Archive for the ‘High Performance Schools (SBTs)’ Category

Muhyiddin Suggests Raising SKPM Score To Boost Education Standard In Schools

Tuesday, May 12th, 2015

PUTRAJAYA, May 12 (Bernama) — Deputy Prime Minister Tan Sri Muhyiddin Yassin today proposed that the Malaysian Education Quality Standard (SKPM) score, an indicator for a school’s level of progress, be raised to 50 per cent from 30 per cent currently.

The SKPM and School Average Grade (GPS) are the combination composite score to qualify a headmaster/headmistress for the New Deal Payment Incentive (BIBT).

Muhyiddin, who is also Education Minister, said in producing holistic students, the combination composite score of 70 per cent for GPS based on examination and 30 per cent for SKPM was not very suitable.

“As the SKPM is an indicator for schools’ level of progress and students’ performance, I propose that the SKPM score be raised to 50 per cent,” he said in his speech at the presentation of the Headmasters/Headmistresses New Deal (TBGB) 2014 awards, here, today.

Also present was the Education Ministry’s secretary-general Tan Sri Dr Madinah Mohamad and its director-general Datuk Seri Dr Khair Mohamad Yusuf.

Muhyiddin said after five years of implementation, the ministry was now rewiewing the TBGB so as to be in tandem with the changes in the national education system.

He also suggested that school heads who had received the BITB more than three times be considered for a transfer to help develop other schools.

“I believe the injection of experience and expertise will help many more schools to receive the BIBT.

“But let’s not allow it be that with this announcement, next year the school heads concerned will no longer continue with their excellent work because they don’t want to get transferred,” he said.


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DPM: One or two high performance schools struggling to maintain the grade

Friday, October 31st, 2014

KUALA LUMPUR: Evaluation shows one or two high performance schools are struggling to keep their standards high, says Deputy Prime Minis­ter Tan Sri Muhyiddin Yassin.

“But they will remain as high performance schools for now,” he said. “If their standards continue to fall for two or three years in a row, then we will have to remove them from the ‘high performance’ category,” he added.

Muhyiddin said such schools were constantly monitored to ensure they maintained the global standard of quality education.

The Education Minister said among the methods used to monitor high performance schools were students’ examination scores and reports by the School Inspectorate.

“These schools show that we already have institutions within our education system that are of a global standard,” he told reporters here yesterday. “They also act as benchmarks for other schools.”

Introduced as part of the Government Transformation Programme, the first batch of high performance schools were announced in 2010.

Schools are selected based on their overall academic and co-curricular achievements.

Aside from receiving greater autonomy in currricular, financial and staffing matters, high performance schools also receive extra financial support from the ministry.

In their first year, schools receive RM700,000, followed by RM500,000 in the second year and RM300,000 in subsequent years.

There are currently 128 such schools nationwide, including the 13 new high performance schools announced by Muhyiddin yesterday.


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622 HMs get New Deal award

Saturday, April 19th, 2014

ACKNOWLEDGEMENT: They and 566 primary schools rewarded RM23m for outstanding performance.

SHAH ALAM: A TOTAL OF 622 headmasters, 566 primary schools and eight senior assistants of administration have been rewarded for achieving their academic and administrative targets, while raising the academic quality of their students.

Yesterday, they received the Headmasters New Deal (TBGB) Award 2013 amounting to RM23.2 million from Education Minister Tan Sri Muhyiddin Yassin.

Muhyiddin, who is also deputy prime minister, emphasised on the wisdom of headmasters as gatekeepers of change to supervise and manage their respective schools effectively in order to achieve all targets under the education development plan.

He said the recipients comprised 209 urban schools, 302 rural schools and 55 remote schools.

“National-type Chinese schools rose from 54 in 2012 to 74 schools, while National-type Tamil schools from 45 schools in 2012 to 54 schools. Of these recipients, 119 schools have received this award four times in a row.

“I would like to draw attention to the success of the only Orang Asli national school, namely Sekolah Kebangsaan Tasik Chini in Pekan, Pahang, which was nominated and won the award.”

He said in line with current needs, people’s wishes and aspiration of the education system, headmasters must embrace the education development plan and execute it in their schools to ensure that the intended outcome is achieved.

