STEM4All Stars competition

 

 

MOE and PADU is organising the #STEM4All Stars Video Campaign to highlight the relevance of Science, Technology, Engineering, and Mathematics (STEM) for all. It is also organised to feature how STEM benefited well-being of humanity through the contributions and achievements of our Malaysian STEM professionals such as scientists, engineers, technologists, innovators, and STEM-entrepreneur.

The video campaign serves to engage students’ interest in STEM and amplify it with hopes to increase STEM intakes in the future in line with national aspiration to prepare our children for the Industrial Revolution 4.0. We hope to expose the students to careers in STEM fields that they are not familiar with and highlight the importance of STEM towards nation building.

MOE school students between the age of 11 to 15 years old are invited to participate in this campaign by submitting a short video on their STEM idol in Malaysia. Submission period is between 17th June till 19th July 2019. Find out more at bit.ly/STEM4AllStars.

Creative participants will stand a chance to meet with renowned Malaysian STEM figures during Minggu Sains Negara celebration and be showcased on Astro!

#STEM4All


Boosting English standards

The directive for non-English language option teachers to sit for the Malaysian University English Test (MueT) has been controversial. Education Ministry deputy director-general Dr Habibah Abdul Rahim explains why the test is a crucial component in the roadmap to improve english proficiency among Malaysians. 

A STRONG command of English enhances employability. It’s a fact the Education Ministry knows only too well.

The English Language Education Reform in Malaysia: The Roadmap 2015-2025, is aimed at improving English language based on the Common European Framework of Reference for Languages (CEFR).

But, if key players - especially teachers - are not up to par, implementation will be a problem.

There was a lot of unhappiness when the ministry announced that English teachers must take the Malaysian University English Test (MUET). Why is there a need to do so?

Teachers need to be proficient in the English language in order to facilitate teaching and learning, as well as help students acquire targetted CEFR levels. It is only English language option teachers who have to take MUET and achieve at least C1 level. It is not compulsory for non-English language option teachers. However, if teaching English becomes the dominant subject of a non-English language option teacher, then the teacher should take MUET. A subject, such as English, becomes the dominant subject of teachers once they teach it more than three years and two-thirds of their time is devoted to teaching the non- option subject. The ministry has a programme called Add Option Intervention Programme (Pito) to help these non-option teachers improve teaching methods on the now-dominant subject.

image: https://www.thestar.com.my/~/media/online/2019/06/09/02/00/roadmap.ashx?la=en

So far, how have English option teachers fared in MUET?

The ministry has 41,676 English language option teachers. About 50% of the 41,676 teachers have sat for MUET. From the 50% who took the test, 67% achieved C1. The rest were at C2 level. We do not know the performance of the other 50% of teachers who have not sat for MUET. They have till December this year to take the test and notify us of their results. Meanwhile, we are still short of about 3,000 English language option teachers. We should have 44,924 of them. There are already plans to address the shortage.

Are there any programmes teachers can sign up for if they fail to achieve C1 level?

There are a number of English courses which are prepared and subsidised by the ministry to help them improve themselves. There are also ministry-approved materials available online for them to access before they sit for MUET. There is even an online moderator to help.

Why did the ministry choose to use MUET to benchmark teachers? Can teachers sit for other English proficiency tests?

MUET is already aligned to the CEFR and can be used to benchmark the proficiency level teachers are at. We encourage teachers to take MUET because it is based on local context, easily accessible, is offered three times yearly and only costs RM100 per test. Teachers can also sit for the British Council’s Aptis English test for RM280 and the International English Language Test System (IELTS) for RM850.

Teachers who want to sit for MUET have to pay from their own pockets. Shouldn’t the government subsidise this?We used to subsidise teachers taking the test from 2013 to 2018. But we have learned that for someone to develop, improve, and make a bigger impact, it is more effective when individuals take the initiative to do it themselves.

Plus, the investment  is small. Free things are often underappreciated. We want to encourage teachers to be responsible for self-development and growth, and invest in their professional development.

You said teachers play a key role in boosting English language education. How is the ministry preparing teachers for the task?

The Professional Up-skilling of English Language Teachers (Pro-ELT) is only available to English language option teachers. We have trained over 17,000 English teachers (including non-option English language and Pito teachers) through this programme.

Is the MUET requirement part of a bigger plan to improve English in the country?

Yes, it is part of our English Language Education Reform in Malaysia: The Roadmap 2015-2025, which is being used to align the whole of the English language programme and the education of English teachers to international CEFR standards.

image: https://www.thestar.com.my/~/media/online/2019/06/09/02/01/roadmap-2.ashx?la=en

What is the roadmap about?

