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PDH merupakan platform perkongsian strategik di antara syarikat swasta dan korporat.
Syarikat-syarikat tersebut terlibat dalam rancangan kementerian dengan meneroka dan
menilai potensi sosio-ekonomi setiap kampung sebelum rumusan dan pelaksanaan cadangan
pembangunan ekonomi dilakukan (Berita Harian, 2018).

Melalui pelaksanaan program ini, ia dapat membantu komuniti luar bandar untuk mencapai
pendapatan perniagaan yang tinggi dan mewujudkan peluang pekerjaan untuk golongan
belia luar bandar.

PELAKSANAAN KONSEP

Sejajar dengan Matlamat Pembangunan Lestari 2030 yang digariskan oleh United Nations,
pelaksanaan PDH bertujuan untuk merapatkan perbezaan pendapatan di antara komuniti
luar bandar dan bandar, untuk mewujudkan kualiti hidup yang tinggi dalam kalangan
komuniti luar bandar bagi memenuhi keperluan IR 4.0, dan untuk meningkatkan taraf
kehidupan mereka.

PDH memfokuskan kepada tiga (3) skop utama iaitu: ekonomi, pendidikan, dan
kesejahteraan komuniti. Objektif utama adalah untuk meningkatkan pembangunan sosio-
ekonomi komuniti luar bandar dengan:

(a) Menjalinkan kerjasama strategik di antara syarikat korporat, syarikat swasta,
Majlis Pengurusan Komuniti Kampung (MPKK), dan penduduk kampung
melalui pelbagai aktiviti ekonomi lestari;
(b) Meningkatkan kawasan luar bandar sebagai entiti yang menarik, maju, dan
menguntungkan tanpa menjejaskan nilai dan kebudayaan luar bandar;
(c) Meningkatkan kemampuan komuniti luar bandar dalam perancangan, pembangunan,
dan pelaksanaan projek di luar bandar;
(d) Menggalakkan perkongsian pengetahuan dan latihan pengalaman dalam
pengurusan sumber manusia; dan
(e) Mempelbagaikan sumber sedia ada dan kaedah pelaksanaan yang sesuai.

Bagi mencapai objektif program ini, pemilihan desa dan rakan strategik yang berpotensi
telah dilakukan melalui kriteria seperti di bawah:

(1) Pemilihan kampung:
(i) Kesediaan dan komitmen daripada ketua kampung dan penduduk kampung untuk
menyertai setiap aktiviti dan program yang dijalankan;
(ii) Kesediaan untuk membangunkan projek sosio-ekonomi setempat;
(iii) Kampung yang tidak mendapat pengiktirafan (tidak menerima apa-apa anugerah/
projek besar) daripada pihak kementerian;
(iv) Kumpulan sasaran – kanak-kanak, belia, pelajar, wanita, usahawan, orang kurang
upaya, dan lain-lain; dan
(v) Kekurangan akses dan kemudahan komunikasi.

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(2) Pemilihan rakan strategik:
(i) Mempunyai kemampuan untuk membiayai aktiviti dan program;
(ii) Mempunyai tenaga kerja untuk mengurus dan menjalankan aktiviti dan program;
(iii) Mempunyai minat dan boleh memberikan komitmen sepenuhnya;
(iv) Mempunyai pengetahuan dan pengalaman dalam melaksanakan program CSR;
dan
(v) Bersedia untuk berkongsi kepakaran dan pengalaman dengan kumpulan sasaran.

AKTIVITI DAN PROGRAM RAKAN STRATEGIK

Sejak program dilancarkan di Kampung Kinjang, Chendering Perak pada tahun 2018,
sejumlah tiga puluh satu (31) syarikat swasta dan korporat telah menjadi rakan strategik
kepada projek PDH. Senarai syarikat dan organisasi yang menyertai projek ini ditunjukkan
dalam Jadual 1.

Jadual 1: Rakan Strategik Program Desa Harapan

BIL. NAMA SYARIKAT/ BIL. NAMA SYARIKAT/
ORGANISASI ORGANISASI
1 17
2 Berjaya Corporation Berhad DRB-Hicom Berhad
Hume Cemboard Industries 18 Export-Import Bank of Malaysia (EXIM BANK)
3 Celcom Axiata Berhad 19 Samsung Malaysia Electronics
4 Mydin Mohamed Holdings Berhad 20 Tenaga Nasional Berhad (TNB)
5 Yayasan Pelajaran MARA 21 Privail Sdn Bhd
6 Universiti Kebangsaan Malaysia 22
7 Blue Archipelago Berhad 23 Numix Engineering
8 Pharmaniaga Berhad 24
9 Privasia Sdn Bhd 25 Telekom Malaysia Berhad (TM)
10 AMR Consult 26 Malaysia Airport Holdings Berhad
11 Yayasan MRCB 27 SMGB Group
12 Mycuisine Qube Sdn Bhd 28 Halal Industry Development Corporation (HDC)
13 Yayasan Emkay 29 UNIKL Resources
14 Boustead Holdings Berhad 30 Universiti Multimedia (MMU)
15 Siti Khadijah Holdings Sdn Bhd 31 Binasat Communications Berhad
Universiti Kuala Lumpur Farm Fresh Milk Sdn Bhd
16 CSR Malaysia @ RHA Media Sdn Bhd

Beberapa siri program dan aktiviti CSR telah dijalankan di Kampung Kinjang, Perak dan
tambahan dua lagi kampung iaitu Kampung Kuala Temonyong, Langkawi dan Kampung
Weng, Baling, di mana kedua-duanya terletak di negeri Kedah Darul Aman. Aktiviti dan
program yang dianjurkan oleh rakan strategik adalah seperti yang disenaraikan dalam
Jadual 2.

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Jadual 2: Program dan Aktiviti Anjuran Rakan Strategik

Bil. Syarikat / Skop Program / Aktiviti Lokasi
Organisasi
Langkawi
1 CELCOM AXIATA Ekonomi Program keusahawanan digital. &
Latihan jualan dan pemasaran
dalam talian. Baling
Pelancaran produk usahawan Langkawi
tempatan di platform Lazada & Shopee.
Langkawi
2 EXIM Bank Pendidikan Sumbangan 22 komputer dan
3 Yayasan MRCB Pendidikan 2 televisyen kepada SK Temonyong Lokasi
untuk kegunaan 569 orang pelajar.
Sumbangan komputer dan peralatan Langkawi
audio-visual.
Kerja-kerja penyelenggaraan kecil Baling
di perpustakaan KEMAS Langkawi
di Kampung Temonyong untuk
kegunaan hampir 2,500 Lokasi
orang penduduk.
Langkawi
Kerja-kerja menaik taraf & Baling
padang bola di SK Temonyong Baling
untuk kegunaan 569 orang pelajar.
Kerja-kerja penyelenggaraan
kecil sistem saliran sekolah.
Kerja-kerja penyelenggaraan
kecil 11 unit tandas di SK Temonyong

Bil. Syarikat / Skop Program / Aktiviti
Organisasi

4 Halal Industry Ekonomi Seminar tentang kesedaran halal
Corporation Berhad (sektor pelancongan) bersama
Pendidikan 500 usahawan inap desa
5 Malaysia Airports Ekonomi di Kampung Kuala Temonyong,
Holdings Berhad Langkawi dan kawasan sekitar.
(MAHB) Pendidikan Bengkel latihan industri halal
Komuniti bersama 500 usahawan inap desa
di Kampung Kuala Temonyong,
Langkawi dan kawasan sekitar.
Program eksekutif halal bersama
500 usahawan inap desa
di Kampung Kuala Temonyong,
Langkawi dan kawasan sekitar.
Program cilik HDC bersama
100 orang pelajar dari
SK Kg Temonyong, Langkawi.

Sumbangan gerai dan ruang
perniagaan di Lapangan Terbang
Antarabangsa Langkawi.
Program pemasaran bersama
usahawan Kampung Kuala Temonyong
di Lapangan Terbang Antarabangsa
Langkawi.
Program sukarela bersama sukarelawan
daripada MAHB dan penduduk
Kampung Kuala Temonyong
secara berkala.
Program motivasi untuk pelajar
di Kampung Kuala Temonyong.

Bil. Syarikat / Skop Program / Aktiviti
Organisasi
Ekonomi Program peningkatan ekonomi
6 Tenaga
Nasional
Berhad

7 Boustead Pendidikan Pelaksanaan program pendidikan
Holdings secara berkala di SK Seri Bayu,
Berhad Kampung Weng Baling.

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KESIMPULAN

Menerusi pelaksanaan PDH, KPLB adalah komited dalam membangunkan komuniti luar
bandar secara konsisten melalui perkongsian strategik dengan syarikat korporat dan swasta.
Oleh itu, diharapkan bahawa usahawan luar bandar yang menyertai PDH dapat menjana
pendapatan yang tinggi hasil daripada latihan, perkongsian pengetahuan, dan pembiayaan
yang diberikan oleh syarikat korporat dan swasta ini. Hasilnya, komuniti luar bandar dapat
melibatkan diri dalam proses pembangunan luar bandar dengan bebas dan jayanya.

RUJUKAN

Desa harapan. Published 2018 © Kementerian Pembangunan Luar Bandar Dasar
www.rurallink.gov.my

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PROJEK PEMAJUAN KAWASAN DI KAMPUNG GELUNG PEPUYU,
PERAK TENGAH, PERAK: KAJIAN PENILAIAN HASIL

En. Mohamed bin Mat Yaakob, En. Ahmad Zeohairi Ismail@Zanudin,
Cik Siti Fatimah Ramli, En. Suhaimi Hasan, Cik Faeizah Norjinal
dan En. Raden Mohd Fawwaz

ABSTRAK

Projek Pemajuan Kawasan (PPK) merupakan siri inisiatif kerajaan untuk membangunkan
penempatan baharu atau membina semula kawasan luar bandar sedia ada dengan prasarana
asas dan kemudahan sosial. Setelah terlaksananya Rancangan Malaysia Kesembilan
(RMKe-9), PPK telah dilaksanakan di seluruh negara untuk meningkatkan kualiti hidup
di kawasan luar bandar. Melalui kajian ini, kajian penilaian hasil dijalankan untuk menilai
tahap kepuasan dan profil sosio-ekonomi penerima bantuan PPK daripada PPK Kampung
Gelung Pepuyu, Perak Tengah, Perak. Sebanyak empat puluh enam (46) penerima yang
telah berpindah sepenuhnya sejak Mac 2018 terlibat dalam kajian ini, di mana jumlah
tersebut mewakili hampir lapan puluh lima peratus (85.2%) daripada jumlah keseluruhan
penerima. Hasil kajian menunjukkan bahawa sembilan puluh peratus (90%) penerima
bantuan PPK berpuas hati dengan rumah yang disediakan, manakala sebanyak empat puluh
empat peratus (84.8%) penerima bantuan PPK berpuas hati dengan kemudahan asas yang
disediakan. Kajian ini turut menilai tahap kepuasan yang berkaitan dengan perubahan
sosio-ekonomi dalam pendapatan, alam sekitar, keselamatan, akses kepada pendidikan,
kesihatan, ekonomi, kemudahan sosial, dan inklusi sosial. Sebanyak lapan puluh enam
peratus (86.8%) penerima bantuan PPK berpuas hati dengan perubahan sosio-ekonomi
mereka selepas penempatan semula. Secara keseluruhannya, projek ini memberi impak
positif terhadap komuniti, terutamanya golongan miskin tegar dari Daerah Perak Tengah
yang terdedah dengan ancaman banjir. Penubuhan penempatan yang bersepadu dengan
prasarana dan kemudahan sosial yang ditambah baik akan membantu penduduk luar bandar
untuk hidup dengan lebih selesa di kediaman mereka.

Kata kunci: Projek Pemajuan Kawasan, Pembinaan semula kampung, Penempatan
bersepadu.

PENGENALAN

Kajian penilaian hasil program adalah amat penting demi memastikan tahap kejayaan dan
impak pasca sosio-ekonomi sesuatu program kerajaan. Penilaian program adalah selari
dengan kehendak kerajaan dalam mengenal pasti kekuatan dan kelemahan setiap program
bagi tujuan penambahbaikan pada masa hadapan. Kajian seumpama ini membantu dalam
memastikan setiap pelaksanaan program dapat mencapai objektif yang telah digariskan.
Justeru, PPK Kampung Gelung Pepuyu, Perak Tengah telah dipilih bagi proses penilaian
kejayaan program PPK.

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LATAR BELAKANG PROJEK

PPK adalah projek untuk membangunkan penempatan baharu atau membina semula
kawasan luar bandar sedia ada dengan prasarana asas dan kemudahan sosial. Setelah
terlaksananya Rancangan Malaysia Kesembilan (RMKe-9), tiga (3) projek iaitu Projek
Bersepadu Desa Terpencil (PROSDET), Penempatan Semula Kampung (PSK), dan Pusat
Pertumbuhan Desa (PPD) telah dilaksanakan oleh KPLB. Projek PPK juga diteruskan dalam
Rancangan Malaysia Kesepuluh (RMK-10) dan Rancangan Malaysia Kesebelas (RMK-
11). Pelaksanaan projek PPK ini adalah selari dengan teras pertama iaitu memperkukuhkan
pembangunan inklusif dan teras kedua iaitu meningkatkan kesejahteraan rakyat seperti
yang ditekankan dalam RMK-11.
Projek ini juga sejajar dengan Dasar Pembangunan Luar Bandar melalui teras keempat
iaitu prasarana yang lengkap dan canggih, teras ketujuh iaitu kehidupan luar bandar yang
sejahtera, dan teras kesepuluh iaitu perumahan, pembangunan wilayah, dan penempatan
desa bersepadu.

