Cost/Benefit Analysis

March 16th, 2010

Evaluation Quantitatively Whether to Follow a Course of Action:

You may have been intensely creative in generating solutions to a problem, and rigorous in your selection of the best one available. However, this solution may still not be worth implementing, as you may invest a lot of time and money in solving a problem that is not worthy of this effort.

Cost Benefit Analysis or CBA is a relatively* simple and widely used technique for deciding whether to make a change. As its name suggests, you simply add up the value of the benefits of a course of action, and subtract the costs associated with it.

Costs are either one-off, or may be ongoing. Benefits are most often received over time. We build this effect of time into our analysis by calculating a payback period. This is the time it takes for the benefits of a change to repay its costs. Many companies look for payback on projects over a specified period of time e.g. three years.

In its simple form, cost-benefit analysis is carried out using only financial costs and financial benefits. For example, a simple cost benefit ratio for a road scheme would measure the cost of building the road, and subtract this from the economic benefit of improving transport links. It would not measure either the cost of environmental damage or the benefit of quicker and easier travel to work.

A more sophisticated approach to building a cost benefit models is to try to put a financial value on intangible costs and benefits. This can be highly subjective - is, for example, a historic water meadow worth $25,000, or is it worth $500,000 because if its environmental importance? What is the value of stress-free travel to work in the morning?

These are all questions that people have to answer, and answers that people have to defend.

Example:

A sales director is deciding whether to implement a new computer-based contact management and sales processing system. His department has only a few computers, and his salespeople are not computer literate. He is aware that computerized sales forces are able to contact more customers and give a higher quality of reliability and service to those customers. They are more able to meet commitments, and can work more efficiently with fulfillment and delivery staff.

His financial cost/benefit analysis is shown below:

Costs:
New computer equipment:

  • 10 network-ready PCs with supporting software @ $2,450 each

  • 1 server @ $3,500
  • 3 printers @ $1,200 each
  • Cabling & Installation @ $4,600
  • Sales Support Software @ $15,000

Training costs:

  • Computer introduction - 8 people @ $400 each
  • Keyboard skills - 8 people @ $400 each
  • Sales Support System - 12 people @ $700 each

Other costs:

  • Lost time: 40 man days @ $200 / day
  • Lost sales through disruption: estimate: $20,000
  • Lost sales through inefficiency during first months: estimate: $20,000

Total cost: $114,000

Benefits:

  • Tripling of mail shot capacity: estimate: $40,000 / year
  • Ability to sustain telesales campaigns: estimate: $20,000 / year
  • Improved efficiency and reliability of follow-up: estimate: $50,000 / year
  • Improved customer service and retention: estimate: $30,000 / year
  • Improved accuracy of customer information: estimate: $10,000 / year
  • More ability to manage sales effort: $30,000 / year

Total Benefit: $180,000/year

Payback time: $114,000 / $180,000 = 0.63 of a year = approx. 8 months

Inevitably the estimates of the benefit given by the new system are quite subjective. Despite this, the Sales Director is very likely to introduce it, given the short payback time.

Source:

http://www.mindtools.com/pages/article/newTED_08.htm

Author: admin Categories: Decision Making Tags:

MOE should pay attention to the shortage of equipments.

March 16th, 2010
Kementerian Pelajaran Malaysia (KPM) ingin mengucapkan terima kasih dan merujuk kepada Laporan Akhbar Sin Chew Daily bertarikh 27 Februari 2010 – MOE should pay attention to the shortage of equipements.

Dimaklumkan bahawa Bahagian Sukan, Seni dan Ko-kurikulum (BSSK) maklum akan perkara ini dan mengambil perhatian tentang kekurangan peralatan dan juga infrastruktur sukan di sekolah-sekolah Cina di seluruh negara. BSSK memahami keadaan ini dan berharap sekolah-sekolah dapat melaksanakan sukan mengikut kemampuan dan kreativiti masing-masing.

Selain itu, ingin dimaklumkan bahawa semua sekolah hendaklah melaksanakan Penilaian Berasaskan Sekolah (PBS) untuk subjek Pendidikan Jasmani dan Pendidikan Kesihatan (PJPK). Pencapaian murid dalam subjek ini hendaklah direkodkan dan dicatatkan dalam buku rekod murid untuk makluman murid serta ibu bapa murid.

Unit Komunikasi Korporat
Kementerian Pelajaran Malaysia.

