Kementerian Pendidikan jangan kompromi

KUALA LUMPUR 28 Jan. – Pertubuhan Pribumi Perkasa Malaysia (Perkasa) meminta Kementerian Pendidikan tidak berkompromi terhadap seorang guru yang mendenda dua muridnya dengan menggantung loceng di leher dan mengarahkan mereka memakan rumput di sebuah sekolah di Sungkai, Perak, Khamis lalu.

Pertubuhan itu juga menyeru pihak kementerian mengambil tindakan serius terhadap guru berkenaan yang jelas disifatkan sebagai kurang ajar dan tidak memiliki sifat seorang pendidik.

Ketua Wira Perkasa Malaysia, Irwan Fahmi Idris berkata, tindakan penukaran sekolah atau penggantungan terhadap guru terbabit adalah hukuman ringan dan tidak setimpal dengan perbuatannya yang memalukan pelajar, keluarga pelajar dan masyarakat Malaysia.

Beliau berkata, tindakan guru itu juga dianggap sebagai diskriminasi terhadap pelajar berkenan dan tidak sepatutnya terjadi di negara yang berbilang kaum ini.

“Jika dia mahu mendenda murid sekali pun lakukan dengan cara yang betul bukan melampau.

“Cara dia bukan saja tidak kena dengan sistem pendidikan di negara ini malah amat tidak patut apabila memalukan kanak-kanak sebegitu,” katanya yang membuat laporan polis di Ibu Pejabat Polis Dang Wangi, di sini hari ini.

Menurut Irwan Fahmi, selain laporan polis, Perkasa turut menyerahkan satu salinan video rakaman temu bual salah seorang murid yang menjadi mangsa dalam isu berkenaan.

Jelasnya, murid terbabit telah menceritakan pengalamannya itu di dalam video yang Perkasa rakamkan.

Artikel Penuh: http://www.utusan.com.my/utusan/Dalam_Negeri/20140129/dn_18/Kementerian-Pendidikan-jangan-kompromi#ixzz2rprdbAZL
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Perkasa desak guru dihukum lebih keras

IPOH 28 Jan. – Pertubuhan Pribumi Perkasa Malaysia (Perkasa) negeri mendesak hukuman lebih keras, termasuk dibuang kerja dikenakan ke atas seorang guru lelaki di Sekolah Jenis Kebangsaan Cina (SJKC) Khai Meng, Sungkai yang bertindak melampau melayan dua murid tahun empat sekolah itu seperti lembu.

Ketua Wira Perkasa Perak, Mohd. Hafez Mubin Mohd. Salleh berkata, keputusan Kementerian Pendidikan yang hanya menukarkan guru itu ke sekolah lain adalah tidak memadai dengan kesalahan yang dilakukan guru berkenaan.

‘‘Kementerian Pendidikan hanya menukarkan guru itu ke sekolah yang jaraknya hanya kira-kira 15 kilometer dari sekolah tempat dia mengajar.

‘‘Tindakan itu tidak memadai. Jadi kita minta agar guru tersebut dikenakan tindakan yang lebih tegas seperti dibuang kerja supaya ia menjadi pengajaran kepada guru lain,” katanya dalam sidang akhbar selepas membuat laporan polis berhubung insiden tersebut di Ibu Pejabat Polis Daerah (IPD) Ipoh di sini hari ini.

Dalam kejadian Khamis lalu, guru lelaki berusia 26 tahun itu menggantung loceng dan memaksa dua murid tahun empat iaitu Muhammad Nasvinder Muhammad Amit dan Mohd. Izat Iqbal Mohd. Harith memakan rumput kerana gagal menyiapkan kerja sekolah.

Guru yang baru dua tahun mengajar di sekolah itu bagaimanapun telah diberi amaran keras oleh Pengarah Pelajaran Perak, Muhamat Roli Hassan atas tindakan keterlaluannya sebelum dia kemudian dikenakan tindakan tukar sekolah oleh Kementerian Pendidikan.

Mohd. Hafez berkata, pihaknya melihat tindakan guru terbabit sebagai perbuatan biadab yang mencemarkan profesion pendidik.

‘‘Tindakan guru itu keterlaluan dan tidak wajar dilakukan oleh seorang pendidik. Bagaimana mahu mendidik murid jika perlakuan seperti ini pula ditunjukkan golongan tersebut,” katanya.

Artikel Penuh: http://www.utusan.com.my/utusan/Dalam_Negeri/20140129/dn_17/Perkasa-desak-guru-dihukum-lebih-keras#ixzz2rprBZGpQ
© Utusan Melayu (M) Bhd

Cadang hapus jaminan jawatan

PUTRAJAYA 27 Mei – Kementerian Pendidikan merancang untuk memansuhkan jaminan jawatan, yang selama ini diberi secara automatik kepada guru pelatih dari institut pendidikan guru (IPG) dan institusi pengajian tinggi awam (IPTA).

Menteri Pendidikan II, Datuk Seri Idris Jusoh berkata, langkah itu bertujuan bagi memastikan hanya yang terbaik ditawarkan ke jawatan berkenaan.

“Amalan pada masa ini membolehkan guru pelatih IPG dan IPTA dijamin pelantikan sebagai guru tanpa mengambil kira prestasi mereka.

“Jaminan pelantikan ini akan digantikan secara berperingkat dan hanya guru pelatih yang memperolehi pencapaian terbaik dan berkelayakan akan ditawarkan jawatan sebagai guru,” katanya ketika berucap dalam Konvokesyen Ijazah Sarjana Muda Perguruan IPG di Pusat Konvensyen Antarabangsa Putrajaya (PICC) di sini hari ini.

Yang turut hadir, Timbalan Rektor IPG, Dr. Lee Boon Hua.

Dalam sidang akhbar selepas majlis itu, Idris berkata, langkah pengambilan guru itu perlu dijalankan untuk memastikan hanya mereka yang lulus dengan baik ditawarkan kerja sekali gus meningkatkan martabat guru.

“Kita mahu pilih yang terbaik selain menjadikan jawatan guru sebagai kerjaya pilihan, bukan kerana ikut suami atau sebagai pilihan terakhir.

“Pelajar-pelajar terbaik di Finland umpamanya bercita-cita mahu menjadi guru, keadaan ini menjadikan taraf pendidikan negara itu tinggi,” katanya.

Beliau bagaimanapun berkata, pihaknya masih perlu meneliti banyak perkara termasuk cara pelaksanaan sistem itu selain soal masa depan guru pelatih yang tidak ditawarkan jawatan.

Dalam pada itu, Idris berkata, Kementerian Pendidikan telah memulakan langkah untuk memastikan calon yang cemerlang memilih profesion perguruan sebagai kerjaya mereka.

“Dalam Gelombang Pertama Pelan Pembangunan Pendidikan Malaysia, kerajaan akan melancarkan kempen profil tinggi untuk meningkatkan kesedaran tentang perguruan sebagai kerjaya yang berprestij.

“Kerajaan akan melancar tawaran baharu yang menyeluruh kepada semua guru bagi menjadikan profesion perguruan lebih menarik dan meningkatkan profil dan profesionalisme kerjaya ini,” katanya.

Artikel Penuh: http://www.utusan.com.my/utusan/Pendidikan/20130528/pe_01/Cadang-hapus-jaminan-jawatan#ixzz2UXYYfvNE
© Utusan Melayu (M) Bhd

EDUCATION: Relax policies to ease shortage of teachers

03 January 2013 | last updated at 10:59PM

By Hussaini Abdul Karim, Shah Alam, Selangor | letters@nstp.com.my

IN my last teh tarik meeting with friends who are in the recruitment and headhunting business, I was told that there were many Malaysian graduates who were jobless.

Some of them are Majlis Amanah Rakyat (Mara) and Public Service Department scholars with Teaching of English as a Second Language (TESL) qualifications.

I was told that the Education Ministry did not employ them because they did not meet the ministry’s qualification requirements for schools.

Recently, Nor Sa’adah @ Aziah Zakariah, a 61-year-old single mother from Banting, Selangor, graduated with a Bachelor of Education in TESL from Universiti Teknologi Mara. I was told that she applied for the position of a contract teacher with the ministry, but her application was turned down because there were no positions available for people with her qualifications.

In the past few years, many suggestions have been made by the public for the ministry to employ experienced retired teachers to teach in national schools.

The common answer given by the ministry is that retired teachers are not interested in re-employment.

Some of these experienced and qualified retired teachers have joined international schools and private colleges and universities after being told that their applications were rejected.

Others are providing tuition in the comfort of their homes while the rest are happily retired. Pupils are the biggest losers. Some of them have to go through English language classes taught by teachers who are neither qualified nor experienced.

