literasi dan numerasi (k. terengganu)

Current National Literacy and Numeracy Standards

SOURCE: KIA2M for literacy rates and PROTIM for numeracy rates

2008

54,272(13%)

2007

51,486(10%)

2006

50,253(11%)

20,000

0

40,000

60,000

80,000

100,000

Number of students who have not reached targeted literacy standards by end of Year 1 (% in brackets)

2008

117,024(24%)

200720060

20,000

40,000

60,000

80,000

100,000

Number of Year 4 students who have not reached targeted numeracy standards (% in brackets)

PROTIM started in 2008

We aspire to get almost 60,000 students to be literate by 2012Low illiteracy

Medium illiteracy

High illiteracy

Perlis

Pulau Pinang

Perak

Kelantan

Terengganu

PahangSelangor

Negeri Sembilan Melaka

JohorSarawak

SabahW.P. Labuan

W.P. Kuala LumpurW.P. Putrajaya

Kedah

437(0.7%) 5,767(9.6%)

5,022(8.4%)

2,151(3.6%)

3,402 (5.8%)

3,999(6.7%)

9,252(15.4%)3,414(5.7%)

682 (1.1%)

64 (0.1%)

2,761(4.6%)

1,036(1.7%)

9,511(15.9%)

6829(11.4%)

115 (0.2%)

5,508(9.2%)

Number of Year 5 students without basic literacy skills in 2009(Percentage of total students without literacy skills nationwide)

Total No. OfStudents in PROTIM (2M)

~ 59,950

Total No. OfStudents in PROTIM (2M)

~ 59,950

SOURCE: PROTIM Scores for 2M, 2009

District with the Most Number of Illiterate Students for selected states

PPD will need to understand the root causes behind the low literacy rates in these districts and come up with a tailored intervention strategy

PPD will need to understand the root causes behind the low literacy rates in these districts and come up with a tailored intervention strategy

Numberof illiterate students

870

721

709

446

672

505

907

477

310

934

895

739

807

743

655

Kota Setar

Kulim Bandar BharuKuala Krai

Tanah Merah/Jeli

Bachok

Seremban

Jempol/Jelebu

Port Dickson

Pasir Gudang

Johor Bharu

Batu Pahat

Miri

Kuching

Padawan

District

Kuala Muda/Yan

% of total illi-terate students in the state

22.0

18.2

17.9

19.4

19.1

18.0

43.1

22.7

14.7

17.9

17.1

14.1

11.4

10.5

9.2

States

Kedah

Kelantan

Negeri Sembilan

Johor

Sarawak

What is LINUS Programme?

LINUS is an acronym for Literacy and Numeracy Screening

LINUS is a remedial programme designed to ensure students acquire basic literacy (Bahasa Malaysia) and numeracy skills at the end of 3 years of primary education

LINUS is targeted at students who have difficulties in 3Rs i.e. Reading, wRiting and aRithmetic

Literacy Targets for 2010 - 2012

9791

87

9993

88

10095

90

0

20

40

60

80

100

2010 2011 2012

Initial Stage (Year 1)

▪ A moderate 3% increase from 87% in 2009 to 90% by the end of 2010

Programme Stabilises (Year 2)

▪ Expect larger improvements and targeted to reach 95% (5% increase) by the endof 2011

Year 3

▪ Expect all students to be able to acquire literacy skills and to reach the target of 100% literate (5% increase) by the end of 2012

%

Screening 1 (March)

Screening 2 (June)

Screening 3 (Sept)

Numeracy targets for 2010-2012

9691

77

9893

85

10095

90

0

20

40

60

80

100

2010 2011 2012

Screening 1 (March)

Screening 2 (June)

Screening 3 (Sept)

Initial Stage (Year 1)

▪ 13% increase from 77% in 2009 to 90% by the end of 2010

▪ Significant jump expected as numeracy skills required for Year 1 is less complex

Programme Stabilises (Year 2)

▪ Improvement and targeted to reach 95% (5% increase) by the end of 2011

Year 3

▪ Expect all students to be able to acquire numeracy skills and reach the target of 100% numerate (5% increase) by the end of 2012

%

Definition of Basic Literacy and Numeracy under LINUS programme

Basic Literacy

Ability to read, write and understand words, simple and complex sentences (using conjunctions) in Bahasa Malaysia and apply such knowledge in learning and everyday communication

