Highly Immersive Programme (HIP)

Orientation Workshop
06-08 FEBRUARY 2017
English Language Teaching Centre

Icebreaking Activity
 ORIENTATION WORKSHOP SCHEDULE

DAY / 10.30AM 1.00PM

8.30 10.30AM 11.00AM 1.00PM 2.30 4.30PM
TIME 11.00AM 2.30PM
INTRODUCTION TO HIP DESCRIPTION OF SUPPORT SYSTEM AND
PROGRAMME GUIDEBOOK COMMUNICATION
Discussion of HIP
DAY 1 Ice-Breaking Fundamental Factors Implementation
06 FEB Housekeeping In- Class Roles of School
(TUES) HIP Overview Out- of- Class Head, Teachers,
HIP Toolkit Extra- Class Students, Parents
Outreach Programmes and School
Community
MONITORING AND CSR PARTNERSHIP
SELF ASSESMENT TOOL REPORTING FRAMEWORK Sarana Sekolah/
DAY 2 Self-Assessment Tool Online Reporting Ibubapa/ Komuniti
07 FEB Hands On Practice Template PPP Involvement
(WED) Strategic Planning of HIP Checklist Flow of Procedure
HIP Implementation HIP Monitoring
Movement

VIDEO PRESENTATION
DAY 3 Management of HIP
08 FEB at school level CLOSING
(THURS) Q&A
Reflection
 HOUSEKEEPING

Online Registration
Claims refer senarai semak
Photocopy of IC
Bank passbook
Borang Kebenaran Membawa Kenderaan Sendiri (more that 250km
one-way)
Hand phone number
Surat Panggilan
Nombor gaji
Receipts (i.e taxi, touch n go, toll)

3
 Objective of the HIP Orientation Workshop

1. Inform participants of HIP overview.

2. Describe roles and responsibilities of School

Heads, Teachers, Students, Parents and
Community.

3. Explain HIP implementation at district and school

level.

4. Explain the monitoring and reporting of HIP in the

states and districts.

4
Highly Immersive Programme (HIP)
 The Case for Change
Malaysias English is not at par with neighbouring counterparts
Third in S.E.A., behind Singapore and Philippines in proficiency.
Source: Jobstreet ELA, 2011, http://www.thestar.com.my/story/?file=/2011/6/7/nation/20110607160637

English Proficiency of Form 5 Students

C2

C1
2%

B2
55% 43%
B1

A2 Source: Cambridge Baseline Study 2013

A1 C1 B2 and below A2 and below

In general, local graduates are highly qualified but are not proficient in English
National Graduate Employability Blueprint 2012-2017 by MoE

Source: Survey conducted by Manpower (2008), extracted from the National Graduate Employability Blueprint 2012-2017

6
The Case for Change
1 Enhance Knowledge
Able to read, understand, explore and learn more
from the information available on the internet. Enjoy
and benefit other subjects/domains

2 Further Studies
Poor IELTS results have hampered students to apply to
study overseas. Poor English hampers the ability to
cope in higher education especially in science,
medicine, law, engineering, technical and economic
fields.

3 Workplace requirements
Even for entry levels and junior level jobs, employers say
they need people who are proficient in English to work and
interact with customers, suppliers, as well as write reports
and read manuals.

95% employers believe that an enhanced quality of the

English Language improves the productivity of staff. Since
2006, poor English proficiency among fresh graduates is
consistently ranked as one of the top five issues.

Parents want an increase in exposure to the English

language Evident through letters and articles in media
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Addressing the Need for Better English Proficiency
Importance of being proficient in the English Language
 FOR LIMITED CIRCULATION ONLY

The Highly Immersive Programme is a programme under the MBMMBI policy.

HIP supports the 5 Shifts of the MEB and reinforces the 1999 Circular

The MBMMBI Umbrella

2 1999 Circular on implementing
English enrichment activities
Programme
Programme under
under Wave
Wave
22 of
of MEB
MEB

Highly
Highly Immersive
Immersive
Programme
Programme

THE 5 SHIFTS OF THE MEB

All schools to implement supporting

activities to increase students
exposure to the English Language

Shift 1 Shift 2 Shift 3 Shift 5 Shift 9

 FOR LIMITED CIRCULATION ONLY

HIP aims to codify best practices of school leaders and scale up to all
schools via sharing, learning and support

Whats Goal of the Programme

New?
All schools put
into practice

Schools adopt best

practices according
to level and capacity

Sharing of schools best practices

Cater for different levels and limitations
Peer-to-peer school support
Continuous support by SIP+, SISC+, district
and state
 The programme aims to improve the English
proficiency of students through increased
immersion and usage.
Programme Targets HIP Toolkit

(A) Self Assessment Tool (B) Guide Book

Increase self-assessed
levels of English
immersion of schools

Level of English 1. Fundamental Factors

Increased 1
immersiveness . How to build confidence
acceptance towards and level of
English language comprehension?