Source:

Limited facilities for dyslexic children

March 16th, 2010
Ministry of Education (MOE) would like to refer to news published in THE Star dated 24th Februari 2010 on the issue of – LIMITED FACILITIES FOR DYSLEXIC CHILDREN.

Sebagai makluman, pada masa ini, Kementerian Pelajaran Malaysia (KPM) telah melaksanakan Program Khas Murid Bermasalah Pembelajaran Spesifik Disleksia di 51 buah sekolah rendah dan 16 buah sekolah menengah di seluruh negara. Menurut Spafford and Grosser (1996), 5% daripada populasi sesebuah negara menghadapi masalah disleksia. Ini bermakna lebih kurang 270,846 daripada 5,416,924 (Data BPPDP, Januari 2010) dan 71 buah sekolah ini tidak dapat menampung keperluan kepada bilangan tersebut.

Sehubungan dengan itu, KPM akan memperluaskan program tersebut sehingga mencapai 100 buah sekolah bagi murid bermasalah pembelajaran disleksia tegar. Cadangan ini telah dimasukkan ke dalam cadangan projek pembangunan RMKe-10. KPM juga merancang untuk mempertingkatkan pendidikan inklusif bagi murid berkeperluan khas seperti yang terdapat dalam Hala Tuju Pendidikan Bagi Murid Berkeperluan Khas di Malaysia. Pendekatan ini amat sesuai untuk murid bermasalah pembelajaran spesifik disleksia. Antara persediaan awal ke arah pendidikan inklusif, guru-guru di aliran perdana akan didedahkan dengan pengetahuan berkaitan disleksia agar mereka dapat mengenalpasti keperluan murid-murid disleksia di kelas-kelas biasa.

Corporate Communication Unit
Ministry of Education Malaysia

Source:
Author: admin Categories: Inclusive Education Tags:

Pengenalan Program Linus dalam Tahun Satu

March 16th, 2010
Kementerian Pelajaran Malaysia (KPM) ingin merujuk kepada SMS “BUNGAJAMBUL:BHA19471” dalam ruangan SMS dalam akhbar Berita Harian bertarikh 25 Februari 2010 – ‘Pengenalan Program Linus dalam Tahun Satu hanya akan menjadikan kurikulum tahun satu semakin bercelaru’.

Kementerian Pelajaran Malaysia mengucapkan ribuan terima kasih atas keprihatinan tuan tentang pelaksanaan program Literasi dan Numerasi (LINUS) Tahun Satu. Program LINUS merupakan salah satu daripada National Key Result Area (NKRA’s) Kementerian Pelajaran Malaysia. Melalui program ini, kementerian telah menyasarkan bahawa semua murid yang tiada masalah pembelajaran berupaya menguasai kemahiran membaca, menulis dan mengira selepas mengikuti pendidikan tiga tahun di peringkat rendah pada akhir tahun 2012.

Program ini dilaksanakan pada tahun 2010, melibatkan murid Tahun Satu di sekolah rendah yang merupakan kohort pertama mengikuti program ini. Semua murid Tahun Satu akan menduduki ujian LINUS Saringan 1 pada awal tahun untuk menilai tahap penguasaan kemahiran asas literasi dan numerasi mereka. Murid yang dikenal pasti masih belum mencapai kemahiran asas literasi dan numerasi, akan diasingkan daripada murid arus perdana (dalam kumpulan tidak melebihi 30 orang). Mereka akan diajar insentif oleh guru LINUS (guru Bahasa Malaysia dan guru Matematik Tahap 1) serta dibantu oleh guru pemulihan khas LINUS dan dilaksanakan dalam waktu Bahasa Malaysia dan waktu Matematik mengikut peruntukan waktu sedia ada. Murid yang berjaya dipulihkan melalui program ini, akan meneruskan pembelajaran di aliran perdana.

Pihak Kementerian Pelajaran telah merancang beberapa strategi untuk memastikan program LINUS ini dilaksanakan dengan baik dan tidak membebankan pihak sekolah. Antaranya memberi latihan khusus kepada guru LINUS dalam teknik pemulihan dan bimbingan untuk membantu murid yang mempunyai masalah literasi dan numerasi, menyediakan modul pengajaran dan pembelajaran asas literasi dan numerasi yang sesuai dengan tahap kebolehan murid, penambahan guru pemulihan khas, melaksanakan program kesedaran tentang pentingnya asas membaca, menulis dan mengira dalam kalangan warga sekolah dan komuniti, menjalankan pemantauan, penyeliaan dan penilaian serta menempatkan fasilitator LINUS di setiap Pejabat Pelajaran Daerah untuk membantu guru bagi memastikan program ini berkesan dan mencapai matlamatnya.

