Teachers get okay on traditional costumes

Wednesday July 18, 2012

http://thestar.com.my/news/story.asp?file=/2012/7/18/nation/11683755&sec=nation

By SARBAN SINGH
sarbans@thestar.com.my

TAMPIN: School teachers can now go to school dressed in traditional costumes belonging to ethnicities other than their own.

Deputy Prime Minister Tan Sri Muhyiddin Yassin said there was nothing wrong if a Chinese teacher wished to wear a saree to school or an Indian teacher the cheongsam, but it should be worn appropriately.

“We have no objection or restriction over this but teachers must dress up properly as they are supposed to be their students’ role models,” he said after meeting representatives of NGOs and other bodies at SM Taman Indah near here.

Muhyiddin, who is also Education Minister, was commenting on appeals from teachers asking that the 1985 directive, that prohibited them from wearing the traditional costumes of other races to work, be rescinded.

On Selangor Mentri Besar Tan Sri Khalid Ibrahim’s statement that the state government planned to take over the operations of water concessionaire Syarikat Bekalan Air Selangor (Syabas), Muhyiddin said:

“The agreement between Syabas and the state government does not allow Selangor to make a unilateral decision on the matter.

“The state government must have a basis and show its plans to resolve the water problem in the state which has reached a critical stage,” he said.

7,975 guru PPPS naik gred

Kenaikan dilaksanakan segera selepas dua tahun tertangguh

Butterworth: Seramai 7,975 guru lepasan Program Perkhidmatan Perguruan Siswazah (PPPS) akan menikmati kenaikan Gred DG41 dalam tempoh terdekat selepas tertangguh dua tahun. Timbalan Menteri Pelajaran, Dr Mohd Puad Zarkashi, berkata pihaknya baru menerima waran kenaikan pangkat bagi Pegawai Pendidikan Lepasan Diploma (PPLD) yang berjaya menamatkan pengajian PPPS, masing-masing, 23 Mei lalu.
Katanya, kementerian sedar penangguhan kenaikan gred di kalangan guru lepasan PPLD yang menyertai PPPS sejak dua tahun lalu, menimbulkan perasaan negatif guru belum siswazah.

“Kementerian akan berusaha mempercepatkan kenaikan Gred DG41 yang membolehkan pelbagai faedah dapat dinikmati.

“Saya akui penangguhan kenaikan gred ini menyebabkan ramai guru PPLD tidak mahu menyertai PPPS,” katanya di sini, semalam.

Mohd Puad berkata, melalui PPPS yang diwujudkan pada 2006, seramai 70,062 guru menyertainya dengan peruntukan RM1.4 bilion disediakan kerajaan bagi tempoh sehingga 2020.
“Bagi pengambilan September ini, kita menjangka 22,102 guru akan menyertainya.

“Bagaimanapun, masih ada 16,574 kekosongan sehingga semalam (kelmarin) kerana hanya 3,528 memohon, puncanya dipercayai berkaitan isu penangguhan kenaikan Gred DG41,” katanya.

Kecewa elaun guru pedalaman Sarawak dibatal

18 Julai 2012, Rabu

http://www.utusan.com.my/info.asp?y=2012&dt=0718&pub=Utusan_Malaysia&sec=Forum&pg=fo_02.htm

 

SERINGKALI masyarakat umum membuat andaian bahawa guru-guru yang berkhidmat di kawasan pedalaman Sarawak mewah kerana menerima pelbagai jenis imbuhan dan elaun.

Setiap kali berjumpa rakan-rakan guru di Semenanjung dan sesiapa sahaja yang mengetahui lokasi pekerjaan guru di pedalaman Sarawak pasti mereka akan berkata: “Mereka bergaji besar, elaun banyak, pastinya dapat mengumpul duit yang banyak…” Itulah saban kali ayat yang sering dilontarkan kepada kami.

