Big Group Focus:

Data, Exams, and Academic Research

Main focus: Data, exams, and research informing practice

• Major learning gaps and contributing factors

• How research can support teaching improvement

Big Group Focus:

Human Capital and Leadership

Main focus: Human capital and leadership effectiveness

• Role of school leadership in improving outcomes

• Leadership models and governance practices

Big Group Focus:

Institutional Capacity

Main focus: Institutional capacity to support STEM

• Teacher supply, deployment, and retention

Big Group Focus:

Human Capital and Leadership

Main focus: Human capital and leadership effectiveness

• Teacher professional development pathways and CPD

Big Group Focus:

Institutional Capacity

Main focus: Institutional capacity to support STEM

• Infrastructure availability and gaps

• Digital and laboratory readiness

Big Group Focus:

Data, Exams, and Academic Research

Main focus: Data, exams, and research informing practice

• Key trends in UPDLP / SPM performance

Big Group Focus:

Outreach and Collaboration

Main focus: Outreach, programmes, and collaboration

• Effectiveness of internal STEM programmes

• Student engagement and participation

Big Group Focus:

Outreach and Collaboration

Main focus: Outreach, programmes, and collaboration

• NGO, community, and industry partnerships

Big Group Focus:

International Best Practices

Main focus: Learning from others

• Key lessons from Singapore’s STEM programmes

• Other successful local or international models

• Practices suitable for local adaptation

Big Group Focus:

International Best Practices

Main focus: Learning from others

• Other successful local or international models

• Practices suitable for local adaptation

1. Awareness & Communication Gap:

   • Identification Gap: Schools/teachers are often unaware of which relevant Strategic Partners (NGO/Agency/Community) can support them with hands-on learning resources

   • Outreach Barriers: Schools feel "shy" or hesitant to reach out to unfamiliar agencies, especially with the concern on the procedure of how to initiate the conversation, while remote communities (e.g., Rumah Panjang) remain unexposed to available external programs.

2. Bureaucratic & Policy Constraints:

   • The Approval Loop: Partners often lack knowledge of the proper SOPs for school entry. Conversely, schools cannot accept programs without official approval from JPNS or PPD.

   • Information Bottlenecks: Even with approval, PPDs may fail to distribute letters to all schools, leaving teachers in the dark about available STEM support.

   • Instructional Policy: The MMI (Melindungi Masa Instructional) policy limits the window for external program implementation.

3. Alignment & Sustainability:

   • Curriculum Mismatch: Deliverables are often seen as purely "supplementary" and not aligned with the formal classroom curriculum.

   • One-off Implementation: A lack of continuity or "sustainability" means learning often stops once the program ends.

   • Infrastructure Gaps: Limited internet and basic necessities in certain areas hinder the execution of high-tech STEM activities.

Source of the Issues

1. Lack of Standardized SOPs: There is no clear, universal roadmap for how Strategic Partners enter a school and how a school requests a Strategic Partners.

2. Disconnected Objectives: Strategic Partners deliverables are often "supplementary" or "fun" but aren't designed to hit the specific KPIs or learning standards Dokumen Standard Kurikulum & Pentaksiran (DSKP) that teachers are required to meet.

3. Communication Breakdown: A disconnect between JPNS/PPD distribution and the teachers on the ground leads to missed opportunities.

4. Resource Inequality: A lack of hardware and connectivity in certain areas prevents the implementation of advanced STEM programs.

Proposed Solutions & Interventions

1. Administrative & Policy Streamlining

• Standardized Entry SOP: Establish a clear, universal Standard Operating Procedure (SOP) for Strategic Partners to enter schools. This includes a Proper Letter of Approval containing full program details to minimize back-and-forth questioning.

• Active PPD Promotion: JPNS should delegate the promotion of these programs to the PPD level. The PPD must ensure that approval letters are not just filed, but actively distributed and highlighted to all relevant schools within their jurisdiction.

• Calendar Synchronization: Create a culture of "Tolerance" between school academic calendars and Strategic Partner timelines. By sharing calendars earlier in the year, clashes with exams or the MMI (Melindungi Masa Instructional) policy can be avoided.

2. Curriculum & KPI Alignment

• Module Co-Creation: Strategic Partners should develop modules that specifically complement "Pembelajaran dalam Kelas" (In-class learning). Instead of being "extra" work, these modules should serve as a practical way to teach existing syllabus topics.

• KPI Mapping: Partners should be briefed on school and teacher KPIs so their programs can be designed to help teachers hit their performance targets for Math and Science.

• School-Led Feedback: Schools should proactively suggest specific topics or modules to Strategic Partners, ensuring the "outside" help addresses the "inside" academic weaknesses.

3. Strategic Resource Management

• Building STEM Communities: Move away from "one-off" events. Following the SDEC model, provide schools with monetary grants and hardware to build a self-sustaining STEM Community that can run monthly programs.

• Cross-Partner Collaboration: Facilitate communication between different NGOs and Agencies to ensure their efforts are spread geographically and do not overlap or become redundant in the same area.

• Sustainability Planning: Ensure every program includes a "continuation" element so that the learning doesn't stop when the Strategic Partner leaves the school grounds. For example, a program that started as an outreach program, a Strategic Partner can introduce what the relevant STEM competitions are that the schools can sign up for.

1. Refers to the process of applying evidence-based findings from educational research into classroom instruction to improve teaching effectiveness and students learning outcome.

2. In mathematics and science, this involves adapting proven strategies such as inquiry based learning, formative assessment, and scaffolding into practical.

3. Adapt strategies to suit classroom context and students needs.

4. Implement approaches consistently and reflect on their impact.

5. Use student data to refine instructional practices.

   
   

DATA (Sarawak Maths & Science)

PBD/Classroom assessment data

• Shift from UPSR to School-Based Assessment (PBD)

• mastery by standard (TP levels), topic-by-topic progress (Education Blueprint)

School exam / trial exam data

• Item-level performance, topics, cognitive levels (KBAT/HOTS).

DLP Sarawak data (Sarawak)

• English-Medium learning evidence (Math/Science taught in English in DLP Sarawak schools). The program's statewide rollout is guided by MOE circular for DLP Sarawak implementation. Sarawak announced a standardized assessment beginning 2025 for Year 6 and later 2028 for Form 3 to measure progress of Science & Maths taught in English under DLP Sarawak

Exams:

a. UPDLP

b. PBD assessment (School based test)

c. UASA (Ujian Akhir Sesi Akademik)

Academic Research

1. Case study (STEM50)

2. Baseline research for STEM and English Language (UiTM)

3. Emperical study (eg., Emellia et al., 2025; Hamarah, 2020: Mohd Shafiq et al., 2024)

1. Major Learning Gaps & Contributing Factors

• Rural–Urban Achievement Gap
  Persistent disparities between schools in interior areas (e.g., Kapit, Baram, Belaga) and urban centers (Kuching, Miri, Sibu) in exam performance.

• Post-Pandemic Learning Loss
  Students affected by prolonged school closures (2020–2022), especially those with limited device access and unstable internet connectivity.

• Digital Divide
  Unequal access to DELIMa, Google Classroom, and online learning platforms due to infrastructure constraints in remote longhouse communities.

• Language & Literacy Challenges
  Multilingual context (Iban, Bidayuh, Orang Ulu languages) affecting Bahasa Melayu and English proficiency, particularly in lower primary.

• STEM & English Teacher Shortage (Selective Areas)
  Difficulty placing subject-option teachers in remote schools impacts exam outcomes (SPM Science, Mathematics, English).

• Attendance & Mobility Issues
  River transport, boarding arrangements, and seasonal weather affect consistent school attendance.

How research can support teaching improvement?

Identify students learning needs / learning gaps:

• Early Literacy & Numeracy Screening
  Programmes such as PLaN (Program Literasi dan Numerasi) used to detect foundational skill gaps in lower primary.

• weak numeracy / reasoning

Improve teaching strategies

• Classroom-based studies (e.g., literacy interventions, game-based learning, Inquiry base learning indigenous context pedagogy) implemented through TS25 and PLC platforms

• Enhance assessment practices

     -Formative assessment

    -PBD

  -Diagnostic test

  
  

• Supporting reflective teaching

  -reflect and act on the current issue (eg, action research)

  
  

• integrating technology effectively

  -GC / DeLima

  -Educational apps (SCALE)

  -Simulations (science virtual lab, https://praxilabs.com/)

There is a significant disparity in the quality and availability of science rooms across urban (Bandar), rural (Luar Bandar), and remote (Pedalaman) areas.

KEY ISSUES

• 1. Availability Gaps

  • Uneven distribution of resources:

    • Some schools have complete science room and kits.

    • Some schools have rooms but only partial kits.

    • Others no rooms but rely on science kits.

    Impact: This creates inequity in learning opportunities across schools.

    
    

  2. Space Constraints

  • No dedicated science rooms in certain schools.

  • Facilities are often shared with other subjects or preschools, limited consistent use.

  • Reliance on mobile science kits, which restricts the scope of experiments.

    Impact: Experiment can't conduct succesfully

  3. Condition of Facilities

  • Many science rooms are incomplete, outdated, or dilapidated (uzur).

  • Poor infrastructure raises safety concerns and reduces teacher motivation to conduct experiments.

  • Maintenance is often neglected, worsening deterioration.

    
    

  4. Funding Limitations

  • Schools file complaints and requests, but budget allocations (peruntukan) are rarely approved.

  • Lack of funding leads to stagnation and widening gaps between well-equipped and under-equipped schools.

  • Long-term sustainability of facilities remains uncertain.

  
  

Proposed Solutions

1. Interval Maintenance

• Prioritize immediate repairs and refurbishment of existing science rooms to ensure safety and usability.

• Establish a routine maintenance schedule to prevent facilities from becoming dilapidated.

• Encourage schools to allocate small portions of operational budgets for minor repairs.

  
  

2. Evidence-Based Requests

• Schools conduct self-assessments of science facilities (rooms, kits, condition).

• Use standardized reporting templates to submit data-driven requests to the District Education Office (PPD).

• Evidence strengthens the case for resource allocation and ensures transparency.

  
  

3. Alternative Funding & Partnerships

• Engage local representatives (YB) for constituency-level support.

• Build networks with NGOs, private companies, and community groups to sponsor equipment or renovations.

• Promote school-community partnerships (Jalinan dan Jaringan) to share resources and expertise.

  
  

4. Federal & State-Level Support

• Advocate for Ministry of Education (KPM) and State Education Department (JPN) to prioritize science facilities in budget planning.

• Leverage Per Capita Grant (PCG) allocations for science-related purchases.

• Push for special funding programs targeting schools with severe gaps.

  
  

Strategic Framing

• Short-Term Goal: Repair and maintain existing facilities to ensure immediate usability.

• Medium-Term Goal: Secure alternative funding and partnerships to supplement government allocations.

• Long-Term Goal: Institutionalize evidence-based planning and federal support to achieve equitable science education nationwide.

2. Science Kits (SC KIT) & Apparatus

Key Issues

• Financial Sufficiency: PCG allocations may be insufficient to cover rising costs.

• Cost & Logistics: Kits are expensive; suppliers are often located far away (e.g., Lawas), resulting in high delivery costs and delays.

• Practicality: Some materials are outdated, impractical, or arrive damaged/broken.

• Student-to-Resource Ratio: Large student numbers create shortages of costly materials.

  
  

Proposed Solutions

• Local Sourcing: Prioritize regional suppliers (e.g., Sarawak) to reduce costs and delivery times compared to Peninsular Malaysia.

• Centralized Supply: Schools submit formal requests for JPN/KPM to supply apparatus directly, ensuring long-term sustainability.

• Systemic Supply Chain: Establish a consistent pipeline of materials to match student demand and reduce shortages.