It is a comprehensive plan for the systematic reform of English language education in Malaysia. It lays out the changes and improvements that needs to be done in the curriculum, teaching and learning, assessments, resources for teachers and students, and teacher training. Its goal is to bring about the transformation of English language education from preschool right up to tertiary education, including teacher education. It provides comprehensive guidelines for all stakeholders, including teachers. Using the roadmap, teachers can ensure that students achieve proficiency levels of international standards.

How did the roadmap come about?

The roadmap formalises the ministry’s on-going efforts to strengthen English proficiency, as encapsulated in the Upholding Bahasa Malaysia and Strengthening the English Language (MBMMBI) policy. It also provides a framework for the execution of plans proposed in the Malaysia Education Blueprint 2013 - 2025.

How does the ministry assess English language proficiency?

By adopting the CEFR which distinguishes listening, reading, spoken interaction, spoken production and writing. Language proficiency is measured in relation to the five communicative skills on a scale beginning with A1 progressing to A2 (basic user); B1 and B2 (independent user); and C1, C2 (proficient user). Proficiency in each skill is defined at each level by a series of “can do” statements. This scale enables us to set targets for each stage of our English language programmes. Our English teachers must achieve at least C1 level, while English language teacher trainers must achieve C2 level.

What makes the CEFR an important benchmark?

Some 47 countries also benchmark their languages, and English in particular, to the CEFR. This makes it easier for employers - both local and international - to identify graduates’ language capacity. In a changing global landscape, it is important for our younger generation to master English. This allows them to compete in the international market. If we want our students to be good, we must ensure that teachers who teach and facilitate the process, have themselves achieved a higher level of English. This means that teacher trainers must also be better than teacher trainees.Some are still unclear about the CEFR. Can you clarify?CEFR describes language ability on a six-point scale, from A1 for beginners, up to C2 for those who have mastered a language. This makes it easy for anyone involved in language teaching and testing, such as teachers or students, to see the level of different qualifications. It is not a curriculum, no one can fail it. CEFR is a framework that can be used to benchmark the level of proficiency and the level of fluency of our students and teachers in line with international standards. It is used as a reference for the ministry to plan and create teaching and learning programmes. Employers can also use it as a reference when selecting a candidate to hire.

How is the roadmap progressing?

This is the sixth year of its implementation. The ministry has introduced a revised Primary

School Standards-based Curriculum (KSSR) and a new  Secondary School Standards-based Curriculum (KSSM) which was rolled out in 2017 for Year One and Form One respectively. This group of students (those in Form Three) will be sitting for PT3 this year. This will be a baseline for the ministry for the cohort that have gone through the CEFR aligned curriculum.

We have also noticed there is an improvement in English language among our young. There was a baseline study conducted by Cambridge English in 2013 and another study in 2017. When the first baseline study was carried out, there was a gap between the achievements of urban and rural area students. In the 2017 study, 40% of students exceeded the 2025 CEFR targets of B1 at secondary level. Some did even better. The study also showed that improvements were across rural and urban children.

Can the roadmap really boost English standards? How?

Yes, because we are going about it systematically. We are on target. It’s not just through the curriculum. We are also gradually building capacity and resources to support the implementation of the roadmap.

Read more at https://www.thestar.com.my/news/education/2019/06/09/boosting-english-standards/#G5LibTDC66Yf1USG.99

 


Delivering game-changing initiatives for national education

In March, PADU bagged an award for spearheading a student-centred learning process. What lies behind the 21st-century learning initiative?

by HABHAJAN SINGH / pic credit: BETT ASIA

A MALAYSIAN initiative to bring about the latest learning process into the classroom is gaining traction. At the same time, it is also getting the attention of folks from the wider circle of the education industry.

In March, an Education Ministry’s unit bagged an award for spearheading a student-centred learning process steered by the five elements of communication, collaboration, critical thinking, creativity, and values and ethics, or 4C1V.

The 21st-century learning initiative, popularly known in the local education circle as Pembelajaran Abad ke-21 (PAK21), saw the Education Performance and Delivery Unit (PADU) winning Bett Asia’s “Game Changer” award.

The initiative was one of the four winners at the Bett Asia Awards 2019, an event organised by a unit of London-listed ITE Group plc.

The awards celebrate and reward creativity, innovation and leadership found throughout Asia Pacific’s education sector. The awards showcase inspiration and solutions to everyday challenges, which help students achieve educational excellence.