Namun sejauh manakah kenyataan ini benar? Bagi kami guru-guru yang berkhidmat di kawasan pedalaman Sarawak dan yang mengalami sendiri pengalaman tersebut, nyata terasa betapa sukarnya untuk meneruskan kehidupan di sini.

Apabila berbicara soal elaun, yang amat menyedihkan kami guru-guru di kawasan pedalaman Sarawak ialah pembatalan Elaun Perumahan Wilayah (EPW) oleh Pejabat Pelajaran Daerah dan Jabatan Pelajaran Sarawak terhadap kami sejak tahun lalu tanpa sebab konkrit.

Majoriti daripada kami para guru yang berkhidmat di kawasan pedalaman Sarawak tidak menduduki kuarters guru, apatah lagi rumah kerajaan. Kami cuma diberikan rumah yang dibina hasil gotong-royong penduduk kampung (masyarakat Iban). Rumah tersebut tidak dianggap sebagai rumah kerajaan. Malah bekalan air bersih juga tidak ada hanya mengharapkan bekalan air dari bukit dan air hujan serta sungai semata-mata.

Kalau merujuk kepada surat edaran bertarikh 26 September 2011 daripada Jabatan Pelajaran Negeri Sarawak dan surat edaran Pejabat Pelajaran Daerah Tatau bertarikh 11 Oktober 2011, telah sah menyatakan bahawa pembayaran imbuhan tetap perumahan kepada pegawai yang bertukar wilayah dan disediakan kemudahan perumahan yang tidak dianggap sebagai rumah kerajaan di kawasan pedalaman akan dilaksanakan.

Kemusykilan kami para guru di sini ialah kami menduduki rumah yang disediakan secara gotong-royong oleh masyarakat Iban hingga secara langsung menyebabkan kami tidak layak menerima EPW yang sebelum ini telah kami nikmati bertahun-tahun lamanya.

Jika ini yang berlaku, alangkah beruntungnya kawan-kawan kami yang menduduki kuarters guru di pekan-pekan. Sebuah rumah hanya seorang sahaja yang akan dibuat pemotongan, malah kemudahan bekalan air bersih juga turut disediakan. Sedangkan kami terpaksa berjuang demi mendapatkan setitis air. Betapa peritnya mengangkut air dari sungai, mencatu bekalan air agar bekalan sentiasa ada, jika tidak, tidak berasaplah dapur dan tidak mandilah kami di sini.

Untuk pengetahuan, pembatalan EPW yang dibuat oleh Jabatan Pelajaran Sarawak telah dilakukan secara berperingkat-peringkat membabitkan hampir lebih 100 guru di kawasan pedalaman. Bagi guru di daerah Mukah telah dihentikan sejak November tahun 2011; Miri dan Kapit pada bulan Disember 2011; Tatau bermula Januari 2012 dan kawasan Bintulu bulan Mei lalu.

Kami juga telah membawa perkara ini ke pengetahuan Kementerian Pelajaran Malaysia dan Kesatuan Perguruan Malaysia (NUTP) baru-baru ini. Namun sehingga hari ini tiada tindakan susulan dari kedua-dua pihak ini. Justeru kami mengharapkan penjelasan dan pembelaan yang sewajarnya berhubung dengan perkara ini.

Guru penentu kecemerlangan negara

Posted on July 16, 2012, Monday

by Mastura Ismail.

TANDA INGATAN: Asfia (tiga kiri) menyerahkan cenderamata kepada wakil kontinjen Limbang, Matzinan (kanan) sambil disaksikan (dari kiri) Dr Rahman, Hasbi, Abdillah dan Dzul Badzli.

LIMBANG: Kecemerlangan masa depan negara terletak di tangan pendidik dalam menyediakan para pelajar dengan ilmu yang tinggi termasuk menguasai serta mendalami pelbagai bahasa asing lain di dunia.

