Keynote Speaker - International Conference on Character Education, Jakarta

 

Consultant for MOE of Uzbekistan

 

Alhamdullillah. It's a great honour being entrusted by Ministry of Public Education of The Republic of Uzbekistan to work on Uzbekistan Principalship Competency Model. The project will take about a year to complete would be the turning point for Uzbekistan policy on principalship training and selection process.

Haji Suatu Kisah

PRAKATA

Assalamualaikum warahmatullah

Segala puji-pujian milik Allah SWT,  selawat dan salam kepada junjungan kita Nabi Muhammad SAW.

Syukur ke hadrat Allah SWT kerana dengan limpah kurniaNya buku ini dapat dihasilkan. Buku kecil ini merupakan suatu kisah benar mengenai perjalanan ibadah hajiku pada tahun 2005. Aku telah mencatatkan pengalaman ini setiap hari di dalam buku catatanku dari mula pergerakanku di Jitra, Kedah hinggalah aku kembali semula ke tanah air.

Tujuan buku ini diterbitkan semata-mata untuk berkongsi sedikit pengalaman terutamanya dengan kaum keluarga dan keturunanku mengenai kisah ibadah hajiku bersama isteri, ibu dan ibu mertuaku. Di samping itu buku ini akan kujadikan suatu khazanah pedoman dan pengajaran dalam meneruskan kehidupanku.

Selamat membaca!

Sazali Yusoff, PhD

019 456 1958

sazaliy@yahoo.com

www.nyebalun.blogspot.com

KANDUGAN

	Prakata
Bab 1	Permulaan Perjalanan	1
Bab 2	Kota Mekah	8
Bab 3	Arafah-Mina	18
Bab 4	Kota Mekah Lagi	28
Bab 5	Kota Madinah	38
Bab 6	Royal Hospital, Muscat, Oman	47
Bab 7	Sampai Jua Hasrat Mak	57
	Lampiran Lampiran 1 – Laporan Kematian	59
	Lampiran 2 - Surat Kedutaan Besar Malaysia Muscat, Oman	60
	Lampiran 3 - Surat Royal Hospital, Oman	61
	Lampiran 4 - Surat Lembaga Tabung Haji	62

Kampungku Balun

Berita ini dipetik dari Surat Khabar Berita Harian yang diterbitkan pada 19 April 2015 (Ahad)

https://www.bharian.com.my/node/48377

TERTANYA-TANYA juga kenapa ada tempat menggunakan nama balun, yang bermaksud belasah cukup-cukup dan selalunya membawa gambaran negatif.

Mungkin suatu ketika dulu, tempat itu jadi lokasi pertemuan kumpulan penjahat untuk 'membalun' mangsanya. Mungkin juga tempat untuk penduduk kampung 'balun' cukup-cukup penjahat yang selalu mengganggu keselamatan kampung.

Hakikatnya, kisahnya tidak sebegitu di sebalik nama Kampung Balun.

Apabila masuk ke Kampung Balun di Slim River, Perak mesti akan nampak sebuah bangunan tinggi terletak di kawasan lapang dan berbukit berhampiran dengan Sekolah Kebangsaan (SK) Kampung Balun dengan reka bentuk yang sungguh unik.

Bangunan itu ialah surau atau Madrasah Tinggi yang digunakan oleh penduduk terawal kampung ini, bukan sahaja sebagai tempat beribadat tetapi juga menjalankan aktiviti kemasyarakatan. Ia dibina pada tahun 1925 selepas pembukaan Kampung Balun pada tahun 1920, yang diketuai Ketua Kampung, Mohd Ibrahim Bujang.

Beliau bersama-sama 12 penduduk menggunakan kayu hutan bermutu tinggi yang dibawa dengan menggunakan kerbau untuk membina surau itu.

Surau ini mempunyai tiga tingkat, dibina tanpa menggunakan paku kecuali di bahagian bumbung. Tingkat atas sekali dibina sebagai tempat keratong, yang dibuat daripada kayu keras dan di tengah-tengahnya ditebuk lubang menegak.

Selain diketuk sebagai menandakan masuk waktu solat, ia berfungsi sebagai memaklumkan ada kematian. Sembilan kali ketukan menandakan orang dewasa lelaki meninggal dunia dan tujuh kali ketukan pula tandanya, orang dewasa perempuan meninggal dunia, manakala lima kali ketukan menandakan kanak-kanak meninggal.

