LIMA FOKUS TERAS PENCAPAIAN KPM BAGI TAHUN 2019

Kementerian Pendidikan menutup tirai 2019 dengan perubahan besar yang dilaksanakan menerusi lima fokus utama, dengan 53 inisiatif pembaharuan dalam sistem pendidikan. Dengan tema Pendidikan Untuk Semua, lima fokus terbabit ialah mengembalikan kecintaan dalam pendidikan, kualiti pengajaran dan pembelajaran, autonomi dan akauntabiliti, Malaysia membaca serta manifesto.

ASTRO AWANI

MASZLEE FIRST MINISTER TO SUBMIT REPORT CARD

KUALA LUMPUR, Dec 13 -- The Ministry of Education (MOE) became the first ministry to present its ‘report card’ for the year 2019.

In a special briefing and media conference today, Minister Dr Maszlee Malik presented his ministry's achievements themed "Education for All", which saw the MOE closing the year with five major changes focusing on its 53 reform initiatives in the national education system.

"The year 2019 is the beginning of all the changes and we have targeted 2019 to be a strong foundation year to ensure that the country can move towards an inclusive and high quality education system," he said.

As the recipient of the largest budget allocation for 2019, the five focus areas are 'Bringing Love Into Education; Quality of Teaching and Learning; Autonomy and Accountability; Malaysia Reads; and Manifesto.

In the 40-page achievement report card, Mazslee detailed out the achievements touching on all aspects of stakeholders in the country's education sector including students, teachers, infrastructure, system reform, digital reform, Technical and Vocational Education Training (TVET), higher education and graduate studies, and making Malaysia a Reading Nation by 2030.

Also noted is the achievement of the MOE in fulfilling the promise contained in the Pakatan Harapan (PH) manifesto on the issue of the National Higher Education Fund Corporation (PTPTN) education loans and the recognition of the Unified Examination Certificate (UEC).

"We still have a lot to do (reforms), and this is just the beginning," he said to the packed media conference.

On Focus One, to Bring Passion Back to Education, four thrust areas which will be given attention are special needs students (MBK), referring to the handicapped, B40, students and teachers.

Maszlee said 10,200 MBK classes were started throughout the country, an increase of 526 classes compared to the 9,674 classes in 2018. The number of students in MBK classes this year was 88,419.

To ensure equal education opportunities, a 60 per cent quota was given to B40 students in fully residential schools. 52.8 per cent of this quota has been filled.

A special lane has been created for B40 children to get into public tertiary institutions and institutes of skills training (ILKA), enabling 51,191 students to pursue higher education, besides the 62 per cent enrollment into matriculation programmes and a special scholarship allocation of RM68.1 million to help 31,614 B40 students.

Besides abolishing examinations for all Level 1 pupils (comprising Standards 1, 2, and 3), the Education Ministry also recalled 4,369 drop-out pupils to school through the Zero School Drop Out programme while 2,636 children without documents were enrolled into schools through the ministry’s zero reject policy.

2019 also saw the ministry successfully tackling issues relating to teachers when at least 50 percent of teacher workload was reduced through the abolition of the attendance manual and Linus system while on the issue of ‘sorrowful’ teachers, 15,565 teachers have been transferred through a fair and just system.

On Focus Two, the Quality of Teaching and Learning, the Education Ministry attained five key targeted changes, namely System Reformation, Digital Reformation, Increase in Achievement, Derelict Schools and TVET.

Maszlee said through system reformation, six reformations were carried out, including setting up a policy review committee to propose improvements in the existing education system and prepare a final report on the management system and harmonisation of the Higher Education Act.

The report will ensure that existing laws which curb the freedom of students and academics will be abolished and replaced with fairer laws. The Education Ministry will also set up a special committee to look into the issue of handicapped persons and a guideline for inclusive education in public tertiary educational institutions.

He said a special committee will be set up to review Orang Asli education while a TVET empowerment cabinet committee involving five ministries will be formed to ensure TVET reformations are comprehensively implemented.

In line with the Industrial Revolution 4.0 (IR 4.0), the Digital Reformation saw 10,208 schools enjoying Internet speed of at least 30mbps up to 100mbps after the Education Ministry increased Internet access, with no more monopoly of Internet providers.

