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1.0
Introduction
Education
Blueprint
(PPPM
(2013-2025)),
the
1.1
What are the Challenges Presently
Faced by the Educator Society?
The challenges are:
National Integration
The democratization of education
UNESCO education Milestones
Globalization in education
Family support
Cultural Diversity
Influence
of
the
development
of
Information
Communication Technology (ICT)
Social issues
Report and analysis related to educational attainment:
- In the country
- International
and
Malaysia
is
independent
for
over
57
years,
the
National
cultural
policy (1971)
To strengthen unity
and nation through
Culture
developed
states
and
less
developed
states.
Regional
Components
of
Community
Service
in
All
1.1.2.1
What are the Gaps
Democratization Foundation?
in
the
Education
Educational divide
problem
among
students
is
the
hindrance
to
the
Centre.
Reducing the dropout rate by enforcing compulsory education
policy. Compulsory education is nine years from 6 years (years
1 to 6) to nine years (year 1 to form 3) (School Management
Division Ministry of Education, 2013). MOE expands Vocational
Subjects (MPV) in secondary schools and practicing consensus
schools, families and communities and introducing appropriate
assessment and evaluation.
(c) Increasing Number of Trained Teachers
MOE will increase the number of trained teachers in accordance
with the options in rural areas. The goal of increasing the number of
teachers will only be achieved by requiring new teachers to serve in
rural areas.
As an incentive for teachers, MOE will enhance the incentives for
teachers
serving
in
rural
areas;
providing
insurance,
accommodation and provide basic amenities.
(d)Improving Educational Aid Distribution System for Needy
Students, Special Needs and Minority Groups
(RMT)
and
the
Poor
Learning to be harmony
and cooperation
4 Pillars of
Learning to be a useful
human
1.2014.pdf )
Empowerment through continuous training for teachers is very
important to produce skilled workers and master knowledge.
This is achieved through the establishment of a passionate
master plan
Continuing Professional Development (CPD) and the new
database CPD detection to strengthen and reinforce science
teachers. CPD can also develop and strengthen the capacity
and improve the quality of their professional competence in the
teaching profession and in line with national aspirations. Thus
increasing the capacity and competence of teachers and
ensure the success in pupils achievement (Tan Sri Muhyiddin
Yassin, 2013).
Overall, the measures taken by the Ministry of Education seek to
increase the quality of teachers and improve the welfare of
teachers.
Workload reduction will give full space to the teachers learn to
acquire knowledge and enhance innovation to increase pupils
excellence.
(b) Learning to Mastering Skills
By PPPM (2013-2025), among the types of skills needed by students
to compete globally are:
Type of skill
Thinking Skills
Characteristics skills
creative and critical thinking,
higher order thinking
Questioning
techniques
Using the
Problem
Project-based
learning
Teaching
methods
HOTS
(KBAT)
Higher order
thinking
activities in
Figure 1.5: Teaching Methods,textbooks
HOTS
1.1.4.1
What are the characteristics of human
capital of the 21st century?
Features human capital of the -21st century in the local context is
Eager to know
Resilient
Have principles
Human capital
of the 21st
Communication skills
Century
Working as a team
undertaken are:
(a) Transformation of Education System
Transforming education aims to equip each pupil with all the new
skills they need to seize the opportunities and address the
challenges of the 21st century (YAB Tan Sri Dato Muhyiddin Yassin,
2013). Transformations are divided into 3 waves. First Wave (20132015) will focus on short-term initiatives to improve the written
curriculum, curriculum taught and the curriculum to assessment.
Second and Third wave (2016-2025) relating to the introduction of
the standard curriculum of the new secondary school, KSSM and
KSSR revised, standards-based assessment and the establishment
of an alternative model that allows students to learn according to
their own abilities.
Among the improvements in the first wave are:
Refine and re-evaluate the curriculum content in line
with international standards
KSSR and KBSM will continue to be refined in line with the
national curriculum emphasizes basic need to incorporate best
practices internationally and processed in a standard form that
can be Malaysian citizens who are able to compete in the global
rankings. In the development stage, the MOE will continue to
outline the benchmark standard curriculum and learning
content based on high-performance education system. MOE will
also engage international independent expert to verify the
benchmark for subjects of English, Mathematics and Science.
