September 23rd, 2018

Naik taraf bilik guru

Bagi para pendidik mau pun guru terutamanya di sekolah atau di institusi pendidikan pastinya akan mendapati mereka akan ditempatkan di suatu kawasan yang dipanggil sebagai ‘bilik guru’.

Di situlah para pegawai perkhidmatan pendidikan tidak kira gred atau pangkat akan berkumpul bersama apabila hadir untuk bertugas.

Pastinya mereka yang pernah ke sekolah atau institut pendidikan guru akan melihat para akademik akan berada di satu bilik besar dengan hadangan atau ‘partition’ yang disediakan bagi setiap pegawai.


Tidak kiralah pegawai perkhidmatan pendidikan itu bergred Darjat Guru 54, DG52, DG48, DG44 atau DG41 kecuali mereka yang diberikan jawatan sebagai Pengarah (DG54), Timbalan Pengarah (DG54/52), Ketua Jabatan (DG52/DG48), Ketua Unit (DG48/DG44).

Di institusi pendidikan tertentu pastinya tempat-tempat ini diisi oleh mereka yang diberi peluang untuk menjawat jawatan yang diperuntukan tidak kira atau samada ianya mengikut ‘piawai prosedur’ atau tidak.

Berbanding dengan Pensyarah Universiti yang tentunya bergred DS (Darjat Syarahan) mereka diperuntukkan sesuai dengan kedudukan dan jawatan bilik pejabat sendiri.

Pastinya jika melihat keadaan, tempat kerja para pendidik disekolah pastinya penuh sesak dengan peralatan, barangan maupun bahan akademik.

Dengan keluasan atau kemampuan pihak institusi pendidikan tentunya setuju, suka atau tidak, para pegawai pendidikan harus menerima dan bersedia dengan keadaan seadanya.


Ada juga yang berjenaka dan berseloroh, asalkan ada kerusi dan meja sudah cukup baik dan bersyukurlah.

Tetapi secara jujurnya siapakah yang mahu bekerja dalam suasana bahagia, penuh kasih sayang dan perasaan hormat menghormati sekira suasana persekitaran tempat kerja seolah seperti ‘lokap’ atau ‘penjara’.


Apalagi dengan program EKSA (Ekosistem Kondusif Sektor Awam) yang sedang hebat di jalankan dengan  inisiatif untuk menambahbaik pelaksanaan Amalan 5S.

Tentunya pegawai perkhidmatan pendidikan terutamanya inginkan tempat kerja yang bercirikan ‘sarang tebuan’.

Keadaan di sarang tebuan adalah meriah, bertenaga dan penuh dengan bunyian dan suara; sementara ‘lokap atau penjara’ adalah  sejuk,  tersendiri dan terasing.


Adakah anda dapat mesej saya ini?

Yang sebenarnya, pihak pentadbir institusi hanya akan memberi jawapan yang merupakan alasan seperti ‘maaf dan anda patut tahu dan faham yang kita tidak mempunyai kawasan atau bilik untuk setiap pegawai di tempat kita, jadi elok saja anda semua ditempatkan di satu kawasan atau tempat yang sama’.

‘Lagi pun berada bersama di tempat yang terbuka akan lebih luas pemandangan dan interaksi dan komunikasi akan lebih bermakna.”


Keluasan dan kawasan sesebuah institusi pendidikan adalah merupakan dan seolah satu kawasan atau medan peperangan.

Kebanyakan institusi pendidikan turut meningkatkan pengambilan pelajar, oleh itu memastikan dewan syarahan dan bilik kuliah bagi menampung pertambahan kemasukan bilangan pelajar adalah penting dan mustahak serta merupakan permasalahan yang jelas harus diselesaikan.


Namun, adakah pihak pentadbir mengambil dan memberi perhatian terhadap ‘kebajikan dan keselesaan’ mereka yang menyumbang tenaga dan khidmat bakti untuk pengajaran dan pembelajaran?

Pentadbir akan lebuh memusatkan perkara seperti menempatkan mesin penyalin (fotostat) dan bilik peralatan pembersihan, almari dan cabinet; dan lebih mudah memujuk kakitangan akademik untuk berkongsi pejabat atau ruang tempat kerja. Yahoooooo, selamat datang ke ‘sarang tebuan’; sudikah anda bersetuju dengan keadaan ini.

Adalah menjadi amalan di mana-mana pusat pengajian tinggi atau universiti untuk menempatkan setiap pegawai perkhidmatan pendidikan mereka dengan bilik mereka sendiri (sarang sendiri daripada ‘lokap’) kecuali di institut pendidikan guru Malaysia.

Teringat saya akan seorang novelis yang bernama Virginia Woolf; dengan maksud bukan sahaja seorang penulis novel yang memerlukan bilik kerja sendiri.

Para pendidik terutama yang bergelar ahli akademik memang memerlukan, ruang sendiri untuk bertemu dan berjumpa dengan pelajar; tempat yang sunyi dan senyap untuk menyediakan atau membuat persiapan pengajaran kuliah atau pun menjalankan kajian dan penulisan.


Bukankah ini yang menjadi amalan yang sepatutnya, dan apa sahaja yang komen atau pernyataan radikal diperkatakan terhadap ahli akademik, hakikatnya ahli pendidik dan akademik memerlukan persekitaran konservatif mereka sendiri.

Azizi Ahmad Mingguan Malaysia Forum 23 September 2018 Ms 18

The key to progress

Examine the weaknesses of the country and how education can help to improve the situation.

I SIGHED with relief when I read the letter from the Education Minister (StarEducate, Sept 9) about his plan to transform the education system.