Tujuan utama program PPK adalah untuk meningkatkan kualiti hidup penduduk luar bandar
dengan mewujudkan kampung bersepadu yang lengkap dengan prasarana dan kemudahan
sosial yang lebih baik. Secara umumnya, objektif projek PPK adalah seperti berikut:

(i) Mewujudkan penempatan baharu untuk penduduk luar bandar yang terdedah
kepada ancaman (bencana alam, keselamatan, dan kesihatan) dan kurang
mempunyai akses kepada prasarana atau kemudahan asas;

(ii) Mewujudkan penempatan yang sistematik untuk penduduk luar bandar dalam
kategori miskin tegar dan berpendapatan rendah; dan

(iii) Meningkatkan dan mengubah suai semula kampung sedia ada (contohnya
Rancangan Struktur Desa) dengan menyediakan kemudahan dan prasarana yang
lebih baik bagi tujuan peningkatan kualiti hidup penduduk luar bandar;

Skop pembangunan yang digariskan dalam program ini adalah seperti berikut:

(i) Perumahan: Penyediaan perumahan adalah tertakluk kepada garis panduan
Program Perumahan Rakyat Termiskin (PPRT).
(ii) Lot perumahan: Penyediaan hartanah untuk golongan berpendapatan rendah
(B40) dan pembinaan rumah yang disubkontrak kepada pihak ketiga.
(iii) Kemudahan prasarana asas: Penyediaan asas, jalan perumahan, perparitan,
bekalan air, bekalan elektrik, lampu jalan, dan sistem rawatan kumbahan berpusat.
(iv) Kemudahan sosial: Penyediaan dewan serbaguna, surau, taman permainan
rekreasi, gelanggang, Taman Asuhan Kanak-kanak (TASKA)/Taman Bimbingan
Kanak-kanak (TABIKA)/Pusat Pendidikan Awal Kanak-kanak, ruang
terbuka, dan lain-lain; tertakluk kepada keperluan penduduk. Kemudahan
sedia ada di kawasan yang dicadangkan akan dijaga dan diperbaiki untuk
memenuhi keperluan komuniti baharu.
(v) Prasarana ekonomi: Penyediaan lot kedai dan kawasan awam.

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Tiga (3) pakej pembangunan yang ditawarkan di bawah PPK adalah seperti berikut:

(i) Pakej 1: KPLB menyediakan unit penginapan yang lengkap dengan penyediaan
perumahan, lot kediaman, prasarana, dan kemudahan sosial;
(ii) Pakej 2: KPLB menyediakan kerja-kerja penyediaan tapak, kerja-kerja asas, dan
penyediaan infrastruktur asas termasuk jalan, parit, dan komponen-komponen
lain yang bersesuaian dengan kawasan perumahan sedia ada, tertakluk
kepada pelan susun atur mengikut garis panduan Pihak Berkuasa Tempatan (PBT)
bagi tujuan kebenaran merancang; dan
(iii) Pakej 3: KPLB menyediakan kerja-kerja awal seperti persediaan di lokasi,
kerja-kerja asas, dan penyediaan infrastruktur asas termasuk jalan, parit, dan
komponen-komponen lain yang bersesuaian dengan kawasan perumahan baharu.
Walau bagaimanapun, keputusan adalah tertakluk kepada peruntukan pembinaan rumah
yang diperolehi daripada kerajaan negeri, agensi, atau pihak berkaitan.

2.2 Projek Pemajuan Kawasan Kampung Gelung Pepuyu, Perak Tengah, Perak
PPK Kampung Gelung Pepuyu terletak kira-kira lima puluh enam (56) kilometer dari
Bandaraya Ipoh. Projek ini adalah selari dengan cadangan kerajaan negeri Perak melalui
Pejabat Daerah Perak Tengah. Lembaga Penyatuan dan Pemulihan Tanah Persekutuan
(FELCRA) telah dilantik sebagai agensi rasmi untuk melaksanakan projek PPK Kampung
Gelung Pepuyu. Jumlah dana yang diperuntukkan adalah RM7.2 juta.

2.3 Skop Projek
Skop projek meliputi 7.5 ekar kerja-kerja tanah, pembinaan 54 buah rumah PPRT,
pemasangan bekalan elektrik, retikulasi saluran paip air dan tangki air, pembinaan loji
rawatan kumbahan, jalan berturap sepanjang kawasan penempatan, penyediaan parit dan
saliran, pembinaan dewan serbaguna, taman permainan, dan bangunan kedai satu tingkat
(4 pintu).

2.4 Objektif Projek
Objektif projek ini adalah untuk mewujudkan ruang kediaman bersepadu yang dilengkapi
dengan kemudahan awam dan prasarana asas. Ruang kediaman yang selesa akan disediakan
kepada mereka yang terjejas disebabkan oleh banjir di Kampung Gelung Pepuyu dan
golongan miskin tegar yang tinggal berhampiran kampung sekitar Perak Tengah.

2.5 Kumpulan Sasaran
Kumpulan sasaran untuk projek ini adalah:
(i) Penduduk kampung sekitar yang terdedah kepada ancaman banjir; dan
(ii) Golongan miskin tegar yang berdaftar dalam program e-kasih dan layak
mendapat bantuan perumahan PPRT.

2.6 Lokasi Projek
PPK Kampung Gelung Pepuyu dibangunkan di atas tanah berkeluasan 7.5 ekar yang
dimiliki oleh kerajaan negeri Perak. Kampung ini terletak di Daerah Bota, Perak Tengah,
Perak (kira-kira 56 km dari Bandaraya Ipoh). Lokasi ini dipilih kerana mempunyai akses
yang baik kepada kemudahan pendidikan, kesihatan, keselamatan, ekonomi, dan sosial.

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Di antara kemudahan yang disediakan ialah Masjid Taufiqiah RPA Gelung Pepuyu (0.6
km), Tabika KEMAS (0.8 km), kedai runcit dan gerai makanan (1.0 km), Tanah Perkuburan
Islam Gelung Pepuyu (1.2 km), Sekolah Menengah Kebangsaan Seri Londang (1.5 km),
Klinik Kesihatan Komuniti Titi Gantung (3.5 km), Balai Polis Titi Gantung (3.5 km), dan
Sekolah Kebangsaan Titi Gantung (4 km).

BAB 3: TERMA RUJUKAN

3.1 Objektif Kajian
Bagi menilai impak pelaksanaan PPK Gelung Pepuyu, objektif yang berkonsepkan
Specific, Measurable, Achievable, Realistic, Time Bound (SMART) iaitu mempunyai ciri-
ciri spesifik, boleh diukur, boleh dicapai, munasabah, dan mempunyai jangka masa tertentu
telah diperkenalkan. Objektif-objektif kajian ini adalah seperti berikut:

(i) Untuk menilai tahap kepuasan penerima mengenai rumah dan kemudahan asas
yang disediakan; dan
(ii) Untuk menilai kepuasan penerima dengan perubahan sosio-ekonomi selepas
ditempatkan semula ke PPK Kampung Gelung Pepuyu.

3.2 Batasan Kajian
Disebabkan oleh tempoh masa kajian yang terhad, kajian ini hanya memperoleh pandangan
daripada penerima bantuan PPK dari PPK Kampung Gelung Pepuyu. Kajian ini terbatas
kepada tempoh ketika penerima bantuan PPK mula berpindah dan menetap di dalam
kawasan perumahan tersebut dari Mac 2018 hingga Jun 2019. Jumlah penduduk yang
terlibat adalah empat puluh enam (46), dan baki lapan (8) penerima masih belum menduduki
rumah tersebut sepenuhnya.

BAB 4: PENEMUAN KAJIAN

4.1 Pencapaian Hasil
Projek ini telah mencapai hasil yang disasarkan seperti yang dapat dilihat pada Jadual 1:
Jadual 1: Pencapaian Hasil yang Disasarkan

SASARAN PENCAPAIAN

1. Membangunkan 7.5 ekar tanah 7.5 ekar tanah telah dibangunkan
2. Membina 54 unit perumahan PPRT 54 unit perumahan PPRT telah dibina
3. Membina 1 unit pencawang elektrik 1 unit pencawang elektrik telah dibina
4. Memasang sistem bekalan air Sistem bekalan air telah dipasang
5. Membina jalan sepanjang 2.5 km Jalan sepanjang 2.5 km telah dibina
6. Membina dewan serbaguna Dewan serbaguna telah dibina
7. Menyediakan taman permainan Taman permainan telah disediakan
8. Membina 4 unit kedai 4 unit kedai telah dibina

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4.2 Hasil Sasaran 1: 80% Penerima Berpuas Hati dengan Rumah yang Disediakan
Hasil sasaran pertama dapat dicapai dengan sembilan puluh peratus (90%) daripada
penerima bantuan PPK berpuas hati dengan rumah yang disediakan, berbanding dengan
sasaran yang ditetapkan iaitu lapan puluh peratus (80%). Unit perumahan telah dibina
dengan baik dan dilengkapi dengan ruang dan bilik yang mencukupi untuk perlindungan
keluarga.

Hasil yang 80% peserta berpuas hati dengan perumahan yang disediakan
Disasarkan

Pencapaian 90% peserta berpuas hati dengan perumahan yang disediakan
Ringkasan Faktor utama ialah kualiti rumah yang tinggi
Penilaian dengan ruang dan bilik yang mencukupi demi keselesaan keluarga

4.3 Hasil Sasaran 2: 80% Penerima Berpuas Hati dengan Prasarana Asas dan
Kemudahan Sosial yang Disediakan
Hasil sasaran kedua dapat dicapai dengan empat puluh peratus (84.8%) daripada penerima
bantuan PPK berpuas hati dengan prasarana asas dan kemudahan sosial yang disediakan,
berbanding dengan sasaran yang ditetapkan iaitu lapan puluh peratus (80%). Prasarana
asas dan kemudahan sosial yang disediakan memenuhi piawaian ditetapkan dan berfungsi
dengan baik.

Hasil yang 80% peserta berpuas hati dengan prasarana asas
Disasarkan dan kemudahan sosial yang disediakan
Pencapaian 84.8% peserta berpuas hati dengan prasarana asas
Ringkasan dan kemudahan sosial yang disediakan
Penilaian Faktor utama ialah prasarana asas dan kemudahan sosial yang disediakan dapat
memenuhi piawaian ditetapkan dan berfungsi dengan baik

4.4 Hasil Sasaran 3: 80% Penerima Berpuas Hati dengan Perubahan Sosio-Ekonomi
Selepas Penempatan Semula
Lima (5) Petunjuk Prestasi Utama (KPI) telah dipilih untuk menilai hasil sasaran ketiga,
iaitu termasuklah faktor pendapatan, alam sekitar, keselamatan, akses kepada pendidikan,
kesihatan, ekonomi, kemudahan sosial, dan inklusi sosial. Purata pencapaian untuk setiap
KPI telah dinilai seperti yang ditunjukkan dalam Jadual 2:

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Jadual 2 : Pencapaian KPI bagi Hasil Sasaran 3 PENCAPAIAN (%)

KPI 54.3
60.9
1. Pendapatan 84.8
(i) Peningkatan pendapatan 100.0
(ii) Peningkatan perbelanjaan 94.9
(iii) Peningkatan pemilikan aset
85.8
2. Alam sekitar
3. Keselamatan 86.9
4. Akses kepada pendidikan, 86.8

kesihatan, ekonomi,
kemudahan sosial

5. Penyertaan sosial

JUMLAH PURATA

Hasil sasaran ketiga dapat dicapai dengan jumlah purata kira-kira lapan puluh enam peratus
(86.8%) daripada penerima bantuan PPK berpuas hati dengan perubahan sosio-ekonomi
selepas berpindah ke penempatan baharu.

BAB 5: ISU DAN LANGKAH KE HADAPAN

5.1 Isu dan Penyelesaian
Sungguhpun projek ini telah mencapai hasil yang disasarkan, penerima bantuan PPK
membangkitkan beberapa isu utama berkaitan dengan projek. Pihak kontraktor telah
menangani isu-isu yang berkaitan dengan infrastruktur, disebabkan oleh tempoh tanggungan
kecacatan yang masih berkuat kuasa pada ketika itu. Pihak bertanggungjawab yang lain juga
menyelesaikan isu-isu lain yang berkaitan. Semua isu dapat diatasi seperti yang dipaparkan
dalam Jadual 3 di bawah.

