2012, Aliran, Arkib Berita, Pembangunan Sekolah

Pendidikan teknikal semakin penting

Posted on July 16, 2012, Monday

by Kepu Sidi.

SARIKEI: Pendidikan Teknikal dan Latihan Vokasional (PTLV) akan menjadi lebih kritikal untuk memacu pembangunan tenaga mahir dan separuh mahir bagi mengisi 1.3 juta peluang pekerjaan yang bakal wujud di Koridor Tenaga Diperbaharui Sarawak (SCORE) menjelang 2030.

Langkah, penglibatan dan peluang mengikuti PTLV ini sewajarnya dimanfaatkan oleh masyarakat bermula dari saat ini, sekiranya mereka tidak mahu 1.3 juta peluang pekerjaan terbabit diisi oleh pekerja asing, kata Menteri Muda di Pejabat Ketua Menteri (Promosi Pendidikan Teknikal) dan Menteri Muda Alam Sekitar Datu Len Talif Salleh.

Kata Len, anak-anak Sarawak harus berani dan bersedia mendapat pendidikan PLTV sebagai pilihan utama dan menyingkirkan tanggapan bahawa PTLV dalam kelas kedua kerjaya serta berpendapat bahawa bidang ini tidak popular.

“Kerajaan dengan Program Transformasi Kerajaan (GTP) yang turut disertai dengan pelan Transformasi Modal Insan melalui pendekatan pendidikan adalah berobjektif untuk melahirkan masyarakat yang berkemahiran dan berdisiplin.

“Pada masa sekarang permintaan terhadap tenaga kerja mahir dan separuh mahir adalah amat tinggi.

“Menjelang tahun 2020 sahaja, seramai 3.3 juta pekerjaan bakal wujud melalui pelbagai program dan pelan tertentu kerajaan.

“Daripada jumlah tersebut, 60 peratus peluang yang wujud itu adalah terbuka kepada pekerja yang mempunyai kemahiran dalam kategori tinggi dan sederhana,” kata Len.

Beliau berkata demikian pada majlis perasmian Program Tegas Jelajah Sekolah, kelmarin.

Program ini adalah anjuran Tabung Ekonomi Anak Bumiputera Sarawak (TEGAS) dan telah berlangsung di Dewan Suarah Sarikei.

Tambah Len, berdasarkan perangkaan yang dikeluarkan oleh Jabatan Perangkaan Negeri Sarawak, pada masa ini terdapat sebanyak 591,584 daripada 973,000 tenaga buruh Sarawak adalah berusia dari 15 hingga 64 tahun.

“Ini bermakna 60.8 peratus bilangan ini dapat memberi sumbangan yang positif kepada pembangunan negeri ini jika mereka dibekalkan dengan ilmu pengetahuan dan kemahiran.

“Selain itu, 35,000 lepasan Sijil Pelajaran Malaysia (SPM) pada setiap tahun dan hanya 6,000 sahaja yang berpeluang memasuki Tingkatan Enam, manakala kira-kira 20 peratus sahaja yang berpeluang melanjutkan pelajaran di institusi pengajian tinggi awam dan swasta.

“Jadi dengan itu, bagaimanakah nasib 25,000 orang yang tidak berpeluang untuk melanjutkan pelajaraan mereka, dan apa yang pasti ialah mereka inilah yang bakal menjadi pekerja tidak mahir yang bakal dibayar dengan gaji yang rendah.

“Berdasarkan situasi itu, kerajaan telah bertindak melancarkan TEGAS yang bertujuan menyampaikan peluang-peluang pendidikan dalam bidang teknikal,” tegasnya.

Len turut menyeru kepada golongan belia di negeri ini agar memanfaatkan setiap peluang yang ada dengan sebaiknya agar tidak ketinggalan dan terlepas peluang keemasan untuk melakar masa depan yang lebih cerah lagi.

Pelbagai aktiviti telah dilakukan pada sepanjang program itu berlangsung iaitu ceramah daripada pihak TEGAS dan pameran oleh pihak-pihak yang menawarkan latihan teknikal.

Turut hadir Ketua Pegawai Eksekutif TEGAS Awangku Merali Pengiran Mohamad dan Residen Bahagian Sarikei Michael Dawi Alli.

