Malaysia Education Blueprint Research Articles

Values Education and the Malaysia Education Blueprint

AbstractIn several parts of the Malaysia Education Blueprint 2013 – 2035, one can find several statements that rightly give importance to values education related to the spiritual and moral development of students in Malaysian schools. These statements can be identified in the aspirations of the blueprint towards the education system and also towards the students as well as in one of the 11 main shifts underlined by the authors of the blueprint to transform the national education system. While some of the action plans and initiatives recommended in the blueprint come across as efforts to strengthen values education in Malaysian schools, other initiatives could raise concerns. First, these initiatives are somewhat not substantive and secondly, some of them are perhaps questionable, both in theory and in practice. Hence, this paper aims to point out these concerns to those who have interest in values education and concurrently offer suggestions for consideration regarding other related matters. A general aim of the blueprint is to produce Malaysian citizens who internalise values and specifically, to strengthen values education thus ensuring the spiritual and moral development of Malaysian students. Indeed, there is no shortage of ideas concerning ways to promote students’ maturity in values and this network of ideas and measures entails placing the responsibility for values education not just on one group (the values education teachers) or programme (the Islamic Education and Moral Education subjects), but on all school heads and teachers as well as adults at home and in the community outside the school.

ROBOTICS AS A TOOL TO STEM LEARNING

Much has been written on the shortfalls in fully realizing the benefits of science, technology, engineering, and math (STEM) education. STEM is important, because it pervades every aspect of our lives. Nevertheless, STEM education is considered as hard, dull, and without emotional meaning. This article examines how the use of robotics in education benefits STEM learning and how teachers can get started with a robotics program in schools. In this study, students develop their building and programming skills teamwork, and presentation skills, as well as touch on STEM subjects school students using the LEGO NXT Mindstorm programmable reconfigurable robot, to observe and learn abstract physics concepts and to perform different designed activities. Students work in teams toward the common goal of developing logical and creative solutions to problems. The results of the study indicated that there was a statistically significant difference in overall perceptions of assessments in STEM Semantics Perception Data, STEM Career Interest Scales and in the interview sessions. It is hoped that this program may set the stage for the transformation of the Malaysian education system which aspires to ensure that every student in every school in every state achieves their full potential, as stated in the Malaysia Education Blueprint 2013-2025.

TPACK Confidence of Pre-service Teachers in Universiti Utara Malaysia

The role of technology in education is undeniable (Niess, 2005). Teachers as moulders of human beings need to be skillful in integrating technology in education to deliver what they teach effectively. According to Malaysian Education Blueprint (2012) pre-service service teachers of Universiti Utara Malaysia are expected to master Information and Communication Technology (ICT) integration in the teaching and learning process (MOE, 2013). This study measures the level of Technological Pedagogical Content Knowledge (TPACK) outlined by Mishra and Koehler (2006). It includes seven knowledge dimensions, namely Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) and Technological Pedagogical Content Knowledge (TPACK). This study involved 154 pre-service teachers from various programs such as a Bachelor's Degree in Education Majoring in Information Technology, Moral Education, Accounting and Business Management. Questionnaire forms were sent through a ‘Google Form’ to their respective emails and responses were analyzed using SPSS software. The findings showed that the pre-service teachers have a high level of competency, confidence and lastly TPACK. The test results have also shown that there is a significant difference between the male and female pre-service teachers regarding the confidence level in using ICT in teaching and learning as revealed by MANOVA analysis. DOI: 10.5901/mjss.2014.v5n22p167

English language teaching in Malaysia: The case for a dual track English curriculum [Short Communication

It has been my privilege to work within the ELTC for a period of 10 months, learning about the English language problems and aspirations of the Ministry of Education. While tasked to work directly on a Remedial Instruction Module, it became apparent that the scopes of the initiatives in Malaysia are much more far reaching. In this paper I wish to convey my perspective in a way that may provide some lighthouse markers as the Malaysia Education Blueprint moves forward.

