Ghani: Local teachers can deal with local problems better

Posted on October 21, 2012, Sunday

Saiful Bahari,

KUCHING: The Education Ministry has been urged to look at the possibility of allocating more teachers to serve in areas of their origin, starting from the intake of trainees from the local teachers training college.

Sarawak Teachers’ Union president William Ghani Bina, who made this point during the question and answer (Q&A) session at the Malaysian Education Blueprint 2013-2025 open day at the old state legislative assembly complex yesterday, added that the ratio in favour of their presence played an important role to a school’s success.

“There should be 70 per cent of local teachers posted to schools near the place where they come from and as an national integration effort, the rest should be teachers from other places,” said Ghani.

He said the measure could help prevent the problem of frequent transfer of teachers, which, in the end, could affect the performance of the school.

“We felt that local teachers were more aware of the needs of the schools and students in an environment they were familiar with,” he pointed out.

He also expressed the need for principals or headmasters to be of the same ethnic group as the students.

“Looking at the positive side, a Malay principal should be posted to a school with the majority of Malay students, an Iban principal should be posted to schools where the majority of the students were from the Iban ethnic group and so on,” he said.

He also highlighted the need for the education system to be reviewed and not to be created for the political benefits of certain parties.

“We should prioritise the education system without the prejudice of involving political agenda and needs. It will also trouble those involved in the system whenever there is a change in a ministerial post,” he said.


Former state education director Datu Adi Badiozaman Tuah said the new Malaysian Education Blueprint should be lauded but raised the issue whether officers implementing the plan had the professional courage to continue

to achieve the objectives.


“At the same time, we should not forget our previous education master plan and try to correct and improve areas that we see can be improved,” said Adi.

He called for more attention and clear definition on school-based management, which, he said, would be a catalyst towards a high performance school

Five panelists headed by the Education Ministry deputy director general Supaat Tamin and state education director Abdillah Adam presented the Malaysian Education Blueprint to teachers and officers related to education yesterday.

Among the highlights was the presentation of 11 shifts in the education system by Supaat.

The shifts include ‘equal access to quality education of international standard, ensuring every children to be proficient in Bahasa Malaysia and English, develop value-driven Malaysians, transform teaching into the profession of choice, and ensure high performance school leaders in every school’.

They also include the empowerment of state education and district education offices to customise solutions based on needs, to leverage on ICT to scale up quality learning across Malaysia and to transform ministry’s delivery capabilities and capacity.

The shifts also looked at linking partnerships with parents, community and the private sector, maximising the student’s performance for every ringgit spent and lastly to increase the transparency for direct public accountability.

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EXAMINATION: PMR English paper quite difficult

Email Print 16 October 2012 | last updated at 07:35AM

By Lim Bee Hoon, Batu Pahat, Johor | 0 comments

MY friend just showed me the recent Penilaian Menengah Rendah (PMR) English paper and I was shocked that it was quite a difficult one, even for an educator like me.
I don’t teach PMR English but that doesn’t mean I don’t know the principles of formulating questions. The panel of examiners should know that there ought to be questions to test all levels of proficiency and not only the good ones.
If I had found it confusing and difficult, I wonder how the students would fare in this paper. Imagine their stress and frustration.
I am not saying that the examination board is at fault but the panel of examiners should be re-evaluated and reassessed as I have come across teachers marking the UPSR English paper who are weak in English. However, they are roped in by their friends who are heading the team at the district level.
It’s a shame as I have friends who are good English teachers but who never get into the team because of the way the selection is done.
I hope the authorities are aware of this and will rectify the situation.

Read more: EXAMINATION: PMR English paper quite difficult – Letters to the Editor – New Straits Times

EDUCATION: Parents would like choice of schools

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15 October 2012 | last updated at 11:27PM

By Lim Bee Hoon, Batu Pahat, Johor



I REFER to the letter by Datuk Dr Anwar Hassan “Consider giving students an option” (NST, Oct 10). Yes, why not give parents the option of choosing to which school to send their children? Right now, those who can afford it would go to private or international schools.


English can be mastered only through constant use and practice.

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The ones who have no choice are stuck in either national or vernacular schools.