  
  

Digital and Laboratory Readiness

Key Issues

• Internet Coverage:

  • Urban: Stable access only in certain areas.

  • Rural/Remote: Very limited coverage, often restricted by speed or data quotas.

• Equipment Usability: Many science room materials are unusable due to poor condition.

  
  

Proposed Solutions

• LCD Projectors vs. Smart TVs:

  • Provide LCD projectors instead of Smart TVs.

  • Reasoning: Smart TVs depend heavily on internet connectivity, limiting their utility in low-coverage areas. LCD projectors remain functional offline.

• Systemic Supply: Ensure a consistent pipeline of modern lab materials from JPN/KPM to address high student numbers and equipment shortages.

  
  

Strategic Framing

• Short-Term: Repair unusable lab materials; prioritize LCD projectors for offline teaching.

• Medium-Term: Strengthen local sourcing and logistics to reduce costs and delays.

• Long-Term: Institutionalize centralized supply systems and federal support to ensure equitable access to science kits and digital readiness across all schools.

1. Effectiveness of internal STEM programmes.

2. Student engagement and participation.

   Existing program in schools :

   i. Panitia week

   ii. Additional classes

   iii. STEM corner

   iv. STEM competition

   v. Exam workshop

   vi. STEM week

Issues in schools.

1. Lack in student engagement

2. Lack in Math foundation

3. Student lack in confident

4. Activities are short and one off activities.

5. Teacher need to be more enthusiastic

6. Student lack motivation

7. Increase teacher and student relationship

8. Lack reflection

9. Lack low cost materials.

10. Lack hands on materials.

Suggestion

1.STATE 

• CPD by MEITD included refresh and reskill 

• Improved pedagogy in content of teaching sn and mt

• Support non optionist teacher

• Curiculum 2027 ( dilution information from top to bottom)

2.REGIONAL

• Training abroad included workshop and seminar

3.IPG 

• Four IPG in Sarawak : Do training 

4. DIGITAL AND ICT IMPROVEMENT

• Including ai

5.PPD

• School based profesional learning community (plc) : Expert teacher cover 

• Lesson study: Peer coaching, teaching sharing station.  

6 . VOLUNTEERISM AND COLLABORATIVE

• Institution attachment and teacher voluntary for teaching improvement

• Collaborate with NGOs  for added values

1.0 Introduction

This proposal recommends a practical STEM programme designed to ensure meaningful STEM exposure for Sarawak Primary School. The programme uses three proven delivery practices:

1. Integrate STEM into existing lessons
   
   

2. Provide ready-to-run STEM Boxes/Kits
   
   

3. Use a cluster/hub model for schools
   
   

This approach aligns with Sarawak’s target of 60% STEM enrolment by 2030 and addresses access gaps across locations.

2.0 Context and rationale

• Sarawak has publicly stated a target of 60% student enrolment in STEM by 2030, while reporting a much lower current share (around 30%).
  
  

Many STEM initiatives fail because they unintentionally create “extra programmes” that add:
a) extra timetable pressure 

b) extra teacher planning,

c) extra material sourcing,

d) extra reporting/marking.

• A realistic model must work primary schools under  MOE.

3.0 Programme Goal and Objectives

Goal: Increase early STEM exposure and interest

Objectives :

1. Deliver hands-on STEM learning within existing subjects (Mathematics/ Science)

2. Applying STEM lesson plans. 

3. Enable delivery across schools using STEM kits and cluster support systems.

4.0 Three STEM practices

Practice 1 : Curriculum-embedded STEM Lesson Plan (Mathematics and Science)

STEM is delivered through interdisciplinary lesson plan (Mathematics and Science) via project-based learning, inquiry based learning or problem-based learning approach. 

Example:

1. Problem Orientation / Problem Scenario (Engage) (5 mins)

2. Problem Definition & Planning (Define) (10 mins)

3. Investigation / Inquiry (Explore) (15 mins)

4. Solution Development (Explain + Elaborate) (15 mins)

5. Presentation & Reflection (Evaluate) (15 mins)

Practice 2: STEM Box system 

Schools receive ready-to-run kits. 

