Professional Documents
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WE, HER PEOPLE, pledge our united efforts to attain these ends guided by these principles:
BELIEF IN GOD (Kepercayaan kepada Tuhan)
LOYALTY TO KING AND COUNTRY (Kesetiaan kepada Raja dan Negara)
THE SUPREMACY OF THE CONSTITUTION (Keluhuran Perlembagaan)
THE RULE OF LAW (Kedaulatan Undang-Undang)
COURTESY AND MORALITY (Kesopanan dan Kesusilaan)
Kebawah Duli Yang Maha Mulia Seri Paduka Baginda Yang di-Pertuan Agong XVI Al-Sultan Abdullah Ri'ayatuddin Al-Mustafa
Billah Shah Ibni Sultan Haji Ahmad Shah Al-Musta'in Billah Negeri: Pahang Tempoh: 31 Januari 2019 - kini
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Early education is important in order to shape the personality of young children (1-6 years old)
Upon completion of schooling, the individual continues to enhance his knowledge, skills and character
Continuous education will assist the individual to adapt to various types of changes
Development of Every individual has been blessed by God with hidden talents, potentials and abilities
individual potentials Talents, potentials and ability should be tapped, nurtured, developed and enhanced through social
interaction with others and the environment
Education should offer individual opportunities to develop their talents / potentials / abilities
Holistic and Enhancements and development should preferably encompass all aspects (intellectual, spiritual,
integrated emotional and physical)
development of the
individual
Balanced and Importance of knowledge (Intellectual) – Good personality (Emotional)
harmonic being Belief in God and good character (spiritual) – Good health (physical)
Balance of the four aspects will produce an individual who can live in harmony with others
Resilience to face all of life’s challenges and problems
Intellectual element Possess four basic skills (reading, writing, arithmetic, reasoning)
Always strives to acquire and develop true knowledge
Possess creative, critical and reflective thinking skills
Willing to share knowledge with others and the environment
Spiritual element Thankful for God’s gifts
Possess good character and upholds moral values
Emotional element Matured and stable emotions
Possess and nurtures love
A feeling of togetherness (unity)
Physical element Be aware of the importance of good health
Develop technical, manipulative and social talents and skills
Uses physical fitness skills for the benefit of society
Belief in and Admit the existence of God and accept Him as the Creator of mankind and the universe
obedience to God Be aware that God determines nature’s laws and phenomena
Be aware that every individual is fully responsible for his deeds and actions
Practise all the teachings of the faith professed
Emphasises vertical relationship (human with God) and horizontal relationship (human with others)
Emphasises religious and moral education, human and personality development
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Nadi Ilmu Amalan Membaca – NILAM (Reading Habit the Key to Knowledge)
A reading programme established from 1999 to recognise and award good reading habits among pupils in school
Emerged from the combination or integration of all activities to inculcate the love for knowledge in schools
Objectives:
To produce pupils who are avid readers of quality materials from various fields;
To encourage school to continuously generate creative & innovative ideas in instilling good reading habits among pupils
NILAM Activities: Bulk Loan, Book Review, Book Forum, Story-telling, Info-track (Problem-based learning)
Shift 2: Ensure every child is proficient in Bahasa Malaysia and English language
• Introduce a standard Bahasa Malaysia curriculum at the primary level, with intensive remedial support for struggling students.
• Expand the LINUS programme to include English literacy.
• Upskill English teachers and expand opportunities for greater exposure to the language.
• Encourage every child to learn an additional language by 2025.
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Shift 6: Empower JPNs, PPDs, and schools to customise solutions based on need
• Accelerate school improvement through systematic, district-led programmes rolled-out across all states by 2014.
• Allow greater school-based management and autonomy for schools that meet a minimum performance criteria.
• Ensure 100% of schools meet basic infrastructure requirements by 2015, starting with Sabah and Sarawak.
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English language teachers to sit for the Malaysian University English Test (MUET)
The directive was issued in a circular dated April 14, 2019 by Education director-general Datuk Dr Amin Senin to gauge
language competency among teachers, adding that this was important to ensure students would be taught by those who
had high proficiency as Malaysia aimed to raise its English education standards.
The move was necessary to allow such teachers, apart from the minimum C1 qualification they were required to have from
the CEFR to teach the language, in line with the requirements set out in MEB 2013-2015 (Teo Nie Ching, 2019).
MoE is in the process of producing autonomous teachers via continuous professionalism development as it strives to further
uplift and strengthen the teaching profession so that it can be at an international standard. In this context, all English
language option teachers must have the drive towards efforts to elevate English language proficiency and pedagogical skills.
This had engaged with NUTP on the roll out of the Professional Up-Skilling of English Language Teachers’ (Pro-ELT) course
and the level of proficiency for English teachers based on the CEFR to assure (all interested parties) that it will give priority
to addressing the shortage of English teachers and at the same time will not burden the teachers.
All Malaysian English teachers are required to sit for MUET before the end of December 2019 and it is self-funded.
Arguments proposed by National Union of Teaching Profession (NUTP):
The issue of the shortage of English language teachers has yet to be rectified.
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English option teachers already have English language teaching qualification, i.e. TESL, TESOL.
For non-option English teachers (those are not trained in the field and are to teach due to lack of teachers), they
certainly can’t reach the set level because English is not their field.
Apart from teaching, English language teachers also had to perform various activities such as HIP and PLC
programmes, compared with teachers teaching other subjects.