Anak jati Kampung Balun, Ramli Dom Hamzah, 58, berkata tujuan surau dibina di tempat yang tinggi ialah untuk memudahkan orang ramai mendengar keratong berbunyi atau suara azan apabila dilaungkan didengari seluruh penduduk kampung.

Perbelanjaan membeli zink ketika itu disumbangkan oleh Tok Penghulu Daud dari Tanjung Malim dan tukang kayu yang menggergaji kayu-kayan untuk membina surau itu dilakukan oleh tukang berbangsa Cina yang bermurah hati serta amat dikenali penduduk di sini.

Guru agama pertama di surau ini dibawa khas dari Besilam, Sumatera, Indonesia dikenali sebagai Haji Shafie Abdul Hamid. Nama asalnya, Hasan Abdul Hamid dan mencadangkan agar kampung ini dijadikan Besilam Kedua sebagai tempat pengajian agama Islam di rantau ini.

Oleh kerana kekurangan kelengkapan dan alatan serta kewangan pada masa itu, pembinaan surau mengambil masa lima tahun.

"Zaman itu memang susah untuk menampung pembinaan surau ini. Seramai 30 penduduk menderma sebanyak 10 kati getah (kira-kira 18 kg) dalam sepikul setiap kali menjual getah hingga bangunan itu siap dan boleh digunakan penduduk.

"Surau itu mula dijadikan tempat solat Jumaat bermula pada tahun 1936 hingga pada tahun 50-an iaitu lebih kurang 14 tahun sebelum Allahyarham Cikgu Buyung Kamat mewakafkan sebidang tanah untuk dibangunkan sebuah masjid berhampiran Sekolah Kebangsaan (SK) Kampung Balun dan kekal sehingga hari ini," kata Ramli.

Asal usul Kampung Balun 

Terdapat dua sumber mengenai nama Kampung Balun yang asalnya dikatakan sebuah kawasan berpaya. Kampung ini dipisahkan oleh Sungai Balun dengan Kampung Sempa.

Penduduk asal Kampung Balun dipercayai Orang Asli. Perkataan 'balun' berasal daripada nama penyakit yang menyebabkan beberapa Orang Asli di kampung ini meninggal dunia.

Mereka terpaksa berpindah ke tempat lain kerana mengikut adat dan pantang larang nenek moyang, apabila ada kematian maka secepat mungkin mesti berpindah, sebelum hantu si mati menjelma dan seterusnya mengganggu serta membawa malapetaka kepada orang yang hidup.

Mengikut sumber lain, yang boleh diterima pakai hingga hari ini, nama Kampung Balun juga dipercayai sempena nama Tok Batin atau Ketua Orang Asli iaitu Tok Balun.

Ketua Kampung Balun pertama di sini dipercayai berketurunan putera bongsu Raja Tembusai, Sumatera, Indonesia, iaitu Sultan Malim Maharaja Lela, yang membawa diri setelah gagal menaiki takhta apabila Sultan Malim Maharaja Lela mangkat dan belayar hingga sampai ke Tanah Melayu menggunakan nama Bujang.

Pengembaraannya itu berakhir di Kampung Lubuk Salak, Hulu Selangor sekitar tahun 1870-an. Beliau diterima oleh masyarakat tempatan lalu berkahwin dengan anak perempuan Tok Menteri Hussein, Orang Besar Daerah Hulu Selangor.

Bujang berkerja sebagai kontraktor membina landasan kereta api dari Tanjung Malim ke Sungkai dikurniakan empat anak, iaitu Ibrahim, Alang, Bedah dan Othman. Ibrahim mewarisi kerja peninggalan ayahnya dan berpindah ke Kampung Sempa dan menanam pokok getah.

Dirasakan tidak sesuai mendiami kawasan ini kerana kekurangan bekalan air, beliau bersama 31 penduduk asal kampung ini membuka perkampungan baru dikenali Kampung Balun dan diangkat menjadi Ketua Kampung Balun yang pertama.

