DU028(W)

EDUCATION
· DIPLOMA IN EDUCATION
· DIPLOMA IN EARLY CHILDHOOD EDUCATION SPECIAL FEATURE
· BACHELOR OF EARLY CHILDHOOD EDUCATION SPECIAL FEATURE
· MASTER OF EDUCATION (TEACHING & LEARNING)
· DOCTOR OF PHILOSOPHY IN EDUCATION
2024 EDITION
 DU028(W)

OUR MISSION
To help people succeed in life and to live a life of
significance through education

OUR VISION
• To be a university with a strong culture of quality
and leadership that focuses on sound academic
standards, continuous improvements, and the
talent development of students and staff
• To be a university that offers a learning
experience that enhances career development,
lifetime values and personal fulfilment
• To be a university with a strong research focus in
our key areas of excellence
• To be a university that shares our success with the
stakeholders and communities we serve

OUR VALUES
• Pride of Achievement
• Sharing Success
• The Courage to Be
• To be Compassionate
• To be Significant

2
 MESSAGE
FROM THE HEAD

There is a massive transformation happening in the workplace with

the advent of the 4th Industrial Revolution. School is a place of
learning to prepare our students to be future and work ready to
take their place as members of the future IR 4.0 workforce.
Teachers are no more seen as receptacles of knowledge,
transmitting content to their students to prepare for an exam at
the end of the year. They are today seen as facilitators of learning.
They moderate the manner in which learning happens. They create
an environment where students use content to develop the human
competencies and technological skills needed to succeed in
whatever future careers that they might find themselves in. They
act as coach and mentor, confidante and counsellors, learning
mediators and resource persons and on occasion, substitute
parents, all in the course of a day. In short, teachers have the
opportunity to inspire and influence a generation of society.

The lecturers at the Department of Education at HELP embody

the core values of the organisation such as Pride of Achievement,
To be Significant and To be Compassionate. As members of a
Premier Digital Tech University, every lecturer goes through
courses in Data Science to ensure they are kept abreast of changes
happening in the 21st century workplace. They then tailor their
courses to reflect the competencies needed to help our students
succeed. They are researchers, practitioners, and a model of what
it means to be an effective and professional teacher. They are
passionate in their work and see what they do as a mission to help
and prepare the next generation of teachers fulfil their critical role
in a student’s learning journey.

We look forward to welcoming you to HELP to begin your journey

to be teachers par excellence.

Assoc Prof Dr Soon Seng Thah

Head of Department, Faculty of Education

3
OVERVIEW

DEPARTMENT OF EDUCATION
EARLY CHILDHOOD EDUCATION
PROGRAMMES
If you are passionate about working with young The Educator-Carer from HELP University acquires
children, Early Childhood Education (ECE) is the right knowledge and understanding, skills and strategies,
programme for you. ECE involves both formal and attitudes and values in the following distinctive Early
informal education, and engages young children from Childhood Care and Education (ECCE) domains.
birth to 6 years old with learning that is fundamental • Child Development
to the holistic development of the child. • Curriculum and Learning Environment
• Administration and Management
HELP University's Early Childhood Education • Families and the Community
programme aims to develop graduates who will be • Professional Development
visionary leaders in early childhood settings.

ENTREPRENEURIAL THE HELP DIPLOMA IN ECE (DECE) AND

BACHELOR OF ECE (BECE)
21ST CENTURY CLASSROOM
The 21st century classrooms in HELP
LEARNING IN ECE CURRICULUM University are equipped with the latest
A significant feature of the ECE HELP University offers systematic and hardware, software and a centralised
programmes is to train students to be comprehensive Diploma and Bachelor control system to create a comfortable
degrees in Early Childhood Education. and safe learning environment conducive
future entrepreneurs in the early
Our programmes are fully accredited and for meaningful communication and
childhood industry. Equipped with
recognised by the MQA (Malaysian collaboration. As a result, students will be
relevant business skills and knowledge
Qualifications Agency) and comply with able to brainstorm and discuss critical
to set up businesses, students will play
the Malaysian Qualifications Framework. issues as well as generate novel ideas.
significant roles toward providing The scope and content of the
access to quality education, lifelong programmes are spiral and integrated. DIVERSITY IN LEARNING
learning and the overall wellbeing of
HELP University is home to international
young children. Educator-Carers begin their ECE studies students from countries such as Japan,
with a broad appraisal of the ECCE South Korea, China and Brunei. Therefore,
knowledge base and progressively students can experience an international
become qualified through practical learning environment. This contributes to
experiences in Nurseries and their awareness and understanding of
Kindergartens. They eventually become other cultures as well as an appreciation of
certified to work with young children in other points of view. It contributes to
homes, schools and various societal students’ ability to adapt to the global
settings. work environment.

SPIRAL DIAGRAM: PEDAGOGICAL APPROACH ACADEMIC TEAM

SPIRAL AND INTEGRATED ECE The classes are conducted via various The academic team is a good mix of local
CURRICULUM
teaching and learning styles such as and international lecturers who bring with
blended learning, face-to-face tutorial, them a wealth of practical experience and
project-based learning, small and large expertise in research in early childhood
Society, School group discussions, field trips, instructional education.
and Home
games, and oral presentations. With such
Nursery and Kindergarten active learning and learner-centred
Programmes pedagogical approaches, students are
EDU-CARER and ECCE Services given the freedom and ownership in their
learning. This will motivate them to a
higher level of achievement.

4
EXTERNAL LINKS
The link between the HELP International School
Department of
Education and HELP
International School
(HIS) provides an
opportunity for all our
students in the Faculty
to observe and directly
experience learning in
an international school
setting through
interactions with the
teaching faculty of the
school and
participating in
research projects
involving the school
and the Department.