If the latter are allowed, what is wrong with allowing English-medium schools?

By allowing mission schools of yesterday to be English-medium schools of today, I am positive the response would be good.

The many retirees who are English educated can be roped in to assist and, thus, spend their time productively. Or is the government worried that it would be at the expense of the national language?

I digress, as most of us who were English educated are bilingual in Malay and English.

It is so much easier to learn to speak in BM but with English, it’s different because of the intricacies of grammar and tenses.

English can be mastered only through use and practice. People who are open-minded and look ahead would never think twice about mastering a second language to get on in life.

Only people who are threatened by progress deny the importance of English.

Those who studied in such schools like Prime Minister Datuk Seri Najib Razak and Datin Paduka Marina Mahathir are testimony to their fruitfulness and success.



Read more: EDUCATION: Parents would like choice of schools – Letters to the Editor – New Straits Times

EDUCATION: Where can we get Maths, Science books in English?

Email Print 19 October 2012 | last updated at 12:36AM


I AM the head of a private school doing the national curriculum in the Klang valley.
Many parents have breathed a huge sigh of relief since last year, when the appeal not to abolish the policy of teaching Mathematics and Science in English (PPSMI) was finally granted (many thanks to Page).
The Education Ministry had told us then that in the interim before everything was reverted to Bahasa Malaysia as the medium of instruction (Form One will be completely taught in Bahasa Malaysia in 2017), there would be a “soft landing” for all parties concerned.
However, those of us who wanted to go on teaching both the subjects in English suddenly found that publishers are no longer printing the Maths and Science textbooks and workbooks in English.
Many bookshops say publishers are not printing the required books in English as the “authorities” have not given them the “go-ahead” to do so.
Last year, when this situation arose, I thought it was just a temporary glitch due to the fairly-late decision to put back PPSMI and the publishers had not enough time to print the books on time for parents to buy them for the new term this year.
However, it has been nearly a year and we have been informed by bookshops that the textbooks are not printed in English anymore.
Can someone from the ministry please enlighten us as to what is happening?
W.M.S., Kuala Lumpur

Read more: EDUCATION: Where can we get Maths, Science books in English? – Letters to the Editor – New Straits Times

EDUCATION: Single session still the best way

19 October 2012, Friday


I REFER to “One-session school system within 5 to 10 years” (NST, Oct 10).
Parents are elated that the last 15 per cent of schools that still remain double sessions will be made single session by 2022.
We were disheartened when the 10th Malaysia Plan did not provide for a single school to be built.
It is ironic that in Chapter 6: Ministry Transformation of the Malaysia Education Blueprint 2013-2025 (MEB), the ministry claims double-session schools are comparable to single-session schools, particularly in terms of student outcomes, co-curricular activities, infrastructure, discipline and overcrowding.
It implies there is no benefit to turn double-session schools into single-session ones.
We welcome single-session schools, nonetheless.
While the MEB suggests enforcing student enrolment limits and expanding the number of classrooms as an immediate solution, the priority should be to build more schools. At present, for every seven primary schools, there are only three secondary schools to accommodate the student elevation.
With single-session schools, the deputy prime minister cum education minister suggested that school hours could be extended and more time spent on English, Mathematics and Science.
The MEB goes on to say in Chapter 5: Teachers and School Leaders that under the sub-topic of quality of teaching, “50 per cent of the lessons were observed to be delivered unsatisfactorily”.
In addition, the ministry’s Education Management Information System database indicates that teachers only spend between 2.4 and 2.9 hours a day, on average, teaching in the classroom.
The focus should instead be on achieving 100 per cent lesson delivery during class time.
Once this is done, a complete revamp of the timetable would be in order.
Adjustments could be made by extending the period length and aligning subjects to the time of day with strict adherence of time for assembly, sports in the morning, more emphasis on music, art and other languages, with the more practical subjects in the afternoon such as science laboratory work and living skills.
The introduction of teaching assistants will be timely.
Datin Noor Azimah Abdul Rahim, chairman, Parent Action Group for Education Malaysia, Kuala Lumpur

Read more: EDUCATION: Single session still the best way – Letters to the Editor – New Straits Times

Teachers get training on a new topic

Sunday October 21, 2012

AN AWARENESS programme on human trafficking and migrant smuggling initiated in February has trained 350 teachers so far.