Skill

Able to read, write and understand

Year 1

▪ Minimum of 500 simple common words

▪ Simple sentences

Year 2


▪ Simple & compound sentences with conjunctions

Year 3


▪ Simple & compound sentences with conjunctions in short paragraphs

Basic Numeracy

Ability to solve basic mathematical operations, understand the idea of simple mathematics and able to apply mathematical skills in everyday life

Year 1 Year 2Skill Year 3

Read, write, count and arrange(in order) whole numbers

▪ Numbers up to 50 ▪ Numbers up to 100 ▪ Numbers up to 1000

Basic Operations ▪ Basic facts for addition and subtraction

▪ Basic facts for addition and subtraction, multiplication(for 2, 5 & 10) and division(for 2, 5 & 10)

▪ Basic facts for addition and subtraction, multiplication (for 3,4,6,7,8 & 9) and division (for 3,4,6,7,8 & 9)

Application ▪ Count money up to RM 10▪ State time of day▪ Measure length of objects in

relative units

▪ Count money up to RM 50▪ State time in hours on an

analogue clock▪ Measure length of objects in

correct units

▪ Count money up to RM 100▪ State time in hours on an

analogue clock▪ Measure length of objects in

correct units (in cm only)

SOURCE: BPK 2009

LINUS programme screening process

Year 1

Screening 1(March)

LINUS

Screening 2(June)

LINUS

Screening 3(September)

LINUS

Year 2

Main stream

education

Medical Assessment

YesNo

Special needs students

Yes

Yes

NoNoNo

No

No

No

No

Yes

LINUS programme is different from previous efforts

Best performing teachers will now be allocated to Year 1 and 2 i.e., LINUS program. (Not just exam year, i.e. Year 6)

1 Program will focus on early intervention (Year 1 – 3) for both literacy and numeracy skills. Previous programs either only focused on literacy skills (KIA2M) or only in Years 4-6 (Protim)

Reduced remedial teacher to student ratio to 1:15 from currently 1 per school

Nurses in schools to identify students who require tailored special needs programmes

Management and supervision is decentralised to District Education Office & monitored by the School Inspectorates. Previously, this was done by the MOE

Professional support for LINUS teachers via dedicated facilitators (FasiLINUS)

2

3

4

5

6

We have identified several factors which will be critical to the success of the LINUS programme

Success Factors

Remedial Teachers (1:15 students)

Establishment of FasiLINUS (1:20 schools)

Nurse in schools (1:700 students)

Enhancement of Teachers’ Pedagogical Skills throughIn-service and pre-service training.

All schools must participate unconditionally in LINUS Programme.

Proposed under LINUS programme

… To

4 remedial teachers for 59 students in LINUS

Ratio of remedial teacher to students. This ratio allows for 1:4 ratio per session (4 sessions daily)

Additional remedial teachers required for LINUS programme

1:15

+ 3,246

From …

Currently, we plan to increase the number of remedial teachers to ensure sufficient coverage for students

1:1 Ratio of remedial teacher to schools

Remedial teachers currently~7000

Under KIA2M

1 teacher for 59 students in Year 2 remedial classes

Example:SK Seri Permai

Gua Musang

We plan to place nurses permanently in schools, to assess children with disabilities and special learning needs

▪ Currently, nurses come to schools once annually to conduct normal health check-up. Therefore, special needs children are not identified, unless teachers refer these cases to the parents

Current situation

▪ Plan to place nurses in schools, with the ratio of 1 nurse for every 700 students

▪ Nurses will conduct the following work at the schools:

– Test eyesight, hearing and normal health check-up

– Nurse will monitor children identified as potential candidate for special needs programme (e.g., dyslexia)

– Referrals to doctors for specific cases

– Other medical duties

Proposed solution

▪ 2,100 new posts to be created

▪ RM 71.8 million emolument and RM13.6 million equipment cost for 5 years

Implications

We plan to enhance teachers’ pedagogical skills to ensure various learning strategies for effective learning

▪ Currently, the number of teachers who are experts in teaching basic literacy and numeracy are limited. Thus, we need to train teachers various teaching styles and techniques to enhance students’ learning

