GROUP ASSIGNMENT 2

MULTICULTURAL SCHOOL
MIXTURE SCHOOL

GROUP ASSIGNMENT 2
BIL
NAME
NO MATRIK
1.
AHMAD MUDZAFAR DERAMAN 815817
2.CHE AHMAD YUSNI CHE AZLAN 815820
3.JASMI BIN ABDUL 815828
4.
M. ASYRAF B. ABU HASSAN
815831
5.
SUHINI BT MAHMOOD
815472

CHE
AHMAD

INTRODUCTION

MIXTURE SCHOOLS
If you plan for one year; plant
rice, if you plan for 20 years;
plant trees, but if you plan for
100 years; educate the people."

CHE
AHMAD

SECTION A:
INSTITUTIONAL PROFILE
& BACKGROUND FOR
MULTICULTURAL SCHOOLS
-MIXTURE SCHOOL.

CHE
AHMAD

INSTITUTIONAL PROFILE
MIXTURE SCHOOLS

CHE
AHMAD

INSTITUTIONAL PROFILE
MIXTURE SCHOOLS

Total Student
Form 1 (90 Student)
Form 2 (90 Student)
Form 3 (90 Student)
Form 4 (90 Student)
Form 5 (90 Student)
Total = 450 Student

5
5
5
5
5

Teacher
Teacher
Teacher
Teacher
Teacher
25 Teachers

CHE
AHMAD

INSTITUTIONAL PROFILE
MIXTURE SCHOOLS

2
1
5
3

6
4

CHE
AHMAD

INSTITUTIONAL PROFILE
MIXTURE SCHOOLS

CHE
AHMAD

INSTITUTIONAL PROFILE
MIXTURE SCHOOLS

CHE
AHMAD

INSTITUTIONAL PROFILE
MIXTURE SCHOOLS

CHE
AHMAD

INSTITUTIONAL PROFILE
MIXTURE SCHOOLS

CHE
AHMAD

BACKGROUND :
MIXTURE SCHOOLS

VISION

Build individual potential through quality

education with diversity equality by using
egalitarian consept in curiculum and
cocuriculum in mixture schools.
MISSION
As a school of distinction of producing
knowledgeable, competent, capable, and
competitive student to archive egalitarian
consept as the way of life

CHE
AHMAD
GOALS

BACKGROUND :
MIXTURE SCHOOLS

1. Creating unity among the disciples of different races, backgrounds and religious beliefs.
2. Foster the integration of students from various schools.
3. Generation that have a high tolerance and mutual understanding in order to create a united
nation.
4. Promote maximum interaction between all the school by sharing school facilities and
Implementation of other activities at school.

FEATURES AND IMPLEMENTATION :

ADMINISTRATION MIXTURE SCHOOLS

ASHRAFF

The Malaysian education system is consisted

of three different forms of schools; firstly
the government-sponsored schools
(National Schools), secondly, private
schools and thirdly, home-schooling. As
the matter of fact, the Malaysian system of
education is extremely centralized
especially when it comes to primary and
secondary schools.
Source: Malaysian Ministry of Education

FEATURES AND IMPLEMENTATION :

ADMINISTRATION MIXTURE SCHOOLS

ASHRAFF

So for this assigment group, we choose to be

private schools. Private education is
education provided to students by private
educational institutions. Private education
institution is an institution and not help the
kingdom it is financed entirely by the private
sector. Embodiment, the maintenance and
operation of the private education institution
is subject under the Deed of Education,
1996 and regulations made under it.

FEATURES AND IMPLEMENTATION :

ADMINISTRATION MIXTURE SCHOOLS.

ASHRAFF

For implimitaion egalitarian for each student so basic or

foundation our system education for student are
based on the National Ideology or as it called
Rukunegara in Malay language. The principles of the
National Ideology are;
1. Believing in God,
2. Loyalty to the King and the country,
3. Upholding the constitution,
4. Rule of law and Good,
5. Behavior and morality.
This school will provide education from form 1 until
form 5, so PT3 and SPM will be conduct by our school.

FEATURES AND IMPLEMENTATION :

EDUCATION STRUCTURE MIXTURE SCHOOLS

ASHRAFF

In this system, 3 main types of race malay, chinese, tamil

and other gather together at a same place under the
name of Mixture School Complex. Each classroom is all
race will together and learn subject from its
administrative system to its curriculum.
The most important factor which makes this type of school
different from the ordinary schools is the notion of making
students from different ethnic backgrounds enable of
interacting with each other during the class session, break
times and also some other joint co-curriculum activities.
This plan is being considered as an innovative option to
address the main issues of preserving ethnic cultures and
supporting inter-racial integration to sustain the national
unity of the country.

FEATURES AND IMPLEMENTATION :

CURRICULUM AND INSTRUCTION /
SYLLABUS MIXTURE SCHOOLS

ASHRAFF
.

