LINUS TO FOCUS OUR CHILD EDUCATION

BASIC literacy and numeracy skills after three years of education by all Malaysian children is the aim of the Literacy and Numeracy (Linus) programme, a particular focus area of the Education National Key Results Area (NKRA).

Under Linus, literacy is defined as the ability to read, write and understand words and simple and complex sentences in Bahasa Malaysia and to apply that knowledge in daily learning and communication.

Meanwhile, numeracy is the ability to read, write, count and arrange numbers up to 1,000, be competent in mathematical operations of addition, subtraction, multiplication and division, and to apply these in money, time and length operations.

Linus involves a screening process, which is conducted three times a year in March, June and September to identify those who do not meet the relevant standards.

These students would be placed into either Linus-dedicated classes to improve their performance or a Special Education programme if they have learning disabilities.

In Linus classes, remedial teachers and programme facilitators coach these students before resuming regular classes after they meet acceptable standards.

Under the Linus programme, the literacy and numeracy rate target for 2010 is 90% while 2011 is at 95% and 2012 is at 100%.

For 2010, the Education NKRA has achieved 85% literacy rate and 91% numeracy rate.

Based of these results, Deputy Education Minister Datuk Dr Wee Ka Siong said that the objective to achieve 100% literacy and numeracy rate among primary school students by 2012 is on track.

“Based on the figures we are getting, it’s safe to say we are on track to achieving the intended target,” he said recently.

Wee said that Linus was vital for teachers to be able to point a child’s learning challenges in the right direction.

Education Ministry deputy director-general (Education Operations) Datuk Noor Rezan Bapoo Hashim also said that studies by the ministry revealed that an inability to cope with the syllabus contributed to students dropping out and this made Linus important as problems are identified early.

Describing Linus as the ministry’s biggest challenge in the Education NKRA, Noor Rezan said there were teething problems at the initial stage and the ministry had to act quickly with corrective measures.

The students were facing difficulties in meeting requisite literacy standards.

The lesson learned is to provide more support, for example, by posting additional remedial or Linus teachers to these schools and/or coaching the Linus teachers to identify specific issues faced by the schools.

The ministry also noted that children with learning disabilities were not identified quickly enough due to shortage of nurses and/or medical officers with expertise to identify learning disabilities.

This year the ministry will be in discussion with the Health Ministry to identify a system by which children with learning disabilities can be quickly identified and placed in special education classes.

Focus on Linus under NKRA

TO ensure that schoolchildren have acquired the basic literacy and numeracy skills after three years of education, a new literacy and numeracy (Linus) programme was introduced under the National Key Results Area for the improvement of the education system (NKRA-Education).The Linus programme will be used towards achieving this goal in the next two years. It involves screening tests that will be conducted three times a year to identify pupils who will be placed in the Linus programme.

Weaker pupils will be placed in remedial classes or in a special education programme if they have a learning disability. Schools will also have new literacy and numeracy modules developed to help pupils learn the easier-to-grasp concepts earlier.

Deputy Prime Minister Tan Sri Muhyiddin Yassin announced recently that all Year One pupils will undergo the Linus test two months after admission into primary schools.

Muhyiddin, who is also the education minister, said the Linus test will ascertain pupils’ ability to read, write and count (the 3Rs, or reading, writing and mathematics). It will also help schools to identify their weaknesses prior to placing them in their proper classes.

This is part of the Government Transformation Programme in education to increase the literacy rate among pupils to 90 per cent this year from the present 87 per cent.

“The number of remedial class teachers will also be increased to a ratio of one teacher to 15 pupils, compared with the existing one teacher to one school.

“Only the best teachers would be selected to teach the Year One pupils under the Linus programme,” said Muhyiddin. The Linus programme, according to Education Ministry deputy director-general for education (education operations) Datuk Noor Rezan Bapoo Hashim, consists of a six-part strategy.

The first involves screening tests that will be conducted every March, June and September to identify pupils who will either be placed in the Linus programme or in a special education programme if they have a learning disability.

The second involves the development of Linus modules with easy-to-grasp concepts.“Emphasis will be placed on the application of the concepts learnt.”

The third is a training programme on delivery of the Linus modules for almost 17,000 teachers which was completed in February.

“Fourth, we are looking at the commitment among stakeholders through awareness programmes and activities organised for state and district education departments, head teachers, parent-teacher associations and the public,” says Noor Rezan.

The fifth stage involves monitoring and supervising the bottom 10 per cent of low-performing schools based on the composite score by officers in the state and district education departments and the Education Ministry’s Jemaah Nazir and Quality Assurance divisions.

The final strategy involves the hiring of expert facilitators attached to the district Education Department to support and train literacy and numeracy teachers in schools.

“Apart from increasing literacy and numeracy rates, we will also place greater emphasis on teacher training programmes, lifting the performance for all schools and enhancing multilingual instructions.”

Read more @ http://www.nst.com.my/nst/articles/31nus/Articlehttp://www.nst.com.my/nst/articles/30nus/Article

This entry was posted on Friday, September 24th, 2010 at 6:26 am and is filed under Curriculum, Educational Re

He said those who were semi-illiterate now find it easier to read. The Linus programme is effective because it is much more organised than previous programmes.

“The Linus programme has good measurement tools that enable us to clearly see the step-by-step progress of our students. “For example, the program has 12 constructs that help us determine the specific stage of improvement of each student. One of our students who could not even pass his exams was recently ranked No. 1 in his class after going through Linus,” he said.

