Guiedance in Primary School Management

Preschool
 
Preschool (English: pre-school) is the choice of education for children before entering school. Preschool is part of Malaysia's education system. Ministry of Education Malaysia provides preschool education to enable children aged four to six years of entering school early, especially children from lower income groups.
 
Preschool Education Goals
Pre-school education aims to nurture the potential of children in all aspects of development, basic skills and develop positive attitudes as preparation for entry into primary school.
 
Concept
Preschool education is a program which provides learning experiences of children aged 4-6 years in a period of one year or more before entering Year One in school. The concept used is the "Learning While Playing" emphasizing "Thematic Learning." Learning method is the range of activities including classes, group activities and individual activities. The uniqueness of pre-school was organized by the Ministry of Education Malaysia group activities that will enhance the quality of emotional and intellectual control. Exposure to this activity is to provide a strong foundation for learning the concept of smart schools.
 
The objective
Provide learning experiences to pupils between the ages of 4 to 6 years for nurturing their potential in all aspects of development, basic skills and develop positive attitudes as preparation for entry into primary school.
 
Location
Building organized by the Ministry of Education Malaysia preschool located in primary schools.
 
Management
Each preschool class is managed by a teacher and an assistant appointed by the Ministry of Education Malaysia. Grade for preschool teachers are DG29 or DG41, while grade for pre-school assistant is N17, which is equivalent to the position of Administrative Assistant.
 
Pupil
Each class must not exceed 25 children aged 5 and / or 6 years. Eligibility to enter the pre-calculated based on family income of below RM500. However, the limit can be increased if there are vacancies.
 
Curriculum
Pre-school education curriculum carefully designed to meet the needs and capabilities of the child based on the National Education Philosophy. By 2002, all children's learning center, whether managed by the Ministry of Education and managed by the private sector must be in accordance with the syllabus prescribed and provided by the Ministry of Education Malaysia.
 
School Selection Criteria
Location remote / rural / suburban / urban areas.
Year One pupils berprasekolah not high.
The Education Ministry will receive a report showing that many First Year students in the area do not enter any pre-school.
No other nursery operators.
The ministry found in an area that has little or no kindergarten / preschool either by private parties or other statutory bodies.
Taking into Year One pupil registration for next year (> 15 persons).
Modified facility / classroom building.
If the school has additional space to accommodate pre-school room or building.
Request of the local community.
Usually the local community through the PTA to make a motion to apply for pre-school available in their area.
Student Selection Criteria
Citizen of Malaysia.
Ages 5 and 5 + years.
Each class of 25 students.
Selection priority based on income and dependents of parents / guardians.
This depends on the area. There are preschools that accept children from the wealthiest to the public after bid closed and there are more vacancies for the class. The school will try to meet the provision for 25 children for each class. When a vacancy occurs, the school will select children aged 5 years among low-income first. If there is any vacancy then received another child without the parents' ability to put conditions.
Per Capita Grant (PCG)
RM100 per pupil per year
RM100 X 25 students X 1 class
Total: RM2500 per class per year
Food Aid
RM1.50 per pupil per day
RM1.50 X 1 X 200 day students
Total: $ 300 per pupil per year
Preschool Programs The Ministry of Education Malaysia (MOE)
ICT Program Pre-School from 2002 to be given priority and be part of important elements. For each class that supplied pre-school Computer / Printer / Table / Chair / Software
(Distribution of 2 sets of computers and a printer for each class)
In addition ICT Kidsmart Early Learning Program (IBM) began in 2001. A set of computers, printers, complete with tables, chairs, and software that is distributed to selected pre-school classes. Until February 2004, MOE received 59 sets of IBM (M) Sdn Bhd.
Pre-School Pilot Program Special Education, from 2003, a total of 3 classes have been opened; (20 pupils Normal & 5 Student Learning Problems)
SK Section 20, Shah Alam, Selangor.
New White SK Land, Kuantan, Pahang.
SK Khir Johari, Kuala Lumpur, Kedah.
Next Special Education Pre-School is open from 2004. A total of 28 classes have been opened include:
Pre-School Learning Problems
Visual Preschool
Pre-Hearing
Starting from 2004, Pre-School Teachers Graduate Placement Program began to ensure the quality of preschool education in Malaysia on par with pre-school (Preschool) around the world.

