(EDU3093 TEACHER AND CURRENT CHALLENGES)

TOPIC 1 ISSUES AND CHALLENGES IN CURRENT EDUCATION

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SYNOPSIS
This topic discusses on issues and challenges in current education;
which include National Integration, Democratization of Education,
UNESCO Four Pillars of Education, Globalization in Education, Cultural
Diversity, Influence of Information Communication Technology (ICT) and
Social Ills. Students need to identify and make reflections on ways to deal
with issues and challenges in current education.

1.1

LEARNING OUTCOMES
By the end of this topic you should be able to:
i.

Identify issues and challenges in education.

ii.

Elaborate National Integration based on

examples. iii.
iv.

Explain Democratization of Education.

Reflect on ways to deal with issues on National Integration and

Democratization of Education.

v.

Identify UNESCO Four Pillars of Education.

vi.

Discuss the characteristics of UNESCO Four Pillar of Education.

vii.

Elaborate the advantages, impact and challenges of Globalisation in

Education.

viii.

Identify the characteristics of Cultural Diversity.

ix.

Elaborate the influences and impacts of Information Communication

Technology (ICT) in education.

x.

Identify types of Social Ills in Malaysian society.

xi.

Reflect on the ways to deal with Social Ills in the Malaysian

society. xii.

Explain the roles of teachers in dealing with Social Ills.

1.2

TOPICS

Issues and Challenges in Present

Education
National Integration

Democratization of Education

UNESCO Four Pillars of Education

Globalisation in Education

Cultural Diversity

Impact of Information
Communication Technology
(ICT) in Education

Social Ills

Concept
Issues of Present Education
Challenges faced by Teachers

Ways to Deal

1.3

Introduction- Issues and Challenges of Present Education

Malaysia is a country that put in a lot of emphasis on education.
This is because education is necessary for any country that aims to
develop and progress towards higher level of advancement and
excellence. Our government has made efforts in highlighting the
importance of education through implementing policies and plans
such as Primary School Standard Curriculum (KSSR), Malaysia
Education Blueprint 20062010, Malaysia Education Blueprint 2013-2025. However, the government,
schools and teachers have encountered many challenges in the process

of implementing the policies. The challenges are due to the fact that
our

country is a multi cultural country and also due to rapid changes that
occur globally.
Teachers as the most important implementers in the education
system have encountered challenges in the aspects such as National
Integration, Democratization of Education, UNESCO Four Pillars of
Education, Globalization in Education, Cultural Diversity, Influence of
Information Communication Technology (ICT) and Social Ills. In order to
achieve the goals in Malaysia Education Blueprint 2013-2025 and
Vision
2020, the nation needs teachers who are committed and dedicated; and
are able to face those challenges.
1.4

National Integration

1.4.1 Definition
What is national integration? According to Vyas (1993), National
Integration means a process as well as a goal by which all the people
inhabiting in a particular territory irrespective of their religious, ethnic and
linguistic

differences,

on

the

basis

of

certain

shared

traditions,

experiences, common history and values strive to live together forever with
honor and dignity.
1.4.2 Current Issues of National Integration
Malaysia

consists

of

multi-ethnic

groups

population

which

comprises of Malay, Chinese and Indian. This composition of population

has contributed to the diversity in language, customs, culture, and
beliefs in religions which gives challenges to the government to unite all
the ethnic groups. The tragedy of 13th May 1969 was an evidence
of prejudices and conflicts among the ethnic groups.

This has given

the government awareness on the importance of bringing about national

integration in the country. In bridging the gaps of socioeconomic between
multi-ethnic groups and to create harmony and unity in the nation, our
government has introduced policies such as The New Economy Policy,
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National

Education

Policy

and

National

Cultural

Policy.

The

implementation of those policies could enhance the declaration of Rukun

Negara as the national ideology of Malaysia . Rukun Negara was
formed on 31 August 1970

by the National Operations Council

(Department of
National
2005).

Unity

and

National

Integration,

Discussion
Discuss in groups how The New Economy Policy, National
Education Policy, National Cultural Policy and Rukun Negara can
develop Malaysia as a peaceful and harmonious country to live in.
1.4.3 Challenges to Teachers
In the process of integrating multi-ethnic groups in our country,
the government encounters obstacles in the following aspects:

Differences in religions and culture

British colonization policy

Differences in education system and medium of instruction in

schools

Involvement in economic section based on ethnic-groups

Different geographical location among ethnic groups based on

their source of living

Different political beliefs based on ethnic-groups

Discussion
Discuss in detail the effects and challenges of the aspects above
by using graphic organizer.

1.4.4 Ways to Deal with Issues of National Integration

Education plays an important role in the process of uniting all the
ethnic groups in our country. Education could produce a holistic and
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balanced human capital in the aspects of physical, emotional, intellectual

and spiritual as aimed in the National Philosophy Of Education.
Thus,

many steps have been taken by The Ministry of Education (MOE) to

produce future generations that are patriotic, tolerance, progressive and
united as to make Malaysia a country of excellence. Those steps are as
below:

Implementation of national education system where a

standardized curriculum and examination are used in all schools

Empowering the status of Sekolah Kebangsaan to foster

unity among the different ethnic groups

Assimilate the values of positive self, morality and arts in

all subjects

Introduction of Sivik dan Kewarganegraan subject in the

primary and secondary school in 2003

Wawasan

Introduction of the concept of Sekolah

1.4.4.1 Student Integration Plan for Unity (RIMUP)

Three types of schools, namely SK / SRK, SRJK (C) and SRJK (T)
are involved in this plan. The objectives of this plan
are:
i.

to enhance participation of students and teachers from these three

types of schools in certain activities

ii.

to enhance interaction, understanding, cooperation, goodwill

and tolerance amongst the students from the three types of schools

iii.

to share the facilities and equipments amongst the three types

of schools.
National integration can be achieved based on the

activities provided in the modules as listed below:

Activity module for academic

games

Activity module for sports and

Activity module for co-curriculum

Activity module for social

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service

patriotism

Activity module to enhance

Discussion
Based on your experience as a teacher, discuss to what extent
the policies introduced by the Ministry of Education could form
national integration amongst the students.
1.4.4.2 1 Malaysia Concept
The concept of 1 Malaysia was introduced by the Prime Minister of
Malaysia, YAB Dato Sri Najib Tun Razak. This is one of the most
significant steps taken by the prime minister in order to foster the unity
and to build close relationship between all ethnic groups including the
people from Sarawak and Sabah. According to the Prime Ministers
personal website, 1 Malaysia is a formula conceptualized as a
precondition in ensuring the aspirations of the country to secure a
developed country by
2020 are met; if the concept of 1 Malaysia is inculcated in the minds of
the society. If the idea of Bangsa Malaysia which was engendered
through Vision 2020 becomes the final destination, then 1Malaysia is the
roadmap that guides us towards that destination.
There are eight noble values highlighted in the 1 Malaysia concept,
that is a culture of excellence, perseverance, humility, acceptance, loyalty,
meritocracy, education and integrity. The value of acceptance, loyalty,
meritocracy, education and integrity is the most important factor in the
development of national integration. Acceptance means people in the
country must be able to accept the strength of other ethnic groups and are
able to agree upon all matters for the betterment of the country. Loyalty is
important as all the Malaysians need to be loyal to the king and country
besides building the trusts to build the relationship between different
ethnic groups. Meritocracy is a crucial element for a democratic country
where all the qualified people in the country are given a chance to
participate in any field. Education will ensure the noble values to be
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instilled to the future generations besides making them the first class
human capital of the

1
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country. The eight values act as the pillars in integrating and uniting all the
Malaysians as to achieve the vision of 2020.
1.5

Democratization of Education

1.5.1 Definition
Democratization of education refers to the equality of access and
opportunities that involves allocation of massive financial and materials
resources; development of policies designed to reduce social and
economic inequalities; to reduce the costs of school attendance such as
fees and

costs of materials; and

the development of relevant

curriculum and devising of appropriate selection procedures for higher

level educational opportunities (Kiyau, 1981). According to Dewey (1966),
democratization of education means opportunities provided for everyone
to be successful in education and using education as a main tool to
be successful in life and to enjoy better quality of life.
1.5.2 Current Issues of Democratization of Education
Many steps and policies have been made by the Ministry Of
Education in order to make sure that everyone in the country has a chance
to access to free quality education. At the same time, the government
must also ensure that students who are disabled are also taught based on
the same system and curriculum as the normal students. Government
efforts in achieving the goal of democratization of education are revealed
in the policies such as free compulsory primary and secondary education;
the implementation of vernacular schools (SJK Cina and Tamil), technical
schools, boarding schools, religious schools and special education
schools. Less student school (SKM) is to cater to the needs of the
students from the isolated areas. In order to provide opportunities for
people to continue their study to tertiary level, the government has formed
online education; private colleges and universities. On the other hand,
multiple programs
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such as Education Assistance Scheme, Textbook Loan Scheme and Food

Supplement Plan are implemented to help students of low income
groups to be able to be in the education system and be physically healthy.
1.5.3 Challenges in Democratization of Education
The

government

has

encountered

many

challenges

in

implementing democratization of education. The government has to make

sure that quality education is given to all students regardless of their
ethnicity background, socioeconomic status, location and equity. Students
from the rural
facilities

schools

should

have

the

right

to

access

to

and infrastructure of the schools just like those from the

urban schools. Students from the rural schools must also be taught by
trained and quality teachers in order to facilitate them to achieve
excellence in academic.
1.5.4 Teachers roles in Democratization of Education
Teachers play a role in realizing the goal of democratization
of education by ensuring that equal opportunities are given to all students
regardless of their ethnicity, gender, socioeconomic status, cultural
background,

religions,

and

intelligences

in

order

to

enhance

their potentials and to excel in academic. At the same time, teachers need
to be fair and just in all aspects when interacting with students of multiethnic
groups.
Think
Based on your experience as a teacher, discuss to what extent are
the policies introduced by MOE can achieve their objectives in
democratization of education amongst the students.
Discuss
Discuss in groups, the factors that hinder the implementation
of democratization of education among the multi-ethnic groups

especially the indigenous groups in Sabah and Sarawak.

Discuss
Elaborate the roles of teachers in achieving the goal of
Democratization of education.
1.6

UNESCO Four Pillars of Education

1.6.1 Introduction
The

United

Nations Educational,

Scientific and

Cultural

Organization (UNESCO) is one of the agencies of United Nations with the

role of bringing peace, security and harmony to the world by promoting
collaboration in the field of education, scientific and cultural. Four pillars of
education as highlighted by UNESCO that need to be mastered by the
students are (1) learning to know, (2) learning to do, (3) learning to be and
(4) learning to live together.
1.6.2 Learning to Know
Learning to know is one of the important tools in the process of
learning. It is a cognitive tool that one must acquire in order to
comprehend the surrounding and its complexities and to maximize
ones potential to excel. It

also functions as a base that can facilitate

future learning. One must also need to know the people around through
communication and interaction to attain success in life. Learning to know
involves the process of learning how to learn by developing one's
concentration, memory skills and ability to think. In the process of teaching
and learning, teachers need to make learning an enjoyable process,
inculcates the interest and curiosity amongst the students as to trigger
them to get new and in-depth knowledge. Besides that, teachers also
should introduce skills to help students to gain new knowledge.
1.6.3 Learning to Do
Learning to do means education must be able to equip one with the
necessary and important skills so that one can survive and participate
efficiently in the global world. Ones potential will be polished in the
process of learning on how to do till one is able to bring changes to the

surrounding in the future. In other words, one is capable to create

innovation based on the knowledge that one has already acquired.
Professional and personal competence namely, interpersonal skills,
communication skills, team work and problem solving skills are vital in
making learning to do fruitful. The role of education in learning to do is to
enhance individuals initiatives to participate in future development
based on their theoretical and practical knowledge. The role of the schools
and teachers are to ensure that the students acquire personal competency
and could give the best performance.
1.6.4 Learning to Be
Learning to be emphasizes that education should be able to
develop a person holistically based on physical, intellectual, spiritual,
emotional and aesthetic as stated in the National Philosophy of Education.
Education must provide opportunities to let one develop his potential to
the fullest so that he can think and evaluate critically and independently;
able to make the best decision; take the most suitable action in their life
and be responsible for it. The essential task of education seems to be
to make sure that all people enjoy the freedom of thought, judgment,
feeling and imagination to develop their talents and in control in
determining their lives. The challenge faced by teacher is to ensure that all
students are always equipped with personal resources and intellectual
tools to comprehend the world and behave as a fair-minded and
responsible human being. These can be enhanced through group work
activity, problem based learning and project based learning.
1.6.5 Learning to Live Together
Learning to live together is another important pillar because nobody
can live alone in this world. Education has to give awareness to the
individual about the importance of having peace in the world. Individuals
must be exposed to the values on human rights, democracy principles,
understanding and respecting socio cultural diversity, tolerance and
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instill

17

peace in the society and human relationship regardless of background

differences so that all human are always living in peace and harmony.
Schools and teachers have to encourage and teach students to avoid
conflicts and solve problems in a peaceful manner. Two elements that
should be taught to students in the process of learning to live are to
discover individual differences and to work together with others towards a
common goal.
1.6.6 Challenges to Teachers
In the process of achieving the aims of four pillars of education as
highlighted in the UNESCO, schools and teachers faced challenges
as they must ensure that education should give individuals the chances to
explore, mix and interact with people of different background since early
stage.

Individuals

differences in

must

gender,

be

aware,

ethnicity,

understand

intellectual,

and

respect

socioeconomic

the

status,

beliefs and religions.

1.6.7 Ways to deal with challenges
Teachers have to emphasize on the importance of being
tolerant and the needs of working together with others in achieving peace
and harmony in everyday life. On the other hand, education should
also develop a holistic individual who possesses skills and competencies
that enable him/her to survive in this globally challenged world.
Think
Based on your experience as a teacher, reflect teaching activities in
your subject matter that you have planned in order to achieve
the Four Pillars of Education UNESCO.
Exercise
Discuss in groups how the Four Pillars of Education UNESCO could
help the country to achieve Vision 2020.

1.7

Globalization in Education

1.7.1 Definition
Globalization refers to the process of enabling financial and
investment markets to operate internationally, largely as a result of
deregulation and improved communications (Collin dictionary, 2013).
According to Financial Time Lexicon (2013), globalization describes a
process by which national and regional economies, societies and cultures
have

become

integrated

through

the

global

network

of

trade,

communication, immigration and transportation.

Globalization also provides platform for all people in the world
regardless of their nationality, races, skin colour, status and background in
order for them to compete fairly in any field. Thus, globalization has
resulted both positive and negative impacts in many aspects of our life
especially education. This is because education is one of the fields that is
very much influenced by the environment and need to adapt to the world
wide rapid chances.
1.7.2 Current Issues on Globalization in Education
Impacts of globalization on the education sectors are as follows:

Usage of English as a knowledge language and international

language

Education in the country is open to outside world where foreign

universities are allowed to establish their branches here.