Read more: http://www.theborneopost.com/2012/07/16/pendidikan-teknikal-semakin-penting/#ixzz20kV8juqw

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2012, Arkib Berita, Masalah Guru, Pembangunan Sekolah, Program, Sukan

Guru penentu kecemerlangan negara

Posted on July 16, 2012, Monday

by Mastura Ismail.

TANDA INGATAN: Asfia (tiga kiri) menyerahkan cenderamata kepada wakil kontinjen Limbang, Matzinan (kanan) sambil disaksikan (dari kiri) Dr Rahman, Hasbi, Abdillah dan Dzul Badzli.

LIMBANG: Kecemerlangan masa depan negara terletak di tangan pendidik dalam menyediakan para pelajar dengan ilmu yang tinggi termasuk menguasai serta mendalami pelbagai bahasa asing lain di dunia.

Speaker Dewan Undangan Negeri (DUN) Datuk Amar Mohd Asfia Awang Nassar berkata peranan guru adalah untuk mengagih-agihkan ilmu kepada modaliti (pelajar).

Katanya dalam mengejar ilmu, mereka tidak boleh terhad untuk menerokai perkara dan bahasa yang mereka tahu sahaja.

Beliau berkata cerminan masa depan sesebuah negara adalah terletak pada wajah generasi muda yang bakal mewarisi kepimpinan negara.

“Golongan pendidik mempunyai kuasa yang besar untuk mempengaruhi golongan muda-mudi dengan menyediakan mereka dengan ilmu yang luas termasuk menguasai pelbagai kemahiran bahasa asing,” katanya.

Beliau berkata demikian pada Malam Bedudun Pesta Persatuan Sukan dan Kebudayaan Perkhidmatan Pendidikan (PSKPP) Peringkat Negeri di sini malam kelmarin.

Turut hadir Ahli Parlimen Limbang Hasbi Habibollah, ADUN Bukit Kota Dr Abdul Rahman Ismail, Pengarah Pelajaran Negeri Sarawak Abdillah Adam, Residen Limbang Maria Hasman, Pegawai Pelajaran Daerah Limbang Mohd Dzul Badzli Abdullah dan Pegawai Pelajaran Daerah Lawas Matzinan Wahid.

Asfia berkata lagi sistem pendidikan terbaik adalah kemampuan para pendidik untuk mengeluarkan potensi individu dan bukannya menekankan potensi mereka.

“Kuasa ilmu jika disebar mungkin semakin bertambah berbanding wang kalau dibelanja semakin berkurangan.

“Sesebuah negara walaupun memunyai kekayaan daripada hasil gas dan minyak, tetapi jika tiada ilmu mereka tidak dapat memanfaatkan kekayaan itu,” tambahnya.

Beliau berkata rakyat boleh menilai perbezaan begitu ketara antara kepentingan wang dan ilmu.

“Wang walaupun begitu penting tetapi ada kelemahannya, walaupun ia disimpan sebaiknya tetapi jika nilainya jatuh ia memberi kesan kepada kedudukan wang itu sendiri.

“Ia berbeza dengan ilmu yang mempunyai nilai dan kepentingannya,” katanya.

Mohd Asfia menambah lagi proses mendapatkan ilmu akan tercapai jika mereka menguasai pelbagai bahasa asing.

Beliau menjelaskan lagi bahasa Inggeris kini sudah mencapai rekod mencecah sejuta dari segi penambahan perbendaharaan kata yang kebanyakanya turut dipinjam daripada bahasa Latin, Greek dan semua bahasa lain di seluruh dunia.

“Setiap tahun sekitar 500-800 perkataan dalam bahasa Inggeris wujud dan sebanyak 500-1,000 buku baharu diterbitkan berbanding bahasa tempatan lain yang masih jauh ketinggalan,” katanya.

Katanya ada yang tidak mahu dan menolak untuk mempelajari bahasa asing kerana mereka sebenarnya tidak memahami kepentingan bahasa lain dalam meningkatkan ilmu mereka.

Oleh itu katanya golongan pendidik seharusnya mendalami bahasa antarabangsa untuk meningkatkan pengetahuan kerana mereka boleh mempengaruhi cara dan kaedah pembelajaran pelajar di sekolah.

Sementara itu pasukan daripada Kuching muncul johan keseluruhan pada Pesta PSKKP Ke-32 kelmarin dengan meninggalkan pencabar terdekatnya Limbang di kedudukan naib johan.