In view of the numerous cases of human trafficking involving women, schoolgoing children and teens, it was only apt that teachers were invited as participants to attend such training.

The organisers — the National Council of Women’s Organisations Malaysia (NCWO) and education authorities were keen that teachers be trained simply because of the number of young people who were becoming targets and being lured into such activities.

The council’s deputy head Datuk Faridah Khalid said the objective of the organsisers was to ensure that every secondary school in the country would have at least one teacher to expound the message effectively.

Teachers must ensure that their students were properly informed of the dangers and the consequences when they become victims or get involved.

“Seventy percent of human trafficking cases involved women and those below 18 years, hence the reason for targeting teachers,” she said at the launch of the state-level Anti-Human Trafficking and Anti-Migrant Smuggling awareness campaign in Penang. recently.

“There were 1,296 number of victims who were rescued and given permanent protection in shelters,” she said. — Bernama

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Sistem dan organisasi IPGM perlu disemak semula

ARKIB : 18/10/2012
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BANGI 18 Okt. – Tan Sri Muhyiddin Yassin berkata sistem dan organisasi Institut Pendidikan Guru Malaysia (IPGM) perlu disemak semula agar matlamat untuk melahirkan warga pendidik yang berkualiti dan terbaik mampu dicapai.

Timbalan Perdana Menteri berkata antara perkara yang wajar diberi perhatian adalah penambahbaikan berterusan sistem pengurusan, pentadbiran, modul latihan serta kemudahan prasarana.

“Saya telah meminta pihak atasan IPGM bersama pengurusan tertinggi Kementerian Pelajaran meneliti semula perkara-perkara ini.

“Kita perlu mewujudkan satu persekitaran kerja yang kondusif dan terbaik terutama bagi warga kerja IPGM dan persekitaran pembelajaran yang selesa kepada siswa pendidik,” katanya pada majlis perjumpaan bersama siswa pendidikan IPGM serta penyerahan Kad Diskaun Siswa 1Malaysia (Kads1m) di sini, hari ini.

Teks ucapan beliau dibacakan Ketua Pengarah Pelajaran, Tan Sri Abd Ghafar Mahmud.

Muhyiddin yang juga Menteri Pelajaran berkata pada masa yang sama beliau berharap IPGM akan terus relevan dalam melatih dan melahirkan guru-guru berwibawa dan cemerlang. – BERNAMA

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Guru penggerak Pelan Pembangunan Pendidikan

ARKIB : 15/10/2012
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Golongan guru termasuk pensyarah institusi pengajian tinggi awam atau swasta menggalas tugas besar memastikan kelancaran Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 sekali gus menepati keperluan objektifnya.

Pengarah Bahagian Pendidikan Guru Kementerian Pelajaran, Datuk Mohd. Ghazali Ab. Rahman berkata, guru dan pensyarah menjadi penggerak serta pelaksana utama dalam PPPM di samping berperanan memastikan perlaksanaannya memenuhi matlamat yang dihasratkan oleh kerajaan.

“Oleh itu, golongan ini harus memahami skop keperluan dan objektif penubuhan PPPMkerana mereka merupakan aset paling utama dalam menentukan kejayaan atau sebaliknya rancangan PPPM,“katanya ketika ditemui Utusan Malaysia di pejabatnya dekat Putrajaya, baru-baru ini.

Laporan awal PPPM yang dilancarkan bulan lalu itu merangkumi pelan tiga fasa bagi tempoh selama 13 tahun sehingga 2025.

Semakan semula akan dibuat lima tahun sekali mulai 2015 manakala laporan tahunan pula akan dikeluarkan bagi memantau perkembangan yang dicapai.

Untuk itu, ujarnya, peranan guru dan pensyarah akan ‘disegarkan’ bagi meningkatkan kemahiran dan kemampuan golongan terbabit seiring dengan hasrat PPPM.

“Kita mahu pelaksanaan PPPM menggegarkan peranan dan fungsi guru dan mahu mereka memikirkan bahawa rancangan PPPM adalah hak milik mereka, bukan semata-mata menjalankan kerja sebagai guru atau mendapat pendapatan bulanan,” tegasnya.

