Explain the cross-curricular elements as specified in the current Primary School Standard-Based Curriculum (KSSR) and discuss an example of how the element can help produce high quality human capital for the betterment of society and nation
1. This document summarizes the history and development of the Malaysian education system. It discusses the various systems that existed during different periods of influence, including Pondok schools, Malay schools, English schools, and vernacular schools for Chinese and Indians.
2. It then describes the establishment of a national education system beginning in the 1950s to unite a multiracial population, drawing from reports by Barnes and Fenn Wu, Razak, and Rahman Talib. Key aspects included using Malay as the medium of instruction and a common curriculum/examination system.
3. The document outlines continued reforms, including the introduction of KBSR and KBSM, to develop a system oriented around skills
BY: NUR FAZLIN BINTI MOHD NAIM
This is one of the sub topics for EDUP3013 Philosophy in Education. This subject is included and compulsory for the teachers' in training of Institut Pendidikan Guru Malaysia in PISMP Semester 1 Year 1 to learn. I hope by uploading this slide, I can help the viewers especially the students from IPG with this sub topic.
The document summarizes two important reports in Malaysia's education system - the Razak Report of 1956 and the Rahman Talib Report of 1960. The Razak Report established a national education system with Malay as the main medium of instruction. It proposed a common school system, centralized curriculum, and compulsory Malay and English subjects. The Rahman Talib Report reviewed education policy to further national integration, supporting the Razak Report. Both reports aimed to establish a unified education system and recognize Malay as the national language of instruction, while the Rahman Talib Report additionally emphasized religious education and introduced academic and vocational secondary streams.
The document summarizes two key reports on Malaysian education:
1) The Razak Report (1956) which established a national education system with Malay as the national language, and categorized schools as "national" or "national-type".
2) The Rahman Talib Report (1960) which reviewed the Razak Report and recommended free primary education, expanding secondary options, and standardizing the education acts. This formed the basis for the 1961 Education Act.
The Rahman Talib report reviewed Malaysia's education policy in 1960 to promote national integration and unity. It supported the findings of the earlier Razak Report and informed the creation of the 1961 Education Act. The report recommended making Malay the main language of instruction in schools, providing free secondary education, and automatically promoting students to Form 3. It also emphasized religious and moral education, and basic skills like reading, writing and arithmetic.
Development of Education System in Malaysia : Pre-IndependenceNorhidayu Rosman
1) Prior to independence, Malaysia had separate education systems for Malays, Chinese, Indians, and English schools that were influenced by British colonial policies.
2) Post-World War 2, the education systems faced challenges of declining quality and infrastructure due to the Japanese occupation.
3) Several committees were formed in the 1940s-50s to reform and standardize the education system, culminating in the Razak Report of 1956 which recommended Malay as the sole medium of instruction and a common national school system for all races.
The document summarizes the Malaysian philosophy of education and its objectives. It outlines the five stages of education in Malaysia which are pre-school, primary, secondary, tertiary, and post-graduate. It then discusses the vision and mission of Malaysian education to develop students' potential through quality education. The rest of the document discusses 12 elements of the Malaysian education policy for molding human capital, including developing individual potential, a holistic and continuous education process, and producing citizens who are knowledgeable, noble, and able to contribute to society.
1. This document summarizes the history and development of the Malaysian education system. It discusses the various systems that existed during different periods of influence, including Pondok schools, Malay schools, English schools, and vernacular schools for Chinese and Indians.
2. It then describes the establishment of a national education system beginning in the 1950s to unite a multiracial population, drawing from reports by Barnes and Fenn Wu, Razak, and Rahman Talib. Key aspects included using Malay as the medium of instruction and a common curriculum/examination system.
3. The document outlines continued reforms, including the introduction of KBSR and KBSM, to develop a system oriented around skills
BY: NUR FAZLIN BINTI MOHD NAIM
This is one of the sub topics for EDUP3013 Philosophy in Education. This subject is included and compulsory for the teachers' in training of Institut Pendidikan Guru Malaysia in PISMP Semester 1 Year 1 to learn. I hope by uploading this slide, I can help the viewers especially the students from IPG with this sub topic.
The document summarizes two important reports in Malaysia's education system - the Razak Report of 1956 and the Rahman Talib Report of 1960. The Razak Report established a national education system with Malay as the main medium of instruction. It proposed a common school system, centralized curriculum, and compulsory Malay and English subjects. The Rahman Talib Report reviewed education policy to further national integration, supporting the Razak Report. Both reports aimed to establish a unified education system and recognize Malay as the national language of instruction, while the Rahman Talib Report additionally emphasized religious education and introduced academic and vocational secondary streams.
