WCIT 2008: children + technology = ideas
KUALA LUMPUR: Malaysia should consider setting up a think-tank comprising primary and secondary school students, said chipmaker Intel Corp.
The think-tank would introduce the children to working with technology, with the aim of generating ideas for using technology to better the lives of Malaysians and improve the country’s industries.
“Innovation is the backbone of the modern economy and technology education is one of the passports to success, said Intel Asia-Pacific general manager Navin Shenoy at the World Congress on Information Technology 2008 here this week.
Intel, he said, believes that students all over the world deserve to have the tools they need to be the next generation of innovators.
Shenoy said Malaysia has the potential to make such an initiative happen. “Encouraging children to experience technology and to generate ideas is something that every country can do,” he said.
"Already there are 10 classrooms each in 10 Malaysian schools that are using our Classmate PCs (since last year) to achieve (something like) this.”
There are still some hurdles to be overcome, such as broadband infrastructure issues, but the goal is attainable, he said.
According to Intel, a think-tank comprising students has been set up in Victoria, Australia.
Called the Ideas Lab, the facility is aimed at boosting the use of technology in the classroom.The lab(www.nmr.vic.edu.au/ideaslab) begins operations in August.
Intel will be sharing its best-practices on one-on-one e-learning with the Ideas Lab, which is a Victoria state government project.
Tuesday, May 27, 2008
Sunday, May 25, 2008
Peers can help teen smokers kick the habit.
Sunday May 25, 2008
Pressure to snuff out
Peers can help teen smokers kick the habit.
ENROLLING an influential student to convey an anti-smoking message to schoolmates is a valuable way of getting youngsters to say no to cigarettes, a British study suggests.
The experiment was launched by researchers in the face of evidence that traditional posters, advertisements and comic strips telling young people about the hazards of smoking are nowhere near as effective as peer pressure, for making cigarettes unfashionable.
The test covered 59 schools in western England and Wales, with 11,000 students aged between 12 and 13.
Twenty-nine of the schools were asked to carry out their normal anti-smoking education, thus providing a comparison, or control, for 30 other schools, where researchers carried out the peer-pressure project, known as ASSIST.
The programme unfolded in several phases. First, the students were asked to nominate influential schoolmates in their year group.
These individuals were invited to a recruitment meeting where the researchers explained the purpose of being a “peer supporter”.
After gaining their parent's consent, the peer supporters took part in a two-day training event held outside of school, where they learned about the risks of smoking and the economic benefits of stopping.
They also developed skills in communication, conflict negotiation and resolution and understanding self-esteem.
The training was beefed up in four school-based sessions.
Over the following 10 weeks, the “peer supporters” were asked to have conversations with others in their year group about the benefits of not smoking.
In schools where the ASSIST programme was tried, students were 25% less likely to take up regular smoking immediately after the intervention as compared to the control group.
Worldwide, 9.5% of students aged between 13 and 15 smoke cigarettes. The success rate gradually reduced over time, though. After two years, the reduction was 15%.
The study, which appears in the British journal The Lancet, is headed by Rona Campbell of the University of Bristol, western England, and Laurence Moore, of Cardiff Univ-ersity in Wales.
They say the ASSIST programme was popular among pupils and staff in the schools where it was tried, and argue the results clamour for a shift in thinking when it comes to tackling smoking.
Anti-smoking campaigns are targeted overwhelmingly at cessation, rather than prevention, and are focussed chiefly at adults, rather than youngsters.
Worldwide, 9.5% of students aged between 13 and 15 smoke cigarettes, and the highest rate – 19.1% – is in European countries, according to a 2006 study.
The same paper estimated that deaths from smoking worldwide would probably exceed 10 million by 2020. – AFP
Pressure to snuff out
Peers can help teen smokers kick the habit.
ENROLLING an influential student to convey an anti-smoking message to schoolmates is a valuable way of getting youngsters to say no to cigarettes, a British study suggests.
The experiment was launched by researchers in the face of evidence that traditional posters, advertisements and comic strips telling young people about the hazards of smoking are nowhere near as effective as peer pressure, for making cigarettes unfashionable.
The test covered 59 schools in western England and Wales, with 11,000 students aged between 12 and 13.
Twenty-nine of the schools were asked to carry out their normal anti-smoking education, thus providing a comparison, or control, for 30 other schools, where researchers carried out the peer-pressure project, known as ASSIST.
The programme unfolded in several phases. First, the students were asked to nominate influential schoolmates in their year group.
These individuals were invited to a recruitment meeting where the researchers explained the purpose of being a “peer supporter”.
After gaining their parent's consent, the peer supporters took part in a two-day training event held outside of school, where they learned about the risks of smoking and the economic benefits of stopping.
They also developed skills in communication, conflict negotiation and resolution and understanding self-esteem.
The training was beefed up in four school-based sessions.
Over the following 10 weeks, the “peer supporters” were asked to have conversations with others in their year group about the benefits of not smoking.
In schools where the ASSIST programme was tried, students were 25% less likely to take up regular smoking immediately after the intervention as compared to the control group.
Worldwide, 9.5% of students aged between 13 and 15 smoke cigarettes. The success rate gradually reduced over time, though. After two years, the reduction was 15%.
The study, which appears in the British journal The Lancet, is headed by Rona Campbell of the University of Bristol, western England, and Laurence Moore, of Cardiff Univ-ersity in Wales.
They say the ASSIST programme was popular among pupils and staff in the schools where it was tried, and argue the results clamour for a shift in thinking when it comes to tackling smoking.
Anti-smoking campaigns are targeted overwhelmingly at cessation, rather than prevention, and are focussed chiefly at adults, rather than youngsters.
Worldwide, 9.5% of students aged between 13 and 15 smoke cigarettes, and the highest rate – 19.1% – is in European countries, according to a 2006 study.
The same paper estimated that deaths from smoking worldwide would probably exceed 10 million by 2020. – AFP
Saturday, May 24, 2008
Schoolchildren get tips on how to be financially literate.
Sunday May 18, 2008
Managing money
By ANDREA FILMER
Schoolchildren get tips on how to be financially literate.
THERE seemed to be a disagreement. The Standard Four boys of SRK Bagan Tuan Kechil were of the opinion that cake was a 'necessity' while the girls insisted that it was more of a 'want'.
The difference between needs and desires was one of the activities organised by Standard Chartered Banking Apprentices, as part of the bank’s Financial Literacy Campaign.
Aimed at arming the younger generation with financial knowledge, the nationwide campaign recently launched in Penang.
Wynter jokes about the magic of money and savings with some of the students.
“Bank Negara Malaysia identified 81 schools across the country to be adopted by Standard Chartered Bank Malaysia Bhd under the School Adoption Programme.
“In line with the programme, our bank was required to distribute financial leaflets to students to help teach them money management and saving,” said Standard Chartered managing director and chief executive officer Julian Wynter during the launching.
Deciding to take the programme one step further, Wynter requested members of the bank’s Banking Apprentice Programme to design financial management workshops for primary and secondary schools.
