Şunu aradınız:: kebitaraan kurikulum (Malayca - İngilizce)

kebitaraan kurikulum
curriculum relevance

kurikulum
curriculum

ko kurikulum
dictionary build sentences

semakan kurikulum
curriculum design

elemen merentasi kurikulum
cross curricular element

guru penolong kanan kurikulum
senior assistant teacher in english

anugerah pelajar cemerlang kurikulum
excellent student co-curricular award

penganugerahan, ko kurikulum dan pencapaian
awards, co-curriculum and achievements

penolong kanan tadbir dan kurikulum
senior administrative and curriculum assistant

majlis anugerah kecemerlangan kurikulum pelajar
student co -curricular excellence awards ceremony

kursus kpp (kurikulum pendidikan pemandu) 5 jam
kpp courses (driver education curriculum) 5 hours

penyemak spesifikasi kurikulum chemistry, kolej matrikulasi melaka
competencies within the pdpc:

kurikulum yang diwartakan dan dilaksanakan secara seragam di seluruh negara
mencakupi kurikulum kebangsaan dan kurikulum sekolah

semua program program kurikulum dan ko kurikulum disusun selaras dengan keperluan pasaran kerja semasa
all programmes, curriculum programmes and co-curricula are structured in line with current labour market needs

1. panel penyediaan kurikulum dan rancangan instruksional kursus bulan sabit merah malaysia, pusat ko kurikulum universiti pendidikan sultan idris.
1. curriculum preparedness panel and instructional plan of the malaysian red crescent course, sultan idris university curriculum co-curriculum center.

kurikulum permata negara dibina berlandaskan falsafah pendidikan kebangsaan sebagai teras untuk membina potensi individual kanak kanak sebagai modal insan berkualiti tinggi melalui pendidikan awal kanak kanak.
the national permata curriculum is built based on the national education philosophy as the core to build the individual potential of children as high quality human capital through early childhood education.

pendahuluan bab ini menghuraikan kurikulum bahasa iban yang merangkumi puisi tradisional iban atau leka utama dalam komponen estetika. tafsiran puisi tradisional melihat kepada beberapa elemen puitis yang disatukan ke dalam pedagogi berasaskan naratif.
teachers' professional knowledge is also elaborated as this study intends to support teachers' professional and practical knowledge by developing integrated pedagogy for teaching iban sung and chanted traditional poems. the conceptual framework is based on cognitive-centered psychology that comprises narrative-centered cultural psychology and folk psychology in developing iban indigenous literary forms.

pengalaman kerja selama 27 tahun telah memperlihatkan perubahan tahun demi tahun tentang penggunaan teknologi pembuatan. sebagai panel pembangunan noss secara langsung adalah merujuk kepada kurikulum yang setara dengan keperluan industry dan ia bermula daripada pendidikan kemahiran dan vokasional sebagaimana memperluaskan dan memperkenalkan tvet.
27 years of work experience have shown year after year changes in the use of manufacturing technology. as a development panel, noss directly refers to a curriculum equivalent to the needs of industry and it starts from skills and vocational education as it expands and introduces tvet.

strategi yang pertama ialah mentransformasikan kurikulum bahasa malaysia dan bahasa inggeris. ini kerana asas bahasa yang kukuh merupakan elemen terpenting untuk pembelajaran yang berkesan. dalam mentransformasikan kurikulum bahasa makaysia dan bahasa inggeris, beberapa inisiatif di bawah dasar mbmmbi telah dirancang dan dijalankan.
the first strategy is to transform the bahasa malaysia and english curriculum. this is because a strong language foundation is the most important element for effective learning. in transforming the makaysia and english language curricula, several initiatives under the mbmmbi policy have been planned and implemented.

dasar dan strategi kerajaan, serta kajian terkini, menekankan keperluan menggunakan ict sepanjang kurikulum. umum mengetahui bahawa ia memberi impak yang baik terhadap pengajaran dan pembelajaran serta keterangkuman. namun begitu, saya mesti bersetuju dengan kenyataan tearle dan katene (2005, p.2) bahawa "peranan ict dalam pe tidak mempunyai profil yang tinggi seperti bahagian lain dalam kurikulum, dan ia masih kurang kejelasan, pemahaman, dan kajian. " walaupun pelbagai penyelidikan dan alat untuk memudahkan penggunaan
government policy and strategy, as well as recent studies, emphasise the need of using ict throughout the curriculum. it is well known that it has a favourable impact on teaching and learning as well as inclusion. nonetheless, i must concur with tearle and katene's statement (2005, p.2) that "the role of ict in pe has not had as high a profile as other sections of the curriculum, and it still lacks clarity, understanding, and study." despite a variety of research and tools to facilitate the use