Ujar beliau, pihaknya masih membuka pelbagai ruang kepada golongan terbabit untuk melengkapkan diri dan pemahaman terhadap pelaksanaan PPPM melalui penganjuran Hari Terbuka kementerian dan kempen penerangan di seluruh negara.

Salah satu usaha itu, katanya, adalah penganjuran Konvensyen Kebangsaan Pendidikan Guru 2012 pada 15 hingga 17 Oktober ini di Kuantan, Pahang bagi berkongsi pengetahuan dan mengenal pasti amalan terbaik meningkatkan profesional, kemahiran dan nilai profesional golongan terbabit seiring keperluan PPPM.

Konvensyen tiga hari itu dihadiri 400 guru dan pensyarah 17 IPTA dan IPTS seluruh negara.

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Mengarus perdana pendidikan vokasional

ARKIB : 15/10/2012

pelajar Kolej Vokasional Beufort Sabah tekun mengikuti pembelajaran kemahiran automotif. kolej itu antara 15 buah sekolah vokasional yang dinaik taraf sebagai kolej melalui program PTV.

Perlaksanaan Pelan Transformasi Vokasional (PTV) yang mula berkuatkuasa tahun ini bukan sekadar menyediakan satu kemudahan alternatif dalam sistem pendidikan negara malah membolehkan pelajar memilih jurusan kemahiran seawal usia 13 tahun.

Timbalan Pengarah Pengoperasian Sekolah Kementerian Pelajaran, Zainuren Mohd. Nor berkata, anjakan baru yang dibuat terhadap pendidikan teknikal dan vokasional itu bagi mengubah persepsi masyarakat yang melihat pelajar vokasional tergolong dalam kalangan yang lemah atau dikategorikan sebagai kelas kedua.

“Transformasi besar-besaran ini diharap dapat mengubah stigma masyarakat yang menganggap pendidikan vokasional hanya untuk pelajar kelas kedua dan tanggapan tersebut tidak berasas sama sekali,”katanya pada sidang akhbar taklimat media program PTV di Kolej Vokasional Beaufort, Sabah baru-baru ini.

Kolej Vokasional Beufort merupakan salah satu daripada 15 buah sekolah menengah vokasional di seluruh negara terlibat dalam program menaik taraf sekolah vokasional kepada kolej vokasional (KV) di bawah program PTV pada tahun ini.

Selain menaik taraf sekolah vokasional kepada kolej vokasional, Kementerian Pelajaran turut melaksanakan Pendidikan Asas Vokasional (PAV) di bawah program yang sama melibatkan projek rintis di 15 buah sekolah harian atau sekolah menengah kebangsaan.

Menurut Zainuren, program PAV disediakan di peringkat sekolah menengah rendah iaitu tingkatan satu hingga tiga di sekolah harian dan terbahagi kepada akademik serta vokasional termasuk pengkhususan kemahiran keusahawanan.

PAV memberi pilihan kepada pelajar yang cenderung dan berminat dalam bidang kemahiran vokasional di samping membolehkan mereka mendapat sijil kemahiran yang diperakui kerajaan serta industri pada usia yang lebih muda.

Program seumpama itu telah dipraktikkan lebih awal di Singapura dan China.

Komponen kurikulum PAV merangkumi jati diri (komunikasi, patriotisme, sahsiah), teknologi vokasional (teknologi-sains, matematik), kemahiran vokasional (vokasional asas/spesifik-ekonomi rumah tangga, elektrik, elektronik) dan kemahiran keusahawanan.

Bagi program KV, pelajar akan mengikuti pengajian diploma selama empat tahun dan bukan lagi di peringkat sijil seperti sebelum ini iaitu tahun satu dan dua (peringkat pra diploma) manakala tahun tiga dan empat pula di peringkat diploma penuh.

“Ini bermakna, pelajar yang selesai pengajian program KV selepas memenuhi kelayakan akan terus mendapat diploma di samping menjalani program latihan bekerja dengan industri selama enam bulan,” katanya.

