Hearts and Minds Towards Making All Schools Smart

HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART

FIRST EDITION: JUNE 2011
All Rights Reserved © Educational Technology Division, Ministry of Education
Malaysia

All Rights Reserved except for educational purposes with no commercial interests.
No part of this publication may be reproduced, stored or transferred for
production in any form or by any device whatsoever, whether electronic,
mechanical, photocopying, recording or otherwise, without prior permission from
the Director General of Education, the Ministry of Education Malaysia.
Negotiations are subjected to royalties and honorarium.

ISBN: 978-983-3544-89-8

Educational Technology Division
Ministry of Education Malaysia
Pesiaran Bukit Kiara
50604 Kuala Lumpur
Malaysia
Tel: +603-20987788
Facsimile: +603-20923763
+603-20987981

Ministry of Education Malaysia |0


TABLE OF CONTENTS

Preface iv
Foreword vi
Introduction 1
Chapter 1 Smart School and Making All Schools Smart 2
Smart School Concept
Smart School Components
Smart School Characteristics
Making All Schools Smart (MASS): Pembestarian Sekolah
Smart Schools Qualification Standards
Chapter 2 Pedagogical and Technological Support 10
ICT Infrastructure
Software and Educational Application System
Technical Support
Chapter 3 Policies for Making All Schools Smart 16
National Education Policy
Policy On ICT in Education
Policy Implementers: Schools and Ministry of Education
Chapter 4 Teaching and Learning 21
Educational Resources
Best Practices: 21st Century Learning
Best Practices: Ubiquitous Learning
Best Practices: Project-Based Learning (PBL)
Best Practices: Educational Portals
Chapter 5 Outcomes of Making All Schools Smart 36
Chapter 6 Making All Schools Smart: Moving Forward 43
Appendices Smart School Logo ix
Smart School Song: “Mendidik Jiwa dan Minda” & Educating
Hearts and Mind x
References xi
The Editorial Committee xiii
Glossary xv

M i n i s t r y o f E d u c a t i o n M a l a y s i a | iii


PREFACE

As similar to other countries in the world, education in Malaysia is being transformed
to cater to rapid changes in technology and globalisation. Hence, a pool of
knowledgeable and skillful human capital is vital for Malaysia to stay competitive,
globally. The need to review the teaching-learning processes to accommodate the
ever-changing educational landscape is pertinent. The Ministry of Education
Malaysia (MOE) embarks on Making of All Schools Smart (MASS) or Pembestarian
Sekolah as a national agenda to spearhead this transformation through the
following mechanisms:

 Life-long learning
 Using information and communication technology (ICT) to improve the
quality of school management and the delivery of teaching and learning
(T&L) materials
 Developing knowledgeable, competent and innovative human capital
 Developing individuals with skills for the 21st century

The aim of this publication is to provide information on Making All Schools Smart to
assist schools in strengthening their school processes. The descriptions of the topics
are as follows:

1. Smart School and Making All Schools Smart - The Smart School concept,
characteristics, implementation phases and the Smart School qualification
ranking is explained.
2. Pedagogy and Technology Support - The ICT infrastructure and the support
services in management and T&L is described.
3. Policies for Making All Schools Smart - The excerpts from the National
Education Policy and the Policy on ICT in Education; as well as the roles and
responsibilities of various MOE Divisions are stated.
4. Teaching and Learning - Exemplary best practices of T&L which are reflective,
holistic, creative and innovative is shared.
5. Outcomes of Making All Schools Smart - The required qualities of
administrators, teachers, support staff, parents and the community is outlined.

M i n i s t r y o f E d u c a t i o n M a l a y s i a | iv


6. Making All Schools Smart: Moving Forward - The way forward to consolidate
and sustain the Making All Schools Smart (MASS) process is proposed.

MOE hopes that “Hearts and Minds towards Making All Schools Smart” will enable
schools to optimise their capacity in making and sustaining their schools smart, thus
achieving world-class education status.

Educational Technology Division
Ministry of Education Malaysia

Ministry of Education Malaysia |v


FOREWORD
SECRETARY GENERAL, MINISTRY OF EDUCATION MALAYSIA

Bismillahir rahmanir rahim.

Assalamualaikum warahmatullahi wabarakatuh and
greetings.

Alhamdulillah, I am grateful to the Allah Almighty and
with His grace and mercy, the Ministry of Education
Malaysia finally produced ”Hearts and Minds Towards
Making All Schools Smart” to support schools in making
their schools smart. This is in line with Malaysia‟s
direction of education as catalyst for economic growth
and social progress, especially through the
development of the information and communication
and technology (ICT) sector by year 2020.

The fundamentals of developing knowledge-based workers (k-economy) through
education is consistent with the objectives of the Government Transformation
Programme (GTP), particularly the New Economic Model (NEM) which aims to boost
the economy as a developed nation by year 2020. Thus, the ”Making All Schools
Smart” programme requires an integrated strategic plan that takes into account the
needs of ICT infrastructure, human resource development and means to remain
sustainable.

The Ministry of Education Malaysia has provided ICT infrastructure and network in all
schools for successful implementation of the ”Making All Schools Smart” programme.
Schools will also benefit in terms of acquiring current technologies from the
involvement and cooperation of smart partnerships with the public and private
sectors. It is my fervent hope that by optimising the use of ICT in teaching-learning
and school management, the country‟s aspiration to develop highly skilled and
capable individuals as global players in science and technology can be attained.

In this context, the efforts to ensure that heart and minds towards making all schools
smart is laudable. I hope this book is the preferred choice for all involved in making
all schools smart, thus expediting the development of the potential of each
individual to catalyst the sustainability of the Smart Schools.

M i n i s t r y o f E d u c a t i o n M a l a y s i a | vi


FOREWORD
DIRECTOR GENERAL, MINISTRY OF EDUCATION MALAYSIA

Assalamualaikum warahmatullahi wabarakatuh and
greetings.

I would like to congratulate the Educational Technology
Division, Ministry of Education Malaysia for its success in
publishing Hearts And Minds Towards Making All Schools
Smart.

”Making All Schools Smart” is the ministry‟s integrated
strategy to systemically reinvent schools as institutions in
terms of teaching-learning practices and school
management to ensure the development of
knowledgable and competetive human capital with the
ability to cope with challenges of the information age.
This is in tandem with the call to ensure access to quality
education and improving students‟ outcomes as
stipulated in the Government Transformation Programme (GTP), National Key Results
Area (NKRA).

