1996, Malaysia identified Information
and Communication Technology (ICT) as one of the key foundation for its
projected transition from a production based economy to a knowledge based
economy by 2020. The Smart School initiative is one of the flagship applications
that are part of Malaysia’s Multimedia Super Corridor (MSC) projected.
As a Senior Officer from Ministry of
Education, prepare a presentation to a group of science teacher from Indonesia
who is interested to know about the Smart
School initiatives, focusing on the teaching learning component and the use of technology as enable contained in
the Smart School Concept. You also need to provide an overview of the progress made so far and challengers faced since the inception of Smart School in Malaysia
Answers:
In 1996, Malaysia identified information and
communication technology (ICT) as one of the key foundations for its projected
transition from a production-based economy to a knowledge-based economy by
2020. In declaring these goals, the government also acknowledged that such a
transition will require a workforce capable of exploiting ICT to create new
economic opportunities. In order to develop this talent pool, the government
announced under the Eighth Malaysia Plan the need to re-engineer the country’s
education system and align it with its Vision 2020. The Smart School Flagship
was one of the seven applications identified under the Multimedia Super
Corridor (MSC) initiative, which envisages the creation of high-value jobs in
the country, achieving high and consistent growth driven by exports, improving
national productivity and competitiveness and achieving value creation. All
these will eventually translate into economic growth, wealth creation and
competitiveness for the country.
The history
of the Smart School Project is rooted in the two-pronged objectives of the
flagship, which are to jumpstart the MSC towards building a knowledge-based
economy, contributing to the growth of the ICT industry and creating a pool of
talent resulting in high-value job creation. Other than that, Smart School
Project to prepare the citizens for the information age through an innovative
education delivery process. Smart School is not just about ICT
intervention in teaching and learning. The national curriculum and pedagogy are
given the highest importance, with the role of teachers, administrators,
parents and the community enhanced in the education of the Malaysian students.
Individuality, creativity and initiative amongst the students are prioritized.
However, ICT is critical in making the teaching and learning processes easier,
more fun and effective, as well as making communication and management among
the stakeholders more efficient. The Malaysian Smart School is a place where
all students can learn within a condusive learning environment. It offers
various curricula with on-going evaluation, handled by professional
administrators and teachers.
As
of October 2009, MOE has awarded ‘Smart School’ rating to 7575 schools. This
means they have achieved at least three stars. Dr Norrizan Razali, Senior
Manager, Smart School Department, MDeC explains the Star Rankings: “A
three-star school has adopted technology. Its teachers ‘plug and play’ content
or electronic courseware provided by MOE. It merely adopts IC T with little or
no enhancement or customisation of the material to suit its needs. This is
good. But we want schools to re-create, collaborate and share materials within
themselves and with other schools or the greater community. This is what they
need to do to achieve four or five star.” Of the 7575 Smart Schools, 67 per
cent are at three-star ranking, 32 per cent at four-star and 1 per cent at five-star.
For challenger the government must continuous monitoring and coaching of
innovative use of technology in schools. Other than that, the important thing
is always upgrading of infrastructure such as the broadband and hardware for
the school always will provided with the latest teaching courseware and Instilling
the ownership of the Smart School initiatives among stakeholders. Furthermore, changing
the mindset of teachers and stakeholders and alignment of objectives at all
levels required, within the Ministry and between Ministries/agencies
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