Regional Workshop on Monitoring and Assessment of the Integration of Human Values in Water, Sanitation and Hygiene Education in Southeast Asian Schools
28-30 April 2008
Objective and Focus of the Presentation
This presentation highlights the activities and efforts that were done in Malaysia. It may be a form of evaluation to assess the extent of adopting the integrated HVWSHE teaching-learning materials and the outcome intended.
1. Description of the extent of integration of HVWSHE in school curriculum, is this being implemented school-wide or selected sections/subjects only? What innovations and or changes have been done from the time it was first implemented, what triggered the innovations and changes?
The Malaysian curriculum includes the study/investigation/ conservation of water in the various subjects like science, geography, chemistry, physics, biology, civics, health studies, religious studies. Not much changes or innovation recently.
The various ways to disseminate the urgency to conserve water are as follows:-
I) Pre -Arranged slots (Teacher delivers)
(i) during school assemblies
a) 20-minutes sharing of water education across the curriculum for teachers, pupils and the general public
-(SMSains Tun Syed Sheh Shahabudin, Penang)15-7-07
(ii) during teacher professional development programmes
- (Pangkor Resort) 5-11-07
(iii) Paper presentation during conferences
- (CoSMEd )15-11-07
(iv) during meetings
- National level meeting of master teachers in boarding schools (15-11-08)
(v) Sharing session during church meetings
II) Coached (Student delivers)
(i) Students practice to explain to their peers or general public during competitions and exhibitions
(ii) Students present their innovation/ solution as a research project at school or other levels
2. Reactions and feedback from the teachers using the integrated HVWSHE curriculum, how are these information utilized?, description of improvements made in the curriculum and or teaching-learning materials, what triggered the changes
a. Teachers felt impressed with the information given. They asked for more of such kind of presentations.
b. Administrators were pleased because this will educate the pupils on a wide scale.
c. Some teachers copied the presentations and make changes to present in their own schools
d. The real issue of water triggered the changes in the participants
3. Reactions and feedback from the students, some observable practices and behavior towards HVWSHE
a. Students show positive response to the water saving tips
b. Students would like to support the idea of water saving
c. Students go all out to spread the message
d. Becomes a tradition carried down from seniors
e. They appreciate the clean waters and make a resolution
4. School-wide changes and observable practices as a result of promoting and implementing HVWSHE
a. Pupils volunteer to clean the fish ponds in school.
b. Reminders put around the school keep a check on their behaviour to save water
c. There is a sense of achievement and they feel proud
d. They try to influence their family members and friends
e. They demonstrate their commitment in acting / their production
5. How are data and information from items # 2-4 generated and or collected?
a. Through observation and conversation
b. By proper research
c. Website visitors
d. Participation in SAW projects
e. Topics related to water selected for campaigns or innovation
f. Judges of competitions