Private Sector Early Child Care and Education in Malaysia: Workforce Readiness for Further Education

Lydia, Foong; Palanisamy, Kumaresan; Dhamotharan, Mogana; Carynne, Loh

doi:10.21315/km2018.36.1.6

Cited by 17 publications

(9 citation statements)

References 15 publications

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“…Although the preparation courses offered by tertiary institutions include introductory modules on understanding children with disabilities, they lack training on evidence-based inclusive practices (Sukumaran et al, 2015). Preparation of in-service early childhood educators to implement inclusive practices is challenged by the lack of a structured continuous professional development pathway (Foong, Veloo, Dhamotharan, & Loh, 2018) and the lack of clear guidance and guidelines on inclusive education. The lack of regulation of the quality of early childhood settings also adds another barrier to the effective implementation of inclusive education in Malaysia.…”

Section: Systematic Implementation Supportsmentioning

confidence: 99%

Small Steps: The Inclusion of Young Children With Disabilities in Australia, Greece, and Malaysia

Warren

Soukakou

Forster³

et al. 2021

Australas. j. spec. incl. educ.

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Although international research has accumulated significant evidence on inclusive practices and their benefits for children, how this translates into early childhood settings is often unsatisfactory within and across countries. Against the background of general acceptance of the principles incorporated in the Convention on the Rights of Persons With Disabilities, we examine how 3 countries who are signatories to this convention, Australia, Greece, and Malaysia, are making progress towards inclusion in early childhood. Using an implementation science framework, the key components of enabling contexts, research-based practices, and effective implementation supports are explored. In this framework, each of these components is essential for achieving the desired outcomes of inclusion. The country profiles of Australia, Greece, and Malaysia are examined (including similarities and differences in legislation, policies, early childhood services, and practices) in an effort to support understanding of factors facilitating and challenging early childhood inclusion.

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Section: Systematic Implementation Supportsmentioning

confidence: 99%

Small Steps: The Inclusion of Young Children With Disabilities in Australia, Greece, and Malaysia

Warren

Soukakou

Forster³

et al. 2021

Australas. j. spec. incl. educ.

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“…Gred gaji permulaan di agensi perkhidmatan awam seperti Guru Tabika Perpaduan S29 juga adalah lebih tinggi iaitu RM1,494 tidak termasuk elaun Imbuhan Tetap Perumahan, Elaun Khidmat Awam dan Bantuan Sara Hidup (Jabatan Perpaduan Negara dan Integrasi Nasional [JPINN], 2018). Walaupun struktur gaji dapat dikaitkan kepada kualiti perkhidmatan yang ditawarkan (Bridges, 2011;Halfon & Langford, 2015;Whitebook, Howes & Phillips, 2014), namun struktur penggajian guru prasekolah swasta sesungguhnya menjadi dilema antara pengusaha, guru-guru dan ibu bapa. Kenaikan gaji guru akan mendorong pengusaha menaikkan kadar yuran bulanan bagi setiap kanak-kanak dan ini akan membebankan pula ibu-bapa.…”

Section: Gred Gaji Guru Prasekolah Swastaunclassified

Financial Management of Private Preschool

Chear

2020

IJEMP

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Early childhood services and education industry have grown steadily with a wide range of local and international franchise brands. This raises questions about the ability of private kindergartens and nurseries to compete in the market. The objective of this study is to analyze the basic aspects of the financial management of this institution and its ability to be viable and competitive. Data is obtained through questionnaires that are distributed to selected entrepreneurs and managers in the state of Selangor. Feedback from 52 institutions found that a large number of institutions have a sufficient number of children. Teachers are qualified but paid salaries on a low scale. Student management assistant is not provided due to small and varied size of classes. More kindergartens are in high-income categories compared to nurseries, but both institutional spendings are in lower categories. The registration fee varies between institutions but the kindergarten charges an additional fee at a higher rate compared to nurseries. There are preferential differences in operating expenses incurred between kindergartens and nurseries. Some recommendations to reduce the financial burden of private pre-school operators are discussed at the end of this article.

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“…Referring to a past research, private pre-schools regulated by the Ministry of Education (MOE) Malaysia have less than 10% of their teachers qualified with the Diploma in early childhood education (Foong et al, 2018) in which has become a concern as level of education of pre-school teachers are important to be looked at. With regard to years of working experience of the pre-school teachers, 36.7% of the respondents had between 1 to 3 years of work experience.…”

Section: Teachers' Demographic Backgroundmentioning

confidence: 99%

Pre-school Teachers’ Beliefs towards Their Abilities of Teaching English to Pre-schoolers in Pahang, Malaysia

Rosli

Radzuan

2020

aulad

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Recent studies have revealed that English has become a global language that is commonly used, particularly in the education sector, for various purposes. In the education sector, teachers serve as the most important role model in improving learners’ English language competency. Evidently, at the age of 4 to 6 years old, preschoolers are proven to be able to learn a second language sufficiently hence it is critical for pre-school teachers to be able to teach English to the children at this stage precisely. English, however, is not set to become one of the major requirements for pre-school teachers, especially in Pahang, Malaysia. Due to this, the beliefs of the pre-school teachers initiate a critical indicator in deciding if, given the circumstances, pre-school children can receive adequate English inputs and exposure at their age. The aim of this study is to identify the beliefs of pre-school teachers in their ability of teaching English to preschoolers in Pahang, Malaysia. In the study, 60 pre-school teachers in Pahang were given a set of questionnaires consisting of 14 items and all 60 were returned. In the pilot study, the questionnaire showed a 0.9 Cronbach alpha value indicating a high reliability point. The findings of this study suggest a much more positive view of teachers’ beliefs in pre-school English teachings. This can become a stimulus for the growth of English proficiency among Malaysian children and consequently improve the standard of English in Malaysia in the future.

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Private Sector Early Child Care and Education in Malaysia: Workforce Readiness for Further Education

Abstract: Studies from several countries have shown that qualified educators in early childhood programmes make a significant difference in providing quality

Cited by 17 publications

References 15 publications

Small Steps: The Inclusion of Young Children With Disabilities in Australia, Greece, and Malaysia

Small Steps: The Inclusion of Young Children With Disabilities in Australia, Greece, and Malaysia

Financial Management of Private Preschool

Pre-school Teachers’ Beliefs towards Their Abilities of Teaching English to Pre-schoolers in Pahang, Malaysia

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