ASSIGNMENT TASK 1

The democratization of education is an effective way to create national integration by

ensuring that each individual is given the same opportunities and rights to education
and to the services provided. Under the process of democratization of education ,
every individual is given the same opportunity to get a quality education and the right
to choose which school to learn regardless of their economic status , social rights ,
gender, race , religion or background . Democratization can be defined as the
principles of equality and social rights of every individual to the community.
Education is also associated with a business or process to educate and be educated
to be closely related to the teaching
Democratization of Education ensures the equal opportunity for every individual to
education and obtaining education facilities and amenities that are provided for the
nations. It includes the right of individuals, includes the right of individuals to choose
the type of school which was thought appropriate to study the thought fit to study
education so that every individual is given the opportunity and equal political rights
for to education.
The rationale of democratization education 1988 - UNESCO has launched APPEAL
in New Delhi, India as reform efforts in the democratization of education with the aim
of eradicating illiteracy among the population in less developed countries through
financial support, training and project implementation.

Programs that have been implemented to help increase Malaysians to be educated

and knowledgable.
Textbook loan scheme
The textbook is the reference given to students who are studying in school. In the
past , textbooks are only given to students whose parents who receive low incomes .
But , the School Textbook Loan Scheme has given instructions to provide free
textbooks to all students in the school irrespective of the amount of income received

by the students' parents whether high or too low . The impact of this program is
students do not have to spend a lot of money to buy textbooks. In fact, there are
parents who are experiencing money problems and after the program is realized
they did not have to find the money to buy textbooks for every child in the home.
Money may be used to purchase reference books and training for children.
Vision schools as the agents of unity
The role of education in multi-ethnical/cultural societies is vital to guaranty their
sustainability of development. On the other hand, because of the diverse nature of
multi-ethnical/cultural societies and communities, designing and applying an
educational pattern which can answer the needs of each minority in regards to its
unique identity and promote tolerance, respect and understanding among them is a
challenging task. Vision schools are primary schools with the concept of children
learning together within an area without regard for race or religion to foster solidarity,
integration and respect among the students by sharing of school facilities and
implementation of other activities in school. The main aims of the Government
Educational Policy are to 1) Equip students with the essential skills in a holistic and
integrated manner, in order to produce individuals who are intellectually, spiritually,
emotionally and physically balanced; as well as functionally literate; 2) Inculcate and
nurture national consciousness by promoting common ideals, values, aspirations
and loyalties to foster national unity and national identity 3) Produce skilled
manpower for economic and national development; 4) Instill desired moral values in
students so that they can contribute effectively towards nation building.

Special Needs Education

Special Needs Education is education for students with disabilities, in consideration
of their individual educational needs, which aims at full development of their
capabilities and at their independence and social participation. Ideally, this process
involves the individually planned and systematically monitored arrangement of
teaching procedures, adapted equipment and materials, and accessible settings.
These interventions are designed to help learners with special needs achieve a
higher level of personal self-sufficiency and success in school and their community,

than may be available if the student were only given access to a typical classroom
education.
TRUST FUND: KUMPULAN WANG AMANAH PELAJAR MISKIN (KWAPM)
Ministry of Education (MOE) is targetting to eliminate or decrease the existing gap in
education as one of the main agenda to increase excellence in education. This is
inline with the aspiration of the Pelan Induk Pembangunan Pendidikan (PIPP) 20062010. As such, various efforts to increase funds for school support programmes
relating to poor student will always be MOE's priority. Henceforth, MOE had
established a trust fund known as the Kumpulan Wang Amanah Pelajar Miskin
(KWAPM) under Section 10 of The Financial Procedure Act 1957 with main objective
to assist low income parents who are not able financially to send their children to
attend school and by doing that, the gap in education between the urban and rural
can be reduced. It has been the Ministry's hope to eliminate school drop-out cases
resulting from poverty and provide equal opportunity and accessibility in
education.The establishment of this fund is in accordance with MOE's Compulsory
Education Policy that was enforced since January 2003 under Section 29A of
Education act 1996 (Act 550) whereby it is compulsory for parents to send their
children to school beginning the age of seven.
LINUS 2.0
Under the Government Transformation Programme, the Education National Key
Results Area (NKRA) aims to eradicate the dropout problem caused by students
inability to cope with mainstream education. The Literacy and Numeracy Screening
(LINUS) programme is aimed at ensuring that all Malaysian children acquire basic
literacy and numeracy skills after three years of mainstream primary education.