The judging panel for the award included Laos-based Panyathip International School MD John Gwyn Jones, Heriot-Watt University Malaysia provost/CEO Prof Mushtak AlAtabi, Hong Kong-based Nord Anglia International School principal Brian Cooklin and Universiti Pendidikan Sultan Idris vice chancellor Prof Datuk Dr Mohammad Shatar Sabran.

Problem and Solution

In essence, PAK21 defines the pertinent knowledge, competency and characteristics that students should embody to be competitively relevant and empowered to take on the challenges of 21st-century volatilities.

The initiative is a solution to a problem. It is a common perception that teachers nationally emphasise on academic results. This is at a time when the world has changed drastically, with 65% of primary school students anticipated to work in jobs that do not exist yet.

These are some of the questions that PADU and other units have been grappling with.

The Malaysia Education Blueprint 2013-2025 has addressed the issues facing the nation’s education woes. It has determined 11 shifts to achieve the vision of raising the level of the education system into the 21st century.

The first shift demands that the ministry provides access to quality education that is comparable to international standards; and subsequently made available to all students.

The shift focuses on the aspect of quality which is directed towards the need to improve the learning standards of mathematics and science, the proficiency of languages in line with international standards and the quality of education in STEM (science, technology, engineering and mathematics).

To achieve this, the ministry needs to provide teachers with the ability to create a conducive learning environment and focus on the 21st-century learning or PAK21, according to the 2017 Annual Report for the blueprint.

It noted that the conventional teaching methods need to be changed to allow for a more creative and dynamic teaching and learning approach that is based on the content of the subject to accommodate the developing minds of the students.

It said the shift from teacher-centred teaching method to student-centred learning method in the 21st-century education presents new challenges to teachers and school leaders. Some of these challenges include learning that leads to higher order thinking skills, managing more dynamic learning space and utilising various teaching aids and technology-based resources to implement effective teaching and learning processes, relevant to the current needs of the students.

As such, it noted that teachers have to continuously improve their level of professionalism, in terms of knowledge and pedagogy, in order to remain relevant to the current and future needs. Continuous training is also provided to school leaderships to ensure that the management and administration of the school are strengthened to support the needs of teachers and students. The ministry also continues to encourage parents and communities to be directly involved in supporting schools to provide quality education to their children.

At the same time, it noted that the ministry needs to implement major changes to ensure the country’s education system is ranked among the best in the world.

Teachers’ Campaign

The most recent effort in pushing forward PAK21 is the national teachers’ campaign, seen as the first step in culture transformation and priority realignment. In a nutshell, it uses principles of behavioural science to turn PAK21 teaching into a “norm”.

The primary objective of the 21st-Century Learning Teachers Campaign is to celebrate and share best practices of how teachers bring PAK21 into their classrooms. Teachers who are teaching in Malaysian national schools will be able to upload their creative strategies of bringing PAK21 into their classrooms through a 300-word write-up or a three-minute video on the campaign’s official website.

At the end of the campaign, 10 teachers with the most effective and creative strategies will be selected to receive professional mentorship, win attractive prizes and receive a private audience with the Education Minister Dr Maszlee Malik.

At the launch in December 2018, PADU student learning sector director Datin Rosliza Rosli underlined the importance of teachers in schools in cultivating the much-needed 21stcentury skills among students.

Citing World Bank statistics, she said Malaysian children received 12 years of education, but three of those years did not contribute to meaningful education. Another set of World Bank statistics outlined how Malaysian children only achieve 62% of their full potential. With this in mind, she underscored the case for more effective teaching methods through PAK21.

In essence, the campaign is one of the many efforts powered by PADU to deliver differently and to “unbox” how the education and transformation agenda is executed.

A Different Way

“One of the main differences is our people-centric planning,” said PADU CEO Khadijah Abdullah.

An example of this new way of conceptualising initiatives to transform the education system is found in the way PADU developed the strategy to increase literacy and numeracy outcomes nationally.

Instead of relying on the traditional top-down strategies, PADU leveraged on a design thinking process to empathise and understand, not just the challenges faced by stakeholder groups, but also their emotions and hopes throughout their journeys. This is aimed towards prototype and pilot solutions that are truly meaningful and easy to use by the stakeholders, as opposed to having nice plans on paper.

PADU went down to the ground, conducting deep ethnographic and stakeholder studies and interviews to determine the challenges of the current processes of 17 outlier schools across the country that were meant to be representative of the entire population.

Armed with that insight, they led a series of workshops to personify the existing challenges faced by students, teachers and parents, and mapped them out in personas and stakeholder journeys. With that, they developed prototyped solutions aimed to be deployed rapidly to see if they could work.

