Thursday, 30 May 2019

LEPASAN CEMERLANG SPM DIGALAK MOHON JADI GURU

MENTERI Pendidikan, Dr. Maszlee Malik beramah mesra bersama media dalam Majlis Permuakatan Ramadan Menteri Pendidikan Bersama Media di sini hari ini. 

PUTRAJAYA 29 Mei - Lepasan cemerlang Sijil Pelajaran Malaysia (SPM) digalakkan untuk memasuki Institut Pendidikan Guru (IPG ) dalam mengikuti Program ljazah Sarjana Muda Perguruan (PISMP).
Menteri Pendidikan, Dr. Maszlee Malik berkata, kerajaan tidak mahu pelajar cemerlang SPM hanya memfokuskan memasuki jurusan profesional seperti perubatan dan pergigian berbanding menjadi seorang guru.
“Seperti baru-baru ini, kita dapati tidak ramai yang minta mohon ke IPG, sedangkan sebanyak 6,000 tempat ditawarkan.
“Negara memerlukan bakal guru terdiri dalam kalangan pelajar cemerlang bagi membentuk sistem pendidikan berkualiti tinggi,” Majlis Permuakatan Ramadan Menteri Pendidikan Bersama Media di sini hari ini.
Menurut Maszlee lagi, pihaknya juga mendapati kurangnya permohonan ke IPG bagi jurusan Bahasa Mandarin dan Tamil untuk ditempatkan di sekolah jenis kebangsaan (SJK).
“Sebab semua hendak masuk matrikulasi dan akhirnya IPG mengalami kemorosotan pelajar.
“Jadi kita mengalakan pelajar cemerlang yang berminat untuk mengajar agar memohon ke IPG terutamanya dalam Bahasa Mandarin dan Tamil,” katanya.
Pada masa sama, Maszlee menjelaskan, sikap pelajar yang ingin memfokuskan untuk mengambil jurusan tradisional seperti perubatan, perakaunan dan farmasi menyebabkan kekosongan kursus sains yang lain.
Tambahnya, pada tahun lalu, terdapat 5,000 tempat bagi bidang sains seperti kimia, kejuruteraan dan teknologi nano tidak mendapat permintaan pelajar.
“Sedangkan kursus ini menawarkan kerjaya lebih menarik padamasa depan mereka, tiada orang yang ambil.
“Dalam soal ini, bagi pihak kementerian masih belum berjaya mendidik rakyat untuk melihat masa depan lebih mencabar,” katanya.
UTUSAN MALAYSIA ONLINE

Monday, 27 May 2019

7 EFFECTIVE TEACHING STRATEGIES FOR THE CLASSROOM

The classroom is a dynamic environment, bringing together students from different backgrounds with various abilities and personalities. Being an effective teacher therefore requires the implementation of creative and innovative teaching strategies in order to meet students’ individual needs.
Whether you’ve been teaching two months or twenty years, it can be difficult to know which teaching strategies will work best with your students. As a teacher there is no ‘one size fits all’ solution, so here is a range of effective teaching strategies you can use to inspire your classroom practice.

1. Visualization

Bring dull academic concepts to life with visual and practical learning experiences, helping your students to understand how their schooling applies in the real-world.
Examples include using the interactive whiteboard to display photos, audio clips and videos, as well as encouraging your students to get out of their seats with classroom experiments and local field trips.

2. Cooperative learning

Encourage students of mixed abilities to work together by promoting small group or whole class activities.
Through verbally expressing their ideas and responding to others your students will develop their self-confidence, as well as enhance their communication and critical thinking skills which are vital throughout life.
Solving mathematical puzzlesconducting scientific experiments and acting out short drama sketches are just a few examples of how cooperative learning can be incorporated into classroom lessons.

3. Inquiry-based instruction

Pose thought-provoking questions which inspire your students to think for themselves and become more independent learners.
Encouraging students to ask questions and investigate their own ideas helps improve their problem-solving skills as well as gain a deeper understanding of academic concepts. Both of which are important life skills.
Inquiries can be science or math-based such as ‘why does my shadow change size?’ or ‘is the sum of two odd numbers always an even number?’. However, they can also be subjective and encourage students to express their unique views, e.g. ‘do poems have to rhyme?’ or ‘should all students wear uniform?’.

4. Differentiation

Differentiate your teaching by allocating tasks based on students’ abilities, to ensure no one gets left behind.
Assigning classroom activities according to students’ unique learning needs means individuals with higher academic capabilities are stretched and those who are struggling get the appropriate support.
This can involve handing out worksheets that vary in complexity to different groups of students, or setting up a range of work stations around the classroom which contain an assortment of tasks for students to choose from.
Moreover, using an educational tool such as Quizalize can save you hours of time because it automatically groups your students for you, so you can easily identify individual and whole class learning gaps.

5. Technology in the classroom

Incorporating technology into your teaching is a great way to actively engage your students, especially as digital media surrounds young people in the 21st century.
Interactive whiteboards or mobile devices can be used to display images and videos, which helps students visualize new academic concepts. Learning can become more interactive when technology is used as students can physically engage during lessons as well as instantly research their ideas, which develops autonomy.
Mobile devices, such as iPads and/or tablets, can be used in the classroom for students to record resultstake photos/videos  or simply as a behaviour management technique. Plus, incorporating educational programmes such as Quizalize into your lesson plans is also a great way to make formative assessments fun and engaging.

