- The document discusses Malaysia's efforts to develop students' digital competency through its Smart Schools Initiative. It aims to incorporate ICT into teaching and learning to enhance students' cognitive skills and digital skills. - A key part of this effort is developing Digital Competency Standards (DCS) to measure students' technology skills, digital citizenship, and cognitive abilities. DCS was piloted at 24 schools and showed most students were "Digital Novices." - Moving forward, DCS will be implemented nationwide to assess students' digital competency. It will also be enhanced based on pilot findings to better measure the desired skills. The goal is to produce graduates with strong digital skills for Malaysia's digital economy.

1. Delivery of 21st Century
Skills: Focusing on the
Fundamentals
FADZLIATON ZAINUDIN
EDUCATIONAL TECHNOLOGY DIVISION
MINISTRY OF EDUCATION MALAYSIA
36th APEC e-Learning Training Program
10 – 19 July 2016
Seoul, Korea
Developing Digital Competency Standards (DCS)
as a Tool to Measure Students’ Digital Skills

2. Type of Schools No. of Schools
Primary 7772
Secondary 2408
Total 10,180
Type of Schools No. of Students
Preschool 200,684
Primary 2,685,403
Secondary 2,188,525
Total 5,074,612
Type of Schools No. of Teachers
Primary 239,850
Secondary 181,978
Total 421,828
EDUCATION IN MALAYSIA AT A GLANCE

3. SMART SCHOOL INITIATIVE:
DEVELOPING STUDENTS’ DIGITAL COMPETENCY VIA INCORPORATION OF ICT IN
TEACHING-LEARNING
+ e-Learning
ecosystem
+ ICT Literacy via
ICT curriculum
+ ICT Infrastructure
+ Digital
competency and
computational
thinking skills via
ICT curriculum
+ Outcome-based
student assessment
DEVELOPING STUDENTS’ DIGITAL
COMPETENCY
CONSOLIDATION & STABILISATION
Phase 2
(2016 – 2020)
Phase 1
(2011 – 2015)
Pilot Phase
(1999-2002)
Post Pilot
(2003-2005)
Making All
Schools Smart
(2005-2010)
Consolidation &
Stabilisation
(2011-2020)
THRUST 7
Leveraging ICT to
scale up quality
learning
To enhance students’ cognitive
skills
To support the implementation
of the ICT curriculum
To use technology in the
teaching-learning processes
To provide a holistic approach in
developing students’ digital
skills
OBJECTIVES

4. PRESENT CONDITIONS
96.1% schools have achieved
at least a 3-star in the 2016
Smart Schools Qualification
Standards (SSQS
Enabling Environment Facilities
• All schools have at least one
computer lab / mobile computer
lab
• All schools are connected to the
1BestariNet (Internet connection
of various technologies (Zoom,
VSAT, ADSL)
• All students, teachers and parents
have access to the Virtual
Learning Environment (VLE)
platform)
Equipment and Operating
Systems
Allocations are set aside to
maintain the computers
Capacity Development of
Educators
• 85% teachers have digital competencies
• ICT Coordinators in all schools to facilitate the implementation of ‘Making All Schools Smart’
program
• Teachers attend digital literacy courses from time to time
• Digital literacy training for all categories of teachers (pre-service, in-service, schools leaders and
education managers)

5. A diagnostic tool to facilitate
continuous improvement of ICT
integration in schools
Human Capital
ICT Usage
Applications
ICT Infrastructure
School Resource Center
SMART SCHOOL QUALIFICATION STANDARDS (SSQS)
CURRENT STATUS
392
4940
4298
532
0
1000
2000
3000
4000
5000
6000
2-Star 3-Star 4-Star 5-Star
No.ofschools
Score
DOMAIN
• 557,143 respondents were
involved
• 100% (10,162) schools were
involved
• Excellent overall achievement at
96.1% (schools with 3-star and
above)
• Secondary schools (99%) are
better than primary schools
(95.2%)
• Urban schools (99.6%) are better
than rural schools (94.5%)
• 89.3% (212) schools with 2-star
are located in rural Sabah and
Sarawak
• 35.2% (138) schools with 2-star
are located in the remote areas of
Sabah and Sarawak
FINDINGSSSQS 2016
Schools with 3-star and above are
considered as
SMART SCHOOLS