The continuous effort towards making all schools smart requires concerted
involvement of all stakeholders namely, educators, parents and the community.
Schools, as the prime movers of this initiative should realign their school procceses as
they shift towards making their schools smart. Students of this digital era, meanwhile,
need to be equipped with 21st century skills such as information literacy, creativity,
innovativeness and effective communication. Characteristics like peace loving,
upholding unity and global excellence also need to be nurtured. Thus, the synergy
between administrators, teachers, students, parents and community is vital in
Making All Schools Smart a success.

I appreciate the Educational Technology Division‟s initiative in publishing this book
and it is my wish that all implementing agencies and parties involved benefit from
this publication. I look forward to seeing the success of the Making All Schools Smart
programme, and this will mark another stellar achievement in our education system.

M i n i s t r y o f E d u c a t i o n M a l a y s i a | vii


FOREWORD
DIRECTOR OF EDUCATIONAL TECHNOLOGY DIVISON
MINISTRY OF EDUCATION MALAYSIA

Assalamualaikum w.b.t. and greetings.

Praise to be Allah the Almighty that we are able to
publish Hearts and Minds Towards Making All
Schools Smart. The publication of this book is a step
undertaken by the Educational Technology Division
to assist schools in the process of making all schools
smart. The focus of this process is to enhance the
effectiveness of the teaching and learning (T&L)
and school management processes through the use
of technology as an enabler.

This publication is to complement the current
practices of technology integration in T&L as well as
school management as well as to inculcate the use
of ICT as part of life-long learning. I believe that the
21st century learning trends, interpreted in a variety of realistic and futuristic strategies
will optimise the capacity of school administrators to steer schools towards achieving
the highest qualification standards of Smart Schools.

Schools should consider, integrate and optimise the use of ICT in various approaches
as recommended by the Ministry of Education Malaysia, including advocating smart
partnerships with public and private agencies. The “Making All Schools Smart”
programme will be more meaningful if the aforementioned approaches are
coupled with the development and utilisation of appropriate educational resources.

Finally, I extend my gratitude to the editorial committee and all parties for their
contributions to this publication. For making this book possible, their efforts and
commitment are lauded. I hope this book benefits educators as well as the general
public at large, in line with the tagline, THE MALAYSIAN SMART SCHOOL: “EDUCATING
HEARTS AND MINDS”

M i n i s t r y o f E d u c a t i o n M a l a y s i a | viii


INTRODUCTION

S mart School is an initiative mooted by the Ministry of Education (MOE).
It seeks to transform the school processes systemically by empowering
school management and administration as well as teaching-learning
(T&L) through the use of technology. Smart School realises the holistic
development of students, which is to produce students who are creative,
innovative, able to think critically and solve problems, competent and
courageous in order to face challenges of the 21st century. "Smart
Administrators, Smart Teachers, Smart Students, Smart Schools" will become a
reality when educators, students, parents and the community work together
and put their hearts and minds towards making all schools smart.



CHAPTER 1: SMART SCHOOL AND MAKING ALL SCHOOLS SMART

Smart School is one of the Multimedia Super Corridor
(MSC) Malaysia flagship applications. The aim is to
empower the use of information communication and
technology (ICT) in schools.

The MSC Malaysia Smart School Flagship Application
which was launched by the Honourable Datuk Seri Dr.
Mahathir bin Mohamad in July 1997 includes the pilot and
the roll-out phases. The implementation of the Smart
School Pilot Project started from 1999 and ended
December 2002. Based on the lessons learnt form this
project, MOE embarked on strengthening the ICT
infrastructure and application for the mass roll-out of the
Smart School concept, and subsequently, Making All
Schools Smart (MASS) or Pembestarian Sekolah. The four
(4) Smart School implementation phases are shown in
Figure 1.1.

Phase 1 The Smart School Pilot Project
(1999- 2002) (88 Smart Schools)

Phase 2 Strengthening the 88 Benchmark Smart
(2003 - 2005) Schools

Phase 3 Making All Schools Smart
(2006 -2010)

Phase 4 Consolidation and Sustainability
(2011- 2020)

Figure 1.1: The School Smart Implementation Phases



Smart School Concept

The Smart School incorporates creativity and critical
thinking in teaching and learning (T&L). It is a learning
institution which is systemically reinvented in terms of
teaching and learning practices and school management
in order to prepare children to face challenges of the
information age. The Smart School objectives based on
the Malaysian National Philosophy of Education are to:

 Produce a thinking and technology-literate
workforce,

 Democratise education,

 Increase participation of stakeholders,

 Provide all-round development of the individual
(intellectual, physical, emotional and spiritual), and

 Enhance individuals‟ strengths and abilities.

Making All Schools Smart requires systemic
changes in schools. The school
transformation involves continuous
improvement of management and
administration processes based on sound
policies. Teaching and learning should
advocate inquiry and collaborative
learning as well as student-based
authentic assessment.



The Smart School Components

Teaching and Learning (T&L)

The T&L processes are the core or the
"heart" of the Smart School. The
processes are related to curriculum,
pedagogy, developing teaching-
learning materials and assessment
which help students learn effectively.

Figure 1.2: Smart School Components
Management and Administration

The technology-enabled management and administration
is the "driver" or "brain" of the Smart School to ensure
effective and efficient school management.

People, Skills and Responsibilities

Teachers, administrators, support staff, parents, community
and private agencies play an active role in developing
and enhancing educators‟ professionalism and
knowledge as well as school‟s performance.

Processes

Various resources are the functional inputs, which produce
the desired outcomes through the processes in a smart
school.



Technology

Technology is used as an enabler in T&L, management
and administration as well as to communicate with
external constituencies.

Policies

Policies for the Smart School and Making All Schools Smart
(MASS) ensure successful implementation of programmes.

Smart School Characteristics

 Teachers as facilitators.
 Students‟ learning is self-accessed, self-directed and
self- paced which leads to lifelong learning.
 T&L is interesting, effective and student-centred.
 Schools enculturate extensive use of ICT in
management and T&L.
 Schools advocate networking or partnerships with
various members of the community.

Making All



Making All Schools Smart
Programme

Making All Schools Smart (MASS) is
a process to roll-out the Smart
School concept to all schools by
leveraging on all MOE‟s ICT
initiatives. This process is carried
out continuously to improve the
effectiveness of school
management and T&L.

Figure 1.3: Leveraging On MOE’s ICT
Initiatives in Making All Schools Smart

The objectives of MASS are as follows:

 To optimise student-centred learning,
 To develop ICT-skilled human capital for future
needs, and
 To produce individuals who are intellectually,
spiritually, emotionally and physically balanced and
harmonious, based on a firm belief in God.

In order to achieve the above objectives, the Educational
Technology Division, as the lead agency in the MOE
Malaysia to promote educational technology for smart
education has prepared the Smart School Strategic Plan,
2011-2015 (Pelan Strategik Pembestarian 2011-2015). Five
(5) major focus areas of this plan and the details are
illustrated in Figure 1.4.



Figure 1.4: Core Areas of the Smart School Strategic Plan 2011- 2015

Smart School Qualification Standards

The Smart School Qualification Standards (SSQS) is a set of
indicators to determine the ranking of smart schools. All
schools are required to periodically participate in this self-
assessment exercise to determine their achievement
according to the indicators. The SSQS on-line system for
assessment is accessed via http://ssqs.moe.edu.my.

Figure1.5: The
homepage of the
Smart School
Qualification
Standards (SSQS)
website



The four (4) domains of SSQS are: (1) Human Capital
Development (40%), (2) Utilisation (40%), (3) Applications
(10%) and (4) Infrastructure (10%).

Table 1.1: Sample Domains and Indicators of Smart School Qualification Standards

Domain Weightage Descriptions Sample Indicators

Utilisation 40% The level of ICT  Total hours/periods for ICT
integration in integration by:
school (i) the administrators in school
management - management
administration (ii) teachers and students in
and teaching- teaching-learning
learning

Human 40% ICT competency  Frequency of dissemination of
Capital level of ICT information by administrators
administrators, and IT Coordinators
teachers and  Number of in-house courses
students conducted in the school
 Number of innovative
programmes implemented in
schools

Application 10% Number of  Number of applications used
applications used (i) school management
in school (ii) learning management

Infrastructure 10% ICT Infrastructure  Ratio of numbers of Computers:
in school Students
 Ratio of numbers of
Computer:Teachers
 LAN and WAN in school
 Number of Internet access
locations
 Functional ICT equipment



The Smart School Qualification Standards (SSQS) Documents
Standards (SSQS)

Ranking in the Smart School Qualification Standards

The Smart School Qualification Standards (SSQS) ranks the
achievement of schools from one (1) to five (5) stars. Schools
achieving one (1) or two (2) stars have not achieved the
desired level according to the indicators while schools with
three (3) star ranking and above have achieved the smart
school status.

Figure 1.6: Ranking in the Smart School Qualification Standards



CHAPTER 2: PEDAGOGICAL & TECHNOLOGICAL SUPPORT

The Smart School environment, while incorporating ICT
infrastructure and utilisation of applications, engages
students, teachers and administrators in using ICT
effectively for T&L as well as school management. Thus,
MOE ensures the availability of Internet services and ICT
facilities are functioning in schools as part of pedagogical
and technological support. The elements of pedagogical
and technological support provided and maintained by
Educational Technology Division (ETD) are indicated in
Figure 2.1.

Figure 2.1: Pedagogical and Technological Support Components

Ministry of Education Malaysia | 10


ICT Infrastructure: Network & Computer Equipment

 Wide Area Network (WAN)

MOE provides the Wide Area Network (WAN) and related
services to facilitate Internet access in schools and
educational institutions. This network enables an interactive
learning environment and an on-line school management
to be maintained. In addition, social networking through
emails, blogs, Twitter and Facebook support collaborative
learning. WAN bridges the digital divide between rural and
urban schools, enabling all schools to access the resources
available.

 Local Area Network (LAN)

Schools are provided with a Local Area Network (LAN) to
facilitate management, data security processes and
sharing of information within the school. Teachers are able
to share T&L resources among colleagues, while students
collaborate and share ideas and projects.

 Computer Laboratory (CL)

The computer laboratories under the Computer
Laboratory Project were built to promote ICT in teaching
and learning. The three CL models are in Table 2.1.

Model Student No. of Personal No. of Labs
Table 2.1: The Lab Enrolment Computers (PC)
Models in the 1 Less than 400 10 Student PCs 1
Computer 1 Teacher PC
Laboratory 2 400 – 799 20 Student PCs 1
Project 1 Teacher PC

3 800 and more 40 Student PCs 2
2 Teacher PCs



 School Access Centre

The School Access Centre adopts a cyber-café concept
to support on-line learning which takes place anytime
outside school hours. To support this initiative, MOE‟s
provision of ICT equipment to schools enables the
following:

i. Learning during and after school hours,
ii. Self-paced, self-directed and self-accessed learning,
and
iii. Increase the contact hours of students with computers.

MOE also provides ICT equipment to support other
projects. The equipment includes servers, computers,
laptops, LCD projectors, printers, scanners, digital cameras,
interactive whiteboards, TVs, LCD TVs and DVD players.

Software and Educational Application System

MOE has provided a number of on-line educational
applications to support ICT integration in T&L and school
management.

Table 2.2: Teaching & Learning Applications

TEACHING & LEARNING APPLICATIONS
No. APPLICATION SCOPE USERS ACCESS
MEDIUM

1. EduwebTV T&L application via video streaming Teachers & Internet
Students

2. LMS Learning Management System in Teachers Internet
collaboration with MAMPU
3. MyGfL On-line learning management Teachers & Internet
application Students



Table 2.3: School Management and Administrative Applications

SCHOOL MANAGEMENT AND ADMINISTRATION APPLICATION
No. APPLICATION SCOPE USERS ACCESS
MEDIUM

1. e-GTUKAR To manage inter – Teachers Internet
divisional transfers,
teacher transfer
between states and
within regions
2. e-DISIPLIN To manage student State Education Internet
discipline Offices,
Education
District Offices &
Teachers
3. ADU DISIPLIN To manage complaints Teacher Internet
on student discipline
4. e-PERLU To manage collation of Teachers Internet
school‟s operational
data
5. Sistem Pengurusan To facilitate SPM Teachers Internet
Peperiksaan Atas registration and school- (Examination
Talian based scores Coordinators)
(coursework, oral
assessment, and trial
examination)
6. SSQS To rank schools Adminsitrators, Internet
(Smart School according to the Smart Teachers, IT
Qualification School Qualification Coordinators &
Standards) Standards Students

7. SPS To manage information Teachers Internet
(Sistem Pengurusan in schools and among
Sekolah) teachers and students
8. STS To manage and report Teachers Internet
(Support Ticketing on school‟s ICT
System) problems and issues
9. SPPICTS To monitor ICT usage in Teachers Internet
(Sistem Pemantuaun schools
Penggunaan ICT
Sekolah )
10. IQ-PSS To rank school resource Teacher- Internet
centres according to Librarians/
required indicators Media Teachers



Technical Support

MOE offers technical support services to address ICT
problems and issues in schools. Schools can either report
on-line or through call centres for this purpose. Depending
on the severity of the issues, MOE also provides on-site
technical support when the need arises.

