ENGLISH PROFICIENCY: Make ‘role models’ in ministry sit thetest first

Friday, July 13, 2012

By W.K.C., Segamat, Johor 0 comments

I WAS delighted to read the letter by Lim Bee Hoon “Blanket assessment an insult” (NST, July 4).

I must say that it is hard to get an honest, dedicated and committed head of a school to express his or her frank opinion to the public.

The majority of headmasters and headmistresses are either good at pleasing their superiors or prefer to keep quiet for fear of being victimised.

Teachers have definitely lost their pride due to the haphazard planning and idiosyncrasies of some education officers, whether at the district, state or ministry level.

A very good example would be the sudden reversal of the policy on the teaching of Mathematics and Science in English, after millions of ringgit had been spent on it.

If the education ministry is serious about maintaining and uplifting the standard of English among ministry employees, I propose that the test should start off with excellent teachers in schools, education officers at the district education offices, and officials at the state education departments and the ministry.

This is because these groups of officers are supposed to be the role model for teachers.

Otherwise the selection process of these so-called role models of the ministry would definitely be questionable.

How can we force ordinary teachers to take the test when they are supposed to be average or mediocre teachers while the role models are being spared.

If the ministry really wants to start off the “English Proficiency Test”, by all means please start off with those officers who are supposed to be the role model for teachers.

As a retired teacher, I hope my suggestion would be considered by the ministry.

Read more: ENGLISH PROFICIENCY: Make ‘role models’ in ministry sit thetest first – Letters to the Editor – New Straits Times http://www.nst.com.my/opinion/letters-to-the-editor/english-proficiency-make-role-models-in-ministry-sit-thetest-first-1.106830#ixzz20T0nHwiY

Treasure Salleh Omar’s ideas on education

Friday, July 13, 2012

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

TERRA BACA: Many have benefited from programmes he initiated

Pupils watching disabled turtles at a campaign to create awareness of turtle conservation organised by Universiti Malaysia Terengganu recently. last month.

1 / 1

AS the country is engaged in welcoming ideas for educational reform, we should also search for robust reform ideas from those who are no more. Salleh Omar is a poignant example of an educational thought leader.

Salleh trained at the Language Institute, beginning 1973 and specialising in English Language-History.

As their lecturer, the writer encouraged his cohort to be the best teacher educators they could be and to go on to any other fields they regarded as their calling, if teaching was their calling. Every member of that cohort excelled in their respective education or other fields.

Both Salleh and his wife went on to do Law. Salleh worked for various periods in University Malaya, Kuala Lumpur City Hall, and Utusan Melayu.

But he realised that his calling was the teaching profession, to which he returned. His last few years were as lecturer in Universiti Teknologi Mara, University Tun Abdul Razak and Universiti Malaysia Terengganu. The core of Salleh’s educational idea rests on reading literacy and other relevant and advanced literacies.

He related the past and the present, the ideas of ancient and contemporary scholars, global and local perspectives, the wisdom of the sages and the wisdom of the people.

For instance, an old man in a mosque, seeing the lack of civility to the point of rudeness even when dealing with religion says, “How can there be the real practice of religion when there is no adab (civility) in religious dialogue and practices.”

Also, Salleh quoted an elder: “In the past people learned religion from religious scholars, now there is a tendency to learn the fundamentals and the profound matters of religion from politicians who are not religious scholars”.

Salleh Omar was critical of what he perceived to be the deteriorating standards of education as well as the diminishing culture of caring in the country. Instead of blaming others, he took constructive actions to improve the situation whenever he could. With the help of education officials and the support of parents, hundreds of students have benefited from various programmes he initiated and the contributions he made selflessly.

On July 11, I was told of the passing away of Salleh at the Kubang Krian Hospital and the burial which was to be in Dungun at about 9pm. With my family, I drove from Kuala Lumpur to Dungun to the late Salleh’s house to pay the last respects to the family.

