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AKEPT’S PROFESSIONAL LEARNING AND TEACHING MODEL FOR ACADEMIA

Explore AKEPT's role in higher education leadership and the National Higher Education Strategic Plan. Learn about Critical Agenda Projects and the Ministerial Key Result Area, shaping minds and building leadership. Discover AKEPT's vision, mission, centers, values, and management. Dive into the Center for Learning and Teaching's objectives and the MKRA related to learning and teaching. Understand the professional learning and teaching model for academia.

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AKEPT’S PROFESSIONAL LEARNING AND TEACHING MODEL FOR ACADEMIA

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  1. AKEPT’S PROFESSIONAL LEARNING AND TEACHING MODEL FOR ACADEMIA SHAPING MINDS BUILDING LEADERSHIP

  2. Outcomes; Describe the role of Higher Education Leadership Academy (AKEPT) Explain National Higher Education Strategic Plan (NHESP), Critical Agenda Projects (CAPs), & Ministerial Key Result Area (MKRA) Summarize AKEPT’s Professional Learning and Teaching Model for Academia

  3. October 23, 2010 AkademiKepimpinanPengajianTinggi (AKEPT)

  4. AKEPT : The Higher Education Leadership Academy (AKEPT) was established in 2007 by the Ministry of Higher Education (MOHE), and commenced operations in 2008.

  5. ROLE of AKEPT in developing leaders The core business of the Academy is to operationalise the initiatives of the National Higher Education Strategic Plan with regards to unleashing the potential of the nation’s human capital to become self-sufficient and competitive global citizens and leaders.

  6. AKEPT VISION To be acknowledged as the global benchmark and referral centre for Higher Education Leadership, Research and Innovation, and Learning and Teaching. 

  7. AKEPT MISSION • To align with the Ministry’s transformational agenda for higher education to ensure that higher education institutions are globally competitive. • To provide the Ministry with the relevant information necessary for the formulation of higher education policies pertaining to talent management, leadership, governance, and innovation in higher education institutions • To be recognized as the premier referral centre for research and innovation, learning and teaching, and leadership competencies for higher education.

  8. AKEPT Centres; Centre for Leadership Training Centre for Learning and Teaching Centre for Research and Innovation

  9. AKEPT’S VALUES • Resilience • Excellence • Adaptability • Professionalism • Innovation • Teamwork • REAP IT is an appropriate acrostic for the values of the Academy, as it hopes to harvest the fruits of its labour through its core activities.

  10. AKEPT MANAGEMENT DIRECTOR PROF. DATUK DR ROZIAH BINTI OMAR CENTRE FOR LEADERSHIP TRAINING DEPUTY DIRECTOR CENTRE FOR LEARNING AND TEACHING DEPUTY DIRECTOR CENTRE FOR LEADERSHIP RESEARCH AND INNOVATION DEPUTY DIRECTOR ASSOC. PROF DR. MOHD. MAJID KONTING DATO’ NOORAISHAH BT. AHMAD TAJUDIN MEDIA AND CORPORATE MANAGER REGISTRAR HJ. MOKHTAR B. ABDULLAH DR. MOHAIDA BINTI MOAIN

  11. BOARD OF ADVISORS CHAIRMAN TAN SRI DATO’ DR. WAN MOHD ZAHID MOHD NORDIN Members: TAN SRI DATUK HJ. ARSHAD BIN AYUB TAN SRI DATUK DR. ANUWAR BIN ALI TAN SRI DATO’ DR. LIN SEE-YAN DATUK IR. DR. HAJI AHMAD ZAIDEE BIN LAIDIN DATO’ MOHD RAZIF BIN ABD KADIR PROF. EMERITUS DATO’ IR ZAWAWI BIN ISMAIL PROF. DATO’ IR DR. RADIN UMAR BIN RADIN SOHADI PROF DR. AZMAN BIN AWANG

  12. CENTER FOR LEARNING AND TEACHING

  13. The Centre’s Objectives • The academic staff are professionally competent to teach; • The academic staff are knowledgeable about and capable of stimulating and practicing teaching and learning innovation through both action and conceptual research, and • Higher education leaders are competent in developing institutional teaching and learning strategies by linking research with practice.

  14. Number of HEIs and The Academic Staffs, 2009

  15. National Higher Education Strategic Plan (PSPTN)

  16. National Higher Education Strategic Plan Laying The Foundation Beyond 2020

  17. NATIONAL HIGHER EDUCATION STRATEGIC PLAN Critical Agenda Projects Industry & Academic Relationship R & D PTPTN Internationalisation Student Development Student Employability Human Capital Dev. Fund Teaching & Learning ACADEMIA ENTREPRENEURSHIP 22 INITIATIVES APEX University LEADERSHIP LEADERSHIP LEADERSHIP Life Long Learning Autonomy Governance MoHE Transformation MY BRAIN 15 Centres of Excellence Polytechs & Comm. Clgs. Private HEIs Quality Assurance Top Business Schools e-Learning

  18. CRITICAL AGENDA PROJECTS (CAP): LEADERSHIP Strategic Objectives • Building competencies for higher education leaders to enhance global institutional excellence • Strengthening of higher education leadership in innovation and commercialization • Innovative learning and teaching leadership • Creating talent pool and supporting succession planning in higher education 18

