GPPP
GPPP
GPPP
Semester/Tahun SEMESTER II
Kumpulan/Unit: TESL 1
GPPP1092
Kod dan Nama Kursus: INTRODUCTION TO EDUCATIONAL
STUDIES
Jenis Tugasan Tarikh hantar
Perincian Pentaksiran
PENULISAN 20.3.2024
Berterusan:
Tandatangan Pelajar:
Pengakuan penerimaan
maklum balas daripada
pensyarah:
Tarikh: 20/3/2024
Tarikh:
ACKNOWLEDGEMENT
Assalamualaikum W.B.T Grateful to the Divine Presence for with His permission and grace, I
have successfully completed this continuous assessment on the appointed date.
Furthermore, I would like to express my gratitude to Madam Lay Khuan Kam, who is the
lecturer for the Introduction to Educational Studies course (GPPP 1092), for guiding me
extensively and providing instruction to complete this assignment according to the
established criteria. Additionally, I would like to extend millions of thanks to my parents, Mr.
Yuharizan bin Badeli and Ms. Noryah bt Salim, for their significant assistance, especially in
terms of financial support, enabling me to complete this continuous assessment task. I also
express my gratitude to my friends, the members of the Penang Campus Teacher Education
Institute, and various other parties who have sacrificed their time and energy to assist me in
completing this continuous assessment. Various challenges and obstacles have been faced
to succeed in this continuous assessment. However, with the help of various parties, I have
been able to complete this continuous assessment successfully. I also apologize for any
shortcomings and mistakes contained in this special assignment. Indeed, goodness comes
from Allah S.W.T and weakness comes from myself. Thank you.
1.0 INTRODUCTION
Education can be likened to the key to efforts in developing society and the nation. A well-
educated society, balanced and able to contribute to the sustainable development of the
country, is the product of quality education that is aligned with the needs of the nation in the
present and future (Mohd Nor,1990). Government policies play a pivotal role in shaping the
educational landscape, particularly in the development of teachers as competent educators
capable of effectively integrating STEM (Science, Technology, Engineering, and
Mathematics) into the classroom. Nowadays, student enrolment in STEM streams is
decreasing. In spite of that, I still believe government has done a very good job by
implemented a lot of initiatives to encourage teachers to have educator nature and also
fostering STEM in our education. This essay examines the extent to which government
policies can foster the emergence of such teachers who not only possess the necessary
subject knowledge but also the pedagogical skills to impart STEM education effectively. By
delving into various aspects of educational policies, including teacher training, recruitment
criteria, ongoing professional development, and the provision of resources, this discussion
aims to elucidate the multifaceted role of government initiatives in nurturing educator’s adept
at applying STEM principles in educational settings.
2.0 MALAYSIA EDUCATION BLUEPRINT
The Malaysia Education Blueprint serves as a crucial initiative in the transformation of the
country's educational system. It is a strategic document that encompasses long-term goals,
objectives, and strategies aimed at improving Malaysia's education system. Through this
blueprint, the government endeavours to produce competent and skilled teachers,
particularly in the field of STEM (Science, Technology, Engineering, and Mathematics). The
Malaysia Education Blueprint focuses on the professional development of teachers by
providing various training and development programs aimed at enhancing their pedagogical
skills and deepening their knowledge in STEM fields. Additionally, the blueprint sets higher
standards in teacher recruitment, ensuring that individuals entering the profession have
relevant backgrounds in the respective fields. Furthermore, the blueprint provides support to
schools in the form of quality teaching materials and educational resources to facilitate
teachers in applying STEM in the classroom. It also encourages collaboration between
educational institutions, industries, and experts in STEM fields to enhance the skills of both
teachers and students. Thus, the Malaysia Education Blueprint serves as a critical
foundation for the government in producing competent and skilled teachers in teaching
STEM. Through the implementation of well-structured and comprehensive strategies,
Malaysia aims to meet the demands for educators capable of addressing global challenges
in the knowledge-based economy era. The Education Blueprint (2013) states six key
attributes needed by every student in order to be globally competitive (Figure 3).
Complementary to the system-wide aspirations, there are certain qualities that students
need to possess in the 21st century, in addition to the holistic development of the intellect,
spirit, emotion and physique as outlined in the National Education Philosophy (1988).
Rotherham and Willingham (2009) concluded that in order for the 21st century movement to
work, three areas need to be urgently addressed, namely, curriculum, teacher quality and
assessment.
2.1 STEM IMPORTANCES
STEM term began in the early 90s in the United States in the policies of the US government
(Koehler, Binns, & Bloom 2016). STEM fields are pivotal in modern society for driving
innovation, fostering critical thinking, and addressing global challenges. With a focus on
innovation and technological advancement, STEM disciplines propel the development of
new solutions and services, essential for improving lives and tackling issues like climate
change and public health. For Malaysia, STEM is very important in order to pursue the first-
world nation status.
Amin, A., (2017), Dasar Pendidikan Kebangsaan, (2nd Ed.), Kementerian Pendidikan
Malaysia.
Malaysia, 7.
Idris, N. H., & Hamzah, R. (2013). Nilai profesionalisme bakal guru berteraskan Indikator
UKM. (n.d.). Dasar 60:40 Sains Dan Sastera : Sejauh Mana Tercapai Kriteria Pemilihan
2013 - 2025)/STEM.