So, now we know the real reason is that the ministry does not want to re-employ them, nor does it want to employ TESL graduates.

Knowing the problems the ministry is facing with regard to the shortage of experienced and qualified English language teachers, I do not understand why the ministry cannot be more flexible in its employment policies.

Employing retired, experienced and qualified teachers is one way to solve the problem and if the ministry relaxes its policies, the shortage can be partly addressed.

If graduates with TESL qualifications do not meet the ministry’s requirements, get these graduates to undergo a programme to make them qualified to teach in schools. It should only be a one-year programme at the most. Doing all these will improve the situation.

The ministry has previously shipped in foreign teachers, including native English language speakers from the United States and the United Kingdom.

All the measures cost a lot of money and none of them have shown any favourable results. They only make the public and parents frustrated. Now, Putrajaya is mulling over the idea of bringing in English language teachers from India. I wonder what they will think of next.

 

 

Read more: EDUCATION: Relax policies to ease shortage of teachers – Letters to the Editor – New Straits Times http://www.nst.com.my/opinion/letters-to-the-editor/education-relax-policies-to-ease-shortage-of-teachers-1.195074?cache=03D163D03edding-pred-1.1176%2F%3FpFpentwa%3Fpage%3D0%3Fpage%3D0#ixzz2Gs7JuAuX

TEACHERS: An educator’s role in schooling the masses

31 December 2012 | last updated at 10:05PM

ON reading the letter “Private institutions can help” (NST, Dec 29) by Bismillah Kader, I was reminded of the first time I applied for a position as an English language teacher.

The manager of the language centre I was applying to quickly glanced through my curriculum vitae and other other documents I had handed him and asked me: “Can you teach?”

I was quite shocked at the question. I mean, what a question! Of course, I could teach, I had got my qualifications, done my training, and although I lacked work experience, how is a new teacher ever going to get experience unless he or she gets to teach?

So, I answered him firmly: “Yes”. I got the job, but it only lasted three months — not much longer than most of the teachers that worked there. After a couple of years, the centre closed down. I had many more teaching appointments after that, which helped me understand the meaning of the question: “Can you teach?”

A teacher is not a a marketer, a counsellor, an administrator, a disciplinarian, a test designer, a story-teller, a public relations manager, and much less a debt collector.

A teacher is simply an academic with enough knowledge to be able to explain the contents of books, slides, handouts and other teaching material to students so that they understand it and, therefore, acquire knowledge, which is the purpose of learning. A teacher must also ensure that all students in the class pass tests to proceed to the next level.

A truly competent teacher does not admit failure and so, will style his or her teaching methods to suit all students, to make all of them want to learn, and when they have learned, they must pass. Any employer who does not understand the real role of the teacher will never find the right teacher to teach at his school or college.

Yes, some students may like a teacher so much that they think that he or she is their father, mother, relative, friend and such. Some teachers will be flattered by the attention of their students, so much so that they will forget what it is to be a teacher.

In conclusion, yes, graduate teachers are preferable to those without a degree, but the performance of any teacher ultimately depends upon the management of the school or college where he or she is employed.

The employer who asks: “Can you teach?” is only looking for someone to do the job. And because he himself does not know how to find the best in his people, how to motivate them and how to make them better, the teachers themselves will not be able to pass on their knowledge to their students, no matter how many degrees they have listed on their resume.

 

 

Marisa Demori, Kuala Lumpur

Read more: TEACHERS: An educator’s role in schooling the masses – Letters to the Editor – New Straits Times http://www.nst.com.my/opinion/letters-to-the-editor/teachers-an-educator-s-role-in-schooling-the-masses-1.193684#ixzz2GmMC3fzd

Teacher files suit over transfer

Tuesday January 1, 2013 MYT 6:52:00 PM

http://thestar.com.my/news/story.asp?file=/2013/1/1/nation/20130101185301&sec=nation

ALOR SETAR: A teacher has filed a suit against the Langkawi District Education officer and four others over his transfer to another school, saying the transfer caused him to suffer from depression last year.

Alias Saleh, 47, filed the suit through his lawyer, Mohd Fadli Shuib, at the High Court here on Tuesday.

The four other defendants named in the suit are Kedah Education Director, Education Director-General, the Education Ministry and the Malaysian government.

In the statement of claim, Alias stated that the order for his transfer from Sekolah Kebangsaan Langkawi to Sekolah Kebangsaan Relau (in Bandar Baharu), dated Oct 1, 2012, was unlawful.

