Innovation

Adaptation
and Change
Education
Prepared by:
Dorina Wong Ming l Tan Siok Yong l Yii
Wan Jiun
2 InnovationAdaptation
andChangeEducation

Various innovations and changes have

taken place in the education system in
our country.
The program considered appropriate in
the past is no longer relevant to the
current situation.
In order to produce human capital who
are competitive, a new policy should be
adopted into the education system in
our country.
3 TeacherTraining

The formation of human capital quality

teachers depend on teacher training
system.
Example:
Upgrade Teachers Colleges to Teacher
Education Institute.
 4 ChangesfromtheTeachers
CollegetoTeacherEducation
Institute

27 colleges and 1 English Language

Teaching Centre was changed to Teacher
2004 Education Institute.

The Cabinet approved the 27 Teacher

Training Colleges upgraded to Institut
Pendidikan Guru (IPG) that confer a
2005 Bachelor of Education and B.Ed. on 13 July
2005.
 ChangesfromtheTeachers
5 CollegetoTeacherEducation
Institute
The declaration of the upgrade.
This declaration allows IPG Graduate Teachers
Programme as Graduate Programme Primary
School (PGSR), pre-service training to primary
2006 school teachers through the Teacher Training
Course SPM (KPLSM) such as the Bachelor of
Teaching (PISMP) and B.Ed TESL.

The Honorable Minister of Education, Dato'

Hishammuddin Tun Hussein has officially
declared all teacher training institution in
2009 Malaysia to be known as the Malaysian Institute
of Teacher Education (IPGMs).
6 Separationoffunctions
betweenIPGMsandBPG

IPGMs BPG
focus on pre- focus on in-
service training service training
placed under the
direct supervision
of the MOE and
remain under the
supervision of the
TKPPM (Teaching
Professional).
7 BachelorofEducation
(PISMP)WithHonours

Open to prospective Students are

teachers consists of selected by BPG
students from SPM based on a number
Teaching Course of interviews and
(KPLSPM). tests.

Students who pass

the preparatory
stage would only be
offered to pursue the
Bachelor of
Education (PISMP) at
IPG.
 8
PISMP
A pre-service teacher training programs to train
primary school teachers who graduated under the
national education system.

Initially offered
Students required to attend a
to 2000
preparatory course for three
students in June
semesters at IPG.
2005.

Offers 15 The first cohort The degree with

PISMP program honours is
courses in 27 began in January awarded to the
IPGs 2007. students.
9 Goalofthisprogram

To produce a quality primary school

teachers who acquire knowledge,
skills and competencies in their
respective areas in accordance with the
National Education Philosophy and
Philosophy of Teacher Education.
 Studentswillbeexposedtoa
10 curriculumthatwillshapean
individualteacherwhois:

Dynamic, relevant, futuristic,

responsive, holistic, and integrated
Has the concept of the personhood of
teachers and focus on humanistic
approach.
Can handle the challenges of being an
educator.
Is coherent between effective learning
and clinical experience
Promote lifelong learning
11 TeacherEducation
Curriculum

Was enacted to prioritize soft skills and

various other skills.
Global Perspectives related to
education are also considered as
Education For All (EFA), Education for
International Understanding (EIU),
Education for Sustainable Development
(ESD), and also the four pillars of
UNESCO's education (Pillars of
Education).
 12
Intellectu Practical
al Skills Skills

Knowledge
and Transmissibili
Understandi ty Skills
ng

Focus of the
learning Appreciatio
outcomes to
Professiona n and
be achieved
l Ethics over 4 years Practice
of study Value
13 ProgramGraduateTeachers
ProgramPensiswazahanGuruSekolahRendah(PGSR)

Staff Development Committee of Ministry of

Education meeting dated February 5, 2007 has
approved PGSR program in IPG mode Graduate
School Based Training (LPBS) where
teachers will undergo training in the institutes on
weekends or holidays without leaving school;
receiving full salary; not charged with any fees
and will be awarded a Bachelor of Education at the
end of the
study.
Is a key channel for non-graduate teachers to
upgrade their education at the tertiary level. The
degree will enable to be appointed DG 41.
14 GraduateTeacher
Program(PPG)

The Ministry of Education in conjunction

with the Economic Planning Unit (EPU),
Prime Minister's Office has
recommended that all eligible teachers
will graduate in the 10th Plan period
(2011-2015) through the Graduate
Teacher Programme (PPG).
BPG is responsible for the
implementation of the program.
15 GraduateTeacher
Program(PPG)

Management Meeting of MOE. 16/2010

on 29th September 2010 approved the
Proposed Implementation of PPG under
the 10 MP.
MOE targets to ensure that 60% of
primary school teachers and 90% of
secondary school teachers are graduate
teachers by 2015.
All PPLD under the age of 47 are eligible
to apply and follow the PPG.
16 GraduateTeacher
Program(PPG)

It is estimated that the number of

teachers who will join the program is
nearly 100,000 people consisting of
8,686 primary school teachers and
91,171 secondary school teachers.
PPG will receive scholarships to a
binding contract and using the mode of
Distance Education (DE).
17 GraduateTeacher
Program(PPG)

The study will take between three and a

half years to four years.
40% students of this program will be
studying at the Teacher Education
Institute Campus (IPGK), 40% at the
Institute of Higher Education (IPTA) and
20% at Private Higher Education
Institutes (HEIs).
Award of degree will be awarded by the
respective institutions.
18 Curriculum
Transformation

