PENDIDIKAN GURU PROFESIONAL: CABARAN MASA HADAPAN

(THE TRAINING OF TEACHING PROFESSIONALS: CHALLENGES OF THE FUTURE)

SCIENCE & MATHEMATICS EDUCATION WORKSHOP FOR STAKEHOLDERS

anjuranAkademi Sains Malaysia

1-2 Februari 2010

AMINAH AYOB, UPSI

KANDUNGAN

1. CIRI-CIRI GENERASI KINI (CHARACTERISTICS OF TODAY’S GENERATION)

2. LATIHAN PERGURUAN (INITIAL TEACHER DEVELOPMENT)

3. ATRIBUT GURU (SMT) PROFESIONAL 4. ISU DAN CABARAN GURU MASA KINI5. CABARAN DALAM PENDIDIKAN GURU6. MISI NEGARA & GLOBAL, MATLAMAT JANGKA

PANJANG NEGARA7. CABARAN GURU (SMT) MASA HADAPAN8. CADANGAN KEPADA STAKEHOLDERS9. PENUTUP

1. CIRI-CIRI GENERASI MASA KINI

GENERASI Y

• The MILLENNIAL GENERATION

The Baby Boomers = people born 1945 – 1961

Generation X = people born 1962 – 1986

Generation Y = people born 1987 – 2006

2007-2011 = Generation Ben10?

A caricaturist explains it eloquently below…

This millennium generation or baby-boom offspring, they grow up during the MTV era, love everything digital, an extremely diverse group, they exercise their financial power early, with a lot of buying power, advertisers are naturally attracted to them…

Generation Y / GEN Y• Members of Gen Y are currently ages 2 - 26.

• Today they represent about 15 percent of the the workforce, and by 2012, that number will increase to more than twice that size.

• The most technologically savvy of all generations, they possess multi-tasking skills that many of us only wish we had.

• This generation has very different expectations and preferences when it comes to employment and how they want to be managed.

• They volunteer in the community (through online campaigns), change work many times, and start their own businesses as early as age 10.

GEN Y

Blunt use of words (in American setting): Girls talking“I got three letters so far sent to my mum saying I have got to stop calling Mr XXXXX (a teacher) a loser“. “Mum told me to stop saying it, but it won't stop me, 'cos he is a total loser!" (in reply) That's nothing I have already had a detention for calling Miss YYYY (a teacher) and twat and an idiot" "whatever......I have been done five times for being late" "My mum and dad have already had to go down to the school, because I don't do any of my homework on time" .”I have told them they are making me work too hard!" “I got sent out of English class last week for calling Leanne a ******* bitch 'cos she got an answer right". "I hate her anyway 'cos she's a right know-it-all anyway" "I have been told that I have a real attitude to teachers in lessons, and if I don't sort it out then I will be given detentions...............w-h-a-t-e-v-e-r, I don't give a **** anyway"While these may be on the amusing side, they do show that society is changing fast, and words like respect are becoming less important to the gen Y'ers.

THE WAY THEY TALK…. blog.sironaconsulting.com/.a/6a00d8341c761a5

MISI NASIONAL & WAWASAN 2020

PERANCANGAN SUMBER MANUSIA NEGARA

WAWASAN 2020We need ....“adequate supply of professional,

technical, skilled, manegerial and research manpower”

RMK-9 (2006-2010): ...„memperkukuhkan sumber manusia S&T‟, & „membangunkan STI‟

Pelan Induk Pelan Induk Pembangunan Pendidikan Negara (PIPP) – 2006-2010

Pelan Induk Pelan Induk K-Ekonomi Negara

Pelan Induk Perindustrian Ke-3 (IMP3)

Dasar S&T, I-Ekonomi, Creative Industries, ....

MODAL INSAN – mampu berfikir secara kritis & kreatif

2. PENDIDIKAN GURU KINI(INITIAL TEACHER DEVELOPMENT)

• Ada 12 Fakulti Pendidikan di IPTA , 1 universiti (UPSI) dan 27 Institut Pendidikan Guru Malaysia (IPGM)

• Semua Pensyarah berkelayakan akademik tinggi, sekurang-kurangnya ada Masters degree.