“We treated the campaign exactly like a product launch – it was first tested on students in Kuala Lumpur, Selangor and Negri Sembilan and parents as well as school principals were consulted in formulating the workshops.
“Banking Apprentices, who are mostly fresh graduates in their early twenties, seemed like the perfect ones to create the programme as they could relate well to the children,” said corporate affairs head Zaiton Idrus.
She added that the campaign would span over three years with the bank revisiting schools with follow-up programmes.
The first session held in Butterworth saw three young jeans-clad graduates acting out the barter trade and leading the students in financially-themed singing sessions.
The apprentices’ enthusiasm, brightly coloured props and cute Standard Chartered teddy bear prizes was a winning combination with the 10-year-old students, who clamoured to answer questions posed by the graduates.
The one-hour session included story-telling on the history of currency, the differences of ‘needs versus wants’, advice on how to plan one’s spending and a ‘Save, Spend and Share’ theme song.
“The acting was fun to watch,” said Humaira Aishatul Hanim Mokhtar.
She added that it was an enjoyable session as she had learnt new things. “My parents always taught me to save, but I never knew how money was created,” she said.
“I only spend 50sen of my allowance daily,” said her classmate B. Sugehrsen. “When I get enough, I’m going to put it in the bank,” he said.
Managing money
By ANDREA FILMER
Schoolchildren get tips on how to be financially literate.
THERE seemed to be a disagreement. The Standard Four boys of SRK Bagan Tuan Kechil were of the opinion that cake was a 'necessity' while the girls insisted that it was more of a 'want'.
The difference between needs and desires was one of the activities organised by Standard Chartered Banking Apprentices, as part of the bank’s Financial Literacy Campaign.
Aimed at arming the younger generation with financial knowledge, the nationwide campaign recently launched in Penang.
Wynter jokes about the magic of money and savings with some of the students.
“Bank Negara Malaysia identified 81 schools across the country to be adopted by Standard Chartered Bank Malaysia Bhd under the School Adoption Programme.
“In line with the programme, our bank was required to distribute financial leaflets to students to help teach them money management and saving,” said Standard Chartered managing director and chief executive officer Julian Wynter during the launching.
Deciding to take the programme one step further, Wynter requested members of the bank’s Banking Apprentice Programme to design financial management workshops for primary and secondary schools.
“We treated the campaign exactly like a product launch – it was first tested on students in Kuala Lumpur, Selangor and Negri Sembilan and parents as well as school principals were consulted in formulating the workshops.
“Banking Apprentices, who are mostly fresh graduates in their early twenties, seemed like the perfect ones to create the programme as they could relate well to the children,” said corporate affairs head Zaiton Idrus.
She added that the campaign would span over three years with the bank revisiting schools with follow-up programmes.
The first session held in Butterworth saw three young jeans-clad graduates acting out the barter trade and leading the students in financially-themed singing sessions.
The apprentices’ enthusiasm, brightly coloured props and cute Standard Chartered teddy bear prizes was a winning combination with the 10-year-old students, who clamoured to answer questions posed by the graduates.
The one-hour session included story-telling on the history of currency, the differences of ‘needs versus wants’, advice on how to plan one’s spending and a ‘Save, Spend and Share’ theme song.
“The acting was fun to watch,” said Humaira Aishatul Hanim Mokhtar.
She added that it was an enjoyable session as she had learnt new things. “My parents always taught me to save, but I never knew how money was created,” she said.
“I only spend 50sen of my allowance daily,” said her classmate B. Sugehrsen. “When I get enough, I’m going to put it in the bank,” he said.
Parenting skills vital
Friday May 23, 2008
Parenting skills vital
KUALA LUMPUR: Many people are shying away from parenting programmes because they consider them unnecessary, Women, Family and Community Development Minister Datuk Dr Ng Yen Yen.
“Being a parent is not easy. One must learn about parenting skills. We have programmes which give tips on parenting and teach how to be responsible parents to children.
“The programmes are open to all and we organise them in the collaboration with NGOs but our frustration is that parents are not attending,” she told The Star Thursday.
She was asked to comment on 1,649 cases of missing children reported last year.
On Wednesday, Dr Ng's deputy Noriah Kasnon told Nancy Shukri (BN – Batang Sadong) in Parliament that 86% of those missing were from the 14-17 age group.
Noriah also said that more than 100 children reported missing between January and March have not been found.
Dr Ng said most of the missing children were girls who had family and relationship problems, while others ran away with their boyfriends.
“Parents must ensure that their family remains harmonious. They must teach their children values and be able to manage conflicts,” she said.
Although the ministry was very concerned with the high number of missing children, she said it could not do anything about finding them as that was for the police.
Parenting skills vital
KUALA LUMPUR: Many people are shying away from parenting programmes because they consider them unnecessary, Women, Family and Community Development Minister Datuk Dr Ng Yen Yen.
“Being a parent is not easy. One must learn about parenting skills. We have programmes which give tips on parenting and teach how to be responsible parents to children.
“The programmes are open to all and we organise them in the collaboration with NGOs but our frustration is that parents are not attending,” she told The Star Thursday.
She was asked to comment on 1,649 cases of missing children reported last year.
On Wednesday, Dr Ng's deputy Noriah Kasnon told Nancy Shukri (BN – Batang Sadong) in Parliament that 86% of those missing were from the 14-17 age group.
Noriah also said that more than 100 children reported missing between January and March have not been found.
Dr Ng said most of the missing children were girls who had family and relationship problems, while others ran away with their boyfriends.
“Parents must ensure that their family remains harmonious. They must teach their children values and be able to manage conflicts,” she said.
Although the ministry was very concerned with the high number of missing children, she said it could not do anything about finding them as that was for the police.
Parents urged to instil this practice in children to build human capital
Saturday May 24, 2008
Parents urged to instil this practice in children to build human capital
KUALA LUMPUR: The reading habit must be inculcated in children at the earliest possible stage and parents are the only ones who can do this, Women, Family and Community Development Minister Datuk Dr Ng Yen Yen said.
“To instil a reading culture in our country so that we can achieve the aims of building human capital has to start from the family. It requires responsibility and good parenting skills for this to happen,” she said.
Dr Ng, who was speaking at the launch of Bookfest@Malaysia 2008, said that nowadays it was possible to expose children to books as soon as they were three months old.
Book power: Ng (left) with Popular Holdings chairman and managing director Chou Cheng Ngok at the launching of the Bookfest@Malaysia 2008 yesterday. — Bernama
“It just requires showing them what a book looks like. Later on, parents must be able to tell their children to sit down and read,” she added.
Dr Ng said books were of absolute importance because of the power they contained to inform people.
“Emperors and kings have burned books because they feared their power. It proves that the pen is mightier than the sword,” she said.
On Bookfest@Malaysia 2008, Dr Ng said she was proud it was organised and hoped that the organiser’s goal of 450,000 visitors would be realised.