6. Behaviour management

Implementing an effective behaviour management strategy is crucial to gain your students respect and ensure students have an equal chance of reaching their full potential.
Noisy, disruptive classrooms do no encourage a productive learning environment, therefore developing an atmosphere of mutual respect through a combination of discipline and reward can be beneficial for both you and your students.
Examples include fun and interactive reward charts for younger students, where individuals move up or down based on behaviour with the top student receiving a prize at the end of the week. ‘Golden time’ can also work for students of all ages, with a choice of various activities such as games or no homework in reward for their hard work.

7. Professional development

Engaging in regular professional development programmes is a great way to enhance teaching and learning in your classroom.
With educational policies constantly changing it is extremely useful to attend events where you can gain inspiration from other teachers and academics. It’s also a great excuse to get out of the classroom and work alongside other teachers just like you!
Sessions can include learning about new educational technologiesonline safety training, advice on how to use your teaching assistant(s) and much more.
Being an effective teacher is a challenge because every student is unique, however, by using a combination of teaching strategies you can address students’ varying learning styles and academic capabilities as well as make your classroom a dynamic and motivational environment for students.
Extract from : https://www.quizalize.com

LEARNING ENGLISH UNDER THE TREES WORKS WONDERS FOR ORANG ASLI CHILDREN

When Samuel Isaiah, a teacher at SK Runchang, here noticed a dip in classroom attendance early this year, he decided to do something unique that would get the Orang Asli students to come back and attend lessons

PEKAN: When Samuel Isaiah, a teacher at SK Runchang, here noticed a dip in classroom attendance early this year, he decided to do something unique that would get the Orang Asli students to come back and attend lessons.
The 32-year-old English teacher introduced "Sekolah Pokok", where he goes into the Runchang Orang Asli settlement twice a week after school hours and conducts English lessons under the trees.
Samuel, who was posted to the school in 2012, said he picked two different locations in the settlement, where he would conduct English lessons every Wednesday and Friday for the Jakun tribe children.
"In the beginning, about 10 children attended the Sekolah Pokok. Now I have more than 50 pupils aged between six and 14 years old.
Even some who had previously quit secondary school are now looking forward to attending lessons under the trees.
The environment, which is close to their nature has probably kept them eager to attend lessons.
“I make sure lessons are fun as they learn English through unique methods.
They use tablets with headphones, group activities, singing sessions, view pre-recorded videos and also use the ukulele.
Some who had earlier quit school (SK Runchang) have returned to the classroom," he said when met.
The former Universiti Utara Malaysia and Teachers Training Institute (Penang campus) graduate said he decided to bring the classroom to the children and help create a learning environment in which the children felt comfortable and secure.
"The trees provide shade and the pupils sit on canvass laid on the ground.
We paste some learning materials on the trees nearby to help create a classroom-like atmosphere, Whatever has been taught in the classroom will be shared with the children under the trees.
"None of the pupils are complaining as they are more focused on the lessons. I remember after receiving the approval from the school (to hold the classes under the trees), I met some of the parents and told them about Sekolah Pokok. They were happy to cooperate," said Samuel who teaches Standard Five and Six classes.
The third of five siblings, Samuel said when he arrived at the school, his main aim was to make sure the Orang Asli pupils learnt and spoke English.
"I blended with their style and expressed my creativity. We sang songs, played games and musical instruments.
I emphasised English as a language first, subject second, and following that, many started to look forward to speaking English. I treated the children like my family and helped to build their confidence.
"Since 2013, the passing rate for the English subject at the school is around 80 per cent, compared to 30 per cent previously.
We have produced pupils who scored A's in their Ujian Pencapaian Sekolah Rendah.
English is now not alien to the pupils here as many can speak the language. Some parents come to me saying that they are impressed to hear their children sing English songs at home. This certainly inspires me," he added.
Samuel’s unique method of teaching English has since become viral on social media.
The creative teacher had also previously introduced an international e-mail exchange project for his pupils and raised funds to purchase tablets for his classroom.

NST ONLINE

Sunday, 26 May 2019

NUTP GESA TIADA PROGRAM DIADAKAN PADA CUTI SEKOLAH

KUALA LUMPUR: Kesatuan Perkhidmatan Perguruan Kebangsaan (NUTP) menggesa semua pentadbir sekolah tidak mengadakan sebarang program termasuk kelas tambahan atau program akademik sepanjang cuti persekolahan kali ini.
Setiausaha Agungnya, Harry Tan Huat Hock, berkata sepanjang waktu persekolahan murid-murid telah terbeban dengan kerja sekolah yang banyak sehingga mereka berada dalam keadaan tertekan.
Katanya, NUTP berharap murid-murid dan guru-guru dapat memanfaatkan cuti yang ada untuk melakukan aktiviti riadah atau aktiviti kesukaan mereka agar tekanan yang ada dapat dilupakan seketika selain memberi kesempatan untuk murid-murid pelbagai kaum merayakan Hari Raya Aidilfitri.
“Semasa cuti persekolahan sempena Hari Raya Aidilfitri ini, biarlah murid dan guru bergembira sambil berehat bersama keluarga dan sanak saudara serta teman menyambut hari raya yang penuh bermakna,” katanya dalam kenyataan media, hari ini.
Cuti persekolahan bermula semalam sehingga 9 Jun ini bagi negeri Johor, Kedah, Kelantan dan Terengganu manakala bagi negeri-negeri lain cuti persekolahan bermula hari ini hingga 10 Jun.
BERNAMA ONLINE

