December 17th, 2015

Rewarding and expecting more out of our teachers; More to teaching than just a way to earn a living

AT 85 years old, I am surprised that I still want to read books, magazines and selected articles in the media. Among my favourite topics are those on the changing trend in the Malaysian education system — news about making the English language as a medium of instruction in our schools, the deteriorating standards of teachers and the lack of motivation and financial inducement for our teachers compared with their colleagues in other parts of the world.

A recent article in a local weekly,  “Rewarding and expecting more out of our teachers” by Nik Nazmi Nik Ahmad, has moved me to write my reflections as a response from a past teacher, for what it is worth.

I concede that higher paper qualifications do make a person more erudite, with a more balanced and mature perspective and outlook on world views and life.

However, as a teacher with 35 years of experience and another 12 years as a part-time English tutor in Universiti Kebangsaan Malaysia upon my retirement in 1985, I have long realised that the teaching profession is unique.

All your endeavours would come to nought if you lack passion, creativity and an imbued sense of calling for your choice of vocation.

Do not make this profession as another convenient source of earning a living. I reluctantly stopped teaching in 2005 when I discovered that I had hearing problems.

I had taught at primary level for 12 years and at secondary level for 23 years. The transition from primary to secondary school was an eye-opener indeed.

When I was given examination classes to handle, I became fully aware how wanting my former teachers were! To cite a simple example, I didn’t know the difference between a phrase and a clause.

I had to do extensive reading and research in many areas to make sure my students understood what was taught to them.

I mean no disrespect to my graduate colleagues, lest they misconstrue what I have written as arrogance and boastfulness, but that is how I overcame my paucity in paper qualifications.

Of course, I did apply for overseas scholarship courses for self-improvement in my field of work. However, I was very naive then to believe that I stood even an outside chance of success without any form of patronage.

There will be more articles on the teaching of English in our schools in the near future and the consequences if we fail to rise to the occasion.

However, I am not confident, unlike the incurable optimist, Mr Micawber, a character from Charles Dickens’ David Copperfield, that anything would happen if there is a “quantum leap” in our mindset and political will. Mong Yoon Weng, Seremban, Negri Sembilan NST Opinion 17 December 2015 @ 11:01 AM

Moving Forward: Rewarding and expecting more out of our teachers

I recently organised a roundtable with some of the top education professionals in the country.The goal was to discuss the way forward for education in Selangor. One thing, unsurprisingly, kept coming up: the declining standards of education.

Malaysia is at a crossroads economically. We can no longer rely on crude oil/natural gas and palm oil to turn us into a high-income nation. Moreover, recent events have shown that our schools and colleges are falling short in producing well-rounded individuals who can survive in the modern world.

So what went wrong? Do we still have hopes of becoming a high-income nation by the year 2020? More importantly, how can we realign ourselves to meet such aspirations?

I think one critical aspect that has to be addressed is what is going on with Malaysia’s educators.

As scholar Dr Siddiq Fadzil said at the roundtable, traditionally, the Malays knew about teachers before they knew about schools. Classical religious students went far and wide looking for the teachers they wanted to study from.

The system, as it stands, expects teachers to be all-rounders — educators, counsellors, administrators and to an extent, caretakers — but does nothing to raise their standards.

While issues like school syllabuses, class sizes and political interference are also crucial, educational reform will fail if the role of teachers is ignored.

It is true that the standards of some Malaysian teachers leave a lot to be desired. And not an inconsiderable number are simply time-servers who do not regard teaching as their vocation. Even worse are those who let their personal dramas or agendas affect their work. But thankfully, many more, if not the majority, are dedicated to their jobs.

Their contribution, not only in raising up future generations but also building our country, is immense. Their sacrifices ought to be justly rewarded.

So teachers who deliver should be treated and paid like professionals. How else can we expect to attract the very best to such a difficult job?

In Malaysia, an average diploma holder will earn less than RM2,000, while those with a degree can earn a starting pay of a little over RM2,000. Compare this, for example, to Singapore, the leading light of education in Asia. Across the Causeway, graduate teachers earn between US$3,010 and US$3,310, while non-graduate teachers earn US$1,580 to US$1,920.

Switzerland has the highest average annual income for teachers at US$68,000. Finland, which is said to have the most efficient education system in the world, offers its teachers an annual average income of US$42,000 while the figure in the UK is US$40,000. The Organisation for Economic Cooperation and Development’s (OECD) average is US$31,013.

What about Malaysia? Our average is around US$10,000 to US$15,000. So it’s clear that we are quite far behind. It is true that these are developed nations we are benchmarking ourselves against but you can’t deny all the same that we are still underpaying most of our workers — to say nothing of vital professions like teachers.