Opportunities to further studies to tertiary level are increased

when many private colleges and universities are built

Emphasis on assessing and using Information Communication

Technology (ICT) in the teaching and learning process is stressed

Internet as a source of information and communication

Roles of teachers in the classroom are more to facilitate the

students than to disseminate knowledge

Teachers need to be ICT literate in carrying out administrative work

Our students are able to compete in the global market

Fair competition among all higher learning institutions

Life-long learning can be achieved successfully as many learning

opportunities are provided

Sharing of knowledge worldwide especially on new finding

from research

Enable the aim of democratization of education to be

achieved when everyone has a chance to access to education

1.7.3 Challenges to Teachers

Globalization on education has challenged the process of
implementing the education system in Malaysia as we need to
adapt ourselves to the worldwide trend so that we could compete at
international level. The challenges are as below:

The needs to practice continuous learning

The use of Information Communication Technology

Administration of education

Development of students identity

Teachers quality

The needs to transform the curriculum in line with the global

opportunities

Teachers are not well prepared with

changes especially in

the aspect of using ICT in the teaching process

Increase in workload

Attitudes of the teachers in teaching in the global era

The rapid changes in education due to globalization

Negative influence on students identity

The school culture does not support global learning opportunities

1.7.4 Ways to Deal with Globalization in Education

Schools and teachers are responsible in producing students
that are able to compete in the era of globalization. Students should
practice the culture of life-long learning and continuous learning in order
for them to be in line with the rapid changes. Teachers have to equip
students with the ability to communicate verbally and in written form
using international language such as English so that they can interact
and communicate internationally. In order to participate globally students
have to master the skills of using ICT as ICT is a fast changing field.
Schools and teachers have to ensure that the current curriculum
would

enable

students

to acquire cognitive skills that are useful in

completing complex and challenging tasks, solving problems and

generate new knowledge for innovations. Besides that, it is the teachers
responsibility to emphasize on the ethnic and moral aspects when
using ICT and be aware of the
negative impact due to globalization.
Think
Based on your experience as a teacher, reflect teaching activities in
your subject matter that you have planned in order to help students
to utilize internet effectively.
Exercise
Discuss the negative impacts of globalization in the following aspects:
Country
Schools
Teachers
Students
Individuals

1.8

Cultural Diversity

1.8.1 Definition
Malaysia is a country with multi-ethnic groups which includes the
Malays, Chinese and Indians. Cultural diversity refers to diversity in
customs and culture in a society that is made up of multiple ethnicity and
races. Stavenhagen (1996) states that cultural diversity includes cultural,
religions, ethnicity, practice of tradition which direct towards the
tendency of providing understanding among the ethnic groups.
According to Kymlicka (1999), cultural diversity can be explained as
differences that exist in a society which focus on the three perspectives
which are (1) universal perspective (understanding of changes each
society universally), (2) ethnicity perspectives (study problems and conflict
of each society), and (3) cultural perspectives (study ways on each
ethnicity express their culture).
1.8.2 Current Educational Issues
The phenomenon of cultural diversity in school has resulted many
impacts on the teaching and learning process in the classroom,
particularly the students.
Implications of cultural diversity on
students: Positive

Chances to learn about cultural diversity

Build good social interaction

Develop talents

Negative

Problems in group work

Problems in communication and language

Difficulties in mutual understanding

Having low self-esteem and no self- confidence

1.8.3 Challenges to Teachers

Teachers need to have strong willingness and appreciation in
conducting ceremony/programme on cultural diversity that is conducted by
Ministry of Education/ school in order to act as role model to students.
One of the challenges

in dealing with cultural diversity is to provide

awareness to the students on the issue. The awareness that need to

be inculcated into the students minds is to :
i.

accept and appreciate the identity of other ethnic groups

ii.

respect cultural diversity (values, customs and ways of living)

iii.

appreciate the cultural uniqueness

iv.

possess the willingness to share similarities and prepare to work

together

v.

unite to develop the nation

1.8.4 Ways to Deal with Issues of Cultural Diversity

When cultural diversity is discussed it is important to relate it with
national integration. Husein Ahmad (2000) and Zakaria Abd Wahab
(2000) explain national integration as a united society which
displays the characteristics of cultural understanding, social
interaction, tolerances between the ethnic groups, understanding and
recognizing the similarities and differences among the ethnic groups.
Those characteristics are fundamental in determining the presence of
national integration in building the Malaysian national identity.
Ways in which teacher can resolve cultural diversity problems
are as follows:

Teachers need to make efforts in demonstrating friendliness

Teachers need to be prepared to deal with students

different abilities and attitudes

Provide awareness on socio cultural diversity to students

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Apply different methodologies in teaching

Encourage activities that involve all students

Respect and understand the social aspects of the students

Practice democracy in the classroom

Think

Based on your experience in school, provide one situation

on how your teacher deals with students of difference
culture in
your class.

Exercise
You are required to form a group of three and complete the task
follow: Access information and produce a scrap book with Arts
& Heritage of Multi-Ethnic Groups in Malaysia as theme.

1.9

Influences of Information Communication Technology Development

1.9.1 Definition
The development of Information Communication and Technology
has resulted great influences in our life especially education. Application
of ICT in the teaching and learning process has produced a change in
teachers pedagogy. The

application

of

technology

has

caused

revolution to the techniques of teaching, students learning methods

and the whole education system that is in line with the present era.
1.9.2 Current Education Issues
Assumption about integration of information technology will occur
automatically if there are facilities in school is quite inaccurate as
teacher is the major factor in determining the success or failure on
application of information technology in the teaching and learning

process.

To what

extent are the present teachers can deal with the challenges of using
information technology effectively in the teaching and learning process?
The impact of Information Communication Technology through
internet has exposed students to alternative resources in accessing
information such as virtual library besides using the text books or visiting
the library. If students are taught to use the internet effectively, teachers
are able to produce a generation that is dynamic and progressive because
they are equipped with knowledge and the latest skills.
1.9.3 Challenges to Teachers
Challenges faced by teachers in integrating information technology
during the process of teaching and learning will be discussed from the
aspects of teachers readiness which include the level of skill,
knowledge and attitudes.

Technology

Teachers Skills on Information

Teacher is the important agent of change in realizing governments

aspiration to develop quality human capital. Thus, mastery of information
technology among the teachers is necessary. It is vital in enhancing the
effectiveness of teaching and learning process, administration and
management of the school. As a result, steps such as having workshop
and courses related to information technology for teachers should be
organized frequently to enhance their skills on using information
technology. Teachers must be prepared to deal with these challenges.

Technology

Teachers Knowledge on Information

Knowledge and attitude towards computer are influenced by the

frequency of using it. Knowledge on computer will increase if it is
frequently being used. Teachers
enriched if they attend

knowledge on computer will be

courses on information technology. Thus, teachers must be prepared to

attend those courses and willingly sacrifice time with family.

Teachers Attitude in Applying Information Technology

during
Teaching and Learning
Attitude is an individuals internal description which refers to the
tendency to behave positively or negatively on a thing, situation,
institution, concepts or other people. Literature reviews reported that
there is a close relationship between attitude and the application of
information technology during teaching and learning in the classroom
(Mohamad Nabzrim & Mohamad Nayan, 1997; Adenan, 1999; Krishnan et
al., 2007). Thus, teachers especially those who are in the comfort zone
need to change their attitude towards the development of information
technology so that they can use information technology more frequently in
the classroom.

Software

Information Technology Presentation

Information technology software is a productivity tool that can help

teachers during teaching and learning as well as in doing other tasks.
According to Chao et al. (2003), a competent teacher

needs to

acquire the basic skills in using computer, word processor, database,

spreadsheet, statistics, power point, internet, website and possess
knowledge on the operating system of the computer. But, to what
extent the teachers are able to acquire those skills?

Effectively

Educate Students to Utilize Internet

Teachers also face the challenges on educating the young generation on

utilizing internet effectively. It is the teachers responsibilities in ensuring
children are not exposed to negative influence from internet.
As a conclusion, apart from acquiring basic skills in using
computer, word processor, database, spreadsheet, statistics, power

point and

internet; courses and training should also focus on other skills such as
accessing and selecting information from the internet, building of website
and designing educational software.
Lastly, the most important aspect is the ability to integrate those
skills in the teaching and learning process. This is because our aim is to
apply computer technology in education generally and in teaching and
learning process specifically. However, teachers need to know that
computer technology is just a tool in the teaching and learning process
and it can never replace the role of a teacher. Education for today is for
the excellence of tomorrow.
1.9.4 Ways to Deal with Issues on impacts of Information Communication
Technology Development
Ministry of educations effort will not be fruitful if teachers do not
fully utilize computers and Information Communication Technology.
Experiences from the advanced countries revealed that five criteria
need to be fulfilled in order to enhance the exposure and acceptance of
teachers on Information Communication Technology. The five criteria are:

Teachers and students attitudes must be positive and always

be prepared for changes

Infrastructure of computer and communication networking must

be complete and sufficient

Information

Skilful human resources in introducing and developing

Communication Technology

Financial
Information

allocation

must

be

sufficient

to

develop

Communication Technology

students

Close interpersonal relationship between the teachers and

Think
To what extent are you prepared from the aspects of skills,
knowledge and attitudes towards Information Communication
Technology? Write your reflection and share with your course
mates.

Exercise
Discuss

the

positive

and

negative

implications

of

the

development of Information Communication Technology on

education by using a suitable graphic organizer.
1.10

Social Ills

1.10.1 Definition
Social ills is a phenomenon of modernization phenomenon and
cultural shock that faced by the adolescents. During the adolescents
stage, the individual will face a series of identity crisis which is the
formation and development of self-identity. The failure of dealing with
these challenges will cause adolescents to experience confusion crisis.
Confusion crisis which are unresolved by the adolescents will result
social ills. This phenomenon is one of the threats to human resource
which can be a loss to the nation in the long term. Thus, all social
problems that faced by adolescents should be solved so that they will
not continuously threaten the development and progressiveness of the
nation.
Social ills include various negative attitudes among the members of
the society that do not benefit the economic structure of a society, a
community or a nation. There are many factors that initiate the
adolescents to be involved in social ills. According to Abd. Rahim (2006),
the involvement of adolescents in social ills is caused by the internal
aspects such as the development of personality, failure in family structure
and influence from the peers. Zainal and Sharani (2004) stated that
impacts from the environment in schools
adolescents misbehaviour.

also could be the cause to

1.10.2 Current issues on Education

At present, students and adolescents behaviours are more
challenging to the nation. The immoral problems among the students such
as free sex, pregnancy before marriage, juvenile, drug addiction and
vandalism are increasing. Adolescents involvement in social problems are
getting more serious due to internal and external factors, namely

Family ecological factor

School ecological factor

Peers

Mass media

Modernization
Social ills are a serious illness and need to be cured immediately.

All parties must work together in order to overcome these social

ills. Teachers play an important role in directing the future of the children
as to mould them to become adolescents that can contribute to
the advancement of the nation.
1.10.3 Challenges to Teachers
To what extent are the teachers ready to deal with social ills among
their students? Teachers play a vital role in monitoring their students from
involving in social ills. Teachers need to build close relationship with
students besides understanding their problems. Teachers have to be
sensitive, open minded and always provide positive encouragement to the
students which would make them willing to discuss their problems with the
teacher. Besides that, the enforcement of discipline in school needs to be
well implemented.

Close relationship between teachers and parents

should also be enhanced. Schools should provide counselling services to

students who face problems so that they do not experience isolation. All
the efforts mentioned are not easy to succeed. Thus, love and patience
from teachers are very important.

1.10.4 Ways to Deal with Social Ills Issues

Ways to deal with social ills can be concluded as follow:
Parents roles

educate their children in a right manner

spend more time with their children

practice the religious values

Teachers roles

plan teaching activities based on individual differences

vary teaching and learning strategies and activities to

motivate students

counsel students who face problems

inculcate noble values

Peers Roles

be a role model

provide motivation

listen and give supports

Individuals roles

change negative attitudes

confident that they can make changes

have faith in God

Police roles

enforcement of laws
Think
As a teacher, are you sensitive to social ills that occur in your
school? List a few social ills that happened in your school; identify
factors that contribute to those social ills and suggest ways on how
to overcome
them.
Exercise
You are required to read an article of your choice regarding
social ills. Produce a critical writing of it.

Refer to the following website for further reading

1.11

1.

http://eprints.utm.my/6169/1/gejala_sosial.pdf

2.

http://eprints.utm.my/12174/1/JEPC-2011-1-007.pdf

Report and Analysis of National Education Achievements - Local

1.11.1 Analysis of National Education Achievements

Among the goals to be achieved in the National Key Result Areas
(NKRA) is expanding access to quality and affordable education. Key
Performance Index (KPI) would be identified in each NKRA with specific
targets that can be measured. Guided by this KPI which focuses on
achievement, leadership in primary and secondary schools need to be
aware that they are leaders in producing human capital. In an effort to
improve educational achievement in the country, the ministry has
recognized 66 schools as High Performance Schools (SBT) based on
excellence in academic and non-academic. Among the schools that have
received recognitions are:

Table 1 Schools that have received recognition

Achievements
100% pass in the UPSR since 2006.
The first rural schools in Malaysia to achieve the status of
SBT
SK. Zainab 2,
Consistently among the best schools in UPSR.
Kelantan
Outstanding performance in co-curriculum activities such
as taekwondo and public speaking.
SJK (C) Foon Yew
Consistently among the best schools in UPSR.
(2), Johor
Excellent achievement in academic competitions in
Mathematics and Chinese at international level.
SM. Sultan Abdul
100% pass in SPM.
Hamid, Kedah
Outstanding performance in extra-curriculum activities
such as orchestra and rugby
SMK.
Aminuddin
100% pass in SPM for 5 continuous years.
Baki,
Kuala
Excellent performance in international sports
activities, especially swimming.
Lumpur.
School
SK.Ulu Lubai,
Sarawak

Source: The Management of Boarding School and School of Excellence,

Education Development Plan, 2013-2015.
The success of these schools is the result of a variety of
educational programs that have been implemented in our education
system. To get more information on our educational achievement in the
country, you are encouraged to refer to the category of schools
classified by the Ministry, that is;
i.

Integration Education

ii.

Inclusive Education

iii.

Sekolah Kurang Murid

iv.

Cluster School

v.

Sekolah Jalinan Kasih

vi.

Sekolah Dalam Hospital

Discuss
Analyse the management style practiced in the school where you are
working. Compare and contrast the pattern of your

school

management with any High Performance Schools (SBT). Discuss your

findings with the lecturer during lecture.
1.11.2 Report and Analysis of National Education Achievements
International
TIMSS 2011 results showed that Malaysian students failed to meet
the

minimum skill

level in

Mathematics

and

Science.

Not

encouraging results were also recorded among Malaysian students in the

PISA assessment in 2009. Although the TIMSS and PISA results show
bad performance among the Malaysian students (moe.gov.my/en/pelandevelopment-education-malaysia-2013, ...). there are a lot of success
attained by the students and schools that were on par with the
international standards. Below is the evidence of the success:

Table 2 Examples of Malaysian students International achievements

Year

Competition

Nov
2012

World Robot Olympiad(WRO

2012) Malaysia

Jul
2012

8 International Exhibition for

Young Inventors, Thailand

th

Genius Olympiad 2012

International High School Project
Fair on Environment, New York
nd
2 International Folk Song and
Dance Festival, Georgia
th

5 Asian Schools Badminton

Achievements
Malaysian teams swept 9 medals,
making Malaysia the overall
champion fot the third time
The Malaysian team won a Gold
medal for their invention
Two 14 year old student bagged
third proze in the competition
The Malaysian team of 15
performers won the Gold and Silver
Diploma prizes
The Malaysian team of 16 players

Year

Competition
Championship, Hong Kong

Jun
2012

The Invention and New Product

Exposition, Amerika Syarikat
th

4 ASEAN School Games,

Indonesia
May
2012
Oct
2011

English Speaking Union

International Public Speaking
Competition, London
ASEAN Primary School Sports
Olympiad, Indonesia

Jul
2011

52 International Mathematical
Olympiad, Belanda

nd

nd

42 International Physics
Olympiad,
Thailand
Dec
2010

International Competitions and

Assessments for Schools (ICAS)
1

Achievements
won 3 Gold medal, 4 silver and 9
Bronze medals.
The Malaysian team won a Gold
medal in the category of educational
inventions
The Malaysian team of 200 athletes
bagged a total of 100 medals,
claiming the third spot overall
A 17 year old emerged as the first
Malaysian champion
The Malaysian team of 36 students
clinched second place overall,
winning a total of Gold, 2 Silver and
3 Bronze medals
A Form 4 student clinched the first
Gold medal for Malaysia. Another 4
students attained commendable
results
A Malaysian student attained a Gold
medal and special prize awarded by
the Erupoean Physics Society
The Malaysian team emerged as
champion for 2 consecutice years
2009 in Pohang, South Korea and
2010 in Manila, Philippines

SOURCE: Sports Division, Co-curicullar and Arts Division, Fully Residential and
Excellence Schools Managemant Division, Malaysian Education Blueprint (2013 2025).
Discuss
Based on the TIMSS and PISA results, they show that the achievement
of Malaysian students are far below compared to those from other
countries. However, our students performance at the international level,
especially in sports
happens?

indicate a different result.