 Support Ticketing System

The Support Ticketing System (STS) is used to collect and
record data on ICT issues and problems in schools. The
information forms the basis for ICT maintenance needs.
There are three (3) levels of technical support services
provided which are implemented by the respective
agencies.

Table 2.4: ICT Service Support Levels

Service Level Scope Agency

 To identify the root causes of issues Teacher
1ST Level Service and problems Activity
 Basic On-line Troubleshooting Centres
 On-site Troubleshooting (TAC)

 Equipment State
2ND Level Service maintenance/replacement Educational
 On-site Troubleshooting Technology
Division
 Resolve issues escalated from 1st level
(SETD)
service

 Provision to supply/install Educational
3RD Level Service equipment/software Technology
 Resolve issues escalated from 1st and Division
2nd level service (ETD)
 Monitor service performance at all
levels and services rendered by
vendors



Service Level Scope Agency

 Supply and install equipment/ Vendor
3RD LEVEL SERVICE software provided by MOE
 Provide technical support services for
equipment under warranty

Three (3) main areas of ICT related issues identified in
schools are usually associated with hardware, software
and network. These issues are as follows:

 Hardware: Laptops, Personal Computers (PCs),
Central Processing Units (CPUs), Random Access
Memory (RAM), mouse, and keyboards,

 Software: Applications, Operating System (OS),
Antivirus and other related applications, and

 Network: Internet, network equipment such as hubs,
switches and modems.

Schools encountering ICT related issues and
problems can make a report and request for
ICT support services by calling this toll-free
number, 1800 884774 or visit the following
website, http://sts@moe.edu.my.



CHAPTER 3:
MAKING ALL SCHOOLS SMART IMPLEMENTATION POLICY

Making All Schools Smart (MASS) or Pembestarian Sekolah
is one of MOE‟s strategies to complement the National
Education Policy which calls for holistic development of
students and teachers. Schools, thus, are catalysts to the
sustainability of Smart Schools. This is in tandem with the
goals of Vision 2020 which stipulates that Malaysia
becomes a developed nation by year 2020.

The National Education Policy

The National Education Policy (NEP) is designed to ensure
excellence in the education system so as to produce a
knowledge-based society which can contribute to nation
building.

NEP affirms Information Communication and
Technology (ICT) as salient to facilitate education in this
digital age. As such, ICT should be integrated in T&L as well
as in educational management. The policy statement of
NEP includes the following:

 ICT for all students,
 ICT as a teaching and learning tool, as a subject,
and as a subject component, and
 ICT to improve productivity, efficiency and
effectiveness of the management system.



Policy on Information Communication and Technology
(ICT) in Education

The Policy on ICT in Education was launched by the
Deputy Prime Minister of Malaysia, the Honourable Tan Sri
Dato‟ Haji Muhyiddin bin Haji Mohd Yassin on October 12th,
2010. This policy‟s framework is to organise the
transformation of the education system through the use of
ICT in schools, with the involvement and cooperation of
experts, and through developing partnerships with the
public and private sectors and community involvement.

Producing capable human capital with innovation and the
ability to explore new areas for generating the country‟s
wealth is the main objective of the Policy on ICT
in Education. The fundamentals of this policy are as follows:

 Continuous human capital
development in line with 21st
century skills,
 Appropriate use of
technology to integrate existing
ICT initiatives in education, and
 Transform the T&L processes and
education management through
the use of technology as an
enabler.



Policy Implementers: Schools
Acronyms: and MOE
Divisions of Ministry
of Education The success of MASS relies on
(MOE) policy implementers at MOE,
BPG – Teacher state, district and schools levels.
Training Division
They are responsible in creating a pool of
IAB- Aminuddin Baki
knowledgeable and competent officers,
Institute
administrators and teachers. Other
BTP – Educational
Technology Division stakeholders, the parents and community also

BPTV - Technical and have roles in realising MASS. Thus, awareness
Vocational programmes for parents and the community
Education Division
groups can encourage participation and
BPKhas – Special
contribution to MASS. The three (3) areas
Education Division
of responsibilities identified by MOE are: (1)
BPSPSK – Residential
and Cluster Schools Human Capital Development, (2) ICT
Management Infrastructure and Application Development,
Division
as well as (3) Pedagogy and Technical
BPSH – School
Management Support.
Division

BPM – Information Human Capital Development
Management
Division Educators and students equipped
JNJK – School with knowledge and skills of the
Inspectorate and
21st century lend support to MASS.
Quality Assurance
To this end, educators and
LPM – Examination
Syndicate students should incorporate the use of
technology in a creative and innovative
BPPDP – Educational
Planning and manner.
Research Division



ICT Infrastructure and Application Development

ICT infrastructure and applications which are stable,
when well-implemented in schools encourages effective
management amongs administrators as well as enhances
teachers‟delivery skills and students‟ learning.

Pedagogy and Technical Support

Efficiency of the administrative and teaching processes
ensures effective students‟ learning when schools are well-
supported pedagogically and technically, and equipped
with an effective communication network.

Figure 3.1: Roles and Responsibilities of Divisions in MOE



Figure 3.1 indicates the involvement of the divisions in MOE
either directly or indirectly, in the MASS programmes. The
importance of this programme is reflected at the high level
reporting structure of the MASS Committee in Figure 3.2.
Therefore, the cooperation among MOE‟s divisions in
executing their roles and responsibilities efficiently ensures
MASS is a reality.

Acronyms:

FCC- Flagship
Coordination
Committee

KSN- Chief
Secretary

KSU- Secretary
General

JPN- State
Education
Department

PPD- District
Education Office

Figure 3.2: The Hierarchical Reporting Structure of MASS Committee



CHAPTER 4: TEACHING AND LEARNING

Educational Technology is defined as
media applications, systems,
approaches and techniques used to
achieve effective teaching. The use of
technology in an organised and
systematic manner among teachers,
integrating a variety of teaching
strategies, enhances the students'
learning potential. To produce holistic
human capital based on the National
Education Philosophy, teachers should
take into account students' diverse
learning styles which include the visual,
auditory or kinesthetic domains as

Figure 4.1: Theory of stated in the Theory of Multiple
Multiple Intelligences by Intelligences by Howard Gardner – the
Howard Gardner logical, linguistic, musical, kinesthetic,
interpersonal, intrapersonal, spatial, and
naturalistic intelligences.