Jadual 3: Isu dan Penyelesaian

BIL. ISU PENYELESAIAN

1. Saliran longkang tidak mengalir dengan baik Kontraktor telah memperbaiki saliran longkang.
2. Kenderaan memandu dengan laju Kontraktor telah membina bonggol jalan
di kawasan perumahan untuk mengurangkan kelajuan pengguna jalan.
3. Masalah kehadiran monyet/hidupan liar. Jabatan Perlindungan Hidupan Liar
dan Taman Negara (PERHILITAN)
4. Semak samun berhampiran telah memasang perangkap hidupan liar
Loji Rawatan Kumbahan (STP). bagi mengatasi masalah ini.
Pihak berkuasa tempatan telah menyediakan
perkhidmatan perbandaran
seperti pengurusan rumpai dan semak samun.

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Melalui kaji selidik yang dilakukan, penduduk turut diberi peluang untuk mengemukakan
cadangan dan pandangan mereka termasuklah tentang program-program berpotensi
yang boleh dilakukan di PPK Kampung Gelung Pepuyu untuk meningkatkan kebolehan
penduduk. Di antara program yang dicadangkan adalah seperti berikut:
(i) Menganjurkan kursus kemahiran seperti kursus menjahit, memasak, dan
membuat kek bagi mengisi masa lapang dan meningkatkan kemahiran para suri
rumah yang tidak bekerja;
(ii) Mengendalikan kursus pemasaran dan keusahawanan; dan
(iii) Menyediakan bantuan kewangan untuk memulakan perniagaan kecil.

5.2 Langkah ke Hadapan

Beberapa perkara turut dicadangkan sebagai inisiatif yang boleh dilakukan selepas
pelaksanaan projek ini. Cadangan ini juga boleh digunakan oleh projek PPK baharu pada
masa akan datang. Berikut merupakan cadangan yang telah diketengahkan:
(i) Menyediakan lebih banyak bonggol jalan di kawasan penempatan;
(ii) Penduduk boleh dikaitkan dengan program-program KPLB sedia ada seperti
Program Peningkatan Pendapatan (PPP) dan Program Latihan dan Kemahiran
Kerjaya (PLKK);
(iii) Penduduk digalakkan untuk menjalankan aktiviti pertanian berskala kecil
di sekitar kawasan rumah atau tanah kosong berhampiran;
(iv) Menyediakan kawasan pengumpulan sisa pepejal dan teknologi pelupusan sisa
pepejal (seperti teknologi Eco-waste Asher) untuk mengurangkan beban
PBT dalam perkhidmatan pengumpulan sisa pepejal; dan
(v) Mengendalikan lebih banyak aktiviti komuniti seperti rondaan sukarela dan
pembersihan kawasan perumahan.

BAB 6: KESIMPULAN

Projek PPK di Kampung Gelung Pepuyu membawa impak positif kepada komuniti,
khususnya penerima bantuan PPK. Penempatan bersepadu dengan prasarana asas
dan kemudahan sosial membolehkan penduduk untuk memiliki rumah dan menjalani
kehidupan yang lebih selesa. Selain itu, penempatan bersepadu ini membantu pelaksanaan
aktiviti ekonomi atau sosial dan pengagihan bantuan kepada penerima yang layak. Projek
PPK ini juga berpotensi untuk meningkatkan kualiti hidup golongan miskin tegar. Secara
kesimpulannya, pelaksanaan projek PPK dapat mewujudkan komuniti luar bandar yang
aman dan makmur dalam pelbagai sudut kehidupan seperti sosial, ekonomi, budaya, dan
alam sekitar, di mana aspek-aspek ini sejajar dengan Dasar Pembangunan Luar Bandar.

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SENARAI SINGKATAN

SINGKATAN HURAIAN

B40 Bottom 40

e-kasih Portal pembasmian kemiskinan

DPLB Dasar Pembangunan Luar Bandar

FELCRA Berhad Lembaga Penyatuan dan Pemulihan Tanah

Persekutuan

KEMAS Jabatan Kemajuan Masyarakat

KPI Petunjuk Prestasi Utama

KPLB Kementerian Pembangunan Luar Bandar

PBT Pihak Berkuasa Tempatan

PERHILITAN Jabatan Perlindungan Hidupan Liar dan Taman

Negara

PLKK Program Latihan dan Kemahiran Kerjaya

PPD Pusat Pertumbuhan Desa

PPP Program Peningkatan Pendapatan

PROSDET Projek Bersepadu Desa Terpencil

PSK Penempatan Semula kampung

SMART Specific, Measurable, Achievable,

Realistic, Time Bound

SPP II Project Monitoring System II

SPSS Statistic Package for the Social Sciene

TABIKA Taman Bimbingan Kanak-Kanak

TAKSA Taman Asukan Kanak-Kanak

RUJUKAN

https://en.wikipedia.org/wiki/Jalan_Gelung_Pepuyu
http://www.mdpt.gov.my/en/node/960
Rural Development Policy. 2019. Putrajaya: KPLB, Malaysia.

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JOURNAL
ARTICLE

2020

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JOURNAL ARTICLE 2020

Volume 1 of 2020: Division Policy And Research , Institute For Rural Advancement
(INFRA), Ministry For Rural and Regional Development, (KPLB).

Journal Cover:
Unit Corporate
Communications,
INFRA

@ 2020 INFRA, All Rights Reserved. Copyright Division Policy and Research, Institute
for Rural Advancement (INFRA), Ministry For Rural Development (MRD).

All articles from this publication may not be reproduced or stored in a retrieval form or
published in any form including electronic, mechanical, photocopying, recording or
otherwise without the permission of the Institute for Rural Advancement (INFRA).

Publication Journal Article 2020 in line with the decision of the MRD Top Management
Meeting dated 01 November 2019 to ask INFRA together with the Division at MRD to form
a team to write articles related to MRD programs and activities. Following that, INFRA
has held a meeting with YBhg. Dato’ Dr Ahmad Jailani bin Muhamed Yunus, Secretary
General, MRD on 05 November 2019 regarding the instructions of the meeting.

Journal Article 2020 aims to share knowledge and disseminate written results from officials
of related to rural research, especially activities and programs that have been implemented
by MRD. Featured articles include Challenges in Achieving Rural Development Well-
Being - Theory and Practice Perspectives, Development of I-Desa Application for
Centralized Planning and Delivery of Information in Village Areas, English Competence
Among KEMAS Kindergarten Teachers, Rural Business Challenges: Achievements and
Challenges and other articles related to rural development programs.

The Division Policy and Research of INFRA, welcomes the contribution of articles based
on rural research from all MRD employees, academics and officials from various ministries
to be considered in the future publication of Journal Article 2020. Interested authors can
contact the secretariat for more information such as the following address.

Journal Article Publication Secretariat 2020

Bahagian Dasar Dan Penyelidikan,
Institut Kemajuan Desa (INFRA),
Lot 2a, Persiaran Institusi,
Bandar Baru Bangi,
43000 Kajang, Selangor Darul Ehsan
Telefon : 03-8735 2400

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BIL CONTENTS PAGES

RURAL BUSINESS CHALLENGE (RBC) 71
: ACHIEVEMENTS AND CHALLENGES 78
Mohd Naim Bin Norman 84
Rural Entrepreneurship Development Division, MRD
97
CHALLENGES IN ACHIEVING WELL-BEING IN RURAL DEVELOPMENT 101
– PERSPECTIVE OF THEORY AND PRACTICES
Mohamad Tarmizi Abd Hamid 105
Institute for Rural Development (INFRA), MRD 111
116
ENGLISH LANGUAGE COMPETENCY AMONG
KEMAS KINDERGARTEN’S TEACHERS
Siti Norziana Binti Abdul Karim
Community Development Department (KEMAS), MRD

DEVELOPMENT OF I-DESAAPPLICATION FOR CENTRALISED VILLAGE
INFORMATION AND PLANNING
Roslida Mat Zin, Rhoodie George
Institute for Rural Development (INFRA), MRD

IMPROVEMENT OF MPKK KNOWLEDGE AND SKILLS IN MANAGING
THE RURAL AREAS FROM SIJIL TADBIR URUS DESA PROGRAMME
INFRA-UNIKL
Aslina Wati Abdullah
Institute for Rural Development (INFRA), MRD

SOCIAL MEDIA PRACTICE IN KPLB
Nurul Adha binti Md Daud
Institute for Rural Development (INFRA), MRD

PROGRAMME DESA HARAPAN
: A STRATEGIC PARTNERSHIP FOR THE DEVELOPMENT OF SOCIAL
–ECONOMICS IN RURAL AREAS
Raja Nazrin bin Raja Ahmad
Rural Community Division, MRD

THE REGIONAL DEVELOPMENT PROJECT OF KG. GELUNG PEPUYU,
PERAK TENGAH, PERAK: AN OUTCOME ASSESSMENT STUDY
Mr Mohamed bin Mat Yaakob, Mr Ahmad Zeohairi Ismail@Zanudin,
Miss Siti Fatimah Ramli, Mr.Suhaimi Hasan, Miss Faeizah Norjinal
and Mr Raden Mohd Fawwaz

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RURAL BUSINESS CHALLENGE (RBC):
ACHIEVEMENTS AND CHALLENGES

Mohd Naim Bin Norman
Rural Entrepreneurship Development Division, MRD

ABSTRACT

Rural entrepreneurship is one of the fundamentals components in rural economic
development. In Malaysia, Rural Business Challenge (RBC) programme was introduced
by the MRD through the initiatives of Government Transformation Programme (GTP) 2.0
under the 21st Century Village Programme at 2012. This programme aimed to encourage
youths in rural areas to choose entrepreneurship as their future career, to create more
job opportunities, and to improve the income level among the rural communities while
promoting a more attractive rural area to live in. This competition encouraged innovative
youth entrepreneurs to come forward with robust business proposals (BP) aimed at
developing a sustainable business within rural areas. RBC winners will receive business
grants up to RM2 millions to execute their robust business plans within the designated rural
sector. A total of two hundred and nine (209) out of the four thousand and four hundred
ninety-eight (4,498) entrepreneurs have been chosen as the winners. To date, one hundred
and forty-three (143) winners have completed their projects while the remaining sixty-six
(66) winners were still at the implementation stage. A brief outcome study involved 2012
to 2015 winners showed that RBC programme is a successful initiative as it improved all
winners’incomes up to about ninety-five percent (95.2%), which was amounted to RM3.224
million. It created more than one thousand and eight hundred ninety-two (1,892) job
opportunities and generated a total of four hundred and thirty-one (431) new entrepreneurs.
Nevertheless, RBC also faced few challenges including incompetent contractors and
suppliers, natural disaster, bureaucracies, rising cost, and lack of monitoring during the
project implementation phase, which led to project delays and unclaimed grants. Drastic
measures were taken to overcome the issues and ensured that the business grants could be
utilised efficiently by the RBC winners according to their proposed business plans. The
future of RBC programme will be determined from a comprehensive impacts study. The
study accessed the real outcomes and impacts of these programmes compared to its initial
objectives. From the study, better implementation approaches for this programme were also
proposed. As a whole, sustainable youth rural entrepreneurship programme will benefit and
uplift the rural areas and its communities.

Keywords: Rural development, Entrepreneurship, Rural business challenge, Grants, MRD.

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INTRODUCTION

Entrepreneurship is widely recognised as a vital element for economic growth. It stimulates
the economy through the spill over effect of knowledge and promotes healthy competition
between the entrepreneurs (Carree & Thurik 2005). Rural entrepreneurship plays a crucial
role in developing the economic growth of a country, particularly for developing countries
in Asia, such as China, India, Malaysia, and Thailand. Few parties like government,
institutions and individuals generally reached a mutual consensus on the crucial needs to
promote rural enterprises. This is because rural enterprises have enormous employment
potential and mechanism to improve the well-being of the rural community.

In Malaysia, the development of Rural Entrepreneurship Agenda has been started since
1970. New Economy Policy (NEP) was introduced and targeted for national unity, and
the spirit is still continuing until today. The NEP has two main objectives, which are to
eliminate poverty and inequality among the diverse groups of the Malaysian population and
to eradicate inter and intra-racial concentration of dominant economic power in different
type of professions and businesses

(Osman-Rani 1990). Under NEP, the government had to strengthen the establishment of
several agencies, including the MRD, Ministry of Agriculture, and Agro-based Industry
before developing the rural economies in Malaysia via the implementation of robust
programmes and strategies.

In 1990, the Rural Entrepreneurship Programme continued to be developed under the
Malaysia Plan, followed by the New Philosophy and Strategy for Rural Development in
1994 (MRD 2019). However, the government has shifted its focus from infrastructure to
the empowerment of the rural community. The government also implemented a series
of programmes and supports to enhance the development of rural entrepreneurship via
the KPLB. Such programmes include entrepreneurship training programmes, marketing
programmes, agriculture and tourism development programmes, and financial assistance
scheme. Programmes like Gerakan Desa Wawasan were also implemented to transform
the rural areas into a more attractive and profitable place for living (New Straits Times
2019). The government also attempted to encourage the youths to remain living in the rural
areas via the 21st Century Village programme through three (3) initiatives: the Desa Lestari
programme, large scale premium fruits farming, and the Rural Business Challenge (RBC)
(JPM 2014) which will be discussed later in this paper.

