Guru berpeluang hasilkan formula KSSR mulai tahun ini

24 November 2011, Khamis

http://www.utusan.com.my/utusan/info.asp?y=2011&dt=1124&pub=Utusan_Malaysia&sec=Pahang&pg=wp_05.htm

Najib Muhamad menyampaikan ucapan pada majlis penutup Kursus KSSR dan PBS Pendidikan Khas Negeri Pahang di Temerloh, baru-baru ini.

 

TEMERLOH 23 Nov. – Guru-guru yang mengikuti Program Pendidikan Khas Integrasi (PPKI) di negeri ini diberi peluang menghasilkan formula dan kaedah berkesan bagi Kurikulum Standard Sekolah Rendah (KSSR) bermula tahun ini.

Penolong Pengarah Unit Pemulihan Khas Jabatan Pelajaran Pahang (JPNP), Najib Muhamad berkata, peluang tersebut terbuka kepada semua guru sama ada penolong kanan, penyelaras mahupun guru biasa tanpa mengira tempoh perkhidmatan mereka.

“KSSR merupakan perkara baru dan kami amat mengalu-alukan kreativiti para guru untuk menghasilkan kaedah terbaik pelaksanaannya dan boleh diterima pakai oleh semua sekolah termasuk di luar Pahang,” katanya.

Beliau berkata demikian pada majlis penutup Kursus KSSR dan Pentaksiran Berasaskan Sekolah (PBS) Pendidikan Khas Negeri Pahang di Pusat Latihan Guru Dalam Perkhidmatan (PLGDP) Zon Timur Seri Tualang di sini baru-baru ini.

Hadir sama Penolong Pengarah Unit Instruksional Bahagian Pendidikan Khas Kementerian Pelajaran, Dr. Ab. Halim Sulong dan Timbalan Ketua Pengarah PLGDP Zon Timur, Salbiah Ishak.

Kursus tersebut melibatkan 108 guru dari sekolah rendah yang mempunyai PPKI di negeri ini bersama 12 jurulatih utama bertindak sebagai penceramah bagi setiap mata pelajaran yang terkandung dalam KSSR tahun dua.

Najib berkata, semua guru akan dibekalkan dengan buku dan modul pengajaran dan pembelajaran sebagai panduan untuk melaksanakan KSSR bagi tahun satu dan dua.

“Buku dan modul itu bertindak sebagai petunjuk untuk memudahkan guru mengajar di dalam kelas dan mereka berhak untuk bersuara sekiranya terdapat kelemahan,” katanya.

Bye-bye PPSMI

Sunday November 13, 2011

http://thestar.com.my/education/story.asp?file=/2011/11/13/education/9878350&sec=education

By KAREN CHAPMAN
educate@thestar.com.my

The learning of Science and Mathematics in English has always been a contentious issue which has generated much comment and finally there seems to be light at the end of the tunnel.

THE uncertainty is finally over. The question on what language will be the medium of instruction for students who started studying under the Teaching and Learning of Science and Mathematics in English (PPSMI) policy for the following year, has been answered.

Students have been assured that as long as they have learnt the two subjects under the PPSMI policy, they can continue to do so until they finish Form Five.

Many parents and students heaved a sigh of relief.

As with any well-intentioned plan, it is the implementation process which is just as important.

On the ground, it is schools which have to put this into action and to do so, the heads and supporting staff need to fully understand the announcement as well as know how they will execute this.

The Education Ministry should look into setting up a team dealing strictly with this issue from now until the first quarter of next year so that school heads and their staff are clear on their mission.

Perhaps something along the lines of an operations room staffed with officials who are able to adequately explain the issue as well as come up with suggestions.

At the start of the PPSMI policy in 2003, then Education director-general the late Tan Sri Rafie Mahat chaired a daily crisis meeting to tackle all teething problems.

Resolved at last: Muhyiddin and Deputy Education Minister Datuk Dr Wee Ka Siong walking towards a conference room at the Putrajaya International Convention Centre during the PPSMI soft landing announcement.

Deputy Prime Minister Tan Sri Muhyiddin Yassin announced last Friday that students who have started learning Science and Mathematics in English will continue to do so until they complete their studies in Form Five.

Muhyiddin, who is Education Minister, said schools would have the option to teach Science and Mathematics fully in English, Bahasa Malaysia, or bilingually.

When asked how schools would implement this, Education director-general Datuk Seri Abd Ghafar Mahmud said schools will be able to accommodate students according to their needs.

“For example, a school in Taman Tun Dr Ismail (TTDI) in Kuala Lumpur would have students from both TTDI and Sungai Penchala.

“Students from TTDI may opt for English while those from Sungai Penchala may want to be taught in Bahasa Malaysia but this will not be a problem,” he said.

Abd Ghafar said this meant schools could have classes within the same form teaching the two subjects in either English or Bahasa Malaysia.

Muhyiddin said the public examinations for the two subjects will continue to be bilingual.

“It is up to students to choose to answer in any language they are comfortable in.

“They can even answer one question in English and another in Bahasa Malaysia in the same examination paper,” he said.

The two subjects will be fully taught in Bahasa Malaysia by 2016 for primary schools, and by 2021 for secondary schools.

Muhyiddin reiterated at another event that the PPSMI policy had already been reversed.

When the Government announced the reversal of the PPSMI policy in 2009, he said it was not a hurried decision or based on politics.

“It was based on what’s best for the people and country as the ministry has enough data on its implementation, outcome and assessment,” he said.

He said the abolition of the PPSMI policy did not mean that the Government was ignoring the importance of mastering English.

“Under the policy on Upholding Bahasa Malaysia and Strengthening English (MBMMBI), the ministry is implementing new initiatives to improve the mastery of English among students,” he said, adding that MBMMBI started this year.

Getting it done

An Education Ministry circular dated Nov 4 has been sent out to schools which clearly spells out that the PPSMI is no longer in effect.

However, it points out that students who have learnt Science and Maths in English can continue until Form Five.

The circular provides a breakdown on the medium of instruction for the teaching of the two subjects in national primary and secondary schools and Chinese and Tamil (vernacular) schools until students under the PPSMI complete their secondary schooling.

It also explains the use of language in the Ujian Pencapaian Sekolah Rendah (UPSR), Penilaian Menengah Rendah (PMR) and Sijil Pelajaran Malaysia (SPM).

But it does not explain how schools decide if the two subjects are fully in English, Bahasa Malaysia, or bilingually.

When pressed for more information, Muhyiddin said last week that this meant the medium of instruction for the two subjects in schools would be based on the needs of children and teachers.

“The school would know better than me,” he said.

The question is whether there are enough teachers and more so, are they able to handle teaching the two subjects in both languages?

A primary school headmistress in an urban school said that most parents would want to continue in English.

“I don’t think it will be a problem for us (to continue in English),” she added.

Most teachers, she added, also wanted to continue receiving the incentive payment for those teaching Science and Mathematics (BISP).

Under the incentive, primary school teachers involved in teaching the two subjects in English receive an additional 10% to their existing salaries while those in secondary schools get 5%.

Another primary school headmistress feels teachers will not find it easy to teach Bahasa Malaysia in one class and English in another.

“Not all teachers can teach well in both languages.

“It may be feasible in schools that are larger as they have many classes but it needs a lof of planning by the administrators to avoid problems,” she shared.

A secondary school principal in Kedah said her students are high achievers and as such, she is confident that parents would want them to continue learning the two subjects in English.

“We have enough teachers to do so,” she added.

A Tamil school headmaster said the school had just received the circular.

“I am planning to meet the parents of all the pupils soon.

“The problem at my school has been that a majority of parents want their children to learn the two subjects in English and a small minority want to be taught in Tamil so it is hard for us to split our resources,” he said.

Another principal said the school’s curriculum committee had met over the matter.

“We want to continue in English for as long as we can,” she said.

One school head said the issue over the medium of instruction would be discussed at the next PTA meeting.

A school principal in Kuala Lumpur said she would be holding a PTA meeting but was confident most parents would opt for their children to continue learning the two subjects in English.

Parent Action Group for Education Malaysia (PAGE) chairman Datin Noor Azimah Abdul Rahim said not having a mechanism on the medium of instruction would mean that schools were free to decide.

