TOPIC1: ISSUES AND CHALLENGES IN CURRENT EDUCATION

1.3 Introduction- Issues and Challenges of Present Education

Malaysia is a country that put in a lot of emphasis on education. This is because education is necessary for any
country that aims to develop and progress towards higher level of advancement and excellence. Our government
has made efforts in highlighting the importance of education through implementing policies and plans such as
Primary School Standard Curriculum (KSSR), Malaysia Education Blueprint 2006-2010, Malaysia Education
Blueprint 2013-2025. However, the government, schools and teachers have encountered many challenges in the
process of implementing the policies. The challenges are due to the fact that our country is a multicultural country
and also due to rapid changes that occur globally.
Teachers as the most important implementers in the education system have encountered challenges in the
aspects such as National Integration, Democratization of Education, UNESCO Four Pillars of Education,
Globalization in Education, Cultural Diversity, Influence of Information Communication Technology (ICT) and
Social Ills. In order to achieve the goals in Malaysia Education Blueprint 2013-2025 and Vision 2020, the nation
needs teachers who are committed and dedicated; and are able to face those challenges.
1.4 National Integration
1.4.1 Definition
What is national integration? According to Vyas (1993), National Integration means a process as well as a goal
by which all the people inhabiting in a particular territory irrespective of their religious, ethnic and linguistic
differences, on the basis of certain shared traditions, experiences, common history and values strive to live
together forever with honor and dignity.
1.4.2 Current Issues of National Integration
Malaysia consists of multi-ethnic groups population which comprises of Malay, Chinese and Indian. This
composition of population has contributed to the diversity in language, customs, culture, and beliefs in religions
which gives challenges to the government to unite all the ethnic groups. The tragedy of 13th May 1969 was an
evidence of prejudices and conflicts among the ethnic groups. This has given the government awareness on the
importance of bringing about national integration in the country. In bridging the gaps of socioeconomic between
multi-ethnic groups and to create harmony and unity in the nation, our government has introduced policies such
as The New Economy Policy, National Education Policy and National Cultural Policy. The implementation of those
policies could enhance the declaration of Rukun Negara as the national ideology of Malaysia . Rukun Negara
was formed on 31 August 1970 by the National Operations Council (Department of National Unity and National
Integration, 2005).
1.4.3 Challenges to Teachers
In the process of integrating multi-ethnic groups in our country, the government encounters obstacles in the
following aspects:
Differences in religions and culture
British colonization policy
Differences in education system and medium of instruction in schools
Involvement in economic section based on ethnic-groups
Different geographical location among ethnic groups based on their source of living
Different political beliefs based on ethnic-groups
1.4.4 Ways to Deal with Issues of National Integration
Education plays an important role in the process of uniting all the ethnic groups in our country. Education could
produce a holistic and balanced human capital in the aspects of physical, emotional, intellectual and spiritual as
aimed in the National Philosophy Of Education. Thus, many steps have been taken by The Ministry of Education
(MOE) to produce future generations that are patriotic, tolerance, progressive and united as to make Malaysia a
country of excellence. Those steps are as below:
Implementation of national education system where a standardized curriculum and examination are used in all
schools
Empowering the status of Sekolah Kebangsaan to foster unity among the different ethnic groups
Assimilate the values of positive self, morality and arts in all subjects
Introduction of Sivik dan Kewarganegraan subject in the primary and secondary school in 2003
Introduction of the concept of Sekolah Wawasan
1.4.4.1 Student Integration Plan for Unity (RIMUP)
Three types of schools, namely SK / SRK, SRJK (C) and SRJK (T) are involved in this plan. The objectives of this
plan are:
i. to enhance participation of students and teachers from these three types of schools in certain activities ii. to
enhance interaction, understanding, cooperation, goodwill and tolerance amongst the students from the three
types of schools
iii. to share the facilities and equipments amongst the three types of schools.
National integration can be achieved based on the activities provided in the modules as listed below:
Activity module for academic Activity module for sports and games Activity module for co-curriculum
Activity module for social service Activity module to enhance patriotism
1.4.4.2 1 Malaysia Concept
The concept of 1 Malaysia was introduced by the Prime Minister of Malaysia, YAB Dato Sri Najib Tun Razak.
This is one of the most significant steps taken by the prime minister in order to foster the unity and to build close
relationship between all ethnic groups including the people from Sarawak and Sabah. According to the Prime
Ministers personal website, 1 Malaysia is a formula conceptualized as a precondition in ensuring the aspirations
of the country to secure a developed country by 2020 are met; if the concept of 1 Malaysia is inculcated in the
minds of the society. If the idea of Bangsa Malaysia which was engendered through Vision 2020 becomes the
final destination, then 1Malaysia is the roadmap that guides us towards that destination.
There are eight noble values highlighted in the 1 Malaysia concept, that is a culture of excellence, perseverance,
humility, acceptance, loyalty, meritocracy, education and integrity. The value of acceptance, loyalty, meritocracy,
education and integrity is the most important factor in the development of national integration. Acceptance means
people in the country must be able to accept the strength of other ethnic groups and are able to agree upon all
matters for the betterment of the country. Loyalty is important as all the Malaysians need to be loyal to the king
and country besides building the trusts to build the relationship between different ethnic groups. Meritocracy is a
crucial element for a democratic country where all the qualified people in the country are given a chance to
participate in any field. Education will ensure the noble values to be instilled to the future generations besides
making them the first class human capital of the country. The eight values act as the pillars in integrating and
uniting all the Malaysians as to achieve the vision of 2020.
1.5 Democratization of Education
1.5.1 Definition
Democratization of education refers to the equality of access and opportunities that involves allocation of massive
financial and materials resources; development of policies designed to reduce social and economic inequalities;
to reduce the costs of school attendance such as fees and costs of materials; and the development of relevant
curriculum and devising of appropriate selection procedures for higher level educational opportunities (Kiyau,
1981). According to Dewey (1966), democratization of education means opportunities provided for everyone to be
successful in education and using education as a main tool to be successful in life and to enjoy better quality of
life.
1.5.2 Current Issues of Democratization of Education
Many steps and policies have been made by the Ministry Of Education in order to make sure that everyone in the country
has a chance to access to free quality education. At the same time, the government must also ensure that students who are
disabled are also taught based on the same system and curriculum as the normal students. Government efforts in achieving
the goal of democratization of education are revealed in the policies such as free compulsory primary and secondary
education; the implementation of vernacular schools (SJK Cina and Tamil), technical schools, boarding schools, religious
schools and special education schools. Less student school (SKM) is to cater to the needs of the students from the isolated
areas. In order to provide opportunities for people to continue their study to tertiary level, the government has formed online
education; private colleges and universities. On the other hand, multiple programs such as Education Assistance Scheme,
Textbook Loan Scheme and Food Supplement Plan are implemented to help students of low income groups to be able to be
in the education system and be physically healthy.
1.5.3 Challenges in Democratization of Education
The government has encountered many challenges in implementing democratization of education. The government has to
make sure that quality education is given to all students regardless of their ethnicity background, socioeconomic status,
location and equity. Students from the rural schools should have the right to access to facilities and infrastructure of the
schools just like those from the urban schools. Students from the rural schools must also be taught by trained and quality
teachers in order to facilitate them to achieve excellence in academic

