2012, Arkib Berita, Masalah Guru, Pembangunan Sekolah

Lebih 3,000 guru gred DGA29, DGA32 berijazah belum dilantik ke gred DG41

Posted on June 22, 2012, Friday

KUCHING: Lebih 3,000 guru Bumiputera daripada gred DGA29 dan DGA32 di Sarawak yang telah menamatkan pengajian Sarjana Muda masih belum dilantik ke gred baharu DG41.
Yang Dipertua Kesatuan Guru Bumiputera Sarawak (KGBS) Ahmad Malie berkata perkara itu telah menjadi rungutan di kalangan guru terbabit terutama ahli KGBS kerana ia telah melalui tempoh yang agak lama.
“Mereka khuatir disebabkan kelewatan pelantikan ini akan menjejaskan senioriti dan peluang kerjaya mereka pada masa akan datang,” katanya menerusi sistem pesanan ringkas (SMS), semalam.
Menurut Ahmad, terdapat kalangan guru tersebut yang telah menamatkan pengajian pada 2010 dan 2011.
Katanya mereka terdiri daripada golongan guru Pegawai Perkhidmatan Pelajaran Lepasan Diploma (PPPLD) yang menyambung belajar dan telah menamatkan pengajian tetapi belum dilantik ke gred baharu DG41.
“KGBS menggesa agar Kementerian Pelajaran Malaysia (KPM) melantik segera guru-guru yang telah tamat pengajian ini khususnya bagi yang di bawah program anjuran KPM.
“KGBS menerima rungutan mengenai perkara ini kerana mereka belum lagi dilantik ke DG41 walaupun ada antara mereka yang telah tamat pengajian sejak dua tahun lepas,” katanya.

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Read more: http://www.theborneopost.com/2012/06/22/lebih-3000-guru-gred-dga29-dga32-berijazah-belum-dilantik-ke-gred-dg41/#ixzz1yTrRPVjT

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2012, Arkib Berita, Bahasa, Forum, IPT, Masalah Pelajar, Rencana, Subjek, Surat

ENGLISH: You can begin with ‘Humpty Dumpty’

Friday, June 22, 2012, 9:12 AM

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I REFER to “Grads falter due to bad English” (NST, June 15). Linguist Datin Maimunah Abdul Rahman said at the 4th English Language Conference held in Johor Baru recently: “I have received graduates for job interviews. But many were not able to express themselves beyond giving us their names. They were not able to go beyond the script.”
Her comments and that of other panel members are nothing new. Given the present education system, surely we can’t expect the graduates to speak fluent English. Even some English teachers, trained locally and abroad, can’t speak proper English.
We cannot fault industries for rejecting those without English literacy as it is the language of business and finance. And whether we like it or not, English has been accepted as a universal language, notwithstanding nationalistic feelings.
The dilemma is how to ensure that graduates are proficient in English. The government has done everything possible to ensure graduates are not penalised due to lack of English proficiency.
Until a conducive environment is created in schools where English is used as the medium of instruction, the words of Universiti Teknologi Malaysia Associate Professor Khairi Izwan Abdullah that “there were exemplary graduates who could not be employed due to their lack of command in the language (English)” will echo forever.
Two of our closest neighbours use English as the medium of instruction. Students at the primary and secondary school level are able to speak good English and can beat some of our graduates at job interviews.
Since they use the Cambridge syllabus, the general knowledge of these students is also far superior to that of some of our graduates.
Given the position we are in and knowing that there is no way the government will back-pedal, teachers must be creative in teaching English.
To quote moderator Lucille Dass, “we enter the class to cover the syllabus taught to the students. But the thing is, we need to uncover them”.
Since the students are too shy to speak in English, it will require all the patience in a teacher to really “uncover” them.
Even professionals with many years of experience are exasperated teaching English to adult learners, for it is not easy to teach English when one does not have a basic grounding in schools.
Some of them told me they don’t know where to begin and where to end. I suggest we begin with Humpty Dumpty and end with “I love you”.

Hassan Talib, Gombak, Selangor

Read more: ENGLISH: You can begin with ‘Humpty Dumpty’ – Letters to the Editor – New Straits Times http://www.nst.com.my/opinion/letters-to-the-editor/english-you-can-begin-with-humpty-dumpty-1.96849#ixzz1yTpU4DM1

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

Learning so much more from the students

Friday June 22, 2012

http://thestar.com.my/news/story.asp?file=/2012/6/22/focus/11524944&sec=focus

ROAMING BEYOND THE FENCE
By TUNKU ‘ABIDIN MUHRIZ
newsdesk@thestar.com.my

The writer finds it reassuring that students uphold democratic values and peace, even when in disagreement.

STRANGELY I’ve been receiving unprecedented numbers of invites to give speeches this year, and I try to say “yes” to as many as possible.

So far, two have been in legislative buildings (the Penang State Legislative Assembly and the Dewan Negara), two in hotel ballrooms, one in the august Treaty Room of the former Wisma Putra (now the Institute for Diplomacy and Foreign Relations), one in a hospital, and of course one at Memorial Tunku Abdul Rahman.

