Pendidikan adalah satu proses yang kompleks kerana ia adalah satu proses yang berterusan yang merangkumi semua

jenis pengalaman yang dilalui oleh seorang individu sama ada secara langsung atau tidak langsung, baik secara formal mahupun secara tidak formal.

EVOLUSI SISTEM PENDIDIKAN NEGARA

Zaman Pramerdeka (sebelum 1957)
Zaman Pasca Merdeka (1957 - 1970) Zaman Dasar Ekonomi Baru (1971 - 1990) Zaman Dasar Pembangunan Negara (1991 - 2000) Zaman Dasar Wawasan Negara (2001 - 2010)

ZAMAN PRAMERDEKA (Sebelum 1957)

Dasar pemerintahan pecah-perintah Setiap kaum menubuhkan sekolah mereka iaitu sekolah Melayu, Inggeris, Cina dan Tamil yang menggunakan bahasa pengantar, kurikulum, buku dan guru masing-masing.

ZAMAN PASCA MERDEKA (1957-1990)

Ordinan

Pelajaran 1957 digubal

Perakuan

Laporan Razak dikaji semula oleh Jawatankuasa Rahman Talib pada tahun 1960

Penggubalan

Akta Pelajaran 1961 yang menggariskan Bahasa Melayu sebagai bahasa pengantar utama pada semua peringkat pendidikan serta penggunaan kurikulum dan peperiksaan yang sama untuk semua pelajar.

Zaman Dasar Ekonomi Baru (1971 - 1990)

Pelaksanaan

Dasar Ekonomi Baru (DEB, 19701990) bermatlamat untuk mengukuhkan perpaduan negara melalui pembasmian kemiskinan di kalangan semua kaum dan penyusunan semula masyarakat. peluang pendidikan yang sama untuk semua kaum.

Menyediakan

Zaman Dasar Pembangunan Negara (1991 - 2000)

Akta Pendidikan 1996 menggantikan Akta Pelajaran 1961 khususnya peruntukan kuasa-kuasa Menteri Pelajaran dan penginstitusian prasekolah;
Akta Majlis Pendidikan Tinggi Negara 1996 membolehkan penubuhan sebuah majlis untuk menentukan dasar dan menyelaras pembangunan pendidikan tinggi; Akta Perbadanan Tabung Pendidikan Tinggi Negara 1996 - menyediakan peruntukan pinjaman pelajar dan skim tabungan bagimeningkatkan akses kepada pendidikan tinggi. Akta Perbadanan Tabung Pendidikan Tinggi Negara (Pindaan) 2000 membenarkan pinjaman kepada pelajar di institusi pengajian tinggi awam dan swasta.

Zaman Dasar Wawasan Negara (2001 - 2010)

Perkembangan ICT dalam pendidikan

Akta Pendidikan 1996 (Pindaan 2002) pendidikan wajib bagi pendidikan rendah PPSMI dan Bayaran Insentif Subjek Pendidikan (BISP) diperkenalkan pada tahun 2003

Sekolah Pusat, Sekolah Wawasan dan Sekolah Model Khas

Program j-QAF untuk pelajar sekolah rendah

Sekolah Agama Bantuan Kerajaan (SABK)

Program Pensiswazahan Guru

PIPP
VOCTECH

NKRA

TRANSFORMASI KURIKULUM

DASAR & PROGRAM BARU

NKEA

MBMMBI
TRANSFORMASI SISTEM PENTAKSIRAN

RMKe 10

MERINTIS PEMBAHARUAN: SATU MISI NASIONAL

TERAS 1: MEMBINA NEGARA BANGSA

Dasar menyokong hasrat negara untuk membina negara bangsa dengan masyarakat Bangsa Malaysia bagi mengukuhkan perpaduan, membina identiti nasional dan semangat kebangsaan serta membangunkan sumber manusia bersesuaian dengan keperluan negara

Matlamat melahirkan pelajar yang memiliki jati diri yang kukuh, patriotik, berpegang teguh kepada ajaran agama dan nilai moral, hidup sebagai sebuah masyarakat yang penyayang, demokratik, liberal, bertolak ansur, berfikiran dan berbudaya saintifik serta hidup bersatu padu

STRATEGI

Memperkasa Bahasa Melayu sebagai asas perpaduan dan bahasa ilmu dengan menggiatkan aktiviti kebahasaan, kesusasteraan, pengkaryaan, penterjemahan dan penerbitan

