“Unit In-Service Training (INSET)”;
Unit In-Service Training (INSET) is one part of the implementation of programs of staff development to provide management service teacher education professional, efficient and effective so that the teachers always competent in line with the philosophy of Teacher Education (FPG), Vision and Mission of Education teachers (BPG) and the Ministry of Education (MOE).
Unit LDP Rajang Campus planning and coordinating the courses internally or exterior. The programs that have been and are being implemented is a Training Development Staff (LPS), In-Service Course (KDP 14 M / 6M / 2M / 1M), KDP 14 M undergraduate degree Teaching KPM-OUM, Short Course Management Institute (PKI), Course Special Teaching Certificate (KSPK) of the Year, Teacher Training Course Smart, Professionalism Enhancement Program teacher rural schools (Project Model Pensiangan-Salinatan) Early Reading Intervention Program Class Writing (KIA 2M) for indigenous schools and Teaching School. These programs are implemented with the cooperation and collaboration of Teacher Education Division (BPG), the State Education Department (NRD) and Putrajaya Federal Territory and the State Education Department (NRD) Sarawak.
LDP IPGKR programs provided for two main target groups. The first target comprises all the academic and non-academic staff. The second group is teachers in secondary school and left school at PPD Sarikei, Julau, Meradong, Selangau, Sibu, Kanowit, Song, Mukah, Kapit and Saratok (2010). LDP programs implemented are routes and efforts to enhance the professionalism and prestige of teaching as a profession that has always respected in line with the demands of the present and the future.
VISION
Quality continuous training, update and continuously to improve professionalism in teaching excellence.
MISSION
Provide training and education quality in the education system qualified teachers to the academic, not academics, teachers in service to create a better teacher virtuous, knowledgeable, ingenious, dynamic and innovative in order to realize the aspirations of OER in adapting and expanding themselves to recent changes in education.
Commentary
Professional development
Each member of the educators has the knowledge and expertise in the field of teaching-learning task. It is the responsibility of each individual to try to develop and improve their knowledge and skills in line with recent changes in education. Such efforts are seen as individual professional development and an ongoing personal effort and show enthusiasm, commitment and maturity of the individual towards his profession.
Staff development
The Institute is responsible for implementing the policies and directives established by the Ministry of Education. The ability to implement policies of ministries is located on the shoulders of all staff in the institution. Therefore, staff development training provided aims to train academic and non-academic staff in accordance with the requirements of the new Ministry of Education, Division of Teacher Education and the Institute of Teacher Education. In addition to focusing on new areas of training, staff development is also home to retrain or refresh the staff according to their respective work areas. The LDP aims to improve the skills and competencies of all staff in the performance of their duties.
TRAINING GOALS
Plan, implement and manage programs of in-service training to ensure that in accordance with the procedures laid down and making allowance received to meet the needs expertise for the task to lecturers, staff and teachers in service in order to carry out their duties with full commitment, ethical and integrity,
OBJECTIVES
1. Designing courses to improve the knowledge and professional skills of lecturers for self-development potential for comprehensive and sustained line with national aspirations,
2. Hold a motivation course for all staff to improve productivity of their work in strengthening the management and implementation of the teacher education curriculum,
3. Provide opportunities for every faculty and staff follow courses, seminars or workshops to enhance self-stabilizing and improving pedagogical leadership, respectively,
4. Plant a positive attitude among all lecturers and support staff so that quality can be enhanced,
5. Expose lecturer on issues and new methods of teaching and learning in a knowledge culture to face the current challenges, and
6. Improve the cooperation of lecturers and support staff in carrying out its duties and strengthen teamwork integrity,
TRAINING APPROACH
1. The training program is designed in accordance with the target groups based on competency matrix target groups. Andragogy approach used to include the following features: –
2. The trainer / speaker to play a role as a facilitator.
3. The training focuses on the needs and the level of competence of an open opportunity to exchange ideas, share experiences and skills among target group members. Education plays a key role for economic growth and development of a country. The process of teaching and learning that goes on in the classroom is the best indicator of a country's future progress. In today's global economy, a nation's success depends on the knowledge, skills, and competencies of its people. Therefore, it is not surprising that a country with highly educated citizens will have the opportunity to enjoy higher economic progress. Moreover, education is also fundamental to nation building and strengthening solidarity.