Primary School Management
 
IMPLEMENTATION OF COMPULSORY EDUCATION
A. Compulsory education at primary level
Compulsory primary education is a law that requires each parent a citizen of Malaysia residing in Malaysia who have a child reaches the age of six years on the first day of the current school year, registering in primary schools and continue to be a pupil in primary schools during the period of education low.
 
Two. Duration of Compulsory Education
Compulsory education is primary education for a period of six years.
 
Three. Compulsory Education Implementation Date
Compulsory education will be implemented beginning in 2003 which covers Year 1 pupils.
 
4. Affected children
-Malaysian Children
-The children who dropped out but was not involved with the Compulsory Education shall be assisted so that they can go to school.
 
Five. A registration process for School Children in Primary Schools
Ministry of Education, State Department, District Education Office and the school made the announcement about the registration of children into primary schools in the following manner:
-Application for Placement
Parents were among the applicant is applying for placement of children studying in Year 1 at primary school near the place of residence. Application of this placement can be made on through March.
-Confirmation of placement into Year 1
Parents are advised to verify the placement into Year 1 in primary schools where children will be placed on receipt of information that will be served by the school or PPD or AGC during August. Placement of a child to a school is not necessarily the same as those applied during application placement. For reasons that are inevitable application to a school shall be rejected.
-Appeal
Parents can appeal the placement of their child's school to school or PPD or the NRD. Any decision has been made as a result of the appeal is final. Parents who have moved to a new residence shall notify the school of his new address and request to be placed in her new school in accordance with recent address.
-Registration for the First Day of School
Parents should take him to register on the first day of school to pay fees charged by schools based on the amount determined and approved by the MOE.
-Change of Registration First Day of School Before School
Parents who have pre-registered or has acknowledged receipt of placement to school but moved to a new place either in the same district or in another state shall notify the old school before applying for new registration to the school in a new residence .
 
6. Penalty
The failure of parents to ensure children under compulsory education is an offense in terms of the law. If convicted of the offense, the parents could be liable to a fine not exceeding RM5000 or to imprisonment not exceeding 6 months or both.
 
7. Inquiry
Any inquiries regarding compulsory education may be referred to a school nearby, PPD, JPN, and the School Division, MOE.
 
EARLY SCHOOL
APPLICATION FOR ADMISSION relaxation of conditions CHILD
UNDER THE AGE OF THE YEAR 1
 
A. Introduction
Means application flexibility that allows the entry of the initial conditions of children under the age of seven years in a school year must be compared. Applications will be processed and managed by the parent application submitted through the NRD. Relaxation of conditions is given to the child (citizen) who was born on the 2nd to January 15, has attended kindergarten and meet the criteria set by the interviews and tests. Applications must be submitted in the year before the actual school sessions take place. Minister of Education is the final vote to approve or not the application.
Two. Source of Power
Bulletin KP (BS / PSR) 8502/03/005 Jld.22 (10) dated March 5, 2003 and read with SPI Bil.3/2001 dated March 22, 2001, SPI Bil.14/2001 dated 27 November 2002.
Three. Criteria and Procedures / Terms
-Citizen children born on the 2nd to January 15th.
-The parent or legal guardian is a citizen of Malaysia.
-Application must be made by a parent or legal guardian based on need and not be advertised by using the form (BPSH.SPSR / PMA).
-The children are or have attended kindergarten.
-Applications must be submitted from June to August to the NRD.
-Children need to sit an interview and tests conducted by the SPC.
-Approval decision is final and no appeal.


