Archive for the ‘Educational Reforms and School Improvement’ Category

Asli backs education system reforms

Monday, February 18th, 2019

PETALING JAYA: The Asian Strategy and Leadership Institute (Asli) has expressed support for the Education Ministry’s efforts to reform the education system.

Asli Centre for Public Policy Studies chairman Tan Sri Ramon Navaratnam said it was a commendable effort which should be supported by all.

“The ministry’s policy commitments in delivering holistic, value-driven education and engaging the private sector in reforms intended for the education system and dedication towards ensuring quality education for all is commendable,” he said in a statement yesterday.

Education Minister Dr Maszlee Malik had revealed plans to make STEM (Science, Technology, Engineering and Mathematics) a way of life.

“STEM education will be updated to become STREAM, including the vital components of Arts and Reading.

“We will also shift the priorities of teachers and lecturers nationally to focus on teaching STEM in a fun and experiential way, thereby making STEM accessible to all,” he said at an open dialogue on Malaysian education on Thursday.

Read more @ https://www.thestar.com.my/news/nation/2019/02/17/asli-backs-education-system-reforms/#fipSyrIVyHax5EPB.99

Education panel plan a good idea

Thursday, January 17th, 2019
Pupils celebrating their UPSR results. Public consultation on the setting up of a National Education Policy Committee is a win-win situation for the Education Ministry and the people. – NSTP/File Pic
By TAN CHEE YONG - January 16, 2019 @ 11:26pm

I welcome the Education Ministry’s proposal to establish a National Education Policy Committee to consult the public on improving public education (“Public invites to submit proposals to improve education system” — NST, Jan 12).

Since the introduction of the National Education Blueprint 2015-2025 in 2013 under the previous administration, the implementation of its policies has received mixed results.

Its results on reducing the urban and rural gap on education performance is, nonetheless, remarkable.

The ministry said the gap was reduced by 31.6 per cent based on pupils’ 2016 Ujian Pencapaian Sekolah Rendah results compared with that of previous years.

It has allowed more pupils who are socially disadvantaged to perform as good as their urban peers.

However, there was a reverse trend in certain areas, which the Blueprint intends to address. Among them was the effort to improve English language proficiency.

In 2017, the ministry acknowledged the fact that more than 10,000 schools, and even teachers’ command of the language, was not at a standard expected in the Blueprint.

A more comprehensive approach must be adopted to bridge this gap.

Public consultation is a win-win situation for the ministry and the people.

It allows us to voice our concerns about problems and provide suggestions on ways to improve them.

Equally, the ministry can benefit from the expertise and suggestions to boost the education system.

By TAN CHEE YONG.

Read more @ https://www.nst.com.my/opinion/letters/2019/01/451388/education-panel-plan-good-idea

Teachers, keys to quality in education

Monday, November 26th, 2018
The high quality of the Finnish school system is based on a clear national ethos that people are the nation’s most important asset

TEACHING is an attractive career choice in Finland, and is often mentioned in the same breath as professions such as medicine and law.

Finnish Education Minister Sanni Grahn-Laasonen said the secret is that the teachers in Finland are extremely well-educated.

All comprehensive school teachers must have a Master’s degree. This high level of training allows them the autonomy to select what methods and materials to use.

Regardless of the schools’ size, the qualifications of teachers are uniform everywhere.

Education at school is compulsory for Finnish children. Compulsory education begins the year the child turns seven and ends when they have completed the nine-year comprehensive school syllabus in full or after 10 years of compulsory education, At grades one to six, class teachers teach all subjects as a rule. They usually hold a Master of Arts degree in education, with emphasis on pedagogical skills.

At grades seven to nine of comprehensive schools and in upper secondary schools, subject-specific teaching is provided by teachers who have a Master’s degree in the subject and have completed pedagogy studies.

Pupils from Vesala Comprehensive School take care of the animals in the large greenhouse under the supervision of teachers.

Pupils from Vesala Comprehensive School take care of the animals in the large greenhouse under the supervision of teachers.

The number of candidates who apply to teacher training is five times higher than the actual intake.

Grahn-Laasonen said the education system is based on trust.

“We trust our teachers. They are well-educated professionals who know what they are doing, and that gives us excellent results,” she added.

The national curricula must be followed, but teachers have the freedom to choose their teaching methods and learning materials in the classroom.

Teachers are independent specialists who know the needs and strengths of their pupils and respect the common objectives.