The document summarizes two key reports on Malaysian education:
1) The Razak Report (1956) which established a national education system with Malay as the national language, and categorized schools as "national" or "national-type".
2) The Rahman Talib Report (1960) which reviewed the Razak Report and recommended free primary education, expanding secondary options, and standardizing the education acts. This formed the basis for the 1961 Education Act.
The Rahman Talib report reviewed Malaysia's education policy in 1960 to promote national integration and unity. It supported the findings of the earlier Razak Report and informed the creation of the 1961 Education Act. The report recommended making Malay the main language of instruction in schools, providing free secondary education, and automatically promoting students to Form 3. It also emphasized religious and moral education, and basic skills like reading, writing and arithmetic.
Development of Education System in Malaysia : Pre-IndependenceNorhidayu Rosman
1) Prior to independence, Malaysia had separate education systems for Malays, Chinese, Indians, and English schools that were influenced by British colonial policies.
2) Post-World War 2, the education systems faced challenges of declining quality and infrastructure due to the Japanese occupation.
3) Several committees were formed in the 1940s-50s to reform and standardize the education system, culminating in the Razak Report of 1956 which recommended Malay as the sole medium of instruction and a common national school system for all races.
The document summarizes the Malaysian philosophy of education and its objectives. It outlines the five stages of education in Malaysia which are pre-school, primary, secondary, tertiary, and post-graduate. It then discusses the vision and mission of Malaysian education to develop students' potential through quality education. The rest of the document discusses 12 elements of the Malaysian education policy for molding human capital, including developing individual potential, a holistic and continuous education process, and producing citizens who are knowledgeable, noble, and able to contribute to society.
The Abdul Rahman Talib Statement and 2013-2025 Educational Blueprint both aim to improve Malaysia's education system, but the Blueprint proposes more ambitious reforms. The Statement focuses on establishing vocational schools and extending compulsory education to age 15. The Blueprint seeks to increase standards to internationally competitive levels, improve language proficiency, and strengthen Islamic/moral education. While the Statement emphasizes addressing teacher shortages, the Blueprint aims to transform teaching into a highly selective and respected profession.
The document discusses Malaysia's National Philosophy of Education and Philosophy of Teacher Education. It provides background on how the National Philosophy of Education was formulated based on national ideologies like the Rukunegara, New Economic Policy, and National Education Policy. The Philosophy aims to develop students intellectually, spiritually, emotionally and physically in a balanced manner. The Philosophy of Teacher Education outlines the type of teachers needed to achieve the National Philosophy of Education and develop students into balanced and harmonious citizens.
Education in Malaysia aims to develop individuals holistically through intellectual, spiritual, emotional and physical means to produce balanced and harmonious people based on belief in God. The goal is to create knowledgeable, competent and morally upright Malaysian citizens who can achieve personal well-being while contributing to societal and national harmony and betterment.
Rangkuman dokumen tersebut memberikan gambaran umum tentang sistem ekonomi Malaysia sebelum dan sesudah kemerdekaan serta rancangan pembangunan ekonomi melalui Rancangan Malaysia Pertama hingga Kesepuluh.
TSL3143 Topic 3b Development of the Malaysian CurriculumYee Bee Choo
The document discusses the National Philosophy of Education (NPE) in Malaysia and how it guides the development of the Malaysian curriculum. It provides background on the NPE, explaining that it aims to develop students holistically and produce knowledgeable and responsible citizens. It also discusses how the NPE shapes the country's educational goals and principles from primary to tertiary levels. Additionally, the document compares the previous KBSR curriculum to the current KSSR curriculum, noting changes like a broader scope and greater focus on 21st century skills in KSSR.
This document discusses the national philosophy of education (FPK) and philosophy of teacher education (FPG) in Malaysia.
The FPK aims to develop students holistically through intellectual, spiritual, emotional and physical balance. It emphasizes lifelong learning and producing citizens with strong moral character who can contribute to society.
The FPG outlines that teachers should have good well-being, be progressive and scientifically oriented, and uphold national values while preserving cultural heritage. It also stresses the role of teachers in developing students and maintaining a united, democratic society.
Both philosophies influence the education system by providing guidance on developing well-rounded students and teachers who can achieve national goals. Educators must understand and work to realize the
Piawaian Pusat Sumber Sekolah Malaysia diterbitkan pada tahun 2010. Piawaian ini diterbitkan bagi memudahkan agensi
pelaksana terutamanya Guru Perpustakaan dan Media (GPM) mengurus Pusat Sumber Sekolah (PSS) dan melaksanakan program dan aktiviti PSS secarasistematik, cekap dan berkesan. Pusat Sumber Sekolah perlu memainkan peranan aktif dan proaktif dalam membantu menyokong sekolah sebagai sebuah organisasi pembelajaran (a learning organization) yang dapat memupuk tabiat pembelajaran sepanjang hayat dalam kalangan warganya.