These subjects will continue to be analyzed in detail to ensure
that the new curriculum standards consistent with highperforming education system and that the scope of the syllabus
content is not too heavy and can be implemented effectively
(PPM, 2013-2025 ).
To strengthen the support system for teachers to
improve the delivery of the curriculum
Role of School Improvement Specialist Coaches (SISC +) will be
increased from part-time to full-time. They will be placed at the
District Education Office (DEO) and as a liaison officer between
the Curriculum Development Division (CDD) and teachers.
Based upon UPSR examination, the gap between rural and urban
students is almost 4 % with the lead to urban schools. In the SPM
examination, the gap is increased to 8 %.
(b) The performance gap between school boys and girls
Girl students remained ahead of boys. Significant differences in
performance began in UPSR and increase throughout the rest of the
school period students spend in. Thus, boys are more at risk for
dropping out. This genders performance gap has increased for PMR
and SPM during the last five years and if this phenomenon is left
unchecked could pose a risk of marginalization to the achievement
of boys. However, in 2011 the performance gap decreased from
11% to 10 % for the UPSR. Results from interviews with parents,
teachers, and principals/ headmasters found that most boys find it
difficult to master major academic curriculum and is likely to benefit
from vocational training courses or application job courses.
However, the shortage of places in vocational and technical schools
prevent male students the opportunity to obtain those skills. The
situation became more complicated when boys from poor families
are more at risk of dropping out of school early as they have to work
to support their families. Involvement of boys is decreasing in the
education system have caused concern to the MOE. Often youth
that are left out are the source of social and political instability. MOE
should always seek alternatives to involve men in education to
ensure that they become a valuable source of human capital and
not the source of problems for the country.
(C) Socioeconomic status
Socioeconomic difference is a significant challenge in achieving
equality in educational success. The unbalanced is caused by the
income of the students parents and the school location. This factors
in with pupils achievement. In response, the study showed that
students from poor families have lower performance compared to
students from middle or high-income families. Schools with many
students from low-income families have more chances to be in Band
6 or 7 on the NKRA scale. Consequently, more than three-quarters
of all high-performing schools have less than one third of the
students receiving financial assistance.
(d) High dropout problem among Aborigines
1.1.6
The
Influence
of
Information
Communication Technology Development
and
The UNESCO study review found that although ICT was used in
teaching, but in most cases, the users have not made use of
application like PowerPoint presentation as a teaching tool.
UNESCO study also found no evidence that ICT has been used
to promote skills such as creativity, problem solving, critical
thinking and communication among students. These factors are
caused by the limitations use of ICT tools available and are not
included with the training and support services to schools, such
as technicians to maintain the equipment. Even the provision of
training and support is often not sustainable and lasting. The
implication is that teachers are not ready to make the most use
of computers in their daily work.
The findings of an international study showed that teachers and
students would only use ICT equipment when teachers and
students have the skills to use technology and facilities in a
meaningful way in the learning process.
International studies also found a lack of long-term strategies to
implement and maintain ICT infrastructure and teachers
competence. For example, computer renewal warranty period is
not specified explicitly, this causes schools received
equipments at approximately of year 2000 are still using
outdated computer equipments that need to be renewed. In
addition, the study also found that ICT investments are not
associated with the desired students outcomes. (PPPM, 20132025)
In line with the MOE to ensure that students not only learn to use
ICT but also can use it effectively to improve their learning, some
solutions have been designed, namely:
Provide students with the skills and knowledge to learn
effectively and live productively in a global and digital world.
To provide the 10,000 schools nationwide with 4G Internet
access and virtual learning platform that can be used by
teachers, students and parents through 1BestariNet program.
Provide training for all teachers in applying ICT in teaching and
learning to support pupil learning.
15%
33%
Parents Benefits: