恭喜!Happy wrote:I received the letter on 31 dec, get the promotion to ipk teknik.
everything is too sudden for me.. and i am still in ward after an operation.
可以要求penangguhan的.
师范学院（IPG）信息
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老黄
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可以要求penangguhan的.
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最近一两年，有关师范学院关闭的消息甚嚣尘土，传到总校副校长生气的回应：一切等待白纸黑字再说，一天没有公函，师范学院就保留原状。副校长Dr Nuriati是师范学院转型的重要人物之一。2006年我们开始频密开会，策划PISMP的新课程，当时是由Dr Kartini领导，一年后，PISMP课程正式推行了，Dr Kartini也退休了，完成博士学位的Dr Nuriati便接受带领PISMP课程，直至前两年升任为总校副校长（Tim Rektor）。所以，说起来她对师范学院是比较有感情的。
前两天，接到消息，总校校长训示吉兰丹师范学院院长，要他叫该学院的讲师不要传未经证实的消息。我们的院长也同样劝诫我们。他们说一切等待首相在财政预算案中报告后再说。当时传的消息就是哪几所学院将被征用转型。
终于等到首相在财政预算案说：
正如大家所预料的，真有9所学院要“被转型”。但是，这9所学院是哪些？没有人说得准。上头告诉我们，公共服务局（JPA）会跟进，由他们告诉师范学院总校（IPGM），然后，再由总校告诉各院校。
晚上8点的新闻，又传来消息：
这两所是被点名的了。芙蓉和大山脚，转型为Permata Pintar 学院，据悉Permata Pintar是培训SPM毕业生的学院，帮助高中毕业生直升大学，成为国家未来的领导人。上头说，这两所学院没有关闭，继续生存，只是共用校园。
第二天的报纸报道，纷纷用“闲置”的学院转型为技术院校，大家鼓掌叫好！
前两天，接到消息，总校校长训示吉兰丹师范学院院长，要他叫该学院的讲师不要传未经证实的消息。我们的院长也同样劝诫我们。他们说一切等待首相在财政预算案中报告后再说。当时传的消息就是哪几所学院将被征用转型。
终于等到首相在财政预算案说：
正如大家所预料的，真有9所学院要“被转型”。但是，这9所学院是哪些？没有人说得准。上头告诉我们，公共服务局（JPA）会跟进，由他们告诉师范学院总校（IPGM），然后，再由总校告诉各院校。
晚上8点的新闻，又传来消息：
这两所是被点名的了。芙蓉和大山脚，转型为Permata Pintar 学院，据悉Permata Pintar是培训SPM毕业生的学院，帮助高中毕业生直升大学，成为国家未来的领导人。上头说，这两所学院没有关闭，继续生存，只是共用校园。
第二天的报纸报道，纷纷用“闲置”的学院转型为技术院校，大家鼓掌叫好！
《星洲日报》 wrote:大马雇主联合会（MEF）执行董事拿督三苏丁表示，这次预算案为雇主带来了好消息，尤其是将9所未使用的师训学院转型为职业技术教育与培训机构、理工学院以及职业学院。
http://www.sinchew.com.my/node/1579506/ ... A%E7%BC%BA
Last edited by 老黄 on 11-09-17 Mon 10:55 am, edited 1 time in total.
