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

Stop politicising teaching of English

Thursday November 8, 2012

I CAN’T understand how politicians can play down the importance of the English language in education but yet enrol their offsprings in international or private schools that they can well afford.

Is it simply because they want to have the upper hand over their underlings?

Surely they don’t think the rakyat can be easily hoodwinked again and again.

Stop politicising education and do what’s right for the next generation.

We have already lost two generations due to the change in the medium of instruction from English to Bahasa.

Unless we intend to remain backward and have no plan of advancing towards Vision 2020, we could stay in denial forever.

The world today is borderless and in order to catch up with the rest and progress, we need to think out of the box and advance instead of retreating into our coconut shells.

Unless we are prepared to inculcate meritocracy in education, we will be the laughing stock of the world in the near future.


Batu Pahat

2012, Arkib Berita, Forum, Keselamatan Pelajar/Kesihatan, Masalah Pelajar, Rencana, Surat

‘Being different’ can make you fair game

Thursday November 8, 2012


By Marina Mahathir

Our schools are no longer a safe space for our children because adults have decreed that certain children may be subject to discrimination.

RECENTLY, a 14-year-old boy was set upon by two schoolboys at a bus stop and beaten so badly that he died. His crime? He “walked funny”.

I read this story about this incident in Malacca and my heart bled for every mother involved in this case.

I cried for the mother who lost her only son, and I also cried for the other mothers forced to face the fact that their sons had blood on their hands. All of them must be wondering the same thing: Why?

I can posit a theory why. In our country today, we now have an atmosphere where we do not tolerate anyone different.

Our schools have no longer become a safe space for our children because adults have decreed that certain children may be subject to discrimination.

Indeed, the very people who should be there to protect our children have even put up “guidelines” on which children to pick on. In particular, those boys who don’t seem “boy” enough and those girls who don’t seem “girl” enough.

The result is that our children, taking the cue from adults, thus feel they can pick on any of their schoolmates who fit these “descriptions”, as amorphous as they may be, with impunity.

They know full well that if they did anything to those children, then adults will not only not punish them, they may even praise and reward them.

The lack of outrage that this murder has happened is telling. Are we saying that any boy who “walks funny” is fair game? What other quirk may attract violence?

Bullying has really become an epidemic in our schools. Every week or so, we see reports of all sorts of incidents of bullying, where some schoolchildren pick on others, usually those who are defenceless and weak. Or children who become so scared to go to school that they become very stressed out, even sometimes to the point of suicide.

Yet so little is being done to stop these incidents. We don’t even seem interested to know why they happen.

Are our schools over-crowded? Do our kids think of schools as safe spaces or as battlefields that they have to negotiate every day? How does any child learn anything if they are scared of school?

Bullying does not happen in a vacuum. Children learn from adults. If they see adults using bullying as a way of exercising power, then that is exactly the type of behaviour they will emulate.

There is no shortage of bully power in the adult world around them, so why should we be surprised that children become bullies?

A friend I know told the story of how he was bullied at school just because he had slit eyes and was mistaken for another race. Where would children get the idea that this is acceptable?

Bullying is also a form of self-protection. If a child perceives that certain physical traits or behaviours are likely to attract the attention of bullies, what better way to deflect attention and at the same time protect himself or herself than by becoming a bully as well?

Has the Education Ministry come up with any guidelines on the prevention of bullying in school?

It must start with defining what bullying is and making it clear that all forms of bullying, whether physical, verbal or emotional, is unacceptable. And that it is not to be tolerated, whether it is by students or teachers.

But then adults often face bullying in the workplace, which sometimes comes in the form of sexual harassment, yet we still do not have a law against it.

So how can we hope to deal with it in schools when we won’t deal with it in adulthood? I think it is high time the most impacted people fought back. That’s schoolchildren and mothers. School­children should form anti-bullying clubs in schools to find ways to deal with the issue, both to prevent it and to protect one another.

Instead of always having teachers advise them what to do, they should come up with the solutions themselves because only they know what an unsafe school atmosphere feels like. There are NGOs that can facilitate this.

Mothers should start a new movement called something like Mothers Against Bullying.

We love our children and don’t want them to suffer in school, so we need to take action. We need to show our children that their safety and well-being at school is our concern, not just their grades.

Mothers have to demand this before more of our children are hurt or killed.

But the best prevention really is a social environment that is understanding, tolerant and respectful of differences. Do we have that these days?

