Archive for the ‘Professional Development’ Category

Specific training to enhance teachers

Sunday, July 22nd, 2018

Professional development for educators has been a key enabling factor for transformation in education as it involves transforming their knowledge into practice for the benefit of their learners.

THE emergence of a technology-driven world has raised many challenges to conservative teaching and learning in traditional classrooms.

Coupled with volatile, uncertain, complex, and ambiguous (VUCA) characteristics of current environment, both what is to be learned and how learning or knowledge construction should happen, need serious reconceptualisation.

The notion of 21st century learning can be viewed as an overarching vision of education that many educators are now advocating as a collective response to the emerging challenges.

A growing number of policy makers and educators are united around the idea that students need ‘21st century skills’ to be successful today.

It is exciting to believe that we live in times that are so revolutionary that they demand new and different abilities.

However, these 21st century skills aren’t new.

21st century skills

The likes of critical thinking and problem solving have been components of human progress throughout history. From the development of early tools, agricultural advancements and the invention of vaccines, to land and sea exploration.

So, what is new is the extent of changes in our economy and the world which consequently means, collective and individual success depends on having such skills. The Education Ministry is sensitive to respond to the VUCA situations and challenges.

Strategies are formed to upskill and empower teachers and school leaders, with close collaboration with the Education Performance and Delivery Unit (PADU).

Professional development for educators has been a key enabling factor for transformation in education; it involves transforming their knowledge into practice for the benefit of their learners.

Various aspects must be considered to develop educators’ competencies for 21st century teaching and learning.

These include knowledge, beliefs, and design thinking capacities of the educators and school leaders.

It has been advocated that a professional learning community is a viable way for educators to participate in the co-constructing of knowledge to experience the required transformative changes.

“PADU realises the importance of equipping school leaders and teachers with capacities to deal with emerging challenges.

“We see the necessity of adaptive expertise directed toward solving emerging problems.

“We have a sector in PADU that specifically looks into this which is our Teachers and School Leaders (TSL) sector.

“Instead of converting content knowledge through pedagogical means so that they are accessible to students, we believe teachers in a knowledge building environment must encourage students to construct understanding themselves.

“Guiding students’ sense-making processes is highly discursive and it demands teachers to ask appropriate questions,” says PADU chief executive officer Khadijah Abdullah.

Such adaptive expertise would require teachers to develop the ability to orchestrate learning rather than delivering information in a controlled environment.

Advocates of 21st century skills favour student-centred methods such as problem-based and project-based learning as it allows students to collaborate, work on problems and creatively find its solutions, and engage with the community.

These approaches are widely acclaimed and can be found in any pedagogical method textbook.

However, even its advocates acknowledge that these methods pose classroom management problems for teachers.

When students collaborate, one expects a certain amount of hubbub in the classroom, which could devolve into chaos in less experienced hands.

These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make prompt decisions as the lesson plan progresses.

Anyone who has watched a highly effective teacher lead a class by simultaneously engaging with teaching and learning content, managing classrooms and continuously monitoring students progress, knows how intense and demanding the work is.

It is a constant juggling act that involves keeping many balls in the air.

“For change to move beyond the ministry or PADU’s offices and penetrate classrooms, we in PADU understand that professional development is a massive undertaking.

“Most teachers do not need to be persuaded that problem-based learning or project-based learning is a good idea—they already believe that and many have already integrate it in their classrooms.

“What teachers most need now are more robust training and support, including specific and focused training that enhances teachers and school leaders competencies and capacities,” states Dr Ruhaya Hassan, who leads the TSL sector in PADU .

Via the Malaysia Education Blueprint, the Ministry with PADU are looking at facilitating teachers to adapt and adopt these skills, developing the competencies that our teachers may already have but are perhaps quite unsure on how to utilise fully. As for those still being trained in the Ministry’s teachers training colleges, much is being done to develop their comprehension, competencies and ultimately their commitment to 21st century teaching and learning.

This simplicity in seeing things underestimates the challenges in implementing such methods of teaching and learning, hence ignoring the gravity of real issues and problems that come with such implementation.

Teachers need to be prepared and enabled for progress and improvements in education, and in this case, based on the Malaysia Education Blueprint 2013-2025, the ministry, together with PADU, have taken various steps in this direction under the Teacher Charter.