“In the context of developing excellent human capital, I hope everyone, be they leaders at the ministry or at the school level, must have the same desired outcomes and understanding as envisioned in the 2013-2015 Malaysian Education Development Plan.

“Developing human capital in the context of the leadership of headmasters is crucial as children from age six to 12 need close guidance and attention from teachers as primary education is the foundation for them to grow further.”

The Bai’ah or New Deal programme acknowledges the headmasters’ leadership that leads to marked academic and administrative improvement in their schools.

Muhyiddin said the sub-National Key Results Area (NKRA) achievement for the headmaster’s New Deal in 2013 increased to 7.31 per cent out of 7,746 primary schools, exceeding the six per cent target set by the ministry.

Effort to reduce number of low-performing schools

Monday, January 27th, 2014

KOTA KINABALU: The State Education Department is making an effort to reduce the number of low-performing schools, namely band six and seven, to 32 primary schools by year-end.

Its director Datuk Jame Alip in disclosing this also expressed confidence that their targeted Key Performance Index (KPI) for the District Transformation Programme (DTP) can be achieved through the implementation of several initiatives.

The initiatives include the Literacy and Numeracy (Linus 2.0); Garis Asas Infrastruktur (GAI); Pre-school Enrolment, the International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA).

However, the figure was a minimum target set by the Education Ministry, and believed that they would be able to reduce more.

“Instead, the department will increase the number of schools under band one and two by performing better in the Ujian Pencapaian Sekolah Rendah (UPSR) and Penilaian Menengah Rendah (PMR), as part of efforts to narrow the gap between urban and rural schools.

“At the same time, we also hope to narrow the gap between Sabah and other states,” he told reporters after officially closing a workshop to set the KPI targets for the state and district, here, yesterday.

Based on record, of the 1,064 primary schools in Sabah in 2012, a total of 35 are still under band six and seven.

“So this year, we hope to reduce the number by 1.4 per cent to 32 schools,” he said.

Touching on DTP, Jame said that Sabah and Kedah, which had been picked for the pilot project, were entering their second year of implementation.

Through the programme, a total of 158 School Improvement Specialist Coaches (SISC) have been appointed to guide teachers in teaching specific subjects, while another 44 trainers from the School Improvement Partners (SIP) would be guiding the headmasters, headmistresses and principals.

Under LINUS 2.0, it would be focusing on English literacy, he said.

“We were seventh among 16 states under the Bahasa Melayu LINUS,” he said.

Jame said through the GAI, its priority is to repair dilapidated schools.

“Infrastructure development will be given to schools which are in need of critical repairs, be it on the building, electricity and water supplies, or tables and chairs.

“Under TIMSS and PISA, Sabah’s initiative is through the Higher Order Thinking Skills (KBAT).

The educational divides in society

Friday, June 21st, 2013

LEARNING EXPERIENCES: We now have a wide choice of day, residential or international schools.

GOOD schools and universities provide a large range of opportunities for growth — for the living and learning experiences within the institutions. Such opportunities for growth are available in different kinds of schools, public and private, residential and day, national and international schools.

From the tremendous learning energy that comes from social memberships, schools become communities of engaged learners. Ideally, schools are not institutions where children come out with uniform knowledge, but institutions which offer learning as the key to the world, and where children are self-directed, creative, adaptable and uniqueness is recognised.

Elitist residential schools were once established for the children of the privileged in society to be the leaders in government, business and industry. With the democratisation of education, other residential schools were established to assist the children of the poor, who were disadvantaged, particularly, in their rural environments. Privileged opportunities and enlightened egalitarian policies to assist the poor were at two ends of the purposes of the establishment of residential schools. Today, in Malaysia, residential schools begin to be schools of choice.

In the past in some societies, the religious or secular purpose of residential school was to educate, “civilise” and eliminate all aspects of rural culture. Residential schools and colleges provide a certain kind of discipline, regulated and even regimented. They provide independence and the opportunity to live and interact with different kinds of people during the school semesters. The disadvantage of residential schools is that students are less involved with family but more involved with a larger number of less-involved friendships, and more active social life.

It is a myth that day school students are not as disciplined as those in residential schools. Day school students wake up early, take buses, travel the roads to and from schools, often with all kinds of people in buses, if they do not take school buses. Everyday they are exposed to all kinds of dangers to and from school. They have to manage their own finance and healthcare regarding junk food in school canteens and outside school grounds. Also, they have to manage the ordinary conflicts with parents, siblings, relations with the community and do a host of household work.

