2012, Aliran, Arkib Berita, Forum, Pembangunan Sekolah, Rencana, Subjek, Surat

NATIONAL SCHOOLS: Be truly ‘national’ to attract all races

Monday, August 06, 2012

By Samuel Yesuiah, Seremban, Negri Sembilan 0 comments

THE letter “Public schools bring us together” (NST, July 30) called for the setting up of a common public school that caters for all the races, religions, languages and cultures in this country.

The different types of schools in the early years of child development have segregated us.

Undeniably, a single education system will boost unity among our children. It will enable them to learn to mix freely with one another and live with greater understanding, tolerance and respect for one another.

In the past, there have been numerous calls for children of all backgrounds to study, learn and play in their formative years in national schools, the closest to being a public school in every sense of the term.

However, national schools have lost their appeal among non-Malay parents, despite the fact that they are better endowed in terms of infrastructure and human resources to provide a conducive learning environment.

Many national primary schools have Malays making up 90 per cent of their teachers and 100 per cent of their head teachers.

Added to this is a growing Islamic influence in national primary schools.

The daily school assembly starts with a prayer. Each lesson begins with the recitation of a prayer.

The young non-Malay child is in a dilemma when everyone else is engaged in prayers.

Some non-Malay parents may look upon these practices in national schools as subtle means to influence non-Muslim children to embrace the Islamic way of life.

Some have argued that unless religion is kept personal and out of education, we will not see national schools appealing to the public. Some contend that national schools should be neutral.

The teaching of pupils’ own language (POL) — Tamil and Mandarin — is another contention that drives away non-Malay parents from enrolling their children in national schools.

POL is taught after school hours. Parents desire that POL be incorporated into the main timetable.

National schools should reflect the national composition of the country and, therefore, they should have a more dedicated and racially balanced number of head teachers, teachers and non-academic staff.

Greater emphasis should be placed on teaching English and vernacular languages in national primary schools.

The reintroduction of English-medium schools could bring us back together as one. Then, the people of all races would be sending their children to study in English schools.

The concept of national schools in this country is that it is the mainstream education for all children. This can only be achieved if the children of all races, faiths and cultures go to national schools, which should strive to be truly national to attract them.

Read more: NATIONAL SCHOOLS: Be truly ‘national’ to attract all races – Letters to the Editor – New Straits Times http://www.nst.com.my/opinion/letters-to-the-editor/national-schools-be-truly-national-to-attract-all-races-1.121264#ixzz22izz4Rsy

2012, Arkib Berita, Forum, ICT/Teknologi, Masalah Pelajar, Pembangunan Sekolah, Rencana, Surat

Ringing in good solutions

Sunday August 5, 2012


MANY are against schoolchildren bringing mobile phones to schools but I disagree with them.

To me, it’s all about how it would be used, and the rules laid down by school administrations.

Perhaps the Education Ministry can come up with guidelines on how and when students can use mobile phones at school.

I think schools should provide a locker for students to keep their mobile phones and remind them not to use it in class or during school hours.

If smart phones with 3G is a security issue then perhaps there should be a ruling that only phones with basic functions would be allowed.

Mobile phones are necessary for parents who need to reach their children for some reason, and for children to call for help when in danger or trouble.

While security, disciplinary and other issues may arise when it comes to allowing mobile phones at school, there is more good to be gotten from letting children and parents communicate conveniently.


2012, Arkib Berita, Forum, Masalah Pelajar, Pembangunan Sekolah, Peperiksaan, Rencana, Sistem, Surat

Exams play role in holistic education

Sunday August 5, 2012


THE School-Based Assessment (PBS) system is an issue burning in the hearts of many parents. Instead of exams, pupils’ performance in their studies are now based on assessments conducted by schools.

These assessments do not indicate where a child stands academically or specify his weaknesses.

They do not present figures that parents can refer to in identifying areas in which their children need special attention.