Current situation

▪ Plan to conduct professional training courses for LINUS and remedial teachers in teaching literacy and numeracy

▪ Training should include:

– Incorporating various pedagogical methods

– Enhancing teaching skills using technology

– Providing a variety of teaching and learning resources

– Exposing to best practices in teaching basic literacy and numeracy

Proposed solution

▪ Reengineering of in-service and pre service training Implications

Findings from Nationwide Poll (2009) by TNS international research:▪ 69% of respondents suggested that improving teacher quality

should be a priority for the government ▪ 30% of respondents suggested that improving students’ outcomes in

primary education should be a priority for the government

This solution needs a change of mindset among

teacher trainers and teachers

We plan to establish at the PPD level, a group of FasiLINUS, who will play a prominent role in ensuring success at the district level

Case study: Brazil (state)

Who are they?▪ Good experienced teachers (jurulatih utama) who are based at each of the 154

PPDs

▪ About 884 new FasiLINUS required, with minimum of 4, and maximum of 12 per PPD

▪ Ratio of roughly 1 FasiLINUS per 20 schoolsWhat is their role?

▪ Advice state for deployment of remedial teachers

▪ Dissemination of LINUS programme to Head Teachers and Teachers

▪ Coaching and mentoring of LINUS programme

▪ Capacity building of remedial teachers, other teachers, and schools administrators

▪ Helping schools prepare corrective action plans

Goal

▪ Obtain 100% literacy by 2010, for ~300 thousand children in 2500 schools

Approach

▪ Creating and preparing a central and regional team to visit and support all schools

Result

▪ 1,500 central and regional educational analysts trained in supporting teachers across 2,450 schools (1 to 1.6 schools)

▪ Jump in literacy rates from 25% to 75% in short span

We need to ensure SJKC and SJKT students able to read and write in Bahasa Malaysia

Current situation

Proposed solution

▪ There were 28,198 students (20081) from SJKC and SJKT who were placed in Remove Classes in Form 1. These students were considered weak in Bahasa Malaysia. At present, there is an inadequate number of Bahasa Malaysia teachers and remedial teachers in SJKC, especially Chinese teachers whose option is Bahasa Malaysia

▪ Suitably qualified Bahasa Malaysia teachers will be provided by MOE and accepted by these schools to fill the vacancies to teach this subject in schools

▪ Bahasa Malaysia must be upheld as the national language in all schools, in parallel with emphasis on mother tongue languages

▪ Communication to school and public will be managed, emphasizing the literacy and numeracy support offered to ensure acceptance by all parties

Implications

1 Data as of June 2008: EPRD, MOE

SOURCE: Education Lab

LINUS: Management & Administration

1 Data as of June 2008: EPRD, MOE

SOURCE: Education Lab

MOE

▪ Deployment of Teachers

▪ Coordination of Monitoring, Supervision & Assessment Activities at State LevelJPN

▪ Implement FasiLINUS initiative

▪ Facilitate LINUS Programme (assist teachers, plan, monitor, supervise, assess LINUS Programme)

PPD

▪ Implement LINUS Programme – LINUS teachers (Bahasa Malaysia & Mathematics);

▪ Build linkages with parents, community, NGOs

▪ Build smart partnerships with universities & private sector

School

BPK ▪ Secretariat for LINUS Programme▪ Development of LINUS Curriculum, T&L modules

BPG ▪ Teacher Training – In-service & Pre service, training modules

LPM ▪ Development of Screening Instrument

JNJK ▪ Development of Monitoring Instrument, Monitoring, Supervision & Assessment

BPKhas▪ Deployment of Remedial teachers ▪ Special Education Needs▪ Form cooperation with MOH, Welfare Department, JHEOA

BPSH ▪ School & LINUS Data Management, LINUS awareness programme/road shows promotion materials – brochures, electronic media

Delivery chain for LINUS programme

MOE

(NKRA)

BPKCurriculum div

BPGTraining div

LPMExam div

JNJKInspectorate

BPKhasSpecial ed.

