IMPLEMENTATION QUALITY OF POST GRADUATE DIPLOMA PROGRAM (PGDP) IN PUBLIC HIGHER LEARNING INSTITUTIONS IN MALAYSIA Dr. Ghazali bin Darusalam (Project Leader) Dr. Zaharah binti Hussain Dr. Latifah bt Ismail Mohamed Iskandar Rahmad Sukor

Introduction Education Development Master Plan (EDMP) by the Malaysian Ministry of Education (2004 – 2010) award Diploma of Education to degree holders among university graduates promoted as Graduate Education Service Officer (PPPS) with DG41 grade Plan for a period of 10 years (2001 – 2010) which targeted 100% graduate teachers in secondary schools by 2010

Purpose of Research appropriateness efficiency economy effectiveness Sambungan pengenalan Purpose of Research appropriateness efficiency economy effectiveness

Objectives of Research Effectiveness Aspect (strategy, implementation, outcome and impact towards organization ) Efficiency Aspect (human resource management and material / support management) Appropriateness Aspect (producing quality teachers, curriculum, candidate selection, customers’ needs, implementation strategy and policy requirements) Economy Aspect (save and cut costs)

Problem Statements Appropriateness Efficiency Effectiveness To what extent is the effectiveness of the PGDP in terms of strategy, implementation, outcome and impact towards organization? Efficiency To what extent are the human resource management and material / support management effectively used to succeed the PGDP? Appropriateness To what extent does the PGDP appropriate in terms of producing quality teachers, curriculum, candidate selection, customers’ needs, implementation strategy, and policy requirements? Economy To what extent does the program costs used at optimum level to save and cut costs?

Conceptual Framework Model Budgeting System – MBS Effectiveness (Curriculum) Appropriateness (Implementation Efficiency (resources/ materials) Economic (Spending coast) Decision Making terminate Improvement continuation modify

Sampling PGDP coordinators n=4 PGDP lecturers n=35 school administrators n=43 PGDP Students n=471

Methodology Survey Qualitative Quantitative

sampling Samples consisted of those who were involved in the PGDP for 2008 – 2009 sessions which was divided into 5 zones (North, South, Central, East Peninsular and Sarawak) Location n UUM 40 UMS USM UITM UM 71 UKM UTHM USIM UPM UPSI UDM JUMLAH 471

Matrix for Data Analysis Research Questions Sampling Data Analysis Effectiveness Aspect: To what extent is the effectiveness of the PGDP in terms of strategy, implementation, outcome and impact towards organization? PGDP Lecturers PGDP Teachers School Administrators Mean Descriptive (quantitative) 2. Efficiency Aspect: To what extent are the human resource management and material / support management effectively used to succeed the PGDP? 3. Appropriateness Aspect: To what extent does the PGDP appropriate in terms of producing quality teachers, curriculum, candidate selection, customers’ needs, implementation strategy, and policy requirements? 4. Economy Aspect: To what extent does the program costs used at optimum level to save and cut costs? PGDP Coordinators Interview (qualitative)

Pilot Test Research Questions .814 .895 .894 - Alpha Value ( α ) Effectiveness Aspect: To what extent is the effectiveness of the PGDP in terms of strategy, implementation, outcome and impact towards organization? .814 2. Efficiency Aspect: To what extent are the human resource management and material / support management effectively used to succeed the PGDP? .895 3. Appropriateness Aspect: To what extent does the PGDP appropriate in terms of producing quality teachers, curriculum, candidate selection, customers’ needs, implementation strategy, and policy requirements? .894 . Economy Aspect: To what extent does the program costs used at optimum level to save and cut costs? -

Metrix Interpretation of Likert’s Scale Mean Values Nunally, J. C Metrix Interpretation of Likert’s Scale Mean Values Nunally, J.C. (1978). Psycometric Theory. New York: Mc. Graw Hill book Company. Stufflebeam, D. L. (1972). The Relevance Of The CIPP Evaluation Model For Education Accountability. SRIS Quarterly, 5(1) Mean Values Interpretation Change Forms Purpose 1.01 – 2.00 Low Metamorphic Change needs to be done thoroughly. 2.01 – 3.00 Low Intermediate Neomobilistic Innovative efforts and large change. 3.01 – 4.00 High Intermediate Incremental Continuous developments and improvements. 4.01– 5.00 High Homoestatic Maintain existing balance in the programme.

Findings of Study Aspects of Assessment Perception of Lecturers Perception of Teachers Perception of School Administrators Mean Interpretation Program Appropriateness 3.86 High Intermediate (Incremental) Continuous and improvements 3.92 3.95 Program Effectiveness 4.25 High (Homoestatic) Maintain existing balance in the programme. 3.97 3.53 Program Efficiency 4.16 - Economy aspect : the majority of universities that conduct the PGDP states that the cost-saving strategy does not affect the activity, the outcome and also the product of PGDP as most of the activities are carried out in the university campus. To avoid misuse, most of the universities that conduct the PGDP program always take precautions to lessen the cost, perform in-house programs and do collaborative work with the education faculty to accomplish this PGDP program.

Conclusion Effectiveness (Curriculum) Mean 3.53-4.25 Appropriateness * cost-saving strategy does not affect the activity * always take precautions to lessen the cost Effectiveness (Curriculum) Mean 3.53-4.25 Appropriateness (Implementation Mean 3.86-3.95 Efficiency (resources/ materials) Mean 4.16 Economic (Spending coast) Decision Making Improvement continuation modify terminate

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