Then, with the eldest son we went to the graveyard to pay the last respects to Salleh. It was a first experience to be at the graveyard at midnight when prayers were offered for someone so dear.

I was with him as he trained to be an educator, and as he developed to be an exemplary teacher. I was with him during the transitions of his career. I went for his wedding and his children’s weddings. Now, we were at his funeral.

Two months ago, after checking with my secretary regarding my schedule, he came into my class at about 10pm. We engaged in impromptu collaborative teaching. It was a high-energy class because of his unique contributions. We engaged in great conversation into the wee hours of the morning.

On reflection, I realised the reason for the urgency of his wanting to meet: to reminisce and again share a last class together. He knew he had a terminal illness.

At the individual level, in the midst of our business we should make time to treasure those who are with us. At the community level, we should be supportive of those in our midst who reach out to contribute.

At the national and governmental level, there should be positive seeking out of those who have ideas for contributions to change and reform, and, to celebrate their ideas.

The story of Salleh is repeated everywhere in the sacred and noble relationship between teachers and students.

Salleh Omar had important ideas for professional practices and for policy reforms which he documented and wanted to share. His ideas should be seriously assessed, addressed, acknowledged and appropriately recognised.

His robust ideas are encapsulated in his passion for the Coach-a-Coach Programme and for Terra Baca. His Terra Baca Programme has been tried, tested and proven to be effective.

His ideas are not just for students beginning reading or remedial programmes but also for teachers — including in-service programmes for literacy enhancement, advancement plan. A national system must have a way of retrieving such ideas and crediting the formulators, originators and owners.

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

Read more: Treasure Salleh Omar’s ideas on education – Columnist – New Straits Times http://www.nst.com.my/opinion/columnist/treasure-salleh-omar-s-ideas-on-education-1.106667#ixzz20T0Md0YP

Teachers to prepare students for jobs of the future

Friday, July 13, 2012

0 comments

PUTRAJAYA: Preparing the next generation for jobs of the future is the main challenge for teachers, especially master teachers (guru cemerlang), the prime minister said.

Citing robotic engineering as an example of a job that was not heard of when he was a student, Datuk Seri Najib Razak said teachers must educate their students to develop a higher thinking skill which is important in producing Malaysians who could work in fields which would exist in the future.

“We cannot identify the type of disciplines that will emerge in the next 15 years, of which our future generation may be forced to work in.

“We can, however, prepare them to think thoroughly, creatively and in an innovative manner so that they can adapt to any situation,” he told a crowd of 1,500 master teachers at an assembly here, yesterday.

Present was Education Secretary-General Datuk Dr Rosli Mohamed.

Najib said that preparing such individuals was vital as potential investors would always query about sufficient human capital.

Master teachers, he added, must know how to motivate students to come up with new ideas as it was not enough for students to just do well academically.

By training them to develop a higher order of thinking skills, the nation, Najib said, would continue to achieve success.

He said he was proud that the nation had 13,000 master teachers whom he called icons of the education system, since the idea came up 18 years ago, when he was education minister.

The master teacher position, he explained, was created to promote teachers without them having to forgo their responsibilities.

Previously, teachers who had reached a certain level graduated to officers in the state or district education department.

“The decision to create this post is appropriate. I hope we can produce more master teachers,” he said.

Read more: Teachers to prepare students for jobs of the future – General – New Straits Times http://www.nst.com.my/nation/general/teachers-to-prepare-students-for-jobs-of-the-future-1.106769#ixzz20SzUtYNJ

Robotics could be technical school subject

Thursday July 12, 2012

http://thestar.com.my/news/story.asp?file=/2012/7/12/sarawak/11644470&sec=sarawak

By VANES DEVINDRAN
vanes@thestar.com.my

KUCHING: The Education Ministry has set up a task force to study the possibility of introducing robotics as a niche programme for technical schools in the country.

Education Ministry technical and vocational education division director Ahmad Tajudin Jab said: “We want these technical schools to have a niche focus on robotics which is more high tech and involves heavy programming.”

