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Pendidikan adalah satu proses yang kompleks kerana ia adalah satu proses yang berterusan yang merangkumi semua jenis pengalaman yang dilalui oleh seorang individu sama ada secara langsung atau tidak langsung, baik secara formal mahupun secara tidak formal.

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

ZAMAN PRAMERDEKA (Sebelum 1957)

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

ZAMAN PASCA MERDEKA (1957-1990)
 Ordinan

Pelajaran 1957 digubal

 Perakuan

Laporan Razak dikaji semula oleh Jawatankuasa Rahman Talib pada tahun 1960

 Penggubalan

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

 Menyediakan .1990)  Pelaksanaan Dasar Ekonomi Baru (DEB. 19701990) bermatlamat untuk mengukuhkan perpaduan negara melalui pembasmian kemiskinan di kalangan semua kaum dan penyusunan semula masyarakat.Zaman Dasar Ekonomi Baru (1971 . peluang pendidikan yang sama untuk semua kaum.

2000)  Akta Pendidikan 1996 – menggantikan Akta Pelajaran 1961 khususnya peruntukan kuasa-kuasa Menteri Pelajaran dan penginstitusian prasekolah.menyediakan peruntukan pinjaman pelajar dan skim tabungan bagimeningkatkan akses kepada pendidikan tinggi. Akta Perbadanan Tabung Pendidikan Tinggi Negara (Pindaan) 2000 – membenarkan pinjaman kepada pelajar di institusi pengajian tinggi awam dan swasta. Akta Perbadanan Tabung Pendidikan Tinggi Negara 1996 .Zaman Dasar Pembangunan Negara (1991 .   . Akta Majlis Pendidikan Tinggi Negara 1996 – membolehkan penubuhan sebuah majlis untuk menentukan dasar dan menyelaras pembangunan pendidikan tinggi.

Sekolah Wawasan dan Sekolah Model Khas Program j-QAF untuk pelajar sekolah rendah Sekolah Agama Bantuan Kerajaan (SABK) Program Pensiswazahan Guru .Zaman Dasar Wawasan Negara (2001 .2010)   Perkembangan ICT dalam pendidikan Akta Pendidikan 1996 (Pindaan 2002) – pendidikan wajib bagi pendidikan rendah PPSMI dan Bayaran Insentif Subjek Pendidikan (BISP) diperkenalkan pada tahun 2003      Sekolah Pusat.

PIPP VOCTECH NKRA TRANSFORMASI KURIKULUM DASAR & PROGRAM BARU NKEA MBMMBI TRANSFORMASI SISTEM PENTAKSIRAN RMKe 10 .

MERINTIS PEMBAHARUAN: SATU MISI NASIONAL .

membina identiti nasional dan semangat kebangsaan serta membangunkan sumber manusia bersesuaian dengan keperluan negara Matlamat melahirkan pelajar yang memiliki jati diri yang kukuh. liberal. bertolak ansur. patriotik. berfikiran dan berbudaya saintifik serta hidup bersatu padu .TERAS 1: MEMBINA NEGARA BANGSA Dasar menyokong hasrat negara untuk membina negara bangsa dengan masyarakat Bangsa Malaysia bagi mengukuhkan perpaduan. berpegang teguh kepada ajaran agama dan nilai moral. hidup sebagai sebuah masyarakat yang penyayang. demokratik.

kesusasteraan. kempen cintakan warisan bangsa dan negara Menerapkan warisan budaya dan kesenian bangsa dengan membina sekolah seni dan meningkatkan kerjasama dengan Kementerian Penerangan. pengkaryaan. kelab rukun negara.STRATEGI  Memperkasa Bahasa Melayu sebagai asas perpaduan dan bahasa ilmu dengan menggiatkan aktiviti kebahasaan. penterjemahan dan penerbitan  Memantapkan perpaduan negara dan integrasi nasional dengan meningkatkan aktiviti seperti RIMUP. Komunikasi dan Kebudayaan  .