Saturday, 25 May 2019

TOLAK MUET, NUTP CADANG PERTINGKAT KURSUS BI GURU

KUALA LUMPUR: Kesatuan Perkhidmatan Perguruan Kebangsaan (NUTP) kekal dengan pendirian menolak pelaksanaan Ujian Bahasa Inggeris Universiti Malaysia (MUET) kepada guru, sebaliknya mencadangkan kerajaan menambah baik kursus dan latihan sedia ada.
Presidennya, Aminuddin Awang, berkata pihaknya bertegas membantah keputusan itu kerana MUET didakwa bukan kaedah standard untuk menilai kualiti guru kerana ia hanya sesuai dijalankan bagi mengukur tahap penguasaan Bahasa Inggeris pelajar, sebagai syarat mengikuti program ijazah di universiti.
Sehubungan itu, beliau berkata, Kementerian Pendidikan disaran memperkasakan latihan dan kursus sedia ada bagi meningkatkan kualiti guru Bahasa Inggeris termasuk yang dilaksanakan melalui dalam talian, penataran (cascading), kursus Professional Up-skilling of English Language Teacher (PRO-ELT) dan program Jurulatih Pakar Pembangunan Sekolah (SISC+).
“Kita sokong usaha kementerian untuk meningkatkan kualiti guru Bahasa Inggeris, tetapi bukan melalui MUET sebab pengisian ujian itu tidak menilai apa yang sepatutnya dan ia juga bukan ‘alat’ paling sesuai menentukan tahap kecekapan guru kerana ia digunakan untuk pelajar memasuki universiti.
“Jadi, Kementerian Pendidikan tarik semula arahan yang meminta guru yang belum mengambil sebarang ujian kecekapan untuk menduduki MUET.
“Bantahan ini adalah hasil suara guru di peringkat bawah yang memang tidak mahu penguasaan kecekapan Bahasa Inggeris mereka dinilai melalui MUET, ” katanya ketika dihubungi BH, di sini, hari ini.
Beliau berkata demikian bagi mengulas kenyataan Kementerian Pendidikan bahawa MUET digunakan untuk guru opsyen Bahasa Inggeris yang belum mencapai tahap penguasaan C1 di bawah kerangka piawaian antarabangsa Common European Framework of Reference for Languages (CEFR).
Sebelum ini, NTUP membantah keputusan menuntut guru menduduki MUET selepas susulan surat daripada Pejabat Ketua Pengarah Pelajaran bertajuk ‘Tahap Penguasaan Bahasa Inggeris Guru Opsyen Bahasa Inggeris Berlandaskan CEFR’ pada 14 April lalu.
Melalui surat itu, ia mengkehendaki 20,634 guru yang belum mengambil sebarang ujian kecekapan bahasa Inggeris menduduki MUET dengan pembiayaan sendiri bagi mengetahui tahap penguasaan bahasa itu menjelang Disember depan.
Bagaimanapun, Aminuddin berkata, pihaknya bersetuju guru menduduki ujian selain MUET yang dijajarkan kepada CEFR seperti Aptis dan IELTS (International English Language Testing System).
Pada masa sama, beliau berkata, pihaknya akan membawa isu berkenaan pada sesi pertemuan dengan Kementerian Pendidikan dalam masa terdekat.
“Kita akan menyampaikan kepada mereka asas bantahan terhadap MUET dan penambahbaikan kursus yang boleh dilaksanakan kementerian untuk meningkatkan kualiti guru Bahasa Inggeris, ” katanya.
BH ONLINE

Friday, 24 May 2019

PETIKAN UCAPAN HARI GURU TUN M SEMPENA SAMBUTAN HARI GURU KEBANGSAAN 2019 #2

PETIKAN UCAPAN HARI GURU TUN M SEMPENA SAMBUTAN HARI GURU KEBANGSAAN 2019

MASZLEE HOPES BOOKS FROM ZAKAT COLLECTION CAN BE DISTRIBUTED TO NEEDY NON-MUSLIM AS WELL

Education Minister Dr Maszlee Malik launched the Zakat Semarak Ilmu Program in Putrajaya today with Secretary-General of Education Ministry Datuk Dr Mohd Gazali Abas (2nd, right) and Federal Territory Islamic Religious Council Zakat Collection (PPZ-MAIWP) Chairman Che Mat Che Ali (right)

PUTRAJAYA: Education Minister Dr Maszlee Malik hopes that the distribution of books purchased through zakat collection under the Zakat Semarak Ilmu programme could one day include the non-Muslims in the asnaf (those who qualify as zakat recipients) group.
Asnaf is a segment of people, consisting of eight sub-segments, who are qualified to receive zakat.
Speaking at the launch of the Zakat Semarak Ilmu programme, here, today, Dr Maszlee recalled how he had asked for books to be given to asnaf students through zakat last year.
"Now we have started in Putrajaya and Kuala Lumpur, maybe after this we can go to other states; Selangor, Johor, Negri Sembilan, Melaka and every state in Malaysia," he said.
The Zakat Semarak Ilmu Programme was organised by the Zakat Collection Centre of the Federal Territories Islamic Religious Council (PPZ-MAIWP) and the Malaysian Institute of Translation and Books (ITBM).
The programme gathers zakat from employees in the Education Ministry and ITBM where the collection would be used to buy books for asnaf students in Putrajaya and Kuala Lumpur.
On the programme's potential, Dr Maszlee expressed hope that it could be expanded to ensure all asnaf students in the country would be able to enjoy its benefits.
“After that, maybe we can spread the help to, not only the Muslim asnaf, but also the non-Muslim asnaf group.
“So, I hope ITBM can cooperate with the Zakat (Collection Centre) and then Zakat can give help to the non-Muslims from the B40 group so as to help empower their education for the sake of the country’s development," he said.
"I met with my constituents in Simpang Renggam and when we talked about the B40 group, it involves all races and religions and the same goes in helping through giving zakat, the spirit of giving zakat is to help even the non-Muslims," he said, referring to the Zakat Semarak Ilmu programme.
This year, the programme managed to garner RM700,000, for 4,600 asnaf students in Putrajaya and Kuala Lumpur.
According to Dr Maszlee, the programme was also in line with the #MalaysiaReads initiative as well as his ministry’s efforts in ensuring the lives of B40 families would be improved through education.
“Islam stresses on education in order for its followers to gain benefits from this world and the hereafter and thus, I am happy that the zakat collected has managed to help asnaf students.
“I hope all of us will continue to invest in education which will ensure the country’s future.
“For the youths, I hope you will be eager to learn all the knowledge hidden in books because you are what you read,” he said.
Of the total zakat collected, RM350,000 was contributed by the ministry through MAIWP, RM50,000 contributed by PPZ-MAIWP and the remaining RM300,000 contributed by the ministry through ITBM.

