PRESCHOOL

PRESCHOOL ( PRASEKOLAH )

Pre-school education is for children before entering school. Preschool is part of the Malaysian education system . The Ministry of Education provide pre-school education to enable children aged four to six years of entering school early , especially children from low-income groups .

BACKGROUND

December 18, 1991 the Cabinet instructed the Ministry of Education to implement a preschool program .

 January 27, 1992 - Meeting between the Ministry . Preschool MOE Pilot Project ( 1,131 classrooms ) .

EDUCATION ACT 1996

Preschool education in the National Education System . Cabinet Meeting on 6 June 2001 to direct the expansion of pre-school program implemented by the Ministry of Education.

PRESCHOOL EDUCATIONAL GOALS

Aims to foster the potential of preschool education of children in all aspects of development , master basic skills and develop a positive attitude in preparation for entry into primary school .

CONCEPT

The preschool is a program that provides learning experiences of children aged 4-6 years within a year or so before going into Year One in formal school . The concept used is " Learning While Playing " with emphasis on " learning Theme " . The learning is included classroom activities , group activities and individual activities . 

The uniqueness preschool organized by the Ministry of Education is working to improve the activities of the group which controls emotional and intellectual qualities . Disclosure of this activity is to provide a solid foundation for learning the smart school concept .

OBJECTIVE

 Provide learning experiences to pupils, aged between 4 to 6 years to develop their potential in all aspects of development, master basic skills and develop a positive attitude in preparation for entry to primary school

 CITIES

 Preschool Building, organized by the Ministry of Education is in the elementary school. 

MANAGEMENT

 Each school classes managed by a teacher and an assistant appointed by the Ministry of Education. Grade office for preschool teachers is DG41 and DG29 or grade of assistant preschool is N17, which is equivalent to the position of Administrative Assistant. 

PUPILS

 Each class must not exceed 25 children aged 5 and / or 6 years. Eligibility for admission to preschool calculated based on family income is below RM500. However, that limit may be increased if there are still vacancies. 

CURRICULUM

 The preschool curriculum is carefully designed to meet the needs and the child's ability level by the National Education Philosophy. Starting in 2002, all children's learning center either managed by the Ministry of Education or managed by the private sector should follow the syllabus that has been established and provided by the Ministry of Education. School Selection 

CRITERIA

 The location is remote / rural / suburban / city. Year One pupils are not high preschool. The Ministry of Education will receive a report that shows that there are many students from Year One in the area do not enter any preschool. No other kindergarten operator. The ministry found in an area that has little or no kindergarten / preschool either by the private sector or other statutory body. Year One pupils taking registration for the following year (> 15 people). Ease modify / build classrooms. If the school has extra space to house the preschool room or building. Demand for local communities. Usually the local community through the PTA made a motion to apply for preschool available in their area.

STUDENT SELECTION CRITERIA 

 Malaysian. Ages 5 and 5+ years. Each class of 25 students. Priority selection based on income and dependents of their parents / guardians. It relies on an area. There preschools accept children from the wealthiest to the public after the deal closed, and there is a vacancy again for that class. The school will try to fulfill the provisions of 25 children per class. When a vacancy occurs, the school will select children 5 years old and among low-income first. If there are still vacancies then received another child without the parents' ability to put conditions.

 GRANT PER CAPITA (PCG)

 RM100 per pupil per year RM100 X 25 X 1 grade students Total: RM2500 per class per year Food Aid RM1.80 per pupil per day RM1.80 X 1 X 200 day students Total: RM360 per pupil per year Programs Preschool Ministry of Education (MOE) Starting in 2002 ICT Preschool Program is a priority and be part of the important elements. For that every school classes supplied Computers / Printers / Desk / Chair / Software (Allocation of 2 sets of computers and one printer per classroom) In addition, ICT Kidsmart Early Learning Program (IBM) started in 2001. A set of computer, printer, complete with tables, chairs, and software distribution to selected pre-school classes. As of February 2004, the MOE received 59 sets of IBM (M) Sdn Bhd 

 Through Pre-School Pilot Program for Special Education, from 2003, a total of 3 classes were opened; (20 points & 5 Students Students with Learning Disabilities) SK Section 20, Shah Alam, Selangor. SK Tanah Putih Baru, Kuantan, Pahang. SK Khir Johari, Sungai Petani, Kedah. Next Special Education Preschool Program starts in 2004. A total of 28 classrooms have been opened include: Preschool Learning Disabilities Preschool Visually Impaired Preschool Hearing Starting 2004, the Graduate Placement Programme Preschool Teacher began for ensuring the quality of preschool education in Malaysia on par with preschool worldwide.

