Speakers

Assoc. Prof. Manjet Kaur Mehar Singh, University of Science Malaysia, Malaysia

Research Area: Language, Literacy, Muliticulturalism and Research in Higher Education

Title: Normalising Covid Pandemic Era Education Practices for Post Covid Era Education Sustainability

Abstract: The Covid-19 pandemic era has witnessed a drastic transformation in terms of delivery of education worldwide to ensure minimal disruption and maintain sustainable education for all as well as quality education in line with SDG4.  Introduction of the usage of new technologies to assist teaching and learning, intensifying the use of technology with a change from blended or hybrid mode to online mode and new norms of teaching and learning culture became the norm of Covid-19 pandemic era.  Various challenges were faced by educators, students, and other education stakeholders to survive and ensure the sustainability of education during the Covid-19 era.  After the gradual phasing out of Covid-19 pandemic era, questions such as continuing with the new norm or converting to pre Covid-19 era teaching and learning norms arose.  Therefore, reshaping the role of education to embrace the new norms of Covid-19 pandemic and implementing good education practices post Covid-19 have become more crucial now.  Education stakeholders worldwide need to move forward and not revert to pre Covid-19 practices as the new education norms of Covid-19 practices have to a certain extent proven to make teaching and learning more efficient, effective, less costly, accessible and many more.  These factors will be discussed and addressed to identify the opportunities and potential for an amalgamation of pre and during Covid-19 education norms and also creation of new post Covid-19 education norms. 

Prof. Razali Bin Hassan, Malaysia Research Institute for Vocational Education and Training (MyRIVET), Universiti Tun Hussein Onn Malaysia, Malaysia

Research Area: Technical and Vocational Education TVET Teachers, P&P, Tranning and Innovation

Title: Transformational Leadership Behaviors of TVET Institutions for post-COVID 19 Pandemic

Abstract:Leaders of TVET institutions face many challenges to build and maintain a culture of TVET institutions during the COVID 19 pandemic. Leaders of TVET institutions need to disperse their leadership authority at the TVET institution level which can create a better collaboration among TVET institution leadership and teachers. The distribution of authority among teachers in TVET institutions not only motivates them to work harder, but also strives to improve the quality of classroom instruction with new technology enhanced. As a result of quality education, students' learning outcomes are improved. The leadership of TVET institutions must work hard and take responsibility for improving student learning. To do this, TVET institution leaders need to define a TVET institution's vision, share this vision with TVET institution staff, and work with teachers to set TVET institutional standards. In recent years, the leadership role of TVET institutions has shifted from oversight and supervision of TVET institutions to full responsibility and accountability for student performance. Therefore, the principal of the school not only leads the TVET institution, but also influences the culture of the TVET institution. In some countries, previous research studies have been conducted to confirm that transformative leadership by TVET leaders can make the necessary changes to TVET systems. This paper addresses some important points, such as the need for leadership in TVET institutions; the significance of TVET institution leadership in promoting TVET institution culture; TVET institution s leadership in Malaysia; and factors of transformational leadership.

Prof. Alina Rodriguez, Department of Epidemiology and Biostatistics, School of Public Health, Imperial College London, UK

Research Area: Mental Health, Child Development, Stress, Depression, Obesity, Lifestyle, Medicine, Public Health, Epidemiology

Title: Attention Deficit Hyperactivity Disorder (ADHD) and educational attainment

Abstract:This talk will provide an introduction to ADHD and the implications for educational attainment.  Inattention and hyperactivity problems are commonly observed in children and are core symptoms of ADHD, one of the most common neurodevelopmental disorders of childhood and adolescence globally. Both the disorder and the presence of inattention and hyperactivity symptoms have been linked to a number of difficulties including  academic performance.  I will present evidence-based potential explanations underlying this link as well as mitigatation possibilities to improve educational outcomes.

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