2011, Arkib Berita, IPT, Masalah Guru

Pemilihan PPG berat sebelah

Isnin , 07 Mac 2011

http://www.bharian.com.my/bharian/articles/PemilihanPPGberatsebelah/Article

Oleh Mohd Azrone Sarabatin

BIARPUN mencapai purata Sasaran Kerja Tahunan (SKT) melebihi 80 peratus bagi tempoh tiga tahun berturut-turut, namun ramai guru mendakwa gagal menyertai Program Pensiswazahan Guru (PPG) hingga menimbulkan rasa tidak puas hati banyak pihak.

Beberapa guru yang memohon program mengikuti sesi pengajian Mac 2011 mendakwa berlaku amalan berat sebelah sehingga permohonan ditolak.

Masing-masing menggesa Bahagian Pendidikan Guru (BPG) telus dalam pemilihan calon sekali gus mencapai sasaran 60,000 guru sekolah rendah dan menengah memiliki ijazah menjelang 2015.

Seorang guru dari Perak, berkata dia sudah tiga kali mengemukakan permohonan mengikuti PPG tetapi sehingga kini permohonannya ditolak biarpun mencapai purata SKT melebihi 80 peratus.

Beliau yang enggan disiarkan namanya, berkata dia sudah mengemukakan rayuan tetapi gagal sedangkan rakan sejawat yang mencapai SKT lebih rendah berjaya ikut serta.

“Saya hampir putus asa, bagaimanapun tetap berharap masih ada peluang meneruskan pengajian,” katanya ketika ditemui di Kuala Lumpur, baru-baru ini

Baru-baru ini, Pengarah BPG, Datuk Mohd Ghazali Ab Rahman dalam kenyataannya sebagai memetik, sekurang-kurangnya 40,000 guru dijangka mengikuti PPG di institut pendidikan guru dan institusi pengajian tinggi seluruh negara bermula Mac ini.
Program pengajian tiga tahun setengah hingga empat tahun itu sejajar inisiatif kementerian mempergiat usaha meningkatkan kelulusan akademik guru menerusi Rancangan Malaysia Ke-10 (RMKe-10) dengan peruntukan RM1.4 bilion.

Jurucakap BPG ketika dihubungi berkata, ada pemohon yang memperoleh purata markah 78 dan 79 peratus turut diterima mengikuti program berkenaan selepas menimbangkan pelbagai faktor termasuk aktif kokurikulum.

Sementara itu, Presiden Kesatuan Guru-Guru Melayu Malaysia Barat (KGMMB), Mohamed Sabri Mohd Arsad ketika mengulas dakwaan itu, berkata permohonan ditolak atas pelbagai faktor.

Katanya, mungkin ia berpunca kegagalan mereka bersaing dengan pemohon lain, selain gagal melepasi tapisan keselamatan, pernah dikenakan tindakan tatatertib dan tidak ada audit bersyarat.

“Segelintir pemohon pula memperoleh markah tinggi untuk dua tahun penilaian misalnya 85 peratus tetapi setahun lagi 75 peratus.

“Biarpun purata markah melebihi 80 peratus tetapi keutamaan diberikan kepada mereka yang konsisten melepasi 80 peratus sepanjang tempoh tiga tahun penilaian,” katanya

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2011, Aliran, Arkib Berita, IPT, Masalah Pelajar, Pembangunan Sekolah, Peperiksaan, Persatuan, Sistem, Subjek

Nasib murid sekolah seni diragui

Isnin , 07 Mac 2011

http://www.bharian.com.my/bharian/articles/Nasibmuridsekolahsenidiragui/Article

Oleh Azida Shaharuddin

SEKOLAH Seni Johor Bahru Jalan Abdul  Samad. 

SEKOLAH Seni Johor Bahru Jalan Abdul Samad.

