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PPPM initiative: Highly Immersive Programme (HIP)


 

HIP Overview

INTRODUCTION

The Highly Immersive Programme (HIP) is a programme introduced under the MBMMBI policy. HIP is aligned with student aspirations in the Malaysia Education Blueprint (MEB) 2013-2025 and supports five shifts of the MEB as follows:

  1. Providing equal access to quality education of an international standard.
  2. Ensuring every child is proficient in Bahasa Malaysia and English Language and is encouraged to learn an additional language.
  3. Developing values-driven Malaysians.
  4. Establishing partnership with parents, community and private sector.
  5. Empowering JPNs, PPDs and schools to customize solutions based on needs.

HIP also reinforces the 1999 circular which states that all schools should implement English language support activities for students to increase students’ exposure to the English language. 

 

 OBJECTIVES

The Highly Immersive Programme (HIP) aims to

  • improve the English proficiency of students through increased immersion and usage
  • codify best practices of school leaders and scale up to all schools via sharing, learning and support
  • inculcate positive behavior towards the learning and usage of the English language

The importance of being proficient in English language

Addressing the need of better English proficiency

THE FUNDAMENTAL FACTORS

The success of the HIP largely depends on the amalgamation of four fundamental factors as follows:

  • School Head
  • Teacher
  • Student
  • Parents and Community

The above factors are highlighted based on evidenced practices in model schools that have succeeded in developing a highly immersive environment for English language learning. Each factor has played a critical and supportive role in the learning process of pupils and has been crucial to the improvement of pupils’ learning outcomes. 

 

HIP TOOLKIT

The HIP Toolkit consists of a self-assessment tool and a guide book of best practices.

The self-assessment tool is administered to allow the school community to reflect on the level of English immersiveness within the school.

The guide book is a compilation of hands-on activities which schools can adapt and adopt to enhance English language proficiency. It provides suggestions of activities to assist school heads, teachers, students, parents and community to implement activities that would create a highly immersive environment for English language. The guide book consists four categories of activities:

  • In-class Activities
  • Out-of-Class Activities
  • Extra Classes
  • Outreach Programmes

The activities are set within parameters such as cost required for each activity, ease of implementation and other requirements. Schools can refer to these parameters and select activities that are suited for their current level of readiness and resources.

 

HIP IMPLEMENTATION

 

HIP ROADSHOW

The HIP roadshow was conducted in the 6 states involved in phase one of HIP implementation.  The roadshow was attended by English and district language officers, School Heads, School Senior Assistants, English Panel Heads,  SISC+ officers, SI Partners and representatives from the PIBGs of schools and CSR partners.

 

HOW DOES HIP WORK 

 


 

 

To be updated...

HIP ORIENTATION WORKSHOP PHASE 1 SCHOOLS (94 SCHOOLS)

 

HIP ORIENTATION WORKSHOP PHASE 2 SCHOOLS (1106 SCHOOLS)

  • Expansion within the initial 6 states (Phase 1 districts)

              to be updated...

 

  • Expansion within the initial 6 states (Phase 2 districts)

              to be updated...

 

  • 10 new states

To be updated...

TUTOR ENGLISH PULL-OUT FROM UTUSAN MALAYSIA BEING USED AS MATERIAL FOR HIP

IN PPD BATANG PADANG AND KINTA SELATAN, PERAK

...

 

Frequently Asked Questions (FAQ) on HIP

 

1.   What is the Highly Immersive Programme (HIP)? 

The Highly Immersive Programme (HIP) is a programme introduced under the MBMMBI policy that will improve the English proficiency of students through increased exposure in schools. It is a reinforcement of the 1999 MOE circular on implementing English enrichment activities in and out of class.  It also aims to inculcate positive behaviours towards the learning and usage of the English Language.

 

2.   Is HIP a new programme? 

No, it is not a new programme since it is a reinforcement of the 1999 MOE circular on implementing English enrichment activities in and out of class. What is different is the way we are implementing HIP. The approach is to empower schools, by the schools and for the schools. Schools will be provided with a toolkit so that they will be guided for a more purposeful planning of activities, based on their local context and capabilities. The toolkit will contain examples of best practices from schools that have implemented English enrichment activities in and out of class successfully. There will be a support mechanism to encourage schools to share, learn and encourage each other on the implementation of English enrichment activities.

 

3.   Why do we need HIP? 

While the 1999 circular already states that schools are required to implement English enrichment activities, the Ministry recognises that its implementation has been yielding varying levels of success across schools in the country. This is largely due to different levels of understanding and operational know-how. As such, HIP is being introduced to put in place a mechanism of support, such as peer-to-peer learning, support by coaches, district and state officers, a toolkit that considers different levels of readiness and greater involvement from parents and community. 

 

4.   What type of activities can the schools implement? 

HIP toolkit contains a menu of activities that schools can adopt according to their levels of readiness. These activities are categorised into In-Class, Out-of-Class, Extra Classes and Outreach Programmes. The list of activities are options for schools to choose from, in which schools can opt to choose to implement one or more, if they wish.