Speaker Dewan Undangan Negeri (DUN) Datuk Amar Mohd Asfia Awang Nassar berkata peranan guru adalah untuk mengagih-agihkan ilmu kepada modaliti (pelajar).

Katanya dalam mengejar ilmu, mereka tidak boleh terhad untuk menerokai perkara dan bahasa yang mereka tahu sahaja.

Beliau berkata cerminan masa depan sesebuah negara adalah terletak pada wajah generasi muda yang bakal mewarisi kepimpinan negara.

“Golongan pendidik mempunyai kuasa yang besar untuk mempengaruhi golongan muda-mudi dengan menyediakan mereka dengan ilmu yang luas termasuk menguasai pelbagai kemahiran bahasa asing,” katanya.

Beliau berkata demikian pada Malam Bedudun Pesta Persatuan Sukan dan Kebudayaan Perkhidmatan Pendidikan (PSKPP) Peringkat Negeri di sini malam kelmarin.

Turut hadir Ahli Parlimen Limbang Hasbi Habibollah, ADUN Bukit Kota Dr Abdul Rahman Ismail, Pengarah Pelajaran Negeri Sarawak Abdillah Adam, Residen Limbang Maria Hasman, Pegawai Pelajaran Daerah Limbang Mohd Dzul Badzli Abdullah dan Pegawai Pelajaran Daerah Lawas Matzinan Wahid.

Asfia berkata lagi sistem pendidikan terbaik adalah kemampuan para pendidik untuk mengeluarkan potensi individu dan bukannya menekankan potensi mereka.

“Kuasa ilmu jika disebar mungkin semakin bertambah berbanding wang kalau dibelanja semakin berkurangan.

“Sesebuah negara walaupun memunyai kekayaan daripada hasil gas dan minyak, tetapi jika tiada ilmu mereka tidak dapat memanfaatkan kekayaan itu,” tambahnya.

Beliau berkata rakyat boleh menilai perbezaan begitu ketara antara kepentingan wang dan ilmu.

“Wang walaupun begitu penting tetapi ada kelemahannya, walaupun ia disimpan sebaiknya tetapi jika nilainya jatuh ia memberi kesan kepada kedudukan wang itu sendiri.

“Ia berbeza dengan ilmu yang mempunyai nilai dan kepentingannya,” katanya.

Mohd Asfia menambah lagi proses mendapatkan ilmu akan tercapai jika mereka menguasai pelbagai bahasa asing.

Beliau menjelaskan lagi bahasa Inggeris kini sudah mencapai rekod mencecah sejuta dari segi penambahan perbendaharaan kata yang kebanyakanya turut dipinjam daripada bahasa Latin, Greek dan semua bahasa lain di seluruh dunia.

“Setiap tahun sekitar 500-800 perkataan dalam bahasa Inggeris wujud dan sebanyak 500-1,000 buku baharu diterbitkan berbanding bahasa tempatan lain yang masih jauh ketinggalan,” katanya.

Katanya ada yang tidak mahu dan menolak untuk mempelajari bahasa asing kerana mereka sebenarnya tidak memahami kepentingan bahasa lain dalam meningkatkan ilmu mereka.

Oleh itu katanya golongan pendidik seharusnya mendalami bahasa antarabangsa untuk meningkatkan pengetahuan kerana mereka boleh mempengaruhi cara dan kaedah pembelajaran pelajar di sekolah.

Sementara itu pasukan daripada Kuching muncul johan keseluruhan pada Pesta PSKKP Ke-32 kelmarin dengan meninggalkan pencabar terdekatnya Limbang di kedudukan naib johan.

Manakala bahagian Sibu mendapat tempat ketiga pada kejohanan sama.

Seramai 2,448 peserta daripada 11 pasukan menyertai 22 acara yang dipertandingkan termasuk bola sepak, bola tampar, poco-poco, bola jaring, futsal, sepak takraw dan pelbagai acara sukan lain yang dipertandingkan pada 13 dan 14 Julai.

