Ms. Hajah Ratnawati binti Haji Mohammad [N2] National Education Issues - Entrepreneurship in Education [2/2]
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Presentation at 1st Princess Maha Chakri Award (PMCA) Forum 28 April 2017
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Ms. Hajah Ratnawati binti Haji Mohammad [N2] National Education Issues - Entrepreneurship in Education [2/2]
- 1. SPN21: NATIONAL EDUCATION FOR THE 21ST CENTURY MINISTRY OF EDUCATION BRUNEI DARUSSALAM 1 Presentation by: Haji Zulkifli Haji Muhammad Yusuf Acting Assistant Director Curriculum Development Department Ministry of Education
- 2. Contents • MoE’s Vision and Mission • Why introduce changes to our education system? • What are the major changes brought by SPN21? 2
- 3. MINISTRY OF EDUCATION QUALITY EDUCATION TOWARDS A DEVELOPED, PEACEFUL AND PROSPEROUS NATION 3 PROVIDE HOLISTIC EDUCATION TO ACHIEVE FULLEST POTENTIAL FOR ALL VISION: MISSION:
- 4. SPN21: AIMS/GOALS be the Ministry of Education’s platform for achieving the national vision, Wawasan Brunei 2035 realise the Ministry of Education’s Vision and Mission fulfill the needs and challenges of the social and economic development of the 21st Century develop 21st Century skills amongst students uphold and develop desired values and attitudes amongst students in line with the Melayu Islam Beraja (MIB) concept or philosophy
- 5. PROCESS IN ACHIEVING WAWASAN BRUNEI 2035 GUIDE AND DIRECTION ULTIMATE NATIONAL DEVELOPMENT GOAL
- 6. 8 EDUCATION STRATEGIES 1.Investing in early childhood education 2.Adopting international best practices in teaching and learning 3.Having first class secondary and tertiary education including vocational schools, that produce experts, professionals and technicians required in commerce and industry 4.Strengthening the competency in info-communications technology (ICT) for students, teachers and educational administrators including the integration of ICT in school curriculum 5.Devising programmes that promote life-long learning and widen access to higher education 6.Promoting research, development and innovation both in government-funded institutions and through public-private and international partnership 7.Adopting cost-effective methods of educating our people through the use of technology 8.Improving the management of all our educational institutions
- 7. IMPLEMENTATION STAGES OF SPN21
- 8. THREE MAIN CHANGES BROUGHT ABOUT BY SPN21 EducatioEducatio nn StructureStructure
- 9. 9 9 CHANGE 1CHANGE 1 EDUCATION STRUCTUREEDUCATION STRUCTURE
- 10. 10 10 HIGHER EDUCATION LOWER SECONDARY 3 YEARS PRESCHOOL AND PRIMARY EDUCATION 7 YEARS POST SECONDARY EDUCATION 2 - 3 YEARS UPPER SECONDARY 2 YEARS E M P L O Y M E N T DEGREE DIPLOMA IN GENERAL NURSING HIGHER NATIONAL DIPLOMA CERTIFICATE OF TEACHER EDUCATION BRUNEI CAMBRIDGE G.C.E. ‘A’ LEVEL NATIONAL DIPLOMA BRUNEI CAMBRIDGE G.C.E ‘O’ LEVEL EXAMINATION VOCATIONAL CERTIFICATE ART & CRAFT CERTIFICATE LOWER SECONDARY ASSESSMENT (PMB) / (PMB LEVEL II) PRIMARY SCHOOL ASSESSMENT (PSR)/PRIMARY SPECIAL EDUCATION ASSESSMENT (PSEA) SELECTION TO ARABIC PREPARATORY SCHOOL (Primary 4) SECONDARY 4 - 5 ACADEMIC PATHWAY VOCATIONAL/TECHNICAL PATHWAY Primary Education (Primary 1 – 6) Preschool Level I (Secondary 1 – 3) Level II (Secondary 1 – 3) Legend:10 PRE-SPN21 EDUCATION STRUCTURE
- 12. SPN21 Education Structure: Channeling students into 4 different programmes
- 13. SPN21 Education Structure: Channeling students into 4 different programmes
- 14. SPN21 Education Structure: Channeling students into 4 different programmes
- 15. SPN21 Education Structure: Channeling students into 4 different programmes
- 16. 16 16 CHANGE 2CHANGE 2 CURRICULUM ANDCURRICULUM AND ASSESSMENTASSESSMENT
- 17. 17 THE SPN21 CURRICULUM FRAMEWORK
- 18. SPN21 CURRICULUM MODELSPN21 CURRICULUM MODEL