NST ONLINE

FOKUS AGIHAN ZAKAT BENTUK BAHAN BACAAN

Dr. Maszlee Malik

PUTRAJAYA 23 Mei - Seluruh agensi zakat di negara ini digalakkan melaksanakan agihan bantuan zakat berbentuk buku dan bahan bacaan selain fokus wang tunai dan makanan.
Menteri Pendidikan, Dr. Maszlee Malik berkata, usaha itu secara tidak langsung dapat membina tamadun bangsa bagi menuju masa depan negara dan masyarakat lebih gemilang pada masa hadapan.
“Usaha sebegini juga sewajarnya diuar-uarkan agar ia menjadi satu bentuk galakan kepada semua pembayar zakat dan sekurang-kurangnya mereka mengetahui ke mana hasil kutipan zakat disalurkan.
“Ia bukan sahaja dalam bentuk makanan dan wang malah turut melibatkan pemberian buku untuk manfaat ilmu yang berpanjangan,” katanya ketika berucap dalam Majlis Pelancaran Program Zakat Semarak Ilmu di sini hari ini.
Menurut Maszlee lagi, pihak berharap Program Zakat Semarak Ilmu dapat diperluas ke seluruh negara termasuk kepada bukan beragama Islam daripada keluarga golongan kurang golongan kemampuan (B40).
Katanya, ia merupakan satu langkah terbaik dan terhadapan yang wajar dipuji oleh orang ramai.
“Sejak menjadi wakil rakyat, saya sering lihat bantuan zakat dibuat dalam bentuk makanan dan wang tunai, tetapi tidak juga dalam bahan bacaan.
“Banyak sekali saya dapati keluarga asnaf tidak dapat beli buku kerana tidak mampu. Sekiranya kita bagi ilmu pada anak-anak asnaf, secara tidak langsung dapat mengeluarkan mereka daripada kelompok kemiskinan,” katanya.
Program Zakat Semarak Ilmu merupakan program cetusan idea Maszlee dengan penerima zakat diberikan sumbangan berbentuk bahan bacaan selain wang tunai dan makanan.
Usaha digerakkan oleh Pusat Pungutan Zakat-Majlis Agama Islam Wilayah Persekutuan (PPZ-MAIWP) dan Institut Terjemahan & Buku Malaysia (ITBM) itu melibatkan 4,600 asnaf pelajar sekolah sekitar Kuala Lumpur dan Putrajaya menerusi sumbangan zakat berjumlah RM700,000.
UTUSAN MALAYSIA ONLINE

MUET UNTUK GURU BELUM CAPAI TAHAP C1

PUTRAJAYA23 Mei - Ujian Bahasa Inggeris Universiti Malaysia (MUET) digunakan untuk guru opsyen Bahasa Inggeris yang masih belum mencapai tahap penguasaan C1 di bawah kerangka piawaian antarabangsa Common European Framework of Reference for Languages (CEFR).
Dalam satu kenyataan, Kementerian Pendidikan memaklumkan, MUET dipilih sebagai ujian penguasaan untuk guru opsyen Bahasa Inggeris bagi mengenal pasti tahap penguasaan bahasa Inggeris mereka sejak 2017.
“MUET dipilih kerana ia adalah ujian yang dibina menggunakan kepakaran tempatan, dinilai berlandaskan CEFR, dilaksanakan tiga kali setahun di seluruh Malaysia dan lebih murah berbanding ujian lain.
“Kementerian juga membenarkan guru menduduki ujian selain MUET yang dijajarkan kepada CEFR seperti Aptis dan IELTS (International English Language Testing System),” katanya dalam satu kenyataan di sini hari ini.
Presiden Kesatuan Perkhidmatan Perguruan Kebangsaan (NUTP), Aminuddin Awang sebelum ini meminta Kementerian Pendidikan dan pihak berkepentingan sektor pendidikan untuk membuat kajian komprehensif bagi mengetahui punca sebenar kelemahan penguasaan bahasa Inggeris dalam kalangan murid berbanding menuding jari terhadap tahap penguasaan bahasa berkenaan oleh para guru.
Aminuddin berkata, mereka harus mengenal pasti punca yang mempengaruhi tahap penguasaan murid lemah dalam subjek itu berbanding memberi arahan supaya guru opsyen Bahasa Inggeris menduduki MUET.
Sementara itu, Kementerian Pendidikan berkata, pihaknya terus mengambil langkah jangka pendek dan jangka panjang untuk mengatasi kekurangan guru opsyen bahasa Inggeris.
Katanya, antara langkah jangka pendek itu termasuk penawaran lantikan baharu kepada guru opsyen bahasa Inggeris yang bersara awal, penawaran program Kursus Perguruan Lepasan Ijazah (KPLI)/Diploma Pendidikan Lepasan Ijazah (DPLI) opsyen bahasa Inggeris dan penempatan semula guru opsyen bahasa Inggeris.
“Selain itu, pelantikan guru baharu opsyen bahasa Inggeris dipercepatkan bagi memenuhi kekosongan dan pelantikan guru opsyen bahasa Inggeris daripada bekalan pasaran terbuka seperti guru interim atau kontrak opsyen bahasa Inggeris.
“Kementerian juga sedang dalam usaha menempatkan 500 guru interim di sekolah rendah dan menengah, yang mana mereka perlu menghadiri Program Diploma Pasca Siswazah Pendidikan (PDPP) untuk disahkan dalam jawatan sebagai guru opsyen bahasa Inggeris selepas tiga tahun,” katanya.
UTUSAN MALAYSIA ONLINE