“Students entering this field need to be good in maths and programming,” he told a press conference here after giving out awards for excellent service to 130 principals and teachers of technical and vocational secondary schools in Sarawak, Sabah and Labuan here yesterday.

He said the matter was still under discussion, adding that it would entail offering extra subjects in technical schools.

Currently, technical schools in the country focus on five fields, namely civil engineering, electrical and electronic, mechanical science, accountancy and business and agriculture.

Ahmad hinted that robotics would be introduced as another pilot project for technical schools should the study go well.

According to him, the ministry is currently implementing a pilot programme, which would see 15 vocational schools nationwide having its status upgraded to a college.

He said the ministry hoped to upgrade all vocational schools in the country to colleges in stages by 2015, adding that the pilot programme started last year where the first batch students would graduate after four years.

Ahmad said the upgrading of vocational schools to colleges was to promote skills studies as the education of choice in the country.

There are a total of 88 technical, vocational schools and colleges nationwide out of which six of the vocational schools and one technical school are located in Sarawak.

Ahmad said the Education Ministry had received a request for the proposed set up of another vocational school in Sarawak in line with the development of the Sarawak Corridor of Renewable Energy (SCORE) which would require skilled manpower.

He acknowledged the importance of the school to help meet the manpower requirement of SCORE.

He, however, said the ministry was still mulling over the proposal due to the high cost involved in setting up a vocational school.

To help meet SCORE’s immediate needs, Ahmad said the ministry might engage the help of private institutions to offer some of the relevant high-tech programmes.

“The private institutions normally also focus on high-tech studies like bio-tech, oil and gas and renewable energy, so we can get them to offer these subjects,” he added.

In addition, the ministry would tie up with other ministries like the Human Resource, Rural and Regional Development, Youth and Sports and Agriculture, he said.

These ministries had their own learning institutions where they could also offer vocational courses, he added.

Guru cemerlang mesti fikirkan mekanisme

13 Julai 2012, Jumaat

http://www.utusan.com.my/info.asp?y=2012&dt=0713&pub=Utusan_Malaysia&sec=Dalam_Negeri&pg=dn_02.htm

PUTRAJAYA 12 Julai – Datuk Seri Najib Tun Razak mahu guru-guru cemerlang memikirkan mekanisme terbaik sebagai persediaan untuk generasi hari ini memenuhi pekerjaan pada masa hadapan.

Menurut Perdana Menteri, situasi itu adalah sama seperti di zaman persekolahannya yang pada ketika itu tidak pernah terfikir akan wujud kejuruteraan mekatronik dan robotik.

”Dalam masa 15 ke 20 tahun lagi entah apa lagi bidang baru yang hari ini belum kita dapat kenal pasti dan tentu sekali pekerjaan baru itu tidak dapat kita fikirkan.

”Namun, anak-anak kita akan terpaksa mengisi jawatan atau pekerjaan yang hari ini belum lagi cukup untuk memenuhi tuntutan pada masa itu,” katanya ketika berucap pada Majlis Perhimpunan Perdana Guru Cemerlang 2012 di Pusat Konvensyen Antarabangsa Putrajaya (PICC) di sini hari ini.

Lebih 1,500 guru cemerlang hadir pada majlis yang bertujuan menyatukan gagasan pemikiran guru cemerlang agar seiring dengan agenda transformasi pendidikan negara ke arah meningkatkan kualiti pendidikan.

Hadir sama Ketua Setiausaha Kementerian Pelajaran, Datuk Dr. Rosli Mohamed, Ketua Pengarah Pelajaran, Tan Sri Abd. Ghafar Mahmud, Pengerusi Majlis Pendidikan Tertinggi Mubarak, Tan Sri Abdul Aziz Shamsuddin dan Yang Dipertua Majlis Guru Cemerlang Malaysia, Rodzli Hashim.

Sehubungan itu, Perdana Menteri menyeru guru-guru cemerlang mencabar diri untuk berusaha menerapkan kemahiran berfikir yang tinggi kepada para pelajar supaya mereka boleh berfikir dengan tajam, mendalam, kreatif dan inovatif.

