Smart Programme for Smart Students Malaysian Smart School (MSC)
Smart Programme for Smart Students Malaysian Smart School (MSC)
N. Ishak 1 , N.S. Spalie
Phd (W. Michigan) 1
Director Permata Pintar-Smart School Education and Important of Learning
Environment Universiti Kebangsaan Malaysia
1.0 Introduction
The Smart School educational program was one of the seven flagships of the MSC Malaysia launched by former Prime Minister, Tun Dr. Mahathir Mohamad in 1997. Earlier in 1996, the Ministry of Education began to develop the blueprint for ―Smart Schools‖ concept with the aim
to transform the Malaysian education system via ICT mediation.
―Smart School‖ can be defined as a learning institution that has been systematically reinvented in terms of teaching and learning; and improvement of the school management processes to help students cope and build leverage on the Information Age (The Smart School Road Map 2005-2020). The Smart School applications convey the benefit of technology to the educators and administrators. These also allow the young to get familiar with the ICT world – using tools such as personal computers, scanners, printers, multimedia products, TV/videos, etc.
– at a much earlier stage in life. They get to appreciate the power of the Internet and multimedia applications, which can make learning more attractive, self-directed, collaborative, individually-
paced, continuous, reflective and enriching. These collectively enable them becoming more technology savvy in educational pursuits. Educational materials not only limited to printed books, but also include electronic books, multimedia software, courseware catalogues and databases (Umat, 2000).
In line with the launch of the seven MSC flagship applications, the smart school initiative began with 88 schools selected for the programme. The 88 Smart Schools were initially identified to be the incubator and nucleus for Smart School concepts, materials, skills, and technologies developed by the MoE. These schools were integrated with Information Communication Technology (ICT), which exposed students, teachers, administrators and parents to IT in every aspect of education at the administrative and classroom levels. Information technology is to be used in every aspect of teaching-learning in smart school (Curriculum Development Center, 2002). This was to help students to develop self-learning skills in order to prepare themselves for success beyond primary school. They were aimed to be self-direct, self- access, and self-pace in learning. An assessment of the program such as the Impact Study (2005) indicated that the infrastructure set up by the MoE, including the provision of computers, applications and ICT coordinator to the various schools, were in need to be optimally managed and used.
Several studies have been conducted on the impact of the Smart School programme. This was fundamentally essential to systematically shift the education system from rote learning and examination-oriented culture to a thinking and creative knowledge culture (Foong-Mae, 2002).
Foong-Mae also noted that the idea planned by Ministry of Education was a move toward more critical and creative teaching and learning culture. There has been an increase in various technology-enablers in the school classrooms such as individual desktop personal computers, multimedia computer laboratories, video conferencing systems and high-speed Internet connections. The finding of several studies indicated that the technology could motivate students in learning. Furthermore, computers have become the most sought- after electronic devices in both homes and schools (Ng & Gunstone, 2002, Nugent, Soh, & Samal, 2006; Shyu, 2000). Other researches acknowledged that self-regulated learning became one of the most essential skills that students should possess, particularly in this information age (Chen, 2002; Veenman, Beems, Gerrits & Weegh, 1999; Schraw, 1998; Henderson, 1986; Wang & Peverly, 1986). Efficient learners were found to have the skills to design and control their own learning processes and were able to evaluate and reflect on the entire process. They were self regulated learners, learners who Meta cognitively, motivationally, and behaviorally manage and promote their own academic learning (Zimmerman & Schunk, 1989). Owing to the tremendous explosion of information, it was no longer adequate to continually utilize knowledge acquired in a limited time compared to with the help of others for a long time (Hoe, 2003). Students must become self-regulated learners for in the future they have to proactively and assertively thrive in an information-rich and technology-driven society (Lapan, 2002).
One of recent major developments of Smart Schools was in 2007, whereby a broad target was set to transform 47 out of 88 smart schools into five star smart schools. As of the year 2008, however only 32 schools achieved above 75% target 5 star rating in ICT. ( www.msc.com.my/smartschool/whatis/rating/full_rating.pdf )
Thus it can be seen that the conceptual aim of the smart schools is to shift the paradigm of teaching-learning to enable optimal fulfillment of students` needs; capabilities and individual development. The main component of the Smart School is thus its teaching-learning processes which can be regarded as the "heart" of the Smart School. These processes are enhanced through the utility of ICT and judicious integration of curriculum, pedagogy, assessment, and teaching- learning materials. It is mode of learning reinvented in order to enable students to be more self- directing, efficient, and competent in gaining knowledge. The ICT mediated learning also shifts the focus from teacher-centred teaching to student-centred learning.
