1. 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

2. 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

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

4. 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)

5. 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?

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

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

8. Methodology
Survey
Qualitative
Quantitative

9. sampling
Samples consisted of those who were involved in the PGDP for – 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

10. 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)

11. 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? -

12. 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.

13. 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.

14. 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
Appropriateness
(Implementation
Mean
Efficiency
(resources/
materials)
Mean 4.16
Economic
(Spending coast)
Decision Making
Improvement
continuation
modify
terminate

15. Sekian Terima Kasih
Thank You