Kebersihan dan Kesihatan) pengukuhan disiplin pelajar melalui JK Induk dan JK Bertindak bagi Menangani Gejala Disiplin Murid  .STRATEGI   Memperkukuh budi bahasa dan adab Membentuk sahsiah pelajar melalui:    pemantapan kurikulum pemantapan program kokurikulum dan sukan pengukuhan program 3K (Keselamatan.

moral dan sikap positif serta membina disiplin diri di kalangan pelajar . menerapkan nilai. kemahiran dan kompetensi.TERAS 2: MEMBANGUNKAN MODAL INSAN Dasar membangunkan modal insan yang mempunyai pengetahuan dan kemahiran serta menghayati nilainilai murni Matlamat memupuk semangat menguasai ilmu pengetahuan.

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

TERAS 3: MEMPERKASAKAN SEKOLAH KEBANGSAAN Dasar menjadikan sekolah kebangsaan (SK) sekolah pilihan utama masyarakat Matlamat meningkatkan dan memperkukuh perpaduan di kalangan pelajar pelbagai kaum dan memastikan semua sekolah mempunyai kesamarataan beroperasi secara berkesan .

STRATEGI • Peluasan program prasekolah • Pemantapan kurikulum • Memperkenalkan Bahasa Cina dan Tamil • Memperluas program j-QAF • Memperluas pendidikan Teknik dan Vokasional termasuk MPV • Meningkatkan pencapaian 3M • Pembestarian sekolah .

STRATEGI • Pemantapan program kokurikulum dan sukan • Penambahbaikan sistem sokongan • Peningkatan prestasi SK • Peningkatan kualiti prasarana SK • Pemantapan kepimpinan sekolah • Peningkatan kualiti guru • Pengukuhan budaya sekolah .

TERAS 4: MERAPATKAN JURANG PENDIDIKAN Dasar merapatkan jurang pendidikan antara lokasi. tahap sosioekonomi dan tahap keupayaan pelajar Matlamat memastikan semua sekolah dan pelajar mempunyai peluang dan keupayaan yang sama untuk cemerlang .

STRATEGI Lokasi (Bandar & Luar Bandar Jurang Dalam Bandar Tahap Pencapaian Pelajar Jenis Jurang Jurang Digital Tahap Sosioekonomi Pelajar Berkeperluan Khas .

kerjaya guru dan kebajikan guru Matlamat menjadikan profesion keguruan dihormati dan dipandang tinggi sesuai dengan amanah yang dipikul dalam pembinaan generasi masa hadapan negara .TERAS 5: MEMARTABATKAN PROFESION KEGURUAN Dasar memartabatkan profesion keguruan dengan meningkatkan kualiti guru.

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

TERAS 6: MELONJAKKAN KECEMERLANGAN INSTITUSI PENDIDIKAN Dasar melonjakkan kecemerlangan institusi pendidikan bagi memastikan pendidikan berkualiti dan bertaraf dunia Matlamat pewujudan kluster kecemerlangan pendidikan .

STRATEGI  Meningkatkan kepimpinan guru besar dan pengetua  Penambahbaikan sistem pemilihan guru besar dan pengetua Pemantapan latihan kepimpinan   Meningkatkan pengupayaan ke sekolah    Memberi lebih autonomi ke sekolah Mewujudkan sistem akauntabiliti Penyediaan program inovasi dan intervensi .

STRATEGI   Memperkenalkan standard dan penandaarasan baru Menjadikan Malaysia Pusat Kecemerlangan Pendidikan  Peningkatan jalinan antara sekolah cemerlang dalam dan luar negara Penggalakan penubuhan institusi pendidikan swasta dan antarabangsa   Mempelbagaikan pilihan aliran bagi memenuhi keperluan pelajar yang pelbagai .

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Mohd Yasin Menteri Pelajaran .MENGURANGKAN KADAR JENAYAH YB Dato’ Seri Hishammuddin Tun Hussein Menteri Dalam Negeri MEMBANTERAS RASUAH YB Dato’ Seri Mohamed Nazri Aziz Menteri di Jabatan Perdana Menteri MELUASKAN AKSES PENDIDIKAN BERKUALITI DAN BERKEMAMPUAN YAB Tan Sri Dato’ Haji Muhyiddin Hj.

