PerkasaKU to bridge learning gap


Creating equal access: Nor Zamani said one of the programme's aims is to give students an opportunity to obtain basic content they need for their learning.

THE prolonged closure of schools due to the Covid-19 pandemic has affected students’ learning outcome and the Education Ministry is aware of this.

To bridge the resulting learning loss and gap among students, the ministry has launched the Pemerkasaan Pelaksanaan Kurikulum (PerkasaKU) programme.

Education director-general Datin Seri Nor Zamani Abdol Hamid said the lack of face-to-face learning with teachers has affected students’ mastery of their learning, such as numeracy and literacy skills among Level One pupils, and must be overcome systematically.

“This programme gives a holistic focus in our effort to restore students’ level of mastery towards learning. Strategic and focused planning must be done.

“The ministry recommends that (learning) time be extended, in the form of an extended timetable, or a possible realignment of the academic calendar be looked into.

“This is to give students an opportunity to obtain basic content they need for their learning,” she said during the virtual launch on Aug 30.

The programme was implemented on Sept 1 and will continue until Feb 28 next year.

There are four main areas teachers must focus on in the implementation of the programme.

The first, she said, is strengthening and enrichment strategies which aim to bridge the learning gap that occurred as a result of various constraints of home-based teaching and learning (PdPR).

“The second is the Literacy and Numeracy Restoration programme, which is a strategy to help pupils, teachers, and parents or guardians to strengthen literacy and numeracy skills in accordance with pupils’ capabilities.

“This programme is specifically for Level One pupils, consisting of those in Years One, Two and Three who have yet to master the minimum level of the three Rs (reading, writing and arithmetic) during PdPR.

“The third is ensuring classroom-based assessments, which are a continuous process and an important component to obtain information to identify and record student development, progress, abilities and achievements in face-to-face learning and online learning, are not neglected.”

Classroom-based assessments must be continuously implemented, she added, to ensure students’ level of learning capabilities and mastery is always assessed, recorded and monitored even during PdPR.

The fourth and final area is a system to store, manage and provide access to teaching and learning materials in digital form.

These resources, Nor Zamani said, are materials for primary and secondary school students that have been uploaded on the ministry’s online learning platform Digital Educational Learning Initiative Malaysia (Delima).

Teachers, students and parents can access these materials anytime and anywhere.

She stressed that the materials must be optimised as much as possible by all parties to give a positive impact on each student’s education.

“Various supporting materials such as quizzes, notes and gamification can be accessed, too, for self-learning.

“We recommend that teachers fully understand the PerkasaKU programme as a catalyst to improve quality education for every student.

“We will conduct upgrades to clarify, and to guide teachers to ensure that the four main focuses can be implemented effectively,” she added.

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