Bookfest@Malaysia 2008 is organised by Popular Book Company Malaysia Sdn Bhd with co-organisers Sin Chew Media Corporation Bhd and the MCA LifeLong Learning secretariat. It was first held in 2006.
The fest, being held at the KLCC Convention Centre until June 1, includes more than 300 publishing houses and book and stationery distributors from all over the Asian region displaying their latest products.
Some of the highlights of the event include an autograph signing session by former Prime Minister Tun Dr Mahathir Mohamad (on May 29) and an appearance by Angkasawan Dr Sheikh Muszaphar Shukor.
The Star is a media partner of Bookfest@Malaysia 2008.
Parents urged to instil this practice in children to build human capital
KUALA LUMPUR: The reading habit must be inculcated in children at the earliest possible stage and parents are the only ones who can do this, Women, Family and Community Development Minister Datuk Dr Ng Yen Yen said.
“To instil a reading culture in our country so that we can achieve the aims of building human capital has to start from the family. It requires responsibility and good parenting skills for this to happen,” she said.
Dr Ng, who was speaking at the launch of Bookfest@Malaysia 2008, said that nowadays it was possible to expose children to books as soon as they were three months old.
Book power: Ng (left) with Popular Holdings chairman and managing director Chou Cheng Ngok at the launching of the Bookfest@Malaysia 2008 yesterday. — Bernama
“It just requires showing them what a book looks like. Later on, parents must be able to tell their children to sit down and read,” she added.
Dr Ng said books were of absolute importance because of the power they contained to inform people.
“Emperors and kings have burned books because they feared their power. It proves that the pen is mightier than the sword,” she said.
On Bookfest@Malaysia 2008, Dr Ng said she was proud it was organised and hoped that the organiser’s goal of 450,000 visitors would be realised.
Bookfest@Malaysia 2008 is organised by Popular Book Company Malaysia Sdn Bhd with co-organisers Sin Chew Media Corporation Bhd and the MCA LifeLong Learning secretariat. It was first held in 2006.
The fest, being held at the KLCC Convention Centre until June 1, includes more than 300 publishing houses and book and stationery distributors from all over the Asian region displaying their latest products.
Some of the highlights of the event include an autograph signing session by former Prime Minister Tun Dr Mahathir Mohamad (on May 29) and an appearance by Angkasawan Dr Sheikh Muszaphar Shukor.
The Star is a media partner of Bookfest@Malaysia 2008.
Wednesday, May 21, 2008
Bring back English schools
2008/05/21
Zainul Arifin: Bring back English schools
By : Zainul Arifin
Email to friend Print article
THERE are, of course, many issues swirling around us at the moment, from legal professionals of questionable character to the latest in white-knuckle political intrigue. Same stuff, different day. I do not even feel inspired to get out of bed.
I don't even bat an eyelid to political righteousness and grandstanding. There are many, of course, from both sides of the aisle, hee-hawing their way into our consciousness, offering little, except of course, more of the same. Yawn.
But my pulse quickened when it was reported that the government would decide by year-end whether to continue with the five-year-old policy of teaching mathematics and science in English.
Education Minister Datuk Seri Hishammuddin Hussein said until then, the ministry was willing to listen to anyone on the matter. As a parent, and stakeholder in this nation's education system, this is my say - keep the policy.
When I wrote in its support a few years ago, I received several letters - in immaculate English, of course - questioning my naivety and criticising my acceptance of a flawed concept.
I was deemed to be oblivious of studies around the world that proved otherwise; or that maths and science were formulaic in nature and would not engender the love for the language, as say, via literature; or that our system was not really prepared for that, etc. All reasonable and great arguments, I thought then.
But now, I don't care if I sound unreasonable and unimpressed with the findings of studies and the reams of statistics. I am a parent, I do not need to be so. I now weigh the policy by the effects and consequences it has, and will continue to have, on my child.
The importance of communication skills - to be able to speak and write well - as a major determinant of one's economic potential must be acknowledged, and in some instances, outweigh one's ability to do sums and understand science.
If the communication ability includes an international language, so much the better. The real world now promotes communication of ideas, knowledge and commerce mainly, and unfortunately, in English.
Such is the pull of the language that it is estimated that up to 20 per cent (or 250 million) Chinese are learning English; and that, by 2025, there will be more English-speaking Chinese in China than native speakers in the rest of the world. Some are even having minor surgery on the tongue to improve their pronunciation.
Doing multiplications and divisions may not be the best of ways, but the more exposure to English the better, I say. No matter if it is via Treasure Island, algebra or photosynthesis. We are not looking for experts in the language, but in producing people who are comfortable with it.
In the course of my work, I have seen intelligent young graduates of all races having trouble getting their points across in languages other than their own. It is unfair, of course, since this is the consequence of adults' agenda. They paid for the sins of their fathers. But, should others continue this unfortunate chain?
Despite the promise that a review would be made after the Ujian Pencapaian Sekolah Rendah results at year end, why am I having a queasy feeling that the government may have decided, and is likely to revert to teaching the subjects in Bahasa Malaysia, Mandarin and Tamil next year?
Maybe, I am being unfair to the ministry and the process. But then again, how do I compare with political groups and politicians, non-governmental organisations, pressure groups, activists, etc, who count on millions to be their members, wielding patronage and influence, and presumably, millions of votes.
Hishammuddin gave reassurance that whatever the decision, it would not affect efforts to strengthen our children's command of English, or that by re-visiting the policy, it would not dilute the importance of the language. I'll try to see comfort in that.
I have several suggestions, any one of which, if accepted, would make me happy. Some could even make most people happy, except for the sourpuss who sees only the worst in a situation.
Bring back English schools as an alternative to national schools. If we can have Chinese and Tamil schools, why not English schools, which already exist for the elites in the form of private or international schools. Some of our ruling business and political elites even send their kids to school in English-speaking countries.
If that is unacceptable, allow national schools to carry on teaching mathematics and science in English, and let the vernacular schools use Mandarin and Tamil.
Failing which, let us designate some national schools where the subjects are to be taught in English, and let the rest, national or vernacular schools, decide whatever language they want to use.
My ideas may be flawed, but I am a parent. I know what is best for my children. So there.
Zainul Arifin: Bring back English schools
By : Zainul Arifin
Email to friend Print article
THERE are, of course, many issues swirling around us at the moment, from legal professionals of questionable character to the latest in white-knuckle political intrigue. Same stuff, different day. I do not even feel inspired to get out of bed.
I don't even bat an eyelid to political righteousness and grandstanding. There are many, of course, from both sides of the aisle, hee-hawing their way into our consciousness, offering little, except of course, more of the same. Yawn.
But my pulse quickened when it was reported that the government would decide by year-end whether to continue with the five-year-old policy of teaching mathematics and science in English.
Education Minister Datuk Seri Hishammuddin Hussein said until then, the ministry was willing to listen to anyone on the matter. As a parent, and stakeholder in this nation's education system, this is my say - keep the policy.
When I wrote in its support a few years ago, I received several letters - in immaculate English, of course - questioning my naivety and criticising my acceptance of a flawed concept.
I was deemed to be oblivious of studies around the world that proved otherwise; or that maths and science were formulaic in nature and would not engender the love for the language, as say, via literature; or that our system was not really prepared for that, etc. All reasonable and great arguments, I thought then.
But now, I don't care if I sound unreasonable and unimpressed with the findings of studies and the reams of statistics. I am a parent, I do not need to be so. I now weigh the policy by the effects and consequences it has, and will continue to have, on my child.
The importance of communication skills - to be able to speak and write well - as a major determinant of one's economic potential must be acknowledged, and in some instances, outweigh one's ability to do sums and understand science.
If the communication ability includes an international language, so much the better. The real world now promotes communication of ideas, knowledge and commerce mainly, and unfortunately, in English.
Such is the pull of the language that it is estimated that up to 20 per cent (or 250 million) Chinese are learning English; and that, by 2025, there will be more English-speaking Chinese in China than native speakers in the rest of the world. Some are even having minor surgery on the tongue to improve their pronunciation.
Doing multiplications and divisions may not be the best of ways, but the more exposure to English the better, I say. No matter if it is via Treasure Island, algebra or photosynthesis. We are not looking for experts in the language, but in producing people who are comfortable with it.
In the course of my work, I have seen intelligent young graduates of all races having trouble getting their points across in languages other than their own. It is unfair, of course, since this is the consequence of adults' agenda. They paid for the sins of their fathers. But, should others continue this unfortunate chain?
Despite the promise that a review would be made after the Ujian Pencapaian Sekolah Rendah results at year end, why am I having a queasy feeling that the government may have decided, and is likely to revert to teaching the subjects in Bahasa Malaysia, Mandarin and Tamil next year?
Maybe, I am being unfair to the ministry and the process. But then again, how do I compare with political groups and politicians, non-governmental organisations, pressure groups, activists, etc, who count on millions to be their members, wielding patronage and influence, and presumably, millions of votes.
Hishammuddin gave reassurance that whatever the decision, it would not affect efforts to strengthen our children's command of English, or that by re-visiting the policy, it would not dilute the importance of the language. I'll try to see comfort in that.
I have several suggestions, any one of which, if accepted, would make me happy. Some could even make most people happy, except for the sourpuss who sees only the worst in a situation.
Bring back English schools as an alternative to national schools. If we can have Chinese and Tamil schools, why not English schools, which already exist for the elites in the form of private or international schools. Some of our ruling business and political elites even send their kids to school in English-speaking countries.
If that is unacceptable, allow national schools to carry on teaching mathematics and science in English, and let the vernacular schools use Mandarin and Tamil.
Failing which, let us designate some national schools where the subjects are to be taught in English, and let the rest, national or vernacular schools, decide whatever language they want to use.
My ideas may be flawed, but I am a parent. I know what is best for my children. So there.
Sunday, May 18, 2008
To sir with love
Sunday May 18, 2008
To sir with love
I HAVE two children attending SJK(C) Pei Hwa in Jalan Kuala Kedah, Alor Star. They came home teary-eyed recently, and I could see that they were visibly upset.
Upon questioning, I found out that they were sad to bid farewell to their headmaster Mr Khoh Chor Choon, who was going back to his former school in Gurun, Kedah.
As a parent, I felt sad and disappointed to see a good headmaster leave. Mr Khoh had been a loving and caring headmaster. He was genuine and affectionate to all his pupils.
Mr Khoh's disciplined pupils with a big dose of love and kindness, and it worked! My children have only praises for him.
The safety of his young charges was always foremost on his mind, and he would be at the busy road outside the school, to see that they crossed the street safely.
On rainy days, he would also be there, sheltering the children with an umbrella. His thoughtful nature was also manifested in the birthday cakes he personally paid for pupils and teachers.
Pupils who scored the highest marks in each class, and those who excelled in inter-school competitions, received personal rewards from him. With such encouragement, the children always strived to do better.
It is principals like Mr Khoh who make a big difference in schools. I wish to thank him, although his tenure in the school was for only 15 months.
SAD PARENT Alor Star, Kedah
I HAVE two children attending SJK(C) Pei Hwa in Jalan Kuala Kedah, Alor Star. They came home teary-eyed recently, and I could see that they were visibly upset.
Upon questioning, I found out that they were sad to bid farewell to their headmaster Mr Khoh Chor Choon, who was going back to his former school in Gurun, Kedah.
As a parent, I felt sad and disappointed to see a good headmaster leave. Mr Khoh had been a loving and caring headmaster. He was genuine and affectionate to all his pupils.
Mr Khoh's disciplined pupils with a big dose of love and kindness, and it worked! My children have only praises for him.
The safety of his young charges was always foremost on his mind, and he would be at the busy road outside the school, to see that they crossed the street safely.
On rainy days, he would also be there, sheltering the children with an umbrella. His thoughtful nature was also manifested in the birthday cakes he personally paid for pupils and teachers.
Pupils who scored the highest marks in each class, and those who excelled in inter-school competitions, received personal rewards from him. With such encouragement, the children always strived to do better.
It is principals like Mr Khoh who make a big difference in schools. I wish to thank him, although his tenure in the school was for only 15 months.
SAD PARENT Alor Star, Kedah
To sir with love
I HAVE two children attending SJK(C) Pei Hwa in Jalan Kuala Kedah, Alor Star. They came home teary-eyed recently, and I could see that they were visibly upset.
Upon questioning, I found out that they were sad to bid farewell to their headmaster Mr Khoh Chor Choon, who was going back to his former school in Gurun, Kedah.
As a parent, I felt sad and disappointed to see a good headmaster leave. Mr Khoh had been a loving and caring headmaster. He was genuine and affectionate to all his pupils.
Mr Khoh's disciplined pupils with a big dose of love and kindness, and it worked! My children have only praises for him.
The safety of his young charges was always foremost on his mind, and he would be at the busy road outside the school, to see that they crossed the street safely.
On rainy days, he would also be there, sheltering the children with an umbrella. His thoughtful nature was also manifested in the birthday cakes he personally paid for pupils and teachers.
Pupils who scored the highest marks in each class, and those who excelled in inter-school competitions, received personal rewards from him. With such encouragement, the children always strived to do better.
It is principals like Mr Khoh who make a big difference in schools. I wish to thank him, although his tenure in the school was for only 15 months.
SAD PARENT Alor Star, Kedah
I HAVE two children attending SJK(C) Pei Hwa in Jalan Kuala Kedah, Alor Star. They came home teary-eyed recently, and I could see that they were visibly upset.
Upon questioning, I found out that they were sad to bid farewell to their headmaster Mr Khoh Chor Choon, who was going back to his former school in Gurun, Kedah.
As a parent, I felt sad and disappointed to see a good headmaster leave. Mr Khoh had been a loving and caring headmaster. He was genuine and affectionate to all his pupils.
Mr Khoh's disciplined pupils with a big dose of love and kindness, and it worked! My children have only praises for him.