Read more @
https://www.thestar.com.my/news/education/2018/07/22/specific-training-to-enhance-teachers/#5kVpWABtzkZpq50f.99

Inspiring force of the future

Wednesday, May 16th, 2018

(File pix) As a nation, we are blessed with inspiring teachers and mentors from all walks of life. Illustration courtesy of the writer

THIS Teachers’ Day, my heart fills with gratitude as I recall the many teachers in my life.

I see the best teachers as those who are carriers of a passion for learning which they infect their students with, each in their own unique capacity to carry out the responsibility and honour of shaping young hopeful minds and souls. For surely, every teacher is a gem that reflects and refracts the light of learning in a special way, illuminating the pupil.

My thoughts turn to afternoons with my very first teacher — my mother, back in the 80’s, how we sat together on our pea-coloured living room sofa as we made our way through the ever ubiquitous Peter and Jane books.

As an early childhood educator, my mother teaching me how to read at a very young age was a gift beyond measure. She was my very first teacher, patient, firm and with a passion for the written and spoken word, which carries on to this day. Her specialty — teaching the young to read. She has produced many young readers, who still stop to greet her on the street.

On teachers who were productive in their enthusiasm and passion, my thoughts recall fondly of the sprightly, well-dressed and self-assured Puan Liew, who taught me math during my secondary school years

She was an amazing teacher, with a shiny jet-black bob haircut as bouncy as her step. She exuded a love of teaching math. She was always smiling, even when hovering over a desk to help a flummoxed student. Puan Liew had a magical talent of making any student, no matter how poor they were in math, feel special. Her popularity among all the students was undeniable. I never became a math whiz, but I did see improvement in my attitude towards math.

In college, as a student at the Faculty of Fine Arts & Technology in UiTM , I was privileged to be in the presence of many admirable lecturers and professors. There is one who stands out in my memory and with whom I still keep in contact with. Fondly and highly regarded in the Malaysian art scene, he is one of the most established and renowned fine artists of the country. I shall refer to him as Prof Jai.

If there’s anything Prof Jai was better at than making art, it was his rapport with his students. One could always sense that he loved being a teacher; and he encouraged his students to give their best. It never felt like his career as an artist was more important than being a teacher, rather, teaching itself was an art to him — an extension of himself and an expression of his identity as an artist.

In contrast to encouraging freewheeling creativity and individual expression, my father recently retired as a lecturer. He had specialised in teaching aircraft maintenance and engineering. It was a subject that is quite serious and painstaking in its detailed understanding and adherence to strict procedures, as the smallest error or oversight could potentially compromise the safety of hundreds of passengers.

His contribution as a teacher was rooted in his passion for accuracy, logic and preventing disasters from happening, in other words, caring enough not to overlook any detail, and striving to pass that level of care and thoroughness to his students.

Life continues to present us with teachers even as we leave the realm of school and university, and there is much to learn if we adopt the attitude of being open to new ways of seeing, learning and knowing. We must, therefore, not limit our learning to the realm of the intellect and imagination.

I am grateful that in the past year I have had the opportunity to get to know two Malaysian ex-athletes and champions, Dr Farah-Hani and Sharon Wee, who devote themselves to cultivating the new generation of sportsmen and women in their respective fields, channeling their success into creating a better Malaysia for all.

From them I learnt the struggles our athletes face, even after achieving success and glory for Malaysia at prestigious international sporting events. Struggles that include dealing with depression , adapting to life after the high of a victorious and glamorous career, eating disorders and a plethora of complex issues that deserve the nation’s support and attention. Malaysia is blessed to have these women, whose achievements would take many paragraphs to capture in their entirety, as role-models for our youth.

In an age where digital content is being continuously tailored to be as aggressively addictive as possible (thus keeping we, the people, and our young ones glued to the screen even in our leisure time), we forget how finding that perfect sport or athletic activity is a perfect vehicle to become healthier and happier in body, mind and spirit, and our relations with others too

Truly, I could go on and on. For, in my experience and reality, as a nation, we are blessed with inspiring teachers and mentors from all walks of life. They, more than any fictional superhero on the silver screen or mythical figure, are the producers of miracles. They shine a light on our awareness and consciousness of what is possible, of what we are capable of, and of what we can make real, with just a bit of spark, enthusiasm and determination.

