Kualiti Pengajaran dan Pembelajaran Universiti Tempatan

Abstract

In our reflection on the development of Malaysian universities in the era of globalisation and with a view to meet the Vision 2020 objectives, an important aspect which requires analysis and innovation is its quality, mainly the relevance and effectiveness of its curriculum and the teaching and learning process. The target of quality teaching is to produce quality graduates, who are knowledgeable, disciplined and morally upright, visionary and with individual leadership qualities. Local universities face five important challenges, viz the quality of their graduates especially Bumiputera who are not excellent in their academic performance, the climate and culture of learning which are not positive, the curriculum which requires changes, teaching approaches which are not challenging students to learn, and a poor command of English. To overcome these problems, various measures could be proposed including the need to plan and design a balanced curriculum, to train lecturers with teaching skills, promote cooperation among faculties and to offer programmes which meet the required standards. However the key to all innovations lies in the attitude of the lecturers who must be willing to change their old practices with something new and more positive.

Key words: development, university, quality teaching, Malaysia

ABSTRAK

Apabila merenungi perkembangan universiti di Malaysia dalam menghadapi arus globalisasi dan mencapai matlamat Wawasan 2020, kualiti pendidikannya dengan tumpuan kepada kerelevanan dan keberkesanan kurikulum dan proses mengajar belajar amat perlu dianalisis dan diperbaharui. Sasaran pengajaran yang berkualiti ialah siswazah yang cemerlang iaitu berilmu, berdisiplin dan bermoral, benvawasan dengan ciri-ciri kepimpinan tersendiri. Terdapat lima cabaran utama yang sedang dihadapi oleh sistem universiti tempatan iaitu mutu dan kualiti siswazah, terutama golongan Bumiputra yang kurang cemerlang dalam pencapaian akademik, iklim dan budaya belajar yang tidak positif, kurikulum yang memerlukan pengubahsuaian, pendekatan pengajaran yang kurang mencabar untuk pelajar belajar; dan kelemahan menguasai bahasa Inggeris. Pelbagai langkah untuk mengatasi masalah ini boleh dicadangkan termasuklah merancang dan menggubal kurikulum yang seimbang, melatih kemahiran mengajar; menggalakkan usahasama antara fakulti, dan memastikan program mencapai piawai yang diterima. Namun kunci untuk segala pembaharuan itu terletak pada sikap pensyarah yang seharusnya mahu dan sanggup berubah daripada amalan lama kepada yang lebih baru dan positif.

Kata kunci: pembangunan, universiti, kualiti pendidikan, Malaysia