6. FACING THE CHALLENGES AND MOVING FORWARD
MOVING FORWARD
2016 - 2020
ISSUES STRATEGIES
•High cost to reach schools in
remote areas
•Inadequate funds to replace old
infrastructure
Budget
•Schools on islands / remote areas
•Limited / No electricity
•Lack of ICT Infrastructure
•Old computers
Infrastructure
•Teachers with low ICT
competencies
•Less opportunities for
professional development
Human
Capital
•Limited resources due to limited
access
Digital
Resources
• To distribute more allocations for
affected schools / zones / districts
/ states
• To work with the respective
agencies to facilitate basic
infrastructure to schools
• To provide more ICT
infrastructure / prioritize on the
ICT maintenance
• To coordinate focus group
meetings with relevant
Educational Technology Division
at states / district levels
• To provide modules on best
practices using off-line mode for
e-learning
• To provide more trainings to
teachers and educational
technology officers
• To compile digital resources to be
distributed off-line to teachers in
remote areas
Developing Students’ Digital
Competency Standards (DCS)
Integrating Computer Science
and Computational Thinking in
Formal Curriculum
Continuous Intervention
through
Informal Learning

7. 1
•To produce future workforce
who have high level of digital
competencies
2
•To produce innovative and
creative Malaysians
3
•To produce responsible and
ethical digital citizens
EXPECTED OUTCOMES
OUTCOMES AIMS TO CREATE A NATION OF DIGITAL MAKER
Launch of Digital Maker Movement
by the Prime Minister
Date: 11 August 2016
Venue: Sekolah Alam Shah, Putrajaya
Building Malaysia’s next
generation talent for high
value digital economy job
opportunities

8. DIGITAL MAKER MOVEMENT: BUILDING THE TALENT FUNNEL
FOR DIGITAL ECONOMY JOBS
Digital Tech @ Schools is the
formal learning component
Integrating CS and CT in Formal
Curriculum
TMK / ASK / SK Teaching
Modules
Educators Training (Teachers
and School Leaders)
Continuous Intervention
through
Informal Learning
Digital Maker Clubs (Co-
curricular)
Digital Maker Hubs and Centers
Digital Making Based
Competitions
Grooming the potential
future digital innovators
Post SPM bootcamps Facilitation to secure
industry/IHL to scholarships
Holiday internships for
selected potential top talent
Industry-Preferred Universities
Premier Digital Tech TVETs
Placement to the path of
Digital Economy jobs
http://www.mydigitalmaker.com
FB: @mydigitalmakerhub

9. Student demonstrates a
sound understanding of
technology concepts and
operations
Technology concepts and
operations
Digital information literacy
Organise, store, retrieve and
present information
Communication,
collaboration and sharing
Student demonstrates
competency in using
information and technology
effectively, responsibly and
legally
Assess and use information
and technology responsibly
Assess and use information
and technology safely
Assess and use information
and technology ethically and
legally
Student demonstrates ability
to formulate issues, identify
problems, provide solutions
and make decisions
Creating and developing
content
Problem solving and decision
making
TECHNOLOGY DIGITAL CITIZENSHIP COGNITIVE
1 2 3
DEVELOPING DIGITAL COMPETENCY STANDARDS - DCS
• Outcome-based assessment
• A tool to measure students’ digital competency
• 3 Domains: Technology, Digital Citizenship and Cognitive
DCS is based on:
• MOE ICT Skills Set
• International Society for
Technology in Education
(ISTE) Standards
• UNESCO Media and
Information Literacy
Standards
• Partnership for the 21st
Century Essential Skills