• Ramai Profesor, Prof. Madya, Pensyarah Kanan dan PhDs

• Kebanyakan FP ada Sijil ISO, pengiktirafan MQA, selalu disemak semula;– Kini di sekolah menengah –100% Guru Siswazah, majoriti

Pengetua ada Masters atau PhD– Kini di Sekolah Rendah – 35% Guru Siswazah, majoriti

Guru Besar ada ijazah pertama – Kini SEMUA guru telah diberi Latihan Profesional (CPD)

2. PENDIDIKAN GURU MASA KINI

• Di UPSI

• 32 program – B.Ed (subject major + minor)

• 4 program – BA atau BSc dengan Pendidikan

• Kurikulum – 136-140 kredit, 4 tahun – 30% Teras Pendidikan

– 52% Subject Major (content knowledge)

– 12% Subject Minor (content knowledge)

– 6% Kursus Universiti dan KoK

– Kemahiran Insaniah (Soft Skills) diterap dalam semua kursus dan diukur

Di UPSI• Class ratio: 1:20

• Pensyarah Pendidikan: Foundation dan Pedagogy + Latihan Mengajar

• Pensyarah bidang content – Fakulti berasingan

• Kokurikulum wajib 6 kredit: 3 bidang (uniform, sukan dan persatuan)

• 2 kali ROS (Sem 3,5) + 1 kali LM/+LI (Sem 8)

• Konsep – latihan bercorak klinikal (tak begitu berhasil)

15

BAGAIMANA GURU UPSI MENGHADAPI

CABARAN

Lawatan Menteri 28/10/09

Kualiti guru pelatih• Kemasukan: Merit + Ujian MEdSI, Temuduga, Ujian khas/ bakat• Merit tinggi + syarat khas program• KURSUS 138 KREDIT – 4 TAHUN • Program Orientasi sebagai Guru berterusan• Sambutan Hari Guru, Hari Kanak-kanak Sedunia, Hari Hak Asasi

Manusia, Hari-hari antarabangsa…dll.• Sentiasa behubung dengan sekolah, jalani khidmat masyarakat di

sekolah/ kawasan luar bandar dengan pelajar-pelajar sekolah, dalam dan luar negara

• Program pertukaran pelajar, dalam dan luar negara• Kerja kursus & penyelidikan berasaskan sekolah, Kajian Tindakan• Aktiviti keilmuan – tentang profesion keguruan , ceramah,

semangat cintakan negara, program patriotik, bulan membaca, debat, wacana, Hari Sukan, Hari KoK, Hari Besama Pemimpin,

• Kursus Bina Insan, ………• Etika profesion dan Disiplin pakaian• Pendedahan global – global community services, global exposure,

dan networking

GURU UPSI – GURU MASA HADAPAN

• MINAT MENJADI GURU SANGAT TINGGI

• PNGK >>> 3.0 KE ATAS (90%) (syarat KPM-2.75)

• LATAR BELAKANG – MIDDLE AND LOWER INCOME GROUP

• LANTANG BERSUARA, BERANI KE HADAPAN, MEMPUNYAI PEMIKIRAN SENDIRI, VERY STRONG COHESIVE GROUPS, NETWORKING YANG KUKUH, CARE AND AWARE…

• CAN ORGANIZE OWN ACTIVITIES

• TIDAK MENENTANG, TETAPI KRITIKAL

Challenges of Globalization, Technological Development, and Education for Sustainable Development in Malaysia

• Embracing high-tech/high touch world18

• Impact of changing world economy

• Strategic Planning

• Centralization to Decentralization

• Hierarchical arrangements to networking

• Institutional help to self-help

• Participatory Democracy within schools

• Either/ or thinking to multiple options

• Demographic shifts

• People First, Performance Now!