The safety of his young charges was always foremost on his mind, and he would be at the busy road outside the school, to see that they crossed the street safely.
On rainy days, he would also be there, sheltering the children with an umbrella. His thoughtful nature was also manifested in the birthday cakes he personally paid for pupils and teachers.
Pupils who scored the highest marks in each class, and those who excelled in inter-school competitions, received personal rewards from him. With such encouragement, the children always strived to do better.
It is principals like Mr Khoh who make a big difference in schools. I wish to thank him, although his tenure in the school was for only 15 months.
SAD PARENT Alor Star, Kedah
Brazen, young smokers
Sunday May 18, 2008
Brazen, young smokers
I REMEMBER my secondary school days when the headmaster or discipline teacher would mete out punishment to those caught smoking.
Their modus operandi was to patrol all “teh tarik” stalls near the school, to see if any of us were smoking.
Today, the government is doing its best to discourage people from smoking by imposing duties on cigarettes and tobacco.
As a reminder to the people, public message boards are prominently displayed in shops and restaurants forbidding the sale of cigarettes to minors.
With such reminders, one would assume that our youngsters would not pick up the habit. Sadly this is not so.
I attended a recent PTA meeting where the school principal was unable to take disciplinary action against students who smoked, if they were outside the school compound.
Students know this, and they deliberately choose to smoke outside the school gate.
In fact, they even invite their schoolmates to join them, knowing that they cannot be reprimanded.
I would like feedback from anyone, including the relevant government agencies and departments, on how best the school authorities can tackle this growing menace.
CONCERNED Via e-mail
Brazen, young smokers
I REMEMBER my secondary school days when the headmaster or discipline teacher would mete out punishment to those caught smoking.
Their modus operandi was to patrol all “teh tarik” stalls near the school, to see if any of us were smoking.
Today, the government is doing its best to discourage people from smoking by imposing duties on cigarettes and tobacco.
As a reminder to the people, public message boards are prominently displayed in shops and restaurants forbidding the sale of cigarettes to minors.
With such reminders, one would assume that our youngsters would not pick up the habit. Sadly this is not so.
I attended a recent PTA meeting where the school principal was unable to take disciplinary action against students who smoked, if they were outside the school compound.
Students know this, and they deliberately choose to smoke outside the school gate.
In fact, they even invite their schoolmates to join them, knowing that they cannot be reprimanded.
I would like feedback from anyone, including the relevant government agencies and departments, on how best the school authorities can tackle this growing menace.
CONCERNED Via e-mail
Need for transparency
Sunday May 18, 2008
Need for transparency
THREE years ago, when my daughter scored 11As in her SPM, I thought she hada good chance of obtaining a JPA scholarship and then serving the government.
It was not to be, and the outcome was more frustrating when classmates who had not performed as well, were awarded scholarships.
My wife and I then decided to let her pursue another degree programme at our expense in an American university. She is now doing very well in her final year.
Several companies have offered her internships. While we are proud of her and support her move to stay in the country that offers her the best opportunities, we think it is a waste that she's not coming back here, where her expertise will be most required.
Our national leaders often talk about the acute shortage of professionals, who leave for more lucrative jobs in other countries. But, why shouldn't they?
It is about time that there is transparency in everything the government does – from varsity placings, scholarships to jobs.
The government has recently stated that it wants professionals to return home to serve. However, it has to be sincere, othewise, we will continue losing our best brains and not be as competitive globally.
ROY NG Via e-mail
Need for transparency
THREE years ago, when my daughter scored 11As in her SPM, I thought she hada good chance of obtaining a JPA scholarship and then serving the government.
It was not to be, and the outcome was more frustrating when classmates who had not performed as well, were awarded scholarships.
My wife and I then decided to let her pursue another degree programme at our expense in an American university. She is now doing very well in her final year.
Several companies have offered her internships. While we are proud of her and support her move to stay in the country that offers her the best opportunities, we think it is a waste that she's not coming back here, where her expertise will be most required.
Our national leaders often talk about the acute shortage of professionals, who leave for more lucrative jobs in other countries. But, why shouldn't they?
It is about time that there is transparency in everything the government does – from varsity placings, scholarships to jobs.
The government has recently stated that it wants professionals to return home to serve. However, it has to be sincere, othewise, we will continue losing our best brains and not be as competitive globally.
ROY NG Via e-mail
Disrespectful parents
Sunday May 18, 2008
Disrespectful parents
I FULLY agree with
Kindergarten Teacher (StarEducation May 11) on the lack of respect and attitude some parents display towards teachers.
A few days ago, I took some food and a cake to celebrate my son's birthday at his kindergarten.
While trying to set up the party, I observed some six-year-olds behaving in a manner that shocked and upset me.
They were rude and used foul language.
The teacher reprimanded them, but they weren’t bothered.
Such behaviour was shocking and while I have no doubt that the teacher had previously informed the parents of the “colourful' language used in class, the children continued to do so.
In a situation like this, the onus is on the parents to refrain from using such language at all times, while at the same time ensuring their children don't.
Perhaps it is parents who need a ticking off for being in denial abouttheir children's bad language and behaviour.
I have heard of parents engaging in senseless quarrels with teachers, when in fact, it is they who should bear the onus of inculcating good values in their children.
Many parents think their children are angels but many children defy teachers and school authorities.
The reasons for such behaviour may vary, but it up to the parents concerned to recognise these signs and bring about positive changes in their children, instead of ignoring these worrying traits.
If unchecked for a prolonged period, these children pick up more bad habits in primary and secondary schools, and may end up becoming gangsters and hooligans in their adult life.
Well, at least, the police force is assured of a steady stream of criminals to keep them busy for a long time!
After all , with parents who turn a blind eye, and who challenge teachers whenever their children are reprimanded, there isn't much teachers can do.
ISMAIL Via e-mail
Disrespectful parents
I FULLY agree with
Kindergarten Teacher (StarEducation May 11) on the lack of respect and attitude some parents display towards teachers.
A few days ago, I took some food and a cake to celebrate my son's birthday at his kindergarten.
While trying to set up the party, I observed some six-year-olds behaving in a manner that shocked and upset me.
They were rude and used foul language.
The teacher reprimanded them, but they weren’t bothered.
Such behaviour was shocking and while I have no doubt that the teacher had previously informed the parents of the “colourful' language used in class, the children continued to do so.
In a situation like this, the onus is on the parents to refrain from using such language at all times, while at the same time ensuring their children don't.
Perhaps it is parents who need a ticking off for being in denial abouttheir children's bad language and behaviour.
I have heard of parents engaging in senseless quarrels with teachers, when in fact, it is they who should bear the onus of inculcating good values in their children.
Many parents think their children are angels but many children defy teachers and school authorities.
The reasons for such behaviour may vary, but it up to the parents concerned to recognise these signs and bring about positive changes in their children, instead of ignoring these worrying traits.
If unchecked for a prolonged period, these children pick up more bad habits in primary and secondary schools, and may end up becoming gangsters and hooligans in their adult life.
