Highly Immersive Programme (HIP)

The Case for Change

Malaysia’s English is not at par with neighbouring counterparts
Third in S.E.A., behind Singapore and Philippines in proficiency.
Source: Jobstreet ELA, 2011, http://www.thestar.com.my/story/?file=/2011/6/7/nation/20110607160637

English Proficiency of Form 5 Students

C2

C1
2%

B2
55% 43%
B1

A2 Source: Cambridge Baseline Study 2013

A1 C1 B2 and below A2 and below

In general, local graduates are highly qualified but are not proficient in English –
National Graduate Employability Blueprint 2012-2017 by MoE

Source: Survey conducted by Manpower (2008), extracted from the National Graduate Employability Blueprint 2012-2017

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The Case for Change
1 Enhance Knowledge
Able to read, understand, explore and learn more from the
information available on the internet. Enjoy and benefit other
subjects/domains

2 Further Studies
Poor IELTS results have hampered students to apply to study
overseas. Poor English hampers the ability to cope in higher
education especially in science, medicine, law, engineering,
technical and economic fields.

3 Workplace requirements
Even for entry levels and junior level jobs, employers say they
need people who are proficient in English to work and
interact with customers, suppliers, as well as write reports
and read manuals.

95% employers believe that an enhanced quality of the

English Language improves the productivity of staff. Since
2006, poor English proficiency among fresh graduates is
consistently ranked as one of the top five issues.

Parents want an increase in exposure to the English language –

Evident through letters and articles in media
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Addressing the Need for Better English Proficiency
Importance of being proficient in the English Language
 FOR LIMITED CIRCULATION ONLY

The Highly Immersive Programme is a programme under the MBMMBI policy.

HIP supports the 5 Shifts of the MEB.

The MBMMBI Umbrella

2 Surat Pekeliling Ikhtisas HIP on
implementing English enrichment
Programme under Wave
activities
2 of MEB

Highly Immersive
Programme

THE 5 SHIFTS OF THE MEB

All schools to implement supporting

activities to increase students’
exposure to the English Language
Shift 1 Shift 2 Shift 3 Shift 5 Shift 9
 FOR LIMITED CIRCULATION ONLY

HIP aims to codify best practices of school leaders and scale up to all
schools via sharing, learning and support

What’s Goal of the Programme

New?
All schools put
into practice

• Schools adopt best

practices according
to level and capacity

• Sharing of schools’ best practices

• Cater for different levels and limitations
• Peer-to-peer school support
• Continuous support by SIP+, SISC+, district
and state
The programme aims to improve the English proficiency of students
through increased immersion and usage.

Programme Targets HIP Toolkit

(A) Self Assessment Tool (B) Guide Book

Increase self-assessed
levels of English
immersion of schools

Level of English 1. Fundamental Factors

Increased 1
immersiveness • How to build confidence
acceptance towards and level of
English language comprehension?

2 Capacity Gaps 2. Strategic Planner for

Activities
Increased overall
English proficiency • How to implement and
overcome challenges?
of students

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HIP Approach
THE WHOLE SCHOOL APPROACH

• Create a conducive
• Lead and motivate environment for learning
English.

SCHOOL HEAD TEACHERS

LEARNERS PARENTS AND

COMMUNITY

• Take charge of learning • Provide expertise and lend

and development assistance
Addressing Fundamental Factors to enhance English proficiency
1 2 3 4
School Teachers Students Parents &
Head Community
The Anchor The Doer The Learner The Supporter

• Create an English • Create an English • Take charge of • Create an English

environment
• Be a leader and
constant motivator
• Ensure sustainability
• Involve parents and
community
environment personal development environment
• Conduct effective and learning • Provide expertise
teaching and learning • Support teachers in • Lend help and
• Create English activities assistance
programmes, tools, • Involve parents and • Provide financial aid
and aids community in • Implement CSR
• Organize events and activities activities
activities

Implementation Plan
Best Implementation Adaptation Possible
Practices Steps Ideas Challenges

Parameters
Impact on Ease of Special/
Students Which level of Suitable for Total cost of
English implement- critical
involved? students? rural/ urban? the activity?
proficiency? ation? requirements
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Supporting activities to create a highly immersive environment
1 2 3 4
In-Class Out-of-Class Extra Classes Outreach
To create effective & engaging Further support for high-need To increase English immersive
To increase immersive
in-class programmes to facilitate environment in school students and achieving students through community outreach
the learning of English & various collaborations

• Drop Everything and Read • International/Local Skype

• Fun learning
• Speakers’ Corner
• Let’s Talk!
• Assembly in English
• Let’s Read Together
(Shared/Guided) Reading • English Tunnel
• Show Your Talent • Dear Diary
• Project-based learning • Young Talent
• Junior Stage
• Language Games
• English Newsletter
• Young Reading Tutor
• Young Entrepreneur
• Merry Coaching in Merry Land
@Webinar
• Welcome ABC
• Mentoring of schools
• Holiday Fun Learning
• Field trips
• Sunflower Programme
• LINUS 2.0 (Literasi Bahasa
• Parents in the House
Inggeris) • Pupils Exchange Programme
• External Collaboration with
universities, colleges
• Parents’ Talk
• Pen-pal Programme
• Little Ambassadors

Implementation Best Implementation Adaptation Possible

Plan Practices Steps Ideas Challenges

Group of Impact on Ease of

Suitability for Cost of the Critical
Parameters students English implement-
rural/ urban activity requirements
involved proficiency ation
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Collaboration with external parties would contribute highly to the
effectiveness and sustainability of HIP in schools

Three (3) Types of Partners for HIP:

1 Parents and 2 Institutions of 3 Corporates

Alumni Higher Learning and NGOs

Public Higher Polytechnics & Private Higher

Institut Pendidikan
Education Community Education
Guru
Institutions (IPTA) Colleges Institutions (IPTS)
Pilot and Implementation Strategy

Pilot 2016 Scale 2017 Implement 2018

Test, revise, showcase Learn, improve, showcase Monitor, refine, celebrate

Stage 1 Stage 2 Staged Full

Jan–Jun 2016 Jul-Dec 2016 Roll-Out Roll-Out

94 1,200 5,500 10,000

schools Schools schools schools

Objective of Pilot Stage

• Ensure that there are
adequate support and
monitoring that is
scalable and sustainable
for the schools
• Able to respond to pilot
feedback and update
toolkit in a timely and
speedy manner
1. Ease of logistics and physical scalability:
• Peninsular by zones: North, South, Central
and East
• Sabah and Sarawak
2. Implement by PPD
3. Focus on good diversity of schools:
• Types of schools: SK, SJK C and SJK T
• Covers both rural and urban schools
• Bands 3, 4, 5 and 6
• Emphasise on poor and rural schools
Thank You