Rewarding excellent educators

Saturday, April 6th, 2013

KUALA LUMPUR: IN the pursuit of academic excellence for the country as envisaged by the National Key Result Areas, good leadership from principals and school head teachers in national and government-aided schools are pivotal to the improvement of the academic performance of schools and holistic development of pupils.

Recognising this, the Ministry of Education’s New Deals is a performance-based incentive which rewards principals and head teachers nationwide for elevating their school’s academic performance and ranking. It also rewards teachers and support staff  for their contributions to this achievement.

The criteria schools are evaluated on include the composite scores of the school grade point average (GPA) based on performance in public examinations and scores based on Standard Quality Education in Malaysia (SQEM) as well as the leadership of principals and school heads, quality of teaching and development programmes for pupils.

Principals and school heads from all national and government aided schools are eligible for consideration for the New Deals incentive if they have served at their respective schools for at least six months and their schools have obtained public examination results for the year of evaluation.

One of the necessary steps to help expedite the awards of the  new deals was to rank schools into seven bands according to their  composite  scores of their school average score (GPA) and SQEM, said Nadzman Radzaly, principal assistant director, Inspectorate and Quality Assurance, Ministry of Education .

“The ranking of schools is beneficial not only to schools which are able to see how they have performed as compared to other schools on the list, but also present a clearer picture to parents about how their children’s schools rank nationwide,” he said.

by Suzanna Pillay.

High Performance Schools The Choice Of Many Parents

Saturday, April 6th, 2013

SUBANG JAYA: — Many parents believe that teachers are responsible for students’ performance in schools.

However, parents fail to understand that teachers have limitations too.

Hence, it is important for parents to work closely with their children to improve their performance.


There are 10,066 schools in Malaysia that include 7,733 primary and 2,333 secondary schools, according to Ministry of Education.

One of them is Sekolah Menengah Kebangsaan (SMK) USJ 12, a secondary school that caters for children of residents in the USJ3, USJ11 and USJ12.

This school received its cluster status in 2011.

A cluster school of excellence is a merit system implemented in Malaysia.

This standing is given to schools with high-performing students, which in turn gives greater autonomy in the area of administration.

Big Classes:

SMK USJ12 headmistress Zaharah Ishak said this year, 503 students have been enrolled in Form One in this cluster school, where 11 classes have been opened to accommodate this high number of students.

“We have big classes now, not less than 45 students to each class for Form One new enrolment. We have about 2,203 students from Form One to Form Five”.

The school has 11 classes each in Forms One, Two and Three and 12 classes each for Form Four and Form Five,” Zaharah explained.

This cluster school has 111 teachers to educate students of all races and from all walks of life.

SMK USJ12 is very popular among parents especially those with children who are on entering secondary school after completing their UPSR examination.

Students in the school are disciplined too, which is an important element of a cluster school.

According to the Selangor Education Department, there are more than 10 cluster schools (both primary and secondary) in the Petaling Perdana district.


Why do parents choose these cluster schools for their children?

An officer at the Ministry of Education explained that schools of excellence in the cluster schools category are result-oriented.

These schools have sufficient resources and manage their finances well.

There are 153 cluster schools in this country including 46 primary and 107 secondary national schools.

They include boarding and national-type schools in rural and urban areas.

In total, 213 schools nationwide are acknowledged for their academic and co-curriculum excellence, and 60 of them have been categorised as High Achievers.

All these schools have achieved the Band 1 standard with regard to academic programme and co-curriculum activities.


“I am the type who will push students to perform during their exams especially the students in examination years. We still have the Penilaian Menengah Rendah (PMR) examination for our third formers to concentrate on at least for one last time this year.

by Hazlinda Hamzah


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Education Ministry announces another 25 HPS

Friday, December 28th, 2012

PUTRAJAYA: The Education Ministry has announced another 25 High Performance Schools (HPS), bringing the total number to 91.

Deputy Prime Minister Tan Sri Muhyiddin said RM18.7mil had been allocated so far for the schools to enhance their quality of education.