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老黄
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总校校长又换人了。
Dr Azian于去年年底退休，校长一职一直悬空。
13/3/2017终于等来新校长（Rector）：
Nama: Dr. Sariah Binti Abdul Jalil
Pendidikan:
Doctor of Philosophy University of Stirling, 1996
Master of Science University of Aberdeen, 1986
Bachelor of Science (Honours) in Ecology Universiti Malaya, 1983
Pengalaman Perkhidmatan:
1.Rektor Institut Pendidikan Guru Malaysia, KPM (3 Mac 2017 hingga sekarang)
2.Pengarah Bahagian Pembangunan Kurikulum, KPM (5 Disember 2014 - 2 Mac 2017)
3.Pengarah Bahagian Matrikulasi, KPM (1 Oktober 2009 - 4 Disember 2014)
4.Menjalankan tugas Pengarah Bahagian Matrikulasi, KPM (18 Mac 2009 – 30 September 2009)
5.Timbalan Pengarah Bahagian Matrikulasi(DG54), KPM (12 September 2007 – 30 September 2009)
6.Ketua Penolong Pengarah HEA Bahagian Matrikulasi, KPM (1 November 1998 - 31 Ogos 2007)
7.Pensyarah Tetap Pusat Asasi Sains, Universiti Malaya(23 Jun 1987)
8.Penolong Pensyarah Tarikh Lantikan sebagai Pengajar Sementara Pusat Asasi Sains Universiti Malaya (1986)
Kurniaan:
1. Anugerah Johan Setia Mahkota (J.S.M) oleh Yang Di Pertuan Agong pada 7 Jun 2014
Dr Azian于去年年底退休，校长一职一直悬空。
13/3/2017终于等来新校长（Rector）：
Nama: Dr. Sariah Binti Abdul Jalil
Pendidikan:
Doctor of Philosophy University of Stirling, 1996
Master of Science University of Aberdeen, 1986
Bachelor of Science (Honours) in Ecology Universiti Malaya, 1983
Pengalaman Perkhidmatan:
1.Rektor Institut Pendidikan Guru Malaysia, KPM (3 Mac 2017 hingga sekarang)
2.Pengarah Bahagian Pembangunan Kurikulum, KPM (5 Disember 2014 - 2 Mac 2017)
3.Pengarah Bahagian Matrikulasi, KPM (1 Oktober 2009 - 4 Disember 2014)
4.Menjalankan tugas Pengarah Bahagian Matrikulasi, KPM (18 Mac 2009 – 30 September 2009)
5.Timbalan Pengarah Bahagian Matrikulasi(DG54), KPM (12 September 2007 – 30 September 2009)
6.Ketua Penolong Pengarah HEA Bahagian Matrikulasi, KPM (1 November 1998 - 31 Ogos 2007)
7.Pensyarah Tetap Pusat Asasi Sains, Universiti Malaya(23 Jun 1987)
8.Penolong Pensyarah Tarikh Lantikan sebagai Pengajar Sementara Pusat Asasi Sains Universiti Malaya (1986)
Kurniaan:
1. Anugerah Johan Setia Mahkota (J.S.M) oleh Yang Di Pertuan Agong pada 7 Jun 2014
Last edited by 老黄 on 11-09-17 Mon 10:48 am, edited 1 time in total.
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老黄
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http://www.orientaldaily.com.my/s/202065
师训部分讲师调回中学
（双溪大年24日讯）被纳入2017年財政预算案教育转型计划的双溪大年苏丹阿都哈林大专师训学院，从下个月开始將逐步安排讲师到其他教育领域继续服务。
该学院的转型计划將在2020年完成，届时该学院將易名，至于是转型至理工学院（POLYTEKNIK）还是职业教育与培训课程（TVET），有待教育部长拍板决定。
根据教育转型的纲领，如果进行转型，在职讲师有多项选择，现有800多名拥有硕士学位的讲师，可在转型后根据学术资格而继续服务，至于只持有大学文凭资格的讲师，可根据程序提出申请回到中学执教，但职位等级都不受影响。
另外一个转型方案是县教育局將扩大，並吸纳这些讲师，他们的任务初步建议是扮演执行监督学校教学计划，视察老师的教学进程。
国內共有27所师训学院，11所已被列入转型名单中，其中一所就是双溪大年二条石苏丹阿都哈林大专师训学院。
该大专学院目前共有200多名讲师，学员562人，当中华文组占有119人，主修华文者有99人，主修其他科目、副修华文者有20人。华文组讲师共有5名包括主任。
于1976年成立的双溪大年师训学院是少数有开办华文组的学院，该华文组设立，迄今已有38年。现任大专师训学院华文组主任陈淑金硕士已提出申请回到学校服务。陈淑金也是华文组开办以来，首个女性讲师挑起主任的华文组讲师，目前是第六任主任，在这之前都是男性讲师担任该职位。
目前该院华文组共有5名讲师包括主任，据一名不愿透露名字的讲师说，他和另一名讲师將申请提早退休。
他说，自己原本还有两年就退休，趁著转型计划提早申请，省切转去其他教育机构服务的麻烦；另一名讲师则有其他因素而选择提早退休。另有两名的华文讲师相信將被调派到县教育局继续服务。除了华文讲师，也有眾多年龄超过55岁的讲师都会选择提早退休。
现有的华文组学员最后一批毕业的学员刚好是在2020年，换句话说，这批学员都能顺利完成培训计划，继而被分派到华校服务。
师训部分讲师调回中学
（双溪大年24日讯）被纳入2017年財政预算案教育转型计划的双溪大年苏丹阿都哈林大专师训学院，从下个月开始將逐步安排讲师到其他教育领域继续服务。
该学院的转型计划將在2020年完成，届时该学院將易名，至于是转型至理工学院（POLYTEKNIK）还是职业教育与培训课程（TVET），有待教育部长拍板决定。
根据教育转型的纲领，如果进行转型，在职讲师有多项选择，现有800多名拥有硕士学位的讲师，可在转型后根据学术资格而继续服务，至于只持有大学文凭资格的讲师，可根据程序提出申请回到中学执教，但职位等级都不受影响。
另外一个转型方案是县教育局將扩大，並吸纳这些讲师，他们的任务初步建议是扮演执行监督学校教学计划，视察老师的教学进程。
国內共有27所师训学院，11所已被列入转型名单中，其中一所就是双溪大年二条石苏丹阿都哈林大专师训学院。
该大专学院目前共有200多名讲师，学员562人，当中华文组占有119人，主修华文者有99人，主修其他科目、副修华文者有20人。华文组讲师共有5名包括主任。
于1976年成立的双溪大年师训学院是少数有开办华文组的学院，该华文组设立，迄今已有38年。现任大专师训学院华文组主任陈淑金硕士已提出申请回到学校服务。陈淑金也是华文组开办以来，首个女性讲师挑起主任的华文组讲师，目前是第六任主任，在这之前都是男性讲师担任该职位。
目前该院华文组共有5名讲师包括主任，据一名不愿透露名字的讲师说，他和另一名讲师將申请提早退休。
他说，自己原本还有两年就退休，趁著转型计划提早申请，省切转去其他教育机构服务的麻烦；另一名讲师则有其他因素而选择提早退休。另有两名的华文讲师相信將被调派到县教育局继续服务。除了华文讲师，也有眾多年龄超过55岁的讲师都会选择提早退休。
现有的华文组学员最后一批毕业的学员刚好是在2020年，换句话说，这批学员都能顺利完成培训计划，继而被分派到华校服务。
[/quote]资料档：苏丹阿都哈林师训学院
苏丹阿都哈林师训学院成立于1976年，华文组创立于1979年。华文组一开始所开办的证书课程、文凭课程直到今天的学士课程，一晃眼走过了38个年头。
由于人事上的变迁，华文组也经歷了6名不同的主任，从早期的第一任陈奐洪讲师，刘建辉讲师、林治信讲师、陈晋柳讲师和钟明辉讲师到现任第六任主任陈淑金讲师。
该大专学院歷届所培训的学生包括了中小学日间师训班，假期师训班，大学毕业生文凭班，小学教育学士课程班等等。
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老黄
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9所被转型的学院是：老黄 wrote: 正如大家所预料的，真有9所学院要“被转型”。但是，这9所学院是哪些？没有人说得准。上头告诉我们，公共服务局（JPA）会跟进，由他们告诉师范学院总校（IPGM），然后，再由总校告诉各院校。
1）玻璃市师范学院
2）双溪大年阿都哈林师范学院
3）巴株巴辖敦胡申翁师范学院
4）登嘉楼苏丹米占师范学院
5）哥打巴鲁师范学院
6）美里砂拉越师范学院
7）砂拉越拉让师范学院
8）沙巴根地咬师范学院
9）沙巴肯特师范学院
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老黄
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悬空职位将近1年后，我们终于有了新的总校校长。
YBrs. Dr. Hjh. Rusmini binti Ku Ahmad telah dilantik sebagai Rektor Institut Pendidikan Guru Malaysia, berkuat kuasa 1 Oktober 2018
PhD, 2006
Sarjana Sains Pengurusan, 2001
Ijazah pertama Biologi & Sejarah, 1991
YBrs. Dr. Hjh. Rusmini binti Ku Ahmad telah dilantik sebagai Rektor Institut Pendidikan Guru Malaysia, berkuat kuasa 1 Oktober 2018
PhD, 2006
Sarjana Sains Pengurusan, 2001
Ijazah pertama Biologi & Sejarah, 1991
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老黄
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2019年1月1日，总校校长露丝弥妮博士的元旦献词：
Taking Institute of Teacher Education (IPG) to Greater Heights:
The Role of Thinking Academics