  19. CAP : LeadershipCAP's Mission : Enhancing Higher Education EcosystemChairman / Owner : Director of AKEPTSecretariat : AKEPT

  20. MKRA related to Learning &Teaching MKRA – Enhancing L&T Leadership MKPI – Percentage of Master Trainers trained in Student-Centred Learning and Teaching strategies MKRA - Enhancing Teaching Quality MKPI – Percentage of lecturers trained in Student-Centred Learning and Teaching strategies 20

  21. PROFESSIONAL LEARNING AND TEACHING MODEL FOR ACADEMIA

  22. Scholarship of Learning and Teaching Learner’s Diversity Learning Style Teaching Style Learner’s Motivation AKEPT’S PROFESSIONAL LEARNING AND TEACHING MODEL FOR ACADEMIA PROFESSIONAL L&TACADEMIA MODEL

  23. Higher EducationLearning and Teaching Competency Higher education learning and teaching competency is defined as proven ability to use professional knowledge and skills in the field of learning and teaching at higher education level. 23

  24. Higher Education Teaching Inquiry (HETI) (1cr)

  25. The AKEPT’s Accreditation Scheme for Teaching in Higher Education • The scheme assists the strategic aim of enhancing professionalism of HEIs academics. • It helps to raise the status of teaching and provide a formal structure for continuing professional development. • The accreditation approach builds on established training programmes for new HEIs lecturers and continuous professional development programmes for serving lecturers run by HEIs in Malaysia.

  26. Further Advantages: 1. The scheme provides formal national recognition of the teaching skills and practice of HEIs academic staff and so raise the status of teaching within the HE sector; 2. The scheme improves the transferability of academic staff between institutions as staff would be able to show that they have a recognized and nationally-accredited award for teaching in higher education; 3. The scheme allows AKEPT and the MoHE to demonstrate to Government Ministers, politicians and the public that academicstaff are receiving up-to-date training in teaching practices and delivery;

  27. 4. The student learning experience will be enhanced through improved teaching; 5. The scheme allows AKEPT to work in close partnership with national HEIs through their Academic Development Centres (ADCs) to enhance teaching and learning across the HE sector; and 6. The scheme allows AKEPT to work with international HEIs and agencies to enhance teaching and learning across the HE sector.

  28. The Accreditation Scheme’s Features: • Use existing courses wherever possible and avoid requiring new materials and courses. • The scheme has authority and support of Malaysian Qualifications Agency (MQA) and Ministry of Higher Education (MoHE), and gain approval of HEIs top management. • The scheme has an easy system of administration and avoid placing a heavy additional administrative burden on institutions.

  29. The Scheme’s Strategy:1. Making the PGCertification compulsory for new teaching staff; 2. Making passing of the PGCertification a requirement to complete probation; 3. Emphasizing that teaching is a key aspect of a promotion application, other than research and professional services; 4. Rewarding excellent teaching through the national award for teaching excellence, leadership, and research; and 5. Stressing that the PGCertification is a nationally-recognised qualification that will aid staff mobility between institutions.

  30. AKEPT’s Master Trainers in Higher Education Learning and Teaching

  31. AKEPT Master Trainers in Higher Education Learning & Teaching AKEPT Master Trainers are higher education institutions’ academic staff who will provide in-house learning and teaching trainings in their respective fields and institutions. 31

  32. AKEPT L&T Master Trainers Training Outcomes AKEPT Master Trainers are able to train and lead higher education institutions’ academic staff in the use of related professional research based knowledge and skills in higher education learning and teaching. 32

  33. AKEPT’s L&T Training Framework a. Certificate Level –10 credits b. Diploma Level - 10 credits c. Master Trainer - 10 credits Components : Research, Training, Project 33

  34. AKEPT Higher Education Learning and Teaching Training Initiatives (HELTTI) The Learning and Teaching Training Framework for Master Trainers focuses on building competencies in the 15 areas of: • Curriculum Design and Development • Pedagogy • Student-Centred Learning 34

  35. Curriculum Design and Development Learning and Teaching in Higher Education Learner’s Diversity Learning Style Learner’s Motivation Curriculum Development Learning Resources Learning Assessment 35

  36. Pedagogy Lecture E-Learning Student Supervision Scholarship of Teaching and Learning 36

  37. Student-Centred Learning Problem-Based Learning Project-Oriented Problem-Based Learning Case Method Modular Approach 37

  38. AKEPT Learning and TeachingMaster Trainers Competency AKEPT learning and teaching Master Trainers competency model is based on constructivism theory. Three competency levels for each learning and teaching area are based on the following learning outcomes: 40

  39. Competency Level 1 – Foundation Participant is able to: analyse knowledge in the field; demonstrate the teaching skills in the field; and work in team in implementing a project related to the field. 41

  40. Competency Level 2 – Intermediate Participant is able to: evaluate the relevance of knowledge related to the field; adapt the teaching skills in the field; and helping others in implementing a project related to the field. 42

  41. Competency Level 3 – Advanced Participant is able to: train academic staff in the field; conduct research in the field; and lead academic staff in the field. 43

  42. AKEPT’S L&T Training of Trainers & Module Development Programmes 2010

  43. AKEPT’s LEARNING AND TEACHING PROGRAMMES 2009 50

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