2012, Arkib Berita, Kurikulum, Masalah Guru, Pembangunan Sekolah, Program, Sistem

Langkah transformasi pendidikan

19 Jun 2012, Selasa

http://www.utusan.com.my/info.asp?y=2012&dt=0619&pub=Utusan_Malaysia&sec=Parlimen&pg=pa_01.htm

KUALA LUMPUR 18 Jun – Bidang profesionalisme perguruan dan aspirasi rakyat terhadap sistem pendidikan dan kemenjadian murid merupakan tumpuan utama yang perlu diberi perhatian dalam transformasi pendidikan.

Menteri Pelajaran, Tan Sri Muhyiddin Yassin berkata, perkara itu merupakan dapatan awal setelah lapan siri dialog dan tujuh perbincangan meja bulat dijalankan melalui penilaian semula sistem pendidikan negara.

“Seramai 8,415 orang daripada pelbagai lapisan masyarakat dan latar belakang pendidikan termasuk wakil daripada bidang keagamaan menyertai dialog ini.

“Namun masih ada ruang dan peluang untuk mereka menyumbang kerana terdapat lima siri dialog lagi akan berlangsung sehingga pertengahan bulan depan,” katanya bagi menjawab soalan Teng Boon Soon (BN-Tebrau) pada sesi soal jawab di Dewan Rakyat hari ini.

Muhyiddin yang juga Timbalan Perdana Menteri menambah, sesi perbincangan meja bulat juga dijangka dapat diselesaikan dalam tempoh sama.

Tambahnya, sesi yang bermula April lalu itu disertai kumpulan seperti penggerak masyarakat, ahli akademik, tokoh dan pemimpin masyarakat termasuk di kalangan golongan orang kurang upaya (OKU).

Menurut beliau, isu-isu yang dibangkitkan semasa sesi tersebut kebanyakannya menyentuh persoalan hampir sama seperti yang dibincangkan dalam siri dialog nasional.

“Antaranya, mengenai kualiti guru, sistem pendidikan, kurikulum dan pentaksiran kualiti sekolah dan pendidikan yang bebas daripada campur tangan politik,” katanya.

Dalam pada itu, Muhyiddin menambah, berdasarkan sesi dialog dan perbincangan tersebut, sebanyak 27 peratus responden menyentuh aspek profesionalisme perguruan, kebajikan dan kemahiran pengajaran guru.

Sebanyak 14 peratus responden pula, katanya, menyentuh mengenai aspirasi sistem pendidikan dan pembangunan modal insan yang lebih menyeluruh, kualiti sekolah (12 peratus) dan kepimpinan sekolah (11 peratus).

“Kerajaan berterima kasih kepada pertubuhan, persatuan, kesatuan, kumpulan komuniti dan pertubuhan bukan kerajaan (NGO) yang telah menghantar 22 memorandum mengandungi pandangan, resolusi dan cadangan yang kesemuanya sangat bernilai melalui sumbangan kepada penambahbaikan sistem pendidikan negara,” katanya.

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2012, Arkib Berita, Pembangunan Sekolah, Sistem

Transformasi pendidikan yang ingin dilaksanakan perlu rujuk dasar

19 Jun 2012, Selasa

http://www.utusan.com.my/info.asp?y=2012&dt=0619&pub=Utusan_Malaysia&sec=Parlimen&pg=pa_04.htm

KUALA LUMPUR 18 Jun – Sebarang transformasi yang ingin dilaksanakan dalam kajian sistem pendidikan harus berlandaskan dasar sebelum ini agar sejajar dengan hala tuju pendidikan negara.

Dasar tersebut termasuklah Akta Pendidikan Negara 1996 iaitu Perkara 7 (1); Dasar Pendidikan Kebangsaan dan Dasar Bahasa Kebangsaan.

Pengerusi Muzakarah Pendidikan Kebangsaan, Dr. Awang Sariyan berkata, dasar berkenaan penting kerana ia adalah usaha kerajaan dalam memartabatkan bahasa, keutuhan jati diri serta perpaduan dalam negara secara berkesan.

“Transformasi tidak boleh bercanggah daripada asas-asas tersebut yang merupakan acuan pembentukan gagasan negara dan bangsa sejak negara mencapai kemerdekaan.

“Malah, perbincangan muzakarah kali ini turut berpendapat pengubahsuaian dalam sistem pendidikan tidak perlu dilakukan secara menyeluruh sebaliknya, hanya perlu dimantapkan dan ditingkatkan pelaksanaannya,” katanya.

Beliau yang juga Ketua Pengarah Dewan Bahasa dan Pustaka (DBP) berkata demikian kepada pemberita selepas Muzakarah Pendidikan Kebangsaan di Menara DBP, di sini hari ini.

