Sporting icons remembered

Sunday, 11 December 2016

PRAVEEN Kumar Salaish Kumar and Tong Jia Zhen were chosen as special sports icon winners for the Under-13 and Under-14 Athletics Talent Identification Programme held recently.

The boys who are classmates from Form One Casimir, had to compete in the 100m sprint and shot putt to determine the best athlete in two categories for the afternoon session students.

The trophies were named after Peter van Huizen and Mohammad Khalid Othman who were former student and teacher respectively in St Paul’s Institution (SPI secondary school) in Seremban.

Van Huizen was the best hockey goalkeeper produced by SPI. He was a student in SPI from the 1940s to 1950s. He represented Malaysia in hockey in the Olympic Games in Melbourne, Australia in 1956 and later at the 1958 Asian Games in Tokyo.

 The late Mohammad Khalid Othman was an SPI afternoon session teacher who had the distinction of serving the school under seven principals for 33 years. He passed away in March this year.

Cikgu Khalid as he was fondly known, held several responsibilities such as the assistant afternoon supervisor, assistant sports secretary, prefect master and head discipline teacher.

He was active in sports as he was the team manager, coach and official for SPI at district, state and national level sports meets for both athletics and hockey.

Both the custom made challenge trophies were donated by athletics teacher Sathiyakumar Rajasingam.

Retired SPI (primary) MAA Anthonysamy presented the prizes to the top six boys where Praveen received the van Huizen trophy while Jia Zhen got the Khalid trophy.

Sumber:  The Star Online –


M’sia to host math olympiad

Sunday, 11 December 2016

Organised by the AIMO Union, Singapore Math Olympiad (SMO) Education Group and Academy TeamMathics, the event is a platform for students to improve critical thinking skills and exchange knowledge, and to promote educational and cultural development.

The competition is open to contestants aged between nine and 19 who have won Gold, Silver and Bronze Awards (Individual Category) at the Singapore and Asian Schools Math Olympiad (SASMO).

Thirteen countries are expected to participate next year. They are Malaysia, Singapore, Indonesia, Thailand, the Philippines, Kazakhstan, Hong Kong, Taiwan, China, Macau, South Korea, Bulgaria and Myanmar.

“In the finals, the contestants will be given two hours to answer 30 Higher Order Thinking Skills (HOTS) questions,” said TeamMathics director and Singapore Maths Olympiad project director K. J. Heng.

“We use maths every day, from calculating a bill to estimating time. Plus, HOTS is in line with Malaysia’s education blueprint and hones problem-solving abilities,” Heng added, emphasising the importance of the competition.

The announcement on Malaysia playing host in 2017 was made during the TeamMathics 2016 Year-end Achievers Award Ceremony, held recently at Taylor’s University Lakeside Campus.

At this year’s AIMO finals, held in Hong Kong from Aug 2 to 6, Malaysia beat over 1,000 participants to bag one gold, three silver and 18 bronze medals. It also received five Merit Awards.

Sumber:  The Star Online –


Testing and supporting struggling students

Sunday, 11 December 2016

The Education Ministry has come up with a test that assesses pupils with learning difficulties and helps them define their strengths and skills, to move on to the next level.

THE Year Six boy carefully counts the change and hands the money to his “customer” on the other side of the counter.

The “customer’ has bought some popiah from his “stall’ to have for her mid-morning break.

Just behind him is his teacher who observes the transaction. She takes note of the cash he has as the boy puts it away in the till.

 The teacher’s presence at the “stall” is to grade her pupil for his basic counting ability and his interactive and conversational skills with his customer.

Her rating of the pupil is a requirement that has been outlined in the Pentaksiran Alternatif Sekolah Rendah (PASR).

Introduced in February, the PASR is an assessment to gauge pupils with learning disabilities who have between six and eight years of schooling. It is similar in concept to how mainstream Year Six pupils are gauged in the Ujian Pencapaian Sekolah Rendah (UPSR).