But it is institutions of learning that provide the most opportunities for me to interact with Malaysians I might otherwise never meet.

These have included SMK Tuanku Muhammad Kuala Pilah, MRSM Kepala Batas, Cempaka Cheras, Tunku Kurshiah College, UCSI University, Inti College, Segi College, Universiti Kebangsaan Malaysia, Sunway University, SK Tunku Kurshiah, SK Kuala Pilah, Ican College, Universiti Teknologi Mara and the Malay College Kuala Kangsar.

I am grateful for the incentive these opportunities provide in forcing one to become a better speechwriter and public speaker, but even more educational for me are the chats I have with students, teachers and principals afterwards.

In the end I feel that I’ve learnt so much more from them, than what I have to offer them. And the chance to visit so many different types of schools in different locations gives one the chance to piece together the convoluted landscape of education in Malaysia.

Last week, UiTM’s Faculty of Education (which trains teachers who will be sent to government schools) asked me to share what I thought would be the “ideal curriculum for the growth of future leaders in Malaysia”.

Naturally I extolled the virtues of more devolution of power to headmasters and parent-teacher associations, more setting amongst pupils while abolishing the persistent and false dichotomy between the arts and sciences, a massive increase in extra-curricular activities, and the urgent rehabilitation of the history syllabus.

Before the event I had been warned that since UiTM is a bumiputra-only university which has been the focus of some political fanfare, I might face some opposition to my ideas.

So it was somewhat of a surprise when, in the question and answer session, our future educators chorused a medley of questions so radical that I thought we might all get into trouble!

One less controversial complaint was the propensity of being posted to places they didn’t want to go to.

The usual justification for this practice is that no one would voluntarily teach in a rural school, and so they must be forced to do so — but a show of hands revealed a good dozen who said they’d love to. (Another initiative that refutes this theory is Teach for Malaysia.)

This week I spoke at MCKK’s 5th Youth Development Summit. What was particularly interesting here was the inclusion of participants from six other countries: Indonesia, Thailand, Brunei, the Philippines, India and Pakistan.

The topic was the role of schools in promoting world peace, and I argued that the values of democracy — respect for fellow human beings, tolerance of other beliefs, the merits of competition, the virtues of market economics — must be inculcated in schools so that students grow up to be citizens in countries that would thence veer towards becoming constitutional democracies with check and balance institutions to protect against absolutism.

In the ensuing dialogue, a young chap from Lahore’s Aitchison College (founded 19 years before MCKK) queried my faith in democracy — understandably so, given his country’s political history since independence.

Famously, many Indians too admire examples of strong, long-serving leaders able to force through a vision and agenda unhampered by too much democracy.

My reply was that relying on the so-called “benevolent dictator” (and then only for those who agree with that dictator) can be risky if they become less benevolent, or if their successors are tyrants, and check and balance institutions have been eroded, destroyed or compromised to the extent that they cannot perform their roles anymore.

The other questions revealed an impressive knowledge of world politics, but most reassuring of all, an affinity with democratic values and almost overenthusiastic statements in support of peace, even when in disagreement.

I have always preferred writing over speaking, but one challenge I find in both is including enough to be clear but omitting enough to be concise.

Unfortunately this balance is sometimes misjudged, and incorrect conclusions are drawn as a result.

As such, I try to bring compilations of my previous articles (Abiding Times and the recently-published Abiding Times 2) along when I give speeches, and I am happy to offer copies to occasional readers of this column too.

> Tunku ’Abidin Muhriz is president of Ideas.

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

Use the cane in school wisely

Friday June 22, 2012

http://thestar.com.my/news/story.asp?file=/2012/6/22/focus/11527314&sec=focus

MANY are against the use of the cane in schools as corporal punishment to address problematic schoolchildren with discipline issues.

There are of course advantages and disadvantages in bringing back the use of the cane to curb indiscipline among students in government schools. Caning should not be a problem if it is supervised correctly.

The Education Ministry should weigh the pros and cons of bringing back the use of canes in schools. Many parents are against caning as a way to discipline their sons while an equal number are in favour as it is for their children’s own good.

If caning is allowed, only school heads and disciplinary teachers should be given the authority to do it. During my time studying in a mission school in Sentul, Kuala Lumpur, besides the principal and disciplinary teacher carrying the cane, almost all the teachers were allowed to carry one – the most notable “cane” being the feather duster.

It had a dual role – the feathered part to wipe off dust, and the handle used as a cane. I remembered once my class teacher caned the whole class on the back of our palms with a cane for making noise.

This type of punishment, even a pinch on the body, should not be allowed and I am totally against it. Only hardcore, recalcitrant and disobedient schoolboys (schoolgirls should not be caned) found breaking the school rules should be caned, preferably on their buttocks.

This should be done behind closed doors in the presence of the class teacher, the disciplinary master and parents. Even that, too, with extreme care not to injure or tear the skin or leave any indelible marks.

Parents should be notified beforehand on how the caning would be administered. But there is no need for parents to be present to witness the caning.