The result of these efforts are nine interventions — encompassing themes of improving teaching and learning; empowering school leadership; intensifying parent engagement; and increasing early intervention — which obtained quick buy-in from implementers from the Ministry of Education.

With the Bett Asia award under its belt, PADU surely will want to delivery other equally innovative and meaningful initiatives.

Link: https://themalaysianreserve.com/2019/05/16/delivering-game-changing-initiatives-for-national-education/

 


SETAHUN KPM DI BAWAH PH

Hari ini genap setahun tempoh pentadbiran Pakatan Harapan (PH).

Kementerian Pendidikan Malaysia (KPM) ingin merakamkan penghargaan kepada semua penjawat awam di Kementerian ini yang melihatkan komitmen dan usaha bersungguh-sungguh dalam menjayakan reformasi pendidikan yang digerakkan sehingga kini.

KPM turut merakamkan ribuan terima kasih kepada ibu bapa, komuniti dan pihak swasta yang sentiasa memberikan sokongan padu terhadap setiap usaha dan inisiatif yang dilaksanakan oleh Kementerian.

Sebagai sebuah gabungan yang kali pertama menjadi kerajaan, sudah tentu terdapat pelbagai halangan dan kesukaran yang ditempuhi PH. Namun dengan sokongan kuat penjawat awam, pentadbiran yang ada kian melihatkan kekuatan untuk terus memakmurkan Malaysia.

KPM amat bertuah kerana memiliki ramai penjawat awam daripada pelbagai skim perkhidmatan termasuk guru, pensyarah, pegawai tadbir dan diplomatik, pegawai kewangan serta anggota kumpulan pelaksana yang berbakat, berilmu dan mempunyai budaya kerja cemerlang dan mereka merupakan kelompok yang sentiasa dipandang tinggi.

Kementerian ini menganggap penjawat awam sebagai tunjang utama reformasi pendidikan negara dan Malaysia akan terus maju dengan perkhidmatan awam berkualiti tinggi.

Terima kasih kepada semua warga KPM dan tidak dilupakan, adiwira yang paling hebat kerana memungkinkan semua perubahan ini berlaku, iaitu rakyat Malaysia yang turun mengundi pada 9 Mei 2018, setahun yang lalu.

Dapatkan buku ringkas tentang pencapaian Setahun KPM di bawah pentadbiran PH di sini: http://bit.ly/SetahunKPMPH

 


Iklan kempen Malaysia Membaca dilancar di seluruh pawagam

KUALA LUMPUR 3 Mei - Kementerian Pendidikan melancarkan iklan kempen 'Malaysia Membaca' di pawagam seluruh negara yang bertujuan meningkatkan minat membaca dalam kalangan rakyat.

Menteri Pendidikan, Dr. Maszlee Malik berkata, pihak kementerian berusaha keras demi memastikan semua murid memperoleh pengetahuan dan berpeluang untuk berjaya menerusi aktiviti pembacaan.

“Selaras dengan hasrat itu, kementerian telah melancarkan kempen Dekad Membaca Kebangsaan 2030 yang menyasarkan lebih banyak karya penulisan agung diterjemah ke dalam bahasa Melayu.

“Selain menjadikan budaya membaca menerusi rangkaian saluran popular serta menyasarkan penerbitan nasional kepada 31,700 judul menjelang 2030 berbanding 19,713 judul pada 2017,” katanya.

Beliau berkata demikian semasa menyampaikan ucapan pelancaran iklan tersebut di pawagam TGV, Pusat Beli Belah Jaya, Petaling Jaya dekat sini hari ini.

Kempen agenda membaca itu turut dijayakan bersama Unit Pelaksanaan dan Prestasi Pendidikan (Padu).

Dalam majlis sama, Maszlee berkata, pihak kementerian menjalinkan kerjasama korporat bersama penaja MPH Bookstores bagi menderma bahan bacaan kepada dua rumah anak yatim.

Bahan bacaan bernilai RM1,000 disumbangkan kepada Yayasan Anak-Anak Yatim Pinggir Taman Tun Dr. Ismail dan Pusat Komuniti Triniti


Guru muda teraju reformasi pendidikan

Oleh, Dr Muhammad Abd Hadi Bunyamin ialah pensyarah di Sekolah Pendidikan Fakulti Sains Sosial dan Kemanusiaan Universiti Teknologi Malaysia

Kementerian Pendidikan (KPM) melalui Unit Pelaksanaan dan Prestasi Pendidikan (PADU) telah menamakan senarai guru yang mengamalkan pengajaran dan pemudahcaraan (PdPc) abad ke-21 atau PAK 21 di laman Facebook PADU.

