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

TEACHERS: An educator’s role in schooling the masses

31 December 2012 | last updated at 10:05PM

ON reading the letter “Private institutions can help” (NST, Dec 29) by Bismillah Kader, I was reminded of the first time I applied for a position as an English language teacher.

The manager of the language centre I was applying to quickly glanced through my curriculum vitae and other other documents I had handed him and asked me: “Can you teach?”

I was quite shocked at the question. I mean, what a question! Of course, I could teach, I had got my qualifications, done my training, and although I lacked work experience, how is a new teacher ever going to get experience unless he or she gets to teach?

So, I answered him firmly: “Yes”. I got the job, but it only lasted three months — not much longer than most of the teachers that worked there. After a couple of years, the centre closed down. I had many more teaching appointments after that, which helped me understand the meaning of the question: “Can you teach?”

A teacher is not a a marketer, a counsellor, an administrator, a disciplinarian, a test designer, a story-teller, a public relations manager, and much less a debt collector.

A teacher is simply an academic with enough knowledge to be able to explain the contents of books, slides, handouts and other teaching material to students so that they understand it and, therefore, acquire knowledge, which is the purpose of learning. A teacher must also ensure that all students in the class pass tests to proceed to the next level.

A truly competent teacher does not admit failure and so, will style his or her teaching methods to suit all students, to make all of them want to learn, and when they have learned, they must pass. Any employer who does not understand the real role of the teacher will never find the right teacher to teach at his school or college.

Yes, some students may like a teacher so much that they think that he or she is their father, mother, relative, friend and such. Some teachers will be flattered by the attention of their students, so much so that they will forget what it is to be a teacher.

In conclusion, yes, graduate teachers are preferable to those without a degree, but the performance of any teacher ultimately depends upon the management of the school or college where he or she is employed.

The employer who asks: “Can you teach?” is only looking for someone to do the job. And because he himself does not know how to find the best in his people, how to motivate them and how to make them better, the teachers themselves will not be able to pass on their knowledge to their students, no matter how many degrees they have listed on their resume.

 

 

Marisa Demori, Kuala Lumpur

Read more: TEACHERS: An educator’s role in schooling the masses – Letters to the Editor – New Straits Times http://www.nst.com.my/opinion/letters-to-the-editor/teachers-an-educator-s-role-in-schooling-the-masses-1.193684#ixzz2GmMC3fzd

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2012, Arkib Berita, Bahasa, Forum, Pembangunan Sekolah, PPSMI, Program, Rencana, Subjek, Surat

A subject most sensitive

Sunday December 30, 2012

http://thestar.com.my/news/story.asp?file=/2012/12/30/nation/12505508&sec=nation

PAGE VIEWS
By NOOR AZIMAH ABDUL RAHIM
pagemalaysia@gmail.com

Parents want choices for their children.

Non-tradeable services such as house cleaning or hair cutting have little room for productivity improvements and market expansion but sophisticated financial, consulting, health and environmental services do contribute to productivity growth. Stuck in the Middle’, The World Bank, Nov 2012

THE 13th general election looms ahead. Parents who are still fence-sitters at this late stage will decide eventually on which way to vote based on the more critical issues raised by both sides of the political divide particularly on a subject most sensitive the education of their very own children.

While there are claims that politics does not interfere with education, we parents, know it does and we do not like it.

The recently released TIMSS 2011 (Trends in International Mathematics and Science Study) result is a case in point.

Not surprisingly, the results are again appalling, the Education Ministry having done little to analyse the reasons and therefore arrest the decline. It keeps mum while the opposition and critics have a field day.

The preliminary report of the Malaysia Education Blueprint 2013-2025 (MEB) offers some explanation in that of a misalignment of the national examinations which tests content knowledge and its recall while TIMSS assesses the application of knowledge in solving problems and the ability to reason in working through problems.

Nonetheless, the decision by the ministry to benchmark the national examinations to the international assessments and to be top third by 2025 is commendable. How this is to be achieved, however, still remains a mystery.

The fact remains that drastic measures have to be taken by the ministry if we want to spur students’ interest in science, to meet the national target of 100 research scientists and engineers per 10,000 working population and to achieve success in the fields of nanotechnology, biotechnology, aerospace, automation and green technology, where RM600mil has been budgeted by the government in these areas.