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

Lack of transparency in transfer system

Wednesday November 7, 2012

I AM a graduate teacher (Grade DG 44) and am currently teaching in a secondary school on Penang Island.

I have been teaching in the state for 16 years.

In September, I requested for a transfer to my hometown in Selangor (Petaling Utama district) to be with my family and also to look after my parents who are advancing in age, but it was denied.

In the Education Ministry we are supposed to use the online system e.g. Tukar. I am frustrated as there is a lack of transparency in the system.

The officers handling these requests go into hiding or avoid meeting teachers to explain why the transfer requests were rejected.

Appeals also go unheeded.

I should think that asking for a transfer after 16 years teaching in the same state should be an easy process.

I would like someone from the ministry to take note of my frustration because I am one of many hundreds in the same situation.

There should be transparency in the civil service.

The grievances of the rakyat should be addressed. For your information, this is the fifth year I am asking for a transfer.



2012, Arkib Berita, ICT/Teknologi, Inovasi, IPT, Rencana

UNIMAS menang 16 anugerah reka cipta

7 November 2012, Rabu

KUCHING 6 Nov. – Universiti Malaysia Sarawak (UNIMAS) sekali lagi mengharumkan nama Malaysia di peringkat antarabangsa apabila meraih 11 pingat emas dan lima anugerah khas pada Pameran Reka Cipta Britain (BIS) 2012.

Dalam kenyataan di sini hari ini, UNIMAS berkata, kejayaan ini memberi perangsang dan motivasi kepada para penyelidiknya untuk terus maju dalam bidang penyelidikan.

“UNIMAS berharap hasil reka cipta ini akan membuka ruang kepada kemungkinan ia dikomersialkan untuk menjana pendapatan bagi universiti ini dan meletakkan UNIMAS pada kedudukan lebih tinggi dalam kalangan institusi pengajian tinggi di Malaysia,” kata kenyataan itu.

BIS 2011 yang berlangsung di London dari 24 hingga 27 Oktober lalu, dianjurkan British Inventors Society (BIS) dan mempamerkan hasil ciptaan pereka cipta, pencipta pembaharuan, ahli akademik, institusi penyelidikan dan usahawan terkemuka dari seluruh dunia.

Delegasi UNIMAS ke BIS 2012, yang diketuai naib canselor Prof. Datuk Dr. Khairuddin Ab. Hamid, mempamerkan 11 ciptaan dan meraih lima anugerah khas, dengan satu daripadanya yang bertajuk Wearable Sleeping Bag, ciptaan kumpulan diketuai Norhayati Suleiman, memenangi satu Diamond Award, satu Double Gold dan Romania Diploma Certificate Award.

Dua lagi Double Gold Award dimenangi projek yang diketuai Dr. Edmund Ng Giap Weng dan Prof. Madya Dr. Nazlina Shaari melalui penyelidikan bertajuk Mobile ARUT Android Browser Version 1.0 dan Eco-Modarnt:Utilizing Sago Effluent for Natural Dye Process.

UNIMAS juga memenangi pingat emas melalui projek yang dihasilkan Prof. Dr. Khairul Aidil Azlin Abdul Rahman bertajuk Bio Bamboo Car Accessories and i-Bamboo Veneer; projek Prof. Madya Dr. Nazlina Shaari (Eco-Modarnt:Utiling Sago Effluent for Natural Dye Process) dan projek Prof. Madya Dr. Zainab Ngaini (Fire Resist Sound Absorbing Sago Panel and Silcat:Biocatalyst for Biodiesel).

Pingat emas lain dimenangi melalui projek Dr. Edmund Ng Giap Weng (Mobile Augmented Reality Solat System and Mobile ARUT Android Browser Version 1.0); projek Prof. Madya Dr. Lo May Chiun (TourScape: An Integrated Systematic Approach to Manage Tourism Destinations); projek Dr. Azham Zulkharnain (Just add Water-Chemical Assay Kit); projek Norhayati Suleiman (Wearable Sleeping Bag) dan projek Mohd. Razali Othman (ENAICMS-Counselling Management System). – BERNAMA

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

Pelajar belum biasa sistem modular

6 November 2012, Selasa

KUALA LUMPUR 5 Nov. – Pelajar tingkatan enam yang menduduki peperiksaan Sijil Tinggi Persekolahan Malaysia (STPM) menerusi sistem modular dilihat memerlukan lebih masa untuk membiasakan diri dengan sistem baharu itu.