Discuss why this

References:
Department of National Unity and National Integration. (2005). Retrieved
from http:// www.jpnin.gov.my/en/isytihar_krn
Dewey, J. (1996). Democracy and education.
www.gutenberg.org/files/852/852-h/852-h.htm

Retrieved

from

http://

Financial Times Lexicon. (2013). Globalisation Definition from Financial

Times
Lexicon. Retrieved from :http://lexicon.ft.com/term?
term=globalisation
Kiyao, R.
(1981). Democratization of education: A Tanzania case.
Retrieved
from
http://
unesdoc.unesco.org/images/0004/000466/046603EB.pdf Collin Dictionary.
(2013).
Vyas, M. K. (1993). National integration and the law: Burning issues and
challenges. New Delhi: Deep & Deep Publications.

TOPIC 2
2.0

TEACHERS AND LEGALITIES

SYNOPSIS
Teachers should always ensure that the teaching dignity and
professionalism should be respected and improved from time to time to a
higher level. As a result the Government Officers (Conduct and Discipline)
Regulations were introduced to serve as a guide for teachers and other
public servants in the performance of responsibilities. In the context of
education, every teacher should fully understand the rules of Conduct and
Discipline 1993 which has been amended in 2002 to protect the good
name of the profession and the public service. The Education Act 1996
also should be closely scrutinized and understood by the teachers in order
to realize the national education goals.

2.1

LEARNING OUTCOME
By the end of this topic you should be able to:
i.

know and understand the Regulation Of Public Officials (Conduct

And

Discipline,

1993

(amendment

2002),

as

well

as

its

importance in the course of official duties as a public servant.

ii.

know and understanding the Education Act 1996 and its

importance to the teaching service.

iii.

know and understanding the implications of the regulations and the

Education Act when carrying out official duties.

2.2

TOPIC OUTLINE

Teachers and
Legalities

The Regulations of
Public Officials

2.3

Implications towards
the profession

Education Act 1996

REGULATIONS OF THE PUBLIC OFFICERS

DISCIPLINE) 1993 (AMENDMENT 2002)

(CONDUCT

AND

Introduction
Teachers are public servants who should comply with all ethics of
civil servants as enshrined in the Code of Conduct (code of conducts)
for all civil servants as provided under rule 4 of Chapter D, General Order
(Government Gazette PU (A) 395 amended 2002). The primary purpose
of regulation is to protect the image of the government in particular and
the Public Service in general.

Disciplinary action is a step that must

be followed to punish public officials who violate any of the rules in order
to improve their behavior in the future and at the same time serves
as a guide to others. The regulation associated with the task of a teacher
is as under Regulations of the Public Officers (Conduct and Discipline)
1993 (Amendment 2002) (P.U.A246) which commenced on 06.20.2002.
The rules included are as follows:

Types of Misconduct That Allows Disciplinary Action Taken.

Types of Disciplinary Actions That Can Be Taken on Officers who

Commit Offences

Penalties Disciplinary Action

RULE 3A.
Public

servants

must

comply

with

the

rules

laid

down

and

disciplinary action may be imposed on the defaulting officer.

RULE 3B
An officer is required to give an undertaking as provided in the Public
Officers Regularions (PU.A.176) Appointment, Promotion and Termination
of Service.
RULE 3C
It is the responsibility of an officer to exercise disciplinary control and
supervision over his subordinates and take appropriate action promptly
against any officer who violates any provision of these rules.
Officers who fail to exercise control and supervision or failed to take action
against his subordinate who violates any provision of these rules shall be
deemed to be negligent and irresponsible and he shall be liable to
disciplinary action.
RULE 4 (1)
An

officer shall at all

times

allegiance to

the

Yang di-Pertuan

Agong, country and the Government.

Officers should always care for; preserve and defend the sovereignty and
national dignity; respect and obedient to the law and strive to serve the
country. Some examples of violation of regulation 4 (1) are as follows:

abetting the enemy of the state

leaking government secrets.

actions.

Islamiyah

disparaging and undermine government policies and

become a member of Jemaah
41


Union

participate in the Malaysian Militant

42

RULE 4 (2)
An officer is not allowed to:

prioritize personal interest to public duty

behave in such a manner that may cause personal interests

conflicting with public duties

suspicion

behave in any manner that is likely to cause reasonable

service

behave in a way that can worsen / discredit the public

effort

be inefficient or having lack of

be dishonest

be irresponsible

pressure

take or attempt to take any form of outside influence or

disobey or against the superiors

negligent in performing its duties

RULE 7: Drug abuse, officer can be terminated for public

interest
[Rule 49]
If the officer has reached Retirement Age Options. Example; the
violation of Rule 7 is taking marijuana, morphine, heroin or drugs.
RULE 9 : Providing and receiving gifts
A civil servant can not receive / provide any forms of gifts that can be in
any way affect the official duties as it is conflicting with Rule 4.
Examples of violation

of Rule 9 is like a contractor celebrating the

head of department that has become the member of the tender board
[entertainment = meals, hotels, airfares and others].
RULE 11 : Maintain living standards over emoluments / valid
income

An officer is not allowed to:

income

maintain living standards over emoluments / valid

acquire / own any financial resources or property

disproportionate or unreasonable to emoluments / legitimate
income

RULE 12 : Borrow money / guarantor to any

person.
RULE
13:
indebtedness

Serious

financial

Rule 13.(1) An officer shall not be in any way cause him to be in

serious financial indebtedness.
An officer shall be deemed to be in serious financial indebtedness if (a)
the aggregate of the debt and liabilities at any time exceed 10 times of the
monthly emoluments.
RULE 16 : Do not involve in future
market
RULE 18 : Publishing books and paper
An officer also may not publish or write books, articles or other work
based on official information. Among RULE VIOLATIONS 18 is like
writing / publishing books using official information (top secret, private and
confidential)
RULE
editor

20

Newspaper/magazine/journal

A civil servant is not allowed to be a newspaper editor

/magazines/journals except, publications:

for the department

for professional

character

for voluntary organizations that do not have political

that is approved in written form by the head of

department
RULE 6 : Attire
Amongst the violation of Rule 6 are:

Wearing a singlet or round neck t-shirt

Wearing sarong, shorts and etc.

Summary
Teachers are public servants who hold the trust entrusted to
them by the government. As public servants, teachers should show a
high degree of professional while always acting and behaving as
required by
the rules of conduct and discipline as stipulated in the general order.
Think
DISCIPLINARY CASES AMONG PUBLIC SERVANTS INCREASE
36.2 PERCENT
Utusan Malaysia
16/10/2009
SEREMBAN 15 OCt. - Disciplinary cases involving public servants for
various misconduct increased by 36.2 per cent last year compared to
the previous year. Chief Secretary to the Government Tan Sri Mohd.
Sidek Hassan said a total of 3,383 disciplinary cases recorded last
year compared to 2,159 cases in 2007.
"The state civil service state recorded the highest increase of 57.62%,
30% PBT and 27.43% of the federal civil service," he said.
Mohd. Sidek said, such cases involved various of misconduct such as
absenteeism which involve all members of the public servants.
Scenario implies that the integrity and discipline of civil servants has
dropped. "The increase in such cases can be dealt with by the
widespread awareness among the heads of department to take
disciplinary action against officials who violate the rules," he added.
In your opinion, what are the causes of the disciplinary cases
and how you as a civil servant can help to reduce it. Discuss.

2.4

Education Act

2.4.1 Education Act 1996

An extension and renewal of the Education Act 1961.

Aims to strengthen the national education system in line with the

needs and aspirations of Malaysia that is to become a center of

excellence for high quality and world class education.

This Act is anchored to the main recommendations of the Razak

Report 1956, which became the basis of national education policy.

The new Act also still retain many relevant provisions of the
Education Act 1961.

2.4.2 The purpose of the enactment of the Education Act 1996 is for:

expanding the scope and introduce legislation on education.

strengthening

the

national

education

system

for

young

generations in line with the nations aspiration to make Malaysia

a center of educational excellence of the highest quality.

outline the relevant legislation related to education.

includes legislation in the pre-school to tertiary level, including

the government and private sectors.

strengthening the national language as the main medium of

instruction.

coordination of all types of school curriculum through the

national curriculum.

using a standard evaluation and examination system.

Islamic Education is extended to Muslim students.

expanding the jurisdiction of the Minister of Education.

enhance technical education.

strengthening teacher training.

systematic private education

strengthening the tribal language

2.4.3 The content of the Education Act 1996

Section 16: provide three categories of schools in Malaysia;

government,

private

and

government

aided

schools.

This

clearly can accommodate the needs of the Form 6, matriculation

and so on.

Section 17 (2), provides national language as a compulsory

subject in all schools.

Section 18 provides that all schools should follow the national

curriculum except it is specifically exempted.

Section 19 provides that all schools prepare students for public

examination, unless specifically exempted.

Section 21 empowers the Minister to establish and maintain

kindergartens.

Section 37 and section 38 allows the polytechnic to offer courses

of

study or training program at the certificate or any level of

qualification with any university or other educational institution.

Section 47 (1), allows teacher training colleges to provide degree

courses, diploma or certificate program in collaboration
with university or other higher education institution.

Section 40 allows the Minister to provide special education classes

in special schools or in any primary or secondary school.

Section 50 provides that Islamic Education subject is compulsory

in all schools including private schools when there are 5 or more
Muslim students.

Section 69 provides that all of those conducting the public

examinations are required to obtain approval from the Director of
Examinations in advance.

Section 77 clarifies that private educational institution that

run "twinning program" and "linkage" must obtain permission in
writing from the Minister.

Summary
Education Act is the foundation of the National Education System
which contains all aspects associated with the national education rooted
with the national philosophy. The understanding of the teachers about the
importance of this act is very important when carrying out duties as

an

educator so that they could be in line with the vision and mission of the
ministry of education and government in general.

Think
Study and analyse the content of the sections in the Education
Act
1996 (Act 550) which has been allocated to your group. You are
required to state the implications of the section to pupils, teachers,
schools, curriculum or the National Education System.
Exercise 1
Discuss why a teacher as a public servant needs to comply with all the
rules and regulations of public officials (conduct and discipline) while
performing his official duties.
Rest
Rest a while...before you proceed to the next exercise.

Exercise 2
Make a comparison between the 1961 Act and the Education Act
1996 and discuss its implications on the national education system.
Surf the web
Surf the web for more information.

End
Happy Trying...

2.5.

Person with Disabilities Act 2008 (OKU Act 2008)

Persons with disabilities are considered as part of our society. They
contribute to the development and growth of our country. Therefore it is
the responsibility of government to ensure that the welfare and well being
of this group of people are being taken care of.
Person with Disabilities Act 2008 (OKU Act 2008) was introduced
based on the concept of human right which means people with difficulty to
move (physical), see, hear, speak (speech) and learn also have rights in
doing whatever is done by a person without disabilities. It is an act to
provide for the registration, protection, rehabilitation, development and
wellbeing of persons with disabilities, and the establishment of the
National Council for Persons with Disabilities. The Persons with
Disabilities Act was passed on 10th December 2007 in the Malaysian
Parliament. The act came into operation on 7 July 2008. The ministry has
targeted two areas, mainly accessibility and employment as priorities.

2.5.1 The Purpose of Person with Disabilities Act 2008

National disability legislation is regarded as a prerequisite for an
effective national disability policy. It should not only protect the human
rights of persons with disabilities but also provide for the implementation
of those rights, aiming at their full integration in society.

Persons with disabilities according to Person with Disabilities Act

2008 include those who have long term physical, mental, intellectual
or

sensory

impairments

which

in

interaction

with

various

barriers may hinder their full and effective participation in society

Person with Disabilities Act 2008 is a law which protects the rights
of persons with disabilities. The law says that persons with
disabilities will have same opportunity as other people. The act
also

provides good quality of life of persons with disabilities by

facilitating easy access to the following:

Places and services

Persons with disabilities shall have the right to access to

and use of, public facilities, amenities, services and
buildings open or provided to the public on equal basis with
persons without disabilities.

Government has to ensure that such public facilities,

amenities, services and buildings are of universal design in
order to facilitate their access and used by persons with
disabilities.

Public transport

Persons with disabilities shall have the right to access to

public transport easily. Government has to ensure that the
design of public transport enable everyone to use.

Education

Persons with disabilities shall not be excluded from the

general education system on the basis of disabilities, and
children with disabilities shall not be excluded from preschool, primary, secondary and higher education including
vocational training and lifelong learning.

The

government

and

institutions

must

provide

teaching materials and good support such as sign

Language and the use of braille.

Employment

Persons with disabilities shall have the right to access to

employment on equal basis.

Employer

shall

protect

the

rights

of

persons

with

disabilities, on equal basis with persons without disabilities,

including equal
for work of

opportunities and equal

remuneration

equal value, safe and healthy working conditions, protection

from harassment and the redress of grievances.

Computer and IT

The government and provider of IT should make sure the

rights to access computer and information technology (IT)
of persons without disabilities are the same as other people.

The

Government

and

the

provider

of

information,

communication and technology shall provide the

information, communication and technology in accessible
formats and technologies appropriate to different kind of
disabilities in a timely manner and without additional
cost

in order to enable persons with disabilities to have

such access .

The Government and the private sector shall accept

and facilitate the use of Malaysia Sign Language, Braille,
augmentative and alternative communication, and all other
accessible means, modes and formats of communication.

Cultural life

Develop the potential of persons with disabilities in art or

other areas

Persons with disabilities have the right to be known for own

culture and language, to enjoy the way of life in society
same as other people and to enjoy TV, movie, theatre,
museum, library and holiday

Habilitation and Rehabilitation

Private

healthcare

governmental

service

organization

shall

provider

and

non-

take

effective

and

appropriate measures to enable persons with disabilities to

attain and maintain maximum independence, full physical,
mental, social and vocational ability and full inclusion and
participation in all aspects of life.

The

government

should

promote

and

strengthen community-based rehabilitation programme to

provide early
intervention, rehabilitation and training

Health

The government has to ensure persons with disabilities

to have access to health services, including health related
rehabilitation.

The

government

shall

have

in

its

employment

speech therapist, physiotherapist and occupational therapist

The government

must provide prevention of further

occurrence of disabilities, immunization, nutrition

and genetic counseling.