“This is good because no one way is most suitable as schools differ from each other by culture, mentality, lifestyle, parental influence, and socio-economic conditions,” she said.

Noor Azimah also made several suggestions on what schools might want to consider including a meeting for all parents chaired by the principal.

“We could have a show of hands to decide but the principal will have to be objective and not influence any decision.

“Alternatively, the principal could send out letters to parents and on behalf of their children, they pick the choice of language,” she said.

This, she added, would be most appropriate.

The PPSMI policy was initiated by former prime minister Tun Dr Mahathir Mohamad and implemented in phases, beginning with Year One, Form One and Lower Six students in 2003.

At the time, it was also announced that Form Six students would not be affected by the reversal so as to help them in their transition to tertiary studies.

PPSMI: Revamp English curriculum

Friday, November 04, 2011

DATIN HALIMAH MOHD SAID ,President Association of Voices of Peace Conscience and Reason ,Kuala Lumpur

IT is not difficult to get one million people to petition for the reinstatement of the teaching of Science and Mathematics in English (PPSMI) policy in the national education system when the issue is close to the people’s heart and the arguments for PPSMI seem compelling enough.

The popular reasoning is that because the huge knowledge base of these two subjects is in English, pupils who are taught in English are better equipped to understand the concepts and handle the subjects academically. Added to this is the thinking that English language proficiency will be enhanced and communication skills improved as pupils are widely exposed to English in the Science and Mathematics classes. Their command of the international language, it is argued, will stand them in better stead in their future careers.

Surreptitiously appended to the PPSMI petition is the call for parents to be given the right to choose the medium of instruction which best suits their children’s needs. The proponents of education in English argue that, in addition to the national schools in Bahasa Malaysia, the Chinese schools in Mandarin and the Tamil schools in Tamil, there must be national schools in the English medium. The country has only to gain from a liberal education policy which produces school leavers fluent in English, they add.
Being academically qualified in English language, literature and linguistics and professionally trained to teach these subjects in schools and universities for more than 30 years, I would be the first to list the virtues of an English education.

There’s no doubt that at the personal level, a good command of English allows access to tremendous information and knowledge, and builds the confidence to communicate effectively in speech or writing wherever English is the operating language.

However, I would not hesitate to support the development of Malay as a modern language of knowledge and communication, of science and technology.
Having instituted Bahasa Malaysia as the national and official language to forge the educational agendas of nation-building, national identity and unity, the Razak Report and the Rahman Talib Report formalised in the Education Act 1961, firmly established Bahasa Malaysia as the medium of instruction in national schools and its teaching in national-type schools.

As a result of concerted efforts to ensconce education in the national language since the 1960s, Malay has grown from its status as the lingua franca of everyday communication to the formal language of administrative, academic and literary discourse.

Through the work of Dewan Bahasa dan Pustaka, its vocabulary, spelling system, grammar and pronunciation have been modernised and standardised to a level that has not been achieved even by the English language.
Malaysians who doubt the ability of the national language to deliver a sound education system in all the academic subjects, including Science and Mathematics, must be reminded of the giant step taken to establish Universiti Kebangsaan Malaysia (UKM) in 1970. Since then, UKM and the other public universities have continuously produced graduates educated in Malay.

They are among the country’s outstanding academicians and professionals who effectively value-add to the national treasury of skills and expertise.

It is a fallacy to link the abolition of PPSMI with the falling standards of English or to argue that learning Science and Mathematics in English will boost proficiency in the language. Even among those educated in English, it is not the scientists and mathematicians who are the most articulate but rather, those educated in the humanities. What the proponents of English must urge for is the total revamp of the English curriculum, including the syllabus and teaching methodology.

If the teaching of the existing subjects in English run contrary to the national education policy, the Education Ministry must seriously consider bringing in English literature as a strong component in the English curriculum.

Parents must synergise with the teachers, English Language Teaching/Learning (ELT) experts and the ministry officials to propose a fresh model for ELT, benefiting both teachers and students in the short and long terms.

A much lamented issue is the insufficient number of trained English language teachers and those who are assigned to teach English who are themselves not proficient in the language.

Parents must get around this issue and press the government to provide continuous in-house training to bring the teachers’ language proficiency up to par. Teachers must also be weaned from outdated language teaching techniques and be retrained in innovative methods of effective language teaching.