PADU turut menyertakan sebahagian nombor kad pengenalan guru-guru tersebut. Penulis berfikiran bahawa PADU mahu orang awam menyedari status guru-guru tersebut sama ada guru muda atau guru senior. Ini merupakan tindakan yang munasabah dan informatif.

Daripada sebahagian maklumat kad pengenalan guru yang tertera, jelas sekali kelompok guru 10 teratas (Top 10) untuk PAK 21 ialah guru-guru muda. Ini kerana mereka lahir pada atau selepas tahun 1979 dan membawa maksud mereka sekarang berumur 40 tahun dan ke bawah.

Apakah sebab tiada guru senior yang berumur melebihi 40 tahun dalam kelompok 10 teratas ini? Penulis tiada jawapan yang konkrit, namun penulis mempunyai hemat bahawa kelompok guru berusia 40 tahun dan ke bawah merupakan golongan yang terdedah dengan banyaknya kepada unsur terkini dalam pendidikan khususnya pengajaran kreatif dan inovatif.

Guru-guru muda ini juga dipercayai merupakan kelompok yang lebih mudah menerima dan membuat perubahan kepada amalan pengajaran mereka berbanding guru senior. Kebiasaannya, guru-guru senior mempunyai amalan pengajaran yang stabil dan tidak banyak berubah dalam tempoh panjang. Guru muda juga dipercayai mempunyai semangat yang tinggi untuk membawa pembaharuan kepada pendidikan negara.

Semangat ini dijelmakan dalam amalan PAK 21 yang menekankan PdPc kreatif, inovatif, kolaboratif, komunikatif dan pemikiran kritikal. Apakah implikasi kepada penobatan Adiwira PAK 21 ini? Tidak keterlaluan untuk penulis menyatakan bahawa guru-guru muda inilah yang paling boleh diharapkan untuk menjelmakan pembaharuan kepada sistem pendidikan Malaysia. Dengan kudrat masih cergas, semangat masih kental dan otak yang masih cerdas, pada bahu guru mudalah harapan reformasi pendidikan untuk diterjemah kepada tindakan.

Ini tidak bermakna guru-guru senior terpinggir. Mereka sudah lama berada dalam sistem pendidikan dan harus dihormati. Pada hemat penulis, pada era sebegini, guru-guru senior boleh berfungsi sebagai pemberi motivasi dan penguat dorongan kepada guru-guru muda untuk terus istiqamah dalam melaksanakan pembaharuan pendidikan.

Penulis akui bahawa guru-guru muda khususnya dan anak-anak muda amnya boleh patah semangat sekiranya usaha-usaha mereka untuk melaksana perubahan tidak mendapat sambutan dan sokongan orang sekeliling.

Menyedari hal ini, adalah penting supaya guru-guru senior dapat berperanan membentuk persekitaran yang kondusif untuk guru-guru muda beraksi penuh dedikasi menjayakan reformasi pendidikan.

Justeru, diharapkan agar KPM dapat mengambil langkah tersusun melatih lebih ramai guru muda Malaysia untuk mengamalkan PAK 21 ini. Amalan PAK 21 ternyata berbeza dengan amalan pengajaran era terdahulu yang menekankan peperiksaan dan ujian.

PAK 21 menjurus kepada pembentukan pelajar yang menyeluruh daripada segenap aspek, tidak hanya intelek, tetapi juga rohani, emosi dan jasmani. Tidakkah ini sebenarnya selari dengan Falsafah Pendidikan Kebangsaan?

Oleh yang demikian, penting sekali untuk semua pihak memberi sokongan, dokongan dan dorongan kepada guru-guru muda Malaysia untuk muncul sebagai Peneraju Reformasi Pendidikan. Hakikatnya, kita harus juga kembali kepada Falsafah Pendidikan Kebangsaan dan jayakan falsafah ini dalam medan perjuangan pendidikan melalui platform PAK 21.

 


English teacher who turns classroom into a beach wins PAK21 teacher campaign

PUTRAJAYA: With pupils having little to no access to the outside world, English teacher Muhammad Nazmi Rosli from Sarawak decided to bring the world into the classroom. He transformed his classroom into a beach, hospital and pet shop to let the pupils capture the experience being in those places and situations.

Muhammad Nazmi was announced the winner of 21st Century Learning Teachers Campaign (PAK21) – a campaign organised by the Ministry of Education through the Education Performance and Delivery Unit (PADU).