Last but not least, I turn to my two children. Who, despite being young in their years, have become my teachers.

They teach me to see the world with new eyes, to wonder and question, to be curious and to be filled with a thirst to learn. They have taught me that the very young are capable of great insight, ideas and wisdom and we should open our eyes and ears to what they have to share with us.

If we have the right mindset, could we not say that every person we encounter has something we can learn from? Is not every experience we share, potentially one of learning? In short, we are masters, and eternal students.

By SARAH JOAN MOKHTAR .

Read more @ https://www.nst.com.my/opinion/columnists/2018/05/369927/inspiring-force-future

‘More AI experts needed to transform public sector’

Sunday, February 25th, 2018

PUTRAJAYA: The public service sector will need more data scientists and data management experts as part of the Public Service Transformation (PST) 2.0 programme.

Public Service Department (PSD) director-general Tan Sri Zainal Rahim Seman said the government would need more civil servants with skills compatible with artificial intelligence.

“We have to face challenges from mega trends, such as the Fourth Industrial Revolution (Industry 4.0). We cannot be left behind by assuming that transformation will happen by itself.

“Malaysia is going through urbanisation. What will happen if Malaysia becomes more urbanised? What generation will live in these cities? How can we provide services to urban people? What will happen to rural areas? These are the things that we have to think about.

Public Service Department (PSD) director-general Tan Sri Zainal Rahim Seman. Pic by NSTP/AHMAD IRHAM MOHD NOOR

“Hence, we need to equip ourselves with skills that are compatible with artificial intelligence, as well as have knowledge in big data management and Internet of Things.

“That’s why we need more data scientists and data management experts. Prime Minister Datuk Seri Najib Razak once said the public service scheme of today may not be relevant in the future,” he said during a special press interview at his office.

Zainal said the department would need to create more relevant jobs in the future and optimise resources.

He said people should not be afraid of becoming jobless as the use of robots increased because there were jobs in other fields.

“Although we expect more robots to replace humans, they (the robots) still need to be managed by humans. Hence, it is important to have data and robotic knowledge.

“Maybe there will be better jobs with better income in the future because there will be demand for data scientists and data management experts.

“These are among the challenges we need to deal with. We need to develop a framework and know the people’s priorities.”

He said another important element in PST 2.0 was the collaboration between parties in implementing the government’s programmes.

“The government cannot work alone to make a programme successful as we need participation from everybody. For instance, we may need non-governmental organisations or experts from community-based programmes to beautify and clean community areas, and no longer rely on local authorities.

By FAIRUZ MOHD SHAHAR AND IRWAN SHAFRIZAN ISMAIL

Read more @ https://www.nst.com.my/news/government-public-policy/2018/02/338474/more-ai-experts-needed-transform-public-sector

Teachers Need To Equip Students With Nation Building Components

Wednesday, October 25th, 2017

News Pic

TANJUNG MALIM, Oct 24 (Bernama) — Teachers must equip students with the “nation and nationhood’ components throughout the 11 years of their study in schools, said the Raja Permaisuri Perak, Tuanku Zara Salim.

She said the responsibility was heavy but it was a necessity to ensure that the people in the country understood the meaning of being a nation and the responsibility of being a citizen.

Tuanku Zara, who is also the Universiti Pendidikan Sultan Idris (UPSI) Chancellor, said the nation would easily be influenced by imperialist forces in various ways when the citizens did not understand history and were ignorant of their responsibility.

“The school forms the centre for education and a place for learning which provided an opportunity for the teachers to mould the young children to become useful citizens,” she said at the 19th Convocation of UPSI at the Sultan Azlan Shah Campus, here today.

BERNAMA.

Read more @ http://education.bernama.com/index.php?sid=news_content&id=1403393

Lifelong learning a pathway to success

Saturday, May 13th, 2017
Lifelong learning is a necessity in a rapid changing environment.

Lifelong learning is defined as the development of human potential through a continuous supportive process which stimulates and empowers individuals to acquire knowledge throughout their lifetime.
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By Zulita Mustafa - May 11, 2017 @ 2:31pm

UPON her return from a sabbatical, the editor-in-chief of a fashion magazine found her 26-year-old former assistant taking charge of the editorial floor. Armed with a business degree, naked ambition and an iPhone, the former assistant announces she has been brought in to turn the magazine into an app.