Indeed, salaries should go up if for no other reason than that the cost of living has skyrocketed. Malaysians now have the added burden of the Goods and Services Tax (GST) as well as higher toll, public transport and electricity costs to add to already burdensome housing and education expenses.

How can we expect promising young graduates to take the plunge into teaching in light of this?

If wages go up, so should the expectations.

Better pay would not only instil greater confidence and commitment but also ensure that the public will be able to demand higher standards of teaching. We also need to take another look at the way we train our teachers. Society has to change its overall perceptions as well.

A 2013 OECD report on Malaysia’s structural policy cited a 2011 research study which found that only 50% of lessons delivered by teachers were effective. It was reported that applicants for teacher education were of relatively low quality, which had an effect on efficiency.

Furthermore, the report also noted that in 2010, 93% of Bachelor of Education applicants at teacher education institutes scored below the minimum academic requirement.

These are problems of grave concern, which the government has done little to address.

Malaysians need to change our attitude towards the teaching profession as more than just a second-grade occupation. These are people who will groom future leaders, engineers, doctors, lawyers and other high-salaried professionals. Meanwhile, teachers are expected to trudge on, year after year.

Let’s turn to Singapore again. It has been able to attract highly qualified individuals to fill teaching posts. According to the Singapore Education Ministry’s Education Statistics Digest, the standard qualification for school teachers in the republic is a bachelor’s degree or higher, making up about 85% of the total.

In fact, the total number of those holding a master’s degree or higher is almost the same as those with a diploma or lower. This is a highly significant statistic, showing the higher standards attained through the right benefits.

If we are truly serious about improving education, we have to begin by investing more in teachers. What we have failed to understand from the very beginning is that our investment in education can never be short term. Many of the problems stem from the inconsistency of policies brought about by relentless interruptions due to changes of ministers and ministries every few years.

It is true that long term-investments demand greater spending but we need to only look at the most advanced nations in the world to understand the benefits of having strong human capital.

There are many teachers who care passionately about where education in Malaysia is going.

But they need our help and support. Parents and concerned members of the public need to get involved and — on their own or via civil society — have to demand for a change. Nik Nazmi Nik Ahmad The Edge Malaysia Opinion December 16, 2015 : 11:30 AM MY

41pc of Malaysian science teachers don’t have degrees

PUTRAJAYA, Dec 17 — Almost half, or 41 per cent, of science teachers in Malaysia do not have a Bachelor’s degree, according to a report by national think tank Academy of Sciences Malaysia (ASM).

The report titled “Science Outlook 2015: Action towards Vision” released today by the Science, Technology and Innovation Ministry (Mosti) agency also showed that 70 per cent of teachers in general who hold a Bachelor of Education fall short of the requirement to have at least three distinctions in SPM to enter the degree programme.

“Questions have also been raised as to the qualification of our science teachers, and if they are sufficiently equipped with the required knowledge and orientation for effective subject delivery,” said the report that the ASM released to a press briefing here.


The report by ASM showed that 70 per cent of teachers in general who hold a Bachelor of Education fall short of the requirement to have at least three distinctions in SPM to enter the degree programme. — Picture by K.E. Ooi

“Approximately 41 per cent of science teachers in the country do not possess a Bachelor’s degree, with 37.1 per cent holding only SPM/ STPM qualifications and 3.8 per cent holding diplomas,” it added.

The report also noted that although the number of primary and secondary school teachers has been increasing over the years, the ratio of science and mathematics teachers to students was only 1:17, which is less than half the international average of 1:8.

Malaysia has a target of 500,000 skilled science, technology, engineering and mathematics (STEM) workers by 2020.

The 500,000 target, however, would only comprise 3 per cent of an expected total workforce of 15 million in 2020, compared to 30 per cent in most advanced countries, according to the report.

The report noted that in 2010, unskilled workers represented more than 75 per cent of total workers employed and that those with tertiary education and applicable skills made up only a quarter of the workforce.

“To meet our 2020 STEM needs, it is estimated that we need a 0.2 per cent increase per annum in the number of STEM diploma holders; 10 to 40 per cent increase per annum in STEM degree holders; and 5 to 10 per cent increase per annum in PhD holders,” said the report.

Malay Mail Online reported last month that less than 13 per cent of those who sat for the Form 3 PT3 examination last year scored at least a C in both science and mathematics, according to the Education Ministry, despite Malaysia’s aim to achieve developed nation status in less than five years.

The Education Ministry also said that the average percentage of secondary school students who qualified for the science stream, based on their results of the previous Form 3 PMR examination, only hovered around 30 per cent over the past 10 years, though Malaysia has been aiming for a 60:40 ratio of science/ technical/vocational and arts students since 1970.