We suggest that Maktab Rendah Sains Mara (MRSM) retain PPSMI post-abolition to complement its IGCSE programme where interviews into Form 1 are conducted strictly in English. Sekolah Menengah Sains (SMS) should do the same.

These elite schools should also offer only science streams at higher secondary or else drop the Sains’ label.

Likewise, day schools that can transform into science centres of learning, shall adopt the Sains’ tag.

Meanwhile, parents can suggest that their Parent-Teacher Associations (PTA) work with their respective school administrations to encourage students to participate in the annual International Competitions and Assessments for Schools (ICAS) on higher order thinking skills (HOTS) where the questions are set by the University of New South Wales.

Funding for ICAS

These can be conducted in any school, beginning with Year 3 through to Form 6 in English, Science, Mathematics, writing and computer skills for a nominal fee and which in the end comes along with a comprehensive analysis of each student’s results indicating strengths and weaknesses.

For some years now, cluster schools whose niche is English, utilise its funding to pay for the fees charged for the English assessment. High performance schools should do so as well.

The MEB comprises 268 pages and is a good read, although somewhat apologetic’ in acknowledging the many mistakes which have been made in the past and its many motherhood statements to put things right’ in the next 13 years.

The opposition coalition reacted by promising an alternative blueprint for the people to see by the end of October which has now been delayed until the end of the year. It is a mammoth task.

Parents with school-going children will be looking out very closely for this. Whether or not the respective blueprints are to be part of the election manifesto will indicate the degree of politicking education has a bearing.

If this is anything to go by, Parti Keadilan Rakyat (PKR) did, though, have a day-long education convention last month, themed National Education Reformation’, attended by 200 participants with distinguished speakers ranging from retired directors from the ministry of education and state education departments to tired university professors with one learned academic even boldly suggesting that all national secondary schools be turned into religious schools!

The convention concluded with a six-point resolution called Halatuju Pendidikan Negara recommending, among the more salient, that Bahasa Malaysia be the main medium of instruction in universities while the teaching and learning of science and mathematics in English (PPSMI) be abolished immediately.

PAS had wanted PPSMI to be abolished in 2009 while DAP wants the policy to remain in secondary schools. How this will be compressed into a single blueprint is anybody’s guess.

Parents want PPSMI in national schools from Year 1. Parents also want English-medium schools (EMS). Parents also want a non-politician to be the minister of education. We want choices for our children.

Sabah parents want the glory of mission schools to be returned as is provided for in its 20-point agreement, the Federal Constitution and Section 17 of the Education Act.

Sarawak parents are concerned that in spite of the large education budget, its children still fail to read and write, and that differences still cannot be made between language and knowledge learning.

The 11% primary schools and the 9% secondary schools that have opted to do PPSMI in totality (the short-term politicians had wanted so eagerly to abolish) should be given priority to transform into EMS.

Precedent

All national primary and secondary schools should have at least one PPSMI class at every level with a structured plan to gradually increase the number over time.

The government had on three separate occasions placed a technocrat minister to helm education. It has set a precedent. Will the opposition coalition offer to duplicate this move?

Incidentally, the last technocrat minister had seven honorary doctorates in science. He had justified PPSMI in a speech late 2003, “In the 1970s we were able to survive with the use of translated texts.

However, in the 1990s, the profusion and proliferation of knowledge proved to be a daunting challenge to our translation industry; in Chemistry, since the beginning of the 1990s, more than a million articles have appeared in specialised journals every two years (Clark, 1998); between 1978 and 1988, the number of known chemical substances increased from 360,000 to 720,000, reaching 1.7 million in 1998 (Salmi, 2000); in Biology, only in 1977 was the method designed to determine the base sequence of the letters that codify the information in DNA initially, it was possible to determine the sequence of 500 bases per week.

This same method, today perfected and automated, can decipher the three billion bases of the human genome in a few years. Presently, a genome centre can determine a million bases per day (Brunner, 2001); in Mathematics, 100,000 new theorems are created every year (Madison, 1992).