• 1 Malaysia Concept

(adapted from Ratnalingan, 2009)

Changing Role of The Teacher

• Restricted Professional Extended Professional• Curriculum Implementer Reflective Practitioner • Purveyor of information Facilitator of Thinking

• Local Global

• Context Specific Generalization

• Focus on Subject Focus on Students

Changing Role of The Teacher

Adopt Adapt Create

(Mindless) (LOTS) (HOTS)

Teacher Professionalism:

A Public Trust

3. ATRIBUT GURU PROFESIONAL

• Standard Guru Malaysia

5. STANDARD GURU MALAYSIA & HIGH PERFORMANCE SCHOOLS

• SGM – Senarai Kompetensi Guru Malaysia Nilai Profesionalisme (Domain diri, profesion, sosial)

Pengetahuan dan Kefahaman (ilmu pendidikan, ilmu bidang, kurikulum & kokurikulum, ICT, FPN)

Kemahiran Pengajaran & Pembelajaran (Perancangan, Kaedah mengajar, Penilaian dan pengurusan kelas)

• HPS – Sekolah Prestasi Tinggi 20 buah – Pencapaian akademik dan kokurikulum TINGGI

Pengetua/Guru Besar diberi lebih autonomi

Insentif yang sangat baik kepada sekolah

Menjadi sekolah contoh

4. CABARAN GURU MASA KINIdan MASA HADAPAN

CABARAN GURU KINI Tidak mencapai 3M

Masalah sosial, disiplin TIDAK MINAT BELAJAR

Tiada jati diri/tidak yakin

Sikap negatif, lemah

Benci sekolah/peraturan

Tidak mahu mencuba

untuk belajar

Sukatan padat,

pengetahuan tinggi

Beban tugas berat

Tanggungjawab berat

PROBLEMS IN SCHOOLS – CABARAN GURU

DISIPLIN, MINAT BELAJAR, BEBAN BELAJAR

CABARAN GURU MASA HADAPAN

• STUDENT NEEDS …….

• PARENTS EXPECTATIONS

• CRITICAL COMMUNITY..

• MALAYSIA’S FUTURE HUMAN CAPITAL, ECONOMY, NKRA, ….

• GLOBAL PROBLEMS AND TRENDS…

• SECOND DECADE OF THE MILLENNIAL GENERATION …..

5. ISU & CABARAN DALAM PENDIDIKAN GURU

• Today's Teachers Still Use "Old School" Methods

• Konsep “mengajar” belum berubah

• Kurikulum berubah, DASAR bertukar (PPSMI)

• Hubungan dan kolaborasi KPM dan IPTA

• Halatuju dan perancangan masa depan tidak jelas, tidak selaras

• Perancangan Negara atau kepentingan politik?

KEPERCAYAAN DAN NILAI GURU PELATIH DALAM PENDIDIKAN SAINS/MATEMATIK?

• Persepsi Guru Pelatih Sains dan Matematik tentang “mengajar” (Aminah, UPSI, 2009):– Pakaian kemas, sebagai role model– Perlu ada ilmu yang mencukupi (untuk boleh mengajar dengan

baik)– Perlu kuasai kaedah mengajar (Kursus pedagogi)– Perlu mengetahui cara menulis Rancangan Pengajaran– Perlu tahu motivasi pelajar– Perlu ‘menyampaikan ilmu kepada pelajar’– Mengajar adalah proses menyampaikan ilmu kepada seseorang

tidak kira mereka faham atau tidak. – Mengajar tidak sama dengan mendidik - mendidik juga perlu

menyampaikan ilmu, tetapi berterusan sehingga mereka faham. – Mengajar ialah proses menyampaikan ilmu kepada orang lain

dengan iklas, tanpa penat lelah, bersungguh-sungguh dan amanah– Mengajar ialah menyampaikan ilmu yang kita tahu kepada

seseorang yang kurang mahir dengan cara yang tersendiri

Persepsi tentang ‘Belajar”

• Persepsi tentang “belajar” (Aminah, UPSI, 2009):– Proses menimba ilmu tidak kira daripada mana dan

perlu dari sumber yang dipercayai.– Proses menerima ilmu, mengamalkannya untuk

menjadikan ilmu itu bermakna– Belajar ialah mendalami, mengkaji dan menggunakan

ilmu yang telah disampaikan oleh guru (orang yanglebih berilmu)

– Proses menambah ilmu pengetahuan daripada guru, buku, internet dan persekitaran

– Proses mendapatkan ilmu tidak kira dari mana datau ilmu-ilmu lain, proses ini tidka mengira siapa yang mengajar, secara formal atau tidak formal atau melalui pengalaman sendiri.

