Pelan Pembangunan Pendidikan Malaysia 2013-2025

Pelan Pembangunan Pendidikan Malaysia 2013-2025

'TERIMA KASIH CIKGU'

20 July, 2016

Mata Pelajaran Pengekodan Di Sekolah


Coding In Malaysian National Schools Sounds Fantastic, 
But Here Are 5 Things That We Should Consider

I’m happy with the news that coding is going to be introduced in school curricula next year. Straight off the top of my head, I can already list off some advantages: programming is probably going to be an essential language to know in this flourishing digital age; being able to code helps you understand so much more about all the technology around you; it will be an advantage and eventually, a possible necessity when they join the workforce and it also fosters logical thinking and problem solving skills.

MDEC (Malaysia Digital Economy Corporation) has long been at the forefront campaigning for the digital transformation of Malaysia and they believe in using education to help modernise our country and bring it to the digital era. Therefore, it’s no surprise that they are playing a very active part of this and it is a big move ahead for Malaysia.

However, having spent close to three years in the education industry, I’ve watched so many brilliant and noble ideas fall flat, despite starting off with so much promise. We know that a beautiful thing in concept or paper might not translate so well into real life.

In the spirit of wanting to make it work, here are some things that I hope are going to be considered and worked on before we roll out coding lessons in our schools.



1. Language Of Communication

We already know about the debacle surrounding the language of instruction for the teaching of Maths and Science in our schools. So my question now is—what language is coding going to be taught in? All the debates raging round for whether Maths and Science should be taught in whatever language can be applied to this too. Things like understanding versus global application, versus preserving our heritage versus whatever advantages using a certain language gives.

If we do choose to use our national language to teach coding, what about the materials? A quick Google search came up blank. Many of the apps and games that can be used as classroom tools to help the kids learn coding are in English. Will there be enough resources available on time to be of use if it is started next year? If not, is there anyone doing anything to address this?


2. Implementation & Execution

The new National Education Blueprint (2013-2025) is quite a marvellous thing to behold. If you have time, look through the Preliminary Report, which looks as if it has had a lot of work and thought put into it. They got a lot of the priorities right and look as if they do want to build a better education system for Malaysia.

Of course, there are concerns still that they’ve missed out on certain things and were too general and vague when it came to the actual implementation. The top-down planning approach suffers when we try to apply it to classroom development, if there isn’t a proper plan in place.

Extrapolating from that, how are the responsible authorities going to ensure the standardisation for the teaching of coding? Will there be tests and exams, and what will the students be tested on?


3. Staffing

The question now is, who will the teaching the students the coding? A study done in 2014 of Malaysian teachers showed that although the ones who responded were quite competent in basic ICT skills (e.g. Googling, finding resources and making presentations), many fell short when it came to the advanced ICT skills.

Also, of the 7,320 primary and secondary school teachers throughout Malaysia surveyed, only a total of 2661 responded. I might argue that it’s likely the teachers who were very lacking in ICT skills would not have chosen to answer a survey on ICT.

Of all the teachers in Malaysia, I highly doubt a significant number will be able to teach coding. What then? Will there be training for the teachers, or will the schools start hiring programmers and coders to teach their classes? On one side, we have the group that arguably can teach but lack the knowledge. On the other, we have a group that has the knowledge but might lack the experience and teaching skill.

Where is the middle ground going to be between them and will there be enough of them to do the actual teaching?


4. Widening The Gap Between Rural And Urban Areas

Let’s be real. To learn coding, the students are going to need not just the teachers but also the facilities. The schools that will have the facilities will be those from the wealthier and more developed regions. The rural areas already have a known disadvantage when it comes to ICT implementation in their schools due to administrative and facility barriers.

The urban areas will likely have the lion’s share of the facilities and support, leaving the urban areas further behind. This can only be another nail in the coffin and hold back any other chances of reducing the evident socioeconomic gap suffered in our country.


5. The Rat Race Gets Worse

This is a personal problem and it should definitely not stand in the way of progress and letting the students learn coding. However, imagine this scenario in about ten years time when those students—who, in our perfect scenario, have successfully gotten a pretty decent grasp of coding—join the workforce.

In the past, we had this stiff hierarchy in the workplace where the newbies had the least experience and therefore the least pay. However, in this digital era, it’s not just about learning to do one specific thing for your job and just perfecting it. The skills that we need to be good at what we do keep growing and changing as technology evolves.

For the generation who have already graduated and left school, we would be without the advantage of coding knowledge and familiarity with the language. Why wouldn’t a prospective employer choose a younger, more energetic and more skilled version of you, when hiring or deciding about promotions?

Again, I am not trying to shed doom and gloom on the idea of teaching coding in schools. There are so many good reasons to introduce it and if done successfully can really help the students in their future lives and careers, which can only be better for Malaysia.

Source: Vulcanpost.com





NUTP sambut baik mata pelajaran pengekodan di sekolah


KUALA LUMPUR: Kesatuan Perkhidmatan Perguruan Kebangsaan (NUTP) menyambut baik program coding (pengekodan) yang bakal dijadikan sebahagian daripada silibus dalam kurikukulum sekolah rendah dan menengah di sekolah kebangsaan, bermula tahun depan.

Menurut Presidennya, Hashim Adnan, langkah ini akan menjadikan Malaysia setanding negara luar seperti India, China dan Rusia dalam melahirkan pakar pengekodan dan perisian.