Benchmarking in TESOL: A Study of the Malaysia Education Blueprint 2013

Benchmarking is a very common real-life function occurring every moment unnoticed. It has travelled from industry to education like other quality disciplines. Initially benchmarking was used in higher education. .Now it is diffusing into other areas including TESOL (Teaching English to Speakers of Other Languages), which has yet to devise a comprehensive framework of assessment of a given TESOL provision, for instance that of Malaysia Education Blueprint 2013. This paper is derived from the author’s research into improvement of TESOL, Curriculum in Lahore, Pakistan, based upon a comparative analysis of TESOL in Birmingham, United Kingdom. In the research, many benchmarks were drawn from a detailed comparative analysis and synthesis of extant literature, leading to the development and codification of quality characteristics and standards. Eventually, result was “TESOL Quality Audit Framework” that can be a prelude to improving learning and teaching strategies, staff, curriculum and institutional performance. In addition, the high impact benchmarks were used to formulate TESOL curriculum fit-for Malaysian preschool children (4-7 year olds) and teachers. A detailed worked example based upon four selected benchmarks, emphasizing use of one-day real-life project is illustrated. These projects have been utilized successfully to step-up the learning of both children and their teachers since 2000. The potential users of this workable framework consist of preschool and primary school children, teachers, TESOL teachers, curriculum policy makers and English curriculum coordinators, trainee preschool and primary school teachers, ministries and the departments dealing with pre-schoolers and younger children.

A study of time use and academic achievement among secondary-school students in the state of Kelantan, Malaysia

The preliminary report of the Malaysian Education Blueprint – 2013–2025 (Malaysia Ministry of Education, 2012. Preliminary education blueprint (2013–2025). Retrieved June 11, 2012 from http://www.moe.gov.my/userfiles/file/PPP/Preliminary-Blueprint-Eng.pdf) highlights the importance, in a globalised world, of producing future intellectual, social and human capital for Malaysia. It is paramount to note that adolescents are the future human capital of Malaysia. Literature indicates adolescents are confronted with an environment that is rapidly changing and the time spent on non-school-related activities has negatively impacted academic performance. This research investigated the contribution of time use among students to academic achievement. The sample of secondary school students was stratified to ensure balance of gender, school type and grade level. Correlation analyses were conducted to determine the associations among the variables identified in the study. Participants completed the Daily Record of How I Use My Time each day for seven consecutive days. Cooperating schools provided copies of the academic transcript of each participant. This information was used to establish the overall secondary school academic achievement of each participant. The data collected were subjected to bivariate comparison of means and t-test comparisons of means to yield correlations among the target variables. The findings of this research support those of some previous studies and contradict those of other studies, many conducted with non-Malaysian populations. In sum, this study may help to develop a conceptual framework for guiding efforts to improve academic performance, as it relates to time use, as a contribution to accomplishing the national agenda of Malaysia.

Study of science students' expectation for university writing courses

The New Malaysia Education Blueprint (2012) states that the private sector continues to have concerns for Malaysian graduates’ English proficiency. The present study investigates the views and expectations of science students taking English courses in a public university. The findings revealed that learners saw opportunities to communicate and job applications process as important soft skills. They preferred practical learning methods above traditional teaching methods. Learners considered group performance, personal attitudes and online activities as important learning opportunities, while factual knowledge, report writing were least supported despite the fact that the majority viewed both assessments and instructional process as relevant. The data revealed that though they were dissatisfied with their existing level of proficiency, many students continued to expect an A for their course. An assessment of the learner’s’ language ability revealed that language ability was less under the learner’s control and more dependent on learner proficiency level. Taken together, this study suggests that the curriculum for the Professional Writing course should be highly diversified and balanced, with some emphasis on getting less proficient learners to read and improve their grammar skills while better students should be given opportunities to develop creative talents and interpersonal skills.