SEAMEO-University of Tsukuba Symposium VII
Reform and Development in Teacher Education for the Digital Economy

Reforms in Teacher Education
in Responding to Digital
Economy: A Malaysian Case
Dr. Amin bin Senin
Director General of Education,
Ministry of Education,
Malaysia

Challenges

Challenges and Demands onEducation for Digital Economy

New Technologies
Global phenomenon;
concern the whole humanity

Changes
Physical and cognitive changes(AI and transhumanism)

Demands
Digital Skills
Digital Navigation Skills

Knowledge
Knowledge is renewed
faster than generations

Information
Abundance of Information

Explosion of learning

Humanistic valuesGearing Education to MeetDigital Economic Demands
Towards digital
education
21st Century
SkillsClassroom
Assessment

Higher Order
Thinking Skills

Global Citizenship
Education

STEM
Sustainable Development Goals

Transformation of Teaching Profession under
Teacher and Principal Charter Initiatives
Principal Charter
Teacher Charter Initiatives
Raisingadmissionrequirements
and morestringent
selection forentry into
Institute ofTeacher
Education(IPG)§ Enhancing selection criteria and succession
planning process for school principals§ Rolling out a New Principal Career Package withgreater support and sharper accountability for
improving student outcomes

Deploying IPGTransformation
Initiatives

Upgradingteacher quality
via continuous
professionaldevelopment(CPD)
programmes

Using Unified
Instruments (UI)
for teacher
performanceappraisal

Implementing
competency andperformancebased career
progression

New Narratives in Educational Practice
Meeting Needs and Demands of Digital Economy

Students(Pedagogical change)
Teacher-centred → Student-centredEmax

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A more holistic evaluation of students’achievements beyond content knowledge.
Moving away from an exam-oriented system not only
pushes us to focus on critical thinking and creativity,
but can help put the spotlight on how we develop positive
values and ideas of an individual who is balanced intellectuallyand socially.

Teachers(Capacity Building)Stand-alone → Professional Support

Educational Leadership(Management)
Top-down → Bottom-up

New Narratives in Educational PracticeStudents(Pedagogical change)
Teacher-centred → Student-centred• 70% of the curriculum involves HOTS
• Increasing HOTS-question proportion in national examinations• Formalise & institutionalise Professional Support SystemTeachers(Capacity Building)ü School Improvement Partners (SIP+)

Stand-alone → Professional Support

ü Educational Leaders & Instructional Team (ELIT)ü School Improvement Specialist Coach (SISC+)• Professional Learning Community (PLC).

Educational Leaders(Management)
Top-down → Bottom-up• School based Improvement Effort.
• Negotiation & Consultation• Performance Dialogue

Challenges and Way Forward
Challenges

Way Forward
Keeping key skills andcompetency relevant

Learning gaps among
students

Explosive of learning

Prioritizing policies tosupport 21st Century Skills
Collaboration between
countries and industries

SEAMEO-University of Tsukuba Symposium VII
Reform and Development in Teacher Education for the Digital Economy

Reforms in Teacher Education in Responding to Digital Economy:
A Malaysian Case

Dr. Amin bin Senin
Director General of Education,
Ministry of Education,
Malaysia