Feeling left out and lost among the 20-something online writers at their desks day and night, the editor-in-chief is not ready to give up her hard-earned career without a fight.

She started to pick up technology know-how, the lingo and even learnt how to create an app.

Though this is just a fictional character in Lucy Sykes’ and Jo Piazza’s latest novel, Techbitch, it reflects the real world where Generations Y and Z plus rapid changes in technology are taking over traditional ways of doing work.

It is this kind of scenario that probably prompted the Higher Education Ministry, in 2011, to publish its blueprint on the Enculturation of Lifelong Learning in Malaysia that outlines strategic initiatives to develop the lifelong learning industry for the 10-year period of 2011-2020.

In this blueprint, lifelong learning is defined as the development of human potential through a continuous supportive process which stimulates and empowers individuals to acquire all the knowledge, values, skills and understanding they will require throughout their lifetime and to apply them with confidence, creativity and enjoyment in all roles, circumstances and environment.

Mansor Md. Isa,

University of Malaya Centre for Continuing Education (UMCCed) director Professor Datuk Dr Mansor Md. Isa said lifelong learning should benefit participants in the form of increased competency in their work, upgrade skills, widen and update knowledge and improve social networking.

It also equips people with skills and knowledge that will advance their career.

A study conducted last year related to the achievement of UMCCed Executive Diploma graduates indicates that the programmes have been beneficial in terms of development of their careers including a better job offer, promotion and salary increase as well as an opportunity to further studies at a higher level.

“The target group is working adults and there are two types who participate in lifelong learning programmes. The first are those who did not have the chance to continue their education at the tertiary level upon finishing secondary school and who are now presented with a second chance,” said Mansor.

“The reasons could be due to poor academic performance, financial or social constraints. After joining the workforce, they find the opportunity to study. The second type of adult learners are those who want to study because they want to advance their career or acquire skills or knowledge.

“These are the core lifelong learning participants. They study because they want to improve themselves to become more competitive, increase productivity and improve their well-being.”

The age cohort of lifelong learners is generally between 15 and 64. Those above 64 but are still able to contribute by providing their services should be included as lifelong learner potentials.

From the age perspective, it is estimated that the number of potential lifelong participants in 2015 to be around 20 million, which is about 65 per cent of the total population of the country.

This number is expected to increase to almost 23 million by the year 2020.

Mansor said in this fast-changing environment, knowledge is the key asset that can expand the opportunity of individuals to grow and excel in their respective fields as well as enhance their ability to compete, especially in the evolving economic landscape.

by Zulita Mustafa.

Read more @ https://www.nst.com.my/education/2017/05/238239/lifelong-learning-pathway-success

Produce talent, not graduates

Saturday, May 13th, 2017

Noor Kamilah Barvin Mohd Meera’

LIFELONG learning has always been Noor Kamilah Barvin Mohd Meera’s priority as there is a need to keep up with change to advance in one’s career.

“Employers seek talent. One must be skilled to be employed. Unskilled employees will drain the resources of an organisation,” said Noor Kamilah.

“We have been producing a lot of graduates, not talent. For that very reason, I decided to enhance my skills by pursuing the Master in Human Resource Management programme.”

Noor Kamilah is of the opinion that one need not follow the standard route of pursuing a diploma course, followed by a bachelor’s and master’s degree courses, all before the age of 25.

“It is not as simple as that. Theory without practice is a waste. That is why I chose to work and gain experience and exposure before furthering my studies,” she said.

“We can’t deny the importance of upgrading knowledge and skills through lifelong learning. It is useful not only for one’s career but also in making life decisions and when starting a business.

“Lifelong learners can contribute to society in many ways.”

Education counsellor Mohd Zahir Abdul Rahman said lifelong learning helps the workforce adapt to any environment.

LIFELONG learning has always been Noor Kamilah Barvin Mohd Meera’s priority as there is a need to keep up with change to advance in one’s career.

“Employers seek talent. One must be skilled to be employed. Unskilled employees will drain the resources of an organisation,” said Noor Kamilah.