Box types (portable):

• Box A: Engineering & Structures (tape, string, rubber bands, straws/card strips, paper clips, ruler, scissors, small weights and etc.)
  
  

• Box B: Science Exploration (small containers, droppers, basic filtering materials, observation cards, recycled material prompts and etc.)
  
  

• Box C: Unplugged Coding & Logic (direction cards, grid mats, debugging cards, pattern challenges and etc.)
  
  

Practice 3:  Cluster/Hub model 

One Hub school supports less than 5 satellite schools through rotating kits and scheduled facilitation.

Suggested Monthly operational cycle:

• Week 1: Hub Day
  The facilitator runs STEM classroom-based practical slots at hub school for mathematics and science teachers.
  
  

• Week 2–3: Repeat lesson
  Teachers repeat the same activity using the STEM kit with teacher’s guide book

• Week 4: Rotate and restock
  Hub School collects, restocks, and rotates boxes to satellite schools; short check-in via WhatsApp/phone.
  
  

Under RPM 2026-2035, leadership is decentralized, giving JPNS and school leaders greater autonomy to shape localized STEM agendas.

• IAB-Led Professional Coaching: To bridge the gap of "experienced but not committed" leaders, the school shall engage IAB for Executive Coaching. IAB’s role is to provide specialized training in Agile Distributive Leadership, moving leaders from administrative oversight to "Instructional Architects."

• Agile Distributive Leadership with JPNS Oversight: Establish a STEM Executive Council within the school. While the Principal leads, JPNS acts as the monitoring body via the Pejabat Pendidikan Daerah (PPD) to ensure school KPIs align with national standards. The SIP+ (School Improvement Partner) plays a critical role in addressing "uncommitted" leaders. They provide executive coaching to the SLT, focusing on Agile Distributive Leadership. This closes the "unmonitored empowerment" gap by formalizing a reporting line from the school to JPNS.

• Instructional Leadership 3.0 (Data-Driven Dialogue): Utilize the Instructional Walkthrough Dashboard. In line with RPM 2026-2035, school leaders use data-driven insights to coach teachers. JPNS provides the standardized assessment data, which leaders use to bridge the performance gap of non-option teachers.

• Strategic Governance & MEITD Advocacy: Utilize MA63 autonomy to bypass federal delays. School leaders should work directly with MEITD to secure funding for lab safety and equipment. MEITD serves as the "Innovation Enabler," providing the resources that federal budgets may lack.

2. Human Capital: Optimization of the "Non-Option" Workforce

This pillar focuses on transforming the "engine room" of the school—committed non-option teachers—into a high-capacity workforce through Kelley’s Followership Model and JPNS-validated PLCs.

·        The Followership Shift (Exemplary Followers): Categorize committed non-option teachers as Exemplary Followers—independent, critical thinkers who execute the STEM vision despite lacking the specific "option." Leaders move from "supervisors" to "partners," providing the Psychological Safety needed for these teachers to innovate in complex subjects (Frontiers in Education, 2025). Leaders treat non-option teachers as Exemplary Followers. JPNS supports this by providing "Specialist Mentorship" through SISC+ officers who focus on the pedagogical needs of non-option staff. To bridge their content gap, the school establishes a partnership with the local IPG. IPG Lecturers (as subject matter experts) will conduct "Micro-credentials" specifically for non-option teachers.

• PLC-Driven Buddy Support System (BSS): Pair "Optioned Seniors" with "Non-Option Juniors."

  • Lesson Study & Peer Coaching: These PLCs should be documented and submitted to JPNS for official CPD (Continuous Professional Development) credits.

  • MEITD Certification: Collaborate with MEITD to create a state-level "STEM Practitioner Certificate" for non-option teachers who prove competency through school-based PLCs.