Diharap penjelasan dan penerangan ini boleh mengatasi keraguan tuan tentang pelaksanaan program ini.

Unit Komunikasi Korporat
Kementerian Pelajaran Malaysia.

Source:

Education Reform Long Overdue

March 16th, 2010
Ministry of Education (MOE) would like to refer to an article by DR. S. NATHESAN, Muar, published in THE STAR dated 25 February 2010 on the issue of –   “EDUCATION REFORM LONG OVERDUE”

The aim of the National Philosophy of Education is towards the holistic development of the physical, emotional, spiritual and intellectual aspects of an individual. Hence, based on this philosophy, the national school curriculum was convened and implemented in government and private schools in Malaysia. The national curriculum functions as a vehicle to transmit the notion that the main purpose of education is to help develop the potential of an individual to its fullest in the said domains. Current classroom practices and pedagogies adapted from best practices applied in more developed countries become new emphases in the implementation of the national curriculum so as to ensure that the national school curriculum stays relevant to the current needs and future challenges.

The Ministry of Education (MOE) will implement a new curriculum which will replace the KBSR. The new curriculum identifies content standards and learning standards which students should be able to achieve corresponding to the levels of education they are in – hence the name Kurikulum Standard Sekolah Rendah. Designed as modular, the curriculum provides avenue for students to progress according to their capabilities in each subject they learn. The curriculum also put extra emphases the integration of creativity and innovation, patriotism, entrepreneurship and ICT into the teaching and learning process. Specific content and learning standards for creativity will be integrated into the teaching and learning process across all subject in the curriculum. This not only requires teachers to become creative in their classroom practice, but it also allows students to generate creative ideas and participate in creative activities in learning concepts of various disciplines of knowledge in the curriculum.

A suitable assessment model will be put in place to complement the pedagogical model and curricular emphases of the new national school curriculum. To ensure relevance and sustainability, the new curriculum hence promotes the implementation of continuous school based assessment. Various assessment models such as portfolio assessment, anecdotal records, project based learning and problem based learning to name a few, will be used to assess students development in their physical, emotional, spiritual and academic domains. These data will be used to plot remedial strategies for improvement to design enrichment activities to enhance their understanding of learnt concepts.

The Ministry Of Education acknowledges the importance to kick start the transformation of the school curriculum from an early stage. Hence, Kurikulum Standard Prasekolah Kebangsaan (KSPK) is implemented starting 2010 in all preschools operating in Malaysia. The operation of KSPK provides as smooth transition for students because Kurikulum Standard Sekolah Rendah will be implemented in stages starting in 2011 with Year 1 of the primary school. This also provides as good platform for teachers and students to become familiar with the suggested pedagogical models, modular standard-based curriculum and continuous school-based assessment in the teaching and learning process.

The curriculum concept, pedagogical emphases and assessment models emphasized in the new curriculum promote the design of a learning system which holistic and complete. It provides a platform for learners to be responsible for their own learning through exploration and creatively use available resources to search for information. It enables teachers to encourage and motivate students to control ownership of knowledge, skills and values in the learning process by exploring and experimenting ideas. Collectively, these initiatives prepare the students for the needs and challenges of the future thus making learning meaningful for the students.

Corporate Communication Unit,
Ministry of Education Malaysia.

Source:

http://www.moe.gov.my/?id=168&aid=733

Meeting the needs of new learners

March 16th, 2010
Ministry of Education (MOE) would like to refer to an article by DR. THEVA NITHY, published in THE STAR dated 21 February 2010 on the issue of – MEETING THE NEEDS OF NEW LEARNERS

The writer rightly asserts that evaluation of student learning must not only concern itself with knowledge and skill acquisition at specific time frames while students are in schools. The writer also voices the concern as to the capability of the Malaysian classroom’s ability to meet the demands and needs of new market place and global communities.

The Ministry of Education constantly monitors the changes taking place in the economic and societal spheres of activity both abroad and locally and review the suitability of the curriculum to produce citizens who are able to compete globally and inculcated with values to maintain and preserve the harmonious society within Malaysia. At the primary school the curriculum is designed to equip all students with language, numeracy, scientific and ICT skills to act as a springboard to master more specific and deeper knowledge in diverse scientific, technology, ICT and humanities subjects. These in turn enable students to successfully pursue their ambitions in various careers and jobs which have been created in the Malaysian marketplace and industry.