University of Helsinki professor of educational psychology Dr Kirsti Lonka said the success of Finland’s education system has always been founded in world-class research-based teacher training.

“The teaching profession is particularly valued in Finland.

“The Finnish school was built on a solid foundation of equality and the world’s best teachers.

“These are the values that we wish to hold on to in the future as well,” she added.

Finland is the first country in the world to provide school children with free lunches in 1948.

Finland is the first country in the world to provide school children with free lunches in 1948

To remain at the cutting edge, she said both the school system and learning methods must change to keep up with the changing world.

Rapid changes in society, such as globalisation and the transformations in work, have introduced new challenges for schools and learning. Work is now increasingly done in projects, with non-permanent teams solving complex issues together. Information is not only acquired, but also created together.

“These are the very challenges that we seek to answer at the University of Helsinki by developing sustainable, research-based teacher education.

“Traditionally, teachers have primarily taught school subjects. Today, however, we are moving away from subjects and towards a future where teachers will increasingly teach comprehensive learning skills. This will make teaching more and more problem and phenomenon based,” she said.

As a result, she said future learning will take place in multidisciplinary projects that centre on complex phenomena and develop learners’ problem‑solving and thinking skills.

New technologies, she added, will also be integrated into teaching, and learning environments will be increasingly modified to promote learning.

Finnish education is in high demand internationally.

The Huvilakatu art noveau architecture of Helsinki. — Photo by SHARON KARVONEN

The Huvilakatu art noveau architecture of Helsinki. — Photo by SHARON KARVONE

“But we should not export the school system we used to have, because we are among the leading countries in creating new innovations in education.

“Instead, we should as we do develop new export products in collaboration with universities, universities of applied sciences and companies.

“Retaining our place at the global top is possible only through continuous development, research and learning.

“If we want to continue to be the best, we cannot hold on to today or the past. Instead, we must invest even more in education and in the top research that drives it forward,” she added.

Finland has long been one of the top performers in the Programme for International Student Assessment (Pisa) by the Organisation for Economic Cooperation and Development. This is where 15-year-olds worldwide are assessed on science, maths, reading, collaborative problem-solving and financial literacy.

In the 2015 report, Finland was ranked fourth in reading, fifth in science and 12th in maths, out of more than 70 countries and economies participating.

This, despite dropping down the ranks in the science, reading and maths tests as compared to the previous Pisa survey.

Nurturing from young

Education in Finland stresses learning through insight and encouragement in assessing performance.

It is not based on continuous assessment, the grading of performance or competition between pupils. Instead teaching focuses on finding learning methods that best serve each pupil and on supporting those who have challenges in learning. Every pupil is offered the chance to continue studying.

The first national examination is at the end of general upper secondary education. It comprises four compulsory tests which are mother tongue and according to each candidate’s choice, three of the following namely the second national language, a foreign language, mathematics or one subject in general studies such as humanties and natural sciences.

In a recent visit to the Vesala Comprehensive School in eastern Helsinki, pupils from various backgrounds including those with special needs such as dyslexia learn together in class.

Its principal Juha Juvonen said the school provides the 920 pupils in grades one to nine with quality basic education with an emphasis on nature and science.

Most of the pupils are from the neighbouring suburban area, he said, adding that around 40% have immigrant backgrounds. The socioeconomic status is considered lower than the average.

“The school has a large greenhouse with a variety of plants and animals, which different pupils take care of under the supervision of teachers.

“Someone who moved to Florida gave a turtle he had owned for many years to the school and placed his shoes there to make sure it feels at home here,” he said.

Any pupil, he added, can attend the school here as long as he lives in the area.

School starts at 9am and finishes around 2pm.

At Vesala, some lessons are designed to be fun and integrate concepts from various subjects. As an example, a robotics lesson teaches pupils to explore science and mathematics concepts. They also speak in Finnish and English to solve issues with their robots.

During the visit to Vesala, Sheha Fahrid Rashid, 11, was working with her classmates Vilma Vallin, nine and Pauvo Palamaki, 11, on a robotics project.

“It is fun to do this,” said Sheha.

Other skills such as teamwork and problem-solving will also equip pupils for the real world.

When children enjoy a lesson, they want to learn more, said Juvonen.

“Special education also has an important role at Vesala. Around 80 to 100 integrated pupils study in mainstream classes and five special education classes offer specialised education in smaller classes.

“There are two preparatory classes for immigrants and two work emphasised classes,” he added.