This document outlines the Education Act of 1996 in Malaysia. Some key points:
- The Act acknowledges that knowledge is the key determinant of the nation's destiny and survival.
- The purpose of education is to develop the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious.
- The Act provides for education and related matters in Malaysia.
The document provides an overview of the Malaysia National Curriculum. It discusses the KSSR standard curriculum for primary schools and the KBSM integrated curriculum for secondary schools. The key points are:
1. The national curriculum aims to nurture students' spirit and ensure they master knowledge, skills, competencies, and values to face current and future challenges.
2. KSSR was implemented in 2011 and focuses on standard-based content and learning standards to ensure students meet clear criteria.
3. KBSM continues the principles of the primary curriculum to develop students holistically through an integrated approach across fields of study.
The document is a conceptual blueprint for the Malaysian Smart School project that outlines key elements of transforming Malaysian primary and secondary schools into Smart Schools, including:
1) The conceptual model of a Smart School that prepares students for the information age through improved teaching and learning concepts, management processes, and technology enablers.
2) Guiding principles for curriculum, pedagogy, assessment, and teaching-learning materials that align them in a coherent manner to make learning more engaging and cater to individual needs.
3) Requirements for teachers, principals, support staff, and parents to take on new roles and responsibilities, requiring specialized training, to support personalized learning through technology.
Implikasi pelaksanaan dasar-dasar pendidikan di Malaysia terhadap pembangunan...NickyAng45
Dokumen tersebut membincangkan beberapa dasar-dasar pendidikan utama di Malaysia seperti Dasar Memartabatkan Bahasa Malaysia dan Memperkukuhkan Bahasa Inggeris, Dasar Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris, Dasar 60:40 dan Dasar Pendidikan Percuma, serta implikasi pelaksanaan dasar-dasar tersebut terhadap pembangunan insan dan negara.
Explain cross-curricular element as specified in the current Primary Standard-Based Curriculum (KSSR) and discuss an example of how the element can help produce high quality human capital for the betterment of society and nation.
Explain cross-curricular elements as specified in the current Primary School Standard-based Curriculum (KSSR) and discuss an example of how the element can help produce high quality human capital for the betterment of society and nation
The Abdul Rahman Talib Statement and 2013-2025 Educational Blueprint both aim to improve Malaysia's education system, but the Blueprint proposes more ambitious reforms. The Statement focuses on establishing vocational schools and extending compulsory education to age 15. The Blueprint seeks to increase standards to internationally competitive levels, improve language proficiency, and strengthen Islamic/moral education. While the Statement emphasizes addressing teacher shortages, the Blueprint aims to transform teaching into a highly selective and respected profession.
The document discusses Malaysia's National Philosophy of Education and Philosophy of Teacher Education. It provides background on how the National Philosophy of Education was formulated based on national ideologies like the Rukunegara, New Economic Policy, and National Education Policy. The Philosophy aims to develop students intellectually, spiritually, emotionally and physically in a balanced manner. The Philosophy of Teacher Education outlines the type of teachers needed to achieve the National Philosophy of Education and develop students into balanced and harmonious citizens.
Education in Malaysia aims to develop individuals holistically through intellectual, spiritual, emotional and physical means to produce balanced and harmonious people based on belief in God. The goal is to create knowledgeable, competent and morally upright Malaysian citizens who can achieve personal well-being while contributing to societal and national harmony and betterment.
Rangkuman dokumen tersebut memberikan gambaran umum tentang sistem ekonomi Malaysia sebelum dan sesudah kemerdekaan serta rancangan pembangunan ekonomi melalui Rancangan Malaysia Pertama hingga Kesepuluh.
TSL3143 Topic 3b Development of the Malaysian CurriculumYee Bee Choo
The document discusses the National Philosophy of Education (NPE) in Malaysia and how it guides the development of the Malaysian curriculum. It provides background on the NPE, explaining that it aims to develop students holistically and produce knowledgeable and responsible citizens. It also discusses how the NPE shapes the country's educational goals and principles from primary to tertiary levels. Additionally, the document compares the previous KBSR curriculum to the current KSSR curriculum, noting changes like a broader scope and greater focus on 21st century skills in KSSR.
This document discusses the national philosophy of education (FPK) and philosophy of teacher education (FPG) in Malaysia.