“We have been producing a lot of graduates, not talent. For that very reason, I decided to enhance my skills by pursuing the Master in Human Resource Management programme.”

Noor Kamilah is of the opinion that one need not follow the standard route of pursuing a diploma course, followed by a bachelor’s and master’s degree courses, all before the age of 25.

“It is not as simple as that. Theory without practice is a waste. That is why I chose to work and gain experience and exposure before furthering my studies,” she said.

“We can’t deny the importance of upgrading knowledge and skills through lifelong learning. It is useful not only for one’s career but also in making life decisions and when starting a business.

“Lifelong learners can contribute to society in many ways.”

Education counsellor Mohd Zahir Abdul Rahman said lifelong learning helps the workforce adapt to any environment.

Read more @ https://www.nst.com.my/education/2017/05/238244/produce-talent-not-graduates

A lifelong passion for teaching

Thursday, May 4th, 2017
Teachers attending regular in-service training courses will form an integral part of their continuing professional development.

REFORMS in the education system are necessary to meet the demands of an ever changing world. As student demographics change and technology evolves, so too must the delivery of education to our children, and this responsibility to deliver lies primarily on the shoulders of teachers.

Belonging to a profession that creates all other professions, teachers are trained to adapt to reforms in education. They possess specialised knowledge to carry out their responsibilities, and before taking up teaching positions, they receive intensive training that prepares them to be lifelong learners. All this is encapsulated in what is widely referred to as teacher professionalism. In addition to possessing expert knowledge in their subjects of specialisation, teachers are also part of a wider professional community which allows them to exchange information and seek support when needed.

Although teachers receive intensive pre-service training, the evolutionary nature of education demands that lifelong learning features prominently in the career path of teachers. This is why we hear of teachers attending regular in-service training courses that form an integral part of their continuing professional development.

Today, the continuing professional development of Malaysian teachers is shaped to a great extent by the Malaysia Education Blueprint 2013-2025, a document that charts the future direction of education in the country. To ensure that the next generation of Malaysians is ready to face local, regional and global challenges, the blueprint calls for eleven shifts that need to take place within the education system. These shifts have to do with changes in strategy and direction as well as operational changes for a move away from current practices.

The second of the eleven shifts projects a vision that every child that goes through the Malaysian education system becomes proficient in both Bahasa Malaysia and English. This specific reference to language education highlights the important role that language teachers play in addressing national aspirations.

Over the years, a great deal has been said particularly about English language education in Malaysia and the English Language Roadmap 2015-2025 has addressed most of the concerns. There have been extensive discussions about the role of English language teachers in improving the standard of English among our students. If we are to achieve the targets set in the Malaysia Education Blueprint and the English Language Roadmap, significant changes must take place, and English language teachers have to lead some of these changes. However, they must first be equipped with new knowledge and the skills necessary to make changes. The best way of ensuring this is through continuing professional development programmes.

Realising the importance of continuing professional development programmes for English language teachers, the Ministry of Education Malaysia set up and tasked the English Language Teaching Centre (ELTC) to offer professional development courses for English Language Teaching practitioners including teachers, lecturers, School Improvement Specialist Coaches (SISC+), State English language trainers and English Panel Heads. Numerous courses are offered by the ELTC throughout the year. One of the more large-scale training programmes managed by the ELTC has been the Professional Up-skilling of English Language Teachers or Pro-ELT programme. When the Pro-ELT programme began in 2013, it was indeed a huge undertaking involving some 18,500 English language teachers who needed support in achieving the desired C1 band in a CEFR-linked (Common European Framework of Reference) assessment. Over the years, the programme has seen a significant number of teachers improve in their performance.

The Pro-ELT programme essentially supports English teachers improve their proficiency in English through a blended mode of face-to-face and online instruction. In this way, the programme allows participants to take ownership of their professional development. Also, the face-to-face and online phases of the programme provide space for teachers to ask questions and engage in active dialogue with peers. Teachers are continuously given support for six weeks to engage in language based activities by experienced trainers from ELTC. Up until last year, a total of 16,009 teachers were trained under the Pro-ELT programme. Another 650 teachers are expected to be trained this year, while 800 and 1050 teachers will be trained next year and in 2019 respectively.