Kata beliau, struktur kurikulum KV mengandungi tiga modul iaitu akademik, vokasional dan kompetensi.

Modul akademik terdiri dari- pada semua mata pelajaran Teras seperti Pengajian Bahasa Melayu, Bahasa Inggeris dan Matematik.



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Murid-murid lebih mudah fahami bahasa Inggeris

ARKIB : 11/10/2012
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KUCHING 10 Okt. – Penganjuran Bengkel Membaca Tambahan anjuran Kementerian Pelajaran Malaysia dan beberapa syarikat swasta dari dalam dan luar negara baru-baru ini disambut baik oleh semua peserta yang terlibat.

Rata-rata murid-murid yang ditemui Utusan Malaysia mengakui bengkel tersebut cukup menarik dan tidak sama seperti kursus yang pernah mereka ikuti sebelum ini.

Salah seorang murid tahun lima Sekolah Kebangsaan (SK) Kuala Anau, Noranni Lindang berkata, bengkel ini banyak memberi pendedahan kepadanya tentang kesalahan tatabahasa yang sering dilakukannya.

“Jika dahulu saya tidak tahu menggunakan perkataan-perkataan past tense dan present tense ketika membuat ayat, selepas mengikuti bengkel ini baharulah saya faham.

“Kaedah pembelajaran di bengkel ini lebih menarik kerana dilakukan secara santai dan menyeluruh, malah kami diberi peluang untuk membina ayat daripada satu perkataan mengikut pemahaman masing-masing,” katanya.

Seramai 30 murid-murid dari 10 sekolah luar dan pinggir bandar di negeri ini telah mengikuti bengkel Membaca Tambahan yang diadakan dari 24 hingga 27 September lalu di bandar raya ini.

Antara syarikat korporat yang terlibat sama menjayakan bengkel tersebut adalah Utusan Publications & Distributors Sdn. Bhd. (UP&D), Perpustakaan Negara Malaysia (PNM) dan Osaka Gas Foundation for International Cultural Exchange (OGFICE).

Sementara itu, Fenny Sawing, 11, berkata, bengkel tersebut merupakan antara program pembelajaran di luar sekolah yang paling menarik pernah dia ikuti.

“Sebelum ini saya banyak menyertai aktiviti, namun semuanya agak bosan kerana tidak melibatkan kami (murid-murid) secara menyeluruh.

“Ia berbeza dengan bengkel ini apabila kami diberi peluang untuk menjelaskan sendiri setiap objek dan perkataan mengikut pemahaman kami,” katanya yang belajar di SK Bukit Mawang, Sebauh ini.

Berkongsi pendapat yang sama, Timothy Langet, 11, berkata, bengkel tersebut menyedarkannya tentang kemampuannya iaitu berkomunikasi dalam bahasa Inggeris dengan baik.

“Saya tidak sangka yang saya boleh bercakap dalam bahasa Inggeris dengan cikgu Nattalie Hammerton. Pada awalnya saya agak bimbang sekiranya dia tidak memahami apa yang saya cakap,” katanya.

Bagi murid SK Kuala Kebulu, Harun Lawrence, 11, berkata, bengkel tersebut memberi peluang kepadanya untuk menjejakkan kaki ke bandar raya ini, selain mendapat ramai kenalan baharu.

“Ini merupakan kali pertama saya datang ke Kuching dan cukup teruja apabila pengisian bengkel ini turut membawa kami melawat tempat menarik seperti Pustaka Negeri.

“Banyak benda baharu yang saya peroleh daripada bengkel ini, saya harap ia dapat diteruskan lagi di masa akan datang,” katanya.

Satu-satunya murid berbangsa India yang mengikuti bengkel tersebut, Shivwanyaanan Vasudevan, 11, berkata, dia tidak berasa kekok untuk berkawan dengan murid bangsa lain.

“Kesemua mereka melayan saya dengan baik, malah kawan sebilik sepanjang bengkel ini berbangsa Bidayuh dan telah anggap dia sebagai sahabat.

“Saya sangat seronok menyertai bengkel ini kerana telah menyedarkan kami bahawa bahasa Inggeris bukanlah bahasa yang sukar dan mudah dipelajari,” katanya.

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