KPM RANCANG TAWAR PROGRAM KHAS DIPLOMA PENDIDIKAN AWAL KANAK-KANAK

KUALA LUMPUR - Kementerian Pendidikan (KPM) merancang untuk menawarkan program khas diploma dalam pendidikan awal kanak-kanak melalui Institut Pendidikan Guru Malaysia dan Institut Pendidikan Tinggi Awam.

Ketua Pengarah Pelajaran, Datuk Dr Amin Senin berkata, cadangan itu adalah sebagai usaha untuk menyokong kepada peningkatan guru tadika swasta untuk memiliki kelayakan akademik minimum itu.

Menurutnya, kementerian mengambil maklum laporan sebuah akhbar tempatan berbahasa Cina pada 15 Disember lepas berhubung kerisauan pengusaha tadika swasta berhubung penetapan kelayakan akademik minimum untuk guru sekolah.

"Walau bagaimanapun, KPM mengambil maklum akan sejumlah besar guru yang sedang berkhidmat di tadika swasta yang masih belum memiliki kelayakan akademik minimum ini," katanya dalam kenyataan di sini hari ini.

Bagi tujuan tersebut, beliau berkata, guru berkenaan digalak meningkatkan kelayakan akademik minimum secara berperingkat, manakala bermula 2020, pengusaha tadika swasta digalak mempertimbangkan pengambilan guru baharu dalam kalangan mereka yang memenuhi syarat kelayakan akademik minimum ditetapkan itu.

Pada 2016, jemaah menteri menetapkan kelayakan akademik minimum sekurang-kurangnya diploma dalam pendidikan awal kanak-kanak bagi guru prasekolah di Malaysia berkuat kuasa pada 2020, yang terpakai kepada semua guru program prasekolah termasuk di tadika swasta.

SINAR HARIAN ONLINE

EFFECTIVE TEACHING: 10 TIPS ON WHAT WORKS AND WHAT DOESN’T

A new report from the Sutton Trust has reviewed the evidence around successful teaching practices. Here are the key points you need to know

From learning styles to managing behaviour, here are the key points to take away from the Sutton Trust’s research on what makes a great teacher.

The question of what makes a great teacher has been around for a long time. It’s an enquiry that poses many problems because there’s simply no set recipe for success, and different approaches work for different professionals and students.

The Sutton Trust has published a report that reviews the research into effective teaching, finding that popular practices, such as lavishing praise on students or allowing them to discover key things for themselves, actually have no grounding in research.

The author of the report, professor Robert Coe from Durham University, says this is a “starter kit” for thinking about what makes good teaching. So, what does the report recommend? Here are 10 salient points to take away:

1. Know your subject

The report, which looked at more than 200 pieces of research, found that there were six main elements to great teaching and one of the most important ones was subject knowledge. It may seem obvious, but the report found that the best teachers have a deep knowledge of their subject, and if that falls below a certain point it has a “significant impact” on students’ learning. Targeted help for teachers, giving them an understanding of particular areas where their knowledge is weak, could be effective.

2. Praise can do more harm than good

The wrong kind of praise can be harmful for students, the report found. A number of studies conducted by education experts, including Carol Dweck professor of psychology at Stanford University and Auckland University professors John Hattie and Helen Timperley, have observed this.

Deborah Stipek, the dean of the Stanford Graduate School of Education, said that praise is meant to be encouraging but it can actually “convey a teacher’s low expectations”. Stipek said that if a pupil’s failure was met with sympathy rather than anger then they were more likely to think they had done badly due to a lack of ability.

The report adds the caveat that the findings are open to interpretation, however, as teachers can do things well or badly, and some methods are not appropriate in all circumstances.

3. Instruction matters

The quality of teaching has a big impact on the achievement of students’ from poorer backgrounds, and effective questioning and assessment are at the heart of great teaching. This involves giving enough time for children to practise new skills and introducing learning progressively. Defining effective teaching isn’t easy, the report conceded, but research always returns to the fact that student progress is the yardstick by which teacher quality should be assessed.

4. Teacher beliefs count

The reasons why teachers do certain things in the classroom and what they hope to achieve has an effect on student progress. Mike Askew, the author of Effective Teachers of Numeracy, found that beliefs about the nature of maths and what it means to understand it, along with teachers’ ideas about how children learn and their role in that process, was an important factor in how effective they were.