Pesta PSKPP yang bermula pada 1991 dijalankan bagi mewujudkan perpaduan dan semangat kesukanan yang tinggi di kalangan peserta.

Bahagian Bintulu dipilih sebagai destinasi seterusnya bagi penganjuran Pesta PSKPP Ke-33 nanti.

Read more: http://www.theborneopost.com/2012/07/16/guru-penentu-kecemerlangan-negara/#ixzz20kUev46j

Nobody likes a snitch

Sunday July 15, 2012

http://thestar.com.my/education/story.asp?file=/2012/7/15/education/11644069&sec=education

TEACHER TALK
By MALLIKA VASUGI

While most people would justify snitching on others, there is a fine line between talebearing for selfish reaons and telling on micreants to expose wrongdoing.

CALL them finks, tattletales, squealers or plain sneaks, nobody likes a snitch and this is probably true even among those who snitch.

But the truth is, people who convey unflattering reports or tell tales about their colleagues to the bosses are found in every organisation, and this includes schools.

The airing of grievances or dissatisfaction in the school staff-room among colleagues who lend each other their ears is common, and the staff generally look out for each other.

There is an unwritten code of loyalty and understanding among staff members that what they talk about amongst themselves is for the sole purpose of letting off steam.

Sometimes, however, there lurk people who make mental records of what has been said, to be used as “prime evidence” when currying favour with the higher-ups.

The sad thing about these episodes of tale-bearing is the way the truth often gets distorted or embellished to suit whatever dark motives the informant may have.

Why do people snitch on others? What do they get out of it? The person who snitches is usually trying to gain favour or to get into the good books of the one in authority.

Most of the time, however, the main objective of the snitch is to elevate their own standing in the eyes of the bosses by casting aspersions on the character, work or conduct of the colleague they snitch about.

What they fail to realise is that while there may be bosses who directly or indirectly encourage tattling among their staff by eagerly lapping up whatever is leaked to them, the discerning boss would know that the snitch is a person with little loyalty towards their colleagues and whose integrity is in doubt.

Even if there are loud protestations and justifications of “having to tell on someone for the sake of the common good”, there is more often than not a degree of malice in the act.

Snitching comes easy

In the school setting, when there appears to be definite gains in being favoured by the principal, it is easy to be a snitch

One need not strain one’s ears to hear expressions of discontent from teachers who are disgruntled about certain administrative policies, new education rulings or what they perceive to be unfair workload.

It is not uncommon to hear people griping or complaining about things that don’t always please them or suit their purposes.

While the world as a whole could benefit from less discontentment, the tendency to complain is human nature and none of us can say we never do it.

After all, we ourselves are far from perfect. We all slip up from time to time.

There may have been times when we honestly forgot to enter our class during our scheduled periods because our minds were preoccupied with another teaching duty.

There may also have been times when we got so upset about a ridiculous ruling that we spoke our minds about it openly.

Sometimes we may even utter a not-so-flattering remark or two about the apparent intelligence of the people who have designated us such duties.

However, most of the time, after venting and expressing their two cents’ worth, teachers (being a responsible lot) proceed to carry out their assignments and often even surpass their own expectations.

Venting and bonding

Oftentimes teachers have legitimate grouses. But, whatever it is, there is usually a bonding and feeling of kinship in the airing of grievances – the feeling that whatever we are feeling is understood by the people we work with, and that we have all gone through the same thing at one time or another.

This would be the case if the issues that are criticised are not major enough to provoke hostilities which would negatively impact work performance and the school as a whole.

So there are times we grumble against people in authority, we talk about inconsistencies in the implementation of administrative policies. There are instances we feel the bosses have shown favouritism in doling out goodies.

This is normal human behaviour and those in leadership should understand that their decisions will not always be warmly received by their subordinates.

There will be those who question their actions, their motives or even their personal lives, wrong though it may be.