Established network with HIS allows Students are given an Research collaboration between
graduates to gain empowering opportunity to observe faculty members and teachers at
practicum experiences and possible classes at HIS. HIS enhance evidence based
employment opportunities. practice and learning.

MEMBER OF FOBISIA APPLE DISTINGUISHED SCHOOL Registered Centre as a

(Regional Federation of Commitment to innovation in CAMBRIDGE SCHOOL
leading British International education and leadership through offering the IGCSE &
Schools in Asia) their Apple.Inc Partnership A-Levels

FRANCHISE HIS IS AN IPC ACCREDITED SCHOOL. A research-led education

PARTNER International Primary Curriculum (IPC) is a programme supported by
comprehensive, thematic, creative curriculum with a HELP UNVERSITY’S
clear process of learning and specific learning goals for FACULTY OF
every subject. It also develops international BEHAVIOURAL SCIENCES,
mindedness and encourages personal learning. EDUCATION & LANGUAGES

5
PROGRAMMES

DIPLOMA IN EARLY CHILDHOOD EDUCATION

JPT/BPP(U) (R2/0112/4/0055) (MQA/FA2145) 06/28

SCOPE AND CONTENTS

The programme is a study of 27 courses listed in Table 1, YEAR 1
which can be done in two and a half years in accordance with DECE 1013 Teaching and Learning in Early Childhood
MQA approval. DECE 1023 Child Development
• 19 Core Major DECE 1034 Children and Play
• 2 Electives DECE 1044 Observation and Assessment of Young Children
• 2 Practicum DECE 1053 Academic English for Early Childhood Educators
• 4 MPU Compulsory Subjects DECE 1063 ICT and Multimedia
DECE 1074 Health, Safety and Nutrition for Young Children
STUDY LOAN AND SCHOLARSHIP DECE 1084 Visual Arts
Candidates can apply for PTPTN Loan, EPF withdrawal, HELP DECE 1094 Music, Movement and Drama for Young Children
University Merit scholarship and bursaries. DECE 1104 Early Mathematics
DECE 1114 Social Studies and Environment
DECE TRANSITS TO BECE DECE 1124 Physical Education and Wellness
DECE qualified and certified Educator-Carers are eligible for
direct admission into the 2nd year of the BECE (Hons) YEAR 2
Programme. DECE 2014 Language and Early Literacy
DECE 2024 Early Science and Technology
ADMISSION REQUIREMENTS DECE 2033 Teaching Young Children BM (compulsory for
One of the following: Malaysian)
• SPM or SPMV or MCE with a minimum of three credits DECE 2043 Teaching Young Children English (compulsory for
• Other equivalent qualification as approved by the Internationals)
Malaysian Qualifications Agency (MQA) candidates DECE 2053 Curriculum Planning and Program Development
without SPM or MCE have one pathway, approved by MQA DECE 2083 Introduction to Special Education
• Qualifying test on BM, English and Mathematics;  DECE 2113 Families and Community
i.e. the APEL pathway created by MQA
* Refer to MQA Current Status. Mature senior candidates PRACTICUM
with acceptable ECCE qualification, who fulfil the minimum DECE 3013 Practicum I (TASKA)
requirements are eligible to apply for advanced standing. DECE 3023 Practicum II (TADIKA)

ENGLISH REQUIREMENT (International students) ENTREPRENEURIAL MODULES

• IELTS 5.0 or DECE 2133 Administration of Early Childhood Settings
• TOEFL Score of 500 or its equivalent. DECE 2I44 Early Childhood Entrepreneurship and
Management
INTAKES 2023*
January, May, August 2 ELECTIVE SUBJECTS
DECE 2063 Guiding Young Children's Behaviours
DECE 2073 Environments in Early Childhood Setting
DECE 2123 Ethics and Professionalism for Early Childhood
Professional
DECE 2133 Managing Early Childhood Settings

MPU
MPU 2183 Penghayatan Etika dan Peradaban
MPU 2193 Falsafah dan Isu Semasa
MPU 2133 Bahasa Melayu Komunikasi 1
MPU 2213 Bahasa Kebangsaan A
MPU 2313 Introduction to Malaysian Tourism
MPU 2412 Co-curriculum - Sports 1
MPU 2422 Co-curriculum - Community Service 1
GEN 2513 Communication 1