Hashim berkata pengekodan sudah lama diterokai pelajar sekolah rendah dan menengah ketika ini, namun ia masih belum meluas.
Ramai antara mereka yang menimba ilmu sendiri melalui internet dan rakan-rakan.

Dengan adanya silibus pengekodan di sekolah, ia sekali gus dapat memberi peluang kepada pelajar agar tidak ketinggalan dalam perkembangan dunia siber.

"Pengekodan ini sangat penting dalam dunia pendidikan siber dan kalau kita tak ajar generasi yang ada hari ini dengan pelajaran tesebut masyarakat kita akan ketinggalan dalam dunia pengekodan ini.

“Apa yang dilakukan kementerian bagi sistem pendidikan kita tahun depan, adalah sangat baik,” katanya ketika dihubungi Astro AWANI pada Selasa.

Pada Isnin, Ketua Pegawai Eksekutif Perbadanan Pembangunan Multimedia (MDEC) Datuk Yasmin Mahmood, memaklumkan bahawa pengekodan komputer akan menjadi sebahagian daripada subjek sains komputer dan diserapkan ke dalam pedagogi pengajaran, khususnya subjek sains dan matematik.

MDEC kini sedang bekerjasama dengan kementerian pendidikan untuk membangunkan pembelajaran pengekodan dalam Kurikulum Standard Sekolah Rendah (KSSR) dan Kurikulum Standard Sekolah Menengah (KSSM).

Ia akan mula diperkenalkan tahun depan dan akan dilaksanakan sepenuhnya pada 2019.




Coding to be in school curricula next year - MDEC CEO

KUALA LUMPUR, July 18 — Coding will be officially added to the syllabuses of national schools starting next year, according to Malaysian Digital Economy Corporation (MDEC) CEO Datuk Yasmin Mahmood.

She said computer coding will not only in taught as part of a computer science subject, but will also incorporated into the pedagogy of teaching, especially in science and maths classes.

“We will be launching this thing called the digital maker movement next month, where coding is embedded as an official curriculum in schools, starting from standard three onwards,” she told a forum organised by Google Malaysia.

The movement, she explained, is an initiative to encourage school-going youth to participate as makers of technology instead of just users.

When met by reporters after the event, Yasmin explained that the pilot programme has been running since last year in 22 schools.

She said it is being headed by the Education Ministry with the help of MDEC, and will be a part of the Primary School Standard Curriculum (KSSR) and Secondary School Standard Curriculum (KSSM) that will be rolled out next year.

The programme, she added, was in line with the Malaysia Education Blueprint 2013-2025, which she said called for the encouraging of cognitive and higher order thinking as well as embedding IT as a teaching and learning tool.

“And it’s been proven that coding, or computer science, is a very important driver towards higher thinking skills,” she added.

However, she said the full details of the programme will only be announced in August.

“It’s very exciting because we will be one of the first few countries that will be doing this officially,” she said.







18 July, 2016

UPSR English Paper 1 (013/023) And Paper 2 (014/024) Marking Tips



UPSR English Paper 1 (013/023) Marking Tips

1. Given that UPSR English this year is using the new format, many teachers are not sure how to award marks for subjective questions of Section B. Hence, here are some tips of marking Section B of UPSR English Paper 1 (013/023).
    2 marks awarded for correct and relevant answers.
    1 mark awarded for answers with punctuation, structure or/and spelling errors.
    0 mark for distorted or no answers.
    0 mark for totally unclear or incomprehensible answers.
    0 mark if one part of the sentences contradicts the other.

2. Also, teachers should remember to:
    Award marks accordingly with correct or logical statements.
    Award marks for answers with errors that DO NOT disrupt the meaning (understandable).
    Award marks for intelligent lifting (from the text given).
    Award marks for reasonable answer(s) to a question that requires personal response.

Teachers are also reminded to use your discretion and good judgement for correct answers in term of expression and structures use.



UPSR English Paper 2 (014/024) Marking Tips

Based on the new format of UPSR English this year, there are slight changes to the marking scheme. Guidelines for marking for every section are as below.

Section A
    2 marks awarded for information correctly selected, placed and spelled.
    1 mark deducted for an error (i.e. punctuation, omission, spelling).
    0 mark for 2 errors made (i.e. punctuation, omission, spelling) and incorrect answers.

Section B(i)
    1 mark awarded for each correct answer.
    0 mark for any error and incorrect answer (i.e. no half mark).
    ACCEPT answers that shows thinking/relation been made with the points given.

Section B(ii)
How to evaluate the scripts?
    Count the number of words first.
    Read the script as a whole.
    Place a band.
    Read the script again and identify errors.
    Reconfirm the band.
    Decide a score.

To determine the band, use the table below.



Section C
Guidelines for marking:
    Read as a whole. Must consider the coherence.
    Show ability to construct variety sentences.
    Required to write answer in paragraphs.
    Add new and interesting expressions.
    All given words may or may not be use.


How to evaluate the scripts?
    Count the number of words first.
    Read the script as a whole.
    Place a band.
    Read the script again and identify errors.
    Reconfirm the band.
    Decide a score.


To determine the band, use the table below.


Program Gunting Rambut Percuma



Program Gunting Rambut Percuma Bersempena 
Program Jom Kembali Ke Sekolah