Pengajaran dan Pembelajaran Sains dan Matematik Dalam Bahasa Inggeris PPSMI the teaching and learning of science and mathematics in English is a government policy aimed at improving the command of the English language among pupils at primary and secondary schools in Malaysia. In accordance to this policy, the Science and Mathematics subjects are taught in the English medium as opposed to the Malay medium used before. PPSMI has been the subject of debate among academics, politicians and the public alike, which culminated to the announcement of the policy's reversal in by the Deputy Prime Minister, Tan Sri Muhyiddin Yassin. According to the Malaysian Ministry of Education, the policy would be run in stages, starting with the school session, pioneered by the all students of Year 1 in primary education level, and Form 1 of the secondary education level.
Here we go again, are we going back to learning and teaching Science and Mathematics in English in school? Since then, PPSMI became the subject of hot debate, especially among the academics, politicians and the public. The Rakyat Post shared that PPSMI reached its peak in when the policy was properly implemented to the education system, but later it didn't render to any good outcome as it should do. PPSMI was introduced with several objectives, which mainly is about the government's concern on the nation's capability to achieve the standard values of a developed country. How does using English as the medium of instruction is linked to becoming a better country?
Masters thesis, University of Malaya. This study is aimed at analysing the discursive construction ofcontroversy about the medium of instruction MOI for schoolsin the news media discourse in Malaysia. In Malaysia, national schools at the primary and secondary levels; and vernacular Chinese and Tamil schools at the primary level use English, instead of the national language, Bahasa Malaysia BM , to teach Mathematics and Science, upon a directive issued by the Education Ministry in
Available for download from the University of Cambridge repository. I construct a conceptual framework that maps the intended effects of teacher accountability instruments on student outcomes, via changes in teacher motivation. In this framework, the efficacy of any teacher accountability instrument depends partly on its compatibility with sociocultural context. To test this framework, I draw on two sets of empirical sources. Firstly, I use multilevel modelling to analyse cross-country survey data on education e.