In developing the curriculum both at primary and secondary schools acquisition of knowledge and skills have been maintained. However various pedagogical approaches such as Mastery Learning, Contextual Learning and Constructivism have been introduced to teachers to enable the shift of the learning process from being exclusively teacher centered to become more learning process from being exclusively teacher centered to become more learner centred.

These initiatives have been introduced to engage students more actively in then learning process and emplace responsibility in successful learning upon the student. However it must be admitted that some of our students have not been successful in meeting the learning outcomes specified in the curriculum.

Based upon feedback obtained, the Ministry has initiated several new programmes such as the national pre school education and child care, Literacy and Numeracy (LINUS) and Standards Based Curriculum in both primary and secondary schools to produce the future citizens who have the knowledge, skills and courage to transform Malaysia into a developed nation by 2020. The ability to innovate and be creative is inbuilt in then above mentioned programmes so that lessons will provide for activities and approaches that will stimulate students to understand, think critically and be creative in applying their knowledge and skills.

Corporate Communication Unit
Ministry of Education Malaysia.

Source:

Teachers’ unions against rural posting plan

March 15th, 2010

KUCHING: The Education Ministry’s plan requiring experienced teachers who have not had a rural stint to be posted to rural schools for three to five years is not going down well with teachers’ unions in Sabah and Sarawak.

Teachers Union Association for Sabah and Sarawak joint committee chairman William Ghani Bina wants the ministry to reconsider the plan.

“Experienced teachers are normally older and married with children. The ministry should be careful not to separate them from their spouse and children,” he said.

Education Minister Tan Sri Muhyiddin Yassin said in Sabah on Friday that the plan was part of a new policy being drafted by the ministry for a more transparent and equitable approach in postings, transfers and promotions.

Ghani, who is also Sarawak Teachers’ Union president, said the government might lose some experienced teachers if the new policy was implemented.

He said as new graduate teachers were mostly young, single and without family commitment, it was best for them to be posted to rural schools.

After the stint, he said, they should be considered for transfer to schools nearer to their home town.

“Young graduate teachers are equipped with knowledge in latest technologies which they could share with the experienced teachers in rural schools.

In return, they could learn other things from these experienced teachers,” added Ghani.

To implement the new policy, Muhyiddin said the ministry was compiling a comprehensive database of the country’s 380,000 teachers, which included their marital status, the number of children they had, house ownership and the duration of their current postings.

Muhyiddin, also Deputy Prime Minister, said rural postings should no longer be viewed as being merely for new graduate teachers.

by Jack Wong.

http://thestar.com.my/news/story.asp?file=/2010/3/15/nation/5863495&sec=nation

Author: admin Categories: Teacher's Professionalism Tags:

NUTP: Headmasters to stop forcing teachers to return to school during weekends

March 15th, 2010

SEREMBAN:  NUTP secretary - general Lok Yim Pheng said the NUTP wanted headmasters to stop forcing teachers to return to school during weekends.

“We are supposed to be working a five-day week but we agreed to return to schools on alternate Saturdays if there was good reason for it,” she said.

“But some headmasters are forcing teachers to come back every Saturday. This is absurd,” she said, adding that if this continued, the NUTP would direct its members to stick to a five-day work-week. Lok said the ministry should also stop compelling teachers from attending the annual seven-day in-service training as well.

She said such a training could be incorporated into any of the other courses.

“Although the Education Ministry has deferred the in-service training, we want it abolished,” she said.

Lok said NUTP supported the decision to make sports compulsory in schools. “But teachers who are sports secretaries must not be required to teach as they already have too much to do.”

by Sarban Singh.

http://thestar.com.my/news/story.asp?file=/2010/3/15/nation/20100315074210&sec=nation

Author: admin Categories: Teacher's Professionalism Tags:

Teachers okay with sex education now

March 15th, 2010

SEREMBAN: In an about-turn, teachers are now prepared to teach sex education in schools — but educationists want proper training first.

This was a drastic change from a stand taken on March 2 when the National Union of the Teaching Profession was against such an education.

NUTP had then said that teachers lacked formal training “in the complexity and sensitivity of the subject and were not confident to teach it”.

Its secretary-general Lok Yim Pheng said the new decision was reached at a recent three-day delegates conference held here.

She added that teachers believed sex education should begin at early secondary education; and the educationists should be given comprehensive training first. “The ministry needs to come up with proper modules and programmes to allow us to impart this to students effectively,” she said.

Lok added that teachers were concerned that they would become open targets for litigation from parents if they made mistakes when imparting such knowledge to students.

