Perpaduan, Program

Karnival Sedekad pupuk budaya keusahawanan, tambah dana sekolah

SEKOLAH Menengah Kebangsaan (SMK) Bukit Jelutong, Shah Alam, Selangor menganjurkan Karnival Sedekad ulang tahun pertama sempena sekolah itu bagi memupuk budaya keusahawanan di samping mengutip dana tabung sekolah.

Pengetuanya, Aishah Sidan berkata, karnival ini diadakan untuk memupuk semangat kerjasama di kalangan murid dan mengumpul dana bagi membina bumbung tapak perhimpunan sedia ada.

”Hal demikian kerana pada masa sekarang, sekolah tidak mempunyai dewan atau tempat perhimpunan yang berbumbung untuk menampung bilangan murid yang semakin ramai,” katanya ketika ditemui Utusan Malaysia dalam majlis sambutan karnival tersebut baru-baru ini.

Ketika ini murid sekolah berkenaan adalah berjumlah 1,920 orang.

Karnival yang dianjurkan dengan kerjasama Persatuan Ibu Bapa dan Guru (PIBG) sekolah itu padat dengan pelbagai aktiviti seperti 50 gerai jualan, permainan sukan air, permainan permotoran, acara melukis dan aksi persembahan haiwan eksotik.

Selain PIBG, karnival itu turut mendapat kerjasama agensi penguatkuasaan kerajaan yang membuka gerai pameran antaranya termasuklah Agensi Antidadah Kebangsaan dan Polis Diraja Malaysia.

Kemuncak acara sambutan karnival adalah majlis makan malam yang dihadiri bekas-bekas pengetua dan alumni murid yang telah cemerlang dalam akademik.

Sepanjang sepuluh tahun penubuhannya, SMK Bukit Jelutong tersenarai antara lima sekolah menengah terbaik di Selangor dalam pencapaian keputusan peperiksaan Penilaian Menengah Rendah (PMR) dan Sijil Pelajaran Malaysia (SPM).

Sementara itu, Yang Dipertua PIBG, Rohyzam Merican berkata, usaha yang dilakukan oleh pihak sekolah sentiasa mendapat sokongan dan kerjasama daripada ibu bapa khususnya PIBG sekolah.

”Apa yang menarik, gerai makanan dan minuman diusahakan oleh murid sepenuhnya manakala guru pula hanya menjadi pembimbing serta penasihat mereka.

”Usaha ini secara tidak langsung membantu murid dalam mengurus dan memahami selok-belok perniagaan serta membantu mereka menguasai bidang keusahawanan,” ujarnya.

Artikel Penuh:
© Utusan Melayu (M) Bhd

2012, Arkib Berita, Forum, Pembangunan Sekolah, Perpaduan, Rencana, Surat

EDUCATION: Don’t ignore segregation issue

Email    Print

08 October 2012 | last updated at 07:41AM

By Alkut, Kota Baru, Kelantan |



THOUGH much has been said about the advantages and academic achievements of Chinese vernacular schools, we must not ignore the fact that these schools segregate, intensify racial stratification and are a form of apartheid that separates our young.


There has to be a conscious and manipulated effort by schools and parents to encourage interracial ties among children.

1 / 1

These schools are a setback to national integration and nation-building and need to be more interracial.

Our children are not interacting with the other races. Some will go on living their whole lives without making a single friend from another race.

We need to catch them when they are young by manipulating and structuring interracial contacts in schools.

The oft-mentioned robust statistics to portray Chinese schools as a growing and popular option for many Malay parents these days should be seen in its proper light.

For one, most of these schools are located in the big towns and though some Malay parents might prefer these schools for personal reasons, by and large, many do so out of convenience.

In fact, the presence of a number of Malay pupils in some Chinese schools does not automatically make it “multiracial”.

The chances are, these schools only give an outward appearance of friendship and illusion of meaningful racial contact without actually having it.

Simple exposure does not denote integration.

There needs to be a conscious, manipulated effort on the part of schools and parents to make them interact. Otherwise, race will still determine the pupils’ choice of friends.