Penduduk, Zambri Dam, berkata sekolah rendah di kampung ini dibina pada tahun 1931 juga oleh Tok Empat Mohd Ibrahim Bujang bersama penduduk kampung dan seorang murid daripada 10 murid perempuan pertama di sekolah itu bernama Saebah berusia 90-an, masih hidup.

Katanya, setelah sekolah itu siap, Tok Empat Ibrahim meminta bantuan Pengetua Sultan Idris Training Collage Tanjung Malim (SITC) menempatkan seorang guru di sekolah kampung itu dikenali sebagai Sekolah Melayu Kampung Balun.

Seorang guru dari SITC dikenali Abdul Aziz Amat ditempatkan di sekolah itu dan enam bulan kemudian seorang lagi guru tiba, iaitu Harun Abdul Kadir.

"Pengetahuan mendalami asal usul Kampung Balun ini berjaya merungkai pelbagai persepsi orang ramai yang lalu lalang melalui jalan persekutuan, Tanjung Malim - Ipoh apabila melihat papan tanda kampung itu kerana perkataan Balun itu membawa banyak maksud," katanya.

Training for Senior Assistants of Takmir Education Foundation

6 July 2019, Saturday
IAB Northern Branch, Kedah


A group of 30 senior assistants of schools under the Takmir Education Foundation attended this training program. I was entrusted to deliver a topic on Problem Solving and Decision Making for Leaders. 

Receiving a token of gift from Program Coordinator, Tn. Hj. Mohd Idris Mahmud

Tn. Hj. Nazmi, one of the participant 

Nazmi had attended my training program way back in 2013 on 'Action Research'. I was lucky to have met him again at this program.

Google Search found Sazali

Found in google search :

https://www.linkedin.com/in/sazali-yusoff-b3091014/?originalSubdomain=my

https://scholar.google.com/citations?user=lVyv7I8AAAAJ&hl=en

http://sazaliyusoff.blogspot.com/

https://www.facebook.com/sazali.yusoff.9

https://independent.academia.edu/SAZALIYUSOFF

http://myrepositori.pnm.gov.my/xmlui/handle/1/645/browse?type=author&value=Sazali+Yusoff

http://www.mseam.org.my/

http://etd.uum.edu.my/view/creators/Sazali=3AYusoff=3A=3A.html

https://www.thestar.com.my/news/education/2016/07/24/msian-team-wins-contest/

https://books.google.com.my/books?id=QQIoDwAAQBAJ&pg=PA207&lpg=PA207&dq=sazali+yusoff&source=bl&ots=krVy7-whzF&sig=ACfU3U2kMlnCzaC12w70O2HGX8AGGNBj6w&hl=en&sa=X&ved=2ahUKEwjB1N6Rg8fiAhVBOo8KHXm4DxQ4FBDoATAAegQICRAB#v=onepage&q=sazali%20yusoff&f=false

https://worldconferences.net/home/reviewers

http://14.139.122.9/ICHEBaou/wp-content/uploads/2016/08/brochure_edu.pdf

http://doingdemocracy.ning.com/profile/SAZALIYUSOFF?xg_source=profiles_memberList

http://eprints.iab.edu.my/v2/cgi/exportview/creators/Sazali=3AYusoff=3A=3A/HTML/Sazali=3AYusoff=3A=3A.html

https://www.pressreader.com/

http://ojs.upsi.edu.my/index.php/MRJ/Editorial-Advisory-Board

http://www.ipgktb.edu.my/iconfed/publication_day1.pdf

http://geaerd.org/about-us/our-advisors/

http://www.globaleneo.org/publications/advisory-board-publications

Surabaya Headteachers

8 Nov 2018
IPGK Tuanku Bainun

96 school leaders from Surabaya Indonesia came to IPGKTB for their internationalization program and staff development. Dr. Sazali, Dr. Auzait, Dr. Noor Miza and Dr. Sajap from IPGKTB delivered their talks on school management and leadership, pedagogy, technology-based teaching and classroom-based research. 

Books souvenirs published by IPGKTB for the Head of Delegation

Delivering talks on Effective School Leadership

University of Cambridge

University of Cambridge
26 Nov 2018

Attending a seminar at the Faculty of Education, University of Cambridge, UK.