LITERATURE REVIEW

Rural entrepreneurship is one of the fundamental elements in rural economic development.
Rural entrepreneurship is defined as the establishment of a new organisation that produces
a new product, creates a new market, or utilises new technology in a rural environment
(Wortman 1990). In this context, a rural entrepreneur is someone who lives in the countryside
and contributing to the creation of local wealth (Petrin 1994). They focused on natural
resources and agriculture activities. General perception of a rural entrepreneur is someone
independent, risk-taking, success-oriented, self-confident, optimistic, hardworking, and
innovative.

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Furthermore, rural entrepreneurship is mainly focused upon creating new employment
opportunities in rural areas through the establishment of new enterprises (Noor & Ramin
2012). Stathopoulos et al. (2004) divided rural entrepreneurship development into three (3)
phases; conceptual development, entrepreneur awareness towards the opportunities, and
operational phase (actual business operations). The definition above indicates that rural
entrepreneurs are individuals who have entrepreneurship development in the rural area. At
the same time, they are capable of adapting to the environment change.

Rural areas are home to nearly three-quarter (3/4) of the world’s poor today despite the
substantial out-migration to urban areas phenomena. Rural lands also provide a majority
of the world’s food (FAO 2014). In the Malaysia context, rural can be defined as “all the
gazetted areas with less than 10,000 people and all of the non-gazetted areas”.

According to the MRD (2019), rural is also defined as an area with a population of fewer
than 10,000 people. Demographers forecasted that around sixty-one percent (68%) of the
world’s population would be living in urban areas by 2050 (UN 2018). As out-migration
trends become more prominent, many countries will experience increasing pressure due to
scarce economic and food resources (FAO 2014).

Malaysia is no exclusion to this trend. Due to the considerable out-migration phenomena
in the post-1970 period, all rural areas experienced a significant drop in the population.
During this period, Malaysia started a series of intensive efforts towards urbanisation
and industrialisation programmes (Arshad & Shamsudin 1997). The latest figure in 2018
showed that seventy-seven percent (77%) of the total Malaysia’s population lived in the
urban area and this figure is expected

to increase to twenty-six (26) million people or eighty percent (80%) of the total Malaysian’s
population by 2030 (NST 2019). With such nerve-wracking trend envisaged, the Malaysian
government has embarked various economic programmes and strategies to develop the
rural sector through infrastructure, agricultural, industrialisation, and economic policies,
particularly in rural entrepreneurship empowerment.

In recent years, the Malaysian government has been actively introducing a series of
new programmes as an effort to encourage the rural youths to live in the countryside by
providing a better quality of life and environment in rural areas. The introduction of Rural
Development National Key Result Areas (RD NKRA) under Government Transformation
Programme (GTP) in 2010 has accelerated the delivery of basic infrastructures in rural
areas, while the groundwork for the second phase of rural development, specifically
in empowering the rural Malaysians financially, is occurring as well. The RD NKRA’s
initiatives in the latter segment are grouped under the 21st Century Village Programme. It
comprises Driving Youth Entrepreneurship Initiative via RBC programme implemented by
MRD.

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RURAL BUSINESS CHALLENGE PROGRAMME (RBC)

The RBC programme was introduced in 2012 through the GTP 2.0 under the 21st Century
Youth Entrepreneurship Village Programme. The RBC programme aimed to discover
young entrepreneurs’ talent in launching their business plans and to expand their existing
businesses in rural areas. Besides, this model targeted to encourage youths to live in in the
rural area or attract the youths to return by allowing the young entrepreneurs to create BP.
The winners from this programme will receive a business grant to expand their business
under the supervision of MRD. At the same time, successful businesses will improve the
income level of rural entrepreneurs and communities, which makes it a win-win situation.

Figure 1: Rural Business Challenge (RBC) Programme model

Competition
KPLB funds and organises a business plan competition
for all Malaysian youth. Competition will be advertised in major local print,
broadcast and online media.

Funding
Panel consisting of KPLB will review all proposal submissions
and all of the finalists will be interviewed before winners are announced.

Business
In order to start up their BP,
financial assistance will be provided to the winner

With the cooperation of MRD agencies such as MARA, KEJORA, KETENGAH, KEDA,
KESEDAR, INFRA, FELCRA, RISDA, JAKOA and KEMAS, the programme also
received collaboration from other ministry agencies such as MARDI, Department of
Agriculture, Department of Veterinary Services, Malaysian Timber Industry Board (MTIB),
Bumiputra Agenda Steering Unit (TERAJU), Federal Agricultural Marketing Authority
(FAMA), SIRIM Berhad, MDEC, and Malaysia External Trade Development Corporation
(MATRADE). The extensive collaboration network plays a critical role in this competition
as it ensures all projects achieved its objectives and gave a significant impact on the rural
community. Thus, the main objectives of this entrepreneurial-oriented programme were to:
(i) encourage youths especially in rural areas to choose entrepreneurship as their preferred
career; (ii) create job opportunities and improve the income level of rural population; and
(iii) create an attractive countryside to live in.

The RBC programme was implemented based on two categories of the business proposal
(BP), which are Business Growth (PP) and Business Idea (IP). BP category is for participants
who were already an entrepreneur but aspired to expand their business. Meanwhile, IP
category is for youth who have robust ideas and wished to venture into the rural business
sector. A total of four thousand and four hundred ninety-eight (4,498) BP entries were
received from 2012 to 2017, and MRD evaluated all proposals. A total of two hundred
and nine (209) entrepreneurs out of the total entries were shortlisted as the winners. One
hundred thirty-two (132) participants from the PP category were awarded business grant
prizes worth up to RM 76 million.

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Seventy-seven (77) participants from the IP category received cash prizes worth up to
RM 1.08 million. The grant payments were given in a few phases subjected to the project
implementation milestones achieved by the winners. Out of the two hundred and nine (209)
entrepreneurs, one hundred forty-three (143) winners had completed their projects while
the remaining sixty-six (66) winners were still implementing their projects with RM 6.9
million balance in their grants. However, the RBC programme was temporarily halted
in 2018 and 2019 to allow MRD focused on monitoring the winners’ projects, exploring
market access, and performing impact study of the programme.

ACHIEVEMENTS AND CHALLENGES OF RBC PROGRAMME

A brief outcome study was conducted in 2017 to evaluate the actual outcomes of the RBC
programme in 2012 to 2015 (Table 1). Seventy-seven (77) entrepreneurs (100% sampling)
who won the RBC competition in the PP category were evaluated in the aspects of (i) revenue/
incomes; (ii) numbers of trained entrepreneur, and (iii) numbers of job opportunities. The
evaluation outcomes are stated in Table 2.

Table 1: The number of winners (RBC Business Growth Category)

YEAR THE NUMBER OF WINNERS

2012 11
2013 20
2014 23
2015 23

Total 77

Table 2: The results of evaluation outcomes.

OUTCOME RBC 2012 RBC 2013 RBC 2014 RBC 2015 TOTAL

Revenue 303,000.00 1,400,000.00 635,000.00 886,000.00 RM3,224,000.00 (95.2%)
increment (RM) 178 431 Entrepreneurs
805 1,892 opportunities
Numbers of 93 82 78
entrepreneurs

created

Numbers of job 389 352 346
opportunities
created.

From the implementation of the RBC programme in 2012 to 2015, the winner’s revenue
has increased significantly by about ninety-five percent (95.2%), which was amounted
to RM3.224 million over a year as compared to that of before competition. The winners
mentored a total of four hundred thirty-one (431) entrepreneurs. One thousand eight
hundred ninety-two (1892) job opportunities were created and contributed to the socio-
economic activities in rural areas.

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From the study, several issues and challenges were encountered by the winners during
the implementation of their project plans. Those issues and challenges have affected their
performance and outcomes adversely. Some of the main issues and challenges were listed
in Table 3.

Table 3: Issues and Challenges Faced

ISSUES / CHALLENGES NUMBER OF ENTREPRENEURS INVOLVED

Incompetent contractor / supplier 12
Change in contractor/supplier 7
Difficulty in finding a suitable project site 5
Obtaining approval from the authorities
(local authority/DOE/TNB etc.) 3
Natural disaster 3
Delay in project milestones as the proposal
was not approved by JPP-RBC 2
The winner got sick / died 2
Cost savings from approved projects 2

Total 36

The issues and challenges reported from the assessment study enable the government to
identify the weaknesses of RBC programme and undertake prompt actions to overcome
the issues. For example, the selection criteria in appointing contractors and suppliers as
outlined in the RBC guidelines have been tightened. The RBC Programme Coordination
Committee (JPP-RBC) meetings should be held frequently in order to expedite and approve
any project applications, so that the grant can be utilised efficiently. Regular monitoring
activities should take place to assist the youth entrepreneurs in managing their project
issues. Besides, entrepreneurs must organise their project planning including foreseeing
all of the project requirements and risks, obtaining necessary approvals from the related
authorities in the advanced, proper selection of contractors, suppliers and locations as well
as keeping track on the latest business trends.

Systematic project planning and management are extremely important as it eliminates
undesirable delay of the projects and unclaimed grants during the implementation phase.
As RBC programme is moving forward, a comprehensive study on the impact of this
programme is essential to be carried out. It should expound all methods, outputs, outcomes,
and impacts of this programme. The results of the impact study will identify the benefits,
strengths, and weaknesses of this programme towards rural development in the next twelfth
Malaysian Plan (RMK-12)

CONCLUSION

Entrepreneurship is one of the major workhorses in accelerating the economic development
of a country. The rural entrepreneurship programme aimed to improve the socio-economic
level of the rural areas by creating more socio-economic activities and job opportunities
while making the countryside a more liveable place. From 2012 to 2017, the MRD has
devised the RBC programme to discover more rural youth entrepreneurs, create more job
opportunities in the rural area, improve the income level of rural society, and reduce rural

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migration to urban cities. From the outcome study, the RBC programme has successfully
increased the winner’s revenue, created more job opportunities and discovered more youth
entrepreneurs in rural areas. The way forward of the RBC programme will be determined
through the impact assessment study.

The impact assessment study will evaluate the benefits of this programme for rural
development. From the evaluation outcome, new or improved youth entrepreneurship
programme will be proposed to be implemented in the next twelfth Malaysia Plan (RMK-
12).

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Wortman Jr, M.S., 1990. Rural entrepreneurship research: An integration into the
entrepreneurship field. Agribusiness, 6(4), pp.329-344.

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CHALLENGES IN ACHIEVING WELL-BEING IN RURAL DEVELOPMENT –
PERSPECTIVE OF THEORY AND PRACTICES

Mohamad Tarmizi Abd Hamid
Institute for Rural Advancement (INFRA), MRD

ABSTRACT

This article discussed the well-being, challenges, and benefits of rural development from the
theoretical and practices perspective. Well-being is not just as a phrase, but it has a myriad
of benefits and impacts on rural development in Malaysia. The well-being of rural areas has
been widely accepted as one of the nation’s visions to help the rural people in bringing their
hopes to reality. The Ministry For Rural Development (MRD) has taken a major role in
achieving the national vision. In line with this new aspiration, the government has launched
The Rural Development Policy, which was implemented by MRD and supported by other
departments. A series of rural development programmes have been implemented ever since.
From the implementation of the rural development programmes, it was found out that there
are many challenges yet to be confronted. Finally, this article also discussed the benefits of
rural development programmes in shaping the new future of well-being for the rural people.

Keywords: Rural Development, Well-being, Challenges, Human Capital, Capacity
Building.

INTRODUCTION

In Malaysia, rural development is one of the main efforts undertaken by the government
to resolve socio-economic issues in rural areas. Before national independence, most of the
rural development was still limited in practice. Numerous rural development programmes
have been introduced and implemented to help the low-income groups in rural areas. Most
of the nation’s development programme took place in the urban areas, where the economic
resources brought more benefits to the urban cities than the rural areas. At the same time,
natural resources such as tin and rubber became the main domestic commodities for export
and main incomes source for the local people.

In 1959, the MRD was established, and few government initiatives were introduced to
enhance rural development. During this period, many rural development programmes
like basic infrastructure and socio-economic programmes have been implemented by the
MRD. The main goal of those programmes was to improve the quality of life of all the
people in rural areas regardless of ethnic and races. However, there is plenty of room for
improvement to reduce the gap between rural and urban areas. As an effort in addressing
such a situation, a new transformation policy and initiative should be introduced to help the
rural people, especially in the context of well-being initiatives. Therefore, the government
has launched a few new and specific policies related to rural development, such as the
Rural Development Policy. This policy was launched officially by the Prime Minister on
27 June 2019. This national policy has a clear nation’s vision to deliver the rural well-being
initiative. From this policy, all programmes and initiatives introduced by MRD aim to give
significant impacts on the well-being of the rural areas and people.

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As a whole, this article emphasises on the well-being concept, challenges, and benefits of
rural development from the perspective of MRD theoretical and practices.