Evidence to support this is not conclusive, however. A study by professor Steve Higgins of Durham University and the University of Newcastle upon Tyne’s David Moseley about teacher beliefs in ICT did not find a convincing relationships between beliefs and pupil progress.

5. Think about teacher-student relationships

This may also seem obvious, but the interactions teachers have with students has a big impact on learning – as well as the “classroom climate”. The report said that it was important to create a classroom environment that was “constantly demanding more” while affirming students’ self-worth. A student’s success should be atributed to effort rather than ability.

6. Manage behaviour

Interestingly, this wasn’t as significant as subject knowledge and classroom instruction as a factor contributing to teacher success. But classroom management – including how well a teacher makes use of lesson time, coordinates classroom resources and manages the behaviour of students – was noted as important.

7. There’s no evidence that setting works

Putting students in groups depending on their ability makes little difference to their learning. Although setting can in theory let teachers work at a pace that suits all pupils and tailor content, it can also create an exaggerated sense of all pupils being alike in the teacher’s mind. This can result in teachers not accomodating to the various different needs within one group and in some instances going too fast with high-ability groups and too slow with low ones.

8. Don’t worry about learning styles

A survey showed that more than 90% of teachers think individuals learn better when they get information in their preferred learning style. But despite the popularity of this approach psychological evidence shows that there is no evidence this actually works. 

9. Learning should be hard at first

One finding that may surprise you is that approaches that appear to make learning harder in the short term can actually lead to students retaining more information in the long term. Elizabeth Ligon Bjork, professor at the University of Michigan and Robert Bjork, professor at the University of California, said that varying the type of tasks you ask pupils to do improves retention even though it makes learning harder initially.

10. Build relationships with colleagues and parents

A teacher’s professional behaviour, including supporting colleagues and talking with parents, also had a moderate impact on students’ learning. The report said that there may not be a direct link with these practices and student achievement, but to capture a broad definition of good teaching they should be included.

Sumber : http://www.theguardian.com

AGENDA AWANI: PENDIDIKAN UNTUK SEMUA - MENILAI PRESTASI KPM 2019

Wawancara bersama Menteri Pendidikan, Dr Maszlee Malik di dalam rancangan 'Agenda Awani : Pendidikan Untuk Semua - Menilai Prestasi KPM 2019'

Sumber : Astro Awani

TELITI SYOR JAWATANKUASA DASAR PENDIDIKAN NEGARA

TIMBALAN Menteri Pendidikan, Teo Nie Ching.

KUALA LUMPUR: Kementerian Pendidikan sedang meneliti kebolehlaksanaan syor Jawatankuasa Dasar Pendidikan Negara (JKDPN) agar hasrat dan objektif utama dasar berkenaan untuk memberi manfaat kepada semua dapat dilaksanakan, kata Timbalan Menterinya, Teo Nie Ching.

Beliau berkata, kementerian percaya sebarang perubahan dan penambahbaikan terhadap syor tersebut ​​​​​​yang melibatkan dasar pendidikan perlu diteliti secara terperinci dan tidak dilakukan secara tergesa-gesa.

“Ini bagi memastikan hasrat dan objektif utama dasar tersebut terlaksana dan bermanfaat untuk semua,” katanya dalam sesi pertanyaan jawab lisan pada persidangan Dewan Negara, hari ini.

Beliau menjawab soalan Senator Datuk Donald Peter Mojuntin yang ingin tahu rancangan Kerajaan Persekutuan untuk menggubal pelan atau blueprint reformasi pendidikan negara bagi memastikan generasi muda lebih kompetitif di dalam dan luar negara tanpa mengira bangsa dan agama.

JKDPN yang ditubuhkan tahun lalu, dianggotai mereka yang pakar dalam bidang pendidikan bertujuan mengkaji serta menyemak semula Dasar Pendidikan sedia ada dalam melahirkan rakyat Malaysia yang bersedia menghadapi cabaran Revolusi Industri Keempat 4.0 (IR 4.0).