These activities are existing examples obtained from schools throughout the country, from both rural and urban schools.  Examples of these activities are Story Time, A Word A Day, Action Song, presentations in Weekly Assembly and using English during Teachers Day and school events .  

Schools are also encouraged to come up with their own creative activities that are not in the toolkit. If these activities prove to be effective, they may be considered for inclusion in future iterations of the toolkit as best practices.

 

5.   What will happen to the existing English enrichment activities that we are currently doing? 

Any existing English enrichment activities can be continued and folded under the HIP programme.  Schools are encouraged to continue on implementing and improving their existing English enrichment activities if they have achieved success and yield good results. However, under HIP, we would like schools to further strengthen the implementation of activities and look at introducing more and higher level activities to constantly increase the bar.  

 

6.   How does HIP fit in our education policy? 

HIP is very much in alignment with the Student Aspirations of the Malaysian Education Blueprint (MEB) in which the MEB espouses students to be bilingually proficient to be globally competitive. Shift 2 under the MEB ensures every child to be proficient in Bahasa Malaysia and English language, and also encourages every child to learn an additional third language.  

 

7.   Isn’t English language class enough to gain proficiency? 

According to the MEB, “International research indicates that more exposure time than the current 15-20% is required for students to achieve operational proficiency”.  Therefore, HIP will increase exposure time to the language through its usage in out-of-class activities.  When students play, interact and have fun using English as a medium of communication and learning, they will develop an appreciation for the language and be comfortable to use it in their daily lives. HIP will run alongside programmes for MBMMBI, to strengthen the proficiency in both languages.

 

8.   How will HIP be implemented?

The approach is to empower schools, by the schools and for the schools.  Schools will be provided with a toolkit so that they will be guided for a more purposeful planning of activities, based on their local context and capabilities. The toolkit will contain examples of best practices from schools that have implemented English enrichment activities in and out of class successfully. There will be a support mechanism at district, state and national level to encourage schools to share, learn and encourage each other on the implementation of these activities. HIP is based on a whole school approach, where it involves the principals, teachers, students, parents and community.  Parents and community support and participation are very much encouraged in ensuring sustainability of the activities carried out in the school.

 

9.   When will HIP be implemented? 

HIP will be implemented in stages, commencing with the Pilot Phase in 2016 and will eventually roll-out to all schools by 2018.

 

10.   How are the pilot states and schools selected?

Identification of the pilot states are based on objective selection criteria that were agreed upon by lab members.

Start with primary schools and select state within a geographical zone with the lowest 2014 UPSR results in English.  For ease of logistics and physical scalability the pilot is implemented by zones.

  • Peninsular: North, South, Central and East
  • North: Perlis
  • Central: Perak
  • South: Negeri Sembilan
  • East: Pahang
  • Sabah and Sarawak

Implement by districts to pilot the Support, Monitoring and Peer Learning Model.  Districts selected to have a good diversity of schools e.g. types, rural and urban, low to medium performing.

 

11.   What does the school need to do? 

Principals play a crucial role and they act as the “Anchor”, leading the school in creating an English environment, motivating teachers and students, and actively involving parents and the community.

Teachers should support the Principal in creating a bi-lingual rich environment by adopting effective teaching and learning, proactively implement activities that uses English, develop tools and aids, and organise school events.

All teachers, and not just the English teachers, are very much encouraged to use English in their out-of-class activities.  Teachers will also implement project-based learning and encourage their students to conduct research on the internet, in which the content will be in English. 

In the toolkit, the roles for Principals and Teachers are explained as they are crucial for the success of HIP.

 

12.   What are the roles of students and parents

Students and parents need to be involved in and committed to HIP in order for it to be a success. Students are at the core of the programme, and their roles are to take charge of personal development and learning and provide support to teachers in activities. Student feedback is also important in ensuring continuous improvement of HIP in the school. Parents and community play the role of “Supporters”. They may assist the school in many ways, such as providing expertise, lending help and assistance wherever and whenever needed and providing financial aids. Parental feedback on their children’s development is vital.

 

13.   My school has very limited resources. Can i still implement HIP?

Yes, you absolutely can. The activities in the toolkit include parameters such as cost required for the activity, ease of implementation and special requirements of the particular activity. Hence, schools can refer to these parameters and select activities that are most suited for their current level of readiness and resources. 

 

14.   Would the progress of the school be evaluated? 

The toolkit is accompanied by an assessment tool that is designed for schools to continuously evaluate their progress and take on more complex activities as and when they are ready.

 

15.   How is success measured? Are there KPIs for the school? 

HIP is meant to increase the usage and exposure of the English language in school, especially out of class. All activities are encouraged to be carried out in a fun, learning environment which builds the confidence level of the student to use the language more frequently. Hence, success is measured based on positive behavioural changes in the school and the participation of the principals, teachers, students, parents and community. There will be no academic KPI for the schools as HIP is not meant to encourage exams-based learning.