Maszlee said 40,450 classes were using Google Classroom, involving 32,036 teachers and 364,204 students throughout the country.

To date, a total of 100 digital maker hubs (DMH) have been created in schools with the cooperation of the Malaysia Digital Economy Corporation (MDEC).

On dilapidated schools, the Education Ministry consistently gave top priority to this matter, and 90 per cent of dilapidated school projects have been completed, comprising 452 of the total 534 dilapidated schools which are now operational, while 1,216 science laboratories have been upgraded.

In line with the emphasis on TVET as the main choice, and no longer the second or alternative choice, Maszlee said TVET reformation has resulted in the attainment of 96.5 per cent job marketability for TVET graduates while 54,789 of the 61,510 TVET graduates in the country obtained jobs after completing their studies.

Another success is the 547 courses offered by the ministry obtained accreditation from the Malaysian Qualifications Agency (MQA) and the Engineering Technology Accreditation Council (ETAC), with the MQA accrediting 216 polytechnic and 69 (ETAC) courses while for community colleges, 262 courses were accredited by the MQA.

On Focus Three, Autonomy and Accountability, which covered tertiary education and student activism, Maszlee said among the changes which were implemented was the allocation of RM455 million in research grant aimed at resolving societal issues and creating a special lane for handicapped persons, athletes, Orang Asli and the B40, which helped 14,911 students enter university.

Acknowledging that students were the mainstay of national development and ensuring they were given opportunities to voice out, campus elections in 20 universities were managed by the students themselves while students’ unions were created to give voice to student activism.

The objective of making Malaysia a Reading Nation by 2030 made history when Kuala Lumpur was declared World Book Capital 2020 by the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and a monthly incentive of RM5,000 allocated for surviving National Laureates who have contributed to the country’s literature.

Maszlee said the promises made in the PH manifesto were kept by abolishing the PTPTN loan blacklist and releasing borrowers earning less than RM2,000.

“At the same time, we also created an initiative to either discharge or discount the loans to excellent students from the B40 and M40 groups, including providing tax incentives to employers who pay off the PTPTN loans without salary cuts for their employees,” he said.

On the issue of the Unified Examination Certificate, he said 48 engagement sessions involving 406 people were held and a Policy Work Team was preparing a full report on it.

BERNAMA ONLINE

53 PERUBAHAN DILAKSANA KE ARAH PENDIDIKAN UNTUK SEMUA

Menteri Pendidikan, Dr Maszlee Malik.

KUALA LUMPUR: Kementerian Pendidikan sudah melakukan 53 perubahan penting dilaksanakan sepanjang tahun ini dengan memberi tumpuan terhadap lima fokus utama yang membawa perubahan besar dalam sistem pendidikan negara.

Menteri Pendidikan, Dr Maszlee Malik, berkata perubahan itu selaras visi kementerian ke arah mencapai matlamat ‘pendidikan untuk semua’.

Katanya, tahun ini adalah permulaan kepada semua perubahan, selain menyasarkan penetapan asas yang kukuh bagi memastikan sistem pendidikan tanah air yang inklusif dan berkualiti tinggi.

“Saya akur di luar sana masih banyak tuntutan dan harapan pelbagai pihak terutama daripada pemegang taruh berkaitan bidang pendidikan.

“Namun, kita perlu akui setiap perubahan perlu dilakukan mengikut strategi, berperingkat dan bertahap. Masih banyak yang perlu kita lakukan dan ini hanya permulaan,” katanya pada sesi taklimat pencapaian Kementerian Pendidikan Tahun 2019, di sini, hari ini.

Maszlee berkata, fokus kementerian termasuk mengembalikan cinta dalam pendidikan yang memberi tumpuan kepada empat kelompok teras dalam sistem membabitkan orang kurang upaya (OKU) yang juga Murid Berkeperluan Khas (MBK), kumpulan B40, murid dan guru.

Katanya, secara purata sekurang-kurangnya dua kelas untuk pelajar OKU ditambah setiap hari di seluruh negara, menjadikan keseluruhannya kini sebanyak 10,200 kelas, meningkat 526 kelas berbanding 9,674 kelas pada tahun lalu.