BERITA HARIAN ONLINE

MINISTRY TO LOOK INTO FOOD PRICING IN PRIMARY SCHOOL CANTEENS

Sabah Assistant Minister of Education and Innovation and ADUN member of Moyog State Assemblyman Jenifer Lasimbang during a press conference at the Road Safety Awareness Campaign Opening Ceremony in conjunction with the Christmas Celebration and Back to School in Jalan Pintas, Penampang

PENAMPANG: The Sabah Education and Innovation Ministry will look into the issue of food pricing especially in primary school canteens, following grouses that food items sold to children were costly.

Its assistant minister Jenifer Lasimbang said the school management needs to monitor the situation and report any unreasonable price increase to the district education office, state education department or the Ministry of Education (MOE).

"I have taken note of the issue and we at the State Education and Innovation Ministry will look into it (food pricing issue). I think that's one of the reasons why the MOE is initiating a free breakfast plan.

"For me, we want to look at schools where equality and equity are taken care of. So, what is being eaten is being shared, and even the teachers will be eating with the students," she said when met at the road safety campaign in conjunction with the Christmas celebration and back to school here today.

Lasimbang said this when asked on concerns and complaints raised by parents with regards to high food pricing in schools.

Jenifer Lasimbang (right) at the Road Safety Awareness Campaign Opening Ceremony in conjunction with the Christmas Celebration and Back to School, Penampang. 

Maria John, 45, who has two children studying at primary schools in Kota Kinabalu, opined school canteen operator should be understanding and not charge children high prices.

"Primary school children don't carry a lot of money and they don't know how to make judgements yet whether a food item is worth the price they are paying.

"The school canteen that my children go to charged RM2 each for a piece of chicken and a stick of fishball. Even the price of 'kuih' is pricier than buying at 'tamu'," said the housewife, adding that she usually gives her children RM2 pocket money.

Janet Tan, 33, said her niece's primary school canteen was also overcharging schoolchildren, adding that the food quantity does not justify the price charged.

"A small piece of chicken cost RM1, while a bigger one cost RM2. Sometimes, my niece has to bring her own meal and RM2 extra pocket money," she said.

The MOE's Free Breakfast Programme, to be carried out beginning Jan 2020 under MOE, is expected to benefit 2.7 million primary school pupils in national schools and government-aided schools.

The programme is aimed at providing nutritious and healthy breakfast. A pilot project for the programme had also been conducted in several schools.

Lasimbang also mentioned that the programme would suit the bottom 40 group, who do not have a proper breakfast or could not afford pocket money to buy food.

On the road safety programme, organised by the Road Safety Department, she reminded road users to take extra precautions when on the road especially during the festive season.

NEW STRAITS TIMES ONLINE

SASARAN IBU BAPA BIARLAH REALISTIK, ELAK PELAJAR TERTEKAN

Gambar hiasan

KUALA LUMPUR, 17 Dis (Bernama) -- Pembelajaran di sekolah seharusnya menjadi sesuatu yang menggembirakan dan memberi semangat kepada pelajar.

Bagaimanapun, banyak kejadian pelajar mengalami tekanan emosi ekoran masalah di sekolah selain ibu bapa yang terlalu mengharapkan anak mereka cemerlang dalam pelajaran.

Insiden pelajar mengalami tekanan dalam pelajaran sehingga melakukan perbuatan mencederakan diri sendiri perlu dipandang serius pelbagai pihak dan langkah pencegahan awal amat penting.

Dalam kejadian pada 23 Ogos lepas, seorang pelajar berusia 13 tahun ditemui tidak sedarkan diri selepas dipercayai menggantung diri di dalam bilik air rumahnya di flat Jalan Paya Terubong, Taman Sri Relau, Georgetown, Pulau Pinang, mendakwa akibat tertekan dengan lambakan kerja sekolah.

Hasil siasatan polis mendapati remaja berkenaan dikatakan kurang berminat untuk belajar selain prestasi pelajarannya yang agak lemah termasuk sering merungut kepada ibu bapanya mengenai kerja sekolah yang terlalu banyak.

Mengulas isu tersebut, Menteri Pendidikan Dr Maszlee Malik berkata sekolah sepatutnya menjadi tempat yang gembira untuk pelajar menimba ilmu selain memupuk kasih sayang.