.
1.5.4 Teachers roles in Democratization of Education
Teachers play a role in realizing the goal of democratization of education by ensuring that equal opportunities are given to all
students regardless of their ethnicity, gender, socioeconomic status, cultural background, religions, and intelligences in order
to enhance their potentials and to excel in academic. At the same time, teachers need to be fair and just in all aspects when
interacting with students of multi-ethnic groups.
1.6 UNESCO Four Pillars of Education
1.6.1 Introduction
The United Nations Educational, Scientific and Cultural Organization (UNESCO) is one of the agencies of United Nations
with the role of bringing peace, security and harmony to the world by promoting collaboration in the field of education,
scientific and cultural. Four pillars of education as highlighted by UNESCO that need to be mastered by the students are (1)
learning to know, (2) learning to do, (3) learning to be and (4) learning to live together.
1.6.2 Learning to Know
Learning to know is one of the important tools in the process of learning. It is a cognitive tool that one must acquire in order
to comprehend the surrounding and its complexities and to maximize one s potential to excel. It also functions as a base
that can facilitate future learning. One must also need to know the people around through communication and interaction to
attain success in life. Learning to know involves the process of learning how to learn by developing one's concentration,
memory skills and ability to think. In the process of teaching and learning, teachers need to make learning an enjoyable
process, inculcates the interest and curiosity amongst the students as to trigger them to get new and in-depth knowledge.
Besides that, teachers also should introduce skills to help students to gain new knowledge.
1.6.3 Learning to Do
Learning to do means education must be able to equip one with the necessary and important skills so that one can survive
and participate efficiently in the global world. One s potential will be polished in the process of learning on how to do till one
is able to bring changes to the surrounding in the future. In other words, one is capable to create innovation based on the
knowledge that one has already acquired. Professional and personal competence namely, interpersonal skills,
communication skills, team work and problem solving skills are vital in making learning to do fruitful. The role of education in
learning to do is to enhance individuals initiatives to participate in future development based on their theoretical and practical
knowledge. The role of the schools and teachers are to ensure that the students acquire personal competency and could
give the best performance.
1.6.4 Learning to Be
Learning to be emphasizes that education should be able to develop a person holistically based on physical, intellectual,
spiritual, emotional and aesthetic as stated in the National Philosophy of Education. Education must provide opportunities to
let one develop his potential to the fullest so that he can think and evaluate critically and independently; able to make the
best decision; take the most suitable action in their life and be responsible for it. The essential task of education seems to be
to make sure that all people enjoy the freedom of thought, judgment, feeling and imagination to develop their talents and in
control in determining their lives. The challenge faced by teacher is to ensure that all students are always equipped with
personal resources and intellectual tools to comprehend the world and behave as a fair-minded and responsible human
being. These can be enhanced through group work activity, problem based learning and project based learning.
1.6.5 Learning to Live Together
Learning to live together is another important pillar because nobody can live alone in this world. Education has to give
awareness to the individual about the importance of having peace in the world. Individuals must be exposed to the values on
human rights, democracy principles, understanding and respecting socio cultural diversity, tolerance and instill peace in the
society and human relationship regardless of background differences so that all human are always living in peace and
harmony. Schools and teachers have to encourage and teach students to avoid conflicts and solve problems in a peaceful
manner. Two elements that should be taught to students in the process of learning to live are to discover individual
differences and to work together with others towards a common goal.
1.6.6 Challenges to Teachers
In the process of achieving the aims of four pillars of education as highlighted in the UNESCO, schools and teachers faced
challenges as they must ensure that education should give individuals the chances to explore, mix and interact with people
of different background since early stage. Individuals must be aware, understand and respect the differences in gender,
ethnicity, intellectual, socioeconomic status, beliefs and religions.
1.6.7 Ways to deal with challenges
Teachers have to emphasize on the importance of being tolerant and the needs of working together with others in achieving
peace and harmony in everyday life. On the other hand, education should also develop a holistic individual who possesses
skills and competencies that enable him/her to survive in this globally challenged world.
1.7 Globalization in Education
1.7.1 Definition
Globalization refers to the process of enabling financial and investment markets to operate internationally, largely as a result
of deregulation and improved communications (Collin dictionary, 2013). According to Financial Time Lexicon (2013),
globalization describes a process by which national and regional economies, societies and cultures have become integrated
through the global network of trade, communication, immigration and transportation.
Globalization also provides platform for all people in the world regardless of their nationality, races, skin colour, status and
background in order for them to compete fairly in any field. Thus, globalization has resulted both positive and negative
impacts in many aspects of our life especially education. This is because education is one of the fields that is very much
influenced by the environment and need to adapt to the world wide rapid chances.
1.7.2 Current Issues on Globalization in Education
Usage of English as a knowledge language and international language
Education in the country is open to outside world where foreign universities are allowed to establish their branches here.
Opportunities to further studies to tertiary level are increased when many private colleges and universities are built
Roles of teachers in the classroom are more to facilitate the students than to disseminate knowledge
Teachers need to be ICT literate in carrying out administrative work
our students are able to compete in the global market Fair competition among all higher learning institutions
Life-long learning can be achieved successfully as many learning opportunities are provided
1.7.3 Challenges to Teachers
The needs to practice continuous learning The use of Information Communication Technology Administration of
education Development of students identity Teachers quality The needs to transform the curriculum in line with the
global opportunities Teachers are not well prepared with changes especially in the aspect of using ICT in the teaching
process Increase in workload Attitudes of the teachers in teaching in the global era The rapid changes in education
due to globalization
Negative influence on students identity
The school culture does not support global learning opportunities
1.7.4 Ways to Deal with Globalization in Education
Schools and teachers are responsible in producing students that are able to compete in the era of globalization. Students
should practice the culture of life-long learning and continuous learning in order for them to be in line with the rapid changes.
Teachers have to equip students with the ability to communicate verbally and in written form using international language
such as English so that they can interact and communicate internationally . In order to participate globally students have to
master the skills of using ICT as ICT is a fast changing field. Schools and teachers have to ensure that the current curriculum
would enable students to acquire cognitive skills that are useful in completing complex and challenging tasks, solving
problems and generate new knowledge for innovations. Besides that, it is the teacher s responsibility to emphasize on the
ethnic and moral aspects when using ICT and be aware of the negative impact due to globalization.
1.8 Cultural Diversity
1.8.1 Definition
Malaysia is a country with multi-ethnic groups which includes the Malays, Chinese and Indians. Cultural diversity refers to
diversity in customs and culture in a society that is made up of multiple ethnicity and races.
1.8.2 Current Educational Issues
Implications of cultural diversity on students:
Positive
Chances to learn about cultural diversity Build good social interaction Develop talents
Negative
Problems in group work Problems in communication and language
Difficulties in mutual understanding Having low self-esteem and no self- confidence
1.8.3 Challenges to Teachers
Teachers need to have strong willingness and appreciation in conducting ceremony/programme on cultural diversity that is
conducted by Ministry of Education/ school in order to act as role model to students. One of the challenges in dealing with
cultural diversity is to provide awareness to the students on the issue. The awareness that need to be inculcated into the
students minds is to :
i. accept and appreciate the identity of other ethnic groups ii. respect cultural diversity (values, customs and ways of living)
iii. appreciate the cultural uniqueness iv. possess the willingness to share similarities and prepare to work together
v. unite to develop the nation
1.8.4 Ways to Deal with Issues of Cultural Diversity
Ways in which teacher can resolve cultural diversity problems are as follows:
Teachers need to make efforts in demonstrating friendliness
Teachers need to be prepared to deal with students different abilities and attitudes
Provide awareness on socio cultural diversity to students
Apply different methodologies in teaching Encourage activities that involve all students
Respect and understand the social aspects of the students Practice democracy in the classroom

1.9 Influences of Information Communication Technology Development

1.9.1 Definition
The development of Information Communication and Technology has resulted great influences in our life
especially education. Application of ICT in the teaching and learning process has produced a change in
teachers pedagogy. The application of technology has caused revolution to the techniques of teaching,
students learning methods and the whole education system that is in line with the present era.
1.9.2 Current Education Issues
Assumption about integration of information technology will occur automatically if there are facilities in school is
quite inaccurate as teacher is the major factor in determining the success or failure on application of information
technology in the teaching and learning process. To what extent are the present teachers can deal with the
challenges of using information technology effectively in the teaching and learning process?
The impact of Information Communication Technology through internet has exposed students to alternative
resources in accessing information such as virtual library besides using the text books or visiting the library. If
students are taught to use the internet effectively, teachers are able to produce a generation that is dynamic and
progressive because they are equipped with knowledge and the latest skills.
1.9.3 Challenges to Teachers
Challenges faced by teachers in integrating information technology during the process of teaching and learning
will be discussed from the aspects of teachers readiness which include the level of skill, knowledge and
attitudes.
Teachers Skills on Information Technology
Teacher is the important agent of change in realizing governments aspiration to develop quality human capital.
Thus, mastery of information technology among the teachers is necessary. It is vital in enhancing the
effectiveness of teaching and learning process, administration and management of the school. As a result, steps
such as having workshop and courses related to information technology for teachers should be organized
frequently to enhance their skills on using information technology. Teachers must be prepared to deal with these
challenges.
Teachers Knowledge on Information Technology
Knowledge and attitude towards computer are influenced by the frequency of using it. Knowledge on computer
will increase if it is frequently being used. Teachers knowledge on computer will be enriched if they attend
courses on information technology. Thus, teachers must be prepared to attend those courses and willingly
sacrifice time with family.
Teachers Attitude in Applying Information Technology during Teaching and Learning
Attitude is an individuals internal description which refers to the tendency to behave positively or negatively on a
thing, situation, institution, concepts or other people. Literature reviews reported that there is a close relationship
between attitude and the application of information technology during teaching and learning in the classroom
(Mohamad Nabzrim & Mohamad Nayan, 1997; Adenan, 1999; Krishnan et al., 2007). Thus, teachers especially
those who are in the comfort zone need to change their attitude towards the development of information
technology so that they can use information technology more frequently in the classroom.
Information Technology Presentation Software
Information technology software is a productivity tool that can help teachers during teaching and learning as well
as in doing other tasks. According to Chao et al. (2003), a competent teacher needs to acquire the basic skills in
using computer, word processor, database, spreadsheet, statistics, power point, internet, website and possess
knowledge on the operating system of the computer. But, to what extent the teachers are able to acquire those
skills?
Educate Students to Utilize Internet Effectively
Teachers also face the challenges on educating the young generation on utilizing internet effectively. It is the
teachers responsibilities in ensuring children are not exposed to negative influence from internet.
As a conclusion, apart from acquiring basic skills in using computer, word processor, database, spreadsheet,
statistics, power point and internet; courses and training should also focus on other skills such as accessing and
selecting information from the internet, building of website and designing educational software.
1.9.4 Ways to Deal with Issues on impacts of Information Communication Technology Development
Ministry of educations effort will not be fruitful if teachers do not fully utilize computers and Information
Communication Technology. Experiences from the advanced countries revealed that five criteria need to be
fulfilled in order to enhance the exposure and acceptance of teachers on Information Communication Technology.
The five criteria are:
Teachers and students attitudes must be positive and always be prepared for changes Infrastructure of
computer and communication networking must be complete and sufficient Skilful human resources in
introducing and developing Information Communication Technology
Financial allocation must be sufficient to develop Information Communication Technology
Close interpersonal relationship between the teachers and students
1.10 Social Ills
1.10.1 Definition
Social ills is a phenomenon of modernization phenomenon and cultural shock that faced by the adolescents.
During the adolescents stage, the individual will face a series of identity crisis which is the formation and
development of self-identity. The failure of dealing with these challenges will cause adolescents to experience
confusion crisis. Confusion crisis which are unresolved by the adolescents will result social ills. This phenomenon
is one of the threats to human resource which can be a loss to the nation in the long term. Thus, all social
problems that faced by adolescents should be solved so that they will not continuously threaten the development
and progressiveness of the nation.
Social ills include various negative attitudes among the members of the society that do not benefit the economic
structure of a society, a community or a nation. There are many factors that initiate the adolescents to be involved
in social ills..
1.10.2 Current issues on Education
At present, students and adolescents behaviours are more challenging to the nation. The immoral problems
among the students such as free sex, pregnancy before marriage, juvenile, drug addiction and vandalism are
increasing. Adolescents involvement in social problems are getting more serious due to internal and external
factors, namely
Family ecological factor School ecological factor
Peers Mass media Modernization
Social ills are a serious illness and need to be cured immediately. All parties must work together in order to
overcome these social ills. Teachers play an important role in directing the future of the children as to mould them
to become adolescents that can contribute to the advancement of the nation.
1.10.3 Challenges to Teachers
To what extent are the teachers ready to deal with social ills among their students? Teachers play a vital role in
monitoring their students from involving in social ills. Teachers need to build close relationship with students
besides understanding their problems. Teachers have to be sensitive, open minded and always provide positive
encouragement to the students which would make them willing to discuss their problems with the teacher.
Besides that, the enforcement of discipline in school needs to be well implemented. Close relationship between
teachers and parents should also be enhanced. Schools should provide counseling services to students who face
problems so that they do not experience isolation. All the efforts mentioned are not easy to succeed. Thus, love
and patience from teachers are very important.
1.10.4 Ways to Deal with Social Ills Issues
Ways to deal with social ills can be concluded as follow:
Parents roles
educate their children in a right manner spend more time with their children practice the religious values
Teachers roles
plan teaching activities based on individual differences
vary teaching and learning strategies and activities to motivate students
counsel students who face problems inculcate noble values
Peers Roles
be a role model provide motivation listen and give supports
Individuals roles
change negative attitudes confident that they can make changes have faith in God
Police roles