The challenges faced by teachers and
students of the 21st century are the
acquisition and application of
knowledge and technology in creative
and innovative ways. Thus, this chapter
describes the best practices in T&L
pertaining to educational technology
and its application.



Educational Resources

Educational resources should be managed, in an
efficient and systematic manner to facilitate access
and use by teachers and students. The selection and
use of appropriate educational resources will in turn
People trained in
produce a conducive environment for T&L, thus
the application of
information making it more interesting. Improved students‟
resources to their outcomes are the end results. Educational resources
work… They have
learned are categorised into printed and non-printed
techniques and materials, and includes the electronic and social
skills for utilising
the wide range of
media, which are now readily available in all
information tools schools.
as well as primary
sources in
moulding
information –
solutions to their
problems”

- Paul Zurkowski
National
Commission of
Libraries and
Information
Sciences 1974




Figure 4.2: Educational Resources



Teachers can facilitate T&L activities by using a variety of
educational resources in a planned and orderly manner.
The three (3) different stages in planning the use of
educational resources are shown in Figure 4.3.

Pre - Set the timeline
Educational Implementation - Develop methods to link ER and new topics
Resources
(ER) - Conduct presentations
During
Planning
Implementation - Focus on important ER aspects
Stages for
Teaching &
Learning Post
- Plan enrichment and enforcement activities
Implementation

Figure 4.3: Stages in Planning the Use of Educational Resources

The importance of using educational resources effectively
is as follows:

 Meeting the needs of the curriculum and to achieve
the objectives of different developmental stages in
T&L,
 Cost effectiveness with the use of appropriate
technology,
 Cater to the requirements of T&L topics and
objectives, students‟ learning background, and the
physical condition of the classroom,
 Encourage and motivate learning, and
 Enriching students' knowledge and experience.



Best Practices: 21st Century Learning

21st century learning provides a wider range of learning
opportunities. Students‟ learning is not limited to the
content of the syllabus but also focus on knowledge
creation and ways to solve problems based on the real
world context. Students need to master specific skills
which are based on content knowledge, generic and ICT
skills with the support of an innovative system. The 21st
century learning involves the following fields:

1. 21st Century Themes
2. Learning and Innovation Skills
3. Literacy, Media and Technology Skills
4. Life and Career Skills.

1. 21st Century Themes

The following are the 21st century themes
integrated in subjects which needed to be
mastered by students:

a. Global Awareness

Students of the 21st century should respect
and understand other cultures. Global
awareness amongst students helps them
Figure 4.4: 21st Century
Themes deal with global issues more efficiently.



b. Entrepreneurial Literacy

Students of the 21st century know how to make sound
economic choices to increase productivity. This assists
students in their future career development.

c. Civic Literacy

Students of the 21st century recognise their rights and
obligations as citizens and understand the implications of
their decisions at the local, national and global levels.

d. Health Literacy

Students of the 21st century have knowledge and practise
safe and healthy lifestyles.

e. Environmental Literacy

Students of the 21st century have knowledge and
awareness of the influences that the society has on the
environment, and are able to make decisions and solve
problems.

2. Learning and
Innovation Skills

Learning and innovation skills
ensure the well-being and
the development of
students‟ career paths in the

Figure 4.5: information age. The skills
Learning and are as follows:
Innovation
Skills



a. Creative and Innovative
Students are able to use various techniques for generating,
evaluating and improving ideas creatively and
innovatively.

b. Critical Thinking and Problem Solving
Students are able to use appropriate reasoning techniques
in making decisions to solve problems.

c. Communication and Collaboration

Students are able to use verbal and non-verbal
communication effectively, in a variety of contexts.
Collaboration with other individuals in a group is also
important to inculcate a sense of shared responsibility to
achieve common goals.

3. Information, Media dan Technology Skills

A variety of literacy skills is needed by the 21st century
global citizens in the technology and media era.

a. Information Literacy
Students have the ability to
access, evaluate, use, and
manage information
effectively.
Figure 4.6:
Information,
Media and
Technology
Skills



b. Media Literacy
Students are able to analyse the purpose
and suitability of media, and other issues in
relation to access, utilisation and
development of media resources.

c. ICT Literacy
Students are able to apply ICT technology
effectively in managing their learning and
daily lives.

4. Life and Career Skills

Individuals of the 21st century are required
to be competitive in their lives and careers.

a. Flexibility and Adaptability
Students should be flexible and be able to
adapt to the changes in environments and
daily lives.

b. Self-Initiation and Self-Direction
Students should self-actualise and be able
to manage their time, as well as plan for
their own and their organisation‟s needs.

c. Social and Inter-cultural Skills
Students should be sensitive about different
cultures. They should also respect and be
tolerant of inter-cultural relations.



d. Productivity and Accountability
Students are highly productive and carry out
their duties with integrity.

e. Leadership and Responsibility
Students are able to display the characteristics
of a competent leader and are able to
contribute to the betterment of self and team
improvement.

“Imagination
is more
important
than
knowledge.
While
knowledge
defines all
we currently
know and
understand.
Imagination
points to all
we might yet
discover and
create”

- Albert
Einstein

Figure 4.7: 21st Century Skills Learning Components



Best Practices: Ubiquitous Learning

Ubiquitous learning is an approach which
allows students to learn at anytime and
anywhere. Other than the classroom, students
can learn at various locations at all times. The
ICT in Education Program in Korea is an
example of how ubiquitous (U) learning is used
to integrate 21st century learning via the use of
technology. The robust and stable ICT
infrastructure in Korea has enabled their
education system to shift from the computer-
aided mode to distance learning, and
currently, Internet-based education. ICT
Education in Korea emphasises the
development of learning content by teachers
and student-centred learning. Peer evaluation
among teachers and students is encouraged
while alternative assessment tools are used to
enhance learning. The approaches used in U-
Learning are outlined in Table 4.1.