The FPK aims to develop students holistically through intellectual, spiritual, emotional and physical balance. It emphasizes lifelong learning and producing citizens with strong moral character who can contribute to society.
The FPG outlines that teachers should have good well-being, be progressive and scientifically oriented, and uphold national values while preserving cultural heritage. It also stresses the role of teachers in developing students and maintaining a united, democratic society.
Both philosophies influence the education system by providing guidance on developing well-rounded students and teachers who can achieve national goals. Educators must understand and work to realize the
Piawaian Pusat Sumber Sekolah Malaysia diterbitkan pada tahun 2010. Piawaian ini diterbitkan bagi memudahkan agensi
pelaksana terutamanya Guru Perpustakaan dan Media (GPM) mengurus Pusat Sumber Sekolah (PSS) dan melaksanakan program dan aktiviti PSS secarasistematik, cekap dan berkesan. Pusat Sumber Sekolah perlu memainkan peranan aktif dan proaktif dalam membantu menyokong sekolah sebagai sebuah organisasi pembelajaran (a learning organization) yang dapat memupuk tabiat pembelajaran sepanjang hayat dalam kalangan warganya.
This document outlines the Education Act of 1996 in Malaysia. Some key points:
- The Act acknowledges that knowledge is the key determinant of the nation's destiny and survival.
- The purpose of education is to develop the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious.
- The Act provides for education and related matters in Malaysia.
The document provides an overview of the Malaysia National Curriculum. It discusses the KSSR standard curriculum for primary schools and the KBSM integrated curriculum for secondary schools. The key points are:
1. The national curriculum aims to nurture students' spirit and ensure they master knowledge, skills, competencies, and values to face current and future challenges.
2. KSSR was implemented in 2011 and focuses on standard-based content and learning standards to ensure students meet clear criteria.
3. KBSM continues the principles of the primary curriculum to develop students holistically through an integrated approach across fields of study.
The document is a conceptual blueprint for the Malaysian Smart School project that outlines key elements of transforming Malaysian primary and secondary schools into Smart Schools, including:
1) The conceptual model of a Smart School that prepares students for the information age through improved teaching and learning concepts, management processes, and technology enablers.
2) Guiding principles for curriculum, pedagogy, assessment, and teaching-learning materials that align them in a coherent manner to make learning more engaging and cater to individual needs.
3) Requirements for teachers, principals, support staff, and parents to take on new roles and responsibilities, requiring specialized training, to support personalized learning through technology.
Implikasi pelaksanaan dasar-dasar pendidikan di Malaysia terhadap pembangunan...NickyAng45
Dokumen tersebut membincangkan beberapa dasar-dasar pendidikan utama di Malaysia seperti Dasar Memartabatkan Bahasa Malaysia dan Memperkukuhkan Bahasa Inggeris, Dasar Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris, Dasar 60:40 dan Dasar Pendidikan Percuma, serta implikasi pelaksanaan dasar-dasar tersebut terhadap pembangunan insan dan negara.
Explain cross-curricular element as specified in the current Primary Standard-Based Curriculum (KSSR) and discuss an example of how the element can help produce high quality human capital for the betterment of society and nation.
Explain cross-curricular elements as specified in the current Primary School Standard-based Curriculum (KSSR) and discuss an example of how the element can help produce high quality human capital for the betterment of society and nation
This document provides an overview of project-based learning (PBL). It defines PBL as a student-centered pedagogical approach that utilizes real-world projects to help students gain knowledge and skills. It explains that PBL promotes 21st century skills like collaboration, problem-solving, and lifelong learning. The document also outlines how PBL aligns with Malaysia's national curriculum goals and can help prepare students for the modern workforce. It advocates for the implementation of PBL in Malaysian schools according to four design principles: defining deep learning goals, providing scaffolds for students, incorporating self and peer assessment, and promoting teacher learning and collaboration.
The document discusses the smart school initiative in Malaysia which aims to transform schools into learning institutions that effectively prepare students for the information age. It provides background on the conceptualization of Malaysian smart schools and their key components including curriculum, pedagogy, and assessment practices that promote 21st century skills. Technology is identified as a crucial enabler in realizing the smart school vision, with its integration supporting innovative teaching methods and the management of school resources.
ROLES and FUNCTION of EDUCATIONAL TECHNOLOGY in the 21st century EDUCATIONjinkySalingaro
The document discusses the roles and functions of educational technology in 21st century education. It states that educational technology can help maximize the impact of technology to develop 21st century skills, support innovative teaching and learning, and create robust education support systems. It recommends that instruction should be student-centered, education should be collaborative, and learning should have context. Educational technology allows for 24/7 access to information, constant social interaction, and easily created and shared digital content. It can be used comprehensively to develop 21st century skills, support innovative teaching and learning, and create robust education support systems.