As for public caning, the offence should be of the extreme nature in the likes of students involved in gangsterism, fighting and blackmailing or extortion. We do not want our boys to “graduate” as gangsters in government-owned schools.

Vandalism of school property and truancy should not be punishable, but counselling given instead. At the end of the day, the cane should be used wisely and with care.

MOHD FAIZAL ABDULLAH,

Kuala Lumpur

2012, Arkib Berita, Masalah Pelajar, Pembangunan Sekolah, Persatuan

High school suspends girl for wearing miniskirt

Friday June 22, 2012

http://thestar.com.my/news/story.asp?file=/2012/6/22/nation/11527784&sec=nation

MALACCA: A Form Five student has been suspended from school for one week for wearing a miniskirt during a charity event held outside the school.

Stephanie Tan Joo Sing of the Methodist Girls’ Secondary School here has been barred from classes between June 18 and 25 after she was alleged to have smeared the reputation of the school following the “indecent” attire incident in March.

The Parent-Teachers Association chairman Chua Hong Pioh has defended the move by the school, saying the action was not unprecedented.

He said the school had also acted similarly in 2008.

Following the 2008 case, he said the school had issued a directive which outlined that there must be proper dress worn during events, including external ones that were linked to the school.

State Education, Youth and Sport committee chairman Datuk Gan Tian Loo said he would only comment after he had heard from both sides.

Businessman Tan Eng Hock, the girl’s father, said the suspension was unwarranted and that the allegation was an embarrassment to his family.

“I would have been the first to tick her off if she had dressed sexily,” said Tan, 51, here yesterday.

Stephanie, the third of four siblings, had been seen crying often since the suspension, he said.

He said he was shocked to hear about the suspension after a picture of Stephanie receiving a trophy and certificate from the Malacca Leo Club appeared in the newspapers.

“How could a girl accept it when she is accused of exposing herself before a crowd?” he asked.

His daughter was a straight A student, he added.

Stephanie, who is the school’s Leo Club leader, claimed that none of the teachers who attended the event had complained about her dressing on that day.

Instead, she was praised by the teachers for her efforts in organising the event.

2012, Arkib Berita, Pembangunan Sekolah

RM1 juta jalan kajian pendidikan Orang Asli

22 Jun 2012, Jumaat

http://www.utusan.com.my/info.asp?y=2012&dt=0622&pub=Utusan_Malaysia&sec=Dalam_Negeri&pg=dn_06.htm

KUALA LIPIS 21 Jun – Kementerian Pelajaran memperuntukkan RM1 juta bagi menjalankan kajian dan penyelidikan berkaitan pendidikan Orang Asli dalam usaha meningkatkan kualiti kehidupan kaum itu.

Timbalan Perdana Menteri, Tan Sri Muhyiddin Yassin berkata, tanggungjawab itu akan dilaksanakan oleh Pusat Kecemerlangan Pedagogi Pribumi Kebangsaan, Institut Pendidikan Guru Kampus Tengku Ampuan Afzan di sini.

Katanya, tujuan kajian itu bagi memastikan tidak ada anak-anak Orang Asli yang ketinggalan atau terpinggir dalam arus pendidikan perdana.

“Pendidikan awal dalam kalangan anak-anak Orang Asli turut diberikan perhatian utama oleh kerajaan dalam sistem pendidikan negara di bawah Rancangan Malaysia Ke-10 (RMK-10) supaya kecemerlangan pendidikan masyarakat berkenaan dapat ditingkatkan.

“Dalam konteks meningkatkan pencapaian prestasi sekolah-sekolah Orang Asli, kita akan merangkakan program yang bersesuaian seperti Kelas Bimbingan Khas bagi meningkatkan Literasi dan Numerasi (LINUS).

“Kita juga berharap dapat memberikan pendidikan awal kepada anak-anak Orang Asli dari usia empat dan lima tahun,” kata Muhyiddin.

Muhyiddin yang juga Menteri Pelajaran berkata demikian ketika berucap melancarkan Transformasi Pendidikan Orang Asli Kebangsaan di Sekolah Kebangsaan Betau, dekat sini hari ini.

Menurut beliau, program Transformasi Pendidikan Orang Asli yang diumumkan hari ini diharap dapat membawa perubahan pendidikan yang menyeluruh kepada mereka.

Pada majlis itu, Muhyiddin turut mengumumkan peruntukan RM5 juta bagi menyediakan pelbagai kemudahan asas seperti pengangkutan bas dan kenderaan pacuan empat roda bagi membolehkan murid-murid Orang Asli menjalani pelbagai aktiviti persekolahan dengan lebih berkesan.

Sebanyak RM10 juta lagi turut diperuntukkan bagi meningkatkan kebajikan dan keperluan guru-guru termasuk membina serta menaik taraf kediaman mereka yang mengajar di kawasan pedalaman.

Muhyiddin pada majlis itu turut meluluskan peruntukan RM700,000 bagi membaik pulih dan menaik taraf enam buah sekolah Orang Asli di kawasan Parlimen Cameron Highlands.