The year 2018 has seamlessly left us with eventful memories that may or may not significantly impacted our lives. For Malaysians, the historic date of 9th May will never be forgotten and will always be reminisced in the Malaysian history. The notable day where the majority of the nation had come together to show their power and voiced out their grouses that led to the end of the 61 years of the Barisan Nasional government. Enough about politics and lets focussed on the future of our beloved country, Malaysia.
There are many ultimate aims and game changers in propelling this country into a developed nation as stated in the Eleventh Malaysia Plan 2016 – 2020. One of the six thrusts in the comprehensive plan aims to produce human capital with the right knowledge, skills and attitude to succeed in a globalised economy. A good human capital comes from a good education system. A good education system must comprise of quality education fraternities specifically the teachers. Quality teachers derive from an excellent teacher training. All the elements in the education system chain lands on teacher training. Thus, preparing quality teachers predominantly in primary schools is pertinent so as to strengthen the national education system to develop outstanding human capital.
As a teacher education provider for pre-service teachers in primary schools, IPG is entrusted to train excellent SPM leavers since 2014. From then on, approximately 96 percent best-selected SPM students with minimum 5As are given the opportunity to enroll in IPGs. The honor must not go in vain. It is disheartening and embarrassing if the 27 IPG campuses disservice or short changed our best-selected candidates of potential teachers. Consequently, the demand for quality education in IPG requires outstanding academics. To achieve this, the IPG Transformation roadmap 2016–2025 provides strategies to achieve an excellent teacher education institution. The initiatives under the IPG Transformation Programme are categorized into eight clusters. They are organizational transformation and leadership, improving the quality of lecturers, inculcating research culture and innovation, improving infrastructure, strengthening and expanding the quality of curriculum, raising student quality, internationalization and strengthening the professional development of teachers.
Leadership of IPGs and lectures are pillars of the institute. Their qualities must genuinely reflect a scholarly academia. Scholarly culture should flourish in the campuses with research, seminars, books writing or academic publications and various academic discourses. Fostering a reading culture is fundamental among the academics as it reflects their attitude towards learning and professional development. It is imperative to instill the reading habits among IPG students as a way of life in the near future.