But this is the undocumented part of a leader’s job description. Dealing with those who question their decisions will require honesty and transparency, or even open dialogue where workers can express themselves without fear of recrimination.

Thus those at the helm should be the first to discourage the culture of snitching and turn away people who, under the guise of meaning well, proceed to download or upload the conversations, grouses, oversights or blunders of their colleagues.

No matter what reasons they give for snitching on others, tale-bearers are for the most part self-seeking.

The question that looms is whether there are instances when snitching serves a good purpose. Again it is impossible to make sweeping statements.

A snitch in time

While ratting on others is generally frowned upon, there are times when valuable information can surface to put an end to wrongdoing.

It is usually the class snitch who informs us about who has been copying from whom on the test, or who is doing their Math homework during English class.

At times it is the whistle-blowers among groups with plans for cutting school or smoking sessions who alert the disciplinary board to take action before things get worse.

Reporting on undesirable activities should definitely be encouraged or even rewarded.

Schools need to be aware of what is going on, they need to know of students’ secret activities in the same way parents have a right to know about their children’s whereabouts, simply because they are responsible for those under their care.

However, students should never be encouraged to snitch on each other about unfavourable remarks about your teaching or about what they think of another teacher.

Relishing this kind of snitching does nothing for the teacher’s image, shows his insecurity and detracts from the dignity of his job.

Likewise, among superiors and subordinates it is difficult to plug your ears when someone says: “Do you know what so-and-so said about you the other day?”

We may brush it off later by saying, “It doesn’t matter, I don’t give a hoot, Let people talk, I don’t care”, but many of us do care.

That spark of indignation against the person who has criticised us may turn into resentment if not dealt with.

No matter how much the act of snitching is sugar-coated, the truth is that it is poisonous.

Teachers and educators would be wise to remember this and not encourage snitching among those under their authority as it can destroy the goodwill and teamwork necessary in a vibrant school set-up.

Corporal punishment vs nurturing with love

Monday July 16, 2012

http://thestar.com.my/news/story.asp?file=/2012/7/16/focus/11669406&sec=focus

The current trend is that we should use love – talk gently and nicely to the children and not touch even a single strand of hair.

I don’t know what others think, but I think corporal punishment and love are interrelated

Take for example, I love my son and so I will use corporal punishment when it is necessary.

Necessary means when he has crossed a certain line. The line is the ground rules that the child is told.

For example, Rule No. 1 – Do not fight or hurt others. When he does that, he’ll have to face a disciplinary session which is a strike on his palm with a cane or stick.

Why a cane or stick? It is important to use an instrument when carrying out corporal punishment because it tells the child that when he is naughty, the cane will be used.

It’s something like the Pavlov’s experiment – bell, food and saliva and in this case, fighting, discipline, cane.

When they are hostile, they will need to be removed from their friends and face corproal punishment.

Hands are not to be used to discipline a child because hands are used to do so many things.

We need to let the child know that hands are used to open the door, wash the dishes, cook, etc and most of all, to hug and carry the child. This also reinforces the ideology that the child should not use his/her hands to hurt others.

Of course, some people may argue that using corporal punishment will only give positive reinforcement for the child to be more violent. The fact is after reading so many articles, I find that there is absolutely no reason for not punishing when the parents/teachers know that it is used out of love for the child.

A Chinese proverb goes, “Beaten on the child’s flesh but the ache felt by the mother.”

Whose mother will willingly allow her child to be beaten? But wouldn’t it be better for the child to be beaten and taught now when they are still young rather than being beaten in jail later in life?

When used appropriately, it has a positive effect because we do it out of love and not anger.

And after the punishment, we should always let the child know that we still love him/her.