Keluarga dan Masyarakat MENINGKATKAN PRASARANA LUAR BANDAR YB Dato’ Seri Mohd Shafie Afdal Menteri Kemajuan Luar Bandar dan Wilayah MENINGKATKAN MUTU PERKHIDMATAN PENGANGKUTAN AWAM YB Dato’ Seri Kong Cho Ha Menteri Pengangkutan .MENINGKATKAN TARAF HIDUP RAKYAT YB Dato’ Sri Shahrizat Abdul Jalil Menteri Pembangunan Wanita.

WIDENING ACCESS TO QUALITY AND AFFORDABLE EDUCATION EDUCATION NKRA LAB PRESENTATION December 18. 2009 CONFIDENTIAL AND PROPRIETARY Any use of this material without specific permission is strictly prohibited .

and lift the performance of other schools in the system Target of 20 HPS by 2010 New Deal for Head Teachers Develop a new performance based assessment to evaluate principals and head teachers with meaningful rewards and consequences for both top and bottom performers respectively 1 A special literacy and numeracy curriculum has been designed specifically for the special needs children 2% of principals rewarded by 2010 . Current literacy and numeracy rates stand at 87% and 76% respectively 90% Literacy & Numeracy by 2010 High Performing Schools (HPS) Create high performing schools with ethos. THE GOVERNMENT WILL FOCUS ON 4 THRUSTS TO WIDEN ACCESS TO QUALITY AND AFFORDABLE EDUCATION Pre-schools Increase participation rate of pre-school (4+ and 5+) age children and improve the quality of the system by making all government and private pre-schools part of the national education system.FOR THE EDUCATION NATIONAL KEY RESULT AREA. Current enrolment rate stands at 67% 72% enrolment across 4+ and 5+ cohorts by 2010 Literacy & Numeracy (LINUS) Every child1 will acquire basic literacy and numeracy after 3 years of primary education by the Year 2012. character and a unique identity who continually push the boundaries of student excellence.

OBJECTIVES OF PRE-SCHOOL SUB-NKRA Raising the bar We have increased our aspiration to expand enrolment targets to include both 4 and 5-year old students and raise quality Percent Pre-Schools Current enrolment rates (2009) 83 2010 31 67 50 Combined target: 72% ▪ For 5-year old students (4+/P1)1. we are targeting a higher enrolment rate while also increasing quality For 6-year old students (5+/P2)2. and focus on improving enrolment rates in rural areas ▪ 5-year old (P1) 6-year old (P2) Combine d 1 5-year old students (P1) will be referred to as the 4+ segment 2 6-year old students (P2) will be referred to as the 5+ segment . we primarily want to increase quality.

rural and remote areas Increase Public-Private-Partnerships (PPP) in pre-school education Launch a national pre-school Information system 32 3 4 4 Quality 6 Capacity 5 7 5 6 .THE LAB HAS TAKEN A HOLISTIC APPROACH AND IDENTIFIED 7 KEY THRUSTS TO WIDEN ACCESS TO AFFORDABLE AND QUALITY PRE-SCHOOL EDUCATION Key thrusts 1 Governance 2 2 7 Performance monitoring Delivery Stan3 dards Establish a national committee on Preschool education and a MOE Pre-school division Pre-Schools 1 Roll out the National Pre-school Curriculum Standard (NPCS) Harmonise support for government students Improve and harmonise quality of teachers and teacher assistants Increase the number of pre-school classes in urban (poor).

the per capita grants will be equalised to RM100 per student per year for all agencies Meal Grants ▪ Today.50 per meal.80 for West Malaysia. putting pre-schools at disparity in terms of buying power To both harmonise and compensate for price inflation of recent years. all agencies receive RM1. per student and ▪ ▪ per day This does not account for the significantly varying costs of raw materials in Malaysia. and RM2.3 HARMONISING SUPPORT FOR STUDENTS ACROSS ALL GOVERNMENT PRE-SCHOOL AGENCIES. JPNIN RM1. WILL ENSURE AN EQUAL STARTING POINT TO DELIVER HIGH QUALITY Government support Pre-Schools ▪ All government pre-school providers will continue to receive Equipment the equivalent level of support and equipment Per Capita Grants ▪ KEMAS and MOE pre-schools receive RM100 per student per ▪ year. meal grants to be increased to RM1.500 per class per year To account for variation in class sizes.05 for East Malaysia .