Considered together, it is estimated that knowledge, defined as the disciplinary base published and recorded, took 1,750 years to double in the period between 1A.D. and the year 1,750 A.D. It then doubled in volume, successively, in 150 years, 50 years, and now, every five years. It is estimated that by the year 2020, this knowledge base will double in 73 days.”

All this is found in its lingua franca, English.

The first political coalition to be brave enough to distinguish between language and knowledge will be the progressive government that the people are looking for.

Remember, when PPSMI was introduced in 2003, Barisan Nasional recorded a landslide victory a year later.

Food for thought as we savour the rendang, dim sum or curry that most tickles our fancy on public holidays. Season’s greetings and a Happy New Year.

The writer is chairman of pro-progress Parent Action Group for Education Malaysia (PAGE), a national education watchdog.

2012, Arkib Berita, Forum, ICT/Teknologi, Inovasi, Pembangunan Sekolah, Rencana

Sekolah Malaysia raih emas robot dunia

31 Disember 2012, Isnin

Kontinjen Malaysia meraikan kejayaan memenangi satu emas dan beberapa anugerah lain dalam pertandingan International Robot Olympiad 2012 di Gwangju, Korea Selatan, baru-baru ini.

Kontinjen Malaysia yang disertai oleh 18 orang pelajar dan lima guru berjaya mengharumkan nama negara apabila memenangi satu emas, dua gangsa dan tiga Anugerah Khas dalam International Robot Olympiad 2012 di Gwangju, Korea Selatan, baru-baru ini.

Ketua Kontinjen, Halimah Karim berkata, pencapaian itu merupakan yang terbaik pernah dicapai oleh pasukan Malaysia sejak lima tahun lepas.

“Malah lebih membanggakan apabila pasukan kita berjaya memenangi hampir kesemua anugerah yang dipertandingkan dalam kategori kreatif,” katanya dalam satu kenyataan melalui e-mel baru-baru ini.

Pasukan Maktab Rendah Sains Mara (MRSM) Kota Kinabalu telah mendapat pingat emas kategori kreatif melalui robot ciptaan mereka yang berperanan menjaga kesihatan warga emas.

Dalam kategori yang sama, MRSM Tun Abdul Razak Pekan dan MRSM Kuching masing-masing memenangi pingat gangsa.

Selain itu, Sekolah Menengah Kebangsaan (SMK) Seri Bintang Selatan dan MRSM Kuching berjaya memenangi dua anugerah Highly Commended dan satu anugerah Technical Award.

Kategori lain yang turut dipertandingkan ialah Robot Prison Break dan Robot Transporter.

Pertandingan dengan tema Caring For Age People itu disertai oleh pasukan dari seluruh dunia seperti Kanada, Amerika Syarikat, Mexico, China, Korea Selatan dan Indonesia.

Pelbagai inovasi baharu dan kreatif telah dihasilkan dalam pertandingan anjuran IRO 2012 Comittee dengan kerjasama Gwangju Techno Park ini.

Pada pertandingan kali ini, kontinjen Malaysia turut disertai oleh beberapa ibu bapa pelajar sebagai tanda sokongan.

Artikel Penuh: http://www.utusan.com.my/utusan/Pendidikan/20121231/pe_03/Sekolah-Malaysia-raih-emas–robot-dunia#ixzz2GmCw4BrG
© Utusan Melayu (M) Bhd

2012, Arkib Berita, Forum, Masalah Guru, Rencana, Surat

Guru wanita tiada masalah kewangan

31 Disember 2012, Isnin

Oleh NORIZAN ABDUL MUHID
pendidikan@utusan.com.my

SATU kajian yang dijalankan bagi mengukur tahap kewangan guru wanita di negara ini mendapati tahap kesukaran kewangan golongan tersebut adalah rendah manakala kesejahteraan kewangan mereka pula berada di tahap sederhana.

Kajian itu yang dibentangkan dalam kertas kerja bertajuk ‘Kesukaran dan Kesejahteraan Kewangan: Kajian Kes Guru Wanita‘ oleh Pensyarah Pusat Pengajian Sosial, Pembangunan dan Persekitaran Fakulti Sains Sosial dan Kemanusiaan Universiti Kebangsaan Malaysia (UKM), Dr. Zaimah Ramli memilih 325 orang guru wanita di Bandar Baru Bangi sebagai responden.

Guru wanita difokuskan dalam kajian itu kerana mereka mewakili hampir 70 peratus daripada jumlah keseluruhan guru yang terdapat di Malaysia.

Berdasarkan statistik Kementerian Pelajaran setakat 31 Januari lalu, jumlah guru wanita adalah sebanyak 285,299 orang.

“Hasil kesimpulan yang dilakukan daripada kaji selidik guru-guru wanita di Bandar Baru Bangi mendapati golongan tersebut tidak menghadapi masalah kesukaran kewangan serius namun kajian mencadangkan agar beberapa perkara perlu diberi perhatian bagi mengelak kesulitan kewangan pada masa depan,” katanya.

Beliau berkata demikian ketika membentangkan kertas kerja dalam International Conference on Social Sciences and Humanities 2012 di UKM, Bangi, Selangor baru-baru ini.

Menurut Zaimah, terdapat petunjuk berlakunya masalah ketidakcukupan wang dalam kehidupan harian guru yang mungkin disebabkan peningkatan kos sara hidup di bandar.

“Hal ini dikesan dalam perkara ‘menggunakan simpanan untuk keperluan harian’ yang menunjukkan peratusan tertinggi iaitu pada skala ‘jarang-jarang’,” jelasnya.

Perkara lain yang wajar diberi perhatian dalam aspek kewangan guru wanita adalah ‘berbelanja melebihi 20 peratus daripada gaji untuk bayaran ansuran’ pada skala ‘tidak pernah’.

“Kegagalan mengurus wang serta membezakan antara keperluan dan kehendak boleh menyebabkan guru terjebak dalam situasi beban kewangan yang serius,” katanya.

Selain itu, ujarnya, faktor lain yang perlu diberi perhatian ialah ‘menyimpan kurang 10 peratus daripada jumlah pendapatan bulanan’ pada skala ‘ja- rang-jarang’ dan ‘kadang-kadang’.

“Merujuk kepada pakar kewangan peribadi, setiap individu perlu menyimpan sekurang-kurangnya 10 peratus daripada pendapatan bulanan bagi menjamin keteguhan dan kesejahteraan kewangan.

“Namun pada masa yang sama, kajian tidak mengenal pasti punca kegagalan sebahagian guru-guru wanita ini menyimpan pada kadar ditetapkan,” tambahnya.

Dalam pada itu, beliau menyarankan beberapa contoh tingkah laku kewangan positif yang penting dan perlu diamalkan setiap individu seperti mempunyai belanjawan peribadi dan mematuhinya, membuat simpanan secara konsisten, mengurangkan pinjaman terutama pinjaman peribadi, amalan membayar bil-bil utiliti dan ansuran bulanan tepat.

Kajian dijalankan ke atas purata guru wanita berusia 40 tahun dan separuh atau 44.3 peratus berusia 35 hingga 45 tahun dengan 92 peratus sudah berkahwin manakala 85 peratus pula daripada mereka berpendidikan lepasan universiti.

Bagi tempoh perkhidmatan, purata daripada responden sudah berkhidmat selama 15 tahun dan hampir 30 peratus berkhidmat melebihi 20 tahun.

Dari segi purata pendapatan, guru wanita merekodkan pendapatan sebanyak RM4,450 sebulan dengan 70.2 peratus mencatatkan pendapatan pada RM3,500 hingga RM4,500 sebulan manakala 27 peratus pula menikmati pendapatan melebihi RM4,500.

Artikel Penuh: http://www.utusan.com.my/utusan/Pendidikan/20121231/pe_02/Guru-wanita-tiada-masalah-kewangan#ixzz2GmCazOFU
© Utusan Melayu (M) Bhd

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

Sistem pendidikan baharu

31 Disember 2012, Isnin

11 Sept. – Perdana Menteri, Datuk Seri Najib Tun Razak melancarkan Laporan Awal Pelan Pembangunan Pendidikan Malaysia (PPP) 2013-2025 yang menggariskan 11 anjakan strategik dan operasi untuk mengubah sistem pendidikan negara.

KEMENTERIAN Pelajaran mengorak pelbagai program memperkasakan pendidikan sebaik sahaja membuka tirai 2012 dengan mengerakkan Pelan Transformasi Pendidikan Vokasional dengan matlamat memberikan wajah baharu dan impak yang lebih berkesan terhadap keupayaan bidang vokasional.