LITERATURE REVIEW

As mentioned earlier, the government has been making many efforts in developing rural
areas since independence. The government has prioritised all kind of dimensions, including
the quality of life for rural development (Malaysian Quality of Life Report 1999). The people
are the main targeted group who receives benefits through various government programmes
and initiatives. However, most of benefits should be given to the rural people, especially
the poor. The assistance will improve their quality of life significantly. These target groups
were established by the government, and a series of social and economic programmes were
implemented to improve the living conditions of the target group six (6) decades ago. As
stated in the Malaysian Quality of Life Report (1999) these efforts include improving living
conditions of the poor, increasing the income level of the rural people, providing a better
quality education, health and housing as well as offering improved working conditions
(Malaysian Quality of Life Report 1999).

In the context of living conditions, the actual impacts and outcomes to the rural people
should be investigated in detailed. One of the nation’s visions is to achieve a balanced well-
being state for the rural people and living areas. Well-being can be defined in many aspects,
such as social well-being or economy well-being. In the context of rural development,
a balanced development encompasses all dimensions in life and requires the attainment
of well-being in the concept of achievement. The nation vision not only aims to enhance
the rural areas in the context of economic development but also in social improvement as
well. From the literature review, there are different concepts about the well-being related to
human life; however, the definition of well-being concept is generally too broad to describe.
As the concept of well-being is undeniably complex, Dodge et al. (2012) proposed a new
definition of well-being as the balance point between all individual’s resources including
psychological aspect, social aspect, physical aspect, and challenges encountered in all
those aspects. Dodge et al. (2012) even suggested that an individual’s equilibrium can be
affected by the elements related to resources and challenges. People will meet a particular
element in a specific challenge. In their definition, the level of well-being can be low or
high, depending on the stability of the resources and related challenges faced.

From the literature review, aspects including economic development, psychological, social,
and cultural are regarded as the quality of life elements. Thus, the quality of life in Malaysia
is defined as follows;“encompassing personal advancements, a healthy lifestyle, access
and freedom to pursue knowledge, and a standard of basic needs of individuals and their
psychological needs, to achieve a level of social well-being compatible with the nation’s
aspiration” (p. 6, Malaysian Quality of Life Report, 1999).

From this report, the well-being can be regarded as a national vision because the government
aspired to achieve the well-being of the rural community. Besides, some scholars associated
well-being with the quality of life, while others said well-being is not only limited to the
quality of life.

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It can be defined in many ways, depending on the situation. From the concept and theory
of well-being, economic, psychological, social, and physical elements can be accepted as
the elements of well-being for the rural people’s needs. The well-being can be proposed as
a national aspiration, as stated earlier in the Malaysian Quality of Life Report (1999). In
parallel with this aspiration, MRD has accepted the importance of well-being to the people
in rural areas since its establishment in 1959. Despite the acceptance, the well-being was
poorly emphasised at that time due to the proponent poverty issues and lack of basic needs
after independence. Hence, the achievement of well-being in all dimensions for the rural
areas is still yet to be achieved at a large scale.

To address such phenomenon, the ministry proposed the specific policy to tackle the urgent
rural development issues and bring well-being for the rural people as part of the nation’s
aspiration.

WELL-BEING CONCEPTUAL

In Malaysia, Rural Development Policy (RDP) was launched by the Prime Minister on 27th
June 2019. This policy has ten (10) thrusts comprising of economy, entrepreneurship, human
capital, infrastructure, youth, women, well-being for rural, delivery system, environment,
housing, and regional development.

All pillars were discussed thoroughly among the stakeholders, rural people, government
agencies, non-governmental organisations, target groups, and other parties. A wide spectrum
of views and inputs were given by all parties to enhance the rural development programmes.
The extensive efforts took by the MRD indicated the solemnity of the government in
bringing all aspects and dimensions of well-being to the rural areas. Therefore, the well-
being has been acknowledged as one of the nation’s visions to be attained by 2030 or
earlier. However, it is not easy to achieve this vision overnight as it needs more efforts and
commitments to put this vision in reality. All agencies under MRD and other machinery of
government must be cooperated with an integrated approach and spirits to implement all
thrusts of rural development in RDP.

Among the challenges in delivering well-being for the people in rural areas, there are
two scopes of challenges which can be derived from human factor and physical needs
(Study in Training Impact, INFRA 2018). Human factors involve the management of
human psychological, behaviour, character, values, and human capital, including attitude,
commitment, interest, knowledge, skills, and culture. In contrast, physical factors involve
either internal or external resources and not limited to infrastructure, basic needs, financial,
instrument, tools, and equipment. The machinery of government should carry out all
efforts to improve the rural socio-economic, and the initiatives should be supported by the
people. The implementation of rural development programmes should be carried out by the
government and the rural community together.

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CHALLENGES

Involvement of rural people in this mission may eliminate some of the challenging issues
in providing well-being for all. Human factors should be accepted as one of the important
elements in implementing rural development programmes. The individuals must have
proper psychological traits, skills and, knowledge in different fields. All these precondition
elements must be included under the human capital development programme. In line with
the human capital development, MRD focused on the training and lifelong education to
the rural people. In recent days, this mission has been implemented with a series of new
strategies and efforts.

The programme aims to improve the knowledge, skills, and values of rural people in all
dimensions. Some of the major issues on the human factor and other factors hindering the
success of well-being vision are listed as follows.

a. To reduce negative attitude towards development programmes.
b. To provide proper knowledge and skills.
c. To encourage high involvement and interest of rural people.
d. To enhance collaboration and commitment.
e. To instil high awareness and positive psychological traits.
f. To develop effective rural community leadership.
g. To support with adequate resources to those who are applicable.

Challenges of implementing rural development programmes were also clearly stated in
RDP. There are many challenges necessary to be tackled according to the respective thrusts.
For example, in human capital thrust, people mindset and the inclusiveness of capacity
building are some of the challenges. It is usually challenging to change the people mindset
instantly from negative perception towards positive thinking and proactive personality. This
challenge is regarded as a universal phenomenon, which can be found in many societies,
either rural or urban people and either in the developing or industrial countries. Another
challenge related to human development is creating skilful and productive workforce
among the younger generation. In the context of human development, MRD provided
proper knowledge and skills training from all over the education and training institutions
in Malaysia.

After all, the most challenging issue for MRD to solve is to bring such capacity building
to all people in rural areas, including the remote areas. At the same time, people should be
interested in learning new skills and knowledge from many fields. Despite the scattered
resident population in a rural area, it can still be achieved progressively with the high
commitment of agencies in reaching out to these groups at various places and areas. Rural
people should not be left behind with proper education and skill training by the government.
Such matters must be integrated with the involvement of rural leaders and community in
the respective village or settlement.

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The rural leaders and its society must work together in assisting the government in bringing
all dimensions of well-being into people lives. Engagement and collaboration with the
rural leaders and their villagers is a strategic approach in seeking the involvement of the
rural residents for rural development programmes. At present, there are 26,400 villages in
Malaysia (RDP 2019) and the rural people of each village should optimise the usage of
their own rural resources. This is a critical aspect because the rural residents must protect
all natural resources based on the needs and ownership. The rural people must manage the
income generation and economic strength from the optimised usage of rural resources. At
the same time, the machinery of government should assist and support them within their
roles and functions.

To overcome these challenges, rural people must work together with an integrated approach
proposed by the government agencies. Practical strategies and means should be proposed
to the rural people according to the situation and needs in the rural areas. Not all means
can be compliant with all situations and hopes. However, the implementation of rural
development programmes should be based on the real needs of rural people for an effective
empowerment. This offers an opportunity for the rural people to learn and understand new
development strategies and technology. Without offering prior awareness and knowledge,

the rural people may not understand the potential socio-economic benefits and impacts that
may bring into their lives. Once the rural people understand the benefits of the programme,
it will be easier for the rural people to accept the programme.

BENEFITS AND WAY FORWARD

The government has clearly outlined the importance and development of well-being in the
five year development plan. In Eleventh Malaysia Plan (2016-2020) mid-term review, the
concept of well-being was stated as the second pillar as inclusive development will enhance
and brings well-being to all Malaysians (11th Malaysia Plan or MTR 2018). Indeed, one of
the approach to achieve well-being is inclusive development. This approach is a strategic
thrust towards an equitable society. From the perspective of MRD, the well-being vision will
be given as a top priority to enhance the inclusive development in rural areas. Therefore, all
dimensions in the economy, social, basic needs, psychological aspects, physical facilities,
education, and others will be improved significantly in the rural areas. These dimensions
have been stated under RDP as top priorities in 10 thrusts. The success in achieving RDP
vision and its goals would depend on the level of commitment and interests exhibited by all
parties in implementing the development programmes in the rural areas. Both government
and rural community need to work together in bringing the well-being for all people. In
ten years before the year 2030, all efforts and programmes proposed in RDP should be
implemented thoroughly as MRD moves forward. By the year 2030, all dimensions in the
well-being concept should be improved especially in the rural areas, and the concept of
well-being is reached within the community and equitable society.. All challenges must be
confronted in the right path as guided by RDP in order to achieve well-being.

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CONCLUSION

It is envisaged that all rural people should receive all type of benefits from the well-being
vision through the rural development programmes. It may take some time to achieve, but it
all depends on the efficiency of machinery of government in bringing this vision toreality
from all dimensions of social, economy, health, education, and other aspects. As a whole,
this MRD vision will benefit 7.8 million people in the rural areas of Malaysia (Basic Data
MRD 2018).

REFERENCES

Basic Data MRD. 2018. Putrajaya: Strategic Planning Division, KPLB, Malaysia.

Dodge, R., Daly, A., Huyton, J. & Sanders, L. 2012. The challenge of defining well-being. International
Journal of Well-being, 2(3): 222-235.

Executive summary mid-term review of the eleventh Malaysia Plan (2016-2020). 2018. Putrajaya:
Economic Planning Unit, Ministry of Economic Affairs, Malaysia.

Malaysian Quality of Life Report. 1999. Kuala Lumpur: Economic Planning Unit, Prime Minister’s
Department.

Study in Training Impact on Induction Course to JKKK Leaders in Peninsular Malaysia. Bangi:
Research and Planning Division, Institute for Rural Advancement (INFRA).

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ENGLISH LANGUAGE COMPETENCY AMONG
KEMAS KINDERGARTEN’S TEACHERS

Siti Norziana Binti Abdul Karim
Community Development Department (KEMAS),MRD

[email protected]

ABSTRACT

Early childhood education plays a critical role in national development as it serves as the
foundation for the subsequent education levels. Teaching children as early as six (6) years
old can be a tough and complex responsibility. It is a huge challenge for early childhood
teachers to teach English as a second language and interact with young English language
learners. With Community Development Department (KEMAS) as one of the early childhood
operators, a new insight on the English language proficiency of the KEMAS Kindergarten’s
teachers (Pemaju Masyarakat or PM) was reported in 2018. From the study, poor English
communication skills were observed among the six (6) years old KEMAS kindergarten’s
children as compared to other subjects outlined in the National Pre-school Standard
Curriculum (NPSC). Since the potential origins of such poor English communication skills
are too broad to be examined simultaneously, some limitations should be addressed to
make the case study objectively measurable. As a result, the teacher element was chosen
as the first examinable case as the literature widely suggested that the teacher’s roles were
correlated with the student’s learning performance significantly. Two (2) main categories
of KEMAS kindergartens were identified for fair observation and data collection. The first
category was KEMAS kindergartens under locality Bandaraya and Bandar (Urban) and
the second category was those under Luar Bandar, Pedalaman I and Pedalaman II (Sub-
Urban) locality. Three (3) KEMAS kindergartens under each category (Urban and Sub-
Urban) in Malaysia were visited for Teaching and Learning (TnL) observation. In order
to assess the professionalism displayed by KEMAS kindergarten’s teacher and pedagogy
adopted, the framework used for this research study was adopted from that proposed by
Blomeke and Delaney. From the study, it found out that there were rooms for improvement
in every dimension prescribed in the Blomeke & Delaney Framework, especially for the
pedagogical elements. As a whole, the recommendation of this study will link the entire
findings, so that strategic planning can be formulated effectively in the future.

Keywords: English competency, Pedagogy, Early childhood education

1.0 INTRODUCTION
This document reported on the competency of KEMAS Kindergarten’s teachers in
improving the English language performance of KEMAS Kindergartens’s children. This
report also outlined the study background which includes the issue, the specific objectives,
the framework adopted, the research methodology with an emphasis on the description of
fieldwork, the types of analyses, the discussion of results, and lastly the recommendation
before the conclusion. From such a presentation, it is expected that the main issues
highlighted in the background will be perceived properly before the empirical investigation
can be established.

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2.0 BACKGROUND
National development usually involves many tenets. Apart from social, economic and
cultural contexts, education is also one of the crucial tenets responsible for national
development. Within the education context, childhood education plays a critical role in
national development as it serves as the foundation in achieving a good balance of human
capital. A good balance human capital was highlighted in the National Pre-school Standard
Curriculum (NPSC) (MOE, 2017).

It serves as the national development initiative to be implemented in Malaysia childhood
education system by the local government and private operators.

Within NPSC, six (6) elements are reported and expected to produce a good balance in
human capital and also enable the attainment of national development as intended by the
Malaysia government.