OBJECTIVE PERFOMANCE DEVELOPMENT IN EDUCATION
Education provides opportunities for individuals to improve their lives, to become a successful member of society, and contribute actively to the development of the country. Through interacting with individuals from various socioeconomic backgrounds, religions, and ethnicities to learn to understand, accept, and appreciate the difference, so share experience and aspirations to build the future of Malaysia. Through sharing of experiences and aspirations that a national identity and national unity can be fostered.
In recent years, the education system has been under increased scrutiny and debate the public. Parental expectations rise and employers voice their concern is the ability of education systems equip young people with adequate preparation for the challenges of the 21st century. Recognizing that the education system is a complex and composite, long duration required to see the impact of the transformation undertaken. Thus, the Ministry should take action bold and swift because of the changes envisioned is important and must be implemented immediately.
OBJECTIVES AND APPROACH OF THE REVIEW
Blueprint is the result of community involvement and extensive research conducted by the Ministry of Education ( "Ministry"). This plan was developed with three specific objectives, namely:
1. Understand the current performance and challenges of the Malaysian education system with a focus on access to education, improve the standard (quality), close the achievement gap (equity), strengthening unity among students, as well as optimizing the efficiency of the system;
2. Establishing a clear vision and aspirations of each student and the education system as a whole for a period of 13 years; and
3. Outline a comprehensive transformation of the education system that includes important changes in the Ministry to meet new demands and high expectations of the public, and inspire and support the transformation of public services.
The approach used in the preparation of this plan is bold and ground-breaking in many ways. Multiple perspectives from experts and international agencies to evaluate and assess the performance of the Malaysian education system. Agencies involved include the World Bank, the United Nations Educational, Scientific and Cultural Organization of the United Nations (UNESCO), the Organization of Economic Cooperation and Development (OECD), as well as six local universities. The Ministry is also working with other government agencies to ensure compliance with public policy related to education. For example, the Ministry in collaboration with the Performance Management and Delivery Unit (DRIVER) to develop educational initiatives through the Government Transformation Programmed (GTP) 2.0 to reflect the key reforms contained in the Plan for the period 2013-2015.
Furthermore, this is the first time the participation of the Ministry of massively. Throughout the year, more than 55,000 employees of the Ministry, teachers, principals, parents, students, and members of the public across countries participated in interviews, focus groups, surveys, National Dialogue, open days, and roundtable discussions. Over 200 memoranda were received by the Ministry and over 3000 articles and blogs have written about issues related to this plan. The Ministry has appointed a panel of experts consisting of 12 local members and four international experts to provide independent input on the findings of the review of the national education system.
EDUCATION SYSTEM REMAINS COMMITTED TO DEVELOP PUPILS OVERALL
Malaysian school curriculum aimed at developing children as a whole, encompassing dimension of intellectual, spiritual, emotional, and physical as contained in the National Education Philosophy. Programs and initiatives to develop non-academic components implemented in the classroom and through a variety of sports and co-curricular activities after school hours. For example, Islamic Education or Moral education is compulsory for all students from Year 1 to Form 5.
The Ministry also set each student participate in at least 1 sport, 1 club, and 1 uniformed body to nurture their talents and interests, and forming leadership skills. Data obtained
A show rate of participation in extra-curricular activities is high.
STUDENT COGNITIVE PERFORMANCE AGAINST INTERNATIONAL STANDARDS
A fundamental objective of any education system is to ensure students are being equipped with knowledge and skills to succeed in life. Historically, the Malaysian education system, like other countries in the world, has emphasized the development of strong content knowledge in subjects such as science, mathematics and language. However, there is a growing realization globally that share 3M (reading, writing and arithmetic) is not enough for students to leave school. Focus not only on the importance of knowledge, but also build higher order thinking skills.
Malaysian student performance has improved over the past few decades, but it was a significant achievement for relative risk and absolute. This matter
because firstly, other education systems can improve student performance more quickly and are able to maintain that momentum going basis. Thus, the gap between the education system in Malaysia and other countries is widening. Secondly, international assessments show that Malaysian student performance is deteriorating.