Bertitik-tolak dengan itu, program memperkasakan bidang pendidikan terus digarap dengan kemuncaknya melalui pelancaran Pelan Pembangunan Pendidikan Malaysia (PPP) 2013-2025 yang menggariskan 11 anjakan strategik dan operasi bagi mengubah sistem tersebut.

Lima aspek utama yang disasarkan dalam PPP adalah akses, kualiti, ekuiti, perpaduan dan kecekapan.

Pelan itu turut menyasarkan sifat-sifat pengetahuan, kemahiran berfikir, kemahiran memimpin, kemahiran dwibahasa, beretika dan beragama, serta beridentiti kebangsaan dalam pembangunan para pelajar bagi membolehkan mereka bersaing di peringkat global.

Kementerian Pengajian Tinggi juga tidak ketinggalan mempelbagaikan skop program demi meningkatkan keupayaan mahasiswa dan institusi pengajian tinggi sama ada melalui usahasama pendidikan antara universiti atau memorandum persefahaman melibatkan korporat tempatan serta antarabangsa.

Artikel Penuh: http://www.utusan.com.my/utusan/Pendidikan/20121231/pe_01/Sistem-pendidikan-baharu#ixzz2GmBStuHx
© Utusan Melayu (M) Bhd

2012, Arkib Berita, Forum, Keibubapaan, Keselamatan Pelajar/Kesihatan, Masalah Pelajar, Pembangunan Sekolah, Pendidikan Khas, Rencana

Pusat kreatif anak autisme

29 Disember 2012, Sabtu

Oleh RABIATUL ADAWIYAH KOH ABDULLAH
adawiyah.koh@utusan.com.my

Pusat ini memberi harapan baru buat kanak-kanak autisme.

SEMASA umur Wan Mei (bukan nama sebenar) mencecah 2 tahun, kanak-kanak tersebut didapati masih tidak boleh bercakap mahupun memberi tindak balas apabila namanya dipanggil. Dia hanya terpaku menghadap siaran iklan di televisyen.

Ibunya mengesyaki ada sesuatu yang tidak kena dengan anaknya.

Selepas puas melayari Internet, akhirnya ibunya merumuskan anaknya itu menghidap autisme.

Meskipun sudah berdekad lamanya autisme dikesan di seluruh dunia, ramai yang masih tidak tahu tentang simptom penyakit tersebut.

Ini bukan satu senario baru kerana masih ramai lagi ibu bapa seperti ibu Wan Mei yang tidak tahu mengenai autisme.

Dalam hal ini, ibu bapa yang diuji dengan anak-anak autisme perlu memastikan masa depan anak-anak mereka terbela.

Ramai ibu bapa yang masih tidak sedar sikap anak-anak mereka.

Ada sesetengah kanak-kanak bermain seperti berada di dalam dunianya sendiri. Ada pula yang mendiamkan diri, cepat mengamuk dan terlalu aktif. Apabila berbual, mata mereka akan menoleh ke arah lain dan bukannya kepada si penutur.

Sekiranya anda mempunyai anak yang bersikap sedemikian, anda perlu sedar ada kemungkinan anak ini menghidap autisme.

Sebenarnya, ada banyak tanda lain yang boleh diperhatikan pada anak-anak autisme ini. Sebab itulah, ibu bapa seharusnya memerhatikan sindrom autisme ini. Sindrom ini akan dibawa sehingga dewasa sekiranya ibu bapa tidak memberikan rawatan awal.

Walaupun sehingga kini punca autisme masih tidak jelas, orang ramai perlu tahu bahawa autisme bukanlah penyakit yang berjangkit.

Menyedari keadaan ini, Drypers dengan kerjasama Persatuan Kebangsaan Autisme Malaysia (NASOM) membuka Pusat Khidmat Setempat NASOM di Setia Alam, Selangor.

Pusat ini berperanan menjalankan proses penilaian autisme termasuk perkhidmatan pemeriksaan, penilaian dan diagnosis untuk pelbagai kategori penyakit autisme bagi kanak-kanak.