CONCLUSION

The conclusion is that the establishment of preschool meant to benefit children, especially those coming from low-income families . This is because they can receive a proper education just like other children . There can develop cognitive thinking them through activities and preschool curriculum conducted .

STAM ( SIJIL TINGGI AGAMA MALAYSIA )

STAM ( SIJIL TINGGI AGAMA MALAYSIA )

Certification Tinggi Agama Malaysia examination is organized by the Department of Islamic Development Malaysia ( Jakim ) in collaboration with the Malaysian Examination Board ( LPM ) to enable Malaysian students to the University of al - Azhar and its equivalent. Generally , the test is taken after an examination of the current Certificate of Education or in the Sixth Form .

HISTORY

Certification Tinggi Agama Malaysia first introduced in 2000 through a collaboration between the Ministry of Education with the University of al - Azhar . It is intended to streamline and replace some private tests that have existed before, for example Higher Certificate and Higher Certificate of Religious Colleges.

REGISTRATION REQUIREMENTS

• He has also completed the curriculum Maahad Al - Bu'uth Al - Islamiah Al - Azhar agreed between the Ministry of Education and Al - Azhar Al - Sharif , Cairo , Egypt in 1999, 
•  or Has occupied the Malaysian Certificate of Education ( SPM ) ,
•  or Have reached the age of 18 on 1 January in the STAM examination 

SUBJECTS

• S101 – Hifz Al-Qur’an dan Tajwid
• S102 – Fiqh
• S103 – Tauhid dan Mantiq (ilmu akal logik)
• S104 – Tafsir dan Ulumuhu (Ilmu Ulum Al-Quran)
• S105 – Hadith dan Mustolah
• S106 – Nahu (tatabahasa) dan Sarf
• S107 – Insya’ dan Mutalaah
• S108 – Adab (Sastera Arab) dan Nusus (Nas-Nas Syair Arab)
• S109 – ‘Arudh dan Qafiyah
• S110 – Balaghah (kesusateraan)

CERTIFICATION

• Certificates will be awarded to candidates who pass at least Maqbool level in all subjects . Certificates will be issued , in Malay and Arabic . 
• A candidate who failed one or more subjects will be given a statement of decision . Candidates who want to repeat the tests may elect to register and sit for any subjects you would like repaired within 3 years from the date of the examination results were first settled. 
• The ranks for each subject and presented certificates are as follows : 
• Mumtaz - Excellent
•  Jayyid Jiddan - Very Good
•  Jayyid - Good
•  Maqbool - Graduated
•  Rasib - Failed

CONCLUSION

 It will provide greater knowledge to students. This is because students will be exposed in more detail , particularly in terms of religion and the discipline of islam .

ORAL TEST FOR PT3 ( READING AND LISTENING TEST )

ORAL TEST OF EDUCATION IN MALAYSIA

Introduction

The oral exam (also oral test or viva voce) is a practice in many schools and discipline in which an examiner poses questions to the student in spoken form. The student has to answer the question in such a way as to demonstrate sufficient knowledge of the subject to pass the exam.

Objective

To encourage student to read the given text aloud using correct pronunciation, intonation and stress plus show an awareness of audience (teachers / examiners), purpose and context.

Assessment For Reading Aloud-[ 10 marks ]

Students will be assessed on their accurate pronunciation and intonation.

Students will be assessed on the fluency of their text deliverance and their reading rhythm (stress).

Students will be assessed on their excellent awareness of audience, purpose and context.

 Assessment For Spoken Interaction - [20 marks ]

Students will be assessed on their ability to take part in social interaction to express ideas, opinions and thoughts.

Students will be assessed on their well developed personal responses.

Students will be assessed on their fluent and excellent ability to sustain the conversation.

Students will be assessed on their usage of a wide range ofvocabulary with a variety of sentence structures.

Students will be assessed on their usage of accurate grammar and accurate pronunciation.