Over the past two decades, international assessments such as the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS), has emerged as a means of directly comparing the quality of educational outcomes across multiple systems. It assesses various cognitive skills such as application and reasoning.
While Malaysia took part in TIMSS for the first time in 1999, the average student scores above the international average in mathematics and science. Participation in the latest round in 2011 shows Malaysian student performance dropped to a level below the international average in mathematics and science, followed by a drop in ranking. More critically, 35% and 38% of Malaysian students failed to meet the minimum proficiency level in mathematics and science in 2011, a two to four-fold, from 7% and 13% respectively in 1999. This student has identified the basic concepts of mastery math and sciences are limited.
The results from PISA 2009 (the first time Malaysia) are also not encouraging as Malaysia is ranked in the bottom third of 74 participating countries. This achievement also put Malaysia under the international and OECD average (Exhibit 3). Almost 60% of pupils aged 15 who participated in PISA 2009 failed to achieve the minimum proficiency level in mathematics, while 44% in reading and 43% in Science does not reach the minimum skill level. A difference of 38 points on the PISA scale is equivalent to one year of schooling.
Comparing this score shows a 15-year-olds in Singapore, South Korea, Hong Kong and Shanghai have three or more years of schooling than 15 years old in Malaysia
ASPIRATIONS FOR THE EDUCATION SYSTEM AND STUDENTS IN MALAYSIA
To meet the needs of all citizens and provides the country to compete at the international level, it is important for the success of the vision sketched state education system to be developed, specifically based on the Malaysian context. Generation of the best students how to be produced to face the economic challenges of the 21st century? What kind of education should be available to those facing rapidly globalizing world? This aspiration encompasses two aspects: first, the education system as a whole, and second, individual pupils. Vision and aspirations will be the cornerstone of the transformation of the Malaysian education system.
Aspiration system
Blueprint aims to achieve five successes for Malaysia's education system as a whole, of access, quality, equity, unity, and efficiency (Exhibit 7). The success of the set is in line with the aspirations echoed by participants during the National Dialogue and comparable also with success defined by high-performing education system to another. Five actions for the realization of these aspirations is important, and there is no initiative in any aspects that can affect or hinder the progress of the other.
â–ª Access: Every child has the right to citizen equality of educational opportunities to enable them to achieve their potential. Ministry aims to ensure universal access of children from preschool through to upper secondary level (Grade 5) by 2020.
â–ª Quality: All children will have the opportunity to get an excellent education based on the uniqueness of the Malaysian education system, and on a par with international education system. The aspiration is to put Malaysia in the top third in international assessments following the TIMSS and PISA measurement in 15 years to come (TIMSS and PISA test reading, mathematics and science only). Additional assessments that address other dimensions of quality that are relevant to the context of Malaysia can be inserted when the dimension is developed and accepted internationally.
â–ª Equity: high-performing education systems provide the best education to every child, regardless of geography, gender or socio-economic background. The Ministry aims to narrow the gap between urban and rural students, socio-economic and gender achievement up to 50% by 2020.
â–ª Unity: Students aged between 7 and 17 years old spend more than a quarter of their time at school. By interacting with other students from various socioeconomic backgrounds, religions and ethnic groups, students learn to understand, accept and embrace differences. This situation creates a shared experience and aspirations to build the future of Malaysia. Ministry aspires to create an education system that provides opportunities for students to share experiences and aspirations that form and strengthen the foundation for unity in Malaysia.
â–ª Efficiency: The Malaysian education system has been well-funded, but the increase in student outcomes is still not commensurate with the resources that have been channeled into the system. While the Government will continue to maintain the current level of investment, the Ministry intends to maximize student outcomes within current budget levels.
Student aspirations
In addition to the success of the system, stakeholders are also unclear about the level of quality needed in each individual students. Overall, educators, parents, students, and other community members united in a vision of education as a holistic means of developing students intellectually, spiritually, emotionally, and physically. This vision is also fundamental to all efforts to improve the education system since the National Education Philosophy enacted in 1988.