Memantapkan perpaduan negara dan integrasi nasional dengan meningkatkan aktiviti seperti RIMUP, kelab rukun negara, kempen cintakan warisan bangsa dan negara Menerapkan warisan budaya dan kesenian bangsa dengan membina sekolah seni dan meningkatkan kerjasama dengan Kementerian Penerangan, Komunikasi dan Kebudayaan

STRATEGI

Memperkukuh budi bahasa dan adab Membentuk sahsiah pelajar melalui:

pemantapan kurikulum pemantapan program kokurikulum dan sukan pengukuhan program 3K (Keselamatan, Kebersihan dan Kesihatan) pengukuhan disiplin pelajar melalui JK Induk dan JK Bertindak bagi Menangani Gejala Disiplin Murid

TERAS 2: MEMBANGUNKAN MODAL INSAN

Dasar membangunkan modal insan yang mempunyai pengetahuan dan kemahiran serta menghayati nilainilai murni Matlamat memupuk semangat menguasai ilmu pengetahuan, kemahiran dan kompetensi, menerapkan nilai, moral dan sikap positif serta membina disiplin diri di kalangan pelajar

STRATEGI

Mengadakan lebih banyak pilihan dalam pendidikan kepada ibu bapa dan pelajar Meningkatkan keupayaan dan minat pelajar untuk menguasai ilmu pengetahuan dan kemahiran Membentuk keterampilan dan keperibadian pelajar Memantapkan dan memperbaharui sistem pentaksiran dan penilaian pelajar

TERAS 3: MEMPERKASAKAN SEKOLAH KEBANGSAAN

Dasar menjadikan sekolah kebangsaan (SK) sekolah pilihan utama masyarakat Matlamat meningkatkan dan memperkukuh perpaduan di kalangan pelajar pelbagai kaum dan memastikan semua sekolah mempunyai kesamarataan beroperasi secara berkesan

STRATEGI
Peluasan program prasekolah Pemantapan kurikulum Memperkenalkan Bahasa Cina dan Tamil Memperluas program j-QAF Memperluas pendidikan Teknik dan Vokasional termasuk MPV

Meningkatkan pencapaian 3M
Pembestarian sekolah

STRATEGI
Pemantapan program kokurikulum dan sukan

Penambahbaikan sistem sokongan

Peningkatan prestasi SK

Peningkatan kualiti prasarana SK

Pemantapan kepimpinan sekolah

Peningkatan kualiti guru

Pengukuhan budaya sekolah

TERAS 4: MERAPATKAN JURANG PENDIDIKAN

Dasar merapatkan jurang pendidikan antara lokasi, tahap sosioekonomi dan tahap keupayaan pelajar Matlamat memastikan semua sekolah dan pelajar mempunyai peluang dan keupayaan yang sama untuk cemerlang

STRATEGI
Lokasi (Bandar & Luar Bandar Jurang Dalam Bandar Tahap Pencapaian Pelajar

Jenis Jurang

Jurang Digital

Tahap Sosioekonomi

Pelajar Berkeperluan Khas

TERAS 5: MEMARTABATKAN PROFESION KEGURUAN

Dasar memartabatkan profesion keguruan dengan meningkatkan kualiti guru, kerjaya guru dan kebajikan guru Matlamat menjadikan profesion keguruan dihormati dan dipandang tinggi sesuai dengan amanah yang dipikul dalam pembinaan generasi masa hadapan negara

STRATEGI

Menaik taraf maktab perguruan kepada institut pendidikan guru Memperketat syarat dan kriteria ambilan calon Menambah baik perjawatan dan naik pangkat untuk PPP di KPM/JPN/PPD/G Penyediaan persekitaran kerja yang kondusif

Menambah baik kebajikan guru

Penempatan guru mengikut opsyen dan keperluan

TERAS 6: MELONJAKKAN KECEMERLANGAN INSTITUSI PENDIDIKAN

Dasar melonjakkan kecemerlangan institusi pendidikan bagi memastikan pendidikan berkualiti dan bertaraf dunia

Matlamat pewujudan kluster kecemerlangan pendidikan

STRATEGI

Meningkatkan kepimpinan guru besar dan pengetua

Penambahbaikan sistem pemilihan guru besar dan pengetua Pemantapan latihan kepimpinan