Manakala bahagian Sibu mendapat tempat ketiga pada kejohanan sama.

Seramai 2,448 peserta daripada 11 pasukan menyertai 22 acara yang dipertandingkan termasuk bola sepak, bola tampar, poco-poco, bola jaring, futsal, sepak takraw dan pelbagai acara sukan lain yang dipertandingkan pada 13 dan 14 Julai.

Pesta PSKPP yang bermula pada 1991 dijalankan bagi mewujudkan perpaduan dan semangat kesukanan yang tinggi di kalangan peserta.

Bahagian Bintulu dipilih sebagai destinasi seterusnya bagi penganjuran Pesta PSKPP Ke-33 nanti.

Read more: http://www.theborneopost.com/2012/07/16/guru-penentu-kecemerlangan-negara/#ixzz20kUev46j

2012, Arkib Berita, Keselamatan Pelajar/Kesihatan

Student dies after accident at school gate

Posted on July 15, 2012, Sunday

SIBU: A student of SMK Methodist died after she was knocked down near the school gate by a car driven by a schoolmate on Friday morning.

Lam Cheng Sie died from head injuries 17 hours later in the hospital’s Intensive Care Unit at 12.40am.

The Form 4 student was pronounced brain dead after the accident.

Civil Defence personnel rushed her to hospital and she was wheeled into ICU.

Members of the voluntary organisation happened to pass by the accident scene at Tun Abang Hj Openg Road at 7am.

Lam, 17, from Sie Poi Kheng Road was walking to school when the car driven by schoolmate Ho rammed into her near the school gate.

Ho, the son of the headmistress, was also heading for the school when his car went out of control, rammed it into a concrete fence of a house, then a lamp post, before knocking Lam down.

The hospital contacted the school to inform them of the accident, and that Lam had been admitted.

On Friday night, a group of more than 30 classmates, school mates and friends of Lam kept vigil in hospital.

Read more: http://www.theborneopost.com/2012/07/15/student-dies-after-accident-at-school-gate/#ixzz20kRuVVxx

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

CANING: Parents must consider the long-term effects, too

Sunday, July 15, 2012

SPARE the rod and spoil the child is an age-old adage that has been resonating for many generations now.

Many countries empower teachers to cane. Some schools advocate caning, believing it’s part of disciplining children. Isn’t this a sign of regression? Shouldn’t all teachers have a degree in education and child psychology to deal with children better?

Caning only makes children fearless. Many teachers lose control over children after caning them. In this situation, one cannot use the psychological approach because children are threatened at a physical level and not psychological.

It is perhaps more effective to deal with children psychologically. Caning kids may have a short-term effect but it will leave long-term damage. Children will become rebellious and difficult to communicate with. They will only expect to be caned for their wrongdoing.

Teachers should be trained to care for their students, motivate them to perform, identify their weaknesses and capitalise on their strengths. Most importantly, they must instil confidence in younger children. Caning will only teach children to adopt the same method when they grow up.

Children must be taught to understand the ground rules and be clear about their boundaries. If they are unaware of deviant behaviour, they will continue with their negative attitude.

Children also need to learn that the world is not all black and white. When they are old enough to make decisions on their own, they should not just emulate the violent approach taken by their parents or to obey authority just because it is the easiest way.

Therefore, it’s important to deal with children at the school level in a proper way (using the psychological approach) because it is their vital years of psychological, mental and physical development.

The mistakes we make can have long-term consequences on children. Some could turn to crime one day if violence is what they’ve been taught since young.

R. Murali Rajaratenam, Kuala Lumpur

Read more: CANING: Parents must consider the long-term effects, too – Letters to the Editor – New Straits Times http://www.nst.com.my/opinion/letters-to-the-editor/caning-parents-must-consider-the-long-term-effects-too-1.107661#ixzz20kOOC4ij

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

PARENT-TEACHER ASSOCIATIONS: Team up to better help students

Sunday, July 15, 2012

I REFER to the letter “Parents have role, too” (New Sunday Times, July 8). Parent-teacher associations (PTAs) are important organisations. They help forge better relationships between parents, teachers and students.

.Participants at a seminar organised by the parent-teacher association in Nabawan, Sabah. PTAs play an important role in forging better relationships between parents, teachers and students.