Blueprint will continue to support the National Education Philosophy for a balanced education as a fundamental aspiration of every student.
The plan also refers to other high-performing education system to build the details of specific skills and attributes that can be applied to students to enable them to lead the development of global economy and the world's future (Exhibit 8).
â–ª Knowledge: At the most basic level, every child needs to fully master the skills of literacy and numeracy. In addition, it is important for each student master core subjects such as mathematics and science. Students should be exposed to extensive general knowledge about Malaysia, Asia, and the world in terms of history, people, and geography. Students are also encouraged to develop knowledge and skills in other areas such as art, music, and sports.
â–ª Thinking Skills: Each student will learn how to acquire knowledge throughout their lives (implementing curiosity and lifelong learning) to enable them to connect various disciplines and create new knowledge. Each student must master a variety of cognitive skills including reasoning and critical thinking, creative, and innovative. This field is given less attention, less capable of causing students to apply their knowledge and critical thinking outside the academic context.
â–ª Leadership skills: In a world that is increasingly interconnected, the ability to lead and work effectively with other people is very important. The education system will help each student reach their full potential by creating the opportunities for formal and informal work in a team and practice leadership skills. In the context of the education system, encompassing four dimensions of leadership, entrepreneurship, resilience, emotional intelligence and communication skills effectively.
â–ª Bilingual Skills: Each child will master the Malay language as the national language and the language of unity, and English as the language of international communication at least at the minimum level. With the level of mastery
This means that upon leaving school, the student should be able to use Bahasa Malaysia and English in the work environment. In addition, the Ministry will encourage all students to learn another language as an additional language.
â–ª Ethics and Spirituality: The educational system will inculcate ethics and spirituality within every student for the challenges that will be encountered in adult life, so that they can resolve the conflict in harmony, wise judgment, adhere to the principle when it is in a critical situation, and dare doing something right. The education system also aims to nurture caring individuals who can contribute to the welfare of the community and the country.
â–ª National identity: a strong national identity through the principles of the Rukun Negara, is required for the success and future of Malaysia. Each student will be proud to be known as Malaysians regardless of ethnicity, religion or socioeconomic status. Patriotism should be inculcated in every child understands the history of the country, and share the same aspirations for the future of the country. By creating a true national identity, a strong spirit of inclusiveness is needed. National identity can be achieved not only learn to understand and accept diversity, but to embrace it.
ELEVEN SHIFTS TO THE NATIONAL EDUCATION SYSTEM TRANSFORMASI
In the last 15 months, the Ministry has received input from various stakeholders, namely teachers, academics, parents, and students about the need to achieve the aspirations of the country's education system. Based on the input received, there is high agreement on several topics, including the importance of improving the quality of teachers. While there are also topics such as the future of language education that gets feedback vary.
The Ministry has reviewed all proposals and incorporate them in the plan is based on four main criteria. First, any action taken should contribute to the system and student aspirations that have been expressed. If the initiatives put forward to generate a negative effect on other initiatives or produce other aspirations, then the initiative will not be given priority. Secondly, Ministry international evidence to identify and prioritize the factors that can make a real difference in improving the system and students. Thirdly, the proposals need to be relevant to the entry-level system and the ability of the Ministry to implement it. Therefore, the initiative organized in order to influence the development of complexity in line with capacity and ability Ministry officials, teachers, and school leaders. Fourth, the benefits of implementing the proposal should give greater returns compared with expenses and operating constraints.
The Ministry has identified 11 shifts to be done to produce the change desired by all Malaysians. Each shift will have an impact on at least one of the five system outcomes of access, quality, equity, unity, and efficiency. Quality is the main focus across all shifts because the quality is an important dimension which must be given urgent attention. Part of this shift is a change in strategy and direction of education. Others represent a change in the way the Ministry and schools implement existing policies. Whether it is a strategic or implementation, they all represent a shift from current practice.
Overall, a shift that is designed to take into account each of the stakeholders and the key issues raised by civil society. The Ministry hopes that this inclusiveness will provide a base concentration which can be accepted by all Malaysians.
Section summarizes each shift and provides examples of major changes through initiatives launched.