Thursday, 23 May 2019

PETIKAN UCAPAN TUN M SEMPENA SAMBUTAN HARI GURU KEBANGSAAN 2019

PETIKAN UCAPAN HARI GURU TUN M SEMPENA SAMBUTAN HARI GURU KEBANGSAAN 2019

RETHINK, REVAMP TEACHING AND LEARNING OF ENGLISH


The formal learning of English has to be supported by a high immersive English-rich environment which extends learning to spaces beyond the classroom
By: Datuk Dr Amin Senin & Datin Paduka Dr Siti Hamisah Tapsir
THE Ministry of Education has long acknowledged the emphasis in improving the quality of English proficiency amongst students as well as teachers through the introduction and implementation of several key policies.
The policies, which include Upholding the Malay Language and Strengthening Command of English (MBMMBI) introduced in 2010, outline the plan to strengthen English proficiency in students as the international language of communication and knowledge.
This was followed by the Malaysia Education Blueprint 2013-2025 (MEB), which sets the aspiration for students to be proficient in both Bahasa Malaysia and English. Although the MEB outlines key steps needed to be taken to achieve its aspiration, there was also a need to empirically understand the level of English proficiency when it is benchmarked against internationally recognised standards.
Hence, the Cambridge Baseline 2013 commissioned by the Education Ministry and carried out to evaluate English learning, teaching and assessment from preschool to pre-university levels. The report suggested that the level of English language education system may only be sufficient for the needs of the past. However, it also indicated that the level of English is not sufficient for us to succeed as a nation in a globalised world that requires English for international communications of all kinds. Hence, what we really need to do is to reform the entire national programme for the teaching and learning of English from preschool to graduation.
Genuine change can only be brought about by the adoption of a holistic and integrated approach. This can be carried out by putting together a coherent programme that encompasses every component of the education system relating to the delivery of the English language programme — curriculum, teaching and learning, and assessment.
This is what the English Language Road Map 2015-2025, led by the English Language Teaching Centre, sets out to do. To ensure that learners achieve what they are capable of achieving, we need a continuous and sufficient supply of high-calibre English teachers, learning materials of international standard, and a conducive and supportive learning environment.
The formal learning of English has to be supported by a highly immersive English-rich environment (e.g. the Highly Immersive Programme at school level, and the ecosystem for English Language Learning at tertiary level), which extends learning to spaces beyond the classroom, so that learners can apply what they learn in the classroom to real-life situations.
The road map provides an overview of English language education in Malaysia, covering all stages of learning from preschool to tertiary education, from pre-service to in-service teacher training, and the development of coherent learner-oriented programmes at every stage complemented by reliable and valid methods of assessment. It sets proficiency target levels (generally known as aspirational targets) for learners at all stages, and includes an implementation plan to ensure that learners progress from the current situation described in the Baseline Study in 2013 to the 2025 target.
The baseline study as well as the Cambridge Evaluation Study 2017 evaluate where our students and teachers actually are when referenced against the 2025 Common European Framework of Reference (CEFR) aspirational targets. Components of the CEFR include the global proficiency scale and the “can do” statements. The CEFR distinguishes five communicative skills, namely listening, reading, spoken interaction, spoken production and writing. Although the CEFR is targeted at understanding students’ English proficiency, English language teachers too have an important role to play in the implementation of the reform and will have to be at a certain skill level.
The same goes for teacher trainers (i.e. lecturers at the Teachers Training Institutes and universities) who deliver the courses to pre-service teachers. This is important to ensure that teachers are fully familiar with international standards in language teaching and learning.
The adoption of the CEFR at school level will have consequences for Higher Learning Institutions (HLIs). The primary and secondary curriculum for English language has been aligned to the CEFR progressively starting with Primary 1 and Form 1 in 2017 through the revised Standard Curriculum for Primary Schools (KSSR) and new Secondary School Standard Curriculum (KSSM).
Students will take the English language paper in the national assessment that is aligned to CEFR in 2021 (for Sijil Pelajaran Malaysia) and 2022 (for Ujian Pencapaian Sekolah Rendah) respectively. English language programmes in HLIs are also being aligned to the CEFR, so that the learning experience provided for secondary students going up to university is integrated and continuous. HLIs will, therefore, retain the responsibility to devise their own CEFR-aligned English language programmes.
The idea of the ecosystem is that the different components (including classroom and beyond classroom activities) work smoothly together to optimise the learning experience for the student.
The ultimate goal is to create a favourable campus-wide ecosystem for learning English, placing the students in a collaborative learning atmosphere and requiring them to put into practice what they learn in the classroom, so that they are able to develop their skills and knowledge in line with the expectations of the jobs market.
Dr Amin Senin is director general of Education and Dr Siti Hamisah Tapsir is director-general of Higher Education, Education Ministry