Many quarters, including parents, had urged the authorities to introduce sex education.

The NUTP has 160,000 members.

by Sarban Singh.

http://thestar.com.my/news/story.asp?file=/2010/3/15/nation/20100315074210&sec=nation

Author: admin Categories: Sex Education Tags:

Girls power on, but what about the boys?

March 14th, 2010

IT seems rather obvious, if not elementary, that we should conclude girls are better than boys academically.

The majority of our undergraduates are now women, and driving home the point further was the recent Sijil Pelajaran Malaysia results that saw more girls scoring straight As.

I, for one, believe the fact that girls do better than boys is a cause for celebration. It is a testimony of how far we have evolved in providing opportunities for our daughters. We as a nation would have been richer for that.

However, there is a but, and the other shoe is about to drop. Is our education system failing our boys?

Now, this is not an attempt to find excuses for their poorer test scores, nor am I trying to rain on the girls’ parades or deny them their achievements. They should bask in their glories, and we should be there holding their hands, merrily skipping along.

Rather, this is an attempt to see if there is at least one more reason to have a re-look at the way we educate our young.

Is the male sub-species just that dense, or is our education system, unwittingly, yet systematically, discriminating against our boys?

This is also not a discussion on whether having more academically-qualified women than men is better for the country, or not; I am not that suicidal to weigh in on such a subject. The other premise of boys being smarter than girls, or vice versa, will take us into a downward spiral of polemics, and we should avoid that, too.

I make no distinction between the successes of our girls or boys, nor place importance of one over the other, yet undoubtedly there is a pattern emerging here. A phenomena is turning into a trend, and the trend could likely be a fact of life.

The question we need to answer is do we really need to arrest this trend, and is it a cause for concern at all?

This girls-do-better-in-school phenomena is just as perplexing as why there are overwhelmingly more female teachers. It is not necessarily a bad thing, but we all know that it is not really the best thing for our children.

If we assume that both sexes are equal in every sense of the word, then we have no problems. But if we agree that there are some positive attributes largely associated with men or women, then having teachers exclusively or overwhelmingly of one gender may not be a good thing.

Can we then assume that since girls do better than boys in examinations and subsequently more of them are in our campuses, it means that they are better at running through the maze of our education system?

I would put it — without any proof, justification or empirical evidence, I might add — that our examination-oriented system and our almost national obsession with examinations are disadvantageous to raging, rebellious boys of a certain age.

Yet, I for one only have a girl and am in no way qualified to comment on the differences in bringing up girls and boys. However, anecdotal evidence from those with both suggest that there are distinct and significant differences in dealing with the two.
A mother who has both sons and daughters suggest that boys cannot take continuous intense sessions of studies, while girls have greater tenacity to bolt to the study table. Boys prefer experimental and hands-on learning, where they get to confirm theories and assumptions, while it is not a really big thing with girls.

We all have heard of the men from Mars and women from Venus thing, which suggest, among others, that both sexes are not only tuned differently, they react to situations and are motivated in different manners. Such differences in psychological make-up must start from young, or perhaps they are even encoded in the cells of both sexes, respectively.

Apart from the physical and physiological differences, boys and girls, presumably, often have different interests — one may like mud and the other laces. Boys and girls are also likely to have different views of things and differing approaches to situations.

Thus, if we agree that there are differences, why do we continue to teach them in a manner, which I believe is more suited for girls? Would that not be inviting failure among the boys? I believe, and this is in a non-sexist way, that the boys are not inferior to the girls. Mentally, both are generally equal.

Their poorer performance perhaps have more to do with the fact that schools and examinations, at least how they are conducted at the moment, tend to turn them off. Perhaps the over emphasis on grades has unwittingly made boys less interested in school.

Maybe mugging is not in our DNA or maybe it is a convenient excuse for laziness? Maybe the male sub-species did really get left behind in the evolution of the human brain.

If our education system results in some boys, and perhaps girls too, to be turned off by schools, it would indeed be a serious matter.

We must find a solution to this perplexing phenomena not because we need to get more boys scoring straight As, or get more of them in our universities, or resuscitate the deflated male ego.

We have to do something because we could miss out on the potential of our boys, which might bloom later.

A re-look at the education system should be based on the need to correct the structural bias in it and to make sure that boys are not penalised because of their psychological make-up.

by Zainul Arifin.

http://www.nst.com.my/Current_News/NST/articles/m18zaii/Article/index_html

Author: admin Categories: Educational Issues Tags: