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AUGUST 2018 EDITION EARLY CHILDHOOD EDUCATION PROGRAMMES

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Page 1: EARLY CHILDHOOD EDUCATION PROGRAMMES - help.edu.my · The BECE (HONS) Programme is MQA Accredited (REF: A10104) Kekuatan: Program dikatakan membekal pengetahuan dan kemahiran teoritikal

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EARLY CHILDHOOD EDUCATIONPROGRAMMES

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The BECE (HONS) Programme is MQA Accredited (REF: A10104) Kekuatan: Program dikatakan membekal pengetahuan dan kemahiran teoritikal yang mencukupi kepada para graduan untuk

meneroka perkembangan-perkembangan terkini serta keperluan semasa profesionalisme bidang pendidikan awal kanak-kanak.

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HELP Early Childhood Education Programmes

Early Childhood Care and Education (ECCE) Services Implicit in early childhood education (ECE) is the provision of care (ECCE), which is the essence of HELP ECE programmes for the Educator-Carer acquires knowledge and understanding, skills and strategies, attitudes and values in distinctively ECCE domains.• Partnering Parents• Safety and Security• Hygiene and Health• Appropriate Activities• Records and Reports

HELP DECE and BECE CurriculumIn scope and contents, the DECE and BECE programmes are spiral and integrated.

The Educator-Carer begins the professional preparation journey with a broad appraisal of the ECCE knowledge base and progressively becomes qualified and eventually, certified for work with young children in nursery and kindergarten.

DECE Transits to BECEDECE qualified and certified Educator-Carers are motivated to pursue the BECE (Hons) Programme. They are eligible for second year admission with strong academic standing locally and overseas. • Available to HELP DECE Educator-carers are merit scholarships and grants.• Several universities oversea offer HELP Educator- Carers advanced standing.• Credit transfers and subject exemption are available.

The DECE and BECE Programmes prepare the Educator and Care-provider to be the qualified and certified educator and carer of young children. It is the professional identity in the ECCE industry.

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Society, School And HomeYear 3

EDU-CARER and ECCE ServicesYear 1

Nursery and Kindergarten ProgrammesYEAR 2

SPIRAL DIAGRAM:

SPIRAL AND INTEGRATED DECEC AND BECE CURRICULUM

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Diploma inEarly Childhood EducationKPT/JPS (R/143/4/0055) (MQA/FA2145) 06/23

Appropriateness and RelevancyTo become qualified and certified, the Educator-Carer is required to have the Diploma in Early Childhood Education for personal and professional identity, and children, families and community.

The DECE programme is appropriate with five qualities.• An opportunity to learn and upgrade English proficiency to the level required for the degree or BECE (Hons) programme• A balanced preparation for work in any early childhood settings as a result of the 8 week workplace practicum and empirical based course and fieldwork.• Exceptionally strong in the social and psychological understanding of the child

• Caters to the needs of and facilitates the successful development of each Educator-Carer.• Promotes the creativity and talents of Educator-Carers across ECCE settings and scenario, such as in arts, music, drama and constructions.

Scope and ContentsThe 30 months programme is a study of 27 courses listed in Table 1, which can be done in two years in accordance with MQA approval.• 20 Core Major• 2 Elective Major• 1 Free Elective• 4 MQA – MPU Compulsory Subjects

DECE1013 Teaching and Learning in Early Childhood SettingsDECE1023 Social-Psychology of Child StudiesDECE1033 ICT and MultimediaDECE1044 The Educators’ English languageDECE1054 Observation Study of Early Childhood SettingsDECE1074 Language Arts in Early ChildhoodDECE1084 Visual Arts ProgrammeDECE1104 Mathematics and Science in Early ChildhoodDECE1114 Social Studies and EnvironmentDECE1124 English Language Across Early Childhood CurriculumDECE1134 Health and NutritionDECE1144 Physical and Health EducationDECE2014 The 8-Week Care and Education PracticumDECE2024 The Developing Child OR DECE2034 The Developing Reader

DECE2154 Teaching Young Children BMDECE2074 Early Childhood Education: Review and Reflection of TPDECE2084 Observation and Assessment of Young ChildrenDECE2093 Development of Malaysian EducationDECE2103 Children and PlayDECE2113 Child DevelopmentDECE2124 Expressive Arts (Music, Movement and Dance)DECE3013 Psychology of EducationDECE3023 Sociology of EducationMPU2213 Bahasa MalaysiaMPU2223 Communication and Writing SkillsMPU2313 Introduction to Malaysian TourismMPU2422 Co-Curriculum Community Service

SUBJECT LISTING

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Teaching-Learning ModesBeside lectures and tutorials, classes are conducted in the learning laboratory. Fieldwork and empirical studies are carried out with children that highlight the importance of experiential engagement.• Mastery of lesson planning that reflects appropriateness for differing ages.• Trial-run lesson plans to evaluate appropriateness for the target children.• Documentation of children’s learning progress along the developmental continuum.• Ample opportunities to create and develop curriculum portfolio for each of the early childhood curriculum.

Assessment ModesProfessional preparation for work with young children dictates how the studies of 27 subjects are assessed in four main modes. • Formative Assessment comprises several regular assessment strategies such as assignment and project. - Curriculum Portfolio - Journal of lesson trial-run - Report of Fieldwork or Inquiry - Essay or Quiz - Oral Presentation• Summative Assessment with the inclusion of mid-term test and final examination• Some subjects do not have examinations and are project based.• The 8 Weeks of teaching practice and care practicum (TP) rounds up the Educator-Carer’s Professional Preparation at the workplace. The assessment will be derived from four requirements.

- Practicum Log Book - Educator-Carer TP Record Book - TP Supervisor’s Report and Assessment - TP Cooperative Educator-Carer’s Report and Assessment

Admission RequirementOne of the following:• SPM or SPMV or MCE with a minimum of three credits • Other equivalent qualification as approved by the Malaysian Qualification Agency (MQA)

Candidates without SPM or MCE have the following options with MQA Approval:• SPM or MCE 2 Credits and 3 Years Teaching Experience• SPM or MCE 1 Credit and 5 Years Teaching Experience * Refer to MQA Current Status

Candidates without SPM or MCE have one pathway, approved by MQA• Qualifying test on BM, English and Mathematics; i.e. the APEL Route created by MQA. * Refer to MQA Current Status

Mature senior candidates with acceptable ECCE qualification, who fulfil the minimum requirements, are eligible to apply for advanced standing.

Study Loan and ScholarshipCandidates can apply for PTPTN Loan, EPF withdrawal, HELP University Merit scholarship and bursaries.

Mastering the skill of string puppetryMotor coordination through hoopla tunnel

International students from Nepal, Turkey, Myanmar, Africa and Switzerland

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Bachelor of EarlyChildhood Education (Hons)

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Graduate EDU-CARER’S Professional PreparationIn scope, the graduate EDU-CARER to-be begins a broad base journey that covers the development of the young child from birth to junior primary in a wide range of settings.• Home, family and Community• Care and Education Centres• Formal and In-Formal Learning• Special and Individual Needs The contents of study fulfil the minimum 120 credit hours required from 36 subjects, listed in Table 2 which are integrated, spiralling around the child as the subject of study with the primary aim of facilitating the balanced overall development of children during the early formative years.• 26 Major ECE Courses• 2 ECE Free Electives• 1 Compulsory ECE Elective• 2 Workplace Practicums in Nursery and Kindergarten• 5 MPU Courses

The Honours award is determined by five criteria, which are adhered to at the commencement of the programme. • Credit Pass in 36 Subjects• Second Year Performance in 7 Subjects• Third Year Performance in 5 Subjects• Performance in Two Practicums• Performance in Third Year Independent Inquiry

BECE Delivery ModesThe integration of good practice with educational principles dictate how courses are taught and students’ development of their teaching-learning strengths.• All lessons are experiential in scope with classroom and centre based application.• Most assignments included empirical components and connect with the ECCE educators and carers.• Theoretical discussion and exploration are based on review and reflection of research studies with a local consideration.• The emphasis is on the development of the reflective- reflexive teaching behaviour.

Every course is facilitated by the e-learning portal through which lecture hand outs, assignment instructions and notes, readings and references, etc. are given.

Assessment ModesTo reflect on the focus of the BECE (Hons) programme on the qualified status of the educator and carer of young children, a range of assessment modes are carried out.• Esssay• Mid-term Test• Journal• Portfolio• Project• Inquiry• Trial-run• Practicum• Final Examination

Several subjects that do not have examinations are assessed by an empirical based inquiry project.

Two Teaching Practice (TP) and Workplace PracticumTwo TP are required, a 16 weeks experience to complete the nursery (8 weeks) and kindergarten (8 weeks) programs carried out in two semesters, which are assessed as follows:• Practicum Centre Log Book• Educator-Carer Record Book• TP Supervisor’s Observation Report• Cooperative Educator-Carer’s Report

Professional Qualities and EmployabilityHELP BECE graduates thus far, are in demand and enjoy full employment before graduation with several identifiable qualities.• Ample opportunities to master thematic webbing and classroom application.• Trial-run of lesson plans to appraise the appropriateness for differing age groups.• Commencement of the process of pedagogical documentation• Mastery of the integrated, thematic, integrated curriculum• Adherence to educational principles of best practice as the workplace code of conduct• Adaptability to the range of ECCE settings, workplace requirements and language, cultural and social needs, and resources• Acquisition of child advocacy skills and strategies that support and

KPT/JPS (R/143/6/0085) (A10104) 05/20

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BECE101/1 Child Development 1 (The Growing and Developing Child)BECE102/1 Early Childhood Education and Curriculum 1 (Play and Learning Experiences)BECE107/1 Observation and Assessment 1 (The Nursery Programme)BECE207/1 Young Children’s LiteratureBECE205/1 Young Children’s Visual Arts Program: Art and CraftBECE103 Sociology of EducationBECE104 Development of Malaysian EducationBECE206 Music and Movement in Early ChildhoodBECE208 Health, Safety and Nutrition for Young ChildrenBECE212 Teaching Young Children EnglishBECE210 Managing Young Children’s BehavioursBECE308/1 Practicum 1: Nursery Experience (The 8 Weeks Teaching Practice and Workplace Experience)BECE101/2 Child Development II (Learning Experiences and Development)BECE102/2 Early Childhood Education and Curriculum II (Purposeful Play and Preschool Program)BECE107/2 Observation and Assessment II (The Kindergarten Programme)BECE202 Mathematics in Early ChildhoodBECE203/1 Science and Technology in Early ChildhoodBECE204 Social and Environment Studies in Early ChildhoodBECE213 Teaching Young Children Bahasa Malaysia BECE217/1 Physical and Health Education in Early ChildhoodBECE214 Teaching Young Children Chinese ORBECE215 Teaching Young Children TamilBECE309/1 Practicum 2: Kindergarten Practice (The 8 Weeks ECCE Experience)BECE313 ECCE Independent Inquiry (BECE Honours Project)BECE303/1 Issues of Early Childhood EducationBECE211 Introduction to Special Education OR BECE311BECE311 Introduction to Learning DisabilitiesBECE310 Introduction to Play TherapyBECE301 Education of the Gifted and Talented BECE302 Management of Early Childhood ProgramsBECE306 Parenting Young ChildrenBECE304 School – Community Relationships OR BECE307BECE307 Globalism and Multiculturalism for ChildrenBECE312 ECCE EntrepreneurshipBECE216 Children’s TheatreMPU3123 Tamadun Islam dan Tamadun Asia(TITAS)MPU3113 Hubungan EtnikMPU3223 Leadership and Life Skills MPU3363 Issues of Social Media on the Malaysian Society MPU3432 Co-curriculum – Event Management 2

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G meet the growing and developmental needs of every child.• Understanding of policy shift that impacts on curriculum development and ECCE practice• Commencement of collegial professional development and career path of the EDU-CARER • Acquisition of the reflective teaching behavior based on classroom or action research.

Career Opportunities of Graduate EDU-CarersThe professionally prepared graduate EDU-CARERS are capable of functioning competently beyond nursery and kindergarten, school and institution of learning. They are able to do work in the following fields:• Hospitality and Recreation• Games and Toys Manufacture• Learning Material and Resource Development• Journalism and Publication• Food Industry

Admission Requirement• HELP Diploma in Early Childhood Education, Business, Information Technology, Foundation in Arts or Science and other equivalent• STPM/A Level passes in 2 subjects or with CGPA of 2.00• Unified Examination Certificate (UEC) with a minimum B grade in 5 subjects• 5 CPU (Canadian Pre-University) passes with a minimum of 50% • SAM (South Australian Matriculation) / TEE (Tertiary Entrance Education) with a university aggregate of 50%• Equivalent Diploma, Foundation or Matriculation Qualification• Minimum of 24 scores in the International Baccalaureate• Victorian Certificate of Education with a minimum average of 50%• Other equivalent qualification approved/ accredited by Malaysian Qualification Agency.

And any of the following• SPM or SPMV with a minimum of 3 Credits including English• GCE O-Level with 3 Credits including English• Other equivalent qualifications approved by the Malaysian Qualification Agency• Other equivalent qualifications approved by the Malaysian Qualification Agency

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Study Loans and Merit ScholarshipApplicants who meet the selection criteria can apply for one of the following:• PTPTN Loan• EPF Withdrawal• HELP University Merit Scholarship• HELP University Bursary• HELP University Financial Aid

Information can be obtained from the Registry HELP University

On-Course Employment ECE students in their first and second year study have ample part-time employment opportunities in ECCE centres to gain exposure, experience and connected with young children, a range of curriculum and resources, interactions and practice. These are vital input for maximum grasp of ECE courses.

IntakesJanuary, May, August

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1. Clay art class session2. A scene from the musical, Sailor's Return Home. A ECE students production3. Recital with the angklung, a musical instrument that ECE students master and teach to preschoolers4. Participative learning through music and movement5. Teacher's roll-in role during sand play6. Preparing dumplings with children7. Flannel boardstory-telling skill8. Sorting experience through taste and smell

The ECE Students ClubThe ECE Students Club is an initiative of the first cohort of students in 2011. It has grown in status and extended its activities into several community services. Every ECE student is a member. From the wide range of activities organised, informal learning experiences augment the learning experience of the formal programme. This enriches the edu-carers’ professional journey by encouraging them to assume leadership roles and take ownership of their own educational journey of commitment to community service.

Activities of the ECE Students Club:1. Organise three annual events • ECE gathering connecting with ECE

stakeholders • 2 days of activities with the Pop-Up Stories Fan Clubs of Selangor and KL • End of Term Gathering2. Organising and maintaining the Library of

the HELP Education Department3. Participation in Orang Asli Study Camps.

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Dr Gerard LouisBScEd Hons (Malaya), MSc (Guidance & Counseling), PhD (Counseling Psych)(DLSU, Manila)Dean, Faculty of Education and Languages

Dr. Gerard has been involved in the field of education, counseling and training for over 30 years. He has worked as a school administrator in both public and private school settings. He has been with the HELP Education Group for the last 18 years and served as the founding Principal of HELP International School. He was also instrumental in setting up CAREERsense@HELP, the career guidance and assessment center at HELP University as well as the Center for Workplace Performance and Learning. He has extensive experience in the training, supervision and development of both professional counselors and counselors-in-training.

His personal area of interest and research in the field of education is in outcome-based education and learning, as well as leading change in an international educational context. In the field of counseling psychology, his research interest is in the area of examining factors that contribute towards abstinence and relapse among recovering drug users.

He currently sits on the Boards of Governors of HELP International School and the Crescendo-HELP International School in Johor Bahru. He is also an Academic Advisor for the HELP Education Services Limited.