Malaysia Schools using the National Curriculum in

Sekolah Kebangsaan medium is English. Teaching
and Learning in these schools also is based on like
formal education system. In the Education
(National Curriculum) Regulations 1997, the
National Curriculum is defined as: an educational
program that includes curricular and co-curricular
activities which emphasizes all the knowledge,
skills, norms, values, cultural elements and beliefs
to help develop a pupil fully with respect to the
physical, spiritual, mental and emotional aspects
as well as to inculcate and develop desirable
moral values and to transmit knowledge.

FEATURES AND IMPLEMENTATION :

CURRICULUM AND INSTRUCTION /
SYLLABUS MIXTURE SCHOOLS

ASHRAFF
.

FEATURES AND IMPLEMENTATION :

MEDIUM OF INSTRUCTION IN MIXTURE SCHOOLS

ASHRAFF

The aim at Mixture schools are egalitarian for all

student, so from our discussion, we choose to use
English as the medium instructional in education
system.
It because English as a commercial, polical,
intellectual, and cultural resource is increasingly
appropriated by countries and schools and
universites in the Asian region and world.
Systems of education in Asia and world have
accordingly promoted the development of Englishmedium programs and partnerships with overseas ,
almost invariably through English.

FEATURES AND IMPLEMENTATION :

TEACHER SALARY

ASHRAFF

FEATURES AND IMPLEMENTATION :

STUDENT FEES

ASHRAFF

SUHINI

SECTION B:
LEADERSHIP
THEORY FOR
MULTICULTURAL SCHOOLS
-MIXTURE SCHOOL.

INTRODUCTION
MULTICULTURAL AND DIVERSITY LEADERSHIP THEORY

SUHINI

According dictionary, meaning multicultural

is; .
1.of more than one culture: relating to,
consisting of, or participating in the
cultures of different countries, ethnic
groups, or religions. And meaning diversity
is;
2.social inclusiveness: ethnic variety, as well
as socioeconomic and gender variety, in a
group, society, or institution.

SUHINI

INTRODUCTION
MULTICULTURAL AND DIVERSITY LEADERSHIP THEORY

Davidman, L., & Davidman, P. (1997) said today,

literally dozens of models and frameworks for
multicultural education exist. While theory and
scholarship has moved from small curricular
revisions to approaches that call for full
transformations of self, schools, and society,
many implementations of multicultural
education still begin with curricular additions
of diverse sources.
The aims at Mixture schools are egalitarian to
make sure our dream to equality will success.

SUHINI

SECTION B:
.

APLICATION MULTICULTURAL
AND DIVERSITY LEADERSHIP
THEORY FOR TEACHER AND
STAFF

SUHINI

APLICATION MULTICULTURAL AND DIVERSITY LEADERSHIP THEORY FOR TEACHER AND STAFF

1. Hold Workshops for schools and Staf

To make sure everyone in mixture schools can be
egalitarian to be equity, and diversity as employee
performance evaluation process, our group agree to hold
workshop for schools and staff with bring in a skilled
professional to run workshops by experienced clinician will
open up sensitive issues for discussion. Staff get the
information and knowledge commitment to access, equity
and diversity, a primary intent of the education provisions
of the mixture schools policies, plan and performance
standards is to ensure that employees have relevant
multicultural and diversity learning opportunities to;
(a) Increase their knowledge;
(b) Build their awareness;
(c) Enhance their related skills and competencies.
.

APLICATION MULTICULTURAL AND DIVERSITY LEADERSHIP THEORY FOR TEACHER AND STAFF

SUHINI

2.Encourage Diversity
One of the ways you as an administrator can
encourage diversity is to require compliance
with school policies and procedures. The same
kind of strict adherence to policy and
procedure which makes cheating, hazing and
sexual misconduct taboo should apply to
diversity. Your staff must become proactive
when it comes to encouraging diversity. Your
staff must know that you will hold them just as
accountable for your diversity goals as you will
for teaching outcomes.

APLICATION MULTICULTURAL AND DIVERSITY LEADERSHIP THEORY FOR TEACHER AND STAFF

SUHINI

3.Teach Diversity
Teacher in Mixture Scools will reworking lesson plans,
encouraging new, more diverse student activities and
give attention element like communication imparts
knowledge which can breed understanding. Mixture
Schools very difrence so our teacher cannot embrace
diversity by remaining set in our ways, beliefs and
thoughts. Teaching tolerance is something all of us
have to do. In many cases it means shedding old
practices and altering traditions and modifying points
of view. Creating a climate of diversity means radically
altering the way Mixture School does things. This is
example to teach diversity by doing activity Effective
Multicultural Teaching:

SUHINI

APLICATION MULTICULTURAL AND DIVERSITY LEADERSHIP THEORY FOR TEACHER AND STAFF

APLICATION MULTICULTURAL AND DIVERSITY LEADERSHIP THEORY FOR TEACHER AND STAFF

SUHINI

4. Respond to Problems
Teacher will face many problem with
student and parent in teacing and learning
so on equality issue. As teacher from
multicultural leadership theory the are
step to do if have problems with diversity
and tolerance issues. How you handle and
resolve problems as they arise is the acid
test of your commitment to diversity and
tolerance, aspecially in classroom activity;

SUHINI

APLICATION MULTICULTURAL AND DIVERSITY LEADERSHIP THEORY FOR TEACHER AND STAFF

SUHINI

APLICATION MULTICULTURAL AND DIVERSITY LEADERSHIP THEORY FOR STUDENT

JASMI

SECTION B:
.