Marking Scheme

READING ALOUD	A EXCELLENT (9-10)	B GOOD (7-8)	C AVERAGE (5-6)	D WEAK (3-4)	E VERY WEAK (1-2)

*'0' mark will be given to student who is unable to read even a single word from the given text.

SPEAKING INTERACTION	A EXCELLENT (17-20)	B GOOD (13-16)	C AVERAGE (9-12)	D WEAK (5-8)	E VERY WEAK (1-4)

*'1' mark will be given to student who uses any other language predominantly.

*'0' mark will be given to student who is unable to give any response in English.

 Tips For Reading Aloud

Sit with an upright body position (don't slouch or sit like an unta) - read the given text loud and clear (don't shout nor scream) as if your teacher is deaf or something.

Keep reading confidently even if you make grammar or pronunciation mistakes (which might occur).
Don't read too fast or too slow. Read accordingly with a proper tempo and timing. ( imagine your self as a graceful ballet dancer)

Make sure you use the proper stress and intonation when reading your text.


Tips For Spoken Interaction

Take a deep breath - relax and stay cool and calm even if you are sweating like crazy. 

Keep your English simple and nice - use proper tenses when you speak.

Make sure you speak or interact loud enough for your teacher to hear you - don't murmur or speak with a low pitch.

Don't worry too much about your grammar or your English - just talk and keep talking until your teacher asks you to stop.

Remember the more you talk the better chance you have to get better scores.

If you just keep quiet or talk less - the less mark you'll be awarded.

LISTENING TEXT - [ 20 MARKS ]

1.SECTION A - 10 Multiple Choice Questions (OBJECTIVE)



Total of 10 marks

Students are given 4 choices of answers to choose from :

Example :  Question 1 

 
How much does a plate of noodles cost?
A RM1.00
B RM2.00
C RM3.00
D RM3.50

* Circle the correct answer.

SECTION B - 10 Limited Response Questions ( SUBJECTIVE)

Total of 10 marks

Students are not given any answers to choose from

Students have to listen to the recording carefully and write down the answer in the space provided.

The recording will be played twice (2 times )
* Write down the correct answer.

Each student is given 30 minutes to answer the questions - 15 minutes for each section.

Advantages of Oral Test in Education

* can make students proficient in speaking
* teachers are able to measure the level of reading and listening to instructions in english
* provide opportunities for students to improve their ability in English language

CURRICULUM DESIGN - EFFECTIVE MANAGEMENT

 

Curriculum as Theory

The way we understand and theorize about curriculum has altered over the years, and there remains considerable dispute as to meaning. Curriculum has its origins in the running and chariot tracks of ancient Greece. It was, literally, "a course." In Latin "curriculum" was a racing chariot, the word "currere" meant "to run".


In our contexts, curriculum can be seen as: "All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school." This gives us some basis to move on, and, for the moment, all we need to do is highlight two of the key features:

-Learning is planned and guided. (We have to specify in advance what we are seeking to achieve and how we are to go about it.)

-The definition refers to schooling. (We should recognize that our current appreciation of curriculum theory and practice emerged in the school and in relation to other schooling ideas such as subjects and lessons.)

In what follows, we are going to look at four ways of approaching curriculum theory and practice:

-Curriculum as Product

-Curriculum as Process

-Curriculum as Praxis (Practice)

-Curriculum as Context

Curriculum As Product

It used to be that there were certain skills to master and facts to know. Knowledge was seen as something similar to a product that is manufactured. Generally, one starts knowing nothing, is taught, and then uses the gained knowledge, often by transmitting it into action. For the most part, this point of view worked for quite some time, as it organized learning quite neatly. There was a series of steps leading to the product, and curriculum could be designed accordingly. The steps were:


Step 1: Diagnosis of need

Step 2: Formulation of objectives

Step 3: Selection of content

Step 4: Organization of content

Step 5: Selection of learning experiences

Step 6: Organization of learning experiences

Step 7: Determination of what to evaluate, and the ways and means of doing it.


Here are some of the problems with the product orientation:

Students are generally left out of the picture.
The objectives are not clear.
Students are not be able to solve unanticipated problems that arise.



Curriculum as Process

One way of looking at curriculum theory and practice is to view it as a process. In this sense curriculum is not a physical pre-defined set of resources or facts to be taught and learned, but rather the interaction of teachers, students, and knowledge. In other words, curriculum is what actually happens in the classroom and what people do to prepare and evaluate.