“Bilangan murid OKU mendaftar masuk sekolah juga meningkat sangat mendadak dengan pertambahan 4,821 MBK berbanding 2018, menjadikan jumlah keseluruhan 88,419 orang,” katanya.

Kualiti pengajaran dan pembelajaran turut menjadi fokus kementerian yang membabitkan lima teras perubahan sudah berjaya disempurnakan termasuk reformasi sistem, reformasi digital, peningkatan pencapaian, sekolah daif dan Latihan Pendidikan Teknikal dan Vokasional (TVET).

Katanya, selepas penggabungan Kementerian Pendidikan dan Pengajian Tinggi, antara aspirasi terpenting sedang diusahakan kementerian adalah melihat kesinambungan rapi antara kedua sektor terbabit dengan memberi fokus kepada autonomi dan akauntabiliti.

Fokus mengembalikan universiti kepada tujuan hakikinya dalam menyelesaikan masalah masyarakat menjadi tumpuan bagi sektor pengajian tinggi menerusi peruntukan khas sebanyak RM455 juta dalam bentuk Geran Penyelidikan.

Kementerian turut memberi tumpuan terhadap usaha ke arah menjadikan Malaysia Negara Membaca menjelang 2030 dengan memberi fokus kepada aspirasi berkenaan.

“Bagi tahun ini saja, kita memulakan insentif RM5,000 secara bulanan kepada semua Sasterawan Negara yang masih hidup bagi menghargai sumbangan mereka, selain 3,703 program berkaitan kegiatan membaca di seluruh negara dengan Dewan Bahasa dan Pustaka (DBP) sebagai penerajunya,” katanya.

Selain itu, kementerian turut memberi fokus kepada manifesto, terutama Perbadanan Tabung Pendidikan Tinggi Nasional (PTPTN) dengan memberi inisiatif kepada peminjam cemerlang dalam kalangan B40 dan M40 sama ada melupus pinjaman atau memberi diskaun bagi pembayaran balik.

BERITA HARIAN ONLINE

CIVICS EDUCATION - A RESPONSIBILITY FOR ALL

KUALA LUMPUR, Dec 12 -- Civics education, which has been reintroduced in all schools across Malaysia since June, has become the talk of the town, in terms of its effectiveness and implementation.

In August, Prime Minister Tun Dr Mahathir Mohamad launched the national-level Civics Education 2019 initiative, aimed at creating a society and individuals who are responsible, caring and considerate of others.

Education Minister Dr Maszlee Malik in turn, has explained that civics education in school is aimed at teaching children to know their rights, responsibilities and moral values so that as citizens, they can contribute to the well-being of society, the nation and the world.

According to the Education Ministry's principal assistant director (co-curricular and arts division), Mohd Rashid Mean, the application of civics values is not limited to the classroom but also covers practices at home and other places, which is why the imparting of such values is not the responsibility of one institution alone, but also the responsibility of all related quarters.

In line with this, parents and communities play an important role in ensuring children embrace those values at school - such guidance from parents and communities also serve to assist teachers when they impart civics education to students, he said.

“For instance, when we drive and encounter other motorists driving recklessly, look at the words we utter.

“We are watched by our children, and they will follow suit. That's why, parents need to be good examples to their children,” he said in an interview with Bernama Radio recently on the topic of civics education.

According to Mohd Rashid, civics education in schools mainly focuses on current issues including road safety, saying no to corruption, the dangers of bullying and environmental pollution. These topics will be updated every year based on current needs.

Civics is taught for one hour every fourth week of the month in schools, during the Bahasa Melayu, English, Islamic Studies, Moral and History subject periods, while children in preschools are taught for 30 minutes.

In addition, nationhood and social-emotional aspects of citizenship and actions are embedded into school assemblies, co-curricular activities and other school programmes.

Noriah Harun, deputy director of Islamic education at the ministry and who was present at the same interview, believes that a multiracial school needs to have one central point of unity which can bring students closer together, and this can be found in civics education.

She added that communities should play an important role in imparting good values to children through civic practices, as not all children come from strong family institutions.