Dr Goh Lay Huah Ph.D (Management in Education), M.Ed (Management and Language Teaching), Certificate TESOL, and Microsoft Certified IT

Professional (MCITP).Associate Professor and Head of Department of Education Assoc. Prof. Dr. Goh Lay Huah is the Head of the Department of Education at the Faculty of Education and Languages. She has 30 years’ experience working as a teacher educator, trainer and coach/mentor in education. Dr. Goh has demonstrated excellence in instructional leadership in her many years of involvement in Malaysian Teacher Training Institutes, public and private Universities. She also displays strengths in facilitating and leading educational research and research

consultancy skills, and has published in international refereed journal and current international pedagogical best practices, in particular with regards to instructional technology. Her other capabilities include: wide experience in consultancy in schools and education training and highly skillful in handling e-learning environments, highly-developed communication, interpersonal and negotiation skills in matters involving colleagues and students as well as external clients in international contexts. She also has the ability to act as excellent brand ambassador locally, regionally and world-wide.

Ms Revati RamakrishnanBachelor of Psychology (Curtin), M Human Science (Psychology) (IIU)Senior Lecturer and BECE (Hons) Programme Leader

Ms. Revati gains collegial respect of her ECCE peers having worked with them for a decade after graduation. Her qualifications; Masters in Human Sciences (Psychology) and Bachelor of Psychology; obtained from International Islamic University, Malaysia and Curtin University of Technology, Western Australia, in 2005 and 2008, respectively have given her the basic ECCE strength. She is trained in Indian classical dance, and has participated in many dance drama productions across various age groups. Her passion for early childhood education grew when she was in Western Australia where she worked in childcare services. Her employment as a disability support worker at Rocky Bay, a leading provider of disability services, exposed and sparked her interest in the area of special needs. Her expertise, interest and experience are best employed in teaching subjects such as Child Development, Special Needs Education and Play Therapy.

Ms Lee Swee Peng, RachelB Bus (Accounting) (Curtin WA), BA Ed (Early Childhood Studies) (ECU WA), MECEd (UM)Senior Lecturer and DECE Programme Leader

Ms. Rachel Lee offers the ECCE programs a special insight into the ECCE industry and on how young children grow, learn and develop from the perspective of an accountant who went on to pursue a degree in early childhood studies in 2001 and a master of early childhood education in 2011. Furthermore, as a mother of

HELP University (HU) Early Childhood Care and Education (ECCE) TeamThe HU ECCE Team has the expertise and recognition, and does research that impacts on practice and is connected with the ECCE Service Industry in several distinctive traits.

• Knowledge, understanding and application of educational principles as good practice• Research that impacts on practice and programme development having done several research studies and some are on-going: - Early English Literacy Longitudinal Study - Teacher-led Interaction and Experiential Learning Experiences - Feasibility Study of setting up the National Child Data Centre (NCDC) - Indigenous People’s Basic Education in the ASEAN Region - Professional Development and Career Path of Educators and Care- Providers in the CIM QM ECCE Study• Research and development that contribute to the ECCE scholarship

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three young children, she brings to the ECCE classes another dimension that links the theories and best practices in ECCE settings. Having worked as a trainer of childcare providers and kindergarten teachers over the last 16 years, she is familiar with the requirements of quality, best practice and standards expected of early childhood teachers. Her expertise, experience and interest offer ECCE students wide ranging exposure to ECCE careers and professional development. Ms. Rachel has been an active member of the ECCE Council since 2011, and was the internal audit and assistant treasurer to the council. She is also well connected with the private ECCE industry.

Ms Anita Wong Voon YingBEd TESL (Hons) (Kent, UK), MA Sp Ed (S Florida, USA)Senior LecturerMs. Anita Wong has a range

of teaching experiences having taught in public schools and private institutions of learning over the last two decades. Her involvement in meeting the needs of hearing impaired students and the refugee community has broadened her scope in several teaching areas, such as special education needs, the social-psychological and developmental needs of young children and community-school relations. In addition, her background in teaching English as a second language is an asset in helping students with low English proficiency. Ms. Anita is also competent in Bahasa Malaysia and is thus able to provide effective support to a bilingual diploma program. She is involved in one of the department’s research projects and outreach programs. Ms. Anita’s expertise, experience and concern bring new insights and enrichment to her students.