“Based on the success of the 66 HPS before this, the Government has agreed to continue the project from 2013 to 2015 with the target of 10 HPS a year,” he said in his speech yesterday.

The text of his speech was read out by Education Ministry’s secretary-general Datuk Dr Rosli Mohamed.

Muhyiddin, who is also the Education Minister, said HPS should show that Malaysia’s education system could improve to be on par with international standards.

“The HPS were also set up to ensure that every child has a chance to build a successful future regardless of socioeconomic background, who their parents are and where they are studying,” he said.

Dr Rosli later handed out certificates and mock cheques of RM700,000 each to principals and school heads.

The 25 new HPS comprised 13 primary and 12 secondary schools.

The primary schools are SK Tengku Ampuan Intan, Terengganu; SK Zainab 1, Kelantan; SK Bertam Indah, Penang; SK Sultanah Asma, Kedah; SK Convent Infant Jesus 2, Malacca; SK Bandar Penawar 2, Johor; SK Seri Gaya, Sabah; SK (P) Methodist 2, Malacca; SK Bandar Maharani, Johor; SRK Seri Indera, Perlis; SJK(C) Ave Maria Convent, Perak; SJK(C) Yok Bin, Malacca; and SJK(C) Union, Penang.

The secondary schools are SM Sains Sultan Mahmud, Terengganu; SM Sains Kepala Batas, Penang; SM Sains Pokok Sena, Kedah; SM Sains Sultan Haji Ahmad Shah, Pahang; SM Sains Hulu Selangor, Selangor; SM Sains Labuan, Labuan; Sekolah Berasrama Penuh Integrasi (SBPI) Batu Rakit, Terengganu; SBPI Selandar, Malacca; SBPI Kuantan; SM Imtiaz Kuala Terengganu; SMK Sultan Ismail, Johor; and SMK Infant Jesus Convent, Johor.

Each school will receive an allocation of RM1.5mil over three years RM700,000 in the first year, followed by RM500,000 and RM300,000 in the subsequent years.

Schools were selected based on academic achievements, extra-curricular activities and niche areas.

by Priya Kulasagaran.

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Ministry Creates School Excellence Award This Year

Friday, May 18th, 2012

KUALA LUMPUR: Beginning this year, the education ministry has created the ‘School Excellence Award’ for schools which achieve excellent results in the Sijil Pelajaran Malaysia (SPM), based on the School Cumulative Average (GPS) index.

Education director-general Datuk Seri Abd Ghafar Mahmud said the GPS would reflect the school’s overall performance in the examination when the achievement of the candidates in all subjects were taken into consideration.

“Excellence is also proved by the ability of the schools to produce excellent students who get A+ in all subjects,” he said in his speech.

Abd Ghafar hoped the new initiative would boost the spirit of the school staff, including its management and teachers, to work hard as one team to achieve schools of excellence.


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Nine more schools awarded HPS status

Thursday, May 26th, 2011

PUTRAJAYA: The Education Ministry has announced another nine High Performance Schools (HPS) for the year, bringing the total number to 52.

Deputy Prime Minister Tan Sri Muhyiddin Yassin said the status upgrade meant 32 schools made the cut this year, exceeding the ministry’s 2011 target of 30 HPS.

“The quality of existing education provisions must be upgraded to be on par with advanced nations on the international stage,” he said in his speech which was read by his deputy Datuk Dr Wee Ka Siong.

“A number of HPS have already been visited by representatives from Singapore, Thailand, China, Japan and Finland for benchmarking purposes.

“This shows that these schools have succeeded in attracting foreign interest in holding collaborative efforts for the improvement of overall student outcomes,” he added.

Muhyiddin said the Education National Key Results Area (NKRA) unit had worked with the HPS unit under the School Management Division (Residential and Excellent Schools) to ensure the 30-school target was met.

The nine new HPS comprised seven secondary and two primary schools.

The secondary schools were SM Sains Sabah, SM Agama Persekutuan Labu, Negri Sembilan, SMS Tuanku Munawir, Negri Sembilan, SMK Lembah Bidong, Terengganu, SMS Kuala Selangor, Selangor, SMK Agama Naim Lilbanat, Kelantan, and SMS Kuching, Sarawak.

SK Seksyen 9, Selangor, and SJKC Tung Hua, Sarawak, were the two primary schools.

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