wRiting and aRithmetic .OBJECTIVES OF LITERACY AND NUMERACY SUB-NKRA NKRA – Widening access to quality and affordable education Literacy & Numeracy (LINUS) Every child* will be able to acquire basic literacy and numeracy skills after 3 years of mainstream primary education by the end of 2012 *For the special needs students . multiple disabilities and physically disabled. Reading. mentally retarded.e. speech impaired. a special literacy and numeracy curriculum has been designed What is LINUS Programme 34 ▪ ▪ ▪ LINUS is an acronym for Literacy and Numeracy Screening LINUS is a remedial programme designed to ensure students acquire basic literacy (Bahasa Malaysia) and numeracy skills at the end of 3 years of primary education LINUS is targeted at students who have difficulties in 3Rs i. visually impaired. hearing impaired.defined as students with learning disabilities.

Year 2 and Year 3) Development of Materials Enhancement Pedagogical Skill of Teachers Awareness Programmes for Schools and Community Monitoring. Supervision & Evaluation Establishment of FasiLINUS (expert facilitators) 2 LINUS Programme to achieve 2010 literacy and numeracy target of 90% for Year 1 students 3 4 5 6 .6 STRATEGIES FOR THE IMPLEMENTATION OF LINUS PROGRAMME TO ACHIEVE 2010 TARGET OF 90% 1 Literacy & Numeracy (LINUS) Screening of Students (Year 1.

LINUS PROGRAMME IS DIFFERENT FROM LINUS programme screening PREVIOUS EFFORTS process Year 1 Screening 1 (March) Literacy & Numeracy (LINUS) No No LINUS Yes 1 Programme will focus on early intervention (Year 13) for both literacy and numeracy skills. (Not just exam year. Previously. Year 6) 5 Professional support for LINUS teachers via dedicated facilitators (FasiLINUS) . LINUS program. this was done centrally Screening 3 (September) No No LINUS Year 2 Yes 4 Best performing teachers will now be allocated to Year 1 and 2 i. Previous programmes only focused on literacy skills (KIA2M) or on older children in Years 4-6 (PROTIM) 2 Improved remedial teacher to student ratio to 1:15 from currently 1 per school 36 Screening 2 (June) Special needs students Yes No No LINUS Medical Assessment Yes No No Main stream education 3 Management and supervision is decentralised to District Education Office & monitored by the School Inspectorates. i.e..e.

000 + 3.246 Additional remedial teachers required for LINUS programme Example: SK Seri Permai Gua Musang 1 teacher for 59 students in Year 2 remedial classes 4 remedial teachers for 59 students in LINUS .THE NUMBER OF REMEDIAL TEACHERS WILL NEED TO BE INCREASED TO ENSURE SUFFICIENT COVERAGE FOR STUDENTS From … Under current approach (KIA2M) Ratio of remedial teacher to schools Remedial teachers currently Literacy & Numeracy (LINUS) … To Proposed under LINUS programme Ratio of remedial teacher to 1:15 students. This ratio allows for 1:4 ratio per session (4 sessions daily) 1:1 ~7.

and providing them the right platform to make this journey through coaching and networking between these schools . allowing them to innovate in how the school is run (e. and graduate into „towering personalities‟ in all fields of work Raising the bar for other schools in the system Painting a vision whereby other schools can aspire to be like these world-class Malaysian schools.g. curriculum. staffing) Producing excellent students High Performing Schools (HPS) 38 Creating a breeding ground for international calibre students.OBJECTIVES OF HIGH PERFORMING SCHOOLS SUB-NKRA Elevating the quality of the best schools Raising the quality of the best performing education institutions through increasing the level of autonomies and accountability. who move on to the best institutions of higher learning.