Prof. Keith Taber : Books published by Institute of Teacher Education Tuanku Bainun Campus for University of Cambridge

CLIPLAS

Sazali, Y., Auzait, S., & Mohd Nasir, O. (2018). CLIPLAS : Towards Indigenous Pedagogy. Penang : Institute of Teacher Education Tuanku Bainun Campus

CHAPTER 1

INTRODUCTION TO CLIPLAS

Sazali Yusoff, Mohamad Nasir Othman & Auzait Shamsudin

What is CLIPLAS?

The “Classroom Improvement Programme Lecturer Attachment Scheme”, also known by the acronym CLIPLAS is a project initiated by Dr. Sazali Yusoff, the director of the Institute of Teacher Education Tuanku Bainun Campus. It was the result of discussions between the director and a group of lecturers at the end of 2016. The aim of this project was to assist schools in enhancing the effectiveness of teaching and learning in the classroom. The CLIPLAS project is unique in that lecturers from the institute would go to a school, identify the problem or issue of concern in the teaching-learning process, plan and implement lessons and finally, reflect on the implementation of teaching and learning.

In implementing this project, it is hoped that the lecturers would be able to enhance their professional and research skills and be role models for the teachers, headmasters/headmistresses who were invited to observe the lessons. In this way, the teachers would be able to observe the exemplified strengths of the teaching. Feedback on the lesson was also sought from the observers so that the quality of teaching and learning could be further enhanced.

Social learning theorists such as Bandura (1971) stresses that people learn through the process of modelling, which is a process of observing and imitating. According to Bandura’s theory of social learning, learning by observing is a basic human behaviour. By observing the process and the product of the change in other people’s behaviour, individuals learn, directly and indirectly, about the change of behaviour. Bandura refers to the person being observed as the model and the process of learning through observation as modelling.

Justification for CLIPLAS

The Malaysia Education Blueprint (MEB) 2013-2025 identifies 11 key shifts to transform the national education system. The fourth shift is to transform the teaching profession into the profession of choice and one of the initiatives in this shift is to develop the institutes of teacher education (ITE) into world class teacher education universities by 2025. One of the strategies to achieve this initiative involves upskilling of ITE lecturers.

Studies across the globe have shown that the quality of teachers is the most significant school-based factor in determining the quality of pupil learning, surpassing the impact of the quality of the education system. Hence, teacher quality is the key determinant of pupil excellence (Ministry of Education Malaysia, 2013). On a similar vein, the quality of ITE lecturers also determines the quality of the teachers that they train. Therefore, the continuous professional development of these lecturers can enhance their competency and teacher training skills so that, ultimately, the quality of teachers trained by them can be enhanced. Additionally, continuous enhancement of teacher quality will contribute to achieving the ITE’s vision of leading excellence in teacher education. To this end, one of the strategies to enhance the competence of teacher trainers is a lecturer attachment scheme in schools. In the context of the Institute of Teacher Education Tuanku Bainun Campus, this initiative is undertaken as a project named CLIPLAS.

Studies have also indicated the need for lecturers at institutions of higher learning to return to schools to experience and validate the professional knowledge that they themselves teach to enhance their professional skills and credibility among school teachers (Corbitt, 1993; Hansgen, 1983; Hodson-Ross & McWhorter, 1995; Stahl, 1987). According to Stahl (1987), returning to schools allows the lecturers to directly observe the demographics and ability of the pupils, school daily activities, attitudes during the teaching-learning process and the school environment as a whole. In this way, these lecturers are provided with the opportunity to gain a practical view of teaching and learning rooted in the context of schools and this would contribute towards the development of more effective pedagogical theories and approaches in teacher education.

Lecturer attachment projects in schools is not new. Such projects have been implemented under various names such as “A Clinical Professorship” (Hansgen,1983), “Synergy Project” (Hudson- Ross & McWhorter, 1995), “Professor-In Residence Programme” (Simpson, 1997) and “Lecturer Attachment Scheme” (Mok & Chow, 1999). The state of California in the U.S.A. passed a bill on education that requires all professors who teach courses on pedagogy to return to primary or secondary schools once in every three years (Warsaw, 1986). After the year 2000, this lecturer attachment trend evolved into “school- university partnership” programmes which have been documented by writers such as Bezzina (2015), Halasz (2016), Heaky (2014), Heimann (2015) and Reynolds, Ferguson-Patrick and McCormach (2013).