Persepsi Guru Pelatih tentang nilai yang boleh diajar dalam kelas sains/matematik

NILAI Sains (n=18) Mat (N=22) Semua (n=40)

1 Kasih sayang 15 (83%) 20 (91%) 35 (87.5%)

2 Hormat 12 (67%) 19 (86%) 31 (77.5%)

3 Jujur 16 (89%) 19 (86%) 35 (87.5%)

4 Empati/simpati 10 (56%) 2 (9%) 12 (30%)

5 Benar 13 (72%) 8 (36%) 21 (52.5%)

6 Yakin diri 18 (100%) 22 (100%) 40 (100%)

7 Gembira 16 (89%) 5 (23%) 21 (52.5%)

8 Ingin tahu 18 (100%) 22 (100%) 40 (100%)

9 Demokrasi 7 (39%) 3 (14%) 10 (25%)

10 Meneroka/menjelajah 18 (100%) 20 (91%) 38 (95%)

Con... Persepsi Guru Pelatih Tentang nilai yang boleh diajar dalam kelas sains/matematik

NILAI Sains (n=18) Mat (N=22) Semua (n=40)

11 Menghargai keindahan 16 (89%) 8 (36%) 14 (35%)

12 Berdisiplin 16 (89%) 20 (91%) 36 (90%)

13 Jenaka 10 (56%) 14 (64%) 24 (60%)

14 Kreatif 18 (100%) 20 (91%) 38 (95%)

15 Berfikiran bebas 9 (50%) 5 (23%) 14 (35%)

16 Berfikiran terbuka 18 (100%) 17 (77%) 35 (87.5%)

17 Suka berbahas 10 (56%) 2 (9%) 12 (30%)

18 Berkomunikasi 18 (100%) 21 (95%) 39 (97.5%)

KEPERCAYAAN GURU PELATIH TENTANG SEKOLAH • Persepsi guru pelatih tentang sekolah, pengajaran, pelajar dsb

dibina daripada ‘hearsay’ (rumor) sekolah itu bagus/tak bagus, teruk, masalah disiplin, dsb.

• Mereka membina kepercayaan/nilai sendiri sebelum pergi ke sekolah

• Bila sampai ke sekolah, mereka diberitahu oleh guru - kelas itu begitu/begini, pelajar-pelajar baik/tak baik/jangan beri muka dsb

• Sukatan pelajaran perlu dihabiskan• Pengajaran sains mesti melibatkan kerja amali dalam makmal• Amalan guru pelatih sama seperti apa yang mereka percaya sbelum

menjalani LM guru adalah untuk mengajar, menyampaikan ilmu, guru membantu pelajar, guru menyediakan semua untuk pelajar,

• Guru pelatih mengajar sama seperti guru terlatih, cuma masih kurang keyakinan diri dan lebih mesra dan berlembut dengan pelajar.

• Pegangan nilai mereka sama seperti guru-guru lain di sekolah –mereka menyerap budaya sekolah, maka tiada kesan dari kursus atau latihan yang diterima di universiti

Nilai Guru Pelatih dalam kelas• Mereka mengajar fokus kepada konten (S & M)• Mengajar sama seperti memberi kuliah, beri

tugasan/kerja rumah, buat praktikal sains – eksperimen dalam kumpulan besar, sukar memastikan sekiranya nilai tabii sains diterapkan – eksperimen tidak dapat menerapkan sifat tabii sains, penyelesaian matematik tidak berjaya menerapkan nilai tabii matematik

• Eksperimen sains adalah untuk pastikan selesai dan dapat keputusan untuk dicatat dalam buku laporan amali – keputusan adalah untuk bukti teori

• Guru pelatih ‘hilang’ dalam kesedarannya untuk memastikan RP dipatuhi, terlalu berwaspada terhadap tingkahlaku murid, kurang keyakinan diri;

• MELATIH GURU MESTI SEPERTI MELATIH DOKTOR, ENGINEER – 90% ILMU YANG MENDALAMDAN KEMAHIRAN MESTI DIKUASAI

• CLINICAL EXPERIENCE – PENTING

• MEMBINA SIKAP & KEPERCAYAAN YANG BETUL –HABIT OF MIND - SANGAT PENTING

• GURU MESTI MEMPUNYAI PERSONALITI /KUALITI YANG BETUL

• AKAUNTABILITI KEPADA NEGARA - MEMBINA GENERASI MASA HADAPAN

Training of teachers should be like the training of doctors: The practical/hands-on

INNOVATION IN PEDAGOGYUSE PBL – METHOD

Lawatan Menteri 28/10/09 39

PBL WORKSHOP

FOR ALL LECTURERS AT UPSI. NOW WE HAVE TRAINED

40% OF THE STAFF.