The assessment report only gives feedback on what the child is good at on a particular band and informs the parents that the child is prepared to proceed to the next band.

What happens if a child or a group of pupils in a particular class fails to achieve the required band? What does the teacher do?

Will the children remain in the same primary level and not proceed to the next level?

The system also requires teachers to constantly record every lesson manually. This requires loads of papers and also space to stack the records at the school.

Are we now moving towards a paperless world or a paper-filled world? The system appears dubious, even after two years of implementation.

In talking to some parents, I was amazed to find out that some schools are still conducting tests (formative) and two examinations (summative).

Most of the parents I spoke to agree with me that schools having their own examinations should be saluted.

I also came to know it was the Parent-Teacher Associations (PTAs) of the schools that proposed that exams be conducted.

I believe that schools which can make the most of the PBS as well as conduct examinations will better prepare young people to join the nation’s workforce.

Students who have gone through the rigours of preparing and sitting for examinations will be able to tackle challenges and cope with future successes and failures.

When preparing for examinations, students have to discipline themselves to study.

Examinations train the mind and the body to rise up to challenges. What is life without challenges? School is the best training ground. I don’t see where the abolition of exams will head to, other than producing children who are lazy and ill-prepared to face life’s many challenges.

In my opinion, the PBS system should be upheld along with summative tests at least twice a year that can be prepared by the teachers themselves.


2012, Arkib Berita, Keselamatan Pelajar/Kesihatan, Masalah Pelajar

Pelajar dibelasah senior

05 Ogos 2012, Ahad


Norakma Mohidin melihat kesan lebam pada badan anaknya, Mohd. Amirul Mukmin Mohd. Yusmiza akibat dibelasah pelajar senior.

KOTA TINGGI 4 Ogos – Gara-gara menegur sekumpulan pelajar membuat bising, seorang pelajar di sebuah sekolah asrama di Bandar Penawar dekat sini, dibelasah sekumpulan senior sehingga pengsan dan lebam di seluruh badan pada Khamis lalu.

Menurut pelajar tingkatan lima itu, Mohd. Amirul Mukmin Mohd Yusmiza, 17, kejadian pada pukul 1 pagi itu bermula apabila dia dikejutkan seorang pelajar yang tidak dikenali yang memberitahu ada pelajar senior mahu berjumpa dengannya.

“Ketika itu saya tidak terfikir akan dipukul tambahan pula saya masih dalam keadaan separuh sedar. Sebaik sahaja sampai di bilik pelajar berkenaan, salah seorang pelajar senior yang ada di situ bertanyakan soalan sebelum kira-kira tujuh atau lapan orang daripada mereka memukul saya bertubi-tubi.

“Akibat terkena pukulan di kepala saya terus pengsan dan tidak sedarkan diri. Saya juga tidak tahu siapa membawa saya pulang ke bilik kerana sejurus sedar, rakan sebilik sedang bersiap-siap untuk bersahur,” katanya ketika ditemui selepas membuat laporan di Balai Polis Bandar Penawar, di sini semalam.

Menurut Mohd. Amirul, sebelum kejadian dia ada menegur sekumpulan pelajar junior yang membuat bising sehingga mengganggu mereka yang lain mahu tidur tetapi tidak menyangka insiden itu boleh melibatkan pelajar senior sehingga dia dipukul.

Ibu mangsa, Norakma Mohidin, 40, berkata, Mohd. Amirul tidak pernah terlibat dengan masalah seumpama ini sejak belajar di sekolah asrama tersebut dan insiden yang berlaku menyebabkan dia dan suami berasa bimbang kerana mereka menetap di Muadzam Shah, Pahang.

Bapanya, Mohd. Yusmiza Mohd. Yunus, 41, pula mengharapkan pengajaran setimpal diberikan kepada mereka yang terlibat.

Ketua Polis Daerah Kota Tinggi, Supritendan Che Mahazan Che Aik ketika dihubungi mengesahkan kejadian tersebut.

