2012, Arkib Berita, Masalah Pelajar

Pelajar lahirkan bayi di asrama sekolah

Posted on June 29, 2012, Friday

SARIKEI: Seorang pelajar perempuan sebuah sekolah menengah dari Belawai dekat sini dilaporkan melahirkan seorang bayi di asrama pelajar pada petang kelamarin (Rabu).

Kejadian itu turut disahkan oleh Timbalan Ketua Polis Daerah (KPD) Sarikei DSP Dominic Josip yang dihubungi oleh pemberita semalam.

Dominic berkata, kejadian tersebut telah dilaporkan di Balai Polis Belawai pada sekitar jam 6 petang kelmarin oleh pembantu kesihatan dari klinik di kawasan terbabit.

Pembantu kesihatan tersebut dalam laporannya menyatakan bahawa dalam kejadian itu pihaknya telah didatangi pihak sekolah yang datang dalam keadaan yang tergesa-gesa bersama seorang pelajar perempuan berusia 17 tahun.

Pada masa yang sama beliau turut dimaklumkan oleh pihak sekolah terbabit bahawa pelajar perempuan yang dibawa oleh mereka itu telah melahirkan seorang bayi di asrama dan mengalami pendarahan.

Beliau turut dimaklumkan bahawa pihak tersebut turut membawa bayi yang dilahirkan itu bersama, tetapi malangnya bayi itu telah didapati meninggal dunia dalam perjalanan mereka membawanya menuju ke klinik terbabit.

“Berikutan kejadian itu, pembantu kesihatan tersebut telah bertindak melaporkan kejadian itu ke Balai Polis Belawai.

“Berdasarkan siasatan awal, kami mendapati bahawa pelajar perempuan itu telah melahirkan bayi berkenaan di asrama sekolah pada tengah hari kelmarin.

“Hasil siasatan kami juga mendapati bahawa pelajar ter-babit telah bertindak menutup muka bayi yang dilahirkannya itu dengan sehelai tuala basah untuk mengelak daripada di-kesan pelajar lain.

“Namun begitu akibat pendarahan yang serius berlaku kepadanya, akhirnya kejadian itu diketahui oleh pelajar lain, lantas bertindak melaporkan kejadian itu kepada pihak sekolah yang telah membawanya mendapatkan rawatan di klinik berkenaan,” jelas Dominic.

Tambahnya, pendarahan serius yang berlaku kepada pelajar tersebut menyebabkan pihak klinik tersebut terpaksa merujuk pelajar terbabit ke Hospital Sibu untuk rawatan selanjutnya.

“Mayat bayi terbabit telah dihantar ke Hospital Sarikei untuk proses bedah siasat.

Kejadian ini akan kami klasifikasikan sebagai kes kematian dan akan disiasat di bawah Seksyen 302 Kanun Keseksaan.

“Namun begitu siasatan kes ini masih lagi dijalankan dan punca sebenar kejadian masih lagi dalam siasatan kami,” kata Dominic.

Read more: http://www.theborneopost.com/2012/06/29/pelajar-lahirkan-bayi-di-asrama-sekolah/#ixzz1z9J13GUQ

2012, Arkib Berita, Koperasi Sekolah, Pembangunan Sekolah

Co-op for every school by 2015

Posted on June 29, 2012, Friday

by Johnson K Saai, reporters@theborneopost.com.

GOING GREEN: Rohani planting a tree to mark her official visit to the school yesterday. — Photo by Jeffery Mostapha

KUCHING: By 2015, all secondary schools, including mission schools must set up their own cooperative.

Deputy Domestic Trade, Cooperatives and Consumerism Minister Datuk Rohani Abdul Karim revealed that based on the record provided by Malaysian Cooperative Commission (SKM) of the 187 secondary schools throughout Sarawak, eight were still without cooperative.

“Most, if not all, of those without cooperative are mission secondary schools. They have yet to form their school cooperatives because their management boards said they were still not ready to set up one.

“So now we are going to give them a push and by 2015, we expect all secondary schools in Sarawak will have cooperatives,” she said.

Speaking to reporters after the launch of Cooperative Day activities at Kolej Datu Patinggi Abang Abdillah in Petra Jaya here yesterday, Rohani said cooperatives would not only help the schools to generate income, it could also enable the students to gain basic business skills.

“In this regard, the Education Ministry had informed all secondary schools, including mission schools to set up cooperatives and we believe that by 2015, no school will be left out,” she added.

She added that the government also encouraged all schools, including those at the primary level, to form their own consumerism club.

“This programme is already very popular in Peninsular Malaysia and now we hope that schools as well as institutions of higher learning in Sarawak will also follow suit,” she said.