This document summarizes an upcoming conference focused on building inclusive and progressive K-12 schools in Asia. The three-day conference will be held in Singapore from May 24-27, 2016 and will feature over 20 speakers on topics like innovative curriculum, experiential learning, educational technology, and teacher professional development. It will include workshops, case studies, and roundtable discussions to allow educators to network and learn best practices for issues facing school leaders in developing progressive and innovative schools.
ROLES AND FUNCTIONS OF EDUCATIONAL TECHNOLOGY IN THE 21ST CENTURY EDUCATIONjack811
The document discusses the roles and functions of educational technology in 21st century education. It advocates for student-centered, collaborative, and contextual learning. Technology allows 24/7 access to information, social interaction, and easily created/shared digital content. There is a call to integrate technology comprehensively to develop 21st century skills through innovative teaching/learning and robust education support systems. Important functions of educational technology include improving teaching/learning, analyzing the process, developing curriculum/materials, identifying community needs, and helping overall improvement.
Roles and functions of educational technology in the 21st century educationvevian armenion
The document discusses the roles and functions of educational technology in the 21st century. It advocates for student-centered, collaborative learning that utilizes real-world contexts. Technology allows for 24/7 access to information, constant social interaction, and easily created and shared digital content. Educational technology should be used comprehensively to develop 21st century skills, support innovative teaching and learning, and create robust education support systems. Its key functions include improving teaching and learning, analyzing the teaching-learning process, enhancing educational goals, training teachers, developing curriculum and materials, and identifying community needs.
Educational technology plays important roles in 21st century education by supporting student-centered, collaborative learning with real-world context. It allows constant access to information and interaction, helping students learn how to learn. Schools should integrate technology comprehensively to develop 21st century skills through innovative teaching, and to create robust support systems. The functions of educational technology include improving teaching and learning, analyzing the process, enhancing educational goals, training teachers, developing curriculum and materials, and identifying community needs to prepare students for success in a competitive world with many opportunities.
This document describes the development of EthoshuntTM, a gamified prototype designed to transform teaching and learning of ethics education. EthoshuntTM uses elements of game dynamics, mechanics, and functionality to engage learners with ethics learning objectives and outcomes in a digital format. It aims to make ethics education more fun and enjoyable compared to traditional methods. The researchers believe EthoshuntTM has potential to inspire students and revolutionize ethics education teaching in line with the needs of the 4th Industrial Revolution by replacing conservative methods with more immersive and experiential learning.
MODULE 1 A 1 Building and Enhancing New Literacies Across th Curriculum.pptxJIJIDEVILLA1
This document outlines a course on building and enhancing new literacies across the curriculum. It contains 11 modules that cover topics like 21st century education, new literacies, and specific literacies like digital, financial, and ecoliteracy. The first module defines 21st century education and describes how its concepts can be integrated in the classroom. It discusses how 21st century schools focus on project-based learning to address real-world issues. The curriculum is interdisciplinary and uses technologies, multiple literacies, and authentic assessments. 21st century teachers facilitate learning and help students apply knowledge to solve problems.
PowerPoint presentation for 21st centuryArgieEllazo
This document discusses 21st century education and its key characteristics. It outlines how 21st century schools adopt a project-based, holistic curriculum focused on real-world problems to develop skills like critical thinking. The curriculum is interdisciplinary and connects students locally and globally using technology. Classrooms are collaborative environments where students coach each other using cooperative learning. 21st century teachers facilitate learning, inspire curiosity, and help students apply knowledge to succeed in an information-driven job market.
Education is key to unlocking human potential and improving society. Knowledge is a crucial factor for economic and social progress. New technologies are transforming education in the Gulf region by making knowledge more accessible and learning a collaborative process. Initiatives like online platforms, MOOCs, blended learning models, and smart classrooms are helping Gulf countries adapt education to the digital age while respecting local cultural norms. The future of education lies in effectively integrating technology, pedagogy, and administrative support to develop lifelong, student-centered, and collaborative learning.
In the latest edition, The Most Effective Schools in Mexico, 2023, The Knowledge Review magazine is pleased to feature Escuela Preparatoria Central de Ciudad Juarez and other prominent schools contributing to nation's growth and development
This document provides curriculum specifications for the Form 2 Science curriculum in Malaysia, including the aims, objectives, content organization, and themes. The curriculum aims to develop students' scientific skills, thinking skills, attitudes and values in order to produce knowledgeable and well-rounded citizens who can contribute to Malaysia's social and economic development. The curriculum content is organized around five themes: management and continuity of life, man and the variety of living things, matter in nature, force and motion, and technological and industrial development in society.
