Mohd.

Zanal bin Dirin Deputy Director Curriculum Development Division Ministry of Education Malaysia, Level 4 8, Block E9, Parcel E 62604 Putrajaya, Malaysia URL: http://www.moe.gov.my/bpk

1MALAYSIA

People First

Perfomance Now

What is the Vision of General Educataion?

Ilmu Pengetahuan (Knowledge)

Kemahiran (Skills)
Nilai (Values)

Why Literacy & Numeracy?

Young

Malaysian leave the education system with highest achievement Job sector that not yet been exist Technology that not been invented Solving problem that we dont even know yet

Definition of literacy
Is the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society.
(UNESCO, 2003, p. 5)

What is numeracy?
Numeracy is a mastery of the basic symbols and processes of arithmetic: Numbers Addition Subtraction Simple multiplication Simple division Simple weights and measures Money counting Telling time

BACKGROUND
Currently, the literacy rate is 87% and numeracy rate 76% KIA2M Programme (Early Intervention Classes for Reading

and Writing) - Implemention since 2006 for Year 1 pupils who do not have mastery of the basic skills in reading and writing

Special Remedial Classes for pupils in Years 2 and 3 3R(3M) Remedial Programme (ProTiM) implemented at

primary level 2 (Years 4,5 and 6)

LINUS Program 2010 a more structured

which aims to spearhead efforts in numeracy in primary schools

programme improving literacy and

KIA2M, PROTIM AND PROBIM

PROGRAMS
TARGET GROUPS

KIA2M
Year 1 pupils who do not attain the basic skills in reading and writing (2R) Diagnostic Test conducted at beginning of the academic year KIA2M Program carried out for 3months Achievement Test at the end of the program;

PROTIM
Years 4,5, and 6 pupils who do not attain the basic skills in reading, writing & arithmetic (3R) Pre-test to identify pupils mastery level in the 3Rs ProTiM Program carried out Post-test conducted at the end of the Program.

PROBIM
All secondary pupils not attain the basic skills in reading and writing 2R) Fully implemented and monitored by state education departments and schools

IMPLEMENTATION

LEAD AGENCIES
OUTCOMES

Special Education Div. MOE Increase in literacy (basic skills in reading and writing (2R)

Curriculum Dev. Div. MOE Increase (basic skills 3Rs) literacy in the

State Edu.

Dept.

Increase in literacy (basic skills in reading & writing (2R)

6

LINUS? Recovery
. An early literacy & numeracy

intervention aimed at reducing incidence of later reading and writing failure in an education

LINUS
Three Dimensions of Change System
Teacher Child

Catching Up
Apa Yang Hendak DiKejar?

Average Children

LINUS

Yr 1 2010

Yr 2 2011

Yr 3 2012

Teachers
All teachers are teachers of literacy. Teachers make a difference in their students learning

when they understand that students have different learning needs, strengths, and interests, and that all students have the right to achieve the highest possible level of literacy. They base their classroom practices on research, regularly assess achievement, diagnose gaps, provide instruction that meets the specific learning needs of their students, and create an organized and stimulating learning environment. They do not work alone, but see themselves as part of a team committed to supporting every students achievement.

The School
The most powerful feature of schools, in terms of developing children as readers and writers, is the quality of classroom instruction. Effective schools are simply schools where there are more classrooms where high-quality reading and writing instruction is regularly available. No school with mediocre classroom instruction ever became effective just by adding a high-quality remedial or resource room program.
Allington (2001), p. 111.

LINUS Programme Screening Process

Year 1 Screening 1 (March) No Yes

No
LINUS Screening 2 (June) Yes No Medical No Assessment No Yes No LINUS Screening 3 (September) No No LINUS Year 2
12

Special needs students

Main stream education

Yes

Year 1

No

Screening 1 (Mac) Tidak

Yes

PraNumerasi 1
Yes

No

Screening 2 (June)

Normal Stream

No

PreNumaracy 2

No

Students With Special Need

Screening 3 (Sept) No

Ya

Yes

Medical Check-up

Year 2 13

LINUS programme is different from previous efforts

1

Program will focus on early intervention (Year 1 3) for both literacy and numeracy skills. Previous programs either only focused on literacy skills (KIA2M) or only in Years 4-6 (Protim) Reduced remedial teacher to student ratio to 1:15 from currently 1 per school

Nurses in schools to identify students who require tailored special needs programmes

Management and supervision is decentralised to District Education Office & monitored by the School Inspectorates. Previously, this was done by the MOE

Best performing teachers will now be allocated to Year 1 and 2 i.e., LINUS program. (Not just exam year, i.e. Year 6) Professional support for LINUS teachers via dedicated facilitators (FasiLINUS)

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CHALLENGES & PROPOSED SOLUTIONS

Identify pupils with special needs Use LINUS score Involve medical experts or other specialists in screening process Deploy teacher assistants Involve parent volunteers
Involve monitors from agencies inside and outside MOE Outsource monitoring to the private sector Hold dialogues with PTAs & community leaders Publicity through mass/popular media Workshops & short courses teachers Online support for teachers for

Management programmes classes

of in

support mixed-ability

Monitoring of limited task force

schools

by

Effective parental & community involvement Adequate training in remedial education for teachers

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THE SUCCESS OF LINUS

Providing individual designed lesson with a train trained teacher
High number lowest achieving young children

could be brought up to average levels for their school. In a relatively short period of time Evidence that individual tutoring can be cost effective

Conclusion
Effective teaching and learning support

enhances and transforms One size does not fit all

Are We Always Complaining?

"Jika Ia Sebuah Cinta"

Jika ia sebuah cinta ia tidak mendengar namun sentiasa

bergetar. Jika ia sebuah cinta ia tidak buta namun sentiasa melihat dan merasa. Jika ia sebuah cinta ia tidak menyeksa namun sentiasa menguji. Jika ia sebuah cinta ia tidak memaksa namun sentiasa berusaha. Jika ia sebuah cinta ia tidak cantik namun sentiasa menarik. Jika ia sebuah cinta ia tidak datang dengan kata-kata namun sentiasa menghampiri dengan hati. Jika ia sebuah cinta ia tidak terucap dengan kata namun sentiasa hadir dengan sinar mata. Jika ia sebuah cinta ia tidak hanya berjanji.. namun sentiasa cuba memenangi. Jika ia sebuah cinta ia tidak hadir kerana permintaan namun hadir kerana ketentuan. Jika ia sebuah cinta ia tidak hadir dengan kekayaan dan kebendaan namun hadir kerana pengorbanan dan kesetiaan

Oleh itu Cintai Kerjaya Mu Sebagai Guru

Thank you