TOPIC 2: TEACHERS AND LEGALITIES

2.3 REGULATIONS OF THE PUBLIC OFFICERS (CONDUCT AND DISCIPLINE) 1993 (AMENDMENT
2002)
The rules included are as follows:
Types of Misconduct That Allows Disciplinary Action Taken.
Types of Disciplinary Actions That Can Be Taken on Officers who Commit Offences
Penalties Disciplinary Action
RULE 3A.
Public servants must comply with the rules laid down and disciplinary action may be imposed on the defaulting
officer.
RULE 3B
An officer is required to give an undertaking as provided in the Public Officers Regularions (PU.A.176)
Appointment, Promotion and Termination of Service.
RULE 3C
It is the responsibility of an officer to exercise disciplinary control and supervision over his subordinates and take
appropriate action promptly against any officer who violates any provision of these rules.
Officers who fail to exercise control and supervision or failed to take action against his subordinate who violates
any provision of these rules shall be deemed to be negligent and irresponsible and he shall be liable to
disciplinary action.
RULE 4 (1)
An officer shall at all times allegiance to the Yang di-Pertuan Agong, country and the Government.
Officers should always care for; preserve and defend the sovereignty and national dignity; respect and obedient
to the law and strive to serve the country. Some examples of violation of regulation 4 (1) are as follows:
abetting the enemy of the state leaking government secrets.
disparaging and undermine government policies and actions.
become a member of Jemaah Islamiyah participate in the Malaysian Militant Union
RULE 4 (2)
An officer is not allowed to:
prioritize personal interest to public duty
behave in such a manner that may cause personal interests conflicting with public duties
behave in any manner that is likely to cause reasonable suspicion
behave in a way that can worsen / discredit the public service
be inefficient or having lack of effort be dishonest be irresponsible
take or attempt to take any form of outside influence or pressure
disobey or against the superiors negligent in performing its duties
RULE 6 : Attire
Amongst the violation of Rule 6 are:
Wearing a singlet or round neck t-shirt Wearing sarong, shorts and etc.
RULE 7: Drug abuse, officer can be terminated for public interest [Rule 49]
If the officer has reached Retirement Age Options. Example; the violation of Rule 7 is taking marijuana, morphine,
heroin or drugs.
RULE 9 : Providing and receiving gifts
A civil servant can not receive / provide any forms of gifts that can be in any way affect the official duties as it is
conflicting with Rule 4. Examples of violation of Rule 9 is like a contractor celebrating the head of department that
has become the member of the tender board [entertainment = meals, hotels, airfares and others].
RULE 11 : Maintain living standards over emoluments / valid income
An officer is not allowed to:
maintain living standards over emoluments / valid income
acquire / own any financial resources or property disproportionate or unreasonable to emoluments / legitimate
income
RULE 12 : Borrow money / guarantor to any person.
RULE 13: Serious financial indebtedness
Rule 13.(1) An officer shall not be in any way cause him to be in serious financial indebtedness.
An officer shall be deemed to be in serious financial indebtedness if (a) the aggregate of the debt and liabilities at
any time exceed 10 times of the monthly emoluments.
RULE 16 : Do not involve in future market
RULE 18 : Publishing books and paper
An officer also may not publish or write books, articles or other work based on official information. Among RULE
VIOLATIONS 18 is like writing / publishing books using official information (top secret, private and confidential)
RULE 20 : Newspaper/magazine/journal editor
A civil servant is not allowed to be a newspaper editor /magazines/journals except, publications:
for the department for professional for voluntary organizations that do not have political character
that is approved in written form by the head of department

2.4 Education Act

2.4.1 Education Act 1996
An extension and renewal of the Education Act 1961.
Aims to strengthen the national education system in line with the needs and aspirations of Malaysia that is to become a
center of excellence for high quality and world class education.
This Act is anchored to the main recommendations of the Razak Report 1956, which became the basis of national
education policy.
The new Act also still retain many relevant provisions of the Education Act 1961.

2.4.2 The purpose of the enactment of the Education Act 1996 is for:
expanding the scope and introduce legislation on education. outline the relevant legislation related to education.
using a standard evaluation and examination system. Islamic Education is extended to Muslim students.
expanding the jurisdiction of the Minister of Education. enhance technical education.
strengthening teacher training. systematic private education strengthening the tribal language

2.4.3 The content of the Education Act 1996

Section 16: provide three categories of schools in Malaysia; government, private and government aided schools. This
clearly can accommodate the needs of the Form 6, matriculation and so on.
Section 17 (2), provides national language as a compulsory subject in all schools.
Section 18 provides that all schools should follow the national curriculum except it is specifically exempted.
Section 19 provides that all schools prepare students for public examination, unless specifically exempted.
Section 21 empowers the Minister to establish and maintain kindergartens.
Section 37 and section 38 allows the polytechnic to offer courses of study or training program at the certificate or any level
of qualification with any university or other educational institution.
Section 47 (1), allows teacher training colleges to provide degree courses, diploma or certificate program in collaboration
with university or other higher education institution.
Section 40 allows the Minister to provide special education classes in special schools or in any primary or secondary
school.
Section 50 provides that Islamic Education subject is compulsory in all schools including private schools when there are 5
or more Muslim students.
Section 69 provides that all of those conducting the public examinations are required to obtain approval from the Director
of Examinations in advance.
Section 77 clarifies that private educational institution that run "twinning program" and "linkage" must obtain permission in
writing from the Minister.

2.5. Person with Disabilities Act 2008 (OKU Act 2008)

Persons with disabilities are considered as part of our society. They contribute to the development and growth of our country.
Therefore it is the responsibility of government to ensure that the welfare and well being of this group of people are being
taken care of.
Person with Disabilities Act 2008 (OKU Act 2008) was introduced based on the concept of human right which means people
with difficulty to move (physical), see, hear, speak (speech) and learn also have rights in doing whatever is done by a person
without disabilities. It is an act to provide for the registration, protection, rehabilitation, development and wellbeing of persons
with disabilities, and the establishment of the National Council for Persons with Disabilities. The Persons with Disabilities Act
was passed on 10th December 2007 in the Malaysian Parliament. The act came into operation on 7 July 2008. The ministry
has targeted two areas, mainly accessibility and employment as priorities.

