Guidance and Counseling Services have become an important support service in secondary schools in Malaysia. The Ministry of Education, Malaysia has recognized the support service since 1996 as well as appointed counseling teachers on full-time basis in schools. These teachers are exempted from teaching and learning in the classroom. This service has been in force for the past 20 years. Today, almost all secondary schools across Malaysia have placed at least one full-time counseling teacher where he or she is required to plan and carry out the service effectively in schools. A recent comprehensive study on the effectiveness of the implementation of the service shows that the support service is still not effective. It is high time to reassess the true extent of the effectiveness of counseling teachers roles and function. Stufflebeam CIPP model, will be able to evaluate different aspects of a service or program to determine its effectiveness.

This study investigates the need for change in the Malaysian secondary school curriculum. The study involved 30 experts in physiotherapy and the experts were chosen through purposive sampling. The Delphi Technique was used to build items for the need of introducing the physiotherapy subject in the secondary school curriculum. The study found that the fields of Sports, Musculoskeletal rehabilitation, Women’s health, Pediatrics, Geriatrics, Pulmonary cardiac rehabilitation, Hand rehabilitation, Cardiorespiratory, Lympoedema rehabilitation, Critical care, Occupational Health and Amputee were the careers expected to be in demand in future. The panel of experts agreed that subjects such as English Language, Biology, Science, Physics, Human Movement and Biomedical Science need to be emphasized in the secondary school curriculum. Theoretical and practical assessment approaches received consensus as appropriate for evaluating student performance and demonstrations, Practicals and Clinical practice were appropriate for teaching physiotherapy in secondary schools. The panel of experts also agreed that infrastructure facilities such as lecture rooms, laboratories, hydrotherapy pools, gymnasium, treatment rooms and assessment rooms were needed by secondary schools when physiotherapy becomes a taught subject in future. The findings clearly show that the Ministry of Education (MOE) in general and the Curriculum Development Centre (CDC) in particular must revise the existing curriculum in all secondary schools by introducing the physiotherapy curriculum.