BPSHSchool div

▪ State education offices (SEO)

Schools▪ Head Teachers▪ LINUS Teachers▪ Remedial Teachers

▪ District Education Offices (DEO)▪ FasiLINUS

▪ Parents▪ Community▪ NGOs▪ Universities▪ Private sectors

JHEOADept. of Orang

Asli

Dept. of Welfare

MOHMin. of Health

6 Strategies for the Implementation of LINUS Programme

LINUS Programme(Literacy and Numeracy Screening)

Screening of Students(Year 1, Year 2 and Year 3)

Development of Materials

Enhancement of Teachers Pedagogical Skill

Awareness Programmes for Schools and Community

Monitoring, Supervision & Evaluation

Establishment of FasiLINUS

1

2

3

4

5

6

Strategy 1: Screening for Students in Year 1, Year 2, and Year 3

Screening for students in Year 1 (2010) will be conducted in March, June and September

Health screening to identify children with special needs

Students who are identified with learning disabilities will be channeled to special education classes

Students who do not achieve the screening target will be placed in the LINUS Programme

Strategy 1 – Development of Screening Materials

▪ LPM▪ Dr. Jamil Adimin

Lead agency

Action Plan Output/outcome

Development of screening instrument▪ Instrument Year 1▪ Instrument Year 2 ▪ Instrument Year 3

▪ Instrument developed

▪ Oct 22, 2009▪ May 1,2010▪ May 1, 2011

Quality control▪ Instrument Year 1▪ Instrument Year 2 ▪ Instrument Year 3

▪ Instrument piloted

▪ Nov 13, 2009▪ Jun 1, 2010▪ Jun 1, 2011

Validation▪ Instrument Year 1▪ Instrument Year 2 ▪ Instrument Year 3

▪ Instrument validated

▪ Dec 3, 2009▪ July 1, 2010▪ July 1, 2011

Printing & distribution of screening instrument Materials▪ Year 1

▪ Materials delivered to schools▪ Jan1 – 30,2010▪ May 1- 31,2010▪ Aug 1-31, 2010


▪ Materials delivered to schools▪ Jan 1-30, 2011▪ May1 - 31 2011▪ Aug 1-31, 2011


▪ Jan 1-31, 2012▪ May 1-31, 2012▪ Aug 1-31, 2012

▪ Materials delivered to schools

Target Date

Strategy 2: Development of Teaching & Learning Materials

Development of Teachers’ Guide

Development of Learning Modules

Strategy 2 – Development of Teaching and Learning MaterialsLead agency


Development of teaching and learning modules▪ Year 1▪ Year 2 ▪ Year 3

▪ Modules developed▪ Oct 15, 2009▪ Aug 19,2010▪ May 1, 2011

Refinement of Modules▪ Year 1▪ Year 2 ▪ Year 3

▪ Modules piloted▪ Oct 29, 2009▪ Sep 9, 2010▪ Jun 1, 2011

Quality control▪ Year 1▪ Year 2 ▪ Year 3

▪ Modules validated▪ Nov 12, 2009▪ Oct 8, 2010▪ July 1, 2011

Printing & distribution of Modules▪ Year 1 ▪ Modules delivered to schools▪ Feb 28, 2010

Printing & distribution of Modules▪ Year 2 ▪ Modules delivered to schools▪ Nov 30, 2010

Printing & distribution of Modules▪ Year 3 ▪ Jan 31, 2012 ▪ Modules delivered to schools

Target Date

▪ BPKEn. Mohd Fauzan Hamzah (Literacy)En. Mazlan bin Awi (Numeracy)

Strategy 3: Enhancement of Teachers’ Pedagogical Skills

Pre service Training

In-service Training for Teachers

▪ LINUS programme

▪ Enhancement of Pedagogical Skills

▪ Insitu Training at Schools and District Levels

• Revised of curriculum to include T&L of literacy and numeracy

• Work shops on “Add On” Module

Strategy 3 – Enhancement of Teachers’ Pedagogical Skills ▪ BPG (Development of Training Modules, In-service and Pre-service Teacher Training) En. Roomainoor Rabbu (Development of Training Modules & In-service Teacher Training) Dr. Kartini bt Baharom (Pre-service Teacher Training)

