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Literasi Dan Numerasi (K. Terengganu)
Literasi Dan Numerasi (K. Terengganu)
Number of students who have not reached targeted literacy standards by end of Year 1 (% in brackets) Number of Year 4 students who have not reached targeted numeracy standards (% in brackets) 117,024 (24%)
100,000
80,000 60,000 40,000 20,000 0 2006 2007 2008 50,253 (11%) 51,486 (10%) 54,272 (13%)
2006
2007
2008
SOURCE: KIA2M for literacy rates and PROTIM for numeracy rates
Low illiteracy
5,767(9.6%) 5,022(8.4%)
Kedah Kelantan
3,402 (5.8%)
Pulau Pinang
3,999(6.7%)
Sabah
9,252(15.4%)
Selangor Pahang
3,414(5.7%)
6829(11.4%) 5,508(9.2%)
Sarawak
682 (1.1%)
2,761(4.6%) 1,036(1.7%)
Johor
64 (0.1%) 9,511(15.9%)
District with the Most Number of Illiterate Students for selected states
Number of illiterate students 870 721 % of total illiterate students in the state 22.0 18.2
States
Kedah
Kota Setar
709 446
672 505 907 477 310 934 895 739 807 743 655
17.9 19.4
19.1 18.0 43.1 22.7 14.7 17.9 17.1 14.1 11.4 10.5 9.2
PPD will need to understand the root causes behind the low literacy rates in these districts and come up with a tailored intervention strategy
LINUS is an acronym for Literacy and Numeracy Screening LINUS is a remedial programme designed to ensure students acquire basic literacy (Bahasa Malaysia) and numeracy skills at the end of 3 years of primary education
LINUS is targeted at students who have difficulties in 3Rs i.e. Reading, wRiting and aRithmetic
100 80 60 40 20 0
87 88 90
91 93 95
97 99 100
2010
Initial Stage (Year 1)
2011
2012
Year 3
100 85 80 60 40 20 0 77
90
95 91 93
100 96 98
2010
Initial Stage (Year 1)
2011
2012
Year 3
Minimum of 800 simple common words Simple & compound sentences with conjunctions
Minimum of 1000 simple common words Simple & compound sentences with conjunctions in short paragraphs
Basic Numeracy
Ability to solve basic mathematical operations, understand the idea of simple mathematics and able to apply mathematical skills in everyday life Skill Read, write, count and arrange (in order) whole numbers Basic Operations Year 1 Year 2 Year 3
Numbers up to 50
Numbers up to 100
Numbers up to 1000
Basic facts for addition and subtraction, multiplication (for 2, 5 & 10) and division (for 2, 5 & 10) Count money up to RM 50 State time in hours on an analogue clock Measure length of objects in correct units
Basic facts for addition and subtraction, multiplication (for 3,4,6,7,8 & 9) and division (for 3,4,6,7,8 & 9) Count money up to RM 100 State time in hours on an analogue clock Measure length of objects in correct units (in cm only)
Application
Count money up to RM 10 State time of day Measure length of objects in relative units
Medical No Assessment No
No
No LINUS Year 2
Yes
Program will focus on early intervention (Year 1 3) for both literacy and numeracy skills. Previous programs either only focused on literacy skills (KIA2M) or only in Years 4-6 (Protim) Reduced remedial teacher to student ratio to 1:15 from currently 1 per school Nurses in schools to identify students who require tailored special needs programmes
Management and supervision is decentralised to District Education Office & monitored by the School Inspectorates. Previously, this was done by the MOE
Best performing teachers will now be allocated to Year 1 and 2 i.e., LINUS program. (Not just exam year, i.e. Year 6) Professional support for LINUS teachers via dedicated facilitators (FasiLINUS)
We have identified several factors which will be critical to the success of the LINUS programme
Success Factors Remedial Teachers (1:15 students) Establishment of FasiLINUS (1:20 schools) Nurse in schools (1:700 students) Enhancement of Teachers Pedagogical Skills through In-service and pre-service training. All schools must participate unconditionally in LINUS Programme.
