History
Established as the second university in the country in 1969, Universiti Sains Malaysia (USM) was first known as Universiti Pulau Pinang. In 1971, USM moved from its temporary premises at the Malayan Teachers’ Training College, Bukit Gelugor to the present 416.6 hectare site at Minden, approximately 9.7 km from Georgetown. USM offers courses ranging from Natural Sciences, Applied Sciences, Medical and Health Sciences, Pharmaceutical Sciences to Building Science and Technology, Social Sciences, Humanities, and Education. These are available at undergraduate and postgraduate levels to approximately 30,000 students at its 17 Academic Schools on the main campus in the island of Penang; 6 Schools at the Engineering Campus in Nibong Tebal (approximately 50km from the main campus); and 3 at the Health Campus in Kubang Kerian, Kelantan (approximately 300km from the main campus). USM also has 17 dedicated research centres for a wide range of specialisations which include archaeology, medicine and dentistry, molecular medicine, science and technology, Islamic development and management studies, and policy research and international studies. It also provides consultancy, testing, and advisory services to the industry under the ambit of USAINS Holdings Sdn Bhd, the University’s commercial arm.
System
Since the beginning, USM has adopted the School system rather than the traditional Faculty system to ensure that its students are multi-disciplined from their exposure to other areas of study by other Schools. It also encourages students to be active in extra-curricular activities given the myriad of clubs and societies available. As a Research Intensive University recognised by the Ministry of Higher Education Malaysia (MOHE) in 2007, USM offers educational and research opportunities to students and staff. In 2008, USM also became the first university in the country to be selected by the Malaysian government to participate in the Accelerated Programme for Excellence (APEX), a fast-track programme that helps tertiary institutions achieve world-class status. With great honour, USM has maintained its fourth position in the most recent The Times Higher Education (THE) Impact Rankings 2023 list and is now ranked first in Asia. USM now holds the top global ranking in Sustainable Development Goals 16 (SDG16).
APEX
This demonstrates that the APEX (Accelerated Programme for Excellence) status granted in September 2008 to USM has been achieved through the vision of Transforming Higher Education for a Sustainable Tomorrow and the motto, "Kami Memimpin" (We Lead).
The School of Educational Studies (SES) was established in 1970, a year after the inauguration of Universiti Sains Malaysia (USM). SES is the first center in Malaysia to begin the Bachelor of Science in Education and Off-Campus Studies Program. At the USM level, SES is the founder of Language Unit, Educational Technology Unit, and Off-Campus Studies Unit.
The School of Educational Studies aims to develop and disperse knowledge through innovative teaching and research, to nurture exceptional professional educationists through international quality programs.
Demand for GCED in the region has been increasing since the Southeast Asian Ministers of Education Organization (SEAMEO) recommended GCED to be incorporated in its ‘Seven Priority Agenda 2015-2035’. Since then, GCED has rapidly emerged as a priority education agenda in ASEAN countries. In addition, the multiple challenges that have emerged in the midst of the COVID-19 pandemic, such as discrimination, stigma and disinfodemic (global spread of false information), clearly demonstrate the need for strengthening GCED based on the local contexts.
In order to respond to these growing needs for GCED in the region, establishing GCED Cooperation Centres (GCCs) are timely as a response to strengthen GCED implementation capacities of teacher education institutions (TEIs) in Southeast Asian countries. Through this initiative, GCC aims to present a new educational cooperation model in all the Southeast Asian countries, focusing on GCED content development and educators’ capacity-building activities.
In 2021, Asia-Pacific Centre of Education for International Understanding under the auspices of UNESCO (APCEIU) established Thailand (Chulalongkorn University and Chiangmai University) and Malaysia (Universiti Sains Malaysia) as the pioneer institutions in establishing GCC. In the following year (2022), two more GCCs were set up in the Philippines (Philippines Normal University) and Cambodia (National Institute of Education, NIE). GCCs continue to expand with the establishment of Indonesia (Universiti Pendidikan Indonesia, UPI) and Lao PDR in 2023, while in 2024, GCC welcomes Nepal and Bangladesh (National Academy for Educational Management – NAEM) as the latest edition. At present there is a total of 8 GCCs in the region.
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Planning and coordinating training in GCED tailored and localized to meet teachers' needs
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Developing and disseminating materials to encourage the implementation of GCED
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Conducting quality research on the employment of GCED
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Accumulating and sharing information and materials to proliferate GCED
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Establishing collaborative networks amongst GCED-relevant institutions and stakeholders.