Meningkatkan pengupayaan ke sekolah

Memberi lebih autonomi ke sekolah Mewujudkan sistem akauntabiliti Penyediaan program inovasi dan intervensi

STRATEGI

Memperkenalkan standard dan penandaarasan baru Menjadikan Malaysia Pusat Kecemerlangan Pendidikan

Peningkatan jalinan antara sekolah cemerlang dalam dan luar negara Penggalakan penubuhan institusi pendidikan swasta dan antarabangsa

Mempelbagaikan pilihan aliran bagi memenuhi keperluan pelajar yang pelbagai

MENGURANGKAN KADAR JENAYAH

YB Dato Seri Hishammuddin Tun Hussein Menteri Dalam Negeri

MEMBANTERAS RASUAH

YB Dato Seri Mohamed Nazri Aziz Menteri di Jabatan Perdana Menteri

MELUASKAN AKSES PENDIDIKAN BERKUALITI DAN BERKEMAMPUAN

YAB Tan Sri Dato Haji Muhyiddin Hj. Mohd Yasin Menteri Pelajaran

MENINGKATKAN TARAF HIDUP RAKYAT

YB Dato Sri Shahrizat Abdul Jalil Menteri Pembangunan Wanita, Keluarga dan Masyarakat
MENINGKATKAN PRASARANA LUAR BANDAR

YB Dato Seri Mohd Shafie Afdal Menteri Kemajuan Luar Bandar dan Wilayah
MENINGKATKAN MUTU PERKHIDMATAN PENGANGKUTAN AWAM

YB Dato Seri Kong Cho Ha Menteri Pengangkutan

WIDENING ACCESS TO QUALITY AND AFFORDABLE EDUCATION

EDUCATION NKRA LAB PRESENTATION
December 18, 2009
CONFIDENTIAL AND PROPRIETARY Any use of this material without specific permission is strictly prohibited

FOR THE EDUCATION NATIONAL KEY RESULT AREA, THE GOVERNMENT WILL FOCUS ON 4 THRUSTS TO WIDEN ACCESS TO QUALITY AND
AFFORDABLE EDUCATION
Pre-schools
Increase participation rate of pre-school (4+ and 5+) age children and improve the quality of the system by making all government and private pre-schools part of the national education system. Current enrolment rate stands at 67%

72% enrolment across 4+ and 5+ cohorts by 2010

Literacy & Numeracy (LINUS)

Every child1 will acquire basic literacy and numeracy after 3 years of primary education by the Year 2012. Current literacy and numeracy rates stand at 87% and 76% respectively

90% Literacy & Numeracy by 2010

High Performing Schools (HPS)

Create high performing schools with ethos, character and a unique identity who continually push the boundaries of student excellence, and lift the performance of other schools in the system

Target of 20 HPS by 2010

New Deal for Head Teachers

Develop a new performance based assessment to evaluate principals and head teachers with meaningful rewards and consequences for both top and bottom performers respectively
1 A special literacy and numeracy curriculum has been designed specifically for the special needs children

2% of principals rewarded by 2010

OBJECTIVES OF PRE-SCHOOL SUB-NKRA

Raising the bar We have increased our aspiration to expand enrolment targets to include both 4 and 5-year old students and raise quality Percent

Pre-Schools

Current enrolment rates (2009)

83
2010
31

67 50

Combined target: 72%

For 5-year old students (4+/P1)1, we are targeting a higher enrolment rate while also increasing quality For 6-year old students (5+/P2)2, we primarily want to increase quality, and focus on improving enrolment rates in rural areas

5-year old (P1)

6-year old (P2)

Combine d

1 5-year old students (P1) will be referred to as the 4+ segment 2 6-year old students (P2) will be referred to as the 5+ segment

THE LAB HAS TAKEN A HOLISTIC APPROACH AND IDENTIFIED 7 KEY THRUSTS TO WIDEN ACCESS TO AFFORDABLE AND QUALITY PRE-SCHOOL
EDUCATION
Key thrusts
1 Governance 2 2 7 Performance monitoring Delivery Stan3 dards Establish a national committee on Preschool education and a MOE Pre-school division
Pre-Schools

Roll out the National Pre-school Curriculum Standard (NPCS)

Harmonise support for government students Improve and harmonise quality of teachers and teacher assistants Increase the number of pre-school classes in urban (poor), rural and remote areas Increase Public-Private-Partnerships (PPP) in pre-school education Launch a national pre-school Information system