Lead agency


1. Development of Training Modules

▪ Development ▪ Oct 10, 2009 ▪ Training module

▪ Quality Control ▪ Nov 13, 2009 ▪ Training module piloted

▪ Validation ▪ Nov 19, 2009 ▪ Validated training module

2. In-service Teacher Training ▪ Training of trainers – National Level ▪ Nov 26, 2009 ▪ 60 teachers’ trained ▪ Training of trainers – State Level ▪ Dec 12, 2009 ▪ 800 teachers’ trained ▪ Discussions with State Education Offices ▪ Mac – Dec, 2010 ▪ Discussions (4 times)

▪ Support Programmes (In-situ) ▪ May-Jun, 2010 ▪ 154 support programmes

2. Pre-service Teacher Training

Target Date

• Revised of curriculum to include T&L of literacy and numeracy

• May-June, 2010 • Revised curriculum

• Work shops on “Add On” Module • May 31, 2010 • Number of work shops

▪ Teacher training▪ Jan 28, 2010▪ Feb 25, 2010

▪ 16000 teachers’ trained

Phase 1 Phase 2

▪ Recordings of Best Practices in LINUS ▪ Aug, 2010▪ Feb, 2011

▪ Recorded T&L Best Practices

Strategy 4: Awareness Programme for Schools and Community

Dissemination of Information on LINUS to Schools and Community

Dissemination of Brochures on LINUS Programme to the Public

Promotion of LINUS Programme to the Public

▪ Exhibitions

▪ Mass media (e.g.: Newspapers, Radio & Television, Eduweb)

▪ Literacy & Numeracy Day in Schools

Strategy 4 - Schools and Community Awareness Programme

▪ BPSH En. Bilezan Bahgdadi

Lead agency

Action Plan Output/outcomeTarget Date

1. Dissemination of Information on LINUS to Schools and community

▪ Discourse with Head Teachers ▪ Jan 31,2010 ▪ 7,669 head teachers

▪ Discourse with SEDs & DEOs ▪ Dec 2009-2012 ▪ 154 SEDs & DEOs

2. Dissemination of Brochures on LINUS Programme to the Public

▪ Print & Distribute LINUS Brochures ▪ Jan 7, 2010 ▪ Brochures printed and distributed

3. Promotion of LINUS Programme to the Public

▪ Open house ▪ Dec 18, 2009 ▪ Well-informed public

▪ Discourse with PTA ▪ March 31,2010 ▪ 15,000 Head teachers and parents

▪ Literacy and numeracy day in schools ▪ Mac 31,2010 ▪ Well-informed public

▪ Publish information on LINUS programme through newspapers, radio & television, Eduweb)

▪ Feb 28, 2010 ▪ Well-informed public

Strategy 5: Monitoring, Supervision and Evaluation

Evaluation of LINUS Programme

▪ Evaluation Research

Monitoring and Supervision

▪ Schools

▪ Teacher Training Institutes

Development of Monitoring Instrument

▪ Teaching and Learning Methodology

▪ Students Assessment

▪ Management of LINUS in School

Strategy 5 – Monitoring, Supervision and Evaluation (School Inspectorates)

▪ JNJK ▪ Pn. Dayang Rositer

Lead agency


1. Development of Monitoring Instrument

▪ Feb 26, 2010▪ Development Instrument and briefing on Data entry and analysis

▪ Instrument for monitoring

▪ Briefings on Monitoring Process ▪ Apr 15, 2010 ▪ 150 MOE personnel

▪ Monitoring (8% of 8,000 Schools = 640 Schools) Phase 1 (6 zones)

Phase 2 (6 zones)

▪ May 14, 2010

▪ Sep 17, 2010

▪ 640 schools

▪ Report Writing Phase 1 ( 6 zones)

Phase 2 (6 zones)

▪ Jun 5, 2010

▪ Oct 8, 2010

▪ Monitoring report

▪ Workshops on Data Analysis on Screening & Monitoring

Phase 1 (6 zones)

Phase 2 (6 zones)

