PENGURUSAN PENDIDIKAN

BBD 20603
 TOPIK 2

Introduction to Management in
TVET Education in Malaysia
 Sebelum
kedatangan • 1400 - 1786
British
Sejarah
perkembangan Sebelum
Perang Dunia • 1786 - 1946
Pendidikan di Ke-2
Malaysia
Selepas Perang
Dunia Ke-2
hingga • 1946 - 1956
merdeka

Masa kini • 1957 - kini

 Laporan Cheeseman
• Dasar pecah & perintah
• Tiada penyatuan
• Pendidikan rendah percuma
• BI, BM, BC & BT sebagai
Bahasa penghantar
• BI mata pelajaran wajib
Sekolah pondok &
Pendidikan Vernakular
Laporan Feen-Wu Penyata Razak 1956 Akta Pendidikan 1996
• Sekolah dwibahasa (BI & • Mengesyorkan BM & BI • Mencadangkan 1 sistem
BM) sebagai Bahasa penghantar pendidikan
• Sekolah vernakular ditukar • Mengekalkan sekolah aliran dan mengekalkan BC & BT • Mengesyorkan 1 sistem • BM sebagai bahasa • Menekankan sistem sekolah
beransur ke SK jenis kebangsaan jika ada permintaan pendidikan kebangsaan penghantar kebangsaan di semua
• Pengajaran agama ganti • Memajukan SK dan untuk menyatupadukan peringkat termasuk sekolah
pengajaran Jawi pengenalan dwibahasa rakyat swasta
• BM sebagai bahasa • BM mata pelajaran wajib
kebangsaan • Sistem kurikulum seragam
Ordinan pelajaran
Laporan Barnes Akta Pelajaran 1991
1952
 Fasa 4 (1961-
Fasa 1 (1900- Fasa 3 kini)
1940) Fasa 2 (1945-1960) -Perkasakan
-Sekolah Teknik (1941-1945) -Laporan Razak TVET
(Maktab Teknik, -Sekolah Teknik 1956 (TVET -KV
UTM) & pertukangan dalam sistem
-MTUN
Pendidikan)
-Politeknik
 Management in education

33 Human resource
major
major
field
field Learning resource

Facility & finance

resource
 Development
Development
related goals
related goals

Evaluation & Planning &

Evaluation
its & Planning &
implementing
its
consequences implementing
the program
consequences the program

Education
Education
Management
Management
scope
scope

Professional
Professional Administration
development Administration
development

Solving the
Solving the
problem
problem
CC
UU The totally of students experiences that occur in
RR the educational process.
RR Planned sequence of instruction, potential
II experience set up.
CC The total effort of the institutions to bring about
UU desired out-comes in or out of institution
LL situations
UU
MM
 Leadership in education
 Leadership is the style of a leader in influencing
the group of member to carry out the activities
toward achieving shared goals.
 Educational leadership – a collaborate process
that unites the talents & forces of teachers,
students & parents to improve the quality of
education & the system itself.
Definition of a school leader & Leadership
 Processes of distinctive personal version
 Has a strong mind, is cooperative with other
colleagues
 Respects teacher autonomy & protect them from
additional stress
 Look ahead, identifies & prepare for change, &
makes preparation to avoid overwhelming the
subordinates with these change
Definition of a school leader & Leadership
 Has a pragmatic attitude & is capable of
overcoming realities such as economic & politic
issues
 Is informed, communicative, has a set of personal
values & distinctive education. This display the
moral purpose to his school
(Day et. Al 2000)
 Effectiveness
of
organisation

The
importance
of leader
Responsible
Resolving
for
concern
organisation
 Theory
Theory of
ofleadership
leadership

Transactional Transformational Instructional Situational Credibility based Charismatic

Transactional Transformational Instructional Situational Credibility based Charismatic
 Transaction
Transaction
-define as exchange
-based more on exchanges
-workload given to workers is assessed through
rewards, pay, acknowledgement, promotion, etc
 Transformational
Transformational
-with authority in bringing change
-changing from one situation to another that is deemed
better
-employee are willing to work, committed, concerned &
motivated
-by providing with correct information, support &
encouragement
-changing the attitude and values of employees
 Instructional
Instructional
-deals with planning
-implementation of change actively
-at the same time encourages collaboration and teamwork
-3 domain – defines the school values and purpose,
builds
the school as a professional learning community &
manages teaching & curriculum programmes
-direct (advising, visibility, teaching ) & indirect strategy
(through activities)
 Situational
Situational
-could adapt his/her leadership behaviour to fulfil the
needs of his/her followers and specific situation
-not concerned with the best style but rather, which
style is more effective for a situation
-suits the environment
-combination of considerations & empowerment
 Credibility
Credibility based
based
-assured capability – true & observed
-a measurement of the leader’s reputation at the
respective location
-built by: individual self (be happy, remember name),
staff (approachable), students ( interactive resources,
joins them) & parents (involve parents, solve students’
problems immediately)
 Charismatic
Charismatic
-processes high management skills
-succeeds in causing a major or big change in the
administration
-become the focus of loyal followers as they are able to
inspire them
-without any questions asked & without taking into
consideration personal benefits
Thank you!