6
DIPLOMA IN EDUCATION
JPT/BPP(U) (N/0110/4/0002) (MQA/PA12317) 11/24

HELP University started the Diploma in Education programme

in January 2020. The aim of this programme is to provide YEAR 1
learners with broad-based knowledge and skills related to DECE1013 Teaching and Learning in Early Childhood
education developments, best practices, theories, technology, Settings
and pedagogical content knowledge in teaching and learning DECE1023 Child Development
for prospective teachers involved at the preschool and primary DECE1034 Children and Play
school levels. DECE1044 Observation and Assessment of Young Children
DECE1053 Academic English for Early Childhood Educators
Learners are expected to develop good pedagogical skills in
DECE1063 ICT and Multimedia
classroom teaching and learning environments with an
DECE1074 Health, Safety and Nutrition for Young Children
emphasis on practical methodologies, content, general
pedagogy, and instructional technology needed to excel in a DECE1084 Visual Arts
21st century and IR 4.0 learning context. DECE1094 Music, Movement and Drama for Young Children
DECE1104 Early Mathematics
The Diploma in Education programme prepares learners to DECE1114 Social Studies and Environment
apply broad-based knowledge of teaching and learning, higher DECE1124 Physical Education and Wellness
order thinking, and reasoning skills in varied educational
settings. This course equips learners with mastery in YEAR 2
pedagogical content knowledge, incorporates soft-skill DECE2014 Language and Early Literacy
development and helps the learner contribute professionally in DECE2024 Early Science and Technology
different learning environment. DECE2033 Teaching Young Children BM (compulsory for
Malaysian)
In addition, learners are expected to acquire classroom DECE2043 Teaching Young Children English (for Non-
management and leadership skills besides being trained in Malaysian)
student counselling and guidance of young children. DECE2053 Curriculum Planning and Program Development
DECE2063 Guiding Young Children's Behaviours OR
DURATION
DECE2073 Environments in Early Childhood Setting
2½ year / 2 years 1 sem DECE2083 Introduction to Special Education
DECE2113 Families and Community
PROGRAMME CONTENT
DECE2123 Ethics and Professionalism for Early Childhood
The programme is a study of 27 courses @ 90 credit hours: Professionals OR
• 19 Core Major DECE2133 Managing Early Childhood Settings
• 2 Electives DECE2144 Foundation of Early Childhood Business &
• 2 Practicum Entrepreneurship
• 4 MQA-MPU Compulsory Subjects
PRACTICUM
ADMISSION REQUIREMENTS
DECE3013 Practicum I (TASKA)
One of the following:
DECE3023 Practicum II (TADIKA)
• SPM or SPMV or MCE with a minimum of three credits
• Other equivalent qualification as approved by the Malaysian ELECTIVES
Qualification Agency (MQA)
DEDU1083 Music and Arts Skills
• Candidates without SPM or MCE have one pathway, approved
DEDU1053 Physical and Health Education Skills
by MQA
DEDU2053 Physical and Health Education Programme
• Qualifying test on BM, English and Mathematics; i.e. the APEL
DEDU2083 Music and Arts Education Programme
route created by MQA
MPU
ENGLISH REQUIREMENT (International students)
• IELTS Band 4 or MPU2163 Malaysian Studies
• MUET Band 2 MPU2183 Penghayatan Etika dan Peradaban
MPU2193 Falsafah dan Isu Semasa
MPU2133 Bahasa Melayu Komunikasi 1
INTAKES 2023*
MPU2213 Bahasa Kebangsaan A
January, May, August MPU2223 Communication and Writing Skills
MPU2313 Introduction to Malaysian Tourism
PATHWAYS MPU2412 Co-curriculum - Sports 1
Graduates of the Diploma in Education Programme can MPU2422 Co-curriculum - Community Service 1
proceed to continue their studies in either the Bachelor of Early GEN 513 Communication 1
Childhood Education programme or Bachelor of Education in
TESL programme at HELP University.
7
PROGRAMMES

BACHELOR OF EARLY
CHILDHOOD EDUCATION (HONS)
JPT/BPP(U) (R2/0112/6/0085) (A10104) 05/27

PROFESSIONAL HELP’s Bachelor of Early Childhood Education

(Hons) is aimed at allowing our early childhood
PREPARATION OF specialists to foster a wide range of
EARLY CHILDHOOD competencies that cover the development of
the young child from birth to junior primary
GRADUATE levels.

PROGRAMME DETAILS
The contents of study fulfil the minimum 121 credit hours
comprised of:
• 26 Major (85 credits)
• 3 Electives (10 credits)
• 2 Practicum (8 credits)
• 1 Research Project (4 credits)
• 4 Compulsory MPU + 1 General Elective subjects (14 credits)

8
DELIVERY AND ASSESSMENT MODES
The programme uses the blended learning approach with the YEAR 1
combination of face-to-face classes and online classes. The BECE 1113 Growth and Development for Early
programme focuses on student centred learning. Hence a wide Childhood
variety of learning experiences, instructional approaches, and BECE 1123 Foundation of Early Childhood Care and
academic support strategies that are intended to address the Education
distinct interests and aspirations of students are used. BECE 1024 Children and Play
BECE 1044 Health, Safety and Nutrition for Young
The range of assessment modes is aligned to achieve the main Children
outcome of the BECE (Hons) programme, which is the qualified BECE 1074 Art and Craft
status of the educator and carer of young children. The type of BECE 1064 Young Children’s Literature
assessments consist of formative assessment that includes BECE 1084 Music and Movement in Early Childhood
assignments and quizzes and summative assessment that includes BECE 1094 Observation and Assessment in Early
final examination. Childhood
BECE 1133 Foundation of Early Childhood Business and
Entrepreneurship
Experiential Learning Review and Reflection BECE 1143 Curriculum Planning & Programme
Development

Development of YEAR 2
Teaching Skills Empirical Significance BECE 1103 Managing Young Children's Behaviours
BECE 2024 Social and Environment Studies in Early
Childhood
BECE2034 Science and Technology in Early Childhood
ADMISSION REQUIREMENTS BECE 2044 Mathematics in Early Childhood
• Diploma in Early Childhood Education, Foundation in Arts or BECE 2054 Teaching Young Children English
Science or equivalent BECE 2103 Teaching Young Children Bahasa Malaysia
• STPM/A-Level passes in 2 subjects or with CGPA of 2.00 BECE 2094 Special Need in Early Childhood Education
• Unified Examination Certificate (UEC) with a minimum B grade BECE 3034 Early Childhood Entrepreneurship and
in 5 subjects Management
• 5 CPU (Canadian Pre-University) passes with a minimum of 50% BECE 2124 Physical and Health Education in Early
• SAM (South Australian Matriculation) / TEE (Tertiary Entrance Childhood
Education) with a university aggregate of 50% BECE 3014 Research Methodology in Early Childhood
• Minimum of 24 scores in the International Baccalaureate.
• Victorian Certificate of Education with a minimum average of YEAR 3
50% BECE 2084 Practicum 1: Nursery Experience
• Other equivalent qualifications approved/accredited by the BECE 2114 Children's Theatre
Malaysian Qualifications Agency BECE 3023 Families, Community and Society
BECE 3064 Practicum 2: Kindergarten Practice
English Requirement (International students) BECE 3074 Issues, Ethics and Professionalism in Early
• IELTS 5.0 or Childhood Education
• TOEFL Score of 500 or its equivalent. BECE 3084 Early Childhood Research Project