His school, Sekolah Kebangsaan Long Sukang in Lawas is tucked in green mountains about 660 kilometers away from Kuching.

“The pupils have never seen a beach so I decided to bring the beach to them. Once they are exposed to the outside world, they are allowed to dream bigger dreams and believe that they could do more.

The resourceful teacher added that he made use of old boxes and plastic bags lying around the school grounds in creating the props.

PAK21 is an initiative to get teachers to incorporate simple yet different ways of teaching that will help to foster communication, critical thinking, creativity, collaboration and values and ethics amongst their students.

“Some assumed that PAK21 is all about technology but, I wanted to prove that providing the best education is possible even without technology and access to the internet,” he added.

Present at the closing ceremony were Education Minister Dr Maszlee Malik, Education director-general Datuk Dr Amin Senin and Education Ministry secretary general Datuk Dr Mohd Gazali Abas.

In his speech, Maszlee said the campaign was introduced to find an extraordinary teacher applying PAK21 into their classrooms. He added that teachers who went the extra mile deserve recognition and should be an inspiration to others.

“They are the backbone of change and deserve our appreciation, admiration and gratitude.”

The minister called for all teachers to continue fighting the good fight until every student feels the impact of PAK21.

He said there is a need to shift to 21st century learning methods as they teach transferable skills that are irreplaceable by the threat of automation.

Citing the Khazanah Research Institute's recent 'School-to-Work' study, he said that employers are looking out for a mastery of soft skills like communication and collaboration to scale up the value chain, which are taught through PAK21.

A Science teacher of Sekolah Menengah Kebangsaan Jerlun, Kedah, Norhailmi Abdul Mutalib emerged as first runner-up while English teacher at SMK Pasir Gudang, Johor, Emira Nabila Ramli won the third place.

Throughout the campaign from December last year to January this year, PAK 21 drew over a thousand submissions from every state across the country.

 

Source: https://www.nst.com.my/education/2019/04/476560/english-teacher-who-turns-classroom-beach-wins-pak21-teacher-campaign

Photo: NSTP


PADU dinobatkan sebagai pemenang kategori 'Game Changer' di persidangan Bett Asia 2019

Pada 13 Mac 2019, PADU telah dinobatkan sebagai pemenang dalam kategori Game Changer di persidangan berprestij Bett Asia. Anugerah Bett Asia diwujudkan khas untuk memberi pengiktirafan serta meraikan segala usaha dalam bidang Pendidikan, seiring dengan tema “Membina Budaya Perubahan untuk Penyampaian Pembelajaran Abad ke-21”.

Penyertaan PADU dalam Anugerah Bett Asia adalah berdasarkan usaha kreatif dan inovatif dalam menerap budaya pembelajaran Abad ke-21. Pendekatan yang digunakan PADU melibatkan anjakan paradigma dalam kalangan guru menerusi Kempen Guru Pembelajaran Abad ke-21. Kempen ini menggalakkan guru-guru untuk berkongsi amalan terbaik dalam mengaplikasikan pembelajaran Abad ke-21 ke dalam bilik darjah mereka. Kempen yang berlangsung dari 20 Disember 2018 hingga 31 Januari 2019 telah menerima melebihi 1,000 penyertaan guru dari seluruh pelusuk Malaysia. Penyertaan yang diterima adalah daripada guru pelbagai subjek seperti Bahasa, seni, sains, sains sosial dan Pendidikan Islam/Moral.

Perkongsian amalan terbaik dan strategi pengajaran guru bertujuan untuk memantapkan  pengurusan perubahan yang mampan agar pembelajaran Abad ke-21 dapat diterap dalam bilik darjah di Malaysia. Di Malaysia Pembelajaran Abad Ke-21 merupakan pembelajaran berpusatkan murid yang memberi  fokus kepada lima standard asas kemahiran iaitu Komunikasi, Kolaborasi, Pemikiran Kritikal, Kreativiti serta Nilai dan Sahsiah (secara ringkasnya dikenali sebagai 4K1N). Untuk mengetahui lebih lanjut mengenai kempen ini, layarilah laman Facebook menerusi https://www.facebook.com/kempengurupak21/.  

Pengiktirafan Bett Asia kepada PADU, yang telah dinobatkan sebagai pemenang dalam kategori Game Changer, membuktikan bahawa inovasi dan keupayaan PADU dan Kementerian Pendidikan Malaysia dalam menerajui perubahan memberi keyakinan kepada masa hadapan yang cerah bagi pendidikan di Malaysia.