The Education Ministry has declared 2020 to 2030 as the National Reading Decade. The campaign begins in 2018 until 2020. Thus, the need to read the right materials either in print or digital is essential. What is pertinent is the quality of the reading materials. Academics, specifically in IPG must be able to discern between valuable reading materials and irrelevant materials. Various books from different genres namely science, philosophy, education, history, management to name a few will widen and sharpen our thinking skills. It is really frightening that the culture of sharing and forwarding unverified and false information through social media has deeply ingrained in our society. Many are reading nonsensical circulating content without any feeling of guilt in wasting precious and invaluable time of others. A Japanese proverb states, “If you only read the books that everyone else is reading, you can only think what everyone else is thinking”. In order to be above all, you need to read books that people seldom read too. It is also amazing to learn that libraries in Helsinki, Finland are the second highest-rated public service after drinking water. Libraries are really loved in Finland and their love for books is proven by the 68 million books a year being borrowed by the country’s 5.5 million people.
IPGs are renowned teacher education institutes, hence academics should embrace crowd-thinking concept where professional discourse is a norm among the lecturers and students. Current literature or publications on respective area of studies are supposedly much sought for and discussed among the academics and the students. This will influence the continuing professional learning culture among the students and thus optimistically pass on the love of learning to their pupils when they enter the education system as a qualified teacher. Teachers in developed countries i.e. Singapore, Japan, Finland, Estonia to name a few, value professional learning as a means to propel the excellence in their education system. Emulating developed nations practices should not be taken in piecemeal. Academics should be able to see the big picture of interdependency of elements i.e. self-discipline, pleasure for reading, hardwork, meticulous and attention to detail.
Emphasizing on research in IPG is one of the strategies to nurture innovation and creativity. Academics and students with good research skills will definitely lead them to making decisions, analyzing challenges and providing suggestions, therefore giving them the autonomy to solve problems within their own context and in the classroom. Benchmarking best practices from proven and excellent education system around the world is worthwhile. There are numerous strategies in deepening student knowledge, attitude and skills that favorably prepare them for the fourth industrial revolution (4IR). The new pedagogies for deep learning that focuses on the real-life examples and solving real problems helps the students to make connections between concepts or theory and applications. These pedagogies will develop and promote students’ inquisitiveness and creativity in order to become independent knowledgeable learner.
Taking/ Bringing IPGs to greater heights undeniably requires strong efforts and hard work from all academics in IPGs right from the top management to the students. Pursuing the vision to become prominent teacher education institutions that stand tall with the renowned local universities, demands scholars to engage in teaching, research, publications and ultimately translating theory into practices. It would be more meaningful and beneficial to the Ministry of Education specifically in the classroom if the research findings can be applied in the teaching and learning contexts. In the coming year 2019, let us put our strengths and hands together to drive IPGs in becoming the center of excellence and leading institution in teacher education. Let us pledge to:
• improve our service by giving the best to our stakeholders.
• apply, impart and disseminate current knowledge and practices in teacher education.
• embrace scholarly culture by focusing on research and publication; and practise professional discourse.
• continue to innovate pedagogical methods and translate them into actions in schools.
• collaborate and benchmark local and international institutions in improving teaching practices.
• develop our students to become dedicated teachers and lifelong learners.
• progress through continuing professional learning.
• strive hard and work with full integrity to uphold IPGs’ image.
Last but not least, I would like to wish a Happy New Year to all in IPGs, work hard, be efficient, productive and knowledgeable and, most importantly stay healthy.
“The art of teaching is the art of assisting discovery.” ——Mark Van Doren
HAPPY NEW YEAR 2019 TO ALL
Taking Institute of Teacher Education (IPG) to Greater Heights:
The Role of Thinking Academics
The year 2018 has seamlessly left us with eventful memories that may or may not significantly impacted our lives. For Malaysians, the historic date of 9th May will never be forgotten and will always be reminisced in the Malaysian history. The notable day where the majority of the nation had come together to show their power and voiced out their grouses that led to the end of the 61 years of the Barisan Nasional government. Enough about politics and lets focussed on the future of our beloved country, Malaysia.