In a multiracial and multicultural nation like ours, this should be our first priority. It is really unreasonable for us to talk about the revamp of the education system without considering the tremendous, long-term impact of segregation of the schools on our children.

Most of our politicians avoid race issues but some are two-faced — singing a different tune when they are with their own race and another when they are with the other races.

We keep sweeping the dust under the carpet, avoiding the fundamental issue which, one day, will rear its ugly head again and strike with unimaginable, destructive force.

Most of our neighbouring countries that were faced with almost similar issues have tackled it in a most amicable way.

In Thailand, for instance, the Chinese have long been assimilated and accepted into main-stream society as they share similar religious beliefs with the Thais, in addition to the fact that there are hardly any Chinese-medium schools there.

In Thailand, at present, Chinese-medium schools account for less than 0.1 per cent of all schools.

A similar scenario exists in most other countries in Southeast Asia nations. However, we should respect and take into account provisions in our Federal Constitution and Education Act, though the question of segregation still begs for an answer.

A case in point is the much-talked about race imbalance in our civil service and inequality in the commercial sphere. The root causes of these might have their humble beginnings in the segregated schools.

Socioeconomic segregation, for example, could be partly the indirect result of segregated schools. In fact, segregation may even compound the existing social and economic inequalities.

Many Malays, for example, are unable to enter and compete successfully in the commercial and business sectors because they do not speak Chinese, have no Chinese friends in the right places or the support of the Chinese social network.

For the most part, they were separated from the Chinese community and their formative years were spent in national schools and within a community that did not prepare them for the commercial world.

Given the current constraints, the best option would be to make our schools more multiracial.

We need to change the racial compositions of Chinese, Tamil and national schools so that our children would be forced to interact.

This can be difficult as schools are situated within communities and the racial patterns are likely to be reflected in these schools.

This type of desegregation of schools, if carried out, can only be done through enforcement of the law.

In big cities and other areas where the demography permits, designated areas with an equal composition of the races should not be allowed to enrol more than 50 per cent of any ethnic group in a school.

This might limit the desire of many Chinese and Malay parents to enrol their children in their school of choice, but in the long run, it would be a better option for national integration.

To promote this, the government should give these parents incentives, such as tax cuts or even monthly monetary reimbursements.

In such schools, the racial composition of teachers, pupils and administrators should be balanced, with an all-round support for interracial mixing.

Cooperative interdependence should be fostered in the classroom and common goals set in sports, co-curricular activities, social projects, assignments, musical shows, dramas and other presentations.

All these activities should be manipulated with an eye towards more informal race contacts and integration.

The law, government agencies, mass media, religious bodies and non-governmental organisations should also assist with integration, making the public aware of the dangers of segregation.



Read more: EDUCATION: Don’t ignore segregation issue – Letters to the Editor – New Straits Times

2012, Arkib Berita, Forum, Pembangunan Sekolah, Perpaduan, Program, Rencana

‘School Life’ is people’s choice

Email Print 21 September 2012 | last updated at 12:37AM

By Desmond Davidson | 0 comments!/image/image.jpg_gen/derivatives/landscape_454/image.jpg