INTAKES 2023*
January, May, August ELECTIVES
Elective 1
Elective 2
Open Elective

MPU
MPU1 Mata Pelajaran Umum 1
MPU2 Mata Pelajaran Umum 2
MPU3 Mata Pelajaran Umum 3
MPU4 Mata Pelajaran Umum 4
General Elective

9
PROGRAMMES

MASTER OF EDUCATION (TEACHING AND

LEARNING)
JPT/BPP(U) (N/0110/7/0069) (MQA/FA8168) 04/29

The Master of Education (Teaching and Learning) is focused on

providing a platform for teachers, aspiring teachers and other MODULES
educational professionals to consider, reflect on and change CORE MODULES (Compulsory)
what they do in all activities related to teaching and learning.
MED 6013 Foundations of Education
Those who complete the postgraduate degree will develop a MED 6023 Curriculum Development
strong foundation as reflective practitioners. They will MED 6033 Instructional Media in Teaching and
demonstrate growth as caring professionals who skilfully apply Learning
current theories and research to their pedagogical practices. MED 6084 Educational Research Methodology
MED 6133 Project Based Learning
Career prospects upon completion of the programme include MED 6144 Assessment and Evaluation in Education
Heads of Departments, Programme Directors, Academic MED 6154 Interaction and Facilitating Skills in
Advisors, Curriculum Designers, Higher Education Lecturers, Educational Contexts
Trainers, Teachers, Tutors and School Administrators.
MED 6164 Strategies for Teaching and Learning
KEY FEATURES
Modular mode
ELECTIVES (Choose One)
DURATION MED 6153 Educational Management and Leadership
 rom 2 years (full-time) to 4 years (part-time) leading to the
F MED 6163 Technology and Educational Innovations
HELP Master of Education (Teaching and Learning) degree. MED 6173 Theatre Arts in Educational Contexts

ENTRY REQUIREMENT
• A bachelor’s degree from a recognized university with CGPA TEACHING SUBJECTS (Choose One)
2.5 and above or equivalent, approved by the Senate MED 6093 Teaching of Language and Literature
• Foreign students are required to possess IELTS 5.0 or MED 6103 Teaching of Mathematics and Science
equivalent in addition to CGPA 2.5.
MED 6113 Teaching of Social Studies and Environment
• Non-education graduates are required to have one year
teaching experience, in addition to a minimum CGPA 2.5.
•N  on-education graduates with less than one year teaching
experience are required to attend a bridge module to prepare PRACTICUM (Compulsory – select one education
them for the MEd (TL) programme. setting: Primary / Secondary / Non-formal / Tertiary)
MED 6146 Practicum and Research Inquiry in
INTAKES 2023* Education Settings
January, April, July, October

10
DOCTOR OF PHILOSOPHY IN EDUCATION
JPT/BPP(U) (N/0110/8/0027) (MQA/PA13817) 07/27

HELP University offers the Doctor of Philosophy (PhD) Education (Mixed-

Mode) programme since August 2020. The aim of this programme is to YEAR 1
provide learners with a comprehensive coursework cum research study. SEMESTER 1
Learners will develop a deep understanding of both subject specialisation Compulsory Courses
and research in one of the three disciplines, Educational Management, Early
Childhood Education, and, Teaching of English as a Second Language. PHD 7014 Advanced Educational Research
Methodology
As this programme is conducted on a mixed-mode basis, the first part of the PHD 7024 Data Analysis in Research
programme focuses on direct instruction to facilitate the mastery of
research skills and subject specialisation skills necessary to progress to the SEMESTER 2 & SEMESTER 3
next phase of study which is the research dissertation component. With the Select any ONE of the THREE Subject
advantage of content-mastery and research, learners will be prepared to Specialisations
become professional researchers cum subject-matter specialists. The Subject Specialisation: Educational
expertise to be gained from this programme can be applied in a variety of Management
job-placements such as universities, colleges, education departments,
PHD 7034 Educational Management and
schools or any institutions offering education programmes.
Leadership
PHD 7044 Management of Educational
During the coursework phase, learners will undergo face-to-face teaching
Change
and learning interactions with facilitators and fellow learners. The
coursework phase culminates with the preparation of the Concept Paper Subject Specialisation: Early Childhood
which serves as bridge between theory and practice and prepares learners Education
with appropriate competencies for the next phase of the study programme PHD 7054 Theories and Practices of Early
– the dissertation phase. Seminars and workshops will be organised from Childhood Education
time to time to facilitate learners with knowledge and skills needed to PHD 7064 Child Development
complete their dissertations. Subject Specialisation: Teaching of English as
a Second Language (TESL)
DURATION
PHD 7074 Second Language Teaching
3-year programme (one year of coursework and two years of dissertation Methodology and Learning
exercise) PHD 7084 Second Language Acquisition
PROGRAMME CONTENT
The whole programme comprises a total of 80 credit hours as shown below: ELECTIVES
The coursework phase comprises 6 courses totalling 24 credit hours and the The elective subject will be chosen from any
dissertation phase comprises 56 credit hours (coursework to dissertation one of the subject specialisations. For
ratio: 30:70) incorporating the following aspects: example, if a learner’s subject specialisation is
• Two compulsory subjects; Educational Management, then the elective
• Two specialisation subjects; subject can be selected from either Early
• One elective; and Childhood Education or Teaching of English as
• Dissertation. a Second Language.
ENTRY REQUIREMENT
Applicant must fulfill one of the following: CONCEPT PAPER
• Master’s degree in Education OR
Compulsory Course
• Master’s degree other than Education and possess a Bachelor’s degree in
Education; OR
• Master’s degree other than Education and possess a Diploma/Certificate
YEAR 2
in Teaching; OR
PHD 7156 Dissertation
• Master’s degree other than Education and possess at least 2 years of
teaching experience; OR
• Master’s degree other than Education and pass three (3) bridging courses
YEAR 3
offered by HELP University; OR
• Any equivalent qualifications recognised by the Malaysian Government. PHD 7156 Dissertation