▪ May 28, 2010

▪ Sept 24, 2010

▪ Analyzed Data

2. Monitoring and supervision

3. Evaluation of LINUS programme

Strategy 6: Establishment of FasiLINUS

Teacher Deployment

FasiLINUS Capacity Building

Coaching and mentoring by FasiLINUS

Dissemination of LINUS to Head Teachers and Teachers

Professional Support Action Plan

Strategy 6 – Establishment of FasiLINUS

▪ PPD Seberang Perai Tengah: Tn Hj Khalid AhmadLead agency


▪ Special Task Force Meeting ▪ Nov 12,2009▪ Jan 15, 2010

▪ Strategic plan on implementation of FasiLINUS

▪ Teacher Deployment to replace FasiLINUS ▪ Dec 31, 2009▪ Dec 31, 2010

▪ 884 teachers

▪ Coaching and mentoring

▪ Dissemination of LINUS Programme to Head Teachers and teachers

▪ Feb 28, 2010 ▪ 23 000 Head teachers and teachers

▪ Monitoring and supervision Screening Process 1, 2 & 3 ▪ Mac , Jun and Sept 2010-12

▪ Number of students for LINUS programme

▪ Management of Screening Data (Screening 1, 2 & 3) ▪ Mac-Apr▪ Jun-July▪ Aug-Sept ▪ 2010-12

▪ Clean Data obtained

▪ LINUS Audit Meeting with Head Teachers (1, 2 & 3) ▪ May 31, 2009▪ Aug 31, 2009▪ Oct 30,2009

▪ 7669 Head Teachers

▪ Teacher Capacity Building ▪ Apr-Dec,2010 ▪ 15 338 LINUS teachers trained

▪ Apr-Dec, 2010 ▪ 15 338 LINUS teachers monitored

Professional Support Action Plan

▪ FasiLINUS Capacity Building ▪ Jan 31, 2010▪ Mac 30, 2010▪ Jun 30, 2010▪ Dec 31,2010

▪ 221 FasiLINUS trained▪ 221 FasiLINUS trained▪ 221 FasiLINUS trained▪ 221 FasiLINUS trained

Financial requirement for LINUS programme – submitted to EPU

Total

Activities 2009 (RM) 2010 (RM) 2011 (RM) 2012 (RM)Screening Instrument

279,200.00--

12,117,305.00--

9,600,352.00

8,704,172.00-

Development of Learning & Training Modules

397,200.00--

7,933,870.00--

6,538,225.007,243,730.00

-

Enhancement of Teachers’ Pedagogical Skill

776,200.00--

9,579,780.00--

8,085,400.007,961,846.00

-

8,085,400.003,961,400.001,900,800.00

Awareness Programmes for Parents and Community

699,000.00--

619,500.00--

885,000.00533,650.00

-

885,000.00433,650.00270,000.00

Monitoring & Supervision Assessment, Data Mgmt System

391,600.00--

1,749,545.00--

3,309,300.001,138,325.00

-

2,309,300.001,131,557.001,921,879.00

Total 2,543,200.00* 32,000,000.00* 54,000,000.00 36,000,000.00

RM 124,543,200.00

Cohort 1Cohort 2Cohort 3


-4,233,755.0

04,704,172.0

0




-2,919,357.003,243,730.00

* Approved

LINUS programme additional operational budget

Total

Activities 2010 (RM) 2011 (RM) 2012 (RM) Priority

Establishment of FasiLINUS (1:20 = 884)

Laptops for FasiLINUS –one off (882 x 5,000)

Remedial Teachers (1:15; 3,246 teachers)

Nurse in School(420 nurses/year)

Health Equipment(420 unit/year)

36,332,400

4,420,000

39,111,600

14,359,8671

2,713,000

36,332,400

78,223,200

28,719,734

2,713,000

36,332,400

115,414,776

43,079,601

2,713,000

High

High

Med

96,936,867 145,988,334 197,539,777

1 Cadre Post for Nurses: Nurses attached in schools

SOURCE: Education lab

Stakeholder engagement plan (1/2)

Stakeholder DateEngagement plan Responsibility

▪ Parents ▪ Jan-Mar 2010

▪ Promote LINUS programme during school activities. E.g. during Year 1 registration day, PTA General Meeting

▪ Engage parents to support literacy programmes through various activities such as:– Literacy Day– Parent to child Reading Programme – Recruit Volunteers to read & work with students– Engage parents to contribute materials and

money to schools– Make sure their children do their homework– Make sure they talk to school/teachers about the

progress of their children– Outreach programme - send teacher/officer to the

homes to solve truancy problem

▪ Head Teachers

▪ Teachers ▪ Jan 2010▪ Disseminate information regarding LINUS programme during the First Teachers’ Meeting