Figure 1: The NPSC framework (MOE, 2017)

Figure 1 depicts the six (6) components allowing the attainment of a balanced human
capital. Communication is one of the critical components that underpin the NPSC’s goal.
In NPSC, communication is about the integration of several language skills into the study
of pre-school students. This implied that both Bahasa Melayu and English languages
are blended into the pre-school educational delivery system by the operators, including
KEMAS, PERPADUAN, Ministry of Education (MOE), and private kindergartens.

The pre-school educational delivery systems comprise a wide range of assessment methods
to measure and monitor the performance of NPSC delivery. Within the context of KEMAS,
there are two (2) main mechanisms to measure the level of children’s development, as
illustrated in Table 1 as follow:

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Table 1: The mechanisms to measure the level of children’s development

MECHANISMS FOCUS

National Pre-school Assessment Instrument (IPPK) Measuring and monitoring the six (6)
components of the NPSC

The screening and enrichment of reading, Screening and enrichment of literacy
writing and arithmetic (3R) skills Module (MSPP) (Bahasa Melayu and English) and numeracy skills

The IPPK was established by MOE in 2017, whereas KEMAS introduced MSPP in 2016.
Both mechanisms are important as the report will be used as a guideline for KEMAS in
formulating action plans to enhance the early childhood education in KEMAS. As KEMAS
emphasises on the school readiness of the children, KPIs related to the level of children’s
development in both NPSC delivery and 3R’s skills were revised yearly. The report will
monitor and present to the top management of KEMAS twice a year (August and December).

As for the 2017 assessment, the IPPK indicated that the communication element scored the
lowest as compared to other NPSC components. Only seventy percent (70%) of 56,42 the
six years old children were able to master English communication skills, and the targeted
KPI of eighty percent (80%) was unable to achieve. However, the poor English reading and
writing performance for MSPP were reported at seventy-seven percent (77%) and eighty-
two percent (82%), respectively (79% in average) as compared to Bahasa Melayu (89%)
and Mathematics (89%). Although all subjects measured under MSPP failed to achieve
the targeted KPI (90%), the English performance (only 79%) was the weakest among all
as compared to Bahasa Melayu (89%) and Mathematics (89%). Hence, more studies need
to be conducted to investigate the factors that contributed to the large performance gap
between English communication and other subjects.

3.0 PROBLEM STATEMENT

The integration of language skills, especially English, is well acknowledged in multiple
government policies. There are six (6) key attributes every student should possess in order
to be globally competitive, as highlighted under Malaysia Education Blueprint (2013-
2025). One of the key attributes is learning and mastering of a foreign language by 2025
(MOE, 2012). Under Malaysia Education Blueprint (2013-2025), MOE also underlined
eleven (11) shifts to transform the Malaysia education system. One of the shifts is to ensure
that every child is proficient in both Bahasa Melayu and English languages. Very recently,
the Common European Framework of Reference (CEFR) (2018) was adopted by MOE in
teaching and learning English language in Malaysia. As English language communication
skill is a continuous learning journey from pre-school to university, CEFR also was aligned
with the NPSC. According to NPSC (MOE, 2017), 50% of the time allocated in the pre-
school classroom must be conducted in the English language. In contrast, the another 50%
of the time allocated is conducted in the Bahasa Melayu medium. To become a global
citizen of the 21st century, the urgent need to instil valuable knowledge and skills from an
early age is crucial.

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Furthermore, KEMAS under MRD also governed by these policies. There are existing
policies related to early childhood education under human capital enhancement aspects
such as Rural Development Policy (2020-2030) and Pelan Harapan (2018-2023). Of late,
Pelan Tindakan Kualiti Pendidikan Awal Kanak-kanak KEMAS (2020-2030) was launched
by YB Datuk Seri Rina binti Mohd Harun, Minister of Rural Development on 31th October
2019. The policy emphasises on the enhancement of human capital in the rural area through
various aspects, including upgrading the syllabus and improving the teacher’s proficiencies.

There is no doubt that all these policies were part of the government’s initiatives to improve
the quality of early childhood education, particularly English as a second language.
However, the English language communication skills of KEMAS Kindergarten children
were still rather poor compared to other subjects.

Based on the trends of MSPP and IPPK performances in 2017 to 2018 as shown in Table
2 and 3 respectively, there must be a contributing factor that leads to such weak English
language communication performance in many subjects such as Bahasa Melayu, Early
Mathematics, Early Science, Islamic Education, Moral Education, Humanities, Personal
Competence, Physical Development and Health Care, Creativity, and Aesthetics. Many
factors can be potentially associated with the weak performance of English communication
elements such as the teaching and learning module, infrastructure, teacher, children, parent,
and learning environment.

Table 2: MSPP’s Trend in 2017 and 2018 2017 (%) 2018 (%)
KPI TARGET KPI TARGET
SUBJECTS/ COMPONENTS 70 84
79
English 80 92
Bahasa melayu 89
Mathematic 90 89 80 92
AVERAGE % - 90%
86%

Table 3: IPPK’s Trend in 2017 and 2018

SUBJECTS/ COMPONENTS 2017 (%) 2018 (%)
KPI TARGET KPI TARGET
English
Bahasa melayu 70 81
Early Mathematic
Early Science 84 93
Islamic Education 92
Moral Education 82 92
Humanities 82 90
Personal Competence 80 93
Physical Development and Health Care 77 93
Creativity and Aesthetics 80 82
95
AVERAGE % 84 95
93
87 92%

88
85
82%

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However, since the factors contributing to the weak English language performance are
extremely broad to be examined simultaneously, some limitations should be highlighted to
make the case study objectively measurable. As a result, the teacher element was chosen
as the first examinable case as many works of literature have suggested that teacher’s roles
were one of the significant factors affecting the student’s learning performance (Gueririo
2014, 2015; Subadrah Madhawa Nair & Sopia Md Yassin 2017; Subadrah & Sophia 2017;
Sheridan et al. .2009).

With such justification, the teacher element was therefore considered as the factor to
examine the weak English language performance of IPPK and MSPP assessments in
KEMAS Kindergartens.

4.0 OBJECTIVES

In this empirical research study, Teaching and Learning (TnL) processes in KEMAS
Kindergarten were observed, and the objectives were specified as follows:

i. To identify the level of English language usage among the teachers
during TnL at KEMAS Kindergartens; and

ii. To evaluate the professionalism and pedagogy adopted by teachers in
teaching the English language at KEMAS Kindergartens.

5.0 SCOPE OF THE STUDY

In achieving the predetermined objectives, the study focused on the four (4) subjects
namely:

5.1 English Language Subject
As briefly described in the background, the issue addressed in this study is the poor English
language performance of KEMAS Kindergarten children as compared to other subjects.
Therefore, the deliberate examination of this study is merely the English language subject.

5.2 Teachers
Many components (curricular, modules, teacher, children, infrastructure, parent, and
assessment environment) can establish meaningful learning system. In this study, it was
performed to observe and monitor the teacher in delivering English language subject.

5.3 Mastery and Usage of English language
To deliver the modules and conduct the class effectively, the teacher must be proficient to
some necessary extent in the English language.Proficiency includes mastery and frequent
usage of the English language during teaching. Therefore, this study narrowed down into
mastery and usage of English language during class teaching.



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5.4 English Teaching Pedagogy
Teaching different subjects and different level of students require different pedagogical
approaches. Proper adoption of pedagogy is crucial as pedagogy helps to facilitate the
learning effectively. Thus, this study focused on the teacher’s pedagogy when teaching
English.

6.0 FRAMEWORK ADOPTED

To measure the quality of teaching, the professionalism of teachers should be recognised and
documented. In order to assess the pedagogical knowledge and professionalism displayed
by the KEMAS Kindergarten’s teachers, the framework applied for this research study was
adopted from that of Blomeke and Delaney (2012).
The selection of Blomeke and Delaney’s framework was well justified as the framework
includes all critical components related to the teacher’s professionalism, and it is widely
recommended in the literature. Figure 2 depicts the Blomeke and Delaney (2012) framework.

Figure 1: Seven (7) Attributes of Teacher’s Professionalism (Blomeke and Delaney, 2012)

Cognitive Abilities

Professional Knowledge Motivation

General Pedagogical Self-Regulation
Knowledge

Content Professional Beliefs About
Knowledge Teaching And Learning And
pedagogocal The Subject Content
Content
Knowledge Affective -
Motivational
Characteristics

According to them, there are seven (7) identified domains that can be used to assess the
professionalism and pedagogical knowledge of a teacher. The seven (7) identified domains
are:-

6.1 Professional Knowledge (PK)
PK plays an essential role in delivering high quality of classroom teaching and learning
(Loughan, 2011). Hence, the current study is an attempt to develop adeep understanding of
how PK can be documented, established, and refined among the KEMAS Kindergarten’s
teachers. As teaching is the key milestone of a students’ academic performance, there is a
major concern when a teacher displays poor PK. Assessing the quality of a teacher’s PK is a
step closer to facilitate a good teaching process. A teacher should be well-equipped with the
necessary knowledge and the general practices for an effective teaching-learning process

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6.2 General Pedagogical Knowledge
General pedagogical knowledge (GPK) is evaluated among the KEMAS Kindergarten’s
teachers. GPK is a major aspect of teaching. In this study, the teacher’s GPK is evaluated
to determine their competency in adopting proper instructional methods, approaches, and
techniques as well as classroom management skills for effective delivery of English language
subject. From a study conducted by Konig and Pflanzl (2016), the relationship between
teacher’s GPK and their instructional quality was found to be significant. The teacher’s
GPK was correlated positively with the students’ perceptions of effective classroom
management, generic teaching methods/teacher clarity, and teacher-student relationships.

6.3 Content Knowledge (CK)
CK is also known as subject-matter knowledge. According to Ball and McDiarmid (1989),
teachers who “possess inaccurate information or conceive of knowledge in narrow ways,
they may pass on those ideas to their students”.The teachers must have high CK of the
subjects they teach because teacher’s conceptions of knowledge could shape their teaching
practices including the type of questions they asked, the type of ideas they reinforced, and
the type of tasks they assigned (Ball & McDiarmid, 1989).

6.4 Pedagogical Content Knowledge (PCK)
Teachers need to demonstrate a sufficient level of knowledge on the subject matter he or she
is teaching (Shulman, 1986). Effective application of PCK will impact the teaching quality
and students’ learning process significantly (Evens, Elen, & Depaepe, 2015). Thus, the
teaching methods adopted by teachers when delivering the contents of the English lesson
was observed as a key factor to determine their competence in this area.

6.5 Motivation
One of the factors measured in this study was the level of teacher’s motivation. Handing
pre-schoolers inside and outside of the classrooms can be quite challenging and exhausting
for a teacher on a daily basis. These could be the setbacks for the teachers in gaining
maximum job satisfaction (Suslu, 2006).Thus, motivation plays a fundamental role in the
teaching profession as it attends to the teacher’s needs to stay motivated and internally
driven.Therefore, the school administrators must ensure that the teachers are well motivated
and professionally competent at carrying out the teaching profession.

6.6 Self-regulation
This study observed the teacher’s self-regulated inclinations as it reflects in the instructor’s
teaching and learning processes. Self-regulation has been proven to be important in life,
especially for academic success (Bandura, 2006; Boekaerts, 1999). Self-regulation can be
determined from the way the teachers set goals for teaching and learning, action planning,
usage of proper instructional strategies based on the pre-set goals, frequent monitoring and
evaluation of the outcomes, quick adaption and revision of their approach when necessary
(Peeter et al., 2014). The teacher’s decisions and approaches to all these elements were
observed as part of the study to evaluate the level of self-regulation in English language
instruction.

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6.7 Professional belief about teaching, learning & subject content
The next theme observed in this study was the teacher’s professional belief in teaching,
learning and subject content. The selection of this domain was well justified as the teacher’s
belief has a significant impact on influencing the instructional behaviours and teaching
content (Turner, Christensen & Meyer, 2009). The identification of such domain was
attained by analysing on how teachers were trained and how knowledge and beliefs were
gained at the end of training (Blomeke & Delaney, 2012).

7.0 DESCRIPTION OF FIELDWORKS

The following items form up the description of fieldwork.

7.1 Observation
Field observations were chosen as the research technique in this study. With a systematic
data collection approach, observation allows the use of human senses to examine the
professionalism and pedagogy of KEMAS Kindergarten’s teachers during the fieldwork.
Two (2) categories of KEMAS Kindergartens were selected for fair observation and data
collection. The first category was the KEMAS Kindergartens under locality Bandaraya and
Bandar (Urban) and the second category was those under Luar Bandar, Pedalaman I and
Pedalaman II (Sub-Urban) locality. Three (3) KEMAS Kindergartens under each category
(Urban and Sub-Urban) in Malaysia were visited for TnL observation. In order to maintain
the reliability of the study, the selected KEMAS Kindergartens remain undisclosed, and the
authors only communicated with the state’s representative before the visit trips.

