RCE Greater Gombak - 2020

Leadership Development For Teachers and Youth Leadership Fellowship Programme in Private Islamic Schools (READ)
Basic Information
Title of project : 
Leadership Development For Teachers and Youth Leadership Fellowship Programme in Private Islamic Schools (READ)
Submitting RCE: 
RCE Greater Gombak
Contributing organization(s) : 
Academia/ Educational Institution: International Islamic University Malaysia (Kulliyyah [Faculty] of Education)
Government Agencies: US Embassy
NGOs: IKRAm-Musleh, ABIM
Focal point(s) and affiliation(s)
Name: 
Professor Emeritus Tan Sri Dato' Dzulkifli Abdul Razak
Organizational Affiliation: 
International Islamic University Malaysia
Name: 
Assoc. Prof. Dr. Faizah Idrus
Organizational Affiliation: 
International Islamic University Malaysia
Format of project: 
Power Point, Group Activities, Exhibition, Poster Presentation, Lecture, Debate, Gamification
Language of project: 
English and Malay
Date of submission:
Friday, October 30, 2020
Additional resources: 
Phase 1: https://drive.google.com/drive/folders/1t-5yTlLitVxoIRo46cx-0vD5vlYYFY1n?usp=sharing
Phase 2: https://drive.google.com/drive/folders/1-716AShrMyojoYLZFGeWXKhkWzMQnRQD?usp=sharing
Phase 3: https://drive.google.com/drive/folders/1uc7SeVThhsIgvCSZ1ezQl-KGRIugcaMB?usp=sharing
Pictures: https://drive.google.com/drive/folders/11si20HjIJuv-e5ecHufcKyM4bHvY8aO1
Malaysia Education Blueprint 2013-2025: Shift 1: Provide equal access to quality education of an international standard.
At what level is the policy operating?: 
National
Geographical & Education Information
Region: 
Asia-Pacific
Country: 
Malaysia
Location(s): 
Peninsular Malaysia
Address of focal point institution for project: 
Sejahtera Centre for Sustainability and Humanity
Secretariat, RCE Greater Gombak
International Islamic University Malaysia
Jalan Gombak, 53100
Kuala Lumpur
Malaysia
Ecosystem(s):
Socioeconomic and environmental characteristics of the area : 
The project was able to shape, posit and sustain activities related to quality education and curriculum development. The participants (teachers and students) were selected from the stakeholders’ schools. Most of the schools are situated in the urban, sub-urban in which the background of the students are relatively high-middle income groups. Whilst the rural school students were mainly from the lower income group. Undoubtedly, the project has tried to bridge the shortage of facilities in the rural areas. Fortunately, the project has succeeded in getting the best alternative to ensure all participants get the same input and quality training and teaching. (100 words)
Description of sustainable development challenge(s) in the area the project addresses: 
Private Islamic schools teachers are deprived from quality trainings. This project addressed the need to quality teacher training through multiple partnerships in line with SDG 4.c. Having insufficient interactions with diverse communities and cultures due to the nature of private Islamic schools (in general), modules on Civic Engagement and Diversity and Culturally Responsive Teaching were introduced with aim to achieve SDG 4.7. With the spirit of leaving no one behind, the equitable and quality education gaps between public and private Islamic schools especially in rural settings were examined leading to relevant and effective learning outcomes (SDG 4.1). (100 words)
Contents
Status: 
Completed
Period: 
August, 2020
Rationale: 
As the tagline speaks, “training teachers to empower youth”, RCE Greater Gombak (through the Education Faculty of IIUM), with the support from the US Embassy had come together to develop curriculum for Youth and Future Leaders from Private Islamic Schools around Malaysia. Given the title of the project, READ: Training Teachers to empower youth; READ stands for Resilient, Empowerment and Active Decision makers. Curriculum outlined were designed (Except for Hikmah Pedagogy) and materials developed accordingly as none of the materials from the schools or from IIUM could cater for the objectives of the Project. Since Kulliyyah of Education provides expertise from different aspects of Education, it is only wise to construct and develop these materials with the help of lecturers from Education. Thus, the project was able to shape, posit and sustain activities related to quality education and curriculum development. (140 words)
Objectives: 
The main objective of this project is to train teachers to develop their own materials pertaining to Youth Leadership and then use those materials to train their students (ToT)
Teacher Outcome: To equip teachers with the necessary knowledge and skills to develop culturally aware and civic-minded youth leaders.
Student Outcome: To develop confident young Muslim leaders who are culturally aware and passionate about becoming agents of change in their local communities. (71 words)
Activities and/or practices employed: 
Phase 1 (3 months):
Development of Youth Leadership Curriculum by integrating the following topics with Islamic principles:
- Personal Character Growth
- Leadership Skills
- Civic Engagement
- Financial Literacy
- Diversity and Culturally Responsive Teaching
Phase 2 (2 days):
Leadership Development Showcase - Theoretical and experiential training on leadership development, civic education, and diversity for teachers based on the designed curriculum
Hikmah Pedagogy.
Phase 3 (One week):
Teacher Training Workshop - Teachers participate in training sessions and conduct microteaching for peer feedback with the aim to equip teachers with skills to deliver the youth leadership curriculum based on concepts like student-centered and project-based learning.
Phase 4 (3 days):
Student Leadership Camp - Teachers to deliver youth leadership curriculum during camp with the following objectives:
1) Enhance teachers’ skills in delivering the youth leadership curriculum in a creative and student-centered manner.
2) Equip students with the knowledge, skills and mindset to become civic-minded leaders.
(146 words)
Size of academic audience: 
194
Results: 
Phase 1 - A team featuring education experts from different stakeholders finalised 8 modules which consisted of Personal Character Growth, Financial Literacy, Leadership, Civic Engagement, Diversity and Culturally Responsive Pedagogy, Hikmah Pedagogy, Digital Citizenship and Critical & Creative Thinking through which the Private Islamic School Teachers under supervision of the stakeholders were able to design and construct modules applicable to their respectives schools.
Phase 2 - 40 teachers were able to develop and design modules related to the project and pitch in a colloquium.
Phase 3 - Online leadership camp modules were developed due to the pandemic.
Phase 4 - 78 student leaders from private schools participated in E- Leadership Camp where they were able to:
1. Write and present confidently about their project in relation to modules assigned to them.
2. Gauge their ability to think critically while projecting their arguments about the environment.
Overall, the teachers and students were empowered by the trainings. (150 words)
Lessons learned: 
The Students Leaders' Camp was supposed to be face to face where it is designed for more interaction with diverse communities including the indigenous. Covid-19 pandemic paved ways for developing a comprehensive Digital Citizenship Module. Instead, the camp was carried out via online platform. Schools with limited resources and facilities were supported with free internet data, license for online platforms, and experts to train (teachers) on designing online learning content and gamification. Flexibility and adaptability to unexpected changing circumstances is vital. Given more opportunities, private Islamic schools or any other in that nature, can benefit from equitable and quality education. (100 words)
Key messages: 
With 4 phases, 8 modules, READ project provided hybrid platforms for quality teacher training and youth leadership curriculum at selected Private Islamic Schools across Malaysia. As a result, the teachers and students are now Resilient, Empowered and become Active Decision Makers as the tagline speaks, “Training Teachers to Empower Youth.” (50 words)
Relationship to other RCE activities: 
This project has gained interest from IPG TAA, Kuala Lipis which hosted the one and only centre that provides pre-service and in-service training for indigenous teachers. This ongoing collaboration has opened up collaboration with RCE Yogyakarta, RCE Lima Calloa, RCE Waikato, RCE Otago, as part of Asia Pacific regional plans where RCE G2 is the convenor for the Indigenous Communities.
Funding: 
We would like to convey our utmost appreciation to the United States Embassy, Kuala Lumpur for awarding us with this grant (cultural and public affairs) for which without it we would not be able to start and complete this meaningful project.