ENGLISH REQUIREMENT (International students)

• IELTS Band 5.0 Academic; or
• TOEFL 550 (Paper-Based)

INTAKES 2023*
January, May, August

11
PROGRESSION
PATHWAY

DIPLOMA IN EARLY
DIPLOMA IN EDUCATION CHILDHOOD EDUCATION
2 YEARS 3 MONTHS 2 YEARS 3 MONTHS

BACHELOR OF EARLY BACHELOR OF EARLY

CHILDHOOD EDUCATION CHILDHOOD EDUCATION
3 YEARS (WITHOUT 2 YEARS (WITH EXEMPTIONS)
EXEMPTIONS)

MASTER OF EDUCATION
(TEACHING & LEARNING)
2 YEARS

DOCTOR OF PHILOSOPHY IN
EDUCATION
3 YEARS

12
 STUDENT ACTIVITIES

THE ECE STUDENTS COUNCIL

Every student is a member of the ECE Students Council. A wide
range of activities is organised by the members, including several
community services. Informal learning experiences augment the
formal learning experience of the ECE programme. The elected
student committee organises a variety of events, including:
• Activities during the ECCE Violence Free Week
• Collaboration with UNICEF to conduct Anti-Bullying Workshop 2
• Activities with the Pop-Up Stories Fan Clubs of Selangor and KL
• Participation in Orang Asli Study Camps.

THE EARLY CHILDHOOD EXTRAVAGANZA

The Early Childhood Extravaganza is an annual event co-organised
by the students and staff of the Department of Education. This
gathering has two main objectives. Firstly, it aims at enriching the
values and skills of our students through event management.
Secondly, it showcases to families and friends the students’
learning materials that were produced throughout the academic
year. The Early Childhood Extravaganza comprises storytelling
sessions, an art exhibition, music and movement and a children’s
theatre production. Children from homes and centres are invited
to spend time with us during this fun-filled occasion.

3
MENTORING PROGRAMME
The ECE Students Council provides a support system to both new
and continuing students. During each orientation event, the
Students Council will introduce new students to the seniors. A
buddy system between the senior and junior students will help the
new students' transition from SPM leavers to become college
students.

1. Children's theatre production at Early Childhood Extravaganza.

2. ECCE Violence Free Week.
3. Recital with the angklung that ECE students master and teach to
preschoolers.
4. Story telling using creative visual aids.
4

13
OUR ACHIEVERS
AND ALUMNI SAY...
My journey with HELP
throughout the 3-4 years as
a student was a very pleasant
PROFESSIONAL QUALITIES AND experience. Attending lectures
EMPLOYABILITY and tutorials was among the
Our graduates exhibit unique identifiable activities I looked forward to
qualities that are in demand and will secure everyday. Lecturers always
them employment offers even before
graduation, both locally and abroad. We have delivered the topics in engaging
graduates who are employed in countries such and interesting ways. Though the
as Brunei, Vietnam, Singapore and Switzerland. assignments and assessments
Our established network with industrial
partners allows students to gain essential
were often challenging, it kept
internship experiences and immediate me motivated and driven to
employment opportunities. complete them with my strong
determination. As cliché as
Our HELP graduates have earned the following
accolades from our industrial partners: HELP’s favorite tagline
• Mastery of the integrated, thematic, ‘University of Achievers’ sounds,
integrated curriculum it has indeed proven itself to be
• Adherence to educational principles of best very true, for it has helped me to
practice as the workplace code of conduct
• Adaptability to the range of ECCE settings, achieve my dreams and
workplace requirements and language, ambitions."
cultural and social needs, and resources
Denise Duar Xia Shing
• Acquisition of child advocacy skills and
HELP Valedictorian of 2016
strategies that support and meet the
growing and developmental needs of every Bachelor of Early Childhood Education
child. First Class Honors