The PASR objective is to assess pupils’ aptitude for numbers, their ability to interact with others and learn a skill.It also aims to measure the achievement and the development level of special needs pupils using an integrated assessment approach which encourages meaningful learning by using skills that can be applied in real life.

Prior to the PASR implementation, pupils with learning disabilities did not have any alternative to cater to their learning needs.

In fact, there has so far been no centralised assessment at all for special needs pupils.

While no single test or evaluation can capture a child’s full spectrum of strengths and challenges, an assessment like the PASR helps teachers gauge their pupils to some extent.

Examinations Syndicate Alternative Assessment Development Sector head Mohd Satar Ramli says the Education Ministry wanted a fair way to assess these pupils.

“We explored and studied the assessment instruments used in foreign countries and found that they had modified their mainstream syllabus to suit the pupils’ needs,” he adds.

Education Minister Datuk Seri Mahdzir Khalid (second from left) presents Khoo Jenny (second from right), a special needs student from SK Bukit Rahman Putra, Sungai Buloh, with her PASR certificate. — File photo

Education Minister Datuk Seri Mahdzir Khalid (second from left) presents Khoo Jenny (second from right), a special needs student from SK Bukit Rahman Putra, Sungai Buloh, with her PASR certificate. — File photo

“We didn’t want to modify the national syllabus for special needs pupils just for the sake of doing so,” he adds, saying that the ministry wants to make sure the assessment report has a purpose in helping and defining the pupil’s development to the next level.

He says the ministry is taking a “gentle approach’’ as the children are sensitive.

In 2016, 2,550 pupils from 738 schools took the PASR.

One of the ways the ministry is using a gentle approach for this assessment is to do away with grades.

Instead, candidates are given a competency level ranking.

“They are either “not competent”, “competent” and “more than competent”.

Under the PASR, there is no “fail” or “distinction”.

“We are not judging them by grades, neither are we trying to sugar-coat and give false impressions,” he adds.

“This is what we call an authentic assessment.”

“The ministry believes that if a candidate is rated “not competent” in a skill, but continues to be taught and guided, he can become competent in that skill.

“We also do not want to draw comparisons among candidates as this will cause competition and that is not what the PASR is about,” he points out.

A comprehensive report is also given at the end of the assessment.

The PASR provides a holistic and comprehensive overview of what a child has picked up in primary school, says Mohd Satar.

The PASR provides a holistic and comprehensive overview of what a child has picked up in primary school, says Mohd Satar.

Mohd Satar says that the candidates will receive a physical activity, sports and co-curricular assessment, and psychometric assessment reports as well.

Those who sit for the PASR must be from national, national-type and schools with special needs classes and integrated schools that are following the Primary School Standard Curriculum (KSSR) Special Education also known by its Malay acronym KSSRPK.

Only children who have completed the KSSRPK Level 2 can sit for the assessment.

Examinations Syndicate Alternative Assessment Development Sector assistant director Ku Azman Tuan Mat says candidates must also be in their final year of primary school, and since they have learning disabilities, they are allowed to take the exam between the ages of 12 and 14.

Assessment instruments

Mohd Satar says that the only thing “centralised” in the PASR is the assessment instrument and the scoring rubric used.

The PASR consists of two integrated assessment instruments carried out at the school level, better known as school-based assessments.

Pupils are given eight weeks to complete the instruments known as Special Project (ProKhas) 1 and four weeks to complete ProKhas 2.

ProKhas 1 consists of Bahasa Melayu, Mathematics and Life Skills carried out for eight weeks throughout July and August.

All the subjects are integrated and assessed concurrently through an activity.

Life Skills can be divided into four areas – farming (perkebunan), cooking (masakan), animal husbandry (penternakan) and sewing (jahitan).

For this year, the cooking assessment was based on making, marketing and selling popiah, and it was held in conjunction with Entrepreneur’s Day at the schools.