7.2 Data gathering
The observation used two (2) instruments that complement each other. They were a visual
recorder and observation form. A visual recorder was used to capture the teacher’s behaviour
during the English language teaching slot. The recorder was placed at the proper room
corners to cover all teacher’s movement during teaching. The recording started immediately
when the English slot commenced and ended when the slot finished. The observation form
was used along with the visual recording to capture the detailed conducts of seven (7)
dimensions prescribed in the framework. As the visual recording is capturing the teacher’s
movement and activities, the form was used to record the ratings of seven (7) attributes
associated with the teacher’s professionalism.

8.0 FINDINGS & DISCUSSIONS

Based on the seven (7) dimensions prescribed in the framework (Blomeke & Delaney,
2012), this study found out that there is no significant relationship between the demographic
factors such as age, locality of the teachers, and the location of the KEMAS Kindergarten
with the dimensions. Particularly, this study indicated that:

8.1 Professional Knowledge (PK)

This study found out that the teachers possessed sufficient PK attained from their previous

tertiary education in the universities. The classroom was well managed, and the TnL

processes were implemented effectively according to the syllabus and learning objectives.

However, there was room for improvement in the methodology and pedagogy adopted

during the TnL in English slot.

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The English class activities were supposed to be active learning and teachers should
apply the 21st Century learning methodology. By applying the principles of PK with the
subject knowledge and relevant pedagogy, a significant enhancement in learners’ academic
performances will be resulted.

8.2 General Pedagogical Knowledge
GPK can also be categorised as a teaching method, instructional model, classroom
management skill, or classroom communication tool (Morine-Deshimer & Kent, 1999).
Hence, this study found out that there was plenty of room for improvement in the teacher’s
GPK in the future due to rapid change in the Malaysia education system. Thus, both
innovation and technology are some of the indispensable tools to cope with the fast-
changing education system at the threshold of the 21st century.

8.3 Content Knowledge (CK)
Aforementioned earlier, CK is also known as subject-matter knowledge. This study found
out that English language proficiency among the teachers should be improved. It is found out
that only thirty percent (30%) of the teachers (23 out of the 78 samples) applied the English
language during TnL in the classroom. As required by NPSC, 50% of the teaching session
must conduct in the English language, and another 50% of the day must be conducted in
the Bahasa Melayu medium. This was not in place during the English teaching slot. This is
because the pre-school’s teachers were not an English teacher who majored in the English
language subject in primary and secondary schools. However, the pre-school’s teacher
should at least be able to master listening, speaking, reading, and writing skills as outlined
in the NPSC.

8.4 Pedagogical Content Knowledge (PCK)
Evens, Elen, & Depaepe (2015) said the effective application of PCK would impact the
teaching quality and students’ learning. Shulman (1986) asserted that mere CK without
pedagogical application to the subject matter is useless in both ways. Thus, this study
found out that the PCK among teachers also needs further improvement. The TnL will be
conducted more successfully when the teachers can use a variety of audio-visual aids. The
children would be more interested to learn English if the teachers adopted a new visual
pedagogy where what subject is no longer matters. Thus, the skills and persuasive power to
attract children’s in learning English are rather important.

8.5 Motivation
Teacher motivation is crucial as it relates to the use of motivating strategies, which is
directly affected the student motivation and English achievement as empirically supported
by Bernaus, Wilson and Gardner (2009). Although the teaching motivation of KEMAS
Kindergarten’s teacher met the study’s expectation, any efforts in promoting higher level
of motivation among teachers should be encouraged as it also promotes more effective
learning among the pre-school learners as well.



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8.6 Self-regulation
Self-regulation is an important component of the teachers’ competence. This study observed
satisfactory self-regulation from the teachers, and the teachers were able to apply self-
regulation behaviour in their profession. It is a soft skill that can be learnt from experience
in practice. Furthermore, teachers are expected to acquire, practice, and improve self-
regulation in the future (Randi, 2004).

8.7 Professional belief about teaching, learning & subject content
As illustrated earlier, teacher’s belief in teaching is crucial in promoting high motivation
level among the students, in shaping the instructional behaviour and content and finally, in
achieving better academic performances (Turner, Christensen & Meyer, 2009).

Therefore, the teachers’belief in TnL and subject content must be investigated in order to gain
a more in-depth picture of the teaching process that took place in KEMAS Kindergartens.
Hence, the teachers’ belief in the teaching of English subject met the expectation of this
study. These beliefs will affect the interaction behaviour between the teachers, children,
and subject matter significantly.

9.0 RECOMMENDATION

From the findings, several recommendations were proposed to KEMAS for rooms
of improvement. KEMAS needs to come out with new insight on how significant each
of the dimensions prescribed in the Blomeke & Delaney Framework (2012). Thus, the
recommendations of this study will link the entire findings, and strategic planning can be
formulated effectively in the future.

9.1 Vary teaching technique
Teachers can attempt to adopt different teaching techniques and incorporating new
materials (Moore, 2007). Teachers should capture and maintain the students’ interests by
being innovative and adopting a variety of instructional approaches such as discovery
learning, problem-solving, debates, forums, role-playing, simulation, games, computer-
assisted instructions, and other stimulating approaches that can customise the students’
learning preferences based on learning styles and intelligence. Games, simulations, and
other activities with interesting features can promote active learning interaction, illustrate
relevant aspects of real-world situations, and encourage possible direct involvement in
the learning process (Burden and Byrd, 2003, p. 123). Drama, art, and music are highly
recommended in the reading class. Students can dramatise stories, use art to create visuals
of what they have read, and use lyrics as a fun way to reinforce reading (Yopp and Yopp,
1991, p. 132).



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9.2 Promote critical and creative thinking
Teachers can encourage the students to think critically and creatively by incorporating
activities that promote awareness in cognitive processes (Ornstein and Lesley II, 2004) and
enhance opportunities for thinking (Moore, 2007). To promote critical thinking, Lipman
(1988) suggests that teachers should provide activities that would allow students to change
their thinking from guessing to estimating, from preferring to evaluating, from grouping
to classifying, from believing to assuming, from inferring to inferring logically, from
associating concepts to grasping principles, from noting relationships to noting relationships
among relationships, from supposing to hypothesising, from offering opinions with reasons
to offering opinions with reason, and from making judgements without criteria to making
judgements with criteria.

9.3 Encourage collaboration
Many teachers exploited the collaboration method to stimulate and maintain the students’
intrinsic motivation while mastery goal orientation (Guthrie, 2000, p. 127). Cole (2003,
p. 59) proposed that arranging opportunities for students to engage in social interactions
is essential. While some students learn efficiently on their own, many students need the
support of peers and talk, to learn and achieve. Collaboration among students will enable
them to help each other and hence ease the feeling of anxiety and stress when the low-
achieving students received peer-supports from the high-achieving students (Ornstein and
Lesley II, 2004). It will also promote learner autonomy (Williams, 2006).

9.4 Creating awareness of the importance of Reading and Writing
Reading and writing are two of the major skills inherent to modern living. In fact, these
two skills are used naturally in our daily activities. Teachers can improve the students’
awareness of the usefulness of these two skills and how important it is to be able to read
and write well. It can be for pleasure, like reading storybooks, poems, magazines, and
newspapers. It can also be for practical reasons like reading labels, instructions, or recipe
books. Many people read to enrich their knowledge and gain extra information. Students
may spend much time reading materials related to their course and areas of study.

9.5 Enhance teacher’s English language proficiency including PCK
Teachers’ teaching approach should complement the students’ self-concept. This can be
achieved by providing the right reinforcements that matched each student’s capabilities and
offer positive feedback to enhance their sense of competence. When students possess the
right level of self-concept, they will most likely feel less anxious in the learning process
and will not give up easily (Noels, Pelletier, Clemont and Vallerand, 2004, p.147). Teachers
need to use deep and active learning strategies for a more meaningful and experiential
learning experience. Retention of active learning and experiential learning, including the
use of Total Physical Response, parallel talk, and self-talk is more effective. The ability of
the teachers to relate lessons to real-life applications lead to more relevant and meaningful
TnL. It also promotes the transfer and application of knowledge to situations in their daily
life. Adoption of 21st century learning with the integration of the 4Cs: communication,
collaboration, critical thinking, creative thinking, and others is vital in today’s’ education
need. The teachers need to adopt Higher Order Thinking Skills (HOTs) elements in their
instructions as stipulated in the pre-school curriculum documents

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REFERRENCE

Norhanisha Binti Yusof, Syamsiah Binti Hussin & Syaiful Anas Bin Ibrahim (2010). Penggunaan
Bahasa Inggeris Bagi Proses Pengajaran Dalam Kalangan Pensyarah Politeknik Balik Pulau Dan
Politeknik Seberang Perai.

Siti Hamim Stapa, Nadzrah Abu Bakar dan Rozmel Abdul Latiff (2007). Penulisan Bahasa Inggeris
Dalam Kalangan Pelajar Luar Bandar: Implikasi Terhadap Pengajaran Dan Pemelajaran. Jurnal
e-Bangi, Jilid 2, Bil.2 Ms 1-17.

Meor Ibrahim Bin Kamaruddin & Siti Zubaidah Binti Osman (2008). Tahap Penguasaan Bahasa
Inggeris Bagi Bakal Guru Sains Di Kalangan Pelajar Tahun Empat Akhir Sarjana Muda Dalam
Pendidikan (Sains), Universiti Teknologi Malaysia. Online.

Guerriero, S., 2015. Teachers’ pedagogical knowledge and the teaching profession. OECD
Background Report and Project Objectives Background_document_to_Symposium_ITEL-FINAL.
pdf.
http://www.oecd.org/edu/ceri/

Guerriero, S. (2014). Teachers’ Pedagogical Knowledge and the Teaching Profession. Teaching and
Teacher Education, 2(1), 7.

Subadrah Madhawa Nair, Sopia Md Yassin (2017). Do Preschool Teachers’ Professional
Qualifications Play A Role In Enhancing Their Understanding Of ECCE Training? AESS
Publications, International Journal of Asian Social Science, 2017, 7(9): 754-763.

NAEYC, 2015. Promoting high quality early learning by connecting practice, policy and research.
Retrieved from http://www.naeyc.org/content/about-naeyc

Sheridan, Edwards, Marvin and Knoche, 2009. Professional development in early childhood
programs: Process issues and research needs. Early Education and Development, 20(3): 377-401

MQA (2014). Programme Standards: Early Childhood Education

Rosmah Binti Abd. Ghani & Mariani Md Nor, Pelaksanaan Kurikulum Standard Prasekolah
Kebangsaan oleh Guru Prasekolah. Vol 7 (2014): Jurnal Peradaban.

Blömeke, S. & Delaney, S. (2012). Assessment of teacher knowledge across countries: A review of
the state of research. ZDM Mathematics Education, 44, 223-247.

Saayah Abu 2008 Menjadi Guru Tadika. PTS Professional Publishing Sdn Bhd.

Thanavalli AlP Subrabmonion (2016). Analisis Aplikasi Kognisi Dalam Tunjang Komunikasi Bahasa
Malaysia Prasekolah. Tesis Sarjana.

Cooner, M. 2001. Motivation in second language education. (22 Julai 2002)

www.public.iastate.edu/~micon.classes/517/motive.html

Jabatan Kemajuan Masyarakat (KEMAS). (2018). Pengajaran & Pembelajaran. Online. http://
www.kemas.gov.my/index.php/my/sppa/43-pra-sekolah/tabika/171-pengajaran-pembelajaran

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Nik Rosli Ibrahim & Hidzir Bin Zulkelple (2016) Persepsi Guru-Guru Kemas Terhadap Penggunaan
Kaedah i-Think Dalam Pengajaran Dan Pembelajaran Dalam Bilik Darjah, Dalam Prosiding
Seminar Penyelidikan Tindakan Pendidik Guru 2016: 1 Pensyarah 1 Penyelidikan, Institut
Pendidikan Guru Kampus Sultan Mizan Besut, Terengganu. m/s 454-461

Bahagian Pembangunan Kurikulum (BPK). (t.t) KURIKULUM STANDARD PRASEKOLAH
KEBANGSAAN (KSPK). Kementerian Pendidikan Malaysia. Online. https://arazaharah.weebly.
com/uploads/1/0/3/0/103027916/01_taklimat_umum_kspk.pdf

National Association for the Education of Young Children (NAEYC), (2015). Malaysian ECE
Curriculum & International Approach. Online. http://earlychildhood msu.blogspot.my/2015/08/
malaysian-ece-curriculum-international.html

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DEVELOPMENT OF I-DESA APPLICATION FOR CENTRALISED VILLAGE
INFORMATION AND PLANNING

Roslida Mat Zin, Rhoodie George
Institute for Rural Development (INFRA), MRD

ABSTRACT

A total of 15,434 villages in Malaysia were registered and monitored under the Village
Community Management Council (MPKK). Most of these villages were located in the
rural areas. Centralised village information helps to collect and store the basic information
of villages with minimum time and cost. Thus, i-Desa system was introduced in 2015 to
centralise the basic information of all villages in Malaysia under MPKK. It was available
for download on PC, Google Play Store, and Apple Store. The platform was free for any
party without any registration. From the i-Desa application, the users can view the basic
information of a particular village including the appointed Village Community Management
Council (MPKK), number of people in the village, infrastructure, facilities, and local
products available in the villages. From the study, the outcome of the i-Desa system may
depend on its reliability of the information. Thus, MPKK and the stakeholders must share a
common goal in disseminating trustworthy information that benefits the public.