Ms Denise Duar Xia ShingFoundation Studies (Trinity College, Melbourne) BECE (First Class Honors) (HELP University)Lecturer

Ms. Denise Duar started her career as a lecturer with a promising future having completed her degree in early childhood education successfully in HELP University with First Class Honours. She was the 2016 Convocation Valedictorian in which she expressed vividly her passion for early

childhood education. She is currently involved in several ECCE areas such as children’s theatre, physical and health education, play and learning, and social psychology of the child. She plans to pursue postgraduate studies in the near future. Having an active and lively personality has given her additional impetus to deepen and develop her competencies as an early childhood educator. Ms. Duar’s commitment to enable more ECCE educators and carers to benefit from quality programmes has seen her participating in the department’s outreach programs in East Malaysia.

Ms Rosalind AhjuTutorRosalind Ahju worked as a preschool teacher for more than 15 years. She has also been involved training new

preschool teachers and developing learning programmes and preschool workbooks since 2000. She specialises in techniques in story telling for children. Rosalind graduated with the Bachelor of Early Childhood Studies from Edith Cowan University and is currently pursuing her Master of Education in Teaching and Learning at HELP University

ADJUNCTED LECTURERS

Puan Sri Prof Dr. Rohaty MajzubBA (Hons.), Dip Ed (Malaya), MEd ECE (Florida), PhD (Michigan, Ann Arbor)

Puan Sri Prof Rohaty’s career in ECCE is a professional pathway for young educators and care-providers to emulate from a teacher to an academia, a journalist writing an ECCE column in the Star in the 1990s and continuous engagement with research. She brings to the ECE programs a wealth of enriching experiences to the independent inquiry, a compulsory honours paper that final year students on the BECE (Hons) program, are required to do. Her national ECCE research projects link her to partnering public universities such as, UKM and UPSI in pursuit of making a significant difference to the education experiences of ECCE student educators and carers. The decades of experience as a professor of early childhood education has earned her national recognition and contributes to national ECCE

development. Prof Rohaty is active in several NGO’s such as, PERKIM Negeri Sembilan, Persatuan Ibu Tunggal Negeri Sembilan and also in professional organizations such as PERPMA, PSIMA, MQRA and Mental Health Association Malaysia.

Dr Yeow Poh WhaBA (Hons), Dip Ed (Malaya), MEd TESL (Manchester), PhD (Leeds)An experienced teacher, Dr. Yeow has 25 years of

experience, especially in teacher education, training teachers to teach English when working in the Ministry of Education and later, in 2011 at the Regional English Language Centre, Singapore. Her expertise and interest in language arts, children’s literature and early English acquisition have added value to HU ECCE programs. Her research involvement in two national ECCE projects on opportunities for professional development and career path, and provision of indigenous people’s basic education in differing settings have connected her with ECCE stakeholders, leaders and entrepreneurs. This background has given her students a wide range of learning experiences. She continues to contribute to the development of ECCE scholarship.

Ms Dorothy RajooB Early Childhood Studies (ECU WA), Med Early Childhood Education (UM)Ms. Dorothy Rajoo began the early childhood education

programs in 2010. Together with two other pioneering colleagues, she witnessed the development of the BECE (Hons) Program and assumed the DECE Program leadership in 2013. Well respected by both colleagues and students, Ms. Dorothy continues to be engaged in the education of educators and childcare-providers. Her contribution goes beyond lectures, tutorials and practicums. She was the secretary of the Faculty Academic Board and ECCE Advisory Council. The position required her to be connected with ECCE centres for the placement of BECE and DECE students, important stakeholders and research partners. ECCE has been her professional pursuit ever since she became a kindergarten teacher and having earned her Bachelor of Early Childhood Studies from Edith Cowan University, Western Australia and Masters of Early Childhood Education, University of Malaya.

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www.help.edu.myfacebook.com/HELPUniversitytwitter.com/HELPUni

HELP University Sdn Bhd (Co No: 84963-D)

No. 15, Jalan Sri Semantan 1, Off Jalan Semantan, Bukit Damansara, 50490 Kuala Lumpur. Registration No: JPT/BPP(D)1000-701/507 DU028(W)

Tel: 03-2716 2000 Fax: 03-2095 7100 Email: [email protected]