Protection of Persons with Severe Disabilities

The government will provide protection and support

to ensure that persons with severe disabilities have a good
quality of life after their caregivers passed away

Non-governmental

organization

intending

to

provide institutional care for persons with severe disabilities

or the caregivers for persons with severe disabilities may
make an application for an incentive for providing such care
to the council.

Help during Emergency

Persons

with

disabilities

have

the

right

to

have

assistance on equal basis with persons without disabilities

in situations of risk including during war or natural disaster
2.5.2 National Council of Persons with Disabilities.
Besides that, the government also has formed the National
Council of Persons with Disabilities. The roles of the councils are as
followed:

The Council will work together with government, organisations

and companies to carry out plans.

The Council will give suggestions and advice to government

to improve the support for Persons with Disabilities

Help people know more about Persons with Disabilities

Improve the education system

Promote job opportunities and skills training for Persons with

Disabilities

Summary
Persons with disabilities are part of our society. They have the
rights to enjoy the development of our country in all aspects such as
education, transportation, information and communications technology,
health services, public facilities, security and others. Governments
commitment in helping persons with disabilities is demonstrated in the
Person with Disabilities Act 2008 (OKU Act 2008) and National Council of
Persons with Disabilities.
2.6

Education Regulations (Special Education ) 1997

The introduction of Education Regulations (Special Education)
1997 is one of the government efforts in ensuring democratisation of
education and equality of access to education are given to all citizen
regardless of their background, socioeconomic status or disabilities of
individual.

2.6.1 Education Regulations (Special Education) 1997 came into

operation on 1 January 1998 with the interpretation as:
Student with special education means student with vision
disabilities, hearing disability and learning disabilities.
2.6.2 Special Education Programme is interpreted as:
a)

a program which is held in a special school for students with vision

disabilities or hearing disability;

b)

an integrated program which is held in normal school for students

58

with vision disabilities, hearing disability or learning disabilities; and

59

c)

an inclusive education program where students with special

needs are present in a class together with normal students.

2.6.3 Requirement To Attend Special Education Programme

All students with special needs who are eligible to be educated and
have the ability to manage themselves without the assistant of people can
be accepted to school as stated in Education Regulations (Special
Education ) 1997, Part ll, 3(2), section 41 of Education Act 1996.
i.

For government and government aided schools, students with

special needs who are eligible to be educated are qualified to
attend Special Education Programme, except the following:
a)

student with physical disability but has the mental ability

to learn as normal student, and

b)

students with variety of disabilities or severe disabilities or

mentally retarded.

ii.

A student with special needs is an individual who is eligible to be

educated and have the ability to manage themselves without the
assistant of people and has been certified by a panel which
consists of medical officer, officer of the Ministry of Education and
officer of Society Welfare Department.

2.6.4 Curriculum
In the implementation of the curriculum of special education,
teachers can adapt and adopt the methodology and techniques of
teaching and learning, allocation of time, arrangement of activities,
subjects and teaching materials to achieve the goals of special education.

Summary

Education Regulations (Special Education ) 1997 are specially

made to safeguard the implementation of democratisation of education in

our national education system whereby all citizen can access to education
regardless their physical condition and background. Governments
commitment is clearly demonstrated in the Malaysian Education
Blueprint
2013-2025 under the topic special needs group. The regulations will be
improvised

continuously

especially

the

amendment

of

Education

Regulations (Special Education ) 2013 which has been announced on

the
18 July 2013 and came into operation in all government and
government
aided school
Malaysia.

that

implement

special

education

in

Discuss
Refer to the website and discuss how Malaysian Education Blueprint
(2013-2025) and Person with Disabilities Act 2008 (OKU Act 2008)
could help in realising the purpose of inclusive education for children with
special needs.
References
1.

Akta Pendidikan 1996; http://ipt.moe.gov.my.

2.

Surat Pekeliling Perkhidmatan, Bil.1 (2008).

3.

Surat pekeliling perkhidmatan, bil.2 (1985).

4.

Surat Pekeliling Ikhtisas bil.5/1998, Akta Pendidikan 1996 dan

Peraturan- peraturan akta Pendidikan 1996.

5.
Undang-undang Malaysia, Perintah Am, Bab A-G (2006),
International
Law Book Service, Petaling Jaya:Selangor.

TOPIC 3
3.0

EMOTIONAL STRESS AMONG STUDENTS

SYNOPSIS
Emotional stress does not only exist among adults, but children
also experience emotional stress. The impact of emotional stress on
children is greater than on adults, because children have less experience
and ability to cope with emotional stress. Thus, emotional stress among
children, especially school children cannot be overlooked.

3.1

LEARNING OUTCOMES
By the end of this topic you should be able to:

explain emotional disturbance among children

explain the causes of students emotional disturbance

identify

measures

to

overcome

the

problem

of

emotional disturbance among students.

explain child rights based on Convention on the Rights of

the

Child 1989

3.2

states efforts to protect children in Malaysia

TOPIC OUTLINE
Emotional
stress among
children

Emotional
disturbance

Emotional
disturbance
among

Childrens
rights

Causes of
emotional
disturbance

Steps to
overcome
emotional

Childrens
rights

Childrens
rights in
Malaysia

Efforts to
protest
children

3.3

EMOTIONAL DISTURBANCE AMONG CHILDREN

3.3.1 Emotional disturbance among students

Emotional

disturbance is

situation

where an

individual

suffers internal conflicts that are difficult to overcome. Dewan Bahasa

and Pustaka Dictionary explains emotional disturbance as resulted from
conflicts which

are not resolved and they are characterized by anxiety

either through speech or certain behavior. Conflict or internal disturbances

will have an impact on a person's behavior. Emotional disturbances occur
when situations or problems encountered by individuals are beyond their
ability to overcome it. Emotional disturbances can be experienced by
anyone, including children, especially students.
3.3.2 Signs of emotional disturbances among students
Emotional disturbances which are unsolved will lead to mental
disturbances, various changes in behavior such as fear, anxiety and
depression. Students with emotional disturbances can be identified
by several symptoms. Among the signs of emotional disturbance among
the students are:

Lack of appetite

Throat Nausea and vomiting

Like to be alone/ isolate themselves

Frequent stomach pain / headaches

Depression

Appears sad / frustrated

Lack of confidence

Frequent crying for no reason

Bedwetting

Like biting nails

Irritable

Acting aggressive / impulsive

Excessive fear and anxiety

Lethargic / tired and always sleepy

Frequent outbreaks of disease

Strange behavior
Discussion
Discuss with your classmates steps that you can perform to identify
students who are experiencing emotional disturbance.

3.3.3 Causes of emotional disturbance

There are many causes to emotional disturbance among students
at school. The causes can be categorized into family, peer, teachers,
school and environment. School environment, events happened in family,
peers and others can caused emotional disturbance to students (Terri
Mouro (2004).

Family

Inharmonious family, quarrels and divorce of parents

Instability of the family economic status and financial

problems

Dysfunctional relationship between family

members,and frequent quarrels among sibling

Less attention, appreciation and affection from their parents.

Abused by parents or guardian

Parental favoritism

Peer Factors

Peers aggressiveness and often fight

Ridiculed and humiliated by peers

Threatened and bulled by peers

Peers who like to show off

Neglected and not accepted by peers

Teacher Factor

Teacher who practices favoritism / discrimination

Leadership style and teaching methods that are less

appropriate

Teachers communication skills

Teachers behavior is harsh and aggressive

Lack of closeness between teacher and students

Autocratic leadership style

School Factors

School environment is not conducive

Lack of school facilities

Attitude of school administrators

Culture of the school that emphasize academic excellence

School discipline and rules are too strict

Environmental factors

Members of the society are materialistic

Jealousy and prejudice of the members of the society

Lack of understanding among members of the society

Discrimination in the society

Activity 1
Individually, you are required to make a mind map on
the causes of emotional disturbance among students.

3.3.4 Steps to overcome the emotional disturbances of students

Emotional disturbances among children should not be taken lightly
by teachers and parents. Teachers who are professional and responsible
should be aware and sensitive to changes in students who experience
emotional disturbances. Then the teacher should take appropriate steps to
help students to overcome their emotional disturbances. Among the steps
that can be implemented are:

discuss individually with the student to identify the cause of his

emotional disturbances

provide appropriate attention and appreciation to students

provide motivation, encouragement and positive support

to enhance self-confidence and self-concept

refer students to school counselor

talk to the students parents or guardians

teachers and administrators practice democratic leadership

vary teaching methods and strategies to meet the

needs

and

requirements of students

creating a conducive learning environment

Lets Think
How could you help children who suffer from emotional
disturbances due to stress caused by teacher in your school.

3.4

CHILDRENS RIGHT

Children are important human capital of a country. Human

capital

can be developed to an optimum level by providing a safe and

conducive environment.

Therefore, the protection of children from being neglected,

abused, violence and exploitation is an important aspect and
should be given priority.

Assembly of the United Nations (UN) on 20 November 1989

adopted the Convention on Rights of the Child to provide
protection to children of the world. Based on the document of this
convention, children are given protection from being neglected,
abused, exploited and to have certain rights. Malaysia has adopted
the convention.

Based on this convention, all children regardless of gender,

background,

socio-economic

status,

religious

beliefs

abilities are recognized as individuals with rights to grow up

and
and

being protected of their life.

3.4.1 Principles of the Convention
This Convention has established several principles, namely:

No discrimination against children

All children regardless of race, color, sex, language, religion,
political opinion, national origin, ethnic group or society, property,
disability, birth or status, or parent / guardian have the same rights.

The best interests of the child

The primary consideration in all cases is the best interest of the
child.

The right to life and grow

Children have the right to life and develop in all aspects of their
lives, including physical, emotional, psycho-social, cognitive, social
and culture

Right to participation
Children should be allowed to participate actively in all events that
involved their life and are free to give their views and opinions.
They have a right to be heard and taken seriously

3.4.2 Definition of a child

Article 1 : a child is recognized as a person under 18, unless the
national laws recognize the majority age earlier

3.4.3 Childrens right

The right to life

The right to protection

The right to development

The right to participation

The right to life

Children have the right to basic needs such as food, clean water, shelter
and health care. Parent or guardian are responsible to ensure childrens
right to life is fulfilled.
Article 6: All children have the inherent right to life and the state has an
obligation to ensure the existence of the child's development
The right to Protection
Rights to protection of children include protection from discrimination,
abuse and neglect. Parents or guardians must provide care and protection
to children. Children without families or refugees should be given
appropriate protection. At the same time,

protection from sexual,

physical, and exploitation, neglect, drug abuse and discrimination are

parts of children's rights. The State shall provide protection to children if
they are neglected by their parents or guardians.
Article 3: The State shall provide adequate care to children through
relevant local authority if children are being neglected by

parents

or guardians.
Article 8: The State has an obligation to protect, and if necessary
strengthen the fundamental aspects of identity, including nationality
and family ties.

The right to development

Parents, members of the extended family or guardians are responsible to
ensure that children are developed in the aspects of physical, mental,
emotion, spiritual, moral and social. Education should be given to
children for them to develop.
Article 5: The State must respect the responsibility of parents or
members of the extended family in providing guidance to children based
on their abilities.
The right to participation
Children are also given the freedom of expression, giving opinions,
association and play with their peers. The childrens views and opinions
relating to their affairs must be heard and adopted. They are also
entitled to participate in activities or programs of society and clubs.
Article 12: All children have the right to express their views freely in
all matters relating to children.
Visit the Web site: http://www.scribd.com/doc/101029420/528konvensyen-Mengenai-Hak-Kanak-kanak-Versi-Bergambar
Read carefully the information contained in the Convention on the
Rights of the Child. Identify the rights included therein. Discuss
with your lecturer and classmates.

3.5

CHILDREN'S RIGHTS IN MALAYSIA

Malaysia has shown a strong commitment to the Convention on
Rights of the Child,(1989) by providing environment, opportunities and
platform for the rights of the child to be implemented. Among Malaysia's
commitment to the recognition of children's rights, the Malaysian
Government has confirmed and signed the following conventions:

Convention on Rights of Children: March 19, 1995


against

Convention on the Elimination of All Forms of Discrimination

Women: August 4, 1995

International Labour Organisation Convention 138 (minimum age

for employment): 1997

International Labour Organisation Convention 182 (forms of

child labor the most severe) on 10 November 2000.
Malaysian childrens rights

are always given attention by the

government. Malaysia Children's Rights include the right to life, right to

protection, right to development and right to participation.

The right to life

Parents or guardians of children in Malaysia must provide for the basic

needs of children within their means. Children need a shelter which is nice
and conducive, balanced diet and clean water. It can assure the survival
of a positive and cheerful life. Balanced diet and clean water are needed
to enable children to have healthy body for a more positive and active life.

The right to protection

Children in Malaysia are valuable asset for the future of this country.
Therefore, children in Malaysia are protected from any types of negative
acts such as abuse, neglect , exploitation and slavery . Protection will be
given to children who have been abused either physically, emotionally or
sexually. Issues of abuse, molestation, neglect and exploitation by
caregivers is a continuous phenomenon and need to be combated. The
Malaysian government is looking at these issues as a disaster and
threat to the national development. Those who commit abuse, neglect and
exploitation of children will be severely punished .

The right to development

In line with the aspirations of the Children's Rights Convention, Malaysia

70

has given serious focus in the holistic development of children

which

71

includes physical, emotional, spiritual, intellectual and social. Parents

must provide children with formal education by sending children to school
and informal

education

such

as

religious

knowledge

and

moral

value. Childrens interest and love for knowledge must be nurtured

since childhood to ensure childrens development in various aspects.

The right to participation

Children in Malaysia are given the right to associate and play with their
peers freely without restrictions. Through play they can interact with their
peers, thus

enhance their social skills. They can associate freely

regardless of race, ethnicity, color of the skin, religion and others . Children
in Malaysia are not prohibited to join and become members of
associations and clubs.
3.6

THE EFFORTS IN PROTECTING CHILDREN

In order to ensure that children in Malaysia have adequate
protection, a number of efforts and legislative acts have been
developed. Among them;

3.6.1 Protection of Children Act 1991 (Act 468)

This Act is related to the conservation and protection of
children who needed protection from abuse, neglect, exploitation and
slavery.
Section 2 in relation to a child in need of protection if:

Children are most likely being assaulted or abused from the

aspects of physical, emotional and sexual.

Caregivers of children are not eligible or have no ability to care

for and protect the child adequately.

Caregivers of children have committed negligence or unwilling

to take care of and provide childrens needs adequately.

There are no guardians willing to take care of the abandoned

children ; no other person qualified to take care of.

Neglect performed on children in need of inspection, investigation

or treatment.

Childrens behavior that could hurt himself or someone else

or no one is willing to take care or improve the situation.

There is conflict between children and guardian or between

guardians. The dispute resulted in the affected family
relationships and caused emotional disorders in children.

Children who are involved with any of the offenses in Chapter XVI
of the Penal Code.

3.6.2 The Park Childcare 1984 [Act 308]

The Act is related to the registration, regulation and inspection

of child care or nursery

The Act provides protection to children under the age of 4 years.

This Act is to assure health, safety and education of children under

4 years.

Control, supervision and inspection can be carried out

by enforcement gardens registration for childcare

Related parties have the authority to enter and examine

the childcare parks for the health, safety and education of
children.

3.6.3 Adoption Act 1952 (Act 257)

To protect children from being abused, neglected and exploited.

The Act is designed to regulate the procedures of adoption and

ensure the welfare of children.

Legal provisions of this act is as enacted in Ordinance to

adopt a child in 1960.

3.6.4 Children Act 2001 (amended in 2002)

Children Act 2001 (amended in 2002) effective on August 1, 2002

is a combination of three previous law of the Child Protection Act
1991, the Women and Girls Protection Act 1973 and the Juvenile
Court Act.

