Abstract: The Ministry of Education Malaysia dynamically and drastically made the subject of History mandatory to be in force in 2013. This is in recognition of the nation's heritage and treasures in maintaining true facts and information for future generations of the State. History reveals the civilization of a nation and the fact of national cultural heritage. Civilization needs to be preserved as a legacy of sovereign heritage. Today's generation is the catalyst for future heirs who will support the principle and direction of the country. In line with the National Education Philosophy that aims to shape the potential development of individuals holistically and uniquely in order to produce a balanced and harmonious student in terms of intellectual, spiritual, emotional and physical. Hence, understanding the importance of studying the history subject as a pillar of identity and the history of nationhood is to be a priority in the pursuit of knowledge and empowering the spirit of statehood that is nurtured through continuous learning at school. Judging from the aspect of teacher leadership role in integrating history in a combined way based on Teacher Education Philosophy. It empowers the teaching profession towards the teacher to support noble character. It also supports progressive and scientific views. Teachers are willing to uphold the State's aspirations and celebrate the country's cultural heritage. They guarantee individual development and maintain a united, democratic, progressive and disciplined society. Teacher's role as a change and leadership agent in education begins in the classroom through formal or informal educational processes. This situation is expanded in schools, communities and countries. The focus of this paper is on the role of teacher leadership influencing the effectiveness of teaching and learning history in the classroom environment. Leadership guides to teachers' perceptions on the role of teacher leadership, teaching leadership, and the teacher leadership role and effective teacher leadership role. Discussions give emphasis on aspects of factors affecting the classroom environment, forming the classroom agenda, effective classroom implementation methods, suitable climate for historical learning and teacher challenges in implicating the effectiveness of teaching and learning processes.
Abstract: The Malaysian government is promoting
entrepreneurship development skills amongst farmers through informal
courses. These courses will concentrate on teaching managerial skills as
inevitable means for small farms to succeed by making farmers more
creative and innovative. Therefore it is important to assess the effect of
informal agri-entrepreneurial training in developing entrepreneurship
among the farmers in Malaysia. Seven hundred and ninety six farmers
(796) farmers were interviewed via structured questionnaire to define
their opinion on whether the current informal educational and training
establishments are sufficient to teach and develop entrepreneurial
skills. Factor analysis and logic regression analysis were used to
determine the motivating factors and predict their impact on the
development of entrepreneurial skills. The result from the factor analysis
led us to investigate the association between these factors and farmers-
opinions about the development of entrepreneurial skills and traits
through participating in informal entrepreneurship training or education.
The outcome has shown us that the importance of informal training to
promote entrepreneurship among farmers is crucial. The training should
be intensified to encourage farmers to not only focus on the modern
technologies but also on the fundamental changes in their attitude towards
agriculture as a business.
DOA:
KMO: Kaiser- Meyer- Olkin Test
MOA: Ministry of Agriculture
NMP: Ninth Malaysia Plan
NAP: Third National Agricultural Policy (2000-2010)