2.5.1 The Purpose of Person with Disabilities Act 2008

National disability legislation is regarded as a prerequisite for an effective national disability policy. It should not only protect
the human rights of persons with disabilities but also provide for the implementation of those rights, aiming at their full
integration in society.
Persons with disabilities according to Person with Disabilities Act 2008 include those who have long term physical,
mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective
participation in society
Person with Disabilities Act 2008 is a law which protects the rights of persons with disabilities. The law says that persons
with disabilities will have same opportunity as other people.
The act also provides good quality of life of persons with disabilities by facilitating easy access to the following:
Places and services
Persons with disabilities shall have the right to access to and use of, public facilities, amenities, services and buildings
open or provided to the public on equal basis with persons without disabilities.
Government has to ensure that such public facilities, amenities, services and buildings are of universal design in order to
facilitate their access and used by persons with disabilities.
Public transport
Persons with disabilities shall have the right to access to public transport easily. Government has to ensure that the design
of public transport enable everyone to use.
Education
Persons with disabilities shall not be excluded from the general education system on the basis of disabilities, and children
with disabilities shall not be excluded from pre-school, primary, secondary and higher education including vocational training
and lifelong learning.
The government and institutions must provide teaching materials and good support such as sign Language and the use of
braille.
Employment
Persons with disabilities shall have the right to access to employment on equal basis.
Employer shall protect the rights of persons with disabilities, on equal basis with persons without disabilities, including
equal opportunities and equal remuneration for work of equal value, safe and healthy working conditions, protection from
harassment and the redress of grievances.
Computer and IT
The government and provider of IT should make sure the rights to access computer and information technology (IT) of
persons without disabilities are the same as other people.
The Government and the provider of information, communication and technology shall provide the information,
communication and technology in accessible formats and technologies appropriate to different kind of disabilities in a timely
manner and without additional cost in order to enable persons with disabilities to have such access .
The Government and the private sector shall accept and facilitate the use of Malaysia Sign Language, Braille,
augmentative and alternative communication, and all other accessible means, modes and formats of communication.
Cultural life
Develop the potential of persons with disabilities in art or other areas
Persons with disabilities have the right to be known for own culture and language, to enjoy the way of life in society same
as other people and to enjoy TV, movie, theatre, museum, library and holiday
Habilitation and Rehabilitation
Private healthcare service provider and non-governmental organization shall take effective and appropriate measures to
enable persons with disabilities to attain and maintain maximum independence, full physical, mental, social and vocational
ability and full inclusion and participation in all aspects of life.
The government should promote and strengthen community-based rehabilitation programme to provide early intervention,
rehabilitation and training
Health
The government has to ensure persons with disabilities to have access to health services, including health related
rehabilitation.
The government shall have in its employment speech therapist, physiotherapist and occupational therapist
The government must provide prevention of further occurrence of disabilities, immunization, nutrition and genetic
counseling.
Protection of Persons with Severe Disabilities
The government will provide protection and support to ensure that persons with severe disabilities have a good quality of
life after their caregivers passed away
Non-governmental organization intending to provide institutional care for persons with severe disabilities or the caregivers
for persons with severe disabilities may make an application for an incentive for providing such care to the council.
Help during Emergency
Persons with disabilities have the right to have assistance on equal basis with persons without disabilities in situations of
risk including during war or natural disaster
2.5.2 National Council of Persons with Disabilities.
Besides that, the government also has formed the National Council of Persons with Disabilities. The roles of the councils are
as followed:
The Council will work together with government, organisations and companies to carry out plans.
The Council will give suggestions and advice to government to improve the support for Persons with Disabilities
Help people know more about Persons with Disabilities
Improve the education system
Promote job opportunities and skills training for Persons with Disabilities

2.6 Education Regulations (Special Education ) 1997

The introduction of Education Regulations (Special Education) 1997 is one of the government efforts in ensuring
democratisation of education and equality of access to education are given to all citizen regardless of their background,
socioeconomic status or disabilities of individual.

2.6.1 Education Regulations (Special Education) 1997 came into operation on 1 January 1998 with the
interpretation as:
Student with special education means student with vision disabilities, hearing disability and learning disabilities.

2.6.2 Special Education Programme is interpreted as:

a) a program which is held in a special school for students with vision disabilities or hearing disability;
b) an integrated program which is held in normal school for students with vision disabilities, hearing disability or learning
disabilities; and
c) an inclusive education program where students with special needs are present in a class together with normal students.

2.6.3 Requirement To Attend Special Education Programme

All students with special needs who are eligible to be educated and have the ability to manage
themselves without the assistant of people can be accepted to school as stated in Education
Regulations (Special Education ) 1997, Part ll, 3(2), section 41 of Education Act 1996.
i. For government and government aided schools, students with special needs who are eligible to be educated are qualified
to attend Special Education Programme, except the following:
a) student with physical disability but has the mental ability to learn as normal student, and
b) students with variety of disabilities or severe disabilities or mentally retarded.
ii. A student with special needs is an individual who is eligible to be educated and have the ability to manage themselves
without the assistant of people and has been certified by a panel which consists of medical officer, officer of the Ministry of
Education and officer of Society Welfare Department.

2.6.4 Curriculum
In the implementation of the curriculum of special education, teachers can adapt and adopt the
methodology and techniques of teaching and learning, allocation of time, arrangement of activities,
subjects and teaching materials to achieve the goals of special education .

TOPIC 3: EMOTIONAL STRESS AMONG STUDENTS

3.3 EMOTIONAL DISTURBANCE AMONG CHILDREN
3.3.1 Emotional disturbance among students
Emotional disturbance is a situation where an individual suffers internal conflicts that are difficult to
overcome. Conflict or internal disturbances will have an impact on a person's behavior. Emotional
disturbances occur when situations or problems encountered by individuals are beyond their ability to
overcome it. Emotional disturbances can be experienced by anyone, including children, especially
students.
3.3.2 Signs of emotional disturbances among students
Emotional disturbances which are unsolved will lead to mental disturbances, various changes in
behavior such as fear, anxiety and depression. Students with emotional disturbances can be identified
by several symptoms. Among the signs of emotional disturbance among the students are:
Lack of appetite Throat Nausea and vomiting Like to be alone/ isolate themselves
Frequent stomach pain / headaches Depression Appears sad / frustrated Lack of
confidence
3.3.3 Causes of emotional disturbance
There are many causes to emotional disturbance among students at
school. The causes can be categorized into family, peer, teachers, school and environment.
Family
Inharmonious family, quarrels and divorce of parents
Instability of the family economic status and financial problems
Dysfunctional relationship between family members,and frequent quarrels among sibling
Less attention, appreciation and affection from their parents. Abused by parents or guardian
Parental favoritism
Peer Factors
Peers aggressiveness and often fight Ridiculed and humiliated by peers
Threatened and bulled by peers Peers who like to show off Neglected and not accepted by
peers
Teacher Factor
Teacher who practices favoritism / discrimination
Leadership style and teaching methods that are less appropriate
Teachers communication skills Teachers behavior is harsh and aggressive
Lack of closeness between teacher and students Autocratic leadership style
School Factors
School environment is not conducive Lack of school facilities
Attitude of school administrators Culture of the school that emphasize academic excellence
School discipline and rules are too strict
Environmental factors
Members of the society are materialistic Jealousy and prejudice of the members of the society
Lack of understanding among members of the society Discrimination in the society
3.3.4 Steps to overcome the emotional disturbances of students
Emotional disturbances among children should not be taken lightly by teachers and parents. Teachers
who are professional and responsible should be aware and sensitive to changes in students who
experience emotional disturbances. Then the teacher should take appropriate steps to help students to
overcome their emotional disturbances. Among the steps that can be implemented are:
discuss individually with the student to identify the cause of his emotional disturbances
provide appropriate attention and appreciation to students
refer students to school counselor talk to the students parents or guardians
teachers and administrators practice democratic leadership
3.4 CHILDRENS RIGHT
Children are important human capital of a country. Human capital can be developed to an optimum
level by providing a safe and conducive environment.
Therefore, the protection of children from being neglected, abused, violence and exploitation is an
important aspect and should be given priority.
.
Assembly of the United Nations (UN) on 20 November 1989 adopted the Convention on Rights of the
Child to provide protection to children of the world. Based on the document of this convention, children
are given protection from being neglected, abused, exploited and to have certain rights. Malaysia has
adopted the convention.
Based on this convention, all children regardless of gender, background, socio-economic status,
religious beliefs and abilities are recognized as individuals with rights to grow up and being protected of
their life.
3.4.1 Principles of the Convention
This Convention has established several principles, namely:
No discrimination against children
All children regardless of race, color, sex, language, religion, political opinion, national origin, ethnic
group or society, property, disability, birth or status, or parent / guardian have the same rights.
The best interests of the child
The primary consideration in all cases is the best interest of the child.
The right to life and grow
Children have the right to life and develop in all aspects of their lives, including physical, emotional,
psycho-social, cognitive, social and culture
Right to participation
Children should be allowed to participate actively in all events that involved their life and are free to give
their views and opinions. They have a right to be heard and taken seriously
3.4.2 Definition of a child
Article 1 : a child is recognized as a person under 18, unless the national laws recognize the majority
age earlier
3.4.3 Childrens right
The right to life
Children have the right to basic needs such as food, clean water, shelter and health care. Parent or
guardian is responsible to ensure childrens right to life is fulfilled.
The right to Protection
Rights to protection of children include protection from discrimination, abuse and neglect. Parents or
guardians must provide care and protection to children. Children without families or refugees should be
given appropriate protection. At the same time, protection from sexual, physical, and exploitation,
neglect, drug abuse and discrimination are parts of children's rights. The State shall provide protection
to children if they are neglected by their parents or guardians.
The right to development
Parents, members of the extended family or guardians are responsible to ensure that children are
developed in the aspects of physical, mental, emotion, spiritual, moral and social. Education should be
given to children for them to develop.
The right to participation
Children are also given the freedom of expression, giving opinions, association and play with their
peers. The childrens views and opinions relating to their affairs must be heard and adopted. They are

3.5 CHILDREN'S RIGHTS IN MALAYSIA

TOPIC 4: EMOTIONAL STRESS AMONG TEACHERS

The right to life

Parents or guardians of children in Malaysia must provide for the basic needs of children within their
means. Children need a shelter which is nice and conducive, balanced diet and clean water. It can
assure the survival of a positive and cheerful life. Balanced diet and clean water are needed to enable
children to have healthy body for a more positive and active life.

