GIS and Multi-criteria Analysis for School Site Selection (Study Case: Malacca Historical City)

School sites selection is an essential process which needs information on various fields. The process includes scientific justification, judgment and a finding of suitable land, which consider financial, social, ecological and political perspectives, that limit conflicts and supports agreement among the decision makers. A set of school suitability map would be very useful for education planners when making a complex decision within a short period of time. This study will utilize both spatial and non-spatial parameters to establish a systematic site selection process for primary schools in Melaka Tengah District. It was carried out by using Geographic Information System (GIS) and Multi-criteria Decision Analysis (MCDA). Three analysis namely demographic, safety and constrain analysis were used to identify the potential sites. Then accessibility analysis, using expertise and public opinion were used to further analyze the potential site. The resulted map showed 54.% of the total area is highly not suitable, leaving 46% suitable for school sitting. The final safety model output was compared with field verification data from State Education Department (JPN Melaka) and Malacca Historical City Council (MBMBB).

THE PATRIOTISM APPLICATION AMONG SECONDARY SCHOOL HISTORY TEACHERS IN SABAH

The main purpose of this study is to identify the level of patriotism application in secondary school history teachers in Sabah. This study is a survey study using a questionnaire for the purpose of collecting data. The sample of the study consists of history teachers involving a total of 367 respondents throughout Sabah. Study variables were tested using descriptive and inferential statistics involving t-tests. The findings of the study indicate that the patriotism application is at a high level. The results of the t-test showed that there was a significant difference in the mean score of the patriotism application between the respondents of history specialization and non-history specialization. These findings provide useful input, especially to the Ministry of Malaysia Education, the State Education Department, and the school administration to plan professional development programs.

Grade repetition and boys’ risk of being repeated in early schooling in Queensland, Australia

Despite the fact that many research studies (Canon & Lipscomb, 2011; Jimerson, 2001a, 2001b, 2004; Martin, 2011) have shown that grade repetition offers few benefits to students, it continues to be used as an early intervention practice to address students’ low levels of readiness for school or early school failure. The study contributes to the evidence-based research on grade repetition in Australian schools by drawing on, and analysing, the most recent data on grade repetition from Queensland’s state education department, the Department of Education and Training. Descriptive statistics and relative risk ratio, used to analyse the data, found that boys aged 5 years are overrepresented in grade repetition in the first year of schooling, ‘Prep’, in Queensland state schools. Possible reasons for the disproportionate overrepresentation of boys aged 5 years repeated in Prep are discussed, together with recommendations for future policy and practice.

Peranan Pentadbir sebagai Pencetus Penghasilan Inovasi dalam Kalangan Guru Inovatif Pendidikan Islam

A variety of constraints which exist in relation to this matter have affected teacher’s ability to innovate. However, there are a number of teachers who are actively innovating. They are known as Innovative Teachers. What triggers them to actively innovate? This phenomenon is explored using qualitative method. Two Innovative Islamic Education Teachers (IIET) were interviewed in-depth. The findings showed that IIET began to innovate after being coerced by administrators in their schools. School administrators have made innovation as work target or performance indicator and organized innovation competitions between committees. The initiative taken have built IIET's experience and confidence to continuously introduce innovation in their teaching. As a result, they continue to innovate and provide guidance to other teachers to engage in innovation. The research shows that administrators at MOE, State Education Department, District Education Office and schools level need to encourage teachers to improve the quality of teaching through innovation. AbstrakPelbagai kekangan timbul menyebabkan para guru tidak mampu berinovasi. Walau bagaimanapun, ada segelintir guru yang aktif berinovasi. Mereka dikenali sebagai Guru Inovatif. Apakah pencetus kepada mereka untuk aktif berinovasi? Fenomena ini diterokai dengan menggunakan kaedah kualitatif. Dua Guru Inovatif Pendidikan Islam (GIPI) ditemu bual secara mendalam. Dapatan kajian menunjukkan GIPI mula menghasilkan inovasi selepas dipaksa oleh pentadbir di sekolah masing-masing. Pentadbir sekolah menjadikan inovasi sebagai sasaran kerja dan menganjurkan pertandingan inovasi antara panitia. Langkah tersebut berjaya membina pengalaman dan keyakinan dalam diri GIPI untuk berterusan menghasilkan inovasi pengajaran. Akhirnya, mereka berterusan menghasilkan inovasi dan memberi tunjuk ajar kepada guru lain untuk turut sama terlibat dalam menghasilkan inovasi.

Mapeamento do Quadro de Alunos Surdos e Deficientes Auditivos da Rede Pública de Ensino do Estado do Pará

O surdo e o deficiente auditivo, assim como qualquer cidadão, têm direito à escolarização formal. Considerando o Estado do Pará, buscou-se por meio deste estudo mapear o quadro dos alunos com surdez e deficiência auditiva matriculados em escolas públicas do ensino básico, durante o período de 2008 a 2017, utilizando dados da Secretaria de Estado de Educação do Pará. Os resultados demonstraram que, na década em questão, o número de deficientes auditivos foi superior ao de surdos, que se manteve crescente ou quase constante, respectivamente, sobretudo, nos cinco municípios paraenses com maior registro de matriculados. Estes discentes, em sua maioria, eram jovens, de 15 a 25 anos, que cursavam principalmente o Ensino Fundamental II ou o Médio. Diante da demanda desses alunos especiais se tornam necessárias efetivas legislação e políticas educacionais e a criação de outras para sanar as dificuldades que ainda persistem no ambiente escolar e na sociedade. Palavras-chave: Educação Especial. Educação Inclusiva. Política Educacional. AbstractThe deaf and hard of hearing, like any citizen, have the right to education. Taking in consideration the State of Pará, this study aimed to map the students with hearing loss and deafness enrolled in elementary and middle public schools during the period 2008 to 2017, using the data provided by the State Education Department of Pará. The results showed that, in this decade, the number of students with hearing impaired was higher than deaf students, which remained increasing or constant, respectively, especially in the five municipalities with the highest number of enrollment. The majority of these students were young, with ages between 15 to 25 years old, who attended mainly elementary and middle school. Facing this scenario, effective legislation and educational policies are necessary to overcome these difficulties that still persist in the school environment and society. Keywords: Special Education. Inclusive Education. Educational Politics.

