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Subscribe in a reader | Subscribe to poobalan.com by Email The Mind and IGAUPM is organising a Higher Education Seminar on 10th January 2008. I think it will be a good place for students and parents alike to get information and exposure to the education industry and career prospect.
For more details, visit its website at:
| Subscribe in a reader | Subscribe to poobalan.com by Email After the final round table discussion on medium of instruction for Science and Maths today, we hear the Deputy Minister saying that seven proposals were put forward after the fourth round table, while stressing that nothing is finalised:
1. Stick to Mathematics and Science in English
– this is an acceptable solution, which I prefer.
2. revert to Bahasa Malaysia.
– this will be the alternative, but something that may not benefit in the long run.
3. let the primary schools teach in mother tongue and secondary in English.
– this is not an good idea as students and teachers will be burdened with unnecessary translation work.
4. let the primary schools decide for themselves
– this is a potential disaster in waiting. There will be logistics nightmare, and possible change of heart by the schools on their whims and fancies.
5. Mathematics and Science be taught in Bahasa Malaysia and mother tongue for Years One to Three and in English from Year Four onwards.
– another no-no. Better just stick to one language, not mix and create rojak culture.
6. a combination of mother tongue in the first three years and a choice of that (mother tongue) and English from Standard Four to Six and full use of English at the secondary level
– somehow acceptable, but still something that burdens students and teachers, and hard to monitor. This seems to be a proposal that is set to appease all stakeholders.
7. the two subjects would not be taught in the Years One to Three and instead be integrated into other subjects.
– A solution that aims to push the problem under the carpet in the expense of the students. So, what will happen to the students when the enter Year Four? What language would they use?
The analysis of UPSR results for the group that studied the subjects in English for six years showed that:
Overall, the trend has been positive. Pupils have actually done marginally better in many instances. More pupils in both urban and rural schools scored A, B and Cs in the two subjects.
Even their performance in the English language has shown a rather big improvement of 4.4% while the performance in Bahasa remained stable, said director-general of education Datuk Alimuddin Mohd Dom who presented the analysis.
Another encouraging sign was that the number of pupils opting to answer the two subjects in English had increased significantly, reflecting greater confidence in using the language.
In Tamil vernacular schools (SJKT), 62.76% of pupils answered in English for Science and 89.11% for Science.
The scenario was completely different in Chinese national-type schools (SJKC) though. Only 2.86% answered in English for Science and 1.29% for Maths.
Looks like the Tamil schools can easily adapt, but the Chinese school students are not so.
Personally, I believe its good to teach the subjects in English to maintain continuity in higher levels. The students still learn about language and culture in their vernacular environment. So, its not much of a threat. However, it will be an icing on the cake if a subject like “Tamil/Chinese/Malay in Science and Maths” is introduced as a chapter (or few chapters) in language class so that students are exposed to the terms in their mother tongue.
| Subscribe in a reader | Subscribe to poobalan.com by Email I’m confused. How can a school be vernacular if every subject except the vernacular language is taught in non-vernacular language?
Did I understand Mukhriz correctly? Well, his boss said that it was misinterpreted.
Hishammuddin Hussein explained that Mukhriz was misinterpreted when he stated in Parliament on Monday that vernacular and mainstream schools should be integrated into one system.
He pointed out that Mukhriz’s comment on the ‘schools under one system’ was made polemic by certain irresponsible quarters claiming that Mukhriz had incited racial sentiments.
The minister explained that the education system has two streams, one made up of mainstream schools and another which comprises Chinese, Tamil, mission and religious schools.
He said the profile of students in vernacular schools goes beyond a single race and religion, as children of other faiths also attend such schools.
“The motive of the statement was to encourage solidarity but we link it to racial incitement … when there are two streams of schools that cross all religions, it is not possible to misinterpret (what Muhkriz, right, said) in such a manner,” Hishammuddin told a press conference at the Parliament lobby.
“I am of the opinion that the one system suggestion is something that has been discussed since Independence and it is an idealistic notion … but looking at our historical context we have maintained the two factions.”
On Monday, Mukhriz created a commotion when he suggested in the Dewan Rakyat that vernacular schools should be united under an integrated system to eliminate polarisation and to promote unity among Malaysians.
Hishammuddin stressed the fact that there are 5,831 mainstream schools compared to 889 Chinese schools, 374 Tamil schools, 410 mission schools and 154 religious schools, showed that the government is keen on building a united nation.
He said that to place all the schools under one system would require looking at the status of land, teaching positions and financial allocations that are unique to the different categories of schools.
“If there is a consensus to resolve all these issues which are somewhat unique to government-aided schools, then it is a good thing to have one system.
“But to make it polemic and to link it to a race issue – that has no basis at all as the four types of schools mentioned comprise Malays, Chinese, Indians, Christians and many others.
“What we are trying to do now is to link the two streams in order to instil patriotism and tolerance among our students. We want to encourage the growth of human capital that we can be proud of and a Malaysian community that is successful.
“I am highlighting this today so that this matter is not prolonged and overblown by irresponsible quarters.”
So, what is Hishamuddin saying exactly? Beating around the bush? He didn’t exactly oppose or deny Mukhriz’s statement. In fact, it sounds like he supports it. So as Mukhriz said, still call them vernacular schools, but all the subjects taught in Malay or English, except Tamil or Mandarin. Isn’t that similar to the current situation? Majority of subjects taught in Malay or English. The syllabus are standardised. Only day to day running of the vernacular schools use the vernacular language, plus the teachers and students at vernacular schools are of the respective race.
| Subscribe in a reader | Subscribe to poobalan.com by Email I find that Mukhriz’s statement on abolishing vernacular schools and establishing a single stream is more of a tit-for-tat move, rather than genuine concern for national unity. He threatens those who are speaking of equal rights or anti-supremacy. He should know that vernacular schools are provided for in constitution, but as Koh Tsu Koon says, “Ketuanan Melayu” is not contained in the constitution.