The Bachelor (Hons) I joined HELP It was a challenge to

of Early Childhood University's Master in do the Master of
Education programme at Education in Teaching Education (Teaching and
HELP University and Learning in 2018 Learning) (MEd TL) while
challenged me to think after an 18 year hiatus working as a full-time
further about what I from studying. I teacher at HELP
learnt and provided a expected it to be a rough International School. I
safe place for me to ask ride to get back into was however blessed to
questions. My lecturers transformed the way formal education. However, the lecturers have very supportive MEd TL lecturers and
I think about learning and teaching young made the transition a very smooth one. supervisors throughtout my graduate
children. I am now an advocate of Many of the learning sessions included fresh studies.
encouraging my students to ask more ‘why’ and up-to-date theoretical input as well as My research supervisor guided me to be an
questions. I have also been able to adapt and practical opportunities. We were able to effective teacher-researcher and helped me
apply what I have learnt at HELP and transfer polish our critical thinking skills in addition to manage my time well. My research was
it to my current classroom practice. learning new methodologies. I found the selected to be presented at one of the HELP
Studying at HELP gave me numerous content in all modules to be very useful, University’s Research Fest events and at one
opportunities to hone my skills as a leader hands-on and meaningful for a teacher of the largest Chinese Language
through the Students Council. These facing new challenges in this era of conferences in Singapore. The experience
opportunities helped me tremendously with globalisation. Each lecturer was very was awesome!
learning soft skills that now extend beyond approachable, helpful and had our welfare at
I have since been successfully accepted into
the classroom.” heart and they drove us to surpass our
the Apple Distinguished Educators family
Emelyne Pang potential. I am glad to have passed with
where I am able to contribute powerful ideas
Pre-School Teacher, HELP International distinction, and I owe my success to HELP
for improving teaching and learning
School University for providing excellent
worldwide.
President's Award 2019 educational standards.”
I am truly thankful that HELP University's
Bachelors of Early Childhood Education Audrey Koh Sui Ean
MEd TL gave me a solid foundation in the
First Class Honours SMK Majakir Papar, Sabah, Malaysia
principles of teaching and learning. This has
Form 6 Academic Teacher (MUET) & MUET
allowed me to advance in my profession as
Executive Secretary
an educator.”
Vicky Heng
Teacher, HELP International School

14
 THE EMPLOYERS SAY...

The long standing collaboration

between HELP University (HU) and
HELP International School (HIS) has seen
several Early Childhood Education
graduates come through our doors. I have
witnessed some of these fine young
interns go on to become Learning and
Teaching Assistants, as well as co-teachers,
Singapore Maths Coaches and Mandarin
Teachers. This year, I’ve been working
closely with Emelyne Pang, currently a
Learning and Teaching Assistant in our
Preschool. I have had the opportunity to
work alongside as her mentor as she
completed her Cambridge International
Certificate in Teaching and Learning
(CICTL) course. Emelyne's passion and
strong foundation in Early Childhood
pedagogy is very evident as demonstrated
in her work as well as her CICTL
assignments. This partnership and synergy
between HU and HIS has produced some
fine young teachers.
Colette Irvine
Head of Pre-School, HELP International School

We have worked with interns doing their Early Years Degree at

HELP for the past three years at Toddler Town International
Preschool (formerly known as Safari Kid International Preschool).
Personally, I came to realise that what sets these interns apart from
other interns is their determination. They are equipped with the right
knowledge and work attitude from their coursework activities and the
shining example of their lecturers. With very minimal hand holding,
they are able to be a part of the teaching arena and contribute
greatly. Some have gone on to become permanent teachers with us. I
am grateful to HELP University for giving their students more than
just an education.”
Jigna Doshi
CEO, Toddler Town International Preschool

15
ENJOY OUR
PURPOSE-BUILT CAMPUS

Library

Simulation room

Spacious student lounge

Multipurpose hall Micro teaching room

16
 A STRONG
RESEARCH CULTURE
THE PROFESSIONAL STATUS
OF AN EDUCATOR IS
TRADITIONALLY DRIVEN BY A
CULTURE OF RESEARCH
RESEARCH GRANT FROM THE MINISTRY OF EDUCATION children and members of the public and note in particular, their
The Education Department is researching on the use of a perceptions of PBL), during the implementation of PBL (to
Value-Based Reflective Framework (VBRF) to enhance values investigate and document the processes of implementation) and
development among primary years children. after the transition to PBL (to study the impact of PBL).

RESEARCH COLLABORATION WITH HELP RESEARCH FOR THE COMMUNITY

INTERNATIONAL SCHOOL Using a case study approach, this research project aims to
The Education Department and HELP International School are document noteworthy practices of an ECCE programme
collaborating on a longitudinal research project which aims to situated in a refugee community. As such, its primary focus is on
explore, investigate and document the processes and outcomes the ECCE classroom that is part of an informal school system
as the Preschool transitions from its current teaching and run by volunteers. The research broadly covers three main
learning approach towards the Project-Based Learning (PBL) themes; parental and community involvement in ECCE, out of
approach. There is a three-pronged focus of the research; prior school literacy practices of young children and the teaching and
to the implementation of PBL (working with relevant learning of ECCE in the community.
stakeholders i.e. the school management, teachers, parents,