He claimed that as a result of the transfer order, he became depressed because he had to be away from his wife and children who had to remain in Langkawi as the wife ran a business there.

Alias, who is a Living Skill teacher, is seeking to have the court declare the order for his transfer as unlawful.

He also wanted the court to order the defendants to re-evaluate his Annual Performance Evaluation Report for the year 2005 to 2007.

Alias is also seeking general and exemplary damages, cost as well as other relief deemed fit by the court. – Bernama

Guru wanita tiada masalah kewangan

31 Disember 2012, Isnin

Oleh NORIZAN ABDUL MUHID
pendidikan@utusan.com.my

SATU kajian yang dijalankan bagi mengukur tahap kewangan guru wanita di negara ini mendapati tahap kesukaran kewangan golongan tersebut adalah rendah manakala kesejahteraan kewangan mereka pula berada di tahap sederhana.

Kajian itu yang dibentangkan dalam kertas kerja bertajuk ‘Kesukaran dan Kesejahteraan Kewangan: Kajian Kes Guru Wanita‘ oleh Pensyarah Pusat Pengajian Sosial, Pembangunan dan Persekitaran Fakulti Sains Sosial dan Kemanusiaan Universiti Kebangsaan Malaysia (UKM), Dr. Zaimah Ramli memilih 325 orang guru wanita di Bandar Baru Bangi sebagai responden.

Guru wanita difokuskan dalam kajian itu kerana mereka mewakili hampir 70 peratus daripada jumlah keseluruhan guru yang terdapat di Malaysia.

Berdasarkan statistik Kementerian Pelajaran setakat 31 Januari lalu, jumlah guru wanita adalah sebanyak 285,299 orang.

“Hasil kesimpulan yang dilakukan daripada kaji selidik guru-guru wanita di Bandar Baru Bangi mendapati golongan tersebut tidak menghadapi masalah kesukaran kewangan serius namun kajian mencadangkan agar beberapa perkara perlu diberi perhatian bagi mengelak kesulitan kewangan pada masa depan,” katanya.

Beliau berkata demikian ketika membentangkan kertas kerja dalam International Conference on Social Sciences and Humanities 2012 di UKM, Bangi, Selangor baru-baru ini.

Menurut Zaimah, terdapat petunjuk berlakunya masalah ketidakcukupan wang dalam kehidupan harian guru yang mungkin disebabkan peningkatan kos sara hidup di bandar.

“Hal ini dikesan dalam perkara ‘menggunakan simpanan untuk keperluan harian’ yang menunjukkan peratusan tertinggi iaitu pada skala ‘jarang-jarang’,” jelasnya.

Perkara lain yang wajar diberi perhatian dalam aspek kewangan guru wanita adalah ‘berbelanja melebihi 20 peratus daripada gaji untuk bayaran ansuran’ pada skala ‘tidak pernah’.

“Kegagalan mengurus wang serta membezakan antara keperluan dan kehendak boleh menyebabkan guru terjebak dalam situasi beban kewangan yang serius,” katanya.

Selain itu, ujarnya, faktor lain yang perlu diberi perhatian ialah ‘menyimpan kurang 10 peratus daripada jumlah pendapatan bulanan’ pada skala ‘ja- rang-jarang’ dan ‘kadang-kadang’.

“Merujuk kepada pakar kewangan peribadi, setiap individu perlu menyimpan sekurang-kurangnya 10 peratus daripada pendapatan bulanan bagi menjamin keteguhan dan kesejahteraan kewangan.

“Namun pada masa yang sama, kajian tidak mengenal pasti punca kegagalan sebahagian guru-guru wanita ini menyimpan pada kadar ditetapkan,” tambahnya.

Dalam pada itu, beliau menyarankan beberapa contoh tingkah laku kewangan positif yang penting dan perlu diamalkan setiap individu seperti mempunyai belanjawan peribadi dan mematuhinya, membuat simpanan secara konsisten, mengurangkan pinjaman terutama pinjaman peribadi, amalan membayar bil-bil utiliti dan ansuran bulanan tepat.

Kajian dijalankan ke atas purata guru wanita berusia 40 tahun dan separuh atau 44.3 peratus berusia 35 hingga 45 tahun dengan 92 peratus sudah berkahwin manakala 85 peratus pula daripada mereka berpendidikan lepasan universiti.