If the government can come up with a comprehensive plan of action to allay the apprehension of parents and the non-governmental organisations representing them, much will be gained. Rather than exacerbate the chicken and egg situation that the Malaysian public is good at playing, the egg must be cracked with a bull’s eye and the bull taken by the horns.
Read more: PPSMI: Revamp English curriculum http://www.nst.com.my/nst/articles/19immx/Article/#ixzz1chSVVo1O

PPSMI: Mother tongue the best option

Thursday, November 03, 2011

HAZWANI RAMELI, Kuala Lumpur
letters@nst.com.my

I AM appalled by the arguments put forth by supporters of the Teaching of Mathematics and Science in English policy (PPSMI) in their bid to revive the abolished policy.

They claim that PPSMI has improved and will continue to increase pupils’ proficiency in the English language.

It is also argued that through PPSMI, pupils will be better equipped with communication skills to compete globally.
This is the world in which English reigns supreme, say PPSMI supporters.

These arguments, however, are flawed.

First, how can English proficiency and communication skills be taught through other subjects, that is, Science and Mathematics?
Is it not the goal of the English language subject itself to do this?

I acknowledge the situation that gave birth to PPSMI back in 2003.

English proficiency and communication skills among our pupils and university graduates are poor, even after 13 years of learning English.
This hinders them from gaining employment commensurable with their academic qualifications, which, ironically, should not be the aim of education.

However, I think this situation is an indication of the failure of the pedagogical approaches in the English language subject.

Therefore, to improve the proficiency and communication skills of pupils in English, an overhaul of the English syllabus and its pedagogical approaches is needed instead.

Why drag Science and Mathematics into this when what we are trying to resolve is something else?

It is like teaching someone to drive, but using the most difficult obstacle course there is.

I am also surprised that PPSMI supporters are behaving as if the government is abandoning English as a subject altogether.

Please be reminded that the government is not abolishing English from the national education system. It is still there in the timetable.

In fact, the new Upholding the Malay Language and Strengthening Command of English policy (MBMMBI), which will kick off in the next academic year, is proof of the government’s commitment to ensure that students master an acceptable level of English proficiency.

My main concern about this latest PPSMI debate is that PPSMI supporters are confusing themselves over what is obvious.

To learn the communicative skills of the English language, there is no better medium than the language itself.

Science and Mathematics improve pupils’ analytical skills.

To guarantee that they can grasp the basic concepts of both subjects, Science and Mathematics are best taught in the language familiar to the students, that is, their mother tongue.

This is supported by the United Nations Educational, Scientific and Cultural Organisation, as recent as during the Education Ministers’ summit in Paris in May, which was attended by the deputy prime minister last May, and as early as in the 1970s.

DPM: Help improve English

Friday October 28, 2011

http://thestar.com.my/news/story.asp?file=/2011/10/28/nation/9792075&sec=nation
SITIAWAN: The Government wants more corporate bodies to help improve English literacy among students as part of their social responsibility.

Deputy Prime Minister Tan Sri Muhyiddin Yassin said a unified focus between the public and private sectors was crucial to the development of the nation’s human capital as highlighted in the recent Budget 2012 announcement.

“With more resources being made available to our youth, I believe we can mould well-rounded individuals to spearhead Malaysia in the era of globalisation,” Muhyiddin said during his working visit to SMK Batu 10 in Lekir near here yesterday.

Muhyiddin, who is also Education Minister, said the ministry had introduced several initiatives to enhance English Language learning in schools especially in the rural areas since last year.

“We have increased the number of English teachers in schools, introduced foreign native speakers to work alongside our teachers in classrooms, increased the hours of learning and introduced a fun interactive English curriculum at the lower primary level,” he said.

However, Muhyiddin said students, especially those in the rural areas, had the tendency to communicate in their mother tongue.

Muhyiddin later announced allocations for several projects in the Lumut parliamentary constituency, including RM1mil for the development of SJK (T) Pangkor, RM1.5mil for the construction of a community hall in Lekir and a van worth RM100,000 for SMK Batu 10.

Earlier in Seri Iskandar, Muhyiddin told Barisan Nasional leaders that the quality of leadership at the division level would determine the rise and fall of the central leadership of each party.

