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 Enhancing Teachers’ Capabilities
 Incorporating Higher Order Thinking Skills (HOTS);
 Promoting Science, Technology, Engineering and Mathematics (STEM) education
 Improving literacy and language proficiency
 Strengthening teacher quality
 Enhancing school leadership quality
 Expanding parent and community involvement
 Encouraging private sector involvement
Some of these initiatives are briefly described below.
LINUS: Following the successful implementation of LINUS1.0 (2010-2012), which consisted of
BM (literacy) and Mathematics (numeracy), LINUS2.0 was introduced in 2013 as an expansion
of the existing programme to eradicate English language literacy problems among Level 1
primary school students. This move is part of the key feature for Shift 2 in the Blueprint which
seeks to ensure that every child is proficient in both languages. LINUS2.0 has been added English
language literacy as one of the components. The Ministry’s aspires that through the LINUS
Programme, students will make a smooth transition to Year 4 with a firm grounding in basic
literacy and numeracy skills. Besides that, teaching and learning LINUS2.0 modules were
developed and distributed to all primary schools across the nation. For students who did not
meet the required level of basic literacy and numeracy after being screened, teaching and
learning aids for remedial instruction were prepared to help them improved.
Enhancing Teachers’ Capabilities: The success of LINUS depended on the teachers’ capability
to facilitate learning and acquisition of basic literacy and numeracy among students who just
entered formal schooling. Therefore various trainings were targeted towards different groups
of primary school teachers. This included Year 2 English language teachers, remedial teachers,
FasiLINUS and State Education office (Jabatan Pendidikan Negeri, JPN) officers, remedial
pedagogy for Year 4 English language teachers in hotspot schools, training of lecturers in 27
Institute of Teacher Education (IPGK) for familiarisation of LINUS2.0 Programme.
The English Language Up-skilling Programme in School (Program Peningkatan Kemahiran
Bahasa Inggeris di Sekolah, PPKBIS): It is an English language improvement scheme aimed at
language teachers. Initiated in 2014, the programme is targeted at 1,191 ‘hotspot’ schools which
under-performed in the 2013 SPM English Language paper. PPKBIS ensures that interventions
are conducted in all hotspot schools through the School Improvement Specialist Coaches+
(SISC+) while a select group of hotspot schools are given direct interventions by ELTC lecturers
through the School Support Plan. Because of the intensive intervention of PPKBIS, the average
SPM English Language pass rate of hotspot schools increased from 65.0% in 2015 to 69.2% in
2016. The increase in performance directly contributed to the increase of the national average
passing rate from 76.3% in 2015 to 79.4% in 2016.
Higher Order Thinking Skills (HOTS): One of the factors contributing to Malaysia’s improved
performance in PISA 2015 was the introduction of HOTS across the curriculum. The percentage
of Mathematics and Science items for TIMSS assessment covered in the current Standard
Curriculum for Primary School ( Kurikulum Standard Sekolah Rendah, KSSR) were at 95.8% and
36%, respectively. A total of 270 lecturers from the Institutes of Teacher Education ( Institut
Pendidikan Guru , IPG) were trained to use the HOTS training modules to better impart the
knowledge and increase the readiness of trainee teachers once deployed to schools. To better