THE CONSULTANTS: VISITING PROFFESSOR FROM SAMFORD UNIVERSITY, USA AND EXPERT FROM S’PORE POLYTECH.

TANGGUNGJAWAB PENDIDIK GURU (PENSYARAH)

• Fokus kepada pembelajaran, bukan pengajaran• Kaedah kuliah perlu dikurangkan: Adakan

tutorial • Jika kursus 3 kredit: 2jam kuliah + 1 jam tutorial

Atau 1 jam kuliah + 2 jam tutorial • Interaksi dalam kumpulan kecil sangat penting

untuk membina kemahiran-kemahiran berkomunikasi, kerja pasukan, kepimpinan dan kemahiran sosial,

• Nisbah pensyarah:pelajar 1:6, bidang perubatan 1:4 orang

PENILAIAN PEMBELAJARAN SANGAT PERLU DITINGKATKAN

• PENGUASAAN CONTENT SANGAT PENTING

• PCK DAN TPCK MESTI MANTAP

• PROJEK RMK-10: THINKING TEACHERS PROJECT –MEMASTIKAN SETIAP GURU (UPSI) BERUPAYA MENGENDALIKAN P&P DI SEKOLAH DENGAN BAIK

42Lawatan Menteri 28/10/09

6. MATLAMAT MASA DEPAN NEGARA & GLOBAL

•Misi Negara

This is an ‘Era of Creative Economy’

“To be successful, creativity is the key”

• The convergence of creativity, innovation and business >> Creative Economy (Florida, 2004)

• Creative Economy champions creativity in all its forms and translates it into valuable assets for increased returns >> Creative Industries.

• Creativity & Innovation is now driving the new economy.

• So, we need to produce graduants that meet the need for Creative Economy

World’s most creative and innovative countries

1. Sweden .808

2. Japan .766

3. Finland .684

4. USA .666

5. Switzerland .637

6. Denmark .613

7. Iceland .612

8. Netherlands .611

9. Germany .577

10. Germany .577

US remains top Of Global

Innovation Index rankings,

India ranked 41

11. Canada .54812. Australia .52813. Belgium .52614. Israel .52515. UK .51716. South Korea .46517. France .46218. New Zealand .45919. Austria .43820. Ireland .414

'Talent, technology and tolerance' key to attracting creative workers

Ucapan YAB Perdana Menteri (10/11/09) pada Mesyuarat Majlis Pelaksanaan MSC Malaysia:“Malaysia perlu bergerak pantas dalam menwujudkan lebih ramai tenaga kerja ICT terlatih dan mempunyai pelbagai kemahiran supaya setanding dengan mana-mana negara yang mempunyai sektor ITC terbaik di dunia”

Ketua Eksekutif MDeC: MAC3 untuk melahirkan lebih ramai pencipta isi kandungan kreatif …. Membangunkan bakat … serta menawarkan pembiayaan…”

(MAC3 – Pusat Perisian Kreatif Animasi Malaysia)

TRANSFORMASI PENDIDIKAN SMT

WALT DISNEY: 1937–1941: The Golden Age of AnimationPRODUCES Snow White and the Seven Dwarfs, cartoon series, Popeye the Sailor, than Mickey Mouse.

SpongeBob SquarePants

An American animated television series. in the underwater city "Bikini Bottom. Creator Stephen Hillenburg initially conceived SpongeBob SquarePants in 1984, while he was teaching and studying marine biology. Hillenburg became fascinated in animation, and wrote a comic book entitled The Intertidal Zonestarring various anthropomorphic forms of sea life, many of which would evolve into SpongBob SquarePants characters. In 1987, Hillenburg left the institute to pursue his dream of becoming an animator. Later on in 1992, Hillenburg began to attend the California Institute of the Arts to study animation, where he made his thesis film entitled Wormholes.

James Camaron

Upin Ipin Geng Pengembaraan Bermula 2009 Duasatu.com.

• SUMBER MANUSIA MASA HADAPAN MESTILAH KREATIF, BOLEH MEREKACIPTA, DAN PRODUKTIF

• BOLEH BERSAING DARI SEGI IDEA UNTUK MENGHASILKAN CIPTAAN-CIPTAAN BARU.