Table 4.1: Approaches in U-Learning

Learning Approach Teaching Approach
 U-Discussion  Topic Selection
 U-Tutorial  Defining Problems/Issues
 U-Problem Solving  Planning of T&L Activities
 U-Study Guide  Planning to support Students’ Learning
 Simulation  Assessment
 Role Play
Student Assessment Approach Teacher Assessment Approach
 Self and Peer Assessment Self and Peer Assessment
 Example of alternative assessment  T&L Plan
tools:  Assessment of T&L Activities
Presentation, portfolio, interview,  Ethical use of information (information
journal (learning logs) ethics)



Best Practices: Project-Based Learning

Project-Based Learning (PBL) is a student-
centred activity model implemented across
the curriculum. PBL geared towards the
national curriculum, encompasses inter-
cultural, reflective, holistic, global and
technology-aided learning where exploration
of real-life situations using 21st century
learning skills is focussed. The focus areas of
PBL are shown in Table 4.2.

Table 4.2: Focus Areas of PBL

Planning Creative and Innovative

Critical Thinking Making decisions

Consider appropriate
Reasoning
technology
Identify suitable technology
Communication when doing assignments

The advantages of PBL:
 Create positive communication and
collaboration among students
 Encourage students who lack
concentration to participate in the T&L
process
 Facilitate students‟ understanding of
topics and to apply the knowledge
acquired
 Enable students to master problem-
solving and self-management
 Encourage accountability
 Enable students to determine their own
learning goals
 Meet the needs of students‟ diverse
learning styles and levels



The six (6) steps approach to PBL is
shown in Figure 4.8.

Figure 4.8: The Flow of the PBL Approach



Best Practices: Educational Portals

Educational portals can be used to inculcate creativity
and thinking skills, as well as enculturation of ICT in T&L. The
on-line educational resources from these portals suggested
could be used to enhance learning.

1. http://www.mygfl.gov.my
The Malaysian Grid for Learning (MyGfL) is a MOE
portal for uploading, accessing, and downloading
T&L resources.

2. http://www.eduwebtv.com
EduwebTV provides educational information and
T&L resources
webcast over
eight (8) channels.
In November
2010, a total of
3696 videos over
the academic,
curriculum, news,
guidance, documentary, interview, interactive and
live telecasts channels are available for download.

3. http://www.spp.moe.edu.my
MOE‟s Learning Management System (LMS), also
known as Sistem Pengurusan Pembelajaran (SPP)
portal offers interactive e-materials to cater to
learners with different learning styles and levels. The
e-materials are curriculum-based and encourage
self-accessed, self-paced and self-directed learning.



4. http://www.thinkquest.org
This MOE-Smart Partnership portal provides
opportunities for students to collaborate
with the global community in a safe and
controlled environment.

5. http://www.intel.com/education/elements
This MOE–Smart Partnership portal offers
training on Intel Teach Elements for
teachers in the area of ICT integration in
T&L as part of their professional
development.

6. http://www.petrosainslearning.com
This portal promotes collaborative learning
by allowing students to share their
scientific research with the global
community.

7. http://myideas.my
The MyIdeas portal is a joint effort
between MOE and the Ministry of Science,
Technology and Innovation (MOSTI). It
provides a platform for society to share
ideas. Viable and innovative ideas are
then turned into best practices to improve
the lives of Malaysians.



8. http://www.cybersafe.my
CyberSAFE or “Awareness of Cyber
Security for Everyone” is an initiative
by CyberSecurity Malaysia (CSM), an
agency under MOSTI to harness
awareness and to educate the public
about social issues in using
technology. The aim is to enable
Internet users to make correct and
accurate decisions in managing
problems related to Internet use.

9. http://bibliografi.moe.edu.my
This Educational Resources
Management portal contains a library
of digital educational resources which
facilitates and assists students as well
as teachers identify and locate
information efficiently.

10. http://btpnkl.edu.my/cerdiknet/

This portal contains a collection of
learning activities for a variety of
subjects. It encourages interactive T&L
activities for self-accessed, self-paced
and self-directed learning among
students. Teachers can also upload
and share their teaching learning
materials.



MOE also provides facilities to accommodate educational
resources of various formats to support T&L effectively. The
facilities are:

 School Resource Centre (Library, Audio-Visual Room,
Teaching-Learning Materials Room)

 School Access Centre

 Computer Laboratory

Schools, on their own initiative, are encouraged to
develop and provide facilities to support T&L. Subject
Rooms or Self-Access Centres are examples to provide
conducive learning environments for students.

Ubiquitous Learning Space

Audio Visual (AV)
Room

Computer Lab

Lab

School Resource Centre



CHAPTER 5: OUTCOMES OF MAKING ALL SCHOOL S SMART

Schools are the owners and key drivers of MASS. The
school‟s stakeholders: adminsitrators, teachers,
students, parents, the community and other
contributing agencies share responsibilities for the
success of MASS. Therefore, their contribution and
expertise in planning and enhancing existing
programmes is crucial.

The outcomes of MASS for administrators, teachers, IT
Coordinators (ITC), Library and Media Teachers
(TL) and support staff are measured by the Malaysia
School Principals‟ Competency Standards, the
Standards of Malaysian Teachers (SGM), the
Quality Standards of Education in Malaysia (SKPM)
and the Smart School Qualification Standards
(SSQS).

The Smart Schools students‟ outcomes target the
attainment of lifelong learning skills in ICT-based T&L
environments. Hence, students should be critical
and innovative in problem solving, able to
communicate effectively and to function in groups.
Meanwhile, the support of parents, local
communities and external agencies‟ is manifested in
their involvement in school activities.



MOE‟s quality standards outline three (3) key aspects
to describe the expected outcomes for school
To be read
administrators, teachers, support staff and students.
with these
MOE These standards related to values in practice,
standards:
knowledge and skills, and professional skills are
The
illustrated in Figure 5.1 and described in Table 5.1 to
Malaysian
Quality Table 5.5.
Standards of
Education
STAKEHOLDERS’ OUTCOMES OF MAKING ALL SCHOOLS SMART
(SKPM)
(MASS)
Standards of
Malaysian
Teachers
(SGM)

Smart School
Qualification
Standards
(SSQS)

The Smart
School
Conceptual
Blueprint

Circular No.
3/2005 -
Coordination
of Teaching
Periods for
Smart School
Teacher
Coordinator
(ITC) & Media
& Library
Teachers (TL)

Figure 5.1: Outcomes of Making All Schools Smart (MASS)



Table 5.1: Outcomes related to Values in Practice (Professional)

OUTCOMES: VALUES IN PRACTICE (PROFESSION)

No Itemisation A T ITC SS C
& TL (PTA)
1. Adhering to the principles and work ethics √ √ √ √
of public service.

2. Committed to duties and responsibilities. √ √ √ √ √

3. Responsible towards the safety √ √ √ √
of infrastructure, applications and ICT related
data.
4. The dissemination of information through √ √ √ √ √
various modes and media in an
ethical manner.
5. Able to share experiences in the use √ √ √ √ √
of ICT in management and T&L.