32

Quality 6 Capacity 5 7

HARMONISING SUPPORT FOR STUDENTS ACROSS ALL GOVERNMENT PRE-SCHOOL AGENCIES, WILL ENSURE AN
EQUAL STARTING POINT TO DELIVER HIGH QUALITY
Government support

Pre-Schools

All government pre-school providers will continue to receive

Equipment the equivalent level of support and equipment

Per Capita Grants

KEMAS and MOE pre-schools receive RM100 per student per

year, JPNIN RM1,500 per class per year To account for variation in class sizes, the per capita grants will be equalised to RM100 per student per year for all agencies

Meal Grants

Today, all agencies receive RM1.50 per meal, per student and

per day This does not account for the significantly varying costs of raw materials in Malaysia, putting pre-schools at disparity in terms of buying power To both harmonise and compensate for price inflation of recent years, meal grants to be increased to RM1.80 for West Malaysia, and RM2.05 for East Malaysia

OBJECTIVES OF LITERACY AND NUMERACY SUB-NKRA

NKRA Widening access to quality and affordable education

Literacy & Numeracy (LINUS)

Every child* will be able to acquire basic literacy and numeracy skills after 3 years of mainstream primary education by the end of 2012 *For the special needs students - defined as students with learning disabilities, hearing impaired, speech impaired, visually impaired, mentally retarded, multiple disabilities and physically disabled, a special literacy and numeracy curriculum has been designed
What is LINUS Programme

34

LINUS is an acronym for Literacy and Numeracy Screening LINUS is a remedial programme designed to ensure students acquire basic literacy (Bahasa Malaysia) and numeracy skills at the end of 3 years of primary education LINUS is targeted at students who have difficulties in 3Rs i.e. Reading, wRiting and aRithmetic

6 STRATEGIES FOR THE IMPLEMENTATION OF LINUS PROGRAMME TO ACHIEVE 2010 TARGET OF 90%
1

Literacy & Numeracy (LINUS)

Screening of Students (Year 1, Year 2 and Year 3) Development of Materials Enhancement Pedagogical Skill of Teachers Awareness Programmes for Schools and Community Monitoring, Supervision & Evaluation Establishment of FasiLINUS (expert facilitators)

LINUS Programme to achieve 2010 literacy and numeracy target of 90% for Year 1 students

LINUS PROGRAMME IS DIFFERENT FROM

LINUS programme screening PREVIOUS EFFORTS process
Year 1 Screening 1 (March)

Literacy & Numeracy (LINUS)

No
No LINUS

Yes

1 Programme will focus on early intervention (Year 13) for both literacy and numeracy skills. Previous programmes only focused on literacy skills (KIA2M) or on older children in Years 4-6 (PROTIM) 2 Improved remedial teacher to student ratio to 1:15 from currently 1 per school
36

Screening 2 (June) Special needs students Yes No No LINUS Medical Assessment Yes No No Main stream education

3 Management and supervision is decentralised to District Education Office & monitored by the School Inspectorates. Previously, this was done centrally

Screening 3 (September) No No LINUS Year 2 Yes

4 Best performing teachers will now be allocated to Year 1 and 2 i.e., LINUS program. (Not just exam year, i.e. Year 6)
5 Professional support for LINUS teachers via dedicated facilitators (FasiLINUS)

THE NUMBER OF REMEDIAL TEACHERS WILL

NEED TO BE INCREASED TO ENSURE SUFFICIENT COVERAGE FOR STUDENTS
From
Under current approach (KIA2M) Ratio of remedial teacher to schools Remedial teachers currently
Literacy & Numeracy (LINUS)

To
Proposed under LINUS programme Ratio of remedial teacher to 1:15 students. This ratio allows for 1:4 ratio per session (4 sessions daily)

1:1 ~7,000

+ 3,246

Additional remedial teachers required for LINUS programme

Example: SK Seri Permai Gua Musang

1 teacher for 59 students in Year 2 remedial classes

4 remedial teachers for 59 students in LINUS

OBJECTIVES OF HIGH PERFORMING SCHOOLS SUB-NKRA

Elevating the quality of the best schools Raising the quality of the best performing education institutions through increasing the level of autonomies and accountability, allowing them to innovate in how the school is run (e.g. curriculum, staffing) Producing excellent students

High Performing Schools (HPS)