Well, at least, the police force is assured of a steady stream of criminals to keep them busy for a long time!
After all , with parents who turn a blind eye, and who challenge teachers whenever their children are reprimanded, there isn't much teachers can do.
ISMAIL Via e-mail
Moral torture
Sunday May 18, 2008
Moral torture
I am a “tortured” student. Why? Because I simply cannot waste precious time memorising phrases for Moral Studies alone, when there are other more important subjects to study for.
What's most annoying about the subject is that we get absolutely no marks, should we miss a word from a moral value or phrase.
I think that this is a silly system, because there is no point memorising everything merely to pass the examination. We should be allowed to understand what we study and write in our own words, as it gives us an opportunity to express what we feel about a given topic.
There are many students who pass with flying colours in Moral Studies, but not all of them are people with high morals and values.
I have friends who have memorised each moral value, but who have little or no regard for senior citizens, public property or traffic rules.
They are irresponsible, litter in public areas and usually have a habit of swearing and using vulgar language without any consideration for those around them, and are rarely kind to older people.
While the Education Ministry might think what it preaches is being practised, it isn't always the case. Look at the number of teenagers involved in drugs and vandalsim.
I think the ministry should seriously improvise its method of setting questions for Moral Studies. Students should not regurgitate facts they have memorised, but, should instead put on their thinking cap when answering questions.
TORTURED STUDENT Via e-mail
Moral torture
I am a “tortured” student. Why? Because I simply cannot waste precious time memorising phrases for Moral Studies alone, when there are other more important subjects to study for.
What's most annoying about the subject is that we get absolutely no marks, should we miss a word from a moral value or phrase.
I think that this is a silly system, because there is no point memorising everything merely to pass the examination. We should be allowed to understand what we study and write in our own words, as it gives us an opportunity to express what we feel about a given topic.
There are many students who pass with flying colours in Moral Studies, but not all of them are people with high morals and values.
I have friends who have memorised each moral value, but who have little or no regard for senior citizens, public property or traffic rules.
They are irresponsible, litter in public areas and usually have a habit of swearing and using vulgar language without any consideration for those around them, and are rarely kind to older people.
While the Education Ministry might think what it preaches is being practised, it isn't always the case. Look at the number of teenagers involved in drugs and vandalsim.
I think the ministry should seriously improvise its method of setting questions for Moral Studies. Students should not regurgitate facts they have memorised, but, should instead put on their thinking cap when answering questions.
TORTURED STUDENT Via e-mail
Promote environmental awareness -SKPP9(1)
Thursday April 3, 2008
Promote environmental awareness and win pizzas for your ideas
Creating a great poster
So you’re often typecast as the creative type. You have a knack for creating punch lines. Take up the challenge to put your talent to the test.
Star-Nie and Pizza Hut, in cooperation with the Education Ministry, present Campaign 4 Rewards 2008. This nation-wide contest is open to all primary and secondary school students in Malaysia via school participation.
Students are required to produce a campaign portfolio and posters on this year’s C4R theme, “Going Green – Making a Positive Impact”.
Not only will you earn Regular and Personal Pizza Vouchers for your effort, grand prize winners in the primary category will win a three-day stay in Singapore while winners from the upper and lower secondary will head to Hong Kong Disneyland and Hong Kong for a four-day stay.
Don’t be disheartened if you feel you can’t sell ice to an Eskimo. We have tips on “Creating a Great Poster” to help you churn your ideas into bold statements!
You are just a click away from getting professional advice from Daniel Comar, executive creative director of Ogilvy & Mather, who provided tips on how to produce great posters at our C4R workshop recently.
Simply click on our video link to view our two-part presentation.
Templates for the campaign and the poster were published in the Star-NiE pullout on April 2.
If you missed the issue, the second batch of templates will be available in the Star-NiE pullout on April 23.
These pullouts are not available on the news stand but can be pre-ordered by contacting The Star’s Customer Service at 03-7967 1777. Contest registration closes on April 30. Entries must reach Menara Star by June 13. Contest details are available on the templates.
For more information, please email
starnie@thestar.com.my.
Promote environmental awareness and win pizzas for your ideas
Creating a great poster
So you’re often typecast as the creative type. You have a knack for creating punch lines. Take up the challenge to put your talent to the test.
Star-Nie and Pizza Hut, in cooperation with the Education Ministry, present Campaign 4 Rewards 2008. This nation-wide contest is open to all primary and secondary school students in Malaysia via school participation.
Students are required to produce a campaign portfolio and posters on this year’s C4R theme, “Going Green – Making a Positive Impact”.
Not only will you earn Regular and Personal Pizza Vouchers for your effort, grand prize winners in the primary category will win a three-day stay in Singapore while winners from the upper and lower secondary will head to Hong Kong Disneyland and Hong Kong for a four-day stay.
Don’t be disheartened if you feel you can’t sell ice to an Eskimo. We have tips on “Creating a Great Poster” to help you churn your ideas into bold statements!
You are just a click away from getting professional advice from Daniel Comar, executive creative director of Ogilvy & Mather, who provided tips on how to produce great posters at our C4R workshop recently.
Simply click on our video link to view our two-part presentation.
Templates for the campaign and the poster were published in the Star-NiE pullout on April 2.
If you missed the issue, the second batch of templates will be available in the Star-NiE pullout on April 23.
These pullouts are not available on the news stand but can be pre-ordered by contacting The Star’s Customer Service at 03-7967 1777. Contest registration closes on April 30. Entries must reach Menara Star by June 13. Contest details are available on the templates.
For more information, please email
starnie@thestar.com.my.
Recycle Bin in every school
Sunday May 18, 2008
Touching hearts
MORE than 100 managers from Unilever (M) Holdings Sdn Bhd recently descended upon SM Sri Garing in Rawang, Selangor, as part of the company’s Touching Hearts initiative.
Led by Unilever chairman and managing director Noel Lorenzana, the managers participated in various activities aimed at sprucing up the school, which has an enrolment of about 3,800.
The highlight of the day was the painting of a mural on an 800m wall and a gotong-royong with staff and students of the school. Books and audio facilities amounting to more than RM12,000 were donated to the school’s resource centre.
Unilever also gave five sets of recycling bins to the school to increase the students’ awareness of the importance of adopting environmentally-friendly practices.
Lorenzana (centre) presenting SMK Sri Garing principal Ho Chee Lean with a set of recycling bins while the school's Parent Teachers' Association chairman Subramaniam Veeriah looks on.
“We want to enhance the environment in which students study,” said Lorenzana.
Touching Hearts is the expression of Unilever’s commitment to making a positive contribution to the community in which it operates. It aims to help the needy by providing them aid and supporting education-related causes.
Since the launch of the initiative in 2004, Unilever has undertaken several projects, including delivering its products to flash flood victims in Pahang and Johor last year, and refurbishing the reading room at SK Bangsar in Kuala Lumpur in 2006.