Our lecturers are mindful to always link include teacher professional development, Fundamental Research Grant cheme
research to their early childhood care and reflective practices in teaching and learning (FRGS) research projects.
educational practice. and out of school literacy practices of
children in marginalised communities. She DR NG POHYOKE has a passion for
The Department of Education embraces a is currently working with a Rohingya children’s learning. She has been working
diverse range of research in the area of community in Gombak. with young children for more than a
Early Childhood Education and Teaching decade. Her strong interest is in language
and Learning. The department has ASSOC PROF DR SOON SENG THAH learning for young learners. She has written
committed research team who are experts has vast experience in research and a research paper on children’s English
in both qualitative and quantitative evaluation, having worked as a researcher language learning using different
research methods. The current research for over 25 years with the Ministry of approaches. She is keen to do more
focus areas are: Education and served as the Director of research on language learning for young
• Reflective Practices of Young Children Research in a local university. Currently he children in the future. She has experience
Value-based Reflective Framework is actively involved in policy research, writing the preschool curriculum for four-
• Knowledge Building and Online Learning programme evaluation, assessment, action to six-year-old children. She is also very
• Involvement of Rohingya Families and research and instructional technology much into exploring the use of Montessori
Community in Their Children’s Education research and related areas. Among his materials in daily teaching.
• Reflective Practices in Teaching and current research activities are cyber safety,
Learning cyberbullying and cybersecurity with MS ELIS JOHANNES HENDRY SALIM is a
• Growth Mindset Pedagogy telecommunication companies and values Senior Lecturer who focuses her research
•D  eveloping Science Module for Parents education research with HELP University. on parental involvement and science for
of Young Children young children. She is currently involved in
• Special Needs Education in ECE MS ROSALIND specialises in early a research project with the Rohingya
• Inclusive Education childhood education and has worked with community in Gombak which aims to
• Parents' Perspectives of Quality and Best children for more than 15 years. Her understand Rohingya’s parents and
Practices in ECE centres. research interest includes children's school community development in Rohingya
readiness, early childhood curriculum, children’s education. For her PhD, Elis is
Besides, the graduate students become a preschool preparation and setting, and developing a science module for parents to
part of the thriving research culture by community and aboriginal school. She is help them enhance their children's
embarking on research projects with a presently a volunteer teacher in a Rohingya scientific skills and instil positive attitudes
particular focus on teaching and learning school and has presented research on towards science learning. Previously, she
process in 21st century education. Rohingya volunteer teachers at the Pacific was involved in the government-funded
Early Childhood Education Research research project (LRGS) on "The
Association (PECERA) International Development of a Comprehensive and
DR JENNIFER TAN is a Senior Lecturer Conference. Currently, she is working on Integrated Model of Quality Malaysian
with expertise in qualitative approach to research related to the Diploma in Early ECCE".
research, especially ethnography and case Childhood Education programme and
studies. Some of her research interests collaborating with colleagues in the

17
ACADEMIC TEAM

THE HELP EDUCATION • Knowledge, understanding and application of

TEAM HAS THE EXPERTISE educational principles as good practice

• Several research studies that impact on practice
AND RECOGNITION, and programme development; and some are
on-going:
DOES RESEARCH THAT - Early English Literacy Longitudinal Study

IMPACTS ON PRACTICE,
- Teacher-led Interaction and Experiential
Learning Experiences

AND IS CONNECTED WITH

- Feasibility Study of setting up the National
Child Data Centre (NCDC)

THE EDUCATION SERVICE - Indigenous People’s Basic Education in the

ASEAN Region

INDUSTRY IN SEVERAL - Professional Development and Career Path of

Educators and Care-Providers in the CIM QM

DISTINCTIVE WAYS. ECCE Study

• Research and development that contribute to
the ECCE scholarship

ASSOC PROF DR SOON SENG THAH PROF DR CHAN YUEN FOOK

PhD Instructional Technology (USM), AMN PhD (Edu Admin) (UPM), MEdu (Malaya),
MEd (Admin) (UP) MMgmt (IIUM), BA (History) Hons (Malaya), PG
BA (Hons), Dip Ed (Malaya) Cert (Human Services Research) (RMIT), Cert
Head of Department, Faculty of Education (Edu) (MPRM)
Associate Professor [email protected]
[email protected] Professor Dr Chan Yuen Fook is a professor in
Assoc Prof Dr Soon Seng Thah spent 34 years in the Ministry of teaching and learning at the Faculty of Behavioral Sciences,
Education as a teacher, researcher, Head of the Research & Education and Languages at HELP University. Formerly, Professor
Evaluation Sector, Deputy Director and Acting Director of the Dr Chan taught at the Faculty of Education, Universiti Teknologi
Educational Technology Division. He specialises in research, MARA, Malaysia for 19 years. To date, Dr Chan has completed
instructional technology and data analytics such as advanced more than 30 research projects funded by various agencies such
statistical modelling, text analytics, and training programmes. as IPPTN, Ministry of Higher Education; Malaysian Examinations
Syndicate, Ministry of Education; Anti-Drugs Agency, Ministry of
Dr Soon once served as a Director of a Research Centre, Deputy
Home Affairs; Research Management Institute, Universiti
Dean, Discipline Chair for Research, and Programme Director of
Teknologi MARA, and MACEE. He has published numerous
a university. On the international front, he was a training specialist
papers in various citation indexed journals. He has also won more
at SEAMEO-INNOTECH, Manila and acted as a consultant to the
than 30 awards in various invention, innovation and design
World Bank, UNESCO, UNICEF, APEC, Commonwealth
competitions at national and international levels. Besides that, he
Secretariat, SEAMEO and several corporate organisations in
was a Fulbright Scholar at Indiana University from 2010 to 2011.
Malaysia.
He also won the Asian Scholar Award in 2008 and Best
Researcher Award (Social Sciences) at Universiti Teknologi MARA
in 2008
DR JENNIFER TAN POH SIM
PhD Applied Linguistics (NUS), MA English
Language Studies (UKM), BEd TESL (Malaya)
MS ELIS JOHANNES
Senior Lecturer
MEd in Preschool Education (UKM), BSc in
[email protected]
Forestry (IPB University), Certificate in Childcare
Dr Tan’s professional experience includes
Course
developing and writing the Secondary School
Senior Lecturer
English Language Curriculum for a school for gifted children in
[email protected]
Math and Science, teacher training and supervision with SEAMEO
Ms Elis holds a Masters in Education (Preschool
RELC and teaching at the Graduate School of Education,
Education) from National University of Malaysia (UKM). She is
Universiti Brunei Darussalam. Her research interests include
currently pursuing her PhD in Early Childhood Education at
reflective practices in teaching and learning and teacher
Universiti Pendidikan Sultan Idris, Malaysia. Ms Elis has 17 years of
education. She has collaborated on research projects with the
experience in the early childhood education industry, during
Brunei Research Council, the Asia Pacific Regional Network for
which she has played various roles as a teacher, principal, operator
Early Childhood (ARNEC) and UNICEF (ROSA).
of kindergarten and manager of an education centre. For the past
ten years, she has been dedicated to lecturing in Early Childhood
Education for both conventional and online programmes, at
diploma and degree levels. Her research interests focus on
parental involvement and science for young children.