Noting that the general election was drawing near, Muhyiddin said Umno and all component parties under Barisan must work together as a team.

“We must do our best to solve the problems of the rakyat in order to regain their confidence,” he said during a 1Malaysia lunch at the Kemas Training Institute.

Start teaching our children to think again

Tuesday, October 25, 2011

By Umapagan Ampikaipakan

Children playing with play dough in a kindergarten. There should be ample time set aside every day for children to come up with ideas.

Children playing with play dough in a kindergarten. There should be ample time set aside every day for children to come up with ideas.

LAST Saturday, at the Singapore Writers Festival, the rockstar freakonomist and geek-in-chief, Steven Levitt, gave a short lecture on unconventional thinking.

He began with a story, with the tale of John Szilagyi, a mid-level employee at the Internal Revenue Service in America who had become almost obsessively fascinated with the kind of things that taxpayers listed as their dependants. He had noticed that many of the names of children that parents put down on their tax forms sounded quite odd: Fluffy, Spike, and so on. Szilagyi became increasingly suspicious and suggested to the IRS that they make it compulsory for taxpayers to not just put down a name for their dependants, but a social security number as well.

At first, they rejected his idea for being too Orwellian, for being too 1984, but a few years later, when “Congress was clamouring for more tax revenue, Szilagyi’s idea was dug up, rushed forward and put into law”. What happened next was staggering.
When the tax returns started coming in the following year, seven million children had suddenly vanished from the tax rolls. It seemed that one in every 10 child in the United States was just made up, conceived by the pen, a figment of his or her parents’ imagination. And what Szilagyi’s simple idea did by uncovering this national scam was to increase federal tax collections by almost US$3 billion (RM9.4 billion) in that single year.

Now there were many good reasons why Levitt regaled us with this story. Two of them, however, stand out. The first was that great ideas are rare. That they are generational. That they have the ability to transform society and to change the world as we know it. The second was that a great idea doesn’t have to be a complex one. That it doesn’t need to explain string theory or solve Fermat’s last theorem. That sometimes, even the most everyday solutions can be nothing short of genius.

Which, in itself, raises a nagging question. Why did it take almost a century for someone to come up with a solution so simple? How did all of those people poring over those tax forms everyday miss something so commonsensical? Why did no one think about it before Szilagyi?
The answer, while rather straightforward, is nevertheless incredibly depressing. No one else thought about it because they just didn’t have the time. Heck, it would take Szilagyi three decades of staring at tax submissions before he happened upon that clever twist himself.

It isn’t at all surprising. When we’re in school, we spend all of our time studying. Just memorising facts to pass exams. When we’re done with that, we spend the rest of our lives working. 9 to 5. 7 to 11. So caught up in the day-to-day that we barely have the time, or the inclination, for anything else. The simple fact of the matter is that we spend little to no time at all indulging in thought. Of any kind.

And therein lies the problem. Because somewhere in our journey towards modernity, we just stopped thinking. We came up with codes, we came up with plans, we came up with production line methods, on how to live. We believed that if we just continued along the path we’re on, that if we kept on doing what we were doing, we would not rock the boat, we would not put at risk that glorious status quo.
If anything, it’s made us lazier than ever before. Not physically but mentally. Intellectually. It has left us lost and delirious, utterly incapable when trying to address so many of the problems that plague us as a society.

Maybe the solution lies in the way we teach our children. Because all of our education seems rooted in the past. Not just as guidance but as methodology. But just because we’ve done something one way it doesn’t mean it’s the right way. It doesn’t mean we continue to do it for now and forevermore.

Maybe we need to start teaching our kids to think again. To allow for the fantastic instead of just cramming for As. Maybe we need to stop stifling their innate curiosity by systematically beating out of them what we think is useless and unnecessary.

Maybe what we need in our school syllabus is for teachers to set aside an hour every day and just let kids come up with ideas. Let them explore. Let them contemplate. Let them embrace the impossible. Because at the end of the day, that kind of creativity, that kind of unconventional thinking, might just be the only thing that saves us.