Bett Asia merupakan sebahagian dari siri persidangan teknologi Pendidikan Bett Global yang menyatukan pemimpin, pengamal dan pakar industri pendidikan dari seluruh dunia untuk berkongsi pengalaman dan pengetahuan. Tahun ini, persidangan Bett Asia telah diterajui oleh Menteri Pendidikan Malaysia, YB Dr. Maszlee bin Malik. Untuk mendapatkan maklumat lanjut, sila layari: https://asia.bettshow.com/awards.


kaedah pembelajaran PAK21 melalui pembikinan filem pendek

Pembelajaran berasaskan video atau filem pendek bukan sahaja dapat menggalakkan strategi pembelajaran di kalangan pelajar. Bahkan, membantu pendidik memudahkan aktiviti pengajaran di samping menimbulkan rasa seronok di kalangan pelajar. Sepertimana yang dilakukan oleh Cikgu Norhailmi Abdul Mutalib ini.

Sebagai usaha memberikan motivasi belajar dan menimbulkan minat dalam pembelajaran, Cikgu Hailmi kongsi kaedah pembelajaran PAK21 melalui pembikinan filem pendek mengenai pencemaran. Pelajar menjadi lebih aktif, kreatif dan berdaya saing untuk menimba ilmu pengetahuan.

Apakah itu PAK 21?

Malaysia merupakan sebuah negara yang berkembang pesat seiring dengan ledakan globalisasi pada masa kini. Dalam menuju ke arah pendidikan bertaraf dunia, Malaysia perlu membawa suatu perubahan yang akan memberi kesan kepada dunia pendidikan. Oleh itu, Kementerian Pendidikan Malaysia (KPM) telah meneliti perkara-perkara yang perlu dilaksanakan dan berusaha untuk menjayakan usaha tersebut. Bersesuaian dengan matlamat dan zaman, KPM telah melaksanakan pembelajaran abad ke-21 (PAK21) bermula pada tahun 2014.

Kini, PAK21 telah menjadi satu isu yang hangat dalam dunia pendidikan kerana ia dilihat mampu memenuhi keperluan pendidikan pada masa kini, di samping membawa perubahan baru dalam dunia pendidikan. PAK21 dikatakan sebagai proses pembelajaran yang berpusatkan kepada murid. Terdapat beberapa elemen yang diterapkan, iaitu komunikasi, kolaboratif, pemikiran kritis, kreativiti serta aplikasi nilai murni dan etika. Elemen-elemen ini juga disebut sebagai standard asas dalam PAK21.

 

 

Artikel penuh: https://www.karangkraf.com/gps-bestari/cikgu-hailmi-kongsi-kaedah-pembelajaran-pak21-melalui-pembikinan-filem-pendek-inilah-caranya-1.924273

Sumber Gambar: PEMBELAJARAN ABAD KE-21 - KPM & KUMPULAN MEDIA KARANGKRAF

Video: Cikgu Norhailmi Abdul Mutalib


Sekolah untuk komuniti, universiti untuk masyarakat

Oleh Dr Nurkhamimi Zainuddin

* Penulis ialah Dekan, Fakulti Pengajian Bahasa Utama Universiti Sains Islam Malaysia

"Sekolah untuk Komuniti, Universiti untuk Masyarakat”. Inilah antara intipati yang dapat penulis rakamkan hasil daripada ucapan Menteri Pendidikan pada Amanat tahun 2019.

Sudah pasti rata-rata guru menarik nafas lega apabila mendengar lima inisiatif baharu mengurangkan beban guru iaitu memudahkan pengurusan fail dan dokumentasi, pengurusan data dan sistem dalam talian, sekolah merangka sendiri pelaksanaan Literasi dan Numerasi (LINUS) yang bersesuaian dengan keperluan murid, penyeragaman borang dan proses pemantauan serta penyelarasan penubuhan jawatankuasa di peringkat sekolah.

Dalam agenda pendidikan inklusif ini, tumpuan diberikan terutamanya untuk mengurangkan kadar keciciran murid dan memastikan golongan orang kelainan upaya (OKU), golongan B40, Orang Asli dan kanak-kanak tanpa dokumen turut menerima pendidikan seperti murid yang lain.

Mulai tahun ini juga, pintu institusi pendidikan akan terbuka seluas-luasnya kepada semua kanak-kanak yang berhak.

Kementerian juga telah menyatakan komitmen untuk memastikan setiap OKU menerima pendidikan sewajarnya.

Antara usaha yang dilakukan adalah menyediakan kemudahan mesra OKU secara berperingkat di sekolah, bermula dengan Sekolah Pendidikan Khas dan Program Pendidikan Khas Integrasi (PPKI), dan meningkatkan kerjasama antara kementerian, syarikat korporat dan NGO berhubung penyediaan perkhidmatan pendidikan khas.