NST ONLINE

Wednesday, 22 May 2019

NUTP DEDAH KOD ETIKA IBU BAPA KEPADA BAKAL GURU

SEBAHAGIAN peserta Seminar Etika dan Profesionalisme Keguruan anjuran pelajar Program Diploma Pascasiswazah Pendidikan Universiti Malaya (UM) Kursus Etika, Akhlak dan Perundangan dalam Pendidikan di UM, Kuala Lumpur

KUALA LUMPUR: Kesatuan Perkhidmatan Perguruan Kebangsaan (NUTP) giat memberi pendedahan kepada guru dan bakal pendidik berhubung pelaksanaan 23 Kod Etika Ibu Bapa dan Penjaga sebagai panduan ketika berurusan dengan institusi pendidikan.
Setiausahanya, Harry Tan Huat Hock, berkata kod etika itu diguna pakai sebagai panduan kepada ibu bapa dan penjaga ketika berurusan dengan institusi pendidikan meliputi sekolah, kolej vokasional, kolej matrikulasi dan Institut Pendidikan Guru (IPG).
Katanya, kod Etika Ibu Bapa dilihat membawa kebaikan kepada hak dan kebajikan guru dan pihak sekolah, selain mewujudkan keharmonian dan hubungan baik antara guru dan ibu bapa.
“Kita mahu guru dan bakal pendidik memahami kod etika diusahakan NUTP ini, mencakupi 15 perkara yang perlu dipatuhi manakala bakinya adalah perkara yang perlu dihindari ibu bapa dan penjaga,” katanya.
Beliau berkata demikian dalam ucaptama Seminar Etika dan Profesionalisme Keguruan anjuran pelajar Program Diploma Pascasiswazah Pendidikan Universiti Malaya (UM) bagi Kursus Etika, Akhlak dan Perundangan dalam Pendidikan di UM, di sini.
Seminar itu dirasmikan, Ahli Parlimen Lembah Pantai, Fahmi Fadzil.
Seminar itu turut diisi dengan forum ‘Kami Guru Malaysia’, `Tatasusila dan Kod Etika Keguruan’ dan menandatangani kad ucapan ‘Selamat Hari Guru’ sebagai simbolik perasmian majlis penutupan serta penghargaan kepada guru yang hadir.
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MORAL STUDIES A DYNAMIC SUBJECTS

The desire to abolish moral education compels me to clarify the dynamism of this subject and illustrate the actual issues in this subject

By: Dr Vishalache Balakrishnan
Director, Centre for Research in International and Comparative Education, Universiti Malaya

THE past two months have been a reflective phase for many parents and people to voice their desire to replace the Moral Education with philosophy.
The desire to abolish moral education compels me to clarify the dynamism of this subject and illustrate the actual issues in this subject.
Firstly, when moral education was introduced in 1983, there were very few experts and the subject was taught by Islamic studies teachers.
Here is where we made a big mistake.
Moral education is not Islamic studies or religious education.
Moral education, in a multicultural context, takes into consideration all religions and belief systems.
Moral education builds cognitive, emotive and spiritual quotient in people to face moral dilemmas.
One does not need to be religious to have good morals but religion becomes a source or inspiration to be moral.
But because we have belief in God as one of our Rukun Negara pillars and moral education pioneers were all mostly religious educators, our moral education is unique.
Since the first stage of implementing in the 1980s, the subject itself has undergone changes from the content, approach, pedagogy and assessment perspectives.
I am proud that moral education was one of the pioneer subjects in our education system.
We have moral projects under the 2017 moral education syllabus.
Activities would include awareness projects on environment and sustainability, multicultural awareness, which includes human rights, rights and responsibilities in the cyberworld, and mutual respect in a diversified society.
Hence, I wonder if parents and those concerned with moral education understand the dynamism of the subject.
It would be ideal to understand the transformation that the subject had undergone and will undergo before even coming up with ideas of abolishing it.
Look into the issues in the subject, collect evidence, and don’t just form opinions and judgments based on hearsay.
Then discussions can be held to ensure that the subject remains dynamic.
NST ONLINE

Sunday, 19 May 2019

NUTP BANTAH KEPUTUSAN GURU BAHASA INGGERIS PERLU DUDUKI MUET

Aminudin (tengah) mengadakan sidang media sempena Seminar Pendidikan Bahasa Inggeris NUTP di Kuala Lumpur, hari ini