▪ Develop Buddy Support System and Team Teaching (expert-novice teachers)

▪ Conduct Reflective Practice on Teaching

▪ Head Teachers

▪ Head teachers ▪ Jan 2010▪ Hold dialogues among Teachers, Head Teachers, FasiLINUS and Community

▪ Construct Strategic Plan for LINUS

▪ Head Teachers

▪ Politicians & community leaders

▪ Campaign for Literacy and Numeracy

▪ House to House Visitation Campaign

▪ Publicity through dialogue and mass/popular media

▪ MOE

Stakeholder engagement plan (2/2)

▪ Ministry of health ▪ Engage MOH to screen students’ health as early as aged 4 to identify learning disabilities

▪ MOE and MOH collaborate to screen students beginning Year 1 in school

▪ MOE and MOH create a post of Nurse in School to screen students periodically

▪ MOE

▪ Welfare department ▪ Jan 2010▪ Expedite the registration of children with disabilities as OKU (OKU Cards will be issued for these children to receive benefits entitled for them)

▪ Work closely with schools to address drop-out issues

▪ MOE▪ Head Teachers

▪ Universities ▪ Create linkages with universities to do research on illiteracy and adopting schools with LINUS Programme

▪ MOE

▪ NGOs & Private Sectors

▪ Encourage the NGOs and private sector to finance programmes and activities concerning LINUS as part of their social resposibilities

▪ MOE▪ Head Teachers

Stakeholder DateEngagement plan Responsibility

Appendix: Screening instrument – literacy

The instrument is developed based on the definition of literacy i.e. Ability to read, write and understand words, simple and complex sentences (using conjunctions) in Bahasa Malaysia and apply such knowledge in learning and everyday communication

Instrument Constructs

1. Ability to pronounce and write vocal and consonant alphabets

2. Ability to pronounce and write open and close ‘suku kata’

3. Ability to pronounce and write words of ‘suku kata terbuka dan tertutup’

4. Ability to pronounce and write words to distinguish between vowel of ‘e taling’, ‘e pepet’ and ‘o’

5. Ability to pronounce and write words containing ”suku kata tertutup ’ng’’

6. Ability to pronounce and write words containing dipthong and ‘vokal berganding’

7. Ability to pronounce and write words containing “digraf ’ng’, ’ny’, ’sy’’

8. Ability to pronounce and write word with prefixes and suffixes

9. Ability to pronounce and write simple sentences

10.Ability to pronounce and write complex sentences

11.Ability to read and understand paragraphs

12.Ability to relay information in stimulus materials in oral and written form

Appendix: Screening instrument – numeracyThe instrument is developed based on the definition of numeracyi.e. Ability to solve basic mathematical operations and understand the idea of simple mathematics and able to apply mathematical skills in everyday life

Instrument Constructs

1. Ability to recognise numbers in oral and written form

2. Ability to count

3. Ability to understand the value of numbers

4. Ability to arrange numbers in sequence

5. Ability to perform basic mathematical operations

6. Ability to recognise Malaysian currency

7. Ability to tell time

8. Ability to perform basic mathematical operations using Malaysian currency

9. Ability to measure length, mass and volume of objects

10.Ability to translate normal sentences into mathematical equation and vice versa

11.Ability to apply knowledge and skill of round number in everyday life

12.Ability to apply knowledge and skill which involve currency, time and measurement in everyday life

Teaching and Learning Module

Aim: To help teachers in LINUS teaching and learning process. At the end of Year 1, students will be able to:

Modules

1. Write small and capital letters correctly

2. Read ‘suku kata terbuka dan tertutup’ correctly

3. Build and write ‘suku kata terbuka dan tertutup’ correctly

4. Read words containing ‘suku kata terbuka dan tertutup’ correctly

5. Write words containing ‘suku kata terbuka dan tertutup’ correctly

6. Read words containing “digraf’ and dipthong correctly

7. Write words containing digraf and dipthong correctly

8. Read words containing ‘vokal berganding’ and ‘konsonan bergabung’ correctly

9. Write words containing ‘vokal berganding’ and ‘konsonan bergabung’ correctly

10.Read words containing prefixes and suffixes correctly

11.Write words with prefixes and suffixes correctly

12.Read phrases correctly

13.Write phrases correctly

14.Read simple sentences clearly and with correct intonation

15.Build and write simple sentences correctly

LINUS System Conceptual Framework to produce data and reports

Students’ Profile(SMM)