She explained that this was necessary because the students must know more about their
rights as consumers.

Earlier in her speech, she disclosed that as of May 30 this year, a total of 803 cooperatives had been registered in the state including 179 established in schools.

According to her, up to December 31 last year, Sarawak tregistered 214,740 school cooperative members with capital share amounting to RM1.33 million and asset value of nearly R20.6 million.

“From the shares and assets the school cooperatives could achieve a turnover of about RM18.3 million and nett profit of RM3.03 million. This shows that school cooperatives have a very strong foundation and should be able to go even further,” she stated.

On the status of the Kolej Datu Patinggi Abang Abdillah cooperative, Rohani said that it was among the top 100 in the country and at the state level it was one of the top 10.

She said for them to achieve such a position was something beyond expectation because usually only cooperatives in the rural areas experienced steady growth but not those in urban centres.

“So to me for the cooperative of Kolej Datu Patinggi Abang Abdillah to make such an achievement is something really tremendous and the students and teachers deserved all the credit,” she said.

Among those present at the occasion yesterday was deputy State SKM director Joseph Teng Mun Koh and Kolej Datu Patinggi Abang Abdillah senior assistant Aishah Ahmad.

Read more: http://www.theborneopost.com/2012/06/29/co-op-for-every-school-by-2015/#ixzz1z8wXw3JI

2012, Aliran, Arkib Berita, Pembangunan Sekolah

Students urged to take up technical courses

Posted on June 29, 2012, Friday

ENCOURAGEMENT: Wong (left) presents certificates of Yayasan Sarawak Students Award to SMK St Elizabeth principal Clement Chieng.

SIBU: Dato Sri Wong Soon Koh has urged parents and students to look positively at technical education.

The Second Finance Minister and Minister of Local Government and Community Development said this was because they always had a misconception that technical education was inferior to the normal stream of education.

With such thinking, many people prefer managerial jobs to technical ones, he said at the presentation of Yayasan Sarawak Students Award at SMK St Elizabeth here yesterday.

“But the world has changed, particularly for the younger generation. There will be a greater demand for technically skilled workers in time to come, especially with the development of Sarawak Corridor of Renewable Energy (SCORE),” he pointed out.

In view of this, he encouraged students to take up technical courses as SCORE would provide more opportunities for employment and business in the technical field.

Wong also urged students to continue achieving milestones in their life, saying learning was a lifelong process.

He called on them to strive to become more educated academically, morally, intellectually, spiritually and emotionally.

“This is important to make yourselves ready to face greater challenges ahead,” he said.

He pointed out that the federal government had set aside over 20 per cent of the national budget for the development of education.

Quality education, he said, would determine the quality of the people and thus, would determine the nation’s productivity.

Meanwhile, Yayasan Sarawak director Mohamad Abu Bakar Marzuki revealed that 1,023 students in Sibu would receive the award this year, compared to only 902 last year.

He said they were part of the 6,324 students in the state eligible for the award this year.

Out of the number, he said, 1,904 were for those who excelled in UPSR, 2,941 (PMR), 1,383 (SPM) and 100 (STPM) exams last year.

He said the award was one of Yayasan Sarawak’s efforts to encourage students to study hard and help the excellent ones, especially those with financial difficulties, further their studies.

“It is our philosophy that no student in this state would be deprived of education, especially tertiary education because of financial problems,” he said.

He also said Yayasan Sarawak was putting greater emphasis on technical education now to meet the needs of SCORE.

Read more: http://www.theborneopost.com/2012/06/29/students-urged-to-take-up-technical-courses/#ixzz1z8wLStJJ

2012, Arkib Berita, Forum, IPT, Pembangunan Sekolah, Rencana, Sistem, Surat

Understanding education reforms

Friday, June 29, 2012

  By Datuk Dr Ibrahim Ahmad Bajunid  | iabaiw@yahoo.com 0 comments

SUCCESSFUL AND EFFECTIVE OUTCOME: There has to be clarity in the focus of reforms for practices and reforms for policies

WITHIN the Malay-sian milieu, there has been the compartmentalisation of reality regarding education with the establishment of two ministries, the Education Ministry and the Higher Education Ministry.

Typically, those engaged at the school-level exercise taught leadership at the level and those engaged in tertiary education exercise taught leadership at the tertiary level. Under present circumstances, educational reforms are only educational level specific.

Educational reforms are typically macro-level strategic reforms focusing on national intelligence and competitiveness. Educational sector and systems reforms are expected to be in synergy with other sectors and systems, particularly with reforms pertaining to strategic human resource, role of women, families and communities.

Education system reforms are also very closely related to reforms in the science and technology, economic and socio-cultural sectors.

