Kumaran (Kumaran Suberamanian, Kumaran, S, Suberamanian Kumaran, K. Finally, I propose a set ofpolicy approachescovering student assessment, instructional tools, school organisation,and the teaching professionthat could work within these systemic constraints to cultivatethe Four Cs among Malaysian students. I identify three systemic patterns that hinder skills cultivation in Malaysian schools:a preoccupation with public exam results, an excess of paperwork-heavy directives thatconsume teachers working hours, and an atmosphere of cynicism and blame amongeducation stakeholders, compounded by frequent policy change. I examine why these skills are vital for the future well-being of the countryand of individual students and how such skills are cultivated in school systems elsewhere.Next, I evaluate the current state of skills cultivation in Malaysian schools, using (a) TIMSSand PISA microdata and (b) policy documents, news reports, and social media posts onrecent skills-related policies (PBS, PT3, HOTS questions in exams, and i-THINK mindmaps).
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