Special Education

Development History of Special Education

Interest on Special Education in Malaysia began in the 1920s among the volunteers involved in
opening of schools for the visually impaired and hearing impaired. Report of the Cabinet Committee which reviews
Implementation of the Certificate of Education Policy 169 was the turning point that led to a
emphasis and focus more clearly on the development of special education in this Malaysia.Perakuan
says, "With the awareness that the government should be responsible for education
disabled children are certified government should take over all responsibility
The education of the organizations that operate this padamasa. Moreover, the involvement
by voluntary bodies to advance the education of disabled children should be encouraged. "

Development of Special Education by type is as follows:
Education for the Visually Impaired
1926
 
Opening of Primary Schools (SRPK) St. Nicholas by the Anglican Church in Malacca
1931
 
SRPK St. Nicholas moved to Penang
1948
 
Officiation of SRPK Princess Elizabeth with hostel facilities by the Department of Social Welfare
Opening Karachi Institute of Residential Training Center Gurney - Social Welfare Department (JKM)
1953
 
Opening of the Hope Park Institute, Agricultural Center Temerloh (JKM)
1958
 
The opening of Park Light Institute, Agricultural Centre, Sandakan (JKM)
1962
 
The merger plan for the education of blind children in primary and secondary
selected common introduced
1963
 
The merger plan for the education of blind children in primary and secondary
those chosen, introduced
1977
 
Special Teacher training beginning in the visually impaired in Teachers' Training College, Cheras
1978
 
Establishment of the Main Committee Formation Malay Braille Code to expand the system
Malay Braille Code
1983
 
Opening Residential Blind School, KLCC
Acquisition SRPK Princess Elizabeth by the Ministry of Education as a full-class school
1984
 
Establishment of the Braille Code Workshop Al-Quran and writings for the purpose of developing
Braille code system Establishment of Al-Quran Publishing and Printing Pioneer Unit Braille / myopia,
Ministry of Education to provide braille materials in particular textbooks and
Braille equipment maintenance
 

Education of the Hearing Impaired
1954
 
The opening of a special education class in Northam Road, Penang
1954
 
School opening federal Deaf Children (Primary and Secondary), Tanjong Bunga, Penang
1963
 
The opening of classes Special Education. Deaf merger by the Ministry of education in primary and selected secondary schools Special Education Initial Teacher Training College teaching Hearing Impaired Specialist, Cheras
1978
 
Introduction Methods Communication by the Ministry of Education to make Malay the Hand Code Total Communication Establishment of the Ministry of National Education
1979
 
In-Service courses for teachers who teach hearing problems in the field of Communication Whole 1984 Establishment of the National Curriculum Vocational Special Education Secondary School, Ministry of Education
1985
 
Establishment of Total Communication Coordination Working Committee, the Ministry of Education for the development of Islamic Education Code System
Establishment of the Small Working Committee Policy Code of Islam
Establishment of the Small Working Committee KBSR Policy Code Level II Bahasa Malaysia Hand Code
Establishment of Small Works Hand Code Drafting Vocational and Technical Education
1987
 
Opening of Special Education Vocational High School, Shah Alam

Mergers Programme / Inclusive
1962
 
Pereantuman and inclusive programs for students with visual impairments
started
1988
 
Initial pilot class for the students with learning disabilities
1993
 
Three (3) inclusion of students placed in Form 6 under the Methodist Secondary School (Men), Kuala
Mud
1994
 
The opening of classes inclusive program disbursed a pilot project in 14 schools throughout the country
1995
 
Learning Problems Program initiated the secondary level
 
MISSION
Develop human capital, excellent special needs based on: -

Quality education system, relevant and holistic
Personal growth potential to the optimum
Ability to compete and
Moral values ​​as a responsible citizen
Smart partnerships with various parties
 
VISION
Quality Education with Special Needs Student Excellence In line with the National Education System
 