It’s an inclusive system with the same curriculum for all in school, said counsellor of education Riia Palmqvist who is with the Finnish National Agency for Education.

“Everyone is supported to ensure there are equal opportunities for all,” she added.

All pupils of compulsory school age have the right to general support, that is, high quality education as well as guidance and support.

Intensified support must be given to those pupils who need regular support measures or several forms of support at the same time.

In Finland, education is free at all levels from pre-primary to higher education.

A free lunch comprising a hot meal including salad, milk or other beverage and bread is provided to every pupil.

In fact, Finland was the first country in the world to provide school children with free lunches in 1948.

Upgrading skills

Many adults return to school to learn new skills or update existing ones, even though the courses they take may not lead to a degree.

Nearly all municipalities have at least one institution offering liberal adult education.

Omnia Education Partnerships CEO Mervi Jansson said those taking courses at the institution can be any age with some in their 60s.

“They want to earn new things about their work,” she added.

As an example, vocational college Omnia offers adult education courses such as management, cooking and even refurbishing old furniture.

Employers also encourage their workers to upgrade, with some offering to sponsor their course fees and paying them their full salaries during their studies.

By Karen Chapman
Read more @
https://www.thestar.com.my/news/education/2018/11/25/teachers-keys-to-quality-in-education/#JxACWre9DdBjOZph.99

Rethink goals, vision

Sunday, November 25th, 2018

(File pix) Revamping the education system needs to be carefully done. NSTP/ Mohd Hilmie Hussin

THERE has been much talk of revamping the education system. It needs to be carefully done, lest we see a regressive, instead of a progressive, future generation.

Much is expected of the new government. Having been in the education field for many years, I believe this sector needs to rethink its vision and re-chart directions. An efficient team must take charge of the revamp to ensure a fair, viable and progressive system is put in place.

The present curriculum is losing its relevance as society edges towards modernity. Besides the mushrooming of home schools, which offer an alternative curriculum, getting a licence to operate an education centre seems effortless.

Universities and colleges are filling up vacant shoplots. Though lacking in facilities and faculty members, they are still able to recruit students from all over the globe. Students today have a plethora of choices; this is a concern, especially when quality is being compromised. Education not only reinforces socialisation in a family, it also prepares students for the workforce, and inculcates traits and values so that they become responsible citizens.

The education platform is colourless — it is a training ground where students, regardless of race or religion, are allowed to make mistakes, chase and live their dreams. It is also a platform where students learn to connect, collaborate and integrate — a platform where every individual is respected and given the chance to show his worth.

It is arguable that meritocracy in learning institutions seeks out the weed from the garden, and in so doing, each is rewarded according to merit. Fair and just, it seems, as it embraces the concept of equal opportunity.

Sadly, the mechanism may not be so. When some students fail, they are labelled “drop outs” and ushered into the vocational stream.

Most of them are from impoverished neighbourhoods, with no access to resources or private tuition. These students continue to lag behind. In schools, teachers are busy boosting their private earnings through tuition fees.

Some tutors scorn weak students because they mar their records. Without good grades, it is almost impossible for these underprivileged students to enter public universities, and with the escalating fees in private colleges, their future is bleak. It appears that not just students have lost their dreams, private colleges, too, appear to have lost their vision.

From the way some are run, it is evident that their vision is motivated by individual gains. Education ceases to achieve its goal, that is to empower young minds, but more of a computation of numbers, for numbers equal ringgit and sen.

The top management sets targets, and many become so absorbed in securing numbers that they forget the very purpose of education. For instance, language educators know well that language learning does not happen overnight, still, the top management expects miracles. They hire foreign students who are not articulate in the language, hence, the expertise of language educators is ignored.

Perhaps, before the ministry overhauls the curriculum, it should take a closer look at the quality of the existing learning institutions, and rethink the way these institutions are to be run, the recruitment and remuneration of teaching staff.

We should look beyond scrolls and papers, and more at the industry and professional competence and genuine passion of the teaching staff. Without any industry experience and professional training, what is taught and what is happening outside will remain two different worlds.

It may help if we pause and decide who should benefit from education.

Has education bridged the gap between the haves and have-nots, or has it widened the disparity?

Why do we need schooling? Has schooling achieved its purpose? How is schooling aligned with societal goals and directions?