2012, Arkib Berita, Masalah Guru, Pembangunan Sekolah, Subjek

11,000 lagi guru j-Qaf diperlukan

05 Ogos 2012, Ahad


KUALA LUMPUR 4 Ogos – Seramai kira-kira 11,000 guru bagi mengajar subjek Jawi, al- Quran, Arab dan Fardhu Ain (j-Qaf) masih diperlukan dalam memastikan semua sekolah rendah di seluruh negara mempunyai pembelajaran itu.

Timbalan Menteri Pelajaran, Dr. Mohd. Puad Zarkashi (gambar) berkata, masalah kekurangan guru itu turut menyukarkan pembelajaran tersebut diwujudkan di peringkat sekolah menengah pada tahun depan.

Katanya, pembelajaran j-Qaf juga sukar diperluaskan disebabkan kurangnya guru berijazah untuk mengajar j-Qaf serta masalah permohonan perjawatan daripada Jabatan Perkhidmatan Awam (JPA) yang masih tidak diluluskan sehingga kini.

“Oleh itu, kita minta supaya JPA mempercepatkan kelulusan perjawatan bagi guru j-Qaf yang sudah dimohon Kementerian Pelajaran bagi membolehkan kekurangan diisi segera.

“Kita memberi tumpuan untuk memenuhi permintaan guru j-Qaf di sekolah rendah sebelum melaksanakan sepenuhnya di sekolah menengah,” katanya.

Beliau berkata demikian selepas majlis berbuka puasa di Sekolah Rendah Islam Cahaya Ummi, Kampung Batu Muda, di sini hari ini.

Pada majlis itu, Mohd. Puad turut menyampaikan sumbangan kepada 60 anak yatim dan golongan asnaf.

Pelaksanaan j-Qaf di 4,747 sekolah rendah sejak 2005 itu berkesan apabila 94 peratus murid berjaya menguasai empat kemahiran iaitu Jawi, al-Quran, bahasa Arab dan fardu ain.

Pada masa ini, kira-kira 13,000 guru j-QAF sedang berkhidmat di lebih 4,700 sekolah rendah di seluruh negara.

2012, Arkib Berita, IPT, Peperiksaan

Piawaian peperiksaan politeknik perlu dikaji – Khaled

05 Ogos 2012, Ahad


JOHOR BAHRU 4 Ogos – Kementerian Pengajian Tinggi meminta semua politeknik mengkaji semula piawaian peperiksaan dan pemarkahan agar memudahkan pelajarnya memasuki institusi pengajian tinggi awam (IPTA).

Menterinya, Datuk Seri Mohamed Khaled Nordin berkata, timbul kesukaran bagi lepasan politeknik untuk memasuki IPTA kerana piawaian pemarkahan Purata Nilai Gred Kumulatif (PNGK) yang lebih rendah daripada kolej matrikulasi dan Sijil Tinggi Persekolahan Malaysia (STPM).

“Jika diamati kelulusan dari institusi-institusi lain termasuklah politeknik ataupun institusi pengajian tinggi swasta, pemarkahannya tidak sama berbanding dengan matrikulasi ataupun tingkatan enam.

“Kalau nak disamakan, institusi itu perlu lakukan kesamarataan antara pemarkahan, sebab jika lulusan politeknik memperoleh PNGK 3.6, belum tentu sama dengan PNGK yang dimiliki pelajar matrikulasi dan tingkatan enam,” katanya.

Beliau yang juga Ahli Parlimen Pasir Gudang berkata demikian kepada pemberita selepas menyampaikan sumbangan kepada 193 orang kurang bernasib baik sempena Ramadan di Masjid Jamek Taman Rinting, di sini semalam.

Menurut Mohamed Khaled, pihak kementerian sedar mengenai rungutan lepasan diploma di politeknik yang gagal memasuki IPTA walaupun mencapai PNGK setinggi 3.5 dan ke atas.