It is kept very flexible for these pupils as the teacher has a choice of assessing all four life skills or choosing only the best score.

Pupils with special learning needs undergo the PASR at the school level when they finish their primary education. — File photo

Pupils with special learning needs undergo the PASR at the school level when they finish their primary education. — File photo

“It all depends on the candidate’s capabilities,” he says, adding that the life skill taught to the child would also depend on the facilities available in the school.

He adds that it does not matter how much popiah they sell but rather, whether they can communicate effectively, measure the ingredients correctly, follow the recipe taught to them and count the change meant to be given to their customers.

“What we want to measure is how they fare – whether they can read, write, speak and count correctly, as well as the knowledge, skills and values demonstrated in the 20 constructs in a holistic and integrated assessment,” he adds.

“They need to talk to their customers, they need to design a poster with words to promote their product — these are ways we assess their Bahasa Melayu skills.”

“For PASR, we assess them based on the skills they learnt in class,” says Mohd Satar, adding that they cannot be tested based on the theories or cognitive-based questions that mainstream students experience.

ProKhas 2 was carried out for four weeks in September and blended the Social Science and Environment Education, and English Language subjects together.

“The assessment happens during the teaching and learning time in school,” he says.

The long time span, he says, also allows the PASR candidate an “opportunity” to increase their capabilities.

“We will take their higher competency (rating),” Mohd Satar adds.

He says this is crucial as what they aim to do through PASR is to give an accurate view of a pupil’s capabilities and what they have picked up in primary school.

“Realistically, in the real world there are those with special needs that will still need help even after they have finished schooling.”

Another benefit for the pupils when it is conducted during the teaching and learning periods is that teachers are able to help these special needs children, who may not be able to grasp concepts easily or have forgotten them.

“It keeps them motivated to go on and helps prevent the child from becoming frustrated although they might be given a “not competent” in their assessment,” he adds.

Just because it is school-based does not mean the Education Ministry is not keeping an eye on the PASR though.

“The ministry still conducts quality control through mentoring, monitoring, detecting hiccups and coordination efforts,” he says.

The assessment instruments, scoring guide, assessment rules and guidelines are given by the Examinations Syndicate.

“We have a specific scoring rubric that the teachers must use when assessing the pupils.” he points out, adding that they trust the teachers to score the candidates fairly.

Feedback from all those involved has been pretty much positive.

Although there were only six months to train the teachers, most of them have said that the training was comprehensive enough for them to understand how to conduct the assessment, adds Mohd Satar.

This is based on a survey conducted by the Examinations Syndicate.

“On the ground, the teachers and students have enjoyed the cooking assessment with mainstream students coming to the stalls set up and buying the popiah,” he says.

“The pupils have even asked the teachers if there are any more assessments like this once PASR was over.

“Pupils normally do not like tests and assessments but the PASR has them asking for more,” Mohd Satar happily adds.

He says this is because the children get to experience what is being taught in class, and this is exciting for them.

Mohd Satar says the PASR rankings can be used by the secondary school teacher and parents to determine how much help or independence should be given to the child when they enter Form One.

He reiterates that special needs education needs to be tailored to the individual child as each of them have varying degrees of learning disorders.

“They may need remedial lessons or enrichment if they are more advanced.”

As for plans for the future, Mohd Satar says: “We are now preparing for PASM which is for those who have completed their lower secondary education. It will be the secondary school equivalent of PASR.

“Nothing is confirmed yet but we have plans to have the PASM at the same time as PT3 (Form Three Assessment) which will also be a school-based assessment.”

Sumber:  The Star Online –

Pendidikan Malaysia di landasan betul

Mahdzir Khalid dan Ketua Menteri Melaka, Datuk Seri Idris Haron Mahdzir Khalid dan Ketua Menteri Melaka, Datuk Seri Idris Haron bergambar bersama guru serta orang awam dalam program Guru Bersama Masyarakat Peringkat Negeri Melaka 2016 di Merlimau, semalam.