There are many ultimate aims and game changers in propelling this country into a developed nation as stated in the Eleventh Malaysia Plan 2016 – 2020. One of the six thrusts in the comprehensive plan aims to produce human capital with the right knowledge, skills and attitude to succeed in a globalised economy. A good human capital comes from a good education system. A good education system must comprise of quality education fraternities specifically the teachers. Quality teachers derive from an excellent teacher training. All the elements in the education system chain lands on teacher training. Thus, preparing quality teachers predominantly in primary schools is pertinent so as to strengthen the national education system to develop outstanding human capital.
As a teacher education provider for pre-service teachers in primary schools, IPG is entrusted to train excellent SPM leavers since 2014. From then on, approximately 96 percent best-selected SPM students with minimum 5As are given the opportunity to enroll in IPGs. The honor must not go in vain. It is disheartening and embarrassing if the 27 IPG campuses disservice or short changed our best-selected candidates of potential teachers. Consequently, the demand for quality education in IPG requires outstanding academics. To achieve this, the IPG Transformation roadmap 2016–2025 provides strategies to achieve an excellent teacher education institution. The initiatives under the IPG Transformation Programme are categorized into eight clusters. They are organizational transformation and leadership, improving the quality of lecturers, inculcating research culture and innovation, improving infrastructure, strengthening and expanding the quality of curriculum, raising student quality, internationalization and strengthening the professional development of teachers.
Leadership of IPGs and lectures are pillars of the institute. Their qualities must genuinely reflect a scholarly academia. Scholarly culture should flourish in the campuses with research, seminars, books writing or academic publications and various academic discourses. Fostering a reading culture is fundamental among the academics as it reflects their attitude towards learning and professional development. It is imperative to instill the reading habits among IPG students as a way of life in the near future.
The Education Ministry has declared 2020 to 2030 as the National Reading Decade. The campaign begins in 2018 until 2020. Thus, the need to read the right materials either in print or digital is essential. What is pertinent is the quality of the reading materials. Academics, specifically in IPG must be able to discern between valuable reading materials and irrelevant materials. Various books from different genres namely science, philosophy, education, history, management to name a few will widen and sharpen our thinking skills. It is really frightening that the culture of sharing and forwarding unverified and false information through social media has deeply ingrained in our society. Many are reading nonsensical circulating content without any feeling of guilt in wasting precious and invaluable time of others. A Japanese proverb states, “If you only read the books that everyone else is reading, you can only think what everyone else is thinking”. In order to be above all, you need to read books that people seldom read too. It is also amazing to learn that libraries in Helsinki, Finland are the second highest-rated public service after drinking water. Libraries are really loved in Finland and their love for books is proven by the 68 million books a year being borrowed by the country’s 5.5 million people.
IPGs are renowned teacher education institutes, hence academics should embrace crowd-thinking concept where professional discourse is a norm among the lecturers and students. Current literature or publications on respective area of studies are supposedly much sought for and discussed among the academics and the students. This will influence the continuing professional learning culture among the students and thus optimistically pass on the love of learning to their pupils when they enter the education system as a qualified teacher. Teachers in developed countries i.e. Singapore, Japan, Finland, Estonia to name a few, value professional learning as a means to propel the excellence in their education system. Emulating developed nations practices should not be taken in piecemeal. Academics should be able to see the big picture of interdependency of elements i.e. self-discipline, pleasure for reading, hardwork, meticulous and attention to detail.
Emphasizing on research in IPG is one of the strategies to nurture innovation and creativity. Academics and students with good research skills will definitely lead them to making decisions, analyzing challenges and providing suggestions, therefore giving them the autonomy to solve problems within their own context and in the classroom. Benchmarking best practices from proven and excellent education system around the world is worthwhile. There are numerous strategies in deepening student knowledge, attitude and skills that favorably prepare them for the fourth industrial revolution (4IR). The new pedagogies for deep learning that focuses on the real-life examples and solving real problems helps the students to make connections between concepts or theory and applications. These pedagogies will develop and promote students’ inquisitiveness and creativity in order to become independent knowledgeable learner.