BERNAMA ONLINE

SEKOLAH DAIF DIBAIK PULIH

SEKOLAH DAIF DIBAIK PULIH

Sumber : Kementerian Pendidikan Malaysia

90 PERATUS SEKOLAH DAIF DI SELURUH NEGARA SUDAH DIBAIK PULIH

KUALA LUMPUR: Kementerian Pendidikan berjaya menyiapkan 90 peratus daripada keseluruhan 534 projek baik pulih sekolah daif di seluruh negara pada tahun ini, kata Menterinya, Dr Maszlee Malik.

Katanya, sebanyak 452 projek dicatatkan siap setakat hari ini dan dijangka terus meningkat menjelang penghujung tahun ini.

“Kita menyasarkan sifar sekolah daif agar semua guru, semua anak murid akan dapat akses kepada bukan sekadar pendidikan berkualiti tetapi infrastruktur sekolah yang menampung pembelajaran yang kondusif. Itu harapan kami.

“Kita meletakkan (sekolah) yang mana paling memerlukan kita selesaikan dan yang lain Insya-Allah akan sampai waktunya secara berperingkat. Projek (membaiki) sekolah daif yang telah kita selesaikan bukan sahaja di Sabah dan Sarawak walaupun majoritinya di Sabah Sarawak, terdapat juga di Semenanjung diberikan tumpuan,” katanya.

Beliau berkata demikian ketika menjadi tetamu program Bicara Naratif: Pendidikan Untuk Semua yang disiarkan secara langsung di TV1 malam tadi.

Beliau berkata keutamaan diberikan kepada sekolah daif yang diisytiharkan tidak selamat oleh Jabatan Kerja Raya dan menekankan aspek pemantauan di dalam kementerian bagi keberhasilan sesuatu pelaksanaan projek.

Sebelum ini, Menteri Kewangan Lim Guan Eng mengumumkan peruntukan RM783 juta untuk baik pulih sekolah daif menerusi Belanjawan 2020 untuk menyelesaikan masalah sekolah daif di seluruh negara.

Sementara itu, Maszlee berkata pendidikan untuk semua menjadi asas pegangan yang diperjuangkan kementeriannya bagi memastikan setiap pihak mendapat akses kepada pendidikan berkualiti.

“Kita tidak mahu sesetengah orang itu tercicir daripada pendidikan hanya kerana mereka daripada golongan miskin ataupun daripada golongan yang marginalised ataupun ketidakupayaan mereka. Sebab itu antara perkara yang kita cuba usahakan ialah akses pendidikan kepada murid berkeperluan khas ataupun OKU (orang kurang upaya).

“Kemudian kita ingin pastikan tidak ada lagi murid yang tercicir dan kita ingin pastikan juga bahawa sekolah itu terbuka untuk semua anak termasuk mereka yang terhalang hanya kerana tidak mempunyai dokumen,” katanya.

Menurut Maszlee, pada tahun ini, kementeriannya melancarkan inisiatif dasar penolakan sifar dengan memastikan anak berkeperluan khas dapat bersekolah di sekolah kerajaan.

Beliau memberitahu kementeriannya berjaya mewujudkan 10,200 kelas pelajar berkeperluan khas (OKU) di seluruh negara pada tahun ini dan mencatatkan peningkatan sebanyak 526 kelas dengan pertambahan murid seramai 4,821 orang.

Secara keseluruhan pada masa ini, seramai 88,419 murid berkeperluan khas telah didaftarkan dan bersekolah di sekolah kerajaan.

Maszlee juga memaklumkan hasil pelancaran inisiatif sifar cicir yang membabitkan guru dan pihak sekolah pada tahun ini, seramai 4,369 orang murid telah kembali bersekolah dan tidak lagi tercicir.

Selain akses mesra OKU di sekolah, Maszlee berkata antara lain, dasar inklusif OKU turut dilancarkan di Universiti Islam Antarabangsa Malaysia (UIAM) pada September lepas sebagai inisiatif menjadikan kampus di universiti awam dan swasta lebih mesra OKU. 

BERNAMA ONLINE

BICARA NARATIF : PENDIDIKAN UNTUK SEMUA BERSAMA YB DR MASZLEE MALIK

Sumber : Berita RTM