It is the law relating to the preservation, protection and rehabilitation

of children in order to protect the welfare and interests of children.

Among the points highlighted by this Act is the duty and

responsibility of parents or guardians in maintaining the wellbeing of children, the responsibility to inform the cases of child
abuse, the establishment

of

the

Court

For

Children,

trial

procedures, sentencing and so on.

The term children pursuant to this act are those aged less than 18
years.

The Act provides for the duties and responsibilities of the

legal parents or guardians to care for their children's condition.

In addition, the Act imposes duties to members of the child's family

to inform the patron if they have reasonable grounds that a
child has been harmed physically or emotionally as a result of
being ill - treated, neglected, abandoned or exposed, or sexually
abused.

Rationale for family members of children subject to a duty to inform

about the possibility that a child is abused is because they
are among the closest to the child . They are also likely to find out
why a child is being abused.

If a child is accused of any offense, the Court For Children shall

order the mother and father of the child to be

presented

in

court unless

it

be

the

court

is

satisfied

that

would

unreasonable to require their presence.

The Act also provides that if the guardian abuses, neglects,

abandons or exposes the child or causing or permitting the child to

be abused, neglected, abandoned or exposed to any cause

of

physical injury, emotional injury or sexual abuse, then the person

has committed an offense under section 31 of the Children Act
2001.

The parent or guardian of the child is considered to neglect the

child if he does not provide the children food, clothing, medical
or dental treatment, accommodation or care. Parent or guardian
can be sentenced or fined not more than RM 10,000.00 or
imprisonment not exceeding ten years or to both. In addition, the
court also may order the person to execute a bond of good
behavior.

3.6.5 Prevention programs and rehabilitation of children

Pprotection team and children's activity center have been
established at the state and district levels aimed at providing services to
families and children who are exposed to violence, sexual abuse, torture
and so on.
3.6.6 Establishment Detect Child Abuse
The team was established in district hospitals and the state to
supervise and monitor cases of abuse and neglect of children referred to
hospital.
3.6.7 The involvement of children and the National Action Plan
Children in Malaysia are given the right to speak and be heard.
Children's voices are heard through their participation in the evaluation of
the First National Action Plan and the drafting of Second National Action
Plan. The elements of the Convention on Rights of the Child are taken
into account in the drafting of the Second National Action Plan.
Discussion

Discuss with your course mates, efforts that have been

implemented in fulfilling the rights to development among
the children in Malaysia.

Exercises

1. Malia, a student of Year 4 Melor is active and cheerful in school.

Recently, she is always dreamy and moody in school. Her academic
achievement is declining. Discuss the problems faced by Maria and
explain steps that can be taken by a teacher in helping Malia to solve
her problems.
2.

Jazli is a student of Cikgu Ahmad. He likes to bully, tease and disturb

his peers in class. Cikgu Ahmad finds that Jazli lives in the slum
areas and his father is a labour. His mother is working at a factory.
Identify the causes to Jazli behaviour and discuss childrens rights
that are not attained by Jazli.

References
Lori Lite, (2014). Stress Free Kids: A Parent's Guide to Helping Build SelfEsteem, Manage Stress, and Reduce Anxiety in Children, Massachuset,
USA,
Adam Media.
Marion, M. (2003). Guidance of young children, 6th Ed. Columbus,
Ohio: Merrill/Prentice-Hall.
Robert J. Haggerty, (1996).Stress, Risk, and Resilience in Children and
Adolescents: Processes, Mechanismes and Interventions, Cambridge,
UK, Cambridge University Press.
See Ching Mey dan Lee Siew Siew , (2005). Kemurungan Di kalangan
pelajar: Satu Kajian Kes , Jurnal Pendidik dan Pendidikan,Jil. 20, 113
129
http://www.heartmath.org/free-services/downloads/helping-childrenmanage- stress.html
http://pubs.ext.vt.edu/350/350-054/350-054_pdf.pd
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?
ArticleID

TOPIC 4
4.0

EMOTIONAL STRESS AMONG TEACHERS

SYNOPSIS
Teachers responsibilities at present are getting more challenging
not only because of the teaching profession itself but it is also due to the
high expectation from the society towards teachers and schools. Thus,
the stability of the teachers emotions are needed to avoid stress in
carrying out their responsibilities. Duly a teacher should have the ability to
carry out all the given responsibilities without having any stress. This is
because a teacher plays an important role to develop a balanced human
capital in the aspects of physical, emotion, spiritual, intellect and social.
Therefore, it is very important for a teacher to manage the tasks and
responsibilities given to them without any stress and pressure.

If a

teacher fails to manage his/her emotion and stress it will be difficult for
him/her to develop human capital as what is aspired in the National
Education Policy.
4.1

LEARNING OUTCOMES
At the end of this topic you should be able to:
i.

identify the causes of stress and burnout

ii.

explain the signs of stress and burnout

iii.

discuss the implications of burnout to individual specifically

to teachers

iv.

differentiate between stress and burnout

v.

discuss measures to be taken to deal with emotional stress

among teachers.

4.2

TOPICS OUTLINE

Emotional Stress
Among Teachers

Stress

4.3

Burn out

Measures to manage
stress

STRESS

4.3.1 Concept of stress

Stress is a kind of disease which is always associated with mental
health and often attack the present society. Stress means pressure which
is very common in life (Harunssani, 2004 in

Mohd Taib and

Hamdan,
2006).

According to

Mohd Salleh (1994) stress is ones physical and

mental response towards a situation that could cause discomfort in

life. This discomfort could give two different effects which is either positive
or negative. Stress at low rate is positive as it can motivate an individual
to achieve what he wants to achieve. Instead stress at high rate could
cause harm such as falling ill or having bad relationship.

In Malaysia, stress problem among teachers have been greatly

discussed and many studies have been conducted to look into this issue.
According to Kyriacou (2000) stress among teachers are what they
experience on their negative emotions such as stress, frustration, anxiety,
anger and depression due to their commitment as teachers. Teachers
workload and changes in the education system are among the factors that
contribute to stress among teachers.

4.3.2 Types of Stress

According to Cockburn (1996), there are five

types of stress

amongst teachers, that is:

Here and Now Stress
Here and now stress is defined as stress that occurs at that
particular time.

For example; during exam, when you are in an

argument or when you have an accident.

Anticipation Stress
Anticipation stress refers to a situation when a teacher reacts to
an expected situation. For example; when a novice teacher is assigned
to be a class teacher and he has to meet the parents at the PTO meeting.
As a novice teacher with no experience,

this kind of situation could

cause
anticipation stress.
Imaginative Stress
Imaginative stress occurs when an individual imagines of a
negative or frightful things. For example; you are alone in your house and
you hear noises outside your house. Consequently you would imagine
that a thief is trying to break into your house.
Reactive Stress
Reactive stress occurs due to our past experiences and events. It
happens naturally. For example; when you experience the loss of your
loved ones. The process of reminiscing the past could cause the reactive
stress to occur.

Negative Stress
Negative stress is a feeling that could reach at its peak at certain
duration; either days, weeks, months or years. It could be due to financial
or marriage problems.
4.3.3 Causes of Stress
According to Faizah dan Mazlan (2010), the causes of life stress
comprise of these eight factors :
Life Style
a.

Unhealthy eating discipline.

b.

Loves to shop using credit cards for unnecessary things.

c.

Unable to manage time for work and time spent for the

family. d.
e.

Lack in exercising for self-health.

Unable to manage systematic sleep pattern.

Financial
a.

Having a bad financial discipline

problem. b.

Do not plan before spending

money.
c.

Insufficient salary to accommodate with self and family

expenses. d.
e.

Bad financial planning.

Always having financial problems.

Personality
a.

Having difficulty to express the feeling of joy.

b.

Having the attitude to talk more than listen to

others. c.

Always in a hurry to complete the task

given.
d.

Always making decisions without thinking rationally.

e.

Gets angry easily even on trivial things.

Spiritual.
a.

Do not easily accept things that happen to

oneself. b.
c.

Easily blaming others.

Find difficulty to feel calm when faced with problems or

obstacles. d.
e.

Find difficulty to have relationship with others.

Lack of patience in dealing with difficulties.

Life Events
a.

Feeling useless. This happens because one always looks at self

weaknesses rather than on their strengths.

b.

One who has bad memories that keep haunting his life.

c.

Feeling that God is not being fair.

d.

Always feeling lonely. This situation would cause one to feel

bored and stress.

e.

Separation with the loved ones that could cause unhappiness and
stress.

Environment
a.

Feeling suffocate because too many family members living in

the same house.

b.

Having problems with neighbours.

c.

Uncomfortable and unfitting bedroom for rest.

d.

Having a noisy family that could cause tangled

mind. e.

A crowded and uncomfortable place to live in.

Relationship
a.

Having problems to communicate with working colleagues.

b.

Feeling that friends are unable to listen to the problems that one
wants to share.

c.

Having difficulty to feel happy with friends.

d.

Feeling that your close acquaintance cannot understand

you. e.

Feeling uncomfortable to mix around with the

community.

Occupation
a.

Likes to procrastinate work.

b.

Having problems to control students while

teaching. c.

Feels that the class time table given is

burdening.
d.

Having lack of recognition from the school.

e.

Feels that the education policy is making lots of changes and too
burdening.

4.3.4 Signs of Stress

Psychological
Characteristics

Easily worried, pressured, confused and angry.

A feeling of frustration, anger and hatred.

Emotionally sensitive and passive.

Keep things to oneself, self withdrawal and depression.

Lack of effective communication.

Do not like to socialize and like to seclude oneself from others.

Feel bored and does not experience any job satisfaction.

Mentally tired, a decline in intellectual function and lose of focus.

Loss of spontaneity and creativity.

Decreased self-esteem.

Behaviour
Characteristics

Likes to procrastinate, avoid from doing any work and playing truant.

Decreased performance and productivity.

Increased use of alcohol, drug and banned substances.

Always shows the behaviour of sabotage in working.

Bad eating habits and weight gain.

Abnormal eating behaviour as a form of self-withdrawal and

a sudden weight loss; and a combination of depression.

Increased high risked behaviour, including getting careless in

driving; and gambling.

Increased aggressive behaviour, vandalism and crime.

Declining quality of relationships with family and friends.

Suicide or attempted suicide.

Physical Signs
Characteristics

Increased heart rate, blood pressure and tendency of suffering

from cardiovascular disease.

Increased secretion of stress hormones (example, adrenaline and

nonadrenaline)

May experience interference of gastrointestinal including

irritable bowel syndrome, inflammation and ulceration of colon wall.

Increased injuries and accidents in the body.

Physical fatigue and likely to suffer from chronic fatigue syndrome.

Respiratory disorders.

Disorders of the skin

Headache, pain in the lower buttocks and muscle tension.

Failure in immune function, including high risk for cancer

Summary
Stress can affect many aspects of an individuals life. To avoid
stress the individual should be able to identify the situation that
could cause stress and how one could cope with it. The more one
understands about oneself then he can handle the situations better.

4.4

BURNOUT AMONG TEACHERS

4.4.1 Introduction
Burnout

was

introduced

by

Freudenberger

(Wood,

2000).

Burnout is defined as a condition caused by depersonalization, fatigue and

a declining achievement.

It has been an emotional, physical and

mentally fatigue due to extreme and prolonged stress. This situation will
result in an individual becoming lost interest and motivation to continue to
perform the duties and tasks of everyday life.
4.4.2 Implications of burnout
Burnout will cause an individual to become :
-

Temperamental

Cynical

Faint hearted

Feeling useless

Feeling helpless

Lack of productivity

Have you experienced the above situations? If yes, you might

be among those who experience burnout. Discuss in pairs on how
you
can avoid burn out.

The last effect which is more severe is the individual is not able
to function properly anymore.
Physical signs
- feeling tired all the time, low immunity, changes in sleeping and
eating time, headache, backache and muscle ache.

Behaviour signs
pull out of responsibilities, isolate themselves from others, defer the
task given and take a long time to complete the task, using drugs or
alcohol to solve problems, transfer frustration to others, ignoring work and
coming to work late but going back from work early.
Emotion signs
feel themselves fail, having self-doubt, lack of motivation, lack
of satisfaction, self-withdrawal, negative image and cynical.
4.4.3 Causes of Teachers Burnout
After reading this part you will know the causes of burnout. Some
of the causes are:
- feels not appreciated even though you have given your full
commitment in work.
experiencing stress at a long
term
requirements
teachers,example:

exceeds

the

capabilities

of

the pressure to meet the target of exam is very high whereas

the numbers of teachers are small.
- lack of mentoring culture new teachers usually will need guidance
from the senior teachers. But poor guiding culture in schools
because each teacher is burdened with various clerical work.
- no recognition and awards given, unclear job
expectations , unsystematic working environment .
- in the social aspect, one works so hard without rest, having no time to
socialize, given lots of work without getting any assistance, lack of
sleep and support.
teachers personality is also the cause of
burnout.

Table 4.11 Differences Between Stress and Burnout

STRESS

BURNOUT

Excessive involvement in activities

Refuse to get involved

Would cause anxiety and hyperactive

Produce disability and despair

Lose energy

Decline ones motivation and hope

Resulting anxiety

Cause isolation and depression

Physical injury

Hurt feelings

Would cause an early death

May feel like life is meaningless

4.4.5 Ways To Overcome Burnout

Professional development in stress management should be
implemented. Among the activities that can be implemented are:

time management workshop

stress management workshop

financial management workshop

nutrition and recreational training

increased levels of self-endurance

create a culture of mutual understanding

create a conducive working environment

enhance teachers emotional intelligence

celebrate festivals of the different races

Summary
By reading this module it has helped you to understand on the
concept of burnout, its signs, the causes of burnout, its implications and
how to overcome burnout. Effective teachers are those who can deal with
their own problems and continue to move forward to carry out
responsibilities excellently as well as making themselves happy.

4.5

STEPS FOR EMOTIONAL STRESS MANAGEMENT

Below are measures on how to deal with emotional stress :
Effective time management
Daily business and routine need planning and scheduling. Make
sure that we have time for ourselves and time to do activities that
could lessen stress. Prioritize your activity.
Avoid drugs and alcohol
Drugs and alcohol are just to get rid of the symptoms of stress
but when you stop taking them, stress would definitely be back.

Rest a while
When doing a job make sure to stop for a while to minimize stress.
Perform stretching, walk or make a call to a friend.

Upon

returning to continue the work make sure you can do the job
more effectively.
Reduce interference
When doing an important work make sure that you are not
disturbed. For example; turn off the sound of the phone, close
the door of the room or go to a place where people cannot find
you.

Eat healthy food

Avoid food that is high in fat, sugar and sodium. If planning to
go out during the day make sure you pick up and eat healthy food.
If not, it will lead to low energy levels.

Do meditation
Meditation is a good and healthy workout. This includes deep
breathing that can increase the relaxation of the body
muscles. Do not forget to imagine any situation that could calm
the mind.
Positive thinking and learn to control fear
Avoid focusing from negative things and thoughts. Instead focus
and say something positive about yourself every day. Do not
waste time over things that cannot be changed or achieved.

Get advice
Asking for help, advice and insights does not mean you are
weak. There are many resources that can help to resolve stress.
So take the opportunity to meet and listen to motivational advice
by experts or counsellors.
Learn to say NO
Do not feel guilty for saying no. Doing and adding projects or
other work when you are busy will cause increased stress. Talk
to your supervisor if you have any problems regarding work.