Sistem penggredan didakwa tidak diiktiraf Kementerian Pengajian Tinggi

JOHOR BAHRU: Lebih 100 pelajar perintis dua sekolah seni kendalian Kementerian Pelajaran yang kini berada dalam Tingkatan Lima, dijangka berdepan masalah memohon kemasukan institusi pengajian tinggi (IPT) kelak berikutan sistem penggredan digunakan dalam peperiksaan mata pelajaran kesenian mereka didakwa tidak diiktiraf Kementerian Pengajian Tinggi.

Status itu dikatakan mencetus kebimbangan pelbagai pihak, khususnya ibu bapa dan guru, terhadap nasib serta hala tuju pelajar dua sekolah seni yang ditubuhkan sejak Januari 2007, iaitu Sekolah Seni Johor Bahru (SSeJB) dan Sekolah Seni Kuching (SSK).

Menurut sumber rapat dengan pengurusan sekolah seni itu, sistem penilaian dan penaksiran subjek kesenian yang diambil pelajar terbabit adalah dalam bentuk Band merangkumi Band I hingga VI, berbeza dengan sistem untuk mata pelajaran akademik.

Beliau mendakwa, sistem Band seumpama turut digunakan dalam penilaian Malaysian University English Test (MUET) yang diiktiraf kerajaan tetapi dalam konteks mata pelajaran kesenian di sekolah seni, ia belum diiktiraf Kementerian Pengajian Tinggi.

“Modul, sukatan pelajaran dan keputusan peperiksaan menggunakan sistem penggredan Band di sekolah seni dilaksanakan Bahagian Pembangunan Kurikulum (BPK) Kementerian Pelajaran.

“Bagaimanapun, masalah kini timbul apabila Lembaga Peperiksaan Malaysia (LPM) menyarankan pelajar ini mendaftar untuk menduduki peperiksaan subjek kesenian sekolah harian biasa bagi peperiksaan Sijil Pelajaran Malaysia (SPM) yang dijadualkan November depan.

“Kumpulan perintis sekolah seni ini meluangkan hampir 12 jam seminggu untuk mempelajari subjek kesenian mereka dan menerusi sukatan serta modul khas yang diikuti, pendidikan mereka boleh dianggap setaraf pengajian pelajar tahun pertama peringkat diploma.
“Jadi persoalan kini, berbaloikah usaha semua pelajar sekolah seni ini jika mendaftar mengambil peperiksaan sekolah harian biasa semata-mata untuk memastikan gred mata pelajaran kesenian mereka diiktiraf?” katanya.

Sumber itu berkata, isu berkenaan perlu diberi perhatian segera kerana pelajar sekolah seni terbabit bakal mendaftar mata pelajaran yang akan diambil dalam peperiksaan SPM pada akhir bulan ini.

“Masalah ini dikatakan sudah dikenal pasti sejak lebih setahun lalu dan dibincangkan dalam mesyuarat Kementerian Pelajaran dari semasa ke semasa.

“Namun sehingga kini difahamkan tiada sebarang penyelesaian diperoleh, sebaliknya memerlukan transformasi pada peringkat pelajar sendiri. Di manakah martabat sekolah seni jika keadaan sebegini berlaku?” katanya yang meminta BPK Kementerian Pelajaran dan Kementerian Pengajian Tinggi memandang serius masalah itu dan mengatasinya segera.

Beliau mendakwa sekiranya perkara itu berterusan dan mengundang masalah pada masa depan, tidak mustahil ibu bapa pelajar di sekolah itu memberhentikan anak kerana menganggap lebih baik mereka mengikuti pembelajaran di sekolah harian biasa.

Sementara itu, Yang Dipertua Persatuan Ibu Bapa dan Guru (PIBG) SSeJB, Selamat Omar, mendakwa perkara berkenaan sering dibangkitkan pada mesyuarat PIBG sejak tahun lalu, namun sehingga kini pihak sekolah dan ibu bapa masih belum menerima sebarang kenyataan rasmi daripada Kementerian Pelajaran mahu pun Pengajian Tinggi mengenainya.