There is the intricate intertwining and juxtapositions of education reforms and school reforms but nevertheless distinctions can be made between the two focuses of reforms. There has also to be clarity in the focus of reforms for practices and reforms for policies.

Educational reforms may not have to mobilise the whole teaching force. Educational reforms may just have to mobilise certain strategic implementers of policies.

However, school reforms and educational practice reforms will have to mobilise all educators. Teachers cannot remain unmoved, unperturbed, uninvolved while other stakeholders come to the front stage to define educational futures.

There could be approximately half a million ideas from half a million teachers in the system, or at least 10,000 ideas from the schools in the country to contribute towards the betterment of educational policies, school policies and professional practices.

Enlightened policies considered, ultimately, the betterment of the education system really rest in the domain of professional practices.

School-level reforms and reforms in professional practices open up new assumptions and paradigms regarding human potentialities and capacities.

School-level reforms and professional practices deal with micro level realities and principles of acts of kindness and of love for every child, that no child is a failure, no child is left behind, that every child and teacher is unique, that no teacher loses dignity.

The story of school reforms must be the great memorable experiences for students, staff, parents and others, nurtured by the formal curriculum, co-curricular activities, and the hidden curriculum.

The self-esteem built by the mastery of soft skills, and active participation in competitive and participative sports should constitute the turning point stages of thinking and of life.

For instance, a new paradigm of reform is a curricula policy for every child to master a musical instrument, based on the understanding by curriculum developers of the relationship of music and intelligence to mathematics and physics and even biology and linguistics.

The challenge of school reforms would be to prepare the learners to build civilisation, brick by brick, positive civil idea by positive civil idea. The heroism of educators is in relation to learners; the heroism of education policy makers is in relation to other policy makers, legislators and stakeholders.

The challenges of school reforms and professional practices reforms are about intelligences, the honing of literacies, development of character and educational relevance for the uncertain futures.

The challenges are about the opening of the minds, the openness to all different modes of thoughts, of convergent and divergent thinking, the capacity to really understand the nature of mature and encyclopaedic knowledge, the obsolescence of knowledge and the sensibilities to experience the expanded range of emotions and finesse.

The excitement of educational reform is upon the nation, hyped by the media as well as by the power elites. The greater the excitement, the greater the expectations, and, the greater the inspiration, cynicism and disillusionment if the outcomes do not match expectations.

Educational reforms are not complete without the coherence of continuity of reforms across all levels of education. Educational reforms are not complete without school reforms.

Educational reforms are only meaningful and stand better chances of success and acceptance when a large range of stakeholders are actively involved. And educational reforms are not complete without reforms in professional practices where necessary.

Professional practices reforms can only be really successful and effective when led by professionals and practitioners in the fields.


Writer is a deputy vice-chancellor, INTI Laureate International University

Read more: Understanding education reforms – Columnist – New Straits Times http://www.nst.com.my/opinion/columnist/understanding-education-reforms-1.99557#ixzz1z8uN9mkf

2012, Arkib Berita, Forum, IPT, Pembangunan Sekolah, Program, Rencana, Surat

PERMATA PROGRAMME: A gift to gifted children

Friday, June 29, 2012

WE refer to the report “All girls camp for the gifted” (NST, June 26), where 52 students — 20 from Saudi Arabia, two from Indonesia and 30 from Malaysia — are taking part in a three-week summer camp organised by Universiti Kebangsaan Malaysia’s PERMATApintar programme.

.PERMATA pintar programme students working on an experiment in a laboratory at Universiti Kebangsaan Malaysia. The programme caters tofor the needs of gifted and talented children in the country.

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The programme is one of five Permata Negara programmes, the brainchild of Datin Seri Rosmah Mansor, the wife of Prime Minister Datuk Seri Najib Razak.

The programme caters to the needs of gifted and talented children. All children can have access to the programme.

The PERMATApintar is an important programme for three reasons.

FIRST, it provides much-needed space, environment and guidance for gifted and talented children to develop to their full potential.

Thus, gifted children will not be neglected owing to the lack of qualified teachers to deal with their extra intellectual needs.

Partnership has been formed with institutions such as Johns Hopkins University to train teachers in alternative pedagogies to meet the needs of these children;

SECOND, it allows Malaysia to cultivate its own talents with a stronger potential for these children to serve the country in the long run. In other words, we will not suffer from a brain drain; and,

THIRD, the programme serves as a model for harnessing human capital for developing countries.

At present, countries such as Indonesia, Bangladesh and Saudi Arabia are looking to Malaysia in their efforts to develop their own future leaders among gifted children.