PUTRAJAYA 8 Dis. – Keputusan Kementerian Pen­didikan menjadikan Ke­­mahiran Berfikir Aras Tinggi (KBAT) sebagai aspirasi yang diterapkan dalam diri murid telah berjaya meletakkan mereka sebagai generasi yang mampu bersaing di peringkat global.

Menteri Pendidikan, Datuk Seri Mahdzir Khalid berkata, keupayaan murid memperoleh ilmu pengetahuan melalui pera­saan ingin tahu dan mengamalkan pembelajaran sepanjang hayat membolehkan mereka meng­hubungkan pelbagai disi­plin ilmu dan mencipta ilmu yang baharu.

Menurutnya, peningkatan skor murid dalam pentaksiran antarabangsa yang menggunakan soa­lan aras tinggi menunjukkan usaha untuk menyediakan generasi ma­sa hadapan sudah mula menampakkan hasil.

“Sebagai kerajaan yang melihat jauh ke hadapan, kita mahu sekolah menyediakan murid de­ngan kemahiran dan nilai yang relevan untuk mereka menjadi warganegara yang dapat me­nyum­bang kepada kejayaan negara.

“Jika 10 tahun akan datang kita akan memandu kereta terbang, murid yang akan mencipta, menghasilkan kereta itu dan membaik pulihnya,” katanya menerusi portal yang bertajuk Menerajui Perubahan: Anjakan 1 – Menyediakan Kesamarataan Akses Kepada Pendidikan Berkualiti Bertaraf Antarabangsa.

Beliau memberikan reaksi demikian sebagai mengulas peng­umuman keputusan pentaksiran antarabangsa Trends in Mathematics and Science Study (TIMSS) dan Programme for International Student Assessment (PISA) yang meletakkan skor kedua-dua pentaksiran untuk Malaysia meningkat secara signifikan.

Daripada 16 negara peserta yang telah mencatatkan pe­ningkatan skor dalam sains pada TIMSS 2015, Malaysia mencatat peningkatan tertinggi iaitu 44 mata berbanding TIMSS 2011 manakala PISA yang lebih ber­orientasikan literasi domain sain­tifik, matematik dan bacaan juga amat membanggakan negara.

Beliau yang berkongsi pe­ngalamannya semasa bertemu pimpinan mahasiswa Malaysia yang belajar di luar negara semasa Perhimpunan Agung UMNO 2016 minggu lalu memberitahu, pelajar terbabit sepakat menyokong usaha kerajaan dalam usaha melahirkan generasi berkualiti sebagai persediaan untuk menjalani kehidupan di luar negara.

“Mereka berkata, KBAT, kemahiran berkomunikasi atau bahasa serta pelbagai kemahiran kognitif termasuk penaakulan dan pemikiran kritis, kreatif serta inovatif bagi mereka mengaplikasikan ilmu pengetahuan dan berfikir secara kritik termasuk di luar konteks akademik.

“Dalam sesi dialog itu saya jelaskan bahawa sistem pendidikan negara berada di landasan yang betul kerana kita meletakkan asas yang kukuh melalui penerapan Enam Aspirasi Murid bagi para pelajar,” katanya.

Mahdzir turut menjelaskan bahawa murid bukan bahan eksperimen, sebaliknya setiap yang dilaksanakan oleh kementerian telah melalui proses perancangan yang melibatkan pakar pendidikan dan sesi penglibatan awam secara meluas.

Sehubungan itu katanya, penglibatan pihak media dalam membantu menyebarkan maklumat mengenai perubahan yang sedang berlaku dalam bidang pendidikan negara dapat membantu menyampaikan maklumat secara meluas kepada orang ramai.

– Sumber : Utusan Online

PBS dilaksana jika semua setuju


BATU PAHAT 9 Dis. – Pentaksiran Berasaskan Se­kolah (PBS) yang dicadang menggantikan Ujian Penca­paian Sekolah Rendah (UPSR) bo­leh diperkenalkan dalam tempoh kurang lima tahun sekiranya semua pihak bersetuju.