hence becoming the school of choice Trust Schools ▪ Closing the achievement gap through public-private partnerships ▪ Aim for HPS ▪ Migrating towards HPS status through significant “deltas” in improvement ▪ Current cluster schools = 80% = 70% = 60% SQEM1 = 50% High-performing schools ▪ “Raising the bar to world class levels” ▪ SQEM 90% + ▪ End state aspiration for all schools ▪ Target of 20 HPS by 2010 1 Standard Quality Education Malaysia (SQEM) is the standard quality instrument for evaluating schools based on 4 main dimensions (vision and mission.HPS DESIGNATION IS AWARDED TO MALAYSIA’S BEST SCHOOLS. character and a unique identity which enable the schools to excel in all aspects of education. These schools have strong and excellent work cultures and dynamic national human capital for holistic and continuous development in addition to being able to compete in the international arena. WHILE TRUST SCHOOLS AIM TO CLOSE THE ACHIEVEMENT GAP High Performing Schools (HPS HPS is defined as schools with ethos. educational program management and student accomplishment) . organisational management.

g. holistic achievements (e.g. SQEM: 80%) Defining feature ▪ Performance Selection criteria ▪ outcomes: Internationally comparable levels of achievement Absolute. SQEM and GPS scores and specific HPS annex) ▪ Centres of excellence: ▪ Operations and ▪ Absolute achievement ▪ ▪ ▪ ▪ Benefits ▪ Extended autonomies ▪ ▪ Selected autonomies ▪ given to school leaders Additional funds and performance incentives from government given to school leaders Additional funds from government “Raising the bar to world-class levels” “Creating schools of excellence in specialised fields” “Closing the gap through publicprivate partnerships” accountability: privately managed to accelerate improvements Schools across all performance levels Support for transformation from school community Extended autonomies to private partner and school leaders Private sector expertise and resources .HPS CONCEPT WILL BE CONSISTENT WITH OTHER TYPES OF SCHOOLS IN THE EDUCATION SYSTEM HPS High Performing Schools (HPS Rationale ▪ Identify and cultivate Malaysia‟s cadre of internationally competitive schools Cluster Schools Trust Schools ▪ Identify and cultivate ▪ Encourage greater private sector involvement in transforming student outcomes in public schools 40 centres of excellence with a particular niche area lead clusters in the development of their specialisations (e.

increase schooling hours. for overtime) and ▪ ▪ performance based incentives to all staff Flexibility to redeploy staff if performance is unsatisfactory Can separate academic and non-academic functions Performancebased staff management Outcome based school evaluations ▪ Annual reporting of defined outcomes indicators of each school ▪ Inspections based on streamlined SKPM school evaluation .HPS AND TRUST SCHOOLS WILL BE GIVEN ADDITIONAL AUTONOMIES TO ENABLE INNOVATION IN RUNNING THEIR SCHOOLS AND IMPROVE STUDENT OUTCOMES High Performing Schools (HPS) Curriculum flexibility ▪ Flexibility over teaching & syllabus of compulsory and elective subjects ▪ Follow national exams.g. teach in national medium of instruction or ▪ multi-lingual Flexibility to change minimum hours per subject. and accelerate students by one year Budget ownership ▪ Funds channeled as grants in lump sum at start of the school year ▪ Full flexibility to allocate funds as deemed necessary ▪ Ability to opt out of MOE centrally procured services ▪ No grade level restrictions. can recruit staff based on performance ▪ Flexibility to provide extra payments (e.

25 standard deviation) . coordinate and evaluate teaching and learning activities in their schools Primary change agents Articulate a clear vision and mission. and plan. which is essential in aligning the whole school towards ensuring that the desired student outcomes are achieved Create a supportive.194 schools 42 Leadership quality 34% 34% 2% -3 -2 14% -1 0 1 14% 2% 2 3 An improvement of 1 standard deviation in leadership quality improves student achievement 10 percentile points (~ 0. by reducing external pressures and interruptions and establishing an orderly and supportive environment both inside and outside classrooms SOURCE: School Leadership That Works (McREL) … based on an analysis of 70 previous studies involving 2.THE OBJECTIVE OF THE ‘NEW DEAL’ IS TO IMPROVE THE OVERALL QUALITY OF STUDENT OUTCOMES BY IMPROVING PERFORMANCE OF New Deal for Head Teachers SCHOOL LEADERS IN MALAYSIA School leaders have a significant impact on student outcomes … Instructional leadership They play an active role in developing their teachers. orderly environment Ensures that the school environment is conducive for learning.