ASSIGNMENT TASK 2
Mohammed (1995) quoting statements of the Congress of Unions of Teachers of
Malaysia said that teachers face pressure to teach the preparatory work such as
preparing the annual, term, weekly and daily. In the classroom, teachers also face
pressure to whims and large number of students. Faridah and Zubaidah (1999) also
recognizes the profession of teacher is challenging because they not only teach but
also had to deal with unruly students and clerical work that demands a lot of time to
complete. Some of the reforms taking place in education is like KBSR and as a
teacher of science and mathematics courses required items (Bahasa Inggeris
Teaching Mathematics and Science) and teach in English for these subjects.
According to Dunham (1992), there are five main factors that caused the teachers
working pressure of student misconduct, workload, appreciation needs, time
constraints and work stress among secondary school teachers resources, and
interpersonal relationships. This situation also occurred in Malaysia as otherwise by
Faridah and Zubaidah (1999) in which teachers are faced with the problem social,
youth are idle and frightening discipline problems and was followed by strong work
pressure. In addition, the workload too much influence the process of teaching and
learning in the classroom. In the classroom teachers faced with the problem of
student misconduct which is believed to be a factor among factors causing teachers
in secondary schools under pressure. Teachers had faced with the problem of
students who like to make noise, rude or less and difficulty controlling teaching
students in the classroom. Laughlin (1984) who found the student misconduct high
pressure on teachers, especially female teachers. This illustrates that disciplinary
problems in school more seriously and pressure in terms of time and resources
faced by teachers is very high.

Most teachers feel stressed when they are given other tasks that much other than
teaching. In addition, distribution of tasks that are not fair and balanced among
teachers has also created dissatisfaction among teachers. Teachers who hold
important positions should not be given a solid timetable, the same as other

teachers. As proposed discipline teachers should not be given solid teaching time as
a teacher's role is to help schools deal with discipline problems

In this regard, we note that the award is a factor that can cause stress to teachers.
The award refers to award should be given to teachers who are hardworking,
dedicated, and excel in academics and co-curricular activities. There are teachers
who actually gave a strong commitment to teaching and learning, but awards
accordingly have not been obtained. In addition, there are teachers who do not stand
a chance for promotion and is still recognized their to hold posts. Sometimes the
views, opinions and voice teachers of good schools do not valued or less attention
both from the school administration. It also can lead to feelings of irritability and
frustration, causing the teachers' become less proactive again. Chei (1996) that the
lack of appreciation for the work done by teachers, lead teachers was depressed.
The award is considered important for teachers to attract highly motivated in their
work. There are some teachers who do not see their salary balanced with their
duties while they expect a salary commensurate with tasks bear. Rightly, the
teachers held posts or task, administrators must be sensitive to those who are
charged with a lot of work.
The constraints of time and resources is a further factor that causes
the occurrence of work pressure on teachers. Referring to the lack of resource
constraints equipment and facilities for teaching and learning, teachers' room
situation, the lack of class, claims syllabus and others. Time constraints were lack of
time teachers to teach, spend the syllabus being taught, students and rest time
short. Various courses should also be attended by teachers, sometimes it takes time
long and had to leave the class is taught. Furthermore, teachers are not
can finish the syllabus for the subjects they teach. Upon completion course, teachers
have to spend and complete tasks previously retained. This of course, will add
pressure to the teacher's work.
Factors of interpersonal relationships in schools is also a factor that causes
enactment of stress among teachers. Borg and Riding (1993) who finds the key
factors that cause job stress is a factor in the relationship between staff. This

situation shows that the relationship between colleagues is not too serious a matter
to the working pressure of the teachers in the school. Rather, these findings
contradict the findings Siti Rohani (1991) who found the aspect of interpersonal
relations, it does not put pressure on teachers.The relationship between this
personal reference to teacher relationship with the teacher, the teacher with the
dean, teachers and office employees education, relationship between teachers and
support staff, the relationship between teachers and students the relationship
between teachers and parents, guardian or heir students. Frustration existing
sometimes cold between teachers and personnel who are in school will
influence and implications are less well to the quality of teachers' performance.
Teachers need to manage your time well. Each person will receive the same time in
a day, 24 hours a day. Therefore there should not be escorted by a teacher who
complained could not complete the task with no time reasons. The use of time in a
day, week, month and next will provide benefits only to those who know how to
manage time. Good time management can ease the task at hand.
Become effective teachers, produce an effective school and achieve excellent
education not impossible. What is important is the readiness and willingness of
teachers to change the paradigm, style of thinking and acting professionally and
most importantly be a teacher who is not easily discouraged. While saddled with
enormous task, teachers can not be discouraged and give up. Teachers should
always eager to improve themselves by improving their skills in order to complete the
tasksgiven.