By Jenny Maganran Goh,

Read more @ https://www.nst.com.my/opinion/letters/2018/11/433757/rethink-goals-vision

Transformation begins at the top

Tuesday, September 25th, 2018

THE transformation of the school education system has to start with the transformation of the school head teacher.

Restructuring schools and improving teacher quality have always been the Education Ministry’s vision to transform the school education system.

However good infrastructure in schools and quality teachers without a strong and able head teacher cannot improve and raise the student achievement rate of a school.

A head teacher is the most senior teacher and leader of a school. The head teacher is responsible for the education of all students, management of staff and school policy making

The job entails a strong presence around the school and in some cases with the local community as well as a certain amount of desk work.

There needs to be a transformation of the role of head teachers.

Their role as administrators and as managers managing budgets, discipline, schedules and meetings needs to be redefined.

Head teachers need to cultivate a culture and a way of life that depicts values and character traits through the liturgies of practice that govern the school day.

The school culture should influence and shape the students’ mindsets to realise their own development and potential in life.

The school should be a platform for subtly and powerfully influencing students’ attitudes and behavioural patterns through the way school walls are decorated to display school values, galleries dedicated to celebrate teacher and student accomplishments and the atmosphere of trusting relationships.

The school culture is set by the head teacher’s character and behaviour. They have to be highly charged and driven to be constantly circulating through the school building.

The character and personality traits of the head teacher makes or breaks a school set up.

Successful head teachers need to be in the classroom as teachers and as supervisors observing teachers teaching in the classroom.

They need to make spontaneous classroom visits observing teachers and offering feedback to teachers to improve on their teaching and setting standards.

As the head of the school, the head teacher sets the working tone and environment in the school.

Head teachers need to allow teachers to participate in decision making.

There should be a two-way interaction between the head teacher and the teachers.

Successful schools have a collaborative bond between head teachers and teachers.

Head teachers need to earn the respect and love of their teachers for the school to function effectively and productively so that teachers will give their heart and soul to the children and the school.

by SAMUEL YESUIAH
Read more @
https://www.thestar.com.my/news/education/2018/09/23/transformation-begins-at-the-top/#d29KlUTJ2uZ5MFq1.99

Getting schooled on the arts

Sunday, September 2nd, 2018
Working wonders: It’s proven that arts education can enhance students’ critical thinking, emotional well-being, and cultural awareness and appreciation – participants in Five Arts Centre’s Teater Muda programme in 1994 performing ‘Suara Rimba’, an adaptation of Rudyard Kipling’s ‘The Jungle Book’.

Working wonders: It’s proven that arts education can enhance students’ critical thinking, emotional well-being, and cultural awareness and appreciation – participants in Five Arts Centre’s Teater Muda programme in 1994 performing ‘Suara Rimba’, an adaptation of Rudyard Kipling’s ‘The Jungle Book’.

FROM surprise visits to schools, replacing white shoes with black, and referencing the Finnish education system as a possible one to emulate, the new Education Minister Dr Maszlee Malik has made waves with his fresh approach.

Expectations are running high and the field of arts education is no exception – many are buzzing for the ministry’s plans to open a new Malaysian Arts School in 2019 .

The right kind of arts education can do wonders for nation-building, says Dr Joseph Gonzales, Head of Academic and Contextual Studies at the Hong Kong Academy for Performing Arts.

“We have seen what arts education can do. It is not just about learning to be an excellent dancer, singer, musician and so on.”

“I was in Aswara for 20 years and played a role in developing a curriculum focussing on traditional theatre and dance. It was shocking how little most of us knew at the beginning. Coming from a Western arts background, I had been missing out on beautiful theatre forms practised in Malaysia.

“When we started we also saw that Malay dance, Chinese dance, Bharatnatyam all had factions according to racial lines. But as time went on, we were able to offer a multicultural education in which our students developed a cultural understanding of each other,” says Dr Gonzales, who has also authored a number of books on Malaysian dance.

It took eight years to fine-tune the curriculum, he notes.

“We had to have the best teachers possible and that included bringing Malaysians who were overseas back.”

“To me it’s not about becoming very good, and of course we have had seven dancers who are great at Bharatnatyam, none of them Indian. It’s about being unafraid to embrace another’s culture and that is so beautiful, and that was only possible through empowerment through dance.

Cultural understanding: Dr Gonzales performing a traditional Malay dance in 2011. He believes that embracing another culture is vital in today’s Malaysia.