with good and poor performers identified Performance based management of Head Teachers ▪ Increased accountability on Head Teachers for school performance Meaningful rewards and consequence management ▪ Financial and non-financial incentives.924 schools will be ranked and published on a yearly basis. differentiating between high and low performers ▪ Developmental support for those with consecutive years of low performance .PERFORMANCE CONTRACTS (BAI’AH) FOR HEAD TEACHERS WILL BE CENTRAL TO THE ‘NEW DEAL’ Components of Performance Contract Transparency in school performance New Deal for Head Teachers ▪ Performance of all 9.

TRANSPARENCY IN PERFORMANCE INVOLVES RANKING ALL (9.924 schools now ranked by 2008 performance 1 Standard Quality Education Malaysia (SQEM) is the standard quality instrument for evaluating schools based on 4 main dimensions (vision and mission. organisational management. educational program management and student accomplishment) .924) PUBLIC PRIMARY AND SECONDARY SCHOOLS Summary approach for ranking schools Head Teachers and schools will be assessed (and rewarded) based on the following criteria Significant year-on-year improvement New Deal for Head Teachers School Grade Point Average (GPS) 70% weight SQEM1 School assessment 30% weight Outstanding OR absolute scores Rankings will be verified to ensure accuracy Composite Score (Index) 9.

THE STRETCH TARGET FOR THIS NKPI IS TO HAVE 3% OF HEAD TEACHERS EXCEEDING TARGETS IN 2010.. exceed target) each year as performance levels improve 45 . AND GRADUALLY INCREASING THIS TO 6% BY 2012 Primary and secondary schools How this target will be calculated ▪ Number of Head Teachers receiving 6 5 4 3 2 3 Rationale for this target ▪ rewards will be determined at the end of the year for primary schools and end of June the following year for secondary schools The number of Head Teachers rewarded will be divided by the total number of Head Teachers in the system for that year to get the percentage ▪ This target was set to ensure that sufficient ▪ 2010 Stretch% Base% SOURCE: Education Lab 2011 2012 number of Head Teachers will be rewarded to be meaningful in motivating changes in behaviour and therefore performance A fixed standard (in terms of composite score and performance improvement) will be set whereby more Head Teachers is expected to make the cut (i.e.

HEAD TEACHERS WHO CONSTANTLY UNDERPERFORM. with specific KPIs Year 2 BT ▪ Undergoes IAB’s Performance Management Program ▪ Coaching and mentoring from IAB Year 3 BT ▪ Transfer ▪ Transfer to another function (probation for 2 years) ▪ Pooling ▪ Administrative attachment at PPD/JPN/KPM for 2 years Year 5 BT ▪ VSS ▪ Permanently in pool post Year 7 BT SOURCE: Education lab 4 6 . WILL BE SUBJECT TO REMEDIAL PROGRAM Consequence Year 1 Below Target (BT) ▪ Undergoes Institut Aminuddin Baki (IAB)’s Performance Management Program Details ▪ Consultation & School Profiling with IAB to draw specific plans to improve performance.

MINISTER KEY RESULT AREAS (MKRAS) NKRA .

TRANSFORMASI PENDIDIKAN VOCTECH Isu semasa VOCTECH di KPM • Persepsi PTV sebagai kelas kedua • Struktur kurikulum lebih menekankan akademik • Kemahiran tidak memenuhi keperluan industri/ profesional • Prasarana kurang lengkap dan teknologi tidak mengikut perkembangan semasa industri • Kekurangan tenaga pengajar bertauliah dalam bidang kemahiran • Kurang membantu mempercepatkan pengeluaran tenaga mahir negara .

CADANGAN PENYELESAIAN The “As Is” & “To Be” Strategy Canvas “ Vo c t e c h 5 4 3 2 1 0 As Is To Be – the right choice for better career” Creation Non-Customer Target : School Dropouts and Adults who want to learn vocational skills .