Turut hadir, Presiden Kesatuan Guru-Guru Melayu Malaysia Barat (KGMMB), Mohamed Sabri Mohd. Arsad dan Ketua Satu Gabungan Persatuan Penulis Nasional (Gapena), Prof. Datuk Dr. Abdul Latiff Abu Bakar.

Menurutnya, muzakarah juga berharap kerajaan tidak akan berkompromi dengan sebarang perubahan dasar terutama dalam isu bahasa pengantar utama dalam sistem pendidikan.

Katanya, jika merujuk kepada beberapa dasar berkaitan, peranan dan kedudukan bahasa Melayu sudah termaktub sebagai bahasa pengantar utama bermula di peringkat sekolah sehingga ke pengajian tinggi.

“Jadi, muzakarah berharap perkara ini diambil serius oleh semua pihak termasuk institusi pengajian tinggi awam dan swasta sebagai tanda penghormatan dan kesetiaan terhadap negara,” katanya.

Sementara itu, Abdul Latiff berkata, semua keputusan yang dibincangkan akan diserahkan melalui memorandum kepada Timbalan Perdana Menteri, Tan Sri Muhyiddin Yassin pada 28 Jun ini.

“Sehingga kini, muzakarah sudah memperoleh 30 memorandum hasil saranan serta pendapat daripada 50 buah pertubuhan bukan kerajaan (NGO) dan kami mensasarkan lebih 400 NGO lagi akan turut beri pandangan masing-masing.

“Kami juga bercadang mewujudkan Majlis Pemantauan dan Tindakan Bahasa yang diwakili NGO-NGO bagi membantu kerajaan dalam proses pemantauan terhadap penggunaan bahasa asing di negara ini,” ujarnya.

2012, Arkib Berita, Masalah Guru, Pembangunan Sekolah

Kekurangan guru sukar diatasi

19 Jun 2012, Selasa

http://www.utusan.com.my/info.asp?y=2012&dt=0619&pub=Utusan_Malaysia&sec=Dalam_Negeri&pg=dn_02.htm
Oleh MARZITA ABDULLAH
pengarang@utusan.com.my

KUALA LUMPUR 18 Jun – Tan Sri Muhyiddin Yassin mengakui kerajaan masih gagal menyelesaikan sepenuhnya masalah kekurangan guru di negara ini.

Timbalan Perdana Menteri berkata, masalah kekurangan guru merupakan isu yang sering dibangkitkan di Kementerian Pelajaran, antaranya disebabkan persaraan guru dan masalah penempatan guru terutama arahan pertukaran.

Menurut beliau, pihak kementerian terpaksa mengambil kira pelbagai perkara termasuk faktor sosial yang dibangkitkan oleh guru selain menyentuh isu kemanusiaan.

“Kalau guru itu perempuan dan sudah berkahwin ditukarkan, dia akan mengambil faktor sosial seperti rumah tangga, suami dan sebagainya.

“Soal-soal sebegini timbul menyebabkan kita tidak dapat memenuhi tuntutan sebenar, jadi isu kemanusiaan berbangkit menyebabkan kita ada masalah melaksanakannya secara lebih cekap,” katanya ketika menjawab soalan tambahan Tan Seng Giaw (Kepong-DAP) pada sesi soal jawab di Dewan Rakyat hari ini.

Muhyiddin yang juga Menteri Pelajaran berkata, guru yang terbabit dalam perpindahan juga mengemukakan rayuan yang turut melibatkan sokongan daripada pelbagai pihak termasuk orang politik.

“Bila kita keluar arahan pindah, ada rayuan, kadang-kadang orang politik beri surat sokongan agar tidak memindahkan mereka kerana khidmat mereka diperlukan,” katanya.

Beliau berkata, isu kekurangan guru tidak boleh diatasi sepenuhnya namun, kementerian akan mencari jalan penyelesaian jangka panjang bagi mengurangkan masalah tersebut di peringkat organisasi dan pentadbiran.

“Saya percaya melalui kajian yang dibuat ketika ini, kita akan melihat balik soal organisasi di peringkat pentadbiran pendidikan agar ia dapat diselesaikan,” ujar beliau.

2012, Arkib Berita, Bahasa, Forum, Masalah Guru, Pembangunan Sekolah, Rencana, Subjek

TEACHERS: Be part of Melta and learn from experts

Tuesday, June 19, 2012

THE 21st Malaysian English Language Teaching Association (Melta) international conference was held in Kuala Lumpur on May 28 and 29. It was attended by more than 500 delegates as well as local and foreign presenters.

Melta was formed in 1982 to promote English language teaching in Malaysia. It is committed towards the professional development of English language educators in line with national aspirations.