KUALA LUMPUR: Kesatuan Perkhidmatan Perguruan Kebangsaan (NUTP) membantah keputusan yang menuntut guru menduduki Ujian Bahasa Inggeris Universiti Malaysia (MUET).
Pada 14 April lalu, Pejabat Ketua Pengarah Pelajaran Malaysia mengeluarkan surat bertajuk ‘Tahap Penguasaan Bahasa Inggeris Guru Opsyen Bahasa Inggeris Berlandaskan Common European Framework of References (CEFR).
Presiden NUTP, Aminuddin Awang, berkata antara kandungan surat itu ialah seramai 20,634 orang guru yang belum mengambil sebarang ujian profesiensi dikehendaki menduduki MUET dengan pembiayaan sendiri bagi mengetahui tahap penguasaan bahasa itu menjelang Disember depan.
Sehubungan itu, NUTP bersama Kesatuan Guru-Guru Kerajaan Sabah (KGKS), Kesatuan Guru Bumiputera Sarawak (KGBS), Kesatuan Guru Sabah (KGS) dan Sarawak Teachers Union (STU) mengadakan satu seminar pendidikan bahasa Inggeris, bagi membincangkan isu ini.
“Rumusan daripada seminar ini, kami mahu pihak Kementerian Pendidikan (KPM) menyelesaikan isu pokok iaitu kekurangan guru opsyen bahasa Inggeris terlebih dulu berbanding mengarahkan guru ini menduduki MUET.
“Kami juga memohon KPM dan pemegang taruh membuat kajian yang komprehensif punca sebenar kelemahan penguasaan bahasa Inggeris dalam kalangan murid dan bukan menuding jari kepada tahap penguasaan bahasa ini kepada guru saja,” katanya pada sidang media, di sini, hari ini.
Seminar yang dijalankan selama dua hari itu dihadiri lebih 40 orang guru wakil dari seluruh negara yang terdiri daripada guru opsyen dan bukan opsyen bahasa Inggeris.
Turut hadir, Setiausaha Agung NUTP, Harry Tan Huat Hock, Naib Presiden Sabah Teachers Union (STU Sabah), Susan Attau dan Setiausaha Agong KGKS, Fadzil Mohd Jamil.
Sementara itu, NUTP juga mohon penjelasan KPM berkenaan beberapa persoalan termasuk kewajaran mengambil MUET dan kenyataan berbeza yang dikeluarkan pihak kementerian berhubung isu yang sama.
“Disebabkan kenyataan yang berbeza daripada KPM, kami ingin mendapatkan pengesahan siapakah yang wajib menduduki MUET? Adakah guru opsyen atau bukan opsyen bahasa Inggeris?
“Sekiranya mereka menduduki MUET dan tidak mencapai tahap yang ditetapkan apakah tindakan KPM terhadap guru ini? Adakah mereka tidak dibenarkan mengajar bahasa itu lagi?
“Selain itu, adakah wajar guru ini yang mempunyai kelulusan TESL (Bahasa Inggeris Sebagai Bahasa Kedua) perlu menduduki MUET seperti disamakan taraf dengan calon yang memohon memasuki institusi pengajian tinggi sedangkan mereka sudah mempunyai kelayakan,” katanya.
Sehubungan itu, pihak NUTP memohon penyelesaian kepada kemelut permasalahan ini dengan menuntut pertemuan bersama Menteri Pendidikan, Dr Maszlee Malik.
“Sebagai jalan penyelesaian, NUTP ingin mengadakan perjumpaan segera dengan Dr Maszlee untuk membincangkan isu ini bagi meredakan keresahan guru bahasa Inggeris di seluruh negara,” katanya.
Sementara itu, beberapa peserta seminar yang mewakili akar umbi turut tampil menyuarakan beberapa perkara seperti impak kekurangan guru bahasa Inggeris menyebabkan mereka terpaksa mengajar melebihi 34 hingga 40 jam seminggu.
“Ini adalah masalah sebenar guru di sekolah yang kekurangan guru bahasa Inggeris.
“Bagi menyelesaikan isu ini guru opsyen pula terpaksa menggantikan kami. Sedangkan mereka tidak mempunyai kemahiran kerana lebih mahir dalam ilmu pendidikan lain, contohnya guru agama dan guru muzik diminta ajar bahasa Inggeris,” katanya.
Seorang lagi wakil peserta berkata persekitaran yang kurang kondusif turut menyumbang kepada kelemahan penguasaan bahasa ini dalam kalangan murid.
“Tiada galakkan daripada ibu bapa, di rumah malah mereka masih bertutur dialek masing-masing sama ada bahasa Melayu, Mandarin atau Tamil. Ini menyebabkan bahasa Inggeris menjadi bahasa ketiga mereka sekali gus penguasaan bahasa menjadi lemah,” katanya.
Wakil peserta juga berkata sekolah yang mempunyai guru bahasa yang mahir dan mencukupi ternyata memberi impak positif.
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MQA SOKONG DASAR PEMBELAJARAN SEPANJANG HAYAT

KUALA LUMPUR, 17 Mei (Bernama) -- Selain berperanan sebagai pengukur standard dan kriteria jaminan kualiti, Agensi Kelayakan Malaysia (MQA) juga menyokong dasar pembelajaran sepanjang hayat yang menjadi antara prinsip utama Kerangka Kelayakan Malaysia (MQF).
Pembelajaran sepanjang hayat, yang merupakan Teras Keenam Pelan Strategik Pengajian Tinggi Negara, memerlukan mekanisme yang membuka laluan pembelajaran lebih luas bagi pelajar bukan tradisi seperti pengumpulan dan pemindahan kredit serta pengakreditan pengetahuan dan pembelajaran terkumpul.
Mekanisme itu membolehkan seseorang itu memilih laluan pembelajaran yang paling sesuai dan fleksibel dari segi masa dan tempat untuk meningkatkan keupayaan dan kualiti diri.
Langkah ini secara langsung membolehkan berkembangnya budaya pembelajaran sepanjang hayat. Setiap individu yang berminat meningkatkan kualiti diri, berpeluang memenuhi cita-cita mereka pada masa yang sesuai sepanjang hayatnya.
Ini adalah antara usaha Kementerian Pendidikan memberi peluang kepada setiap rakyat negara ini untuk sentiasa meningkatkan pengetahuan, kemahiran dan kualiti diri.