“The study of other cultures does not make them any less of a Muslim or Christian or Hindu or Buddhist or an atheist. The point is that they become open. And that is imperative in this Malaysia today. We need to stop being afraid of ‘the Other’.”

His views are echoed by local arts company Five Arts Centre, who says in a recent statement that arts education should be made integral to the education curriculum as it has proven to foster young people’s abilities in areas of creativity and multiple intelligences, cultural confidence, participatory engagement, and academic competencies.

In calling for a cohesive arts education policy and curriculum, Five Arts Centre says, from its various integrated arts-in-education programmes, it has witnessed “the intrinsic benefits and joy that the arts bring to young people, while at the same time enhancing their critical thinking, emotional well-being, and cultural awareness and appreciation.”

Dr Gonzales recalls how when he was growing up, the arts stream was usually deemed inferior to the sciences.

“It’s a reality. I ask myself if I had children, would I want them to pursue arts professionally? I can’t answer that because I know that unless that child has incredible talent and work ethic and the right mindset, it’s going to be very challenging. Before you get that ‘Yes, I want you in my show’, you will get thousands of rejections and criticism. “I certainly remember days of depression, struggling as a dancer, thinking, ‘why am I doing this?’

“I am a science graduate from Universiti Malaya and I was thinking, maybe I should have just worked in a bank. Prestige is one thing, but financial security is another.”

Dr Gonzales recounts how for him, arts education is something he arrived at almost accidentally.

“I never thought that this would be my journey. Since the age of 20, I have been involved in performing arts and making a living from it. I realised that you must equip yourself with knowledge on how the industry is changing.

“Being on stage in UK in the late 80s and early 90s was the pinnacle of my performing career and eventually I moved to education. I was thinking, ‘how do I upskill?’

“So, 10-15 years into my career I did a Masters, and then enjoyed it so much that I did a PhD. My father prioritised education, he may not necessarily have been thinking dance education, though! In the 1980s, I was a showbiz boy prancing around in tights pretending I was in Fame, and now I am this dance professor with all this knowledge.”

Dr Gonzales cites Prof Datuk Dr Ghouse Nasuruddin, Janet Pillai and Prof Mohd Anis as leading dance scholars with a global profile and urges the new government to take advantage of the expertise available.

He also urges the new government to be more open than the previous ones, adding that less censorship would invariably increase the quality of arts in the country.

“The government needs to be less thin-skinned. Both cartoonist Zunar and people like Fahmi Reza are creative and provoke a response with their work. They annoy a lot of the conservatives, but that’s art, as opposed to sanitised musicals of our political leaders. We have such a sycophantic mindset, which is disturbing.”

Dance is a little different, he says, as it’s non-verbal.

“Marion D’Cruz, for example, is a politically-driven artist, who has done political works – like at the Emergency Festival! 2008 (in Kuala Lumpur), where she performed a dance piece called ‘ISA’. We also did a performance on the detention of Datuk Seri Anwar Ibrahim and the deaths of Altantuya and Teoh Beng Hock. And they ran to full houses, so an audience is there (for these types of work).”

Dr Gonzales believes we need to expose children to the arts at a young age.

“It must be compulsory, like one hour a week. It doesn’t have to be examined. Talk to them about Usman Awang, mak yong – we can present it all lightly through games but it must be done.

“It just needs proper planning. We need to look at 13 years of arts education. Ideally, we can provide incremental learning without students thinking it’s another subject they have to do.”

Dance producer Bilqis Hijjas calls for the strengthening and development of the arts sector in the country, as well as wider arts education.

“I would love to see more art schools. There are studies showing what dance does for you in terms for communication, collaboration, problem-solving and even living a longer life. There is much about arts education that shows it’s not just arts for arts sake. The world needs holistically formed individuals,” she says.

She would also like to see some specific changes in the form of the arts, especially dance, being offered as a minor course.

“I think it would be great if we could have students doing a business major and dance minor for example. Right now with the emphasis on the dance degree, we do have the irresponsibility of graduating kids, knowing that they can’t get jobs.”

Global star quality wanted: Our arts training has improved but we have yet to produce our own Akram Khan.

She concedes that not many dance professionals agree with her.

“Mine is an unpopular view in the industry but I think we shouldn’t necessarily push for cushy jobs and the opening of the next new dance department.

“I think there is nothing wrong with holding a day job in another industry or teaching part-time and then also working in the arts. You can argue that it may impact on quality but we want a sustainable situation. I think we cannot have a situation where there is too much dance education, but not enough work for dancers.”