In Malaysia, Institut Aminuddin Baki (IAB), the national institute of educational management and leadership, Ministry of Education (MOE) Malaysia, implemented a lecturer attachment programme in schools for the IAB lecturers. The aim of this programme was to ensure that the lecturers experience the real scenario of administration and leadership in schools through “job-shadowing” of the school heads or principals (Institut Aminuddin Baki, 2005a, 2005b). The main aim of this programme was not to create a new pedagogical or academic model but rather to provide the lecturers with exposure and experience in school management and leadership.

Since early 2011, the MOE has started a programme known as the School Improvement Specialist Coaches (SISC) as an initiative of the National Key Results Area (NKRA) under the Government Transformation Programme (GTP) 1.0. The teachers chosen for this SISC programme were among the “Excellent Teachers” of the MOE. They attended courses aimed at training them to be “master coaches”. After their training, these SISC officers were tasked with monitoring and guiding teachers in low-performing schools in Band 6 and Band 7. Their duties included monitoring these schools at least three times to identify the problems faced by the schools, plan and implement intervention or remedial programmes with the cooperation of the school administrators and teachers.

Following the SISC programme was the SISC+. The SISC+ positions came under Shift 6 of the Malaysia Education Blueprint 2013 – 2025 which aims to empower the state and district education departments. Teachers appointed to be SISC+ are based, on a full time basis, in district education offices, but are not involved in the administration of the offices. Similar to the SISC, the SISC+ core responsibility is to provide guidance to teachers in the aspects of pedagogy, school-based assessment and the primary school standards-based curriculum and to be the mediator between the MOE and the schools.

The CLIPLAS programme is different from the lecturer attachment programmes described earlier because the aims are different. The main aim of this programme is to develop a body of indigenous knowledge through the research methods of the lecturers in the school attachment scheme. Hence, the implementation of this CLIPLAS programme involves the lecturers implementing the CLIPLAS model for the purpose of research and development of indigenous knowledge.

CLIPLAS Model

The CLIPLAS project was implemented using the CLIPLAS model as shown in Figure 1.

Background

In this first stage of the model, lecturers visited the target schools to gather background information on the school, class and learners who would be involved in the CLIPLAS project. These lecturer-researchers held discussions with teachers and school heads to identify educational issues of concern and determine an issue to focus on.

Lesson Planning

Then the lecturers selected an appropriate approach, strategy, method and technique to resolve the identified issue. They justified their choice of research focus and intervention plan. Next, they planned lessons that they themselves would implement in the classes.

Implementation

The lecturers implemented the lesson plans while the subject teacher and, at times, the head teacher observed the lessons.

Findings

Data was collected using various methods such as observation, interviews and surveys and analysed by the lecturers. Findings were obtained from the results of data analysis.

Reflection

The lecturers reflected on the lessons they taught; evaluating the strengths, weaknesses and the gap between theory and practice in the classroom. It is hoped that through a continuous process of reflection, indigenous knowledge would be developed and shared with peers and the educational fraternity in general.

Documenting The CLIPLAS Experience

The lecturer-researchers in this programme are from the Science, Mathematics, English, Religious Education and Arabic language departments. Ten papers were written up at the end of the reflection phase of the CLIPLAS programme and compiled into this book. These papers are not the result of theory alone but also the lecturers’ actual classroom experience in facilitating the learning of pupils of various abilities, personalities and backgrounds.

The experience gained in the classrooms enables these lecturer- researchers to bridge the gap between theory taught in the IPG and the reality of practice in the schools. Their experiences have been documented in the subsequent chapters of this book to share the knowledge they have gained and to serve as a reference for fellow teacher educators and and the teaching fraternity in general.

This book comprises ten chapters. Each is a detailed description of how a theory, approach, technique or method was applied in the classroom. It hopes to provide an array of practical ideas which classroom practitioners can adopt or adapt into their own contexts. It should be noted that the CLIPLAS programme does not claim to be without shortcomings; it is an attempt to link theory to practice and from practice back to theory in a process that will generate greater insights into teaching and learning and, with time, develop a body of indigenous knowledge rooted in the Malaysian educational context.

For more details, get this book by contacting me at:

email : sazaliy@yahoo.com

Tel : +6019 456 1958