”Dengan ini akan ada keanjalan untuk mengadakan adaptasinya dalam apa juga situasi yang bakal wujud pada masa akan datang agar anak-anak kita ada kemampuan untuk menghadapi cabaran itu.

”Saya kira inilah cabaran utama bagi kita hari ini sebagai pendidik untuk menyediakan generasi akan datang untuk dunia hari ini, yang kita mungkin sukar untuk lakarkan,” katanya.

Perdana Menteri turut menyuarakan kebimbangan tentang peratusan pelajar yang memilih bidang sains teknologi dan matematik semakin menurun.

Menurutnya, Kementerian Pelajaran mesti mengubah pelan untuk mencapai nisbah 60:40 iaitu 60 peratus pelajar memilih bidang sains teknologi dan matematik kerana ia adalah teras utama untuk mencapai status negara maju.

Hasil diserah Ogos ini, sesi maklumbalas mula September

12 Julai 2012, Khamis

http://www.utusan.com.my/info.asp?y=2012&dt=0712&pub=Utusan_Malaysia&sec=Pendidikan&pg=pe_02.htm

HASIL Dialog Nasional Pendidikan Negara (DNPN) 2012 yang dirumuskan kepada tiga kategori iaitu operasi, strategi dan dasar akan diserahkan kepada Kementerian Pelajaran Malaysia selewat-lewatnya Ogos ini.

Sesi dialog yang telah menjelajah ke 15 lokasi akan berakhir di Johor Bahru Sabtu ini. Pada September ini siri jerayawara (road show) untukPelan Pembangunan Pendidikan akan diadakan untuk mendapat maklum balas berkaitan dokumen tersebut daripada rakyat.

Pengerusi Panel Dialog itu, Tan Sri Dr. Wan Mohd. Zahid Mohd. Noordin berkata, pihaknya percaya lebih banyak input bakal diperolehi pada pusingan kedua nanti.

“Kita akan meneruskan jelajah bertemu masyarakat bagi pusingan kedua supaya rangka tindakan awal itu dapat dikemas kini dengan input-input yang baru dan bernas.

“Rumusan terakhir rangka tindakan itu akan diserahkan kepada Kementerian Pelajaran Malaysia pada hujung tahun ini dan pelaksanaan cadangan-cadangan itu akan dilaksanakan awal tahun hadapan,” katanya dalam satu wawancara khas di Kementerian Pelajaran, Putrajaya, di sini baru-baru ini.

Mengulas mengenai tiga kategori yang dirumuskan pihaknya, Wan Mohd. Zahid berkata, ia sangat bermanfaat kepada kementerian dan memudahkan urusan pelaksanaan transformasi pendidikan tersebut.

Jelasnya, kementerian akan mengalami kesukaran untuk membuat pemilihan penyelesaian masalah dan pelaksanaan sekiranya ia tidak dikategorikan.

“Sebagai contoh, pandangan- pandangan yang disuarakan berkaitan guru adalah isu operasi seperti pertukaran tempat pengajaran, ia mudah untuk dilaksanakan.

“Kementerian boleh mengarahkan terus Pejabat Pelajaran Daerah (PPD) atau jabatan melaksanakannya.

“Bagi isu strategi sebagai contoh, hendak memberikan latihan intensif kepada guru dan ada sesetengah pendapat mahukan kemahiran berkomunikasi di kalangan guru perlu ditingkatkan kerana kementerian menekankan kemahiran insaniah (soft skills) yang harus diberikan perhatian oleh kementerian,” katanya.

Wan Mohd. Zahid berkata, semua pandangan, cadangan, dan kritikan yang dikemukakan oleh rakyat akan diberi perhatian sepenuhnya.

“Mereka (orang ramai) ada mempersoalkan sejauhmanakah kerajaan mengambil pandangan yang mereka kemukakan.