Tinjauan Utusan Malaysia di Sekolah Menengah Kebangsaan (SMK) St. John mendapati, rata-rata pelajar mengakui sistem itu menyebabkan mereka perlu menukar cara belajar dan berusaha lebih gigih menghabiskan sukatan pelajaran mengikut penggal persekolahan.

Menurut Guru Pengajian Am SMK St. John, Mohd. Latun Nordin, penyebab pelajar sukar membiasakan diri dengan sistem baharu itu antaranya kerana masih terikut- ikut dengan sistem terminal sebelum ini.

“Mereka yang masih biasa dengan sistem terminal lebih cenderung belajar pada saat-saat akhir, jadi mereka tidak akan sempat menguasai sukatan pelajaran sebelum peperiksaan pada hujung setiap penggal.

“Jika mereka tidak ubah cara belajar mengikut keperluan sistem modular, saya percaya mereka akan menghadapi kesukaran untuk cemerlang dalam STPM,” katanya ketika ditemui di sini hari ini.

Di bawah sistem modular yang dilaksanakan bagi sesi 2012/2013 itu, pelajar tingkatan enam akan menjalani pengajian tiga penggal untuk mengumpul mata sebelum diterima melanjutkan pelajaran ke institusi pengajian tinggi mengikut sistem merit.

Sebanyak 67,202 calon terlibat dalam peperiksaan STPM di 771 pusat peperiksaan di seluruh negara bermula hari ini sehingga Khamis ini dengan menggunakan sistem baharu itu.

Bagi calon STPM, Mohammad Yusri Azis, 19, walaupun masih belum dapat membiasakan diri dengan sistem berkenaan namun usaha kerajaan itu masih dianggap baik.

“Sistem ini bagus, memudahkan pelajar untuk belajar secara sistematik dan tidak membebankan pelajar dengan hanya perlu fokus terhadap sukatan pelajaran yang dibahagikan kepada tiga penggal,” katanya.

Pelajar Tingkatan Enam Kemanusiaan Dua Program Pendidikan Khas Integrasi ini turut mencadangkan agar masa tambahan diberikan kepada pelajar pendidikan khas memandangkan mereka memerlukan kemudahan lain bagi menjawab soalan peperiksaan.

Rakannya, Lim Teck Zhao, 18, yang bersetuju dengan pendapat Mohammad Yusri berkata, lanjutan tempoh menjawab soalan bagi pelajar pendidikan khas dapat memudahkan mereka menjawab soalan peperiksaan berdasarkan sukatan pelajaran yang agak padat terutamanya pada penggal pertama persekolahan.

“Kami menjawab dalam format berbeza, saya rasa tidak salah sekiranya pihak kementerian dapat membuat pertimbangan bagi membantu pelajar seperti kami,” katanya.

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

Pastikan Susu 1Malaysia sampai ke pedalaman

6 November 2012, Selasa

Mohd. Afizi Mohd. Ross (berdiri tengah) bersama Penyelia Hal Ehwal Murid Pejabat Pendidikan Daerah Klang, Mohd. Tukipon Zahlan (kiri) dan Guru Besar SJK (C) Keng Chee Pulau Ketam, Soh Swee Koon (kanan) bersama murid-murid sekolah tersebut menunjukkan susu Dutch Lady dalam lawatan pengagihan ke sekolah Program Susu 1Malaysia di SJK (C) Keng Chee Pulau Ketam, Klang, Selangor, semalam.

PELABUHAN KLANG 5 Nov. – Jarak dan kepayahan untuk berinteraksi dengan dunia luar bukan alasan untuk menghalang masyarakat daripada menerima setiap bantuan daripada kerajaan.

Perkara tersebut termasuk usaha kerajaan untuk memastikan pelaksanaan penghantaran bekalan Program Susu 1Malaysia (PS1M) ke sekolah-sekolah di kawasan luar bandar dan juga ke kawasan pulau dilakukan dengan sebaik mungkin.

Ini terbukti apabila pengamal media dibawa ke Sekolah Jenis Kebangsaan Cina (SJKC) Keng Chee di Pulau Ketam di sini untuk melihat sendiri bagaimana bantuan tersebut diagihkan kepada murid-murid di pulau tersebut.