“Hanya 3,000 daripada 12,000 permohonan lepasan politeknik berjaya melanjutkan pengajian ke IPTA pada tahun ini. Bagaimanapun, penuntut terbabit boleh merayu untuk memasuki IPTA atau universiti teknikal walaupun terpaksa bersaing dengan lepasan matrikulasi dan tingkatan enam,” katanya.

2012, Arkib Berita, Forum, Keselamatan Pelajar/Kesihatan, Pembangunan Sekolah, Program, Rencana

6,550 dapat manfaat Sekolah Dalam Hospital

04 Ogos 2012, Sabtu


NOORAINEE Abdul Rahman (tengah) memberi duit raya kepada Raja Hafiq Hafizi Ahmad Faizal, 7, semasa melawat Sekolah Dalam Hospital di Hospital Ampang, Selangor, semalam. – UTUSAN/AHMAD ZAKKI JILAN

KUALA LUMPUR 3 Ogos – Seramai 6,550 pesakit kanak-kanak telah mendapat manfaat pembelajaran daripada Sekolah Dalam Hospital (SDH) sejak ia diwujudkan setahun lalu.

Isteri Timbalan Perdana Menteri, Puan Sri Noorainee Abdul Rahman berkata, dalam tempoh enam bulan pertama tahun ini sahaja, seramai 5,371 pelajar dari tiga peringkat persekolahan iaitu prasekolah, sekolah rendah dan menengah memasuki SDH ketika menerima rawatan di Institut Pediatrik Hospital Kuala Lumpur, Ampang dan Serdang.

Kata beliau, SDH yang merupakan inovasi baru dalam sejarah pendidikan negara berjaya mencapai objektifnya untuk menyediakan pendidikan berterusan secara formal dan tersusun melalui persekitaran kondusif supaya para pesakit turut tidak ketinggalan mendapat manfaat itu.

“Pada awal penubuhan sekolah ini, kita tidak dapat menjangkakan bagaimana sambutan ibu bapa dan pelajar terhadap persekitaran baru di hospital, iaitu adanya ruang dan peluang untuk terus bersekolah walaupun ketika itu anak-anak ini sedang menjalani rawatan.

“Namun, setelah melihat keperluan berdasarkan kemasukan kanak-kanak pada peringkat usia itu di hospital terbabit, maka ia diwujudkan dan ternyata jumlah kehadiran mencatat angka membanggakan,” katanya.

Beliau berkata demikian kepada pemberita selepas melawat Wad Kanak-Kanak Hospital Ampang dan menyampaikan sumbangan Aidilfitri kepada pesakit sempena ulang tahun pertama lokasi perintis SDH itu di sini hari ini.

Turut hadir Pengarah Hospital Ampang, Datin Dr. Aishah Ahmad Makinuddin; Pengarah Jabatan Kesihatan Selangor, Datuk Dr. Azman Abu Bakar dan Pengarah Yayasan Nurul Yaqeen, Nor Zanah Jamari.

SDH yang dirasmikan Timbalan Perdana Menteri, Tan Sri Muhyiddin Yassin pada 26 Julai 2011 dilaksanakan menerusi kerjasama antara Kementerian Pelajaran, Kementerian Kesihatan dan Projek Hati Nurani di bawah Yayasan Nurul Yaqeen.

Norainee yang juga penaung projek itu berkata, di SDH Hospital Serdang, kemasukan tertinggi adalah di peringkat prasekolah iaitu 328 murid, manakala SDH Kuala Lumpur bagi peringkat sekolah rendah (1,730) dan SDH Ampang bagi peringkat sekolah menengah (855) untuk tempoh enam bulan pertama tahun ini.

Menurut beliau, SDH akan diperluaskan ke hospital-hospital lain di seluruh negara mengikut keperluan pada masa akan datang setelah projek perintis itu berjaya dilaksanakan.