The Melta international conference was opened by its royal patron, Raja Zarith Sofiah Sultan Idris Shah, who spoke on the need to advance English language education in the country.

Melta president Associate Prof Dr Ganakumaran Subramaniam expounded on the theme “Reframing English Language Education: New Environments, New Needs, New Solutions”.

For two days, English language educators were treated to a literary feast of genres and language skills by presenters from all over the world.

The Melta conference is a melting pot of innovations and new insights and dimensions into teaching practices. It offers opportunities for Malaysian English language teachers to meet and benefit from the presentations of English Language teaching experts from Malaysia and abroad.

Hopefully, English language teachers in primary and secondary schools, as well as English language lecturers in colleges and universities would become members of Melta.

Apart from the conference and seminars, Melta members will get newsletters and journals on English language teaching.

The Melta conference is a good platform for educators and researchers to present their findings. All English language educators should try to attend the proceedings to gain new insights and experiences. Schools must make provisions for the English language teachers to attend the event.

Samuel Yesuiah, Seremban, Negri Sembilan

Read more: TEACHERS: Be part of Melta and learn from experts – Letters to the Editor – New Straits Times http://www.nst.com.my/opinion/letters-to-the-editor/teachers-be-part-of-melta-and-learn-from-experts-1.95941#ixzz1yCPZ6SNu

2012, Arkib Berita, Forum, IPT, Masalah Pelajar, Program, Rencana, Surat

EDUCATION: Choices for school leavers

Tuesday, June 19, 2012

THE Education Revamp Committee is reviewing and deliberating on nine areas of our education system. “Post-school opportunities” is one area.

.Sre-school leavers can gain valuable experiencetise with on-the-job training at factories and firms thatwhich will give them greater insights into their career choice.

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Post-schoolers can choose either to continue their studies at a higher level, or do something else.

In the first option, they can go for Form Six, matriculation, A-level Baccalaureate, polytechnic, vocational, trade-related or other preliminary courses. Or, they may follow foundation courses for specific professional qualifications. This is a well-trodden path.

In the second option, other than those chosen to do the three-month National Service, there are others who may decide to take a breather from their studies. They volunteer themselves for non-governmental, governmental, inter-governmental, religious, social, or charitable work. Some are sponsored, while others have to pay to be enlisted.

There are also those who do backpack travelling to some distant lands. Others, for financial reasons, have to start working.

Their choice is an investment of their time; an investment by our post-schoolers of their time. These post-schoolers are our national assets.

They need to be well informed to make good choices; first to decide whether it is option one or two, and then to decide on the choice of course or path to engage in.

Therefore, to provide our post-schoolers with the correct, latest and sufficient information is vital.

I hope the committee would consider my proposals.

First, prepare a comprehensive directory or handbook on recognised post-Sijil Pelajaran Malaysia study courses for option one advocates, and endorsed voluntary ventures or openings for option two advocates.

Post-schoolers should be spared the agony, frustrations and time-wasting efforts of having to seek and filter the voluminous information on the matter. They must also be protected from bogus institutions or organisations that offer dubious courses or ventures.

A ministry-approved directory or handbook that is comprehensive may be cumbersome to prepare at first. But once the system, layout and structure of the directory or handbook are set, it would be just a matter of adding-on in later editions. Properly done, this initiative may even generate revenue for the ministry.

Second, get public and private enterprises that are engaged in economic activities to conduct educational tours to their facilities — factories, manufacturing plants, printing presses, estates, hospitals, stock exchanges, workshops, studios, shipyards, animal farms, recreational parks, etc.

These are valuable experiences for post-schoolers to gain greater insight into their potential future study or career options.

On a personal level, I still cherish the chance I had during my younger days to visit establishments like the Singapore Pulau Bukom Shell Refinery, Nanyang Daily Printing Press and Proton Automobile Assembly Plant in Shah Alam.

I know for a fact that in some countries, factories and manufacturing plants conduct regular paid and guided tours for visitors to view their operations.

Third, it would be great if our public and private enterprises can have pre-qualification “exposure” internships for post-schoolers of their selection. Such an opportunity will allow post-schoolers to have a “feel” of their intended career choice before they take the plunge. Their experience will also help them make wiser decisions.

Corporations so involved can look upon their engagement as a corporate social responsibility activity. The “internships” as carried out nowadays have “qualified” employees working for the corporations.

Pre-qualification “exposure’ internships are equally, if not more, important as they help to filter out potential misfits.

If pre-qualification “exposure” internships become the norm, then projecting forward, it is not difficult to see that it is a win-win proposal. Both potential employers and employees stand to gain in the long run.

Post-schoolers are our nation’s valuable assets. All avenues must be explored to help them make that all important decision on their next course of action after school.