PRINSIP APEL
APEL atau Pengakreditan Pembelajaran Berasaskan Pengalaman Terdahulu didefinisikan sebagai satu proses sistematik yang melibatkan identifikasi, dokumentasi dan penilaian pembelajaran berasaskan pengalaman terdahulu.
Secara umumnya, proses APEL melibatkan penilaian pembelajaran berasaskan pengalaman yang boleh diperoleh melalui pelbagai kaedah termasuk persekolahan yang formal, pengalaman hidup dan pekerjaan, latihan, pengajian bebas, kerja suka rela, hobi dan seumpamanya.
Kerangka Kelayakan Malaysia (MQF) menerusi Akta Agensi Kelayakan Malaysia 2007 (Akta 679) telah memberi komitmen untuk mengiktiraf pembelajaran terdahulu sebaik mungkin.
Pembelajaran yang diperoleh melalui pelbagai jenis pengalaman yang berlaku dalam kehidupan individu, yang tidak pernah dianugerahkan kredit, akan dikenal pasti dan diberi pengiktirafan selayaknya.
Proses APEL yang dinyatakan dalam MQF akan membolehkan individu maju dalam konteks pembelajaran sepanjang hayat, yang seterusnya meluaskan mobiliti pelajar dan penyertaan pelajar dewasa dalam pendidikan tinggi.
Dalam konteks Malaysia, APEL boleh dinikmati oleh seseorang individu bagi mendapatkan pengiktirafan terhadap pembelajaran bukan rasmi dan pembelajaran rasmi. Dalam erti kata lain, pelajar boleh menggunakan kombinasi antara pembelajaran formal, bukan formal dan tidak formal dalam proses APEL.
APEL disokong oleh prinsip teras berikut:
  • Pembelajaran berasaskan pengalaman terdahulu perlu diiktiraf tanpa mengambi kira bagaimana dan di mana ia diperoleh, asalkan pembelajaran tersebut adalah berkaitan dengan hasil pembelajaran atau kompetensi yang ditetapkan;
  • Penilaian harus berdasarkan bukti, sama rata, tiada prasangka, adil, fleksibel, sah dan boleh dipercayai;
  • Penilaian perlu dijalankan oleh pakar/pengamal bagi isi kandungan subjek atau bidang kemahiran, dasar-dasar dan prosedur-prosedur;
  • Kaedah penilaian perlu mengandungi tahap literasi serta pengalaman para pelajar, justeru itu menyediakan cara-cara untuk pelajar menunjukkan hasil yang diperlukan;
  • Keputusan perlu dipertanggungjawabkan, telus, serta tertakluk kepada rayuan dan ulasan;
  • Maklumat dan perkhidmatan sokongan perlu dipromosikan secara aktif, mudah difahami dan mengenal pasti kepelbagaian para pelajar; dan
  • Mekanisme penjaminan kualiti perlu jelas dan telus bagi memastikan keyakinan dalam keputusan.

SKOP APEL
APEL hanya dibuka kepada rakyat Malaysia yang ingin mendapatkan pengiktirafan terhadap pengajian terdahulu mereka. Sebagai permulaan, APEL digunakan untuk tujuan kemasukan ke sesuatu program pengajian sahaja, tertakluk kepada ketetapan dan penerimaan institusi yang dimohon.  
Terdapat dua jenis iaitu APEL yang ketika ini dilaksanakan iaitu APEL bagi Tujuan Akses [(APEL(A)] dan APEL bagi Tujuan Penganugerahan Kredit [APEL(C)] .
APEL (A) memberi peluang kepada mereka yang mempunyai pengalaman kerja tetapi kurang kelayakan atau tiada kelayakan akademik untuk menyambung pelajaran di Institusi Pengajian Tinggi.
Secara umumnya, penilaian APEL(A) melibatkan penilaian terhadap ilmu yang diperoleh oleh seseorang itu menerusi pendidikan formal mahupun menerusi pengalamannya terdahulu.

Sehingga kini penilaian APEL(A) telah dibuka untuk EMPAT tahap kemasukan iaitu:
1.
Kemasukan ke program Sijil (APEL T-3);
2.
Kemasukan ke program Diploma (APEL T-4);
3.
Kemasukan ke program Ijazah Sarjana Muda (APEL T-6); dan
4.
Kemasukan ke program Ijazah Sarjana (APEL T-7).

KENAPA APEL?
APEL diwujudkan bagi menyediakan laluan alternatif kepada mereka yang memiliki pendidikan formal yang kurang mencukupi untuk melanjutkan pelajaran ke peringkat yang lebih tinggi.
APEL menggalakkan seseorang individu untuk meningkatkan pengetahuan secara berterusan yang membawa kepada penganugerahan sijil kelayakan formal. 
Ini seterusnya akan memberi peluang yang lebih cerah dalam perkembangan kerjaya individu tersebut. 
Maklumat lanjut berkenaan APEL boleh diperolehi di laman sesawang MQA.  Permohonan dibuat secara atas talian di http://www2.mqa.gov.my/APEL/
Sebarang pertanyaan dan permohonan mengenai APEL, sila hubungi APEL Admin di talian 03-86881968, 03-86881950 dan 03-86881949 atau apeladmin@mqa.gov.my.

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