- 20. 20 Comparison Between (New) SPN 21 and the Current CurriculumComparison Between (New) SPN 21 and the Current Curriculum DimensionDimension Pre-SPN21Pre-SPN21 SPN21SPN21 Assessment and purpose of Test o Summative Assessment / Assessment of learning o Summative: It sums up what has been happening o Judgemental: forces learners to study o Places heavy emphasis on marks obtained from tests and external examinations o Both Formative and Summative o Assessment: -Assessment for learning and -Assessment of learning o Measures of competencies and progress o Formative: it generates input to inform and guide teaching o Developmental: diagnostic; directs instructional attention o Student benchmarks to determine/measure growth based on the standards and 20
- 21. 21 Testing (topical tests/exams/written exercises associated with marks) as the only form of assessment to monitor student learning progress is found to be ineffective Formative assessment (Assessment for Learning) helps teachers to move away from ‘testing’ to other ways of assessing student learning The use of formative assessment in the classroom helps to raise student achievement particularly the low achievers The need for Assessment for Learning (AfL)
- 22. 22 Assessment for Learning (AfL) projects carried out in many countries showed evidence of positive outcomes in student learning. AfL fullfils the needs and challenges of the 21st Century; aims to meet the SPN21 goals. The need for Assessment for Learning (AfL)
- 23. The 4 main AfL strategies identified in formative practice are: 1.Learning Intentions and Success Criteria 2.Formative Feedback 3.Effective Questioning 4.Peer- and Self-Assessment AfL’s Main Elements With the help of assessment tools
- 24. Learners need to know: Assessment for Learning (AfL) Where they are inWhere they are in their learningtheir learning Where they are inWhere they are in their learningtheir learning Where they are goingWhere they are goingWhere they are goingWhere they are going Learners to reach their fullest potential Assessment for learning (AfL) is concerned with helping students develop these capabilities and involves learners and teachers seeking and interpreting evidence in order to help with this process. James et. al (2006) How to get there?How to get there?How to get there?How to get there?
- 25. 25 25 CHANGE 3CHANGE 3 TECHNICAL EDUCATIONTECHNICAL EDUCATION
- 26. 26
- 27. 27
- 28. 28
- 29. 29
- 30. 30
- 31. 31 MINISTRY OF EDUCATION BRUNEI DARUSSALAM
Hinweis der Redaktion
- For this presentation, I’ll touch on: our Ministry of Education’s Vision and Mission the reason why we introduce changes to our education system and what are the major changes brought by SPN21
- Read Vision Read Mission The objectives of the new SPN21 education system are aligned with the Ministry’s Vision and Mission along with the National Strategic Plan 2007-2011. This will ensure that a clear and consistent message is conveyed concerning the Ministry of Education’s purpose, role and functions.
- Our Brunei education system is currently in the period of transition through the implementation of SPN21 as you can see in the chart shown.
- The SPN21 has brought about three main changes to ensure that our education system stays relevant at all times and is of high quality. They are: The Education Structure Curriculum and Assessment Technical Education All of these will be explained later in the following slides.
- The Ministry of Education is committed to review, develop and fine-tune the national educational system in order to ensure a viable and promising future for Brunei Darussalam. One of the major changes made is the Education Structure which aims to better equip the young generation with the 21st Century skills.
- This is our previous National Education Structure.