“Mungkin bagi pelajar yang mendapat keputusan cemerlang dari segi akademik tidak bermasalah untuk memasuki IPT tempatan.

“Namun bagaimana pula dengan pelajar yang sederhana pencapaiannya, iaitu keputusan akademik dan kesenian masing-masing hanya 50-50, tentu peluang sukar untuk mereka memasuki IPT,” katanya.

Selain itu, Selamat berkata, ramai ibu bapa juga pernah mempersoalkan mengapa pelajar sekolah seni perlu memilih aliran sains atau sastera ketika memasuki Tingkatan Empat selepas mendapat keputusan Penilaian Menengah Rendah (PMR).

“Kami terkejut dengan keadaan ini. Dari awal lagi kami sudah bertanya ketika bermesyuarat, mengapa sekolah seni perlu mengikut format sekolah harian biasa? Apa yang kami risaukan sebelum ini kini sudah dapat dilihat sekarang,” katanya ketika dihubungi semalam.

SSeJB dan SSK diwujudkan kerajaan sebagai saluran kepada pelajar berbakat dan berpotensi dalam bidang kesenian untuk mendalami bidang yang mereka minati itu.

Sekolah berkenaan menawarkan pendidikan kesenian teater, muzik, pendidikan seni visual dan tarian, selain subjek wajib lain seperti Matematik, Bahasa Melayu serta Bahasa Inggeris.

2011, Arkib Berita, Kurikulum, Masalah Guru, Masalah Pelajar

‘Illiterate’ students on the rise

Posted on March 6, 2011, Sunday

http://www.theborneopost.com/?p=99270

by Doreena Naeg.

IN 2006, there were reportedly 120,000 primary school students in the country who could not read and write.

INITIAL STAGE: Teachers encouraging the students to interact with one another during the first day of class.

And this year, the number is expected to quadruple.

To make matters worst, these slow learners are often not getting enough attention due mostly to over crowded classes.

Overtime, as the dire situation persists, they will not get any education despite their regular school attendance.

They frequently become a nuisance and cause disruption as they while away their time in class.

Prevalent not only in rural schools but those in town as well, the problem has to be addressed at its roots.

And this is usually done  by teaching the students concerned at their own pace to help them catch up.

There is a school for “illiterate” students in Kuching called St Benildus’ Learning Centre, located at St Joseph’s School.

It is conducting remedial classes for St Joseph’s primary students and is the first to do so in the city.

Started last month, the first class at the centre has 12 students from primary 3, 4 and 5.

Three of the four teachers are retirees.

Explained Regina Lim, a teacher at the centre:

“We concentrate on oral skills, reading, math and spelling.

“It is not a tuition centre but a recreational one where children with learning difficulties can proceed at their own pace.”

The curriculum incorporates ‘fun’ activities such as playing games and music.

Although St Benildus is the first of its kind in the city, there is a total of four such centres, (including St Benildus), in the First Divsion, of which three − St LaSalle, St Benilde and St Miguel − are located in the rural areas.

Father Justin Mobilik, founder of the St Benildus’ Learning Centre, said the idea is to help slow learners from both rural and urban areas pass their UPSR.

Students in rural areas, more often than not, have no access to any other coaching besides that in the classroom.

Even if they do, their parents usually cannot afford it.

The Catholic Diocese here decided to conduct a special class for these students to help them with basic learning skills, and once their competency level increases, they can catch up with the rest of the class.

“It’s a long and tedious process but well worth every second of the hard work when the kids make progress in mastering the required skills,” Father Justin said.

It’s every child’s right to be educated whether they are slow or not, he added, pointing out that as many teachers already had so much work to do (with a syllabus to complete before the end of the year), they could not possibly give all the pupils their personal attention although this is crucial to the academic development of slow learners.

“At the centre, we try to overcome this problem by making sure the students have attained a certain degree of competency before we move them up a level.Once they have achieved the required competency, they will be able to catch up.”

According to Father Justin, competency depends on the individual’s development process.

“Some may take a little longer while others need less time but regardless, with proper attention, they all will graduate with the ability to read, write, subtract and add.”

There are six levels to ascertain a child’s competency.

The lowest − Level One − is where children are taught the alphabets and numerals.

Level Two is when they start learning and writing words while the Level Three exposes them to formation of simple sentences.

At Level Four, children are expected to string together longer sentences and also encouraged to speak in English and Bahasa Malaysia to improve their oral skills.

Level Five means the pupils have cleared all the earlier hurdles and are now ready to test their oral abilities by telling short stories.

By Level Six, they are ready to join their friends in class after showing the competency required by composing short stories.

While many think specialised teachers are needed to teach these students, Father Justine begs to differ.

“I believe housewives are the best candidates for the job because they are mothers and being so, already have the patience needed.”

According to him, patience far outweighs the rush to pick up skills, stressing what’s important is getting the point across.

The first learning centre in the First Division is St LaSalle set up in Singgai in 2008.

Another called St Benilde is in Stass while a third, St Miguel, is in Apar.

All three are in Bau District.

The latest one (St Benildus) is at St Joseph’s School in Kuching city.

These learning centres belong to the LaSallian Foundation, a non−governmental organisation.

No fees are charged but parents are required to ensure their children’s daily attendance otherwise the centres will stop the students’ participation.

2011, Arkib Berita, Keibubapaan, Keselamatan Pelajar/Kesihatan, Masalah Pelajar, Sistem

Lee: Promosikan aktiviti kesihatan mental di sekolah

Posted on March 7, 2011, Monday

http://www.theborneopost.com/?p=99386

KUALA LUMPUR: Pengurusan sekolah perlu mempromosi aktiviti kesihatan mental sebagai langkah menangani isu kesihatan mental dalam kalangan pelajar, kata Anggota Majlis Penasihat Promosi Kesihatan Mental, Tan Sri Lee Lam Thye.

Beliau berkata, langkah tersebut perlu bagi mengenal pasti simptom kemurungan dan stres di kalangan pelajar supaya bantuan kaunseling dapat diberikan sebelum mereka terlibat dalam gejala yang lebih buruk.

“Isu kesihatan mental di kalangan pelajar perlu ditangani dengan segera.

Sekiranya mereka tidak mendapat bantuan, negara akan terbeban dengan generasi yang menghadapi masalah kesihatan mental dalam persekitaran dengan persaingan global yang semakin meningkat,” katanya dalam satu kenyataan di sini semalam.

Katanya, antara aktiviti promosi kesihatan mental yang boleh dilaksanakan di sekolah termasuk mengenali kesihatan mental dalam komuniti menerusi ceramah, pameran dan kuiz yang boleh dijalankan sebagai aktiviti gerak kerja luar.

Beliau berkata sekolah juga perlu mempunyai kaunselor terlatih yang ramai bagi membimbing dan membantu pelajar berhubung cara menguruskan stres.

Selain itu, katanya, para pelajar juga perlu menasihatkan rakan mereka mendapatkan rawatan jika ternampak mesej resah disampaikan oleh rakan mereka itu di rangkaian sosial seperti Facebook.

Beliau juga menasihatkan ibu bapa tidak memberi tekanan terhadap anak-anak mereka agar sentiasa menunjukkan prestasi yang tinggi di sekolah.

“Walaupun ibu bapa mengatakan bahawa mereka tidak memberi tekanan kepada anak-anak, namun mereka (anak-anak) mudah mengenal pasti pengharapan yang tinggi daripada ibu bapa seterusnya meletakkan pengharapan yang tinggi itu ke atas diri mereka sendiri.