The transformation of the primary

school curriculum is the restructuring
and upgrading of the existing primary
school curriculum.
The purpose of the transformation is to
ensure that students are provided with
the knowledge, skills and values that
are relevant to the current needs to
meet the challenges of 21 century.
19 KSSR

The aspiration of KSSR is based on National

Education Philosophy and the National
Education Policy.
KSSR also adopted four pillars of UNESCO's
education, which is learning to know,
learning to do, learning to live together and
learning to be.
Principles of the KSSR are based on the
principles of KBSR that is Integrated
Approach, Comprehensive Individual
Development, Equal Education For All
Students and Education for Life.
20 KSSR

Concepts introduced in the KSSR is a form of

classification of knowledge, skills and
values.
This concept focuses on a balanced
development of human capital in terms of
physical, emotional, spiritual, intellectual
and social.
Organized in modular form by grouping
certain subjects into a particular group
which are known as Modul Teras Asas,
Modul Teras Tema and Modul Elektif.
21 KSSR

Emphasise 4R of skills in reading,

writing, arithmetics and reasoning.
In Phase I, the teaching and learning emphasizes
the acquisition of basic 4R.
In Phase II, the emphasis is on strengthening
and application of 4R.
Special Education Curriculum which
includes three main branches that is
Learning Disabled, Visually Impaired and
Hearing Impaired.
22 KSSR

To strengthen the quality of the

implementation of the KSSR, new
elements are added such as Creativity
and Innovation, Entrepreneurship, and
Information Technology and
Communication
KSSR Standards are drafted in the form
of standard statements.
Content and Learning Standards need to
be achieved by students at a certain
period or level of schooling.
23
KSSR
National Education Assessment System
(SPPK) is a transformation of the system
focusing on achievement tests and
examinations which are more holistic.
The components of School Based
Assessments are:
School based
Centre based
Assessment on physical activity, sports and co-
curriculum
Psychometric assessment
24 HighPerformanceSchools
(SBT)

Defined as schools with ethos, character and

a unique identity that excel in all aspects of
education.
Has a tradition of high working culture and
is excellent in developing a holistic national
human capital that could compete at the
international level.
The rationale for the establishment of the
HPS is to Raising Quality Schools, the Best to
Produce Excellent Student and Bridging the
Gap Between Schools In System.
25 HighPerformance
Schools(SBT)

Selection of schools is performed by SBT

Selection Committee, who is chaired by
the Director of Malaysian Education.
The selection process will go through
three screenings.
Once the school passed the screening
process, the ministry has set some
criteria to be accepted as SBT .
26 Criteria

Demonstrate academic achievement with

Take Off Value (TOV) at least 80% in
national exams.
Performing the Standard for Quality
Education (SKPM) or equivalent
instruments at least 90% in all dimensions
Received numerous awards at national and
international level
Successfully produce superior personalities
(Towering Personalities) that could lead the
country, state and community
organizations.
27 Criteria

A benchmark and model for other

schools within and outside the country
using international standards such as
Trends in International Mathematics and
Science Study (TIMSS) and the
Programme for International Student
Assessment (PISA)
There is a strong collaboration between
the school and the community.
28 Criteria

Having an active networking with other

schools either locally or internationally.
Building a network with the institution
of higher education within and outside
the country in the transfer of credit,
collaborative action research, sharing of
facilities and infrastructure.
29 CharacteristicsofHigh
PerformingSchools

School leaders in SBT has accountability

and credibility in the management of the
school.
They have the autonomy in decision-
making, choosing curriculum and teaching
methods, selecting and placing of teachers.
The administrator must also provide
strategic planning in determining the
direction of the school.
30 CharacteristicsofHigh
PerformingSchools

School Teachers in SBT should be able

to deliver, has accountability and
credibility in the process of teaching
and learning in schools.
The use of ICT-based teaching methods
and hands-on activities in teaching.
They should develop the potential in
students not only at the school or state
level but also at the international level.
31 CharacteristicsofHigh
PerformingSchools

Pupils in SBT should be able to provide

annual targets for self improvement.
They are given autonomy for self-study,
to operate and manage themselves as
well as school activities.
32 TheSmartSchool

A learning institution designed

holistically in terms of the practice of
teaching, learning, school
management in order to prepare
students to face the eruption of the
information age.
Smart School is growing with the
development of professional staff,
increased resources and efficient
administration.
33 Characteristicsofa
smartschool

The process of teaching and learning is

student-centered, continuous and
reflective.
Smart School curriculum is designed to be
meaningful, socially responsible, holistic,
global and open.
This practice promotes holistic learning;
allowing children to develop according to
their levels of achievement and to take
into account the capabilities, interests and
needs of different students.
34 Characteristicsofa
smartschool

Flexible assessment system will allow

students in a classroom to learn at
different levels in the same subjects.
Students will be allowed to continue to
another level in different subjects at
any time.
In this way, students who are less
intelligent, which is usually ignored will
be given due attention.
35 Characteristicsofa
smartschool

Teachers are encouraged to develop

the students social skills and inculcate
moral and ethical values as well as the
value of patriotism.
The use of information technology is as
a tool to store data and enable the
administrator to recover data.
36 Characteristicsofa
smartschool

Systematic monitoring of student progress

will remind schools about the need for
follow-up action for bright students and
the less ones.
Assessment is based on specific criteria
elements to provide a holistic and accurate
picture of students performance.
Assessments also use conventional and
electronics teaching and learning materials
that are appropriate to the teaching and
learning strategies.
37 References