Feedback from teachers who have completed the Pro-ELT programme with the ELTC has been largely positive. The participants felt that the course was not just about helping them improve their performance in assessments; rather, it was about helping them identify their strengths and weaknesses and gain greater confidence in using the language. A significantly high number of Pro-ELT participants also reported greater motivation to master the language after attending the programme.

In addition to the Pro-ELT, a variety of other continuing professional development programmes are run by the ELTC for English teachers. These programmes serve specific purposes such as ensuring that classroom practices match prescribed standards and competencies. The Highly Immersive Programme and the Program Intervensi Tambah Opsyen Bahasa Inggeris (PITO-BI) run by ELTC are among the examples of professional development programmes that follow a top-down approach necessary to ensure that teachers are equipped with the knowledge and skills necessary to translate policies into practice. Beyond this, the ELTC also plays an important role in creating localised communities of practice, an important ingredient for professional development. Working closely with SISC+, the ELTC supports the creation of teacher networks at schools and districts so that independent professional communities of teachers are able to address local challenges through a process of reviewing existing practices.

In addition to continuing professional development programmes that are organised by authorities, there is a need for teachers to take ownership of their own professional development. However, the right conditions are needed for this. There needs to be space for teachers to ask questions, identify issues related specifically to their students, and engage in active dialogue. One way of doing this is by promoting a research culture.

by DR RAMESH NAIR AND DR CHITHRA K.M. KRISHNAN ADIYODI.

Read more @ http://www.nst.com.my/education/2017/05/236104/lifelong-passion-teaching

The development of the profession

Monday, January 30th, 2017

PROFESSIONAL social work was introduced to Malaysia in the 1930s, according to the Malaysian Association of Social Workers (MASW). But it was mainly focused on problems of migrant labourers from India and China, MASW says on its website.

The issues have expanded to cover substance abuse, mental illness, poverty and more, but there is still a lack of professional growth and development in various fields of social work.

A 2004 MASW report states that between the 1940s and 1980s, the Department of Social Welfare (JKM) and government hospitals recruited social workers who had trained in the United Kingdom, Singapore, Australia and Universiti Sains Malaysia (USM) in Penang to work at its facilities.

In the mid-1980s, changes in government economic policies led to a review of intake criteria for positions which saw non-social work graduates accepted into the department as well as government and semi-government hospitals

“This decision was detrimental to the development of the profession as well as the quality of social services towards clients. Ad-hoc in-service training and supervisory programmes were rushed into place to cope with recruits who had no inkling of the roles and responsibilities they were employed for, or expected to do, in their quest for jobs,” the report states.

MASW secretary Elsie Lee believes that over the years, Malaysia has witnessed a “de-professionalisation” of social work. Anyone with a degree could come in. People with degrees in geography and history were taken in even though they might not know what to do, she says.

One may think that compassion and kindness are enough if a person aspires to do social work, but unfortunately, that is not enough. Lee believes social workers need theoretical and procedural knowledge, and an understanding of the field.

Personal experience and practice, such as that picked up working at a children’s home, for example, is not enough because people can learn the wrong things sometimes, she says.

It is like sending a lay person to a family that reports domestic violence. How would you handle an aggressive spouse? Those who are not trained may be afraid because they do not have the knowledge and experience to deal with a threatening situation.

But it looks like things are taking a turn for the better.

In 2010, a National Competency Standards for Social Work Practice was approved by the government. In 2011, the Social Workers Bill was drafted to register “Social Worker” as a professional title for those who have the required academic qualifications, such as a diploma, Bachelor’s or Master’s degree or PhD in social work. The Bill has yet to be passed in Parliament.

And to professionalise the industry, MASW, Unicef and JKM have been pushing to establish practice competency through training programmes and courses to equip social workers with the required knowledge and tools.

This year, MASW, Foundation for Community Studies and Development (YKPM) and Alliance of Christian Social Workers teamed up with Methodist College Kuala Lumpur to offer a Diploma in Social Work, which will begin in April.

The competency-based programme, the first of its kind in Malaysia, was designed in reference to the 2010 list of 10 professional standards of practice. Approved by the Higher Education Ministry, it aims to help expand professionally trained human resource in social work practice.