4.3 STRESS
4.3.1 Concept of stress

The right to protection

Children in Malaysia are valuable asset for the future of this country. Therefore, children in Malaysia are
protected from any types of negative acts such as abuse, neglect , exploitation and slavery . Protection
will be given to children who have been abused either physically, emotionally or sexually. Issues of
abuse, molestation, neglect and exploitation by caregivers is a continuous phenomenon and need to be
combated. The Malaysian government is looking at these issues as a disaster and threat to the national
development. Those who commit abuse, neglect and exploitation of children will be severely punished .
The right to development
In line with the aspirations of the Children's Rights Convention, Malaysia has given serious focus in the
holistic development of children which includes physical, emotional, spiritual, intellectual and social.
Parents must provide children with formal education by sending children to school and informal
education such as religious knowledge and moral value. Childrens interest and love for knowledge
must be nurtured since childhood to ensure childrens development in various aspects.
The right to participation
Children in Malaysia are given the right to associate and play with their peers freely without restrictions.
Through play they can interact with their peers, thus enhance their social skills. They can associate
freely regardless of race, ethnicity, color of the skin, religion and others . Children in Malaysia are not
prohibited to join and become members of associations and clubs.

3.6 THE EFFORTS IN PROTECTING CHILDREN

In order to ensure that children in Malaysia have adequate protection, a number of efforts and legislative
acts have been developed. Among them;

3.6.1 Protection of Children Act 1991 (Act 468)

This Act is related to the conservation and protection of children who needed protection from abuse,
neglect, exploitation and slavery.
Section 2 in relation to a child in need of protection if:
Children are most likely being assaulted or abused from the aspects of physical, emotional and
sexual.
Caregivers of children are not eligible or have no ability to care for and protect the child adequately.
Caregivers of children have committed negligence or unwilling to take care of and provide childrens
needs adequately.
There are no guardians willing to take care of the abandoned children ; no other person qualified to
take care of.
Neglect performed on children in need of inspection, investigation or treatment.
Childrens behavior that could hurt himself or someone else or no one is willing to take care or
improve the situation.

Stress is a kind of disease which is always associated with mental health and often attack the present society. Stress means
pressure which is very common in life (Harunssani, 2004 in Mohd Taib and Hamdan, 2006). According to Mohd Salleh
(1994) stress is ones physical and mental response towards a situation that could cause discomfort in life. This discomfort
could give two different effects which is either positive or negative. Stress at low rate is positive as it can motivate an
individual to achieve what he wants to achieve. Instead stress at high rate could cause harm such as falling ill or having bad
relationship.
In Malaysia, stress problem among teachers have been greatly discussed and many studies have been conducted to look
into this issue. According to Kyriacou (2000) stress among teachers are what they experience on their negative emotions
such as stress, frustration, anxiety, anger and depression due to their commitment as teachers. Teacher s workload and
changes in the education system are among the factors that contribute to stress among teachers.

4.3.2 Types of Stress

Here and Now Stress
Here and now stress is defined as stress that occurs at that particular time. For example; during exam, when you are in an
argument or when you have an accident.
Anticipation Stress
Anticipation stress refers to a situation when a teacher reacts to an expected situation. For example; when a novice
teacher is assigned to be a class teacher and he has to meet the parents at the PTO meeting. As a novice teacher with no
experience, this kind of situation could cause anticipation stress.
Imaginative Stress
Imaginative stress occurs when an individual imagines of a negative or frightful things. For example; you are alone in your
house and you hear noises outside your house. Consequently you would imagine that a thief is trying to break into your
house.
Reactive Stress
Reactive stress occurs due to our past experiences and events. It happens naturally. For example; when you experience the
loss of your loved ones. The process of reminiscing the past could cause the reactive stress to occur.
Negative Stress
Negative stress is a feeling that could reach at its peak at certain duration; either days, weeks, months or years. It could be
due to financial or marriage problems.

4.3.3 Causes of Stress

Life Style
a. Unhealthy eating discipline. b. Loves to shop using credit cards for unnecessary things.
c. Unable to manage time for work and time spent for the family.
d. Lack in exercising for self-health. e. Unable to manage systematic sleep pattern.
Financial
a. Having a bad financial discipline problem. b. Do not plan before spending money.
c. Insufficient salary to accommodate with self and family expenses.
d. Bad financial planning. e. Always having financial problems.
Personality
a. Having difficulty to express the feeling of joy. b. Having the attitude to talk more than listen to others.
c. Always in a hurry to complete the task given.
d. Always making decisions without thinking rationally. e. Gets angry easily even on trivial things.
Spiritual.
a. Do not easily accept things that happen to oneself. b. Easily blaming others.
c. Find difficulty to feel calm when faced with problems or obstacles.
d. Find difficulty to have relationship with others. e. Lack of patience in dealing with difficulties.
Life Events
a. Feeling useless. This happens because one always looks at self-weaknesses rather than on their strengths. b. One who
has bad memories that keep haunting his life.
c. Feeling that God is not being fair.
d. Always feeling lonely. This situation would cause one to feel bored and stress.
e. Separation with the loved ones that could cause unhappiness and stress.

3.6.2 The Park Childcare 1984 [Act 308]

4.3.4 Signs of Stress

The Act is related to the registration, regulation and inspection of child care or nursery
The Act provides protection to children under the age of 4 years.
This Act is to assure health, safety and education of children under 4 years.
Control, supervision and inspection can be carried out by enforcement gardens registration for
childcare
Related parties have the authority to enter and examine the childcare parks for the health, safety and
education of children.

Psychological
Easily worried, pressured, confused and angry. A feeling of frustration, anger and hatred.
Emotionally sensitive and passive. Keep things to oneself, self withdrawal and depression.
Lack of effective communication.
Behaviour
Likes to procrastinate, avoid from doing any work and playing truant.
Decreased performance and productivity. Increased use of alcohol, drug and banned substances.
Always shows the behaviour of sabotage in working. Bad eating habits and weight gain.
Physical Signs
Increased heart rate, blood pressure and tendency of suffering from cardiovascular disease.
Increased secretion of stress hormones (example, adrenaline and nonadrenaline)
May experience interference of gastrointestinal including irritable bowel syndrome, inflammation and ulceration of colon
wall. Increased injuries and accidents in the body.
Physical fatigue and likely to suffer from chronic fatigue syndrome.

3.6.3 Adoption Act 1952 (Act 257)

To protect children from being abused, neglected and exploited.
The Act is designed to regulate the procedures of adoption and ensure the welfare of children.
Legal provisions of this act is as enacted in Ordinance to adopt a child in 1960.

3.6.4 Children Act 2001 (amended in 2002)

Children Act 2001 (amended in 2002) effective on August 1, 2002 is a combination of three previous
law of the Child Protection Act 1991, the Women and Girls Protection Act 1973 and the Juvenile Court
Act.
It is the law relating to the preservation, protection and rehabilitation of children in order to protect the
welfare and interests of children.
Among the points highlighted by this Act is the duty and responsibility of parents or guardians in
maintaining the well-being of children, the responsibility to inform the cases of child abuse, the
establishment of the Court For Children, trial procedures, sentencing and so on.
The term children pursuant to this act are those aged less than 18 years.
The Act provides for the duties and responsibilities of the legal parents or guardians to care for their
children's condition.

3.6.5 Prevention programs and rehabilitation of children

Protection team and children's activity center have been established at the state and district levels
aimed at providing services to families and children who are exposed to violence, sexual abuse, torture
and so on.

3.6.6 Establishment Detect Child Abuse

The team was established in district hospitals and the state to supervise and monitor cases of abuse
and neglect of children referred to hospital.

3.6.7 The involvement of children and the National Action Plan

Children in Malaysia are given the right to speak and be heard. Children's voices are heard through
their participation in the evaluation of the First National Action Plan and the drafting of Second National
Action Plan. The elements of the Convention on Rights of the Child are taken into account in the
drafting of the Second National Action Plan.

4.4 BURNOUT AMONG TEACHERS

4.4.2 Implications of burnout
Physical signs
- feeling tired all the time, low immunity, changes in sleeping and eating time, headache, backache and muscle ache.
Behaviour signs
pull out of responsibilities, isolate themselves from others, defer the task given and take a long time to complete the task,
using drugs or alcohol to solve problems, transfer frustration to others, ignoring work and coming to work late but going back
from work early.
Emotion signs
feel themselves fail, having self-doubt, lack of motivation, lack of satisfaction, self-withdrawal, negative image and cynical.

4.4.3 Causes of Teachers Burnout

- feels not appreciated even though you have given your full commitment in work.
- experiencing stress at a long term
- requirements exceeds the capabilities of teachers,example: the pressure to meet the target of exam is very high whereas
the numbers of teachers are small.
- lack of mentoring culture new teachers usually will need guidance from the senior teachers. But poor guiding culture in
schools because each teacher is burdened with various clerical work.
- no recognition and awards given, unclear job expectations , unsystematic working environment .
- in the social aspect, one works so hard without rest, having no time to socialize, given lots of work without getting any
assistance, lack of sleep and support.