‘SMILES OF UNITY’: Form 6 students win Sarawak short film competition

Students of SMK Green Road, Kuching, showing their first prize certificate after winning the ‘Smiles of Unity’ short film competition organised by Yayasan Perpaduan Sarawak, while Dayang Maani Zuriah Abang Othman bagged the top prize for the ‘Heritage of Unity’ design contest. Pix by Azahan Rosli
1 / 1
KUCHING: A FILM directed and acted by a group of students portraying their life in school and aptly titled School Life was the people’s choice to win the first prize in the “Smiles of Unity” short film competition organised by the Yayasan Perpaduan Sarawak.
The film, directed by Kelvin Tan Kian, and featuring him and his Form Six SMK Green Road class and schoolmates — Kartina Asrina Kamaruddin, Bong Chin Pok, Chua Tao Phiaw, Eshwari Priya Ravindra and Dideana Thompson — picked up the most votes at the public screenings in Sibu and Miri in July, and here earlier this month to win the RM11,000 first prize money.
Tan, who received his prize money from Chief Minister Tan Sri Abdul Taib Mahmud at Wisma Bapa Malaysia on Tuesday, said he would like to emulate his favourite director, the late Yasmin Ahmad, in producing heart-warming videos.
“After Form Six, I will try something new and different. Yasmin Ahmad has inspired many through her heart- warming videos and I would like to be like her.”
Tan entered the competition as he thought it was a great opportunity for him and his friends “to remind everyone that we are very lucky to be living in Sarawak because of the multiracial society that gets to celebrate so many festivals each year”.
School Life is about the life of students in SMK Green Road here celebrating various festivals through a witty sing-a-long music video type of film.
The films Rojak and Si Kucing won second and third prizes respectively.
Meanwhile, a graphic design student at Swinburne University of Technology, Sarawak campus, here, Dayang Maani Zuriah Abang Othman, 20, and her design of three-coloured balloons in one hand beat 73 entries to win the “Heritage of Unity” design competition and RM10,000 prize money.
She said balloons were usually associated with celebrations and implied that unity was a precious heritage of Sarawak that people should always celebrate, while the colours signified the diversity of Sarawak’s cultural heritage.
“I have learned so much from this competition. It helped me become more appreciative of Sarawak. The unity among Sarawakians is something not many places have.”
Tang Sing Moi bagged second place, James Sim, third, and Benny Dieh, fourth.
The competitions were opened to Sarawak youths between the ages of 18 and 35.

Read more: ‘School Life’ is people’s choice – General – New Straits Times

2012, Aliran, Arkib Berita, Forum, Pembangunan Sekolah, Perpaduan, Rencana, Sistem, Surat

Encourage school children to mix freely

Tuesday February 28, 2012

The Education Ministry and parents play important roles in encouraging and inculcating positives values of unity among the young ones.

Sport has a common purpose to integrate all races through the 1Malaysia concept as a tool to foster national unity. Two years after its inception, it is obvious that certain segments of the society are still skeptical whether the 1Malaysia concept and principles are achieving the desired objectives.

Separate language streams in primary school hamper interaction among the various races in education and sports. The Education Ministry must introduce new policies, programmes and activities involving students and schools to give the children the opportunity to interact with each other and so understand each other better.

Without a doubt the envisioned “One school system for One Malaysia” is the key to national unity through the young children of today. Having children under one roof of different races, religions and cultures in one system from kindergarten to tertiary level will encourage them to interact freely and foster greater understanding, respect and acceptance of one another. It must be made mandatory in schools for students of the various races to sit side by side and support one and another through group activities.

By instilling the values of respect and love, relationships among the races can blossom.

Teachers and politicians should refrain from, nor harp on, sensitive issues and incidents of intolerance in the school system but must respect our differences and accept and cherish each others’ backgrounds and religions.

Programmes that foster Malaysians to see themselves as Malaysians first must be encouraged rather than those that focus on the respective ethnic groups.

Rukun Tetangga and National Service are popular remedial programmes for racial integration and can bond the various races.



2012, Arkib Berita, Pembangunan Sekolah, Perpaduan

Persefahaman mula di sekolah

Rabu , 22 Februari 2012

Oleh Shaarani Ismail

MUHYIDDIN beramah mesra dengan pelajar pada   pelancaran Minggu Keharmonian Antara Penganut Agama Sedunia Peringkat Sekolah di Petaling Jaya, semalam.

MUHYIDDIN beramah mesra dengan pelajar pada pelancaran Minggu Keharmonian Antara Penganut Agama Sedunia Peringkat Sekolah di Petaling Jaya, semalam.

Murid mesti dididik pentingnya menghormati masyarakat majmuk

PETALING JAYA: Langkah mewujudkan persefahaman yang lebih mendalam mengenai pentingnya menghormati antara satu sama lain walaupun berbeza agama, haruslah bermula pada peringkat sekolah, kata Tan Sri Muhyiddin Yassin.