APLICATION MULTICULTURAL
AND DIVERSITY LEADERSHIP
THEORY FOR STUDENT

JASMI

APLICATION MULTICULTURAL AND DIVERSITY LEADERSHIP THEORY FOR STUDENT

1.Acceptance of Diferences
Diversity means difference. And facing differences,
along with coping with them, teaches a person to be
more accepting of others. That is why it is said that
promoting cultural diversity by way of intercultural
communication should be done in schools when the
minds are young and can be molded.
This becomes much more difficult when one has
already formed rigid opinions. When students are
faced with differences in their culture and habits
when compared to others, and they are given
proper tools to handle those differences, they learn
to be more accepting of change and the difference.

JASMI

APLICATION MULTICULTURAL AND DIVERSITY LEADERSHIP THEORY FOR STUDENT

2.Freedom from Bias

With different cultures interacting on a daily
basis, day in and day out, there is no
scope to gather and form baseless biases,
prejudices, and feelings of superiority.
They realize that other cultures are just as
diverse as their own and that the students
are just like them. They rise above
mundane issues like color, caste, and
creed and thus become responsible world
citizens.

JASMI

APLICATION MULTICULTURAL AND DIVERSITY LEADERSHIP THEORY FOR STUDENT

3.Promotes Education
They learn about different cultures, their
habits and other things which are
unique to that culture. This promotes
education not only in the manner of
books, but also in facing different
cultural issues in the classroom and
overcoming them. It thereby helps
develop cultural sensitivity in them.

JASMI

APLICATION MULTICULTURAL AND DIVERSITY LEADERSHIP THEORY FOR STUDENT

4.Promotes Education
They learn about different cultures, their
habits and other things which are
unique to that culture. This promotes
education not only in the manner of
books, but also in facing different
cultural issues in the classroom and
overcoming them. It thereby helps
develop cultural sensitivity in them.

JASMI

APLICATION MULTICULTURAL AND DIVERSITY LEADERSHIP THEORY FOR STUDENT

5.Minimum Adjustment Issues

Learning about so many cultures and
the distinct features of each of those
places, it only adds to their
knowledge, and if they ever travel to
different places, adjustment becomes
minimal. In fact, it comes naturally to
them 'cause they've grown studying
and being with different cultures.

JASMI

SECTION B:
.

RELATE OF MISSION AND

VISION MIXTURE SCHOOLS

JASMI

RELATE OF MISSION AND VISION

MIXTURE SCHOOLS

STRUCTURAL REFORM
New materials, perspectives, and voices are woven
seamlessly with current frameworks of knowledge
to provide new levels of understanding from a more
complete and accurate curriculum. The teacher
dedicates her- or himself to continuously expanding
her or his knowledge base through the exploration
of various sources from various perspectives, and
sharing that knowledge with her or his students.
Students learn to view events, concepts, and facts
through various lenses. "Malaysia History" includes
Asia History, Chiness History, India History, and all
other previously differentiated fields of knowledge.

JASMI

RELATE OF MISSION AND VISION

MIXTURE SCHOOLS

INTEGRATION
At the Integration stage, teachers transcend heroes and holidays, adding
substantial materials and knowledge about non-dominant groups to the
curriculum. The teacher might add to her or his collection of books those
by authors of color or by women. She or he might add a unit which
covers, for example, the role of women in World War I. A music teacher
might add slave hymns or songs from Africa to her or his repetoire. At the
school level, a course on African American History might be added to
course offerings. The strengths of the Intergration stage are that it
transcends special celebrations to deal with real issues and concepts and
that it more closely ties diverse material into the rest of the curriculum.
But many weaknesses remain:
New materials and units become secondary resources and knowledge as
textbooks and the meat of the curriculum remain based on a Eurocentric,
male-centric orientation (Banks, 1993).
New information is still delivered from a Eurocentric, male-centric
perspective. For example, the story of Manifest Destiny is still told only
from a European point of view

JASMI

FINAL CONCLUSION

Implementation of the Mixture Schools

will be able to form a united Malaysian
nation, working and living in harmony
with the taste of loyalty for country.
Mixture Schools program will be new
alternative for the government.
This schools had own original
establishment of the school was very
important in the generation of unity and
mutual understanding of each other.