INTRODUCTION

i-Desa application was an initiative introduced by INFRA consistent with the new MRD
Transformation programme in 2015. The i-Desa app was created to provide centralised
village information, which can be easily shared using the mobile apps platform. The
development of i-Desa application took in the account of the availability of the National
Level Profile System (SPKPN) developed by Economic Planning Unit (now the Ministry
of Economic Affairs) and the village profile information provided by INFRA manually
through the JKKK / P (now MPKK) Induction course. All sources of these information will
be integrated into the i-Desa application before translated into user-friendly information.

OBJECTIVE
i. To find and share basic village profile information easily
ii. To promote a registered homestay village

LIST OF INFORMATION IN I-DESA
The basic village information in i-Desa consists of the following information:
• The name of the parent village with a list of linked villages
• Name of village leaders
• Number of residents
• Type of basic facilities
• Community convenience
• Village coordinates
• Type of village products
• Homestay registered with MOTAC

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ABOUT i-DESA

The conventional approach to expand the information system is to use computer facilities
at work. To support the government’s agenda in Industrial Revolution 4.0 and Big Data,
INFRA optimised the use of smart device technology to bridge the information gaps among
the public through the i-Desa application.

Numerous parties provided village profile data of the districts, states and even agencies
under MRD. However, this data is difficult to obtain because it involves the access and
control of data ownership of the agency. Therefore, the application was developed on a
central basis to centralise information effortlessly.

The data collection process was completed manually using the SPKPN village profile form,
which was distributed during the MPKK Induction Course. Information access within the
SPKPN was limited to individuals with ID access only. As such, stakeholders such as the
MPKK, District office, State Secretariat Office, KPLB, and others are difficult to obtain the
basic village information for planning and execution purposes.

To address the issue, i-Desa application was developed without the need for ID access as
all information provided in the i-Desa application are for general access. i-Desa application
was built internally using existing resources at no cost. It exploited Android and Apple
smart devices platforms to make it even more efficient. The costs involved are subscription
fees on both platforms as follows:

i) Google Play Store platform fee: USD 25.00 one-time fee
ii) Apple App Store platform fee: RM 370.00 per year

BENEFITS

INFRA conducted an in-house testing session on the developed application before it was
uploaded to the Google Play Store and Apple Apps Store platforms for installation on smart
devices. Both of the platforms have been set up before the application was available for
users globally.

Time/Cost Saving
The process of obtaining the village information manually from the stakeholders involved
the application of information from many relevant agencies. This method was time
consuming and also involved additional costs such as paper, postal, telephone bills, and so
on. From the i-Desa application, this information can be accessed instantly under the aid of
internet access as it provided information centrally.

Increase Productivity.
By taking the time and cost into account while using this application, work productivity
can be improved with a faster information collection process. Therefore, the planning and
implementation of the programme can be done efficiently and promptly.

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User-friendly.
i-Desa application was set up with a user-friendly interface. For example, users of this
application can search by state, district, state, or local parliamentary elections.

Providing Customer / Owner Satisfaction.
Based on the user’s comments from the Google Play Store and Apple Apps Store platforms,
the ratings were good. The i-Desa application has achieved good customer satisfaction.

Contribution to the Well-being of the People.
Through i-Desa application, people can access country-wide country profile information
easily for many purposes such as homestay information, village location, and contact info.
Furthermore, agencies under different levels can also use the information available for
project planning and development and the well-being of the people. For example, information
related to the population and location of the village can be obtained immediately.

Sustainability.
i-Desa has been in use since 2015 and still remain active up today. Based on the download
records from Google Play Store Platform and Apple Apps Store, the download activity of
i-Desa application is still active with most of the users. To ensure i-Desa is still in keeping
with the current requirements, i-Desa application has been included as an INFRA KPI.

SIGNIFICANT / RELEVANT

Height

Based on the user comments from the Google Play Store and Apple Apps Store platforms,
the feedback provided was generally good. One can conclude that this app met customer
requirements. Apple i-Desa application download records also showed that i-Desa
application was also downloaded by users in other foreign countries such as China and the
United States.

COMMITMENT

Top management provided supports and commitment in terms of:

a) Finance
More time allowances were provided for data entry work by the Task Force i-Desa team.

b)Human Resources
The i-Desa Task Force was formed from the existing INFRA staff.

c) Equipment
A portable Android TV was provided for the purpose of promoting and learning this
application.

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I-DESA (CONTENT AND APPLICATION UPDATE)

i-Desa application was developed in September 2015 and available in the Google Play
Store and Apple iTunes. The application must be consistently updated to improve the
performance, stability and, security of the application in both android and IOS platforms.
Regular updates of the application will ensure the software continues to run safely and
efficiently. It will also reduce the exploitation of outdated software with unpatched security
flaws.

INFRA is fully aware of the threats related to the exploitation of the content from the
application by irresponsible individual or organisation. INFRA undertook steps to update
the i-Desa application from time to time.

While updating the i-Desa application is important, the content in the application also
requires a regular update. The term of MPKK is only valid for two years, and the members
may change. The content of the application needs to be updated if there are new members
of the MPKK elected.

Keeping the content up to date helps to build trust between the target groups, stakeholders,
and INFRA. It will eradicate invalid information in the i-Desa application. New information
was collected through courses, seminars, and mobile learning organised by INFRA. Some
information was received from email, which was sent out by the members of the MPKK. The
content of the application can only be updated by INFRA personnel to prevent exploitation
of the content by other parties.

REFERENCES

http://ims.infra.gov.my/iDesa/kplb

http://www.infra.gov.my/web/index.php/my/

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IMPROVEMENT OF MPKK KNOWLEDGE AND SKILLS
IN MANAGING THE RURAL AREAS FROM

CERTIFICATE OF VILLAGE GOVERNANCE PROGRAMME
INFRA-UNIKL

Aslina Wati Abdullah
Institute for Rural Development (INFRA), MRD

[email protected]

ABSTRACT

Village Community Management Counsel (MPKK) is a grassroots leader in the heart of
many village developments. MPKK institution was established in 1962 under the National
and Rural Development Plan of Directive No.3. It serves as part of the village leadership
system, which acts as a catalyst and a vital channel to accelerate the development of village
and safety programmes. Since MPKK is the closest community to the village society, it also
serves as a key driving agent for mobilising local resources, developing and changing the
local community’s attitude towards a more vibrant and innovative villager society. MPKK
also plays an important role in assisting and facilitating the achievement of the project
objectives as outlined by the government. MRD also contributed the continuous efforts
to empower MPKK in terms of organisational and community management through the
Certificate of Village Programme cooperation between INFRA and University of Kuala
Lumpur (UniKL). In short, the modules in the Certificate of Village Programme are capable
of producing knowledgeable, competent, and successful leaders who will assist in the
development of government policies and aspirations.

Keywords: MPKK, Certificate of Village Programme, Knowledge, Skills.

INTRODUCTION

The Certificate of Village Programme is one of many government initiatives launched
under the Rural Transformation Plan on 20th November 2015. The initiative focuses on
strengthening the grassroots level of the MPKK as a machinery of government administration.
This initiative adds value to short-term training programmes and strengthens the capacity
of village administrators and community leaders. The programme was developed by the
Institute of Rural Development (INFRA) with the expertise of the University of Kuala
Lumpur (UniKL). The target of this programme is to establish a total of 16,000 MPKK
nationwide.

The programme aims to produce MPKK who are professional, informative, and skilled in
carrying out the administrative duties of the organisation and community. The improvement
in knowledge and skills can be achieved from the rural transfection programmes and
ultimately lead to better rural economies. MPKKs are frontline leaders at the heart of a
village development. The MPKK institution was established in 1962 under Directive No.3
of the National and Rural Development Plan. It was part of the village leadership system to
serve as a catalyst and monitoring channel for a variety of village development and safety
programmes. It also serves as a communication bridge between the government and people.

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It is the most effective structure to bring villagers in embracing the new dimensions and
enjoying the benefits of national development beyond 2020.

As MPKK is the closest community to the villagers, MPKK also serves as the main
driving agent to mobilise local resources and develop a more vibrant and innovative local
community. MPKK plays an important function and role in ensuring the achievement of
the government’s stated objectives. MRD also put in efforts to empower MPKK in terms of
organisational and community management.

IMPLEMENTATION STRATEGY

The Certificate of Village Programme was implemented at five (5) zones, namely Central
/ South Zone, North Zone, East Zone, Sarawak Zone, and Sabah & Labuan Zone phases
in 2017. Its implementation method was adopted from the APEL (Accreditation Prior
Experiential Learning) It considered all the courses related to INFRA and other agencies/
departments attended by the MPKK.

The selection of candidates was based on the following criteria;

• Selection of participants was agreed by the chairman, secretary, youth bureau,
women’s bureau, and economic bureau of MPKK;
• Had held positions in MPKK;
• At least one level of education and able to master 3M’s basic skills of reading,
writing, and counting;
• Attended courses organised by INFRA and other agencies/departments in areas
related to governance; and
• Other criteria set by MRD based on existing requirements.

All participants must attend face-to-face training, three (3) day intensive class or a lecture.
The modules include village management and financial management of MPKK, village
strategic plan (Pelan Strategik Desa), leadership and entrepreneurship, project monitoring
and responsibility as assistant registrar of voters. Participants will be evaluated through
the final project of proposing a hands-on village strategic plan with fourty percent (40%)
mark. Another sixty percent (60%) was evaluated based on the overall commitment of the
programme including the attendance of each session, module mastery, general knowledge,
experience sharing and level of idea contribution for each activity carried out throughout
the programme. The speakers and facilitators for the programme were UniKL educators,
INFRA, agencies under MRD agencies, and the Election Commission of Malaysia (SPR).
Participants who successfully completed the programme will be awarded a certificate in
rural governance and transcripts by UniKL with the different grades of Excellent (A),
Honours (B), Passed (C), and Not levelled (D). The crediting of each participant was based
on the scores as listed in Table 1 below.

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Table 1: Grading for Sijil Tadbir Urus Desa Participants

Mark Gred LEVEL
OF GRED
80 - 100 A
60 - 79 B Excellent
30 - 59 C Honours
29 - Below D
Pass
Not levelled

A total of three thousand and five hundred (3,500) MPKK participants took part in this
programme at Phase 1. Out of the total number, about three thousand and twenty-five (3,025)
MPKK successfully completed the course. At the end of the programme, participants were
presented with a Certificate of Village Programme and transcripts awarded by UniKL. The
certificates presentation ceremony was completed by the Prime Minister of Malaysia in
conjunction with the Convention of MPKK on August 22, 2017, at PWTC, Kuala Lumpur.

RESEARCH METHODOLOGY

To evaluate the efficiency of the programme, a survey questionnaire was conducted to three
thousand and twenty-five (3,025) MPKK who participated in the programme. The analysis
found out that a total of thirty-nine percent (39%) respondents said that the content of the
programme was appropriate and thirty-one percent (31%) of the respondents indicated that
the speaker (teaching staff) was good. The survey also found out that seventy-one percent
(71%) of the respondents were satisfied with the course content related to MPKK village
administration, financial management, and accounting.

To determine the relevance of the programme to the MPKK field, questions regarding to
the relevance and importance of the programme were also listed. From the analysis, ninety-
eight percent (98%) of respondents indicated that the content of the programme was helpful
in carrying out the day-to-day tasks of the MPKK. All of the respondents (100%) agreed
that the course could train them in carrying out the tasks related to the JKKK institution
administration.

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CONCLUSION

As an important government agent in the practice of democracy, the competencies of a
village leader is not only limited his or her ability in carrying out daily tasks but also
included his proactive concerns and responses in addressing the internal and external
changes in his village. Therefore, a leader needs to be proactive, visionary, and wiser at the
right time and the right place.

Through the implementation of Certificate of Village Programme INFRA-UniKL
Programme, MPKK can assist, support, and guide the villagers in delivering the best projects/
programme. The guidance and skills attained from the workshop and lecture sessions can
be applied by each participant to enhance their practical ability in managing their village
system more systematically and efficiently. MPKK will be allowed to cooperate in the
proposed project. From the INFRA-UniKL Rural Governance Programme, MPKK can
provide proper leadership skills and knowledge to the rural community. Implementation of
the Sijil Tadbir Urus Desa INFRA-UniKL Programme is crucial to enhance the knowledge
and skills of MPKK in managing the rural area at a more professional level.

REFERENCE

Kertas Cadangan Pelaksanaan Program Sijil Tadbir Urus Desa (STUD), (2017) Institut Kemajuan
Desa (INFRA) Universiti Kuala Lumpur (UniKL)

Ismail, I. JKKK kini Majlis Pengurusan Komuniti Kampung. (2018 June) Retrieved from pengurusan-
komuniti-kampung

https://www.bharian.com.my/berita/nasional/2018/06/442430/jkkk-kini-majlis

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