10. DCS RESULT : POST PILOT ASSUMPTIONS
It is worth to note that the final results of DT@S Pilot may be influenced by the following factors:
School Closure
due to natural
disasters during
the post pilot
period
DECLINE IN
RESULTS DUE
TO:
Deployment of DT@S Teaching
& Learning modules in schools
improved students Technology
& Cognitive level
Involvement of students in
DT@S co-curricular
activities (digital maker
activities) have improved
students results
IMPROVEMEN
T IN RESULTS
DUE TO:
Short period of DT@S Teaching &
Learning modules undertaken. It was
only for 8 weeks prior to DT@S post
pilot
Only 10 out of 24
schools participated in
Digital Maker activities
during co-curriculum
Only 16 out of 24
schools completed
DT@S Teaching and
Learning modules
* Pilot study was implemented at 24 schools

11. DCS RESULT : PRE VS POST PILOT
Overall, students performed better in Post Pilot
with increase of no. of students in Level 2 (Digital Novice) & Level 3 (Digital Intermediate)
151
427
5 0 0
100
544
13 0 0
0
100
200
300
400
500
600
Level 1 Level 2 Level 3 Level 4 Level 5
NOOFSTUDENTS
DCS LEVEL
Pre Pilot Post Pilot
Non-digital savvy
students 8%
Digital Novice
students 18%
Digital Intermediate
students 1%
No difference for
Level 4 (Digital Advanced)
& Level 5 (Digital Innovator)
Findings of Post Pilot :
1. Majority of students (82.7%) are ‘Digital
Novice’ (Level 2)
2. All 24 schools are categorized as ‘Digital
Novice’
(Level 2)

12. DCS RESULT : PRE VS POST PILOT
Technology & Cognitive Domains improved by 0.1 in post pilot.
However, Digital Citizenship dropped by 0.1
1.9
2.2
2.7
2.0
2.1
2.8
0 1 2 3
Cognitive
Digital Citizenship
Technology
LEVEL (OVERALL)
DCS Result by Domain
Post Pilot Pre Pilot

13. DCS RESULT : PRE VS POST PILOT
Rural VS Urban
There is no significant difference between the DCS
performance in the pre versus post-pilot exercises based on
school location
The highest score for pre & post pilot are obtained by :
Pre pilot – SMK Tunku Mahmood Iskandar, Johor (rural)
Post pilot – SMJK Sam Tet, Perak (urban)
SK Taman Senangan, Pulau Pinang has the highest improvement
in overall result of 2.0 in pre pilot to 2.5 in post pilot

14. DCS RESULT : PRE VS POST PILOT
Female VS Male
Overall, female results improved in post pilot assessment, esp. in Technology domain
PRE PILOT POST PILOT
Overall 2.3 2.1
By Domain
Technology 2.7 2.6
Digital
Citizenship
2.2 2.1
Cognitive 1.9 1.8
Overall 2.3 2.3
By Domain
Technology 2.8 2.8
Digital
Citizenship
2.2 2.1
Cognitive 2.1 1.9

15. To revise and refine DCS rubrics and
assessment instrument based on
pilot findings.
Different level of gamification
challenge for different age group.
Games used for assessment should
be engaging, competitive and
challenging for students to be
interested
Hybrid approach to be applied –
games, group or individual project,
problem solving that requires
computation, logical and analytical
thinking
Effort to train teachers to use these
resources is important. An
experienced teacher can later
improvise available resources to be
in context of Malaysian culture and
scenarios.
1 2
3 4
RECOMMENDATIONS

16. ENHANCEMENT OF DIGITAL COMPETENCY STANDARDS
Findings from UAT:
1. Language used in the game to
further strengthened – English
and Bahasa Melayu
2. System bugs to be mitigated
3. Construct of questions and
terminology to be further
enhanced

17. CURRENT STATUS
DCS Interface Implementation:
1 – 18 November 2016 at 400 schools
1. 2016 (Phase 1):
Deployment at 400
schools from 1 -18
November 2016
2. KPIs:
• 2017: 3,000 schools
• 2018: 6,000 schools
• 2019: 9,000 schools
• 2020: All schools

18. Thank You