enjoy
good working relationship with inetrnational agencies such as the United Nations Educational,
Scientific and Cultural Organisation (UNESCO) and the United Nations Environment Programme (UNEP).
7.2 Chemists in Malaysia
Chemists in Malaysia are employed both in the public as well as in the private sectors. In the public
sector, the most numbers of chemists may be found in the following:
* The Chemistry Department
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* 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, 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 4.
Table 4. 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
8. CHEMISTRY AND DEVELOPMENT IN MALAYSIA
Chemistry played an important role in the industrial development in Malaysia. The Malaysian
economy started off as an agriculture-based economy in the 60s. It is not until the 80s that manufacturing
became an important sector of the economy. 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
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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.
9. 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.
One of the greatest success in the application of chemistry and engineering in environmental
control in Malaysia is in the treatment of palm oil mill effluent (POME), effluent from latex concentrate
factories, food manufacturing industries and others. Malaysia has been able to develop our own
treatment systems to successfully reduced discharges from these industries. Taking POME as an
example. After treatment, the final discharge contains a BOD load of less than 100 ppm from an initial figure
of 10,000 to 50,000 pm in the raw effluent. However, many of the Malaysian river systems are still
polluted from waste and discharges from the construction activities, untreated sewage, agricultural waste
and indiscriminate disposal of solid waste. The Malaysian government has come up with a river monitoring
system to control further deterioration in the water quality.
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.
10. 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.
11. THE FUTURE OF CHEMICAL EDUCATION IN MALAYSIA
Future chemical education in Malaysia has to play three important functions.
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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.
12. CONCLUSION
In conclusion, chemical education and chemistry have played an important role in the
industrialisation of Malaysia. They have also contributed to a better quality of life in Malaysia.
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