4.4.5 Ways To Overcome Burnout

time management workshop stress management workshop
financial management workshop nutrition and recreational training
increased levels of self-endurance create a culture of mutual understanding
4.5 STEPS FOR EMOTIONAL STRESS MANAGEMENT
Effective time management
Daily business and routine need planning and scheduling. Make sure that we have time for ourselves
and time to do activities that could lessen stress. Prioritize your activity.
Avoid drugs and alcohol
Drugs and alcohol are just to get rid of the symptoms of stress but when you stop taking them, stress
would definitely be back.
Eat healthy food
Avoid food that is high in fat, sugar and sodium. If planning to go out during the day make sure you pick
up and eat healthy food. If not, it will lead to low energy levels.
Positive thinking and learn to control fear Avoid focusing from negative things and thoughts. Instead
focus and say something positive about yourself every day. Do not waste time over things that cannot
be changed or achieved.
Get advice
Asking for help, advice and insights does not mean you are weak. There are many resources that can
help to resolve stress. So take the opportunity to meet and listen to motivational advice by experts or
counsellors.

TOPIC 5: INNOVATION AND EDUCATIONAL CHANGES

5.5 DEVELOPMENT OF LEARNING ENVIRONMENT

5.3 INNOVATIVE TEACHING STRATEGIES

5.3.1 Project Based Learning/ PBL

5.6 Resource Design

Definition
This learning process focuses on collection and analysis of data and preparation of a complete and accurate
report. Based on the real situation and authentic problems, students will have a complex learning experience.
Learning process requires students to apply various sources of information, define and manage resources, time
management and learning materials. Students have autonomy in developing their own learning and this will
develop their sense of responsibility.
Characteristics of PROJECT BASED LEARNING
Assignment based on curriculum with challenging questions and constructive.
Evaluation is carried out at each stage of the process until to the end. Long-time project; few
weeks
Teacher-student interaction in the form of guidance and consultation at every stage of the process;
cooperative and collaborative techniques.
Group-based implementation procedures; involves the collection, processing and reporting
material, information, data and self-reflection.
PROJECT BASED LEARNING Procedure
1. Giving assignments: Pose curriculum problems. Assignments should take into account the capacity and ability
of students.
2. Analysis the problem: Identify the difficulties, the solution, determine the work schedule. Make sure in a small
group.
3. Venture problem: Investigate collectively; collect information, data, ideas, learning issues. Project planning and
implementation actions should be gradual.
4. Create relevance: formulas, comparisons, linkages with similar problems. Assessment should be carried out
during the project.
5. Reflection: presentation, coordination and refinement of the project. Ensure learners to reflect what works,
that did not work and the modified.
PROJECT BASED LEARNING Project Selection Criteria
Projects must be interesting and useful to build up new skills; but could still focus on learning rather than
assessment activities.
Role of Teachers in PBL
Help students to identify appropriate learning strategies
Apply methods of inquiry - to generate hypotheses, make predictions and solve problems
Ensure that students have knowledge of the project to be carried out Informal measurement tools
Application of the latest management techniques Create an environment for learning and exploration
Attract students attention on a specific topic
Advantages of PROJECT BASED LEARNING
Provide opportunities for students to generate ideas about a topic.
Teach them to accept and respect individual differences.
Encourage them to get ready to bear the risk of sharing ideas and views respectively.
Shows that their ideas are appreciated.

5.3.2 Problem Based Learning (PROJECT BASED LEARNING)

Concept
Problem-based learning is supported by the concept of self-learning to facilitate the learning process more effectively. PBL
includes problems in the real situations related to the topic being discussed; involves the use of reasoning and critical
thinking, relevant problem solving skills, and discipline of work, self-study, team efforts and mastering communication skills,
and be responsible and persistent in resolving any related problems.
Skills acquired from PROJECT BASED LEARNING
i. learn to solve problems based on the reality of the real problem.
ii. master higher-order thinking skills iii. problem-solving skills.
iv. information searching skills from various study. v. Self-Directed Learning Skills
vi. Team work skills. vii. Effective communication skills.
Procedure of Problem Based Learning
i. Submit a problem ii. Describe the learning outcomes
iii. Provide a safe learning environment
iv. Provide guidance & strategy "coaching appreticeship" and "scaffolding"
v. Prepare learning resource (learning modules, enrichment / remedial source, multimedia)
vi. "Debriefing" vii. Assessment - group and individual

5.3.3 Electronic Learning

Concept
Dimensions of collaborative learning through face to face discussion or interaction can be further extended and
expanded online either parallel (synchronous) or non-parallel. Through this approach, students have a more
flexible learning time to interact with each other or with the lecturer. Students can save time in the process of
strengthening information-fact discussion via the internet without having to leave the online discussion. ICT info
structure aspects of e-learning consists of three main components of computer hardware (server systems,
network systems and computer users), software and e-learning applications and various categories of users
(teachers, students, instructional designers, content developers, and staff technical).
Electronic Learning Approach
Online learning >Technology based learning
Web based learning >Web based training
Computer based training >Computer based learning
Technology enhanced learning >Computer supported collaborative learning
Presentation form of teaching and Learning
i. Print as journal articles, articles, magazines, e-books
ii. Videos such as video clips, video recordings, satellite broadcasts
iii. Such as audio recording and audio podcasts
Electronic Learning feature
i. Self-proportion of students ii. To suit the needs of students iii. Meet the diverse learning styles
iv. Easier access and wide v. Need a computer and internet skills

5.3.4. Web-Based Learning (SESCO)

Concept
SESCO uses a combination of streaming video, power point descriptions, audio description and other presentations in the
teaching and learning process. Therefore learning becomes more wide and rich with variety of learning resources.
Information learning, assessment and sharing of ideas and views become more simple, accessible and can spread rapidly
through the website.
7 applications in SESCO
i. Real time announcement. ii. Text, html, spread sheets, video, powerpoint, audio files
iii. Real time grade book iv. External links v. Chat rooms vi. Automatic quiz vii. E-mail

5.4 USE OF TECHNOLOGY IN TEACHING

5.4.1 Use of Technology in Teaching
The use of technology in teaching and learning has improved the quality of teaching. The existence of information
technology and multimedia technology has a strong impact to change the teaching methods and techniques. Among them
are:
i. PowerPoint, video, film and interactive boards. The use of multimedia in teaching helped teachers to achieve learning
objectives.
ii. Internet in teaching - the use of email, blogs, portals and web sites help teachers to guide and reinforce learning.
iii. Virtual Library - E-journals and e-books. Virtual library allows students to access the database for information.
iv. Web-based learning Teaching and learning materials can easily be displayed on the website. Therefore students can
easily get the materials.
v. Learning on-line - The existence of an effective educational network that enable distance education.

5.4.2 Impact of technology in teaching

1. Improve the efficiency and effectiveness of learning outcomes.
2. Can be used as teaching aids that make teaching and learning more interesting and effective.
3. The learning process can be more simple, and compact. 4. Students will not be easily tired and
bored.
5. Make teaching and learning process more active and create fun learning environment.

Nowadays teachers are facing with students who are known as a smart internet user. They are more comfortable with the
internet and they can acquire the skills quickly and efficiently. Therefore the formal
classrooms have to change to be virtual classroom, and the learning environment will change to be more personal learning.
Concept
Resource design is used to develop a variety of teaching and learning materials such as traditional resources like printed
material, 2-D and 3-D materials or latest resources such as computer-aided materials with a variety of audio-visual media,
access information, online learning and social networking.
Purpose of Resource Design
Encourage independence while exploring their own knowledge.
Student-centered learning. Using the concept of Mastery Learning.
Improve the quality and effectiveness of the education system.
Computer-aided teaching materials on the market could not meet the objectives of the National philosophy of Education
because those producers of teaching and learning materials are not experts in pedagogy.

Resource Design model

1. Classroom Oriented Model
Teachers plan one or two hours lesson and provide instructional design before entering the classroom. Examples of
classroom oriented model is the model of Gerlach and Ely (1980), ASSURE model (1996), Kemp model (1985) and models
of Dick and Reiser (1989).
2. Product Oriented Model
Examples of product-oriented model are the model of Van Patten (1989), the model of Leshin, Pollock and Reigeluth (1990)
and Bergman and Moore's model (1990).
3. Systems Oriented Model
Examples of system-oriented model are the model IDI (1973), IPISD model (1975), Dick and Carey model (1979), models of
Diamond (1989) and model of Seels and Glasgow (1990).