Baiki modul, kurikulum Bahasa Inggeris

21 Oktober 2011, Jumaat

http://www.utusan.com.my/utusan/info.asp?y=2011&dt=1021&pub=Utusan_Malaysia&sec=Dalam_Negeri&pg=dn_13.htm
Oleh NORMAIRAH JAMALUDDIN
pengarang@utusan.com.my

KUALA LUMPUR 20 Okt. – Enam Sasterawan Negara hari ini menyarankan supaya modul dan kurikulum mata pelajaran Bahasa Inggeris (BI) di sekolah diperbaiki bagi meningkatkan penguasaan bahasa itu dalam kalangan pelajar.

Mereka berpendapat, cara itu dapat memperkasakan penggunaan bahasa Inggeris berbanding pelaksanaan Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris (PPSMI).

Justeru, mereka bersetuju apabila PPSMI ditukar ke bahasa Melayu yang disifatkan sejajar dengan usaha pembinaan jati diri bangsa Malaysia yang berpaksikan kepada penggunaan bahasa kebangsaan.

Sasterawan Negara yang terdiri daripada Prof. Datuk Shahnon Ahmad, Datuk A. Samad Said, Prof. Dr. Muhammad Salleh, Datuk Noordin Hassan, Datuk Dr. Anwar Ridhwan dan Datuk Dr. Ahmad Kamal Abdullah dalam satu kenyataan bersama hari ini berkata, penguasaan bahasa Inggeris tidak mungkin dapat dicapai melalui PPSMI.

“Kurikulum Bahasa Inggeris yang perlu diperbaiki. Ini kerana kedua-dua subjek ini (Sains dan Matematik) tidak dapat meningkatkan pemahaman bahasa Inggeris kerana tidak mempunyai kosa kata, nuansa dan metafora yang menyeluruh.

“Kita lihat sahaja pelajar yang mempelajari bahasa Inggeris selama enam tahun di sekolah rendah dan lima tahun di sekolah menengah masih tidak mampu menguasai bahasa itu dengan baik,” kata mereka.

Jelas mereka, sebahagian lepasan sekolah menengah hanya memerlukan masa dua tahun untuk menguasai bahasa Jepun, Perancis, Jerman dan Rusia bagi mengikuti kursus sains, teknologi dan perubatan di negara-negara berkenaan.

“Ia jelas menunjukkan bahawa bahasa Melayu masih boleh dikekalkan dalam sistem pendidikan kebangsaan hingga ke peringkat universiti, tetapi dalam masa sama mahasiswa masih boleh mengasah kemahiran berbahasa Inggeris.

“Sebagai contoh Universiti Kebangsaan Malaysia (UKM) sejak penubuhannya pada 1970 menghasilkan lebih 450 tesis doktor falsafah (PhD) dan lebih 2,000 tesis sarjana (MA dan M.Sc) dalam bahasa Melayu,” katanya.

Jelas mereka, walaupun menghasilkan tesis dalam bahasa kebangsaan, tetapi ramai lepasan universiti itu kini menjadi pakar dalam bidang sains, matematik, kejuruteraan dan perubatan.

“Malah, mereka mendapat penghormatan dari dalam dan luar negara. Hal ini membuktikan pelaksanaan PPSMI tidak sesuai diamalkan, apa yang perlu diubah adalah modul dan kurikulum di sekolah,” katanya.

Mereka turut menegaskan, bahasa Melayu perlu terus diperkasakan sebagai bahasa ilmu terutama dalam penerbitan buku-buku ilmiah.

“Janji Timbalan Perdana Menteri, Tan Sri Muhyiddin Yassin baru-baru ini untuk memberi dana khas penerbitan buku merupakan peluang yang tidak harus dilepaskan oleh semua pihak terutama tenaga pengajar di semua universiti awam di negara ini.

“Sehubungan itu, pihak universiti wajar mengiktiraf sumbangan tenaga pengajar mereka yang menghasilkan jurnal atau buku dalam bahasa Melayu,” katanya.

Tambah mereka, jika sumbangan penulisan dalam bahasa Melayu oleh tenaga pengajar diiktiraf oleh universiti masing-masing, maka 1,700 profesor dan 25,000 tenaga pengajar di universiti awam akan kembali aktif menulis karya-karya ilmiah dalam bahasa Melayu.