This document provides curriculum specifications for the Form 2 Science curriculum in Malaysia, including the aims, objectives, content organization, and themes. The curriculum aims to develop students' scientific skills, thinking skills, attitudes and values in order to produce knowledgeable and well-rounded citizens who can contribute to Malaysia's social and economic development. The curriculum content is organized around five themes: management and continuity of life, man and the variety of living things, matter in nature, force and motion, and technological and industrial development in society.
The document describes the Invention Curriculum introduced in Malaysia in 1995 to promote innovation and problem-solving skills. It discusses how the curriculum was developed, implemented, and monitored. Key points include:
1) The curriculum aims to develop creativity and commercial product design skills through hands-on projects combining technology, marketing, and intellectual property.
2) It was first piloted in 14 schools and has expanded to over 200 schools. Implementation includes teacher training, workshops, and grants for equipment.
3) Students complete individual invention projects over two years, documenting the design process. Their product and documentation are assessed for national exams.
This document discusses approaches to teacher education for the 21st century. It emphasizes developing skills like digital literacy, collaboration, problem solving and global awareness in students. Singapore's teacher education program is used as a case study, focusing on mastery of content and pedagogy, practical experience, innovation, values of empathy and ethics. Technology is integrated into the curriculum to enhance learning, and characteristics like resilience and life-long learning are cultivated in future educators. The goal is to prepare teachers to develop these skills in their own students and address the needs of an increasingly globalized world.
This document discusses 21st century education and the role of technology in Malaysian schools. It begins by defining the 21st century and education. It then discusses how students today are digital natives and teachers are often digital immigrants. It outlines some key technology trends like the internet, web 2.0, and new media. The document also provides statistics on the Malaysian education system and literacy rates. It discusses initiatives to improve ICT infrastructure in schools and training for teachers. Challenges and the path forward to ubiquitous learning are also mentioned.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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B. Ed Syllabus for babasaheb ambedkar education university.pdf
EDUP 3013 Philosophy and Education in Malaysia
1. EDUP 3013
PHILOSOPHY AND
EDUCATION IN MALASIA
Task 3 : Presentation
Name : Kong Zhi Zun
Mahirah binti Rozman
Nur Athirah binti Ibrahim
Lecturer : Mr Azizi Ahmad
Date : 21 September 2018 1
2. 2
Explain cross-curricular elements as specified
in the current Primary School Standard-based
Curriculum (KSSR) and discuss an example
of how the element can help produce high
quality human capital for the betterment of
society and nation
3. Development of Curriculum of Primary School
1983 1993 2003 2011 2017
Kurikulum
BERSEPADU
Sekolah Rendah
(KBSR)
Kurikulum
STANDARD Sekolah
Rendah
(KSSR)
KBSR
(Implemented)
KSSR
(Implemented)
Kurikulum BARU
Sekolah Rendah
(KBSR)
3
Kong Zhi Zun
4. Standard Based Curriculum for Primary Schools
(KSSR)
Emphasis the teaching centred on the students
Produce a balanced, creative, critical and innovative individual
Emphasis the skill enhancement needed for 21st century
Aim (2011) :
Aim (2017) :
4
Kong Zhi Zun
5. Putting big
investment on
programs that could
enhance citizen
human capital skills
What is Human
Capital?
The human abilities in
which knowledge and
skills are embedded
(Suzana Ariff
Azizan,2013; Schultz,
1961)
500,000 skilled human
capital need by Malaysia
by the year 2020
(Academy of Sciences
Malaysia,2000)
Mahirah Rozman
5
7. Language
• Medium of interaction and communication in
classes and schools.
• Proficiency, semantics expression, usage of
grammar and vocabuary should be
emphasized and organized well in the
process of learning and teaching.
• Government's Effort in Promoting Language :
DLP (Dual Language Programme )
7
Kong Zhi Zun
8. Language
Kong Zhi Zun
[Image of News on Building and Enhancing Malaysia's Human Capital]. (2016). Retrieved from https://www.talentcorp.com.my/clients/TalentCorp_2016_7A6571AE-
D9D0-4175-B35D-99EC514F2D24/contentms/img/publication/BIZHIVE%20Weekly_Building%20and%20Enhancing%20Malaysia's%20Human%20Capital%20(3%20-
%209%20Ja....pdf
8
9. Environmental Sustainability
Which classroom do you prefer?