A teacher's professional always exhibit the strength characteristics of knowledge and

practice behavior that is full of sublime work ethic and have a clear understanding
and in-depth, determination and commitment to enhance its work at any time.
Teachers who are committed cannot be down with challenges they face. Teachers
should be optimistic, not easily complain with workload.
How to cope with stress?
How do teachers "manage" stress? Some reach out to friends or family, or they
exercise; those are among some of the recommended positive activities. Others

resort to less productive methods, like social separation, overeating, and compulsive
activities.
One key to strengthening coping skills is beginning to understand what stress is:
emotional reactions which turn into turmoil and then performance blocks. Anyone
can engage in "positive emotion-refocusing techniques" that help to build positive
energy and helpful responses to challenges. Responding differently to stress can
alter its physiological impact.

Teachers and administrators who lack outside stress reduction programs and
individual counselors can absolutely reduce stress in school themselves. Nagel
suggests that teachers find satisfaction in the rewards their profession brings, like
successfully integrating parents into the classroom setting or improving the life of a
child who ends up valuing himself and learning more.

The administrator must understand his or her role in teacher stress and then change
that impact by practicing "participatory leadership and supporting teachers" when
they need help. "One simple way to show support," said Nagel, " is to use teacher inservice days to teach or reinforce skills that will have a positive impact on school
climate: stress management, conflict management, communication skills" and
effective techniques for parent-teacher communication.

Lantieri recommends that administrators put time into teacher schedules for
professional development that addresses stress or offers strategies for teachers to
maintain an inner calm. Or, to provide a quiet space, other than the teacher lounge,
where teachers can find silence and respite during the school day, or where they can
enjoy soothing activities, like listening to music or drawing.
The division of labor is an important thing in terms of control and management to
analyze the task and the division of labor in detail, then comparing with an
employee's ability to perform the task in detail. The combination of tasks and the
ability to create efficiency (Abdul Shukor Abdullah, 1991). Teachers and

administrators need to discuss the division of duties to teachers so that the division
of labor is fair and in accordance with the teacher's ability.
All programs organized by outside organizations should be managed by them and
the activities carried out outside the school. Teachers and students are only required
to attend the program as participants or invitation only. According to Datuk Azam
Mohd Atan (2010), President of the National Conference of School Principals
Malaysia (papercollection), when the school hosts and event managers, the school
wants to make the best preparations while taking for a long time. So, better program
organized by outside parties held outside the school and managed by their own. This
will ease the burden on teachers because teachers do not have to bother making
preparations for an external program.
In addition, do not master the skill in a given task. On average, teachers spend 38
days a year to attend training courses. It is the needs and opportunities to improve
skills in a given task. However, there are some teachers do not take the initiative to
develop skills. When the new challenges ahead, the teacher does not keep track of
time and had to take a longer time to improve themselves. For example, now all the
information students need to complete an application online, then teachers should
have the skills to use computers and the internet to accomplish this task.
Developments in the Malaysian education system is consistent and in line with the
development of national policy. Each of the policies implemented by the state will be
followed by a change in the education system to meet the country's policies. National
National Education Philosophy (FPK) stresses "education as a continuing effort to
expand the potential of individuals in a holistic and integrated approach to creating
insane balanced and harmonious intellectually, spiritually, emotionally and physically
based on the belief in God. This effort is to produce Malaysian citizens who are
knowledgeable, virtuous, responsible, able to achieve the well-being of the country. "
In order to realize the philosophy of education, Curriculum for Primary Schools
(KBSR) was implemented in 1982 while the New Curriculum for Secondary Schools
(KBSM) was implemented in 1988. Now, the Primary School Standard Curriculum
(KSSR) was introduced to replace KBSR. KBSR implementation, Form and now,
KSSR demanded the teachers to work hard to make it happen.

Responsibilities and workload increasing the teacher plays a variety of roles. In

carrying out their duties as educators, teachers have to make lesson planning,
preparation of teaching tools, students check books, marking examination papers,
attending meetings and courses. In addition, teachers carry out clerical duties such
as managing textbooks, student welfare, student discipline, unity and account
classes, sports and co-curricular activities. The extra workload that teachers have to
handle has caused more depressed and suffer from emotional stress. The addition of
this task will certainly have an impact on the quality of teaching.
Referring to the newspaper, Utusan Malaysia January 23, 2008, former Education
Minister Datuk Seri Hishammuddin Tun Hussein revealed that the workload of
teachers nowadays are too heavy. This article explains that the teacher had to bear
the burden of which is outside the terms of reference. The task of teachers is not
only to teach but also to play a role in the development of the school, take care of
and manage the administration of discipline. According to him, hope to raise the
academic level of students and schools has increased the workload of teachers in
addition to the trivial responsibility they had shouldered.
In the past few decades, many countries have made profound reforms in their
assessment systems. Several educational systems have in turn introduced schoolbased assessment as part of or instead of external assessment in their certification.
While examination bodies acknowledge the immense potential of school-based
assessment in terms of validity and flexibility, yet at the same time they have to
guard against or deal with difficulties related to reliability, quality control and quality
assurance.