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Sejarah chapter guide

Development and prosperity

You can list national development policies, but your answers claim results that the evidence does not show.

Good answers on development and prosperity place each policy in its period, explain its aims, read data without inventing causes and compare aims with documented outcomes. This hub trains those four skills.

It belongs to the SPM Sejarah guide. Related themes appear in national wellbeing and unity.

What does the cluster cover?

How do the skills connect?

The first lesson gives the setting of a policy. The second states its aims, and the third teaches careful reading of figures.

The fourth lesson uses all three to compare what was intended, done and recorded.

One example of aim, action and outcome

Take the New Economic Policy, which ran from 1971 to 1990. Its aims were to eradicate poverty irrespective of race and to restructure society so that ethnic identity is no longer tied to economic function. 1

Its actions included income-generating activities, more education and training facilities, employment generation and the modernisation of rural life. 3

A documented outcome is that the poverty rate fell from 49.3% in 1970 to 16.5% in 1990. 3 The same ministry reports that the Bumiputera share of corporate equity was 2.4% in 1970 and about 21% in 2012, against a target of 30%. 2 That record does not prove the policy alone caused the fall in poverty, because the figures also cover years of general economic growth. A sound answer states the aim, the action and the outcome separately, then says how far the evidence supports a link between them.

Where should you start?

Begin with the first lesson if you describe a policy without its setting. Start with the third lesson if your answers jump to “because of the policy” too quickly.

When you are ready, try the practice set and the evidence-to-explanation planner. For teacher support, see online one-to-one Sejarah tuition.

Common questions

Why is this topic tricky in an essay?

Policies have stated aims, actions taken and measured outcomes, and students blend them into one sentence. Keeping the three apart lets you write what was intended, what was done and what the records show.

Do I need to memorise statistics?

Learn the figures your textbook highlights and what each one shows. One number with a clear reading is worth more than three numbers with no explanation.

Where should I start in this cluster?

Start with interpreting policies in their period, because the other lessons need that setting. Then study aims, practise careful reading of data, and finish by comparing aims with outcomes.

If your development answers list policies but overstate what they achieved, a one-to-one Sejarah teacher can go through one essay with you and mark every claim that needs evidence.

  • Online one-to-one lessons for your child with an experienced teacher.
  • Your first class is a one-hour trial, from RM50. The fee is agreed before you book.
  • Happy with the teacher? Continue with lessons of about 1.5 hours. If not, ask for another teacher.