NKRALINUS Database

Teachers’ Profile(EMIS)

School Profile(EMIS)

Students’ Screening Form

(Literacy, Numeracy)

Students’ Literacy Performance Report

School Report

Teacher- Student Linkage List

Students’ Numeracy Performance Report

Student Linus Screening History

School Literacy Performance Report

PPD/JPN Report

School Numeracy Performance Report


School/PPD/JPN Literacy Performance Report

MOE Report

School/PPD/JPN Numeracy Performance Report


School Performance Progress Report

(Traffic Light)

School/PPD/JPN Performance Progress Report (Traffic Light)

NKRA Portal

Literacy and Numeracy FAQs (1 of 3)

Q1: What is LINUS?

A: LINUS is an acronym for Literacy and Numeracy Screening. LINUS is a remedial programme designed to ensure students acquire basic literacy (Bahasa Malaysia) and numeracy skills at the end of 3 years of primary education.

Q2: Who are the targeted students in the LINUS Programme?

A: LINUS is targeted at students in Year 1, 2 and 3 in primary schools who have difficulties in 3Rs i.e. Reading, wRiting and aRithmetic.

Q4: Why must LINUS Programme focus on literacy only in Bahasa Malaysia (BM) instead of other languages?

A: Bahasa Malaysia is the national language of the country. Bahasa Malaysia is also the language of unity. All Malaysian citizens must be able to read, write and communicate in the language to foster understanding and unity in the spirit of 1Malaysia.

Q5: Will numeracy also be taught in BM?

A: No. Students will learn numeracy in the respective medium of instruction in the schools. E.g.: BM in SK; Chinese language in Chinese schools and Tamil language in Tamil schools.

Q3: When will the LINUS programme be implemented?

A: The LINUS programme will be implemented in 2010 in all government and government aided primary schools.


Q7: How does a student in the LINUS programme consider to be literate and numerate?

A: A student is considered to be literate and numerate when he/she managed to achieve the target set after the screening in the LINUS programme.

Q8: What are the targets set under the LINUS Programme for special needs children?

A: No targets has been set for special needs children. They will be channelled into special education programme.

Q6: How do schools identify students for the LINUS programme?

A: Students will undergo a screening process at school level. Students who do not meet the required target will go through a medical assessment. A nurse will assess students’ learning ability and refer them to a medical doctor to confirm their status.

Q9: What is the difference between LINUS and previous intervention programmes on literacy and numeracy?

A: LINUS will focus on early intervention (Year 1 – 3) for both literacy and numeracy skills. Previous programs either only focused on literacy skills (KIA2M) or only in Years 4-6 (PROTIM)

Q10: What are the indicators that measures students’ ability in reading, writing and arithmetic under the LINUS programme?

A: Twelve constructs have been developed to assess the level of literacy and numeracy. The achievement in each construct will determine the students’ ability in reading, writing and arithmetic . Students have to successfully master the 12 constructs.


Q12: What are other strategies to assist teachers in ensuring the success of LINUS?

A: One of the initiatives taken by the MOE is to establish FasiLINUS at the district level. FasiLINUS are experienced teachers who act as facilitators to assist teachers in their teaching and learning (T&L). They will coach teachers and also act as mentors to devise lessons, develop T&L materials, and monitor teachers’ delivery. The FasiLINUS will also collect and analyse students’ achievement, and work with teachers to designed alternative learning T&L modules.

Q13: How does the MOE ensure parents and community understand the purpose of the LINUS programme?

A: The MOE will disseminate information concerning the programme through various mechanism. First, the head teachers will be informed about the programme. The head teachers will then share the knowledge with parents through Parents Teachers Associations. The ministry will also hold open houses for the public to explain about the program to ensure better understanding and support among parents and community. In addition, publicity will be carried out using mass media.

Q11: What are the measures taken to ensure teachers are able to increase students’ literacy and numeracy skills?

A. Teachers are taught the pedagogical skills in teaching the 3Rs during the preservice training. In-service training is also provided to enhance teachers’ content knowledge and pedagogical skills.

literasi dan numerasi (k. terengganu)

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