18
 DR NG POH YOKE MS CHUA MENN SZE
DEd (OUM), MEd (OUM), BCom (Management) Diploma in ECE (Dika College), Bachelor of ECE
(Murdoch), International Diploma in Montessori (Hons) & Master in Education (Teaching and
Pedagogy (Segi University) Learning) (HELP University)
Lecturer Menn Sze discovered her passion for working with
Dr Ng has been working in a kindergarten young children when she was 18 years old and
environment for more than 16 years. She has wide earned a Diploma in Early Childhood Education
experience of kindergarten operations, having held the positions from Dika College, where she was Best Student in her graduating
of Vice Principal, Head of School and Head of Department. She class. She obtained her Bachelor’s Degree in Early Childhood
has also been involved in the administrative and marketing Education at Help University and was awarded the President’s
activities in the school environment. She has a specific interest in Award. She then continued with her Master in Education (Teaching
the children’s language learning. Her doctoral dissertation was on and Learning) and her thesis focused on the contexts and
“Preschool Children’s Engagement and Learning Experience in the challenges of online reflection with children. Whilst pursuing her
Montessori Method as compared to non-Montessori in English Master’s Degree, Menn Sze was Research Assistant for the
Language Learning". Dr Ng has also written a preschool curriculum Department of Education’s research team that sought to
for four-to six-year-old children. She works with passion with investigate the impact of reflective practices using a Values-Based
young children and is always on the go to explore different Reflection Framework (VBRF). She has experience working with
teaching methods to help the children to be effective learners. learners of all ages; from toddlers to young adults. One of the
She has a keen interest in exploring the use of Montessori most rewarding aspects of Menn Sze’s journey as an educator is
materials in daily teaching. the “AHA!” moments she witnesses when her students’ minds are
challenged. She also enjoys giving back to the community and
volunteers to teach students from high-needs schools as she
MS ROSALIND AHJU hopes to make a difference in the lives of others, and when she has
MEd (Teaching & Learning) (HELP), BA (Hons) time, Menn Sze loves to crochet and journal.
Early Childhood Education (ECU)
Programme Leader (DECE) and Senior Lecturer
[email protected] MS NG YIN PHENG
Rosalind is a senior lecturer, DECE Programme MEd (Teaching & Learning) (HELP), BA (Hons)
Leader and a PhD undergraduate at HELP TESL (UMS)
University. She has more than 25 years of experience in the field Ms Ng worked as a nursery and kindergarten
of early childhood. She specialises in teaching pedagogy and teacher for more than 20 years. She is a facilitator
methodology for young children and is actively involved in the for PERMATA and has trained many Taska teachers
service of children. Rosalind was an EXCO member in the Early under the KAAK programme. Ms Ng is also a
Childhood Care and Education Council Malaysia (ECCE) and is the Montessorian graduate and has held the position of Principal for
council’s internal auditor for the year 2023-2025. She is also a over 10 years. Besides ECE programme, Ms Ng also taught English
researcher in the Fundamental Research Grant Scheme (FRGS) Communication subjects in UMS.
and has presented papers in international conferences.

MS DOROTHY RAJOO
MS BALVINDER KAUR SHINGAR SINGH BEarly Childhood Studies (ECU), MEd ECE
MEd (Early Childhood Education), UPSI, Bac of (Malaya)
Science Computer, UPM, Dip of Education Ms Rajoo helped pioneer early childhood
(Secondary School English), IPBA education programmes in 2010. She was the
KAP: Jabatan Kebajikan Masyarakat secretary of the Faculty Academic Board and
BECE Programme Leader and Lecturer ECCE Advisory Council. The position required her
[email protected] to be connected with ECCE centres for the placement of BECE
Ms. Balvinder Kaur graduated from Sultan Idris Education and DECE students, important stakeholders and research
University (UPSI) with a Master of Education (Early Childhood partners. ECCE has been her professional pursuit ever since she
Education). Having wide experiences of 15 years, teaching all levels became a kindergarten teacher. She subsequently earned her
of students ranging from 3 years up to adults in both public Bachelor of Early Childhood Studies from Edith Cowan University,
schools and private institutions has given her the opportunities to Western Australia and her Master of Education in Early Childhood
use multiple different approaches and methodologies in her Education from University of Malaya.
teaching. She owns a Bachelor of Computer Science (System
Computer) from the University of Putra Malaysia (UPM) which
enables her to share knowledge related to technology in the field
of ECE. Diploma of Education gave her the experience to teach in
the Malaysian public school as a teacher. During these past 8 years,
Ms. Balvinder has been enthusiastically lecturing in Early
Childhood Education at diploma and degree levels. She will be
soon pursuing her Ph.D. in Early Childhood Education. Her
research interests are language and literacy in ECE, development
of modules and tools using DDR methods, Parents’ involvement in
children’s learning and behaviours of young children.

19
 DU028(W)

SCAN TO FOLLOW US
ON SOCIAL MEDIA

HELP UNIVERSITY SDN BHD

Company Registration Number: 198201005211 (84963-D)
MOHE Approval Number: DU209(W)

Subang Bestari Campus

Persiaran Cakerawala, Subang Bestari, Seksyen U4, 40150 Shah Alam, Selangor
Tel: 03-7849 3000