Aplikasi Strategi Lautan Biru Kebangsaan Dalam Agihan Zakat Pendidikan Di Zakat Pulau Pinang (ZPP) (The National Blue Ocean Strategy Applications Zakat Education in Zakat Penang (ZPP))

Among the key thrusts and government policies to enhance the country's productivity competitiveness towards high-income and developed nations is through the national blue ocean strategy or Blue Ocean Strategy. This study is to analyze the application of the national blue ocean strategy in Zakat of Penang (ZPP) in the context of the distribution of zakat education today. The ZPP was chosen as the highest among the highest education zakat in the country in 2017 amounting to RM 31,713,200.41 being 31.78% of the total distribution of RM 99,782,721.01. The question is, how far is the application of the national blue ocean strategy to assist the distribution of zakat education in ZPP and how does the application take place according to current and local conditions? Hence, the objective of this study is to identify the forms of joint ventures carried out with external agencies to strengthen the distribution system in ZPP and to meet the reality of current zakat distribution of education. The methodology of the study was conducted qualitatively by collecting data through library research and field research using unstructured interview methods. Data analysis uses descriptive and comparative methods. Research findings show that there are various joint venture programs in the distribution of zakat education that involve national blue ocean strategies such as the joint program of Penang Development Center, Naza Group, PERDA, State Education Department, KADUN which has a positive impact on the distribution especially education zakat in Penang.

Implementing Social and Emotional Learning Standards by Intertwining the Habits of Mind with the CASEL Competencies

The New York State Education Department (NYSED) adopted a set of three standards for social and emotional learning (SEL) in August 2018. In doing so, they have paved the way for explicit instruction in and assessment of 21st-century skills. The three-goal framework selected by NYSED (2018) is modeled after the five competencies of the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2018). The authors are overjoyed by this movement to promote dual objective learning (Vermette & Kline, 2017) targeting affective and cognitive goals, but are hesitant to use the CASEL (2018) framework for such SEL standards. Prior to NYSED’s (2018) adoption of the new standards, the authors championed the use of Costa and Kallick’s 16 Habits of Mind (2000) as the best dispositional framework. Now, however, the authors argue that cross-walking the Habits of Mind (Costa & Kallick, 2000) to the CASEL (2018) competencies unlocks previously untapped potentials of both frameworks. This article outlines how such an overlap between the frameworks can be achieved, and proposes how the Habits of Mind (Costa & Kallick, 2000) can be directly used by the students as evidence of their development of the competencies.

Pengaruh Ansyitah (Aktiviti) Terhadap Pembentukan Akhlak Pelajar Sekolah Menengah Kebangsaan Agama (SMKA)

This working paper is to look into the Ansyitah (activity) and its link to students’character Sekolah Menengah kebangsaan Agama (SMKA). This research in the form of observation is to find information on the Ansyitah (activity) used in SMKA. Feedback was obtained from questionnaires that were distributed to SMKA students. A total of 886 Form Four students from 5 zones namely East Zone, Central zone, South zone, North zones and East Malaysia zone were involued in the research. Students were required to respond to 13 items related to the Ansyitah (activity) strategy and 75 items on students’character in schools and boarding schools. The 5- points Likert Scale Response is used on the questionnaire. A descriptive statistic is used to report on the result of the research Ansyitah (activity) and the students’ character. The Spearman Correlation is used to explain the link between Ansyitah (activity) and the character of the SMKA students in schools and boarding schools. The finding of the result shows that the Ansyitah (activity) is at a high level (min=4.03,sp=0.679) and the character of the SMKA students in schools and boarding schools (min=4.22, sp=0.431). The analysis correlation shows significance between Ansyitah (activity)and the students character of the SMKA students in schools and boarding schools (r=0.496,p<0.01). The findings of this study showed Ansyitah (activities) had a positive effect on students' moral development and the need to diversify away from activities that can build character by the Ministry of Education, the State Education Department and the school in particular.

Education Secretary Has No Time for Education

This chapter offers a vignette of the policy and administrative environment in which a State Education Department has to function. It describes the challenge of administering a mammoth regulatory system, of managing relationship with Chief Minister, politicians, and Vice-Chancellors, and managing teacher unions the crippling burden of litigation, and the establishment of the country’s first State Council of Higher Education. It also explores questions such as: What is a university? Should an institution encompass almost all significant branches of knowledge, combine teaching and research, and be engaged in the creation of knowledge if it were to be called a university? Can a university promote arts and culture? How is a woman’s university different? What could be the State-level mechanism for regulation of and coordination among universities? Should private participation in the expansion of access be encouraged, and if so how? What should be the policy towards minority education institutions?