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The question is, are these organisations functioning effectively?

PTAs should assist teachers in getting to know their students in order to better cater to their needs.

Some parents think that their role stops with the admission of their children into school and expect the school to shoulder the rest of the responsibility.

By getting involved in PTAs, parents will realise how important their role is. PTAs, directly or in- directly, help improve the lives of students not only at school but also at home. The outcome would be a united effort to bring forth into society well-educated and responsible citizens.

Teaching is not a job but an attitude; and teachers are a source of information, guidance and motivation. Parents must work with teachers to cultivate positive traits in their children.

Bulbir Singh, Seremban, Negri Sembilan

Read more: PARENT-TEACHER ASSOCIATIONS: Team up to better help students – Letters to the Editor – New Straits Times http://www.nst.com.my/opinion/letters-to-the-editor/parent-teacher-associations-team-up-to-better-help-students-1.107665#ixzz20kNf0IZh

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

COMMENT: Factors in student performance

Sunday, July 15, 2012

By James Campbell 0 comments

ENGAGE THE MIND: Non-cognitive considerations influence outcomes

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STUDENT performance in school is a complex and interesting process that requires many inputs and is influenced by a range of diverse factors.

A recent report and literature review by the University of Chicago Consortium on Chicago School Research titled Teaching Adolescents To Become Learners. The Role Of Non-cognitive Factors In Shaping School Performance: A Critical Literature Review brings our attention to the importance of the factors in shaping school outcomes and performance.

According to the authors of this literature review: “School performance is a complex phenomenon, shaped by a wide variety of factors intrinsic to students and in their external environment.

“In addition to content knowledge and academic skills, students must develop sets of behaviours, skills, attitudes and strategies that are crucial to academic performance in their classes, but that may not be reflected in their scores on cognitive tests.

“Other researchers have described these factors as non-cognitive skills; we broaden the term to non-cognitive factors to go beyond a narrow reference to skills and include strategies, attitudes and behaviours (ibid. page 2).”

In this report, we find a strong and convincing argument for us to take seriously the non-cognitive factors that influence performance and outcomes for students in schools.

According to the report, “racial/ethnic and gender differences in school performance can be reduced by focusing on students’ attitudes and behaviours (ibid. page 5)”, however, the authors also point out that “knowing that non-cognitive factors matter is not the same as knowing how to develop them in students.

“And what exactly is the nature of these non-cognitive factors?

“Are they inherent student characteristics that some students have and others do not?

“Are they fixed traits, or do they change in response to context or environment?

“Can they be taught and learned in a school setting?

“Are non-cognitive factors more important — or more problematic — for one race/ethnicity or gender over another (ibid. page 5)?”

These are critical questions, which suggest that the issue of non-cognitive factors in student learning will increasingly become a crucial matter for educators and schools alike to deal with and understand if they are to engage student learning in diverse and complex environments.

What then are some examples of non-cognitive factors?

In the report, five categories of non-cognitive factors related to academic performance are discussed.

They are:

 Academic behaviours

These are those behaviours usually thought of as being associated with a good student.

According to the report these include “regularly attending class, arriving ready to work (with necessary supplies and materials), paying attention, participating in instructional activities and class discussions, and devoting out-of-school time to studying and completing homework (ibid page 8).”

These behaviours are observable and extremely important for achievement.

 Academic perseverance

This entails focus and persistence on staying on task.

According to the report, “academic perseverance refers to a student’s tendency to complete school assignments in a timely and thorough manner, to the best of one’s ability, despite distractions, obstacles or level of challenge (ibid. page 9)”.

Grit, persistence, self-control and self-discipline contribute to academic perseverance.

Academic mindsets

These are the “psycho-social attitudes or beliefs one has about oneself in relation to academic work.

“Positive academic mindsets motivate students to persist at schoolwork (i.e., they give rise to academic perseverance), which manifests itself through better academic behaviours, which lead to improved performance.

“There is also a reciprocal relationship among mindsets, perseverance, behaviours and performance (ibid. page 9)”.

Context and experience in school can either reinforce academic mindsets or undermine them.

Learning strategies

These are “processes and tactics one employs to aid in the cognitive work of thinking, remembering, or learning.

“Effective learning strategies allow students to leverage academic behaviours to maximise learning.