Currently, we plan to increase the number of remedial teachers to ensure sufficient coverage for students
From
Under KIA2M
To
Proposed under LINUS programme
1:1
1:15 + 3,246
Ratio of remedial teacher to students. This ratio allows for 1:4 ratio per session (4 sessions daily) Additional remedial teachers required for LINUS programme
~7000
We plan to place nurses permanently in schools, to assess children with disabilities and special learning needs
Currently, nurses come to schools once annually to conduct normal
Current situation
health check-up. Therefore, special needs children are not identified, unless teachers refer these cases to the parents
Plan to place nurses in schools, with the ratio of 1 nurse for every
Proposed solution 700 students
Nurses will conduct the following work at the schools: Test eyesight, hearing and normal health check-up Nurse will monitor children identified as potential candidate for
special needs programme (e.g., dyslexia) Referrals to doctors for specific cases Other medical duties
Implications
2,100 new posts to be created RM 71.8 million emolument and RM13.6 million
equipment cost for 5 years
We plan to enhance teachers pedagogical skills to ensure various learning strategies for effective learning
Currently, the number of teachers who are experts in teaching basic
Current situation literacy and numeracy are limited. Thus, we need to train teachers various teaching styles and techniques to enhance students learning
Training should include: Incorporating various pedagogical methods Enhancing teaching skills using technology Providing a variety of teaching and learning resources Exposing to best practices in teaching basic literacy and numeracy Reengineering of in-service and pre service training
Implications
Findings from Nationwide Poll (2009) by TNS international research: 69% of respondents suggested that improving teacher quality should be a priority for the government 30% of respondents suggested that improving students outcomes in primary education should be a priority for the government
This solution needs a change of mindset among teacher trainers and teachers
We plan to establish at the PPD level, a group of FasiLINUS, who will play a prominent role in ensuring success at the district level
Who are they?
Good experienced teachers (jurulatih utama) who are based at each of the 154 PPDs About 884 new FasiLINUS required, with minimum of 4, and maximum of 12 per
PPD Ratio of roughly 1 FasiLINUS per 20 schools Advice state for deployment of remedial teachers Dissemination of LINUS programme to Head Teachers and Teachers Coaching and mentoring of LINUS programme Capacity building of remedial teachers, other teachers, and schools administrators Helping schools prepare corrective action plans
Goal
Approach
Result
We need to ensure SJKC and SJKT students able to read and write in Bahasa Malaysia
There were 28,198 students (20081) from SJKC and SJKT who were
Current situation placed in Remove Classes in Form 1. These students were considered weak in Bahasa Malaysia. At present, there is an inadequate number of Bahasa Malaysia teachers and remedial teachers in SJKC, especially Chinese teachers whose option is Bahasa Malaysia
Secretariat for LINUS Programme Development of LINUS Curriculum, T&L modules Teacher Training In-service & Pre service, training modules
Development of Screening Instrument Development of Monitoring Instrument, Monitoring, Supervision & Assessment Deployment of Remedial teachers Special Education Needs Form cooperation with MOH, Welfare Department, JHEOA School & LINUS Data Management, LINUS awareness programme/ road shows promotion materials brochures, electronic media
BPKhas BPSH
JPN
Deployment of Teachers Coordination of Monitoring, Supervision & Assessment Activities at State Level Implement FasiLINUS initiative Facilitate LINUS Programme (assist teachers, plan, monitor, supervise, assess LINUS
Programme)
PPD
School
Implement LINUS Programme LINUS teachers (Bahasa Malaysia & Mathematics); Build linkages with parents, community, NGOs Build smart partnerships with universities & private sector
BPK
Curriculum div
BPG
Training div
LPM
Exam div
JNJK
Inspectorate
BPKhas
Special ed.