• S&T adalah untuk „wealth creation, and the source of wealth creation is innovation (p.274). The mechanism of wealth creation is competition. To sustain wealth creation, nation must have the ability to meet increasingly sophisticated consumer requirements.

PENDIDIKAN SAINS & MATEMATIK

• SAINS RENDAH, MATEMATIK RENDAH

• SAINS TERAS, MATEMATIK

• SAINS TULEN (Fizik, Kimia, Biologi), MATEMATIK MODEN

• Matematik Tambahan, Sains Tambahan, ICT.

• ELEKTIF TEKNOLOGI: Reka Cipta, Grafik Berkomputer, Produksi Multimedia, Mechanical Engineering Studies, Engineering Drawing, Electrical & Electronic Engineering, Kejenteraan Pertanian, Teknologi Pejabat Perniagaan, Teknologi Binaan, dll

• 93 mata pelajaran elektif dan teknikal

DASAR SUDAH ADA• Introduction” (Fizik, 2004):

“Malaysia needs to create a society that is scientifically oriented, progressive, knowledgeable, having a high capacity for change, forward looking, innovative and a contributor to scientific and technological developments in the future”, dan

• “science education in Malaysia nurtures a science and technology culture by focusing on the development of individuals who are competitive, dynamic, robust, and resilient, and able to master scientific knowledge and technology competency”

OBJEKTIF KURIKULUM BIOLOGI JELASEg: “….to provide students with knowledge and skills in

BIOLOGY and Technology and enable them to solve

problems and make decisions in everyday lives based

on scientific attitude and noble values…….

• OBJEKTIF MATA PELAJARAN BIOLOGI:

– To make students understand the development in the field of Biology and Technology,

– to acquire scientific and thinking skills,

– to apply knowledge and skills in a creative and critical manner,

– to solve problems and make decisions,

– to face challenges in scientific and technological world and be willing to contribute towards the development of science and technology”

INOVASI DALAM PENGAJARAN & PEMBELAJARAN

• P&P MESTI MENEKANKAN KAEDAH PEMBELAJARAN AKTIF

YANG MELIBATKAN PELAJAR SEMAKSIMUM MUNGKIN

• GUNA KAEDAH PBL, PROJEK, KAJIAN KES, PENULISAN

KREATIF, DAN LAIN-LAIN

• SEMUA KAEDAH MESTI DISOKONG DENGAN TEKNOLOGI

• PENILAIAN MESTILAH MENGUKUR HOTS

• GRADUAN UPSI MESTI MEMPUNYAI KUALITI YANG TINGGI

EXPERIENTIAL LEARNING

• Emphasize on experience – grounded in students’ experiences as a continuing process.

• Some experiential methods: case studies, role play, simulations, internships.

• PROJECT-BASED,

• INQUIRY-BASED,

• EXPERIMENTS, EXPLORATION, RESEARCH.

EXPERIENTIAL LEARNING

Emphasise on students doing projects

SINGAPORE EXPERIENCE

• SCIENCE, MATHS &

TECHNOLOGY

COMPETITIONS

• SCIENCE FAIR

• EXHIBITION OF

STUDENTS‟ INVENTIONS

The role of the teacher has changed• Teachers are now expected to model and foster in

their students a wide range of skills:– critical thinking, self-regulated learning, knowledge of

self and others and lifelong learning.

• These changes have a significant impact on the design of pre-service teacher education programmes

• University Teacher Educators must re-evaluate their curricula and emphasise more on realistic pedagogical skills.

• These skills should be based on the philosophy of inquiry.