Get enough sleep

Sleep at least 6-8 hours a day. However a person will suffer from
sleep problems when they are too stressed thinking and
completing the piling work.
Do exercise or work out
Physical activity is the best way to deal with stress. This will
secrete endorphins and provide natural freshness. The simplest
stress management technique can be done anywhere. Breathing
rapidly will increase the stress response. Breathe in deeply and
slowly.

Summary
As a whole, stress is very common and unavoidable. Stress can
be a pressure that could bring benefits but it can also be the cause of
failure in life. If stress is not dealt and controlled in a wise manner it could
bring unhealthy effect and cause harm. Thus, a simple approach on how
to deal with stress should be emphasized so that we can have a better life.
References
Cockburn, A. (1996). Teaching under pressure: Looking at primary
teachers
stress. London:Falmer Press
Kyriacous, C. & Sutcliffe, J. (1978a). A model of teacher stress. Educational
Studies, 4,hlmn 1-6
Mohd

Salleh Lebar (1994) Asas Psikologi

Lumpur:Publications and Distributors Sdn. Bhd.

Perkembangan.

Kuala

Mohd Taib Dora dan Hamdan Abd Kadir (2006). Mengurus Stres Selangor
: PTS Wood

TOPIC 5
5.0

INNOVATION AND EDUCATIONAL CHANGES

SYNOPSIS
Our country is moving forward to achieve goals of W awasan
2020 using our own mould. As an educator, we must prepare
ourselves to face the innovation and education changes. Teachers
have to be wise in dealing with all the changes in the education system
; identify and adapt various innovative strategies and method s
in education; skilful in using all technology in teaching and prepare
one self for education changes. Teachers also need to be good in
planning innovative resource design; and assessment and evaluation
design.
Hopefully with the teacher's ability in facing all the changes in
the current education system they will be able to put Malaysia on par
with developed countries during the year 2020.

5.1

LEARNING OUTCOMES
At the end of this topic you should be able to:
i.

Explain innovative and changes in education

ii.

Identify various innovative teaching

strategies
iii.

Apply innovative strategies in teaching and learning

iv.

Elaborate various use of technology in teaching

v.

Identify characteristics in the development of learning

environments vi.
vii.

Adapt and prepare oneself for educational changes

Explain characteristics in the development of resource design in

education

viii.

Planning and designing innovative resource design

5.2

TOPIC OUTLINE

INNOVATION AND
EDUCATIONAL
CHANGES

INNOVATIVE
TEACHING
STRATEGIES

5.3

USE OF
TECHNOLOGY IN
TEACHING

DEVELOPMENT
OF LEARNING
ENVIRONMENT

RESOURCE
DESIGN

INNOVATIVE
ASSESSMENT
AND
EVALUATION
DESIGN

INNOVATIVE TEACHING STRATEGIES

5.3.1 Project Based Learning/ PBL

Definition
This learning process focuses on collection and analysis of
data and preparation of a complete and accurate report. Based on the real
situation and authentic problems, students will have a complex learning
experience. Learning process requires students to apply various
sources of information, define and manage resources, time management
and learning materials. Students have

autonomy in developing their

own
learning and this will develop their sense of responsibility .

Assignment based on curriculum with

challenging questions and
constructive.

Evaluation is carried out at each stage

of the process until to the end. Longtime project; few weeks

Characteristics of
PBL
Teacher-student interaction in the form
of guidance and consultation at every
stage of the process; cooperative and
collaborative techniques.

Group-based implementation
procedures; involves the collection,
processing and reporting - material,
information, data and self-reflection.

Figure 5.1 Characteristics of PBL

1.Giving assignments:
Pose curriculum problems.
Assignments should
take into account the capacity
and ability of students.

4. Create relevance: formulas,

comparisons, linkages with similar
problems.
Assessment should be carried out
during the project.

2. Analysis the problem:

Identify the difficulties,
the solution, determine
the work schedule.
Make sure in a small
group.

3. Venture problem: Investigate

collectively, collect information,
data, ideas, learning issues.
Project planning and
implementation actions should be
gradual.

5. Reflection: presentation,
coordination and refinement of the
project.
Ensure learners to reflect - what
works, that did not work and the
modified.

Figure 5.2: PBL Procedure

PBL Project Selection Criteria
Projects must be interesting and useful to build up new skills; but could
still focus on learning rather than assessment activities.

Examples of PBL activities: Learning in the classroom - My

School Uniform

Role of Teachers in PBL

Help students to identify appropriate learning strategies

Apply methods of inquiry - to generate hypotheses, make

predictions and solve problems

Ensure that students have knowledge of the project to be carried

out

Informal measurement tools

Application of the latest management techniques

Create an environment for learning and exploration

Attract students attention on a specific topic

What are the advantages of PBL?

Provide opportunities for students to generate ideas about a topic.

Teach them to accept and respect individual differences.

Encourage them to get ready to bear the risk of sharing ideas and
views respectively.

Shows that their ideas are appreciated.

5.3.2 Problem Based Learning (PBL)

Concept
Problem-based learning is supported by the concept of selflearning to facilitate the learning process more effectively. PBL includes
problems in the real situations related to the topic being discussed;
involves the use of reasoning and critical thinking, relevant problem
solving skills, and discipline of work, self-study, team efforts and mastering
communication skills, and be responsible and persistent in resolving any
related problems.

What skills acquired from PBL?

As a result of problem-based learning approach, students will
be able to:
i.

learn to solve problems based on the reality of the real

problem. ii.

master higher-order thinking skills

iii.

problem-solving skills.

iv.

information searching skills from various study.

v.

Self-Directed Learning Skills

vi.

Team work skills.

vii.

Effective communication skills.

Figure 5.3 Characteristics of Problem-Based Learning

Procedure of Problem Based Learning

i.

Submit a problem

ii.

Describe the learning outcomes

iii.

Provide a safe learning environment

iv.

Provide guidance & strategy "coaching appreticeship" and

"scaffolding"

v.

Prepare learning resource (learning modules, enrichment /

remedial source, multimedia)

vi.

"Debriefing"

vii.

Assessment - group and individual

Exercise
Suggest three learning activities conducted in
PBL.
i.
_ ii.
iii.
5.3.3 Electronic Learning
Concept
Dimensions of collaborative learning through face to face
discussion or interaction can be further extended and expanded online
either parallel (synchronous) or non-parallel. Through this approach,
students have a more flexible learning time to interact with each other or
with the lecturer. Students can save time in the process of strengthening
information-fact discussion via the internet without having to leave the
online discussion. ICT info structure aspects of e-learning consists of
three main
network

components

systems

and

of

computer

computer

hardware

users),

software

(server

systems,

and

e-learning

applications and various categories of users (teachers, students,

instructional designers, content developers, and staff technical).

Electronic Learning Approach

Online learning

>Technology based learning

Web based learning

>Web based training

Computer based training

>Computer based learning

Technology enhanced learning

>Computer supported
collaborative

learning
Presentation form of teaching and Learning
i.

Print as journal articles, articles, magazines, e-books

ii.

Videos such as video clips, video recordings, satellite

broadcasts iii.

Such as audio recording and audio podcasts

Electronic Learning feature

i.

Self-proportion of students

ii.

To suit the needs of students

iii.

Meet the diverse learning styles

iv.

Easier access and wide

v.

Need a computer and internet skills

5.3.4. Web-Based Learning (SESCO)

Concept
SESCO uses a combination of streaming video, power point
descriptions, audio description and other presentations in the teaching
and learning process. Therefore learning becomes more wide and rich
with variety of learning resources. Information learning, assessment
and sharing of ideas and views become more simple, accessible and
can spread rapidly through the website.
7 applications in SESCO
i.

Real time announcement.

ii.

Text, html, spread sheets, video, powerpoint, audio

files iii.

Real time grade book

iv.

External links

v.

Chat rooms

vi.

Automatic quiz

vii.

E-mail

Take a break.....

5.4

USE OF TECHNOLOGY IN TEACHING

5.4.1 Use of Technology in Teaching

The use of technology in teaching and learning has improved the
quality of teaching. The existence of information technology and
multimedia technology has a strong impact to change the teaching
methods and techniques. Among them are:
i.

PowerPoint, video, film and interactive boards. The use of

multimedia in teaching helped teachers to achieve learning
objectives.

ii.

Internet in teaching - the use of email, blogs, portals and web sites
help teachers to guide and reinforce learning.

iii.

Virtual Library - E-journals and e-books. Virtual library allows

students to access the database for information.

iv.

Web-based learning Teaching and learning materials can easily

be displayed on the website. Therefore students can easily get
the materials.

v.

Learning on-line - The existence of an effective educational

network that enable distance education.

vi.

The use of ICT in teaching- The best approach is using ICT that
suits students needs and could generate expected outcomes
in reasonable time frame. (PPK, 2001).

5.4.2 Impact of technology in teaching

1.

Improve the efficiency and effectiveness of learning outcomes.

2.

Can be used as teaching aids that make teaching and learning

more interesting and effective.

3.

The learning process can be more simple, and compact.

4.

Students will not be easily tired and bored.

5.

Make teaching and learning process more active and create fun
learning environment.

6.

Teachers can diversify the teaching and learning process.

7.

Improve the quality of teaching.

8.

Allows teachers and students to get the latest information and

knowledge faster and efficiently.

Making notes
Make reference / advanced search on the concept of technology
in teaching

Discussion
Try to share your experience in the use of new technologies
in teaching.
5.5

DEVELOPMENT OF LEARNING ENVIRONMENT

Think
Do you know what is meant by the development of the
learning environment?
Nowadays teachers are facing with students who are known as a
smart internet user. They are more comfortable with the internet and they
can
formal

acquire

the

skills

quickly

and

efficiently.

Therefore

the

classrooms have to change to be virtual classroom, and the learning

environment will change to be more personal learning.

Browse the Internet

Have you ever heard of the term Personalised Learning Environment
(PLE), Virtual Learning Environment, Intelligent Learning
Environment (ITL) and Open Learning Environment (OLE).
Look for the above information from internet.

Table 5.1 Comparison between PLE, VLE, ILE and OLE

Personalised
Learning
Environment

Virtual Learning

Intelligent Learning

Open Learning

Environment

Environment

Environment

Online learning

Learning takes place

Problem-solving

A learning approach

occurs in many

entirely online or in a

situations

that provides

different forms

combination of online

--------------------------------

flexibility and choices

----------------------------

and formal meetings -

constructivism

to students about

learning formal and

known as blended

--------------------------------

'what', 'when', 'rate',

informal can occur

-----------------------------

Discovery learning

'where' and 'how'

----------------------------

Students must be

they want to learn

learning content

registered

----------------------------

obtained through

-----------------------------

e-learning

various media

Information and

----------------------------

software

learning activities

encourage different

----------------------------

included in the

thinking from different

Students themselves

learning portal and

perspectives

determine the direction

bulletin board

---------------------------\-

of learning

-----------------------------

provides self-learning

----------------------------

Control by Learning

and give autonomy to

Social interaction occurs

Management System

students

through the use of

(LMS) and Virtual

----------------------------

various media and social

Learning Environment

The electronic media

software

-----------------------------

(databases,

----------------------------

No social interaction

computer tutorials,

Word processor,

videos, etc.), print

E-mail, Audio,

media (textbooks,

weblogs,Photo

journal articles), or

Sharing Service,

humans (experts,

Web browser-

parents, teachers,

Firefox, windows,

peers)

Skype instant
messaging etc.

Exercise
Get more information via internet on the different
characteristics between virtual learning environment and
personalized learning
environment.

Take a break

5.6

Resource Design
Concept
Resource design is used to develop a variety of teaching and
learning materials such as traditional resources like printed material, 2-D
and 3-D materials or latest resources such as computer-aided materials
with a variety of audio-visual media, access information, online
learning and social networking.
Purpose of Resource Design

Encourage independence while exploring their own knowledge.

Student-centered learning.

Using the concept of Mastery Learning.

Improve the quality and effectiveness of the education system.

Computer-aided teaching materials on the market could not

meet the objectives of

the National philosophy of Education

because those producers of teaching and learning materials are

not experts in pedagogy.

Types of
Resource
Design

ICT-BASED
TECHNOLOGY

e- book

e-magazine

e-portfolio

NOT ICT
BASED

Blogs and
Forums

2-D material

3-D material

Figure 5.4 Types of resource design

Resource Design model
1. Classroom Oriented Model
Teachers plan one or two hours lesson and provide instructional
design before entering the classroom. Examples of classroom oriented
model is the model of Gerlach and Ely (1980), ASSURE model (1996),
Kemp model (1985) and models of Dick and Reiser (1989).
2. Product Oriented Model
Examples of product-oriented model are the model of Van Patten
(1989), the model of Leshin, Pollock and Reigeluth (1990) and Bergman
and Moore's model (1990).
3. Systems Oriented Model
Examples of system-oriented model are the model IDI (1973),
IPISD model (1975), Dick and Carey model (1979), models of Diamond
(1989) and model of Seels and Glasgow (1990).

Levels of Resource Design

To implement a good teaching, the design of appropriate
teaching resource should be considered. The levels of resource design
are:
1.

Pupil

analysis:

Consists

of

three

things:

general

characteristics, specific competency level and learning style.

General characteristics include age, level, and socioeconomic
backgrounds.
2.

Objective: Stated objective helps teachers in planning teaching

resources. Selection of methods, media and materials are based on
students abilities,

and teaching objectives. Because of a

diversity of students abilities, groups and class teaching the use

of various media and materials are necessary.
At this stage there are several steps that need to be considered
such as:

provide an initial overview of the material to be used

prepare materials

provide an environment that is suitable to the use of teaching

materials selected

prepare students through set induction or objectives statement

provide

learning

experiences

so

that

teaching

can

be

implemented effectively
3.

Student participation: Activities that can be done such as drilling,

exercises, quizzes and so on. Teachers can also involve students in
group teaching methods.

4.

Evaluation: It is important to evaluate and check the effectiveness

of the lesson . Assessment includes students achievement in
skills, attitudes and objectives.

Characteristics of Resource Design

Reasonable Costs (can also use recyclable materials)

Having a national identity

Fulfil the instructions and curriculum

In accordance with the students' performance

Accuracy decorative technique

Advantages in Resource Design

Diversify teaching and learning

Teachers and students can access information from variety of

sources

5.7

Easy to get information

Save time

Systematic in managing and updating material

Students and teachers are not bored

DESIGN ASSESSMENT AND EVALUATION OF

INNOVATIVE Evaluation Concept
Assessment is a process to produce quantitative values for
determining the position of learning and achievement. It is a systematic
procedure to interpret the results of measurements for providing
information on academic achievement, skills or attitudes. It is included
testing and measurement
Evaluation Purpose
i.

Help teachers discover students abilities

ii.

Make comparisons among students or between a class with

another class.

iii.

To compare students achievement among subjects.

iv.

Determine the ability of students with low achievement.

v.

Help teachers to do enrichment and remedial activities.

vi.

Enable teachers to evaluate teaching materials, methods

and techniques

vii.

Increase the effectiveness of teaching

Assessment of Learning
The purpose of the assessment is to ensure that learning
takes place as planned, and assists teachers to plan teaching and
learning activities. Assessment can provide feedback to teachers and
students to improve teaching and learning.
Developments in the Assessment of Learning
A. Performance Assessment
Assess the development of students learning to clarify what can be
made and how is the process of learning and learning experience. This
process is assessing students' ability to do something or use a skill in
creating something new. Assessments made by observation of what is
actually experienced and produced by students. Performance assessment
is also known as authentic assessment.
Advantages of Performance Assessment.
i.