What we have in this model are a number of elements in constant interaction. Teachers enter particular situations with an ability to think critically, an understanding of their role and the expectations others have of them, and a proposal for action that sets out essential principles and features of the educational encounter. Guided by these, they encourage conversations between and with people, and out of these conversations may come thinking and action. They continually evaluate the process and the outcomes.


Lawrence Stenhouse (1926-1982) produced one of the best-known explorations of a process model of curriculum theory and practice. He defined curriculum tentatively: "A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice" (Stenhouse, 1975).


He suggests that a curriculum is rather like a recipe in cookery. A curriculum, like the recipe for a dish, is first imagined as a possibility, then the subject of experiment. The recipe offered publicly is in a sense a report on the experiment. Similarly, a curriculum should be grounded in practice. It is an attempt to describe the work observed in classrooms. Finally, within limits, a recipe can be varied according to taste, and so can curriculum.


Stenhouse shifted the ground a little bit here. He was not saying that curriculum is the process; rather it is the means by which the experience of attempting to put an educational proposal into practice is made available.



Curriculum as Context

Curriculum is a social enterprise. Many educationalists believe that curriculum, as practice, cannot be understood adequately or changed substantially without attention to its setting or context.


Curriculum is contextually shaped. Of special significance here are examinations and the social relationships of the school: the nature of the teacher-student relationship, the organization of classes, tracking, and so on. These elements are sometimes known as the hidden curriculum.


The learning associated with the hidden curriculum is most often treated in a negative way. It is learning that is smuggled in and serves the interests of the status quo. The common emphasis in many school systems on regimentation, on time management, and on tracking is sometimes seen as preparing young people for the world of capitalist production. What we need to recognize is that such "hidden" curricula are not all negative and can be potentially liberating: "In so far as they enable students to develop socially valued knowledge and skills ... or to form their own peer groups and subcultures, they may contribute to personal and collective autonomy and to possible critique and challenge of existing norms and institutions" (Cornbleth, 1990).


By paying attention to the social context, we learn about how important the spaces between lessons really are. We can begin to get a better grasp of the impact of structural and socio-cultural processes on teachers and students. Many problems in schools are due to the inability of teachers or school leaders to see the powerful factors behind learning. Economics, social structure, family dynamics, and power struggles all contribute to the learning process.



Curriculum as Praxis

First, the notion of curriculum as praxis holds that practice should not focus exclusively on individuals alone or the group alone, but pays careful attention to the way in which individuals and the group create understandings and practices, as well as meaning.

For example, in sessions that seek to explore the experiences of different cultural and racial groups in society, we could be looking to see whether the direction of the work took people beyond a focus on individual attitudes. Are participants confronting the material conditions through which those attitudes are constituted, for example?

Second, we could be looking for a commitment expressed in action to the exploration of educators' values and their practice. Are they, for example, able to say in a coherent way what they think makes for human well-being and link this with their practice?

Third, we could expect practitioners committed to praxis to be exploring their practice with their peers. They would be able to say how their actions (with respect to particular interventions) reflected their ideas. In other words, their beliefs and values would be reflected in the work they do.

CONCLUSION

Designing a curriculum is ideally something that is first of all effective and matches assessment with what is taught on a course. However, it also aims to give students a broader perspective. This approach to design is not only shaped by knowledge of your subject but by the many internal and external influences that impact on the academic content of the University’s modules and programmes.

TECHNICAL AND VOCATIONAL (KOLEJ TEKNIK & VOKASIONAL)

TECHNICAL AND VOCATIONAL COLLEGE

INTRODUCTION

Technical and Vocational Education envisaged member opportunities for students who have a tendency in science and technology education to suit labor in industrial countries. To realize this , BPTV offer programs that allow students to become semi- professional potential in various technical fields from engineering.

 OBJECTIVES

 Technical Education and Vocational produce quality through : Operation policy coordination , the development of physical infrastructure and the provision of facilities Academic management program that is planned and effective for student outcomes Human resource management , finance, administration and student affairs effective Continuous professional development for teachers and organized bearers.