The course will cover topics such as human behaviour and social environment, social work methods, interpersonal and counselling skills, and field placements.

YKPM and MASW are working on raising funds to support those who can’t afford the full fees.

Six local universities – USM, Universiti Utara Malaysia in Kedah, Universiti Kebangsaan Malaysia in Selangor, Universiti Malaysia Sarawak, Universiti Malaysia Sabah, and Universiti Sultan Zainal Abidin in Terengganu– now offer full social work programmes for undergraduates.

Skills learnt from social work courses will give you a better understanding of human behaviour so it helps you deal with people, says Lee. They can also be used in other fields such as human resource management, marketing and employee assistance programmes.

Read more @ http://www.thestar.com.my/news/education/2017/01/22/the-development-of-the-profession/#IPim8ZUsq5j2M1Fg.99

New staff appraisal system

Friday, June 10th, 2016

THE Integrated Assessment for Education Service Officers (PBPPP) is now fully implemented, and has been proceeding smoothly, said the Education Ministry.

The appraisal instrument was developed by the ministry’s Competency Development and Assessment Division (Bahagian Pembangunan dan Penilaian Kompetensi (BPPK)) to provide a more consistent and transparent performance appraisal tool.

PBPPP has its roots in 2013, when the pre-delivery task force agreed that the new appraisal system will be introduced to cover all Education Service Officers (PPP) beginning 2015.

PBPPP covers officers who are either in permanent or contract employment for more than six months (180 days). Those who are under investigation for disciplinary matters are still required to undergo assessment, until the Disciplinary Board metes out the punishment or penalty. Officers who are on unpaid leave, or sick leave, or on authorised study leave, for more than six months are exempted from PBPPP, which covers principals, headmasters, teachers and even those working at state (JPN) and district education offices (PPD).

It also covers those who are in statutory bodies affiliated with education, such as Institut Aminuddin Baki (IAB), the main educational management institute in Malaysia.

In a circular to all education officers in March 2015, Education Secretary-General Tan Sri Dr Madinah Mohamad declared that PBPPP will be implemented in stages beginning April 2015.

“PBPPP is a comprehensive instrument to evaluate the competence as well as the potential of PPP.

“Other than this, the instrument is capable of elevating the efficiency and commitment of the PPP exhibiting a high-performance to ensure the quality of education is in line with the Malaysia Education Blueprint 2013-2025,” added Dr Madinah.

In a recent media briefing at the ministry, Under Secretary of the Competency Development and Assessment Division (BPPK), Md Sani Latip said: “This is the outcome of the move to introduce Key Performance Indicators (KPI) for the Malaysia Education Blueprint 2013-2025.

by MENG YEW CHOONG.

Read more @ http://www.thestar.com.my/news/nation/2016/06/10/new-staff-appraisal-system-the-appraisal-instrument-was-developed-to-provide-a-more-consistent-and-t/

‘Traffic Light’ System In Online Application For Transfer For Teachers From June

Wednesday, June 24th, 2015

PUTRAJAYA, June 23 (Bernama) — Starting June 2015, the Education Ministry has created a ‘traffic light’ system in the online application for transfer for teachers nationwide, using the ‘e-GTukar’ method.

Deputy Director-General of Education Datuk Ahmad Tajudin Jab said the ‘traffic light’ system would help the teachers to choose the preferred state or district for transfer based on the colour showed in the system, in which green indicates vacancy and red indicates that the post is not available.

Territory, district and state education offices will play the role of decision maker and approver to applications for transfer, while the Education Ministry would function as policy maker and law enforcer, he told reporters here Tuesday.

Ahmad Tajudin said the approval for transfer would be given based on several criteria.

“The three main criteria are the service requirement, vacancy and option requirement in the preferred state,” he said.

Ahmad Tajudin said among the reasons given by teachers when applying for transfer were following their spouses, suffering from chronic diseases and safety threats.

For the June session, applications approved for secondary school teachers numbered 554 out of 7,969 applications, while for primary school teachers numbered 165 out of 8,327 applications, he said.

He said the transfer of teachers was implemented twice a year, namely in January and June and the e-GTukar module could be accessed at http://epgo.moe.gov.my/.

BERNAMA.

Read more @ http://education.bernama.com/index.php?sid=news_content&id=1146779