ALICE TONG
Kuala Lumpur

Guru perlu jadi pemimpin kepada pelajar

14 Julai 2012, Sabtu

http://www.utusan.com.my/info.asp?y=2012&dt=0714&pub=Utusan_Malaysia&sec=Dalam_Negeri&pg=dn_05.htm

KUALA LUMPUR 13 Julai – Timbalan Perdana Menteri, Tan Sri Muhyiddin Yassin berkata, golongan guru perlu menetapkan sasaran peribadi untuk menjadi pemimpin kepada pelajar di sekolah tanpa perlu bergantung semata-mata kepada pengetua atau guru besar.

Menurut beliau, kepimpinan tersebut harus berdasarkan kapasiti masing-masing, sama ada di dalam atau di luar bilik darjah.

”Pemimpin wujud di semua peringkat sekolah. Bukan sahaja pengetua, guru besar atau guru kanan, bahkan semua guru merupakan pemimpin kepada para pelajar mereka,” katanya.

Beliau berkata demikian dalam ucaptama Persidangan Transformasi Pendidikan Melalui Kepimpinan Cemerlang anjuran Yayasan Amir, Yayasan Pintar dan Yayasan Khazanah di sini hari ini.

Ucapan tersebut dibacakan oleh Ketua Pengarah Pelajaran, Tan Sri Abd. Ghafar Mahmud pada majlis yang turut dihadiri Pengerusi Lembaga Amanah Yayasan Amir, Tan Sri Raja Arshad Raja Tun Uda dan Pengerusi Lembaga Amanah Yayasan Pintar, Tan Sri Arshad Ayub.

Muhyiddin menegaskan, kualiti pendidikan di sekolah bergantung kepada kebolehan dan kecekapan pemimpin sekolah dan guru-guru.

”Penekanan terhadap aspek kepimpinan, pengajaran dan pembelajaran adalah tepat dan wajar dimanfaatkan melalui persidangan seperti ini, malah penglibatan ibu bapa harus diperhalusi agar semangat dan tanggungjawab ke arah aspirasi murni dapat dipikul bersama,” ujar beliau.

Beliau turut mengalu-alukan penekanan Yayasan Amir terhadap pembangunan profesional guru dan pemimpin sekolah untuk mencapai hasrat menghasilkan pelajar cemerlang secara holistik.

Teachers to prepare students for jobs of the future

Friday, July 13, 2012

PUTRAJAYA: Preparing the next generation for jobs of the future is the main challenge for teachers, especially master teachers (guru cemerlang), the prime minister said.

Citing robotic engineering as an example of a job that was not heard of when he was a student, Datuk Seri Najib Razak said teachers must educate their students to develop a higher thinking skill which is important in producing Malaysians who could work in fields which would exist in the future.

“We cannot identify the type of disciplines that will emerge in the next 15 years, of which our future generation may be forced to work in.

“We can, however, prepare them to think thoroughly, creatively and in an innovative manner so that they can adapt to any situation,” he told a crowd of 1,500 master teachers at an assembly here, yesterday.

Present was Education Secretary-General Datuk Dr Rosli Mohamed.

Najib said that preparing such individuals was vital as potential investors would always query about sufficient human capital.

Master teachers, he added, must know how to motivate students to come up with new ideas as it was not enough for students to just do well academically.

By training them to develop a higher order of thinking skills, the nation, Najib said, would continue to achieve success.

He said he was proud that the nation had 13,000 master teachers whom he called icons of the education system, since the idea came up 18 years ago, when he was education minister.

The master teacher position, he explained, was created to promote teachers without them having to forgo their responsibilities.

Previously, teachers who had reached a certain level graduated to officers in the state or district education department.

“The decision to create this post is appropriate. I hope we can produce more master teachers,” he said.

Read more: Teachers to prepare students for jobs of the future – General – New Straits Times http://www.nst.com.my/nation/general/teachers-to-prepare-students-for-jobs-of-the-future-1.106769#ixzz20SzUtYNJ

Guru cemerlang mesti fikirkan mekanisme

13 Julai 2012, Jumaat

http://www.utusan.com.my/info.asp?y=2012&dt=0713&pub=Utusan_Malaysia&sec=Dalam_Negeri&pg=dn_02.htm

PUTRAJAYA 12 Julai – Datuk Seri Najib Tun Razak mahu guru-guru cemerlang memikirkan mekanisme terbaik sebagai persediaan untuk generasi hari ini memenuhi pekerjaan pada masa hadapan.