6. Support smart partnership programmes √ √ √ √ √
conducted with various parties in the local
and international front.
7. Cultivate and practice the spirit of √ √ √ √ √
teamwork.

8. Credible as a change agent in acculturating √ √ √ √ √
ICT integration in management, T&L
and communication.

[Legend: (A) Administrator; (T)Teachers; (ITC) IT Coordinator ; (TL) Media & Library
Teachers; (SS) Support Staff; (C) Community; (S) Students; & (PTA)Parents Teacher Association ]

Table 5.2: Outcomes related to Values in Practice (Personality)

OUTCOMES: VALUES IN PRACTICE (PERSONALITY)

No Itemisation A T, TL & SS S C
ITC
1. Courteous and exhibit noble √ √ √ √ √
values in handling daily affairs.

2. Comply with the ethics and √ √ √ √ √
universal rules of ICT utilisation.

3. Open-minded and rational towards √ √ √ √ √
new views and ideas relating to ICT
in education.



OUTCOMES: VALUES IN PRACTICE (PERSONALITY)

No Itemisation A T, TL & SS S C
ITC
4. Creative and critical in developing √ √ √ √ √
new ideas in the field of ICT in education.

5. Proactive, voluntary and innovative. √ √ √ √ √

6. Highly motivated in achieving personal and √ √ √ √ √
organisational excellence.

7. Self-directed in acquiring knowledge and √ √ √ √ √
continously enhancing personal
competence in areas of current technology.

8. Able to self-assess and self-reflect. √ √ √ √ √

9. Responsible towards teaching and learning. √ √ √

Teachers; (SS) Support Staff; (C) Community; & (S) Students]

Table 5.3: Outcomes related to Values in Practice (Social)

OUTCOMES: VALUES IN PRACTICE (SOCIAL)

No Itemisation A T,TL & SS S C
. ITC
1. Friendly, approachable and considerate. √ √ √ √ √

2. Practicing effective interpersonal and √ √ √ √ √
intrapersonal communication.

3. Actively involved in school programmes. √ √ √ √ √

4. Create a strong networking among the √ √ √ √ √
staff.

5. Create a strong networking with the √ √ √ √ √
community.

6. Willing and ready to work collaboratively. √ √ √ √ √




Table 5.4: Outcomes related to Knowledge and Skills

OUTCOMES: KNOWLEDGE AND SKILLS
No. Itemisation A T, TL & SS S C
ITC (PTA)
1. Able to interpret and implement MOE‟s √ √ √ √
policy.
2. Competent in executing assignments using √ √ √ √ √
in ICT.
3. Skilled insearching and processing relevant √ √ √ √ √
information from various sources.
4. Skilled in integrating 21st century skills in √ √ √ √ √
teaching and learning.
5. Skilled in integrating 21st century skills in √ √ √
management.
6. Able to develop multimedia materials. √ √ √ √ √

7. Skilled in disseminating information through √ √ √ √ √
the internet.
8. Applying relevant leadership √ √ √ √ √
characteristics at appropriate levels and
situations.
9. Practice resource management
procedures in accordance to instruction
from Treasury, in circulars according to
relevant regulations and procedures:
 Financial Resources √ √ √
 T&L Resources √ √ √
 Human resources/students √ √ √ √


Table 5.5: Outcomes related to Professional Skills

OUTCOMES: PROFESSIONAL SKILLS

No. Itemisation A T TL/ SS C
ITC
1. Understand, appreciate and implement √ √ √ √
education policies in schools.
2. Steer the school towards achieving the √ √ √ √ √
MASS vision and mission.



OUTCOMES: PROFESSIONAL SKILLS

No. Itemisation A T TL/ SS C
ITC
3. Capable of strategic, tactical and √ √ √ √
operational planning
of school programmes.
4. Monitor and evaluate the implementation √ √ √
of school programmes.
5. Develop knowledge and inculcate √ √ √
thinking culture among the schools‟
stakeholders.
6. Acculturating the use of ICT in education √ √ √ √ √
in school and the community.
7. Capable of stimulating the intellectual √ √ √
capacity of staff and students.
8. Establishing a systematic documentation √ √ √ √
system to facilitate information retrieval.
9. Moving schools towards the establishment √ √ √ √ √
of the "Learning Organisation".
10. Efficient in establishing teams. √ √ √ √ √

11. Making rational decisions through √ √ √ √ √
organised discussions and consultations.
12. As the core driver of school programmes. √ √ √

13. Leading schools towards continuous √ √ √
improvement.
14. Provide a conducive school √ √ √ √
environment for teaching and learning.
15. Ensure the safety of staff and students in √ √ √ √
the school.
16. Ensure the safety of equipment and ICT √ √ √ √
infrastructure in school.
17. Conduct training for staff according to √ √ √ √
the needs of the individuals and the
organisations.




The following websites are references for the related human capital
outcomes of MASS:

 ISTE National Educational Technology Standards (NETS): www.iste.org;
http://cnets.iste.org
 Quality Standards of Education in Malaysia (SKPM), School Inspectorate
and Quality Assurance, MOE: www.jnjk.gov.my
 The Standards of Malaysian Teachers (SGM), Teacher Education
Division, MOE: www.ipik.edu.my/sgmdoc/index.html
 The Malaysia School Principals‟ Competency Standards, Aminuddin
Baki Institute, MOE: www.iab.edu.my
 Professional Circular No. 3/2005 – Coordination of Teaching Periods for
Smart School Coordinators (IT Coordinators) and Library and Media
Teachers: www.moe.edu.my
 Smart School Qualification Standards: www.moe.edu.my
 The Smart School Conceptual Blueprint: www.moe.edu.my



CHAPTER 6: MAKING ALL SCHOOLS SMART: MOVING FORWARD

In 2011, the Smart School implementation entered the
fourth wave of consolidation and sustainability. During the
third wave of implementation, ICT elements were made
available in schools by leveraging on the various ICT
initiatives. Hence, in Wave 4, schools attempt to
consolidate and stabilise all initiatives in making their
schools smart. MOE ranked schools according to the Smart
School Qualification Standards. The ranking for 2010
is shown in Figure 6.1. The strategies discussed here are
geared towards achieving the Smart School Vision, in line
with Vision 2020.

2020.