Menteri Pendidikan, Datuk Seri Mahdzir Khalid berkata, kementerian itu perlu mengumpul maklum balas daripada semua pihak berkepentingan termasuk ibu bapa dan warga pendidik untuk dimasukkan dalam kajian yang akan dilakukan terhadap pengenalan PBS.

Menurutnya, kajian itu akan dimulakan tahun depan dengan melibatkan semua pihak terma­suk Persatuan Ibu Bapa dan Guru (PIBG), Kesatuan Perkhidmatan Perguruan Kebangsaan (NUTP) dan pihak berkaitan lain serta Pejabat Pendidikan Daerah (PPD) di seluruh negara.

“PPD akan memainkan pera­nan mereka untuk bertemu de­ngan setiap PIBG yang berada di kawasan masing-masing bagi mendapatkan input serta maklum balas yang kita jangkakan mengambil masa kira-kira enam bulan.

“Selepas tempoh itu, barulah kita akan menilai sistem PBS ter­babit, tetapi bagaimanapun akhir sekali ia terpulang kepada maklum balas masyarakat khususnya ibu bapa sama ada mereka mahukan PBS atau UPSR yang berasaskan peperiksaan dikekalkan,” katanya.

Beliau berkata demikian dalam sidang akhbar selepas merasmikan Program Kembali Ke Sekolah Parlimen Parit Sulong di Maktab Rendah Sains Mara (MRSM) Batu Pahat, di sini hari ini.

Yang turut hadir, Ahli Parlimen Parit Sulong, Datuk Dr. Noraini Ahmad; Pengerusi Jawatankuasa Belia, Sukan, Warisan dan Kebudayaan negeri, Datuk Zulkurnain Kamisan merangkap Ketua UMNO Bahagian Parit Sulong dan Timbalan Ketua Pengarah Pelajaran, Datuk Dr. Amin Senin.

Tambah Mahdzir, kerajaan me­­mang bercadang untuk meman­suhkan UPSR dan menggantikan­nya dengan PBS bagi mengurangkan tekanan ke atas murid selain menilai pencapaian mereka dengan lebih menyeluruh.

“Mengikut format UPSR sekarang, pelajar dinilai hanya menerusi akademik manakala de­ngan format PBS, beberapa aspek lain turut dititikberatkan antara­nya akademik, jasmani, sukan dan kokurikulum serta psikometrik seperti yang dilaksanakan melalui Pentaksiran Tingkatan Tiga (PT3).

“Kalau pelajar akademiknya baik, kokurikulum baik, sukan baik, kemudian sahsiah diri baik, (PBS) akan menilai semua sekali, itulah penilaian yang lengkap untuk semua pelajar,” katanya.

– Sumber : Utusan Online

1BestariNet fasa II naik taraf perkhidmatan jalur lebar

Pelajar di sekolah yang dilengkapi perkhidmatan jalur lebar 4G dapat mencapai kemudahan 1BestariNet Pelajar di sekolah yang dilengkapi perkhidmatan jalur lebar 4G dapat mencapai kemudahan 1BestariNet dengan kelajuan yang lebih stabil dan optimum sehingga 15 Mbps. – Gambar hiasan

PROJEK Perkhidmatan 1BestariNet yang kini memasuki fasa kedua, memberi keutamaan bagi membolehkan sekolah memperoleh akses Internet yang lebih stabil dengan kelajuan optimum dengan menaik taraf perkhidmatan jalur lebar sedia ada kepada rangkaian Internet 4G.

Timbalan Menteri Pendidikan I, Datuk P. Kamalanathan berkata, menerusi fasa kedua yang bermula sejak Julai lalu, 1,549 buah sekolah di seluruh negara akan dilengkapi kemudahan rangkaian Internet 4G, iaitu 901 sekolah di Semenanjung dan Sabah serta 648 sekolah di Sarawak.