BPSH
School div
State education
offices (SEO) JHEOA
Dept. of Orang Asli
MOH
Min. of Health
District Education
Parents Community NGOs Universities Private sectors Offices (DEO) FasiLINUS
Dept. of Welfare
2 Development of Materials
Enhancement of Teachers Pedagogical Skill Awareness Programmes for Schools and Community Monitoring, Supervision & Evaluation Establishment of FasiLINUS
Screening for students in Year 1 (2010) will be conducted in March, June and September Health screening to identify children with special needs Students who do not achieve the screening target will be placed in the LINUS Programme Students who are identified with learning disabilities will be channeled to special education classes
Action Plan Development of screening instrument Instrument Year 1 Instrument Year 2 Instrument Year 3 Quality control Instrument Year 1 Instrument Year 2 Instrument Year 3 Validation Instrument Year 1 Instrument Year 2 Instrument Year 3 Printing & distribution of screening instrument Materials Year 1
Oct 22, 2009 May 1,2010 May 1, 2011 Nov 13, 2009 Jun 1, 2010 Jun 1, 2011
Dec 3, 2009 July 1, 2010 July 1, 2011 Jan1 30,2010 May 1- 31,2010 Aug 1-31, 2010 Jan 1-30, 2011 May1 - 31 2011 Aug 1-31, 2011 Jan 1-31, 2012 May 1-31, 2012 Aug 1-31, 2012
Instrument developed
Instrument piloted
Printing & distribution of screening instrument Materials Year 2 Printing & distribution of screening instrument Materials Year 3
Instrument validated
BPK
En. Mohd Fauzan Hamzah (Literacy) En. Mazlan bin Awi (Numeracy) Target Date Output/outcome
Action Plan Development of teaching and learning modules Year 1 Year 2 Year 3 Refinement of Modules Year 1 Year 2 Year 3 Quality control Year 1 Year 2 Year 3 Printing & distribution of Modules Year 1 Printing & distribution of Modules Year 2 Printing & distribution of Modules Year 3
Oct 15, 2009 Aug 19,2010 May 1, 2011 Oct 29, 2009 Sep 9, 2010 Jun 1, 2011 Nov 12, 2009 Oct 8, 2010 July 1, 2011 Feb 28, 2010 Nov 30, 2010 Jan 31, 2012
Modules developed
Modules piloted
Modules validated
Oct 10, 2009 Nov 13, 2009 Nov 19, 2009 Nov 26, 2009 Dec 12, 2009 Mac Dec, 2010
Jan 28, 2010 Feb 25, 2010 Aug, 2010 Feb, 2011 May-Jun, 2010
Training module Training module piloted Validated training module 60 teachers trained 800 teachers trained Discussions (4 times) 16000 teachers trained Recorded T&L Best Practices 154 support programmes
Revised curriculum Number of work shops
May-June, 2010
May 31, 2010
Dissemination of Information on LINUS to Schools and Community Dissemination of Brochures on LINUS Programme to the Public Promotion of LINUS Programme to the Public
Exhibitions Mass media (e.g.: Newspapers, Radio & Television, Eduweb) Literacy & Numeracy Day in Schools
BPSH
En. Bilezan Bahgdadi Target Date Output/outcome
Discourse with Head Teachers Discourse with PTA Discourse with SEDs & DEOs
2. Dissemination of Brochures on LINUS Programme to the Public
Jan 7, 2010
Open house
Evaluation Research
Development Instrument and briefing on Data entry and analysis Briefings on Monitoring Process
2. Monitoring and supervision Monitoring (8% of 8,000 Schools = 640 Schools) Phase 1 (6 zones)
640 schools
Phase 2 (6 zones)
3. Evaluation of LINUS programme
Workshops on Data Analysis on Screening & Monitoring Phase 1 (6 zones) Phase 2 (6 zones)
Analyzed Data
Teacher Deployment
FasiLINUS Capacity Building Dissemination of LINUS to Head Teachers and Teachers Coaching and mentoring by FasiLINUS
Special Task Force Meeting Teacher Deployment to replace FasiLINUS FasiLINUS Capacity Building
Dissemination of LINUS Programme to Head Teachers and teachers Coaching and mentoring Monitoring and supervision Screening Process 1, 2 & 3
Nov 12,2009 Jan 15, 2010 Dec 31, 2009 Dec 31, 2010 Jan 31, 2010 Mac 30, 2010 Jun 30, 2010 Dec 31,2010 Feb 28, 2010
Strategic plan on implementation of FasiLINUS 884 teachers 221 FasiLINUS trained 221 FasiLINUS trained 221 FasiLINUS trained 221 FasiLINUS trained 23 000 Head teachers and teachers
Mac-Apr Jun-July Aug-Sept 2010-12 May 31, 2009 Aug 31, 2009 Oct 30,2009
Apr-Dec,2010
2009 (RM)
279,200.00 -
2010 (RM)
12,117,305.00 -
2011 (RM)
9,600,352.00 8,704,172.00 -
2012 (RM)
4,233,755.00 4,704,172.00
Development of Learning & Training Modules Cohort 1 Cohort 2 Cohort 3 Enhancement of Teachers Pedagogical Skill Cohort 1 Cohort 2 Cohort 3 Awareness Programmes for Parents and Community Cohort 1 Cohort 2 Cohort 3 Monitoring & Supervision Assessment, Data Mgmt System Cohort 1 Cohort 2 Cohort 3
Total
397,200.00 -
7,933,870.00 -
6,538,225.00 7,243,730.00 -
2,919,357.00 3,243,730.00
776,200.00 -
9,579,780.00 -
8,085,400.00 7,961,846.00 -
699,000.00 -
619,500.00 -
885,000.00 533,650.00 -
391,600.00 2,543,200.00*
1,749,545.00 32,000,000.00*
Total
* Approved
RM 124,543,200.00
4,420,000
39,111,600
78,223,200
115,414,776
High
14,359,8671
28,719,734
43,079,601
Med
2,713,000
2,713,000
2,713,000
96,936,867
145,988,334
197,539,777
1 Cadre Post for Nurses: Nurses attached in schools SOURCE: Education lab
Parents