The objective
Provide opportunities and education facilities for pupils with special needs.
Provide appropriate and relevant education to students with special needs.
Provide the opportunity to float the talent and potential of students with special needs.
Teaching and learning providing adequate and timely.
Ensure sufficient teaching staff and trained in special education.
Main Function
Ensure that all policies, programs and activities entrusted to the Special Education Division is exercised in conformity and consistent with the policies and philosophy of Special Education.
Plan, coordinate, monitor and evaluate programs and activities related to the excellence of academic programs, curriculum and special education students in personality.
Plan, manage and control resources to ensure proper management and world-class quality education.
Plans to increase innovation and creativity in the implementation of special education programs and activities.
Planning and evaluation of new institutions operating under the Special Education Division.
Providing Special Education as a benchmark for special education in the country and abroad.
Plan and establish a strong collaboration and quality with various agencies in the implementation of programs and activities of the Ministry of Education.
 
Division and Branch
The Division has four branches:
Special Education Programs Branch
Planning and Evaluation Branch
Training and Support Services Branch
Branch Management and Communication
 
Structure and Organization
Special Education Program
Human Development Sector
School Staff Management Unit
Affairs Management Unit
Management Unit Islamic and Moral Education
Management Unit Co-curriculum, Sports and Arts

Professional Development
(In-Service Training)

Introduction

Education Development Master Plan (PIPP), KPM 2006 to 2010 has suggested the quality of teachers, teaching career and focus on the welfare of teachers to ensure quality teachers to remain in the country's education system and quality remain throughout their tenure.
In-service training to improve competency Service Officer (PPP) in accordance with the Public Sector Human Resources Policy 2005 which is stated in Circular No. 6 of 2005:
Each Ministry Secretary General / Head of Department shall ensure that their members - at all stages of their courses at least seven days in a year.
To enhance the professionalism of several approaches taken by the MOE with memperkenalkann concept of in-service training to support the concept of school-based manager lets manage. Implementation of training "on-site" and "school based" has been implemented to overcome the class teacher died.
The purpose of School-Based LDP
 To expose the Latest Innovations
 Enhance Teaching Professionalism
 Increasing Knowledge and Skills
Creating Value System and Practices Established
  Uphold the Teaching Profession
Training Areas
          A. Professional Knowledge (60%)
         B. Professional skills (20%)
         C. Teaching Professional Values ​​and Practice (20%)
Recognised Activities
         Courses
Workshop
Briefing a Professional
Seminar
Input In-House
Professional Day
Definition of Book Review
"Book Review" comes from the Latin "revidere or recensere" which means to look back, consider or evaluate. Three terms lead to the same purpose of the book review. In other words, a review book or "book review" is to provide a brief description of content and assessment of strengths and weaknesses of each book to the public.
Activities involved in commenting on the book are:
Revealing the back of each book
Discuss the contents of the book
Critically analyze books
Provide an assessment of the information contained in the book
Commenting on the implications and use information.

OBJECTIVES
The objective of the implementation of training methods in place of reading books in school based INSET courses in school are to:
Cultivate a reading culture among teachers
Sharing knowledge and knowledge to be applied in Teaching and Learning (P & P)
Enhance professionalism
Expose teachers to the latest innovations in education
Enhance the professionalism of knowledge and skills continuously
Create and strengthen the values ​​and practices of professionalism among educators,
Enhance the teaching profession

COMPONENTS OF THE RECITATION
Books read must be focused on three areas, namely:
A. Practical knowledge (60%)
Education and Knowledge of Subjects
Content and Pedagogical Methods
Curriculum Management
Creativity and Innovation in Pedagogy
Two. Practical skills (20%)
Coaching
The writing is
Scientific Study and Research
Leadership
Financial Management
Strategic Management
Three. Practice Teaching Professionalism and Value (20%)
Value and Ethics
Effective Communication
Soft Skills
Teachers are required to read books from Profesionlisme Knowledge Areas, Areas of Expertise Professionalism and Field Values ​​and Practice Teaching Professionalism as appropriate as projected above. Every scholarly book must contain at least 50 pages.