Menurut Perdana Menteri, situasi itu adalah sama seperti di zaman persekolahannya yang pada ketika itu tidak pernah terfikir akan wujud kejuruteraan mekatronik dan robotik.

”Dalam masa 15 ke 20 tahun lagi entah apa lagi bidang baru yang hari ini belum kita dapat kenal pasti dan tentu sekali pekerjaan baru itu tidak dapat kita fikirkan.

”Namun, anak-anak kita akan terpaksa mengisi jawatan atau pekerjaan yang hari ini belum lagi cukup untuk memenuhi tuntutan pada masa itu,” katanya ketika berucap pada Majlis Perhimpunan Perdana Guru Cemerlang 2012 di Pusat Konvensyen Antarabangsa Putrajaya (PICC) di sini hari ini.

Lebih 1,500 guru cemerlang hadir pada majlis yang bertujuan menyatukan gagasan pemikiran guru cemerlang agar seiring dengan agenda transformasi pendidikan negara ke arah meningkatkan kualiti pendidikan.

Hadir sama Ketua Setiausaha Kementerian Pelajaran, Datuk Dr. Rosli Mohamed, Ketua Pengarah Pelajaran, Tan Sri Abd. Ghafar Mahmud, Pengerusi Majlis Pendidikan Tertinggi Mubarak, Tan Sri Abdul Aziz Shamsuddin dan Yang Dipertua Majlis Guru Cemerlang Malaysia, Rodzli Hashim.

Sehubungan itu, Perdana Menteri menyeru guru-guru cemerlang mencabar diri untuk berusaha menerapkan kemahiran berfikir yang tinggi kepada para pelajar supaya mereka boleh berfikir dengan tajam, mendalam, kreatif dan inovatif.

”Dengan ini akan ada keanjalan untuk mengadakan adaptasinya dalam apa juga situasi yang bakal wujud pada masa akan datang agar anak-anak kita ada kemampuan untuk menghadapi cabaran itu.

”Saya kira inilah cabaran utama bagi kita hari ini sebagai pendidik untuk menyediakan generasi akan datang untuk dunia hari ini, yang kita mungkin sukar untuk lakarkan,” katanya.

Perdana Menteri turut menyuarakan kebimbangan tentang peratusan pelajar yang memilih bidang sains teknologi dan matematik semakin menurun.

Menurutnya, Kementerian Pelajaran mesti mengubah pelan untuk mencapai nisbah 60:40 iaitu 60 peratus pelajar memilih bidang sains teknologi dan matematik kerana ia adalah teras utama untuk mencapai status negara maju.

‘English test not meant to belittle them’

Friday, July 06, 2012

KUALA LUMPUR: The online proficiency test for English teachers recently is not intended to question their ability or experience, said Deputy Education Minister Datuk Dr Wee Ka Siong.

He said it was just a professional assessment that allowed the ministry to gauge the competency levels of each and every English teacher.

“People are saying that the standard of English in Malaysia is deteriorating, therefore, we came up with the assessment to provide us with baseline data to work on.

“It is not something to embarrass the teachers,” said Wee here.

He said that no penalty would be imposed on teachers who failed the assessment.

“They (teachers) will not be punished if they don’t pass the test.

” We do not expect them to go back to school and learn.”

Wee said in order to have more competent teachers in the country, significant attention had to be given to the mastery of English.

Read more: ‘English test not meant to belittle them’ – General – New Straits Times http://www.nst.com.my/nation/general/english-test-not-meant-to-belittle-them-1.103419#ixzz1zntd7smZ