Timbalan Perdana Menteri berkata, negara dapat menjana kekuatan lebih besar pada depan apabila rakyat tidak melihat kelainan dan perbezaan antara satu sama lain.


Muhyiddin yang juga Menteri Pelajaran berkata, langkah itu akan membolehkan warga pendidik, guru, ibu bapa dan pelajar mengutamakan kepentingan untuk tidak menyentuh dan menghormati sensitiviti kaum lain.

“(Sebaliknya) kita menghormati kelainan kita, menerimanya sebagai suatu warisan yang kita hargai yang mungkin tidak banyak terdapat di negara lain seperti Malaysia.

“Ada negara yang mempunyai satu agama tetapi mempunyai pelbagai puak, bergaduh dan berperang sesama sendiri,” katanya.

Beliau berkata demikian pada majlis pelancaran Minggu Keharmonian Antara Penganut Agama Sedunia Peringkat Sekolah di Sekolah Menengah Kebangsaan Sri Aman, di sini, semalam.
Hadir sama Menteri di Jabatan Perdana Menteri, Tan Sri Dr Koh Tsu Koon dan Ketua Pengarah Pelajaran, Datuk Seri Abd Ghafar Mahmud.

Muhyiddin berkata, matlamat negara adalah untuk terus mewujudkan persefahaman dan mewujudkan perpaduan bagi memastikan Malaysia mampu menjadi negara yang maju.

Katanya, Malaysia berjaya mencatat pelbagai kemajuan yang besar dan tinggi hasil daripada kerjasama semua bangsa dan penganut agama di negara ini.

“Sama ada kita Islam, Hindu, Buddha, Kristian dan sebagainya, kita dapat terima ini sebagai kepelbagaian dan Malaysia menjadi maju kerana kita berjaya wujudkan suasana yang sebegini.

“Justeru, kita mahu suasana ini kekal dan dapat diterjemah dalam bentuk yang lebih konkrit, maka kita akan dapat menentukan perkara yang lebih utama dalam aspek pembangunan, pendidikan, ekonomi, sosial serta aspek politik,” katanya.

2011, Arkib Berita, Keibubapaan, Pembangunan Sekolah, Peperiksaan, Perpaduan, Sistem, Subjek

Parents: Integrity will create confidence in system

Friday, December 30, 2011

KUALA LUMPUR: Teachers must be ready, objective, independent and professional when they execute the national level school-based assessment (SBA) system to replace Penilaian Menengah Rendah (PMR) starting next year.

Praising the Education Ministry’s move to abolish PMR, Parent Action Group for Education (Page)  president Datin Noor Azimah Abdul Rahim said parents must be assured that the SBA would not be subject to  “the whims and fancies  of the teachers”.

“For SBA to be successful, teachers must exhibit the utmost level of integrity so that parents will have confident in the system,” she told the New Straits Times yesterday.

Noor Azimah was upbeat that more parents would be involved in their children’s learning proces under the SBA, which would require strong cooperation between parents and teachers.

She said it would be crucial for students to utilise both teachers and their parents in their learning process.

“Parents should be able to guide their children when they are at home

In this respect, she said it was important that the syllabus, the lesson plan, targets and goals were set early and that  students and parents had access to them.

“The new assessment system will rely on the students’ day-to-day performance, which will lead to consistent and effective learning experiences.”

She said the move to abolish PMR reflected the ministry’s sensitivity by taking into account  parents’ views on their children’s education development.

After finding the current learning system to be too exam-oriented, the government decided to have only one public examination, allowing teachers and students to focus on improving the latter’s creativity, communication skill and co-curricular activities as well as sports.

On the government’s decision to replace the teaching of Mathematics and Science in English with the “Upholding the Malay Language and Strengthening the Command of English” system, Noor Azimah believed a combination of the two systems would be more effective.

She said unless people had the right attitude towards learning, the government’s efforts to improve the education system would be futile.

“In this  era of information technology, we are surrounded by knowledge and the best way forward is to have the right attitude”.