And I wonder if establishing single stream includes abolishing Sekolah Agama Rakyat (SAR), includes equal opportunity education up to university level (UITM and MARA colleges included), and providing scholarships based on merit. And how about private schools which a create a bigger division between the rich/affordable and the poor?
He says 99% of the countries in the world uses single stream education, but how many of those have a diverse racial population as in our country? The biggest majority race (malay) is not more than 60% (closer to 50% only actually) – there’s a strong minority in the Chinese, the East Malaysians, and to a lesser extent, the Indians. Now, which other country is similar to our makeup?
I feel that beside contravening the Sedition Act, Muhkriz is also playing to the gallery.
If he is really concerned, initiate an in-depth study – analyse if the vernacular schools (including sekolah agama and private schools) are contribution to disunity, or they are actually not a contributing factor at all. I believe the disunity is sown in the national schools, in public universities, in media, and by the politicians.
I still believe that his proposal does have its merits, but not in the tone he proposed. If a single stream that is:
– not islamized
– not biased towards one race
– have a better racial balance in the teaching staff
– provides for learning of mother tongue with competent teachers regardless number of students attending
– not discriminative in university intake and scholarship offers
– has single examination stream in STPM (no more matriculation/UEC)
– allows each race to celebrate its festivals and cultures (with financial support) without hindrance
– consider sensitivities in terms of food, clothing, etc of students
– provide religious and/or cultural classes to the respective students
then we can consider having such a stream.
I quote from Charles Santiago:
Let us look at the federal allocation for schools – the government disbursed RM1.48 million to 248 Chinese primary schools while it dished out RM709 million to build 15 new Mara Junior Science Colleges.
The number of Tamil primary schools dipped from 526 in 2001 to 523 in 2006 despite a 12.7% increase in enrolment. The new intake in 2001 numbered 88,810 students and rose to 100,142 students in 2006.
At present there are about 50,000 Malay students enrolled in vernacular schools.
Interesting figures.
I think the intake for vernacular schools are increasing due to the performance of the schools, the awareness of importance of mother tongue, and the discrimination faced in national schools. Even in Tamil schools, much improvement have been made, despite the major handicap faced by them. More 7A students, more aware parents, more NGOs helping out.
| Subscribe in a reader | Subscribe to poobalan.com by Email I’m still waiting for news from some of the HMs in Selangor but this seems to be true. Malaysiakini reports in detail while as usual nothing in the papers (except Makkal Osai).
I wonder how long before the protector of Tamil Schools reply to this latest news. What will the reply of Pala nivel, Dr S Subramaniam, Saravanan, Devamany, etc will be? Who is involved in issuing orders to education department officer to call the HMs? By right, the Tamil schools are under the care of Tamil School controller. Perhaps can start with him. His details are below:
Penyelia Sekolah Tamil (DGA32)
Encik Vallikkannan a/l Ramasamy
03-5518 6518
rvallikkannan@yahoo.com.my
The information above is available in public domain and is not invasion of privacy. The website of Selangor Education Department has the contact info.
Out of 79 schools, only 11 registered. I wonder about the statistics for the Chinese schools. Did the state departments threaten the Chinese school heads as well?
Below is excerpt of Charles Santiago’s statement:
I however strongly denounce the act of the fear mongers who have ill-advised school principals against accepting the funds. The state education department should know better than to issue verbal instructions to principals asking them not to attend the function at the Petaling Jaya Civic Center..
Currently there are only 11 Tamil schools registered with the state government for financial aid, to be used to improve facilities and infrastructure. I encourage more schools to come forward for the future of the school children..
The government and state education department must not try to force a political issue out of the initiative by the Selangor state government . Instead they could try to genuinely reach out to help the Tamil and Chinese schools which are in dire need of funding.
Let’s see what the PTA representatives said to Malaysiakini:
Two PTA representatives interviewed later revealed that their principals had received instructions not to attend the event.
Kinrara school PTA president Michael Tamil (left) said the headmaster had received verbal instructions.
“He told me that he had received such instructions…I don’t see the rationale for this,” he said.
S Sugumaran of the Persiaran Raja Muda Musa school said the principal had received a phone call from the state education department, which issued similar ‘advice’.
“But the headmaster encouraged me to attend instead…she actually wanted to come but it would have been hard for her because she would have been easily identified (by the authorities),” he added.
Xavier had this to say:
Addressing participants at the event, state exco member Dr Xavier Jayakumar – who handles the health, plantation workers, poverty and caring government portfolio – said he had sent two letters to the education department director, seeking consent for the principals to attend the event.
Instead, he claimed, the department had warned them against doing so.
“I have learnt that (the officials) had made numerous phone calls to the principals,” said Jayakumar.
However, he said it was a positive sign that many others had shown up despite the directive.
“Even though we faced some hurdles before the event, I thank you all for coming today…because this is about our children’s priority, rather than that of politicians,” he said, drawing cheers from the crowd.
I’m appaled to even read about this. If this story is true, then those responsible should be hauled up and sacked. The Education Minister should initiate an investigation so that his name is not implicated. But, most importantly, the affected HMs must come forward to name the criminals. They can do it via the PTA representatives. Or the police can subpeona phone records to trace who made the calls to the schools or the HMs’ handphones. (Hmmm… watching police series/movies makes us think better!)
Better still, Selangor government should just call PTAs instead of HMs or just visit the schools to hand over the allocations. No need for some function which puts the HMs in difficult position.
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