Weiber, Jen (2013). [Images of Messy Classrooms and Organized Classroom]. Retrieved from https://www.multiplication.com/our-blog/jen-wieber/magic-scrap-classroom-trick
9
Kong Zhi Zun
11. Moral Values
Teachers play a vital role in implementing
moral education in the curriculum
Role
of
Teachers
Moral Educator
Friend
Facilitator
Role Model
Characteristics That
Can Be Devloped to
Students :
- Responsibility
- Honesty
- Avidity
- Hard Work
- Public-minded
11
Kong Zhi Zun
12. Science & Technology
Scientifically and
technologically
literate,
Coping with the
changes arising
from scientific and
technological
Equipped with the
relevant knowledge
and skills to
innovate and
compete
How? Smart School
Noraini Idris (2014). The National Philosophy of Science Education:
Science education in Malaysia focus on the development of individuals who
are;
Mahirah Rozman
12
13. Science & Technology: SMART
School
CREATIVE APPROACH IN
T&L
COMPUTER LABS TO
INCREASE ICT UTILIZATION
SCHOOL ACCESS
CENTRES PROVIDE
ADDITIONAL CONTACT
TIME WITH THE INTERNET
ONLINE LEARNING FOR
THE DIGITAL NATIVES
Source: The Malaysian Smart Schools: Developing 21st Century Skills, 2010
To foster the development of a workforce prepared to meet the
challenges of the 21st century, aligned with NEP’s aim.
Mahirah Rozman
13
14. ENTREUPERNURSHIP:
Implementation of E-Element
• To ensure a better human capital entrepreneurship element was
introduced as a cross-curricular element in primary schools, to be
followed by secondary schools later (Tenth Malaysian Plan)
• To practice entrepreneurship until it becomes a culture, part of
personal attitude and routine (CDC – Curriculum Development Centre
(2012).
E-element 1 –
Adopt an
entrepreneurship
attitude
E-element 2 -
Embrace the
mindset towards
entrepreneurship
in situations that
are required.
E-element 3–
Practice basic
buying and selling
management
E-element 4 –
Producing
knowledge-based
products and
technology and
vocational skills-
based products.
E-element 5 –
Practice moral
values and ethics
according to the
entrepreneurship
context
Mahirah Rozman
14
15. RESULT OF THE
IMPLEMENTATION OF E-ELEMENT
• Alligned with
NEP for
education
system to be
develop to help
the needs and
demands of a
multiracial
country,
Munirah Abd
Hamid (2013).
Interest to enter
entrepreneurial
sector
Develop the
potential of the
individual.
Develop values
and
characteristics
in citizens
Mahirah Rozman
15
16. PATRIOTISM
1)Build love
towards the
country
2)Respect
the country's
rules
3)Spirit of
unity
Kursus Jurulatih Utama (KSSR)
Activity: (Year 1) - Joining
words and making
sentences
WE
LOVE
MALAYSIA
Mahirah Rozman
16
Source: 123RF.com
More citizen willing to contribute to the nation
because of their loves towards country
17. CREATIVITY & INOVATION
Creativity
• ability to use imagination in gathering,
extracting and generating ideas or
creating new or original ideas or
through combination of ideas.
Innovation
• application of creativity through the
modification and practice of ideas.
Both should be integrated in teaching and learning in
classroom to face the challenge of the 21st century
According to Kementerian Pendidikan Malaysia;
Mahirah Rozman
17
18. EXAMPLE OF CREATIVITY &
INOVATION ACTIVITY
Sensitivity Stage Fluency Stage Flexibility Stage
Improve children’s
observation level
Shift their old ideas
after using their
imagination
Provide opportunities
towards idea
presentation or existing
knowledge. (Present
ideas continuously)
Mahirah Rozman
18
19. EXAMPLE OF CREATIVITY &
INOVATION ACTIVITY
Elaboration Stage Originality Stage
Use their imagination to solve
problems
To be inventive to present new,
unique and valuable ideas
Mahirah Rozman
19
20. RESULT FROM THE ACTIVITY
Significant difference of creative thinking development
achievement
Children’s creative domain are develop
Aligned with NEP aspiration and nation by the year of 2020 to
produce critical, creative and innovative human capital for the
current and future need of the nation.
Mahirah Rozman
20
21. Information and Communications
Technology (ICT)
Increase
students’
creativity
using ICT
Enhance
knowledge
and skills
Interesting
and fun
learning
• Information and Communication Technology Skills (ICT)
include the use of multimedia resources (Kementerian
Pendidikan Malaysia, 2016).