“Apabila gagal memenuhi pengharapan tersebut, kesannya akan memudaratkan mereka,” katanya dengan menambah bahawa sistem pendidikan berorientasikan peperiksaan menjurus ibu bapa untuk bersikap sedemikian.

Katanya, apa yang penting ibu bapa perlu memupuk asas keyakinan diri pada anak-anak supaya sebarang kegagalan atau kekecewaan dilihat sebagai peluang untuk mencuba semula dan bukannya sebagai kekurangan sehingga ia dijadikan alasan mudah untuk keluar dari masalah tersebut. — Bernama

2011, Arkib Berita, Kurikulum, Masalah Guru, Masalah Pelajar, Persatuan, Sistem

STU urges ministry to redesign teaching policy

Posted on March 7, 2011, Monday

http://www.theborneopost.com/?p=99391

by Peter Boon.

SIBU: Sarawak Teachers’ Union (STU) is urgently calling on the planning unit of the Ministry of Education (MOE) to restudy and redesign the teaching policy and its implementation.

This was because education was about imparting knowledge to students rather than just carrying out the policy, said its president William Ghani Bina.

In this regard, stakeholders such as STU, school and even parent-teacher associations (PTAs) could come together for a discussion with the ministry, he suggested.

Ghani also suggested that the system be tailored to follow the education level of students and not their age.

Among others, he called on teachers to remain calm following a report in thesundaypost, claiming that the number of primary school pupils in the country  who could not read and write was expected to surge this year.

“Teachers are worried and tearing their hair out trying to complete teaching the syllabus in time. They are worried that if the syllabus was not completed, students may not be able to answer some questions in their public examinations.

“And if they rush for it, weaker students would be hard pressed to cope with others. So you see, they are in a dilemma,” Ghani told The Borneo Post in a telephone interview yesterday.

He was responding to the comment by a teacher in thesundaypost, which among others, claimed that the number of pupils in the country, who could not read or write was expected to quadruple this year.

It also claimed that slow learners were often not getting enough attention mostly due to over crowded classes.

Ghani argued that as people judged school by its result, he suggested that the education system be tailored to meet the needs of every child. Citing an example, he said: “If a Form One student left school due to unforeseen circumstances, he must be placed at the same level if he returns say, two years later.

“But under the current system, he is allowed to enter Form Three. I think this is not fair as education should be about educating and not about following the age.

“Besides, missing out from school for a certain period of time, he would have missed out on a lot of things,” he argued.

Ghani figured some pupils could not read and write properly was due to classes being too big.

He disclosed among others, the syllabus was too compact, compelling teachers to rush to complete teaching them.

The president later  revealed that he was bombarded with calls from teachers, voicing their dissatisfaction over the report in thesundaypost.

“I have asked them (teachers) to stay calm. As for the figure published today (yesterday), we are not sure from where she obtained it.”

He, however, said MOE had taken a very positive step some three years ago, in ensuring pupils could read and write properly after Primary Three.

“The ministry ought to be given a pat on their back as teachers have to ensure pupils could read and write in the first three years in primary school,” he noted.

He thus opined that with such positive approach, the number of pupils, who could not read or write would be very much reduced.

2011, Arkib Berita, Forum, Masalah Guru, Masalah Pelajar, Rencana, Surat

Need for plan to overcome stress

Sunday March 6, 2011

http://thestar.com.my/education/story.asp?file=/2011/3/6/education/8123602&sec=education

MOST Malaysian students feel pressured. Apart from going to school and sitting for the numerous class tests and public exams, they are also required to attend co-curricular activities.

This is not all, there are also music lessons, art classes and even religious lessons their parents would insist on after school hours, besides rushing for tuition, just so that they excel in their studies and have the extra edge over their peers.

Education is the process to nurture and realise the human potential — intellectually, emotionally, mentally, spiritually and physically.

There is no doubt our country, Malaysia has one of Asia’s top education and schooling systems.

However, I think it is too examination and results-oriented with too much effort and focus being concentrated solely on academic achievements.