One proposed move is the appointment or reappointment of the National Education Advisory Council members including a very trusted educationist and former chairman of the council in the form of former Education director-general Tan Sri Dr Wan Mohd Zahid Mohd Noordin.



Study the education system of other countries and adopt, adapt and apply the good features to our own. — 123rf.com

I sighed with relief as the Minister appears to be finally heading in the right direction of formulating policies, after examining issues rather than making contentious statements such as changing the colour of shoes or inconsequential issues and plans like asking schools to hold Language Days and such, which are the actions of school heads and the district education offices.

He should understand that his function is to get the machinery under him to examine the whole system itself, sieve out the flaws and weaknesses and rectify them as well as find out the strengths that could be developed.

He could also examine what the weaknesses of the country are as a whole and how education could help to improve the situation.

He should then determine the direction to take so that the healing of the country can be done since education is the key to progress in all forms and directions.

Education is one of the most vital ministries of any country. Finland recognises this and that is why they have directed their best students not only to go into important fields like science, medicine, engineering and economics but also education.

Similarly, Singapore has realised that their main resource is their citizens and so education is their prime concern. These two countries always score well in surveys of the education system. So why not learn from them even though our situation is different.

Differences can be ironed out.

In any case, one direction that could be taken is to study the education system of other countries and to adopt, adapt and apply the good features to our own system. There should not be slavish application of the features of other countries as we blindly did in the past.

Know our own situation especially the reasons for our ills and then remedy them. Ours is a complex situation with diverse races and religions thrown in. But some of the ills cut across the diversity.

To remedy this, let us look at the Japanese system to see how the schools help to educate the people so that they queue respectfully even for much needed rations during times of disaster unlike Malaysians who rush to pile up food at open houses.

Examine their curriculum and emphasis and what they want their citizens to develop into.

Adapt by all means especially since ours is a multiracial country whereas the Japanese population is mainly homogeneous.

Every issue must be ironed out. Every aspect of the system must be examined and with an unbiased heart. We must face the matter boldly and honestly.

Retired Educator Penang The STAR Education 23 September 2018

Transformation begins at the top

THE transformation of the school education system has to start with the transformation of the school head teacher.

Restructuring schools and improving teacher quality have always been the Education Ministry’s vision to transform the school education system.

However good infrastructure in schools and quality teachers without a strong and able head teacher cannot improve and raise the student achievement rate of a school.

A head teacher is the most senior teacher and leader of a school. The head teacher is responsible for the education of all students, management of staff and school policy making.

Head teachers lead, motivate and manage staff by delegating responsibility, setting expectations and targets and evaluating staff performance.

The job entails a strong presence around the school and in some cases with the local community as well as a certain amount of desk work.

There needs to be a transformation of the role of head teachers.

Their role as administrators and as managers managing budgets, discipline, schedules and meetings needs to be redefined.

Head teachers need to cultivate a culture and a way of life that depicts values and character traits through the liturgies of practice that govern the school day.

The school culture should influence and shape the students’ mindsets to realise their own development and potential in life.

The school should be a platform for subtly and powerfully influencing students’ attitudes and behavioural patterns through the way school walls are decorated to display school values, galleries dedicated to celebrate teacher and student accomplishments and the atmosphere of trusting relationships.

The school culture is set by the head teacher’s character and behaviour. They have to be highly charged and driven to be constantly circulating through the school building.

The character and personality traits of the head teacher makes or breaks a school set up.

Successful head teachers need to be in the classroom as teachers and as supervisors observing teachers teaching in the classroom.

They need to make spontaneous classroom visits observing teachers and offering feedback to teachers to improve on their teaching and setting standards.

As the head of the school, the head teacher sets the working tone and environment in the school.

Head teachers need to allow teachers to participate in decision making.

There should be a two-way interaction between the head teacher and the teachers.

Successful schools have a collaborative bond between head teachers and teachers.

Head teachers need to earn the respect and love of their teachers for the school to function effectively and productively so that teachers will give their heart and soul to the children and the school.

Personal transformation of the head teacher is paramount before any transformation can take place in the education sector.

Samuel Yesuiah Seremban The STAR Education 23 September 2018

Knowledge and skills

WHAT kind of knowledge and skills do our children need in the 21st century?

What type of hobbies can be recommended and how do we encourage and support our children at school?

Globalisation creates unprecedented challenges and opportunities. It is therefore fundamental for the new generation to acquire the knowledge and skills of global citizens while still at school.

To begin with, they should master one or more languages, learn to read and write, express themselves and know how to communicate. These are all key basic skills.

Global citizenship is about valuing and respecting human dignity and cultural diversity. Global citizens should have the necessary knowledge on issues such as climate change, sustainable development, equality and conflict resolution.

We have to educate Malaysians on nation building, agriculture, energy to defence and healthcare. These topics matter. We also cannot ignore climate change and the environment.

Analytical and critical thinking is also important.

Learning to learn is an essential skill for personal development, at school and at work, where flexibility is key.

Young people should learn to collaborate with people from different backgrounds, cultures and disciplines to solve complex, multidisciplinary issues in a respectful and flexible way.

Cultural awareness is important, and so is the ability to appreciate and understand music, literature and visual arts.

Mathematical competence is needed in everyday life, as is an understanding of the natural world and the ability to apply knowledge and technology to different situations. Considering the influence and pervasiveness of digital technology in current and future societies, it is important that children learn how to positively engage with these tools in school and out of it.

I hope the new Education Minister can revamp our education system to meet the demands of the global economy.

Bulbir Singh Seremban The STAR Education 23 September 2018