OVERVIEW OF THE HIGHLY IMMERSIVE PROGRAMME (HIP)

The Highly Immersive Programme (HIP) is a programme introduced under the MBMMBI policy that will improve the English proficiency of students through increased exposure to English. It also aims to inculcate positive behaviours towards the learning and usage of the English language. HIP is aligned with student aspirations highlighted in the Malaysia Education Blueprint (MEB) 2013-2025 and supports five shifts of the MEB as follows:

1.    Provide equal access to quality education of an international standard.
2.   Ensure every child is proficient in Bahasa Malaysia and English Language and is   encouraged to learn an additional language.
3.    Develop values-driven Malaysians.
4.   Establish partnership with parents, community and private sector.
5.   Empower JPNs, PPDs and schools to customize solutions based on needs.

HIP is not a new programme since it reinforces the 1999 circular (Pekeliling Aktiviti Sokongan Bahasa Inggeris di Sekolah 1999) which states that all schools should organise English language support activities for students to increase their exposure time to the language. HIP complements the National Education Philosophy which asserts that;

            “Education in Malaysia is an ongoing effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally, and physically balanced and harmonious, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving high levels of personal wellbeing as well as being able to contribute to the harmony and betterment of the family, the society, and the nation at large.”

   (The National Education Philosophy, 1996)    

   

 In accordance to the National Education Philosophy (1996), education in Malaysia aims at producing learners who are holistic and competitive in the 21st century. This requires creating individuals who are equipped to meet the demands of the globalised economy where English is used as the international means of communication. In order to ensure that every individual is competent in the use of English, there is a need to initiate a highly immersive English-rich environment in schools. In ensuring better students’ outcomes, partnership between schools, parents and communities are equally crucial in accelerating English proficiency amongst Malaysian students. Evidently, partnerships between parents and communities have proven to elevate the development of English proficiency beyond the school environment.

HIP allows a highly immersive language-rich environment to be developed for the students. In such an environment, students are deliberately and recurrently exposed to the English language through a variety of activities of high-quality linguistic input both within and beyond the classroom (Bunce, 1995). HIP also aims to engage and empower School Heads, teachers, students, parents and community to emulate codified best practices in enhancing English proficiency and to scale up and escalate these practices via sharing, learning and support. The outcomes targeted by HIP for all schools and students include increased self-assessed levels of English immersiveness of schools, positive acceptance towards the importance of learning and mastering English and increased overall proficiency of the English Language.    

HIP is based on a whole school approach, which involves School Heads, teachers, students, parents and community. The approach is to empower schools, by the schools and for the schools. Schools will be provided with a toolkit to guide them towards a more purposeful planning of activities, based on their local context and capabilities. A support mechanism is also emplaced at district, state and national level to encourage schools to share, learn and support each other on the implementation of HIP activities.