“Tetapi bila sampai tahap dapat tekanan, itu tidak sepatutnya berlaku,” kata beliau.

Pensyarah Kanan Jabatan Psikologi Pendidikan dan Kaunseling Universiti Malaya Dr Norsafatul Aznin A. Razak berkata kecemerlangan seseorang individu bukanlah dinilai dari segi intelektual semata-mata sebaliknya secara holistik termasuk sahsiah dan kesihatan psikologi anak-anak.

"Tekanan dalam perihal pelajaran perlu pada tahap yang bersesuaian dan tidak melampaui batas bagi meningkatkan motivasi mereka seterusnya mencabar diri sendiri bagi mencapai kejayaan cemerlang dalam semua bidang.

"Kecenderungan ibu bapa yang inginkan anak mereka lebih cemerlang berbanding orang lain hingga meletakkan kayu pengukur yang tidak realistik dan sukar dicapai juga menyebabkan anak-anak berasa tertekan.

"Ada juga ibu bapa yang berpendapat kehebatan mereka dan guru dalam mendidik anak-anak diukur menerusi tahap kecemerlangan yang akhirnya mereka secara berterusan menekan anak-anak dalam pelajaran," katanya.

Ibu Bapa Tetapkan Matlamat Realistik

  

Dr Norsafatul berkata ibu bapa hendaklah menetapkan matlamat yang realisitik dan boleh dicapai berdasarkan kemampuan kerana setiap manusia memiliki keupayaan pembelajaran yang berbeza-beza.

Beliau berkata usaha mewujudkan peraturan seperti waktu belajar, waktu beriadah dan waktu rehat yang boleh diikuti boleh mendorong anak mereka berusaha meningkatkan kecemerlangan dalam pelajaran tanpa tekanan.

Menyifatkan guru berperanan dalam pembentuk personaliti dalam kalangan pelajar, Dr Norsafatul mencadangkan guru untuk bijak mengatur strategi dalam memastikan pelajar berasa seronok dan bersemangat dalam proses pembelajaran di sekolah.

Malah, Raja Permaisuri Agong Tunku Hajah Azizah Aminah Maimunah Iskandariah ketika bertitah di Majlis Apresiasi Pendidikan Kali ke-16 Sekolah Kebangsaan (SK) Tunku Azizah di Indera Mahkota pada 17 Nov lepas, menyarankan ibu bapa dan guru agar tidak menekan anak-anak mereka secara keterlaluan dalam perihal pelajaran kerana dibimbangi boleh memberi kesan psikologi kepada anak berkenaan.

Titah baginda, perkara itu dibimbangi akan menyebabkan anak itu mengalami tekanan atau kemurungan (depresi) sehingga membawa kepada kejadian lebih buruk.

“Ini kerana anak-anak hanya melalui zaman kanak-kanak sekali dan ada masanya perlu diberikan masa untuk bermain dan menikmati masa gembira dengan pengawasan daripada ibu bapa dan dibantu oleh guru,” titah baginda.

Orientasi Pembelajaran Meliputi Nilai Kemanusiaan

Dalam pada itu, Pakar Psikoterapi dan Kaunseling Access Counselling Services, Dr Meriam Omar Din berkata orientasi pembelajaran perlu diubah demi perkembangan yang seimbang meliputi nilai kemanusiaan, kemahiran berfikir secara kritis dan kreatif serta kemahiran interpersonal bukan hanya penekanan kepada kejayaan akademik semata-mata.

"Penting juga dalam sesebuah keluarga mewujudkan suasana mesra dan kasih sayang antara adik-beradik supaya ia menjadi motivasi anak-anak untuk meningkatkan pencapaian mereka dalam pelajaran kerana didikan awal adalah bermula dari rumah," katanya.

Pensyarah Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris (UPSI) Profesor Dr Saedah Siraj berkata kerjasama erat antara ibu bapa dan guru amat penting bagi memastikan keseimbangan kecemerlangan akademik dan sahsiah anak-anak.

"Tidak memaksa anak-anak dalam sebarang situasi terutamanya melibatkan pelajaran bukanlah bererti memberi sepenuh kebebasan kepada mereka sebaliknya mendidik secara berhemah supaya mereka lebih terbuka dan bersedia mengikut arahan ibu bapa dan guru.