Beliau menambah, sebanyak 8,185 sekolah yang telah memiliki perkhidmatan jalur lebar Internet 4G dalam fasa pertama, juga akan dipertingkatkan.

“Kapasiti jalur lebar ditingkatkan mengikut tiga jenis sekolah iaitu sekolah yang mempunyai sebuah makmal mendapat 6 megabit sesaat (Mbps), dua makmal memperoleh 10 Mbps manakala tiga makmal pula mendapat 15 Mbps.

“Dengan fasa kedua ini kita dapat mengatasi isu kelajuan yang merupakan salah satu masalah yang diketengahkan sebelum ini,” katanya dalam sidang akhbar selepas merasmikan Persidangan Leaps of Knowledge, di Kuala Lumpur, baru-baru ini.

Yang turut hadir Pengarah Eksekutif FrogAsia Sdn. Bhd, Lou Yeoh dan Ketua Pegawai Eksekutif YTL Communications Sdn. Bhd., Wing K. Lee.

1BestariNet adalah inisiatif Ke­menterian Pendidikan bagi meng­gantikan dan menambah baik sistem rangkaian Teknologi Maklumat dan Komunikasi (ICT) di sekolah dengan pelaksana­an fasa pertamanya bermula 2011 membabitkan peruntukan RM663 juta.

Projek selama 15 tahun yang dikendalikan oleh YTL Communications ini mempunyai tiga fasa dengan kos keseluruhan RM4.077 bilion.

Mengulas lanjut, Kamalanathan berkata, bagi mempromosikan Persekitaran Pembelajaran Maya (VLE) Frog, sebanyak 1,973 sekolah telah dirangkaikan de­ngan teknologi terkini dan peranti ICT yang serasi.

“Seramai 1,200 jurulatih akan ditugaskan oleh kementerian Pendidikan untuk melatih guru-guru mengoptimumkan penggunaan Frog VLE sebagai langkah memperkasakan warga pendidik dengan kemahiran berkaitan selain membolehkan mereka membangunkan sendiri kandung­an pembelajaran,” katanya.

Malah, katanya, projek 1Bes­tariNet berjaya menarik perhatian antarabangsa termasuk Google, Microsoft dan Kementerian Pendidikan Finland yangmemuji Malaysia dalam penyediaan perkhidmatan jalur lebar di semua sekolah termasuk di kawasan bandar bagi mewujudkan pendidikan bertaraf sama dan saksama.

– Sumber : Utusan Online

Transformasi IPG 2016-2025 Ke arah menjadi institusi pendidikan tinggi guru terunggul

IPG berhadapan cabaran besar untuk membentuk warga pendidik yang boleh memenuhi keperluan pendidikan

IPG berhadapan cabaran besar untuk membentuk warga pendidik yang boleh memenuhi keperluan pendidikan sejajar perkembangan teknologi masa kini.

PUTRAJAYA 11 Dis. – Visi Institut Pendidikan Guru (IPG) adalah untuk menjadi peneraju kecemerlangan pendidikan guru menerusi program pembangunan yang dinamik sejajar misi melahirkan guru yang kompeten dan berjiwa pendidik.

IPG kini berhadapan cabaran besar untuk membentuk warga pendidik yang boleh memenuhi keperluan pendidikan negara sejajar perkembangan teknologi masa kini. Bagi mencapai hasrat itu, IPG perlu dirombak bagi memacu lonjakan kecemerlangan dalam mendepani aspek peningkatan kualiti guru di Malaysia.

Ketua Jabatan Pengurusan Kualiti dan Keutuhan, Institut Pendidikan Guru Malaysia (IPGM), Dr. Azma Mahmood berkata, Kementerian Pendidikan menerusi Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 menyatakan bahawa IPG perlu dirombak secara menyeluruh ke arah menjadi institusi latihan guru bertaraf dunia. Beliau menjelaskan bahawa anjakan keempat PPPM 2013-2025 telah mengariskan transformasi keguruan sebagai profesion pilihan dengan menjadikan IPG sebagai sebuah institusi yang mampu meningkatkan standard pendidikan di Malaysia menerusi pembangunan pendidikan guru.