SSQS Ranking Number of Percentage
Schools (%)

5 Star 271 3.0

4 Star 3440 38.4

3 Star 4436 49.5

Total 8147 91.0

Figure 6.1: SSQS Ranking for 2010


Consolidation and Sustainability of Smart
School

In the launching of the Policy on ICT in Education
Malaysia, the Honourable Tan Sri Dato‟ Haji
Muhyiddin bin Haji Mohd. Yassin stated that the
National Key Results Areas (NKRA) for education
emphasises the need for improving students‟
outcomes and providing access to quality
education for all. Therefore, in order to achieve
this national agenda, the critical success factors
- The Honourable Tan
Sri Dato‟ Haji for Smart Schools lie in the support of the
Muhyiddin Bin Haji
programmes as in Table 6.1.
Mohd Yassin, Deputy
Prime Minister of
Malaysia

Making All Schools Smart as the Critical
Success Factors

Table 6.1: Critical Success Factors for Making All Schools Smart

Item Goals Critical Success Factors

NKRA High The Making All Schools Smart (MASS)
Performing programme contributes to the
Schools (HPS) stabilisation and achievement
of the targeted 100 HPS.
The current 15 schools listed as
the HPS were ranked 5 stars.
By year 2015, 100 HPS are expected to
achieve the 5 star SSQS status.

Digital Bridge the All the10,000 schools achieve the
Divide digital divide smart school standards.

Vision 2020 Enhance the Produce knowledgable human
national capital to steer the national
education transformation towards developing a
delivery knowledge-based economy
system (knowledge-economy).
through e-Gov



Implementation Strategies

In ensuring the MASS programme was more
compatible, MOE focussed on the following
aspects:

 Improving and ensuring the suitability of
ICT infrastructure for use in schools,
 Creating learning environments for
students to study any where and at any
Sharing of experiences and best
practices amongst Principals and time through the use of various
Headmasters of the catalyst
schools: Sarawak Region communication media,
 Encourage schools to integrate the use
of technology in education through
smart partnerships with industries,
academia, governmental and non-
governmental bodies,
 Ensure current technology and
pedagogical practices are introduced
to users, and
 Provide expert advice and skills to
teachers within the localised regions
through the State Educational
Technology Divisions and the Teacher
Activity Centres.

Strengthening the Catalyst
Schools Programme- Southern
Region (Melaka, Negeri
Sembilan and Johor)



Implementation Strategies: Catalyst Schools

One of MOE's strategies to ensure schools achieve the
Smart School status is by means of the Catalyst Schools
programme. This strategy is expected to generate the
“Mutiplier Effect” to speed up the process of achieving the
5 star ranking by other schools. The catalyst schools are
required to mentor, guide and hand-hold schools within
their group and walk them through the MASS process.

Figure 6.2: Implementation Strategies for Catalyst Schools



The proposed mechanism is for the premier schools to be
catalyst schools. The requirement for catalyst schools is
that they are the 5 star SSQS schools. Each catalyst school
guides ten (10) schools in their groups to achieve a 3 star
ranking and above. These schools will in turn be catalysts
and a point of reference for other nearby schools. An
example of this strategy is illustrated in Figure 6.2.

CATALYST SCHOOLS MECHANISM

KOTA TEACHER ACTIVITY CENTRE
KELANTAN

SK Seri Kota
Catalyst:
SMK Dato’ Ahmad
Maher

5 SK Mulong
SMK Pengkalan SMK(A) Naim
Chepa Lilbanat

Sultan Ismail College

SK Zainab 2 SMK Puteri

SK Salor

Online
Year 2010 Year 2011 Other
Resources and Schools

[Legend: (SK) Primary School; (SMK) Secondary School; (SMKA) Religious Secondary
School]

Figure 6.3: The Mechanism of Catalyst Schools in Kota District, state of
Kelantan

The Catalyst School Programme

The outcomes of the catalyst school programme focuses
on the holistic development of students and teachers. To
achieve this, several programmes were implemented as
indicated in the figure 6.4.



British Council Connecting Classroom

Mindset
& Culture
Change
Sharing of
On-Site
Best
Monitoring
Practices

5-Star
Schools
Bestari
Club Community
(Bestari Programmes/
Brigade) Smart
Partnerships
ICT Buddy
Support

Bestari Club Activities

Figure 6.4: The Catalyst School Programme

Mindset & Culture Change
All stakeholders go through
a paradigm shift for a change in
mindset in order to create a culture
of ICT-enabled management and T&L.

Sharing of Best Practices
The best practices in the integration of
ICT in management and T&L are
shared among the schools.



MyIdeas…

Community Programmes/Smart Partnerships

In the effort to enhance technology usage,
schools embark on programmes with various
agencies to leverage on the current
technology and ICT expertise of the industry.

ICT Buddy Support
This programme is a peer-coaching
programme organised by IT Coordinators
(ITC) and Media and Library Teachers (TL) to
advocate the use of ICT in management
and T&L.

Bestari Club (Bestari Brigade)
Digital Story Telling
The Bestari Club assists the school to improve
the implementation of ICT programmes by
involving students who are skilled and
knowledgeable in ICT management. Some
of the activities conducted are Peer ICT
Training, maintenance of ICT facilities,
documentation of school activities using
multimedia and developing websites. The
club also promotes information about MASS
and ICT through school-based exhibitions,
ICT Week, ICT Camps or publications of
newsletters for the school and local
communities.



On-site Monitoring

The goal of on-site monitoring by various
government agencies is to ensure that all
Smart School programmes and activities are
conducted as planned to achieve the
desired objectives.

“The Government will Conclusion
continue to work hard
to transform the Based on the notion that education plays a
Malaysia economy
into an innovation- role to develop knowledge and skills, and
based knowledge- inculcate values amongst our younger
economy with higher
value add and having generation, Making All Schools Smart is
knowledge,
technology and MOE‟s ongoing effort to equip our future
innovation as a key generation with 21st century skills so as to
drivers of growth.”
enable them to compete in a borderless
- The Honourable, world. Subsequently, k-economy workers
Dato’ Sri Najib Tun
Razak, Prime Minister of
are developed to generate the country„s
Malaysia knowledge-based economy. Therefore, the
sustainability of MASS depends on the
support, contribution and commitment of all
involved.



Appendix 1

THE MALAYSIAN SMART SCHOOL LOGO

Ministry of Education Malaysia | ix


Appendix 2

THE SMART SCHOOL SONG: THE MALAY LANGUAGE AND ENGLISH VERSION

Ministry of Education Malaysia |x

Hearts and Minds Towards Making All Schools Smart

Hearts and Minds Towards Making All Schools Smart

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