Levels of Resource Design

1. Pupil analysis: Consists of three things: general characteristics, specific competency level and learning style. General
characteristics include age, level, and socioeconomic backgrounds.
2. Objective: Stated objective helps teachers in planning teaching resources. Selection of methods, media and materials are
based on students abilities, and teaching objectives. Because of a diversity of students abilities, groups and class teaching
the use of various media and materials are necessary.
3. Student participation: Activities that can be done such as drilling,
exercises, quizzes and so on. Teachers can also involve students in group teaching methods.
4. Evaluation: It is important to evaluate and check the effectiveness of the lesson . Assessment includes students
achievement in skills, attitudes and objectives.
Characteristics of Resource Design
Reasonable Costs (can also use recyclable materials) Having a national identity
Fulfil the instructions and curriculum In accordance with the students' performance
Accuracy decorative technique
Advantages in Resource Design
Diversify teaching and learning
Teachers and students can access information from variety of sources
Easy to get information Save time Systematic in managing and updating material

5.7 DESIGN ASSESSMENT AND EVALUATION OF INNOVATIVE

Evaluation Concept
Assessment is a process to produce quantitative values for determining the position of learning and achievement. It is a
systematic procedure to interpret the results of measurements for providing information on academic achievement, skills or
attitudes. It is included testing and measurement
Evaluation Purpose
i. Help teachers discover students abilities
ii. Make comparisons among students or between a class with another class.
iii. To compare students achievement among subjects.
iv. Determine the ability of students with low achievement.
v. Help teachers to do enrichment and remedial activities.
vi. Enable teachers to evaluate teaching materials, methods and techniques

A. Performance Assessment
Assess the development of students learning to clarify what can be made and how is the process of learning and learning
experience. This process is assessing students' ability to do something or use a skill in creating something new.
Assessments made by observation of what is actually experienced and produced by students. Performance assessment is
also known as authentic assessment.
Advantages of Performance Assessment.
i. Record of what is known and done by students
ii. Assess students' ability to think, analyze, synthesize and evaluation
iii. Help teachers make individual assessments based on continuous observation.
iv. Help teachers plan instruction based on students abilities.
v. Facilitate the school, parents and others to acquire detailed information on students learning.
Characteristics of Performance Assessment
i. Students are involved in authentic activities
ii. Assignments will be more meaningful; application of skills, knowledge and integration of creative and critical thinking skills
iii. Use proper language and grammar to provide good assignments
iv. Two forms of performance assignment: project-based assignments and product-based assignments
v. Emphasis on good understanding in the report assignment
The teacher in the Performance Assessment
i. Define the task goal
ii. Provide explicit learning outcome.
iii. Prepare assignments based on real world
iv. Provide a complete task execution steps to guide students
v. Build evaluation in contextual form of assignments
vi. Use evaluation forms so that the assessment is done in a fair and accurate way

B. Portfolio Assessment
Portfolio is a form of evidence of learning development process. Preparation of portfolio is a requirement in the performance
assessment. Provision of systematic portfolio contains the following features:
CRADLE Collecting-Reflecting-Assessing-Documenting-Linking-Evaluating
Characteristics of systematically Portfolio
i. Comprehensive: Various and accurate data collection
ii. Planned and systematic: Contains good planning before execution.
iii. Informative: Information must be meaningful to the teachers.
iv. Specific: Meet the purpose and goals of development.
v. Authentic: The information included is related to the authentic task.
Portfolio assessment procedures
i. Identify the purpose and focus ii. Plan contents iii. Design analysis iv. Prepare delivery procedures
v. Identify verification procedures

C. Self Assessment
Self assessment involves students assessing themselves; what they have learned and how they learned it. Students will
monitor their development and their learning progress based on the objectives and learning outcomes.
Procedures of Self Assessment
i. To reflect on past experiences ii. Recall what happened iii. Describe the ideas they have learned
iv. Keep a record of the actions taken v. Determine the direction of future
Self Assessment strategy
i. Modelling - use good assignment as an example
ii. Questioning skills - students are asked to construct questions to obtain additional information
iii. Graphic organizer - to help students structure their thoughts in the form of diagrams
iv. Learning reflection - journal entries about what is experienced
v. Peer assessment - feedback from their peers

D. Computer Based Assessment

i. This assessment is an assessment provided, administered and reviewed by computer.
ii. There is a special software for teachers.
iii. Assessment of learning is more interesting and can get direct feedback
iv. Performance will be determined by a computer program based on the level of difficulty of the questions
v. Electronic votting system allows teachers to make teaching and learning assessment after completion
vi. The level of student learning can be measured quickly and action can be made.

TOPIC 6: MANAGING INNOVATION AND EDUCATIONAL CHANGE

6.4 The Importance of Innovation and Change in Education
The use of laptop computers have become a necessity, while the desktop is considered outdated. Borderless
world concept has spread in the world of education. Today students can obtain a variety of information and data
from a virtual library. It is clear that the goal of innovation today will produce positive changes such as;
Able to create a creative society and country. Able to develop students talents & potentials
The values of teaching and learning can be carried out effectively.
Improve the quality of education and the efficiency of educators.
Generate students creative ideas and make them to be interested to learn.

6.5 Strategies for managing innovation and change

6.5.1 Strategy of Change
Power Strategy
The administration will use formal authority and control to force the members to comply with all rules and
regulations. For example, the enforcement of working time. Various methods are used such as punch cards or
fingerprints (thumb print). To ensure that this rule is followed, the concept of reward and discipline is practiced.
Persuasion Strategy
In implementing this strategy, a leader should own an interpersonal skills to convince the members of the
organization. Any changes you want to do must be planned carefully and be accepted by them. For example, the
practice of paper or electricity conservation in the organization. There is no obligation to do so. So, the success of
the practice is highly depending on how the leader as an agent of change could influence the subordinates.
Re-Education Strategy
As a leader, he should encourage the group to do reflection on the success and failure of the actions taken. For
example, we take the same as above. Members of the group should create a culture of reflection about the
implications of the paper or electricity savings to the organization. Does it bring more benefits or not?
Facilitation Strategy
In this case, the target group will determine their plans and the agent of change will provide the necessary
resources. This action is to ensure that there is no impediment to the target group to continue the planned
changes. For example, teachers in special education classes for the Visually Impaired students choose to use
computer in teaching writing composition; then the school should strive to get the facility.

6.6 Innovation Adaptation and Change Education

6.6.1 Teacher Training
Changes from the Teachers College to Teacher Education Institute
In 2004, 27 colleges and 1 English Language Teaching Centre was changed to Teacher Education Institute
after upgraded.
In 2005 the Cabinet approved the 27 Teacher Training Colleges upgraded to Institut Pendidikan Guru (IPG)
that confer a Bachelor of Education and B.Ed. on 13 July,2005.
In 2006, the declaration that upgrades Teachers College to Teacher Education Institute . This declaration
allows IPG Graduate Teachers Programme as Graduate Programme Primary School ( PGSR ) , pre-service
training to primary school teachers through the Teacher
Training Course SPM ( KPLSM ) such as the Bachelor of Teaching ( PISMP ) and B.Ed TESL .
In 2009 the Honorable Minister of Education , Dato ' Hishammuddin Tun Hussein has officially declared all
teacher training institution in Malaysia to be known as the Malaysian Institute of Teacher Education ( IPGMs).
Bachelor of Education (PISMP) With Honours
The program is open to prospective teachers consists of students from SPM Teaching Course (KPLSPM).
Students are selected by BPG based on a number of interviews and tests. Students who pass the preparatory
stage would only be offered to pursue the Bachelor of Education (PISMP) at IPG.
PISMP is a pre-service teacher training programs to train primary school teachers who graduated under the
national education system. This program offers 15 courses in 27 IPGs. This program initially offered to 2000
students in June 2005. They are required to attend a preparatory course for three semesters at IPG set as a
prerequisite for the program. Officially the first cohort PISMP program began in January 2007. The students will
be awarded the degree with honors after studying at least 8 semesters in IPGMs
The goal of this program is to produce a quality primary school teachers who acquire knowledge, skills and
competencies in their respective areas in accordance with the National Education Philosophy and

Philosophy of Teacher Education.

6.6.2 Program Graduate Teachers
Program Pensiswazahan Guru Sekolah Rendah (PGSR)
Staff Development Committee of Ministry of Education meeting dated February 5, 2007 has approved PGSR
program in IPG mode Graduate School Based Training (LPBS) where teachers will undergo training in the
institutes on weekends or holidays without leaving school; receiving full salary; not charged with any fees and will
be awarded a Bachelor of Education at the end of the study. PGSR program is a key channel for non-graduate
teachers to upgrade their education at the tertiary level. The degree will enable to be appointed DG 41.
Graduate Teacher Program (PPG)
The Ministry of Education in conjunction with the Economic Planning Unit (EPU), Prime Minister's Office has
recommended that all eligible teachers will graduate in the 10th Plan period (2011-2015) through the Graduate
Teacher Programme (PPG). BPG is responsible for the implementation of the program.
Management Meeting of MOE. 16/2010 on 29th September 2010 approved the Proposed Implementation of PPG
under the 10 MP. MOE targets to ensure that 60% of primary school teachers and 90% of secondary school
teachers are graduate teachers by 2015. All PPLD under the age of 47 are eligible to apply and follow the PPG. It
is estimated that the number of teachers who will join the program is nearly 100,000 people consisting of 8,686
primary school teachers and 91,171 secondary school teachers.
PPG will receive scholarships to a binding contract and using the mode of Distance Education (DE). The study
will take between three and a half years to four years. 40% students of this program will be studying at the
Teacher Education Institute Campus (IPGK), 40% at the Institute of Higher Education (IPTA) and 20% at Private
Higher Education Institutes (HEIs). Award of degree will be awarded by the respective institutions .