Meskipun perjalanan kira-kira 45 minit dari jeti Pulau Ketam ke sekolah berkenaan tidak dianggap mengambil masa yang lama, usaha para petugas untuk menghantar bekalan susu tersebut tetap berhadapan risiko kerana pelbagai kemungkinan boleh berlaku ketika meredah lautan.

Pengurus Hal Ehwal Korporat Dutch Lady Malaysia, Mohd. Afizi Mohd. Ross berkata, pihaknya berusaha sedaya upaya untuk menghantar stok PS1M ke setiap sekolah termasuk sekolah di luar bandar seperti SJKC Keng Chee.

Beliau berkata, jarak dan masa bukan penghalang kepada Dutch Lady Malaysia yang kini merupakan salah satu daripada empat pembekal utama PS1M di seluruh negara.

“Tiada masalah bagi kami untuk memastikan bekalan sentiasa mencukupi, melalui PS1M murid-murid dibekalkan dua kotak susu dalam tempoh seminggu sepanjang musim persekolahan.

“Di bawah program ini, kami telah mengedarkan kira-kira 12.5 juta kotak susu kepada 1,400 buah sekolah membabitkan 297,000 orang murid di kawasan Kuala Lumpur, Selangor, Pulau Pinang dan Melaka,” katanya kepada pemberita selepas mengagihkan bekalan PS1M ke SJKC Keng Chee di sini hari ini.

Selain menghantar bekalan PS1M, Dutch Lady Malaysia turut menjalankan tanggungjawab sosial korporat (CSR) dengan mengadakan ceramah pendidikan nutrisi pemakanan kepada 106 murid di sekolah berkenaan.

Menurut Mohd. Afizi, antara tujuan utama pelaksanaan PS1M adalah untuk melahirkan generasi baru yang lebih kuat, tegap dan cergas.

Katanya, bekalan susu ke setiap sekolah terutamanya melibatkan produk keluaran Dutch Lady Malaysia yang diperkenalkan sejak dua tahun lalu dijamin selamat oleh kerajaan dan terbukti tidak mendatangkan kemudaratan kepada kesihatan murid-murid.

2012, Arkib Berita, Forum, Keselamatan Pelajar/Kesihatan, Masalah Guru, Masalah Pelajar, Pembangunan Sekolah, Pendidikan Awal, Rencana, Surat

Preschool paradigm

02 November 2012 | last updated at 11:20PM

Standard assessment will improve every facet of early education

DECEMBER is fast approaching; by which time, 20,000 trained early education teachers would have entered the job market. Holding diplomas in early education, they will bring a new approach to the nurturing of young minds. This should be a boon to an educational level thought, thus far, to be more play than learn and to ensure good physical care. In the past, school activities such as reading and writing at this stage was viewed more as a bonus than a need. Today, that perception is obsolete and intellectually children should be stimulated as early as is practicable. Towards this end, this educational sector will be restructured accordingly to secure the quality looked for.

Teachers are, of course, the main target if preschool education is to be improved. Those already in the system and those aspiring to join what is an admirable calling will be given a leg up by the government. They can now apply for financial assistance from the National Higher Education Fund Corporation (PTPTN) to pursue relevant courses. Increasing the intellectual input alone will not, however, quite achieve the desired objective. What the government proposes to do, as announced by the deputy prime minister, is to better every facet of early education through a standard assessment by the Education Ministry. The aim is to provide a system of accreditation — not a means of persecution — so that preschoolers receive the kind of quality education that “encourages mental and holistic development”.

One aspect that was discussed through a lab exercise was the needs of disabled children so that the findings could be included in the Malaysia Education Blueprint 2013-2025 preliminary report. In this respect, caregivers and teachers are important in identifying the cases to enable early intervention. Consequently, improving the training curriculum of teachers becomes an imperative. While disabled children require special attention, all children in their care need early scrutiny, for these are the most formative years of a human being. It will shape their perceptions towards school and education, and in the long run, determine the future quality of Malaysia’s human capital. It is, therefore, essential that teachers are competent to assess whether their charges have had a typical or an atypical development from aspects such as cognitive, social and emotional, language, play and perceptual. Building and expanding the skills of teachers is a necessary follow-up to the paradigm shift in early education that is being officially put in motion. And, one academic discipline that will serve to enhance a preschool teacher’s skill would be child psychology, given the desire for early intervention. After all, handicaps come obvious and hidden.