Their energy and time must be put to optimum use.

Liong Kam Chong, Seremban, Negri Sembilan

Read more: EDUCATION: Choices for school leavers – Letters to the Editor – New Straits Times http://www.nst.com.my/opinion/letters-to-the-editor/education-choices-for-school-leavers-1.95939#ixzz1yCOxFdfE

2012, Arkib Berita, Forum, Keibubapaan, Masalah Pelajar, Pembangunan Sekolah, Rencana, Surat

Fathers have to be hands on

Monday June 18, 2012

http://thestar.com.my/news/story.asp?file=/2012/6/18/focus/11490015&sec=focus

I MUST congratulate the writer of the article Being a responsible father(The Star, June 13) for being a wonderful dad, judging from the advice he gave fathers.

However, the reality today is, many fathers perceive their role as a breadwinner. They work very hard to be financially sound, while neglecting other essential responsibilities of parenting to provide the best they could for their children, especially in terms of education.

Children attend a myriad of tuition classes from as early as Year One and they are provided with fanciful toys when young and sophisticated electronic gadgets when older. As such, they are fully occupied with all these and hardly communicate and express their feelings with other family members. But the fathers think their children are developing well and will naturally grow up to be good adults.

It is imperative that children experience the human touch in a family. Fathers as heads of their families should be there to show, by words and actions, what it means to cooperate, to be kind, generous, honest, caring, understanding, just and last but not least, to love and be self-sacrificing at times.

Children need to know that in life there will be trials, setback, disappointments, hardship and suffering, and at such times, fortitude, strength, perseverance, hope and faith are called upon so they don’t succumb to despair and suicide.

Thus, fathers need to be aware of their very important role in moulding their children. They need to spend time to bond with their children, to be sure that the children are sound not only academically, but also emotionally, spiritually, morally and socially.

The world will be a better place if the next generation is well-grounded, well-adjusted, strong in character and morally upright.

TAN LEE HUAN,

Bukit Mertajam.

2012, Arkib Berita, Bahasa, Buku Teks, Forum, Kurikulum, Subjek, Surat

Not what it sounds like

Monday June 18, 2012

http://thestar.com.my/news/story.asp?file=/2012/6/18/focus/11489992&sec=focus

AS a linguist and a parent, I was shocked to find a major flaw in the English Year Two (SJK textbook) by Dewan Bahasa dan Pustaka, which is among my daughter’s school books.

This textbook claims to follow the new KSSR syllabus, which is what the current Years One and Two pupils are doing. And the syllabus includes phonics for primary school.

The idea sounds interesting. However, on page 99 of the textbook, it says “ure” is pronounced as /ue/ (as in the vowel sound /ue/ in the wordpoor). If that is the case, then the word sure, segmented by the book as “s-ure”, should be pronounced as /shue/ (again, imagining the sound /ue/ from the word poor), which is a colloquial pronunciation or Malaysian English for the word sure.

The exact phonetic transcription from the Cambridge dictionary can be found on http://dictionary.cambridge.org/dictionary/british/sure_1?q=sure, which has the /sh/ and the long /o/ sound for the Received Pronunciation (RP) version, or what we call UK English. As we know, due to our colonial history, Malaysia follows the RP English.

If we allow the case as mentioned in the textbook, then the word pure –segmented as “p-ure” – would be pronounced as “poor”! The correct phonetic transcription is here:http://dictionary.cambridge.org/dictionary/british/pure_1?q=pure .

The key here is the /j/ symbol or sound, pronounced as the Y sound. That is the key which modifies the pronunciation of all the words mentioned here, as in pure but not poor. The same goes for curelureand secure.

Now I’m not saying that all the teachers would follow the book. But if the students were to study by themselves and follow the advice or concept provided by the book, then cure would be pronounced as /kue/, lurewould be /lue/ and secure would become /sikue/. Imagine that!

Mistake No. 1 is the authors have ignored or neglected the /j/ sound, hence giving the wrong pronunciation. With the /j/ sound, the words sound completely different. Bear in mind that this is a national-level syllabus and is used by students at the foundation levels.

The authors may argue that the /j/ sound is a consonant sound but using the Bahasa Baku way to teach students phonics or phonetics is just wrong, because the English language is not like the Malay language. It doesn’t help students to understand phonics correctly or properly, and there is a big possibility that they would make many mistakes in pronunciation.

Mistake No. 2 is that the syllabus should not implement phonics in this manner (the Bahasa Baku way) because you can never explain the pronunciation fully and properly, even if the argument is that it is just for the young ones and there is no need to delve too deeply into phonics. I understand that this can help the children read by sight (sight words) but it should be done the right way.

CONCERNED PARENT,

Ipoh.