38

Creating a breeding ground for international calibre students, who move on to the best institutions of higher learning, and graduate into towering personalities in all fields of work
Raising the bar for other schools in the system Painting a vision whereby other schools can aspire to be like these world-class Malaysian schools, and providing them the right platform to make this journey through coaching and networking between these schools

HPS DESIGNATION IS AWARDED TO MALAYSIAS BEST SCHOOLS, WHILE TRUST SCHOOLS AIM TO
CLOSE THE ACHIEVEMENT GAP

High Performing Schools (HPS

HPS is defined as schools with ethos, character and a unique identity which enable the schools to excel in all aspects of education. These schools have strong and excellent work cultures and dynamic national human capital for holistic and continuous development in addition to being able to compete in the international arena, hence becoming the school of choice

Trust Schools Closing the achievement gap through public-private partnerships Aim for HPS Migrating towards HPS status through significant deltas in improvement

Current cluster
schools

= 80% = 70% = 60% SQEM1 = 50%

High-performing schools Raising the bar to world class levels SQEM 90% + End state aspiration for all schools Target of 20 HPS by 2010

1 Standard Quality Education Malaysia (SQEM) is the standard quality instrument for evaluating schools based on 4 main dimensions (vision and mission; organisational management; educational program management and student accomplishment)

HPS CONCEPT WILL BE CONSISTENT WITH

OTHER TYPES OF SCHOOLS IN THE EDUCATION SYSTEM
HPS

High Performing Schools (HPS

Rationale

Identify and cultivate

Malaysias cadre of internationally competitive schools

Cluster Schools

Trust Schools

Identify and cultivate

Encourage greater private

sector involvement in transforming student outcomes in public schools
40

centres of excellence with a particular niche area lead clusters in the development of their specialisations (e.g. SQEM: 80%)

Defining feature

Performance

Selection criteria

outcomes: Internationally comparable levels of achievement Absolute, holistic achievements (e.g. SQEM and GPS scores and specific HPS annex)

Centres of excellence:

Operations and

Absolute achievement

Benefits

Extended autonomies

Selected autonomies

given to school leaders Additional funds and performance incentives from government

given to school leaders Additional funds from government

Raising the bar to world-class levels

Creating schools of excellence in specialised fields

Closing the gap through publicprivate partnerships

accountability: privately managed to accelerate improvements Schools across all performance levels Support for transformation from school community Extended autonomies to private partner and school leaders Private sector expertise and resources

HPS AND TRUST SCHOOLS WILL BE GIVEN ADDITIONAL AUTONOMIES

TO ENABLE INNOVATION IN RUNNING THEIR SCHOOLS AND
IMPROVE STUDENT OUTCOMES
High Performing Schools (HPS)

Curriculum flexibility

Flexibility over teaching & syllabus of compulsory and elective subjects Follow national exams, teach in national medium of instruction or
multi-lingual Flexibility to change minimum hours per subject, increase schooling hours, and accelerate students by one year

Budget ownership

Funds channeled as grants in lump sum at start of the school year Full flexibility to allocate funds as deemed necessary Ability to opt out of MOE centrally procured services
No grade level restrictions, can recruit staff based on performance Flexibility to provide extra payments (e.g. for overtime) and
performance based incentives to all staff Flexibility to redeploy staff if performance is unsatisfactory Can separate academic and non-academic functions

Performancebased staff management

Outcome based school evaluations

Annual reporting of defined outcomes indicators of each school Inspections based on streamlined SKPM school evaluation

THE OBJECTIVE OF THE NEW DEAL IS TO IMPROVE THE OVERALL

QUALITY OF STUDENT OUTCOMES BY IMPROVING PERFORMANCE OF New Deal for Head Teachers SCHOOL LEADERS IN MALAYSIA
School leaders have a significant impact on student outcomes Instructional leadership They play an active role in developing their teachers, and plan, coordinate and evaluate teaching and learning activities in their schools Primary change agents Articulate a clear vision and mission, which is essential in aligning the whole school towards ensuring that the desired student outcomes are achieved Create a supportive, orderly environment Ensures that the school environment is conducive for learning, by reducing external pressures and interruptions and establishing an orderly and supportive environment both inside and outside classrooms
SOURCE: School Leadership That Works (McREL)

based on an analysis of 70 previous studies involving 2,194 schools

42

Leadership quality

34%

34%

2% -3 -2

14%
-1 0 1

14%

2% 2

An improvement of 1 standard deviation in leadership quality improves student achievement 10 percentile points (~ 0.25 standard deviation)