“These include strategies to help one recall facts (for example, mnemonic devices); strategies for monitoring one’s own comprehension (such as while reading or doing Math problems); and strategies to self-correct when one detects confusion or errors in one’s thinking.

“Learning strategies may also include goal-setting and time management, both of which help students manage the process of learning (ibid. pages 10-11)”.

Social skills

These are “interpersonal qualities as cooperation, assertion, responsibility and empathy.

“Social skills are acceptable behaviours that improve social interactions, such as those between peers or between student and teacher (ibid. page 11)”.

Social skills are extremely important not just for student performance but also for their continued performance in life and the workplace.

Understanding the importance of non-cognitive factors in student learning and performance  is crucial to enable  us to engage the process of learning and performance in schools.

While some of these non-cognitive factors are tangible and can be measured and clearly viewed, others have a more intangible aspect to them and are more difficult to evaluate.

In my previous writing (Learning Curve, June 24),  I have drawn readers’ attention to the issues of intangibles for performance and the discussion  today can be considered a further elaboration of some aspects of that as well.

Furthermore, understanding that “gaps in school performance by race/ethnicity or gender could be reduced by focusing on certain non-cognitive factors (ibid. page 14)” is a potentially significant  problem to be investigated in ethnically pluralist societies.

In this  matter as in all of the issues discussed above, conceptual clarity in our analysis and research is absolutely necessary.

One  concern seems reasonably clear. Understanding non-cognitive influences on student performance is an important part of the mix in seeking to engage the issue of improving schooling outcomes and addressing inequalities.
More research needs to be done in this field and its significance and potential importance should not be underestimated.

Reference: Farrington, C.A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T.S., Johnson, D.W., & Beechum, N.O. (2012). Teaching Adolescents To Become Learners. The Role Of Non-cognitive Factors In Shaping School Performance: A Critical Literature Review,
Chicago: University of Chicago Consortium on Chicago School Research.

Read more: COMMENT: Factors in student performance – General – New Straits Times http://www.nst.com.my/nation/general/comment-factors-in-student-performance-1.107459#ixzz20kKz6OSX

2012, Arkib Berita, Pembangunan Sekolah

Educational review over

Monday, July 16, 2012

By MASAMI MUSTAZA | masamimustaza@nst.com.my 0 comments

REVAMP: Prime Minister to launch new national education blueprint next month

.Deputy Prime Minister Tan Sri Muhyiddin Yassin posing for a group picture with Malaysian Student Leaders Summit participants yesterday. Pic by Rosdan Wahid

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KUALA LUMPUR: PRIME Minister Datuk Seri Najib Razak is expected to launch the new national education blueprint next month.

This follows the three-month-long review on the education system, which was just concluded on Saturday, said Deputy Prime Minister Tan Sri Muhyiddin Yassin at the closing of the 6th Annual Malaysian Student Leaders Summit held yesterday at the Intercontinental Hotel here.

In answering a question from the floor, Muhyiddin said the review focuses on nine areas, among them on teachers, infrastructure and the role of parents and the community in education.

The government will hold several open days after the launch to engage the public on their feedback.

Muhyiddin did not discount the possibility that moral studies may undergo a revamp based on results of the review.

To a question on whether the top government leaders would engage opposition leaders in debates on national policies, Muhyiddin said what was more important was for the government to engage the people.

“Debates are useful but we have avenues for this sort of thing. The Parliament is the highest institution in the country where debates between the government, opposition and backbenchers are always ongoing.

“This isn’t about taking a rostrum on either side, which isn’t beneficial because it is more on rhetoric, politics and one upmanship.”

He said the government was more keen to engage the people at ground level to explain to them about policies and what they’ve done so far.

Muhyiddin also responded to a question on the teaching of Mathematics and Science in English.

He explained that the policy on Upholding the Malay Language and Strengthening the Command of English (MBMMBI) did not put the agenda to improve the command of English on the sidelines.

“The standard of English among our teachers is just not up to mark. We did a national survey and although we found that urban schools did better because they had English educated parents, spoke English at home or spoke more English than other languages — when you go to suburban, rural and remote schools, (the command) of English is zero.”

Read more: Educational review over – General – New Straits Times http://www.nst.com.my/nation/general/educational-review-over-1.108014#ixzz20kKXOPgP