The ICT used in every aspect of teaching-learning enable students to practice self- accessed and self-directed learning at their own learning pace. The facility for virtual component of the curriculum as in online learning creates new environment for use and organization of space in classroom, daily schedule and routines, and the social and emotional atmosphere. The
integration of classroom and online learning environment could richly meet children‘s developmental needs. Thus, it makes all children, including those with special needs feel secure and comfortable with their learning pace. Complementary online learning helps overcome some of the learning processes hampered by classroom constraints. As a result, ICT- mediated learning aids them to become independent and confident learners.
Other vital components of the Smart School are its management and administration which represent the drivers or the "brain" of their operation. Smart School principals and headmasters must be efficient and effective in organizing the resources and processes of Other vital components of the Smart School are its management and administration which represent the drivers or the "brain" of their operation. Smart School principals and headmasters must be efficient and effective in organizing the resources and processes of
Thus the principals and headmasters are not only administrators with the required knowledge on their schools` ICT-driven system, but also must be effective manager of teaching- learning and communication with external constituencies. Broadly their duties call successful for implementation of the Smart School through their adaptiveness to changes in Smart School policies and regulations.
2.0 PERMATA Pintar Programme
About 5% of children population in Malaysia is considered gifted and talented. ‗Gifted‘ refers to natural abilities and ‗talented‘ to the high abilities that develop through the nurturing of natural
abilities. Parents with gifted and talented children are facing problems to raise them properly. Raising a gifted and talented child is challenging, as they do things differently compared to other children of their age. This may have caused some misconception which may result in these children being ignored and humiliated. Gifted child often suppressed their extraordinary abilities in order for him or her to be accepted in normal children peer group. Malaysia will lose these great human capital assets if the adverse situation continues. A special programme to actualise the full potential of the gifted and talented children should therefore be considered by the authority.
Datin Seri Rosmah Mansor, the wife of the Prime Minister, who was acutely aware of the problem and its implications, had the `Permata Pintar` Programme for the gifted and talented children launched in March 2009. The purpose of Permata Pintar Programme is to nurture the talents of children with one or more abilities who have a level of intellectual ability and creativity ahead of their year or above biological age. The objectives of this programme are to
further develop students‘ existing capacity of talents, abilities and skills; actualize students‘ potential holistically, and inculcate the value of lifelong learning. The abilities and creativity
include abilities in sports, music, design, performing arts, make decision and leadership skills. See ( http://www.permatapintar.com.my ).
The programme is focused on meaningful learning processes inspired by the National Philosophy of Education. It emphasizes on the development of the potential of individuals in a holistic and integrated manner. The programme concentrates on activities that aims to produce an individual who is intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God.
The Universiti Kebangsaan Malaysia proposed a three-component programme namely the pilot PERMATApintar National School Holidays Camp 2010; Upper Secondary School PERMATApintar Programme; and ASASIpintar Programme to provide the extra educational support for the gifted and talented children. Upon approval by Prime Minister Department, UKM began construction of Pusat PERMATApintar Negara, in January 2010; and initiated the search The Universiti Kebangsaan Malaysia proposed a three-component programme namely the pilot PERMATApintar National School Holidays Camp 2010; Upper Secondary School PERMATApintar Programme; and ASASIpintar Programme to provide the extra educational support for the gifted and talented children. Upon approval by Prime Minister Department, UKM began construction of Pusat PERMATApintar Negara, in January 2010; and initiated the search
With the end of PERMATApintar National School Holidays Camp 2010, the programme shall be continued with the Upper Secondary School PERMATApintar Programme in the middle of January 2011. The first intake shall begin in 17 January 2011 with 139 16-year old students. They have gone through the three screening tests i.e PERMATApintar UKM1 Test, PERMATApintar UKM2 Test dan Mathematics and Sciences Competent Test in camp programme in November 2010.
The students shall undergo the two- level programme in two years‘ time. The programme to be conducted is similar to the boarding school mode with full autonomy under UKM. The programme will emphasize on differentiated learning whereby the students shall learn according to their level of achievement. The students shall be exposed to Higher Thinking Order (HOT) to develop creative, critical and innovative thinking in their studies. The instructions are to be student-centred in tandem with other methods including cooperative and collaborative learning, lecture, group discussion, laboratory-based and field study, research project with UKM researchers, writing research report, folio-keeping, exchange students, problem-based learning (PBL) and activities to develop self-identity.
The third programme is the ASASIpintar, a one year programme to complete the trilogy of Pusat PERMATApintar Negara programmes. The programme is to start in June 2011, with an intake of 250 students sponsored by Public Services Department (JPA). The programme will focus on Sciences, Technology and Mathematics. After completing the courses in ASASIpintar, the students later will be admitted to the various UKM faculties.