Students and staff of SM Sri Garing also enjoyed sampling Unilever products such as burgers made with Lady’s Choice MayoMagic, Lipton Milk Tea, and Wall’s ice-cream.
Touching hearts
MORE than 100 managers from Unilever (M) Holdings Sdn Bhd recently descended upon SM Sri Garing in Rawang, Selangor, as part of the company’s Touching Hearts initiative.
Led by Unilever chairman and managing director Noel Lorenzana, the managers participated in various activities aimed at sprucing up the school, which has an enrolment of about 3,800.
The highlight of the day was the painting of a mural on an 800m wall and a gotong-royong with staff and students of the school. Books and audio facilities amounting to more than RM12,000 were donated to the school’s resource centre.
Unilever also gave five sets of recycling bins to the school to increase the students’ awareness of the importance of adopting environmentally-friendly practices.
Lorenzana (centre) presenting SMK Sri Garing principal Ho Chee Lean with a set of recycling bins while the school's Parent Teachers' Association chairman Subramaniam Veeriah looks on.
“We want to enhance the environment in which students study,” said Lorenzana.
Touching Hearts is the expression of Unilever’s commitment to making a positive contribution to the community in which it operates. It aims to help the needy by providing them aid and supporting education-related causes.
Since the launch of the initiative in 2004, Unilever has undertaken several projects, including delivering its products to flash flood victims in Pahang and Johor last year, and refurbishing the reading room at SK Bangsar in Kuala Lumpur in 2006.
Students and staff of SM Sri Garing also enjoyed sampling Unilever products such as burgers made with Lady’s Choice MayoMagic, Lipton Milk Tea, and Wall’s ice-cream.
KoKo-Stick to school hours
Sunday May 18, 2008
Stick to school hours
I cannot help but agree with Hamzah Abu Bakar. His letter “
Pupils pushed to the limit” (StarEducation, April 20) only stresses the point that students, particularly those sitting for the UPSR, PMR and SPM exams are being put under tremendous pressure.
The pressure is being exerted by overzealous school principals to achieve their target and to get a good name for themselves.
Our children are merely victims of these over-ambitious and insensitive school heads.
The extra classes, presumably to help students get better results start immediately after normal school hours with hardly any break for lunch.
By the time my children get home from school in Puchong, Selangor, it is almost 5pm.
On Wednesdays they have to stay back until 5.30pm for co-curricular activities.
When my children are absent from the extra classes, they are warned and given a scolding by the principal.
Isn't the principal supposed to treat and approach students in a civil manner instead of yelling and hurling insults at them?
Many parents have brought the matter up to the principal, but he refuses to accept the argument that children should not be made to stay in school for too long.
After all, tired and hungry schoolchildren will not be able to focus during the extra classes.
I strongly urge the Education Ministry to pass regulations that will standardise the school hours for primary and secondary schools each day.
It should also stop principals from arbitarily extending school hours
The labour law gives protection to office workers who are forced to work within a stipulated number of hours daily.
But, there is no regulation or law to protect students from being forced to stay in school for more than eight hours!
As a parent, I appeal to school teachers who are directly involved in educating our children to ensure our children get a total education.
Most teachers are unhappy about the extra classes, but, choose to remain silent rather than risk being transferredor losing their yearly increments, promotions, overtime and awards!
It is high time the National Union of the Teaching Profession (NUTP) issues a strong warning against school heads who exploit teachers, already overworked, with the extra classes.
Teachers should just focus on their primary role of teaching our children within normal school hours.
Sometime ago, the Education Minister said that there would be more emphasis on sports and co-curricular activities.
If the ministry is keen on emphasising these activities, then more time should be allocated for them.
The academic focus should only be on core subjects and related homweork. No more time should be granted for extra classes.
FED UP Puchong
Stick to school hours
I cannot help but agree with Hamzah Abu Bakar. His letter “
Pupils pushed to the limit” (StarEducation, April 20) only stresses the point that students, particularly those sitting for the UPSR, PMR and SPM exams are being put under tremendous pressure.
The pressure is being exerted by overzealous school principals to achieve their target and to get a good name for themselves.
Our children are merely victims of these over-ambitious and insensitive school heads.
The extra classes, presumably to help students get better results start immediately after normal school hours with hardly any break for lunch.
By the time my children get home from school in Puchong, Selangor, it is almost 5pm.
On Wednesdays they have to stay back until 5.30pm for co-curricular activities.
When my children are absent from the extra classes, they are warned and given a scolding by the principal.
Isn't the principal supposed to treat and approach students in a civil manner instead of yelling and hurling insults at them?
Many parents have brought the matter up to the principal, but he refuses to accept the argument that children should not be made to stay in school for too long.
After all, tired and hungry schoolchildren will not be able to focus during the extra classes.
I strongly urge the Education Ministry to pass regulations that will standardise the school hours for primary and secondary schools each day.
It should also stop principals from arbitarily extending school hours
The labour law gives protection to office workers who are forced to work within a stipulated number of hours daily.
But, there is no regulation or law to protect students from being forced to stay in school for more than eight hours!
As a parent, I appeal to school teachers who are directly involved in educating our children to ensure our children get a total education.
Most teachers are unhappy about the extra classes, but, choose to remain silent rather than risk being transferredor losing their yearly increments, promotions, overtime and awards!
It is high time the National Union of the Teaching Profession (NUTP) issues a strong warning against school heads who exploit teachers, already overworked, with the extra classes.
Teachers should just focus on their primary role of teaching our children within normal school hours.
Sometime ago, the Education Minister said that there would be more emphasis on sports and co-curricular activities.
If the ministry is keen on emphasising these activities, then more time should be allocated for them.
The academic focus should only be on core subjects and related homweork. No more time should be granted for extra classes.
FED UP Puchong
Saturday, May 17, 2008
Six-point plan for teachers
Saturday May 17, 2008
Six-point plan for teachers
MALACCA: A six-point plan to champion the teaching profession and encourage more teachers to take part in the graduate scheme has been announced by the Prime Minister.
Datuk Seri Abdullah Ahmad Badawi said Grade DGA 29 non-graduates teachers undergoing the graduate scheme under Grade DG 41 would be considered for “time-based” promotion to Grade DG 44.
Under the scheme, he said three years of teaching experience as a DGA 29 teacher would be equivalent to one year’s experience as a DG 41 teacher.
“The Government has also approved the proposal that Grade DG 41 teachers who are not from the graduate scheme and holding the post of headmaster would be considered for promotion to Grade DG 44 after three years of service as a headmaster under Grade DG 41,” he added.
He also said that the Government would improve on the excellent teachers scheme announced two years ago with immediate effect, adding that teachers promoted to the status of excellent teachers would be eligible for promotion to the next grade without having to serve three years in their current grade.
Thank you, cikgu: Abdullah congratulating Abu Bakar during the national-level Teachers Day celebration at Seri Negeri, Ayer Keroh, yesterday as (from left) Mohd Ali, Rashdi, Dr Dzulkarnain, Krishnasamy and Hishammuddin look on.