7 - MELANGKAH KE HADAPAN DALAM

PENDIDIKAN GURU S&T - melahirkan sumber

manusia yang dapat menjayakan ekonomi K-I-C

• S&T for All

• kaedah aktif - INKUIRI

• menekankan KREATIVITI

ATRIBUT GURU PROFESIONAL

• Perlu mempunyai ilmu yang tinggi – falsafah / PEGANGAN TENTANG PENGAJARAN yang betul

• Perlu ada kemahiran/kompetensi yang berkaitan (jika kita hendak orang lain lakukan sesuatu, kita sendiri mestilah tahu melakukannya terlebih dahulu)

• Ada pengalaman tentang realiti sistem pendidikan/ sekolah/ kolej komuniti, dll

• Sikap, budi pekerti, akhlak yang baik – contoh/ role model

• Beretika dan memahami bidang profesionnya

1. Knowledge in Core Subjects – (basic academic contents includes Global Awareness, Financial, Economic, Business & Entrepreneurial Literacy, Civic Literacy, Health Literacy)

2. Learning and Innovation skills (creativity and innovation, critical thinking and problem solving, Communication & Collaboration skills)

3. Information, Media and Technology Skills (Information Literacy, Media Literacy, ICT Literacy skills)

4. Life and Career Skills (Initiative & Self-Direction, Flexibility & Adaptability, Social & Accountability, Leadership & Responsibility)

The skill highlights are:

• Creativity and innovation skills

• Critical thinking and problem solving skills

• Communication and collaboration skills (teamwork skills)

• Information, Technology & Media skills

• Life & Work skills

Soft skills (KEMAHIRAN INSANIAH)

EDUCATION FOR HRD

• There is a need for school to focus on creativity, enterprise and good soft skills

• Teaching and learning has to change –more facilitative learning rather than rote learning

• Innovation should be embedded across the curriculum and into the school culture

• Innovative individuals should be guided and appreciated – feel confidence

• They should learn social & emotional skills, moral values, ethics and communication skills

Creative advertizing

Leaflet Design

Booklet

Design

Catalogue

Design

Catalogue

Design

service

BrochureDesign service

Alibaba.com enabes us to purchase

high-quality low-cost products

Equally important components in the HCD:

1. CULTURAL CAPITAL – habits, assumptions, emotional dispositions and

linguistic capacities

2. SOCIAL CAPITAL- knowing how to behave in groups and within institutions,

or knowing the basic rules of politeness – interpersonal skills

3. MORAL CAPITAL- ability to be trustworthy.

4. COGNITIVE CAPITAL – cognitive skills, thinking skills

5. ASPIRATIONAL CAPITAL - the ‘fire-in-the-belly’ ambition to achieve.

PENEKANAN DALAM TE

• CLINICAL EXPERIENCE -• MELATIH GURU SEUMPAMA MELATIH

SEORANG DOKTOR, ENGINEER – 90% ILMU DAN KECEKAPAN

• MEMPERBETULKAN SIKAP DAN KEPERCAYAAN GURU TENTANG PENDIDIKAN DAN MURID

• PENDIDIKAN MESTI BENARKAN KREATIVITI

8. CADANGAN KEPADA STAKEHOLDERS

3 overarching domains:

• Knowledge of learners and their development in social contexts;

• Knowledge of subject matter and curriculum goals; and

• Knowledge of teaching and teacher education.

NAEd Committee on Teacher Education have been published in 2005

MENAMBAHBAIK PENDIDIKAN SMT UNTUK MENLONJAKKAN INOVASI & KREATIVITI

• Kurangkan isi kandungan kurikulum SMT.• SMT hendaklah “engaging’ dan ’challenging • Guna Kaedah Pembelajaran aktif - hands-on,

learning by doing & visual learning• Tukar konsep mengajar kepada BELAJAR• Benarkan pelajar menerokai /mengeksperimen

alam fantasi minda• Ubah cara penilaian/peperiksaan SMT –

kurangkan penumpuan fakta semata-mata• Tambah peluang mengguna INTERNET • Adakan lebih kerap aktiviti-aktiviti pertandingan

SMT

9. PENUTUP• Jika setiap GURU SMT mampu meningkatkan

pencapaian pelajarnya dalam SMT, maka lebih ramai pelajar yang akan berminat belajara SMT, maka tenaga manusia SMT masa hadapan terjamin;

• Jika guru dapat semaikan keyakinan dalam diri pelajar bahawa SMT adalah bidang yang penting dan menarik – maka kita telah melangkah ke arah masyarakat celik SMT dan K&I-ekonomi;

• Jika setiap 6 daripada 10 pelajar meminati SMT –maka yakinlah kita mampu menjadi negara maju dan negara pencipta teknologi.

TERIMA KASIH

81Lawatan Menteri 28/10/09

Education is not the filling of a pail, but the lighting of a fire

W.B. Yeats