6.6.3 Curriculum Transformation

In this discussion it will focus on the Standard Curriculum for Primary Schools (KSSR), which was implemented in 2011. The
transformation of the primary school curriculum is the restructuring and upgrading of the existing primary school curriculum.
The purpose of the transformation is to ensure that students are provided with the knowledge, skills and values that are
relevant to the current needs to meet the challenges of 21 century. KSSR could be summarized as follows;
The aspiration of KSSR is based on National Education Philosophy and the National Education Policy . KSSR also
adopted four pillars of UNESCO's education , which is learning to know, learning to do, learning to live together and learning
to be.
Principles of the KSSR are based on the principles of KBSR that is Integrated Approach, Comprehensive Individual
Development, Equal Education For All Students and Education for Life
Concepts introduced in the KSSR is a form of classification of knowledge, skills and values. This concept focuses on a
balanced development of human capital in terms of physical, emotional, spiritual, intellectual and social.
Emphasise 4R of skills in reading, writing, arithmetics and reasoning. In Phase I, the teaching and learning emphasizes
the acquisition of basic 4R. In Phase II, the emphasis is on strengthening and application of 4R.
Organized in modular form by grouping certain subjects into a particular group which are known as Modul Teras Asas,
Modul Teras Tema and Modul Elektif.

6.6.4 High Performance Schools

High Performance Schools (SBT) are defined as schools with ethos, character and a unique identity that excel in all aspects
of education. This school has a tradition of high working culture and is excellent in developing a holistic national human
capital that could compete at the international level. The rationale for the establishment of the HPS is to Raising Quality
Schools, the Best to Produce Excellent Student and Bridging the Gap Between Schools In System.
Selection of schools is performed by SBT Selection Committee, who is chaired by the Director of Malaysian Education. The
selection process will go through three screenings.

Characteristics of High Performing Schools

School leaders in SBT has accountability and credibility in the management of the school. They have the autonomy in
decision-making, choosing curriculum and teaching methods, selecting and placing of teachers. The administrator must also
provide strategic planning in determining the direction of the school .
School Teachers in SBT should be able to deliver, has accountability and credibility in the process of teaching and learning
in schools. The use of ICT-based teaching methods and hands-on activities in teaching. They should develop the potential in
students not only at the school or state level but also at the international level.
Pupils in SBT should be able to provide annual targets for self-improvement. They are given autonomy for self-study, to
operate and manage themselves as well as school activities.

6.6.5 The Smart School

Malaysian Smart School is a learning institution designed holistically in terms of the practice of teaching, learning, school
management in order to prepare students to face the eruption of the information age. Smart School is growing with the
development of professional staff, increased resources and efficient administration. This will enable schools to adapt to
changing circumstances.

Characteristics of a smart school are:

The process of teaching and learning is student-centered, continuous and reflective. Smart School curriculum is designed
to be meaningful, socially responsible, holistic, global and open. This practice promotes holistic learning; allowing children to
develop according to their levels of achievement and to take into account the capabilities, interests and needs of different
students.
Flexible assessment system will allow students in a classroom to learn at different levels in the same subjects. Students
will be allowed to continue to another level in different subjects at any time. In this way, students who are less intelligent,
which is usually ignored will be given due attention.
Teachers are encouraged to develop the students social skills and inculcate moral and ethical values as well as the value
of patriotism. The use of information technology is as a tool to store data and enable the administrator to recover data.
Systematic monitoring of student progress will remind schools about the need for follow-up action for bright students and
the less ones. Assessment is based on specific criteria elements to provide a holistic and accurate picture of student s
performance. Assessments also use conventional and electronics teaching and learning materials that are appropriate to the
teaching and learning strategies.

6.7 Malaysian Education Quality System (SKPM)

6.7.1 Background
To ensure the quality of education in educational institutions to rise steadily the School Inspectorate has introduced a
mechanism of Higher Education Quality Standards Now, it is known as Education Quality System. Implementation of this
standard gives the opportunity to the Chief Inspector of Schools to ensure that the standard of teaching is developed and
maintained in educational institutions. The system is outlined in three documents namely;
SKPM 1 : Statement of Standards SKPM 2 : Instruments Assurance Standard SKPM 3 : School Development Plan

6.7.2 Principles SQEM

Based on the following principles ;
Schools are able to develop to a higher level in a systematic manner based on its potential
School is responsible for the overall potential of the individual in accordance with the National Education Philosophy.
School leadership plays a very important role in improving the quality of education.
Students excellence in academics, co-curricular and personal development is a key indicator of the success of the school
in producing a high quality education .
School as an educational organization governed based on the theory and practice of management.

6.8 Malaysia Education Blueprint

6.8.2 Objectives
1. Understanding the current performance and challenges of the Malaysian education system, with a focus on improving
access to education, raising standards, closing achievement gaps, fostering unity amongst students, and maximising system
efficiency.
2. Establishing a clear vision and aspirations for individual students and the education system as a whole over the next 13
years.
3. Outlining a comprehensive transformation programme for the system, including key changers to the Ministry which will
allow it to meet new demands and rising expectations, and to ignite and support overall civil service transformation.

6.8.3 The Education System Aspiration

1. Access
100% enrolment across all levels from preschool to upper secondary by 2020.
2. Quality
To be top third of countries in international assessments such as PISA and TIMMS in 15 years.
3. Equity
50% reduction in achievement gaps (urban-rural, socio-economic, gender ) by 2020
4. Unity
An education system that gives children shared values and experiences by embracing diversity
5. Efficiency
A system which maximises student outcomes within current budget

6.8.4 Student aspirations

Knowledge
At the most basic level, every child will be fully literate and numerate. Beyond this, it is important that students master core
subjects such as Mathematics and Science, and are informed with a rounded general knowledge of Malaysia, Asia, and the
world. This would include their histories, people, and geography. Students will also be encouraged to develop their
knowledge and skills in other areas such as the arts, music, and sports.
Thinking skills
Every child will learn how to continue acquiring knowledge throughout their lives (instilling a love for inquiry and lifelong
learning), to be able to connect different pieces of knowledge, and to create new knowledge. Every child will master a range
of important cognitive skills, including critical thinking, reasoning, creative thinking, and innovation. This is an area where the
system has historically fallen short, with students being less able than they should be in applying knowledge and thinking
critically outside familiar academic contexts.
Leadership skills
In our increasingly inter-connected world, being able to lead and work effectively with others is critical. The education system
will help every student reach his or her full potential by creating formal and informal opportunities for students to work in
teams, and to take on leadership roles. In the context of the education system, leadership encompasses four dimensions:
entrepreneurship, resilience, emotional intelligence, and strong communication skills.
Bilingual Proficiency
Every child will be, at minimum, operationally proficient in Bahasa Malaysia as the national language and language of unity,
and in English as the international language of communication. This means that upon leaving school, the student should be
able to work in both Bahasa Malaysia and English language environment. The Ministry will also encourage all students to
learn an additional language.
Ethics and Spirituality
The education system will inculcate strong ethics and spirituality in every child to prepare them to rise to the challenges they
will inevitably face in adult life, to resolve conflicts peacefully, to employ sound judgement and principles during critical
moments, and to have the courage to do what is right. The education system also seeks to nurture caring individuals who
gainfully contribute to the betterment of the community.
National identity
An unshakeable sense of national identity, tied to the principles of the Rukun Negara, is necessary for Malaysia s success
and future. Every child will proudly identify as Malaysian, irrespective of ethnicity, religion or socio-economic status.
Achieving this patriotism requires that every child understands the country s history, and shares common aspirations for the
future. Establishing a true national identity also requires a strong sense of inclusiveness. This can be achieved through not
only learning to understand and accept diversity, but to embrace it.

6.8.5 Eleven shifts to transform the system

Shift 1: Provide equal access to quality education of an international standard
Shift 2: Ensure every child is proficient in Bahasa Malaysia and English language and is encouraged to learn an additional
language
Shift 3: Develop values-driven Malaysians Shift 4: Transform teaching into the profession of choice
Shift 5: Ensure high-performing school leaders in every school
Shift 6: Empower JPNs, PPDs, and schools to customise solutions based on need
Shift 7: Leverage ICT to scale up quality learning across Malaysia
Shift 8: Transform Ministry delivery capabilities and capacity
Shift 9: Partner with parents, community, and private sector at scale
Shift 10: Maximise student outcomes for every ringgit Shift 11: Increase transparency for direct public accountability

6.8.6 Sequencing the transformation

WAVE 1 (2013-2015) TURN AROUND SYSTEM BY SUPPPORTING TEACHER AND FOCUSING ON CORE SKILLS
WAVE 2 (2016-2020) ACCELERATE SYSTEM IMPROVEMENT
WAVE 3 (2021-2022) MOVE TOWARDS EXCELLENCE WITH INCREASED OPERATIONAL FLEXIBILITY
Among initiatives in wave 1 is:
Raising teaching standards through tailored on-the-ground teacher coaching, particularly in core subjects (Bahasa
Malaysia, English Language, Mathematics and Science)
Revamping examination questions to include greater focus on higher-order thinking skills
Among initiatives in wave 2 is:
Rolling out secondary (KSSM) and revised primary (KSSR) curriculum to raise content and learning standards to
international benchmarks
Increasing public interest and awareness in STEM through campaigns and partnerships
Among initiatives in wave 3 is:
Scaling up innovations and options to continuously raise BM and English language proficiency and providing more choices
of additional languages
Rolling out ICT innovations and programmes for groups with specific needs to continuously raise learning standards
nationally