Pictures:

File Name Caption for picture Photo Credit
Image icon WhatsApp Image 2020-10-30 at 15.27.56.jpeg (57.22 KB) Phase 1: Workshop conducted at Flamingo Hotel, KL. Dr Faizah
Image icon WhatsApp Image 2020-10-30 at 15.33.00.jpeg (37.46 KB) Phase 1 - Soft Launch of READ Programme. A handshake between Prof. Emeritus Tan Sri Dato Dzulkifli Abdul Razak and Mr. Bradley Hurst, The Counselor for Public Affairs of U.S Embassy Kuala Lumpur was captured. Dr Faizah
Image icon read6 - Faizah .Idrus_.jpg (34.9 KB) Phase 2 - A talk by Prof. Emeritus Tan Sri Dato’ Dzulkifli Abdul Razak, entitled Implementing Sejahtera Concept in Education. Dr Faizah
Image icon read7 - Faizah .Idrus_.jpg (32.29 KB) Phase 2 - Special talk by Mr. Brian MacHarg, guest speaker from the US Embassy Kuala Lumpur Dr Faizah
Image icon WhatsApp Image 2020-10-30 at 15.36.57.jpeg (45.33 KB) Phase 2 - Gallery Walk, Module Exhibition by R.E.A.D participants Dr Faizah
Image icon read3 - Faizah .Idrus_.png (470.7 KB) Phase 3 - Online meeting with R.E.A.D trainers Dr Faizah
Phase 3 - Debate module conducted at SMI Hira', Jeram by a debater from IWON Dr Faizah
Image icon read4 - Faizah .Idrus_.jpg (164.12 KB) Phase 3 - Modules were conducted in school Dr Faizah
Image icon WhatsApp Image 2020-10-30 at 15.37.42.jpeg (55.47 KB) Phase 2 - Closing and Certificate Giving Ceremony for Workshop Phase 2 by Associate Prof. Dr Zulkifli Hasan, Deputy Rector IIUM. Dr Faizah
Image icon WhatsApp Image 2020-10-30 at 15.42.31.jpeg (161.48 KB) Closing and Certificate Giving Ceremony for R.E.A.D Programme by Prof. Emeritus Tan Sri Dato Dzulkifli Abdul Razak, Rector of IIUM, accompanied by Associate Professor Dr Zulkifli Hasan, Deputy Director of Students Development and Community Engagement IIUM Dr Faizah
References and reference materials: 
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Indirect
Theme
Curriculum Development 
Indirect
ESD for 2030-Priority Action Areas
Priority Action Area 2 - Transforming learning and training environments 
state: 
Direct
Priority Action Area 3 - Developing capacities of educators and trainers 
state: 
Direct
Priority Action Area 4 - Mobilizing youth 
state: 
Indirect