Record of what is known and done by students

ii.

Assess students' ability to think, analyze, synthesize and evaluation

iii.

Help teachers make individual assessments based on

continuous
observation.
iv.

Help teachers plan instruction based on students abilities.

v.

Facilitate the school, parents and others to acquire

detailed information on students learning.

vi.

Help teachers manage teaching and learning more meaningful.

109

Performance Assessment components:

i.

Development checklist

ii.

Learning portfolio

iii.

Learning report
Characteristics of Performance Assessment

i.

Students are involved in authentic activities

ii.

Assignments will be more meaningful; application of skills,

knowledge and integration of creative and critical thinking
skills

iii.

Use proper language and grammar to provide good assignments

iv.

Two forms of performance assignment: project-based

assignments and product-based assignments

v.

Emphasis on good understanding in the report assignment

The teacher in the Performance Assessment

i.

Define the task goal

ii.

Provide explicit learning outcome.

iii.

Prepare assignments based on real world

iv.

Provide a complete task execution steps to guide students

v.

Build evaluation in contextual form of assignments

vi.

Use evaluation forms so that the assessment is done in a fair and

accurate way

B. Portfolio Assessment
Portfolio is a form of evidence of learning development process.
Preparation of portfolio is a requirement in the performance assessment.
Provision of systematic portfolio contains the following features:

CRADLE
Collecting
Reflecting
Assessing
Documenting
Linking
Evaluating
Characteristics of systematically Portfolio
i.

Comprehensive: Various and accurate data collection

ii.

Planned and systematic: Contains good planning before

execution. iii.

Informative: Information must be meaningful to the

teachers.
iv.

Specific: Meet the purpose and goals of development.

v.

Authentic: The information included is related to the authentic task.

Portfolio assessment procedures

i.

Identify the purpose and focus

ii.

Plan contents

iii.

Design analysis

iv.

Prepare delivery procedures

v.

Identify verification procedures

vi.

Perform an assessment model

C. Self Assessment
Self assessment involves students assessing themselves; what
they have learned and how they learned it. Students will monitor their
development and their learning progress based on the objectives and
learning outcomes.
Procedures of Self Assessment
i.

To reflect on past experiences

ii.

Recall what happened

iii.

Describe the ideas they have learned

iv.

Keep a record of the actions taken

v.

Determine the direction of future

Self Assessment strategy

i.

Modelling - use good assignment as an example

ii.

Questioning skills - students are asked to construct questions

to obtain additional information

iii.

Graphic organizer - to help students structure their thoughts in

the form of diagrams

iv.

Learning reflection - journal entries about what is experienced

v.

Peer assessment - feedback from their peers

vi.

A checklist - to assess students' attitudes, behaviours and

actions during the learning process

vii.

Digital portfolio - the use of ICT in learning assessment

viii.

Application of classroom assessment techniques - use a variety

of assessment activities for learning
D. Computer Based Assessment

i.

This assessment is an assessment provided, administered

and reviewed by computer.

ii.

There is a special software for teachers.

iii.

Assessment of learning is more interesting and can get

direct feedback

iv.

Performance will be determined by a computer program based

on the level of difficulty of the questions

v.

Electronic votting system allows teachers to make teaching

and learning assessment after completion

vi.

The level of student learning can be measured quickly and

action can be made.

Think
How

innovative

assessment

now

different

with

traditional assessment?

FINISH

References:
Jarvela, S. (2006). Personalised Learning? New Insights into Fostering Learning
Capacity. Persinalising Education ISBN-92-64-03659-8 OECD 2006.
Mohd Izham Mohd Hamzah & Noraini Atan (2007). Tahap kesediaan guru Sains
dalam penggunaan teknologi maklumat berasaskan komputer dalam
proses pengajaran dan pembelajaran. Jurnal Teknologi. 46(E) Jun
2007;
45-60.

TOPIC 6
6.0

MANAGING INNOVATION AND

EDUCATIONAL CHANGE

SYNOPSIS
Innovation and changes in education are aimed to produce creative
and innovative human capital. As educators, teachers must understand
their roles and be prepared to deal with changes. They should understand
the importance of innovation and able to adapt it in daily routine. This is
because
of the

innovation and change will provide impacts on every aspect

educational

programme

implemented.

These

changes

will

also improve the quality of teacher. As guidance, Education Quality

System will control the direction of change.
6.1

LEARNING OUTCOME
At the end of this topic, students will be able to;
i.

Explain the importance of innovation and change in education to

the nation.

ii.

Analyze the characteristics of innovative management and

strategy of change.

iii.
6.2

State examples of innovative management and strategy of change.

TOPIC FRAMEWORK

QUALITY SYSTEM
OF EDUCATION
MALAYSIA

6.3

INTRODUCTION
Innovation and change will happen from time to time. The ultimate
goal is to contribute to organizational change, growth and development. In
the context of education, each unit or individuals in the organization must
be willing to make a move and make changes in order to improve the
quality of education.
In this topic, the discussion will focus on innovation and the
changes that occur in education. Change is to provide quality human
capital that could compete globally. As educators, how do you adapt to
these changes?

6.4

The Importance of Innovation and Change in Education

According to Noriati (2010), innovation is the latest approach in
implementing anything beneficial to humans life. The goal of innovation
is to make our life better which could lead to higher productivity. Change
refers to a society that is experiencing globalization should always make a
difference in education to ensure that the practices adopted are relevant
and acceptable (Swenson, 1997 in Noriati).
If you look at today's developments in the field of Information
Technology is very rapid. The use of laptop computers have become a
necessity, while the desktop is considered outdated.

Borderless world

concept has spread in the world of education. Today students can obtain a
variety of information and data from a virtual library. It is clear that the
goal of innovation today will produce positive changes such as;

Able to create a creative society and country.

To make teaching more attractive by using various and creative

teaching aids


potentials

Able to develop students talents &

The values of teaching and learning can be carried out

effectively.

Improve the quality of education and the efficiency of

educators.

Generate students creative ideas and make them to be

interested to learn.
Review and discuss the speech by Dato 'Seri Hishamuddin Tun

Hussien presented below.

...... is becoming a necessity for us to accelerate excellent education
system, making it relevant not only to meet current demand, but having
capacity building to face the challenges of the future.
(Speech by Dato 'Seri Hishamuddin Tun Hussien (2007), Minister
of
Education)
6.5

Strategies for managing innovation and change

Change management means something has changed from existing
to new. You have undoubtedly heard the phrase "today should be better
than yesterday " . In order to realize a change , we often expect the
change to occur compared to working hard to make it happen . There are
some of us who would rather maintain the status quo where as the world
is already changing . We should accept these changes with open hearts
for the sake of betterment.
In education changes will continue to occur as education field is
dynamic. Curriculum is always changing and having improvements from
time to time. For example , MS ISO 9000 once is only practiced in the
corporate sector but now it is already implemented in the educational
organizations . Similarly, the use of ICT in learning and filling in students

marks online have been introduced in schools . If we reflect

history of education our school had gone through many changes.

on the

6.5.1 Strategy of Change

Among the strategy of change in an organization
is;

Power Strategy

The administration will use formal authority and control to force the
members to comply with all rules and regulations. For example, the
enforcement of working time. Various methods are used such as punch
cards or fingerprints (thumb print). To ensure that this rule is followed, the
concept of reward and discipline is practiced.

Persuasion Strategy

In implementing this strategy, a leader should own an interpersonal

skills to convince the members of the organization. Any changes you want
to do must be planned carefully and be accepted by them. For exampl
e, the practice of paper or electricity conservation in the organization.
There is no obligation to do so. So, the success of the practice is highly
depending on how the leader as an agent of change could influence the
subordinates.

Re-Education Strategy

As a leader, he should encourage the group to do reflection on the

success and failure of the actions taken. For example, we take the
same as above. Members of the group should create a culture of reflection
about the implications of the paper or electricity savings to the
organization. Does it bring more benefits or not?

Facilitation Strategy

In this case, the target group will determine their plans and the agent of
change will provide the necessary resources. This action is to ensure that
there is no impediment to the target group to continue the planned
changes. For example, teachers in special education classes for

the

Visually Impaired students choose to use computer in teaching writing

composition; then the school should strive to get the facility.
Analyse the innovation management strategies and changes that
occur in your school. Analyse the strategies often adopted by
using
the Plus, Minus and Interesting.

6.6

Innovation Adaptation and Change Education

Along with the changing times various innovations and changes
have taken place in the education system in our country. The program
considered appropriate in the past, now is no longer relevant to the current
situation. In order to produce human capital who are competitive, a new
policy should be adopted in the education system in our country.
Adaptation practice covers the following aspects:

6.6.1 Teacher Training

The formation of human capital quality teachers depend on teacher
training system Among the changes in teacher training is to upgrade
Teachers Colleges to Teacher Education Institute.
Changes from the Teachers College to Teacher Education Institute

In 2004, 27 colleges and 1 English Language Teaching Centre was

changed to Teacher Education Institute after upgraded.

In 2005 the Cabinet approved the 27 Teacher Training Colleges

upgraded to Institut Pendidikan Guru (IPG) that confer a Bachelor of
Education and B.Ed. on 13 July,2005.

In 2006, the declaration that upgrades Teachers College to Teacher

Education Institute . This declaration allows IPG Graduate
Teachers Programme as Graduate Programme Primary School (
PGSR ) , pre-service training to primary school teachers through

the Teacher

Training Course SPM ( KPLSM ) such as the Bachelor of Teaching

( PISMP ) and B.Ed TESL .

In

2009

the

Honorable

Minister

of

Education

Dato

'

Hishammuddin Tun Hussein has officially declared all teacher

training institution in Malaysia to be known as the Malaysian
Institute of Teacher Education ( IPGMs).
On the separation of functions between IPGMs and BPG, IPGMs
will focus on pre-service training, while BPG will focus on in-service
training. IPGMs also is placed under the direct supervision of the MOE
and remain under the supervision of the TKPPM (Teaching Professional).
Bachelor
Honours

of

Education

(PISMP)

With

The program is open to prospective teachers consists of students

from SPM Teaching Course (KPLSPM).

Students are selected by BPG

based on a number of interviews and tests. Students who pass the

preparatory stage would only be offered to pursue the Bachelor of
Education (PISMP) at IPG.
PISMP is a pre-service teacher training programs to train primary
school teachers who graduated under the national education system. This
program offers 15 courses in 27 IPGs. This program initially offered to
2000 students in June 2005. They are required to attend a preparatory
course for three semesters at IPG set as a prerequisite for the program.
Officially the first cohort PISMP program began in January 2007. The
students will be awarded the degree with honors after studying at least 8
semesters in IPGMs
The goal of this program is to produce a quality primary school
teachers who acquire
respective

areas

in

knowledge, skills and competencies in their

accordance

with

the

National

Education

Philosophy

and Philosophy of Teacher Education. During the period of study, students

will be exposed to a curriculum that will shape an individual teacher who
is;

Dynamic, relevant, futuristic, responsive, holistic, and integrated

Has the concept of

the personhood of teachers

and focus on

humanistic approach.

The application of theory to build human teacher who can

handle the challenges of being an educator.

Is coherent between effective learning and clinical experience

Promote lifelong learning

Teacher Education Curriculum was enacted to prioritize soft skills

and various other skills.

Global Perspectives related to education are

also considered as Education For All (EFA), Education for International

Understanding (EIU), Education for Sustainable Development (ESD), and
also the four pillars of UNESCO's education (Pillars of Education). Below
are the focus of the learning outcomes to be achieved over the four
years of study:

Professional Ethics

Knowledge and Understanding

Intellectual Skills

Practical Skills

Transmissibility Skills

Appreciation and Practice Value

For better understanding on this program, please read Handbook
Bachelor of Education with Honours or screen
website
http://www.edu.my/download/panduan_pismp.pdf
Compare the form of teacher training that you have undergone with
PISMP Program.

6.6.2 Program Graduate Teachers

Program Pensiswazahan Guru Sekolah Rendah (PGSR)
Staff Development Committee of Ministry of Education meeting
dated February 5, 2007 has approved

PGSR program in IPG mode

Graduate School Based Training (LPBS) where teachers will undergo

training in the institutes on weekends or holidays without leaving school;
receiving full salary; not

charged with any fees and will be awarded a

Bachelor of Education at the end of the study. PGSR program is a key

channel for non-graduate teachers to upgrade their education at
the
tertiary level. The degree will enable to be appointed DG 41.

For better understanding of this program, you are asked to refer to

PGSR Handbook or screen website
http://www.edu.my/uploaded/ModulPGSR/PRA3105.pdf.

Graduate Teacher Program (PPG)

The Ministry of Education in conjunction with the Economic
Planning Unit (EPU), Prime Minister's Office has recommended that all
eligible teachers will graduate

in the 10th Plan period (2011-2015)

through the Graduate Teacher Programme (PPG). BPG is responsible for

the implementation of the program.
Management Meeting of MOE. 16/2010 on 29th September 2010
approved the Proposed Implementation of PPG under the 10 MP. MOE
targets to ensure that 60% of primary school teachers and 90% of
secondary school teachers are graduate teachers by 2015.

All PPLD

under the age of 47 are eligible to apply and follow the PPG.

It is

estimated that the number of teachers who will join the program is
nearly
100,000 people consisting of 8,686 primary school teachers and

91,171 secondary school teachers.

PPG will receive scholarships to a binding contract and using the

mode of Distance Education (DE). The study will take between three and
a half years to four years. 40% students of this program will be studying
at the Teacher Education Institute Campus (IPGK), 40% at the Institute
of Higher Education (IPTA) and 20% at Private Higher Education
Institutes
(HEIs). Award of degree will be awarded by the respective institutions.

For better understanding of this program please refer to

http://apps.moe.gov.my/kdp/ppg2013/permohonan/template/BUKU_G
A
RIS_PANDUAN_PPG2013.pdf

6.6.3 Curriculum Transformation

In this discussion it will focus on the Standard Curriculum for
Primary Schools (KSSR), which was implemented in 2011. The
transformation of the primary school curriculum is the restructuring and
upgrading of the existing primary school curriculum.

The purpose of

the transformation is to ensure that students are provided with the

knowledge, skills and values that are relevant to the current needs to meet
the challenges of 21 century. KSSR could be summarized as follows;

The

aspiration of KSSR is based

on

National Education

Philosophy and the National Education Policy . KSSR also

adopted four pillars of UNESCO's education , which is learning to
know, learning to do, learning to live together and learning to be.

Principles of the KSSR are based on the principles of KBSR that is

Integrated Approach, Comprehensive Individual Development,
Equal Education For All Students and Education for Life

Concepts introduced in the KSSR is a form of classification of

knowledge, skills and values. This concept focuses on a balanced

development of human capital in terms of physical, emotional,

spiritual, intellectual and social.

Emphasise 4R of skills in reading, writing, arithmetics and reasoning.

In Phase I, the teaching and learning emphasizes the acquisition of
basic 4R. In Phase II, the emphasis is on strengthening and
application of 4R.

Organized in modular form by grouping certain subjects into a

particular group which are known as Modul Teras Asas,
Modul
Teras Tema
Elektif.

Special

and

Education

Modul
Curriculum

which

includes

three

main

branches that is Learning Disabled , Visually Impaired and Hearing

Impaired.

To strengthen the quality of the implementation of the KSSR, new

elements

are

added

such

as

Creativity

and

Innovation,

Entrepreneurship, and Information Technology and Communication

KSSR Standards are drafted in the form of standard statements.

Content and Learning Standards need to be achieved by students
at a certain period or level of schooling.