Bagi tempoh perkhidmatan, purata daripada responden sudah berkhidmat selama 15 tahun dan hampir 30 peratus berkhidmat melebihi 20 tahun.

Dari segi purata pendapatan, guru wanita merekodkan pendapatan sebanyak RM4,450 sebulan dengan 70.2 peratus mencatatkan pendapatan pada RM3,500 hingga RM4,500 sebulan manakala 27 peratus pula menikmati pendapatan melebihi RM4,500.

Artikel Penuh: http://www.utusan.com.my/utusan/Pendidikan/20121231/pe_02/Guru-wanita-tiada-masalah-kewangan#ixzz2GmCazOFU
© Utusan Melayu (M) Bhd

Sedia kaji imbuhan khas guru, pensyarah

Kuala Lumpur: Kementerian Pelajaran sedia mengkaji saranan memberi imbuhan khas termasuk kenaikan gaji kepada 30,000 guru dan pensyarah di sekolah, kolej matrikulasi dan institut pendidikan guru (IPG) yang mempunyai ijazah lanjutan.

Timbalan Menteri Pelajaran, Dr Mohd Puad Zarkashi, berkata kementerian akan terus berusaha memperbaiki laluan kerjaya guru supaya dilihat lebih menarik setimpal dengan bebanan tugas mereka.

Ambil berat kebajikan

Katanya, kementeriannya juga tidak pernah mengabaikan dan sentiasa menitik berat kebajikan guru di atas sumbangan besar mereka sebagai warga pendidik.

Kelulusan bergantung JPA

Bagaimanapun katanya, sebarang kelulusan bergantung kepada persetujuan Jabatan Perkhidmatan Awam (JPA) dan Perbendaharaan kerana ia membabitkan kewangan kerajaan.

Kementerian sedia kaji saranan Kesatuan Perkhidmatan Perguruan Kebangsaan itu. NUTP boleh mengemukakan cadangan lebih konkrit untuk kajian, katanya.
Semalam, Presiden NUTP, Hashim Adnan meminta kerajaan mempertimbangkan cadangan memberi imbuhan dengan memberi kenaikan dua tangga gaji kepada lulusan ijazah lanjutan dan tiga tangga gaji bagi pemegang doktor falsafah (PhD).

Katanya, ini berikutan ramai guru dan pensyarah menyahut seruan kementerian untuk memperoleh ijazah lanjutan, demi transformasi pendidikan negara.

READING HABIT: Teachers need to be role models

24 December 2012 | last updated at 11:44PM

 

 
By Alkut, Kota Baru, Kelantan | letters@nstp.com.my 

OUR latest gamble in improving students’ English is to reintroduce English literature as a subject in secondary school. This would be one of the best moves ever.

Quality literature should naturally extract a variety of strong emotions from our young readers — including love, loyalty, empathy, a sense of happiness, rage and more importantly, a passion for reading.

It should also stimulate their aesthetic and emotional development, including soft skills, generally enrich their lives and, along the way, help them to improve their English proficiency.

Here, English teachers need to be role models and become avid readers. Such teachers should be able to pass on the passion to their students. That is, if our English teachers themselves are into reading.

The truth is that few of our English teachers read English literature or English books, for that matter.

This would only be too clear if we were to carry out a survey of the English teachers in the schools, or those undergoing Teaching English as a Second Language courses in colleges or universities on the books they have read. Few would have gone beyond the basic, prescribed literature textbooks.

 In schools, what happens is that the minute the Education Ministry introduces a change, such as a new subject like English Literature and make it an examination paper, publishers will start recruiting writers and churning out revision books for the subject.

Most of the English teachers will then be making a beeline for these short cuts to help their students in the examinations.

Through constant memorisation, drills and writings on plots and characterisations, using these revision books, teachers would be able to make students slog through the books and the exam.

In the process, neither teachers nor students would have experienced the real pleasures and beauty of reading. And, it would have contributed little towards the improvement of their English.

If the ministry is serious about reintroducing English Literature and instilling the reading habit, it should be done right from the start and not just in secondary schools.

Love for literature books and reading needs to be nurtured. It should begin at home where fun, colourful books are read as bed-time stories when children are small, and carried on into preschool, primary and secondary schools under the supervision of English teachers trained in the skills and techniques of reading.

I still remember the days when our English teacher would read out the stories of “Pin Shu” in her softs voice, which at times would modulate, her face a picture of emotion, hands waving frantically and the air filled with loud screeches. Then, a long silence.