• Using multimedia and Internet in teaching and learning
Nur Athirah Ibrahim
21
22. Example of Information and
Communication Technology (ICT)
https://frogasia.com/en/frog-vle/
http://pluspng.com/email-png-5670.html
https://www.coops.tech/technology/moodle
http://www.gettingsmart.com
Nur Athirah Ibrahim
22
23. Financial Education
Develop
capability of
making
calculated
Understanding
of financial
management
Making students
wise and
effective
decisions
• The ability of the people to manage money efficiently
and competently is essential in preparing for achieving
high-income economy status. (National Economic
Transformation Report, 2009)
Nur Athirah Ibrahim
23
24. Examples of Financial Education
The Cha-Ching
Program
Money saving
The program is helping Malaysian pupils
become mote financially-savvy and
responsible. - Deputy Education Minister
Datuk P. Kamalanathan (2018)
Nur Athirah Ibrahim
24
26. Global Sustainability
Aim to develop
students’
awareness of the
world
Become
global
citizenship
and achieve
unity
Prepare
students to
face the
21st century
challenges
• The preservation and improvement of things to preserve
the originality of the world in order to ensure the
continuity of the well-being and harmony for present and
future generation. (UNESCO, 2015)
Nur Athirah Ibrahim
26
28. Reference
Bahagian Teknologi Pendidikan Kementerian Pelajaran Malaysia. (2010). THE MALAYSIAN SMART
SCHOOLS: DEVELOPING 21ST CENTURY SKILLS. Retrieved from:
http://www.jaet.jp/katudou/seminar_ict/Malaysia.pdf
Bahagian Pembangunan Kurikulum kementerian Pelajaran Malaysia. (2011) Kursus Jurulatih Utama
Kurikulum Standard Sekolah Rendah( Kssr ) 2010 Bahasa Inggeris-tahun 1 Bahagian
Pembangunan Kurikulum Kementerian Pelajaran Malaysia Educational Emphases
CDC – Curriculum Development Centre (2012). Kurikulum Standard Sekolah Rendah (KSSR). Buku
panduan elemen merentas kurikulum keusahawanan. [Standards- based Primary School
Curriculum. Entrepreneurship Element Guidebook]. Putrajaya: Ministry of Education.
Economic Development in 2009. (2009). Retrieved from
https://www.bnm.gov.my/files/publication/ar/en/2009/cp01.pdf
Hussaini Abdul Karim (2016, February 22). More than science and math in english. Retrieved from
https://www.nst.com.my/news/2016/02/128809/more-science-and-math-english
Kuehn, Paul Richard (2017, December 16). Responsibility of a teacher : Developing the moral values
of students. Retrieved from https://soapboxie.com/social-issues/Responsibility-of-a-
Teacher-Developing-The-Desirable-Characteristics-of-Students
Kuong. L.P, Sharifah Nor Puteh, Hasnah Toran. (2012). Using Visual Art Activities For Creativity
Development In Early Childhood Education. National Early Childhood Intervention
Conference (NECIC). Presented at Kingwood Hotel, Sibu, Sarawak, 2012. 28
29. Reference
Megan, H. (2016, January 7). Why is sustainability important? Retrieved from
https://permaculturenews.org/2016/01/07/why-is-sustainability-important/
Menegah, S.P.K.B.S. (2000). Bahasa Inggeris, Kementerian Pendidikan Malaysia
MOE –Ministry of Education. (2012a). Preliminary Report: Malaysia Education Blueprint 2013-2025.
Putrajaya: Ministry of Education.
Munirah Abd Hamid (2013). Entrepreneurship education: The implementation in Year 1 primary school
curriculum in Malaysia. A case study of one district in East Peninsular Malaysia. Retrieved
from: http://etheses.whiterose.ac.uk/6141/1/Final%20-%20for%20hard%20cover.pdf
Noraini Idris (2014). Malaysia. Issue in Upper Secondary Science Education. 123-136. doi:
10.1057/9781137275967_8.
Pettinger, Tejvan (2017, September 22). Human capital definition and importance. Retrieved from
https://www.economicshelp.org/blog/26076/economics/human-capital-definition-and-
importance/
Rajaendram, R. (11 Mar 2018). Financial literacy skills vital. TheStar Online. Retrieved from
https://www.thestar.com.my/news/education/2018/3/11/financial-education-skills-
vital/#vWYoZVGLikR5exX2.99
UNESCO (2015). UNESCO and sustainable development goals. Retrieved from
https://unesco.org/sdgs
29
Editor's Notes
In this regard, the ministry of education and bank negara Malaysia have collaborated to integrate financial education in the school curriculum.