STRATEGI VOCTECH Peningkatan kadar enrolmen sebanyak 30% Transformasi kurikulum VOCTECH Program khas vokasional Production based Kolaborasi dengan institusi pengajian tinggi Kerjasama dengan industri. pusat latihan dan badan profesional Promosi pendidikan VOCTECH .

Mahathir Mohamad mengumumkan mengenai pelaksanaan Pengjaran dan Pembelajaran Sains dan Matematik Dalam Bahasa Inggeris dimulakan pada tahun 2003 MBMMBI • Pada 8 Julai 2009. YAB Tan Sri Muhyiddin bin Mohd. Timbalan Perdana Menteri merangkap Menteri Pelajaran Malaysia telah mengumumkan pemansuhan PPSMI dan pelaksanaan MBMMBI . Yassin.PPSMI • Tun Dr.

ISU DALAM PELAKSANAAN PPSMI Sebahagian sahaja guru menggunakan Bahasa Inggeris sepenuhnya dalam P&P Sains dan Matematik Penggunaan Bahasa Inggeris hanya dalam 53-58% daripada masa keseluruhan mata pelajaran Sains dan Matematik Pencapaian murid dalam UPSR pada tahun 2008 menurun Jurang perbezaan yang besar di antara murid bandar dan luar bandar bagi mata pelajaran Sains dan Matematik Peningkatan tidak melebihi 3% dalam kemahiran Bahasa Inggeris. . manakala bagi murid luar bandar masih rendah.

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

PENDEKATAN SOFT-LANDING Guru digalakkan mengajar Sains & Matematik dalam dwibahasa mulai tahun 2010 di SR dan SM Peperiksaan Sains & Matematik UPSR akan terus dilaksanakan dalam dwibahasa sehingga tahun 2016. Peperiksaan Sains & Matematik SPM akan terus dilaksanakan dalam dwibahasa sehingga tahun 2015 .

Penambahan waktu P&P di SJKC dan SJKT ( menjadikan 120 minit ) i. IPGM Batu Lintang. IPGM Gaya. Menyediakan guru BI yg mencukupi ii. drama. ELTC. Menyediakan perisian dan lain-lain peralatan .STRATEGI MBMMBI i. singing dll) i. Menambah fungsi makmal komputer kepada makmal bahasa ii. Sabah v. Kuala Lumpur i. SM = 280 minit dan 400 minit)) ii. Penambahan waktu P&P Bahasa Inggeris di SK dan SM ditambah (SK= 330 minit. Seni bahasa ( story telling. IPGM Kuala Terengganu iii. Menyediakan bahan bacaan BI iii. IPBA Kuala Lumpur ii. Sarawak iv.

Bab 5 : Membangun dan Mengekalkan Modal Insan Bertaraf Dunia .

RMKE 10 : BAB 5 MEMBANGUN DAN MENGEKALKAN MODAL INSAN BERTARAF DUNIA Merombak Sistem Pendidikan Untuk Meningkatkan Prestasi Pelajar Dengan Signifikan Strategi  Memastikan setiap kanak-kanak boleh berjaya  Penyediaan asas pendidikan yang kukuh kepada lebih ramai kanak-kanak  Peningkatan enrolmen dan kualiti prasekolah  Merendahkan umur bagi permulaan persekolahan  Memastikan penguasaan literasi dan numerasi  Menjadikan sekolah bertanggungjawab terhadap prestasi pelajar  Program Pembangunan Prestasi Sekolah (SIP)  Program Sekolah Berprestasi Tinggi (SBT) .

RMKE 10 : BAB 5 MEMBANGUN DAN MENGEKALKAN MODAL INSAN BERTARAF DUNIA Merombak Sistem Pendidikan Untuk Meningkatkan Prestasi Pelajar Dengan Signifikan Strategi  Membuat pelaburan bagi membangun kepimpinan unggul di setiap sekolah  tawaran baru @ bai’ah bagi GB dan Pengetua  coaching dan mentoring kepada GB dan Pengetua  Meningkatkan daya tarikan profesion keguruan dan menghasilkan guru terbaik  menjadikan profesion keguruan pilihan utama  pengukuhan latihan perguruan  peralihan kepada sistem terbuka dalam latihan guru  kemajuan kerjaya berasaskan kompetensi .

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