“Ingin saya tegaskan di sini bahawa, kerajaan sememangnya serius dan bukan hanya seperti ‘melepaskan batuk di tangga’.

“Ia jelas bukan hanya pada dialog bersama orang ramai tetapi usaha menerusi perjumpaan meja bulat dan beberapa lagi inisiatif lain yang dilaksanakan.

“Dalam rumusan kita nanti, kita akan kumpulkan semua pandangan ini seperti isu operasi, strategi, dan dasar bagi memudahkan kementerian menjalankan pelaksanaan transformasi,” katanya.

Justeru, pihaknya yakin dan percaya bahawa pendekatan yang diambil dan respons orang ramai dapat membantu Kementerian Pelajaran serta kerajaan melaksanakan transformasi pendidikan berkualiti dan memastikan negara kita dapat bersaing di peringkat global di masa akan datang.

DNPN dapat sambutan luar biasa

12 Julai 2012, Khamis

http://www.utusan.com.my/info.asp?y=2012&dt=0712&pub=Utusan_Malaysia&sec=Pendidikan&pg=pe_01.htm

Oleh ZULKIFLI JALIL dan ASSIM HASSAN
pengarang@utusan.com.my

SALAH seorang peserta menyuarakan pandangan pada sesi Dialog Nasional Pendidikan Negara di Kota Bharu baru-baru ini.

DIALOG Nasional Pendidikan Negara (DNPN) 2012 yang diadakan sejak 29 April lalu di 15 lokasi di seluruh negara menerusi pertemuan dengan rakyat yang mengutarakan pelbagai isu pendidikan disifatkan suatu program luar biasa dalam sejarah pendidikan negara.

Melabelkan dialog berkenaan sebagai sesuatu yang ‘fantastik’, Pengerusi Panel Dialog itu, Tan Sri Dr. Wan Mohd. Zahid Mohd. Noordin berkata, pada program tersebut, masyarakat yang terdiri daripada pelbagai latar belakang dan kaum tanpa mengira ideologi diberi ruang untuk meluahkan apa sahaja yang terbuku dalam hati serta berpeluang mengesyorkan cadangan-cadangan untuk penambahbaikan sistem pendidikan.

Malah, beliau berkata, 11 lagi ahli panel menyanjungi usaha Kementerian Pelajaran menggerakkan dialog tersebut untuk merasai sendiri denyut nadi rakyat.

”Merata-rata saya pergi (ke negeri-negeri berkenaan), mereka (orang ramai) datang bersemangat tanda respons mereka pada kerajaan.

“Kalau kita lihat dalam satu-satu dewan itu, bukan 70 orang yang datang tetapi rata-rata di setiap lokasi melebihi 700 orang.

”Di Pulau Pinang sebagai contoh, kita terpaksa bahagikan pula kepada dua seksyen… malah pemimpin UMNO, DAP dan PKR duduk semeja dalam dialog tersebut, di Tawau sesak manakala di Kelantan lebih 1,020 yang hadir.

”Ini menunjukkan isu-isu pendidikan dirasakan semua orang dan merentasi segala perbezaan politik dan ideologi,” katanya dalam satu wawancara khas di Kementerian Pelajaran, Putrajaya, di sini baru-baru ini.

DNPN merupakan satu inisiatif Kementerian Pelajaran Malaysia di bawah Kajian Semula Pendidikan. Ia adalah wadah bagi perkongsian idea dan lontaran pandangan semua lapisan masyarakat yang dapat dijadikan input kepada kementerian itu dalam menyediakan Pelan Pembangunan Pendidikan.

Objektif dialog itu adalah untuk memberi peluang kepada rakyat mengemukakan idea dan pandangan ke arah transformasi pendidikan serta membina kesedaran bersama akan perancangan kementerian dalam membangunkan pendidikan melalui transformasi sistem pendidikan negara.