PERFORMANCE CONTRACTS (BAIAH) FOR HEAD TEACHERS WILL BE CENTRAL TO THE NEW DEAL
Components of Performance Contract Transparency in school performance

New Deal for Head Teachers

Performance of all 9,924 schools will be ranked and published on a yearly basis, with good and poor performers identified

Performance based management of Head Teachers

Increased accountability on Head Teachers for school performance

Meaningful rewards and consequence management

Financial and non-financial incentives, differentiating between high and low performers

Developmental support for those with consecutive years of low performance

TRANSPARENCY IN PERFORMANCE INVOLVES RANKING ALL (9,924) PUBLIC PRIMARY AND

SECONDARY SCHOOLS
Summary approach for ranking schools Head Teachers and schools will be assessed (and rewarded) based on the following criteria Significant year-on-year improvement

New Deal for Head Teachers

School Grade Point Average (GPS) 70% weight SQEM1 School assessment 30% weight

Outstanding OR absolute scores

Rankings will be verified to ensure accuracy

Composite Score (Index)

9,924 schools now ranked by 2008 performance

1 Standard Quality Education Malaysia (SQEM) is the standard quality instrument for evaluating schools based on 4 main dimensions (vision and mission; organisational management; educational program management and student accomplishment)

THE STRETCH TARGET FOR THIS NKPI IS TO HAVE 3% OF HEAD TEACHERS EXCEEDING TARGETS IN 2010, AND GRADUALLY INCREASING THIS TO 6% BY 2012
Primary and secondary schools How this target will be calculated

Number of Head Teachers receiving

6 5 4 3 2 3
Rationale for this target

rewards will be determined at the end of the year for primary schools and end of June the following year for secondary schools The number of Head Teachers rewarded will be divided by the total number of Head Teachers in the system for that year to get the percentage

This target was set to ensure that sufficient

2010
Stretch% Base%
SOURCE: Education Lab

2011

2012

number of Head Teachers will be rewarded to be meaningful in motivating changes in behaviour and therefore performance A fixed standard (in terms of composite score and performance improvement) will be set whereby more Head Teachers is expected to make the cut (i.e., exceed target) each year as performance levels improve

45

HEAD TEACHERS WHO CONSTANTLY UNDERPERFORM, WILL BE SUBJECT

TO REMEDIAL PROGRAM
Consequence Year 1 Below Target (BT)
Undergoes Institut
Aminuddin Baki (IAB)s Performance Management Program

Details
Consultation & School Profiling with IAB to
draw specific plans to improve performance, with specific KPIs

Year 2 BT

Undergoes IABs
Performance Management Program

Coaching and mentoring from IAB

Year 3 BT

Transfer

Transfer to another function

(probation for 2 years)

Pooling

Administrative attachment at
PPD/JPN/KPM for 2 years

Year 5 BT
VSS Permanently in pool post

Year 7 BT
SOURCE: Education lab

4 6

MINISTER KEY RESULT AREAS (MKRAS)

NKRA

TRANSFORMASI PENDIDIKAN

VOCTECH
Isu semasa VOCTECH di KPM Persepsi PTV sebagai kelas kedua Struktur kurikulum lebih menekankan akademik

Kemahiran tidak memenuhi keperluan industri/ profesional

Prasarana kurang lengkap dan teknologi tidak mengikut perkembangan semasa industri Kekurangan tenaga pengajar bertauliah dalam bidang kemahiran

Kurang membantu mempercepatkan pengeluaran tenaga

mahir negara

CADANGAN PENYELESAIAN

The As Is & To Be Strategy Canvas

Vo c t e c h
5 4 3 2 1 0
As Is To Be

the right choice for better career

Creation

Non-Customer Target : School Dropouts and Adults who want to learn vocational skills

STRATEGI VOCTECH
Peningkatan kadar enrolmen sebanyak 30% Transformasi kurikulum VOCTECH Program khas vokasional

Production based
Kolaborasi dengan institusi pengajian tinggi Kerjasama dengan industri, pusat latihan dan badan profesional Promosi pendidikan VOCTECH

PPSMI
Tun Dr. Mahathir Mohamad mengumumkan mengenai pelaksanaan Pengjaran dan Pembelajaran Sains dan Matematik Dalam Bahasa Inggeris dimulakan pada tahun 2003