Masa hadapan

Menurut Setiausaha Lembaga Pengarah Pengurusan NASOM, Cason Ong, dengan setiap satu daripada 88 kanak-kanak yang dilahirkan mengalami autisme, adalah penting agar ibu bapa diberikan maklumat jelas tentang autisme.

“Maklumat ini membolehkan mereka membuat diagnosis, penilaian serta mengambil tindakan tepat seawal yang mungkin, agar anak-anak mereka dapat menjalani kehidupan yang hampir normal pada masa hadapan.

“Pada peringkat inilah penilaian awal amat penting bagi memastikan bahawa mereka mendapat sokongan yang sewajarnya,” ujarnya pada majlis pelancaran pusat tersebut baru-baru ini.

Dalam pada itu, Pengurus Kanan Pemasaran SCA Hygiene Malaysia, Evelyn Chan berkata, Drypers berhasrat melibatkan serta memberi inspirasi kepada ibu bapa melalui pelbagai kaedah lain yang melangkaui hanya sekadar pemakaian lampin.

“Kami percaya bahawa kami berada pada kedudukan yang membolehkan kami menghulurkan bantuan kepada NASOM untuk meningkatkan kesedaran mengenai penyakit ini. Selain itu, kami berharap pusat ini dapat menjadi platform membantu mengetengahkan bakat kanak-kanak autisme. Ini penting untuk memberi mereka harapan hidup seperti kanak-kanak normal lain,” ujarnya.

Drypers turut melancarkan mural dinding yang dipenuhi dengan ucapan selamat dan mesej berinspirasi yang mempamerkan sokongan sepenuh hati kepada semua pengunjung ke pusat tersebut. Luahan tersebut diambil daripada ahli Facebook Drypers dan orang awam.

Artikel Penuh: http://www.utusan.com.my/utusan/Keluarga/20121230/ke_04/Pusat-kreatif-anak-autisme#ixzz2GmAH2gL7
© Utusan Melayu (M) Bhd

2012, Arkib Berita, Pembangunan Sekolah, Sistem

Pelan Pembangunan Pendidikan Malaysia ke Kabinet bulan depan

29 Disember 2012, Sabtu

PUTRAJAYA 28 Dis. – Pelan Pembangunan Pendidikan Malaysia 2013-2025 yang kini di peringkat akhir akan dibentangkan kepada Kabinet dan Majlis Raja-Raja Melayu pada bulan hadapan.

Timbalan Perdana Menteri, Tan Sri Muhyiddin Yassin berkata, pelan komprehensif itu telah mengambil kira pandangan dan cadangan semua pihak yang berkepentingan dengan industri pendidikan negara.

“Semua laporan yang diterima sudah diambil kira dan tidak ada pihak yang terkecuali. Jadi, laporan ini agak komprehensif dan lengkap.

“Tetapi apa yang penting adalah kita akan mulakan pelaksanaan pelan itu tahun depan dengan memberi tumpuan kepada perkara yang telah ditetapkan,” katanya.

Beliau berkata demikian dalam sidang akhbar selepas menyampaikan amanat di Majlis Interaksi Timbalan Perdana Menteri Bersama Pegawai Tadbir dan Diplomatik (PTD) Muda, di sini hari ini.

Pada September lalu, Perdana Menteri, Datuk Seri Najib Tun Razak telah melancarkan Laporan Awal Pelan Pembangunan Pendidikan Malaysia 2013-2025 yang menggariskan 11 anjakan strategik dan operasi untuk menambah baik sistem pendidikan negara.

Laporan awal itu memaparkan visi menyediakan sebuah sistem pendidikan dan menghasilkan pelajar yang diperlukan negara di samping langkah-langkah penambahbaikan untuk mencapai sasaran tersebut.

Ditanya mengenai tuntutan Persekutuan Persatuan-Persatuan Lembaga Pengurus Sekolah Cina Malaysia (Dong Zong), Muhyiddin berkata, pihaknya tidak mungkin boleh memuaskan hati semua pihak.

Artikel Penuh: http://www.utusan.com.my/utusan/Dalam_Negeri/20121229/dn_03/Pelan-Pembangunan-Pendidikan-Malaysia-ke-Kabinet-bulan-depan#ixzz2Gm87K8di
© Utusan Melayu (M) Bhd