Tambah Wan Mohd. Zahid, dialog tersebut menggunakan konsep townhall di mana orang ramai dijemput hadir secara walk-in di lokasi yang strategik bagi membolehkan mereka bebas untuk memberikan pandangan, kritikan dan cadangan yang akan dijadikan imput bagi Pelan Pembangunan Pendidikan untuk jangka masa 15 tahun akan datang.

Jelasnya, beliau sendiri dan beberapa lagi panel akan berada pada setiap townhall itu bagi mendengar luahan dan aspirasi rakyat, luahan serta pandangan ini akan menjadi asas kepada Pelan Pembangunan Pendidikan itu.

Selain menggunakan kaedah townhall, pihaknya turut mengadakan pertemuan meja bulat dengan kumpulan tertentu seperti beberapa pertubuhan bukan kerajaan (NGO), kumpulan kesatuan guru, media, kumpulan komuniti, pesara, wakil politik dan lain-lain lagi.

Katanya, bagi perjumpaan meja bulat itu, pihaknya hanya mengehadkan kepada 15 hingga 20 individu bagi sesuatu persidangan bagi memberi peluang kepada mereka bercakap lebih lama.

”Setakat ini kita telah mengadakan 19 persidangan meja bulat bagi dialog tersebut dan rata-rata respons yang diberikan sangat memberansangkan.

”Walaupun berlainan ideologi dan fahaman politik, kumpulan-kumpulan ini mengamalkan sikap profesional dalam menyuarakan pendapat bagi kebaikan masa depan sistem pendidikan negara.

”Tidak keterlaluan saya katakan bahawa pendidikan mampu menyatukan pelbagai pihak dan mendapati rakyat negara ini sepakat bahawa pendidikan berkualiti adalah penting bagi memastikan negara dapat bersaing di peringkat global,” ujarnya.

Setakat ini, lebih 10,808 orang daripada segenap lapisan masyarakat telah hadir bagi menyertai dialog berkenaan.

Jelas Wan Mohd. Zahid, pihaknya dengan tangan terbuka sentiasa menerima input daripada masyarakat sama ada secara lisan ataupun bertulis, menghantar memorandum dan sebagainya.

Menurutnya, penggunaan laman sosial seperti Facebook dan Twitter turut mendapat respons positif daripada masyarakat berhubung kajian semula pendidikan itu.

”Kita telah meneliti 118 isu dalam memorandum yang diterima daripada pelbagai pihak dan kita juga mengambil kira input daripada laman sosial kami di Facebook –myedureview2012 dan Twitter – @edureview2012,” katanya.

Wan Mohd. Zahid menambah, dalam dialog tersebut, pihaknya memberi peluang sepenuhnya kepada orang ramai untuk menyatakan pendapat, kritikan dan cadangan bagi diguna pakai dalam kajian semula pendidikan negara ini.

Katanya, pihaknya telah menganalisis sembilan perkara yang dikenalpasti merupakan keutamaan dalam transformasi pendidikan negara.

Antaranya adalah guru, aspirasi, kokurikulum, kepimpinan sekolah, kualiti sekolah, kapasiti dan keupayaan sistem penyampaian Kementerian Pelajaran Malaysia dan sebagainya.

”Kita mengambil pendekatan tidak mahu campur tangan dalam proses dialog itu. Bila kita bagi penerangan kita sebut, kita minta dia nyatakan pandangan mereka kepada sembilan perkara keutamaan yang telah dikenalpasti.

”Namun, mereka juga boleh mengutarakan keutamaan lain daripada sembilan keutamaan itu.

”Penglibatan kita sangat minimum, kita lebih memberi peluang kepada mereka menyatakan pendapat, pandangan mereka. Kalau dia tanya “bersetuju tak”, kita tidak akan memberi jawapan kerana itu pandangan mereka. Kita sebenarnya mahu dengar pandangan dia,” ujarnya.

Walaupun program jelajah DNPN tiba di lokasi terakhir Johor Bahru Sabtu ini, orang ramai masih boleh menyatakan kritikan, komen, cadangan dan forum secara online melalui laman web Kajian Semula Pendidikan di http://www.edureview.my.