"Guru juga perlu memberi ruang dan peluang kepada pelajar untuk memahami sesuatu mata pelajaran mengikut kemampuan mereka dengan bimbingan sewajarnya selain membuat pemantauan perkembangan pelajaran setiap pelajar," katanya.

Elak Kaedah Autoriti Pada Anak-Anak

Sementara itu, Pengerusi Kumpulan Bertindak Ibu Bapa bagi Pendidikan (PAGE) Datin Noor Azimah Abdul Rahim berkata anak-anak harus diberi penjelasan mengenai setiap tindakan yang diambil oleh ibu bapa terhadap mereka.

"Kaedah autoriti atau 'tiger mother' iaitu ibu bapa memberi arahan yang tegas kepada anak mereka supaya mencapai sasaran tertentu yang diinginkan terutama dalam perihal pelajaran adakala membawa keburukan.

"Ibu bapa boleh bertindak tegas untuk mendidik, tetapi perlu mengikut keadaan. Mereka perlu membimbing anak-anak melalui pergaulan yang membina serta memberi keyakinan dan peluang untuk turut terlibat membuat keputusan dalam pelbagai perkara,” katanya.

Aktiviti bersama anggota keluarga seperti makan, beriadah dan melakukan kerja-kerja rumah secara bersama juga mampu mewujudkan suasana mesra dalam keluarga seterusnya memudahkan anak-anak mengikut setiap arahan diberi ibu bapa," katanya.

BERNAMA ONLINE

PROJEK NAIKTARAF EMPAT SEKOLAH DAIF DI SARAWAK MENDAHULUI JADUAL

KUCHING: Projek menaiktaraf, termasuk pembinaan semula empat sekolah daif di Sarawak berjalan lancar, malah mendahului jadual kerja ditetapkan.

Menteri Pendidikan, Dr Maszlee Malik, berkata selain Sekolah Kebangsaan (SK) Bandar Bintangor, tiga lagi sekolah berkenaan ialah SK Ulu Entabai, SK Nanga Antaroh dan SK Ulu Yong yang sebahagian besarnya terletak di kawasan pedalaman serta luar bandar negeri ini.

“SK Bandar Bintangor kini mencapai 33 peratus siap berbanding 17 peratus mengikut jadual asal. SK Ulu Entabai pula memasuki fasa kerja 18 peratus siap,” katanya melalui entri terbaru akaun Facebook miliknya hari ini.

Bagi SK Nanga Antaroh di Kapit, beliau menjelaskan walaupun pembinaannya baharu bermula, kemajuannya lebih cepat dua peratus berbanding jadual asal.

“Di SK Ulu Yong pula, juga di Kapit, projek itu masih berada dalam fasa awal, namun cepat satu peratus daripada fasa kemajuan yang sepatutnya,” katanya.

Maszlee berkata, perkembangan positif itu jelas memperlihatkan komitmen berterusan Kerajaan Persekutuan, khususnya Kementerian Pendidikan dalam mengutamakan keperluan rakyat, terutama membabitkan penyediaan fasiliti pendidikan.

“Kita sentiasa memantau kemajuan setiap projek dilaksanakan, termasuk mengemas kini maklumat berkaitan dan berkongsinya dengan seluruh rakyat.

“Kesemua projek itu adalah baki 10 peratus daripada jumlah keseluruhan projek sekolah daif di Sarawak,” katanya.

Kementerian Pendidikan sebelum ini memberikan keutamaan kepada usaha membaikpulih dan menaiktaraf sekolah daif di seluruh negara, khususnya di Sabah dan Sarawak, dengan inisiatif itu dilaksanakan secara konsisten.

Malah, kementerian berkenaan mensasarkan sifar sekolah daif supaya semua guru dan murid memperoleh akses kepada bukan sekadar pendidikan berkualiti tetapi infrastruktur sekolah yang menampung pembelajaran yang kondusif.

Keutamaan diberikan kepada sekolah-sekolah daif yang diisytiharkan tidak selamat oleh Jabatan Kerja Raya (JKR) dan menekankan aspek pemantauan di dalam kementerian bagi keberhasilan sesuatu pelaksanaan projek.

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

BERITA HARIAN ONLINE