Abdullah made the announcement during the national-level Teachers Day celebration held in Ayer Keroh yesterday.
The Prime Minister also announced that 10% of the 1,700 posts for non-graduate excellent headmaster posts of Grade DGA 38 would be given to supervisors and teachers serving in the Education Ministry, and state and district education departments, provided they meet the criteria for excellence.
“We have also agreed to upgrade the education district officer posts from Grade DG 48 to DG 52 and DG 54,” he said, adding that district education offices nationwide would be restructured for uniformity while those in Sabah and Sarawak would be abolished.
Abdullah said the Government would also restructure the Education Ministry, which last underwent an overhaul in 1995.
He said successful development of human capital could be achieved only if the education system was upgraded at all levels and the teaching profession was championed.
“There is no higher priority that human capital development.”
He later presented the Teacher of the Year 2008 awards to Datuk Rashdi Ramlan, Datuk Dr Dzulkarnain Abd Rahman, Abu Bakar Shawkat Ali and K. Krishnasamy.
Also present were Education Minister Datuk Seri Hishammuddin Tun Hussein, his deputy Dr Wee Ka Siong and Malacca Chief Minister Datuk Seri Mohd Ali Rustam.
Six-point plan for teachers
MALACCA: A six-point plan to champion the teaching profession and encourage more teachers to take part in the graduate scheme has been announced by the Prime Minister.
Datuk Seri Abdullah Ahmad Badawi said Grade DGA 29 non-graduates teachers undergoing the graduate scheme under Grade DG 41 would be considered for “time-based” promotion to Grade DG 44.
Under the scheme, he said three years of teaching experience as a DGA 29 teacher would be equivalent to one year’s experience as a DG 41 teacher.
“The Government has also approved the proposal that Grade DG 41 teachers who are not from the graduate scheme and holding the post of headmaster would be considered for promotion to Grade DG 44 after three years of service as a headmaster under Grade DG 41,” he added.
He also said that the Government would improve on the excellent teachers scheme announced two years ago with immediate effect, adding that teachers promoted to the status of excellent teachers would be eligible for promotion to the next grade without having to serve three years in their current grade.
Thank you, cikgu: Abdullah congratulating Abu Bakar during the national-level Teachers Day celebration at Seri Negeri, Ayer Keroh, yesterday as (from left) Mohd Ali, Rashdi, Dr Dzulkarnain, Krishnasamy and Hishammuddin look on.
Abdullah made the announcement during the national-level Teachers Day celebration held in Ayer Keroh yesterday.
The Prime Minister also announced that 10% of the 1,700 posts for non-graduate excellent headmaster posts of Grade DGA 38 would be given to supervisors and teachers serving in the Education Ministry, and state and district education departments, provided they meet the criteria for excellence.
“We have also agreed to upgrade the education district officer posts from Grade DG 48 to DG 52 and DG 54,” he said, adding that district education offices nationwide would be restructured for uniformity while those in Sabah and Sarawak would be abolished.
Abdullah said the Government would also restructure the Education Ministry, which last underwent an overhaul in 1995.
He said successful development of human capital could be achieved only if the education system was upgraded at all levels and the teaching profession was championed.
“There is no higher priority that human capital development.”
He later presented the Teacher of the Year 2008 awards to Datuk Rashdi Ramlan, Datuk Dr Dzulkarnain Abd Rahman, Abu Bakar Shawkat Ali and K. Krishnasamy.
Also present were Education Minister Datuk Seri Hishammuddin Tun Hussein, his deputy Dr Wee Ka Siong and Malacca Chief Minister Datuk Seri Mohd Ali Rustam.
Wacana Pertama Pibg Putrajaya
Assalamualaikum,>> Wacana itu agak baik, cuma kita kesuntukan masa sehinggakan tak banyak> dapat dibincangkan. Walau bgmana pun, kita telah memulakan sesuatu> yang sangat baik. Sekarang kita perlu bekerja keras arah menentukan> usaha kita ini ada "continuity" supaya semua PIBG SK Putrajaya dapat> berkembang dan memberikan impak bagi membantu usaha menjadikan semua> sekolah Putrajaya cemerlang.> Apa yang cuba En Hanafiah kemukakan semalam sangat relevant tetapi tak> sempat nak dibincang degan mendalam. Kita kena bincang dan laksanakan> dahulu di sekolah kita supaya dpt sekali lagi mencetuskan perhubungan> seklah-PIBG yang mantap.>> Salam,> Nafishah>> On 5/15/08, Hanafiah (Mr) wrote:>> Assalamualaikum,>> En Jamaluddin & Pn Nafisah,>>>> What is you first impression of the wacana?>> Perhaps we could elaborate more for the purpose of contunuing PIBG>> development.>>>> Salam>> HM>>>> 2008/5/14 Hanafiah (Mr) :>>>>>> Assalamualaikum,>>> Puan Sanisah,>>>>>> Di sini saya sertakan aturcara Wacana PIBG malam ini 14 Mei 2008. Ia>> dalam bentuk Publisher 2007. Feel free to make changes.>>>>>> HM>>>>>>>>>>
PIBG Putrajaya,Serasi Membangun Komuniti (Wacana
Saya nak ucap syabas kpd PIBG Putrajaya kita kerana dapat memulakan sesuatu yang sangat di tunggu oleh PIBG yang lain. Memang tepat pada masa nya dan nampat nya hajat pihak PIBG Putrajaya akan tercapai dalam masa yang singkat,akan melicinkan perjalanan pentadbiran sekolah dan kepuasan keluhan ibubapa yang selalu dalam dilema dalam mengatasi masalah harian anak mereka. Gurubesar dan guru sekolah yang berhadapan dengan birokrasi kementerian, kanak sekolah pula menjadi mangsa dirumah mendapat simpati kami yang rela membela nasib guru guru kita yang tersempit dan tak dapat berdikari. Salepas selesai wacana diatas kami turun dan sambung pula wacana kami dekat foyer kereta dan semua berpendapat this is the best idea that has ever been organized before,ie PIBG Putrajaya bersatu mendapat restu. Tambah mereka this is really good and now is the time to get the parents to be involve in this effort. Parents must attend the monthly motivation talk to change their 'ATTITUDE',which in turn will change their children. Tidak apa attitude parents is not idle anymore in this dangerous world. Saya rasa dua bulan lagi untuk next meeting tu lama sangat. Once a month is better as we have problems e v e r y d a y. Wacana akan membolehkan semua pihak mendapat balik untuk 'CONTROL' situasi yang sungguh mencabar dan bahaya ini. Tahniah juga saya ingin ucapkan kapada semua guru kerana dapat bersabar dari satu hari ke satu hari dan berharap terus bersabar untuk Bangsa,Ugama dan Negara. Pada HARI GURU besok saya dan isteri saya dan anak saya,Mohamad Ashraf ingin mengucapkan ribuan kaseh kapada semua Cikgu yang bertugas demi memupuk dan membina insan yang berfokus dan berwibawa. Wassalam Borhann
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