Rabu, 23 Februari 2011

Individuals cannot do anything to develop society

Nowadays, individuals cannot do anything to develop society. The role of administrators and big institutions can change and advance a new development in a civilization. I entirely agree with this statement because a person only encourages himself or herself. On the other hand, governments and huge institutions have a lot of role which change many sectors of people such as politics, economics, social and art.There are several reasons why a group of people are much better than a person in order to boom and change their society. First of all, people cannot life without

other people because humans are social creature. They need help somebody when they obtain some problems. For example, they want to go up roof of their house, definitely they need a person who can take and hold the ladder. Furthermore, in politics sector, a governor is not able to struggle inanity without the role of teachers and students in his or her province especially in education atmosphere.Secondly, people only aware to others in their civilization. Awareness is the main factor for people to advance their life and society. Today, awareness decrease sharply due to in fact that civilizes comfort and neglect role of others. Moreover, development in society that is hopped by all of socializes do not happen. For instance, the president hope that he or she plans his or her program to grow national economics, unfortunately the president is not supported by his or her citizens. Indeed, the president hard struggles the poverty in his or her country.Finally, togetherness is the other effects to boom every society much more develop. For example in art case, the artists cannot be proud without the audiences who appreciate their acts. Role of amenity (civilization/society) is very important in developing art aspect because art is one of the vital aspects in educating people in the world. If everyone knows and realizes about art and apply the art in their amenity, she or he will change and advance their socialization to become educated people.In conclusion, role of togetherness, socialize and awareness are extremely needed by civilization to change and boom their amenity to earn or gain a new development. In addition, individuals cannot change anything because people are not able to life in personal mindset and amenity.

Diposkan oleh Syam di 03:03:00

0 komentar:

LINUS TO FOCUS OUR CHILD EDUCATION

To ensure that schoolchildren have acquired the basic literacy and numeracy

skills after three years of education, a new literacy and numeracy (LINUS)

programme was introduced under the National Key Results Area for the

improvement of the education system (NKRA-Education) . The LINUS programme

will be used towards achieving this goal in the next two years. It involves screening

tests that will be conducted three times a year to identify pupils who will be placed in

the LINUS programme.

Under LINUS, literacy is defined as the ability to read, write and understand

words and simple and complex sentences in Bahasa Malaysia and to apply that

knowledge in daily learning and communication.

Meanwhile, numeracy is the ability to read, write, count and arrange numbers

up to 1,000, be competent in mathematical operations of addition, subtraction,

multiplication and division, and to apply these in money, time and length operations.

LINUS involves a screening process, which is conducted three times a year in

March, June and September to identify those who do not meet the relevant

standards.

Weaker pupils will be placed in remedial classes or in a special education

programme if they have a learning disability. Schools will also have new literacy and

numeracy modules developed to help pupils learn the easier-to-grasp concepts

earlier.

1

These students would be placed into either LINUS dedicated classes to

improve their performance or a Special Education programme if they have learning

disabilities.

In LINUS classes, remedial teachers and programme facilitators coach these

students before resuming regular classes after they meet acceptable standards.

Under the LINUS programme, the literacy and numeracy rate target for 2010 is

90% while 2011 is at 95% and 2012 is at 100%.

The students were facing difficulties in meeting requisite literacy standards.The

lesson learned is to provide more support, for example, by posting additional

remedial or LINUS teachers to these schools and/or coaching the LINUS teachers to

identify specific issues faced by the schools.

The LINUS programme is effective because it is much more organised than

previous programmes. The LINUS programme also has good measurement tools

that enable us to clearly see the step-by-step progress of our students. So, it is one

of the best programme for primary school now !

Written by: Luk Teck Ling

No.1F, Tun Ahmad Zaidi 32B/4,

96000 Sibu,

Sarawak.

27 th March 2012.

Dear Carine,

I was excited to receive your postcard from Pangkor Island. I hope you are as

fine now as when you sent the card. I am doing great here myself.

Actually, my brothers and I just got back from a camping trip at Mount Matang

in Kuching. I wanted to send you a postcard from up there, but my schedule was

simply too night. That’s because there were so many things to see and do up there

within a short span of time.

My trip to Mount Matang brought me so much closer to nature. The main

reason for this was because we did not stay at a hotel or a chalet while we were

there. Instead, we camped outdoors- in the wild! This experience changed my whole

perspective of nature. Now, I feel differently about nature.

During the nights, It was very cooling outdoors, but it began to get chilly

towards the early morning. The sounds of nature during the night were very peculiar.

Many times I felt as though the animals were ‘speaking’ to one another – a

symphony crickets chirping, a parliament of owls hooting, a cloud of bats flapping

and a host of other sounds that I had never even heard before.

We visited a horse farm, a rabbit farm, several wonderful waterfalls and many

great sites. I especially enjoyed trekking across the wilderness. We went off-road

and trod along unmarked jungle paths. Not only was this one of the most

adventurous things I have ever done, but it was educational as well. I got to see how

primates, many types of wild birds and plants; including several unique species of

pitcher plants, thrive in their natural habitats.

I’ll tell you more about the trip when we meet in two week’s time. I hope you

haven’t forgotten about the pyjama party at my place. I would really like to hear more

about your trip to Pangkor as well. I’m sure our pyjama party would be a blast!

Till we meet, goodbye!

Your Friend,

2