2 Capacity Gaps 2. Strategic Planner for

Activities
Increased overall
English proficiency . How to implement and
overcome challenges?
of students

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 THE WHOLE SCHOOL
APPROACH
Create a conducive environment for
Lead and motivate
learning English.
SCHOOL TEACHERS
HEAD

PARENTS
LEARNERS AND
COMMUNITY

Take charge of learning and Provide expertise and lend

development assistance
 Addressing Fundamental Factors to enhance
English proficiency
1 2 3 4
School Teachers Students Parents &
Head Community
The Anchor The Doer The Learner The Supporter

Create an English Create an English Take charge of Create an English

environment environment personal development environment
Be a leader and Conduct effective and learning Provide expertise
constant motivator teaching and learning Support teachers in Lend help and
Ensure sustainability Create English activities assistance
Involve parents and programmes, tools, and Involve parents and Provide financial aid
community aids community in Implement CSR
Organize events and activities activities
activities

Implementation Plan
Best Implementation Adaptation Possible
Practices Steps Ideas Challenges

Parameters
Special/
Which level Suitable for Total cost Impact on Ease of
Students critical
of rural/ of the English implement-
involved? requiremen
students? urban? activity? proficiency? ation? 1
ts
4
 Supporting activities to create a highly immersive environment
1 2 3 4
In-Class Out-of-Class Extra Classes Outreach
To create effective & engaging Further support for high-need To increase English immersive
To increase immersive
in-class programmes to facilitate environment in school students and achieving students through community outreach
the learning of English & various collaborations

Drop Everything and Read International/Local Skype

Fun learning Merry Coaching in Merry Land
Speakers Corner @Webinar
Lets Talk! Welcome ABC
Assembly in English Mentoring of schools
Lets Read Together Holiday Fun Learning
(Shared/Guided) Reading English Tunnel Field trips
Sunflower Programme
Show Your Talent Dear Diary
Parents in the House
LINUS 2.0 (Literasi Bahasa
Project-based learning Young Talent Inggeris) Pupils Exchange Programme
Junior Stage External Collaboration with
Language Games universities, colleges
English Newsletter Parents Talk
Young Reading Tutor Pen-pal Programme
Young Entrepreneur Little Ambassadors

Implementation Best Implementation Adaptation Possible

Plan Practices Steps Ideas Challenges

Group of Impact on Ease of

Suitability for Cost of the Critical
Parameters students English implement-
rural/ urban activity requirements
involved proficiency ation
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Collaboration with external parties would contribute highly to the
effectiveness and sustainability of HIP in schools

Three (3) Types of Partners for HIP:

1 Parents and 2 Institutions of 3 Corporates

Alumni Higher Learning and NGOs

Public Higher Private Higher

Polytechnics & Institut
Education Education
Community Pendidikan
Institutions Institutions
Colleges Guru
(IPTA) (IPTS)
 Pilot and Implementation Strategy

Scale 2017 Implement 2018

Pilot 2016
Learn, improve, Monitor, refine,
Test, revise, showcase
showcase celebrate
Stage 1 Stage 2 Staged Full
JanJun 2016 Jul-Dec 2016 Roll-Out Roll-Out

94 1,200 5,500 10,000

schools Schools schools schools

Objective of Pilot Stage

Ensure that there are
adequate support and
monitoring that is scalable
and sustainable for the
schools
Able to respond to pilot
feedback and update
toolkit in a timely and
speedy manner
1. Ease of logistics and physical scalability:
Peninsular by zones: North, South, Central
and East
Sabah and Sarawak
2. Implement by PPD
3. Focus on good diversity of schools:
Types of schools: SK, SJK C and SJK T
Covers both rural and urban schools
Bands 3, 4, 5 and 6
Emphasise on poor and rural schools
 Thank You