- This is the New Education Structure. As you can see, there are many changes made with the intention of providing opportunities for our future generation to upgrade or further their education and to increase their chances of being employed. The SPN21 structure provides multiple pathways for students to choose programmes that suit their capabilities, interests, inclination, growth and development, thereby catering their needs. Under General Education Programme An important intention of the SPN21 structure is to fit the system to the student rather than the other way round, allowing highly capable students the opportunity to complete their secondary education in a shorter time (4 years). This will greatly benefit the nation in its effort to optimise human resource development. The new education structure also reflects the Ministry’s desire to ensure that our students will complete at least 5 years of secondary education before embarking on post-secondary education or employment.
- Another major change is the Curriculum and Assessment. The school curriculum and assessment is the main strategy towards the key development of quality education in order to achieve the objectives of SPN21. The scope of the SPN21 structure takes into consideration key aspects of Quality Education for Nation Building and Human Capital Development. It aims to achieve Quality Education through the provision of a balanced, relevant and differentiated curriculum which is benchmarked against credible quality assurance or assessment systems of International Standards.
- Central to the new SPN21 education system is the idea of centred-ness. The goal of SPN21 curriculum is based on the premise that the individual student learner is at the centre of all the teaching and learning. The curriculum model aims to provide: an all-round development of the individual opportunities to enhance individual strengths and abilities a well-balanced education which allows students to draw on a wide range of knowledge areas and learning experiences Click on Learner As seen here, the main target of the SPN21 curriculum is the learner. The SPN21 curriculum takes into account each individual’s strengths and weaknesses whilst making provision for progression and continuity. It places the learner at the heart of teaching and learning based on his/her individual needs. 2) Click The Second Circle The SPN21 curriculum aims to provide the learner knowledge and understanding, essential skills, and attitudes and values in the teaching and learning process. It adopts a holistic approach that promotes inquiry and encourages students to be more responsible for their learning. 3) Click The Third Circle The 9 key learning areas are Islamic Religious Knowledge, Nationhood Education, Languages, Mathematics, Science, Physical and Health Education, Social Sciences and Humanities, Technology, Arts and Culture. They provide the platform and broad knowledge domain for the development of knowledge, skills and values. 4) Click The Fourth Circle Various value-added aspects are integrated across the curriculum to widen the learner’s perspectives and develop understanding. These include: MIB as the national philosophy Digital Literacy as an essential learning tool Entrepreneurship as means of developing transferable skills of all kinds associated with actual business that is applicable in real life Social Skills Programme as means of developing the ability to work with others in harmony and respectfulness Thinking Skills as a key feature of learning Co-curriculum education to augment a holistic education programme
- This video clip shows the impact of summative assessment on student’s learning. Click Video Clip 1 (about 1min 30s+) I’ll be showing you a 5 min video clip on ‘Peer Assessment in the Classroom’. This is to show that with the new SPN21 Education System in place, assessment for learning is now the central focus. Click Video Clip 2 (about 5min+) School-based assessment for learning (SBAfL) programme will play an integral part in the SPN21 curriculum. Greater emphasis will be placed on student-centred learning and activity oriented pedagogy. There will be more emphasis on the process of learning rather than drilling for examination.
- The main elements of AfL are: LEARNING INTENTIONS and SUCCESS CRITERIA inform pupils about what they are going to learn, and why. Students and teachers negotiate these before the learning begins, and it is only these items that the students are measured against. FORMATIVE FEEDBACK provides students with information on the successful areas of their learning performance as well as areas to improve next. Feedback should be based on the agreed success criteria. EFFECTIVE QUESTIONING is about asking questions in a way that provides you with key information that you can use to determine where learning currently is, expand learning, and plan for future learning. It’s also about encouraging critical thinking and more questioning from students. PEER- AND SELF-ASSESSMENT and SELF-EVALUATION consider not only what the student and their peers have learnt but also how they learn best. It helps them to think about their learning and how to be independent learners.