LIST OF COURSES OFFERED

BIL.	NAMA KURSUS
KOLEJ VOKASIONAL
1	Teknologi Automotif
2	Teknologi Penyejukbekuan dan Penyamanan Udara
3	Pemesinan Industri
4	Teknologi Kimpalan
5	Teknologi Elektrik
6	Teknologi Elektronik
7	Teknologi Binaan
8	Fesyen dan Membuat Pakaian
9	Seni Kulinari
10	Kosmetologi
11	Hortikultur Hiasan
12	Landskap
13	Mekanisasi Agro
14	Agroindustri Tanaman
15	Agroindustri Ternakan Ruminan
16	Agroindustri Ternakan Poltri
BIDANG TEKNIKAL
1	Kejuruteraan Mekanikal
2	Kejuruteraan Elektrik
3	Kejuruteraan Awam
4	Perdagangan
5	Sains Pertanian
6	Agroteknologi
BIDANG VOKASIONAL
1	Automotif
2	Penyejukan & Penyamanan Udara
3	Amalan Bengkel Mesin
4	Kimpalan
5	Elektrik & Elektronik
6	Binaan Bangunan
7	Pengurusan Teknologi Pejabat
8	Pengurusan Perniagaan
9	Fesyen
10	Katering
11	Seni Kecantikan
12	Perkhidmatan & Perkembangan Kanak-kanak
13	Bakeri
14	Pelancongan
15	Hortikultur Hiasan & Landskap
16	Teknologi Tanaman
17	Agroindustri Tanaman
18	Agroindustri Ternakan
19	Pengaturcaraan Komputer
BIDANG KEMAHIRAN
1	Pemesin
2	Jurukimpal
3	Pelukis Pelan Kejuruteraan Mekanikal
4	Juruteknik Automotif
5	Mekanik Penyejukbekuan & Penyamanan Udara
6	Pembuat Perabot
7	Jurubina Bangunan
8	Jurubina Bangunan (Asas Kayu)
9	Jurukerja Paip
10	Pelukis Pelan Senibina
11	Timber Processing and Finishing
12	Juruteknik Elektrik
13	Juruteknik Elektronik Industri – Peralatan
14	Pembantu Penyedia Makanan
15	Pembuat Pakaian Wanita
16	Pendandan Rambut
17	Jurukecantikan
18	Juruteknik Akuakultur
19	Juruteknik Ladang Pertanian
20	Jurupemprosesan Makanan

HOW TO APPLY

Form 3 students or graduates of the Basic Vocational Education Program ( PAV ) , PT3 , School Based Assessment ( SBA ) years may apply for admission to vocational college programs ( KV ) and Technical Schools ( SMT ) uptake January each year.

APPLICATION FOR VOCATIONAL COLLEGE ( KV ) AND TECHNICAL HIGH SCHOOL (SMT )

 Applicants can follow updates related information such as the exact date of ( official ) application is open , links and a way to make an application through the info which will be completed in the next sessions. As an example :

Article Details Date Official Request SMT 2016 KV and opened October 5, 2015 

Application closed December 20, 2015 , 11.59pm Links

 Applications Online

 Application Form Click Apply Student Entry Into Program Vocational College High School of Engineering Drawings And in January 2016 the :

 Ministry of Education Malaysia 's Official Portal (KPM ) http://www.moe.gov.my 

Official Portal of Technical Education and Vocational http://www.bptv.edu.my 

Note :  Applicants can also connect directly to the College ( KV ) or schools ( SMT ) nearby for more information.

General terms of enrollment

• Malaysians 
•  Form Three-Year 2015 
• Health and Physical accordance 
•  Freedom from Chronic Diseases

    Advantages

-can help students hone their talents in the field of appropriate skills

-Students are exposed to an effective learning environment to ensure they become the best in their respective fields

-produce individuals who are highly skilled and professional in the field of industrial and technical fields

Conclusion

Excitement in transforming vocational education should be viewed and contemplated that any reform to be more beneficial and good for the country and society , especially to clients of the student. Virtue is defined as the quality of vocational college students later output . As mentioned in the media , students graduated in vocational colleges will get Malaysian Skills Certificate ( SKM ) equivalent diploma . If the measure of the age of the students , the program is very good for students because they can get a diploma , compared to earlier lines. But what is more important is that there are skills that students who leave later on must have the necessary quality and on par with the diploma they have earned.