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It is a reinforcement of the 1999 MOE circular on implementing English enrichment activities in and out of class.
International research indicates that more exposure time than the current 15-20% is required for students to
achieve operational proficiency.
When students play, interact and have fun using English as a medium of communication and learning, they will
develop an appreciation for the language and be comfortable to use it in their daily lives.
It also aims to inculcate positive behaviours towards the learning and usage of the English Language.
Aligned with Malaysian Education Blueprint 2013-2025:
Student’s Aspiration: Bilingual Proficiency
Shift 2: Ensure every child to be proficient in Bahasa Malaysia and English language, and also encourages every
child to learn an additional third language
Schools will be provided with a toolkit so that they will be guided for a more purposeful planning of activities (In-Class, Out
of Class and Extra Classes), based on their local context and capabilities. A support mechanism (i.e. peer-to-peer
learning, support by coaches, district and state officers) is provided to encourage schools to share, learn and encourage
each other on the implementation of English enrichment activities.
E.g.: Story Time, A Word A Day, Action Song, presentations in Weekly Assembly and using English during school events
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Crest or helm The yellow colour of the crest, a crescent and a 14-pointed federal star, symbolises the country's monarchy. The
(crescent and crescent also represents Islam as the official religion while the federal star represents the thirteen states and
federal star) the Federal Territories of Malaysia.
Originally, the fourteen-pointed star represented the original fourteen states of Malaysia, which included
Singapore. It was not changed when Singapore left the Federation in 1965, but it has generally been accepted
that the 14th point represents the Federal Territories.
Escutcheon The escutcheon, represented by a shield, is primarily intended to serve as a representation of states unified
(shield) under the Malaysian federation, and is subdivided into ten divisions.
The upper portion or chief of the shield contains five krises on a red background, representing the five former
Unfederated Malay States, Johore, Terengganu, Kelantan, Kedah and Perlis. The remainder of the shield, which
in the coat of arms of Malaya was divided in three per pale (longitudinally) between the former Federated Malay
States, Penang and Malacca, is now divided into four sections:
In the dexter (left from the observer's point of view) section is the Pinang palm along with the Penang Bridge
representing Penang
In the upper middle of the shield, below the row of krises, are the colours of the Federated Malay States (red,
black, white and yellow) arranged from left to right. The permutations of the colours red, black, white and yellow
make up the colours of these states' flags. Red, black and yellow are for Negeri Sembilan; black and white for
Pahang; black, white and yellow for Perak; and red and yellow for Selangor.
In the lower middle of the shield, there are three sections formerly representing the new (in 1963) states of
Sabah, Singapore and Sarawak. Since 1965, Singapore's section has been replaced by a depiction of the
national flower, the hibiscus.
In the sinister (right from the observer's point of view) section is the "Malacca" tree representing Malacca.
Supporters The two rampant tigers supporting the shield are traditional Malay symbols. They are retained from the earlier
(tigers) armorial ensign of the Federation of Malaya, and prior to that of the Federated Malay States. They symbolise
strength and courage.
Motto (banner) The motto of the arms, located below the shield, consists of a banner with the phrase "Unity is Strength"
(Bersekutu Bertambah Mutu) written in both romanised Malay and Jawi. The original English phrase was
replaced by romanised Malay some time after independence.
**The logo of MOE had been changed to The Coat of Arms from 1 January 2017.
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STEM Education
Based on educating students in four different fields, namely science, technology, engineering and mathematics
MEB underlines several steps to strengthen STEM education in Malaysia:
– To increase students’ interest through new learning approaches as well as improved curriculum
– Inclusion of higher order thinking skills to making subject content relevant in everyday life
– Improving teachers’ skills and competencies through continuous training
– To increase both students and parents’ awareness about the importance and opportunities in STEM fields.
– Initiating various programmes in the form of curriculum and co-curricular activities to capture the students’
involvement in STEM education
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Vision 2020
Introduced by the 4th (now 7th) Prime Minister of Malaysia, Mahathir Mohamad in 1991
The vision calls for the nation to achieve a self-sufficient industrialised nation by the year 2020, encompasses all aspects
of life, from economic prosperity, social well-being, educational worldclass, political stability, and psychological balance.
By the year 2020, Malaysia can be a united nation, with a confident Malaysian society, infused by strong moral and ethical
values, living in a society that is democratic, liberal and tolerant, caring, economically just and equitable, progressive and
prosperous, and in full possession of an economy that is competitive, dynamic, robust and resilient.
There can be no fully developed Malaysia until we have finally overcome the nine central strategic challenges that have
confronted us from the moment of our birth as an independent nation.
Mahathir outlined nine strategic challenges that Malaysia must overcome to achieve Vision 2020:
Challenge 1: Establishing a united Malaysian nation made up of one Bangsa Malaysia (Malaysian Race).
Challenge 2: Creating a psychologically liberated, secure and developed Malaysian society.
Challenge 3: Fostering and developing a mature democratic society.
Challenge 4: Establishing a fully moral and ethical society.
Challenge 5: Establishing a matured liberal and tolerant society.
Challenge 6: Establishing a scientific and progressive society.
Challenge 7: Establishing a fully caring society.
Challenge 8: Ensuring an economically just society, in which there is a fair and equitable distribution of the wealth of the nation.
Challenge 9: Establishing a prosperous society with an economy that is fully competitive, dynamic, robust and resilient.
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Hope this helps and wish you all the best in your coming interview
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