Hal ini termasuklah dengan melaksanakan Dasar Sifar Penolakan (Zero-reject Policy) secara menyeluruh bagi Murid Berkeperluan Khas (MBK).

Ini bagi memastikan tiada murid dalam kalangan OKU yang dinafikan daripada memasuki alam persekolahan.

Langkah ini diambil bagi memastikan golongan ini mendapat hak pendidikan yang sama seperti murid yang lain dan mengelakkan isu keciciran pendidikan dalam kalangan OKU.

Antara intipati lain adalah berkenaan pemberian autonomi kepada institusi pendidikan terutamanya sekolah. Pendekatan 'top-down' dan 'one-size-fits-all' dilihat tidak lagi relevan kerana setiap komuniti lebih memahami keperluan mereka sendiri dan perlu diberikan lebih ruang dan kepercayaan untuk membuat keputusan.

Perlu diingat bahawa pemberian autonomi ini mesti juga hadir bersama dengan sikap kebertanggungjawaban yang tinggi (akauntabiliti) sekali gus menghasilkan pendidikan yang berkualiti.

Autonomi bukan sahaja tertakluk kepada pentadbiran, tetapi juga melalui usaha pihak sekolah dan universiti melibatkan pihak luar untuk menyokong proses pengajaran dan pembelajaran.

Kita perlu memperhebatkan penglibatan pelbagai pihak dan lapisan masyarakat, sama ada PIBG, alumni, NGO, agensi lain dan pihak swasta, agar penyelesaian yang lebih inovatif dan praktikal dapat difikirkan.

Penulis ingin menekankan bahawa pemerkasaan pemberian autonomi ini harus diperluas ke peringkat IPT juga.

Pihak kementerian harus memandang keupayaan IPT dan memberikan autonomi sepenuhnya kepada IPT untuk menyelaras dan memilih kepimpinan tertinggi yang tepat.

Sebagai contoh, pemilihan boleh dilakukan dalam kalangan profesor yang mempunyai kewibawaan dan kebijaksanaan tinggi.

Ini secara tidak langsung menjadikan IPT satu institusi yang dihormati apabila warganya memberi keutamaan kepada kecemerlangan akademik, etika dan integriti.

Apabila pemberian autonomi ini benar-benar dihayati oleh warga IPT, pasti lebih ramai ahli akademik berlumba-lumba menghasilkan karya yang memanfaatkan masyarakat.

Usaha ini juga mampu menggalakkan IPT untuk menyuburkan budaya dialog, forum, debat, wacana dan program lain yang bersifat intelektual dan ke arah memberikan penyelesaian kepada masalah masyarakat dan membangunkan negara.

Namun, pemberian autonomi dan kebebasan yang diberikan oleh pihak kementerian tidak bermaksud bahawa warga IPT boleh melakukan apa sahaja yang dimahukan tanpa kawalan dan pemantauan.

Pihak kementerian juga akan memperkenalkan Highly Immersive Programme (HIP) yang bertujuan membangunkan keupayaan bahasa Inggeris di sekolah bagi memupuk budaya pembelajaran serta penggunaan bahasa Inggeris yang positif dalam kalangan murid.

Selain HIP dan program "English for Preschool Teachers", terdapat pelbagai inisiatif program yang dilihat mampu menjadi pemangkin kecemerlangan bahasa Inggeris di institusi pendidikan di Malaysia.

Sungguhpun begitu, warga pendidik juga mengharapkan supaya perkara yang sama dapat dilakukan demi untuk memperkasakan bahasa Melayu sebagai langkah penyatuan bangsa dan kekuatan jati diri masyarakat majmuk di negara ini.

Semoga Amanat Tahun 2019 ini mampu menyuntik semangat buat warga pendidik dan ahli akademik di IPT dalam berusaha mempersiapkan diri untuk menjadi rujukan antarabangsa dalam bidang masing-masing dan bukan lagi menjadi jaguh kampung semata-mata.

Artikel Penuh: https://www.sinarharian.com.my/article/14804/KHAS/Pendapat/Sekolah-untuk-komuniti
Gambar: GPS Bestari


Hubungi Kami

Unit Pelaksanaan dan Prestasi Pendidikan (PADU)
Aras 3, Blok E9, Kompleks E, Presint 1
Pusat Pentadbiran Kerajaan Persekutuan
62604 Putrajaya
Malaysia

03-88881001

03-88881146

info@padu.edu.my