“Kerajaan pada 2012 telah mengumumkan bahawa IPG perlu dirombak, maka selepas itu satu kajian mendalam telah diadakan melalui pelbagai pendekatan seperti sesi pengumpulan input dan pandangan Kajian Transformasi IPG ini telah dilaksanakan oleh pakar perunding antarabangsa, Parthenon – Ernst & Young (EY) dan pelan tindakan yang dihasilkan telah mendapat kelulusan dalam Mesyuarat Susulan Jemaah Menteri pada September 2015.

“Sebanyak 9,000 pelajar, pensyarah dan alumni IPG terlibat dalam kajian ini termasuk penanda arasan terhadap tujuh buah negara yang terbaik dalam pendidikan guru,” katanya. Lanjutan itu, Dr. Azma berkata, satu pelan yang dinamakan sebagai Transformasi IPG telah dirangka bagi tempoh 10 tahun iaitu bermula pada 2016 sehingga 2025 dengan berasaskan

lima teras utama iaitu:
“Transformasi kepimpinan dan organisasi, penyusunan semula kampus, kualiti pensyarah, penyelidikan dan persekitaran pembelajaran,”
jelas beliau.

Beliau berkata, sebanyak 40 inisiatif telah dikenal pasti untuk pelaksanaan yang terbahagi kepada tiga peringkat untuk tempoh selama 10 tahun.

Katanya, peringkat pertama bermula dari 2016 hingga 2017 melibatkan 18 inisiatif, peringkat kedua (2018-2020) melibatkan 15 inisiatif manakala tujuh lagi inisiatif untuk peringkat ketiga bermula 2021 hingga 2025.

Pada peringkat pertama (2016-2017), sepuluh daripada 18 inisiatif yang telah digerakkan berjaya mencapai sasaran yang ditetapkan bagi tahun semasa. “Lapan lagi inisiatif dalam peringkat pertama akan terus digerakkan bagi mencapai sasaran menjelang 2017,” katanya.

Jelasnya, semua pencapaian inisiatif yang terkandung dalam transformasi itu dinilai dan dipantau Unit Pelaksanaan dan Prestasi Pendidikan (PADU) Kementerian Pendidikan bersama Pejabat Pengurusan Transformasi (Transformation Management Office) IPG.
“Keseluruhan cadangan pelaksanaan Transformasi IPG telah mendapat kelulusan Mesyuarat Susulan Jemaah Menteri pada September 2015,” jelas beliau.

Beliau menarik perhatian bahawa impak pelaksanaan Transformasi IPG iaitu berupaya menghasilkan pendidik yang berkualiti dan memenuhi aspirasi sistem pendidikan Malaysia. Katanya, pengajaran abad ke-21 memerlukan strategi pembelajaran dan pengajaran yang berkesan di dalam bilik darjah. “Guru perlu menekankan aspek membina pedagogi pembelajaran abad ke-21 dalam proses mereka
bentuk pengajaran selain aspek prasarana fizikal.

“Maka Transformasi IPG ini bertepatan dengan usaha itu bagi menyediakan guru terlatih berkualiti dan diiktiraf di peringkat global,” katanya. Dalam melaksanakan Transformasi IPG, Dr. Azma berkata, pihaknya berdepan beberapa cabaran. Namun, untuk menjayakan agenda transformasi, warga IPG perlu berfikir secara positif dan bersatu untuk menyokong agenda perubahan
demi masa depan pendidikan negara. Menurutnya, warga IPG juga perlu menjadi agen perubahan dan bersama-sama memacu transformasi
organisasi menjadi institut perguruan yang unggul.

– Sumber : Utusan Online