Promote LINUS programme during school activities. Head Teachers E.g. during Year 1 registration day, PTA General Meeting Engage parents to support literacy programmes through various activities such as: Literacy Day Parent to child Reading Programme Recruit Volunteers to read & work with students Engage parents to contribute materials and money to schools Make sure their children do their homework Make sure they talk to school/teachers about the progress of their children Outreach programme - send teacher/officer to the homes to solve truancy problem Disseminate information regarding LINUS programme during the First Teachers Meeting Develop Buddy Support System and Team Teaching (expert-novice teachers) Conduct Reflective Practice on Teaching Hold dialogues among Teachers, Head Teachers, FasiLINUS and Community Construct Strategic Plan for LINUS Campaign for Literacy and Numeracy House to House Visitation Campaign Publicity through dialogue and mass/popular media
Jan-Mar 2010
Teachers
Head Teachers
Jan 2010
Head teachers
Head Teachers
Jan 2010
MOE
Ministry of health
Engage MOH to screen students health as early as aged 4 to identify learning disabilities MOE and MOH collaborate to screen students beginning Year 1 in school MOE and MOH create a post of Nurse in School to screen students periodically Expedite the registration of children with disabilities as OKU (OKU Cards will be issued for these children to receive benefits entitled for them) Work closely with schools to address drop-out issues Create linkages with universities to do research on illiteracy and adopting schools with LINUS Programme Encourage the NGOs and private sector to finance programmes and activities concerning LINUS as part of their social resposibilities
MOE
Welfare department
Jan 2010
Universities
MOE
MOE Report
Q3: When will the LINUS programme be implemented? A: The LINUS programme will be implemented in 2010 in all government and government aided primary schools.
Q4: Why must LINUS Programme focus on literacy only in Bahasa Malaysia (BM) instead of other languages? A: Bahasa Malaysia is the national language of the country. Bahasa Malaysia is also the language of unity. All Malaysian citizens must be able to read, write and communicate in the language to foster understanding and unity in the spirit of 1Malaysia.
Q5: Will numeracy also be taught in BM? A: No. Students will learn numeracy in the respective medium of instruction in the schools. E.g.: BM in SK; Chinese language in Chinese schools and Tamil language in Tamil schools.
Q7: How does a student in the LINUS programme consider to be literate and numerate? A: A student is considered to be literate and numerate when he/she managed to achieve the target set after the screening in the LINUS programme.
Q8: What are the targets set under the LINUS Programme for special needs children? A: No targets has been set for special needs children. They will be channelled into special education programme. Q9: What is the difference between LINUS and previous intervention programmes on literacy and numeracy? A: LINUS will focus on early intervention (Year 1 3) for both literacy and numeracy skills. Previous programs either only focused on literacy skills (KIA2M) or only in Years 4-6 (PROTIM) Q10: What are the indicators that measures students ability in reading, writing and arithmetic under the LINUS programme? A: Twelve constructs have been developed to assess the level of literacy and numeracy. The achievement in each construct will determine the students ability in reading, writing and arithmetic . Students have to successfully master the 12 constructs.
Q11: What are the measures taken to ensure teachers are able to increase students literacy and numeracy skills? A. Teachers are taught the pedagogical skills in teaching the 3Rs during the preservice training. Inservice training is also provided to enhance teachers content knowledge and pedagogical skills.
Q12: What are other strategies to assist teachers in ensuring the success of LINUS? A: One of the initiatives taken by the MOE is to establish FasiLINUS at the district level. FasiLINUS are experienced teachers who act as facilitators to assist teachers in their teaching and learning (T&L). They will coach teachers and also act as mentors to devise lessons, develop T&L materials, and monitor teachers delivery. The FasiLINUS will also collect and analyse students achievement, and work with teachers to designed alternative learning T&L modules.
Q13: How does the MOE ensure parents and community understand the purpose of the LINUS programme? A: The MOE will disseminate information concerning the programme through various mechanism. First, the head teachers will be informed about the programme. The head teachers will then share the knowledge with parents through Parents Teachers Associations. The ministry will also hold open houses for the public to explain about the program to ensure better understanding and support among parents and community. In addition, publicity will be carried out using mass media.