Dr Gonzales stresses the need for synergised infrastructure.

“We have three great places like Istana Budaya, KLPAC, Damansara Performing Arts Centre and yet none of them are easily accessible by public transport. In the UK you have Convent Garden that everyone can access.

“I would call on the government to look at a theatre district. Maybe six to eight theatres, with bangsawan everyday, wayang kulit, mak yong, musicals with good salaries, and high levels of performance, and then the audiences will come.”

Dr Gonzales and Five Arts Centre also point out the urgency and value of having programmes at grassroots level in places like Kelantan, Terengganu, Sabah, Sarawak.

“They are rich in culture, yet many of the art forms are faced with extinction if we don’t encourage it at that level.

By Martin Vengadesan
Read more @ https://www.thestar.com.my/news/nation/2018/09/02/getting-schooled-on-the-arts-in-the-clamour-to-attain-high-industrialisation-levels-its-easy-to-forg/#dVKOKlSXEIiCcPPh.99

Aiming for educational excellence

Sunday, January 14th, 2018
(From left) Deputy Education Minister Senator Chong Sin Woon, Mohamad, and Youth and Sports Minister Khairy Jamaluddin watching students train after the launching of MyTID programme at SK Taman Seri Rembau, Negri Sembilan in 2015. — SAMUEL ONG/The Star

(From left) Deputy Education Minister Senator Chong Sin Woon, Mohamad, and Youth and Sports Minister Khairy Jamaluddin watching students train after the launching of MyTID programme at SK Taman Seri Rembau, Negri Sembilan in 2015. — SAMUEL ONG/The Star

TWO years after becoming Mentri Besar, Datuk Seri Mohamad Hasan set an ambitious target for Negri Sembilan – to be ranked among the top three states in national examinations such as the PT3, SPM and STPM.

Mohamad, who graduated from Universiti Malaya and had spent years in the banking and corporate sectors both here and abroad, set the benchmark upon discovering that the state was always positioned in the lower rungs of the tables whenever the results were announced.

Mohamad even took over the education portfolio to ensure his target of catapulting the state into the top academic achievers was realised.

“When I took over the state administration in 2004, my desire was to turn the state into a valley of knowledge.

The state government then introduced and funded several programmes such as getting teachers to undergo a nine-month Project to Improve English in Rural Schools.

This, he said was implemented after a survey found that rural students fared poorly in English although they did well in other subjects

At the same time, Mohamad set another target. In his quest to boost Negri Sembilan’s standing as a valley of knowledge, he encouraged undergraduates born in the state to excel while in university.

He then announced a reward programme where any Negri-born who obtains a first class honours degree from any public university was to be rewarded with RM25,000 by the state government.

Those who took study loans from the Negri Sembilan Foundation and the state Islamic Affairs Council also had these loans converted to scholarships.

With only one student graduating with a first-class honours degree in 2006, the number increased to 25 the following year.

A delighted Mohamad then reduced the cash reward from RM25,000 to RM10,000 in 2008 as the numbers continued to increase sharply.

In 2009, the reward was further reduced to RM5,000.

“We had no choice but to reduce the amount as we did not expect the numbers to increase so fast. Nevertheless, we are happy that our plan has been a success,” he said.

Today, Mohamad is an even happier man.

Negri Sembilan has not only been maintaining its position among the top three achievers for national examinations, it has also continued to produce more top achievers in public and private universities both here and abroad.

In 2017, a whopping 478 Negri-born graduated with first-class honours degrees.

Mohamad, who likened the first class scorers to modern-day Pendeta Za’aba (Tan Sri Zainal Abidin Ahmad), said these individuals were assets to the state and country.

“It does not matter if you are from an estate, kampung, Felda plantation or some rural area in Negri Sembilan.

“What is important is that you have now proved to be a top achiever and you must continue this culture of excellence when you start working,” he said.

Mohamad’s vision to turn the state into a Valley of Knowledge has also borne fruit with the state now home to more than 25 institutions of higher learning.

There are now several international schools in the state including

Matrix Global Schools, Epsom College, UCSI International School, Nilai International School and Zenith International School.

And among the universities that have set up operations here include Nottingham University, Manipal University, Universiti Sains Islam Malaysia, Universiti Teknologi Mara, Inti International University and Nilai University.