She lived her stories. We were only in Standard Four and we loved her, gathered under the shade of a merbau tree, straining our ears, feeling the breeze in our hair, her voice firing our imagination.

At other times, it was acting out small parts of a story or silent reading in class when everyone was immersed in their books.

We grew to love reading, going on our own into Enid Blyton, Biggles, Agatha Christie, Arthur Conan Doyle and later on, more serious literature.

Admittedly, it would be more difficult now to woo the younger generation with such simple and wholesome bait as most are addicted to their handphones, laptops, blogs, Twitter and Facebook.

To support literature and the reading habit, reading classes should be reintroduced in the timetable where group or leisure reading is done. The classes should never be a free period.

During classes, teachers should themselves be reading or identifying the reading levels of the students, selecting books, gauging, probing and recording the progress made by students.

However, serious, continuous, comprehensive evaluation and grading should only begin in the secondary school.

For the purpose, every school library should first be stocked with graded reading books for all levels — from primary to secondary.

Teachers should persuade, cajole, coax and make students read books rather than leave them untouched on the shelves. A book well read is worth a thousand stacked on the racks collecting dust.

Libraries should also be provided with a special, well-equipped room with the Internet, where movies, videos and CDs can be shown.

The impact of these devices on our young is incredible as seen from the sale of Harry Potter books after the movie was shown.

Classes should be given easy access to the room and an occasional audio, movie or video of interest, especially literary adaptations, be arranged for viewing.

But first and foremost, we would have to persuade our English teachers to read in English.

.

Few of our English teachers actually read English literature like Shakespeare and cannot instil the beauty of reading in students.

Read more: READING HABIT: Teachers need to be role models – Letters to the Editor – New Straits Times http://www.nst.com.my/opinion/letters-to-the-editor/reading-habit-teachers-need-to-be-role-models-1.190770#ixzz2FwAuGWM3

Pertimbang imbuhan khas

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Kuala Lumpur: Kerajaan diminta mempertimbangkan imbuhan khas untuk tangga gaji kira-kira 30,000 guru dan pensyarah di sekolah, kolej matrikulasi dan institut pendidikan guru (IPG) yang memiliki ijazah lanjutan. 

Presiden Kesatuan Perkhidmatan Perguruan Kebangsaan (NUTP), Hashim Adnan, berkata ramai guru dan pensyarah menyahut seruan Kementerian Pelajaran untuk memperoleh ijazah lanjutan, demi transformasi pendidikan negara. 

 

“Mereka sanggup berkorban masa dan kewangan melanjutkan pelajaran sehingga ke peringkat ijazah sarjana dan doktor falsafah (PhD), malah ada yang berjaya lulus dari universiti luar negara. 

 

“Bagaimanapun, mereka tidak menikmati sebarang ganjaran khusus untuk nilai tambah yang dimiliki. Justeru, pemberian imbuhan khas dengan kenaikan dua tangga gaji untuk lulusan ijazah sarjana dan tiga tangga gaji bagi pemegang PhD adalah wajar sebagai pengiktirafan. 

“Ini kerana ketinggian ilmu pengetahuan mereka itu akhirnya memanfaatkan pelajar juga,” katanya kepada BH, semalam. 

Sementara itu, Hashim menggesa Kementerian Pelajaran mengadakan perbincangan dengan kesatuan guru dan pihak berkepakaran dari universiti tempatan mengenai kesan pengambilan guru asing untuk mengajar pelajar di sekolah negara ini, terutama bagi mata pelajaran Bahasa Inggeris. 

“Adalah penting untuk kerajaan meneliti secara mendalam kebaikan dan keburukan langkah pengambilan guru asing, kerana perkara itu turut membabitkan soal kebudayaan serta kos tinggi. 
“Dalam konteks ini, NUTP menyarankan kementerian tumpu kepada pengambilan pesara guru opsyen Bahasa Inggeris tempatan untuk berkhidmat secara kontrak eksklusif bagi pengajaran subjek itu tanpa membabitkan aktiviti sekolah yang lain. 

“Ilmu mereka bukan saja setanding atau lebih baik daripada guru luar negara, malah kaya dengan pengalaman dan arif dengan budaya pelajar tempatan. Selain itu, produktiviti dan pendapatan mereka akan menyumbang balik kepada ekonomi negara,” katanya.