·        TPACK-Based Upskilling: . Since non-option teachers are committed, providing them with digital simulations and AI-assisted teaching tools allows them to deliver high-quality content even if they lack the original subject "option" (Journal of STEM Education, 2025). This allows non-option teachers to deliver high-level concepts (e.g., Physics, Calculus) with high accuracy, fulfilling the RPM 2026-2035 goal of a "Digital-Ready Workforce."

3. The "Sarawak Frontier" STEM Colloquium

Instead of one-off workshops, establish a Bi-Annual STEM Convention by MEITD and JPNS. This serves as a platform for sharing best practices and validating teacher expertise.

·        Peer-to-Peer Knowledge Transfer: Non-option teachers who have successfully used digital tools (TPACK) present their "Action Research" to peers. This builds their professional profile and provides a "blueprint" for others.

·        Re-Engaging Senior Leaders: Task the "experienced but under-engaged" SLT/MLT with chairing the colloquium and acting as the panel of judges. This forces a transition from the "comfort zone" to a role of Academic Authority.

·        Cross-Sector Integration: Invite MEITD, PAGS, and GLCs (Sarawak Energy, PETROS) to present keynote sessions on industry needs. This ensures that the "best practices" being shared are actually aligned with Sarawak’s industrial future.

4. Career Clarity & Community: Building "STEM Identity"

The Dasar STEM Malaysia emphasizes that parents are key stakeholders.

• Pathway Mapping (Primary → Secondary → Industry): Create a clear visual map connecting STEM subjects to Sarawak’s Priority Industries (Hydrogen, Digital Economy, Green Tech).

  • The "Confidence Builder": Explicitly link the pathway to the Sarawak Free Tertiary Education Scheme (2026) to address low parental support and financial concerns.

• Early Career Exposure via "Micro-Internships": Utilize your Alumni, GLCs (Sarawak Energy, PETROS), and NGOs (PAGS) to provide students with 1–2 day industry shadowing. This builds "STEM Identity," which research shows is the best predictor of student persistence in Science streams (UNESCO STEM Report, 2025).

5. Governance of Resources & Safety

• Strategic Resource Mobilization: Shift from "waiting for budget" to "seeking partnerships." Use the PIBKS and MA63 autonomy to secure safety upgrades through MEITD grants or CSR from Sarawak GLCs.

• Safety Compliance as a Priority: Treat lab safety not just as a maintenance issue, but as a Leadership KPI. Safe and modern labs are a requirement under the Dasar STEM Malaysia for effective inquiry-based learning (IBL).

Strengths (S)

• Leadership Quality: The school benefits from qualified school leaders.

  
  

• Experienced Management: Both Senior Leadership Teams (SLT) and Middle Leadership Teams (MLT) are qualified and experienced.

  
  

• Staff Commitment: STEM subjects are currently supported by committed non-option teachers.

  
  

Weaknesses (W)

• Structural Ambiguity: There is low clarity regarding who truly owns the STEM initiatives.

  
  

• Accountability Gaps: Leaders are fully empowered but lack sufficient monitoring; some experienced staff lack commitment.

  
  

• Resistance to Change: Senior teachers with the correct options are staying in their "comfort zones" rather than engaging with STEM Teaching and Learning (TnL).

  
  

• Resource Constraints: There is a lack of financial support and facilities, with existing resources being less safe.

  
  

• Specialization Mismatch: Non-option teachers are currently responsible for teaching STEM subjects.

  
  

Opportunities (O)

• Institutional Support: Strong backing from MEITD and the state’s autonomy in education via MA63.

  
  

• External Partnerships: Access to quality training and empowerment programs through:

  • Alumni and PIBG/PIBKS.

    
    

  • Paid NGOs and Government-linked companies.

    
    

  • Professional associations like PAGS, and Sarawak branches of Headmasters and Principals associations.

    
    

Threats (T)

• Systemic Inefficiency: Mismatched distribution of STEM teachers by PPD/JPNS.

  
  

• Pipeline Issues: A lack of Science and Math-option lecturers in IPGs (Teacher Education Institutes).

  
  

• Community Engagement: Low levels of support from parents.