MBMMBI Pada 8 Julai 2009, YAB Tan Sri Muhyiddin bin Mohd. Yassin, Timbalan Perdana Menteri merangkap Menteri Pelajaran Malaysia telah mengumumkan pemansuhan PPSMI dan pelaksanaan MBMMBI

ISU DALAM PELAKSANAAN PPSMI

Sebahagian sahaja guru menggunakan Bahasa Inggeris sepenuhnya dalam P&P Sains dan Matematik

Penggunaan Bahasa Inggeris hanya dalam 53-58% daripada masa keseluruhan mata pelajaran Sains dan Matematik

Pencapaian murid dalam UPSR pada tahun 2008 menurun

Jurang perbezaan yang besar di antara murid bandar dan luar bandar bagi mata pelajaran Sains dan Matematik

Peningkatan tidak melebihi 3% dalam kemahiran Bahasa Inggeris, manakala bagi murid luar bandar masih rendah.

RASIONAL PELAKSANAAN MBMMBI

Penggunaan Bahasa Inggeris sebagai bahasa pengantar pengajaran Sains dan Matematik menghakis kepentingan Bahasa Malaysia sebagai bahasa ilmu dalam bidang tersebut Penggunaan Bahasa Malaysia sebagai bahasa pengantar telah mantap bagi semua mata pelajaran sejak tahun 1970an Kebanyakkan negara di dunia berusaha keras untuk memartabatkan bahasa kebangsaan mereka masingmasing sebagai bahasa ilmu. PPSMI telah melebarkan jurang pencapaian Sains dan Matematik antara murid bandar dan luar bandar

PENDEKATAN SOFT-LANDING
Guru digalakkan mengajar Sains & Matematik dalam dwibahasa mulai tahun 2010 di SR dan SM

Peperiksaan Sains & Matematik UPSR akan terus dilaksanakan dalam dwibahasa sehingga tahun 2016. Peperiksaan Sains & Matematik SPM akan terus dilaksanakan dalam dwibahasa sehingga tahun 2015

STRATEGI MBMMBI
i. Penambahan waktu P&P Bahasa Inggeris di SK dan SM ditambah (SK= 330 minit, SM = 280 minit dan 400 minit)) ii. Penambahan waktu P&P di SJKC dan SJKT ( menjadikan 120 minit )

i. Menyediakan guru BI yg mencukupi ii. Menyediakan bahan bacaan BI iii. Seni bahasa ( story telling, drama, singing dll)
i. IPBA Kuala Lumpur ii. IPGM Kuala Terengganu iii. IPGM Batu Lintang, Sarawak iv. IPGM Gaya, Sabah v. ELTC, Kuala Lumpur

i. Menambah fungsi makmal komputer kepada makmal bahasa ii. Menyediakan perisian dan lain-lain peralatan

Bab 5 : Membangun dan Mengekalkan Modal Insan Bertaraf Dunia

RMKE 10 : BAB 5 MEMBANGUN DAN MENGEKALKAN MODAL INSAN BERTARAF DUNIA

Merombak Sistem Pendidikan Untuk Meningkatkan Prestasi Pelajar Dengan Signifikan

Strategi
Memastikan setiap kanak-kanak boleh berjaya Penyediaan asas pendidikan yang kukuh kepada lebih ramai kanak-kanak Peningkatan enrolmen dan kualiti prasekolah Merendahkan umur bagi permulaan persekolahan Memastikan penguasaan literasi dan numerasi

Menjadikan sekolah bertanggungjawab terhadap prestasi pelajar Program Pembangunan Prestasi Sekolah (SIP) Program Sekolah Berprestasi Tinggi (SBT)

RMKE 10 : BAB 5 MEMBANGUN DAN MENGEKALKAN MODAL INSAN BERTARAF DUNIA

Merombak Sistem Pendidikan Untuk Meningkatkan Prestasi Pelajar Dengan Signifikan

Strategi
Membuat pelaburan bagi membangun kepimpinan unggul di setiap sekolah tawaran baru @ baiah bagi GB dan Pengetua coaching dan mentoring kepada GB dan Pengetua Meningkatkan daya tarikan profesion keguruan dan menghasilkan guru terbaik menjadikan profesion keguruan pilihan utama pengukuhan latihan perguruan peralihan kepada sistem terbuka dalam latihan guru kemajuan kerjaya berasaskan kompetensi

Thank you

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