It neglects the mental, emotional, spiritual and physical development of the child. This has put all parties concerned — teachers, parents and students — under tremendous pressure.

The current system may have produced graduates of high intellect, but with poor living, social, communication and interactive skills.

Many also lack life-coping abilities and often suffer in silence when faced with difficulties.

These young people have little or no self confidence, self-esteem and emotional maturity in this very demanding and competitive world.

The situation is made worst by a materialistic and consumer-driven society!

Many cannot cope with the demands of society and this has resulted in them leading very frustrated, stressful and miserable lives.

Some have turned to alcohol, drugs, gambling and even crime to seek release from the everyday tensions of life. What is tragic is that many have suicidal tendencies as stated in your Cover Story under the heading “Driven and led astray by emotions” (StarEducation, Feb 13).

Perhaps it is time for the government to incorporate a more humane and holistic approach into our education system. Students could be taught life-coping skills where they learn to handle stress, failure, pain, peer pressure and other forms of negative culture.

Besides the government, parents, religious bodies, the private sector and the mass media have a role to play in helping combat stress and other shortcomings.

DAVID TIH
Via e-mail

2011, Arkib Berita, Forum, Peperiksaan, Rencana

Get real about exam standards

Sunday March 6, 2011

http://thestar.com.my/education/story.asp?file=/2011/3/6/education/8174009&sec=education

I REFER to the article “
When ‘A’ is average” by Mallika Vasugi (StarEducation, Feb 27). I cannot agree more with her on the state of things in our education system. She hit the nail on the head when she wrote that standards of assessment in the public examinations have been lowered.

Her comments have resonated with what has long been festering inside me as a fellow teacher. For one, I also face students who do not reflect the grades they had achieved in the PMR examinations.

Ask any English Language teacher and he or she, will regale you with tales of students who have managed to score an “A” for English, but who cannot write an error-free sentence.

Even more frightening is the fact that students who have made the passing grade in certain subjects, notably Mathematics and Science, have never obtained marks anywhere near even 20 percent in trial examinations. The same goes for the SPM examinations. So is there really anything for us to be jubilant about when the examination results are announced?

To “aid” the illusion of excellence, even the standard of questions in the public examinations have deteriorated over the past few years. One of my colleagues shook her head in disbelief when a perusal of the 2010 SPM Moral Education paper revealed that only mediocre questions were asked.

One wonders what the guidelines are, by which examination questions are set. On the optimistic side, this could be a sign that the subject is on its way out. To add insult to injury, questions are also unabashedly “leaked” through (horrors!) the examination system itself.

Anyone interested in verifying this can refer to last year’s SPM Chemistry Paper Three. Question Three of the paper, which is subjective, was already tested in at least six state trial exams!

It was not the exact question that appeared in each of the exams, but it still gave a very good hint at what was to come.

One can understand why that question was leaked out as it is the question that Chemistry students dread and would rather not prepare for.

This also leads me to ask why students have to memorise the details of about 30 experiments, which is what preparing for Question Three entails. Perhaps this is a way of getting around a no-win situation!

The “masterminds” at work behind the leak were not as successful with Question One as only three states managed to get hold of that question.

This is not the first time questions have been leaked out. Where is the accountability of those responsible? I am not saying that teachers are blame-free as there are many in the teaching fraternity who would give an arm and a leg to obtain confidential information too.

When standards are lowered and questions are “generously” leaked out, the ultimate losers would be the outstanding students — the ones who work hard and deserve their string of straight A’s and Public Services Department scholarships. We have to face facts that many of our young ones are only of mediocre level, but inappropriately labelled as competent.

How can we help them to truly excel, if we, in the education community, have blinkers on?

We could perhaps learn from Singapore on how to conduct public examinations and assess them.

Recently, a Singaporean student was hailed for being the only one to achieve straight A’s in one of their public exams. Do we really have anything to shout about?

NO GLORY
Via e-mail