Read more @ https://www.thestar.com.my/news/nation/2018/01/14/aiming-for-educational-excellence/#xy3y1XHOLKV40wsh.99


Ministry lauds those that help in effort to transform the education sector

Thursday, October 26th, 2017
Education Minister Datuk Seri Mahdzir Khalid (left) present the appreciation award to the New Straits Times Press (M) chief executive officer Datuk Abdul Jalil Hamid (2nd left). Pic by ZUNNUR AL SHAFIQ.

KUALA LUMPUR: Organisations that helped in the effort to transform the education sector through the Education Ministry’s Public Private Partnership (PPP) were feted here last night.

The PPP is an initiative under the Education Blueprint (2013-2025) that sees the Education Ministry working with corporate companies or foundations that look into assisting schools through programmes that involve financial support or their expertise in related fields.

Education Minister Datuk Seri Mahdzir Khalid presented trophies to all 53 organisations that took part in the initiative in recognition of their contribution to help the government transform and push the education sector to greater heights.

Mahdzir said their contributions in various fields such as sports, music and academics would go a long way in helping the government achieve its aspirations for the long term Education Blueprint programme.

“The ministry is the largest ministry in Malaysia but the magnitude of our responsibility is huge. We need to make our children ready for the future and we truly need your assistance and continued support,” he said.

The initiative comes under the ministry’s School Management Division, monitored by the Education Performance and Delivery Unit.

“The PPP initiative has three platforms in its collaborations with corporate companies and foundations under the school adoption programme, the school trust programme and one-off programme,” he said.

“The programmes are usually done in a long term period while one-off programme is held in a year or less. The companies not only support the schools financially, but in other areas also such as setting up facilities and leadership programmes for teachers and students,” he added.

The New Straits Times Press (M) Bhd was one of the 53 companies given recognition by the ministry and chief executive officer Datuk Abdul Jalil Hamid was present to receive the appreciation award.

Other recipients include the likes Yayasan Pintar, Yayasan SP Setia, Yayasan Sime Darby, Khazanah Nasional Berhad and UEM Group.

By TEH ATHIRA YUSOF.

Read more @ https://www.nst.com.my/news/nation/2017/10/295103/ministry-lauds-those-help-effort-transform-education-sector

Changing the system

Monday, July 10th, 2017

We continue to add better methods to assure that effective and useful learning takes place.

ARGUABLY, education systems across the world differ in many and most ways; accommodation, delivery, discipline, syllabus and finance not to mention political and philosophical influences, which act upon the strategic and physical shape of our education as does religion and tradition.

There is one similarity, however. From England to El Salvador, Fiji to Finland and Malawi to Malaysia; it is agreed that, in some way, we must provide some kind of a forum in which to send our children and learn collectively.

Notwithstanding those families who choose for their children to learn at home, education is almost entirely provided at a school, in a school building and by teachers but what are our reasons for this?

Do we continue in this manner since the result is a resounding success or is it that we have always continued in this fashion and believe in the maxim, “What isn’t broken; don’t fix”. Is it broken though? Politicians continue to argue this point.

Need for change

Let’s assume that there is a need for change; in which case, how to change it?

Consider a country, for the sake of argument, Finland – A nation enjoying the spotlight for fabulous education; a culture of change and experiment. Breaking down the old thinking and practices is what seems to be driving the perceived success of its educational system whilst the rest of the world look upon jealously. “Wow, if only; what could we do to be like the Finnish?”

In a few years’ time, could it be that educational thinkers will come up with a new model for learning? It might look nothing like what we have ever seen. Then again, it may look a little like previous models only this time its components redesigned, restructured, renovated, removed, revamped, recreated, rectified reconditioned or resurrected.

By way of example let us consider the auto industry. If you look at any car; despite differences in shape, size, colour and power; do we not see a basic standard? A basic format? Are we able to break away from this shape? Do we have the vision to create an entirely new machine; an entirely new concept for personal day-to-day transportation? Perhaps not, due to a plethora of basics that guide us in the creation of a car, for instance, its power and its controls. Legal requirements and restrictions also inhibit any move away from the norm.

Could we consider the concept car? Beautiful? Grotesque? Maybe a daring new body contour, an innovative, green, method of propulsion or even a control system so advanced that it requires minimal human input. The Mercedes’ Smart car, a flying car or Google’s driverless car maybe. We still see one constant though. Whatever the innovation applied to develop a vehicle, it is clear that we still recognise it for what it is; a car.