National

Education

Assessment

System

SPPK

is

transformation of the system focusing on achievement tests and

examinations which are more holistic. The components of School
Based Assessments are:

School based

Centre based

Assessment on physical activity, sports and co curriculum

Psychometric assessment

The implementation of the KSSR is still considered at the initial stage. As

an implementer of the policy in school, discuss how this curriculum can
develop balanced and holistic students?

6.6.4 High Performance Schools

High Performance Schools (SBT) are defined as schools with ethos,
character and a unique identity that excel in all aspects of education. This
school has a tradition of high working culture and is excellent in developing
a holistic national human capital that could compete at the international
level. The rationale for the establishment of the HPS is to Raising Quality
Schools, the Best to Produce Excellent Student and Bridging the Gap
Between Schools In System.
Selection

of

schools

is

performed

by

SBT

Selection

Committee, who is chaired by the Director of Malaysian Education. The

selection process will go through three screenings. To understand the
screening process, you are asked to refer to the website http://www. moe.
gov. my / upload / galeri_awam / circulars / 1288585406.pdf.
the

Once

scholl passed the screening process, the ministry has set some

criteria to be accepted as SBT;

Demonstrate academic achievement with Take Off Value ( TOV)

at least 80% in national exams.

Performaning the Standard for Quality Education ( SKPM ) or

equivalent instruments at least 90% in all dimensions

Received numerous awards at national and international level

Successfully produce superior personalities (Towering Personalities)

that could lead the country , state, and community organizations.

A benchmark and model for other schools within and outside the
country

using

international

standards

such

as

Trends

in

International Mathematics and Science Study ( TIMSS ) and the

Programme for International Student Assessment ( PISA )

There is a strong collaboration between the school and the

community .

Having an active networking with other schools either locally or

internationally.

Building a network with the institution of higher education within

and outside the country in the transfer of credit , collaborative
action research , sharing of facilities and infrastructure .

Characteristics of High Performing Schools

School leaders in SBT has accountability and credibility in the

management of the school. They have the autonomy in decisionmaking, choosing curriculum and teaching methods, selecting and
placing of teachers. The administrator must also provide strategic
planning in determining the direction of the school .

School Teachers in SBT should be able to deliver, has

accountability and credibility in the process of teaching and learning
in schools. The use of ICT-based teaching methods and hands-on
activities in teaching. They should develop the potential in students
not only at the school or state level

but also at the international

level.

Pupils in SBT should be able to provide annual targets for self

improvement. They are given autonomy for self-study, to operate
and manage themselves as well as school activities.

Please visit
http://www.moe.gov.my/upload/galeri_awam/circulars/1288585406.pdf.
Based on this information, perform activities of discussion with
your lecturer about the implications of SBT to school leaders,
teachers and
pupils.
6.6.5 The Smart School
Malaysian Smart School is a learning institution designed
holistically in terms of the practice of teaching, learning, school

management in order to prepare students to face the eruption of

the

information age. Smart School is growing with the development of

professional staff, increased resources and efficient administration.
This will enable schools to adapt to changing circumstances. In summary,
the characteristics of a smart school are:

The process of teaching and learning is student-centered,

continuous and reflective. Smart School curriculum is designed
to be meaningful, socially responsible, holistic, global and open.
This practice promotes holistic learning; allowing children to
develop according to their levels of achievement and to take into
account the capabilities, interests and needs of different students.

Flexible assessment system will allow students in a classroom to

learn at different levels in the same subjects. Students will be
allowed to continue to another level in different subjects at any
time. In this way, students who are less intelligent, which is usually
ignored will be given due attention.

Teachers are encouraged to develop the students social skills

and inculcate moral and ethical values as well as the value of
patriotism. The use of information technology is as a tool to store
data and enable the administrator to recover data.

Systematic monitoring of student progress will remind schools about

the need for follow-up action for bright students and the less ones.
Assessment is based on specific criteria elements to provide a
holistic

and

accurate

picture

of

students

performance.

Assessments also use conventional and electronics teaching and

learning materials that are appropriate to the teaching and
learning
strategies.

For a better understanding of the Smart School concept you are asked
to refer the website http://www.scribd.com/doc/71317341/Sekolah Bestari

6.7

Malaysian Education Quality System (SKPM)

6.7.1 Background
To ensure the quality of education in educational institutions to rise
steadily the School Inspectorate has introduced a mechanism of Higher
Education Quality Standards Now, it is known as Education Quality
System. Implementation of this standard gives the opportunity to the Chief
Inspector of Schools to ensure that the standard of teaching is developed
and maintained in educational institutions. The system is outlined in three
documents namely;

SKPM 1 : Statement of Standards

SKPM 2 : Instruments Assurance Standard

SKPM 3 : School Development Plan

6.7.2 Principles SQEM

Based on the following principles ;

Schools are able to develop to a higher level in a systematic

manner based on its potential

School is responsible for the overall potential of the individual i

n accordance with the National Education Philosophy.

School leadership plays a very important role in improving the

quality of education.

Students excellence in academics, co-curricular and personal

development is a key indicator of the success of the school
in producing a high quality education .

School as an educational organization governed based on the

theory and practice of management.

The process of education at micro level is based on learning theory

, effective teaching methods and based on experience and expert
opinions in the field of education .

Planning

and

decision-making

processes

of

programs are based on accurate information and facts .

educational

The programs organized by the Department and the Division of

the Ministry of Education , the State Education Department ,
Office of the Division of Education and District Education Office is a
joint - venture line with the Education Quality System.

Schools are able to use all the input provided by the procedure.

To understand more clearly on the the concept please refer to

this website

http://www.scribd.com/doc/3227456/-SKPM-standard-

kualitipendidikan-malaysia

After studying and understanding the concept of this topic, how do

you realize this while teaching?
Summary
Innovation and changes that occur in the field of education aims to
produce creative and innovative human capital. As educators, they must
understand their roles and prepared for these changes. This is due to
innovation and change will have implications in every aspect of the
educational program in place. These changes will improve the quality of
teacher human capital produced. As guidance, Education Quality System
will control the direction of change.
6.8

Malaysia Education Blueprint

6.8.1 Background
In October 2011, The Ministry of Education has launched a
comprehensive review of the education system in Malaysia in order to
develop a new national Education Blueprint. The decision was made in

the context
Governments

of

raising

international

education

standards,

the

aspiration of better preparing Malaysias children for the needs of 21

st

century, and increased public and parental expectations of education

policy.
6.8.2 Objectives
The Blueprint
objectives:
1.

was

developed

with

three

specific

Understanding the current performance and challenges of

the Malaysian education system, with a focus on improving
access to education, raising standards, closing achievement
gaps, fostering unity amongst students, and maximising system
efficiency.

2.
students

Establishing a clear vision and aspirations for individual

and the education system as a whole over the next 13 years.

3.

Outlining a comprehensive transformation programme for the

system, including key changers to the Ministry which will allow
it to meet new demands and rising expectations, and to ignite and
support overall civil service transformation.

6.8.3 The Education System Aspiration

1.

Access
100% enrolment across all levels from preschool to
upper secondary by 2020.

2.

Quality
To be top third of countries in international assessments such as
PISA and TIMMS in 15 years.

3.

Equity
50% reduction in achievement gaps (urban-rural, socioeconomic, gender ) by 2020

4.

Unity
An education system that gives children shared values
and experiences by embracing diversity

5.

Efficiency

A system which maximises student outcomes within current budget

6.8.4 Student aspirations

Looking ahead, the Blueprint will continue to use the National
Education Philosophys vision of a balanced education as its foundation
for individual student aspirations. It has also drawn on learnings from
other high-performing systems to develop a refined articulation of the
specific skills and attributes that students would need to thrive in
tomorrows economy and globalised world.
This blueprint has proposed six key characteristics that form the
basic of each students aspirations.
Every Student will have.....

Thinking
Skills

Knowledge

Leadership
Skills

Bilingual
proficienc
Ethics and
Spirituality
National
Identity

aligned with the National Education Philosophy

Figure 6.1 Students aspirations

Knowledge

At the most basic level, every child will be fully literate and numerate.
Beyond this, it is important that students master core subjects such as
Mathematics and Science, and are informed with a rounded general
knowledge of Malaysia, Asia, and the world. This would include
their histories, people, and geography. Students will also be encouraged
to develop their knowledge and skills in other areas such as the arts,
music, and sports.

Thinking skills

Every child will learn how to continue acquiring knowledge throughout

their lives (instilling a love for inquiry and lifelong learning), to be able to
connect different pieces of knowledge, and to create new knowledge.
Every child will master a range of important cognitive skills, including
critical thinking, reasoning, creative thinking, and innovation. This is an
area where the system has historically fallen short, with students being
less able than they should be in applying knowledge

and thinking

critically outside familiar academic contexts.

Leadership skills

In our increasingly inter-connected world, being able to lead and work

effectively with others is critical. The education system will help every
student reach his or her full potential by creating formal and informal
opportunities for students to work in teams, and to take on leadership
roles. In the context of the education system, leadership
encompasses four dimensions: entrepreneurship, resilience, emotional
intelligence, and strong communication skills.

Bilingual Proficiency

Every child will be, at minimum, operationally proficient in Bahasa

Malaysia as the national language and language of unity, and in English
as the international language of communication. This means that upon
leaving school, the student should be able to work in both Bahasa
Malaysia and English language environment. The Ministry will also
encourage all students to learn an additional language.

Ethics and Spirituality

The education system will inculcate strong ethics and spirituality in every
child to prepare them to rise to the challenges they will inevitably face in
adult life, to resolve conflicts peacefully, to employ sound judgement
and

principles during critical moments, and to have the courage to do what is

right. The education system also seeks to nurture caring individuals who
gainfully contribute to the betterment of the community.

National identity

An unshakeable sense of national identity, tied to the principles of the

Rukun Negara, is necessary for Malaysias success and future. Every
child will

proudly identify as Malaysian, irrespective

of ethnicity,

religion or socio-economic status. Achieving this patriotism requires that

every child understands the countrys history, and shares common
aspirations for the future. Establishing a true national identity also
requires a strong sense of inclusiveness.

This

can

be

achieved

through not only learning to

understand and accept diversity, but to embrace it.
Discuss in groups, the actions that a teacher could do to meet the
aspirations of the main characteristics of each students.

6.8.5 Eleven shifts to transform the system

The Ministry has identified 11 shifts that will need to occur to
deliver the step change in outcomes envisioned by all Malaysians. Each
shift will address at least one of the five system outcomes of access,
quality, equity, unity, and efficiency, with quality as the common
underlying focus across all shifts due to the fact that this is the dimension
which requires the most urgent attention. Some of these shifts represent a
change in strategy and direction. Others represent operational changes
in the way the Ministry and schools have historically implemented
existing policies. Regardless of whether it is a strategic or operational
shift, they all represent a move away from current practices. The eleven
shifts is:
Shift 1: Provide equal access to quality education of an
international standard

Shift 2: Ensure every child is proficient in Bahasa Malaysia and

English language and is encouraged to learn an additional
language
Shift 3: Develop values-driven Malaysians
Shift 4: Transform teaching into the profession of choice
Shift 5: Ensure high-performing school leaders in every school
Shift 6: Empower JPNs, PPDs, and schools to customise solutions
based on need
Shift 7: Leverage ICT to scale up quality learning across Malaysia
Shift 8: Transform Ministry delivery capabilities and capacity
Shift 9: Partner with parents, community, and private sector at scale
Shift 10: Maximise student outcomes for every ringgit
Shift 11: Increase transparency for direct public accountability

Please refer to the website http://www.moe.gov.my/en/pelanpembangunan-pendidikan-malaysia-2013-2025.

You are required to
make some notes by using a graphic organizer on the shifts in
the transformation of the education system

6.8.6 Sequencing the transformation

Given the need to build the systems capacity and capability
successively, the Ministry has sequenced the transformation to occur
in three waves, which is wave 1, wave 2 and waves.

Figure 6.2 Waves of transformation

Wave 1 (2013-2015)

The Ministrys focus during this phase will be on delivering a

rapid turnaround programme. During this period, the focus will be on
raising teaching quality by upskilling the existing pool of teachers, raising
school leadership quality by improving how the education system appoints
and trains principals, and improving student literacy (in both Bahasa
Malaysia and English language) and numeracy through intensive remedial
programmes. The Ministry will also strengthen and empower state and
district offices to improve the quality of frontline support provided to all
schools. By the end of Wave 1, the Ministry will ensure that all teachers,
principals, and schools have achieved a minimum quality standard.
Among initiatives in wave 1 is:

Raising teaching standards through tailored on-the-ground

teacher coaching, particularly in core subjects (Bahasa
Malaysia, English Language, Mathematics and Science)

Revamping examination questions to include greater focus on

higher-order thinking skills

Strengthen

quality

of

STEM

education

through

an

enhanced curriculum, the testing and training of teachers,

and the use of blended learning models

Rolling out National-type school Bahasa Malaysia Primary

School Standard Curriculum designed for students whose
mother tongue is not Bahasa Malaysia

Strengthening English language proficiency through testing and

retraining of teachers, expansion of LINUS and remedial support
as well as blended learning models

Rolling out 1BestariNet to all schools to integrate ICT into dayto- day learning

Rolling out District Transformation Programme, focused on

under-performing schools, including those for students with
specific needs, to accelerate school improvement

Revamping the IPG and pre-service training, and raising

entry standards for new teachers

Rolling out dedicated principal coaches for Band 5,6 and 7 schools
and enhanced selection criteria for principals to improve quality
of school leadership

Transforming the Ministry by placing the best leaders in pivotal

JPN and PPD positions to improve delivery

Increasing preschool and secondary school enrolment

through enrolment drives, greater parental involvement, and better
vocational programmes

Enhancing practicum in vocational programmes through greater

private sector collaboration

(EDU3093 TEACHER AND CURRENT CHALLENGES)

Wave 2 (2016-2020)

Rolling out secondary (KSSM) and revised primary (KSSR)

curriculum to raise content and learning standards to
international benchmarks

Increasing public interest and awareness in STEM through

campaigns and partnerships

Piloting options to increase English language exposure,

and strengthening additional language provision to improve
overall language proficiency

Enhancing programmes for groups with specific needs such as

indigenous and other minority groups, gifted, and special needs

Accelerating ICT innovations especially for distance and

self- paced learning

Enhancing teacher coaching and support to improve delivery of

knowledge, skills, and values across all academic and
non- academic aspects of curriculum

Enhancing competency and performance based progressions

and career pathways for teachers to revitalise the
teaching profession

Strengthening core divisions, streamlining federal, state and

district roles, and restructuring the Ministry to improve
delivery capacity and capabilities

Obtaining international accreditation and enhancing

curriculum for the matriculation programme to better
equip students for university

Expanding vocational education options through off-take

agreements with private vocational

(EDU3093 TEACHER AND CURRENT CHALLENGES)

Wave 3 (2021-2025)

Scaling up innovations and options to continuously raise BM

and English language proficiency and providing more choices of
additional languages

Rolling out ICT innovations and programmes for groups with

specific needs to continuously raise learning standards
nationally

Cultivating a peer-led culture of professional excellence,

where teachers and principals mentor one another, share best
practices and hold peers accountable for meeting professional
standards

Creating greater school-based management and autonomy

around curriculum implementation and budget allocation for most,
if not all schools

Strengthening the Ministry and institution transformation

with enhanced career progression for Ministry officials

Reviewing school structure to determine if further optimum of

pathways and schooling options are necessary
Think on what is the impact of the transformation of the
education system to:

Pupils

Teachers

School leaders

Parents

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