Read more: Parents: Integrity will create confidence in system – General – New Straits Times

2011, Aliran, Arkib Berita, Forum, Pembangunan Sekolah, Perpaduan, Rencana, Sistem

Gauging our social health

Sunday October 30, 2011


HOW can we achieve national unity by 2020, when we are yet to have a single-stream school system?

This loaded question came up right after Universiti Kebangsaan Malaysia’s Institute of Ethnic Studies founding director Prof Datuk Dr Shamsul Amri Baharuddin had delivered his lecture on “Cohesion in Diversity”.

In this desire for unity, we may have this unattainable idealistic idea that everyone must be the same. — Prof Datuk Dr Shamsul Amri Baharuddin

Rather than providing a neat answer, Prof Shamsul Amri’s reply served more to reveal the way we perceive the concept of unity.

“When some of us talk of unity, the implicit meaning is that unity equals uniformity; meaning that we want ‘one race, one language, one country’.

“In this desire for unity, we may have this unattainable idealistic idea that everyone must be the same.

“I think that if we can admit to our differences, then we can start talking about where we have common ground… and how we can live with our differences,” he said.

Adding that these differences exist beyond ethnic lines alone, he said: “We have so much diversity within races as well — at the age of 10, I was told to not marry a Kelantanese woman, because they only cooked sweet food!”

The lecture was part of the Distinguished Professor Leadership Lecture Series organised by the Higher Education Leadership Academy.

Prof Shamsul Amri is one of the three academics who currently hold the title of Distinguished Professor. The other two are Prof Tan Sri Mohd Kamal Hassan of the International Islamic University Malaysia and Universiti Malaya’s Prof Dr Lai-Meng Looi.

Created by the Higher Education Ministry last year, the award recognises academics who have made exceptional scholarly contributions to their fields of study as well as the country as a whole.

Being a professor of Social Anthropology, Prof Shamsul Amri’s main focus in his lecture was the need to recognise the unique nature of Malaysia’s ethnic relations.

“While we are still working towards unity, what we enjoy right now is social cohesion,” he said.

“We can still talk about things; if we are not in this mode (of social cohesion), then we would be rushing to stockpile food for fear of what may happen tomorrow.”

To highlight this ability to share and discuss problems openly, Prof Shamsul Amri used the example of the ubiquitous locale of popular discourse – the mamak stall.

“If you’re unhappy with (the state of) the country, you go to the mamak shop to talk; you are happy, the mamak is happy, everyone is happy. We talk and talk, and after that walk away to enjoy the rest of the day,” he said.

In another illustration, he explained that “talk” in itself was an important process of establishing unity.

“A Parent-Teacher Association conveyed to the Education Minister their concerns over racial polarisation at their school in Klang.

“The ministry then created a committee to look into it, and it took almost a year for a report on the issue.

“But by then, the school had resolved the matter through their own discussions. For me, this is an example of how the process of answering a question can be a solution in itself,” he said.

During the question and answer session, Prof Shamsul Amri reiterated that “diversity” also meant including the spectrum of political and idealogical views present in society.

“In a democracy, the majority already rule, so there is an obligation to allow the minority to speak up — the question is whether we give them (the minority) the space to do so.

“I think we are beginning to allow this space, as the Government is realising that they don’t know everything and social media has allowed more people to voice their views.

“‘Oppositionism’ can be either to provoke conflict or to improve an idea, and I don’t think that people generally disagree for the sake of opposing — they are just trying to add to the discussion,” he said.

He added that Malaysia’s journey towards unity has “not been plain-sailing” and social research and development is crucial for the future of the country.

In this regard, the National Science and Research Council, under the Science, Technology and Innovation Ministry, has formed a sub-committee to study seven key areas of research.

“Among these areas are economy and quality of life, security, ethnic relations, social problems as well as youth and the future,” shared Prof Shamsul Amri.

“This will be valuable for gauging the ‘social health’ of the country, like how the Malaysian Institute of Economic Research provides feedback on our economic health.

“We always talk about political leaders and political parties, but not about the average Malaysian – whom everyone’s only interested in every five years during elections.

“That’s not fair; we have to study our everyday relationships — we have a really unique experience here that we can share with the world,” he said.