Take for instance the Mini Clubman, a tiny British car zipped around the streets of England and, for that matter, a collection of other countries in the 1960s. The beloved Mini proliferated due to its affordability and fun whilst it basked in infamy alongside Michael Caine as it tore through the streets and sewers of Milan in the cult heist movie, “The Italian Job”. One red one, one white and one blue. After a while, like most things it was the end of the road (or should I say tunnel) for the Mini……or was it?

Paradoxically, following a burst of British nostalgia the German Giant BMW gave new life to the Mini; its resurrection still enjoyed to this day. The shape is such that it honours its predecessor only larger due to safety requirements and an enticingly powerful engine.

Applying this analogy to what we were actually talking about, education; it seems that whatever we do to try to develop pedagogical methods from a concept, the basic recognisable shape still shows.

So are we actually changing anything by innovation and change? Well, despite it all, I would say yes. Like the mini we continue to add better systems and methods to assure that effective and useful learning takes place.

Changing the system

Apprenticeships are now offered by many firms. This training method is extremely well developed now, providing an industry specific on-the-job training with firms such as Jaguar Land Rover UK and Mercedes Benz Malaysia (cars again!). Apprenticeships are seen as the way forward in training but they, of course, are not a new concept. Around the globe, the practice of a youth apprenticed to a master of a trade, such as the black smith in England or the Wau Maker in Kelantan, is the traditional handing down of skills. Our industries, once again, are recognising the value of this; really only revamping what we have already seen. This could also be said to be true for progressive education systems which, very simply put, subject students to fewer hours in school, focus less on classroom activities and more hands-on learning by discovery; on the whole taking a less formal shape with an emphasis on participation and collaboration. Ironically, this is probably akin to the shape of education a time long ago where the day of “the school” or “the classroom” had not even dawned. The young of the world were taught in a less formal situation in the family or village according to the immediate environment and needs. Practical life skills would have been the lesson for every day; hands-on learning!

What then made us decide that it would be better to gather up all the young and pack them into a room? Do we not create an abstract nature to most topics with a move away from the practical?

So we should ask ourselves, “Is the Finnish system the educational utopia that we all seek or is it merely the utopia for now? What are we seeing? Could the global movement towards collaborative and theme-based learning mean that we can see the object of our quest to discover educational perfection? Or, is it merely a step along the way?”

A friend once said to me; an absolute cynic I might add: “Stick to one way of teaching for all of your career and you will be right several times.” So is this what we are to expect? Will the Finnish and other forward looking nations decide, at some point in the future, that formalising the systems is what provides for effective learning? What, by the way, do we all need in our development? Is it the social aspect of our development? With the advance in communication technology, could we be looking at societies ironically losing social skills by the advance in communication in isolation?

by  NEIL CREEK
Read more @ http://www.thestar.com.my/news/education/2017/07/09/changing-the-system/#HyfeEQLE9DKAAzdp.99

Education needs major transformation, says report

Sunday, September 18th, 2016

EDUCATION needs a major transformation to fulfil its potential and meet the current challenges facing humanity and the planet, according to a new Unesco report launched in London recently.

The new Global Education Monitoring (GEM) Report by Unesco shows the potential for education to propel progress towards all global goals outlined in the new 2030 Agenda for Sustainable Development (SDGs), China’s Xinhua news agency reported. There is an urgent need for greater headway in education, the report says.

“On current trends, the world will achieve universal primary education in 2042, universal lower secondary education in 2059 and universal upper secondary education in 2084. This means the world would be half a century late for the 2030 SDG deadline,” the report warns. The report, titled, “Education for people and planet”, shows the need for education systems to increase attention to environmental concerns.

“While in the majority of countries, education is the best indicator of climate change awareness, half of the countries’ curricula worldwide do not explicitly mention climate change or environmental sustainability in their content,” it says.

“A fundamental change is needed in the way we think about education’s role in global development, because it has a catalytic impact on the well-being of individuals and the future of our planet,” said Unesco director-general Irina Bokova.

“Now, more than ever, education has a responsibility to be in gear with 21st century challenges and aspirations, and foster the right types of values and skills that will lead to sustainable and inclusive growth, and peaceful living together,” she added.

The report urges education systems around the world to take care to protect and respect minority cultures and their associated languages, which contain vital information about the functioning of ecosystems.

BERNAMA.

Read more @ http://www.thestar.com.my/news/education/2016/09/18/education-needs-major-transformation-says-report/