Taking/ Bringing IPGs to greater heights undeniably requires strong efforts and hard work from all academics in IPGs right from the top management to the students. Pursuing the vision to become prominent teacher education institutions that stand tall with the renowned local universities, demands scholars to engage in teaching, research, publications and ultimately translating theory into practices. It would be more meaningful and beneficial to the Ministry of Education specifically in the classroom if the research findings can be applied in the teaching and learning contexts. In the coming year 2019, let us put our strengths and hands together to drive IPGs in becoming the center of excellence and leading institution in teacher education. Let us pledge to:
• improve our service by giving the best to our stakeholders.
• apply, impart and disseminate current knowledge and practices in teacher education.
• embrace scholarly culture by focusing on research and publication; and practise professional discourse.
• continue to innovate pedagogical methods and translate them into actions in schools.
• collaborate and benchmark local and international institutions in improving teaching practices.
• develop our students to become dedicated teachers and lifelong learners.
• progress through continuing professional learning.
• strive hard and work with full integrity to uphold IPGs’ image.
Last but not least, I would like to wish a Happy New Year to all in IPGs, work hard, be efficient, productive and knowledgeable and, most importantly stay healthy.
“The art of teaching is the art of assisting discovery.” ——Mark Van Doren
HAPPY NEW YEAR 2019 TO ALL
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老黄
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http://www.cikgusuhaimin.com/2019/11/9- ... U.facebook
9 Perubahan dalam Institut Pendidikan Guru (IPG) ini dikongsikan berdasarkan beberapa perubahan yang saya dapat kenal pasti telah berlaku dalam Institut Pendidikan Guru.
Maklumat dalam post ini juga telah disahkan kesahihannya oleh pihak Institut Pendidikan Guru Malaysia (IPGM) sendiri selaku institusi induk bagi IPG seluruh malaysia setelah saya mengajukan soalan berkaitan perkara ini melalui email yang mana telah dijawab oleh Puan Nur Krismarina bt. Abd. Karim, Ketua Penolong Pengarah, Pusat Perancangan, Penyelidikan dan Inovasi, Institut Pendidikan Guru Malaysia, Kementerian Pendidikan Malaysia.
Untuk itu, jutaan terima kasih kepada pihak IPGM kerana sudi memberikan maklumat yang tepat ini.
Baiklah, berikut merupakan 9 perubahan dalam IPG setakat ini (sehingga hari ini, 10 November 2019).
1. LOGO IPG yang terkini
http://www.cikgusuhaimin.com/2019/11/9- ... U.facebook
9 Perubahan dalam Institut Pendidikan Guru (IPG) ini dikongsikan berdasarkan beberapa perubahan yang saya dapat kenal pasti telah berlaku dalam Institut Pendidikan Guru.
Maklumat dalam post ini juga telah disahkan kesahihannya oleh pihak Institut Pendidikan Guru Malaysia (IPGM) sendiri selaku institusi induk bagi IPG seluruh malaysia setelah saya mengajukan soalan berkaitan perkara ini melalui email yang mana telah dijawab oleh Puan Nur Krismarina bt. Abd. Karim, Ketua Penolong Pengarah, Pusat Perancangan, Penyelidikan dan Inovasi, Institut Pendidikan Guru Malaysia, Kementerian Pendidikan Malaysia.
Untuk itu, jutaan terima kasih kepada pihak IPGM kerana sudi memberikan maklumat yang tepat ini.
Baiklah, berikut merupakan 9 perubahan dalam IPG setakat ini (sehingga hari ini, 10 November 2019).
1. LOGO IPG yang terkini
Last edited by 老黄 on 13-11-19 Wed 8:17 pm, edited 2 times in total.