The programme also provides special attention to young gifted girls who can be vulnerable to societal pressures or cultural discrimination that may hinder them from pursuing their education to a higher level.

Every child has a right to education, and right education, among other things, must fit the child’s ability and promote his or her potential to the fullest.

Hence, gifted children need education that is envisioned by UKM PERMATApintar school, just like disabled children who need special education.

UKM is proud to be part of this endeavour to give service, knowledge and skills in guiding the gifted children.

To meet this objective, UKM’s approach is to offer education from cradle to career so that no gifted child is left behind. This is a major contribution to this country.

UKM is committed to contributing to the initiatives of providing expertise to gifted and special needs education.

In providing education for the gifted, the programme at PERMATApintar looks beyond Malaysia, as can be seen in the current summer camp.

Mawhiba-UKM All Girls Summer Camp is one of the many programmes organised by PERMATApintar UKM in making good its commitment to this greater goal of egalitarian education.

In the words of Dr Amal Abdullah Al-Hazza, the deputy secretary-general for female section of Mawhiba, the training given to the gifted is to assist them “to be better able to contribute to their society and religion”.

We must look at providing education at both ends of the capability spectrum, not as a privilege but as a right for the children and their families, but most importantly, as a right for the nation.

It is hoped that the PERMATApintar programme will receive due recognition from all segments of society in and outside Malaysia.

Dr Rashila Ramli and Dr Sharifah Mastura Syed Abdullah, Universiti Kebangsaan Malaysia, Bangi, Selangor

Read more: PERMATA PROGRAMME: A gift to gifted children – Letters to the Editor – New Straits Times http://www.nst.com.my/opinion/letters-to-the-editor/permata-programme-a-gift-to-gifted-children-1.99532#ixzz1z8tXyBel

2012, Arkib Berita, Biasiswa/Pinjaman/Bantuan/Insentif, Pembangunan Sekolah, Program

Education system ‘has elevated Malaysians’

Friday, June 29, 2012

By ALANG BENDAHARA | alang@nst.com.my 0 comments

SOCIAL MOBILITY: Najib says success due to combination of meritocracy, social justice

PUTRAJAYA : THE government’s education   strategy in combining meritocracy and social justice under the 1Malaysia concept has successfully elevated the social status or social mobility of many Malaysians.

Prime Minister Datuk Seri Najib Razak said the success was part of the government’s focus on developing human capital and intellectual capital in the National Transformation Plan.

“One of the government’s achievements is creating a substantial social mobility situation.

“We see how social mobility can occur in one generation where the children lead a better life than their parents because of the eduction system,” he said at a meeting with professors and associate professors from public institutions of higher learning in Selangor at Seri Perdana here yesterday.

Najib said the achievement was a result of the subsidised education provided by the government.

“Ninety per cent of the cost of higher education is subsidised by the government.”

Najib said the challenge for these institutions now was to increase the number of postgraduates.

At the meeting, Najib received a seven-point memorandum from the Malaysian Academic Association Council.

Later, Najib launched the 1Malaysia Interactive People’s Tuition (iTR1M), which provides free tuition to students from poor families in Selangor sitting the Ujian Pencapaian Sekolah Rendah, Penilaian Menengah Rendah and Sijil Pelajaran Malaysia examinations.

He also announced a RM2 million funding for iTR1M, which is an initiative by the Malaysian Teachers Foundation Berhad (YGMB).

The project began on June 18 and will go on until October.

It involves 30 secondary schools and 77 primary schools, with the participation of 10,000 students and 350 teachers. Tuition classes will be provided face to face and online for those who have received their 1Malaysia netbooks.

YGMB will eventually expand the iTR1M programme nationwide.

Read more: Education system ‘has elevated Malaysians’ – General – New Straits Times http://www.nst.com.my/nation/general/education-system-has-elevated-malaysians-1.99715#ixzz1z8swimb8

2012, Arkib Berita, Forum, Keibubapaan, Pembangunan Sekolah, Persatuan, Surat

PTA in the dark over fund-raiser

Friday June 29, 2012


Recently, my children returned from school with letters endorsed by the PTA chairman seeking donations targeting a large amount of money, almost lavish, for a specific cause.

What came as a surprise to me and other members of the PTA

committee was that, while this donation drive may have been planned by the school, it was never once discussed at any PTA meeting and therefore not agreed to nor recorded in any minutes.

To my knowledge, to seek permission from the Director of Education for any fund-raising activity, the PTA minutes have to be attached to the application.

Since minutes are non-existent, and based on the fund-raising guidelines as circulated by the Education Ministry to schools, there has clearly been a breach of the guidelines. This donation drive should therefore be annulled.


Kuala Lumpur